B.Ed. Syllabus - Semester I

SEMESTER – I

PES-1:     EDUCATION IN CONTEMPORARY INDIA

Credits: 5 (4L: 1T: 0P)

Hours: 6/Week

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

1.      understand the concepts of education and its objectives.

2.      recognize major constitutional provisions for education.

3.      acquire knowledge of universalisation of elementary education, RMSA.

4.      understand the meaning and different types of Non- formal Education programmes in India.

5.      understand the importance of values and Classify the hierarchy of values.

6.      understand the need for value oriented education at all levels.

UNIT-I: Education Problems in Contemporary Indian Society                          

Education – Meaning. Aims and Objectives.Nature and Scope.Purpose and Process of Education.Types of Education. Problems in Contemporary Indian society (in the context of religion, language, race, social stratification) - Education in Pre-Independent India- Education in Post- Independent India.

Unit-II: Indian Constitutional Provisions and Education Commissions

The place of Education in the Indian Constitution- Right to Information Act- National Curriculum Framework (2005)-National Curriculum Framework for Teacher Education (2009) - The role of a teacher with reference to Fundamental rights and duties of the citizens.Recommendations of Education Commissions -Dr. Radha krishnan commission (1948-49), Mudaliar Commission (1952-53) - Indian Education Commission (1964-66)- National Policy of Education(1986)- Ramamurthy Review Committee(1992).

Unit-III: Educational Programmes of Quality Improvement for Education

Universal Elementary Education (UEE) - Sarva Shiksha Abhiyan- Objectives, Achievements and challenges – Right to Education. Rashtriya Madyamik Shiksha Abiyan (RMSA).  Samacheer Kalvi.. Operation Black Board - Integrated Child Development services- Transit Schools-Education of Women and Under privileged Sections of Society.

UNIT- IV: Non Formal Education

Non Formal and Adult Education - Functional Literacy, Technology Mission for Literacy, Distance Education – National Open School, Open University and open Learning - National Literacy Mission-Mass Programme of Functional Literacy - Functional Literacy Programme for Farmers

 

UNIT-V: Value Education

Value: Meaning, Definition and Classification of Values, Importance of values, Hierarchy of Values. Role of Values in shaping the individual’s personality. Value Education: Meaning, Objectives and Need of Value Education-Value Education in Schools, Methods of Teaching Values.

References:

·         Aggarwal, J.C. (2008). Development of Education System in India, Shipra Publications.

·         Annual Report 2008-2009, National Council for Teacher Education. (NCTE), New Delhi.

·         Batra, Poonam. (2005). Voice and Agency of Teachers: The Missing Link in the National Curriculum Framework. 2005, EPW, October 1-7, pp. 4353.

·         Biswa Ranjan Purkait. (1998). Great Educationists and their Philosophies, New Central Book Agency Pvt Ltd,.

·         Chaube, S.P.  (2013). Problems of Indian Education. Agra: Shri Vinod PustakMandir.

·         Curriculum Framework for Teacher Education, draft 2006. New Delhi: National Council for Teacher Education (NCTE).

·         Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi: Penguin Chapter 5: Caste inequalities in India Today. 

·         Glenn, L. (1970). Philosophy and Education. London:  Macmillan Publication.

·         Jagannath Mohanty. (2008). Modern Trends in Indian Education, Deep & Deep Publications Pvt Ltd,.

·         James C Lawrence, (2010). Educational Philosophy, Rajat Publications. 

·         Kapila, U. (2009). Indian Economy since Independence. New Delhi: Academic Foundation. Chapter 1: Indian Economy at independence.

·         Lakshmi, S. (1997). Educational Challenges in the Emerging Indian Society, Sterling Publishers, New Delhi.

·         Mohit Chakrabarti. (2004). Value Education Changing perspectives (2^nd Edition) New Delhi. Kanishka Publishers.

·         Naseema, C. (2003). Human Rights Education, Kanishka Publishers, New Delhi.

·         Qureshi, Muniruddin. (2005). Social Aspects of Education. New Delhi: Anmol publications pvt. Ltd.

·         Rahul Rai. (1996). Human Rights UN Initiatives, Authors Press Publishers of Scholonly Boot, New Delhi.

·         Ranganadananda, Swami. (1969). Eternal Values for a changing Society, Bombay, Bharatiya Vidya Bhavan.

·         Rao, Digumarti Bhaskara (2013). Right to Education. New Delhi: Neelkamal publications pvt. Ltd.

·         Swaroop Sarena, N.R.,& Chaturvedi, Shikha. (2012). Teacher in Emerging Indian Society. Meerut: Lall Book Depot.

·         Vanaja M and Vijaya Bharathi D (2008) Value Oriented Education. Initiatives at the Teacher Education Level, Hyderabed; Neelkamal Publications.  

·         Working Group Report on Elementary Education and Literacy, XI Five Year Plan, 2007- 12. New Delhi: Planning Commission of India.

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SEMESTER – I

PES-2:     DEVELOPMENTAL STAGES OF LEARNER

Credits: 2.5 (2L: 0.5T: 0P)

Hours: 3/Week

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

1.      describe the principles of growth and development

2.      explain the characteristics of prenatal development

3. understand the physical, mental, emotional, social and moral development of infancy and babyhood
4. understand the physical, mental, emotional, social and moral development of  Early and late childhood
5. analyse the characteristics of adolescents and their problems.

UNIT-I: Growth and Development

Concept of Growth, Development and Maturation - Principles of Growth and Development - Introduction to Stages of development: Prenatal and Postnatal: Infancy, Babyhood, childhood, adolescence - Aspects of development: Physical, Mental, Emotional, Moral & Social.

 

UNIT-II: Role of Heredity and Environment

Heredity and Environment: Mechanism of Heredity – Identical and Fraternal Twins – Biological Inheritance: principles & significance – Role of Heredity - Role of Environment –concept of Nature and Nurture in the development of an individual.

 

UNIT-III: Developmental Stages

Prenatal Development: Prenatal – 3 Stages of prenatal development:  Zygote, Embryo and Fetus - Hazards during prenatal stages: Physical and Psychological.Infancy and Babyhood: Characteristics – Developmental tasks – Physical Development – Cognitive Development – Emotional Development – Social Development – Moral Development – Physical and Psychological hazards (Stage wise). Early and Late Childhood: Characteristics – Developmental tasks – Physical Development –  Cognitive   Development – Emotional Development – Social Development – Moral   Development – Physical and Psychological  hazards (stage wise). Adolescence: Characteristics – Developmental Tasks – Physical development – Cognitive development (Piaget) – Social development(Erickson) – Emotional development, Moral development (Kohlberg) – Discipline. Interests of Adolescents – Problems of Adolescents.Group Behaviour - Leadership.

References:     

• Berk, Laura E. (2007).  Child Development, Pearson Prentice Hall, New Delhi.
• Dash, B.N. (2007).  Educational Psychology, Neelkamal Publications (P) Ltd, New Delhi.
• Mangal, S.K. (2008). General Psychology, Sterling Publishers (P) Ltd, New Delhi.
• Robert A.Baron, (2007). Psychology, A.I.T.B.S Publishers, New Delhi.
• Santrock, John W. (2007). Adolescence, Tata Mc Graw Hill, New Delhi.
• Stella Reynolds. (2006). Educational Psychology, Lotus Press, New Delhi.

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SEMESTER – I

PES-3:     TEACHING AND LEARNING – PART 1

Credits: 2.5 (2L: 0.5T: 0P)

Hours: 3/Week

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

1.      understand the importance of concept of  learning and teaching;

2.      acquire knowledge about principles and maxims of teaching;

3.      acquire knowledge about the task of teaching;

4.      understand the skills required for teaching

5.      accept and understand the importance of modification in teachers’ behaviour;

6.      interpret and manage the learning and teaching process effectively;

UNIT-I: Understanding and Management of Teaching and Learning

Teaching: Concept, Meaning and definitions; Nature and characteristics of teaching; the relation of teaching with other similar concepts; Analytical concept of teaching.

Learning: Concept, Meaning and definition, Relationship between teaching and learning. Nature of learning– Learning as a process and learning as an outcome.Types of learning – Factual, association, conceptual, procedural, generalization, attitude, values, skills.Management of learning–Planning, organizing, executing, controlling and quality of learning.

UNIT-II: Teaching and Skills Associated with Teaching

Teaching: Concept, Meaning and definition - teaching as task of specialized professionals- General principles of teaching; psychological principles of teaching and maxims of teaching;

variables involved with teaching task - Phases and Operations of teaching task-The pre-active phase, interactive phase and post-active phase. Levels of teaching task- Memory level of teaching, understanding level and reflective level of teaching  and   skills   associated  involved in the three phases of teaching.

UNIT-III:  Modification in Teacher Behaviour

Introduction: Modification of teacher behaviour, simulation teaching, t-group training, Interaction Analysis, Action Research, Micro teaching with special reference to components of various teaching skills.

References:

·         Bob Burkill.,& Ray Eaton. (2011). Developing Teaching and Learning. London: Cambridge University Press.

·         Derek, Rowntree. (1986).Teaching through self-instruction. London: Kogan page.

·         Jaya Pillai, K. (1985). Effective teaching. Madurai: publishing division, Madurai Kamarajar University.

·         Kulkarni,S.S.(1986). Introduction to Educational technology. Bombay: Oxford and IBH Publishing Co.

