Professional Documents
Culture Documents
B.Ed PROGRAMME
(For Academic Sessions 2011& on wards)
Scheme of Courses.
A Core Papers: (Papers I to IV) Paper I Paper II Paper III Paper IV B. Theory & Principles of Education Psychology of Learning & development Development of Education System in India. Essentials of Instructional Technology EXT/INT (80+20) (80+20) (80+20) (80+20) EXT/INT (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) (80+20) Marks 100 100 100 100 Marks 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
Specialization Papers (Paper V) a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) Alternative Education Creativity and Education Distance Education Elementary Computer Education Educational Technology Environmental Education Educational Measurement & Evaluation Guidance & Counseling Home Science Linguistics & Education Physical & Health Education Population Education Special Education School Management Value Education Group Project Work
Note: A C.
Student shall have to opt for one paper From the above mentioned Specialization Papers (Paper V).
Methodology of Teaching (Paper VI-VII) Group A: i) ii) iii) iv) v) Languages (Paper VI) Teaching of English Teaching of Urdu Teaching of Kashmiri Teaching of Hindi Teaching of Punjabi EXT/INT (80+20) (80+20) (80+20) (80+20) (80+20) Marks 100 100 100 100 100
Social Sciences (Paper VII) Teaching of History & Civics Teaching of Geography Science (Paper VIII) Teaching of Bio-Science Teaching of Physical Science Teaching of Mathematics
Student shall have to opt one paper from Group A & one paper either from Group B or Group C. Practice of Teaching (Papers IX ) 1. Internship & Practice of Teaching (Paper IX) i) ii) iii) iv) Internship Preparation of Teaching aids Mastery of Teaching Skills through Micro Teaching & Simulated teaching EXT/INT (30+20) (30+20) (60+40) Marks 50 50 100
Practice of teaching in actual classroom situation.(60+40) 100 No. of Papers Weightage 400 100 200 300 Total 1000 marks
A. B. C. D.
Core Papers Specialization Papers Methodology Papers Internship & Practice of Teaching
04 01 02 --
Note: I. A candidate shall have to pass all the four components separately. However the marks for
Components A, B & C shall be added for the purpose of deciding division in theory and the division in Component D shall be notified separately.
II. A candidate shall have to secure a minimum 40% of marks in Theory, 40% in Internal
assessment & 50% marks in Practice of teaching to qualify the examination.
Paper I Unit I
M.Marks 80
Unit II
Major Philosophies of Education i) iii) Naturalism Pragmatism. ii) iv) Idealism Existentialism
These Educational Philosophies shall be discussed with special reference to Aims, Curriculum, Role of Teacher & Concept of Discipline. Unit III
Educational Thinkers & their Contribution in developing Principles of Education.
M. K. Gandhi Tagore
: :
Basic Education Shanti Niketan Man making Education Learning by doing The play way method The didactic Apparatus
Education & the Social Frame of reference: i) Education & Democracy --. Basic Principles of Democracy . Education for Democracy ii) Education & Socialism Meaning, Importance & Role of Education in achieving the goals of Socialism. . Meaning of Secularism . Significance of Secularism in a multi religious society . Role of Education in multi religious society like India. iv) Education for National & Emotional Integration.
iii)
Unit V
Culture & Social Change i) ii) iii) iv) v) vi) Concept & Dimensions of Culture Characteristics of Culture Relationship between Culture & Education with special reference to conservative and creativity roles Concept of social change Factors of social change Roles of Education Vis--vis social change.
Note for Paper Setter: The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper.
References: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Jayaram, N. Ghosh, Muktrshree Prashad, Vijay Rao, Dr.D and Latha, D Mani, R.S Mukalal J.C Wilson Bryan Moore, W E Klyuer Baris Battamore, T.B Nath, Prem Socialogy of Education in India, Rawat Pub; Jaipur, 1990. Concept of Secular Education in India, B.R. Publishing Corporation, Delhi-1991. Untouchable Freedom Oxford University Press, Mumbai. Women Education and Empowerment Discovery publishing House, Delhi-1999 Educactional ideas and ideals of eminent Indians New Book Society of India, Delhi-1999. Gandhian Education Discovery apub. House, Delhi 1997 Education Equality and Society; George Allen and university Ltd, London-1975. Social change, Prentice Hall, America, 1964. Religion in Indian Society. Stering Pub Pvt. Ltd. Delhi,1979. Sociology, Blackie and Sons (India) Ltd; 1973. The Basis of Education, Schand and C. Ltd; Delhi-1979.
12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.
Bhatia, K.K and Khan, Mohd Sharif Panday, R.S Chaube S. P Srinivas, M.N Broudy H. Brubacher Brubacher Butler Hassan, Ijlal Hassan, Ijlal Kilpatrick Kneller Lodge Ram Nath & Keder Nath Rusk Taneja Taneja, V.R Thakur A.S Deflecir, M.L Durkheim, B Gore, M.S
Principles and practice of Education Kalyani publisher Purohid, Trenath Delhi 1993. Islamic Education Ashish Pub House, Delhi-1986. Philosophing Education; Kanishka Pub. House Delhi-1993 Educational philosophy in India, VPH Delhi-1993 Caste in Modern India, Asia Pub House, Delhi-1962 Building a philosophy of Education Modern Philosophies of Education. A History of the problems of Education Four Philosophies. Education For Today and Tomorrow; Srinagar, Chattan Publications 1989. Abhinav Gupta; Srinagar Chattan Publication,1989 An Introduction to Philosophy. Introduction to Philosophy of Education. An Introduction to Philosophy. Metaphysics and General Philosophy. The Doctrine of Great Educators. Socio-Philosophical Foundations of Education. Educational through and practice. The Philosophical Foundations of Education. Sociology; Human Society (Scoott. Former and Companys 1971) Education and Society New York! The Free press, 1966) Education and Modernization in India (Jaipur; Rawat Pub.1982)
Mannhiem, K. Mathur, S.S. Merril F.E. Salamatuallah Srinivas, M.N. Srinivas M.N. Mohontay, J.P Chanbe, S. P. Rather, A.R.
An introduction to Sociology of Education (London! Rantledge and Kegan Paul, 1962 ) A Sociological Aproach to India Education. (Vinod Pustak Mandir, Agra). Society and Culture-An introduction to Sociology. (Rentice Hall, inc. 1963) Education in the Social Context (New-Delhi NCERT,1978) Social Change in Modern India. (Bombay, Allied Pub. 1967) India! Social Structure. (Hindustan Publication Cooperation, New Delhi-1986) Education in the emerging Indian society. Democracy, Socialism & Secularism. Theory & Principles of Education (Discovery Publishing House New Delhi)
Paper II Unit I
M.Marks 80
Unit II
Understanding Learner Stages of Human development i) ii) iii) iv) v) Physical, Social, Emotional & Cognitive development patterns. Stage - specific Characteristics of Infancy & Childhood and their developmental tasks Characteristics & Problems of Adolescents. Needs, aspiration, attitudes & Self-concept of Adolescents. Guidance & Counselling for adolescents.
