File Ref.No.

24215/GA - IV - J2/2013/CU

UNIVERSITY OF CALICUT

Abstract
General and Academic - B.Ed Programme- 2 year B.Ed. Curriculum (Syllabus, Scheme of examinations and Regulations)
based on Outcome Based Education (OBE) - Implemented with effect from 2021 Admission - Subject to Ratification by the
Academic Council - Orders issued.

G & A - IV - J
U.O.No. 22121/2021/Admn Dated, Calicut University.P.O, 31.12.2021

Read:-1. U.O No. 13307/2018/Admn dated 15.11.2018

2. U.O.No. 5799/2021/Admn dated 31.05.2021
3. Item No. 7 in the minutes of the meeting of Board of Studies in Education (UG) held on
20.12.2021
4. Remarks of Dean, Faculty of Education dated 28.12.2021
5. Orders of Vice Chancellor in the file of even no. dated 29.12.2021
ORDER

1. Vide paper read (1) above, 2 year B.Ed. Curriculum (Syllabus, Scheme of examinations and
Regulations), was implemented, in the University, with effect from 2017 admission.
2. Vide paper read (2) above, the 2 year B.Ed. Curriculum (Syllabus, Scheme of examinations and
Regulations), incorporating General Programme Outcomes, was implemented, in the University, with
effect from 2020 admission.
3. The Board of Studies in Education (UG) has finalised the 2 year B.Ed. Curriculum (Syllabus,
Scheme of examinations and Regulations), based on Outcome Based Education (OBE), vide paper
read (3) above.
4. The resolution of the Board of Studies have approved by the Faculty of Education, vide paper
read (4) above, and then by the Vice Chancellor, subject to ratification by the Academic Council, vide
paper read (5) above.
5. Therefore, the 2 year B.Ed. Curriculum (Syllabus, Scheme of examinations and Regulations), based
on Outcome Based Education (OBE), is implemented, in the University, with effect from 2021
admission, subject to ratification by the Academic Council.
6. U.O.No. 5799/2021/Admn dated 31.05.2021 stands modified to this extent.
7. Orders are issued accordingly. (modified regulations appended))

Arsad M

Assistant Registrar
To
The Principals of all the Teacher Education Colleges under University
Copy to: DTE/ Pareeksha Bhavan/ JCE-7/GA I F/SF/DF/FC
Forwarded / By Order

Section Officer

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 UNIVERSITY OF CALICUT

CURRICULUM OF

REVISED TWO YEAR BACHELOR OF EDUCATION (B.Ed.) PROGRAMME

2021 (With effect from 2021-2022 Academic Year)

Page 2 of 200
 PREFACE TO THE REVISED OUTCOME BASED TWO YEAR B. Ed CURRICULUM

University of Calicut has started two year B. Ed Programme as per the Directions of
NCTE Regulations – 2014. The Board of Studies in Education (UG), Calicut University modified
the curriculum of the existing two years B. Ed Programme in 2017. As per the direction from the
University, the Board of Studies in Education (UG), Calicut University decided to modify the
existing curriculum of the two year B. Ed programme to Outcome Based without changing the
content of the curriculum. It was not possible to organize offline seminars and conferences related
to change the curriculum to Outcome Based due to the COVID pandemic situation. The Board of
Studies in Education (UG) convened many online seminars, conferences and creates whatsapp
groups and discussed the matter incorporating all teacher educators affiliated to University of
Calicut. Considering the opinion of teachers, the Board of Studies in Education (UG), Calicut
University modifications were incorporated to make the existing curriculum as Outcome Based.

The Board of studies extends its sincere gratitude to Dr Jayaraj N, Honourable Vice
Chancellor of Calicut University for his guidance and patronage extended to us. All the Board
members worked hard to make the venture a success in this special situation. Board also extends
its sincere thanks to all teacher educators who contributed to the modification of the two year B.
Ed programme as Outcome Based.

C U Campus Dr Suresh Kumar K

16/08/2021 Chairman,
Board of Studies in Education (UG)

University of Calicut

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 PREFACE TO THE REVISED TWO YEAR B.Ed CURRICULUM

University of Calicut has started two year B.Ed Programme as per the Directions of NCTE
Regulations – 2014. The students of first Batch of two year B.Ed Programme complete their
programme in the year 2017. Considering the feedbacks fro different stakeholders, Board of
Studies in Education (UG), Calicut University has decided to modify the existing two year B.Ed
Programme. The revision will be applicable to 2017 admission onwards. For Revising the
curriculum, Board of Studies has organized two regional workshops – one at NSS Training
College Ottappalam for Teachers of B.Ed Colleges affiliated to Calicut University from Thrissur
and Palghat District and Second one at Farook Training College, Calicut for teachers of B.Ed
Colleges affiliated to Calicut University from Calicut, Malappuram and Wayandu Districts.
Considering the opinion of teachers, minor modifications were incorporated to the existing
curriculum. More clear guidelines are given to the conduct of School internship and other
practicals. The modifications were done based on the suggestions of NCTE in their Model
curriculum for B.Ed Programme.
Board of studies extends its sincere gratitude to Dr Mohammed Basheer, Honourable Vice
Chancellor of Calicut University for his guidance and patronage extended to us. Board also
extends its thanks to Internal Quality Assurance Cells of Farook Training College and NSS
Training College ottappalam for collaborating with us in organizing workshop for revision of the
curriculum. The Board Expresses its sincere thanks to all the teachers who contributed to the
revision of two year B.Ed Programme.
C U Campus Dr Jayaprakash R K

31/03/2017 Chairman, BoS (UG)

Education

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 PREFACE TO THE TWO YEAR B.Ed CURRICULUM

―The destiny of India is now being shaped in her classrooms‖, the Education Commission
professed. The NPE 1986 also emphasized, ―The status of the teacher reflects the socio-cultural
ethos of the society; it is said that no people can rise above the level of its teachers‖. Such
exhortations are indeed expressions of significant role played by the teachers. Hence education
reforms invariably accord highest priority to improve teacher effectiveness. The issue of quality
teacher education is closely tied up with the concern for the duration of initial teacher preparation
programmes. Over the last two decades in India, the issue of curriculum renewal and extended
duration of secondary stage teacher education has received serious attention. A perusal of the
reports of various commissions and committees like Kothari Commission, Chattopadhaya
commission and justice Verma committee indicate the preference for longer duration of B.Ed.
programme. It was also endorsed by the Hon‘ble Supreme Court of India. The NCTE made the
recommendation for beginning a two-year B.Ed. programme to prepare quality teachers as per
Regulation 2014. Accordingly, the two-year B.Ed. course aims at a complete development of the
student-teacher; particularly in knowledge and skills, in individual care of the learner and also in
methods and evaluation designed to facilitate learning. The curriculum retains the essence of
student-teachers being active participants in the learning process and prepares the student-
teachers for facing the emerging challenges resulting out of globalization and its consequences.
The curriculum could not have been completed without the dedication of the13 core committee
members and 65 members of Expert committees. In the process of designing the B. Ed
curriculum the Board of Studies in Education (UG) received valuable inputs from teacher
educators through a series of intensive deliberations. The contribution of the IQAC of Farook
Training College in organizing a workshop for developing the draft curriculum is duly
acknowledged. . The draft curriculum was subsequently scrutinized by an expert committee.
It is with profound respect and gratitude we retrospect the inspiring guidance and patronage
extended by the Honorable Vice Chancellor Dr.M. Abdul Salam in this venture. The Board of
Studies specially places on record its deep gratitude to Prof (Dr.) K. Sivarajan, Dean, Faculty of
Education for guiding us. We sincerely acknowledge the valuable contributions made by the
faculty members of Farook Training College, Calicut, NSS Training College, Ottappalam, IASE,
Thrissur and all other members of expert committee.
The Board of Studies dedicates this new curriculum to the teacher education community.
27/05/2015 Prof.A.Faziluddin
Chairman, Board of Studies in Education (UG)

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 CONTENTS

Sl.No Sections Page No.

1 INTRODUCTION 6

2 STRUCTURE OF THE B. Ed. PROGRAMME 8 - 12

3 REGULATIONS FOR THE B. Ed. COURSE 13 - 15

4 SCHEME OF EXAMINATION &INTERNAL ASSESSMENT. 15 - 20

5 PROGRAMME LEARNING OUTCOMES AND PROGRAMME 21 - 22

OBJECTIVES
6 DETAILS OF THEORY COURSES, SEMESTER- I 23 - 78
7 DETAILS OF PRACTICAL COURSES, SEMESTER- I 79 - 82
8 DETAILS OF THEORY COURSES, SEMESTER- II 83 - 121
9 DETAILS OF PRACTICAL COURSES, SEMESTER- II 122 - 124
10 DETAILS OF PRACTICAL COURSES, SEMESTER- III 125 - 132
11 DETAILS OF THEORY COURSES, SEMESTER- IV 133 - 187
12 DETAILS OF PRACTICAL COURSES, SEMESTER- IV 188 - 197
13 ANNEXURE 198 - 199

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 UNIVERSITY OF CALICUT
2 YEAR BACHELOR OF EDUCATION (B.Ed.) PROGRAMME

1. INTRODUCTION
Bachelor of Education (B. Ed.) programme is a professional programme meant for
preparing teachers for upper primary or middle level (classes VI- VIII), secondary level (classes
IX-X) and senior secondary level (classes XI-XII)
It is well known that the quality of school education is determined primarily by teacher
competence, sensitivity and teacher motivation. It is common knowledge too that the academic
and professional standards of teachers are achieved only by a systematically conceived teacher
education programme. The Teacher Education mission is to empower candidates to become
ethical, knowledgeable, prepared individuals who can assume the role of teacher in elementary
and secondary schools as well as prepare them for further career choices and advancement.
As envisioned by NCTE Regulation2014 the University of Calicut revises its teacher education
programme for preparing professionally empowered teachers. The Board of Studies hopes that
this revised Teacher Education Curriculum has tremendous potential to imbue the prospective
teachers with the aspirations, knowledge base, repertoire of pedagogic capacities and human
attitudes. The Two year B.Ed. programme shall be introduced with effect from academic year
2015-16. The modified curriculum of the two year programme shall be implemented from the
academic year 2017-18.
The course structure offers a comprehensive coverage of themes and rigorous field
engagement with the child, school and community. The programme is comprised of three broad
inter-related curricular areas – I) Perspectives in Education, II) Curriculum and Pedagogic
Studies, and III) Engagement with the Field. All the courses include in-built field-based units of
study and projects along with theoretical inputs from an interdisciplinary perspective.
Engagement with the Field is the curricular component that is meant to holistically link all the
courses across the programme, while it also includes special courses for Enhancing Professional
Capacities (EPC) of the student teachers. Transaction of the courses is to be done using a variety
of approaches, such as, case studies, group presentations, projects, discussions on reflective
journals, observations of children, and interactions with the community in multiple socio cultural
environments.

Definitions
Programme: Programme means a patterned combination and sequences of courses in the
discipline education spreading over four semesters, the successful completion of which would
lead to the award of a bachelor degree in education

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 The curriculum will be introduced in all the Colleges of Teacher Education affiliated to
University of Calicut and the Calicut University Teacher Education Centers directly run by the
University with effect from 2015-2016 admissions.
Course: Course is a complete integrated series of lessons / instructional content which are
identified by a common title.
Semester System: An academic system with programme designed to be completed
progressively within a period covering multiples of half an academic year. It is a pattern of the
course in which the whole programme is divided into different parts and each part is intended for
a specified period of time, called semesters. The B.Ed. programme includes four semesters.

2. STRUCTURE OF THE PROGRAMME

B. Ed. programme is a professional teacher education programme. The programme
consists of four semesters of 100 days each. The structure of the course is in tune with the
framework suggested by NCTE. The theory courses consist of seven (7) courses under
Perspectives in Education, six (6) courses under Curriculum and Pedagogic Studies and one
(1) additional Optional Courses .Under the category Engagement with the Field apart from
School Internship four (4) EPC courses are introduced for enhancing professional capacities

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 Structure of the B.Ed. Programme
Semester I
Course COURSES Hours/
Code Core Courses Semester Externa Internal Total
l
EDU 01 EDUCATION IN CONTEMPORARY 100 80 20 100
INDIA
EDU 02 DEVELOPMENT OF THE LEARNER 100 80 20 100
EDU 03 SCHOOL ORGANIZATION 50 40 10 50
EDU 04 UNDERSTANDING DISCIPLINES 50 40 10 50
AND SUBJECTS
Optional Course(i)
EDU 05.1 THEORETICAL BASES OF 100 80 20 100
TEACHING ARABIC
EDU 05.2 THEORETICAL BASES OF
TEACHING ENGLISH
EDU 05.3 THEORETICAL BASES OF
TEACHING HINDI
EDU 05.4 THEORETICAL BASES OF
TEACHING MALAYALAM
EDU 05.5 THEORETICAL BASES OF
TEACHING SANSKRIT
EDU 05.6 THEORETICAL BASES OF
TEACHING TAMIL
EDU 05.7 THEORETICAL BASES OF
TEACHING URDU
EDU 05.8 THEORETICAL BASES OF
TEACHING COMMERCE
EDU 05.9 THEORETICAL BASES OF
TEACHING COMPUTER SCIENCE
EDU 05.10 THEORETICAL BASES OF
TEACHING MATHEMATICS
EDU 05.11 THEORETICAL BASES OF
TEACHING NATURAL SCIENCE
EDU 05.12 THEORETICAL BASES OF
TEACHING PHYSICAL SCIENCE
EDU 05.13 THEORETICAL BASES OF
TEACHING SOCIAL SCIENCE
TOTAL 320 80 400
Practical Courses

Tasks and Assignments for Courses EDU 30(1 - -

01-05 Week)
College based Practicum and Tests for 30
courses 01-05
EDU 101 Micro Teaching 30 30 30

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EDU102 (EPC1) LANGUAGE ACROSS 50 50 50
CURRICULUM - READING AND
REFLECTING ON TEXTS
EDU103 YOGA HEALTH& PHYSICAL 30 20 20
EDUCATION-1
Co-curricular Activities/ 50 00 00
Tutorials/Guidance /Utilizing Library
Resources

600 320 180 500

TOTAL

Semester II COURSES Hours/

Course
Code Core Courses Semester Externa Internal Total
l
EDU 06 PERSPECTIVES ON EDUCATION 50 40 10 50
EDU 07 FACILITATING LEARNING 100 80 20 100
EDU 08 ASSESSMENT FOR LEARNING 100 80 20 100
Optional Course (ii)
EDU 09.1- PEDAGOGIC PRACTICES OF 100 80 20 100
ARABIC
EDU 09.2 PEDAGOGIC PRACTICES OF
ENGLISH
EDU 09.3 PEDAGOGIC PRACTICES OF HINDI
EDU 09.4 PEDAGOGIC PRACTICES OF
MALAYALAM
EDU 09.5 PEDAGOGIC PRACTICES OF
SANSKRIT
EDU 09.6 PEDAGOGIC PRACTICES OF TAMIL
EDU 09.7 PEDAGOGIC PRACTICES OF URDU
EDU 09.8 PEDAGOGIC PRACTICES OF
COMMERCE
EDU 09.9 PEDAGOGIC PRACTICES OF
COMPUTER SCIENCE
EDU 09.10 PEDAGOGIC PRACTICES OF
MATHEMATICS
EDU 09.11 PEDAGOGIC PRACTICES OF
NATURAL SCIENCE
EDU 09.12 PEDAGOGIC PRACTICES OF
PHYSICAL SCIENCE
EDU 09.13 PEDAGOGIC PRACTICES OF
SOCIAL SCIENCE
TOTAL 350 280 70 350

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 Practical Courses
Tasks and Assignments for Courses EDU 30(1 - -
06-09 week)
College based Practicum and Tests for 30
courses 6-09

EDU 201.1 PEER DISCUSSION LESSONS 20 20 20

EDU 201.2 OBSERVATION LESSONS &FACULTY 10 10 10
DEMONSTRATION LESSONS
EDU 201.3 PEER CRITICISM LESSONS 20 30 30
EDU 201.4 WORKSHOP ON TEACHER 20 20 20
ENRICHMENT (PREPARATION OF
TEACHING –LEARNING
MATERIALS)
EDU 201.5 INITIATORY SCHOOL EXPERIENCES 30(1 20 20
Week)
Co-curricular Activities/ Utilizing 90 00 00
Library Resources

600 320 180 450

TOTAL

Semester III
Sl. No COURSES Hours/ Externa Internal Total
Semester l
EDU 301 SCHOOL INTERNSHIP 16 260 260
Weeks
EDU 302 (EPC2)ART AND DRAMA IN 30 30 30
EDUCATION
EDU 303 YOGA, HEALTH &PHYSICAL 30 30 30
EDUCATION-II
EDU 304 COMMUNITY LIVING CAMP 30 30 30
350 350
TOTAL

Semester IV
Sl. No COURSES Hours/ Externa Internal Total
Semester l
EDU 10 GENDER, SCHOOL AND SOCIETY 50 40 10 50
EDU 11 EDUCATIONAL THOUGHTS AND 50 40 10 50
PRACTICE
EDU 12 CREATING AN INCLUSIVE SCHOOL 50 40 10 50
Optional Course (iii)

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EDU PROFESSIONALIZING ARABIC 50 40 10 50
13.1 EDUCATION
EDU PROFESSIONALIZING ENGLISH
13.2 EDUCATION
EDU PROFESSIONALIZING HINDI
13.3 EDUCATION
EDU PROFESSIONALIZING MALAYALAM
13.4 EDUCATION
EDU PROFESSIONALIZING SANSKRIT
13.5 EDUCATION
EDU PROFESSIONALIZING TAMIL
13.6 EDUCATION
EDU PROFESSIONALIZING URDU
13.7 EDUCATION
EDU PROFESSIONALIZING COMMERCE
13.8 EDUCATION
EDU PROFESSIONALIZING COMPUTER
13.9 SCIENCE EDUCATION
EDU PROFESSIONALIZING MATHEMATICS
13.10 EDUCATION
EDU PROFESSIONALIZING NATURAL
13.11 SCIENCE EDUCATION
EDU PROFESSIONALIZING PHYSICAL
13.12 SCIENCE EDUCATION
EDU PROFESSIONALIZING SOCIAL
13.13 SCIENCE EDUCATION
EDU 14 Additional Optional course* 50 40 10 50
EDU14.1 CHILD RIGHTS EDUCATION
EDU14.2 ENVIRONMENTAL EDUCATION
EDU14.3 EDUCATION FOR DIFFERENTIALLY
ABLED
EDU14.4 GUIDANCE AND COUNSELLING

EDU14.5 HEALTH AND PHYSICAL EDUCATION

EDU MANAGEMENT IN SCHOOL
14.6 EDUCATION.
EDU VALUE EDUCATION AND PEACE
14.7 EDUCATION

TOTAL 200 50 250

Tasks and Assignments for Courses 30(1week) -
EDU11-14
College based Practicum and Tests for 20
courses 11-14
EDU 401 (EPC3)CRITICAL UNDERSTANDING 30 30 30
OF ICT

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EDU 402 (EPC4)UNDERSTANDING THE SELF 30 30 30
EDU SUPW & WORKING WITH 30 20 20
403.1 COMMUNITY
EDU FIELD TRIP/STUDY TOUR 30 20 20
403.2
EDU 404 PRACTICAL EXAMINATION AND 100 100
VIVA VOCE
Seminar 50
Co-curricular Activities/ 130 0
Tutorials/Guidance / Utilizing Library/e-
Resources

600 300 150 450

TOTAL
1750
GRAND TOTAL

The practical courses of the B.Ed. programme collectively come under the broad category
Engagement with the Field. The practical courses are classified in to three groups-viz. College
based, Community based and School based Practicals. These field attachment practical courses
enable student teachers to engage with children and their contexts, schools and their contexts.

Semester College based Practicals Community based School based

Practicals Practicals
EDU 101 Microteaching EDU102. ------- -------
SEMESTER (EPC1)Language Across curriculum
I -Reading and Reflecting on Texts
EDU103.Yoga Health& Physical
education-I

SEMESTER ---------- EDU 201.6

II EDU 201.2 Peer discussion lessons Initiatory
EDU 201.3 Observation lessons School
&faculty demonstration lessons Experiences
EDU 201.4 Peer criticism lessons
EDU 201.5 Preparation of teaching –
learning materials
SEMESTER EDU 302.(EPC2)Art And Drama In EDU EDU 301.
III Education 304.Community School
EDU 303.Yoga, Health &Physical Living Camp Internship
Education-II
SEMESTER EDU 401.(EPC3)Critical Understanding EDU 403.1 SUPW -----------
IV of ICT & Working With
EDU 402.(EPC4)Understanding The Community
Self EDU 403.2 Field
Trip/Study Tour
12

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3. COURSE REGULATIONS
Scope
The regulation provided herein shall apply to the regular B.Ed. programme conducted by
the Affiliated colleges- Government/Aided/Unaided/ Self-financing, and Calicut University
Teacher Education Centers with effect from the academic year 2015-2016 admission onwards.
The provisions herein supersede all the existing regulations for the regular B.Ed. programme
conducted by the teacher education institutions of the University of Calicut unless otherwise
specified.
Duration of the Programme:
The B.Ed. Programme is of four semesters spread over two years duration. However, the
students shall be permitted to complete the programme requirements within a maximum of four
years from the date of admission to the programme. Classes of First semester shall be started
latest by July in all affiliated colleges of University of Calicut. The minimum number of working
days in each semester shall be 100 and in each year shall be 200 excluding days of admission and
examinations.
Eligibility for Admission: Candidates seeking admission to the B.Ed. programme shall be
required to have
(i) at least 50% marks or an equivalent grade either in the Bachelor‘s degree and/or in the
Master‘s Degree in Science/ Social Science/Humanity.
(ii) at least 55% marks or an equivalent grade in the Bachelor‘s degree in Engineering or
Technology with specialization in Science and Mathematics (In case of B.Tech / B.E degree
aggregate marks/grade in Science and Mathematics papers alone will be considered)
(iii) Any other qualification equivalent thereto OR the eligibility requirements, rules and
regulations for B.Ed. admissions fixed by the University of Calicut from time to time
Relaxation in the marks will be allowed in the case of Candidates belonging to scheduled
castes / Scheduled tribes/ socially and Educationally Backward classes/PWD and other applicable
categories as per the rules of state government.
Medium of Instruction:
The medium of instruction shall be English for all courses. However, in case of languages,
instruction may be given partly in the language concerned. Medium of examination shall be
English/Malayalam. The Language Optional papers shall be written in the language specified in
the Question paper.
Attendance: A student shall be considered to have satisfactory attendance to appear the
examination if he/she attends not less than 80% for all theory classes and course work and
practicum and 90% for internship. Condonation of shortage of attendance shall be as per existing
University rules. Candidates with shortage of attendance beyond condonable limit will not be
eligible to register for the end semester University examination. In such cases the candidate has to
repeat the course by taking re-admission from the University.
Registration for each Semester
All the courses carrying score should be compulsorily attended by all the candidates for
the successful completion of the course. Only such candidates are permitted to register for the End
Semester University examination. Every candidate should register for all subjects of the end-
semester examinations of 1st, 2nd and 4th semester before its closure. But for the 3rd semester
(Since having no End Semester Theory Examinations), registration is to be done after the closure
of the semester. A candidate who does not register will not be permitted to attend the end-semester

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examinations; he/she shall not be permitted to attend the next semester. A candidate shall be
eligible to register for any higher semester, if he/she has satisfactorily completed the course of
study and registered for the examination of the immediate previous semester. He/she should
register for the semester before the stipulated date. University will notify the date of registration
and the starting and closing dates for each semester.
Re‐admission rules Those candidates who discontinue the course can be given the
provision of readmission if otherwise eligible as long as the same scheme exists. There shall be
provision for readmission in the same institution in the second, third and fourth semesters within a
period of three years for those who have satisfactorily completed first, second and third semesters
respectively and also registered for the previous semester University Examination, provided there
is vacancy in the institution and the syllabus being the same. Re‐admission shall be permitted
during the first week of 2nd, 3rd and 4th semester.
Additional Optional
In the fourth semester, students shall choose one additional optional course from the
subjects prescribed in the syllabus and offered by the institution.
Seminar
Seminars are an important part of professional life. B.Ed. students are expected to present
one seminar paper on an educationally relevant theme during the 4th semester. 50 hours is set apart
for the seminar. The whole batch of students should be assigned seminar presentation.(Refer
annexure-II)
Scheme of instruction: - There shall be 100 contact hours for the instruction of each
theory course with full weightage (100 marks Course) Fifteen hours is also assigned for tasks
and assignments, college based practicals/tests of each full weightage theory course.
50 contact hours is allotted for the instruction of each theory course with half weightage
(50 marks Course) and eight hours is also assigned for tasks and assignments/ college based
practicals/tests of each half weightage theory course.
There shall be basic unit of 50 students each for Core Papers and not more than 25
students per teacher educator for Optional papers and other Practical courses of the programme to
facilitate participatory teaching and learning
For instructional purpose all courses under Perspectives in Education viz. EDU 01, EDU
02, EDU 06, EDU 07, EDU 10, EDU 11, EDU 12 and courses under Curriculum and Pedagogic
Studies viz.EDU 03, EDU 04, EDU 08 are considered as CORE COURSES. However the
specific area/ content in EDU 04 could be dealt with by concerned optional teachers.
Courses EDU 05.1-13, EDU 09.1-13 and EDU 13.1-13 are optional courses
Courses EDU 14.1-7 are Additional Optional courses. Institutions with 50 annual intakes
should offer a minimum of two courses from this; institutions with 100 annual intakes should
offer at least three courses from this category. Faculty can cater to both Perspective and Pedagogy
courses and also courses on EPC and be utilized for teaching in flexible manner so as to optimize
expertise available.
Course Calendar
The course calendar, published by the University in advance, should be strictly followed
for ensuring timely conduct of examinations and publication of results. Semester classes should
be started and completed on the stipulated dates at all affiliated institutions as notified by the
University. Regular classes for the subsequent semesters will be started only after completing the
examinations of the just previous semester. Faculty members from affiliated institutions who are
assigned duty by the University for Centralized Valuation Camp should strictly attend the

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valuation at the specified center; Head of each institution should ensure this. Suspending classes
for the conduct of valuation camp is not a feasible procedure; Home valuation may be
implemented for examinations of 1st semester. Faculty members appointed for Centralized
Valuation Camp/home valuation should necessarily have minimum three years teaching
experience at B.Ed. degree level. Within a week after the commencement of classes of each
semester, Head of each Institution should forward the list of faculty members working in the
college along with their qualification and years of teaching experience, to the University. This is a
mandatory requirement which should be strictly followed by Head of each Institution. Head of
each Institution shall ensure the availability of sufficient number of regular faculty members
having experience and qualifications (as per NCTE Regulations) in the institution.
Procedure for completing the course
A candidate shall be required to complete the B.Ed. programme after undergoing the
prescribed courses of study in a college affiliated to the university for four semesters within a
period of not less than two years; clear all the examinations prescribed and fulfill all such
conditions as prescribed by the University from time to time. However the maximum duration
permissible for taking the B.Ed. programme is fixed as 3 years after joining the course.
Eligibility for the Degree
No candidate shall be eligible for the B.Ed. degree unless he/she has undergone the
prescribed course of study for a period of not less than two academic years in an institution
affiliated to the University of Calicut and has passed all subjects as per the prescribed syllabus.
Revision of Regulation: Not withstanding all that has been stated above, the university
has the right to modify any of the regulations, scheme and syllabus of the programme from time
to time as per University rules.
4. SCHEME OF EXAMINATION &INTERNAL ASSESSMENT.
Assessment of Students
Assessment of students for each subject will be done by internal continuous assessment
and end semester examinations. Internal assessment shall be conducted throughout the semester. It
shall be based on internal examinations, assignments (such as Tasks and assignments that run
through all courses.) as specified in the syllabus. End-semester examinations of theory subjects
will be conducted by the University and those of all practical subjects will be conducted at
institutional level.
There shall be End Semester University Examinations in 1st, 2nd and 4th semesters. 3rd
semester is an exclusive Practical semester and hence there will be no End Semester University
Examinations for theory in the 3rd semester. However results of the Practical courses internally
evaluated will be published by the university. End-semester examinations will be conducted only
once in a year; failed candidates will have to appear for the end-semester examinations along with
regular students of the next batch. To ensure transparency of the evaluation process, the student
should be made aware of the criteria / indicators of assessment well in advance and the internal
assessment marks awarded to the students in each course (theory and practical) shall be published
on the notice board at least one week before the commencement of external examination so as to
enable the students to report any corrections. There shall not be any chance for improvement for
internal marks. There shall be no separate minimum for internal assessment of theory courses.
Students may seek redress of grievances of internal evaluation at the teacher educator level or at
the college evaluation committee level. The consolidated mark lists of all courses of a semester
shall be submitted to the University immediately after the closure of each semester

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Assessment in Theory Subjects

The ratio of internal to external examination for theory courses is 20:80.

The marks allotted for internal continuous assessment and end-semester university
examinations shall be 20 marks and 80 marks respectively with a maximum of 100 marks for
each theory subject with full weightage and shall be 10 marks and 40 marks respectively with a
maximum of 50 marks for each theory subject with half weightage.
Internal evaluation: The internal evaluation of Theory courses shall be based on
predetermined transparent system involving periodic written tests, practicum/tasks and
assignments. The weightage to award internal continuous assessment marks should be as follows:
Test papers (minimum two for 100 marks courses and one for50 marks courses) – 50%
Tasks and Assignments (two for 100 marks courses and one for50 marks courses) -50%

Semester wise Scheme of Assessment of Theory Courses

Semester I

End Semester
Sl.No Course code & Course Examination Internal Total
Title (Theory)

Duration Marks
1 EDU 01 EDUCATION IN
CONTEMPORARY 3 Hours 80 20 100
INDIA
2 EDU 02 DEVELOPMENT
OF THE LEARNER 3 Hours 80 20 100
3 EDU 03 SCHOOL
ORGANIZATION 2 Hours 40 10 50
4 EDU 04
UNDERSTANDING 2 Hours 40 10 50
DISCIPLINES AND
SUBJECTS
5 EDU.05.1-
13THEORETICAL 3 Hours 80 20 100
BASES OF TEACHING*

Total 320 80 400

*Arabic, English, Hindi, Malayalam, Sanskrit, Tamil, Urdu, Commerce, Computer Science,
Mathematics, Natural Science, Physical Science, Social Science

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 Semester II

EndSemester
Sl.no Course code & Course Title Examination Internal Total
(Theory)
Duration Marks
EDU 06 PERSPECTIVES ON
1 EDUCATION 2Hours 40 10 50
EDU 07 FACILITATING
2 LEARNING 3 Hours 80 20 100

EDU 08 ASSESSMENT FOR

3 LEARNING 3Hours 80 20 100
EDU 09.1-13 PEDAGOGIC
4 PRACTICES OF….* 3Hours 80 20 100

Total 280 70 350

*Arabic, English, Hindi, Malayalam, Sanskrit, Tamil, Urdu, Commerce, Computer Science,
Mathematics, Natural Science, Physical Science, Social Science
Semester IV

EndSemester
Sl.no Course code & Course Title Examination(Theor Internal Total
y)

Duration Marks
1 EDU 10 GENDER, SCHOOL AND 2 Hours 40 10 50
SOCIETY
2 EDU 11 EDUCATIONAL THOUGHTS 2 Hours 40 10 50
AND PRACTICE
3 EDU 12 CREATING AN INCLUSIVE 2 Hours 40 10 50
SCHOOL
EDU13.1-13 PROFESSIONALIZING
4 …..EDUCATION* 2Hours 40 10 50
5 EDU 14.Additional Optional course- 2 Hours 40 10 50

EDU 14.1.CHILD RIGHTS

EDUCATION
EDU 14.2.ENVIRONMENTAL
EDUCATION
EDU 14.3.EDUCATION FOR

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 DIFFERENTIALLY ABLED
EDU 14.4. GUIDANCE AND
COUNSELING
EDU 14.5.HEALTH AND PHYSICAL
EDUCATION
EDU 14.6 MANAGEMENT IN SCHOOL
EDUCATION.
EDU 14.7.VALUE EDUCATION AND
PEACE EDUCATION

Total 200 50 250

Assessment of Practical Courses

Practical Courses viz., School based, College based and Community-based Practical will
be subjected to internal assessment through continuous evaluation Comprehensive assessment
of the College, School & Community Based Practical for Semester I ( EDU101, EDU102,
EDU203) ,for Semester II (EDU 201.1 EDU 201.2 EDU 201.3 EDU 201.4 EDU 201.5 ),for
semester III(EDU301,EDU302, EDU303EDU304) and for semester IV (EDU401,
EDU402,EDU403.1, EDU403.2 )will be done internally by the teacher educators concerned on
the basis of the criteria fixed for the purpose. For assessing student performance, Criteria /
Performa based on rubrics have to be developed for each task by the Teacher Educators to make
assessment objective. Internal assessment of Initiatory school experiences (EDU 201.5) of
Semester II and Internship (EDU 301) of Semester III will be carried out by Optional teachers.
The only one external assessment for the practicals is for EDU 404 (Practical Examination and
viva voce)
Pattern of Questions for End-Semester Examinations of Theory Subjects
End-Semester Examinations shall normally be conducted at the end of each semester.
There are two types of theory examinations- 80 Marks-3 Hours Paper and 40 Marks-2 Hours
Paper There shall be one end-semester examination of 3 hours duration in each full weightage
theory courses and of 2 hours duration in each half weightage theory courses .The question
papers of end-semester examinations of theory subjects shall be able to perform achievement
testing of the students in an effective manner. The question paper shall be prepared in accordance
with the following guidelines
A question paper may contain very short answer type, short answer type /annotation, short
essay type questions, essay type questions /long essay type questions depending on its duration
and marks. Different types of questions shall have different weightage to quantify their range. The
pattern of questions for theory subjects shall be as follows:
80 Marks-3 Hours Papers (for courses EDU 01, EDU 02,EDU 07, EDU 08, EDU 05.1-
6 and EDU 09.1-13) should contain
a) 10 questions of 2 marks each= 20 (Answer 10 Questions out of 10)

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 b) 10 questions of 4 marks each= 40 (Answer 10 Questions out of 12)
c) 2 questions of 10 marks each=20 (Answer 2 Questions out of 3)
(Maximum Marks: 80)
40 Marks-2 Hours Papers (for courses EDU 03, EDU 04,EDU 06, EDU.10, EDU.11,
EDU.12, EDU.13, 1-13 and EDU.14.1-7) should contain
a) 6 questions of 1marks each= 06 (Answer 6 Questions out of 6)
b) 04questions of 2 marks each= 08(Answer 04 Questions out of 04)
c) 04 questions of 4 marks each= 16(Answer 04 Questions out of 06)
d) 1question of 10 marks =10 (Answer 1 Questions out of 2)
Maximum Marks: 40
Minimum for Pass A separate minimum of 45% marks for external is required for a pass
for a Theory course. However (a) A candidate who secures not less than 45% marks in a subject at
the end semester examinations and (b) not less than 50% of the total marks assigned to the
subject, shall be declared to have passed the examination in that subject. The total marks assigned
to a subject in the above calculations are the sum of maximum marks assigned to the end-semester
examination and maximum internal assessment marks of that subject. Hence Minimum marks for
a pass in each theory course shall be 50% (marks obtained in internal and external evaluation put
together). A candidate shall be declared to have passed the programme if s/he obtains not less than
50% of marks in each Theory courses, in each Practical course, in each EPC courses and
Internship as well as 50% of the total marks assigned to the whole programme
A student who does not secure this pass marks in one or more subject/component will
have to repeat the respective course. Candidates shall not be allowed to improve the grade
already obtained. However cancellation and reappearance will be permitted.
If under any circumstances, a candidate fails in School internship, he/she may be
permitted to repeat the School internship after the completion of Semester II with special
permission from the University as long as the same scheme exists. It will be considered as a
Second appearance in all respects.
Classification of Successful Candidates
No classification of results will be done during the first, second and third semesters. The
classification of the results will be done after combining the marks of first, second, third and
fourth semesters. The classification of results will be as follows.
(a) A candidate who qualifies for the degree, passing all the subjects of the four semesters,
in 2 academic years after the commencement of his course of study and secures not less
than80%marks in aggregate of all the semesters shall be declared to have passed the B.Ed. degree
examination in First Class with Distinction (b) A candidate who qualifies for the degree, passing
all the subjects of the four semesters within 2 academic years after the commencement of his
course of study and secures not less than 60% marks in aggregate of all the semesters shall be
declared to have passed the B.Ed. degree examination in First Class. (c) All other candidates who
qualify for the degree passing all the subjects of the four semesters and not covered at least (b)
shall be declared to have passed the B.Ed. examination in second class.

Practical Examination and Viva Voce

Practical examination will be conducted in the 4th semester by an External Examination
Board constituted by the university. The present practice of zonal boards is to be continued. The
Zonal Board will consist of a Chairman, Subject expert for each Optional Paper. The subject

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expert for the Optional Paper will conduct Practical Examination for the concerned Optional. The
board shall observe and assess the teaching competency of all candidates for a maximum of 75
marks and conduct a Viva-Voce on the subject. Each student should attend the viva‐voce on
pedagogy of their subject (for 25 marks). There shall be no minimum for a pass in viva‐ voce. If
the number of candidates in an Optional subject is more than 20, an additional examiner can be
appointed. The University will constitute the required number of Zonal Boards to complete the
Practical Examination in all centers in a duration of 8-10 days. Practical examination will be
scheduled and carried out simultaneously in all the colleges and completed at least two months
before the end of Semester IV to facilitate a smooth completion of academic programmes in the
Colleges. The duration of the Practical Examination in an institution will be two days for an
intake of 100 students. Additional days will be provided depending on the intake of the institution.
A Co-coordinating Chairman will be appointed by the University who will co-ordinate the work
of zonal boards. The Coordinating chairman has to randomly check the assessment of Zonal
Boards and make corrections, if necessary. The final Mark List of Practical Examination has to be
forwarded to the Controller of Examination.
Special Duties of the chairman of the Board
The Chairman of the External Board of Examiners shall also examine the products and
documents related to all practical courses and tasks and assignments of all theory courses (as per
list given in annexure I) of the 1st, 2nd and 3rd semesters of randomly selected students with a view
to monitor the effectiveness of the carrying out of practicals which are internally evaluated. The
Chairman of the Board of Examiners shall ask not less than 5% of the total students of the college
to showcase the products and documents that have been internally evaluated in the college during
the first three semesters. The chairman will assess the quality of work done in the college by
physically examining the products and also through a viva voce of the selected students. He will
not however see or manipulate the internal marks already given by the college in this regard.
The Chairman of the External Board of Examiners will certify the standard of students‘ work
done in the college by giving a signed statement in this regard (as given in pro forma I) to the
Controller of Examinations along with marks statement of the practical examination

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 Proforma- I

I .......................................................................................................................................................... ,
Chairman of Board….. .have verified the products and documents related to practical courses/
tasks and assignments of randomly selected students of
………………………………………………………………… (Name of the College). I confirm
that they are of EXCELLENT / HIGH / AVERAGE / BELOW AVERAGE / POOR standards.

