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UNIVERSITY OF MUMBAI
Credit Based Choice System with effect from the academic year 2017‐2018
SYLLABUS FOR TWO YEARS BACHELOR OF EDUCATION
PROGRAMME
Two Years BEd Programme Syllabus Mumbai University by munotes
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TABLE OF CONTENTS
ORDINANCES, REGULATIONS AND THE CURRICULUM FOR THE B. Ed. TWO
YEARS DEGREE PROGRAMME ................................ ................................ .............................. 4
CURRICULUM, PROGRAMME IMPLEMENTATION AND ASSESSMENT ..................... 6
B.Ed. CURRICULUM FRAMEWORK ................................ ................................ ....................... 9
SCHEME OF ASSESSMENT AND EXAMINATION ................................ ............................. 10
COURSES AND CREDITS ................................ ................................ ................................ ......... 14
FIRST SEMESTER ................................ ................................ ................................ ................................ ... 16
CORE COURSE 1 (CC 1) ................................ ................................ ................................ ........... 17
CHILDHOOD AND GROWING UP ................................ ................................ ......................... 17
CORE COURSE 2 (CC 2) ................................ ................................ ................................ ........... 20
KNOWLEDGE AND CURRICULUM ................................ ................................ ...................... 20
INTERDISCIPLINARY COURSE 1 (IC 1) ................................ ................................ ............... 23
GENDER, SCHOOL AND SOCIETY ................................ ................................ ....................... 23
ABILITY COURSE 1 (AB 1) ................................ ................................ ................................ ...... 25
CRITICAL UNDERSTANDING OF ICT ................................ ................................ ................. 25
AUDIT COURSE 1 (AC 1) ................................ ................................ ................................ .......... 27
DRAMA AND ART IN EDUCATION ................................ ................................ ....................... 27
AUDIT COURSE 1 (AC 1) ................................ ................................ ................................ .......... 30
UNDERSTANDING THE SELF ................................ ................................ ................................ 30
SECOND SEMESTER ................................ ................................ ................................ .............................. 33
CORE COURSE 3 (CC 3) ................................ ................................ ................................ ........... 34
LEARNING AND TEACHING ................................ ................................ ................................ .. 34
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 38
PEDAGOGY OF SCHOO L SUBJECT: COMMERCE ................................ ........................... 38
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 41
PEDAGOGY OF SCHOOL SUBJECT: ECONOMICS ................................ .......................... 41
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 43
PEDAGOGY OF SCHOOL SUBJECT: ENGLISH ................................ ................................ 43
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 45
PEDAGOGY OF SCHOOL SUBJECT: GEOGRAPHY ................................ ........................ 45
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 48
PEDAGOGY OF SCHOOL SUB JECT: HISTORY ................................ ................................ 48
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 51
PEDAGOGY OF SCHOOL SUBJECT: HINDI ................................ ................................ ...... 51
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 54
PEDAGOGY OF SCHOOL SUBJECT: MATHEMATICS ................................ ................... 54
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 57
PEDAGOGY OF SCHOOL SUBJECT: MARATHI ................................ ............................... 57
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 60
PEDAGOGY OF SCHOOL SUBJECT: SCIENCE ................................ ................................ . 60
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 63
PEDAGOGY OF SCHOOL SUBJECT: SANSKRIT ................................ .............................. 63
ELECTIVE COURSE 1 (EC 1) ................................ ................................ ................................ ... 66
PEDAGOGY OF SCHOOL SUBJECT: URDU ................................ ................................ ....... 66
INTERDISCIPLINARY COURSE 2 (IC 2) ................................ ................................ ............... 69
EDUCATIONAL MANAGEMENT ................................ ................................ ........................... 69
THIRD SEMESTER ................................ ................................ ................................ ................................ .. 72
CORE COURSE 4 (CC 4) ................................ ................................ ................................ ........... 73
ASSESSMENT FOR LEARNING ................................ ................................ .............................. 73
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ ... 76
PEDAGOGY OF SCHOOL SUBJECT: COMMERCE ................................ ........................... 76
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ ... 79
PEDAGOGY OF SCHOOL SUBJECT: ECONOMICS ................................ .......................... 79
ELECTIVE CO URSE 2 (EC 2) ................................ ................................ ................................ ... 81
PEDAGOGY OF SCHOOL SUBJECT: ENGLISH ................................ ................................ 81
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ ... 83
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PEDAGOGY OF SCHOOL SUBJECT: GEOGRAPHY ................................ ........................ 83
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ ... 86
PEDAGOGY OF SCHOOL SUBJECT: HISTORY ................................ ................................ 86
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ ... 89
PEDAGOGY OF SCHOOL SUBJECT: HINDI ................................ ................................ ...... 89
ELECTIVE COURSE 2 ( EC 2) ................................ ................................ ................................ ... 92
PEDAGOGY OF SCHOOL SUBJECT: MATHEMATICS ................................ ................... 92
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ ... 95
PEDAGOGY OF SCHOOL SUBJECT: MARATHI ................................ ............................... 95
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ ... 98
PEDAGOGY OF SCHOOL SUBJECT: SCIENCE ................................ ................................ . 98
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ . 101
PEDAGOGY OF SCHOOL SUBJECT: SANSKRIT ................................ ............................ 101
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ . 104
PEDAGOGY OF SCHOOL SUBJECT: URDU ................................ ................................ ..... 104
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ . 107
PEACE EDUCATION ................................ ................................ ................................ ............... 107
ELECTIVE COURSE 2 (EC 2) ................................ ................................ ................................ . 110
EDUCATION FOR RURAL DEVELOPMENT ................................ ................................ ..... 110
INTERDISCIPLINARY COURSE 3 (IC 3) ................................ ................................ ............. 113
LANGUAGE ACROSS CURRICULUM ................................ ................................ ................. 113
FOURTH SEMESTER ................................ ................................ ................................ ............................ 116
CORE COURSE 5 (CC 5) ................................ ................................ ................................ ......... 117
CONTEMPORARY INDIA AND EDUCATION ................................ ................................ ... 117
ELECTIVE COURSE 3 (EC 3) ................................ ................................ ................................ . 120
ACTION RESEARCH ................................ ................................ ................................ ............... 120
ELECTIVE COURSE 3 (EC 3) ................................ ................................ ................................ . 123
ENVIRONMENTAL EDUCATION ................................ ................................ ........................ 123
ELECTIVE COURSE 3 (EC 3) ................................ ................................ ................................ . 126
GUIDANCE AND COUNSELLING ................................ ................................ ........................ 126
INTERDISCIPLINARY COU RSE 4 (IC 4) ................................ ................................ ............. 128
CREATING AN INCLUSIVE SCHOOL ................................ ................................ ................. 128
ABILITY COURSE 2 (AB 2) ................................ ................................ ................................ .... 131
READING AND REFLECTING ON TEXTS ................................ ................................ ......... 131
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ORDINANCES, REGULATIONS AND THE CURRICULUM FOR THE B. Ed.
TWO YEARS DEGREE PROGRAMME
(Semester I, II, III and IV)
(As per Credit Based Choice System with effect from the academic year June 2017)
Decision of UGC for introducing the Semester and Credit Based Choice System in
all the central, state and deemed universities and institutions of higher learning in
the country under the Eleventh Five Year Plan. (D. O. No. F.1 -2/2008 -XI Plan
dated January 31, 2008 from the Chairman, UGC).
Credit system involves breaking down the curriculum into measurable units that
can be combined to get a degree/diploma.
A credit is generally a value used to measure a student’s work load in terms of
learning time required to complete course units, resulting in learning outcomes.
The number of credits awarded to a learner is determined by Credit Value or Credit
Points assigned to a particular course.
It is a way of expressing the ‘l earner’s workload’. (Student’s).
One (01) credit is Twelve (12) learning hours.
Credits once gained cannot be lost.
The definitions of the key terms used in the Credit Based Choice System
Program : Program is set of courses that are linked together in an academically
meaningful way and generally ends with the award of a Certificate or Diploma or
degree depending on the level of knowledge attained and the total duration of study.
ponds to the word ‘subject’ used in many universities. A course is essentially a
constituent
Course : A course corres of a ‘program’ and may be conceived of as a composite of
several learning topics taken from a certain level. All the learning topics included in a
course must necessarily have academic coherence that is there must be a common
thread linking the various components of a course. A number of linked courses
considered together are in practice, a ‘program’.
Credit Point : Credit point refers to the ‘workload’ of a learner and is an index of the
number of learning hours deemed for a certain segment of learning. These learning
hours may include a variety of learning activities like reading, reflecting, discussing,
attending lectures/counselling sessions, writing assignments, preparing for
examinations, etc. Credits are assigned for a single C ourse and always pay attention to
how many hours it would take for a learner to complete a Single course successfully.
By and large a course may be assigned anywhere between 3 to 12 Credits where in one
credit is construed as corresponding to 12 hours.
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ORDINANCES, REGULATIONS AND CURRICULUM FOR THE DEGREE OF
THE BACHELOR OF EDUCATION
Two Year B.Ed. Programme from the academic year 2017 -18
Title: Bachelor of Education (B.Ed.)
Duration: Two academic years as Credit Based Choice System comprising of four
semesters. The B.Ed. Programme shall be of duration of two years, which can be
completed in a maximum period of three years from the date of admission to the
programme
Eligibility : Following candidates are eligible for admission:
a) Candidates with at least 50 % marks either in the Bachelor Degree( three year
programme) in B.A, B.Sc or 50% (49.50 -49.99%) in post graduation and for the
reserved category (ST,SC,OBC,VJNT 1,2,3) 45% (44.50 -44.99%) will be eligible.
For B.Com, Management, Engineering, Computer Sci ence, Technology,
Agriculture, BBI, Pharmacy, Law, Fine Arts Performing Arts, Music, Dance,
Drama with 55% marks at graduation or post graduation will be eligible for open
category and for reserved category 50%. Any other qualification equivalent thereof
is eligible for admission to the programme.
b) The reservation and relaxation for SC/ ST / OBC / PWD and other categories shall
be as per the rules of the Central Government / State Government, whichever is
applicable.
O.________
A Candidate for the admissi on to degree of education (B.Ed.) must fulfil the eligibility
criteria as per the directives of Government of Maharashtra from time to time.
For the completion of the B.Ed. program the candidate must have:
(a) Attended four semesters of the full time Two year B.Ed. programme spread over a
maximum period of three years from the date of admission in a College of Education.
(b) Attendance: The minimum attendance of 80 % for all Theory component work
(Part A) and Practicum component (Part B) and 90 % for sch ool internship.
(c) Completed the Practicum component and Internal Assessment assignments of each
Theory paper of each semester as certified by the Principal of the Institution in which
the candidate is studying.
Internal Assessment comprises of:
(All acti vities should be systematically documented and maintained for the
purpose of Internal Assesment)
Semester 1
Assignments, Class test and Essay in each course
Ability Course 1: Critical Understanding of ICT
Project Based Course 1 (Community Work one week and Participation in CCA in
college)
Semester 2
Assignments, Class test and Essay in each course
Project Based Course 2 (Internship of 3 Weeks)
Semester 3
Assignments, Class test and Essay in each course
Project Based Course 3 (Internship of eleven weeks)
Semester 4
Assignments, Class te st and Essay in each course
Ability Course 2: Reading and Reflecting on Texts
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Project Based Course 4 (Internship of five weeks including community work and
Action Research)
Any one Audit Course ( Understanding the Self, Drama and Art in education) will be
opted by student in Semester 1 and Certified in Semester 4
The Can didate should have successfully passed the Theory component of the course in
accordance with the University guidelines.
O___________ Curriculum, Programme Implementation and Assessment
Curriculum
The B.Ed. Programme is designed to develop attitude, skill and k nowledge in the
Student teachers. The curriculum of 2 years B Ed. programme shall comprise of the
following components:
Part A: Theory component includes Core courses, Elective courses and Inter -
disciplinary courses.
Part B: Practicum component includes P roject Based courses, Ability courses and Audit
courses .
Part A: Theory component
(A) Core Courses (CC)
(B) Elective Course (EC)
(C) Interdisciplinary Courses (IC)
Part B: Practicum component
(D) Ability Courses (AB)
(E) Project Based Courses (PC)
(F) Audi t Courses (AC)
Part A: Theory component
1. Core courses: These are five courses which are to be studied by a student in
two years
Childhood and Growing up
Knowledge and Curriculum
Learning and Teaching
Assessment for learning
Contemporary India and Educa tion
2. Elective Course
Elective course 1 - Pedagogy of School Subject I
Select any One Course
i. Commerce
ii. Economics
iii. English
iv. Geography
v. History
vi. Hindi vii. Mathematics
viii. Marathi
ix. Science
x. Sanskrit
xi. Urdu
Elective course 2 – Select any One course from I or II or II I
I) Pedagogy of School Subjects II
Select any One course - other than in Elective course 1
i. Commerce
ii. Economics iii. English
iv. Geography
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v. History
vi. Hindi
vii. Mathematics
viii. Marathi ix. Science
x. Sanskrit
xi. Urdu
II) Peace Education
III) Education for Rural Developme nt
Elective course 3 –
Special Fields (Select any one)
1. Action Research
2. Guidance and Counselling
3. Environmental Education
3. Interdisciplinary courses : Four courses , each in semester which are
interdisciplinary in nature
Gender , School and Society
Educ ational Management
Language Across the Curriculum
Creating an Inclusive School
Part B: Practicum component
1. Ability courses : Prime focus is to enhance skill rather than the content , Two
courses, it is to be studied in semester 1 and semester 4.
Critical Un derstanding of ICT
Reading and Reflecting on Texts
2. Project Based Courses :
Internship
Community work ( I & II)
Action Research
Participation in Co -curricular Activities in college
3. Audit courses : Student has to opt any one, spread throughout the 4 semester , will
be certified in 4th semester only, by head of the institution.
Understanding the Self
Drama and Art in Education
Each student is required to opt for one course from Pedagogy of School Subjects I
(Elective Course 1) in Semester 2 which must be wi th respect to the graduation degree
on the basis of which the student is admitted.
Each student is required to opt for any one of the course from Pedagogy of school
subject II or Peace education or Education for Rural Development in Semester 3
(Elective Course 2). For Pedagogy courses students should opt for another pedagogy
which they must have studied at least one paper at their Graduation /Post graduation.
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Semester wise details of Project Based Courses (Part B)
Semester I (All ac tivities should be systematically documented and maintained for
the purpose of internal assessment)
Participation in Community work I in collaboration with schools/ NGO's (for a
period of 1 week)
Participation in Co -curricular Activities in college
Seme ster II (All activities should be systematically documented and maintained for
the purpose of internal assessment)
Internship for 3 weeks
Observation of school activities (Any three)
Observation of lessons given by peers (5 lessons)
Shadowing of School Teacher (One Week) - 5 lessons to be observed and recorded
in Pedagogy of school subject I
Teaching lessons in Pedagogy of school subject I (5 Lessons)
Semester III (All activities should be systematically documented and maintained
for the purpose of in ternal assessment)
Internship for 11 weeks
During Internship teaching not less than 10 lessons in the opted Pedagogy of school
subject I distributed over different standards from V to XII of recognized secondary
and higher secondary Schools/ Colleges sele cted by the Principal as practicing
School/ College
2 theme based lessons in the above school/college.
3 co-teaching lessons with school teachers
Administration of Unit Test and analysis of results (in the pedagogy of school
subject I opted)
Maintain Reflective Journal with reference to internship program.
Semester IV (All activities should be systematically documented and maintained
for the purpose of internal assessment)
Internship for 5 weeks (4 weeks +1 week community work II)
Develop learning re sources
Conduct Action Research
During Internship teaching not less than 5 lessons in the opted pedagogy of school
subject II distributed over different standards from V to XII of recognized
secondary and higher secondary Schools/ Colleges selected by t he Principal as
practicing School/ College. For those students who have opted Peace Education or
Education for Rural Development they have to take 5 lessons from Pedagogy of
school subject I.
5 Co -teaching lessons with peers
Maintain Reflective journal wit h reference to internship program.
Participation in Community work II in collaboration with schools/ NGO's (for a
period of 1 week)
Programme Structure of B.Ed. 2 Years Programme
Year 1: 16 -18 Weeks * 2 Semesters (200 Working Days)
Year 2: 16 -18 Weeks * 2 Semesters (200 Working Days)
20 Weeks for Internship (18 +including 2 weeks Community work)
200 working days are exclusive of admission and examination period
Total Credits: 111; Marks 1800 ( 1 Credit = 12 Hour s)
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B.Ed. CURRICULUM FRAMEWORK
Courses Credits External
Marks Internal
Marks Total
Marks
Semester1
Core Course 1: Childhood and Growing up 6 60 40 100
Core Course 2: Knowledge and Curriculum 6 60 40 100
Interdis ciplinary Course 1 :Gender , School
and Society 6 60 40 100
Ability Course 1:Critical Understanding of
ICT 3 ---- 50 50
Project Based Course 1 3 ---- 50 50
Total 24 180 220 400
Semester 2
Core Course 3: Learning and Teaching 6 60 40 100
Elective Course 1: Pedagogy of School
Subject 1 6 60 40 100
Interdisciplinary Cours e 2: Educational
Management 6 60 40 100
Project Based Course 2 6 ---- 100 100
Total 24 180 220 400
Semester 3
Core Course 4: Assessment for L earning 6 60 40 100
Elective Course 2: Pedagogy of School
Subject 2 /Peace Education/ Education for
Rural Dev elopment (Any one) 6 60 40 100
Interdisciplinary Course 3: Language Across
the Curriculum 6 60 40 100
Project Based Course 3 12 ---- 200 200
Total 30 180 320 500
Semester 4
Core Course 5: Contemporary India and
Education 6 60 40 100
Elective Course 3: Special Field
Action Rese arch/Guidance and
Counselling/ Environmental Education
(any one) 6 60 40 100
Interdisciplinary Courses 4: Creating an
Inclusive School 6 60 40 100
Ability Course 2: Reading and Reflecting on
Texts 3 ---- 50 50
Project Based Course 4 9 --- 150 150
Any one Audit Course (Unders tanding the
Self, Drama and Art in education) will be
opted by student in Semester 1 and Certified
in Semester 4 3 --- ---- ---
Total Credits 33 180 320 500
Total Credits: 111; Tot al Marks 1800 (1 Credit = 12 Hours)
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SCHEME OF ASSESSMENT AND EXAMINATION
Theory Courses: Semester End Examination
R._____ 60 marks for semester end examination of 2 hours duration for each theory
course
Pattern of Semester End Examination: For courses , out of 8 questions answer
any 5 and question 9 is compulsory which is short notes (out of 4 any 2).
5 questions of 10 marks each with external choice.
2 short notes of 5 marks each with internal choice
University Examination will be held at the end of each semester.
Internal Assessment
Internal Assessment includes following aspects;
A. Internal Assessment activities of Theory component - Part A (Core Courses, Elective
Courses and Interdisciplinary Courses ) consist of 40 marks . For each Theory
component of Part A , 40 marks internal assessment consisting of
(Content test is compulsory for Pedagogy of school subject 1 of 10 marks is a part of
internal assessment.)
B. Practicum component of Part B Project Based Course :
Semester wise detail documentation of the activities carried out under Project
Based Course
a. Semester 1 --Project Based Course 1 -----50 Marks
b. Semester 2 --Project Based Course 2 -----100 Marks
c. Semester 3 --Project Based Course 3 -----200 Marks
d. Semester 4 --Project Based Course 4 -----150 Marks
Ability Courses 100 M arks: Two courses 50 marks each (Detailed
documentation of the courses)
a. Semester 1 -- Critical Understanding of ICT
b. Semester 4 --- Reading and Reflecting on Texts
Any one Audit Course (Understanding the Self, Drama and Ar t in Education)
will be opted by stu dent in semester 1 and certified in Semester 4 by head of the
institution
R._____ Examination Scheme
Grading System: Conversion of Percentage of Marks to Grade Points:
The External examination of Part A of Theory component (Semester end theory
examinati on), the Internal assessment marks of Theory component and Part B Semester
wise Practicum component will be submitted at the end of each semester. The aggregate
of marks obtained in each year for Theory cum Practicum (i.e. Part A & Part B) shall be
convert ed into Grades as given in the scheme . (R4257)
The marks obtained by a student in a course shall be indicated by a grade point and a
letter grade and Performance is follows:
Sr.No Particulars Marks
1 Content test/ Task/Assignment/ Activity for each module
held in the semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
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10 Point Grading System (As per the University Circular UG/79 of 2016 -17)
Mark s Grade points Grade Performance
Less than 40 0 F Fail
40-44.99 4 D Pass
45-49.99 5 C Average
50-54.99 6 B Above Average
55-59.99 7 B+ Good
60-69.99 8 A Very Good
70-79.99 9 A+ Excellent
80 and above 10 O Outstanding
The F grade once awarded to a student stays in the grade card of the student and is not
deleted even when he/she completes the course successfully later. The grade acquired
later by the student shall be indicated in the grade sheet of the final year in which the
candidate has appear ed and fulfilled the credit criteria.
If student is absent from Semester end examination or Internal assessment in any course
including the project course, he/she will get a grade point of 0 and a letter grade of ‘F’.
If a student fails in the internal e xamination of the core or elective course, he/she will
have to appear for the internal examination of the course when the course is offered
again.
If the student fails in the semester end examination of a core or elective course or
interdisciplinary cours e, he/ she may re -appear for the same examination, when it is
held again in the following semester. A student can appear at the most three times
including the original attempt. If a student obtains a letter grade F in all the three
attempts, he/she will ha ve to seek fresh admission.
If a student obtains letter grade F in any course in a given semester the letter grade F
will continue to be shown in the grade card for that semester, even when the student
passes the course subsequently in another semester.
If the student obtains minimum 40 % marks in the internal assessment and fails to obtain
minimum 40 % marks in the semester end examination of any course in any of the
semester, the marks of the internal examination shall be carried forward.
In any semeste r the students GPA and CGPA will be calculated as per the resolution of
the Academic Council dated 23rd May 2016, Item No 4.17
The semester wise GPA and CGPA shall be printed on the grade card of the student
along with the table of the 10 Point Grading Sy stem.
The final semester grade card shall also have the aggregate percentage marks scored by
the students in all the courses in which student has obtained the relevant credits.
The grade card issued at the end of the semester to each student shall contai n the
following:
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a) The credits earned for each course registered that year
b) The performance in each course indicated by the letter grade
c) The Grade Point Average (GPA), of all the courses registered for the
semester
d) The Cumulative Grade Point Average (CGPA )
e) Overall Weighted Percentage of Marks (OWPM), and cumulative grade
point average after completing the programme will appear only on th e grade
card for the final year .
R. _________ A candidate who passes in the internal examination but fails in the
semes ter end theory examination shall reappear for the said paper/papers only. However
his/her marks of the internal examinations shall be carried over and he/she shall be
entitled for grade obtained by him/her on passing.
R. _________ A candidate who passes in the semester end examination but fails in the
internal assessment of the course shall reappear for the internal examination of that
course. However his/her marks of the semester end examination shall be carried over
and he/she shall be entitled for grade o btained by him/her on passing.
The Principal shall forward to the University the Semester wise original marks awarded
to every candidate in internal assessment of theory component (Part A) and Practicum
component of each semester ( Part B ) as per the forma t provided by the university at the
Semester end along with the Certification of Audit course in the Semester 4 which will
be scrutinized by the Coordination Committee . 0.5177
For the purpose of co -ordination of Internal Assessment marks in Part A and Par t B of
Practicum , there shall be a Coordination Committee consisting of:
Chairman Board of Studies in Education .
Chairperson, B.Ed. Examination of the concerned year.
Two Principals , who are not the members of the Board of Studies in Education
nominated every year by the Chai rman of the B.O.S. in Education.
Three members of Board of Studies in Education who are not included in the
above categories, nominated every year by the Chairman of the Board of Studies of
Education.
The committee shall go through Internal Assessment marks and grades awarded to
students of different Colleges of Education at the end of each Semester. If any
discrepancy is found in the standard of marking and/or grading by college, the Principal
concerned would be required to accordi ngly modify the marks as per the directions
given by the Coordination Committee. The Committee is authorized to check all the
internal work of the students of all the College to verify the marks awarded by the
College and make the necessary changes whereve r required.
ATKT (Allowed to Keep Term)
A student shall be allowed to keep terms for Year II irrespective of number of heads of
failure in the Year I. The result of Year II shall be kept in abeyance until the student
passes each of the courses in Part A & Part B for Year I & Year II.
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The performance of the student shall be evaluated in two parts in each semester through
internal assessment and external assessment:
1. Internal assessment by way of continuous evaluation of the course areas of Theory
and Practicum (Part A and Part B) as envisaged in the Credit Based Choice System by
way of participation of students in various Internal Assessment assignments/task of
theory courses and Practicum component per semester of the B.Ed. programme.
2. Semester End Assessments by way of assessing the performance of the student in the
semester end theory / written examination.
i A candidate who has completed 2 Years of the B.Ed. Degree Examination but who has
either not appeared for ‘ Theory’ (Part A), will be permi tted at his/her option to carry
forward the internal assessment mark of that course and grade obtained in ‘Practicum’
(Part B) to two subsequent semester examination . The candidate will appear only for
the course/s he/she has failed. Candidates exercising this option shall be eligible for the
grade.
ii A candidate who has passed in ‘ Theory component ’ (Part A) but has not completed or
has failed in ‘Practicum’ (Part B) will be permitted at his/her option to carry forward
the marks obtained in ‘ Theory ’ t o two subsequent semester examination. The
candidate is required to revise his grade in the ‘Practicum’ (Part B) only in areas he /
she has not completed or failed. Candidate exercising this option shall be eligible for
the grade.
A candidate who has failed in ‘Theory’ (Part A) and ‘Practicum’ (Part B), will be
required to put in 50% attendance in the subsequent year at the College from which
he/she appeared for the University Examinat ion and completes the work of ‘Practicum’
(Part B) in which he /she has failed and reappears in the theory course of ‘Theory’
(Part A) .
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COURSES AND CREDITS
Components Courses Credits
Core Courses i. Childhood and Growing up (CC 1)
ii. Knowledge and Curriculum (CC 2)
iii. Learning and Teaching (CC 3)
iv. Assessment for learning (CC 4)
v. Contem porary India and Education (CC 5) 30
Elective Courses Elective Course 1 Pedagogy of School Subject I -Select any one. (EC 1)
i. Commerce
ii. Economics
iii. English
iv. Geography
v. History
vi. Hindi
vii. Mathematics
viii. Marathi
ix. Science
x. Sanskrit
xi. Urdu
Elective Ccourse 2 -Select any one from I or II or III. (EC 2)
I.Pedagogy of School Subjects II -Select any One course other than in
Elective course 1
i. Commerce
ii. Economics
iii. English
iv. Geography
v. History
vi. Hindi
vii. Mathematics
viii. Marathi
ix. Science
x. Sanskrit
xi. Urdu
II. Peace Education
III. Educatio n for Rural Development
Elective Ccourse 3 Basket of Special Fields -Select any One (EC 3)
i. Action Research
ii. Guidance and Counselling
iii. Environmental Education 18
Interdisciplinary
Courses i. Gender , School and Society (IC 1)
ii. Educational Management (IC 2)
iii. Langu age Across the Curriculum (IC 3)
iv. Creating an Inclusive School (IC 4)
24
Ability Courses i. Critical Understanding of ICT (AB 1)
ii. Reading and Reflecting on Text s (AB 2) 6
Project Based
Courses i. Internship
ii. Community work
iii. Action Research
iv. Participation in Co curr icular Activities in college
30
Audit Courses Audit Courses (Select any one)
i. Understanding the self (AC 1)
ii. Drama and Art in Education (AC1) 3
Total Credits 111
Page 15
15 | P a g e B . E d Credit Based Choice System
B.Ed. Curriculum
SEM -1 CREDIT
S SEM -2 CREDITS SEM -3 CREDIT
S SEM -4 CREDIT
S
CORE
COURS ES(CC)
6 CORE COURSES(CC)
6 CORE
COURSES(CC) CORE COURSES(CC)
6 CC-1 Childhood and
Growing up - 100marks CC-3 Learning and
Teaching -100marks CC-4 Assessment
for Learning -
100marks 6 CC-5 Co ntemporary
India and Education -
100marks
CC - 2 Knowledge and
Curriculum
- 100marks 6
ELECTIVE
COURSES (EC)
ELECTIVE COURSES
(EC)
6 ELECTIVE
COURSES (EC)
6 ELECTIVE COURSES
(EC)
6
EC1 .Pedagogy of
School Subject -I (Select
any on e based on
graduation subject) -
100marks EC 2 .Pedagogy of
School Subject II /
Peace Edn./
Education for Rural
Development (Any
One) -100marks EC3 - Special Field
Basket Action
Research, Guidance and
Counselling ,
Enviornmental
Education (Any One ) -
100marks
INTERDISCIP LINA
RY COURSES (IC)
6 INTERDISCIPLINAR
Y COURSES (IC)
6 INTERDISCIPLI
NARY COURSES
(IC) INTERDISCIPLINAR
Y COURSES (IC)
6 IC1- Gender , School
And Society -
100marks IC2- Educational
Management -100marks IC3 Language
Across The
Curriculum –
100 marks 6 IC4- Creating Inclusive
Schools -100marks
ABILITY COURSES
(AB)
3 ABILITY
COURSES(AB)
ABILI TY
COURSES(AB)
ABILITY
COURSES(AB)
3 AB1 – Critical
Understanding of ICT -
50 Marks Internal AB2 - Reading and
Reflecting on Texts –
50 Marks Internal
PROJECT BASED
COURSES PC1
Total 50 Marks
3 PROJECT BASED
COURSES
PC2
Internship of 3 weeks -
Total 100 Marks
6 PROJECT
BASED
COURSES PC3
Internship of 11
weeks -
Total 200 Marks
12 PROJECT BASED
COURSES PC4
Internship of 5 weeks
including Community
work -Total 150 Marks
9 a. Community Work
Part I
- 20 Marks (1 Week) a.Observation of school
activities - (Any Three )
3*5 Marks = 15 Marks a. Lessons
10 Lessons*10
marks =
100 marks a. Learning Resource
1* 10 Marks = 10 Marks
b.Participation in CCA
in college -1*30 =30
Marks b. Observation o f lessons
given by peers -
(5 lessons)
5*4 Marks = 20 Marks b. Theme based
lessons -
2 lessons*10 marks
= 20 marks Action Research –
25 Marks
c. Shadowing of School
Teacher 5 lessons
(One week)
5*3 Marks = 15 Marks c. Co-teaching
with school
teachers
3 lessons X 10
marks =30 Marks Lessons –
5 Lessons *10
marks =50 marks
d. Lessons –
5 Lessons *10 Marks =
50 marks d. Administration
of Unit Test and
analysis of results -
20 Marks Reflective Jour nal on
internship activities
- 20 Marks
e. Reflective
Journal on
internship activities
- 30 Marks Community work - Part
II 20 Marks
Co Teaching with peers
5 lessons *5 marks
=25 Marks
AUDIT COURSES
(AC) AUDIT COURSES
(AC) AUDIT
COUR SES (AC) AUDIT COURSES
(AC)
( TO BE CERTIFIED BY INSTITUTE)
Understanding the self , Drama and Art in Education
Select any one, spread throughout the 4 semes ter. Certified in 4th semester only. 3
TOTAL 400 24 TOTAL 400 24 TOTAL 500 30 TOTAL 500 33
R. _______ The following are the syllabi for the various Courses.
Click here: First page
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16 | P a g e B . E d Credit Based Choice System
FIRST YEAR
FIRST SEMESTER
Page 17
17 | P a g e B . E d Credit Based Choice System
CORE COURSE 1 (CC 1)
CHILDHOOD AND GROWING UP
Total Credits: 6
Total Marks: 100
Objectives:
1. To develo p an understanding of the Principles of development.
2. To develop an understanding of the concept of development within a pluralistic
society.
