S.N.D.T.

WomeN’S UNiverSiTy

Syllabus for Two Year

Bachelor of Education Program
Faculty- Interdisciplinary (Education)

Credit Based Curriculum wef 2015

SNDT College of Education, Maharshi Karve Vidya Vihar, Karve Road, Pune
www.sndtiase.ac.in
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S.N.D.T. Women’s University, Mumbai
 Stepping Towards Quality Teacher Education

The future of the nation lies in education. Today, a paradigm shift is required
in the education system. Education should be student centric rather than result
centric. The students need to be creators of knowledge; they need to process the
information and apply wisely for better tomorrow. To encourage the creators in
them, we need teachers who act as facilitators and experts of this process.

The new generation of student teachers are creative and critical thinkers and
need motivation to transfer their enthusiasm to coming generations. The changing
role of the teacher has to be incorporated in their training. When we want creative
and innovative student teachers as facilitators; we also need creativity and
innovation in teacher education. The teacher educators need to be creative and
innovative too.

As the first step towards developing future education; the SNDT Women’s
University has developed the new curriculum for Bachelor of Education Program
which offers courses on current and future trends and extensive training of student
teachers through internship. The curriculum is developed as per the guidelines
given by NCTE in Gazette of 2014.

The curriculum has been the outcome of meticulous efforts made by experts
in Faculty of Education under guidance of various eminent educationists and
educational organizations.

Prof. Sashikala Wanjari

Vice Chancellor
SNDT Women’s University,
Mumbai

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S.N.D.T. Women’s University, Mumbai
 Credit based Curriculum
w.e.f. batch 2017-2019
Structure of Two year B.Ed. Program (Revised)
Faculty name: Inedisiplinary (Education), Program Name: Bachelor of Education (B. Ed.)
(Two Years,Semester Pattern)
w.e.f. batch 2017-2019
Course Total Total
No Title of the Courses Cr Internal External
Code Hours Marks
Semester I
Perspectives in Education
1001 1 Childhood and Growing Up 60 4 25 75 100
1002 2 Contemporary India and Education 60 4 25 75 100
1003 3 Critical understanding of ICT 60 4 25 75 100
Pedagogic Studies
1101- Subject Education I 25 75
4 60 4 100
1108
Enhancing Professional Capacities
1301 Skill Development Program
I. Micro-teaching 25
EPC1 60 2 50
II. Integration Lesson 25

1302 Teaching -learning Competency

I. Reading and Reflecting on Texts 25
EPC2 60 2 50
II. Preparation for constructivist 25
teaching-learning

TOTAL(Theory +Practical) 360 20 200 300 500

Semester II
Perspectives in Education
2001 5 Learning and Teaching 60 4 25 75 100
2002 6 Assessment for Learning 60 4 25 75 100
Pedagogic Studies
2101- Subject Education II 25 75
7 60 4 100
2106
Enhancing Professional Capacities

2303 EPC3 Learning to use computer 60 2 50 - 50

2304 EPC4 Research Project 60 2 50 - 50
Engagement with Field
2401 EWF 1
Practice Teaching and 2 50 -
(4 120 100
Internship 2 50 -
Weeks)
TOTAL (Theory +Practical) 420 20 275 225 500

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S.N.D.T. Women’s University, Mumbai
 Course Total Total
No Title of the Courses Cr Internal External
Code Hours Marks

Semester III
Perspectives in Education
3001 8 Knowledge and Curriculum 60 4 25 75 100
3002 9 Inclusive Education 60 4 25 75 100
3003 10 Language across curriculum 60 4 25 75 100
Engagement with Field
3402 EWF 2 Practice Teaching and -
4
(8 Internship 240 100 - 200
4
Weeks) 100
TOTAL (Theory +Practical) 420 20 275 225 500
Semester IV
Perspectives in Education
4001 11 Gender, School and Society 60 4 25 75 100
Optional Course
4201- Peace Education/ Guidance and
4204 Counseling/ Sustainable 25 75
12 60 4 100
development/ Human Right
Education
Enhancing Professional Capacities
4305 Understanding the Self 50 -
EPC 5 60 2 50

4306 EPC 6 Drama and Art in Education 60 2 50 - 50

4307 EPC 7 Portfolio 60 2 50 - 50
Engagement with Field
4403 Practice &Internship (8 Weeks) 2 50 -
EWF 3 180 150
Teaching 4 100
TOTAL(Theory +Practical) 480 20 350 150 500

Note: Optional Courses in Semester IV: Peace Education/ Guidance and Counseling/Sustainable development/
Human Right Education can be offered by students from other faculty in choice-based system.

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S.N.D.T. Women’s University, Mumbai
 List of Subject Education Courses:
Course Subject Education I Course Subject Education II
Code Code
1101 English Language Education 2101 Book Keeping and Accountancy
Education
1102 Gujarati Language Education 2102 Economics Education
1103 Hindi Language Education 2103 Geography Education

1104 Marathi Language Education 2104 History Education

1105 Sanskrit Language Education 2105 Science and Technology
Education
1106 Urdu Language Education 2106 Social Science Education
1107 Mathematics Education
1108 Commerce Education

The students have choice of only one Method from each group.

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S.N.D.T. Women’s University, Mumbai
The definitions of the key terms used in the credit based Semester System introduced from the
academic year 2015-16 are as under:

B.Ed. Program:

B.Ed. Program is a set of twelve theory courses and practical work that are linked together
meaningfully aiming at achieving excellence and competence in pedagogic practices and enabling
the student teacher to become an efficient and effective school teacher. The said program will end
in awarding a degree ‘Bachelor of Education’.

Course:

A course is a constituent of a ‘program’ and may be conceived of as a composite of modules

which include academic content of various subjects. The content included in courses have
academic coherence and it fulfills the objectives of the program.

Credit Point:

Credit point refers to the total work expected to be done by learner and an index of the number of
learning hours. These learning hours include variety of learning activities like preparatory
lessons, school lessons, internship, preparation of learning material, case study, action research,
reading, reflecting, discussing, attending lectures /counseling sessions, writing assignments,
preparing for examinations, etc. Each theory course consists of four credits wherein one credit is
construed as corresponding to 15 hours for theory and 30 hours for practical.

Objectives of B.Ed. Program:

After completion of the B.Ed. program, the student teacher will be able to-
- acquire conceptual tools of sociological analysis and hands-on experience of engaging
with diverse communities, children and schools
- apply knowledge of various aspects of development of learner for planning learning
experiences
- develop skills regarding various role of teacher in facilitating learning
- develop a conceptual understanding about issues of diversity, inequality and
marginalization in Indian society and the implications for education
- apply constructivist and cooperative learning principles for teaching-learning process
- analyze contexts and the relationship between school curriculum, policy and learning
- apply knowledge of the cultures, policies and practices that need to create an inclusive
school
- use information and communication technology for enhancing learning-teaching process
- use drama and art for development of personality of learners
- relate knowledge about gender, school and society with learning
- acquire basic understanding about new trends in education
- develop professional attitude towards teaching
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S.N.D.T. Women’s University, Mumbai
Title: Title of the degree shall be Bachelor of Education.
Rules and Regulations
Eligibility:

a. Candidates with at least fifty percent marks either in the Bachelor's Degree and/or in the
Master's Degree in Sciences/Social Sciences/ Humanity, Bachelor's in Engineering or
Technology with specialization in Science and Mathematics with 55% marks or any other
qualification equivalent thereto, are eligible for admission to the programme.
b. The reservation and relaxation for SC/ST/OBC/PWD and other categories shall be as per the
rules of the respective state Government.
Selection Procedure:
Admission of the eligible candidates will be given as per the selection procedure laid down by the
respective State Government from time to time/S.N.D.T. Women’s University. Candidates
seeking admission in the colleges from state of Maharashtra need to appear for CET.
Duration: The B.Ed. program shall be of the duration of two academic years including four
Semesters
Working days:
a. 200 working days each year exclusive of period of examination and admission.
b. Minimum 36 hrs in a week, physical presence in the institute of student teacher is necessary.
c. The minimum attendance of student-teachers shall have to be 80% for all course work and
practicum, and 90% for school internship.
Medium of Instruction:
The medium of instruction at the B.Ed.course will be Marathi, Hindi, English and Gujarati.
However the medium of instruction for the subject education in Marathi, Hindi, English and
Gujarati and Urdu will be Marathi, Hindi, English, Gujarati and Urdu respectively.
Medium of Examination:
The medium of examination shall be Marathi, Hindi, English and Gujarati irrespective of the
medium of instruction. Medium of writing answer papers of theory courses and practical work
(including school lessons) should be the same.
Rules for examination:Eligibility for appearing for B.Ed. examination:
i) Student teacher who has not completed successfully internal assessment will not be allowed to
appear for semester examination.
ii) Student teacher having less than 80% attendance in any course will not be eligible for
appearing for examination of the course. The principal of the college will however have
discretion to condone absence up to 10% in year, for reasons to be recorded in writing or on
submission of medical certificate.

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S.N.D.T. Women’s University, Mumbai
Rules for Re-appearing in Examination:
i) Student teachers who do not pass examination of a particular course/s in three attempts will
have to re-enroll for the entire program.

ii) Student teacher has to complete B.Ed. degree in three years. For instance, a student enrolling
for a two year B.Ed. program in 2015-17 will have to complete the program by 2018-19.

iii) When the syllabus changes, question papers of old syllabus will be set for the four times along
with the question paper for new syllabus.If a student is unable to complete the B.Ed. program
within two years after the first examination when syllabus is changed, she will have to appear
for examination of the new course.

Completion of Internal Work:

i) Completion of all items of internal practical work to be completed by each student as
prescribed in the syllabus.
ii) In case the student is sanctioned absence on medical ground, she has to complete the items of
internal work that she may have missed during her absence as may be re-arranged by the
college in the same semester.

iii) The principal shall send the internal assessment marks to the C.O.E. of the University before
commencement of the examination.
Rules for Passing:To pass the examination a candidate must obtain at least 40% marks in each
head (i.e. each theory course and each item of practical work.). To pass the whole examination a
candidate must pass Theory and Practical separately and also in each head of theory and of
practical work.
Reevaluation: Facilities for verification of marks, obtaining photocopy of answer sheet and
reevaluation of answer scripts are available on payment of prescribed fees.
Rules for promotion: Students will be automatically promoted from semester I to semester II
and semester III to semester IV. Students having 40% or more than 40% backlog
(failure/absenteeism without valid reason in four or more than four courses) in the first year
(semester I + Semester II) will not be allowed to take admission in Semester III.
Exemption: The candidates who have obtained minimum 40% or more marks in any heads of
passing but failed in the examination shall be eligible to claim exemption in such head/heads.
Candidates claiming exemption will not be eligible for first class with Distinction and Position in
the merit list.

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S.N.D.T. Women’s University, Mumbai
Class Table

Class Percentage
First class with Distinction 70% and above
First Class 60% and above
Second Class 50% and below 60%
Pass Class 40% and below 50%

Scheme of Evaluation:The performance of the learner shall be evaluated as internal work and
external work.
1. Internal assessment will be done with marks by way of continuous evaluation of the course
areas as envisaged in the credit based system by way of participation of learners in various
practical works in the B.Ed. program.
2. Semester end assessment will be done with marks by way of assessing the performance of the
learner in theory/written examination.

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S.N.D.T. Women’s University, Mumbai
 Pespectives in Education

Course 1: Childhood and Growing Up

Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student
teachers for completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner

Content:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
 Brain development and language development
 Functions of brain
 Windows of opportunities
 Left brain and right brain functions
 Concept of 'developmentally appropriate' learning opportunities, getting education
for appropriate parenting. Guidelines provided by neuroscience with respect to
designing and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding
of the learner (4)

Module 2: Dimensions of development (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain physical, social, cognitive and moral development during later childhood and
adolescence.
- explain views of Piaget, Vygotsky on cognitive development
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S.N.D.T. Women’s University, Mumbai
 - compare development during psychosocial stages given by Erickson
- explain views of Kohlberg on moral development
- organize appropriate programs for development during later childhood and adolescence

Content:
1. Physical and motor development during later childhood and adolescence, Caring for
physical growth and development of a learner: Need of making provision for nutritious
food, medical checkup for identifying health problems, ergonomically suitable sitting/
working arrangement, provision for physical (musical) exercise, Yoga, group and
individual games and sports; Organizing activities that give scope for ensuring
development of capacities of sense and work organs; Providing adolescence education
(sex education) (4)
2. Social and emotional development during later childhood and adolescence: Emotional
and social intelligence and role of a school in organizing appropriate learning programs
(Emphasis to be given on educational implications rather than the theories) (4)
3. Erickson's psychosocial stages of development during later childhood and adolescence -
description of stages and role of a school in organizing appropriate learning programs (2)
4. Cognitive development- Piaget's and Vygotsky's views with respect to development of
language and problem solving skills, educational implications of their views (3)
5. Characteristics of stages of moral development as interpreted by Kohlberg (2)

Module 3: Catering to the differences in development (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to -
- explain individual differences within and among the learners
- relate socio-cultural characteristics with individual differences
- cater to individual differences regarding multiple intelligences and emotional intelligence
- design educational experiences for differently able learners

Content:
1. Individual differences: concept, Individual differences within and among the learners (2)
2. Educational implications of Socio-cultural characteristics: Home environment (socio
economic status, type of family, learning environment in home), Gender (natural
differences due to gender, effect of gender bias on learning and personality development),
Language (Effect of heterogeneity of language on classroom interactions, effect of mother
tongue on learning), Ethnic background (3)
3. Individual differences regarding intelligences (Multiple intelligence view of Gardner),
Brief introduction to: Guilford’s view, Emotional intelligence and Catering to children’s
intelligences through educational experiences ( 3)
4. learning styles( Audio, Visual and kinesthetic), and their relation with learning; role of
school for catering to different learning styles (1)
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S.N.D.T. Women’s University, Mumbai
 5. Understanding differently able learners: physically challenged, slow learners and dyslexic
learners, hearing impaired, visually impaired, gifted and creative learners. Role of school
and teacher for catering to individual needs in inclusive set up (6)

Module 4: Learner characteristics and roles related to Learning (Credit 1, Hours 15,Marks
25)

Objectives: After learning this module the student teacher will be able to -
- design learning experiences for development of personality
- explain concept of adjustment and causes of maladjustment
- suggest ways to help learners with problems of adjustment
- explain implications of various learner characteristics affecting learning

Content:
1. Concept of personality, Self-concept of learner, Development of personality, self-concept
and leadership qualities of learner through various classroom activities and co-curricular
programs.( (4)
2. Concept and of adjustment, Causes of maladjustment, Problems of adjustment in
adolescents and role of school, and teachers in helping the students facing following
problems- Anxiety, withdrawal, aggression, delinquency, drug addition, failure and low
achievement (3)
3. Learner’s characteristics affecting learning and their implications to teaching
Psychological characteristics: Maturation, Attention, Interest, Motivation (Maslow’s
hierarchy of needs, achievement motivation), Aptitude (8)

Assignments : (25 marks)

1. Conducting case study of one learner and writing a report (Marks 15)
2. Conducting survey on two adolescent girls from different social strata or one girl and one
boy in same social strata and writing report how gender, caste and social class may
impact the development, personality and learning of adolescent. (Marks 10)

Guidelines for assignments Case Study of one learner:

 One student is to be selected consulting school teacher/ parent. The student teachers may
select any child having impairment / child having learning difficulty/ child having

 Child should be studied from sociological, psychological and academic point of view.
 Following sources may be used for collecting information- Achievement record, Home
visit, and detailed interview of the child, and administration of simple tools such as a
questionnaire assessing learning environment in home, learning difficulties, interest,
motivation, and adjustment problems etc.

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S.N.D.T. Women’s University, Mumbai
  Report should include the complete profile of the child, strengths, likes dislikes,
weaknesses, problems, analysis of possible causes and remedies suggested.

References
 Aggarwal J.C.( 2004),” Educational Psychology”, Vikas Publishing House Pvt. Ltd., New
Delhi
 Berk Laura (2007),” Child Development”; Prentice Hall of India, New Delhi.
 Coleman Margaret (1996),” Emotional and Behavioral Disorders”; Allyn and Bacon,
Bostan.
 Dandapani S.( 2010), “ Advanced Educational Psychology”; New Delhi: Anmol
Publications
 Goleman Daniel(1995).” Emotional Intelligence”; Bantom Books, N.Y..
 Mangal S.K.(2009), “Advanced Educational Psychology”; New Delhi: Prentice Hall of
IndiaPvt. Ltd.,
 Shaffer David (1999),”Social and Personality Development” Wadsworth Thomson
Learning, U.S.A.
 Sharma Ram and others (2003), “Advanced Educational Psychology”; New Delhi:
AtlanticPublications and Distributors
 Sharma Tara Chand (2005),” Reading Problems of Learners “; Sarup and Sons, New Delhi.
 Sousa David (2001),” How The Brain Learns”; Cowin Press, Inc. A Sage Publication
Company, California.
 Venktesh s.(2004),” Children with Developmental Disabilities”; Sage Publication, New
Delhi.
 Blakemore (2005), “The Learning Brain”; USA: Wiley
 Caine ( 2008), “12 Brain/Mind Learning Principles in Action”; USA : Corwin
 De Jong (2009), “Explorations in Learning and Brain”; Germany : Springez
 Gragary (2006), “Designing Brain-compatible learning”;USA: Corwin
 Jensen (2008), “Brainbased Learning”; USA: Corwin
 Jenson (2007), “Introduction to brain compatible Learning”; USA: Corwin
 Larochelle (2009), “Constructivism and Education”; UK :Cambridge
 Macnill (2008), “Learning with the Brain in Mind”: UK: Sage
 Scannel (2009), “The Big book of Brain building Games”; USA: McGraw Hill
 Smilkstein (2011), “We’re Born to Learn”; USA: Corwin
 krMdIkr sauroSa 2001Ê “SaOxaiNak maanasaSaasHa” fDko p`kaSanaÊ kaolhapur.
 jagatap h.naa. 1988Ê SaOxaiNak va p`ayaaoigak maanasaSaasHaÊ naUtna p`kaSanaÊ puNao 30.
 jagatap h.naa. saMpadk1996Ê SaOxaiNak maanasaSaasHaÊ Anamaaola p`kaSanaÊ puNao.
 jana[- maaLIÊ tDsaroÊ caaOHao 1988Ê vaOkaisak maanasaSaasHaÊ fDko p`kaSanaÊ kaolhapUr.
 o r vaa. naa. 2015,” SaOxaiNak va p`ayaaoigak maanasaSaas~”, narond` p`kaSana, puNao
daMDk
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S.N.D.T. Women’s University, Mumbai
 naatU AidtI, vaaiLMbao pòrNaa 2007,” maoMdU saMSaaoQana va baalaiSaxaNa”, baalaiSaxaNa saMSaaoQana ivakasa koMd`, puNao.
 Paanasao rmaoSa 2007,” bahuivaQa bauidQama<aaMcaa ivacaar”, baalaiSaxaNa saMSaaoQana ivakasa koMd`, puNao.
 panasao rmaoSa2007,” ipyaajao va %yaaMcao &anag`ahNa ivaYayak ivacaar”, baalaiSaxaNa saMSaaoQana ivakasa koMd`, puNao.
 Paanasao rmaoSa 2009,”kta- krivata”DayamaMD piblakoSana¸puNao
 paQyao sauYamaa2003,” vyaagaaoTskIcaa saamaaijak isad\QaaMt”, baalaiSaxaNa saMSaaoQana ivakasa koMd`, puNao.
 parsanaIsa na.ra. 2009Ê p`gat SaOxaiNak maanasaSaasHaÊnautna p`kaSanaÊ puNao – 30.
 baaoÉDoÊ kumazokrÊ dosaa[-Ê gaaoLivalakr 1990vaOkaisak maanasaSaasHaÊ puNao ivaVaqaI- gaRh p`kaSanaÊ puNao.

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S.N.D.T. Women’s University, Mumbai
Course 2: Contemporary India and Education
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers
for completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Implementing System of Education to reform Society (Credit 1, Hours 15, Marks
25)

Objectives: After learning this module the student teacher will be able to -
- comprehend the clear picture of present Indian society
- understand the current problems in Indian Society.
- understand and express the role of a teacher and education in the social reformation.
- understand the importance of social values and their inculcation through education
Content:
1. Nature of present Indian Society—multi-religious, multilingual, multicultural, rural, urban
(2)
2. Current issues and problems in Indian Society – Illiteracy, Population, Superstition,
Communal disharmony, Injustice and violence to women, Gender disparity, Dowry system,
Female feticide.(4)
3. Teacher as an agent of social change.(1)
4. Educating children for civic responsibility(1)
5. Inculcation of social values: Communal harmony, Religious tolerance, Linguistic tolerance,
Cultural tolerance, Co-operation, Mutual understanding.(4)
6. Inculcating awareness of Social manners, Environment protection, Sustainable
development, Water literacy, Life skills(3)

Module 2: Understanding System of Education with Philosophical Perspectives(Credit 1,

Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to -
- understand the basic concept of education and its process
- think critically regarding the aspects of education as a system and their interrelationship
- think and express the philosophical perspectives of education
- understand the role philosophy in realizing the goals and objectives of education.
- understand the thoughts of educational thinkers
- develop one’s own philosophical approach regarding education
Content:
1. Concept of Education(1)
2. Various definitions of education-Eastern, Western, Ancient and Modern(2)
3. Aims and objectives of education - Individual and Social aims.(1)
4. Role of philosophy in determining aims and objectives of education.(2)
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S.N.D.T. Women’s University, Mumbai
 5. Interrelation between education and philosophical views(2)
6. Vision of Education: Four Indian Thinkers(7)
An overview of salient features of the 'philosophy and practice' of education Advocated by the
following thinkers:
 Rabindranath Tagore: Liberationist pedagogy
 M.K.Gandhi: Basic education or education for self-sufficiency
 Aurobindo Ghosh: Integral education
 J.Krishnamurthi:Education for individual and social transformation.

Module 3: Understanding System of Education with Social Perspectives(Credit 1, Hours 15,

Marks 25)

Objectives: After learning this module the student teacher will be able to -
- understand different concepts from educational sociology
- understand the relevance of democracy with education
- comprehend the importance of national integration and international understanding
- understand the idea of multiculturalism and its significance in education
- understand the importance of the goals of education as incorporated in Indian
constitution
Content:
1. Role of education in socialization of child (1)
2. Meaning and significance of democracy (2)
2.1 Democratic values- Equality, Brotherhood, Common welfare, Justice
2.2 Democracy and education
3. Concepts of Freedom and Discipline (1)
4. Concept of social stratification (2)
4.1 Education and its impact on social stratification
4.2 Education and social mobility
5. Concepts of National Integration and Barriers to National Integration (1)
6. Concept of International Understanding and Education as an effective agency of
International Understanding (1)
7. Educations and Multiculturalism (1)
8. Concept of Localisation- Privatisation – Globalisation and their relevance with
education(2)
9. Four Pillars of Education in Dellor’s Commission (2)
10. Learning to know, Learning to do, Learning to live together, Learning to be
Dr.Mashelkar’s Panchsheel of new age(2)
11. Knowledge centered society, Child centered education, Woman centered family, Human
centered development, and Innovation centered India. Goals of education and related
recommendations as incorporated in Indian Constitution.(1)
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Module 4: Contemporary Indian Schooling: Concerns and Issues (Credit 1, Hours 15, Marks
25)
Objectives: After learning this module the student teacher will be able to -
- understand the role of Universalization of School Education
- understand theIdea of 'common school' system
- understandEquality of Educational Opportunity
- understand the differential quality in schooling: Variations in school quality
- understand theRight to Education Bill

Content:
1. Universalization of School Education (5)
Right to Education and Universal Access:
(i) Issues of a) Universal enrolment b) Universal retention c) Universal success
(ii) Issues of quality and equity.
The above to be discussed with specific reference to physical, Economic, social and
cultural access, particularly to girl child and Weaker sections as well as differently- abled
children
2. Equality of Educational Opportunity :(4)
 Meaning of equality and constitutional provisions
 Prevailing nature and forms of inequality, including dominant and minor groups and
related issues
 Inequality in schooling: Public-private schools, rural-urban Schools, single teachers'
schools and many other forms of Inequalities in school systems and the processes
leading to disparities
 Differential quality in schooling: Variations in school quality
3. Idea of 'common school' system (2)
4. Right to Education Act and its provisions.(2)
5. Sarva Shiksha Abhiyan (2)

Assignments : (25 marks)

1. Writing an essay on educational thoughts and work of any educational thinker in India
(Apart from those mentioned in syllabus) or abroad and relevance of the thoughts in
today’s Indian education (Marks 10)
2. Collecting information with the help of a questionnaire, from at least 10 persons and
preparing a report on any one of the following problems in Indian Society and suggesting
remedies: Illiteracy, Population explosion, Superstition, Communal disharmony, Injustice
and violence to women, Gender inequality, Dowry system, Female foeticide (Marks 15)

References
 Agarwal Amit, Agarwal Babita;(2010), Education and Society: ABD Publishers Jaipur.