Give the justification for your assessment in the form of bullet points.
Annexure
List of practicals
1. Products and documents of Tasks and Assignments that run through the theory courses
01-10
2. Products and documents of practical courses EDU101, EDU 102 , 103, EDU 201.1, EDU
201.2, EDU 201.3 , EDU 201.4, EDU 201.5 , EDU 201 , EDU301,EDU302, EDU303,and
EDU304

PROGRAMME EDUCATIONAL OBJECTIVES (PEO)

Programme Educational Objectives 01: Enhance Professional Competencies

Equip prospective teachers with Techno Pedagogical Content Knowledge and competencies to
handle the challenges of the present-day classroom, there by acquiring expertise in critically engage with
the current reflective practices of the school education.

Programme Educational Objectives 02: Personal Transformation:

Develop sensitivity towards local and global environment among prospective teachers through
cognitive and affective transformation emphasizing harmonious living with oneself and with the society.

Programme Educational Objectives 03: Develop Leadership

Transform the prospective teachers to competent leaders with organizational, administrative and
managerial skills and aptitudes.

Programme Educational Objectives 04: Continuing Education

Motivate the prospective teachers and lay down sound foundation for advanced learning in the area
of education. It means aspire towards advanced studies in the realm of education.

Programme Educational Objectives 05: Inculcate Values and Ethics

Provide opportunities and experiential learning to impart the ethics and values in personal and
professional life.

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PROGRAMME OUTCOMES (PO)

On successful completion of the program the prospective teachers will be able to,

Programme Outcome 01:

Master in pedagogical knowledge, professional competencies and skills to become as a competent

teacher

Programme Outcome 02:

Proficient in fundamental ICT skills indispensable for personal and professional development

Programme Outcome 03:

Competent to amalgamate various methods, strategies and approaches in teaching learning process

Programme Outcome 04:

Appreciate philosophical, sociological, cultural, political and environmental perspectives of

education

Programme Outcome 05:

Motivate for lifelong learning and continuing education for professional development

Programme Outcome 06:

Sensitize the effective ways in anticipating and solving the social problems and challenges of
transforming society.

Programme Outcome 07:

Analyze the trends, issues and challenges facing in the contemporary education system.

Programme Outcome 08:

Proficient to apply the knowledge of educational management and administration in academic

planning, organization and decision making

Programme Outcome 09:

Acquire democratic and social values of an ideal teacher there by inspire the learners

Programme Outcome 10:

Acquaint with the prominent role of educational psychology in identifying the individual differences
of the learners and in facilitating their learning.

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SEMESTER I

A .Theory Courses

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 EDU 01 - EDUCATION IN CONTEMPORARY INDIA
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20) Course

EDU 01- EDUCATION IN CONTEMPORARY INDIA

Course Learning Outcomes
On the successful completion of the course the learner will be able to,
1. Recognize the diversity of Indian society and role of education in respecting them
2. Describe the meaning, definitions, functions and aims of education
3. Differentiate various types and levels of education
4. Classify the ancient, medieval, colonial education and basic education
5. Develop the capacity to accept the progressive changes from ancient to modern
education
6. Explain the constitutional provisions related to education in India
7. Organize different programmes related to issues of inequality and marginalization
8. Discuss the current issues of education in India
9. Summarize the recommendations of different policy frameworks of education in India
10.Analyze the evolution of education and developmental experience of Kerala

COURSE CONTENT
Unit I – Features of Indian society
 Concept of social diversity- diversity at individual level- regional diversities- diversity in
language
 caste and class in Indian society- tribal groups in India and their diversities and
anthropological features-racial diversities of Indian society
 physical diversities
 role of education in respecting diversities
 Analysis of case studies, educational statistics and field engagement with diverse groups
 Aspirations of Indian Society
(15 hours)
Unit II- Education and Contemporary India
 Education –fundamental understandings- meaning, definitions, functions and aims
 nature of education as a discipline
 types of education formal, informal and non-formal
 levels of education- pre-primary, primary, secondary, senior secondary, higher,

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 professional, distance and optional education
 Inter disciplinary nature of education- philosophy, psychology, sociology, anthropology,
politics, history- Role of education in respecting diversities.
(15 hours)
Unit III – Evolution of Education in India
 A brief history of education in ancient and medieval India- Gurukula education, Sangas
and Viharas, Nalanda , Taxila, universities, Maktabs and Madrasas- patronage of learning
under Gupta, Mauryas and Mughals
 colonial policy of education Macaulay‘s minutes, woods dispatch- oriental and occidental
controversy, colonial critique of education- nationalistic education,
 experimentation with alternatives, basic education (Nai Talim)integration of life, work and
education.
(20 hours)
Unit IV – Constitutional safeguards of education
 Constitutional vision of independent India: then and now - Preamble of the constitution-
Rights and Duties of Indian citizen - directive principles of state policies
 Constitution and Education - Concurrent status of education.
 Constitutional values related to aims of education, freedom, justice, equality and fraternity.
 Concepts of inequality, discrimination and marginalization - Constitutional provisions
related to the issues of inequality, discrimination marginalization and education.
(10 hours)
Unit V – Policy framework of Public Education in India
 Historical background of current issues of education such as UEE, women education,
education of Dalits and Tribals, medium of instruction, multilingual education, financial
allocation, plebianisation, LPG and social stratification
 Recommendations of different policy frameworks- Kothari commission- NPE 1986-
review committees on NPE- pedagogic and curricular shifts of 1990s and 2000- SSA,
RMSA, Right to Education Act-2009, NCF 2005, NCFTE 2009.
 Transcending caste, class and gender through different programs and policies- SSA,
RMSA,RTE Act, NCF 2005, NCFTE 2009-mid-day meal and other legal provisions.
(25 hours)

Unit VI – Education in Contemporary Kerala society

 Evolution of education in Kerala- Salas, Budha viharas, Othupallis, Kalaries, Kudi
Pallikoodam, Madrasas- role of Christian missionaries in education
 educational renaissance in Kerala in the 2oth century- Sree Narayana Guru, Vakkom
Abdul Kadir Moulavi, Chattambi Swamikal, Ayyankali.
 Education after formation of Modern Kerala- KER- Kerala Development Experience and
Education- Curricular shift in Kerala after 1990s.
(15 hours)
TRANSACTION MODE
Lecture method, Seminars, S mall group discussions Field survey/visit, Brainstorming sessions,
Projects

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TASKS AND ASSIGNMENTS
1. Visit an institution having more than 50 years of history and study its development and
present report
2. Study on the usefulness of government sponsored program and policies in the locality of
the students OR
3. Conduct a field visit to understand the social and cultural diversities and prepare a report
REFERENCES
Agrawal, S. P. & Aggarwal J. C. (1997). Development of Education in India. Newdelhi:Concept
Publishing Company.
Amartya Sen, and Jean Dreze (1997). India: Economic development and social Opportunity,
Oxford India: Delhi. Select Chapters
Chakravarty, Sukhamoy (1987). Development Planning: The Indian Experience Oxford
University press: New Delhi.
Chandra, B. (2005). Modern India. Newdelhi. NCERT
Chandra, S. (2005). Medieval India. Newdelhi. NCERT

Chinara. B. (1997) Education and Democracy, New Delhi APH

Dash, B.N. (2002). Teacher and Education in the Emerging Indian Society. 2 Vols.

Dash, M. (2000). Education in India: Problems and Perspectives. Newdelhi: Atlantic

Dewey John (1900). The School and Society Chicago: The University of Chicago Press.

Dewey John (1902). The Child and Curriculum. Chicago: The University of Chicago Press.

Dewey John (1916). Democracy and Education, New York: MacMillan.

Dewey John (1938). Experience and Education. New York: Macmillan.

Dubey, S.C (2001). Indian Society, National Book Trust: New Delhi.

Francis Abraham (2006) Contemporary sociology, an introduction to concept and theories, New
Delhi: oxford

Government of India (GoI) (1966). National Education Commission (1964-66), Ministry of

Education: New Delhi.

Government of India (GoI) (1986/92). New Education Policy, MHRD: New Delhi.

Guha, Ramchandra (2007). India after Gandhi: the history of the world's largest democracy.
Macmillon: Delhi. Select Chapters.

Gore M.S. (1994). Indian Education – Structure and Process. New Delhi: Rawat Pub.

Humayun Kabir (1951). Education in New India. London: George Allen and Unwin Ltd.
Hyderabad: Neelkamal Publication.

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Jagannath Mohanty (1998). Modern Trends in Indian Education. New Delhi: Deep and Deep

Jayapalan,N. (2005). History of Education in India. Newdelhi: Atlantic

Jayapalan,N. (2005). Problems of Indian Education. Newdelhi: Atlantic

Kashyap, S.C. (2009). The Constitution of India‘, National Book Trust: New Delhi. latest
edition
Kohli, V.K. (1987). Indian Education and Its Problems. Haryana: Vivek Publishers.

Lal & Palod (2008) Educational thoughts and Practices, Meerat: Vinay Rakheja

Mathur S.S. (1988). Sociological approach to Indian Education. Agra: Vinod Pushtak Manir.
Menon, A, S. (1996). History of Kerala. Trivandrum

Monroe, P. (1960). A Textbook of History of Education. London: Macmillan

Naik, J.P. (1998). The Education Commission and After. New Delhi: Publishing Corporation.

National Curriculum Framework for School Education (2005). NCERT

NCTE (1998). Gandhi on Education. New Delhi.

Pandey,VC (2001) Education and Globalisation, Delhi: Kalpaz publication

Passi,B.K. & Singh (1988). Value Education. Agra: National Psychological Corporation.

Pathak, R. P. (2007). Education in emerging India. Newdelhi: Atlantic publications.

Rai B.C. (2001). History of Indian Education. Lucknow; Prakashan Kendra.

Raina, Vinod (2009). Right to Education, Seminar 593 Unit 3

Report of Secondary Education Commission. Kothari D.S. (1965). New Delhi: Ministry of
Education.

Saiyidain, K.G. (1966).The Humanistic Tradition in the Indian Educational Thought. Bombay:
Asia Publishing House.

Sharma, R.N & Sharma, R.K. (1996). History of Education in India. Newdelhi: Atlantic

Sharma, R.S .(2005). Ancient India. Newdelhi. NCERT

Taneja. V.R. (2003). Educational Thoughts and Practice. New Delhi: Sterling Publishers.

Tiwari, S. (2007). Education in India. Newdelhi: Atlantic

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 EDU 02- DEVELOPMENT OF THE LEARNER
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course the learner will be able to,
1. Differentiate between Growth and Development
2. Identify and analyse the principles, factors, aspects and Stages of Development.
3. Identify and categorize the developmental tasks and hazards.
4. Apply the theories of development in educational contexts and design learning activities.
5. Analyse the different socio cultural aspects influencing the adolescence.
6. Analyse and contrast the theories of personality.
7. Judge the process of assessing the personality.
8. Classify the mental disorders.
9. Analyse the differences in individuals
10. Categorize the learning disabilities and suggest strategies to deal with.

COURSE CONTENT
Unit I
Basic concepts about development
 Concept of growth and development, biological and socio-cultural aspects of
development.
 factors affecting development-development as a result of interactions between individual
potential(innate, acquired) and external environment(physical, socio-cultural, ecological,
economic and technological)
 Principles of development
 Aspects of development: physical& motor, cognitive, emotional, social, moral and
language development. Inter relationship between different aspects of development
 Stages of development
(10 hours)
Unit II
Dimensions of development across different stages
 Physical and motor development: characteristics, influences
 Cognitive development: characteristics, influences, theories of Piaget and Bruner
 Development of emotions, attitudes values- stages of psycho-sexual development
 Social development: influence of parents, family, peer group-identity crisis- Erikson's
theory of psycho social development
 Moral and ethical development: concept of morality, Kohlberg's theory
 Language development: LAD, theory of Chomsky and Vygotsky, development of speech-
speech defects

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Unit III (20 hours)

Tasks and hazards of development

 Developmental needs of various stages
 Developmental task: concept, tasks of each stage
 Developmental hazards

Unit IV
Adolescence in the milieu of present socio- cultural complexities (5 hours)
 Adolescence- problems and complexities
 Family influence- Brocken family, parenting style, changing family structures, Peer
influences loneliness
 Influence of social media, Cybercrimes and related problems
 Substance abuse, Depression, suicidal tendencies
 Gender related problems
 Information overload
 Remediation of adolescent problems in the present socio- cultural complexities- role of
teachers
(15 hours)
Unit V
Personality and adjustment
 Personality: concept, definitions
 Approaches and theories to study personality: trait approach- theories of Allport, Eysenk
and Cattel, Freud's theory of personality, Humanistic approach- Maslow and Rogers -
characteristics of mature personality
 Measurement of personality
 Transaction Analysis, NLP
 Adjustment and maladjustment
 Mental health and mental hygiene - concept and importance, role of teacher in promoting
mental health
 Mental disorders - classification DSM
(25 hours)
Unit VI
Uniqueness of the individual
 Areas of individual differences- role of heredity and environment
 Intelligence: concept- definitions- Theories of intelligence- Spearman, Guilford - Theory
of multiple intelligences - Theory of Emotional intelligence
 Creativity-meaning and nature- identification of creative learner- process of creativity-
teacher's role in fostering creativity
 Interest, attitude and aptitude - basic concepts, definitions and measurement
 Understanding exceptional learners- categories, identification, characteristics, educational
provisions
 Learning disability(LD)- Dyslexia, Dysgraphia, Dyscalculia, ADHD
 Educational provisions for learner diversities

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 (25 hours)
TRANSACTION MODE
Lecture method, Seminars, Small group discussions, Field survey
Brainstorming sessions, Case study, Projects
Video viewing and power point presentations, Peer learning

TASKS AND ASSIGNMENTS

1. Identifying problem behaviour in children of elementary/secondary classes and preparing a
case study report.
2. Administer any one standardised psychological tool to primary/secondary school students to
identify individual differences among learners.
3. Conducting survey regarding incidence of drug menace, sexual abuse, cybercrimes and other
social problems among school children and making action plan for remediation.

REFERENCES
A Teacher's Handbook on IED : Helping Children with Special Needs, Sharma, P.L.(1988), New
Delhi: NCERT.
Adolescent Development, Hurlock, E.B.(1955), New York: McGraw-Hill Co. Inc.
Advanced Educational Psychology, Chauhan, S.S.(2006), New Delhi: Vikas Publishing House.
Advanced Educational Psychology, Kakkar, S.B.(1992), New Delhi: Oxford & IBH Publishing
Co.
Advanced Educational Psychology, Mangal, S.K.(1997), New Delhi: Prentice Hall of India Pvt.
Ltd.
Child Development and Personality, Mussen, P.H., Conger, J.J. & Kagan, J.(1964), New York:
Harper & Row.
Counselling Psychology, Rao, S.N.(1981), New Delhi: Tata McGraw-Hills Publishing Co.
Developmental Psychology: A Life-span Approach, Hurlock, E.B.(1995), New Delhi: Tata
McGraw-Hills Publishing Co.
Developmental Psychology A Lifespan Approach, Witting, A.F.(2001), New Delhi: McGraw-Hill
Publishing Co.
Developmental Psychology, Suhail, S. & Bapat, A.(1996), Bombay: Himalaya Publishing House.
Educating Exceptional Children, Kirk, S.A.(1962),New York: Oxford & ISH Publishing.
Educational and Vocational Guidance in Secondary Schools, Kochhar, S.K.(1993), New York:
Sterling Publishers Pvt. Ltd.
Educational Psychology, Gates, A.I. & Jersild, A.T.(1970), New York: Macmillan.
Elements of Educational Psychology, Bhatia, H.R.(1968), Calcutta: Orient Blackswan.
Essentials of Educational Psychology, Aggarwal, J.C.(1994), New Delhi: Vikas Publishing House.
Fundamentals of Psychology, Pillsbury, W.B.(1990), New Delhi : Deep & Deep Publications Pvt.
Ltd.
Games People Play: The Psychology of Human Relationship, Berne,E.
Guidance And Counselling In Colleges And Universities, Kochhar, S.K.(1984), New York:
Sterling Publishers Pvt. Ltd.

Handbook of Developmental Psychology, Wolman, B.B.(Ed)(1982), Englewood Cliffs, New

Jersey: Prentice-Hall Inc.
Human Development, Craig, Grace J.(1983), Englewood Cliffs, New Jersey: Prentice-Hall Inc.

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Intelligence and Attainment Tests, Vernon, P.E.(1960), New York: Philosophical Library, Inc.

Introduction to Psychology, Morgan, C.T. & King. R.A.(1995), New Delhi: McGraw Hill.

Personality: A Psychological interpretation, Allport, G.W.(1937), New York: Henry Holt & Co.

Personality: Classic Theories and Modern Research, Friedman, H.S. & Schustack, M.W.(2006),
London: Dorling Kindersley.
Personality and Motivation: Structure and Measurement, Cattell, R.B.(1959), New York: World
Book Company.

Personality, Guilford,J.P.(2007), New Delhi: Surjeet Publications.

The origin of intelligence in the child, Piaget, J.(1997), London: Routledge.
The Scientific Study of Personality, Eysenck, H.J.(1952), London: Routledge & K. Paul.
Theories of Personality, Hall, C.S. & Lindzey, G.(1978), Wiley Publishers.

Transactional Analysis in Psycho Therapy: Berne, E. (2012), Google Books.

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 EDU 03 - SCHOOL ORGANIZATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)
Course Learning Outcomes
On the successful completion of the course the learner will be able to,
1. Summarize the significance of educational management and organization in schools
2. Check appropriateness of criteria for teacher appraisal
3. Discuss the importance of maintaining essential records in schools
4. Monitor adequacy of infrastructure in a school
5. Design time tables
6. Organize programmes that bridges the gap between school and community with active
community participation
7. Identify relevance of physical and health education in schools
8. Ascertain motives for physically fit life
9. Deconstruct the biases regarding first aid for injuries commonly found in schools
10. Abstract few Asanas in Yoga and their benefits

COURSE CONTENT
Unit I
Educational management
 Concept - Need, scope and functions of management - Characteristics of democratic
institutional climate
 Organisational process in school - HM/Principal as a leader - Duties and responsibilities of
HM
 Performance Appraisal - meaning and importance - performance appraisal of Teachers.
 Importance of essential records - Admission Register - Attendance Register for Staff &
students - Stock Registers - Acquittance .Teaching Manual – Student Profile - Cumulative
Record - Service Book
(15 hours)
Unit II
Institutional planning
 Institutional Planning - Meaning and Importance - School Management Committee (SMC)
– School Development Plan - Functions of staff council and student council.
 Timetable - Types and Principles of timetable construction.
 Total Quality Management (TQM) – Concept and Scope.
(10 hours)
Unit III
Organizing physical and health education activities at schools
 Concept of physical education ,meaning and definition, aims and objectives, needs and

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 importance
 Concept of health, aim and objectives of health education and health instruction in
schools, importance of health education in teacher education programme, physical fitness
and wellness, Types and components of physical fitness, physical fitness tests based on
components
 Physical activity and exercise , Exercise and safe heart rate
 Hypo kinetic diseases and its management -Obesity, diabetes, hypertension, osteoporosis,
coronary heart disease , back pain
 Importance of good posture, common postural deformities,
(15 hours)

Unit IV
First aid, nutrition and yoga education in schools
 Food and nutrition: Nutritional balance, Caloric values , caloric requirements and energy
expenditure
 Principles of first aid, CPR, first aid and emergency care in various situations- Electric
shock, burns, drowning, accident, poisoning, heart attack and epilepsy
 First aid for Common injuries: head injuries , different wounds, sprain ,strain ,dislocation
and fractures
 YOGA education-Meaning and definition ,history and types of yoga, benefits of yoga,
general guidelines for yogic practices and misconceptions about yoga, ,importance of
asanas and pranayamas, yoga and stress management
(10 hours)
TASK AND ASSIGNMENTS (Any one)
1. Prepare a questionnaire for HMs for collecting data regarding his/her difficulties in
performing duties and responsibilities
2. Prepare a sample master time table for secondary school
3. Assessment of Health related physical fitness (Any two variables)

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REFERENCES
Aggarwal J.C (1997) School Organization and Administration Management. New Delhi: Doaba
House, Book sellers and Publishers
Alka Kalra (1997) Efficient School Management and Role of Principals, APH
Bhatnagar, RP and Agarwal, V (1986) Educational Administration and Management,
Bhatnagar, S.S. , & Gupta , P.K. (2006). Educational Management. Meerut: Lall Book Dept.
Buch, M.B, Institutional Planning for Educational Improvement and Development,
Chaube A Chaube. (2003). School Organization, New Delhi: Vikas
Chaudhary, N.R. (2001). Managements in education. New Delhi: APH.
Dr A Abdul Latheef,Dr A.M Antony and et al, Introduction to physical Education for Training
colleges; Educare Printers and Publishers, 2009
Hardayal singh PhD,Science of sports training,DVS Publication New Delhi,1995
J C Aggarwal, health and physical education,Shipra Publications
Light on Yoga, Iyenkar, BKS, Harper Collins:Noida, 2011
Macnee, E.A. (2004). School Management and methods of teaching. New Delhi: Sonali.
Mohanty, J. (1990). Educational Administration, supervision and school management. New Delhi:
Sonali
Nair TKD. (2004). School Planning and Managements. A Democratic Approach. Delhi:
Choudhari offset Process.
Noll Victor H, (1957). Introduction to educational measurement. USA: Cambridge Mesachusetts.
Sidhu, K.S. (2007). School organization and administration. New Delhi: Sterling.
Sindhu, I.S. , & Gupta,S. (2005). School Managements and pedagogies of education. Meerut.
International.

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 EDU.04.UNDERSTANDING DISCIPLINES AND SUBJECTS
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Analyse the significance of different school subjects
2. Classify of academic discipline based on their nature and features
3. Differentiate the nature of different school subjects and their explain their evolution
4. Analyse and explain the process of emerging new academic disciplines
5. Critically examine the socio political dimensions of discipline and subjects
COURSE CONTENT
Unit 1
School subjects
 Major school subjects – languages, social sciences, mathematics and sciences.
 Reasons for including different subjects –
o languages – Language related skills/communication skill.
o Social Sciences - Understanding Social environment, citizenship. Historical
mindedness, economic efficiency etc.-
o Science – development scientific attitude and temper, critical thinking, technical
skills.
o Mathematics – Problem solving, Reasoning abilities etc.
(10 hours)
Unit 2
Academic disciplines
 Meaning, definition and concept of academic discipline- Nature of discipline: discipline
specific terminologies, method of inquiry, publications, experts and fraternity etc-
 differences and relationship between school subjects and academic discipline
 disciplines-classifications of disciplines (Biglan Model): soft Vs Hard, Pure lifeVs pure-
Non-life, Applied life Vs Applied Non-life.
 Disciplinarites- disciplinary Interdisciplinaryand multidisciplinary
(14hours)
Unit 3
Nature of different school subjects and their evolution
 History and nature of Languages.
 Subject nature and Subject history of Mathematics
 Subject nature and Subject history of Sciences.
 Subject nature and Subject history of Social Science
(14 hours)

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Unit 4
Emergence of new disciplines
 Reasons for the establishment of new disciplines- changing social, political scenario, new
researches and inventions- specialisations, interdisciplinary approach, inclusion of work
related areas etc.
 Emerging subjects (Disaster management, Nano technology, Gemmology, Bio informatics,
Immunology etc.)
(12 hours)

MODE OF TRANSACTION

Lecture, Discussion, Seminars, Assignments

TASKS AND ASSIGNMENTS

1. Select a topic from school subject and sketch the development the topic into an elaborated
form in a discipline
2. Identify any 5 interdisciplinary subjects and list out their chief characteristics

References
Deng, Z (2013), School subjects and academic disciplines. In A Luke, A woods & K weir (Eds.),
Curriculum, Syllabus design and equity: A primer and model. Routledge.
Hodson (1987), Science curriculum change in Victorian England: A case study of the Science
common things in I Goodson (Ed). Inter National perspectives in curriculum history,
Croom Helm.
Ivor F. Goodson and Colin J. Marsh, Studying school subjects, A guide (1996),Routledge.
Maisnam, P, Lanka, S, K. & Gandhi, A.(2016). Understanding Disciplines and subjects. Meerut.
Vinay Rakheja
Makol, R & Makol,L. (2015). Understanding Disciplines and subjects. Bookman
Pande,R.(2015) Understanding Disciplines and subjects. Lall book depot

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 OPTIONAL COURSES
EDU 05.1.THEORETICAL BASES OF TEACHING ARABIC
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1Identify modern trendsin language teachinglearning processes.
2. Explain the concept oflanguage and its basics.
3. Distinguish global trends in Arabic pedagogicpractices.
4. Make acquaintance withlanguage skillacquisition strategies.
5. Practice teaching skillsin the actual classroomsocial system.
6. Develop interest in practicing different Arabic language teaching and learning
approaches, methods and strategies.
Unit 1
General introducition to teaching and learning Arabic
 Language Learning : Perspectives
 Teaching and Learning : its nature and significance
 Teaching as an art and science
 Learner and Teacher
 Inter dependence of Teaching & Learning.
 Maxims of Teaching
 Changing concept of Teaching, learning , classroom
environment; CWW (classroom without walls), VLE
(Virtual Learning Environment.) (15 hours)
 Competency Based Language Teaching (CBLT)
 Language teacher competencies
(10 hours)
Unit II
Arabic language education
 Language :meaning &definitions, characteristics and functions
 Language and Culture
 Basic Concepts: Morphology, Phonology, Syntax, semantics.
 First Language, Second Language & Foreign language
 Arabic as a Second language & foreign Language
 Nature and Scope of Arabic Language
 Need & Significance of Arabic Language teaching and learning
 Problems of learning Arabic as a second language

Unit III
Global trends in arabic language education
 Position of Arabic Language in the present day world
 Arabic language education in Kerala
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  Pedagogic practices of Arabic Language in speaking / non speaking countries
 Critical study of teaching and learning Arabic in Kerala
(15 hours)
Unit IV
Language acquisition
 Language Skills: LSRW
Receptive skills & Productive skills
Listening skill ; Significance of listening
Speaking skill :Importance of speaking, Pronunciation
Reading skill: Importance of reading skill
Loud Reading, Silent Reading
Intensive reading, Extensive reading
Skimming and scanning
 Writing Skill: Importance of writing skill

Types of writing, Characteristics of good handwriting

Creative writing
 Reference & Study Skills: Dictionaries & encyclopedias,Online references
(15 hours)

Unit V
Theories of teaching Arabic language
 Application of Psychological Theories & Principles :
Behaviourism,Cognitivism,Constructivism,Social constructivism,
Chomskyan Concept :( LAD &
Universal Grammar),
 Teaching Skills: Pre teaching skills and post teaching skills
 Core skills in teaching : stimulus variation, introducing ,explaining, questioning,
response management,
 Practicing teaching skills :
 Micro Teaching: Principles and definitions ,Micro teaching cycles, Link practice
 Preparing of Micro Teaching Lesson Plans
(20 hours)
Unit VI
Approaches, methods & techniques
 Traditional and Modern Methods :
Grammar Translation Method, Bilingual Approach, Direct Method, Structural
approach,
Communicative Approach, Eclectic Approach, Play way Method, Project Method
Role play, Dramatization, Narrative strategies
Discourse based language learning, Learning by doing, Activity Based Teaching and
Learning
 Approaches Methods of teaching Language elements:
Inductive and deductive methods, Functional and formal grammar
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  Approaches, Methods& techniques and of teaching Language skills:
Listening Skill, Speaking skill
Developing speaking & Listening Skill,
Causes of bad pronunciation, Techniques for teaching good pronunciation
Methods and techniques of teaching reading
Methods and techniques of teaching Writing,
Techniques of teaching writing, Dictation, Creative writing, Editing Process
 Modern Strategies in language teaching & learning
Collaborative Learning & Co-operative Learning
Workshop, Seminar, Symposia, Debates
Video conferencing
e-learning, Blended Learning, Virtual Learning
e-tutoring, Discourse based teaching and learning

(25 Hrs )

MODE OF TRANSACTION
Lecture, Reading and reflection, discussion, seminar, debate
TASK AND ASSIGNMENTS
1. Conduct a Seminar on any of the theories related to Arabic language Teaching (ALT) with
Power Point presentation.
2. Critical analysis of any methods related to Arabic Language Teaching and submission of it
as an online assignment.
REFERENCES: (For I,II and IV Semesters)
1. Al Muallim al Najih:, Dr. Abdullah al Amiri, Dar al shamil Al Nashir wa thouzeea‘
2. Thatweeru Adai -al Muallim; kifayathu thaaleem wa thahleel al muthawasila : Hashim
Uwaidha, Dar al Ilm al Malayeen , Labanan
3. Thaaleemu al lugha al arabiyya baina nadriyya wa thathbeeq: Dr Hasan Al Shahatha, Dar
Misriyya wa llubnaniya
4. Mushkilathu thaaleemu llughal Arbiyya: Abbas M ahmood ; Dar alsaqafa, Qatar
5. Thareeqathu Thadreesi Wa strateejiyyathuhu: Dr Muhammed Mahmmod al Haila, Dar Al
Kitab Al Jamia, Al ain, UAE
6. Al Mawajja Al Fanni
7. ''Thuruqu thadreesu lluathil arabiyya[1996]''Dr jodath arrukabi dimascus : darul fkr
8. ''Ilmu nnafsi tharbaviyyi'' Dr abdul majeed nashvathi : muassasathu rrisalath
9. ''Models of teaching'' Bruce choice and marsha veil prentice hall;New Delhi
10. ''Txonomy of Educational objectives '' Bloom Benjamin :BOOK1 the cognitive
domain David me kay Co inc New York
11. ''Teaching language as communication‘‘ Widdoson H(1978); Oxford university press .
12. ''Language teaching and Bilingual Methord'' Dodson CJ (1967) Pitman: New York

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 EDU 05.2- THEORETICAL BASES OF TEACHING ENGLISH
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80,
Internal: 20)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Extend knowledge about the meaning, importance, scope and characteristics of
Englishlanguage
2. Identify the position of English in the Indo-European family and the roles played by
English in thepresent scenario
3. Explain the different structural aspects of English language
4. Formulate the aims and objectives of teaching English at different stages.
5. Relate and apply the various principles of language teaching.
6. Select and make use of various psychological theories of language learning in
classrooms.
7. Interpret the different language skills and manipulate these skills
8. Differentiate types of vocabulary and design language games.
Define Micro teaching and demonstrate the core teaching skills.
Unit I Objective
To familiarize the feature of language, place of English language and its importance Language
Unit II Objective
Language – meaning and definition, role , characteristics Learning
and acquisition
First language and second language
Place of English in the Indo –European family
Role of English in the present scenario/English as an international link language
10 hours

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To review the basic structure of language
Graphical structure of language
Structure of language, Phonetics - speech sounds - vowels , consonants, diphthongs,
Phonemes, Morphemes, Allomorph, Syntax, Semantics, General Indian English , Received
pronunciation, stress, intonation

Review of the grammatical aspects of English language

Functional grammar, Structural grammar, transformational generative grammar
(Include all grammatical items)
Mechanics of writing -punctuation marks and capitalization 10hours

Unit 111
Objective
To understand the aims and objectives of teaching English at different stages
Aims and objectives of teaching English
Aims at junior stage, senior stage, secondary and university stage
Aims of teaching literature - general and specific aims
Taxonomy of educational objectives -- learner objectives and learning objectives-process
objectives and product objectives
Maxims of teaching in Global context
Principles of language teaching - (Principle of purpose, Principle of habit formation, Principle of
motivation, Principle of multiple line of Approach, Principle of interest, Principle of concreteness,
Principle of selection and gradation, Principle of accuracy and correctness, Principle of teaching,
Principles of philosophy, Principles of psychology, Principles of linguistics) 15 hours

Unit IV
Objectives
To understand the application of various theories of language learning
Psychological theories on Language
Behaviourism, Constructivism, Social Constructivism, Theory of Multiple Intelligence,
Language Acquisition Device- Noam Chomsky, CBLT, CLL, Krashen.
(20 hours)

Unit V
Objective
To familiarize the principles of teaching English and the four fold language skills
Teaching of English
Principles of teaching English
Four fold language skills:listening, speaking, reading, writing-their types and how to enhance and
evaluate these skills, study skills or reference skills, English as a skill subject and content
subject.15 Hours

Unit V1
Objective
To have knowledge about types of vocabulary and techniques to develop; methods of
teaching vocabulary, functions and pronunciation
Vocabulary

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 Vocabulary –types, techniques to develop, use of dictionary, language games
Functions and their structures, pronunciation
10 hours
Unit V11
Objective
To understand the core teaching skills and implement them in classrooms
Micro teaching
 Micro teaching – meaning and definition -features -steps or process in micro
teaching-micro teaching cycle -merits and demerits
 Core teaching skills (8) -their components - integration of skills or link practice
20 hours
MODE OF TRANSACTION
Lecture method, discussion, seminars, symposium, IT based learning, blended learning,
community participation
TASKS AND ASSIGNMENTS
1. Reading recent literary works or films and Preparation of a review
2. Preparation of manuscript magazine and dictionary
REFERENCES ( For I , II and IV semester)
Arnold, (1986): An Introduction To Functional Grammar Halliday, M.. London
Bhattacharya, Indrajit (2002). An Approach to Communication Skills. New Delhi: Dhanpat Rai &
Co. Books
Bloom, B.S. (1971). Handbook on Formative and Summative Evaluation of Student Learning.
USA: McGraw Hill, Inc.
Doff, Adrian. (1988). Teach English: A Training Course for Teachers. Cambridge: Cambridge
University Press
Ellis, Rod. (1990). Integrated Second Language Acquisition. Massachussetts: Basil Blackwell Inc.
Heaton, J.B. (1988). Writing English Language Test: A Practical Guide for Teachers of English as
a Second for Foreign Language. UK: Longman Group.
Nunan, David (1989). Syllabus Design: Language Teaching. Oxford: Oxford University Press.
Richards, J., & Rogers, T.. Approaches And Methods In Language Teaching Cambridge:
Cambridge University Press
Roberts, Michael and Carol Griffiths. Errors Correction And Good Language Learners Cambridge
Language Teaching Library
Sharon, A.R & Trina, L.V (2008) Constructivist Strategies for English Language learners. Crown
press, USA.
Tickoo, M.L. (2004). Teaching and Learning English: A Source Book for Teachers and Teacher
Trainees. New Delhi: Orient Longman.
Ur Penny and Andrew Wright (1992). Five Minute Activities: A Resource Book for Language
Teachers. Cambridge: Cambridge University Press.
Accompanied by Audio Cassettes
Getting on In English by John Haycroft (The BBC Intermediate Course).
Choosing Your English by John Haycroff & Terence Creed (The BBC Course for Advanced
Learners).
Keep Up Your English by W. Stannard Allen (The BBC Course).
Advanced Spoken English through English Grammar and Simple Phonetics by Sharad Srivastava
& Nidhi Srivastava (Franklin International).
A Text Book of Pronunciation of English Words by J. Sethi & D.V. Jinde.

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 EDU.05.3.THEORETICAL BASE OF TEACHING HINDI
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
COURSE OBJECTIVES
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Develop the concept about nature, growth and constitutional provisions of Language.

2. Construct idea regarding forms of language, need of language in communication and role
in Global context.

3. Create theory of Micro Teaching, Blooms taxonomy and Constructivist format.

4. Evaluate the role of Curriculum, and knowledge of textbook analysis.

5. Focus on theory of, Content analysis and difference between curriculum& syllabus.

6. Design concepts regarding Aim, Importance & Method of teaching Prose, Poetry, and
Composition, Drama, Story.

7. Organize the role of Resource material, teaching aid, media, Library & trips.
COURSE CONTENT
Unit I
Background of language
 Nature and role of language in the present society.
 Role of language in modern Indian society with special reference to the social media
impact.
 A comparative analysis of the place of languages in different curriculum exists in
Kerala state.
 Constitutional provisions article 343-351
 Recommendations of various educational commissions in India – Kothari commission
1964-66, National education policy 1986, National curriculum frame work 2005

15 Hours
Unit II
Status and background of Hindi language
 A comparison of Hindi language in pre and post independent period.
 Forms of Hindi language
 Status of Hindi language
 The place of Hindi in school curriculum in the context of three language formula
 Multilingualism in India, Hindi as a link language, National language and official

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  language.
 Scope of Hindi in International level.
 Scope of Hindi in Kerala.
 Problems and difficulties faced by Hindi teachers in handling Hindi.
10 hours
Unit III
Instructional objectives and micro teaching skills
 Instructional objectives of Hindi with Blooms taxonomy
 Constructivist format and issue based curriculum.
 Micro teaching – theory and practice.---
15 hours
Unit IV
Curriculum, content and text book analysis
 Construction and organization of Hindi curriculum
 Difference between curriculum and syllabus.
 Critical analysis of text books and handbooks in Hindi prescribed at secondary
school level from a pedagogic view point.
 Content analysis – competency in subject matter and identify the additional
knowledge required to teach the content.
20 hours
Unit V
Discourse oriented learning
 Aims, importance, types and methods of teaching prose,
 Aims, importance, types and methods of teaching poetry,
 Aims, importance, types and methods of teaching composition, drama, story and
grammar.
10 hours

Unit VI
Instructional support
 Resource materials in teaching Hindi – syllabus, text books, workbook, handbooks,
reference books, journals etc.
 Learning and teaching aids
 Media supported learning – web based learning and social media.
 Library and its organization.
 Organization of field trips and study torus with their importance.