3. To develop an appreciation of the child development in socio - cultural context.
4. To apply the knowledge of the me thods and approaches of child development.
5. To examine the theoretical perspectives of child development.
6. To analyze the Issues and Implications of changing family structure and parenting
on growing up in a pluralistic society.
7. To develop an understandin g of looking at one’s own self, feeling and emotion.
8. To reflect on how we relate to the world through emotions.
.
MODULE 1: PROCESS OF HUMAN DEVELOPMENT (2 Credits)
Unit 1: Growth and Development of a Child
a) Meaning and principles of growth and Dev elopment and its difference.
b) Stages of growth and development ( Later childhood and Adolescence)
c) Role of school in growth and development of a child.
Unit 2: Developmental Process -
a) Genetic background and Development.
b) Trends in development (Developme ntal direction, Differentiation and
integration and Cumulative influence)
c) Maturation
Unit 3 : Context of Development:
a) Child Development as a multidimensional concept within a pluralistic society
(physical, Emotional and Social)
b) Impact of different pare nting styles on child development ((4)
c) Child development in socio - cultural context: Interplay of poverty, caste, gender
and tribal communities.
MODULE 2: PERSPECTIVES OF HUMAN DEVELOPEMENT (2 Credits)
Unit 4: Methods and Approaches of Studying Human development
a) Methods : Observation (Participatory And Non- Participatory)
b) Experimental & Clinical .
c) Approaches : Cross Sectional, Cross Cultural, Longitudinal .
Unit 5: Theoretical Perspectives:
a) Piaget’s Theory of cognitive development.
b) Kolhberg’s & Erric kson’s theory
c) Urin Brofenbrenner theory on Ecological System
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Unit 6: Self and Emotions
a) Formation of self (Self -concept, self -esteem, Self -efficacy)
b) Emotions: Goleman’s Theory of Emotional Intelligence
c) Identity crisis - Marcian Theory
MODULE 3: INTE RNAL ASSESSMENT (2 Credits)
Any two of the following tasks:
a) Task (any one)
Case study of any school which has a positive impact on the overall growth and
development of its students
Observe an adolescent and conduct a case study on his overall development
Present the biography of any one Psychologists using creative techniques
b) Psychological Tests (any one)
Emotional Intelligence test
Test on Self - Esteem
Test on Self Efficacy
References:
Bhatia, H. R. (1973). Elements of Educational Psychology, 5th edition, Orient
Longman.
Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York,
Harper and Row Publishers, P.P. 89 -90.
Bolles, R. C. (1975): Learning Theory. New York, Holt, Rinehart and Winston,
P.P. 18 -19.
Chauhan, S.S. (1978): Advanced Educational Psycholo gy, Vikas Publishing
house Pvt. Ltd., New Delhi.
Dandapani, S. (2001), A textbook of Advanced Educational Psychology . New
Delhi: Anmol Publications.
Dunn, R. (1983). Can students identify their own Learning Styles? Educational
Leadership ,40, P.P. 60 -62.
Dash, M. (1988). Educational Psychology. Delhi: Deep and Deep Publication.
Duric, L. (1975). Performance of Pupils in the Process of Instruction . Bratislava,
SPN, P.P. 54 -90.
Duric, L. (1990). Educational Sciences: Essentials of Educational Psychology.
International Bureau of Education, UNESCO, New Delhi, Sterling Publishers, P.
Fontana, D. (1995). Psychology for Teachers (3rd edition). The British
Psychological Society, London: McMillan in association with BPS Books.
Kundu C.L. and Tutoo D.N. (1993) : Educational Psychology, Sterling Publishers
Pvt. Ltd.
Lindgren, H. C. (1967). Educational Psychology in Classroom (3rd edition). New
York: John Wiley and sons. Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
Page 19
19 | P a g e B . E d Credit Based Choice System
Mangal, S. K. (1984). Psychological Foundations of Education. Ludhiana:
Prakash Publishers
Mohan J. and Vasudeva P. N. (1993). Learning Theories and Teaching, In Mohan
Jitendra (ed.) Educational Psychology , New Delhi, Wiley Eastern Limited, P.
146.
Oza, D. J. and Ronak, R. P. (2011). Management of behavioral problems of
children with mental reta rdation. Germany:VDM publication.
Papalia D. E., and Sally, W. O. (1978). Human Development . McGraw Hill
Publishing Company
Phens, J. M., and Evans, E. D. (1973). Development and Classroom Learning :
An Introduction to Educational Psychology. New York: H olt Rinehart and
Winston Inc.
Tessmer, M., and Jonassen, D. (1988). Learning Strategies: A New Instructional
Technology. In Harris Duncun (1988) Education for the New Technologies,
World Year Book of Education . London: Kogan page Inc
Skinner, E. C. (1984 ). Educational Psychology -4th Edition . New Delhi: Prentice
Hall of India Pvt. Ltd.
Spinthall, N., and Spinthall, R. C. (1990). Educational Psychology 5th Edition. -
McGraw Hill Publishing Company.
Cole, M., (1996). The Development of Children. New York: Worth publishers
Crain, W., (2005). Theories of Development (5th Edition). Pearson
Kanga, F., (1991). Trying to Grow. New Delhi : Ravi Dayal Publishers
Mukunda, K. (2009). What did you ask at school today? Noida: Harper Collins
Publishers.
Munsinger, H ., (1975) (edited) Readings in Child Development. New York: Holt
Rinehart Winson
Sharma, N., (2003).Understanding Adolescence. New Delhi: NBT
Wadia, H. Confining childhood in India. Web source:
http://infochangeindia.org/index2.php?optio n=com_content&do_ pdf=1&id=8691
Weiner.M.,(1995). The child and the state in India: Child labor and education
policies in comparative perspective. Oxford University Press
Click here: First page
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20 | P a g e B . E d Credit Based Choice System
CORE COURSE 2 (CC 2)
KNOWLEDGE AND CURRICULUM
Total Credits: 6
Total Marks: 100
Objectives:
1. To develop understanding into the epistemological basis of education
2. To develop und erstanding of modern child -centered education .
3. To develop understanding social and cultural influence on education
4. To devel op understanding into curriculum, its determinants , process and
evaluation
5. To examine relationship of curriculum to education
6. To gain insight into the need for curriculum reforms
MODULE 1: UNDERSTANDING KNOWLEDGE AND ITS RELATION TO
EDUCATION (2 Credits)
Unit 1: Perspectives of Knowledge and Education
a) Knowledge :
i. Meaning and characteristics of knowledge
ii. Types of knowledge: Philosophical perspective ( Personal, Propositional and
Procedural ) Educational perspective: (Conceptual, Strategic an d
situational)
b) Education: Meaning(etymological), definitions and characteristics of Education
c) Epistemological basis of education: distinction between knowledge and
information, teaching and training.
Unit 2: Basis of Modern Child -Centred Education (Conc ept, Basis and
Educational Significance)
a) Activity Method (M.K. Gandhi)
b) Discovery Method (John Dewey)
c) Dialogue Method (Paulo Freire)
Unit 3: Social and Cultural Context of Education
a) Changes in education due to industrialisation, democracy and individua l
autonomy.
b) Understanding Education in relation to equity, equality and social justice
(B.R. Ambedkar ).
c) Interrelationship of education with reference to Nationalism (Krishnamurti) and
Secularism (Tagore)
MODULE 2: DEVELOPMENT OF CURRI CULUM AND ITS RELATION TO
EDUCATION (2 Credits)
Unit 4: Curriculum – Concept, Types and Determinants
a) Curriculum – Meaning and Concept of curriculum , Relationship with
Curriculum framework, Syllabus and Textbooks
b) Determinants of Curriculum ( Phil osophical, Psychological, Sociological,
Political )
c) Types of curriculum (Subject -centred and child -centred; Hidden curriculum and
enacted curriculum)
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Unit 5: Curriculum Development
a) Principles of curriculum development
b) Process of curriculum development
i. Formulating aims and objectives
ii. Criteria for selecting knowledge and representing knowledge in the form of
different subjects.
iii. Selection and organisation of learning situations
c) Participatory approach to curriculum development: Representation of social
groups in curriculum construction.
Unit 6: Curriculum Implementation and Evaluation
a) Teachers' role in generating dynamic curricular experiences through (i) flexible
interpretation of curricular aims , (ii) contextualisation of learning; (iii) varied
learning experiences(iv) learning resources
b) Need and evaluation of effective curriculum construction with reference to
existing pedagogies and Instructional approaches, teacher training, textbooks
and instructional materials.
c) Role of MHRD and NCERT in curriculum reform
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Any two of the following tasks:
a) Seminar Presentation: Critical appraisal of philosophy and practice of education
advocated by Gandhi, Dewey and Freire.
b) Critical Writing: Critically examine role of hidden curriculum with reference to
school rituals, celebrations and rules & discipline
c) Report Writing: Choose syllabus for any one school subject, read the text books
(of at least 2 standards from 6th to 9th) for the same. Deliberate on of modern
values like equity, equality and social justic e reflected in it and writes a report on
it.
References
Aggrawal, J. C., & Gupta, S. (2005). Curriculum Development. New Delhi:
Shipra Publisher.
Alexander, W. M., & Saylor, J. G. (1966). Curriculum Planning for modern schools,
New York: Holt, Rinhart and Winston Inc.
Balrara, M. (1999). Principles of Curriculum Renewal. New Delhi: Kanishka
Publishers.
Chandra, A. (1977). Curriculum Development and Evaluation in education. New
Delhi: Sterling Publishers.
Darji, D. R., &Lulla, B. P. (1967). Curric ulum development in secondary schools
of Baroda. Baroda: Sadhana Press. Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semes ter 05
Total 40
Page 22
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D’Costa, Agnes R. (2016) Knowledge and Curriculum, Mumbai Himalaya
Publishing House
Erickson, H.L.(2007) concept based curriculum and instruction for the thinking
classroom California; Corwin press
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage.
Rowman & Littlefield.
Freire, P. (2000). Pedagogy of the oppressed, Continuum.
Hassrin, M. (2004). Curriculum Planning for elementary education. New Delhi:
Anmol Publishers.
Herbert , J. W. & Geneva, D. H. (1990). International Encyclopedia of Education
Evaluation. New York: Pergamon Press Oxford House.
Jenkins, D., & Shifrnan, D.M. (1976). Curriculum: an introduction. London:
Pitman Publishing House.
Jhom pson K ., and White, J. C. (1975). Curriculum development. London: Pitman
Publishing
Khan.M.I. and Nigam,B.K.(2007).Curriculum reform change and continuity.
New Delhi; Kanishka publication
Krishnamurti, J. (1992). Education and world peace. In Social resp onsibility .
Krishnamurti Foundation
Kumari, S., and Srivastava, D. S. (2005). Curriculum and Instruction. New Delhi:
Shipra Publishers.
Macdonald, B., & Walker, R. (1976). Changing the Curriculum. Britain: Pitman
Press.
Musgrave, P. W. (1974). Contemporary studies in the Curriculum. Australia: Angus
and Roberston Publishers.
Nigam, B. K., & Khan, I. M. (1993). Evaluation and research in
Curriculum Construction. New Delhi: Kaniska Publishers.
Ornsttein, A. C. & Hunkins, F.P. (1988) . Curriculum foundations, Principles and
issues New jersey prentice hall
Panday, M. (2007). Principles of Curriculum Development. New Delhi;
Rajat publications Rajput, J. S. (2004).
Encyclopaedia of Indian Education. New Delhi: NCERT.
Satyanarayan, P.V. (2004). Curriculum development and management. New Delhi:
DPH.
Sharma, R. (2002). Modern methods of Curriculum Organisation. Jaipur: Book
Enclave.
Sharma, S. R. (1999). Issues in Curriculum Administration. New Delhi: Pearl
Publishing Hou se.
Sockett, H. (1976). Designing the Curriculum. Britain: Pitman Press.
Srivastava, H. S. (2006). Curriculum and methods of teaching New Delhi: Shipra
Publishers.
Tata, H. (1962). Curriculum development theory & practice. New York: Harcourt,
Brace & Wo rld Inc.
Tagore, R. (2003). Civilization and progress. in Crisis in civilization and other
essays New Delhi: Rupa & co.
Yadav, Y.P. (2006). Fundamentals of Curriculum design. New Delhi; Shri Sai
Printographers Click her e: First page
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INTERDISCIPLINARY COURSE 1 (IC 1)
GENDER, SCHOOL AND SOCIETY
Total Credits: 6
Total Marks: 100
Objectives:
1. To acquaint the student teachers with the concept of gendered roles in society and
their challenges.
2. To develop basic understand ing and familiarity with key concepts -gender, gender
bias, gender stereotype, empowerment, gender parity, equity and equality,
patriarchy and feminism and transgender.
3. To understand the influence of social institutions (family, caste, class, religion,
region,) on inclusion and gender identity
4. To examine the role of schools, peers, teachers, curriculum and textbooks, etc. in
challenging inclusion and gender inequalities /reinforcing gender parity.
5. To develop an understanding about policies, plans and schem es of the government
for addressing all forms of disparities, inequalities and their inclusion in the society
6. To critically appraise the role of media in reinforcing inclusion and gender roles in
the popular culture and at school.
7. To appreciate the role of NGOs and Government organisations in sensitizing
society towards inclusion and gender parity
MODULE 1: GENDER AND SOCIALIZATION (2 Credits)
Unit 1: Gender: Concept and Perspectives
a) Concept of sex, gender and transgender
b) Gender related concept s: patriarchy, feminism, equity and equality, sexuality.
c) Emergence of gender specific roles: sociological and psychological perspectives.
Unit 2 : Social Construction of Gender Identity
a) Influence of family, caste, religion, culture, region, the media an d popular cultur e
(films, advertisements, songs) on gender identity.
b) Gender bias: health and nutrition, education, and employment.
c) Gender stereotyping
Unit 3 : Gender Issues and Provisions
a) Gender related issues in society: dowry system, work place discr imination
b) Sexual abuse, cyber bullying
c) National Policy for Empowerment of women
MODULE 2 : GENDER: EDUCATION AND EMPOWERMENT (2 Credits)
Unit 4 : Gender Challenges and Education
a) Gender challenges: The role of schools, peers, teachers, curriculum and textbooks.
b) Construct of gender in national curriculum framework
c) Contemporary women role models in India: urban and rural
Unit 5: Gender Jurisprudences in Indian Context
a) Prenatal diagnostic Technique Act, 1994
b) Domestic Violence Act, 2005
c) Protection of from Sexual Offences (POCSO) Act, 2012
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Unit 6 : Strategies for Gender Empowerment
a) The role of NGOs and women's action groups in striving towards gender equity
b) The United Nations Entity Equality and the Empowerment of Women for Gender -
UN Women
c) Millennium Development: Goal: Promoting gender equality and empowerment
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Any two of the following tasks:
a) Gender analysis of text books and suggestions for change
b) Case studies of groups/organizations working for women
c) Critical analy sis of depiction of women in mass media (ads/serials/films/print
media)
d) Visits to institutions working for women’s welfare and Report writing
e) Street plays, Exhibitions, Debates, Interviews, Poster Competitions, Slogan
Competitions
References:
Bhasin Kamal a: Understanding gender, kali for w omen, N. Delhi,2000
Basu Aparna: Women’s Education in India in Ray and Basu (edt): From
Independence Towards Freedom, OUP, 1999
Chodhuri Maitreyee (2004): Feminism in India, Women Unlimited, New Delhi
Chakravarty Uma: Gen dering caste through a feminist Lense, Stree, Calcutta, 2003.
Courting Disaster, PUDR report, 2003.
Davis Kathy, Evans Mary, Lorber, J (edt) (2006): Handbook of Gender and
Women’s studies, Sage,UK.
Delamont Sara: Feminist Sociology 8. Feminist Concepts, Co ntribution to
women’s studies series, Part -I, II, III, RCWS, Mumbai
Desai, Neera and Thakkar, Usha. (2001). Women in Indian Society. National Book
Trust, New Delhi
Dunne, M. et al. (2003). Gender and Violence in Schools. UNESCO
Freedman Jane: Feminism, Viv a Books, New Delhi, 2002.
Gender Analysis of School Curriculum and Text Books UNESCO, Islamabad,
2004 Principal Author ... Gender Analysis of Primary School Textbooks in Punjab.
Kirk Jackie (ed) , (2008), Women Teaching in South Asia, SAGE, New Delhi
Leach , Fiona. (2003). Practising Gender Analysis in Education, Oxfam
NCERT 2006, National Curriculum Framework 2005: Position Paper, National
Focus Group on Gender Issues in Education, New Delhi
Click here: First page
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X10) 20
2 One periodical cla ss test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
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ABILITY COURSE 1 (AB 1)
CRITICAL UNDERSTANDING OF ICT
Total Credits: 3
Total Marks: 50 (Internal)
Objectives
1. To develop an u nderstand ing of the concept of ICT
2. To practice safe and ethical ways of using ICT.
3. To use ICT in Teaching Learning, Administration, Evaluation and R esearch.
4. To design, develop and use ICT based learning resources.
5. To develop an u nderstand ing of the concept of Open Education Resources and
Creative Commons in education.
6. To ev aluate ICT based learning resources .
7. To adopt mobile learning, open learning a nd social learning in the classroom .
MODULE 1: ICT IN EDUCATION AND ITS IMPLICATIONS (1 Credit)
Unit 1: Understanding of ICT in Education
a) Information and Communication Technology: Concept and Importance
b) Role of teacher in ICT enabled education - Adminis trator, Facilitator and
Evaluator
c) Legal and ethical issues in the use of ICT - Hacking, Violating of copyright,
Plagiarism
Unit 2: Designing Technology Integrated Learning Experiences
a) Instructional Design –Develop ADDIE model Instructional Design based o n
School topic.
b) Develop Learning Resources on a topic using ICT tools (Script writing and
Story board) and Critically evaluate it by using rubrics
c) Learning Management System (LMS) – Concept, Features and Applications
MODULE 2: TEACHER AND ICT ENABLED ADMI NISTRATION,
EVALUATION AND RESEARCH (1 Credit)
Unit 3: Emerging Trends in E -learning
a) Mobile learning – Concept, Features and uses of any ONE Mobile application
for teaching and learning.
b) Social learning - Concept, Use of web2.0 tools for learning (Soci al networking
site, Blog, Chat, Video conferencing, Discussion forum)
c) Open Educational Resources, Creative Common, Massive Open Online Courses
(MOOCs) – Concept and Applications
Unit 4: Use of ICT in Evaluation, Administration and Research
a) e Portfolio – Concept and Development
b) ICT for Research - Online Repositories & Online Libraries
c) Online and offline assessment tools ( Online Survey tools or Test generators) -
Concept and development
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MODULE 3: SUGGESTED TASK/ASSIGNMENT ACTIVITIES (ANY FOUR)
(1 Cr edit)
a) Select a case study/report related to legal and ethical issues in use of ICT.
Discuss your case using any mode of online discussion forum. Submit the
screenshots of your group discussion.
b) Develop and critically evaluate a CAI package (Script writing and Story Board)
using ADDIE model of Instructional design for any topic of your choice.
c) Using any LMS carry out the following activities for facilitating learning in any
of the unit of your choice:
Identify resources for a topic of your choice and upload it.
Use any discussion forum available for the discussion on the uploaded
learning material.
Generate a test.
d) Submit a reflective report on it.
e) Develop and Manage a Social Networking site /Blog / Chat forum for college
based on ICT course. Submit the repo rt for the same with empirical evidences.
f) Select a topic relevant to education, collect Open Educational Resources (Text,
Multimedia, Website references) and analyze the type of license used in the
Open Educational Resources. Submit the report for the sam e with evidences.
g) Select an educational problem and conduct an online survey. Submit a report on
the procedure and analysis of the survey result along with screen shot.
References
Goel, D. R., and Joshi, P. (1999). A Manual for INTERNET Awareness. CASE:
The M. S. University of Baroda Press.
Mahapatra, B.C. (2006). Education in Cybernatic Age. New Delhi: Sarup Sons.
Mansfield, R. (1993). The Compact Guide to Windows.World and Excel. New
Delhi: BPB Publishing.
Saxena, S. (1999). A first course in compute rs. New Delhi: Vikas Publishing
House.
Tanenbaum, A. S. (1996). Computer Networks. New Delhi: Pretince Hall of
India.
Walkenbach, J. (1997). Excel 97 Bible. New Delhi: Comdex Computer
Publishing.
Khirwadkar, A. (2005). Information & Communication Techno logy in
Education. New Delhi: Sarup & Sons.
Khirwadkar, A. (2010). e -learning Methodology: Perspectives on the
Instructional Design for Virtual Classrooms. New Delhi: Sarup Book
Publication Ltd.
Click here: First page
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AUDIT COURS E 1 (AC 1)
DRAMA AND ART IN EDUCATION
Total Credits: 3
(To be c ertified by the Institute in Semester IV )
Objectives
1. To have a practical experience with drama and art.
2. To be acquainted with the concepts thus enhancing their understanding of drama
and art.
3. To be acquainted with aspects of theatre management.
4. To integrate drama and art in the school curriculum.
5. To develop their aesthetic sensibilities.
6. To elucidate the role of drama and art in self - realization of learners.
7. To sensitize learners on the use o f drama and art for special learners.
8. To highlight the use of drama and art in creative expression.
9. To perceive the social and environmental issues through drama and art.
10. To develop understanding of the local culture through drama and art.
11. To widen the und erstanding of learners by integrating global culture.
MODULE 1 : UNDERSTANDING DRAMA AND ART IN EDUCATION
(1 Credit)
Unit 1: Introduction to Concepts of Drama and Art
a) Forms of Drama and Art – Visual and Performing
b) Elements of Drama and Art
c) Understanding stagecraft and audience etiquettes - (set designing, costumes,
props, lights, and special effects) and audience etiquettes
Unit 2: Application of Drama and Art in Academics
a) Functions of Drama and Art - Information, Instructive, Persuasive, Educative,
Entertainment, Development
b) Integration of Drama and Art in the school curriculum
c) Developing aesthetic sensibility through Drama and Art
MODULE 2 : DRAMA AND ART AS A MEDIUM FOR COMMUNICATION
AND SOCIAL CHANGE (1 Credit)
Unit 3: Drama and Art for Peda gogy
a) Drama and Art for self -realization
b) Drama and Art for children with special needs
c) Drama and Art for creative expression
Unit 4: Drama and Art for Social Intervention
a) Understanding social and environmental issues through drama and art
b) Understanding local culture through drama and art
c) Understanding global culture through drama and art
MODULE 3: SUGGESTED TASK/ASSIGNMENT ACTIVITIES (1 Credit)
Following activities can be organized under the course:
a) Script writing
b) Street play
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c) Visit to an Art gal lery
d) Visiting/Organizing exhibitions
e) Visiting/Organizing cultural festivals
f) Report on the folk life
g) Interview with experts from the field like artists, actors, singers, writers, poets,
painters, musicians, dancer etc
h) Appreciation of a film/drama/novel /folk drama, etc.
i) Workshop on developing short plays/ street play for educational, entertainment
or social / environmental relevance
j) Workshop on preparing a script for a radio programme to propagate a social
behaviour or awareness of social issues
k) Organiz ing art, craft and music exercises with small groups followed by
discussions and presentation.
l) Workshop –Developing theatre skills, pottery, folk dance, animations depicting
culture and art.
m) Review the position paper National Focus Group on Arts, Music, Dr ama and
Theatre by NCTE on Drama for children with special needs.
n) Visit a centre for children with special needs and observe the use of drama and
art in the activities conducted.
Assignments:
a) Role Playing’ activity for historical / contemporary personali ties wherein
students play the role of that personality to advocate his/her
opinions/decisions/thought processes (for example, Akbar, Hitler, Galileo,
Bhagat Singh etc.) and write a reflective essay highlighting the elements of
stagecraft.
b) Develop and pre sent a lesson using any one technique of Drama and Art Or
using any Art form
c) Developing masks and puppets to teach any topic in their methods, present a
lesson using it. Submission of a lesson plan is required.
References
Akademi South Asian Dance, UK – http://www.southasiandance.org.uk/
Andrewes,E.: A Manual for Drawing and Painting, Hazall Watson and Viney
Ltd.,1978
Carini, P.F. (2001). Valuing the immeasurable. In Starting strong: A different look at
children, schools, and standards (pp. 165 –181). New York: Teachers College Press,
CCRT official website
Chawla, S.S. (1986). Teaching of Art. Patiala: Publication Bureau, Punjabi
University.
Dodd, N. and Winifred, H. (1971/1980). Drama and Theatre in Education, Lundon:
Heinmann.
Doshi, Saryu (Ed.), “Marg –A Magazine of the Arts – Trends and Transitions
inMumbai: IndianMargPublications , Art”Vol. XXXVI No. 2, 1984.
Efland, A. D. (1990). A history of Art Education: Intellectual and social currents in
teaching the visual arts. New York, NY: Teachers College Pre ss.
Harriet, G. (1964). Art in Everyday Life. Calcutta: Oxford and IBH Publishing
Company.
John, B., Yogin, C., &Chawla, R. (2007). Playing for real: Using drama in the
classroom . Macmillan.
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Khokar, Mohan, Traditions of Indian Classical Dance, Delhi: Cla rion Books, First
ed.,1979., London, 1973
Khanna, S. and NBT (1992). Joy of Making Indian Toys, Popular Science. New
Delhi: NBT.
McCaslin, N. (1987). Creative Drama in the Primary Grades. Vol. I and In the
Intermediate Grades, Vol. II, New York/Lon don: Longman.
Mishra, A. (2004). Aaj bhi KhareinhaiTalaab, Gandhi Peace Foundation, 5th Edition.
Prasad, D. (1998). Art as the Basis of Education, NBT, New Delhi.
Sahi, J. and Sahi, R . (2009). Learning Through Art, Eklavya.
Shirley, G. (2000). Art, an A to Z guide. Franklin Watts: USA.
Vaze, P. (1999). How to Draw and Paint Nature. Jyosna Prakashan: Mumbai.
Ward, A. (1993). Sound and Music. Franklin Watts: New York.
Websites:
Athiemoolam,L. Drama -In-Education and its effectiveness in English Second/F oreign
classes, www.uni -oldenburg.de/zsn
Arts Education Matters: We know, We Measured it,
http://www.edweek.org/ew/articles/2014/12/03/13greene.h34.html
Bhattacharya, K.K. & Gupta, D.D. : Interpreting theatre as a communication medium,
http://www.caluniv.a c.in/global -mdia -journal/ARTICLEDEC2013/
Boudreault, C.: The benefits of using drama in the ESL/EFL classroom,
http://iteslj.org/Articles/Boudreault -Drama.html
Dewey, J.: Art as an experience, http://plato.stanford.edu/entries/dewey -aesthetics/
Drama in e ducation, https://www.questia.com/library/education/curriculum -
andinstruction/drama -in-education
Drama Games, http://en.wikipedia.org/wiki/Drama_Teaching_Techniques
Drama Strategies, http://dramaresource.com/strategies/69 -drama -techniques
Importance of Art s education,
http://www.educationfund.org/programs/artoffoundobjects/importance of Arts
Education
Click here: First page
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AUDIT COURSE 1 (AC 1)
UNDERSTANDING THE SELF
Total Credits: 3
(To be certified by the Institute in Semester IV)
Objectives
1. To develop holistic and integrated understanding about themselves.
2. To identify their potential and challenges.
3. To undertake self reflection
4. To maintain peace and harmony within themselves.
5. To manage conflict effectively.
MODULE: 1 THE WO RLD WITHIN THE SELF (1 Credit)
Unit 1: Exploring the Self
a) Exploring self identity and self image
b) Analysis of strengths, weaknesses, opportunities, challenges. (SWOC)
c) Techniques of Self Reflection (Reflective Diary, Creative Imagery, Reflective
Dialog ue and discussion , Social media like blog and online communities)
Unit 2: The Evolving Self
a) Development of self esteem and self confidence
b) Management of emotions.
c) Positive thinking
MODULE: 2 SELF AND THE WORLD (1 Credit)
Unit 3: The Emerging Se lf
a) Personal mastery through self compassion, spirituality and value system.
b) Harmony and peace with self through mindfulness.
c) Development of resilience.
Unit 4: The Caring Self
a) Empathetic listening and sensitivity.
b) Assertive self expression.
c) Conflict re solution.
MODULE 3: SUGGESTED TASK/ASSIGNMENT ACTIVITIES (1 Credit)
a) Present a narrative on “Your Journey as a person”. Include major insights, takeaways,
breakthroughs achieved and action plans for the future
b) Prepare a student portfolio containing evide nces of your strengths in the form of
creative art/ writing/ pictures of your achievements/ testimonials/ appreciation
received. How have these achievements helped you to evolve as a person by helping
you build a positive self image?
c) Identify one per sonal conflict experienced and the process of resolution of the
conflict.
