SCHOOL OF EDUCATION

Bachelor of Education (B. Ed)

SYLLABUS 2011-2012

CURRICULUM OVERVIEW

The curriculum has been designed keeping in view of the Goals and Mission of School of Education. The goal is to prepare competent and professional secondary school teachers, who will be able to provide leadership in schools. The programme aims at developing competency relevant to separate pedagogy in secondary school subjects such as Physics, Chemistry, Biology, Social Science, English and Mathematics. Further the course aims at preparing teachers who will innovate and deliver effective learning resources, and able to conduct systematic action research on problems pertaining to the field of education. On completion of B.Ed programme, the teacher trainee will understand the nature, purpose and philosophy of secondary education, develop an understanding of the psychology of learners and develop skills for providing guidance and counseling. They will be proficient in the usage of technology in teaching curriculum transaction and evaluation.

Course Code

B.Ed Course Structure FIRST SEMESTER Title

Hours

Marks CIA ESE

Credit

EDU 131 EDU 132 EDU 133 EDU 134*

EDU 135*

EDU 181 EDU 183 EDU 182 EDU 184 EDU 185 EDU 186 Course Code EDU 231 EDU 232 EDU 235 EDU 233*

Educational Psychology Educational Management & School Administration Educational Evaluation & Assessment Content Cum Methodology I 134- A(Social Science) 134-B(Biology) 134-C(Mathematics) Content Cum Methodology II 135-A(English) 135-B(Chemistry) 135-C(Physics) Guidance & Counseling Micro Teaching Value Added Course Communication Skills Personality Development Theatre in Education Holistic Education SECOND SEMESTER Title

6 6 4 5

50 50 50 50

50 50 50 50

4 4 3 4

50

50

1 1 1 1 1 1 Hours

50 -

1 1 1 1 1 1 Credit

Marks CIA ESE 50 50 50 50 50 50 50 50

EDU 234*

EDU 281 EDU 284

Educational Thought and Practice Educational Technology and Modern Trends in Education Contemporary Concerns and Issues in Education Content Cum Methodology I 233- A(Social Science) 233-B(Biology) 233-C(Mathematics) Content Cum Methodology II 234-A(English) 234-B(Chemistry) 234-C(Physics) Action Research Seminar

6 6 4 5

4 4 3 3

50

50

1 1

50 50

1 1

EDU 285** Practice Teaching Method I 100 3 EDU 286** Practice Teaching Method II 100 3 ** Practice Teaching will be held in selected schools for a period of one month. Prior to Practice Teaching, simulated practice teaching will be held in the School of Education. Each student has to take two lessons in each method during simulated teaching.

PAPER: EDU 131: EDUCATIONAL PSYCHOLOGY

DESCRIPTION This paper is offered as general paper in the first semester. It develops the knowledge of Educational psychological methods and its application in the educational context. It enhances the views of a teacher towards the pupils in a positive way viz., Intelligence, Individual differences, Interest, Attention, Attitude, Memory etc. It helps to develop teachers attitude and to retain healthy atmosphere of the class room. LEARNING OBJECTIVES To acquaint the meaning and methods of Educational psychology To understand the adolescents and to recognize their role To able to use different techniques of testing IQ To understand the different kinds of personality and methods to assess the pupils. To understand the meaning, nature and various theories of learning To understand the cognitive psychology of learner

UNIT 1- MEANING AND SCOPE OF EDUCATIONAL PSYCHOLOGY 07 Hours Level of Knowledge Conceptual and Basic Meaning and Scope of Educational Psychology -Methods of Educational Psychology; Observation, Case Study, Experimentation - Meaning, Steps - Uses and Limitations Need of Educational Psychology to the teacher. UNIT 2- LEARNER AS A DEVELOPING INDIVIDUAL Level of Knowledge Application 12 Hours

Different stages of growth in man -Concept of Growth and Development -Adolescents Psychology - Meaning, Characteristics, Various developments viz., Physical, Mental, Social and Emotional- Developmental Tasks of Adolescents -Piaget 's stages of cognitive development -Mental Health - Meaning, Causes for mental ill health, role of a teacher in fostering mental health. Developmental characteristics of a child and adolescent: Physical, cognitive, social, emotional, moral and language development and their inter-relationship, Developmental tasks of childhood and adolescence and their implications.

UNIT 3 - UNDERSTANDING THE DIFFERENCE BETWEEN THE LEARNERS Level of Knowledge Comprehension 10 Hours Individual differences - Meaning , Classifying factors , Role of Heredity and Environment -Intelligence - Meaning , different types of test with examples, IQ - its distribution Multiple Intelligence Howard Gardner -Emotional Intelligence : concept,

Dimensions and its importance -Gifted children - Meaning , Nature , Identification, Educational programmes for gifted children -Educationally Backward Children Meaning, Characteristics, Causes and Remedial instruction - Creativity - Meaning , Characteristics of creative children, Role of teachers and parents in fostering creativity. Differences between individual learners, learning style, self-concept, self esteem, attitude, aptitude, skills and competencies, interest .

UNIT 4- PERSONALITY Level of Knowledge Conceptual

07Hours

Personality - Meaning, Classification -Structure of Personality -Sigmund Freud's theory Assessment of Personality - Subjective, Objective and Projective techniques -Role of a teacher in molding personality UNIT 5- THEORITICAL PERSPECTIVES OF LEARNING - AN OVERVIEW Level of Knowledge Theoretical 12Hours Learning - Meaning and Nature -Learning Theories ; Meaning , Classification -Trial & Error leaning theory and laws of learning - Classical conditioning theory & its educational implications - Operant conditioning theory & its educational implications Gestalt theory & its educational implications -Gagne's hierarchy of learning & its educational implications - Modes of learning -Enactive, Iconic & Symbolic, & its educational Implications - Constructivism - Concept formation, Concept learning meaning, types, approaches to teach concepts. Learning in constructivists perspective; Pedagogic principles for organizing learning: behaviouristic, cognitivistic, and humanistic -A critical analysis of the relevance and applicability of various learning theories for different - kinds of learning situations

UNIT- 6 - FACTORS AFFECTING LEARNING Level of Knowledge Comprehension

12 Hours

Maturation ; Meaning & Educational Implications - Motivation ; Meaning & Techniques to motivate the students, Humanistic Model on Motivation by C.R. Rogers types -STM & LTM, Process - registration, retention, recall & recognition. -Transfer of learning meaning types, & its educational implications. Biological and hereditary factors influencing learning -Factors related to the subject matter content and learning material - Factors related to the method of learning - Attention, interest, motivation and readiness as factors influencing scholastic learning, Maturation- Abraham Maslows theory of motivation Skill Development 1. Able to develop Teaching learning strategies catering to heterogeneous group of students such as slow learners, educationally backward children, average learner & special children. 2. Solving practical problems in school situations through psychological methods. 3. Case studies

References

1. Aggarwal J.C., Essentials of Educational Psychology,New Delhi: Vikas Publishing, House Ltd., 2002. 2. Aggarwal J.C., Psychology of Learning and Development, New Delhi: Shipra Publishing House Ltd., 2006. 3. Bhatnagar A.B., Advanced Educational Psychology, Meerut: Loyel Book Depot, 1996. 4. Chauhan S.S., Advanced Educational Psychology, New Delhi: Vikas Publishing House, Pvt. Ltd., 1987. 5. Dandapani S.A., Text Book of advanced Educational Psychology , New Delhi : Anmol Publication, 2003. 6. 6..Das R.C., and Vital, Curriculum and Evaluation, New Delhi: NCERT,. 1984. 7. Kundu C.L and Tuttoo D.N., Educational Psychology, New Delhi. Sterling Publishers Pvt. Ltd., 1985. 8. Passi B.K.,Goel D.R. and Senapathy H.K Piagetian Teaching Model for Cognitive Development, Agra, Modern Printers, 2004. 9. Robert.M.Gagne The Conditions of learning , Holt, New York Tinchart and Winston Inc., Third edition ,1977.

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar Bangalore08 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU132: EDUCATIONAL MANAGEMENT AND SCHOOL ADMINISTRATION

DESCRIPTION This paper is offered as a general paper in first semester .It will help the students in acquiring the knowledge management and administration of secondary education .They will understand the challenges and strategies related to imparting quality education at secondary stage, and also help them acquire the knowledge of principles and process of Management, Organisation and Management of school programmes etc.

LEARNING OBJECTIVES Acquire the knowledge of secondary education during post independent India Understand the challenges and strategies related to importing quality education at secondary stage. Understand the importance and issues related to professional growth of Teachers. Acquire the knowledge of various agencies in secondary education. Acquire the knowledge of principles and processes of management Understanding of Organization and management of school programmes Understanding Concept and importance of time management

UNIT-1 INDIAN EDUCATION POLICIES AND PROGRAMMES Level of Knowledge-Fundamental

12 Hours

Education in concurrent list Constitutional provisions for education- Mudaliyar Commission, kothari Commission, NPE- 1986 POA 1992 -Womens Education, Education for the disadvantage groups (SC, ST and Minorities) -Education for the challenged children Inclusive Education UNIT 2 PROFESSIONAL GROWTH OF SECONDARY SCHOOL TEACHERS Level of knowledge-Basic 10 Hours Teaching as a profession Code of Professional Ethics for Teachers -Motivation of Teachers Factors affecting Teacher Motivation - Accountability of Teachers -In-service Education of Teachers Importance, Nature & Various Agencies providing in service Education -Role of Professional Organization of Teachers. UNIT 3 - ROLE OF VARIOUS AGENCIES IN EDUCATION Level of Knowledge- Basic NCERT, DSERT, CTE, NGOs, NCTE Salient features of different boards of Education in India 10 Hours

UNIT 4 - MANAGEMENT OF HUMAN RESOURCES Level of Knowledge-Basic

06 Hours

Concept, Principles and process of Educational Management - Duties of Head master as a Teacher, Supervisor and Manager -Qualities and Functions of Teachers UNIT 5 MANAGEMENT OF TIME Level of Knowledge Theoretical and Practical 08 Hours

Concept of Time Management Annual Programming - Factors to be considered in Annual Programming - Time Table Principles of framing Time Table and types of Time Table ; Developing learning related competencies- Subject related; expository; organizational competencies UNIT 6 - MANAGEMENT OF MATERIAL RESOURCES Level of Knowledge- Theoretical and Practical 08 Hours

School Plant, infrastructural facilities, preparation of School budget, sources of Income and Expenditure of school School Complex, meaning, purpose & function -Maintenance of School records - purpose and types of School Records

UNIT 7 - MANAGEMENT OF SCHOOL ACTIVITIES AND PROGRAMMES Level of Knowledge - Theoretical and Practical 06 Hours Co-Curricular activities -Meaning, importance and types of Co. curricular activities Principles of organizing Co. curricular Activities -School Health Education -Importance, various school health services -Physical Education Importance and Programmes Managing engagement with parents/ community- Service Learning Concepts- Concept, types of service learning- Significance of Service Learning- Strategies

SKILL DEVELOPMENT

1. Visit to Schools for practical experience on organizing Co-curricular activities, School plant etc 2. Group Discussion on Motivation of teachers ,role of professional organization of teachers etc. 3. Presentations on Time Management, School records etc

