SEMESTER I

50
 CORE COURSES

EDU 101: CONTEMPORARY INDIA AND EDUCATION

NO.OFCREDITS :5
CONTACT HOURS :100
MARKS :100 (External 80 + Internal20)
DURATION OF EXAMINATION :3 hours

OBJECTIVES
On completion of the course, the prospective teachers would be
able to:
• appreciate the Educational Heritage of India
• understand the nature of education as a discipline and its
correlation with other disciplines.
• comprehend the basic features of Indian constitution and its
implication in education
• critically examine the pivotal issues of contemporary India.
• analyse vision, aims of education and recommendations of various
commissions after independence in shaping the present education
system of India.
• evaluate the basic concepts/issues of education with reference
to NCF (2005) and NCFTE (2009).
• discuss the emerging dimensions of teacher education and
professional growth of teachers

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, assignments, brain storming sessions, peer group
discussion, interaction with community, case study, survey and
dialogue, ICT based teaching and learning

COURSE OUTLINE
Module 1 – Education (30 hours)
1.1 Indian and Western Concept of Education - Aims - Functions
of Education in Individual, Social, National, and global levels.
1.2 Educational heritage of India with special reference to Vedic,
Buddhist and Medieval periods-Significance of Upanishad
in maintaining world peace and sustainable development –
Educational Implications of Bhagavad Gita.

51
 1.3 Western system of education in India with special reference
to Macaulay’s Minutes and Wood’s Despatch
1.4 Elementary education system in India
1.5 Types of Education–Formal, informal, and non-formal
1.6 Education as Investment – Human Resource Development
1.7 Education as a discipline – Its correlation with other
disciplines–History, Philosophy, Psychology, Sociology and
Science.
Module 2 – Indian Constitution and Education (10 hours)
2.1 Indian Constitution – Preamble- Fundamental Rights and
Directive principles
2.2 Duties of citizens
2.3 Universalisation of Elementary Education-Right to
Education Act 2009.
Module 3 – Features and Issues of Indian Society (30 hours)
3.1 Multiculturalism-Unity in diversity
3.2 Inequality and marginalization
3.3 Impact of Liberalisation, Privatisation and Globalisation on
Indian Society
3.4 Educational Problems of Contemporary India-wastage and
stagnation, Educated unemployment
3.5 Population Education and Inclusive Education
Module 4 -Education Commissions in India (10 hrs)
4.1 Radhakrishnan Commission (1949)
4.2 Mudaliyar Commission (1953)
4.3 Kothari Commission (1966)
4.4 National Policy on Education (1986&1992)
4.5 National Curriculum Framework for Secondary Education
(NCFSE) 2005
4.6 National Curriculum Framework for Teacher Education
(NCFTE) 2009
Module 5 – Recent Trends/Initiatives in Indian Education (20
hours)
5.1 District Primary Education Programme (DPEP)
5.2 Sarva Shiksha Abhiyan (SSA)
5.3 Rashtriya Madhyamic Shiksha Abhiyan (RMSA)
5.4 Rashtriya Uchathar Shiksha Abhiyan(RUSA)
5.5 Role of various organisations/Agencies in Education - UGC,
NCTE, NCERT, SCERT, NUEPA, NAAC, DIET, General

52
 Awareness on KER and KSR
5.6 Professional Growth of Teachers – Pre-service and In-
service Teacher Education

PRACTICUM (any one)

1. Documentation on current challenges of Indian education based
on Newspaper, Journals and Magazine.
2. Critical analysis of education policies of central and state
government.
3. Prepare a dramatic script for eradicating various inequalities of
Indian society

REFERENCES
Aggarwal J. C. (1998). Theory and principles of education,
Philosophical and Sociological bases of education, New Delhi:
Vikas Publishing House.
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K. Heugh, A. Siegrühn, & P. Plüddemann (Eds.), Multilingual
education for South Africa (pp. 3– 7). Heinemann Educational
Books.
Apple, M.W. (2008). Can schooling contribute to a more just society?
Education, Citizenship and Social Justice, 3(3), 239–261.
Carini, P.F. (2001). Valuing the immeasurable. In Starting strong: A
different look at children, schools, and standards (pp. 165–181).
New York: Teachers College Press.
Carr, D. (2005). Making sense of education: An introduction to the
philosophy and theory of education and teaching. Routledge.
Castells, M. (2011).The rise of the network society: The information
age: Economy, society, and culture (Vol. I, II & III).John Wiley &
Sons.
Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in
educating other people’s children. Harvard Educational Review,
58(3), 280–299.
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.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic
courage. Rowman& Littlefield.
Ghosh, S.C. (2007). History of education in India.Rawat Publications.
Glaser, R., Chudowsky, N., & Pellegrino, J.W. (Eds.). (2001). Knowing

53
 what students know: The science and design of educational
assessment. National Academies Press.
GOI. (1966). Report of the education commission: Education and
national development.
New Delhi: Ministry of Education.
GOI.(1986). National policy of education. New Delhi: Ministry of
Education.
GOI.(1992, 1998).National policy on education, 1986 (As modified in
1992). Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/
files/NPE86-mod92.pdf
GOI. (2009). The right of children to free and compulsory education
act, 2009. Retrieved from http://mhrd.gov.in/sites/upload_files/
mhrd/files/rte.pdf
GOI.(2011). Sarvashiksha abhiyan- Framework for implementation
based on the right of children to free and compulsory education
act, 2009.GOI. Retrieved from http://www.upefa.com/upefaweb/
admin/myuploads/SSA_Frame_work_(revised)_9-6-2011.pdf
Govinda, R., & Josephine, Y. (2004).Para teachers in India: A review.
New Delhi: National Institute of Educational Planning and
Administration.
Hall, C., & Hall, E. (2003).Human relations in education.Routledge.
Heathcote, D., & Bolton, G. (1994).Drama for learning: Dorothy
Heathcote’s mantle of the expert approach to education.
Portsmouth. NH: Heinemann Press.
Hindustani TalimiSangh. (1938). Basic national education: Report of
the ZakirHussain committee. Sagaon, Wardha: Hindustani
TalimiSangh.
Hodson, D. (1987). Science curriculum change in Victorian England:
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Helm.
Krishnamurti, J.(1992).Education and world peace. In
Social responsibility.Krishnamurti Foundation.
Kumar, K. (2013). Politics of education in colonial India. India:
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Mathew, T. K. (2013). Teacher education to contemporary
learning.Changanacherry,Lilly Publishing House.ISBN 978 - 81-
922911 - 6-1
Mishra, A. (2007). Everyday life in a slum in Delhi.In D. K. Behera
(Ed.), Childhoods in South Asia. New Delhi: Pearson Education
India.

54
Montuschi, E. (2003). Objects of social science. London: Continuum
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of child learning. Harper Collins.
Naik, J.P. (1982). The education commission and after.APH
Publishing.
Nambissan, G.B. (2009). Exclusion and discrimination in schools:
Experiences of dalit children. Indian Institute of Dalit Studies and
UNICEF.
NCERT.(2006a). Position paper-National focus group on education
with special needs (NCF 2005). New Delhi: NCERT.
NCERT.(2006b). Position paper-National focus group on gender
issues in the curriculum (NCF 2005).NCERT.
NCERT.(2006c). Position paper-National focus group on problems
of scheduled caste and scheduled tribe children (NCF 2005).
New Delhi: NCERT.
NCERT.(2006d). Position paper-National focus group on teaching of
Indian language (NCF 2005). New Delhi: NCERT.
Nirantar. (2010). Textbook regimes: A feminist critique of nation and
identity. New Delhi.
Olson, D.R., & Bruner, J.S. (1996).Folk psychology and folk pedagogy.
In D.R. Olson &
N. Torrance (Eds.), The handbook of education and human
development (pp. 9– 27). Blackwell.
Parekh, B.C. (2000). Rethinking multiculturalism: Cultural diversity
and political theory (pp. 213-230). Palgrave.
Pathak, A. (2013). Social implications of schooling: Knowledge,
pedagogy and consciousness. Aakar Books.
Phillips, D.C. (1995). The good, the bad, and the ugly: The many
faces of constructivism.
Educational Researcher, 5–12.
Ravikumar, K.V.(2014).Education in emerging Indian
society, Ernakulam: VasuPublishers.
Sternberg, R.J. (2013). Intelligence, competence, and expertise.In
A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and
motivation (pp. 15–30).Guilford Publications.
Stiggins, R. (2005). From formative assessment to assessment for
learning: A path to success in standards-based schools. Phi Delta
Kappan, 324–328.
Sykes, M. (1987).The story of NaiTalim.Wardha: NaiTalimSamiti.
Tagore, R. (2003). Civilization and progress.In Crisis in civilization