Unit III
Learning & Motivation i) ii) iii) iv) v) vi) Concept of learning & its nature Factors of influencing learning Personal & Environmental Motivation Nature, Types: - Techniques of enhancing learners motivation S-R Theory of Learning (Thorndike) Operant Conditioning theory of learning (Skinner) Gestalt theory of Learning (Kohler et al).
Unit IV
Intelligence i) ii) Nature & Meaning Measurement of Intelligence Concept of I.Q, Verbal, Non-verbal & Performance tests. (One test from each category to be discussed) Two-factor Theory (Spearman) Multifactor Theory (Thurstone) Structure of intellect (Guilford)
iii) iv) v)
Unit V
Personality i) ii) iii) iv) v) vi) Meaning & nature Development of Personality biological & socio-culture determinants. Integration of Personality Trait-theory of Personality (Allport) Factor-theory of Personality (Cattell) Psycho analytical theory of Personality (Freud)
Note for Paper Setter: The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper.
Reference:1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Mayer, R.E (1987) Gange. E (1985) Educational Psychology; A Cognitive Approach, Little Brownan and Company, Boston. The Cognitive Psychology of School Learning, Little Brownan.
Derville, Leonore, M.T (1982) The use of Psychology in Teaching Longma London. Biggs, Jhon B. (1987) Gagne, R.M (1965) Mc Shane, J. (1991) Glover, J.A and Bruning Dececco J.P. (1970) K Lausmeir, H.J (1964) Allport g.W. Ferguson Hall and Lindzy The Process of Learning, 2nded prentice Hall, Sydney. Cognitive Development, An Information processing Approach Basic Black Well, Oxford. Cognitive Development, An Information processing Approach Basic Black Well, Oxford. Educational Psychology principles and Applications, Scott, foreman and Co, London. Psychology of Learning and instruction! Educational Psychology, prentice Hall of India Ltd, New-Delhi. Learning and Human Abilities. Educational Psychology Harper and Row and John weather Hill, Tokyo. Pattern and Growth in personality. Personality Measurement. Theories of Personality
13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.
Hilgard Kelly Mowrer Marx M.H. Ross Stanger Skinnor Spinthal Wood Worth Wolman, Benjamin Rouf, Abdul Chauhan, S.S. Kundu, C.L & Tutoo. Rouf, Kuppaswamy, Rather, A.R.
Theories of Learning. Personality Assessment . Theories of Learning (Vol.) System and Theories in Psychology. Personality. Educational Psychology. Educational Psychology Contemporary school of Psychology Contemporary system and Theories in Psychology. Educational Psychology Advanced Educational Psychology. Advanced Educational Psychology. Advanced Educational Psychology. Advanced Educational Psychology. Psychology of Learning & Development (Discovery Publishing House New Delhi)
M. Marks 80
Detailed description of Salient features, Objectives, Curriculum, Methods of Teaching, Role of Teacher of these systems of Education iv) Muslim Education its Salient features, Objectives & Curriculum. Method of teaching & role of teacher.
Unit II
Education in British India: Detailed study of the following landmark documents: i) ii) iii) iv) v) vi) vii) viii) Macaulays Minutes (1835) Woods Despatch (1835) Indian Education Commission (1882) Indian Universities Commission (1902) & Act, (1904) Gokhlees Bill (1910-12) Sadler Commission Report (1917) Govt. of India Act (1935) Sargent Report (1944)
Unit III
Education in Post-independence Era: Detailed study of the following landmark documents: i) ii) iii) iv) v) vi) Bhagwan Sahai Committee Report (1972) Secondary Education Commission (1952-53) Indian Education Commission (1964-66) National Policy on Education (1986) Revised National Policy (1992) National Curriculum Framework (NCF-2005)
Unit IV
Problems & Issues II i) ii) iii) iv) Medium of Instruction Education of Weaker Sections Adult Education Quality Control in Higher Education.
Note for Paper Setter: The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper.
Reference: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Education For All-APH Doughlass King Heinz Sunker Lanereys Agarwal, J. C. (1998) Dayal, B. Garg, B.R. Hughes A.G and Hughes,C. Kohli Kocher S.K Mukherji S.N. Publications Trends and Issue in Sec. Education World Perspective in Education. Policies, Sociology and Economics of Education: interdisciplinary and comparative perspectives. Encyclopedia of Education problems ideas and ideologies Major recommendations of Educational Commissions Agarwal J.C Educations in Indiasince, 1991. The Development of Modern India Education. (New-Delhi! Orient Longmans Ltd. 1965) Education For Tomorrow. (Ambla Cantt; International Book agency 1979) Current problems in India Education. (Punjab! Kitab Ghar, Jullindar) Problems of Indian Education. Pirotal issues in indian Education. History of Education in Inida. (Baroda; Achary Book Depot, 1966)
Modern Trends in Indian Education. Development of Education (1800-1947) (New-Delhi! Macmillion and co; Ltd, 1964. Problems of Education planning and National integration. Social- Determinatins of Educability in India-papers in the sociological context of Indian Education. (New-Delhi! Jam Bros; 1969) Introductory primary Education. (Ludhiana : Prakash Brothers, 1982) Current problems in Indian Education. (Punjab! Kitab Ghar Jullindar) Non-Formal Education-an alternative to Formal system (New-Delhi; Bihari Publications Pvt; Ltd. 1979) Development of Education System in India (Discovery Publishing House New Delhi)
Paper IV Unit I
M.Marks 80
Each Model is to be discussed along the following: Syntax, Social system, Principles of Reaction, Support System, Instructional effect, Application. Unit II Audio-Visual Aids & Teaching Devices. i) ii) Meaning & Advantages of A-V-aids Types of Audio-Visual Aids a) b) c) iii) Projected : Film, Film Straps, Overhead Projector, Slides. Graphics, 3-D aids, Display boards, Audio aids.
Non-Projected :
Teaching Devices a) b) c) d) e) Meaning & Importance Home Assignment, Discussion, Dramatization. Illustration, Lecturing, Narration. Observation, Source Method, Story Telling Study habits & Supervised Study.
Unit III
Techniques of Teacher-Preparation. i) Microteching Nature & Meaning, Main proposition, Phases, Steps, Merits & Limitations.
ii)
Nature & Meaning, Mechanism, Role Play & T-group. Advantages & Limitations. Meaning & Characteristics, Principles & Development of the Programmed instructions. Types. Merits & Demerits.
iii)
iv) Unit IV
Taxonomy of Educational Objectives & Lesson Planning. i) ii) iii) iv) Blooms Taxonomy of instructional objectives: Cognitive, Affective & Psychomotor domains Formulation of Instructional Objectives (Magers) Meaning & Significance of lesson planning Approaches to Lesson planning. a) b) v) The Herbartian Steps. Gloverian approach.
Unit V
Note for Paper Setter: The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper.
References: 1. 2. 3. Allen Dwight and Kevin, Ryan (1969) Micro Teaching, Addison Wesley Pub Co.London Austin, F.M. (1961) Art of Questioning in the Classroom, University of London Press Ltd. London Barle Davide (1960) The Process of Communication, Holt, New York.