REFERENCES 1. Mohanty, Jagannath. Educational Administration and Supervision. New Delhi: Sterling Publishers,1990. 2. Kochhar S.K. Secondary School Administration. New Delhi: University Publishers, 1964. 3. Murthy S.K. Essentials of School Organization and Administration. New Delhi: Tandon Publishers,1995. 4. Sachdeva M.S. School Organization and Administration. Prakash Brothers,1997. 5. Terry and Franklin. Principles of Management. 8th Edition. AITB publishers & distributors, 1997. 6. Jharana Manjeri Lenka. Secondary School Education . New Delhi: Himalaya Publishing House, 2007. 7. Pandy S.R. Administration and Management of Education. New Delhi: Himalaya Publishing House, 1995. 8. Myageri C.V. Text book of Educational Management. Gadag: Vidyanidi Prakashan, 1993. 9. Rao, Govinda L. Perspectives on Special Education Hyerabad: Neelkamal Publishers, 2008. 10. Chaube, S.P. A Historical Review of Development of Modern Indian Education, Hyderabad: Neelkamal publishers, 2008. 11. Romesh,Verma.Educational Administration, New Delhi: Anmol Publications, 2005. 12. Satija, B.K. Trends in Education, New Delhi: Anmol Publications, 2003. 13. Udai, Veer. Modern School Organisation, New Delhi: Anmol Publications Pvt.Ltd, 2004. 14. Yadav, Seema. School Management and Pedagogies of Education, Anmol Publications Pvt. Ltd., 2005. 15. Kocchar, S.K. Secondary School Administration, New Delhi: Sterling Publishers Pvt.Ltd, 2005. 16. Chube, S. P., School Organisation, Pune: Vikas Publishers, 2004. 17. Mohanty, Jagannath. Educational Management , Supervision, School Organisation , Hyderabad: 2005. 18. Jharana Manjeri Lenka. Secondary School Education. New Delhi: Himalaya Publishing House, 2007. 19. Pandy S.R. Administration & Management of Education. New Delhi: Himalaya Publishing House, 2007. EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar Bangalore- 08

2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 133: EDUCATIONAL EVALUATION AND ASSESSMENT DESCRIPTION This paper is offered as a core paper in the First semester. It helps in understanding the concept of Evaluation and the different types of evaluation methods existent in Secondary Schools. It helps in construction of objective based Achievement test and diagnostic tests. It develops skills in computing certain parametric tests. LEARNING OBJECTIVES To understand the role and importance of Evaluation in the teaching-learning process To acquire knowledge of the different types and tools of Evaluation To construct Diagnostic test and organize remedial teaching To prepare an objective based Question bank To develop skills in the graphical representation of data To develop the skill necessary to compute important statistical estimates and interpret the test scores by applying them. To familarize with the new trends in evaluation and assessment UNIT 1 EVALUATION AND ASSESSMENT Level of Knowledge Conceptual and Basic 07 Hours

Clarifying terms Measurement- Evaluation- Test- Assessment; Examination and their inter-relationships; Continuous Comprehensive Evaluation-Concept, uses. UNIT 2 ASSESSMENT TOOLS Level of Knowledge Conceptual and Working Knowledge 08 Hours

Characteristics of a Good Tool; Types of Tests : Teacher made, Standardized Meaning, construction and uses; Diagnostic Test-Concept, Construction, uses, Remedial teaching; Construction of Test Items Objective type, Short Answer & Essay Type, Qualitative and Quantitative Tools-Observation- Interview and self-reporting techniques.

UNIT -3 STATISTICAL METHODS Level of Knowledge Conceptual and Working Knowledge

15 Hours

Descriptive Statistics; Measures of Central Tendencies-Mean, Median, Mode-Meaning, Computation for grouped and ungrouped data, uses; Measures of Variability-Range, Standard Deviation, Quartile deviation-Meaning, Computation for grouped and ungrouped data, uses- Need and Importance of Statistics in Educational EvaluationTabulation of Data -Frequency Distribution Table

UNIT-4 STATISTICAL INTERPRETATION 15 Hours Level of Knowledge Conceptual and Working Knowledge Graphical representation of data- Bar diagram, Histogram, Frequency Polygon, Pie Chart construction and uses; Correlation: Meaning and uses; Coefficient of correlation: Meaning, Computation by Rank Difference method; Interpretation based on Measures of

central tendencies, Measures of Variability, Frequency Polygon; Normal Probability Curve: Meaning, Characteristics and uses; Skewness: Meaning, Types, Interpretation UNIT -5 NEW TRENDS IN EVALUATION AND ASSESSMENT Level of Knowledge Conceptual and Working Knowledge 15 hours

Constructivist perspective on Assessment, Grading System Concept, features, CBSE & State evolved indicators, Self Assessment, Peer Assessment, Performance Assessment, Maintaining student portfolios using Rubic Assessment procedures, Feedback-Types of teacher feedback, peer feedback, performance feedback, Open Book Exam, On-line Exam, Credit System, Question Bank Skill Development 1. 2. 3. 4. 5. Group debate on Grading System and Internal Assessment system Drill work in Statistics Construction and administration of Questionnaire Conducting Interviews Construction and administration of Achievement test and Diagnostic tests

References: 1. Aggarwal, J.C. Essentials of Examination System Evaluation Tests and Measurement, New Delhi: Vikas Publicating House, 2003. 2. Bhatia, H.R. Textbook of Educational Psychology, New Delhi: The McMillan Company of India ltd, 1977. 3. Chauhan, S.S. Advanced Educational Psychology, New Delhi: Vikas Publication, 1988. 4. Datta N C. Educational Psychology and Evaluation, Hyderabad: Universities Press Pvt Ltd, 2006. 5. Garret, H.E. Statistics in Psychology and Education, Bombay: Vakils Feller, Simons Pvt Ltd., 1971. 6. Patel N Rambhai. Educational Evaluation- Theory and Practice, Mumbai: Himalya Publishing House, 2001. 7. Rao V K. Perspectives in Educational Evaluation, New Delhi: Common Wealth Publishers, 2006. 8. Singh Bharat. Modern Educational Measurement and Evaluation system, New Delhi: Anmol Publication Pvt Ltd, 2004. 9. Sharma, R.A. Essentials of Measurement in Education and Psychology, Surya Publication, (4th edition.), 2004. 10. Swaprupa Rani T. Educational Measurement and Evaluation, New Delhi: Discovery Publishing House, 2004. 11. Vashisht, S.R. Theory of Educational Measurement, New Delhi: Anmol Publications, 2004. 12. Vashisht, S.R. Practice of Educational Evaluation, New Delhi: Anmol Publications, 2004 EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar

2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

Bangalore08 PAPER EDU 134-A - CONTENT CUM METHODOLOGY OF TEACHING SOCIAL SCIENCE This paper is offered as an elective in I semester. Students who opt for this elective will get to know the Instructional objectives and instructional strategies of the subject and mode of lesson plan preparation. This paper provides students with the learning opportunities needed to become proficient Social Science teachers with a strong knowledge base in History, Geography and other allied subjects of social studies. Learning Objectives : To acquire knowledge about the content of Social Science To acquaint with the nature of the subject Social Science To analyse the aims and values of Social Science To understand the curricular approaches of Social Science To array the set of instructional objectives and specifications To master the instructional strategies of the subject To acquire the skill of planning an effective lesson.

UNIT 1 - CONTENT OF SOCIAL SCIENCE Level of Knowledge - Conceptual and Basic

18 Hours

The First world war- causes and consequences, The Second world war- Causes and consequences Role and significance of UNO -River Valley Civilizations -French, Chinese and Russian Revolution -Colonization of India and the Impact of Colonial Rule Indias Struggle for freedom, First war of Indian Independence -Indian ConstitutionFundamental Rights and Duties -Local Self Government and Democracy -The Planet Earth Human Interaction with the environment Components of Environment -Basic concepts of Economics UNIT -2 NATURE AND SCOPE OF SOCIAL SCIENCE Level of Knowledge - Conceptual knowledge 08 Hours

Difference between Social Science and Social Studies - Core Subjects of Social Sciences - History, Civics, Geography, Economics and the inter relationship between them - Scope of Social science and contemporary status of Social Science Education in India-Theme of Social Sciences - standards in teaching Social Science (NCSS_U.S.A) -Values of Social Science UNIT 3 CURRICULAR APPROACHERS IN SOCIAL SCIENCE Level of Knowledge Theoretical and Practical knowledge 08 Hours

Co-ordination Approach -Co-relation Approach - Concentric Approach - Chronological Approach, Topical Approach - Unit Approach - Fusion Approach or Integrated Approach -NCF -2005 -towards Social Science. UNIT 4 TAXONOMY OF INSTRUCTIONAL OBJECTIVES 08 Hours

Level of Knowledge Practical knowledge Difference between Educational and Instructional objectives -Benjamin S. Blooms Taxonomy of Instructional Objectives and its Specifications Domain wise analysis UNIT 5 INSTRUCTIONAL STRATEGIES IN SOCIAL SCIENCE Level of Knowledge Theoretical and Practical knowledge 18 Hours

Learner directed Instructional Strategies -Project Method - Computer assisted instruction -Assignment Method -Group Directed instructional strategies -Panel Discussion -Problem Solving - Dramatization - Role Play -Teacher Directed Instructional Strategies - Source Method -Supervised Study -Dalton Plan -Story Telling -Models of TeachingJurisprudential Model UNIT 6 PLANNING IN SOCIAL SCIENCE Level of Knowledge - Practical knowledge 08 Hours

Need and Importance of Lesson Planning -Steps and Format of Lesson Plan, Unit Plan and Year Plan [Total60 hours] Skill Development 1. Use appropriate Instructional objectives and specifications in teaching of Social Science 2. Use appropriate Methods and Models of teaching social science. 3. Develop Pedagogical skill in the subject concerned. 4. Design and plan the Lesson Plan and Unit Plan and Year plan REFERENCES 1. Agarwal,J.C., Teaching of Social Studies - A Practical Approach; Fourth Revised Edition, New Delhi : Vikas Publishing House Pvt. Ltd., 2008 2. Dash. B.N. and Dr.. Radha Krishna Moorthy I.V. Methods of Teaching Social Studies, New Delhi : Neelkamal Publications, 2005. 3. Kohli.A.S. Teaching of Social Studies, New Delhi: Anmol Publications, 2004. 4. Kochhar,S.K, The Teaching of Social Studies; New Delhi: Sterling Publishers Pvt. Ltd.,1998 5. Prof. Marlow Ediger, Teaching of Social Studies successfully, New Delhi :Discourse Publications, 2003. 6. Siddiqui, M.H., Teaching of History , New Delhi: APH publishing corporation, 2009. 7. Siddiqui.M.H. Models of Teaching, New Delhi: APH publishing corporation, 2008. 8. Secondary School Text Books(DSERT, C.B.S.E and ICSE) EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar

