St. Xavier's College B.ed Syllabus

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ST. XAVIER’S COLLEGE (Autonomous) DEPARTMENT OF EDUCATION B.Ed. SYLLABUS (From Session 2010-11) FIRST SEMESTER JULY TO DECEMBER TOTAL MARKS 400 Theory Papers – 300 Marks Practical Paper -100 Marks Paper-I Foundation and Development of Education in Independent India (100 Marks) _ First Half – (50 marks) Foundation of Education _ Second Half – (50 marks) Development of Education in Independent India. Paper- II & III Pedagogical Analysis of Contents and Methodology of Teaching the School Subjects (100 x 2= 200 Marks) Each candidate shall choose two school subjects from the following list. 1. Bengali 2. English 3. Hindi 4. Geography 5. History 6. Life Science 7. Physical Science 8. Mathematics 9. Political Science Paper – IV Teaching Practical (100 Marks) Each candidate shall have to execute two lessons, one each in two method papers. Each lesson will carry 50 marks. Candidate will be examined in teaching practical jointly by an external and 1

Transcript of St. Xavier's College B.ed Syllabus

Page 1: St. Xavier's College B.ed Syllabus

ST. XAVIER’S COLLEGE (Autonomous)DEPARTMENT OF EDUCATIONB.Ed. SYLLABUS (From Session 2010-11)

FIRST SEMESTERJULY TO DECEMBERTOTAL MARKS 400Theory Papers – 300 MarksPractical Paper -100 MarksPaper-I Foundation and Development of Education in Independent India(100 Marks)_ First Half – (50 marks) Foundation of Education_ Second Half – (50 marks) Development of Education in Independent India.Paper- II & III Pedagogical Analysis of Contents and Methodology of Teachingthe School Subjects (100 x 2= 200 Marks)Each candidate shall choose two school subjects from the following list.1. Bengali2. English3. Hindi4. Geography5. History6. Life Science7. Physical Science8. Mathematics9. Political SciencePaper – IV Teaching Practical (100 Marks)Each candidate shall have to execute two lessons, one each in two method papers. Each lessonwill carry 50 marks. Candidate will be examined in teaching practical jointly by an external andinternal examiner appointed by the Board of Studies of the Department of Education, St.Xavier’s College.Marks will be disturbed in the following manner:1. Voice, exposition, delivery 102. Presentation with clear objectives 103. Questioning 104. Use of Teaching aids 55. Use of black board 56. student’s participation 5

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7. Lesson Plan 5Total marks-50(For each method paper)3

SECOND SEMESTERJANUARY TO JUNETOTAL MARKS 600Theory papers – 300 MarksPractical Paper - 300 MarksPaper - V Psychology of Learning & Instruction (100 Marks)_ First half – (50 Marks) Psychology of Learning_ Second half – (50 Marks) Psychological Bases of InstructionPaper – VI Educational Management (100 Marks)_ First half – (50 Marks) Institutional Management_ Second half – (50 Marks) Management of Man Power ResourcePaper – VII Compulsory Elective Paper (100 Marks)(Each candidate shall select one of the following two subjects)_ Guidance and Counseling_ Measurement and Evaluation in EducationPaper VIII Demonstration of Laboratory Practical and / or Simulated lesson(100 Marks)(Each candidate will be examined jointly by one external and one internal examiner fordemonstration of laboratory practical and or simulated lesson in the following manner.)Alternative 1 - For the students with two laboratory based subjects for papers II & III - thestudents will demonstrate two experiments one each from two subjects and eachexperiment will carry 50 marks.Alternative 2 - For the students with one laboratory based subject and one non-laboratorybased subjects for papers II & III -The students will demonstrate theexperiment from the lab based subjects and execute one simulated lesson from thenon -lab based subject and each of these activities will carry 50 marks.Alternative 3 - For the students with two non lab based subjects for papers II and III – Thestudents will execute two simulated lessons, one each from two subjects.The topic for simulated lesson will be suggested by the external examiner will bedecided on spot.

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Paper – IX Sessional Activities related to Pedagogical Analysis forTeaching. (100 Marks)

Pedagogical Analysis of Contents – Total Marks for two method papers – 30( 15 marks for each Method paper)The students will have to prepare 3 pedagogical analysis from eachmethod paper:-o from Class VI to VIIIo from Class IX to Xo from Class XI to XII_ Achievement Test on papers II & III – Total Marks for two method papers –20 (10 marks for each paper )_ Lesson plans on papers II & III –– Total Marks for two method papers –40( 20marks for each method paper)The students will have to prepare 40 lesson plans, 20 for each methodpaper._ Teaching Aids (used during practice teaching) on papers II & III –– Total Marksfor two method papers –10( 5 marks for each method paper)Paper – X Sessional activities related to Community Outreach Activities, ActionResearch, Psychological Testing, Co-Curricular Activities. (100 Marks)_ Community outreach activities - 20_ Action Research on School activities - 20_ Psychological Testing - 20_ Co-curricular activities - 20_ Viva voce - 205Paper I – FOUNDATION AND DEVELOPMENT OF EDUCATION ININDEPENDENT INDIA (100 Marks)First Half-Foundations of Education 50 Marks1. Concept and scope of Education.2. Relation between Philosophy and Education (Influence of the major schools of Philosophy).3. Bases of Education-Biological, Psychological, Philosophical,Sociological,Economical.

