B.Ed., Syllabus - Semester IV

SEMESTER – IV

PES-6:     GENDER AND ISSUES IN 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 key concepts of Gender, gender bias and gender parity.

2.      explain the concept of sex, gender, transgender , gender role development and challenges to gender equity; stereotypes, gender bias;

3.      understand how education can alleviate the gender issues by empowering women.

4.      understand the influence of social institutions (family, caste, class, religion, region,) on gender identity,

5.      understand the role of educational institutions, peers, teachers, curriculum and textbooks, gendered roles, relationships and ideas in textbooks and curricula; in challenging gender inequalities /reinforcing gender parity;

6.      understand the concept of equalization of educational opportunities

7.      justify the awareness of Human Rights Education. 

UNIT-I: Gender Perspectives, Social Structure and Issues

Concept of sex, gender and transgender, Gender related concepts: patriarchy, feminism, equity and equality, sexuality. Emergence of gender specific roles: sociological and psychological perspectives.

Influence of family, caste, religion, culture, region, the media and popular culture (films, advertisements, songs) on gender identity. Gender bias: health and nutrition, education, employment and stereotyping.

Gender bias, gender stereotyping and empowerment – Equality- equality in relation to caste, class, religion, ethnicity, disability and religion.

UNIT-II: Gender and Curriculum Transaction

Gender issues in schools -curriculum and textbooks; sexual abuse, cyber bullying, Gender and the hidden curriculum, Gender, Empowerment: the role of curriculum, textbooks and teachers (gender in text – teachers an agent of change), Contemporary women role models in India: urban and rural, Role of media, family, religion, NGOs and women's action groups in reinforcing gender parity through the popular culture, Millennium Development: Goal: Promoting gender equality and empowerment.

UNIT-III– Equalization of Educational Opportunities and Human Rights Education

Equalization of educational opportunities – Integrated Education of the Disabled – Problem of Special Groups - (Disadvantaged, Deprived and Minorities) - Education for the Talented – Navodhaya Vidyalayas.

Human Rights Education – Inalienable human rights, Universal Declaration of human rights – Indian constitution – Human Rights Education, Need for Creating awareness regarding Human rights – Children /Students rights, Rights to education, Role of Education in Protecting Human Rights. Human Rights commissions.

References:

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

·         Basu, Aparna.(1999). Women‘s Education in India Independence Towards Freedom. London: Oxford University Press.

·         Bhasin,  Kamala. (2002). Understanding gender. New Delhi: Kali for Women.

·         Bhattacharjee, N. (1999). Through the Looking Glass: Gender Socialisation in a Primary School in T.S. Saraswathi (ed.) Culture, Socialisation and Human Development : Theory, Research and Application in India. New Delhi: Sage Publications.

·         Cameron, Deborah. (1990). The Feminist Critique of Language: A Reader. London: Routledge.

·         Chaube S.P. (2005).  Histroy and problems of Indian Education 2005.

·         Chodhuri, Maitreyee.(2004). Feminism in India: Women Unlimited. New Delhi:

·         Delamon,Sara.(2001).Changing Women, Unchanged Men? Sociological Perspectives on  Gender in a Post-Industrial Society. Open University Press.

·         Fox Keller, Evelyn. (1985). Reflections on Gender and Science. New Haven: Yale University Press.

·         Geetha, V. (2002). Gender. Kolkata: Sree Publication.

·         Geetha, V.,&  Patriarchy, S. (2004). Gender Analysis of School Curriculum and Text BooksUNESCO.Islamabad: Primary School Textbooks in Punjab.

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

·         Jane ,Freedman.(2002). Feminism. New Delhi: Viva Books.

·         John Archer., &Barbara.(2002).Sex and Gender(2nd edition)Lloyd. London: Cambridge University Press.

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

·         Lusia,P.B and Moorthy S.K. (1978) Current Trends in Modern Education, Prakash   publishers Brothers.

·         Mazumdar, Vina. (1989). Gender Issues and Educational Development: An Overview from Asia Occasional Paper. NewDelhi: Centre for Women’s Development Studies.

·         Partners for Law and Development. (2004). Cedaw: Restoring Rights to Women. New Delhi: UNIFEM Publication.

·         Prem Sunder.(2009).  Environmental Education, KSK Publishers.

·         Ramachandran, Vimala. (2004). Gender and Social Equity in Education: Hierarchies of Access. New Delhi: Sage Publication.

·         Rao, Anupama. (2003). Gender and Caste. New Delhi: Kali for Women.

·         Sandhan Shodh Kendra.(1996). Gender Samvedanshiltava shiksha. Udaipur: Rajya Sthariya Karyashala.

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SEMESTER – IV

PES7:     KNOWLEDGE AND CURRICULUM

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

Hours: 6/Week

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

1.      recognise the epistemological basis of knowledge;

2.      explain the perspectives of curriculum;

3.      implement the curriculum development and teaching learning process;

4.      recognise various curriculum practices;

5.      explain the innovations in curriculum development;

6.      integrate the knowledge on the basis of evaluating curriculum.

UNIT-I: Knowledge

Epistemology: meaning, philosophical basic of knowledge according to Indian and western Philosophy- Knowledge: meaning, definition, characteristics- Types of Knowledge: philosophical, personal, procedural and propositional- Sources of knowledge Education: situational, conceptual and strategic- Differences between: knowledge and skill, teaching and training, knowledge and information, reason and belief.

UNIT-II: Curriculum Perspective

Curriculum: definition and scope- Historical perspectives of curriculum development- Philosophical, social and cultural forces affecting curriculum- Treatment of knowledge, human growth and development learning as a process- Curriculum and instruction- Course designing- Guidelines- Creating a syllabus- Role of representation and non representation of various social groups in curriculum planning, designing and transaction.

UNIT-III: Curriculum Development and Teaching Learning Process

Stages in the process of curriculum development- Understanding learner needs and characteristics- Determinants of general and specific objectives- Implementing the curriculum- Determinants of curriculum- Understanding of hidden and enacted curriculum- Models of curriculum development: Hilden Taba’s model, content model, process-product model- Core curriculum: activity curriculum, inter-disciplinary curriculum- Strategies for curriculum development- Competencies in curriculum development.

UNIT-IV: Curriculum Practices

Curriculum practice at Elementary, Secondary and Higher secondary levels: stage and subject wise instructional objectives, pedagogical aspects of subjects, instructional aids and materials, evaluation and feedback- Criteria for futuristic curriculum- Developmental trends- Standard based curriculum development- Traditional Education System- Standard based Educational practice.

UNIT-V: Curriculum Designing, Development and Evaluation

Educational goals and trends in curriculum reform- Improving curriculum development process- Curriculum as a way of attaining quality- Constructing the curriculum- Teacher’s role in curriculum innovation- Innovation process. Evaluation of Curriculum- Evaluation of the effectiveness of curriculum- Indicators of effective curriculum construction content: existing pedagogies and instructional approaches, teacher training, text books and instructional materials- Agencies of evaluation: NCTE, NCERT, SCERT,and MHRD.

References:

·         Aggarwal, J.C., & Gupta, S. (2005). Curriculum Development. New Delhi: Shipra Publisher.

·         Balrara,M. (1999). Curriculum Planning for modern schools. New York: Corwin press.

·         Erickson, H.L. (2007). Concept based curriculum and instruction for the thinking classroom.

·         Hassrin,M.(2004).Curriculum planning for elementary education. New Delhi: Anmol Publishers.

·         Kumari. S.,&Srivastava, D.S.(2005). Curriculum and Instruction. New Delhi:Shipra publishers.

·         Panday, M. (2007). Principles of Curriculum Development. New Delhi: Rajat Publishers.

·         Rajput, J.S. (2004). Encyclopedia of Indian Education. New Delhi: NCERT.

·         Satyanarayanan, P.V. (2004). Curriculum Development and management. New Delhi: DPH.