·         Kumaraswamy Pillai, K. (1980). Curriculum, Teaching and Evaluation. Annamalai Nagar: Sivakami Printers.

·         Mangal,S.K.(1986). Fundamentals of Educational Technology. Ludhiana: Prakash Brothers.

·         NCTE. (1998). Competency Based and Commitment Oriented Teacher Education forQuality School Education. New Delhi: NCTE Initiation Document 98/21.

·         Ramesh Varma.,& Suresh Sharma. (1998). Modern Trends in Teaching Technology. New Delhi: Anmol Publications.

·         Sampath, K. (1981). Introduction to Educational Technology. New Delhi: Sterling Publishing Pvt. Ltd.

·         Sharma Prem Latha. (2006). Learning Readiness. New Delhi: Roshan Offset Printers.

·         Sharma, Motilal. (1985). Systems Approach: Its Application in Education. Bombay: Himalaya Publishing House.

·         Sharma, R.A. (1991). Technology of Teaching. Meerut: R.Lall Book Depot.

·         Sharma,R.A. (1982). Programmed Instruction and Instructional Technology. Meerut: International Publishing House.

·         Siddiqui, M.H., & Khan, M.S. (1991). Models of Teaching:Theory and Research. New Delhi: Ashish Publishing House.

·         Thomas, Mathew. (2009). Effective Teaching. New Delhi: S. Chand and Company.

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SEMESTER – I

PAS1-P1:     PEDAGOGY OF ECONOMICS

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

Objectives: On completion of the course the student teachers will be able to

1.      gain insight into the meaning and nature and scope of Economics;

2.      determining aims and objectives of teaching-learning Economics;

3.      reflect upon different requirements of learners;

4.      explore various strategies and methods in teaching –learning economics;

5.      effectively utilize the different teaching aids in teaching Economics;

6.      familiarize the principles of learner controlled Instruction, Collaborative and Cooperative Learning for effective transaction.

UNIT - I: Nature and Scope of Teaching Economics

Meaning, definitions, scope and nature of Economics – Importance of Economics education - The nature of subject materials and learning experiences included in the study of Economics. Need for Economics in the School curriculum. Economics as Queen of Arts- Is Economics arts or Science – Indian Economy and Current Scenario

UNIT-II: Teaching Skills and Organization of Practice

Micro teaching: Origin, Need, Phases, Definition, Characteristics, Process, Cycle, A Plan of action, Advantages of Micro teaching and its Uses-Skills : Explaining, Questioning , Blackboard usage, probing question, Reinforcement, Stimulus variation -Link lesson - .Organization of Practice – Teaching Programme for B.Ed., Student teachers. Role of the Supervisor; Role of the Principal and the Academic Staff in the Conduct of Practice-teaching Programme. General Teaching Competence Scale, Self-Appraisal Scale, Guidelines for Peer Observation and Framework of Evaluation-Distinction and relationship among educational aims, objectives and goals of teaching – General and specific objectives - objectives of teaching Economics- aims and goals of teaching Economics at secondary and Higher Secondary level - attainment of objectives through Economics teaching. Taxonomy of educational objectives - Anderson Revised taxonomy.

UNIT-III:  Methods, Approaches and Strategies of Teaching Economics

Special features and characteristics of strategies - types of strategies: narration strategy- illustration strategy- questioning- answering strategy- assignment strategy- tutorial strategy - exposition strategy- independent strategy- brain storming strategy. Learner centered methods: Socialized recitation method: discussion, panel discussion, and symposium.  Team teaching: Meaning and definition – objectives - Principles - Types –steps and procedure -   Individualized Instruction- Computer Assisted instruction- Programmed instruction- types, merits and demerits- Project method, Problem solving method, Inductive and Deductive method, Analytic and synthetic method. Teacher centered methods: Lecture method, Oral method-Innovative methods of teaching:  Meaning- experiential learning in Economics- field trip- work experience- developing interest and attitudes towards Economics. Personalized education – Synesthetic approach to teaching of Economics-Interactive teaching in Economics- Blended learning- Flipped classroom- Digital education- mobile learning.

UNIT-IV: Teaching Aids

Meaning of the term instructional materials - Significance of instructional materials in teaching of Economics. Principles followed in effective use of instructional materials. Edgar Dale’s cone of experiences -classification – Types of conventional and modern instructional aids in teaching of Economics. Teaching aid as a Learning Material: Meaning of teaching aids, Types of teaching aids (Audio, Visual, Audio-Visual, and ICT based aids), Importance of teaching aids, self made teaching aids and its importance. RCEM

UNIT-V: Learner Controlled Instruction (LCI), Collaborative Learning and Co-operative Learning:

Learner Controlled Instruction -Need and Origin- meaning, nature and definition- Procedure or steps in LCI- advantages-Limitations. Collaborative learning in Economics - meaning – small group approach – buzz group technique- brain storming method- Reciprocal teaching -Co-operative learning definition –basic assumptions and features- obstacles in introducing co-operative learning: obstacle from teachers, students and parents view -merits and demerits.

References:

·         Agarwal J. C. (2006). Essential of Educational Technology:Teaching and learning. New Delhi: Vikas Publishing House Pvt. Ltd.

·         Alka Kalra. Efficient School Management and Role of Principles. New Delhi: A.P.H.Publishing Corporation.

·         Anitha Yadav. (2003). Teaching of Economics. New Delhi: Anmol publication.

·         Balaguruswamy, E., & Sharma, K.D. (1982). Computer in Education and Training.New Delhi: NIIT.

·         Bloom, Benjamin. (1974) Taxonomy of educational objectives, cognitive domain. longman Green.

·         Chakraborty, A. K. (2004). Principle & practice of education. Meerut: R.Lall Books Depot. NIEPA.

·         Chauhan, S.S. (2008). Innovations in teaching learning process.  New Delhi: Vikas publishing House Pvt. Ltd.

·         Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation.

·         Edgar Dale. Audio-Visual Methods in Teaching. Newyork:  Thy Dryden Press.

·         Finch, R Curtes.,& Crunkitton, R John.(1984). Curriculum Development in Vocational and Technical, Education, Planning content, and Implementation.

·         Foshay, A.W. (1980). Considered action for curriculum improvement: Association for Supervision and curriculum development yearbook. Alexandria: ASCO.

·         Garrett, H.E. (1979). Statistics in Psychology and Education. Bombay: Vakils Feffer and Simons Ltd.

·         Karthick, G. S. (2004). Teaching of Economics. New Delhi: Discovery publication house.

·         Krishnamachariyar. School Management and System of Education. New Delhi:  Neelkamal Publishers.

·         Kumar, J. J. (2001). Encyclopedia of teaching of economics (Vol1-3). New Delhi: Anmol Publishers.

·         Sharma, R.A.(2008). Technological Foundation of Education. Meerut: R. Lall Book Depot.

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SEMESTER – I

PAS1-P1:     PEDAGOGY OF ENGLISH

                                                                                                               Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

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

1.      explain the role of English in the right perspective and rationale for learning English as a second language;

2.      state the various aims and objectives involved in teaching and learning of the language;

3.      adhere the methods and the current trends in the teaching of English;

4.      use different teaching aids suiting to the needs of the learners;

5.      use audio-tutorial system, language laboratory and teleconferencing in teaching the language;

6.      explain the need for individualization of instruction to aid individual differences among the learners.

UNIT-I:  Nature and position of English language in India

Role of English language in Indian society- Meaning and Nature of a language- Principles of language learning- Elements of English Language –Phonology, Graphology, Lexis and Grammar.

Psychology of language learning- Factors affecting language learning- Learning the mother tongue and learning a second language- Teaching of English as a skill subject- Difficulties of teaching English. Scope of English B.Ed course.

UNIT-II: Teaching Skills.                                                                     

Bloom’s Taxonomy of Educational objectives – Cognitive –Affective –Psychomotor domains. Meaning of instructional objectives- Relationship of teaching – learning objectives with general aims and objectives of teaching English

Micro-teaching –meaning and definition –principles –steps –features –the micro teaching cycle – merits and demerits.-Core teaching skill and their components –Introducing a lesson, Explanation, Questions, Reinforcement, Stimulus Variation, using black board, Closure –Link lesson.-Observation of Demonstration lesson by Teacher Educator –Guide teacher –Peer Group observation.

UNIT-III: Methods, Approaches and Techniques of teaching English

Methods: Grammar Translation method, Bilingual method, Text Book method and Audio-lingual method- Dr.West’s New method.-Approaches: Structural approach, situational approach, oral approach, communicative approach and the eclectic approach- Techniques: Story telling technique, dramatization technique, role play technique, pair work/group work, question and answer session, debate and language games and puzzle - Recent trends in the teaching of English: Interactive Approach, Communicative Language Teaching, Suggestopaedia, Total Physical Response Approach.-The Silent Way and The Natural Approach- Team Teaching in English: Types and Procedure of team teaching

UNIT-IV: Teaching Learning Materials in English

Meaning of the term Instructional Material or Teaching Aids- Use and Importance of Instructional Material or Teaching Aids in English- Guiding Principles for the effective use of Audio-Visual aids- The First Approach, The Second Modified Approach, the Technological Approach and Edgar Dale’s classification- Instructional Material or Teaching Aids employed in  teaching of English: Black Board or Chalk Board, Bulletin Board, Flannel Board, Real Objects and Real Life Situations(Realia), Models, Dioramas, Pictures, Graphs, Charts, Diagrams, Cartoons, Posters, Flash Cards, Slides, Film Strips, Transparencies, Scrap books, Picture cards, Picture sets, Phonic cards, Letter cards,  Maps, Match-stick figures, Reading cards, Writing strips, Movable strips, Cards for Error Correction, Epidiascopes, Projectors, Radio, Tape recorder, Television, Video tape/Video Cassette Recorder(VCR), DVD, MP3, VCD, Motion pictures/Movies, Computers, etc. Language lab, Programmed Learning material,andTeleconferencing.

