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Takshshila College Rachna Nagar Bhopal-23

TAKSHSHILA COLLEGE

(Approved by M. P. Govt, N.C. T. E. New Delhi& Affiliated t Batkatulah University Bhopal)

RACHNA NAGAR BHOPAL-462023

B. Ed. Course

Paper – I : Teacher in Emerging Indian Society

COURSE OBJECTIVES To enable the students – teacher understand :

1. About the relationship between philosophy and Education and implications of philosophy on education.

2. The importance and role of education in the progress of Indian society.

3. The contribution of great educators to the field of education.4. The need to study education in a sociological perspective. The

process of social change and socioalisation to promote the development of a sense of commitment to the teaching profession and social welfare.

5. Their role in the creation of a new social order in the country and learn about various social welfare opportunities in which they can participate helpfully.

6. The means and measures towards the promotion of National integration and protection of human rights.

COURSE CONTENTS ` It consists of six units, each unit attempting to realize one objective.

Unit-I Education : nature and meaning – its objectives in relation to the time and place. Education in the western context : with specific reference to Rousseau, Pestalozzi, Dowey, Russell, their impact on educational thought and class room practices, in term of progressive trends in education.Indian thought and its contribution to educational practices.

www.takshshila-college.org


Unit-II Philosophy and education : significance of studying philosophy in understanding educational practices and problem.Major philosophical systems- their salient features and their impact on education.a) realism with reference to Aristotle and Jainism.b) Naturalism with reference to the views of Rousseau and Rabindra

Nath Tagore.c) Idealism with reference to Plato, socretes and advaita Philosophy.d) Pragmatism with reference to Dewey “Instrumentalism &

Experimentalism”e) Humanism – Historical & Scientific and Buddhists.

Child centred education : concept of a learner, with reference to Gujju Bhai as teacher educators.

Unit-III Educational thinkers and their contribution in developing principals of education.M.K. Gandhi: Basic tenets of Basic education.Gijju Bhai: The world of the childSwami Vivekananda: Man making education.Sri Aurovindo: Integral education, its basic premises; stages of development.Froebel: The play way method.Montessori: The didactic apparatus.

Unit-IV Knowledge about the Indian constitution and its directive principles; various articles mentioned in the constitution that are related to education; meaning of secularism, Social goals; democracy and socialistic pattern of society; meaning of the term “National integration and Emotional integration”, factors contributing for achieve them; Economic planning and the meaning of five year plans.

Unit-V Sociological basis of education, Relationship between individual to individual and individual to society, in terms of Norms given by the existing social order; education as liberal and utilitarian, education as a tool of economic development, education as an agent of social change, education as a means of national welfare through the immediate welfare of the society, education and human resource development.

Unit-VII Meaning of a new social order, eradication of illiteracy, objectives of NAEP; provisions made and channels started for educating socially, culturally and economically deprived; Means and measures taken for equality of opportunities in terms of castes, tribes, Disabled, Gender and Minorities; Achieving a learning society in terms of distance education, green and clean society & povertyless society through planning the



population and available resources, State’s new programmes and Nation’s programmes like NCC, NSS, etc.

PAPER II : DEVELOPMENT OF LEARNER AND TEACHING-LEARNING PROCESS COURSE OBJECTIVES

To enable trainee teachers to

1. Acquire Knowledge and understanding of stages of human developmental and development tasks with special reference to adolescents learners.

2. Develop understanding of process of children learning in the context of various theories of learning.

3. Understand intelligence , motivation and various types of exceptional children.

4. develop skills for effective teaching learning process and use of psychological tests.

UNIT-I Nature of psychology and learners.

a) Psychology : Its meaning , nature, methods and scope; functions of Educational psychology.

b) Stages of human development ; stages specific characteristics and development tasks.

c) Adolescence in Indian context – characteristics and problems of

adolescents; their needs aspirations.d) Guiding and counselling adolescents

UNIT-II Learning and motivationa) Nature of learning; learning theories – Behaviourists(Skinner’s),

information Processing(Rosgers) and Humanistic (Maslow’s).

b) Factors influencing learning and teaching process; learner related ; teacher related; process related and content related.



c) Motivation- nature, types; techniques of enhancing learner’s motivation

UNIT-III Intelligence

a) Nature and characteristics of intelligence and its development.b) Theories of intelligence- ;two factor theory – Multifactor

Theory(PMA)

And SI Modelc) Measuring intelligence- Verbal , non-verbal and Perfomance tests(one representative of group test and individual test of each).

UNIT-IV Exceptional children

a) concept of exceptional children- types, and characteristics of each type

including children with learning disabilities.

b) individual difference- nature; accommodating individual difference in the classroom

c) Learner centred techniques for teaching exceptional children .

UNIT-V Personality- Definition, meaning and nature ; development of personality; type and trait theories of personality.

PRACTICUM

Observing the behaviour of an early, mid adolescent and describing his\her characteristics and problems

Administering and interpreting the result of two tests of intelligence – verbal, Non-verbal or perfomance.

A case study of an exceptional child and suggesting how to provide for this particular child education.



PAPER- III: DEVELOPMENT OF EDUCATIONAL SYSTEM IN INDIA

COURSE OBJECTIVES

To enable student teacher to1. Understand that development of education is influenced by socio-poltical forces

Forces of the time.

2. Acquire knowledge of characteristics features of ancient , medieval and British system of education in India and of their strengths and limitations.

3. Understand the contribution of various major committiees and commissions.

4. Appreciate the developments in Indian education the post –independence era.

COURSE COTENTS

UNIT-I Education in India (a) Vedic, (b) Buddhist and (c) Medival periods.

UNIT-II Macaulay’s minutes and Bentinck’s resolution of 1835.Adam’s report and Its recommendations. Wodd’s Dispatch-1854. Lord Curzon’s educational policy. Growth of national consciousness. National education movement.

UNIT-III Recommendations of Indian education commission-1882, its influence on subsequent development of education.

Essential features of Sadler Commission Report-1917

UNIT-IV Radhakrishna Commission-1948.Secondary Education Committee (1952-53)Indian Education commission (1964-66).National Policy of Education (1986).Revised National Policy (1992).



PAPER-IV ESSENTIALS OF EDUCATIONAL TECHNOLOGY AND MANAGEMENT Element of Educational Technology and Management

CIURSE OBJECTIVES:1 To obtain a total perspectives of the role of technologies in modern

educational practices.2 To equip the student teacher with his various technological

applications available to him/her for improving instructional practices.

3 To help the teacher to obtain a total gender of his role of scientific management in education.

4 To provide the teacher the skills required for effective instructional and institutional management.

5 To develop the professional skills required for guiding pupils in the three initial areas educationalPenal and victual.

COURSE CONTENTS

UNIT-1 Definition of educational technology, distinction between hardware and software technologies .Their role in modern educational practices.Hardware technologies: Important accessories and their application- OHP,Stiland move projector,Audio-Video recording instruments : TV,computer,New-tecnologies like-e-mail,internet

Etc. Use of strategies like teleconferencing ,micro teching,programmed

instruction, CAI, language laboratory.UNIT-II Psychological uses for use of morden technologies-case of

rxperience (Edger dale),multisemory instruction-advantages.Developing programmed instructional material –linear ,branching prog.tryouts and validation etc.

UNIT-III Meaning of guidance – rationale for guidance service concept of counseling directed and non-directed counseling.Organization school guidance services, use of community resources for school guidance services.



Career guidance services, career information center, career conferences ,personal guidance – identity those needing special help directing client to specialists .

UNIT-IV Meaning of management in education – managing men resource and materials.Implications for educational initiations.Managing curriculum, managing co-curriculum, managing school discipline,and managing physical resources. Developing performance profiles of institutions.

UNIT-V Evaluation institutional performance-Method used=pupil rating evaluation ,teacher evaluation,evaluation of institutional performanceMethod of teacher evaluation-use of pupil rating ,peer rating,supervisor rating,community rating-rating used for institutional improvement.Accountability in school education-method used for assessing accountability .Use of professional norm and ethics.

