Prepared
and constructed with reference to the guide lines of Curriculum Framework : Two
Year B.Ed. Programme by National Council for Teacher Educationand its
Regulations
- 2014
As per the guide lines of Curriculum
Framework: Two -Year B.Ed. Programme developed by National Council for Teacher
Education, its Regulations and UGC guide lines, the Syllabus Committee of
Bodoland University deserves to prepare and construct a Syllabus for Two-Year B.Ed.
Programme by first sitting of its workshop from 16/06/2015 to 18/06/2015 to
meet the present need of teacher education for Bachelor of Education.
The members of the Syllabus Drafting Committee drafted the Syllabus
for Two -Year Professional B.Ed. Programme and after submission of the copy,
the Review Committee gave their consent to finalize it in the second round of
its workshop from 25/07/2015 to 30/07/2015.
After all, the ‘Syllabus for Two -Year
Professional B.Ed. Programme’ is finalised on the last workshop from 14/07/2015
to 17/07/2015 with the approval of Hon’ble Vice- Chancellor of Bodoland
University, Kokrajhar, to send for the approval of the Syllabus to the
authority of the National Council for Teacher Education, (Bhubneswar) to
implement the same for Bachelor of Education (B.Ed.).
Members of Syllabus Drafting Committee:
Dr. Suchitra Kakoty, M.A.,Ph.D.(Ed).& LL.B.,
Principal, Denning College of Teacher Education, Tezu, Lohit District,
Arunachal Pradesh.
Dr. Utpala Konwar, M.A., Ph.D. (Ed.);
Former Prof. in Teacher Education, NCERT, New Delhi. Dr. Nilima Bhagabati,
Ph.D., FCCEAM, International Secretary General CTE Mr. Binanda Boro, M.Sc.
M.Ed., Asstt. Prof., Raimalie Academy College (B.Ed.)
Dr. Dinanath
Basumatary, M.A, B.Ed, Ph.D, Director, CUDC Convenor, BU
Members of the Syllabus Review & Finalization Committee :
Dr. Asit Das, M.A, Ph.D,
Controller of Examinations, BU Dr. Ganesh Wary, M.Sc, Ph.D, Academic Registrar,
BU Mr. Binanda Boro, M.Sc. M.Ed.
Dr. Dinanath
Basumatary, M.A, B.Ed, Ph.D, Director, CUDC, Convenor, BU
The Syllabus is made to satisfy the NCTE
norms and agenda which is also constructed for the adaptable mechanism of
Bodoland University, Kokrajhar, by chosing the Semester System of Programme
implementation, evaluation and assessment.
17th July 2015 Bodoland University
Kokrajhar
Contents Page
Name and Style ............................................................................................................................. 1
Semester
1
Semester
2
13.
CC 6a: Pedagogy of Social Science (Part-A)........................................................................ 29
Semester
3
19. CC 6b: Pedagogy
Language* (Part-B) (Assamese, Bengali, Bodo,
Hindi and Sanskrit)............... 40
26.
CC 7b: Knowledge and Curriculum- (Part-B)................................................................. 52
References............................................................................................................ 70--75
SYLLABUS FOR
TWO - YEAR B.ED. DEGREE PROGRAMME
The Programme comprises of three broad curricular areas: Perspective
in education, Curriculum and Pedagogic Studies, and Engagement with the Field.
As per guide lines of the “Curriculum Framework: Two Year B.Ed. Programme”
Circulated by National Council for Teacher Education (NCTE) in 2014, the
following courses are designed for B.Ed. Programme of the Bodoland University,
Kokrajhar. BTAD, Assam.
Perspective in Education (Core
courses):
Core courses are intended to provide a conceptual understanding of
relevant concepts and processes in teacher-education and also situate them in
the broader perspective of education
and
development.Theses are mendatory subjects for all student-teachers.
|
1.
|
CC1 :
|
Childhood and
Growing Up
|
|
2.
|
CC 2 :
|
Contemporary
India and Education
|
|
3.
|
CC 3 :
|
Language
across the Curriculum
|
|
4.
|
CC 4 :
|
Understanding
Disciplines and Subjects
|
|
5.
|
CC 5 :
|
Learning and
Teaching
|
|
6.
|
CC 7(a&b):
Knowledge and Curriculum
|
|
|
8.
|
CC 9 :
|
Gender, School
and Society
|
|
9.
|
CC 10:
|
Creating an
Inclusive School
|
Courses in pedagogic studies are aimed at providing an understanding
of the dynamics and complexities in teaching-learning situations, including
familiarity with the basic terms and concepts, various alternatives possible,
technical insights into putting curricular aspects in operation as well as
various ways of assessing learning. In consonance with the overall framework,
emphasis is laid on the constructivist views in all these dimensions, with
appropriate exposure to other views, wherever necessary. it also aims to
develop in student-teachers an understanding of the curriculum, linking school
knowledge with community life. The design of the programme will enable the
students to specialize in one disciplinary area , viz. Social Science, Science,
Mathematics, Languages, and subject area from the
same discipline , at one/ two levels of school.
1.
CC 6(a&b): Pedagogy
of a School Subject
Apart from conceptual and practical learning gained through core courses
and pedagogic studies, student-teachers need to develop other dimensions of
their sensibilities. They need to experience and internalise the fact that the
teacher is much more than someone who teaches a subject. The teacher is also
potentially a participant in the wider education system and he/she may play a
proactive role both in the community life of the school and also in the broader
social context. In this sense he/she is capable of becoming an agent of social
development, even of social transformation. In order to empower the
student-teachers in these dimensions, it is necessary that they are provided
with a range of experiences that will cumulatively enrich them as well as
develop their sensitivity. Course11* is attemted to satisfy this need.
This is a part and parsel of all the courses which is included in the
programme to stabileze their theoetical knowledge with different divergent
activities.Tasks and Assignments for courses of respective subjects will be
selected by the concerned College and submission/performance of such items will
be according to the respective College Calendar.
This courses are included to train a student teacher to be effective
and enhance their Professional activities as a teacher by developing their
extra efforts required for present education transaction. Following are the
courses offered for this perpose:
|
1.
|
EPC 1: Reading
and Reflecting on Texts
|
|
|
2.
|
EPC
2
|
: Drama and Art in Education
|
|
3.
|
EPC
3
|
: Critical Understanding of ICT
|
|
4.
|
EPC
4
|
: Understanding the Self
|
For School Internship, a student teacher should work as a regular
teacher for a duration of 20 weeks of which 2 weeks each in first and second
semester as preparatory and 16 weeks in third semester participating in all
activities (academic, non-academic, management, evaluation and other
co-curricular activities)of the school. The School Internship will realize the
Student-teachers how to cop-up with practical implementation of School
Education. The detials of the course is shown in the school Internship.
For perspective in education and pedagogic studies 25% marks is
assigned for continuous internal assessment and 75% for external assessment in
a full course whereas 30% for internal assessment and 70% for external
assessment for a half course. Assessment for EPC are 100% internal.The design
of internal assessment will be flexible but structured in its own. The minimum
pass mark is 40%.
The maximum duration of the
course completion is 3 (three) consecutive years.
|
Course
Content
|
Name of the Course
|
Semester
|
No of Periods (40
minutes per period)
|
Marks of Evaluation
|
||
|
Theory
|
Activities
|
Total
|
||||
|
CC
1
|
Childhood
and Growing Up
|
1
|
76
|
20
|
96
|
100
|
|
CC
2
|
Contemporary
India and Education
|
76
|
20
|
96
|
100
|
|
|
CC
3
|
Language
across the Curriculum (1/2)
|
38
|
10
|
48
|
50
|
|
|
CC
4
|
Understanding
Disciplines and Subjects (1/2)
|
38
|
10
|
48
|
50
|
|
|
EPC1
|
Reading
and Reflecting on Texts (1/2)
|
18
|
30
|
48
|
50
|
|
|
CC
5
|
Learning
and Teaching
|
2
|
76
|
20
|
96
|
100
|
|
CC
6a
|
Pedagogy
of a School Subject -Part A (1/2)
|
38
|
10
|
48
|
50
|
|
|
CC
7a
|
Knowledge
and Curriculum -Part A (1/2)
|
38
|
10
|
48
|
50
|
|
|
CC
8
|
Assessment
for Learning
|
76
|
20
|
96
|
50
|
|
|
EPC2
|
Drama
and Art in Education (1/2)
|
18
|
30
|
48
|
50
|
|
|
CC
6b
|
Pedagogy
of a School Subject -Part B (1/2)
|
3
|
38
|
10
|
48
|
50
|
|
School
Internship*
|
|
16
weeks
|
250
|
|||
|
CC
9
|
Gender,
School and Society (1/2)
|
4
|
38
|
10
|
48
|
50
|
|
CC
7b
|
Knowledge
and Curriculum Part B (1/2)
|
38
|
10
|
48
|
50
|
|
|
CC 10
|
Creating
an Inclusive School (1/2)
|
38
|
10
|
48
|
50
|
|
|
CC
11*
|
Optional
Course* (1/2)
|
38
|
10
|
48
|
50
|
|
|
EPC3
|
Critical
Understanding of ICT (1/2)
|
18
|
30
|
48
|
50
|
|
|
EPC4
|
Understanding
the Self (1/2)
|
18
|
30
|
48
|
50
|
|
|
Total Marks of Evaluation
of Semesters
|
|
350
|
|
350
|
|
300
|
|
300
|
|
Total marks for the entire assessment programme =
1300
|
(Field visit, Excursion, College Picnic, College Week, etc. are not
included in the distribution of the class periods; but these are considered as
the Co-activity of the Programme. These will be organized by the concerned
Colleges within the Working Days and also, the concerned College will organise
two weeks School Internship for first semester and second semester each as
preparatory for the third semester).
CC 1Childhood and Growing Up 100 marks
|
CC
2
|
Contemporary
India and Education
|
100 marks
|
|
CC
3
|
Language
across the Curriculum (1/2)
|
50 marks
|
|
CC4
|
Understanding
Disciplines and Subjects (1/2)
|
50 marks
|
|
EPC
1
|
Reading
and Reflecting on Texts (1/2)
|
50 marks
|
|
Engagement
with the Field: Tasks and Assignments for Courses 1,2,3 & 4
|
||
|
|
Semester 2
|
|
|
CC
5
|
Learning
and Teaching
|
100 marks
|
|
CC
6a
|
Pedagogy
of a School Subject -Part A (1/2)
|
50 marks
|
|
CC
7a
|
Knowledge
and Curriculum -Par A (1/2)
|
50 marks
|
|
CC
8
|
Assessment
for Learning
|
100 marks
|
|
EPC
2
|
Drama
and Art in Education (1/2)
|
50 marks
|
|
Engagement
with the Field: Tasks and Assignments for Courses 5, 6a, 7a & 8
|
||
|
|
Semester 3
|
|
|
CC
6b
|
Pedagogy
of a School Subject - Part B (1/2)
|
50 marks
|
|
School Internship
|
250 marks
|
|
|
Engagement
with the Field: Tasks and Assignments for Courses 6b & school Internship
|
||
|
|
Semester 4
|
|
|
CC
9
|
Gender,
School and Society (1/2)
|
50 marks
|
|
CC
7b
|
Knowledge
and Curriculum -Part B (1/2)
|
50 marks
|
|
CC 10
|
Creating
an Inclusive School (1/2)
|
50 marks
|
|
CC
11*
|
Optional
Course* (1/2)
|
50 marks
|
|
EPC
3
|
Critical
Understanding of ICT (1/2)
|
50 marks
|
|
EPC
4
|
Understanding
the Self (1/2)
|
50 marks
|
|
Engagement with the Field: Tasks and
Assignments for Courses 9, 7b, 10 & 11
|
Note:
a)
. 1/2 indicates a half paper which is allocated
both half the time of effective hours per week and also half the marks assigned
to a full paper.