UNIT-V: Phonetics of Teaching English

The speech organs and their role-The individual sounds-vowels and consonants, their place and manner of articulation and cardinal vowel diagram-classification of consonants concepts of the phoneme and allophone.- The phonemic systems of Tamil and English compared and contrasted. -Morpheme and grapheme. - The nature of stress, word stress and sentence stress weak forms, rhythm, English as stress-timed language. - Stress and meaning. Intonation: Four basic patterns of intonation in English and their use.

References:

·         Agrawal, Rashmi. (2013). Educational Technology Management and Evaluation. Delhi: Shipra Publications.

·         Baruah.T.C. (2005).The English Teacher’s Handbook. New Delhi: Sterling Publishers Private Limited.

·         Bhanot, Suman. (2013). English Language Teaching – Approaches and Techniques. New Delhi: Kanishka Publishers.

·         Bharathi, T., Hariprasad, M., & Prakasam,V (Ed). (2005). Personality Development and Communicative English. Hyderabad: Neelkamal Publications Pvt. Ltd.

·         Bhatia, K.K. (1991). New Techniques of Teaching English as a foreign language. Jalandhar: New Academic Publishing Company.

·         Dash,B.N. (2004). Teaching of English. New Delhi: Dominant Publishers and Distributors.

·         Ediger,Maris.W., Dutt, Bulusu Surya Venkata., & Rao, Digumarti Bhaskara. (2003).Teaching English successfully. Delhi: Discovery Publishing House.

·         Hariprasad,M. (2004).Communicative English. New Delhi: Neelkamal Publications.

·         Jayanthi,N.L.N.(2004). Teaching of English. New Delhi: Neelkamal Publications.

·         Kochhar,S.K.(2007).Methods and Techniques of Teaching. New Delhi: Sterling Publishers Pvt. Ltd.

·         Kohli,A.L. (1992).Techniques of teaching English. Delhi: Dhanpat Rai and Sons.

·         Mangal,S.K., & Mangal,Uma.(2011).Essentials of Educational Technolog. New Delhi:PHI Learning private Limited.

·         Mowla,Shaikh. (2004).Techniques of teaching English. Delhi: Neelkamal Publications.

·         Mowla,Shaikh. (2006).Methods of teaching English. Delhi: Neelkamal Publications.

·         Mukalel,Joseph,C. (1998). Approaches to English  Language Teaching. New Delhi: Discovery Publishing House.

·         Muthuja, Babu., Usharani.R., & Agarwal,Sunita.(2009). Teaching of English-I. New Delhi: Centrum Press---. (2009). Teaching of English-II. New Delhi: Centrum Press.

·         Pahuja,N.P. (2001).Teaching of English. New Delhi: Anmol Publications Pvt. Ltd.

·         Shamsi, Nayyer. (2004).Modern teaching of English. New Delhi: Anmol Publications Pvt. Ltd.

·         Sharma, K.L. (1970).Methods of teaching English in India. Agra: Lakshmi Narain Agarwal Educational Publishers.

·         Sharma, S.P. (2013). Teaching English- Applications and Lesson Plans. New Delhi: Kanishka Publishers.

·         Sharma,S.R.(2000).Effective Classroom teaching:Modern methods, Tools and Techniques. Jaipur:Mangal Deep Publications.

·         Siddiqui, Mujibul Hasan. (2013). Challenges of Educational Technology. New Delhi: APH Publishing Corporation.

·         Singh, Rajinder. (2007).Teaching of English. Delhi: Lotus Press

·         Singh, Y.K. (2012). Teaching of English. New Delhi: APH Publishing Corporation.

·         Vallabi,J.E.(2012).Teaching of English-Principles and Practices, Hyderabad:Neelkamal Publications Pvt. Ltd.

·         Vanaja, M. (2010). Elements of Educational Technology. Hyderabad: Neelkamal Publications Pvt. Ltd.

·         Venugopal Rao,K. (2004).Methods of Teaching English. Delhi: Neelkamal Publications.

·         Verghese. B.V. (2005).Teaching of General English. Delhi: Anmol Publications Pvt. Ltd.

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SEMESTER – I

PAS1-P1:     PEDAGOGY OF MATHEMATICS

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

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

           

1.      understand the nature and scope of Mathematics.

2.      comprehend the aims and objectives of teaching Mathematics;

3.      explore different methods of teaching and learning in Mathematics;

4.      recognise different approaches and strategies in teaching and learning of mathematical concepts;

5.      organise various learning resources;

6.      integrate the knowledge of Instruction (Teacher Controlled, Learner Controlled and Group Controlled) effectively for better curriculum transaction.

UNIT-I: Nature and Scope of Mathematics

Meaning, Definition and Scope of Mathematics - Importance of learning Mathematics -Structure, Abstractness, Symbolism, Precision - Mathematics as a science of measurement and quantification - Aesthetic sense in Mathematics - Mathematics and its relationship with other disciplines.

UNIT-II: Objectives of Teaching Mathematics and Teaching skills

Need and significance of teaching Mathematics -Aims: practical, social, disciplinary and cultural - Teaching objectives: General Learning Outcomes(G.L.O’s) and behavioral or Specific Learning Outcomes (S.L.O’s) relating to the cognitive, affective and psychomotor domain based on Taxonomy of Educational Objectives-Anderson revised taxonomy. Teaching skills: Micro teaching: Origin, Need, Phases, Definition, Characteristics, Process, Cycle, A Plan of action, Advantage of Micro teaching and its Uses-Skills : Explaining, Questioning , Blackboard usage, probing question, Reinforcement, Stimulus variation -Link lesson.

UNIT-III: Methods of Teaching in Mathematics

Inductive, Deductive, Analytic, Synthetic, Heuristic, Project, Problem solving and laboratory methods of teaching mathematics- Activity Based Learning (ABL)- Simplified Active Learning Methods (SALM)- Applications of ABL and SALM- Format of a typical lesson plan based on SALM- Introduction; Evocation, Recall, Survey- Understanding; Concept, Teacher and Individual solving Problem-Group Work, Presentation-Evaluation: Reinforcement, Homework, Remedial measures.

UNIT-IV: Teaching Aids in Mathematics

Edgar dale’s cone of experience - Instructional material or teaching aids employed in Mathematics teaching : Blackboard of Chalk Board, Bulletin Board, Flannel Board,  pictures, Graphs, Charts, Diagrams, Photographs, Cartoons, Posters, Flask cards, Newspapers, Models, Dioramas, Slides, Filmstrips, Transparencies, Scrap Book, Epidiascope, Projectors Radio, Tape Recorder, Television, Closed Circuit Television (CCTV), Video Tape or Cassette Recorder (VCR), DVD, MP-3VCD, Motion Pictures and Computers. Importance of TLMs in classroom transaction - No cost and low cost materials- Contextual and local-specific TLMs - Collection, preparation, storing and use of TLMs.

UNIT-V: Teacher Controlled Instruction, Learner Controlled Instruction, Group Controlled Instruction

Teacher Controlled Instruction (TCI): Meaning and nature, various methods (lecture, team-teaching, demonstration, teacher based activities), strengths and weaknesses of each method, process / procedure for organizing effective lecture and demonstration, assessment of lecture and demonstration, role of teacher’s in TCI. Learner Controlled Instruction (LCI): Meaning and nature, self-learning, methods of self-learning (self-instructional print material, Keller’s Plan, Programmed Instruction and Computer Assisted Instruction), organization and assessment of LCI, teacher’s role in LCI. Group Controlled Instruction (GCI): Meaning and nature, various methods (small group interaction, co-operative learning approach, role play, field trips, tutorial, project work), organization of GCI, problems in organizing GCI.  

References:

·         Aggarwal,J.C.(2008).Teaching of Mathematics. Uttar Pradesh:Vikas publishing House Pvt Ltd.

·         Bagyanathan,D.(2007).Teaching of Mathematics.Chennai:Tamil Nadu Text Book Society.

·         Bhatia,K.K.(2001).Foundations of Teaching Learning Process. Ludhiana:Tandon Publication.

·         Bishop,G.D.(1965).Teaching Mathematics in Secondary School. London: Collins publication.

·         Bolt,B.(2003).Mathematical Pandora's box. NewDelhi:Cambridge University press.

·         Boyer, Carl B. (1969). A History of Mathematics. New York: WileyPublications.

·         Butter,C.H. (1965).The Teaching of Secondary Mathematics.London:McGraw Hill book company.

·         Driscoll, M.(1999). Fostering Algebraic Thinking: A Guide for teachers, grades 5-10. Portsmouth, NH: Heinemann Publications.

