B.Ed. Syllabus - Semester II

SEMESTER – II

PES4:     PSYCHOLOGICAL PERSPECTIVES OF LEARNERS

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

Hours: 3/Week

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

1. recognise higher mental process of concept formation, thinking, reasoning, problem solving and creativity.
2. familiarise with the theories and assessment of personality.
3. differentiate Mental health and Hygiene.
4. develop stress reduction strategies.
5. identify the role of teacher in guidance and counselling

 

UNIT-I: Intelligence and Creativity

Development of mental abilities:  sensation, perception, memory, imagination, reasoning – Concept formation - Thinking process: role of language, images and imagination - Reasoning and problem solving.

Intelligence: definition and nature - Theories :  monarchic, multi factor, two factor, group factor theory, Guilfords structure of intellect, multiple intelligence (Gardner) -  Intelligence tests – their uses and abuses - Creativity and intelligence – identification and promotion of creativity – concept of Emotional intelligence and meta cognition.

UNIT-II: Personality

Meaning and concept – Determinants of Personality, Theories of Personality: Type approaches : Sheldon, Kretschmer, Jung, Hippocrates – Trait approaches : Allport, Cattell – Type cum Trait approach : Eysenck -   Psycho-analytic approach: Sigmund Freud – Individual approach : Alfred Adler - Factors influencing Personality – Assessment of Personality – Integrated Personality.

 

UNIT-III: Mental Health and Hygiene

Concept of mental health and hygiene – conflicts, tensions and frustration – Reasons for Conflict: dilemmas, competition, perceived injustice, imperceptions of action or goals – adjustment – Defense mechanism – Stress – Stress coping/ reduction strategies – individual peace contributing to social cohesion. Effects of Stress on mental and physical health - Students problems – Unrest- Teacher as Counsellor.

 

References:

• Aggarwal, J.C. (2008).  Essentials of Educational Psychology, Vikas Publishing House (P) Ltd, New Delhi.
• Alla Appa Rao. (2010). Learning Disabilities, Neelkamal Publication (P) Ltd, New Delhi.
• Aruna Mohan, Y. (2009).  Educational Psychology, Neelkamal Publication (P) Ltd, New Delhi. 
• Baron, Robert A. (2011). Psychology, Darling Kinderssly (P) Ltd, New Delhi.
• Bharathi, T. (2008). Personality Development, Neelkamal Publications Pvt Ltd, New Delhi.
• Crow, L.D. (2008). Adjustment, Surjeet Publications, Delhi.
• Kenra, Asha K.  (2008). Guidance & Counselling, Darling Kinderssly India Ltd, New Delhi.
• Kirunba Charles. (2011). Guidance & Counselling, Neelkamal Publication, Delhi.
• Kuppuswamy, B. (2008). Advanced Educational Psychology, Sterling Publishers, New Delhi.
• Safaya, R.N. (2007). Modern Educational Psychology, Dhanpat Publishers Company, New Delhi.
• Sangupta, Manjaree. (2010). Educational Psychology, New Central Book Agency (P) Ltd, Delhi.
• Santrock, John W. (2007). Child Development, Tata Mc Graw Hill, New Delhi, 2007.
• Skinner, Charles E. (2008). Educational Psychology, Surjeet Publications, Delhi.
• Vishala, Sis. Mary. (2009). Guidance and Counselling, S.Chand & Company Ltd, New Delhi.

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SEMESTER – II

PES-5:     TEACHING AND LEARNING – PART II

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 basic concepts of Educational Psychology.
2. explain the role of heredity and environment in the development of an individual.
3. recognize the importance of  motivation and its role in learning.
4. describe the nature and types of learning.
5. identify the types of learning disabilities

UNIT-I: Basics of Educational Psychology

Definition, meaning, nature and scope of Educational Psychology - The focal areas of Educational Psychology: The learner, learning experience, learning process, learning situation and teacher – Methods of educational psychology: Concept of method and approaches-Methods of collecting scientific data: Interviews - Questionnaire- Case studies- Observation- participative and non-participative- Clinical method- Introspection- its merits and demerits. Approaches: Cross sectional design- Longitudinal design- Sequential design- its merits and demerits- Significance of Knowledge about Educational Psychology for teachers.

UNIT-II: Theoretical Perspectives of development

Approaches to theories of development – Social Cognition- Vygotsky social formation of mind.  Constructivist: Piaget’s theory of cognitive development. Moral: Kohlberg’s theory of moral development. Psycho sexual: Freud theory of development- Psycho social: Erickson’s theory- merits and demerits.

UNIT-III: Motivation  and Learning

Motivation: Definition, meaning and concept of motivation – Types of Motives: Physiological and Psychological – Intrinsic and extrinsic motivation – Motivation Cycle – Maslow’s Hierarchy of Needs – Level of aspiration -  Achievement Motivation – Role of Rewards and Punishments – Attention : Factors of attention – types: voluntary, involuntary - Inattention and Distraction - Span of Attention - Interest : Factors and Types of Interest.

Learning: Definition, concept and nature of learning - Types of learning : Perceptual and conceptual - Learning theories : Trial and Error, classical and operant conditioning, learning by insight, information processing theory – constructivism in learning - Factors affecting learning – learning curve – Transfer of learning - Remembering and Forgetting- Theories of forgetting – causes of forgetting.

References:

• Baron, Robert A. (2007). Psychology, A.I.T.B.S Publishers, New Delhi, 2007.

·         Berk, Laura E.  (2010).Child Development. New Delhi: PHI Learning Private Limited.

• Bhatia, H.R. (2008). Educational Psychology, Pearson Prentice Hall, New Delhi.

·         Chaube,S.P. (2011). Developmental Psychology. New Delhi: Neelkamal Publishing Pvt. Ltd.

• Dash, B.N. (2007).  Educational Psychology, Neelkamal Publications (P) Ltd, New Delhi.

·         Dinkmeyer, Don C. (1965). Child Development:  The Emerging Self. New Delhi: Prentice Hall of India Pvt. Limited.

·         Dumville, Benjamin. (2001) .Child Psychology. New Delhi: Sports Publications.

• Human Learning and Memory – E book

·         Hurlock, Elizabeth B. (2005). Developmental Psychology – A life span approach. New Delhi: Tata McGraw Hill Publishing Company Limited.

• Hurlock, Elizabeth B. (2006). Child Growth and development, Tata Mc Graw Hill Pvt Company, Delhi.

·         Mahmud, Jafar. (2011). Developmental Psychology. New Delhi: A.P.H. Publishing Corporation.

• Mangal, S.K. (2008). General Psychology, Sterling Publishers (P) Ltd, New Delhi.

·         Manivannan, M.  (2011). Psychology of Learning and Human Development. New Delhi: Neelkamal Publications Pvt. Limited.

·         Murthu, K.S.  (2008). Child Psychology: Anti social behaviour. New Delhi: Cyber Tech Publications.

• Robert A.Baron, (2007). Psychology, A.I.T.B.S Publishers, New Delhi.
• Santrock, John W. (2007). Adolescence, Tata Mc Graw Hill, New Delhi.

·         Schaffer, Rudolph H.  (2004).Child Psychology. New Delhi:  Neelkamal Publications Pvt. Limited.

• Stella Reynolds. (2006). Educational Psychology, Lotus Press, New Delhi.