MODE OF TRANSACTION
Lecture, Reading and reflection, discussion, seminar, debate
TASKS/ ASSIGNMENTS (any two of the following)

10 hours

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 1. Prepare report on the difficulties faced by students in reading and writing Hindi languages
in two neighbouring schools.
2. A comparative analysis of the place of languages in different curriculum exists in Kerala
state.
3. Observation and reporting of real class room situation and mock practices.
4. Preparation of power point presentation for teaching Hindi
REFERENCES (For I,II and IV Semester)
1. AcharyaChatursen,HindiSahityaKaParichay
2. AcharyaNanduDulareBajPeyi,HindiSahityaKaSamshipthaIthihas
3. AcharyaSitharanChaturvedi,Bhasha Ki Shiksha
4. Dr.G.C.Bhattacharya,AdhyapakShiksha,VinodPustakMandir,Agra
5. Dr.BholanathTiwari,HindiBhashaShikshan
6. Dr.SatyanarayanDube,ShikshanVidhiyamAadharbhhothThatv
7. Dr.ShailendraBhooshan,ShikshanAdhigamKe
8. BhaiYogendrajith, Hindi BhashaShikshan, AgrawalPublications,Agra
9. DhirendraVarma,HindiBhashaAurLipi
10. Dinesh Chandra Bharadwaj,BasicShikshaManovigyan, AgrawalPublications,Agra
11. DurgeshNandini,HindiShikshan,Sumith Enterprises
12. Prof.GaneshPrasesSidha,BhashaShikshanNidhi
13. Kamatha Prasad Guru, Hindi Vyakaran
14. Dr.K.P.Pandey,ShikshamemKriyatmakAnusandhan
15. Dr.S.S.Mathur,Shikshan Kala Eevam Naveen Padhathiyam,
AgrawalPublications,Agra
16. Dr.S.N.Mukherji,RashtraBhasha Ki Shiksha
17. Dr.Nareshsharma,Shikshan Ki Avasthayem.VigyanBharathi,Gaziabad
18. Dr.RamshaklPandey, Hindi BhashaShikshan
19. Dr.SreedharanandaMukherji,RashtraBhasha Ki Shiksha
20. Dr.SitaramJaiswal,MahendraPalSharma,ShikshaKeThatwikSidhanth
21. P.D.Patak,ShikshaManovigyan, AgrawalPublications,Agra
22. P.G.Kamath,AnyaBhashaShikshanEakBhashaVaigyanikDrishti
23. RaveendranathSreevastav,BhashaShikshan,VaniPrakashan,New Delhi
24. K.M.Siva Ram Sharma,HindiShikshan Kala
25. Sadde,RashtraBhashaKaAdhyapan
26. B.L.Vats, Hindi Shikshan, AgrawalPublications,Agra
27. DevanagariLipiTadha Hindi Varthani,Kendriya Hindi Nideshalay,Hindi
28. RashtraBhashaBharathi (Patrika),GrihaMantralay,BharatSarkar

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 EDU 05.4. THEORETICAL BASES OF TEACHING MALAYALAM
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Develop a positive attitude towards Malayalam language and its culture
2. Understand the importance of mother tongue and realise the need to transfer it to the
next generation
3. Understand the principles and theories of language teaching
4. Understand the aims and objectives of teaching Malayalam and develop the ability to
find it.
5. Identify and understand the mental process skills contained in Malayalam teaching
6. Understand and analyse the basic language skills- listening, speaking, reading and
writing- and its sub skills and create activities to develop these skills and will attain
and enhance competence in the four modes of literacy
7. Familiarise with micro teaching and acquired core skills of teaching
8. Get acquainted with principles/ concepts of curriculum construction
COURSE CONTENT
Unit –I
Significance of mother tongue
 Functions of language in a society
 Relevance of Mother tongue in a democratic society
 Mother tongue as a medium of thought and communication of ideas, emotions and
experiences
 Mother tongue as a medium of instruction
 Mother tongue as an official language
 Importance of folklore in language development
 Language is a tool for cultural and social development
(12 hours)

Unit- II
Aims and objectives of teaching Malayalam
 Aims of teaching Malayalam
 Objectives of teaching Malayalam at secondary and higher secondary level
 Objective based instruction
 Instructional objectives of teaching MalayalamBlooms taxonomy and Revised Blooms

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 taxonomy
 Objectives and Specifications
 Objectives framed by NCERT
 Mental process skills in Malayalam teaching
(25hours)
Unit-III Language skills

 Listening- Listening with comprehension as the most important and primary language
skill
 Types and methods of teaching to listen
 Different activities for developing listening skills
 Speaking - Aims and importance of Oral work
 Different activities for developing Speaking skills.
 Teaching pronunciation- problems of pronunciation
 Reading- Importance and methods of teaching to read
 Types of reading
 Writing – importance of writing
 Different methods of writing
 Characteristics of good handwriting
 Errors in writing
 Ways to minimizing spelling errors in children
( 20 hours)
Unit- IV
Principles of language teaching and micro teaching
 General principles of language teaching
 Gradation in language teaching
 Maxims of language teaching
 Teaching skills-Core teaching skills and its components
 Micro teaching- Meaning and definition
 Procedure of micro teaching
 Integration of teaching skills
 Merits and Demerits of micro teaching

25 hours
Unit VI
Malayalam curriculum
 Meaning and definition
 Principles of curriculum construction
 Different approaches of organizing curriculum
 Modern trends in curriculum construction
 General approaches on language learning in NCF and KCF.

12hours

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MODE OF TRANSACTION
lecturer and discussion method, seminar, Assignment method
TASKS AND ASSIGNMENTS
1. Preparing Language games for teaching language skills
2. Prepare scrap book on Kerala folk art forms with a brief description.

REFERENCES (For I II and IV Semester)

Allen,D & Ryan, K (1969). Micro teaching. London: Adison Wesley
Bindhu,C.M(2nd Ed.)(2009). Mathrubhashabhodhanam: Pravanathakalum Reethikalum. Calicut:
Scorpio Bloom.B.S.(1956). Taxonomy of Educational Objectives: cognitive domain, New York:
David Mckay Co. Brooks,N(1964). Language and language learning: Theory and practice, New
York:Harkcourt, Brace &world, Inc
Chomsky,N (1975). Reflections on Language. New York:Random ouse.
Dale,(1961). Audio visual methods in teaching, New York: Holt Rinehart & Winston
Ebel,L.& Frisbie,A.(1991). Essentials of educational measurement. New York:McGraw Hill.
Entwistle,N.J.(1981). Style of learning and teaching. London: John Wiley &Sons Fosnot,C.
(1996).Constructivism: theory,perspectives and practice.Newyork:Teachers College Press.
Gren,G.H.(1987).Planning the lesson.London: Logman
Gronlund,N.E(1970) Stating Behavioural objectives for class room instruction.London:
MacMillan
Joyce, B & Weil, M (2oo3). Models of Teaching(5th Ed.) New Delhi.Prentice hall
Kumar ,S.P.K & Noushad.P.P(2nd Ed.) (2009). Social studies in the class room: Trends &
methods, Calicut: scorpio
Kumar,S.P.K & Bindhu C.M.(2002) Instructional Learning Strategies and Cognitive Entry
Behaviour-An Experimental Analysis. Kanishka Publishers: NewDelhi.
Lado,R (1979). Language teaching- a scientific approach.New York: McGraw Hill INC
Lee,W.R(1972). Language teaching games and contexts. London: Oxford University press.
Mayer,R.E(2003). Language and instruction, Upper Saddle River. Pearson education
Nair, Chandrashekharan,C.K(2002) Mathrubhasha Bhodhanam. Trivandrum. Kerala bhasha
institute. NCERT(2005)National Cruuiculum Framework.New Delhi:NCERT
SCERT(2007),Kerala Curriculum Frame work.Trivandrum:SCERT
Passy,B.K(Ed)(1976). Becoming better teacher: A micro teaching approach. Ahmadabad
Pillai,P.E(1991) Malayala bhasha bhodanam.Kerala:chris printers kottayam.
Sivarajan,k & Sreemannuni,P.S.(2003) Malayalabhashadhyapanam.Central cooperative
stores,Calicut university.
Variyar, Prabhakaran,K.M & A. Santha(1998). Modern linguistics, Trivandrum: kerala bhasha
institute.
Ucharanam nannavan, Dr.VR Prabodhachandran, Kerala Bhasha Institute
Vidyabhyasa Parivarthanattinoru Amugham, Kerala Shaasthrasaahitya Parishad
Vidhyabhyasathil Viplavam, Osho, Silence, Kozhikkode
Vidyabhyaasa chinthakal, Asis Tharuvana, Olive, Kozhikkode
Nalla Malayalam, CV Vasudeva Bhattathiri, DC Books, Kottayam
Nammude Bhasha, EMS Namboothiripad, Kerala Bhasha Institute
Parivarthanonmugha Vidhyabhyabyasam, Guru Nithyachaithanya Yathi, Narayana Gurukulam,
Varkala
Kuttikale Padanathil Sahayikkam, PK Abdul Hammed Karassery, DC Books, Kottayam
Malayala Bhasha Bodhanam, CV Vasudeva Bhattathiri, Kerala Bhasha Institute
Engane Malayalattil Blogam, Baburaj PM, DC Books, Kottayam

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 EDU.05.5.THEORATICAL BASES OF TEACHING SANSKRIT
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20) Course

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Interpret the historical development of Sanskrit language
2. Compare the influence of Sanskrit with other branches of sciences
3. Differentiate the language learning skills
4. Categorize the teaching of Sanskrit at various levels
5. Distinguishes blooms taxonomy and revised taxonomy in relation with Sanskrit learning
6. Classify the skills of reception and appreciation
7. Identify various steps and advantages of micro teaching
8. List the ways to minimize spelling errors
COURSE CONTENT
Unit I
Sanskrit language
 History of Sanskrit- its influence in Indian languages, World language, classical
language, Sanskrit and various sciences, Ancient Indian philosophy and Sanskrit
 Development of Sanskrit education in India-
 Reports of first Sanskrit Commission.
 Krishnawarrier Committee, Second Sanskrit commission
25 Hours
Unit II
Language skills
 Teaching skills and Micro Teaching
 Skills of learning and teaching- basic language skills-L.S.R.W
 Skills of reception, Expression Appreciation, Teaching skills-Micro teaching
20 Hours
Unit III
Methods and approaches of teaching
 Methods of teaching Sanskrit
 Ancient- Gurukula. Direct
 Medieval- Bhandarkar- text book

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  Mordern- Behaviorist, Constructivist- social constructivist, Critical Pedagogy
 Models of teaching- Concept attainment, Advance organizer
 Inductive Deductive Appraoches
30 hours

Unit V
Co-curriculuar activities in sanskrit
 Co-curriculuar activities in Sanskrit
 Samskrutholsava- day celebrations- Manuscript magazines- assembly
25 Hours
MODE OF TRANSACTION
Lecture, Seminar, Assignments, Drill, Practice
TASKS AND ASSIGNMENT
1. Prepare a seminar paper and present it in the classroom based on any topic in the history of
Sanskrit language education
2. Compare any two methods of teaching Sanskrit. Report be in ten pages or
3. Prepare report on the difficulties faced by students in reading and writing Sanskrit languages in
two neighbouring schools.
REFERENCES
Mathrubhasha bodanamPravanathakalum reethikalum, Bindhu. C
Taxonomy of Educational Objectives, Bloom. B.S
Reflections on Language, Chomsky. N (1975)
Audio- Visual methods in teaching, Dale 1961
National curriculam frame work, NCERT( 2005) New Delhi Kerala Curriculam Framework,
SCERT, Trivandrum Practical Sanskrit Grammar,
PRD Sarma Tarkasamgrah,
Annambhatta First book of Sanskrit and Second Book of Sanskrit,
Bhandarkar A Sanskrit Grammar for Students,
Appayadikshita Vritarathnakaram,
Kedarabhatta Sidhanta Kaumudi,
Bhattogi Dhikshidar Laghusidhanta Kaumudi,
Varadaraja Panditan A Work book for Sanskrit Learners : Abhyasamanjari Vakyamritham
Prayogaparichayam

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 EDU .05.6.THEORETICAL BASES OF TEACHING TAMIL
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:

1. Understand the nature and scope of Tamil language

2. Recognize and practice skills and activities for developing Tamil language
3. Describe and interpret theoretical bases of language development and integrate them in
Tamil language development among students at secondary level.
4. Critically appraise and prioritize the principles in the construction of language
curriculum
5. Selects appropriate approach and models of teaching in transacting Tamil lessons
6. Discover and experiment various modern techniques of Tamil teaching in secondary
school classes
7. Design and adopt modern evaluation techniques in Tamil language education to
evaluate student‘s achievements
8. Acquires professional competency and skills in Tamil teaching

COURSE CONTENT
Unit I
Tamil language
 Nature of language-origin and growth-language learning. Language and its
elements – Pronunciation, vocabulary, vocabulary expansion – classroom devices
and exercises. Types of Tamil language – spoken Tamil – Colloquial to accepted
forms – written Tamil Classical language characteristics of classical language
Tamil as a classical language
 The aims of teaching the mother tongue. The mother tongue as medium of
thought and communication of ideas, emotions and experiences, means of

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 developing imagination and aesthetic taste-language as cultural heritage and
means to final development
15 Hours
Unit II
Language skills
 HEARING Learning by hearing – encourage hearing habits – get practice in
paragraphing – briefing of paragraph and long paragraph – to attain various
aims-knowing of news – appreciation etc. advertising for the above the
difference between hearing and understanding.
 SPEAKING Speak with clarity-speak without grammatical mistake-
traditional way proverbs-ability in speech in the initial stage debates-
discussions question on time-make use of these in the primary, middle and
high school classes.
 READING The aims of teaching reading methods, reading according to
letters, reading according to words, their benefits and draw backs (merits and
demerits), increase of vocabulary, to instigate in the studies, loud reading,
methods, merits and demerits, making use of books, reading in libraries,
dailies weeklies using, deep study, wide study, aims, merits and demerits
 WRITING Handwriting and writing without spelling mistakes, give practice
for that, certain basic exercises. How to hold the pencil or pen, the
characteristics of good handwriting, boldness, clarity, beauty, proper spacing,
methods of writing exercise, writing on lines, copy writing, writing on
hearing.
20 Hours
Unit III
Methods of teaching tamil
 The methods of teaching mother tongue ancient way of teaching, play way,
acting way, conversation way, study of supervision way, project way, kinder
garden method, individual teaching way, submissions, and other modern
trends-Co-operative and Collaborative learning b.
 Teaching of poetry-objectives-methods descriptive method-poets
perspective-readers response-thematic reading - Teaching of prose-
objectives-methods difference between teaching of prose and poetry
-Teaching of grammar-objectives-methods deductive method-inductive
method. The aims and methods of teaching composition-
25 Hours
Unit IV
Approaches to teaching tamil
 Behaviourist approach b. Constructivism, Social Constructivism, Chomskyan
Concept (Universal Grammar)

12 Hours
Unit V
Modern techniques in teaching tamil

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  Collaborative Learning & Co-operative Learning, discussion, Seminar,
team teaching-brain storming, techniques making the past
 utilizing community resources for teaching Tamil.
 Prepare a resource unit for any unit in Tamil text book
16 Hours
Unit VI
Teaching skills and micro teaching
 Teaching Skills and their components-teaching skills essential for Tamil
teacher. Qualities and competencies of a Tamil teacher –Microteaching
12 hours
TASKS AND ASSIGNMENT:
1. Prepare report on the difficulties faced by students in reading and writing Tamil languages
in a neighbouring school.
2. Prepare Language games for teaching language skills

REFERENCES( For I II & IV Semester)

Rediyar, subbu N, Tamil Karpium Muraikal
Rajan, Govinda M, Nattamil Karpithalum Muraikalum
Ponnappan P, Tamil Paadam Cholum Murai (vol I & II )
Nathan, Meenakshi S, Notes of Teaching Tamil, Manonmaniam sundarnar University Publication
Parasuraman, S Tamil Kamithalil Paryerchikal
Gurney P, Teaching of Mother Tongue
Rylburn, Suggestion of Teaching of Mother Tongue
Nathen, Meenakshi et al, Tamil Grammar of std VIII & IX (SCERT)
Tamil Nadu Text Book society Publication, Tamil Grammer for std VIII & X
Nannool Kaandikai Urai Pavanantham Pilla Commentary
VisakaperimaiP, Annai llakkanaram. Saiva Sithandam Publication
Iyengar, Ragava M. Porulathikara Arachichi
Muthishanmugham, Thekkaiamoyliyiyai,
Raja Ram, Tamil Phonetic Reader, Central Institute of Languages, Mysore
Paranthamanar, A. Nalla Tamil Ezhuthu Karuthum
Veluppillai, Tamil IIakkiyalin Kaalamum Karutum
Varadarajan M, Tamil lakkiga Varalam, Sakitay Academy Pbulications s
Mandstein CH , Modern Language Teaching
Rediyyar, Subbu, Tamil Karpikkum Muraikal
Govinda Rajan, M Nattamil Pariyuttum Nookam Muriyum
Govinda Rajan, M. Paliluttu Paiurchium, Mozchiaciriyar-Gazhumy
Govinda Rajan, Mozhi Thiregalghum, Cila cikkalaga-lum
Billows, The techniques of language teaching, New Delhi: Longmans
Dalki J, The Language Laboratory and Language Learning. New Delhi: Longmans

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 EDU.05.7. THEORETICAL BASES OF TEACHING URDU

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Describe the scope of Urdu language and its teaching.
2. Explain the approaches, theories and methods of Urdu teaching.
3 Discuss the basic language skills and its importance in Urdu teaching.
4. Summarize the challenges facing by the Urdu teaching learning at present.
5. Review the present practices of teaching Urdu in the state of Kerala.
6. Demonstrate the basic teaching skills at micro level.
7. Create different techniques and strategies for Urdu teaching.
COURSE CONTENT
Unit I
Urdu language
 Language-Urdu Language-History and development Its relation with
languages especially with Hindi and Persian Development of Urdu
Literature.
 Challenges of teaching Urdu in Kerala.
 Measures for improvement
12 Hours
Unit II
Language skills
 Urdu as a Skill subject-- LSRW skills and the process skills.
 Techniques to develop LSRW skills
13 hours

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Unit VI
Teaching skills and micro teaching
 Skills for effective teaching Core skills. .
 Micro teaching—definition-principles micro teaching cycle, limitations.
15 hours

MODE OF TRANSACTION
Lecture, Reading and reflection, discussion, seminar, debate
TASKS AND ASSIGNMENT
1. Prepare report on the difficulties faced by students in reading and writing Urdu
languages in a neighbouring school.
2. Prepare Language games for teaching language skills in Urdu

REFERENCES (For I II & IV Semester)

1. Principles of Language Study. H.E. Planer.
2. Language Teaching – Robort Lado.
3. Method of Teaching the Mothertongue. Ryborn.
4. Tadrees-c-zaban-urdu-shervani
5. Urdu Ki Tadrees-Mainudheen
6. Urdu ki Dars – 0 – Tadrees – Masayil- Haroon Ayoob.
7. Urdu Kaise Padayam –Mainudheen.
8. Evaluation in Language Education – CIII. Mysore.
9. Dr. Abdul Haq. Quwayide-e-Urdu.
10. Rasheed Hassan Khan. Saheeh Imla.
11. Rambabu Saksena. Tareekh-Adab-c-Urdu
12. Syed Shafi Murteza. Ashaf-c-Adab-KO Irthiqa.
13. Prof. M.A. Zahid. Tarz-c-Nigarish.
14. Anjumen Tarqui-Urdu-Hind. Nazeemal Balagth.
15. Azeemul Haq Jincidi. Urdu Adb Ki Tareekh.
16. Habbcc Khan. Ghalib-sc-Iqbal tak-
17. Prof. Moinudheen. Hum Urudu Kaise Pad haayen.
18. Shafi Ahmed Saddiqui. Urdu Zaban Wa Quawaid. Part I & II

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 EDU0 5.8 THEORETICAL BASES OF TEACHING COMMERCE
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Explain the relevance of commerce education in past and present era
2. Implement various areas of commerce in to the modern commercial endeavour
3. Relate the aims, objectives and values of commerce education with teaching of
commerce subjects at higher secondary level
4. Explore the implications of Bloom‘s taxonomy in commerce education
5. Determine appropriate approaches, methods, and techniques for teaching
commercesubjects
6. Organize the principles and approaches of curriculum construction in selecting
subjectmatter of commerce subjects
7. Judge the current trends in commerce curriculum at higher secondary level
8. Design micro lessons to develop skills in teaching commerce subjects
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20) Course

COURSE CONTENT
Unit 1
Commerce as a unique discipline
 Commerce - Meaning, Definition, Importance and Scope of Commerce as a
subject
 Areas of Commerce and its recent development
 Accounting - Meaning, definition, Importance and Scope (Cost Accounting,
Computerized Accounting, Financial Accounting. DBMS)
 Vocational Education, Entrepreneurship Education, Consumer Education -
Meaning, features and importance
 Concept of Marketing Management, Financial Management, Human Resource
Management, and its recent development.
(15 Hours)

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Unit II
Commerce education

 Concept of Commerce Education , Meaning , definition , nature and Importance

 Historical development of Commerce - Recommendations of various committees
on Commerce Education
 Curricular reforms by KCF 2007 and NCF 2005-A brief outline of aims of
education.
(8 Hours)
Unit III
Aims and objectives of teaching commerce
 Aims of Teaching Commerce
 Objectives of Teaching Commerce at Secondary and Higher Secondary Level.
 Values of Teaching Commerce
 Instructional Objectives of teaching Commerce- Revised Bloom‘s Taxonomy-
Criteria for writing Instructional Objectives- Specifications
 Process skills in Commerce
(20 Hours)
Unit IV
Micro teaching
 Meaning, features, Steps and Phases of micro teaching
 Teaching Skills- Core Skills and its components –Lesson plans
 Integration of Skills and link Practice
(15 Hours)
Unit V
Commerce curriculum
 Concept of Curriculum –Meaning and Definition
 Principles of Curriculum Construction
 Types of Curriculum
 Approaches of Curriculum organization
 Recent Trends in Construction of Commerce Curriculum
 Curriculum Evaluation – Meaning, purpose, levels and techniques of curriculum
evaluation
(12 Hours)
Unit VI
Approaches, methods & techniques of teaching commerce
 Maxims and Principles of Teaching Commerce.
 Meaning, Characteristics and Advantages of Learner centred approach,
Competency based approach and Multi Media approach, Activity based
approach- large group activity and small group activity
 Approaches of Teaching Accountancy: Balance sheet approach, Equation approach
and Spiral Development approach
 Methods of Teaching Commerce: Lecture method, Discussion- Group discussion
and panel discussion, Debate, Seminar, Project method, Problem Solving method,

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 Inductive and deductive method, Analytic and synthetic method , Case Study
method, Market studies and surveys
 Techniques of Teaching Commerce – Review, Role play, Simulation,
Brainstorming.
 Teaching Strategies in Commerce – Co-operative learning, Experiential Learning,
Concept Mapping
(30 Hours)
MODE OF TRANSACTION
Lecture, Discussion, Group work and Project, Assignment, Seminar, Debate
TASKS AND ASSIGNMENT (20 Marks)
1. Undertake a Project on selected area from commerce
2. Compare the commerce curriculum of Higher Secondary Stage of Kerala state with that of
the Central Board of Secondary Education based on curricular reforms.
REFERENCES
1. Aggarwal, J.C. (2003). Teaching of Commerce; A Practical Approach. New Delhi :
Vikas Publication.
2. Anderson,W,L and Krathwohl,D,R (2001). A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston : Allyn
& Bacon:.
3. Bloom, B. S. (1956). Taxonomy of Educational Objectives. Cognitive Domain. New
York: David Mckay Co.
4. Borich,Gary.D. (2004). Effective Teaching Method. New Jersey : Prentice Hall Inc.
5. Boynton,L.D .(1963). Methods of Teaching Bookkeeping and Accounting. Ohio: South
Western Publication.
6. Chopra, H.K. & Sharma, H. (2007). Teaching of Commerce. Ludhiana:
Kalyani Publisher..
7. Chauhan, S.S .(2006). Advanced Educational Psychology. New Delhi
8. Freire, P. (1998). Pedagogy of the Oppressed. USA: Continuum Pub. Co.
9. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York:
Basic Books
10. Gronlund,N.E.(1970).Stating Behavioural objectives for class room instruction.
London: MacMillan
11. Joyce,B & Weil, M. (2003). Models of Teaching (5th Ed.). New Delhi: Prentice Hall.
12. Khan,M,Y & Jain,K,J. (2000). Management Accounting. New Delhi : Tata Mcraw
Hill.
13. Khan.S.M.(1987). Commerce Education. New Delhi :Sterling Publishers.
14. Krathwohl.et.al. (1965).Taxonomy of Educational Objectives. Hand Book II: Affective
Domain. New York:McKay.
15. Kumar, M. (2004). Modern Teaching of Commerce. New Delhi: Anmol Publications
Ltd
16. Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi : PHI Learning.
17. N.C.E.R.T. (1989). Instructional objectives of school subjects. New Delhi: N.C.E.R.T

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18. Passi,B.K(1976). Becoming a Better Teacher: A Micro Teaching Approach.
Ahamadabad: Sahithya Mundranalya.
19. Prasad, L,M.(2012). Principles and Practice of Management. New Delhi: Sultan
Chand.
20. Pophan,Scharg & Blockhus. (1975). A Teaching Learning System for Business
Education. New York:McGraw-Hill.
21. Raj, R, B. (1999). New Trends in Teaching of Commerce: Models of teaching and
concepts of learning. New Delhi: Anmol Publications.
22. Rao, D,B. (2006) Methods of Teaching Commerce. New Delhi: Discovery publishing
house.
23. Roa, S. (2005). Teaching of Commerce. Anmol Publications pvt.Ltd: New Delhi.
24. SCERT. (2007). Kerala Curriculum Framework. Trivandrum: SCERT.
25. Sharma, A. (2009). Contemporary Teaching of Commerce. Surjeet Publications: New
Delhi.
26. Shukla,M,C, Grewal,T,S & Gupta,S,C. (1996). Advanced Accounts. New Delhi:
S.Chand and Co
27. Singh,M,N. (1977). Methods and Techniques of Teaching Commerce. New Delhi
:Youngman.
28. Singh, V.K (2006). Teaching of Commerce. New Delhi: A.P.H.Publishing corporations
29. Singh,Y,K. (2011). Teaching of Commerce. New Delhi : APH.
30. Tiwari, S.A.(2005).Commerce Education in the global Era. New Delhi : Adhyayan
Publishers.
31. Vyotsky,LS. (1978). Mind and Society :The Development of Higher Mental Processes.
Cambridge:Mass University Press.
32. Higher secondary business studies and accountancy text book (Plus 1 & Plus 2)

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 EDU 05.9.THEORETICAL BASES OF TEACHING COMPUTER SCIENCE
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20) Course

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Explain the nature, scope, need, significance and future of Computer Science.
2. Illustrate the history and developmental trends in computer science education.
3. Describe the aims, objectives and values of teaching Computer Science in secondary
andhigher secondary curriculum.
4. Sketch the conceptual overview of Revised Bloom's Taxonomy.
5. Identify the meaning, principles, phases and maxims of teaching.
6. Plan and practice micro teaching for the development of essential teaching skills.
7. Explain the principles, approaches and modern trends in the construction of curriculum by
giving special focus to the subject Computer Science.
8. Use the scope of computer based learning management and evaluation in classroom.
9. Distinguish between the components and features of Individualized learning and
collaborative learning.
10. Illustrate the use and importance of computers and Internet for implementing different
learning strategies in individualized and collaborative learning environments.

COURSE CONTENT

Unit I
Introduction to teaching computer science
 Meaning, definition, nature and scope of computer science
 An overview of the history of the development of computer science as a special discipline.
Familiarisation of typical projects on computer education such as European school project,
STREET project, etc.
 Need and significance of teaching computer science.

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  Computer Science as a core subject and its relation to other disciplines. Use of computers
as a teaching aid for other subjects.
 Future of computer science in view of unbelievably fast changes.
(16 Hours)
Unit II
Aims , Objectives and Values of Teaching Computer Science
 Aims and Objectives of Teaching Computer Sciences at Primary, Secondary and
Higher Secondary stages.
 Conceptual, Inquiry, Skill and Affective Objectives of Computer science
 Bloom‘s Taxonomy of Educational Objectives
 Revised Bloom‘s Taxonomy by Anderson and Krathwohl
 Values of Teaching Computer Science : Practical values of Computer with reference to
scientific and technological developments in all domains of knowledge, Cultural
values with reference to Communication facilities binding humanity as a whole.
Recreation and utilization of leisure time Spread of universal and continuing
education.

(20 Hours)
Unit III
Teacher Behaviour and Micro Teaching
 Teaching -Meaning, Definition, Principles and Functions
 Phases of Teaching
 Maxims of teaching
 Teacher behaviour
 Teaching skills
 Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice
and preparation of micro teaching Lesson plan
(20 hours)
Unit IV
Computer Science Curriculum
 Meaning and Definition of Curriculum
 Curriculum, Syllabus, Text book and Interactive textbook
 Principles of Curriculum Construction
 Fusion, Integration and Correlation in Computer science Curriculum
 Organizing science curriculum – Topical, Spiral and Unit Approach
 Approaches to Curriculum Construction : Grass root approach, Administration
approach, Demonstrative approach
 Modern Trends in Computer Science Curriculum
 Scope of Computer based Evaluation.
(20 Hours)
Unit 5
Method and Strategies of teaching computer sciences
 lecture method, Lecture cum demonstration method, Heuristic method, seminar,
discussion method, problem solving method, Project Method

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  Collaborative learning, Managing Group learning in a classroom Critical Pedagogy
 ICT enabled learning: Self learning – Programmed learning – Computer assisted
learning. e-learning, m-learning, LMSs.
 Web based discussions: chat rooms, discussion forums, etc.
 Learning Strategies : Meta-cognitive learning Strategies, Brain Based Learning,
Exploratory and investigatory learning, Discovery Learning &Concept Mapping.
 Electronic resources & e-content, e-content development.
(24 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS

 Undertake a Project on selected area from Computer Science
 Compare the Computer Science curriculum of Higher Secondary Stage of Kerala state with
that of the Central Board of Secondary Education based on curricular reforms.

REFERENCES (For I &II Semester)

1. Emerging Trends in Teaching of Computer : Ratho, T.N. and Ravi Prakash
2. Computer Education: (ed.) Venkataih
3. Computer Education: U.K.Singh and K.N.Sudarsan
4. Models of Teaching: Bruce Joyce and Marsha Weil
5. A Study of Thinking: Jerome S. Bruner et al.
6. Piaget for Classroom Teaching: Bavry J. Wadsmith
7. Cybernetic principles of Learning and Education Design: Karl U.Smith and margaret
Edlts Smith
8. Behaviour therapy: Rimm and Masters
9. Synetics : William J.J. Gorden
10. Education in Digital Age: R.K. Ramana
11. Computer Assisted Instruction – A synthesis of Theory, Practice and Technology:
Stainberg
12. Microcomputers in Education: Smith, I.C.H.
13. Annotate C++: Stroustrup
14. Education via internet: Venkataiah S.
15. Education in the computer age-issue of policy, practice, and reform: Wldavsky A.
16. Oracle 8I – The Complete Reference: Kevin Loney and George Kock
17. Object Oriented Modeling and Design: James Rumbaugh et al

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 EDU.05.10. THEORETICAL BASES OF TEACHING MATHEMATICS
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20) Course

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Appraise the nature of mathematics as a science and its history
2. Explain the values aims and objectives of teaching mathematics
3. Formulate objectives/learning outcomes based on Bloom's Taxonomy/ RBT
4. Demonstrate individual teaching skills relevant to mathematics teaching
5. Select and make use of different methods and techniques for teaching mathematics
6. Explain the basic concepts of Curriculum
7. Appraise the present School mathematics curriculum with respect to the
recommendationsof major curriculum reforms

COURSE CONTENT
Unit I
Nature of mathematics
 Mathematics- meaning and definition
 Nature of Mathematics- Mathematics as a Science, Mathematics as a game, Mathematics as a
language, Mathematics as a tool. Difference between Mathematical science and basic science.
 Pure and applied Mathematics, Role of axioms and postulates,
 Fundamental branches of Mathematics (Arithmetic, Algebra, Geometry, Trigonometry)-
Origin, nature of content, link between the branches
 Correlation of mathematics with other subjects and real life.
 Evolution of Mathematics as a discipline: Development as a science, History of Mathematics
from ancient period to 20th century
 Role of Mathematics in school curriculum in India- Recommendations of various
Committees and commissions ( NPE, NCF, KCF.)
(20 Hours)
Unit II
Aims and objectives teaching mathematics
 Values of learning Mathematics, aims and objectives of teaching Mathematics
 Objectives of teaching Mathematics at elementary, secondary and senior secondary levels
with respect to NCF and KCF.
 Taxonomy of educational objectives- Blooms Taxonomy, Revised Bloom‘s Taxonomy- a
conceptual overview
(17 Hours)

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Unit III.
Micro teaching
 Teaching -Meaning, Definition, Principles and Functions
 Phases of Teaching
 Maxims of teaching
 Teaching skills
 Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice and
preparation of micro teaching Lesson plan
(22 Hours)
Unit IV
Approaches, methods and techniques of teaching mathematics
 Behaviourist approach, problem based learning, constructivist approach and heuristic
approach
 Methods of teaching mathematics- Inductive-Deductive method, Analytic-Synthetic method,
Project method, laboratory method, problem solving method
 Techniques of teaching mathematics- questioning, brainstorming, assignment
 Teaching for understanding proofs, Kinds of proofs- direct, indirect, by mathematical
induction, by contradiction, by causes, the contra positive and disproof by counter example.
(23Hours)

Unit V.
Mathematics curriculum
 Curriculum- meaning, types
 Curriculum development: Construction, organisation and evaluation-
 Principles of Mathematics curriculum construction, principles and approaches of curriculum
 Organisation
 Mathematics curriculum reforms - SMP, SMSG, NCERT, NCF, KCF, Nuffield
(18Hours)
MODE OF TRANSACTION
Lecture cum discussion, Brain storming, assignment and Seminar
TASK AND ASSIGNMENTS

1. Critically analyse the implications of SMP/SMSG/Nuffield in secondary school

mathematics curriculum in Kerala with the supporting evidences (interview/questionnaire,
content analysis etc. Items for interview or questionnaire may be framed based on each
dimension of the concerned reform)
2. Prepare a picture album of famous mathematicians (including western and Indian) with
descriptions of their biography and contributions. (At least 10 mathematicians)

REFERENCES (For I II & IV Semesters)

1. Anderson, W. L. &Krathwohl D. R. A taxonomy for Learning, Teaching and
Assessing. Newyork: Longman.
2. Arnold V. et al (2000). Mathematics: Frontiers and perspectives AMS.
3. Backhouse, J. et al.( 1992). Improving the Learning of Mathematics. Cassel.London.

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4. Bender, W.N. (1992) Learning Disabilities characteristics, identification and
teaching strategies. Allyn and Bacon. USA.
5. Bloom, B.S. et al.( 1968). Taxonomy of Educational objectives. Hand book I:
Cognitive domain. David MckaycompanyInc New York.
6. Bruner, J.S.( 1966). Toward a theory of Instruction. Harvard University press.
Cambridge, Mass.
7. Chambers,P.(2008). Teaching mathematics- developing as a reflective secondary
teacher. NewDelhi, Sage.
8. Cooke,H.(2003). Success with mathematics.London, Routledge.
9. Eves, H.( 1963).The History of Mathematics. Holt RineHeart& Winston, New York.
10. Joyce, B. & Weil, M. (1986). Models of teaching (3rd ed.) New Jersey: Prentice-
Hall Inc.
11. Krathwohl, D.R. et al (1964).Taxonomy of Educational objectives. Affective
domain, David Makay, New York.
12. Kumar, P.K.S. &Bindu, C.M.(2002). Instructional Learning Strategies and
Cognitive Entry Behavior. An experimental Analysis. Kanishka Publishers. New
Delhi.
13. Kaput, J.(1992). Technology and mathematics education. In D. Grouws (Ed.), A
handbook on research on mathematics teaching and learning (pp. 515-556). New
York: Macmillan. Prentice Hall
14. Mangal. S.K. (1984).The Teaching of Mathemtics. FadonPrakash Brothers,
Ludhiana.
15. N.C.E.R.T. (1989). Instructional objectives of school subjects. New Delhi:
N.C.E.R.T.
N.C.E.R.T. (1993). National curriculum for elementary and secondary education
(rev. ed. ). New Delhi: N.C.E.R.T
NCERT . (2005)National Curriculum Frame Work New Delhi: NCERT
16. NCERT. A Text Book of content-cum- Methodology of teaching mathematics.
New Delhi.
17. NCTE (1998). Pre-Service Education.
18. Nickson M. (2006). Teaching and learning mathematics, New York: Continuum.
19. Orlich, D.C.et al. (2001). Teaching Strategies. A guide to better instructions.
Houghton Mifflin Co. New york.
20. Paintal Iris (1982). Micro Teaching : A Hand book for teachers. Oxford University
Press. New Delhi,
21. Passi, B.K.(1976). Becoming Better Teachers: Micro Teaching Approach.
SahithyaMudranalaya, Ahamedabad.
22. Piaget, J.( 1972.) Psychology of Intelligence. Little field, Adams & Co. NJ.
23. RaoAllaAppa(2010). Learning Disabilities. Neelkamal Publications Pvt Ltd, New
Delhi
24. Rao,N.M.(2008).A manual of Mathematics library, Neelkamal.
25. Russel, J.( 2004) Teaching of mathematics. Campus books. New Delhi
26. S.K.Kochhar..Methods and Techniques of Teaching, Sterling Publishers pvt ltd
2003
27. SCERT. (2007) Kerala Curriculum Frame Work Thiruvananthapuram: SCERT
28. Sidhu, K.S. The Teaching of Mathematics. Sterling Publishers. Banglore.
29. Simmons, M.( 1991).The Effective Teaching of Mathematics.Longman,New York.