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4. Factors of Education and their interrelation.5. Qualifications and Role of a teacher:Functions of School.6. Value Education.7. Curriculum-Principles and steps of Curriculum Construction,Types,present structure ofcurriculum at Primary, Secondary and Higher Secondary stages.in West Bengal.8. Contributions of Great Educators:Rousseau,Froebel, Dewey ,Tagore,Gandhi,Vivekananda..Second Half - Development of Education in Independent India 50 Marks1. Advent of the early Missionaries in the filed of education2. Special features of the British period with particular reference to – Charter Act 1813,Woods Despatch, Hunter Commission, Sadler Commission, Lord Curzon, National EducationMovement.3. Educational Provisions in the Indian Constitution4. University Education Commission (1948 – 49).5. The Secondary Education Commission (1952 – 53).6. Kothari commission (1964 – 66).7. National Education Policy 1986 Programme of Action 1992.8. National knowledge Commission- National Curriculum Framework- A Brief review9. Current issues in Education: - Universalization of Elementary Education with reference toSSA, Women’s Education, Adult and Continuing Education, Technical and VocationalEducation, Distance Education, Teacher EducationReference: - Paper I (1st Half)_ Sikshadarshan O Sikshaniti - Archana Bandyopadhyay_ Sikshar Vitti O Bikash – Pal, Dhar, Das & Banerjee_ Sikshatatta O Sikshadarshan – Sushil Roy_ Sikshatatter Gorar Katha – Chakraborty & Sanyal_ Sikshan O Siksha Prasanga – Sushil Roy_ Principles of Education _ B.R.Purkait._ Modern Education – J.C.Chakraborty_ Philosophy and Principles of Education – Archana Banerjee_ Foundation and Development of Education – Mondal, Nag, Sinha Dasgupta._ Some Great Educators of the World – K.K.Mookherjee._ Great Educators – B.R.Purkait._ The Principles and methods of Teaching – Bhatia and BhatiaPaper I – (2nd Half)6

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_ Sikshar Veet, Swadhin Bharater Siksha – Bhakta & Bhakta_ Adhunik Bharater Shikshar Bikash- Ranjit Ghosh_ Siksha Prasange Bharatia Sikshar Itihash – Gourdas Haldar_ Sikshan Prasange Itihash - Gourdas Haldar_ Bharatiya Sikshar Itihas O Sampratik Samasya -Jyoti Prasad Banerjee_ Education in India – past, present & future – Jyoti Prasad Banerjee_ History of Indian Education – P.L.Rawat._ Development and Planning of Modern Education – J.C.Aggarwal_ Milestones in Modern Indian Education – B.R.Purkait._ Foundation and Development of Education – Mondal, Nag, Sinha Dasgupta.7Paper II and III– PEDAGOGICAL ANALYSIS & METHODOLOGY OFTEACHING (100 Marks)(The detailed syllabq2 are given in the following pages).Subjects : 1. English2. Bengali3. Hindi4. Geography5. History6. Political Science.7. Life Science8. Mathematics9. Physical Science8PEDAGOGICAL ANALYSIS & METHODOLOGY OF TEACHING ENGLISH(100 Marks)Group A Pedagogical Analysis of Content 60 MarksSelection of Content:a) One topic from the syllabus of Class VI-VIIIb) One topic from the syllabus of Class IX-Xc) One topic from the syllabus of Class XI-XIIPedagogical Analysis:_ Content Analysis_ Analysis of subunit_ Teaching strategies_ Examples to illustrate concepts_ Criterion referenced testGroup B Methodology of Teaching English 40 Marks

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1) Position of English-English as a language of prestige and status in Pre-Independent India.English as a link language and library language in Post-Independent India. English as amother tongue, a foreign language, a second language, a world language.2) Language Acquisition and Language learning Aims and Objectives of Teaching English inIndia with special reference to West Bengal Bilingualism and Multilingualism3) Traditional methods (Grammar – Translation & Direct Method) vs. Modern Approaches(Structural Approach & Functional Communicative Approach) in the Indian Context4) New Paradigms in ELT: -Total Physical Response-Content based Language Instruction-Taskbased language teaching-Language games-Computer Assisted language Instruction-Computerbased language learning-Computer based language testing-Top down processing and Bottomupprocessing-Use of teaching aids and software in ELT.5) Development of Language Competency / Skill – Techniques- For developing Listening,Speaking, Reading, Writing, Grammar, Vocabulary- Development of Literary Appreciationand Creativity- Innovative techniques for A & B.6) Difference between Language Aptitude and Language Proficiency tests Uses of EnglishAchievement Test and Diagnostic testsReference:1. Fundamental concepts of Language Teaching –H. H. Stern, OUP.2. Principles and Practice in Second Language Acquisition – S. D. Krashen Oxford, Pergamon Press.3. Communicative Methodology in Language Teaching- The roles of Fluency and Accuracy – C. J. Brumfit , Cambridge University Press4. The Techniques of Language Teaching- F. L. Billow Longman.5. Techniques of Teaching Vocabulary – French-Allen, OUP.6. Techniques and Principles in Language Teaching-Larsen-Freeman. OUP.7. Communicative Language Teaching –Williamson Littlewood Cambridge University Press.8. Designing Tasks for the Communicative Classroom – David NunanCambridge University Press.

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PEDAGOGICAL ANALYSIS & METHODOLOGY OF TEACHINGLIFE SCIENCE(100 Marks)Group A Pedagogical Analysis of Content 60 MarksSelection of content areas:a) One topic from the syllabus of Class VI – VIIIb) One topic from the syllabus of Class IX – Xc) One topic from the syllabus of Class XI – XIIPedagogical Analysis:_ Content Analysis_ Analysis of subunit_ Teaching strategies_ Examples to illustrate concepts_ Criterion referenced testGroup B Methodology of Teaching Life Science 40 Marks1) Aims & objectives of teaching Life Science at school. Relation of Life Science with otherschool subjects in particular with Physical Science.2) Methods of teaching Life Science :- Characteristics, Advantages, Disadvantages with e.g.