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SEMESTER – II

PAS1-P2:     PEDAGOGY OF ECONOMICS

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      acquire competencies to execute non scholastic activities in teaching  Economics;

2.      determine the various steps in assessing learners;

3.      explore the steps in planning;

4.      appreciate teacher commitment to improve professionalization;

5.      familiarize with appropriate classroom climate for better management;

6.      expound appropriate knowledge about school plant.

UNIT-I: Co- Scholastic Activities in Schools

Meaning- importance-principles in organizing co-curricular activities- classification: indoor activities, outdoor activities. Type of co-curricular activities: Library Activities, Cultural Development Activities, Civic Development Activities, Social Welfare Activities. Norms in setting up schools- prerequisites for school structure- scholastic and non-scholastic requirements- School shapes- ideal shape of school.Club activities in schools-organizing co-curricular activities through clubs.

UNIT-II: Evaluation in Economics

Relationship between objectives, learning experiences and evaluation-Qualities of good tests-Steps in construction of achievement tests- Construction of good test items.  Types of tests: formative and summative test- Oral, observation, and written. Preparation of Blue print-  types of questions: Essay- short answer type-Objective type- types of objective test items: short answer type, multiple choice type, fill-in-blanks- true or false, matching type - merits and demerits. Characteristics of good test items  - Item Analysis -  Diagnostic tests and their constructions , Criterion referenced test- Norm referenced tests-  Computer Aided Evaluation : On line examination – Grading system.

UNIT-III: Teacher Professionalization and Teacher Commitment

Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement- Teacher commitment as passion teacher: teacher commitment as  unit of time outside the contact hours with students, teacher commitment as focus on the individual needs of students, Teacher commitment as  responsibility to impart knowledge, attitudes, values and beliefs, teacher commitment as maintaining ‘ Professional knowledge’, teacher commitment as  engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitments for teaching professionalization. Professional development and growth of Economics Teachers:Qualifications: Academic Qualifications and Professional Education - pre-service education – Professional ethics and competencies of Economics teachers - General Qualities and personality traits – Regular duties and responsibilities to be taken up by Economics teachers – Registers and Records to be maintained by Economics Teachers - Types of teachers based on leadership style, dominated pattern, Laissez Faire Pattern and democratic pattern and its significance

UNIT-IV: Planning for Teaching

Year Plan- difference between lesson plan and unit plan- steps in preparation of year plan- advantages and disadvantages. Unit planning- meaning, difference between lesson plan and unit plan- characteristics of good unit- steps in preparation of unit- advantages and disadvantages. Meaning – difference between lesson plan and unit plan – importance of lesson plan – various approaches in planning lesson- Herbartian approach in planning lesson – stages in lesson plan.

UNIT-V: Classroom Climate and Classroom Management

Meaning, Types of classroom climate- Ideal classroom climate- role of teachers in maintaining ideal climate.  Classroom Management: Meaning- concept- The set of strategies that teachers and students use to ensure productive, harmonious learning environment to prevent disruptions in the learning process.  Classroom management styles - advantages and disadvantages - role of teachers.

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.

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

·         Bloom, S. 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.

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

·         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.

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

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

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

·         Pathak, R.P. and Jagdeesh Chaudhary. (2012). Educational Technology, New Delhi: Anmol Publishers.

·         Rudramamba, B. (2004). Methods of teaching Economics. New Delhi: Discovery

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

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

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SEMESTER – II

PAS1-P2:     PEDAGOGY OF ENGLISH

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      summarise the importance of teaching listening and speaking skill;

2.      recognise the importance of teaching reading and the essentials of teaching writing skill;

3.      describe the methods of teaching grammar and vocabulary for learning the language;

4.      explain the role of instructional materials in the syllabus and school curriculum for  teaching of language;

5.      use the skill of planning and write yearly plan, unit plan and daily lesson plan;

6.      construct test items for evaluating students’ and teachers’ performance and conduct remedial teaching.

UNIT-I: Teaching of Listening and Speaking

Types of listening- Sub-skills of listening- The three phases of listening- Listening materials- Tasks for developing listening comprehension- Testing Listening- Sub-skills of speaking- Tasks for developing speaking skill: Language games, Role Play, Dramatization, Story Telling, Dialogues, Narration, Debates, Interview, Extempore Speeches, Pictures, Objects and Audio/Video- Teaching of English. Pronunciation: Causes of defective pronunciation in English- Methods of teaching English pronunciation- Types of drills: Substitution drills, manipulation drills, chain drill, repetition drill, completion drill, additional drill, synthesis drill, conversion drill & question and answer drill- Testing Speaking.

UNIT-II: Teaching of Reading and Writing

Sub-skills of reading- Reading for Perception and Reading for Comprehension- Types of Reading: Loud reading, Silent reading, Intensive reading or Critical reading, Extensive reading, Skimming and Scanning- Mechanics of Reading: Fixations, Eye-span, Regression and Word-picture. Process of Reading: Recognition stage, Structuring stage & Interpretation stage. Methods of teaching Reading to Beginners: Alphabet method, Phonic method, Word method, Phrase method, Sentence method, Story method and Eclectic method- Factors affecting reading- Strategies to develop reading- Testing Reading- Sub-skills of Writing- Process of writing: Manipulating, Structuring and Communication- Mechanics of Writing: Handwriting, punctuation and spelling- Characteristics of good hand writing: Distinctiveness, legibility, simplicity, uniformity, spacing, capitalization, punctuation and speed- Writing skills: Mechanical skills, grammatical skills, discourse skills and judgment skills- Qualities of good writing.

UNIT-III: Advanced Grammar Teaching

The Noun Phrase – MHQ (Modifier, Headword, Qualifier)-The Verb-Phrase – Tense Forms – Auxiliary Verbs – Modals-Adjectival Phrase-Adverbial-Modifiers- The Sentence – Types of Sentences – Subordinate and Co-ordinate Clauses-Analysis- Sentence pattern - Classification of Grammatical Errors.-Prescriptive – Formal Grammar-Descriptive – Functional Grammar-Features of English Syntax-Methods of Teaching Grammar- Deductive – Inductive-Testing Grammar - Steps and Usage-Grammar Activities and Grammar Games.

UNIT-IV: Language Curriculum and Text book

Meaning of the term curriculum- Distinguishing curriculum from syllabus- Principles of curriculum construction- The curriculum and Syllabus: Different types of language syllabus- types of non-linguistic content- Literature teaching- importance of text books in the teaching of English- Characteristics of a good text book- Other Instructional materials: Teacher’s Hand books, Work- books, Supplementary readers and e-learning materials.

UNIT-V:  Lesson Planning in English

Yearly Planning - Unit Planning - Meaning- components of Unit planning- Types of units: Subject matter type unit and Experience type unit- Development of a Unit Plan- Importance and advantages of Unit Planning- Demerits and limitations of Unit Planning- Lesson Planning in English- Meaning- Concept of lesson planning- Difference between Daily Lesson Planning and Unit Planning- Characteristics of a good lesson plan-Various approaches in the preparation of daily lesson planning: Herbartian type lesson plan, Educational Objectives based lesson plan and Innovative Lesson plan- Need and Importance of Lesson Planning- Development of a lesson plan for teaching of English: Prose, Poetry, Supplementary Reader, Grammar and Composition.

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.