·         Sharma, Promila.(2009). Curriculum Development. New Delhi: A.P.H. Publishing corporation.

·         Sharma, R. (2002). Modern methods of curriculum organization. Jaipur: Book Enclave.

·         Srivaastava, H.S.(2006). Curriculum and methods of teaching. New Delhi: Shipra publishers.

·         Yadav, Y.P.(2006). Fundamentals of curriculum design. New Delhi: ShriSai printographers.

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SEMESTER IV

PES8:     INCLUSIVE EDUCATION

Credits: 3.5 (3L: 0T: 0.5P)

Hours: 4/Week

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

1.      understand and list basic facts on Inclusive Education

2.      identify children with diverse needs

3.      locate the appropriate initiatives taken at the national level towards inclusion.

4.      develop an inclusive curriculum

5.      evaluate teacher preparation programme for Inclusive Education

UNIT-I: Introduction to Inclusive Education

Equity and Educational Policy: Equity- meaning and scope- Educational Policies and recommendations pertaining to Equity, Equal Educational Opportunity, and Inclusiveness – Inclusive Education: Definition – concept and importance of inclusive education – Historical perspectives on education of children with diverse needs – difference between special education, integrated education and inclusive education – advantages of inclusive education.

Children with Diverse Needs: Definition and Characteristics of children (hearing, visual and physically challenged) developmental disabilities (autism, cerebral palsy, learning disability) social and emotional problems, importance of early detection and functional assessment.

UNIT-II: Initiatives taken at National Level towards Inclusion

National level: University Education Commission (1949). The Indian Education Commission (1964-66). Integrated Education for Disabled Children (IEDC, 1974).National Policy on Education 1986 (POA, 1992). Rehabilitation Council of India Act, 1992, The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act 1995, The National Trust for the welfare of persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act 1999, Sarva Shiksha Abhiyan, RMSA, National Curriculum Framework, 2005, IEDSS-2009, RTE-2009, Right to persons with disability Bill 2012/2014.    

UNIT-III: Inclusive Curriculum

Inclusive curriculum – meaning and characteristics – Teaching and learning environment with special reference to inclusive school – Guidelines for adaptation for teaching / practicing science, mathematics, social studies, languages, physical education, yoga, heritage, arts, theatre, drama etc in inclusive settings – Techniques and methods used for adaptation of content, laboratory skills and play material in inclusive classroom.

UNIT-IV: Teacher Preparation and Inclusive Education 

Review existing educational programmes offered in secondary school (general and special education) – Skills and competencies of teachers and teacher educators for secondary education in inclusive settings – N.C.F. 2005 and curriculum for teacher preparation and transaction modes – Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators – Evaluation and follow-up programmes for improvement of teacher preparation programmes in inclusive education.

  

Practicals:

1.      Visits to a special school

2.      Carrying out a case study in opportunity school for slow learners.

3.      Preparation of Three teaching aids for differently abled children.

References:

·         Ainscow,M. (1999) understanding the development of inclusive schools, London: Falmer Press

·         Berry, P. (1976). Language and Communication in the mentally handicapped, University Park Press, Baltiomore.

·         Booth, T., Nes, K., Stromstab, M. (2003). developing inclusive Teacher Education, London: Routledge Falmer.

·         Clough, P. and Corbet, J. (200) Theories of inclusive education – a students’ guide, Paul Chapman Publishing Ltd.

·         Deiner, P. L. (1993). Resources for teaching children with diverse abilities, Harcourt Brace College Publishers.

• Gunter, H (200) “Educational Leadership and diversity” Educational Management, Administration and leadership, special edition: diversity.
• Halsall, R. (Ed.). (1998) Teacher Research and School improvement. Open University Press
• Hegarty, S. and Mithu Alur (2002) Education and Children with special educational needs – segregation to inclusion. New Delhi: Sage Publication India Pvt. Ltd.
• Index of inclusion (2014) NCERT, New Delhi
• Jangira N.K and Mani, M.N.G (1990): Integrated education for visually handicapped, Gurgaon, Old Subjimandi, Academic Press
• Jangira, N.K. and Ahuja, A. (2002): Effective Teacher Training: Cooperative Learning Based Approach: National Publishing house 23 Daryaganj, New Delhi
• Jha. M. (2002) inclusive education for all: schools without walls, Heinemann educational publisher, multivista global ltd, Chennai
• Julka, A (2006). Inclusive children and youth with disabilities in education – a guide for practitioners NCERT, New Delhi

·         Karantha, P. and Rozario, J. (2003). Learning disabilities in India, New Delhi: Sage Publication India Pvt. Ltd.

·         Umadevi.M.R. (2101). Special education: A practical approach to education children with special needs, Neelkamal Publications Pvt, Ltd, New Delhi.

·         University Grants Commission (India) Inclusive and Quality Expansion of Higher Education – XII Five Year Plan, 2012-17

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SEMESTER – IV

PAS1-P4:     PEDAGOGY OF ECONOMICS

Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1.      appreciate the role of Economics teacher;

2.      determine and appreciate curriculum development in Economics;

3.      competently link economic concepts to community life.

 UNIT-I: Teaching Behaviour of Economics Teachers

Dimensions of teaching behaviour- importance of each dimension- qualitative and quantitative assessment of Economics teachers teaching behaviour- student, peer, and supervisor –interpretation of observation. Ways of modifying teachers teaching behaviour- Tools for assessment. 

UNIT-II: Curriculum Development in Economics

Meaning- Principles in curriculum construction- methods of organizing content material – latest trends in curriculum construction in developed countries and developing countries. Curriculum concerned to Higher Secondary school syllabus. Evaluation of curriculum: formative and summative evaluation in curriculum.

UNIT-III: Linkage of Economics with Community Life

Meaning- Constructivism principles- Resources beyond class room walls- Field trips –real youth entrepreneurship- Stock market game- Banks- types of lending- lifelong learning: Meaning – definition- dimensions of lifelong learning- Participation in budgeting- Cost benefit analysis of any economic activity – Organizing economic importance day- earth day- world tourism day-International volunteer day- Contribution of recent Nobel laureates in field of Economics.

UNIT-IV: Exploring Learners

Focusing on Interest, Attitudes, and Motivation of students.Developing listening, and questioning skill among teachers and students. Negotiating with learner’s meaning- initial assessment (Entry behavior)- methods of negotiations- process of negotiating goals and targets- advantages of negotiation. Exit behavior. Grouping students based on ability. Individual difference – meaning, identification of gifted and slow learner.Enrichment and remedial teaching methods for differently able students. Activities to enrich Economics learning – Techniques to tackle individually different students: Assistive learning, supplementary text material, summer programmes, correspondence course.

UNIT-V: Community Resources  and Corporate Social Responsibility

Importance of Community resources - Types of community resources – Inter dependence of School and Community. Business ethics – Fair Trade - Regional imbalances – Unethical trade practices - Sustainable Economic development

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.

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

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

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

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

·         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 – IV

PAS1-P4:     PEDAGOGY OF ENGLISH

                                                 Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1.      implement the required traits for effective classroom management;

2.      acquaint with the qualities of a good English teacher and ways of professional development.

3.      acquire a working knowledge of the grammatical system in English and techniques of  teaching grammar.

4.      understand the syntactic structure of English.

5.      analyse an English text book

6.      get familiarized with different types of composition.

7.      know about the qualities of a good English teacher.

8.      develop study skills and reference skills.

9.      get familiarized with the poetic forms of English.

UNIT-I: Classroom Management

Defining Classroom Management- Teacher as a Effective classroom manager- Managing the learning environment- Managing Instruction- Inappropriate Behaviour and discipline: Responding to persistent misbehavior, serious misbehavior, bullies and bullying- Conflict Resolution- Legal dimensions of classroom management.