. Optional Courses* can be from among the
following - Health and Physical Education, Peace Education, Issues of
Conservation and Environmental Regeneration etc. And can also be an Additional
Pedagogy Course** (for a school subject other than that chosen for Course 6
(a&b) at the secondary level, or the same school subject at the higher
secondary level). ** The college will make arrangements to offer an additional
pedagogy course for
(i)
a second school subject at the secondary level
for interested student-teachers
who ha ve undertaken adequate
number of courses in that subject during their graduation or
(ii)
the same school subject as in Course 6 (a&b)
but at the higher secondary level for student-teachers with a post-graduate
degree in that subject.
Semester 1
Total Marks -100 Contact hours: 4 hours per week
Internal Assessment: 25 (assignment 10 and
formative assessment 15)
External Assessment: 75
•
To understand
individual development in socio cultural context
•
To acquire
theoretical perspectives and develop an understanding of dimensions and stages of
human
development and developmental task
•
To understand
a range of cognitive capacities and affective processes in human learners
•
To become
aware of different contexts of learning and situate schools as a special
environment
for learning
•
To reflect on their own implicit understanding
of the nature and kinds of learning
•
Gain and understanding of different theoretical
perspectives on learning with a focus on cognitive views of learning as well as
social constructivist theories
•
Explore the possibilities of an understanding of
processes in human cognition and meaning making them as basis for designing
learning environments and experiences at school and
Unit
III Cognitive and Affective Processes
•
Perception, attention, memory, language,
thinking, problem solving
•
Emotions and Motivation
•
Maturation and learning
Unit
IV Individual Differences among Learners
•
Dimensions of differences in Psychological
attributes- cognitive abilities, interest, aptitude, creativity, personality
and values
•
Understanding differences based on learning
difficulties, slow learners, intellectual deficiencies and giftedness
Unit
V Theoretical and Constructivist Perspectives on Learning:
•
Meaning and characteristics of learning
•
Various
theories of learning for different kinds of learning situation
•
Role of teacher in teaching learning situations:
a.
Transmitter of knowledge
b.
Model
c.
Facilitator
d.
Negotiator
e.
Co-learner
•
Experimental learning and reflection
•
Meta cognition
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total marks -100 Contact
hours: 4 hours per week
Internal Assessment: 25
(assignment 10 and formative assessment 15)
External Assessment: 75
Objectives:
•
To enable the student-teacher with studies on
Indian society and education
•
To acquire conceptual tools of sociological
analysis and hence on experience of diverse communities, children and schools
•
To make student teacher understand the
diversity, inequality and marginalization in society through education
•
To enrich the knowledge of Indian educational
policies recommendations schemes and constitutional provisions
Unit-I
Diversity, Inequality and Marginalization
•
Concept of diversity in equality and
marginalization
•
India- the land of diversity in geography,
demography community, culture and education
•
Strategy of marginalization of diversity and
inequality through education
•
Inculcation of thought: Diversity and duty
through education
Unit II Constitutional provisions for Education
towards Marginalization of Education
•
Preamble, Fundamental Rights and directive
principles of state policies Unit III Development of Indian
Education: A Historical Overview
•
Vedic Education
•
Buddhist Education
•
Islamic Education
•
Education during British Rule
•
Education after Independence
•
Contribution to Education by Swami Vivekananda
and Srimanta Sankardeva Unit-IV Different Educational
Commissions and National Policies
•
Mudaliar Commission and Kothari Commission:
Recommendations and their implementations in the Education System
•
Education
towards the Liberalization and Globalization of the Indian economy Unit-V
Current Concerns of Indian Education
•
Nai- talim, RTE ACT-2009, UEE, SSA, RMSA
•
SMC
(School Managing Committee), Mid-Day-Meal, PPP Education in India
•
JNV
(Jawahar Navodaya Vidyalaya)
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/conducted by the teachers from/on any topic
as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal
Assessment - 15 (assignment -5 and formative assessment-10)
External Assessment - 35
The
course enables the student-teacher to
•
Understand the importance of communicable
Language
•
Understand the first Language, second language,
third language etc.
•
Understand the concept of multilingualism,
standard language, home language, dialects etc.
•
Use of Oral and standard language
•
Understand the informal reading in different
content areas Unit-I Multilingual Classroom
•
Meaning and concept of multilingual classroom,
and its advantage and disadvantage in Indian context.
•
Language and communication
•
School and standard language
•
Favourable language in a particular classroom
•
Language in explanation, direction, examination
, record etc in a classroom Unit-II Reading Comprehension
•
Reading and writing of social sciences, science
and Mathematics
•
Reading strategies for children: Note making,
Summarizing, reading and writing Unit-III Text
Structures
•
Contents of a text
•
Nature of expository texts and Narrative text
and comparison
•
Nature of transactional text and reflective text
and comparison
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15 (assignment -5 and
formative assessment-10)
External Assessment - 35
Objectives:
The
course enables the student teacher to
•
Understand a subject as a interdisciplinary
study rather than a strict discipline oriented
•
Understand the subjects like horticulture,
hospitality etc. are as much useful as academic subjects
•
Help to enhance practical knowledge, intuitive
or tacit knowledge of a school curriculum in social reconstruction
•
Understand the importance of equal strategy in
both theory and practical part of any subject
•
Examine for a good text book considering the
National Framework School Curriculum, subject, syllabus and matching of
contents.
Unit-I
School Subjects and Discipline
•
Meaning and Nature of School Subjects and Disciplines
•
School subject: an interdisciplinary subject
•
Changing nature of contents of school subjects
•
Subject as vehicle of National development:
Science and Mathematics
•
Parent subjects of many social sciences: History and geography
Unit-II
Theory of Contents
•
Content and Syllabus
•
Content and Curriculum
•
Content- curriculum and National
•
Content and Theory
•
Content- Theory and Practical
•
Content and community
•
Content and learners
•
Content sequence and text book
Unit -III Theory and Practical of a Subject
•
Importance of theory and practical of a subject
•
Relationship between Theory and practice
•
Practical vs. project report
•
Practical vs. assignment
•
Practical vs. experiment
•
Practical vs. field work/ visit.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total mark- 50 Contact hours: 2
hours per week
Internal Assessment -50
•
To create awareness on reading and reflective
thinking
•
To enable student teacher to develop or to test
the abilities in reading and to make meaning of different kind of texts
•
To understand text based language leading to
strengthening ability to read , think, discuss, communicate, and to write in the
form of language
•
To help student-teacher to engage with ideas and
appreciate different kinds of writings and to communicate in different contexts
•
To create thoughtful arguments on the texts
•
To lay a foundation for student teacher to
become self learners reflective and expressive teachers and collaborative
professional
Things to do:
1.
To read and respond to variety of texts in
different ways
2.
To learn to think together depending on the text
and the purposes of reading
3.
The course will enable student teacher to
enhance their capacities as reader and writers by becoming participant in the
process of reading
4.
The student- teachers to be engaged with the
readings interactively-individually and in small groups involving framing
questions to think about while preparing to read something.
5.
The works in this course should focus on making
an appraising arguments and interpretations, creating thoughtful arguments by
making conjectures and offering justification for them
6.
As students are reluctant to read and write,
this course offers opportunities to read a wide variety of texts including
empirical, conceptual, historical work, policy documents, studies about
schools, teaching, learning, and about different people’s experiences of all of
these.
(The marks to be divided in different components of texts:
e.g. reading, writing and participation etc.)
Suggested Activities:
This course offers opportunities to read a wide range of
text materials including empirical, conceptual historical work, policy
documents, studies, teaching, learning, and experiences of different people by
the student-teacher. Therefore, the course will include varied areas of reading
activities. Selected Texts materials or stories could be from popular fiction,
abstracts from popular non-fiction books, Autobiography, biographical writing,
extra dramas, newspaper items, articles magazines etc. Individually,
systematically, execute and engage accordingly. They may critically analyze the
structure of an article, identify the morals, discussion, and prepare field notes,
ethnographies etc. to address different types of reading skills and strategies.
In certain cases the student teachers may have to work on the field.
Student-teachers will get opportunities to write a sense of
purpose and audience through tasks such as responding to a text with one’s own
opinions or writing within the context of other’s ideas. For expository texts
the student-teachers will learn to make predictions, check their predictions
and answer questions and then summarize or recall what they read.
Some co-curricular activities may also support in developing
reading comprehension and other language skills, such as: Debate, Elocution,
language games, essay writing, storytelling, poetry recitation, quiz etc. They
may do the activities individually, in group (small or big groups for
interactive reading).
The assessment should be continuous, systematic, organized
to measure al l the multidimensional aspects of the student -teacher. Student
teacher will be assessed on the basis of their behavioral aspects, inner self
qualities and some other aspects on the basis of their assignments, projects
etc, (reflective writings, participation in groups, teams, society members
etc.)
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Semester 2
Total Mark 100 Contact hours: 4
hours per week
Internal Assessment - 25 (assignment- 10 and
formative assessment- 15)
External Assessment - 75
Objectives:
•
To reflect on critique notions of learning and
teaching that they have formed from their own experience and to move beyond
them
•
To make student teacher to understand theories
of learning as conceptualize within psychology and cognitive science
•
To investigate the difference and connections
between learning in schools and learning outside school
(Reflection on learning will have
three broad components i.e. 1. Understanding Learning: sociocultural and
cognitive process 2. Understanding the Learner 3. Learning in and out of school)
Unit-I Learning as a Socio-Cultural Process and Cognitive Process
•
Socio-cultural process as custom, believes,
traditions, experiences etc.
•
Cognitive processes as sensing, memorizing,
understanding, analyzing, comparing, contrasting,
synthesizing etc.
Unit-
II Theories of Learning
•
Different theories of learning:
1.
Experimental studies by Thorndike (S-R Theory)
2.
Pavlov’s Classical Conditioning (S-R)
3.
Skinner’s Operand Conditioning (Reinforcement)
4.
Hull’s Theory
5.
Gestalt Theory of Learning
6.