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References:
http://www.wikihow.com/Identify -Your -Strengths -and-Weaknesses
http://www.mindtools.com/pages/article/coaching -self-awareness.htm
http://www.selfawareness.org.uk/news/u nderstanding -the-johari -window -model
https://tojde.anadolu.edu.tr/tojde42/articles/article_2.htm
http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/225/127
http://www.azimpremjiuniversity.edu.in/sites/default/files/userfiles/files/Mythili_Ramcha
nd.pdf
http://www.teachingenglish.org.uk/article/reflective -teaching -exploring -our-own-
classroom -practice
http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/zaidOdeh.pdf
http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/225/127
http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1740&context=doctoral
http://www.ucd.ie/t4cms/Reflective%20Practice.pdf
http://www.waikato.ac.nz/tdu/pdf/book lets/18_ReflectivePractitioner.pdf
http://www.learning -theories.com/experiential -learning -kolb.html : Kolb’s Experi
Learning
http://www.nathanielbranden.com/ess/ess12.html: Theory of Self Esteem by Nathaniel
Brandon.
http://www.mindtools.com/pages/article /newTCS_06.htm : Positive thinking.
http://www.mas.org.uk/uploads/articles/Resilience_and_strengthening_resilience_in_in
dividuals.pdf: Resilience
http://www.yorku.ca/rokada/psyctest/rosenbrg.pdf :Rosenberg Self Esteem Scale.
http://web.stanford.edu/class/ msande271/onlinetools/LearnedOpt.html: Test on Learned
Optimism.
http://www.mindfulnessresource.org/category/toronto -mindfulness -scale/ : Toronto
Mindfulness Scale.
Duval, T. S., & Silvia, P. J. (2001). Self -awareness and causal attribution: A dual systems
theory. Boston: Kluwer Academic.
Duval, T. S., & Silvia, P. J. (2002). Self -awareness, probability of improvement, and the
self-serving bias. Journal of Personality and S ocial Psychology, 82, 49 -61.
Phillips, A. G.,& Silvia, P. J. (2004). Self -awareness, self -evaluation, and creativity.
Personality and Social Psychology Bulletin, 30, 1009 -1017.
Povinelli, D. J., & Prince, C. G. (1998). When self met other. In M.Ferrari& R. J.
Sternberg (Eds.), Self -awareness: Its nature and development (pp. 37 -107). New York:
Guilford
Mullen, B. &Suls, J. (1982). Know thyself: Stressful life changes and the ameliorative
effect of private self -consciousness. Journal of Experimental Social Ps ychology, 18, 43 -
55.
Lewis, M. & Brooks -Gunn, J. (1978). Self knowledge and emotional development. In M.
Lewis & L. Rosenblum (Eds.), The development of affect: The genesis of behavior, 1 (pp.
205-226). New York: Plenum Press.
Luft J and Ingham H. (1955). The Johari Window: a graphic model for interpersonal
relations, University of California Western Training Lab.
Brooksfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA:
John Wiley & Sons, Inc.
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Farrell, T. S. C. (2004). Reflect ive practice in action. Thousand Oaks, CA: Corwin Press,
Inc.
Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and
political reverberations. Educational Researcher
GũrŞahin, G. &DikkartinÖvez, F. T.ive (2012). thinking tendency.Procedia Social and
Behavioral Science
Gurol, A (2010) Determing the reflective thinking skills of pre -service teachers in learning
and teaching process. Firat University, Turkey.
Kurt, M., &A tamturk, N (2012) Reflective practice and its role in stimulating personal and
professional growth
Click here: First page
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SECOND SEMESTER
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CORE COURSE 3 (CC 3)
LEARNING AND TEACHING
Total Credits: 6
Total Marks: 100
Objectives
1. To develop an understanding the concept of Learning.
2. To analyze the factors affecting Learning.
3. To analyze various theories of Learning.
4. To apply the Cognitive Perspectives of learning in the lear ning process.
5. To apply Constructivist perspectives of learning in the learning process.
MODULE 1: UNDERSTANDING LEARNING (2 Credits)
Unit 1: Concept of Learning
a) Learning & Teaching: Meaning ,Characteristics & Process
b) Factors affecting Learnin g: Attention (Meaning, Types & Educational Implications)
Motivation (Meaning, Types & Educational Implications), Maslow’s Theory of
Hierarchy of Needs
c) Learning Styles (Kolb’s Classification) & Multiple Intelligences (Gardener’s
Classification): Concept & Educational Implications
Unit 2: Theories of Learning: (Principles & Educational Implications )
a) Behaviorist Theories: Classical & Operant Conditioning
b) Cognitive Theories: Bruner & Ausubel
c) Social Learning Theories: Bandura & Vygotsky
Unit 3: Expandi ng Horizons of Learning:
a) Learning for Transfer: Concept, Types (Low -Road or Substantive Transfer & High -
Road or Procedural Transfer) & Promoting Transfer
b) Group Dynamics ,Sociometry and educational Implications
c) Bruce Tuckman’s Revised Model for Group De velopment: Five Phases & Role of
Teacher
MODULE 2: TEACHING: THE ACT AND THE PROFESSION (2 Credits)
Unit 4: Teaching for All:
a) Educational needs of differently abled learners: Characteristics & role of education
(strategies) in case of:
Learners wit h learning disabilities
Learners with Hyperactivity & Attention Disorders
Gifted Learners
b) Differentiated Instruction: Concept, Characteristics / Key Features & Strategies
c) Multi -Cultural Education: Concept, James Bank’s Five Dimensions of MCE,
Implicatio ns of MCE in the Indian Context
Unit 5: Teaching for Effective Learning
a) Reflective and Critical Thinking: Meaning & Educational Implications
b) Creativity and Problem Solving: Meaning, Process & Promoting
c) Meta -cognition: Meaning, Components & Strategies
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Unit 6: Teaching as a Profession
a) Professionalism in Teaching: Concept & Principles; and Importance of Academic
Freedom
b) Evolving Roles of Teacher: Instructional Expert, Manager, Counselor and
Practitioner -Researcher
c) Professional Competencies for Classro om Management: Prevention, Intervention &
Remediation:
1. Prevention: (Establishing & Maintaining Effective Learning Environment),
2. Intervention: (Rules and Consequences of Stopping Misbehaviour, the Need to Stop
& Train),
3. Remediation: (Developing Student R esponsibility & Self -Control, Remediating
chronic Behavioural Problems, Gordon Model of Self -discipline
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Any two of the following tasks:
a) Experimental Psychology: ( any one from the following)
Division of Attention
Group judgment
Suggestion
Perception
Transfer of learning -(Mirror Drawing / Cup & ball)
b) Psychological Tests( any one from the following)
Sociometry test
Multiple intelligence test - Gardner
Learning Style Inventory - Kolb
Thinking Style
References:
o Adams & Hamm – New Designs for Teac hing & Learning, Jossey -Bass Publishers, San
Francisco
o Agarwal. J.C - Essentials of Educational Psychology, Vikas Publishing House Pvt Ltd,
1995
o Bailey et al (Editors), The SAGE Handbook of Philosophy of Education, SAGE
o Bhatnagar Suresh & Saxena Anamika - Advanced Educational Psychology, R Lall Book
Depot Meerut
o Brubacher, Modern Philosophies of Education, 4th Ed., McGraw Hill Book Company
o Cascio, Wayne F. & Aguinis Herman - Applied Psychology in Human Resource
Management - Prentice -Hall of India, New D elhi.
o Charles Skinner - Educational Psychology.
o Chatteijee S. K. - Advanced Educational Psychology. Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
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o Chauhan,S.S - Advanced Educational Psychology, Vikas Publication House, N.D.1990
o Crow L.D and Crow A “Educational Psychology”
o Dandapani, S - Educational Psychology
o Dandekar & Makhija - Educational Psychology
o Dandekar W. N. - Fundamentals of Experimental Psychology.
o Dash, RN & Dash,N - A Textbook of Educational Psychology.
o David W. Martin - Doing Psychology Experiments.
o Donna Walker Tileston – Ten Best Teaching Practices, 3rd Ed., Corwin
o E.G. Parameswaran & K. Ravichandra - Experimental Psychology. G
o Gage & Berliner – Educational Psychology (6th Ed.), Houghton Mifflin Co.
o Gardener, Frames of Mind
o Henson & Eller – Educational Psychology for Effective T eaching – Wadsworth
Publishing Company.
o Hergenhahn, B. R. & Olson, Matthew H. - An Introduction to Theories of Learning -
Prentice -Hall of India
o Jonassen & Land (Editors), Theoretical Foundations of Learning Environments,
Routledge
o Kakkar S. B. - Educat ional Psychology.
o Kenneth T. Henson, Ben F. Ella - Educational Psychology for Effective Teaching.
o Lahey, Benjamin - Psychology - An Introduction (Sixth Edition), Tarn McGraw Hill Publ.
o Lawson et al, A History of Psychology – Globalization, Ideas, and Appl ications,
Prentice -Hall of India
o Lefrancois Guy - Psychology for Teaching.
o Lefrancois Guy R.: Theories of Human Learning
o Leo Postman, James Egan - Experimental Psychology.
o Mangal S. K. — Essentials of Educational Psychology, Prentice -Hall of India. New
Delhi.
o Mangal S.K - Educational Psychology
o Mathur, S.S - Educational Psychology
o Micheal Pressley, Christine B. McCormick - Child & Adolescent Development for
Educators.
o Paulo Freire – Pedagogy of the Oppressed(2011)
o Rajamanickam, Experimental Psycholog y with Advanced Experiments -Vol.1,II. Concept
Publishing Company
o Richard D. Parsons, Stephanie Lewis Hinson, Deborah Sardo -Brown - Educational
Psychology.
o Richardson, Constructivist Teacher Education: Building a World of New
Understandings, Routlegde Falm er
o Robert A. Baron - Psychology.
o Robert S. Feldman - Understanding Psychology.
o Sharma, R.A - Essentials of Educational Psychology, R Lall Book Depot, Meerut, 1996
o Smith, Edward & Kosslyn, Stephen M. - Cognitive Psychology - Mind &d Brain -
Prentice -Hall of India
o Stephen Klein, ‘Learning – Principles & Applications, 5th ed., SAGE.
o Sternberg, Thinking Styles
o Tileston, Donna Walker – 10 Best Teaching Practices (3rd Ed.), Corwin – A SAGE Co.
o Tiwari, Roma Pal - Experimental Psychology - A Dynamic Approach,
VinodPustakMandir
o WaliaJ . S. - Foundations of Educational Psychology.
o WOOLFOLK , Anita – Educational Psychology (11th Ed.), Merrill – Pearson
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WEB SITES: -
o courses.ed.asu.edu/clark/CoopLearn/
o http//www.clcrc.com/pages/cl.html
o http//www.kolar.org/vygotsky
o http//www.marxists.org/archive/vygotsky
o http://en.wikipedia.org/wiki/Blended_learning
o http://en.wikipedia.org/wiki/Out -of-school_learning
o http://en.wikipedia.org/wiki/Service -learning
o http://kellogg.nd.edu/learning/Blum_0.pdf
o http://links.jstor.org/ sici?sici=0013 -
189X%28198712%2916%3A9%3C13%3AT1PALI%3E2.0.CO%3B2 -X
o http://tccl.rit.albany.edu/knilt/images/b/bd/Zhang.pdf
o http://www.aijcrnet.com/journals/Vol_2_No_3_March_2012/16.pdf
o http://www.businessballs.com/kolblearningstyles.htm
o http://www.eduto pia.org/multiple -intelligences -learning -styles -quiz
o http://www.ibparticipation.org/pdf/LearningInDiverseEnvironments.pdf
o http://www.ntuaft.com/TISE/IRS%20manual/innovative/cognitive_learning_styles.htm
o http://www.thelearningweb.net/personalthink.html
o http://www.wright.edu/~carole.endres/learnstyles.htm
o http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS -1988.pdf
o www.co -operation.org
o www.funderstanding.com,
o www.gse.upenn.edu/pdf/rmi/SSSAE -RMI-2008.pdf
o www.KaganOnline.com
o www.karning -thoories.
Click here: First page
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: COMMERCE
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand plac e of different disciplines in the school curriculum
3. To comprehend the meaning of interdisciplinary and multidisciplinary learning
4. To understand different approaches in interdisciplinary learning
5. To develop an understanding of the meaning and nature of Com merce Education
6. To develop an understanding of the aims and objectives in the teaching of Commerce
7. To integrate values in the teaching of Commerce
8. To establish relationship of Commerce with other subjects
9. To apply the maxims and principles in the teaching of Commerce
10. To use various learning resource in the teaching of Commerce
11. To implement the various methods of teaching Commerce in the classroom
12. To develop an insight about role, challenges and professional development of a
Commerce teacher
13. To analyse t he contribution of personalities and institutions in Commerce Education
14. To keep abreast of the current trends in the teaching of Commerce.
MODULE 1: FUNDAMENTALS OF COMMERCE EDUCATION (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of ac ademic disciplines, Relationship between academic disciplines and
Commerce
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Humanities and Social Sciences – Commerce in the present Higher
Secondary curriculum.
Unit 2: Understanding Commerce Education and Curriculum
a) Commerce Education in India, meaning and nature of Commerce education
b) Aims and objectives of teaching Commerc e at Higher Secondary level( as per NCF
2005)
c) Values of teaching Commerce - global citizenship, practical, social, cultural, and
vocational
Unit 3: Essentials of Teaching Commerce and Curriculum Transaction
a) Maxims of Teaching Commerce:
-Particular to Gene ral
-Known to Unknown
-Concrete to Abstract
-Analysis to synthesis
-Near to Far
b) Importance of correlation in Commerce Education, Intra and Inter correlation of
Commerce with Mathematics, Economics, Language and Geography
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c) Principles of Commerce teaching - Flexibility, Activity, Individual difference, Learner
centeredness, Community centeredness
MODULE 2: TRANSACTING COMMERCE CURRICULUM (2 Credits)
Unit 4: Learning Resources
a) Commerce Club (Organization, significance, Activities), Field visit (Bank,
Multi national company, Stock exchange and Industries) : objectives , organization
and significance
b) Textbook – Characteristics and Critical analysis
c) Use of ICT in the teaching of Commerce : Computer assisted learning, Social
networking, Discussion forum, MOOCs , ICT tools
Unit 5: Methods of Teaching (Meaning, Procedure, Merits and Demerits)
a) Project, Problem Solving , Case study, Survey
b) Seminar, Workshop, Discussion , Co -operative learning ( Jigsaw, Think -pair- share,
Round table)
c) Innovative trends in Commerce t eaching -7 E’s of Constructivism and Blended
learning (Flex model, Rotation model, A La Carte model, Enriched virtual model):
concept, procedure and advantages
Unit 6: Professional Development of Teacher
a) Multifarious role and challenges faced by a Comme rce teacher
b) Need and Avenues of Continuous Professional Development
c) Diagnostic and Remedial teaching
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks : (Any One)
a) Visit to any one of the following: Bank, industry, stock exchange, market or any plac e
of commercial importance and write a report (Planning, Organization, Learning
experiences, Reflection)
b) Prepare a pedagogical analysis plan for any one selected unit of any one subject of std
XI or XII of Commerce
c) Prepare and execute a lesson plan for teaching any topic of any one subject of std XI
or XII of Commerce by using any one of the following: Blended learning approach,
constructivist approach
d) Study and compare the Commerce education at higher secondary level in India with
any other developed coun try.
e) Select any contemporary issue related to Commerce field and present a paper using
Seminar method.
Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/Assignment/ Activity for each module held in th e semester
(1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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References:
Commerce Education Mohammed Sharif Khan Sterling Publishers Pvt Ltd -New Delhi
Teaching of Commerce -A Practical Approach J.C AggarwalVikas Publishing House Pvt
Ltd- New Delhi
Method and Techniques of Teaching Commerce Singh M.N Young Man & Co. New
Delhi.
Teaching of Commerce SeemaRaoAnmol Publication, New Delhi.
Methodology of Commerce Education Dr. Umesh Mr. Ajay RanaTandon Publications -
Ludhiana
Teaching of Commerce Dr. R.P Singh VinayRakhejaC/o R. Lall Book Depot - Meerut.
Teaching of Commerce in Our School Lulla B.P, BTTC -BIE Publication, Bombay)
Teaching of Commerce. G.S. Karthik, Sumit Enterprises, New Delhi.
Commerce Education in the Ne w Millennium, I.V. Trivedi, RBSA Publishers, Jaipur.
Teaching of Commerce.VintyMonga, Twenty First Century Publications, Patiala.
Teaching of Commerce.Rainu Gupta, Shipra Publications, Delhi.
Websites:
Computer assisted learning:
What is Computer Aided L earning (CAL)? - Study Net
www.studynet1.herts.ac.uk/ptl/common/LTDU.nsf/Teaching.../whatiscal.pdf
What are the Advantages and Disadvantages of Computer Assisted . ..
www.preservearticles.com/.../what -are-the-advantages -and-disadvantages -of-compute...
Using MOOCs to transform traditional training - We.ConectGlobal .
Models | Blended Learning Universe www.blendedlear ning.org/models/
Blended Learning Models - Reading Horizons www.readinghorizons.com/blended -
learning/models
Social networking
http://chronicle.com/article/How -Social -Networking -Helps/123654
http://wcsit.org/pub/2012/vol.2.no.1/The%20Use%20of%20Social%20Ne tworking%20i
n%20Education%20Challenges%20and%20Opportunities.pdf
Click here: First page
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT : ECONOMICS
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum
3. To develop an understanding of the meaning and nature of Economics Education
4. To develop an understanding of the objectives of Economics teaching
5. To integrate values in the teaching of Economics
6. To establish relationship of Economics with other subjects
7. To apply the maxims and principles of Economics teaching
8. To use various learning resource in Economics teaching
9. To implement the various methods of teaching Economics in the classroom
10. To develop an insight about qualities, challenges and professional development of a
Economics teacher
11. To keep abreast of the innovative methods in Economics teaching
MODULE 1: ECONOMICS AS A SOCIAL SCIENCE DISCIPLIN E (2 Credits)
Unit 1: Basics of Academic Disciplines
a) a)Meaning of academic disciplines, Relationship between academic disciplines and
Economics subject
b) b)Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure
soft, applied -hard, applied -soft types) with emphasis on na ture of knowledge in each
type.
c) Place of Humanities and Social Sciences – Economics subject in the present school
curriculum.
Unit 2: Understanding Economics
a) Meaning, Importance and Scope of Economics
b) Objectives of teaching of Economics at Higher Secondary level
c) Values of teaching Economics - Global citizenship, E ntrenuerpship ,Consumerism
Unit 3: Learning Resources
a) Economics Textbook – Characteristics and Critical analysis
b) Audio visual resources : TV, Radio , Print media: Newspaper , Magazines, ICT in the
teaching of Economics - Social networking, Internet (uses, importance)
c) Visits (imporatance ,organistaion )Visit to bank, Multinational company, stock
exchange and industries
MODULE 2: TRANSACTING ECONOMICS CURRI CULUM (2 Credits)
Unit 4: Essentials of Teaching Economics and Curriculum Transaction
a) Maxims of Teaching ( -Particular to General, Known to Unknown, Concrete to
Abstract, Analysis to synthesis)
b) Importance of correlation in Economics Education, Intra and Inter correlation of
Economics with Mathematics, Commerce, Language ,History and Geography
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c) Principles of teaching - Flexibility, Activity, Individual difference, Learner
centeredness, Community centeredness
Unit 5: Methods of Teaching (Meaning, Procedur e, Merits and Demerits)
a) Classroom Methods : Lecture, Seminar , Discussion
b) Research Methods : Project, Problem Solving , Case study, Survey
c) Innovative methods :Co -operative learning ( Jigsaw, Think -pair- share, Round
table),Constructivism(5 E)
Unit 6: The Economics Teacher
a) Qualities of an Economics teacher
b) Challenges faced by a Economics teacher
c) Professional Growth of a economics teacher :Need and Avenues of Continuous
Professional Development
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any O ne)
a) Visit to any one place of Economical importance(Bank,Financial institution..) and
write a report (Planning, Organization, Learning experiences, Reflection)
b) Compare the objectives of teaching economics at secondary and higher secondary
level of various boards (SSC, CBSE, ICSE) any one level.
c) Prepare and execute a lesson plan to teach by using any one of the following
Constructivism
Cooperative learning
d) Plan for using ICT for teaching any topic from any one selected unit of any one
subject of std XI or XII and write reflections on it.
References
Aggarwal J.C : Teaching Of Economics, A Practical Approach”, Vinod Pustak Mandir.
Agra -
Dhillon S; Chopra K. : Teaching Of Economics
Mustafa M, 2005,” Teaching of Economics New Trends and Challenges’ Deep & Deep
Publications Pvt. Ltd F -159, Rajouri Garden, New Delhi -110027.
N.R. Saxena : Teaching of Economics, R Lall Book Depot, Meerut
Natarajan S. 1993, “Introduction to Economics of education”, sterling publications Private
Limited.
Siddiqui M.H : Teaching of economics, APH Publications Corporation.
Sindhu H.S. : Teaching of economics, Tandon Publications, Books Market, Ludhiana -
141008.
Yadav Amita, 1999, “Teaching of Economics” Anmol Publications Pvt. Ltd., New Delhi.
Saxena Mishra Mahonty ( 2004 ) “Teaching ofEconom ics” Surya publication, Meerut
Click here: First page Sr.No Particul ars Marks
1 Content test (1X10) 10
2 Task/Assignment/ Activity for each module held in the semester
(1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: ENGLISH
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disc iplines
2. To understand place of different disciplines in the school curriculum
3. To develop understanding about the fundamentals of English language.
4. To understand pedagogical bases of language learning.
5. To apply pedagogical approaches and techniques in te aching and learning the
language.
6. To adapt learning resources into teaching learning process.
7. To understand implications of theories of learning with regard to language learning.
8. To practice learner centered methods in the classroom.
9. To sensitize the s tudent teacher about learner diversities.
10. To apply tools and techniques of assessment in language
11. To understand English language and literature
MODULE 1: FUNDAMENTALS OF ENGLISH LANGUAGE AND LANGUAGE
TRANSACTIONS (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
English
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types)
c) Place of English in the present school curriculum.
Unit 2: Role of English Language
a) Nature of Language
b) Language and Society –Importance of English language in day -to-day life
c) Language and School -
Concept & types of language registers
Role of English Language in a multiling ual Class room
Unit 3 : Pedagogical Approaches & Techniques
a) Constructivist Approach (7E’s), Communicative Approach (Concept & procedure)
Inductive -deductive Approach
b) Techniques of teaching - expository (narration, dramatization, concept mapping)
& Intera ctive techniques (discussion, questioning, brainstorming)
c) Ways of appreciation of poems
MODULE 2: BASES OF LANGUAGE LEARNING AND ASSESSMENT (2 Credits)
Unit 4: Pedagogical Bases
a) Aims and objectives of teaching English as first language and as second la nguage.
b) Principles (Palmers principles) and correlation (intra and inter: with all school
subjects)
c) Maxims of teaching
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Unit 5 : Professional Development of Teacher
a) Challenges faced in class room by an English teacher in India.
b) Need and Avenues of Conti nuous Professional Development
c) Contribution by personalities –Chomsky & R.K Narayan
Unit 6 : Learning Resources & Assessment in Language
a) Learning Resources
Library as a learning resource
E-resources (blogs, e -books, soci al networking sites ) and CALL
b) Techniques of assessment - (Vocabulary, Grammar, Listening, Speaking, Reading and
Writing /Composition)
c) Use of ICT in assessment
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any One)
a) Activity: Take few passages from Science, Soci al Science and Maths textbooks of any
One class (VI – IX) and analyze
i) How the different registers of language been introduced?
ii) Does the language clearly convey the meaning of the topic being discussed?
iii) Is the language learner fri endly?
iv) Is the language too technical?
v) Does it help in language learning?
b) Activity: Do a review and present a paper on any one of R.K Narayan’s Book
References
Techniques of teaching English by Dr. Shaikh Mowla
Teaching of English in Indi a by Dr.K.Pandey & Dr.Amita
Teaching & Learning English by Raja T Nasr
Teaching of English by Dr.J.E.Vallabi
Teaching of English by Kshanika Bose
Techniques of Teaching English by A.L. Kohli
Methodology of English Teaching by Malati .M Halbe
Click here: First page
Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/Assignment/ Activity for each module held in the semester
(1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: GEOGRAPHY
Total Credits: 6
Total Marks: 100
Objectives
1. To develop an understanding the basic concepts associated with academic disciplines
2. To develop an underst anding about place of different disciplines in the school
curriculum
3. To develop an understanding of Geography as a subject.
4. To develop an understanding of essentials of teaching Geography.
5. To develop an understanding of approaches of curriculum constructi on.
6. To develop an understanding of different types of teaching - learning resources.
7. To develop an understanding of different methods and techniques of teaching
Geography.
8. To develop an understanding of essentials of a Geography teacher.
9. To develop an under standing of current trends in the subject.
MODULE 1: BASICS OF DISCIPLINE, SUBJECT AND CURRICULUM (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Geography
b) Classification of academic disciplines : Becher -Biglan typology (pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on na ture of knowledge in each type.
c) Place of Humanities and Social Sciences in the present school curriculum.
Unit 2: Understanding the Subject and Curriculum
a) Meaning, Nature and Scope of Geography
b) Aims of teaching Geography
c) Geo-literacy: - concept, need and ways to create awareness
Unit 3 : Essentials of Teaching Geography and Curriculum Construction
a) Maxims of teaching: - Simple to Com plex, Known to Unknown, Concrete to Abstract,
and Particular to General.
b) Correlation with other school subjects: - Languages, History, Science, Mathematics
c) Approaches of curriculum construction: Concentric, Topical and Regional.
MODULE 2: TEACHING - LEARNI NG RESOURCES AND CURRICULUM
TRANSACTION (2 Credits)
Unit 4: Teaching - Learning Resources
a) Importance and uses: - Globe, Atlas, Models, Travelogues, Aerial photographs,
Satellite imagery, Maps (Map reading and interpreting using distance, direction, signs
and symbols, point, line and area)
b) Textbook: - Characteristics and Critical analysis (std VIII to X) (Critical Analysis is
only for practical purpose and should not be asked in the examination.)
c) E- resources: - Meaning and Significance – GIS, compu ter based online and offline
resources
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Unit 5: Methods of Teaching and Geography Teacher
a) Methods (Meaning, Procedure, Merits and Demerits): ‘A’ method, project method,
field visit, Co -operative learning techniques (Gallery Walk, Think -pair-share)
b) Geography teacher: Key competencies, Challenges faced (academic, financial,
Physical/infrastructure)
c) Continuous Professional Development of a Geography teacher: need and ways
Unit 6: Current Trends in Teaching of Geography
a) Geography Club (objectives, signif icance, activities)
b) Innovative trends in teaching of Geography: - Concept –mapping, Constructivism
(5E’s)
c) Diagnostic testing and remedial teaching.
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any One)
a) Prepare a map/sketch of any locality using GIS or space survey based on the distance
and direction relationship from your educational institution. Label and mark the
physical and man -made features with suitable conventional signs and symbols. Try to
analyze the relationship between v arious aspects that exists in this locality.
b) Prepare and execute an activity based lesson - plan for Geo -literacy.
c) Prepare and execute a lesson plan based on Constructivism.
d) Prepare a plan for a visit to planetarium / museum/nature Park . Visit the place and
write a report of this visit.
Reference: -
Arora, K.L., Bhugal Shikshan, Teaching of Geography
Gopsill G.H., The teaching of Geography
Macenee E.A. The teaching of Geography
N.C.E.R.T., Practical Geography
O.P Varma and E.G. Vedanayaga, Geography Te aching
R.P.Singh, Teaching of Geography
S.K.Kochhar, Methods and Techniques of Teaching
Salim Basha, Teaching of Geography
Sanjay Dutta and O.P Garg, Teaching of Geography
Shaida and Sharma, Teaching of Geography
Thralls Z.A., The teaching of Geography
Walker James, aspects of Geography Teaching in school
Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/A ssignment/ Activity for each module held in the semester
(1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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Marathi/Hindi
Bapat B.G., Bhugol Adhyayan ani Adhyapan
Jaiswal Seetaram, Bhugol Shikshan
Mishr A., Bhugol Shikshan padhhati
Ponkshe, D.B., Bhugolache adhyapan
Sinh, H. Bhugol Shikshan
Click here: First page
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: HISTORY
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum
3. To understand the nature of History and Political Science as a school subject
4. To correlate History & Political Science with other subjects
5. To critically analyze the History and Political science textbook.
6. To understand the significa nce of learning resources to teach the subject
7. To demonstrate an ability to raise learners’ interest
8. To prepare appropriate lesson plans in history and Political science.
9. To understand the need and avenues for professional development
MODULE 1: HIST ORY AND POLITICAL SCIENCE AS A SOCIAL SCIENCE
DISCIPLINE (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
History
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on na ture of knowledge in each type.
c) Place of Social Sciences in the present school curriculum.
Unit 2: Understanding History
a) Nature of History, Historical Thinking C oncepts (Peter Seixas & Tom Morton)
b) Objectives of teaching History & Political Science at the secondary level.
c) Values of teaching History & Political Science
Unit 3: Learning Resources
a) History Textbook: characteristics, critical analysis, detecting and dealing with bias
b) Audio -visual Resources: TV, Films, Documentary; Visual:Maps, Models, Timelines;
Print Media: Magazines, newspapers, archives (Uses and importance)
c) Field trips, Museum
MODULE 2: TRANSACTING HISTORY AND POLITICAL SCIENCE
CURRICULUM (2 Credits)
Unit 4: Essentials of Curriculum transaction in History & Political Science
a) Maxims of teaching (Known to unknown, Simple to complex, Concrete to abstract)
b) Correlation of History & Political Science: Internal and external.(Lite rature,
Science, Mathematics, Geography, Economics, Craft)
c) History as a concept driven subject: Concept based and generalization based learning
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Unit 5: Methods of Teaching (Process, Merits and Limitations)
a) Conventional pedagogy: Story -telling, Lecture -cum-discussion
b) Contemporary pedagogy: Project -based Learning, Social Enquiry
c) Cooperative learning pedagogy: T hink pair share, Round robin, Buzz
Unit 6: The History Teacher
a) Qualities of a History teacher
b) Professional growth of a History teacher – Need a nd Avenues for professional
development
c) Challenges faced by History teacher (Challenges posed by technology, Pedagogy and
globalization.)
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any One)
a) Critically analyze a secondary school His tory and Political Science textbook.
b) Participate in a field visit/ virtual tour of any Historical site and write a report of about
500-750 words.
c) Choose any Cooperative learning strategy. Plan and conduct a 15 minutes lesson in
your peer group to teach hi story or political science.
d) Interview two History teachers and find the challenges faced by them and submit the
report in about 500 -750 words.