UNIT-II: Evaluation

Concept of Test, Measurement and Evaluation- Difference between measurement and evaluation- Types of Evaluation: Formative and Summative- Characteristics of a good test- Types of tests- Types of achievement tests, objective tests and written tests- Construction of a good test- Norm-referenced and criterion-referenced evaluation- Diagnostic Testing-Distinguishing Diagnostic tests from the Achievement tests-Preparation of a Diagnostic test-Remedial Teaching-Organization of Remedial Teaching. External and internal, formal and informal.

UNIT-III: Teaching of Study and Reference Skills

Study skills: SQR3 method of reading- Note taking and Note making- Summarizing and Paraphrasing.

Reference skills: Dictionary skills and Internet search skills- Library skills- Referring to a thesaurus and its advantages- Encyclopedias and its advantages- Bibliography and Annotated Bibliography.

UNIT-IV: Composition                                                               

Letters – Formal, Informal, Semi-Formal-Reports – Instructions – Descriptions-Situational Composition-Précis Writing-Comprehension-Translation-Free Composition, Paragraph Writing, Essay Writing-Poetry Writing-Short Story Writing-Developing News Paper Headlines-Book Reviews.

Teaching of Composition: Types of Composition: Oral and Written: Guided or Controlled Composition and Free composition- Kinds of Composition- Correction of composition work.

UNIT-V: Poetic Forms and Devices.                                  

Figures of Speech-Poetic Elements – Rhythm, Rhyme, Meter and Sound-The lyric and the Ode-The Sonnet and the Elegy-The Epic and Epigrams.

The Ballad-Dramatic Poems-Limericks and Haiku-Allegory, alliteration, Ballad, blank verse, catharsis, chivalric romance-Clische, colloquialism, collocation, connotation-Denouement, dialect, diction, sarcasm, irony, Elegy, epilogue, uphemism, hexameter, hyperbole, Idiom, interjection, juncture, linguistics.

References:

·         Indra, C. T. (1995).  Teaching poetry at the advanced level. Chennai: T.R. Publication.

·         Joyce.,& Weil., (2004). Models of teaching. New Delhi: Prentice Hall of India.

·         Krishnaswamy, N. (1995). Teaching English grammar. Chennai: T.R. Publication.

·         Kohli, A. L. (2006). Techniques of teaching English. New Delhi: Dhanpat Rai publishing company.

·         Mangal, S. k.,& Mangal, S. (2005). Essentials of educational technology and management. Meerut: Loyal Book Depot.

·         Sachdeva, M. S.(2003). A new approach to teaching of English in India. New Delhi: Tandon Publications.

·         Vallabi, J.E. (2012). Teaching of English – II (Special English) Hyderabad : Neelkamal Publications.

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SEMESTER – IV

PAS1-P4:     PEDAGOGY OF MATHEMATICS

Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1.      comprehend the methods of assessing teaching behaviour of mathematics teacher;

2.      understand the School Curriculum;

3.      correlate  mathematics with other subjects.

UNIT-I: Teaching behavior

Dimensions of teaching behaviour- their importance - qualitative and quantitative assessment teaching behaviour - student, peer, and supervisor – interpretation of observation. Methods and mean of modifying teacher’s teaching behaviour- Tools for assessment. 

UNIT-II: Mathematics Curriculum at the School Level

Meaning of curriculum - Principles of curriculum construction in Mathematics – Designing and Development curriculum in Mathematics - Formulation of Objectives, Selection and Organization of Contents or Topics, Choosing Appropriate Learning Experiences, Suggesting Suitable Methods and Techniques for Evaluation - Recommendations of Kothari Commission and National Curriculum Framework for improving mathematics teaching.

UNIT-III: Linkage of Mathematics with Everyday life

Rethinking mathematics-link with everyday life, nature, other subjects and its own branches; mathematics and other subjects- mathematics and astronomy, astrology- mathematics and art- mathematics and music, Vedic mathematics- basic operations.

UNIT-IV: Exploring learners

Focusing on Interest, Attitudes, and Motivation of students.Developing listening, and questioning skill among teachers and students. Negotiating with learner’s meaning- initial assessment (Entry behavior)- methods of negotiations- process of negotiating goals and targets- advantages of negotiation. Exit behavior. Grouping students based on ability: Individual difference – meaning, identification of gifted and slow learner. Enrichment and remedial teaching methods for differently able students. Activities to enrich mathematics learning – Techniques to tackle individually different students: Assistive learning, supplementary text material, summer programmes, correspondence course.

UNIT-V: Teaching and Learning Difficulties

Individual Differences, Language Problem In Learning - Nature of subjects, Examination and grading system - Teaching and Learning styles - Classroom behaviour of Teacher and Learner - Difficulties in Learning Mathematics: Dyscalculia - Mathematics Phobia - Dysgraphia - Mathematics Anxiety - Difficulties in handling mathematical instrument - Causes, Problems and its remedial measures .

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., and 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.

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

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

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

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SEMESTER – IV

PAS1-P4:     PEDAGOGY OF PHYSICAL SCIENCE

Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1.      understand the methods of assessing teaching behaviors of Science teachers;

2.      apply the curricular development in Physical Science;

3.      execute the linkage between Physical Science and everyday life.

UNIT-I: Teaching Behaviour of Physical Science Teachers

Dimensions of teaching behaviour- importance of each dimension- qualitative and quantitative assessment of physical science teachers’ teaching behaviour- student, peer, and supervisor –interpretation of observation. Ways of modifying teacher’s teaching behaviour- Tools for assessment. 

UNIT-II: Curricular Development in Physical Science

Curriculum: Meaning and Definition- Principles of curriculum construction- Criteria for selection of content- Curriculum improvement projects in India- Curriculum improvement projects abroad- CHEM Study, PSSC, CBA.

UNIT-III: Linkage between Physical Science and everyday life

Linkage of School with Community- Organization of Seminars, symposia and workshops in Science, utilizing the resources of the community (Human and Material)- Field trips to places of Science interest: Planetarium, Museum, Space Centers, Industries- Organization of Science Fairs- Improvised Apparatuses.

UNIT-IV: Exploring learner

Focusing on Interest, Attitudes, and Motivation of students.Developing listening, and questioning skill among teachers and students. Negotiating with learner’s meaning- initial assessment (Entry behavior)- methods of negotiations- process of negotiating goals and targets- advantages of negotiation. Exit behavior. Grouping students based on ability. Individual difference – meaning, identification of gifted and slow learner.Enrichment and remedial teaching methods for differently abled students. Activities to enrich physical science learning – Techniques to tackle individually different students: Assistive learning, supplementary text material, summer programmes, correspondence course.

UNIT–V: Teaching and Learning Difficulties

Individual Differences, Language Problem in Learning , problems in providing laboratory equipments to students expectations, Nature of Subjects, Examination and Grading System –Difficulties in establishing a culture of evidence, Teaching and Learning Styles – Classroom behaviour of Teacher and Learner – Importance of Effective Instruction.

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.

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

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SEMESTER – IV

PAS1-P4:     PEDAGOGY OF BIOLOGICAL SCIENCE

Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1.      understand the need for the assessment of teacher behaviour;

2.      gain knowledge about the curricular development in effective  teaching of biological science;

3.      understand the linkage between biological science and everyday life.

UNIT-I: Teaching behaviour of Biological Science teachers

Dimensions of teaching behaviour- importance of each dimension- qualitative and quantitative assessment of biological science teachers’ teaching behaviour- student, peer, supervisor –interpretation of observation. Ways of modifying teachers’ teaching behaviour- Tools for assessment. 

UNIT-II: Curricular development in Biological Science

Introduction -Curriculum in science in particular biology-Principles of planning curriculum-process and construction of curriculum-Trends in curriculum. NCERT Curriculum-BSCS& Nuffield secondary science projects.

