(NAAC Accredited 'A' Grade University) Lokmanya Tilak ... · 31. Ms. Indubala Acharya Assistant Professor 32. Ms. Kiran Paliwal 33. Dr. Mulchand Meena 34. Dr. Laxman Lal Rebari 35

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Dabok, Udaipur - 313022Tel. : 0294-2655327

Email : [email protected]

Faculty of EducationBachelor of Education(Child Development)

Faculty of EducationBachelor of Education(Child Development)

JANARDAN RAI NAGAR RAJASTHAN VIDYAPEETH (DEEMED-TO-BE) UNIVERSITY UDAIPUR

(NAAC Accredited 'A' Grade University)

Lokmanya Tilak Teacher's Traning College (CTE)



Lokmanya Tilak Teacher's Traning College (CTE)

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As per the Guidelines of NCTE Curriculum Framework - 2014

Curriculum for Two Year

Bachelor of Education

Lokmanya Tilak Teachers Training College (CTE)Dabok, Udaipur - 313022 Tel. : (0294) 2655327

(Child - Development)



Name Designation Institution

1. Dr. Shashi Chittora Principal L.M.T.T., Udaipur

2. Prof. P.C. Doshi Professor

3. Dr. Saroj Garg Associate Prof. L.M.T.T. , Udaipur

4. Dr. Devendra Ameta Associate Prof. L.M.T.T., Udaipur

5. Dr. Rachna Rathore Assistant Prof. L.M.T.T. , Udaipur

6. Dr. Ami Rathore Assistant Prof. L.M.T.T. , Udaipur

7. Dr. Sunita Murdia Assistant Prof. L.M.T.T. , Udaipur

L.M.T.T., Udaipur

List of Contributors - Advisory Committee

1. Dr. Harish Kumar Tyagi, Reader AIE, Amity University, Noida.

Mail : [email protected]

2. Dr. G.N. Tiwari, Reader, AIE, Amity University, Noida. Mail :

[email protected]

3. Dr. Shruti Kant Pandey, Assistant Professor, Lal Bahadur

Shastri Sanskrit Vidya Peeth, New Delhi.

Mail : [email protected]

4. Dr. Arshad Ikram Ahmad, Associate Professor, Department of

Foundations of Education, Jamia Milia Islamia, New Delhi. Phone :

098714 60566

Core Contributors

1. Dr. Premlata Gandhi Assistant Professor

2. Dr. Balidan Jain Assistant Professor

3. Dr. Bhura Lal Shrimali Assistant Professor

4. Dr. Vrinda Sharma Instructor

5. Dr. Anita Kothari Assistant Professor

6. Dr. Shahid Hussain Qureshi Assistant Professor

7. Mr. Amit Baheti Instructor

8. Dr. Sarita Menaria Assistant Professor

9. Dr. Aparna Shrivastav Assistant Professor

10. Dr. Harish Menaria Assistant Professor

11. Dr. Harish Chandra Choubisa Assistant Professor

12. Dr. Amit Kumar Dave Assistant Professor

13. Dr. Punit Pandya Assistant Professor

14. Mr. Himmat Singh Chundawat Assistant Professor

15. Dr. Renu Hingar Assistant Professor

16. Mr. Dipesh Bhatt Assistant Professor

17. Ms. Mamta Kumawat Assistant Professor

18. Dr. Lalit Shrimali Assistant Professor

19. Ms. Santosh Lamba Physical Instructor

20. Mr. Rohit Kumawat Yoga Instructor

21. Mr. Mahendra Kumar Verma Music Instructor

22. Mr. Tilkesh Ameta Lecturer

23. Mr. Pallav Pandey Lecturer

24. Ms. Roma Bhansali Lecturer

25. Dr. Gunbala Ameta Assistant Professor

26. Ms. Bhavya Hingar Assistant Professor

27. Mr. Minesh Bhatt Assistant Professor

28. Dr. Anjali Dashora Assistant Professor

29. Mr. Subhash Purohit Assistant Professor

30. Dr. Sudha Shrimali Assistant Professor

CONTRIBUTORS

Syllabus B.Ed (Child Development)02 03Syllabus B.Ed (Child Development)

31. Ms. Indubala Acharya Assistant Professor

32. Ms. Kiran Paliwal

33. Dr. Mulchand Meena

34. Dr. Laxman Lal Rebari

35. Mr. Geesaram Lodha

36. Mr. Sunil Kumar Jain

Assistant Professor

Assistant Professor

Assistant Professor

Assistant Professor

Assistant Professor

37. Dr. Rajni Dhabai Assistant Professor

38. Smt. Hemlata Jain Assistant Professor

39. Smt. Rekha Dadheech Assistant Professor

40. Smt Pramila Purbia Assistant Professor

41. Sh. Laxman Rebari Assistant Professor

42. Dr. Kapliesh Tiwari Assistant Professor

43. Smt. Neeti Paliwal Assistant Professor

44. Smt. Neelam Tiwari Assistant Professor

CONTRIBUTORS

Syllabus B.Ed (Child Development)04

OBJECTIVES :

The main objective of this programme is to prepare teachers for Pre + +

Primary (3 to 5 ), Primary (Classes I -V), Upper Primary (Classes VI-

VIII), Secondary (Classes IX-X) & Senior Secondary (Classes XI-XII)

schools.

The B.Ed. (Child Development) programme enables student teacher to -

DAcquire competence to teach subjects of his/her specialization on the

basis of accepted principles of learning and teaching in the context of

NCF 2005 and NCFTE 2009.

DDevelop skills, understanding, interests and attitude which enable

him/her to foster all-round growth and development of the children

under his/her care.

DDevelop skills in identifying, selecting, innovating and organizing

learning experiences for teaching the required subjects.

DDevelop understanding of psychological principles of 'growth and

development', 'individual differences and similarities' and 'cognitive

and affective learning'.

DDevelop skills in guiding and counselling the children in solving their

personal as well as academic problems.

DUnderstand the role of the home, the peer group and the community in

shaping the personality of the child and help to develop an amicable

home-school relationship for mutual benefit.

DUnderstand the role of school and community in changing society.

DContribute to fill up the gap between theory and practice by

dovetailing both appropriately.

DAcquire interactive processes of group reflection, critical thinking

and concept formation.

DUnderstand the nature, purpose, influencing factors and problems of

RULES AND GUIDELINESB.Ed. (Child Development) Programme

Syllabus B.Ed (Child Development) 05

(b) Working Days : There shall be at least Two Hundred Working Days

each year excluding of the period of examination. Institution shall

work for a minimum of Thirty six hours a week, during which

physical presence in the institution of all the teachers and student

teachers is necessary to ensure their availability for advice, guidance,

dialogue and consultation as and when needed.

EDU. R-3 : ATTENDANCE :

(a) The minimum attendance of student teachers shall have to be 80% for

all theory and supervised learning classes, and 90% for school

internship.

(b) It is mandatory for every student to keep 80% of attendance in the

college. Principal may condone the attendance of any student not

more than 10% of total attendance to be kept by the student for a

genuine and valid reason. In case of serious illness or under

extraordinary circumstances, on recommendation of the principal,

the executive coiuncil shall decide to condone the required

attendance of any student. Further provided that, any student

participating in sports/cultural activities to represent the college/the

university at university/district/state/national level the principal shall

condone these days as attendance for want of completion of the

required attendance by the institute.

EDU. R-4 : SCHOOL INTERNSHIP

(a) The student teachers will be actually placed in a school for a duration

of four and sixteen weeks, in first and second year respectively.

(b) Student teachers will function in liaison with the regular teachers in

the school in all day-to-day functioning along with teaching learning.

(c) In first YEAR Pre-internship will be held for two weeks in,

orientation of subject specific skills, Pre-view of text-books and

development of teaching learning material will be done.

(d) In Internship Programme will be held for four weeks . In whiich

lessons will be delivered at pre primary and primary level, through

different teaching methods.

(e) In second year students teacher will go for 'school placement' of

various levels of education in the context of diverse

socio-cultural-political & multilingual Indian society and resolve them.

DPlan and organize classroom instruction through learner centered

techniques for inclusive education.

DConduct pedagogical content analysis in subject areas and use it for

facilitating learning in the classroom.

DEffective utilization of Information Communication Technology

resources, online as well as offline for day-to-day classroom teaching,

remedial instruction and providing challenging learning to the gifted.

DDevelop critical understanding of ICT in Education.

DDevelop professional commitment and work as responsible

professional.

DCultivate reflective teaching practices and interface with societal

resources.

EDU. R-1 : ADMISSION

(a) Eligibility : Candidates with at least 50% Marks either in Bachelor

Degree and/or in Master Degree in Science/Social

Sciences/Humanities, or any other qualification equivalent thereto,

are eligible for admission to the programme.

(b) Eligibility criteria for admission to B.Ed. (Child Development)

programme in Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed)

University, Udaipur will be according to the qualifications and norms

laid down by NCTE/UGC/ Government of Rajasthan from time to

time.

(c) Reservation : Reservation of seats for SC/ST/OBC and Handicapped

will be as per existing Rajasthan Govt.

(d) Procedure : Admission shall be made on the basis of entrance

examination (PBCDT).

(a) Duration : The B.Ed. Programme shall be of a

duration of Two Academic Years, which can be completed in a

maximum of Three Years from the date of the admission to the

programme.

(Child Development)

Syllabus B.Ed (Child Development)06 Syllabus B.Ed (Child Development) 07

sixteen weeks. It is desirable that student teacher be provided

internship in both upper-primary and secondary/higher secondary

B.Ed. Child Development 2 Years Course

(Course Structure)

First Year

Co. Course Title Course MarksNo. Type

I. Childhood & Growing up CC 100

II. Contemporary India & Education CC 100

III. Language Across the Curriculum CC 100

IV. Understanding Disciplines & Subject CC 100

at Pre-Primary & Primary Level

V. Critical Understanding of ICT CC 100

VI. Reading & Reflecting on Text PRA 50

VII. Art & Drama PRA 50

VIII. Pedagogy of School Subject - I SEC 100

Teaching of Hindi, English, Sanskrit, General Science,

Mathematics, Commerce and Social Science

IX. Pre Internship CC 25

X. Internship at Pre-Primary Level CC 75

XI Internship at Primary Level CC 75

XII. Cultural & Literary PRA 25

XIII. Extension & Out Reach PRA 50

XIV. Meditation, Yoga and Sports PRA 25

XV. Working with Community PRA 25

TOTAL 1000



(Course Structure)

Second Year

Co. Course Title Course Marks

No. Type

1. Learning & Teaching CC 100

2. Gender, School & Society CC 100

3. Knowledge & Curriculum CC 100

4. Assessment for Learning CC 100

5. Creating an Inclusive School CC 100

6. Understanding the Self PRA 50

7. Optional Course CC 100

i. Guidance and Counseling in School

ii. Peace Education

iii. Health and Physical Education

iv. Environment Education

8. Pedagogy of School Subject II CC 100

Teaching of English, Hindi, Sanskrit,

History, Civics, Geography, Economics

Physics, Biology, Chemistary,

Home Science, Book Keeping & Accounting

9. Internship II CC 250

TOTAL 1000


11Syllabus B.Ed (Child Development)

I Year Evaluation Scheme

Co.

No.

I

Course

TitleCourse

Type

Evaluation

Total - 100 MarksExtranal - 75 Internal - 25

Childhood & Growing up

Sessional Preuniversity test

10

Attendance

10 05

CC

II Total - 100 MarksExtranal - 75 Internal - 25

Contemporary India &

Education Sessional Preuniversity test

10

Attendance

10 05

CC

III Total - 100 MarksExtranal - 75 Internal - 25

Language across the

curriculum Sessional Preuniversity test

10

Attendance

10 05

CC

IV Total - 100 MarksExtranal - 75 Internal - 25

Understanding disciplines &

Subject at pre-primary &

primary levelSessional Preuniversity test

10

Attendance

10 05

CC

V Total - 100 MarksExtranal - 75 Internal - 25

Critical Understanding of

ICT Sessional Preuniversity test

10

Attendance

10 05

CC

VI Total - 50 MarksExtranal - 30 Internal - 20

Reading & Reflecting on

Text Report Presentation

10

Attendance

05 05

PRA

VII Total - 50 MarksExtranal - 30 Internal - 20

Art And Drama

Report Presentation

10

Attendance

05 05

PRA

VIII Total - 100 MarksExtranal - 75 Internal - 25

Pedagogy of School

Sub - I Sessional Preuniversity test

10

Attendance

10 05

SEC

IX Total - 25 MarksPre - Internship PRASkill Development,

NCTE Practicums,

Review of Text Book

TLM Prepration


Syllabus B.Ed (Child Development)

Co.

No.

X

Course

TitleCourse

Type

Evaluation

Total - 75 MarksExtranal - 50 (Practical)Internal - 25 (Practical)

Internship at Pre-Primary

Level

PRA

XI Internship at Primary Level

(4 Weeks)

PRA

XII Total - 25 MarksCultural and literary

activities Leadership Participation

10

Attendance

10 05

PRA

XIII Meditation, yoga and Sports PRA

XIV Total - 25 Marks (Internal )Extension and out reach

Programme Survey ReportWriting

10

Attendance

05

PRA

XV Working with Community PRA



Participation

05 05

Total - 25 Marks (Internal )

Report Writing Attendance

05

Participation

10 10

B.Ed. Child Development 2 Years Course (Annual Wise Structure)


II Year Evaluation Scheme

Co.

No.

I

Course

TitleCourse

Type

Evaluation


Learning & Teaching


10

Attendance

10 05

CC

II Total - 100 MarksExtranal - 75 Internal - 25

Gender, School & Society


10

Attendance

10 05

CC

III Total - 100 MarksExtranal - 75 Internal - 25

Knowledge & Curriculum


10

Attendance

10 05

CC

IV Total - 100 MarksExtranal - 75 Internal - 25

Assessment of Learning


10

Attendance

10 05

CC

V Total - 100 MarksExtranal - 75 Internal - 25

Creating an Inclusive

School Sessional Preuniversity test

10

Attendance

10 05

CC

VI Total - 50 MarksExtranal - 30 Internal - 20

Understanding the Self PRA

VII Optional Course CC

VIII Total - 100 MarksExtranal - 75 Internal - 25

Pedagogy of School

Subject II Sessional Preuniversity test

10

Attendance

10 05

SEC

IXTotal - 250 Marks

Internship - II

(14 Weeks)

CC



10

Attendance

10 05

12

Dairy Criticism

5 10 +10

Dairy Certificate & Teaching Grade

15 10

Report Writing Attendance

05

Participation

05 10

Dairy Certificate &Teaching Gread

60

Other Records

30 60

DL, UPAT, OBS

Extranal - 100 (Practical Final Lesson)Internal - 150

3.1 Dimensions of Differences in Psychological Attributes - Cognitive

abilities, Interest, Apptitute, Creativity, Personality and Values.

3.2 Role of Teacher in Creating Facilitative Learning Environment.

UNIT-IV : SOCIAL & ECONOMICAL DIMENSIONS OF

CHILDHOOD AND GROWING-UP

4.1 Effect of Family, School, Neighbourhood and Community on Social

and Economical Dimensions of Children.

4.2 Constitutional Provisions for Children and Growing-up.

4.3 Role and Effect of Media on Development of Children.

UNIT-V : CULTURAL DIMENSIONS OF CHILDHOOD AND

GROWING-UP

5.1 Meaning and Importance of Multicultural Education.

5.2 Education as Instrument for Conservation and Development of

Culture.

5.3 Nurturing Values of Culture.

5.4 Cultural crises in modern era and role of education.

ASSIGNMENTS (ANY ONE) :

1. Prepare Power Point Presentation of biography of any two (Indian

and Western) Educationist.

2. Case study of different socio-culture background children.

3. Observation of behaviour of five children during play and prepare a

report.

4. Suggest any two approaches of teaching special children and present

the report.

5. Study of learners interpersonal relationship in inclusive classroom.

REFERENCE BOOKS :

1. Mavis Hethering Ton E. (1986) : McGraw Hill Book Company,

New York.

OBJECTIVES

1. To acquaint students with the concept and characteristics of child and

adolescent.

2. To understand the contribution of Indian and Western Philosophers.

3. To acquaint the students with dimensions of differences in

Psychological attributes.

4. To understand the role of teacher in creating learning environment.

5. To acquaint the students social and economic dimensions of

childhood and adolescent.

6. To understand the role of Media.

7. To understand various cultural dimensions of childhood and

Growing-up.

UNIT-I : INFANTS AND CHILDHOOD

1.1 Concept and characteristics - Infant, Childhood and Adolescent.

1.2 Principles and Stages of Development.

1.3 Physical, Social, Emotional, Moral & Language Development and

their inter-relationship.

1.4 Factors affecting Development.

UNIT-II : PHILOSOPHICAL DIMENSIONS OF CHILDHOOD AND

GROWING-UP

2.1 Contribution of Tagore, Gijubhai, Gandhiji, Montessori,(with

reference to childhood and adolescent).

2.2 Concept, Nature and Types of Education - Philosophical aims of

education in context of globalization.

UNIT-III : PSYCHOLOGICAL DIMENSIONS OF CHILDHOOD &

GROWING-UP

COURSE - I

CHILDHOOD AND GROWING UP


2. Hurlock Elizabeth B. (1978) : Child Psychology. McGraw Hill

International Editions.

3. Cole Luella & Hall Irma Nalson (1970) : Psychology of

Adolescence. Holt, Rinehart and Winston Inc., New York.

4. Bee-Helen (1989) : The Developing Child. Harper Collins

Publishers.

5. Boring Edwin Garrigues, Langfeld, Weld Harry Porter (1963) :

Foundations of Psychology. Asia Publishing House, Bombay.

6. Ambron Sueann Robinsoned. (1981) : Holt, Rinehart and Winston,

New York.

7. Mukalet Joseph C. (2003) : Gandhian Education. Discovery

Publishing House, New Delhi.

OBJECTIVES

1. To understand the concept, need and importance of pre-primary and

primary education.

2. To describe the various agencies of education.

3. To explain the mutual relation and responsibilities of child and

society.

4. To understand the national policy and problems of pre-primary and

primary education.

5. To know basic concepts of contemporary India and education.

6. To know the concept of social diversity and role of education.

7. To understand the constitutional, democratic and human values.

8. To acquaint pupil-teacher with various emerging trends in education

like RTI, RTE, UEE, USE etc.

9. To introduce pupil-teacher by different programmes for

universalization of education like NCF-2005.

10. To acquaint pupil-teacher about education for peace.

UNIT-I : CHILD, SOCIETY AND EDUCATION

1.1 Concept of Education - Indian and Western concept.

1.2 Concept and Aims of Pre-Primary and Primary Education.

1.3 Agencies of Child Education - Formal and Non-formal.

1.4 Place of Child in Society.

UNIT-II : DEVELOPMENT OF CHILD EDUCATION IN INDIA

2.1 Development of Pre-Primary and Primary Education in India.

2.2 Structure of Pre-Primary and Primary Education in India.

2.3 Kothari Commission - Aims, Pre-Primary and Primary Education

COURSE - II

CONTEMPORARY INDIA & EDUCATION


with reference to the National Education Policy and its

characteristics.

2.4 Main problems and solutions of Pre-Primary and Primary Education.

2.5 Wastage and Stagnation in Education and Universalization of

Education.

UNIT-III : CONSTITUTIONAL VALUES AND EDUCATION

3.1 Aims of Education in the light of constitutional values.

3.2 Role of Pre-Primary and Primary Education in the development of

democratic & human values.

3.3 Role of Education to equality of global society.

UNIT-IV : EMERGING TRENDS IN SOCIETY AND INCLUSIVE

EDUCATION

4.1 Concept of Universal Education (UEE & USE) : Obstacles and

Solutions.

4.2 Right of Information 2005 and Role of Education in implementation

of RTI.

4.3 Right of Education 2009 and Role of Education in Implementation of

RTE-2009.

4.4 Inclusive Education in the light of NCF-2005.

UNIT-V : SOCIAL DIVERSITY & EDUCATION FOR PEACE

5.1 Concept, Types and Levels of Social Diversity.

5.2 Role of Education in Constitutional Provision of Freedom, Justice,

Equality and Fraternity.

5.3 Education for Peace - Issues of National and International Conflicts,

Social Injustice, Communal Conflicts.

5.4 Role of Teachers in Peace Building Environment.

ASSIGNMENT (ANY ONE)

1. Prepare power point presentation on any sub-unit of syllabus.

2. Group discussion and prepare a report on any sub unit of syllabus.

3. Seminar on contemporary issues in education and prepare report.

4. Listing the activities for inculcation of values at Pre-Primary and

Primary level.

5. Study of Educational Problems of students studying in Pre-Primary

schools belonging to working parents.

REFERENCE BOOKS :

1. Govt. of India : National Policy on Education 1986, Ministry of

HRD, New Delhi, 1986.

2. Gupta, N.L. : "Mulya Parak Shiksha", Ajmer Krishna Book

Department, 1987.

3. Kothari, D.S. : The Report of the Indian Education Commission :

Ministry of Education (1964-66), New Delhi, 1968.

4. A.S. Balasooriya : Learning the way of Peace, United Nations

Educational, Scientific and Cultural Organization, New Delhi.

5. Anord, C.L. et al. (1983) : Teacher Education in Emerging Indian

Society, NCERT, New Delhi.

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8. Khushwinder Kaur Dhillon, Kamlesh Sharma : Emerging Trends in

Indian Education, Twenty First Century Publications, Patiala.

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OBJECTIVES :

1. To understand the concept of language and difference between

language and communication.

2. To know the functions of language and language diversity.

3. To understand home language and school language.

4. To use language as a tool of learning.

5. To use oral language in the classroom.

6. To develop multi-cultural awareness and use multi-lingualism while

teaching.

7. To develop language at receptive level and productive level.

UNIT-I : NATURE OF LANGUAGE AND ITS FUNCTIONS

1.1 Concept of language

1.2 Animal communication

1.3 Human language

1.4 Language and communication

1.5 Language functions

1.6 Components of language - sound, vocabulary and sentence language

diversity with reference to dialects regional language.

UNIT-II : LANGUAGE AND ITS SOCIAL IMPACT

2.1 Concept of mother tongue, first language, second language and third

language.

2.2 Language acquistion vs language learning

2.3 Home language and school language

2.4 Language as a tool of learning

UNIT-III : DEVELOPMENT OF LANGUAGE IN THE

CLASSROOM

3.1 Classroom discourse

3.2 Oral language in classroom

3.3 Discussion as a tool for learning

3.4 Questioning in classroom

3.5 Multi-lingualism as a resource of knowledge

3.6 Multi-cultural awareness

3.7 Role of teacher in resolution of speech defects (lipsing, stuttering,

stammering).

UNIT-IV : LANGUAGE AT RECEPTIVE LEVEL

4.1 Listening comprehension.

4.2 Phonetic elements involved at receptive level (vowels and

consonants).

4.3 Understanding intentional meaning through intonation patterns.

4.4 Listening strategies

4.5 Reading comprehension

4.6 Reading in content areas (social science, science and mathematics).

4.7 Reading strategies (note taking, summarizing, interpretation, central

idea).

UNIT-V: LANGUAGE AT PRODUCTIVE LEVEL

5.1 Speaking : phonetic elements involved at productive level.

5.2 Use of communication skills (gestures, emotions, facial expression,

expression, posture and movements).

5.3 Writing : composing letters, essay, reports, notices, paragraphs.

5.4 Strategies to enhance writing skills.

ASSIGNMENT : (ANY ONE)

1. Compare the sounds (vowel and consonants) of different languages

and write a report based on it.

2. Prepare a ppt on any sub unit of the syllabus.

COURSE - III

LANGUAGE ACROSS THE CURRICULUM


3. Prepare a write-up on multi-lingualism as a resource of teaching.

4. Study mispronounced sounds of school students and prepare a

report.

5. Write an article on the role of teacher in developing reading skills of

students.

REFERENCE BOOKS

1. Anderson, r.c. (1984). Role of the reader's schema in comprehension,

learning and memory. In r.c. Anderson, j. Osborn, & r.j. Tierney

(eds.), learning to read in american schools : basal readers and

contecnt texts. Psychology press.

2. Eller, r.g. (1989). Johnny, can't talk either : the perpetuation of the

deficit theory in classrooms. The reading teacher, 670-674.

3. Grellet, f. (1981). Developing reading skills : a practical guide to

reading comprehension exercieses. Cambridge university press.

4. Ncert. (2006d). Position paper-national focus group on teaching of

indian language (ncf 2005). New delhi : ncert.

OBJECTIVES :

1. To acquaint student-teachers with the Principles of selection stories,

rhymes and dance for the development communication skill in

children.

2. To make them aware of the nature of the classroom environment.

3. To develop the skills to formulate curricular at Pre-Primary and

primary Level.

4. To impart theoretical and practical knowledge of teaching method

and strategies at Pre-Primary and Primary level.

5. To acquaint student teachers with the qualities and responsibilities of

teachers at Pre-Primary Level

6. To familiarise them with the concept and various methods evaluation

and to develop skills of preparing cummulative records.

7. To acquaint students teachers with the primary school curriculum.

principles of framing it and to equip them with the competencies to

analysis it.