PAPER-V & VI : METHODS OF TEACHING

Table 1: Paper 5&6 Special MethodsCategory A Category B

Group I Group II Group III Group IVTeaching of :

i) Hindiii) Englishiii) Sanskritiv) Urdu

Teaching of :i) Social

Sciencesii) Civicsiii) Economicsiv) Geographyv) Social

Studiesvi) History

Teaching of :i) Scienceii) Chemistryiii) Pysics

Teaching of :i)Life Science

ii)Mathematics

Note: Candidate is required to after two subjects one from each group of either category.



Cat-A-Group-1-(i) Teaching of Hindi

OBJECTIVES

To enable the teacher trainees:

1. To attain efficiency and effectiveness in teaching and learning Hindi language.2. To have a critical study of learning Hindi as a first language in multilingual Indian Society.3. To understand the role of Hindi in India and decide its place in the school

curriculum of Madhya Pradesh, improve hindi language attainment and congnitive skills;

4. To be commited, inspired and interested in teaching learning Hindi;5. To teach with skill interactional mode, to evaluate himself in pupils, to inculate

right language habit6. To acquire accurate knowledge of the Devnagri Script and correct pronunciation:

and7. To devise low-cost learning materials for materials for Hindi and remedy the

errors that the pupils make.

SYLLABUS

1. Objectives of Teaching of Hindi at Secondary Level. Evolution and Development. Dialects of Hindi and Standard Hindi. Role of Hindi in India as Mother Tongue, National Language and Contact



Objectives of Teaching Hindi as First Language and Second Language at the Secondary Level,

The Curriculum of Hindi in Secondary School.

2. Methods and Approaches Natural and Spiritual Powers in Learning a Language Importance of Exercise and Drills Qualities and Role of the Hindi Teacher Relative Co-ordination among various Components of Language Use of Various Teaching Maxims

3. Teaching of Skills Teaching Alphabets and Spelling Teaching Prose Teaching Poetry Teaching Grammar Teaching Composition

4. Inclusion of Habits Listening Comprehension

Practice in Listening and Comprehension Types and Modes of Spoken Hindi Implications of Stress and Intonation Making Notes While Listening.

Communication Habits Use of Spoken Forms in Dialogue, stories, Reading Correct Use of Stress and Intonation and Division of Utterance into

Meaningfulful Words-Groups. Good Reading Habits

Reading with Appropriate Speed for Various Purpose Such as Studying, looking for Information, Scanning etc.

Reading for overall Comrehension, Practice of Analysing a text for Organisation.

Reading for Evaluation Reading for Appreciation of Form, Style, and Author’s

Personality. Reading for Facts Reasoning, logical Relationship

Definition Generalisation Understanding Diagrams. Reading manuals, Charts, Schedule and Rule books Good Writing Habits.



Advanced Mechanics of Wrirtingi.e. Spelling, Puncation, Indenting, Title and Subtitle of Selections, Underlining, Quotation, Use of Parenthesis, Use of Abbreviations, Capital Letters and Correct Forms of Address in Letters, Applications etc.

Organisation of a paragraph, An Essay or a Paper i.e. Organisation of Matter.

5. Lesson Planning Prose Poetry Grammar Composition Audio-Visual Aids-Importance. Types, production and Usage.

6. Evaluation New Directions in Evaluation. Continuous and Comprehensive Evaluation. Diagnostic Tests and Remedial, Test and Remedial Techniques Self Evaluation and Self-Correcting Exercise. Different Kinds of exercise. Checklists. Probes and Progress Records. Writing Objective Type Test Items under the Cognitive. Affective and

Psychomotor Domains.

Assignments1. Dividing syllabus into units and arranging them in proper sequence.2. Critical study of any one hindi text –book prescribed for class IX, X,

XI or XII.3. Preparation of a Unit plan for teaching hindi4. Preparation of Question Papers and test items.

Reference Lal , Raman Bihari : Hindi shikshan , Rastogi publication Bhai Yogendrajeet : Hindi Bhasha Shikshan ,Vinod Pustak Mandir,

Agra



Cat-A Group-I-(i) Teaching of English

OBJECTIVES To enable the teachers trainees :To attain efficiency effectiveness in teaching and learning English languaga :

1. To have a critical study of learning English as a second language in the multilingual Indian society.

2. to undestand the role of English in India and decide its place its place in the school curriculum of Madhya Pradesh. Improve English language attainment and connitive skills;

3. To be committed , inspired and interested in teaching learning English;4. To teach with skill using interactional mode , to evaluate himself in pupils to

inculcate right language habits , and 5. To devise learning materials for teaching English as second language and

remedy the errors that the pupils make .

SYLLABUS1. Objectives of Teaching and learning of English at

Secondary Level. Second Language in a Multilingual Society Role of English in India and its place in the School

Curriculum The Curriculum of English in the Secondary School. Qualities and Role of the English Teacher2. Methods and Approaches. Grammer cum Translation Methods Direct Method Bilingual Method



Structual Approach Communicative Approach3. Teaching of Skills Teaching Alphabets and spelling. Teaching Prose Teaching Poetry Teaching Grammer Teaching Composition

4. Inculation of Habits Listening Comprehension Practice in Listening and Comprehension Types and Modews of Spoken English Implications of Stress and Intronation Making Notes While Listening Use of Spoken Forms in Dialogue , Stories , Reading

Aloud , Dramatisation and Poetry Reading. Correct Use of Stress and Intonation and Division of

Utterance Into Meaningful right Word-Groups. Good Reading Habits

Reading with Appropriate Speed for Various Purpose such as Studying Looking. Reading for Overall Comprehension , Practice of Analysing a Text for Organisation. Reading for Evaluation. Reading for Facts , Reasoning , Logical Relationship ,

Definitions , Generalisation Understanding Diagrams. Reading Manuals , Charts , Schedule and Rule Books.

Good Writing Habits Advancesd Mechanics of Writing i.e. Spelling ,

Putuation Indenting , Title and Subtitle of Sections Underlining , Quatations , Use of Parenthesis , Use or Abbreviations Capital Letters and Correct Fom of Address in letters. Application.

Organisation of a Paragraph, An Essay or a Paper i.i. Organisation of Matter.

Language Games 5. Lesson Planning

Prose Poetry Grammer Composition Audio-visual Aids- Importance Types , Producrtion and sage6. Evaluation New Directions in evaluation Continous and Comprehensive Evaluation Diagnostic Tests and Remedial Tests and Rmidial Techniques Self evaluation andSelf Correcting Exercise



Different kinds of Exercises, Checklists , Probes and process Records.

ASSIGNMENTS

1. Dividing syllabus into units and arranging them in proper Sequence.

2. Critical study of any one English text book prescribed

3. Preparation of a Unit plan for teaching English4. Preparation of Question Papers and test items

Reference Alien , W.S . : Learning English Structure ,

Longman’s Lado, Robert : Language Teaching.

Cat- A - Group I (iii) Teaching of Sanskrit

OBJECTIVES1. To acquire awareness of the objectives Sanskrit at the Secondary at

the secondary level2. To understand the significance 0of communication skills.3. To get acquainteb with the methods of Teaching Sanskrit4. To develp the skils of preparing and using effectively the

instructional materials for the teaching of Sanskrit5. To get acquainted with the various aspects of the Sanskrit Study and

devices of language learning6. To develop diagonistic and Remidial skill in Teaching of Sanskrit

SYLLABUS1. Objective of Teaching and Learning of sansrit at Secondary

Level Role of Sanskrit in India And Abroad. Aims and objectives of Teaching Sanskrit

As a Driving Force for nationa Intregation As a Keeper of the national Heritage For the appreciation of Moral and Spritual Values As a Foundation of linguist Studies

Place of Sanskrit in the School Curriculum Efforts made by the central and Madhya Pradesh Government for preserving Sanskrit Learning



Salient Features of the Sanskrit Commission Report regarding Secondary Education Qualities and Role of the Sanskrit Teacher2. Methods and Approaches Pathshala Method Bhandarkar Method Direct Method Structural Approach Models of Teaching as Applicable in some topics3. Teaching of Skils Teaching Translation Teaching Prose Teaching Poetry Teaching Grammer Teaching Composition4. Inculation of Habit

Recitation Silent Reading Oral Exrpression Special Language Teaching Skills

5. Lesson Planning Prose Poetry Grammer Composition Audio-visual Aids- Importance Types , Producrtion and sage

6. Evaluation New Directions in evaluation Continous and Comprehensive Evaluation Diagnostic Tests and Remedial Tests and Rmidial Techniques Self evaluation andSelf Correcting Exercise Different kinds of Exercises, Checklists , Probes and process

Records.