UNIT-III: Linkage between Biological Science and Everyday Life

Introduction –Utilization of community resource-Importance of museum, ,Library, Reference books , magazines related  to science; Disease and medicines,  Health and Hygiene. Reel and Real objects, Graphs and Charts, Radio and audio tapes and video tapes and News papers.

Biological Background of Social and Ecological Problems – Over Population, Malnutrition, Common Diseases Communicable and non-communicable – Water Borne, Food Borne, Organic and Metabolic. Pollution – Air, Water, Soil, Noise – Food Adulteration – Prevention and Remedial measures.

UNIT-IV: Exploring learners

Focusing on Interest, Attitudes, and Motivation of students.Developing listening, and questioning skill among teachers and students. Negotiating with learner’s meaning- initial assessment (Entry behavior)- methods of negotiations- process of negotiating goals and targets- advantages of negotiation. Exit behavior. Grouping students based on ability. Individual difference – meaning, identification of gifted and slow learner.Enrichment and remedial teaching methods for differently abled students. Activities to enrich biological  science learning – Techniques to tackle individually different students: Assistive learning, supplementary text material, summer programmes, correspondence course.

UNIT–V: Teaching and Learning Difficulties

Individual differences, Language problem in learning – Nature of subjects, Examination and grading system – Teaching and Learning styles – Classroom behaviour of Teacher and Learner - Interest and Attitude of students towards learning – Difficulties in Learning Biological Science – Slow learners and gifted learners in Biological Science – Remedial and Enrichment programmes.

  

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 – IV

PAS1-P4:     PEDAGOGY OF COMPUTER SCIENCE

Credits: 6  (4L: 1T: 1P)

Hours: 8/Week

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

1.      comprehend ways of assessing teaching behaviors of Computer Science teachers;

2.      acquire knowledge on the curricular development in Computer Science;

3.      gain insight into systems approach.

UNIT-I: Teaching behaviour of computer science teachers

Dimension of teaching behaviour- importance of each dimension- qualitative and quantitative assessment of computer science teachers teaching behaviour- student, peer, supervisor –interpretation of observation. Ways of modifying teachers teaching behaviour- Tools for assessment. 

UNIT-II: Curricular development in computer science

Meaning of the term curriculum – Distinguishing curriculum from syllabus – principles of curriculum in computer science – Development of computer science curriculum – principles or approaches to the organization of computer science curriculum: correlated approach, integrated approach, Topical approach, Concentric or spiral approach, Chronological and sequential approach – Evaluation of the existing computer science curriculum at the secondary stage.

UNIT-III: Systems Approach

Systems: Types of systems- systems approach- steps involved in systems approach- Systems approach to education- instructional systems- systems approach to instructional system.

UNIT-IV: Exploring learners

Focusing on Interest, Attitudes, and Motivation of students.Developing listening, and questioning skill among teachers and students. Negotiating with learner’s meaning- initial assessment (Entry behavior)- methods of negotiations- process of negotiating goals and targets- advantages of negotiation. Exit behavior. Grouping students based on ability. Individual difference – meaning, identification of gifted and slow learner.Enrichment and remedial teaching methods for differently able students. Activities to enrich mathematics learning – Techniques to tackle individually different students: Assistive learning, supplementary text material, summer programmes, correspondence course.

UNIT-V: Teaching and Learning Difficulties

Individual differences, Language problem in learning – Nature of subjects, Examination and grading system – Teaching and Learning styles – Classroom behaviour of Teacher and Learner-Practical difficulties: handling keypad and mouse-Drawbacks of internet – Technophobia – Difficulties in Hardware and Software – Self –Learning – Difficulties in writing programmes.

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., and  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.

·         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.

·         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.

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SEMESTER - IV

PAS1-P4:     Pedagogy of History  

Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1. understand the current trends in curriculum change in history.
2. realize the need for correlation of history with other subjects.
3. understand the theories involved in the selection of history materials.
4. find out the uses of various resources in teaching history.
5. understand the essential qualities required for history teachers.
6. understand the contribution of historians to the development of history at different times.
7. understand Historiography.
8. understand different models teaching.
9. realize the need for history education.

UNIT-I: History Syllabus

The Need for a Syllabus - Content of the syllabus – Local History, National History, World History, Current Events and Contemporary History -  The Places of legends, stories and biographies - The different types of History – Political, Social, Economic and Constitutional - Correlation -Types: Incidental, Systematic, Fusion. Correlating History with - Civics, Geography, Literature

UNIT-II: Theories Influencing Selection of History Content and Organization of Content

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-III: History Education and Local and Global Issues

History and National Integration - History and International Understanding - History and Teaching of Chronology, Contemporary affair and Controversial issues - Individual differences, Language problem in learning - Nature of subjects, Examination and grading system - Teaching and Learning styles - Classroom behavior of Teacher and Learner. Approaches and strategies, Teaching of Current Affairs and Controversial Issues in History: Qualities of History Teacher.

Unit-IV: History Associated with Community Life

Linkage of school with community – organization of seminars, symposiums and workshop in history - Utilizing the resources of the community – Social Groups - Field trips to historical places, Planetarium, museum, space centers, monuments, temples, Industries.

Unit-V: Historiography and Great Teachers of History

Contributions of Historiographers: Herodotus, Cicero, Machiavalli, Roussaeu, Karl Marx, Kalhana, Vincent Smith, R.C.Majumdar,  Krishnaswamy Iyyangar, K.M.Pannikkar, K.A.Nilakanta Sastri, K.K.Pillai.

Great Teachers of History: Gautam Buddha – Mahavira - Thiruvalluvar – Jesus Christ – Mohammad Profit - Maharishi Valmiki -  Veda Vyasa – Chanakya – Aryabhatta - Brahmagupta – Bhavananthi Munivar - Shankaracharya - Swami Vivekananda   - Swami Dayanand Saraswati - Raja Ram Mohan Roy - Mahatma Gandhi – Dr.B.R.Ambedkar – RabindraNath Tagore - Srinivasa Ramanujan. - Dr.Sarvepalli Radhakrishnan – Dr.A.P.J.Abdul Kalam.

References:

·         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. & Green C.W. (1967). Hand Book for History teacher, Methulin & Co Ltd, New York.

·         Ghate, V.D. (1951). Teaching a History, Oxford University Press.

• Jain. J.C. & Kapoor. H.K. (1998). Refresh Course in Teaching History, Kapoor Prakash Brothers, Ludiana.
• Johnson, H. (1942). Teaching of History in Elementary Secondary Schools, Macmillian, New York.

·         Kochhar. S.K. (1989). Teaching of History, Sterling Publishers Pvt Ltd, New Delhi.

• NCERT. (1970). Teaching of History, NECRT, New Delhi.

·         Vajeswari R.A,. (1973). Hand Book for History Teacher, Allied Publishers, New Delhi.

 

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SEMESTER – IV

PAS1-P4:     Pedagogy of Geography

Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1. analyse the impact of nature and climatic change.
2. familiarise the aspects of organizing geography laboratory.
3. differentiate between reference and non-reference books.
4. develop skills in organizing co-curricular activities.
5. plan and conduct quiz programme.
6. analyse the special qualities of a Geography teacher.
7. prepare questions to evaluate a Geography teacher.
8. identify the special problems faced by the Geography teacher in rural areas.
9. describe the techniques of social science reading.
10. list out the global problems in a Geographical perspective.
11. explain the concept of peace and analyse the principles to promote peace.
12. analyse the role of United Nations Organizations in promoting peace.

 

UNIT-I: Geological features of India

Introduction, Boundaries, Natural Resources -  Political geography  - The Northern Mountains - The Peninsular Plateaus - Indo Gangetic Plains - Thar Desert - The Coastal Plains - The Island - Water bodies – Climate – Geology

UNIT-II: Ecological Education and Global Issues: Geographical Aspect

Ecological – meaning – definition – Impact of devastation of nature and climatic changes - Role of Geography teacher in Environmental Education - Environment Movements in India – Silent Valley – Chipko movement – People’s Movement - An understanding of the Geographic problems facing India at present – over population – problems of acid rain – challenge of ozone layer – Global warming - climate change – effects of Global warming on human activity – Indian efforts for controlling climate change. 