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30. Soman,K. (2000). Ganithasasthrabhodhanam. Trivandrum, Kerala Bhasha
Institute.
31. State Text Books and Hand Books in mathematics of kerala, Class VII – XII.
32. Sternberg, R. J.(2006) Cognitive Psychology. New Delhi : Thomson Wadsworth
33. Struik, D.J. .( 1967) A Concise History of Mathematics. Dower Pub. New York.
34. Topping, K. (1988). The peer Tutoring Hand Book: Promoting Co-operative
Learning. Croom Helm.
35. Travers, J.K. et al (1977).Mathematics teaching. Harper & Row. New York.
36. Tanner, H., & Jones, S. (2000). Becoming a successful teacher of mathematics,
London: Routledge.
37. Travers,J,K; Pikaart,L; Suydam,M.N&Runion,E,G. (1977). Mathematics
teaching.New York, Harper&Row.
38. www.merlot.org/merlot/index.htm
39. www.ugc.ac.in/oldpdf/xiplanpdf/EContentxiplan.pdf
40. www.fisme.science.uu.nl/en/rme/
41. www.unesco.org/education/pdf/323_22.pdf
42. www.wcer.wisc.edu/news/coverstories/promises_of_realistic_math_education.php
43. www.wisc-online.com
44. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf
45. Moersch, C. Informal Assessment Strategies: A-Z for the Math
Math.http://loticonnection.cachefly.net/iste_2010/Informal_Assessment_Strategies.
pdf
46. http://unesdoc.unesco.org/images/0009/000911/091122EB.pdf
47. http://www.iitk.ac.in/mathold/pdf/Olmpd-broch-2014-15.pdf
48. http://www.allen.ac.in/pre_nurture/pre_nurture_examcalender.asp

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 EDU.05.11. THEORETICAL BASES OF TEACHING NATURAL SCIENCE
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20) Course

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Analyse the nature and method of science
2. Detect the landmarks in the development of science and significance of science inKCF
and NCF
3. Execute microteaching
4. Construct lesson plans based on different models of teaching
5. Select appropriate approaches, methods and techniques in teaching science
6. Analyse the theoretical bases of constructivism and familiarise techniques of
Implementing constructivism in class room
7. Review the latest happenings in the state schooling procedures
8. Focus the influence of science and science teacher in modern society
9. Analyse the principles and stages of curriculum construction
10. Evaluate the curriculum reforms abroad
11. Correlate science with other subjects

COURSE CONTENT

Unit I
Introduction to science discipline
 Science-its meaning, definitions, and nature
 Science as a product and process
 Science as an on-going process of enquiry, importance of science as a school subject
 Scientific Method, steps of scientific method
 Scientific Attitude-Scientific Aptitude.
 Landmarks in the development of science education.
 Science Education as envisaged in the NCF (2005), KCF( 2007).
(14Hours)

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Unit II
Micro teaching and models of teaching

 Micro teaching-micro teaching cycle-Teaching skills for class room instruction,

Essential skills for Science teaching, Micro teaching - a skill based practice.
 Models of Teaching –Meaning and concept, Families of Models of Teaching,
Elements of a model
 Concept Attainment Model, Inquiry Training Model and Advance Organizer
Model
(20 hours)
Unit III
Approaches, methods and techniques of teaching science.
 Teaching - Maxims of teaching.
 Inductive, Deductive, Enquiry, Discovery and guided discovery Approaches .
 Methods of Instruction – Lecture, Lecture cum demonstration method,
 Heuristic method, Project method, Problem solving method,
 Dalton Plan, Individual laboratory method and activity based learning (ABL)
 Teaching techniques and strategies- Questioning Technique, Discussion, Brain storming,
Role Playing, simulation, Seminar and Debate and panel discussion
(24 Hours)
Unit V
Learning as a generative process
 Constructivism- conceptual frame and underpinning theories
 Cognitive Constructivism and Social Constructivism,
 Behaviourist approach Vs Constructivist approach.
 Collaborative learning, jig-saw learning-Managing Group learning in classroom
 .Learning as a Generative process- Role of a teacher and learner in these contexts
 Critical Pedagogy and issue based learning
 Review of the latest happenings in the state schooling procedures.
(20 Hours)
Unit V
Science education
 Science and society-Science as a social Endeavour; Scientific Literacy, Influence of
science on society.
 Misconceptions in Science – Examples of common misconceptions in students, Role of
teachers in overcoming student misconceptions.
 The Science Teacher and Society. Roles of science teacher in modern society
 Science Curriculum -A conceptual analysis, Curriculum and syllabus,Hidden
curriculum

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  Principles of curriculum construction.
 Stages of curriculum development. Approaches to curriculum organization, Integrated,
Disciplinary and Inter disciplinary approach.
 Curriculum reforms abroad-BSCS, Nuffield Foundation.
 Correlation in science teaching -Need and Significance, Types of correlations- Incidental
correlation, Systematic correlation, Correlation of science with other subjects.
(22 Hours)
MODE OF TRANSACTIONS
Lecture, Demonstration, Seminars, Discussions
TASKS AND ASSIGNMENTS
1. Prepare a lesson transcript based on any one models of teaching prescribed in syllabus.
2. Write a script for the Role play of a Biological theme and enact it in a school class and
reflect
REFERENCES (For I II and IV semesters)

Anderson, J.B. (1980). Cognitive Psychology and its Implications.SanFrancisco: W. H. Freeman

and Company.
Anderson, C. and K. Roth. (1992). Teaching for Meaningful and Self Regulated Learning of
Science. Advances in Research of Teaching, VoI. 1, J. Brophy, ed. Greenwich, Conn : JAI.
Alsop, S. & Hicks, K. (2003)Teaching science. New Delhi: Kogan page India Private Ltd.
Arons, A.B. (1983). Achieving Wider Scientific Literacy.Daedalus Spring 91—122.
Aggarwal, D.D. (2001): Modern Methods of Teaching Biology. Sarup Teaching Series.Sarup&
Sons, New Delhi.
BhaskaraRao, D. (2000): Teaching of Biology. Nagarjuna Publishers, Guntur.
Bhatt, B. D., & Sharma, S.R. (1996).Methods of Teaching Science. Delhi: Kanishka Publishing
House. Bloom, B.S. (Ed). (1956). Taxonomy of Educational Objectives : New York :David
Mekay Company. Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives, Handbook 1—
Cognitive Domain,Harcourt Brace & World Inc., New York.
Chikara, M. S. and S. Sarma (1985): Teaching of Biology, Prakash Brothers, Ludhiana.
Dale, E. (1967): Audiovisual Methods in Teaching.(2nd ed.). New York: The Drygen Press, Inc.
117
Das, R.C. (1985). Science Teaching in Schools. New Delhi: Sterling Publishers.
Elkind, D. (1977). Piaget and Science Education.In.
Gagne, R.M., Briggs, L.J. & Wagner, W.W. (1986). Principles of Instructional Design (3rd ed.).
Chicago: Holt, Rinehart and Winston Inc
Gentn, D. & Stevens, A.L.(Eds.).(1983). Mental Models. Hillsdale, New Jersey: Larence Erlbaum
Associates, Publishers.
Gupta, S.K. (1985). Teaching of Physical Science in Secondary Schools. New Delhi : Sterling
Publications (Pvt.) Limited.
Hull, D. L., (1988). Science as a process. Chicago: The University of Chicago Press.
Joyce, B. & Weil, M. (1986). Models of Teaching (3rd ed.) New Jersey: Prentice Hall Inc.
Kohli, V.K. (1986). How to teach Science.Ambala City, Haryana: Vivek Publishers.

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Lowman, J. (1995). Mastering the Technique of Teaching. Second Edition, San Francisco.
Mangal,S.K.,Teaching of Science, New Delhi:Arya Book Depot.1997.
Mohan, R (1995). Innovative science teaching for physical science. New Delhi: Prentice Hall.
Mohan R (2011) Teacher Education, New Delhi Prentice Hall India Ltd
NarendraVaidya: Science Teaching in Schools for the 21st century, Deep and Deep Publications
Pvt.Ltd.,1999.
N. Vaidya& J.S. Rajput (Eds.), Reshaping our School Science Education. New Delhi: Oxford &
I.B.H. Publishing Company.
N.C.E.R.T. (1989).Instructional objectives of school subjects. New Delhi: N.C.E.R.T.
N.C.E.R.T. (1993). National curriculum for elementary and secondary education (rev. ed. ). New
Delhi:
N. C. E. R.T. NCERT . (2005)National Curriculum Frame Work New Delhi: NCERT
Praveen, M. G. &Koya, H.M. P (2016). Teaching science: Resources, Methods and Practices,
Nellkamalpublishers, Hyderabad
SCERT. (2007) Kerala Curriculum Frame Work Thiruvananthapuram:
SCERT S.Venkataih(Ed)..Science Education.Anmol publications Pvt Ltd.,2000
S.K.Kochhar..Methods and Techniques of Teaching, Sterling Publishers pvt ltd 2003
Sharma Jagdish, Model of Science Teaching,Raj Publishing House, Jaipur.(2006)
Siddiqui,N.H.andSiddiqui.M.N., Teaching of Science Today and Tomorrow.Delhi:Doaba
House.1983. Sivarajan, K &Faziluddin, A., Science Education—Methodology of Teaching and
Pedagogic Analysis.Calicut University Co-Operative Store.
Sharma, R.C. (1985). Modern Science Teaching. New Delhi: DhanpatRai& Sons.
UNESCO,New UNESCO Source Book for Science, France UNESCO.
Yadav.M.S Teaching of Science, Mangaldeep Publication, N.Delhi 1992.

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 EDU 05.12 THEORETICAL BASES OF TEACHING PHYSICAL SCIENCE

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

EDU 05.12-THEORETICAL BASES OF TEACHING PHYSICAL SCIENCE

Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Explain nature, values, and evolution of physical science as asubjectand distinguish
between scientific attitude and scientific aptitude
2. Design objectives, learning experiences, and evaluation proceduresbased on different
taxonomies of instruction.
3. Plan some measures /strategies for developing science process skillsamong students
4. Explain and organize various procedural aspects of teaching.
5. Plan and implement micro teaching sessions.
6. Define and curriculum and it‘s principles
7. Correlate physical science with other subjects and integrate it inhis/ her classroom
teaching and can critically analyse the different approaches of curriculumconstruction
8. Plan and execute various methods and strategies in teachingphysical science

COURSE CONTENT
Unit.1
Introduction to teaching physical science
 Meaning, definition, nature and scope of physical science
 Science as a product and process
 Evolution and significance of physical science as a school subject
 Values of teaching physical science in the present context
 Scientific Attitude and Scientific Aptitude
 Branches of science, Emergence of interdisciplinary subjects

(16 Hours)

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UNIT II
Aims , objectives and values of teaching physical science
 Aims and Objectives of teaching Physical Science
 Objective based instruction and evaluation, objectives and specific objectives, learning
experience and evaluation
 Bloom‘s Taxonomy of Educational Objectives
 Revised Bloom‘s Taxonomy by Anderson and Krathwohl
 Taxonomy of Mc Cormack & Yager
 Digital Taxonomy
 Process skills in Science at secondary stage, Developing process skills in students.
(20 Hours)

Unit III
Teacher behaviour and micro teaching
 Teaching -Meaning, Definition, Principles and Functions
 Phases of Teaching
 Maxims of teaching
 Teacher behaviour
 Teaching skills
 Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice
and preparation of micro teaching Lesson plan
(20 hours)
Unit IV
Physical science curriculum
 Meaning and Definition of Curriculum
 Curriculum , Syllabus and Text book
 Principles, Foundation and Stages of Curriculum construction
 Correlation in science teaching
 Organizing physical science curriculum – Topical, Spiral and Unit Approach
 Approaches to Curriculum Construction - concentric plan, topic method, type study.
Integrated, Disciplinary and Interdisciplinary Approaches Grass root approach
 CBA, CHEM, PSSC
(20 Hours)

Unit V
Method and strategies of teaching physical sciences
 Methods of Instruction: Lecture cum demonstration method, Project method, Problem
solving method, Individualized laboratory method, Dalton Plan, Supervised study.
 Teaching techniques and strategies- Brain storming, Questioning Technique, Buzz
discussion- Debate, Symposium, Panel Discussion, and Seminar. Concept map, Mind
Map, Analogies, Blended learning, Problem-based Learning (PBL), Mnemonics,
Graphic organizers

(24 Hours)

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 MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.
TASKS AND ASSIGNMENTS (Any Two of the following)
3. Construct a mind map for any topic in Physics or Chemistry at the higher secondary level.
4. Critically evaluate Physical Science Textbook at Secondary level based on Principles of
Curriculum Construction
5. Develop a module for a single topic emphasising the development of any 5 process skills
in secondary students.

REFERENCES ( for 1st & 2ndSemester)

Ahmad J., (2009) Teaching of Biological Sciences.New delhi: PHI Pvt Ltd.
Alsop, S. & Hicks, K. (2003)Teaching science New Delhi: Kogan page India Private Ltd.
Anderson, W.L & Krathwohl D.R. A taxonomy for Learning, Teaching and Assessing. Newyork:
Longman.
Das, R.C. (1985) Science teaching in schools New Delhi: Sterling Publishers
Ebel, L & Frisbie, A. (1991). Essentials of Educational Measurement. New York:McGraw Hill
Freire, P. (1998). Pedagogy of the Oppressed. USA: Continuum Pub. Co.
Gagne, R.M., Briggs, L.J. & Wagner, W.W. (1986). Principles of Instructional Design (3rd ed.).
Chicago: Holt, Rinehart and Winston Inc
Harlen, W & Elstgeest (1992) UNESCO Source Book for Science in the Primary School New
Delhi : National Book Trust
Joseph t. T., (1991) Modern Trends in Science Education, Kottayam: St Joseph Training College
Joyce,B. & Weil,M. (1986). Models of Teaching(3rd ed.) New Jersey: Prentice Hall Inc.
Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi :
Mathew,T.K. & Mollykutty (2012) Science Education-Theoretical Bases of Teaching & Pedagogic
Analysis, Chengannur: Rainbow Publications
McCormack, A.J. & Yager, R.E. (1989) A New Taxonomy of Science Education. Science Teacher,
v56 n2 p47-48
Menon, R.V.G. (2010) An Introduction to the History and Philosophy of Science.
Mohan, R (1995). Innovative science teaching for physical science. New Delhi: Prentice Hall
Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall
Mohan,R(2011). Teacher Education. New Delhi: Prentice Hall of India Pvt Ltd.New
Delhi:Dorling Kindersley Pvt Ltd.
Passi, B.K. (ed.) (1976). Becoming a better teacher; A microteaching approach, Ahmedabad:
Sahitya Mudranalaya
Popper, (2002) The Logic of Scientific Discovery, Routledge Publishers
RajanKM.,(1999),Perspectives in Physical Science Teaching, Kottayam: Vidyarthimithram.
SCERT, Kerala (2009). Teachers’ Hand Book, Standard VIII, Education Department, Government
of Kerala.
Sharma, R. C. (1985) Modern science teaching. New Delhi: Dhanpat Rai &, Sons.
Singh & Sharma. Microteaching-Theory and Practice. Nat‘l Psychological Coop, Andhra.
Sivarajan,K &Faziluddin,A.(2005) ScienceEducation.Calicut University : Central Co-operative
stores.

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AAAS(1965) An evaluation model and its application in science- a process approach
Problem Solving Cycle & types of problems- Sternberg,R.J., (2006) Cognitive
Psychology, Thomson Wadsworth
NPE Report(1968)
Ishwarbhai Patel Committee Report(1977)
NPE Report(1986)
NPE Report(1992)
Yash Pal committee Report
NCF Report(2005)
KCF Report(2007)
2http:www.iisc.ernet.in/insa/ch4.pdf
http://eprints.utm.my/6048/1/ aziziyahcognitivepsy.pdf
http://www.youtube.com/watch?v=T7xLD4XfqAw
http://teachingcenter.wustl.edu/preparing-syllabus
http://www.librariananurudh.com/images/LIBRARY--‐1--‐99.pdf
http://www.freeinquiry.com/intro-to-sci.html
http://www.godslasteraar.org/assets/ebooks/Gardner_A_Skeptical_Look_at_Karl_Popper_sec.pdf
http://plato.stanford.edu/entries/popper/
https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge
http://www.tpack.org/
www.citejournal.org/articles/v9i1general1.pdf
SCIENCE, ALIENATION AND OPPRESSION by Robert M. Young Retrieved from
http://www.human-nature.com/rmyoung/papers/pap103h.html
Emancipatory Science Retrieved from
http://www.republicancommunist.org/articles/EL008/EL008Robertson.html
http://www.scientificliteracy.org/aboutus.htm
http://www.curriculumsupport.education.nsw.gov.au/investigate/index.htm
http://www.ncert.nic.in/programmes/talent_exam/pdf_files/Details.pdf

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 EDU 05.13 THEORETICAL BASES OF TEACHING SOCIAL SCIENCES
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80,
Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Define and explain the meaning, nature and evolution of social sciences and its
correlation with other subjects
2. Document aims and objectives of teaching social sciences
3. Explicate the significance of the Blooms taxonomy and Revised Blooms
Taxonomy in teaching social sciences
4. Define and demonstrate the basic principles and phases of teaching, and the
aspects of Micro teaching in social science
5. Explain and illustrate the features and approaches of social science curriculum

COURSE CONTENT
Unit.1
Introduction to teaching social sciences
 Meaning, definition, nature and scope of social science
 Evolution of social science as a subject
 Need and significance of teaching social science in the present context
 Social Studies as a core subject and its relation to other core subjects- language,
General science and mathematics.
 Social studies Vs Social sciences
(16 Hours)
Unit II

Aims , objectives and values of teaching social sciences

 General aims of Teaching social Sciences
 Aims of Teaching Social Sciences at Secondary stage
 Objectives of Teaching History, Geography, Economics and Political Science.
 conceptual , Inquiry, Skill and Affective Objectives of Social science
 Bloom‘s Taxonomy of Educational Objectives
 Revised Bloom‘s Taxonomy by Anderson & Krathwohl
 Values of Teaching Social Sciences
(20 Hours)

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Unit III
Teacher behaviour and micro teaching
 Teaching -Meaning, Definition, Principles and Functions
 Phases of Teaching
 Maxims of teaching
 Teacher behaviour
 Teaching skills
 Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice
and preparation of micro teaching Lesson plan
(20 hours)
Unit IV
Social science curriculum
 Meaning and Definition of Curriculum
 Curriculum , Syllabus and Text book
 Principles of Curriculum construction
 Fusion, Integration and Correlation in Social science Curriculum
 Organizing social science curriculum – Topical, Spiral and Unit Approach
 Approaches to Curriculum Construction
o Grass root approach
o Administration approach
o Demonstrative approach
 Modern Trends in Social Science
Curriculum
 Evaluation of Social Studies Curriculum
(20 Hours)

Unit 5
Method and strategies of teaching social sciences
 Lecture method
 source method
 discussion method
 problem solving method

 Project Method
 Dialogical Method
 co-operative learning strategies
 Reflective Learning Strategies
o Meta-cognitive learning Strategies
o Brain Based Learning
o Exploratory and investigatory learning
o Discovery Learning &Concept Mapping

(24 hours)

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MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS (Any Two of the following)

1. Critically evaluate Social Science Textbooks at Secondary level based on Democratic and
Secular values
2. A minor Project relevant to Social Science

REFERENCES ( for 1st & 2ndSemester)

Aggarwal, J.C. (2003). Teaching of Social Studies: A Practical Approach. Mumbai: Vikas
Publishing House.
Aggarwal J.C (1995) Essentials of Education Technology Teaching Learning – Innovations
in Education, Vikas Publishing House.
Alexey Semenov, UNESCO, (2005): Information and Communication Technologies in
Schools: A Handbook for Teachers.
Atkins N.J and Atkins J.N, Practical Guide to Audio Visual Technique in Education
Bining, A.C & Bining, D.H. (1952) Teaching Social Studies in Secondary Schools.New York:
McGraw Hill
Battachaarjee Shymali, (2007). Media and Mass communication. An introduction. New
Delhi: Kanishka Publishers.
Clark, L.H.(1973). Teaching Social Studies in SecondarySchools.
(2ndEd.)NewYork:McMillan.
Chandra Ramesh, (2005). Teaching and Technology for human development. New Delhi;
Kalpaka Publishers
Dhand, H. (1991). Research in Teaching Social Studies. New delhi: AshishPublishing House
Ebel, L & Frisbie, A. (1991). Essentials of Educational Measurement. New York: McGraw
Hill
Entwistle, N.J. (1987). Understanding Classroom Learning. London: John Wiley
Green, G.H. (1987). Planning the Lesson. London: Longman
Gross, R.E .,Messick, R., Chapin, J.R & Sutherland. (1978). Social Studies for our Times.
New York: John Wiley
High, J. (1967). Teaching Secondary School Social Studies. New York: John Wile
Jarolimek, J. (1990). Social Studies in Elementary Education, New York: McMillan
Joyce,B & Weil, M. (2003). Models of Teaching (5th Ed.) New Delhi: Prentice Hall
Joshi, A.N & Salunke, S K (2006) Content Based Methodology,New Delhi: Prentice Hall
Kenworthy, L.S.(1962). Guide to Social Studies Teaching. California: Wordsworth Publishing
SCERT (2013) Kerala School Curriculum General Approach
Kochhar, S.K. (2002). The Teaching of Social Studies. New Delhi: Sterling.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content
knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Kumar, S.P.K & Noushad,P.P.(2009). Social Studies in the Classroom: Trends and Methods.
Calicut University: Scorpio Publishers
Kumar, S.P.K.(2007) How Pupils Learn?New Delhi: Kanishaka
Michaelis, J.U & Garsia, J. (2000). Social Studies for Children: A guide to Basic Instruction.
(12th Ed.) New York: Allyn & Bacon

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Michaelis, J.U. (1976). Social Studies for Children in a Democracy: Recent Trends and
Development (5th Edition)New Jersey: Prentice Hall
Michaelis, J.U. (1976). Social Studies for Children: A guide to Basic Instruction (7th
Ed.)New Jersey: Engelwood cliffs
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A
framework for integrating technology in teacher knowledge. Teachers College Record,
108(6), 1017-1054.
NCERT(2005) National Curriculum Framework. New Delhi: NCERT
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology:
Developing a technology pedagogical content knowledge Teaching and Teacher Education,
21, 509-523.
Noushad, P.P & Musthafa, M.N. (2010). Taxonomy Reframed: Educational Objectives for the
21st Century, Edutracks, 9, 16-22.132
Passi,B.K (1976). Becoming a Better Teacher: A Micro Teaching Approach Ahamadabad:
Sahithya Mundranalya.
Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi: Pearson.
SCERT(2007). Kerala Curriculum Framework. Trivandrum: SCERT
Sills, D.L. (1972) International Encyclopedia of Social Sciences. New York: McMillan.
Wesley, E.B. (1937). Teaching the Social Studies Theory and Practice. New York: Heath
Yajnik, K.S. (1966). Teaching Social Studies in India. Bombay: Orient Longman

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 SEMESTER I
B. Practical Courses

EDU 101 MICRO TEACHING (30 Hours- 30 Marks)

COUSE OBJECTIVES
1. To develop specific teaching skills
2. To build up confidence in teaching
3. To practice and refine teaching skills
4. To provide feedback for modification of teaching behavior
Student teachers shall practice and refine at least 5 teaching skills through micro practices and
their Integration through Link practice. They have to prepare micro lessons, and receive feedback
from peers and teacher educators. Keep a record of micro lessons, link practice lesson, and
observation schedules on the skills practiced and improved upon.(Micro practice= 20 marks:
Link practice=4 marks; Record=6 marks )

EDU 102 COURSE ON EPC 1: LANGUAGE ACROSS CURRICULUM – READING AND

REFLECTING ON TEXTS
(50 Hours -50 Marks)

COURSE OBJECTIVES
Upon completion of this course, the student teacher will:
1. Develops ability to comprehend the language of texts, teacher and learner and various
other instructional contexts
2. Improve his/her proficiency in ‗reading‘, ‗writing‘, ‗thinking‘, and ‗communicating‘ in
the language of instruction
3. Develop an interest in reading
4. Improve his/her ability to understand instruction

This is a major practical course suggested by NCTE curriculum framework. The course
enable the learner to analyse the language of teacher, learner and text books of different subjects
and contexts. This course also serve as a foundation to enable B.Ed. students to read and respond
to a variety of texts in different ways and also learn to think together, depending on the text and
the purposes of reading. Responses may be personal or creative or critical or all of these together.
Students will also develop metacognitive awareness to become conscious of their own thinking
processes as they grapple with diverse texts. In other words, this course will enable student-
teachers to enhance their capacities as readers and writers by becoming participants in the process
of reading. The aim is to engage with the readings interactively- individually and in small groups.
This involves framing questions to think about, while preparing to read something, reading a text,
and reflexively placing what one has read in the context of both the texts and one‘s own
experiences.
This course offers opportunities to confront with use of language in different curricular
contexts including textbooks, classrooms and other formal and informal learning contexts.

The learner also gets opportunity to read a wide variety of texts, including empirical,
conceptual, and historical work, policy documents, studies about schools, teaching, learning, and
about different people‘s experiences of all of these. The course will also include narrative texts,

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expository texts from diverse sources, including autobiographical narratives, field notes,
ethnographies, etc. to address different types of reading skills and strategies.

For expository texts, they will learn to make predictions, check their predictions, answer
questions and then summarize or retell what they‘ve read .Students will analyze various text
structures to see how these contribute to the comprehension of a text. These readings will also
provide the context for writing. Combining reading and writing leads to the development of
critical skills. Student-teachers will get opportunities to write with a sense of purpose and
audience, through tasks such as, responding to a text with one‘s own opinions or writing within
the context of others‘ ideas.

Tasks = 50 marks
1. Identify and analyse the specific languages used in different curricular contexts –
Language of textbooks of different subjects, Language of Examinations, Language of
articles seminars/debates/workshops etc and language usage in other Formal and informal
instructional contexts. Prepare a report (10 Marks)
a. Activities
i. Prepare a list of terminologies in English and local language of a subject
text book at primary/secondary/higher secondary level
ii. Analyse a question paper of an examination and prepare a list of usages for
different types and levels of test items
iii. Make a comparative analysis of structure of presentation and Specific
language used in an article/ seminar/ debate/ workshop etc and prepare a
report (Utilise one sample article/ programme details of a
seminar/workshop/debate)
2. Observe two subject classes of secondary schools and record the discipline based
language, teacher language and student language while discourse. Make a comparative
analysis (10 Marks)
a. Activities
i. Visit a school and interact with subject teachers on discipline specific
language
ii. Observe two subject classes of two different teachers
iii. Identify and list the use of discipline specific language, teacher language
and student language simultaneously
3. Engaging with narrative and descriptive accounts ( 6 marks )
a. Activities
i. Select a text (A short story/ chapter of a fiction/ dramatic incident/ part of a
travelogue/ comic etc.)
ii. Preliminary reading (individually)
iii. Secondary reading (in small groups)
iv. Share a related life experience with small group
v. Reflect upon language, characters, situations in small groups and present
the same for whole group
vi. Prepare and submit a summary of the text in one‘s own language
4. Engaging with popular subject-based expository writing (6 marks )

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 a. Activities
i. Select articles, biographical writing, or extracts from popular nonfiction
writing, with themes that are drawn from the subject areas of the student
teachers (various sciences, mathematics, history, geography,
literature/language pieces etc.)
ii. Preliminary reading (Individually)
iii. Secondary Reading (in small groups formed based on subject interest)
iv. Identify major concepts and subordinate ideas and prepare notes using
diagrams, concept maps, graphs etc (In small groups)
v. Prepare a separate note on writing style, view point of the author, subject
specific vocabulary and references used (in small groups)
vi. Prepare and submit a review/ summary of the text incorporating conceptual
as well as style element (Individual)
5. Engaging with journalistic writing (6 marks)
a. Activities
i. Select an article from newspaper or magazine of contemporary interest
ii. Initial reading - Practice skimming and scanning for extracting information
(Individually)
iii. Analyse structure of the article (in Small groups)
iv. Identify subheadings, key words, sequence, illustrations, statistical data in
tables/graphs etc (In small groups)
v. Critical reading to identify view points, subjectivity or personal bias,
journalistic and metaphoric language etc. (in groups)
vi. Writing a popular article on a topic of contemporary interest (Individually)
6. Engaging with subject-related reference books (6 marks)
a. Activities
i. Form small groups based on their subject
ii. Select a topic in their subject area by each group
iii. Identify reference books available in the library for the topic
iv. Scanning and skimming relevant information from reference books
v. Making and collating notes
vi. Organize the information under various headings
vii. Plan a presentation of concepts to whole group
viii. Presentation to whole group
ix. Conduct a question answer session
7. Engaging with educational writing (6 marks)
a. Activities
i. Select an essay, chapter or extract from popular educational writings deal
with issues and topics related with education, schooling, teaching learning
process
ii. Random grouping
iii. Reading and discussion on main ideas, arguments, terminologies and
examples used
iv. Writing a review paper
v. Present the review to whole group

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EDU 103.YOGA, HEALTH AND PHYSICAL EDUCATION-I - (30 Hours -20 Marks)

1. Practicing and recording of health related physical fitness activities. (Walking/ jogging/
aerobic dance/ weight training/ cycling )
8 marks
2. Practicing 15 yogasanas ( 5 each in standing, sitting, and laying positions)
8 marks
3. Body composition –BMI/body shape index/skin fold caliper
4 marks

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 SEMESTER II
A .THEORY COURSES

EDU 06: PERSPECTIVES ON EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course the learner will be able to
1. Analyse the role of teacher as a nation builder 
2. Discuss the role of education to eradicate social evils in the contemporary society 
3. Apply the knowledge of sociology and philosophy in teaching learning process 
4. Differentiate eastern and western philosophical thoughts and its significance in
education 

COURSE CONTENT
Unit I
Teacher and Education
 Education as a discipline - Education as bipolar and tri polar process - Child centered a
life centered education –
 Teaching as a profession - Teaching- An art and Science – Teacher - Qualities and
Competencies Teacher Ethics- Teacher as a Leader -Role and Responsibilities of Teacher
 Teacher as a Change agent and Nation builder- Teacher as Social Transformer - Role of
education to curb Social evils like Corruption, Terrorism, Antinational activities, Violence
against women, Drug abuse and Alcoholism etc.
(10 Hours)
Unit II

Philosophy of Education

 Etymological and general meaning of Philosophy – Major Definitions

 major philosophical divisions - Axiology, Metaphysics, and Epistemology and its
educational implications.
 Relation between education and philosophy
 Functions of philosophy.
(10 Hours)

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Unit III
Sociology of Education
 Sociology – etymological meaning and definitions.
 Relationship between sociology and education.
 Educational sociology and its functions.
 Social Structure and Function - Social System and Education as socialization.
 Agencies of education – family, school, community, state and media.
(10 Hours)
Unit IV

Schools of Philosophy
 Eastern schools – Vedas, Upanishads, Buddhism, Jainism, and
Islamic philosophy - its aims, ideals, and its significance in
education.
 Western schools- Basic ideals of Idealism, Naturalism, and Pragmatism and
its educational implications.
(20 Hours)

MODE OF TRANSACTION
Lecture, Reading and reflection, discussion, seminar, debate
TASKS AND ASSIGNMENTS
Prepare a detailed report on the various agencies of education in the

socialization process of an individual

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REFERENCES
Brubacher John. S (1962). Modern Philosophies of Education. New Delhi: Tata McGraw, Hill
Publishing Co. Pvt. Ltd.
Butter J. Donald (1951). Four Philosophies and Their Practice in Education and Religion New
York: Harper and Brothers Publishers.
Butter, J. Donald (1968). Four Philosophies and their Practice in Education and Religion. New
York: Harper and Row.
Chinara. B. (1997) Education and Democracy, New Delhi APH Dash, B.N. (2002). Teacher and
Education in the Emerging Indian Society. 2 Vols. Hyderabad: Neelkamal Publication.
Curren Randall (2007). Philosophy of Education. U.S.A; Blackwell.

Dash, B.N (2004). Education and Society. Delhi; Dominant.

Dewey John (1916). Democracy and Education, New York: MacMillan.
Dewey John (1938). Experience and Education. New York: Macmillan.
Freire, P. (1972). Pedagogoy of the Oppressed. Harmondsworth: Penguin George Thomas (2004)
Introduction to Philosophy, Delhi, Surjeet Publication
Humayun Kabir (1951). Education in New India. London:
George Allen and Unwin Ltd. Jagannath Mohanty (1998). Modern Trends in Indian Education.
New Delhi: Deep and Deep publications.
Kohli, V.K. (1987). Indian Education and Its Problems. Haryana: Vivek Publishers.
Lal & Palod (2008) Educational thoughts and Practices, Meerat: Vinay Rakheja
Monroe, P. (1960). A Textbook of History of Education. London: Macmillan
Moonband Mayes. A.S. (1995). Teaching and Learning in the Secondary School. London:
Routledge.
Naik, J.P. (1998). The Education Commission and After. New Delhi: Publishing Corporation.
National Curriculum Framework for School Education (2005). NCERT
NCTE (1998). Gandhi on Education. New Delhi.
Pathak, R.P.(2012). Development and problems of Indian education. New Delhi; Pearson
Rai B.C. (2001). History of Indian Education. Lucknow; Prakashan Kendra.
Randall Curren (2007) Philosophy of Education an anthology, USA : Black well Publishing
Report of Secondary Education Commission. Kothari D.S. (1965). New Delhi: Ministry of
Education.
Saiyidain, K.G. (1966).The Humanistic Tradition in the Indian Educational Thought. Bombay:
Asia Publishing House.
Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut : International
Publishing House.
Taneja, V.R. (2003). Educational thoughts and practice. New Delhi; Sterling
Taylor, P. (1993). The texts of Paulo Freire, Buckingham: Open University Press.

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 EDU 07- FACILITATING LEARNING
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
COURSE OBJECTIVES
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Analyse the process, factors and theoretical bases of learning
2. Identify and apply different ways of motivating learners
3. Compare and contrast the different perspectives on learning
4. Analyse the process of remembering and forgetting
5. Create facilitative learning environment through reflective practices which will in turn
make self awareness and independent thinking
6. Examine the process of learning in learner‘s perspective
7. Diagnose problems of learning and assessing learning outcomes

COURSE CONTENT
Unit I
Learning-a conceptual framework
 Concepts and definitions of learning- characteristics of learning process
 Learning and maturation
 Factors affecting learning: learner variables, task variables, method variables - cognitive,
affective and socio- cultural factors
 Types of learning
(10 Hours)
Unit II
Motivation
 Meaning and definitions, historical perspectives
 Types of motivation
 Achievement motivation - meaning, characteristics, importance, developing achievement
motivation
 Role of motivation in learning
 Classroom motivating techniques
(5 Hours)
Unit III
Perspectives on learning
 Behaviourist views about learning- theories of classical conditioning-trial and error-
operant conditioning- educational implications
 Gagne's theory of learning and instruction- educational implications

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  Cognitive views about learning- learning theories of Piaget, Bruner, Ausubel, Vygotsky-
educational implications-
 Constructivist learning strategies: cooperative and collaborative learning, peer tutoring,
concept mapping, brain based learning, cognitive apprenticeship, engaged learning
 Humanistic views on learning- Experiential learning (Carl Rogers)
 Social learning theory (Bandura) - educational implications
 Transfer of learning: concepts and definitions- types of transfer- theories of transfer-
educational implications
(30 hours)
Unit IV
Remembering and Forgetting
 Memory-concept and definitions- types of memory- strategies to improve memory
 Forgetting- concept and definitions- causes of forgetting -curve of forgetting- educational
implications
 Multi-stage model of memory- theories of forgetting-
(15 Hours)
Unit V
Creating facilitative learning environment
 Learning environment- formal, informal- home learning environment-school environment-
class room climate- educational implications
 Teaching to facilitate learning: importance of teaching strategies- models of teaching
(families, types, general overview)- Teacher's personality- role of teacher
 Learning in groups: concept of group- types of groups- characteristics of groups-
Sociometry: use and importance - group dynamics- group cohesion-educational
implications
 Guidance and counselling- concept- types- need and importance- role of teacher

(25 Hours)
Unit VI
Learning in learner's perspective
 Meaning and definition of learning style- approaches to learning- orientations in learning-
classification of learning style (Dunn & Dunn) - multiple intelligence as learning style
-educational importance of style preferences
 Reflective practices- attending to the experience- returning to the experience- reevaluating
the experience
 Meta cognition-planning, monitoring and evaluation
(15 Hours)
TRANSACTION MODE
Lecture method, Seminars, Small group discussions, Field survey, Brainstorming sessions,
Case study, Projects, Video viewing and power point presentations, Peer learning
TASKS AND ASSIGNMENTS
1. Constructing Sociograms based on an elementary classroom group and a secondary
classroom group and comparing them.
2. Conducting a study on style preferences in learning in a group of 15-20 children using any
tool on learning style.

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REFERENCES
A Text book of Educational Psychology, Bhatia, H.R.(1977), New Delhi McMillan India Ltd.
Advanced Educational Psychology, Chauhan, S.S.(2006), New Delhi Vikas Publishing House Pvt.
Ltd.
Child Development, Dinkmeyer, D.C.(1967), New Delhi, Prentice Hall of India Pvt. Ltd.
Child Language, Elliott, A.J.(1981), Cambridge University Press
Educational Psychology, Crow, L.A. & Cros, A.(1973), New Delhi : Eurasia Publishing House.
Educational Psychology, Duric, L.(1990), New Delhi : Sterling Publishers.
Educational Psychology, Mathur, S.S.(2007), Agra-2, Vinod Pustak Mandir.
Educational Psychology, Reilly, P.R. & Levis, E(1983), New York Macmillian Publishing Co.
Ltd.
Educational Psychology, Skinner, E.C.(2003), New Delhi: Prentice Hall of India Pvt. Ltd.
Educational Psychology, Woolfolk Anita (2004), Singapore: Pearson Education.
Essentials of Educational Psychology, Mangal, S.K.(2007), New Delhi: PHI Learning Pvt. Ltd.
Handbook of educational ideas and practices, Entwistle, N.J.(1990), London: Routledge.
Historical Introduction to Modern Psychology, Murphy, G. & Kovanch, J.K.(1997), New Delhi:
Neeraj Publications.
Human Development and Learning, Crow, L.D. & Crow Alice(2008), New Delhi: Surjeet
Publications.
Introduction to Psychology, Witting, A.F.(2001), America: Key word Publishing Services Ltd.
Learning and Teaching, Hughes, A.G. & Hughes, E.H.(2005), New Delhi: Sonali Publications.
Learning Theories an Educational Perspective, Schunk, D.H.(2011), New Delhi: Pearson
Education.
Mental Hygiene, Carroll, H.A.(1984), New York: Prentice Hall Publishing Co.
Models of Teaching: Bruce,R.Joyce. & Marsha, Weil. (1972): Prentice Hall Publishing Co.
Personality, Guilford, J.P.(2007), New Delhi: Surjeet Publications.
Psychology of Learning and Teaching, Bernard, H.W.(1954), New York: McGraw-Hill Book Co.
Social Context of Education, Shah, A.B.(Ed)(1978), Essays in honour of Prof. J.P. Naik, Bombay:
Allied Publishers.
Student approaches to learning and studying, Biggs, J.B.(1987), Melbourne, Vic: Australian
Council for Educational Research.
Styles and strategies of learning, Pask, G.(1976), British Journal of Educational
Psychology,46,pp.128-148.
Styles of learning and teaching, Entwistle, N.J.(1981), New York, John Wiley.
Teacher and Learners, Santhanam, S(1985), Madras: Santha Publishers.
Teaching students through their individual learning styles, Dunn, R. & Dunn, K.(1978), Reston,
V.A.: Reston Publishing Company Inc.
The Conditions of Learning, Gagne, R.M.(1965), New York: Holt, Rinehart and Winston.
The experience of learning.(2nd ed.), Marton, Hounsell, D.J. & Entwistle, N.J.(Ed), Edinburg:
Scottish Academic Press.
The growth of logical thinking from childhood to adolescence, Piaget, J(1958), New York: Basic
Books.
The Psychology of Learning and Instruction, De Cecco, J.P.(1970), New Delhi: Prentice Hall
India Pvt. Ltd.
Theories of Learning, Hilgard, E.R.(1956), New York: Appleton Century Crafts Inc.
Transactional Analysis in Psychotherapy, Berne, E.(1961), Paris: Grove Press.
Understanding classroom learning, Entwistle, N.J.(1987), London: Hodder & Straughton.