ASSIGNMENTS

1. Dividing syllabus into units and arranging them in proper Sequence.

2. Critical study of any one English text book prescribed

3. Preparation of a Unit plan for teaching English4. Preparation of Question Papers and test items



Reference

Apte D.D & Dongre, P.K: teaching of Sanskrit in Secondary School, Acharaya Book Depot, Baroda.

Boki V.P & Parasnik, N.K: A New Approach TO Sanskrit, Loka Sangraha Press.Poona

Chaturvedi R.S : Sanskrit Shikshan Paddhati

Cat-A – Group –I (iv) Teaching of Urdu

OBJECTIVES1. To acquire awareness of the objectives Urdu at the secondary level.2. To understand the significance of communication skills.3. To get acquainted with the methods of teaching Urdu4. To develop the skills of preparing and using effectively the

instructional materials for the teaching of Urdu5. To get acquainted with the various aspects of the Urdu study and

devices of language learning6. To develop diagnostic and remedial skills of Urdu.

SYLLABUS 1. Objectives of teaching and learning of Urdu at Secondary Level

Mother Tongue Learning – Role and Importance of Mother tongue Aims and Objectives of Teaching Urdu

As First Language As Second Language As Third Language

Role of Urdu in India and its Place in the School Curriculum The Curriculum of Urdu in the Secondary School Qualities and Role of the Urdu Teacher



2.Methods and Approaches Translation Method Direct Method Bilingual Method Discussion Method Structural Approach Situational Approach Communicative Approach

3. Teaching of Skills Teaching Alphabets and Spelling Teaching Prose Teaching Poetry Teaching Grammar Teaching Composition

4. Inculcation of HabitsListening Comprehension Practice in Listening & Comprehension Implication of Stress and Intonation Making Notes While Listening

Communication Habits* Use of Spoken Forms in Dialogue, Stories, Reading Aloud,

Dramatisation and Poetry Reading* Correct Use of Stress and Intonation and Division of Utterance into

Meaningful word-Groups Good Reading Habits

* Reading with Appropriate Speed for Various Purposes Such as Studying Looking for Information, Scanning etc.

* Reading for Overall Comprehension. Practice of Analysing a text or Organisation.

* Reading for Evaluation* Reading for Facts, Reasoning, Logical Relationship, Definitions,

Generalisations, Understanding Diagrams.* Reading Manuals, Charts, Schedule and Rule Books

Good Writing Habits* Advanced Mechanics of writing i.e. Spelling, Punctuation,

Indenting, Title and Subtitle of sections Underlining, Quotations, Use of Parentheses, Use of abbreviations, Capital Letters and Correct Forms of Address in letters, Applications etc.

* Organisation of a paragraph, An Essay or Paper i.e. Organisation of Matter.

5. Lesson Planning Prose- Fictional and Non – fictional; Descriptive and Emotional. Poetry – Development of the Emotional Aspect, Expression and

its Aesthetic Sense. Components of Poetry Teaching



Grammar Composition – Relationship between Oral and Written

Composition Audio–Visual Aids–Importance, Types, Production and Usage.

6. Evaluation New Directions in Evaluation Continuous and Comprehensive Evaluation Diagnostic Tests and Remedial Tests and Remedial Techniques Self Evaluation and Self Correcting Exercise Writing Objectives Type Test Items under the Cognitive.

Affective and Psychomotor Domains. Different Kinds of exercise. Checklists. Probes and Progress

Records.

ASSIGNMENTS1. Dividing syllabus into units and arranging them in proper sequence2. Critical study of any one Urdu text-book prescribed for class IX, X, XI, or

XII3. Preparation of a Unit plan for teaching Urdu4. Preparation of a Lesson plan for teaching Urdu5. Preparation of Question Papers and test Items

REFERENCE

Ahmed Hussain : Tadrees-e-UrduSalamat Ullah : Hum Kaise Parhayen

CAT-A-GROUP II – (1) TEACHING OF SOCIAL SCIENCE

OBJECTIVES:



To enable the teacher trainees.

1 To understand the nature,structure and scope of social science,Application of importance of studing History,civics,geography,Economics and sociology in the context of the emerging concurrence and needs of Indian society.

2 Develop an appreciation of the role and significance of social in national and social reconstruction.

3 Develop an understanding of interrelationship between different areas: History ,Geography,Civics ,Economic and sociology in the context of development of man nation and society.

4 Develop understanding and skills using different strategies for teaching socil sciences at school stage.

5 Develop understanding of various group strategies and need to involve students in various group activities to promote co-operative learning.

6 Develop understanding of the concept and practice of different approaches of evaluation and to develop skills in preparing and using different evaluation tools in teaching of social sciences.

7 Develop the skills of using local environment ,community resources and other instructional inputs in the teaching of social sciences.

SYLLABUS

1 Objectives,Purpose and Scope. Meaning and nature if concepts of social science and social

study.Integration of different subjects of social science-History,Civics, Economic, Geography and Sociology ,Social science at school stage.

Aims and objectives of teachinge of teaching of social science in secondary school.

2 CurriculumGeneral Principal and Underlying Principles of curriculum

construction ,their applicability in constitution of Social science curriculum.study of recent curriculum development in M.P. and other states including national curriculum, Gradation and Organization of courses in the context of M.P.

3 Method of teachingMethod : lecture method, Conversation method , Discussion method, Problem solving method , project method,Source method,Field visits, value inculcation method,Model inquiry.Techniques : Skills of Questioning,Using Black Board,Dramatisation,Role playing story telling , Simulation etc.Aids:Use of audio and video material and electronic media in teaching social science.Preparation of low cost teaching Aids.

4 Lesson planningYear planUnit plan



Lesson plan : Steps,Exponents of lesson planUnit test

5 EvaluationConcept and Types of Evaluation including continuous ,Comprehensive Evaluation for and criterion of Systematic Evolution in social science.Different type of systematic Evaluation Tools and their merits and demerits,Construction of unit test .Writing Objective type test items under the congnitive.Affective and Psychomotor Do-mains.

ASSIGNMENTS

1 Analysis of the syllabus – A Critical study2 Analysis of a relevant text book3 Analysis of a relevant question paper4 Preparation of an objective type test for Xth class5 Preparation of law cost teaching Aids.

REFERENCE

. Bining & Bining : Teaching of social studies in the secondary school.McGraw Hill book

New York.James fleming : The teaching of Social Studies in secondary

school.NCERT : Teaching of History, New Delhi.

Cat-A-Group(ii) Teaching of Civics

OBJECTIVES. To enable the teacher trainees.

1 To develop understand of various objectives of teaching civics at secondary level.

2 To understand and adopt proper method and techniques of various topics of civics.

3 To develop and use appropriate educational technology and low cost teaching materials.

4 To develop understanding of the concept and practices different approaches of evaluation and to develop skills preparing and using different evaluation tools in teaching civics.



5 To appreciate the usefulness of various co-curricular activities for fostering interest of pupil in civics

6 To analyze and evaluate civics syllabus and text book.7 To develop and understanding of interrelationship between

subjects of social science.8 To develop brotherhood and integrity among students.9 To cultivate new approaches of national integration among student.

SYLLABUS:

1 Objectives. Purpose and Scope Objectives of Teaching civics and social skills to be developed among school student Need and importance of civics in school curriculum and its Relationship with other school subject. Teaching the concepts of Human Rights and Duties of Citizens.

2 Curriculum of civics. General Principles of curriculum Framing ,Principal of selection

and organization of concept. Presentation of the subject matter of civics at secondary level.3 Method of Teaching Civics Genera Principal and Maxims of Teaching in Relation to Civics. Methods and Techniques of teaching civics – Traditional method

of teaching text book,method, lecture method,story-telling method,discussion method project method ,play way method questioning ,narration,examination.Drill,Supervised study and Assignment.4 Teaching Aids for Civics: Traditional Aids Black Board , Text Books Verbal Aids –Story, Example , Example , Dramatisation Visual Aids –Real objective,Models, Picture. Audio Aids –Radio. Tape Recorder. Audio Visual Aids – Film and Film strips . TV. Excursion and field work5 Lesson Planning Year plan Unit plan Lesson plan : steps, Exponents of lesson p Unit test6 Text Books and Resources of Civics Importance an Need of Text Books, Selection of Text Books,

Review of some Text book prescribed at different stages.