UNIT-III: Problems in Teaching Geography in India

Special problems in rural and urban areas – less background experience – lack of attitude and interest – lack of books – lack of equipments – non availability of teaching aids – lack of training – less job opportunities - Geography Room – importance – need for a separate room – Size - Essential Equipments – Maintenance - Geography library – different kinds of books – encyclopedia – periodicals – journals – pamphlets – newspapers – e-journals.

UNIT-IV: Geographical Integration and Global Peace Organisations

Meaning – concept - Basic principles to promote peace - Need for peace education - Global citizenship - Role of peace education – Geographical Boundary: International – National – Regional – Role of United Nations Organization: UNO, UNESCO, UNICEF, WHO and World Peace and Health Organization (WPHO).

Unit-V: Trace the Regional Geography Features

Regional Geography: Introduction, features, traces the geographical boundaries of habitations of respective student teachers, City and Village Map Collections.

 

 

References:

• Amandeep Kaur. (2003). Environmental Education, Tandon Publications, Ludhiana.
• Arora, T.K.L (2007). The Teaching of Geography, Prakash Brothers, New Delhi.
• Dash, B.N. & Radhakrishna Murthy, I. V. (2006). Methods of Social Studies, Neelkamal Publicatins Pvv t Ltd, New Delhi.
• Pathak, R.P. (2012).  Teaching of Social Studies Dorling Kindersely Pvt Ltd.
• Prabha Rao, M. (2008). Teaching of Social Studies, Dominant Publishers and Distributers, New Delhi.
• Radha Mohan. (2011). Teacher Educations, PHI Learning Pvt. Ltd, New Delhi.
• Radha. (2009).  Organizational Behaviour,  Prasanna & Co., Chennai.
• Ruhela, P. (2007). Teaching of Social Sciences, Neelkamal Publications Pvt Ltd, New Delhi..
• Sharma, L.M. (006). Techniques of Teachng, Dhanpat Rai Publishing Company, New Delhi.
• Sharma, R.K. (2007). Teaching of Social Studies, Lotus Press, New Delhi.

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SEMESTER – IV

 PAS1-P4:     PEDAGOGY OF COMMERCE AND ACCOUNTANCY

Credits: 6 (4L: 1T: 1P)

Hours: 8/Week

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

1.      assess the teaching behaviors themselves for effective teaching of commerce;

2.      familiarize with the principles of developing commerce and accountancy curriculum;

3.      familiarize with the different types of community resources and its  utilization of community resources.

UNIT-I: Teaching Behaviour of Commerce and Accountancy Teachers

Dimensions of teaching behaviour- importance of each dimension- qualitative and quantitative assessment of Commerce& Accountancyteachers teaching behaviour- student , peer, supervisor –interpretation of observation. Ways of modifying teachers teaching behaviour- Tools for assessment. 

UNIT-II: Curriculum Development in Commerce and Accountancy

Introduction – Meaning & Definition of Curriculum - The concept of Commerce & Accountancy Curriculum – Curriculum and Syllabus – Curriculum and Education – Principles of curriculum development – Criteria of selection of content and principles of organizing the selected content : Psychological Vs. Logical – Topical Vs. Spiral - Functions served by a Curriculum – Foundations of Curriculum Development – Types of Curriculum – Principles of Developing Curriculum – Different approaches to Curriculum Construction.

UNIT-III: Linkage of Commerce with Community Life

Introduction – Types of Community Resources: Places of Civic Interest, Cultural Interest, Commercial and Economic Interest, Geographical Interest, Historical Interest, Scientific Interest, Government Buildings and Forms of social control – Methods of utilizing Community Resources: (A) Taking the school to the community (B) Bringing the community to the school – Establishing link between school and community – Field Trips, Education at Tours, Market Studies and Surveys.

UNIT-IV: Exploring  Learners

Concept of Individual differences – Nature and type of differences: Inter Vs. Intra individual differences – Factors of Individual differences - Dealing with Individual differences – Areas of Individual differences – Aptitude, Attitude, Intelligence, Interest, Creativity and social characteristics of commerce learners - Identification of gifted and slow learner - Enrichment and remedial methods of teaching -  Exploring Learning Experience:Meaning of Learning Activity and Learning Experience – Types of Learning Experiences – Characteristics of Effective Learning Experience – Sources of Learning Experiences – Emotionalized Learning Experience – Learning Experiences related to different methods of teaching.

UNIT-V: Community Resources  and Corporate Social Responsibility

Importance of Community resources - Types of community resources – Inter dependence of School and Community-Business ethics – Fair Trade - Regional imbalances – Unethical trade practices - Sustainable Economic development

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 – IV

PCS6:    COMMUNICATION SKILLS

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

Hours: 3/Week

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

1.      acquires good pronunciation and fluency of speech.

2.      understands the need for teaching of English as second language.

3.      defines functions of language in the class rooms identify various speech defects in the class room.

4.      understands the concepts of word formation.

Unit-I: Functions of  Language and Lexis

Class-room discourse; nature, meaning and medium-Strategies for using oral language in the class-room- Functions of language in the class-room and outside the class-room - Speech defects- lisping, slurring, stuttering and stammering, and the role of a teacher in its resolution.

Word formation: Affixation, Conversion, Compounding-Clipping–Portmanteau – Onomatopoeia–Loan Words and other minor devices -Patterns of Spelling - Grammar Games-Phrasal Verbs and Prepositional Phrases-Sentence Connectors - Devices for Cohesion and Coherence - Common Idioms and phrases.

Unit -II:  Development of communication skills

 Listening: Sub skills of listening, importance of listening in English, approaches to develop aural–oral skill. Speaking: Sub skills of speaking, importance of speaking skill - Reading:  Sub skills of reading, importance of oral and silent reading in English, Intensive, Extensive reading, Skimming, Scanning, methods of teaching oral reading, ways of developing reading -  Writing: Components of writing, importance and Characteristics of good handwriting, ways of improving handwriting - Tasks for developing communication skills.

Unit-III: Fluency

Using the language laboratory to practice the following: Describing and interpreting pictures, models, tables, maps, etc., -Reading aloud prose passages and Poems -Telling stories and narrating incidents. -Use of conventional formulae (Greeting, apology, invitation, refusal, accepting, thanking, etc.,) -Communication Games-Interviews-Extempore speeches on given topics, just –a- minute (JAM), Debates, Role play and dramatization

References:

·         Allen & Pit Corder (eds.)Edinburgh Course in Applied Linguistics’,Vol.3, (OUP), 1982.

·         Bhatia K, Teaching of English, Tandon Publications, Ludhiana, 2000. 

·         Billows, ‘The Technique of Language Teaching’ (Longman), 1952 .

·         Heaton J.B, ‘Composition through Pictures’ (Longman) 1952.

·         Heaton J.B, ‘Writing English Language Test’, (Longman) 1952.

·         Horsburgh,(1954). How to Use the Blackboard in Teaching English. Orient Longman.

·         Kohli A. L (2002).  Teaching English in the New Millenium, Dhanpetrai Publishing Company, New Delhi.

·         Krishnaswamy,(2000). Modern English, A Book of Grammar, Usage and Composition (Macrillag)

·         Quirk and Greenbaum. (1950). A University Grammar of English (Longman), 1950.

·         Willkins. (1962). Notional Syllabuses, (OUP) 1962.

