BHARTHIDASAN UNIVERSITY

TIRUCHIRAPPALLI - 620 024

CENTRE FOR DISTANCE EDUCATION

B.Ed.

STUDENT TEACHERS’ HAND BOOK

 CENTRE FOR DISTANCE EDUCATION
DEPARMENT OF EDUCATION
BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI - 620 024.
BACHELOR OF EDUCATION (B.Ed.) THROUGH DISTANCE MODE
REGULATIONS 2016 ONWARDS
CONTENTS

1. PREFACE
2. ELIGIBILITY
3. OBJECTIVES
4. DURATION
5. MEDIUM OF INSTRUCTION
6. DISTRIBUTION OF CREDITS (Programme Content)
6. (A) COURSE DESCRIPTION (Theory Components)
a. Core Courses (32 credits)
b. Pedagogy of a School Subject (4 credits)
c. Optional Courses (4 credits)
6. (B) ANNUAL DISTRIBUTION OF THE COURSES (Theory Components)
a. Paper Distribution for I Year
b. Paper Distribution for II Year
6. (C). PRACTICUM COMPONENTS (1000 Marks / 40 credits)
6. (D) Total Marks (Theory and Practical)
7. COUNSELING AND WORKSHOP ACTIVITIES (I Year and II Year)
8. INTERNSHIP TEACHING PRACTICE (ITP - 90 Days)
9. EVALUATION
(A) Scheme of Examinations
a. Non-semester (I Year)
b. Non-semester (II Year)
c. PRACTICUM COMPONENTS (1000 Marks / 40 credits)
9. (B) INTERNAL AND EXTERNAL ASSESSMENT MARKS
a. Mode of Internal Assessment for each theory paper
b. Mode of External assessment
9. (C) Question paper pattern (External Examination)
9. (D) Grading of Marks
10. RECORDS - ACTIVITIES
10.1 Teaching Practice related records
 10.2 School Based and Community Based Activities - Records and Reports
11. ELIGIBILITY FOR ADMISSION TO THE EXAMINATION
12. PRACTICAL EXAMINATION BY BOARD OF SUPERVISING EXAMINERS
13. SYLLABUS FOR I YEAR
14 SYLLABUS FOR II YEAR
15 EXAMINATIONS
16. CHANGE OF ADDRESS
17. IDENTITY CARD
18. GRIEVANCES
19. CERTIFICATES
19.1 Consolidated Statement of Marks
19.2 Provisional Certificate
19.3 Convocation/Degree Certificate
APPENDIX – I: SCHOOL-BASED PRACTICAL WORK
APPENDIX – II: WORKSHOP-BASED PRACTICAL ACTIVITIES
APPENDIX – III: PRACTICE TEACHING
1. PREFACE
The prosperity of a nation depends on its enlightened human resource, which depends on
the quality of education. Quality of education depends upon the quality of teachers, which in turn
depends on quality of teacher education. The two year B. Ed programme designed by the NCTE
(2015) provides opportunities for the students to deepen their knowledge, understand education,
specialize in selected areas and develop professional capacities. In order to revise the teacher
education curriculum in tune with the vision of National Curriculum Frame work for Teacher
Education (NCFTE 2013), the Department of Education has designed the B.Ed programme for
producing committed teachers with professionalism, academic leadership and research acumen.
It has been planned to offer this two year programme under CBCS from 2016 onwards.

2. ELIGIBILITY
The eligibility criteria for admission to the Bachelor of Education (B.Ed.) programme are
as follows:
a. Candidates who have completed NCTE recognized Teacher Education programme
through face-to-face mode are eligible for admission.
b. Trained in-service Teachers with D.T.Ed in any Government recognized school in Tamil
Nadu are eligible for admission to this programme.
c. Candidates should have successfully undergone the 10+2+3 or 11+1+3 pattern of
examinations in the following disciplines from a recognized university: Tamil
(B.A/B.Lit) / English / Mathematics / Physics / Applied Physics/ Chemistry / Applied
Chemistry / Biochemistry / Botany / Zoology / Microbiology / Biotechnology /
Environmental Science / History / Geography / Applied Geography / Computer Science/
Computer Applications / Information Technology.
d. In case of Economics, Commerce and Home science, the candidates who fulfill the
above norms should also have studied the same subjects both at the U.G and P.G levels.
e. Rules of reservation for selection in admission as per the norms of Government of Tamil
Nadu.

3. OBJECTIVES
The curriculum aims at enabling the students
 To empower them to be professionally competent, committed, performing and reflective
teachers for different stages of school education and teacher education
 To develop an understanding of the philosophical, sociological and psychological bases
and the issues of Indian Education, Management of Education and Information and
Communication Technology etc.,

4. DURATION
The programme is for a period of 2 years. In any case the course will have to be
completed by the student within the maximum period of 5 years after enrolment.
5. MEDIUM OF INSTRUCTION
The medium of instruction will be English. However, students will be allowed to write
the term-end examinations either in English or Tamil.

6. DISTRIBUTION OF CREDITS (Programme Content)

The university follows the ‗Credit System‘ for its B.Ed. programme. Each credit is of 30
hours of study comprising of all learning activities. Thus, 4 credit courses involves 120 study
hours. This helps the students to understand the academic efforts she/he has to put in order to
complete the course. Completion of B.Ed. programme requires successfully acquiring 80 credits.
The maximum credits one has to secure in two years of B.Ed. course through distance
mode is 80 and there are 6 theory papers in the I year and 4 theory papers in the II year (10
Papers X 4 credits = 40 Credits) . Students have to undergo practical activities both in the I &
II years. At the end of I year, the students have to complete the practice teaching of 448 class
teaching hours continuously (14 credits). By assessing all the relevant records related to school
and community activities (teaching / observation / lesson plan / unit plan / case study / album /
charts / teaching aids / action research record / seminars / workshop / field trip /education trip /
visit to museum / observatory / visiting of inclusive school and Yoga practice) through
summative evaluation including the practical examinations, total number of 26 credits will be
awarded. The learning activities also include Assignments and Home Tests for each theory
paper. The school based activities includes micro teaching and observation classes. The
workshop based activities in the I &II years (6 days each) are compulsory to take up their term-
end examination.

6. (A) COURSE DESCRIPTION (Theory Components)

a. Core Courses (32 credits)
By considering the teaching objectives, the following eight core course of 4 credits each
are identified. (1 credit = 25 marks)
S. Internal External Total
Theory paper Title of the paper Credits
No marks marks marks
1 Core courses Childhood and growing up 25 75 100 4
2 Contemporary India and Education 25 75 100 4
3 Learning and Teaching 25 75 100 4
4 Language across the curriculum 25 75 100 4
5 Assessment for learning 25 75 100 4
6 Knowledge and Curriculum 25 75 100 4
7 Gender, school, society and Inclusive
25 75 100 4
school
8 Critical understanding of ICT 25 75 100 4
Total 800 32
b. Pedagogy of a School Subject (4 credits)
Out of the following list of school subjects, any one course (each of 4 credits) is to be
chosen by the candidates according to their basic subject. (1 credit = 25 marks)
S. Internal External Total
Theory paper Title of the paper Credits
No marks marks marks
1 Pedagogy of a Teaching of Tamil 25 75 100 4
2 School Subject Teaching of English 25 75 100 4
3 Teaching of Mathematics 25 75 100 4
4 Teaching of Science 25 75 100 4
5 Teaching of Social Science 25 75 100 4
6 Teaching of Commerce 25 75 100 4
7 Teaching of Computer Science 25 75 100 4

c. Optional Courses (4 credits)

Out of the following list, one course has to be selected by the candidates. (1 credit = 25
marks)
Internal Externa Total
S. No Theory paper Title of the paper Credits
marks l marks marks
1 Optional course Environmental Education 25 75 100 4
2 Health and physical Education 25 75 100 4
3 Peace Education 25 75 100 4

6. (B) ANNUAL DISTRIBUTION OF THE COURSES (Theory Components)

a. Paper Distribution for I Year
Internal External Total
S. No Theory paper Title of the paper Credits
Marks Marks Marks
1 Core course Childhood and growing up 25 75 100 4
2 Contemporary India and Education 25 75 100 4
3 Learning and Teaching 25 75 100 4
4 Pedagogy of a school subject* 25 75 100 4
5 Language across the curriculum 25 75 100 4
6 Assessment for Learning 25 75 100 4
Total 600 24
*Based on the subject of specialization, the student teacher will choose any one from the
following subjects
(i) Teaching of Tamil
(ii) Teaching of English
(iii) Teaching of Mathematics
(iv) Teaching of Science
(v) Teaching of Social science
(vi) Teaching of Commerce
(vii) Teaching of Computer science
b. Paper Distribution for II Year

Internal External Total

S. No Theory paper Title of the paper Credits
marks marks marks
7 Internship Teaching Practice (ITP)* 350 14
8 Core course Knowledge and Curriculum 25 75 100 4
Gender, school, society and inclusive
9 Core course 25 75 100 4
school
10 Core course Critical understanding of ICT 25 75 100 4
Optional
11 Optional course** 25 75 100 4
course
Total 750 30
*The student teacher will undergo teaching practice of 90 days in the first year.
**The student teacher will choose any one of the following optional courses
(i) Environmental Education
(ii) Health and Physical Education
(iii) Peace Education

6. (C). PRACTICUM COMPONENTS (1000 Marks / 40 credits)

(i) Evaluation of Teaching Competency and Skills
(ii) Evaluation of Teaching Competency and School Based Activities related Records
and Reports
The teaching competency and proficiency in preparing records and reports will be
evaluated in two day practical examination conducted in the PCP Centre in the following aspects
S. No. Teaching competency / Records / Reports Marks allotted Credits
1 Teaching Competency 100 4
2 Lesson plan 75 3
3 Micro Teaching 75 3
4 Test and Measurement 50 2
5 Observation 50 2
6 Teaching Aids 100 4
7 Psychology Experiments 75 3
8 Educational Technology 75 3
9 Case Study 50 2
10 Action Research 50 2
11 Physical Education 50 2
12 Yoga 50 2
13 Library 50 2
14 SUPW 25 1
15 Arts & Craft 25 1
16 Field Visit 25 1
17 School Based Activities 75 3
Total 1000 40
* Students have to select any FIVE of the following School Based Activities (SBA) in such a
way that they are securing 75 marks ( 3 credits)
Sl. No. Name of the Record and Report of the SBA Marks allotted
1 Maintenance of registers and records 15
2 Addressing the school assembly 15
3 Conducting socio metric test in the class room 15
4 Content analysis exercise 15
Administration of Intelligence test, personality test and 15
5
attitude test to one student and analysis of result
6 Preparation of the cumulative records 15
7 Preparation of school time table 15
Organizing career talk/PTA / debate/ panel discussion/ Quiz 15
8
programme
9 Organization of a campaign 15

6. (D) TOTAL MARKS (Theory and Practical)

Components Total Marks Credits
Theory 1000 40
Practical 1000 40
Grand Total 2000 80

7. COUNSELING AND WORKSHOP ACTIVITIES (I Year and II Year)

S. No. of
Activity Days
No Hours
1 Counseling Classes (10+10) 20@8 hours/day 160
2 Attending Workshops (6+6) 12@8hours/day 96
3 Internship Teaching Practice (90) 90@6hours/day 540
Total 122 796
No. of Working Days = 122 Days (Excluding Examinations)
Total No. of Working Hours = 796 Hours

8. INTERNSHIP TEACHING PRACTICE (ITP - 90 Days)

Every student should compulsorily undergo 3 months of practice teaching in the school
where he/she works, under the supervision of Senior Teacher. This school internship covers 448
class teaching hours which will be evaluated for 350 marks (14 Credits).

Allotment of marks: Total marks allotted - 350

(i) Teaching competency - 100
(ii) Lesson plan record - 75
(iii) Teaching aids - 100
(iv) School Based Activities - 75
9. EVALUATION
(A) Scheme of Examinations
a. Non-semester (I Year)
S. Internal External Total
Subject Code Subject Duration Credits
No marks marks marks
15 CED1 Childhood and
1 3 hrs
growing up 25 75 100 4
15CED2 Contemporary India
2 3hrs 25 75 100 4
and Education
15 CED3 Learning and
3 3hrs 25 75 100 4
Teaching
15 CEDO:1-7 Pedagogy of a school
4 3hrs 25 75 100 4
subject*
15 CED4 Language across the
5 3hrs 25 75 100 4
Curriculum
15 CED5 Assessment for
6 3hrs 25 75 100 4
Learning
Total (I Year) 600 24
b. Non-semester (II–Year)
S. Subject Internal External Total
Subject Duration Credits
No Code marks marks marks
15 CED6 Knowledge and
7 Curriculum 3 hrs 25 75 100 4
15CED7 Gender, School, Society
8 3hrs 25 75 100 4
and Inclusive School
15CED8 Critical understanding of
9 3hrs 25 75 100 4
ICT
10 15 CEDE Optional course* 3hrs 25 75 100 4
15 ITP Internship Teaching Practice (I Year) 350 14
11
15 SRR School based Records and Reports (Both I Year & II Year) 650 26
Total (II Year) 1400 56
Grand Total (Both I Year & II Year) 2000 80

c. PRACTICUM COMPONENTS (1000 Marks / 40 credits)

(i) Evaluation of Teaching Competency and Skills
(ii) Evaluation of Internship Teaching Practice and School Based Activities related
Records and Reports
The teaching competency and proficiency in preparing records and reports will be
evaluated in two day practical examination conducted in the PCP Centre in the following aspects
S. Teaching competency / Records / Reports Marks Credits
No. allotted
1 Teaching Competency 100 4
2 Lesson plan 75 3
3 Micro Teaching 75 3
 4 Test and Measurement 50 2
5 Observation 50 2
6 Teaching Aids 100 4
7 Psychology Experiments 75 3
8 Educational Technology 75 3
9 Case Study 50 2
10 Action Research 50 2
11 Physical Education 50 2
12 Yoga 50 2
13 Library 50 2
14 SUPW 25 1
15 Arts & Craft 25 1
16 Field Visit 25 1
17 School Based Activities 75 3
Total 1000 40

9. (B) INTERNAL AND EXTERNAL ASSESSMENT MARKS

a. Mode of Internal Assessment for each theory paper
Test -10 marks
Assignment -10 marks
Attendance - 5 marks
Total -25 marks
b. Mode of External assessment
The external theory examination for each paper will be conducted for 75 marks
9. (C) Question paper pattern (External Examination)
Section Type of question No. of questions Marks Total
A Short Answer (50 words each) 10 (Compulsory) 2 20
B Short Essay (300 words each) 5 out of 7 5 25
C Essay Type (1000 words each) 3 Questions (Either or Type) 10 30
Total 75

9. (D) Grading of Marks

Every candidate should appear for all the papers in the theory, practical Examination and
school internship. A candidate shall be awarded with the B.Ed., degree if only he/she passed the
theory and practical examination and the compulsory Internship Teaching Practice of 90 days. A
candidate who fails in one or more papers in the theory or practical examination shall be
permitted to reappear again only for those papers in which he/she fails. A candidate who fails in
the practical examination and fails to complete the school internship shall be permitted to appear
again for the same and they are allowed to complete the degree within the maximum period of 5
years from the date of enrolment. There are no minimum marks for the internal assessment (core
paper, pedagogy of a school subject and the optional, field experience and practicum) and the
marks obtained will be carried over to the subsequent appearances. A candidate shall be declared
to have passed the theory examination by securing 40% in each of the theory paper and 30 marks
each in the external examination is the minimum requirement for external assessment, failing
which the candidate shall be declared as failure.
a. Classification of successful candidates
 Successful candidates who pass the theory examination with 40% in each paper can be
declared to have passed in the theory examination.
 Successful candidates who pass the practical examination with a minimum of 50%can be
declared to have passed in the practical examination.
 Those candidates who do not pass the theory with 40% each and practical examination with
50% can be declared to be failures.
 Failures will be given chances for reappearances of examination (Theory &Practical) to the
period of 5 years maximum from the date of enrolment of the B.Ed programme.
The system of Evaluation both for theory and practical courses are as follows:
Theory: For theory courses, evaluation comprises two aspects.
a. Continuous evaluation in the form of compulsory Assignments and Home tests. This carries a
weightage of 25% of each course.
b. The year end examination has a weightage of 75% of the total for each course.
In each case, the student will have to obtain at least D grade in both continuous and
terminal evaluation. If a student misses any terminal examination of a course for any reason,
he/she may reappear in the subsequent term end examination, after attending the compulsory
work shop. This facility will be available to the individual for the completion of the successful
grade up to 5 years from the date of registration. The grade system is used for continuous and
terminal examination components. The letter grades are as follows:
Letter Grade Qualitative level Grade Point Percentage
A Excellent 5 80% &above
B Very Good 4 60%-79.9%
C Good 3 50%-59.9%
D Satisfactory 2 40%-49.9%
E Unsatisfactory 1 Below 40%
A student will be declared as passed in the theory and practical components if he/she
secures D grade in theory and practical courses separately.

10. RECORDS - ACTIVITIES

10.1 Teaching Practice related records
i) Lesson Plan Record : 30 Lesson plans in the methodology subject
ii) Micro-Teaching Record : Practice 6 micro teaching skills in the methodology subject
iii) Test and Measurement Record : Construction and administration of one achievement
test and interpretation of test scores in the methodology subject
iv) Observation Record : 15 Observations in the methodology subject
 Preparation and use of Teaching Aids and Materials etc.,
Charts - 20
Static Models -5
Working Models - 5
Transparencies -5
Power Point Presentations - 5 Lesson Plans
Albums - Picture Album - 1, Articles Album - 1
Cutouts, Flannel Board with flash cards etc.,

10.2 School Based and Community Based Activities - Records and Reports

PART I

i) Experiments in Educational Psychology: Any five experiments falling within the ambit of
topics listed below.

List of prescribed areas for experiments in the Educational Psychology

1. Intelligence 8. Interest
2. Learning 9. Personality Trait
3. Transfer of Training 10. Attention
4. Aptitude 11. Perception
5. Adjustment 12. Motor Skills
6. Concept Formation 13. Creativity
7. Level of Aspiration

ii) Educational Technology Record

Preparation of Radio, Television Lessons
Each student teacher shall be given training in operating atleast three types of Audio-
Visual apparatus such as Radio, Television, Tape recorder, VCR, Slide Projector, Overhead
Projector, LCD Projector, Preparation of transparencies, Power Point Presentations etc.,
As per the NCTE norms, each college should have Educational Technology Laboratory.
So, the materials available in the present Audio-Visual Laboratory should be used suitably to
establish the Educational Technology Laboratory.

iii) Case Study Record

The case study will be based on an individual student or on a comparative study pf two pupils
who markedly differ in their profiles e.g., gifted Vs backward, well-adjusted Vs Mal-adjusted.

iv) Action Research Project Report

Students can choose any problem related to teaching-learning situation and prepare a report.

Part II

i) Maintenance of registers and records

Nature of the activity: Maintenance of various registers such as records of the students‘
performance such as progress report, attendance registers, admission register, laboratory stock
books etc., to provide the students with an opportunity to know the systematic procedure of
handling and maintaining records in the school.

ii) Addressing the school assembly

Nature of the activity: Addressing the students in the morning school assembly to acquire the
needed competency and skill of addressing the school assembly on the contemporary topics and
to develop confidence and effective communication skills.

iii) Conducting a sociometric test in the classroom

Nature of activity: Conducting sociometric tests for understanding group dynamics in the
classroom to identify group processes working in the classroom and to initiate measures to
improve group processes.

iv) Content analysis exercise

Nature of activity: Analysis of the content of a particular unit in your teaching subject to provide
the students with an input for planning of instruction.

v) Administration of intelligence test, personality test and aptitude test to one student and
analysis of the results
Nature of activity: Administration of standardized psychological tests and understanding the
implications of results to provide the students an opportunity to observe and analyse student
behaviour.

vi) Preparation of cumulative records

Nature of activity: Preparation of cumulative records of a student in a span of 2 years to provide
you with an experience of continuous and comprehensive evaluation and to give you an idea of
deciding about educational and vocational destiny of the students.

vii) Preparation of school time-table

Nature of activity: Preparation and implementation of time table to your school to know the
systematic procedure of preparing and implementing time table.

vii) Organising Career Talk/PTA Meeting/Debate/Panel Discussion/Quiz Programme

Nature of activity: Organisation of at least one of the above activities in your school or in the
community to help the students to acquire skills necessary for systematically organizing and
managing co-curricular activities.

viii) Organisation of campaign

Nature of activity: Planning and execution of a campaign on one of the socially useful themes
such as nutrition, literacy, sanitation, blood donation, immunization, environment, population
education, gender issues etc., to acquire the requisite competency in planning, execution and
evaluation socially useful campaigns.