Bhatta B. D. and Sharma, S.R. (1992) Educational Technology- concept and techniques, Kanishka Pub House, New Delhi Buch, M.B. and Santharam, M.R. (1972) Communication in Classroom, CASE, Faculty of Ed. and Psy. M.S. Univ. Baroda Cherry Colin (1968) On Human Communication, MIT Press, Massachusetts Dale Edgar (1961) Audio Visual Methods in Teaching (Revised) Holt Rinehart and Einston, New York. Das R.C. (1993) Educational Technology-A Basic Text, Sterling, New Delhi. Davis, Irork (1971) The Management of Learning, McGraw Hill London Jangira N.K. and Ajit songh (1982) Core Teaching skills: The Micro Teaching Approach, NCERT, New Delhi Joyce, B Weil, M.Midels of Teaching, Prentice Hall, New Jersey. Nagpure, V. (1992) Teacher Education at Secondary Level, Himalaya Publishing House Ramdoot Dr. Balerao Marg, Girgaon Mumbai. Passi, B.K. (1976) Becoming Better Teacher, Micro teaching Approach, Sahitya Mudranalya, Ahmedabad. Robbins, Stephens, P., Organisational Behaviour VIIIth Edition, Prentice Hall of India New Delhi. Sharma, R.A. (1983) Technology of Teaching : International Publishing House Rather, A.R. Introduction to Instructional Technology Gulshan Publishers Srinagar)
Paper V (a)
Alternative Education
Unit I
Non-formal Education i)
ii) iii)
Introduction to non-formal education (NFE) : concept , nature and scope of non-formal education (NFE).
Philosophical bases of NFE . Aims and objectives of NFE.
Unit II
Types & Approaches of NFE i) Types, agencies of NFE . ii) iii) iv) Approaches and methods of NFE. Teachers of NFE. Aids audio and visual.
Unit III
NFE in Indian Context i) NFE in Indian context: Prospects of non-formal education in Indian context. ii) Need for monitoring, evaluation and research for effective implementation of NFE programmes.
Unit IV
Adult Education i) Introduction to adult education (AE) : Meaning , scope and objectives of Adult Education (AE). ii) Adult learning procedures - factors and conditions, effects of age. iii) iv) v) vi) Tools of learning. Teachers of AE need for training. Evaluation process in AE. Contents of AE , functional learning.
Unit V
Adult Education in India i) AE in India Context: Adult education in India an instrument for social generation and cultural transformation . ii) Functional literacy programmes Role of national literacy mission, Total literacy Campaign in achieving the social aim of education for all.
iii)
Need for effective and constant monitoring, evaluation and research in AE.
iv)
Note for Paper Setter: The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper.
Conceptual frame work of Creativity Thinking. i) ii) iii) iv) Nature and Meaning of Creativity Creativity as a process. Theories of Creativity Relationship between creativity and intelligence.
Unit III
Intellectual & Creativity Development i) ii) iii) Stage of intellectual Development Impact of heredity and environment Stage of Creative development during the Pre-school, elementary & secondary levels.
Unit IV
Identification of Creativity Talent. i) ii) iii) Measurement of Creativity Personality Characteristics of a Creative child Personality Characteristics of a Creative person.
Unit V
Development of Creativity i) ii) Creativity in Teaching and learning. Different methods to faster creative Thinking a) b) c) Creative problems solving Brain storming Synectics.
Reference: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Rather, A. R.: Creativity: Its Recognition and Development; Sarup & Sons New Delhi. Guilford, J. P.: The natute of Human Intelligence. New York: MCGraw-Hill Book Company; 1967. Kneller, G. P.: The art and science of creativity. New York: H.R. Winston, 1965. Maslow, A. H.: Motivation and Personality, New York: Harper, 1954. Mehdi, B.: Towards Learning Society. Norther Book Centre, Ansari Road, New Delhi. Paramesh, C.R.: Creativity and Personality. Madras: Janatha Book House, 1972. Rather, A. R.: Creativity and Dropout Incidence. Gulshan Publishers, Sringar, Kashmir, 1990. Taylor, C. (ed): /Widening Horizons in Creativity. New York: John Wiley and Sons, 1964. Torrance, E. P.: Guiding Creativity Talent . Prentice Hall of India Private Limited, New Delhi, 1962. Vernon, P.E.: Creativity. Penguin Modern Psychology Readings. Penguin Books, 1970.
Paper V (c)
Unit I
Distance Education
Philosophical & Historical perspective. i) ii) iii) iv) Philosophical foundations of distance education Historical Perspectives Growth of Distance learning System Historical Development of Distance Education in J & K state.
Unit II
Distance Education i) ii) iii) Distance Education: Meaning and Significance Goals and Objectives of Distance Education Distance Education: An academic discipline. Its need and importance
Unit III
Self Learning Material (SLM) in Distance Education i) ii) iii) Instructional material in Distance Education-SLMs, assignment, audiovisual aids, use of ICT. Self learning material: Meaning, Scope, Importance and Characteristics. Types of SLM in distance education (print and non print). Course design-need assessment, planning of SLM Setting objectives-global, behavioural, evolving and expressive. Deciding learning experiences Criteria for content selection-selection of subject matter, Criteria for sequencing, assessment and feedback, forms of assessment and feedback. Organizing the content-presentation style and format, text and visuals, attractiveness and accessibility. Deciding evaluation scheme.
Unit IV
Evaluation Procedure in Distance Education i) ii) iii) iv) v) Meaning, Concept, and Need of evaluation in DE. Difference between evaluation in traditional learning and distance learning. Comprehensive and continuous evaluation in DE. Formative evaluation in DE. Role of tutor comments in motivation of distance learners.
Summative evaluation Techniques of evaluation in Distance Education. Dropout in distance learning and factors carrying distance learning.
Current Trends in Distance Education i) ii) Issues in Distance Education-quantity, quality, relevance and effectiveness. Present status of distance Education system in India with special reference to role of IGNOU
Role of following Institutions in Distance Education iii) International council of Correspondence Education, International Council of Distance Education, Common Wealth of Learning, Distance Education Council of India.
Reference: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Criscito Pat; (2004): Barrons Guide To Distance Learning. Barrons E Publisher. Daniel, J. S. et al; (1982): Learning at a Distance: A world Perpective. Athabasca University, Edmonton. Garrison, D. R. (1989): Understanding Distance Education Framework for future. Routledge, Chapman and Hall, London. Holmberg, B. (1986): Growth and Structure of Distance Education. London: Croom Helm. Holmberg, B. (1985): Status and Structure of Distance Education (2nd Ed.). Lector Publishing. Holmberg, B. (1989): Theory and Practice of Distance Education. Routledge, Chapman & Hall, London. IGNOU (1988): Growth and Philosophy of Distance Education. (Block 1, 2 &3). IGNOU, New Delhi. Kaye, & Rumble (Ed) (1981): Distance Teaching for Higher and Adult Education, London: Croom Helm. Keegan, D. (1989): Foundations of Distance Education, London: Routledge. Race, Phil (1944): The Open Leaning Handbook, Second Edition, London: Kogan Page. Rathore, H. C. S. (1993): Management of Distance Education in India. New Delhi: Ashish Publishing House. Rumble Grevile and Harry, Keith (1982): The Distance Teaching Universities London. Croom Helm Ltd.