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for each method- Lecture method, Demonstration method, Heuristic / Discovery method,Laboratory method, Programmed Instruction, Computer Assisted Instruction, Projectmethod3) Meaning & scope of the concepts – Scientific Temper & Science Technology Literacy &the place of Life Science within these concepts.4) Modes of building up awareness regarding Life Science & popularization & propagation ofLife Science through - Science Fair, Life Science teacher’s Association, Life Scienceteaching aids, Science Club, Field trip, Specimen collection, Science Magazine, ScienceQuiz, Science Museum, In-situ & Ex-situ conservation strategies like zoo-Aquarium-Vivarium–Terrarium5) Identification & nurturance of special talents in Life Science – Ways of identification &role of teacher in its nurturance.6) Nature of Life Science laboratory – only 2 types7) Use of computers & models in teaching life-science.8) Improvisation in life – science teaching.9) The role, use & ethics of Live-specimen in Life-Science teaching.10) Evaluation of (i) theoretical knowledge & (ii) Practical work.11) Role of life-science teachers in propagation of environmental science at Higher Secondarylevel.Reference:-_ Teaching of Science & life Science- L. M. Sharma_ Method of Teaching Science – Chattoraj_ Teaching of Science – V. K. Kholi_ Teaching of Life Science – Bhatia and Bhatia_ Jibar Bighyan Shikshan Paddhati- Dr. Nag, A. Chatterjee & P. Chaudhari*-*-*-*-*-*-*-*-*-*17PEDAGOGICAL ANALYSIS & METHODOLOGY OFTEACHING PHYSICAL SCIENCE(100 Marks)Group A Pedagogical Analysis of content 60 MarksSelection of content areas:One topic from the syllabus of Class VI – VIIIOne topic from the syllabus of Class IX – XOne topic from the syllabus of Class XI – XII

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Pedagogical Analysis:_ Content Analysis_ Analysis of subunit_ Teaching strategies_ Examples to illustrate concepts_ Criterion referenced testGroup B General Methodology of Teaching Physical Science 40 Marks1) Aims & objective of teaching physical science in school. Relation of physicalscience with other subjects particularly with the life science & mathematics.2) Methods of teaching physical science-lecture, laboratory, programmedinstruction, CAI, project, demonstration and heuristic method, Problem Solvingmethod, Inductive method, Deductive method.3) Meaning and scope of the terms “Scientific Tempers” and Science TechnologyLiteracy. Modes of popularization & propagation of science (Science Fair,Science Club, Field Trips, Science Magazine, Science Quiz, Science Museumetc.)4) Identification & nurturance of special talents in physical science.5) Improvisation of materials of special talents in physical science teaching- Theuse of Computers & models in teaching physical science-The nature & others ofthe physical science laboratory.6) Evaluation- evaluation of theoretical knowledge, evaluation of practical work.Reference:-_ Innovative Science Teaching – Radha Mohan_ Teaching of Physical Science – Amal Kanti Sarkar_ Science Teaching – V. K. Kohli_ Modern Science Teaching – R. C. Sharma_ Teaching of Science – Dr S. S. Raghaavn_ Modern Methods of Teaching Physics- Deepak Dayal_ Bhauta Bigyan Shikshan Paddhati – Pal & Dhar_ Text book of Practical Physics – K. G. Majumdar & B. Ghosh_ A Hand Book of Higher Secondary Practical Physics – C. R.Dasgupta_ Higher Secondary Practical Chemistry – Das & Mukherjee*-*-*-*-*-*-*-*-*-*18PEDAGOGICAL ANALYSIS OF CONTENTAND METHODOLOGY OF TEACHING MATHEMATICS

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(100 Marks)Group A Pedagogical Analysis of Content 60 MarksSelection of content areas:One topic from the syllabus of Class VI – VIIIOne topic from the syllabus of Class IX – XOne topic from the syllabus of Class XI – XIIPedagogical Analysis:_ Content Analysis_ Analysis of subunit_ Teaching strategies_ Examples to illustrate concepts_ Criterion referenced testGroup B Methodology of Teaching Mathematics 40 Marks1) Aims of teaching Mathematics in School. Relation of Mathematics with otherschool subjects2) Psychological theories pertaining to the teaching of Mathematics; a brief view ofPiaget, Dienes and Bruner’s theories with respect to Mathematics teaching.3) Method of teaching Mathematics- Inductive and Deductive- Synthesis andAnalysis- Discovery and Problem Solving- Project Method4) Instructional Aids in Mathematics Teaching-Need for instructional aids-Differenttypes of teaching aids, including calculator, computer & models- Mathematicslaboratory5) Teaching of mathematically backward student- Causes of backwardness inMathematics- Strategies for Remedial Teaching of Mathematics6) Evaluation- Need for assessment in Mathematics- Different types of assessments inMathematics and their roles in the diagnosis & prognosis of Mathematicsachievements.Reference: -_ The Teaching of Mathematics by Kulbir Singh._ Ganit Shikshan Padhdhati, by Subrato Banerjee_ Teaching of Mathematics by Sudhir Kumar & D. N. Ratnalikar.*-*-*-*-*-*-*-*-*-*19Paper V PSYCHOLOGY OF LEARNING AND INSTRUCTION(100 Marks)First Half-Psychology of Learning 50 Marks1) Introduction to the psychological bases of Education. Subject matter of EducationalPsychology and current trends.