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 EDU 08-ASSESSMENT FOR LEARNING
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Describe the meaning, role and purpose of assessment in teaching learning process
2. Summarize the various types and principles of assessment
3. Critically anise the assessment process in various approaches of classroom teaching
learning.
4. Design and create appropriate techniques and tools of good quality for classroom
assessment
5. Classify the major issues in classroom assessment
6. Discuss the major reforms in assessment
7. Explain the assessment strategies for inclusive practices
8. Compute various statistical measures for reporting quantitative data

COURSE CONTENT
Unit I
Basics of Assessment
 Meaning, Related terms- measurement, evaluation, examination
 Role of Assessment in Learning- as learning, for learning, of learning
 Formative and Summative assessment
 Purposes of Assessment
 Principles of Assessment Practices –principles related to selection of methods for
assessment, collection of assessment information, judging and scoring of student
performance, summarization and interpretation of results, reporting of assessment findings
( 10 hours)
Unit II.
Assessment for Learning in Classroom
 Student evaluation in transmission-reception (behaviourist) model of education-
drawbacks
 Changing assessment practices- assessment in constructivist approach-Continuous and
Comprehensive evaluation- projects, seminars, assignments , portfolios; Grading
 Types of assessment- practice based, evidence based, performance based, examination
based
 Practices of assessment- dialogue, feedback through marking, peer and self-assessment,
formative use of summative tests
(12 hours)

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Unit III
Tools & techniques for classroom assessment
 Tools & techniques for classroom assessment- observation, Self reporting, Testing;
anecdotal records, check lists, rating scale, Test- types of tests.
 Rubrics- meaning, importance
 Assessment Tools for affective domain- Attitude scales, motivation scales-interest
inventory
 Types of test items-principles for constructing each type of item
(20 hours)
Unit IV
Issues in classroom assessment
 Major issues-commercialisation of assessment, poor test quality, domain dependency,
measurement issues, system issues
 Reforms in assessment-open book, IBA, on line, on demand
 Examination reform reports
(13 hours)
Unit V. Assessment in inclusive practices
 Differentiated assessment- culturally responsive assessment
 Use of tests for learner appraisal-achievement test, Diagnostic test- construction of each-
preparation of test items- scoring key- marking scheme-question wise analysis
 Quality of a good test
 Ensuring fairness in assessment
 Assessment for enhancing confidence in learning- Relationship of assessment with
confidence, self-esteem, motivation-ipsative assessment
(25 hours)
Unit VI. Reporting Quantitative assessment data
 Statistical techniques for interpreting and reporting quantitative data
 Measures of central tendency
 Measures of dispersion
 Correlation
 Graphs & Diagrams
(20 hours)

TASK &ASSIGNMENT
1. Prepare a tool for measuring any of the affective outcomes of the learner, administer it to
a group of students (N>30) and interpret the result.
2. Visit nearby school and collect information regarding the advantages and disadvantages
of CCE from teachers and prepare a report
TRANSACTION MODE
Lecture-cum-Discussion, brain storming, group discussion, individual and group exercises,
assignments

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REFERENCES
Baker, E.L and Quellmalz, E.S Ed. (1980) Educational Testing and Evaluation. London: Sage
Publications.
Bloom, S.B. Hastings, J.T. and Madans, G.F. (1971) Handbook on Formative and Summative
Evaluation of student Learning.New York: McGraw – Hill Book Co.
Dave, R.H. and Patel, P.M. (1972) Educational Evaluation and Assessment, New Delhi:
NCERT.
Ebel, R. L. (1966). Measuring Educational Achievement. New Delhi: Prentice Hall of
India Pvt. Ltd.
Griffin, P., McGaw, B., & Care, E. (2012). (Eds.). Assessment and teaching of 21st century skills.
New York: Springer.
Gronlund, E.N. (1965) Measurement and Evaluation in Teaching. London: Collier – Macmillan
Ltd.
Harper (Jr.) A. E. & Harper E.S. (1990). Preparing Objective Examination, A Handbook for
Teachers, Students and Examiners. New Delhi: Prentice Hall,

Hughes, G. Wood, E. & Okumoto, K.( 2009). Use of ipsative assessment in distance learning
Centre for Distance Education Report. University of London.
http://cdelondon.wordpress.com/2010/07/28/use-of-ipsative-assessment-in-distance-
learning/
Linn, R. L .& Gronlund, N.E.(2003).Measurement and Assessment in Teaching. New Delhi
Pearson Education Pvt. Ltd. Camberwell:ACER
Masters, G.N.(2013). Reforming Educational Assessment: Imperatives, principles and challenges
Stella, A. (2001). Quality Assessment in Indian Higher Education: Issues of Future
Perspectives. Bangalore: Allied Publishers Ltd

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 EDU 09.1 PEDAGOGIC PRACTICES IN ARABIC
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Design Techno Pedagogic content Knowledge of Arabic language teaching.
2. Transfer aims and objectives of Arabic language teaching into actual classroom process.
3. Develop instructional planning of Arabic language teaching.
4. Select and designappropriate teachinglearning resources forArabic languagelearning.
5. Design Arabic language curriculum.
6. Show expertness in development and use of assessment techniques for continuous
andcomprehensiveevaluation.

COURSE CONTENT
Unit I
Introduction to pedagogic content knowledge (PCK)
 Content Knowledge and Pedagogic Knowledge
Pedagogic Content Knowledge
Pedagogic Content Knowledge analysis: scope, principles and objectives
 Steps involved in pedagogic content knowledge analysis
 Pedagogic Analysis of language discourses :Conversation, poem, rhyme, slogan, speech,
notice, report, message, letter, poster, advertisement, write-up, profile, biography, essay,
story,
Quran and Hadith, narration etc.
 Pedagogic Analysis of language elements: grammar, vocabulary, structures, rhetoric &
prosody etc.
 Pedagogic Analysis of Arabic Text Books prescribed for the State Schools of Kerala
From 6th std to 12th std
 Techno Pedagogic Content Knowledge Analysis (TPCKA)
 Inter relationship of Content Knowledge, Pedagogical Knowledge ,Technological
Knowledge
 Scope and challenges of TPCKA in Arabic language Teaching
 Teacher as a techno pedagogue
 Knowledge generation/ production
 Use of web based resources for TPCKA
 TPCK based content Analysis of selected units of TB of Secondary schools
 Critical Analysis of Arabic H B& TB for viii th to x th std of the state schools

20 Hours
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Unit II
Aims and objectives of teaching Arabic language
 Aims and Objectives of Teaching and learning Languages
 Socio- cultural & utilitarian aims
 Principles of Language Learning
 Objective Based Instruction
 Bloom‘s Taxonomy of Educational Objectives (original & revised)
 Objectives and Specifications
 Process Oriented Teaching and learning
 Outcome based Learning (OBL)
 Developing communicative competencies
 Addressing learner sensibilities and abilities
 Aims and Objectives of Teaching and learning Arabic Language

15 hours
Unit III
Essential requirements for teaching Arabic language
 Application of ICT skills, Black Board, White Board, & Interactive Board
 Planning in Teaching :Importance of planning in teaching
 Objectives of Planning, Different levels of Planning :
 Year plan, Unit plan, lesson plan
 Planning and designing of lesson templates
 Steps involved in preparing lesson template
 Designing lesson templates for different language discourses& language elements
 Models of Teaching: Basic Concepts, families and Properties:
o Syntax, Social System, support system, principles of reaction, Instructional &
nurturant effects
 Designs based on different models of teaching :
o Concept Attainment Model, Advance Organizer Model, Synetic Model

20 hours

Unit IV
Resources in teaching and learning of arabic language

 Teaching Learning Materials : Psychological Bases

 Teaching aids: its design and development
 Audio, video, audio-video, Graphic and improvised aids, Projected and non projected aids
 Animated and digital aids, Language Lab, Multi media aids
 Library: importance of library ,types of library
 Activity Aids: Jamaiyathul Arabiyya al adabiyya, nadiyathu lluga, majallathul arabiyya
wal jidariyya
 wa nuskhiyya, idaathul arabIyya, ialanathul arabiyya, maharjan al adabil arabi, al thaaleef
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 wa thasdeer
 Wassahafa, al mushaira, al siyaha al dirasiyya, zawiyathul qiraa etc.
 Teaching learning resources:TB& HB, its characteristics and qualities
 Other resources: Supplementary Readers, Local Text, live Text, static text etc.
 Resource Mapping
 E- Learning and e teaching:
 Digital text books, Digital library & other online resources
 Designing of Digital text books , e-books and its application
 Adopting down loaded resources for teaching Arabic
 M-learning: smart phones as learning devices and its scope
20 hours

Unit V
Curriculum design in Arabic language education
 Curriculum: Meaning, Definition and principles
 Approaches to curriculum construction
Curriculum and syllabus, Types of Curriculum, language curriculum
Criteria for selecting curriculum content
 Modern Trends in Curriculum Construction:
Life Centered- Learner centered, - Activity centered, Issue Based, problem pausing,
Process oriented
15 hours
Unit VI
Assessment in Arabic Language Education
 Assessment / evaluation in teaching and learning
Assessment of learner achievement
Objectives of assessment, Tools& Types ;formative and summative
Continuous Evaluation, comprehensives evaluation, Continuous and comprehensive
evaluation
Construction and administration of achievement tests
Diagnostic tests and Remedial teaching
Marking and Grading, Grading indicators
 Assessment using ICT
 Development of online tests
Preparation and use online tests and its application
Student evaluation: Self evaluation, Peer evaluation
Preparation of scoring indicators for CE and CCE
 Assessment Rubrics
10 hours

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MODE OF TRANSACTION
Lecture, Demonstration, Discussion, Seminar, Assignment, Reading and Reflection

TASK AND ASSIGNMENTS

1- Techno pedagogic content knowledge analysis of a unit each from standard VIII to XII of
Kerala School Arabic Text books
2- Preparation of a manuscript magazine in Arabic language that may be used as a
supplementary reader at Secondary Level.

REFERENCES:
Al Muallim al Najih:, Dr. Abdullah al Amiri, Dar al shamil Al Nashir wa thouzeea‘
Thatweeru Adai -al Muallim; kifayathu thaaleem wa thahleel al muthawasila : Hashim
Uwaidha, Dar al Ilm al Malayeen , Labanan
Thaaleemu al lugha al arabiyya baina nadriyya wa thathbeeq: Dr Hasan Al Shahatha, Dar
Misriyya wa llubnaniya
Mushkilathu thaaleemu llughal Arbiyya: Abbas M ahmood ; Dar alsaqafa, Qatar
Thareeqathu Thadreesi Wa strateejiyyathuhu: Dr Muhammed Mahmmod al Haila, Dar Al
Kitab Al Jamia, Al ain, UAE
Al Mawajja Al Fanni
''Thuruqu thadreesu lluathil arabiyya[1996]''Dr jodath arrukabi dimascus : darul fkr
''Ilmu nnafsi tharbaviyyi'' Dr abdul majeed nashvathi : muassasathu rrisalath
''Models of teaching'' Bruce choice and marsha veil prentice hall;New Delhi
''Txonomy of Educational objectives '' Bloom Benjamin :BOOK1 the cognitive domain
David me kay Co inc New York
''Teaching language as communication'' Widdoson H(1978); Oxford university press .
''Language teaching and Bilingual Methord'' Dodson CJ (1967) Pitman: New York

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 EDU 09.2 PEDAGOGIC PRACTICES IN ENGLISH
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80,
Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Classify and compare different methods, approaches and techniques of teaching English.
2. Select and create appropriate aids for classroom instruction
3. Interpret and develop pedagogical analysis for course books.
4. Distinguish different forms of literature and plan discourses.
5. Identify and prepare different types of classroom planning
6. Distinguish between different types of tests and construct test designs
7. Modify instructional procedures for teaching-learning
8. Appraise library resources and make use of different library resources in teaching-
learning

COURSE CONTENT
Unit I

To understand the various methods and approaches of teaching English

Methods, approaches, techniques of teaching English
Methods – Grammar translation, Direct, Bi-lingual, Dr. West method. Approaches –
Structural, Situational, SOS, Humanistic, Communicative, Whole language -- Features of each
method, approach and limitations
20 hours
Unit II
To familiarize different audio-visual aids in teaching of English
Audio visual aids
Importance and their limitations- Pictures, AudioCDs, realia, flashcards, flip charts, language
lab , models, video clipping, films, documentaries, cartoons, advertisements, newspaper
cutting , various IT resources.
15 hours

Unit III
To analyse the course books in English
Pedagogical Analysis and Content analysis
Pedagogical Analysis of Course Book : Varieties of literature –Intensive and Extensive
eaders

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 Content Analysis –meaning, objectives and advantages
Teaching of Prose- Types of prose, Literary side, Steps of planning a lesson on Prose --
Central idea, Vocabulary-- active and passive, Discourses, Functions.
Teaching of Poetry -Central idea, Poetic words / expressions, Poetic usages, Poetic techniques,
Develop Literary Appreciation
Teaching of Composition -types of composition : guided and free
Pedagogy and Andragogy
( 20 hours)
Unit IV
To know the need and importance of planning
Planning of instruction
Planning -need and importance ; types of planning -year plan, unit plan, lesson plan
Herbertian steps of planning and Glover plan
Preparation of lesson plans for prose and poetry from behaviourism to latest followed in
schools
( 20 hours)

Unit V
To understand the process of evaluation in English language
Evaluation in language
Oral and written test -Importance of essay type -CCE -Grading -evaluation criteria for various
discourses -Preparation of Test design and Blue- print for language evaluation-Remedial
teaching -Preparation of Port-folio at the end of a course-Editing Text books, thematic
editing, content editing, grammatical editing, and transcreation.
(15 hours)

Unit VI

To acquaint with library resources Library

Importance, e- library, inflibnet, ELT journals
(10 hours)
MODE OF TRANSACTION

Lecture method, discussion, seminars, symposium, face to face communication, IT based

learning, blended learning, community participation

TASK AND ASSIGNMENTS

1. Preparing lesson plans for teaching prose and poetry
2. Preparation of portfolio at the end

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 EDU 09.3 PEDAGOGIC PRACTICES IN HINDI
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Organizes the aims and objectives of teaching Hindi
2. Focuses on the principles and maxims of language teaching
3. Plans different methods of language teaching
4. Distinguishes structure of language and language skills in Hindi
5. Executes different teaching skills
6. Construct instructional plans and suitable instructional resources
7. Evaluates classroom practices and solving real classroom problems
8. Designs models of teaching for teaching Hindi

COURSE CONTENT
UNIT I
Back Ground of Hindi Teaching
 Principles of language teaching
 Maxims of language teaching
 Different methods of language teaching
10hours

Unit II
Structure of language and language skills

 Listening-speaking-reading-writing.
 Grammatical forms and structure of language

10 hours

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Unit III
Instructional planning and designing
 Lesson planning – Introduction – developing skills – types of learning experiences.
 Unit plan, year plan and teaching manual
 Opportunity for rectifying and modifying teaching skills by healthy criticism and
video recording.
20 hours
.
Unit IV
Evaluation of classroom practices
 Opportunity of self-reflection – self-evaluation – peer evaluation
 Teacher evaluation of class room.
 Solving of real class room problems 15 hours

Unit V

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 Models of teaching
 Concept – definition p dimensions and classification of models.
 Types and families of models.
 Designing of important models that can be effectively used in language learning.
15 hours
MODE OF TRANSACTION
Lecture, Demonstration, Discussion, Reading and Reflection
TASKS AND ASSIGNMENTS (any two of the following)
1. Write various discussion lessons in various strategies – demonstration – criticism lessons
according to constructivist pattern
2. Analysis of Hindi text book at secondary stage.
3. Conduct an action research on problem faced by the student teacher
4. Preparation of mark sheet and grade list with class wise and school wise performance
analysis using spread sheets.

EDU 09.4 PEDAGOGIC PRACTICES IN MALAYALAM

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Analyses pedagogical aspects and formulate pedagogical principles, prepares and
analyzes the lessons on the basis of different aspects
2. Understand about the modern language and psychological theories applied in teaching
3. Summarize the teaching strategies, theories and methods and applies it in classroom
situations
4. Explain the need for planning in teaching and applies it in classroom situations
5. Extrapolate resource materials for teaching - learning and create teaching – learning
materials used in a variety of contexts
6. Explain the importance of evaluation and able to evaluate students cognitive skills and
performances

COURSE CONTENT
Unit –I
Pedagogic analysis
 Meaning, Importance, Steps and Scope of pedagogic analysis
 Analysis of learning objectives/learning out comes
 Pedagogic analysis of text book of 8 to 12 standards
 Content analysis- meaning and process
 Gender analysis
(15 hours)

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Unit –II
Modern Theories of teaching
 Constructivism- meaning and characteristics
 Cognitive and Social constructivism
 Theories of Piaget, Bruner, Vygotsky, Norm Chomsky and Gardner
 Critical pedagogy 10 hours

Unit –IV Methods, Techniques and Strategies of teaching Malayalam

 Meaning of methods of teaching Malayalam
 Lecturer method, Discussion method, Project method, Problem solving method, Assign
method and inductive and deductive method
 Merit, Demerit and Role of teacher in each method
 Meaning and purpose of techniques in teaching
 Role play, Simulation, Dramatization and Brainstorming
 Merts, Demerits and Role of teacher in each technique
 Meaning and purpose of strategy
 Cooperative/Collaborative learning, Peer tutoring, Reflective learning and Experiential
learning strategies.
 Merit, Demerit and Role of teacher in each strategy
 Different discourses used in language learning
 Models of Teaching- meaning and characteristics
 Concept Attainment Model and Synetics Model
25hours
Unit –IV
Planning in teaching
 Need and importance of planning
 Year plan, Unit plan and Lesson plan
 Lesson plan in behaviorism and constructivism
20 hours
Unit –V
Teaching learning resources in Malayalam teaching
 Text books, Resource units, periodicals and handouts etc.

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  Dictionaries
 Different community resources
 Library and Language lab
 Audio-visual aids for language teaching
10 hours
Unit –VI
Assessing the Learner
 Construction and administration of Achievement test and Diagnostic test
 Evaluation of Language skills
 Evaluation criteria for different learning activities and discourses
10 hours
MODE OF TRANSACTION
Lecturer method, discussion, seminar, work shops
TASKS AND ASSIGNMENTS
1. Prepare an Achievement test and a diagnostic test
2. Analysis of Malayalam text book of X Std.

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 EDU09.5 PEDAGOGIC PRACTICES IN SANSKRIT

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Explain the concept pedagogy and content analysis
2. Do content analysis of textbooks
3. Describe the merits and demerits of ancient and modern methods
4. Identifyvarious strategies and techniques in Sanskrit teaching
5. Identify the importance of planning in Sanskrit teaching
6. Construct various tools of evaluation in Sanskrit learning

Unit I
Pedagogic Analysis
 Pedagogic analysis of Sanskrit text books -one to twelve of Kerala State
25 Hours

UNIT II
Aims and Objectives of Sanskrit Teaching
 Blooms taxonomy- Revised Bloom‘s Taxonomy, Objective based learning, Issue based
learning,
 Activity based learning, Process oriented learning, and Outcome oriented learning
25 hours
Unit III
Planning of Instruction
 Planning- Year plan, Unit plan, Modular plan, various types of lesson transcripts
15 Hours
Unit IV
Resources of Sanskrit
 Resourses of Sanskrit- Kavya, Katha, Drama, Subhashitha etc.
MODE OF TRANSACTION
Lecture, Discussion, Seminar, Reading and Reflection

TASKS AND ASSIGNMENT

1. Write Sanskrit text book analysis of any standard
2. Prepare a report about any resources of a high school unit

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 EDU 09.6 PEDAGOGIC PRACTICES IN TAMIL
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20 )
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:

1. Understand the different dimensions of Pedagogic Analysis.

2. Distinguish the aims, objectives and specifications for teaching Tamil language.
3. Experiment the procedure and steps for planning different kinds of lesson
4. Critically evaluate Secondary Course Books of Tamil.
5. Integrate skills in designing appropriate learning aids.
6. Select and apply suitable strategies for assessment and evaluation.
7. Acquires skill for transaction of content in the class room.

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Unit I

Aims and Objectives of Teaching Tamil

 General aims of teaching Tamil. a. Taxonomy of educational objectives, Bloom‘s
Taxonomy, Revised Bloom‘s Taxonomy, Objectives of teaching Tamil.
 Cognitive, affective and psychomotor domains- Specific objectives of teaching Tamil.
15 hours
Unit II
Trends in Tamil Teaching
 NCF-2005, KCF 2007-Issue based curriculum, Critical Pedagogy
15 hours
Unit III
Pedagogic Analysis
 Pedagogic analysis of Tamil content of 8th and 9th standard, Kerala State into terms, facts,
concepts etc. Pedagogic analysis of standard 8th Tamil text book
25 hours
Unit IV
Planning of Instruction
 Need and importance of planning
 Levels of planning-year plan, Unit plan, Lesson plan.
 Modern trends in planning instruction - Behaviourist and constructionist model of
planning.
20 Hours
Unit V
Curriculum, Models of Teaching and Evaluation
 Meaning and scope of curriculum construction a. Importance of curriculum
construction b. Changing concept of curriculum and syllabus. Teacher as a
curriculum developer. Library & its uses Language Lab, IT enabled education
 Models of teaching-Concept Attainment model, Advance organizer model,
Inductive thinking model.
 Continuous comprehensive evaluation, system of grading a. Different types of
test items Construction of Achievement test and diagnostic tests
25 hours
MODE OF TRANSACTION
Lecture, Discussion, Reading and Reflection, Seminar

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 TASKS AND ASSIGNMENTS
1. Preparation and administration of a diagnostic test and a remedial lesson after its
analysis
2. Preparation of mark sheet and grade list with class wise performance analysis
using spread sheets.

EDU.09.7 PEDAGOGIC PRACTICES IN URDU

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Discuss the aims and objectives of Urdu teaching at different levels.
2. Distinguish the learning outcomes and objectives based on taxonomy.
3. Describe the principles of language teaching.
4. Explain the principles of curriculum, syllabus and reading materialsdevelopment.
5. Analyse reading materials using pedagogic analysis procedure and methods.
6. Prepare stage wise teaching plans.
7. Select and uses teaching learning materials while teaching Urdu.
8. Create effective strategies for evaluation and remediation.

COURSE CONTENT
Unit I
Aims and Objectives of Teaching Urdu
 Aims of teaching Urdu. Objectives-types of objectives .Objectives of teaching
Urdu at secondary level.
 Taxonomy of educational objectives
 Philosophical, psychological, sociological & technological principles of
language teaching

( 10 hours )
Unit II
Curriculum and Resources of Urdu
 Curriculum and Resources of Urdu—meaning, types. Principles of curriculum
construction. Nature of language curriculum. Syllabus—types of syllabus—
features and limitations.
 Compare the styles of organisation of curriculum in IX std. text book.
 Course books, qualities of a good course book. Source books—work book.
Supplementary reader—types. E-book, CD‘s etc.
20 hours

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Unit III
Pedagogic Analysis
 Pedagogy & Andragogy.
 Content analysis –Pedagogic analysis— objectives & components.
 pedagogic analysis of Urdu of8th & 9th standard. ( 25 hours )

Unit IV
Planning of Instruction
 Importance of planning—year plan, unit plan, lesson plan.
 Steps of lesson plan.
 Types of planning—behaviourist, constructivist---prose & poem.
( 20 hours ) .

UNIT V
Resources of Teaching
 Audio-visual aids—Radio, TV, Tape recorder, OHP, Computer, Language lab,
Video clippings, pictures, charts, flashcards , models etc. Importance of
library in language learning.
 E-library, Inflibnet. Principles of selecting language books.
( 15 hours )

Unit VI
Evaluation
 Evaluation - Different types of test items - merits and demerits.
 Construction and administration of Achievement tests.
 Continuous and Comprehensive Evaluation,
 Diagnosis and remediation - Diagnostic test-importance-process of
construction –
 Remedial teaching— meaning.
 Grading—importance & types

(10 hours)

MODE OF TRANSACTION
Lecture, Discussion, Seminar, Reading and Reflection
TASKS AND ASSIGNMENTS
1. Preparation and administration of a diagnostic test and a remedial lesson after its
analysis
2. Analysis of Urdu text book of IX Std.

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 EDU 09.8 PEDAGOGIC PRACTICES IN COMMERCE

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Illustrate various models of teaching with examples from commerce subjects
2. Relate the theories of Behaviourism and Constructivism in teaching of commerce subjects
3. Deconstruct the content of Business studies and Accountancy at higher secondarylevel for
transacting the curriculum effectively
4. Determine appropriate instructional aids, supplementary materials and community
resources for teaching Business Studies and Accountancy
5. Construct year plan, unit plan and lesson plan for teaching of commerce subjects athigher
secondary level
6. Design innovative ICT lesson plans in commerce subjectsContact Hours: 100
(Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

COURSE CONTENT
Unit 1
Pedagogic Analysis of Commerce Subjects (20 Hours)
 Pedagogic Analysis - Meaning, Importance, Steps and Scope
 Content Analysis - Meaning and Process-Terms, Facts, Concepts, Principles, Theory,
Process
 Analysis of Business studies and Accountancy of plus one and plus two of Kerala state
Unit II
Planning of Instruction (25 Hours)
 Meaning, importance and steps in Year Planning, Unit planning and Lesson Planning,
Herbartian approach and Evaluation approach
 Resource Unit, Meaning and purpose.
 Theoretical base of Behaviourism
 Theoretical base of Constructivism- Piaget, Bruner, Vygotsky, Gardner
 Critical Pedagogy- Problem Posing Education
 Lesson Planning in Constructivist approach

Unit III
Teaching –learning Resources in Commerce (20 Hours)
 People as resource: The significance of oral data

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  Primary and secondary sources: Field visits, textual materials, journals, magazines,
newspapers etc.
 Community resources and ways of utilizing community resources
 Commerce Library-importance
 Commerce Textbook-qualities and functions, Criteria for selection-Textbook review.
 Workbooks, handbooks and reference materials
 Supplementary materials in Commerce- Need and Importance – Source Documents
used in teaching of commerce subjects
 Audio-Visual aids –Projected aids, Non Projected aids and Activity aids.
 ICT enabled lesson planning
Unit IV
Models of Teaching in Commerce (15 Hours)
 Meaning and definition of Models of Teaching
 Families of Models of Teaching
 Basic Elements to describe a Model
 Concept Attainment Model
 Advance Organizer Model
 Jurisprudential Inquiry Model

Unit V
Assessing the Learner (20 Hours)
 Types of test items-merits and Demerits- prepare various types of test items from
accountancy and business studies
 Construction and administration of Achievement tests
 Construction and administration of Diagnostic tests
MODE OF TRANSACTION
Lecture, Discussion, Group work and Project, Assignment, Seminar, Debate
TASKS AND ASSIGNMENTS (20 Marks)
1. Preparation of Resource Unit for any unit from Accountancy and Business Studies
2. Prepare Question Bank based on revised blooms taxonomy for various type of test items
either from accountancy or from business studies
REFERENCES
Aggarwal, J.C. (2003). Teaching of Commerce; A Practical Approach. New Delhi: Vikas
Publication.
Anderson,W,L and Krathwohl,D,R (2001). A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston: Allyn &
Bacon:.
Borich,Gary.D. (2004). Effective Teaching Method. New Jersey: Prentice Hall Inc.
Boynton,L.D .(1963). Methods of Teaching Bookkeeping and Accounting. Ohio: South
Western Publication.
Chopra, H.K. & Sharma, H. (2007). Teaching of Commerce. Ludhiana: Kalyani Publisher.
Ebel, L & Frisbie, A. (1991). Essentials of Educational Measurement. New York:McGraw
Hil
Gronlund, N.E. (1976). Measurement and Evaluation in Teaching. New York: Macmillan.

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Khan.S.Mohammed.(1987). Commerce Education. New Delhi: Sterling Publishers.
Kumar, M. (2004). Modern Teaching of Commerce. New Delhi: Anmol Publications Ltd
Passi,B.K.(1976). Becoming a Better Teacher: A Micro Teaching Approach. Ahamadabad:
Sahithya Mundranalya.
Raj, R, B. (1999). New Trends in Teaching of Commerce: Models of teaching and concepts
of learning. New Delhi: Anmol Publications.
Rao, D,B. (2006) Methods of Teaching Commerce. New Delhi: Discovery publishing
house
Roa, S. (2005). Teaching of Commerce. Anmol Publications pvt.Ltd: New Delhi.
Sharma, A. (2009). Contemporary Teaching of Commerce. Surjeet Publications: New
Delhi.
Singh,M,N. (1977). Methods and Techniques of Teaching Commerce. New Delhi:
Youngman.
Singh, V.K (2006). Teaching of Commerce. New Delhi: A.P.H.Publishing corporations
Singh,Y,K. (2011). Teaching of Commerce. New Delhi: APH.
Tiwari, S.A.(2005).Commerce Education in the global Era. New Delhi : Adhyayan
Publishers.
Higher secondary business studies and accountancy text book (Plus 1 & Plus 2)

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 EDU 09.9 PEDAGOGIC PRACTICES IN COMPUTER SCIENCE
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20))

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Explain the meaning, need, objectives, stages and steps in pedagogic analysis.
2. Analyse the content of Higher Secondary Computer Science textbooks in order
toimplement critical pedagogy in a constructivist classroom.
3. Develop year plan, unit plan, Lesson plans and digital lesson plans..
4. Explain the need, characteristics and importance of teaching manual.
5. Illustrate the importance of ICT textbooks, digital interactive textbooks, workbooks and
teacher texts.
6. Cites the use of web based resources and reference materials.
7. Organize the essential hardware and software infrastructures needed for setting up
acomputer lab.
8. Describe models of teaching and its basic elements.
9. Distinguish between important teaching models like Concept Attainment, Jurisprudential
and Inquiry models.
10. Plan and construct Achievement tests and Diagnostic tests after developing different
types of test items.
11. Explain Continuous and Comprehensive Evaluation (CCE) and evaluation
criteria for assignment, seminar, projects and other non cognitive areas.
COURSECONTENT
Unit 1
Pedagogic analysis
 Meaning and Definition
 Need and objectives of pedagogic analysis
 Stages and steps of pedagogic analysis
 Analysis of learning objectives/learning out comes
 Content analysis- Meaning ,Importance, Elements and Methods of Content analysis
 Constructivist Learning Design and Critical pedagogy in computer science Classroom
 Selecting and Sequencing learning activities
 Inclusion of diverse needs of the learner
(25 Hours)

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Unit II
Planning of Instruction
 Needs and importance of planning
 Levels of planning – year plan, unit plan and lesson plan
 Lesson plan/ Teaching manual– meaning, need and characteristics
 Steps of lesson planning
 Constructivist Lesson Planning
 Digital lesson Plan.
(20 Hours)
Unit III
Resources of teaching and learning computer sciences
 ICT Text books and digital interactive textbooks
 Work book and hand book/Teacher text
 Electronic resources and Reference materials
 Web based resources: Online directories, encyclopaedias, etc.
 Online activities: Online assignments, online quizzes/tests, wiki editing, chat rooms,
discussion forums, etc.
 Need for planning the computer laboratory – setting up a computer lab. Essential
infrastructure – LAN topologies – Wifi and Lifi – advantages of using a LAN –
Laboratory management – Lab. Routine for Pupils – arranging for pupils practical –
maintenance of records.
 IT club
(25 Hours)
Unit IV
Models of Teaching in Computer Sciences
 Meaning and definition of Models of Teaching
 Families of Models of Teaching
 Basic Elements to describe a Model
 Concpet Attainment Model
 Jurisprudential Inquiry Model

Unit V (15 hours)

Evaluation in Computer Science
 Construction of Achievement test – Preparing dezign, Blueprint, item writing and
editing etc.
 Writing different types of test items- Objective, Short answer and Essay
 Writing higher order test items
 Construction and administration of Diagnostic Test
 Continuous and Comprehensive Evaluation, Evaluation Criteria for Assignment,
Seminar and Project. Evaluation of Non Cognitive Areas.

(15 Hours)

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 MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS

1. Pedagogic Analysis of unit of XII std.
2. Preparation of IT Resource for one unit from XII.
3. Prepare Question Bank based on revised blooms taxonomy for various types of test items
from XI std.
4. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Computer Science
Text book

EDU 09.10 PEDAGOGIC PRACTICES IN MATHEMATICS

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Analyse the secondary/ higher secondary mathematical content pedagogically
2. Plan mathematics instruction at various stages
3. Appraise the role of models of teaching in mathematics education
4. Design lesson transcripts based on various models of teaching relevant to
mathematicseducation
5. Select and use appropriate learning resources in mathematics instruction
6. Develop different assessment tools for mathematics learning

.
Unit I
Pedagogic Analysis (20 Hours)
 Pedagogic analysis- Meaning, importance, steps
 Pedagogic analysis of various topics in mathematics at various level of Schooling—
Arithmetic, Algebra, Trigonometry, Statistics and Probability, etc.- listing objectives,
pre requisites, resources, strategies for teaching, evaluation strategies etc.

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Unit II.

Planning for Instruction (24 Hours)

 Stages of planning instruction- year plan, unit plan, lesson plan- importance and steps
 Planning of lessons in constructivist format and behaviourist format
 Implication of theories of Piaget, Bruner and Gagne in Mathematics teaching

Unit III.
Models of Teaching (16 Hours)
 Models of teaching- meaning, definitions, characteristics
 Families of models of teaching
 Concept attainment model, Inquiry training model, Inductive thinking model-
theoretical orientation, criteria for selecting a model for Mathematics teaching and
lesson planning

Unit IV
Resources in Mathematics Education (20 Hours)
 Text books, hand books/teacher texts, work books, reference books, supplementary
readers- Need and importance of each.
 Audio- visual aids, Improvised aids- Meaning and importance.
 Familiarising programmes for teaching mathematics in Edubuntu (Practical oriented)
 Mathematics lab- importance, organisation and equipments.
 Mathematics library- role, organisation and effective functioning
Unit V
Assessment for Mathematics Learning (20 Hours)
 Continuous and Comprehensive Evaluation in mathematics learning.
 Formal and informal tools/techniques for evaluating mathematics learning
 Formal: Achievement test, diagnostic test, observation, rating scale, checklist
 Informal assessment strategies: Application cards, exit cards, graphic organisers,
guided reciprocal peer questioning.
 Construction of achievement and diagnostic tests- steps-types of questions
(construction, merits & demerits of each) - interpretation of test results, diagnosis
and remedial measures

MODE OF TRANSACTION
Lecture cum Discussion, assignment, demonstration, Small group discussion
TASK AND ASSIGNMENTS
1. Prepare a year plan for teaching Mathematics based on 8th / 9th standard text book in
Kerala.
2. Prepare a work book on any unit in Mathematics of 9th standard

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 EDU 09.11 PEDAGOGIC PRACTICES IN NATURAL SCIENCE
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Attribute the characteristics and organization of aims, objectives and nationalgoals of
Natural Science.
2. Check the cohesiveness and organization of Pedagogic analysis and contentanalysis of
8th, 9th and 10th Std. Biology textbook.
3. Construct Lesson plan based on constructivist and behaviorist formats.
4. Check the validity and worth of various resource materials in teaching NaturalScience.
5. Plan the different co-curricular activities such as science club, science fair, science
exhibition etc.
6. Judge the criteria and procedures of various co-curricular activities in teachingNatural
science.
7. Design the science lab, science library in a school.
8. Plan different test items based on Biology text book.
9. Construct achievement test and diagnostic test based on Upper primary, Highschool and
Higher secondary Biology text book.
10. Judge the criteria and standard of CCE.
Unit I
Aims and Objectives of Teaching Science
 Aims and Objectives of teaching Natural Science.
 Broad National Goals.
 Taxonomy of educational objectives-Bloom‘s Taxonomy
 cognitive affective and psychomotor domains
 Revised Bloom's Taxonomy,
 Mc Cormack &Yager Taxonomy. Process skills in Science at secondary stage,
Developing process skills in students.
(22 Hours)
Unit II
Pedagogic Analysis
 Pedagogic Analysis- A conceptual overview, Steps involved in Pedagogic Analysis
 Pedagogic Analysis of the Biology content portions of 8th and 9th standard textbooks of
Kerala state.
 Analysis of learning objectives/Learning outcomes.
 Content analysis- meaning and steps involved in content analysis
(22 Hours)

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Unit III
Planning of instruction
 Objective Based Instruction-interdependence of objectives, learning experience, and
evaluation
 Planning of Instruction-Year Plan, Unit Plan, Resource Unit .Lesson planning – Need,
Stages (Herbartian steps)
 Lesson plan preparation based on The Constructivist format and
Behaviourist format
(20 Hours)
Unit IV
Resources in Teaching Science
 Resource materials in teaching Natural Science-Syllabus, Textbooks, Work Book,
Teachers handbook, reference books, supplementary readers. Teaching aids. Biological
drawings, specimens, video, power point presentation Laboratory and its organization, purchase
and maintenance of chemicals, apparatus and equipments. Laboratory rules, accidents in the
laboratory, precautions and First Aid. Science library and its organization.
 Co-curricular activities - organization of field trips and study tours, their importance.
Science Club - its pattern, organization and activities such as Science fairs, Science exhibition,
Science debates, Nature rambling, Nature calendar. Educational implication of science library
and science laboratory Role of experiments in science
(20 Hours)
Unit V
Evaluation in Science
 Evaluation - Different types of test items - merits and demerits. Construction and
administration of Achievement tests and Diagnostic tests.
 Continuous and Comprehensive Evaluation, Evaluation Criteria for Assignment, Seminar
and Project- Evaluation of non-cognitive areas like creativity, skill, and interest.
(16 Hours)
MODE OF TRANSACTION
Lecture, Demonstration, Seminar, Assignments

TASK AND ASSIGNMENTS

1. Construct a work book on any one unit in Biology of VIII standard.
2. Construct a Diagnostic Test on topic of your choice and administer it in school class.
Interpret the test and report

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 EDU 09.12 PEDAGOGIC PRACTICES IN PHYSICAL SCIENCE
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Develop competencies in pedagogic analysis and content analysis.
2. Critically analyze the suitability of various learning experiences tosatisfy the diverse
needs of learner
3. Develop competencies in preparing different levels of planning ofinstruction for the
effective transaction of Physical Science
4. Analyse variety of teaching- learning resources and utilize them effectively in the learning
process.
5. Plan, organize and execute activity aids and utilitise community based resources in the
learning process
6. Develop understanding of different families of Models of Teachingand competency in
using appropriate Models in different learning situations.
7. Prepare lesson transcripts based on Models of Teaching.
8. Understand the significance of assessment and evaluation in thelearning process.
9. Construct evaluation tools using variety of test items of differentlevels to address student
diversity.