Civics Room / Corner in School Resourcefulness , Professional Competence and personality of

Civics Teacher 7 Evaluation in Civics Meaning and Purpose of Evaluation- Essay Type , Short Answer

and Objective Test items Evaluation of and Values Related to Civics Constructing of Unit Test Writing Objective Type Test Items under the Connitive, Affective

and Psychomotor Domains.

ASSIGNMENT:

1. Dividing syllable into unite and Arranging them in proper sequence.2. Critical study of any one civics book prescribed for classes IX,X,and

XI.3. Preparation of unit plan for teaching civics.4. Preparation of teaching Aids.5. Preparation of Question paper and test items for classes IX,X and XI.6. Home work and Assessing the scripts.7. Preparation of lesson plan of the above topic.8. Preparation of charts related to the given topics9. Writing term papers.

REFERENCE:

Balkrishana : Principles of civics, Kitab mahal, Allahabad. Asirvatham : Political Theory, Upper Indian Publishing House

Ltd.Lucknow

Cat-A-GroupII(iii) Teaching of EconomicsOBJECTIVES.

To enable the teacher trainees.1 To understand the objectives of teaching Economics at secondary

stage.2 To understand the techniques of teaching Economics.3 To develop the skills of using various methods of teaching

Economics.4 To evaluate Economics Text book of school level.



5 To select appropriate devices of evaluation . To develop skills of using instructional materials.

SYLLABUS:

1 Objective, Purpose and Scope Meaning and Nature of concepts of Economics. Integration of different subjects of so-scienc-History, Civics,

Economics, Geography, Sociology, and Social science at secondary stage. Aims and Objective of teaching of econo9mics at secondary stage and

skills to be developed amongSchool students.

2 Curriculam of Economic General principles of curriculam framing , Principles of selection

and organization of content. Presentation of the subject matter of economic at secondary level.

3 Method of Teaching Economics General Principles and Maxims of Teaching in Relation to

Economics. Method and Techniques of Teaching Economics – Traditional

method of teaching : Text Book Method Lecture Method , story-Telling Method, Discussion Method ,Project Method,Play Way Method, Techniques Questioning, Narration.Examination.Drill, supervised study and Assignment.

4 Teaching Flids for Economics Traditional Aids Black Board, Text Books Verbal Aids – Story,Example, Dramatisation. Visua Aids – Real objects, Models, Pictures. Audio Aids – Radio, Tape Recorder Audio Visual Aids – Film and film strips , T.V. Excursion and Field work.5 Lesson Planning Year plan Unit plan Lesson plan : Steps, Exponents of lesson plan Unit test6 Text Book and Resources of Economics Importance and Need of Text Books, Selection of Text Books,

Review of some Text Book prescribed at difference stages. Economic Room/Corner in School. ResourceFulness, Professional Competence and personality of

civics Teacher7 Evaluation in Civics Meaning and Purpose of Evaluation, Steps of Evaluation



Techniques of Evaluation – Essay Type,Short Answer and objective type test items Evaluation of and values Related to civics.

Construction of unit test . Writing objective type test items under the cognitive, Affective and

Psychomotor domains.

ASSIGNMENTS:

1 Dividing syllable into unite and Arranging them in proper sequence.2 Critical study of any one civics book prescribed for classes IX,X,and XI.3 Preparation of unit plan for teaching economics.4 Preparation of teaching Aids.5 Preparation of Question Paper and test items for classes IX,X and XI.6 Home work and Assessing the scripts.7 Preparation of lesson plan of the above topic.8 Preparation of charts related to the given topics9 Writing term papers.

REFERENCE:

Dewets R.R.:Modern Economics Theory Agrawal A.N.: Introduction to Econmic. Singh, R.P. : Arth Shastra Shiksha.

Cat-A-GroupII(iv) Teaching of geographyOBJECTIVES To enable the teacher trainees

1. To understand the objectives of teaching Geography at Secondary Stage2. To understand the techniques of teaching Geography.3. To develop the skills of using various methods of teaching Geography.

1. To evaluate Geography Text-book of School level.2. To select appropriate devices of evaluation .3. To develop skills of using instruction materials.

SYLLABUS 1.Objectives, Purpose and Scope

Meaning and Nature of Concepts of Geography.



Integration of Different Subjects of Social sciences- History,Civics, Economics, Geography ,Sociology, and Social Science at Secondary Stages.

Aims and Objectives of Teaching of Geography at Secondary Stages and Skills to be Develop among School Students

2.Curriculum of Geography General Principles of Curriculum Framing, Principles of Selection and

Organisation of Content. Presentation of the Subject Matter of Geography at Secondary Level

3.Methods of Teaching Geography General Principles and Maxims of Teaching in Relation to Geography. Methods and Techniques Geography- Traditional Methods of Teaching : Text

Book Method Lecture Method ,story-Telling Method ,Project Method. Play Way Method , Tecniques Questioning, Narration , Examination, Drill , supervised Study

4.Teaching Aids for Geography Traditional Aids Black Board, Text Books Verbal Aids – Story ,Example, Dramatisation Visual Aids- Real Objects, Models, pictures Audio Aids –Radio,Tape Recorder Audio Visual Aids- Film and Film Strips, T.V Excursion and Field Work

5.Lesson Planning Year Plan

Unit Plan Lesson plan : Steps ,Exponents of Lesson Plan Unit test

4. Text Books and Resources of Geography Importance and Need of Text Books , Selection of Text Books,

Review of some Text Book prescribed at Different Stages Geography Room/Corner in school Resourcefulness, Professional Competence and Personality of

Geography Teacher7.Evluation in Geography

Meaning and Purpose of Evaluation, Steps of Evaluation. Techniques of Evaluation- Essay Type , Short Answer and

Objective Type Test Items.Evaluation of and Values Related to Geography

Construction of Unit Test. Writing Objective Type Test Items under the Cognitive,

Affective and Psychomotor Domains.ASSIGNMENTS1. Dividing Syllable into Unit and Arranging them in Proper

sequence2. Critical Study of any one Geography book prescribed for Class

IX, X and XI.



3. Preparation of Unit Plan Teaching Geography.4. Preparation of Teaching Aids5. Preparation of Question Papers and Test Items for class IX, X

and XI6. Preparation of Lesson Plans in Geography7. Home Work and Assessing the Scripts8. Preparation of Charts Related to the Given Topics9. Writing Term PapersREFERENCEUNESCO: Source Book for geography Teaching , Longman Greon & CoLtd , LondonVerma : O.P : Geography Teaching ,Sterling Publisher, New delhi

Cat-A-Group II-(V) Teaching of Social StudiesTo enable the teacher trainess:1. To understand the objectives of teaching Social Studies at

Secondary Stages2. To understand the techniquesof teaching Social studies.3. To develop the skills of using various methods of teaching

Social studies4. To evaluate Social studies Text- book of School level5. To select appropriate devices of evaluation6. To develop skills of using instructional materialsSYLLABUS.1. Objectives , Purpose and scope

Meaning and Nature of Concepts of Social Studies. Aims and Objectives of Teaching of Social studies at

School Stage and Skill to be Develop ed among school students

2. Curriculum of social Studies . General principles of Curriculum Framing, Principles of

Selection and Organisation of Concept Presentation of the Subject Matter of Social Studies at

Secondary Level3. Methods of Teaching Social studies

General Principles and Maxims of Teaching in Relation to Social Studies

Methods and Techniques of Teaching Social Studies – Traditional Methods of Teaching Text Book Method, Lecture Method, Story – Telling Method , Discussion Method Project Method ,play way Method Tecnique ,Questioning, Narration , examination. Drill , Supervised Study and Assignment.