11. ELIGIBILITY FOR ADMISSION TO THE EXAMINATION

A candidate shall be admitted to the B.Ed., Degree examination only if he/she forwards
along with his/her application of examination satisfactory evidence of having qualified
himself/herself for a degree in this University or that of some other University accepted by the
Syndicate as equivalent thereto and also should produce a certificate that he/she has undergone
the course of study in a satisfactory manner having put in not less than 75 percent of attendance
along with the workshop (I year/ II year) attendance certificate of six days.

12. PRACTICAL EXAMINATION BY BOARD OF SUPERVISING EXAMINERS

The Board will examine the teaching competence of every candidate and his/ her practical
work. The Board shall report to the University the marks awarded to each student in the practical
examination viz., Evaluation of Teaching Competence / Practical Records / Work Book and
Evaluation of School and Community Based Field Records. The final Reports/ Records / Work
Books shall be made available to the Board of supervising Examiners appointed by the
University whose decision on the marks to be awarded shall be the final. The members of the
Board of Examiners may be appointed from the University Department of Education and
Colleges of Education. Sufficient number of skilled staff, clerical staff, technical staff, non-
technical staff and students from schools may be appointed / arranged by the examination centre
as per the rules and regulations of the University practical examinations.
13. SYLLABUS FOR I YEAR
CORE COURSE

Core-I: CHILDHOOD AND GROWING UP

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course the student teacher will be able
1. To appreciate the role of educational psychology in teaching and learning.
2. To understand the salient features and problems of growth and development during
childhood to adolescence.
3. To understand the process of learning and factors influencing learning and to organize
teaching for effective learning
4. To understand the dynamics of personality development in order to facilitate student trainees'
and their students' personal growth.
5. To acquaint the teacher trainees with educational needs of special groups of pupils.
6. To understand the concept of personality, Intelligence and creativity and motivation for the
better teaching and learning process.
7. To develop the ability to apply the knowledge provided by Educational Psychology to
classroom problems of various kinds.

Course Content :

UNIT-I Educational psychology-Growth and Development

Nature of Educational psychology-purpose and principles in teaching and learning-
Meaning of Growth and Development- Differences between growth and development,
importance of growth and development Theoretical viewpoints to understand the human
development process and concept of individual differences. (a) Biological (b) Psycho-analytical
(c) Cognitive implications –Cognitive development-Attention-Factors relating to attention-span
of attention-inattention and distraction-concept formation-types

UNIT-II Understanding Adolescent Learner

Understanding Adolescent Learner: Growth and Development: Physical, cognitive,
social, emotional and moral development pattern .Adolescent period: Nature and peer factor
influencing development; Behavioural pattern in terms of motivation, attitude and development
of self-concept; Method of studying learner‘s behaviour at the adolescent stage: Observation,
interview, experimentation and case-study

UNIT-III Learning
Learning by Trial and Error (Thorndike) - Learning by Stimulus--Response conditioning
(Pavlov & Skinner-Classical conditioning -Operant conditioning) -Educational implications
Gestalt theory- Theories of Development: Cognitive theory of Development (Piaget‘s) - Psycho-
social theory of development (Erikson). Theory of Moral Development (Kohlberg‘s). -Theory of
psycho- sexual development (Freud). Theory of Emotional Development (Goldstein). Factors
affecting learning and learning problems -Ways to enhance learning skills and minimizing
learning Problems-Transfer of learning -Remembering and forgetting-curve of forgetting-
individual differences in learning

UNIT-IV Motivation
Motivation: Kinds of motives-Theories of motivation: Hull‘s drive reduction, Maslow‘s
need hierarchy, McClelland‘s achievement motivation-Fear of failure and hope of success;
Motivation in the class room context: praise and blame rewards and punishments-levels of
aspirations

UNIT-V Intelligence
Nature of intelligence- Theories of Intelligence: single, two factor and multi factor
theories, Guilford‘s structure of the intellect-Individual differences and distribution of
intelligence-Intelligence tests and their uses

UNIT-VI Creativity
Concept of creativity: Identification of creative pupils-relationship and difference
between intelligence and creativity; convergent, divergent and lateral thinking; Steps in the
process of creativity-fostering creativity

UNIT-VII Personality
Personality: Meaning and definition of personality, Major determinants of personality-
Theories of personality-Sigmund Freud-psycho analysis-Assessment of personality-projective
techniques-TAT, Integrated personality

Practicum:
 Observe the various age group children (Earl' childhood, Later childhood, Adolescent) in
various situations like in the classroom, playground, at home, with parents, friends, siblings
and list down the characteristics of them in physical, social, emotional and intellectual
domain.
 List down different maladjusted behaviours of adolescents which you could identify from
the classroom and out-side classroom. Take interview of a few and try to understand the
factors that may be responsible for their behaviour.
 Visit a school (Practice Teaching) and find out the different measures/activities taken by
school or teachers for healthy mental health of the children by interviewing school teachers.
 Observe some successful individuals and list down the behavioural characteristics which
impress you.
 Take interview of five low achievers and five high achievers and find out their ways of
learning.
 Student teacher should practice –intelligence, personality ,attention and creativity tests and
make a psychology record

Mode of Transaction: Lecture, Discussion, Case Study, Problem solving, Show

REFERENCES

Bhatia, H. R. (1973). Elements of Educational Psychology, 5th edition, Orient Longman.

Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York, Harper and Row
Publishers. P.P. 89-90.
Bolles, R. C. (1975): Learning Theory. New York, llolt, Rinehart and Winston,'P.P. 18-19.
Chauhan. S.S. (1978): Advanced Educational Psychology. Vikas Publishing house Pvt.
Ltd., New Delhi.
Dandapani. S. (2001). A textbook of Advanced Educational Psychology. New Delhi: Anmol
Publications.
Dann, R. (1983). Can students identif. their own Learning Styles? Educational Leadership.40,
P.P. 60-62.
Dash, M. (1988). Educational Psychology. Delhi: Deep and Deep Publication.
Duric, L. (1975). Performance of Pupils in the Process of Instruction. Bratislava, SPN, P.P.54-
90.
Duric, L. (1990). Educational Sciences: Essentials of Educational Psychoogy. International
Bureau of Education, UNESCO. New Delhi, Sterling Publishers, P. 81.
Fontana, D. (1995). Psychology for Teachers (3rd edition). The British Psychological Society,
London: McMillan in association with BPS Books.
Kundu C.L. and Tutoo D.N. (1993) : Educational Psychology, Sterling Publishers Pvt.
Ltd..Kogan page Inc Skinner, E. C. (1984). Educational Psychology-4th Edition. New
Delhi: Prentice Hall of India Pvt. Ltd.
Lindgren, H. C. (1967). Educational Psychology in Classroom (3rd edition). New York: John
Wiley and sons.
Mangal, S. K. (1984). Psychological Foundations of Education. Ludhiana: Prakash Publishers
Mohan J. and Vasudeva P. N. (1993). Learning Theories and Teaching. In Mohan Jitendra (ed.)
Educational Psychology. New Delhi, Wiley Eastern Limited, P. 146.
D. J. and Ronak. R. P. (2011). Management of behavioral problems of children with mental
retardation.
Spinthall, N., and Spinthall, R. C. (1990). Educational Psychology 5th Edition. - McGraw Hill
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Education. London:
 Core - II: CONTEMPORARY INDIA AND EDUCATION

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course the student teacher will be able
1. To understand the concept and aims of Education.
2. To develop understanding about the social realities of Indian society and its impact on
education
3. To learn the concepts of social Change and social transformation in relation to education
4. To understand the educational contributions of the Indian cum western thinkers
5. To know the different values enshrined in the constitution of India and its impact on
education
6. To identify the contemporary issues in education and its educational implications
7. To understand the historical developments in policy framework related to education

Course Content:

UNIT-I Concept and Aims Education

Meaning and definitions of Education-Formal, non-formal and informal education
Various levels of Education-Objectives-pre-primary, primary, secondary and higher secondary
education and various statuary boards of education -Aims of Education in Contemporary Indian
society Determinants of Aims of Education.

UNIT-II Social Realities of Indian Society and Education

Rich Cultural Heritage - Diversity in Indian Society; Inequality and Marginalization-
Schisms in terms of Caste, Religion, Language, Region and their demands on Education-Forms
and Bases of Social Stratification -Impact of Social Stratification on Education and Vice versa
;Culture and Education - Meaning and definitions of culture - Characteristics of culture-
Dimensions of culture, cultural lag, cultural pluralism - Role of Education in preservation,
transmission and promotion of culture.

UNIT-III Education, Social Change and Social Transformation

The concepts of social change –Technology Factors of social change -Role of education
in the process of social change - Agencies of Socialization -Factors influencing the Learner -
Socio-Cultural factors: Family, School environment, Community, Peer group -Political: policies,
provisions -Socio-Economic: Poverty, Gender, Religion, Caste and Class -Psycho-Social:
Parents. Teachers. Classroom Climate, School, Ethnicity

UNIT-IV Indian And western Thinkers and their Contribution to Education

Gandhiji‘s Basic Education-Concept of Education-Gandhiji‘s conception of knowledge-
method of instruction and evaluation-Tagore-Tagore‘s conception of knowledge-values-Freedom
and discipline-method of instruction and evaluation-John Dewey-Dewey‘s concept of
knowledge-values-method of instruction and evaluation-Rousseau - Rousseau‘s concept of
knowledge-method of instruction and evaluation-J. Krishnamoorthy- concept of knowledge and
freedom in learning-Sri Aurobindo-Sri Arobindo‘s concept of knowledge-method of instruction
and evaluation.

UNIT-V Issues in Indian Society and Education

Equalization of Educational Opportunities — SC/ ST, OBC, Women, Handicapped and
religious minorities-Population, poverty-illiteracy-measures adopted for eradicating illiteracy
Child labour-causes for child labour-government measures of child labour-Transit schools
Unemployment and under employment-Privatization in Education.

UNIT-VI Policy Framework for Public Education in India

Education in Pre-Independent India — significant recommendations of commissions and
committees -Education in Post-Independent India — Significant recommendations of
Commissions and Committees-National Policy on Education — 1986, 1992 -Universalization of
Elementary Education — Sarva Shiksha Abhiyan, RTE ACT 2009, RMSA, MHRD and
Elementary education, Major functions of UGC, NUPEA, NCTE, NCERT, SCERT and
TANSCHE in relation to the development of education.

UNIT-VII Innovative Trends

Introduction- objectives-community schools; Distance Education-need- objectives and
features f distance education; Open –learning-common barriers to learning-open school system-
open university and the major functions of DEB/DEC, Schools for the challenged-Adopting
instruction-school education Globalization/Liberalization-Factors behind-Globalization and
Education

Mode of transaction: Lectures, discussions, assignments, films on educational thinkers

PRACTICUM
 Study the impact of Right to Education Act on schools
 Critical Analysis of Different Committees and Commissions on Education
 Study of Educational Process in Private Schools
 Planning and Implementation of Activities
 Eco-Club,
 Instructional material to inculcate values,
 Field visit to vocational institutes to make reports,
 Awareness development about population explosion in rural / slum areas,
 Creating awareness among SC/ST students about various schemes and scholarships available
to them.

REFERENCES
Bhatirt, B. (1-983).The philosophical and Sociological Foundation Of Education, New Delhi,
Doaba House.
Bhattacharya, S.(2006). Sociological Foundation of Education: Atlantic Publishers. New Delhi
Dhankar. N. (2010). Education In Emerging Indian Society. New Delhi: APH Publishing
Corporation.
Dhiman. O. P. (1973). Principles and Techniques of Education. Ludhiana: Sharda Brothers. 5.
Fagerting, l., and Saha, L. J.U. (1989). Education and National Development (2nd Ed.).
England: Pergarnon Press.
Kakkat, S. B. (1995). Changing Perspectives in Education. New Delhi: Vikas, Publishing House
Pvt. Ltd.
Mehra D. D. (2009). Education in Emerging Indian Education, Indian Education. Ludhiyana:
Tondan Publications, Books Market.
Mehta, D. D. (2009). Education in Emerging Indian Education, Indian Education.
Ludhiyana:Tondan Publications, Books Market.
Murthy, S. K. (2009). Philosophical and Sociological Foundation of Education. Ludhiyana:
Tondan Publication. Books Market.
Narulla, S. & Naik, J. P. (1964). Student History of Education in India. Mc Millian & Co., of
India Pvt. Ltd. National Policy and Education. (1986). MHRD. New Delhi: Govt. of India.
Pathak, K. R. (2007). Education in the Emerging India. New Delhi: Atlantic Publishers.
Pathak, R. P. (2009). Philosophical and Sociological Foundations of Education. New Delhi:
Kanishka Publishers.
Rao, D. B. (1996). G lobals Perception on Peace Education, Vol. I, II & III. New Delhi:
Discovery Publishing House.
Rassekh, S., and Vaideanu, G. (1987). The contents of education. UNESCO, Paris: Richard Clay
Ltd., Bungay, Suffolk, England.
Schultz, T. W. (1972). Investment in Education. London: The University of Chicago Press Ltd.
Siddiqui, M. H. (2009). Philosophical and Sociological foundation of Education. New Delhi:
APH Publishing Corporation, APM Publication Corporation.
Singh Y. K. (2007). Philosophical. Foundation of Education. New Delhi: APH Publication
Corporation.
Thakur, A. S., and Berwal, S. (2007). Education in Emerging Indian Society. New Delhi:
National Publishing House.
 CORE III: LEARNING AND TEACHING

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course, the student-teacher will be able to
1. Be aware of the process of learning and information processing
2. Understand the variables in the teaching-learning process
3. Acquire knowledge about the taxonomy of educational objectives and delineate the
instructional objectives
4. Gain an understanding of different theoretical perspectives on learning
5. Reflect on their own implicit understanding of the nature and kinds of learning
6. Understand the various approaches of teaching
7. Understand the instructional process and apply the basic teaching model
8. Understand the principles of various teaching models
9. Explore the possibilities of designing learning environment and experiences at
school
10. Apply the various skills and competencies in class room teaching and management
11. Understand the relationship between teaching and learning
12. Appreciate the role of a teacher as leader, organizer, manager and teacher

Course Content:

UNIT I: Process of Learning

Process of Learning - Concept of learning, types of learning and factors influencing
learning - Learning process: Attention, sensation, perception and concept formation - Memory
and forgetting: concept, types of memory, applicability to learning and strategies for better
management of memory - Role of motivation in learning; methods of improving motivation

UNIT II: Learners and Principles of Teaching-Learning

Characteristics and needs of the learners - Dimensions of differences in learners - Physical,
Cognitive, Affective, Psychomotor and Socio Cultural - Matching the Teaching Styles with the
Learning Styles - Challenging the Learners and Evolving Teachers - Delineation of instructional
objectives - Cognitive, Affective and Psychomotor - Skills of Teaching and Learning - Meaning,
Principles and Significance of Learning - Factors affecting learning - Relationship between
Teaching and Learning - Transfer of Learning - Teaching for Transfer of Learning

UNIT III: Theories of Learning

Behaviorist Perspectives of Learning - Trial and error - Thorndike, Laws of learning,
concept and principles and classroom implications - Classical Conditioning - Pavlov, concept
and principles and classroom implications - Operant Conditioning - Skinner, concept and
principles and classroom implications - Cognitive perspectives of learning (Insight learning -
Kohler, Discovery learning - Bruner, Developmental theory of learning - Piaget, Social Learning
- Bandura, Social constructivism - Vygotsky) - Humanist perspectives of learning (Learner
centered approach - Rogers)
UNIT IV: Process of Teaching
Concept of teaching, teaching as a profession and teacher as a professional, teaching as
an art and science - Distinction between Instruction, training and teaching - Phases of teaching:
planning, execution and reflection - Role of teacher in teaching learning process: teacher as a
model, facilitator, negotiator, co-learner, reflective practitioner and classroom researcher -
Functions of a teacher in classroom, school and community

UNIT V: Learning Environment and Learning Engagement

Meaning of learning environment and learning engagement - Creating positive and
productive environment for learning - creation of emotionally - Safe learning environment to
increase learning - Development of emotional intelligence - Role of culture in the educative
process, creating culturally responsive learning - environment, create cultural congruity between
home and school - Assisted performance, supervised discussion and reciprocal teaching as
strategies to enhance motivation and learning

UNIT VI: Approaches and Models of Teaching

Nature of Teaching - Phases and Levels of Teaching - Various Approaches to Teaching -
Behaviourist, Cognitivist, Constructivist, Connectionist, Anticipatory, Cooperative, Personalized
and Wholistic - Models of Teaching - Information Processing - Personal Development and
Social Development - Energetic methods of Teaching - Lecture method, Lecture cum
Demonstration - Laboratory method - Assignment method - Discussion method, Heuristic
method - Project method

UNIT VII: Teaching as a Profession and Classroom Management

Teaching as Art, Science and Commerce - Teaching as Job - Occupation and Profession -
Humane and Professional Teachers - Skills and Competence of a Teacher - Status of Teaching as
a Profession - Teacher as a Mentor – Communication: Meaning and Principles - Basic model of
Communication - Sender, Message, Medium, Receiver and Reach - Factors facilitating
communication - Mapping and Management - Healthy Classroom Management - Classroom
Ambience

PRACTICUM
 Prepare a list of study habits prevailing among students of a particular class through
 interaction of students
 A report on learning situations, learners attention, motivational status among the
 students of a particular class through observation
 Conduct a group discussion on strategies of memorization - Repeated reading, writing,
 peer group discussion, explaining to others, etc. and prepare a report
 Understanding the nature of interaction between teachers and students by Flanders‘s
 Interaction model and prepare a report
 Writing instructional objectives in behavioural terms

REFERENCES
Beggie, H.L. and Hunt M. P: Psychological Foundations of Education
Benjamin S.Bloom et al. (1964) Taxonomy of educational objectives, Longman Group
Bruce Joyce (1985) Models of teaching (2nd Ed.) Prentice Hall
Chauhan, S.S. (1978) Advanced Educational Psychology, Vikas Publication House Pvt. Ltd.,
New Delhi.
Ebel, R.L. and Freshie, D.A. (2009). Essentials of Educational Measurement, New Delhi: PHI
Learning Pvt. Ltd.,
Erickson, Eric, H. (1972). Play and Development. New York: W. W. Norton
Gardner, H. (1980). Frames of mind: The theory of multiple intelligence. London: Paladin Books
Garret, H.E. (2008). Statistics in Psychology and Education. Delhi: Surjeet Publications
Gauvian, M. and M. Cole (eds). Readings on the development of children. New York: W. H.
Freeman
Gauvian, M. and M. Cole (eds). Readings on the development of children. New York: W. H.
Freeman
Hilgard, E.R. and Bower, G.H. Theories of Learning. Prentice Hall India, New Delhi
Hurlock, E.B. (1999). Developmental Psychology. New Delhi: Tata McGraw-Hill Publishing
Company Ltd, New Delhi
Karthikeyan, C (2004) A Text Book of Instructional Technology, RBSA
Mangal, S.K. (1984) Psychological foundations of Education, Ludhiana: Prakash Publishers.
Piaget, J. (1926). Psychology of Intelligence. New York: Basic Books
Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology. Agra: HPB.
Skinner, E.C. (1984 Educational Psychology-4th Edition, New Delhi: Prentice Hall of India Pvt.
Ltd.,
Sprinthall, Norman A. and Richard C. Sprinthall (1990). Educational Psychology - A
Developmental Approach, Fifth Edition. New York: McGraw-Hill International Edition,
Psychology Services.
Thorndike, R.M. (2010). Measurement and Evaluation in Psychology and Education. New Delhi:
PHI Learning Pvt. Ltd.,
Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes.
Cambridge, Massachusetts: Harvard University Press
Yakaiah, P. & Bhatia, K.K. (2005). Introduction to Educational Psychology
 PEDAGOGY OF A SCHOOL SUBJECT