Paper V (d)
Unit I
Computer Fundamentals i) ii) iii) iv) Introduction to Computers Parts of Computers (Hardware/Software, Input output devices) Computer Generations, Classification of Computer Applications of Computers
Unit II
Computer Programming, Basic constructs. i) ii) iii) Computer Languages Steps in Programming Algorithms & Flow Charts
Unit III A.
Operating System i) ii) iii) Types of Operating System Dos, UNIX, WINDOWS. Brief introduction of Window Utility & application of software.
Unit IV
Introduction to Computer Applications i) ii) iii) Word Processing Spread Sheets Presentation Software
Unit V
Introduction to Computer Networking i) ii) iii) Applications and Features of Internet How does internet work, getting connected to Internet Introduction to e-commerce
Unit II
Taxonomy & Teaching Learning Aids. i) ii) Taxonomy of Educational objectives Cognitive, Affective & Psychomotor domains. Translation of objectives in behavioural terms. Teaching Learning aids: a) Meaning & Significance b) Types Projected & Non-Projected. Radio & TV Educational use.
Unit III
Innovations in Teaching i) Programmed Learning ii) Micro - Teaching iii) Simulated Teaching. iv) Flanders Interaction Model. Communication i) Concept & Functions ii) Process of Communication iii) Types of Communication: a) Interpersonal Communication b) iv) Uses of Communication a) Reading b) Teaching Concept of Systems Approach i) ii) iii) iv) v) Sub- System Components Closed & Open System Micro & Macro Education System Advantages of Systems approach Effective planning Increased control & Co-Ordination of optimum utilization of Resources.
Unit IV
Mass Communication
Unit V
References
1. 2. 3. 4. 5. 6. 7. N. Venkataiah; 2002, Educational Technology, APH publication corporation Daryagang New Delhi. A. Shehzad; 2007, Teachers Handbook of Educational Technology, Anmol, pubishing Pvt. Ltd. New Delhi. V. Santhosh; 2009, Information communications technology for teacher education, Kanishka publishers New Delhi. M. Mukhopadhyay; 1990, Educational Technology Challenging Issues. Sterlings publishers Pvt. Ltd. New Delhi. S. S. Chauhan; 1978, A text book of programmed Instruction. Sterling publishers Pvt. Ltd. New Delhi. B.D. Bhatt, S.R. Sharma; 2003 Educational Technology concept and Technique (Modern Education Series) Kanisha publishers New Delhi. Sharma, Motilal; 1985, Systems Approach to Education.
resources
sustainable
Environmental
Education
for
development conservation of soil, water, forests, wild life, movement to save environment, eco-friendly technology. ii) National Parks, sanctuaries and Zoos, plan and projects of Environmental protection like Save Dal, Save Hangul, Save Tiger Project and Chipko movement.
Note for Paper Setter: The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper.
REFERENCES: 1. Carson, Sean McB.,Environmental Education Principles and Practices: Edward Arnold Publishers, 1978 2. 3. 4. 5. George, Martin and Turner, Environmental Studies U.K. Blond Education Odum, E.P., Fundamental of Ecology W.B.Saunders Company London (1971) NCERT (1981) Environmental Education at school level Saxena, A.B., Environmental Education National Psychological Corporation (1986) 6. Sharma, R.C.,Environmental Education Metropoltion Publishers, New Delhi, 1981
Paper V (g)
Unit I
Unit II
Approaches to Evaluation i) Formative Evaluation ii) iii) iv) v) Summative evaluation Distinction between Formative & Summative External & Internal Evaluation Norm-reference & Criterion Referenced Evaluation
Unit III
Instructional Objectives i) Educational & Instructional objectives; Relationship between these two. ii) Classification of Educational objectives; Blooms Taxonomycognitive, Affective & Psychomotor Domains. iii) Recent Trends in Instructional objectives; the NCERT & the RCEM approach. iv) Gagnes views on Learning Testing concept & purpose self Reporting Techniques & Peer rating Techniques Observation Techniques Projective Techniques
Unit IV
Unit V
Evaluation Tools i) Essay Types & Objectives Type Tests ii) Criteria of an Effective Tool: a) b) Validity Types & Factors affecting the validity Reliability Methods affecting reliability. c) Objectivity & Usability of Estimation & Factors
Unit I
Guidance: i) ii) iii) Concept, Type Educational, Vocational, personal. Aims and Basic principles History of Guidance Movement in India & U. K.
Unit II
Foundation of Guidance i) ii) iii) Philosophical and Socio-cultural Foundations Psychological Foundation Importance of Intelligence, Personality & other Psychological Tests Information Service Educational, Occupational, Personal. Appraised Service Interview, Case study, commutative Record card, observation. iii) Placement Service Educational, vocational.
Unit III
Unit IV
Organization of Guidance Service i) ii) iii) iv) Purpose of Organization Principles of Organization Guidance services at Elementary level. Guidance service at Secondary level.
Unit V
Counselling: i) ii) iii) iv) Meaning, Purpose and Steps. Steps involved in counselling Directive and non-directive theories of counselling. Qualities of a Counsellor.
Unit I i) History and development of Home Science in formal/ Non formal and extension education ii) Theories and practices of programme/ curriculum planning and development iii) Management and administration of formal/ non formal and extension education iv) Monitoring, supervision and evaluation of formal, non formal and extension education. Unit II i) ii) iii) iv) Child development ---- stages and principles Principles and theories of human development Early childhood care and development ---- emerging trends Development adolescence. Unit III: i) ii) iii) iv) Unit - IV: i) ii) Concept of Home Management, System approach to family. Family resources --- management of resources like time, energy and money. resources. iii) Concept of communication in process and its importance in family, barriers in communication process, resources for effective Basic characteristics of resources, efficient utilization of Fundamentals of Nutrition Food Groups, Macro and Micro Nutrients Human nutritional requirements Food preservation, food preparation, food processing problems and disabilities during childhood and
communication. iv) Unit - V: i) Principles of clothing, Socio-Psychological aspects of clothing, selection of fabrics, clothing and family clothing. ii) Clothing Construction --- basic principles of drafting, flat pattern and draping methods. Consumer Education --- laws protecting consumer.
iii)
Textile Design --- principles and concepts. fashion cycle and business.
iv)
Health Education i) ii) iii) iv) Meaning and Definition Aims & Objectives School Health Programmes Health Hazards Drugs, Alcohol and smoking.
Unit III
Psychological Basis. i) ii) iii) iv) Psycho Physical unity of man Impulses, drives and urges Play-its meaning and definitions Role of play in Education
Unit IV
Recreation/Physical deformities: i) ii) Recreational activities for various age groups in schools Recreational and its role in developing National in International understanding iii) iv) Physical deformities their prevention and treatment Postural defects-remedial exercise.