4. Teaching Aids for Social Studies Traditional Aids Black Board , Text Books



Verbal Aids – Story , Example , Dramatisation Visual Aids – Real Objects , Models , Pictures Audio Aids – Radio , Tape Recorder Audio Visual Aids – Films and Films Strips, TV Excursion and Field Work

5. Lesson planning Year Plan Unit Plan Lesson Plan : Steps , Exponents of Lesson Plan Unit test

6. Text Books and Resources of Social Studies Importance and Need of Text Books Selection of Text

Books Review of some Text Book prescribed at Different Stages

Social Studies Room/Corner in school Resourcesfulness, Professional Competence and

Personality of Social studies Teacher.7. Evaluation in Social Studies

Meaning and Purpose of Evaluation , Steps of Evaluation Techniques of Evaluation – Essay type Short Answer and

Objective Type Test Items Construction of Unit Test . Writing Objective Type Test Items under the Cognitive,

Affective and PsychomotorDomains.ASSIGNMENTS

1. Dividing Syllabus into Units and Arranging them in Proper

Sequence.2. Critical Study of One Social Studies Book.3. Preparation Unit Plan for Teaching social studies.4. Preparation of Teaching Aids.5. Preparation of Question Papers and Test Items .6. Preparation of Lesson Plans in Social Studies.7. Home Work and Assessing the Scripts.8. Preparation of Charts Related to the Given Topics9. Writing Term Papers.

REFERENCEBinning & Other : Organising Social Study in secondary school ,

McGraw Hill Binning & Binning : teaching Social Studies in Secondary school, McGraw Hill CAT-A-Group II –(VI) Teaching of History OBJECTIVES



To enable the teacher trainess :1. To understand the objectives of teaching History at Secondary

Stages.2. To understand the techniquesof teaching History.3. To develop the skills of using various methods of teaching

History . 4.To evaluate History Text- book of School level

5. To select appropriate devices of evaluation 6.To develop skills of using instructional materialsSYLLABUS

1. Objectives , Purpose and Scope Meaning and Nature of Concepts of History. Integration of Different Subject of Social Science – History ,

Civics, Economic, Geography , Sociology and Social Science at Secondary Stage

Aims and Objectives of Teaching of History at Secondary Stages and Skills to be Developed among School Students.

Importance of Local History , provincial or Regional ,national History world History.

Values of Teaching History – cultural ,Ethical , Intellectual, Informational , National and International.

2. Curriculum of History General Principles of Curriculum Framing ,Principles of selection and

Organisation of Content. Presentation of the Subject Matter of History at Secondary Level. Need of organizing facts in History for various grades. Method of Organising History Curriculum – Chronological Method ,

Topical Method ,Patch Method; Merits and Demerits of these Method.3. Method of Teaching History

General Principles and Maxims of teaching in relation to history. Methods and Techniques of Teaching History - Traditional Method of

Teaching: Text Book Method ,story – Telling method ,discussion Method ,Project method . Play way Method ,Techniques questioning, Narration, Examination, Drill, supervised Study and Assignment.

4. 4. Teaching Aids for History Traditional Aids Black Board , Text Books Verbal Aids – Story , Example, Dramatisation Visual Aids – Bulletin board , Historical Charts, Historical Maps ,

Real Objects, Specimen, Models, Picture photographs. Audio aids – Radio , Tape Recorder Audio Visual Aids – Historical Film and film Strips, T.V Excursion Excavation , Field Work ,Museum , Exhibition of Social

and Cultural Life of People. Time Lines , Time Chart, Chronological and Genealogical tables.

5. Lesson Planning Year Plan



Unit plan Lesson plan : steps ,Exponents of Lesson plan Unit test

6.Text Books and Resources of Social Studies. Importance and Need of Text Books, Selection of Text Books

Review of some Text Book Pressed Different Stages History Room/Corner in school Resourcefulness, Professional Competence and Personality of

History teacher 7. Evaluation in History

Meaning and Purpose of evaluation , Steps of Evaluation Techniques of Evaluation – eassy type , Short Answer and Objective

Type test Items.Evaluation of and values Related to History Construction of Unit test Writing Objectives Type Test Items under the Cognitive, Affective and

Psychomotor Domains.ASSIGNMENTS

1. Dividing Syllabus into units arranging them in Proper sequence.2. Critical Study of any One History book Prescribed for class IX, X and XI.3. Preparation of unit Plan for Teaching History.4. Preparation of Teaching Aids.5. Preparation of Question Paper and Test Items for classes IX,X and XI.6. Preparation of lesson Plan in History.7. Home Work and Assessing the Scripts.8. Preparation of Charts Related to the Given topics.9. Excussions to Historical Places10. Writing term Papers.REFERENCETyagi , Guru Sharan Das : Ethihas Shikshan ,Agra.Ghate ,B.D : Ethihas Shikshan ,Hariyana

Cat-B-Group-I (i) Teaching of Science

To enable the teacher trainees:

1. To develop competencies and skills of student teachers in all the domains of science as a subject.

2. To develop understanding of the nature of science.3. Be acquainted with the objectives of teaching science and its domain.4. Be acquainted with the concepts of different methods of teaching sciences.5. To analyse the content in terms of concepts, sub concepts and their

interrelationship in different domains of science.



6. To acquaint with states of science curriculum and enable them to review science curriculum.

7. To develop and use appropriate educational technology and low cost teaching material.

Syllabus1. Nature and Scope of Sciences

Scientific Method and Attitude Objectives of Teaching Science in School Types of Objectives Behavioral Terms – Behavioral Objectives of science teaching

2. History and Modern Trends in Science Curriculum Principles of Planning Science Curriculum at School Level Science Curriculum Projects

3. Methods of Teaching Science and their Practical Applications Lecture Cum Demonstration Method Discovery and Discussion Method Inductive and Deductive Method Problem Solving Method Project Method Personalized Instruction Concept Approach to Process Approach Micro teaching Learning by Internet Computer Aided Instruction

4. Teaching Material and Media* Importance and Classification of Teaching Material and Media* Non-projected Aids

Different Types of Boards Charts Pictures Graphs Posters Maps Diagrams Models

Software for Projected Aids Slides Transparencies Films Films Strips



Broadcast Media Radio Television Teleconferencing

* Digital Media Compact Disks Laser Disks Digital Versatile Disks (DVDs)

* Other Media

Audio Cassettes Video Cassettes

5. Evaluation Comprehensive and Continuous Evaluation. Types of Test – Objective, Essay Type and Short Answer Type.. Diagnostic Test, Achievement Test, Criterion Referenced Test and Blue Print Developing Questions for Tests of Different Types in Sciences

6. Topics to be studied in the Present Syllabus as a part of Effective Class Room Teaching

Ecology Food Chain Environment Nutrition Pollution Solar Energy Plastics Satellite Communication

ASSIGNMENTS1. Review of Present Science Textbook and Development of at least Two Learning

Activities.2. Identification and analysis of Concepts in the Present Science Syllabi of

Secondary Classes3. Designing a Science Laboratory for 20 Students and Preparation of consumable

and Non-Consumable Items.4. Organization of Science Club and Science Fair.5. Developing Test Items in Various Domains and Various types.6. Preparation of a Diagnostic test and an Achievement Test.7. Studying Misconceptions in science.

ReferenceDas, RC: Science teaching in school, Sterling publication, New Delhi.



Nair, CPS: Teaching Science I our Schools.Gupta, S.K. : Teaching of Science Education , Vikas Publications, New Delhi.Mangal, S.K. : Teaching of Science Agra Book Depot.NCERT : Teaching of Science, Vinod Pustak MandirNCERT : Evaluation in General Science, Publication Div., NCERT, New DelhiSoundres : The Teahing of Gen. Science in Tropical Sec. Schools, Oxford Press London.

Cat-B-Group-I (ii) Teaching of Chemistry

ObjectivesTo enable the Teacher Trainees:

1. To Develop an Understanding of various Objectives of teaching Chemistry in Secondary Schools.

2. To understand and adopt proper Methods of teaching of Various topics of Chemistry.

3. To appreciate the usefulness of Various Co-curricular activities for Fostering Interest of Pupils in Chemistry.

4. To get acquainted with various Methods of Evaluating the Progress of Pupils in Teaching of Chemistry.

5. To prepare and Use Different Types of Instruction in the Teaching of Chemistry.6. To create an understanding about the difficulties Faced in Teaching and Learning

Chemistry and Suggest Remedial Measures.