Tolman’s Sign Learning Theory Unit-
III Progress of Learning
•
Platue of learning and way of overcome the
platue
•
Causes of fatigue, remedy of fatigue
•
Efficiency in learning
•
Methods of learning
Unit-
IV Understanding the Learner
•
CA and MA of the Learners
•
Intelligence and IQ of the learners: Gifted and
backward learner
•
Meaning of personality
•
Factors of personality development of the
learners
•
Influence of
peer gang on learners Unit-V Learning in and out of the School
•
Field visit, excursion, project, exhibition,
tournament, theatre, cinema, workshop, laboratory, library, television etc.
•
Influence of home, religious institutions, etc.
•
Professional ethics of teacher
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact
hours: 2 hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
After completion of Course the student will be able to
• understand
the different roles of language
• understand
the relation between literature and language
• develop
creativity among learners
• understand
the role and importance of translation
• examine
authentic literary and non-literary texts and develop insight and appreciation
•
understand the use of language in
context, such as grammar and vocabulary
•
develop activities and tasks for
learners
• understand
the importance of home language and school language and the role of mother
tongue in
education
• use
multilingualism as a strategy in the classroom situation
• develop
an understanding of the nature of language system
• understand
about the teaching of poetry, prose and drama
• identify
methods, approaches and materials for teaching English at various levels in the
Indian
context
• understand
constructive approach to language teaching and learning
• develop
an insight into the symbiotic relationship between curriculum syllabus and
textbooks
• develop
and use teaching aids in the classroom both print and audiovisual material, and
ICT (internet
and computer technology)
• understand
the process of language assessment
• understand
need and functions of language lab
• English
as a colonial language.
• English
in Post-colonial times;
• English
as a language of knowledge;
• Position
of English as second language in India;
• English
and Indian languages;
•
English as a link language in
global context; challenges of teaching and learning English.
Activities
•
Discuss in groups how the role of
English language has changed in the twenty-first century.
Unit
II: An Overview of Language Teaching
1. Different Approaches/Theories to Language Learning and
Teaching (MT&SL): Philosophical.
social and psychological bases of
approaches to Language acquisition and Language learning; inductive and
deductive approach; whole language approach; constructive approach;
multilingual approach to language teaching (John Dewey, Bruner, J. Piaget, L.
Vygotsky, Chomsky, Krashen), and Indian thought on language teaching (Panini,
Kamta Prasad, Kishori Das Vajpai etc.).
2.
A Critical Analysis of the Evaluation
of Language Teaching Methodologies: Grammar
translation method, Direct method, Structural-situational method, Audio-lingual
method, Natural method; Communicative approach, Total Physical Response,
Thematic Approach (inter disciplinary)
Activities : Discussion on
the topic ‘Mother Tongue and Other Tongue
Project: Do a
comparative study of positive features and weaknesses of different approaches
to language learning.
Teaching Practice : Prepare four
activities keeping in view ‘Constructivism in a Language Classroom’. Unit-
III: Acquisition of Language Skills
•
Acquisition of Language Skills:
Listening, speaking, reading and writing.
•
Listening and Speaking:
Sub skills of listening: Tasks; Materials and resources for developing the
listening and speaking skills: Storytelling, dialogues, situational
conversations, role plays, simulations, speech, games and contexts, language
laboratories, pictures, authentic materials and multimedia resources
•
Reading:
Sub skills of reading; Importance of understanding the development of reading
skills;
Reading aloud and silent reading;
Extensive and intensive reading; Study skills, including using thesauruses,
dictionary, encyclopedia, etc.
•
Writing:
Stages of writing; Process of writing; Formal and Informal writing, such as poetry,
short story,
letter, diary, notices, articles, reports, dialogue, speech, advertisement,
etc; Reference
skills; Study skills; Higher order skills.
Activities
•
Collect ten examples of Grammar
in context from English Textbooks of Classes VI to VIII and have a group
discussion.
Teaching Practice
•
Prepare activities for listening,
speaking, reading and writing. (5 Each)
•
Prepare three activities to
develop the reading skills of Class VI students.
Project
•
Keeping in view the needs of the
children with special needs prepare two activities for English
teacher
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal Marks - 15 (assignment -5 and formative
assessment-10)
External Marks - 35
Objectives:
•
To understand
the different roles of Language
•
To develop
an understanding of the nature of language system
•
To understand
the role and importance of language* and its cultural
background
•
To be able to develop creativity among learners
•
To be able to know the place of Language in curriculum
•
To be able to examine authentic literary and non-literary
texts in language*
•
To understand
the use of language in contexts, such as grammar and vocabulary in context.
•
To be able to develop activities and tasks for learners
•
To be able to practice the Language teaching skills
•
To understand
about the methods of teaching Language
•
To be able
to use multilingualism as a strategy in the classroom situation
•
To understand
and prepare various kinds of lesson plans
•
To understand
the relationship between curriculum, syllabus and text books in language
•
To appreciate
the use of audio, audio-visual aids and ICT(Internet and Computer Technology)
•
To understand
the process of Language assessment
•
To understand
the need and function of Language Lab.
Unit-I Role of the Language* and its Position in India
•
Meaning of Language, importance, utility, aims
and objectives of teaching the Language*
•
Definition of the language*
•
Position of the Language* in India: Hunter
Commission (1882-83), Mudaliar Commission
(1952-53) Kothari Commission (1964-66), Sadlar Commission
(1997-99) and Constitutional Act.
Activities
•
Discussion on the topic ‘Mother
Tongue and Other Tongue Unit-II Teaching
strategy of Language
•
Different stages in the learning of Language*
(pre-primary, primary, secondary, higher secondary level)
•
Philosophical, social and
psychological bases of approaches to Language acquisition and Language
learning; inductive and deductive approach; whole language approach;
constructive approach; multilingual approach to language teaching (John Dewey,
Bruner, J. Piaget, L. Vygotsky, Chomsky, Krashen), and Indian thought on
language teaching (Panini, Kamta Prasad, Kishori Das Vajpai etc.).
Project
•
Do a comparative study of
positive features and weaknesses of different approaches to language
learning.
1.
Acquisition Of
Language Skills: Listening, speaking, reading and
writing.
Listening and Speaking:
Sub skills of listening: Tasks; Materials and resources for developing the
listening and speaking skills: Storytelling, dialogues, situational
conversations, role plays, simulations, speech, games and contexts, language
laboratories, pictures, authentic materials and multimedia resources
•
Reading:
Sub skills of reading; Importance of understanding the development of reading
skills; Reading aloud and silent reading; Extensive and intensive reading;
Study skills, including using thesauruses, dictionary, encyclopedia, etc.
•
Writing: Stages of
writing; Process of writing; Formal and Informal writing, such as
poetry, short story, letter, diary,
notices, articles, reports, dialogue, speech, advertisement, etc; Reference
skills; Study skills; Higher order skills.Spelling,
Phonetics-meaning and importance
Activities
•
Have a discussion on the topic
‘Difference Between Spoken and Written Language’.
•
Collect ten examples of Grammar
in context from English Textbooks of Classes VI to VIII and have a group
discussion.
Teaching Practice
•
Prepare activities for listening,
speaking, reading and writing. (5 Each)
•
Prepare three activities to
develop the reading skills of Class VI students.
Project
•
Keeping in view the needs of the
children with special needs prepare two activities for
English teachers
Engagement
with the Field: Tasks and Assignments (The tasks and
assignments will be given/
conducted by the teachers from/on any topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15 (assignment -5 and
formative assessment-10)
External Assessment - 35
Objectives:
After completion of course the students will be able to:
• develop
insight into the meaning, nature, scope and objective of mathematics education;
• appreciate
mathematics as a tool to engage the mind of every student;
• appreciate
mathematics to strengthen the student’s resource;
• appreciate
the process of developing a concept;
• appreciate
the role of mathematics in day-to-day life;
•learn important mathematics: mathematics is more than formulas
and mechanical procedures;
• channelise,
evaluate, explain and reconstruct their thinking;
• see
mathematics as something to talk about, to communicate through, to discuss
among themselves,
to work together on;
• pose
and solve meaningful problems;
• appreciate
the importance of mathematics laboratory in learning mathematics;
• construct
appropriate assessment tools for evaluating mathematics learning;
• develop
ability to use the concepts for life skills;
• stimulate
curiosity, creativity and inventiveness in mathematics;
• develop
competencies for teaching-learning mathematics through various measures
• focus
on understanding the nature of children’s mathematical thinking through direct
observations
of children’s thinking and learning processes; and
•
examine the language of
mathematics, engaging with research on children’s learning in specific areas.
UNIT 1: Nature and Scope of Mathematics
•
Meaning and building blocks of
mathematics, the nature of mathematical propositions, truth values, compound
propositions, truth tables
•
Open sentences
•
Truth sets; Venn diagram;
logically valid conclusions
•
Use of quantifiers, implications
- necessary and sufficient conditions;
•
A mathematical theorem and its
variants—converse, inverse and contra positive, proofs and types of proofs, Difference
between proof and verification;
•
Deductive nature of mathematics;
•
History of mathematics with
special emphasis on teaching of mathematics, contribution of Indian
mathematicians.
•
Aesthetic sense in mathematics,
three aesthetic experience variables identified by Birkhoff and their relation,
coexistence of precision and beauty in mathematics;
•
Scope of mathematics.
Unit 2: School Mathematics Curriculum
•
Objectives of curriculum
•
Principles for designing
curriculum, designing curriculum at different stages of schooling
•
Main goal of mathematics
education
•
Core areas of concern in school
mathematics, curricular choices at different stages
of school
mathematics
education
•
Construction of syllabi in
various disciplines of mathematics, for example, Algebra, Geometry, etc.
•
Pedagogical analysis of various
topics in mathematics at various level of schooling—Arithmetic (Development of
Number Systems), Algebra, Trigonometry, Statistics and Probability, etc.
Unit 3: Approaches and Strategies in Teaching and Learning
of Mathematics
Mathematical Concepts
•
Nature of concepts, concept
formation and concept assimilation, Moves in teaching a concept— defining,
stating necessary and/or sufficient condition, giving examples accompanied by a
reason.
•
Comparing and contrasting
•
Giving counter examples
•
Non-examples
•
Planning and implementation of
strategies in teaching a concept like teaching of algebra, geometry,
trigonometry, mensuration, etc.
•
Problem posing and solving,
discovering or exploring various options for solving the problems, formulation
of conjecture and generalizations through several illustrations
•
Difference between teaching of
mathematics and teaching of science.
Professional Development Of Mathematics Teachers
•
Types of in-service programme for
mathematics teachers; Role of
•
mathematics teachers association;
Journals and other resource materials
•
in mathematics education;
Professional growth—participation in
•
Conferences/seminars/workshops.
Engagement with the Field: Tasks and Assignments
Total Marks - 50 Contact
hours: 2 hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
Objectives:
•
To develop an understanding of the nature of
Social Science.
•
To acquire a conceptual understanding of the
processes of teaching and learning Social Science.
•
To acquire basic knowledge and skills to analyze
and transact the Social Science curriculum effectively following wide-ranging
teaching-learning strategies in order to make it enjoyable and relevant for
life.
•
To sensitize equip students-teachers to handle
social issues and concern in a responsible manner. E.g. preservation of the
environment, saving fast depleting natural resources (water, mineral, fossil
fuels etc.).