Teaching of Tamil
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1. jha;nkhopf;fy;tpapd; rpwg;Gfis mwpjy;.
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3. jkpo;f; fw;gpf;Fk; Kiwfis mwpjy;.
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6. Njh;Tk; kjpg;gPLk; gw;wp mwpe;Jnfhs;Sjy;.
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nkhopapd; Njhw;wKk; tsh;r;rpAk; - jha;nkhopf;fy;tpd; Kf;fpaj;Jtk; - rpwg;GNehf;fq;fs; -
fiyj;jpl;lj;jpy; nkhopapd; ,lk; - nkhopapd;gz;Gfs;, gad;fs; - tho;f;if mikg;gpy; nkhopapd;
gad;ghL - mbg;gilj;jpwd;fs; - ,yf;fpaeak; - gilg;ghw;wy; - r%fg;gz;ghLfis tsh;j;jy; -
kuGfis mwpjy; - moFzh;Mw;wiy tsh;j;jy; - tho;f;ifj;jpwd;fisg; ngWjy;.

myF: 2 fy;tp Nehf;fq;fSk; ghlj;jpl;lKk;:

fy;tpapd; ,yf;Ffs; - fy;tp Nehf;fq;fspd; tiffs; - xw;WikAzh;T -
fy;tpj;jpl;lj;jpy; r%fkuGfs; - nkhopg;ghlj;jpwd;fs; - ghlj;jpl;lj;jpd; Kf;fpaj;Jtk; - gad;fs;
- ghlj;jpl;lk; mikj;jy; - myFj;jpl;lk; jahhpj;jy; - GSkpd; fw;gpj;jy; Nfhl;ghLfs; -
n`h;gh;bd; gbepiyfs;.

myF: 3 jkpo; fw;gpf;Fk; Kiwfs;:

Ez;zpiyf;fw;gpj;jy;: nghUs; - tiuaiw - rpwg;Gfs; - gbepiyfs; - gy;ifj;J}z;ly;
jpwd;fs; - tYT+l;bfisg; gad;gLj;Jjy; - tpdhf;Nfl;ly; - tpsf;Fjy; - fw;wy; Fwpf;Nfhs;fs; -
tFg;gpw;Fhpa jiyg;Gfs; - nra;As; - ciueil - ,yf;fzk; fw;gpj;jy; - Jizf;fUtpfs;
jahhpj;jYk; gad;fSk; - fUk;gyifapd; gad;fs; - nray;jpl;lKiw - tpisahl;LKiw
fw;gpj;jy; - ebg;GKiw fw;gpj;jy; - Nkw;ghh;it gbg;G - ghlE}ypd; mikg;G.

myF: 4 nkhopg;ghl fw;gpj;jy; gphpTfspd; mikg;G:

1. nra;As; fw;gpj;jypd; Nehf;fq;fs; - rhpahd cr;rhpg;G - kdg;ghlk; nra;Ak;KiwAk;
gad;fSk; - tha;nkhopg; gapw;rp - nrhw;fsQ;rpag; ngUf;fk; - xypg;GKiwg; gapw;rp -
fw;gidahw;wiy tsh;j;jy;.
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ciueilfw;gpj;jypd; Nehf;fq;fSk; KiwfSk;. - gpwghlq;fSld; ,izj;Jf; fw;gpj;jy;.
3. ,yf;fzk; fw;gpj;jypd; Nehf;fq;fs; - Kiwfs; - Njitfs; - tpjptUKiw -
tpjptpsf;FKiw - tpisahl;LKiw.
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5. fl;Liug;ghlk; fw;gpj;jypd;; Kiwfs; - tiffs; - Nehf;fq;fs; - eak; ghuhl;Ljy; - RUf;fp
tiujy; - rpwg;gpay;Gfs; - gilg;ghw;wiy tsh;j;jy;.

myF: 5 fw;gpj;jypy; GJikg;Nghf;FfSk; kjpg;gPLk;:

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fzpdp - ,izak; - kpd;fw;wy; - tpz;zuq;fk;.
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ey;yj;Njh;tpd; rpwg;Gfs; - Njh;TrPh;jpUj;jq;fs; - jug;gLj;jg;gl;lj; Njh;Tfs; - kjpg;gPl;bd;
gz;Gfs; - mstPL - Gwtaj;Njh;T.

myF: 6 jpwd;fisf; fw;gpj;jy;:

mbg;gilj;jpwd;fs; - Nfl;ly; jpwd;fis tsh;j;jy; - njspthd Ngr;rpd; ,ay;Gfs; -
Ngr;rhw;wiy tsh;j;jy; - gbj;jypd;tiffs; - Nehf;fq;fs; - tha;tpl;Lg; gbj;jy; - tha;f;Fl;
gbj;jy; - Mo;e;jg;gbg;G - mfd;wgbg;G - vOjf; fw;gpj;jy; - ifnaOj;jpd; jd;ikfs; - vOJk;
jpwdpy; gapw;rp - ey;y ifnaOj;jpd; ey;ypay;Gfs; - tha;nkhopg; gapw;rp - ghly;fs; - fijfs;
- glq;fs; %yk; fw;gpj;jy; - fw;wy; fw;gpj;jYf;fhd cgfuzq;fisj; jahhpj;jy;.
myF: 7 nkhopahrphpah;:
nkhopg;gw;W - nkhopahrphpahpd; rpwg;Gfs; - r%fg; nghWg;G - ,yf;fpa ,yf;fzg; Gyik
- Ngr;rhw;wy; - gilg;ghw;wy; - eifr;Ritczh;T - csE}y;mwpT - Kd;dpiyg;gLjy; -
topfhl;Ljy; - fiyahh;tk; - rpwe;j Fbkfd;fis cUthf;Fjy;.
nra;Kiwg; gapw;rp:
1. fij> fl;Liu> GJf;ftpij Nghd;w gilg;ghw;wiy ntspg;gLj;Jk; tpjkhd fy;Y}hp ,jo;
xd;iw khzth;fshy; jahhpf;f.
2. Njrpa xUikg;ghl;bidAk; jiyikg; gz;gpidAk; tsh;f;Fk; ehlfj;jpid cUthf;Ff.
3. Vspatbtyhd ,aq;Fk; tbt fw;wy;-fw;gpj;jy; Jizf;fUtpfis jahupf;f FO tpthjk;
elj;jp jpwd;fisg; ngWf.
ghu;it E}y;fs;
mwthzd;>f.gh.(1998).ftpijapd; capu;>cs;sk;>cly;. nrd;id: ghupepiyak;.
,uj;jpd rghgjp,gp. (2008), fy;tpapay; Njh;T, nrd;id: rhe;jh gjpg;gfk;.
fzgjp,tp.&,uj;jpdrghgjp,gp.(2008). Ez;zpiyf;fw;gpj;jy;, nrd;id: rhe;jh gjpg;gfk;.
Nfhtpe;juhrd;>K.(1990).ew;wkpo; gapw;wypd; Nehf;fKk; KiwAk;. nrd;id: ru];tjp gjpg;gfk;.
rf;jpNty;,R.(1964). jkpo;nkhop tuyhW. nrd;id: kPdhl;rp Gj;jfhyak;.
nre;J}u;ghz;bad;>nr.(1983).jpl;lkpl;lijf; fw;wy;-Xu;mwpKfk;. GJf;Nfhl;il: kPdhl;rp gjpg;gfk;.
Rg;Gnul;bahu;> e.(1964). jkpo; gapw;WKiw. jpUney;Ntyp: fofntspaPL.
jpy;iyehafk;>nt.(1978). ,e;jpa E}yf ,af;fk;. jpUney;Ntyp: fofntspaPL.
gukrpthde;jk;,m.K.(1959). jkpo; ciueil. nrd;id: jkpo;f;fiyg; gjpg;gfk;
gh];fud;,g.,& gj;kgphpah.(2007).fiyj;jpl;l tsh;r;rp, nrd;id: rhe;jh gjpg;gfk;.
nghd;dg;gd;>gh.(1992).jkpo;g; ghlk; nrhy;Yk;Kiw. nrd;id: jkpo;ehl;L ghlE}y; fofk;.
NtZNfhghy;>,.gh.(1991).ige;jkpo; fw;gpf;Fk; Kiwfs;. NtY}u;: rFe;jyh ntspaPl;lfk;.
tpIayl;Rkp,(2008).fw;gpj;jypy; rpf;fy;fs; - jPh;Tfs;, nrd;id: rhe;jh gjpg;gfk;.
Billows. (1976). The Techniques of Language Teaching. London: Longman.
Ryburn, W.N. (1966). The Teaching of English. Bombay: McMillan
Publications.
 TEACHING OF ENGLISH
Internal Assessment: 25 Total Marks: 100
External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course the student teacher will be able to
1. View the role of English in India in the right perspective and understand the rationale for
learning English as a second language.
2. Get familiarized with the nature of the language skills to be developed and evaluated.
3. Know the language skills to be imparted to the learners.
4. Know the different approaches, methods and techniques of ELT.
5. Apply different strategies for facilitating the learning of English as a Second Language.
6. Understand the current trends in the teaching of English.

Course Content

Unit - I
Role of English in the Present-day India – English as a National Link Language – English
as a International Link Language - English as a Library Language – Rationale for learning
English –Positions of English in the School Curriculum - Aims of teaching English at the
Primary level, Secondary level and Higher Secondary level - Objectives of teaching English as a
second language –Teaching the communication skills – Listening, Speaking, Reading &Writing.

Unit – II
Contribution of Linguistics and Psychology to the teaching of English –
Language Learning Theories - Learning a Language – Second Language Pedagogy – Language
as Rule-governed behaviour – Language as a Skill – Teaching the communication skills –
Listening, Speaking, Reading & Writing – Interrelationship of language skills – Teaching
English as a skill rather than a knowledge subject – Learning the mother tongue and Learning a
Second language – Interference and Transfer from the mother tongue – Implications for teaching
methods.

Unit – III
Methods, Approaches and Techniques of ELT – Methods : Grammar Translation Method
– Bilingual method – Direct Method – Dr. West‘s new method – Audio Lingual Method - Merits
and Demerits – Approaches : Structural Approach – Situational-Oral Approach –Communicative
Approach – Communicative Language Teaching (CLT) – Eclectic Approach - Recent Trends in
the Teaching of English.

Unit – IV
Teaching the Four Skills of Communication – Linguistic Competence and
Communicative Competence - Developing Listening Skills – Developing Spoken English-
Phonetics of English: Stress, Rhythm and Intonation- Difficulties of Indian students – Remedial
Measures – Vocabulary Enrichment – Enhancing Vocabulary-Lexical and Grammatical
competencies –Use of dictionary & thesaurus - Enhancing Reading Skills – Types of Reading –
Study and Reference Skills - Teaching Writing – Teaching of Prose and Poetry – Composition –
Classroom practices – Testing and Evaluation of Language Skills – Types of Tests - Types of
Achievement Tests – Construction of a good test - Objectivity – Reliability – Validity - Item
analysis – Item difficulty – Discriminative index.

Unit – V
Micro Teaching – Meaning, Definitions - Characteristics of micro teaching- Features of
Indian Model of micro teaching – Micro teaching cycle - Steps in micro teaching cycle - Practice
of relevant skills: Reinforcement- Stimulus Variation- Explaining- Probing Questioning –
Demonstration- Skill of Using Blackboard- need for link lesson in micro teaching

Unit – VI
Instructional Aids – Audio-visual aids - Teacher made aids – Flash cards, Pictures,
Charts, Models, Blackboard sketches - Electronic aids – Overhead projector, Tape recorder,
Lingua phone records, Radio, Television - Programmed Learning – Language Laboratory –
Technology Enable Language Learning – Computer Assisted Language Learning (CALL) -
Multimedia for ELT – Web-based Language Learning.

Unit—VII
Principles of Curriculum construction- Limitations in the existing school English
language curriculum – Qualities of a good English language text book – Teaching prose, poetry,
extensive readers, preparation of lesson plan.

Practicum
 Awareness of different phonemic scripts.
 Oral practices in sounds that cause difficulty.
 Oral practice in word stress and sentence stress
 An album of Phonetic scripts, and articulation of vowels and consonants.
 Preparation of aids to make the high school pupils and higher secondary students to
 understand certain grammatical concepts.
 An oral test assessing the teacher trainees, knowledge and mastery of the various areas in
 Grammar.
 Exercise in word formation.
 Practice in the use a dictionary.
 Note making and summary writing exercises
 Reviews to be written for five books and two English exercises.
 Practice in writing different types of composition exercises.
 Preparing language learning materials through computer.

References
Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation
Siddiqui, M.H. (2009). Techniques of Classroom Teaching. New Delhi: APH Publishing
Corporation.
Aggarwal. J. C. (2008). Principles, Methods & Techniques of Teaching. UP: Vikas
Publishing House Pvt Ltd.
Chauhan, S. S. (2008). Innovations in Teaching Learning Process. UP: Vikas Publishing House
Pvt. Ltd.
Venkateswaran, S. (2008). Principles of Teaching English. UP: Vikas Publishing House Pvt. Ltd.
Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet Publications.
Sharma, R. N. (2008). Contemporary Teaching of English. Delhi: Surjeet Publications.
Baruah, T. C. (1993). The English Teacher’s Handbook. New Delhi: Sterling Publishers.
Bennett, W. A. (1969). Aspects of Language and Language Teaching. London: Cambridge
University Press.
Christopher, S. W. (1998). Computer and Language Learning. Singapore: SEAMEO –
Regional Language Centre.
Francis Soundararaj, F. (1995). Teaching Spoken English and Communication Skills. Chennai
Krishnaswamy, N. (1995). Teaching English Grammar. Chennai: T.R. Publication.
Wright, A. (1977). Visual material for the language teacher. London: Longman.
Lee, W. R. (1976). Language teaching games and contexts. London: Oxford University Press.
Krishnaswamy and Lalitha Krishnaswamy. (2003) Teaching English – Approaches, Methods and
Techniques. Bangalore: Macmillan India Ltd.
Hornby, A. S. (1968). The Teaching of Structural Words and Sentence Patterns. London: Oxford
University Press
 TEACHING OF MATHEMATICS

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course, the student-teacher will be able to
1. Acquire knowledge of the nature of Mathematics and the aims & the objectives of teaching
Mathematics.
2. Understand the principles of curriculum construction in Mathematics with emphasis on
content and organization.
3. Apply the principles of evaluation and related concepts.
4. Apply effective methods and techniques for teaching Mathematics.
5. Understand the state syllabus for standards VI to XII.
6. Develop effective instructional skills and suitable teaching methods for each unit.
7. Develop ability to prepare and use effectively the audio visual aids.
8. Develop ability to construct and administer a diagnostic test and interpret its results for
9. Develop ability to prepare a blue-print for unit test and apply the principles of educational
statistics to interpret the test results.
10. Develop a positive and favorable attitude towards Mathematics teaching.
11. Develop a sense of self satisfaction and pride in being a Mathematics teacher.
12. Develop a sense of dedication and devotion to Mathematics teaching.
13. Develop a scientific attitude.

Course Content

UNIT I Aims, Objectives and Values of Teaching Mathematics

What is Mathematics? - History of Mathematics - Characteristic of Mathematics - Nature
of Mathematics: Objectivity, Logical Structure, Symbolism, abstractness, Brevity - Correlation
of Mathematics with other school subjects: Languages, Physics, Chemistry, Biology, and
Geography - Values of Mathematics: Practical values, Disciplinary values, Cultural values and
Social values - Need and importance of objective- based teaching of Mathematics - Specification
of objectives.

UNIT II Planning and Implementation of Instruction

Micro teaching: Meaning, Definitions, Origin, Need, Procedure, Cycle of operations, Steps
of microteaching cycle, Characteristics and uses - Practice of relevant skills namely;
reinforcement, Stimulus Variation, Explaining, Probing Questioning, Demonstration, Skill of
Using Black Board - need for link lesson in micro teaching - Macro Teaching: Unit plan, Lesson
plan, components of a lesson plan, need for writing a lesson plan, characteristics of a good lesson
plan- Demonstration lesson.

UNIT III Strategies of Teaching Mathematics

Mathematics Teaching - Concept and meaning of Approaches, Methods and Techniques -
Approaches - Constructivist, Discovery, Inductive and Deductive Methods - Analytic, Synthetic,
Problem solving, Laboratory, Project method. Modern techniques of Mathematics teaching:
Brainstorming, Quiz, Seminar, Discussion, Scenario building

UNIT IV Curriculum Designing in Mathematics

Content - Selection - Principles - Up datedness - Interdisciplinary treatment - Content
Organization - Topical - Logical - Psychological - Spiral and Concentric plan - Homogeneous
grouping - Dalton plan - Supervised study - Curricular models - SMSG - SCERT - Assessment
of various school curricula - Integrated treatment of subject matter.

UNIT V Models of Teaching Mathematics

Models of teaching Mathematics and Class Room Interaction - Formation and
applications of mathematical concepts - Concept attainment model, advanced organiser model,
Jurisprudential Inquiry model. Classroom interaction analysis (Flanders Interaction Analysis
Category System) and its implications in learning Mathematics.

UNIT VI Techno-based Teaching and Evaluation in Mathematics

Audio-Visual aids: Definition, psychology of using audio-visual aids, Principles of using
audio-visual aids, Essential qualities of audio-visual aids, Staging of using audio-visual aids in
teaching-Dale‘s Cone of experience - Classification of teaching aids - Hardware and software
approaches - Preparation and use of software - Importance and limitations of audio-visual aids -
Radio, Tape recorder, Television, Power Point Projection, LCD Projection, Educational
Broadcasts: Radio and TV - Information and Communication Technology in Mathematics
Teaching - CAI, ICAI, Intelligent Tutoring System, E-learning ,Web based learning- Evaluation-
Achievement test in Mathematics - Subjective and objective tests - Blueprint, CAE, On-line
tests.

UNIT VII Mathematics Teacher and Strengthening Mathematics Education

Mathematics Teacher - Qualities of good mathematics Teacher - Academic and
Professional Qualifications - Need of In-service Education - Membership of Professional
Organizations. Mathematics club, Mathematics Fairs, Field trips, Mathematics Olympiad,
Library - Mathematical Institutions/Organizations - Functions and Objectives, Celebration of
Mathematics related events.

Mode of Transaction : Lecture, Lecture cum Discussion, Project Work, Demonstration of AV

Aids, Action Research, , Field Visit, Group Work and its Presentation by students etc.,

PRACTICUM
 Preparation of programme of work for (a) a year (b) a term (c) a weak and (d) a lesson.
 Drawing up detailed notes of lessons for at least a dozen typical lessons.
 Preparation of brief teaching notes for any given lesson.
 Preparation of teaching aids.
 Learning to write and draw on the black board.
 Preparation and administration of diagnostic scoring, tabulation and interpretation of marks.
 Organization of outdoor activity in mathematics for the pupils.
 Formatting a mathematics club and utilizing it for standards of efficiency among the trainees.
 Practice of any 5 micro teaching skills.
 Tests and measurement – Mean, Median, Mode, Standard deviation, Percentiles, and
 Correlation between achievements in two optional and graphical representations.