UNIT-I : PRINCIPLES OF TEACHING PROCESS AT PRE-

PRIMARY AND PRIMARY LEVEL :

1.1 Meaning and nature of pre-primary and primary education.

1.2 Principles of classroom teaching .

1.3 Principles of selecting infant and child related songs and dance.

1.4 Principles of selecting child story and story telling method.

1.5 Classroom environment.

1.6 Quality of teachers - Importance, responsibilities

UNIT-II : FRAMING OF CURRICULUM AT PRE PRIMARY AND

PRIMARY LEVEL :

and Primary level.

COURSE - IV

UNDERSTANDING DISCIPLINES AND

SUBJECT AT PRE-PRIMARY & PRIMARY LEVEL


2.1 Concept of curriculum and principles of framing curriculum.

2.2 Objectives, curriculum and teaching process of health education.

Role of teachers in relation to Health Education.

2.3 Language Teaching - Objectives, Teaching Process, Steps and Role

of teacher in development of four language skills.

2.4 Objectives, Curriculum, Teaching Process and Steps of Maths

teaching.

2.5 Objectives, Curriculum, Teaching Process and Steps of Science and

Social Science Teaching.

2.6 Objectives, Curriculum, Teaching Process and Art Education

Colouring, Paper Cutting, Pasting, Paper Folding, Making Toys,

Music and Dance.

UNIT-III : METHODS OF TEACHING AT PRE-PRIMARY AND

PRIMARY LEVEL

(A) Pre-Primary Level

1. Montessory Method 2. Kinder Garten Method

3. 4.

5.

UNIT-IV : INSTRUCTIONAL MATERIAL AND OBJECTIVES

FRAMMING

(A)

1. Meaning of instructional material characteristics and importance.

2. Type of instructional material.

3. Preparation for using Instructional Sources and Equipments.

(B) Objectives Framing

Puppetry Method Play Way Method

Role Play Method

(B) Primary Level

1. Project Method 2. Problem Solving Method

3. Inductive Deductive Method 4. Analysis-Synthesis

5. Prose, Poetry and Story

Instructional Material

1. Pre-Primary Level

- Objectives framing and its Behavioral Terminology in subjects

- Language (Hindi, English).

- Maths

- G.K. & Arts

- Play

2. Primary Level

-

- Environmental studies (Science)

- Mathematics Teaching.

- Social Science Teaching.

UNIT-V : PLANNING AND EVALUTION AT PRE PRIMARY AND

PRIMARY LEVEL

1. Unit Plan and daily lesson paln in all subjects.

2. Evaluation - Concept, Methods, types and its importance.

3- Meaning, Concept and Construction of Achievement test and blue

print.

ASSIGNMENTS : (ANY ONE)

1. Study about human and physical resources of private Pre-Primary

Schools and prepare a report.

2. Write concept, principles and prepare a lesson plan on any one of the

following.

(a) Montessory Method (b) Kinder Garten Method

(c) Puppetry Method (d) Role Play Method

(e) Play-way and Play Method and Play

3. Two charts, one model, one selfmade instrument related to on subject

and reporting.

Objectives framing and its Behavioral Terminology in subjects

- Language Teaching.


12- eaxy %

13- ts-,l- usxh ¼2005½ xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk

16- MkW jke'kdy ik.Ms;] fgUnh f'k{k.k] Jh fouksn iqLrd Hk.Mkj] vkxjk&2]

2009

17- MkW lkfo=h flag] fgUnh f'k{k.k] bUVjus'kuy ifCyf'kax gkÅl] esjB] 2004-

18- HkkbZ ;ksxsUæthr] fgUnh Hkk"kk f'k{k.k] fouksn iqLrd eafnj] vkxjk] 2008

xf.kr f'k{k.k] vk;Z cqd fMiks ] ubZ fnYyh

14. Sood J.K. : (1987) Teaching life science, kohli publishing,

chandigarh.

15. Yadav M.S. (2006) Modern methods of teaching science, anmol

publishers, Delhi.

4. Prepare an achievement test related to any one subject of your

choice.

5. Prepare a term paper related to any sub-unit of this paper.

6. Collection of 10 poems published in different Magazines

Newspaper, suited to Primary School Level and writing a report of

use.

1- lkfo=h nsoh oekZ %

2- dsnkjukFkth JhokLro % cky dY;k.k esa u;s f{kfrt] nh LVqMs.V cqd dEiuh]

Xokfy;j] t;iqjA

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4- ,l-ih- lqf[k;k o 'kkSjh % cky dY;k.k ds ewy fl)kUr] y{ehukjk;.k

vxzoky] vkxjkA

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O;ogkj½] jktLFkku lkfgR; izdk'ku cuhikdZ] t;iqjA

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djksyckx] ubZ fnYyh & 110005

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f=iksfy;k cktkj] t;iqj

9- R;kxh xq:'kj.k nkl % lkekftd v/;;u dk f'k{k.k] Lokeh uxj] n;kyky]

vkxjk ¼18 uoEcj] 1960½

10. Yojnik K.S. : Teaching of Social Studies in India (Orient Logns

Limited Mumbai, Kolkata, Chennai, New Delhi)

11. Taneja, V.R. : Teaching of social Studies (Mahindra Capital

Publishers Sector-22 ( Chandigarh Punjab)

Reference Books :

vkidk eqUuk] vkRekjke ,.M lal] fnYyh


OBJECTIVES

1. To acquaint pupil teachers with the concept area and main

approaches of educational technology.

2. To acquaint pupil teachers with the process of teaching learning

and role of education technology.

3. To develop ability of using information and communication

techniques in teaching and vocational training.

4. Work with various office applications.

5. To become familiar with meaning, concept, type and scope of ICT.

UNIT-I : CONCEPT OF EDUCATIONAL TECHNOLOGY

1.1 Concept, nature of educational technology.

1.2 Area, scope and need of educational technology.

1.3 Major approaches of educational technology, hardware, software.

UNIT-II : VARIOUS FORMS OF EDUCATIONAL TECHNOLOGY

2.1 Teaching technology - concept, assumption and main features.

2.2 Instructional technology - concept and main features.

2.3 Behavioral technology - concept, assumption and main features.

UNIT-III : TEACHING LEARNING PROCESS. MASS MEDIA

AND COMMUNICATION SKILL

3.1 Concept of teaching learning process.

3.2 Levels of teaching learning process.

3.3 Role of education technology in teaching learning process.

3.4 Concept of communication, types and characteristics.

UNIT-IV : COMPUTER BASICS AND COMPUTER

ORGANIZATION

4.1 Basics of computers, Block diagram of computer, characteristics

of computer.

4.2 Historical development of computer, hardware & software, CUI &

GUI.

4.3 Operating system, Introduction to windows, desktop, creation of

icon & folder.

4.4 Introduction to word : detail about word.

4.5 Introduction to excel : detail about excel.

UNIT-V : COMPUTER APPLICATION IN TEACHING &

LEARNING

5.1 Power Point : Detail of power point (in this they can create any two

complete lessons).

5.2 Network, internet and search engine.

5.3 Eduset, multimedia, encyclopedia.

5.4 Managing computer files like copy between different devices,

virus etc.

5.5 Virtual classroom, web based teaching materials, use of visualizer,

interactive board.


1. Prepare own documents.

2. Prepare class mark list and also create individual mark sheet.

3. Prepare school time table

4. Prepare own presentation slides related to any sub unit of syllabus.

5. Prepare effective lessons through multimedia.

REFERENCE BOOKS:

1. Ahuja, M. (2007) : Mastery learning a practical approach, Vivek

Publishers, Meerut.

2. Bhushan, A. & Ahuja, M. (2003) : Education technology, Bawa

Publishers, Patiala.

3. Bloom, B.S. (1972) : Taxonomy of education objectives. A

handbook-i (Cognitive domain), New York : David Mokeay

COURSE - V

CRITICAL UNDERSTANDING OF ICT


Campo.

4. Chauhan, S.S. (1978) : A textbook of programmed instruction,

New Delhi, Sterling Publishers.

5. Das, R.C. (1993) : Educational Technology : A Basic Text, New

Delhi, Sterling Publishers.

6. Dececco, J.P. & Cramford, W.R. (1970) : Psychology of learning

and instructions, Prentice Hall of India Pvt. Ltd.

7. Flanders, Ned A. (1978) : Analyzing teaching behavior, London,

Addison Wesley Publishing Co.

8. Gage, N.I. (1978) : The scientific basis of the art of teaching,

London, Teacher's College Press.

9. Joyce, B. Weil, M. & Showers, B. (1985) : Models of teaching,

Prentice Hall of India Pvt. Ltd.

10. Mehra, V. (2010) : A textbook of educational technology, New

Delhi : Sanjay Prakashan.

11. P.K. Sinha : Computer fundamentals.

12. http://www.office.com

13. www.gclflearnfree.org

14. www.openoffice.org

OBJECTIVES

After the class the student teacher will be able to :

1. Develop a taste for reading.

2. Deduce meaning of different kinds of texts.

3. Learn to engage with ideas.

4. Appreciate different kinds of writings used to communicate ideas in

different context.

5. Develop overall language proficiency.

6. Express and reflect given ideas as well as their own ideas.

UNIT-I : ENGAGING WITH NARRATIVE AND DESCRIPTIVE

TEXT

.1 Selection of the text from fiction, drama, stories, descriptive account

or comic scripts.

1.2 Reading of the text for comprehension and visualization (individual

reading, group, discussion/explanation).

1.3 Relating the text with one's life experience and presenting/

narrating/describing it in front of smaller group.

1.4 Sharing interpretation and points of view.

1.5 Writing based on the text (summary of the scene, extrapolation of

story, converting a situation into a dialogue etc.)

UNIT-II : ENGAGING WITH EXPOSITORY WRITING

2.1 Selection of the text from articles, biographical writings, extracts

from popular non-fiction writing with the themes that are drawn

from subject areas of the student teachers (Science, Mathematics,

History, Political Science, Geography, Literature pieces).

2.2 Reading of the text for extracting overall meaning, information and

subject knowledge (guided reading in pairs). Identifying major

COURSE - VI

READING AND REFLECTING ON TEXTS


concepts and ideas involved.

2.3 Making notes from the text in the form of flow diagram, tree diagram

and mind maps etc. (pair / group work)

2.4 Explaining the hist of the topic to others (in subject group).

2.5 Writing a review or the summary of the text individually.

UNIT-III : ENGAGING WITH JOURNALISTIC WRITING

3.1 Selection of the text from newspaper or magazine articles on topics

of contemporary interest.

3.2 Individual task for skimming, scanning and for extracting

information.

3.3 Analysis of structure of article, identifying sub-headings, key words,

sequencing of ideas, use of concrete details.

3.4 Illustrations and / or statistical representation (guided work in pairs).

3.5 Writing articles on topics of local interest (produce a magazine with

topics of local interest).

UNIT-IV : ENGAGING WITH SUBJECT RELATED REFERENCE

BOOKS

4.1 Selection of topic for research.

4.2 Framing guiding questions.

4.3 Searching and locating reference books.

4.4 Extracting relevant information from the books by making notes.

4.5 Organizing information under various sub-headings.

4.6 Planning a presentation using ICT.

4.7 Presentation before whole subject group.

UNIT-V : ENGAGING WITH EDUCATIONAL WRITING

5.1 Selection of the text from the popular educational writing in the form

of well written essays, extracts on schooling, teaching and learning

(should present a point of view or argument about some aspects of

given themes).

5.2 Reading for discerning the theme (guided reading individually or in

pairs).

5.3 Discussion of the theme, sharing response and points of view.

5.4 Writing a response paper. (Individually or in pair

REFERENCE BOOKS

1. Reflecting on Literacy in Education. Peter Hannon. Routledge

Publication

2. Reflective Practice : Writing and Professional Development. Gillie

Bolton. Sage Publication.

3. Write to be Read Teacher's Manual : Reading, Reflection, and

Writing. William R. Smalzer. Cambridge University Press.

4. Literacy and Learining : Reflections on Writing, Reading, and

Society, Deborah Brandt. Wiley Publishers

5. Fostering Reflection and Providing Feedback : Helping Others

Learn from. By Jane Westberg PhD. Hilliard Jason MD, EdD.

Springer Publication

6. Research and Reflection : Teachers Take Action for Literacy

Development. Andrea lzzo. Information age Publication

7. Reading to learn in the Content Areas. Judy Richardson, Raymond

Morgan, Charlene


OBJECTIVES

1. Gain insight into the concept of Drama and Art in Education.

2. Trace the development of Drama and Art in India.

3. Understand basics of different art forms

4. Enhance artistic and aesthetic sensibility among learners to enable

them to respond to the beauty of different Art forms through genuine

exploration experience and free expression.

5. Enhance skills for integrating different Art forms across school

curriculum at secondary level.

6. Enhance awareness of the rich cultural heritage, artists and artisans.

UNIT-1 : APPRECIATION OF ARTS

1.1 Meaning and concepts of Arts and aesthetics and its significance at

secondary level of school education.

1.2 The difference between Education in Arts and Arts in Education.

1.3 Identification of different, performing Art forms and artists; dance,

music and musical instrument, theatre, puppetry, etc.

1.4 Knowledge of Indian Contemporary Arts and Artists; Visual Arts.

1.5 Indian festivals and its artistic significance.

UNIT-2 : VISUAL ARTS AND CRAFTS (PRACTICAL)

2.1 Experimentation with different materials of Visual Arts, such as

pastel, poster, pen and ink, rangoli materials, clay, etc.

2.2 Exploration and experimentation with different methods of Visual

Arts like Painting, Block printing, Collage, Clay modelling, Paper

cutting and folding etc.

2.3 Paper framing and display of Art works.

UNIT-3 : PERFORMING ARTS : DANCE, MUSIC, THEATER AND

PUPPETRY

3.1 Listening/viewing and exploring regional art forms of music, dance,

theatre and puppetry.

3.2 Listening/viewing to live and recorded performances of classical

and regional art forms.

3.3 Planning a stage setting for a performance by the student teacher.

Assignements :-

lHkh dk;Z izR;sd ifj"kn~ dks djus vfuok;Z gSa&

1- 'kSf{kd ,oa lkekftd eqn~ns ls lacfU/kr ukVd dk ys[ku] vk;kstu ,oa

izfrosnu

2- lewg u`R; vFkok lewg xhr] {ks= fo'ks"k dks n'kkZrk yksd u`R; vFkok yksd xhr

3- d'khnk ,oa isfUVax] cqukbZ] isij dfVax ,oa QksfYaMx] dkWykt esfdax ] jaxksyh]

ek.Muk] esgUnh

Reference Books :

1. Jefferson, B. (1559) : "Teaching Art to Children" Allyan & Bacon

Inc. Boston.

2. Jeswani, K.K. : "Teaching and Appreciation of Art" Atma Ram &

Sons.

3. Read, Herbert (1929) : "An Introducation to Art Education D.

Appleton & Co.

4. Lowen Feld, V (1957) : Creative and mental Growth The

Macmillam Comp. New York

5. Mc Donald, R. : Art as Education, Henry Holt & Company, New

York

6- t;nso vk;Z % dyk v/;kiu] y{ehukjk;.k vxzoky] vkxjk&3

7- MkW- ekrk izlkn 'kekZ] MkW- Vh- ds- 'kekZ % dyk f'k{kk] Jh dfork izdk'ku]

t;iqj

COURSE - VII

DRAMA AND ART IN EDUCATION


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jktkjke O;kl % dyk f'k{kk % l`tu jktLFkku jkT; ikB~;iqLrd e.My]

t;iqj


PEDAGOGY OF SCHOOL

SUBJECT - I

Teaching of English,

Teaching of Hindi,

Teaching of Sanskrit,

Teaching of Social Science,

Teaching of Mathematics,

Teaching of General Science,

Teaching of Commerce

(Monothongs, Diphthongs, Consonants, Pause, Juncture, Stress,

Accent, Beat, Intonation, Rhythm).

2.1.3 Listening skills and their sub-skills.

2.1.4 Authentic listening vs Graded listening.

2.1.5 Techniques of teaching listening.

2.1.6 Role of teaching aids in teaching listening skills.

2.1.7 Difference between - listening and listening comprehension.

2.1.8 Note-taking.

2.2 Speaking

2.2.1 Concept of speaking in second language.

2.2.2 The phonetic elements involved in speaking at the Productive

level. (Monothongs, Diphthongs, Consonlants, Pause, Juncture,

Stress, Accent, Beat, Intonation, Rhythm).

2.2.3 The stress system - weak forms and scheme.

2.2.4 Use of Pronouncing dictionary.

2.2.5 Phonetic transcription.

2.2.6 Technique of teaching speaking skills and pronounciation practice

and drills - Ear Training, Repetition, Dialogues and Conversation.

2.2.7 Role of A.V. aids in teaching speaking skills.

UNIT-III : TEACHING OF READING AND WRITING SKILLS

3.1 Reading Skills

3.1.1 Concept of reading in second language.

3.1.2 Mechanics of reading (Eye span, pause, Fixations, Regression).

3.1.3 Types of reading : Skimming, Scanning, Silent reading, Reading

aloud, Intensive reading, Extensive reading.

3.1.4 Teaching silent reading, intensive reading, extensive reading.

3.1.5 Role of text-book and dictionary in teaching reading skills.

3.2 Writing Skills


OBJECTIVES

To enable the student teachers to :

* Develop a good understanding of the basic concepts in second

language teaching.

* Teach basic language skills as listening, speaking, reading and writing

and integrate them for communicative purpose.

* Critically review and use appropriately different approaches and

methods of teaching English as a second language.

* Prepare lesson plans on different and prescribed aspects of English as a

second language.

* Choose, prepare and use appropriate audio-visual aids for affective

teaching of English.

* Use various techniques of testing English as a second language and

develop remedial teaching.

UNIT-I : BASIC CONCEPT AND OBJECTIVES OF ENGLISH

LANGUAGE TEACHING

1.1 Concept and Nature of Language.

1.2 Mother tongue, Second language, English as Second Language

(ESL), English as a Foreign Language (EFL), English for Specific

Purpose (ESP).

1.3 Principles of Second Language Teaching.

1.4 The Objectives of teaching English as a Second Language at

Secondary Level of School Education.

UNIT-II : TEACHING OF LISTENING AND SPEAKING

2.1 Listening

2.1.1 Concept of listening in Second Language, Elements of Listening.

2.1.2 The phonetic elements involved in listening at the receptive level

COURSE - VIIITEACHING OF ENGLISH

- Concept, aims and objectives of teaching poetry in second

language.

- Steps of preparing a lesson plan on poetry.

UNIT-V : RESOURCES AND ASSESSMENT OF ENGLISH

LEARNING

5.1 Resources in English

5.1.1 Concept and use of resources in second language teaching.

5.1.2 Text book, work book, teacher's book, chart, picture, flash cards,

flannel board, tape-recorder, radio, OHP, substitution, tables,

computer, newspapers, magazines, redia, The blackboard and the

white board, Songs, Newspapers, Magazines and Brochures,

Stories and Anecdotes, Planning and organizing lab activities,

Language games.

5.2 Assessment of Second Language

5.2.1 Concept of assessment and testing in English as a second

language.

5.2.2 Concept, need and techniques of Continuous and Comprehensive

Evaluation (CCE) in English.

5.2.3 Type of test (Achievement test, Proficiency test, Diagnostic test,

Prognostic test, Formative and Summative tests).

5.2.4 Testing language skills, lexical and structural items, poetry and

grammar.

Assignments (Any One)

1. Planning of vocabulary building exercises and techniques to teach

the students in the classroom.

2. Identification of learning difficulties experienced by student-

teachers during teaching practice and implementation of remedial

instructional strategies in English.

3. Review of two research articles related to teaching and learning of

English from educational journals, magazines or newspapers.


3.2.1 Concept of writing in first language and the second language.

3.2.2 Types of Composition - oral, written, controlled, guided

composition.

3.2.3 Teaching the following items - Letters (Formal and informal),

Essays, Report, Email, Notices, Precis, Paragraph, Developing

stories.

UNIT-IV : METHODOLOGY OF ENGLISH LANGUAGE

TEACHING

4.1 Approaches, Methods and Techniques

4.1.1 Difference between an approach, method and a technique.

4.1.2 Whole language approach, communicative approach, task based

approach is eclectic approach.

4.1.3 Direct method, Bilingual method, ESA model, Audio-lingual

method..

4.2 Planning for English Language teaching

4.2.1 Prose Lesson

- Content analysis - Planning a unit, based on a lesson in the text-

book.

- Planning for teaching the content and skills in the following order :

- New lexical items (vocabulary - active and passive,

techniques of teaching vocabulary).

- New structural items

- Reading comprehension

- Textual exercises

- Writing / Composition

- Unit test.

4.2.2 Teaching of Poetry

- Components of poetry

- The place of poetry teaching in school curriculum.

5 Brumfit, C.J. (1984) : Communicative methodology in language

teaching. Cambridge : C.P.U.

6 Collins Cobuild English Grammar (2000) : Harper Collins

Publisher, India.


4. Critical analysis of the method used in a lesson taught by a regular

teacher.

5. Preparation an action plan for improving any of the following

skills : reading skill, speaking skill, listening skill or creative

writing.

6. Preparation of five (5) word cards,five (5) picture cards and five

(5) cross word puzzles.

7. Preparation of twenty (20) test items in listening/speaking/

reading/writing skills.

8. Preparation of CALL material [five (5) pages].


10. Construction of a unit test or a diagnostic test or an achievement

test for any class of your choice in English.

11. Preparing a Power Point Presentation (PPP) for teaching a topic of

your choice. Prepare a CD and submit it along with its hard copy

(print out).

12. Review of an English text-book prescribed at the secondary stage.

13. Content analysis of a unit or a chapter of English textbook in terms

of the lexical and structural items, language skills and given

exercises.

Reference Books

1 Bansal, R.K. and Harrison, J.B. (1972) : Spoken English for India.

Madras : Orient Longman Ltd.

2 Baruah, T.C. (1985) : The English Teacher's Handbook. New Delhi

: Sterling Publishing Pvt. Ltd.

3 Bright and McGregor : Teaching English as Second Language,

Longman.

4 Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.),

Practical English Language Teaching (pp. 199-224). New Work :

McGraw Hill.