References:
Interdisciplinary Higher Education: Perspectives and Practicalities, edited by W. Martin
Davies, Ma rcia Devlin, Malcolm Tight, Emerald Group Publishing Lt
Angelo A.T, et .al. (1993). Classroom Assessment Techniques A . Handbook for College
Teachers, San Fransisco Tossey -Bass Publisher
Aitken, GV; Sinnema, CEL (2008) Effective Pedagogy in Social Iwi: Be st Evidence
Synthesis Iteration (BES) Ministry of Education.
Batra Poonam, Social Science Learning in Schools: Perspectives and Challenges, Sage
Publications
Brandes, D. et. al. (1994). A Guide to Student -centred Learning, Basil Blackwell Ltd.
Celtneham. U K.
Burk e, Peter (1991), New Perspectives on History Writing , Blackwell , Oxford
publications.
Carr, E.H. (1962), What is History? Knopf, London.
Diff Block, Mark (1992), The Historian‘s Craft, M
Digumarti Bhaskara Rao (ed.), Techniques of Teaching Social, Sciences, Sonali
Publications, Delhi
Kochar S.K. Teaching of History: Sterling publications. Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/Assignment / Activity for each module held in the
semester (1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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18. Martorella, Peter H. (1996), Teaching social studies in middle and secondary schools,
Englwood Cliffs, N. J: Prentice Hall.
Joyce, B. & Weil, M. (1 997), Models of Teaching, Prentice Hall Ire, New Jersey
Stanford, Michael (1986), The Nature of Historical Knowledge, Basil Blackwell,
Oxford
Teaching of social studies II (teaching social studies Pedagogy option, 2010
Educati on Development Center (EDC); Teachers College, Columbia University.
Tew, Daniel J ., “Pedagogy of Teaching History : Comparing the Chronologic and
Thematic Approaches" (2014). Honors Senior Theses/Projects.Paper 14.
S. Wadhwa, Modern methods of teaching his tory, Saru sons, New Delhi
Web References
http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/social_sciencel.
pdf
https://education.alberta.ca/media/384968/makingadifference_2010.pdf
http://www.canberra.edu.au/researchrepository/file/3d 3fb227 -73c7 -dc08 -49ee -
275fa23092d3/1/full_text_final.pdf
http://historicalthinking.ca/historical -thinking -concepts
http://www.nelson.com/thebigsix/documents/The%20Big%20Six%20Sample%20Chapte
r%20with%20BLM_Aug%2030.pdf
https://www.academia.edu/2527715/Suffr age_feudal_democracy_treaty..._historys_build
ing_blocks_Learning_to_teach_historical_concepts
https://sheg.stanford.edu/historical -thinking -chart
Click here: First page
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: HINDI
Total Credits: 6
Total Marks: 100
उद्देश्य :
1. विद्यालयी पाठ्यक्रम में विविन्न विषयों के महत्त्ि को समझना |
2. िाषा सृजन के विविध पहलुओं को समझना ि उनके अध्यापन हेतु विविन्न विवधयों ि उपागमों का
प्रयोग करना सीखना |
3. िाषा का अर्थ और उसकी प्रकृ वत एिम महत्त्ि को समझना |
4. हहिंदी िाषा अध्यापन के उद्देश्य, वसद्ािंत , सूत्र एिम सहसम्बन्ध के उपयोग करने की क्षमता विकवसत
करना ।हहिंदी िाषा अध्यापन द्वारा मूल्यों और कौशलों को विकवसत करने में वशक्षक की िूवमका
समझाना ।
5. हहिंदी िाषा की विविन्न विधाओं का पररचय कराना ।
6. हहिंदी िाषा समृवद् के वलए आधुवनक माध्यमों की जानका री देना ।
मॉड्यूल १: हहिंदी िाषा अध्यापन - सैद्ािंवतक पररप्रेक्ष्य (2 Credits)
घटक १: शैक्षविक विषयों के आधार
अ) शैक्षणिक णिषय ों का अर्थ एिम णिशेषताएों
ब) अन्तः णिषय अणिगम के णिए रिनीणतयाों / उपागम (समूह णशक्षि , अनुभािात्मक अणिगम )
क) शैक्षणिक णिषय ों के मुद्दे और चुनौणतयाों
घटक २: हहिंदी िाषा की प्रकृ वत ि महत्ि
अ) भाषा का अर्थ, प्रक ृ णत एिम उद्द्येश्य :- माध्यणमक ि उच्च माध्यणमक स्तर पर
ब) णहोंदी भाषा का महत्व (मूल्य सोंििथन के पररप्रेक्ष्य में):- राष्ट्रीय स्तर पर(सामाणिक , बौद्धिक ,
सोंिेगात्मक , साोंस्क ृणतक, चाररणिक ) एिों िैणिक स्तर पर
क) भाषा अध्ययन अध्यापन के सामाणिक आिार :- पररिार , णिद्यािय , समियस्क समूह, समुदाय एिों
िनसोंचार माध्यम
घटक ३: हहिंदी िाषा के मनोिैज्ञानकक आधार एििं सहसम्बन्ध
अ) भाषा अध्यापन के णसिाोंत :- अनुकरि , रूणच , अभ्यास , ब िचाि , व्यद्धिगत णिणभन्नता
ब) भाषा अध्यापन के सूि:- ज्ञात से अज्ञात , सरि से िणिि , पूिथ से अोंश, मूतथ से अमूतथ , सामान्य से
णिणशष्ट्
क) भाषा का सहसम्बन्ध :- इणतहास , भूग ि , णिज्ञान , अर्थशास्त्र , पयाथिरि , किा (हस्तकिा , सोंगीत एिों
नृत्य)
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मॉड्यूल २: ह िंदी भाषा सृजन के प लू एवम कौशल (2 Credits)
घटक ४: िाषा सृजन के विविध पहलू
अ) गद्य, पद्य, व्याकरि एिम रचना : उद्देश्य
ब) णिणिि णििाओों का पररचय : िीिनी , सोंस्मरि , पि, सोंिाद , नािक , कहानी , णिज्ञापन , यािा ििथन ,
णनबोंि , ररप ताथज़ , फिक सूचना एिम आत्मकर्ा
क) णिणियाों ि उपागम : कर्ा कर्न , चचाथ, नाट्यीकरि , रसास्वादन , आगमन -णनगमन , खेि, अणभरूप ,
एिम बुद्धिमोंर्न
घटक ५: िाषा कौशल
अ) श्रिि , भाषि , िाचन , िेखन :- महत्त्व
ब) उपर ि कौशि णिकणसत करने हेतु णशक्षक की भूणमका (द ष एिम णनिारि के सन्दभथ में)
क) णहोंदी अनुिाद का महत्त्व ि आिश्यकता
घटक ६: िाषा समृवद् के माध्यम
अ) सोंगिक एिम इोंिरनेि : आिश्यकता ि उपय ग
ब) ितथमान पुस्तकािय का य गदान
क) पाठ्य सहगामी णियाएों एिम आय िन
मॉड्यूल ३: अिंतर्गत मूल्ािंकन (2 Credits)
क्रम
सिंख्या हववरण अिंक
१ आशय परीक्षा (१ x १०) १०
२ कायथ / दत्त कायथ सेमेस्टर के प्रत्येक मॉड्यूि से (१ x १०) १०
३ सेमेस्टर में एक णनयत कािीन कक्षा परीक्षा १५
४ सेमेस्टर में णिषय सम्बन्धी एक णनबोंि ५
क ु ि य ग ४०
दत्त कायथ / कायथ
1) णकन्ीों दस णहोंदी अध्यापन णशक्षक ों के सार् साक्षात्कार करक े ितथमान समय में णहोंदी की द्धथर्णत देखते
हुए आने िािी चुनौणतय ों की िानकारी पर ररप िथ तैयार कीणिये |
या
णहोंदी का सहसमबन्ध पयाथिरि एिम णिणिि किाओों (सोंगीत , नृत्य, हस्तकिा ) के सार् स दाहरि स्पष्ट्
कीणिये |
2) घिक ४ - 'णिणिि णििाओों का पररचय ' से णकन्ीों द णििाओों के अध्यापन हेतु नमूना तैयार कीणिये |
या
णकसी भी पणिका (अोंग्रेिी , मराठी , उदूथ) के णकसी एक िेख का णहोंदी में अनुिाद कीणिये ( सम्पूिथ सन्दभथ
देना अणनिायथ है) |
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सन्दभग सूची
भाणिया एम. एम., नारोंग सी. एि. : "णहोंदी णशक्षि णिणि", िोंडन पद्धिक े शन्स , िुणियाना |
भाणिया एम. एम., शमाथ डी. के. : "णहोंदी णशक्षि णिणियाों ", िोंडन पद्धिक े शन्स , िुणियाना |
दुनाखे अरणिन्द : "णितीय भाषा णहोंदी आशायुि अध्यापन ", णनत्य नूतन प्रकाशन , पुिे २००७ |
काणदयान सुरेंदर : "णहोंदी णशक्षि ", णिन द पद्धिक े शन्स , िुणियाना २०१० |
िैन के. सी. : "णहोंदी णशक्षि ", िोंडन पद्धिक े शन्स , िुणियाना |
पाठक आर. पी. : "णहोंदी भाषा णशक्षि ", कणनष्क पद्धिक े शसथ , णडस्टरीब्यूिसथ , नई णदल्ली २०१० |
पाण्डेय रामशकि : "णहोंदी णशक्षि ", श्री णिन द पुस्तक मोंणदर , आगरा २०१२ |
सूरी बृिबािा : "निीन णहोंदी अध्यापन शैिी ", अणनमेष प्रकाशन , मुोंबई २००९ |
शमाथ णशिा : "णहोंदी णशक्षि णिणियाों ", नीिकमि पद्धिक े शसथ , प्रा. णि., नयी णदल्ली २०१० |
सूरी बृिबािा : "निीन णहोंदी अध्यापन शैिी ", णक्षणति प्रकाशन , पुिे २०१४ |
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: MATHEMATICS
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum understand nature,
scope & importance of Mathematics at secondary level.
3. To aacquaint and formulate aims and instructional objectives in teaching mathematics in
Secondary school level as per revised taxonomy.
4. To apply different approaches and methods of teaching mathematics in clas sroom
situations.
5. To set up mathematics club in the school and organize its activities.
6. To use a mathematics laboratory to develop in students an interest in mathematics.
7. To understand the professional competencies, commitments and expectations of
mathemat ics teacher.
8. To develop knowledge of various values of teaching Mathematics
9. To appreciate the role of mathematics in day -to-day life
10. To understand that mathematics is more than for mulas and mechanical procedures
11. To channelize, evaluate, explain and reconst ruct students‘ thinking
12. To appreciate the importance of mathematics lab oratory in learning mathematics
MODULE 1: FUNDAMENTALS OF MATHEMATICS EDUCATION (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship betw een academic disciplines and
Mathematics
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.,
c) Place of Mathematics in the present scho ol curriculum
Unit 2: Introduction to the Teaching of Mathematics
a) Meaning , Nature & scope of Mathematics
b) Aims and Objectives of teaching Mathematics at Secondary and Higher Secondary
Levels (NCF 2009)
c) Values of teaching Mathematics
Unit 3: Essentials of Teaching Mathematics and Curriculum Transaction
a) Maxims of teaching
From Known to Unknown
From Simple to Complex
From Particular to General
From Concrete to Abstract
From Whole to Part
b) Approaches of curriculum construction -Concentric and Topical
c) Peda gogical Analysis ,Unit Planning &Lesson planning
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MODULE 2: TRANSACTING MATHEMATICS CURRICULUM (2 Credits)
Unit 4: Methods and Techniques of Teaching Mathematics
a) Learner Centered methods ---Inductive Deductive (Teaching Generalizations),
Analytical Synthetic (Teaching Proofs)
b) Activity centered methods —Problem solving, Lecture cum Demonstration
c) Techniques of teaching Mathematics ---Drill and Review, Assignment in
Mathematics
Unit 5: Learning Resources
a) Mathematic Laboratory & Mathematic club (obje ctives, significance)
b) Textbook – Characteristics and Critical analysis
c) Digital Resources for Teaching Mathematics - Geogebra & Virtual Manipulative
(Meaning, Application, Advantages and Limitations)
Unit 6: Professional Development of Teacher
a) Compete ncies of Mathematics teacher
b) Need and Avenues of Continuous Professional Development
c) Contribution of mathematicians - Aryabhatta, Ramaujan, Euclid, Phythagoras
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any One)
a) Plan and implement le ssons in mathematics using appropriate methods/approaches to
teach :
Generalizations
Theorems/ Proofs
Problem Solving
Lecture cum Demonstration
Take up a problem in mathematics (from any area like number system, geometry etc.).
Make a group of 3 or 4 stude nts to discuss abo ut the probable ways of solving
b) Conduct one lesson in the math using manipulative - Physical/ virtual.
c) Assignment: For any one selected topic, prepare Pedagogical Analysis Plan
d) Critically appreciate any one textbook of mathematics.
e) Conduct one lesson in the math using manipulative - Physical/ virtual.
f) Prepare a diagnostic test in mathematics.
g) Critically appreciate any one textbook of mathematics.
h) Collect the names of Mathematicians and Prepare a report about th eir contribution to
Mathematic s
Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/Assignment/ Activity for each module held in the
semester (1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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References:
Boyer, Carl B., (1969): A History of Mathematics; Wiley, New York.
Content cum Methodology of Teaching Mathematics for B.Ed; NCERT New Delhi.
Davis David R., (1960); Teaching of Mathematics Addison Wesley Publications.
Ediger Mariow (2004) ; Teaching Math Successfully, Discovery Publication.
Gupta H.N. and Shankaran V (Ed.), 1984; Content cum Methodology of Teaching
Mathematics, NCERT New Delhi.
Hudgins, Bryce B. (1966); Problem Solving in the classroom, MacMillan, New York.
James Anice (2 005); Teaching of Mathematics, Neelkamal Publication.
Johan R.E. et.al, (1961): Modern Algebra; First Course, Addison -Wesley Publishing
Company INC. USA.
Kapur S.K. (2005); Learn and Teach Vedic Mathematics; Lotus Publication.
Kulshreshtha; Teaching of M athematics, R. Lal and Sons.
Kumar Sudhir; Teaching of Mathematics, Anmol Publications, New Delhi, India.
Mangal, A text book on Teaching of Mathematics, Prakash Bros., Ludhiana, India.
NCERT (2006) Position Paper -National Focus Group On Teaching of Mathe matics ,
New Delhi
Novak,J.D. & Gowin ,D.B.,(1984) , Learning How To Learn ,New York, NY,
Cambridge University Pressoy
Hollands (1990), Development of mathematical skills, Blackwell Publishers, Oxford,
London
Schonnel F.J.(1965) , Diagnostic and Remedia l Teaching in Arithmetic , Lever and Boyd
, London
Pamela Cowan (2006), Teaching Mathematics, A Handbook for Primary and Secondary
School Teachers, Routledge , London and New York
Tanner H. And Jones S. (2000) , Becoming a successful teacher of mathematic s,
Routledge Falmer , London
Thompson D.R and Rubenstein,R.N(2010), Teaching and Learning High School
Mathematics , John Wiley and Sons Inc., New Jersey,
Weinberg A.S.(1999),Connecting Mathematics and Science to Workplace Contexts : A
Guide to Curriculum m aterials, Corwin Press Inc., California
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: MARATHI
िैकवल्पक कोसथ
वशक्षिशास्त्र शालेय विषय - मराठी
एक ू ि श्रेयािंक : ६
एक ू ि गुि : १००
वशक्षक विद्यार्थयाथस सक्षम करण्यास -
उकद्दष्टे
1. शैक्षविक विद्याशाखािंशी सिंबिंवधत मूलिूत सिंकल्पनािंचे आकलन करून देिे .
2. शालेय अभ्यासक्रमातील विविध विद्याशाखािंचे स्र्ान समजािून देिे .
3. मराठी िाषेच्या ि अध्यापन उकद्दष्टािंच्या उपयोजनाचे आकलन करून देिे .
4. मराठी िाषेच्या अध्यापन पद्ती समजाििे .
5. छात्राध्यापकािंमध्ये व्यिसायिृद्ी ि वशक्षकािंच्या गुििैवश ष्ट्या वि षयक दृष्टी
विकवसत करिे .
6. छात्राध्यापकािंमध्ये मराठी अध्ययन -अध्यापन विषयक आधुवन क दृष्टीको न िृहद्िंगत
करिे .
मॉड्युल १ मराठी अध्यापनासाठी आिश्यक घटक आवि अभ्यासक्रम आिंतरकक्रया
(२ श्रेयािंक )
घटक १ : शैक्षविक विद्यशाखेचे मूलिूत घटक
अ. शैक्षविक विद्याशाखेचा अर्थ,मराठी विषय आवि शैक्षविक विद्याशाखािंमधील सिंबिंध
ब. शैक्षविक विद्याशाखािंचे िगीकरि : बेन्चर - वबगलिंन चे िगीकरि (शुद् -कठीि ,शुद् -
सुलि, उपयोवजत -कठीि , उपयोवजत -सुलि प्रकार )
क. सद्य शालेय अभ्यासक्रमातील मराठीचे स्र्ान
घटक २ मराठी िाषेचे स्िरूप , महत्ि ि सद्यवस्र्ती
अ.मराठी िाषेचे मानिी जीिनातील ि शालेय अभ्यासक्रमातील महत्ि
ब.मराठी िाषेची सद्यवस्र्ती
क.अमराठी िावषक विद्यार्थयाांच्या जीिनात मराठी अध्यापनाचे स्र्ान .
घटक ३ मराठी िाषा अध्यापनाची उकद्दष्टे
अ .महाराष्ट्रातील माध्यवमक ि उच्च माध्यवमक स्तरािरील प्रचवलत अभ्यासक्रमाची
सिथसामान्य उकद्दष्ट्ये
ब . मराठी िाषेची िावषक ि िाङ्मयीन उकद्दष्टे
क . मराठी िाषा अध्यापनाची तत्िे
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मॉड्युल २. मराठी िाषा अध्यापन पद्ती , वशक्षक व्यिसाय िृद्ी ि आधुवनक दृष्टीको न
(२ श्रेयािंक )
घटक ४ िाषा अध्ययन अध्यापनाची तिंत्रे ि साधनािंचा िापर ि महत्ि
अ. गद्य अध्यापन पद्ती - ( व्याख्यान , कर्ाकर्न , नायीकरि ) - पायऱ्या ि महत्ि
ब . पद्य अध्यापन पद्ती - ( रसग्रहि ) - पायऱ्या ि महत्ि
क. व्याकरि अध्यापन पद्ती - (कक्रडन पद्ती ) - पायऱ्या ि महत्ि
घटक ५ मराठी िाषा वशक्षकाची व्यिसायिृद्ी
अ .मराठी िाषा वशक्षकासमोरील आव्हाने
ब . सातत्यपूिथ व्यिसाय िृद्ीचे गरज ि मागथ
आदशथ मराठी िाषा वशक्षकािंची गुििैवशष्ट्ये
घटक ६ मराठी अध्ययन - अध्यापन विषयक उकद्दष्टे आधुवनक दृष्टीकोि
अ . मराठी िाषेची िावषक ि िाङ्मयीन उकद्दष्टे
ब. गािा घटक ि मूल्यविकसनासाठी अध्यापन
क .जीिनकौशल्य विकसनासा ठी अध्यापन
मॉड्युल ३. अिंतगथत मूल्यािंकन ि प्रात्यवक्षक े (२ श्रेयािंक )
क्र. तपशील गुि
१ आशय चाचिी (१ x१० ) १०
२ स्िाध्याय /सत्रातील प्रत्येक वििागासाठी स्िाध्याय .
कोित्याही दोन क ृ ती (१ x१० ) १०
३ प्रत्येक सत्रामध्ये एक िगथ परीक्षा १५
४ प्रत्येक सत्रामध्ये एक वनबिंधिजा परीक्षा ५
एक ू ि ४०
क ृ ती-
१. माध्यवमक कक िं िा उच्च माध्यवमक स्तरािरील कोित्याही एका मराठी पाठ्यपुस्तकािंचे
वचककत्सक परीक्षि करा.
२.माध्यवमक कक िं िा उच्च माध्यवमक स्तरािरील कोित्याही एका पाठ्यघटकाची वनिड करून
त्या घटकाच्या िगथ अध्यापनासाठी ची उकद्दष्टे ि प्रत्येकाची ककमान चार सप्ष्ष्टीकरिें वलहा.
३ .कोित्याही एका िावषक कौशल्यािर आधाररत नैदावनक चाचिी तयार करून
उपचारात्मक क ृ ती तयार करा .
४ . माध्यवमक कक िं िा उच्च माध्यवमक स्तरािरील कोित्याही एका मराठी पाठ्यपुस्तकाशी
सिंबिंवधत सिंरचना तयार करा .
५ .ज्ञानरचनािाद उपगमाचा िापर करून क े लेल्या पाठ टाचिाची प्रत्यक्ष कायथिाही करिे .
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६ . मराठी िाषा कदनाचे महत्ि सािंगून कायथक्रमाचे आयोजन कसे कराल ते वलहा .
७. मराठी िाषा विकासाशी सिंबिंवधत सिंस्र्ा ि उपक्रमाची मावहती वमळिा . उदा . ( राज्य
मराठी िाषा विकास सिंस्र्ा , विलार : पुस्तकाचे गाि )
सिंदिथ :
अकोलकर पाटिकर ना. वि ( १९७० ) मराठीचे अध्यापन व्हीनस प्रकाशन
करिंदीकर सुरेश , मराठीचे अध्यापन फडक े प्रकाशन कोल्हापूर (१९८६ )
गिस राजन , मराठी आशययुक्त अध्यापन , पुिे
क ुिं डले .म. बा. ( १९७४ ) मराठीचे अध्यापन , श्री . विद्या प्रकाशन पुिे
डािंगे चिंद्रक ु मार (१९५३ ) मातृिाषेचे अध्यापन , वचत्रशाळा प्रकाशन पुिे
देिधर बा. ब देशपािंडे मराठी कसे वशकिािे ? लेखन , िाचन िािंडार पुिे.
लीला पाटील ( १९७० ) मराठी अध्ययन -अध्यापन व्हीनस प्रकाशन
पाटील . ना . वि कविता कशी वशकिािी ?लेखन िाचन िािंडार पुिे
साठे .द. य. मराठीचे अध्यापन , ठाक ू र आवि क िं पनी , अमरािती
रािे श . रा . पाटील . मराठीचे अध्ययन ि अध्यापन
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: SCIENCE
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum
3. To understand the meaning and nature of Science.
4. To familiarize the objectives of teach ing Science as given by NCF 2005
5. To identify the values of teaching science
6. To develop an understanding of the approaches to teaching Science.
7. To familiarize the concept, needs and ways of infusing Global Perspectives in Science
curriculum.
8. To develop an understanding of the methods of teaching Science.
9. To acquire knowledge about various learning resources and its management in
science education.
10. To develop an understanding of the need and avenues of professional development of
a Science teacher.
MODULE 1: FUNDAMENTALS OF SCIENCE EDUCATION (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Science subject.
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Science subject in the present school curriculum
Unit 2: Place of Science in the Curriculum and Life
a) Meaning and Nature (Product & Process) of Science , Science Process skills - Basic
and Integrated
b) Aims and Objectives of teaching science at upper primary, secondary and higher
secondary level (NCF 2005)
c) Values of teaching science in socio -cultural context
Unit 3: Organisation of Science Curri culum
a) Maxims of teaching science ( Known to Unknown, Whole to Parts, Simple to
Complex, Particular to General, Empirical to Rational, Concrete to Abstract)
b) Co-relation of Science in the Curriculum: Internal & External
c) i. Infusing Global Perspective in Scie nce Curriculum (Need and Importance),
ii. Curriculum Organization - Concentric and Topical approach
MODULE 2: TRANSACTING SCIENCE CURRICULUM (2 Credits)
Unit 4: Science Teaching: Methods, Approaches and Tools
a) Methods of Teaching - Lecture cum demonstration method, Project method, Problem
Solving
b) Approach : Inducto -deductive Approach
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c) Concept Mapping – Meaning, Steps and Significance, PEOR (i.e. Predict, Explain,
Observe & React)
Unit 5: Learning Resources and Activity
a) Science Text bo ok: Characteristics of good Science textbook
b) Science Club and Science Field Visit – Concept, Organisation and Significance
c) Improvised Apparatus and E - resources (Virtual lab and Simulation)
Unit 6: Science Teacher
a) Science teacher – Need and Avenues of Professional growth
b) Science Laboratory - Planning and Maintenance, Laboratory Method
c) Diagnostic testing and Remedial teaching in Science
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any One)
a) Develop and Present Learning Resources in Science
b) Visit any Science institution and prepare a report.
c) Conduct any one science club activity and write a report on it
d) Prepare concept map on any one unit of Science
e) Critical evaluation of a Science textbook. (Std. VI to XII –SSC/CBSE)
f) Report on avenues of continuous professional development of science teacher
g) Conduct an experiment from School Science textbook and submit a report.
References
AACTE committee (2008). Handbook of Technological Pedagogical Content
Knowledge (TPCK) for Educators: Wash ington:DC, Rutledge / Taylor and Francis
.Chao, Lee (ed.)(2012) . Cloud computing for teaching and learning: Strategies for
design and implementation: Hershey, PA, IGI Global.
Gupta, S. K. (1983). Teaching of physical science in secondary schools. New Delh i:
Sterling Publications (Pvt.) Limited.
Janie Gross Stein, Richard Stein (Ed.)(2001)Network of knowledge: Collaborative
innovation in international learning: Toronto Canada, University of Toronto Press
incorporated.
John Loughran (1996). Developing reflec tive Practice: Learning about teaching and
Learning through Modelling. London: Falmer Press
Mary, L.S.(1985). State of the art : Transforming ideas for teaching and learning science.
A guide for elementary education, Washington, DC: United States,Dept. of education.
Mathew, T.K., & Mollykutty, T. M. (2011). Science education : Theoretical bases of
teaching and pedagogic analysis. Chenganoor: Rainbow Book Publishers. Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/Assign ment/ Activity for each module held in the
semester (1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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Rena M.Palloff & Keith Pratt (2009): Assessing online learner: San Fransisco, Jossey –
Bass.
Sharma, R. C. (1985). Modern science teaching. New Delhi: Dhanpat Rai & Sons.
Smith and Anderson (1984). Cited in apples 4 the teacher.com articles, Science
Misconceptions Research and Some Implications for the Teaching of Science to
Elementary School Stud ents.
Suresh K.P. and Joseph, Celene (2012). Teaching and Testing Science Process
skills.New Delhi: Shipra Publications .
Thurber, W. A., & Collette, A. T. (1964). Teaching science in today’s secondary school.
New Delhi; Prentice Hall Of India Limited.
Tony Ghaye (2011). Teaching n and learning through Reflective Practice (2nd Edn.)
Newyork: Routledge
Trowbridge, L. W. & Bybee, R. W. (1996). Teaching secondary school science.(6thed.).
Eng
Bhandula, Chadha and Sharma: Teaching of Science, Parkash Brothers Ed ucational
Publishers, 1985.
Bhatia & Bhatk the Principles and Methods of Teaching, Doaha house Booksellers and
Publishers, 1994.
J.C.Aggarwal: Principles, Methods and Techniques of Teaching, Vikas Publishing house
Pvt. Ltd., 2000
8Korde and Sawant; Science and Scientific Method, Himalaya publishing house, 1980.
Narendra Vaidya: Science teaching in schools for the 21st century. Deep and deep
publications Pvt Ltd.,
New Trends in Integrated Science Teaching, Vol.1, UNESCO.1969 -70.
Prasad Janardhan, (1999.) Pra ctical aspects in Teaching of Science, Kanishka
Publication, N. Delhi
R.C Sharma (2003) Modem Science teaching, Dhanpat Rai Publishing Company.
Click here: First page
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: SANSKRIT
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines.
2. To understand place of different disciplines in the school curriculum.
3. To understand the importance of Sanskrit language in curriculum and in life.
4. To apply the maxims and principles of Sanskrit teaching.
5. To use various learning resources in Sanskrit teaching.
6. To implement the various methods of teaching Sanskrit in the classroom.
7. To understand the different aspects of language Teaching.
8. To understand the strategies for developing language competencies.
9. To analyze the challenges faced a teacher of Sanskrit.
10. To develop an insight about role and professional development of a Sanskrit teacher
MODULE 1: ROLE OF SANSKRIT LANGUAGE IN LIFE AND SCHOOL
CURRICULUM (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Sanskrit subject
b) Classification of academic disciplines: Becher -Biglan typology (pure -hard, p ure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Humanities – Sanskrit subject in the present school curriculum.
Unit 2 : Understanding the Importance of Sanskrit in Life and School Curriculum
a) Importa nce of Sanskrit in Life as a medium of development
Intellectual
Emotional
Core elements
Values
b) Objectives of teaching the Sanskrit subject at Secondary (entire and composite) and
Higher Secondary curriculum.
c) Intra and Inter correlation (with other sch ool subjects)
Unit 3: Essentials of Teaching Sanskrit Language & Methods of Teaching Sanskrit
a) Principles & Maxims of teaching Sanskrit
(Simple to Complex, Concrete to Abstract, Known to Unknown, Particular to
General)
b) Learning Resources: (Impo rtance, uses and Limitations)
i. Visuals -OHP, Koshas, Pictures, Charts
ii. Auditory - Tape Recorder
iii. Multimedia – Computer (Off –Line)
c) Methods of Teaching Sanskrit:
(Concept, Procedure, Advantages, and Limitations of the following methods)
Pathshala, Bhandarkar, Project, Direct Method
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MODULE 2: TRANSACTING SANSKRIT LANGUAGE IN SCHOOL
CURRICULUM (2 Credits)
Unit 4: Aspects of Language Teaching: ( Objectives of Teaching at Secondary and
Higher Secondary Level and Methods)
a) Prose - Storyt elling, Dramatization,
b) Poetry - Recitation, Appreciation
c) Grammar - Inductive, Deductive, Direct Instruction Model, Composition - Guided,
Free
Unit 5 : Strategies for Developing Language Competencies :( Importance and Flaws in
Language Competencies)
a) Listening and Speaking - Pronunciation, Phonetic Stress, Intonation, Conversation and
Drill.
b) Reading and Writing – Types of reading (Loud, Silent, Chorus), - Handwriting Skills,
Spelling, Punctuation
c) Activities for language practice: Assignments, games, competitions .