Unit V
Games and their organisation i) working rules and laws on the following Games: a) d) g) j) iii) Football Volley Ball Table Tennis Gymnastics b) e) h) k) Hockey Badminton Basket ball Cycling c) f) I) l) Cricket Kabaddi Athletics Kho-Kho
References
1. Teaching Methods for Physical Education CLYDE KNAPP, E PATRIC, A HAGMAN 2. 3. McGraw Hill Book Company, Inc : London Educational Dimensions of Physical Education V.KRISHNA MURTHY AND N. PRAMESHWARA RAM : Sterling Publishers Pvt. Ltd. 4. Physical Education Games and Athletics for Training Colleges MABEL DAVIES. RUSKIN HOUSE, GEORGE ALLEN AND UNWIN LTD LONDON 5. 6. Intramorals LOUISE, MEANS, PRENTICE HALL, Inc Rules of Games and Sports YMCA PUBLISHING HOUSE, Jai Singh Road, New Delhi 1 7. 8. Yoga Vivekananda Kendra Prakashan, Madras Principles of Evaluation in Physical Education PHILIPA, SMITHELLS, PETER ECAMERON, HARER AND BROTHERS PUBLISHERS, New York 9. Foundation of Physical Education, CHARLES A. BUCHER
Population Education
Population Education i) ii) iii) Concept & Meaning Need and Importance Objectives of Population Education
Unit II
Population Dynamics i) ii) iii) Distribution & density Population composition Age, Sex, Rural/Urban. Factors affecting Population growth fertility, mortality & migration (mobility)
Unit III
Population & Quality of Life i) ii) iii) Population in relation to Socio-economic Development, Health status, Nutrition & Education. Effect of Unchecked growth of Population on national resources & environment. Concept of small families norms & its Merits.
Unit IV
Population Education in Schools i) ii) iii) Scope of population education in school Methods & approaches: Inquiry approaches, observation, self study, discussions assignments. Use of Mass Media Newspapers, Radio, TV, & A-V aids.
Unit V
Malthusian Theory i) ii) iii) Salient features of the theory Critical analysis of the theory World population trends & its economic, social & political & Educational implications.
References
1. U.K. Singh & K. N. Sudershan, Population Education, Discovery Publishing House, New Delhi110002 2. K. Bhatia, Population Education, Ankar Publication Educational Publisher Tajpur Road, Ludhiana140008 3. 4. 5. A. R. Khan, Population Education, Gulshan publication Srinagar. J. C. Aggarwal, Population Education, Shipra publication New Delhi M.V. Lakshmi Reddy, Population Education Ashish publishing House 8/81 Punjabi Bagh, New Delhi-110026. 6. Dr. V. K. Gupta, Population Education, Ankur publication, Ludhaina.
7. Dr. M. Lakshmi Narasaiah, Population Education Discorvery publishing house, New Delhi 8. S. Venkataiah, Population Education, Anmol publication Pvt. Ltd, New Delhi.
Unit II
Mental retardation: i) ii) iii) iv) v) Definition Levels of severity Causes of mental retardation. Treatment and services for mentally retarded. Management and education of mentally retarded.
Unit III
Delinquency: i) ii) iii) iv) v) Definition. Behavioural characteristics. Causes of delinquency. Identification and assessment Educational stratergies
Unit IV
Severe and Multiple Handicaps: i) ii) iii) iv) Definition Characteristics Causes Education, treatment and management of severely and multiply handicapped.
Unit V
Visual impairment: i) ii) iii) iv) v) vi) vii) Definition of visual impairment Causes of visual impairment Education of visually imparied children Definition Hearing impairment Types and measurement of hearing cases. Causes Hearing impairment Education approach.
ii)
iii) iv)
Unit II
Micro Planning for School Management i) ii) iii) Micro and Macro level planning concept only Institutional Planning Principles, planning execution: school clusters. Block Resource centres and cluster Resource centre scope to be extended to secondary education. Their use for resource generation. School Mapping-Need, Factors and Scope Community participation, Mobilising the community resources community for the school and school for the community. Organization of village Education Communittees (VECs)
iv) v)
Unit III
vii)
Unit IV
iii) iv) v)
Management of school associations Managing the examination/Evaluation Organisation of Health programme Health Instructions, Healthful living and Health services in schools
Unit V
Value Education Nature & Determinants i) Nature and sources of values, biological, Psychological, social and ecological ii) Determinants of values, - their bearing on education in varying degrees.
Unit II
Classification i) Classification of values into various types, material, social, moral and spiritual values; status of values. ii) Role of education in realising these values.
Unit III
Disvalues i) Evils or dis-values material, social, economic, moral and religious evils leading to faithlessness and irreverence; ii) Role of education in overcoming these negative values.
Unit IV
Development of Values i) Levels of value realization, how to resolve the conflicts among values, how to work for the integration of values that are embedded in education. i) Development of values as a personal and life-long process teaching of values as an integral part of education.
Unit V
Value - Orientation i) A critical analysis of teachers, school personal, students and parents & curriculum in terms of value orientation. ii) iii) iv) Value of self-sacrifice vs value of self-centeredness. Value of excellence vs value of ego-centricism. Value of work vs value of selfishness.
Paper V (p)
Marks : 100
Project Work. It shall be carried out on the following themes: 1. 2. 3. Critical appraisal of any three text books. Review of two books written on any theme in Education other than texts. Review of 10 articles written in Education & Published in any State/Nature newspaper. 4. 5. 6. 7. Preparation of Instructional material for any subject at any grade level. Preparation of Cumulative Record for any 10 school students. Identifying learning difficulties & Suggesting remedial themes. Administration of any one standardized test of Intelligence, Aptitude, Creativity, Adjustment, Personality, Values , Attitude, Scholastic achievement & interpret data. 8. 9. 10. Construction & Standardization of an Achievement test in any school subject. Surveying a nearby Community and assessing their Educational & Social needs. Conducting awareness Programmes in the Community like Environment & Conservation, tree plantation, Watershed management, Health programmes (Immunization) 11. 12. 13. 14. Conducting literacy programmes in the community. Remedial teaching for poor & needy students. Identifying & helping the children with special needs. Making an organizational plan for proper management of infrastructural resources in a school building. 15. Conducting medical examination including vision test, with the help of a doctor recording of height, weight, chest, physical defects of any. 16. Critical review of at least 3 TV/Radio programme highlighting their Educational significance. 17. 18. Case studies of 5 children with special needs in a school situation. Preparing a small dictionary of the difficult words used in upper primary & Secondary language text books. 19. 20. 21. Study of human rights violation based on newspaper reports/news magazines. A case study of two local industries, their raw materials, products & pollutants. Population studies of plant & animals species in different eco-system like ponds, grass land, forests, & gardens. 22. Case study of there exceptional children, suggesting measures to arrange for their specific Educational needs.
23.
Recording interviews of six adolescent boys & girls (3each) with special emphasis on their problems. They are facing in home, health, social, emotional & educational areas.
24.
Implementation
of
Operation
Blackboard
scheme
in
particular
locality/education zone. 25. Implementation of Nutrition Programmes for Pre-scholars in a particular locality/education zone. 26. 27. 28. 29. Role of the Pollution Control boards. Role of Voluntary organizations in controlling pollution. Surveying the non-formal/adult education centres in locality/education zone In addition to the above themes Project work can be carried out as a theoretical critical study or an empirical study on any theme covered in any of the eight theory papers (Paper I to Paper VIII).
Note :- The project shall be undertaken on individual basis. The candidates shall be required to submit two copies one each to Dean, Faculty of Education & the Controller of Examination within 7days after the complete of theory examination. The evaluation of the project shall be done jointly by the external & internal examiners at the time evaluation other components of Paper IX (Internship & P.O.T.)