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2) Child’s development Characteristics. Development as a basis of Learning. Meaning ofGrowth and Development. Language Development. Cognitive Development-Piaget, MoralDevelopment-Kohlberg, Psychosocial Development-Erickson. Education and development.3) Behavioral Theories of learning: Classical conditioning, Thorndike’s Connectionism.Skinner’s Operant Conditioning. Social Cognitive Learning (Bandura). Classroomapplication of each Theory.4) Cognitive Approaches of Learning. Beginning of Cognitivism – Gestalt. Meaning ofCognitive Constructivism. Information processing as an integrated model of learning.Attention and Memory as in Information Processing Model. Memory storage and Retrievalstrategies.5) Motivation and Student learning: Maslow’s theory of Self Actualization, Weiner’sAttribution Theory, McClelland’s Achievement Motivation Theory. Factors affectingMotivation-Curiosity and Interest, locus of control, Self efficacy and class roomenvironment.Second Half-Psychology of Instruction 50 Marks1) Concept of Teaching and Instruction.2) Students abilities. Intelligence-concept, nature and measurement. Creativity-Concept, factorsand nurturing creativity.3) Instructional Objectives. Taxonomy of Instructional Objectives. Hierarchy of Objectives-Cognitive (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)Affective (Receiving, Responding, Valuing, Organization, Characterization) Psychomotor(Perception, Set, Guided Response, Mechanism, complex or over Response Adaptation,Origination).4) Approaches of Instruction – Direct and Indirect Designs of Instruction : Bruner, Ansubel,Markle & Gagne Technology Based Teaching Strategies (Web based instruction, Multi media,CD-ROM, Intelligent Tutoring System)

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5) Class room Management, managing the class room and methods of control.Reference:_ Encyclopedia of Educational psychology (Vol I and Vol II)- Dr. Biresh UpadhyaDr. Yogesh Kumar Singh_ Elements of Educational Psychology- H. R. Bhatia_ Advanced Educational Psychology- S. S. Chauhan_ Essentials of General Psychology – B. N. Dash, G.M .Tripathi_ Psychological Foundations of Education- Srinibas Bhattacharya_ Educational Psychology- Charles E. Skinner_ Psychology of Learning and Instruction – Dr. Jayasri Banerjee, Dr. Subir Nag, Dr.Gargi Dutta21_ Essentials of Educational Psychology- S. K. Mangal - Phi Learning_ Shiksha O Monobidya- Sushil Roy_ Shikshan O Parishikshan- Sushil Roy Dr. Moloy Sen_ Shiksha O Monobigyaner Rooporekha – Dr. Pranab Kumar Chakraborty_ Pathdan O Shikshaner Monostattwa- Dr. Debashish Pal, Debashish Dhar, M. Das*-*-*-*-*-*-*-*-*-*22Paper VI EDUCATIONAL MANAGEMENT (100 Marks)First Half-Institutional Management 50 Marks1. Institutional planning in practice.2. Leadership in school administration. Head teacher and teacher as leader; Teacher’sCouncil.3. Time Table – Types, Construction, Differential time table.4. School Servicesa. Student self government and disciplineb. Organization of co-curricular activitiesc. Physical Educationd. Librarye. Health services, sanitation, sex educationf. Community services, sanitationg. School plant-classroom, workshop5. Comparison between Evaluation and Measurement, Evaluation and Examination, types ofevaluation – formative and summative. Evaluation of achievement of pupils-tools andtechniques of evaluation, norm referenced test and criterion referenced test, examination,

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types of achievement test. Descriptive statistics-central tendency and variability. [Nominalnumerical to be included].6. Inclusive education – identification of exceptional children, institutional modifications forinclusive education, factors for successful integration.Second Half – Manpower and Resource Management 50 Marks1. Controlling authorities of school administration –(a) The role of central and state government in school administration,(b) The role of private enterprise in education, concept of public private partnership.(c) West Bengal Board of Secondary education and Council of Higher SecondaryEducation and other Boards.(d) Administrative structure of secondary education with special reference to WestBengal.2. Supervision and Inspection – principles of supervision and supervisory programme.3. Educational finance-sources of finance, school budget.4. Educational Planning-Concept of educational planning, approaches to planning, objectives ofcurrent five year plan in respect of education. Man power development, unemployment.5. National Policy on Education 1986 on educational management.6. Qualitative improvement of secondary education, Role of NCTE, NCERT, SCERT and DIET.Reference:23Safaya, R. N., Shaida, B. D. School Administration and Organization, Dhanpat Rai PublishingCompany, New Delhi.Verma, Romesh, Educational Administration Anmol Publications Pvt. Ltd. New Delhi.Josephine Y. School Resource Planning and Management, Shipra Publication, DelhiSharma, S. P. Teacher Education, Principles, Theories, and Practices, Kanishka Publishers, NewDelhi.*-*-*-*-*-*-*-*-*-*-*24Paper VII EDUCATIONAL AND VOCATIONAL GUIDENCE (100 Marks)Compulsory elective paper

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1. Guidance :- Meaning and concept; Principles of guidance; a brief history of guidance in India;Scope of guidance; Types of guidance (Educational, vocational, personal-social and othertypes); Process of guidance (Individual and group); Need of guidance (Philosophical, Socialand Psychological) with special reference to secondary and higher secondary).2. Techniques for collecting information for guidance and counseling:A brief outline of thevarious tools and techniques which are used for the purpose of collecting information forguidance and counseling.3. Guiding students with special needs :Def. and concept of students with special needs, guidingstudents with behavior problem, gifted students, guiding students with visually and auditoryimpaired physically challenged, mentally retarded students and learning disability.4. Concept of Adjustment – adjustment as adaptation (environmental demands), Adjustment asbalance or integration of personality, Adjustment as coping with stress. Relationship with threeconcepts, Criteria of good adjustment. Teachers’ responsibility of student’s good adjustment.5. Mental health – Concept of Mental health as a state of subjective well being and as objectivelyobservable behavior pattern. Mental health as a continuum, criteria of good mental health.Relationship of mental health and adjustment. Teachers’ role in building good mental health ofstudents.6. Maladjusted pattern of behavior in infancy and childhood. Attention deficit disorder and hyperactivity, feeding, eating and sleeping disorder, anxiety, phobia, autism, conduct disorder anddisruptive behavior disorder.7. Maladjusted pattern of behavior in Adolescence – Personality disorder (Paranoid, Schizoid,Antisocial, Narcissistic personality disorder) substance abuse disorder, obsessive compulsorydisorder.8. Common Adjustment Problem in Adolescence, Parental, Social, Educational and counselorsupport for adolescence.