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 and other essays. New Delhi: Rupa& co.
UNESCO.(1989). UN convention on the rights of the child.UNESCO.
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ofpersonswith disabilities.
UNESCO.
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Sociology. New York: Prentice Hall.
Brubacher John S. (1962) Modern philosophies of Education.New
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Dewey John (1900). The School and Society. Chicago: The university
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Jacob Mani (2002). Resource Book for Value Education. New Delhi:
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JagannathMohanty (1995). Adult and non-formal education, New
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James S. Ross. (1952). Ground works of educational theory - George
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Delhi: Tata Mc.
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Millennium, Penguin Books India Ltd.
Mary Joseph & Thomas, P.J (2010) Philosophical and Sociological
Bases of Education.
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922911 - 6-1
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Sociological Approach.New Delhi: S. Chand & Company Ltd.
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NCTE (2000) Human Rights and Indian Values, New Delhi.
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teaching:JesusChrist,Tiruvalla,TitusIITeachers College, ISBN
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Titus II Teachers Colleg. ISBN 978 - 81 -930097 -8 -9

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Ozmon Howard A & Craver Samuel M. (1986). Philosophical
foundations of Education.
Columbus: Merril publishing Company.
Payne, E. George (1928). Principles of Educational Sociology An
Outline. New York: NY New York U.P.
Peters, R. S. (1967). The Concept of Education. New York:
Humanities Press. Robert. B.
Wagner (1989). Accountability in Education. London: Routledge.
Ruhela, S. P. (1968). Human Values and Education. New Delhi:
SterlingPublishers.
SatyaPriya Gupta (1979). The in-service educational needs of
Secondary teacher educators, New Delhi: NCERT.
Sharma R. A. (1993). Teacher education, Theory, Practice and
Research.Meerut: International Publishing house.
Singh L. C. (1990). Teacher education in India.N.C.E.R.T.
SivadasanPillai K., (1998). Vidyabhyasam, Trivandrum, Kalanikethan.
Taneja, V. R. (2003). Educational Thoughts and Practice. New Delhi:
Sterling Publishers.
Thankachan T.C., (2009) Philosophical and Sociological Bases of
Education, V. Publishers.
Thankachan T.C., (2010) Development and Management of
Education in India, Prakash Publishers.
Yati, NityaChaithanya (2002) ParivarthanonmughaVidhyabhyasam,
Kottayam; Current Books.

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 EDU 102: CHILDHOOD AND GROWING UP

NO. OF CREDITS :5
CONTACT HOURS : 100
MARKS : 100 (External 80 + Internal 20)
DURATION OF EXAMINATION : 3 hours

OBJECTIVES
On completion of the course, the prospective teachers would be able
to
• understand the basic concepts and principles of Educational
Psychology
• understand the characteristics of human growth and development
in childhood and adolescence and the developmental process of
the individual in different dimensions.
• help adolescents in better adjustment and development
• understand the nature of motivation in learning as relevant to
classroom management
• understand the mental processes of learners
• apply psychological principles in the teaching learning process
effectively
• understand the concept of intelligence
• acquaint with various tests related to intelligence
• understand the strategies for enhancing effective memorization
in children

MODE OF TRANSACTION
Lecture –cum-demonstrations, Seminars, Assignments, Peer learning
strategies, Community visit, Brain storming , Debate, Group
discussion, Problem-solving , Scenario-based learning strategies and
survey method. ICT based teaching and learning

COURSE OUTLINE
Module 1 - Psychology, Education and Emerging Learner (25
hours)
1.1 Psychology- General and Applied- Definitions
1.2 Schools of Psychology – Brief description of Behaviorism,
Structuralism, Functionalism, Psycho- analysis, Humanism,
Gestalt Psychology, Nativism, Constructivism, Cognitive
Neuro Science and Positive Psychology.
1.3 Meaning, nature and functions of educational psychology,

58
 Relevance of educational psychology to teachers, learners,
teaching and learning
14 Methods and tools of Educational Psychology-Introspection,
Observation, Interview, Questionnaire, Case study, Survey,
Sociometry, Checklist, Rating scale, Cumulative record and
Anecdotal record
1.5 Concepts, Principles and Stages of Growth and
development
1.6 Dimensions of Growth and Development-Physical,
Intellectual, Social, Emotional and Language Development.
1.7 Erickson’s view of Psycho Social Development - Kohlberg’s
view of Moral Development
1.8 Psychological needs and Behavioral problems of children.
Module 2 - Complexities in Adolescence (20 hours)
2.1 Characteristics of adolescents
2.2 Needs of Adolescents
2.3 Problems of adolescents (Information overloading,
substance abuse, suicidal tendencies, depression, sex
abuse etc)
2.3 Management of adolescent problems – role of teacher
2.4 Helping adolescents for better adjustment
2.5 Stress and coping Strategies
Module 3 - Cognitive Processes (20 hours)
3.1 Concepts of sensation, perception, attention, concept
formation and problem solving
3.2 Thinking – types- Convergent thinking, Divergent thinking
and Creative thinking (steps) – Developing creative thinking
in learners, Meta-cognition
3.3 Forgetting- Causes of forgetting
3.4 Memory – Information processing – Atkinson-shriffrin model
of information processing
3.5 Strategies for improving effective memorization
Module 4 – Intelligence as a Cognitive Variable in Learning
(20hours)
4.1 Intelligence – meaning and definition –Emotional
Intelligence and spiritual intelligence. Concept of IQ, EQ
and SQ. Strategies for promoting EQ and SQ.
4.2 Brief description of theories of intelligence – Two factor
theory (Spearman), Primary Mental Abilities (Thurston)

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 Structure of Intellect (Guilford) and Multiple Intelligence
(Howard Gardner).
4.3 Categories of Intelligence tests – uses and limitations of
intelligence testing
Module 5 - Motivating the learner (15 hours)
5.1 Motivation – meaning and significance
5.2 Types of motivation, Achievement motivation
5.3 Strategies for enhancing motivation in learners
5.4 Maslow’s theory of motivation

PRACTICUM (any one )

1. Visit an Anganwadi or a Primary School and prepare a report
on the facilities provided and strategies adopted for the
progress of the society.
2. Prepare a report on the current issues of Indian Adolescents.
3. Conduct a survey on stress and coping strategies among
peers.

REFERENCES
Alison, Clarke- Stewart, Susan, Friedman, & Joanne Koch. (1985).
Child development – Atropical approach. New York: John Wiley
& Sons, Inc.
Anita Woolfolk - (2004) Educational Psychology - The Ohio State
University – PearsonEducation
Ausubel, David, P, Joseph. D Novak & Helen Hanesian. (1968).
Educational psychology: Acognitive view. Holt, Rinchart and
Winston In
Bichler, R.F., & Snowman, J. (1993). Psychology Applied to Teaching
(7th ed.) Boston:Houghton Mifflin Co.
Brunner, J. S. (1986). Actual minds, possible worlds. Cambridge,
Mass: Harward UniversityPress.
Cronbach, L.J. (1969). Essentials of psychological testing (3rd ed.).
New York: Harper and Row.
Dandapani, S. (2000). Advanced Educational Psychology. New Delhi:
Annmol Publications Pvt.Ltd.
Dandekar, W.N. & Sanyogtala, Makhiya. (2002). Psychological
foundations of education (3rded.). Mc. Millan India Ltd.
Eggen, P.D., Kauchak, D.P., & Harder, R.J. (1979). Strategies for
teachers, informationprocessing model in the classroom. New
Jersey: Prentice Hall Inc.

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Gagne, R.M. (1965). The conditions of learning. New York: Holt,
Rinehart and Winston Inc.
Gagne, R.M. (1985). The cognitive psychology of school learning.
Boston: Little George, A (2008). Learning Strategies. New Delhi:
Common Wealth
Guilford, J.P. (1965). Fundamental statistics in psychology and
education. New York: Mc Graw Hill Hill INC.
Hal, R. Arkes, & John, P. Garske. (1977). Psychological theories of
motivation.
California:Wordsworth Publishing Company Ltd.
Herman, T.M. (1977). Creating learning Environments: The
Behavioural approach to education. Boston: Allyn and Bacon.
Hilgard, E.R., & Bower, G.H. (1977). Theories of learning. New Delhi:
Prentice Hall of India Pvt.Ltd.
Hurlock, Elizabeth, B. (1990). Developmental Psychology- A life Span
approach.
New York: Mc Grow Hill Inc.
Illich, I. (1970). De schooling Society. New York: Harper and Row.
Joyce, Bruce, & Weil, Marsha (1997). Models of teaching (5th ed.).
New Delhi: Prentice Hall of India. Ltd.
Kolesnik, Walter, B. (1970). Educational psychology (2nd, ed.) New
York: Mc. Graw Hill Book Co.
Laura, Berk, E. (2001). Child Development (3rd ed.). New Delhi:
Prentice Hall Co.
Morgan, Clifford. T. (1986). Introduction to Psychology. New York:
MC. Graw-Hill Books Co.
Shaffer, David, R. (1996). Developmental psychology- childhood and
adolescence (4th ed.)USA. Brooks/Cole Publishing Co.‘
Sibichen K.K (2010). An Introduction to Psychological bases of
Education, Mannanam,Kottayam, St.Joseph’s Training College.
Sousa A David (2009). How the Brain influences Behaviour. California,
Corwin Press.
Sousa, A David (2001). How the Brain Learns. California, Corwin
Press, INC. Sylvester, Robert (2007). The Adolescent Brain.
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Thomas, Good, L., & Jene, Brophy, E. Looking in classrooms (5th
ed.) Harper CollinsPublishers.Brophy, E. Looking in classrooms
(5th ed.) Harper CollinsPublishers.