REFERENCES
Aggarwal, S. M., (1994). Teaching Modern of Mathematics. Delhi: Dhanpat Rai & Sons.
Backhouse, J. K. (1967). Statistics. London: Longman.
Benson, Steve et.al. (2005). Facilitators Guide to Ways to Think about Mathematics. London:
Sage Book Depot.
Bruner, J. S., (1961). The Process of Education. Cambridge: Harvard University Press.
Clausen-may, Tandi. (2005). Teaching Maths to Pupils with different Learning Styles. New
Delhi: Company Inc.
Gronlund, N. E. and Linn, R. L. (1990). Measurement and Evaluation in Teaching. New York:
The
Gupta, H. N. and Shankaran, V. (Ed.), (1984). Content-Cum-Methodology of Teaching
Mathematics.
Hogben, Lancelot. (1960). Mathematics for The Million. New York: W.W. Norton & Company
Inc.,
Johan R. E. et. Al, (1961). Modern Algebra; First Course. USA: Addison-Wesley Publishing
Macmillan Company. New Delhi: NCERT.
Piaget, Jean, (1952). The Child‘s Conception of Number. London: Routtedge & Kegan Paul Ltd.,
Publications.
Richard, Goodman. (1967). Teach Yourself Statistics. London: The English Language Book
Society. Sage Publications.
Sarna, C. S. Gupta R. G. & Garg, P. K. (1995). Mathematics for secondary Schools. New Delhi:
Arya
Sheffield, Laida Jengen. (2005). Studying the Challenge in Mathematics. London: Sage
Publication.
 TEACHING OF SCIENCE

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course, the student-teacher will be able to
1. Understand the nature of science and the aims and objectives of teaching of science.
2. Understand the microteaching skills
3. Acquire skills relating to planning the lessons and presenting them effectively.
4. Develop theoretical and practical understanding of the various methods and techniques of
teaching science.
5. Understand the importance of educational technology for teaching science.
6. Prepare audio-visual materials on the basis of the science lesson plans.
7. Understand the evaluation techniques and construct achievement test to assess the learning
outcomes and progress of pupils.
8. Acquire favourable scientific attitude towards science teaching and values.

Course Content:

UNIT-I Nature, Aims and Objectives of Teaching Science

Definition of Science - Nature of Science - Scope of Science - Characteristics of Science
- Inter Disciplinary Approach - Aims and Objectives of Teaching Science; Taxonomy of
Educational Objectives - Classification of Educational Objectives - Bloom‘s Taxonomy -
Categories in Cognitive Domain, Affective Domain and Psycho-motor Domain - Writing
objectives in behavioural terms - Objectives of Science Education at Various Levels - Aims of
Teaching Science at different levels : Primary, Secondary and Higher Secondary Levels

UNIT-II Unit Planning and Lesson Planning

Instructional Objectives - General Instructional Objectives (G.I.Os) - Criteria for writing
General Instructional Objectives (G.I.Os) - Specific Instructional Objectives (S.I.Os) or
Specifications – Functions of S.I.Os - Criteria for writing Specific Instructional Objectives
(S.I.Os) or Specifications - Unit plan: Steps involved in developing a unit plan - Unit plan
writing - The format of a unit plan - Lesson Plan : Criteria of a good lesson plan - Herbartian
steps or steps involved in a lesson plan - Lesson plan writing - The format of a lesson plan –
model Lesson Plan

UNIT-III Micro Teaching

Micro Teaching - meanings, definitions - Characteristics of micro teaching - features of
Indian model of micro teaching - Micro teaching cycle - Steps in micro teaching cycle - Practice
of relevant skills - Reinforcement - Stimulus Variation - Explaining - Probing Questioning -
Demonstration - Skill of Using Black Board - need for link lesson in micro teaching

UNIT-IV Methods of Teaching

General methods of teaching science: Teacher centered methods: Lecture method, Lecture
cum demonstration method, Pupil centered methods: Laboratory method, Assignment method,
Discussion method, Heuristic method, Project method, Problem solving method, Scientific
method - Panel Discussion, Seminar, Symposium, Workshop, Team teaching, Personalized
System of Instruction, Computer Assisted Instruction, Modular approach, Active learning
method, Activity based learning - Merits and Limitations

UNIT-V Science Curriculum

Science Curriculum - Modern concept of curriculum - Defects in the present curriculum
construction - Principles of Curriculum construction - Factors that affect curriculum organization
- Principles to be observed in the selection and organization of science content - Organization of
content - Criteria for organization - Development of syllabus in relation to major concepts in
science - Types of content organization - Approaches to curriculum organization - A critical
study of Tamil Nadu Secondary Science Curriculum

UNIT-VI Science Teacher and Science Laboratory

Science Teacher - Academic and Professional Qualifications - Need of In-service
Education - Membership of Professional Organizations - Publications in Science Education
Journals - Some Suggestions to Science Teachers - Science Laboratory: Location and types of
science laboratories, Planning a science laboratory - Purchase of apparatus and equipments:
Procedure for the purchase, Stock resisters, Improvised apparatus - Organization of practical
works: Guidelines for teachers on organizing practical works, Laboratory records of students,
Laboratory manual, Instruction cards - Laboratory techniques: Wet preservation, Herbarium,
Leaf skeleton, Preservation of insects, Terrarium, Aquarium, Green house - Safety precautions:
General safety rules for the lab, Some common laboratory mishaps and their remedies

UNIT-VII Technology and Science Teaching

Audio-Visual aids: Definition, psychology of using audio-visual aids, Principles of using
audio-visual aids, Essential qualities of audio-visual aids, Staging of using audio-visual aids in
teaching - Cone of experience - Classification of teaching aids - Hardware and software
approaches - Preparation and use of software - Importance and limitations of audio-visual aids -
Radio, Tape recorder, Television, Power Point Projection, LCD Projection, Educational
Broadcasts: Radio and TV - Information and Communication Technology in Science Teaching –
Definition – Dimensions - Educational Implications - Use of ICT from academic point of view -
Utilization of e-resources in science class room - Role of internet in science teaching -
Evaluation- Achievement test in Science - Subjective and objective tests - Blueprint.

Mode of Transaction: Lecture, Discussion, Demonstration, Field Trip, Presentation by students

etc.,

PRACTICUM
 Preparation of lesson/unit plan by following different methods of teaching
 Preparation of materials and programmes to inculcate scientific attitude
 Script writing for Radio/TV/Video on science topics
 Demonstration of Science Experiments.
 Analysis of text book
 Survey of Science Laboratory in a school
 Evolving suitable technique(s) to evaluate laboratory work
 Visit to Community Science Centre, Nature Park and Science City

REFERENCES
Agarwal. D.D. (2008). Modern Method of Teaching Biology, Karan Paper Backs. New
Delhi. Ahmadabad: ShityaMudranalaya.
Dhananjay Joshi, (2012), Methodology of Teaching Science, New Delhi: Dorling Kindersley
(India) Pvt. Ltd., Licenses of Pearson in South Asia - Optional - I (Page 138)
Mangal, S. K. (2001). Foundations of Educational Technology. Ludhiana: Tandon Publications.
Nair, C.P.S. (1971). Teaching of Science in our Schools, Sulthan Chand & Co. (Pvt.) Limited.
Nayak, (2003).Teaching of Physics. New Delhi: APH Publications.
Pandey, (2003). Major Issues in Science Teaching. New Delhi: Sumit Publications.
Radha Mohan. (2010). Teaching of Physical Science. New Delhi: Neelkamal Publishers.
Ramakrishna, A. (2012), Methodology of Teaching life Sciences, New Delhi : Dorling
Kindersley (India) Pvt. Ltd., Licenses of Pearson in South Asia - Optional - I (Page 147)
Sharma, P.C. (2006). Modern Science Teaching .New Delhi: Dhanpat Rai Publications.
SonikaRajan (2012), Methodology of Teaching Science, New Delhi : Dorling Kindersley (India)
Pvt. Ltd., Licenses of Pearson Education in South Asia - Opetional 1 (Page 204)
Vanaja, M. (2010). Educational Technology. New Delhi: Neelkamal Publishers.
Williams, B. (1999). Internet for Teachers, John Wiley & Sons, U.S.A.
Yadav,M.S.(2003).Teaching of Science. New Delhi: Anmol Publications.
 TEACHING OF SOCIAL SCIENCE

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course the student teacher will be able
1. acquiring the knowledge of Social science and its association with other subjects
2. understand the aims and objectives of teaching Social science at secondary and senior
secondary level.
3. prepare a lesion plan for effective instruction in social science
4. develop skills on the selection of method, media and materials
5. develop the professional development of teachers in terms of teaching competency
6. develop the skill to construct the Social science curriculum and its effective transaction with
community recourses.

Course Content:

UNIT-I: Social science and its relation with associated subjects

Social science – definition – meaning -Nature and scope of social science - correlation
with other subjects like history, geography, civics and economics - Aims and objectives of
teaching social science – syllabus of social science text book in secondary and senior secondary
level-National and International understanding through teaching social science - Values of
teaching social science.

UNIT-II: Acquiring of teaching skills and professional development

Micro-teaching, origin, history and development – micro teaching cycle - Important skills
– questioning - explaining – stimulus variation – re-inforcement – black board operation -
demonstration - observation-practicing - Integration of teaching skills - Professional
development, pre-service and in-service – qualities of social science teacher - Social
responsibility of social science teacher - problems faced by the social science teacher.

Unit-III: Curriculum
Curriculum – definition - Meaning – importance of designing good social science
curriculum – development of social science as a school subjects – approaches of social science
curriculum – correlation, integration, concentric, unit, spiral, and chronological approaches.

Unit-IV: Planning
Planning - need and importance instructional planning - year plan - unit plan - lesson
plan - Lesson Plan approaches – Morrison approach – Unit approach – Evaluation approach –
RCEM approach -- Bloom‘s taxonomy of class room objectives - and different domains in
teaching - A model lessons plan.

UNIT-V: Instructional methods and technological applications

Methods of teaching - Story telling method, Supervised study method, Text book method,
Source method, Lecture method, Demonstration method, Dramatization method, Team teaching
method, Problem solving method, Project method, Discussion method and its various forms -
Educational Technology and its application in class room instruction – Edgar Dale‘s cone of
Experience –Audio Visual Aids- classification - Programmed instruction and its kinds-
multimedia approach – CAI - Power point Presentation - Interactive White Board in class room
instruction - application of Social media for up to date information on social science.

Unit-VI: Resource and Equipment

Social science Library – Social science laboratory – museum for social science – study
circles - community resources – social science clubs – celebration of national festivals,
International days, national leaders birth days, conduct of mock parliament – organising field
trips – excursion.

Unit-VII: Contemporary India

Current issues and challenges of India – national integration – secularism – social justice
– economic justice – empowerment of women – preservation of natural resources – sharing of
natural resources like water and coal - equality in opportunity – education and health for all –
national and international peace.

PRACTICUM
Visit to
 Cultural and social places
 Historical sites
 Community centers
 Planetarium
 Museum
Organization programmes:
 Review of school social science text book
 Field trip
 Discussion
 Educational tour
 Guest speaker
 Exhibition
Celebrations
 National festivals
 National International days
 Birth day of eminent personalities
 Club activities.

REFERENCES
Agarwal, J.C.(1992) Teaching of Social study, Vikas publishing House, New Delhi.
Binning, A.C.(1986) Teaching of Social Studies in Secondary Schools, McGraw Hill and Co.,
New York.
Bining, A.C. & Bining, D.H. (1952). Teaching of social studies secondary school. Tata Mc Crow
Hill Publishing Ltd. Bombay.
Bhattacharya, S. Darji, D.R. (1966) Teaching of Social Studies in Indian Schools, Acharya Book
Depot, Baroda.
Dash, B,M. Content cum methods of teaching social studies. Kalyani publications. New Delhi.
Greene, H.A. Jozgenesen. A.N. Gerberi, J.R. (1959) Measurement and Evaluation in the
Secondary School, Mongmans, Green and Co., New York.
Mathias, Paul. (1973) The Teacher‘s Handbooks for social studies, Blandford Press, London.
Mehlinger, Howard, D. (1981) UNESCO, Handbook for the Teaching of social studies, Gareem
Helm, London, UNESCO.
Mehta, D.D. (2004). Teaching of social studies. Tondon publication. Ludhiana.
Kohli, A.S. (1966) Teaching of Social studies, Anmol Publications Pvt. Ltd., New Delhi.
Kochar, S.K. (1998). Teaching of social studies. Strling publishers. New Dlhi.
Rajesh Basru, M. (2009). Challenges to demogracy in India. Oxford university press. New delhi
Sidhu,H.S. Teaching of social studies. Tondon publishers. Ludhiana.
The Association of Teachers of Social Studies. (1967) Handbook for Social Studies Teaching,
Holt, Rinchart and Winston, INC, New York.
UNESCO. (1981). HAND Book of taching social studies . UNESCO. Paris.
 TEACHING OF COMMERCE
Internal Assessment: 25 Total Marks: 100
External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course the student teacher will be able
1. To re acquiring the knowledge of commerce and accountancy and its association with
other subjects
2. To understand the aims and objectives of teaching commerce and accountancy at higher
secondary level
3. To enable to prepare a lesson plan for effective instruction
4. To develop skills on the selection of method and materials
5. To develop the professional development of teachers in terms of teaching competency
6. To develop the skill to construct the commerce curriculum and nits effective transaction
with community recourses.

Course Content:

UNIT-I. Commerce and its associated subjects

Commerce - Meaning - Concept – recent development in commerce – commerce
education – meaning – definition – importance – fulfilling the present day needs – nature and
scope commerce and accountancy – correlation of commerce and accountancy with economics,
mathematics geography, business management- values of teaching commerce and accountancy-
recent development in commerce.

Unit II. Planning

Planning : need and importance -Instructional planning - year plan - unit plan and lesson
plan. Lesson Plan :origin and development -- Bloom‘s taxonomy and different domains in
teaching - preparatory process, model lesson plan and lesson plan preparation.

UNIT-III. Acquiring of teaching skills and professional development

Micro-teaching, origin, history and development – micro teaching cycle - Important skills
- explaining - demonstration - observation - practicing - Integration of teaching skills -
Professional development, pre-service and in-service – qualities of commerce teacher - Social
responsibility of commerce teacher- problems faced by the commerce teacher.

UNIT- IV. Curriculum of commerce

Curriculum - meaning - importance - Principles in construction - curriculum
organization – XI and XII standard commerce and accountancy syllabus – Syllabus of commerce
and accountancy in state and CBSC board - academic and vocational curriculum.

UNIT – V. Instructional methods

Lecture method – demonstration method - demonstration method - , team teaching
method, problem solving method – inductive and deductive method - project method, discussion
method and its various forms – surveys and market studies – socialised recitation method.
UNIT-VI. Educational Technology
Educational Technology in learning commerce and accountancy – programmed
instruction – types – personalised system of instruction (PSI) - Computer Assisted
Instruction(CAI) tele conferencing – video conferencing – interactive white board – smart class
room – using web resources – using social media in learning commerce and accountancy.

UNIT-VII. Commerce department and Community resources

Commerce department – library – equipment – records and registers – commerce club-
community resources – uses in teaching and learning in commerce – establishing link among
school, resources and community- inviting guest speakers – field trips – visit to banks and
financial institutions - excursion – visit to industries.

PRACTICUM
Visit to
 Markets
 Industrial sites
 Commercial sites
Organization programmes:
 Field trip
 Discussion
 Educational tour
 Guest speakers
 exhibition

REFERNCES
Agarwal,J.C.. (2005). Educational technology and management.Vinod Pustaqk Mandir. Agra.
Agarwal,J.C.. (2005). Teaching of commerce. A Practical Approach.(2nd ed). Vikas publishing
house. New Delhi.
Binning, A.C. (1967).Teaching of Social Studies in Secondary Schools, McGraw Hill and Co.,
New York.
Boynlon,L.O. (1995). Method of teaching and Book Keeping, South western Publication
company. Cincinatti.
Chauhan,S.S.(2008). Method of teaching learning process. Vikas publishing house. New Delhi.
Chauhan,S.S.(2008). Innovation in teacheing learning process, Vikas publishing house Pvt Ltd,
U P.
Chand,H.(2009) Techniques of teaching , APH Publishing Corporation, NewDelhi.
Gupta, U.C.(2007) Teaching of commerce, Khel sahitya Kendra, NewDelhi.
Khan,M.S.(1982) Commerce education, Strling Publishers Private Limited, New Dlhi.
Kouchar, S.K.(1992). Methods and techniiques of teaching, Strling Publishers Private Limited,
NewDelhi.
Mngal,S.K.(2001). Foundations of Educational Techonology, Tondon Publication, Ludhiana.
National Counsil of Educational Research and Training,(2006). Ntional Curriculum
Fraework,2005: Aims of Educaiton. NCERT Publication. NewDelhi.
Passi,B.K.(1976). Becoming a Better Teqcher: Micro teaching Approach. Sahithya Mandralaya.
Ahamedabad.
Pssi, B.K. Lalith. M.S.(1976) Micro teaching Theory and Research. Jugal Kishore and Co.
Dehradun.
Rao,S.(2000). Teaching of Commerce, Anmol Publication. NewDelhi.
Rao, Seema.(1995). Teaching of Commerce, Anmol Publication. NewDelhi.
Sharma,R.A.(2005). Teaching of Commerce, Surya Publication. Meerut.
Singh,R.P.(2005). Teaching of Commerce Surya Publication. Meerut.
Verman,M.M.(1979). Method of teaching Accountancy.McGraw Hill. NewDelhi
 TEACHING OF COMPUTER SCIENCE

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.
Objectives:
After the completion of this course the student teacher will be able
1. Acquaint with the aims and objectives of teaching computer science.
2. Acquire knowledge of computer and its hardware, software components.
3. Acquire skills of micro-teaching.
4. Familiarize with the various methods that can be employed for the teaching of computer
science.
5. Acquaint in preparation of instructional materials.
6. Acquire knowledge of latest trends in Information Technology and assessment techniques.
7. Acquire knowledge of evaluation in computer science.

Course Content
UNIT I: Aims and objectives of teaching Computer Science
Aims and objectives of teaching Computer Science – Blooms taxonomy of Educational
objectives – computer science teaching at different levels: primary, secondary and higher
secondary levels – Attainment of the objectives of computer science teaching.

UNIT II: Hardware and Software of Computers

Hardware components of computer – Input and Output devices – types of computers –
History of Computers – Network Communication – Computer viruses – Protective measures.
Software: definition - System software – Application software –High level and Programming
languages – use of computers in schools.

UNIT III: Micro Teaching

Micro Teaching - meaning, definition - Characteristics of micro teaching - features of
Indian model of micro teaching - Micro teaching cycle - Steps in micro teaching cycle - Practice
of relevant skills - Reinforcement - Stimulus Variation - Explaining - Probing Questions-
Demonstration - Skill of Using Black Board - need for link lesson in micro teaching.

UNIT IV: Instructional Methods

Year plan, Unit plan: Preparation and use of unit plan, Lesson Plan: Importance of lesson
plan, writing instructional objectives and planning for specific behavioural changes. Lecture –
demonstration – Problem Solving – Project method – Scientific method – analytic and synthetic
methods. Inductive – deductive approaches of teaching computer science. Individualized
instruction – programmed instruction – Computer Assisted Instruction (CAI), Steps for
developing CAI, modes of CAI, benefits of CAI, limitations of CAI, role of teacher in
CAI – Computer Managed Instruction.