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 Agarwal J. C. ;(2012), Philosophical and Sociological Perspective of Education,Shipra
Publication New Delhi.
 Agarwal J.C.’Teacher and Education in a Developing Society’
 ChakrabartiMohit (2005) ‘Education in the 21st century’ Kalpaz Publications, Delhi
 DellorJacqess (1996) ‘Learning the Treasure Within’ a report to UNESCO of the
International Commission on Education for the 21st century
 Mathur , Kohli, :(2010) School Administration and Organisation,
 National Curriculum Framework—2005 N.C.E.R.T. New Delhi
 Singh M.M. (Ed.) (1975) ‘The Constitution of India’

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Course 3: Critical Understanding of ICT
100 marks, 4 credits, Hours: 60 for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Objectives: The student teacher will be able to-

- describe the changing pattern of education due to ICT.
- explain the challenges in integrating ICT in school education
- explain the software and its uses in Education
- apply the ICT strategies in Teaching Learning process

Module 1: Understanding and Executing ICT Education (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the Technological revolution & its impact on society.
- state the development of Educational technology.
- elaborate the concept, importance, meaning & nature of ICT.
- explain the Need of Information & Communication Technology.
- describe the changing pattern of education due to ICT.
- explain the challenges in integrating ICT in school education.
- use of the online facilities available for Communication

Content:
1. Technological Revolution & its impact on society(1)
2. Development of Educational technology & shift from teacher centered to learner centered
Education (2).
3. Concept, Importance, Meaning & Nature of Information & Communication Technology
(2)
4. Need of Information & Communication Technology in Education (1)
5. Scope of ICT in Education: a) Teaching Learning Process b) Publications c) Evaluation d)
Research e) Administration (3)
6. Challenges in integrating Information & Communication Technology in school education.
(2)
7. Facilities available for Communication - E-mail, chat, online Audio-video conferencing,
e-Library, websites. Google Applications (such as Google doc, Google Drive, map, alert,
talk, translate, image, groups, calendar, drive) (4)

Module - 2: Understanding ICT in Education (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to
- explain the meaning and characteristics of Computer.
- operate various hardware devices.
- explain the software and its uses in Education.
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Content:
1. Computer - Definition ,Characteristics & Types of Computer – Speed, Storage, Accuracy,
Versatile, Automation, Diligence (3)
2. Hardware and uses.-(6)
 Input devices - Key Board, Mouse, Scanner, Microphone, Digital camera.
 Output devices - Monitor, Printer, Speaker, Screen image projector
 Storage devices - Hard Disk, CD & DVD, Mass Storage Device (Pen drive)
 ICT Tools-Touch screen, Personal Digital Assistants (PDA),Bar Code Readers,LCD
Projectors,Game Pads and Joy Sticks.
3. Software’s and its uses in Education. (6)
 Operating System - Concept and function.
 Application Software
• Word Processors
• Presentation software
• Data management -Spread sheet
• Content access software –Media Player,
• Media development software-Image Editing Software
Module 3: Applying ICT to Enhance Teaching Learning Process & Evaluation (Credit 1,
Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to -
- analyze the teaching-learning as a communication process.
- apply the ICT strategies in Teaching Learning process.
- use of ICT in Teaching Learning
- explain the concept, need & uses of internet and intranet
- explain the advantage and disadvantage of social networking

Content:
1. Viewing teaching-learning as a communication process. (4)
 Development of communication skills & ICT skills (Information acquisition and
information dissemination skills) to enhance learning
 On demand examination, online examination.
2. Use of ICT in Teaching Learning – (6)
 CAL - Computer Assisted Learning
 Virtual Classroom through EDUSAT
 M learning (ML)
 Learning through: Educational Websites, e-books, Teacher Tubes & You Tubes.
3. Concept, need & uses of internet (1)
 Search Engines - Concept and uses. (1)
 Learning through: Blogs, Tweeters, WhatsApp , Teacher Tub & Face Book.
Advantage and disadvantage of Social Networking like Face Book, Tweeters. (3)

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Module 4: ICT & Changing Roles of Teacher (15) (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain the role of teacher and student in teaching, evaluation, educational
management, Classroom Environment & Infrastructure
- comply with the changing role of teacher due to ICT

Content:
1. Paradigm shift in Education due to ICT content, with special reference to Curriculum,
Role of Teacher, Role of student ,Methods of Teaching, Classroom Environment &
Infrastructure , Evaluation procedure, Educational management.(4)
2. Role of teacher in following (11)
 Cyber Law, Morals & Ethical issues - copyright, Plagiarism, Hacking, (1)
 Computer Technology and Security- Computer Viruses, Theft of Information(1)
 Student safety on the Net. (1)
 Facilitator of learning, (1)
 e-content developer, (1)
 e-tutor (1)
 Manager of learning activities, (1)
 Mediator between learner & web resources (1)
 Evaluator (1)
 Researcher (2)

Assignments : ( 25 marks)
1. With the use of online survey tool (Survey Monkey,Online Forms by Google,Kwik
Surveys) collect information about an educational problem and write a report.(15 Marks)
2. Visit Educational web sites, online videos and writing comment on usefulness related to a
topic of interest and send comments by email to teacher educator and team leader student
teacher. (10 Marks)

References
 Bettina S. T. Buchel; Palgrave (2001)Using Communication Technology: Creating
Knowledge Organizations.
 Curtin,Dennies and others (2000) Information Technology the Braking wave ,New Delhi:Tata
Graw-Hill Publication co.Ltd.
 Goel,Hemant Kumar (2010) ,Teaching of Computer.Merrut:Surya Publication
 Hunt Roger and other(1984) Computer and Commonsense .New Delhi: Printice hall of India
Private Limited
 Jarice Hanson, Uma Narula;( 1990)New Communication Technologies in Developing
Countries. Lawrence Erlbaum Associates. London And New York.
 Mansfield Ron,(1994).Microsoft Office.New Delhi:BPB Publications
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 Masani (1992) Rapid Revision in Computer in Computer System .Bombay :Educational
Publisher
 Mayer Marlin Wertheimer,(1999), Computers in Future.New Delhi:Printice hall of India
Private Limited
 Parekh,Harsha .(1999). Internet in the Scholarly Communication Process. Mumbai:
Knowledge ware Association
 Sampat K. (1984).Introduction to Educational Technology.
 Vincent & Vincent (1985). Information Technology Further Education.
 William H. Dutton, Malcolm Peltu(1996.).Information and Communication Technologies:
Visions and Realities Oxford University Press.

Websites
1. http://3eeducation.org/3e-framework/dated/23/07/2015
2. https://en.wikipedia.org/wiki/ADDIE_Model
3. http://www.instructionaldesign.org/models/addie.html
4. https://en.wikipedia.org/wiki/Application_software#Educational_software
5. https://en.wikipedia.org/wiki/Image_editing
6. http://www.quora.com/What-are-some-free-online-education-resources

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Course 5 Learning and Teaching
Marks: 100, Credits: 4, Hours: 60 for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Concept of learning and Teaching (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to -
- explain concept of learning
- explain types of knowledge and processes of knowing
- elaborate stages of teaching
- develop insight into various roles of a teacher

Content:
1. Concept of learning: Meaning and process of learning, Distinctions between learning as
'construction of knowledge' and learning as 'transmission and reception of knowledge'.(3)
2. Types of knowledge: factual, conceptual, procedural, meta-cognitive (2)
3. Processes of knowing: remembering, comprehending, analyzing, evaluating, creating(2)
4. Process of creating knowledge representations as a means of communication, Ways/
modes of representing knowledge, concept mapping, designing diagrams such as:
classification, hierarchy, structural charts, models, simulations.(3)
5. Concept of teaching: Various definitions of teaching, teaching as complex activity , pre-
active, interactive and post active stages of teaching (3)
6. Role of teacher in teaching-learning situations: a) transmitter of knowledge, b) model, c)
facilitator, d) negotiator, e) co-learner (2)

Module 2:Various views on human learning (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to -
- compare various views on human learning
- consider various roles of learner and teacher for planning of various learning situations

Content:
1. Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations (15)
 Behaviourist (conditioning by Pavlov and Skinner in brief),
 Cognitivist ( views of Bruner and Ausubel)
 Information-processing view(Atkinson Shifrin)
 Humanist( Carl Rogers)
 Social-constructivist ( Views of Piaget and Lev Vygotski)

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Module 3: Various ways to facilitate learning (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- elaborate principles of constructivist and cooperative learning-teaching
- assisting learners to think inductively
- assisting learners to attainment concepts
- assisting learners to organize/ structure information logically
- assisting learners to empathize with others
- use simulations and games
- promote learning in groups

Content:
1. Meaning and principles of constructivist and cooperative learning-teaching(4)
2. Assisting learners to think inductively based on Hilda Taba's approach to knowledge
construction. (2)
3. Assisting learners to attainment concepts based on Jerom Bruner's approach to knowledge
construction(2)
4. Assisting learners to organize/ structure information logically using principles given by
David Ausubels approach to meaningful verbal learning and knowledge construction (2).
5. Assisting learners to empathize with others using role play(1)
6. Using simulations and games(1)
7. Promoting learning in groups through cooperative learning strategies such as group
discussions, pair and share, role play, games, group projects(3)

Module 4: Designing teaching to develop higher mental processes (Credit 1, Hours 15, Marks
25)
Objectives: The student teacher will be able to-
- facilitate information processing.
- organize learning experiences to develop reasoning and problem solving
- develop self learning skills
- plan for developing Creative thinking
- apply psychological principles for obtaining positive transfer of learning

Content:
1. Viewing learning as an information processing model of memory with respect to deep and
surface learning. (Atkinson-Shiffrin approach) Environmental stimulation, attention and
focusing, registration, perception and STM, coding and encoding, LTM, retrieval and
rehearsing and meta cognition. Role of teacher in facilitating memorizing (3)
2. Developing logical thinking and Reasoning (2)
3. Developing self learning skills (2)
4. Developing Problem solving through Problem based/ project based/ case based/ learning
(2)
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 5. Developing Creative thinking: Meaning and nature of creativity; factors of creativity;
Development of creativity through use of brain storming as given by Osborn, question
checklist, Synectics technique by Gordon, Attribute listing, Lateral thinking and its
development as given by De bono (5)
6. Efforts to be done while teaching for minimizing negative transfer and maximizing
positive Transfer of learning (1)

Assignments : (25 marks)

1. Planning and implementing a lesson for implementing cooperative learning techniques
and writing a report based on the experiences obtained
2. Planning and implementing a lesson to promote creative thinking and writing a report
based on experiences obtained

References
 Aggarwal J.C.( 2004),” Educational Psychology”, Vikas Publishing House Pvt.
Ltd., New Delhi
 Biehler Robert and Snowman Jack( 1991),” psychology Applied to Teaching”;
Houghton Mifflin company, Boston.
 Dandapani S.( 2010), “Advanced Educational Psychology”; New Delhi:
Anmol Publications
 Henson Kenneth (1999), “Educational Psychology For Effective Teaching”;
Wadsworth Publishing Co. Belmont, California
 Higbee Kenneth (1988), “ Your Memory”; Judy Piatkus, London
 Joyce Bruce ,Weil Marsha(1985), “Models of Teaching”; Prentice hall of
India, New Delhi.
 Malone S.A.( 2002), “ learning to Learn”; Viva books Private Ltd. New Delhi
 Mangal S.K. (2009), “Advanced Educational Psychology”; New Delhi: Prentice Hall of
India Pvt. Ltd.
 Osborn Alex (1971),“Your Creative Power”; saint Paul Society, Allahabad, India.
 Searleman Alan, Herman Douglas(1994), “Memory From a broader perspective”;
Macgraw Hill, N. Y.
 Sharma Ram and others (2003), “advanced Educational Psychology”; New
Delhi: Atlantic Publications and Distributors.
 Collay (2002), “Designing for Learning Six Elements in ConstructivistClassroom”
 Goodman (2008), “ Educational Psychology, Studies in the post modern Etheory of
Education” Germany: Perterland
 Larochelle (2009), “Constructivism and Education”; UK :Cambridge
 Marlowe(1997), “Creating and Sustaining the constructivist classroom”; USA:
 Richardson (1997), “Constructivist Teacher education”; UK: Loutlege
 Smilkstein (2011), “We’re Born to Learn”; USA: Corwin
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 AagaaSao lailata 2010sahkayaa-%mak AQyayana¸ ivaVaqaI- gaRh p`kaSana,Ê puNao
 krMdIkr sauroSa 2001Ê “SaOxaiNak maanasaSaas” fDko p`kaSanaÊ kaolhapur.
 kuMDlao ma.baa.1991Ê“saja-naSaIlata”Ê naUtna p`kaSanaÊ puNao.
 kaozru kr vaa. kR. 1990“, tumacyaahI laxaat rahIla” &anap`baaoiQanaI, p`kaSana puNao
 jagatap h.naa. 1992Ê AQyayana ]pp%tI va AQyaapna, naUtna p`kaSanaÊ puNao 30.
 jagatap h.naa. saMpadk1996Ê SaOxaiNak maanasaSaasÊ Anamaaola p`kaSanaÊ puNao.
 daMDko r vaa. naa. 2015,“SaOxaiNak va p`ayaaoigak maanasaSaas~”, naroMd` p`kaSana, puNao
 panasao rmaoSa2007ipyaajao va %yaaMcao &anag`ahNa ivaYayak ivacaar”, baalaiSaxaNa saMSaaoQana ivakasa koMd`, puNao.
 Paanasao rmaoSa 2009, “kta- krivata”DayamaMD piblakoSana¸puNao
 paQyao sauYamaa 2003, “ vyaagaaoTskIcaa saamaaijak isad\QaaMt”, baalaiSaxaNa saMSaaoQana ivakasa koMd,̀ puNao.
 parsanaIsa na.ra. 2009Ê p`gat SaOxaiNak maanasaSaasHaÊ naUtna p`kaSanaÊ puNao – 30.
 fDko vaasaMtI1988, AQyaapnaacaI p`itmaanaonaUtna p`kaSana puNao 30.
 ranaDo maRdulaa 2010 p`BaavaI AQyayana AQyaapna¸ ina%yanaUtna p`kaSana¸ puNao
 ra}L sa%yavatI 1988 AQyayana ]pp<aI va AQyaapnaÊ naUtna p`kaSanaÊ puNao – 30

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S.N.D.T. Women’s University, Mumbai
Course 6: Assessment for Learning
Marks: 100;Credits: 4; Hours: 60 for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction
Module 1: Assessment and Evaluation (Credit 1, Hours 15, Marks 25)

Objectives- After learning this module the student teachers will be able to-
- use assessment in constructivist paradigm for various purposes
- gain critical understanding of issues in evaluation practices
- become aware of key concepts such as, measurement, evaluation, test, examination, formative
and summative assessment
- construct and use appropriate tools of evaluation
Content:
1. Assessment and evaluation of learning in a constructivist paradigm (1)
2. Distinction between 'Assessment of Learning’ and 'Assessment for Learning’ (1)
3. Purposes of assessment in a constructivist paradigm (2)
 To engage the learners’ minds for further learning in various dimensions
 To promote development in cognitive, social and emotional aspects
4. Critical review of current evaluation practices and their assumptions about learning and
development (1)
5. Clarifying the terms (3)
 Assessment, measurement, evaluation, test, examination
 Formative and summative evaluation
 Continuous and comprehensive assessment
 Grading.
6. Tools of Evaluation - Written, oral and practical examinations, anecdotal records, Projects,
home work and Assignments, participation in activities, Work sheets, Practical work, group
discussions, port folio, open book test, Rubric, computer based examination (7)

Module 2: Examination Reform Efforts (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teachers will be able to-
- critically analyze various examination reforms in India
- give suggestions for improving quality of questions in exam papers
- use ICT in examination
1. Examination reform efforts in India: (Discussion should cover analysis of recommendations,
implementations and the emerging concerns) (10)
 Secondary Education Commission (1952-53)
 Kothari Commission (1964-66)
 National Policy on Education (1986) and Programme of Action (1992)
 National Curriculum Framework (2005) developed for school education
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2. Introducing flexibility in examination-taking requirements (1)
3. Improving quality and range of questions in exam papers (2)
4. Examination management (1)
5. Role of ICT in examination (1)

Module 3: Data Analysis, Feedback and Reporting (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teachers will be able to-
- analyze and interpret data for drawing inferences
- use various types of feedback for improving learning
- develop and maintain a comprehensive and consolidated learner profile
Content:
1. Statistical tools (10)
 Percentage,Frequency distributionCentral tendency (concept and calculations)
 Variation, Normal distribution, Percentile rank, Correlation (concept only)
 Frequencypolygon, bar diagram, Interpretation of Analyzed data
2. Feedback as an essential component of formative assessment (3)
 Use of assessment for feedback and for taking pedagogic decisions
 Types of teacher feedback (written and oral)
 Peer feedback
 Place of marks, grades and qualitative descriptions
3. Developing and maintaining a comprehensive and consolidated learner profile (2)
 Purposes of reporting: To communicate Progress and profile of learner
 Basis for further pedagogic decisions

Module 4: Examination System and School-based Assessment (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teachers will be able to-
- Critically analyze impact of the prevailing examination system
- Evaluate impact of examination-driven schooling
- Evolve realistic, comprehensive and dynamic assessment procedures that are able to keep
the whole student in view
Content:
1. Examination for gradation, social selection and placement (3)
2. Impact of the prevailing examination system on student learning and stakeholders (3)
3. Entrance tests and their influence on students and school system (2)
4. Impact of examination-driven schooling on pedagogy: Content-confined, Information focused
Testing, Memory centric teaching and testing (4)
5. De-linking school based assessment from examinations: Some possibilities and alternate
Practices (1)
6. Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and
learner-related) (2)
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  Retention/recall of facts and concepts, Application of specific skills,
Problem-solving, applying learning to diverse situations, Abstraction of ideas from
experiences, Seeing links and relationships, Drawing Inferences, Analysis, Reflection
 Initiative, Collaborative participation, Creativity, self-esteem, motivation
Assignments : (25 marks)
1. Prepare a frequency distribution table with raw score data and draw frequency polygon/ bar
diagram (15 Marks)
2. Developing an achievement test with its Blue Print, Answer Key and Marks Distribution. (10
Marks)

References
1. Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s
children. Harvard Educational Review, 58(3), 280–299.
2. Delpit, L.D. (2012). Multiplication is for white people: Raising expectations for other
people’s children. The New Press.
3. Dweck (Eds.), Handbook of competence and motivation (pp. 15–30). Guilford Publications.
4. Glaser, R., Chudowsky, N., & Pellegrino, J.W. (Eds.). (2001). Knowing what students know:
The science and design of educational assessment. National Academies Press.
5. Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher,
4–14.
6. Sternberg, R.J. (2013). Intelligence, competence, and expertise. In A. J. Elliot & C. S.
7. Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success
in standards-based schools. Phi Delta Kappan, 324–328.

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Course 8: Knowledge and Curriculum
Marks: 100, Credits: 4, Hours: 60 for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction
Objectives:
 Describe epistemological bases of modern child centered education
 Justify changes in education due to advancement in ICT and educational psychology.
 Relate constitutional values with education.
 Explain educational implications of nationalism, universalism, secularism,
multiculturalism, multilingualism
 Describe the role of NCERT, SCERT, SSC/ CBSC /ICSE Boards and Text book Bureau
 Explain the determinants of curriculum development
 Select and develop the proper learning resources.

Module 1:Epistemological bases of education(Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain the Concept of Epistemology.
- elaborate the types and process of generating knowledge.
- differentiate ‘knowledge’ and ‘skill’, ‘teaching’ and ‘training’, ‘knowledge’ and
‘information’, and ‘reason’ and ‘belief’.
- describe epistemological bases of modern child centered education
- locate references regarding learner as a knowledge generator
Content:
1. Concept of Epistemology: meaning and definitions. (1)
2. Meaning, and Types of knowledge: factual, conceptual, procedural, meta-cognitive (2)
3. Sources of knowledge: Perception, inference and intuition(1)
4. Process of generation of knowledge: Observation of Facts, establishing causal
relationship, concept formation through inductive thinking, generating and verifying
hypotheses, theory building(1)
5. Difference between ‘knowledge’ and ‘skill’; ‘teaching’ and ‘training’; ‘knowledge’ and
‘information’; and ‘reason’ and ‘belief’. (2)
6. Concept, need and significance of activity, discovery and dialogue in education. (2)
7. Bases of modern child centered education with reference to activity, discovery and
dialogue of Gandhi, Tagore, Dewey and Plato, Freire respectively. (5)
8. Learner as creator of knowledge as given in NCF 2005(1)

Module 2:Social bases of education(Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain the Concept, meaning and nature of knowledge centered society.
- explain the Concept of culture and modernity.

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S.N.D.T. Women’s University, Mumbai
 - relate constitutional values with education.
- explain educational implications of nationalism, universalism, secularism,
multiculturalism, multilingualism
- justify changes in education due to advancement in ICT and educational psychology.
Content:
1. Concept, meaning and nature of knowledge centered society. (2)
2. Concept of culture and modernity. (1)
3. Values in Indian constitution and their educational implications (3): equity and
equality,individual opportunity and Social justice and dignity, democracy
4. Concept of nationalism, universalism, secularism, multiculturalism, multilingualism and
their educational implications (5)
5. Changes in education due to advancement in ICT and new trends in educational
psychology such as constructivism, brain based learning: (4)
 Changes in curriculum, daily routine of school, methods of teaching, evaluation
procedure, role of teacher and learner
 Emphasis on self learning, individual autonomy, choice based learning, distance
learning, constructivist learning-teaching

Module 3: Concept of curriculum(Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain the concept of curriculum.
- distinguish hidden and enacted curriculum.
- explain various dimension of curriculum.
- compare between curriculum, syllabus and textbook.
- use different approaches of curriculum development
- elaborate process of curriculum development.
- describe the role of NCERT, SCERT, SSC/ CBSC /ICSE Boards and Text book Bureau
- explain the determinants of curriculum development
Content:
1. Concept of curriculum: Meaning and nature (1)
2. Meaning of hidden and enacted curriculum. (1)
3. Dimensions of the curriculum and their relationship with the aims of education (2)
4. Relationship among curriculum, syllabus and textbook. (2)
5. Different approaches to curriculum development (4)
 Subject centered
 Environmentalist (incorporating local concerns)
 Behaviorist
 Competency based
 Learner centered
 Constructivist
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 6. Role of NCERT, SCERT, SSC/ CBSC /ICSE Boards and Text book Bureau in curriculum
development, text book preparation and research(1)
7. Process of curriculum development (3)
 Formulating aims and objectives.
 Selecting content knowledge of different subjects.
 Organizing fundamental concepts and themes vertical as well as across level and
integrating themes within different subjects.
 Selecting and organizing learning situations.
8. Determinants of curriculum development: Political ideology, socio-economic changes,
recommendations of various commissions, advancement in Science and Technology(1)

Module 4: Curriculum implementation and renewal(Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain teacher’s role in curriculum transaction.
- select and develop the proper learning resources.
- elaborate the process of curriculum evaluation and renewal.
Content:
1. Teacher’s role in curriculum transaction through: (4)
 Interpretation of curricular aims.
 Formulation of instructional objectives
 Contextualization of learning.
 Designing varied learning experiences.
 Curricular adaptation for catering special needs of diverse learners
2. Selection, development and implementation of learning resources (text books, teaching –
learning material and resources outside the school, local environment, community etc.);
learning resources required for catering special needs of learners (3)
3. Evolving assessment modes for testing learning objectives. (2)
4. Process of curriculum evaluation and renewal. (3)
 Need for continuous evaluation of curriculum.
 Feedback from learner, teacher, community and administrator.
 Locating in-congruencies and correspondence between expectation and actual
achievement
 Restructuring curriculum
5. Teacher’s role in curriculum development, transaction and evaluation of curriculum (2)
6. Research on curriculum (1)

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Assignments :( 25 marks)
1. Critically analyze existing curriculum of any one subject at secondary School level in
relation to values in Indian constitution/ten core elements/ ten values/ life skills and
writing a report (15 Marks)
2. Designing a lesson plan on any school subject, for activity based learning based on
principles advocated by Gandhi / Tagore / Plato /Dewey/ Paulo Friere . (10 Marks)
References
 Agarwal Amit, Agarwal Babita. (2010), Education and Society; Jaipur: ABD Publishers,.
 Agarwal J. C. (2012), Philosophical and Sociological Perspective of Education,Shipra
Publication, New Delhi.
 National Curriculum Framework—2005 N.C.E.R.T. New Delhi.
 dunaa#ao A.ra.³1998´‘p`gat SaOxaiNak t<va&ana’ puNao: naUtna p`kaSana
 Deng, Z. (2013). School subjects and academic disciplines. In A. Luke, A. Woods, &
K.Weir (Eds.), Curriculum, syllabus design and equity: A primer and model. Routledge.
 Dewey, J. (2004). Democracy and education. Courier Dover Publications.

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S.N.D.T. Women’s University, Mumbai
Course 9: Creating an Inclusive School
Marks: 100, Credits: 4,Hours: 60for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Objectives
 Become aware of legal provisions and policies about inclusive education in India
 Explain causes characteristics and special needs of children with physical, mental,
economic, cultural diversity and learning disability
 Orient parents and peer group for support
 Use cooperative learning strategies in class
 Collaborate with support teachers
 Apply learner friendly evaluation process

Module 1: Concept and policy perspectives of Inclusive education (Credit 1, Hours 15, Marks
25)
Objectives: On completion ofthe module the student teachers will be able to –
- explain the development of concept of inclusive education
- compare the terms impairment, disability and Handicap
- explain principles and scope of inclusive education
- become aware of legal provisions and policies about inclusive education in India
Content:
1. Development of the concept of Inclusive Education: Special, Integrated and Inclusive
Education; concept of Impairment, disability and Handicap (4)

2. Principles and Scope of inclusive education; inclusion of physical, academic, socio-

cultural and financially diverse Learners (2)

3. Legal Policies and Perspectives(9)

 Important International Declarations/Conventions/Proclamations – Biwako

Millennium Framework (BMF, 1993-2012); Recommendations of the Salamanca
Statement and Framework of Action, 1994; Educational Provisions in the UN
Convention on the Rights of Persons with Disabilities (UNCRPD), 2006

 National Policy of Education (1986) and Program of Action (1992); Persons with
Disabilities Act (1995); National Policy of Disabilities (2006); National Curriculum
Framework (2005), Concession and Facilities to Diverse Learners (Academic and
Financial), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Madhymic
Shiksha Abhiyan

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  Special Role of Institutions for the Education of Children with Disabilities–
Rehabilitation Council of India, National Institutes of Different Disabilities,
Composite Regional Centres (CRCs), District Disability Rehabilitation Centres
(DDRCs); Structures like BRCs, CRCs under SSA, National Trust and NGOs.