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 EDU 103: DEVELOPMENTS AND RESOURCES IN
EDUCATIONAL TECHNOLOGY

NO.OF CREDIT :3
CONTACT HOURS :60
MARKS : 60 (External 50 + Internal10)
DURATION OF EXAMINATION : 2 hours

OBJECTIVES
On completion of the course, the prospective teachers would be
able to
• understand the nature, scope and various forms of educational
technology.
• know the modes of development of self learning material
• develop the ability for critical appraisal of the audio-visual media
• develop basic skills in the production of different types of
instructional material
• know the recent innovations and future perspectives of Educational
Technology
• blend the merits of multimedia in the process of teaching and
learning
• develop an awareness about the application of information
technology in the process of learning
• recognize the importance of effective communication and
interaction in classroom
• apply appropriate instructional approaches in teaching and learning

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, and assignments, holding camps, brain storming
sessions, and peer group discussion, Peer tutoring, Project,
interaction with community, case study, educational survey and
dialogue, ICT based teaching and learning.
Module 1 - Educational Technology- Concept, Approach and
Scope (12 Hrs)
1.1 Concept, meaning, definition, significance and approaches
of educational technology-hardware, software and systems
approaches. Multi sensory and Multimedia approach.
1.2 Audio-visual aids: Educational significance of audio-visual
aids, its merits and demerits, classifications and Edgar

62
 Dale’s cone of experience
1.3 Resource centers for Educational Technology, CIET, SIET,
AVRC, EMRC, SITE, CEC, EDUSAT, IT@SCHOOL- their
role in the improvement of teaching and learning.
Module 2 - Individualized and Mass Instructional Strategies
(10 hrs)
2.1 Individualised instruction, Individualised instructional
strategies: programmed instruction, personalized system
of instruction (PSI), modular instruction, language
laboratory.- brief outline
2. 2 Mass media in education - ETV, radio, news papers,
journals, movies, internet, social media
Module 3: Communication and Classroom Interaction (8 hrs)
3.1 Communication - concept, components, types of
communication, steps in communication, communication
cycle, factors affecting communication, barriers of
communication
3.2 Classroom climate - teacher behavior, Flanders’ Interaction
Analysis Category System (FIACS) - categories, procedures
and interpretation.
Module 4: Instructional Technology- Principles and
Approaches (10hrs)
4.1 Instructional technology- meaning, principles and maxims
of teaching, phases and levels of teaching.
4.2 Micro teaching - teaching skills, micro teaching cycle, micro
teaching steps, phases in micro teaching, link practices,
simulation
4.3 Models of teaching – meaning, basic elements of a model
and families of models
Module 5: ICT in Education (20 hrs)
5.1 ICT in education – meaning, scope and role of ICT in
education, Blended Learning - Role of Teacher and learner.
5.2 Education through ICT: Computer assisted instruction (CAI),
Power point - presentation, prezi presentations.
5.3 Free and Open source software – Introduction to Linux and
Ubundu Educational Software – conceptual overview
5.4 E-learning : concept, modes, characteristics and benefits,
e-learning materials: e-textbooks, e-journals; Digital library,
e-content - fundamentals

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 5.5 Web based learning, online learning, virtual learning, online
labs, massive open online course (MOOC) - SWAYAM, e-
communication: Internet Forums, blogs, bulletin boards,
Webinar – brief outline.
5.6 Flipped Classrooms, Learning Management Systems
(LMS) and Moodle – brief outline
5.7 Cyber crime and Cyber ethics

PRACTICUM ( any one)

1. Prepare a script for an educational video.
2. Construct an interaction matrix of a class and analyse the
classroom events using FIACS
3. Prepare a programmed instructional material using branching
programme

REFERENCES
Aggarwal J.C. (2006).Essentials of Educational Technology-Teaching
Learning- innovations in Education. New Delhi. Vikas Publishing
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Alexis, Leon & Others (1999).Fundamentals of Information
Technology. New Delhi: VikasPubllishing House Pvt. Ltd.
Alexey Semenov, UNESCO, (2005): Information and Communication
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Aoki, K (1994). Virtual communication in Japan: Pacific
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Andal, N. (1998). Communication Theories and Models.Mumbai :
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Anderson, L.W. International Encyclopedia of Teaching and Teacher
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BattachaarjeeShymali, (2007). Media and Mass communication.An
introduction.
NewDelhi: Kanishka Publishers.
Bharihoke, Deepak(2000). Fundamental of Information Technology.
New Delhi: Pentagon Press
Bhatia R. L. and Ahuja B. N. (1994).Principles of Educational
Technology and their approach. New Delhi :Surject Publications.
Chadha, Gaurav S.M.&Kumail, Nafay (2002) E-Learning: An
Expression of the Knowledge Economy, Tata McGraw-Hill

64
 Publication.
Chandra Ramesh, (2005). Teaching and Technology for human
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Das, R.C. (1993): Educational Technology – A Basic Text, Sterling
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Evaut, M. The International Encyclopaedia of Educational
Technology.Flanders, NA ( ) Analysing Classroom Behaviour,
Addison Wesley.
Gardner,John&Holmes,Bryn.(2006). e-learning-concepts and
practice. New Delhi: Sage Publications Pvt. Ltd.
Harasim, L. (1993) Global Networks Computers and International
CommunicationCambridge; NIT Press 5.
Henson, Kenneth.T( 1978): Curriculum development for Education
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Hoole H.S. Ratnajeevan&HooleDushyanthi.(2005). Information and
communicationtechnology. New Delhi: Foundation Books PVT.
LTD.
Horton, W (2001): Designing web-based Training John Wiley & Sons.
Jain, Madhulika& et.al.(2000). Information Technology Concepts. New
Delhi: BPB Publications.
John T and Lalitha R (1995) In search of virtual class : Education in
an information society. London :Routledge.
Keith Hudson: Introducing CAL – Practical guide to writing CAL
Programmes, Chapmanand Hall, London.
Khan, BoH (1997) Web-based Instruction. Englewood Cliffs:
Educational TechnologyPublications.
Kopp, Kathleen(2012). Using Interactive Whiteboard in the
Classroom. Shell Education
Krishnamurthy, R.C.(2003). Educational Technology: Expanding Our
Vision. New Delhi: Authors Press.
Kulkarni.S.S(1986) Introduction to Education Technology, Oxford and
IBH Publishing

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Kumar K. L. (1981). Mass Communication in India.Delhi :Jaico
Publishing House. Kumar, K.L.(2008).Educational Technology.
New Delhi: New Age International Publishers.
Leon A & Leon M (2000).Information Technology.Channai :Vikas
Publishing House Pvt. Ltd.
Madhukumar Indira. (2005). Internet based distance learning . New
Delhi: Global Network.
Mayer Richard E(2001); Multimedia Learning, Cambridge University
Press, UK.McDonald&Evans Ltd. 1975
Merrill, Paul F.; Reynolds, Peter L.; Christensen, Larry B.(1995)
Computers in Education, Allyn& Bacon.
Michael W. Allen, Michael Allen (2002), Guide to E-Learning, Wiley
Publication, 2002.
Mohanty, Jagannath (1997). Educational Technology. New Delhi :
Deep and Deep Publications.
MohanthyLaxman&VohraNehrika, (2006) ICT Strategies for school.A
guide for school Administrators. New Delhi: State Publishers.
Morison, R. Gary &Lowlher, L. Deborah &DeMeulle Lisa. (1995).
Integrating computertechnology in the class room. New Jersey:
Prentice Hall.
Mukopadhyay, M (1990) Educational Technology Challenging Issues
New Delhi :SterlingPublishers Pvt. Ltd.
Oliver, Ron, Reeves, Thomas C. & Herrington, Jan (2010). A Guide
to Authentic e- learning, New York: Routledge.
Phillips. R (1997) Interactive Multimedia London: Kogan Page.
Prasad Janardan, (2007). Audio Visual education.Teaching innovative
technique.
NewDelhi: Kanishka Publishers..
Progrow S (1983). Education in the Computer Age.Sage
Publications.Baverly Hills, CA.
Rajesekaran S. (2007) Computer Education and Educational
Computing, New Delhi: NeelKamal Publishing Pvt. Ltd.
Roblyer, M.D. (2008).Integrating educational technology into teaching.
New Delhi: Pearson.
Rosenberg, M.J. (2001) e-learning New York: McGrawHill.
Rosenberg, Marc Jeffry(2006).e-learning: Strategies for Delivering
Knowledge in the Digital Age. New Delhi: McGraw Hill India PvtLtd.
Sampath,K.&Paneerselvam A.(2006).Introduction to Educational