UNIT V: Instructional Aids

Instructional material or teaching aids: Black board –Charts – Maps – Graphs – Diagrams
– Visual Media – Interactive White Board - Power Point Presentation (Multimedia presentation –
preparation and use of the instructional media).
UNIT VI: Latest Trends in Information Technology
Multi media – desk top Publishing – Internet and its uses – E-learning: definition,
meaning, Modes of e-learning, characteristics of e-learning, e-learning tools, benefits of e-
learning – Virtual Learning – Web enabled/ based learning – Tele conferencing – Video
conferencing.
UNIT VII: Evaluation in Computer Science
The concept of evaluation – objectives based evaluation – tools and techniques in
evaluation. Evaluation for achievement, diagnosis and prediction – Formative and summative
assessment - Grading pattern – Computer Aided Evaluation - On line examination. E-
assessment: definition, types of e-assessment – risk involved in using e-assessment – limitations
of e-assessment.
PRACTICUM :
* Practice of a minimum of five skills on Micro teaching
* Preparation of Unit plan and Lesson plan
* Linear Programming (Minimum of 20 frames)
* Multimedia Presentation (Minimum of 20 slides)
* Identification and cataloguing of three websites relating to the prescribed school curriculum
* Comparative evaluation of any two web pages bearing on the same unit in the school
curriculum
REFERENCES
Agarwal J. C. (2006). Essential of educational technology. Teaching and learning. New Delhi:
Vikas Publishing House Pvt. Ltd.
Balaguruswamy. E., & Sharma, K. D. (1983). Computer in education and training. New Delhi:
NIIT.
Chauhan, S. S. (1985). Innovations in teaching learning process. New Delhi: Vikas Publishing
house Ltd.
Garrett, H. E. (1979). Statistics in psychology and education. Bombay: Vakils, Feffer and
Simons Ltd.
Goel, H. K. ( 2005). Teaching of Computer Science. New Delhi: R.Lall Book Depot.
Kochhar, S. K. (1992). Methods and techniques of teaching. New Delhi: Sterling Publishers Pvt
Ltd.
Krishnamurthy, R. C. (2003). Educational technology: Expanding our vision. Delhi: Authors
Press.
Kumar, K. L. (1997). Educational technology. New Delhi: Angel International (P) Ltd.
Mangal S.K., Uma Mangal, (2009) Essentials of Educational Technology, PHI learning Private
Limited, New Delhi.
Manju Gehlawat (2012), Information Technology in Education, New Delhi : Dorling Kindersley
(India) Pvt. Ltd., Licenses of Pearson in South Aisa - Core Paper - III (Page 34)
Mohanty, L. (2006). ICT strategies for schools. New Delhi: Sage Publication.
Norton, P. (1998). Introduction to computers. New Delhi: Tata McGraw Hill Publishing Co Ltd.
Passi, B. K. (1976). Becoming a better teacher : Micro teaching approach. Ahmedabad : Sahitya
Mudranalaya,.
Pathak, R.P. and Jagdeesh Chaudhary (2012), Educational Technology, New Delhi: Dorling
Sharma, R. A. (2008). Technological foundation of education. Meerut: R.Lall Books. Depot
Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet Publications.
 CORE IV : LANANGUAGE ACROSS CURRICULUM

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course the student teacher will be able to
1. Understand nature, function and role of language across the curriculum
2. Understand importance and use of first, second language and multi languages system and its
significance on culture in developing language skills.
3. Acquire knowledge about the communication, process and functions.
4. Understand types of communication developing communication skills and its barriers.
5. Understand fundamental objectives of language teaching and activities for developing skills
on LSRW.
6. understand barriers to Listening, Speaking, Reading, Writing (LSRW)
7. Understand and appreciate the various activities for developing language skills.
8. Acquire knowledge about n the language laboratory and its importance on developing
language skills
9. Develop attitude being a good teacher with language proficiency.

Course Content:

UNIT-I. Nature and function of Language

Language- meaning and concepts - Functions of Language -– language learning -
Theories of language learning – teaching language as skill rather than knowledge subjects - Role
of Language across Curriculum - Barriers in using language and strategies in overcome them

UNIT-II. Language diversity in classroom

Learning mother tongue - First language – significance of first language - role of home
importing mother tongue - second language – significance teaching second language - Using
first and second language in the classroom – tri language system – Multilingualism - relation of
language with culture.

UNIT-III. Communication
Communication, Meaning and concept - Elements of communication - Process of
communication - Types of communication, Verbal and non-verbal communication -
Interpersonal, intra-personal, group and mass communication - Ways and means to developing
communication skills at schools – general barriers to communication.

UNIT-IV. Developing LSRW skills and its barriers

Listening skills – sub skills of listening – listening for perception – listening for
comprehension – three phases of listening - importance of listening skills - Barriers to listening
skills - Activities for developing listening skills: Speaking skills – importance of speaking skills -
Barriers to speaking skills: Reading skills – importance – process involved in reading – types of
reading - barriers to reading skills – Writing skills – importance – characteristics of good writing
- barriers to writing skills.
UNIT -V. Activities for LSRW skills
Activities for developing Listening skills - listening to specific information and for
general understanding - dictation – listening radio and television news – commentaries –
listening to instructions: Activities for developing Speaking skills - conversation – group
discussion – debate - interview - extempore speech: Activities for developing Reading skills –
methods of teaching reading to beginners – Alphabet – Phonetic – word – phrase and sentence
method: Activities for developing Writing skills – developing mechanical skill, grammatical
skill, judgment skill and discourse skill.

UNIT- VI. Language Laboratory

Language laboratory – role language laboratory developing language skills - planning
and installing of language laboratory – basic materials required for language laboratory –
strategy and effective use language laboratory.

UNIT- VII. Teacher with language proficiency

A teacher with language proficiency – basic qualification of teacher and essential of
language skill – role of language teacher developing language – language skill and language
knowledge– developing techno pedagogy skills – characteristics of good of a good teacher as a
good communicator - dating language skills through in- service training.

Mode of Transaction: Lecture, Discussion, debate, conversation, exercise, dramatization,

assignments and language games.

Practicum
 School visit to find out communication problem/Apprehension in students
 Designing games and Exercise for developing listening, speaking, writing and Reading skills
 Assigning Assignment on listening skills
 Assigning Assignments on developing speaking skills
 Assigning Assignments on developing reading skills
 Assigning Assignment for developing writing skills
 Organizing debate, discussion, seminar, stage speak, public speak and drama.
 Organizing essay writing competition
 Organizing oratory competition

REFERENCES
Pearson,J.C.et.al.(2011). Human communication (4th ed). New York.McGraw Hill Companies
Inc.
Floyd,K.(2009). Interpersonal communication. New York.McGraw Hill Companies Inc.
Fronklin,V. Rodman,R.& Hyms, (2011) Introduction to language (9th ed).Canada. Cenganga
Learning.
Akmajain,A.et.al. (2010). An introduction to Language and Linguistics. (6th ed) .Cambridge.
MITPress..
Fasold,R.& Connor- Linton, J.(2013). An introduction to language and linguistics.(6th ed).
Cambridge. Cambridge University press.
First and second language acquisition- a Brief comparison. Retrieved from https://www. Uni-
dueELE/FlA-SLA brief copmarision.pdf.
 CORE V: ASSESSMENT FOR LEARNING

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course, the student-teacher will be able to
1. Understand the nature of assessment and evaluation and their role in teaching-learning
2. process.
3. Understand the perspectives of different schools of learning on learning assessment
4. Realize the need for school based and authentic assessment
5. Examine the contextual roles of different forms of assessment in schools
6. Understand the different dimensions of learning and the related assessment procedures,
7. tools and techniques
8. Develop assessment tasks and tools to assess learners‘ performance
9. Analyse, manage, and interpret assessment data
10. Analyse the reporting procedures of learners‘ performance in schools
11. Develop indicators to assess learners‘ performance on different types of tasks
12. Examine the issues and concerns of assessment and evaluation practices in schools
13. Apply simple statistics to assess learning

Course Content :

UNIT I: Perspectives on Assessment and Evaluation

Meaning of Assessment, Measurement, Tests, Examination, Appraisal and Evaluation
and their interrelationships - Purpose(s) and principles of Assessment, characteristics of quality
assessment - Current thinking about learning based on Behaviorist, Cognitivist and
Constructivist learning theories and their implications for classroom assessment - changing the
culture of classroom assessment - Classification of assessment: based on purpose (prognostic,
formative, diagnostic and summative), scope (teacher made, standardized), attribute measured
(achievement, aptitude, attitude, etc.), nature of information gathered (qualitative, quantitative),
mode of response (oral and written; selection and supply), nature of interpretation (self-
referenced, norm-referenced, criterion - referenced) and context (internal, external)

UNIT II Characteristics of Instruments of Assessment

Characteristics of Instruments of Evaluation - Validity - different methods of finding
validity - Reliability-different methods of finding reliability - Objectivity - Interdependence of
validity, reliability and objectivity - Usability - Norms - Writing educational objectives -
different kinds like knowledge, understanding and application - Relationship between
educational objectives, learning experiences and assessment - Major techniques of assessment

UNIT III: Formative and Summative Assessments

Formative Assessment (FA) meaning, purpose, essential elements (formative assessment
in practice), major barriers to wider use of FA, role of students and teachers in formative
assessments - Observation, questioning, reflection on learning as strategies for using assessment
in the process of learning - Use of Projects, Assignments, Work sheets, Practical work,
Performance-based activities and Reports as assessment devices; Self, Peer and Teacher
assessments- Summative assessment: meaning, purpose, summative assessment in practice, use
of teacher - made and standardized tests - Aligning formative and summative assessments

UNIT IV: Tools of Assessment

Assessment of cognitive learning: understanding and application; thinking skills -
convergent, divergent, critical, problem solving, and decision making; Selected-Response
Assessment: Multiple Choice, Binary Choice, and Matching and Constructed Response
Assessment: Completion, Short-Answer, and essay Items as tools-nature, advantages and
limitations, guidelines for their construction and scoring - Assessment of affective learning:
attitude and values, interest, self-concept; tools and procedures for their assessment; observation,
interview, rating scales, check-lists, inventories as tools/techniques, their uses and preparation -
Assessment of Performance/ project - based assessment- meaning, characteristics, scope; using
rubrics to grade a performance - based assessment

UNIT V: Planning, Construction, Administration and Reporting of assessment

Planning: Deciding on what, why and how to assess - difference between instructional,
learning and assessment objectives, stating of assessment objectives, deciding on the nature and
form of assessment - oral tests and written tests; open book examination; weightage to content,
objectives, allocation of time - Preparation of a blue print - Construction/selection of items:
writing test items/questions, reviewing and refining the items, assembling the test items; writing
test directions and guidelines for administration (if any), Scoring procedure - manual and
electronic - Administration, item analysis and determining item and test characteristics; Item
response analysis, ascertaining student needs, identifying student interests and feeding forward
for improving learning - Reporting Student Performance - content and formats - Progress reports,
Cumulative records, Profiles and Open house - Using feedback for reporting to different
stakeholders - students, parents, and administrators - Use of Feedback for teachers‘ self-
improvement and curriculum revision

UNIT VI: Issues, Concerns and Trends in Assessment and Evaluation

Existing Practices: Class/Unit tests, half- yearly and annual examinations, Board
examinations and Entrance tests, State and National achievement surveys - Management of
assessment and examinations - Use of question bank - Issues and Problems: Marking Vs
Grading, Non - detention policy, Objectivity Vs Subjectivity; Teacher assessment versus self and
peer assessment - Scope and use of psychological tests and tools - Impact of entrance test and
public examination on teaching and learning - the menace of coaching - Trends in assessment
and evaluation: Online examination, Computer - based examination and other technology based
examinations Standards - based assessment - international practices

UNIT VII Statistics and Educational Assessment

Raw scores and frequency distribution - Measures of Central Tendency: Mean, Median,
Mode - Measures of Variability: Standard Deviation, Quartile Deviation and Range - Correlation
co-efficient: Rank Order and Product Moment Correlation - Graphical representation of Data:
Line, Bar and Pie Diagrams, Histogram, Frequency Polygon and Cumulative Frequency Curve -
Fundamental idea of standard scores - Analysis and Interpretation of Students‘ Performance
Processing test data: graphical representations - calculation of measures of central tendency and
variability and derived scores - percentiles, percentile rank, percentage score, grade point
averages, z-scores and frame of reference for interpretation of assessment data: norm -
referenced, criterion-referenced and self-referenced ie., relative and absolute interpretation.

PRACTICUM
 Plan and construct an achievement test in one of the methodology subjects
 Writing educational objectives, learning experience and corresponding assessment
techniques, general and specific objectives
 Framing measurable and non-measurable outcomes
 Determining the objectivity given as answer key
 Determining the objectivity of a tool
 Finding out the validity of the given question paper
 Preparation of blue print and a question paper
 Administer an intelligence test on students of any class and interpret the results
 Preparation of graphs and use statistics for analysis of test result

REFERENCES
Benjamin S. Bloom et al. (1964) Taxonomy of educational objectives, Longman Group
Bruce Joyce (1985) Models of teaching (2nd Ed.) Prentice Hall
Chauhan, S.S. (1978) Advanced Educational Psychology, Vikas Publication House Pvt. Ltd.,
New Delhi.
Ebel, R.L. and Freshie, D.A. (2009). Essentials of Educational Measurement, New Delhi: PHI
Learning Pvt. Ltd.,
Garret, H.E. (2008). Statistics in Psychology and Education. Delhi: Surjeet Publications
Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student
learning. Thousand Oaks, CA. Corwin.
Karthikeyan, C (2004) A Text Book of Instructional Technology, RBSA
Mangal, S.K. (1984) Psychological foundations of Education, Ludhiana: Prakash Publishers.
McMillan, J. (2013). Classroom Assessment: Principles and Practice for Effective Standards-
Based Instruction, 6th ed. Boston, MA: Pearson
Natrajan V.and Kulshreshta SP(1983). Assessing non-Scholastic Aspects-Learners Behaviour,
New Dlehi: Association of Indian Universities.
NCERT(1985). Curriculum and Evaluation, New Delhi: NCERT
Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectual quality.
San Francisco, CA: Jossey-Bass.
Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River, NJ:
Prentice Hall.
Norris N. (1990) Understanding Educational Evaluation, Kogan Page Ltd.
Skinner, E.C. (1984 Educational Psychology - 4th Edition, New Delhi: Prentice Hall of India Pvt.
Ltd.,
Thorndike, R.M. (2010). Measurement and Evaluation in Psychology and Education. New Delhi:
PHI Learning Pvt. Ltd.,
Parker Boudett, K., et. al. (2013). Data Wise: A Step-by-Step Guide to Using Assessment
Results to Improve Teaching and Learning, Revised and Expanded Edition. Cambridge,
MA: Harvard Education Press.
11. SYLLABUS FOR II YEAR

CORE COURSE

CORE-VI: KNOWLEDGE AND CURRICULUM

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives:
After the completion of this course the student teacher will be able to
1. Learn about epistemological bases of knowledge.
2. Understand the concepts and maxims of education.
3. Identify the concepts and approaches of curriculum development.
4. Understand the bases and determinants of curriculum..
5. Acquaint knowledge about the changing paradigms of education
6. Understand need for curriculum reform in the present era
7. Comprehend models and process of curriculum development
8. Understand the strategies of curriculum implementation
9. Apprehend the ways of curriculum evaluation
10. Look at issues in curriculum development

Course Content

UNIT - I. Knowledge and Education

Concept of knowledge - Genesis of knowledge - Structures and Forms of knowledge -
Ways of acquiring knowledge - Meaning of information – Wisdom - instruction - teaching –
training - skills - Modes of education – Face to face - open and distance (OD) - Formal setting -
Informal setting - Teaching in Multi cultural setting.

UNIT-II. Curriculum - Perspectives

Curriculum – meaning – nature, scope and importance of curriculum – determinants of
curriculum - Philosophical, sociological and psychological foundations of curriculum - basic
principles of curriculum development - Theories of curriculum development – selection of
essential content for curriculum – content organization

UNIT – II . Curriculum and development

Curriculum development – meaning – concept - curriculum framework - Types of
curriculum – Core - Hidden - Null and latent curriculum - Need and importance curriculum
development - Principles of curriculum development - Theories of curriculum development –
Different stages of specific curriculum – pre-primary level - Primary level - Secondary level -
Higher secondary level – CBSC and state board syllabus - textbooks - Curriculum reforms in
India.

UNIT-III. Principles of Curriculum Construction

 Principles of curriculum construction – Recommendations of Education Commissions to
the curriculum construction – Secondary Education Commission – Kothari Education
Commission – New Education Policy-(1984) – National Knowledge Commission- curriculum
issues in selected instructional fields – language – science – humanities subjects.

UNIT - III. Curriculum Change, Planning and Transaction

Changing paradigms in education - Curriculum change – need for curriculum change –
changing strategies – curriculum planning – need – importance - transaction of curriculum –
strategies for curriculum transaction – role media and agencies for curriculum change –
curriculum development cell - National Curriculum frameworks (2005).

UNIT - IV. Curriculum Approach, Methods and Models

Meaning of curriculum approach- different methods of curriculum approach - Maxims of
education – different modes of curriculum approach - curriculum approach and media - Print
media - audio-visual media - electronic media - Models of teaching - Inquiry training model -
Concept attainment model - Advance organizer model.

UNIT – V. Curriculum development agencies

Agencies of curriculum development – Apex bodies in Higher education - central – state
agencies - UGC – NCTE – Central Universities – State Universities – NCERT – SCERT –
DTERT - National curriculum Framework committee.

UNIT – VI. Curriculum Implementation

Curriculum implementation team - functions at national and state levels - Tools of
curriculum implementation – Manuals – Guides - Hand books - Textbooks – Modules -
Instructional Guides and Materials – Training centers - pre- service and in-service training -
training g teachers for curriculum implementation.

UNIT – VII Curriculum Evaluation

Curriculum evaluation – criteria for curriculum evaluation - curriculum evaluation plan –
curriculum evaluation models – tyler‘s evaluation model – Rober E. Stake‘s model –Hilda
Taba‘s model – Mukhopadhaya‘s model –Sara‘s model – out come curriculum evaluation –
issues of curriculum evaluation.

Mode of transaction: Group discussion, lecture-cum-discussion, pair and share, group work,
panel discussion, symposium, assignments, school visits and sharing of experiences

PRACTICUM
 Textbook analysis
 Visit to DEO. DIET, Schools to find out the role of different personnel in curriculum
development process.
 Evaluation and preparation of a report of existing GSHSEB, IB and CBSC curriculum at
different level.
 Policy analysis, National curriculum frame works.
 Identification of core, hidden null and latent curriculum in textbooks.
 Designing an activity based curriculum
 Analysis of school Curriculum at different stages.

REFERENCES
Agarwal, J.c. & Gupta,S. (2005). Curricyulum Development. Shipra Publishers. New Delhi.
Alaxander, W.M & Saylor,J.G.(1966). Curriculam Planning for modern SchoolsNew York. Holt,
Rinhart and Winston Inc.
Balrana,M. (1977). Curriculam Development and Evaluation in Education, New Delhi. Sterling
Publishers.
Darji, D.R. & Lullu,B.P. (1967) Curriculuum Development at secondary schools of Baroda.
Baroda. Shadhama Press.
Ericson, H.L.(2007). Concept based curriculum for the instrucution for the thinking c=lassrioom
California. Crowin Press.
Hassrin,M.(2004).Curriculum Planning for Elementary education, New dElhi. Anmol Publishers.
Herbert,J.W.& Geneva,D.H. (1990). International Encyclopeadia of
educaitonEvaluation.Newyork. Pergamon Press Oxford House.
Jenkims,D.&Shifman,D. (1976). Curriculum and Intri=oduction. London.Pitman Publishing
House.
 CORE-VII : GENDER, SCHOOL, SOCIETY AND INCLUSIVE SCHOOL

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives :
After the completion of this course the student teacher will be able to
1. Develop gender sensitivity among the student teachers.
2. Develop clarity among the concept of Gender and sexuality.
3. Make students understand about the gender issues faced in school.
4. Make students aware about the role of education in relation to gender issues.
5. Understand the gender issues faced in society and educational implications.
6. Get sensitized to and be able to appreciate the special needs of individuals with disability.
7. Critically think on issues of special Education and inclusive Education.

Course Content

UNIT: I Introduction to Gender, Gender roles and Development

Introduction - Definition of Gender - Difference between Gender and Sex, The concept of
Gender, sexuality and Development - Gender Dynamics and Development; Basic Gender
Concepts and Terminology, Social Construction of Gender; Gender Roles - Types of Gender
Roles - Gender Roles and Relationships Matrix; Gender based division and Valuation of Work;
Exploring Attitudes towards Gender.