Indiranagar Bangalore08

Bangalore-560011

PAPER : EDU 134 B -CONTENT CUM METHODOLOGY OF TEACHING BIOLOGY DESCRIPTION This paper is offered as elective in the first semester. It develops the content as well as practical knowledge of Teaching Biology at secondary school. It deals with various methods and approaches , and its application in the educational context. It enhances the views of a teacher towards the pupils in a positive way viz., Content, Individual differences, Interest arousal, Attitude etc. It helps to develop the of depth of knowledge in Biological discipline. LEARNING OBJECTIVES To acquaint the fundamental concepts of Secondary school Biology. To construct the instructional objectives of teaching Biology at secondary school level To acquaint the knowledge of nature and scope of Biology. To acquaint the usage of various methods and approaches of teaching Biology. To acquaint the skill of writing the Lesson plan and Unit plan for lessons in Biology

UNIT 1 CONTENT IN SECONDARY SCHOOL BIOLOGY Level of Knowledge Fundamental

10 Hours

Living World Classification of organisms and salient features of major groups of organisms. Study of cells Cell division, Plant and Animal tissues -Microbes in relation to human life and welfare; special reference to HIV -Life processes Major life processes in plants and Human physiology

UNIT 2 MEANING AND SCOPE OF BIOLOGICAL SCIENCE Level of Knowledge Theoretical + Skill

12 Hours

Science - Meaning and Nature with particular reference to the Biology -Scope of Biological Science with respect .to agriculture, medicine, conservation of natural resources, new careers in Biological science- VermiCulture -Abilities of Biological Science; observation, collection, discussion, preservation -Microscopic study, classification and experimentation- Meaning & advantages - Scientific attitude- Meaning nature & different ways of developing the same

UNIT 3 TAXONOMY OF EDUCATIONAL OBJECTIVES Level of Knowledge Theoretical +Skill

10 Hours

Difference between Aims & Objectives - Blooms taxonomy of -Objectives:cognitive, affective & psycho-motor domains - Instructional objectives (I.O.) meaning, classifications & characteristics Writing of I.O. in terms of specific learning outcomes.

UNIT 4 AN EFFECTIVE PLANNING FOR TEACHING BIOLOGY Level of Knowledge Theoretical + Skill

12Hours

Lesson plan meaning, need, steps and importance, based on evaluation approach. Designing a lesson plan for topic of secondary school Biological Science - Unit plan meaning, steps, importance and its format.

UNIT 5 APPROACHERS AND METHODS OF TEACHING BIOLOGY 16Hours Level of Knowledge Comprehension Meaning, Steps, Merits, Demerits/Limitations and Application in the Context of Teaching Biology at Secondary School Level. - Scientific Method -Lecture Demonstration Method -Project Method -Inductive Deductive Method - Problem Solving Approach(according to Maier) -Critical Inquiry Approach - Structural Functional Approach - ( meaning, illustration, merits and demerits) - Type-Species Approach - ( meaning, illustration, merits and demerits) [Total 60 hours] Skill Development 1.Effective usage of teaching techniques in a class room context. 2. Effectively analyse the unit , content and task for various activities. 3. Design the lesson plan for Biological topics. 4. Design the unit plan for Biological chapters. 5. Select and Use the steps of various methods and approaches to deal with suitable topics.

References
1. Sharma R.C., Modren Science Teaching , Dhanpat Rai publications, 1982. 2. .Kulshreshtha S.P., Teaching of Biology, Meerut, Surya publications, Meerut:. 2006 3. Das R.C., Science Teaching in Schools, Sterling Publications, 1990 4. Vaidya N., Science Teaching for the 21st century, Deep& Deep Publications., New Dehli: 1996 . 5. Thurber W.A. and Colletta A., A Teaching Science in todays Secondary schools, Prentice Hall of India. 1964 6. Yadav K., Teaching of Life Science New Delhi; Anmol Publications, 2001 7. RC Das,(1985) ,Teaching of Science,2nd Edn, New Delhi: Sterling Publishers

Pvt.Ltd 8. Narendra Vaidya, The Impact of Science Teaching, New Delhi:Oxford and IBH Publishing house. 9. R.C. Sharma , Modern Science Teaching,3rd Edn , New Delhi: Dhampat Rai and sons. 1982. 10. S. K.Gupta Teaching of Physical Sciences in Secondary Schools, New Delhi : Sterling Publishers Pvt.Ltd 1989 11. Narendra Vaidya ,The Impact of Science Teaching, New Delhi: Oxford and IBH Publishing house. 1971. 12. Dr.Rajasekar, Method of Teaching Physical Sciences, Hyderabad: Neelkamal publishers 1995 13. V. Krishnamacharyulu, Teaching of science, Hyderabad: Neelkamal Publishers. , 2006 14. Prof.Kamala Narasimha ,Content cum Method of Teaching Chemistry, Bangalore: Sumukha Prakashana. 2005

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar Bangalore08 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 134-C: CONTENT CUM METHODOLOGY OF TEACHING MATHEMATICS DESCRIPTION This paper is offered as an elective in the First and Second semester. This paper introduces students to the aims and objectives of teaching Mathematics at secondary school level. It introduces the essential elements of good mathematics teaching, practice needed to teach mathematics in an effective and inspirational manner.

LEARNING OBJECTIVES To acquire the knowledge of the content of Mathematics operating at the secondary school level (8th and 9th grades) To acquire the knowledge of nature of Mathematics To appreciate the role of Mathematics in daily life To understand the Aims and Objectives of teaching Mathematics To state meaningful specific objectives in behavioral terms To develop the skill to prepare Unit plan and Lesson plan To achieve mastery over Methods, Approaches and Models of teaching Mathematics

UNIT-1 MATHEMATICS SYLLABUS SECONDARY SCHOOL Level of Knowledge Working Knowledge

12 Hours

Arithmetic: Number system, Sets, Matrices, Statistics; Algebra : Basics, Operations, Exponents, Factorization; Geometry : Basics, Polygons Triangles & Quadrilaterals, Circles, Surface Area and Volume of solids

UNIT-2 INTRODUCTIONS TO TEACHING MATHEMATICS Level of Knowledge Conceptual and Basic

10 Hours

Meaning, nature, scope of Mathematics; Application and significance of Mathematics in daily life; Importance of Mathematics as a school subject Practical, disciplinary, Cultural and recreational functions of Mathematics.

UNIT3 AIMS AND OBJECTIVES OF TEACHING MATHEMATICS Level of Knowledge Conceptual and Basic

10 Hours

Meaning and need of objective based teaching; General aims of teaching Mathematics at senior secondary level; Classification of educational objectives with reference to Blooms Taxonomy; Objectives of Teaching : Arithmetic, Algebra and Geometry; Writing specific objectives in behavioral terms

UNIT4 EFFECTIVE PLANING FOR TEACHING MATHEMATICS Level of Knowledge Conceptual and Working Knowledge

10 Hours

Lesson Plan: Meaning and importance; Herbatian Steps in Lesson Plan; Evaluation Approach Features, Procedure, Merits; Unit Plan: Meaning and importance, features, procedure and advantages; Observation: Criteria for evaluation of a lesson, Systematic observation of a lesson, recording of observation

UNIT- 5 METHODS/ APPROACHES/ MODELS OF TEACHING MATHEMATICS 18 Hours Level of Knowledge Conceptual and Working Knowledge Meaning, salient feature, steps, relative merits and demerits and application in teaching Mathematics topics: Methods: Inducto-Deducto, Guided Discovery, Analytic, Synthetic, Project method; Approaches: Inductive, Deductive, Problem Solving approach; Models: Concept attainment model, Inductive thinking model, Advance Organizer model; Oral work; Written work; Drill Work in Teaching Mathematics [Total 60 hours] Skill Development 1. Peer Teaching of Content topics from VIII and IX standard State Syllabus Textbooks. 2. Power point presentations on any topic in Secondary School Mathematics 3. Report on Interaction with Secondary school and students on methods of Mathematics teaching 4. Presentations of Fun activities in mathematics 5. Preparation of Lesson plan in mathematics 6. Construction of drill work problems

Reference: 1. Burger, Edward B & Starbird, Michael. The Heart of Mathematics, California: Key College Publishers, 1999 2. Butler & Wren. The Teaching of Secondary School Mathematics, London: Mc Graw Hill Book, 1965 3. Cooney T.J.et.al. Dynamics of teaching Secondary School Mathematics, Boston: Houghton Mifflin, 1975 4. Ediger Marlow. Teaching Math Successfully, Discovery Publication, 2004 5. Davis David R. Teaching of Mathematics Addison, Wesley Publications, 1960 6. Goel Amit. Learn and Teach Mathematics, New Delhi: Authors Press, 2006 7. Gupta, H.N. and Shankaran -Content cum Methodology of Teaching Mathematics, New Delhi: NCERT, 5th Ed. 1984 8. James Anice. Teaching of Mathematics, New Delhi: Neelkamal Publication, 2005 9. Kulshrestha. Teaching of Mathematics, New Delhi: R.Lal & Sons 10. Kumar Sudhir. Teaching of Mathematics, New Delhi: Anmol Publications Pvt Ltd, 2004 11. NCERT. Teaching of Mathematics, New Delhi: NCERT, 2006 12. Papola C. Teaching of Mathematics, New Delhi: Anmol Publications Pvt Ltd, 2004 13. Raj B C. Methods of Teaching Mathematics, Lucknow: Prakashan, 2001 14. Yadawada S B. Methods of Teaching Mathematics, Gadag: Vidyanidhi, 2004 15. Zevenbergen, Robyn. Teaching of Mathematics in Primary Schools, New Delhi: Viva Books, 2004

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar Bangalore08 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 135A: CONTENT CUM METHODOLOGY OF TEACHING ENGLISH

DESCRIPTION This paper is offered as an elective in the first semester. The students opting for this elective should have specialized or studied English at the graduate or post graduate level. The students develop linguistic skills which are essential for language teaching and prepares them for the profession as ESL/EFL teachers.

LEARNING OBJECTIVES To understand the role of English in India and its importance as ESL and EFL. To familiarize the language skills to be developed and evaluated among students. To acquire knowledge about the recent trends in English language teaching and learning. To distinguish the different approaches and methods of teaching English and the use of appropriate ones for teaching various aspects of the language. To be acquainted with the importance and practical utility of teaching resources and activities.

UNIT - 1 FUNDAMENTALS OF LANGUAGE Level of Knowledge Theoretical Knowledge

10 Hours

Meaning and definition of language; its functions - Fundamental principles of language Principles of language learning - Need and importance of learning English in India Learning of mother-tongue vs. English language learning.

UNIT- 2 DEVELOPMENT OF LANGUAGE SKILLS Level of Knowledge Theoretical and Practical Knowledge

12 Hours

Listening Skills: Objectives - Importance - Purpose - Activities to develop listening skills in students. Speaking Skills: Objectives - Preparation - Perfection in Pronunciation Types of speaking situations - Activities to develop speaking skills in students. Reading Skills: Objectives - Types - Mechanics - Activities to develop reading skills in students. Writing Skills: Objectives - Importance of Handwriting - Mechanics - Activities to develop writing skills in students.

UNIT - 3 APPROACHES AND METHODS OF TEACHING ENGLISH 14 Hours Level of Knowledge Conceptual Knowledge Structural Approach: Meaning - Principles - Criteria - Ways of teaching structures. Communicative Approach: Meaning - Features - Principles Procedures Direct/Bilingual Method: Meaning - Principles - Characteristics Merits -Humanistic Approach: Meaning Principles - Characteristics Implications -Community Language Learning: Meaning Principles Process - Method.Yoga and Meditation: Meaning Types - Merits.