Unit 6: The Teacher and Textbook
a) Teacher:
i. Qualities
ii. Challenges faced by a Sanskrit teacher
iii. Need and Avenues of Continuous Professional Development.
b) Textbook –
i. Characteristics
ii. Critical analysis of a text book
c) Diagnostic Testing and Remedial Teachin g
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any One)
a) Critically analyze a Sanskrit text book of any standard (VIII to XII) with Reference to
intra & Inter correlation.
b) Prepare one learning resource /teaching aid and write its impo rtance.
c) Take any story and develop teaching strategy to teach by storytelling method and
demonstrate it.
d) Visit a school and interview teacher regarding the challenges faced by Sanskrit
teacher and prepare a report.
Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/Assignment/ Activity for each module held in the
semester (1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay tes t held in the given Semester 05
Total 40
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सिंदभग पुस्तक :
डॉ.पेंडक े प्रणतभा सुिीर – सोंस्क ृ त अध्यापन पिती – श्री मोंगेश प्रकाशन ,नागपूर .
फािक माणिक – आशयासह अध्यापन पिती – सोंस्क ृ त – प्रकाशक ओमप्रकाश
चौराणसया ,िुळे.
डॉ. िािि णशिदास ,क ु िकिी मीना - सोंस्क ृ त अध्यापन पिती ,फडक े प्रकाशन ,क ल्हापूर .
ि शी म रेिर त्र्योंबक - सोंस्क ृ त भाषेचे अध्यापन
डॉ.पाण्डेय रामशकि – सोंस्क ृ त णशक्षि ,णिन द पुस्तक मोंणदर ,आग्रा .
डॉ.दुनाखे अ.र.- मराठीचे अध्यापन ,नूतन प्रकाशन ,पुिे.७
भ सिे क ुों दा - सोंस्क ृ त अध्यापन ,प्रकाशन ,बी.के. पिार ,नाणशक .
यशिोंतराि चव्हाि महाराष्ट्र मुि णिद्यापीठ ,नाणशक – आशययुि अध्यापन पिती (सोंस्क ृ त )
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ELECTIVE COURSE 1 (EC 1)
PEDAGOGY OF SCHOOL SUBJECT: URDU
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of differe nt disciplines in the school curriculum
3. To develop an understanding of Urdu language and its teaching.
4. To develop an understanding of Essentials of Teaching Urdu and curriculum
Transaction.
5. To develop an understanding of different types of learning resour ces
6. To develop an understanding of different methods of teaching Urdu
7. To develop an understanding of current trends in teaching of Urdu language.
MODULE 1: FUNDAMENTALS OF URDU LANGUAGE AND ITS TEACHING
(2 Credits)
Unit 1: Basics of Academic Disciplin es
a) Meaning of academic disciplines, Relationship between academic disciplines and
Urdu
b) Classification of academic disciplines: Becher -Biglan typology (pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each t ype.
c) Place of Urdu in the present school curriculum.
Unit 2: Understanding the Urdu Language and its Teaching
a) Origin And History of Urdu Language
b) Values of teaching Urdu language(Social, Intellectual, Emotional and
Communicative)
c) Maxims of teaching Urdu L anguage
Unit 3: Essentials of Teaching Urdu and Curriculum Transaction
a) Principles of Curriculum construction
b) Correlation of Urdu with other school subjects
c) Learning resources: Library, Textbook, Dictionary, Encyclopedia, Newspapers and
Magazines and E - resources
MODULE 2: TRANSACTING THE URDU LANGUAGE CURRICULUM (2 Credits)
Unit 4: Methods and Approaches of Teaching (Meaning, Procedure, Merits and
Demerits)
a) Methods: Discussion, Narration, Inductive - Deductive, Dramatization, Appreciation
and Direct
b) Approaches: Constructive and Question Answer Approach
c) Objectives of teaching Urdu Prose, Poetry, Grammar and Composition
Unit 5: Professional Development of Teachers
a) Challenges faced by a Urdu Teacher
b) Need and Avenues of Continuous Professional Development
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c) Contribution of Institutions like NCERT, SCERT, Balbharti and Maharashtra State
Board of Textbook Production and Curriculum Research
Unit 6: Current Trends in Teaching of Urdu Language
a) Clubs (objectives, significance)
b) Innovative trends in teaching of Urd u- Language Games, Language Competitions,
Innovative Lessons -Co-Teaching, Theme based Lessons
c) Diagnostic and Remedial Teaching
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Suggested tasks: (Any One)
a) Select any one Urdu text book from Std. VI to X and find out the correlation between
the lessons and other school subject.
OR
b) Enumerate various Urdu websites and their utility.
c) Convert any one Prose or poetry lesson from Urdu text books into drama & Prepare
its lessons plan also.
OR
d) Write any 5 innovative language games. Write their process of implementation.
References:
Tareekh Adab -E-Urdu, Part I & II, Jameel Jalbi, Educational Publishing House,
Delhi, 1992
Tareekh Adab -E-Urdu, Part I, II & III, Wahaab Ashrafi, Educational Publishing
House, Delhi, 20 05
Urdu Zaban -o-Adab ki Tareekh, NCERT, New Delhi, 2013.
Jame Urdu Encyclopedia, (Adbiyaat) Part I, National Council for Promotion of Urdu
Language, New Delhi, 2003.
Wazaahati Kitabiyaat, Gopi Chand Narang & Muzaffar Hanfi, National Council for
Promotio n of Urdu Language, New Delhi, .
Rehnuma Kitab for teachers, NCERT, New Delhi, 2012.
Qawaid -E-Urdu, Maulvi Abdul Haq, Anjuman Taraqqi Urdu (Hind), New Delhi,
2005.
Zaban aur Qawaid , Rashid Hasan Khan, National Council for Promotion of Urdu
Language, Ne w Delhi, 2001.
Urdu Qawaid aur Insha, NCERT, New Delhi, 2013.
Urdu Zaban -o- Qawaid , Part I & II, Shafi Ahmad Siddiqui, Zakir Nagar, New Delhi, Sr.No Particulars Marks
1 Content test (1X10) 10
2 Task/Assignment/ Activity for each module held in the
semester (1 X 10) 10
3 One periodical class test held in the given Semester 15
4 One Essay test held in the given Semester 05
Total 40
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2001.
Bharat ka Aaeen, National Council for Promotion of Urdu Language, New Delhi,
1995.
Hindustani Zabanon ki Tadrees (Position Paper), NCERT, New Delhi, 2010. Urdu
Darsiyaat (Urdu Pedagogy), NCERT, New Delhi, 2015.
Fan-e-Tadrees -e-Urdu (Pedagogy of Urdu), M. Qamar Saleem, New Delhi, 2015
Urdu Kaise Padhaein, Saleem Abdullah, Educational Publishing House, Al igarh,
1986.
Ham Urdu Kaise Padhaein, Mueenuddin, Maktaba Jamia Limited, New Delhi, 1992.
Urdu Zaban ki Tadrees, Mueen Uddin, National Council for Promotion of Urdu
Language, New Delhi, 2004.
Urdu Asnaaf ki Tadrees, Omkar kaul & Masood Siraj, National C ouncil for
Promotion of Urdu Language, New Delhi, 2003.
Urdu Zaban ki Tadrees, Mueenuddin, National Council for Promotion of Urdu
Language, New Delhi, 2004.
Tadrees Zaban -e-Urdu, Sherwani, Calcutta,1989.
Urdu Zaban ki Tadrees aur uska Tariqa -E-kar, Umar Manzar, Shipra Publications,
New Delhi, 2009.
Tariqa Tadrees -e-Urdu, Nasreen Khalid Shaikh, Deccan Traders Educational
Publishers, Hyderabad.
Tariqa Tadrees -E-Urdu, Sayyed Asghar Husain & Sayyed Jaleel Uddin, Deccan
Traders Educational Publishers, Hydera bad.
Teaching of Urdu, Veena Pani Pandey, Mohit Publications, New Delhi, 2004. (In
English)
Ghazal aur Ghazal Ki Taleem, Akhtar Ansari, National Council for Promotion of
Urdu Language, New Delhi, 2001.
Click here: First page
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INTE RDISCIPLINARY COURSE 2 (IC 2)
EDUCATIONAL MANAGEMENT
Total Credits: 6
Total Marks: 100
Objectives:
To develop an understanding of the concept of Educational management
To develop an understanding of the importance of effective organizational
management
To develop an understanding of Systems Approach to Educational management
To o develop an understanding of the functions of management
To understand Quality management, Human resource management and Change
management
To develop an understanding of the conce pt of Leadership
To acquaint students of the various Leadership styles
To acquaint students of the various Leadership skills
To develop an understanding about Educational administration
To develop an understanding about Educational administration in India
MODULE 1 : FUNDAMENTALS OF EDUCATIONAL MANAGEMENT (2 Credits)
Unit 1: Concept of Educational Management
a) Educational Management - Meaning, Objectives and Importance
b) Principles of Management by Henry Fayol and Its Application to Educational
Management
c) Concept of Systems Thinking and Systems Approach to Educational management
Unit 2: Educational Institution – Organisational perspective
a) Concept of Organisational Culture and Organisational Climate and difference
between Organisational Culture and Organisa tional Climate
b) Functions of Management - Planning, Organising, Staffing, Directing and Controlling
(with respect to Educational Institution – Meaning and Importance)
c) Peter Senge’s Model of Learning Organisation
Unit 3: Organizational Management
a) Quality Management: Concept, Process and Indicators.
b) Human Resource Management – Meaning, Need and Process.
c) Change Management – Meaning, Need and Process
MODULE 2 : RESOURCE MANAGEMENT AND ADMINISTRATION (2 Credits)
Unit 4: Human Resource Management
a) Concept and Functions of Leadership
b) Leadership Styles: Transformational Leadership, Situational Leadership, Team
Leadership (Meaning, Characteristics, Merits and Demerits)
c) Leadership Skills: Grievance Management (Meaning and Need)
Decision Making (Mean ing and process)
Crisis Management (Meaning and Need)
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Unit 5: Educational Administration
a) Time Table: Importance, Types and Principles of Timetable Construction
b) Staff Meeting: Need, Types and Process
c) Absenteeism – Causes and Measures (Staff and Students),
Secondary School Code – Importance and Characteristics
Unit 6: Educational Administration in India
a) Educational Administrative set -up in India
b) Characteristics of state, national and international systems of edu cation – SSC, ICSE,
CBSE, IB, IGCSE Boards of Education.
c) Different governing bodies in Education – Functions of NCERT, MSCERT
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the seme ster (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Prepare a report on any school activity, keeping in mind five functions of
Management
b) Critical ly analyze the time -table of your internship school based on the principles of
time-table framing.
c) Interview two class teachers of your internship school and a supervisor of the school
and make a report on the measures taken to handle absenteeism among stu dents.
d) Plan a strategy as a teacher, to think of a crisis situation and prepare a plan of action
for the same.
e) Analyse any one Leadership style and present a report on an eminent personality
possessing the Leadership style.
f) Prepare an Action plan as a lea dership skill in taking decision to solve a problem.
References:
David A. DeCENZO and Stephen P. Robbins, Personnel/Human Resource
Management
Third Edition, Prentice Hall of India Pvt.Lts 1993 for Unit I and II
O.Jeff Harris , PH.D Sandra J. Hartman Ph.D, Organizational Behaviour, Jaico
Publishing House. Unit I and II
L.M.Prasad, Principles and Practice of Management, Sultan Chand and Sons, Unit I
and II
Udai Pareek, Making Organizational Roles Effective, Tata Mc -Graw - Hill Publishing
Company Limited, Unit I and II
Rustam S. Davar, Creative Leadership, UBS Pub Distributors Ltd, Unit III -
Leadership
Anthony A.D, Leaders for Today Hope for Tomorrow Empowering and Empowered
Leadership, Pauline Publications, Unit III -Leadership
Anthony A.D, Leardership A trilo gy on leadership and effective management, Better
Yourself Book, Unit III -Leadership
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John Adair, The Action Centred leader, Jaico Publishing House, Unit III -Leadership
J.M. Juran, Juran on Leadership for Quality An Excellent Handbook, The Free Press,
Unit III –Leadership
Lisa Hadfield -Law, Train your team yourself, Jaico Publishign House, Skills
Alison HardinghamandJenny Royal, Teamwork in Practice (Pulling together), Jaico
Publishing House, Skills
Helga Drummond, Effective Decision Making A Practical Gui de for Management,
Wheeler Publishing, Skills
Website:
https://www.toolshero.com/management/14 -principles -of-management/
https://managementinnovations.wordpress.com/2008/12/04/henri -fayols -14-
principles -of-management/
http://www.managementstudyguide.com/ma nagement_functions.htm
www.managementstudyguide.com/importance -of-quality -management.htm
www.managementstudyguide.com/human -resource -management.htm
http://www.managementstudyguide.com/crisis -management.htm
www.management4all.org/2013/06/leadership -role-concept -function.html
www.yourarticlelibrary.com/leadership/leadership -meaning...and -functions/53325/
Click here: First page
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SECOND YEAR
THIRD SEMESTER
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CORE COURSE 4 (CC 4)
ASSESSMENT FOR LEARNING
Total Cr edits: 6
Total Marks: 100
Objectives:
1. To help prospective teachers in understanding critical role of assessment in
enhancing learning.
2. To develop an understanding among prospective teachers about assessment for
learning as a constructivist paradigm.
3. To develop an understanding of taxonomy of educational objectives.
4. To develop the skill of writing of objectives and specifications.
5. To develop enabling processes among prospective teachers to lead to better
learning, more confident and creative learners.
6. To develop critically outlook among prospective teachers towards practices of
assessment and selection.
7. To acquaint prospective teachers with an understanding of the concept and issues
related to internal examination and external examination.
8. To enable p rospective student teachers in understanding and analysing the psycho -
social concerns of assessment.
9. To develop competencies among prospective teachers in using diverse methods
and tools and techniques of assessment in an array of learning/performance
outcomes of diverse learners.
10. To develop a critical understanding of issues in assessment and explore realistic,
comprehensive and dynamic assessment processes among student teachers.
11. To develop an understanding of various statistical measures and their use f or
interpretation of results.
MODULE 1 : FUNDAMENTALS OF ASSESSMENT (2 Credits)
Unit 1: Concept of Assessment
a) Meaning, Nature, Functions of Assessment
b) Perspectives of Assessment (Assessment for learning, Assessment of learning &
Assessment as learning )
c) Types of Assessment: Meaning & Features (Placement, Formative, Diagnostic and
Summative)
Unit 2: Essentials of Assessment
a) Aims and Objectives - Meaning, Relationship between aims and objectives, and Criteria
for writing statements of objectives.
b) Learni ng outcomes - Meaning, Relationship between objectives and learning outcomes,
and Criteria for writing statements of Learning Outcomes
c) Assessment of Cognitive, Affective and Psychomotor domains of learning
Cognitive domain -Anderson and Krathwohl (Revised Bloom’s taxonomy)
Affective domain -Krathwohl
Psychomotor domain - Dr. R.H.Dave
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Unit 3: Trends and Issues of Assessment
a) Continuous and Comprehensive Assessment (Meaning, Characteristics and Significance)
b) Internal Assessment and External Examination ( Meaning, Significance and Problems
related to planning, conduct and assessment)
c) Psycho -social concerns of Assessment (Implications)
No detention Policy (RTEAct, 2009)
Competitive ranking of schools
Profiteering by private agencies
MODULE 2: INSTRUMENTS OF ASSESSMENT AND REPORTING OF RESULT
(2 Credits)
Unit 4: Instruments of Assessment
a) Characteristics of a good measuring instrument
b) Tools and Techniques of Assessment (Meaning, Guidelines of development & Uses):
1. Checklist
2. Rating Scale
3. Rubrics
4. Anecdotal Rec ords
c) Achievement Tests:
1. Performance Tests: Oral & Practical assessment (Merits, Limitations,
Suggestions for improvement, Criteria for evaluation)
2. Written Test - Essay & Objective type (Merits, Limitations, Suggestions for
improvement, Criteria for evalua tion)
3. Open Book Examination and Online Examination (Merits & Limitations)
Unit 5: Differentiated Assessment Strategies
a) Meaning and purpose of Teacher assessment, Self -assessment and Peer assessment
b) Criterion Referenced Tests and Norm Referenced tests (Meaning, Characteristics)
c) Records used in Assessment (Meaning, Guidelines of development & Uses):
1. Cumulative Records
2. Student Portfolio
3. Learner Profile
4. Reflective Journal
Unit 6: Feedback Mechanism & Reporting
a) Concept & Criteria of Constructive f eedback.
b) Reporting (Meaning and Types of Reporting)
c) Statistical Application for Interpretation and Reporting:
1. Calculation and Interpretation of Mean and Median
2. Interpretation of Standard Deviation with reference to Normal Probability
Curve
3. Interpretat ion of Percentile and Percentile Rank
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MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Any two of the following tasks:
a) Prepare a Blue print and a test in the school subject opted for. (Compulsory)
b) Study and Compare the implementation of CCA of different school boards.
c) Critically review educational policies on reforms in assessment.
d) Comparative study of Assessment of different countries.
References:
Aggarwal, J.C. (2006), Essentials of Examination System: Evaluation, Tests and
Measurement,Vikas Publishing House Pvt. Ltd.
Bhatia, K.K., Measurement and Evaluation in Education, Tandon publications,
Ludhiana.
Bloom, S.B. Hastings, J.T. and Madans, G.F. (1971) Handbook on Formative and
Summative Evaluation of student Learning.New York: McGraw – Hill Book Co.
Dandekar, W.N. (1986), Educatio n in Schools, R. Lall Book Depot, Meerut (U.P)
Dweek, C. (2006), Mindset: The new psychology of success, Random House LLC
Glaser, R., Chudowsky, N., &Pellegrion, J.W. (Eds.). (2001). Knowing what students
know: The Science and Design of Educational Asses sment National Academies Press.
Goodson, I.F., & Marsh, C.J. (2005), Studying school subjects: A guide. Routledge.
Govinda, R. (2011), Who goes to School? Exploring exclusion in Indian Education.
Oxford University Press.
Mrunalini, T. (2013).Educational Evaluation. Hyderabad: Neelkamal Publications
Pvt. Ltd.
Patel, R.N. (2013), Educational Evaluation: Theory and Practice, Himalaya
Publishing House, Mumbai.
Rani, P. (2004).Educational Measurement and Evaluation. New Delhi: Discovery
Publishers.
Reynolds, C.R., Livingston, R.B., and Willson, V. (2011).Measurement and
Assessment in Education. New Delhi: PHI Learning PVT. LTD.
Sharma, R.A. (2010), Essentials of Measurement in Education and Psychology, R.
Lall Book Depot, Meerut.
Siddiqui, M.H. (2010). Educa tional Evaluation. New Delhi: A.P.H. Publishing
Corporation.
Shepard, L.A. (2000), The role of Assessment In a Learning Culture, Educational
Researcher, 4 -14.
Stiggins, R. (2005), From formative assessment to assessment for learning: A path to
success in s tandards -based schools, Phi Delta Kappan, 324 -328.
Taiwo, Adediran A. (2004), Fundamentals of Classroom Testing, VikasPublishing
House Pvt. Ltd. New Delhi. Click here: First page Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJ ECT: COMMERCE
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum
3. To comprehend the meaning of interdisciplinary and mu ltidisciplinary learning
4. To understand different approaches in interdisciplinary learning
5. To develop an understanding of the meaning and nature of Commerce Education
6. To develop an understanding of the aims and objectives in the teaching of Commerce
7. To inte grate values in the teaching of Commerce
8. To establish relationship of Commerce with other subjects
9. To apply the maxims and principles in the teaching of Commerce
10. To use various learning resource in the teaching of Commerce
11. To implement the various meth ods of teaching Commerce in the classroom
12. To develop an insight about role, challenges and professional development of a
Commerce teacher
13. To analyse the contribution of personalities and institutions in Commerce Education
14. To keep abreast of the current tre nds in the teaching of Commerce.
MODULE 1: FUNDAMENTALS OF COMMERCE EDUCATION (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Commerce
b) Classification of academic di sciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Humanities and Social Sciences – Commerce in the present Higher
Secondary curriculum.
Unit 2: Understa nding Commerce Education and Curriculum
d) Commerce Education in India, meaning and nature of Commerce education
a) Aims and objectives of teaching Commerce at Higher Secondary level( as per NCF
2005)
b) Values of teaching Commerce - global citizenship, practical, social, cultural, and
vocational
Unit 3: Essentials of Teaching Commerce and Curriculum Transaction
a) Maxims of Teaching Commerce:
-Particular to General
-Known to Unknown
-Concrete to Abstract
-Analysis to synthesis
-Near to Far
b) Importance of correlation in Commerce Education, Intra and Inter correlation of
Commerce with Mathematics, Economics, Language and Geography
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c) Principles of Commerce teaching - Flexibility, Activity, Individual difference, Learner
centeredness, Community centeredness
MODULE 2: TRANSA CTING COMMERCECURRICULUM (2 Credits)
Unit 4: Learning Resources
a) Commerce Club (Organization, significance, Activities), Field visit (Bank,
Multinational company, Stock exchange and Industries) : objectives , organization
and significance
b) Textbook – Characteristics and Critical analysis
c) Use of ICT in the teaching of Commerce : Computer assisted learning, Social
networking, Discussion forum, MOOCs, ICT tools
Unit 5: Methods of Teaching (Meaning, Procedure, Merits and Demerits)
a) Project, Problem Solving , Case study, Survey
b) Seminar, Workshop, Discussion , Co -operative learning ( Jigsaw, Think -pair- share,
Round table)
c) Innovative trends in Commerce teaching -7 E’s of Constructivism and Blended
learning (Flex model, Rotation model, A La Carte model, Enrich ed virtual model):
concept, procedure and advantages
Unit 6: Professional Development of Teacher
a) Multifarious role and challenges faced by a Commerce teacher
b) Need and Avenues of Continuous Professional Development
c) Diagnostic and Remedial teaching
MODU LE 3: INTERNAL ASSESSMENT (2 Credits)
Any two of the following tasks:
a) Visit to any one of the following: Bank, industry, stock exchange, market or any place
of commercial importance and write a report (Planning, Organization, Learning
experiences, Reflection)
b) Prepare a pedagogi cal analysis plan for any one selected unit of any one subject of std
XI or XII of Commerce
c) Prepare and execute a lesson plan for teaching any topic of any one subject of std XI
or XII of Commerce by using any one of the following: Blended learning approac h,
constructivist approach
d) Study and compare the Commerce education at higher secondary level in India with
any other developed country.
e) Select any contemporary issue related to Commerce field and present a paper using
Seminar method.
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
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References:
Comme rce Education Mohammed Sharif Khan Sterling Publishers Pvt Ltd -New Delhi
Teaching of Commerce -A Practical Approach J.C AggarwalVikas Publishing House Pvt
Ltd- New Delhi
Method and Techniques of Teaching Commerce Singh M.N Young Man & Co. New
Delhi.
Teachin g of Commerce SeemaRaoAnmol Publication, New Delhi.
Methodology of Commerce Education Dr. Umesh Mr. Ajay RanaTandon Publications -
Ludhiana
Teaching of Commerce Dr. R.P Singh VinayRakhejaC/o R. Lall Book Depot - Meerut.
Teaching of Commerce in Our School Lul la B.P, BTTC -BIE Publication, Bombay)
Teaching of Commerce. G.S. Karthik, Sumit Enterprises, New Delhi.
Commerce Education in the New Millennium, I.V. Trivedi, RBSA Publishers, Jaipur.
Teaching of Commerce.VintyMonga, Twenty First Century Publications, Pat iala.
Teaching of Commerce.Rainu Gupta, Shipra Publications, Delhi.
Websites:
Computer assisted learning:
What is Computer Aided Learning (CAL)? - Study Net
www.s tudynet1.herts.ac.uk/ptl/common/LTDU.nsf/Teaching.../whatiscal.pdf
What are the Advantages and Disadvantages of Computer Assisted ...
www.preservearticles.com/.../what -are-the-advantages -and-disadvantages -of-compute...
Using MOOCs to transform traditional training - We.ConectGlobal .
Error! Hyperlink reference not valid.
Models | Blended Learning Universe www.blendedlearning.org/models/
Blended Learning Models - Reading Horizons www.readingho rizons.com/blended -
learning/models
Social networking
http://chronicle.com/article/How -Social -Networking -Helps/123654
http://wcsit.org/pub/2012/vol.2.no.1/The%20Use%20of%20Social%20Networking%20i
n%20Education%20Challenges%20and%20Opportunities.pdf
Click here: First page
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: ECONOMICS
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disci plines in the school curriculum
3. To develop an understanding of the meaning and nature of Economics Education
4. To develop an understanding of the objectives of Economics teaching
5. To integrate values in the teaching of Economics
6. To establish relationship of Economics with other subjects
7. To apply the maxims and principles of Economics teaching
8. To use various learning resource in Economics teaching
9. To implement the various methods of teaching Economics in the classroom
10. To develop an insight about qualitie s, challenges and professional development of a
Economics teacher
11. To keep abreast of the innovative methods in Economics teaching
MODULE 1: ECONOMICS AS A SOCIAL SCIENCE DISCIPLINE (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic d isciplines, Relationship between academic disciplines and
Economics subject
b) Classification of academic disciplines : Becher -Biglan typology (pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place o f Humanities and Social Sciences – Economics subject in the present school
curriculum.
Unit 2: Understanding Economics
a) Meaning, Importance and Scope of Economics
b) Objectives of teaching of Economics at Higher Secondary level
c) Values of teaching Economics - Global citizenship, entrenuerpship ,Consumerism
Unit 3: Learning Resources
a) Economics Textbook – Characteristics and Critical analysis
b) Audio visual resources : TV, Radio , Print media: Newspaper , Magazines, ICT in the
teaching of Economics - Social networ king, Internet (uses, importance)
c) Visits (imporatance,organistaion )Visit to bank, Multinational company, stock
exchange and industries
MODULE 2: TRANSACTING ECONOMICS CURRICULUM (2 Credits)
Unit 4: Essentials of Teaching Economics and Curriculum Transaction
a) Maxims of Teaching ( -Particular to General, Known to Unknown, Concrete to
Abstract, Analysis to synthesis)
b) Importance of correlation in Economics Education, Intra and Inter correlation of
Economics with Mathematics, Commerce, Language ,History and Geography
c) Principles of teaching - Flexibility, Activity, Individual difference, Learner
centeredness, Community centeredness
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Unit 5: Methods of Teaching (Meaning, Procedure, Merits and Demerits)
d) Classroom Methods : Lecture, Seminar, Discussion
a) Resear ch Methods : Project, Problem Solving , Case study, Survey
b) Innovative methods :Co -operative learning ( Jigsaw, Think -pair- share, Round
table),Constructivism(5 E)
Unit 6: The Economics Teacher
a) Qualities of an Economics teacher
b) Challenges faced by a Econo mics teacher
c) Professional Growth of a economics teacher :Need and Avenues of Continuous
Professional Development
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Any two of the following tasks:
a) Visit to any one place of Economical importance(Bank,Financial institution..) and
write a re port (Planning, Organization, Learning experiences, Reflection)
b) Compare the objectives of teaching economics at secondary and higher secondary
level of various boards (SSC, CBSE, ICSE) any one level.
c) Prepare and execute a lesson plan to teach by using a ny one of the following
Constructivism
Cooperative learning
d) Plan for using ICT for teaching any topic from any one selected unit of any one
subject of std XI or XII and write reflections on it.
References
Aggarwal J.C : Teaching Of Economics, A Practi cal Approach”, Vinod Pustak Mandir.
Agra -
Dhillon S; Chopra K. : Teaching Of Economics
Mustafa M, 2005,” Teaching of Economics New Trends and Challenges’ Deep & Deep
Publications Pvt. Ltd F -159, Rajouri Garden, New Delhi -110027.
N.R. Saxena : Teaching of Economics, R Lall Book Depot, Meerut
Natarajan S. 1993, “Introduction to Economics of education”, sterling publications Private
Limited.
Sharma Kadambari : Teaching of Economics
Siddiqui M.H. : Teaching of economics, APH Publications Corporation.
Sindhu H.S .: Teaching of economics, Tandon Publications, Books Market, Ludhiana -
141008.
Yadav Amita, 1999, “Teaching of Economics” Anmol Publications Pvt. Ltd., New Delhi.
Saxena Mishra Mahonty ( 2004 ) “Teaching ofEconomics” Surya publication, Meerut
Click here: First page
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X1 0) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: ENGLISH
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines i n the school curriculum
3. To develop understanding about the fundamentals of English language.
4. To understand pedagogical bases of language learning.
5. To apply pedagogical approaches and techniques in teaching and learning the
language.
6. To adapt learning r esources into teaching learning process.
7. To understand implications of theories of learning with regard to language learning.
8. To practice learner centered methods in the classroom.
9. To sensitize the student teacher about learner diversities.
10. To apply to ols and techniques of assessment in language
11. To understand English language and literature
MODULE 1 - FUNDAMENTALS OF ENGLISH LANGUAGE AND LANGUAGE
TRANSACTIONS (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic discipline s, Relationship between academic disciplines and
English
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types)
c) Place of English in the present school curriculum.