UNIT: II Gender and School

Gender bias in school enrollments, dropouts, household responsibilities, social attitudes
towards Girl‘s education, value accorded to women‘s education; Issues related to Gender in
School: Sexual Abuse, Sexual Harassment, and Perception of safety at school, home and
beyond; Adult education and non-formal education for women‘s development; Importance of
vocational training and income generation for women, feminine selves; Role of schools, peers,
teachers, curriculum and textbooks in challenging gender inequalities or reinforcing gender
parity.

UNIT: III Gender and Society

History and current scenario of Indian Women; Concept of Patriarchy and Matriarchy
and issues related to Indian Women; Gender roles in society through variety of institutions such
as family, caste, religion, culture, the media and popular culture(films, advertisements, songs
etc), law and state; Issue related to women/girl child: female infanticide and feticide, sex ratio,
sexual harassment of women at work place, honour killing, dowry, child marriage, property
rights, divorce, widowhood, Identification of sexual abuse/violence and its verbalization.

UNIT: IV Gender and Law

Introduction to laws related to women (Rape, Dowry, Remarriage, Divorce, Property
inheritance, Trafficking); Women‘s reservation bill – history and current status; The Indian
constitution and provisions according to women; Human rights and women‘s right; Legal aspects
related to women, Declining sex ratio, PNDT (Pre Natal Diagnostic Techniques) act, female
feticide, violence against women, domestic violence act, sexual harassment at work place,
indecent representation of women (prohibition act), Cybercrime.

UNIT: V Concept of Inclusive Education

Inclusive Education – Concept, meaning, definition and importance; Concept of
Impairment, Disability and Handicap; Factors affecting Inclusion; Concept of Special Education,
Integrated Education, Mainstreaming and Inclusive Education; Need for Inclusive Education in
India for children with special needs.

UNIT: VI Types and Characteristics of Children with Special Needs

Concept, types and characteristics of different types of children with special learning
needs; Children with Physical challenges – Visual, Hearing, Loco-motor and Neurological;
Children with Intellectual challenges – Gifted, Mentally Challenged, Autism(ASD) and Learning
Difficulties (LD); Children with Emotional and Behavioural deviations with special reference to
ADHD and Juvenile Delinquency; Children with Socio-cultural deviations (SC,ST, Minorities)
and Linguistic Minorities.

UNIT: VII Inclusion in operation

Parameters of Inclusive Education, Challenges of Inclusive Education, Issues in Special
Education and Inclusive Education; Early detection of disability, Parental attitude, Community
awareness; Special School versus integrated school, Inclusive School; Rehabilitation of
disabilities, Inclusive Education in the context of EFA, Models of Inclusive Education; Role of
the parent, community, peers, resource person, itinerant teacher, shadow teacher, head master
and teacher. Sustainable Practice; Characteristics of Inclusive School.

PRACTICUM
 Visit schools and study the sexual abuse and sexual harassment cases.
 Text book analysis for identifying gender issues, gender biases
 To understand study of sex ratio and analysis of it state wise
 Develop an awareness programme for female infanticide and feticide, child marriages, dowry,
sexual abuse, work place harassment in terms of drama, street play, poster, documentary, and
Power point Presentations.
 Collection of data regarding children with special needs from Municipal records.
 Visit to Inclusive Schools and to observe classroom transaction of any one of such school and
make a report of the same.
 Preparation of teaching aids, toys, charts, flash cards for children having any one type of
disability. (Visit to Resource Room)
 Preparation of Lesson Plan, instruction material for teaching students with disability in
inclusive school.

REFERENCES
Aggrawal, N. (2002). Women and law in India. New Delhi: New Century Pub.
Agnes,F., Chandra, S., & Basu, M.(2004). Women and law in India. New Delhi: Oxford
University Press
Goonesekere.s.(Ed). (2004). Violence, law and women‘s rights in South Asia. New Delhi: Sage.
Fimian, M.J., Fafard, M., and Howell, K.W.A Teacher‘s guide to Human Resources in Special
Education: Para Professional, Volunteers, and peer tutors. Boston: Allyn and Bacon, Inc.
Furth,H. (1964). Thinking without Language. New York: Free Press.
Hallahan,D,P., and Kauffman,J.K. (1988). Exceptional Children: Introduction to special
Education. N.J, Englewood Cliffs.
Jangira, N,K. (1986). Special Education Scenario in Britain and India. Gurgaon: The Academic
Press.
Kothari, R.G. and Mistry, H.S. (2011). Problems of students and Teachers of the special schools-
A study of Gujarat state. Germany: VDM Publication.
Meadow, K.P. (1980). Deafruss and child development. Berkley,C.A.: University of California
Press.
Reed, M. (1984). Educating Hearing Impaired Children. Milton Keynes: Open University Press.
Sharma,P.L, (1988). A Teacher‘s Handbook on Integrated Education of the Disabled, New
Delhi: NCERT.
 CORE VIII : CRITICAL UNDERSTANDING OF ICT IN EDUCATION

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives
After the completion of this course the student teacher will be able to
1. Understand and explain the concept of ICT.
2. Understand the concept of ICT in Education.
3. Use Word Processing, Spread sheets and Presentation software.
4. Acquire the skill of using e-learning platforms.
5. Understand the skill of communication associated with the use of ICT.
6. Elucidate the application of ICT for Teaching Learning
7. Acquire the knowledge regarding multimedia and web designing.

Course Content

UNIT: I Information and Communication Technology (ICT)

Educational Technology – Concept, Growth, Objectives, Characteristics, Advantages,
Challenges and Impact; Information Technology – Knowledge Explosion, Preservation and
Retrieval; Communication – Concept, Elements, Process, Barriers & Types – Teaching as
Communication – Communication Technology – It‘s application in Education; Information and
Communication Technology(ICT) – Concept, Importance, Scope and Characteristics; Aims and
objectives of National Policy on Information and Communication Technology (ICT) in School
Education in India.

UNIT: II ICT in Education

Knowledge acquisition and Multi-sensory approach; Classroom Communication and
Communicative skills for Teachers and Students; Individualised Instruction – Concept, Need,
Principles and Techniques; Programmed Learning – Principles, Types, modes of presentation,
development, application and role of teacher; Changing roles of the learner and the teacher in
ICT – Integration and Challenges.

UNIT: III Computer Fundamentals and Applications

Types, Characteristics and features of Computers; Components of Computers –
Hardware, Software, Memory and Maintenance of computers; Operating systems – DOS,
Windows and Mobile Apps for Teaching; MS Word: Introduction – Concept of word processing
– using a Document - Data entry, editing, saving and retrieval of data; MS Power Point: Basics
of power point – creating a presentation, preparation of different types of slides, slide design,
colour and background, Manipulation and presentation of slides; MS Excel: Concept of
worksheet / Spread sheet working with excel.

UNIT: IV Internet and Educational Resources

Introduction to Internet, E-mail, Search Engines, Info-Savvy Skills, Digital Age Skills,
safe surfing mode; Internet resources for different disciplines like natural sciences, social
sciences, Humanities, and Mathematics; E-learning: Mobile-learning, On-line learning, Virtual
classroom, Smart boards, Tools and Opportunities, Wikipedia, Massive Open Online Courses
(MOOCS); Social networking.

UNIT: V Techno-Pedagogic Skills

Media Message Compatibility - Contiguity of Various Message Forms - Message
Credibility & Media Fidelity - Communication Speed & Control – Sender - Message- Medium-
Receiver Correspondence; Components and Objectives of National Mission on Education
through ICT (NMEICT), Spoken Tutorials, Gyan Darshan, Gyanvani, Sakshat Portal,
eGyanKosh; Virtual laboratory and Haptic technology.

UNIT: VI ICTs in Teacher Education

Integrating ICTs in Teacher Training – Needs of Teachers‘- Barriers – Motivation of
teachers‘ ICT skill integration in Teacher Education – ICTs for improving quality of teacher
training - ICTs for improving Educational management – ICTs for professional development of
teachers.

UNIT: VII ICT Enriched Learning Experiences

Introduction to Multimedia – functions of Multimedia – creation of Multimedia – Uses of
Multimedia – Educational software for classroom situations; HTML – Editing tools – Hyperlink
and Images, Creating web pages – HTML tags, tables, frames, and forms; Blogs – creating a
blog.

PRACTICUM
 Installation of Operating systems, Windows, installation of essential Software and Utilities.
 Teaching with a power point presentation developed by the student.
 Data processing, storing and retrieving simple financial transactions
of the school such as school budget and accounting.
 Tabulation of Bio data of staff and students of the school in which the student teacher
is attached for practice teaching.
 Students progress record – Tabulation of results of an academic test.
 Cataloguing websites related school curriculum.
 Comparative evaluation of web pages on a unit in the subject relevant to school curriculum.
 Projects that may involve the hardware like LCD Projector, digital camera, camcorder,
scanner, Printer, interactive white board and software like word processors MS Word/ Libre
Office), Spread sheet and Slide Presentation (PPT/impress); and /or Creating and using Blogs
and Google Groups, Google Docs.

REFERENCES
Agarwal, J.P (2013). Modern Educational Technology – Black Prints, Delhi.
Benkler, Y. (2006). The wealth of networks: How social production transforms markets and
freedom. Yale University Press.
Brain K. Williams, Stacey Sawyer (2005). Using Information Technology, 6th Edition Tata
Macgrow hill_Curtin, Dennis, Sen, Kunal, Folcy, Kim, Morin, Cathy(1997)
Douglas Comer, (2000). The Internet Book: Everything You need to know about Computer
Networking and How the Internet Works, Prentice Hall.
DSERT Karnataka, (2012). Position paper on ICT mediation in education, DSERT.
E-book: Getting Started with Libre Office 3.4 available at ttp://wiki.documentfoundation.org
Information Technology: The Breaking Wave, Tata Macgrow hill
http://en. Wikibooks.org/wiki/Computers for Beginners, An exhaustive source for beginners.
Free Software, Free Society: Selected Essays of Richard M. Stallman, digital book available on
www.notabug.com/2002/rms-essays.pdf
Free Software Foundation, www.fsf.org/
Information and Communication Technologies in School: A handbook for Teachers or How ICT
can create New, Open Learning Environments.
 OPTIONAL COURSE-I: ENVIRONMENTAL EDUCATION

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives
After the completion of this course the student teacher will be able
1. To understand the concept of environment ecology and Education.
2. To grasp the significance of environmental education.
3. To understand the nature and scope of environmental education with regard to Indian policies.
4. To have faith in conservation of bio‐diversity and understand population and environment
5. To understand the international effort and environment
6. To know environmental laws and grasp the concept of environmental legislation and its
application in international environmental agreement.
7. To appreciate the concern of environment research programme

Course Content

Unit‐I: Introduction to Environmental Education

Meaning and scope – Importance of Environmental Education - incorporating E.E at
various levels‐ Primary, Secondary and Higher Secondary levels. Education about environment:
Environment and Ecological factors –climate; Ecosystem –Structure and functions - Major
ecosystems – aquatic and terrestrial system - Energy and its flow in ecosystem.

Unit‐II: Environmental problems and protection

Environmental pollution and its consequences – Air pollution, water pollution, land
pollution, nuclear pollution, Ozone depletions - Urbanization and its impacts on environment -
Deforestation and its impacts on environment – Ways of protecting, Management of
Environment, Preserving and Restoring of environment.

Unit‐III: India and Environmental Issues and Policies

Environmental Awareness – Environmental problems of India - Environmental ethics -
Nature conservation education movement –CHIPKO movement, silent valley project - Social
forestry scheme. Conservation of biodiversity :Meanings and need conservation of natural
resources – soil, forest, water and wildlife In‐situ conservation ‐National parks and sanctuaries –
Biosphere Reserves –Man and Biosphere programme (MAP) –Ex –situ conservation, in –situ
conservation, IUCN Red list categories, hot spots.

Unit‐IV: Human population and environment

Population growth, Indian population situations population explosion – family welfare
programme – Environment and Human health.-Factors affecting environment-Acid rain, green
house effect-Extinction of species-soil erosion and energy crisis.

Unit-V: International Efforts for Environmental Protection

The Stockholm conference 1972 – Brundtland commission 1983 – Nairobi conference
1982 – The Rio Summit 1992 – the Rio Declaration at the earth charter – Major achievement of
the Rio Summit – Main features of the Rio Declaration – Kyoto conference and part on Global
Warming 1997 – present developments. The Stockholm conference 1972 – Brundtland
commission 1983 – Nairobi conference 1982 – The Rio Summit 1992 The Rio Declaration at the
earth charter – Major achievements of the Rio Summit – Main features of the Rio Declaration
Kyoto conference and part on Global Warmi

Unit‐VI: Environmental laws in India

Environmental Legislation, Acts, Rules, Notifications and Amendments.
International Environmental Agreements. Role of mass media and technology in developing
awareness about environmental problems and its prevention; Role of NGO‘s and Government
organization in developing Environmental education. Environmental Movements and
Developments : Environmental movements in India: Silent Valley movement, Chipko
movement, Narmada Bachao, Andolan, National Test Range at Balipal, Orissa. - Conditions for
achieving the goals of sustainable development Strategies for sustainable development in India.

Unit‐VII: Environment research programme

Environmental Management – Data base Management for Environmental appraisal,
Monitoring and warning system. Society, culture and environment: Meaning – Changes of
Values, cultural values, aesthetic values, man and environment, the nature of scientific
conclusions, the state of public knowledge of ecology, rights and responsibilities in ecology
understanding.

Practicum
 Make a survey of your area and document all the environmental problems found along with
photographs
 Conduct a survey of five high schools and describe the steps to be taken to enhance the
environment and make the institutions Swatch.
 Organize a Rally in a school where you attend Internship on Swatch Bharath and Importance
of Environment (The World Environment Day is 5th June) and report
 Conduct elocution and essay writing competitions for students on environmental issues and
report

REFERENCES
AGARWAL S.K. (1997). Environmental Issues themes New Delhi: APH Publishing
Corporation.
C.E.E (1994) Essential Learning in Environmental Education. Ahmadabad. C.E.E. Publication
Garg, B. & Tiwana. (1995) Environmental Pollution and Protection, Deep & Deep publication,
New Delhi
Karpagam M. (1991) Environmental Economics – A text book. New Delhi. Sterling Publishers.
Kelu.P (2000) Environmental Education – A conceptual Analysis Calicut: Calicut University
Nanda V.K. Environmental Education, New Delhi: Anmol Publications PVT LTD.
N.C.E.R.T (1981) Environmental Education of the school level. A lead paper. New Delhi
NCERT publication.
SAXENA A.B. (1996) Education for the Environmental Concerns. New Delhi, Radha
Publication.
SAXENA A.B (1986) Environmental Education. Agra National Psychological Corporation.
Shuki. A and Chandel (1998) Plant Ecology, New Delhi S. Chand and Company Pvt.Ltd.
Singh, Man Mohan & Rao (1980) Measures of Environmental Awareness, L.S. Prahalada,
Ahmedabad.
State of the Environmental India, UNEP 2001; Kttp:/ /edugreen.ter.Res.In; Shyam Divan and
Armin Rosencrantz 2002, Envil. Law and Policy in India. New Delhi. Oxford University
Press.
Sharma, R.C. (1981), Environmental Education, Metropolitan Publication, New Delhi
Understanding Environment, Editor‐Kiran .B. Chokae Mamata Pandya,
UNESCO, Environmental Education in the light of the Tbilisi Conference, UNESCO
Understanding Environment, Editor‐Kiran .B. Chokae Mamata Pandya,
Meena Raghunathan. Center for Environment edn. Ahmedabad 2004
 OPTIONAL COURSE-II: HELTH AND PHYSICAL EDUCATION

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objective
After the completion of this course, the student-teacher will be able to
1. Acquire knowledge about physical and health education.
2. Understand the rules and the regulations of sports and games.
3. Develop the skills in organizing the physical education programmes in schools.
4. Develop the activities required for organizing physical education meets and events.
5. Acquire knowledge about recreation, health and safety education
6. Acquire knowledge about common communicable diseases.
7. Understand the nature of injuries and to provide first aid.
8. Acquire knowledge about yoga and physical exercises.
9. Create awareness on different aspects of health and fitness.
10. Understand the diet modification in the treatment of under-weight and obesity.

Course Content

UNIT I Introduction to Physical Education

Meaning, Definition, Aims, Objectives, Scope and Importance of Physical Education -
Physical Fitness- Meaning, Definition, Components and Benefits - Origin and Development of
Ancient and Modern Olympics - Olympic torch, Olympic Flag, Marathon Race, Difference
between Ancient and Modern Olympic Games - Recreational activities.

UNIT II Methods, Organisation and Administration

Methods of teaching physical activities - Parts and Preparation of general lesson plan -
Fixtures: Single Knock out and Single League - Organisation of an athletic meet - Layout, Basic
Skills, Rules and Regulation of Badminton, Cricket, Football, Hockey, Kabbadi and Volleyball-
Organisation of Intramural and Extramural Competitions and Tournaments

UNIT III Concept of Health Education

Meaning, Definition, Aims, Objectives and Importance of Health Education - Personal
Hygiene - Health Education in Schools - Health Instruction, Health Services, Safety Education:
Importance with reference to Schools, Play fields, Road, School and Home - First Aid: Road,
Water, Fire accidents and Snake bite - Common sports injuries: Strain, Sprain, Contusion,
Laceration, Fractures and Dislocation.

UNIT IV Causes and Prevention of Diseases

Life style disorders: Heart diseases, Cancer, HIV/AIDS, Reproductive Helpless Health,
Osteoporosis, Depression, Intentional & Unintentional Injuries, Diabetes and Obesity - Back
Pain: Causes, Symptoms and Prevention - Addiction: Alcoholism, Smoking and Drugs - Impact
of Pollution on Human health - Communicable diseases: Malaria, Swine flu, Chikungunya,
Typhoid, Cholera, Small Pox, Tuberculosis and Dengue: Causes, Symptoms and Prevention.
UNIT V First Aid-Principles and Uses
Principles of first aid, First aid equipments, Fracture - causes and symptoms and the first
aid related to them, Muscular sprain causes, symptoms and remedies, First aid related to
hemorrhage, respiratory discomfort, First aid related to natural and artificial carriage of sick and
wounded persons, Treatment of unconsciousness, Treatment of heat stroke.

UNIT VI Yoga, Physical Exercises and Fitness

Meaning, Definition and Uses of Yoga - Essentials of Yogic Practices - Eight limbs of
Yoga - Methods and Benefits of selected Asanas and Pranayama - Physical Exercises, Types:
Aerobic, Anaerobic, Effects of Physical Exercises on various systems - Circulatory, Muscular,
Digestive and Respiratory systems - Difference between Physical Exercises and Yoga - Fitness
components and its importance - Effect of Physical Exercises on human body systems.

UNIT VI1 Food and Nutrition

Meaning of Food, Classification and Constituents of Food, Carbohydrate, Protein, Fat -
Meaning, Classification and their functions - Role of Carbohydrates, Fat and Proteins during
exercise - Vitamins, Minerals, Water - Meaning, Classification and their functions - Deficiency
Diseases, Meaning of Nutrition, Malnutrition - Types, Causes - Balanced Diet - Food Guide
Pyramid - Diet for Obesity and Under Weight - Nutritional Deficiency Diseases.