UNIT - 4 APPROACHES TO VARIOUS METHODS OF LANGUAGE TEACHING Level of Knowledge Theoretical and Practical Knowledge 12 Hours Teaching of Prose: Objectives - Steps - Format. Teaching of Poetry: Objectives Steps Format. Teaching of Grammar: Objectives Types - Methods of teaching functional grammar- Teaching of Vocabulary: Types Techniques. Teaching of Spelling: Techniques Errors - Corrective measures. Teaching of Composition: Objectives - Types Steps (Essays, Letters/ Application, Comprehension). UNIT - 5 TEACHING RESOURCES AND ACTIVITIES Level of Knowledge Practical Knowledge 07 Hours

Books - audio materials - visual aids - mass media. Language lab: Types - Set up Activities: visits interviews dramatization seminars - literary clubs - language games. UNIT - 6 MASTERY OF CONTENT Level of Knowledge Conceptual Knowledge 05 Hours

Parts of Speech - Kinds of sentences - Transformation of sentences - Interchange of: voice degrees sentences tenses - Semantic and graphic structure of English. [Total60 hours] Skill Development 1. 2. 3. 4. 5. Development of Linguistic skills based on the secondary school texts Planning and execution of English language games Activities in an English classroom Preparation of episodes for teaching vocabulary and structures Practice of English pronunciation through usage of the language lab and workshops

References: 1. Nagaraj, Geetha, English Language Teaching Approaches Methods Techniques, Orient Longman Private Ltd., 1996. 2. Woodward, Tessa, Planning Lessons and Courses, Cambridge University Press, 2004. 3. Kulakarni K.G, Content Based Methodology of Teaching English, Pradeep Prakasham, 2004. 4. Dakin, Julian, The Language Laboratory and Language Learning, London: Longmans, 1973. 5. Hornby, Teaching of Structural Words and Sentences Pattern, Oxford University Press, 1967

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar Bangalore08 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU135B: CONTENT CUM METHODOLOGY OF TEACHING CHEMISTRY

DESCRIPTION This is an elective paper in First semester for students who have studied Chemistry as one of their optional subjects in their degree. It will help them familiarize with the content of chemistry a t Secondary School level. Students will understand the various methods and approaches of Teaching Chemistry and the skill of developing lesson plans based on instructional objectives and the skill of stating the objectives in behavioral terms.

LEARNING OBJECTIVES Acquire the knowledge of nature & scope of Chemistry. Acquire the knowledge of basic branches of science & their interrelationships Understand the objectives of Teaching Chemistry Understand various methods and approaches of teaching of chemistry Skill of developing lesson plans based on instructional objectives skill of analyzing the content in terms of concepts and learning experiences. Developing skill in stating objectives in behavioral terms.

UNIT 1 - CONTENT IN CHEMISTRY Level of Knowledge-Basic

15 Hours

States of matter, Physical Change & Chemical Change, Structure of atom, Dalltons atomic theory, Rutherfords model, Bohrs model -Periodic classification of elements; early classification and modern classification - Water cycle; Hard water and Soft water, solutions, mixtures, methods of separation of Mixtures, Colloids -Fuels, fossil fuel, non fossil fuel, calorific value of fuel, properties of good fuel -Metals & Non Metals: Difference between Metals & non Metals, Important Chemical Reactions of metals, extraction of Copper & Iron, Extraction of Silicon; Use of Silicon compounds.

UNIT 2 - INTRODUCTION TO THE TEACHING OF CHEMISTRY Level of knowledge-Fundamental

12 Hours

Meaning, Nature of Science in a general and chemistry in particular - Contribution of Scientists / Research Organizations in the field of chemistry Process and product aspects of science. Components of scientific knowledge facts, concepts - principles, theories, laws - Branches of science and their inter relationships. Importance of teaching chemistry with referents to agriculture, medicine, industry -Scientific Method: Meaning

& steps -Scientific attitude: meaning, characteristics, role of teacher in the development of scientific attitude among students.

UNIT 3- OBJECTIVES OF TEACHING CHEMISTRTY Level of Knowledge-Fundamental and Working Knowledge

09 Hours

Difference between Aims & Objective - Instructional objectives classification based on Bloons Taxonomy writing Instructional objectives in terms of specific learning

UNIT 4 -METHODOLOGY AND APPROACHES OF TEACHING CHEMISTRY 18 Hours Level of Knowledge-Working Knowledge Meaning, salient features, steps relative merits and demerits and application in the context of teaching chemistry at secondary school level -Lecture Cum Demonstration Laboratory Method - Problem Solving Method -Inductive Deductive Method -Project Method -Critical Inquiry Approach -Heuristic Method -Concept Attainment Model Inquiry Training Model UNIT 5 - PLANNING FOR TEACHING CHEMISTRY Level of knowledge-Basic and Working Knowledge 06 Hours

Unit plan Meaning, Importance, steps in unit plan - Lesson plan - Importance, Herbartian steps Of Lesson Plan Format of lesson plan based on evaluation approach. [Total60 hours]

SKILL DEVELOPMENT 1. Preparation of Lesson Plan 2. Application of different methodologies of Teaching in Classroom teaching 3. Stating Objectives of teaching in behavioral terms

REFERENCES 1. Das R.C., Teaching of Science,2nd Edn, New Delhi : Sterling Publishers Pvt.Ltd , 1985. 2. Gupta S.K. Teaching of Physical Sciences in Secondary Schools, New Delhi: Sterling Publishers Pvt.Ltd 1989. 3. Narendra Vaidya ,The Impact of Science Teaching, New Delhi: Oxford and IBH Publishing house. 1971 4. V. Krishnamacharyulu, Teaching of science, Hyderabad: Neelkamal Publishers. , 2006

5. Prof.Kamala Narasimha, Content cum Method of Teaching Chemistry, Bangalore:Sumukha Prakashana. 2005 6. Dr.Rajasekar Method of Teaching Physical Sciences, Hyderabad: Neelkamal publishers 1995. 7. Sharma R.C., Modern Science Teaching, 3rd Edn , New Delhi: Dhampat Rai and sons 1982. 8. Thurber W.A. and Colletta A., A Teaching Science in todays Secondary schools, Prentice Hall of India. 1964. 9. Secondary school text books in Science ( DSERT, C.B.S.E and I.C.S.C Boards)

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar Bangalore08 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 135-C: CONTENT CUM METHODOLOGY OF TEACHING PHYSICS DESCRIPTION This paper is offered as an elective in the First and Second semester. This paper introduces students to the aims and objectives of teaching Physics at secondary school level. It introduces the essential elements of good Physics teaching, practice needed to teach Physics in an effective and inspirational manner.

LEARNING OBJECTIVES To acquire the knowledge of the content of Physics operating at the secondary school level (8th and 9th grades) To acquire the knowledge of nature of physics To appreciate the role of physics in daily life To develop scientific attitude among students To understand the Aims and Objectives of teaching Physics To state meaningful specific objectives in behavioral terms To develop the skill to prepare Unit plan and Lesson plan To achieve mastery over Methods, Approaches and Models of teaching Physics

UNIT-1 PHYSICS SYLLABUS AT SECONDARY SCHOOL LEVEL Level of Knowledge Working Knowledge

14 Hours

Magnetism and electricity: Properties of magnetic field, Magnetic effect of electric current, Electromagnetic induction, Resistance, Heating effect of electric current; Dynamics: Motion, Speed, Velocity, Acceleration, Universal law of gravitation, Centrifugal & Centripetal, momentum, movement; Heat: Propagation of heat, effects of heat, measurement of temperature, Specific heat, latent heat; Light: Refraction, Total internal reflection, Lens, Telescope, Microscope, Dispersion UNIT-2 INTRODUCTION TO TEACHING PHYSICS Level of Knowledge Conceptual and Basic 10 Hours

Meaning & nature of Science, scope of Physics; Application and significance of Physics in daily life; Importance of Physics as a school subject Practical, disciplinary and recreational functions of Physics; Scientific attitude Meaning, characteristics, techniques of developing scientific attitude

UNIT-3 AIMS AND OBJECTIVE S OF TEACHING PHYSICS Level of Knowledge Conceptual and Basic

10 Hours

Meaning and need of objective based teaching; General aims of teaching Physics at senior secondary level; Classification of educational objectives with reference to Blooms Taxonomy; Writing specific objectives in behavioral terms

UNIT- 4 EFFECTIVE PLANNING FOR TEACHING PHYSICS Level of Knowledge Conceptual and Working Knowledge

10 Hours

Lesson Plan: Meaning and importance; Herbatian Steps in Lesson Plan; Evaluation Approach Features, Procedure, Merits; Unit Plan: Meaning and importance, features, procedure and advantages; Observation: Criteria for evaluation of a lesson, Systematic observation of a lesson, recording of observation

UNIT5 METHODS/APPROACHES/ MODELS OF TEACHING PHYSICS 16 Hours Level of Knowledge Conceptual and Working Knowledge Meaning, salient feature, steps, relative merits and demerits and application in teaching physics topics: Methods: Lecture cum demonstration, Heuristic, Laboratory, Problem solving, Project method; Approaches: Inductive, Deductive, critical enquiry approach; Models: Concept attainment model, Inductive thinking model, Inquiry training model [Total60 hours]

Skill Development 1. Peer Teaching of Content topics from VIII and IX standard State Syllabus Textbooks. 2. Power point presentations on any topic in Secondary School Physics 3. Report on Interaction with Secondary school and students on methods of Physics teaching 4. Presentations of Fun activities in Physics 5. Preparation of Lesson plan in Physics 6. Practical experiments in laboratory

Reference: 1. Anderson, R.D. Developing Childrens thinking Through Science, New Delhi: Prentice Hall, 1970. 2. Chand, B. Teaching of Science, Ludhiana: Prakash Brothers,1986 3. Chauhan, S.S. Innovation in Teaching Learning Process, New Delhi: Vikas Publishing House Pvt. Ltd, 2000. 4. Das, R.C. Science teaching in School, New Delhi: Sterling Publishers, 1985 5. Gupta, S.N. Teaching Physical Science in Secondary School, New Delhi: Sterling Publishers, 1985. 6. Joyce, Bruce and Marsha Weil. Models of Teaching New Delhi: Prentice Hall, (4th Ed.), 2000. 7. Kochar, S.K. Methods and Techniques of Teaching, New Delhi: Sterling Publishers Pvt Ltd, 1997. 8. Maitre, K. Teaching of Physics, New Delhi: Discovery Publishing House, 1991 9. Mukalel, J.C. Creactive Approaches to Classroom Teaching, New Delhi: Discovery Publishing House, 1998. 10. Nayak A K. Teaching of Physics, New Delhi: Anmol Publications Pvt Ltd, 2004. 11. Prakash, R. & RAth, T.N. Emerging Trends in Teaching of Physics, New Delhi: Kanisha Publishers, 1996. 12. Prasad, J. Practical Aspects in teaching of Science, Kanishka Publishers, 2005. 13. Rao, D.B. Reflections on Scientific Attitudes, New Delhi: Discovery Publishing House, 1997. 14. Vanaja M. Methods of Teaching Physics, New Delhi: Discovery Publishing House, 2006. 15. Veer, Udai. Modern Teaching of Physics, New Delhi: Anmol Publications Pvt Ltd, 2004