COURSECONTENT
Unit 1
Pedagogic analysis
 Meaning and Definition
 Need and objectives of pedagogic analysis
 Stages and steps of pedagogic analysis
 Analysis of learning objectives/learning out comes
 Content analysis- Meaning ,Importance, Elements and Methods of Content analysis
 Constructivist Learning Design
 Critical pedagogy and physical science Classroom
 Selecting and Sequencing learning activities
 Inclusion of diverse needs of the learner
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  Recent changes in physical science Teaching in the state of Kerala
(25 Hours)
Unit II
Planning of Instruction
 Needs and importance of planning
 Levels of planning – year plan, unit plan and lesson plan
 Lesson plan/ Teaching manual– meaning, need and characteristics
 Steps of lesson planning
 Constructivist Lesson Planning
(20 Hours)
Unit III
Resources of teaching and learning physical sciences
 Physical science Text book
 Work book and hand book/Teacher text
 Reference materials and supplementary readings
 Audio visual technology and mass media
 Physical science Laboratory and its organization, purchase and maintenance of
chemicals, apparatus and equipments. Laboratory rules, accidents in the laboratory,
precautions and First Aid
 Science library and its organization.
 Teaching Aids, Improvised apparatus, Essential audiovisual aids
 Physical science club
 field trips and study tours, Science Club and activities such as science fairs, science
exhibition, science debates.
 Community based resources- science exhibitions, fairs, science parks, museums
(25 Hours)
Unit IV
Models of Teaching in Physical Sciences
 Meaning and definition of Models of Teaching
 Families of Models of Teaching
 Basic Elements to describe a Model
 Concept Attainment Model
 Inquiry Training Model
(15 hours)

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 Unit V
Evaluation n Physical Science
 Test, evaluation, assessment
 Construction of Achievement test – Preparing design, Blueprint, item writing and
editing etc.
 Writing different types of test items- Objective, Short answer and Essay
 Writing higher order test items
 Construction and administration of Diagnostic Test

(15 Hours)

MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS (Any Two)

1. Pedagogic Analysis of unit of X std.
2. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Physical Science
Text book
3. Preapre a lesson transcript based on any one model of teaching

EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal:
20)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Design the pedagogic analysis of Social Science subject for secondary school
level
2. Demonstrate the aspects of critical pedagogy by analyzing school level social
science texts in the socio - political contexts
3. Analyze the texts and resources of social sciences and competently practice the
social science teaching
4. Explain and demonstrate the models of teaching in social sciences.
5. Design and administer the evaluation strategies and achievement tests in social
Sciences

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COURSE OBJECTIVES
6. To have a hands on competency in preparing pedagogic analysis of social science
7. To acquaint with Planning of instruction
8. To provide familiarization with resources for teaching and learning social science
9. To develop ability to prepare lesson transcripts based on models of Teaching
10. To understand the Evaluation techniques and prepare Achievement Test as per the
existing state syllabus pattern in Social science
COURSECONTENT
Unit 1
Pedagogic analysis
 Meaning and Definition
 Need and objectives of pedagogic analysis
 Stages and steps of pedagogic analysis
 Analysis of learning objectives/learning out comes
 Content analysis- Meaning ,Importance, Elements and Methods of Content analysis
 Constructivist Learning Design
 Critical pedagogy and social science Classroom
 Selecting and Sequencing learning activities
 Inclusion of diverse needs of the learner
 Recent changes in social science Teaching in the state of Kerala
(25 Hours)
Unit II
Planning of Instruction
 Needs and importance of planning
 Levels of planning – year plan, unit plan and lesson plan
 Lesson plan/ Teaching manual– meaning, need and characteristics
 Steps of lesson planning
 Constructivist Lesson Planning
(20 Hours)
Unit III
Resources of teaching and learning social sciences
 Social science Text book
 Work book and hand book/Teacher text
 Reference materials and supplementary readings
 Audio visual technology and mass media
 Community resources and ways of utilizing community resources
 Social science laboratory , Museum and Library
 Social science club
 Maps , Globes and Time line
(25 Hours)
Unit IV
Models of Teaching in Social Sciences
 Meaning and definition of Models of Teaching

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  Families of Models of Teaching
 Basic Elements to describe a Model
 Concpet Attainment Model
 Jurisprudential Inquiry Model
(15 hours)
Unit V
Evaluation in Social Science
 Construction of Achievement test – Preparing dezign, Blueprint, item writing and
editing etc.
 Writing different types of test items- Objective, Short answer and Essay
 Writing higher order test items
 Construction and administration of Diagnostic Test
(15 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS

4. Pedagogic Analysis of unit of X std.Geography
5. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Social Science
Text book
6. Preapre a lesson transcript based on any one model of teaching

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 SEMESTER II

B. .Practical Courses

EDU201.1 PEER DISCUSSION LESSONS (20 Hours- 20 Marks)

COURSE OBJECTIVES

1. To understand the concept and importance of Lesson Planning in classroom teaching

2. To strengthen the conceptions of lesson planning
3. To provide guidelines to you during teaching practice
4. To maintain the sequence of content presentation
5. To provide you a forum to discuss various facts of Lesson Planning
6. To develop attitude towards teaching
7. To prepare lesson plans on the basis of various approaches/methods of teaching
8. To discuss lesson plans with peers and teacher educators
9. To improve the competency of lesson planning
Student teachers shall prepare at least 8 discussion lesson plans in constructivist format (Vlll,
lX & X)/XI &XII for trainees with PG) in groups and keep a record of them (Contribution of
ideas and participation in discussion=10 marks; Record of lessons=10 marks)
EDU201.2 OBSERVATION LESSONS& FACULTY DEMONSTRATION LESSONS (10
Hours- 10 Marks)
COURSE OBJECTIVES
1. To observe teaching skills, and the participation of students in the lessons
2. To observe teacher/teaching behaviour in various teaching learning situations
a. Video lesson.
One Video Lesson of teacher educators/experts have to be observed by student-
teachers individually or in groups and observation notes has to be prepared. (2
marks)
b. Student-teachers should observe Four Demonstration lessons in constructivist
format by teacher educators and school mentors. Observe demonstration classes
only with observation schedules. Keep a report of the observations made during
demonstration lessons. (8 marks)

EDU 201.3 CRITICISM LESSONS (30 Hours- 30 Marks)

COURSE OBJECTIVES
1. To provide opportunity for a macro lesson in practice
2. To develop the skill of structured observation of classroom teaching
3. To get experience of preparing lesson plans for classroom teaching
4. To provide opportunity for debating on teaching performance.
5. To pool feedback of all observers of a specific lessons.

Criticism classes should be arranged optional wise.

i) Student teachers shall have dual role in this activity.
ii) As performers they have to conduct a macro lesson for duration of 40
minutes in VIII or IX (X1 for commerce and Computer Science).
iii) As observers they need to observe the Criticism Lessons taken by their
peers.

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 iv) A student teacher should observe and record criticisms of at least eight
lessons (8) of his/her peers in the subject. For this purpose schedule of
criticism classes and topics selected for them shall be published well in
advance.
v) Each student teacher shall prepare eight (8) lesson plans of the schedule
and attend those criticism classes.
vi) Observers will be permitted for criticism sessions only with self-prepared
lesson plans.
If the number of student teachers in any optional falls below nine (9), repeat lessons should be
conducted so as to enable all of them observe, record and debate eight criticisms lessons.
(Sharing of valid feedback and participation in the debate=15 marks; Teaching
performance =5marks; Record of lessons and criticisms=10marks)

EDU 201.4 PREPARATION OF TEACHING –LEARNING MATERIALS (WORKSHOP)

(20 Hours- 20 Marks)
COURSE OBJECTIVES
1. To nurture ideas of preparing relevant teaching aids for identified content areas
2. To develop creative instincts
3. To give chance for expression of ideas
4. To develop feeling of conservation of thrown out materials

(i) Improvisation/ Preparation of handmade teaching aids/ learning aids from

locally available resources. Student teachers shall visualize relevant aids in
their subject areas and bring necessary materials to the college and prepare two
models/teaching aids in a workshop conducted for the purpose (10 marks)
(ii) Charts and other graphic aids: - Student teachers shall prepare charts, sketches,
Symbols etc. in another workshop conducted for the purpose. 5 Charts-
(Tabular Charts, Flow/Process charts. Tree charts. Flipcharts etc.( 10 marks)

EDU 201.5 INITIATORY SCHOOL EXPERIENCES (30 Hours- 20 Marks)

COURSE OBJECTIVES
1. To provide the student-teacher an opportunity to have primary experiences with
the functioning of the school.
2. To develop conceptual understandings about teaching and learning in school
environment
3. To validate the theoretical understandings developed through various
foundation and pedagogy courses
4. To understand and develop meaningful learning sequences appropriate to the
specificity of different levels of learning
5. To mobilize appropriate resources for them.
This school attachment programme is for a period of five continuous working days, giving
them an opportunity to acquaint with the school environment and the day-to- day functioning.
Student teachers recognize
(i) School as an ‗organized‘ Endeavour Functioning within a ‗structure‘ with defined roles
and responsibilities Internal arrangements for coordinated functioning-time table, work allocation,

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differential responsibilities, planning and coordination procedures External liaison – with parents,
community, authorities.
(ii) School as an ‗Enabling Learning Environment‘- What ‗enables‘ learning in schools?
Nature of school environment; Learner perceptions; teacher perceptions; parental/community
perceptions Nature of inter relationships between and among learners-teachers; teachers; teacher
principal; parents-school; office-teachers-learners Nature of ‗impact‘ generated in school
(iii) Classroom as a Learning Site - modalities, learning resources used, student reactions
and any relevant related points
Observation of lessons of senior teachers individually or in small groups, meeting the
students informally to learn their background and their interest in learning, seeing the learning
facilities in the school, observing the social climate in the school etc., are some of the activities to
be undertaken during this period. Each student-teacher has to engage 3 lessons individually or as
shared practice. In shared practice, student-teachers will be in small groups of three members. The
lessons will be divided into three parts and each student teacher will practice one of the parts by
rotation in the natural classroom situation. Lesson plans need not be written with the rigidity as
employed for Practice Teaching lesson. The student-teachers have to maintain a detailed diary as a
record of the visit.
After the initiatory school experiences, a reflection session should be organized in the
college. Institutions can depute the Optional teacher for organizing and assessment of initiatory
school experiences. 100% attendance is compulsory
ASSESSMENT INDICATORS OF INITIATORY SCHOOL EXPERIENCE

Components Marks
1 Teaching performance as Shared Practice 4
2 Teaching performance through individual effort 4
3 Observation of5 lessons of senior teachers +Observation 4
report
4 Observing the social climate and learning facilities in the 4
school
4 Maintenance of diary 4
TOTAL 20

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 SEMESTER III

Practical Courses

EDU.301.SCHOOL INTERNSHIP (16 weeks- 260 Marks)

The Internship Program forms an integral and important component of B.Ed. programme;
internship serves as a capstone experience that informs about and prepares them for the
expectations of and how to succeed in the profession. Student teaching internships is an essential
component for a student‘s success as a professional teacher. Student Teaching Internships
provides students the opportunity to practice what has been learned on the university campus and,
more importantly, it is an opportunity to continue academic and professional growth.
COURSE OBJECTIVES
1. To observe children and the teaching learning process in a systematic manner.
2. To understand the content and pedagogical principles, issues and problems related to
teaching
3. To develop a repertoire of resources which can be used by the intern later in her teaching–
textbooks, children‘s literature, activities, games, and excursions
4. To participate in teaching school subjects for the children of Class VI to X.
5. To experience the school in its totality
6. To assume the role of a regular teacher with appropriate planning taking into account the
diverse needs of students and the varying contexts that impact the teaching learning
process.
7. To acquire competencies and skills required for effective classroom teaching, class
management and evaluation of student learning, organization of co-curricular activities,
and working with the community
8. To be able to innovate within existing systemic limitation
9. To critically reflect on her own school experiences and keep records of the same.
10. To learn to assess different aspects of children‘s learning without a focus only on
Achievement.
11. To develop proper professional attitudes, values and interests.
To familiarize with the existing educational scenario of the respective states.
The school internship is designed to enable the student-teachers to connect theory to
practice and to help them acquire a perspective regarding the aims of education within which their
previously acquired knowledge and practices can be systematized and structured to enable them
to teach effectively.
The purpose of the internship programme is to provide the student (intern) with the
opportunity of undergoing a meaningful experience as a practitioner. As conceived, the
programme should be structured so that it is a partnership between the school and the college. The
intern must function as a regular teacher and therefore be immersed in all aspects of the school.

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

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 The student-teacher is expected to critically reflect and discuss these practices and engage
in activities like maintenance of records and registers, preparation of lesson and unit plans using
different artifacts
and technology, classroom management, activities related to school- community- parent
interface, and reflections on self-development and professionalization of teaching practice. The
other component of school-based activities to be carried out during internship is delivering the
lessons/units of pedagogic courses.
The activities undertaken during the internship period will be presented in Portfolios and
Reflective Journals. The student-teachers are expected to record their experiences, observations
and conclusions regarding all the activities undertaken. . The intern is also expected to maintain a
daily reflective journal in which the intern will reflect on her practice and also attempt to draw
linkages between pedagogy and the theory courses s/he has studied. The major purpose of the
Reflective Journal is Reflection on-Action. Reflective Journal would include a brief description of
how the class was conducted, how learners responded, reflective statements about his
preparedness for the class, responses to learners‘ questions, capacity to include learners sharing of
their experiences, responses towards their errors, difficulties in comprehending new ideas and
concepts, issues of discipline, organization and management of group, individual and group
activities etc.

The internship will be organized for a continuous period of 16 weeks in selected schools.
Necessary orientation to the cooperating teachers and headmasters will be organized at the
Institute. The School Internship Programme could include undertaking classroom-based research
projects; developing and maintaining resources in the Internship schools, administering of
diagnostic tests and identifying of learning difficulties, conducting a case study/action research,
organizing curricular and co-curricular activities etc. The intern must create democratic ethos,
where student autonomy is enhanced and all students are treated with fairness and with respect.
For each student-teacher, internship should be conducted preferably in one school for the
entire 16 weeks. However, if the institute wants to provide an opportunity to understand the
context of teaching in a government and private school or the dynamics of teaching at elementary
and senior secondary levels, this period can be divided into two blocks. Internship may be
arranged in two blocks in such a way that teaching in one school at a particular level (for example
elementary or senior secondary) during one block, is followed by the teaching in another school
or the same school at another level during the second block. Under any circumstances, the
student-teacher should not be sent to more than two schools during her/his internship period.
Graduate students can be assigned standards VI to X and for post graduates from VI to XII. Only
those students having Post Graduate degree in the concerned Optional Subject are permitted to
teach at Higher Secondary School level.

The intern will necessarily have supervisory support from the faculty in the form of
subject supervision, who will also assess the intern. The intern will be required to develop unit
plans for which she must choose and design appropriate activities. A record of these plans must be
maintained. Assessment should be developmental in nature, with clear emphasis on growth of the
intern. Assessment Evaluation of performance during internship will be done on the basis of
assessment by institute supervisors, cooperating teachers, headmasters, records, reports and
student activities/assignments. Post-internship Activities and Follow-up activities are to be taken

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up by the Institute.

GUIDELINES FOR SCHOOL INTERNSHIP

1. The internship is to be organized as a single block program for a continuous period of
16 weeks -80 days in selected schools.
2. For each student-teacher, internship should be conducted preferably in one school for
the entire 16 weeks -80 days
3. Students should be assigned classes in any two different standards that too in two
different levels viz. elementary, secondary or senior secondary
4. For student-teachers, classes spread over VI to X.
5. For post graduate student-teachers, classes spread over VI to XII. (Only those
students having Post Graduate degree in the concerned Optional Subject are permitted
to teach at Higher Secondary School level.)
6. For student-teachers of Commerce and Computer Science, classes spread over XI to XII.
7. The continuous internship period of 16 weeks -80 days is of two parts of 39 days and
40 days with an interim one day Mid Internship Reflection Session conducted in the
Teacher Education Institutions.
8. Each student-teacher has to teach and record a minimum of 60 lessons in the
concerned Optional Subject- not less than 30 lessons in the first part (during the first
39 days) and not less than 30 lessons in the second part (during the next 40
days).Out of the 60 lessons each student-teacher has to include a minimum of 3 ICT
enabled lessons.
9. Lesson plans/Records have to be maintained by all student-teachers
10. During the school-internship the student teacher has to observe classroom teaching of
mentors/ peers, and to record observations of not less than 10 lessons
11. The activities undertaken during the internship period should be presented in
Portfolios

The activities to be undertaken during the internship period are listed below

 Classroom teaching
 Observing classroom teaching of mentors/ peers,
 Lessons for Health & Physical Education-
 Preparation and administration of Diagnostic tests and identifying of learning difficulties
(Appropriate remedial measures have to be adopted on the basis of the analysis of the
Diagnostic test.)
 Preparation and administration of Achievement tests with quantitative and qualitative
analysis of results
 Conducting a Case study/Action research
 Maintain a daily reflective journal
 Administration of any of the psychological tools like inventories, scales, projective
techniques, Sociogram etc.
 Organizing Participating in the Co curricular activities of the school ( like organizing /
helping in sports, youth festival, blood donation camps, society beneficial programmes,
PTA meetings etc.)
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  Innovative work during Internship (undertaking conscientization programmes, Minor
Project, etc.)
 Participation in organizing ‗Beyond the class Activities‘ in the school (lab cleaning, club
activities, participation in organizing programmes like quiz, seminar etc.)

Supervision of School Internship

The supervision of Internship is a joint responsibility of the Colleges of Teacher

Education and Practice-Teaching Schools. Continuous observation and briefing is essential for
improving the teaching skill of the novice teacher and for capacity building. Observation of 5
lessons (preferably at the beginning, middle and at the end of Internship) by the Optional teacher
is mandatory.
The Teacher Educators have to observe not less than 3 lessons of each student-teacher in
the first part and not less than 2 lessons in the second part and enter their suggestions in the
Supervision Diary maintained by the student-teacher. Similarly the School supervisors/mentors
has to observe maximum number of classes and enter their suggestions in the Supervision Diary Assessment of
Practice Teaching will be done on the basis of the given Indicators for assessment of internship

90% attendance in mandatory for Internship. There is no condonation for Internship

ASSESSMENT INDICATORS OF SCHOOL INTERNSHIP

Teaching Marks
1 Teaching performance as evaluated by the teacher 100
educator
2 Improvement in teaching skills on the basis of feedback 10
from the teacher educator.
3 Mentor evaluation report on the intern 10
Other interventions in the classroom
4 Achievement test – scientific & robust blueprint, Quality 10
questions, scoring , statistical interpretation and Ranking
5 Diagnostic testing and Remediation – systematic and 10
robust planning and execution
6 Action research – systematic methodology 10
7 Administration of any of the psychological tools like 05
inventories, scales,projective techniques, sociogram or
any other.
Documents
8 Observiation report of classroom teaching of mentors/ 05
peers
9 Record of lesson Plans 10
10 Audiovisual aids made by the intern (which are not ICT 05
related)
12 Improvised apparatus and learning aids made by the 10
intern
13 Student artifacts generated in the class room like kai 10
ezhuthu masika, learning aids, charts, posters, albums
etc.

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 14 Originality of reflective journal 10

ICT related expertise

15 ICT related artifacts used for teaching as incorporated in 10
lesson plans (to be stored in a CD/DVD etc for evidential
support)
16 Richness and variety of the ICT related artifacts used for 10
teaching as incorporated in lesson plans.
Liaison with school
17 Participation of intern in the Co curricular activities of 10
the school ( like organizing / helping in sports, youth
festival, blood donation camps, society beneficial
programmes, PTA meetings etc.)
18 Beyond the class Activities of the intern in the school 10
(lab cleaning, club activities, participation in organizing
programmes like quiz, seminar etc.)
19 Any innovative programme organized by the trainee (if 15
any) supported by an appreciation letter by the HM /
Principal.
TOTAL 260

EDU.302. COURSE ON EPC 2: DRAMA AND ART IN EDUCATION (30 Hours- 30 Marks)

Transformational education involves reflection, introspection and action, with a deep

relationship between the head, heart and hand. The National Curricular Framework 2005 (NCF)
reminds us that the school curriculum must integrate various domains of knowledge, so that the
‗curricular‘ encompasses all, and is not separated from the co-curricular or extra-curricular. This
has significant implications for the role of art, music and drama in education, to nurture children‘s
creativity and aesthetic sensibilities.

Learning is enhanced through Drama in Education which helps learners to extend their
awareness, through multiple perspectives, to look at reality through fantasy, and to predict
everyday situations in order to cope with unpredictable unsettling experiences. Drama in
Education transcends the here and now, to travel through time - to the past, to the future, while it
also allows us to freeze time. Thus we can live or relive moments and evoke or even recreate
situations that can help us accept them better. Drama in Education is not merely doing theatrics or
‗acting‘ in a superficial manner, but is for creating that ‗dramatic pressure‘ or tension, where the
student would arrive at a .problem or an understanding in a new way

The challenge is for prospective teachers to understand the medium, in order to transpose
learners into a different time and space, to shape their consciousness through introspection and
imagined collective experience. For instance, activities such as ‗hot seating‘ can be used to raise
critical questions addressed to characters from the textbook or those in history, to think about
significant developments within diverse social contexts. This also helps to stretch the learner into
areas of ‗discomfort‘ and ‗confusion‘, to then seek resolution, clarity and understanding. In the
present context where children are growing up in starkly segregated environments, bounded by
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caste, class, religion or gender, drama must be used to potentially interrogate these categories -
Who is the other? Why? How is the process of ‗othering‘ happening in different lives? Mere
moral sermons do not help build sensitivities. The ability to feel empathy for and relate with the
other can be nurtured through drama based on experience, emotion and interpretation. It also
gives opportunities for learners to recognize their agency, for transformational action. Drama as
‗critical pedagogy‘ can move beyond the classroom, to invoke the collective consciousness and
involve the community to participate in educational and social change. Teachers will need to
experience different genres of street theatre that continue to engage with life, through folk and
contemporary traditions, improvising and critiquing, while mobilizing for transformative action
The course on Drama and Art in Education also helps in understanding the self and as a
form of self-expression for enhancing creativity. The components of fine arts aim to develop
aesthetic sensibilities in student-teachers and learn the use of art in teaching-learning Student
teachers will visit places of art, exhibitions and cultural festivals. Encouragement needs to be
given to understand local culture and art forms and interpret art works, movies and other Media.
Likewise other activities can be used to build trust and cooperation, the sense of responsibility,
pursuing tasks collectively and exploring varied perspectives. Be it visual or performing, the
practice of art deepens children‘s ability for perception, reflection and expression, providing them
with alternative languages to experience and communicate subtle, diverse and unfamiliar
territories, from human to the larger consciousness of nature The challenge of teacher-educators
lies not only in expanding the landscapes of children‘s art, but in also perceiving their world, their
artistic processes and then from that sense of understanding, explore ways of assessing their work.

Suggested Tasks

Workshop for working with artists/artisans to learn basics of Arts and Crafts and
understand its pedagogical significance. The Arts forms learnt during the course should be
relevant to the student-teachers in their profession. Activities, such as drawing, and painting, clay
modeling, pottery, mixed collage, woodcraft, toy making, theatre, puppetry, dance, music, etc.
The focus of the workshops should be on how art forms can be used as tool/ method of teaching-
learning of Languages, Social Sciences, Mathematics and Sciences.(10 marks)

Participation and performance in any one PERFORMING ARTS: DANCE, MUSIC,

THEATRE AND PUPPETRY -of the Regional Arts forms keeping in mind the integrated
approach (6 marks)
• Planning a stage-setting for a performance/presentation by the student-teacher. (6marks)
• Develop narratives in visuals, composition of an imagined situation, telling a story through
comic strips
(8 marks)

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 EDU.303 YOGA, HEALTH &PHYSICAL EDUCATION-II (30 Hours- 30 Marks)

III semester
30 marks Internal (30 hours)
EDU.303 HEALTH ,FITNESS & PHYSICAL EDUCATION- PRACTICAL II
1. Plan lesson for HRPF programme 7 marks
2. Lesson plan on any one health and fitness education theory classes
(constructive approach) 7 marks
3. Assisting/participation in annual athletic championship/intramural competitions 6 marks
4. Yogic practices to improve flexibility, pranayama techniques, the sun salutation, 10 marks
shithilikarana vyayamas ,yoga and stress management

EDU.304. COMMUNITY LIVING CAMP (30 Hours- 30 Marks)

COURSE OBJECTIVES
1. To realize the aim of ‗learning to live together‘
2. To equip the students to live cooperatively in a society
3. To impart social values and skills (adjustment, sharing, tolerance, empathy etc.)
4. To impart personal values and skills (leadership, initiative, self-confidence,
positive attitude, creativity etc.
5. To provide chances for democratic living, managing events, division of labour
and dignity of labour.
6. To promote social accommodation and broaden the mental abilities of the
student-teachers
7. To develop critical thinking about the issues related to the policies/approaches
in Education
8. To inquire in to the cultural, social, scientific, educational and environmental
aspects of a community
9. To manage events of various dimensions
All the colleges have to organize a four-day residential Community Living Camp in a
convenient location of their choice. It is a joint camp of Student- Teachers and their Teacher
Educators, keeping certain formalities and following a pre/well planned time table. Learning to
live together co-operatively, participation in programmes for development of personal and social
skills, practicing democratic living, providing chances for division of labour, community work
etc., are the major outcomes expected of the programme. A record mentioning the objectives and
all the activities have to be prepared and submitted by each Student Teacher. The report may
also contain some photographs related to activity
Structure of a Report (Record) of Community Living Camp
• Community Living Camp- Introduction (need and significance)
• Main theme of the camp during the academic year
• Objectives
• Session wise details (objective of the session, programme/ activity, consolidation/
outcome with self assessment)
• Conclusion
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 • Appendix –
 Organizing committee - List of groups/ members - Responsibilities (group wise)
(Maximum 10 page)

Organization of the camp

Select a theme related to Education, Society, Culture and Environment for each year by
each institution for the Community Camp. Objectives should be framed on the basis of the theme
and prepare a module for the camp.
Programmes suggested for community living camp: Social and educational Surveys, visit
to social institutions to study their functioning, undertaking community productive work, campus
cleaning/beautification/agriculture, undertaking duties in the camp including preparation /serving
of food, attending classes/seminars/etc., participation in games and recreational activities, mock
Parliament activities etc.

CRITERIA FOR ASSESSING COMMUNITY LIVING CAMP

Criteria Marks
1 Participation in planning and implementing educational 5
activities during the camp
2 Participation in the creative/ expressive/ demonstrative/ 8
presentation aspects of different sections
3 Leadership quality/ Democratic culture/ Social 6
accommodation & adaptability/ Group working skill
4 Participation in the community related programmes/ 7
activities
5 Comprehensiveness of report (Record) 4
30
TOTAL

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 SEMESTER IV

A. .Theory Courses

EDU 10-GENDER, SCHOOL AND SOCIETY

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Comparatively describe and summarize the concept of gender as a social construct at
different contexts
2. Suggest designs and resolves to gender issues in schools and educational settings
3. State the jurisprudence on gender related social issues and issues at institutions
4. Critically analyse and debate the recent issues associated with gender in school and
society
5. Monitor and document the inter-related functions of school and society

Unit I
Gender as a Social construct
 Gender- distinction between gender and sex
 gender role- in family, caste, religion and culture
 patriarchy and gender
 status of women in different ages, ancient, medieval and colonial
 gender sensitivity
 gender stereotyping
 feminist perspectives, radical and liberal
10 hours
Unit II

Gender Issues in schools

 Problems of women in contemporary India
 Experience of being a boy or girl- unequal access to education
 gender identity construction in school- distribution of roles and responsibilities in
classroom and schools
 child rights violation among girls- role of schools, peers, teachers, curriculum ,text
books classroom processes, and student-teacher interactions in challenging gender
inequalities
 Working towards gender equality in the classroom
15 hours

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Unit III
Recent Issues associated with Gender
 Schooling of Girls: Inequalities and resistances (issues of access, retention and
exclusion).
 Safety at school, home and beyond- identification of sexual abuse/violence-
verbalization of sexual abuse/violence-
 objectification of female body- propagation of popular beliefs through media- film,
advertisements and songs- role of teachers, counselors, parents NGOs and other
groups in reinforcing gender parity
15 hours
Unit IV – School and Society
 School as an agent of change- instrument of social change.
 Influence of type of management on the functioning of schools - Government,
Aided, Un-aided and Minority, recognized and non-recognized schools.
 Role of School in a democratic Society- School as a miniature society, functions of
schools in society.
 Responsibilities of society towards Education
10 hours
TRANSACTION MODE
Lecture method, Seminars, Small group discussions, Field survey/visit, Brainstorming sessions,
Projects
TASKS AND ASSIGNMENTS
1. Collecting views from different newspapers on atrocities against girl students and prepare
a report
OR
2. Visit a school and conduct interview with teachers and parents on problem faced by girl
students
REFERENCES
Bhattacharjee, Nandini (1999). Through the looking-glass: Gender Socialization in a
Primary School in T. S. Saraswathi (ed.) Culture, Socialization and Human
Development: Theory, Research and Applications in India. Sage: New Delhi.
Diana, F. (1989). Essentially speaking feminism: Nature and differences. Newyork: Routledge
Chantal, M.( 1983). The sex/gender syatem and the Discurisve construction of women‘s
subordination. Berlin Argument verlag
Constance, P. (1989). Feminism, Psycho analysis and the study of popular culture. Newyork:
Routledge
Desai, M & Raj, K. (1999). Women and society in India. New Delhi. Ajantha Publications
Ghai, Anita (2008). Gender and Inclusive education at all levels In Ved Prakash & K.
Biswal (ed.) Perspectives on education and development: Revising Education
Commission and after, National University of Educational Planning and
Administration: New Delhi
Jacqueline,R. (1986). Feminity and its discontents. London: Verso
Manjrekar, N. (2003). ‗Contemporary Challenges to Women's Education: Towards an
Elusive Goal?‘ Economic and Political Weekly, 38 (43), 4577-4582Mitchel, J. (1974). Psych
analysis and feminism. London: Allen lane

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 Jain, D. (1998). Indian Women. Publication division
Oakely, A. (1999). Sex, Gender and Society. New York: Harper and Row
Wane, N.N. (2000). Equity in Schools and society. Ottawa: Canadian scholars press
O‘Brien, J. (2009). Encyclopedia of Gender and Society. New Delhi: Sage
Ballantine, J.H., & Spade, J.Z. (2014). Schools and Society: A Sociological Approach to
Education. Newyork: Sage Publications.

EDU. 11 EDUCATIONAL THOUGHTS AND PRACTICES

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Compare the philosophical thoughts of Indian and Western thinkers on Education.
2. Recognize the impact of education in social processes.
3. Specify the educational provisions of the Indian Constitution.
4. Examine the implications of equality of educational opportunities on social justice.
5. Discuss the modern trends in curriculum development.
6. Summarize the curricular reforms suggested by NPE and NCF.
Unit 1

Philosophical thoughts on Education

 Philosophical thoughts on Education of Swami Vivekananda, Mahatma Gandhi,

Rabindranath Tagore, Sri Aurobindo, J. Krishnamoorthy
 Philosophical thoughts of Western thinkers - Plato, John Dewey, Rousseau, Paulo Freire
 Alternative thoughts – Illich, Reimer,
(10 hours)
Unit II

Education and Society

 Education and social change
 Social Change in India
 Modernization- Education and modernization
 Social mobility, Social stratification,
 Education and Culture - Cultural lag, Acculturation and Enculturation

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  Multiculturalism
 Social control
 Education and National Development - Education and Economic Development
( 10 hours)
Unit III
Constitutional provisions of Education
 Education and Democracy – National values enshrined in the constitution – concept of
secularism, socialism, nationalism, internationalism, equality and their educational
implications.
 Equality of educational opportunity. – Equality and Justice in the Indian Constitution,
differential school system and the idea of common neighborhood school-
 Equity and equality, individual opportunity and social justice and dignity with special
reference to the contributions of Dr. Ambedkar.

( 10 hours)
Unit 4 Curriculum Development

 Curriculum- meaning and definition-

 Bases of curriculum- philosophical and sociological
 Types of curriculum
 Modern trends in curriculum development
 Issues in curriculum development
 Curriculum for generating knowledge
 Education for a knowledge society
 Curricular changes suggested by NPE 1986.
 Systematic curriculum reforms - NCF 2005.
(20 hours)

MODE OF TRANSACTION

Lecture, Discussion, Seminars, Document and Text analysis

TASKS AND ASSIGNMENT

1. Narrate the educational contribution of any one of the Indian/ Western philosopher

OR

2. Critical appraisal of Constitutional values as practiced in an Educational Institution

REFERENCES

Agrawal, J.C. & Agrawal S.P. (1992). Role of UNESCO in Educational, Vikas Publishing House,
Delhi.

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Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society, NCERT, New
Delhi.
Bhatia, R.L. (2011). Modern Indian education & its problems. New Delhi; Surjeet.
Brubacher John. S (1962). Modern Philosophies of Education. New Delhi: Tata McGraw,
Butter J. Donald (1951). Four Philosophies and Their Practice in Education and Religion New
York:
Harper and Brothers Publishers
Butter, J. Donald (1968). Four Philosophies and their Practice in Education and Religion.
New York: Harper and Row.
Dewey, John (1916). Democracy and education. New York; MacMillan
Dewey John (1938). Experience and Education. New York: Macmillan.
Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth: Penguin
George Thomas (2004) Introduction to Philosophy, Delhi, Surjeet Publication
Humayun Kabir (1951). Education in New India. London: George Allen and Unwin Ltd.
Jagannath Mohanty (1998). Modern Trends in Indian Education. New Delhi: Deep and
Deep publications.
R. P. Pathak (2012) Philosophical and Sociological Principles of Education. New Delhi:
Pearson Publication.
Randall Curren (2007) Philosophy of Education an anthology, USA : Black well Publishing
Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut : International
Publishing House
Taylor, P. (1993). The texts of Paulo Freire, Buckingham: Open University Press.
Zhijian, L.The multirole of Teacher: Retrieved July 10, 2012, from Wuhan University of science
and engineering

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 EDU. 12 CREATING AN INCLUSIVE SCHOOL

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Define the concept of disability and inclusion within an educational framework
2. Identify the dominating threads that contribute to the psychological construct of disability
andidentify the barriers and challenges to inclusive learning and participation.
3. Describe the cultures policies and practices that need to be addressed in order to create an
inclusiveschool.
4. Implement various methods and strategies that promote the integration of students with
disabilitiesin the normal schools.
5. Design and implement University acceptable plan and procedure for making the schools
moreinclusive.
COURSE CONTENT

Unit I
Concept and Relevance of Inclusion
 Historical perspective of inclusive school
 Concept of inclusive school- Understanding the Difference: Inclusive, Integrated and
Segregated Education
 definitions of mainstreaming and inclusion
 History of Special Education Policy and Inclusion in India- need and importance of
inclusive school in view of Right to Education in India
 Inclusive schools as effective schools
 Barriers to inclusion- measures taken by GOI for Inclusive Education for Disabled at
Secondary Stage (IEDSS)
(7 hours)
Unit II
Learner Diversity in schools
 Types of diversity ( with reference to special issues in education)– gender – culture and
language- marginalized- economic disparities- special ability groups
 Hearing Impairment, Visual Impairment, Physical Impairment - Motor and Mobility
Impairments, Cerebral Palsy, Developmental / Intellectual Impairment, Down‘s Syndrome.
 Specific Learning Difficulties
 Other Impairments and Disabilities
 Social, Emotional and Behavioural Difficulties
 Multiple Impairment
(15 hours)

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Unit III
Challenges in Inclusion
 Issues in Creating Inclusive Schools
 Common Features for Successful Inclusion
 characteristics of cultural and gender inclusion
 characteristics of inclusive learning friendly Environment
 Dealing with Diversity in the Classroom, Valuing and Encouraging Diversity ,Including
Different Kinds of Thinking, Learning, and Bias in the Curriculum and Learning Materials
 Gender and Teaching
 Diversity and Disability
 HIV/AIDS and Discrimination
(8 hours)
Unit IV
Making Schools More Inclusive
 Organizational Supports for Change toward Inclusive Schooling-Promising Practices That
Foster Inclusive Education- Access to the General Education Curriculum for All: The
Universal Design Process- methods of involving parents and communities in schools-
Need for Leadership and Collaboration in Developing Inclusive Schools-
 Classroom practices in Inclusive school

 Strategies for meeting diversity in the classrooms-Concept of resource teacher- Major

Activities of resource teacher- the Collaborative teaching by regular and collaborative
teachers- concept and method of Multilevel Instruction-Inclusive evaluation-
(15 hours)

MODE OF TRANSACTION

Lecture, Discussion, School visits, Seminars, Debates

TASKS AND ASSIGNMENTS

Visit one school of your neighbourhood and Consider the following

1. Consider the special education and general education teachers in the school. Identify
experiences and expertise that these teachers can offer to others as inclusive programs are
developed or improved.
2. Reflect on your understanding of inclusion. How is your understanding similar to or
different from other teachers and administrators in the school?
3. A recent school change or improvement effort undertaken by the school focusing on
resistance was encountered during this effort and measures taken by the school to address
this resistance?

REFERENCES
Ainscow, M. (1994). Special Needs in the Classroom: A Teacher Education Guide.
Baglieri, S., & Knopf, J. H. (2004).Normalizing difference in inclusive teaching. Journal of
learning disabilities, 37(6), 525-529.

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Booth T, Ainscow M, Black-Hawkins K, Vaughan M and Shaw L. (2000). Index for Inclusion:
Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive
Education.
Frederickson, N., & Cline, T. (2002). Special educational needs, inclusion and diversity: A
textbook. McGraw-Hill Education (UK)

Harris, R., Miske, S., &Attig, G. (2004).Embracing Diversity: Toolkit for Creating Inclusive
Learning-Friendly Environments. UNESCO Bangkok.
Kohama, A. (2012). Inclusive Education in India: A Country in Transition.
McConkey, R., & da Costa, A. M. B. (2001). Understanding and Responding to Children's Needs
in Inclusive Classroms: A Guide for Teachers. Inclusive Education.
Perner, D., & Porter, G. L. (2008).Creating inclusive schools: Changing roles and
strategies. Research-based practices in developmental disabilities, 2, 527-532.
Peterson, J. M., &Hittie, M. M. (2003). Inclusive teaching: Creating effective schools for all
learners. Allyn& Bacon.
Pinnock, H., & Lewis, I. (2008). Making schools inclusive: How change can happen. Save the
Children's Experience, Save the Children Fund, London, 1-64
Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2001).Teaching students with special needs in
inclusive settings.
Salvia, J., Ysseldyke, J., & Bolt, S. (2012). Assessment: In special and inclusive education.
Cengage Learning
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners.
ASCD.
Unesco (2009) Towards Inclusive Education for Children with Disabilities: A Guideline.
Bangkok: UNESCO Bangkok, 2009.
Villa, R. A., & Thousand, J. S. (Eds.). (2005). Creating an inclusive school. ASCD.

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 EDU13.1 PROFESSIONALISING ARABIC EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Identify andacquire qualities of aneffective Arabiclanguage Teacher.
2. Show appropriate attitudestowards research skillsto identify and locatesignificant
concernsrelated to Arabiclanguage researchtrends.
3. Becomean expert in designand use of digitallearning tools andresources for
Arabiclanguage learningprocesses.
4. Usevirtual workspace forinstitutional andprofessionaldevelopment.
5. Critically evaluateCommunity basedteaching & learningsystems.