Unit-I
Social Science in school
•
Meaning, Nature and Scope of Social Science.
•
Difference between Natural and Social Science.
•
Social Science as an interdisciplinary study.
•
Objectives of teaching Social Science at the
secondary school.
•
Various teaching aids- Atlas, Maps, Globe,
Chart, Models, Graphs, Audio-Visual aids, CD- ROM, Multimedia, Internet etc.
Unit-II
(Geography)
•
Meaning, Nature and Scope of Geography.
•
Environmental degradation and its preservation.
•
Teaching strategies in Geography.
•
Questioning, Simulation and role play, Problem
solving, Decision making.
•
Methods-Interaction, Verbal learning,
Experimental learning through activities, Experiments.
•
Techniques-Using text books and Atlas, Using
medium and large scale maps, Using pictures, Photographs, Satellite images and
aerial photographs, Use of Audio visual aids, CDs, Multimedia and Internet case
study approach.
Unit-III
(Economics)
•
Meaning, Nature and Scope of Economics: Current
trends, Scarcity and choice, opportunity cost, Productivity, Demand, Supply and
Market mechanism, Division of labour and specialization.
•
Classification of Economic system- Capitalism,
Socialism, Mixed Economy.
•
Developmental issues in Economics-Sustainable
Development-Economic growth and economic development-Indicators of measuring
the well being of an economy; Gross Domestic product, Economic Planning,
poverty, Food security, Price rise, Role and function of money- Formal and
Informal financial institutions and budget.
•
Classification of Production Activities,-
Primary, Secondary and Tertiary.
•
Economic reforms and globalization (discuss the
developmental issues with reference to India).
•
Teaching-Learning methods in Economics- Lecture,
Discussion, Storytelling, Problem-solving methods, Use of Media and Technology,
Concept mapping, Project and Activities like field visit (E.g. visit to a
construct side for data on wages and employment), Collection of data from
documents (E.g. economic survey, five year plan).
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
Objectives:
After completion of the course the student teacher will be able to
•
Understand the meaning, Nature and Scope of
science
•
Distinguish the different branches of science
such as Biological Science, Chemical Science, Environmental Science, Physical
Science etc.
•
Create different situations for learning Science
•
Understand the aims and Objectives of Teaching
Science in secondary schools
•
Inter-relate science with other school subjects
such as Mathematics, Social Science, and Language etc.
•
Select contents of the science subject for the
students of secondary schools
•
Construct assessment tools for Science subjects
Unit I Science as a School Subject
•
Meaning , Nature and Scope of Science
•
Growth of Science Subject(s) as Biology,
Chemistry, Physics, Environment Science etc.
•
Relationship of Science subject with other
school subjects
•
Role of Science and its importance in day-to
-day life.
Unit -II Science Curriculum
•
Principles of curriculum development
•
Development of Science Curriculum in India
•
Child centered curriculum, advantage and
disadvantage
•
Role of science teacher in implementing science
curriculum in schools
Unit- III Teaching -Learning strategies of Science
•
Scientific method- Observation, Enquiry, Hypothesis,
experimentation, data collection, generalization (with proper emphasis of
content areas of secondary school science)
•
Problem solving and concept mapping,
collaborating learning and experiential learning in science
•
Facilitating learners for self study- Generating
discussion, appreciating dialogue amongst peer group ( e.g. simulation, games),
encouraging learners to collect material from local resources
•
Science Laboratory, Library, Journals, Text
books, Reference books, Multimedia, Internet, conference/seminars/ workshop,
field visits, projects, fairs etc.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15 (assignment -5 and
formative assessment-10)
External Assessment - 35
Objectives:
•
To inform student teachers about the critical
role of curriculum making in a heterogeneous and plural society like India
•
To enthuse student-teachers’ dynamism
interpreting and transacting curriculum in the school
•
To make the student-teacher culturally sensitive
in selection of knowledge, symbols, values and child friendly in pedagogy
•
To make student-teacher understand conceptual
linkages between educational aims, curriculum frameworks, development of
syllabus, teaching-learning materials, pedagogy, evaluation processes
•
To develop contextually responsive curriculum
and critical pedagogy
•
To focus on the distinction between knowledge
and skill, teaching and training, knowledge and information and reason and
belief
•
To engage with the enterprise of education Unit
-I Concept of Curriculum
•
Meaning, nature and need of curriculum in
schools
•
Distinction between knowledge and school,
teaching and training, knowledge and information reason and belief
•
Facets of curriculum: core curriculum and its
significance and in Indian contexts
•
Meaning and concerns of hidden curriculum
•
Differentiating curriculum from work and
syllabus
Unit-II
Curriculum Determinants and principles of construction
•
Broad determinants of curriculum making (at the
Nation and statewide level)
1.
Social-political-cultural-geographical-economic
diversity
2.
Socio-political aspiration including ideologies
and educational vision
3.
Economic necessities
4.
Technological possibilities
5.
Cultural orientations
6.
National priorities
7.
System of Governance and power relations
8.
International contexts
Unit- III Considerations in curriculum development (at school level)
•
Forms of knowledge and its characterization in
different school subjects
•
Socio cultural contexts of students-
multicultural and multilingual aspects
•
Learner characteristics
•
Teachers’ experience and concerns
•
Critical issues : Environmental concerns, gender
differences, inclusiveness, value concerns and issues, social sensitivity
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks -100 Contact Hours: 4
Hours per Week
Internal assessment: 25
(assignment 10 and formative assessment 15)
External Assessment: 75
Objectives:
•
To develop an understanding about assessment,
examination and evaluation process
•
To support student teachers in understanding the
psycho-social and political dimensions of assessment
•
To develop a critical understanding of issues in
assessment and also explore realistic, comprehensive and dynamic assessment
process which are culturally responsive for use in the classroom
•
To prepare prospective teachers to critically
look at the prevalent practices of assessment and selection , and instead
develop enabling processes which lead to better learning and more confident and
creative learners
•
To develop an understanding about current
evaluation process
Unit-I
Assessment, Examination and Evaluation
•
Understanding the terms:
a)
Assessment, evaluation, test, examination,
measurement
b)
Formative and summative evaluation
c)
Continuous and comprehensive evaluation
d)
Grading
•
Improving quality and range of questions in examination
papers: critical review of Essay type, objective type and short answer type
•
School based credit, examination management,
role of ICT in examination Unit-II What is to be Assessed
•
Dimensions and levels o learning
•
Retention/recall of facts and concepts;
application of specific skills
•
Abstraction of ideas from experiences
•
Originality and initiatives; collaborative
participation, creativity, flexibility
•
Context of assessment: subject related, person
related (non scholastic)
Unit-III
Assessment of Subject Based Learning
•
Assessment of tools: projects, assignments and
performances
•
Kinds of tests and their constructions
•
Observation of learning processes by self, by
peers and by teacher
•
Self assessment and peer assessment
Unit-IV
Teacher Competencies in Evolving Appropriate Assessment Tools
•
Evolving suitable criteria for assessment:
quantitative and qualitative
aspects of assessment
•
Using assessment feedback for farther learning Unit-V
Data analysis, feedback and reporting
•
Statistical tools- data collection, frequency
distribution, graphical representation- measures of central tendency,
percentage, measures of variability, normal distribution, percentile rank,
correlation and their interpretation
•
Developing and maintaining a comprehensive
learner profile: progress and profile of learner, consolidated learner profile
and communicating to parents and authorities.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total mark- 50 Contact hours: 2
hours per week
Internal Assessment -50
Objectives:
•
To enable student- teacher to understand
cultural identity and its diversity and richness
•
To make student-teacher understand the richness
and variety of artistic tradition so as to make to them creative thinkers and
good citizens of the Nation
•
To provide an aesthetically viable atmosphere in
schools encouraging creativity of learners
•
To make the student- teacher to experience the
use of arts for holistic development of the learners Practicum:
Project
work and Workshop
•
Performing arts (practical)
•
Listening, viewing and exploring regional art
forms, drama/ theatre
•
Viewing/ listening to live and recorded
performances
•
Traditional and regional art forms
•
Planning a stage setting for a performance/
presentation by the student teacher
•
Knowledge of contemporary artists : Sobha Brahma
and Dr. Bhupen Hazarika
•
Local festivals and artistic significance
•
Visit places of art, exhibitions and cultural
festivals - documentary
The assessment should be
continuous, systematic, organized to measure al l the multidimensional aspects
of the student -teacher. Student teacher will be assessed on the basis of their
behavioral aspects, inner self qualities and some other aspects on the basis of
their assignments, projects, performances etc, (reflective writings,
participation in groups, teams, society members etc.)
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Semster 3
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
Unit IV: Language, Literature and Aesthetics-I:
•
Different Creative forms of
English Language: Understanding different forms of literature;
•
Literature in the school
curriculum: Needs, objectives and relevance;
•
Role and relevance of media in
school curriculum;
•
Translation: Importance and need,
•
Translation as a creative
activity: through examples of
translated texts into English
from different
Indian languages.
Activities
•
Take three editorial pieces on
the same topic from different newspapers. Have a discussion on
their
language and presentation
•
Take two translations of any
piece of creative writing. Read these pieces and then translate the
piece
yourself
•
Take any creative writing related
to history, e.g. Discovery of
India and prepare a flow chart on the
main events
•
Review any story and have a
discussion in groups
•
Take any piece on Geography and
prepare a teaching strategy for teaching any Geographical
phenomena, e.g. climate change, water.
Teaching Practice
•
Take any topic of your choice and
write about it in any form of creative writing.
Language, Literature and Aesthetics-II:
•
Teaching of Different Forms of
English Literature: Poetry, Prose, Drama:
•
The relative importance of
Indian, classical, popular, and children’s literature in English;
•
Developing tasks and materials
for study skills in English literary forms;
•
Lessons planning in prose, poetry
and drama at various school levels.
Activities
•
Review any two stories of your
choice
•
Interview any local
artist/poet/writer
•
Collect Indian folktales in
English (translated) for your portfolio
•
Prepare a newsletter on the basis
of your school experience programme (hand written).
Teaching Practice
•
Take any creative writing, e.g. a
poem or a story and develop teaching strategies to teach: (a)
same
pieces for different stages; (b) understanding any creative piece at different
levels; and (c)
teaching the same piece to children with
special needs.
Action Research
•
Prepare an outline for action
research on the basis of your experience of the difficulties faced
during
school experience programme.
Unit V: Development and Analysis of Syllabus and Textual
Materials
•
Understanding the relationship
between curriculum, syllabus and textbook;
•
Selection of materials;
•
Development of activities and
tasks;
•
Connecting learning to the world
outside;
•
Moving away from rote-learning to
constructivism;
•
Teacher as a researcher. (Develop
meaningful strategies keeping in view the needs of the
learners.)
Teaching-Learning
Materials and Aids
•
Print materials such as learner
chosen Texts, Magazines, News papers, Class Libraries, etc.,
•
ICT- audio-visual aids including
CALL programmes;
•
Radio, T.V., Films;
•
Planning co-curricular activities
(discussion, debates, workshops, seminar etc.);
•
Language labs, etc.