Syllabus1. The Nature of Science Definition of Science Scientific Methods, Scientific Attitude and scientific Literacy with

Suitable examples from Chemistry

2. Instructional Objectives General and specific Objectives of Teahing Chemistry.

3. Chemistry Curriculum Place of Chemistry in School Curriculum Modern Trends In Chemistry Curriculum planning-Content Based,

Process Based and attitude, chemical Bond Approach (CBA). Chemistry Education Material study(CHEM), Nuffield(NF) Approach. Seekhna Sikhana Package Approach

4. Methods of Teaching Chemistry Lecture and demonstration method Discovery and discussion method Inductive and Deductive method Problem Solving and Project Method.



5. Aids in Chemistry teaching Visual and A.V. Aids, Educational Broadcasts, television and

Teleconfrencing, Improvised Apparatus

6. Chemistry Laboratory Planning, Equipment, Use, of kits, Safety in chemistry laboratory

7. Unit Planning and Lesson Planning – Essential Features8. Evaluation Comprehensive and Continuous Evaluation Types of Test- Objective, Essay Type and Short answer type Diagnostic test, achievement Test, Criterion Referenced Test and Blue

Print Developing Question for test of Different Types in Chemistry

ASSIGNMENTS1. Planning and Conducting Experiments

2. Improvisation of Low Cost Equipment and Tools3. Preparation of models and charts4. Preparation of chemistry Projects5. Critical Analysis of Chemistry Books6. Preparation of Design, Blue Prints for Teacher Made Test.

Reference: Daniels D.J : New Movements in the Study and teaching of

Chemistry Duggal, S.P. Methods of teaching Chemistry Nair C.P.S. : Teaching Science in our Schools NCERT: Evaluation in General Science, Publication Div.,

NCERT, New Delhi. Sharma, R.C. : Science Teaching Vaidya N. & Rajput, J.S. : Reshaping our School Science

Education.

Cat B- Group I (iii) Teaching of Physics

OBJECTIVESTo enable the teacher trainees :

1. To develop an understanding of the Various Objectives of teaching; Physics at Secondary Level

2. To Acquaint Himself with Various Methods and Techniques of Teaching Physics



3. To Appreciate the Usefulness of Various Co-Curricular Activities for Fostering Interest of Pupils in Learning Physics.

4. To Develop the Ability of Constructing Improvised Apparatus and of Repairing and Maintaining Scientific Equipment.

5. To Develop the Basic Skills of Demonstration Experiments and of using various Audio visual Aids.

6. To Apply Appropriate evaluation Techniques to Assess the Progress and Achievement of Pupils

SYLLABUS1. Nature of Science

Science and its Nature, ScientificMethod and Attitude, Nature of Physics, Its Scope and Development, Relationship of Physics with Other Subjects, limitations of Science.

2. Objectives of Teaching physics Significance of teaching Physics at School Level. Short

range and Long range Objectives Taxonomy of Educational Objectives in Teaching Physics. Behavioural Objectives.

3. Curriculum construction in Physics Principles of Planning Physics Curriculum at School Level,

Trend in Curriculum Construction in Physics NCERT, PSSC, HPP, NUFFIELD

4. Methods and Approaches of Teaching Physics Teacher Centered and Child Centered Methods, Inductive

and Deductive Methods, Synthetic and Analytical. Approaches, lecture, Demonstration, Laboratory, problem

Solving Method, Project Method, Discovery and Guided Discovery, Programmed Instruction.

5. Aids in Physics Teaching Visual and A.V. Aids, Educational Broadcasts, Television

and teleconferencing, Improvised Apparatus6. Physics Laboratory

Importance of Laboratory Work in Physics, Planning and Equipment of Physics Laboratory. Field Trips. Science Exhibition.

7. Lesson Planning in Physics Necessity of Planning for Instructional Physics, Basics

Elements of Lesson Planning. Preparation of Lesson plan for teaching Physics.

8. Evaluation Comprehensive and continuous Evaluation Types of Tests-Objective, Essay Type and Short Answer

Type Diagnostic Test, Achievement Test, criterion Referenced

Test and Blue Print Developing Questions for Tests of Different Types in Physics



ASSIGNMENTS1. Planning and conducting Experiments2. Improvisation of Low Equipment and Tools3. Preparation of Models and Charts4. Preparation of Physics Projects5. Critical Analysis of Physics Text Book.6. Preparation of Design, Blue Print for Teacher Made Test

Reference Arons : Teaching of Physics

Gupta, S.K. : Teaching Physical SciencesNair C.P.S. : Teaching Science in our SchoolsNCERT : Evaluation in General Science, Publication Div., NCERT New Delhi.Sharma, R.C. : Science TeachingVaidya, N. & Rajput, J.S. : Reshaping our School Science Education.Vaidya, N. : Teaching Sciences in 21st Century

Cat -Business Group II (i) Teaching of life sciences

OBJECTIVESTo enable teacher trainees:

1. To understand the importance of life science of life science as a school subject and its place in the school curriculum

2. To develop the skills and competencies in teaching of life science at high and higher secondary levels



3. To create an understanding of difficulties faced in teaching and learning life sciences and suggest remedial measures

4. To attain proficiency in organizing suitable experiences for effective learning

5. To prepare and use different types of instructional material in teaching of life science.

6. To design and evaluate tools in life sciences.

7. To develops keen interest in teaching and including the same in the pupils.

SYLLABUS 1. Biological science – Nature and Scope

The Philosophy and Nature of science, Emergency and Development of Biology, Biology as Inquiry

2. Objectives of Teaching Biology Objective of Biology teaching, Taxonomy of Education Objectives as Given By

Boom and Associate

3. Biology Curriculum Strategies and Principal of Curriculum Construction for Secondary School.

Modem Trends in biology Curriculum

4. Methods of teaching biology Lecture Method ,Discovery method , Demonstration Method, Project Method,

Problem Solving Method , Programmed Learning, Team Teaching.

5. Teaching Aids Biological laboratory- Its design, maintenance of equipment, laboratory

management and purchase of equipment, improvisation of teaching aids and apparatus, fern house, glass house, Froggery, Zoological and Botanical Museum and Botanical garden. Use of Resources for Biology. Teaching – Excursion, Field Trips, Lectures, Radio Broadcast, Television, Organisation of Science Club and Science Fairs. Use of Audio Visual Aids, Charts, Models, Film Strips, Film Projector

6. Unit and Lesson Planning

7. Evaluation Comprehensive and Continuous Evaluation Types of Tests – Objective, Essay Type and short Answer type Diagnostic Test, Achievement test, Criterion Referenced Test and Blue Print



Developing Questions for Tests of Different Types in Physics

ASSIGNMENTS1. Preparation of Model and charts2. Herbarium 3. Preservation of Animals4. Gardening5. Taxidermy6. Improvisation, maintenance and repair of Biological Equipment7. Establishment of Biological Museum8. Preparation of Experiments

REFERENCE BOOK Heller, R. Voll : New Trends in Biological Teaching, UNESCO Kulshetra, S.P. : Jeev Vigyan Shikshan, Loyal Book Depot, Merrut

Cat – B' Group II (ii) Teaching of Mathematics

OBJECTIVES

To enable the teacher trainees :

1. To know the place, importance and objectives of teaching Mathematics2. To acquaint with different methods and approaches of teaching Mathematics at

secondary stage.3. To develop various skills for the use of audio visual aids in teaching of

Mathematic



4. To make use of artrerent skill and techniques of teaching Mathematics in planning and executing teaching learning activities effectively.

5. To evaluate the pupils progress and achievement by using appropriate techniques of evaluation.

6. Locate the weakness of pupils by using diagnostic tests and take remedial measure.

SYLLABUS1. Nature of Mathematics

Its Development and Scope : Importance of Mathematics in the Secondary School Curriculum

2. Objectives of Teaching Mathematics Bloom’s Classification of Educational Objectives, Behavioural Outcomes

on Relation of the knowledge of facts, Understanding of the Principles and Application.

3. Mathematics Curriculum Curriculum Construction for Secondary stages Modem Trends in Mathematical Project such as S.M.S.G.