Unit I
Teacher as a reflective practitioner
 Teacher : Teaching Profession, Professional Traits and competencies, Professional
Ethics
 Arabic Language Teacher: His varying roles
 Qualities and qualifications
 Humanistic teacher attributes : Temperance, Empathy, Academic aristocracy,
Commitment, Humour, Ethics, Reflection, Knowledge worker, Facilitator, Mentor,
Social Engineer, Helper, guide
 Reflective Practitioner,
 Teacher Development, Professional Development, Continuing professional
Development
 Teacher Accountability
 Rubrics for self assessment

15 hrs)

Unit II
Research inputs in Arabic language learning
 Researches in Arabic Language Education and Second Language Pedagogy
 Identifying and locating significant concerns related to Arabic language learning
 Action Research –Investigating learner issues
 Review of Recent Research Studies in Arabic Language Education
 Place of Arabic language as a source of knowledge

(10 hrs )

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Unit III
E-resources in teaching & learning of Arabic language
 E- learning and e teaching: Digital text books, Digital library & other online
resources - Designing of Digital text books , e-books and its application, Adopting
down loaded resources for teaching Arabic
 M-learning: smart phones as learning devices and its scope
 Networking in professional growth
 Professional communities : E-twinning for institutional & professional growth
 Forming forum of online learning
 Emails, blogs, teacher tube, for promoting teaching and learning of Arabic

(10 Hrs)
Unit IV
Community based teaching & learning
 Teaching and learning resources: Formal & Informal learning contexts

Role of University Departments, Arabic Colleges, Dars system, religious madrasas
on Arabic language learning
 Society as Language Lab
 Role of films and Theatres,
 News papers, magazines& electronic Medias etc.
 Language forums, Interview & Talks by Experts,
 Exposure to events of National Importance; Celebration of International Arabic Day
(10Hrs)
MODE OF TRANSACTION

Lecture, Discussion, Text analysis, Practicals

TASK AND ASSIGNMENTS

1. Preparation of an article based on any research thesis related to Language Teaching
preferably Arabic

REFERENCES:
Al Muallim al Najih:, Dr. Abdullah al Amiri, Dar al shamil Al Nashir wa thouzeea‘
Thatweeru Adai -al Muallim; kifayathu thaaleem wa thahleel al muthawasila : Hashim
Uwaidha, Dar al Ilm al Malayeen , Labanan
Thaaleemu al lugha al arabiyya baina nadriyya wa thathbeeq: Dr Hasan Al Shahatha, Dar
Misriyya wa llubnaniya
Mushkilathu thaaleemu llughal Arbiyya: Abbas M ahmood ; Dar alsaqafa, Qatar
Thareeqathu Thadreesi Wa strateejiyyathuhu: Dr Muhammed Mahmmod al Haila, Dar Al
Kitab Al Jamia, Al ain, UAE
Al Mawajja Al Fanni
''Thuruqu thadreesu lluathil arabiyya[1996]''Dr jodath arrukabi dimascus : darul fkr
''Ilmu nnafsi tharbaviyyi'' Dr abdul majeed nashvathi : muassasathu rrisalath
''Models of teaching'' Bruce choice and marsha veil prentice hall;New Delhi

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 ''Txonomy of Educational objectives '' Bloom Benjamin :BOOK1 the cognitive domain David
me kay Co inc New York
''Teaching language as communication'' Widdoson H(1978); Oxford university press .
''Language teaching and Bilingual Methord'' Dodson CJ (1967) Pitman: New York

EDU 13.2 PROFESSIONALIZING ENGLISH EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Integrate knowledge, skills and experiences for becoming a professional in teaching
English.
2. Summarize the need for professionalism
3. Practice capacity building in English education as per the global demands.
4. Design outreach programs for the global scenario by preparing themselves for new
careers.
5. Plan and prepare e-content materials for language learning

COURSE CONTENT
Unit I
Professionalism
 Profession –professional ---professionalism-- meaning, need and importance
 Qualities of a professional teacher in English -ways to inculcate professionalism in
teaching
 Professionalization of teaching
 In-service and pre service courses
 Leadership qualities and types
(15 hours)
Unit II
Global demand of English teachers
 Job Attractions -challenges in the global level
 Qualifying Proficiency tests ; IELTS, TOEFL, etc.
 Equip teachers to meet global demands
(10 hours )
Unit III
New careers for English teachers
 Language trainer -qualities; Content writers and their qualities content writing: meaning

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 and its importance
 On line teaching –features, merits and demerits; Anchoring –qualities of an anchor; Out
sourcing –meaning , merits and demerits; Running commentary ; TV reporting; Tele
conferencing ; event management ; social networking ; online editing
(13 hours)
Unit IV
E- learning materials in English
 Nature of e-learning materials and its preparation
 Language related co-curricular activities and its organization
 Preparation of a multimedia package
 ELT journals
( 12 hours)
MODE OF TRANSACTION
Lecture, Discussion, Presentations, Text analysis

TASKS AND ASSIGNMENTS

1. Report on any 2 recent researches in English language
teaching

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 DU 13.3 PROFESSIONALIZING HINDI EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Learning outcome of Semester IV

On completion of this course, the student will able to:
1. Recognize different grammatical structure and develop knowledge on short history of
Hindi language.

2. Evaluate the role and importance of Hindi in present Indian context

3. Develop the professional skill to become a professional Hindi teacher

4. Develop tools of evaluation

5. Analyse types of assessment and evaluation

6. Develop co-curricular activities in Hindi

7. Illustrate the most modern technology of teaching, learning and

professionalizing.
COURSE CONTENT
Unit I
Hindi literature and grammar
 A short history of Hindi language
 History of literature middle and modern with its importance in present Indian context.
 Parts of speech in Hindi Preparation of assignments on any branch in Hindi
10 hours
Unit II
Professionalizing hindi teacher
 Definition of profession – teaching profession – professional ethics and teacher
competencies.
 Teacher as a researcher.
 Role of SCERT, NCERT, NCTE etc. in the professional growth of the teacher.
 Qualities and qualifications of a Hindi teacher. Prepare a report on Quality Hindi
teacher
10hours

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Unit III
Assessment and evaluation
 Evaluation of student achievements – tools of evaluation – formative and summative
methods – norm referenced test – criterion referenced test.
 CCE – grading system and the new system of evaluation in Kerala.
5 hours
Unit IV
Co-Curricular Activities
 Co-curricular activities in Hindi, programmes – their rules and regulations
5 hours
Unit V
Technology enabled innovative strategies in teaching hindi
 Methods and strategies of publishing articles and papers on line and offline.
 E-learning, E-schooling and virtual classrooms
 Role of web resources in professionalization
 Teacher tubes
 Preparation of short film/publication of paper based on the educational content.
10 hours

MODE OF TRANSACTION
Lecture, Disacussion, Text analysis, Seminars
TASKS AND ASSIGNMENTS
(any one of the following)
1. Prepare a report on Quality of Hindi teacher
2. Prepare a lesson plan on any topic using any models of teaching.
3. Prepare the list of web resources for teaching support.
4. Preparation of short film/publication of paper based on the educational content.

REFERENCES
1. AcharyaChatursen,HindiSahityaKaParichay
2. AcharyaNanduDulareBajPeyi,HindiSahityaKaSamshipthaIthihas
3. AcharyaSitharanChaturvedi,Bhasha Ki Shiksha
4. Dr.G.C.Bhattacharya,AdhyapakShiksha,VinodPustakMandir,Agra
5. Dr.BholanathTiwari,HindiBhashaShikshan
6. Dr.SatyanarayanDube,ShikshanVidhiyamAadharbhhothThatv
7. Dr.ShailendraBhooshan,ShikshanAdhigamKe
8. BhaiYogendrajith, Hindi BhashaShikshan, AgrawalPublications,Agra
9. DhirendraVarma,HindiBhashaAurLipi
10. Dinesh Chandra Bharadwaj,BasicShikshaManovigyan, AgrawalPublications,Agra
11. DurgeshNandini,HindiShikshan,Sumith Enterprises
12. Prof.GaneshPrasesSidha,BhashaShikshanNidhi
13. Kamatha Prasad Guru, Hindi Vyakaran
14. Dr.K.P.Pandey,ShikshamemKriyatmakAnusandhan
15. Dr.S.S.Mathur,Shikshan Kala Eevam Naveen Padhathiyam,
AgrawalPublications,Agra

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16. Dr.S.N.Mukherji,RashtraBhasha Ki Shiksha
17. Dr.Nareshsharma,Shikshan Ki Avasthayem.VigyanBharathi,Gaziabad
18. Dr.RamshaklPandey, Hindi BhashaShikshan
19. Dr.SreedharanandaMukherji,RashtraBhasha Ki Shiksha
20. Dr.SitaramJaiswal,MahendraPalSharma,ShikshaKeThatwikSidhanth
21. P.D.Patak,ShikshaManovigyan, AgrawalPublications,Agra
22. P.G.Kamath,AnyaBhashaShikshanEakBhashaVaigyanikDrishti
23. RaveendranathSreevastav,BhashaShikshan,VaniPrakashan,New Delhi
24. K.M.Siva Ram Sharma,HindiShikshan Kala
25. Sadde,RashtraBhashaKaAdhyapan
26. B.L.Vats, Hindi Shikshan, AgrawalPublications,Agra
27. DevanagariLipiTadha Hindi Varthani,Kendriya Hindi Nideshalay,Hindi
28. RashtraBhashaBharathi (Patrika),GrihaMantralay,BharatSarkar

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 EDU 13.4 PROFESSIONALING MALAYALAM EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Recognise the need and scope of techno pedagogy in language teaching
2. Familiarise and equip with the various e resources used for teaching-learning
Malayalam
3. Understand the IT integrated approach in teaching Malayalam
4. Recognize, reorganise and update oneself with the newly available e resources
5. Understand the need of professionalism in teaching
6. Understand the importance of professional growth
7. Understand the importance of teacher ethics
8. Develops the professional and personal qualities of a teacher
9. Acquaint with the competencies of teachers
10.Understand that teachers as a community of learners
11.Understand the importance of collaboration of schools with other institutions

COURSE CONTENT
Unit- I
Techno pedagogy
 Techno pedagogy – meaning, need and scope
 Technological Pedagogical Content Knowledge (TPACK)
 Teacher as a Techno pedagogue
15 hours
Unit- II
Techno pedagogic skills
 Computer Assisted Instruction
 Digital taxonomy
 Digital lesson plans
 Unit- III Effective use of IT
 Using presentation software
 E- content
 Use of Malayalam blogs and important sites in teaching and learning Malayalam
 Use of social networks in enhancing and updating language learning and teaching
20 Hours
Unit- IV
Professionalizing Malayalam teacher
 Teaching as profession
 Professional growth

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  Ways and means of improving professional growth
 Professional ethics
 Teacher qualities- General and Professional
 Teaching competencies
 Teachers as a community of learners- Collaboration of schools with colleges, universities
and other institutions.
15 hours
TRANSACTION MODE
Lecturer and discussion method, Seminar, IT based teaching
TASKS AND ASSIGNMENT
Preparing an IT based lesson plan / Creation of a Malayalam Blog

EDU-13.5 PROFESSIONALISING SANSKRIT EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. List the qualities of good Sanskrit teacher
2. State the online teaching methods
3. Outline the major trends relevant with the Sanskrit curriculum revision
4. Instantiate the reports of various Sanskrit commissions
5. List various days for celebration
6. Organize various programs in Samskrotholsava

Unit -1
Techno pedagogy
 Use of blog, powerpoint, vidieo clips
 Concept-meaning- scope of techno pedagogy.
 Role of teacher as a techno pedagogue
10 Hours

Unit II
I T Inputs
 Web based constructions
 Designing student teacher generated digital tenants.
 Adapting Free downloadable digital resources in Sanskrit -UBUNTU, ILEEP, ISM etc.

15 Hours

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 Unit III
Digital Learning
 Networking, creation of IDBLOG, web-based instruction-
 Learning-management system
10Hours

Unit IV
Sanskrit Teacher
 Role perfomance,
 Teacher as a reflective practitioner, localized designing and
 Development of tools- posting reflections in blog, forums
10 hours

MODE OF TRANSACTION
Presentation, discussion, practicals
TASKS AND ASSIGNMENT
1, Prepare an e- Magazine
REFERENCES

1-TEACHING SANSKRIT- G. SAHADEVAN

2, TEACHING SANSKRIT WITH NEW TECHNIQEUS- DR. C.H.L.N. SARMA
3, KERALEEYA SAMSKRITHADHYAPANAM- DR.K.R.HARINARAYANAN
4, PRACTICAL SANSKRIT GRAMMER- P.R.D. SARMA
5, FIRST BOOK OF SANSKRIT . R.G. BHANDARKAR
6, SECOND BOOK OF SANSKRIT. R.G.BHANDAERKAR
7, MODELS OF TEACHING- BRUCEJOYCE -MERSHA WEIN
8, REFFLECTION S OF LANGUAGE. NOM CHOMSKY
9, THE TEACHING OF SANSKRIT. D.G.APTE
10. SAMSKRUTHA SHIKSHANA – RAMSAKAL PANDEY
11, REPORT OF FIRST SANSKRIT COMMISSION – GOVT OF INDIA
12, KRISHNAWARRIER COMMISSION REPORT- GOVT OF KERALA
13,SECOND SANSKRIT COMMISSIN REPORT – GOVT OF INDIA
AUDIO VIDEO MATIRIELS
1, A WORK BOOK FOR SANSKRIT LEARNER D.PI. KERALA.
2, ABHYASAMANJARI- D.P.I.KERALA
3, C.D OF RASTRIYA SANSKRIT SANSTHAN
4, PRAYOGA PARICHAYA C.D. BY D.P.I.
5, C.D. OF R.S.VIDYAPEETHA thirupathi

websites

navavani . org .in

nic.sanskrit.in

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 EDU 13.6 PROFESSIONALIZING TAMIL EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:

1. Recognize the role of Tamil in the Society.

2. Practice co-curricular activities in Tamil
3. Competent in of nurturing talented children
4. Acquires skills in IT related professional inputs of teaching
Integrate skills and demonstrate attributes of a Professional Tamil
Teacher
COURSE CONTENT

Unit I
Values of Teaching Tamil
 Tamil and other languages-the importance of Tamil as a mother Tongue in
learning Non-language subjects
 Researches in Tamil language Education and Second Language Pedagogy
 Identifying and locating significant concerns related to Tamil language learning
 Action Research –Investigating learner issues
 Review of Recent Research Studies in Tamil Language Education
 Place of Tamil language as a source of knowledge

15 hours
Unit II
Individual differences
 gifted children in Tamil language
 creativity, Nurturing talent and creativity In Tamil language

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  A buzz session to list techniques to identify and nurture talent.
8 hours
Unit III
Technology in Tamil education
 Educational informatics and e- Learning E- learning and e teaching
 Digital text books, Digital library & other online resources
7 hours
Unit IV
Tamil Teacher
 Definition of profession –Teaching as a profession. Professional ethics.
 Ways and means of improving professionalism
 Personal and Professional qualities of a Tamil teacher.
 In-service Teacher education Pre-service course Orientation and Refresher courses Self
study
 Doing Research for self-development. Teacher as a researcher.
 Role of SCERT, NCERT, NCTE etc. in the professional growth of the teacher.
20 hours
MODE OF TRANSACTION
Lecture, Discussion, Presentation, practicals
Tasks and Assignment
Prepare an enrichment material in Tamil for 8th Std. gifted students

EDU 13.7 PROFESSIONALISING URDU EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Describe the importance and nature of learning activities.
2. Evaluate the effectiveness of models of teaching in Urdu teaching.
3. Assess the teaching as a profession.
4. Justify the importance of thought process and creativity in teaching and Learning.

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 COURSE CONTENT
Unit I
Co-Curricular Activities
 Co-curricular activities- their importance,
 organization of field trips and study tours, language club
8 hours
Unit II
Individual Differences
 Multiple intelligence
 Characteristics of talented children
 Identification of Creativity and Critical thinking
 Techniques of nurturing talented children
10 hours
Unit III
Technology in Urdu education

 Computer Assisted Instruction-Urdu typing ability- Educational informatics and e-

Learning - E- learning and e- teaching: Digital text books, Digital library & other online
resources
 Models of Teaching- Concept – definition p dimensions and classification of models.
 Types and families of models. Designing of important models that can be effectively used
in language learning.
16 hours
Unit IV
Urdu Teacher
 Definition of profession, teaching as a profession.
 Traits of professionalism, Professional ethics, Qualities and virtues of an Urdu Teacher,
 Teacher Competencies listed by NCTE
 Soft Skills
 Professional growth of Urdu teacher
 Ways and means of improving professionalism
 Research journals in Urdu. Role of SCERT and NCERT in the professional growth of a
teacher.
 In-service Teacher education Orientation and Refresher courses, Self-study Doing
Research for self-development. Teacher as a researcher-
 Identifying and locating significant concerns related to Tamil language learning
 Action Research –Investigating learner issues- Teaching , Research and Extension
-Professional organizations of teacher
16 hours
MODE OF TRANSACTION
Lecture, Discussion, Presentation, Practicals
TASKS AND ASSIGNMENT

Prepare an enrichment material on a selected topic in Urdu

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 EDU 13.8 PROFESSIONALIZING COMMERCE EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10) Course

Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Identify various e-learning resources to lead virtual commerce classrooms effectively
2. Describe personal qualities and professional competencies of a commerce teacher
3. Execute the knowledge of TPACK in transacting commerce subjects
4. Judge the interdisciplinary nature and role of co-curricular activities in relation
tocommerce subjects
5. Design digital lessons for topics in business studies and accountancy

COURSE CONTENT
Unit I
Professionalizing Commerce Teacher
 Commerce teacher -Teacher Qualities, Professional competencies listed by NCTE
 Teaching as a Profession - Traits of Professionalism
 Professional Ethics
 Professional growth - ways and means - Role of Commerce Teachers Association
,SCERT and NCERT
(13 Hours)
Unit II
Techno Pedagogic Content Analysis
 Meaning and purpose of Technological Pedagogical Content Knowledge Analysis
 Interrelationship between Technology, Pedagogy and Contents of commerce subjects
at HSS level.
 Teacher as a Techno pedagogue : Meaning and Qualities
 Prepare Digital Lesson Plan for suitable topic from business studies and accountancy
(13 Hours)
Unit III
Techno Pedagogic Skills

 CAI and CMI

 E-learning meaning and features –How the web will change the classroom
 Video conferencing and Tele conferencing in teaching of commerce.
 Virtual libraries and Digitized books
 Web Based Learning
 Use of Websites like ERIC , INFLIBNET etc.

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  e‐content development – concept, forms of e‐content and steps in the preparation of e-
content
 ICT inputs as learning resources- Facebook, Blog, Wiki, Twitter, Discussion
Forum,Youtube Resources etc
 M-Learning
(14 Hours)
Unit IV
Interdisciplinary approach in teaching Commerce
 Meaning and importance of interdisciplinary approach in commerce teaching
 Commerce and its branches- Relationship of Commerce subject with its branches like
insurance, banking, marketing, income tax, management etc.
 Relation of commerce with other subjects - Relationship of commerce subject with
other subjects like economics, geography, politics, mathematics, statistics, information
technology etc.
 Co-curricular activities in Commerce- Meaning and importance.
 Commerce club
 Running of school bank and cooperative store.
(10 Hours)
TRANSACTION MODE
Lecture, Discussion, Group work and Project, Assignment, Seminar, Debate

TASKS AND ASSIGNMENT

1. Techno pedagogic content analysis of any five suitable topics and prepare the digital
materials (Selected units of higher secondary Accountancy and Business Studies text
book)
REFERENCES
Aggarwal, J.C. (2003). Teaching of Commerce; A Practical Approach. New Delhi: Vikas
Publication.
Borich,Gary.D. (2004). Effective Teaching Method. New Jersey : Prentice Hall Inc.
Boynton,L.D .(1963). Methods of Teaching Bookkeeping and Accounting. Ohio: South
Western Publication.
Chopra, H.K. & Sharma, H. (2007). Teaching of Commerce. Ludhiana: Kalyani Publisher
Gehlawat,M. (2012). Information Technology in Education. New Delhi: Pearson
Education.
Khan.S.Mohammed.(1987). Commerce Education. New Delhi: Sterling Publishers.
Krathwohl.et.al. (1965).Taxonomy of Educational Objectives. Hand Book II: Affective
Domain. New York:McKay.
Kumar, M. (2004). Modern Teaching of Commerce. New Delhi: Anmol Publications Ltd

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 Raj, R, B. (1999). New Trends in Teaching of Commerce: Models of teaching and concepts
of learning. New Delhi: Anmol Publications.
Rao, D,B. (2006) Methods of Teaching Commerce. New Delhi: Discovery publishing
house
Roa, S. (2005). Teaching of Commerce. Anmol Publications pvt.Ltd: New Delhi.
SCERT. (2007). Kerala Curriculum Framework. Trivandrum: SCERT.
Sharma, A. (2009). Contemporary Teaching of Commerce. Surjeet Publications: New
Delhi.
Singh,M,N. (1977). Methods and Techniques of Teaching Commerce. New
Delhi :Youngman.
Singh, V.K (2006). Teaching of Commerce. New Delhi: A.P.H.Publishing corporations
Singh,Y,K. (2011). Teaching of Commerce. New Delhi : APH.
Tiwari, S.A.(2005).Commerce Education in the global Era. New Delhi: Adhyayan
Publishers.
http://teachinghistory.org/issues-and-research/roundtable
Higher secondary business studies and accountancy text book (Plus 1 & Plus 2)
www.5learn.co/e-content-development
www.aptaracorp.com/digital-content-production/econtent-development
www.ntu.edu.sg/home/sfoo/publications/2002/02ecdl_fmt.pdf
blog.ebayclassifieds.com
www.net-security.org cybercoyote.org/security/safe-web.html

EDU 13.9. PROFESSIONALIZING COMPUTER SCIENCE EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Explain different levels of computer literacy and responsibilities of Computer Science
teachers.
2. Integrate mentoring skills and professional ethics with teaching skill to become a
professional teacher
3. Make use of techno pedagogical skills and Technological Pedagogical Content
Knowledge (TPACK) in education.
4. Use ICT tools and content management systems for the development of educational
resources.
5. Illustrate the importance and advantages of using free and open source software.
6. Identify the role of computer science teacher in e-content development, management and
the development of leaning modules.
7. Describe the emerging areas in computer Science education like expert systems, robotics,
nano technology, internet of things, etc.
8. Explain the use of Learning Management Systems and the importance of creative
common licensed materials.
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 COURSE CONTENT
Unit.1
Professionalizing Computer science teacher
 Teaching as a profession
 Responsibility of computer science teacher
 Teacher as a Mentor and Mentoring Skills
 Different levels of computer literacy, Qualities of a computer science teacher
 Ways and means of improving professionalism
 Professional Ethics
(10 Hours)
Unit II
Techno pedagogy in computer science Teaching
 Techno pedagogy – meaning, need and scope
 Computer Science Teacher – more than an techno pedagogue
 Technological Pedagogical Content Knowledge (TPACK)
 Techno-Pedagogical Skills
 Analysis of school text book units using ICT Tools
 ICT tool development. Content Management System(CMS), Animation software,
audio/video editing software.
(15 Hours)
Unit III
Software selection for Computer science learning
 Free and Open source software
 Advantage of using open source software
 Role of Computer Science teacher in E- content development
 Learning objects and modules
 Utilising Tele conferencing and video conferencing
 Scope of blogs, wiki and social media in computer science learning
 Review of IT@School Ubuntu.
 Practical use of concept map tools
 M-learning, role of mobile apps in present learning
(15 Hours)
Unit IV
Emerging areas in Computer Science education
 Expert systems and robotics
 Nano technology
 Creative Commons Licensing
 Internet of things 
 Learning Management Systems – MOODLE
(15 Hours)

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 MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS

 Prepare a Techno pedagogic Content Analysis of a Unit from Higher Secondary School
level Text Book
 Prepare an enrichment material for gifted students in computer science on a concept of
standard XI

EDU 13.10 PROFESSIONALIZING MATHEMATICS EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Identify the causes of poor performance in mathematics
2. Organize different activities for making mathematics learning enjoyable
3. Identify the exceptional children in mathematics and develop special programs for them
4. Appraise the role of governmental and non-Governmental initiations in
nurturingmathematics learning
5. Design e- content material in mathematics
6. Identify various aspects of professionalizing mathematics education
7. Outline techno pedagogical skills for mathematics instruction

Unit I
Mathematics for All
 Causes for poor performance in mathematics,
 Mathematics phobia among learners- Causes and Remedies
 Role of recreational activities in mathematics learning (mathematical games, riddles, quiz,
puzzles, Sudoku etc.)
 Mathematics club- Activities, importance and organisation
 Mathematics fairs
(8 Hours)
Unit II
Exceptional Children in Mathematics
 Concept of Multiple Intelligences
 Exceptional children in mathematics- Mathematically gifted, slow learners, under achiever-
their characteristics; special programmes for each
 Learning difficulty in mathematics (dyscalculia)- characteristics and remedial measures
 Mathematical creativity- characteristics, Role of teacher

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 Governmental and non-governmental initiatives in improving mathematics learning; Field
medal, Mathematics Olympiad, NUMATS, NTSE, MTSE.

(15 Hours)
Unit III
ICT in Improving Teaching Performance
 E-content development- concepts, formats, steps for preparation, script writing for e-content
 Using internet for accessing information, Websites for authoritative information like ERIC,
INFLIBNET
 E-resources for teaching and learning- Websites, blogs, E-books, E-journals, wikis,
discussion forums, social networking sites & Apps.
(15 Hours )
Unit IV
Professionalizing Mathematics Teacher
 Teaching as a profession, professional ethics in teaching, Traits of professionalism
 Qualities of a Mathematics teacher- General qualities, specific qualities, Personal qualities..
 Soft Skills for teachers
 Professional growth of Mathematics teacher. – Teaching, Research and Extension.

(8 Hours)
Unit V.
Techno pedagogy in Mathematics Teaching
 Techno pedagogy – meaning, need and scope
 Technological Pedagogical Content Knowledge (TPACK)
 Techno-Pedagogical Skills of social Mathematics teacher
(4 hours)

MODE OF INSTRUCTION
Lecture, assignment, small group discussion, Seminar

TASK AND ASSIGNMENTS:

1. Prepare a script for an e-content material for any topic in mathematics at secondary level

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 EDU 13.11PROFESSIONALIZING NATURAL SCIENCE EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Co-ordinate seminar on teaching profession, competency, andsoft skills.
2. Judge the relevance of resources and agencies in professionalgrowth of science teacher.
3. Prepare a review based on the information collected from ERICand INFLIBNET.
4. Analyse the relevance of techno pedagogy, TPACK, technonpedagogic skills of natural
science teacher.
5. Create digital resource, online publishing and analyse schoolbiology topic by using
appropriate ICT tools.
6. Evaluate the nature of scientifically gifted students.
7. Analyse the use of information communication technology inscience classroom.
8. Evaluate the significance of IT resources and dynamic learningenvironment in teaching
learning process.
9. Construct an e-content in biology.

Unit I
Professional Science Teacher
 Definition of profession, Teaching as a profession - Professional ethics, Traits of
professionalism
 Teaching competencies required by a science teacher. Teacher Competencies listed by
NCTE
 Soft Skills required for a teacher
 Professional growth of Science teacher. Teaching, Research and Extension, Research
journals in Science & Science Education

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  Role of SCERT and NCERT in the Professional growth of Science teacher. Internet
resources and websites for professional growth of science teachers like ERIC,
INFLIBNET etc.
15 hours

Unit II
Technological Pedagogical Analysis of content Knowledge (TPACK)
 Techno pedagogy – meaning, need and scope
 Technological Pedagogical Content Knowledge (TPACK)
 Science teacher as techno pedagogue-
 Techno-Pedagogical Skills of Natural Science teacher
 Digital Resources –CD, DVD, Websites, m-learning.
 Analysis of school biology topic using ICT Tools
 Relevance of Online Publishing using blogs, forums, wikis, online journals etc.
15 hours
Unit III
Gifted students in science
 Identifying and nurturing the scientifically gifted children-charecteristics - strategies to
foster giftedness.
 Creativity –components of creativity - Critical thinking in Science. NTSE(National Talent
Search Examination by NCERT),
10 hours
Unit IV
Science and technology
 Complementarities between Science and Technology - use of ICT in science
Educational uses of e-mail, e-discussion, chat, Wiki , Blog in education - how to use blog
in education, utilizing social net working effectively,
 Communication Technology- Technology based new emerging communication media
[Tele-conferencing, webinar, video conferencing, micro blogging etc] . Virtual class room
and virtual reality, virtual labs (iLab Project at MIT )
 Computer Aided Teaching, Expert System and Intelligent Tutoring Systems, Module
preparation for e-content Development, Course ware, Free softwares in Science -
Learning Management Systems – MOODLE
10 hours

MODE OF TRANSACTION
Lecture, Discussion, Presentations, Practicals
TASKS AND ASSIGNMENTS
1. Prepare a summary of an article related to science education from an e-journal.
OR
2. Prepare a Techno pedagogic Content Analysis of a biology lesson from Secondary level

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 EDU 13.12 PROFESSIONALISING PHYSICAL SCIENCE EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. List the qualities; identify the mentoring skills and critically analyzethe accountability of a
Physical Science teacher.
2. Appraise professional ethics in various situations and collaboratewith others in a
professional manner.
3. Explain the need and scope of TPACK and analyse physical science content based on
TPACK
4. Analyse various ICT tools and design e-content incorporating socialmedia and web- based
tools in physical science teaching

COURSE CONTENT
Unit.1
Professionalizing physical science teacher
 Teaching as a profession
 Teacher as a Mentor and Mentoring Skills
 Professional Ethics
 Qualities of a physical science teacher
 Ways and means of improving professionalism
 Physical science teacher and teacher accountability
(10 Hours)

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Unit II
Techno pedagogy in physical science Teaching
 Techno pedagogy – meaning, need and scope
 Technological Pedagogical Content Knowledge (TPACK)
 Techno-Pedagogical Skills of physical science teacher
 Analysis of school text book units using ICT Tools
(15 Hours)
Unit III
ICT inputs in physical science learning
 Using presentation software
 E- content
 Learning objects
 Tele conferencing and video conferencing
 Scope of blogs, wiki and Google map , Web 2.0 tools
 Use of INFLIBNET
 Edubuntu
 Free soft wares in physical science –IHMC concept map tools
 M-learning
 Physical Medias as learning inputs – face book, whatsapp , Twitter, etc.
(15 Hours)
Reaching out to Society
 Science as a social Endeavor
 Science and Technology, complementarities between Science and Technology. Scientific
Literacy, Influence of science on society.
 The Science Teacher and Society. Role of science teacher in eradicating superstitions in
Society.
 Identifying and nurturing the scientifically gifted children. Creativity and Critical thinking
in Science. NTSE(National Talent Search Examination by NCERT), Olympiad programme
in Science by Homi Bhabha Centre for Science Education (HBCSE), KVPY scholarships
by the Department of Science and Technology.
(10 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS

Prepare a Techno Pedagogic Content Analysis of a Unit from Secondary School level Text
Book

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 EDU 13.13 PROFESSIONALISING SOCIAL SCIENCE EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Generate Teacher accountability and professional ethics of Social Science Teachers
2. Perform Techno Pedagogic skills in Social Science teaching
3. Demonstrate various ICT inputs in social science learning
4. Evaluate and report the emerging areas in Social Science Education

COURSE CONTENT
Unit.1
Professionalizing social science teacher
 Teaching as a profession
 Teacher as a Mentor and Mentoring Skills
 Professional Ethics
 Qualities of a social science teacher
 Ways and means of improving professionalism
 Social science teacher and teacher accountability

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 (10 Hours)
Unit II
Techno pedagogy in social science Teaching
 Techno pedagogy – meaning, need and scope
 Technological Pedagogical Content Knowledge (TPACK)
 Techno-Pedagogical Skills of social science teacher
 Analysis of school text book units using ICT Tools
( 15 Hours)
Unit III
ICT inputs in social science learning
 Using presentation software
 E- content
 Learning objects
 Tele conferencing and video conferencing
 Scope of blogs, wiki and Google map
 Use of INFLIBNET
 Edubundu
 Free soft wares in social science –IHMC concept map tools
 M-learning
 Social Medias as learning inputs – face book, whatsapp , Twitter, etc.
( 15 Hours )
UNIT IV
Emerging areas in Social Science education
 Teaching of current affairs
 Controversial issues
 Consumer education
 Law focused education
 Human rights education
(10 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.

TASKS AND ASSIGNMENTS

Prepare a Techno pedagogic Content Analysis of a Unit from Secondary School level Text
Book

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 ADDITIONAL OPTIONAL COURSES

EDU14.1- CHILD RIGHTS EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Explain the need and significance of child rights education
2. Design a collage about the violations in children's fundamental rights
3. Develop a project on the contributions of voluntary organizations in protecting the rights
ofchildren in your locality
4. Explain the important movements for child rights around the world
5. Critically analyse the situation of children in India with reference to child rights
movement inIndia
6. Make a survey in your nearest cities to trace out the child labours

COURSE CONTENT
Unit: I
Conceptual Analysis of Child Rights
 Meaning-Definition- of Child Rights -Nature of Child Rights
 Types of Child Rights-Freedom of speech, thought, fear, choice and the right to make
decisions , Ownership over one's body, etc Right to Survival, Right to Protection, Right to
Participation, Right to Development Differences from related concepts-
 Women‘s right, Youth rights and Human rights.
(6 Hours)
Unit: II
Child Rights Education
 Meaning and definition for child rights education-
 Need and Significance of Child Rights Education-
 Child Rights Education as learning about rights, learning through rights and learning for
rights-
(7 Hours)
Unit: III
Movements for Child Rights
 Important Movements for Child Rights around the World- -United Nations Conventions for
Rights of the Child (1959&1989) and Declarations on the Rights of the Child by
UN.International Organizations for Child Rights- UNICEF, AMNESTY

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 international,IFCW,IICRDS,UNHCR,etc.
 Child Right Movements in India- Critical Analysis of the Situation of Children in India-
Contributions of CRY, Kailash Satyarthi (Bachpan Bachao Andolan).
 Conventions of Child Rights
(10 Hour)

TASKS AND ASSIGNMENTS

Prepare a collage by using paper cuttings about the violations in children‘s fundamental rights.
OR
A project on the contributions of Voluntary organizations in protecting the rights of Children in
your locality OR
Make a survey in your nearest cities to trace out the child labours.

References:
1. Bhaskara Rao D ,United Nations Decade for human Rights Education,DPH,New Delhi
2. Dr, Savitha Bhakhry, ‗Children in India and their Rights‘, National Himan Rights Commission.
2006.
3. Child Rights Education Toolkit. Rooting Child Rights in Early Child hood Education, Primary and
Secondary Schools, UNICEF Private Fundraising and Partnerships Division (PFP), 2014
4. UN Briefing Papers,Human Rights Today: A UN Priority, New York

EDU 14.2 ENVIRONMENTAL EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Organize a seminar on ecosystem.
2. Evaluate the significance of ecological processes.
3. Criticize environmental problems at global, state and local level.
4. Judge existing environmental protection movements.
5. Recommend suitable approach, methods and techniques andCo-curricular activities for
environmental education transaction.
6. Constructs appropriate tools and techniques of evaluation inenvironmental education.

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COURSE CONTENT

Unit II
Introduction to our Environment
 Meaning, Importance and components of Environment- Principles of
 Environment (interdependence and interrelationships)-
 Ecosystems- Meaning, types, characteristics and ecological balance.

(5 Hours)
Unit II
Ecological Process

 Biosphere, Flow of Energy, Nutrient Cycles, Carrying Capacity, Conservation

of natural resources. Bio- magnification
(5 Hours)
Unit III
Conservation of Natural Resources - Problems, Perspectives and Management

 Natural resources (renewable and non-renewable)- Bio diversity- socio-

economic and cultural factors including poverty leading to exploitation and
degradation of natural resources, changing life styles and its impact on
environment.

 Pollution- Water, land, air, sound and radioactive

 Environmental Problems- Global, Regional and Local.

 Problems at the global level:
o Population explosion, Global warming and Greenhouse effect, Acid
rain ozone depletion and CFCs, Deforestation, Extinction of Species,
Loss of Habitat and Biodiversity, Industrialization and Urbanization,
Commercialization of agriculture

 Problems at the State level:

o Soil erosion, Deforestation, Bad water management
o Solid waste and its disposal, Destruction of mangroves
o Over fishing and marine pollution, shrinking of back waters
o Quarrying , Sand mining, Food adulteration, Changing cropping
patterns and land use

 Problems at the local/ immediate environment

o Specific environmental issues pertaining to the district
 Concept of Sustainable Development – need and requirement for attaining
 Sustainable development.

 Important Environmental Movements in the country with special reference

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 to Environment Movements in Kerala. Legislative measures in India for
Protection of environment
(20Hours)
Unit IV
Teaching- Learning strategies in Environmental Education

Environmental Education- meaning, need, significance and characteristics,

Objectives and principles of Environmental Education. Role of national and
international organizations and movements in the promotion of Environmental
Education
 Approaches- Infusion and problem- solving
 Methods - Discussion, Demonstration and Project
 Techniques -Observation, Nature games, Nature walk, Quiz, Role- play, Brain
storming, Survey, Dramatization, Puppetry, Case study, etc.
 Co- curricular activities- Field trips, Collection, Exhibitions, Film shows,
Video Shows, eco clubs.
 Evaluation in Environmental Education
 Use of appropriate tools and techniques of evaluation- Achievement tests,
questionnaire, rating scale, observation schedule and Case studies, Evaluation
of projects
(20 Hours)
MODE OF TRANSACTION

Lecture, Discussion, Field visits, seminars, workshops

TASKS AND ASSIGNMENTS

Visit a place of severe environmental pollution in your locality and analyse the socio-
political causes of pollution there.