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9. Counseling – Definition, counseling and guidance, Psychotherapies, Psychodynamic,Behaviorist and Social learning approaches, purpose of counseling and techniques ofcounseling (Direct, client centered and eclectic).10. Vocational Guidance – Its relationship with educational guidance, need for vocationalguidance, career information, sources, methods of classification and filing of information andits dissemination.11. Organization of school guidance service (Minimum requirements for opening a guidancecentre in school). Minimum activities – orientation of students and educational information,25counseling, placement service, remedial service, follow-up service, research activities;.TheOrganization of a Child Guidance Clinic and various personnel of the Child Guidance Clinic.Reference:1. Bhatnagar, Asha & Gupta, Nirmala (eds) (1988) Guidance & Counselling : A practicalapproach, Vol-II. Vikas, New Delhi.2. Dave Indu (1984)-The Basic essentials of counseling Sterling Private Ltd., New Delhi.3. Joneja G. K. (1997) Occupational information in guidance NCERT New Delhi.4. Rao, S. N. (1981) Counseling Psychology. Tata MC Graw Hill, New Delhi.5. Kochhar, S. K.-Educational & Vocational guidance in secondary schools, Sterling Publisher,New Delhi, 1984.6. Ginsberg. E-“Towards a theory of occupational choice”-personnel and guidance jural, 1952.30. 491-494.7. Pasricha, Prem-“Guidance and Counseling in India Education, NCERT, 1976, New Delhi.8. Taaxler, E.L.-Counseling For career Development, Houghson Muffin, Borton, 19749. Jones A. J.-Principles of guidance & pupils personnel work. Mr. Graw Hill, N. York, 1993.10. IGNOU, School of education (B.Ed Course) – Guidance and counseling ES-363, Block-1 to 4.11. De. Debasish Pal-Directorate of Distance Education-M.A. in education Paper II, Vol-1212. Advanced Educational Psychology – S. S. Chauhan

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13. Essentials of Educational Psychology – J C Aggarwal / S. K. Mangal14. Educational Psychology – Santi Dutt26Paper VII MEASUREMENT AND EVALUATION IN EDUCATION(100 Marks)Compulsory Elective Paper1. Measurement and Evaluation – Concept, scope, need and differenttypes.2. Scales of Measurement – Nominal, Ordinal, Interval and Ratio.3. Tools and Techniques of Evaluation – Testing, Observation, Inquiry.4. Characteristics of a good measuring instrument-Reliability andvalidity.5. Achievement test-Types of achievement test, Norm-referenced testand Criterion-referenced test, Essay type test and Objective type test.Construction and standardization of an Achievement test.6. Psychology tests – Preliminary idea in the area of Intelligence,Interest, Aptitude, Attitude and Personality.7. Emerging trends in Evaluation-Question Bank, Grading System,Semester systemApplication of computers in evaluation.8. Statistical treatment of data –Organization of data – Frequency DistributionGraphical Representation of data – Histogram, Frequency Polygon, Ogive.Measures of CentralTendency-Mean, Median, ModeMeasures of Validity – Range, Quartile Deviation, Standard DeviationCo-efficient of correlation by Rank Difference Method and Product Moment Method.NormalProbability Curve-Concept, Characteristics and uses.Skewness and Kurtosis/Percentile andPercentile RankDerived Scores – Z – Score, Standard score and T-ScoreRefference :Anastasi, A. Psychological TestingCronbach Essentials of Psychology TestingEbel, R. L. & Frisbie, D.A. Essentials of Educational MeasurementFreeman, F.S. Theory and Practice of Psychology TestingGarrett, H.E. Statistics in Psychology and EducationGreenland, N.E. Measurement and Evaluation in TeachingGuilford, J.P. & Fruchter-ter, B. Fundamental Statistics in Psychology andEducationMangal, S.K. Statistics in Psychology and EducationMehren, W.A. & Measurement and Evaluation in

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Lehman, I.J. Education and PsychologySingh, A. K. Tests, Measurement and Research MethodsIn Behavioral ScienceSingh, P Hand Book of Pupil Evaluation27Throndike, R. L. & Measurement and Evaluation in PsychologyHagen, E and EducationWalberg, H.J. & The International Encyclopedia ofHaerten, G.D.(Eds) Educational Evaluation.*-*-*-*-*-*-*-*-*-*-*28PAPER VII MEASUREMENT AND EVALUATION IN EDUCATION(100 Marks)Compulsory Elective Paper1. Concept of Testing, Measurement and Evaluation2. Scales of Measurement-Nominal, Ordinal, Interval and Ratio.3. Tools and Techniques of Evaluation-Testing, Observation, Enquiry.4. Criteria of a good measuring instrument-Reliability and Validity.5. Principles of Construction and Standardization of Tests. Item Analysis,Principles of construction and scoring of tests.6. Acquaintance with psychological tests in the area.Intelligence, interest, Aptitude and Personality.7. Statistical treatment of data. Frequency distribution and graphical representationof data, measures of central tendency and variability, coefficient or correlationby rank difference method and product Moment Method, percentiles, percentileranks, skew ness and kurtosis, normal probability curve, derived scores andstandard scores and t-test.*-*-*-*-*-*-*-*-*-*-*