·         Ediger,M.,&BhaskaraRao, D.B.(2004).Teaching Mathematics Successfully. New Delhi: Discovery Publishing House.

·         Goel, Amit. (2006). Learn and Teach Mathematics. Delhi: Authors press.

·         Grouws, D.A. (1992). Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan Publishing.

·         Gupta H.N.,& Shankaran V. (1984). Content cum Methodology of Teaching Mathematics.New Delhi: NCERT.

·         Hoglum,L. (1967). Mathematics for the Million. London: Pan Books Limited.

·         Iyengar, K.N. (1964).Teaching of Mathematics. New Delhi: A Universal Publication.

·         James,  Anice. (2005). Teaching of Mathematics. New Delhi: Neelkamal Publication.

·         Joyce,  well.(2004).Models of Teaching.  London: Prentice hall of India.

·         Kapur S.K. (2005).Learn and Teach Vedic Mathematics. New Delhi: Lotus Publication.

·         Kulshreshtha, Teaching of Mathematics.London: R. Lal and Sons.

·         Kumar Sudhir, Teaching of Mathematics.New Delhi: Anmol Publications.

·         Land,F.W.(1966). New approaches to Mathematics Teaching. New Delhi: MacMillan and St.Martin's press. .

·         Mangal S.K. (2013).Teaching of Mathematics.Ludhiana:  Tandon publications.

·         Mangal,S.K.,&Mangal,S.(2005). Essentials of Educational Technology and Management. Meerut: Loyal book depot.

·         Muijs, Daniel.,& Reynolds, David. (2005). Effective Teaching: Evidence and Practice.London: Sage Publication.

·         Nickson, Marilyn. (2000).Teaching and Learning Mathematics: A Guide to Recent Research and Its Applications. New York: Continuum Press.

·         Nunes, T., & Bryant, P. ((1997). Learning and Teaching Mathematics: An International Perspective. London: Psychology Press.

·         Parthasarathy,N. (1961). KanithamKarpithal. Chennai: The South India SaivaSidhantha works. .

·         Pratap,N.(2008).Teaching of Mathematics. Meerut:R.Lall Books depot.

·         Schwartz,  James E.(1994). Essentials of Classroom Teaching Elementary Mathematics. London: Allyn and  Bacon Publication.

·         Sharan,R., &Sharma,M. (2006).Teaching of Mathematics, New Delhi: APH Publishing Corporation.

·         Sharma,R.A. (2008).Technological Foundations of Education. Meerut:R.Lall Books Depot.

·         Siddizui, M.H.(2005).Teaching of Mathematics.New Delhi: APH Publishing Corporation.

·         Sidhu,K.S. (2006).Teaching of Mathematics. New Delhi: Sterling Publishers private limited.

·         Singh,M. (2006).Modern Teaching of Mathematics. New Delhi: Anmol Publications Pvt. Ltd.

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SEMESTER – I

PAS1-P1:     PEDAGOGY OF PHYSICAL SCIENCE

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

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

1.      know the nature and scope of Physical Science;

2.      understand the aims and objectives of teaching Physical Science;

3.      list and classify the diversified needs of students;

4.      explain the methods of teaching Physical Science;

5.      understand and identify various teaching aids;

6.      implement the  knowledge of  Learner Controlled Instruction, Co operative and Collaborative Learning effectively for better curriculum transaction.

UNIT-I: Nature and Scope of Physical Science

Science as a product and a process: a body of knowledge, a way of investigation, a way of thinking – Characteristics of a person with scientific attitude – Interdisciplinary Approach- Implications of the nature of Science for a Science teacher.

UNIT-II: Objectives of Teaching Physical Science and Teaching skills

Need and significance of teaching Physical Science -Aims: practical, social, disciplinary and cultural - Teaching objectives: General Learning Outcomes(G.L.O’s) and behavioral or Specific Learning Outcomes (S.L.O’s) relating to the cognitive, affective and psychomotor domain based on Taxonomy of Educational Objectives, Anderson revised taxonomy. Teaching skills: Micro teaching: Origin, Need, Phases, Definition, Characteristics, Process, Cycle, A Plan of action, Advantage of Micro teaching and its Uses-Skills : Explaining, Questioning , Blackboard usage, probing question, Reinforcement, Stimulus variation -Link lesson.

UNIT-III: Methods of Teaching Physical Science

Teacher and Student centered Methods- Lecture method- Lecture Demonstration method- Heuristic method- Project method- Biographical method- Inductive-deductive method- Historical method-Assignment method- Significance of employing different methods in teaching of Physical Science.

UNIT-IV: Teaching Aids

Concept of Teaching Aids- Importance of using aids in the  teaching of Physical Science-  Edgar Dale’s Cone of Experience-  Principles for selection of Teaching Aids- Classification of Teaching Aids-  Visual Aids- Chalkboard, Bulletin Board, Flannel Board, Chart, Flash Cards, Posters, Models, Specimens, Objects, Diorama, Graphs, Filmstrip Projector, Slide Projector, Epidiascope, Overhead Projector- Audio Aids- Radio, Tape Recorder, Audio-Visual  Aids- Television, Computer, Documentaries, Motion Pictures – Criteria for selection of appropriate teaching aids.

UNIT-V: Learner Controlled Instruction, Collaborative and Co-Operative Learning

Learner Controlled Instruction: Introduction, need and origin, meaning, nature and definition, steps involved, advantages and limitations. Collaborative Learning: Introduction, meaning and definition, procedure involved, computer supported collaborative learning, team based learning, group problem solving, advantages and limitations. Co-operative Learning: Introduction, definition, basic assumptions and features, procedure involved, Academic benefits, Psychological benefits, Social benefits, obstacles involved in co-operative learning.

References:

·         Anderson, R.D et. al.(1992). Issues of Curriculum Reform in Science, Mathematics and Higher Order Thinking- Across the Disciplines- The Curriculum Reform Project. U.S.A.: University of Colorado.

·         Carin.,& Sund.R. (1989). Teaching Modern Science.U.S.A : Merill Publishing Co.

·         Chauhan, S.S. (1985). Innovation in Teaching and Learning Process. New Delhi: Vikas Publishing House.

·         Gupta,S.K.(1985). Training of Physical Science in Secondary Schools. New Delhi: Sterling Publication (Pvt) Limited.

·         Harms, N., & Yager, R. (1981). What Research Says to the Science Teacher? Vol. 3, U.S.A: National Science Teachers Association.

·         Heiss, Oboum.,& Hoffman.(1961).Modern Science Teaching. New York: Macmillan & Co, Limited.

·         Husen, T., & Keeves, J.P., (Ed.). (1991). Issues in Science Education. London: Pergamon Press.

·         Jenkins, E.W. (2000). Innovations in Science and Technology Education. Vol. VII, Paris: UNESCO.

·         Joseph.(1966). The Teaching of Science. London: Harvard University Press.

·         Khana, S.D., Sexena, V.R. Lamba, T.P., & Murthy, V. (1976). Technology of Teaching. Doaba Publishing House.

·         Mangal S.K.,& Uma Mangal. (1999). Essentials of Educational Technology. New Delhi: PHI Learning (P) Ltd.

·         Natrajan,C. (Ed.). (1997). Activity Based Foundation Course on Science Technology and Society. Mumbai: HomiBhaba Centre for Science Education.

·         Nayak.  (2003). Teaching of Physics. New Delhi: APH Publications.

·         Owen, C.B. (1966). Method of Science Mastery. English Language Society and Macmillan Company Limited.

·         Pandey. (2003). Major Issues in Science Teaching. New Delhi: Sumit Publications.

·         Paneerselvam, A., & Rajendiran,K. (2005). Teaching of Physical Science. Chennai: Shantha Publication.

·         PanneerSelvam, A. (1976). Teaching of Physical Science (Tamil). Chennai: Government of Tamil Nadu.

·         Popham, W.J. (2010). Classroom Assessment: What teachers need to know (6th ed.). New York: Prentice Hall.

·         Radha Mohan. (2007). Innovative Science Teaching for Physical Science Teachers.New Delhi: Prentice Hall of India Private Limited.

·         Rao, C.S.(1968). Science Teachers Handbook. American Peace Crops.

·         Sampath,K.(1981). Introduction to Education Technology. Sterling Publishers.

·         Sharma, P.C. (2006). Modern Science Teaching. New Delhi: Dhanpat Rai Publications,

·         Sharma, R.C. (2009). Modern Science Teaching. Meerut: Dhanpat Rai and Sons.

·         Siddiqui & Siddiqui. (1985).Teaching of Science Today and Tomorrow. New Delhi: Doals House.

·         SonikaRajan. (2012). Methodology of Teaching Science.New Delhi:Dorling Kindersley (India) Pvt.Ltd.

·         Thurber,W.A., &Collette,A.T.(1964). Teaching Science in Today's Secondary School. NewDelhi: Prentice Hall of India Private Limited.

·         Williams, B., (1999). Internet for Teachers. London: John Wiley & Sons.

·         Yadav, M.S. (2003). Teaching of Science. New Delhi: Anmol Publications.

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SEMESTER – I

PAS1-P1:     PEDAGOGY OF BIOLOGICAL SCIENCE

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

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

           

1.      explain the nature and scope of biological science;

2.      acquire knowledge about aims and objectives of teaching of biological science;

3.      explore the need of the learners;

4.      recognize the new trends in curriculum transaction;

5.      organize the teaching aids to support learning;

6.      integrate the  Learner Controlled Instruction:- Co operative and Collaborative Learning effectively for better curriculum transaction.