REFERENCES

1. Capra, F.(1999). Eco‐literacy : The challenge for next century. Liver pool
Schumacher Lectures.
2. Orr, D (1992) . Ecological Literacy : Education and transition to a post modern
worlds. Albany: State University Press, New York.
3. Goleman, D.( 2010) Ecological Intelligence, Penguin Books, London 136

4. Odum , E.P. (1971) Fundamentals of Ecology WB Saunders

5. Speth & James,G. (2006) Global Environmental challenges: Transition to a
sustainable world, Orient Longmann
6. Firor, John & Judith E ,J. (2003) Crowded Green House, University Press
7. Brown , Lester R (2002) Eco Economy : Building an economy for earth , Orient
Longmann
8. Gardner HS( 2006) Frames of Mind. Harvard University Press
9. Bharucha E (2005) , Text book of Environmental Studies, University Press

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 10. Dani, H.M. (1986), Environmental Education, Chandigarh: Publication
Bureau, Panjab University.
11. Bhall, S.C. &Khanna, H. (2007), Environmental Education, New Delhi: Regal
12. Publication.
13. Nagra, V. (2006), Environmental Education, Jalandhar : Sharma Publications.
14. Nanda, K.V. (1997), Environmental Education, New Delhi : APH Publishing
Corp.
15. Nasrin (2007). Education, Environment and Society, New Delhi: APH Publishing
Corp.
16. Saxena, A.B. (1986), Environmental Education, Agra: National Psychological
Corp. 17. Sharma, R.C. (1981), Environmental Education, New Delhi: Metropolitan
Book Co. 18. Shrivastva, K.A. (2007), Global Warming, New Delhi: APH Publishing
Corp.
19. Shukla, K.S. and Srivastva, R.P. (1992). Emerging pattern of
Environmental Structure, New Delhi : Commonwealth Publishers.
20. Singh, K.Y. (2005). Teaching of Environmental Science, New Delhi: Chairman
21. Kumar, V.K. (1982). A Study of Environmental Pollution, Varanasi : Tara
Book Agency.
22. Vyas,H. (1995), Paryavaran Shiksha, New Delhi : Vidya Mandir

EDU 14.3 EDUCATION FOR DIFFERENTLY ABLED

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:
1. Recognize and identify different levels of differencesamong differently abled.
2. Define and distinguish various categories of differencesin differently abled students.
3. Select and use appropriate early identification andintervention strategies in order to make
conducivesocial/ learning environment.
4. Examine and choose suitable placement opportunitiesfor differently abled.
5. Develop critical understanding of recent trends anddevelopments in the education of
differently abled inorder to cultivate appropriate teacher adaptation.

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Unit 1
Understanding the Disabilities

 Concept and Definition of Impairment, Disability and Handicap.

 Historical and National developments and constitutional obligations for children
with special needs.
 Categories of disability as per the PWD Act 1995.
 Social and Educational Needs of children with special needs.
(8 hours)
Module II
Definition, Types and Characteristics
 Hearing Impairments: Definition, Types and characteristics
 Visual Impairment : Definition, Types and characteristics
 Mental Retardation: Definition, Types and characteristics
 Neuro-muscular and Loco motor disabilities: Definition, Types and characteristics
(10 hours)
Module III
Identification and Early Intervention
 Need for early identification and Intervention
 Assessment procedures for educational placement.
 Intervention of later identified children
 Early Educational Intervention strategies.
(10 hours)

Module IV
Educational practices for students with differently abled
 Special school education
 Integrated Education
 Inclusive Education
 Education of gifted students
(10hours)

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 Module V
Trends and Developments in the education of differently abled
 National Institutes – NIVH, NIMH, AYJNIHH, NIOH.
 Acts and Schemes – NPE 1986, POA 1992, RCI Act 1992, PWD Act 1995, NT
Act 1999.
 Role and Responsibilities of Pre-school teacher, Regular teacher, Resource
teacher and special teacher.
 Community Based Rehabilitation (CBR)
(7 hours)
MODE OF TRANSACTION

Lecture, Discussion, Field visits, seminars etc

TASKS AND ASSIGNMENTS ( Any One)

1. Visit special school and make classroom observation report (HI/VI/MR)
2. Visit General school where practicing inclusive education and conduct interview with
resource teacher and prepare report regarding inclusive education. Take three cases
(students with HI/VI/MR/LD) and make reports with special reference to education.
REFERENCES
1. Alan H. and Ravic R. (1992), Introduction to Special Education, Allyn and Bacon, Boston
2. Chauhan.S.S(2002)Education of Exceptional Children
3. Hegarty S.(2002).Educaton and Children with Special Needs in India: Sage Publications,
India Pvt. Ltd.
4. Panda, KC (1997) Education and Exceptional Children, Vikas Publishing House, New
Delhi
5. Seamus Hegarty, Mithu Alur (2002) Educaton and Children with Specials Needs: From
segregation to Inclusion
6. Smith, D.D, and Luckasan, R. (1992), introduction to Special Education, Allyn and
Bacon, Boston
7. Vicki L. Schwean, Donald H. Saklofske (1999) Handbook of Psychosocial Characteristics
of Exceptional Children

EDU14.4 GUIDANCE AND COUNSELLING

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Identify the meaning, need, scope and principles of guidance and its different forms.
2. Execute diverse guidance activities at school through proper planning and
organization.
3. Develop a clear concept about counselling.
4. Define mental health and describe what leads to poor mental health.

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 5. List the qualities of a school counselor and role of teachers in catering the students
with special needs.

COURSE CONTENT
Unit I

Understanding Guidance

 Meaning and Definitions

 Nature of guidance

 Purpose of guidance

 Scope of guidance

 Need for guidance

 Principles of guidance

 Types of guidance (Educational Guidance - Vocational or Career guidance - Personal or

Individual guidance)

 Group guidance (concept, need and significance)

(10 Hours)
Unit II

guidance in schools

 Various Guidance services in schools (orientation service – pupil inventory services – career
information service – placement service – follow up services - their needs)

 Teacher as a guidance personal (role - essential qualities needed)

 Career guidance (role of the teacher – need – methods)

 Organisation of school guidance Programmes (1. Pre-requisite of Guidance Programme –

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 formation of guidance committee – budget allotment – infra structural facilities – support
from parents and community – orientation of guidance services to students and staff 2.
Planning of Guidance Programme – identify the areas where guidance is required – assign
duty to different staff members as guidance personal – specification of various functions of
each guidance services - set up objectives of the service on the basis of student needs 3.
Guidance Activities – in secondary level – in higher secondary level (list some orientation
services, pupil inventory services, career information services, placement services and
follow up services at different levels)

(10 Hours)

Unit III

Introduction to counseling

 Definition, Meaning, nature and scope of counselling.

 Basic principles of counselling.

 Objectives of counselling.

 Relationship between guidance and counselling

 Approaches to Counselling: directive, non‐directive and eclectic

 Individual vs. group counselling (concept, advantages and limitations)

 Roles and functions of teachers involved in the counselling programmes in schools

 Skills and qualities of an effective counsellor.

(10 Hours)

Unit IV

Mental Health And Counselling

 Mental health (concept – definitions - Importance - Factors contributing to mental health –

Characteristics of mentally healthy person.
 Current mental health issues among school children - Internet addiction – mobile phone

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 addiction – Pornography – substance abuse (discuss how these will affect the mental health)
– school girls and mental health issues.

(10 Hours)
Unit V

Counselling In Schools

 Role and functions of school counsellors

 Concept of children with special needs.

 Counselling for gifted, creative, MR, LD, Slow learner, socially disadvantaged children and
problem children.

 Role of teacher in dealing students with special needs.

 Behavioural problems among school children (List some common problems)

(10 Hours)

TRANSACTIONAL MODE

Lecture, Group discussion, lecture-cum-discussion, panel discussion, presentation of reports and

sharing of experiences etc.

TASKS AND ASSIGNMENTS

 Prepare a questionnaire (minimum 15 Questions) to find out the recent mental health
problems of secondary school students (ensure individual preparation and variety in
questionnaire). Administer the questionnaire on secondary students (minimum 20 students
10 boys + 10 girls). Analyse the findings and submit an individual report

REFERENCES
 Aggarwal J.C. (2008). Essentials of Educational Psychology, 2nd ed. New Delhi: Vikas
Publishing House Pvt. Ltd.
 Bangalee, M. (1984): Guidance and counselling, Seth publishers. Bombay.
 Belkin, G.S. (1988). Introduction to Counseling: W.G. Brown Publishers.

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 Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. I: A
Theoretical Perspective, New Delhi: Vikas.
 Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. II: A
Practical Approach. New Delhi: Vikas.
 Corey, G (1996). Theory and practice of counselling and psychotherapy. Brooks/cole
publishing co. London.
 Corey, G. (1986). Theory and Practice of Counseling and Psychotherapy, 3rd Ed. Belment:
Calif-Brooks Cole.
 Cormier, L. & Hackney, H. (1987). The Professional Counsellor. Englewood Cliffs, New
Jersey: Prentice Hall.
 Crow & Crow, Introduction to guidance, 2nd ed, Eunasia Publishing co. Newdelhi.
 Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd.
 Gazda George R.M.( 1989). Group Counselling: A Development Approach. London: Allyn
and Bacon.
 Geldand, K. & Geldand, D. (2004).Counseling Adolescents. New York: Palgrave Macmillan.
 Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York: McMillan.
 Hallahan, D. P. & Kauffaman, J. M. (1978). Exceptional Children: An Introduction to
Special Education. Engle Wood Kliffs.
 Husain. M.G, Problems and potentials on handicapped, Atlantic publishers& distributers
 Jayaswal, M. (1968) Introduction to guidance, Prakashan Kendra. Lucknow.
 Kochhar, S.K. (1985) Educational Guidance and counselling
 Mallon, Brenda (1987). An Introduction to Counseling Skills for Special Educational Needs-
Participants Manual. Manchester: Manchester University Press, UK.
 NCERT, Manual for guidance counsellor, NCERT, Newdelhi
 Nugent, Frank A. (1990). An Introduction to the Profession of Counselling. Columbus:
Merrill publishing Co.
 Patterson, L.E. and Welfel, E.R. (2000). The Counseling Process, 5th ed. U.K.: Brooks/Cole.
 Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An Introduction. Chicago:
Rand McNally.
 Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill Publishing Co.
Ltd.
 Rao, S.N. (1992). Counselling and guidance, New Delhi: Tata McGraw Hill Publishing Co.
Ltd.
 Rao, S.N. (2008). Counseling and Guidance, 2nd ed. New Delhi: Tata McGraw Hill
Publishing Co. Ltd.

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  Saraswat, R.K. & Gaur, J.S.( 1994). Manual for Guidance Counsellors. New Delhi‖ NCERT.
 Sharry, J. (2004). Counseling Children Adolescents and Families. New York: Palgrave
Macmillan.

EDU 14.5 HEALTH AND PHYSICAL EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On the successful completion of the course, the learner will be able to:

1. Understand the importance of physical and health education for a healthy

lifestyle

2. Design a fitness program

3. Understand the basics of yoga, posture

1. Explain the causes, symptoms and management of various lifestyle diseases

2. Equipped to handle the basics of first aid ,food and nutrition

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COURSE CONTENT
Unit I
Introduction to health and physical education
 Definitions, aims and objectives of physical education
 Need and importance of physical education
 Health, importance of health education
 Physical fitness and wellness
 Fitness balance

Unit II
Physical fitness ,physical activity and exercises 7 Hours

 Meaning and definition of fitness

 Types of fitness [physical , mental, spiritual and financial]
 Types of physical fitness,
 Components of physical fitness,
 Activities of developing physical fitness,
 Physical activity and exercise, principles of exercises, benefits of exercise,
exercise and heart rate zones, aerobic and anaerobic activities, leisure ,play and
recreation, warm up and cool down,
10 hours.

Unit III
Yoga education
 Meaning and definition of yoga
 History ,objectives and benefits of yoga
 Types of yoga
 School of yoga

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  General guidelines for yoga practices
 Suryanamaskar, importance of asanas, pranayama and its benefits, shithilikarana
vyayamas, yoga and relaxation techniques
 Body types, concept of posture, causes of bad posture, postural deformities,
15 hours
Unit IV
Lifestyle Diseases
 Causes ,symptoms and management of diabetes, obesity ,osteoporosis, coronary
artery diseases ,back pain
 skinfold measurements ,body shape index, body mass index, basal metabolic rate,
pulse, blood pressure
8 hours
Unit V
First aid ,food and nutrition
 First aid -definiton and importance, fundamental principles to be followed and the
duties to be followed by the first aider, CPR, first aid in different cases –
poisoning ,electrick shock,burns,wounds ,heart attack,fractures,drowning,burns,
heat stroke,
 Food and nutrients ,caloric value ,caloric requirements, malnutrition

10 hours

MODE OF TRANSACTION

Lecture, Demonstration, Drill and Practice

TASK AND ASSIGNMENT (Any One)

1. Assessment of any three physical fttness variables

2. Yogic practices and recording or
3. Practicing simplified physical exercises or stretching and recording

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 References
Hardayal singh PhD,Science of sports training,DVS Publication New Delhi,1995
Dr A Abdul Latheef,Dr A.M Antony and et al, Introduction to physical Education for
Training colleges; Educare Printers and Publishers, 2009
J C Aggarwal, health and physical education,Shipra Publications
Light on Yoga, Iyenkar, BKS, Harper Collins:Noida, 2011
American Alliance for Health, Physical Education[1980]. Recreation and Dance, Health
related Physical Fitness Test Manual, 1900, Association Drive, Reston, V A 22091, p.5.

EDU14.6. MANAGEMENT IN SCHOOL EDUCATION

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Course Learning Outcomes

On successful completion of the course, the learner will be able to:
1. Familiarize the concept School organization
2. Develop an understanding of the concepts management, administration and
organization in education
3. Develop an awareness of various levels of management in schools
4. Delineate school as the formal system of education
5. Understand the existing constitutional provisions for the school education on India
6. Analyze the role of various organizations in school management.
7. Critically examine the dimensions of institutional climate
8. Construct time table by applying the various principles of timetable construction
9. Design institutional plan for the successful functioning of an institution.

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COURSE CONTENT
Unit 1
Basic Concepts Of School Management
 Meaning, Definition, Importance and scope of school management –
 Functions of school management: Planning, Organizing, Directing, Motivating,
Evaluating, Decision making etc. –
 School as a formal educational system - Social structure of school - School
Structure: Pre-school Education, Ten year schooling Higher secondary education,
University education –
 Hierarchies in school system: Hierarchical structure of school, Types of
Hierarchies of school structure
 School education in India - Indian constitution and school education - Status of
Indian schools - The structure of Indian school education - academic and
administrative structure -Responsibilities of Central Government in school
education - Responsibilities of State government –

 Central provisions for school education – CABE, CBSE,

NCERT,NCTE,NIEPA,KVS, NOS –
 State provisions for school education- SCERT, BSE ,State Textbook Board-
Regional level organizations-District level organizations –District Education
Office, DIET-Role of local level organizations-Teachers‘ Union
(15 Hours)

Unit II
Institutional Climate And Planning
 Organizational process in schools: Academic planning, Resource mobilization, Curricular
activities. Co-curricular activities, Planning, Time allocation, Monitoring, Evaluation,
Feedback.
 Institutional Climate: Concept, Dimensions of school climate, Types of Institutional
climate, Democratic and autocratic Climate. Impact of organizational climate on the
performance of teachers, parents, students etc.
 Institutional planning: meaning, definition, importance and steps of institutional planning.

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  School management committee (SMC) : structure, functions - School Development
Programme (SDP)
(10 Hours)
Unit III
Leadership At Different Levels Of School Hierarchy
 Leadership at different levels of school hierarchy : Meaning and nature of school
leadership -Styles of school leadership : Autocratic leadership, Democratic
leadership, Free rein/ Lassiz fair leadership - Role of headmaster - Essential
qualities of principal/HM - Duties and responsibilities of HM - Role of HM : as a
manager, teacher, organizer - problems faced by HM
 Teacher as a leader: As an instructional input, As a manager, As a facilitator, As a
counselor, Teacher in the community
 Leadership roles of pupils Students - functions of student council and school
parliament

(10 Hours)
Unit IV
Management of Resources
 Instructional Management : School Calendar, Time-Table: importance, types of
time-table , principles of time table construction, Conducting exams, Maintenance
of record: meaning, types, how to keep records Admission Register – Attendance
Register for Staff & students – Stock Registers – Acquittance Register-
Management of Library and lab
 Management of co-curricular activities : Concept and Types of co-curricular
activities, Need and importance : educational value, psychological value, social
value, civic value, recreational value, physical development value - Organization
of co-curricular activities in school - Principles underlying organization of co-
curricular activities - Difficulties faced in organizing co-curricular activities :
organization and objectives of literary and cultural activities, organization and
objectives of physical education activities
 Management of material resources, technology e-resources, school plant, school

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 complex
 Management of human resources: Teachers-staff council - functions, performance
appraisal of teachers
 Parents- PTA, MPTA, GTA
 Community-Important resources of community, ways of utilizing community
resources
 Management of financial resources
Financial management –role of teacher – preparation of school budget-
meaning purpose, types, E-grant, grant-in-aids, scholarships, awards etc.
Total Quality Management – Concept Key elements of TQM, Steps for
TQM in Schools
(15 Hours)
TRANSACTION MODE
Lecture Method, Discussion, Group work, Assignment, Seminar and Debate

TASKS AND ASSIGNMENTS

 Visit to a government/ aided school in your locality and prepare a record of resources
available and suggest methods for its effective utilization
REFERENCES
 Buch, T et al.(1980) .Approaches to School Management, Harper & Row Publishers,
London
 Agarwal, V. &Bhatnager, R.P.(1997). Educational Administration, Meerut :R. Lall Book
Depot.
 Aggarwal J.C (1997) School Organization and Administration Management. New Delhi:
Doaba House, Book sellers and Publishers
 Agarwal J.C.(2008). Development and planning of modern education :Vikas Publishing
House Pvt. Ltd.
 Alka Kalra (1997) Efficient School Management and Role of Principals, APH
 Bhatnagar, RP and Agarwal, V (1986) Educational Administration and Management,
 Bhatnagar, S.S. , & Gupta , P.K. (2006). Educational Management. Meerut: Lall Book
Dept.

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 Buch, M.B, Institutional Planning for Educational Improvement and Development,
 Chaube, S.P.& Chaube, A. (2008).School Organisation, New Delhi: Vikas Publishing
House.
 Chaudhary, N.R. (2001). Managements in education. New Delhi: APH.
 Macnee, E.A. (2004). School Management and methods of teaching. New Delhi: Sonali.
 Mohanty, J. (1990). Educational Administration, supervision and school management.
New Delhi: Sonali
 Mukhopadhyay,M. (2005). Total Quality Management in Education ,Sage
 Nair TKD. (2004). School Planning and Managements. A Democratic Approach. Delhi:
Choudhari offset Process.
 Sidhu, K.S. (2007). School organization and administration. New Delhi: Sterling.
 Sindhu, I.S. , & Gupta,S. (2005). School Managements and pedagogies of education.
Meerut. International.
 www.scribd.com/doc/52442951/Educational-Management-and-Administration

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 EDU 14.7.VALUE EDUCATION AND PEACE EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Develop perspectives on the axiological principles of different philosophies
valueeducation and peace education
2. Examine different theories of value development and the nature and characteristics
ofvalue development
3. Explain and report value education, peace education and its history in India
4. Plan and execute different value education and peace education practices in school and
social contexts.
5. Integrate the value and peace education with the school subjects in teaching contexts

1. COURSE CONTENT
Unit I

Values and Peace –Definition, classification and types.

 Definition of values, philosophical perspective.
 Axiology of different philosophies-idealism pragmatism naturalism and humanism –
types of values.
 Values Classification – Behavioural, Moral, Spiritual and constitutional values. NCERT
classification of values. Traditional Indian values – Truth nonviolence peace, Righteous
conducts etc.
 Constitutional values- Democracy, Socialism, secularism and fraternity.

 Definition to Peace. Kind of violence mental verbal and physical causes of violence.
 Source of Peace, inner Peace, Social peace and Peace with nature.
(12 Hours)

Unit II
Psychological Perspectives of Values
 Value development in childhood and adolescence. Psycho-analytic view, Piaget Kohlberg
and Erikson about value development in child hood adolescence and adult hood.
 Nature and characteristics of value development, Role of family school and Society in
value development.

(8 Hours)

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 Unit III

Understanding Value education and Peace education

 Meaning and nature of value education
 Value education in India Vedic Buddhist Islamic periods
 Post independent attempts in value education- University education commission
Sriprakash Committee and emotional integration committee etc.
 Peace Education -Approaches – Conflict compromise approach. Holistic approach to
words peace education.
 Peace education as skill building.
(10 Hours)

Unit IV

Inculcating Values and Pace- Approaches and Strategies.

 Values are caught and taught-approaches methods and curricular implications. Direct
method, indirect method and Incidental methods.
 Role plays, storytelling and other methods
 Teacher and value education. School subject and value education. Strategies for value
education.
 Peace education into practice-Peace education knowledge attitude and skills.
 Peace education and curriculum – dimension of Peace education knowledge attitude and
skills, Peace teacher and Peace methods.
 Way of integrating peace education into subject and lessons.
 Learning ways of Peace.
 Emerging researches in peace education.
(20 Hours)
MODE OF TRANSACTION
Discussion, Seminars, Visists, Analysis texts etc
TASK AND ASSIGNMENTS
Prepare a lesson plan from the school subject and conduct classes based on strategies of value
education/ Peace education OR
Prepare an E content for promoting awareness of values/Peace and conduct a community
interaction programme in your locality or school OR
Prepare a report about any one of the institution which is functioning inculcation of values and
peace OR
Prepare a script for a video programme for promoting value education/Peace education.

REFERENCES
ArunaGoel and SL Goel. Human values and education: New Delhi Deep & Deep publications Pvt
ltd
Ahuja.R (2000). Value oriented education in India. Jaipur:Ravat Publication Bandiste. (1999)
Humanist Values asource book. NewDelhi: NCERT. Battacharya,s. (2003) Psychological
Foundation of education. New Delhi: Atlantic Publishers and distributers
Bark, EL (2003). Child development. New Delhi: Pearson education

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Bottery, M. The challenge of education leadership – Values in a globalized age; London:
Rural Chap man Publishing.
Dutt (1998). Moral values in child development; New Delhi:Anmol Publishers
Flanders, Lac and Clare MAC (1994).Integratedapproach to value
education.Manglore: Assasi press.
Goel (1979). Human Values in education. NewDelhi : Concept Publishing Co. Gupta.(1986)
Value education theory and practice.Ajmeer : Krishna brothers. Luther(2001).Values and ethics
in school educations. New Delhi : Tata Mcgrowhill publishing Co.
MohitCharkrabarthi. (2007)Value education changing perspective. New Delhi : Krishna Publishers
Raths ELetal.(1996) Values and teaching.Amherst :meril books Saraf.(1999) Education
in human values . New Delhi :Vikas Publications
Sharma. SR. (Ed) (1998) Encyclopedia of value and – moral education . New Delhi: Cosmo.
Sharma.(1997) value education in action. New Delhi: University book house. Venkataiah, N (Ed)
.(1998) Value education . New Delhi: APH publishing Corporation.
Celina Delfelice. (ed) Peace education evaluation. Information age Publication. Edvard J.
Spirituality religion and peace education.Information age publication. James Page . Peace
Education. IAP books about Peace Education.
Jinglin, Edward Jetal.transforming education for peace: IAP books. MonishaBajaj
.Encyclopedia of Peace of Education.IAP books.
UNESCO-Peace education frame work for teacher education NCTE India
.org

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 SEMESTER IV

B. .Practical Courses

EDU.401 COURSE ON EPC 3: CRITICAL UNDERSTANDING OF ICT (30 Hours- 30

Marks)
Preparing teachers to use technology in a classroom is an important step for ICT enabled
education in the country. This course will focus on moving beyond computer literacy and ICT-
aided learning, to help student-teachers interpret and adapt ICTs in line with educational aims and
principles. It will explore ICTs along three broad strands; teaching-learning, administrative and
academic support systems, and broader implications for society.
ICTs have often been seen as a stand-alone subject, consisting of a finite set of proprietary
applications, taught to children directly by technology experts, bypassing teachers, which has
diluted possibilities of teacher's ownership, enhancement of expertise and engagement. Seeing
ICTs as an important curricular resource and an integral part of education, according primacy to
the role of the teacher, ensuring public ownership of digital resources created and used in
education, taking a critical perspective on ICTs as well as promoting constructivist approaches
that privilege participation and co-creation over mere access, are principles that the course will
help teachers explore. Applying these principles can support Teacher Professional Development
models that are self-directed, need-based, decentralized, and collaborative and peer-learning
based, and continuous, in line with the NCFTE, 2009 vision for teacher education

Since ICTs are technologies, along with developing such understanding, the course will also help
student-teachers to learn integrating technology tools for teaching learning, material development,
developing collaborative networks for sharing and learning. This learning can help integrate pre-
service and in-service teacher education, address traditional challenges of teacher isolation and
need for adequate and appropriate learning resource materials The course will explore use of
ICTs to simplify record keeping, information management in education administration.

Communication and information sharing/ storing are basic social processes; new digital
Information and Communication Technologies (ICTs), by making these easier and cheaper, have
significantly impacted and are impacting our socio-cultural, political and economic spheres. The
course will help student-teachers to develop an understanding of the shift from an 'industrial
society' to a 'postindustrial information society', where the production and consumption of
information is easier/ simpler as well as important. This change has positive and negative
implications and possibilities for democracy, equity and social justice, all core components of our
educational aims.

The course will help student-teachers reflect critically and act responsibly to prevent how
ICTs are used to support centralization and proprietisation of larger knowledge structures; it will
show student-teachers how ICTs can be adapted to support decentralized structures and processes,
as well as build the 'digital public' to make education a participatory and emancipatory process

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Tasks – Conduct of Three workshops (3x10=30 marks)
1. Digital Text book /e resources
2. ICT Integration with Pedagogy
3. E content development

DETAILED GUIDELINES

WORKSHOP 1 – Digital Text book /e resources

DAY 1

Phase I - Spread Sheets as a Tool for Teaching-Learning, Administrative and Academic

Support Systems.

(i) An introduction to Spread sheets as a tool for Administrative and

Academic Support

(ii) Hands-on Experiences

Product Needed
 Enter mark list of Achievement Test in to a Spread sheet.
 Calculate Mean, Median and Mode by using Software tools
 Draw graphs by using Software tools
 Calculate grades of children by using software tools
Product Submission
 Send the document to your teachers email (2 marks)

Phase II- Producing e-documents and Digital Text Book as a Tool for Administrative and
Academic Support Systems.

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 (i) An introduction to e-documents and Digital Textbooks
(ii) Hands-on Experiences
Product Needed
 Select a content from concerned optional subject and prepare a digital text
 add content, images, audio/video
 Prepare a school classroom time table
Product Submission
 Send the documents to your teacher‘s email (2 marks)



DAY 2

Phase III - Creating an ICT Integrated Lesson by Using Presentation Software.

(i) An introduction to Presentation software

(ii) Planning and preparation of e-lesson
(iii) Hands-on experience

Product Needed
 Each student should plan and develop an ICT integrated lesson and construct a digital
presentation in their own optional subjects
 Presentation should include words, images and videos / audios.
Product Submission
 Send the documents to your teachers email (6 marks)

WORKSHOP 2 - ICT Integration with Pedagogy

DAY 3

Phase I Teacher as a Techno-Pedagogue

Expert presentation Towards a Techno-Pedagogue
Hands-on experience
Product Needed
 Students should create a Personal website

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 Product Submission

 Send the url of your created websites to your teachers email

(10 marks)

WORKSHOP 3 - E content development

DAY 4
Phase I - Integrating Images, Audio and Videos for e-content Authoring by using Open Free
Software
 Expert Talk: Introduction to free software
 Hands-on experience

Product Needed
 A directory of selected images, Audio and videos

Phase II e-content Development through exe (open free Software)

 Expert Talk
 Hands-on experience
 e-content Development
Product Needed
 E-content developed by students
Product Submission
 Send your e-content to your teacher through email (10 Marks)

EDU.402. COURSE ON EPC 4: UNDERSTANDING THE SELF (30 Hours- 30 Marks)

The aim of the course is to develop understanding of student-teachers about themselves – the
development of the self as a person and as a teacher, through conscious ongoing reflection. The
course would be transacted through a workshop mode by more than one resource persons.
The course will address aspects of development of the inner self and the professional identity of a
teacher. This shall enable student-teachers to develop sensibilities, dispositions, and skills that
will later help them in facilitating the personal growth of their own students while they teach. It is
important for student-teachers to develop social-relational sensitivity and effective
communication skills, including the ability to listen and observe (Hall & Hall, 2003). The course
will enable student-teachers to develop a holistic and integrated understanding of the human self

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and personality; to build resilience within to deal with conflicts at different levels and learn to
create teams to draw upon collective strengths.
As an individual in society one has different identities – gender, relational, cultural – and it is
important to address one‘s implicit beliefs, stereotypes and prejudices resulting from these
identities. It is important for the student-teachers to be aware of their identities and the political,
historical, and social forces that shape them. The course will make use of personal narratives, life
stories, group interactions, film reviews – to help explore one‘s dreams, aspirations, concerns,
through varied forms of self-expression, including poetry and humour, creative movement,
aesthetic representations, etc.
Yoga will also be introduced as an important component to enhance abilities of body and mind,
and promote sensibilities that help to live in peace and harmony with one‘s surroundings. Students
will appreciate the philosophy of yoga and its role in well-being. They will learn the practice of
yoga and how to use it in different contexts.
The course shall also focus on revisiting one‘s childhood experiences – influences, limitations and
potentials – while empathizing with other childhoods, and also the childhood experiences of one's
peers. The following methodologies for the transaction of the course could be used in interactive
sessions

Sharing case studies/biographies/stories of different children who are raised in different

circumstances and how this affected their sense of self and identity formation.

Watching a movie/documentary where the protagonist undergoes trials and finally discovers
her/his potential despite odds.

Issues of contemporary adolescence/youth need to be taken up as student-teachers first need to

understand themselves; and themselves in relation to their students and classroom situations.

Different modes of expression can be used in each of the sessions (so that each of the students
get a chance to express herself through any of the modes that they are comfortable in) and at the
end of the year, the resource person and the coordinating faculty can reflect back on whether all
modes of expression were included through the sessions of not.

The exercise of developing reflective journals and providing regular feedback on those journals
can also be used here

Broad areas Introduction Values and Individual Connecting - Social

self image and self-society interface
collective
selves
Main Trust Opening self, Team Understanding Becoming
objectives building, for reflection, building, social the change
future culture for respecting, structures agent –

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 exercises, listening and tasks, sharing (stereotypes/ designing
laying ground accepting responsibility. diversity / and leading
rules, addressing gender) and change /
energizing conflicts role of the social action
individual
Broad Games, Reflections, Nature walk/ Films, Participate or
methodologies theatre story making, field visit , meeting lead in real
activities, self- adventure. people, small life
discussions disclosure Simulation group tasks, intervention
through art, exercises, theatre (within
dance and collective art exercises families/
theatre college or
community)

There is no standard prescribed material for these workshops. The professional experts
are expected to engage with the students with specially designed activities. These could be
based on the facilitator‘s personal integration and unique individual and group
characteristics and are rooted within the context of student‘s lives and contemporary
realities. It is suggested that the students be given space to explore and articulate their
own sense of life and its issues. They can be encouraged to think a fresh on issues that
most closely concern them and use creativity and imagination to develop a perspective on
them. The resource materials are an aid in this process. The resource materials can also
include newspaper/web articles on contemporary concerns and movies/documentaries
and other audio-visual materials. There is a suggested list of resource materials, which
should be contextualized and updated periodically.
Suggested Tasks (5x 6=30 Marks)

Writing Tasks - (i) Writing a reflective statement of aspirations and expectations, based on one‘s
learning so far in the course critically evaluate oneself as a ‗prospective teacher‘.
OR Essay: Identify one social issue/problem of key significance, and reflect on:
a) Ways in which current forms of ‗schooling‘ may be contributing to sustaining this, and
b) how ‗school education‘ and ‗classroom practice‘ may be realigned to ameliorate this.

Workshop 1-A significant event or experience in life

Investigating the texture of one key event/experience (working with partners) –
Sharing and assimilating a range of experiences

Workshop 2: Gender and upbringing

Suggested workshop themes

Telling our own ‗gendered‘ stories
En-culturing ‗gendered‘ roles in upbringing within different kinds of families –Case studies

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Gender issues in school education – case studies
Gender issues manifest in contemporary public spaces – case studies
Responding to various forms of gender discrimination
Workshop 3: Deconstructing the messages of advertising (in the Audiovisual
Media)

Suggested workshop themes

The expanding role of advertising in contemporary life. Sharing favourite advertisements and
their impact on us. Looking from the other side: how psychology, research, technology and
imagination combines to create a ‗targeted commercial‘
Viewing and analyzing a series of advertisements- Constructing an effective advertisement (group
task)
How to be a critical and media-literate viewer of advertisements

Workshop 4: Theatre for awareness of body, self and the other

Suggested workshop themes

Sensitize students about their inherent potentialities. Components — activities
related to body and mind, senses, emotions, imagination, concentration, Observation,
introspection.
Workshop 5: Art and education

Suggested workshop themes

Connecting to music in nature and within our own selves; voice training: opening
the voice, music and rhythm exercises: singing, creating music with different objects.

DETAILED GUIDELINES FOR EDU.402. COURSE ON EPC 4: UNDERSTANDING THE

SELF (30 HOURS 30 MARKS)
WORKSHOP 1
Writing a reflective statement of aspirations and expectations, based on one’s learning so far
in the course and critically evaluate oneself as a prospective teacher

Phase 1 Individual Presentations

 Memorise the best teacher who influenced the presenter
 Concept about a teacher
 A SWOT Analysis of the teacher student
 Their future plan to attain the goal as a great teacher
Phase II Report writing
 Highlights of the discussion

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  Lessons learned from the sharing of experiences
 Plan for future
 Submit the report at the same day (6 marks)

WORKSHOP 2
Gender and upbringing
Phase I - Telling our own ‘gendered’ stories
 Divide the students in to two equal groups
 10 minutes presentation of each Student
 Each student must present their experiences as a boy or girl
 Sharing and assimilating a range of experiences
 Cite a significant event or experience in life
 Suggestions to solve the gender issues as a teacher
Phase II Panel Discussion
 Merge two groups as a single group
 Construct 6 member Panel from students
 Discuss the solutions for gender issues (audience can also participate)
 Teachers act as a Moderator. They should conclude the session
Phase III Report Writing
 Students can write or note the hints for report
 Highlight the individual experiences
 Highlights of the discussion needed
 Prepare the report as a home work and submit it in the next day before 9.30 Am (6 marks)

WORKSHOP 3
Deconstructing the messages of advertising (in the Audiovisual Media)
Phase I Expert Talk
Psychology of Advertisements: The expanding role of advertising in contemporary life
Or
Any other related topics
Phase II Sharing favourite advertisements and their impact on Life
 Few students can share their views
 Teacher concludes the session
Phase III Expert Talk
Technology and imagination combines to create a ‗targeted commercial‘, Viewing and analyzing a
series of advertisements
or

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any other related gtopics
Phase IV constructing an effective advertisement (group task)
 Divide students in to 6 member groups
 Construct the script of an effective advertisements
Phase V Report Writing
 Submit the script for a n advertisement at (Group wise) (6 marks)
WORKSHOP 4
Theatre for Awareness of Body, Self and the Other

Phase I Sensitize students about their inherent potentialities

Phase II How to Refresh body and Mind through Yoga

Phase III Report Writing

WORKSHOP 5
Art and Education
Phase I Expert Talk - What is art integrated Education

Phase II Construction of an art integrated lesson Plan

 Divide students in to 6 member groups
 Construct the plan
 Each individual student want to submit the plan
Phase III Report Writing
 Submit the lesson plan or materials (6 marks)

EDU .403.SUPW & WORKING WITH COMMUNITY (30 Hours- 20 Marks)

To acquire the requisite competencies in planning and executing socially useful
Programmes To develop social sensitivity and consciousness and their human
sensibilities
To seek co-operation and support from local people
To develop dignity of labour
To produce products which are useful to society

Student teachers shall select one activity from field work components and two from
SUPW components
A )Field work component( 10 marks)
• Survey of social importance

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 • Organization of campaign on one of the themes such as nutrition, sanitation, drug,
consumer education, blood donation, AIDS, environment, gender issues, population
education, etc.
• Cleaning public places/Beautification of campus
• Pain and palliative service or other social services-(A Report to be maintained)
B) SUPW Component (10 marks)
Book binding, craft/art work, soap making, paper bag making, candle making,
agarbathi, File making, pot making, stitching and embroidery, glass painting designing
and making electronic devices, etc.
Output-The prepared products and a brief report including the objectives and
methodology adopted

EDU. 404. FIELD TRIPS/ STUDY TOUR (30 Hours- 20 Marks)

Educational Tour is aimed to provide an exposure to students to study and appreciate. It is an

exposure trip to a place of educational or historical importance. The expected outcome includes
providing situations for the student-teachers to learn and get acquainted with the process of
organizing /conducting a study tour/field trip and understanding the environment around. A
Study Tour / 2 Field trips shall be mandatory for all students. Those students who fail to attend
the Study Tour / Field trips shall forfeit the marks (20 marks) allotted for this activity. No other
activity could be assigned to the absentee student in lieu of the Study Tour/ Field trips.
The Study tour can be organized by the institution at their convenience as a general
programme/Optional requirement. The students may undertake one study tour preferably during
the holidays taking not exceeding 3 working days, combined with the holidays if required.
Total number of Tour days shall not exceed 6 days. The tour period shall be considered as part
of the working periods of a semester
A feedback session, within a fortnight of returning from the tour shall be mandatory. The Faculty
should encourage the students to reflect on the experiences based on their observations. The
students shall be required to prepare individual reports of the visits. The report should highlight
the objectives of the tour, identification of the spot, detailed plan, execution of the plan, benefits
derived from the tour, problems faced and suggestions .The reports should also contain an
evaluation of their own inputs for planning and implementing the tour.

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ANNEXURE-I
CORE COMMITTEE

Prof.A.Faziluddin (Chairman)
Prof.(Dr.) K.Sivarajan (Dean)
Dr. K .Abdul Gafoor (HoD, Education)
Dr.C.N.Balakrishnan Nambiar
Prof.C.Abdusalam
Dr.Muhammedunni Alias Musthafa
Dr.Umer Farooque.T.K
Dr. P.P Noushad
Dr. Devika
Dr.K.P.Anil kumar
Dr.A.Hameed
Dr.Abdul Hameed Muktar Mahal
Dr. M.Jesa

ANNEXURE-II
SUGGESTED AREAS FOR SEMINAR
Educational Technology
School Organization
Adult and Continuing Education
Population Education
Vocational Education
Higher Education
Economics of Education
Educational Planning
Institutional Planning
Alternative Education
Teacher Quality and Accountability
Teacher Education Programmes
ECCE
Issue Based Curriculum
Autonomous Colleges
Community Schools
Teacher and Research
Role of NCTE, UGC, NAAC etc.
Social Problems and Education (The institution may add more)

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ANNEXURE III

BOARD OF STUDIES IN EDUCATION (U.G.)

UNIVERSITY OF CALICUT
(2020)

Members

1. Dr. Suresh Kumar. K (Chairman)

2. Dr. Minikumari. D (Member)
3. Dr. Sethu. S. Nath (Member)
4. Dr. Afeef Tharavattath (Member)
5. Dr. Sankaranarayanan Paleeri (Member)
6. Dr. Aruna. P.K (Chairman, P.G. Board)
7. Dr. P. Rekha (Member)
8. Dr. Syamala Devi. M.B (Member)
9. Smt. Priya Kamal (Member)
10. Dr. Santhosh Areekkuzhiyil (Member)
11. Dr. R. Lekshmi (Member)

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