Module 2: Understanding diversities and defining special needs(Credit 1, Hours 15, Marks
25)
Objectives: On completion of the module the student teachers will be able to –
- explain causes characteristics and special needs of children with physical diversity
- explain causes characteristics and special needs of children with mental diversity
- explain causes characteristics and special needs of children with learning disabilities
- explain causes characteristics and special needs of children with Socio-economic-cultural
and emotional diversity
Content:
1. Causes, characteristics and special needs of Children with physical diversities (Visually
Impaired, Hearing Impaired, children with Loco-motor and Neuromuscular diversities,
children with Multiple Disabilities) (4)
2. Children with Intellectual diversities(Mentally challenged, gifted, creative children)(4)
3. Children with Learning disabilities(Dyslexia, dyscalculia, dysgraphiya, Autism)(4)
4. Socio-economic-culturally and emotionally diverse learners, children from deprived
section(3)

Module 3: Making school ready for inclusion(Credit 1, Hours 15, Marks 25)
Objectives: On completion ofthe module the student teachers will be able to –
- describe infrastructural changes required for inclusion of diverse students
- explain support services for inclusive education
- maintain records in inclusive set up
- explain application of technology in inclusive education
- involve community resources as a support
- orient parents and peer group for support
Content:
1. School's readiness for inclusion: Support from school management, Infrastructure and
accessibility for inclusion of various type of diverse learners (3)
2. Supportive services required for meeting special needs in the classroom — special
teacher, speech therapist, physiotherapist, occupational therapist, and counselor(3)
3. Documentation, record keeping and maintenance(3)
4. Technological advancement and its application – ICT, adaptive and assistive devices,
equipments and other technologies for different disabilities(2)
5. Involving community resources as source of support to teachers in the successful
implementation of inclusive education(2)

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  Involving external agencies for networking – setting up appropriate forms of
communication with professionals and Para-professionals
 Seeking for reciprocal support of pre-school programs, prevocational training
programs, social security, different provisions, concessions, etc.
6. Orientation to be given to parents and peers and role of them in the successful
implementation of inclusive education(2)

Module 4: Inclusive practices in classrooms for all(Credit 1, Hours 15, Marks 25)
Objectives: On completion ofthe module the student teachers will be able to –
- explain the procedure of pre-assessment development
- develop individual education plan to cater special needs of students
- use cooperative learning strategies in class
- collaborate with support teachers
- apply learner friendly evaluation process

Content:
1. Assessment of children to know their profile(2)
2. Classroom management and organization(2)
3. Making learning more meaningful : Developing Individual Education Plan for responding
to special needs by developing strategies for differentiating content, curricular adaptations,
lesson planning, remedial teaching (3)
4. Pedagogical strategies to respond to individual needs of students: Cooperative learning
strategies in the classroom, peer tutoring, social learning, buddy system, reflective
teaching, multisensory teaching, etc.(3)
5. Developing partnerships in teaching: Teacher and special teacher; Teacher and co-
teaching personnel; Parents as partners – developing positive relationships between school
and home(2)
6. Development and application of learner -friendly evaluation procedures: using various
formative tools and adaptations in evaluation procedures, Different provisions and
concessions for examination by the boards in respective States(3)

Assignments : ( 25 marks)
1. Survey of special educational needs of exceptional students and infrastructural provisions
made; procedures used in curriculum transaction and evaluation by primary or secondary
the school for exceptional students and preparing a report (15 Marks)
2. Preparation of special learning material for a student with diversity, implementation of
material, evaluating effectiveness and preparing a report. (10 Marks)

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References
 Hallahan Danniel and Kauffman James(1988), “Exceptional Children”; New Jersey:
Prentice Hall International
 Kaur Rajinder(2013), “Special and Inclusive School Education, Developmentand
Promotion”; New Delhi: Kanishka Publishers, Distributors
 Porter Louise(2002) “Educating young children with special needs”;New Delhi: Sage
Publication
 Puri Madhumita and Abraham George(2004), “Handbook of Inclusiveeducation”; New
Delhi: Sage Publication
 Ramaswamy B. (2013), “Planning and management of special and inclusive Education”;
New Delhi:Kanishka Publishers Disrtibutors
 Reddy G., Ramar R. and Kusuma A.( 2000),” Education of Children with special needs”;
New Delhi: Discovery Publishing House
 Singh Mubarak( 2010),” Education of Children with special needs”; new Delhi: Kanishka
Publishers
 Singh Uttam Kumar(1997) “Special Education” New Delhi: Commonwealth Publishers
 naagapuro va. vaa.saMpadk ³1990´“ApMga eka%ma iSaxaNa yaaojanaa¸ iSaxakaMsaazI hstpuistka” puNao:
maharaYT/ rajya SaOxaiNak saMSaaoQana va p`iSaxaNa pirYad

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S.N.D.T. Women’s University, Mumbai
Course 10: Language across Curriculum
Marks: 100; Credit: 4; Hours: 60 (Excluding hours to be spent by student teachers for completing
assignments)
Note: Figures in the bracket show hours for curriculum transaction

Module 1: The Nature and Characteristics of Language (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module student teacher will be able to-
- Discuss basic nature and characteristics of language
- Explain importance of phonetics of language
- Elaborate relationship of language with society, culture, literature
- Explain the significance of basic principle of linguistics
Content:
1. Language as basic means of communication (1)
2. Specific human behavior, system of symbols, oral and written forms (2)
3. Innate capacity, habit formation (1)
4. Voice production mechanism (1)
5. Phonetics, phonology, vowel Sounds, Consonants sounds, diphthongs , stress intonation
(5)
6. Brief introduction to linguistics as a separate discipline (1)
7. Pragmatics, inter language, multilingualism (1)
8. Language and society ( gender, power, identity, class); Language and Culture; Language
and literature (1)
9. Standard form of language and dialects (1)
10. Language and Process of thinking (1)

Module 2: Acquisition of Language (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module student teacher will be able to-
- Explain the process of acquisition of language and stages of acquisition of knowledge
- Apply the theoretical principles of Dewey, Piaget, Vygotsky, Chomskey in teaching-
learning transaction
- Explain functions of brain in language acquisition
- Discuss place and importance of mother tongue, verbal intelligence
- Explain the place of language in personality development
- Discuss the impact of ICT on language and English on mother tongue
Content:
1. The process of acquisition of language; Different stages in the acquisition of language (2)
2. Contribution of John Dewey, Jean Piaget, Vygotsky, Noam Chomskey (4)
3. Functions of brain in language acquisition (1)
4. Role of language in socialization (1)

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S.N.D.T. Women’s University, Mumbai
 5. Place and importance of mother tongue in individual’s life (1)
6. Development of verbal intelligence and related activities (3)
7. Place of language in personality development (1)

8. Impact of ICT on language (1)

9. Impact of English on mother tongue (1)

Module 3: Place and Importance of Language in School Curriculum (Credit 1, Hours 15,
Marks 25)

Objectives: After learning this module student teacher will be able to-
- explain the place of language and centrality of language in school curriculum
- discuss the Constitutional provisions and policies
- describe importance of language in every subject education
- explain the correlation of language with other subjects
- discuss the Issue of medium of instruction and Semi English medium for Science
Content:
1. Place of language in school curriculum; centrality of language in learning (2)
2. Constitutional provisions and policies (Art 343 to 351)
Provisions in Kothari Commission, National Policy of Education (1986);
Recommendations regarding language education in NCF 2005 (3)
3. Objectives of teaching language in general, their specifications (2)
4. First language, Second language, Third language, Three language formula (1)
5. Importance of language in every subject education-Science/mathematics/social sciences
(2)
6. Study of classical languages with special reference to Sanskrit(1)
7. Study of mother tongue, languages from other states, foreign languages (1)
8. Correlation of language with other subjects (1)
9. Issue of medium of instruction, Semi English medium for Science (1)
10. Issues of multilingual class (1)

Module 4: Enriching Language Proficiency (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module student teacher will be able to-
- apply various methods of teaching in transaction of content
- explain the importance of four basic skills
- apply different techniques to enhance teaching learning transaction of language
- discuss various ways of enriching vocabulary
- explain functional purposes of learning language
- explain the characteristics of language teacher
- appreciate the language

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S.N.D.T. Women’s University, Mumbai
Content:
1. Pedagogy of language; various methods of teaching language : aural-oral method,
structural method, grammar translation method, direct method, grammar translation
method, direct method, Interactive teaching and Cooperative learning (4)
2. Teaching of four basic skills : listening, speaking, reading, writing; Different ways and
activities to develop these skills; Interrelationship of these skills; Constructivism in
language teaching (3)
3. Different techniques to enhance teaching learning transaction of language : debate,
elocution, role play, mock conversation, dramatization, quiz, cross word puzzles, riddles,
language games (3)
4. Enrichment of vocabulary, active and passive vocabulary, synonyms, antonyms,
Conversion of word forms( noun to adjective, verb to noun, adjective to noun, noun to
verb etc), one word substitution, idioms, phrases, proverbs, figures of speech (1)
5. Developing verbal/ linguistic creativity (1)
6. Developing art of translation, appreciation of literature and Encouraging creative writing
(1)
7. Learning language for specific functional purposes: Conversation, to make introduction,
vote of thanks, compeering, announcements, interview ( taking and giving), short speech,
debate (1)
8. Characteristics needed for language teacher (1)

Assignments : ( 25 marks)
1. To prepare learning material in the form of written script based on different techniques to
enhance teaching learning transaction of language: debate, elocution, role play, mock
conversation, dramatization, quiz, cross word puzzles, riddles. (15)
2. Discuss the issue of multiculturalism and multilingualism in classroom with teachers and
prepare a written report on it. (10)
References
 Chandra Subhash (2012), ‘Literature and Education’, Jnanada Prakashan, New Delhi.
 Kennedy Chris (Ed.) (1984), ‘Language Planning and Language Education’, George Allen
and Unwin, London.
 Kubota Ryuko, Lin Angel (Ed.) (2009), ‘Race, Culture, Identities in second Language
Education’, Routledge, New York.
 Singh V.D. (2008), ‘Language Learning, Teaching and Testing’, Cambridge University,
Press India, New Delhi.
 Valdman A (1966), ‘Trends in Language Teaching’, McGraw Hill Book Company, New
York.
 Wilkinson Andrew (1971), ‘The Foundation of Language’, Oxford University Press,
Oxford.

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S.N.D.T. Women’s University, Mumbai
Core Course 11: Gender, School and Society
Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction
Course Objectives:
 Describe issues concerned with women
 Suggest remedial measures to overcome constraints to education of women
 Understand various social reform movements in India with respect to women
 Design learning experiences for gender sensitization and women empowerment
 Organize training and counselling for various personnel regarding gender equality and
women empowerment

Module 1: Concept of Gender, Gender Issues and Concerned Recommendations

(Credit: 1, hours: 15, Marks: 25)

Objectives: After learning this module the student teacher will be able to-
- explain concepts of gender, sex, feminism and gender bias
- describe issues concerned with women
- explain recommendations of various commissions and Abhiyan regarding women
education
Content:
1. Concepts: Gender, sex, sexuality, patriarchy, masculinity and feminism, Gender bias,
gender stereotyping (2)
2. Equity and equality in relation with caste, class, religion, ethnicity, disability and region
(2)
3. Issues concerned with women: Foeticide, infanticide, early marriages, dowry, desertion,
widow, violence against women, illiteracy, intoxication, sexual harassment, health
problems, malnutrition, prostitution(4)
4. Gender inequality due to biased socialisation practices in family, schools and other formal
and informal organisations (2)
5. Recommendations regarding Women’s Education and Empowerment: Kothari
Commission(1964-66), National Policy of Education (1986), Sarva Shiksha Abhiyan
(2000), Right to Education Act(2009), Madhyamic Shiksha Abhiyan(2010), Woman
Centred family as suggested by Raghunath Mashelkar in New Panchsheel of Education (5)

Module 2: Constraints in Women Education and Empowerment (Credit: 1, Hours: 15, Marks:
25)

Objectives: After learning this module the student teacher will be able to-

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S.N.D.T. Women’s University, Mumbai
 - explain constraints in the socio-political system regarding women empowerment
- explain constraints to education of Women in India
- suggest remedial measures to overcome constraints
Content:
1. Constraints in the socio-political system regarding women empowerment:(7)
 Family /Parents /Patriarchy
 Caste system
 Orthodoxy in the matter of religion and culture,
 Economic causes
 Social attitude towards women
 Elected representatives at all levels, leaders, politicians etc.
 Police Personnel and Gender Sensitization
 Administration/Employment Sector
 Media and Technology
 Law and judiciary
 Agencies perpetuating violence: Family, school, work place and media
(Print and electronic)
 NGO’s and Civil Society
2. Constraints to education of Women in India: (8)
 Access and retention in education due to remote locations, inadequate infrastructure
and poor facilities in schools
 Traditional Patriarchal Mindset and discrimination
 Underestimation of women capabilities and intelligence
 Undervaluation of Female Labor
 Sexual harassment and violence in school setting
 Reinforcement of Gender Roles in educational and career opportunities
 Reinforcement of Gender discrimination and Stereotyping in the present education
system through hidden curriculum, textbook, teacher’s attitude

Module 3: Dimensions and Movements for Women Empowerment (Credit: 1, hours: 15,
Marks:25)

Objectives: After learning this module the student teacher will be able to-
- explain concept and dimensions of women empowerment
- become aware about various social reform movements in India with respect to women
- explain relevance of provisions in constitution for gender equality

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S.N.D.T. Women’s University, Mumbai
Content:
1. Concept, Importance and Dimensions of women empowerment: Individual
empowerment, Social empowerment, Economic empowerment, Physical empowerment,
Psychological empowerment, Political empowerment(4)
2. Some landmarks from social reform movements with focus on women's education and
social status: Raja Rammohan Roy, Tarabai Shinde, Maharshi Dhondo Keshav Karve,
Savitribai and Mahatma Phule (3)
3. Various reform movements before independence: Act of Sati (abolish) 1829, Hindu
Widow Remarriage Act’ 1856, the Child Restriction Act, 1929, Women Property Right
Act, 1937 etc.(2)
4. Reform movements after independence: (3)
 The Hindu Marriage Act, 1955 (regarding the age for marriage, monogamy and
guardianship of the mother )
 Hindu Adoptions and Maintenance Act, 1956(adoption by unmarried women, widow
or divorcee of sound mind )
 Dowry Prohibition Act of 1961
5. Provisions in the Constitution of India: (3)
Article 14, Article 15, Article 15 (3) about special provision enabling the state to make
affirmative discriminations in favour of women; Article 42 directs the state to make
provision for ensuring just and human conditions of work and maternity relief. Articles
15 (A), (E) to renounce the practices derogatory to the dignity of women

Module 4: Education for Gender Equality and Women Empowerment (Credit: 1, hours: 15,
Marks: 25)

Objectives: After learning this module the student teacher will be able to-
- explain role of school in gender equality and women empowerment
- analyze and develop school curriculum with gender equality perspective
- design learning experiences for gender sensitization and women empowerment
- organize training and counselling for various personnel regarding gender equality and
women empowerment
- develop oneself to become change agent
Content:
1. Role of school : Provision of secure and encouraging environment, Sufficient Light,
Internal Security, Separate washrooms, cleanliness, Identity cards for entry in the institute,
display of telephone help lines for women, Hostel facilities, transport facility, regular
medical checkup, proper implementation of government welfare schemes for girls, regular
parent-teacher meetings, women grievance cell, redressing sexual harassment cases (3)

44
S.N.D.T. Women’s University, Mumbai
 2. Curriculum development: Messages of gender equality, dimensions of women
empowerment and awareness of laws relating to the protection of women/human rights
through different school subjects, contribution of women in various fields of life(3)
3. Textbooks and learning material : Attention to gender/human rights issues especially
violence against women through textbook(1)
4. Teacher’s Role as an agent of change :Deliberate efforts about gender sensitization and
women empowerment through curriculum transaction, Encouraging participation of girls
in curricular and co-curricular activities, preventive supervision against teasing and sexual
harassment, establishing rapport with girl students, research on gender issues and
remedies, inculcating gender equality through group discussions, organizing guest
lecturers, projects, visits, films life sketches, news etc. (5)
5. Training about Gender/human rights, gender awareness and empowerment to teachers,
concerned officials, staff, students and parents(1)
6. Special training to girl students: Adolescence education, life skills education, self defense
(1)
7. Counseling centre for adolescents for pre-marital counseling and health problems, career
counseling (1)

Assignments: ( 25 marks)
1. Visit to any government/non-government organization working for women
empowerment/issues related to women and writing a report(15 Marks)
2. Reading a book related to gender issues/ girl’s education/ women
empowerment/biography or autobiography of a successful woman and give seminar on the
same, submit the paper/ article.(10 Marks)

References
 Das Sukanya (2013), Inclusive Empowerment of Indian Women; New Delhi: Regal
Publications
 DPEP. 1998. Gender Audit Strategy for DPEP. New Delhi: GOI and Gender Unit
Of Ed.CIL
 Krishnaraj Maithreyi (Ed.)(1998), New Delhi: Oxford University Press
 Krolokke Charlotte and Sorensen Anne(2006),Gender Communication Theories and
Anaylses; New Delhi: Sage Publication
 Ravikumar S.K. (2006), Indian Women: Status, Role and Empowerment; Jaipur:
Mangaldeep Publications
 Ramachandran, Vimala. 2004. Gender and Social Equity in Education: Hierarchies
of Access. NewDelhi: Sage.
 Rao, Anupama (ed.). 2003. Gender and Caste. New Delhi: Kali for Women. Sandhan
Shodh Kendra

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S.N.D.T. Women’s University, Mumbai
  Singh Trilok (2012), Women and Gender Discrimination; New Delhi: Cyber Tech
Publications
 Walikhanna Charu(2012), A Report of Expert Committee on Gender and Education; New
Delhi: National Commission for Women
 Zha Anilkumar(2012), Gender Inequality and Women Empowerment; New Delhi:Axis
Books Pvt. Ltd.
 kvao- svaatI,, 2003 ´saMpaidt´s~I ivakasaacyaa pa}laKuNaa ; puNao: p`itmaa p`kaSana
 Baagavat ivaVut 2009´Anauvaaidt´, maanavaSaas~atIla ilaMgaBaavaacaI SaaoQamaaohIma¸ puNao:DayamaMD piblakoSana
Useful Sites:
http://www.nesse.fr/nesse/activities/reports/gender-report-pdf
https://en.wikipedia.org/wiki/Gender_discrimination_in_India

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Optional course 12: Peace Education
Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Course Objectives: the student teachers will be able to-

- discuss the philosophical, sociological basis of peace education
- explain the need for peace education
- discuss the role of family, community, media and school in peace education
- describe qualities of peace educator
- acquire essential qualities as a peace educator

Module 1: Understanding peace and peace education (Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of the module the student teachers will be able to-
 Elaborate concept of peace and peace education
 Discuss the philosophical, sociological basis of peace education
 Elaborate constitutional values and provisions promoting peace
 Explain historical background of peace education
 Discuss recommendations of peace education in NCF 2005
Content:
1. Concept and meaning of peace and peace education(2)
2. Aims and principles of Peace Education (2)
3. Views regarding peace in Vedic :Upanishadic , Buddhist, Jain, Islamic, Christian and
Zen philosophy (4)
4. Thoughts on peace of Mahatma Gandhi, Ravindranath Tagore, Nelson Mandela, Martin
Luther King, Dalai lama, and J.Krishanamurti ( 3 )
5. Constitutional values promoting peace : Justice, equality, freedom, secularism, respect
for differences and ecological resources that ensure peace in society ( 3 )
6. Recommendations regarding peace education in National Curriculum Framework 2005
(1)

Module 2: Need for Peace Education (Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of the module the student teachers will be able to-
- elaborate the nature and types of conflicts in the world and in India
- explain the consequences of conflicts
- explain the need for peace education
Content:
1. Nature and types of conflicts in world : Racial conflicts, religious conflicts, conflicts
Over natural resources, Conflicts over human rights, Terrorism, Imperialism (5)
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S.N.D.T. Women’s University, Mumbai
 2. Nature and types of conflicts in India : Religion , regionalism, language,
Multiculturalism, border issues, caste-ism, gender disparities, economic disparities
Rural-urban disparities, power politics, corruption (4)
3. Nature and reasons of violence (2)
4. Consequences of conflicts: Loss of life, Loss of resources, physical injuries, mental stress,
feeling of insecurity, threats to national integration, unity, solidarity and international
understanding. (2)
5. Need for peace education (2)

Module 3: Organizational Efforts for Peace Education (Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of the module the student teachers will be able to-
- elaborate efforts of International and National Organizations in establishing peace
- explain role of non-aligned movement and campaign for nuclear disarmament in
establishing peace
- explain role of family, community, media and school in peace education
- describe qualities of peace educator
Content:
1. Organizational efforts for establishing peace: WHO, UNESCO,UNO, UNICEF,WPHO
International Institute of Peace Education, International Human Rights Commission,
Human Rights Commission in India (6)
2. Objectives, principles and achievements of Non-aligned movement; Campaign for nuclear
disarmament (2)
3. Role of family, community, media and school in establishing peace and inculcating value
of peace in children (5)
4. Role and qualities of teacher as a peace educator: Knowledge of Major thoughts of all
religion regarding peace, unbiased attitude, skills to provide equal opportunities to all
students, initiatives regarding establishment peace (2)

Module 4: Inculcating Peace through Education (Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of the module the student teachers will be able to-
- Organize activities for developing understanding of peace education in schoolStudents
- Develop self-awareness of students
- Get acquainted with techniques of making connections
- Provide opportunity to students to apply knowledge
- Inculcate core elements given by NPE (1986) Develop learning experience for promoting
peace
- Acquire essential qualities as a peace educator

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Content:
1. Aspects of peace education curriculum:(2)
 Knowledge: conflict, peace, war, nuclear issues, justice, power, gender, race,
environment, futures.
 Attitude: self-respect, respect for others, ecological concern, open mindedness, vision,
commitment to justice
 Values: human rights and democracy, cooperation and solidarity, preservation of
cultures,
 Self and others internationalism, protection of the environment,
 Skills: critical thinking, information handling, creative thinking, reflection,
cooperation, empathy, assertiveness, conflict resolution.
2. Connecting subject content with peace values: Language (effective communication,
peacemaking vocabulary, negotiations, reflective conversation); Science (objectivity,
flexibility, protecting environment, alternative forms of energy ); Social Science
(democratic ethos, Constitutional values, and multi-cultural-ism, conflicts, violence and
war-links with challenges to regional and local conflicts); Mathematics (precision,
problem solving, critical thinking); Art and design( Symbols of peace and violence) (5)
3. Using textbook contents for highlighting core elements, values of peace, particularly anti-
peace messages indirect or hidden (2)
4. Teaching students to make connections through techniques like discussion, dramatization,
Cooperative learning, simulation and games for peace education (3)
5. Co-curricular activities for inculcating peace: cultural program, cultural exchange
program, training for disaster management; coping with emotions and stress, yoga,
meditation and vipashana for peaceful life (2)
6. Humanistic approach to evaluation (1)
Assignments :( 25 marks)
1. Organization of an exhibition for awareness and ways of establishing peace for school
students and writing a brief report based on experiences and responses of audience in
group. (Marks 15)
2. Preparing, presenting role play and writing a brief report on the themes related to causes
of conflict, consequences and ways to establish peace. (Marks 10)
References
 Aggarwal.J.C,(2005).Education ForEnvironment And Human Rights. Delhi; Shipra
publication.
 Brady, L. (2006) Collaborative Learning in Action. A Feminist Perspective, New York:
pergamon Press.
 Charles, lan Harris (2010), Teaching peace since the dawn of Republic, books not bombs
University of Wisconsin
 Gavrial, Salomon, Bruch nevo (2002),” Peace education; the concept, principles and
practice around the world. Psychology press USA
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 Gracious Thomas (2005) Life skills Education and curriculum, shakarpur. Shipra
publication
 Harris,I .and Mary Lee (2003) Peace Education,2nd ed .Jefferson ,N.C.Mcfarland
 James Page, ( 2008 ) Peace Education ;Exploring Ethical and Philosophical Foundation.
University of Wisconsin – Milwaukee
 Laura finely (2011), Building a peaceful society, creative integration of peace education.
Barry University.
 Maria, D (2003):ValueEducation For Peace The CTE Journal,2(3):25.
 NCERT.(2010-2011) “Adolescence Education Program Training andResource materials” ,
New Delhi-16,NCERT
 Pal, Y. (2005). “National Curriculum Framework”. New Delhi: NCERT
 Rao Usha (2012): Education For Peace, Himalaya Publishing House Mumbai 400004.
 Rebecca L (2011), Understanding Peace Cultures. Oxford, Alabama A&MUniversity
 Saxena,N.R and Chaturvedi Sikha (2003)Education in Emerging Indian Society,
Meerut:R.L.Lall Book Depot. Thousand Oaks(Ca) Saee Publications.
 Selvi V.A & Charles K,(2012) “Peace and Value Education” New Delhi,Neel Kamal
Publications PVT Limited
 UNESCO, (1996), “Learning the treasure within report to UNESCO of the International
Commission on Education for the Twenty First Century”; Paris UNESCO.

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Optional course 12: Guidance and Counseling
Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Course Objectives: the student teachers will be able to-

- discuss the tools for information collection for guidance
- describe role of a school and teacher in guidance
- describe types and process of counseling
- locate issues of adolescents requiring counseling

Module 1: Concept, Meaning and Process of Guidance (Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- elaborate the concept, need & Scope of Guidance
- explain the basic principles and process of guidance
- discuss the foundations of guidance, type of Guidance
- discuss the tools for information collection for guidance
- describe role of a school and teacher in guidance
- discuss qualities ,skills and ethics of counselor
Content:
1. Concept, meaning, Nature, Need, scope and functions of Guidance, limitations of
guidance services. (3)
2. Basic principles and process of guidance(1)
3. Foundations of guidance: Philosophical, psychological and socio-cultural(1)
4. Type of Guidance: Educational , Vocational and Personal Guidance with special
reference to secondary and higher secondary level (2)
5. Tools for information collection for Guidance: Quantitative tools- Intelligence, Aptitude,
Interest, Attitude inventory and Personality; Qualitative tools-Anecdotal Records,
questionnaire, socio-metric technique, check list, rating scale, Interview, Case study,
Diary (6)
6. Role of a school and teacher in guidance (2)

Module 2: Concept, Meaning and Process of Counseling(Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- discuss the concept, need, importance, functions & Scope of counseling
- differentiate between guidance and counseling
- describe types and process of counseling
- locate issues of adolescents requiring counseling

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Content:
 Concept, meaning, Nature, Need and functions of Counselling, limitations of counselling
(3)
 Relationship and difference between guidance and counselling(1)
 Basic principles of counselling(1)
 Types of counselling: Directive, Non-directive and Eclectic (2)
 Process of Counselling: Relationship building, problem assessment, goal setting,
counselling intervention, evaluation (2)
 Counselling Approaches: Behaviourist, Cognitive and Humanistic Approach (3)
 Counselling for Adolescence Issues: Bullying, Relationship with Peer and Parents,
Handling puberty issues, Addiction [substance abuse, technology induced social
networking], Suicide, Academic Stress (3)

Module 3: Role of Counselor in school setting (Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- discuss qualities ,skills and ethics of counselor
- explain the role of counselor & importance of career counseling
- consider various factors in counseling
Content:
1. Qualities of a teacher as a counselor (2)
2. Skills and ethics of counseling (1)
3. Counselling of students with special needs (2)
4. Role of counsellor in developing self-concept. (1)
5. Career counselling in the present context. (2)
6. Factors to be considered in counseling (7)
 Background Factors: Family, Health, Socio-Economic Status.
 Psychological factors: Personality, Intelligence, special aptitudes, interests, values and
goals.
 Educational factors: Academic achievement and non-scholastic achievement

Module 4: Guidance for Career information (Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- elaborate the meaning, need, importance and sources of career information
- discuss the date gathering techniques for career
- describe the concept of occupational information
Content:
1. Career information: Meaning, Need, importance of career information. (2)
2. Sources of career information (3)
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 3. Data gathering techniques: Job analysis, Survey method (2)
4. Occupational information: meaning and importance, information about education and job
opportunities and personal and social information. (4)
5. Disseminations of information through: Career talks, Exhibition, Class talks by subject
teacher, bulletin boards, visits, on line search (4)
Assignments :(25 marks)
1. Organizing an exhibition on career information and writing a report(15 Marks)
2. Interviewing a school counselor/ personal counselor and writing a report(10 marks)
References
 Bengalee, M (1984) Guidance & Counseling; Mumbai: Seth publishers Ltd.
 Chauhan, S.S. (2006) Principal and Technique of Guidance. New Delhi: Vikas
Publications.
 Dunakhe,A(2011)Shaikshnik v Vyavsayik Margdarshn & SamupdehanPune:Nityanuan
prakashan.
 Gupta, S. (2006) Career and Counseling Education Delhi: kalpaz.
 Kochhar, S.K. (2006) Education and Vocational Guidance in Secondary Schools.New
Delhi: sterling. Publisher’s private limited
 Madhunkar Indira, (2005), Guidance and Counseling,Authorpress,New Delhi.
 Naik,D (2007) Fundamentals of Guidance and Counseling. New Delhi:Adhyanan,
publishers and distributors.
 Pawar B.S.,Dr. Chaudhari G.B.,(2012) Samupdeshan Manasshastra, Prashant Publication
Jalgaon

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Optional course 12: Sustainable Development
Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Course Objectives: the student teachers will be able to-

- relate human development with nature
- narrates programs for sustainable development by Government and NGOs
- relate energy crisis with depletion of natural resources
- suggest various ways and means for sustainable development
- implement various curricular and co-curricular activities for sustainable development

Module 1: Concept of Sustainable Development(Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- explain the concept of Sustainable Development
- elaborate the concepts of ecosystem and ecological balance
- explain origin of the concept of sustainable development
- compare the concepts of sustainability in various fields
- relate human development with nature
- narrates programs for sustainable development by Government and NGOs

Content:
1. Human Development: Concept of human development; relationship among human
development, nature and peace; the concept of human centred development as given in Dr.
Mashelkar’s Panchasheel (3)
2. Concept of eco-system and ecological balance (3)
3. Origin and Development of the Concept of Sustainable development: UNO’s Stockholm
conference on Human environment(1972); UNESCO-UNEP International Environmental
Education program(1975); Brundland Commission(1985); Rio Summit/Earth
Summit(1992);World Summit(2002) (2)
4. Concept and Dimensions of Sustainable development: Sustainable development,
environmental sustainability, economic sustainability, , agricultural sustainable
development and sustainable fishery, energy sustainability, sustainable transport,
sustainable architect, environmental politics, social and cultural sustainability (5)
5. Efforts for Sustainable Development by Government and NGOs (1)
6. International Institute of Sustainable Development (IISD) (1)