Unit 2 - Role of English Language
a) Nature of Language
b) Language and Society –Importance of English language in day -to-day life
c) Language and School -
Concept & types of language registers
Role of English Language in a multilingual Class room
Unit 3 Pedagogical Approaches & Techniques
a) Constructivist Approach (7E’s), Communicative Approach (Concept & procedure)
Inductive -deductive Approach
b) Techniques of teaching - expository (narration, dramatization, concept mapping)
& Interactive techniques (discussion, questioning, brainstorm ing)
c) Ways of appreciation of poems
MODULE 2 - BASES OF LANGUAGE LEARNING AND ASSESSMENT (2 Credits)
Unit 4 -Pedagogical Bases
a) Aims and objectives of teaching English as first language and as second language.
b) Principles (Palmers principles) and correla tion (intra and inter: with all school
subjects)
c) Maxims of teaching
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Unit 5 - Professional Development of Teacher
a) Challenges faced in class room by an English teacher in India.
b) Need and Avenues of Continuous Professional Development
c) Contribution by perso nalities –Chomsky & R.K Narayan
Unit 6 Learning Resources & Assessment in Language
a) Learning Resources
Library as a learning resource
E-resources (blogs, e -books, social networking sites ) and CALL
b) Techniques of assessment - (Vocabulary, Grammar, Listenin g, Speaking, Reading and
Writing /Composition)
c) Use of ICT in assessment
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held i n the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Activity: Take few passages from Science, Social Science and Maths textbooks of any
One class (VI – IX) and analyze
i) How the different registers of language been introduced?
ii) Does the language clearly convey the meaning of the topic being discussed?
iii) Is the language learner friendly?
iv) Is the language too technical?
v) Does it help in language learning?
b) Activity: Do a review and present a paper on any one of R.K Narayan’s Book
References
Techniques of teaching English by Dr. Shaikh Mowla
Teaching of English in India by Dr.K.Pandey & Dr.Amita
Teaching & Learning English by Raja T Nasr
Teaching of English by Dr.J. E.Vallabi
Teaching of English by Kshanika Bose
Techniques of Teaching English by A.L. Kohli
Methodology of English Teaching by Malati .M Halbe
Click here: First page
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: GEOGRA PHY
Total Credits: 6
Total Marks: 100
Objectives
1. To develop an understanding the basic concepts associated with academic disciplines
2. To develop an understanding about place of different disciplines in the school
curriculum
3. To develop an understanding of Geography as a subject.
4. To develop an understanding of essentials of teaching Geography.
5. To develop an understanding of approaches of curriculum construction.
6. To develop an understanding of different types of teaching - learning resources.
7. To develop an un derstanding of different methods and techniques of teaching
Geography.
8. To develop an understanding of essentials of a Geography teacher.
9. To develop an understanding of current trends in the subject.
MODULE 1: BASICS OF DISCIPLINE, SUBJECT AND CURRICULUM ( 2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Geography
b) Classification of academic disciplines : Becher -Biglan typology (pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Humanities and Social Sciences in the present school curriculum.
Unit 2: Understanding the Subject and Curriculum
a) Meaning, Nature and Scope of Geography
b) Aims of teaching Geography
c) Geo-literacy: - concept, need and ways to create awareness
Unit 3: Essentials of Teaching Geography and Curriculum Construction
a) Maxims of teaching: - Simple to Complex, Known to Unknown, Concrete to Abstract,
Particular to General.
b) Correlation with other school s ubjects: - Languages, History, Science, Mathematics
c) Approaches of curriculum construction: Concentric, Topical and Regional.
MODULE 2: TEACHING - LEARNING RESOURCES AND CURRICULUM
TRANSACTION (2 Credits)
Unit 4: Teaching - Learning Resources
a) Import ance and uses: - Globe, Atlas, Models, Travelogues, Aerial photographs,
Satellite imagery, Maps (Map reading and interpreting using distance, direction, signs
and symbols, point, line and area)
b) Textbook: - Characteristics and Critical analysis (std VIII to X) (Critical Analysis is
only for practical purpose and should not be asked in the examination.)
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c) E- resources: - Meaning and Significance – GIS, computer based online and offline
resources
Unit 5: Methods of Teaching and Geography Teacher
a) Methods (Meani ng, Procedure, Merits and Demerits): ‘A’ method, project method,
field visit, Co -operative learning techniques (Gallery Walk, Think -pair-share)
b) Geography teacher: Key competencies, Challenges faced (academic, financial,
Physical/infrastructure)
c) Conti nuous Professional Development of a Geography teacher: need and ways
Unit 6: Current Trends in Teaching of Geography
a) Geography Club (objectives, significance, activities)
b) Innovative trends in teaching of Geography: - Concept –mapping, Constructivism
(5E’s)
c) Diagnostic testing and remedial teaching.
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Prepare a map/sketch of any locality using GIS or space survey based on the distance
and direction relationship from your educational institution. Label and mark the
physi cal and man -made features with suitable conventional signs and symbols. Try to
analyze the relationship between various aspects that exists in this locality.
b) Prepare and execute an activity based lesson - plan for Geo -literacy.
c) Prepare and execute a lesso n plan based on Constructivism.
d) Prepare a plan for a visit to planetarium / museum/nature Park. Visit the place and
write a report of this visit.
Reference: -
Arora, K.L., Bhugal Shikshan, Teaching of Geography
Gopsill G.H., The teaching of Geography
Macenee E.A. The teaching of Geography
N.C.E.R.T., Practical Geography
O.P Varma and E.G. Vedanayaga, Geography Teaching
R.P.Singh, Teaching of Geography
S.K.Kochhar, Methods and Techniques of Teaching
Salim Basha, Teaching of Geography
Sanjay Dutta and O.P Garg, Teaching of Geography
Shaida and Sharma, Teaching of Geography
Thralls Z.A., The teaching of Geography
Walker James, aspects of Geography Teaching in school
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Marathi/Hindi
Bapat B.G., Bhugol Adhyayan ani Adhyapan
Jaiswal Seetaram, Bhugol Shikshan
Mishr A., Bhugol Shikshan padhhati
Ponkshe, D.B., Bhugolache adhyapan
Click here: First page
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: HISTORY
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum
3. To understand the nature of History and Political Science as a school subject
4. To correlate History & Political Science with other subjects
5. To criti cally analyze the History and Political science textbook.
6. To understand the significance of learning resources to teach the subject
7. To demonstrate an ability to raise learners’ interest
8. To prepare appropriate lesson plans in history and Political scie nce.
9. To understand the need and avenues for professional development
MODULE 1: HISTORY AND POLITICAL SCIENCE AS A SOCIAL SCIENCE
DISCIPLINE (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship betwe en academic disciplines and
History
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Social Sciences in the present school curriculum.
Unit 2: Understanding History
a) Nature of History, Historical Thinking Concepts (Peter Seixas & Tom Morton)
b) Objectives of teaching History & Political Science at the secondary level.
c) Values of teaching History & Political Science
Unit 3: Lea rning Resources
a) History Textbook: characteristics, critical analysis, detecting and dealing with bias
b) Audio -visual Resources: TV, Films, Documentary; Visual:Maps, Models, Timelines;
Print Media: Magazines, newspapers, archives (Uses and importance)
c) Field trips, Museum
MODULE 2: TRANSACTING HISTORY AND POLITICAL SCIENCE
CURRICULUM (2 Credits)
Unit 4: Essentials of Curriculum Transaction in History & Political Science
a) Maxims of teaching (Known to unknown, Simple to complex, Concrete to abst ract)
b) Correlation of History & Political Science: Internal and external.(Literature,
Science, Mathematics, Geography, Economics, Craft)
c) History as a concept driven subject: Concept based and generalization based learning
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Unit 5: Methods of Tea ching (Process, Merits and Limitations)
a) Conventional pedagogy: Story -telling, Lecture -cum-discussion
b) Contemporary pedagogy: Project -based Learning, Social Enquiry
c) Cooperative learning pedagogy: T hink pair share, Round robin, Buzz
Unit 6: The History Tea cher
a) Qualities of a History teacher
b) Professional growth of a History teacher – Need and Avenues for professional
development
c) Challenges faced by History teacher (Challenges posed by technology, Pedagogy and
globalization.)
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Critically analyze a secondary school History and Political Science textbook.
b) Participate in a field visit/ virtual tour of any Historical site and write a report of about
500-750 words.
c) Choose any Cooperative learning strategy. Plan and conduct a 15 minutes lesson in
your peer group to teach history or political science.
d) Interview two History teachers and find the challenges faced by them and submit the
report in about 500 -750 words.
References:
Interdisciplinary Higher Education: Perspectives a nd Practicalities, edited by W. Martin
Davies, Marcia Devlin, Malcolm Tight, Emerald Group Publishing Lt
Angelo A.T, et .al. (1993). Classroom Assessment Techniques A . Handbook for
College Teachers, San Fransisco Tossey -Bass Publisher
Aitken, GV; Sinnem a, CEL (2008) Effective Pedagogy in Social Iwi: Best Evidence
Synthesis Iteration (BES) Ministry of Education.
Batra Poonam, Social Science Learning in Schools: Perspectives and Challenges, Sage
Publications
Brandes, D. et. al. (1994). A Guide to Student -centred Learning, Basil Blackwell Ltd.
Celtneham. UK.
Burke, Peter (1991), New Perspectives on History Writing , Blackwell, Oxford
publications.
Carr, E.H. (1962), What is History? Knopf, London.
Diff Block, Mark (1992), The Historian‘s Craft, M
Digum arti Bhaskara Rao (ed.), Techniques of Teaching Social, Sciences, Sonali
Publications, Delhi
Kochar S.K. Teaching of History: Sterling publications.
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18. Martorella, Peter H. (1996), Teaching social studies in middle and secondary schools,
Englwood Cliffs, N. J: Prentice Hall.
Joyce, B. & Weil, M. (1997), Models of Teaching, Prentice Hall Ire, New Jersey
Stanford, Michael (1986), The Nature of Historical Knowledge, Basil Blackwell,
Oxford
Teaching of social studies II (teaching social studies Pedagogy option, 2010
Education Development Center (EDC); Teachers College, Columbia University.
Tew, Daniel J ., “Pedagogy of Teaching History : Comparing the Chronologic and
Thematic Approaches" (2014). Honors Senior Theses/Project s.Paper 14.
S. Wadhwa, Modern methods of teaching history, Saru sons, New Delhi
Web References
http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/social_sciencel.
pdf
https://education.alberta.ca/media/384968/makingadifference_2010.pdf
http://www.canberra.edu.au/researchrepository/file/3d3fb227 -73c7 -dc08 -49ee -
275fa23092d3/1/full_text_final.pdf
http://historicalthinking.ca/historical -thinking -concepts
http://www.nelson.com/thebigsix/documents/The%20Big%20Six%20Sample%20Chapte
r%20with%20BL M_Aug%2030.pdf
https://www.academia.edu/2527715/Suffrage_feudal_democracy_treaty..._historys_build
ing_blocks_Learning_to_teach_historical_concepts
https://sheg.stanford.edu/historical -thinkin g-chart
Click here: First page
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: HINDI
Total Credits: 6
Total Marks: 100
उद्देश्य :
1. णिद्याियी पाठ्यिम में णिणभन्न णिषय ों के महत्त्व क समझना |
2. भाषा सृिन के णिणिि पहिुओों क समझना ि उनक े अध्यापन हेतु णिणभन्न णिणिय ों ि उपागम ों
का प्रय ग करना सीखना |
3. भाषा का अर्थ और उसकी प्रक ृ णत एिम महत्त्व क समझना |
4. णहोंदी भाषा अध्यापन के उद्देश्य, णसिाोंत , सूि एिम सहसम्बन्ध के उपय ग करने की क्षमता
णिकणसत करना ।णहोंदी भाषा अध्यापन िारा मूल्य ों और कौशि ों क णिकणसत करने में णशक्षक
की भूणमका समझाना ।
5. णहोंदी भाषा की णिणभन्न णििाओों का पररचय कराना ।
6. णहोंदी भाषा समृद्धि के णिए आिुणनक माध्यम ों की िानकारी देना ।
मॉड्यूल १: ह िंदी भाषा अध्यापन - सैद्ािंहतक पररप्रेक्ष्य (2 Credits)
घटक १: शैक्षहणक हवषय िं के आधार
अ) शैक्षणिक णिषय ों का अर्थ एिम णिशेषताएों
ब) अन्तः णिषय अणिगम के णिए रिनीणतयाों / उपागम (समूह णशक्षि , अनुभािात्मक अणिगम )
क) शैक्षणिक णिषय ों के मुद्दे और चुनौणतयाों
घटक २: ह िंदी भाषा की प्रक ृ हत व म त्व
अ) भाषा का अर्थ, प्रक ृ णत एिम उद्द्येश्य :- माध्यणमक ि उच्च माध्यणमक स्तर पर
ब) णहोंदी भाषा का महत्व (मूल्य सोंििथन के पररप्रेक्ष्य में):- राष्ट्रीय स्तर पर(सामाणिक , बौद्धिक ,
सोंिेगात्मक , साोंस्क ृणतक, चाररणिक ) एिों िैणिक स्तर पर
क) भाषा अध्ययन अध्यापन के सामाणिक आिार :- पररिार , णिद्यािय , समियस्क समूह , समुदाय एिों
िनसोंचार माध्यम
घटक ३: ह िंदी भाषा के मन वैज्ञानहक आधार एविं स सम्बन्ध
अ) भाषा अध्यापन के णसिाोंत :- अनुकरि , रूणच , अभ्यास , ब िचाि , व्यद्धिगत णिणभन्नता
ब) भाषा अध्यापन के सूि:- ज्ञात से अज्ञात , सरि से िणिि , पूिथ से अोंश, मूतथ से अमूतथ , सामान्य से
णिणशष्ट्
क) भाषा का सहसम्बन्ध :- इणतहास , भूग ि , णिज्ञान , अर्थशास्त्र , पयाथिरि , किा (हस्तकिा , सोंगीत एिों
नृत्य)
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मॉड्यूल २: ह िंदी भाषा सृजन के प लू एवम कौशल (2 Credits)
घटक ४: भाषा सृजन के हवहवध प लू
अ) गद्य, पद्य, व्याकरि एिम रचना : उद्देश्य
ब) णिणिि णििाओों का पररचय : िीिनी , सोंस्मरि , पि, सोंिाद , नािक , कहानी , णिज्ञापन , यािा ििथन ,
णनबोंि , ररप ताथज़ , फिक सूचना एिम आत्मकर्ा
क) णिणियाों ि उपागम : कर्ा कर्न , चचाथ, नाट्यीकरि , रसास्वादन , आगमन -णनगमन , खेि, अणभरूप ,
एिम बुद्धिमोंर्न
घटक ५: भाषा कौशल
अ) श्रिि , भाषि , िाचन , िेखन :- महत्त्व
ब) उपर ि कौशि णिकणसत करने हेतु णशक्षक की भूणमका (द ष एिम णनिारि के सन्दभथ में)
क) णहोंदी अनुिाद का महत्त्व ि आिश्यकता
घटक ६: भाषा समृद्धद् के माध्यम
अ) सोंगिक एिम इोंिरनेि : आिश्यकता ि उपय ग
ब) ितथमान पुस्तकािय का य गदान
क) पाठ्य सहगामी णियाएों एिम आय िन
मॉड्यूल ३: अिंतर्गत मूल्ािंकन (2 Credits)
क्रम
सिंख्या हववरण अिंक
१ कायथ / दत्त कायथ सेमेस्टर के प्रत्येक मॉड्यूि से (२ x १०) २०
२ सेमेस्टर में एक णनयत कािीन कक्षा परीक्षा १५
३ सेमेस्टर में णिषय सम्बन्धी एक णनबोंि ५
क ु ि य ग ४०
दत्त कायथ / कायथ
1) णकन्ीों दस णहोंदी अध्यापन णशक्षक ों के सार् साक्षात्कार करक े ितथमान समय में णहोंदी की द्धथर्णत देखते
हुए आने िािी चुनौणतय ों की िानकारी पर ररप िथ तैयार कीणिये |
या
णहोंदी का सहसमबन्ध पयाथिरि एिम णिणिि किाओों (सोंगीत , नृत्य, हस्तकिा ) के सार् स दाहरि स्पष्ट्
कीणिये |
2) घिक ४ - 'णिणिि णििाओों का पररचय ' से णकन्ीों द णििाओों के अध्यापन हेतु नमूना तैयार कीणिये |
या
णकसी भी पणिका (अोंग्रेिी , मराठी , उदूथ) के णकसी एक िेख का णहोंदी में अनुिाद कीणिये ( सम्पूिथ सन्दभथ
देना अणनिायथ है) |
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सन्दभग सूची
भाणिया एम. एम., नारोंग सी. एि. : "णहोंदी णशक्षि णिणि", िोंडन पद्धिक े शन्स , िुणियाना |
भाणिया एम. एम., शमाथ डी. के. : "णहोंदी णशक्षि णिणियाों ", िोंडन पद्धिक े शन्स , िुणियाना |
दुनाखे अरणिन्द : "णितीय भाषा णहोंदी आशायुि अध्यापन ", णनत्य नूतन प्रकाशन , पुिे २००७ |
काणदयान सुरेंदर : "णहोंदी णशक्षि ", णिन द पद्धिक े शन्स , िुणियाना २०१० |
िैन के. सी. : "णहोंदी णशक्षि ", िोंडन पद्धिक े शन्स, िुणियाना |
पाठक आर. पी. : "णहोंदी भाषा णशक्षि ", कणनष्क पद्धिक े शसथ , णडस्टरीब्यूिसथ , नई णदल्ली २०१० |
पाण्डेय रामशकि : "णहोंदी णशक्षि ", श्री णिन द पुस्तक मोंणदर , आगरा २०१२ |
सूरी बृिबािा : "निीन णहोंदी अध्यापन शैिी ", अणनमेष प्रकाशन , मुोंबई २००९ |
शमाथ णशिा : "णहोंदी णशक्षि णिणियाों ", नीिकमि पद्धिक े शसथ , प्रा. णि., नयी णदल्ली २०१० |
सूरी बृिबािा : "निीन णहोंदी अध्यापन शैिी ", णक्षणति प्रकाशन , पुिे २०१४ |
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: MATHEMATICS
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum understand nature,
scope & importance of Mathematics at secondary level.
3. To aacquaint and formulate aims and instructional objectives in teaching mathematics in
Secondary school level as per revised taxonomy.
4. To apply different approaches and methods of teaching mathematics in classroom
situations.
5. To set up m athematics club in the school and organize its activities.
6. To use a mathematics laboratory to develop in students an interest in mathematics.
7. To understand the professional competencies, commitments and expectations of
mathematics teacher.
8. To develop knowl edge of various values of teaching Mathematics
9. To appreciate the role of mathematics in day -to-day life
10. To understand that mathematics is more than formulas and mechanical procedures
11. To channelize, evaluate, explain and reconstruct students‘ thinking
12. To appreciate the importance of mathematics laboratory in learning mathematics
MODULE 1: FUNDAMENTALS OF MATHEMATICS EDUCATION (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Mathematics
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.,
c) Place of Mathematics in the present school curriculum
Unit 2: Intro duction to the Teaching of Mathematics
a) Meaning , Nature & scope of Mathematics
b) Aims and Objectives of teaching Mathematics at Secondary and Higher Secondary
Levels (NCF 2009)
c) Values of teaching Mathematics
Unit 3: Essentials of Teaching Mathema tics and Curriculum Transaction
a) Maxims of teaching
From Known to Unknown
From Simple to Complex
From Particular to General
From Concrete to Abstract
From Whole to Part
b) Approaches of curriculum construction -Concentric and Topical
c) Pedagogical Analysis ,Unit Plann ing &Lesson planning
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MODULE 2: TRANSACTING MATHEMATICS CURRICULUM (2 Credits)
Unit 4 : Methods and Techniques of Teaching Mathematics
a) Learner Centered methods ---Inductive Deductive (Teaching Generalizations),
Analytical Synthetic (Teaching Proofs)
b) Activity centered methods —Problem solving, Lecture cum Demonstration
c) Techniques of teaching Mathematics ---Drill and Review, Assignment in
Mathematics
Unit 5: Learning Resources
a) Mathematic Laboratory & Mathematic club (objectives, significance)
b) Textb ook – Characteristics and Critical analysis
c) Digital Resources for Teaching Mathematics - Geogebra & Virtual Manipulative
(Meaning, Application, Advantages and Limitations)
Unit 6: Professional Development of Teacher
a) Competencies of Mathematics teache r
b) Need and Avenues of Continuous Professional Development
c) Contribution of mathematicians - Aryabhatta, Ramaujan, Euclid, Phythagoras
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Plan and implement lessons in mathematics using appropriate methods/approaches to
teach :
Generalizations
Theorems/ Proofs
Problem Solving
Lecture cum Demonstration
Take up a problem in mathematics (from any area like number system, geometry etc.).
Make a group of 3 or 4 students to discuss abo ut the probable ways of solving
b) Conduct one lesson in the math using manipulative - Physical/ virtual.
c) Assignment: For any one selected topic, prepare Pedagogical Analysis Plan
d) Critically appreciate any one textbook of mathematics.
e) Conduct one lesson in the math using manipulative - Physical/ virtual.
f) Prepare a diagnostic test in mathematics.
g) Critically appreciate any one textbook of mathematics.
h) Collect the names of Mathematicians and Prepare a report about their contribution to
Mathematics)
References:
Boyer, Carl B., (1969): A History of Mathematic s; Wiley, New York.
Content cum Methodology of Teaching Mathematics for B.Ed. ; NCERT New Delhi.
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Davis David R., (1960); Teaching of Mathematics Addison Wesley Publications.
Ediger Mariow(2004); Teaching Math Successfully, Discovery Publication.
Gupta H.N. and Shankaran V (Ed.), 1984; Content cum Methodology of Teaching
Mathematics, NCERT New Delhi.
Hudgins, Bryce B. (1966); Problem Solving in the classroom, MacMillan, New York.
James Anice (2005); Teaching of Mathematics, Neelkamal Publication.
Johan R.E . et.al, (1961): Modern Algebra; First Course, Addison -Wesley Publishing
Company INC. USA.
Kapur S.K. (2005); Learn and Teach Vedic Mathematics; Lotus Publication.
Kulshreshtha; Teaching of Mathematics, R. Lal and Sons.
Kumar Sudhir; Teaching of Mathemat ics, Anmol Publications, New Delhi, India.
Mangal, A text book on Teaching of Mathematics, Prakash Bros., Ludhiana, India.
NCERT (2006) Position Paper -National Focus Group On Teaching of Mathematics ,
New Delhi
Novak,J.D. & Gowin ,D.B.,(1984) , Learning H ow To Learn ,New York, NY,
Cambridge University Pressoy
Hollands (1990), Development of mathematical skills, Blackwell Publishers, Oxford,
London
Schonnel F.J.(1965) , Diagnostic and Remedial Teaching in Arithmetic , Lever and Boyd
, London
Pamela Cowan (2006), Teaching Mathematics, A Handbook for Primary and Secondary
School Teachers, Routledge , London and New York
Tanner H. And Jones S. (2000) , Becoming a successful teacher of mathematics,
Routledge Falmer , London
Thompson D.R and Rubenstein,R.N(201 0), Teaching and Learning High School
Mathematics , John Wiley and Sons Inc., New Jersey,
Weinberg A.S.(1999),Connecting Mathematics and Science to Workplace Contexts : A
Guide to Curriculum materials, Corwin Press Inc., California
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: MARATHI
िैकवल्पक कोसथ
वशक्षिशास्त्र शालेय विषय - मराठी
एक ू ि श्रेयािंक : ६
एक ू ि गुि : १००
वशक्षक विद्यार्थयाथस सक्षम करण्यास -
उकद्दष्टे
1. शैक्षविक विद्याशाखािंशी सिंबिंवधत मूलिूत सिंकल्पनािंचे आकलन करून देिे .
2. शालेय अभ्यासक्रमातील विविध विद्याशाखािंचे स्र्ान समजािून देिे .
3. मराठी िाषेच्या ि अध्यापन उकद्दष्टािंच्या उपयोजनाचे आकलन करून देिे .
4. मराठी िाषेच्या अध्यापन पद्ती समजाििे .
5. छात्राध्यापकािंमध्ये व्यिसायिृद्ी ि वशक्षकािंच्या गुििैवश ष्ट्या वि षयक दृष्टी
विकवसत करिे .
6. छात्राध्यापकािंमध्ये मराठी अध्ययन -अध्यापन विषयक आधुवनक दृष्टीको न िृहद्िंगत
करिे .
मॉड्युल १ मराठी अध्यापनासाठी आिश्यक घटक आवि अभ्यासक्रम आिंतरकक्रया
(२ श्रेयािंक )
घटक १ : शैक्षविक विद्यशाखेचे मूलिूत घटक
अ. शैक्षविक विद्याशाखेचा अर्थ,मराठी विषय आवि शैक्षविक विद्याशाखािंमधील सिंबिंध
ब. शैक्षविक विद्याशाखािंचे िगीकरि : बेन्चर - वबगलिंन चे िगीकरि (शुद् -कठीि ,शुद् -
सुलि, उपयोवजत -कठीि , उपयोवजत -सुलि प्रकार )
क. सद्य शालेय अभ्यासक्रमातील मराठीचे स्र्ान
घटक २ मराठी िाषेचे स्िरूप , महत्ि ि सद्यवस्र्ती
अ.मराठी िाषेचे मानिी जीिनातील ि शालेय अभ्यासक्रमातील महत्ि
ब.मराठी िाषेची सद्यवस्र्ती
क.अमराठी िावषक विद्यार्थयाांच्या जीिनात मराठी अध्यापनाचे स्र्ान .
घटक ३ मराठी िाषा अध्यापनाची उकद्दष्टे
अ .महाराष्ट्रातील माध्यवमक ि उच्च माध्यवमक स्तरािरील प्रचवलत अभ्यासक्रमाची
सिथसामान्य उकद्दष्ट्ये
ब . मराठी िाषेची िावषक ि िाङ्मयीन उकद्दष्टे
क . मराठी िाषा अध्यापनाची तत्िे
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मॉड्युल २. मराठी िाषा अध्यापन पद्ती , वशक्षक व्यिसाय िृद्ी ि आधुवनक दृष्टीको न
(२ श्रेयािंक )
घटक ४ िाषा अध्ययन अध्यापनाची तिंत्रे ि साधनािंचा िापर ि महत्ि
अ. गद्य अध्यापन पद्ती - ( व्याख्यान , कर्ाकर्न , नायीकरि ) - पायऱ्या ि महत्ि
ब . पद्य अध्यापन पद्ती - ( रसग्रहि ) - पायऱ्या ि महत्ि
क. व्याकरि अध्यापन पद्ती - (कक्रडन पद्ती ) - पायऱ्या ि महत्ि
घटक ५ मराठी िाषा वशक्षकाची व्यिसायिृद्ी
अ .मराठी िाषा वशक्षकासमोरील आव्हाने
ब . सातत्यपूिथ व्यिसाय िृद्ीचे गरज ि मागथ
आदशथ मराठी िाषा वशक्षकािंची गुििैवशष्ट्ये
घटक ६ मराठी अध्ययन - अध्यापन विषयक उकद्दष्टे आधुवनक दृष्टीकोि
अ . मराठी िाषेची िावषक ि िाङ्मयीन उकद्दष्टे
ब. गािा घटक ि मूल्यविकसनासाठी अध्यापन
क .जीिनकौशल्य विकसनासा ठी अध्यापन
मॉड्युल ३. अिंतगथत मूल्यािंकन ि प्रात्यवक्षक े (२ श्रेयािंक )
क्र. तपशील
गुि
१ स्िाध्याय /सत्रातील प्रत्येक वििागासाठी स्िाध्याय .
कोित्याही दोन क ृ ती (२ x१० ) २०
२ प्रत्येक सत्रामध्ये एक िगथ परीक्षा १५
३ प्रत्येक सत्रामध्ये एक वनबिंधिजा परीक्षा ५
एक ू ि ४०
क ृ ती-
१. माध्यवमक कक िं िा उच्च माध्यवमक स्तरािरील कोित्याही एका मराठी पाठ्यपुस्तकािंचे
वचककत्सक परीक्षि करा.
२.माध्यवमक कक िं िा उच्च माध्यवमक स्तरािरील कोित्याही एका पाठ्यघटकाची वनिड करून
त्या घटकाच्या िगथ अध्यापनासाठी ची उकद्दष्टे ि प्रत्येकाची ककमान चार सप्ष्ष्टीकरिें वलहा.
३ .कोित्याही एका िावषक कौशल्यािर आधाररत नैदावनक चाचिी तयार करून
उपचारात्मक क ृ ती तयार करा .
४ . माध्यवमक कक िं िा उच्च माध्यवमक स्तरािरील कोित्याही एका मराठी पाठ्यपुस्तकाशी
सिंबिंवधत सिंरचना तयार करा .
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५ .ज्ञानरचनािा द उपगमाचा िापर करून क े लेल्या पाठ टाचिाची प्रत्यक्ष कायथिाही करिे .
६ . मराठी िाषा कदनाचे महत्ि सािंगून कायथक्रमाचे आयोजन कसे कराल ते वलहा .
७. मराठी िाषा विकासाशी सिंबिंवधत सिंस्र्ा ि उपक्रमाची मावहती वमळिा . उदा . ( राज्य
मराठी िाषा विकास सिंस्र्ा , विलार : पुस्तकाचे गाि )
सिंदिथ :
अकोलकर पाटिकर ना. वि ( १९७० ) मराठीचे अध्यापन व्हीनस प्रकाशन
करिंदीकर सुरेश , मराठीचे अध्यापन फडक े प्रकाशन कोल्हापूर (१९८६ )
गिस राजन , मराठी आशययुक्त अध्यापन , पुिे
क ुिं डले .म. बा. ( १९७४ ) मराठीचे अध्यापन , श्री . विद्या प्रकाशन पुिे
डािंगे चिंद्रक ु मार (१९५३ ) मातृिाषेचे अध्यापन , वचत्रशाळा प्रकाशन पुिे
देिधर बा. ब देशपािंडे मराठी कसे वशकिािे ? लेखन , िाचन िािंडार पुिे.
लीला पाटील ( १९७० ) मराठी अध्ययन -अध्यापन व्हीनस प्रकाशन
पाटील . ना . वि कविता कशी वशकिािी ?लेखन िाचन िािंडार पुिे
साठे .द. य. मराठीचे अध्यापन , ठाक ू र आवि क िं पनी , अमरािती
रािे श . रा . पाटील . मराठीचे अध्ययन ि अध्यापन
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: SCIENCE
Total Credits: 6
Total Marks: 100
Objectiv es
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum
3. To understand the meaning and nature of Science.
4. To familiarize the objectives of teaching Science as given b y NCF 2005
5. To identify the values of teaching science
6. To develop an understanding of the approaches to teaching Science.
7. To familiarize the concept, needs and ways of infusing Global Perspectives in Science
curriculum.
8. To develop an understanding of the me thods of teaching Science.
9. To acquire knowledge about various learning resources and its management in
science education.
10. To develop an understanding of the need and avenues of professional development of
a Science teacher.