Mode of Transaction : Lecture, Discussion, Workshop, Practical Work etc.,

PRACTICUM
 Preparation of first aid kit.
 First aid for road, water, fire accidents and athletic injuries
 Preventive measures for health hazards
 Yoga
 Demonstration of asanas and pranayama
 Power point presentations for a topic in the syllabus
 Playing Games
 Preparing a report of the achievements of eminent players
 Strategies for positive thinking and motivation

REFERENCES
Agarwal, Satya, P. (1998), The social role of the Gita: How and why, Motilal Banarsidass,
Goel Devraj & Goel Chhaya (2013) Universe of Swami Vivekananda & Complete Wholistic
Cocial Development, CASE Publication under UGC SAP, The M.S University of Baroda,
Vadodara.
Porter, Noah. (2003) Falung Gong in the United States: An Ethnographic Study, Master
Thesis, Department of Anthropology, College of Arts and Sciences, University of South
Florida.
Dhanajoy, S., & Seema, K. (2007). Lesson planning: Teaching methods and class managementin
physical education. New Delhi: Khal Sahitya Kendra.
Nash T.N. (2006). Health and physical education. Hydereabad: Nilkamal Publishers.
Prasad, Y. V. (2006). Method of teaching physical education. New Delhi: Discovery Publishing
house.
Sachdeva, M. S. (2006). School organisation, administration and management.Ludhiana:
Dandon Publication.Chandra, S., Sothi, & Krishnan.P. (2005). Health education and physical
education. Delhi: Surject Publications.
Mangal, S. K. (2005). Health and physical education. Ludhiana: Tandon Publication book
market.
Ajmer, S. (2003). Essentials of physical education. New Delhi: Kalyani Publishers.
Tiwari, O. P. (2002). Asana : Why and how. India: Kanalyadhama.
Hedge, (1997). How to maintain good health. New Delhi: UBPSD Publishers.
Kanele., B. S., & Kumar, C. P. (1996). Text book on health and physical education. Ludhiana:
Kalyana Publishers.
Reema, K. (1996). Physical fitness. New Delhi: Khel Sahitya Sports Publication.
Dambrosa, D., & Robert, D. (1993). Prevention and treatment and running injuries. New
Jersey: Slack Incorpor Road.
Krishna, G. (1993). The purpose of yoga. New Delhi: UBS Publishers Ltd.
Ramachandran, L.T., & Dharmalingam. (1993). Health education. A new approach.
NewDelhi: Vikas Publishers Ltd.
Charles, B. A. (1992). Foundation of physical education and sport. New Delhi:B1 Publication.
Eriksson, O. B. (1990). Sports medicine, health and medication. Enfield: Guninness
PublishingRoad. ISBN 978-81-208-1524-7, reprieved 17 June 2010
 OPTIONAL COURSE-III: PEACE EDUCATION

Internal Assessment: 25 Total Marks: 100

External Assessment: 75 Examination Duration: 3 hrs.

Objectives
After completing this course the student-teacher will be able to
1. Acquire the knowledge of Nature, concepts, aims and objectives of peace education.
2. Narrate the developments in peace education in India and Abroad.
3. Acquire the knowledge of Education for peace.
4. Develop skill to integrate peace education in the present curriculum.
5. Understand dimensions of culture of peace.
6. Understand the suitable methods of teaching peace education.
7. Understand the models of Conflict Resolutions.

Course Content :
UNIT: I Peace Education
Peace education – Meaning, Definition, Concepts, Scope; Aims and objectives– at
different level of Education - its relevance to the present global scenario; Human Miseries in the
Modern World and Quest for Peace - Understanding Peace in the individual, social and
international context, Gandhian concept of peace - Approaches to peace, Balance of Power,
Establishment of Institutions, Pacifism and Education.

UNIT: II Historical Development of Peace Education

Historical Development of Peace Education in the world - Creation of United Nations,
UNESCO, UNICEF, UNO-UNDP (United Nation Development Programmes), UNEP (United
Nation Environment Programmes), UNHCR (United Nation High Commissioner for Refugees
High Commissioner for Human Rights). Amnesty International –International Committee of
Red cross –NGOs; Peace Education in India and its development. Gandhiji‘s contributions to
peace movement: Non – Violence, Non – Aligned Movement– Nuclear Disarmament -Arms
Reduction.

UNIT: III Education for peace

Paradigm shift from Peace Education to Education for Peace - Concept and Meaning of
Education for Peace - Curriculum Development: Stage specific Approach – Early childhood,
Elementary Stage, Secondary Stage, Higher Secondary Stage, Higher Education stage and
Adult Education stage.

UNIT: IV Integrating Peace Education in the curriculum

Major Media of Integration: Subject context, subject perspectives, Curricular and Co –
Curricular activities, staff development, Class room and School management.

UNIT: V Promoting Culture Of peace

Culture of peace – Focal areas – Fostering culture of peace through education promoting
inner peace, understanding, tolerance, solidarity – Participatory Communication – democratic
participation, gender equality – sustainable Economic and Social development – Non – Violence,
International peace and security.
UNIT: VI Pedagogy of Education for Peace
Teaching Methodologies - Enquiry method, Value clarification, Jurisprudential model of
Teaching, Role playing, Dramatics and Literacy Activities, Yoga and Meditation, Sports and
Games, Counseling. Teacher Education for Peace - Teacher as a Role Model.

UNIT: VII Conflict Resolution

Bases of conflicts – Positive and negative aspects of conflicts – Types of conflicts –
Conflict Resolution – Conflict Management; Model of Conflict Resolution: Dual Concern
Model: A Concern for self (assertiveness), A Concern for others (empathy); Styles: Avoidance
conflict – yielding conflict, competitive conflict – co-operation conflict, conciliation conflict.
Thomas and Kilmann‘s style – Competitive, collaborative, compromising – Accommodating,
Avoiding.

REFERENCE
Bernard Jessie., (1957). The Sociological study of conflict‖ International sociological
Association, The Nature of conflict, UNESCO Paris.
Barash, P. David (2000). Approaches to Peace, Oxford University Press, New York.
Galtung, Johan, (1984). The Struggle for Peace Gujarat Vidyapith, Ahmedabad.
Gandhi, M.K., (1944). Non-Violence in Peace and War Navajivan Publishing House,
Ahmedabad.
Galtung,J., (2003). Searching for Peace. The road to TRANSCEND, sterling Virginia.
Harris Ian, M. (1998). ―Peace Education‖ Mc Farland & Company, Inc Publisher London.
Krishnamurti,J., ―Total Freedom‖ Krishnamurti Foundation Chennai.
NCTE., Curriculum Framework for quality Teacher Education, NCTE, New Delhi (1998)
NCERT National Curriculum Framework (2005), Position Paper, National focus Group on
Education for Peace, NCERT, New Delhi (2006)
15. EXAMINATIONS
University examinations normally will be held in the month of November/December.

16 CHANGE OF ADDRESS
All communications will be sent in the address given by the student in his/her application. Any
change in the address should be intimated immediately with a D.D for Rs. 200/- drawn in favour
of ―Centre for Distance Education, Bharathidasan University‖

17 IDENTITY CARD
Each student will be provided with an identity card which is valid till he/she completes the
course. Examination hall ticket will be issued only on production of the identity card. If the
identity card is lost, the student can obtain a duplicate card on payment of Rs. 100/- through a
D.D accomplished by a requisition to that effect and a recent stamp size photograph.

18 GRIEVANCES
Students may represent their grievances such as submission of assignments, non-receipt of study
materials, etc., They can contact the University representative or the Co-Ordinator in the
respective PCP centre and get their grievances redressed then and there. Also, they can record
their grievances in the grievance register available with the University representative or they
write to the Director.

19 CERTIFICATES

19.1 Consolidated Mark Statement

The consolidated mark statement indicating marks scored in all the subjects will be issued when
the students pass all the subjects of the B.Ed. programme. The prescribed fee for consolidated
mark statement is Rs. 150/- (as of now). The students have to pay the fee for consolidated mark
statement along with the examination fee while registering for the II year examination.

19.2 Provisional Certificate

For those who are declared qualified for the B.Ed. degree Provisional Degree certificate will be
sent by post two months after publication of the results. All the students have to pay Rs.150/- as
fee for the provisional certificate along with II year fee.

19.3 Convocation/Degree Certificate

For those who are declared qualified for the B.Ed. degree, the convocation form will be sent by
post on receipt of requisition to that effect from the student. The Degree certificate will be issued
to the students only if they apply for the same in the prescribed convocation form along with the
fee for convocation. The fee payable towards the convocation will be specified in the application
3
2
1
Serial No.
Registration No
Name

Teaching Competency

100
75
Lesson Plan

Name of the Centre :

75
Micro Teaching

50
Test & Measurement

50
Observation
months from the date of convocation.

Teaching Aids

100
75
Psychology Experiments

75
Educational Technology

50
Case Study
Total Marks: 1000

50
Action Research

50
50 Physical Education

Yoga
50

Library
25

SUPW
25

Arts & Craft

Format for the B.Ed. Practical Examination (2015 Onwards)

25

Field Visit
75

School Based Activities

form. The Degree will be conferred only in absentia and sent by Registered Post in about two

Total
1000
 APPENDIX – I

SCHOOL-BASED PRACTICAL WORK

School-based practical activities constitute an important part of the B.Ed. programme. It

is based on the premise that besides regular teaching job, a teacher performs a number of other
activities in the school. Our concern in B.Ed. programme is to help you plan, organize and
conduct certain practical activities more systematically and professionally. It is important to note
that all the school-based activities undertaken by you are to be accompanied by an authentication
by the Mentor to the effect that the activity was actually undertaken by you in the school. Also
his or her comments on the assignment are essential.

Activities:
We have identified a list of activities which you are expected to work on as per the guidelines
prescribed for each of the activities. You have to select activities worth four credits (120 hours)
of study from the school-based practical work and produce a report for each activity. The report
should be in the specified word limit. Also it should be well structured, clear and
comprehensive. The reports, along with the mentor‘s authentication and comments, will be
submitted to the workshop facilitator in the first or the second workshop as specified. Each
activity is discussed under the following major sections:
 Name of the activity
 Objectives
 Your role (as a student teacher)
 Role of the Mentor/Head-Teacher/Principal
 Product (output of the activity)
 Evaluation mechanism
 Credit points

Activity 1: Maintenance of registers and records

 Nature of the activity: Maintenance of various registers such as records of students‘
performance such as progress report, attendance register, admission register, laboratory stock
books etc.
 Objectives: To provide you with an opportunity to know the systematic procedure of
handling and maintaining records in the school.
 Your role
- To maintain any two of the aforementioned school registers for about 3 months.
- Collect the necessary information to be included in the record.
- Discuss issues and problems related to the collection and recording of different types of
information and find out the possible solutions.
 Output: A report of about two-three pages, i.e.500-600 words on the work you have done
along with copies of records handled by you.
 Role of the Mentor
- To help you in the effective maintenance of various registers and records.
- To provide his/her authentication to the report.
 Evaluation of your report will be done against a rating scale.
Maintenance - Half an hour each day for about 3 months = 56 working days.
Total – 28 hours
Reporting – 2 hours

Activity 2 : Addressing the school assembly

 Nature of the activity : Addressing the students in the morning school assembly.
 Objectives
- To acquire the needed competency and skill of addressing the school assembly on the
contemporary topics.
- To develop confidence and effective communication skills.
 Your role
- To identify five different themes or topics and to prepare them for presentation on five
different occasions.
- The topics may be on contemporary socio-economic problems, moral education,
population education, national integration/unity, international/political scenario,
empowerment of socially and economically backward people, women emancipation,
human rights etc.
- To receive feedback from your colleagues and the Mentor on the presentations.
(Feedback may be on the relevance of the topic, quality of language, organization of the
content, clarity of expression, etc.)
 Output: A report of five-six pages which should include a resume‘ of all the five addresses
presented, a brief description of feedback received from the mentor, and your experiences as
a student teacher.
 Role of the Mentor
- To observe all the addresses presented by you and evaluate them separately in terms of
the relevance of the topic, quality of presentation, quality of language and clarity of
expression. This feedback is to be attached with the report.
- To provide guidance for improvement and sharpening the skills of presentation.
 Evaluation : Rating Scale
- Four hours each for the preparation of topics: 20 hours in total.
- One hour each for five presentations: 5 hours
- Preparation of the report: 5 hours

Activity 3 : Conducting a sociometric test in the classroom

 Nature of the activity: To conduct sociometric tests for understanding group dynamics in
the classroom.
 Objectives
- To identify group processes working in the classroom.
- To initiate measures to improve group processes.
 Your role
 - Prepare sociogram of your class.
- Identify stars, isolates mutual pairs and chains.
- Suggest strategies for improvement of group processes.
 Output : A report of about ten pages, including all aforementioned aspects.
 Role of the Mentor
- To help the student teacher in the conduct of the exercise and providing improvement
measures.
- To authenticate the report and provide comments on it.
 Evaluation : Rating Scale
- Preparation of sociogram : 5 hrs.
- Preparation of the report : 10 hrs.

Activity 4 : Content analysis exercise

 Nature of the activity : To analyse the content of a particular unit in your teaching subject.
 Objectives
- To provide you with an input for planning of instruction.
 Your role
- Select a unit from your teaching content.
- Analyses and systematize the content of this unit.
 Output : A report of 500 words including the content analysis flowchart and descriptions
and justifications.
 Role of the mentor
- To guide you in the content analysis exercise.
- To authenticate the report along with comments.
 Evaluation : Rating Scale
- Analysing the content – 7 hrs.
- Preparing the report – 8 hrs.
- Total – 15 hrs.

Activity 5 : Administration of intelligence test, personality test and aptitude test to one
student and analysis of results.
 Nature of activity : Administration of standardized psychological tests and understanding
the implications of results.
 Objectives
- To provide you an opportunity to observe and analyse student behaviour.
 Your role
- To discuss about various tests in the workshop I and collecting copies of tests from
workshop facilitator.
- To administer the tests to students.
- To analyse the results and suggest measures for improvement.
 Output : A report of about 1000 words including the administered tests, their analysis and
suggestions.
 Role of the mentor
- To help you in the administration of tests and analysis of test results.
- To authenticate the report along with comments.
 Evaluation : Rating Scale
- Procurement of test and preparation for administration: 4 hrs.
- Administration of tests : 6 hrs.
- Analysis of results : 10 hrs.
- Writing of report : 10 hrs.

Activity 6 : Preparation of cumulative records

 Nature of the activity : Preparation of cumulative records of a student in a span of 2
years.
 Objectives
- To provide you with an experience of continuous and comprehensive evaluation.
- To give you an idea of deciding about educational and vocational destiny of the
students.
 Your role
- To prepare a complete cumulative record of the student‘s past and present
performance in a span of 2 years.
 Role of the mentor
- To help you in the preparation of the records.
- To authenticate the records prepared along with comments.
 Evaluation : Rating Scale.
- Preparation of records : 15 hrs.

Activity 7 : Preparation of school time-table

 Nature of the activity : Preparation and implementation of time table in your school.
 Objectives : To know the systematic procedure of preparing and implementing time
table.
 Your role
- To analyse the existing time-table of the School and hold discussions with teacher
and the principal regarding preparation of a time-table.
- To develop a new class-wise time-table suited to the needs of your school.
- To develop time-table for teachers keeping in mind their problems.
- To discuss the new time-table with your colleagues and incorporate the suggestions
give by them.
- To prepare the final time-table.
 Output : A report of four-five pages which should included the following:
- the need and importance of time-table.
 - analysis of the existing time-table.
- Feedback given by your colleagues and the Principal.
- problems faced by you in preparing and implementing the time-table.
 Role of the Mentor
- in helping you in preparing and implementing the time-table.
- to authenticate the report along with comments.
 Evaluation : Rating Scale.
- Two hours a day for 6 days : 12 hours
- Reporting : 3 hours

Activity 8 : Organising Career Talk/PTA Meeting/Debate/Panel Discussion/Quiz

Programme.
 Nature of the activity : Organisation of at least one of the above activities in your school
or in the community.
 Objective : To help you acquire skills necessary for systematically organising and
managing co-curricular activities.
 Your role
- To plan, conduct and evaluate any one of the activities.
- To collect feedback on the effectiveness of the activity from the mentor, colleagues
and the students.
- To prepare a report on the activity done.
 Output : A report of six to seven pages has to prepared by you. It should include a brief
note on the activity, organization of the activity, managerial problems, feedback and its
implementation, outcomes of the activity, your observations while undergoing the
activity and suggestions for improvements.
 Role of the Mentor
- To supervise and assist in the organization of the activity (ies)
- To observe the activity, authenticate the report and provide feedback to sharpen
skills required to effectively organize the activity (ies).
 Evaluation : Rating Scale
- Pre-activity preparations - 7 hours
- Organisation of activity - 2 hours
- Collecting feedback and suggestions - 4 hours
- Report Writing - 2 hours

Activity 9 : Organisation of a campaign

 Nature of the activity :
Planning and execution of a campaign on one of the socially useful themes such as
nutrition, literacy, sanitation, blood donation, immunisation, environment, population
education, gender issues etc.
 Objective
 - To acquire the requisite competency in planning, executing and evaluating socially
useful campaigns.
 Your role
- To select one of the themes mentioned above as the topic for the campaign
depending on your interest, time available and the resources available in the school.
- To plan, execute and evaluate the campaign undertaken by you.
- To motivate and involve your students in the campaign.
- To seek cooperation and support from local development agencies, educational
institutions, key-persons of the area, etc.
 Output :
You have to prepare a report which should include the objectives of the campaign,
methodology adopted, observations as the organizer, and outcomes of the campaign. The
report may also contain some photographs related to the campaigning.
 Role of the Mentor
- To help you in planning and execution of the campaign.
- To authenticate the report along with comments.
 Evaluation : Rating Scale
- 4 hours of campaign for 5 days : 20 hours
- Collecting feedback from students and community : 7 hours
- Report writing : 3 hours
 APPENDIX – II

WORKSHOP-BASED PRACTICAL ACTIVITIES

Classroom instruction requires mastery of various methods and modes of communication

with the students. Instruction includes proper planning of instruction, special techniques
associated with teaching specific subjects and also general management strategies needed for
organising teaching in a classroom. Apart from this, the teacher also has a multifaceted role of
the manager, the research and the social welfare individual. To prepare you to effectively fit in
all these roles, two workshops of 6 days each have been planned. Workshop I will be conducted
before the commencement of practice teaching and workshop II will be held after a large portion
of practice teaching is over.
To successfully complete the B.Ed. programme, you have to participate in all the activities of the
workshop. The workshop facilitators and workshop directors specially oriented for the purpose
will conduct the workshops. In the workshops you will participate individually as well as in
groups, in various activities and will sharpen your teaching competence. Only those
topics/activities which need guided experiences are included in the workshop. You will work on
your activities under the direct supervision/guidance of teacher educators and the workshop will
also give you an opportunity to work with your fellow student teachers. The quality and extent of
participation and the progress made by you will be monitored and evaluated by the facilitators.
Therefore, it is expected that you come to participate in the workshops with prior preparation.
This preparatory phase has been called the pre-workshop activity. The tasks performed during
the workshop are referred to as during workshop activity. All tasks done during workshop
have to be followed up in teaching/learning situations and the descriptions of all these constitute
the post-workshop activities. It is to be noted there that the first workshop corresponds to the
first year theory courses and most of the school based activities to be carried out during practice
teaching. The second workshop corresponds to the second year practical examination oriented
activities and some more school based activities. It also provides the final polish to your
teaching and management skills inside and outside the classroom. Table I and Table II provide a
cursory overview of the activities of the two workshops. The details of these activities are
present in the following pages.
 WORKSHOP - I YEAR
Day Session-I Session-II Session-III Session-IV
About B.Ed. programme.
Bloom‘s taxonomy, Orientation to planning
Brief outline of aims and
Welcome and writing general and
1 objectives of courses and of instruction: Unit
Introduction (1) specific instructional
activities of workshop-I planning (1)
objectives (1)
(1)
Orientation to
Lesson planning: development of teaching
Lesson planning:
Lesson plan Methodology based
2 Methodology based skills: Demonstration of
preparation (1) practice and discussion
practice and discussion (7) microteaching methods
(7)
of training(1)
Diagnostic test and
Small group Class room objectives,
Small group planning and achievement test
planning and importance of
methodology based preparations and
3 methodology observation and
presentation of micro characteristics of a good
based presentation recording of observations
lessons (7) test: Plenary session and
of micro lessons(7) (7)
discussion (1)
Small group
Measures of central
discussion: Measures of central
Small group discussion: tendencies, variations
Methodology tendencies, variations
Methodology based and correlations -
based practice in and correlations -
4 practice in the preparation
the preparation of Exercises on central Exercises on central
of blue print and
blue print and tendencies, variations tendencies, variations
achievement tests (7)
achievement tests and correlations (7) and correlaions (7)
(7)
Plenary session
Plenary session and Guidance and
and discussion:
discussion: Use of counseling, role of
Use of Discussion on various
psychological tests-
5 psychological methods of class room teachers in the
Experiments in
tests-Experiments instructions (7) classroom: Case study
Educational Psychology
in Educational record (1)
(1)
Psychology (1)
Plenary session and
Preparation of self made
Discussion on discussion: Action
teaching aids using
6 School Based Research-need, Valediction (1)
locally available
Activities (1) methodology and
materials (7)
utilization (1)
 WORKSHOP-II YEAR

Day Session-I Session-II Session-III Session-IV

Lesson delivery, Lesson delivery, Submission of reports
Welcome and
1 discussion and feed discussion and feed of school based
Introduction (1)
back (1) back (1) practical activities (7)
Discussion and Discussion and Discussion on case
Uses of Internet in
feedback on feedback on action studies provided to the
schools and utilization
2 experiments in research project report student teachers (Case
of e-mails in education
educational (1) Study Record) (1)
(1)
psychology (1)
3 Field Visit Field Visit Field Visit Field Visit
Plenary session and Plenary session and
discussion: Analysis discussion: Analysis
Discussion on the Discussion on the
and interpretation of and interpretation of
4 topic of electives topic of electives
data-Test and data-Test and
subjects (3) subjects (3)
Measurement record Measurement record
(1) (1)
Physical education
5 Library record (1) SUPW record (1) Arts & Craft record (1)
record (1)
Feedback session
Feedback session on
on sharing
sharing experiences Instructions about
experiences about
6 about the workshop Commission - Practical Valediction (1)
the workshop with
with the student Examination (1)
the student
teachers (1)
teachers (1)

School Internship Training Programme (90 Days)

Allotment of marks

Total marks allotted - 350 (Marks awarded at the time of practical examination)
 DETAILS OF WORKSHOP-BASED ACTIVITIES

WORKSHOP I

In the workshop I, there will be 24 sessions (6 days x 4 sessions a day). In the beginning of each
day, a 15 minute slot has been provided for the presentation of a brief report of the previous
day‘s activities. This will orient you better for further course of action.