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tkudkjh izkIr dj ldsaxsA fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrksa ls voxr gks

ldsaxsA Hkkoh v/;kid fgUnh Hkk"kk dh fofHkUu fo/kkvksa ,oa muds f'k{k.k ds lkFk

lgk;d lkexzh] fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu ls voxr Hkh gks ldsaxsA

fo"k; oLrq

;wfuV ,d & Hkk"kk ifjp;] fgUnh vkSj bldk LFkku

1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egÙoA

fgUnh Hkk"kk vkSj bldk f'k{k.k

COURSE - VIII


3- MkW- jke'kdy ik.Ms;] fgUnh f'k{k.k] Jh fouksn iqLrd Hk.Mkj] vkxjk&2]

2009

4- MkW- HkksykukFk frokjh] Hkk"kk foKku] fdrkc egy] bykgkckn] 2005

5- MkW- jkepUæ 'kqDy] fgUnh lkfgR; dk bfrgkl] jktdey izdk'ku] ubZ fnYyh]

2006

6- MkW- lkfo=h flag] fgUnh f'k{k.k] baVjus'kuy ifCyf'kax gkÅl] esjB] 2004

7- HkkbZ ;ksxsUæthr] fgUnh Hkk"kk f'k{k.k] fouksn iqLrd eafnj] vkxjk] 2008


3- ukVd ,oa ,dkadh f'k{k.k ¼vfHku; ,oa eaph; :i esa½A

4- O;kdj.k ,oa jpuk f'k{k.kA

5- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkko'khyrk gsrq n`';&JO; lkexzh

¼midj.k½A

;wfuV ik¡p & fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu

1- fgUnh Hkk"kk f'k{k.k esa uokpkj

2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa bdkbZ ikB

;kstukA

3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,¡ ,oa izdkj½A

4- iz'u&i= fuekZ.k ,oa uhyi=A

l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ &

1- lafo/kku esa Hkkjrh; Hkk"kkvksa laca/kh vuq'kalk,¡ rFkk fofo/k flQkfj'kksa ij ,d

fjiksVZ rS;kj djukA

2- vklikl ds ik¡p fo|ky;ksa dk nkSjk dj f=Hkk"kk lw= dh fLFkfr ds lEcU/k esa ,d

fjiksVZ rS;kj djukA

3- Hkk"kk;h dkS'kyksa ds fodkl gsrq xfrfof/k;k¡ rS;kj djukA

4- ekSfyd dfork,¡ ,oa ukVd ys[ku dk;ZA

5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir djukA

6- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.kA

7- iz'u i= dh fdlh ,d bdkbZ ij izfrosnu ¼VeZ isij½ rS;kj djukA

8- uokpkj vk/kkfjr nks ikB ;kstuk,¡ fufeZr djukA

lanHkZ xazFk lwph % &

1- MkW- Jqfrdkar ik.Ms;] fgUnh Hkk"kk vkSj bldk f'k{k.k] ih,p-vkbZ] ubZ fnYyh]

2014

2- MkW- mek eaxy] fgUnh f'k{k.k] vk;Z cqd fMiks] djksy ckx] ubZ fnYyh] 2005


ikB~;Øe ds mís'; %

bl ikB~;Øe dk mís'; laLÑr Hkk"kk ds n{k ,oa dq'ky f'k{kd rS;kj

djuk gSA bl ikB~;Øe ds v/;srk og Nk=k/;kid gksaxs] ftUgksaus Lukrd

Lrj ij laLÑr dk ,d oSdfYid fo"k; ds :i esa v/;;u fd;k gSA bl

ikB~;Øe dh fo"k;&oLrq ds v/;kiu ds QyLo:i lEcfU/kr

izf'k{k.kkFkhZ mPp izkFkfed Lrj ,oa ek/;fed Lrj ij v/;kiu esa l{ke

gks ldsaxsA

bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid %

1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA

2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA

3- laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'kyksa dks le> ldsaxsA

4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa fl)kUrksa dks tku ldsaxsA

5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA

6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA

7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk

lh[k ldsaxsA

8- laLÑr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;ksa ,oa mikxeksa dks tku

ldsaxsA

9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu dk mís'; ,oa egRo le> ldsaxsA

10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA

COURSE - VIII

laLÑr Hkk"kk dk f'k{k.k;wfuV izFke & laLÑr Hkk"kk dk Lo:i ,oa egRo

1- Hkk"kk dk Lo:i ,oa egRo

2- laLÑr Hkk"kk dk egRo

3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh

fLFkfr

4- jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 esa laLÑr Hkk"kk dh fLFkfr

5- Hkkjrh; fo|ky;h ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfr

;wfuV f}rh; & laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky

1- izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';

2- laLÑr Hkk"kk f'k{k.k ds lw=

3- laLÑr Hkk"kk f'k{k.k ds fl)kUr

4- laLÑr Hkk"kk f'k{k.k ds dkS'ky

v- vFkZxzg.kkRed dkS'ky

c- vfHkO;DR;kRed dkS'ky

;wfuV r`rh; & laLÑr f'k{k.k esa fo|kxr ikB fu;kstu ,oa f'k{k.k

1- laLÑr ikB fu;kstu dh vko';drk ,oa egRo

2- fufeZroknh mikxe vk/kkfjr ikB fu;kstu ,oa f'k{k.k fof/k;k¡

v- x| f'k{k.k

c- i| f'k{k.k

l- O;kdj.k f'k{k.k

n- ukVd f'k{k.k


l=h; dk;Z % izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k;

izk/;kid ds ekxZn'kZu esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &

1- ikB~;Øe dh fdlh ,d mi bdkbZ ij i= izLrqfr ,oa izfrosnuA

2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa

dk v/;;u ,oa izfrosnuA

3- mPp izkFkfed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh leh{kkA

4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA

5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa

mipkjkRed f'k{k.kA

6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z

dh lwph cukuk ,oa ml ij fØ;kRed vH;klA

7- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa vk, laLÑr 'kCnksa dh

cgqHkkf"kdrk dk v/;;u djukA

8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij

vk/kkfjr 20 iz'uksa dh lajpuk djukA

lUnHkZ xzUFk lwph

1- feÙky] lUrks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj- yky cqd fMiksA

2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk

lkfgR; vdknehA

3- ukjax] oSJk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh %

izdk'ku laLFkkuA

4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk]

ubZ fnYyh % jktdey izdk'kuA


3- laLÑr Hkk"kk f'k{k.k esa n`';&JO;] n`';&JO; ,oa oS|qnf.od

¼bysDVªksfud½ lk/kuksa dk egRo

4- laLÑr Hkk"kk f'k{k.k esa n`';] n`';&JO; lk/kuksa dk p;u] fLFkfr ,oa

mudk mi;ksx

;wfuV prqFkZ & laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ ,oa mikxe

1- laLÑr Hkk"kk f'k{k.k dh fof/k;k¡

v- ikB'kkyk fof/k

c- O;kdj.kkuqokn fof/k

l- ikB~;iqLrd fof/k

n-izR;{k fof/k

2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe

v- laxzUFku mikxe

c- lEizs"k.k mikxe

l- iznÙk dk;Z ¼Task½ vk/kkfjr mikxe

n-lexz mikxe

;wfuV iape & laLÑr Hkk"kk f'k{k.k esa ewY;kadu

1- ewY;kadu dk lEizR;;] mís'; ,oa egRo

2- laLÑr Hkk"kk esa dkS'ky vk/kkfjr ewY;kadu

3- laLÑr Hkk"kk esa uhy i= vk/kkfjr iz'u&i= lajpuk

4- funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dk lEizR;;] mís'; ,oa

egRoA

5- laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kaduA


5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ

fnYyhA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k %

,d uokpkj] t;iqj % dYiuk izdk'kuA

7. Paliwal, A.K. (2002 : Communicative Language Teaching, Jaipur :

Surbhi Publication.

8. Richard J.C. & Rodgers, T.C. (1986) : Approaches and Methods in

Language Teaching, Cambridge University Press, C.U.P..

9. Widdawson, H.G. (1978) : Teaching Language as Communication,

Oxford University Press.

10. Freeman, D.L. (20000 : Techniques and Principles in Language.

Oxford University Press.


OBJECTIVES

- To enable the student trainees to understand the nature and

structure of social studies.

- To enable the student trainees to know the importance of teaching

social studies at the primary and secondary level.

- To enable the student trainees to know the method and approaches for

organizing social curriculum.

- Development of understanding and skills using different strategies for

teaching social studies at school stage.

- Develop of understanding of the concept and practice of different

approaches of the evaluation and to develop skills in preparing and

using different evaluation tools in teaching social studies.

- Develop the skills of using local environment community resources

and other instructional inputs in the teaching of social studies.

UNIT 1 : FOUNDATIONS OF SOCIAL STUDIES TEACHING

1.1 Concept and importance of social study.

1.2 Nature and Scope of social study.

1.3 Aims & Objectives of social study at elementary and secondary level.

1.4 Correlation of social studies with other school subject.

1.5 Study of human life in time and space dimension.

UNIT 2 : CURRICULUM AND PLANNING

2.1 Concept and objectives of curriculum.

2.2 Characteristics of good social studies curriculum.

2.3 General approaches and underlying principles of curriculum

construction.

2.4 Study of recent curriculum development of social studies.

COURSE - VIII

TEACHING OF SOCIAL SCIENCE

2.5 Critical appraisal of social study curriculum and social study text-

books presentation of the subject matter of social study at elementary

and secondary level.

2.6 Qualities, role and professional growth of a teacher of social studies.

UNIT 3 : METHODS AND APPROACHES OF TEACHING

SOCIAL STUDIES

3.1 Meaning and concept of method and approaches.

3.2 Various methods of teaching social studies at elementary and

secondary level-role playing, story telling, brain storming,

demonstration, lecture, problem solving, project, field trip,

observation, discussion methods.

3.3 Common and subject specific skills for teaching social studies.

3.4 Planning of unit plan and daily lesson plan.

UNIT 4 : TEACHING LEARNING RESOURCES IN SOCIAL

STUDIES

4.1 Meaning, Need and Importance of teaching learning resources in

social studies, types of primary and secondary sources, data from field,

Textual materials, journals, magazines, newspapers, books.

4.2 Teaching aid in social studies : maps, graphs, models, charts, slides,

museums, TV, radio, transparencies.

4.3 Use of local resources in teaching social studies.

4.4 Use of mass-media and computer in social study teaching.

4.5 Planning of social study lab and its use.

UNIT 5 : C.C.E. IN SOCIAL STUDY

5.1 Concept and objectives of evaluation.

5.2 Tools and techniques of evaluation in social study teaching.

5.3 Preparation of achievement test :

a. Different types of question

b. Blue Print


c. Preparation of Question Paper.

ASSIGNMENTS (ANYONE)

* Analysis of the syllabus.

* Development of self-instructional material on any one topic of

social science.

* Collection of newspaper cutting related to any social issues.

* Prepare transparencies/PPT of any one subject unit related to

subject.

* Organized a seminar on current social issue and prepare report.

* Construction of different types of test items.

REFERENCE BOOKS

* Sharma M.B. : Methods of social study teaching.

* Singh Rampal : Social studies teaching.

* James Hamming : The teaching of social studies in Secondary

School.

* Horn EE : Methods of instruction in the social studies.

* Gallanvan Kohler, Ellen : Secrets to success for social studies

teachers.

* Kochhar, S.K. : The teaching of social studies.

* Taneja,VR : Teaching of social studies.

* Tyagi, Gurusharan Das : Teaching of social studies.

OBJECTIVES

After completion of course the students will be able to :

1. Gain insight into the meaning, nature, scope and objectives of

mathematics education.

2. Appreciate mathematics as a tool to engage the mind of every

student.

3. Understand the process of developing the concepts related to

Mathematics.

4. Appreciate the role of mathematics in day to day life.

5. Construct appropriate assessment tools for evaluating mathematics

learning.

6. Understand methods and techniques of teaching mathematics.

7. Perform pedagogical analysis of various topics in mathematics

at secondary level.

8. Understand and use I.C.T. in teaching of mathematics.

UNIT-1 : NATURE OF MATHEMATICS AS A DISCIPLINE

1. Nature of Mathematics : Concept, need, objectives, variables,

etc.

2. Important processes of mathematics : Estimation, approximation,

understanding or visualizing pattern, representation.

3. Historical development of mathematics as a discipline

Contribution of Indian Mathematicians like Ramanujan,

Aryabhatt, Bhaskaracharya, Brahmgupta.

4. Constructivist and concept mapping approach in learning

mathematics.

COURSE - VIII

TEACHING OF MATHEMATICS


UNIT-2 : MATHEMATICS AS A SCHOOL SUBJECT

1. Importance of mathematics in school curriculum.

2. Aims and objectives of teaching mathematics at secondary level.

Writing objectives in behavioral terms. Bloom's taxonomy

(Revised).

3. Correlation of mathematics with other school subjects.

4. Changing trends and goals of teaching mathematics with

reference to NCF 2005.

UNIT-3 : METHODOLOGY OF TEACHING AND LEARNING OF

MATHEMATICS

1. Nature of concept, concept formation.

2. Methods of teaching mathematics at secondary level.

a. Lecture-cum-Demonstration

b. Inductive-Deductive

c. Problem Solving

d. Project

e. Heuristic

f. Analytic & Synthetic

3. Techniques of teaching mathematics

a. Oral work

b. Written work

c. Drill work

d. Home assignment

UNIT-4 : PEDAGOGICAL ANALYSIS AND MODE OF LEARNING

ENGAGEMENT

1. Pedagogical analysis of the units with reference to concepts, learning

outcomes, activities and learning experiences and evaluation

techniques of following content at secondary level.

a. Number system

b. Measures of central tendency

c. Congruency and Smilarity

d. Trigonometrically ratios and identities

e. Area and Volume

f. Profit, Loss and Partnership

g. Graphical representation of data

2. Modes of learning engagement in Mathematics

a. Providing opportunities for group activities

b. Group / Individual Presentation

c. Providing opportunities for sharing ideas

d. Designing different Working Models for concept formation

e. Teaching aids and activities in laboratory work.

UNIT-5 : ASSESSMENT & EVALUATION OF MATHEMATICS

LEARNING

1. Assessment of critical thinking, logical reasoning and to discourage

mechanical manipulation and rote learning -

a. Planning of evaluation in mathematics

b. Formative, Summative and Predictive evaluation in

mathematics

c. Continuous and Compressive Evaluation (CCE) in mathematics

at secondary level

d. Diagnostic Testing, Remedial Teaching and Enrichment

programme.

2. Construction of achievement test / question paper in mathematics.


1. Preparing a Diagnostic or Achievement Test

2. Preparing one innovative lesson plan


3. Conduct at least one Experiment on any topic of mathematics.

4. Prepare Instructional Material for teaching one topic in mathematics.

5. A term paper on a brief history of one mathematician.

6. Preparing a working model.

7. A project report on any project related to mathematics.

REFERENCE BOOKS

1- Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd gkml]

t;iqj

2- eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh

3- lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk

4- gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj

5- ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk

6- fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB

7- ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk

8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics, Dhanpat

Rai and Sons, Delhi.

9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-matics in

the new education, Universal Publication.

10. Butler and Wren (2000), The teaching of Secondary Mathematics,

McGraw Hill Book Co.

11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching

Secondary School Mathematics, Boston : Honghton Mifflin.

12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-matics

Teaching and Learning.

13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe-

matics, Moti Lal Banarasi Das Publisher, Delhi.

14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya Book

Depot, New Delhi.

15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on

Mathematics Teaching and Learning, Charlotte, NC : NCTM &

Information Age Publishing.

16. Mager, Robert (1962), Preparing Instructional Objectives, Palo Alto,

CA : Fearon.

17. Marshall, S.P. (1995) : Schemes in Problem solving. NY : Cambridge

University Press.

18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in

Secondary School. London : Routedge.

19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash Brothers,

Ludhiana.

20. Nickson, Marilum (2000) : Teaching and Learning Mathematics : A

Guide to Recent Research and its Applications. NY : Continuum.

21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics : An

International Perspective. Psychology Press.

22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton

University Press.

23. Sudhir Kumar (2006) : Teaching of Mathematics.

24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides.

25. UNESCO : Trends in Mathematics Teaching.

26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary

Mathematics. New York : McGraw Hill Book Comp.

27. Carey L.M. (1975) : Measuring and Evaluating School Learning.

Boston : Allyn and Bacon.

28. Copeland, R.W. (1979) : How Children Learn Mathematics ? New

York : McMillan Pub. Comp.

29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of

Maths in Secondary Schools, A Research Monograph. Delhi : NCERT.

30. Davind Wood (1988) : How Children Think and Learn ? Oxford U.K. :


Blackwell Publishers Ltd.

31. Mathematics for Class VIII, 2008, NCERT, New Delhi.

32. Mathematics for Class VII, 2007, NCERT, New Delhi.

33. Mathematics for Class VI, 2006, NCERT, New Delhi.

34. National Curriculum Framework - 2006, NCERT.

35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.

36. Position Paper of NCFon Habitat and Learning - 2005, NCERT.

37. Position Paper of NCF on Examination Reforms - 2005, NCERT.

38. Position Paper of NCF on Aims of Education - 2005, NCERT.

39. Position Paper of NCF on Gender Issues in Education - 2005, NCERT.

40. Position Paper of NCF on Education and Peacs - 2005, NCERT.

Journals :

1. Teaching Children Mathematics (TCM), NCTM, USA.

2. Mathematics Teaching in the Middle School (MTMS), NCTM, USA.

3. Journal of Mathematics Teacher Education, Springer Netherlands.

Web Links :

1. Mathematics Thinking and Learning, Philadelphia, USA

2. http://www.mathforum.org/dr.math

3. http://www.sakshat.ac.in

4. http://web.utk.edu

5. http://www.confluence.org

6. http://www.natinalmathtrail.org

7. http://www.qsh.org/lists/hilites.html

8. http://www.kn.pacbell.com/wired/bluewebn

9. http://www.qsh.org/pr

10. http://www.education-world.com

11. http://www.nctm.org

OBJECTIVES

After completion of the course student-teachers will be able to :

1. Understand the nature, scope, values and objectives of teaching

science at secondary level.

2. Appreciate that science is a dynamic and expanding body of

knowledge.

3. Understand various approaches of teaching - learning of science.

4. Utilize the instructional material effectively in the teaching of science.

5. Diagnose the gaps and misconception in learning science and evolve

remedial measures.

UNIT - 1 : NATURE, SCOPE AND OBJECTIVES

1.1 Concept, nature and scope of science.

1.2 Place of science in school curriculum.

1.3 Values of teaching science at school level.

1.4 Objectives of teaching science at secondary level.

UNIT - 2 : CURRICULUM AND PLANNING

2.1 Principles of developing science curriculum at secondary level.

2.2 Analysis of science syllabi and textbooks of NCERT and Rajasthan

Board at Upper Primary and Secondary level.

2.3 Unit Plan and lesson plan.

2.4 Qualities and responsibilities of science teacher.

UNIT - 3 : METHODS & APPROACHES OF LEARNING SCIENCE

3.1 Pedagogical shift from science as fixed body of knowledge to

constructing knowledge.

3.2 Learner centered methods - Demonstration method, Laboratory

method, Problem solving method, Heuristic method, Project method,

COURSE - VIII

TEACHING OF GENERAL SCIENCE


Inductive and Deductive method.

3.3 Inquiry approaches, Programme Instruction, Team teaching,

Workshop and Seminar.

Unit - 4 : Instructional Support System :

4.1 Multi Sensory Aids - charts, models, bulletin board, flannel board,

transparencies, Overhead projector, radio, T.V., computer.

4.2 Organisation of co-curricular activities - Science club, Science fair,

Field trips.

4.3 Use of community resources.

4.4 Concept, preparation and use of improvised apparatus.

Unit - 5 : Assessment and Evaluation :

5.1 Meaning and concept of assessment and evaluation.

5.2 Meaning, concept and construction of achievement test.

5.3 Meaning, concept and construction of blue print.

5.4 Continuous and comprehensive evaluation in science.

5.5 Tyes of test items - Essay type, Short-answer type and Objective type.

Assignments : (Anyone)

1. Conduct at least one experiment from the science syllabus.

2. Construction, administration and interpretation of an achievement

test.

3. Mark the student with less than 60% in science, diagnose the

difficulties and give appropriate remedial measures too.

4. Prepare any one improvised apparatus.

5. Prepare a power point presentation on any sub unit of syllabus.

References :

1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,

Chandigarh.

2. Yadav, K. (1993) : Teaching of Life Science. Anmol Pubishers,

Daryaganj, Delhi.

3. Yadav, M.S. (2000) : Modern methods of Teaching Sciences. Anmol

Publishers, Delhi.

4. Mangal, S.K. (1996) : Teaching of Science. Arya Book Depot, New

Delhi.

5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli

Publishers, Chandigarh.

6. Venkataih, S. (2001) : Science Education in 21st Century. Anmol

Publishers, Delhi.

7. Das, R.C. (1985) : Science Teaching in Schools. Sterling Publishers

Pvt. Ltd., New Delhi.

8. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai

Publishing Co.

9. Kochhar, S.K. (2003) : Methods and Techniques of Teaching. Sterling

Publishers Pvt. Ltd., New Delhi.

10. Vinayak, Malhotra : Encyclopedia of Modern Methods of Teaching

Science. New Delhi : Crescent Publishing Corporation.


OBJECTIVES

By the end of the semester the teacher trainees are able to refresh the

knowledge about the basic concepts of commerce and their wide

applicability.

* Understand the importance of teaching of commerce, its scope and

relationship with other school subjects.

* Knowledge about aims, objective and values of teaching commerce in

Sr. Secondary School.

* Acquaintance with the commerce curriculum at Sr. Secondary Level.

* Knowledge of wider range of teaching methods and techniques in

order to enable them to plan their lesson in teaching of commerce.

* Acquaintance with the role of teaching aids and various learning

resources in commerce, opportunity to rejuvenate their content

knowledge concerning commerce.

* Develop professional efficiency among student.

UNIT-1 : FOUNDATION OF COMMERCE TEACHING CONTEXT

AND CONCERNS

* Meaning, Nature and Scope of commerce

* Importance of Commerce in Sr. Secondary Curriculum.

* Aims and Objectives of teaching commerce at Sr. Secondary Level

with special reference to Bloom's taxonomy.

* Co-relation of commerce subject with other school subjects.

UNIT-2 : CURRICULUM AND PLANNING

* Curriculum-concept, objective and principles of curriculum

construction in teaching of commerce.

* Critical appraisal of existing commerce curriculum at Sr. Secondary

Level.

COURSE - VIII

TEACHING OF COMMERCE

* Commerce Textbook - Need and importance Criteria for the evaluation

of commerce textbooks.

* Role of Library and Reference Books in teaching of commerce.

UNIT-3 : LESSON PLANNING, METHODS AND APPROACHES

OF TEACHING COMMERCE

* Meaning, Need, Importance and Preparation of Unit Plan and Lesson

Plan.

* Instructional strategies and methods of teaching commerce and its

importance.

* Difference between instructional strategy and method.

* Methods in teaching of commerce - Discussion method, project

method, problem solving method, lecture method and lecture cum

discussion method.

* Innovative practice in commerce teaching, assignment techniques, brain

storming, workshop, seminar.

* Approaches of teaching commerce.

UNIT-4 : TEACHING LEARNING MATERIAL IN COMMERCE

* Instruction material in commerce, need and importance, classification

of instructional material projected & non-projected.

* Use of various instructional material in Teaching & Learning of

Commerce (films, television, computers, chart, graph, model, tables,

slides, original material, internet).

* Commerce teacher - qualities, role & professional development.

* Objectives, need and importance of co-curricular activities,

organization of debates, field trips/excurion in teaching of

commerce.

* Pedagogical Analysis - Aspect and Utility of Pedagogical Analysis for

commerce teachers.

UNIT-5 : CONTINUES AND COMPREHENSIVE EVALUATION

IN COMMERCE

* Evaluation in Commerce - Purpose of evaluation, formative and


summative evaluation, tools and techniques of evaluation

(Quantitative and Qualitative).

* Achievement test in commerce purpose uses and construction of

achievement test.

* Diagnostic test & remedial teaching.

* Unit tests in commerce - construction of a unit test and preparation of

blue Print.

* Rubrics in commerce teaching.


(a) Construction of objective type test items and preparation of question

papers.

(b) Content analysis and preparation of instructional at material related to

any unit of subject related to commerce.

(c) Preparation of lesson plan based on any innovative method.

(d) Prepare PPT related to commerce teaching content of Senior

Secondary Level.

(e) Visit and observe any commercial bank and prepare report.

REFERENCE

1. Rao, Seema : Teaching of commerce, Anmol Publication Pvt. Ltd.,

1995.

2. Jain, KCS : Vanyijaya Shikshan (Hindi), General Academy, Jaipur,

1986.

3. Khan, M.S. : The teaching of commerce, Sterling Publishers (P) Ltd.,

Jallandhar-3.

4. Bharali Devas : Commerce Education in India, D.K. Publishers

Distributors (P) Ltd., New Delhi, 1988.

5. Rai, B.C. : Methods of Teaching Commerce, Prakashan Kendra,

Lucknow, 1986.

6. Neeb, W.B. : Modern Business Practice, The Ryerson Press, Toronto,

1965.

7. Singh, I.B.: Vanijaya ka Adhyayan, Laxmi Narain Agarwal, Agra,

1. Review of Text- books (3 days)

2. Orientation of Subject sepecific and general skills (5 days)

3. Development of Teaching learning material (2 days)

4. Development of Unit Plan, Lesson Plan and achievement test at Pre

Primary and primary Level. (3 Days)

Note : Mandatory, without participation in the activity further work will

not be allowed.

1. Internship at pre primary Level

2. Internships at Primary Level


COURSE - IX

PRE-INTERNSHIP

COURSE - X & XIINTERNSHIP AT

PRE- PRIMARY AND PRIMARY LEVEL

OBJECTIVES

- To search the hidden talents of pupil teachers.

- To develop their self confidence and creativity.

- To acquaint them with indian cultural.

- To create social cohesion among pupil teachers.

- To organize activities at school and colleges.

ACTIVITIES

1. Talent Search 2. Get Together

3. Solo Song 4. Duet Song

5. Solo Dance 6. Pair Dance

7. Nail Art 8. Mehandi

9. Rangoli 10. Debate

11. Poster Making 12. Essay Writing

13. Extemporary 14. Fancy Dress

15. Without Gas Cooking 16. Annual Function

COURSE - XII

CULTURAL AND LITERARY DEVELOPMENT

OF LEARNERS

] - (4 weeks)

OBJECTIVES

* To develop feeling of self discipline and responsibility among

student teachers.

* To develop leadership qualities and imitativeness among student

teachers.

* To develop management and organization skills among student

teachers.

* To acquaint them with the cultural heritage of india.

* To sensitize them for social problems.

* To develop spiritual feelings and aesthetic sense among students.

* To develop scientific attitude among them through survey and

exhibition.

ACTIVITIES OF EXTENSION AND OUTREACH PROGRAMME

- All activities will Be organized through associations.

- Morning Assembly.

- Yoga And Meditation.

- Spiritual Talks

- Social Survey

- Rallies

- Nukkar Natak (street Play)

- Maun Vela

- Camp Fire

- Cultural Night

- Visit To Nearby Places

- Exhibition Based On Social Survey

COURSE XIII

EXTENSION AND OUTREACH

PROGRAMME (VAC)


OBJECTIVES

To enable the Student teachers to -

1. Know the Meaning of various Yoga, Asnas and to apply in their life.

2. Understand the importance of good posture and postural deformities.

3. To create interest for the practice of yogasanas and Meditation.

UNIT - I ASANS

1. Asana - (Definition & Classification) Different types of Asna

(practical work). padmasana, Vajarasana, Tadasana, Naukasana,

Bhujangasana, Salabhasana, Sarvangasnana, Savasana, Makasasna, Pavan

Mukthasana mandukasana mayurasana, vakasna

UNIT - II

Pranayam :- Defination, Different types of pranayam.

A. Anulom-Vilom B. Bramari C. Bhastrika

UNIT - III - MEDITATION

UNIT - IV - BANDHAS

A. Jalandhar B. Uddiyan C. Mool Bandha

UNIT - V - ATHLETICS - All Athlltics Activities

REFERENC BOOKS

1. J.C. Aggarwal :Healthand physics Education, Shipra Public casions

2. Anjana Daul ( 2014) : Yoga Edcuation, New Delhi APH publishin

Corporation.