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 231: EDUCTIONAL THOUGHT AND PRACTICE DESCRIPTION This paper is offered as a general paper in the second semester. Through the analysis of different school of thoughts of Philosophy it develops a formative effect on the mind and character of the student. It provides the information that education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. The paper also provide basis of Philosophical and sociological principles which are invariably applied in the field of education. LEARNING OBJECTIVES Enable the Student teacher to To familiarize the term Education To understand the role of Philosophy in Indian Educational context To acquire the skill of proficiency in teaching To acquaint with the various principles and forms of curriculum To understand the functions of Educational Sociology To analyse the sociological issues of a democratic society. UNIT- 1 BASIC ASPECTS OF EDUCATION Level of Knowledge - Conceptual 05 Hours

Etymological meaning of education -Newsomes approach related to Education; Axiology , Epistemology and Metaphysics -Aims of education Individual, Social and Vocational aims Nature of Education- Education as an art and science- A product and process -Four Pillars of Education- Changing aims of Education in the context of globalization UNIT -2 PHILOSOPHICAL BASES OF EDUCATION Level of Knowledge - Theoretical 15 Hours

Relationship between Education and Philosophy -Functions of philosophy of EducationSpeculative, Normative and Critical -Philosophical theories of Discipline - Fundamental postulates -Idealism, Naturalism and Pragmatism -Contributions of great Indian and Foreign thinkers towards Education -. Frobel,. John Dewe, Maria Montessori , Mahatma Gandhi, Rabindranath Tagore and Swami Vivekananda- J. Krishnamurthy.

UNIT- 3 PRINCIPLES OF TEACHING Level of Knowledge - Conceptual and Working

15 Hours

General Principles of teaching -Maxims of Teaching -Mursells Principles of Teaching

Phases of teaching -Flanders Interaction Analysis (FIAC) -Characteristics and Qualities of Good Teaching -Effective Teaching and Learning -Biddles Model of Teacher Effectiveness, An analysis of teacher roles and functions in the pre-active phase :visualizing; decision making - roles and functions in the interactive phase : facilitating and managing learning - roles and functions in the post-active phase: evaluation of pupil - learning, evaluation and generating feedback on all three phases of teaching - Using learner achievement as a feedback for evaluating teacher/ teaching effectiveness

UNIT - 4

THE CURRICULUM

08 Hours

Level of Knowledge - Conceptual and Practical Principles of curriculum construction -Types of curriculum - Organization of Curriculum Curriculum reconstruction and up gradation, Concept of curriculum Differentiating curriculum framework, syllabus, textbooks their significance in school education. Role of School in operationalizing the curriculum National curriculum framework 2005 (NCERT) - National curriculum framework 2009

UNIT- 5 SOCIOLOGICAL PERSPECTIVES OF EDUCATION Level of Knowledge Conceptual

08 Hours

Functions of Educational Sociology, Difference between Educational sociology and Sociology of Education -- Role of Education in Social Change and Social Mobility Agencies of Educational and Social Change Media, Family, School , Religion Functions of Education towards cultural change and modernization. UNIT - 6 EDUCATION IN A DEVELOPING SOCIETY Level of Knowledge - Conceptual 09 Hours

Factors leading to and resisting from the socialization of a child - Wastage and Stagnation a threat to Universalisation of Education -Education for Vocationalisation - Women Empowerment through Education - Problems, issues and remedies regarding child labour -Role and Significance of UNICEF , Quality of life as an outcome of education, Education as an investment, Privatization, private initiative, and liberalization in education - Education and development of life skills: preparation of individuals for the 21st century.

Skill Development 1. Presentation on Social Problems ,Remedial measures and Service to the Society 2. Effective way of teaching and observation criteria 3. Organization of teaching on the basis of different philosophical thoughts and disciplines. 4. Organization of Community Living camp and learning the art of living together.

REFERENCE 1. Aggarwal J.C, Philosophical and sociological perspectives on education, New Delhi: Shipra Publications, 2004 2. Aggarwal J.C., Teacher Education in a developing Society, New Delh: Vikas Publications,2005. 3. Bhatia, Philosophical foundation of Education in India, Jaipur: Sudha Publications. 2004. 4. Badami B.S, Philosophical and sociological foundations of Education, Gadag, Vidhyanidhi Publications. 2007. 5. D.J.OConnor, An introduction to the Philosophy of Education-London , 1975. 6. Dewey John , Democracy and Education, New York: Macmillan company, 1944. 7. Horne Herman.H. .,The democratic Philosophy of Education, New York: Macmillan company. 1934. 8. Kilpatric, William.H. , A defense of Philosophy in Education, Harvard teachers record. 1931. 9. Murthy .S.K. Philosophical & Sociological foundations of Education, Ludhiana:Tandon Publications. 2000. 10. Nayar P.R., and Dave P.N., The teacher Education in Emerging Indian Society,,. New Delhi: Arora Publications. 1982. 11. Paliwal, M.N.R. Social change and Education, New Delhi:Uppal Publishing House, 1984. 12. Taneja Educational Thought and Practice, New Delhi: Sterling Publishers Pvt.Ltd. 2005. 13. Yogendra K.Sharma, Sociological Philosophy of Education, New Delhi: Kanishka Publishers. 2004 14. Zikr-Ur-Rehman , Teaching Methods and Techniques, New Delhi : Anmol Publications 2004.

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 232: EDUCATIONAL TECHNOLOGY AND MODERN TRENDS IN EDUCATION DESCRIPTION This is a general paper offered in the second semester. The students learn the fundamentals of Educational Technology and its application in the teaching-learning process. They prepare technology based lesson plans on the texts prescribed at the secondary level and present them effectively in the classroom. They also have hands-on experience on use of computers at school for academic and administrative purposes. Field trips are organized to schools to have an exposure and understanding of its working and prepare themselves according to the requisites and expectations of present day teaching. LEARNING OBJECTIVES

To understand the concept of Educational Technology and its approaches to teaching and learning. To acquire the knowledge and skill of Programmed Instruction and Instructional Design. To acquire the knowledge of the different Models of Teaching. To understand the concept and application of TQM in education. To develop awareness of the use of technology in teaching. To understand the basics of computers. To prepare and present content with multimedia using MSOffice. To understand the applications of technology in school administration. 08 Hours

UNIT - 1 EDUCATIONAL TECHNOLOGY Level of Knowledge Theoretical Knowledge

Meaning - Definition of Educational Technology - Difference between Information Technology and Instructional Technology - Aims and Objectives of Educational Technology Components - Hardware and Software - Role of a teacher in Educational Technology UNIT - 2 PROGRAMMED LEARNING Level of Knowledge Theoretical and Practical Knowledge 10 Hours

Origin - Principles of Programmed Instruction - Types of Programmed Learning - LinearBranching - Mathetics - CAI - Importance and application of Computer Assisted Learning

UNIT- 3 MODELS OF TEACHING Level of Knowledge Theoretical and Practical Knowledge

05 Hours

Models of Teaching -Definition - Meaning - Characteristics - Fundamental elements Types of Models. UNIT - 4 INSTRUCTIONAL DESIGN Level of Knowledge Theoretical Knowledge 06 Hours

Concept of Instructional Design - Levels of Instructional Design - Basic Teaching ModelGlacer System approach UNIT - 5 MODERN CONCEPTS IN MANAGEMENT Level of Knowledge Conceptual Knowledge 10 Hours

TQM Definition - Fundamental principles - Process of TQM - Quality tools of TQM. Organization Principles of Organization- Types of Organization and Structure. Leadership Meaning- Functions of Leadership- Leadership style, Organizational Culture-Concept and definition-Creating an Organizational Culture and managing an Organizational Culture-Dimensions of Organizational Culture, Organizational climate-Meaning-Definition-Dimensions of Organizational climate UNIT - 6 COMPUTER TECHNOLOGY Level of Knowledge Theoretical and Practical Knowledge 15 Hours

Basics of Computers: Definition Functions Characteristics Parts Generation Classification Devices Accessories, MSWord *: Create documents - manipulate data format - save & retrieve, MSPowerPoint*: Slide creation - slide design, MSExcel*: Spreadsheet - Data manipulation - Cell formatting - Cell references functions, Basics of Computer Networking*: Internet - e-mail - e-learning. * (practice in the computer lab) Computers in School Environment- Teachers Role , Mass media in classroom, Teleconferencing, Video conferencing, Teamwork, Participative proactive role

UNIT - 7 ALTERNATIVE SCHOOLING AT SECONDARY STAGE Level of Knowledge Conceptual Knowledge

06 Hours

Concept and importance of alternative schooling - Curriculum in alternative schooling problems encountered in alternative schooling - Role of Government and NGOs in alternative schooling - Strategies to improve quality of alternative schooling - Open schooling - National and State open school

Skill Development 1. Development of computer skills for preparing and presenting content from secondary school texts in their respective methods 2. Planning and execution of activities through technology 3. Presenting activities in a classroom/ school for different occasions 4. Preparation of episodes/ marks cards using MS Office 5. School visits to enhance learning 6. Presentations on TQM in academics, Models of Teaching and Instructional Design

References: 1. Aggarwal J. C. ,Essentials of Educational Technology, New Delhi: Vikas Publishing House, 2000. 2. Aggarwal J. C., Innovations in Educational Technology New Delhi: Vikas Publishing House, 2000. 3. Bhattachary.S.P., Models of Teaching, Regency Publications, 1994. 4. Byran P., Discover the Internet Comdex Computer, New Delhi: Dream Tech Publishing, 1997. 5. Spencer, Donald D., The Illustrated Computer Dictionary, New Delhi: Universal Book Stall, 1993. 6. Suganthi and Samuel, Total Quality Management, New Delhi: PHI Learning, 2009. 7. Gupta, Madaan and Arya, The Illustrated Computer Dictionary, New Delhi: Dream land Publications, 1993. 8. Fry, Edwards B., Teaching Machines and Programmed, New York: Mc Graw Hill Book Company Inc., 1973. 9. Honcock, A Planning for Educational Mass Media, New York: Longman Group Ltd., 1977. 10. Comdex Computer Course Kit, New Delhi: Dream Tech Publishing. 11. Crouton T. E., Programmed Learning and Computer Based Instruction, New York: Mc Graw Hill Book Company Inc., 1962.