UNIT-I: Nature, Scope and Place of Biological Science

Introduction- Development of science education after Independence, National Policy on Education, and relationship of biology with other branches of science. The importance of Biological Science as a subject of study – Interdisciplinary approach – need and current trends - Its history and development –Science education in India –National Knowledge Commission on Science Education. Bio Science and society – origin of life and biodiversity.

UNIT-II: Objectives of Teaching Biological Science and Teaching skills

Need and significance of teaching Biological Science -Aims: practical, social, disciplinary and cultural - Teaching objectives: General Learning Outcomes(G.L.O’s) and behavioral or Specific Learning Outcomes (S.L.O’s) relating to the cognitive, affective and psychomotor domain based on Taxonomy of Educational Objectives, Anderson revised taxonomy. Teaching skills: Micro teaching: Origin, Need, Phases, Definition, Characteristics, Process, Cycle, A Plan of action, Advantage of Micro teaching and its Uses-Skills : Explaining, Questioning , Blackboard usage, probing question, Reinforcement, Stimulus variation -Link lesson.

UNIT-III: Methods of Teaching Biological Science

Introduction: i) Teacher Centered Method    ii) Pupil Centered Method Teacher Centered Method- Lecture Method; Lecture Demonstration Method, Discussion Method, Supervised Study Method. Pupil Centered Method – Problem-Solving method, Project Method,  Inductive and Deductive Method, Heuristic method, Discovery Method, Demonstration Method, Story Telling Method.

UNIT-IV: Instructional Aids

Introduction: Meaning, importance & Advantages of using Instructional Aids – Edgar Dale’s Cone of Learning Experience – Principles of selection and uses of Teaching Aids - Projective and Non Projective aids – current trends in educational technology – Different types of Boards, Charts, models, Objects, Specimens, slides, transparencies, films, filmstrips, motion pictures, documentaries, graphs, LCD projectors, Computer Aided Instructions, Animations, Power Point Presentations, interactive board, interactive video, Smart Board,  internet usage, smart classroom.

Museum: The place and importance of school and public museums – Preparation of museum materials – dry and wet mounts, injected specimens

UNIT-V: Learner Controlled Instruction, Collaborative Learning and Cooperative Learning

Introduction-LCI - Origin and need, Definition, Steps involved, Advantages and Limitations; collaborative learning: definition, need, procedure merits and limitations, team based learning, group  problem solving, problem based solving cooperative learning: introduction, definition, steps in cooperative learning, obstacles in introducing cooperative learning, resistance from students, teachers, authoritarians’ and parents.

References:

·         Aggarwal .D.D. (2008).Modern Method of Teaching Biology. New Delhi: Karanpaper backs.

·         Arulselvi, E. (2007).Teaching of Science. Chennai: Saradha Publication.

·         Bhandala, Chadha.,& Khanna. (1985).Teaching Of Science.New Delhi: PrakashBrothers Educational Publishers.

·         Bhatnakar,A.D. (2004). Teaching of Science. Meerut: Surya Publications.

·         Buffaloe, Neal.,&Throneberry, J. B. (1972). Principles of Biologyteaching. New Delhi: Prentice – Hall of India Limited.

·         Frost Jenny.,& Turner Tony. (2005).Learning to teach Science inSecondary school.New York:  Routledge Palmer Publication.

·         Garrett. (1979). Statistics in Psychology and Education. Bombay: Vakils, Feffer and Simons Ltd.

·         Green, T. L. (1965). The teaching of biology in tropical secondary schools. London: Oxford University Press.

·         Harms, N., &Yager, R. (1981). What research says to the scienceteacher (Vol. 3). Washingdon: National Science Teachers Association.

·         Heiss. E. D., Obown, S., &Hoftman, C. W. (1961). Modern scienceteaching.New Delhi: Macmillian Company Press.

·         Khana, S.D,et al. (1976). Technology of science teaching.New Delhi: Doaba House. Natrajan, C. (1997). Activity based foundation course on sciencetechnology and society. Mumbai: Homi Bhaba Centre for Science Education.

·         Korde.,& Sawant.(1980).Science and Scientific Method.New Delhi: Himalaya Publishing House.

·         Passi, B. K. (1976). Becoming a Better Teacher: Micro teaching approach. Ahemedabad: Sahitya Mudranalaya.

·         Prasad Janardhan. (1999).Practical aspects in Teaching of Science. New Delhi: Kanishka Publication.

·         Saunders, H. N. (1967). The teaching of general science in tropicalsecondary school. London: Oxford University Press.

·         Sharma, Jagdish. (2006).Models of Teaching Science. Jaipur: Raj Publishing House.

·         Veena Rani Pandey. (2004).Major Issues in Science Teaching. Summit Enterprises.

                                                               

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SEMESTER – I

PAS1-P1:     PEDAGOGY OF COMPUTER SCIENCE

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

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

1.      gain in sight on historical evolution of computer and its hardware, software components;

2.      determine aims and objectives of teaching computer science in secondary schools;

3.      plan learning activities according to those objectives;

4.      explore the varied potential of learners and plan for teaching;

5.      acquaint with the various methods, approaches and strategies of teaching computer science;

6.      utilize the  various learning resources effectively in the  teaching of computer science;

7.      apply knowledge of  Learner Controlled Instruction- Co operative and Collaborative Learning effectively for better curriculum transaction.

UNIT-I: Historical Perspectives

Historical development of computers – Generation of Computers and their characteristics -Types of computers – Hardware and Software – Types of Software -Operating System – Functions of an operating system- Database – Computer Organization – Principles of programming logic – Network Communication – Computer viruses – Protective measures.

UNIT-II: Objectives of Teaching computer Science and Teaching skills

Distinction and relationship among educational aims, objectives and goals of teaching– General and specific objectives of teaching computer science – Aims and objectives of teaching computer science at secondary and higher secondary levels - Bloom’s Taxonomy of educational objectives –Writing Objectives in behavioral terms-  RCEM approach of writing objectives - Anderson taxonomy- Teaching skills: Micro teaching: Origin, Need, Phases, Definition, Characteristics, Process, Cycle, A Plan of action, Advantage of Micro teaching and its Uses-Skills : Explaining, Questioning , Blackboard usage, probing question, Reinforcement, Stimulus variation -Link lesson.

UNIT-III: Methods and Strategies of Teaching Computer Science

Teacher centered methods: Lecture – Demonstration – Lecture cum demonstration. Child centered methods Problem solving, Project method – Heuristic method – Laboratory method -  Inductive – Deductive, Analytic –Synthetic methods - Assignment: Type – Needs – Characteristics of good Assignment - Strategies of Teaching: Meaning, special features and characteristics of strategies - Types of teaching strategies: Narration strategy- Illustration strategy- Questioning- Answering Teaching strategy- Exposition strategy- Description strategy - Independent study strategy- Assignment strategy- Tutorial strategy - Brainstorming strategy.

UNIT-IV: Teaching Aids

Concept of Teaching Aids- Importance of using aids in the teaching of Computer Science- Edgar Dale’s Cone of Experience- Principles for selection of Teaching Aids- Classification of Teaching Aids- Audio, Visual, Audio-Visual Aids and ICT based aids- – Criteria for selection of appropriate teaching aids.

UNIT-V: Teacher Controlled Instruction, Learner Controlled Instruction, Group Controlled Instruction

Teacher Controlled Instruction (TCI): Meaning and nature, various methods (lecture, team-teaching, demonstration, teacher based activities), strengths and weaknesses of each method, process / procedure for organizing effective lecture and demonstration, assessment of lecture and demonstration, role of teacher’s in TCI. Learner Controlled Instruction (LCI): Meaning and nature, self-learning, methods of self-learning (self-instructional print material, Keller’s Plan, Programmed Instruction and Computer Assisted Instruction), organization and assessment of LCI, teacher’s role in LCI. Group Controlled Instruction (GCI): Meaning and nature, various methods (small group interaction, co-operative learning approach, role play, field trips, tutorial, project work), organization of GCI, problems in organizing GCI.  

References:

·         Agarwal J. C. (2006). Essential of Educational Technology:Teaching and learning. New Delhi: Vikas Publishing House Pvt. Ltd.

·         Alexis, M. L. (2001). Computer for every one.New Delhi: Vikas Publishing house Ltd.

·         Allison, L. J., & Chris, P. (2007). Preparing for blended e-learning.UK: Routledge.

·         Bennett, S., Marsh, D., & Killen, C., (2008). Handbook of online education continuum.New York: International publishing group.

·         Chauhan, S. S. (1985). Innovations in teaching learning process. New Delhi: Vikas Publishing house Ltd.

·         Goel, H. K. (2005). Teaching of Computer Science. New Delhi: R.Lall Book Depot.

·         Krishnamurthy, R. C. (2003). Educational technology: Expanding our vision. Delhi: Authors Press.

·         Harley, H. (2007). The internet: Complete reference. New Delhi: Tata McGrow Hill Pub.co. Ltd.

·         John, W. (2007). Learning and teaching using ICT.New Delhi: Learning Matters Ltd.

·         Joyce, Well. (2004). Models of teaching. U.K: Prentice hall of India.