3. R.C. Sharma & Daur. M : An Introducation to Health and physical

Education, Tandon public cations.

4. Arun Dumar (2011 ) : Yoga Education (Hindi) Patiyla : Twenty First

Country publications.

COURSE - XIV

MEDITATION, YOGA AND SPORTS

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OBJECTIVES

To acquaint student-teachers with their local surroundings through

Historical, Geographical, Educational, Cultural, Literary, Environmental,

Industrial, Political and Agricultural Study.

ACTIVITIES

The student teacher will opt any area of study according to his

interest.

AREAS OF INTEREST

- Historical - Geographical

- Agricultural - Educational

- Cultural - Literary

- Environmental - Industrial

- Political

COURSE - XV

Working with Community (NTCC)

75

OBJECTIVES :

1 To develop an understanding of the concepts, methods and

principals of educational psychology.

2 To develop and understanding of the nature and process of

learning in the context of various learning theories and factors.

3 To understand the nature of intelligence, creativity, personality

and its assessment.

4 To understand the psychology of learning with special needs

and teach them accordingly.

5 To make the students familiar with administration and

interpretation of psychological tests.

UNIT-1 : LEARNING AND MOTIVATION

1.1 Concept of Learning : Learning as a process and as an outcome.

1.2 Factors affecting learning.

1.3 Theories of learning & its educational implications :

Trial and error - Thorndike

Classical conditioning - Pavlov

Operant conditioning - Skinner

1.4 Transfer of Learning.

1.5 Motivation : Concept, Types and Techniques for enhancing

motivation.

UNIT-2 : PERSONALITY AND INDIVIDUAL DIFFERENCES

2.1 Personality - Concept and Determinants.

2.2 Assessment of Personality (Qualitative and Qualitive method)

2.3 Individual Difference : Concept, Areas and Educational

implications.

COURSE - I

LEARNING AND TEACHING

Second Year


UNIT-3 : INTELLIGENCE AND CREATIVITY

3.1 Concept and theories of intelligence (Spearman and Gardener )

3.2 Measurement of Intelligence : (Verbal, Non-verbal, Performance

Test) Uses and Limitations of intelligence tests.

3.3 Emotional Intelligence : Concept, Dimensions of emotional

intelligence.

3.4 Role of teacher in promoting emotional intelligence.

UNIT-4 : TEACHING PROCESS AND MODELS OF TEACHING

4.1 Concept and nature of Teaching.

4.2 Relationship between Teaching and Learning.

4.3 Principles and phases of teaching.

4.4 Components of Teaching : Teacher, Student, Teaching - Learning

Material and Classroom Climate.

4.5 Interrelatedness of objectives, teaching learning experiences and

evaluations.

4.6 Concepts of models of Teaching

4.7 Types of Models of Teaching - Richard Suchman's inquiry training

model, Glaser's Basic teahing model, information processing

model and concept attainment.

UNIT-5 : TEACHING APPROCHES AND TRANSACTION MODE

5.1 Content analysis and Task analysis

5.2 Constructivism

5.3 Transition Mode : Lecture clum discussion. seminar, workshop,

cooperative learning, Experimental Learning

5.4 Teaching as a profession : Why and How

ASSIGMENTS (ANY ONE) :

1 Administration of one (Psychological) test

2 Case study of special child.

3 Observing the behaviour of an adolescent boy/girl and listing


his/her characteristics and problems.

4 Paper presentation on any sub unit of syllabus.

REFERENCE BOOKS :

1. Holt, J. (1964). How children fail (Rev. ed.) Penguin.

2. Mukunda, K.V. (2009). What did you ask at school today? A

handbook of child learning. Harper Collins.

3. NCERT. (2005). National curriculum framework. NCERT.

4. Piaget, J, (1997). Development and learning. In M. Gauvain & M.

Cole (Eds.), Readings on the development of children. New youk:

WH Freeman & Company.

5. Rampal, A. (2003). Counting on everyday mathematics. In T.S.

Saraswathi (Ed.) Crosscultural perspectives in human

development : Theory, research and applications (pp. 326-353).

Sage.

6. Rao. V.K. Reddy, R.S. 1992, Learning and teaching

commonwealth publisher, New Delhi.

OBJECTIVES

1. To develop understanding of some key concepts - gender, gender

bias, gender stereo-type, equity, equality and patriarchy.

2. Become aware of the processes of socialization at home school and

society.

3. To understand the theories on gender and education and their

application in the Indian context.

4. Understand the gender issues in family, school and society.

5. To understand the role of mass media, gender sensitivity and the

policies as strategies for change.

UNIT-I : KEY CONCEPTS IN GENDER

1.1 Concept and difference between Gender and Sex

1.2 Gender Stereotyping

1.3 Patriachy, Gender bias

1.4 Equity and Equality

1.5 Difference between reproductive rights and sexual rights

UNIT-II : NATURE AND PROCESS OF SOCIALIZATION

2.1 At home - family as a social institution, parenting style and their

impact; Transmission of parental values.

2.2 Society - Neighborhood, family and their socialization functions.

2.3 At school - Relation between school and society.

2.3.1 Role of school in developing values

2.3.2 Social Differentiation in educational context (caste, religion and

region etc).

UNIT-III : GENDER STUDIES

3.1 Theories on Gender and Education and the application in the Indian

context -

COURSE - II

GENDER, SCHOOL AND SOCIETY


3.1.1 Socialization theory

3.1.2 Gender difference

3.1.3 Structural theory

3.1.4 Deconstructive theory

UNIT-IV : GENDER ISSUES / BIASES

4.1 in the family

4.2 in the school

4.3 in the society

UNIT-V : STRATEGIES FOR CHANGE

5.1. Policy and Management in the school

5.2. Mass Media

5.3. Gender sensitivity

ASSIGNMENTS (ANY ONE)

1. Field visit to schools, to observe the schooling process from

gender perspective.

2. A comparative study of daily routine of the girl and a boy from the

same family.

3. Content analysis of two text books of school with respect to

gender.

4. Development of a project on the organizational climate of two

schools single sex and co-education school.

5. Debates and discussion on violation of rights of girls and women.

REFERENCE BOOKS

1. Geetha, V. (2007) : Gender, Stree : Calcutta.

2. Pandey, K.P. (1983) : Perspectives in Social Foundation of

Education, Ghaziabad : Amitabh Prakashan.

3. Bussalo (2009) : Gender Aspects of the Trade and Poverty Nexus :

A Macro-Micro Approach (English): Palgraus MacMillan, U.K.

4. Mathur, A. (2007) : Gender and Development in India 01, Gyan

Book Pvt. Ltd.

OBJECTIVES

1. To develop understanding of epistemology and knowledge.

2. To develop understanding of subject-object relationship.

3. To develop understanding of activities related to paedocentric

education with reference to Gandhi, Gijubhai, John Dewey and

Plato.

4. To understand concept, need and types of curriculum.

5. To understand the principles of curriculum construction.

6. To develop understanding of philosophical, psychological and

sociological foundation of education.

7. To develop understanding of national and International priorities

in curriculum development.

8. To develop understanding of critical issues of foundation of

curriculum.

9. To develop understanding of critical issues of curriculum

development.

10. To develop understanding the role of external agencies in

providing curriculum.

11. To develop understanding the role of teacher and learner in

transacting curriculum.

12. To develop understanding in the innovation and evaluation of the

curriculum.

UNIT-I : CONCEPT OF EPISTEMOLOGY AND KNOWLEDGE

1.1. Concept and nature of knowledge.

1.2. Kinds and Sources of knowledge.

1.3. Epistemology : Meaning, Philosophical basis of knowledge,

COURSE - III

KNOWLEDGE AND CURRICULUM


according to Indian and Western Philosophy.

1.4. Construction of knowledge, The role of knower and Known in

construction and transmission of knowledge.

UNIT-II : PAEDOCENTRIC EDUCATION

2.1. Concept of Paedocentric education.

2.2. Basic Education - Gandhiji.

2.3. Child Centered Education - Giju Bhai.

2.4. Activity centered education - J.M. Dewey.

2.5. Discovery Learning - Plato.

UNIT-III : PRINCIPLES OF CURRICULUM

3.1. Meaning Need and principles of Curriculum.

3.2. philosophical, psychological and sociological foundation of

curriculum.

3.3. Types of Curriculum - Subject centered, Experience centered,

Activity centered, Child centered etc.

UNIT-IV : AGENCIES AND CRITICAL ISSUES OF

CURRICULUM

4.1. Role of external agencies in providing curriculum.

4.2. Role of Teachers and learner in transacting curriculum in the light

of NCF-2005.

4.3. National priorities and International contexts.

4.4. Critical Issues - Environmental concerns, Gender differences,

Values and Social sensitivity.

UNIT-V : Innovation and Evaluation of Curriculum

5.1. Organisation of curriculum

5.2. Curriculum Chang

5.3. Innovation in the curriculum.

5.4. Evaluation of curriculum.


1. Critical Analysis of a Textbook of Secondary level. (Any subject)

2. Write a term paper on any sub unit of the syllabus.

3. Write a term paper on any two philosopher related to their

curriculum ideas.

4. Conduct a survey on feedback of curriculum from learners /

teachers / community and prepare a report.

REFERENCE BOOKS

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yksd Hkkjrh izdk'kuA

2- ;kno] fl;kjke ¼1999½ % ikB~;Øe fodkl] vkxjk] fouksn iqLrd

eafnjA

3. Ediger, Marlow & Rao, Digumarti Bhaskara (2003) : Philosophy

and Curriculum, New Delhi, Discovery Publishing House.

4. Verghese, B.V. (2002) : Primary School Curriculum, New Delhi,

Anmol Publications Pvt. Ltd.

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vkxjk] fouksn iqLrd eafnjA

7. Schilvert, W.H. (2012) : Curriculum : Perspective Paradigm and

Possability. M.C. Millan Publication.

8. Hirst, Paul, H. (2006) : Knowledge and the curriculum. Routledge

Publication,

9. Pathak, A. (2013) : Social Implications and Schooling :

Knowledge Pedagogy and Conciousness, New Delhi, Akbar Book

Publications.


10. Balsara, M. (1999) : Principles of Curriculum Reconstruction, New

Delhi, Kanishka Publication.

11. Prasad, Janardan and Kumar, Vijay (1997) : Advanced Curriculum

Construction, New Delhi, Kanishka Publication.

12. Soti and Sharma, A. (2014) Enrichment Educational Thinkers of

India, Agra, R.S.A. International Publisher, Agra.

13. Aggrawal, J.C. (1998) : Theory and Principles of Education,

Philosophical and Sociological bases of education, New Delhi :

Vikas Publishing House.

14. Chaube, S.P. (1998) : Indian and Western Educational

Philosophies, Agra : Vinod Pustak Mandir.

OBJECTIVES

The course will enable student teachers to :

* Gain a critical understanding of issues in assessment and evaluation.

* Understand Key concepts, such as formative and summative

assessment and evaluation.

* Expose to different kinds and forms of assessment that aid student

learning.

* Use of a wide range of assessment tools and learn to select and

construct these appropriately.

* Evolve realistic, comprehensive and dynamic assessment procedures.

UNIT-1 : ASSESSMENT AND EVALUTION

1.1 Concept of assessment and evaluation.

1.2 Difference between assessment and evaluation.

1.3 Distinction between 'Assessment of Learning' and 'Assessment for

Learning'.

1.4 Purposes of assessment

1.5 Formative and Summative Evaluation

UNIT-2 : ASSESSMENT FOR LEARNING

2.1 Kinds of tasks : projects, assignments, performances

2.2 Kinds of test and their construction

2.3 Observation of learning processes by self, by peers, by teachers

2.4 Self-assessment and peer-assessment.

2.5 Quantitative and Qualitative aspects of assessment : Appropriate

tools for each.

COURSE - IV

ASSESSMENT FOR LEARNING


UNIT- 3 : DATA ANALYSIS AND FEEDBACK

3.1 Concept of statistics and use of statistics.

3.2 Concept, types and importance of graphical representation.

3.3 Frequency distribution.

3.4 Measurement of mean, mode, median, standard deviation,

correlation, coefficients (Rank Method) and their interpretation.

3.5 Feedback as an essential component of formative assessment.

3.6 Types of teacher feedback (written comments, oral), Peer Feedback.

UNIT-4 : SCHOOL-BASED ASSESSMENT AND EVALUATION

4.1 New trends in evaluation -

1. Semester System

2. Grading System

3. Question Bank

4. Continuous Internal Evaluation

4.2 Diagnostic test & Remedial test

4.3 Impact of examination - Driven Schooling

UNIT- 5 : DIRECTIONS FOR EXAMINATION REFORM

5.1 Flexibility in examination ( Open book and on line examination)

5.2 Improving quality and range of questions in exam papers.

5.3 Including school-based credits

5.4 Examination management

5.5 Role of ICT in examination

ASSIGNEMENTS (ANYONE)

1. Write a report on current practices of assessment and evaluation at

the upper primary, secondary / sr. secondary stage.

2. Analyse the question papers of any subject in the light of

knowledge, understanding and application.

3. Develop question paper to assess all the aspects of teaching.

4. Analyse answers given by the learner for one particular question.

REFERENCE BOOKS

1. Care, Esther, Mc Gaw, Barry & Griffin, Patrick (2012). Assessment

and teaching of 21st century skills. New York : Springers.

2. Gardner, John(2012). Assessment and learning -2nd edition. New

Delhi : SAGE Publication India Pvt. Ltd.

3. Glaser, R. Cowdewsky N. & Pellegrino J.W. (Eds) (2010)

knowledge what students know the science and design of

educational assessment National Academy press.

4. Glathorn, A.A. (1998). Performance Assessment and Standard-

based curricual : the Achievement Cycle. Larchmont, NY : Eye no

Education

5. Gredler, M.E. (1999). Classroom Assessment and Leaning. USA :

Longman

6. Hanna, G.S., & Dettmer, P.A. (2004). Assessment for effective

teaching : Using context-adaptive planning. Boston, MA : Pearson

A & B.

7. http://www.differencebetween.com/difference-between

assessment-and-vs-evaluation/

8. Likert, R,. (1932). A technique for the measurment of Attitude.

Archives psychology. 40

9. Linn, Robert and Norman E. Gronland (2000); Measurment and

Assessment in teaching 8th edition, by prentice Hall, Inc, Pearson

Education, Pearson Education, Printed in USA

10. Mehrens, W.A. & Lehman, I.J. (1991). Measurement and

Evaluation in Education and psycholgy (8th ed.) : chapter 10:


Describing educational Data.

11. Oosterhof, A. (1994). Classroom Applications of Educational

OBJECTIVES

1. To sensatized the student-teachers about learners of special need.

2. To understand student-teachers about role and responsibilities

towards special need learners.

3. To acquaint student-teachers about constitutional provisions for

special need children.

4. To sensatize the student-teacher about the problems of learners.

5. To develop competencies and commitment among student-

teachers.

6. To inculcate values among student-teachers.

UNIT-I : PERSPECTIVES OF INCLUSIVE EDUCATION

1.1 Historical background of Inclusive Education.

1.2 Concept and Meaning of Inclusive Education.

1.3 Need of Inclusive Education.

1.4 Characteristics and scope of Inclusive Education.

UNIT-II : CONSTITUTIONAL PROVISIONS & EDUCATIONAL

POLICIES FOR SPECIAL LEARNER

2.1 Constitutional provisions for special Learner.

2.2 Education Policy.

2.3 Right to Education - 2009.

UNIT-III : INCLUSIVE SCHOOL AND TEACHER

3.1 Role of Teachers in Inclusive School.

3.2 Challenges for Teachers in Inclusive Education.

3.3 Competencies and Commitment among teachers in the light of

Inclusive Education.

UNIT-IV : SPECIAL NEED

4.1 Identification of Learners Need.

4.2 Classification of Special Need Learners.

4.3 Motivational techniques for special Need-Learners.

UNIT-V : FACILITATES FOR SPECIAL NEED LEARNERS

5.1 Governmental level.

5.2 NGO's.

5.3 Family and Community.


1. Visit to a inclusive school and prepare a report.

2. A study of inclusive school plan and compare with high excellent

school.

3. Design and evaluate an inclusive education programme

4. A study of any one N.G.O. promoting inclusive education

5. A study of any special teacher training college or institution and

prepare a report.

REFERENCE BOOKS

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fxjh'k ipkSjh] lw;kZ izdk'kuA

3. Corinne Roth : Learning Disobjectics, Allyan & Bacon, USA

Smith.

4. Walson Robert : Psychology of the Child, John Willey & Sons,

New Delhi

5. Bigge, M.L. (7982) : Learning theories for Teacher, New York,

Harper & Row.

6. Corbett Jenny - Supporting inclusive education, Routledge

Falmer, 2001.

Course - V

CREATING AN INCLUSIVE SCHOOL

89Syllabus B.Ed (Child Development)Syllabus B.Ed (Child Development)88

OBJECTIVE

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

1. Identify their own potential.

2. Give conscious direction to their lives to take responsibility for

their actions.

3. Develop a holistic and integrated understanding of the human self.

4. Develop the capacity for self-reflection and personal integration.

5. Develop the capacity of SWOC analysis.

6. Develop the capacity to establish peace within oneself.

7. Develop the capacity to establish harmony within a group and

methods of conflict resolution.

UNIT-I : KNOWING ONE'S TRUE POTENTIAL

1.1 Concept of Self and Self Identity, Self-Esteem, Aspects of

Development of the Inner Self, Self-Development Strategies.

1.2 Forms of self-expression : Personal constructs, Social constructs.

1.3 Communication Skills, Soft Skills.

1.4 SWOC Analysis.

UNIT-II : PEACE, PROGRESS AND HARMONY

2.1 Concept of peace and its need.

2.2 Locus of control.

2.3 Stress Management and Techniques of Relaxation.

2.4 Social Interaction and Group Influence (Social Bonds, Group

Formation, Cooperation and Competition).

2.5 Methods of Conflict Resolutions and Group & Social Harmony.

UNIT-III : JOURNAL WRITING

Each student-teacher will be asked to maintain a regular journal, in

COURSE - VI

UNDERSTANDING THE SELF


which he/she may write :

3.1 Short reflective accounts of significant life experiences.

3.2 Observations of life situations that evoke questions and responses.

3.3 Questions on education, learning and teaching that he/she is

facing.

- The journal should be periodically presented before a faculty

member, who will offer brief comments, suggestions or further

questions for the student-teacher to reflect on.

UNIT-IV : WRITING TASKS

4.1 Writing an Educational Autobiography with respect to their

experience as a learner till now.

4.2 Writing a reflective statement of aspirations and expectations, based

on one's learning so far in the course.

UNIT-V : VIEWING AND ANALYZING FILM(S)

5.1 Suggested workshop themes :

5.1.1 Purposive film viewing

5.1.2 Ways of analyzing themes

5.1.3 Detailed observation of a key scene and discussion

5.1.4 Ways of seeing situations in the film

5.1.5 Writing a film review.

REFERENCE BOOKS

1 Dalal, A.S. (Ed.) (2001) : A greater psychology : An introduction to

the psychological thoughts of Sri Aurobindo. Punducherry : Sri

Aurobindo Ashram Pub.

2 Delors, Jaquis et.al. (1996) : Learning the treasure within - Twney

first century education : Report of UNESCO Education

Commission, Paris : UNESCO.

3 Krishnamurti, J. (2000) : Education and Significance of Life.

Chennai, Krishnamurti Foundation India.

4 Krishnamurti, J. (1998) : On self-knowledge. Chennai,

Krishnamurti Foundation India. Goel, B.S. (1988) : Psycho-

Analysis and Meditation, Third Eye Foundation of India, Sonepat,

Haryana.

5 Snyder, C.R. (2011) : Positive Psychology : The Scientific and

Practial Explorations of Human Strengths, Sage Publishers.

6 Topichik, G.S. (2008) : Managing Workplace Negativity, PHI,

Delhi.

7 Hadfield, J.A. (1983) : Psychology and Morals, Methuen & Co.,

London.

8 Charles, K. and Arul, V. (2015) : Peace and Value Education, Selvi

Publishers.

9 Feldonan, R.S. (2009) : Essentials of Understanding Psychology.

Seventh Edition, Tata McGraw Hill, New Delhi.

10 Kubalker, R. (2015) : Know your Stress - Manage Your Stress.

Neelkamal Publishers.

11 Sheorron, B. (2008) : The presentation skills workshop, Prentice

Hall of India, New Delhi.

12 Steve, D. (2012) : The Basics of Communication : A relational

perspective. Sage Publishers, Title : Understanding the Self Credits

: 2.

13 UNICEF (2006) : Life skills modules - Adolescence education

program. New Delhi : UNICEF House.

14 Venkateshamurthy, C.G. & Govinda Rao, A.V. (2005) : Life skills

education training package. Mysore : Regional Institute of

Education.


OPTIONAL COURSE

VII (ANY ONE)

Guidance and Counseling in Schools

Peace Education

Health & Physical Education

Environmental Education


95Syllabus B.Ed (Child Development)Syllabus B.Ed (Child Development)94

OBJECTIVES

1. To acquaint students with the concept and nature of guidance and

counselling.

2. To acquaint them with different types of guidance - Educational,

Vocational and Personal Guidance.

3. To know the qualities required for a good counsellor and guidance

worker.

4. To describe the different services in the school guidance

programme.

5. To make them understand the guidance for special children.

UNIT-I : INTRODUCTION OF GUIDANCE

1.1 Concept and Nature of guidance.

1.2 Aims and Objectives of guidance.

1.3 Basic Principles of guidance.

1.4 Difference between guidance, direction, counselling and advise.

UNIT-II : TYPES OF GUIDANCE

2.1 Educational Guidance - Nature, Scope and Objectives.

2.2 Need of Educational Guidance at Secondary, Senior Secondary

level.

2.3 Vocational Guidance - Concept, Need and Objectives.

2.4 Personal Guidance : Concept and Need, Nature of the problems at

different levels, childhood adolescent and youth with social and

cultural references.

UNIT-III : INTRODUCTION AND TYPES OF COUNSELLING

3.1 Concept, nature and need of counselling

3.2 Principles of counselling

OPTIONAL COURSE - VII

GUIDANCE AND COUNSELLING IN SCHOOLS3.3 Types of counselling : directive, non-directive and elective.

3.4 Role and qualities of counsellor.

UNIT-IV : GUIDANCE PROGRAMME AND SERVICES

4.1 Characteristics of good guidance programme.

4.2 Outline of guidance programme at secondary level.

4.3 Guidance services - concept importance and type.

4.4 Information services and placement services.

UNIT-V : GUIDANCE FOR SPECIAL CHILDREN

5.1 Concept and meaning of special children.

5.2 Types of special children and need of guidance for special

children.

5.3 Guidance methods of special children - case study, remedial and

experimental.

5.4 Role of Teachers in Guidance of special children.


1. Write an article on the guidance or counselling.

2. Study of the guidance programme in any secondary level.

3. Prepare a PPT on any sub unit of the syllabus.

4. Case study of special child.

5. Role of the teachers for good guidance or counseling programme.

REFERENCE BOOKS

1- bUnq nos ,oa vjfoUn QkVd % funsZ'ku ds ewy rÙo] jktLFkku fganh xzaFk

vdkneh] t;iqj] 1982

2- 'kf'k fpÙkkSM+k % funsZ'ku ,oa ijke'kZ] vxzoky ifCyds'ku] vkxjkA

3- vfurk dksBkjh % fo'ks"k f'k{kk] eksuksxzkQ] fgeka'kq ifCyds'ku] mn;iqj]

2015

4. Prem Pasaricha : Guidance and Counselling in Indian Education,

NCERT, New Delhi, 1976.


5. Indu Dave : The Basic Essentials of Counselling, Sterline

Publishers Pvt. Ltd., New Delhi, 1982.

6. S.S. Chauhan : Principles and Techniques of Guidance, Vikas

Publishing House Pvt. Ltd., U.P., 2008.

OBJECTIVES :

- To explain and know about peace education

- To study about Human Rights and Peace Education

- To Understand and resolve conflicts within in staff and in society

- To study the usages of integration peace into the curriculum

- To study and understand the various of different Philosophies about

peace

- To use skills and strategies in school for promoting peace.