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Module 2: Need of Sustainable Development(Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- explain types of natural resources and their relationship with human development
- relate energy crisis with depletion of natural resources
- describe types, causes and impact of pollution
- explain the need of Sustainable Development
- realize the importance of conservation of ecosystem
Content:
1. Natural resources and their relationship with human development: Sun, soil, water, forests,
fuel, minerals(2)
2. Depletion of natural resources and consequences: Soil, Water, Energy resources, Minerals,
Plants and Animal Species (3)
3. Types, causes and impact of pollution: Air, Water, land, Sound(3)
4. Degradation of eco-system and loss of Habitat (3)
5. Energy crisis as a major threat to development (2)
6. Need of Sustainable Development (2)

Module 3: Achieving Sustainable Development(Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- explain the principles of sustainable development
- describe the indicators of sustainable development
- suggest various ways and means for sustainable development
- show positive attitude towards energy conservation
- get acquainted with the concepts like Intelligent urbanism, Eco friendly architecture
Content:
1. Guiding principles of sustainable development: Prevention is better than cure; nothing
stands alone; careful waste reduction; use of renewable resources and recyclable materials;
minimise disturbances to other communities, species and natural systems; universal
economic development; encourage diversity, equity and individual opportunity;
community involvement in planning and development(3)
2. Sustainable development indicators: Combating poverty, sustainable human settlement
development, Demographic dynamics and sustainability, Protecting and promoting human
health, Promoting education, public awareness and training(2)
3. Curative and preventive measures: Reduce consumption, Reuse, Recycle, Replace, Reject
use of environmentally harmful substances , Regulate various constitutional provisions
and Acts, Regenerate plants and animals (2)
4. Saving energy, water, Fuel, Rain water Harvesting(1)
5. Alternative energy sources: Solar energy, Wind energy, hydroelectricity, nuclear energy,
alternative fuels such as-Biodiesel, Biogas, Gobar gas (2)
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 6. Organic Agriculture, Agro forestry, Mixed farming, Multiple cropping, Crop rotation (2)
7. The concepts of Intelligent urbanism, Eco friendly architecture (1)
8. Efforts for social equity and self- reliance (2)

Module 4: Education for Sustainable Development(Credit: 1, hours: 15, Marks: 25)

Objectives: On completion of this module the student teachers will be able to-
- explain the views regarding sustainable development in NCF 2005
- discuss the need of citizenship for sustainable development
- implement various curricular and co-curricular activities for sustainable development
Content:
1. Views regarding Sustainable Development in NCF 2005 (1)
2. The need of developing citizenship for Sustainable Development (2)
3. Brief introduction to efforts in India: Chipko movement, Narmada Bhachav movement,
Silent valley movement in Kerala, Jungle Bachao Andolan; Tiger project, Environment
protection act 1986(3)
4. Integration of environment education with other school subjects (2)
5. Implementing various methods and techniques to create awareness regarding Sustainable
Development: Field visits, team teaching, discussion, demonstration, observation,
simulations and games, projects (3)
6. Role of value education and co-curricular activities in developing awareness about
sustainable development (3)
7. Involvement of community and media in sustainable development(1)

Assignments : (25 marks)

1. Celebrate the World Environment Day/ World Population Day and Write a brief report of
it. (10 Marks)
2. Conduct a survey in your local area regarding awareness among people about renewable
sources of Energy. (15 Marks)

References
 Anasteaija Taisha, Farid (2010) Education for Sustainable Development, New Delhi: Sage
Publications,
 Nayak, Goswami and Chatterjee(2007), Economic reforms, Human welfare and
sustainable development in India; New Delhi: New Century Publications
 Parasnis, Bahulikar(2005), Environment Education-A Mission; Pune: Vidyanand
Prakashan
 Ravindranath, Rao Usha, Natrajan Bahskar(2000), Renewable Energy and Environment;
New Delhi:Tata MacGraw Hill Publishing Co. Ltd

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 Sen R., Roy Chandra(1996), Sustainable Economic Development and Environment; New
Delhi: Atlantic Publishers
 Shrivastav, Singh, (2002), Environmental Education, New Delhi:Anmol Publications,.
 Sundar I. (2006), Environment and Sustainable Development ; New Delhi: A P H
Publishing Corporation
 Kumar Vijendra(2000), Modern methods of Teaching Environmental Education; New
Delhi: Sanap and Sons
 kuMBaaro A$Na (2000)¸‘pyaa-varNa Saas~’¸ puNao: payala piblakoSansa
 GaaTo inarMjana(2001)¸‘vaoQa pyaa-varNaacaa’¸ puNao: maohta piblaiSaMga ha}sa
 jaaohrapUrkr¸ caaOQarI(1999)´¸‘pyaa-varNa jaaNaIva jaagaRtI’¸ DaoMibavalaI: saumao$ p`kaSana
 PaarsanaIsa , bahulaIkr , (2005),, pyaa-varNaSaas”a iSaxaNa ', puNao: ina%yanaUtna p`kaSana
 BaaMDarkr ko.ma. ,(2006) pyaa-varNaSaas”a iSaxaNa’ puNao: ina%yanaUtna p`kaSana
 saaLI , tapkIr , cavhaNa ,(2008) pyaa-varNa iSaxaNa ' inaTyanaUtna p`kaSana puNao
 https://en.wikipedia.org/wiki/Sustainable_development

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Optional course 12: Human Rights Education
Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Course Objectives: The student teachers will be able to-

- elaborate the Universal declaration of human rights
- develop various teaching strategies for human rights education.
- evaluate the role of educational institutions and NGO’S in human right education
- explain the issues and challenges of RTE.

Module 1: Understanding Human Rights (Credit: 1, hours: 15, Marks: 25)

Objectives: After learning this module the student teachers will the able to-
- explain origins of Human rights
- elaborate the Historical context of Human Rights
- explain the Concept of Human Rights
- explain the Need and Importance of human right in Contemporary context
- compare various types of human rights
- elaborate the Universal declaration of human rights
- bring out issues and challenges towards human rights
Content:
1. Origin and History of Human Rights (2)
2. Concept of Human Rights : Meaning, definitions, nature (2)
3. Need and importance of human rights in contemporary context (socio, Political,
Economics and cultural ) (3)
4. Types of rights : Universal Human Right, Constitutional fundamental rights, General civil
rights (its nature features ) (2)
5. Universal declaration of Human Rights and Indian constitutional fundamental rights (3)
6. Issues and Challenges in Human Rights (Caste-ism, Child marriages, gender
discriminations, terrorism, Fundamentalism (3)
Module: 2Understanding Human Rights education(Credit: 1, hours: 15, Marks: 25)

Objectives: After learning this module the student teacher will be able to-
- explain the concept of Human rights education.
- elaborate the aims and objectives of human rights education
- evaluate the human rights education at secondary and higher secondary levels
- use Constructivist and Interdisciplinary approach
- develop various teaching strategies for human rights education.
- to evaluate the role of educational institutions and NGO’S in human right education

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Content:
1. Concept of human rights education :Meaning ,definitions , nature.(2)
2. Need and importance of human rights education.(1)
3. Aims and objectives of Human rights education.(1)
4. Human rights education at various levels(secondary and higher secondary).(2)
5. Pedagogical strategies for human rights education.(6)
a. Approaches: Constructivist approach, Interdisciplinary approach
b. Methods: Role play, project, dramatization, brain storming
c. Techniques: Questioning, group discussion, seminar, panel discussion, Field visit
d. Resources : e-resources, organizations, commissions,
6. Role of educational institutions (teacher, management, student councils), NGO’s ,(3)

Module: 3 Understanding Right to Education(Credit: 1, hours: 15, Marks: 25)

Objectives: After learning this module the student teacher will be able to-
- explain the nature of RTE.
- elaborate the objectives and features of RTE.
- elaborate the provisions of RTE.
- create teaching and evaluation strategies for RTE
- explain duties and responsibilities of school and teachers
- evaluate the role of stakeholder, parents, media and government organization in
implementation of RTE.
Content:
1. Nature, need and importance of RTE in India.(2)
2. History of RTE: Directive principles of state policy, laws and commission regarding
Indian education, UNO declaration about child’s Rights, RTE ACT 2009.(3)
3. Objectives and Features of RTE Act2009.(2)
4. Provisions of RTE Act 2009(3)
5. Teaching learning and evaluation strategies in RTE (2)
6. Duties and responsibilities of school and teachers(2)
7. Role of stakeholder, parents, media (1)

Module: 4 Organizational efforts towards RTE (Credit: 1, hours: 15, Marks: 25)

Objectives: After learning this module the student teacher will be able to-
- evaluate the efforts of various organization
- elaborate the role of management committee and supervisory authorities.
- explain the issues and challenges of RTE.
Content:
1. Organizational effort to implement RTE:(5)

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  Central organization MHRD,NCTE , NCERT,KVS
 State organization: Education Ministry of state, SCERT, Balbharti.
 Local organization: Z.P., Municipal corporation, corporation
2. Special Schemes to implement RTE:SSA, midday meal,(2)
3. Various Types of schools and its function: Sakhar shala, kuran shala , Tambu shala, vasti
shala . (3)
4. The role of school management committee and local supervisory authorities.(2)
5. Issues and challenges of RTE in India: Poverty, illiteracy, gender discrimination,
unemployment, Corruption.(3)

Assignments : (25 marks)

1. To celebrate international human rights day and write a brief report on it. (5 Marks)

2. Content analysis of any text book of secondary level in perspectives of human rights. (10
Marks).
3. Case study of any one school regarding RTE implementation. (10 Marks)

References
 Agrawal J.C.(2010)Right to Education and revitalizing education: Shipra publication,
Merrat
 Bajpeyi asha(2006).Child Rights in India: law ,policy and practices. Oxford university
press ,New Delhi
 Convention on education as a fundamental right –background material department of
education university of Delhi 1997
 Jack Dollelly.(2014) Universal human rights in Theorty and
practice, Third edition :Rawat publicatioon

 Lata kaushal (2009).child labour and human Rights M.D. publications PVT LTD new
Delhi

 RTE Act 2009 Government of India Gazette

 Sachar R. (2004).Human Rights Perspectives and challenges, New Delhi

 Singh.P.(2011).Human Rights education inm21st century Delhi: Discovery publishing

house PVT LTD

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 Pedagogic Studies
Every student teacher can to opt for any one course from the following Subject Education Courses

List of Subject Education Courses:

Course Course 3 Course Course 7
Code Subject Education I Code Subject Education II
1101 English Language Education 2101 Book Keeping and
Accountancy Education
1102 Gujarati Language Education 2102 Economics Education
1103 Hindi Language Education 2103 Geography Education

1104 Marathi Language Education 2104 History Education

1105 Sanskrit Language Education 2105 Social Science Education
1106 Urdu Language Education 2106 Science and Technology
Education
1107 Mathematics Education
1108 Commerce Education
The students have choice of only one Method from each group.

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Course 3 : Subject Education I: English Language Education
Total Credits: 4, Marks: 100, Hours: 60 (excluding hours to be spent by student teachers for
completing assignments)
Note: Figures in the bracket show hours.

Module 1: Understanding Curriculum and Aims of teaching English Language

Objectives: After learning this module the student teacher will be able to -----
- explain the nature and structure of English Language
- express the importance of English Language as a means of communication.
- develop insight into major concepts, principles, perceptives and features of English
Language at school level
- analyze features and principles of curriculum development of English Language

Content:
1. Nature of English Language: (4)
English as: a global language, language of knowledge, language of literature, language of
science and technology, link language at national level, language of software in
computers, language with enriched vocabulary, major language of news and information,
official language of many international organizations, most commonly taught foreign
language, library language for higher education
2. Structure of English Language (4)
Phonetics of English Language, Stress and Intonation, Parts of Speech, Tense, Voice,
Direct- Indirect speech, Punctuation, Word Formation, Figures of Speech, Characteristics
of prose, poetry and drama
3. Basic Skills ofEnglish Language (5)
Characteristics of and relationship among four Basic Skills ofEnglish Language namely
Listening, Speaking, Reading, Writing
4. Principles of Curriculum Development of English Language (2)
Nature and concept of curriculum, Characteristics of Curriculum (Comprehensive,
Balanced, Graded, Relevant, Progressive),

Module 2: Planning of teaching English Language

Objectives: After learning this module the student teacher will be able to ---
- understand the aims of English Language Education at school level
- plan for developing four Basic Skills ofEnglish Language through English teaching
- write instructional objectives of teaching of a topic
- establish correlation of English with other school subjects and life situations
- design learning experiences for achieving various objectives of English learning

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Content:
1. Objectives of Teaching English at upper primary and secondary school level as given by
State Curriculum (3)
2. Importance and characteristics of good planning(2)
3. Identifying and designing teaching-learning experiences; Organizing activities, making
groups, planning ICT applications in learning English (4)
4. Planning for organizing various curricular activities, such as debate, discussion, role play,
elocution, quiz, language games, mock interviews, cross word puzzles, drama, poster
making on issues related to English language (3)
5. Planning for organizing events such as poetry recitation, literary meet, English cultural
program, Teachers’ Day English exhibitionetc. (3)

Module 3: Facilitating learning of English Language

Objectives: After learning this module the student teacher will be able to ---
- understand pedagogical shift in teaching of English Language
- use various methods and models of teaching in teaching of English Language
- facilitate self learning of English
- promote cooperative learning in learning of English

Content:
1. Pedagogical shift from memorizing content to acquiring skills, from structural approach to
communicative approach, from formal acquisition of language to functional application of
language and from deductive thinking to inductive thinking (3)
2. Using narration/explanation and demonstrations for better comprehension (2)
3. Facilitating learners for self-study through use of dictionaries, thesaurus, encyclopedias
computers, online learning (3)
4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group
Discussion, Simulation and Games, Quiz, Mock Conversations (6)

Module 4: Evaluating student-learning and Professional Growth of teachers

Objectives: After learning this module the student teacher will be able to ---
- explain concept of continuous and comprehensive evaluation
- develop indicators for performance assessment in English Language Education
- construct various tools for formative and summative evaluation in English Language
Education
- understand importance of and ways to develop professionally as a good English teacher
- plan for an action research related to English Language Education

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Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist perspective (2)
2. Developing framework and indicators for performance assessment in English: Scores of
written and oral tests, oral presentations, written assignments, observations during group
discussions/ role play/ interviews, scores of quiz, project reports, port folios, performance
rubrics (2)
3. Construction of test items (open-ended and structured) in English and administration of
tests (2)
4. Exploring aims and objectives in English not assessed in formal examination system and
their evaluation through various curricular and co-curricular activities (2)
5. Professional development for English teachers through --- (3)
 Participation in seminar, conferences on English Language Education
 Books, journals and periodicals regarding English Language Education
 Computer and online resources regarding English Language Education
 Collaboration of school with colleges, universities and other institutions
 Reflective practices regarding one’s own teaching performance
 Use of Feedback from learners, colleagues and self
6. Teacher as a researcher: Role of research in generation of knowledge, Research for
problem solving in teaching of English, Doing action research in English Language
Education, Review of research English Language Education (2)
7. Participating in social activities such as book exhibitions, English lectures/drama /movies,
Popularizing English Language Education (2)

Assignments : ( 25 marks )

1. Preparing learning material/games/script for dramatization for facilitating English Language

Education (10 marks)
2. Write a report regarding problems of English teaching based on an interview with an English
teacher of a secondary school. (10 marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models
of Teaching (5 Marks)

References
 Banerjee Ranjana, (2007) ‘Teaching of English’, Rajat Publication New Delhi.
 Bhanot Suman (2013), ‘English Language Teaching’, Kanishka Publishers, New Delhi.
 Chaudhary menu (2012) ‘Methodology of Teaching’, Pearson, New Delhi.
 David A, (2005), ‘Teaching of English for Creative Activity’ ,Commonwealth Publishers
New Delhi
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 Dey Sadhan Kumar (2013) ‘Teaching of English’, Pearson, New Delhi.
 Kumar Ashok (Ed.) (2010) ‘Swiftly Shifting Paradigms of English Language Teaching in
India’, Author Press, New Delhi
 Sharma, S.P. (2013), ‘Teaching English, Kanishka Publisher, New Delhi.
 Verghese (1998), ‘Creativity in English Language Teaching’, Anmol Publications, New
Delhi.

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Course 3 : Subject Education I: 2.Gujrati Bhasha Shikshan

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S.N.D.T. Women’s University, Mumbai
 Assignment : (Total Marks 25)
1. Preparing learning material/games/script for dramatization for facilitating English Language
Education (10 marks)
2. Write a report regarding problems of English teaching based on an interview with an English
teacher of a secondary school. (10 marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models
of Teaching (5 Marks)

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Course 3 : Subject Education I:3. ह िंदी भाषा शिक्षण

कु ल अिंक : १०० कु ल ताशिका :६०

आिंतरिक मूल्यमापन : २५ बा ya मूल्यमापन : ७५

स्वयपूणाांग :१ ह िंदी का पाठ्यक्रम, ध्येय तथा स्वरुप ।

उद्देि : प्रस्तुत स्वयपूणाांग के अध्ययन द्वािा शवद्याथी शिक्षक.. ..

ह िंदी भाषा का स्वरुप, िचना स्पष्ट किे गा ।

 उच्च प्राथशमक तथा उच्च माध्यशमक स्ति पि ह िंदी भाषा अध्ययन अध्यापन के उद्देश्य स्पष्ट किे गा ।

 ब्लूम एविं एिंडििन के उद्देिो कक श्रेणीबध्द िचना का स्पष्टीकिण देगा ।

 ह िंदी भाषा का अन्य शवषयों के िाथ ि ििंबध

िं स्पष्ट किे गा।

शवषयवस्तु

१ ह िंदी भाषा का स्वरुप (कालखिंड की दृशष्ट िे )आकदकाल, मध्यकाल, आधुशनककाल । ३

२ ह िंदी भाषा की ििंिचना । (गद्द ,पद्द ,व्याकिण ) ३

३ उच्च प्राथशमक तथा उच्च माध्यशमक स्ति पि ह िंदी भाषा अध्ययन अध्यापन के उद्देश्य । ३

४ ब्लूम एविं एिंडििन के उद्देिो कक श्रेणीबध्द िचना का स्पष्टीकिण । ३

५ ह िंदी भाषा का अन्य शवषयों के िाथ ि ििंबध

िं । ३

स्वयपूणाांग :२ ह िंदी भाषा अध्ययन का शनयोजन ।

उद्देि : प्रस्तुत स्वयपूणाांग के अध्ययन द्वािा शवद्याथी शिक्षक .

 शनयोजन की ििंकल्पना, म त्व स्पष्ट किे गा ।

 शनयोजन के प्रकाि स्पष्ट किके शनयोजन किे गा ।

 ह िंदी पाठ का आिय शवश्लेषण किे गा ।

 ह िंदी भाषा शवकाि के बािे मे बताऐगा ।

 ह िंदी भाषा शवकाि के शलए ि िालेय उपक्रमों का आयोजन किे गा । .

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शवषयवस्तु

१ शनयोजन की ििंकल्पना औि म त्व ।३

२ शनयोजन के प्रकाि : वार्षिक शनयोजन, ईकाई शनयोजन, पाठ शनयोजन । ३

३ ह िंदी भाषा के पाठ का आिय शवश्लेषण :ििंकल्पना,आवश्यकता औि म त्व । ३

४ ह िंदी भाषा शवकाि : श्रवण, वाचन ,लेखन औि अशभव्यशि। । ३

५ ह िंदी भाषा शवकाि के शलए ि िालेय उपक्रमों का आयोजन । ३

स्वयपूणाांग :३

उद्देि : प्रस्तुत स्वयपूणाांग के अध्ययन द्वािा शवद्याथी शिक्षक .

 ह िंदी भाषा अध्यापन की पद्धशतयााँ औि ि कायाित्मक पद्धशत बताकि उिका उपयोग किे गा ।

 ह िंदी भाषा अध्यापन के प्रशतमान का उपयोग किे गा ।

 ह िंदी भाषा अध्यापन के स्त्रोत बताएगा ।

शवषयवस्तु

१ ह िंदी भाषा अध्यापन की पद्धशतयााँ :प्रश्न पद्धशत ,चचाि पद्धशत ,व्याख्यान पद्धशत औि ि कायाित्मक अध्यापन
पद्धशत। ५

२ ह िंदी भाषा अध्यापन के प्रशतमान : अग्रत ििंघटक प्रशतमान, ििंकल्पना प्राशि प्रशतमान, उद्गगामी अवगामी
प्रशतमान औि भूशमका पालन प्रशतमान। ५

३ ह िंदी भाषा अध्यापन के स्त्रोत :ई -अध्ययन ,िािंशघक अध्ययन,बुशध्द मिंथन,पुस्तकालय,पत्र पशत्रकाए,आकद । ५

स्वयपूणाांग :४

उद्देि : प्रस्तुत स्वयपूणाांग के अध्ययन द्वािा शवद्याथी शिक्षक। .

 मूल्यमापन :ििंकल्पना,म त्व,उद्देश्य औि प्रकाि बताएगा ।

 ििंकशलत तथा शवकािात्मक मूल्यमापन,ितत औि िविग्रा ी मूल्यमापन.Mपोटि फोशलयो (portfolio ) की

ििंकल्पना बताएगा ।

 व्यविाशयक शवकाि के शवशवध मागि तथा उनका म त्व बताएगा ।

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शवषयवस्तु

१ मूल्यमापन :ििंकल्पना,म त्व,उद्देश्य ।

२ मूल्यमापन ko प्रकाि ।

३ ििंकशलत तथा शवकािात्मक मूल्यमापन,ितत औि िविग्रा ी मूल्यमापन।पोटि फोशलयो (portfolio ).

४ व्यविाशयक शवकाि के शवशवध मागि तथा उनका म त्व ।

अ )उद्बोधन तथा चचाि ित्र में ि भाग। ब )ििंगणक तथा ऑनलाइन स्त्रोत। क )अन्य िैक्षशणक ििंस्थाके िाथ
ि कायि। ड )ककताबे,माशिक,पशत्रका औि शनयतकाशलक के शलए योगदान।इ ) अनुिध
िं ान कायि ।

पिीयोजन कायि : ( kula अिंक 25)

1) अध्ययन के शलये कोई दो अध्ययन अध्यापन िामग्री तैयाि कीशजये औि उनकी एक प्रदििनी का आयोजन
कीiजये (१० अिंक )

2) अपने नजदीक के भाषा मिंडल ,ह िंदी शवभाग ,आकािवाणी कें द्र ,ह िंदी िाश त्यकाि का िाक्षात्काि एविं ह िंदी
ििंगोष्टी कायिक्रम का आयोजन आकद के उपि एक रिपोटि बनाईए (१0 अिंक)

3) gaTAQyaapna @sahkaryau@t AQyaapna @AQyaapna p`itmaana ko t%%vaaoMko AnausaaMr ek pazpi~ka tOyaar kIijae ³5 AMk´
saMdBa-
1- ;ksxs”k dqekj ¼2004½] vk/kqfud fgUnh f”k{k.k] ubZ fnYyh] ,p-ih-,p- ifCyf”kax dkWiksjZ ”s ku
2- nquk[pks vjfoan] nquk[ks va”kqerh] ¼2005½] f}fr; Hkk’kk fgUnh vk”k;;qDr v/;kiu] iq.ks fuR;uwru izdk”ku
3- ,l-vkj- dV~Vh] esd> sa h ofurk] ¼2005½] f}fr; Hkk’kk fgUnh dksYgkiwj] QMds izdk”ku
4- lkBs x-u-] ¼1962½] jk’VªHkk’kk dk v/;kiu] iq.ks jk’VªHkk’kk lHkk
5- eq[kthZ Jh/kjuke] ¼1965½] jk’VªHkk’kk dh f”k{kk cMkSnk] vkpk;Z cqd fMiks-
6- iBk.k ch-ch-] ¼2005½] fgUnh vk”k;;qDr v/;kiu] iq.ks fuR;uwru izdk”ku-
7- iafMr c-fo-] iBk.k ;quwl] fgUnh v/;kiu] iq.ks] uwru izdk”ku
8- ik.Ms; jke”kdy ¼1975½] fgUnh f”k{k.k] vkxjk] fouksn iqLrd eafnj
9- dqyd.khZ g- d`- ¼2005½] fgUnh v/;kiu i/nfr] vkxjk] fgUnh laLFkku
10- cksacs ck-la-] ¼1994½] fgUnh dh v/;kiu i/nfr]iq.ks] uwru izdk”ku
11- cksacs ck-la-] ¼2005½] fgUnh dh v/;kiu i/nfr]iq.ks] uwru izdk”ku
12- HkkbZ ;ksxsunzth] ¼1977½] fgUnh Hkk’kk f”k{k.k] vkxjk] fouksn iqLrd eafnj

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Course 3 : Subject Education I: 4. marazI BaaYaa iSaxaNa

ivaYayaacao naava Á marazI BaaYaa iSaxaNa

ekUNa EaoyaaMk Á 4
taisaka Á 60
ekUNa gauNa Á 100

svayaMpUNaa-Mga …… 1 marazI BaaYaa iSaxaNaacao sva$p¸ Qyaoyao ³EaoyaaMk -1Ê taisaka -15´