·         Kochhar, S. K. (1992). Methods and techniques of teaching.  New Delhi: Sterling Publishers Pvt Ltd.

·         Kumar, K. L. (1997). Educational technology. New Delhi: Angel International (P) Ltd.

·         Mohanty, L. (2006). ICT strategies for schools.New Delhi: Sage Publication.

·         Norton, P. (1998). Introduction to computers. New Delhi: Tata McGraw Hill Publishing Co Ltd.

·         Oosterhof, A. C. (1990). Classroom applications of educational measurement.Ohio: Merrill Publishing.

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SEMESTER - I

PAS1-P1:     Pedagogy of History  

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

Objectives: On completion of the course student teachers will be able to

1. acquire knowledge of the nature and development of history.
2. understand the features and dimensions of history.
3. understand the need and significance of Teaching History at different level.
4. formulate general instructional objectives, specific learning outcomes and prepare lesson plans in History.
5. define and understand the concept, nature and scope of micro-teaching as training design for developing teaching skills.
6. plan and teach a lesson on integration of teaching skills under simulated conditions.
7. transfer the skill acquired in Micro simulated setting to actual classroom.
8. understanding reflective practice and its uses.
9. acquire knowledge about instructional Techniques for individual instruction.
10. understand the individual differences in learning history.
11. understand the need for enrichment and remedial programme for gifted and slow learners in history.

UNIT-I: Meaning, Aims, Objectives and Values of Teaching History    

Defining History – its meaning and scope – Characteristics and nature of History – the modern concept of History, General Aims, objectives and values of teaching history - The Different Conceptions of History-Biographical – Evolutionary - History of History – Record of the past – Is History Arts or Science?

UNIT-II:  Need and Significance of Teaching History

Need and significance of Teaching History at Primary, Secondary, Higher Secondary and College Levels - Problems faced by the History Teachers in Urban and Rural areas - Making the teaching of History interesting and means of developing thinking at higher levels.

UNIT-III: Instructional Objectives of Teaching History

Objectives – Definition, Need for stating objectives – Differences between Aims and Objectives - General instructional Objectives (GIOs) and Specific Outcomes of Learning (SOLs) - Anderson’s revised Taxonomy: Values of Teaching History: Social, Economic, Cultural, Moral, Philosophical, Political, Intellectual and Vocational - Bloom’s Taxonomy of Objectives – Cognitive, Affective and Psychomotor domains – stating GIOs and SOLs for teaching History relating to cognitive, Affective and Psychomotor Domains.

UNIT-IV:  Teaching Skills and Organization of Practice-Teaching Programme

Micro Teaching: Meaning, Concept, Definition, Principles and Phases of Microteaching - Developing the Skills: Introducing a Lesson, Explaining, Probing Questioning, Stimulus Variation, Reinforcement, Achieving Closure, Use of Teaching Aids, and Blackboard Usage - Link lesson: Definition, Need for Link Lesson in Micro Teaching Programme. Macro Teaching: Year Plan, Unit plan, and Daily Plan, Need and Importance of Lesson Plan, Objective based teaching, Steps of a lesson plan - Organization of Practice – Teaching Programme for B.Ed., Student-teachers - Role of the Supervisors; Role of the Principal Mentor Teachers, Head Masters and the Academic Staff in the Conduct of Practice -Teaching Programme – Assessment of Teaching Competency; General Teaching Competence Scale, Self-Appraisal Scale, Guidelines for Peer Observation and Framework of Evaluation.                     

UNIT-V: Methods and Approaches of Teaching History

Teacher-Centred Methods : Story Telling, Dramatization, Lecture, Lecture cum Demonstration, Team Teaching, Supervised Study, Review and Drill, - Source Method : Debate, Symposium, Brain Storming, Seminar, Workshop, Demonstration - Learner Centred Methods : Heuristic Method, Problem Solving Method, Project Method, Field Work, Dalton Plan, Inductive and Deductive Methods, Analytical and Synthetic approaches.

References:

• Aggarwal, J.C. (1982). Development and planning of modern education, New Delhi: Vikas Publishing House. Aggarwal, J.C. (1996). Teaching of history: A practical approach. New Delhi: Vikas Publishing House. Arora, K.L. Teaching of history, Ludhiana: Tandon Publications.
• Arul Jothi, Balaji, D.L. & Sunil Kapoor. (2009). Teaching of history II. New Delhi: Centum Press. Balaguruswamy, E., & Sharma, K.D. (1982). Computer in education and training, New Delhi: NIIT
• Bloom, Benjamin. (1974). Taxonomy of educational objectives: Cognitive domain, Longman.
• Ghate, V.D. (1951).  Teaching a History, Oxford University Press.
• Vajeswari, R.A. (1973). Hand Book for History Teacher, Allied Publishers, New Delhi.
• Kochhar, S.K. (1989). Teaching of History, Sterling Publishers Pvt Ltd, New Delhi.
• Agarwal, J.C. (1992). Teaching of History, Vikas Publishing House Pvt Ltd, New Delhi.
• Arrora, K.L. Teaching of History, Prakash Brothers, Ludhiyana.
• Brown C.T,  (1948). The History Room, London, Hostorical Association, Pamphlet, No.86.
• Burston, W.H and Green, C.W. (1967).  Hand Book for History teacher, Methulin & Co Ltd, New York.
• Johnson, H. (1942). Teaching of History in Elementary Secondary Schools, Macmillian, New York.
• NCERT. (1970).  Teaching of History, NECRT, New Delhi.
• Jain, J.C. and Kapoor, H.K. (1998). Refresh Course in Teaching History, Kapoor Prakash Brothers, Ludiana.

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SEMESTER - I

PAS1-P1:     Pedagogy of Geography

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

Objectives: On completion of the course student teachers will be able to

1.      develop positive attitude towards nation and other countries

2. formulate the aims and objectives of teaching Geography at different levels.
3. develop different skills of teaching.
4. develop the skills of writing lesson plans and present it effectively.
5. list the techniques to measure reflection.
6. familiarize and apply various method of teaching in Classroom. 
7. identify the individual differences and offer suitable education programme.
8. prepare blue print and questions for achievement test.

 

UNIT-I: Geography-Introduction, Aims and Objectives of Teaching Geography

Geography – its definition, different branches - Physical basis and Mathematical Geography at school level - Geography - A tool to develop national integration and international understanding – Techniques of promoting National Integration and International understanding - NCF 2005 (National Curriculum Frame Work) and Geography teaching - Scope of Geography  -Impact of Geography – Importance of Geography and its place in curriculum, general aims of teaching geography, aims and objectives of teaching geography.

 

UNIT-II: Teaching of Geography in Schools

Goals and objectives of teaching Geography - Blooms Taxonomy of objectives (Revised) with special reference to Geography - Aims of teaching Geography at the Primary, Secondary and Higher Secondary Stage - The content of school Geography (VI to X std) - The correlation of the subject matter with other school subjects.

UNIT-III: Micro Teaching and Blooms Taxonomy

Instructional Objectives – Bloom’s Taxonomy of Objectives in Specific Behavioral Terms – Cognitive, Affective and Psycho – Motor Domain-Micro - Teaching – Concepts, Principles and Phases of Micro – Teaching-Developing the Skills - Introducing a Lesson, Explaining, Probing Questions, Stimulus Variation-Reinforcement, Using the Black Board and Achieving Closure-Link Lesson – Need and its Importance. Micro teaching – Meaning – Characteristics – Procedure – Micro Teaching Cycle – Advantages & Limitations - Introducing a lesson – Explaining – Questioning - Blackboard writing - Skill of using maps - Stimulus variation - Reinforcement and closure – link lesson.

UNIT-IV: Planning for Effective Instruction       

The science of geography- Historical overview- The great geographers-Serendipity the significant discoveries and invertions- Geography and its various branches.Environment problems such as green house effect. Acid rain, Global warning and ozone layer depletion - Lesson Plan: Meaning, scope, objective and need - Macro teaching –lesson plan, Unit plan, Year plan- Herbartian steps- Format of a typical lesson plan – General Instructional Objectives and Specific Instructional Objectives- Teaching aids, Motivation presentation, Application, Recapitulation and Home Assignment. Doctrine of Natural Tastes and Interests - Culture Epoch Theory - Proceeding from near to the remote - Reconciliation of the Psychological development of the child with demands of the subject and time allotted - Chronological and Periodic Plan - Concentric and spiral plan - Regressive plan - The Unit Plan and Topical Plan.

 

UNIT-V: Methods and Approaches of Geography Teaching

Storytelling - Observation – Descriptive – Lecture – Comparative - Project – Individual and Group – Problem Solving Regional – Method of using Current Events - Traditional method of teaching geography: Lecture method, Enquiry method, Textbook method, demonstration method, Modern methods of teaching geography-Inductive and Deductive method.-Regional method and comparative method of teaching geography. Programmed Learning – Computer Assisted Instruction – Web Based Learning-Identifying Learner’s Capacities – Enrichment Programmes for Gifted – Remedial Programmes for Slow Learners –National Talent Examination -Developing National Integration and International Understanding –Knowledge of current affairs Geographic attitudes and its importance to the individual  and Society.

References:

·         Aggarwal. (2008). Principles, method and Techniques of teaching. Uttar Pradesh: Vikas Publishing House Pvt Ltd.