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar

2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 235: CONTEMPORARY CONCERNS AND ISSUES IN EDUCATION DESCRIPTION This paper is offered as a general paper in the second semester. It provides the students with an understanding of contemporary concerns and issues in education. It helps to acquire knowledge on national concerns like peace education, value education, multi- cultural education, environmental education, universalization of secondary education, population and aids education. LEARNING OBJECTIVES To develop reasonable understanding about the role of Secondary Education in fostering the idea of quality life To develop a sense of responsibility towards conservation of environment, biodiversity and sustainable development To understand the essence of Peace To acquire knowledge about AIDS To acquire knowledge on environmental concerns and issues To safeguard Human Rights and to Maintain Peace in the Society To respect the Cultural Diversity of the Student from varied groups To understand the essence of Human Values To acquire knowledge about Population associated issues 06 Hours

UNIT-1 UNIVERSALIZATION OF SECONDARY EDUCATION Level of Knowledge Theoretical and Conceptual Knowledge

Constitutional Provisions, Impact of UEE on secondary Education-Access, Enrolment and Achievement- Issues and concerns UNIT -2 HUMAN RIGHTS EDUCATION Level of Knowledge Theoretical and Conceptual Knowledge 07 Hours

Obstacles and hindrance of Human Rights-Methods of Human Rights teaching-Human Rights Education at Secondary Level-Role of Human rights Education-Human Rights Education in Indian Context UNIT 3 MULTICULTURAL EDUCATION Level of Knowledge Theoretical and Conceptual Knowledge 06 Hours

Meaning-significance and objectives of Multicultural Education-Activities helpful in Multicultural Education-Curriculum and instructional Strategies of Teaching

UNIT-4 POPULATION AND AIDS EDUCATION Level of Knowledge Theoretical and Conceptual Knowledge

07 Hours

Concept, need, importance and Objectives, Structure of Indian Population, Causes of Population explosion, Consequences of Population explosion, Population Control Planning and remedies UNIT 5 VALUE EDUCATION Level of Knowledge Theoretical and Conceptual Knowledge 06 Hours

Meaning and classification of Values-Need for value education-Activities employed in Value Education-Inculcation of Values-Value Oriented Programmes-Contribution of Sri Ramakrishna to world culture UNIT-7 PEACE EDUCATION Level of Knowledge Theoretical and Conceptual Knowledge 06 Hours

Relevance of peace National and international context, Dangers to social security terrorism, wars, natural calamities and impact on quality life, Promotion of Peace UNESCO, Role of Education, Role of Teachers UNIT-8 ENVIRONMENTAL EDUCATION Level of Knowledge Theoretical and Conceptual Knowledge 07 Hours

Life supporting resources and role of Bio-diversity, Urbanization and Associated problems, Clean Energy Technology, Environmental Laws and regulations, Striving for a better environment, education for sustainable development. REFERENCES Banks, J. A. (1994). An introduction to multicultural education. Boston: Allyn and Bacon. Nieto, S. (1992). Affirming diversity- The sociopolitical context of multicultural education. New York: Longman.(ED 361 440) Sleeter, C. E.(1992) Restructuring schools for multicultural education. Journal of Teacher Education 43, 141-48. http://www.belurmath.org/sriramakrishna.htm#Message http://valueeducation.nic.in/programmes.htm Dr.HasenTaj-Current Challenges in Educaion-Neelkamal publication 2005. Prof. Dinod K Sashu Aids in Population Education- Sterling Publication 2004. EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar

2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 233-CONTENT CUM METHODOLOGY OF TEACHING SOCIAL SCIENCE DESCRIPTION This paper is offered as an elective in the second semester. It gives the students information pertaining to different kinds of instructional media and material needed for an effective teaching of the subject. The paper enables them to administer better evaluation techniques and imparts in them the qualities needed for a competent Social Science Teacher. LEARNING OBJECTIVES To enhance the knowledge of content To acquaint with instructional media of Social Science To understand the different kinds of instructional materials in Social Science To acquire the skill in collecting and maintaining the resources and equipments in Social Science teaching To appreciate the role of non-formal Social Science Education To acquire the knowledge about the professional competencies in Social Science Teaching To understand the relevance of Evaluation in Social Science UNIT- I CONTENT OF SOCIAL SCIENCE Level of Knowledge Basic and conceptual 08 Hours

The Delhi Sultanate, The Vijayanagara Empire, The Bhamini Rule, The Mughal Rule, Religious Reform Movements, Jesus Christ and Christianity, The Vedic Period -The Cold war and Military block, Fascism and Nazism -Challenges and Problems faced by our Country and the world -The Solar System, The Solar and Lunar Eclipse, Weather and Climate - Infrastructure of Indian Economy UNIT 2 INSTRUCTIONAL MEDIA IN SOCIAL SCIENCE Level of Knowledge - Working Knowledge 05 Hours

One Dimensional - Maps, Charts, Graphs, (Chronology)-Timelines, Pictures Types and Suggestion for use - Three Dimensional Globe. Realia, Diorama, Bulletin Board, Models, Qualities and suggestion for use -Uses of Multimedia, Radio, Television, Power Point Presentation UNIT - 3 - INSTRUCTIONAL MATERIALS IN SOCIAL SCIENCE Level of Knowledge - Conceptual and working 07 Hours

Text Book, Qualities of Good Social Science Text Book, Critical appraisal of Social Science Text Book of 8th and 9th Standards -Supplementary Materials Importance Types- Biographies, Newspaper, Journals, Magazines, Plays, Fiction, Travel

Stories -Instructional Kits, Advanced Books and relevant Websites _ Importance and Uses

UNIT- 4- RESOURCES AND EQUIPMENTS IN SOCIAL SCIENCE Level of Knowledge - Conceptual and working

05 Hours

Community Resources, Importance, Utilization and Advantages -Social Science Room Need , Importance and maintenance UNIT 5 NON FORMAL SOCIAL SCIENCE EDUATION Level of Knowledge Conceptual and working 08 Hours

Current Events- Nature and Scope, Criteria and Illustration, Methods of Teaching - Role of the teacher -Role of teacher with regard to Controversial Issues - Social Science Club - Model Parliament - Field Trip Objectives, steps and organization UNIT 6 COMPETENCIES OF SOCIAL SCIENCE TEACHER Level of Knowledge Theoretical 06Hours

Qualities of Social Science Teacher -Importance of In-service Programmes for quality improvement -Methods of In- Service Instruction Seminar, Workshop, Talent Search, Refresher Course, Teacher Exchange Programme, Extension Lectures UNIT 7 EVALUATION IN SOCIAL SCIENCE 06Hours

Level of Knowledge - Working Concept of unit test; Steps in the construction of unit test ; designing three dimensional chart / blue print of question paper; Format of question paper -IOTAQB- Development & its use ( Total 45 Hours) Skill Development 1. 2. 3. 4. 5. 6. 7. Arrange Social Science Room and Field Trip Conduct Model Parliament Usage of various supplementary materials in teaching Review of Secondary School Text Books Preparation of Question paper Construction of Unit test and analysis Preparation of Teaching aids

REFERENCE 1. 2. 3. Agarwal,J.C.: Teaching of Social Studies - A Practical Approach; Second Revised Edition, New Delhi :Vikas Publishing House Pvt. Ltd.,. 1993. Arrora. K. K., Teaching of History, Ludiana: Prakash Brothers 1990. Dash.B.N. Methods of Teaching Social Science , Hydrabad: Neelkamal Publications. 2004. Dr. Singh Y. K, Teaching of Social Studies., New Delhi : APH Publication Corporation 2006. Kochar. S.K, Teaching of Social Studies, New Delhi: Sterling Publications, 2006. Rogers V. R., Teaching of Social Studies in Urban Classroom, Wesley :Reading Mass Addison, -1972 Smith J.S., Creative Teaching of Social Studies in Elementary Schools, Allen & Bacon Inc. 1967 Taneja V.R, Fundamentals of Teaching Social Sciences, New Delhi: Maheendra Capital Publishers, . 1970 Thimmareddy K.,Teaching of History and Civics, Gadag: Vidhyanidhi Prakashan. 2006, Veena Kumari B., Digumarti and Bhaskara Rao., Methods of Social Studies. New Delhi Discovery Publications house. 2004.

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EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER : EDU 233 B:CONTENT CUM METHODOLOGY OF TEACHING BIOLOGY DESCRIPTION This paper is offered as elective in the second semester . It develops the content as well as practical knowledge of Teaching Biology at secondary school. It deals with evaluation procedure and its application in the educational context. It also deals with organizing Bio club activities and professional growth of teacher. It enhances the views of a teacher towards the pupils in a positive way viz., Content, Individual differences in achievements, Interest and Attitude arousal, etc. It helps to develop the of depth of knowledge in Biological discipline . OBJECTIVES To acquaint the fundamental concepts of Secondary school Biology. To construct the unit test paper of Biology at secondary school level. To acquaint the knowledge of resources in teaching Biology. To acquaint the meaning and professional competencies of a Biology teacher. To acquaint skill of conducting Science club activities.

UNIT -1CONTENT IN SECONDARY SCHOOL BIOLOGY Level of Knowledge Fundamental

10Hours

Environmental Science Ecology , the various Food chains -Constituents of Food Production and Management of food -Evolution of life basic concepts of organic evolution -Biotechnology modern concepts, application of Biotechnology for human welfare. UNIT 2- PROFESSIONAL GROWTH OF A BIOLOGY TEACHER Level of Knowledge comprehension 05Hours

Biology teacher- Professional competencies -Programmes for quality improvement by various agencies through seminars, conferences, workshop, refresher courses, Programmes viz., seminars, conferences, workshops, experimentation, refresher courses science visit, science fair

UNIT-3 RESOURCES IN TEACHING BIOLOGY Level of Knowledge Comprehension +Skill

15Hours

School garden, Aquarium , Terrarium , Vivarium set up and advantages -Biology Laboratory; design, equipments, lab- records -Biology text books, characteristics of good text book, criteria for evaluating it, limitations of the present day science books Teaching aids meaning and its classification -Instructional aids meaning , types and advantages -Audio aids- meaning and advantages of radio& tape recorder -Visual aids meaning and advantages of charts , models & specimens - Projected aids meaning and advantages of films and OHP - Audio Visual aids meaning and its advantages of T.V. & VCD -Supplementary Reading Materials meaning , types and criteria for selecting SRM.

UNIT- 4 EVALUATION IN TEACHING BIOLOGY Level of Knowledge Fundamental + Skill

10Hours

Unit test meaning and its importance - Meaning and importance of Unit analysis, Content analysis & Task analysis -Construction of unit test steps -IOTAQB meaning and advantages UNIT- 5 CO-CURRICULAR ACTIVITIES IN TEACHING BIOLOGY Level of Knowledge Comprehension + Skill 05Hours

Meaning, Organization and Importance of the following activities -Science Club Science Exhibition -Science Museum -Science visits ( Total 45 Hours) Skill Development 1.Effectively construct the question papers. 2. Effectively evaluate the expected learning behaviour of secondary school students. 3. Effectively organize the activities under science club . 4. Effectively identify and prepare teaching aids of various kinds to teach Biological lessons. 5. Imbibe the traits of Biology teacher. References 1.Sharma R.C., Modren Science Teaching , Dhanpat Rai publications, 1982. 2.Kulshreshtha S.P., Teaching of Biology, Meerut, Surya publications, Meerut:. 2006 3.Das R.C., Science Teaching in Schools, Sterling Publications, 1990 4.Vaidya N., Science Teaching for the 21st century, Deep& Deep Publications., New Dehli: 1996 . 5.Thurber W.A. and Colletta A., A Teaching Science in todays Secondary schools, Prentice Hall of India. 1964 6.Yadav K., Teaching of Life Science New Delhi; Anmol Publications, 2001

7. R.C Das,(1985) ,Teaching of Science,2nd Edn, New Delhi: Sterling Publishers Pvt.Ltd 8. Narendra Vaidya, The Impact of Science Teaching, New Delhi:Oxford and IBH Publishing house. 9. R.C. Sharma , Modern Science Teaching,3rd Edn , New Delhi: Dhampat Rai and sons. 1982. 10. S. K. Gupta Teaching of Physical Sciences in Secondary Schools, New Delhi : Sterling Publishers Pvt.Ltd 1989 11. Narendra Vaidya ,The Impact of Science Teaching, New Delhi: Oxford and IBH Publishing house. 1971. 12. Dr.Rajasekar, Method of Teaching Physical Sciences, Hyderabad: Neelkamal publishers 1995. 13. V. Krishnamacharyulu, Teaching of science, Hyderabad: Neelkamal Publishers. 2006 14. Prof.Kamala Narasimha ,Content cum Method of Teaching Chemistry, Bangalore Sumukha Prakashana. 2005

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

PAPER: EDU 233-C: CONTENT CUM METHODOLOGY OF TEACHING MATHEMATICS DESCRIPTION This paper is offered as an elective in the First and Second semester. This paper introduces students to the aims and objectives of teaching Mathematics at secondary school level. It introduces the essential elements of good mathematics teaching, practice needed to teach mathematics in an effective and inspirational manner.