66
 Technology. New Delhi: Sterling Publishers Pvt. Ltd.
Schank, R.C. (2001) Virtual Learning McGraw Hill.
Singh,P.P.& Sharma, Sandhir (2005), E-Learning: New Trends and
Innovations, New Delhi: Deep & Deep Publications.
Srinivasan, T.M. (2002), Use of Computers and Multimedia in
Education, Horton. Sutherland, R., Robertson,S.& Peter
John.(2009). New Delhi: Improving Classroom Learning with
ICT.Routledge.
Vanaja, M.(2006). Educational Technology. Hyderabad: Neelkamal
Publication Pvt.Ltd.
Vaughan, T. (1999) Multimedia making it work, New Delhi: Tata
McGraw Hill [Fourth Edition].
William H. Dutton, Malcolm Peltu(1996) Information and
Communication Technologies: Visions and Realities

67
 PEDAGOGIC COURSES

EDU 104.11: UNDERSTANDING THE DISCIPLINE OF

ENGLISH EDUCATION

NO.OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2hours

OBJECTIVES
On completion of the course, the prospective teachers would be
able to:
• justify the relevance of English language learning and teaching.
• develop authentic classroom practices based on theoretical
underpinnings.
• apply an integrated approach in developing the four-fold
language skills.
• develop the ability for self-study.

MODE OF TRANSACTION
Lecturing, Discussion, Debates, Investigative learning, Problem-
based learning, Web-based learning, Cooperative learning, Seminars,
Debates, Assignments, Peer group discussion, Interaction with
community, Case study, Survey, Dialogue and ICT based teaching
and learning.

COURSE OUTLINE
Module I – Historical background of English Education in
India (10 hrs)
1.1 Historical development of English in India (Charter Act, East-
West controversy, Macaulay’s Minutes, Downward Filtration
Theory, Three-language Formula)
1.2 General aims of teaching English in India (cultural, literary,
and utility-based)
1.3 Present Status of English in India (Medium of instruction,
Associate Official Language)
Module 2 – Conceptual background of English (10 hrs)
2.1 Language: relevance and linguistic principles
2.2 Nature and scope of English language

68
 2.3 Importance of English language( International language,
link language, library language, language of scientific
research)
2.4 Conditions under which English is taught in schools today.
Module 3 - Development of Language Skills (15 hrs)
3.1 Listening skill -sub-skills, developmental activities, types
of listening (casual, focused, intensive, extensive)
3.2 Speaking skill- sub-skills, developmental activities
3.3 Reading skill– sub-skills, developmental activities, types
of reading (intensive, extensive, loud, silent, individual,
choral, literal, interpretive, critical, creative)
3.4 Writing skill– sub-skills, developmental activities,
characteristics of good handwriting, Capitalization and
punctuation.
3.5 Evaluating the four-fold skills (Analytical &Holistic marking
scheme).
Module 4 - Developing Study Skills (10 hrs)
4.1. Importance of developing study skills
4.2 Locating & gathering information (skimming & scanning)
4.3. Storing Information (note-taking, note-making,
summarizing)
4.4 Developing reference skills (using the Dictionary
&Thesaurus)
4.5 Retrieving information using technology & computers.
Module 5-Educational Objectives of teaching English (15hrs)
5.1 Aims & objectives of teaching English at elementary,
secondary and higher secondary levels
5.2 Bloom’s taxonomy of Educational objectives-Revised
Taxonomy and its implications
5.3 Objective-based instruction & objective based evaluation
5.4 Competency-based instruction & competency-based
evaluation
5.5 Tri-polar relationship- Objective, Learning Activity,
Evaluation
PRACTICUM (any one)
1. Summarize a Journal article on any education-related topic.
2. Identify five activities that can help to integrate the language
skills.
3. Prepare a report on the condition in which English is taught in

69
 State syllabus and in schools following the ICSE/CBSE
syllabus

REFERENCES
Arora, V.N. & Chandra, Lakshmi.(1993). Improve your writing. New
Delhi: Oxford University Press.
Agnihotri, R.K. and Khanna, A.L. (1994). Second language acquisition:
Socio- cultural and linguistic aspects of English in India. New
Delhi: Sage Publications.
Baker, Joanna &Westrup, Heather. (2008). The English Language
Teacher’s Handbook. London: Continuum International Publishing
Group.
Bloomfield, Leonard. (1969). Language. London: George Allen&Unwin
Ltd. Cook, Vivian.(1991). Second language learning and language
teaching. NewYork:
Chapman and Hall Inc.
Cook, V.J. &Newson, Mark. (2007). Chomsky’s Universal Grammar:
An Introduction. UK: Blackwell Publishing.Crystal, David (1997).
Cambridge Encyclopaedia of Second Language Education.
United Kingdom: Cambridge University Press.
Culpeper, J.(2001). Language and characterisation: People in
playsand other texts.
Harlow; Longman.
Ellis, Rod .(1987). Understanding second language acquisition,
Oxford: Oxford University Press.
Gardner,H. (1983). Frames of Mind: The theory of multiple
intelligences. New York: Basic Books Inc. Publishers.
Kincheloe, J. (2008). Critical Pedagogy (2 ndEdn.). New York: Peter
Lang. Lyons,John. (2003). Language and Linguistics. Cambridge:
Cambridge University Press.
Shanahan,Dan.(2007). Language, feeling and the brain. New Jersey:
Transaction Publishers.
Tickoo, M.L. (2003). Teaching and Learning English. New Delhi: Orient
Longman Pvt. Ltd.
Underhill, Nick. (1987). Testing spoken language. A handbook of oral
testing techniques. Cambridge: Cambridge University press.

70
 EDU 105.11: LEARNING TO FUNCTION
AS AN ENGLISH TEACHER

NO.OFCREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2 hours

OBJECTIVES
On completion of the Course, the prospective teachers would be
able to:
• use appropriate strategies to develop the target skills or sub-
skills.
• understand the important contribution of the various methods in
enriching language.
• create a positive learning environment by ensuring involvement
of all the learners.
• apply relevant strategies to develop the target language.
• use English appropriately when explaining, instructing, prompting,
eliciting, conveying meaning, and motivating learners.
• monitor learners and provide feedback on language and tasks,
including oral or written correction.

MODE OF TRANSACTION
Lecturing, Discussion, Debates, Investigative learning, Problem-
based learning, Web-based learning, Cooperative learning, Seminars,
Debates, Assignments, Peer group discussion, Interaction with
community, Case study, Survey, Dialogue, ICT based teaching and
learning

COURSE OUTLINE
Module 1: Maxims, Approaches and Methods of Teaching
English (10 hrs)
1.1. Maxims of teaching English (simple to complex, known to
unknown, particular to general, concrete to abstract)
1.2. Approaches in teaching English (Structural-oral-situational,
Communicative, Suggestopedia, Discourse-oriented
pedagogy).
1.3. Methods of teaching English (Grammar Translation, Direct,
Bilingual)

71
Module 2: Techniques and strategies of teaching English (15hrs)
2.1. Techniques: Questioning, brain-storming, seminar,
workshop, symposium, role-play, debate, self-directed
learning (SDL)
2.2 Strategies: Team teaching, peer-tutoring, co-operative
learning, collaborative learning, brain-based learning,
mapping strategies (concept mapping & mind mapping)
2.3 Language Games: importance and types (vocabulary
games, spelling games)
Module 3: Training in Teaching Skills (15hrs)
3.1 Micro-teaching: characteristics and phases of teaching
3.2 Micro-teaching skills: Skill of reinforcement, skill of fluency
in questioning, skill of stimulus variation
3.3 Link Practice: Integration of skills
Module 4-Pedagogical Skills Development (10 hrs)
4.1 Meaning and significance of: Pedagogy, Pedagogical
Knowledge and Pedagogical Competence
4.2 Pedagogical Skills: Content related skills, Classroom
Management, Promoting Culturally Inclusive Classroom
Environment
Module 5- Teaching literature, vocabulary and grammar (10
hrs)
5.1 Aims of teaching literature
5.2 Vocabulary and grammar: importance, types, principles of
selection and gradation
5.3 Techniques of presenting vocabulary
5.4 Different methods of teaching grammar - inductive and
deductive methods

Practicum (any one)

1. Conduct a debate /workshop/symposium based on any
relevant topic of social concern by following the rules and
regulations.
2. Make any three language games to teach spelling/vocabulary.
3. Create a Dictionary of 50 words selected from the English
textbook prescribed for upper-primary students and specify the
meaning, form, pronunciation, synonyms and antonyms.