Activities
•
Organise a workshop/seminar/conference
on the topic ‘Language of Children’ or any other related
topic.
Project Prepare a
collection of poems and stories of your choice.
•
Prepare an outline for a school
magazine
•
Develop the material for the
school magazine based on your experiences during school experience
practice (Handwritten)
Unit VI: Assessment-Its Role and Importance
•
Continuous and comprehensive
evaluation;
•
Techniques of evaluation—oral,
written portfolio; Cloze test, Self evaluation; Peer evaluation; Group
evaluation.
•
Typology of questions; Activities
and tasks (open-ended questions, MCQ, true and false etc.)
•
Feedback to students, parents and
teachers.
Activities
•
Analyse the question papers of
English language (Previous-3 Years)- Classes X and XII (any board)
in
the light of new approach of assessment
•
Develop a question paper for
upper primary and secondary stage to assess all the aspects of
language
learning
•
Select any ten questions from the
Class VI English textbook which lend scope to the creativity of
the learners
Student-teachers
are required to do Project Work, Students-Teacher’s Portfolio, Activities,
Presentations, Workshops and also Educational Tours to be carried out during
both the semesters. Some activities have been given in each Unit as examples.
Such other activities may be developed as per the need. Every student has to
prepare his/her own portfolio and four projects are compulsory for each
semester.
Engagement
with the Field: Tasks and Assignments (The tasks and
assignments will be given/ conducted by the teachers from/on any topic as /when
required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
Unit-IV:
Development and Analysis of Syllabus and Textual Materials
•
Understanding the relationship
between curriculum, syllabus and textbook;
•
Selection of materials;
Development of activities and tasks;
•
Connecting learning to the world
outside;
•
Moving away from rote-learning to
constructivism;
•
Teacher as a researcher. (Develop
meaningful strategies keeping in view the needs of the learners.)
•
Importance of lesson plan:
Prepare of lesson plan
•
Micro teaching: Nature
objectives, needs, merits and demerits
•
Micro teaching skills:
Introduction , questioning and black board writing
Activities
Project: Write an Essay on TLM Unit VI: Assessment-Its Role and
Importance
•
Continuous and comprehensive
evaluation;
•
Techniques of evaluation—oral,
written portfolio; Cloze test, Self evaluation; Peer evaluation; Group
evaluation.
•
Typology of questions; Activities
and tasks (open-ended questions, MCQ, true and false etc.)
•
Feedback to students, parents and
teachers.
Activities
•
Analyse the question papers of
English language (Previous-3 Years)- Classes X and XII (any board)
in
the light of new approach of assessment
•
Develop a question paper for
upper primary and secondary stage to assess all the aspects of
language
learning
•
Select any ten questions from the
Class VI English textbook which lend scope to the creativity of
the
learners
Note:
Student-teachers are required to do
Project Work, Students-Teacher's Portfolio, Activities, Presentations,
Workshops and also Educational Tours to be carried out during both the
semesters. Some activities have been given in each Unit as examples. Such other
activities may be developed as per the need. Every student has to prepare
his/her own portfolio and four projects are compulsory for each semester.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal
Assessment - 15 (assignment -5 and formative assessment-10)
External
Assessment - 35
Unit 4: Planning for Teaching-Learning Mathematics
•
Selecting the content for
instruction; Identifying concepts to be transacted at various level with
special emphasis on content (Algebra, Geometry, Trigonometry, Coordinate Geometry,
Statistics and Probability, etc.);
•
Organisation of concepts for
teaching-learning of mathematics.
•
Stating instructional objectives,
identifying learning experiences, appropriate strategies, teaching aids (Using
low-cost material - preparation of various activities, such as verification of
algebraic identities, surface areas and volumes of cube, cuboids, cylinder,
cone, sphere, conic sections, etc.);
•
ICT applications; Evaluation
tools and learners participation in developing instructional materials, etc.
UNIT 5: Learning Resources In Mathematics
•
Textbooks audio-visual
multimedia-Selection and designing;
•
Using community resources for
mathematics learning, pooling of learning resources in school
complex/block/district level, handling hurdles in utilising resources.
•
Mathematics learning - assisting
learning, supplementary text material,
•
Summer programmes, correspondence
course, mathematics club, contests and fairs,
designing
mathematics laboratory and its effective use,
•
Recreational activities—games,
puzzles and riddles in mathematics,
•
Cooperative learning ensuring
equal partnership of learners with special needs, stimulating
creativity and inventiveness in
mathematics.
UNIT 6: Assessment And Evaluation
Informal Creative Evaluation
•
Encouraging learner to examine a
variety of methods of assessment in mathematics so as to assess creativity,
problem-solving and experimentation/activity performance;
•
Appreciating evaluation through
overall performance of the child; Self and peer evaluation.
Formal Ways of Evaluation
•
Variety of assessment techniques
and practices Assessing Product Vs Process, Knowing Vs Doing In practice of
midterm/terminal examination, practising continuous and comprehensive
evaluation to test regular programmes/achievements of learner.
Assessment Framework
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
Objectives:
•
To develop an
understanding of the nature of Social Science.
•
To acquire a conceptual understanding of the processes of
teaching and learning Social Science.
•
To acquire basic knowledge and skills to analyze and
transact the Social Science curriculum
effectively
following wide-ranging teaching-learning strategies in order to make it
enjoyable and relevant for life.
•
To sensitize equip
students-teachers to handle social issues and concern in a responsible manner.
E.g. preservation of the environment, saving fast depleting natural resources
(water, mineral, fossil fuels etc.).
Unit-IV (political Science)
•
Meaning, Nature and Scope of
Political Science.
•
State-Elements of
State-Population, Territory, Government, Sovereignty.
•
Forms of Government-
Parliamentary and Presidential.
•
Rule of law- Authority, Power,
Legitimacy, Civil Society, Citizenship, Rights, Separation of Powers, and
Decentralization of powers.
•
Organs of Government,
Legislature, Executive and Judiciary.
•
Constitutional vision for a
democratic India. The making of the constitution of India Justice (With special
reference to social justice and empowerment), Liberty, Equality, Dignity,
Socialism.
•
Fundamental Rights (Prohibition
of Discrimination, Rights of Dolits, Tribes, minorities (Religious/Linguistic,
Women and Children, the Disabled)
•
DPSP (Directive Principles of
State Policy with special reference to welfare of the people).
•
Fundamental Duties.
•
The working of the Government.
Structures and Functions of the
Government at different levels Union, State/UT, District and Local Bodies
(Panchayats/VCDC and Municipalities)
•
Society and Political process
(Election, Political Parties, Pressure groups)
•
Teaching-Learning Materials-
Constitution of India, Atlas, Political Maps (World, Asia, India, States,
Districts), Globe, Daily Newspaper, News magazine.
Unit-V (History)
•
Meaning, Nature, Scope and Aims
and Objective of teaching History.
•
Different Social formations in
History and the periodisation of World History.
•
The periodisation of Indian
History- Ancient, Medieval, Modern and contemporary societies.
Unit-VI Assessment for Learning Social Science:
•
Continuous and Comprehensive
Evaluation (CCE) in Social Sciences.
Inter-Disciplinary
Study through Projects and Field Visits:
•
Geography and Economics.
•
History and Political Science.
•
Socio-Political Systems.
•
Women Rights in Society.
•
Economics and History.
•
Agrarian change in India:
Industrialization in India.
•
History and Geography: Migration
of people in a particular region- Nature
of migration, past
and present
trends.
•
Political Science and Geography:
Sharing resources between regions/states and nations (e.g. water).
•
Economics and Political Science:
Family budget and impact of change in prices of essential commodities.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
Objectives:
After completion of the course the
student teacher will be able to enhance the teaching- learning process with
confidence.
•
Develop new ideas and deal with
greater horizon of learning strategies to facilitate effective learning of the
learning topics
•
Refresh the contents of science with reference
to lesson planning by considering learner centered strategy
•
Encourage the students to be
friendly with nature and maintain goodness to all
•
Encourage the students to
appreciate the natural phenomenon
•
Indicate that the science deal
with every walk of life Unit-IV Concept
Building For Teaching -Learning Biology
•
Living body and non living
things, non living things are the basis of living things
•
Cells as a basis of life,
Tissues, Organs, individuals, community, living world.
•
Classification of Organisms/plants,
Reproductions, foods and energy, respiration, adaptation etc.
•
Heredity and variations Physics
•
Matters : Properties of matter
and Classification (physical properties and chemical properties
with
reference to secondary school syllabus contents)
•
Motion, Work, Energy and Power,
etc. (with reference to secondary school syllabus contents)
(Rectilinear,
Circular, Gravitational, Universal etc.)
•
Electricity, Magnetism, Electro
Magnets, etc. (with reference to secondary school syllabus
contents)
•
Lights, reflection and
refraction, wave optics etc. ( with reference to secondary school syllabus
contents)
Chemistry
•
Atoms, Molecules, Compounds,
Metals and Nonmetals, Chemical Reactions and Equations,
Chemical
Equilibrium, Electro Chemistry, Acids and Bases, salts, metallurgy, solution,
colloids,
etc. (with reference to secondary school
syllabus contents)
Unit -V Learning of Science Through:
Text Books, Journals, Audio-Visuals,
Multimedia-Selection and designing, Using Community Resources, Role of School,
Block, District, State and National Level Programmes, Use of ICT for science
learning, Science Club, Contest and Fairs, Science Laboratory, Games, Puzzles,
Riddles etc.
Unit-VI Science Teacher and Pedagogical
Activities, Development and Analysis of
Syllabus and
Textual Materials
•
Understanding the relationship
between curriculum, syllabus and textbook; Selection of materials; Development
of activities and tasks; Connecting learning to the world outside; Moving away
from rote-learning to constructivism; Teacher as a researcher. (Develop
meaningful strategies keeping in view the needs of the learners.)
•
Developing scientific attitude
and scientific temper, Nurturing the natural curiosity, aesthetic
senses and creativity in science (with proper topics of Unit 1
and Unit 2)
•
Relating Physics and Chemistry to
Environment (with proper topics of Unit 1 and Unit 2)
•
Develop/fabricate suitable
activities in science(in group and individual) (with proper topics of
Unit
1 and Unit 2)
Engagement with the Field: Tasks and
Assignments (The tasks and assignments will
be given/
conducted
by the teachers from/on any topic as /when required. )
Marks
250
Internal
Assessment
Stepwise
feedback in systematic way followed by Marks
School Internship: (Engagement
with the field- Intensive engagement with the school in the form of School
Internship)
Introduction:
School
internship would be a broad curricular area of “Engagement with the Field” and
shall be designed to lead to development of professional capacity, teacher
sensitivities and skills. The curriculum of B.Ed. shall provide sustained
engagement with student teachers and the school (including engaging in
continuous and comprehensive assessment in learning), thereby creating synergy
with schools in the neighbourhood throughout the year. These activities shall
be organized four weeks in the first year i.e. two weeks in each semester.