]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………

- maatRBaaYaa marazIcao sva$p va saVisqatIcao ivaSlaoYaNa krta yao[-la.
- maatRBaaYaa marazIcaI jaDNaGaDNa va ivakasa samajaola.
- maatRBaaYaa marazI AQyaapnaacao maanavaI jaIvanaatIla sqaana va mah%%va samajaola.
- &anarcanaavaadI dRiYTkaonaatUna ivadyaaiqa-naI iSaixakocaI BaUimaka sPaYT krta yao[-la.
- maatRBaaYaa marazItIla vyaakrNa va %yaacaI AavaSyakta¸ BaaYaa va vyaakrNa yaaMcaa prspr saMbaMQa saaMgata yao[-la.
- maatRBaaYaa marazI AQyaapnaacaI Qyaoya,¸ ]i_YTo vat-na inaYp%%aIsah maaMDta yaotIla.
- AByaasak`ma rcanaocaI AaQaarBaUt t%%vao va vat-maana AByaasak`maacaI vaOiSaYTyao yaaMcao Aaklana hao[-la.
AaSaya :
1. maatRBaaYaa marazIcaa Aqa- va maatRBaaYaa marazIcao sva$p : AiBajaat BaaYaa¸ p`maaNa BaaYaa¸ baaolaIBaaYaa¸ maatRBaaYaa marazIcaI
sadyaisqatI¸
2. &anarcanaavaadI dRiYTkaonaatUna maatRBaaYaa marazI AQyaapnaacaI badlatI saMklpnaa garjaÊ mah%%va va iSaxakacaI BaUimaka
3. maatRBaaYaa marazIcao maanavaI jaIvanaatIla sqaana va mah%%va puZIla GaTkaMsaMdBaa-t¹ ga`hNa va AivaYkrNaatIla¸ saMskRtI saMvaQa-na va
saMkm` aNaatIla¸ &anarcanaa p`ik`yaotIla¸ vyai@tma%vaacaa savaa-MgaINa ivakasaatIla
4. marazI BaaYaa iSaxaNaaivaYayaI raYT/Iya AByaasak`ma AaraKDa 2005 maQaIla iSafarSaI¸ maatRBaaYaa marazI AByaasak`ma
rcanaocaI t%%vao¸ saVacyaa maaQyaimak stravarIla marazIcyaa AByaasak`maacaI vaOiSaYTyao
5. Paazyak`ma ivaSlaoYaNa : gaaBaaGaTk¸ maUlyao¸ jaIvanakaOSalyao
6. AaSaya ivaSlaoYaNa : saMklpnaa¸garja¸mah%%va¸ GaTk.
7. maatRBaaYaa marazIcyaa AQyayana AQyaapnaacaI ]i_YTo : sava-saamaanya ]i_YTo ¸BaaiYak ]i_YTo¸ vaa=mayaIna ]i_YTo
svayaMpUNaa-Mga …… 2 marazI BaaYaa iSaxaNaacaa AByaasak`ma AQyaapnaacao inayaaojana ³EaoyaaMk -1Ê taisaka´
]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………
- maatRBaaYaa marazI AQyaapnaacao inayaaojana va vyavasqaapna kaOSalyaanao krta yao[-la.
- maatRBaaYaa marazIcyaa AQyaapnaacaI AQyaapnaSaas~Iya t%vao¸ inayama yaaMcao Aaklana hao[-la.
- maatRBaaYaa marazIcyaa AQyaapnaacyaa ivaivaQa pQdtIMcaa¸tM~aacaa¸p`itmaanaaMcaa yaaogya vaapr krta yao[-la.
- marazI BaaYaocaa ivaYayaaMtga-t ÊAnya Saalaoya ivaYayaaMSaIÊ dOnaMidna jaIvanaaSaI AsaNaara samavaaya saaMgata yao[-la.
- maatRBaaYaa marazIcyaa AQyaapnaatIla AlaMkaraMcaa vaapr krta yao[-la.
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- maatRBaaYaa marazItIla laoKnaivaYayak inayamaavalaI¸SaudQalaoKnaacyaa inayamaaMcaa vaapr k$na laoKna krta yao[-la.
AaSaya :
maatRBaaYaa marazIcyaa AQyaapnaacao inayaaojana :
1. inayaaojana : vaaiYa-k inayaaojanaÊ GaTk inayaaojanaÊ Paaz inayaaojana : saMklpnaaÊ sva$pÊ garjaÊ mah%va va paya-yaaÊ
2. AByaasaanauvatI-¸AByaasapUrkÀsahSaalaoya]pk`ma.
3. marazI BaaYaocaa ivaYayaaMtga-t ÊAnya Saalaoya ivaYayaaMSaI va dOnaMidna jaIvanaaSaI AsaNaara samavaaya.
4. AQyayana AQyaapna pQdtI :vyaa#yaana¸kqana¸cacaa-¸p`klp¸saMgaNak sahaiyyat svayaMAQyayana pQdtI¸vaoba baosa AQyayana
pQdtI.
5. AQyaapnaacaI tM~o:AiBa$pta¸sahkayaa-%mak AQyayana¸bauQdImaMqana¸ BaaiYak KoL.
6. AQyaapnaacaI p`itmaanao: Aga`t saMGaTk p`itmaana¸ saMklpnaa p`aPtI p`itmaana¸ iBannaanvayana p`itmaana¸ ]d\gaamaI ivacaarp`ik`yaa
p`itmaana.
svayaMpUNaa-Mga …… 3 marazI BaaYaa iSaxaNaacyaa AQyayanaacao saulaBaIkrNa ³EaoyaaMk ­1Ê taisaka -15´
]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………
- maatRBaaYaa marazI pazyapustkacaI garja¸ mah%va va ]pyau@tta saaMgata yao[-la.
- maatRBaaYaa marazIcyaa pazyak`maacao ivaSlaoYaNa krta yao[-la.
- Paazyak`ma va pazyapustkacaa sahsaMbaMQa samajaola.
- Paazyapustkacao inakYaaMcyaa AaQaaro maUlyamaapna krta yao[-la.
- BaaYaa p`yaaoga SaaLocao sva$p rcanaa mah%%va spYT krta yao[-la.
- SaOxaiNak saaQanaacaI inaima-tI va %yaMacaa p`BaavaI vaapr krta yao[-la.
- marazI BaaYaa iSaxaNa maMDLacaI rcanaa¸ kaya-¸ sva$p mah%%va spYT krta yao[-la.
- bahumaaQyamaaQaarIt saaQanaaMcaa yaaogya vaapr krtIla.
- SabdkaoSa ivaSvakaoSa vyau<p<aIkaoSa saMskRtIkaoSaacaa yaaogya vaapr krta yao[-la.
- ivaivaQa vaa=mayaIna klaakRtIMcaa AQyayana AQyaapnaat yaaogya vaapr krola.
AaSaya :
1. maatRBaaYaa marazI pazyapustk : garjaÊ]pyau@ttaÊAMtrMga¹ baihrMga inakYa.
2. maatRBaaYaa marazIcyaa AQyaapnaacaI saaQanao ¹ SaOxaiNak saaQanaacaI inamaI-tI va %yaacyaa vaapratIla iSaxakacaI BaUimaka.
A. APa`xaoipt saaQanao : CapIla va mauid`t saaih%yaÊ t@toÊica~oÊp`itkRtI
ba. P`axaoipt saaQanao: pardSa-k p`xaopk ,ica~p+I p`xaopk ,SaIYa- p`xaopk
k.bahumaaQyamaaQaarIt saaQanao: maaihtIpT va ica~pTÊsaMgaNakIya bahumaaQyamaaQaarIt saadrIkrNaÊsaamaaijak AaMtrik`yaa maaQyamao
4.marazI BaaYaa iSaxaNa maMDL: sva$pÊrcanaaÊkaya-ÊvyavasqaapnaÊmah%%va
5. saMdBa- ga`qa : SabdkaoSa ÊivaSvakaoSaÊvyau<p<aIkaoSaÊsaMskRtIkaoSa : sva$p va vaapr
6. ivaivaQa vaaD\mayaIna klaakRtI : kadMbarIÊkqaaÊlailat laoKnaÊkavyaÊABaMgaÊAaovaIÊlaoakgaItoÊBaavagaIto [.sva$p¸ vaapr
AaiNa AByaasapurk ]pk`ma Aayaaojana.
7. inayatkailako : sva$p va vaapr
8. xao~BaoT : ga`MqaalayaÊBaaYaa BavanaÊsaaihi%yak smaRtIsqaLoÊp`dSa-nao.
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svayaMpUNaa-Mga …… 4 ivaVaqyaa-Mcyaa AQyayanaacao maUlyamaapna AaiNa iSaxakaMcaa vyaavasaaiyak ivakasa ³EaoyaaMk -1Ê taisaka -15´

]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………

- svat:cao kt-vya jabaabada-yaa va baaMQaIlakI yaaMcaI jaaNaIva ivakisat hao[-la.
- saat%yapUNa- sava-MkYa maUlyamaapnaacaI saMklpnaa p`kar saaMgata yao[-la. ivaivaQa saaQanaaMcaa AaiNa tM~Macaa vaapr krta yao[-la.
- marazI BaaYaa AQyaapkacaI BaUimaka kt-vya xamata gauNavaOiSaYTyao saaMgata yao[-la.
- svat:laa vyaavasaaiyak dRYTyaa saxama va Adyayaavat zovaNyaacaI xamata p`aPt hao[-la.
AaSaya :
1. maUlyamaapna, , saat%yapUNa- sava-MkYa maUlyamaapna : saMklpnaaÊsva$pÊgarjaÊmah%va va p`ik`yaa
2. &anarcanaavaadI dRiYTkaonaatna maUlyamaapna p`ik`yaa.
3. marazI BaaYaa AQyaapk : BaUimakaÊkt-vyaoÊxamataÊbaaMQaIlakIÊgauNavaOiSaYTyao
4. marazI maatRBaaYaa AQyaapkacyaa vyaavasaaiyak ivakasaasaazI pUrk ]pk`ma : saovaaMtga-t p`iSaxaNa¸ marazI BaaYaa AQyaapk
saMGaTnaa¸ BaaYaaivaYayak CMdmaMDL¸ saaihi%yak maoLavao va saMmaolana
5. marazI maatRBaaYaa AQyaapna ivaYayak saMSaaoQana :kRtI saMSaaoQana.

p`a%yaixak kaya- : ³25 gauNa´

1. marazIcyaa AQyaapnaasaazI KalaIlapOkI kaoNatohI daona saaQanao tyaar kra: ³10´
³t@ta¸QvanaImauid`ka¸paosTr¸ica~kqaa¸baahulaI naaTya¸BaaiYak kaoDI¸i~maItIya ica~¸trMga ica~¸p`itkRtI¸[.´
2. kavyasaMmaolana Àsaaih%yasaMmaolana BaoT va AhvaalalaoKna kra. ³10´
3. ³saaMiGak AQyaapna@ sahkayaa-%mak AQyayana@ AQyaapnaacaI p`itmaanao yaa t<vaaMcyaa AaQaaro kaoNa%yaahI eka
AaSayaavar AaQaairt paz TacaNa tyaar kra.´ ³5´

saMdBa- gaM̀qa :
1. Akaolakr ga.vaI.¸paTNakr naa.iva ³1977´¸marazIcao AQyaapna¸ivhnasa p`kaSana puNao.
2. krMdIkr sauroSa¸³1971´¸maatRBaaYaa AQyaapna pdQatI ¸sau.ra.naIlakMz p`kaSana puNao.
3. krMdIkr sauroSa¸maMga$Lkr maInaa ³2010´¸marazIcao AaSayayau@t AQyaapna pdQatI¸ fDko p`kaSana¸ kaolhapUr.
4. kuMDlao ma.baa¸³1999´¸marazIcao AQyaapna¸EaI ivaVa p`kaSana¸naagapUr.
5. jaaoSaI AnaMt¸³1999´¸AaSayayau@t AQyaapna pdQatI¸yaSavaMtrava cavhaNa maharaYT/ mau@t ivaVapIz¸naaiSak.
6. ipcaD nailanaI¸barklao ramadasa³2001´¸maatRBaaYaa marazIcao AQyaapna Saas~Iya ivaSlaoYaNa¸tojaEaI p`kaSana¸naaiSak.
7. Akaolakr ga.iva.¸paTNakr naa.iva.³2008´¸
8. vaaiLMbao maao.ra¸³2011´¸saugama marazI vyaakrNa laoKna¸ inatIna p`kaSana¸puNao.
9. kumaarBaartI [.9vaI.¸³2017´¸maharaYT/ rajya maaQyaimak va ]cca maaQyaimak iSaxaNa maMDL¸puNao.
10. kumaarBaartI [.10vaI.¸ ³2013´¸maharaYT/ rajya maaQyaimak va ]cca maaQyaimak iSaxaNa maMDL¸puNao.

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Course 3 : Subject Education I: 5. saMskRt BaaYaa iSaxaNa

ivaYayaacao naava Á saMskRt BaaYaa iSaxaNa

ekUNa EaoyaaMk Á 4
taisaka Á 60
ekUNa gauNa Á 100
svayaMpUNaa-Mga 1 Á saMskRt BaaYaa iSaxaNaacao Aaklana

]i_YTo Á yaa svayaMpUNaa-Mgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.

 saMskRt BaaYaa iSaxaNaacyaa AaSayaacao pRqa@krNa krta yao[-la.

 saMskRt BaaYaa iSaxaNaacaI ]i_YTo vat-na inaYp<aIsah maaMDta yaotIla.
 saMskRt BaaYaocyaa AQyayanaacao AaiNa AQyaapnaacao mah<va samajaola.
 saMskRt BaaYaa iSaxaNaacyaa AByaasak`maacaI vaOiSaYTyao saaMgata yaotIla.
 saMskRt BaaYaa va Anya BaaYaa¸ Anya ivaYaya va vya>icao jaIvana sahsaMbaMQa saaMgata yao[ -la.
AaSaya
1. ek AiBajaat BaaYaa mhNaUna saMskRtcao mah<va ³1´
2. saMskRt BaaYaocaa saMixaPt [ithasa & p`acaIna¸ maQyayaunaIna¸ AaQauinak ³2´
3. saMskRt BaaYaa ivaSaoYa & spYTaoccaarNa¸ EavaNaIyata¸ gaoyata¸ layabaQdta¸ Aaraoh & Avaraoh¸ svaraGaat¸ SabdBaaMDar¸
p`asaaidkta ³3´
4. saMskRt saaih%ya p`kar & mahakavyao¸ puraNao¸ kqaa¸ naaTko¸ sauBaaiYato¸ AaQyaai%mak vaaDÁmaya¸ vaOVkIya saaih%ya³2´
5. sauiva#yaat saMskRt saaihi%yak & kailadasa¸ Baasa¸ BavaBaUtI ³1´
6. saMskRt BaaYaocaa Anya BaaYaaMSaI¸ Anya ivaYayaaMSaI tsaoca jaIvanaaSaI saMbaMQa ³1´
7. maaQyaimak va ]cca maaQyaimak iSaxaNa stravar saMskRtcao sqaana ³1´
8. saMskRt iSaxaNaatUna AiBajaat saaMskRitk vaarsaa¸ tsaoca baaOiwk¸ Baavainak¸ naOitk¸ saaOdyaa-%mak maUlyaaMcyaa ivakasa ³2´
9. saMskRt iSaxaNaacaI maaQyaimak va ]cca maaQyaimak stravarIla ]i_YTo ³2´

svayaMpUNaa-Mga 2 : saMskRt BaaYaa iSaxaNaacao inayaaojana va kaya-vaahI

]i_YTo Á yaa svayaMpUNaa-Mgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.
 saMskRt BaaYaa iSaxaNaacyaa inayaaojanaacao mah<va saaMgata yao[-la.
 saMskRt BaaYaa iSaxaNaacyaa inayaaojanaacao sva$p va %yaacao TPpo spYT krta yaotIla.
 saMskRt AQyaapnaacyaa ivaivaQa pwtIMcao sva$p¸ vaOiSYTyao AaiNa ]pyaaojana spYT k$ Sakola.
 saMskRt AQyapna AnauBavaaMcaI AaKNaI va inayaaojana krta yao[-la.
 saMskRt AQyayanaatIla EavaNa¸ BaaYaNa¸ vaacana¸ laoKna va pazaMtr yaa kaOSalyaaMcyaa ivakasaacaI pwtI spYT krta
yao[ola.

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AaSaya
1. saMktR AQyaapnaasaazI vaaiYa-k inayaaojana¸ GaTk inayaaojana¸ paz inayaaojana ³2´
2. ivaivaQa p`karcyaa pazaMcao inayaaojana & gaV paz¸ pV paz¸ BaaYaaMtr paz¸ vyaakrNa paz¸ inabaMQa paz¸ kRitkoMid`t
paz¸ saMBaaYaNa paz¸ ]jaLNaI paz ³3´
3. saMskRtsaazI ivaivaQa AQyaapna pwtI& gau$kula pwtI¸ pazSaaLa pwtI¸ Da^. BaaMDarkr pwtI¸ vyaakrNa Anauvaad
pwtI¸ p`%yaxa pwtI¸ rcanaa%mak (Structural) Anauvaad pwtI¸ AQyaapna p`itmaanaaMcyaa ]pyaaoga ³5´
4. ivaivaQa tM~aMcaa ]pyaaoga & cacaa-¸ vaadivaad¸ naaTyaIkrNa¸ BauimakaiBanaya¸ sahkayaa-%mak¸ AQyayana¸ p`SnamaMjauYaa¸
k`maainvat AQyayana¸ BaaiYak KoL ³5´

svayaMpUNaa-Mga 3 Á saMskRt BaaYaa iSaxaNaacao samaRiwkrNa

]i_YTo Á yaa svayaMpUNaa-Mgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.
 saMskRt AQyayana AnauBava samaRw krNyaasaazI ]plabQa Asalaolao ivaivaQa s~aot AaiNa p`ik`yaa yaaMcao ]pyaaojana krta yao[ola.
 saMskRt AQyaapnaat ivaivaQa p`karcyaa SaOxaiNak saaQanaaMcyaa ]pyaaoga krta yao[ola.
 saMskRt AQyaapnaasa pUrk zrNaa&yaa ivaivaQa ]pk`maaMcaa ]pyaaoga krta yao[ola.
 saMskRt pazyapustkaMcaa yaaogya ]pyaaoga krta yao[ola.
AaSaya
1. saMskRt pazyapustkaMcaI vaOiSaYTyao AaiNa %yaaMcyaa ]pyaaoga ³2´
2. Anya mauid`t saaih%yaacaa ]pyaaoga & hstpuistka¸ kaya-puistka¸ ivaSvakaoSa¸ cair~o¸ p`acaIna ga`Mqa¸ inayatkailako³2´
3. Eaavya saaQanaaMcaa ]pyaaoga & AakaSavaaNaIvarIla kaya-km` a¸ QvainaiftI¸ saI.DI.³ 1´
4. dRk saaQanaaMcaa ]pyaaoga & ivaivaQa p`karcao flak¸ t<ko¸ ica~o¸ p`itkRtI¸ dRrdSa-na kaya-km` a ³2´
5. p`xaoipt dRk saaih%yaacaa ]pyaaoga & pardiSa-ka¸ saMgaNakavarIla pa^var pa^[MT saadrIkrNa¸ ica~pT¸ ivh.DI.Aao.¸
saI.DI.³2´
6. [MTrnaoTcaa ]pyaaoga & saMskRtSaI inagaDIt vaobasaa[-T¸ yaU TyaUba ³1´
7. saMskRt iSaxaNaacao saamaaijak s~aot & SaOxaiNak BaoTI ³saMskRt pazSaaLa¸ saMskRt AQyayana koMdò¸ ivaVapIzatIla saMskRt
ivaBaaga´ saMga`halayao¸ p`dSa-nao¸ saMskRt tj%&aMcaI vyaa#yaanao ³3´
8. saMskRt maMDL caalaivaNao¸ saMskRt p`dSa-na BarivaNao¸ saMskRt ja~a BarivaNao¸ saMskRt kxa inamaa-Na krNao ³2´

svayaMpUNaa-Mga 4 Á saMskRt iSaxaNaacao maUlyamaapna AaiNa saMskRt iSaxakacaa vyaavasaaiyak ivakasa

]i_YTo :yaa svayaMpUNaa-Mgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.
 saMskRt iSaxaNaacyaa ivaivaQa maUlyamaapna pwtI va %yaaMcao ]pyaaojana spYT krta yao[-la.
 saMskRt BaaYaa iSaxakacaI Bauimaka¸ jabaabada&yaa¸ kt-vyao yaaivaYayaIcaI jaaNaIva spYT hao[-la.
 svayaMAQyaatUna iSaxakalaa AaplaI BaaiYak xamata¸ vyaasaMga vaaZivata yao[-la.
 saMskRt BaaYaa ivaYayak saMSaaoQana kaya- krNyaacaI pòrNaa imaLola.
 saMskRt BaaYaa iSaxak mhNaUna saamaaijak¸ saaMskRitk va saaihi%yak ]pk`maat kRtIyau>
sahBaaga Gao}na saMkRt BaaYaa iSaxaNaacaI gauNava<aa vaaZivata yao[-la.
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 AaSaya
1. maulyamaapna saMklpnaa mah<va ³1´
2. saat%yapUNa- sava-MkYa maUlyamaapna & saMklpnaa va ]pyaaojana ³1´
3. maaOiKk va laoKI prIxaa ³1´
4. naOdainak caacaNyaa va ]pcaara%mak AQyaapna ³1´
³ivaSaoYa k$na Sauw ]ccaar¸ Sauw laoKna va vyaakrNaabaabat´
5. saMpaadna caacaNaI ³1´
6. inarIxaNa¸ pDtaLa saUcaI ³1´
7. BaaYaaivaYayak saMSaaoQanaacaa pircaya va ]pyaaojana
8. saMskRt BaaYaa iSaxakasaazI AavaSyak gauNa&
saMskRtba_la pò¸ Aismata va AiBa$caI¸ &analaalasaa¸ BaaiYak saRjanaSaIlata¸ ]<ama Sabdaoccaar¸ pazaMtr¸
caaMgalao va>R%va¸ AaoGavatI SaOlaI¸ samaRw SabdsaMpda ³5´
9. saMskRt ivaYayak kRitsaMSaaoQana¸ saMskRt p`saar saMsqaa¸ saMskRt iSaxak saMGaTnaa ³2´

p`a%yaixak kaya- : ³25 gauNa´

1. saMskRtcyaa AQyaapnaasaazI KalaIlapOkI kaoNatohI daona saaQanao tyaar kra. ³10´
³t@ta¸QvanaImauid`ka¸paosTr¸ica~kqaa¸baahulaI naaTya¸BaaiYak kaoDI¸i~maItIya ica~¸trMga ica~¸p`itkRtI¸[.´
2. eka saMskRt ivaYaya iSakivaNaa&yaa iSaxakacaI maulaaKt va AhvaalalaoKna . ³10´
3. ³saaMiGak AQyaapna@ sahkayaa-%mak AQyayana@ AQyaapnaacaI p`itmaanao yaa t<vaaMcyaa AaQaaro kaoNa%yaahI eka
AaSayaavar AaQaairt paz TacaNa tyaar kra.´ ³5´

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saMdBaa-saazI pustko Á

1. Apte, D.G., Dongre, P.K. (1960) “Teaching of Sanskrit in Secondary

School”, Baroda: Acharya Book Depot.
2. Bokil, V.P. , Parasnis, N.R. (1942) “ A New Approach to Sanskrit”,
Poona: Chitrashala Prakashan
3. Bokil, V.P, Parasnis, N.R. (1956) “A New Approach to Sanskrit”,
Poona: Chitrashala Prakashan
4. Dale, F.R. (1915) “On the Teaching of Lath”, London: Constable and
Company Ltd.
5. jaaQava iSavadasa¸ kulakNaI- maInaa ³2005´ “saMskRt AQyaapna pd\QatI”¸
kaolhapur Á fDko bauk ha}sa.
6. paMDyo a¸ ramaSakla ³1981´ “saMskRt iSaxaNa” ¸ Aagara Á ivanaaod pustk maMidr.
7. paMDyo a¸ ramaSakla ³1981´ “saMskRt iSaxaNa” ¸ Aagara Á ivanaaod pustk maMidr.
8. paMDyo a¸ ramaSakla ³1981´ “saMskRt iSaxaNa” ¸ Aagara Á ivanaaod pustk maMidr.
9. faTk maaiNak ³2001´ “ AaSayaasah AQyaapna pd\QatI”¸ QauLo Á Aaomap`kaSa¸
navaSa@tI Aa^fsaoT.

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Course 3: Subject Education I: 6.Urdu Language Education - 1
Credits – 04, Hours – 60, Marks –100

Module 1: Understanding and Executing Urdu Education (Credit 1, Hours 15, Marks 25)
Objectives: On completion of the course the student teachers will be able to-
- explain changing role of a teacher
- elaborate knowledge, competencies and commitment required for becoming a teacher
- elaborate the nature and the structure of Urdu
- state the importance of learning Urdu
- explain features of present school curriculum of Urdu
- analyze the content of Urdu
- write instructional objectives of teaching of a topic
- establish correlation of Urdu with other school subjects and life situations.
Content:
1. Changing concept of Urdu teaching and changing role of a teacher due to constructivist
approach (from information providing to facilitating and managing learning the subject)
(1)
2. Knowledge (factual, conceptual and procedural), Skills, competencies(Content,
contextual, transactional, preparing teaching aids, management, evaluation) and
commitment required(towards learner, towards subject, profession, society, values) for
Proficiency in Urdu teaching (2)
3. Meaning and structure of Urdu, Elements of content analysis, 4 Basic skills of Urdu, Prose
Poetry Composition (3).
4. Expectations about Urdu teaching in NCF 2005 , General principles of curriculum
development and Features of existing curriculum of Urdu at upper primary and secondary
school level (3)
5. Objectives of Urdu teaching at upper primary and secondary school level as given in
school curriculum (1)
6. Taxonomy of objectives by Bloom and Anderson and specifications of objectives (2)
7. Inter linkages /correlation of Urdu with life, other school subjects and within the
subject(2)
8. Inculcating core concerns through Urdu teaching (1)

Module 2: Planning and Executing Urdu Education (Credit 1, Hours 15, Marks 25)
Objectives:
On completion of the course the student teachers will be able to-
- prepare year plan, unit plan and lesson plan
- apply various methods, models and devices useful to design learning experiences
- bring flexibility in designing and executing Urdu education to cater for individual
needs

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Content:
1. Roles of teacher in pre-active Phase of teaching
a. Planning: Considering various aspects of planning, year planning, unit
planning, lesson planning for introducing new content, lesson planning for
revision, lesson planning for demonstration, lesson planning for practical (3)
2. Roles of a teacher in interactive Phase of Teaching
a. Using expository strategy as approach to teaching for understanding: using
narration/explanation, demonstration (1)
b. Using inquiry based strategy as approach to teaching thinking skills and
construction of knowledge through Using Concept Attainment, Inductive
Thinking(for understanding Grammar), guided discovery, Project Based
Learning (5)
c. Using Individualized Instruction strategy through use of computers, online
learning, using activity Packages (1)
d. Using Small Group and Whole Group Instruction strategies through
Cooperative and Collaborative approaches to learning, Brain storming, Role
Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3)
e. Importance of Communicative Approach in Urdu Language Education.
3. Catering to individual needs : consideration of multiple intelligences, provisions to be
made for exceptional students( partial blind, hearing impaired, creative etc) in pre-
active and interactive phase (2)
Module 3: Enhancing and Evaluating Urdu Education (Credit 1, Hours 15, Marks 25)
Objectives
On completion of the course the student teachers will be able to-
- prepare, select and use various learning resources to enhance learning experiences
- explain concept and importance of continuous and comprehensive evaluation
- use various tools of summative and formative evaluation
Content:
1. Developing, using and maintaining Urdu laboratory (2)
2. Using text books and teacher’s hand books effectively (1)
3. Using other print resources: work book, and self instructional material, encyclopedias,
biographies of literary persons, periodicals, content enrichment books (2)
4. Using audio enrichment Resources: educational radio, audio cassettes and audio
programs (1)
5. Using Visual Resources: Non projected visual Resources: Different types of boards,
graphs, maps, charts, posters, models, specimens and material (2)
6. Using Projected Visual Resources: power point slides, transparency, film, video CDs
and Encarta (1)
7. Using Internet resources-Websites, YouTube, social interaction media (1)

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 8. Using community resources- educational visits, Museums, exhibitions, guest lectures,
interviews of experts (2)
9. Establishing and operating Urdu club, organizing Urdu exhibitions and Urdu fair (2)
10. Role of teacher in preparing and using various resources during teaching learning
process and assigning homework/assignments, projects (1)

Module 4: Evaluating Urdu Education and Growing Professionally (Credit 1, Hours 15,
Marks 25)
Objectives:
 get feedback through using various evaluation tools
 enrich knowledge from various sources
 conduct research project
Content:
1. Meaning of Measurement and Evaluation and their interrelationships (1)
2. Continuous and comprehensive evaluation, formative and summative evaluation as
constructivist Perspective (1)
3. Purposes of evaluation: Prognostic(predictive), Monitoring of Learning, Providing
Feedback, Promotion, Placement, Certification, Grading and Diagnostic (1)
4. Tools of evaluation: Written, oral and practical examinations, anecdotal records, Projects,
home work and Assignments, participation in activities, Work sheets, Practical work,
group discussions, port folio, open book test, Rubric, computer based examination (4)
5. Scoring, Grading, Analysis and Interpretation of Students’ Performance (1)
6. Role of Feedback and remedial teaching in Improving Learning, and Learners’
Development and Use of Feedback for teachers’ self-improvement (2)
7. Growing professionally through- attending various training courses, conferences,
seminars, workshops and using print and internet resources (2)
8. Conducting action research (2)
9. Participating in social activities for development of love for Urdu language and
popularizing Urdu education (1)
Assignments: ( 25 marks)
1. Preparing any two of the following teaching learning marerial: charts, flash cards, graphs,
posters, mobile, model OR Preparing study material/set of worksheets for individual/small
group learing based on one unit from Urdu syllabus (Marks 10)
2. Organization and celebration of Urdu Day and writing a brief report based on experience
of that day (Marks 10)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/
Models of Teaching (5 Marks)

References

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1. Omkar Kaul & Masood Siraj Urdu Asnaf Ki Tadrees
2. Salim Abdullah Urdu Kaise Padhayen
3. Sherwani I. Khan Tadrees-e-Zaban-e-Urdu
4. Khwaja Gulam-Sayyeden-Usoole Jaaleem.
5. Moinoddin-Urdu Jaban kit Tadress.
6. Sayyed Md.Mohsin –Jbte davee Nalsiyaf.
7. Khalil-uzzab-Taaleem ke Maqasid Aur wasaeil.
8. Ziyaoddin Alvi S.M.- Jadeed Jaaleemi Masaeil
9. Ansari Akhtar Tadrees-e-Ghazal
10. Moinuddin Urdu Kaise Padhaen
11. Moinuddin Urdu Zaban Ki Tadrees
12. Mauavi Abdul Haque “ Qawaide Urdu ”
13. Dr.Shaukat-hisanie masail.
14. Dr.Salamat ullah-Hum Kaise Padhayen.
15. Jiyaoadin Alvi-Usoole Jaaleem.
16. Dr.Khaliluz Zuhman-Usoole Jaleem Aur Amale Jauleem.