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SEMESTER – IV

PCS7:     DRAMA AND ART IN EDUCATION

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

Hours: 3/Week

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

1.      integrate Art with Education and become better communicator;

2.      develop creative thinking through different Art forms;

3.      understand that liberal arts help in making better professionals;

4.      understand Art as a medium of education;

5.      understand the role of Art medium of education;

6.      develop student’s ability for perception and reflection;

7.      use Art as an alternative language to experience

8.      communicate concepts in teaching-learning.              

ACTIVITIES

1.      Visit to any center of art (museums, art gallery or institutes of performing art like NCPA) and observe pieces of art/play, Group Discussion can be conducted on the observation highlight up the aesthetics in art.

2.      Write an appreciation essay on the historical movements (sculpture, and agricultures) or any piece of art (music, dance, drama, painting)

3.      Perform a drama or dance or music of local culture.

4.      Prepare  a  project work o ay contemporary thinkers like Rabinranath Tagore, Herbert Read, etc and their contribution to art field.

5.      Prepare a file on different forms of bharatha natyam mudras, bavas,rasas.

6.      Do a different variety of craft work on “origami”.

References:

·         Coomara Swamy, A.K. (1974). Chrisatian and Oriental Philosophy of Art. New Delhi: MunshiramManoharlal.

·         Esner Elliot, W. Educating Artistic Vision. New York: Macmillan Publishers.

·         Herbert Reed. Education through Art. New York: Faber and Faber.

·         Jefferson B. (1960).Teaching Art to children- Continent View Point. Boston: AllynBacon.

·         John Dewey.Art as Experience. New York: Macmillan Publishers.

·         John, B. and Chawla, R. (2007).  Playing for real: Using drama in the classroom. MancmillanPublishers.

·         Rabindranath Tagore .Lectures and Address, New Delhi: Macmillan Publishers.

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SEMESTER-IV

PCS8:     GUIDANCE AND COUNSELLING

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

Hours: 3/Week

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

1.      handle  the subject area ‘guidance and couselling’ for student teachers.

2.      offer educational, vocational, personal guidance and counseling to prospective teachers.

3.      offer basic counseling to needy students.

4.      equip student teachers with the skills to impart guidance to students at secondary and higher secondary level.

5.      develop interest among student teachers to enter into the field of guidance and counseling

6.      take initiative in planning and organizing various guidance services in educational institutions.

7.      recognize the impact of new technology in guidance and counseling

UNIT-I: Introduction to Guidance Programme in Schools

Concept and definition of guidance.Scope and principles of guidance. General, individual and social needs of guidance .Common misconceptions about guidance.Objectives of guidance.Sociological and philosophical bases of guidance. Ethical considerations in guidance . Need for guidance at various levels education. Guidance as an integral part of Education.Integrating guidance with curriculum. School guidance : a team approach of school and community. Planning of guidance programme in schools – steps.Standardized and non‐standardized techniques in guidance. Standardized – intelligence tests, aptitude tests, personality tests, interest inventory, achievement tests.  Non – Standardized – questionnaire, observation, sociometry, rating scale, anecdotal records, cumulative record, case study, interviews.

UNIT-II: Guidance and its Dimensions

Types of guidance: Educational, vocational/career and personal guidance. Nature , need, scope and functions of Educational, vocational/career and personal guidance. How to impart Educational, vocational/career and personal guidance. Individual vs. group guidance : concept, advantages and limitations. Group guidance activities – class talks, career talks, career conferences, career‐ fair, socio drama, psycho drama and role play. Career development: concept, theories – Ginzberg and Super. Career development needs of students. Factors affecting career development.

UNIT–III: Understanding Counselling

Meaning, nature and scope of counseling.Basic principles of counseling.Counseling and related fields: psycho therapy, advice, instruction, guidance etc. Objectives of counseling.  Approaches to Counselling: directive, non‐directive and eclectic Counseling theories : behaviouristic, psycho analytic, humanistic, trait, factor. Individual vs. group counseling: concept, advantages and limitations. Stages of counseling process.  Counseling techniques: Relaxation technique, Assertion training ( social skills training) , Rational Emotive Behaviour Therapy, Systematic Desensitization.           Roles and functions of Personnel involved in the counselling programme: in‐school resources and out of school resources. Skills and qualities of an effective counselor. Specialized areas of counseling: family counseling, career counseling, adolescent counseling, educational counseling, parental counseling, peer counseling. Counseling and Technology: tele counseling, internet counseling. Recent researches in the area of counseling.

References

·         Anastasi Anne (1982). Psychological testing, New York, Mac Millan

·         Bhatnagar, Asha and Gupta, Nirmala (Eds)(1999) Guidance and Counselling A theoretical perspective, (Vol.I:) New Delhi: Vikas.

·         Bhatnagar, Asha and Gupta, Nirmala (Eds)(1999) Guidance and Counselling (Vol.II) A practical approach, New Delhi: Vikas.

·         Borders (1975)Counselling Programmes, London; Sage publications

·         Corel,G.(2000). Theory and Practice of Group Counselling.

·         Devu Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd.

·         Govt. of India, (1986).: National Policy on education. MHRD

·         Govt. of India, (1992). Programme of Action. MHRD

·         George, R.L. and Christiani, T.H.(1990). Counselling theory and practice (3rd edn.). New Jersy: Prentice Hall.

·         Gibson, R.L.(2005). Introduction to Counselling and Guidance (6th edn.)New Delhi: Prentice hall of India.

·         Jones, J.A.(1979). Principles of Guidance, New York:Mc Graw Hill.

·         Kennedy ,E. and Charles, SC.(1997). On becoming a Counsellor: a basic guide for non professional counselors, New York: The Cross road Pub.Co.

·         Kochar, S.K.(1980). Educational and Vocational Guidance in Secondary School. New Delhi: Sterling Pvt. Ltd.

·         Mannuel for Guidance Counsellor,NCERT,New Delhi.

·         Mathewson, R.H.(1962). Guidance, policy and practice.

·         Mohan, S. (1985). Readings for Career Teachers.

·         Mohan, V.(1983). Counselling its concept its, principles and methods, Chandigarh: Common wealth youth programme.

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                                                                     SEMESTER-IV

PCS9 (i):     INTRODUCTION TO EDUCATIONAL RESEARCH

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

Hours: 3/Week

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

1.      describe the meaning, purpose, scope and types of research in education.

2.      explain the characteristics of quantitative, qualitative and mixed research.

3.      conduct a literature search and develop a research proposal

4.      prepare a research proposal on a selected topic

UNIT-I: Introduction to Educational Research

i)        Meaning, purpose and scope of educational research

ii)      Research as a method of science

iii)    Types of educational research: Basic (Pure), Applied, Action and Evaluation research‐ Classification by Time: Cross‐sectional, Longitudinal and Retrospective. Classification based on Data: Historical, Normative or Survey, Experimental and Special Research.

iv)    Research paradigms in education: quantitative, qualitative, mixed

UNIT‐II: Identification and conceptualization of research problem

i)        Sources of research problem; Statement of problem; research questions in qualitative   and quantitative research

ii)      Review of the literature - purpose and sources: primary and secondary ;

iii)    Literature search: Manual, using databases and internet.

iv)    Formulation of Hypotheses: Need, sources and functions; Forms and Types of stating hypotheses; criteria for a good hypothesis, Realization of Objectives and Testing of Hypothesis.

v)      Basic concepts of (a) variables, (b) Techniques and Tools for research, (c)  Sampling

UNIT‐III: Preparation of a research proposal

Framework of the research proposal‐Preparation of research proposal (As a practical work, the student shall   prepare a Model Research proposal on a selected Topic No external evaluation needed)

References

·         Best J.W. (1999). Research in Education, New Delhi: Prentice Hall of India Pvt.Ltd.

·         Borg, W.R. and Gall, M.D. (1983). Educational Research – An Introduction, NewYork: Longman, Inc.

·         Christensen, L. (2007). Experimental Methodology. Boston: Allyn & Bacon.

·         Clive Opie (2004). Doing Educational Research‐A Guide for First timeresearchers. New Delhi: Vistar Publications.