·         Heaton,J.B. (1975). Writing English Language Tests. London:Longman Group Ltd.

·         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.

·         Lado, Robert. (1967). Language Testing. London: Longmans, Green And Co.Ltd.

·         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 – II

PAS1-P2:     PEDAGOGY OF MATHEMATICS

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      understand the importance of non- scholastic activities in Mathematics;

2.      develop the knowledge of process of evaluation;

3.      develop competence writing lesson plan and in teaching mathematics;

4.      develop the professional growth and commitment to profession of teaching

5.      understand  the importance of classroom climate

6.      acquire the skill of managing classroom effectively

7.      develop the skill and competencies to maintain records.

UNIT-I: Co-Scholastic Mathematics Activities

Activities in Mathematics: Mathematics Quiz, Mathematics Club activities, Mathematics Exhibition, Planning and organizing Mathematics laboratory activities, Mathematics outside the classroom organization of field trips and its importance. organization of Mathematics Olympiad- Appreciation of Aesthetic Structure of Mathematics -Order , Pattern and Sequence.

UNIT-II: Evaluation of Mathematics Learning

Assessment of Mathematics Learning – Developing blue-print for designing question paper, item construction, marking schemes, question - wise analysis, framing of questions based on concepts and sub-concepts so as to encourage critical thinking, promote logical reasoning and to discourage mechanical manipulation of rote learning, framing of open ended questions providing the scope to learning to give responses in their own words, framing of conceptual questions from simple questions.

UNIT -III: Planning for Teaching-Learning Mathematics

Macro teaching - Lesson Plan, Unit Plan, Year plan - Herbartian steps - Format of a typical lesson plan – G.I.O’s & S.I.O’s - Teaching aids - Motivation, Presentation, Application, Recapitulation and Assignment

UNIT-IV: Teacher Professionalization and Teacher Commitment

Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement:  Teacher commitment as a passion- teacher – teacher commitment as a unit of time outside the contact hours with students- teacher commitment as a focus on the individual needs of students. Teacher commitment as a responsibility to impart knowledge, attitudes, values and beliefs- teacher commitment as maintaining ‘ Professional knowledge’- teacher commitment as engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitment for teaching professionalization. Qualities and skills of mathematics teachers – General qualities, personal qualities and specific qualities.

UNIT-V: Classroom Climate and Classroom Management

Significance of classroom climate – Teacher dominated, laissez-faire and democratic pattern - Effective classroom management for quality learning: Teacher as facilitators /managers of classroom learning - Components of Classroom Environment: Learning situation, Space and Time, Motivation and Discipline Management of learning situations : Management of group and Individualized learning- Management of space and time : Seating arrangement and Time allocation- Management of Motivation and Discipline. School Plant: School building and design of the school – Maintenance of the school plant: Playground, Library, Records and Registers.

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.

·         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 – II

PAS1-P2:     PEDAGOGY OF PHYSICAL SCIENCE

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      classify the co-curricular activities in Physical Science;

2.      explain the process of evaluation in Physical Science;

3.      recognize  the significance of planning and  teaching Physical Science;

4.      explain the importance of classroom climate and acquire the skill of managing the classroom effectively;

5.      integrate the picture of an ideal Physical Science teacher;

6.      understand the organization of the school plant.

UNIT-I: Co-Scholastic Activities

Definition, Need and Importance of Co-Scholastic activities- Criteria for the selection of Co-Scholastic activities in Physical Science- Science Club- Science Exhibition- Science Fairs- Field Trips and Excursions- Organization of Co-Scholastic activities related to Physical Science.

UNIT-II: Evaluation in Physical Science

Concept of Evaluation- Purpose of Evaluation- Continuous and Comprehensive Evaluation-  Formative and Summative Evaluation- Achievement tests- Steps in construction- Preparation of Blue print-  Preparation of an Achievement Tests in Physical Science - Administering the test- Various types of Test items- Essay type, Short answer type, Objective type: Completion type, Matching type, Multiple Choice- Merits and limitations  of Essay, Short answer and Objective type-Item Analysis-Diagnostic Tests- Steps in constructing a Diagnostic test- Teacher made test- Standardized tests.

UNIT-III: Planning and Teaching

Significance of planning for effective teaching- Year Plan:  importance and mode of planning- Unit Plan:  definition, characteristics, steps in unit planning, importance of unit planning- Lesson Plan: definition, criteria of a good lesson plan, steps involved in lesson planning (Herbartian Steps), advantages of lesson planning.

UNIT-IV:  Teacher Professionalization and Teacher Commitment

Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement:  Teacher commitment as a passion- teacher – teacher commitment as a unit of time outside the contact hours with students- teacher commitment as focus on the individual needs of students. Teacher commitment as  responsibility to impart knowledge, attitudes, values and beliefs- teacher commitment as maintaining ‘ Professional knowledge’- teacher commitment as  engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitment for teaching professionalization. Academic and Professional Qualifications for a Science teacher- Qualities of a good Science Teacher- Need for Pre-service and In-service training- Professional development of Science Teachers.

UNIT-V: Classroom Climate, Classroom Management and School Plant

Significance of conducive classroom climate- Types of classroom climate: Teacher-dominated, Laissez-faire and Democratic pattern- Flander’s Interaction Analysis System and Classroom Management: meaning, significance of effective classroom management, management of human and material resources. School Plant - Norms in setting up school- pre-requisites for school structure- scholastic and non-scholastic requirements- School shapes- ideal shape of school.

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.

·         Falvery, P., Holbrook, J.,& Conian, D. (1994). Assessing Students. Hongkong: Longman Publications.

·         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 – II

PAS1-P2:     PEDAGOGY OF BIOLOGICAL SCIENCE

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      appreciate the importance of non scholastic activities in biological science;

2.      understand the purpose of evaluation in Biological Science;

3.      accept the need for planning before  teaching of  Biological science;

4.      develop interest to enhance the  teacher professionalism and teacher commitment as  biological science teachers;

5.      explain the classroom climate and classroom management;

6.      understand the importance of organization and maintenance of the institute.

UNIT-I: Co-Scholastic Activities in Biological Science

Introduction-Formal and informal methods of teaching and learning to strengthen  science education – exhibitions, field trips, excursion, science fair-Celebrate science Day, Earth Day and Environmental Day-organize science club, eco club activities.

UNIT-II: Evaluation in Biological Science

Introduction-Concept of evaluation- formative, summative evaluation,  construction of achievement tests and its types- Diagnostic, Prognostic tests, criterion and norm referenced tests – Principles of test construction  -blue print - question bank- Tools of Evaluation, Written Examination, Online examination- Grading system.

UNIT-III: Planning for Teaching Biological Science

Introduction-Yearly planning in biological science, Importance of unit plan in biological science, Unit formulation in biological science, steps involved in unit planning, Merits and Demerits of unit plan. Major differences between unit plan and lesson plan, Importance of lesson planning- writing instructional objectives and planning for specific behavioural changes, Approaches in writing lesson plan, Herbatian Approach.

Classroom Communication:Types of communication – explaining, modeling and demonstrating. Role of motivation – rewards, praise, feedback and motivating individuals and class as a whole – key principles for effective learning and building positive relationships in classrooms.