4. Methods of Teaching The Inductive Approach the Heuristic Approach with special emphasise

on Poly Method

5. Teaching Aids Charts, diagrams, models, instruments, films, film strips, work book, etc.

6. Unit and Lesson Planning

7. Evaluation Comprehensive and Continuous Evaluation Types of Tests – Objective, Essay Type and Short Answer type Diagnostic Test, Achievement Test, Criterion Referenced test and Blua

Print Developing Questions for Test of different Types in Physics

ASSIGNMENTS1. Preparing Flannel Board and Geo Board2. Preparation of Models and Charts3. Preparation Design, Blue Print for Teacher Made Test4. Division of Class IX Syllabus into Units5. Evaluation of Mathematics Text Book



REFERENCE Aggrawal, S.M. : Teaching of Modem Mathematics, Dhanpat Rai and

Sons, Delhi. Assistant Masters Association : The Teaching of Mathematics in

Secondary Schools, Cambridge University Press, London

PAPER VII : ELECTIVE SUBJECT

One elective subject to be decided by considering the following :1. All electives must be contributing for extra capability of delivering the goods.2. All electives should have equal difficulty level.3. All electives should be unique in native without being covered in any other

area(of paper of B.Ed.)4. All elective should have full bearing over the latest developments of the

contemporary world.

ELECTIVE COUSE : (1) ELEMENTRY EDUCATIONCOURSE OBJECTIVES

1. To develop in the student teacher and understanding of the role and development of Elementary Education in India.

2. To develop in the student teacher proper understanding of various components of the NPE 1986 and review of NPE 1992 relating to elementary education.

3. To acquaint the student teacher with the recent changes in curriculum structuring and the modes of curriculum transactions.

4. To help to develop an appropriate teacher competencies on the part of the student teacher.

5. To acquaint in student teacher with emerging trends and practices, in Elementary Education.

COURSE CONTENTS

UNIT – I Introduction to elementary education : the genesis of elementary education. A brief history of elementary education (EE) with special reference to the area of its operation, Constitutional provisions, Elementary education act, of the area. Related concepts and target groups of elementary education (EE). The learning needs of pupils.

UNIT – II National policy on education 1986 and the revised policy of 1992 with reference to elementary education.Role of panchayats and local bodies in EE.Role of the state government organizations, in EE.Trends of commercialization of EE, remedies.



UNIT – III Curriculum : structure of the curriculum at – ERE level.Curriculum transaction : Activity based, experience centred, learner centred, play way, joyful learning.Curriculum adjustment and adaptation to special needs of :

a) visually, auditory and orthopaedically handicapped.b) first generation learners and culturally deprived learners and

remote rural areas and slum areas; andc) Girls.

“Education for all” and required variation in the curriculum.UNIT – IV Acquisition of basic skills required for teaching at elementary stage.

Special qualities of an elementary school teacher(EST).Need for orientation and refresher courses for EST;Developing competencies related to working with parents and community.Role of basic training centers, normal schools, and DIET’S in providing training to EST.

UNIT – V Minimum level of learning (MLL)School Readiness.Early Childhood Care and Education (ECCE).Continuous Comprehensive Evaluation at Elementary level.District Primary Education Programme (DPED).Multi-grade teaching in elementary schools.Teacher’s commitment.Use of modem technologies and media

PRACTICUM1. Conducting original studies of the effectiveness of the implementation

of operation blackboard schema/nutrition programme I a locality.2. Study of any problem connected with the introduction of English at the

elementary level of education.3. A survey of the availability of text books in elementary schools in a

locality.4. Study of any other problem relating to elementary education with the

approval of the teacher-educator.5. Analysis of text books.



ELECTIVE COURSE : (2) POPULATION EDUCATION

COURSES OBJECTIVES

1. To develop in the student teacher an understanding of the concept, nee and importance of population education.

2. To enable the students to understand various terminology connected with population studies and factors responsible for population growth.

3. To develop an awareness in the student teacher of the implications of population growth on various aspects of social functioning.

4. To help student teacher to understand the effect off unchecked growth of population on the depletion of natural resources from the environment.

5. To help student teacher to appreciate the role of population education as an educational intervention for upgrading the quality of social functioning.

COURSE CONTENTS

UNIT – I Introduction : Nature and scope of population education : meaning, concept need scope, importance and objectives.

UNIT – II Population dynamics : distribution and density, population composition : Age, sex, rural, urban, literacy – all India.Factors affecting population growth : fertility, mortality and migration (mobility).

UNIT – III Population and quality of Life : Population in relation to : Socio-economic development, health status, nutrition health services and education.Effect of unchecked growth of population on natural resources and environment Population an literacy campaigns in India.

UNIT – IV Population education in Schools : Scope of population education in schools. Integration of population education with the general curriculum .

UNIT – V Methods and approaches : Inquiry approach, observation, self-study, discussion; Use of mass-media : Newspapers, Radio, Television, A.V. Aids.



UNIT – VI Rote of teachers : Teachers role in creating awareness of the consequences of population problems, including new values and attributes leading to modification of student behaviour.Working with community to build awareness.

PRACTICUM

Content analysis of existing secondary level text book to identify the components of population education included in it.Survey of population situation of any locality inhabited by disadvantaged section of society.Survey of population situation in a select locality to understand its population dynamics with comments on what is observed.Survey of the population of student’s families ( of any class of a school) and analysis of the results.Drawing out a plan for creating community awareness about social evils such as superstitions, early marriage etc. (any one evil)Critical reporting of community work in select localities in selected sectors like mother care, child care, health and cleanliness etc.Collection and analysis of data from available sources, problems of accommodation in schools/hospitals/transport in a select locality.

ELECTIVE COURSE : (3) ENVIRONMENTAL EDUCATION

COURSE OBJECTIVES

1. To enable the student teacher about the concept of environmental education.2. To develop in the student teacher a sense of awareness about the

environmental pollution, and possible hazards and its causes and remedies.3. To develop a sense of responsibility towards conservation of environment,

bio-diversity and sustainable development.4. To develop reasonable understanding about the role of school an education in

fostering the idea of leaning to live in harmony with nature.5. To enable the students to understand about the various measures available to

conserve the environment for sustaining the development.

COURSE CONTENTS

UNIT – I Environment : meaning, scope and nature of environmental education. Types of environmental pollution.



UNIT – II Causes and effects of environmental hazard, global and local : environmental pollution and its remedies.Green house effect – an impending catastrophe.Ozone layer depletion – environmental threat, acid rain, pillar melting, rise of sea level and their implications.

UNIT – III Salient features of environmental awareness through education : programmes of environmental education for secondary school children.Programmes of environmental education for attitude changes among the children.

UNIT – IV Biodiversity : Conservation of genetic diversity. An important environment priority learning to live in harmony with nature.

UNIT – V Role of school in environmental conservation and sustainable development.

PRACTICUMTo submit a report after surveying a typically degraded area and to suggest necessary remedial measures with latest statistical data. The area of this project is to include any one of the following topics.a) Noise pollutionb) Water pollutionc) Air pollutiond) Deforestatione) Role of the pollution control boardsf) Role of voluntary organizations.The report on the practicum should be submitted to the college within the date specified by the college authority. The length of the report may be around 700 words.

ELECTIVE COURSE : (4) ALTERNATIVE EDUCATION

COURSE OBJECTIVES1. To develop in the student teacher an understanding of the need, working,

concepts, objectives, and scope of non-formal and adult education.2. To help student teacher to appreciate the importance of providing life-long

education to learners of all age groups at all levels according to their needs,



aptitudes and convenience. To develop in the student teacher an awareness of the significance of freedom, flexibility and openness in learning system.

3. To enable the student teacher to understand the need for offering parallel alternative and less costly mode of education for removal of illiteracy; the need of democratization and universalisation of education in India.

4. To acquaint the student teacher with the use off multidimensional and multisource education for schooled, semischooled and unschooled learners

5. To promote the new cult of learning society’ believing in self-development self-enrichment and advancement in the ‘Art of Living’ though imparting adult education.

COURSE CONTENTS

UNIT – I Introduction to non-formal education (NFE) : concept, nature and scope of non formal education (NFE).Philosophical bases of NFE.Aims and objectives NFE.

UNIT – II Types, agencies and approaches of NFE : types and agencies of NFE.Approaches and method of NFE.Teacher of NFE.Aids-audio & visual.