UNIT - I : UNDERSTANDING PEACE : AS A DYNAMIC SOCIAL

REALITY

a. Concept need and importance of peace education

b. Human Right and peace education

c. Nature and causes of conflicts

d. Conflicts of different levels in society with himself, interpersonal ,

organizational himself, interpersonal, interpersonal, organizational

interstate and global

e. Peace education and conflict resolution in school

UNIT - II : ORIENTING EDUCATION FOR PEACE BUILDING

a. Education for peace – values and skills

b. Designing programmes – ways of integrating peace into the

curriculum, practice that make school a place of peace, Teacher as a

peace builders pedagogical skill and strategies, integrating peace

concerns in classroom transaction

UNIT - III : ROLE OF VARIOUS THINKERS AND AGENCIES IN

PROMOTING PEACE

a. Concept of peace according to the following thinkers & Gandhi,

Arbindo, Vivekanand, Tagor, Gijubhai , Mother Teresa initiatives at

national and International Levels

OPTIONAL COURSE VII

PEACE EDUCATION


b. Agencies contributing to peace UNESCO, Gandhi peace foundation

etc

UNIT - IV : EMPOWERMENT OF SELF FOR PEACE

a. Understanding adequate self as a product at positive agencies of caring

weather and appreciation in the family, School, neighborhood etc

which promote healthy discipline shunning violence

b. Negative experiences generate stress, anger, aggressor

c. Yoga meditation, anger/stress management as practices that restore

position physical healthy and attitudes

UNIT - V : ACTIVITIES IN SCHOOL FOR PROMOTING PEACE

a. Celebration of festivals of different religious important days

b. Exposure to personalities working of fastering peace in society

c. Peace Rallies

SESSIONAL WORK : ASSIGNMENT

1 Analysis of morning assembly programme of a school from the point of

peace

2 Preparation of a report on school programmes for promoting to peace

3 Developing on action plan for peace in the school and local community

4 Case study of a child suffering from stress and tension or bad habits.

REFERENCE BOOKS

1 Adans, D. (Ed.) (1997) : UNESCO and a Culture of Peace, promoting a

global movement.

2 Aggarwal, J.C. (2005) : Education for values, environment and human

rights. New Delhi : Shipra Publication.

3 Chadha, S.C. (2008) : Education Value & Value Education. Meerut : R.

Lall Books Depot.

4 Chand, J. (2007) : Value Education, Delhi : Anshah Publishing House.

5 Civilization. London : SAGE Publications, 1996.

6 Diwaar, R.R. & Agarwal, M. (Ed.) (1984) : Peace Education, New

Delhi : Gandhi Peace Foundation.

7 Education for Human Values (2003) : Sathya Sai Instructional Centre

for Human Values, New Delhi.

8 Jagannath, M. (2005) : Teaching of moral values development, New

Delhi : Deep and Deep Publication.

9 Johan, G. (1996) : Peace for peaceful means. New Delhi : Sage

Publication.

10 Khan, Wahiduddin (2003) : Ideology of Peace, Goodword, New Delhi.

11 Kumar, M. (Ed.) (1994) : Non-violence, Contemporary Issues and

Challenges. New Delhi : Gandhi Peace Foundation.

12 Morrison, M.L. (2003) : Peace Education, Australia : McFarland.

13 Passi, B.K. & Singh, P. (1999) : Value Education. Agra : Psychological

Corporation.

14 Ruhela, S.P. (1986) : Human Values and Education, New Delhi :

Sterling Publishing.

15 Salomon, G. & Nevo, B. (2002) : Peace Education : The concept,

principles and practices around the world. London : Lawrence

Erlbaum Associates.

16 Singh, Y.K. (2009) : Value Education. New Delhi : APH Publishing

Corporation.

17 Singh,Y.K. & Natha, R. (2008) : Value Education. New Delhi : APH

Publishing Corporation.

17 Subramanian, K. (1990) : Value Education. Madurai : Ravana

Publication.

18 UNESCO. Learning the Way of Peace : Teacher's Guide.

19 UNICEF. The State of the World's Children (Reports of the last five

years).

20 Venkataiah, (2009) : Value Education. New Delhi : APB Publishing

Corporation.


ONLINE RESOURCES

1 Peace in Minds of Men.

http://www.learndev.org/dl/WarPeaceMinds.PDF

2 History of Culture of Peace.

http://www3.unesco.org/lycp/kits/uk_concept.pdf

3 UNESCO Culture of Peace.

http.://www.pathwaystopeace.org/documents/idp_essaycontest.pdf

4 Conflict Management Techniques :

http://www.imd.org/research/publications/upload/PFM149_LR_Kohl

reiser.pdf

5 Non-violence in Education:

http://portal.unesco.org/education/en/file_download.php/fa99ea234f

4accb0ad4340eld60809cmuller_en.pdf

6 Peacemaking in Schools :

http://www.learningpeace.com/pages/LSP_PSchool.htm

7 Peace Education Resource : www.cpsglobal.org

OBJECTIVES

1. To introduce the student-teacher with the concept of wholistic

health.

2. To enable them to understand the various dimensions and

determinants of health.

3. To acquaint them to school health programme and its importance.

4. To enable them to understand the need & importance of physical

education.

5. To acquaint them to allied areas in physical education.

6. To sensitize the student teacher towards physical fitness and its

importance.

7. To make them aware of the benefits of physical fitness and

activities for its development.

8. To help them acquire the skills for assessment of physical fitness.

9. To motivate them to resort to physical activity for the fitness

development.

UNIT-I : HEALTH AND HEALTH PROGRAMME

1.1 Concept and meaning of health.

1.2 Dimensions & determinants of health.

1.3 Health care need for children & adolescents.

1.4 Importance of Balanced Diet.

1.5 School health programme and role of teacher in development of

health.

UNIT-II : PHYSICAL EDUCATION

2.1 Meaning, Concept & importance of Physical education.

2.2 Role of science to strengthen physical education.

2.3 Need and Importance of Physical Education in different levels of

school.

OPTIONAL COURSE - VII

HEALTH AND PHYSICAL EDUCATION


UNIT-III : PERSONAL CARE, SAFETY & SECURITY

3.1 The way of prevention & treatment - Dog bite, Snake bite, Animal

attack.

3.2 Physical Fitness - Exercise, P.T., Gymnastic, Role & Impact.

Factors affecting Physical Fitness.

3.3 Meaning, need and activities of self defense.

UNIT-IV : GAMES & SPORTS

4.1 Need & Importance of Games in daily life.

4.2 Effect of Games on Health.

4.3 Encouraging Sports - Sports, Ethics, Value, Award, Scholarship.

4.4 Types of Games at different school level - Indoor / Outdoor.

UNIT-V : PHYSICAL SYSTEMS

5.1 Blood Circulatory System

5.2 Digestive System

5.3 Muscular System

5.4 Respiratory System


1. Prepare teaching aids on any two from the following :

(a) Chart (b) Diagram (c) Model

2. Report on Physical Education Programmes of a Sec./Sr. Sec.

School.

3. Term Paper on any one sub unit of the syllabus.

OBJECTIVES

* To understand and reflect on the concept and characteristics of

environmental education from various aspects.

* To develop awareness understanding and concern about

environment and associated problems and to develop knowledge,

skills, attitudes, motivation and commitment to work individually

and collectively towards their solutions and prevention of new

ones.

* To do teaching learning about the environment, through the

environment and for the environment.

* To develop special skill needed to link theoretical understanding

with practical / applied aspects.

UNIT-1 : NATURE AND SCOPE OF ENVIRONMENTAL

EDUCATION

1.1 Nature, need and scope of environmental education and its

conservation.

1.2 Environmental education : a way of implementing the goals of

environmental protection.

1.3 Present status of environmental education at various levels.

1.4 India as a mega bio-diversity Nation, Different ecosystems at

National and Global level.

UNIT-2 : CONSERVATION OF NATURAL RESOURCES

2.1 Role of individual in conservation of natural resources : water,

energy and food.

2.2 Role of individual in prevention of pollution : air and water.

2.3 Equitable uses of resources for sustainable livelihoods.

2.4 Role of information technology and media in environment

awareness/consciousness.

OPTIONAL COURSE- VII

ENVIRONMENTAL EDUCATION


UNIT-3 : COMMUNITY PARTICIPATION AND ENVIRONMENT

3.1 Sustainable land use management.

3.2 Role of media and ecotourism in creating environmental

awareness.

3.3 Role of local bodies in environmental management.

3.4 Shifting cultivation and its impact on environment.

UNIT-4 : ENVIRONMENTAL ISSUES AND CONCERNS

4.1 Environmental degradation and its impact on the health of people.

4.2 Agricultural Waste : Their impact and management.

4.3 Rain water harvesting and water resource management.

4.4 Biomedical waste management.

4.5 Changing patterns of energy and water consumption.

UNIT-5 : INITIATIVES BY VARIOUS AGENCIES FOR

ENVIRONMENT EDUCATION

5.1 Alternative sources of energy

5.2 Impact of natural-disaster/man-made disaster on environment.

5.3 Heat production and green house gas emission.

5.4 Governmental and non-governmental initiatives.


1. Study of major initiatives taken by NCERT regarding environment

education.

2. Study of Development of slum area and their inhabitants in a

nearby area/institute.

3. A critical study of school habitat in the context of drinking water,

sanitation paper, energy, garbage management etc.

4. Develop a road map for implementation of Environmental

Education as suggested by NCF 2005.

5. Write a term paper on any environmental issue.

REFERENCE BOOKS

1. Falmer Press CEE (1987) : Joy of Learning : Handbook of

Environmental Education Activities : CEE Bhrucha E. (2004).

Textbook For

2. NCERT (2005). National Curriculum Framework. New Delhi.

NCERT.

3. NCERT (2005) : Syllabus for Elementary Classes, Volume 1, New

Delhi : NCERT.

4. NCERT (2007/2013) : Looking Around Us. EVS Textbooks (305),

New Delhi : NCERT.

5. NCERT (2008) : Source Book on Assessment for Classes I-V,

Environmental Studies, New Delhi : NCERT.

6. Sarabhai V.K. et al. (2007) : Tbilisi to Ahmedabad - The Journey of

Environemntal Education - A Source Book, Centre for

Environment Education, Ahmedabad.

7. SCERT (2011). Prayavaran abhyayan aur vigyan shikshan.

D.E1.Ed.-ODL Course : Chhattisgarh.

8. SCERT (2012/2013). We-Our Environment, EVS Textbook (305)

: Andhra Pradesh. Seminar Proceedings (1995-96). Seminar on

EVS, organized by Vidya Bhawan, Udaipur.

9. Springer (2006). Science Literacy in Primary Schools and Pre-

Schools.

10. The Green Teacher (1997). Ideas, Experiences and Learning in

Educating for the environment : Centre for Environment

Education.

11. UNESCO (1988). Games and Toys in Teaching of Science and

Technology : UNESCO.

12. UNESCO (1990) : An Environmental Education Approach to the

Training of Middle Level Teachers : A Prototype Program.

UNESCO, UNEP International EE Program.

13. UNICEF (2008) : Best Practice Guidelines for teaching

Environmental Studies in Maldivian Primary Schools: UNICEF.


PEDAOGOGY OF

SCHOOL SUBJECT - II

Ordinary Level

Teaching of English,

Teaching of Hindi,

Teaching of Sanskrit,

Teaching of History,

Teaching of Civics,

Teaching of Geography,

Teaching of Economics

Teaching of Physics

Teaching of Biology

Teaching of Home Science

Teaching of Book Keeping & Accountancy

Teaching of Mathematics

Teaching of Chemistry

OBJECTIVES


1 Develop a good understanding of the basic concepts in second

language teaching.

2 Teach basic language skills as listening, speaking, reading and writing


3 Critically review and use appropriately different approaches and


4 Prepare lesson plans on different and prescribed aspects of English as a

second language.

5 Choose, prepare and use appropriate audio-visual aids for affective


6 Use various techniques of testing English as a second language and



LANGUAGE TEACHING




Purpose (ESP).





2.1 Listening


ORDINARY LEVEL

COURSE - VIII

TEACHING OF ENGLISH








2.2 Speaking


2.2.2 The phonetic elements involved in speaking at the productive




UNIT-III : TEACHING READING AND WRITING SKILLS

3.1 Reading Skills






3.2 Writing Skills



composition.

3.2.3 Teaching the following items - Letters, Essays, Paragraph,

Developing stories.


TEACHING



4.1.2 Whole language approach, communicative approach, electic

approach.

4.1.3 Direct method, Bilingual method.


4.2.1 Prose Lesson


book.


- New lexical items



- Textual exercises


- Unit test.

4.2.2 Poetry Lesson


language.



LEARNING





computer, newspapers, magazines, the blackboard and the white

board, Songs, Newspapers, Magazines and Brochures, Stories and

Anecdotes, Language games.




language.



5.2.3 Types of test (Achievement test, Proficiency test, Diagnostic test,





2. Preparation of five (5) word cards, five (5) picture cards and five


3. Preparation of twenty (20) test items in listening / speaking /

reading / writing skills.

4. Preparation of CALT material [five (5) pages].






(print out).


BIBLIOGRAPHY






Longman.



McGraw Hill.

5 Brumfit, C.J. (1984) : Communicative methodology in language

teaching. Cambridge : C.P.U.

6 Collins Cobuild English Grammar (2000) : Harper Collins

Publisher, India.

7 Elizabeth, M.E.S. (2010) : Methods of Teaching English,

Discovery Publishing House.

8 Hornby, A.S. (1998) : Guide to Patterns and Usage in English

O.U.P.

9 Leech, Geoffrey and Svartvik, Jan (2000) : Communicative

Grammar of English Cambridge, C.P.U.

10 Paliwal, A.K. (2011) : A Handbook for Teachers of English.

Kalpana Publications, Jaipur.

11 Paliwal, A.K. (2011) : Methodology of Teaching English as a

Second Language. Kalpana Publications, Jaipur.

12 Palmer, H.L. (1964-65) : The Principles of Language Study.

London : O.U.P.

13 Quirk, Randolph and Greenbaum (1973) : A University Grammar

of English, London.

14 Richards, J.C. and Rodgers, T.S. : Approaches and methods in

Language Teaching. Cambridge, C.P.U.

15 Roach, Pater (1991) : English Phonetics and Phonology.

Cambridge, C.P.U.

16 Thomson, A.J. and Martinet (1998) : A Practical English

Grammar, ELBS, O.U.P.

17 Gimson, A.C. (1980) : An introduction to the pronunciation of

English. London : Edward Arnold.


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mís'; %

bl ikB~;Øe dk mís'; laLÑr Hkk"kk ,oa lkfgR; ds n{k ,oa dq'ky f'k{kd

rS;kj djuk gSA bl ikB~;Øe dh fo"k;&oLrq ds v/;kiu ds QyLo:i lacaf/kr

izf'k{k.kkFkhZ Nk=k/;kid mPp ek/;fed ¼X;kjgoha ,oa ckjgoha½ d{kkvksa esa

v/;kiu esa l{ke gks ldsaxsA

bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid &

1- Hkk"kk ds Lo:i ,oa egRo dks tku ldsaxsA

2- oSfnd ,oa ykSfdd Hkk"kk dh fLFkfr dks le> ldsaxsA

3- fofHkUu vk;ksxksa esa laLÑr Hkk"kk laca/kh dh xbZ vuq'kalkvksa dks tku ldsaxsA

4- Hkk"kk f'k{k.k ds fofHkUu f'k{k.k lw=ksa] fl)kUrksa] mís';ksa ,oa dkS'kyksa dks tku

ldsaxsA

5- laLÑr esa ikB ;kstuk ,oa bdkbZ ;kstuk dh vko';drk] egRo ,oa budh

fuekZ.k izfØ;k tku ldsaxsA

6- fofHkUu fo/kkvksa dh ikB ;kstuk ds fuekZ.k esa l{ke gks ldsaxsA

7- f'k{k.k esa fofo/k izdkj dh f'k{k.k lkexzh dk mi;ksx djuk lh[k ldsaxsA

8- laLÑr Hkk"kk f'k{k.k dh fofHkUu fof/k;ksa ,oa mikxeksa ls ifjfpr gks ldsaxsA

9- ewY;kadu ds lEizR;; ,oa blds egRo dks le> ldsaxsA

10- funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks tku ldsaxsA

fo"k; oLrq

;wfuV ,d % laLÑr Hkk"kk dh izÑfr] fLFkfr ,oa egÙo

1-1- Hkk"kk dk Lo:i ,oa laLÑr Hkk"kk dk egRo

1-2- oSfnd ,oa ykSfdd laLÑr Hkk"kk dh fLFkfr

1-3- Hkk"kk % lekt] igpku ,oa 'kfDr

COURSE - VIII

laLÑr Hkk"kk dk f'k{k.k1-

1-4-1 laLd`r vk;ksx ¼1956&57½

1-4-2 dksBkjh vk;ksx ¼1964&66½

1-4-3 jk"Vªh; f'k{kk uhfr&1986 ,oa fØ;kUo;u dk;ZØe&1992

1-4-4 jk"Vªh; ikB~;ppkZ dh :ijs[kk&2005 ¼Hkk"kk f'k{kk½ & laLÑr dh fLFkfrA

;wfuV nks % laLÑr Hkk"kk f'k{k.k ds lw=] fl)kUr] mís'; ,oa dkS'ky

2-1- laLÑr Hkk"kk f'k{k.k ds lw=

2-2- laLÑr Hkk"kk f'k{k.k ds fl)kUr

2-2-1-euksoSKkfud fl)kUr

2-2-2-Hkk"kk;h fl)kUr

2-2-3- f'k{k.k foKku laca/kh fl)kUr

2-3 laLÑr Hkk"kk f'k{k.k ds mís';

2-3-1 lkekU; ,oa fof'k"V mís';

2-3-2 izkjfEHkd] ek/;fed ,oa mPp Lrj ij laLÑr Hkk"kk f'k{k.k ds mís';

2-3-3 fof'k"V mís'; dk O;ogkjxr 'kCnkoyh ls fu/kkZj.kA

2-4 laLÑr Hkk"kk f'k{k.k ds dkS'ky ,oa mudk fodkl

2-4-1 vFkZxzg.kkRed dkS'ky

2-4-2 Jo.k dkS'ky

2-4-3 iBu dkS'ky

2- vfHkO;DR;kRed dkS'ky

¼v½ Hkk"k.k dkS'ky

¼c½ ys[ku dkS'ky

3- Hkk"kk f'k{k.k ds dkS'kyksa dk egRo ,oa mudk vUrlZEcU/k

4- Jo.k ,oa Hkk"k.k dkS'kyksa dk fodkl & iznÙk dk;Z] Jo.k ,oa Hkk"k.k

4- Hkk"kk f'k{kk laca/kh laoS/kkfud izko/kku ¼/kkjk 343&353] 350v½


dkS'kyksa ds fodkl ds fy, fo"k;] lkexzh ,oa lzksr] dFkk dFku] ?kVuk dFku]

lafLFkfrtU; okrkZyki] vUR;k{kjh] iz'uksÙkjh] laLÑr 'yksd ikB] laLÑr

xhr izLrqfr] O;k[;ku] Hkk"kk iz;ksx'kkyk] fo"k;oLrq ij lewg ppkZ] [ksy

bR;kfn ds ek/;e ls fodklA

5- iBu ,oa ys[ku dkS'kyksa dk fodkl

¼v½ iBu dkS'ky ds midkS'ky & vkn'kZ okpu] vuqdj.k okpu] ekSu

okpu] xgu ikB] æqr ikB] okpu djrs gq, iznÙk dk;Z] v/;;u] dkS'ky]

fo"k; oLrq esa ls iz'uksa dh lajpuk] mÙkj [kkstuk] 'kCndks'k dk mi;ksx djuk

bR;kfnA

¼c½ ys[ku dkS'ky ds midkS'ky & vuqPNsn ys[ku] dFkk ys[ku] ?kVuk ys[ku]

i= ys[ku] dFkk] if=dk] fHkfÙk if=dk] l`tukRed ys[ku] izfrosnu ys[ku]

lwpuk izlkj.k bR;kfnA

;wfuV rhu % laLÑr f'k{k.k esa fo/kkxr ikB fu;kstu ,oa f'k{k.k lgk;d lkexzh

3-1- fo/kkxr f'k{k.k ;kstuk

3-1-1-laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo

3-1-2-bdkbZ ;kstuk ,oa nSfud ikB ;kstuk dh fuekZ.k izfØ;k ,oa varj

3-1-3 fufeZroknh mikxe vk/kkfjr ikB ;kstuk fu;kstu ,oa fofHkUu f'k{k.k fof/k;ka

¼v½ x| f'k{k.k

¼c½ i| ;kstuk

¼l½ O;kdj.k f'k{k.k

¼n½ dFkk f'k{k.k

¼;½ jpuk f'k{k.k

3-1-4-mi;qZDr fo/kkxr f'k{k.k ds ek/;e ls fo|kfFkZ;ksa esa lEizs"k.k dkS'ky ¼i=

ys[ku] laokn ys[ku] ifjPNsn ys[ku] thouo`Ùk ys[ku bR;kfn½] o`r fodklA

3-2 laLÑr f'k{k.k esa n`';&JO; lk/ku

3-2-1-

3-2-2-laLÑr Hkk"kk f'k{k.k esa n`';&JO; lk/kuksa dk p;u] fuekZ.k ,oa mudk

mi;ksxA

;wfuV pkj % Hkkjr esa laLÑr Hkk"kk f'k{k.k dh fof/k;ka ,oa uokpkj vk/kkfjr mikxe

4-1 Hkk"kk f'k{k.k dh fof/k;k¡

4-1-1 ikB'kkyk fof/k

4-1-2 O;kdj.kkuqokn fof/k

4-1-3 ikB~;iqLrd fof/k

4-1-4 izR;{k i)fr

4-2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe

4-2-1 laxzaFku mikxe

4-2-2 lEizs"k.k mikxe

4-2-3 iznÙk dk;Z vk/kkfjr mikxe

4-2-4-lexz mikxe

;wfuV ikap % laLÑr Hkk"kk f'k{k.k esa ewY;kadu

5-1 ewY;kadu ,oa Hkk"kk f'k{k.k

5-1-1 laLÑr Hkk"kk f'k{k.k esa ewY;kadu & ewY;kadu dk lEizR;;] mís'; ,oa egRoA

5-1-2 laLÑr Hkk"kk esa dkS'ky dsfUær ewY;kaduA

5-1-3 uhyi= vk/kkfjr iz'u i= dh lajpukA

5-1-4 laLÑr Hkk"kk esa iz'uksa dk fuekZ.k & oLrqfu"B] y?kqÙkjkRed ,oa fucU/kkRed

iz'uA

5-2- laLÑr Hkk"kk esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k

5-2-1 funkukRed ijh{k.k dk lEizR;;] mís';] egRo ,oa izfØ;k

5-2-2 mipkjkRed f'k{k.k dk lEizR;;] mís'; ,oa egRoA

laLÑr Hkk"kk f'k{k.k esa n`';&JO; lk/kuksa dk egRoA


5-3 laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kadu

5-3-1 lrr~ ,oa O;kid ewY;kadu dk lEizR;;

5-3-2 laLÑr Hkk"kk f'k{k.k esa lrr~ ,oa ewY;kadu izfØ;k dk egRo ,oa mís';A

5-3-3 lrr~ ,oa O;kid ewY;kadu dh okf"kZd dk;Z ;kstukA


izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k; izk/;kid ds ekxZn'kZu

esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &

1- ikB~;Øe dh fdlh ,d mibdkbZ ij i= izLrqfr ,oa izfrosnuA

2- ikB~;Øe dh fdlh ,d mibdkbZ ij dk;Z'kkyk dk vk;kstu ,oa izfrosnuA

3- ek/;fed Lrj dh fdlh ,d ikB~;iqLrd dh leh{kkA

4- fofHkUu dkS'kyksa ij vk/kkfjr 20 iz'uksa dk fuekZ.kA

5- uhyi= vk/kkfjr iz'u&i= dh lajpuk ,oa izfrosnuA

6- jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005 esa Hkk"kk f'k{k.k O;wg jpuk dk v/;;u

,oa izfrosnuA

7- laLÑr esa funkukRed ijh{k.k dk fuekZ.k] vk;kstu ,oa izfrosnuA

8- fo|ky;ksa esa laLÑr Hkk"kk f'k{k.k esa cgqHkkf"kd f'k{k.k dh fLFkfr dk

v/;;uA

lanHkZ xzaFk lwph

1- feÙky] larks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj-yky cqd fMiksA

2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR;

vdknehA

3- ukjax] oS'uk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku

laLFkkuA

4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ

fnYyh % jktdey izdk'kuA

5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ

fnYyhA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d

uokpkj] t;iqj % dYiuk izdk'kuA

7- ,u-lh-Vh-bZ-vkj-Vh- ¼2005½ % jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005] ubZ

fnYyh % ,ulhVhbZvkjVh] ubZ fnYyhA


OBJECTIVES

After the class the Pupil-Teachers able to :

1. Understand the nature of History.

2. Understand the aims & objective of History Teaching.

3. Apply appropriate methods and techniques of teaching of various

topics of History at different level.

4. Prepare achievement test and diagnostic and administration of the test.

5. Prepare and utilize different teaching aids.

6. Understand the changing concept of History.

7. Introduce student-teachers to matters of both content and pedagogy in

the teaching of History.

UNIT-I NATURE AND SCOPE OF HISTORY

1.1 Meaning, nature and scope of History.

1.2 Importance of teaching history.

1.3 Importance of studying local history, national history and world

history in the context of National Integration and International

brotherhood and global citizenship.

1.4 Co-relation of History with Social Science, Civics, Political Science,

Economics and Geography.

UNIT-II TEACHING LEARNING RESOURCE IN HISTORY

2.1 People as resource the significance of oral data.

2.2 Types and importance of Primary and Secondary sources in history

teaching.

UNIT-III HISTORY CURRICULUM FOR SCHOOL

3.1 Concept of curriculum.

COURSE - VIII

TEACHING OF HISTORY 3.2 Fundamental principles of formatting curriculum in History and

critical appraisals of the syllabus of state and CBSE board at different

stages.

3.3 Qualities and professional growth of history teacher, and his role in

future prospective.