Paper VI
Unit I
Teaching of English
Position of English Teaching i) ii) iii) iv) v) The Charter of 1813, Problem of language study, 3-language formula. The Position & role of English in India. The Objectives of teaching English as a 2nd language at Secondary level. Problems in effective teaching of English as a 2nd language. Principles of teaching English Psychological , linguistic & Pedagogical.
Unit II
Methods : i) ii) iii) iv) v) vi) Grammar translation method. Structural Situational method. Communicative method. Direct method. Bilingual approach Eclectic approach
Unit III
Reading & Writing i) ii) iii) iv) v) vi) vii) Meaning and Importance of Reading Loud/Silent; intensive/extensive reading. Skimming/Scanning; Reading defects and their cure. Qualities of good handwriting; Defects in writing skills and their improvement Describing persons, places, objects and events. Summarizing and elaborating.
Unit IV
Teaching of Prose & Poetry & Evaluation i) ii) iii) iv) Teaching Prose & Lesson planning Teaching Poetry & lesson planning Concept & Meaning of Evaluation Criteria of a good language test
v) vi) Unit V
Content i) ii) iii) iv) v) vi) vii) viii) ix) Determiners, auxiliaries & Models. Phrasal Verbs, Adverbs, Prepositions & Connectors Tenses & Clauses. Active & Passive Voice Direct indirect speech Punctuation Ryhme & Rhythm Simile & Metaphar Alliteration & Pun
Note:
i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. ii) The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part. Reference: 1. 2. 3. 4. 5. 6. 7. 8. 9. R Quirk and S Greenbaum (Longman):A University Grammer of English A.J. Thomson and A V Martinet : A Practical English Grammer (O.U.P.) Raymond Murphy : Intermediate English Grammer (C.U.P.) Peter Hubbard, Haywel Jones, Barbara Thornton, Rod WheelerA Training Course for TEFL (ELBS?OUP) Francoise Grellet : Developing Reading Skills (CU.P.) Francoise Grellet Micheal Mc-Carthy, Felicity )Dell : English Vocabulary in Use (C.U.P.) F.L.Billows : The Techniques of Language Teaching (Longman) Wilga Rivers : Teaching Foreign Language Skills (University of Chicago Press); John Haycraft : Introduction to English Language Teaching (Longman)
10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Donn Bryne : Teaching Writing skills (longman) W.R.Lee : Language Teaching Games and Contests (O.U.P.) John Haycraft : Visual Materials for the Language Teacher (Longman) H.G. Widdowson : Teaching writing as Communication (O.U.P.) A C Gimson : In introduction to the Pronunciation of English (Edward Arnold) J.D.OConnor : Better English Pronunciation (C.U.P.) C J Brumfit : Problems and Principles in English teaching (Pergamon) C J Brumfit & K Johnson : The Communicative Approach to Language Teaching (O.U.P.); Jane Willis : Teaching English through English ( A Course in Class Language and Techniques) (ELBS) Richards and Rodgers : Approaches and Methods in Language Teaching (C.U.P.) A.S.Hornby : The Oxford advanced Learners Dictionary of Current English (O.U.P.).
Paper VI
Unit I:
Teaching of Urdu
Position of Urdu Teaching i) ii) iii) iv) Origin and development of Urdu language.
M. Marks 80
Objectives of teaching Urdu at elementary & secondary levels. The quality of a good Urdu teacher. Problems of Urdu teaching.
Unit II:
Methods i) ii) iii) iv) v) vi) Translation method Direct method Play way method Structural approach Communication approach Bi lingual method.
Unit III:
Reading & Writing i) ii) iii) iv) v) vi) vii) Importance, concept & meaning Types of reading silent/loud, extensive & intensive, Reading comprehensive reading defects and their cure. Elementary knowledge of Urdu scripts______ khat-e-Naskh, Khat-eNastaliq, Khat-e-Shikast. Teaching of alphabets borrower from Arabic/Persian & Hindi ____ their shapes & no new clutive. Quality of good handwriting. Defects in writing skills and their improvement. Essay writing
Unit IV
Teaching of Prose and Poetry i) ii) iii) iv) v) Teaching of Prose and Lesson planning Teaching of poetry and lesson planning concept and meaning of evaluation Criteria of a good language test Error analysis and remedial teaching
vi) Unit V:
Content i) ii) iii) A brief history of literature Aligarh movement, programe movement. Main school-Dabistans of Lucknow, Delhi. Various forms of Urdu literature. (Prose; Dastan, Novel, Afsana, Drama, Inshia). iv) Standard sounds of Urdu, Vowels, consonants, Haroor-e-shamsi & Qamari, stress & information, improvement in pronunciation.
Note:
i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part.
ii)
Paper VI
Unit I:
Teaching of Kashmiri
M. Marks 80
i) ii) iii) iv) Unit II: i) ii) iii) iv) Unit III: i) ii) Unit IV
Origin and development of Kashmiri language. Objectives of teaching of Kashmiri at elementary & secondary levels. The quality of a good Kashmiri teacher. Problems of Kashmiri teaching.
Kashmiri Phonology; Vowels and consonants. Kashmiri Script; Spelling and Diacritical Marks. Correction of miss-spelt words. Correction of wrong sentences.
Poetry: The following poets only: Lal Dyad, Shekhul Alam, Mahmood Gami, Rasool Mir, Swachhi Kral, Shams Faqir, Maqbool Shah Kralawri, Mehjoor, Azad & Nadim. Text Prescribed: Nev Shaari Sombran (Published by the Department of Kashmiri) Unit V Prose: The following authors only: Akhter Mohi-ud, Mohi-ud-Din Hajni, Rahman Rahi, Amin Kamil, Hari Krishan Koul, Ratan Lal Shant, Shafi Shauq. Text Prescribed : Nasrich Kitab (Published by the Department of Kashmiri)
Note:
i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part.
ii)
Paper VI
Unit I:
Teaching of Hindi
Position of Hindi Teaching i) ii) iii) iv) Origin and development of Hindi language.
M. Marks 80
Objectives of teaching Hindi at elementary & secondary levels. Role of Hindi as a link language in India. Problems of Hindi Teaching.
Unit II:
Methods i) ii) iii) iv) Translation method Play way method Direct method Structural approach
Unit III
Reading & Writing i) ii) iii) iv) v) vi) i) Concept, Meaning and Importance of Reading Types of reading silent/loud, extensive & intensive, Reading defects and their cure. Quality of good handwriting. Defects in writing skills and their improvement. Summarizing and elaborating Essay writing/Letter writing
Unit IV
Teaching of Prose and Poetry ii) iii) iv) v) vi) Teaching of Prose and Lesson planning Prose Teaching of Poetry and lesson planning Poetry concept and meaning of evaluation Criteria of a good language test Error analysis and remedial teaching
Unit V:
Content i) ii) iii) iv) Standard sounds of Hindi, Vowels, consonants correct pronunciation in Hindi. Definition & Kinds of Nouns & Adjectives. A detailed description of the life & works contribution of Kabir & Tulsi Study of the following: a) b) c) d) Kabirs Dohe (7th & 9th Grade Texts) Mekadevis Murjaya Phool (7th Grade Text) Giloo (Story) (8th Grade Textbook) Nilakant-(10th Grade Text)
Note:
i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part.
ii)
Paper VI
Unit I:
Teaching of Punjabi
Position of Punjabi Teaching i) ii) iii) iv) Origin and development of Punjabi its dialects. Importance of Punjabi as a regional language
M. Marks 80
Objectives of teaching Hindi at Elementary & secondary levels. Present position of teaching of Punjabi in Punjab and J & K.