·         Aggarwal. (2008). Teaching of social studies: A practical approach (4^th ed). Uttar Pradesh:  Vikas Publishing House Pvt Ltd.

·         Aurora, M.L.(1979). Teaching of Geography.Ludhiana: Prakash Brother.

·         Chauhan, S.S.(2008). Innovation in teaching learning process. Uttar Pradesh: Vikas Publishing House Pvt Ltd.

·         Chorley P.J.(ed).(1973). Direction in Geography. London: Mothuen & Co.

·         Durplass, J.A. (2009). Teaching elementary social studies. New Delhi: Atlantic Publishers.

·         Garnett Ohio. (1965). Fundamental in school Geography. London: Harrap and Co.

·         Gill D.S. Educational Administration and Organization Management. New Delhi: Saurabh Publishing House.

·         Gospil, G.H.(1965). The Teaching of Geography. London: Macmillan and Co.

·         Graves, N.J.(1971). Geography in secondary Education. London: Geography Association.

·         Haggett, P.(1972). Geography: A Modern synthesis. New York: Harper and Row.

·         Hall, D. (1976). Geography and the Geography Teachers. London: George Allen & Unwin Ltd.

·         Indian National Committee for Geography. (1968). Indian Regional Studies. Calcutta: IGU Publication.

·         Kanammall, Raa.(2007). Puviyiyal Karpithal. Chennai: Saradha Publishers.

·         Malid Husain. (2010). Evolution of Geographical Thought.Jaipur:Rawat Publication.

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SEMESTER – I

                        PAS1-P1:     PEDAGOGY OF COMMERCE AND ACCOUNTANCY

Credits: 5 (3L: 1T: 1P)

Hours: 7/Week

Objectives: On completion of the course the student teachers will be able to

·         understand the need and nature of teaching Commerce and Accountancy;

·          familiarize with the aims, objectives, goals and values of teaching Commerce;

·         explore the individual differences existing among the learners for effective teaching of commerce and accountancy;

·          familiarize with the new methods of teaching Commerce and Accountancy;

·         understand the instructional materials employed in teaching of Commerce and Accountancy;

·         understand and apply knowledge of  Learner Controlled Instruction- Co operative and Collaborative Learning effectively for better curriculum transaction.

UNIT-I: Nature and Scope of Commerce and Accountancy 

Introduction – Meaning, – Classification of Commerce – Trade, Transport, Warehousing, Banking, Insurance, Advertising- Commerce Education- History of Commerce Education - Relationship of Commerce with other subjects. Scope and its nature of Commerce and Accountancy in Higher Secondary School curriculum its relation to other branches of knowledge.Values of Teaching Commerce and Accountancy in the Academic and Vocational Stream of Education.

UNIT-II: Teaching Skills and Organization of Practice

Micro teaching: Origin, Need, Phases, Definition, Characteristics, Process, Cycle, A Plan of action, Advantage of Micro teaching and its Uses-Skills : Explaining, Questioning , Blackboard usage, probing question, Reinforcement, Stimulus variation -Link lesson - .Organization of Practice – Teaching Programme for B.Ed., Student teachers. Role of the Supervisor; Role of the Principal and the Academic Staff in the Conduct of Practice-teaching Programme. General Teaching Competence Scale, Self-Appraisal Scale, Guidelines for Peer Observation and Framework of Evaluation-Distinction and relationship among educational aims, objectives and goals of teaching – General and specific objectives - objectives of teaching Commerce- aims of teaching Commerce and goals of teaching Commerce at secondary level and Higher Secondary level - attainment of objectives through Commerce teaching. Taxonomy of educational objectives - Anderson Revised taxonomy.

UNIT-III:  Methods, Approaches and Strategies of Teaching Commerce and Accountancy

Strategies: Special features and characteristics of strategies - types of strategies: narration strategy- illustration strategy- questioning- answering strategy- assignment strategy- tutorial strategy - exposition strategy- independent strategy- brain storming strategy. Methods: (meaning,  definition, objectives, principles, types, steps and procedure) of Teacher Centered Methods (Conventional): Lecture Method, Question-Answer Methods, Inductive and Deductive Method, Analytic and Synthetic Method. Modern and Social Recitation Methods: Team Teaching, Project Method, Problem Solving Method, Case Study Method, Dramatization, Role Playing, Source Method, Field Trip and Work Experience, Discussion, Panel Discussion, Seminars and Symposia. Individualized and Innovative Methods: Programmed Instruction/ Learning, Project Method, Problem Solving Method, Experiential Learning. Personalized education: Synesthetic in teaching, Interactive teaching, Blended learning, Flipped classroom, Digital education, Mobile learning.  Developing interest and attitudes towards Commerce.

UNIT-IV: Teaching Aids

Meaning of the term Instructional Material / Teaching Aids – Significance of instructional materials / teaching aids in Commerce & Accountancy – Guiding principles for the effective use of instructional materials – Audio Visual Aids – Classification of Audio Visual Aids: The First Approach, The Second Modified Approach, The Technological Approach – Edger Dale’s Classification – Instructional / teaching aids employed in Commerce & Accountancy teaching: Black Board / Chart Board, Bulletin Board, Flannel Board, Real Objects, Pictures, Crafts, Charts, Diagrams, Cartoons, Posters, Flash Cards, Models, Magazines, News Paper Cuttings, Dioramas, Slides, Film Strips, Transparencies, Scrap Books, Epidiascope, Projectors, Radio, Tape Recorder, Televisions, Video tape / Video Cassette Recorder (VCR), DVD, MP3, VCD, Motion Pictures / Movies and Computers.

UNIT-V: Learner Controlled Instruction LCI, Collaborative learning and co-operative learning:

Learner Controlled Instruction (LCI): Need and Origin- meaning, nature and definition- Procedure or steps in LCI- advantages-Limitations. Co-operative & CollaborativeLearning:Introduction – Meaning & Definition – Basic Assumptions and Features of Co-operative Learning – How to proceed with Cooperative Learning – Benefits: Academic, Psychological and Social – Obstacles in introducing Co-operative Learning: Resistance from the teacher, students, authorities and parents.-merits and demerits.

References:

·         Aggarwal, J.C. (2006). Essentials of Educational Technology Teaching and Learning. New Delhi: Vikas Publishing House.

·         Allen, O.C., & Francis P.H. (1988). Curriculum: Foundations, principles and issues. New Jersey: Prentice Hall.

·         Bining A.C.,& Bining D.A. (1962). Teaching of Social Studies in Secondary Schools. New York: Mc Graw Hill.

·         Boynlon, L.O. (1995). Methods of Teaching Book-Keeping. Cincinnatti: South Western Publication Company.

·         Chauhan, S.S. (2008). Innovations in Teaching Learning Process. Uttar Pradesh: Vikas Publishing House Pvt. Ltd.

·         Douglas, Palnford.,& Anderson. (2000). Teaching Business Subjects. New York: Prentice Hall.

·         Edward, F.O., Raymond, W.K., & Ronald J.M. (1971). Programmed Instruction Techniques and Trends. New York: Century Cropts.

·         Head, G.W. (1988). Commerce. London: Heinemann Professional Publishing.

·         Joyce, Well. (2004). Models of Teaching. U.K.: Prentice Hall of India.

·         Khan, M.S. (1982). Commerce Education. New Delhi: Sterling Publishers Private Limited.

·         Kochhar, S.K. (1992). Methods and techniques of teaching. New Delhi: Sterling Publishers Private Limited.

·         Kumar, K.L. (1996). Educational Technology. New Delhi: New Age International Publishers.

·         Mangal, S.K., & Mangal, S. (2005). Essentials of Educational Technology and Management. Meerut: Loyal Book Depot.

·         Nagarajan, K.L. (1997). Principles of Commerce and General Commerce Knowledge. New Delhi: S.Chand & Company Ltd.

·         Pattanshetti, M.M. (1992). Designing and organizing tutorials in colleges and universities. Davangere: You Need Publication.

·         Rao, Seema. (1995). Teaching of Commerce. New Delhi: Anmol Publications Pvt. Ltd.,

·         Saylor, J.G. William, M.A., & Hollis. (1956). Curriculum Planning. New York: Rinehart and Company Inc.

·         Sharma, R.A. (2008). Technological Foundation of education. Meerut: R.Lall Books Depot.

·         Sharma, R.N. (2008). Principles and Techniques of Education. New Delhi: Surjeet Publications.

·         Singh, Y.K. (2009). Teaching of Commerce. New Delhi: APH Publishing Corporation.

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SEMESTER – I

PAS-2:     PLANNING FOR ASSESSMENT AND EVALUATION

                                                                                                               Credits: 5 (4L: 1T: 0P)

Hours: 6/Week

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

 

1. define the concepts related to educational measurement, assessment and evaluation.
2. explain and use the different types evaluation.
3. use  taxonomy of Educational Objectives and develop skills of writing instructional objectives.
4. explain and use different types of tests to assess learning.
5. construct  blue print and develop skills of planning and administering class room tests.

 

UNIT-I: Measurement and Evaluation

Meaning and definition of Measurement, Assessment and Evaluation.Relationship among Measurement Assessment and Evaluation.Need and importance, Principles – Uses of Evaluation.

UNIT-II: Types of Evaluation

Types of Evaluation –– Internal and External, Formal and Informal, Continuous Comprehensive Evaluation, Formative and Summative, Norm Referenced and Criterion Referenced.