Students are to be actively engaged in teaching for sixteen weeks in third
semester. And they shall be engaged in two levels namely upper primary (class
VI-VIII) and secondary (class-IX-X) or senior secondary, with at least sixteen
weeks in secondary/ senior secondary classes. They should be provided
opportunities to teach in schools with systematic supervisory support and
feedback from faculty
Internship in
schools will be for a minimum duration of twenty weeks for a two year programme
(four weeks in the first year, sixteen weeks in the second year as noted above)
1.
During the internship a student
teacher shall work as a regular teacher
2.
The student teacher will
participate in all the school activities including planning, teaching and
assessment, interacting with the school teacher, community members and children
3.
Before teaching in a classroom
the student teacher will observe the school and its classrooms
for a week to understand the school in
totality, its philosophy and aims, organization and management
4.
Systematic supervisory support
and feedback from the faculty should be provided to the student-teachers
5.
Internship shall be conducted in
one school for the entire fifteen weeks
Things
to know:
•
In no case a student-teacher
should go for internship to any other school
•
Internship should not be reduced
to the delivery of a certain number of lesson plans but should aim for
meaningful and holistic engagement with learners and the school.
a)
Prepare a calendar for all
activities, including school internship. The school internship and other school
contact programme shall be synchronized with the academic calendar of the
school
b)
Make an arrangement with at least
ten schools for the internship as well as other school-based activities. The
arrangement shall have the approval of the district education authorities these
school shall form basic contact point for all practicum activities and related
work during the course of the programme.
c)
Transaction of the perspectives
in education and curriculum and pedagogic studies courses should be done using
a multiple and variety of approaches such as case studies, problem solving,
discussions on reflective journals in colloquia, observation of children in
multiple socio-cultural environments. Interns shall maintain reflective journal
and observation records, which provide opportunities for reflective thinking
d)
Initiate discourse on education
by periodically organizing seminars, debate, lectures, and discussions groups
for students and faculty.
e)
Organize academic enrichment
programmes including interactions with faculty from parent disciplines and
encourage faculty members to participate in academic pursuits and pursue
research especially in schools.
f)
Provisions of leave shall be made
for faculty to undertake research/ teachings in universities and school.
g)
School teachers shall be invited
to teacher education institute for feedback to student teachers and for
extension/guest lectures and organizing colloquium.
h)
There shall be mechanisms and
provisions for addressing complain of students and faculty and for governance
redressal.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Semester 4
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
•Develop basic
understanding & familiarity with key concepts - gender, gender bias, gender
stereo types, gender parity, equity & equality, patriarchy and feminism.
•
To learn gender issues in school
curriculum ,textual materials across disciplines & pedagogical
processes and its
intersection with class, caste, community, religion, region and global
community;
•To understand
how gender, power, sexuality relate to education in terms of access, curriculum
and pedagogy;
•
To understand the gradual
paradigm shift from women studies to gender studies.
The
student-teacher will learn the challenges of the gendered role in society
through a variety of Institutions for which they need to know the concepts,
terms of popularly coined words and relate them with their contexts in
understanding the power relations such as:
•
Gender, Sex, Sexuality,
Patriarchy, Masculinity and Feminism
•
Gender bias, gender stereo-typing
and empowerment
•
Equity and Equality.
•
Theories of Gender and Education:
•
Socialization theory
•
Gender difference
•
Structural Theory
•
Deconstructive theory.
•
Gender identities and socialization practices
in : Family and Schools
•
Other formal and non-formal/informal
organizations
•
Schooling of girls: Issues of access, retention,
exclusion, provisions for safe and better education.
•
Curriculum and gender question
•
Gender and hidden curriculum
•
Gender, Culture and Institution
•
Teacher as an agent of change
•
Life skills and sexuality
•
Sexual harassment and abuse:
agencies or institutions redressing sexual harassments and abuse
•
Linkages between sexual right and
reproductive rights.
Suggested Practicum:
•
Preparation of project on key
concepts, preparation of tools to analyze reflection of gender in curriculum
•
Analysis of textual materials
from the perspective of gender bias and stereotypes
•
Organizing debates on gender
issues
•
Projects on women role models,
sexual division of labour
•
Analysis of video clipping on
portrayal of women
•
Field visit to schools to observe
the schooling processes from a gender perspectives.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week
Internal
Assessment - 15 (assignment -5 and formative assessment-10)
External
Assessment - 35
•
To explore the role of school
organization and culture as well as of the teachers in operationalizing and
developing a contextually responsive curriculum and critical pedagogy
•
To make curricular decision for
teachers based on field realities to be highlighted
•
To help student teachers to
identify various dimensions of the curriculum and the relationship with the
aims of education
•
To learn to critically analyze
various samples of text books, children's' literature and teachers'' hand book
etc.
•
To make the student-teacher to
understand the hidden curriculum Unit I Curriculum framework and syllabus
•
Differentiating curriculum from
work: Curriculum from syllabus : their significance in school education
•
Subject centered and child
centered curriculum
•
Ways of making syllabus with
different contents from the text book
•
Narrow and broad meaning of
curriculum
•
Impact of various social groups
in making curriculum
•
Critical multiculturalism and
democratic education
•
Curriculum for Nationalism,
Secularism and Universalism and their interrelationship with special reference
to Tagore (2003) and Krishnamurti (1992).
•
Meaning and concerns of hidden
curriculum as process and practice
•
Role of teacher in curriculum
implementation
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50
Contact hours: 2 hours per week Internal Assessment - 15 (assignment -5 and
formative assessment-10)
External
Assessment - 35
Objectives:
•
To bring about an understanding
of the cultural policies and practices that need to be addressed in order to
create an inclusive schools
•
To enable the student-teacher to
explore the definitions of ‘disability’
and ‘inclusion’
within the educational framework
•
To enable the student-teacher to
reformulate the attitudes towards children with special needs
•
To enable the student-teacher to
identify the needs of the challenged children with diversities including the
plan based programmes for all children with varied abilities in the classroom
•
To enable the student-teacher to
use manpower and physical resources in the classroom using specific strategies
that involves the skills in teaching special need children and in inclusive
classrooms
•
To enable the student-teacher to
design appropriate learner friendly evaluation procedures and tools
•
To enable the student-teacher to
implement laws pertaining to education of children with special needs.
Unit-I Introduction of Inclusive Education
•
Meaning, Concept & Need of
inclusive Education;
•
Historical
Perspectives-Legislations -1993, 1996, National policy for Disabled (2006), SSA
(2002), Continual Education Programme, RTE (2009).
Unit-II
Identification of Diverse Special Educational Needs (SEN) of Learners’ in
Inclusive School
•
Concepts, Characteristics,
Classification of Children with difficulties: Visual Impairment, Hearing
Impairment, Specific Learning Difficulties, Deaf and dumbness, Locomotors &
Neuro-muscular disorders, Mental and Physical Retardation, Autism, Spastics,
Cerebral Palsy, Orthopedic & Intellectual Impairment, Leprosy cured
persons, Mental illness and Multiple Disabilities.
•
School Readiness for addressing
adjusting the classroom environment and home environment including learning
difficulties
•
Making learning more meaningful-responding
to special needs by developing strategies for differentiating content,
curricular adaptation, lesson planning and making of Teaching-Learning
Materials(TLMs)
•
Assessment of children to know
their profiles
•
Use of learner -friendly
examination patterns and different provisions of
support as offered
by
the CBSE and State boards
•
ICT: its adoptive and assistive
devices for helping the learners
•
Application of technological
advancements
•
Classroom management and
organizations
•
Support services required for meeting
the special needs in the classroom and school—speech therapist, special
teachers, occupational therapist, counselor, physio-therapist, yoga teachers
and special environment
•
Addressing the social climate of
the classroom
•
Developing partnership in teaching:
Teacher and Special Teachers, Parents vs. Partners.
1. Activities
a.
Co-operative learning
b.
Project on a simple Yogic
exercise in an inclusive environment
c.
Planning of a lesson and teaching
in inclusive classroom
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Optional courses for Course content 11*
Total Marks - 50 Contact hours: 2
hours per week
Internal Assessment - 15
(assignment -5 and formative assessment-10)
External Assessment - 35
Objectives:
This course aims
at broadening notions of student-teachers about peace and peace education,
their relevance and connection to inner harmony as well as harmony in social
relationships across individuals and groups, based on Constitutional values.
The course also proposes to enable teachers for reflection on the attitudes
that generate conflicts at personal and social levels and learning skills and
strategies of resolving these conflicts. The contents also focus on
strengthening self by continual reflection leading to reduction in stereotypes,
and transcending barrier of identity and socialisation. Thus, transformed
student-teachers will be enabled to orient curricular and educational
processes, find creative alternatives which nurture and promote peace building
capabilities among students and counter the negative influence of media and
local community to weed out negative effects by influencing parents, families,
and local community. The course transaction must include activities for
experiential awareness of peace as a reality at personal and school levels
modelled by teacher educators. It should enable them to develop attitudes and
skills for resolving conflicts in creative manner and reflect on school,
curricula, textbooks and pedagogical processes from peace perspective. The
teacher educators must involve prospective teachers in understanding role of
media and local community on them. Peaceful solutions to the real issues facing
student-teachers may be discussed.
Unit 1: Understanding Peace as A Dynamic Social
Reality
•
Awareness of relevance of peace
•
Challenges to peace by increasing
stresses, conflicts, crimes, terrorism, violence and wars resulting in poor
quality of life. Awareness of choices in response to crises in personal, social
and professional life
•
Peace contexts; underlying
assumptions, processes and imperatives
•
Peace is a dynamic reality. It
involves acknowledgement and redressal of the concerns of various groups and
reconciliation of the conflicts, if any. The individuals, groups and societies
have needs and concerns which are urgent. There is need for and their
fulfilment. Negative peace is repression of these, while fulfilment builds
peace within individuals as well as, in the society
•
Peace values vis-a-vis Constitutional values:
Importance of the
•
Attitudes, beliefs and values of peace viz.,
compassion, cooperation, Love, etc. that foster inner peace and Constitutional
values of justice, Equality, freedom, respect for differences and ecological
resources that ensures peace in society
•
Foundations of peace:
Pre-requisites to peace in the society are compassionate and ethical
decision-making and intercultural and cultural harmony, responsible
citizenship, respect for secular and democratic ideals based on non-violence,
respect for diferences, e.g. socio-economic, gender, etc. life style in harmony
with sustainable development
•
Approaches to peace education
•
Highlights of various philosophies
of peace, Gandhi, Krishnamurthy, Aurobindo, Vivekananda,
Rabindranath Tagore, Gijubhai Badheka,
The Dalai Lama, initiatives at National and International levels.
•
Nature of conflict -
Incompatibility of needs, aspirations, desires and resulting conflicts at
different
levels
in society: intrapersonal, interpersonal, organisational, interstate and global
•
Understanding the role of social conditions
and processes that sustain conflict: limited resources,
poverty, political, economic,
socio-cultural and ecological conditions, environmental resources viz., water,
forests, energy, etc.