72
REFERENCES
Bhatnagar, Nitin & Bhatnagar, Mamta. (2012). Effective
communication and soft skills: Strategies for success. New Delhi:
Dorling Kindersley (India) Pvt. Ltd.
Jones, Lee. (2000). Cambridge Advanced English Teacher’s Book.
Cambridge: Cambridge University Press.
Kumar, Sanjay &Lata, Pushp. (2012). Communication Skills. New
Delhi: Oxford UniversityPress.
Larsen, D.F. (2000). Techniques and principles of language teaching.
Oxford:Oxford UniversityPress.
Lyons, T. (2002).Language and linguistics : An Introduction.
Cambridge : Cambridge University Press .
Naiman, N. Frohlic, M. et al. (1978).The good language learner.
Toronto: Ontario Institute for Studies in Education.
NCERT.(1992). Fifth Survey of Educational Research. New Delhi:
NCERT.
Reid, J. (1998). Understanding learning styles in the second language
classroom. New York: Prentice-Hall.
Rutherford, Andrea J. , Thorpe, Edgar et al. (2011). Communication
Skills. New Delhi: Dorling Kindersley (India) Pvt. Ltd.
Silver, H.E. & Hanson, J.R. (1998). Learning styles and strategies(3rd
ed.).Woodbridge, NJ: The Thoughtful Education Press.
Sheorey, Ravi. (2006). Learning and teaching English in India. New
Delhi: Sage Publications India Pvt Ltd.
Tomlinson, Brian. (1998). Material development in language teaching.
United Kingdom: Cambridge University Press.
Thomas, Malamah. (1987).Classroom interaction. Oxford: Oxford
University Press. Ur, Penny. (1991). A Course in Language
Teaching: Practice and Theory. UK:Cambridge University Press.
Wenden, A. (1987). Learner strategies in language learning.
Englewood Cliffs: N.J.: Prentice Hall.

73
 EDU 104.16: UNDERSTANDING THE DISCIPLINE OF
MATHEMATICS EDUCATION

NO. OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2 hours

OBJECTIVES
On the completion of this course, the prospective teachers would
be able to
• inquire into the contribution of eminent mathematicians
• appreciate the significance of Mathematics as a Discipline.
• get a perspective on scope of Mathematics
• make sense of the, aims, objectives and skills of teaching
Mathematics.
• internalize the values of teaching mathematics
• gain an insight of the Interdisciplinary Nature of Mathematics
• endow with the significance of Taxonomy of instructional
objectives of teaching Mathematics

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, assignments, holding camps, brain storming
sessions, and peer group discussion, Peer tutoring, Project,
interaction with community, case study, educational survey and
dialogue, ICT based teaching and learning.

COURSE OUTLINE
Module 1 - Historical Background of Mathematics(10 hours)
1.1 Contribution of Mathematicians - Indian and western-
Aryabhatta, Bhaskaracharya, Brahmagupta, Ramanujan,
Pythagorus, Rene Descarte, , Euclid
1.2 New Math movement
1.3 Relevance of learning History of mathematics-
Module 2 - Conceptual Background of Mathematics (10 hours)
2.1 Nature of Mathematics - Meaning and Characteristics .
2.2 Language and Symbols of Mathematics
2.3 Paradigm shift in the nature
- Pure and applied

74
 - Empirical to rational
- Induction, Intuition, and logical
2.4 Scope of mathematics in the 21st century
Module -3 - Inter and Intra disciplinary nature of Mathematics
Education (10 hours)
3.1 Correlation with Life
3.2 Correlation with different subjects-Science, Social sciences,
I C T, Languages, Arts, Music,
3.3 Correlation with Different branches and topics
Module 4- Aims and values of Teaching mathematics(15
hours)
4.1 Aims and Values- Utilitarian, Disciplinary, Cultural,
Vocational, Aesthetic
4.2 General Objectives of teaching mathematics at different
stages- Primary, Secondary, Higher secondary
Module 5 - Educational Objectives (15 hours)
5.1 Aims and objectives-meaning and distinction
5.2 Blooms Taxonomy of Educational objectives. Revised
Bloom’s taxonomy- conceptual overview.
5.3 Objective Based Instruction and Objective based evaluation
– based on Bloom’s Taxonomy (cognitive, affective,
psychomotor domain)
5.4 Competence Based Instruction and Competence based
evaluation
5.5 Tri polar relation - Objective, Learning experience,
Evaluation - Competence, Learning Activity, Evaluation

PRACTICUM (any one)

1. Prepare a document based on any one value of teaching
mathematics
2. Present an album on contributions of mathematicians
3. Prepare a report on ancient mathematical numerals

REFERENCES
Aiyankar, Kuppuswami. The Teaching of Mathematics.
Anderson, L. (2006). Taxonomy academy handbook. Retrieved July,
2006, from http:// www.andersonresearchgroup.com/tax.tyml.
Anderson, L., & Krawth Wohl, D.E. (2001). A taxonomy for learning,
teaching and assessing: A revision of Bloom’s taxonomy of
educational objectives (Abridged). New York: Addison Wesley

75
 Longman, Inc.
Andrews, J.J.W, Saktofski, D.H. & Janzen, H.L. (2001). Handbook
of psycho educational assessment. Academic press.
Apple, M.V. (2000). Mathematics reform through conservative
modernization: Standards, markets and inequality in education.
Reported by Boaler, J. (Ed). Multiple perspectives on mathematics
teaching and learning. 243-259, West Port, CT: Ablex.
Artz, A.G., & Armour -Thomas, E. (2001) .Becoming a reflective
mathematics teacher: A guide for observations and self-
assessment. Mehweh, N.L. Lawrence Erlbaum Associates
Barell, J. (2007). Problem based learning (IIEd.). Thousand Oaks,
CA: Corwin press. Barrows, H.S. (1986). A taxonomy of
problem based learning methods. Medical
Education, 20, 481-486.
Bella, N.J. (2004). Reflective analysis of student work. Thousand
Oaks: CA. Corwin Press.
Bellard, P.B. Teaching the Essentials of Arithmetic
Bender, W.N. (2005). Differentiating Math instruction strategies that
work for K-8 classrooms. Thousand Oaks, CA: Corwin press.
Burke, K. (2006). From standards to rubrics in six steps. Thousand
Oaks, CA: Corwin press.
Butler and Wren (1965). The teaching of Secondary School
Mathematics, London. Cooney, T.J. and Other (1975). Dynamics
of Teaching Secondary School Mathematics,
Deepka,E.(2007).Designing assessment for
mathematics.(2ndEd).Thousand Oaks,CA:Corwin Press.
Eves, Howard (1963). The History of Mathematics, New York: Holt
Rineheart and Winston.
Godfrey, C & A, W. Siddons. The Teaching of Elementary
Mathematics.
Iglewiez, Boris and Stoyle, Judith (1973). An Introduction to
Mathematical Reasoning, New York; The Mac Millan Co.
Korner, S. The Philosophy of Mathematics, New York; Herper Torch
Books, the science Library
Malhotra,V (2007). Encyclopaedia of Modern Methods of Teaching
Science. New Delhi: Crescent Publishing Corporation.
Mangal, S.K. (1984). The teaching of Mathematics, Ludhiana: R.P.
Fadon Prakash brothers.
Merrilyn goods,Ggloria Stillman and Colleen vale .Teaching secondary
school mathematics-Researches and practices for the 21st
century

76
NCERT (2006). National Curriculum Framework for School Education
2005. New Delhi.
NCERT. A Text Book of content – cum – methodology of Teaching
Mathematics, New Delhi: NCERT.
NRC, (2001) National Research Council. Mathematics learning study:
Center for Education, Division of Behavioural and Social Sciences
and Education, Adding it up: Helping children learn mathematics.
Edited by J. Kilpatrick et al., Washington, DC: National Academy
Prehttp://www.edel.edu/pbl
Paul Chambers .Teaching mathematics-developing as a reflective
secondary teacher Rai, B.C. Methods of Teaching Mathematics.
Schultze, A. The Teaching of Arithematics in Secondary School.
Servas, Wand T. Varga. Teaching School Mathematics – UNESCO
Service Book. Shah, G. B., New Dimensions in the Teaching of
Mathematics.
Sidhu, K.S. (1984). The Teaching of Mathematics, New Delhi: Sterling
Publications Pvt. Ltd.
Soman, K (1988). Ganitha Sasthra Bodhanam, Trivandrum: State
Institute of Language (Kerala).
Sumner, W.L. The Teaching of Arithmetic & Elementary Mathematics.
Sundarajan. S. Theory and Practice of Teaching School
Mathematics.

77
 EDU 105.16: LEARNING TO FUNCTION AS
MATHEMATICS TEACHER

NO. OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAM : 2 hours

OBJECTIVES
On completion of the course, the prospective teachers would be
able to:
• explore the distinctive features of varied instructional
approaches, techniques and methods of teaching Mathematics
• equip with innovative strategies of mathematics teaching
• entwine models of differentiated teaching in effectual
instructional practices of Mathematics education.
• fine-tune themselves as innovative pedagogic practitioner.