3.4 Challenge faced by History teacher (Challenges passed by

tecyhnology, pedagogy and globalization).

UNIT-IV TEACHING PLANNING, METHODS AND TEACHING

SKILLS

4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and

Importance.

4.2 Methods of teaching history - Story telling Method, Demonstration,

Biographical, Problem solving and role play method.

UNIT-V C.C.E. IN HISTORY SUBJECT

5.1 Concept and purpose of evaluation.

5.2 Objective based evaluation.

5.3 Various types of question, blue print, content analysis.


1. Content analysis and preparation of instructional material related to

any unit of history.

2. Visit to any historical place and preparation of report.

3. Collection of newspaper cutting related to history's issues.

4. Develop a lesson plan based on new methods / technique in history.

5. Study of analysis aspect of Historical issue and preparation of report.

6. Interview two history teachers and find the challenges faced by them

and submit the report in about 500 words.

REFERENCE BOOKS

1. NCERT - Handbook of History teachers.


2. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,

Jaipur.

3. Choudhary, K.P. : Effective teaching of history in India, NCERT.

4. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.

5. Hill, C.P. : Suggestions on the teaching of History.

6. Nayak, A.K. (2004: Classroom teaching methods and practice. APH

Publishing Corporation, New Delhi.

7. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons.

8. Varjeshwary, R.: Handbook for History teacher inIndia.

RELEVANT WEBSITES

1. www.ncert.nic.in

2. www.historical thinking.

OBJECTIVES

To enable the pupil outcomes :

1. Develop a critical understanding about the nature of developing a

critical and its interface with society.

2. Refresh the knowledge of the meaning and importance of civics.

3. Develop skill and abilities for organizing school activities related to

the subject.

4. To understand and adopt proper methods and techniques of teaching

various topics of civics to develop understanding of the concept and

practices different approaches of evaluation and to develop skill

preparing and using diferent evaluation tools of teaching civics.

5. The civics teacher knowledge outlook and teaching skill.

6. Develop understanding of various strategies and need to involve

student in various group activities to promote co-operative leaning.

7. Introduce students to the centrally of power sharing in democracies.

UNIT-I FOUNDATIONS OF CIVICS EDUCATION CONTEXT

AND CONCERNS

1.1 Meaning, nature and scope of civics.

1.2 Need and importance of civics.

1.3 Develop a historical sense of the choice and nature of democracy in

India.

1.4 Understand rules in human right, child right, women right.

1.5 Importance of civics in school curriculum.

1.6 Correlation of civics with other subjects.

1.7 Aims and objectives of teaching civics at elementary/secondary level.

UNIT-II : CURRICULUM AND PLANNING


COURSE - VIII

TEACHING OF CIVICS


2.2 Fundamental principles of construction curriculum of civics.

2.3 Principles of selection and organization of content.

2.4 Critical appraisal of civics curriculum and text-book.

2.5 Presentation of the subject matter of civic at elementary secondary

level.

2.6 Curriculum development and book review.

UNIT-III : METHODS AND APPROACHES OF TEACHING

CIVICS

3.1 Meaning and concept of method.

3.2 Various method of civics teaching at elementary secondary level-1

inductive/deductive discussion, project, problem solving, role-play,

story telling, method, brain-storming, field, puzzle solving.

3.3 Use of local resources in teaching civics, importance of teaching skill.

3.4 Planning of daily lesson plan and unit plan.

3.5 Use of mass media and computer in civics teaching.

UNIT-IV : TEACHING LEARNING RESOURCES IN CIVICS

4.1 Concept need and importance of teaching learning resources in civics.

4.2 Type of elementary/secondary sources - text-book materials, journals,

magazines, news channel, electronic media.

4.3 Teaching aids in civics, models, chart, audio-visual aids, flannel board,

blackboard, smart class, white board.

4.4 Planning of civics lab and its use.

4.5 Role of teacher in using modern tool.

UNIT-V : EVALUATION IN CIVICS TEACHING

5.1 Concept and objective of evaluation.

5.2 Tools and techniques of evaluation in civics teaching.

5.3 CCE in civics teaching

5.4 Preparation of achievement test.

5.4.1 Different types of question.

5.4.2 Blue print.

5.4.3 Preparation of question paper.


1. Critical study of any one civics books prescribed of secondary class.

2. Preparation of unit plan, lesson plan for civics book.

3. Collection of newspaper cutting related to civics issues.

4. Prepare transparencies / PPT related to subject.

5. Organize a seminar on current political issues and prepare report.

6. Field work based on object of keeping our nation clean and green.

7. Visit any local bodies as Panchayat, Municipality, Municipal

Corporation and Nagar Nigam and prepare report about function of

local bodies.

8. Construction of different types of test items.

REFERENCE BOOKS

1. Agarwal, 1993 : Teaching of Political Science : A practical approach.

Vikas Publishing House, New Delhi.

2. Arora and Awasthy (2003) : Political theory. Haranand Publication

Pvt. Ltd., New Delhi.

3. Bining AC and Bining DH (1952) : Teaching of political science in

secondary schools. Tata McGraw Hill Publishing Co. Ltd. Bombay.

4. Ellis AK (1995) : Teaching and Learning elementary social studies.

Boston Allyn and Bacon.

5. Kirt Patrick Ecron (1997) : Foundation of political science research

methods and scope. New York, The Free Press.

6. Kocher, S.K. (1985) : Methods and techniques for teaching. Sterling


7. Verma, LS (1988) : Research methodology in political science.

Rajasthan Granth Akadami, Jaipur.


8. Savaga Tom V and Armstrong David G. (1992) : Effective teaching in

elementary social studies. Macmillan Publishing Co., New York.

9. Harlikar : Teaching of Civics in India. Bombay Padma Publication

Ltd.

10. Cray Ryland W.: Education for Democratics Citizenship.

11. Machaelies : Social Studies for children in democracy, New York,

Prentice Hall, 1956.

OBJECTIVES


1. Understand the modern concept of Geography.

2. Understand the aim & objective of Geography Teaching.


topics of Geography at different level.

4. Arrange field trips survey.

5. Prepare achievement test and diagnostic and administration of the

test.

6. Understand use of Geography Lab know about necessary

equipments for Geography lab.

UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE

1.1 Concept of Geography Teaching.

1.2 Aims, Objective of Geography Teaching (Different level).

1-3 Nature and Scope of Geography Teaching.

1-4 Co-relation with Geography or Social Science, Civics, Nature

Science, Economics, History.

UNIT-II : TEACHING LEARNING RESOURCE IN GEOGRAPHY

2.1 People as resource the significance of oral data.

2.2 Types of primary and secondary sources data from field, textual

materials, journals, magazines, newspaper etc.

2.3 Various Teaching-aids : Using atlas as a resources for Geography,

Maps, Globe, Chart models, Graphs visuals, teaching learning

material.

2.4 Geography Room & Laboratory, Museums, Co-curricular activities.

UNIT-III : TEACHING LEARNING OF GEOGRAPHY

3.1 Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning, Need and

COURSE - VIII

TEACHING OF GEOGRAPHY


Importance.

3.2 Geographical Methods : Regional Method, Demonstration,

Inductive-Deductive, Project, Comparative and Lab method.

UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER

4.1 Curriculum Development Process : National and State levels.

4.2 Study of Geography syllabus - Secondary level.

4.3 Quality and professional growth of Geography teacher.

4.4 Geography text-book.

4.5 Geography teaching in CAI.

UNIT-V : ASSESSMENT AND EVALUATION

5.1 Characteristics of assessment - types of question best suited for

examining. Questions for testing quantitative skills, questions for

testing qualitative analysis, Open-ended questions.

5.2 Meaning, concept, process, construction of achievement test, Blue

print diagnostic.

5.3 Open book tests : Strengths and Limitations.

5.4 Continuous and Comprehensive Evaluation (CCE) in Geography.


ANY TWO OF FOLLOWING : (10 MARKS)

1. Preparation of Maps, Charts and Models for Physical Geography.

2. Develop two lesson plan based on new methods and approaches.

(PPT)

3. Collection of newspaper cuttings related to Geographical issues.

4. Preparation of report of visit some place of Geographical interest.

REFERENCE BOOKS

1- Hkwxksy f'k{k.k & MkW- ts-ih- oekZ

2- Hkwxksy f'k{k.k & MkW- ,p-,u- flag

3- Hkwxksy f'k{k.k & ,u-vkj- oekZ

4- dEI;wVj lgk; vf/kxe & MkW- ,p- esukfj;k

5- HkkSfrd Hkwxksy & MkW- lfoUæflag

6- Hkwxksy izk;ksfxd & MkW- ts-ih- 'kekZ


OBJECTIVES

1. To familiarize the student-teacher with various strategies, methods,

techniques and skills of teaching Economics at Senior Secondary

level.

2. To develop competence in use of appropriate strategy in relation to the

content to be taught.

3. To inculcate spirit of experimentation for finding out effectiveness of

alternative strategies of teaching.

4. To promote reflection on issues pertaining of teaching of Economics.

5. To develop competence in designing effective instructional strategies

to teach Economics.

6. To develop ability to design, develop and use various tools &

techniques of evaluation.

7. To develop awareness about syllabus prescribed by different State

Board.

8. To develop awareness about recent advancements in teaching of

Economics.

UNIT-I FOUNDATIONS OF ECONOMICS IN EDUCATION

CONTEXT AND CONCERN

1.1 Meaning, nature and scope of Economics.

1.2 History of Indian Economics.

1.3 Contribution of eminent Indian Economics. Chanakya, Amartya Sen.

1.4 Correlation of Economics with school subjects.

1.5 Aims and Objectives of Teaching Economics at Senior Secondary

level.



COURSE - VIII

TEACHING OF ECONOMICS2.2 Fundamental principles of constructing curriculum of Economics.

2.3 Critical analysis of Economics syllabus at Secondary level.

2.4 Text-book - Importance and Qualities of a good text-book of

Economics.

2.5 Critical appraisal of Economics Text-book.

UNIT-III : LESSON PLANNING, METHOD AND APPROACHES

IN TEACHING OF ECONOMICS

3.1 Meaning, Need, Importance and Preparation of Unit Plan, Lesson

Plan.

3.2 Framing of Instruction of Objectives.

3.3 Various methods of Teaching of Economics at Secondary Level,

Problem solving Project method, Team teaching, Inductive-deductive

method, Lecture method.

3.4 Innovative Practices in teaching of Economics - Symposia, debate,

assignment, brain-storming, workshop, seminar.

3.5 Use of ICT in Economics.

UNIT-IV : TEACHING LEARNING RESOURCES IN

ECONOMICS

4.1 Meaning, need and importance of Teaching Learning Resources in

Economics.

4.2 Types of Primary and Secondary Sources - Data from field, Textual

material, Journals, Magazines, Newspapers, Books.

4.3 Teaching Aids in Economics - Maps, Graph, Model, Chart, Slides,

T.V., Museum, Computer, Smart Board, Teaching Learning material,

Internal.

4.4 Co-curricular Activities - Types, Role and Significance of co-

curricular Activities in teaching Economics.

4.5 Economics teacher and his qualities.


UNIT-V : EVALUATION AND ASSESSMENT IN ECONOMICS

TEACHING

5.1 Purpose and concept of Evaluation.

5.2 Types of Evaluation (Formative, Sumative and Diagnostic).

5.3 Continuous and Comprehensive Evaluation.

5.4 Preparation of Achievement Test, Blue Print.

5.5 Rubrics in teaching of Economics.


1. Content analysis and preparation of Instructional Material related to

any unit of subject related to Economics.

2. Construction of Objective types test items and Preparation of question

papers.

3. Critical appraisal of Economic, Syllabus at Senior Secondary Level.

4. Visit of Wholesale market and Retail market and Prepare report.

5. Develop a multi-media lesson using appropriate ICT resources and

transacting the same before peers in simulated teaching exercise.

6. Prepare a lesson plan on Innovative Method. (Any two)

7. Review of current budget.

8. Prepare E-learning material related to subject.

REFERENCE BOOKS

1. Teaching of Social Studies in Secondary School : Bining and Bining.

2. Teaching of Economics : M.H. Siddiqui, New Delhi, Ashish

Publishing House.

3. The Principles of Teaching Economics within the curriculum : Oliver,

J.M.

4. Evaluation in Economics : Bawa, M.S. IASE Deptt. of Education,

Delhi University.

5- vFkZ'kkL= foHkkx % MkW- dkeuk izlkn ik.Ms

6- vFkZ'kkL= foHkkx % xqjlj.knku R;kxh] fouksn iqLrd eafnj] vkxjk


OBJECTIVES

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

1. To explain the nature and structure of Physics.

2. Understand the aims and objectives of teaching Physics.

3. Apply various approaches and methods of teaching Physics.

4. Organize various co-curricular activities.

5. Develop Low Cost experiments.

6. To acquire and learn specific laboratory skills to conduct practical

work in Physics.

7. Develop and use the techniques for evaluation of students'

performance.

8. Develop a blue print.

9. Plan lesson in Physics.

10. Critically evaluate the existing Physics.

UNIT-I : NATURE AND STRUCTURE OF THE DISCIPLINE

1.1 Nature and scope of Physics in daily life.

1.2 Contribution of Physicists in the development of Physics.

1.3 Major land works and contribution in the field of Physics.

1.4 Aims and Objective of Teaching of Physics : General and Specific.

1.5 Relation between Physics and other branches of Science and Social

Science.

1.6 Scientific Attitude : Concept, characteristics and role of teacher in their

development.

UNIT-II : PLANNING AND CURRICULUM

2.1 Principles of developing Physics curriculum at Secondary Level.

2.2 Characteristics of an ideal text-book.

COURSE - VIII

TEACHING OF PHYSICS2.3 A critical study of present text-book at Secondary / Senior

Secondary school.

2.4 Unit Plan and Lesson Plan.

2.5 Qualities of Physics teacher.

UNIT-III : METHOD AND APPROACHES OF Physics

3.1 Approaches and Methods of Physics:

(a) Process Approach - Scientific method, Problem solving method.

(b) Activity based Approach- Project method, Laboratory method.

(c) Co-operative learning approach.

3.2 Physics Laboratory - Need, Importance, Design, Maintenance of

Apparatus, Equipment and Safety measures.

UNIT-IV : TEACHING-LEARNING RESOURCES IN Physics

4.1 Audio-Visual aids - Chart, Models, Transparencies, OHP, T.V.,

Computer.

4.2 Use of Community (Local) resources and Preparing low cost teaching

aids.

4.3 Planning and Organization of Co-curricular activities : Science Fair,

Excusrions, Science Club.

UNIT-V : EVALUATION AND ASSESSMENT IN Physics

5.1 Evaluation : Need, Concept and Importance of Evaluation in Physics.

5.2 Tool and Techniques of Evaluation.

5.3 Continuous and Comprehensive Evaluation in Physics.

5.4 Preparation of Blue Print in light of NCF 2005.

5.5 Physics Teacher as a researcher - Action research and case studies in

Physics.


1. Life History of any three Nobel Prize winner in Physics.

Physics


2. Write a Critical Report After reading of textbook.

3. Prepare a improvised apparatus for secondary level students.

REFERENCE BOOKS

1. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai

Publishing Co.

2. Kochhar, S.K. (2003) : Methods and Techniques of Teaching. Sterling


3. Vinayak, Malhotra : Encyclopedia of Modern Methods of Teaching

Science. New Delhi : Crescent Publishing Corporation.

1. To understand the nature and scope of biology.

2. To understand the importance and objectives of biology as a school

subject and its place in the school curriculum.

3. To appreciate various approaches of learning biology.

4. To understand meaning, concept and various types of assessment.

5. To utilize the teaching learning material effectively in teaching

biology

6. To understand the importance of biology curriculum.

UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES

OF BIOLOGY

1.1 Historical development of biology.

1.2 Origin of life and evolution, biodiversity, eco-system, food chain

and food web, photosynthesis, factors affecting the process of

photosynthesis, concept and types of cell division.

1.3 Nature, Scope and Objectives of teaching of Biology, Taxonomy

of educational objectives, writing objectives in behavioural terms.

1.4 Place of Biology in school curriculum and its relationship with

other subjects.

UNIT-II : INNOVATIVE METHODS OF LEARNING

2.1 Activity based learning, collaborative learning, experintial

learning, cooperative learning, concept mapping, peer learning,

facilitating learner for self-study.

2.2 Role of learners in negotiating and mediating learning in Biology.

2.3 Equal partnership of learners with special needs.

OBJECTIVES

COURSE - VIII

TEACHING OF BIOLOGY


UNIT-III : NEW TRENDS IN BIOLOGY CURRICULUM

3.1 Principles of biological curriculum.

3.2 Analysis of text-books and Biology syllabi of NCERT at

Secondary and Higher Secondary stages.

3.3 Analysis of other print and non-print materials in the area of

Biology.

3.4 New trends in Biology curriculum - BSCS, Nuffield Biology - O

and A level.

3.5 Basic criteria of validity of Biology curriculum in the light of

NCF-2005.

UNIT-IV : PEDAGOGICAL ASPECTS AND LEARNING RESOURCES

IN BIOLOGY

4.1 Need and importance of unit plan and lesson plan.

4.2 Identification and use of learning resources in Biology, exploring

alternative sources.

4.3 Use of audio-visual materials and ICT experiences in learning

Biology.

4.4 Need, importance and planning for biology laboratory.

UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Meaning, concept, need and construction of achievement test and

blue-print.

5.2 Continuous and comprehensive evaluation in Biology.

5.3 Tools and Techniques for testing qualitatively and quantitatively.

5.4 Open Book Examination, Strengths and Limitations.

ASSIGNMENTS ( ANY ONE)

1. Prepare a lesson plan by using fusion method of teaching.

2. Write a critical report after reading of school text-book.

3. Mark the student with less than 60% in biology diagnose the

difficulties and give appropriate remedy.

4. Establish biology science club in school and conduct at least five

activities related to Biology.

REFERENCE BOOKS

1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,

Chandigarh.

2. Yadav, K. (1993) : Teaching of Life Science. Anmol

Publishers, Daryaganj, Delhi.

3. Yadav, M.S. (2000) : Modern methods of Teaching Science.

Anmol Publishers, Delhi.

4. Mangal, S.K. (1996) : Teaching of Science. Arya Book

Depot, New Delhi.

5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli

Publishers, Chandigarh.


OBJECTIVES


1. Understand the nature, scope and objectives of teaching Home Science

at Senior Secondary level.

2. Understand the importance of teaching Home Science in school.

3. Understand various approaches of teaching learning of Home Science.

4. Utilize the instructional material effectively in the teaching of Home

Science.

5. Evaluate student performances effectively with reliability and validity.

UNIT-I : NATURE, SCOPE AND OBJECTIVES

1.1 Concept, Nature and Scope of Home Science.

1.2 Place of Home Science in School curriculum.

1.3 Objectives of Teaching Home Science at Senior Secondary Level.

1.4 Correlation of Home Science with other subjects and school activities.


2.1 Principles of Developing Home Science curriculum at Senior

Secondary level.

2.2 Factors affecting the selection and organization of Home Science

curriculum.

2.3 Analysis of Rajasthan State curriculum for Home Science.

2.4 Unit Plan and Lesson Plan.

2.5 Qualities and Responsibilities of Home Science teacher.

UNIT-III : METHODS AND APPROACHES OF TEACHING

HOME SCIENCE

3.1 Demonstration Method, Discussion Method, Project Method,

Problem Solving Method.

COURSE - VIII

TEACHING OF HOME SCIENCE

3.2 Inquiry Approach, Programme Instruction, Team Teaching,

Workshop, Seminar.

UNIT-IV : INSTRUCTIONAL SUPPORT SYSTEM

4.1 Multi-sensory Aids : Charts, Models, Bulletin-Board, Flannel Board,

Transparencies, Overhead Projector, Radio, T.V., Computer.

4.2 Organization of Co-curricular Activities - Home Science Club, Field

Trips.

4.3 Use of Community Resources.

4.4 Home Science Laboratory - Planning and Equipping Home Science

Laboratory Care and Maintenance of Equipment, Safety Precaution

for work in Home Science Laboratory.


5.1 Meaning and Concept of Assessment and Evaluation.

5.2 Preparation of Blue Print and Construction of Achievement Test.

5.3 Types of Test Items - Essay Type, Short Answer Type and Objective

Type.

5.4 Planning Objective based test items of different types.


1. Planning and Organization of Home Science Laboratory.

2. Any handmade preparation of Stiching Printing, Tie and Die

(Minimum for samples).

3. Development of self-instructional material on any one topic of Home

Science.

4. Development of computer assisted lesson in Home Science.

5. Use of current events in Home Science teaching.

6. To prepare design on the cloth by typing it with beads, marble, glass,

bangles, bittle caps etc. and make the following items :

(a) Cushion cover - 2

(b) Pillow cover - 2


(c) Table cloth

(d) Tray cover.

REFERENCE BOOKS

1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi : Sterling

Publisher Pvt. Ltd. (1987).

2. Chandra, Arvada Shah, Anupama Joshi, Uma (1995) : Fundamentals

of teaching Home Science, New Delhi : Sterling Publishers.

3. Seshaih P.R. (2004) : Methods of Teaching Home Science, Chennai -

Manohar Publishers and Distributors.

4. Lakshmi, K. (2006) : Technology of Teaching Home Science, New

Delhi : Sonali Publishers

5. Yoday, S. (1997) : Teaching of Home Science. New Delhi : Anmol

Publishers.

6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of teaching

(8th Ed.), New Delhi : PHI Learning Private Limited.

OBJECTIVES :

After completion of the course the student will be able to

- Understand the importance of teaching of Book keeping &

Accounting, Its scope and relationship with other school objects

- Undertake critical appraisal of existing Book keeping &

accounting curriculum at Sr. Sec. stage

- Know the qualities of text book of book keeping & Accounting

- Develop the ethics & Professional efficiency among students

- Develop an understanding use learning resources in book keeping

& Accounting

- Develop necessary skills to prepare and use various instructional /

learning ,methods

UNIT - I : NATURE OF BOOK KEEPING AND ACCOUNTING AS

DISCIPLINE

1.1 Concept Nature and Scope of book keeping & Accounting

1.2 Importance of studying book keeping & Accounting as a subject in

the context of charging global scenario.

1.3 Aims and objectives of Accounting at Sr. Sec. Level

1.4 Correlation of Book keeping & Accounting subject with other

school subjects via Business studies, Banking, Economics

Mathematics and statics

UNIT : V II - CURRICULUM AND TEXT BOOK IN BOOK

KEEPING & ACCOUNTING

2.1 Concept, Objectives and principles of developing curriculum in

Book Keeping and Accounting

COURSE - VIII

TEACHING OF BOOK KEEPING & ACCOUNTING


2.2 Critical Appraisal/Evaluation of present syllabus curriculum at Sr.

Sec. Level.

2.3 Characteristics and selection criteria of a text book of Book

Keeping & Accounting

2.4 A Critical review of a text Book of fincnancial Accoutning

prescribed by RBSE/CBSE for Sr. Sec. Classes

UNIT -III : APPROACHES ABD METHODOLOGY OF

TEACHING BOOK KEEPING & ACCOUNTING

3.1 Various approaches of teaching book keeping & accounting

equation approach, Journal Approach, Ledger Approach,, Cash

Book approach

3.2 Method in teaching of book keeping & Accounting

3.2.1 Lecture cum Demostration Method

3.2.2 Discussion Method

3.2.3 Problem Solving Method

3.2.4 Project Method

3.2.5 Modern Method of Teaching (ICT)

3.3 Techniques of teaching Book Keeping & Accounting

3.3.1 Questioning

3.3.2 Drill

3.3.3 Illustration

3.3.4 Role Playing

3.3.5 Assignment

3.4 Meaning , Need , Importance & preparation of unit plan & lesson

plan

UNIT - IV : LEARNING RESOURCES IN BOOK KEEPING &

ACCOUNTING

4.1 Use Of Audio-visual Aid, ICT Including multimedia, OHP,

Copmuter in teraction bord, LCD projector, Internet E-Learnin,

Social media, networking etc in Book & Accounting teaching.

.4.2 Recreational Activities through commerce club related to book

keeping & Accounting reaching

a) Commerce Exhibition

b) Commerce Fair

c) Financial Model

d) Games

e) Field Trip

4.3 Qualities role & professional development of a teacher of book

keeping & accounting

UNIT -V : EVALUATION & ASSESSMENT IN BOOK KEEPING

& ACCOUNTING

5.1 Importance and concept of evaluation

5.2 Various devices of testing and their need

5.3 Preparation of achievement test along with blue print

5.4 Qualities of good test

5.4 Diagnostic test and remedial teaching


a) Preparation of Unit test along with blue print

b) Preparing scrap book related to business activities

c) Report of a visit to a business organization with a view to study its

financial system

d) Preparation of lesson plan based on any innovation methods

e) Reports on any financial topic or any correct issue related to

business


REFERENCES :

1. Agarwal J C (2003) Teaching of Commerce : Vikas Publication,

New Dehli

2. Sharma B L (2007) Vaniyayashikshan, R L Book Depot, Meerut

3. Parson Ashish Ashok (2007) Vanijayaskishan Radha Prakashan

Agra


OBJECTIVES :




2. Appreciate mathematics as a tool to engage the mind of every

student.


Mathematics.



learning.