UNIT – III NFE in Indian context : Prospects of non-formal education in Indian context.Need for monitoring, evaluation and research for effective implementation of NFE programmes.

UNIT – IV Introduction to adult education (AE) : Meaning, scope and objectives of Adult Education (AE)Adult learning procedures – factors and conditions, effects of age.Tools of learning.Teachers of AE – need for trainingEvakiation process in AE.Contents of AE : Contents of AE; function learning.

UNIT – V AE India context : Adult education in India – an instrument for social regeneration and cultural transformation.Functional literacy programmes – Role of National literacy mission, Total literacyCampaign in 1 in achieving the social aim of education for all.Need for effective and constant monitoring, evaluation and research in AERole of Governmental agencies in promiting AE.



PRACTICUMTo prepare(i) a project on or (ii) to conuct a survey of the non-formal/adult education centers in the locality. The written report should be around 700 wrods.

ELECTIVE COURSE (5) EDUCATIONAL ADMINISTRATION & MANAGEMENT COURSE OBJECTIVES

1. To acquaint the student teacher with the concept and concern of educational administration.

2. To develop an understanding of the role of the headmaster and the teacher in school management.

3. To enable the students to understand to concepts at importance of communication and its possible barriers in educational administration .

4. To enable the student teacher to critically analyes the administrative scenario in relation to the functioning of the other secondary school of the area.

5. To acquaint the student teacher with the scientific practices of educational management and keep him to apply it in work.

COURSE CONTENTS

UNIT-I Conceptual framework : concept of educational administration.Concept of educational management human beings as inputs , process and products inputs.

Nature , objectives and scope of educational administration

UNIT-II Role and functions of headmaster/teacher :Basic function of Administration -planning , organizing , directing and controlling.

Maintenance of discipline , control management. Co-ordination an growth development.

Supervision and inspection, defects in the present supervision and inspection.Scope of education supervision.Types of supervision.Providing guidance; Leadership function.Crisis in managementDecision making.



UNIT-III Communication in Educational Administration : Role of communication in effective management and administration.Methods of commutation.Barriers of communication educational administration.Overcoming barrier to communication and effective communication in educational administration.

UNIT-IV Management of school : Role of headmaster in planning of school activities, approaches to management – manpower approach, cost benefit approach ,social demand approach ,social justice approach.Involvement of other functionaries and agencies in the preparation

of a plan delegation of authority and accountability.Role of headmaster in monitoring, supervision and evaluation.Role of headmaster in motivating the staff in resoluation of interpersonal conflictsRole of headmaster in ceating resource for growth and development of the school staff development programs.

Role of teachers in school management and administration.UNIT-V Educational administration in the state : The administrative

structure in the field of education in the state.Control of school education in the state – a critical analysis.

Function of the state government in relation to secondary and higher secondary schools.

Function of the board of secondary education in controlling secondary schools.

Problems of secondary school administration in government schools.

PRACTICUMThe student teacher is expected to conduct a study on any issue or problem relating to school administration. The report should be in about 700 words.

ELECTIVE COURSE : (6) EDUCATIONAL AND MENTAL MEASUREMENT



COURSE OBJECTIVES1. To acquaint the student teacher with the basic scientific concepts and practices

in educational and mental Measurement. 2. To enable the student to tabulate and find out some standard meaning from the

raw scores by using statistical procedures.3. To develop skills and competencies in the student teacher for the use of the

techniques in the field.4. To enable the student teacher to interpret the result of educational

measurement tools.5. To enable the student understand about various educational and mental

measurement tools.

COURSE CONTENTS

Unit-I Concept of measurement : Testing and evaluation.Scales of measurement : nominal, ordinal, internal, and Ratio scales.Discrete and continuous variables.Qualities of a test-reliability, validity and usability of a tests; item analysis, procedures and item selection.

Unit-II Educational statistics : measures of central tendency from grouped and non grouped data.Measures of variability- range, quartile deviation, standard deviation.

Unit-III Techniques of test conduct- importance of establishment of rapport with the students, arranging the seats and distributionof questions for minimum pilguage and copying: techniques for avoiding guessing in answering; objective scoring.

Unit-IV Interpreting measurement : normal probability curve, skewness and kurtosis.

Percentiles and percentile ranks.

Co-efficient of correlation by Superman’s method and its interpretation.

Interpreting Co-efficient of correlation.

Unit-V Achievement tests: construction of standardized achievement tests.Types of test items.

Measurement of intelligence : Concept of intelligence, Binet test, concept of I.Q.

Individual and group tests of intelligence.



Aptitudes and personality tests. : use of aptitude tests-overview.

Use of interest inventories.

Assessment of personality : interview, self-report inventories, rating scale, projective techniques. (Note- some basic concepts and items covered under compulsory/core courses have been dropped here to avoid repetition although these are are relevant).

Administration of a psychological test and intepretation of test results.

Determination of reliability or validity of any self made test.

Construction of a test battery with at least five types of test items and trying out of the same on a class/group of students.

ELECTIVE COURSE : (7) PHYSICAL EDUCATION

COURSE OBJECTIVES

To develop in student teacher :1. The theoretical assumption behind the practice of modern physical education.2. The states for organising the practice of physical education.3. Activities required for evaluating attainments of physical education.4. Activities required for organising physical education meets and events.

COURSE CONTENTS

Physical education – its meaning and implication’s aims and objectives. Foundations of Physical education, concept of physical fitness recreation.

Physiological effects of exercise. Biophysical differences in boys and girls and their implications in Physical education. Postural defects including remedial exercise including asanas.

The significance of child’s growth and development for the practice of physical education.The interaction of health, physical education, and physicalfitness; concepts of positive health.



Types of food and their relative efficacy; role of balanced diet, dangers of the use of alcohol nicotine, narcotives and drugs.

The principles of programme building : organization of physical education programme in secondary schools. Competitions – their role , values and limitations. Team and house system; classification of pupils for instructional and other purposes;Preparation of fixtures.

Organisation of annual athletic meet including laying out of a double bend tracks with provision of staggers.

Evaluation of student’s performances in physical education programmes.

Problems in organizing physical education pogramme in Indian schools.

To be decided by the investors in-charge and to be internally assessed.

ELECTIVE COURSE : (8) CAREER INFORMATION IN CAREER GUIDANCE

COURSE OBJECTIVES

To develop an understanding of the need and importance of career information for the pupils.

To identify their role and function in locating , collecting,evaluation,and disseminating career information for the use of pupils.To develop an understanding of how one’s ability,interests and aptitudes are related to world of work.To Know about the important of developing the right attitudes and values at every stage of education.



COURSE CONTENT:

UNIT-1 Meaning of carrer and career information components of career information .

Occupational information,information about education and opportunity and personal social information.

UNIT-II Aims to study career information at different school levels.UNIT-III Career information : Source,method of collection ,

classification and filling-up of information and evaluation of the information

UNIT-IV Information about education traning opportunities for primary,elementary and secondary levels of school.

UNIT-V Personal-social information at every school level.UNIT-VI Setting up of a Career Resource center,its major

importance..

ELECTIVE COURSE : (9) TEACHING OF VALUES

COURSE OBJECTIVES

1 To understand the nature and sources of nature and disvalues.

2 To understand the classification of value,under different types.

3 To appreciate education values like democratic, secular and socialist.

UNIT-1 Nature and sources of value,biological,psychological,social and ecological determinants of value – their bearing on education in varying degrees.

UNIT-II Classification of values into various types, material, social, moral and spiritually value,status of value,how can these be realized through education .

UNIT-III Corresponding to value there are evils or dis-values-material,social economic moral and religious evils leading to faithlessness and irreverence,how can education overcome these negative value.

UNIT-IV Levels of value realization, how to resolve the conflicts among value, how to work for the integration of valuethat are embedded in education.

UNIT-V Development of value as a personal and life long process teaching of value as an integral part of education.



UNIT-VI Evaluating that teacher and other school personnel are value laden,students and parents are value ladden,curriculam in value laden evaluate.Value of self-sacrifice vs value of self centredness.Value of excellence vs values of ego-centricism.Value of work vs value of selfisness.Every teacher or all teacher need to teach values.


TAKSHSHILA COLLEGE. Ed. Syllabus.doc · Web viewDiagnostic Test, Achievement Test, Criterion...

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