MODULE 1: FUNDAMENTALS OF SCIEN CE EDUCATION (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Science subject.
b) Classification of academic disciplines : Becher -Biglan typology ( pure -hard, pure soft,
appli ed-hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Science subject in the present school curriculum
Unit 2: Place of Science in the Curriculum and Life
a) Meaning and Nature (Product & Process) of Science , Science Proc ess skills - Basic
and Integrated
b) Aims and Objectives of teaching science at upper primary, secondary and higher
secondary level (NCF 2005)
c) Values of teaching science in socio -cultural context
Unit 3 : Organisation of Science Curriculum
a) Maxims of teachin g science ( Known to Unknown, Whole to Parts, Simple to
Complex, Particular to General, Empirical to Rational, Concrete to Abstract)
b) Co-relation of Science in the Curriculum: Internal & External
c) i. Infusing Global Perspective in Science Curriculum (Need an d Importance),
ii. Curriculum Organization - Concentric and Topical approach
MODULE 2: TRANSACTING SCIENCE CURRICULUM (2 Credits)
Unit 4: Science Teaching: Methods, Approaches and Tools
a) Methods of Teaching - Lecture cum demonstration method, Project method, Problem
Solving
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b) Approach : Inducto -deductive Approach
c) Concept Mapping – Meaning, Steps and Significance, PEOR (i.e. Predict, Explain,
Observe & React)
Unit 5: Learning Resources and Activity
a) Science Text book: Characteristics of good Science textbook
b) Science Club and Science Field Visit – Concept, Organisation and Significance
c) Improvised Apparatus and E - resources (Virtual lab and Simulation)
Unit 6: Science Teacher
a) Science teacher – Need and Avenues of Professional growth
b) Science Laboratory - Planning and Maintenance, Laboratory Method
c) Diagnostic testing and Remedial teaching in Science
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semest er (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Develop and Present Learning Resources in Science
b) Visit any Science institution and prepare a r eport.
c) Conduct any one science club activity and write a report on it
d) Prepare concept map on any one unit of Science
e) Critical evaluation of a Science textbook. (Std. VI to XII –SSC/CBSE)
f) Report on avenues of continuous professional development of science teacher
g) Conduct an experiment from School Science textbook and submit a report.
References
AACTE committee (2008). Handbook of Technological Pedagogical Content
Knowledge (TPCK) for Educators: Washington:DC, Rutledge / Taylor and Francis
.Chao, Lee (ed.)( 2012) . Cloud computing for teaching and learning: Strategies for
design and implementation: Hershey, PA, IGI Global.
Gupta, S. K. (1983). Teaching of physical science in secondary schools. New Delhi:
Sterli ng Publications (Pvt.) Limited.
Janie Gross Stein , Richard Stein (Ed.)(2001)Network of knowledge: Collaborative
innovation in international learning: Toronto Canada, University of Toronto Press
incorporated.
John Loughran (1996). Developing reflective Practice: Learning about teaching and
Learning throug h Modelling. London: Falmer Press
Mary, L.S.(1985). State of the art : Transforming ideas for teaching and learning science.
A guide for elementary education, Washington, DC: United States,Dept. of education.
Mathew, T.K., & Mollykutty, T. M. (2011). Scien ce education : Theoretical bases of
teaching and pedagogic analysis. Chenganoor: Rainbow Book Publishers.
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Rena M.Palloff & Keith Pratt (2009): Assessing online learner: San Fransisco, Jossey –
Bass.
Sharma, R. C. (1985). Modern science teaching. New Delhi: Dhanpat Rai & Sons.
Smith and Anderson (1984). Cited in apples 4 the teacher.com articles, Science
Misconceptions Research and Some Implications for the Teaching of Science to
Elementary School Students.
Suresh K.P. and Joseph, Celene (2012). Teaching and Testing Science Process
skills.New Delhi: Shipra Publications .
Thurber, W. A., & Collette, A. T. (1964). Teaching science in today’s secondary school.
New Delhi; Prentice Hall Of India Limited.
Tony Ghaye (2011). Teaching n and learning through Reflective Practice (2nd Edn.)
Newyork: Routledge
Trowbridge, L. W. & Bybee, R. W. (1996). Teaching secondary school science.(6thed.).
Eng
Bhandula, Chadha and Sharma: Teaching of Science, Parkash Brothers Educational
Publishers, 1985.
Bhatia & Bhatk the Principles and Methods of Teaching, Doaha house Booksellers and
Publishers, 1994.
J.C.Aggarwal: Principles, Methods and Techniques of Teaching, Vikas Publishing house
Pvt. Ltd., 2000
Narendra Vaidya: Science teaching in schools for the 21st century. Deep and deep
publications Pvt Ltd.,
New Trends in Integrated Science Teaching, Vol.1, UNESCO.1969 -70.
Prasad Janardhan, (1999.) Practical aspects in Teaching of Science, Kanishka
Publication, N. Delhi
R.C Sharma (2003) Modem Science teaching, Dhanpat Rai Publishing Compa ny.
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: SANSKRIT
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines.
2. To understand place of d ifferent disciplines in the school curriculum.
3. To understand the importance of Sanskrit language in curriculum and in life.
4. To apply the maxims and principles of Sanskrit teaching.
5. To use various learning resources in Sanskrit teaching.
6. To implement the various methods of teaching Sanskrit in the classroom.
7. To understand the different aspects of language Teaching.
8. To understand the strategies for developing language competencies.
9. To analyze the challenges faced a teacher of Sanskrit.
10. To develop an insigh t about role and professional development of a Sanskrit teacher
MODULE 1: ROLE OF SANSKRIT LANGUAGE IN LIFE AND SCHOOL
CURRICULUM (2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academ ic disciplines and
Sanskrit subject
b) Classification of academic disciplines: Becher -Biglan typology (pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Humanities – Sanskrit subject in the p resent school curriculum.
Unit 2: Understanding the Importance of Sanskrit in Life and School Curriculum
a) Importance of Sanskrit in Life as a medium of development
Intellectual
Emotional
Core elements
Values
b) Objectives of teaching the Sanskrit subject at Secondary (entire and composite) and
Higher Secondary curriculum.
c) Intra and Inter correlation (with other school subjects)
Unit 3: Essentials of Teaching Sanskrit Language & Methods of Teaching Sanskrit
a) Principles & Maxims of teaching Sanskrit
(Simpl e to Complex, Concrete to Abstract, Known to Unknown, Particular to
General)
b) Learning Resources: (Importance, uses and Limitations)
i. Visuals -OHP, Koshas, Pictures, Charts
ii. Auditory - Tape Recorder
iii. Multimedia – Computer (Off –Line)
c) Methods of Teaching Sanskrit:
(Concept, Procedure, Advantages, and Limitations of the following methods)
Pathshala, Bhandarkar, Project, Direct Method
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MODULE 2: TRANSACTING SANSKRIT LANGUAGE IN SCHOOL
CURRICULUM (2 Credits)
Unit 4: Aspects of Language Teaching: (Objectives of Teaching at Secondary and
Higher Secondary level and Methods)
a) Prose - Storytelling, Dramatization,
b) Poetry - Recitation, Appreciation
c) Grammar - Inductive, Deductive, Direct Instruction Model, Composition - Guided,
Free
Unit 5: Strategies for Developing Language Competencies :( Importance and flaws in
Language competencies)
a) Listening and Speaking - Pronunciation, Phonetic Stress, Intonation, Conversation and
Drill.
b) Reading and Writing – Types of reading (Loud, Silent, Chorus), - Handwriting Skills,
Spelling, Punctuation
c) Activities for language practice: Assignments, games, competitions.
Unit 6: The Teacher and Textbook
a) Teacher:
i. Qualities
ii. Challenges faced by a Sanskrit teacher
iii. Need and Avenues of Continuous Professional Deve lopment.
b) Textbook –
i. Characteristics
ii. Critical analysis of a text book
c) Diagnostic Testing and Remedial Teaching
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the semester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Critically analyze a Sanskrit text book of any standard (VIII to XII) with Reference to
intra & Inter correlat ion.
b) Prepare one learning resource /teaching aid and write its importance.
c) Take any story and develop teaching strategy to teach by storytelling method and
demonstrate it.
d) Visit a school and interview teacher regarding the challenges faced by Sanskrit
teacher and prepare a report.
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सिंदभग पुस्तक :
डॉ.पेंडक े प्रणतभा सुिीर – सोंस्क ृ त अध्यापन पिती – श्री मोंगेश प्रकाशन ,नागपूर .
फािक माणिक – आशयासह अध्यापन पिती – सोंस्क ृ त – प्रकाशक ओमप्रकाश
चौराणसया ,िुळे.
डॉ. िािि णशिदास ,क ु िकिी मीना - सोंस्क ृ त अध्यापन पिती ,फडक े प्रकाशन ,क ल्हापूर .
ि शी म रेिर त्र्योंबक - सोंस्क ृ त भाषेचे अध्यापन
डॉ.पाण्डेय रामशकि – सोंस्क ृ त णशक्षि ,णिन द पुस्तक मोंणदर ,आग्रा .
डॉ.दुनाखे अ.र.- मराठीचे अध्यापन ,नूतन प्रकाशन ,पुिे.७
भ सिे क ुों दा - सोंस्क ृ त अध्यापन ,प्रकाशन ,बी.के. पिार ,नाणशक .
यशिोंतराि चव्हाि महाराष्ट्र मुि णिद्यापीठ ,नाणशक – आशययुि अध्यापन पिती (सोंस्क ृ त )
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ELECTIVE COURSE 2 (EC 2)
PEDAGOGY OF SCHOOL SUBJECT: URDU
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the basic concepts associated with academic disciplines
2. To understand place of different disciplines in the school curriculum
3. To develop an understanding of Urdu language and its teaching.
4. To develop an understanding of Essentials of Teaching Urdu and curriculum
Transactio n.
5. To develop an understanding of different types of learning resources
6. To develop an understanding of different methods of teaching Urdu
7. To develop an understanding of current trends in teaching of Urdu language.
MODULE 1: FUNDAMENTALS OF URDU LANGUAG E AND ITS TEACHING
(2 Credits)
Unit 1: Basics of Academic Disciplines
a) Meaning of academic disciplines, Relationship between academic disciplines and
Urdu
b) Classification of academic disciplines: Becher -Biglan typology (pure -hard, pure soft,
applied -hard, applied -soft types) with emphasis on nature of knowledge in each type.
c) Place of Urdu in the present school curriculum.
Unit 2: Understanding the Urdu Language and its Teaching
a) Origin And History of Urdu Language
b) Values of teaching Urdu language(Social, I ntellectual, Emotional and
Communicative)
c) Maxims of teaching Urdu Language
Unit 3: Essentials of Teaching Urdu and Curriculum Transaction
a) Principles of Curriculum construction
b) Correlation of Urdu with other school subjects
c) Learning resources: Library, Te xtbook, Dictionary, Encyclopedia, Newspapers and
Magazines and E - resources
MODULE 2: TRANSACTING THE URDU LANGUAGE CURRICULUM (2 Credits)
Unit 4: Methods and Approaches of Teaching (Meaning, Procedure, Merits and
Demerits)
a) Methods: Discussion, Narration , Inductive - Deductive, Dramatization, Appreciation
and Direct
b) Approaches: Constructive and Question Answer Approach
c) Objectives of teaching Urdu Prose, Poetry, Grammar and Composition
Unit 5: Professional Development of Teachers
a) Challenges faced by a Ur du Teacher
b) Need and Avenues of Continuous Professional Development
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c) Contribution of Institutions like NCERT, SCERT, Balbharti and Maharashtra State
Board of Textbook Production and Curriculum Research
Unit 6: Current trends in Teaching of Urdu Language
a) Clubs (objectives, significance)
b) Innovative trends in teaching of Urdu - Language Games, Language Competitions,
Innovative Lessons -Co-Teaching, Theme based Lessons
c) Diagnostic and Remedial Teaching
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Parti culars Marks
1 Task/Assignment for each module held in the semester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Select any one Urdu text book from Std. VI to X and find out the correlation between
the lessons and other school subject.
OR
b) Enumerate various Urdu websites and their utility.
c) Convert any one Prose or poetry lesson from Urdu text books into drama & Prepare
its lessons plan also.
OR
d) Write any 5 innovative language games. Write their process of implementation.
References:
Tareekh Adab -E-Urdu, Part I & II, Jameel Jalbi, Educational Publishing House,
Delhi, 1992
Tareekh Adab -E-Urdu, Part I, II & III, Wahaab Ashrafi, Educational Publis hing
House, Delhi, 2005
Urdu Zaban -o-Adab ki Tareekh, NCERT, New Delhi, 2013.
Jame Urdu Encyclopedia, (Adbiyaat) Part I, National Council for Promotion of Urdu
Language, New Delhi, 2003.
Wazaahati Kitabiyaat, Gopi Chand Narang & Muzaffar Hanfi, National Council for
Promotion of Urdu Language, New Delhi, .
Rehnuma Kitab for teachers, NCERT, New Delhi, 2012.
Qawaid -E-Urdu, Maulvi Abdul Haq, Anjuman Taraqqi Urdu (Hind), New Delhi,
2005.
Zaban aur Qawaid , Rashid Hasan Khan, National Council for Promotion of Urdu
Language, New Delhi, 2001.
Urdu Qawaid aur Insha, NCERT, New Delhi, 2013.
Urdu Zaban -o- Qawaid , Part I & II, Shafi Ahmad Siddiqui, Zakir Nagar, New Delhi,
2001.
Bharat ka Aaeen, National Council for Promotion of Urdu Language, New Delhi,
1995.
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Hindustani Zabanon ki Tadrees (Position Paper), NCERT, New Delhi, 2010. Urdu
Darsiyaat (Urdu Pedagogy), NCERT, New Delhi, 2015.
Fan-e-Tadrees -e-Urdu (Pedagogy of Urdu), M. Qamar Saleem, New Delhi, 2015
Urdu Kaise Padhaein, Saleem Abdullah, Educational Publishing House, Aligarh,
1986.
Ham Urdu Kaise Padhaein, Mueenuddin, Maktaba Jamia Limited, New Delhi, 1992.
Urdu Zaban ki Tadrees, Mueen Uddin, National Council for Promotion of Urdu
Language, New Delhi, 2004.
Urdu Asnaaf ki Tadrees, Omkar kaul & Mas ood Siraj, National Council for
Promotion of Urdu Language, New Delhi, 2003.
Urdu Zaban ki Tadrees, Mueenuddin, National Council for Promotion of Urdu
Language, New Delhi, 2004.
Tadrees Zaban -e-Urdu, Sherwani, Calcutta,1989.
Urdu Zaban ki Tadrees aur us ka Tariqa -E-kar, Umar Manzar, Shipra Publications,
New Delhi, 2009.
Tariqa Tadrees -e-Urdu, Nasreen Khalid Shaikh, Deccan Traders Educational
Publishers, Hyderabad.
Tariqa Tadrees -E-Urdu, Sayyed Asghar Husain & Sayyed Jaleel Uddin, Deccan
Traders Education al Publishers, Hyderabad.
Teaching of Urdu, Veena Pani Pandey, Mohit Publications, New Delhi, 2004. (In
English)
Ghazal aur Ghazal Ki Taleem, Akhtar Ansari, National Council for Promotion of
Urdu Language, New Delhi, 2001.
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ELECTIVE COURSE 2 (EC 2)
PEACE EDUCATION
Total Credits: 6
Total Marks: 100
Objectives
1) To understand the concept and types of peace.
2) To gain an understanding of the constitutional values and their importance for social
harmony.
3) To appre ciate the contribution of Mahatma Gandhi and Dalai Lama in Peace
Building.
4) To understand the concept and areas of Peace Education.
5) To examine the need for Peace education in present context
6) To develop an understanding into integrating peace education in th e curriculum
7) To apply the values, attitudes and skills required for Peace Education.
8) To gain insights into conflict resolution techniques and non -violent activism for peace
building
9) To understand the qualities and role of teacher for peace education
10) To und erstand and analyze the role of mass media and other social agencies in Peace
Education.
11) To understand challenges to Peace in multicultural society.
12) To examine impact of competition, corporeal punishment on peaceful environment in
schools.
13) To understand th e struggle for peace in today’s times.
MODULE 1: FUNDAMENTALS OF PEACE EDUCATION (2 Credits)
Unit 1: Peace Education: Concept and Nature of Peace Education
a. Peace: Meaning, concept and classification of peace
b. Peace Education: Meaning, nature and aims o f peace education
c. Need and relevance of peace education in the present times
Unit 2: Basis of Peace Education
a. Constitutional Values and Peace Education
b. Contribution of Gandhi and Dalai Lama to promoting the values of peace
c. Life skills required for Peac e Education (WHO)
Unit 3: Areas of Peace Education
a. Peace Education and Conflict Management: Conflict, types of conflict Managing
conflict techniques, role of education in resolving and reducing conflicts in family,
school and society.
b. Peace Movements and Preservation of ecology.
c. Violence and Non -violent activism: Addressing the challenges of Direct violence (
terrorism, war, destruction of land, assault, industrial waste. Riots) and indirect
violence (discrimination, sexism, racism, poverty, lack of educa tion and health
services) through peace education.
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MODULE 2: INTEGRATION OF PEACE EDUCATION IN SCHOOL
CURRICULUM (2 Credits)
Unit 4 Transacting of Peace Education
a) Integrating Peace Education in curriculum: subject perspectives, subject conte xt,
methods of teaching, co -curricular activities, classroom management, classroom
activities
b) Educating for culture of peace: developing values like tolerance, patience, duty
consciousness, mutual respect, introspection, objectivity, rational thinking and
leadership skills through unilateral ethics.
c) Introspection, Mediation, persuasion for peace - Cultivating the perspective and skills
necessary for peace;
Unit 5: Preparation for Peace
a) Role and qualities of teacher promoting peace
b) Role of agencies for Peace: family, community, NGOs, World organization like
UNESCO for development of values for peaceful co -existence.
c) Role of Mass Media and social media in Peace Education.
Unit 6: Concerns and Challenges for Peace
a) Life at school: culture of competition; corporal punishment and its consequences
b) Addressing challenges to Peace in Multicultural Society.
c) Struggles for Peace ( Mother Teresa, Nelson Mandela )
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each m odule held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Prepare a lesson plan for any one topic in your subject using interactive and
participatory methodology to integrate peace values, develop attitudes and skills for Peace
education. (Compulsory)
b) Role of teachers as peace builders: -Conduct a structured interview of a school teacher to
understand the role of t eacher in promoting peace in classroom/school.
c) Observation based survey : Write a report on basis of observation about the school
practices towards conflict resolution and maintaining peace
d) Panel Discussion on values of peace and social justice in 21st century
e) Analyse a text book from your pedagogy and write a report on Text Book as means of
nurturing peace.
f) Create a learning resource to promote peace amongst school students
g) Promotion of peace in the school/community through essays, posters, poems or stor ies
h) Explore any one historical narrative and write a review on it regarding ways of conflict
resolution and peace development
i) Prepare a Case Study of major conflicts between nation and states in present times.
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References
Theories of Education & Educatio n in emerging Indian Society , B.N.Dash (Dominant
Publishers and Distributers, 1st Edition,2004 ) .
Education or Peace, Dr.Usha Rao ( Himalya Publishing House ,First Edition ,2012)
Striving For Peace ,Ram Punyani (Two Enterprises )
Non-violence and Peace E ducation , (Volume I ), Dr. Ravindra Kumar , Mrs.Megha
Pandey, Sanjay (2004).Peace Education. New Delhi: NCERT .
Fran Schmidt and Alice Friedman. 1988. Peacemaking Skills for Little Kids . Miami ,
Florida USA : Peace Education Foundation.
Peace and Value E ducation .Dr. Kiruba Charles & V. Arul Selvi . (Neelkamal
Publications Pvt Ltd , New Delhi , First Edition ,2012 )
Gultang, J. (1996). Peace by Peaceful Means: Peace and Conflict , Development and
Civilisation , PRIO: International Peace Research Institute of Oslo and Sage
Publications.
The Real World of Technology (available in Hindi) Karve, I. Yuganta. Kesavan, M.
Education and the Significance of Life Kumar, K. Learning from Conflict. Kumar, K.
Ways to Peace Norberg - Hodge, H. Ancient Futures. Russell , B.
Common Sense and Nuclear Warfare. Sheehan, V. Mahatma Gandhi Singh, N.
Loktantra, Sanskriti aur Shiksha (also available in English in Kumar, K. (ed.)
Democracy and Education in India).
Teresa, Mother. Reaching out in Love UNICEF.
The State of the W orld's Children (reports of the last five years). UNESCO.
Learning the Way of Peace: Teacher's Guide. Websites: Hiroshima Peace Memorial
Museum Peace Education: INEE Site (endorsed by UNESCO)
Aims of Peace Education by UNICEF page 22 -24
https://www.unice f.org/education/files/PeaceEducation.pdf
Integrating Peace Education in Teacher Education
http://philippines.forumzfd.org/sites/default/files/downloads/130807_peace_education
_teaching_guide_compressed.pdf
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ELE CTIVE COURSE 2 (EC 2)
EDUCATION FOR RURAL DEVELOPMENT
Total Credits: 6
Total Marks: 100
Objectives
1. To understand the characteristics of rural areas.
2. To understand the educational problems of rural areas.
3. To develop empathy towards the rural community.
4. To apply gained information and understanding pertaining to rural areas.
5. To develop an appreciation of the role of education for rural development.
6. To develop an appreciation of the contribution of social reformers for rural education.
7. To create an awareness of various government policies, programmes of rural
development.
MODULE 1: EDUCATION IN CONTEXT OF RURAL DEVELOPMENT (2 Credits)
Unit 1: Rural Education: Concept of Rural Development
a) Concept of Rural area – Definition, characteristics, needs of tribal c ommunity in
India.
b) Concept of tribal area - definition, characteristics. Needs of tribal community in India.
c) Concept of Rural development – Definition, needs and importance, scope of rural
development.
Unit 2 : Education in Rural Areas (Status and Issues & Recommendation)
a) Status& issues of Education in rural areas.
Early childhood Education in rural area. (Anganwadi, Balwadi)
Formal education in rural area. (Primary education, Secondary education, Higher
Education.)
Non - Formal Education and Ad ult education.
b) Status& issues related to Tribal Education.
c) Recommendation of Government Pertaining to Education in Rural & Tribal Area.
Unit 3: Gandhian Theory of Rural Development
a) Mahatma Gandhi’s Concept of Gram Swaraj and Rural Development
b) The concept of environmentalism & Gandhi
d. Gandhian approach towards sustainable development with special reference to Hind
Swaraj.
MODULE 2 : POLICIES, SCHEMES AND PROGRAMMES FOR RURAL
DEVELOPMENT (2 Credits)
Unit 4 Policies of Rural Development
a) Panchayat Ra j after 73rd Amendment and its impact on rural development.
b) Khadi and village Industries Commission: Objectives, Functions, Programmes
c) Right to education, Education for all
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Unit 5 Government Schemes & Programmes for Rural Development
a) Women empowerm ent- self help group ( SEWA)
b) Health improvement – Gram swachta abhiyan , National Programme of Midday meal,
National Rural Health Mission
c) Concept & types of Rural Tourism (Eco tourism, Agro Tourism)
Unit 6 Experiments of Rural Development
a) Water Resource: Rajendra Sing (Tarun Bharat Sangh, Jalbiradari -Rajasthan),
Vilasrao Salunkhe( Pani panchayat), Water Movement
b) Health care – SEARCH: Dr. Rani Bang, Hemalkasa, Anandwan - Dr. Amte
c) Educational Development: Pabal , Nai Talim ( Ramesh Panase)
MODULE 3: IN TERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the f ollowing tasks:
a) Explore any one Project of rural development and write a critical review of it.
b) Panel Discussion on Issues pertaining to rural area & rural development.
c) Promotion of Rural Tourism in the school/community through essays, posters, poems or
stories
d) Visit to one educational institution in rural area & write a report about it.
References
Iyer R., Moral and Political Ideas of Mahatma Gandhi, Oxford, 1975
Parekh B., Colonialism, Tradition and Reforms, Sage, Delhi, 1989
Bandurant J., Conquest of Violence, Berkley University, Cambridge, 1955.
Seth P. N. Gandhi and Green Theory, Gujarat Vidyapeeth, Ahmedabad, 2001
Mathur J. S. and Mathur A. S. (Ed.), Economics Ideas of Mahatma Gandhi.
Ramma Reddy G. (Ed.) Patterns of Panchayati Raj in India, Delh i, 1977
Narayan I. (Ed.) Panchayati Raj Administration in India, Popular, Mumbai,1985
Khanna B. S., Panchayati Raj in India, Deep and Deep, Delhi.
Sharma K. C., Leadership in Panchayati Raj, Printwell, Jaipur1996.
Mishra S. N., Rural Development and Panch ayati Raj, Concept, 1981.
Kaushik S., Women in Panchayati Raj, Har Anand, Delhi, 1993.
Thakur D. and Singh S. N., District Planning and Panchayati Raj, Deep and Deep,
Delhi, 1993
Baviskar B.S. and Mathew George (Eds) "Inclusion and Exclusion in Local
Governance : Field studies from rural India, Sage Publications, New Delhi
Websites:
planningcommission.nic.in/sectors/index.php?sectors= rural
nrhm.gov.in
en.wikipedia.org/wiki/ Integrated _Child _Development _Services
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w.w.w.icds.gov.in
hp.gov.in/ssa/page/RM SA.aspx
www.rssaindia.org.in
indias anitationportal.org/1807
http://www.unesco.org/education/efa/know_sharing/flagship_initiatives/towards_new
_policy.pdf
http://wwwunicef.org/india/ile
www.unicef.org/india/education.html
www.unevoc.unesco.org/up/India_ Country_Paper.pdf
dspace.iimk.ac.in/bitstream
www.searchgadchiroli.org
www.grammangal.org/pdf/trible development.pdf
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INTERDISCIPLINARY COURSE 3 (IC 3)
LANGUAGE ACROSS CURRICULUM
Total Credits: 6
Tota l Marks: 100
Objectives
1. To understand the meaning and functions of language. -
2. To develop appreciation for the significance of language across curriculum
3. To develop understanding of language diversity in the Indian context
4. To understand the different theor ies of language acquisition and language deficit
5. To understand the impact of oral language and questioning on student learning
6. To understand various genre of texts available in different content areas.
7. To develop competencies in fostering reading and writi ng skills among school
children
8. To develop appreciation for the critical role of the teacher in transacting language
across curriculum
.
MODULE 1 – UNDERSTANDING LANGUAGE AND LANGUAGE DIVERSITY
(2 Credits)
Unit 1: Language and its Function
a) Concept of lang uage
b) Characteristics of Language
c) Functions of Language
Unit 2: Multilingualism and its Implications in the Indian Classroom/ Context
a) Multilingualism in the Indian Context
b) Developing socio -linguistics awareness in the Indian classroom
c) Critiquing state polic ies on language and education
Unit 3: Language Acquisition Theory
a) Environmental Skinners Theory Language Acquisition
b) Biological – Chomsky’s Theory on Language Acquisition
c) The Deficit Theory
MODULE 2 TRANSACTING LANGUAGE ACROSS DISCIPLINES/CURRICULUM
(2 Credits)
Unit 4: The Nature of Classroom Discourse, Oral Language in the Classroom
a) Class room discourse, nature and its types
b) Importance of oral language in the classroom
c) Engaging learners in language learning – Importance of Questioning and types of
quest ioning, Discussion based learning
Unit 5: Reading and Writing across Content Areas
a) Identifying nature of texts and language structures – Expository vs Narrative,
Transactional vs Reflective, Language schema, text structures.
b) Techniques to enhance reading comprehension ( Scanning, Skimming, Columnar
Reading and Key word Reading)
c) To develop different types of writing skills.
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Unit 6: Language across Curriculum
a) Language for specific purpose: Education & Training, Research
b) Relationship to content -based instru ction
Language and Mathematics
Language and History:
Language and Science
Language and Geography
c) Language and Medium of instruction
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the se mester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Rewrite a unit from a prescribed text book in the form of a dialogue appropriate for a
multi lingual class in the target language.
b) Construct a glossary of content words in different subjects.
c) Visit a school or NGO that caters to the economically and socially disadvantaged
children and write a 1000 words description of the teacher’s challenges to t each
language to the class and your reflections on the same.
d) Prepare a lesson plan in a school of your choice incorporating the different types of
questions.
e) Conduct an interview of minimum three teachers in school to understand how they
promote oral langu age in their classes and submit a short report.
f) Write a lesson plan using any two strategies of reading comprehension.
g) Take a story/poem and rewrite in the other form.
References:
Agnihotri,R.K.(1995). Multilingualism as a classroom resource. In K.Heugh A . Segruhn,
& P.Pluddemann (Eds) Multilingual education for South Africa. Heinemann Educational
books.
Alexander. (2005). Towards Dialogic Teaching:rethinking classroom talk. UK:Dialogues
UK
Allwright, D.& ABailey, K.M. (1991). Focus on the language classro om. Cambridge:
Cambridge
Behrens, L, & Rosen, L.J. (1997). Writing and reading across curriculum. U.S:
Longman.
Christie,F.(2005) Classroom discourse analysis: a functional perspective.
Kecht, M. & Karthrina. (2000). Languages across the curriculum: Interd isciplinary
structures and International education. Columbus: National East Asian Language
Resource centre.
Lall. R. (2016). Language Across the Curriculum. Vinay Rakheja, Pub. Meerut.
Ranjana Pandey. (2016). Language Across The Curriculum. Bookman, publis hers. New
Delhi.
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Santhose Areekkuzhiyil. (2016). Language across the Curriculum. Neelkamal, pub.
Hyderabad.
Wallace. (1998). Study skills in English. Cambridge: Cambridge University Press.