·         Cohen, Lewis and Manion Lawrence (1994) Research Methods in Education New York: Holt Rinchart and Winston Inc.

·         Fraenkel, J.R., Wallen, N.E. (1996). How to Design and Evaluate Research in Education. New York: McGraw Hill.

·         Flick, Uwe (1996): An Introduction to Qualitative Research . London sage publication

·         Kaul, Lokesh (1984). Methodology of Educational Research. New Delhi: Vikas Publications.

·         Kerlinger, F.N. (1986). Foundations of Behavioural Research. Fort Worth, TX: Harcourt Bmce Jovanovich.

·         Kirkapatrick,  D.L.  (2005).  Evaluating  training  Programmes:  The  four  Levels.  San  Francisco: Brrett‐Kochler.

·         Jill Porter & Penny Lacey (2005). Researching Learning Difficulties‐A Guide for Practitioners. Paul Chapman Publishing.

·         Mc  Millan,J.H&  Schumacher,S  (  2010)  Research  in  Education:  Evidence  based  enquiry(7th Ed).New Jersey: Pearson Education. Inc.

·         Pamela Maykut & Richard Morehouse (1994). Beginning Qualitative Research‐A Philosophic and Practical Guide. The Falmer Press London. Washington D.C.

·         Patton. M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks: C.A: Sage.

·         Reason, P. & Bradbury, H. (Eds) (2006). Handbook of action research: Concise paperback edition: Thousand Oaks, CA: Sage.

·         Scott, David & Usher, Robin (1996). Understanding Educational Research. New York: Routledge.

·         Shank, G.D. (2002). Qualitative Research. Columbus, ott: Merill, Prentice Hall.

·         Sharma, Bharti (2004). Methodology of Educational Research. New Delhi: Vohra Publishers and Distributors.

·         Sharma, S.R. (2003). Problems of Educational Research. New Delhi: Anmol Publications Pvt. Ltd.

·         Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: C.A:Sage.

·         Travers, Robert M.W. (1978). An Introduction to Educational research (4th   edition). London: MacMillan.

·         Van Dalen, Debonald, B. and Meyer, William J. (1979)Understanding Educational Research: An Introduction. New York: McGraw Hill.

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SEMESTER-IV

PCS9 (ii):     HUMAN RIGHTS AND DUTIES 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 concept, development and evolution of Human Rights and Duties

2.      appreciate the role of society towards Human Rights and Duties

3.      understand the constitutional provisions, Govt. policies etc. towards Human Rights and Duties

4.      state and understand the different categories of population and their rights

5.      realizes the trends and the importance of internationalizing Human Rights and Duties

UNIT-I: HumanRights andDuties -Concept,Development andEvolution.

(1)   Sociologyof HumanRights: (a) Societyandtheindividual, (b) SocietyandGroups,Socio-economicJustice, (c) SocietyandSocietalCulture, (d)SocietyandtheProcessofSocialization.

(2)   Rights and Duties: Classifications of Rights and duties, Co-relation of rights and duties. Changing dimensionsofhumanrights&duties.

(3)   Values,Dignity,Liberty,Equality,Justice,Unity&Diversity.Inherent,inalienable, universalandindividual.

(4)   SocietyandHumanRights:PromotionandProtection: (a) RoleofNGOs, (b) RoleofMassMedia, (c) RoleofEducational Institutions, (d) RoleofGovernment, (c) HumanRightsEducation, (d) SocialMovements

UNIT-II:HumanRightsandDuties inIndia:ConstitutionalFramework

(1)   Basic FeaturesoftheConstitutionofIndia: FundamentalRights,DirectivePrincipalofState Policy,FundamentalDuties - Protection&enforcementofhumanrightsandduties: (a)PoliceandHumanRights,JudiciaryandHumanRights, (b)National and State Human Rights Commission &other grievance redressal mechanism.

(2)   EmergingTrends:(a)HumanRightsandTerrorism, (b)HumanRightsandEnvironment. (c)HumanRightsandGlobalization.

UNIT-III:HumanRights ofSpecialCategoryandMarginalGroups

(1)   Rights of different categories of population: (a)RightsoftheWomen, (b)RightsoftheChildren, (c)RightsoftheDalit andTribes, (d) RightsofMinorities, (e)RightsofOldandDisabled, (d) Rights  of  unorganized  Labour  & DisplacedPersons.

(2)   Importance of internalizing human rights and duties:Urgent need for not only sensitizing othersofhumanrightsandduties,butofpracticingoneselfthosevalues:self-inculcationandendeavortoliveuptothoseideals -Dutytorespectother’srights, respect eachother’shumandignity.

Suggested Readings:

·         Basu,DurgaDas. (1994).HumanRightsinConstitutionallaw.NewDelhi:PrenticeHall.

·         Baxi,Upendra. (2002).Futureof HumanRights.

·         Bueren,GeraldineVan. (1995). InternationalLawonthe RightsoftheChild.

·         Caney,SimonandJones,Peter(eds.). (2001).HumanRightsandGlobalDiversity.

·         Freeman,Michael. (2002).HumanRights:An InterdisciplinaryApproach.

·         Gogia,S.P. (2000).Law relatingtoHumanRights.

·         Gupta D.N. and Singh, Chandrachur. (2001).Human Rightsand Freedom of Conscience: Some suggestionsforitsDevelopmentandApplication.

·         Iyer,Venkat (ed.). (2000). Democracy,HumanRightsand the Ruleof Law: EssayesinHonourof Nani Palkivala.

·         Jhunjhunwala,Bharat(ed.). (2002).GovernanceandHumanRights.

·         Nirmal,ChiranjiviJ.(ed.). (2002).HumanRightsinIndia:Historical,SocialandPoliticalPerspective.

·         Paul,R.C. (2000).SituationofHumanRightsinIndia.

·         Peter,S.E. (1994).  HumanRights:PerspectiveandChallenges. NewDelhi: LancersBooks.

·         Rai,Rahul. (2002).MonitoringInternationalHumanRights.

·         Rao,D.Bhaskar(ed.). (2003).HumanRightsandtheConstitution:VisionandtheReality.

·         Saksena,K.P.(ed.),HumanRightsandtheConstitution:VisionandtheReality(2003)

·         Sen,Sankar. (2002).HumanRightsandLawEnforcement.

·         Sinha,ManojKumar. (1999). ImplementationofBasicHumanRights.

·         Sreekumar,R. (2003).HandbookforPrisonVisitors:Checking,CorrectingandPreventinginPrisons.

Other PrimarySources:

·         ILO,ComparativeAnalysisofthe InternationalcovenantsofonHumanRightsand International

·         ILO,Recommendations bytheILOoftheWorldConferenceonHumanRights:ADescriptionofILO ActiononHumanRights,UNDoc.A/CONF.57/PC16/Add3.

·         ILO. (1968). TheILOandHumanRights:ReportoftheDirector-General(PartI), Geneva:International LabourOffice.

·         ILO. (1974).MigrantWorkers. Geneva:InternationalLabourOffice.

·         LabourConventionsandRecommendations. (1969).OfficialBulletin(General),Vol.52,No.2,pp.181-216.

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SEMESTER-IV

PCS9 (iii):     CURRICULUM DEVELOPMENT

                                                                                                                                   

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 curriculum and to identify the components of curriculum

2.      describe the various principles of curriculum development and analyse various approaches to curriculum development

3.      describe various guiding principles for selection and organisation of learning experiences.

4.      discuss various issues in curriculum development

5.      define meaning of curriculum transaction and to describe various methods/media for transaction.