29PAPER VIII DEMONSTRATION OF LABORATORY PRACTICAL ANDOR SIMULATED LESSON & PROJECT (100 Marks)Paper VIII Practical paper (50 Marks)31PHYSICAL SCIENCE LAB PRACTICALCONTENTSPhysics experiments

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_ To determine the unknown resistance using meter bridge.Chemistry experimentsDetection of functional groups (one functional group) in solid organic compounds from among: -NH2

(Aromatic primary amine), -OH (Phenolic), Carbonyl Group: - CHO (Aldehyde) & >C=O (Ketone) &- COOH (Carboxylic acid group)PHYSICAL SCIENCE LAB PRACTICALFull Marks - 50 [Experiment – 40][Project -10]Contents: Candidate having physical science as one of the method subjects will have to perform bothphysics and chemistry practical. They will also have to demonstrate their activities to thepeer group. In physics, they will have to practice three experiments (at least) from thefollowings. In final exam, they should perform any one from those. In chemistry, theywill have to practice at least three experiments from the followings and in final exam,they should perform any one from those.List of Physics Experiments:-_ To verify laws of reflection of light._ To verify laws of refraction of light._ To determine unknown resistance using P.O. Box._ To determine the unknown by meter bridge_ To determine value of ‘g’ using a simple pendulum._ To determine specific gravity of granular solid using specific gravity bottle._ To determine specific gravity of a solid lighter than water using hydrostatic balance._ To draw magnetic lines of force of a bar magnet._ To determine specific gravity of a liquid using specific gravity bottle._ To verify Ohm’s law.List of Chemistry Experiments: -_ To identify basic radical present in an inorganic water-soluble salt : Pb2+

Cu2+, Al3+, Fe3+, Fe2+, Zn2+ , Ca2+ , MG2+ , Na+ , NH4+

_ To identify acid radical present in an inorganic water soluble salt : C1- , S2- , SO4

2- , NO3

- ,CO32-

_ To prepare a common gas (H2S / CO2) and to verify few of its properties._ To determine strength of an unknown acid / alkali solution32

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_ Detection of one functional group in solid organic compound from among : -NH2 (AromaticPrimary amine), -OH (Phenolic), Carbonyl Group: - (-CHO Aldehyde & >C=O Ketone) & -COOH (Carboxylic acid group)Distribution of Marks:-Marks are distributed in the following way under the head of different skills-(i) Choosing of equipment and material (for Physics), apparatus and reagents(for Chemistry)2(Physics)+2(Chemistry)(ii) Experimental set-up 2(Physics)+2(Chemistry)(iii) To perform and show experiments 3(Physics)+3(Chemistry)(iv) To explain to peer group 3(Physics)+3(Chemistry)(v) Written work 5(Physics)+5(Chemistry)(vi) L.N.B. 2(Physics)+2(Chemistry)(vii) Viva-Voce 3(Physics)+3(Chemistry)Total: 20(Physics)+20(Chemistry)Project: 10 MarksThe project should be related with school based activities in the field of teaching learning of PhysicalScience. To undergo these projects, students specifically will be concerned about the following:_ Acknowledgement_ Content_ Introduction_ Review of related literature_ Problem_ Objectives of the Study_ Sample_ Tool_ Methodology_ Limitations of the study_ Discussion & Analysis_ Findings & Conclusion_ Bibliography._ Annexure*-*-*-*-*-*-*-*-*-*-*33LIFE SCIENCE LABORATORY PRACTICALCONTENTSBotany_ Study of simple plant cell – Onion._ T. S. of monocot root; e.g. maize_ T. S. of dicot stem; e.g. sunflower

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_ Dissection and description of any common flower, eg. China roseZoology –_ Study of simple animal cell – Toad / Human slide_ Identification of various zoological specimen following their respective phylum, class andspecimen characteristics.Biochemistry-_ Qualitative analysis to identify the presence of carbohydrate, protein and fat in the suppliedunknown sample.Physiology_ Determination of blood_ Determination of physical fitness index by Harvard Step Test Method.Distribution of marks will be done on the following heads:-Demonstration of the experiment in the peer group10Choosing of equipments & experimentation procedure10Written work in the answer scripts10Laboratory note book5Project / assignment10Viva Voce534Project: 10 MarksThe project should be related to the field of teaching learning of Life Science. To undergo theseprojects, students specifically will be concerned about the following: -_ Acknowledgement_ Content_ Introduction_ Review of related literature_ Problem_ Objectives of the study_ Sample_ Tool_ Methodology_ Limitations of the study_ Discussion & Analysis_ Findings & Conclusion_ Bibliography_ Annexure

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*-*-*-*-*-*-*-*-*-*-*35SIMULATED LESSON & PROJECT (50 Marks)SKILLS OF SIMULATED LESSON1. Skill of Introducing a Lesson2. Skill of Explaining3. Skill of Questioning4. Skill of Blackboard5. Skill of Reinforcement6. Skill of ClosureDistribution of Marks:Components (30) NoteBook(10)ProjectIncludingViva(5+5)Total(50)1 (6) 2(6) 3(6) 4(6) 5(6)Project: 10 MarksThe project should be related to the field of teaching learning of the respective subject. To undergothese projects, students specifically will be concerned about the following: -_ Acknowledgement_ Content_ Introduction_ Review of related literature_ Problem_ Objectives of the study_ Sample_ Tool_ Methodology_ Limitations of the study_ Discussion & Analysis_ Findings & Conclusion_ Bibliography_ Annexure*-*-*-*-*-*-*-*-*-*-*36Paper IX SEASONAL ACTIVITIES RELATED TO PEDAGOGICAL