UNIT-IV: Teacher Professionalization and Teacher Commitment

Introduction-Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement:  Teacher commitment as passion- teacher – teacher commitment as a unit of time outside the contact hours with students- teacher commitment as  focus on the individual needs of students. Teacher commitment as  responsibility to impart knowledge, attitudes, values and beliefs- teacher commitment as maintaining ‘ Professional knowledge’- teacher commitment as engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitment for teaching professionalization. Need and types of professional growth, role in fostering creativity, equipment maintenance, attending pre - service and in-service training by NCERT and allied agencies. Qualities and competencies of Science teachers - Academic Qualification, Professional training and special qualities required for biology teachers

UNIT-V: Classroom Climate, Classroom Management and School Plant

Introduction-Definition, importance of classroom climate, factors influencing classroom climate, Management of class room climate -Flander’s Interaction Analysis System and Classroom Management: Definition, Techniques, classroom management as time management.  School Plant:School Building, Design of the school, maintenance of the school, Play ground, Library, Store Room, Laboratories, Classrooms, records and registers maintained in the School.

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 – II

PAS1-P2:     PEDAGOGY OF COMPUTER SCIENCE

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      acquire knowledge on various approaches of teaching Computer Science;

2.      explore the process of evaluation;

3.      acquire skills relating to planning lessons and presenting them effectively;

4.      appreciate the significance of the professional growth and commitment of Computer Science teacher;

5.      acquaint with the importance of classroom climate and acquire skill of managing classroom effectively;

6.      determine appropriate school plant.

UNIT-I: Approaches of Teaching Computer Science

Conference - Seminar- Symposium – Workshop -  discussion, and panel discussion,  Individualized Instruction - Programmed instruction-: meaning, fundamental principles, types, merits and demerits - Computer Assisted instruction (CAI) : meaning and definition, basic assumptions, different modes, limitations – Computer Managed Instruction (CMI). Innovative Approaches:E –Learning :  Introduction – What is e-learning – Nature and characteristics of e-learning – The contemporary concept of e-learning – Modes and Styles – Promotion and arrangement for e-learning in our Educational Institutions – Advantages of e-learning - Online learning - Mobile learning ( M-learning) : Background – Approaches : Classroom, at work, lifelong and self learning – Analysis of M-learning : value, challenges, growth. Innovative Practices in Teacher-Education: Team teaching: Meaning and definition – objectives - Principles - Types –steps and procedure - Advantages and limitations.

UNIT-II: Evaluation in Computer Science

Concept of Evaluation- Relationship between objectives, learning experiences and evaluation, -Purpose of Evaluation- Continuous and Comprehensive Evaluation (CCE) -   Formative and Summative Evaluation-  Preparation of Blue print-  construction of an achievement test - Various types of Test items- Objective type: Completion type, Matching, Multiple Choice- Alternative response – Essay type and short answer question - Merits and limitations - Characteristics of good test items  - Item Analysis -  Steps in constructing  Diagnostic tests – Computer Aided Evaluation : On line examination – Grading system.

UNIT-III: Planning for Teaching

Lesson Planning: Meaning – Functions of  good lesson plan – Important features of  good lesson plan –various approaches in planning lesson : Unit Approach (Morrison’s Approach) – Herbartian approach in preparing  lesson plan.Unit planning:Meaning, - characteristics of good unit plan- steps in preparation of unit plan- advantages and disadvantages of unit plan- distinction between lesson plan and unit plan.Year Plan: Need and Significance – Steps in the Year Plan – Advantages and disadvantages of year plan.

UNIT-IV: Teacher Professionalization and Teacher Commitment

Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement:  Teacher commitment as passion teachers – teacher commitment as unit of time outside the contact hours with students- teacher commitment as focus on the individual needs of students. Teacher commitment as a responsibility to impart knowledge, attitudes, values and beliefs- teacher commitment as maintaining ‘ Professional knowledge’- teacher commitment as  engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitment for teaching professionalization. Academic and Professional Qualifications for Computer Science teachers- Qualities of good Computer Science Teacher.

UNIT-V: Classroom Climate and Classroom Management

Meaning and significance of Types of classroom climate:  Teacher dominated, laissez-faire and democratic pattern. Classroom Management: Meaning- concept- The set of strategies that teachers and students use to ensure productive,  harmonious learning environment to prevent disruptions in the learning process.  Classroom management styles - advantages and disadvantages - role of teachers. School Plant: School building and design of the school – Maintenance of the school plant: Playground, Library, Records and Registers.

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.

·         2). 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.

·         Sambath, K., Paneerselvam, A., & Santhanam, S. (2006). Introduction of educational technology.  New Delhi: Sterling Publishers Private Limited.

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

·         Sharma, R. C. (1998). Modern science teaching. New Delhi: Dhanpat Raj and Sons.

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

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

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

·         Srinivasan, T. M. (2002). Use of computers and multimedia in education. Jaipur: Aavisakar Publication.

·         Stephen, M. A., & Stanely, R. (1985). Computer based instruction: Methods and development. New Jercy: Prentice Hall.

·         Stone, E. (1996). How to use Microsoft access. California: Emergyville.

·         tp$ayl;Rkp. t (2007)/ Ez;zpiy fw;gpj;jy;/ brd;id: rhujh gjpg;gfk;.

·         tp$ayl;Rkp/ (2008)/ fw;gpj;jypy; rpf;fy;fs;-jPh;t[fs;. brd;id: rhe;jh gjpg;gfk;.

·         Vanaja, M. (2006). Educational technology.Hyderabad: Neelkamal Publications Pvt. Ltd.

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SEMESTER - II

Pas1-P2:     Pedagogy of History  

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      understand the general and specific aims of teaching history.

2. analyses the different types of classroom climate.

3.      understand the technology of teaching of History and employ the various                  methods and techniques of teaching History.

4.      practice use of hardware and software approach, thereby making the past real.

5.      understand the various methods in teaching History.

6. understand the current trends in curriculum change in history.
7. analyze the teacher education programmes available for History teachers.
8. evaluate the History text book at Higher Secondary Level.

9.      develop research aptitude in history.

10. acquire knowledge about Peace Education and its importance.
11. understand the principles of tolerance and non-violence.
12. appreciate the role of UNO in establishing world Peace.

UNIT-I: Recent Trends in Teaching of History         

Programmed Learning – Computer Assisted Instruction – Web Based Learning- Identifying Learner’s Capacities – Enrichment Programmes for Gifted – Remedial Programmes for Slow Learners – Action Research - Individual Differences in Learning – Concepts, Principles – Aptitude Treatment Interaction (A.T.I) -Programmed Learning : Concept, Principles, Types, Merits and Demerits.

.

UNIT-II: Development of Teaching Learning Materials for Teaching History in Digitalized Era 

Teaching Learning Materials: Significance and Principles of using teaching learning materials.  Classification of Teaching Learning Materials: Edger Dale’s Cone of Experience – Audio Aids, Audio Visual Aids, Graphic Aids, 3D Aids, Display Boards and Activity Aids.  The place of teaching aids, Defining teaching aids, Types of teaching aids, Software based teaching aids, Hardware based teaching aids (Projected, Non-projected teaching aids). Hardware Instructional Aids: Magic lantern, Projectors, Radio, Tape Recorder, Television, Closed Circuit Television (CCTV), Video Cassette Recorder (VCR), Motion pictures, computers. Software Instructional Aids: Black board, Bulletin board, Flannel board, Pictures, Graphs, Charts, Maps, Globes, Diagrams, Photography, Cartoons, Posters, Newspapers, Flash cards, Programmed Learning Packages, etc.