Click here: First page
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FOURTH SEMESTER
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CORE COURSE 5 (CC 5)
CONTEMPORARY INDIA AND EDUCATION
Total Credits: 6
Total Marks: 100
Objectives:
1. To understand the concept of Diversity as it exists in Contemporary Indian society
2. To understand the inequalities in Indian Society an d the marginalization of the weaker
sections
3. To understand the implications for education in coping with Diversity and Inequality
to achieve Universal Education in Indian society
4. To critically understand the constitutional values related to the aims of edu cation in a
Democracy
5. To be acquainted with contemporary issues and policies and their origin with regard
to Education in Indian society
6. To be acquainted with the relevant education commissions in the context of
Liberalization, Privatization and Globalizat ion
MODULE 1: CONTEMPORARY INDIAN SOCIETY (2 Credits)
Unit 1.Understanding and Addressing Diversity in Indian society
a) Difference between diversity, stratification and marginalisation in contemporary India
b) Concept and characteristics of divers ity: linguistic, regional and religious
c) Challenges and Role of Education : Linguistic diversity, Regional and Religious
Diversity
Unit 2.Addressing Inequality of Indian society: Nature, Challenges and Role of
Education
a) Stratification of Indian Society wi th reference to Caste, Class and Gender
b) Concept of Marginalized groups in Indian society: SC/ST/OBC/EBC/NT
c) Role of Education with respect to addressing the needs of stratified and marginalized
groups
Unit 3: Constitutional Values and Stratification, Marginalisation and Diversity
a) Constitutional Values like democracy, socialism and equality for reducing
stratification and marginalisation
b) Education and Fundamental Rights and Duties: Articles 14, 15, 16, 30 and 51A
c) Directive Principles of state policy with regards to stratification and marginalisation
MODULE 2: POLICY FRAME WORK FOR EDUCATION (2 Credits)
Unit 4 – Policies and Role of Education
a) Nayee Taleem to integrate life, work and education for development
b) RTE Act 2009 and Universalisation of Ed ucation
c) RMSA and Recommendations for Secondary Education
Unit 5 - Education Commission & Recommendations
a) National Policy of Education – 1986
b) National Curricular Framework, 2005
c) National Curriculum Framework for Teacher Education, 2009
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Unit 6 - Emerging T rends
a) Open & Distance Learning –Concept & Characteristics
b) Globalization, Liberalization& Privatization – Concept, characteristics and
Implications
c) Role of Mass Media in Education
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Organizing and Conducting street plays emphasi s on role of education and media in
addressing the problem of social exclusion/ inequality
b) Critical analysis of an educational film
c) Report on the Educational Challenges of Deprived /Marginalised group of Children
d) Collaboration with an NGO - Conducting fi eld visits, case studies, and participating in
their projects.
e) Seminar presentation on the impact of emerging trends/policies in Education
References
Agarwal J.C.( 19991). Theory and [practices of education. Vikas publishing house Pvt
Ltd. New Delhi .
Dash BN (2002 ). Teacher and education in the emergeing Indian Society. Vol.2.
Neelkamal publication. Hydrabad.
Arora G.L & Pranati Panda.Fifty Years of Teacher Education in India (Post
Independence Developments):NCERT
Chinara B.(1997). Education and Democr acy, APH. New Delhi.
John, Zeepa Sara. (2012) Philosophical and Sociological Foundations of Education.
Chennai: Almighty Book Company,
Mukherji, S. M.(1966). History of education in India, charya book depot, baroda.
Chaube. S.P. (2013). Problems of India n Education. Shri Vinod Pustak Mandir : Agra
Sngaravelu.G. (2012). Education in the Emerging Indian Society. Neelkamal
Publications Pvt. Ltd.: New Delhi
Swaroop Sarena, N.R. & Shikha Chaturvedi. (2012). Teacher in Emerging Indian
Society. Lall Book Depot : Meerut
Qureshi, Muniruddin. (2005). Social aspects of Education. Anmol Publications Pvt.
Ltd.: New Delhi
Public report on basic Education in India: The Probe team in association with centre
for development economics, October 1998
Agarwal. J.C (2008). Education in the emerging Indian Society. Shipra Publications
Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society,
NCERT, New Delhi.
Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut :
International Publishing House
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Zhijian, L.The multirole of Teacher: Retrived July 10, 2012, fromWuhan university of
science and engineering: http://www.seiofbluemoutain.com
Vision of Teacher Education in India Quality and Regulatory Perspective. Volume 1
August, 2012. Retrieved from
http://mhrd.gov.in/sites/upload_files/mhrd/files/documentreports/JVC%20Vol%201.p
df
Click here: First page
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ELECTIVE COURSE 3 (EC 3)
ACTION RESEARCH
Total Credits: 6
Total Marks: 100
Objectives:
1. To help the pupil i n understanding the basics of Action Research
2. To help the pupil in understanding the process of Action Research
3. To help the pupil in applying the cycles of Action Research in the teaching -learning
process.
4. To help the pupil in analyzing the importance o f validating Action Research at each step.
5. To help the pupil in applying the methods of Action Research to the teaching learning
process.
6. To help the pupil in understanding various data collection tools of Action Research.
7. To help the pupil in developin g the skill of constructing appropriate tools while
conducting an Action Research.
8. To help the pupil in comprehending the components of Action Research Plan.
9. To help the pupil in distinguishing between quantitative and qualitative data analysis in
Action Research.
10. To help the pupil in understanding the features of a good Action Research Report.
11. To help the pupil in analyzing the ways of sharing and reflecting Action Research.
12. To help the pupil in developing the spirit of enquiry in the students.
MODU LE 1: FUNDAMENTALS OF ACTION RESEARCH (2 Credits)
Unit 1: Basics of Action Research
a) Meaning, Principles, Characteristics , Benefits and Limitations of Action Research
b) Difference between Fundamental and Action Research
c) Identification of Problem in Acti on Research – Locating, Delimiting Problem,
Research questions
Unit 2: Action Research - Types, Approaches and Methods
a) Types of Action Research –Individual teacher action research and Collaborative
action research (Meaning, Rationale, uses and limitation s)
b) Approaches of Action Research: Qualitative and Quantitative - Concept and Need
c) Methods of Action Research –Experimental and Case Study - Meaning, Purpose,
Process and limitations
Unit 3: Process of Action Research
a) Action Research Process –Stephen Kemmi ’s Action Cycle, Kurt Lewin’s Force Field
Analysis.
b) Validation of Action research -Concept and types : Self, Peer and Learner
c) Ethics in Action Research
MODULE 2: ACTION RESEARCH: TOOLS AND TECHNIQUES, PLAN AND
REPORT (2 Credits)
Unit 4: Data C ollection - Tools and Techniques
a) Tools for Data Collection – (Characteristics, uses and limitations)
1. Questionnaire –Open and Close ended
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2. Artifacts: Documents, Records (Student’s journals, logs, audio, videos)
b) Techniques of Data Collection -
1. Intervie ws –Structured and Unstructured
2. Observation - Participant and Non -Participant
c) Role of teacher in Action Research, Action Research for Professional development
of teachers
Unit 5: Planning, Conducting and Reporting Action Research
a) Designing the Action Research Plan (research question, need, significance, aims and
objectives, research team, research design, schedule and budget)
b) Analysis of Data: Quantitative - Descriptive Analysis - Percentage, Mean, Correlation
and Graphical representation (uses and lim itations)
c) Qualitative (Immersion reflecting, standing back analyzing; synthesizing; relation to
other work; locating reflecting back; returning for more data Presenting disseminating
and sharing).
Unit 6: Reporting Action Research
a) Features of a good qua lity Action Research Report – Comprehensibility,
Authenticity, Truthfulness and Appropriateness.
b) Sharing and Reflecting - Locally, Action Research Communities, Professional
Conferences and print and e - Journals.
c) Reflection in Action Research
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the semester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of th e following tasks:
a) Design an action research plan.
b) Make a scrap book depicting TWO case studies related to professional growth of
teachers while doing action research.
c) Prepare a tool for data collection for an action research project of your relevance.
d) Critically review any action research report for elements of good reporting.
References
Crowder, N.A. (1959). Action Research to Improve School Practices. New York:
Columbia University.
NRC, (2001) National Research Council. Mathematics learning study: Cent er for
Education, Division of Behavioural and Social Sciences and E ducation, Adding it up:
Helping children learn mathematics. Edited by J. Kilpatrick e t al., Washington, DC:
National Academy Prehttp://www.edel.edu/pbl
Lavin, R.E.(1995). Cooperative Learni ng: Theory, Research and Practice.(2 nd ed).
Michigan: Allyn & Bacon.
Sharma R. A. (1993). Teacher education, Theory, Practice and Research. Meerut :
International Publishing house.
Ebel, R.L. (1969). Outdoor Education. Encyclopeadia of Educational Researc h (4th ed.).
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London: The Macmillan Company, pp. 921 -924
Fitchman & Silva (2003). The Reflective Educators’ Guide to Classroom Research.
California: Corwin Press.
Moody, M. (2010). Teaching Twitter and Beyond: Tip for Incorporating Social Media in
Tradition al Courses. Journal of Magazine & New Media Research 11(2): pp. 1 -9.
National Commission for Protection of Child Rights . ncpcr.gov.in/
Pandey,S,K and Sharma, R.S (2008 ). Encyclopaedia of Modern Techniques of Teaching,
New Delhi: Commonwealth Publishers.
A Special Education Research and trends (1986) - Edited by
Richad J. Maris Burton Blatt, USA Pergamon PressA Special Education Research and
trends (1986) - Edited by Richad J. Maris Burton Blatt, USA Pergamon Press
Agrawal, J.C.&1968) Education Research. N ew Delhi : Arya Book Depot.
Best. J.W. (1982). Research in Education. New Delhi : Prentice Hall of India Pvt.Ltd.
Campbell, W.G.etal (1968). Form & Style in Thesis. Boston : Writing Houston Mifin Co.
Coery,(1953). Action Research to Improve School Practic es. New York : Teachers
College, Columbia University.
Gattertt, H.E., (1981). Statistics in psychology & Education Vakits Feffer & Simons Ltd.
Gullford, J.P., (1950), Fundamental Statistics in Psychology & Education. McGraw Hill
Book Company, Good & Scates , Methods of Research
Fox, D.J., The Research Process in Education.(Holt).
Kual, Lokesh (1988). Methodology of Educational Research New Delhi : Vikas
Publishing House Pvt.
Rober, M.W., Travers. An Introduction of Educational Research. New York: The
McMilla n Company.
Sukhla, Mehrotra & Mehrotra (1970) , Elements of Educational Research : Allied.
Publishers Ltd
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ELECTIVE COURSE 3 (EC 3)
ENVIRONMENTAL EDUCATION
Total Credits: 6
Total Marks: 100
Objectives:
1. To develop an understanding about the concept of environmental education, its need
and principles.
2. To develop an understanding of the concepts of Environment and Ecology.
3. To develop an understanding about ecological energy dynamics and entropic
pollution.
4. To generate an awareness about major environmental issues
5. To explore and appreciate environmental values depicted in ancient Religious
Philosophies.
6. To develop an understanding of the various approaches of environmental education.
7. To create an awareness about the public efforts and government initiatives protecting
and conserving environment.
8. To develop an understanding about the concept and need for sustainable development.
9. To develop a positive attitude towards protecting and conserving environment.
10. To devel op skills of observation, participation and assessment through environmental
projects.
11. To understand the status of environmental education in school curriculum
12. To understand the curriculum and methods in environmental education.
13. To acquire knowledge abou t the different methods of teaching in environmental
education
14. To acquire knowledge of the tools and techniques for the evaluation of environmental
education
MODULE -I: FUNDAMENTALS OF ENVIRONMENTAL EDUCATION (2 Credits)
Unit 1: Concept of Environment, E co System and Ecology
a) Environment: Meaning, Components (Biotic and Abiotic),
b) Concept of Eco System & Types of Eco System,
c) Concept of Ecology, Ecological Pyramids (Numbers, Mass, Energy), Food Web.
& Ecological Energy Dynamics
Unit 2 : Major Environmental Issues: Meaning, Causes, Effects and Remedies
a) Climate Change & Loss of Biodiversity.
b) Bio magnification and Eutrophication
c) Genetic Engineering & Urban Sprawl
Unit 3: Development of Environmental Education
a) Historical Developments: Stockholm conference (1972), Intergovernmental conference
(1977), Kyoto Protocol (2005), Tbilisi + 30 (2007).
b) Environmental Education: Meaning, Objectives, Principles & Significance
c) Approaches of teaching Environmental Education (M ultidisciplinary and
Interdisciplinary)
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MODULE II: ENVIRONMENTAL EDUCATION FOR SUSTAINABLE
DEVELOPMENT (2 Credits)
Unit 4: Initiatives for Environment Assessment
a) Environmental Impact Assessment: (Meaning, Steps & Significance)
b) Environmental Ma nagement and Protection Need for environmental management –
function and characteristics of environmental management
c) Environmental Audit: (Definition; Features and types of environmental auditing)
Unit 5 : Sustainable Environmental Management
a) Sustainable Development: Meaning, Need, Guiding Principles.
b) Sustainable Environmental Practices: Rain water Harvesting, Mangrove Management,
Solid Waste Management (Meaning, Process and Significance of each)
c) Indigenous Technical Knowledge as a sustainable Practice
Unit 6: Environmental Initiatives, Projects and Laws
a) Movements: Tarun Bharat Sangh , Narmada Bachao Andolan,
b) Projects: Tiger Project, Ganga Action Plan,
c) Laws of Conservation & Protectiion: Wild -lifeProtection Act -1972, Environment
Protection Act, 1986 and No ise Pollution Act -2000.
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the semester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given se mester 05
Total 40
Any two of the following tasks:
a) Presenting a case study/statistical study of a city/region from local, national or global
level pertaining to a specific environmental issue.
b) Field visit and a report/ Case study of conservation effort s at individual/ institutional
level.
c) Awareness activity in the community/school regarding various environmental issues
through an exhibition or display.
d) Generating awareness about Environmental Values depicted in ancient religious
philosophies through sto ry telling in the class.
e) Preparation of an Instructional Plan for curricular/co -curricular activity in the
classroom to impart Environmental Education and Practice Lesson.
f) Conducting any one activity at the college level such as vermi -composting, paper
recycling, terrace gardening, etc.
g) Organizing any one co -curricular activity to impart environmental education in school
or college and writing a report.
h) Preparing an Environmental Audit Report for an individual process.
i) Conducting a seminar on any one govern ment initiative for conserving environment/
anyone organization such as Chipko Movement , Narmada Bachao Andolan, Green
Peace, etc. working for environmental conservation.
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j) Conducting an activity based on Indigenous Technical Knowledge (ITK) Practices
and s ubmit a report
References
Agarwal, S.P. and Aggarwal, J.C. (1996) Environmental Protection, Education and
Development. New Delhi: New Concepts.
Board of Education Fountain. (1999). Peace Education UNICEF. NY: UNICEF.
Bondurant, J. V. (1996). Teaching tol erance: Raising open minded Emphatic
Children. New York: Doubleday.
Eisler, J. (1994). Comprehensive conflict result program (1993 -94). New York: N. Y.
City.
Joy, P., & Neal, P. (1994). The handbook of environmental education: London, New
Fetter Lane 41
Kelu, P. (2000). Environmental education: A conceptual analysis. Calicut: Calicut
University.
Kumar, A. (2009). A text book of environmental science. New Delhi: APH Publishing
Corporation.
Reddy, P. K., & Reddy, N. D. (2001). Environmental Education. Hyera bad:
Neelkamal publications.
Sharma, R. A. (2008). Environmental Education. Meerut: R.Lall Books Depot.
Sharma, B. L., & Maheswari, B. K. (2008). Education for Environmental and Human
value. Meerut: R.Lall Books Depot.
Sharma, R. G. (1986). Environmental Education. New Delhi : Metropolitan Book Co.,
Pvt. Ltd.,
Singh,Y. K. (2009). Teaching of environmental science. New Delhi: APH Publishing
Corporation.
Sharma, V. S. (2005). Environmental education. New Delhi: Anmol publ ication.
Stockholm: Christian Council of Sweden.
Click here: First page
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ELECTIVE COURSE 3 (EC 3)
GUIDANCE AND COUNSELLING
Total Credits: 6
Total Marks: 100
Objectives:
1. To develop an understanding of the basic concepts in guidan ce and counselling.
2. To develop an understanding of the strategies and devices used for guidance.
3. To develop an understanding of the concept and strategies for career guidance and job
satisfaction.
4. To develop an understanding of the process, skills and stra tegies of counselling.
5. To sensitize the students to the psychological issues faced by adolescents and strategies to
help them cope.
MODULE 1 FUNDAMENTALS OF GUIDANCE (2 Credits)
Unit 1 : Concepts in Guidance
a) Concept (Meaning and Characteristics), Prin ciples, Functions, Need
b) Types of Guidance – Educational, Vocational & Personal
c) Agencies of Guidance – Home, School
Unit 2 : Strategies and Devices for Guidance (Uses and Limitations)
a) Strategies for Guidance - Individual and Group
b) Tests for Guidance -Aptitude, Interest & Personality
c) Non-Testing Devices – Case study, Interview & Check list
Unit 3 : Career Guidance
a) Sources of Career information and Strategies of disseminating career information
b) Ginsberg’s Theory of Vocational Choice, Factors influencing Vocational Choice
c) Concept and Factors affecting Job Satisfaction
MODULE 2 FUNDAMENTALS OF COUNSELLING (2 Credits)
Unit 4 : Concept of Counselling
a) Meaning and Characteristics of counselling
b) Types of counselling – Directive, Non -directive and Eclectic
c) Process of counselling ( Initial Disclosure, In-depth exploration and Commitment to
action)
Unit 5 : Counselling and Intervention
a. Skills required for counselling (Rapport Building, Listening, Questioning &
Responding)
b. Approaches of counselling – Cognitiv e-Behavioural (Albert Ellis – REBT) &
Humanistic ( Person Centered Counselling - Carl Roger’s)
c. Counselling for Adolescent Issues – Addiction (Substance abuse & technology
induced social networking), Academic Stress.
Unit 6: Role of Counsellor in Contem porary Society
a) Teacher as a counsellor and promoting positive mental health
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b) Professional ethics of a counsellor
c) Functions, qualities & qualifications of counsellor .
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignmen t for each module held in the semester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Reflective account of the take away from the course and thei r application in future
career.
b) Strategies for handling Academic Stress / Bullying / Relationship / Handling puberty
Issues / suicide.
c) Visit and report of a visit to any one place (Employment exchange, Guidance Bureau,
counselling centre)
d) Career Disseminat ion Session for school or junior college (any two careers)
References:
Dave, Indu.The Basic Essentials of Counselling Sterling Publisher. New Delhi
Paul,Lengrand. An Introduction to Lifelong Education 2 CroomHekn -London the
UNESCO Press -Paris. London
Rao, Narayana . Counselling Guidance Tata Mc GrawHill . New Delhi Vashist,S.R.
Methods of Guidance Anmol Publication. New Delhi
Singh , Raj . Educational & Vocational Guidance. Commonwealth Publication .New
Delhi
Bhatnagar , Asha &Gupta , Nirmala . Guidance & Counse lling -Vol. 1 Vikas Publisher
House. New Delhi
Kaushik,V.K&Sharma,S.R .Fundamentals of Psychology Anmol Publisher .New
Delhi Chandra,Ramesh. Guidance &CounsellingKalpaz Publications. Delhi
Shrivastava,K.K . Principles of Guidance &CounsellingKanishka Publi shers
Distributors. New Delhi
Panda,N.P. Education & Exceptional Children .Deep & Deep Publisher. New Delhi
Kalia,H.L. Counselling in Schools ICON. New Delhi
Chauhan,S.S. Principles & Techniques of Guidance . Vikas Publisher. New Delhi
Gibson,Robert. Intro duction to Counselling & Guidance .Prentice - Hall of India.
New Delhi
Rao,S.N . Guidance & Counselling. Discovery Publications. New Delhi
Click here: First page
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INTERDISCIPLINARY COURSE 4 (IC 4)
CREATING AN INCLUSIVE SCHOOL
Total Credits: 6
Total Marks: 100
Objectives
1. To discuss basic understanding of key concepts: diversity, disability and inclusion;
2. To gain insight into models of inclusion
3. To understand the diversities of abilities, classification and characteristics of stude nts
4. To describe the national and international framework with reference to disability and
inclusion;
5. To understand the curriculum and assessment adaptations for inclusive classrooms.
6. To describe the role general teachers, resource teachers and NGOs.
7. To id entify and implement actions areas to make schools and classrooms more
diversity friendly.
MODULE 1: TOWARDS NURTURING INCLUSION (2 Credits)
Unit 1: Understanding Inclusion
a. Difference between diversity, disability and inclusion
b. Meaning and Nee d of Inclusion. (Educational, Social, Economic, Humanitarian,
Democratic and legal perspectives)
c. Models of Inclusion (Charity Model, Functional Model and Human Rights Model).
Unit 2: Nurturing Inclusion
a. Concept of children with special needs and their type s
b. Characteristics of disabilities -sensory, neuro -developmental, loco -motor and multiple
disabilities.
c. Catering to Special Needs: Sensory, neuro -developmental, loco -motor and multiple
disabilities.
Unit 3: Policies Promoting Inclusion
a. International Policies and Significance of the policies: Salamanca 1994, UNCRPD,
EFA (MDG)
b. National Policies and Significance of the policies: Constitutional obligations for
education of diverse groups, Rehabilitation Council Act,1992 , National Policy for
Persons with Disabi lity 2006, Right to Education Act, 2009..
c. Educational concessions, facilities and provisions for CWSN.
MODULE 2: ADDRESSING LEARNERS’ DIVERSITY (2 Credits)
Unit 4: Curricular Issues
a. Curriculum adaptation/ modifications - Disability wise curricular a daptations /
modifications in Instructions.
b. Strategies for differentiating content in an inclusive classroom.
c. Alternative means for assessment and evaluation in an inclusive classroom.
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Unit 5: Inclusion in Classrooms
a. Barriers and Facilitators of Incl usion: Attitudinal, Social and Infrastructural.
b. Use of ICT in Inclusive classrooms.
c. Individualised Educational Plan: Concept, steps and significance.
Unit 6: Functionaries in Inclusive Settings
a. Profile and Role of teacher: General teacher and Resource teac her.
b. Role of NGO in supporting inclusive school.
c. Pre-support and pre -vocational training programme for children with special needs.
MODULE 3: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment for each module held in the sem ester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 05
Total 40
Any two of the following tasks:
a) Case study of a Learner with Special needs
b) Making a Report of Visit to a resource room
c) Interviewing a teacher working in a mainstream school promoting inclusion.
d) Prepare a scrap book showing different ICT technologies to cater to needs of children with
special needs. (Pictures and Information).
e) Seminar presentation on ‘Seven pillars of support for inclusive education: Moving from
“Why?” to “How’ (2007) by Tim Loreman
http://www.wholeschooling.net/Journal_of_Whole_Schooling/articles/3 -
2%20Loreman.pdf
References:
Karant, P. & Rozario, J. ((2003). Learning Disabilities in India. Sage Publications.
Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage
Publications.
King -Sears, M. (1994) Curriculum -Based Assessment in Special Edcuation.
California, Singular Publications.
Lewis, R. B. & Doorlag, D. (1995) Teaching Special S tudents in the Mainstream. 4th
Ed. New Jersey, Pearson
Mathew, S. (2004) Education of Children with Hearing Impairment. RCI, New Delhi:
Kanishka Publications.
McCormick, Sandra.(1999)Instructing Students who Have Literacy Problems. 3rd
Ed. New Jersey, P earson
Panda, K. C. (1997). Education of Exceptional Children. New Delhi: Vikas
Publications.
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Rangasayee, R.& Gathoo, V. (2007). Towards Inclusive Education of Children with
Hearing Impairment, A Hand Book For Regular School Teachers. AYJNIHH
Publishers.
Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.
Deshprabhu , Suchitra (2014) Inclusive education in India . New Delhi: Kaniksha
Publishers
Jha, M. M. (2002). School without Walls: Inclusive Education for All, Oxford:
Heine mann Education.
Manivannan, M. (2013) Perspectives on special education. Hyderabad: Neelkamal
Publishers
Mohapatra , Damodar . (2006) Impact of family environment on early childhood
education. Hyderabad: Neelkamal Pub.
Naomi, G Victoria, Optical devices for low vision reading , 2014, Hyderabad,
Neelkamal Publishers.
Rana, Nishta. (2013) Children with special needs.Hyderabad: Neelkamal Publishers.
Ranganathan, Snehlata. (2014) Guidelines for children with special educational
needs. New Delhi:Kaniksha Publishers
Rao, Alla Appa, (2010) Learning Disabilities. Neelkamal Publishers. Hyderabad
RCI (2013) Status of disability in India 2012. New Delhi:RCI Publishers
Renuka, P. (2014) Children with Disabilities Hyderabad. Neelkamal Publishers
Sharma, Yogendra K. (2014) Inclusive education. New Delhi: Kaniksha Publishers
Umadevi, M R. (2010) Special education. Hyderabad: Neelkamal Publishers
Weblinks:
RTE and disadvantaged children
http://www.ncert.nic.in/departments/nie/dee/publication/pdf/StatusreportRTE2013.pdf
THE REHABILITATION COUNCIL OF INDIA ACT, 1992
http://www.svay am.com/pdf/the_rci_act -1992&amendement_act_2000.pdf
Teachers in inclusion
http://www.inclusive -education -in-
action.org/iea/index.php?menuid=25&dow nloadid=87&reporeid=247
Universal Design for learning
http://inclusive.tki.org.nz/guides/universal -design -for-learning/
https://www.uvm.edu/~cdci/universaldesign/?Page=about -udl/guidelines -
principles.php&SM=about -udl/submenu.html
Click here: First page
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ABILITY COURSE 2 (AB 2)
READI NG AND REFLECTING ON TEXTS
Total Credits: 3
Total Marks: 50 (Internal)
Objectives
1. To infuse in student teachers the penchant for reading and writing
2. To instil and promote the skill of reading and writing
3. To appreciate texts from diverse fields
4. To acquaint the student teachers with comprehension skills
5. To examine the social angle to reading texts
6. To engage readers to interact with the text individually and in groups
7. To develop interpretation skills in reading texts
8. To develop reflective reading and writing skills
9. To generate critical/analytical responses from the readers
10. To maintain reflective journals
11. To develop the skill of reviewing a book
12. To gain insight into interpretive skills
MODULE 1: REVISITING READING (1 Credit)
Unit 1 Diversity of Text – Meaning, Significance and Reflection
a) Understanding Diverse Text Forms - Expository, Narrative, Persuasive, Scientific and
Technical.
b) Diversity of Texts related to Education –Expository, narrative, technical,
documentaries, policies, historical and ethnographies.
c) Socio -cultural Diversity and Texts :
i) Influence of individual diversity (Language, culture, caste, gender) on texts.
ii) Influence of group on understanding texts( Communicative Reader)
Unit 2: Reading for Understanding – Strategies and Steps of Reading
a) Davis’ Nine Component Skills of Comprehension.
b) Reading strategies: Previewing, Infer and Predicting, Skimming, Scanning and
Paraphrasing.
c) Reflecting through stages of Reading: Pre -reading, During Reading and Post Reading.
MODULE 2: REFLECTIVE READING AND WRITING (1 Credit)
Unit 3: Reading for Writing
a) Recreating Texts : Rewriting texts from new perspectives
b) Critical Analysis of a text
c) Reflective journal writing
Unit 4: Reading beyond Texts -Making Connections
a) Making connections to the Tex t: Text to self, Text to text, Text to World.
b) Reading Images and Seeing Texts: Visual to Word and Word to Visual.
c) Reading for Change: Understanding educational documents.
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MODULE 3: SUGGESTED TASK/ASSIGNMENT ACTIVITIES (ANY FOUR)
(1 Credit)
a) Choose a textb ook of any one standard from your pedagogy. Identify the different
types of text used. Write a report on use of these texts and explain their significance
to education
OR
b) Explore multicultural perspectives of local/classic/ world literature, stories, folk
songs, plays etc. and reflect its influence on individual and social life. Present your
perspective in form of a report or power point presentation
c) Read a passage and analyse the same using Davis’ Nine Component Skills of
Comprehension for understanding the text
OR
d) Apply different reading strategies in the three stages of reading of any text and
prepare a report
e) Read a text of students’ choice and make connection to oneself, to other text and to
the present context.
OR
f) Explore two texts one visual and one verbal. Explore visual to text and text to visual
perspectives and present your perspectives in form of a report.
g) Presentation of a book review of educational significance (Compulsory)
OR
h) Reflective Journal based on readings in the course
Refer ences
Ethnographies –
Meenakshi Thapan’s ‘Life at school: an ethnographic study’ & ‘Ethnographies of
schooling in contemporary india’ & other research studies
Extracts -
‘Teacher Man’ by Frank McCourt & extracts from ‘The Prophet’ by Kahlil Gibran
Macaulay’ s Minutes
Extracts from Rousseau’s ‘Emile’, Dewey’s writings, Plato’s Dialogues,
Krishnamurthi, Aurobindo, Tagore, Vivekananda, Gandhi.
Books -
Letter to a Teacher
Deschooling Society
Silenced Dialogue
How I Taught My Grandmother to Read a nd other Stories Sudha Murthy -
Tales from the Indian Jungle - Kenneth Anderson - Rupa& Co. 2001
Tales of the Open Road -Ruskin Bond - Penguin UK - 2006
Encounters with Animals - Gerald Durrel - Penguin - 2012
Weblinks:
http://www.tandfonline.com/doi/abs/10.1080
http://literacyonline.tki.org.nz/Literacy-Online/Teacher
http://mrsbrogley.com/blog
https://prezi.com/erhgpaokppsj/copy-of-chapter-5-mentor-texts/
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Collaborative Reader
http://www.apu.ac.jp/rcaps/uploads/fckeditor/publications/poyglo
http://www.ericdigests.org/1999-3/reading.htm
https://sethkorn.wikispaces.com/Communicative+Reading+%26+S torytelling
(interactive reader)
http://reflectivepractitioner.pbworks.com/f/Lincoln.pd
http://tc2.ca/pdf/t4t/t4t_reflective_writing.pd
https://www.press.umich.edu/pdf/9780472035052-ch1.pd
http://www.arvindguptat
http://www.writingforward.com/creative-writing/creative-writing-reflective-
journalin
Reflective Journal Rubric
http://hrsbstaff.ednet.ns.ca/twatson/reading_journal_rubric.hthttp://edtech.boisestate.
edu/connectionsacademy/rubrics/reflectio
http://www.readwritethink.org/files/resources/lesson_images/less
http://classiclit.about.com/od/forstudents/ht/aa_readinglog.ht
Klein, S., & U.W. Stout, Chandler, W., U.W. Whitewater (2006).
Reflection for Preservice and Inservice Art Teachers E-portfolio, from
http://www .uwstout.edu/art/artedportfolios/reflection/index.htmError!
Hyperlink reference not valid.
Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and
inquirers.2nd. ed. Portsmouth, NH, Heinemann.
Pensavalle, M., Tyerman, J., Delgadillo, L., Miyake, J., Soong, A, (2006). AACTE
2006
Proposal: How Reflection Impacts Instructional Change. AACTE 2006
Proposal, Retrieved Jan. 23, 2007, from
http://www .usc.edu/dept/education/up_files/AACTE_06_Presentation.pdf
Click here: First page
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UNIVERSITY OF MUMBAI
www.mu.ac.in
Click here: First page