7. Perform pedagogical analysis of various topics in mathematics at

secondary level.



1. Nature of Mathematics : Concept, need, objectives, variables, etc.



3. Historical development of mathematics as a discipline contribution

of Indian Mathematicians like Ramanujan, Aryabhatt,

Bhaskaracharya, Brahmgupta.


mathematics.




COURSE - VIII



e. Area and Volume










LEARNING




b. Formative, Summative and Predictive evaluation in

mathematics

c. Continuous and Compressive Evaluation (CCE) in mathe-

matics at secondary level


programme.






4. Prepare Instructional Material for teaching one topic in

mathematics.


Writing objectives in behavioral terms. Bloom's taxonomy

(Revised).

3. Correlation of mathematics with other school subjects.

4. Changing trends and goals of teaching mathematics with reference

to NCF 2005.


MATHEMATICS





c. Problem Solving

d. Project

e. Heuristic



a. Oral work

b. Written work

c. Drill work

d. Home assignment


ENGAGEMENT

1. Pedagogical analysis of the units with reference to concepts,

learning outcomes, activities and learning experiences and

evaluation techniques of following content at secondary level.

a. Number system


c. Ongruency and Smilarity





REFERENCE BOOKS :


t;iqj







8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics, Dhanpat


9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-matics

in the new education, Universal Publication.





12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-

matics Teaching and Learning.




Depot, New Delhi.





CA : Fearon.

17. Marshall, S.P. (1995) : Schemes in Problem solving. NY :

Cambridge University Press.




Ludhiana.






University Press.











Maths in Secondary Schools, A Research Monograph. Delhi :

NCERT.


30. Davind Wood (1988) : How Children Think and Learn ? Oxford

U.K. : Blackwell Publishers Ltd.









39. Position Paper of NCF on Gender Issues in Education - 2005,

NCERT.

40. Position Paper of NCF on Education and Peace - 2005, NCERT.

JOURNALS :


2. Mathematics Teaching in the Middle School (MTMS), NCTM,

USA.


Web links :











Objectives

1. To understand the nature and scope of Chemistry.

2. To understand the importance and objectives of Chemistry as a

school subject and its place in the school curriculum.

3. To understand the importance of Chemistry curriculum.

4. To understand various approaches of teaching - learning of

Chemistry.

5. Utilize the instructional material effectively in the teaching of

Chemistry.

UNIT-I : CURRICULUM DEVELOPMENT AND CHEMISTRY

CURRICULUM

1.1 Curriculum Development : Need and salient features of

curriculum, Strategy and Principles of curriculum development,

Development of Curriculum for the Secondary level. Salient

features of NCF-2005.

1.2 Chemistry Curriculum : Common characteristics of chemistry

curriculum. Basic criteria of validity of chemistry curriculum in

the light of NCF-2005. A critical study of IX and X classes.

UNIT-II : MODES OF LEARNING ENGAGEMENT

2.1 Constructivist Approach : Activity based learning,

Experimentation interactive learning, Group work, Peer learning,

Project work, assignments followed by presentation, discussion,

inquiry approach, concept mapping etc.

UNIT-III : PLANNING AND PEDAGOGIC ASPECTS FOR

TEACHING-LEARNING OF CHEMISTRY

3.1 Lesson Planning : Pedagogical shift from science as fixed body of

knowledge to process of constructing knowledge.

COURSE - VIII

TEACHING OF CHEMISTRY3.2 Learning Resources : Identification and Use of learning

resources in Chemistry. Improvisation of apperatus, Audio-visual

materials, Multimedia, selection and designing, Use of ICT in

learning chemistry.

UNIT-IV : EXPLORING LEARNING OF CHEMISTRY

4.1 Exploring learning of Chemistry topics such as Chemical

reactions, types of chemical reaction - combination,

decomposition, displacement reactions, Endotheramic and

Exothermic reactions, Concept of oxidation reducation, redox

reactions, rate of reactions, factors affecting the rate like

concentration, temperature, pressure and catalyst.

UNIT-V : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Tools and Techniques of Assessment, Development of learning

indicators, Performance based assessment, Learner's record of

observations, Assessment of Project Work. Construction of Test

items and administration of tests. Continuous and comprehensive

for overall development of child.


Activities based on syllabus of Chemistry at Secondary level.

1. Preparation of one working model.

2. Preparation of Model Lesson Plan followed by Seminar /

Presentation.

3. Preparation of a Kit for teaching learning of a topic along with

write-up (name of unit, home / topic / material used / procedure /

learning outcomes).

4. Construction of an Achievement Test, Administration and

Analysis of Result.

Reference Books :

1. Kherwadkal, Anjali, Teaching of Chemistry by Modern Method,

Sarup & Sons, Newdelhi, Year 2003


2. Negi D.S.& Negi Rajita, Teaching Of Chemistry, year 2001

3. Das, R.C, Science Teaching in Schools, Sterling Publishers, Pvt. Ltd.

New Delhi, Year 1985

4. Rao, D.B. World Conference on science Education, Discovery

Publishing House, New Delhi, Year 2001

5. Venkataih, S., Science Education in 21st Centuary, Anmol Publishers,


ADVANCE LEVEL

TEACHING OF HINDI

TEACHING OF SANSKRIT


TEACHING OF HISTORY

TEACHING OF POLITICAL SCIENCE

TEACHING OF GEOGRAPHY

TEACHING OF ECONOMICS

TEACHING OF BIOLOGICAL SCIENCE

TEACHING OF HOME SCIENCES

TEACHING OF COMMERCE

TEACHING OF CHEMISTRY

TEACHING OF BOOK KEEPING & ACCOUNTING

TEACHING OF ENGLISH


ADVANCE LEVEL COURSE - VIII

TEACHING OF ENGLISH

OBJECTIVES


* Develop a good understanding of the basic concepts in second

language teaching.

* Teach basic language skills as listening, speaking, reading and writing


* Critically review and use appropriately different approaches and


* Prepare lesson plans on different and prescribed aspects of English as a

second language.

* Choose, prepare and use appropriate audio-visual aids for affective


* Use various techniques of testing English as a second language and



LANGUAGE TEACHING




Purpose (ESP).





2.1 Listening








2.1.6 Role of teaching aids in teaching listening skills.

2.1.7 Difference between - listening and listening comprehension.

2.1.8 Note-taking.

2.2 Speaking


2.2.2 The phonetic elements involved in speaking at the Productive



2.2.3 The stress system - weak forms and scheme.


2.2.5 Phonetic transcription.

2.2.6 Technique of teaching speaking skills and pronounciation practice

and drills - Ear Training, Repetition, Dialogues and Conversation.

2.2.7 Role of A.V. aids in teaching speaking skills.

UNIT-III : TEACHING OF READING AND WRITING SKILLS

3.1 Reading Skills


3.1.2 Mechanics of reading (Eye span, pause, Fixations, Regression).





3.2 Writing Skills





composition.

3.2.3 Teaching the following items - Letters (Formal and informal),

Essays, Report, Email, Notices, Precis, Paragraph, Developing

stories.


TEACHING



4.1.2 Whole language approach, communicative approach, task based

approach is eclectic approach.

4.1.3 Direct method, Bilingual method, ESA model, Audio-lingual

method..


4.2.1 Prose Lesson


book.


- New lexical items (vocabulary - active and passive,

techniques of teaching vocabulary).



- Textual exercises


- Unit test.

4.2.2 Teaching of Poetry

- Components of poetry

- The place of poetry teaching in school curriculum.


language.



LEARNING





computer, newspapers, magazines, redia, The blackboard and the

white board, Songs, Newspapers, Magazines and Brochures,

Stories and Anecdotes, Planning and organizing lab activities,

Language games.



language.



5.2.3 Type of test (Achievement test, Proficiency test, Diagnostic test,


5.2.4 Testing language skills, lexical and structural items, poetry and

grammar.




2. Identification of learning difficulties experienced by student-

teachers during teaching practice and implementation of remedial

instructional strategies in English.

3. Review of two research articles related to teaching and learning of

English from educational journals, magazines or newspapers.


4. Critical analysis of the method used in a lesson taught by a regular

teacher.

5. Preparation an action plan for improving any of the following

skills : reading skill, speaking skill, listening skill or creative

writing.

6. Preparation of five (5) word cards,five (5) picture cards and five


7. Preparation of twenty (20) test items in listening/speaking/

reading/writing skills.







(print out).


13. Content analysis of a unit or a chapter of English textbook in terms

of the lexical and structural items, language skills and given

exercises.

REFERENCE BOOKS






Longman.



McGraw Hill.

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3- MkW- jke'kqDy ik.Ms; % fgUnh f'k{k.kA Jh fouksn iqLrd Hk.Mkj] vkxjk&2]

2009


4- MkW- HkksykukFk frokjh % Hkk"kk foKkuA fdrkc egy] bykgkckn] 2005

5- MkW- jkepUæ 'kqDy % fgUnh lkfgR; bfrgklA jktdey izdk'ku] ubZ fnYyh]

2006

6- MkW- lkfo=h flag % fgUnh f'k{k.kA baVjus'kuy ifCyf'kax gkml] esjB] 2004

7- HkkbZ ;ksxsUæthr % fgUnh Hkk"kk f'k{k.kA fouksn iqLrd eafnj] vkxjk] 2008

mís'; %

bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid &

1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA

2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA

3- laLÑr Hkk"kk f'k{k.k ds mís';ksa ,oa dkS'kyksa dks le> ldsaxsA

4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa f'k{k.k fl)kUrksa dks tku ldsaxsA

5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA

6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA

7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk lh[k

ldsaxsA

8- laLÑr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;ksa ,oa mikxeksa dks tku ldsaxsA

9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu ds mís'; ,oa egRo dks le> ldsaxsA

10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA

Course Contents :

;wfuV ,d % laLÑr Hkk"kk dk Lo:i ,oa egÙo

1- Hkk"kk dk Lo:i ,oa egRo

2- laLÑr Hkk"kk dk egRo

3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh fLFkfr

4- jk"Vªh; ikB~;ppkZ dh :ijs[kk&2005 esa laLÑr Hkk"kk f'k{k.k dh fLFkfr

5- Hkkjrh; fo|ky; ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfrA

;wfuV nks % laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky

1- izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';

COURSE - VIII

laLÑr Hkk"kk dk f'k{k.k


2- laLÑr Hkk"kk f'k{k.k ds lw=

3- laLÑr Hkk"kk f'k{k.k ds fl)kUr

4- laLÑr Hkk"kk f'k{k.k ds dkS'ky

v- vFkZxzg.kkRed dkS'ky

c- vfHkO;DR;kRed dkS'ky

;wfuV rhu % laLÑr f'k{k.k esa fo/kkxr ikB fu;kstu ,oa f'k{k.k lgk;d lkexzh

1- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo

2- fufeZroknh mikxe vk/kkfjr ikB ;kstuk fu;kstu ,oa f'k{k.k fof/k;ka &

¼v½ x| f'k{k.k

¼c½ i| f'k{k.k

¼l½O;kdj.k f'k{k.k

¼n½ ukVd f'k{k.k

3- laLÑr Hkk"kk f'k{k.k esa n`';] ,oa n`';&JO; rFkk oS|qnf.od ¼bysDVªksfud½

lk/kuksa dk egRo

4- laLÑr Hkk"kk f'k{k.k esa n`';] JO; lk/kuksa dk p;u ,oa mudk mi;ksx

;wfuV pkj % laLÑr Hkk"kk f'k{k.k dh fof/k;ka ,oa mikxe

¼v½ laLÑr Hkk"kk f'k{k.k dh fof/k;ka

1- ikB'kkyk fof/k

2- O;kdj.kkuqokn fof/k

3- ikB~;iqLrd fof/k

4- izR;{k i)fr

¼c½ laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe

1- laxzaFku mikxe

2- lEizs"k.k mikxe

3- iznÙk dk;Z vk/kkfjr mikxe

4- lexz mikxe

;wfuV ikap % laLÑr Hkk"kk f'k{k.k esa ewY;kadu

1- ewY;kadu dk lEizR;;] mís'; ,oa egRoA

2- laLÑr Hkk"kk esa dkS'ky dsfUær ewY;kaduA

3- laLÑr Hkk"kk esa uhyi= vk/kkfjr iz'u i= lajpukA

4- funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k lEizR;;] mís'; ,oa egRoA

5- laLÑr Hkk"kk vf/kxe esa lrr~ ,oa O;kid ewY;kadu


izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k; izk/;kid ds ekxZn'kZu

esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &

1- ikB~;Øe dh fdlh ,d mibdkbZ ij i= izLrqfr ,oa izfrosnuA

2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa dk

v/;;u ,oa izfrosnuA

3- mPp izkFkfed@ek/;fed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh

leh{kkA

4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA

5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa

mipkjkRed f'k{k.kA

6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z dh

lwph cukuk ,oa mu ij fØ;kRed vH;kl ,oa izfrosnuA

7- mPp izkFkfed@ek/;fed Lrj dh ikB~piqLrd esa vk, laLÑr 'kCnksa dh

cgqHkkf"kdrk dk v/;;u ,oa izfrosnuA

8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij

vk/kkfjr 20 iz'uksa dh lajpuk djukA


lanHkZ xzaFk lwph

1- feÙky] larks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj-yky cqd fMiksA

2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR;

vdknehA

3- ukjax] oS'uk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku

laLFkkuA

4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ

fnYyh % jktdey izdk'kuA

5- frokjh] Hkkys kukFk ¼1982½ % Hkk"kk foKku] u's kuy ifCyf'kxa gkml] ub Z fnYyhA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d

uokpkj] t;iqj % dYiuk izdk'kuA

7- ,u-lh-Vh-bZ-vkj-Vh- ¼2005½ % jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005] ubZ

fnYyh % ,ulhVhbZvkjVh] ubZ fnYyhA

8- xqIrk] ,l-ih- ¼2006½ % vk/kqfud ekiu ,oa ewY;kadu] bykgkckn % 'kkjnk

iqLrd HkouA

9- frokjh] HkksykukFk ¼1994½ % Hkk"kk foKku] bykgkckn % fdrkc egy

izdk'kuA

10- ik.Ms;] pUæ'ks[kj ¼1998½ % laLÑr lkfgR; dh :ijs[kk] dkuiqj % lkfgR;

fudsruA

11- feJ] izHkk'kadj ¼1998½ % laLÑr f'k{k.k p.Mhx<+ % gfj;k.kk lkfgR;

vdknehA

12- lkroysdj] Jhikn nkeksnj ¼2006½ % laLÑr Lo;a f'k{kd] fnYyh %

jktiky ,.M lal daiuhA

13- flag] yky lkgc ¼1994½ % ekiu ewY;kadu ,oa lkaf[;dh] vkxjk % lkfgR;

izdk'kuA

14. Numan, David (1993) : Designing Task for Communicative

Classroom : Cambridge : Cambridge University Press.


OBJECTIVES




2. Appreciate mathematics as a tool to engage the mind of every student.


Mathematics.



learning.


7. Perform pedagogical analysis of various topics in mathematics at

secondary level.



1. Nature of Mathematics : Concept, need, objectives, variables, etc.



3. Historical development of mathematics as a discipline contribution of

Indian Mathematicians like Ramanujan, Aryabhatt, Bhaskaracharya,

Brahmgupta.


mathematics.




Writing objectives in behavioral terms. Bloom's taxonomy (Revised).

COURSE - VIIITEACHING OF MATHEMATICS

3. Correlation of mathematics and other school subjects.

4. Changing trends and goals of teaching mathematics with reference to

NCF 2005.


MATHEMATICS





c. Problem Solving

d. Project

e. Heuristic



a. Oral work

b. Written work

c. Drill work

d. Home assignment


ENGAGEMENT

1. Pedagogical analysis of the units with reference to concepts, learning

outcomes, activities and learning experiences and evaluation

techniques of following content at secondary level.

a. Number system


c. Congruency and Smilarity


e. Area and Volume











LEARNING




b. Formative, Summative and Predictive evaluation in mathematics

c. Continuous and Compressive Evaluation (CCE) in mathematics

at secondary level


programme.






4. Prepare Instructional Material for teaching one topic in mathematics.




REFERENCE BOOKS


t;iqj







8. Agarwal, S.M. (2005), Teaching of Modern Mathematics, Dhanpat


9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-matics in

the new education, Universal Publication.





12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-matics

Teaching and Learning.




Depot, New Delhi.





CA : Fearon.


17. Marshall, S.P. (1995) : Schemes in Problem solving. NY : Cambridge

University Press.




Ludhiana.






University Press.











Maths in Secondary Schools, A Research Monograph. Delhi : NCERT.

30. Davind Wood (1988) : How Children Think and Learn ? Oxford U.K. :

Blackwell Publishers Ltd.









39. Position Paper of NCF on Gender Issues in Education - 2005, NCERT.

40. Position Paper of NCF on Education and Peacs - 2005, NCERT.

JOURNALS


2. Mathematics Teaching in the Middle School (MTMS), NCTM, USA.


WEB LINKS










10. http://www.education-world.com

11. http://www.nctm.org


OBJECTIVES


1. Understand the nature of History.

2. Understand the aims & objective of History Teaching.


topics of History at different level.


5. Prepare and utilize different teaching aids.

6. Understand the changing concept of History.

7. Introduce student-teachers to matters of both content and pedagogy in

the teaching of History.

UNIT-I : SOURCES OF KNOWING OF ANCIENT INDIAN

HISTORY

1.1 Arahaelogical Sources

1.2 Literacy Sources

1.3 Foreign Accounts.

UNIT-II : LEARNING RESOURCES

2.1 Audio-Visual Resources : T.V., Films, Documentary, Visual Maps,

Models, Time-line, Artifacts.

2.2 Print Media - Magazine, Newspaper, Archieves.

2.3 Online Resources - Websites, Virtual tour.

UNIT-III : HISTORY CURRICULUM FOR SCHOOL

3.1 Concept of curriculum.

3.2 Fundamental principles of formatting curriculum in history.

3.3 Critical appraisals of the sylalbus of State and CBSE Board at different

stages.

COURSE - VIII TEACHING OF HISTORY

3.4 Qualities and professional growth of history teacher, and his role in

future prospective.

UNIT-IV : TEACHING PLANNING, METHODS AND TEACHING

SKILLS

4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and

Importance.

4.2 Methods of teaching history - Story telling Method, Demonstration,

Biographical, Problem solving and role play method.

UNIT-V : C.C.E. IN HISTORY

5.1 Concept and purpose of evaluation.

5.2 Objective based evaluation.

5.3 Various types of question, blue print, content analysis.


1. Content analysis and preparation of instructional material related to

any unit of history.

2. Visit to any historical place and preparation of report.

3. Collection of newspaper cutting related to history's issues.

4. Develop a lesson plan based on new methods / technique in history.

REFERENCE BOOKS

1. Nayak, A.K. (2004: Classroom teaching methods and practice. APH

Publishing Corporation, New Delhi.

2. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons.

3. NCERT - Handbook of History teachers.

4. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,

Jaipur.

5. Choudhary, K.P. : Effective teaching of history in India, NCERT.

6. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.

7. Hill, C.P. : Suggestions on the teaching of History.


8. Varjeshwary, R.: Handbook for History teacher inIndia.

RELEVANT WEBSITES

1. www.ncert.nic.in

2. www.historical thinking.

3. w w w. e d u c a t i o n a l . a l b e r l a . c a / m e d i a / 1 2 3 4 0 4 5 / m a k i n g

difference_2010pdf.

OBJECTIVES

1. Acquire the knowledge of the meaning and nature of Political Science,

Modern Concepts and Contemporary concepts of Political Science.

2. Develop understanding of objectives of teaching Political Science in

democratic country.

3. To understand and adopt proper methods and techniques of teaching

various topic of Political Science.

4. To develop the understanding of inter-relationship between different

subjects of social sciences.

5. To develop understanding of the concepts and practices of different

approaches of the evaluation and to develop skills in preparing and

using different evaluation tools in teaching of Political Science.

6. To develop understanding of political science curriculum and to enable

them to give suggestion for its improvement.

7. To develop understanding of issues in Political Science.

UNIT-I : FOUNDATIONS OF POLITICAL SCIENCE

1.1 Meaning, nature and scope of Political Science.

1.2 Concepts - Liberty, Equality, power, authority and legitimacy, political

system, soverignty and pluralism.

1.3 Democracy and Dictatorship, Political parties and Pressure groups.

1.4 Contemporary concepts - Political Modernization, Political Culture,

Political Socialization.

UNIT-II : OBJECTIVES, METHODS AND TECHNIQUES

2.1 Objectives of teaching Political Science in a democratic country.

2.2 Modern Methods of teaching Political Science

2.2.1 Inductive - Deductive Method

2.2.2 Heuristic Method

COURSE - VIIIPOLITICAL SCIENCE


2.2.3 Laboratory Method

2.2.4 Observation Method

2.2.5 Lecture Method

2.2.6 Seminar Method

2.3 Modern Techniques

2.3.1 Illustration

2.3.2 Questioning

2.3.3 Observation

2.3.4 Analytical

2.3.5 Concept Attainment Model

2.3.6 Jerk Technology

UNIT-III : CHALLENGES AND RESOURCES OF POLITICAL

SCIENCE

3.1 Teaching Political Science to the learners with special needs

(challenged and gifted).

3.2 Correlation of Political Science with other Social Sciences.

3.3 Political Science room.

3.4 Professional competence and personality of civics teacher.

UNIT-IV : EVALUATION IN CIVICS

4.1 Difference between Measurement, Assessment and Evaluations.

4.2 Characteristics of good measurement, Diagnostic test and remedial

teaching, criterion referred testing and Norm referred testing,

4.3 Different types of items, Multiple Discriminant Type Item,

Development and Standardization of Achievement Test in Political

Science,

4.4 CCE wtih reference to Political Science.

UNIT-V : EVALUATION AND DEVELOPMENT OF POLITICAL

SCIENCE

5.1 Evaluation of the Political Science curriculum up to contemporary

times in the Indian Context.

5.2 Construction of knowledge and process of knowledge generation in

Political Science.

5.3 Different perspectives and Issues in Political Science.


1. Peer interaction (Peer Educators) and group work on selected areas

taken from school syllabus and write a report.

2. Analysis of curriculum Policies / Documents and existing school

curriculum and write a report.

3. Group presentation for critical appraisal of existing Politcal Science

curriculum and Text Books and write a report.

4. Preparation of five Transparencies / CD related to civics teaching.

5. Prepare a Scrap Book related to National Political Issues.

REFERENCE BOOKS

1. B.L. Fadia : 'Rajnity Vigyan ke mool sidhant.

2. Pukhraj Jain : Rajnity Vigyan ke mool sidhant.

3. Vishnu Bhagwan, Vidhya Bhushan, G.P. Mehrotra : Rajniti vigyan sa

sidhant.

4. Dr. Veerkeshwar Pratap Singh : Rajnity Shastra ke Sidhant.

5. Vikas Shukla : Nagrik Shastra Shikshan, Vijay Prakashan Mandir,

Varanasi.

6. Ramchandra Agrawal : Rajnity Shastra ke Sidhant.

7. Kochhar, S.K. : Teaching of Political Science, New Delhi : Sterling

Publishers, 1970.

8. Aggarwal, J.C. : Teaching of Social Studies, New Delhi : Vikas

Publishing House Pvt. Ltd., 1982.

9. Desia, D.M. and Mehta, T.S. : Evaluation in Social Studies - Ministry

of Education, Govt. of India.


OBJECTIVES

1. Understand the modern concept of Geography.

2. Understand the aim & objective of Geography Teaching.


topics of Geography at different level.

4. Arrange field trips survey.


6. Understand the use of Geography Lab know about necessary

equipments for Geography lab.

UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE

1. Concept of Geography Teaching.

2. Aims, Objective of Geography Teaching (Different level).

3. Nature and Scope of Geography Teaching.

4. Co-relation with Geography or Social Science, Civics, Nature

Science, Economics, History.

5. Solar System

6. Physical Feature of India

7. Climate

8. Indian Mansoon

UNIT-II : TEACHING LEARNING RESOURCES IN

GEOGRAPHY

1. People as resource the significance of oral data.

2. Types of primary and secondary sources data from field, textual

materials, journals, magazines, newspaper etc.

3. Various Teaching-aids : Using atlas as a resources for Geography,

COURSE - VIIITEACHING OF GEOGRAPHY

Maps, Globe, Chart models, Graphs visuals, teaching learning

material.

4. Geography Room & Laboratory, Museums, Co-curricular activities.

UNIT-III : TEACHING LEARNING OF GEOGRAPHY

1. Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning, Need and

Importance.

2. Geographical Methods : Regional Method, Demonstration, Inductive-

Deductive, Project, Comparative and Lab method.

UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER

1. Curriculum Development Process : National and State levels.

2. Study of Geography syllabus - Secondary level.

3. Quality and professional growth of Geography teacher.

4. Geography text-book.

5. Geography teaching in CAI.


1. Characteristics of assessment - types of question best suited for

examining. Questions for testing quantitative skills, questions for

testing qualitative analysis, Open-ended questions.

2. Meaning, concept, process, construction of achievement test, Blue

print diagnostic.