Unit II:
Methods i) ii) iii) iv) Translation method Play way method Direct method Structural approach
Unit III
Reading & Writing i) ii) iii) iv) v) vi) vii) Concept, Meaning and Importance of Reading Types of reading silent/loud, intensive & extensive, Reading defects and their cure. Quality of good handwriting. Defects in writing skills and their improvement. Essay writing/Letter writing Lesson Planning.
Unit IV
Teaching of Prose and Poetry & Evaluation i) ii) iii) iv) v) vi) Teaching Prose & Lesson planning Teaching Poetry and lesson planning Concept and Meaning of Evaluation Criteria of a good language test Error analysis and remedial teaching Types of language tests.
Unit V:
Content i) ii) iii) iv) v) Detailed description of life and works of Baba Fareed and Amrita Preetam. Flok songs and its importance Nouns & its Kinds Adjective & its Kinds Phase & idioms.
Note:
i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part.
ii)
Paper VII
Unit I
Nature and Scope of Social Sciences i) Social Science and Social Studies: Core subjects of social sciencesHistory, Civics, Geography, Economics Inter relationship between them. Structure and scope of History & Civics, History/Civics as a basic discipline, its importance in day to day life and its role in international understanding. Study of Regional History and place of Regional History in teaching. Instructional objectives of teaching History at secondary level.
ii)
Curriculum in History and Civics i) ii) iii) Place of History and Civics in secondary school curriculum Approaches to curriculum organization: chronological concentric, topical correlational, curriculum design. Teacher and curriculum planning, hidden curriculum Evaluation of curriculum Analysis of Text books, Gender bias in secondary social science curriculum.
Unit III
Methodology & Teaching Aids i) ii) iii) iv) v) vi) Source method Project method Dalton plan Narration method (Story telling) Role play method Selecting and using teaching aids : Chalkboard, objects and specimens, Histrionics, models, graphs, charts, maps, pictures, slides, films, filmstrips, audio visual aids, projected aids : slide projectors, film projector, overhead projector, epidiascope.
Unit IV
Towards a new world order: (Content I) i) ii) iii) iv) The First World War : Causes and Consequences The world between two Wars : Fascism in Italy and Germany Emergence of USA, Soviet Union and Japan Nationalist Movement in Asia and Africa
The Second World War and its consequences : setting up of U.N.O., Emergence of Independent nations. The Cold War and Military Blocks, Chinese Revolution, Non Alignment movement. Indias struggle for independence : From the revolt of 1857 to Partition. Post independence developments.
Heritage of India i) ii) iii) The land and people, Art and Architecture Indian Constitution : Fundamental Rights and Duties Government at the State and Central level.
(B)
Regional History i) ii) iii) Awanti Verman & Lalita Datiya Sultan Zain-ul-Abideen Budshah & Youssuf Shahi-Chak Haba Khatoon & Lala Ded.
Note:
i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part.
ii)
Reference : 1. 2. 3. 4. 5. 6. 7. Gunning D: The Teaching of History Aggarwal, J.C : Teaching of History Kochhar, S.K. : Teaching of History Chaudhary, K.P. : Effective Teaching of History in India Johnson,H. : Teaching of History in Elementary and Secondary Schools Teaching of History in Secondary School : NCERT, New Delhi The curriculum for the ten year school : NCERT, New Delhi
8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.
Handbook of History Teachers: NCERT, New Delhi Harlikar : Teaching of Civics in India Crary Ryland W : Education for Democrative Citizenship Michael J.V. : Social Studies for Children in Democracy Brune, H.E. : Teaching of History and Civics Tyagi, G.S.C : Nagrik Shastrake Shikshan Bhargava, V.S. : World History Basham, A.L. : The wonder that was India Carr, E. H. : What is History Collingwood R.G. : The idea of History Mare Block : Hisrtorians craft Sarkar, J.N. : India through the Ages Mazumdar, Chaudhary and Datta : Advanced History of India Novak and Gowin : Learning How to learn Hayes, D.A : A Source Book of Interactive Methods for Teaching with Texts Jaini Whyld (Ed.) : Sexism in Secondary Curriculum, Kalia, N.N. : Sexism in Indian Education: the lies we tell our children Karabel. J and Halsey. A. : Powers and Idelogy in Education Prescribed text books of History and Civics for IX classes.
Paper VII
Unit I
Teaching of Geography
Nature and Scope of Social Sciences i)
M. Marks 80
Social Science and Social Studies: Core subjects of social sciencesHistory, Civics, Geography & Economic, Inter relationship between them. Structure and scope of Geography, Geography as a basic discipline, its importance in day to day life and its role in international understanding. Study of home region and place of local Geography in teaching. Instructional objectives of teaching Geography at secondary level.
Instructional Planning i) Methods : Lecture, Project, Discussion, Assignment, Problems solving, Demonstration, Inductive and Deductive, Regional, Case study methods Field trip, observation, Illustration, questioning techniques. Content Analysis, Writing objectives in behavioral terms. Preparation of unit plan and lesson plan.
Evaluation i) ii) Objectives of evaluation in Geography, developing a Blue Print objective, content, types of item in it. Essay type, short answer type and objective type questions in Social sciences, their advantages and limitations, Framing different types of questions. Construction of achievement test items, Continuous evaluation using feedback for improvement of teaching and learning.
iii) iv)
Unit IV
General Geography of World (Content I) i) Natural environment: The atmosphere factors determining weather and climate. The Lithosphere the changing face of earth, external and internal processes. The Hydrosphere relief of the ocean floor. The Biosphere inter relationship between man with atmosphere, lithosphere and hydrosphere. Major natural regions of the world. Resources and their classification : renewable and non renewable, potential and developed resources. Distribution and Utilization of resources land, soil, forest, fisheries, power resources and their conservation
ii) iii)
Unit V
Population & Occupation i) ii) Population Distribution, growth and density of population. Occupation :- Primary occupation food gathering, animals husbandry and mining, Secondary occupation industries. Teritary occupation trade, transport, communication and services. Mans intervention: needs and efforts to improve the quality of environment.
iii)
Note: i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part.
ii)
Reference: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Bining and Bining : Teaching of Social Studies in Secondary School Gursharan Tyagi : Arthashastra Shikshan : Gursharan Tyagi UNESCO : Source Book of Teaching Geography B C Rai : Methods of Teaching of Economics N. Hasen : Teachers Manual in Economics S. K. Kochar : The Teaching of Social Studies V C Sinha and R. N. : Dubey Economic Development and Planning H.L. Ahuja : Parambhik Aarthik Siddhant Samajik Vigyan (Hindi) Part I and Part II : Board of Sec Ed Rajasthan Our Economy- An introduction : NCERT, New Delhi General Geography : NCERT, New Delhi O. P. Verma : Teaching of Geography B.D. Shaida : Teaching of Social Studies (Hindi) M. S. Rao. : Teaching of Geography.