6.      define process of curriculum evaluation and to explain various tools used in curriculum evaluation

7.      describe issues in curriculum evaluation

UNIT‐I : Nature, Principles and Determinants of Curriculum

Meaning and concept of curriculum; Curriculum as a body of organized knowledge, inert and live curriculum.‐ Components of Curriculum: Objectives, content, transaction mode and evaluation ‐ Philosophical and ideological basis of curriculum ‐ Principles of integration ‐ Theories of curriculum development‐Curriculum as a Product ‐ (Franklin Bobbitt and Ralf .W.Tyler‐1928&1949) ‐ Curriculum as a Process( Robin Barrow‐1984), Stenhouse Model Theory (Stenhouse-1975), Curriculum as a Praxis (Grundy‐1987) Preservation of Culture Relevance, flexibility, quality, contexuality and plurality - Determinants of Curriculum

UNIT – II : Approaches, types and Models of  Curriculum Development

Subject centred curriculum, Learner centred,  Community centred.Curriculum.   Frameworks of School Education and Teacher Education.  Humanistic Curriculum: characteristics, purpose, role of the teacher, psychological basis of humacnistic curriculum.  Social reconstructionist curriculum: characteristics, purpose, role of the teacher in reconstructionist curriculum.  Models of Curriculum: Tylers‐1949 model, Hilda Taba 1962 model, Nicholls and Nicholls‐1972 model,  Willes and Bondi‐1989 model,  Need assessment model Futuristic model, Vocational/ Training model (With special reference to analycsis of needs, selection of objectives, selection and organisation of content/learning experiences and evaluation).

UNIT - III: Selection and Organisation of learning experiences & Curriculum Evaluation

Principles and criteria for developing learning experiences, Points to be considered while selecting learning experiences, Designing integrated and interdisciplinary learning experiences. Integration of learning experience related to work experience, sensitivity to gender parity, peace oriented values, health and needs of children with disabilities, arts and India’s heritage of crafts, Infusion of environment related knowledge and concerns in all subjects and levels. Learning to draw upon resources other than text books including local history and geography.  Curriculum Evaluation: meaning, need and importance.  Models of curriculum evaluation.

Essential Readings

·         NCERT (1984). Curriculum and Evaluation, NCERT, New Delhi.

·         NCERT (2006): Systematic reforms for Curriculum change. New Delhi.

·         Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.

·         NCTE (2009) National Curriculum Framework for Teacher Education.

·         NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.

·         NCERT (2005). National Curriculum Framework‐2005, NCERT, Sri Aurobindo Marg, New Delhi.

·         Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication

References

·         Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi. Book Enclave.

·         Aggarwal, J.C (1990). Curriculum Reform in India‐ World overviews, Doaba World Education Series‐3 Delhi, Doaba House, Book seller and Publisher.

·         Arora, G.L. (1984): Reflections on Curriculum. NCERT.

·         CIET (2006) The Process of Making National Curriculum Framework‐2005: A Video documentary both in Hindi and English, CIET, NCERT, New Delhi.

·         CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with Sh. Rohit Dhankar, Chairperson of the National Focus Group set up under NCF‐2005 Process, CIET, NCERT, New Delhi.

·         Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.

·         Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey‐Bass Inc. Publication.

·         Doll Ronald C. (1986) Curriculum Improvement: Decision Making Process, London, Allyon and Bacon Inc.

·         Erickson, H.L (2002) Concept Based Curriculum and Instruction: Teaching beyond the facts

·         Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College Press.

·         McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and Action Research. Routledge. U.K.

·         NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.

·         NCERT (2005). National Curriculum Framework‐2005, NCERT, Sri Aurobindo Marg, New Delhi.

·         Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.

·         Reddy, B. (2007): Principles of curriculum planning and development.

·         Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich Inc.

·         Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich Inc.

·         UNESCO (1981) Curriculum and Life Long Education, UNESCO, Paris.

·         Verduin J.R. (1967) Cooperative Curriculum Improvement, Prentice Hall Audio‐Video CDs.

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SEMESTER – IV

PCS9 (iv):     UNDERSTANDING THE SELF

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

Hours: 3/Week

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

1.      know thyself through self analysis;

2.      change their negative thoughts into positive thoughts;

3.      identify and manage emotions;

4.      plan and manage time effectively;

5.      gain the knowledge of the dreams and aspirations.

ACTIVITY    : Self-Awareness and self Motivation

Exercise          :  Know Thyself through SWOT Analysis

ACTIVITY    : Power of Positive thinking

Exercise          :  Exercises of Positive thinking

ACTIVITY    : Emotional Intelligence

Exercise          : Identifying and categorizing emotions

ACTIVITY    : Time Management

Exercise          :  Strategy for using time effectively

ACTIVITY    : Towards Empowerment

Exercise           :  My Dreams and Aspirations

References:

·         Bose, (Ed.). (2012).Critical Thinking, Academic Writing and Presentation Skills. New Delhi: Oxford University Press.

·         Dudley, G.A. (2004). Double Your Learning Power : Delhi:Konark Press. Thomas Publishing Group Ltd.

·         Grellet, Francoise.(2007).Developing Reading skills. Cambridge: Cambridge University Press.

·         Hedge, Tricia. (1998).Writing. Delhi: Oxford University Press.

·         Hurlock, E.B. (2006). Personality Development. 28^th reprint. New Delhi : Tata McGraw Hill.

·         John Seely, (2004).The Oxford guide to Writing and speaking. New Delhi: Oxford University Press.

·         Mile, D.J.(2004). Power of Positive Thinking.Delhi : Rohan Book Company.

·         Pravesh Kumar, (2005). All about Self-motivation. New Delhi : Good will Publishing House.

·         Raman, Meenakshi., and Sharma, Sangeeta. (2011).Communication skills. New Delhi: Oxford University Press.

·         Swaminthan, V.D., and Kaliappan , K.V. (2001). Psychology for Effective Living. Chennai. The Madras  Psychology Society.

·         http://alturl.com/4nayz

·         http://alturl.com/hgyy8

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SEMESTER-IV

PCS9 (v):     MANAGEMENT OF LEARNING DISABILITIES

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

Hours: 3/Week

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

1.      develop appropriate strategy and about technique to manage learning disabilities

2.      develop adequate skill in applying the management techniques for various learning disabilities.

UNIT-I: Language Problems of Student with LD

Auditory processing problems, linguistics processing problem, cognitive processing problem, language production deficiencies, speech and oral language problems.

UNIT-II: Dyslexia and Dysgraphia

Dyslexia: Reading problem, reading habits, development of reading readiness, activity based curriculum, remedial strategies.

Dysgraphia: Writing characteristics, stages of writing, writing disorders, common errors, remedial strategies.

UNIT-III: Spelling Disabilities and Dyscalculia

Spelling: difficulties of LD students, methods of teaching spelling, remedial approach.

Dyscalculia: Math Behaviour, common difficulties faced by LD students Math interventions, leaning activities, math games.

References:

·         Alberto, P.A., & Troutman A.C. (1990). Applied Behaviour analysis for teacher. Ohio: Merrill publishing Co.

·         Bandura A (1979) Social learning theory. NJ: Prentice Hall. Englewood cliffs.

·         Barki B.G, and Mukhopadhyaya B. (1989). Guidance and Counselling, Sterling Publishers (P). Ltd. New Delhi.

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

·         Dave. I. (1983). The Basic essentials of counselling, New Delhi: Sterling Publishers. (P). Ltd.

·         Desai A.N. (1990). Helping the handicapped. New Delhi:, Asia Publishing House.

·         Kirks. S,& Chakfant. J. (1984). Academic and developmental learning disabilities. Denver love.

·         Krishna Kumar. (1986), The child’s language and teacher. A. Hand Book.

·         Lindsay. G. (Ed). (1984). Screening for children with special needs. London: Groom Helm.

·         Mykalbust. H.R. (1971). Progress in learning disabilities vol.2. New York: Grace and Stratton.

·         Silver, A.A. & Hagin, R.A. (2002)> Disorders of learning in child hood. Canada: John Willy and sons.

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

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