UNIT-III: Recent Reforms in Examination Practices

Innovative Examination Practices – Spot Valuation, Flying Squad, Dummy Numbers.Computerisation in Examination Practices – On line Examination and Publication of results.Credit system - Semester and Public examination – Choice Based Credit System (CBCS) – Continuous and Comprehensive Evaluation (CCE) - Open Book Examinations.

UNIT-IV: Educational and Psychological Tests

Tests – Purpose – Objectives– need and Importance of conducting different types of tests - Achievement test, Diagnosis test, Prognostic test, Intelligence test, Aptitude test, Attitude test and Personality test.  Testing Methods – Oral, Written and Performance Test.

UNIT V - Planning for Constructing Achievement Tests

Various types of test items – Objective type test items - Completion, Matching, Two Choice, Multiple Choice and others - Subjective type test items – Essay and Short Answer - Question Bank. Steps in test construction – Table of specifications, Blue Print – Item Writing – Revising Items - Scoring – Marking, Grading - Item Analysis– Interpretation and Follow Up. Characteristics of a good measuring instrument – validity, reliability, feasibility and objectivity.

References:

• Agarwal, J.C. (2009). Essentials of Educational System, Vikas Publishers House Pvt Ltd, New Delhi.
• Bhattia, K.K. (2008). Measurement & Evaluation in Education, Tandon Publications, Ludhiana.
• George, David. (2008). Trends in Measurement & Evaluation techniques, Common Wealth Publishers, New Delhi.
• Goswami, Marami. (2011). Measurement & Evaluation in Psychology and Education, Neelkamal Publication, New Delhi.
• Linn, Robert L. (2008). Measurement & Assessment in Teaching, Dorling Kuderslay, New Delhi.
• Mangal, S.K. (2009). Statistics in Psychology and Education, PHI Learning Pvt Ltd, New Delhi.
• Metha, D.D. (2006). Educational Measurement & Evaluation, Tandon Publications, Ludhiyana.
• Mrunalini, T. (2010). Educational Evaluation, Neelkamal Publications, New Delhi.
• Sidhu, K.S. (2007). New approaches to measurement & Evaluation, Sterling Publishers Pvt Ltd, New Delhi.
• Singh, Raj, (2008). Techniques of Measurement & Evaluation, Common Wealth Publishers, New Delhi.
• Smith, D. (2007). History of Measurement & Evaluation, Common Wealth Publishers, New Delhi.
• Smith, D. (2008). Theory of Educational Measurement, Common Wealth Publishers, New Delhi.
• Walton, John.A. (2008). Educational Objectives & Achievement testing, Common Wealth Publishers, New Delhi.

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SEMESTER-I

PCS1:     EDUCATIONAL MANAGEMENT

Credits: 2.5 (2L: 0.5T: 0P)

Hours: 3/Week

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

1.      acquire knowledge of the terms used in educational  management

2.      understand the principles of management

3.      apply the principles of educational management in school practices

4.      develop skills in employing and developing new educational management

5.      develop interest in the educational management techniques ,and

6.      develop desirable and positive attitude towards  educational innovations and management .

UNIT-I: Management and Areas of Educational Management

Meaning-Definition –Objectives of Management –Role of Management –Difference between Administration and Management- Functions of Management –PODSCORB (Planning, Organization, Direction, Staffing, Co ordination, Reporting, Budgeting) - Modern Functions: Planning, Organizing, Leading, Controlling-Management skills: Conceptual skills, Human skills, Technical skills.

Unit – II: Areas of Educational Management

Administration and Management of Education - Maintenance (or Status quo) and Developmental (or Creative )Management - Scope, Human ,Material, Time – Basic concepts of Management at different levels (Primary and Secondary): Institutional Management, Financial Management, Instructional management, Personnel Management, Material Management, and Management of Examination.

UNIT-II: Educational Planning and Organization

(a) Planning - Six elements - Objectives, Policies, Procedures, Programmes, Budgets and Strategies – Educational planning – Long term and Short term Perspectives  - Institutional  planning – Academic: curricular  and co-curricular  activities – Time table – assignment of work to teachers. (b) Organization – Principles or criteria –Organisational structures – Administrative structures at Central and State levels.

UNIT-IV: Management of Resources

Management of Resources –Human, and material -Head master and Teacher: duties and responsibilities- Leadership - Meaning –  styles -Management Grid – Morale – Organizational commitments –Academic freedom –Professional development. Classroom management – Management of school building –equipments –library –records and registers – hostel.

References:

·         Aggarwal, J. C. (2008). Development and planning of modern education. UP: Vikas Publishing House Pvt Ltd.

·         Chaube, S. P., & Chaube, A. (2008). School organisation. New Delhi: Vikas Publishing House.

·         Gangadhar, R. M., &  Rao, V. P. S. (2000). Organizational behaviour. Delhi: Konark Publishers Pvt., Ltd.

·         Hemlata, T. & Ruhela, S. P. (1997). Educational management-innovative global patterns. New Delhi: Regency Publication.

·         Jagannath, M. (1990). Educational administration, supervision and school management. New Delhi: Deep and Deep Publication.

·         Lal, R. B, & Palod, S. (2008). Educational Thought and Practice.  Meerut: R.Lall Books Depot. 

·         New York:  Richard D .Irwin Inc. Publication.

·         Prakash, S. (1999). Educational planning. New Delhi: Gyan Publishing House.

·         Rai B.C, (1997). School organization and management. Lucknow: Prakashan Kendra.

·         Richard, L.D. (2000). Management. NewYork: The Dryden Press.

·         Robert, G. W., & Robert, D. (1995). Management: Comprehension, analysis, and application. 

·         Saxena & Mishra. (2008). Teacher Education. Meerut: R. Lall Books Depot.

·         Sharma, R. A. (2008). Educational technology & management. Meerut: R. Lall Books Depot.

·         Sharma, R. N., & Sharma, R. K. (2002). Problems of education in India. New Delhi: Atlantic Publisher and Distributors.

·         Singh, H. M. (1997). Fundamentals of educational management. New Delhi: Vikas Publishing House.

·         Vashist, S. R. (2006). School administration. Delhi : Anmol Publication Pvt. Ltd.

·         Vashist, S. R. (2008). Encyclopaedia of educational administration. Delhi: Anmol Publication Pvt. Ltd.   

·         Veer, U.  (2008). Modern school Organization. Delhi : Vikas Publishing Pvt.Ltd   

·         Vikas Publishing House Pvt. Ltd .

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SEMESTER – I

PCS2:     ENVIRONMENTAL EDUCATION

Credits: 2.5 (2L: 0.5T: 0P)

Hours: 3/Week

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

1. understand the importance of protecting the environment.
2. develop the knowledge of various awareness programmes on protecting the environment
3. identify the ways to utilize conventional energy sources.
4. describe the future of Solar Energy.
5. explain the role of an individual in conservation of natural resources.
6. suggest ways to increase the ground water level in and around college campus.
7. conduct awareness programmes on different types of pollution.
8. report on action-taken to protect college campus from Land Pollution.
9. discuss the adverse effects of Global Warming.
10. explain the ways to avoid nuclear accidents.
11. Justifying the role of an individual in protecting the Environment.

UNIT-I: Introduction to Environmental Education and Natural Resources

Definition and Meaning of Environment – Components – Scope – Nature – Importance - Need for public awareness and objects of Environmental Study. Resources : Natural Resources – Renewable resources - Non renewable resources – Energy resources – Chief resources of energy and their classification – Growing needs of energy – Alternative sources of energy – Future of Solar Energy.

UNIT-II: Role of an individual in Conservation of Natural Resources  and  Environmental Pollution          

Role of an individual in conservation of natural resources – Water Conservation – Energy Conservation – Conservation of Forest resources – Soil conservation – Equitable use of resources for sustainable life style.

Environmental Pollution:Definition – Causes - Effects and control measures of air pollution – Water Pollution – Soil Pollution – Noise Pollution - Nuclear Hazards – Role of an individual in prevention of Pollution.

UNIT–III: Environmental Issues and Role of Education            

Climate change – Global Warming – Acid Rain – Ozone Layer depletion – Nuclear accidents and Holocaust.      Education for sustainable development of environment, Environmental Education in National Policy on Education (1986) – Need – Providing Environmental Education at different levels – current status of Environmental Education in School curriculum – Role of NCERT – Role of Teachers.

           

References

• Amandeep Kaur. (2003). Environmental Education, Tandon Publications, Ludhiana.
• Arul Jothy. (2009). Environmental Education, Centrum Press, New Delhi.
• Gopal Dutt .N.H. (2007). Environmental Pollution Control, Neelkamal Publications, New Delhi.
• Joshi. A.L. (2012). Environmental Education Saurabh Publishing House, New Delhi.
• Khoshoo.T.N. (1991). Environmental concerns and strategies, Ashish Publishing House, New Delhi.
• Raghavan Nambiar. K, (2010), Text book of Environmental Studies, Scitech Publication Pvt. Ltd., Chennai.
• Reena Mohanka. (2009). Environmental Education A.P.H Publishing Corporation, New Delhi.
• Suresh Pachauri. (2012). Environmental Education, Pearson Series in Education, Delhi.
• Surinder Singh Sirohi. (2010). Environmental Education, Tandon Publications, Ludhiana.

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