•
Developing capabilities for
mediation and conflict transformation
(i)
Skills and strategies needed for
conflict resolution
(ii) Listening
to the conflicting parties
(iii)Awareness of own
identity, cultural underpinning, and communication skills
(iv) Awareness
of context of the conflict
(v)
Commitment to mediate
(vi)
Looking for alternative strategies
and creative solutions to overcome/transform conflicts. Unit
3: Empowerment of Self through Critical Self Reflection
•
Awareness of the influence of
social milieu on self
(i)
Understanding adequate self as a
product of positive experiences of caring, warmth and appreciation in the
family, school, neighbourhood, etc. which promote healthy discipline, shunning
violence
(ii)
Negative experiences generate
stress, anger aggression
(iii)Yoga,
meditation, anger/stress management, as practices that restore positive physical
health and attitudes
•
Nurturing capabilities for
critical self reflection; transcending past negative experiences and developing
skills of communication: listening to others, sharing feelings, descriptive
non- judgemental feedback, empathising, trusting
•
Increasing awareness of role of
self in
(i)
discipline, self management;
(ii) reducing
prejudices, biases and stereotypes and building multicultural orientation
(iii)nurturing
ethical behaviour, positivity, non-violence, love and caring, compassion; and
(iv) habitual
self reflection by using daily journal on experiences.
Unit 4: Orienting Education for Peace Building
•
Critical reflection on the
curricular processes awareness of opportunities inherent in curriculum
for
introducing
(i)
healthy discipline practices in
and outside classroom, for their fairness to different gender, caste and
cultural groups, child rights/human rights and ameliorative approach to
discipline rather than punitive;
(ii)
symbols, activities and other
structures in the school that reflect a multi-cultural ambience; and
(iii) experiences
of different cultural identities, issues, challenges, conflicts in the
neighbourhood, or country and global levels with regard to resources,
opportunities of poverty, level, political
Issues, etc.
•
Critical pedagogy of peace
education
(i)
Challenging the traditional
models of learning to constructivist approaches in teaching
(ii)
Rethinking authority relations
from democratic perspective: promoting dialoguing, and, developing capabilities
for decision-making
(iii)Understanding
social justice in local context - its implications for beliefs, attitudes, and
values and school/social practices and conflict resolution at all levels
(iv)
Awareness of pedagogical skills
and strategies for removing
tensions,
examination fear, stress, corporal punishment, violence and conflicts at school
level
(v)
Compassion, love and caring,
mindfulness in all transaction of avoid hurt, humiliation, degrading over
academic, personal, social and culture matters. Non-evaluative orientation
empathetic
founding academic and discipline problems
(vi)
Becoming peace
teacher-acquisition of relevant knowledge, attitudes, values and skills.
•
Development of listening skills
for dialogue - listening to verbal and non-verbal content of messages;
Developing awareness of feelings and expressions in messages; Skills of
questioning, paraphrasing and providing feedback that is, non judgemental,
sensitivity to socioeconomic, cultural, gender, caste differences; Skills of
giving emotional support for encouraging, genuine appreciation and cooperation;
Understanding importance of confidentiality of students’ personal issues and
problems that invite embarrassment or ridicule
•
Pedagogical skills for
orientation of subject content and teaching learning experience in classroom
for
promoting peace
(i)
Awareness of the epistemic connection
of subject content with peace values, e.g. Language (effective communication),
Science (objectivity, flexibility) Social Science (democratic ethos,
Constitutional values, and multi-cultureless, conflicts, violence
and
war links with challenges to regional and local conflicts), Maths (precision)
(ii)
Using textbook contents for
highlighting values of peace, particularly anti- peace messages indirect or
hidden
•
Humanistic approach to evaluation
(i)
Belief in worth of all pupils
irrespective of academic talents
(ii)
Adopt broad-based assessment
taking in multiple talents, emphasise success rather than failure, enable enemy
pupil to experience success in some area
•
Becoming agency for peace in the
school organisation and surrounding local community
(i)
Awareness of cultural
characteristics of the local community around school and quality of its
linkages-parenting styles, disciplinary practices, economic conditions,
linguistic background, domestic violence, attitudes toward education, etc.
(ii)
Inspiring movements for health, yoga,
effective parenting, and communication skill building, mediating conflicts in
and around school
(iii)
Awareness and orientation of
students’ attitudes towards balanced media exposure.
Unit 5: Evaluation of the Peace-Building Processes
•
Understanding importance of
skills and strategies of assessment of the peace-building process
in terms of
attitudes, values, skills and strategies at school level-motivation and
sustenance of efforts, sharing experiences towards peace building, reviewing
strategies.
•
Making assessment visible through
objective indicators, planning and recording change in cultural
ethos and individuals. Understanding
motivation through sharing progress, influence of assessment
•
Developing commitment and
willingness for receiving feedback, and review of strategies
•
Visible and objection indicators
of peace process inherent in the cultural ethos of organisations,
individuals,
and ambience
•
Identification of visible
indicators inherent in the cultural ethos of the organisation could be non
authoritarian
work culture marked by meetings, frequent discussions, analogue and
reconciliation/ non-exclusion of any group of students or teachers on the basis
of opinions, caste, gender,
education,
socio-economic-cultural background etc. indicators, conflicts reconciled,
divergent groups involved in dialogue, heterogeneity of members on various
boards, etc.
•
Individual level indicator
includes behaviours expressing inner peace and positive relationship,
e.g. access and interaction of principal
with teachers, access of teachers to students, perception of teachers/principal
as fair, etc.
Practical Activities to be Taken-up in 20 Hours
•
Experiential learning sessions on
yoga, meditation, communication skills, conflicts, their resolution,
media influence, cooperative competitive
strategies, use of meditation, art, drama, nature to experience harmony
•
Reflective journal to record
experiences of the day and reflections thereon during the training programme,
sharing and discussing self-expression of change during the training
•
Visits to organisations connected
with peace and intercultural harmony and aesthetic appreciation
to
experience peace as reality submission of reports on experiences
•
Assignments on topics which
require deep understanding and generating creative/alternative ideas to deal
with issues and challenges to peace, few suggested topics and sharing in
groups. Few suggested topics for assignments are as follows:
(i)
Conflicts experienced at home/in
family/ in society/ in school, etc.
(ii) Experiences
of handling conflicts in a creative manner
(iii) Exploring
possible strategies of resolving commonly experienced conflicts
(iv) Healthy
discipline among school children
(v)
Identifying challenges of peace
in school and dealing with one such challenge
(vi) Strategies
of promoting healthy relationships on the job.
•
Approaches to peace education -
case studies of local and International
•
Role plays to enact situations
involving conflict, corporal punishment, discrimination and domestic violence
in day-to-day life
•
Films clips displaying concerns
of peace, good intercultural relationships, environmental presentation and
other key ideas and discussions thereon, like -Doha Debates, Sadako, etc.
•
Preparation of collages from
newspapers, etc. to highlight issues and challenges to peace or positive
response to them
•
Developing an action plan for
peace in school and local community
•
Visiting websites on peace
education to become familiar with National and International initiatives,
approaches and strategies of peace, case studies of conflict in the region.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Mark- 50 Contact hours: 2
hours per week
(Internal assessment)
It is well
acknowledge that health is a multidimensional concept and is shaped by the
biological, holistic definition of health within which Physical Education and
Yoga contribute to the physical, socio- emotional and psychosomatic aspect of
child development. This provides a unique opportunity for multidimensional
approach of learning where a good number of subjects can be integrated. It
further focuses on applied learning with a wider scope for varied activities
where each and every student & teacher can participate. It therefore offers
a holistic and integrated approach of learning. The aims of the course are the
following:
•
The student teacher will be able
to understand the concept of health from a holistic angle where various
dimensions and determinants are incorporated
•
To develop positive attitude
towards health as individual and learn to be collectively responsible to
possess good health ;
•
Make them aware of health
problem, health hazards;
•
To encourage them to develop
healthy habits for maintaining good health—knowledge of eating healthy food,
exercises, games & sports, proper sleep, rest & relaxation etc;
•
To create interest for practicing
Yogasanas and meditation through which they learn self-control, concentration
and peaceful coexistence with others;
•
To know the collaborative role of
different agencies ,for example the contributions of school,
family, games & sports , health
services departments and other support agencies;
•
To help them to understand and
develop skills to deal with psycho-social issues related to
adolescence and growing up including
hazardous problems related to HIV/AIDS or Drug abuse etc.
•
Help them to understand the
processes of assessment of health and physical fitness.
The theory part involves the following:
•
Concept of Health: Its importance,
dimensions and determinants of health. Health needs of children and
adolescence, including the differently abled children––
•
Human body and understanding the
body system - skeleton, muscular, respiratory circulatory, digestive in
relation to health fitness, bones, muscles and joints, their functions, common
injuries of bones, common health problems and first aid
•
Food and nutrition, food habits,
food manual, life style diseases and nutritious food, physical
fitness, games & sports etc.
•
Yogic practice - importance of
Yoga for fitness of body, mind and soul
•
Role of Institutions—School,
Family, and health services, policies, etc.
•
communicable and non communicable
diseases, Reproductive and sexual health & hygiene
•
RTI, STI, HIV/AIDS &
responsible sexual behavior, measures to prevent transmission of diseases,
harmful effect of self-medication
•
Occupational health hazards its
prevention
•
Health & Physical education.
It is to be
based on both theory and practice; hence the content of the course should be
meaningfully related to the student teachers, environment and life. Activities
which do not involve high cost may be identified because most of the schools
may not be able to spend costly or expensive facilities. Along with creating
awareness about various health related issues, the focus of learning should be
on preventive aspects for which positive thinking, attitude and healthy habits
and responsible behaviour should be developed. Yogasanas are to be incorporated
in daily routine. The teaching-learning methods may involve the following:
•
Interactive discussion, group
work, sharing of experiences, organizing various activities,
•
Demonstration of Yogic exercises
•
Visit to places, demonstrations,
preparation of work book etc.
•
Organization of routine health
check-ups, practical classes in use of
first-aids
•
Projects and
assignments-individually or in groups
•
Recording of activities Practicum:
This course focuses more on practical
and experiential learning. Project on health/sports, Yoga; analysis of various
textbooks are from health and physical point of view;
Activities of physical fitness,
Exercises on the development of self in terms of strength, fitness, speed,
endurance, and flexibilities should be part of the practical works.