Session-wise break ups of the Workshop I are as follows:

Day 1 Session (i)

Welcome and Introduction
Day 1 Session (ii)
About B.Ed. programme: brief outline of aims, objectives and courses (Theory and Practical
activities)
Day I Session (iii)
About the workshop: An overview of the purpose of the workshop & sharing of expectations.
Day 1 Session (iv)
Orientation to planning of instruction: Unit planning
Purpose of the session is: To help you to understand the concept & importance of unit planning
in classroom teaching.
Pre-workshop activity
Go through the content about Unit Planning.
During Workshop activity
The workshop facilitator makes a presentation on the essential features and procedure of unit
planning.
Post-Workshop activity
You prepare a unit plan in your respective subject areas.

Day 2 Session (i)

Lesson plan preparation.
This session serves the purpose:
- To provide guide lines to you during your teaching practice.
- To make you aware of behavioural definition of teaching objectives.
- To help in the development of a scientific attitude towards teaching.
- To maintain the sequence of content presentation.
- To develop reasoning, decision-making ability and imagination in you.
Pre-workshop activity
- Go through the format provided in the student teachers‘ handbook in the section entitled
‗Practice Teaching‘.
During Workshop activity
The resource person provides explanations to all aspects of practice teaching and also presents
some model lesson plans.
Post-workshop activity
You have to prepare draft lesson plans on the basis of guidelines provided.
Day 2 Sessions (ii) & (iii)
Lesson Planning; Practice and Discussion
During Workshop Activity
- To prepare lesson plans, on the basis of format provided, in your teaching subject.
- To discuss lesson plans with peers and resource person.
- To modify and improve upon the lesson plans accordingly.
Post-Workshop Activity
Further practice and refinement of lesson plans.
Day 2 Session (iv)
Orientation to development of teaching skills: demonstration off microteaching methods of
training.
This session is very helpful: To develop the specific teaching skills in you.
Pre-Workshop activity
Go through the content about Teaching Skills
During Workshop activity
The workshop facilitator explains the use of microteaching methods of training & provides a
microteaching demonstration on a teaching skill.
Post-workshop activity
Planning of draft micro lesson plans.

Day 3 Sessions (i) and (ii)

Small group planning and presentation of micro lessons.
Purpose of this session is:
- Practice to preparation of micro lessons.
- To provide feedback to you for modification of your teaching behaviour.
Pre-Workshop activity
Prepare a standard lesson plan format for microteaching.
During Workshop activity
You have to prepare micro lessons, effect improvements under the guidance off workshop
facilitator, deliver the micro lessons and receive feedback from peers and workshop facilitator.
Post-Workshop activity
You will keep a record of the skills practiced and improved upon.
Day 3 Session (iii)
Classroom objectives, importance of observation and recording of observations:
Purpose of this Session is: To develop the intellectual skills like observing, questioning,
explaining, hypothesizing and inferring.
Pre-Workshop activity
Go through the content on Curriculum Transaction
During Workshop activity
You have to observe the demonstration carefully, sifting out critical details according to the
observation schedule provided to you.
Post-Workshop activity
Prepare notes for description of various skills.
Day 3 Session (iv)
Achievement test preparation: Plenary session and discussion.
The purpose of this session is to provide you with an overview of various aspects of curricular
evaluation of learners in schools.
Pre-Workshop activity
Go through the content on Achievement Tests.
During Workshop Activity
The Workshop-facilitator will initiate a discussion on the structure of achievement tests in
general, the various types of test items and their appropriateness in a particular situation. Also,
the format of blue print will be discussed.

Day 4 Session (i) & (ii)

Small group discussion: practice in preparation of blue print.
During Workshop activity
You will prepare a draft blue print for preparing achievement test in any one of your teaching
subjects under the guidance of workshop facilitator.
Day 4 Sessions (iii) & (iv)
Measures of central tendencies, variations and correlations - Exercises on central tendencies,
variations and correlations.
During Workshop activity
You will work out exercises on central tendencies, variations and correlations.

Day 5 Session (i) & (ii)

Plenary session and discussion: Use of psychological tests.
This session serves the purpose:
- To provide you an orientation to use various types off psychological tests that are relevant in
school
Pre-Workshop activity
Go through the text on Psychological Tests
During Workshop activity
The workshop facilitator discusses the types of psychological tests and their uses with you.
Also, copies of tests will be provided to you so that you can practice administering them in
school.
Post-Workshop activity
The tests are to be conducted in the school on students and reports are to be prepared.
Day 5 Sessions (iii) & (iv)
Discussion on various methods of classroom instruction.
You should be able:
- To describe teaching skills for improving the quality of teaching in the classroom.
- To identify the defects in the classroom teaching
- To develop the criteria for assessing the interests of students in the classroom.
- To develop skills to achieve active participation among the students.
Purpose of this session is: To provide you some exposure to the practical application of various
methods of teaching in various subject areas.
During Workshop activity
You have to discuss the various methods of teaching in the workshop.
Post-Workshop activity
Try to incorporate these methods in your lesson plans. Preparation of lesson plans based on
various methods of teaching. The prepared lesson plans can be implemented during practice
teaching.
Day 5 Session (iv)
Guidance and counseling, role of teachers in the classroom: Case Study Record.
This session serves the purpose of:
- Helping you to provide career guidance, guidance to socially backward children, needy
children, slow learners and others.
- Enabling you to listen to various problems of children and try to solve them with empathy.
Pre-Workshop activity
Go through the literature on Guidance and Counselling
During Workshop activity
Presentation by workshop facilitator using case studies and examples followed by discussion.
Post-Workshop activity
Applying some of the discussed aspects in your own school for improving the guidance and
counselling services.

Day 6 Session (i)

Pre-Workshop activity
Discussion on the School Based Activities (Appendix I)
During Workshop Activity
Discussion on the School Based Activities and clarification of doubts.
Day 6 Session (ii)
Plenary Session and discussion: Action research-need, methodology and utilization
This session will be useful to you in enabling you:
- To select any problem which is related to the school or classroom situations
- To identify the suitable methodology, tools and techniques for collecting required data –
evidence.
- To analyse and interpret the data / evidence to reach the conclusion(s) i.e. solution of the
problem.
- To incorporate findings of the study in the school system so as to make its functioning more
effective and efficient.
During Workshop activity
Explanations will be provided by the workshop facilitator on the various activities involved in
performing action research and writing of the research report. The various steps of report writing
would be:
- Topic/Problem to be solved
- Need/Rationale of the study
- Statement of the problem
- Objectives
- Delimitation(s) of the study
- Action plan
- Finding and conclusions
- Follow-up i.e. use of research findings.
In the Workshop II, the report should be submitted to workshop facilitator/director.
Post-Workshop activity
Implementation of the action research findings to improve the school situations. A record of the
various points coming up should be maintained by you for future reference.
Day 6 Session (iii)
Preparation of handmade teaching aids based on local resources (e.g. match sticks, rubber band,
pieces of wire, empty match boxes, fused - electric bulb, cans, seeds, beads, candles, toothpaste -
caps, corks of cold drinks, cardboard, flannel cloth, chart papers, cotton, waste papers, etc.)
This session will be beneficial to you as it would help:
- To nurture ideas of preparing relevant aids from identified content areas
- To develop your creative instincts
- To give a chance for expression of ideas
- To develop feeling of cooperation.
- To develop feeling of conservation of waste materials.
Pre-Workshop activity
To visualize relevant aids in your concerned subjects areas and bring necessary, material.
During Workshop activity
- To prepare soft board and tack-ons on a relevant subject
- To prepare charts, sketches, notice board strips etc.
- To prepare a model from your relevant subject area.
The aids prepared are to be submitted to the workshop facilitator.
Post-Workshop activity
The ideas of the aids prepared can be used in the classroom and their effects gauged.
Day 6 Session (iv)
Valediction

DETAILS OF ACTIVITIES IN WORKSHOP II

In the workshop II, there will be 24 sessions (6 days x 4 sessions a day). In the beginning of
each day, a 15 minute slot has been provided for the presentation of a brief report of the previous
day‘s activities. This will orient you better for further course of action.

Session-wise break ups of the Workshop II are as follows:

Day 1 Session (i)

Welcome and Introduction.
Day 1 Sessions (ii) & (iii)
About the Workshop : The workshop facilitator will present the objectives and purpose of the
workshop, describe the linkages between the first and the second workshop, list out the outcomes
of this Workshop and what is expected of you in this workshop.
Day 1 Session (iv)
Submission of reports of school-based practical activities.
During Workshop activity
According to the practical activity chosen, the student teachers will be divided into groups and
group discussion conducted on reports. Finally, the reports will be submitted to the workshop
facilitator who would evaluate them.

Day 2 Session (i)

Plenary session and discussion: Use of psychological tests.
This session serves the purpose:
- To provide you an orientation to use various types off psychological tests that are relevant in
school
Pre-Workshop activity
Go through the text on Psychological Tests
During Workshop activity
The workshop facilitator discusses the types of psychological tests and their uses with you.
Also, copies of tests will be provided to you so that you can practice administering them.
Post-Workshop activity
The tests are to be conducted and reports are to be prepared and recorded.
Day 2 Session (ii)
Discussion on the uses of Internet in schools and utilization of e-mails in education.
Pre-Workshop activity
Go through the concerned core course thoroughly
During Workshop activity
Discussion on the various details and you will make notes on the various aspects being
discussed.
Day 2 Session (iii)
Discussion and exchange of views: Action research and group project.
Pre-Workshop activity
You can prepare very short abstracts of your action research and group project reports that you
have submitted or will submit at the workshop.
During Workshop activity
You will share your abstracts with your peers and discuss the exchange views on the various
aspects of the work being talked about. A record of the various points coming up should be
maintained by you for future reference.
Day 2 Session (iv)
Guidance and counseling, role of teachers in the classroom and discussion on the case studies
provided to the student teachers: Case study record.
This session serves the purpose of:
- Helping you to provide career guidance, guidance to socially backward children, needy
children, slow learners and others.
- Enabling you to listen to various problems of children and try to solve them with empathy.
Pre-Workshop activity
Go through the literature on Guidance and Counselling
During Workshop activity
Presentation by workshop facilitator using case studies and examples followed by discussion.
Post-Workshop activity
Applying some of the discussed aspects in your own school for improving the guidance and
counselling services.
Day 3 Session (i) (ii) (iii) & (iv)
The student teachers are taken out to a nearby place of educational importance as a field visit-
Field Visit Record

Day 4 Sessions (i) & (ii)

Small group work according to the choice of Elective Courses.
Pre-Workshop activity
Go through the Elective Course of your choice thoroughly.
During Workshop activity
Discussion on the topics of elective courses and clarification of doubts.
Day 4 Session (iii) & (iv)
Plenary session and discussion: Analysis and Interpretation of data
Pre-Workshop activity
Go through the literature about the procedures of utilizing the factual/numerical date in providing
information about performance and tests conducted during ITP.
During Workshop Activity
- Resource person clarifies the various aspects of analysis and interpretation of data providing
case studies and examples.
- You have to prepare notes and highlight important points.

Day 5 Session (i)

Discussion on the significance and uses of Library in schools and education.
Pre-Workshop activity
Go through the concerned concept thoroughly
During Workshop activity
Discussion on the various details and you will make notes on the various aspects being discussed
- Library Record.
Day 5 Session (ii)
Discussion on the significance of ‗Health and Physical Education‘ as one of the courses in the
Teacher Education Programme.
Pre-Workshop activity
Go through the concerned core course thoroughly
During Workshop activity
Discussion on the various details and you will make notes on the various aspects being discussed
- Physical Education Record.
Day 5 Session (iii)
Discussion on the uses of Socially Useful Product Work as one of the practical activities in the
Teacher Education Programme.
Pre-Workshop activity
Go through the concerned core course thoroughly
During Workshop activity
Discussion on the various details and you will make notes on the various aspects being
discussed.
Day 5 Session (iv)
Discussion on the uses of Arts and Craft work and the significance of creativity among learners.
Pre-Workshop activity
Go through the concerned concept and model work thoroughly
During Workshop activity
Discussion on the various details and you will make notes on the various aspects being discussed
- Arts & Craft Record.

Day 6 Sessions (i) & (ii)

Feedback sessions
During Workshop activity
You will exchange views in groups on various aspects of the workshop.
Day 6 Session (iii)
The student teachers will be given essential instructions regarding the commission i.e., the
Practical Examination
Day 6 Session (iv)
Valediction

APPENDIX - III

PRACTICE TEACHING

Practice teaching is a learning process that provides experiences to students teachers for
development of their teaching competence. In practice teaching, you will plan your lesson,
deliver them under the supervision of your mentor and/or supervisor and get feedback to improve
your teaching competence as result of guided experiences.

Practice teaching will commence after you have attended the first workshop. The activities
undertaken in the workshop will provide you some understanding and competence required in
teaching skills. You will also get an opportunity to further sharpen you teaching competencies
by way of various activities Workshop II which will be organized after a large part practice
teaching is over.

Your role in practice teaching is as follows.

- You have to select a secondary/senior secondary school (may be your own schools) and seek
the Principal‘s permission to undertake practice teaching in that school.
- You have to prepare plans of 30 lessons and get those approved by the mentor/supervisor.
A generalized lesson plan format is given in appendix I for you reference.
- You have to deliver at least 30 lessons spread over a period of 90 days based on the written
lesson plans. You have to teach 30 lessons in you major subject you opted for the B.Ed.
programme.
- You have to coordinate with your mentor and supervisor while preparing your practice
teaching schedule. You have to ensure that twenty lessons are supervised by the mentor.
- You have to prepare a lesson plan notebook for each subject. The notebook should be
available with you while delivering lesson(s) in the classroom
- You should develop at least 10 lesson plans using innovative/learner centered teaching
methods such as digital lesson planning, power point presentations, brain storming,
simulation, role play, project method, group interaction, problem solving etc.
- You should develop appropriate teaching aids to present your lessons effectively.
- You should try to observe at least 15 lessons of your peers or senior teachers in your school.

ROLE OF THE MENTOR AND SUPERVISOR

(TEACHER EDUCATOR)
The mentor will be a senior teacher teaching in the same school as yours and should have same
subject background as yours. He/She can also be the principal/headmaster/headmistress of that
school.
The supervisor will be from the Department of Education, Centre for Distance Education of the
Bharathidasan University. He will visit the school from time to time.
The mentor and supervisor will encourage, assist, guide, observe and motivate you. They will
write a comprehensive report on your practice teaching and evaluate each lesson on the basis of a
five-point scale Teaching Assessment Battery (TAB). Their role in practice teaching is as
follows:
- The mentor and supervisor will function as your guide and will help you in the planning
and delivery of lessons.
- The mentor will supervise at least twenty lessons. He will record his comments on the
TAB. The supervisor will also supervise at least ten lessons and will use TAB for his/her
comments.
- The mentor and supervisor will award you a grade on every presentation based on your
performance rated on TAB. You will also be awarded a cumulative grade based on your
overall consistent performance towards the end.
- They will ensure that you are regular and punctual in classroom. They will have pre-
lesson an d posts-lesson discussions with you.
- They will suggest strategies for class management and help you in organizing your class
time.
- They will provide you feedback on teaching skills, mannerisms, speech, teaching aids,
lesson planning etc.,
- They will discuss ten lessons in detail with you.
 SELF APPRAISL CHECKLIST

(To be used by the student teacher)

A. Maintenance of registers and records

1. Have you prepared the following registers ?
i) Attendance
ii) Admission
2. Have you maintained the following records ?
i) Laboratory stock book
3. Have you experienced any problem in the preparation and maintenance of records/register ?
Please specify.
4. Did you find any solution for these problems ?
5. Have you prepared report of this activity ?
6. Have you got it certified by the Mentor?

B. Addressing the School Assembly

1. Did you address the assembly on the requisite number of occasions ?
2. Have you prepared a resume of the assembly addresses ?
3. Have you received feedback/comments from your colleagues and principal/headmaster ?
4. Have you prepared report on the experiences of assembly address ?

C. Conducting Sociometric Test

1. Have you prepared sociogram of your class ?
2. Have you analysed it and suggested solutions in your report ?

D. Content Analysis Exercise

1. Have you prepared flowchart of content analysis ?
2. Have you included explanations of analysis in your report ?
E. Administration of intelligence test, personality test and aptitude test to one student and
analysis of the results
1. Have you administered all the three types of tests ?
2. Have you analysed and interpreted the results ?
3. Have you included corrective measures or course of future action in your report ?

F. Preparation of cumulative records

1. Have you recorded all the details required ?
2. Have you appended records along with report ?

G. Preparation of school time-table

1. Have you critically analyzed the present time-table ?
2. Did you find any weakness and strength of the present time-table ?
3. Did you prepare a new time-table ?
4. Did you discuss it with peers/colleagues ?
5. Did you incorporate their suggestions ?
6. Did you prepare a report ?

H. Organising Career Talk/PTA Meeting/Debate/Panel Discussion/Quiz Programme

1. How many activities of the following have you completed?
i) Careet Talk
ii) PTA Meeting
iii) Debates
iv) Panel Discussion
v) Quiz Programme
2. Did you prepare reports on them ?
3. Have you got them certified from the mentor/headmaster/principal and received feedback ?
I. Innovative work/activities
1. Have you conducted some innovative work/activities in your school ?
2. Please mention the activities/work.

CHECK LIST FOR PRACTICE TEACHING

 (To be used by the student teacher)

1. Did you prepare 30 lesson plans in your subject ?

2. Have you prepared at least six lesson plans based on innovative teaching methods ?

3. How many lessons have you been discussed with supervisor and mentor (specify date,
subject and nature of lessons like micro teaching/simulated teaching/real classroom
teaching?
4. How many lessons have been supervised by (a) headmaster/mentor/principal
(b) supervisor? (Specify date, subject and person)
5. How many lessons of your peer and senior teachers have been observed by you (specify
date, topic and subject) ?
6. Did you prepare any teaching aids? Specify subject and type of teaching aids prepared by
you?
7. Have you submitted records (lesson plan and teaching aids) to your mentor and for getting
signature from them ?

Signature of the Student Teacher

Signature of the Mentor