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Course 3: Subject Education I:7. Mathematics Education
Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Understanding Curriculum and Aims of Mathematics (Credit 1, Hours 15, Marks
25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of Mathematics
- state the aims of Mathematics education
- plan for imbibing values through Mathematics teaching
- elaborate on skills, competencies and commitment required for becoming a mathematics
teacher
- write instructional objectives of teaching of a topic
- analyze features of existing curriculum of Mathematics in the light of NCF 2005 and
principles of curriculum development
- establish correlation of Mathematics with other subjects

Content:
1. Nature and Structure of Mathematics: Characteristics and functions of Mathematics;
Branches of Mathematics; Facts, concepts, principles, rules and theorems in
Mathematics(2)
2. Aims of teaching Mathematics (2)
3. Values developed through mathematics (1)
4. Skills and competencies (Content, contextual, transactional, preparing teaching aids,
management, evaluation) and commitment required(towards learner, subject, profession,
society, values) for Proficiency in Mathematics teaching (2)
5. Solving problems of everyday life through mathematics (1)
6. Objectives at upper primary and secondary school level as given by State Curriculum (1)
7. Determining acceptable evidences that show learners’ understanding with the help of
Bloom and Anderson’s hierarchy of objectives of teaching ( 2)
8. Expectations about constructivist Mathematics teaching in NCF 2005; General principles
of curriculum development and Trends in Mathematics curriculum; Consideration in
developing learner centered curriculum in Mathematics; Analysis of features of existing
curriculum of Mathematics at upper primary and secondary school level and textbooks (3)
9. Establishing correlation of Mathematics with other school subjects and life (1)

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Module 2: Planning of teaching Mathematics (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain importance and characteristics of planning
- plan for teaching major concepts, principles and theories of Mathematics at school level
- design and implement co-curricular activities for Mathematics learning

Content:
1. Importance and characteristics of good planning (1)
2. Planning for designing learning experiences, activities and developing instructional
material for teaching following content:(12)
3. Real Numbers, Sets, Algebraic Expressions, Linear and Quadratic Equations, Ratio,
Proportion and Variation, Probability, Statistics and Graph, Triangles-properties, Circle,
Similarity, Quadrilaterals, Coordinate Geometry, Trigonometry and contribution of Indian
Mathematicians ( Any three).
4. Planning for organizing various co-curricular activities such as quiz, drama, poster making
on units related to Mathematics; Mathematics Day celebration. (2)

Module 3: Facilitating learning of Mathematics (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- use various methods and models of teaching Mathematics
- promote construction of knowledge
- facilitate self learning of Mathematics
- promote cooperative learning
- use various learning resources

Content:
1. Using explanation and activities for facilitating understanding (1)
2. Promoting thinking and construction of knowledge through using Concept Attainment,
Inductive Thinking, Problem solving and Project Based Learning (4)
3. Facilitating learners for self-study through use of computers, Internet resources-Websites,
You Tubes, online learning, using activity sheets, assigning homework/assignments (2)
4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning(3)
5. Facilitating learning through Inductive-deductive and analysis-synthesis method (2)
6. Using learning resources for teaching Mathematics: (3)
 Mathematics laboratory
 Audio and Visual aids
 Community resources such as post office, bank, exhibitions

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Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours
15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain concept of continuous and comprehensive evaluation
- construct the test items (open-ended and structured) in Mathematics for administration
of tests to the learners
- construct various tools for formative and summative evaluation in Mathematics
- suggest various activities for teachers to develop professionally
- plan for an action research
- organize various social activities for development of mathematical attitude and
popularizing Mathematics education

Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist Perspective (2)
2. Construction of test items (open-ended and structured) in Mathematics and administration
of tests (3)
3. Exploring aims and objectives in Mathematics not assessed in formal examination system
and their evaluation through various curricular and co-curricular activities such as
assignments, homework and projects (1)
4. Professional development for Mathematics teachers through (5)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and other institutions
 Books, Journals and periodicals
 Reflective practices of Mathematics teachers
 Field visits
 Use of Feedback from learners, colleagues and self
5. Teacher as a researcher: Learning to understand through research- how children learn
Mathematics, Action research in Mathematics. (2)
6. Organizing social activities such as Mathematics club, exhibitions/ Mathematics fair for
development of mathematical attitude and popularizing Mathematics education (2)

Assignments: ( 25 marks)
1. Organizing Mathematics exhibition/ Mathematics fair in group for School
students/society and writing a report including following points: Planning and preparation
of material for exhibition/fair, execution of exhibition/Mathematics fair, feedback
obtained from students, teachers and parents and reflections on experiences (10 Marks)
2. Prepare any one from these: chart, mathematics game, flash cards, graphs, posters, model
for explaining mathematical concept or deriving new rule or formula (10 Marks)

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 3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/
Models of Teaching (5 Marks)

References
 Aggarval, S. M. (2010). Teaching of Modern Mathematics, Dhanpat Rai Publishing
Company, New Delhi.
 Best John W, J. Kahn, Research in Education, Prentice Hall India Pvt. Ltd., New Delhi
 Bhalwankar, A.G., Modi K. J., Rawool S. (Editors) Pathways in Mathematics Education,
S.N.D.T. University, Mumbai.
 Chadha B. N. and Agarval S. M., Teaching of Mathematics (for secondary School teachers),
Dhanpatrai and Sons, Jullundur.
 Deng, Z. (2013). School subjects and academic disciplines. In A. Luke, A. Woods, & K.
Goodson, I.F., & Marsh, C.J. (2005). Studying school subjects: A guide. Routledge.
 James, A.Reddy, T.V., Techniques of Teaching Mathematics, Neelkamal Publications,New
Delhi.
 Lampert, M. (2001). Chapter 1 & Chapter 2. In Teaching problems and the problems of consciousness.
Aakar Books.Delhi
 Mangal S. K. (1981). Teaching of Mathematics, Prakash Brothers publishers, Ludhiana.
 Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and
 Patil, M.R. (2004). Mathematical concept and computers in science, Chand
Publication,Routledge
 Saksena R E. (1982).All India Seminar cum Workshop in Mathematics Education, NCERT,
Delhi.
 Siddhu K. S. (2010).The teaching of Mathematics, Sterling Publishers, New Delhi.
 Sudhir K., Teaching of mathematics, Anmol Publications, New Delhi.
 Walbrg Herbert J., Geneva D. Haertel (Editor), The International Encyclopedia of Educational
Evaluation, Pergamon Press, Great Britain, 1990
 Weir (Eds.), Curriculum, syllabus design and equity: A primer and modelteaching. Yale University
Press.
 Dandekar W.N. , Shaikshanik Mulyamapan V Sankhyashastra, Shrividya Prakashan, Pune
 Hakim Prabhakar, Shaikshanik Mulyamapan V Sankhyashastra, Nutan Prakashan, Pune
 Hakim Prabhakar , Ganitache Aashayyukta Adhyapan, Nutan Prakashan, Pune
 Jagtap H.N., Ganit Adyapan Paddhati, Nutan Prakashan, Pune.
 Jagtap H.N. , Shaikshanik Tantravidyan, Nutan Prakashan, Pune
 Kadam C.P., Chudhari, Shaikshanik Mulyamapan, Nutan Prakashan, Pune
 Marathe Sham, Bhartiy Ganitinchi charitre.
 NCERT, Rashtriy Abhyaskram Aarakhada- 2005,Translated in Marathi by MSCERT,
Kumthekar Road, Pune
 Oak Suman, Shaikshanik Tantravidyan, Shrividya Prakashan, Pune
 Patil Prashant, Shaikshanik Tantravidyan Aani Vyavsthapan, Nutan Prakashan, Pune.
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 Parasnis Hemlata, Leena Deshpande, Shaikshanik Kruti Sanshodhan,Nutan Prakashan, Pune
 Phatak Manik, Shikshanatil Parikshan Aani Mapan, Nutan Prakashan, Pune.
 Phadake Vasanti, Adyapanachi Pratimane, Nutan Prakashan, Pune.
 Ponkshe D.B., Sanyoglata Makhija, Ganitache Adhyapan, Nutan Prakashan, Pune.
 Rawool Satyawati, Anant Oak, Ganit- Swaroop Adhyayan Adhyapan, Nutan Prakashan, Pune.
 Sapre Nilima, Priti Patil, Adhyapanachi Pratimane, Phadake Prakashan, Kolhapur
 Sohani Chitra, Adhyapanachi Pratimane, Nitya Nutan Prakashan, Pune.

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Course 3: Subject Education I : 8. Commerce Education
Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Understanding Curriculum and Aims of Commerce

Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of Commerce
- understand the aims of Commerce education
- write instructional objectives of teaching of a topic
- establish correlation of Commerce with other subjects
Content:
1. Nature and Structure of Commerce: Characteristics and functions of Commerce, Branches
of Commerce-trade, transportation, distribution, finance, storage, insurance and publicity.
(3)
2. Aims of teaching Commerce:(2)
 Developing commercial attitude
 Relating Commerce education to the society
 Solving problems of everyday life
3. Objectives at Higher secondary school level as given by concern State curriculum (3)
4. Bloom and Anderson’s hierarchy of objectives of teaching. ( 3)
5. General principles of curriculum development and Trends in Commerce curriculum.(2)
6. Establishing correlation of Commerce with other school subjects and life(2)

Module 2: Planning of teaching Commerce

Objectives: After learning this module the student teacher will be able to-
- explain the types , importance and characteristics of planning
- design co-curricular activities for Commerce learning
Content:
1. Meaning of year plan ,unit plan and individual lesson plan (2)
2. Types of planning (i) year plan (ii) unit plan (iii) individual lesson plan (3)
3. Importance and characteristics of good planning (2)
4. Organizing social activities such as business club, exhibitions, business fair for
development of commercial attitude and popularizing Commerce education (5)
5. Planning for organizing various co-curricular activities such as debate, drama, poster
making on issues related to (business) Commerce, Day celebrations such as Business
Women’s Day on September 22nd, etc(3)
Module 3: Facilitating learning of Commerce
Objectives: After learning this module the student teacher will be able to-
- use various methods and models of teaching
- promote construction of knowledge
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 - facilitate self learning of Commerce
- promote cooperative learning
- use various learning resources
Content:
1. Using narration/explanation and demonstrations for facilitating understanding (1)
2. Promoting thinking and construction of knowledge through Using advance organizer
model, Problem solving, Project Based Learning, organizing Field activities (6)
3. Facilitating learners for self-study through use of computers, Internet resources-Websites,
You Tubes, e-Commerce, online learning, using activity sheets, assigning
homework/assignments (2)
4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization,
Group Discussion, Simulation and Games, Quiz (3)
5. Using learning resources for teaching Commerce: (3)
 Audio and Visual aids
 Community resources such as Industry , Banks , Business hub, exhibitions

Module 4: Evaluating student-learning and Professional growth of teacher

Objectives :After learning this module the student teacher will be able to-
- explain concept of continuous and comprehensive evaluation
- construct various tools for formative and summative evaluation in Commerce
- understand importance and ways to develop professionally
- plan for an action research
Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist Perspective (3)
2. Construction of test items (open-ended and structured) in Commerce and administration of
tests (3)
3. Professional development for Commerce teachers through (6)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and Industry
 Books, Journals and periodicals
 Reflective practices of Commerce teachers
 Industrial Field visits
 Use of Feedback from learners, colleagues and self
4. Teacher as a researcher: Learning to understand how children learn Commerce through
research, action research in Commerce. (3)

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Assignments: ( 25 marks)
1. Organizing a Commercial exhibition/ Business fair in group for School students/society
and writing a report including following points: Planning and preparation of material for
exhibition/fair. execution of exhibition/ Business /Commerce fair, feedback obtained and
reflections on experiences (10 Marks)
2. Writing a report based on visit to any one place such as Business hub, Bank, Industry,
Factory etc. (10 Marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/
Models of Teaching (5 Marks)

References
 Agrawal J. C (2008) Teaching of commerce a practical approach, Vikas Publication, New
Delhi
 Khan, M. S. (1982). Commerce Education. Sterling Publishers Private Limited, New
Delhi
 Rao, S. (2004). Teaching of Commerce, Anmol Publication, New Delhi.
 Singh, Y. K. (2003). Teaching of commerce. A.P.H. Publishing Corporation, New Delhi:
 Rao, S. (2000). Teaching of commerce, Anmol Publications Pvt. Ltd, New Delhi.
 Singh, Y. K. (2005). Teaching of commerce, A.P.H. Publishing Corporation, New Delhi.
 Gupta, U. C. (2007). Teaching of Commerce, Khel sahitya Kendra, New Delhi.
 Lulla B.P, (1960). Teaching of Commerce in Our School, BTTC-BIE Publication,
Bombay.
 Singh M. N. (1978) Methods and techniques of teaching commerce subjects, McGraw Hill
Book Co., New York.

marazI
 gaajaro ,.naanakr .³ 1989´ ,vaiNajya AQyaapna pQdtI. puNao naUtna p`kaSana ,
 gaajaro ra.iva. puraiNak caM.baa. ³2007 ´ Aqa-Saas~ AQyaapna pQdtI. puNao naUtna p`kaSana ,
 ihSaaobaSaas~acao AQyaapna. naaiSak yaSavaMtrava cavhaNa mau@t ivaVapIz.

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Course 7: Subject Education II : 1. Book keeping and Accountancy Education
Credits:4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for
completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Understanding Curriculum and Aims of Book Keeping and Accountancy

Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of Book Keeping and Accountancy
- understand the aims of Book Keeping and Accountancy education
- write instructional objectives of teaching of a topic
- establish correlation of Book Keeping and Accountancy with other subjects
Content:
1. Nature and Structure of Book Keeping and Accountancy: Characteristics and functions
of Book Keeping and Accountancy.
2. Branches of Book Keeping and Accountancy- Book-Keeping , Accounting ,Cost
Accounting (3)
3. Aims of teaching Book Keeping and Accountancy :(2)
4. Developing commercial attitude
5. Relating Book Keeping and Accountancy education to the society
6. Solving problems of everyday life
7. Objectives at Higher secondary school level as given by concern State curriculum (3)
8. Bloom and Anderson’s hierarchy of objectives of teaching. ( 3)
9. General principles of curriculum development in Book Keeping and Accountancy
curriculum.(2)
10. Establishing correlation of Book Keeping and Accountancy with other school subjects
and life(2)
Module 2: Planning of teaching Book Keeping and Accountancy
Objectives: After learning this module the student teacher will be able to-
- explain the types , importance and characteristics of planning
- design co-curricular activities for Book Keeping and Accountancy learning
Content:
1. Meaning of year plan ,unit plan and individual lesson plan (2)
2. Types of planning (i) year plan (ii) unit plan (iii) individual lesson plan (3)
3. Importance and characteristics of good planning (2)
4. Organizing social activities such as business club, exhibitions, business fair for
development of commercial attitude and popularizing Book Keeping and Accountancy
education (5)
5. Planning for organizing various co-curricular activities such as debate, drama, poster
making on issues related to (business) Book Keeping and Accountancy.

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Module 3: Facilitating learning of Book Keeping and Accountancy
Objectives: After learning this module the student teacher will be able to-
- use various methods and models of teaching
- promote construction of knowledge
- facilitate self learning of Book Keeping and Accountancy
- promote cooperative learning
- use various learning resources
Content:
1. Using narration/explanation and demonstrations for facilitating understanding (1)
2. Promoting thinking and construction of knowledge through Using advance organizer
model, Problem solving, Project Based Learning, organizing Field activities (6)
3. Facilitating learners for self-study through use of computers, Internet resources-Websites,
You Tubes, e-Book Keeping and Accountancy , online learning, using activity sheets,
assigning homework/assignments (2)
4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization,
Group Discussion, Simulation and Games, Quiz (3)
5. Using learning resources for teaching Book Keeping and Accountancy : (3)
 Audio and Visual aids
 Community resources such as Industry , Banks , Business hub, exhibitions

Module 4: Evaluating student-learning and Professional growth of teacher

Objectives:After learning this module the student teacher will be able to-
- explain concept of continuous and comprehensive evaluation
- construct various tools for formative and summative evaluation in Book Keeping and
Accountancy
- understand importance and ways to develop professionally
- plan for an action research

Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist Perspective (3)
2. Construction of test items (open-ended and structured) in Book Keeping and Accountancy
and administration of tests (3)
3. Professional development for Book Keeping and Accountancy teachers through (6)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and Industry
 Books, Journals and periodicals
 Reflective practices of Book Keeping and Accountancy teachers
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  Industrial Field visits
 Use of Feedback from learners, colleagues and self
4. Teacher as a researcher: Learning to understand how children learn Book Keeping and
Accountancy through research, action research in Book Keeping and Accountancy . (3)

Assignments: ( 25 marks)
1. Organizing a Commercial exhibition/ Business fair in group for School students/society and
writing a report including following points: Planning and preparation of material for
exhibition/fair. Execution of exhibition/ Business /commercial fair, feedback obtained and
reflections on experiences (10 Marks)
2. Writing a report based on visit to any one place such as Business hub, Bank , Industry,
Factory etc. (10 Marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models
of Teaching (5 Marks)

References
Book-keeping & Accountancy
 Siddiqui S.A, (2008) Book-keeping & Accountancy, Laxmi
 Publications, Ltd, New Delhi.
 Frank wood, Shiela l.Robinson, (2009) Book keeping & Accounts,
 Prentice hall/Financial Times.
 Cindy Ferraino, (2011) The Complete Dictionary of Accounting and
 Bookkeeping Terms Explained Simply, Atlantic Publishing Group Inc.
 Bansal Anuj, (2014) Book Keeping & Basic Accounting, Krishan
 Prakashan, New delhi.
 T.S. Grewal, (2014), Double Entry Book Keeping: Financial
 Accounting, Sultan Chand Publishing.
 gaajaro ,.naanakr .³ 1989´ ,vaiNajya AQyaapna pQdtI. puNao naUtna p`kaSana ,
 gaajaro ra.iva. puraiNak caM.baa. ³2007 ´ Aqa-Saas~ AQyaapna pQdtI. puNao naUtna p`kaSana ,

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Course 7: Subject Education II : 2. Economics Education
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers
for completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Understanding Curriculum and Aims of Economics

Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of Economics
- understand the aims of Economics education
- write instructional objectives of teaching of a topic
- establish correlation of Economics with other subjects
Content:
1. Nature and Structure of Economics: Characteristics and functions of Economics. (2)
2. Aims of teaching Economics :(3)
 Developing commercial attitude
 Relating Economics education to the society
 Solving problems of everyday life
3. Objectives at Higher secondary school level as given by concern State curriculum (3)
4. Bloom and Anderson’s hierarchy of objectives of teaching. ( 3)
5. General principles of curriculum development and Trends in Economics curriculum.(2)
6. Establishing correlation of Economics with other school subjects and life(2)

Module 2: Planning of teaching Economics

Objectives: After learning this module the student teacher will be able to-
- explain the types , importance and characteristics of planning
- design co-curricular activities for Economics learning
Content:
1. Meaning of year plan, unit plan and individual lesson plan (2)
2. Types of planning (i) year plan (ii) unit plan (iii) individual lesson plan (3)
3. Importance and characteristics of good planning (2)
4. Organizing social activities such as business club, exhibitions, business fair for
development of commercial attitude and popularizing Economics education (5)
5. Planning for organizing various co-curricular activities such as debate, drama, poster
making on issues related to Economics. (3)

Module 3: Facilitating learning of Economics

Objectives: After learning this module the student teacher will be able to-
- use various methods and models of teaching
- promote construction of knowledge
- facilitate self learning of Economics

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 - promote cooperative learning
- use various learning resources
Content:
1. Using narration/explanation and demonstrations for facilitating understanding (2)
2. Promoting thinking and construction of knowledge through Using advance organizer
model, Problem solving, Project Based Learning, organizing Field activities (5)
3. Facilitating learners for self-study through use of computers, Internet resources-Websites,
You Tubes, online learning, using activity sheets, assigning homework/assignments (2)
4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization,
Group Discussion, Simulation and Games, Quiz (3)
5. Using learning resources for teaching Economics : (3)
 Audio and Visual aids
 Community resources such as Industry , Banks , Business hub, exhibitions

Module 4: Evaluating student-learning and Professional growth of teacher

Objectives :After learning this module the student teacher will be able to-
- Explain concept of continuous and comprehensive evaluation
- Construct various tools for formative and summative evaluation in Economics
- Understand importance and ways to develop professionally
- Plan for an action research
Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist Perspective (3)
2. Construction of test items (open-ended and structured) in Economics and administration of
tests (3)
3. Professional development for Economics teachers through (6)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and Industry
 Books, Journals and periodicals
 Reflective practices of Economics teachers
 Industrial Field visits
 Use of Feedback from learners, colleagues and self
4. Teacher as a researcher: Learning to understand how children learn Economics through
research, action research in Economics. (3)

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Assignments: ( 25 marks)
1. Organizing a Economics exhibition/ Economics fair in group for School students/society and
writing a report including following points: Planning and preparation of material for
exhibition/fair execution of exhibition/ Economics fair, feedback obtained and reflections on
experiences (10 Marks)
2. Preparing any two of the following learning material : charts/flash cards, graphs, posters,
model or preparing study material / set of worksheet for individual / small group learning
based on one unit from economics. (10 Marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models
of Teaching (5 Marks)

References

1. Aher, H. (1999). Arthshastra Adhypan padhati, Swarup prakashan, Nagpur.

2. Bhatia & Bhatia, (1994). The Principals and the methods of teaching, Doaba Publications, Delhi.
3. Gajare, Puranik, (2008). Arthshastra Adhypan padhati, Nityanutan Prakashan, Pune.
4. Mohonty, Mishra, S. (2004). Teaching of Economics, Surya Prakashan, Merath.
5. Patil, G. (1995). Arthshastra Adhypan padhati, Shri. Mangesh Praksahan, Nagpur.
6. Rai, B. (1991). Techniques of teaching, Prakashan Kendra, Lukhnow.
7. Sharma, B. (2004). Arthshastra Adhypan padhati, Surya Prakashan, Merath.
8. Tyagi, G. (1973). Economics Education, Vinod Pustak Mandir, Agra.
9. Yadav, A. (1999). Teaching of Economics, Anmol Publications, New Delhi.