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, and assignments, holding camps, brain storming
sessions, and peer group discussion, Peer tutoring, Project,
interaction with community, case study, educational survey and
dialogue, ICT based teaching and learning

COURSE OUTLINE
Module 1 – Maxims, Approaches and Methods of Teaching
Mathematics (15 hrs)
1.1 Maxims of learning-simple to complex-Known to unknown-
Particular to general- concrete to abstract
1.2 Approaches-Teacher centered vs Learner centered,
1.3 Methods- Heuristic Method-Lecture method-Inductive
Deductive method-Analytic and synthetic method -Problem
Solving method-Project method
Module 2 - Techniques of Developing Mathematical skills (10
hrs)
2.1 Development of Mathematical skills: Computational skills,
Geometrical skills, Drawing and interpretation of Graphs
and Charts
2.2 Mathematical creativity

78
 2.3 Techniques of developing Speed and accuracy in
mathematics
2.4 Techniques of teaching Mathematics: Ability grouping,
Gradation, Questioning, Brain storming, Seminar,
Simulation, Assignment, Supervised study.
2.5 Motivational Techniques in teaching of Mathematics
Module 3- Innovative Strategies (12 hours)
3.1 Peer tutoring, Team teaching, Co-operative learning,
Problem based learning
3.2 Differentiated strategies for inclusiveness: Think pair
share, Flexible Grouping.
3.3 Brain based learning- Characteristics and principles
3.4 Concept mapping- Characteristics
3.5 Reflective Journaling – Gibb’s Model
Module 4 - Training in Teaching Skills (15 hrs)
4.1 Micro teaching: Characteristics and phases
4.2 Skills and its components. -Stimulus Variation,
Questioning, using Black Board/White Board, Set
Induction, Reinforcement
4.3 Link Practice-Integration of skills
Module 5- Pedagogical Skill Development (8 hrs)
5.1 Pedagogy-Pedagogical Knowledge-Pedagogical
Competence-meaning and significance
5.2 Pedagogical Skills- Content related skills, Classroom
Management, Promoting Culturally Inclusive Classroom
Environment

PRACTICUM (any one)

1. Prepare concept map on any unit of Mathematics
2. Prepare a report on any mathematical game that fosters
mathematical creativity among learners
3. Prepare a digital programme for motivating learners at
secondary/Hr. secondary level

REFERENCES
Aiyankar, Kuppuswami. The Teaching of Mathematics.
Anderson, L. (2006). Taxonomy academy handbook. Retrieved July,
2006, from http://www.andersonresearchgroup.com/tax.tyml.
Anderson, L., & Krawth Wohl, D.E. (2001). A taxonomy for learning,
teaching and assessing: A revision of Bloom’s taxonomy of

79
 educational objectives (Abridged). New York: Addison Wesley
Longman, Inc.
Andrews, J.J.W, Saktofski, D.H. & Janzen, H.L. (2001). Handbook
of psycho educational assessment. Academic press.
Apple, M.V. (2000). Mathematics reform through conservative
modernization: Standards, markets and inequality in education.
Reported by Boaler, J. (Ed). Multiple perspectives on mathematics
teaching and learning. 243-259, West Port, CT: Ablex.
Artz, A.G., & Armour -Thomas, E. (2001) .Becoming a reflective
mathematics teacher: A guide for observations and self-
assessment. Mehweh, N.L. Lawrence Erlbaum Associates
Barell, J. (2007). Problem based learning (IIEd.). Thousand Oaks,
CA: Corwin press. Barrows, H.S. (1986). A taxonomy of
problem based learning methods. Medical
Education, 20, 481-486.
Bella, N.J. (2004). Reflective analysis of student work. Thousand
Oaks: CA. Corwin Press.
Bellard, P.B. Teaching the Essentials of Arithmetic
Bender, W.N. (2005). Differentiating Math instruction strategies that
work for K-8 classrooms. Thousand Oaks, CA: Corwin press.
Burke, K. (2006). From standards to rubrics in six steps. Thousand
Oaks, CA: Corwin press.
Butler and Wren (1965). The teaching of Secondary School
Mathematics, London. Cooney, T.J. and Other (1975). Dynamics
of Teaching Secondary School Mathematics, Dash,B.N.(2005).
Psychology of Teaching Learning Process, New Delhi: Dominant
Publishers and Distributors.
Deepka,E.(2007).Designing assessment for mathematics.
(2ndEd). Thousand Oaks, CA:Corwin Press.
Gardner, H. (1983) Frames of Mind: The Theory of Multiple
Intelligences. New York: Basic Books.
Godfrey, C & A, W. Siddons. The Teaching of Elementary
Mathematics. Goleman, D. (1995). Emotional Intelligence. New
York McGraw Hill Joyce, Bruce; Weil, Mursha ( 2003). Models of
Teaching,
Kincheloe, J. (2008). Critical Pedagogy (2nd Edn). New York: Peter
Lang.
Korner, S. The Philosophy of Mathematics, New York; Herper Torch
Books, the science Library
Malhotra,V (2007). Encyclopaedia of Modern Methods of
Teaching Science. New Delhi: Crescent Publishing Corporation.

80
Malhotra,V. (2006). Methods of Teaching Mathematics, New Delhi:
Crescent Publishing Corporation.
Mangal, S.K. (1984). The teaching of Mathematics, Ludhiana: R.P.
Fadon Prakash brothers.
Merrilyn goods,Ggloria Stillman and Colleen vale .Teaching secondary
school mathematics-Researches and practices for the 21st
century
NCERT (2006). National Curriculum Framework for School
Education 2005. New Delhi.
NCERT. A Text Book of content – cum – methodology of Teaching
Mathematics, New Delhi: NCERT.
NRC, (2001) National Research Council. Mathematics learning study:
Center for Education, Division of Behavioural and Social Sciences
and Education, Adding it up: Helping children learn mathematics.
Edited by J. Kilpatrick et al., Washington, DC: National Academy
Prehttp://www.edel.edu/pbl
Sumner, W.L. The Teaching of Arithmetic & Elementary Mathematics.
Sundarajan. S. Theory and Practice of Teaching School
Mathematics.
Tiwari.D.(2007). Encyclopaedia of Modern methods of Teaching ,
New Delhi: Crescent Publishing Corporation.
Pandey,S,K and Sharma, R.S (2008 ). Encyclopaedia of Modern
Techniques of Teaching, New Delhi: Commonwealth Publishers.
Paul Chambers .Teaching mathematics-developing as a reflective
secondary teacher Rai, B.C. Methods of Teaching Mathematics.
Servas, Wand T. Varga. Teaching School Mathematics – UNESCO
Service Book. Shah, G. B., New Dimensions in the Teaching of
Mathematics.
Sharma. R. A. Teaching Learning Strategies and Mathematical
Creativity.
Sidhu, K.S. (1984). The Teaching of Mathematics, New Delhi: Sterling
Publications Pvt. Ltd.
Soman, K (1988). Ganitha Sasthra Bodhanam, Trivandrum: State
Institute of Language (Kerala).

81
 EDU 104 .17: UNDERSTANDING THE DISCIPLINE OF
PHYSICAL SCIENCE EDUCATION

No. OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2 hours

OBJECTIVES
On completion of the course, the prospective teachers would be
able to
• acquaint with the history of Science as a discipline
• inquire into the contribution of eminent Scientists
• appreciate the conception and significance of Science as a
Discipline.
• get a perspective on scope of Science
• make sense of the, aims, objectives and skills of teaching Physical
Science in order to adopt a holistic Approach at Primary,
Secondary and Higher Secondary levels.
• internalize the values of teaching Physical Science
• gain an insight of the Interdisciplinary Nature of Physical Science
and Correlate it with other subjects for effective classroom
teaching.
• endow the significance of taxonomy of instructional objectives of
teaching physical science.