History & nature of Science Role & importance in daily life Path tracking discoveries & land mark developments in science Eminent world scientists, eminent Indian scientists (special reference to Natural Scientists) Importance & place of Bio-Science in school curriculum Objectives, of teaching Bio-Science with special reference to the Tara Davi seminar, Kothari Commission & Ishwar Bhai Committee.
Unit II
Planning for teaching Bio-Science i) ii) iii) iv) v) vi) Developing year plans, unit plans, lesson plans. Preparation of lesson plans on the basis of standard Principles. Preparation & development of improvised apparatus. Preparation, selection & use of teaching aids. Importance of field trips, science clubs, science fairs, science museums as non-formal approaches of science teaching. Maintance of Aequarium.
Unit III
Methods of Teaching i) ii) iii) iv) v) vi) Lecture Method Demonstration method Demonstration-cum-Discussion method Heurestic method Inductive deductive method Project method
Unit IV
Content (Botany) i) ii) iii) Life Processes in Plants. Nutrition: Type of nutrition: Autotrophic: Heterotrophic. Photosynthesis: Process and mechanism, Transport of material Diffusion, Osmosis and Plasmolysis. Absorption of water, process of Traspiration. Mechanism of stomatal opening and closing. Reproduction: Asexual & Sexual Reproduction, Growth and development in plants Growth regulators: Auxins, Gibberelines, abscisic acid. Biosphere: Meaning and definition, components of Biosphere. Ecosystem: Bio/geo chemical cycles. Natural resources, renewable and non renewable resources.
Content (Zoology) i) ii) iii) iv) v) vi) vii) Life Process in animals Nutrition: Feeding mechanism, Digestion and absorption of food Respiration in animals and man Blood circulation: Blood structure and function; Heart structure and function, course of circulation. Excretion; Structure and functions of kidney. Urine formation. Nervous system: Structure of Brain; structure and function of Endocrine system. Cell structure, cell organelles, cell division (Mitosis & Meiosis): Ecosystem and Bio-Sphere.
History & nature of Science Role & importance in daily life Path tracking discoveries & land mark developments in science Eminent world scientists, eminent Indian scientists (special reference to Natural Scientists) Importance & place of Physical Science in school curriculum Objectives, of teaching Physical Science with special reference to the Tara Davi seminar, Kothari Commission & Ishwar Bhai Committee.
Unit II
Planning for teaching Physical Science i) ii) iii) iv) v) Developing year plans, unit plans, lesson plans. Preparation of lesson plans on the basis of standard Principles. Preparation & development of improvised appoints. Preparation, selection & use of teaching aids. Importance of field trips, science clubs, science fairs, science museums as non-formal approaches of science teaching.
Unit III
Methods of Teaching i) ii) iii) iv) v) vi) Lecture Method Demonstration method Demonstration-cum-Discussion method Heurestic method Inductive deductive method Project method
Unit IV
Content (Physics) i) ii) iii) iv) Motion, force, work & energy, displacement motion and its types speed velocity and acceleration, force-magnitude and direction. Heat as energy, temperature, transfer of heat thermal expansion & change of state. Newtons Law, qualitative concept of relativity, universal law of gravitation, Keplers. Simple pendulum, restoring force, SHM, displacement, amplitude, frequency time period, expression for time period, wave motion, propagation of through a medium, longitudinal and transverse waves length, relation between speed, frequency and wave length, transfer of energy and momentum in wave propagation, periodic motion, sound waves and their nature. Light, image formation by spherical mirrors and lenses, telescope, microscope, defects of vision and correction perception perception of colour, colour blindness, composition of white light, wavelength and colour of light.
v)
Unit V
Content (Chemistry) i) Introduction to chemical reactions, types of chemical reaction combination decomposition displacement reactions by performing actual classroom activities related to these reactions (wherever possible) Introduction to the electronic concept of oxidation-reduction, oxidation number and redox reaction by demonstrating different redox reactions in the class and discussing their chemical equations. Endothermic and exothermic reactions by performing the activities of dissolution of any NH4Cl in water, evaporation of water, spirit (endothermic) and adding water to quick lime, dissolution of NaOH in water, H2SO4 in water and neutralization reaction (exothermic) of aq. NaOh by aq. HCL. Concept of rate of reaction, factors affecting the rate-effect of (a) Concentration (b) Temperature (c) Pressure and (d) Catalyst. Elementary idea of Electro chemical cell and dry cell Rusting of iron & preventive measure mole concept and solving of numeric problems related to the mole concept.
ii)
iii)
iv) v)
Paper VIII
Teaching of Mathematics
M. Marks 80
Unit I
Mathematics Historical Background i) ii) iii) iv) Meaning of mathematics History of Mathematics Contributions of Indian Mathematicians with reference to Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujan. Contribution of Euclid, Pythogorus, Rene-descarte.
Unit II
Methodology i) ii) iii) iv) Inductive & Deductive Analytical & Synthetic Heuristic, project and laboratory Various techniques for teaching mathematics viz, oral, written, drill, assignment; supervised study and programmed learning.
Unit III
Instruction in Mathematics i) ii) iii) iv) v) Meaning and importance of a lesson plan Performa of a lesson plan and its rationality Meaning and purpose of a unit-and-unit plan and an yearly plan Developing low cost improvised teaching aids relevant to local ethos Maintaining and using blackboard, models, charts, TV, films and video tapes and VCR.
Unit IV
Content I i) ii) iii) iv) Mensutation: Volume and surface Area of Cube, cone, cylinder and sphere Linear Equation of one and two variables Rational Expression & Quadratic equation Ratio & Proportion and Factors
Unit V
Content II iii) iv) v) Circle & Geometrical Constructions Statistics: Mean, Median, Mortality table, cost of living index and price index. Sets & surds.
Note: i) The paper setters shall set two questions from each unit with internal option. A candidate shall have to attempt five questions. There shall be however, no overall option in the question paper. The content portion appearing at unit IV & V is prescribed for students at secondary stage, the purpose of including this correct portion is to enable the teacher educators to apply the necessary pedagogical & instructional skills while teaching in the classroom situation for the benefit of students teachers. The teacher Educators may use necessary teaching aids while delivering the lesson of the content part.
ii)
(Paper IX)
Mastery of basic skills required for maintenance of school records (Admission, Attendance, Examination) Attending & organized Morning assembly. Attending staff meetings & preparing school time table Observing 3 lessons delivered by any teacher on the staff as per the school time table & preparing a report on that. The duration of internship shall be six working days. The evaluation of this component shall be done jointly by the Head of the Institute & the Supervisor. (50 marks)
ii)
Teaching aids to be prepared for two content-cumMethodology papers separately. These aids are to be prepared for all the fifteen lessons to be delivered in each subject. (100 marks)
iii)
Micro teaching/ Simulated teaching sessions shall be conducted by the college prior to the practice of teaching, emphasis shall be laid on the development of some basic major skills of teaching. (100 marks)
iv)
Practice Teaching -
The practice teaching shall be conducted for fifteen working days. Each day a student teacher shall deliver two lessons in each subject. All these lessons shall be supervised by the Head of the Institution & the concerned Supervisor. The two criticism lessons shall be delivered in presence of other teachers on the staff.