Unit-iiI: Co-Pedagogic Activities in History

Meaning and Importance of Co-curricular activities – various Co-curricular activities related to history : Experiments and resources, Collateral reading literacy, Exhibitions, organization thought provoking programmes like quizzes, word searches, Field trips , Educational tour etc. - School building and design of the school - Play ground, Library, Classrooms, Records and Registers - Role of Headmaster- Parent-Teacher association in maintenance of school- Time Table- Co-curricular activities, - Discipline.

UNIT-IV: Integration and Organization of History Curriculum

Content, Principles of Selection – Individual, Social, National and Global needs – Methods of organization; Logical and Psychological (stages of development), Chronological, Periodical, Concentric and Spiral, Regressive and Progressive Methods – Principles of correlation of subjects; Identical, Incidental, Systematic – Fusion of Subject; Geography, Political science, Anthropology, Literature, Economics and Sociology - Current trends in curriculum changes in History Education – Critical Analysis of school curriculum:Analysis of upper primary Standards VI to VIII Social Science Text Book prescribed by the Tamil Nadu Government.  Analysis of Course Content of Standards IX to X Social Science Text Book for UG and XI to XII History Text Books (for P.G) prescribed by the Government of Tamil Nadu - A Critical review of the History textbook at the Higher Secondary level - Analysis of any one Reference Book in History.

Unit-V: Evaluation in History

Concept of Examination-Criterion and norm referenced tests- Prognostic and diagnostic tests-Achievement tests - construction of Achievement tests- continuous and comprehensive evaluation- Formative and Summative Assessment - Grading pattern - valuation and arrangement of test scores- Frequency Distribution Tables- Measures of Central Tendency-Mean, Median, Mode-Measures of Variability-Range, Quartile Deviation, Mean Deviation – Standard Deviation, Correlation of Rank order and product moment. Graphs - Histogram, Frequency Polygon, Cumulative Frequency Polygon, Ogive, Percentile Ranks, Normal Probability curve, Kurtosis, Skewness - Interpretations qualitative and quantitative.

References:

• Agarwal, J.C. (2008). Land Marks in the History of Modern Indian Education, Vikas Publishing House, Delhi.

·         Arul Jothi, D.L., Balaji Sunil Kapoor. (2009). Teaching of History, Centrum Press.

·         Bloom, S. Benjamin. (1974). A Taxonomy of Educational Objectives’, Cognitive Domain, Longmans, Green.

• Bruce, Joyce. (1985). Models of teaching , Prentice Hall of India Pvt, Ltd, New Delhi.
• Chanchan, S.S. (     ). A Text Book of Programmed Instruction. Sterling Publishers, New Delhi.
• Dehasia, Chakra Bharathy, (2009). Research Methodology Saurabh Publishing House, New Delhi.
• Julia, Murphy. (2008). 100+ Ideas for Teaching History-Viva continuum Edition.

·         Khurana, K.L. (2006). Concepts and Methods of Historiography, Lakshmi Narain Agarwal.

·         Kochhar, S.K.(1967). Methods and Teaching of History, Sterling Publishers, Delhi.

• Majumder, R.K. & Srivasta, A.N. (1994).  Historiography, SBD Publishers.

·         Mehta, D.D. (    ) Teaching of History and Civics, Tandon Publications, Ludhiana.

• Murthy, S.K. (1984). Educational Technology and Teacher Behaviour, Prakash Brother, Ludiana.

·         Nirmal, Yadav. (1994).  Teaching of History, Anmol Publication, New Delhi.

• Poornima, G.Q. & Sureshkumar, M.N. (2009). The constitution of India, Sura College of Competition, New Delhi.
• Saiyidain, K.G. (1948). Education for International Understanding, Bombay: Hind kitab.

·         Sharma, S.K. (2005). Teaching of History, Lotus Press.

• Sheik Ali, B. (2004). History-Its theory and Method, Macmillian India Limited, New Delhi
• Thirtha, N.V. (1954). National Intergration, Jallendar, University Publishers.
• Vajreswari, R. (1966). Hand Book of History Teachers, Bombay Allied Publishers.
• Wilkinson & Bhandarkar, (1994). Methodology and Techniques of Social Research, Himalaya Publishing House, New Delhi.

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SEMESTER - II

PAS1-P2:     Pedagogy of Geography

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      Compare the correlation and concentric curricular approaches.

2.      Evaluate the Geography syllabus at different stages.

3.      Differentiate autocratic and democratic leadership.

4.      Handle various instruments and apparatus efficiently.

5.      Apply modern techniques in teaching Geography.

6.      Use ICT in transaction of curriculum.

7.      Critically evaluate the Geography text book at different levels.

8.      Critically anlayse the existing syllabus for std. VIII to X

9.      Identity the causes for learning difficulties in Geography and give remedial teaching.

10.  Write an action research proposal.

11.  Differentiate between applied and action research.

UNIT-I: Development of Teaching Learning Materials for Teaching Geography in Digitalized Era 

Teaching Learning Materials: Significance and Principles of using teaching learning. Classification of Teaching Learning Materials: Edger Dale’s Cone of Experience – Audio Aids, Audio Visual Aids, Graphic Aids, 3D Aids, Display Boards and Activity Aids.  The place of teaching aids, Defining teaching aids, Types of teaching aids, Software based teaching aids, Hardware teaching aids (Projected, Non-projected teaching aids). Hardware based Instructional Aids: Magic lantern, Projectors, Radio, Tape Recorder, Television, Closed Circuit Television (CCTV), Video Cassette Recorder (VCR), Motion pictures, computers. Software Instructional Aids: Black board, Bulletin board, Flannel board, Pictures, Graphs, Charts, Maps, Globes, Diagrams, Photography, Cartoons, Posters, Newspapers, Flash cards, Programmed Learning Packages, etc.  Importance and need of teaching aids – Principles for use of teaching aids- types of teaching aids – importance of maps and Charts in teaching of Geography –place of stories in the teaching of Geography –Place of excursions and travels in the teaching of geography – local Geography and its importance in the teaching of Geography- Multimedia presentation–Internet, online Learning -Tele conferencing –Video Conferencing - Self learning packages.

UNIT-II: Classroom Management and Geography Learner 

Classroom Management: Concept – Principles of Classroom management – Factors influencing classroom management – Techniques of classroom management – Flanders Interaction Analysis and Modification of Teacher Behaviour - Introduction, meaning and definition, procedure involved, computer supported collaborative learning, team based learning, group problem solving advantages and limitations -Basic assumptions and features of co-operative learning, obstacles in introducing cooperative learning – Resistance from the teachers, students authorities and parents to collaborative learning.

UNIT-III: Integration and Organization of Geography Curriculum

Content, Principles of Selection – Individual, Social, National and Global needs – Methods of organization; Logical and Psychological (stages of development), Chronological, Periodical, Concentric and Spiral, Regressive and Progressive Methods – Principles of correlation of subjects; Identical, Incidental, Systematic – Fusion of Subject; Geography, Political science, Anthropology, Literature, Economics and Sociology - Current trends in curriculum changes in Geography Education - A critical analysis of existing Teacher Education Programme in Geography- Content course of Geography of classes IX, X, XI & XII.