Assessment:
Assessment should be continuous and
comprehensive. It should be routinely and systematically arranged to measure
all the multi-dimensional aspects of the student teacher. Regular and objective
assessment can also serve as a motivation on the student teacher to make effort
to improve his/her health and performance. Student teacher should be assessed
regarding knowledge, practices and skills based on observation, submission of
projects and assignments, participation of various games and sports &
physical fitness tests for which various fitness indicators may be used.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total Marks - 50 Contact hours: 2
hours per week Internal Assessment - 15 (assignment -5 and formative
assessment-10)
External Assessment - 35
Objectives:
Conservation of
environment and protection of wild life is one of the core areas of education
as specified in the National Policy on Education (NPE-1986). The NCF-2005 has
been accepted by Central Advisory Board on Education (CABE) of Government of
India. Therefore, the issues of conservation and environmental regeneration
have been infused at appropriate places in all the textbooks developed by NCERT
for Classes I to XII. Since a course on ‘Environmental Education’ (syllabus
developed and approved by the Hon’ble Supreme Court of India) is a compulsory
paper at the undergraduate level. It is, therefore, expected that all students
getting admission into the two-year B.Ed. course have requisite knowledge on
environmental concerns and issues. The syllabus for ‘Issues of Conservation and
Environmental Regeneration’ aims at orienting student-teachers to analyse and
understand environment concerns through the process of inquiry, critical
analysis, intellectual discourse and essential projects.
The
theory part contains
Unit-I
• Importance
of need and scope of environmental conservation and regeneration
• Structure
and functions of different ecosystems
• India
as a mega biodiversity Nation
• Role
of individual in conservation of natural resources: water, energy and food
• Role
of individual in prevention of pollution: air and water
• Equitable
uses of resources for sustainable livelihoods
• Environmental
legislation: awareness and issues involved in enforcement
• Role
of information technology and media in environment and human health.
Suggested Practicum:
The
students on completion of each topic of Unit 1 will submit a small assignment
in the form of an activity. This may include observation of important relevant
days, preparation of bulletin board materials, wall games, crossword puzzles,
worksheets etc. The class can also form an environment club. The activity has
to be on some local specific issue pertaining to the place of residence of the
student.
•
Community participation in
natural resource management - water, forests, etc.
• Deforestation
in the context of tribal life
• Sustainable
land use management
• Traditional
knowledge and biodiversity conservation
• Developmental
projects, including Government initiatives and their impact on biodiversity
conservation
• Issues
involved in enforcement of environment legislations
• Role
of media and ecotourism in creating environmental awareness
• Role
of local bodies in environmental management
• Shifting
cultivation and its impact on environment
• Change
in forest cover over time.
• Consumerism
and waste generation and its management
• Genetically-modified
crops and food security
• Water
consumption pattern in rural and urban settlement
• Ethno-botany
and its role in the present day world
• Environmental
degradation and its impact on the health of people
• Economic
growth and sustainable consumption
• Organic
farming
• Agricultural
waste: Their impact and management
• Rain
water harvesting and water resource management
• Biomedical
waste management
• Changing
patterns of energy and water consumption.
• Environmental
conservation in the globalised world
• Alternative
sources of energy
• Impact
of natural-disaster/man-made disaster on environment
• Biological
control for sustainable agriculture
• Heat
production and green house gas emission
• Impact
of industry/mining/transport on environment
• Sustainable
use of forest produces.
• Role
of women in conservation
• Female
foeticide/infanticide and skewed sex ratio
• Development
of slum area and their inhabitants
• Child
mortality and maternal health
• HIV/AIDS,
malaria-status, measures undertaken for their control/eradication.
Suggested
Practicum:
From the wide
range of topics suggested in Units 2, 3, 4 and 5, the student will be assigned
one topic. The student will develop a seminar document, which will be submitted
after the seminar. The seminar document will be evaluated by teacher educators.
GENERAL ORIENTATION OF STUDENT-TEACHERS
The very
beginning of student-teacher life in teacher-education institution need to have
an exposure of the objectives and scope of the teaching profession they are
entering; past contributions of the institution, they are going to be with for
a couple of years; the role each member of the institution plays; the various
constituents of the institution which will facilitate their stay and gain of
experience in the institute; the ethos and environment of the institution where
they will study and function as prospective teacher. The modalities of
orientation programme must include two-way interactive sessions with
student-teacher providing them adequate opportunities for reflections;
observation of various departments and onsite interaction with departmental
staff (in small groups); conduct of self introduction sessions involving all
the faculty and student-teachers where area of interest and also their talent
can be demonstrated; visit to a few schools (in small groups) to make
student-teacher prepare and discuss their work-field where they will be
responsible for 30-40 children in a class and 800-1000 in a school. This
orientation will be of four days and need to be planned well in advance by the
institution. This will be mandatory for all the entrants.
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total marks: 50 Contact hours: 2
hours per week
(Internal assessment)
Objectives:
•
To prepare teacher educators to
use technology
in a classroom
•
To develop an understanding of
the concept
of ICT in education
•
To develop an understanding of
the importance and needs of
communications through ICT
•
To develop an understanding of
the psychological bases of using various support media required for ICT
•
To enhance the skill of
communication in teaching
•
To enable the student teachers to
recognize ,understand and appreciate ICT as effective learning tool for
learners
•
To help student teacher to
simplify record keeping, information management in educational administration
•
To develop an understanding of
the shift from an ‘industrial society’ to ‘post industrial information society’
•
To reflect critically and act
responsibly to use ICTs support in larger knowledge structures.
The theory Part contains:
•
Concept: ICT in education,
advantages and limitations of ICT
•
differences between information
technology, communication technology and educational technology,
•
role of information technology in
‘construction of knowledge ’ radio, television and computers and other
technology supported learning situations in education,
•
use of radio and audio medias:
script writing, storytelling, songs etc., use of television and video, use of
newspaper and other print media in education, interactive use of audio-visual
programme,
•
Use of computers in schools:
functional knowledge of operating computers- use of word processing, browsing
of the internet, downloading relevant materials etc.—
•
Innovative use of technology:
e-learning
•
Role of teachers in ICT mediated
teaching and communication
•
New Digital Information and
Communication Technology for Inclusive Schools
•
Computer applications
•
Teleconferencing: audio, video
and computers
•
Critical issues in ‘internet
usage’.
Suggested Activities:
a)
Student teachers may plan some
Project activities & preparation of report (in recorded),
b)
Video Conferencing &, Audio
conferencing for example Radio Connect of our Prime Minister with student
before their public examination, (III) Downloading one programme and
discussion/ preparation of a brief report on it
c)
‘Internet Browsing on Educational
Website’ for example-CIET, NCERT etc.
d)
One activity on information
Sharing & storing,
Assessment:
The assessment should be continuous, systematic, organized
to measure al l the multidimensional aspects of the student -teacher. Student
teacher will be assessed on the basis of their behavioral aspects, inner self
qualities and some other aspects on the basis of their assignments, projects
etc, .
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
Total marks-50
Contact hours; 2 hours per week (Internal Assessment)
Objectives:
•
To develop understanding of
student- teachers about the development of themselves as a person and as a
teacher through various ongoing reflections(workshop mode by more than one
person);
•
To address aspects of development
of the inner self and the professional identity of a teacher so as to enable
them to develop sensibilities, dispositions and skills.& to help them in
facilitating the personnel growth of their own students while they teach;
•
To enable students-teacher to
develop a holistic and integrated understanding of themselves and their
personality.
Given the applied nature of the course, the content of the
course includes both theoretical and practical experiential learning. The
syllabus of this course has a holistic view of the self as individual, teacher,
community member, and Yoga in theory and practice.
Role of Yoga for
understanding one’s self. It will enhance the Body, mind and soul and promote
sensibilities, dispositions, and skills that help in peaceful and harmonious
living, responsibilities in preservation & conservation of Mother Nature.
Student-teacher will learn to appreciate the philosophies of Yoga and its
positive role in well being. They will practice Yoga and use it in different
contexts.
Things to do:
•
Use of personal narratives, life
stories, group interaction , film reviews, people meeting , team building,
•
Varied forms of self expression:
biographies, poetry, humor, creative movement, aesthetic representations,
paintings, art and drama, dance and songs etc.
•
Yoga for understanding oneself (Yoga,
Yogasana, Asana, Kriya, Pranayama, meditation) Suggested
activities: As mentioned above
•
The assessment should be continuous, systematic, organized to measure
al l the multidimensional aspects of the student -teacher. Student teacher will
be assessed on the basis of their behavioral aspects, inner self qualities and
some other aspects on the basis of their assignments, projects etc, (reflective
writings, participation in groups, teams, society members etc.)
Engagement with the Field: Tasks and Assignments (The
tasks and assignments will be given/ conducted by the teachers from/on any
topic as /when required. )
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Curriculum Framwork : Two-Year B.Ed. Programme, NCTE)
* CC
stands for Course Content
• Appreciate the
critical role of learners’ based on differences and contexts in making
meanings, and hence draw out implications for schools and teachers.
Unit I Development and Learning: Learner as a Developing
Individual
•
Meaning, Principles, theories of development,
relationship between Development and
learning
•
Childhood: Meaning and characteristics of early
and later childhood
•
Developmental aspects of early and late
childhood- physical, motor, speech, Emotional , social, Understanding,
creativity, Social behavior
•
Hazards of Developments in contexts family,
school and Community.
Unit II Adolescence
•
Meaning and characteristics of adolescence
•
The period of adolescence is called a stress and
storm period- explain the statement
•
Hazards of development in adolescence in
contexts of school and community
• National
policy on education 1986, its review( GOI,1992)
• Identifying
and organising components for developing framework of question paper at
different stages of learning;
•
Framing questions based on
concepts and sub concepts so as to encourage critical thinking, promote logical
reasoning and to discourage mechanical manipulation and rote learning;
•
Framing of open-ended questions
providing the scope to learners to give responses in their own words; Framing
of conceptual questions from simple questions.
Engagement with the Field: Tasks and Assignments (The tasks
and assignments will be given/
conducted by the teachers from/on any topic as /when required. )
• Understanding the different aspects of Social
Science-Questions for testing quantitative skills, Questions for testing
qualitative analysis, Open ended Questions.
•
Open-book tests: Strengths and
limitations.
• Moreover teaching should not be
practiced through the reductionist approached of micro teaching of isolated
skills simulated lessons.
Programme implementation:
•
The teacher education institutions
should meet the following specific demands of implementing this professional
programmes of study
• Special needs in
terms of the curriculum in the context of different disabilities with different
learning styles
•
Community based education for disables;
Role of the Family
•
Parent-teaching-learning strategies and
Partnership.
Unit-III Inclusive Practices and Classroom for all
[*] EPC
stands for enhancement of professional capacity
[2] Organise a workshop/seminar/conference on the
topic ‘Language of Children’ or any other related topic.
•
Project
Prepare a collection of poems and stories of your choice.
•
Prepare an outline for a school
magazine
•
Develop the material for the school magazine
based on your experiences during school experience practice (Handwritten)
Unit-V Language Teaching Skills
1. Teaching of different forms of the Language* Literature
•
Teaching of Prose
•
Teaching of Poetry
•
Teaching of Grammar: Teaching of Pronunciation
•
Grammar in secondary levels (SEBA
Board)
•
Role of a teacher in a literary
activities
2.
Teaching-Learning Materials and Aids:
•
Print materials such as learner
chosen Texts, Magazines, News papers, Class Libraries, etc.,
•
ICT- audio-visual aids including
CALL programmes;
•
Radio, T.V., Films;
•
Planning co-curricular activities (discussion, debates, workshops, seminar etc.);