3. Open book tests : Strengths and Limitations.

4. Continuous and Comprehensive Evaluation (CCE) in Geography.


1. Preparation of Maps, Charts and Models for Physical Geography.

2. Develop two lesson plan based on new methods and approaches.

(PPT)

3. Collection of newspaper cuttings related to Geographical issues.

4. Preparation of report of visit some place of Geographical interest.


REFERENCE BOOKS

1- Hkwxksy f'k{k.k & MkW- ts-ih- oekZ

2- Hkwxksy f'k{k.k & MkW- ,p-,u- flag

3- Hkwxksy f'k{k.k & ,u-vkj- oekZ

4- dEI;wVj lgk; vf/kxe & MkW- ,p- esukfj;k

5- HkkSfrd Hkwxksy & MkW- lfoUæflag

6- Hkwxksy izk;ksfxd & MkW- ts-ih- 'kekZ

OBJECTIVES

1. To enables to teacher trainees.

2. To develop interest in Economics subject among the pupil.

3. To help the students to acquire the basic understanding in the field of

Economics.

4. To enable the student teachers to understand the objectives of teaching

Economics at the school stage.

5. To enable the student to acquire necessary skills use and preparations

of teaching aid and instructional material in Economics.

6. To acquaint the students teacher with different Audio-Visual aids and

develop in them the skill of for the proper use and maintenance of

teaching aid.

7. Understands and use of appropriate devices of evaluation in

Economics.

UNIT-I : CONCEPTUALIZATION OF ECONOMICS TEACHING

1.0 Economics Reforms

1.1 Liberalization

1.2 Privatisation

1.3 Globalisation and Budget.

2. Existing approaches of teaching learning of Economics (Constructive

approach, cbhild centered and participatory approach).

3. Various educational policy documents and National Curriculum

Framework concerning teaching learning of Economics (NPE 1986,

NCF 2005).

4. Place of economics in school curriculum, aims and objectives of

teaching Economics at Senior Secondary level.

5. Research Prospective in Pedagogy of Economics education.

COURSE - VIIITEACHING OF ECONOMICS


UNIT-II : ECONOMIC CURRICULUM

2.1 Approaches to organization of economics curriculum, economics

curriculum at various stages of school education.

2.2 Methodology of development of curricular materials viz. text-book,

workbooks, teacher handbooks, teacher's education manuals, other

content enrichment materials - their conceptualization and process.

UNIT-III : APPROACHES TO PEDAGOGY OF ECONOMICS

3.1 Utilization of various methods in economics at Senior Secondary

level.

3.1.1 Brain storming.

3.1.2 Analysis and synthesis.

3.1.3 Survey method

3.1.4 Supervised Study

3.1.5 Concept mapping.

3.2 Selection fo skill and techniques to teach economics.

3.2.1 Teacher pupil participation

3.2.2 Use of ICT

3.2.3 Assignment techniques

3.2.4 Workshop

3.2.5 Explanation

3.2.6 Debate

UNIT-IV : MEDIA MATERIALS AND RESOURCES FOR

TEACHING-LEARNING OF ECONOMICS

4.1 Effective use of Print and Audio-Visual Materials for economics.

4.2 Meaning, Need and Importance of learning Resources in Economics.

4.3 Use of Community Resources in Economics Teaching (Post Office,

Bank, Cottage industries).

4.4 Teacher of Economics : Qualities and Role.

UNIT-V : LESSON PLANNING AND EVALUATION

5.1 Preparation of lesson plan based on different approaches (constructive

approach, child centered and participatory approach).

5.2 Open Book examination, Evaluating Project Work, Question Bank,

Remedial teaching.

5.3 Recent trends in evaluation - Grading system continuous and

Comprehensive evaluation (CCE).


1. Preparation of a scrapbook related to any current issue of Economics.

2. A Power Point Presentation related to any one topic of Economics.

3. Preparing a Radio or T.V. script related to a current Economic issue.

4. Prepare a list of audio-visual aids related to teaching of Economics.

5. Prepare a lesson plan on Innovation method (Any two).

REFERENCE BOOKS

1- Vkd] izks- lqyseku] djhe vCnqy ¼2005½] vFkZ'kkL= f'k{kd] tSu izdk'ku

eafnj] pkSM+k jkLrk] t;iqj

2- R;kxh xqjlj.knkl ¼2011½] vFkZ'kkL= f'k{k.k] vkj-yky cqd fMiks] esjB

3- flag] ;ksxs'k dqekj ¼2008½] vFkZ'kkL= f'k{k.k] ,-ih-,p- ifCyf'kax

dkWjiksjs'ku] nfj;kxat] ubZ fnYyh

4- >k Ñ".kk usUM ¼2010½] vFkZ'kkL= f'k{k.k] ,-ih-,p- ifCyf'kax dkWjiksjs'ku]

nfj;kxat] ubZ fnYyh

5- xkSM+ vf'ouh dqekj ¼2006½] vFkZ'kkL= f'k{k.k] jkW;y cqd fMiks] esjB

6. Gupta, Rainu, Saxena, R.G. (2003) : Teaching of Economics,

Jagdamba Book Centre, New Delhi.

7. Aggarwal, J.C. (2007) : Teaching of Economics : A Practical

Approach, Vinod Pustak Mandir, Agra-1.


OBJECTIVES

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

1. Familarize with Nature of Physics.

2. Understand the aims and objectives of teaching Physics Teaching.

3. Apply various approaches and methods of teaching Physics.

4. Develop low cost material.

5. Explain the concept of Evaluation.

6. Critically analysis the existing Physics textbook.

7. Develop a blue print.

8. Acquaint with laboratory plan, equipments and materials.

UNIT-I : STRUCTURE AND CONTENT ENRICHMENT OF THE

DISCIPLINE

1.1 Concept and Nature of Physics.

1.2 Contribution of Eminent Indian and Foreign Physicists in

Development of Physics (Albert Einstein, Gallileo, SIr Isaac Newton,

Marie Curie, Homi Jahangir Bhabha, Sir Chandrashekhar Venkar

Raman).

1.3 Aims and Objective of Teaching of Physics : General and Specific.

1.4 Relation between Physics and other school subjects.

1.5 Content Enrichment : Motion, force, Newton's law's, Reflection and

Refraction of light, Atomic structure model- Rutherford, Bohr's

model.

UNIT-II : PHYSICS CURRICULUM

2.1 Principle of Curriculum formation of Physics.

2.2 New trends of curriculum development in Physics Teaching.

2.3 Characteristics of an ideal higher secondary school physics text-book.

2.4 Critical Analysis of XI Class text-book.

COURSE - VIII TEACHING OF PHYSICS

2.5 Preparation of Unit Plan and Lesson Plan at Higher Secondary School

level.

2.6 Professional Development of a Physics Teacher :

- Need for professional development at individual level, organizational

level and Government level.

- Need and Relevance of participation in Seminars, Workshops,

Conferences, Symposia etc. as well as Membership of Professional

Organizations in professional development of teachers.

UNIT-III : APPROACHES AND METHODS OF TEACHING

PHYSICS

3.1 Approaches and Methods of Physics:

Problem solving approach, Inductive and deductive approach,

Laboratory method, Project method.

3.2 Physics Science Laboratory : Importance, Design, Maintenance of

Equipment and Safety measures.

UNIT-IV : EDUCATIONAL TECHNOLOGY IN PHYSICS

EDUCATION

4.1 Audio-Visual aids - OHP, Epidaiscope, Projector.

4.2 Computer Aided Instructions.

4.3 Preparation of Teaching Aids with emphasis on Improvisation Low

Cost Materials.

4.4 Use of Community resources.

UNIT-V : EVALUATION IN PHYSICS TEACHING

5.1 Meaning and Concept of Evaluation in Physics.

5.2 Tool and Techniques of Evaluation.

5.3 Preparation of Blue-print based Question Paper.

5.4 Continuous and Comprehensive Evaluation in Physics.

5.5 Importance and Evaluation of Practical work.



1. Preparation a Power Point Presentation on any sub-unit of syllabus.

2. Analysis of Physics Text Book.

3. Survey of Physics Laboratory in the schools.

4. Collection of Newspaper cuttings / clippings, journal, Articles related

to Physics.

5. Preparing one innovative lesson plan.

6. Prepare instructional material for teaching one topic in Physics.


8. Life History of any three Nobel Prize winners in Physics.

9. Identifying and conducting at least 2 experiment / demonstrations

from the Physics syllabus individually or in small groups.

REFERENCE BOOKS

1. Maitre, K. (1991) : Teaching of Physics, New Delhi : Discovery

Publishing House.

2. Sharma, R.C. (1981) : Modern Science Teaching, Delhi : Dhanpat Rai

and Sons.

3. Mangal, S.K. (1997) : Teaching of Science, Arya Book Depot.

4. Gupta, S.K. (1991) : Teaching Physical Science in Secondary Schools,

New Delhi : Sterling Publishers.

5. Mangal, S.K. and Mangal, Shubra (2007) : Teaching of Physical

Science. Meerut : International Publishing House, NCERT, Science

Textbooks for classes VII-X (2003).

6. Sharma, R.C. (2002) : Science Teaching, Dhanpat Rai Publication.

OBJECTIVES

1. To understand the nature and scope of biological Science.

2. To understand the importance and objectives of biological Science

as a school subject and its place in the school curriculum.

3. Appreciate various approaches of learning biological Science.

4. To understand meaning, concept and various types of assessment.

5. To utilize the teaching learning material effectively in teaching

biology.

6. To understand the importance of biological Science curriculum.

7. To plan and organize biological science practical work in

laboratory

UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES

OF BIOLOGICAL SCIENCE

1.1 Historical development of biological Science.

1.2 Origin of life and evolution, biodiversity, eco-system, food chain

and food web, photosynthesis, factors affecting the process of

photosynthesis, concept and types of cell division.

1.3 Nature, Scope and Objectives of teaching of Biological Science,

Taxonomy of educational objectives, writing objectives in

behavioral terms.

1.4 Place of Biology in school curriculum and its relationship with

other subjects.

UNIT-II : INNOVATIVE METHODS OF LEARNING

2.2 Role of learners in negotiating and mediating learning in

biological science

2.3 Equal partnership of learners with special needs.

COURSE - VIII TEACHING OF BIOLOGICAL SCIENCE


UNIT-III : NEW TRENDS IN BIOLOGICAL SCIENCE

CURRICULUM

3.1 Principles of biological Science curriculum.

3.2 Analysis of text-books and biological Science syllabi of NCERT at

Secondary and Higher Secondary stages.

3.3 Analysis of other print and non-print materials in the area of

biological Science.

3.4 New trends in biology curriculum - BSCS, Nuffield biological

Science O and A level.

3.5 Basic criteria of validity of biological Science curriculum in the

light of NCF-2005.

UNIT-IV : PEDAGOGIC ASPECTS AND LEARNING

RESOURCES IN BIOLOGICAL SCIENCE

4.1 Need and importance of unit plan and lesson plan.

4.2 Identification and use of learning resources in biological Science,

exploring alternative sources.

4.3 Use of audio-visual materials and ICT experiences in learning

biology.

4.4 Need, importance and planning for biology laboratory.

4.5 Characteristics of a good text book and evaluation of a text book

UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Meaning, concept, need and construction of achievement test and

blue-print.

5.2 Continuous and comprehensive evaluation in biological Science.

5.3 Tools and Techniques for testing qualitative and quantitatively.

5.4 Open Book Examination, Strengths and Limitations.

5.5 Evaluation of Practical work in biological science.


1. Prepare a lesson plan by using fusion method of teaching.

2. Write a critical report after reading of school text-book.

3. Mark the student with less than 60% in biology diagnose the

difficulties and give appropriate remedy.

4. Establish science club in school and conduct at least five activities

related to biological science.

5. Prepare of improvised apparatus for Secondary/ Sr. Secondary

level students.


OBJECTIVES


1. Understand the concept of Home Science.

2. Acquire the knowledge of nature and scope of Home Science.

3. Acquire the knowledge of aims and objectives of teaching Home

Science.

4. Understand the approaches and techniques of teaching Home Science.

5. Develop skill in planning lessons by using various approaches.

6. Develop skill in constructing acheivement and diagnostic test in Home

Science.

UNIT-I : CONTENT OF HOME SCIENCE

1.1 Food : its constituents functions, basics of nutrition, macro and micro

nutrient selection of food, principles and methods of food preparation.

1.2 Fundamental of interior decoration, elements of arts and colors.

1.3 Consumer education - problems of consumer rights and

responsibilities.

1.4 Infancy - neonate - care of a neonate, touch therapy, importance of

breastfeeding, immunization schedule, complementary feeding.

1.5 Savings - importance and types of savings.

1.6 Community health and Nutrition : Malnutrition, Vitamin 'A'

deficiency, iron deficiency, iodine deficiency.

UNIT-II : NATURE OF HOME SCIENCE AND OBJECTIVES OF

TEACHING HOME SCIENCE :

2.1 Meaning, Nature and Scope of Home Science.

2.2 Philosophy of Home Science : Sociological, Psychological and

Economic perspectives of Home Science, Home Science - a science as

well as an art in subject.

COURSE - VIIIPEDAGOGY OF HOME SCIENCE

2.3 Aims and objectives of teaching Home Science at Senior Secondary

Level, Scope of Home Science in School curriculum.

2.4 Correlation of Home Science with other subjects.

UNIT-III : FACILITATING LEARNING HOME SCIENCE

3.1 Methods and approaches of teaching Home Science lecture cum

demonstration method, laboratory method, project method, Inductive-

Deductive approach, Problem Solving approach.

3.2 Techniques of teaching and learning Home Science - Multimedia and

inter-disciplinary, seminars, group discussions, penal discussion,

group work, field trips.

3.3 Planning for teaching home science - Unit plan and Planning for

lessons episodes based on five E-Model.

UNIT-IV : RESOURCES AND CURRICULUM FOR HOME

SCIENCE

4.1 Home Science Laboratory planning and equipping Home Science

Laboratory guidelines for organising practical work care and

maintenance of equipment safety precaution for work in Home

Science Lab.

4.2 Multi-sensory aids charts, models, Bulletin Board, posters, computer

web resources.

4.3 Principles of developing Home Science curriculum at Senior

Secondary Level :

- Factors affecting the selection and organization of Home Science

curriculum.

- Professional qualities and competencies of a Home Science teacher,

duties and responsibilities of a Home Science teacher.

UNIT-V : CCE IN HOME SCIENCE TEACHING

5.1 Evaluation - concept, types and purposes.

5.2 Concept of Continuous and comprehensive evaluation.

5.3 Formative and summative evaluation.


5.4 Types of text items - objective type, short answer & essay type.

5.5 Planning Objective based test items of different types.

5.6 Construction and use of achievement test.


1. Collect food sources for various nutrients.

2. Role of extension education in Home Science for national

development.

3. Detection of food adulterants commonly used in food.

4. Collection and recording of different textiles and their uses.

5. Prepare & present PPT on any one sub-unit related to subject.

6. Any handmade preparation of stitching painting tie and die (minimum

four samples).

7. Seminar presentation on current issue of health & nutrition which is a

global problem.

8. Scrap Book.

REFERENCE BOOKS

1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi : Sterling

Publisher Pvt. Ltd. (1987).

2. Chandra, Arvada Shah, Anupama Joshi, Uma (1995) : Fundamentals

of teaching Home Science, New Delhi : Sterling Publishers.

3. Seshaih P.R. (2004) : Methods of Teaching Home Science, Chennai -

Manohar Publishers and Distributors.

4. Lakshmi, K. (2006) : Technology of Teaching Home Science, New

Delhi : Sonali Publishers

5. Yoday, S. (1997) : Teaching of Home Science. New Delhi : Anmol

Publishers.

6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of teaching

(8th Ed.), New Delhi : PHI Learning Private Limited.

OBJECTIVES

The objectives of this course is to give teacher trainers - Orientation the

pre-service teacher training programme for teaching commerce.

The student teacher will be able to :

1. Acquire knowledge about aims and objectives of teaching commerce.

2. Understand methods of teaching commerce.

3. Understand with the role of teaching aids and various learning

resources in commerce.

4. Students aware to basics of Book-keeping, management, marketing &

Business Administration.

5. To develop commerce efficiency among students.

6. To develop professional efficiency among students.

UNIT-I : CONTENT OF COMMERCE

1. Meaning and Principles of Book-keeping.

2. Concept of Management, nature and its significance of functions.

3. Meaning and functions of Marketing and its role.

4. Business Administration - concept, forms of business, organisation.

UNIT-II : CONCEPT AND TEXONOMY OF COMMERCE

1. Meaning and Nature of Commerce.

2. Need and Scope of Teaching Commerce.

3. Aims and Objectives of Teaching Commerce.

4. Co-relations of Commerce with other school subjects.

UNIT-III : CURRICULUM AND PLANNING

1. Curriculum - Concept, Objectives and Principles of Commerce.

2. Critical Appraisal of existing commerce curriculum at Sr. Secondary

level.

COURSE - VIIITEACHING OF COMMERCE


3. Commerce text-book, need and importance criteria for the evaluation

of Commerce text-book.

UNIT-IV : LESSON PLANNING & METHODS OF TEACHING

COMMERCE

1. Meaning and Importance and Preparation of Unit Plan.

2. Different methods of Teaching Commerce at Sr. Secondary level. -

Discussion, Project, Problem solving and Lecture method.

3. Innovative Practice in Commerce Teaching - assignment techniques,

brain storming, workshop, seminar.

4. Approaches of Teaching Commerce.

UNIT-V : TEACHING LERNING MATERIAL

1. Importance of equipment and teaching material of commerce.

2. Criteria for selections of instructional material and equipment.

3. Different Audio-visual equipment and material used in commerce

education.

4. Qualities of Commerce teacher, role and its professional growth.

5. Evaluation in Commerce - Importance Types of Test-Essay, Short

answer and Objective type.


1. Prepare a Lesson Plan based on any innovative method.

2. Prepare PPT related to Commerce teaching content.

3. Visit and observe any Bank / Departmental Store / Post Office / Factory

/ Film and Prepare Report.

4. Prepare instructional material related to any unit of subject related to

commerce.

5. Construct of objective type test item and prepare a question paper.

REFERENCE BOOKS

1. SNS Head : Financial Accounting, Alka Pubications, Ajmer.

2. Dr. R.L. Nolakha : Prabandh ke Sidhant, Ramesh Book Depot, Jaipur.

3. Prof. Dariyav Singh Chundawat, B.L. Porwal, Dr. Pradeep Khocha :

Principles of Marketing.

4. J.S. Sudha : Sales Organisation.

5. J.S. Sudha : Sales and Distribution Management.

6. Pankaj Madan, Amit Mittal, Hemraj : Marketing Management.


OBJECTIVES

1. To understand the nature and scope of Chemistry.

2. To understand the importance and objectives of Chemistry as a

school subject and its place in the school curriculum.

3. To understand the importance of Chemistry curriculum.

4. To understand various approaches of teaching - learning of

Chemistry.

5. Utilize the instructional material effectively in the teaching of

Chemistry.

UNIT-I : CURRICULUM DEVELOPMENT AND CHEMISTRY

CURRICULUM

1.1 Curriculum Development : Need and salient features of

curriculum, Strategy and Principles of curriculum development,

Development of Curriculum for the Secondary level. Salient

features of NCF-2005.

1.2 Chemistry Curriculum : Common characteristics of chemistry

curriculum. Basic criteria of validity of chemistry curriculum in

the light of NCF-2005. A critical study of IX and X classes.

UNIT-II : MODES OF LEARNING ENGAGEMENT

2.1 Constructivist Approach : Activity based learning,

Experimentation interactive learning, Group work, Peer learning,

Project work, assignments followed by presentation, discussion,

inquiry approach, concept mapping etc.

UNIT-III : PLANNING AND PEDAGOGIC ASPECTS FOR

TEACHING-LEARNING OF CHEMISTRY

3.1 Lesson Planning : Pedagogical shift from science as fixed body of

knowledge to process of constructing knowledge.

3.2 Learning Resources : Identification and Use of learning

COURSE - VIIITEACHING OF CHEMISTRY

resources in Chemistry. Improvisation of apperatus, Audio-visual

materials, Multimedia, selection and designing, Use of ICT in

learning chemistry.

UNIT-IV : EXPLORING LEARNING OF CHEMISTRY

4.1 Exploring learning of Chemistry topics such as Chemical

reactions, types of chemical reaction - combination,

decomposition, displacement reactions, Endotheramic and

Exothermic reactions, Concept of oxidation reducation, redox

reactions, rate of reactions, factors affecting the rate like

concentration, temperature, pressure and catalyst.

UNIT-V : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Tools and Techniques of Assessment, Development of learning

indicators, Performance based assessment, Learner's record of

observations, Assessment of Project Work. Construction of Test

items and administration of tests. Continuous and comprehensive

for overall development of child.

Assignments (Any One)

Activities based on syllabus of Chemistry at Secondary level.

1. Preparation of one working model.

2. Preparation of Model Lesson Plan followed by Seminar /

Presentation.

3. Preparation of a Kit for teaching learning of a topic along with

write-up (name of unit, home / topic / material used / procedure /

learning outcomes).

4. Construction of an Achievement Test, Administration and

Analysis of Result.

Reference Books :

1. Kherwadkal, Anjali, Teaching of Chemistry by Modern Method,

Sarup & Sons, Newdelhi, Year 2003

2. Negi D.S.& Negi Rajita, Teaching Of Chemistry, year 2001


3. Das, R.C, Science Teaching in Schools, Sterling Publishers, Pvt. Ltd.


4. Rao, D.B. World Conference on science Education, Discovery

Publishing House, New Delhi, Year 2001

5. Venkataih, S., Science Education in 21st Centuary, Anmol Publishers,


OBJECTIVES :

After completion of the course the student will be able to

- Understand the importance of teaching of Book keeping &

Accounting, Its scope and relationship with other school objects

- Undertake critical appraisal of existing Book keeping &

accounting curriculum at Sr. Sec. stage

- Know the qualities of text book of book keeping & Accounting

- h Develop the ethics & Professional efficiency among students

- Develop an understanding use learning resources in book keeping

& Accounting

- Develop necessary skills to prepare and use various instructional /

learning ,methods

UNIT - I : NATURE OF BOOK KEEPING AND ACCOUNTING AS

DISCIPLINE

1.1 Concept Nature and Scope of book keeping & Accounting

1.2 Importance of studying book keeping & Accounting as a subject in

the context of charging global scenario.

1.3 Development of financial Accounting education in India with

reference to Sr. Sec Level

1.4 Aims and objectives of Accounting at Sr. Sec. Level

1.5 Correlation of Book keeping & Accounting subject with other

school subjects via Business studies, Banking, Economics

Mathematics and statics

UNIT : V II - CURRICULUM AND TEXT BOOK IN BOOK

KEEPING & ACCOUNTING

2.1 Concept, Objectives and principles of developing curriculum in

COURSE - VIIITEACHING OF BOOK KEEPING & ACCOUNTANCY

Book Keeping and Accounting

2.2 Critical Appraisal/Evaluation of present syllabus curriculum at Sr.

Sec. Level.

2.3 Characteristics and selection criteria of a text book of Book

Keeping & Accounting

2.4 A Critical review of a text Book of fincnancial Accoutning

prescribed by RBSE/CBSE for Sr. Sec. Classes

2.5 Role of library and Reference book in teaching of Books &

Accounting

UNIT -III : APPROACHES ABD METHODOLOGY OF

TEACHING BOOK KEEPING & ACCOUNTING

3.1 Various approaches of teaching book keeping & accounting

equation approach, Journal Approach, Ledger Approach,, Cash

Book approach

3.2 Method in teaching of book keeping & Accounting

3.2.1 Lecture cum Demostration Method

3.2.2 Problem Solving Method

3.2.3 Project Method

3.2.4 Modern Method of Teaching (ICT)

3.3 Techniques of teaching Book Keeping & Accounting

3.3.1 Questioning

3.3.2 Drill

3.3.3 Illustration

3.3.4 Role Playing

3.3.5 Assignment

3.4 Meaning , Need , Importance & preparation of unit plan & lesson

plan


UNIT - IV : LEARNING RESOURCES IN BOOK KEEPING &

ACCOUNTING

4.1 Meaning of audio visual aids , needs and types.

4.2 Recreational Activities through commerce club related to book

keeping & Accounting reaching

a) Commerce Exhibition

b) Commerce Fair

c) Financial Model

d) Games

e) Field Trip

4.3 Qualities role & professional development of a teacher of book

keeping & accounting

UNIT -V : EVALUATION & ASSESSMENT IN BOOK KEEPING

& ACCOUNTING

5.1 Importance and concept of evaluation

5.2 Various devices of testing and their need

5.3 Preparation of achievement test along with blue print

5.4 Diagnostic test and remedial teaching


a) Preparation of Unit test along with blue print

b) Preparing scrap book related to business activities

c) Report of a visit to a business organization with a view to study its

financial system

d) Preparation of lesson plan based on any innovation methods

e) Reports on any financial topic or any correct issue related to

business

REFERENCES :

1. Agarwal J C (2003) Teaching of Commerce : Vikas Publication,

New Dehli

2. Sharma B L (2007) Vaniyayashikshan, R L Book Depot, Meerut

3. Parson Ashish Ashok (2007) Vanijayaskishan Radha Prakashan

Agra


1. Internship at Secondary / Middle School Level - (14 weeks)

COURSE - IX INTERNSHIP AT

SECONDARY SCHOOL LEVEL