UNIT-IV: Analyzing the School Curriculum

Analysis of upper primary Standards VI to VIII Social Science Text Book prescribed by the Tamil Nadu Government - Analysis of Course Content of Standards IX to X Social Science Text Book for UG and XI to XII Geography Text Books (for P.G) prescribed by the Government of Tamil Nadu - A Critical review of the Geography textbook at the Higher Secondary level - Analysis of any one Reference Book in Geography.

Unit-V: Evaluation in Geography

Evaluation: Concept, Meaning, Different types of tests in Geography: Achievement, Diagnostic, Prognostic Criterion and Norm referenced evaluation - Construction of Achievement Test – Online test- Continuous and Purposes and Functions of Evaluation - Evaluation Criterion – Referenced and Norms – Referenced Evaluation - Formative and Summative Evaluation; Achievement Test - Purpose – Characteristics and Types of Achievement test – Diagnostic Test-Remedial Teaching – Construction of an Achievement test in Geography; Statistical Measures: Mean, Median, Mode, Range, Mean Deviation, Quartile deviation, Standard Deviation, Rank Order Correlation -  Coefficient Method and Karl Pearson’s product moment method - Graphical representation of Data: Bar Diagram, Histogram, Pie Chart, Frequency Polygon, Frequency Curve and Ogive curve..

 

References:

 

·         Aggarwal, J.C.Teaching of Geography : A Practical Approach, New Delhi, Vikas Publishing House Pvt.Ltd .,1992.

·         Buch,  M.B. Studies in Teacher Behaviour, Center of Advanced Studies in Education.

·         Blae J and et all (Edited) (1973),Perspectives in Geographical Teacvhing ,Edinburg,Oliver &Board.

·         Chauham, S.S.Innovations in Teaching Learning Process, Vikas Publishing House Pvt .Ltd .,1979.

·         Chorley ,R.J.and P.Hagett (ed)(1970).Frontiers in Geography Teaching ,London, Metheu Co-Ltd.

·         Flanders , A.N.Analysis Teacher Behaviour, Addisson – Welsilley Publishing Co., USA, 1979.

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

·         Murthy,  S.K,  Educational Technology and Teacher Behaviour,  Prakash Brothers, Ludhiana, 1984.

·         NCERT, Teaching Geography in Secondary Schools, A Handbook for Geography Teacher, New Delhi, 1970.

·         NCERT, Fifth Survey of Research in Education, New Delhi,  1997.

·         Thralls,Z.A.The Teaching of Geography ,New Delhi, Eurasia Publishing House, Pvt, Ltd.

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SEMESTER - II

PAS1-P2:     PEDAGOGY OF COMMERCE AND ACCOUNTANCY

Credits: 6.5 (4L: 1T: 1.5P)

Hours: 9/Week

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

1.      understand the essence of co-curricular activities and organise different socialized activities;

2.      acquire competencies to construct, conduct, apply  and evaluate  the achievement of objectives in teaching through achievement tests; 

3.      understand present and interpret test scores;

4.      have in depth insight about the art of professional development, traits, commitment, duties and responsibilities about commerce teachers and motivate themselves to internalise the same;

5.      define classroom climate and understand ,analyse, compare , contrast the different kinds of classroom climate and develop competencies to create conducive classroom climate and classroom management;

6.      understand and recommend the  features of good school plant.

UNIT-I: Co-Scholastic Activities in School

Meaning- importance-principles in organizing co-curricular activities- classification: indoor activities, outdoor activities. Type of co-curricular activities: Library Activities, Cultural Development Activities, Civic Development Activities, Social Welfare Activities. Norms in setting up schools- prerequisites for school structure- scholastic and non-scholastic requirements- School shapes- ideal shape of school.Club activities in schools-organizing co-curricular activities through clubs.

UNIT-II: Evaluation in Teaching of Commerce and Accountancy

Steps involved in the construction of achievement tests – Blue Print - Design of an achievement tests in Commerce and Accountancy – Administration of tests - steps in constructing question papers – Interpretation of test scores - Types of test items: Objective types and subjective types – Formative and Summative Evaluation – Internal and External Examination – Theory and Practical areas in Evaluation – Diagnostic and Prognostic Tests in Commerce.

UNIT-III: Teacher Professionalization and Teacher Commitment

Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement- Teacher commitment as passion teacher: teacher commitment as  unit of time outside the contact hours with students, teacher commitment as focus on the individual needs of students, Teacher commitment as  responsibility to impart knowledge, attitudes, values and beliefs, teacher commitment as maintaining ‘ Professional knowledge’, teacher commitment as  engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitments for teaching professionalization. Professional development and growth of Commerce Teachers:Qualifications: Academic Qualifications and Professional Education - pre-service education – Professional ethics and competencies of commerce teachers - General Qualities and personality traits – Regular duties and responsibilities to be taken up by commerce teachers – Registers and Records to be maintained by Commerce Teachers - Types of teachers based on leadership style, dominated pattern, Laissez Faire Pattern and democratic pattern and its significance

UNIT-IV: Planning for Teaching

Year Plan- difference between lesson plan and unit plan- steps in preparation of year plan- advantages and disadvantages. Unit planning- meaning, difference between lesson plan and unit plan- characteristics of good unit- steps in preparation of unit- advantages and disadvantages. Meaning – difference between lesson plan and unit plan – importance of lesson plan – various approaches in planning lesson- Herbartian approach in planning lesson – stages in lesson plan.

UNIT-V: Classroom Climate and Classroom Management

Meaning, Types of classroom climate- Ideal classroom climate- role of teachers to maintain ideal climate. Flander’s Interaction Analysis System (FIAS) and Classroom Management: Meaning- concept- The set of strategies that teachers and students use to ensure productive, harmonious learning environment to prevent disruptions in the learning process.  Classroom management styles - advantages and disadvantages - role of teachers.

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

·         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 – II

PAS-3:     EDUCATIONAL MEASUREMENT

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

Hours: 3/Week

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

1.      use different techniques and tools of evaluation.

2.      understand the recent trends in examination practices.

3.      construct different types of graphs and diagrams.

4.      compute measures of central tendency and variation and interpret the results.

5.      calculate correlation coefficient and interpret the results.

6.      conduct action research

UNIT-I: Tools of Evaluation

Techniques of evaluation – Observation, Interview, Case study, Anecdotal record, Cumulative Record and Socio-metric technique. Check list, Rating scale – different types – errors in rating, Questionnaire

UNIT-II: Statistical Measures, Graphical Representations and measures of correlation

Organisation of Data into Frequency Distribution - Measures of Central Tendency – Arithmetic Mean, Median, Mode – Use and Interpretation - Measures of Variability – Range, Standard Deviation, Average Deviation and Quartile Deviation - Use and Interpretation. - Graphical Representation of Data and their uses: Bar Diagram, Histogram, Frequency Polygon, Cumulative Frequency Graph (Ogive). Correlation – Meaning and Types of Correlation - Interpretation of Co-efficient of Correlation – Rank Difference Method and Product Moment Method, Scatter Plot.

UNIT-III: Action Research and Programme Evaluation

Types of Research – Basic, Applied and Action Research.Action Research:  meaning, scope and importance – Steps – Advantages and Limitations. Programme Evaluation: Programme – meaning, scope and importance – Planning for a Programme – Executing the Programme – Evaluating the Programme – Suggesting Steps for improvement.