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Course 7: Subject Education II : 3. Geography Education
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers
for completing assignments
Note: Figures in the bracket show hours

Module 1: Understanding Curriculum, Nature and Aims of Geography (Credit 1, Hours 15,
Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the meaning, definition ,nature and structure of Geography
- understand the aims of Geography education
- plan for imbibing values through Geography teaching
- write instructional objectives of teaching of a topic
- analyze features of existing curriculum of Geography in the light of NCF 2005 and
principles of curriculum development
- establish correlation of Geography with other subjects
Content:
1. Meaning, Definition and Nature of Geography: Geography as a description of earth
surface, explanation of various geographical phenomena , visualization personality of a
region and Analysis of interplay between man and environment (3)
2. Structure of Geography: Branches of Geography (Physical, Human, Regional):
concepts, features and importance (2)
3. Aims of teaching Geography Education: Cultural Aims, Intellectual Aims, Social or
Citizenship Aim, Relating Geography Education to the environment (natural environment,
artifacts and people) (2)
4. Values in Geography Education: Educational Values, Ecological Value, Social Value,
Physical development Value, Recreational Value, Cultural Value (1)
5. Objectives at upper primary and secondary school level as given by State curriculum (1)
6. Determining acceptable evidences that show learners’ understanding with the help of
Bloom and Anderson’s hierarchy of objectives of teaching (1)
7. Expectations about constructivist Geography teaching in NCF 2005, General principles of
curriculum development and Trends in Geography curriculum; Consideration in
developing learner centered curriculum in Geography, Analysis of Features of existing
curriculum of Geography at upper primary and secondary school level and textbooks(4)
8. Establishing correlation of geography with other school subjects and life(1)

Module 2: Planning of teaching Geography (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain importance and characteristics of planning
- plan for teaching major concepts, principles and theories of Geography at school level
- design co-curricular activities for Geography

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Content:
1. Importance and characteristics of good planning(1)
2. Planning for designing learning experiences, field visits, activities and developing
instructional material for teaching following content:(8) Major Concepts, principles and
theories in Geography curriculum at Secondary School level: location (Grid system of
latitudes and longitudes),Differentiating between sites (location) and situation (place),
Time, Globe (Equator,Tropic of Cancer and the Tropic of Capricorn), Solar system,
Human occupation, Ecosystem, Continent drift theory. Contribution of eminent scientists
such as Humbolt, Carl Ritter,and Vidal de La Bluche .
3. Identifying and designing teaching-learning experiences; Planning field visits( Market,
Sea shore life, Botanical garden, World trade center, Green house ,National Park, Poly
house ,Industry, Sanctuary, valley, Crop Cultivation, Planetarium, River etc.); Organizing
activities, laboratory experiences, making groups, planning ICT applications in learning
geography(3)
4. Planning for organizing various curricular activities, such as debate, discussion, drama,
poster making on issues related to geography. Organizing events on specific day such as
Earth Day, Consumer day, Environment Day, Population day, Geography Day etc (2)
5. Planning and organizing field experiences, Geography club, Geography exhibition (1)

Module 3: Facilitating learning of Geography

Objectives: After learning this module the student teacher will be able to-
- understand Psychology of learning & teaching of constructivism in Geography
- use various methods and models of teaching
- facilitate self learning of Geography
- promote cooperative learning
- use various learning resources
Content:
1. Perspective on the Psychology of learning & teaching of constructivism in
Geography (2)
2. Promoting thinking and construction of knowledge through using Concept Attainment,
guided discovery, Project Method, Journey method, regional method, comparative method
(8)
3. Facilitating learners for self-study through use of computers, Internet resources-Websites,
You Tubes, Geography Channel , online learning, using activity sheets, assigning
homework/assignments (2)
4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization,
Group Discussion, team teaching, Games, Quiz (3)

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Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours
15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain concept of continuous and comprehensive evaluation
- develop indicators for performance assessment in Geography
- construct various tools for formative and summative evaluation in Geography
- understand importance and ways to develop professionally
- plan for an action research
Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist Perspective (2)
2. Developing framework and indicators for performance assessment in Geography: Learners
record of observations; Field diary, Mapping, Portfolio; Assessment of project work (both
in the laboratory and in the field); assessment of participation in collaborative learning;
Assessment of experimental work in Geography (3)
3. Construction of test items (open-ended and structured) in Geography and administration of
tests (3)
4. Exploring aims and objectives in Geography not assessed in formal examination system
and their evaluation through various curricular and co-curricular activities (1)
5. Professional development for Geography teachers through (2)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and other institutions
 Books, Journals and periodicals
 Reflective practices of Geography teachers
 Field visits
 Use of Feedback from learners, colleagues and self
6. Teacher as a researcher: Learning to understand how children learn geography through
research, action research in geography. (3)
7. Organizing social activities such as exhibitions, Geography fair for development of
scientific attitude and popularizing Geography education (1)

Assignments: ( 25 marks)
1. Writing a report based on visit to any one place such as oceanography Institute,
Climatology Department, Municipal/ Corporation Environment Dept, Rural health
Dept, Water pumping Plant, Planetarium, Geography Dept Industry/Factory etc. (10
Marks)
2. Writing a report based on visit to any one place such as Agro tourism Places, Dairy
Project, and Poultry Farm, agriculture colleges/schools/university and writing a report
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 including following points: planning and preparation, objectives, implication
structure of Project, opinion And Feedback. (10 Marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/
Models of Teaching (5 Marks)

References
 Aggarwal – (2000) Modern methods of teaching Geography New Delhi: Sarup and Sons.
 Gopsill G.R. (1973) The teacher of Geography, McMillan.
 Guzjar R.D.(2001) A Handbook for Geography teacher ABD- Publish Jaipur.
 Arora K.L. (1976): The teaching of Geography Parakash Brothers, Jallandhar.
 Broadman David (1985): New Directions in Geography Education, Fehur Press, London.
Philadiphla
 Ch. orely, R.J. (1970): Frontiers in Geography Teaching Mathews and Co. Ltd. London.
 Dhamija Neelam (1993): Multimedia Approaches in Teaching Social Studies. Human
Publishing House, New Delhi.
 Graves, N.G. (1982): New Source Books for Geography Teaching. Longman, the
UNESCO Press
 Hall David (1976): Geography Teacher, Unwin Education Books, London.
 Huckle, J. (1983) : Geographical Educational Reflection and Action Oxford University
Press, London.
 Leong, Goh Chey (1976) : Certificate of Human and Physical Geography,Oxford
University Press, London.
 Morrey, D.C. (1972) : Basic Geography. Hien Manns Education Books Ltd., London.
 Mohd. Z.U. Alvi (1984) : UNESCO Tadress Jugrafia, Taraggui Urdu Board, New Source
Books of Teaching of Geography, UNESCO.
 Verma, J.P. (1960) : Bhugol Adhyan, Vinod Pustak Mandir, Agra
 Verma, O.P. (1984): Geography Teaching, Sterling Publication Ltd., New Delhi.
 Walford, Rex (1981): Signposts for Geography Teaching, Longman, London.
 UNESCO (1965): Source Book for Geography Teaching, Longman, London.
 Arora, K. L.,(1989) Teaching of Geography, Ludhiana: Prakash Brothers, (in Punjabi,
English, Hindi).
 Basha, S.A. Salim,( 2004) Method of Teaching of Geography (Hindi), Delhi : A.P.H.
Publisher.
 Joyce, B. & Weil, M.(1979): Models of Teaching. Prentice Hall Inc., New Jersey.
 paoMxao d baa.³2001´BaUgaaolaacao AQyaapna ¸ naUtna p`kaSana¸ puNao¸ jaulaO
 paoMxao d baa.³1998´ BaUgaaolaatIla pazyaaMSa pQdit va eka%mata¸ naUtna p`kaSana¸ puNao.
 saaMgaLo SaOlajaa ³1998´ dRiYTxaopat spoSala BaUgaaola maoqaD¸ naUtna p`kaSana¸ puNao.
 doSapaMDo ko naa¸ idixat ]Yaa ³1994´ pirsaraByaasa va BaUgaaola¸ inaralaI p`kaSana¸ puNao.
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 paTNakr naa.iva ³1963´ BaUgaaolaacao AQyaapna¸ maa^Dna- bauk Dopao p`kaSana¸ puNao.
 jaOna madnalaala ³1966´ BaUgaaola AQyaapna¸ ramap`saad A^MD sansa¸ Aagara 3
 iXavataoYa dasa ³Anauvaadk´³1965´ BaUgaaola iSaxaNa kI AaQaar pustk qaaGmasana pòsa na[- idllaI
 paTIla ]Yaa va jaaoSaI sauroKa ³1997´ AaXayayau@t AQyaapna pQdit tM~

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Course 7: Subject Education II: 4. History Education
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teacher
for completing assignments
Note: Figures in the bracket show hours

Module 1: Understanding Curriculum and Aims of History and Political Science Education
(Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
 Elaborate the nature and the structure of History and political Science Education
 Explain aims of History teaching.
 Plan for imbibing values through history and political science
 Explain changing concept of History and political Science Education teaching
 Write instructional objectives of teaching of a topic.
 Analyze features of existing curriculum of History and politics Education in the light
of NCF 2005 and principles of curriculum development History and Political Science
Education at secondary school level
 Understanding and explain Constitutional Vision for a Democratic India The making
of the Constitution of India
 Establish correlation of History with other school subjects and life situations.
Content:
1. Nature and the structure of History and political Science Education: characteristics
and function of history and political science; The periodization of : WorldHistory, Indian
History: Ancient, medieval, modern and contemporary societies, Thinking in terms of
problems for analysis in History. Evidence, Facts, arguments, concepts, changing
concepts principals (Evidence, facts, arguments, categories and perspective; Distinctions
between fact and opinion and between opinion, bias and perspective; Evidence-based
History teaching; Primary sources and the construction of History (1)
2. Aims of teaching History and Political Science education (1)
 Developing critical thinking and insight ,international understanding , scientific
attitude and scientific temper
 Acquire the skills to understand the method and process of that lead to exploration
knowledge in history
 Relate education to the political science and other social sciences
 Solving problems of everyday life and relate past ,present and future
3. Knowledge (factual, conceptual and procedural), Skills, competencies (Content,
contextual, transactional, preparing teaching aids, management, evaluation) and
commitment required (towards learner, towards subject, profession, society, values) for
Proficiency in history teaching (2)
4. Meaning and structure of History and politics Education, elements of content
analysis (3)
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 5. Values and Learning History: Constitutional Vision for a Democratic India The making
of the Constitution of India Social Justice, Liberty, Equality, Dignity, Socialism,
Secularism: Imbibing the values of honesty, integrity, cooperation, concern for life and
preservation of environment, health, peace, equity equality (2)
6. Objectives at upper primary and secondary school level as given by State curriculum(1)
7. Determining acceptable evidences that show learners’ understanding with the help of
Bloom and Anderson’s hierarchy of objectives of teaching ( 2)
8. Expectations about teaching in NCF 2005, General principles of history and politics
curriculum development and Trends in history and politics curriculum; Consideration in
developing learner centered curriculum in History and politics, Analysis of Features of
existing curriculum of Education at upper primary and secondary school level and
textbooks (2)
9. Establishing correlation of History and Political Science Education with other school
subjects and life (1)

Module 2: Planning of Teaching History and Political Education (Credit 1, Hours 15, Marks
25)
Objectives: After learning this module the student teacher will be able to-
- plan for teaching major concepts, principles of History and Political Science
Education at school level
- explain importance and characteristics of planning teaching –learning of history
- design co-curricular activities for History and Political Science Education at school
level
Content:
1. Major Concepts, principles and theories in history and politics curriculum at Secondary
School level: Evidence, facts, arguments, categories and perspective; Distinctions
between fact and opinion and between opinion, bias and perspective; Evidence-based
History teaching; Primary sources and the construction of History Thinking in terms of
problems for analysis in History. Social Formations in History Different social formations
in History and the periodisation of World History; The periodisation of Indian History:
Ancient, medieval, modern and contemporary societies
 State-formation and different types of states in History and politics
 Capitalism, democracy and citizenship (Case Studies: American Revolution/French
Revolution)
 Fascism and dictatorships (Case Study: Germany or Italy of the inter-war period).
 Select Issues of Social Change in Indian History
 Culture, social stratification and social change in India; Caste and class in Indian
society
 Shared religious cultures and conflicts between religious communities in India

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  Gender differentials and how these cut across caste and class structures as well as
religious communities. (Case Study: India)
 Interactive, constructivist and critical pedagogies in History
 Going beyond the textbook; getting children to craft little nuggets of History from
primary sources (5)
2. Planning for teaching-learning history : (5)
 Importance and characteristics of good planning
 Identification and organization of concepts for teaching-learning of history
Instructional materials required for planning teaching-learning of history and learners'
participation in developing them
 Identifying and designing teaching-learning experiences; Planning field visits(
museum, fort, historical places, etc.), Organizing activities, experiences, making
groups, planning ICT applications in learning Planning for organizing various
curricular activities, such as debate, discussion, drama, poster making on issues related
to history
3. Design co-curricular activities for History and Political Science Education at school level
 Organizing events on specific days such as Constitution Day, History Day, Human
rights Day, Women’s day, Independence Day, Non violence Day, Republic Day,
international peace day, etc.
 Planning and organizing field experiences, history club, history exhibition (5)

Module 3: Facilitating learning of history education (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- use various methods and models
- facilitating learners for self-study
- using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches
- using learning resources for history &political science Education
Content:
1. Pedagogical shift from history and politics as fixed body of knowledge to process of
constructing knowledge(1)
2. Using narration/explanation and demonstrations for scaffolding (1)
3. Using inquiry based strategy for teaching thinking skills and construction of knowledge
through Using narration/explanation, storytelling, demonstration ,social inquiry , use of
sources, inductive thinking , guided discovery, Problem solving, Project Based Learning,
organizing experiences s activities (5)
4. Facilitating learners for self-study through use of computers, online learning, using
activity Packages (2)

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 5. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization,
Group Discussion, Simulation and Games, Quiz (3)
6. Using learning resources for history and political science EducationHistory room, audio
and visual aids, museum, Historical places, visit to local governing body (3)

Module 4: Evaluating Student learning and professional growth of teacher (Credit 1, Hours
15, Marks 25)

Objectives: After learning this module the student teacher will be able to-
- explain concept of continuous and comprehensive evaluation
- develop indicators for performance assessment in history and politics education
- construct various tools for formative and summative evaluation in history and politics
education
- understand importance and ways to develop professionally
- plan for an action research
Content:
1. Concept and importance of continuous and comprehensive evaluation (CCE), formative
and summative evaluation as constructivist Perspective in history education (2)
2. Developing framework and indicators for performance assessment in history: Learners
record of observations; Field diary, herbarium and collection of materials; Oral
presentation of learners work in social science, Portfolio; Assessment of project work in
the field; assessment of participation in collaborative learning (3)
3. Construction of test items (open-ended and structured) in history and administration of
tests. Types of questions, best suited for examining/assessing/understanding the different
aspect of Social Sciences; Questions for testing quantitative skills, Questions for testing
qualitative analysis; Open-ended questions. Open-book tests: Strengths and limitations
evaluating answers: What to look for? Assessing projects: What to look for? (3)
4. Exploring aims and objectives in history not assessed in formal examination system and
their evaluation through various curricular and co-curricular activities (1)
5. Professional development for history teachers through (2)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and other institutions
 Books, Journals and periodicals
 Reflective practices of history teachers
 Field visits
 Use of Feedback from learners, colleagues and self
6. Teacher as a researcher: Learning to understand how children learn history through
research, action research in history. (3)
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 7. Participating in social activities such as exhibitions, history fair for development of
historical approach and scientific attitude for popularizing history education (1)
Assignments: ( 25 marks)
1. Organizing a history exhibition in group for School students/society and writing a report
including following points: Planning and execution of exhibition, feedback obtained and
reflections on experiences (10 Marks)
2. Writing a report based on visit to any one place such as historical places, museum etc. and
present in group / (10 Marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/
Models of Teaching (5 Marks)

References
1. Ballard, Martin, Maurice, (1999) , New Movements in the Study and Teaching of History
Temple Smith Ltd., London
2. Kochar S. K. (1996) , Teaching of History Sterling Publishers Private Limited.
3. Ghose K. D , (1996) , Creative Teaching of History –., Oxford University Press, London,
4. Mays Pamela (1994) , Why Teach History ? –University of London Press Ltd.,
5. N.C.E.R.T., (1992) , Teaching History in Secondary Schools – N.C.E.R.T., Delhi,
6. Raina V.K (1992), The Realities of Teaching History –., N.C.E.R.T., Delhi,
7. Vajreshwari R. A. (1999) A Handbook for History Teachers–Allied publishers, Bombay,
8. Association of Assistant Masters in secondary Schools, (1983), The Teaching of History
Cambridge University Press, London, University Press,
9. K.L.Arora ,(2000), Teaching of History –Prakashan Brothers, 546, Books Market, Ludhiana
141008,
10. Sheik,B. A,.Wasani S.G ,(2000), History : Its Theory and Method for Mac millan India
Limited and printed by V.N.Rao at Macmillan India Press, Madras – 600 041
11. Ghate,V. D. Geoffrey , C(1989), Suggestions for the Teaching of History in India –Oxford
University Press,.
12. Rai ,B. C.,(1981), Method Teaching of History – Professor Prakashan Kendra, New
Building, Aminabad, Lucknow.
13. Wadhwa , Shalini (2004), Modern methods of Teaching History –published by Sarup and
Sons, 4740/23, Ansari Road, Darya Gani, New Delhi – 110002,
14. Ghose,K. D. ,Geoffrey cumberilege, ,(1989), Creative Teaching of History Oxford
University Press,Amen House, London.
15. Aggarwal, J. C, (1983), Teaching of History Vikas Publishing House Pvt. Ltd., 5,
Ansari Road, New Delhi- 110002,
16. Choudhary, K. P. (1975). The Effective Teaching of History in India. New Delhi

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marazI
1.barklao¸ Aar.va saUya-vaMSaI¸ vhI.³2008´¸ [ithasa iSaxaNa. : [nasaa[-T piblakoSana. naaiSak
2.icatLo¸ SaM.da.³1971´¸ [ithasa ksaa iSakvaavaa. puNao : ivaVaqaI- gaRh p`kaSana. puNao
3. idixat¸ baI. Va baGaolaa¸ eca\.³1990´¸ [ithasa iSaxaNa : rajasqaana ihMdI AkadmaI p`kaSana rajasqaana
4.dunaaKo¸ A ³2000´¸ [ithasaacao AQyaapna. : naUtna p`kaSana puNao
5. GaaTo¸ iva.d.³1985´¸ [ithasaacao AQyaapna. : naUtna p`kaSana. puNao
6.krMdIkr¸ sa\. va maMg$Lkr¸ ma\.³2008´¸ [ithasa AaSaya AQyaapna pd\QatI va tM~.AaOrMgaabaad :fDko p`kaSana. kaolhapUr
7.p%kI¸ EaI. maa. ³1987´¸ [ithasaacyaa AQyaapna pd\QatI va tM~. AaOrMgaabaad imalaIMd p`kaSana.
8.parsanaIsa¸ na.ra.va Qaa$rkr¸ ya.ja.³1971´¸ [ithasaacao AQyaapna ivhnasa p`kaSana. puNao
9.iSaMdo¸ DI.va Taopkr¸ Aar.³2009´¸ [ithasaacao AaSayayau@t AQyaapna. : ina%yanaUtna p`kaSana puNao
10.AaoDyo ar¸ esa\.³1994´¸[ithasa AaSayayau@t AQyaapna pd\QatI. Maohta piblaiSaMga ha}sa. puNao
11.itvaarI¸ saI.ma.³2001´¸ [ithasa AQyaapna pd\QatI. naUtna p`kaSana. puNao
12.vaajao¸ esa\.Aar va barklao¸ Aar.³2001´¸ [ithasaacyaa AQyaapna Saas~Iya ivaSlaoSaNa. : Aaid%ya p`kaSana.naaiSak

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Course 7: Subject Education II : 5. Social Science Education
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers
for completing assignments
Note: Figures in the bracket show hours

Module 1: Understanding Curriculum, Nature and Aims of Social Science (Credit 1, Hours
15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the meaning, definition ,nature and structure of Social Science
- understand the aims of Social Science education
- plan for imbibing values through Social Science teaching
- write instructional objectives of teaching of a topic
- Analyze features of existing curriculum of Social Science in the light of NCF 2005
and principles of curriculum development
- establish correlation of Social Science with other subjects
Content:
1. Meaning , Definition and Nature of Social Science: Social Science as a description of
earth surface ,explanation of various geographical phenomena, visualization personality of
a region and Analysis of interplay between man and environment (3)
2. Structure of Social Science: Branches of Social Science(Physical, Human, Regional):
concepts, features and importance (2)
3. Aims of teaching Social Science Education: Cultural Aims, Intellectual Aims, Social or
Citizenship Aim, Relating Social Science Education to the environment (natural
environment, artifacts and people) (2)
4. Values in Social Science Education: Educational Values, Ecological Value, Social
Value, Physical development Value, Recreational Value, Cultural Value (1)
5. Objectives at upper primary and secondary school level as given by State curriculum (1)
6. Determining acceptable evidences that show learners’ understanding with the help of
Bloom and Anderson’s hierarchy of objectives of teaching (1)
7. Expectations about constructivist Social Science teaching in NCF 2005, General
principles of curriculum development and Trends in Social Science curriculum;
Consideration in developing learner centered curriculum in Social Science, Analysis of
Features of existing curriculum of Social Science at upper primary and secondary school
level and textbooks(4)
8. Establishing correlation of Social Science with other school subjects and life(1)

Module 2: Planning of teaching Social Science (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain importance and characteristics of planning

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 - plan for teaching major concepts, principles and theories of Social Science at school
level
- design co-curricular activities for Social Science
Content:
1. Importance and characteristics of good planning(1)
2. Planning for designing learning experiences, field visits, activities and developing
instructional material for teaching following content:(8)
Major Concepts, principles and theories in Social Science curriculum at Secondary
School level: location, Differentiating between sites and situation, Solar system, Human
occupation, Ecosystem, Continent drift theory. Contribution of eminent scientists such
as Humbolt
3. Identifying and designing teaching-learning experiences; Planning field visits( Market,
Sea shore life, Botanical garden, World trade center, Green house ,National Park, Poly
house ,Industry, Sanctuary, valley, Crop Cultivation, Planetarium, River etc.);
Organizing activities, laboratory experiences, making groups, planning ICT applications
in learning Social Science(3)
4. Planning for organizing various curricular activities, such as debate, discussion, drama,
poster making on issues related to Social Science. Organizing events on specific day
such as Earth Day, Consumer day, Environment Day, Population day, Social Science
Day etc. (2)
5. Planning and organizing field experiences, Social Science club, Social Science
exhibition (1)

Module 3: Facilitating learning of Social Science (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- understand Psychology of learning & teaching of constructivism in Social Science
- use various methods and models of teaching
- facilitate self-learning of Social Science
- promote cooperative learning
- use various learning resources
Content:
1. Perspective on the Psychology of learning & teaching of constructivism in Social
Science(2)
2. Promoting thinking and construction of knowledge through using Concept Attainment,
guided discovery, Project Method, Journey method, regional method, comparative method (8)
3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You
Tubes, Social Science Channel , online learning, using activity sheets, assigning
homework/assignments (2)

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4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group
Discussion, team teaching, Games, Quiz (3)

Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours

15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain concept of continuous and comprehensive evaluation
- develop indicators for performance assessment in Social Science
- construct various tools for formative and summative evaluation in Social Science
- understand importance and ways to develop professionally
- plan for an action research
Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist Perspective (2)
2. Developing framework and indicators for performance assessment in Social Science:
Learners record of observations; Field diary, Mapping, Portfolio; Assessment of project
work (both in the laboratory and in the field); assessment of participation in
collaborative learning; Assessment of experimental work in Social Science(3)
3. Construction of test items (open-ended and structured) in Social Science and
administration of tests (3)
4. Exploring aims and objectives in Social Science not assessed in formal examination
system and their evaluation through various curricular and co-curricular activities (1)
5. Professional development forSocial Science teachers through (2)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and other institutions
 Books, Journals and periodicals
 Reflective practices of Social Science teachers
 Field visits
 Use of Feedback from learners, colleagues and self
6. Teacher as a researcher: Learning to understand how children learn Social Science
through research, action research in Social Science. (3)
7. Organizing social activities such as exhibitions, Social Science fair for development of
scientific attitude and popularizing Social Science education (1)
Assignments: ( 25 marks)
1. Writing a report based on visit to any one place such as Social Science Department,
Municipal/ Corporation Environment Dept, Rural health Dept, Water pumping Plant,
Planetarium, Social Science Dept. in Industry/Factory etc. (10 Marks)

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 2. Writing a report based on visit to any one place such as Agro tourism Places, Dairy Project,
and, agriculture colleges/schools/university and writing a report including following points:
planning and preparation, objectives, implication structure of Project, opinion And
Feedback. (10 Marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/
Models of Teaching (5 Marks)

References
 Saxena, N. R. Teaching of Social Studies, Surya Publications, Meerut
 Aggarwal, J .C. (1982) Teaching of Social Studies, Vikas Publications New Delhi.
 John Wiley and Sons (1962) Teaching Secondary School Studies, New York.
 Kohlia.h. (1999) teaching of social studies Anmol publications. New Delhi.
 C. Bining & Davidh Bining (1952) Teaching the Social Studies Secondary School
Mcgraw Hill inc.
 Ponkshe , D (2005) Bhugoltil patyaunshpaddhati va Ekatmata, Pune : Nutan Prakashan
 Sharma, B. , Maheshvari B. Samajik Adhyan Shikshan, Meerut : Surya Publication

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Course 7: Subject Education II: 6. Science and Technology Education
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers
for completing assignments
Note: Figures in the bracket show hours for curriculum transaction

Module 1: Understanding Curriculum and Aims of Science and Technology (Credit 1, Hours
15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of science
- understand the aims of Science education
- plan for imbibing values through Science teaching
- write instructional objectives of teaching of a topic
- analyze features of existing curriculum of Science and Technology in the light of NCF
2005 and principles of curriculum development
- establish correlation of Science with other subjects
Content:
1. Nature and Structure of Science: Characteristics and functions of Science and Technology,
Branches of Science; Facts, concepts, principles, laws and theories in context of science
(3)
2. Aims of teaching Science and Technology:(2)
3. Developing scientific attitude and scientific temper
4. Nurturing the natural curiosity, aesthetic senses and creativity in Science
5. Acquiring the skills to understand the method and process of science that lead to
exploration, generation and validation of knowledge in science
6. Relating Science education to the environment (natural environment, artifacts and people)
7. Solving problems of everyday life
8. Values and Learning Science: Imbibing the values of honesty, integrity, cooperation,
concern for life and preservation of environment, health, peace, equity (2)
9. Objectives at upper primary and secondary school level as given by State curriculum (1)
10. Determining acceptable evidences that show learners’ understanding with the help of
Bloom and Anderson’s hierarchy of objectives of teaching ( 2)
11. Expectations about constructivist science teaching in NCF 2005, General principles of
curriculum development and Trends in Science curriculum; Consideration in developing
learner centered curriculum in science, Analysis of Features of existing curriculum of
science and technology at upper primary and secondary school level and textbooks(4)
12. Establishing correlation of Science with other school subjects and life(1)

Module 2: Planning of teaching Science and Technology (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain importance and characteristics of planning

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 - plan for teaching major concepts, principles and theories of Science and Technology at
school level
- design co-curricular activities for Science learning
Content:
1. Importance and characteristics of good planning(1)
2. Planning for designing learning experiences, field visits, activities and developing
instructional material for teaching following content:(12)
Properties and states of matter, structure of atom, Plant and animal cells, classification of
plants and animals, diseases and their prevention, kinematic equations, modern periodic
table, Electricity, lenses and mirrors, life processes, life cycle, Origin of life and evolution,
Heat, Electricity, Magnetism, Light, Contribution of eminent scientists such as Isaac
Newton, Dalton, Neils Bohr, Darwin, J. C. Bose, C. V. Raman, Albert Einstein, etc.
3. Planning for organizing various co-curricular activities such as debate, drama, poster
making on issues related to science/biology, Day celebrations such as Science Day, Earth
Day, Environment Day, etc(2)

Module 3: Facilitating learning of Science and Technology (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- use various methods and models of teaching
- promote construction of knowledge
- facilitate self learning of Science
- promote cooperative learning
- use various learning resources

Content:
1. Using narration/explanation and demonstrations for facilitating understanding (1)
2. Promoting thinking and construction of knowledge through Using Concept Attainment,
Inductive Thinking, guided discovery, Problem solving, Project Based Learning,
organizing experiments/laboratory activities (6)
3. Facilitating learners for self-study through use of computers, Internet resources-Websites,
You Tubes, online learning, using activity sheets, assigning homework/assignments (2)
4. Using Small Group and Whole Group Instruction strategies through Cooperative and
Collaborative approaches to learning, Brain storming, Role Play and Dramatization,
Group Discussion, Simulation and Games, Quiz (3)
5. Using learning resources for teaching Science: (3)
 Science laboratory
 Audio and Visual aids
 Community resources such as botanical garden, museum, aquarium, zoo, exhibitions

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Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours
15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain concept of continuous and comprehensive evaluation
- develop indicators for performance assessment in Science and Technology
- construct various tools for formative and summative evaluation in Science and
Technology
- understand importance and ways to develop professionally
- plan for an action research
Content:
1. Concept and importance of continuous and comprehensive evaluation, formative and
summative evaluation as constructivist Perspective (2)
2. Developing framework and indicators for performance assessment in science: Learners
record of observations; Field diary, herbarium and collection of materials; Oral
presentation of learners work in biological science, Portfolio; Assessment of project work
(both in the laboratory and in the field); assessment of participation in collaborative
learning; Assessment of experimental work in science(3)
3. Construction of test items (open-ended and structured) in science and administration of
tests (3)
4. Exploring aims and objectives in Science not assessed in formal examination system and
their evaluation through various curricular and co-curricular activities (1)
5. Professional development for science teachers through (2)
 Participation in seminar, conferences
 Computer and online resources
 Collaboration of school with colleges, universities and other institutions
 Books, Journals and periodicals
 Reflective practices of Science teachers
 Field visits
 Use of Feedback from learners, colleagues and self
6. Teacher as a researcher: Learning to understand how children learn science through
research, action research in science. (2)
7. Organizing social activities such as science club, exhibitions, science fair for development
of scientific attitude and popularizing science education (2)
Assignments: ( 25 marks)
1. Organizing a Science exhibition/ Science fair in group for School students/society and
writing a report including following points: Planning and preparation of material for
exhibition/fair. execution of exhibition/Science fair, feedback obtained and reflections on
experiences (10 Marks)

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 2. Writing a report based on visit to any one place such as Science museum, Aquarium,
Planetarium, Botanical garden, Zoo, Water purifying Plant, Industry/Factory etc. (10
Marks)
3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/
Models of Teaching (5 Marks)

References
 Collette Alfred, Chiappetta Eugene (1984), Science Instruction in the Middle And Secondary
schools; Times Mirror/Mosby College Publishing, Toronto.
 Das R.C . (1985), Science Teaching in School; Sterling Publishers, New Delhi.
 Nanda V. K. (1998), Teaching of General Science in Elementary School; Anmol Publication,
New Delhi.
 Sharma H.L (1989), School Science Education in India; Commonwealth Publishers, New
Delhi.
 Singh Uttamkumar(2005), Teaching of Science; New Delhi: Commonwealth Publishers
 Uttam Kumar Singh, Nayak A.K.(1997), Science Education; Commonwealth Publishers, New
Delhi.
 Vaidya Narendra (1999), Science Teaching in Schools For the 21st Century; Deep and Deep
Publishers, New Delhi.
 Venkataiah S.( 2002), Science Education in 21st Century; New Delhi: Anmol Publications
Pvt. Ltd.

marazI
 kdma caa. p.,baaoMdaDo- ko.ema.³1988´ Saas~ AQyaapna pQdtI ;puNao : naUtna p`kaSana,
 kdma caa. p.,baaoMdaDo- ko.ema.³1999´¸ Saas~ AaSayayau@t AQyaapna pQdtI; puNao: naUtna p`kaSana
 baaoMdaDo- kOlaasa AaiNa [tr ³2006´Saas~ AQyaapna pd\QatI va AaSayayau@t AQyaapna ; puNao: naUtna p`kaSana
 iva&ana iSaxaNa Baaga 1 to 4 ³2007´naaiSak: yaSavaMtrava cavhaNa maharaYT/ mau@t ivaVapIz,
 hkIma p`Baakr ³1996´, iva&anaacao AQyaapna; puNao: naUtna p`kaSana,.