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ANALYSIS (for two method subjects) (100 Marks)(50 x 2)Achievement Test on paper II & III 40 Marks(20 x 2)Lesson Plans on paper II & III 40 Marks(20 x 2)Teaching Aids 20 Marks(10 x 2)37Paper X SESIONAL ACTIVITIES RELATED TO COMMUNITY OUTREACHACTIVITIES, ACTION RESEARCH ON SCHOOL BASED ACTIVITIES,PSYCHOLOGICAL TESTING, CO-CURICULLAR ACTIVITIES(100 Marks)COMMUNITY SERVICESocial and community service has been introduced as an integral component of the B.Ed programme.Twenty marks have been allotted for the overall student performance in this area. Students arerequired to visit homes, orphanages, charitable organizations, blood donation camps, homes formentally retraded and physically handicapped, destitute, street children and child labourers etc. andconduct socially useful and productive community service. A dissertation is then prepared by eachstudent on the basis of work carried out and in keeping with the general rules of researchmethodology. Various instrument & tools are used for the purpose such as questionnaire, survey,interview, various psychological tests etc. The B.Ed department has also teamed up and coordinatedsocial work with the school of social and community service, SXC, NSS. It is our hope that throughthis programme the students develop social consciousness and social commitment on one hand and onthe other they learn to become self-reliant and independent.It is our proud privilege to have within our institution the NSS which continues to undertake valuablesocial work and community development projects. We have therefore chalked out plans to networkwith the NSS unit in our college in a more organized way.TOTAL MARKS: 20

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Format of Community Outreach Programme Report1. Acknowledgement2. Authentication (certificate)3. Objective: Cognition4. (Intention of the trainee teachers ) Attitude and Skill5. Abstract (Nature of the activity)6. Introduction (history of the institution)7. Brief description of the activity (day to day activity)8. Analysis & interpretation (graphical representation & interpretation)9. Conclusion10. References11. Appendix*-*-*-*-*-*-*-*-*-*-*38ACTION RESEARCH ON SCHOOL BASED ACTIVITIESSchool based practical activities constitute an important part of the B.Ed. programme. It is based onthe premise that besides regular teaching, a teacher performs a number of other activities in the school.In the B.Ed. programme, the trainees are expected to plan, organize and conduct certain practicalactivities more systematically & professionally.The trainees are asked to produce a report of one activity in the specified word limit. It should be wellstructured, clear & comprehensive.Each activity should be discussed under the following way or sections:-1. Name of the activity2. Objectives3. Your role4. Role of the Head Teacher / Principal5. Product (output of the activity)6. Evaluation MechanismTOTAL MARKS: 20Any one activity should be selected from the following list –Activity 1 - Maintenance of various registers & recordsMaintenance of various registers such as records of students’ performance such as progress report,attendance register, admission register, laboratory stock bookObjectives – To provide you with an opportunity to know the systematic procedure ofhandling & maintaining records in the schoolYour role - Collect the necessary information to be included in the record. Discuss issues &

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problems related to the collection & recording of different types of informations & findout the different solutions. Prepare a report of about 500-600 words on the work thestudents have done along with copies of records handled by them.Activity 2 - Addressing the School AssemblyAddressing the students in the morning school assembly on the contemporary topics to developconfidence & effective communication skillObjective- To identify five different themes or topics & to prepare them for present action on fivedifferent occasions. The topics may be on contemporary socioeconomic problems, moraleducation, population education, national integration, empowerment of socially &economically backward people, women’s emancipation, human rights.Your role- A report of five – six pages which should include the addresses presented, a briefdescription of the feedback received from the school teacher and experiences of the studentas a B.Ed. trainee.39Activity 3 Preparation of School Time TableNature, preparation & implementation of time table in your schoolObjective- To know the systematic procedure of preparing &implementing the time tableYour role- To analyse the existing time table of the school & hold discussions with teachers &principals regarding the preparation to prepare a model time table of a particularclass. A report has to be prepared which should include the following:-1. need & importance of time table2. analysis of the existing time table (in general)3. feedback given by the teachers & principal4. problems faced by the teachers in preparing & implementing the time table.Activity 4Organising career talk IPTA meeting / debate / panel discussion / quiz programme. Organization of atleast one of the above activities.Objective- To help you to acquire skills necessary for systematically organizing &managing co-curricular activitiesYour role- A report has to be prepared which should include a brief note of the activity, managerial

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problems – feedback & its implementation, outcome of the activity, your observation &suggestion for improvement.Activity 5 – FIELD TRIPPlanning & Organising a field trip.Objective- Planning & Organisation of a field trip to a spot which may be a Zoological Park,Museum, Historical Monument, Fair, Akash Bani, Doordarshan Kendra etc.Your role- Your role to specify the objectives & output of the field trip to formulate the detailed planof the trip to carry out the plan accordingly. The report should contain planning &organization impact of the students, problems faced & suggestions for organizing ameaningful field trip.*-*-*-*-*-*-*-*-*-*-*40PSYCHOLOGICAL TESTSINTRODUCTIONPsychology deals mainly with different aspects of human behaviour. In the field of teaching learningthis subject has a number of applications. Educational Psychology is that branch of psychology whichencompasses this particular area.It is essential for a teacher to acquire the knowledge of educational Psychology to improve teaching –learning. In order to study the behaviour of learners & to solve the behavioral problems, it is importantthat a teacher takes some effective concrete measures. This necessitates proper understanding of thepractical aspects of the subject as well as the theoretical knowledge. Keeping this point underconsideration, the Dept. of Edn. S.X.C. has included Psychology practical in the curriculum ofteachers training programme.TOTAL MARKS: 20Objectivesi. to acquaint a trainee teacher with different tools & techniques of Psychological testing.ii. to help them identify different behavioral problems of learners and to take remedial measuresaccordingly.iii. to improve teacher – student relationshipiv. to develop the power of conducting educational research.v. To provide educational & vocational guidance to the students