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 – II

PAS4:     INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

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

Hours: 6/Week

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

1.      understand the concept of Information and Communication Technology;

2.      develop insight into knowledge about new developments in ICT;

3.      gain enriched learning experiences in using ICT.

UNIT-I: ICT Perspectives

ICT: Concept, Objectives, Need and Importance of ICT – Characteristics and Scope of Information and Communication Technology – paradigm shift in education due to the influences of ICT – challenges in integrating ICT in school education – Affordability for ICT equipped classroom.

UNIT-II: New Developments in ICT

Recent developments in the area of ICT – Interactive video – Interactive White Board – video-conferencing – M-learning, Social Media – Community Radio: Gyan Darshan, Gyanvani, Sakshat Portal, E-Gyankosh, Blog, MOOC, Whatsapp, Facebook, Twitter, etc. Recent experiments in the third world countries and pointers for India with reference to Education.

UNIT-III: ICT Enabled Learning Experiences - Computer Based

Application of ICT for enriching classroom experiences in learning – Application and use of multimedia educational software for classroom situation - Project based learning using computers, Technology aided learning: Computer Aided Instruction, Computer managed Instruction, Computer mediated Instruction – Computer Based Testing and Evaluation, Computer Managed Testing and Evaluation, etc.

UNIT-IV: ICT Enabled learning experiences - Internet Based

Use of internet based media for enhanced training, learning and testing– Online teaching/ Tutoring, Remote classrooms and Resource centres– Online academic and teaching material transaction line dispatching soft copies of teaching-learning material, e-books, Submission of assignments, Projects and other materials by the learners - Online Test/ Examination and Evaluation, legal and ethical issues – copyright, Hacking, Netiquettes, cybercrimes, students safety on the net.

UNIT-V: ICT Enabled Learning Experiences – web Based

Web based learning, Web Services: Email – E-Chat- online forums, blog, wiki, E- Library. Academic E-Resources: E-Journals, on line dictionary, Virtual tools, virtual learning-Environment , virtual labs, Tele-teaching, Tele-Conferencing, Video-Conferencing.

References:

·         Aggarwal J.C. (2000). Innovation in Educational Technology. New Delhi: Vikas Publishing House.

·         Aggarwal J.C. (2013). Modern Learning in Educational Technology. New Delhi Black Prints.

·         Aggarwal. D.D. (2004). Educational Technology. New Delhi: Sarup Publishing House.

·         Bharihok D. (2000). Fundamentals of Information Technology. New Delhi: Pentagon Press.

·         Bhattachary S.P. (1994). Models of Teaching. Regency Publications

·         Byran P. (1997). Discover the Internet Comdex Computer. New Delhi: Dream Tech Publishing.

·         Conrad K. (2001). Instructional Design for Web Based Training. HRD Press.

·         Crouton T. E. (1962). Programmed Learning and Computer Based Instruction. New Work.

·         Gupta M., & Arya (1993).The Illustrated Computer Dictionary. New Delhi: Dream Land.

·         Kumar K.L. (2000). Educational Technology. New Delhi: New Age International Pvt. Ltd.

·         Madhu, P. (2006). Satellite in Education. Delhi: Shipra Publications.

·         Mangal, S.K.,& Uma Mangal. (2009). Essentials of Educational Technology. New Delhi: PHI Learning Pvt. Ltd.

·         Mrunalini, T., &  Ramakrishna, A. (2014), ICT in Education. Hyderabad: Neelkamal Publications.

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SEMESTER-II

PCS3:     HEALTH, PHYSICAL FITNESS & YOGA

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

Hours: 3/Week

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

1.      create awareness on different aspects of health and fitness;

2.      recognize the importance of hygiene for healthy living;

3.      appreciate the importance of correct posture;

4.      create an awareness of the rules of safety and importance of first aid;

5.      evaluate ones present physical fitness status

6.      provide the basis for setting-up an exercise programme;

7.      acquire the importance of weight management through exercise and diet;

8.      expound to cope up with daily stress.

                                            

UNIT-I: Introduction to Health Education and First Aid

Meaning, Definition, Aims & Objectives of Health Education, Methods of Imparting Health Education in Schools – Health Instruction, Health Services, Health Supervision. Personal hygiene - Meaning, Definition, Elements and Importance of Personal hygiene.

Posture Management:Meaning of Posture, Importance of Good posture, Causes of Poor Posture, Preventive Measures,      Proper posture in various situations ,Common Postural Defects - Kyphosis, Lordosis, Scoliosis, Knock Knee ,Bow Legs and Flat Foot, Exercises for improving Postural Defects.

First Aid and Treatment: First aid - Meaning, definition, Scope, Qualities of a first aider, Basic principles of rendering first aid,  First aid box Contents, First aid for different types of accidents – Sprain, Stain, Contusion, Bleeding,  Dislocation, Fracture, Burns, Electric Shock, Heat Stroke, Drowning and Snake bites - Symptom, Prevention and Treatment.

UNIT-II: Physical Fitness and Assessment

Meaning, Definition, Importance of physical fitness, factors influencing physical fitness, Health related  Components : Strength ,Muscular Endurance , Flexibility, Cardio-Respiratory Endurance and Body Composition, Benefits of physical fitness,  Assessment of physical fitness,  Planning a fitness programme, Common  injuries :Plantar Fasciitis, Achilles tendinitis,  Chondromalacia, Hamstring Strain, Shin splints -Prevention and Treatment.

UNIT-III: Stress Management and Yoga

Weight management -  Definition, Meaning, Factors contributing to weight management, Exercise – Definition, Meaning, Types : Aerobic exercise , Flexibility exercise, Strength exercise -Role of exercise in weight management, Misconception about exercise and weight control: Exercise and appetite, Spot reducing, Weight reduction by sweating, Diet - Balanced diet, Food groups- A guide to menu planning, Role of diet in weight management.

Stress Management: Meaning, Definition, Causes and effects of stress, managing stress - Exercise, Relaxation techniques-Deep breathing, Progressive muscular relaxation.

Yoga - Introduction, Meaning and misconceptions of Yoga; Ashtang Yoga (8 stages of Yoga); Types of Yoga; Importance of Yogasanas, Pranayama and Shudhikriya; Importance of Meditation in school.

PRACTICAL

1.      Assessment of health related physical fitness (H.R.P.F.)

a)      Body composition: Body Mass Index (B.M.I.) and Waist HipRatio (W.H.R.)

b)      Cardio-respiratory endurance

c)      Muscular strength and endurance

d)     Flexibility

2.      Yogasana, Pranayama and Shudhikriya.

References:

·         Aggarwal, J.C. (2013). Health and Physical Education. NewDelhi: Shipra Publications. 

·         Bass, David H. (1996). Your personal fitness trainer. New Delhi: BPB Publications.

·         Charles, P. (1998). A key to stay fit. Delhi: Shanthi Publication.

·         Daryl, Syedentop. (1994). Introduction to physical education, fitness and sports (2nd ed.). London: Mayfield publishing company.

·         Dharmendra prakash Bhatt. (2006). Health Education.  New Delhi:Khel  Sahitya Kendra.

·         Getchell, Bud. (1992). Physical fitness: A Way of Life. America: Macmillian  publishing company.