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, and assignments, holding camps, brain storming
sessions, and peer group discussion, Peer tutoring, Project,
interaction with community, case study, educational survey and
dialogue, ICT based teaching and learning

COURSE OUTLINE
Module 1 - Historical Background of Science (10hrs)
1.1 History of Science - origin, recent developments- relevance
1.2 Branches of Science-Fundamental and New branches-
Interdisciplinary subjects
1.3 Contribution of Eminent Scientists- Indian and western –
C. V. Raman, Subrahamanyan Chandrasekhar, Homi
Jehangir Bhabha, A.P.J. Abdul Kalam, Einstein, Newton,

82
 Madam Curie, Mendeleev, Stephen Hawking
Module 2 - Conceptual Background of Science (10hrs)
2.1 Nature of Science- Meaning, Definitions and
Characteristics.
2.2 Paradigm shift - Product to Process- Interdependency of
Product and Process
2.3 Scope of Science
- Science as a social endeavor
- Science for sustainable Development
Module 3 - Inter and Intra disciplinary nature of Physical
science Education (10)
3.1 Concept of Correlation-Incidental and Systematic
3.2 Correlation with different Branches of Physical science
3.3 Correlation with other disciplines
3.4 Correlation with Life Situation
Module 4 - Aims and Values of Teaching Physical Science
(10hrs)
4.1 Aims and Values- Meaning and Differences
4.2 General Aims of teaching Physical science at primary.
Secondary and higher secondary level
4.3 Anticipated outcomes of teaching Physical Science –
Scientific Attitude, Scientific Temper, Scientific Literacy,
Scientific Creativity
Module 5 - Educational Objectives (20hrs)
5.1 Aims and objectives-meaning and distinction
5.2 Blooms Taxonomy of Educational objectives. revised
Bloom’s taxonomy- conceptual overview.
5.3 Objectives and specifications-Objective Based Instruction
and Objective based evaluation, Tripolar relation- Objective,
Learning experience, Evaluation,
5.4 Competence Based Instruction and Competence based
evaluation, Tripolar relation- Competence, Learning Activity,
Evaluation
5.5 Classification of educational objectives -Yager and Mc
Cormak
PRACTICUM (any one)
1 Prepare of a digital album or short film on the life and
contributions of a scientist.
2. Prepare an artistic document on ‘Science in Life’
3. prepare a report on evolutionary aspect of science.

83
REFERENCES
Arons, A.B. (1983) Achieving wider scientific literacy. Daedalus,
112, 91-122.
Bhatt, B. D., 7 Sharma S.R. (1996). Methods of teaching science.
Delhi: Kanishka Publishing House.
Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives: The
classification of educational goals. Handbook 1 : Cognitive
Domain. New York: David Mekay Company.
Bloom, B.S(Editor) 1956. Taxonomy of Educational Obectives:
Hand book I: Cognitive domain. New York: David Mc key
company, Inc.
Bloom, B.S. (1968). Taxonomy of educational objectives:
handbook1. Cognitive domain, New York: David Mc key
company, Inc.
Bloom, B.S.; Hastings, J.T. and Madaus,G.F. (1971). Hand book on
formative and summative evaluation of student learning. New
York: Mc-Graw Hill.
Das, R.C. (1985). Science teaching in schools. New Delhi: Sterling
Publishers. Fitzpatrick, F.L. (1959). The Science Man power
project, Science Education, vol. 43,
issue 2, pp.121-125.
G. Sarton( 1927). “Introduction to the history of science,”
Williams and Wilkins, Baltimore,
Ghosh,B.N. (1986). Lectures on scientific method. New Delhi:
Sterling Publishers Pvt.
Ltd.
Gupta, S. K. (1983). Teaching of physical science in secondary
schools.New Delhi: Sterling Publications (Pvt.) Limited.
Joseph, T. T. (1982). Modern trends in science education. (2nd
ed.) Kottayam,Kerala : Author.
Kohli, V. K. (1986). How to teach science. Ambala City, Haryana:
Vivek Publishers.
Llewellyn, D. (2007). “Inquire within – implementing Inquiry based
Science standards in Grades 3 -8, Corwin Press, CA:
Thousand Oaks.
Maitra, K. (1991). Teaching of physics. New Delhi: Discovery
Publishing House.
Mathew , T.K., & Mollykutty, T. M. (2011). Science education :
Theoretical bases of teaching and pedagogic analysis.
Chenganoor: Rainbow Book Publishers.
Mill, J.S (1949). A system of Logic (8th ed.), London, Longmans,

84
 Green and Co. Mohan, R.(1995). Innovative science teaching
for physical Science. New Delhi:Prentice
Hall. T. (1989). Instructional objectives of school subjects. New
Delhi: N.C.E.R.T.
Rajan, K. M., Sindhu, B.S., Josen George, Sibu G. Netto & Sajan ,
R.K. (2010).Teaching of Physical science: Theory, Perspectives
& Practice (2nd rev. ed.).Kottayam: St. Joseph’s Training College,
Mannanam.
Rajan, K.M. (1999). Perspectives in physical scienceteaching.
Kottayam: Vidyarthi Mithram.
Sharma, R. C. (1985). Modern science teaching. New Delhi:
Dhanpat Rai & Sons. Suresh K.P. and Joseph, Celene (2012).
Teaching and Testing Science Process skills .
New Delhi: Shipra Publications .
Thurber, W. A., & Collette, A. T. (1964). Teaching science in today’s
secondary school. New Delhi; Prentice Hall Of India Limited.

85
 EDU 105.17 : LEARNING TO FUNCTION AS
PHYSICAL SCIENCE TEACHER

NO. OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2 hours

OBJECTIVES
On completion of the course, the prospective teachers would be
able to
• explore the distinctive features of varied instructional approaches,
techniques and methods of teaching Physical Science
• equip with innovative strategies of Physical Science teaching
• interweave models of differentiated teaching in effectual
instructional practices of Physical Science education.
• fine-tune themselves as innovative pedagogic practitioner.
• develop an understanding about individual difference and its
remediation.
• outfit prospective teachers in up surging skills for effectual
teaching in Physical Science

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, assignments, brain storming sessions, and peer
group discussion, interaction with community, case study, and
Educational survey, ICT based teaching and learning

COURSE OUTLINE
Module 1 –Maxims, Approaches and Methods of teaching
Physical Science (10hrs)
1.1 Maxims of learning-simple to complex-Known to unknown-
Particular to general- Concrete to Abstract
1.2 Approaches-Teacher centered vs Learner centered,
Inductive and Deductive, Analytic and synthetic , Process
and Product, Inquiry-Discovery
1.3 Methods-Lecture method, Lecture-Cum-Demonstration
Method, Heuristic method, Problem Solving method, Project
Method, Scientific Method- Steps- Elements of Scientific
method: Logical and Technical

86
Module 2 - Techniques of Teaching Physical Science (10 hrs)
2.1 Techniques: Questioning ,Brain storming, Drill work,
Seminar, Debate, Simulation, Assignment, Supervised study
Module 3 - Innovative Strategies of Teaching Physical Science
(15 hrs)
3.1 Peer tutoring, Team teaching, Co-operative learning,
Problem based learning, Brain based learning
3.2 Concept mapping, – characteristics
3.3 Reflective Journaling: Brief outline
3.4. Differentiated strategies for inclusiveness: Think pair,
Flexible Grouping.
Module 4– Training in Teaching Skills (15 hrs )
4.1 Micro Teaching – Characteristics, Phases
4.2 Micro Teaching skills - Stimulus variation, questioning, Set
Induction
4.3 Link practice - Integration of skills
Module 5 - Pedagogical Skills Development (10 hrs)
5.1 Pedagogy-Pedagogical Knowledge-Pedagogical
Competence-meaning and significance
5.2 Pedagogical Skills- Content related skills, Classroom
Management, Promoting Culturally Inclusive Classroom
Environment
5.3 Motivational Techniques in teaching Physical Science

PRACTICUM (any one)

1. Prepare concept map on any unit of Physical Science
2. Prepare a digital programme for motivating learners at
Secondary/Hr. secondary level
3. Prepare a report on Brainstorming/Debate activity on any topic
in physical science

REFERENCES
A guide to the seminar method. Agora foundations. http://www.
Greatbook sojai.com/The_Agora_Foundation-
the_Guide_to_the_Seminar_Method_6-16-09. pdf
Alvermann, D.E., Dillon, D.R., & O’Brien, D.G. (1987). Using
discussion to promote reaching comprehension. Neward, DE:
International Reading Association.
Banathy, B. (1968). Instructional Systems. Palo Alto, California:
Fearon Publishers.