LEARNING OBJECTIVES To acquire the knowledge of the content of Mathematics operating at the secondary school level (10th grades) To develop Teaching Aids and other learning material To organize a Mathematics Club To organize co-curricular activities in Mathematics To acquire the knowledge of Professional competencies of a Mathematics teacher To acquire the knowledge of Resource materials required for teaching Mathematics To develop the skill in construction, administration and interpretation of a Unit test UNIT-1 MATHEMATICS SYLLABUS AT SECONDARY SCHOOL LEVEL Level of Knowledge Working Knowledge 10 Hours

Arithmetic: Sets, Matrices, Statistics, Permutations & Combinations; Algebra: Factorization, Quadratic equations, Modular Arithmetic; Geometry : Theorems Triangles & Circles, Mensuration, Polyhedra UNIT-2 RESOURCES FOR TEACHING MATHEMATICS Level of Knowledge Conceptual and Working Knowledge 15 Hours

Printed Resources : Text book: Characteristics, uses, limitations and critical analysis; Work book, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory : Organization, maintaining, uses and precautions needed; Teaching Aids : Projected, Non-projected and electronic aids Types, features, merits and demerits; Edgar Dales Cone of Experience; Improvised Aids: Meaning, preparation, importance; Community Resources; UNIT-3 EVALUATION IN TEACHING MATHEMATICS Level of Knowledge Working Knowledge 05 Hours

Construction of Objective based test items; Unit Test: Concept, Construction- Weight ages to components, Blue print, Uses; IOTAQB Concept, Development and uses.

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UNIT-4 CO-CURRICULAR ACTIVITIES IN MATHEMATICS Level of Knowledge Working Knowledge

08 Hours

Meaning, Objectives, Organization and importance of: Mathematics Club, Mathematics Olympiad, Mathematics Quiz and Field trips UNIT-5 MATHEMATICS TEACHER AND PROFESSIONAL GROWTH Level of Knowledge Conceptual and Basic Knowledge 07 Hours

Competencies of a Mathematics Teacher; Programmes for Professional Growth: Seminars, workshops, Conferences; Projects, In-service training and Research & Literature Meaning, Features and uses [Total 45 hours] Skill Development 1. Peer Teaching of Content topics from VIII and IX standard State Syllabus Textbooks. 2. Conducting a Mathematics Quiz 3. Visit to schools for a critical analysis of the Mathematics laboratory facilities in three schools Government, Private Aided and Private unaided school 4. Preparation and presentation of Work book on any one topic in Mathematics 5. Visit to schools for a study of Annual Mathematics activities of any two schools in the community 6. Preparation and presentation of Teaching aids (Model) for teaching any topic in Mathematics

Reference: 1. Agarwal, S.M. A course in Teaching of Modern Mathematics, New Delhi: Dhanpat Rai & Sons, 1977 2. Burger, Edward B & Starbird, Michael. The Heart of Mathematics, California: Key College Publishers, 1999 3. Butler & Wren. The Teaching of Secondary School Mathematics, London: Mc Graw Hill Book, 1965 4. Cooney T.J.et.al. Dynamics of teaching Secondary School Mathematics, Boston: Houghton Mifflin, 1975 5. Davis David R. Teaching of Mathematics Addison, Wesley Publications, 1960 6. Ediger Marlow, Teaching Math Successfully, Discovery Publication, 2004 7. Goel Amit. Learn and Teach Mathematics, New Delhi: Authors Press, 2006 8. Gupta, H.N. and Shankaran - Content cum Methodology of Teaching Mathematics, New Delhi: NCERT, 5th Ed, 1984 9. James Anice, (2005), Teaching of Mathematics, New Delhi, Neelkamal Publication 10. Kapoor, J.N, (1989), Fascinating world of Mathematics, New Delhi, Mathematical Science Trust 11. Khanna, S.D and et.al (1982), Teaching of Mathematics, New Delhi, Doaba House 12. Kulshrestha, Teaching of Mathematics, New Delhi, R.Lal & Sons 13. Kumar Sudhir, Teaching of Mathematics, New Delhi, Anmol Publications Pvt Ltd, 2004 45

14. Kuppuswamy Iyengar, Teaching of Mathematics, Bangalore, The new Education Pvt Ltd,. 1988 15. Mangal, S.K. A Text book on Teaching Mathematics, Ludhiana, Prakash Bros, 1981 16. NCERT, Teaching of Mathematics, New Delhi, NCERT, 2006 17. Papola C, Teaching of Mathematics, New Delhi, Anmol Publications Pvt Ltd, 2004 18. Raj B C, Methods of Teaching Mathematics, Lucknow, Prakashan, 2001 19. Servais, W and Varga, T, Teaching School Mathematics, Harmondsworth: Penguin Books, 1971 20. Sobel, Max A and Maletsky Evan M. Teaching Mathematics, A source book for Aids Activities and Strategies, New Jersey: Prentice Hall1988 21. Spencer, Peter Loncoln and Brydegaard, Margnerite. Building Mathematical Competence in the Elementary School, New York: Holt Rinehart and Winston Inc,. 1966 22. Yadawada S B. Methods of Teaching Mathematics, Gadag; Vidyanidhi, 2004 23. Zevenbergen, Robyn. Teaching of Mathematics in Primary Schools, New Delhi: Viva Books, 2004

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

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PAPER: EDU 234A: CONTENT CUM METHODOLOGY OF TEACHING ENGLISH DESCRIPTION This paper is offered as an elective in the second semester. The students learn to prepare lesson plans based on the texts prescribed for first language as well as second/third language learners and present them effectively in the classroom at the secondary level. LEARNING OBJECTIVES To familiarize the language skills to be developed and evaluated among students. To acquire knowledge about the recent trends in English language teaching and learning. To develop the ability to identify and write the objectives for teaching and learning. To develop the ability of planning and writing meaningful lessons and teaching them effectively. 10 Hours

UNIT - 1 AIMS AND OBJECTIVES OF TEACHING ENGLISH Level of Knowledge Theoretical Knowledge

Aims of teaching English - Educational objectives of teaching English Meaning Classification Writing educational objectives for classroom teaching. UNIT - 2 LESSON PLANNING Level of Knowledge Theoretical and Practical Knowledge

12 Hours

Meaning Characteristics Steps Structure - Selection of teaching methods and strategies Activities to develop language skills - Evaluation and Home Assignment - Lesson plan based on evaluation approach of teaching English - Unit plan Characteristics - Format of a unit plan. UNIT - 3 EVALUATION AND TESTING Level of Knowledge Theoretical and Practical Knowledge 10 Hours

Meaning of Unit test - Construction of Unit test - Designing a 3 D chart/ Blueprint - Preparation of a question paper - Administration and evaluation of unit test UNIT - 4 USE OF EDUCATIONAL TECHNOLOGY IN ENGLISH Level of Knowledge Theoretical and Practical Knowledge 08 Hours

Language Laboratory: Use of software for teaching and learning English - Computer assisted learning in English - Use of multimedia in teaching English - Role of websites in learning English.

UNIT - 5 MASTERY OF CONTENT Level of Knowledge Conceptual Knowledge

05 Hours

Study of literary terms - Figures of speech with relevance to secondary school text - Enrichment in vocabulary, idioms and phrases [Total 45 hours] 47

Skill Development 1. 2. 3. 4. 5. Development of resources for teaching and learning English, based on the secondary school texts Planning and execution of English language exercises in prose and poetry Activities in an English classroom to develop creativity Preparation of episodes for teaching vocabulary and structures using educational technology Presentations in groups to develop mastery of content

References: 1. Elizabeth M. E. S. and Rao, Digumurti B., Methods of Teaching English, Discovery Publications, 2004. 2. Hewings, Martis, Pronunciation, Practice, Activities, Cambridge University Press, 2004. 3. Mukalel Joseph C., Psychology of Language, Discovery Publications, 2003. 4. Elizabeth, Brett and Blake, Robert, Literacy and Learning, Library of Congress Cataloguing in Publication, 2002. 5. Borich Gary D., Effective Teaching Methods, Library of Congress Cataloguing in Publication, 2000.

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

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PAPER: EDU234B: CONTENT CUM METHODOLOGY OF TEACHING CHEMISTRY DESCRIPTION This is an elective paper in the second semester offered to students who have studied Chemistry as one of their optional at degree level. It will help them familiarize with the content of chemistry at Secondary education level. They will understand the importance and use various resources for teaching of chemistry and develop skills in the construction and administration of Unit test in Chemistry. LEARNING OBJECTIVES Acquire mastery in Content of Chemistry of Secondary Education Understand the importance, maintenance and uses of various resources for Teaching of Chemistry. Critically analyze the textbook of the secondary schools. Acquire the knowledge about various co-curricular activities in Chemistry. Develop Skill in construction & administration of unit test in Chemistry. Acquire the knowledge of quality improvement in Chemistry instruction. UNIT 1 - CONTENT IN CHEMISTRY 15Hours Level of Knowledge : Basic Chemical bonding Ionic, Covalent, Hydrogen and Metallic Bonds, Properties of compounds having these bonds -Chemistry of carbon, classifications of organic compounds, isomerism of organic compounds, functional groups, saturated and unsaturated hydrocarbon-Petroleum; fractional distillation, Petrochemicals & its uses-Allotropic forms of carbon; crystalline & amorphous forms-Types of Chemical reactions -Preparation & properties of carbon dioxide & carbon monoxide -Rate of chemical reactions ; factors affecting rate of chemical reactions Sulfur & phosphorus; extraction, & properties - Soaps & detergents. UNIT 2- RESOURCES IN TEACHING CHEMISTRY Level of knowledge: Basic and Working knowledge 10 Hours

Science Library & its organization; Classification of books in Science Library -Laboratory & its organization; Design of multipurpose laboratory Lab apparatus and equipments; Laboratory rules, discipline in lab, registers maintained in lab; Accidents in lab and first aid -Place of Text books in Teaching Chemistry; Criteria of good Text books; Teachers Hand book, Reference books & Resource books -Teaching aids Types of Teaching aids importance of Teaching aids in teaching of Chemistry ; Charts, Models ; Role of Radio and Television as resources for Learning Chemistry; Improvisation of Lab apparatus Need & importance.