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 Enhancing Professional Capacities
Enhancing Professional Capacities
EPC 1: Skill Development Program
Micro teaching (Credit 1, Hours 30, Total 25 marks)
Orientation and demonstrations of the microteaching skills will be given by lecturers. Lesson
planning and teach-re-teach cycles of five microteaching skills per subject should be conducted.
Any five microteaching skills should be practiced such as Chalk board writing, questioning,
explanation, reading, stimulus variation, demonstration, use of audiovisual aids, set induction,
closure, conducting group work etc Each teach re- teach cycle carries ten marks. Total marks are
to be converted out of 25 marks.

Integration lessons (Credit 1, Hours 30, Total 25 marks)

Purpose of these lessons is to give practice of using various skills of teaching in an integrated
way. Student teachers will be given orientation of integrating various microteaching skills such as
Chalk board writing, questioning, explanation, reading, stimulus variation, demonstration, use of
audiovisual aids, set induction, closure, conducting group work etc. Demonstrations of integration
of the skills by teacher educators will be followed by feedback discussion by student teachers.
Then the student teachers are supposed to plan and conduct one lesson from each of subject
education chosen.

EPC 2:Teaching-learning Competency

Total Credits: 2; Marks: 50; Hours: 60

I - Reading and Reflecting on Text (25 Marks)
This practical work will serve as a foundation to enable B.Ed. students to read and respond
to a variety of texts in different ways and also learn to think together, depending on the text and
the purposes of reading. Responses may be personal or creative or critical or all of these together.
Students will develop awareness to become conscious of their own thinking processes as they
grapple with diverse texts. In other words, this practical work will enable student-teachers to
enhance their capacities as readers and writers by becoming participants in the process of reading.
This practical will be conducted through workshop mode after the first week of admission
before workshop of preparatory lessons. Orientation and demonstration will be given by teacher
educators for each. The teacher educators have to select/prepare/suggest appropriate text material.
This practical work offers opportunities to read a wide variety of texts, including empirical,
conceptual, and historical work, policy documents, studies about schools, teaching, learning, and
about different people’s experiences of all of these. It will also include narrative texts, expository
texts from diverse sources, including autobiographical narratives, field notes, ethnographies, etc.
to address different types of reading skills and strategies. This material also could be in the form
of pictures, charts, graphs, maps, specimens and models suitable to the purpose of the activity.

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 The student teacher has to practice following five activities in both subjects
simultaneously. There is no specific time limit for completing each activity. Each activity carries
5 marks per subject, thus making total 50 marks for two subjects.

1. Reading for comprehension and answering questions (5 Marks)

Objectives: The student teacher will be able-
- to understand how to read for comprehension
- to write answers correctly based on the text
- to describe their own point of view.
Teacher educators have to provide one selected text for reading which could include
article, biographical writing or extract from book/ journal that are drawn from the subject areas of
the student teachers. The student teachers are supposed to read the text and write answers of the
comprehension questions given below the text. They are also supposed to describe the main
points of the text in their own words/from different points of view (taking turns in a smaller
group)

2. Watching media/ Observation of a web site and preparation of summary (5 Marks)

Objectives: The student teacher will be able-
- to use media/internet.
- to summarize respective content
- to express the summary orally in the group.
Student teachers are supposed to watch a program on media or visit a site on internet and
identify major concepts and ideas involved and make notes or one page summary and explain the
gist of the text/topic to others in the subject group.

3. Reading text and Participation in group discussions (5 marks)

Objectives: The student teacher will be able-
- to comprehend the theme/issue
- to express their own point of view in group
- to summarize the discussion
Student teachers will be given reading material and they have to participate in the group
discussion. The topics may be related to subject area, or current educational or social issue. The
student teachers are supposed to conduct discussion taking turns, participate in various
responsibilities such as note taking, time keeping, motivating to speak, leading the discussion,
summarizing and write a brief report of the discussion.

4. Searching material and Presentation before a group (5 marks)

Objectives: The student teacher will be able-
- to search relevant material from various sources
- to summarize respective content
- to present the summary in the group.

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 For this the student teachers should work in groups divided according to their subjects.
The student teachers would make a choice of a specific topic in their subject area which they
could search from a set of available reference books/ journals/periodicals/websites/enrichment
books. The focus of this activity is learning of effective processes of searching relevant material
and its presentation. Student teachers are supposed to present in small group the summary of the
topic searched by using Chalk board/charts/ over head projector/slides/demonstration.

5. Reading and Reflecting (5 Marks)

Objectives: The student teacher will be able-
- to summarize respective content
- to give critical comments/reflective thoughts
- to relate own experiences with the content
The student teacher has to read a book/ article or/essay or /Research paper. The length of
reading material should be at least 2000 words. She has to give oral presentation including
summary of content. She has to relate her experiences /thoughts/opinions to the content. She also
has to give critical comments, reflective thoughts on the content.

II -Preparation for constructivist teaching-learning (25 Marks)

This practical will be conducted through workshop mode. Orientation and demonstration will be
given by teacher educators for each skill. These skills are promoting interactions, conducting
group discussion/group problem solving, providing scope for self expression and thinking,
promoting self learning, facilitating understanding. The student teachers will plan preparatory
lessons under guidance of teacher educators. The student teacher has to practice following five
lessons of 15 to 20 minutes duration per skill per subject. Each lesson carries 10 marks. Total 100
marks of two subjects will be converted into marks out of 25.

1. Promoting interactions: The student teacher has to plan and conduct a lesson using
interactions between student-teacher, student-student and student-media/material on the topic
relevant to the subject.
 Introduction by teacher
 Scope for teacher-student interaction using questions/demonstrations
 Scope for student-student interactions using activity sheets/pair and
share/games/simulations/ role play
 Use of Media/material to promote interactions

2. Conducting group discussion/group problem solving: The student teacher has to plan and
conduct a discussion/problem solving on the topic relevant to the subject.
 Introduction by teacher
 Making groups and assigning topics for discussion/problem solving, assigning
roles to the students
 Supervision during discussion/problem solving
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  Presentations by students
 Summarizing points discussed and Concluding remarks by teacher

3. Providing scope for self expression and thinking: The student teacher has to select a
suitable topic, plan and conduct lesson using higher order questioning/ use of concept
attainment model/ Use of inductive thinking model/ inquiry training model /activity of
categorizing, problem solving/ brain storming And/ or providing opportunity for preparing
slogans/poems/posters/writing stories or narrations/ participating in role plays
 Introduction by teacher
 Assigning topics for brain storming/preparing slogans/poems/posters/writing stories or
narrations/ participating in role plays OR providing examples for concept
attainment/inductive thinking OR presenting discrepant event for inquiry
 discussion/problem solving, assigning roles to the students
 Presentations by students
 Summarizing points discussed and Concluding remarks by teacher

4. Promoting self learning: The student teacher has to prepare/select self learning material
under the guidance of teacher educator. The student teacher has to promote self learning
through use of printed self learning material/reading passages in textbook with set of
questions/slide presentation/activity sheets/conducting experiments /completing worksheet
with the help of observation of pictures, specimens, charts, maps etc
 Brief introduction and assignment of activity and material required by student teacher
 Self learning by students with the help of printed self learning material/ slide
presentation/activity sheets/ conducting experiments /observation of pictures, specimens,
charts, maps etc./reading passages in textbook with set of questions
 Quick feedback about comprehension through quiz/questions/activity sheet/concept
mapping by students

5. Facilitating understanding: The student teacher has to make efforts to facilitate

understanding of new/complex content through Explanation/Demonstration/ presenting audio-
visual aids.
 Brief introduction
 Explanation through examples/Conducting demonstration/explanation through audio-
visual aids
 Quick checking of understanding through activity sheet/quiz/questions/concept maps

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EPC 3: Learning to use Computer in Education (Computer Project)
(Credits: 2, hours: 60, marks: 50)
Internal Marks: 50
Practical No 1: Review of an Educational Website (Marks 15)
Objectives: After completing this practical the student teacher will be able to-
- explore educational web resources
- decide authenticity of the information given on website
- analyze various categories and section given on website
- present analytical view points with regards to information provided on websites
Nature of the Practical
This is an age of information and information is available on one click. But all the information
available on the websites is not authentic so while taking the information one must be very
cautious. This particular practical will give an opportunity to teacher trainees to explore
educational websites and analyze its content. Students are expected to review the information
provided on website, also they are expected to present their analytical view points.

For the analysis of a website students should consider following aspects.

1. Catalogue organization and page layout.
2. Is the site’s design aesthetically appealing?
3. Are the colors used harmonious and logically related?
4. Are the color choices visually accessible? (For example high enough in contrast to assist
the color-blind and visually impaired in reading the site appropriately)
5. Is the design audience appropriate?
6. Is the website copy succinct but informative?
7. Does the copywriting style suit the website’s purpose and ‘speak’ to its target audience?
8. Is the contrast between text and its background colors sufficient to make reading easy on
the eyes?
9. Is text broken into small, readable chunks and highlighted using headings, sub-headings,
and emphasis features where appropriate to assist in skimming?
10. Within articles, are there links to more detailed explanations of subjects, or definitions of
jargon terms?
11. Frequency of updation of the website.
12. Usability, relevance and authenticity of the information provided on the website.
13. Quality of Images and videos provided on the website.
14. Opinion of the student on the basis of overall impact of the website.
15. Use of website for the visitors.

Practical No 2: Preparation of Multimedia Presentation (Marks 20)

Objectives: After completing this practical the student teacher will be able to-
- prepare multimedia presentation.
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 - organize and analyze information for multimedia presentation.
- select appropriate Media for effective transaction of information.
- prepare multimedia presentation by considering learning styles of learners.
Nature of the Practical
In this practical student-teachers are expected to prepare multimedia presentation on any topic
from their optional subjects.
1) Title slide including Name of the topic, name of student-teacher/s, and target group.
2) After title slide, one slide should contain the learning objectives of the topic
3) The topic selected should be presented through a series of at least 15 slides. The multimedia
presentation should contain at least one of the following elements:
• Images/photographs/graphs/ maps/ as per requirement of the topic
• Video or movie clip
• Animation
• Sound (this could be a voice-over, background music or sound clips)
4) Content presentation slides should be followed by quiz/ questions for quick check of
comprehension of target group
5) Last slide should contain references in the form of books/sites etc.

Practical No 3: Reflection on OER (Marks 15)

Objectives: After completing this practical the student teacher will be able to-
- search different Open Educational Resources (OER).
- categories various Open Educational Resources.
- access openly licensed documents and media that are useful for teaching, learning, and
assessing as well as for research purposes.
- reflect on any one OER
Nature of the Practical
This practical will help student-teachers to search different Open Educational Resources (OER).
Through this practical it is expected that student-teachers should understand various categories of
Open Educational Resources. This will help the student-teachers to access openly
licensed documents and media that are useful for teaching, learning, and assessing as well as for
research purposes. It is also expected that student-teachers should choose any one OER related to
their school subjects and reflect on it. Each student-teacher should submit a report.
The report should contain following points.
 Type of OER (Document/Presentation/Videos etc.)
 Relevance with school subject
 What new things I learnt from this OER?
 Effectiveness and usability of OER.

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  How this OER will help me in teaching-learning process?
 What would I like to add in the OER.
 Critical analysis of OER

EPC 4 : Research Project

(Credits 2, Total Hours 60, Marks 50)

Research Project aims to develop a research attitude among the students. By adopting scientific
procedure students will be able to find out solution to the various educational problems. Moreover
it will provide a background for the further in-depth.

Students will be given detailed orientation about the purpose, meaning and procedure of research
project. Research project can be survey or an experiment or document analysis. At this level
research will be on small scale. The students have to submit handwritten report of about 8 to 10
pages including title, objectives, need of research, tools, program developed, data analysis,
conclusions and educational implications.

Some Topics Suggested as examples

• Handwriting problem
• Home work
• Attendance
• Reading and writing
• Communication problem
• Disciplinary problem
• Problem to draw diagrams, graph etc.
• Hyper activeness
• Disinterest
• Highly reserved attitude
• Lack of confidence

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EPC 5: Understanding the Self (Credit: 2, hours: 60, marks: 50)
This practical would be transacted through a workshop mode by more than one resource
persons.
The practical will address aspects of development of the inner self and the professional
identity of a teacher. As an individual in society one has different identities – gender, relational,
cultural – and it is important to address one’s implicit beliefs, stereotypes and prejudices resulting
from these identities. It is important for the student-teachers to be aware of their identities and the
political, historical, and social forces that shape them.
The practical shall also focus on revisiting one’s childhood experiences – influences,
limitations and potentials – while empathizing with other childhoods, and also the childhood
experiences of one's peers.

Objectives: Oncompletion on this practical student teacher will be able to-

- develop sensibilities, dispositions, and skills that will later help them in facilitating the
personal growth of their own students while they teach.
- develop social relational sensitivity and effective communication skills, including the
ability to listen and observe.
- develop a holistic and integrated understanding of the human self and personality.
- build resilience within to deal with conflicts at different levels and learn to create
teams to draw upon collective strengths.
- explore one’s dreams, aspirations, concerns, through varied forms of self-expression,
including poetry and humour, creative movement, aesthetic representations, etc.
- enhance abilities of body and mind, and promote sensibilities that help to live in peace
and harmony with one’s surroundings.
- appreciate the philosophy of yoga and its role in well-being.
- practice of yoga in different contexts.

Methodologies for the transaction of the practical:

The following methodologies for the transaction of the course could be used in interactive
sessions:
 Sharing case studies/biographies/stories of different children who are raised in different
circumstances and how this affected their sense of self and identity formation.

 Watching a movie/documentary where the protagonist undergoes trials and finally

discovers her/his potential despite odds.

 Issues of contemporary adolescence/youth need to be taken up as student-teachers first

need to understand themselves; and themselves in relation to their students and classroom
situations.

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  Different modes of expression can be used in each of the sessions (so that each of the
students get a chance to express herself through any of the modes that they are
comfortable in) and at the end of the year, the resource person and the coordinating faculty
can reflect back on whether all modes of expression were included through the sessions of
not.

 The exercise of developing reflective journals and providing regular feedback on those
journals can also be used here.

Suggested activities:

Sr. Title of the Learning outcomes Kind of activities Resources

No. activity needed
1 Exploring the -To be aware of one’s -Workshop on self- - five different
self- Values potentials, awareness, self-concept, images or Objects
&self- image -Able to identify one’s self- image: Self- disclosure for story making,
strength and weakness through Games, Story
-Know what one can making, Dance, Art, - Johari window-
do and can’t do, Postures, Theatre etc. Self-awareness
-Able to evolve as - Meditation workshop, diagnostic test.
person and able to - Yoga sessions,
develop the skills of - Self-awareness diagnosis.
self-awareness. -Transactional analysis on
activities,
- Reflections
2 Individual & -Team building, Nature walk/ field visit,
collective self -Respecting others, Simulation Exercise,
-Group Task, Adventure,
-Sharing Collective art.
responsibility,
-Addressing conflicts
3 Self identity -To examine what has Workshop on self identity: - Case studies,
and formation affected, - reading sharing and - Biographies,
of one’s self - Own sense of self discussion books, stories
and identity formation - writing life stories, - Film/drama/
- sharing life turning points documentary, on
/ incidents & using Human victories
nonverbal expressions to & defied, Social
can note deeper feelings and educational
- role play issues.
- SWOC analysis

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4 Teacher as a -To identify a -Workshop on reflective
reflective characteristics of a practices,
practitioner reflective practitioner (reflection in action on
-To examine ones action & for action)
effectiveness of a -Introspection exercise to
reflective practitioner know one’s self as reflective
to access one’s practitioner creatively
reflective teaching. reflect one’s teaching-
activity.
5 Reflection on -To develop holistic -Write a reflective diary on Printed reflective
one’s and integrated their one’s development as a diary.
development understanding of self teacher & get feedback
as a teacher. as ateacher regularly from in charge
teacher

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EPC 6: Drama and Art in Education
Total Credits: 2; Marks: 50; Hours: 60

This practical work is to be completed in a workshop mode. According to NCF 2005 curricular
activities are not to be separated from curricular and extracurricular activities. This has significant
implications for the role of art, music and drama in education, to nurture students’ creativity
aesthetic sensibilities. Student teachers will participate in following four activities for fulfilling
this purpose.

Objectives:On completion of the course the student teachers will be able to-
- prepare script for dramatization and present involving school students
- watch and appreciate movie/video program/drama
- participate in a street play/ skit/drama/musical program/ dance to create awareness of
social/ educational problems and remedies
- organize an exhibition on a theme

Activities:
1. Creating a script for dramatization for content at school level and present it
involving school students during internship program(10)
An orientation about script writing will be given to the student teachers. Each student
teacher will select content from her subject and prepare a script for teaching the content -
through dramatization. The student teacher will orient and guide the school students about
presentation of dramatization. She will submit the script as well as a brief report based on
experiences, reflections and feedback.

2. Watch a video film/ Movie/Drama and write a report including appreciation( 10)
The student teacher has to select and watch a videofilm/ Movie/Drama on any theme
related to educational/social/cultural problems/innovations. The student teacher has to
write a report based on the theme, justification of selecting the videofilm/ Movie/Drama,
appreciation and reflections

3. Organizing an exhibition on a theme in collaboration with peers. (20).

The activity will be conducted in a group. Student teachers will select a theme such
presenting characteristics of any State in India or any nation or any specific culture. They
will prepare/collect material such as specimen, models, charts, posters, graphs, maps,
artifacts, pictures, photographs, videos, songs and organize an exhibition for school
students/ peers and write a report including efforts done in preparation, organization of
exhibition, experiences and feedback obtained.

4. Prepare and participate in a street play/skit/musical program/dance/ puppet show

(10)

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The student teachers will complete this activity in a group. The student teachers will sit
together, discuss and select a social/ educational problem/ life sketch of any great
personality who has given significant contribution in development /educational or social
reform. They will prepare a script for presentation through street play/ skit/ musical
program/ dance/ puppet show. The group will perform it before class/school students/a
group in society and write a report including efforts done in preparation, organization of
exhibition, experiences and feedback obtained.

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EPC 7: Preparation and submission of a port folio
(credit: 2, hours: 60, marks: 50)
Objectives: On completion ofthe module the student teachers will be able to-
- organize ideas, thoughts and evidences systematically
- express ideas and thoughts about various aspects of education
- reflect on experiences obtained during the B.Ed. program
The student teachers will prepare a port folio and submit at the end of fourth semester two weeks
before the final examination. Even though the port folio is to be submitted in fourth semester, the
student teacher has to start collecting information right from Semester I and include write ups,
documents and photographs, evidences of work, major achievements and reflections of all four
semesters in the port folio. Reflection provides the analysis and insight about student teacher’s
process of discovery and teaching improvement. Information about this process, in the form of
reflective statements, is the core of the portfolio.
The port folio will contain a file including write ups, a file containing evidences and a CD.
Port folio
1. Write ups:
A. Thoughts and ideas in the beginning: In the beginning of Semester I the student
teacher has to write about following points putting dates on each write up:
 Reasons for joining B. Ed. Program, expectations about curriculum, curriculum
transaction in the college.
 Own philosophy statement/ about teaching; learning; role of a teacher; role of a
learner; duties and responsibilities of teachers.
 Some good and bad experiences about School education worth mentioning;
interactions with teachers and peer group; Consequences of the experiences on
behavior and life in general
 Ideas about discipline, rules, regulations of school about admissions, evaluation,
discipline etc.
B. Thoughts and Ideas at the end: Throughout the four semesters the student teacher has
to add her observations and reflections about her own thoughts and experiences obtained
in school during internship and practice teaching about following points putting dates on
each write up:
 Memorable experiences during B.Ed. curriculum transaction
 Do’s and Don’ts about teaching- learning process
 Discipline
 Evaluation
 Student motivation
 Development of students’ thinking and creativity
 Teacher student interactions
 Teacher personality
 Infrastructure and programs in school and college
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2. File containing Documents / evidences:
 Sample lesson plans using constructivist approach
 Copies of selected feedback by teacher educators, peers and feedback from school
teachers on practice lessons and activities in internship
 Record/evidences of participation in activities/group work/group discussions in the
college
 Details of participation in co-curricular activities throughout the B.Ed. program,
participation in activities in the schools during internship program
 All assignments of theory courses and reflections on them
 All reports of practical work and reflections on them

3. CD: A CD containing following things:

 Computer project
 Assignment related to course “ Critical Understanding of ICT
 Power point presentations including details and photographs of participation in various
curricular and co-curricular activities in the college and schools, educational visits,
internship activities throughout four semesters

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 Engagement with Field (EWF)
EWF 1: Practice Teaching and Internship (Marks: 100)
Practice Teaching: 50 Marks
Lessons are to be organized after completion of one week Internship/ along with internship. Total
marks for lessons (50) The student teachers are supposed to plan and conduct Two lessons per
subject of 30 min. duration in schools, in all four lessons, under guidance of teacher educators.
The lessons will be evaluated by teacher educators.
Emphasis will be given on teacher’s role as facilitator while guiding and evaluating the
lessons. Hence following points should be considered while planning the lessons: Scope for
interactivity through use of models of teaching, cooperative learning strategies, questions, games,
simulations, correlation with other school subjects, efforts to provide varied experiences, scope
for students’ active participation, scope for development of higher order thinking, efforts to
develop life skills where ever possible. Two student teachers may plan and conduct two
continuous lessons to get experience of team teaching once or twice. Every lesson will carry 100
marks out of which 20 marks will be given by guide for plan and 80 marks will be given by
observer for actual performance in the lesson. Total marks obtained in four lessons are to be
converted into marks out of 50.

Internship: 50 Marks
The internship should be conducted in schools for four weeks immediately after one or two
weeks when the semester starts. The student teacher has to be present in the school allotted for
whole period from Morning Prayer to last period. The student has to take certificate of attendance
and completion of activities from the school. The activities to be completed:
1. Interviews (with the help of an interview schedule prepared in group) of two experienced
teachers to know more about school functioning and duties, responsibilities, and
continuous comprehensive evaluation, difficulties faced, some tips about discipline and
dealing with diverse learners. Student teachers have to prepare report including self
reflections (10 marks)
2. Observation of 2 periods (two per subject in all four periods) of two experienced teachers
and writing report on method/techniques used, organization of content, activities provided,
support material used, questions asked, feedback taken, homework assigned etc. and
including self reflections of student teacher (10 Marks)
3. Observation of school facilities such as science laboratory, library, play ground and sports
facilities, computer laboratory, geography room, drawing room, music room etc and
writing a report (10 marks)
4. Study of school time table, teacher’s time table, year plan of school, co-curricular
activities conducted in school, Morning assembly and displays bulletin boards (10 Marks)
5. Study of school organization and management, Different committees and their functions,
work distribution, meetings with parents etc. (10 Marks)

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EWF 2: Practice Teaching and Internship (Marks: 200)
Internship: 100 Marks

The internship should be conducted in schools for eight weeks. The student teacher has to be
present in the school allotted for whole period from Morning Prayer to last period. The student
has to take certificate of attendance and completion of activities from the school. The activities to
be completed:
1. Taking attendance of a class for one month and preparing report based onDifficulties of
students’ regular attendance, efforts by school for increasing attendance (10 marks)
2. Assessing home work/assignments/ journals of a class of both subjects(10 marks)
3. Planning and conducting 5 lessons/ subject on any one unit through applying
constructivist principles. Conducting any activity for fixation and enrichment of
knowledge of students and developing interest of students through assigning any project
or organizing any exhibition or display and revision lesson (50 Marks)
4. Preparing and implementing a unit test including essay type, short answer typeand
objective type test items and making blue print under guidance of teacher inschool and
assessing answer sheets , presentation and interpretation of result using statistics such as
mean, standard deviation, graph, feedback to students (30 Marks)

Practice teaching: 100 Marks

Lessons are to be organized along with internship
 Student has to plan and conduct 4 lessons / subject (in all 8 lessons). The same
instructions regarding practice teaching are to be followed as given in (EWF 1)

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EWF 3: Practice Teaching and Internship (Marks: 150)
Internship: 100 Marks
The internship should be conducted in schools for eight weeks. The student teacher has to be
present in the school allotted for whole period from Morning Prayer to last period. The student
has to take certificate of attendance and completion of activities from the school. The activities to
be completed:
1. Conducting 2 lessons per subject (in all 4 lessons) using constructivist approach under
collaborative guidance and supervision of school teacher and teacher educator. Student is
supposed to conduct at least one lesson using power point presentation (40 Marks)

2. Identifying learning difficulties of students and preparing and implementing remedial

material checking improvement through testing and writing report/ preparing learning
material for diverse learner ( 10 Marks)

3. Preparation of test items for oral/practical examination /skill test/ assigning and evaluating
projects OR Preparation and use of any one tool: Observationchecklist/ rating
scale/rubric/Interview schedule/interest inventory/attitude scaleunder guidance of teacher
in school (10 marks)

4. Interview of supervisor/ office staff to know more about facilities and activitiesunder
Sarva Shiksha Abhiyan, Schlorships, freeships, special schemes to promote deprived such
as Savitribai Phule Dattak Palak Yojana, AhilyabaiHolkar Mofat Pravas Yojana (5
marks)

5. Conducting interview of headmaster/supervisor (in group)to know more about school

functioning, innovative practices, co-curricular activities conducted throughoutthe year,
value education, faculty development programs, efforts done by school to
increase/maintain admissions. (10 Marks)

6. Learning about various registers in office, documents such as service book of Teachers,
leave register, school leaving certificate, admission procedure, Rules and
Regulations etc (10 marks)

7. Conducting prayer (assembly) and writing bulletin board (5 marks)

8. Organization of co-curricular and health related activities such as educational visits/

cultural program/day celebration/ competitions and writing a report (10 marks)

Practice Teaching: 50 Marks

 Student has to plan and conduct 2 lessons / subject (in all 4 lessons). The same
instructions regarding practice teaching are to be followed as given in (EWF 1)
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