·         Greenberg, Jerrold S., Dintiman,George., & Oakes Barbee Myers. (1995). Physical fitness and Wellness.

·         Kangane, Sopan.,& Sonawane, Sanjeev. (2007). Physical Education (D. Ed.). Pune: Nirali publication.

·         McCorthy, Aine. (1998). How to lose weight & keep it .Chennai: Joice publishing house.

·         Rajeswari. (1999).Weight Loss Delhi: Pustak Mahal.

·         Reema Kirtani. (2003). Physical fitness for health. New Delhi:  Khel  Sahitya Kendra.

·         Sheokand, Daisy. (2007). Physiology of physical fitness. New Delhi: Sports publication.

·         Singh, Ajmer. (2003). Essentials of physical Education. Ludhiana: Kalyani publishers.

·         Uppal, A.K., & Gautam, G.P. (2004). Physical education and Health. Delhi: Friends Publisher.

·         Vijayalakshmi.(2011). Physical fitness. New Delhi: Khel  Sahitya Kendra.

E-References:

Ø  http://www.webhealthcentre.com/general/first_aid_index.asp

Ø  http://www.livingposture.com/article.php?id=15

Ø  http://www.stress-vacation.com/relaxation.htm

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SEMESTER-II

PCS4:     DISABILITIES AND SPECIAL EDUCATION

                                                                                                                                   

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

Hours: 3/Week

Objectives:  On completion of this course, the student teacher will be able to

1.      define the term classification.

2.      understand the merits and demerits in classification of liability

3.      list the type of disabilities

4.      describe the feature of each disability and its sub groups.

5.      state the procedure of identification

6.      apply formal and informal assessment techniques

UNIT-I: Concept  Disabilities and Classification of Disabilities

Concept and Meaning of: Learning disabilities (LD): Visually impaired (VI), Hearing Impaired (HI), Mentally Retarded (MR), Locomotor, Disabilities, ADD, ADHD.

Classification: Approaches to classification - issues in classification, International classification of disabilities - VI, HI, MR, Loco-motor, LD, ADD, ADHD

UNIT-II: Characteristics and Behavioural Manifestation

Learning disabilities (LD), Visually impaired (VI), Hearing Impaired (HI), Mentally Retarded (MR), Loco-motor Disabilities, ADD, ADHD.

UNIT-III: Special Education, Educational Practices and National Level Bodies, Institutes and Schools for Children with Special Needs

Special schools- Integrated education- Inclusive Education- facilities for children with special needs- role of agencies

National Bodies, Institutes and Schools: NIVH, AYJNIHH, NIOH, NIRTAR, IPH, NIMH- RCI, AISH

References:

·         Ayres, A.J. (1972).  Sensory integration and learning disorders. Los Angles: Psychological Services.

·         Bender, W. N., (1992) Learning Disabilities characteristics identification and teaching strategies. Allyn and Bacon. USA.

·         Bill, R., Gear Heart & Carol J. Gear Heart. (1989). Learning disabilities: Education strategies. U.S.A.: Merril Publishing Co.

·         Bind, G.L., Tinker, M.A, and Wasson, B.B. (1979).  Reading difficulties, their diagnoses and correction (4th Ed). NJ: Prentice Hall. Englewood Cliffs.

·         Bloom, L, and Lahey. (1978). Language development and language disorders. New York: John Wiky and sons.

·         Brown, D. (1982). Reading diagnosis and remediation. NJ: Prentice Hall, Englewood cliffs.

·         Carpenter, T.P, Coburn. T.C, Reys. R.E. & Wilson. J.W. (1975). Results and implications of the NAEP Mathematics Assessment.

·         Fernald, L.G. (1943). Remedial techniques in B  asic School Subjects. New York : McGraw Hill.

·         Hallahan, D.P. & Kauffman, J.M. (1991) Exceptional Children Introduction to special education. Boston: Allyn & Bacon.

·         Lerner, J. (1988). Learning disabilities diagnosis and teaching strategies. USA: Houghton Miffin company.

·         Mercer, C. D. (1992).  Students with learning disabilities. U.S.A: McMillan Publishing.

·         Smith, C.R. (1994). Learning disabilities the interaction of learner task and setting. London: Allyn and Bacon.

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SEMESTER-II

PCS5:     PEACE AND VALUE EDUCATION

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

Hours: 3/Week

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

1.      explain the concept of peace education and the dynamics of transformation of violence into peace

2.      reflects on the nature of conflicts and their resolution

3.      imbibing the knowledge, attitudes and skills needed to achieve and sustain a global culture of peace

4.      evaluating peace education in the present curriculum

5.      comprehending the concept of values and need for value education

6.      identifying the role of education, school, environment and home in the process of value development

7.      recognize  the instructional methodologies for integrating values  in curricular and co-curricular activities

UNIT-I: Peace and Violence

Peace: meaning and concept of peace – Need for peace education – Aims and objectives of Peace Education – Status of Peace Education in the curriculum – Organizations which work of global peace- Conflict and Violence: meaning and concept – Exposure to violence through media – Consequences of violence – Crises and their management – Role of the teacher – How peace Education can help deal with violence – Factors contributing to violence in schools – Measures to control violence in schools – Strategies that can be adopted in school, class room, individuals and long term solutions to control violence

UNIT-II: Global Issues and Peace Movements

Human Rights – Preservation of Ecology – Population control – Economics Exploration – Deprivation – Equitable Economic world order – Gandhiji’s contribution to peace studies – Non-alignment movement – Campaign for nuclear disarmament – Role of world organization in promoting peace.

UNIT-III: Values and Role of Education

Values: meaning and concept of value – Classification of values – Importance sources of values: Culture, religion – spiritual and Indian constitution – Meaning and need for value education – Objectives of value education – Status of value education in the curriculum

Value development: Role of education, school, environment and home in value development – Value orientation: Process of value orientation – strategies for value orientation – Value clarification – Value crisis and role of education. Methods of teaching human values - instructional methodologies – integrating values with curriculum and co-Scholastic activities in promoting value education – Evaluation of human values.

References:

·         Adams, D.(1997). UNESCO and a culture of peace: Promoting a Global Movemetn. Paris : UNESCO

·         Aggarwal J.C. (2005). Teacher and Education in the Emerging Indian Society. New Delhi : Neelkamal Publications

·         Babu Muthuja. (2009). Peace and Value Education. New Delhi : Centrum Press

·         Bhandari. R.S. (2003). Value education. Chandigarh : Abhishek Publications

·         Bhardwaj, Raj. T. (2001). Education of Human Values. New Delhi: A Mittal Publications

·         Buildard, S. (1996). Teaching tolerance – Raising Open Minded: Empahathetical Children. New York: Doubleday

·         Chhaya. S. (2003). Moral Values and education . New Delhi : Sumit enterprises

·         Kaur, Balvinder. (2006). Peace Education : New Trends and Innovations. New Delhi : Deep & Deep Publications Private Limited

·         Lakshmi, S. (1997). Challenges in Indian Education. New Delhi : Sterling Publishers Private Limited

·         Sneha M.J and Pushpanandhan. K. (2002). Value based leadership in education. New Delhi : Anmol Publications

·         Tilman, Diave. (2003). Living Values Activities for Young Adults. New Delhi : Sterling Publishers Private Limited

·         Venkataiah. N. (1998). Value education. New Delhi : APH Publishing Corporation

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