UNIT 3 - CO-CURRICULAR ACTIVITIES IN CHEMISTRY 06 Hours Level of knowledge: Basic and Practical Meaning, Organization & importance of the following activities -Science Club -Science Exhibition -Science museum -Science quiz -Science Centre -Field Trips

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UNIT- 4 VALUATION IN TEACHING CHEMISTRY Level of knowledge : Basic and working knowledge

07 Hours

Concept of unit test; Steps in the construction of unit test ; weight age to the components of unit test, designing three dimensional chart / blue print of question paper; Format of question paper IOTAQB- Development & its uses UNIT 5 -PROFESSIONAL GROWTH OF CHEMISTRY TEACHER Level of knowledge : Basic and working knowledge 07Hours

Essential qualities of Chemistry Teacher - In service training for professional growth; Role of seminar, workshops etc in quality improvement. [Total 45 hours] SKILL DEVELOPMENT 1 Preparation and administration of Unit Test 2 Organise Co-Curricular activities in Science 3 Visit schools and familiarize with the working of Science Laboratory ,science Library etc. 4.Practical experiments in Chemistry Lab References R.C.Das, Science Teaching in Scinece in Schools, 2nd Ed., Sterling publishers Pvt.Ltd. 1985. Narendera Vardya, The impact Science Teaching, Oxford and IBH Publishing Co... 1971 R.C Sharma, Modern Science Teaching, 3rd Ed., Dhampat Rai & Sons, 1982 S.K.Gupta, Teaching physical science in Secondary Schools, New Delhi, Sterling Publishers Pvt.Ltd., 1989. 5. Gupta S.K. Teaching of Physical Sciences in Secondary Schools, New Delhi: Sterling Publishers Pvt.Ltd 1989. 6. V. Krishnamacharyulu, Teaching of science, Hyderabad: Neelkamal Publishers. , 2006 7. Prof.Kamala Narasimha, Content cum Method of Teaching Chemistry, Bangalore:Sumukha Prakashana. 2005 8. Dr.Rajasekar Method of Teaching Physical Sciences, Hyderabad: Neelkamal publishers 1995. 9. R.C., Modern Science Teaching, 3rd Edn , New Delhi: Dhampat Rai and sons 1982. 10. Thurber W.A. and Colletta A., A Teaching Science in todays Secondary schools, Prentice Hall of India. 1964. 11. Secondary school text books in Science ( DSERT, C.B.S.E and I.C.S.C Boards) 1. 2. 3. 4. EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

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PAPER: EDU 234-C: CONTENT CUM METHODOLOGY OF TEACHING PHYSICS DESCRIPTION This paper is offered as an elective in the First and Second semester. This paper introduces students to the aims and objectives of teaching Physics at secondary school level. It introduces the essential elements of good Physics teaching, practice needed to teach Physics in an effective and inspirational manner.

LEARNING OBJECTIVES To acquire the knowledge of the content of Physics operating at the secondary school level (10th grades) To develop Teaching Aids and other learning material To design and Organize a Physics Laboratory To organize Science Club and other co-curricular activities in Physics To acquire the knowledge of Professional competencies of a Physics teacher To acquire the knowledge of Resource materials required for teaching Physics To develop the skill in construction, administration and interpretation of a Unit test

UNIT-1 PHYSICS SYLLABUS AT SECONDARY SCHOOL LEVEL: Level of Knowledge Working Knowledge

10 Hours

Modern Physics: Structure of Atom, Isotopes, Nuclear force, Nuclear fission, Nuclear reactor, Nuclear fussion, Photoelectric effect; Energy: Sources of energy, forms of energy, conservation of energy, Electro magnetic radiation; Electronics: Concept, Transistors, Radio & television, microprocessors; Sound: Properties of sound waves, reflection of sound, echoes, Ultra Sonics, Doppler effect, Spectroscopy UNIT-2 RESOURCES FOR TEACHING PHYSICS Level of Knowledge Conceptual and Working Knowledge 15 Hours

Printed Resources : Text book: Characteristics, uses, limitations and critical analysis; Work book, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory : Organization, maintaining, uses and precautions needed; Teaching Aids : Projected, Non-projected and electronic aids Types, features, merits and demerits; Edgar Dales Cone of experience; Improvised Aids: Meaning, preparation, importance; Community Resources;

UNIT-3 EVALUATION IN TEACHING PHYSICS Level of Knowledge Conceptual and Working Knowledge

05 Hours

Construction of Objective based test items; Unit Test: Concept, Construction- Weightages to components, Blue print, Uses; IOTAQB Concept, Development and uses.

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UNIT-4 CO-CURRICULAR ACTIVITIES IN PHYSICS Level of Knowledge Conceptual and Working Knowledge

08 Hours

Meaning, Objectives, Organization and importance of: Science Club, Science Fair and Exhibition, Science Museums, Science Quiz and Field trips

UNIT-5 PHYSICS TEACHER AND PROFESSIONAL GROWTH Level of Knowledge Conceptual and Basic Knowledge

07 Hours

Competencies of a Physics Teacher; Programmes for Professional Growth: Seminars, workshops, Conferences; Projects, In-service training and Research & Literature Meaning, Features and uses [Total 45 hours] Skill Development 1. Peer Teaching of Content topics from VIII and IX standard State Syllabus Textbooks. 2. Conducting a Physics Quiz 3. Visit to schools for a critical analysis of the Physics laboratory facilities in three schools Government, Private Aided and Private unaided school 4. Preparation and presentation of Work book on any one topic in Physics 5. Visit to schools for a study of Annual activities of any two schools in the community 6. Preparation and presentation of Teaching aids (Model) for teaching any topic in Physics 7. Presentation of Annual Science activities of any two schools in the community 8. Field trip to a factory/scientific institution Report

Reference: 1. Anderson, R.D. Developing Childrens thinking Through Science, New Delhi: Prentice Hall, 1970 2. Chand, B. Teaching of Science, Ludhiana: Prakash Brothers, 1986 3. Chauhan, S.S. Innovation in Teaching Learning Process, New Delhi: Vikas Publishing House Pvt. Ltd, 2000 4. Das, R.C. Science teaching in School, New Delhi: Sterling Publishers, 1985 5. Gupta, S.N. Teaching Physical Science in Secondary School, New Delhi: Sterling Publishers,1985 6. Heis. Modern Science Teaching, New York: Mac Milan Publications, 1957 7. Joyce, Bruce and Marsha Weil. Models of Teaching, New Delhi: Prentice Hall, (4th Ed.2000 8. Kochar, S.K. Methods and Techniques of Teaching, New Delhi: Sterling Publishers Pvt Ltd, 1997 9. Maitre, K. Teaching of Physics, New Delhi: Discovery Publishing House,1991 10. Mukalel, J.C. Creactive Approaches to Classroom Teaching, New Delhi: Discovery Publishing House, 1998 11. Nayak A K. Teaching of Physics, New Delhi: Anmol Publications Pvt Ltd,2004 12. Prakash, R. & RAth, T.N. Emerging Trends in Teaching of Physics, New Delhi: Kanisha Publishers,1996 52

13. Prasad, J. Practical Aspects in teaching of Science, Kanishka Publishers, 2005 14. Rao, D.B. Reflections on Scientific Attitudes, New Delhi; Discovery Publishing House, 1997 15. Sood. New Directions in Science Teaching, Chandigar: Khohli Publishers, 1989 16. Siddiqui & Siddiqui. Teaching of Science-Today and Tomorrow, New Delhi: Doaba House, 1998 17. Sundharshan, P.V. A Manual of Science Club, Sushma Publishers, 1994 18. Vydhya Narendra. Impact of Science Teaching, London: Oxford I.B.H, 1971 19. Vanaja M. Methods of Teaching Physics, New Delhi: Discovery Publishing House, 2006 20. Veer, Udai. Modern Teaching of Physics, New Delhi: Anmol Publications Pvt Ltd, 2004

EXTERNAL EXPERTS 1 Prof.Roopmala Koneri Principal New Horizon college of Education Indiranagar 2. Prof G Vijaya Kumari Vijaya Teachers college Jayanagar Bangalore-560011

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EDU 281: ACTION RESEARCH

UNIT 1 FUNDAMENTALS OF RESEARCH

Meaning and definition of Research-Purpose and Importance of Research-Types of Research

UNIT 2 ACTION RESEARCH

Meaning of Action research-Steps involved in Action research-Importance of Action research UNIT 3 RESEARCH REPORT 5

Importance of Research report-Style and Format of report-Steps in drafting a research report.

EDU 284: SEMINAR

Each Student-teacher has to present a Seminar on a topic relevant to Education. Assessment will be done for the written work and for the presentation.

EDU 285 & 286: PRACTICE TEACHING

Practice Teaching will be held for a period of one month in selected schools. Every student shall execute not less than 10 Lessons in each subject of specialization during the Practice Teaching, of which one should be Criticism Lesson in each method. Out of the 10 lessons in each method, a minimum of 4 Lessons shall be supervised by the Teacher Educators. Prior to Teaching Practice in schools, Simulated Practice Teaching will be held in the School of Education. Each student will execute 2 Lessons in each method in the Simulated Practice Teaching. Student shall be exposed to a minimum of three demonstration lessons in each of the subjects of specialization before the Practice Teaching. Each student shall observe a minimum of 30 Lessons during Practice Teaching. Students have to maintain proper record of lessons observed. Each student shall submit the teaching aids including models prepared during Practice Teaching Session. (Assignment -1) 54

Each student shall prepare a unit test, administer the test to the students in the school, analyses and interpret the data obtained in each method. (Assignment 2).

Method of Evaluation Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the evaluated can fallows. End Semester exam (ESE) : 50% Mid Semester exam : 25% Continuous Internal Assessment (CIA) : 25% ------Total 100% ------

Written Examination Mid Semester Exam End Semester Exam : : 50 marks (2 hrs) 100 marks (3hrs)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA -I for (25 marks)

CIA II for (10 marks)

CIA III for (10 marks)

CIA IV for ( 5 marks)

CIA-I MSE marks will be reduced to 25 for this purpose. CIA-II & CIA-III: Continuous Internal Assessment (CIA III for CCM of Teaching Chemistry, Physics and Biology in II Semester includes practical experiments in the science lab.)

Continuous Internal Assessment II CIA- II will be in two components Written (reports) Group or Individual Viva or Presentation may also be conducted CIA-III 55

The following methods may be adopted Multiple choice based test. Practical Activity Viva Group Discussion

Attendance The Marks distribution for attendance is as follows 95%-100% 90%-94% 85%-89% 80%-84% 76%-79% : 05 marks : 04 marks : 03 marks : 02 marks : 01 mark

Distribution of Marks for practice teaching related activities will be as fallows ( in each method) Method Lesson Observation of Lessons Assignment 1 (Preparation of Teaching Aids & Models) Assignment 2 (Unit test and Analysis of Result of the test) Supervised Lessons (including simulated Lessons) Criticism Lesson Practical Exam Attendance Total Marks 10 5 20 10 20 10 20 5 100

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