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vi to enable the trainee teacher to appreciate the importance of Psychological testing in the fieldof education.Contents :-A. Trainee teachers will have to administer the following tests on the subjects based on the givenproblem :1. Problem - To assess personality of an individual.Description - Personality is one of the important Psychological traits of alearner. In order to facilitate an integrated development of alearner, a teacher should know how to assess it.Among different tools & techniques of its measurement,Eyesenck Personlity questionnaire (EPQ) is verypurposeful. It is a systematic compilation of questions thatare subject to a sample of population from which thedesired information of subject is obtained.This questionnaire was developed by H.J. Eyesenck andsybll B B Eyesenck in order to classify the personalitiesinto three groups – introvert, normal or neurotic andpsychotic. The questionnaire in brief containing 100 items& the test is of appreciable reliability and validity. The41questionnaire also incorporates ‘Lie Score’ adapted in orderto detect invalid records.The trainee teacher is to administer it on an individualsubject from which the personality trait of that individualwill be assessed.2. Problem - To assess individual’s intelligenceDescription - Intelligence is one of the important mental abilities of aperson. Psychologists have developed a no of intelligencetests to assess this ability – but most of those test containverbal or non-verbal items loaded with contents related tothe culture in which the subject is born and brought up, inorder to eliminate such problem, it was thoughtto plan for culture free test by devising items free fromcultural context of learners. Cattell developed a test whichcontains novel items that are not influenced by any culture.This test can be administered to the subjects of age 4 toadult. The purpose of this test is to get acquainted withadministration of Psychological testing as well as to assessintelligence for the purpose of educational & vocationalguidance.3. Problem - To assess modality of learning style of an individuallearner.Description - Learning is a process of modification of behaviour.

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Depending upon the same modality utilized by the learnersmay be divided into three category – auditory, visual &kinesthetic learners. A visual learner mostly uses his visionfor leaning, an auditory learner uses auditory sense whereasthird group of learner prefers kinesthetic activities forlearning.Learning style of learners & mode of teaching should behighly connected in order to make teaching learningeffective. Hence, it is one of the important task of a teacherto assess the modality. Jesuit Educational Association hasprepared a questionnaire to assess this modality. Traineeteacher will have to identify the modality of learners byusing this questionnaire and select the method of teachingaccordingly.4. Problem -To assess scholastic ability of learners. Aptitude is thelatest potentiality in order to acquire abilities & skills toachieve something. It is an unique combination of ability& personality characteristics which predisposes a person42to do one kind of work better than another & increases hischances of success at it.There are different aptitude tests among which scholastic aptitude test is very important in classroomsituation. We can use the results of such tests for counseling students regarding vocationalopportunities.Director of School Education, Govt. of India has conducted such a test on 1900 for Talent SearchExamination in order to measure scholastic aptitude of secondary students. Trainee teachers will haveto administer this test on the subject group & evaluate their performance. This helps the teacher topredict future progress or to explain the cause of achievement or failure of students in differentscholastic areas.GENERAL PROCEDURE OF CONDUCTING PRACTICALS: -Psychological testing has the following general steps:i. To identify the specific problem.ii. To select appropriate apparatus.iii. To define the sample on which the test is to be administered.iv. To provide general instruction & establishing rapport with the sample group.v. Actual administration of the test.vi. Recording data.vii. Statistical Calculation

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viii. Interpretationix. Reporting.Evaluation:-Each experiment contains 20 marks & the full marks are distributed among several steps as following:-i. Problem statement 2ii. Selection of apparatus 2iii. Definition of sample 2iv. General instruction & establishing rapport 2v. Actual administration 3vi. Recording data 5vii. Calculation 2viii. Interpretation 2*-*-*-*-*-*-*-*-*-*-*43CO-CURRICULAR ACTIVITIESCo-curricular activity is one of the compulsory components of B.Ed programme. It can give supportto curricular activities. Humanitarian quality & collective consciousness can help the students todevelop their sense of appreciation, aesthetic quality, finer sensibilities through co-curricular works.Some new inclusions in the Calcutta University B.Ed syllabus like Distance Education, Teachereducation, Sarba Shiksha Avian, inclusive education, Psychology of instruction, Cognitive theory oflearning, Web based instruction, Management in education, Class room dynamics are accepted in thissyllabus as these are highly valuable for teacher education.TOTAL MARKS: 20ObjectivesThe students will be able to:Develop an insight into the meaning and nature of co-curricular activities.Understand the historical roots of co-curricular activities and the circumstances that led to itsemergence.Clarify some misconceptions about co-curricular activities.Participate in various co-curricular activities of the college as well as of the department ofeducation of the college.Participate in various co-curricular activities organized in other educational institutions.Expected Learning Outcomes

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After going through the co-curricular activity programme the students will be able to :-Define the principles of co-curricular activity programme constructionOrganize diverse co-curricular activitiesAppreciate the need for co-curricular activitiesUnderstand the educational implications of co-curricular activitiesLearn skills for holistic developmentCultivate special talents and interestsDiscover his or her special abilities and propensities.The report of the co-curricular activities will be based on the above mentioned expected learning outcome.Relevant topicsIndoor and outdoor games, sports and physical exercises in the college.Projects related to language, literature, science and social studies in the college.Literary activities such as debates, discussions, publications of magazines and journals of thecollege.Participation in NSS and NCC etc.Aesthetic activities and appreciation of culture.44Organization and participation in volunteer groups during specific calamities such as floods,earthquakes etc.Organization and participation in excursions, study tours etc. of the college.Method of assessment.On the basis of student participation and involvement in various co-curricular activities of thecollege and the department of education of the college.Students must participate in a minimum of two activitiesStudents must prepare a file on the basis of their participation in co-curricular activities of thecollege and its department of education.

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