87
Barrett, T. (2010). The problem-based learning process as finding
and being in flow. Innovations in Education & Teaching
International, 47(2), 165-174. doi:10.1080/14703291003718901
Bhatt, B. D., 7 Sharma S.R. (1996). Methods of teaching science.
Delhi: Kanishka Publishing House.
Carin and Bass (2000). Activities of teaching science as inquiry. http:/
/www.pearson highered .com/educator/product/ methods for
teaching science as inquiry.
Carin, A.A. & Sund, Robert, B. (1970). Teaching modern science.
Columbus, Ohio: Charles E. Merrill Publishing Company. A Bell
& Howell Company.
Cooperative learning in technical courses: procedures, pitfalls, and
payoffs”, Richard M. Felder, North Carolina State University &
Rebecca Brent, East Carolina University
Das, R.C. (1985). Science teaching in schools. New Delhi: Sterling
Publishers. Dash,B.N.(2005). Psychology of Teaching Learning
Process, New Delhi: Dominant
Publishers and Distributors.
Gupta, S. K. (1983). Teaching of physical science in secondary
schools.New Delhi: Sterling Publications (Pvt.) Limited.
Holt, Larry C. and Kysilka, Marcella (2006). Instructional patterns:
Strategies for maximizing student learning. New Delhi: Sage
Publications.
Johnson, D.W., & Johnson, R.T., Holubec, E.J. (1987). Structuring
cooperative learning: Lesson plans for teachers. Edina, MN:
Interaction Book Company.
Johnson, D.W., & Johnson, R.T., Holubec, E.J. (1988). Cooperation
in the classroom
(rev. ed.). Edina, MN: Interaction Book Company.
Johnson, S. M. (1990). Teacher at work. New York: Basic Books Inc.
Publishers.
Joseph D. Novak & Alberto J. Cañas (2006). “The Theory Underlying
Concept Maps and How To Construct and Use Them”, Institute
for Human and Machine Cognition. Accessed 24 Nov 2008.
Joseph, T. T. (1982). Modern trends in science education. (2nd ed.)
Kottayam,
Joyce, B., & Weil, M. (2000). Models of teaching (6th ed.). Boston:
Allyn and Bacon
Kohli, V. K. (1986). How to teach science. Ambala City, Haryana:
Vivek Publishers. Krathwohl, Bloom and Masia (1964).
Educatiopnal Objectives. Affective domain,

88
Handbook II. New York.: David Mckay.
lewellyn, D. (2007). “Inquire within – implementing Inquiry based
Science standards in Grades 3 -8, Corwin Press, CA: Thousand
Oaks.
Lyman, F. T. (1981). The responsive classroom discussion: The
inclusion of all students. In A. Anderson (Ed.), Mainstreaming
Digest (pp. 109-113). College Park: University of Maryland Press.
Madhavan. ,T. Teaching of Science, First Year Source Book (D.T.Ed.)
Tamil Nadu Textbook Society, Chennaihttp://jtmadhavan.files.
wordpress.com /2009/11/ seminar-method.pdf
Maitra, K. (1991). Teaching of physics. New Delhi: Discovery
Publishing House.
Malhotra,V (2007). Encyclopaedia of Modern Methods of Teaching
Science. New Delhi: Crescent Publishing Corporation.
Mathew , T.K., & Mollykutty, T. M. (2011). Science education :
Theoretical bases of teaching and pedagogic analysis.
Chenganoor: Rainbow Book Publishers.
Mohan Radha (20007). Innovative Science Teaching . New Delhi:
Prentice Hall of India Pvt. Ltd.
Mohan, R.(1995). Innovative science teaching for physical Science.
New Delhi: Prentice Hall.
Pandey,S,K and Sharma, R.S (2008 ). Encyclopaedia of Modern
Techniques of Teaching,
New Delhi: Commonwealth Publishers.
Rajan, K. M., Sindhu, B.S., Josen George, Sibu G. Netto & Sajan ,
R.K. (2010).Teaching of Physical science: Theory, Perspectives
& Practice (2nd rev. ed.). Kottayam: St. Joseph’s Training College,
Mannanam.
Rajan, K.M. (1999). Perspectives in physical scienceteaching.
Kottayam: Vidyarthi Mithram.
Sharan, S i Sharan, I. (1976). Small group teaching. Englewood Cliffs,
NJ, Educational Technology Publications.
Sharma, R. C. (1985). Modern science teaching. New Delhi: Dhanpat
Rai & Sons. Sharma, R.C. (2003).Modern Science Teaching.
New Delhi: Dhanpat Rai Publishing
Company (P) Ltd
Singh, Avtar (2004). Instructional objectives of school subjects. New
Delhi: NCERT.
Slavin, R.E.(1995). Cooperative Learning: Theory, Research and
Practice.(2 nd ed).Michigan: Allyn & Bacon.
Suresh K.P. and Joseph, Celene (2012). Teaching and Testing

89
 Science Process skills .
New Delhi: Shipra Publications .
Thurber, W. A., & Collette, A. T. (1964). Teaching science in today’s
secondary school.
New Delhi; Prentice Hall Of India Limited.
Tiwari.D.(2007). Encyclopaedia of Modern methods of Teaching ,
New Delhi: Crescent Publishing Corporation.
Trowbridge, L. W. & Bybee, R. W. (1996). Teaching secondary school
science.(6thed.).
Englewood Cliffs. NJ: Prentice – Hall Inc.

90
 EDU 104 . 18: UNDERSTANDING THE DISCIPLINE OF
NATURAL SCIENCE EDUCATION

NO. OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2hrs

OBJECTIVES
On the completion of the course, the prospective teachers would be
able to
• acquaint with the evolution of Natural science as a discipline
• understand the psychological bases of Natural science education
• identify the role of Natural science in the social realm
• apply the theoretical background of Natural Science in teaching
• internalise the values of teaching Natural science
• gain an insight of the interdisciplinary nature of Natural Science
and Correlate it with other subjects for effective classroom
teaching.
• appreciate that science is a dynamic and expanding body of
knowledge

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, assignments, brain storming sessions and
peer group discussion, interaction with community, case study,
educational survey and dialogue, ICT based teaching and
learning

COURSE OUTLINE
Module 1 - Historical Background of Natural science (10 hrs )
1.1 History of learning Life Sciences- Origin, Recent
Developments and Relevance.
1.2 Applied Branches of Natural Science.
1.3 Contributions of Eminent Scientists leading to social change
–Luis Pasture, Alexander Fleming, Gregor Mendel, M S
Swaminathan and Salim Ali.
Module 2 – Conceptual background of Natural Science(15hrs)
2.1 Meaning, nature and scope of Natural science - as a domain
of enquiry, dynamic body of knowledge and as a process of

91
 constructing knowledge.
2.2 Paradigm shift in the nature of life science – product to
process, inter dependency of product and process.-
scientific method.
2.3 Natural sciences and society- Natural Science for
environment, health and hygiene, raising the standard of
living. (Population control, effecting social changes, removal
of superstitions, agriculture).
Module 3 - Inter and Intra Disciplinary Nature of Natural
Science (10hrs)
3.1 Correlation with different branches of biological science and
topics.
3.2 Correlation with other Disciplines – Languages, General
Science, Mathematics, ICT and Performing Arts- Theater
and Drama.
3.3 Correlation with life.
Module 4 - Aims and Values of Teaching Natural Science
(5hrs)
4.1 Aims and values of teaching Natural science.
4.2 Anticipated outcomes of Teaching Natural Science -
Developing Scientific Literacy, Scientific attitude,
Scientific temper and Scientific creativity.
4.3 General Objectives of Teaching Natural Science at Primary,
Secondary and Higher Secondary school level.
Module 5 - Educational Objectives of Teaching Natural
Science (20hrs)
5.1 Aims and Objectives –Meaning- Distinction.
5.2 Bloom’s Taxonomy of Educational Objectives-Revised
Bloom’s Taxonomy- Conceptual overview.
5.3 Objectives and specifications- Objective based instruction
and evaluation, Tri-polar relation- Objectives-Learning
Experience-Evaluation.
5.4 Competence based instruction and evaluation.
5.5 Classification of educational objectives- Mc Cormack and
Yager.

PRACTICUM (any one)

1. Conduct any three scientific experiments and evaluate your
experience
2. Write a Drama/Theatre script on a relevant social issue

92
 connected with the Secondary School Biology Syllabus
3. Prepare an e- document on Life and contribution of an eminent
scientist

REFERENCES
Anderson, C and K. Roth. (1992). Teaching for meaningful and self
regulated learning of science. Advances in Research of Teaching,
Vol. I, J. Brophy, ed. Greenwich, Conn: JAI.
Arons, A. B. (1983). Achieving wider scientific literacy. Daedalus Spring
91-122.
Das, R. C. (1985). Science Teaching in Schools, Sterling Publication
Innovation in Teacher Education, Science Teacher Education
Projects (STEP) Mac Graw Hills, New York.
Educational Psychology, John W Santrock,(University of Texas at
Dallas)December 2010
; McGraw-Hill Higher Education
Freire, Paulo. (1998). Pedagogy of the Oppressed. USA: Continuum
Pub. Co
Gardner, H. (1983). Frames of Mind: The Theory of Multiple
Intelligences. New York: Basic Books.
Jayasree and Digumarti Bhaskara Rao (2004) Discovery Publishing
House.
Lowman, J (1995). Mastering the Technique of Teaching. Second
Edition, San Fransico. Teaching of Biology. S. Choudhary (2004).
APH Publishing Corporation.
Uttam Kumar Singh and A. K. Nayak Science Education Common
Wealth Publishers.

93
 EDU 105.18 – LEARNING TO FUNCTION AS
NATURAL SCIENCE TEACHER

NO. OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2hrs

OBJECTIVES
On the completion of the course, the prospective teachers would be
able to
• explore the distinctive features of various approaches,
techniques, methods and devises of teaching natural science
• critically examine teaching learning processes that incorporate
inquiry, discovery, conceptual development ,activity based
learning etc. within the classroom
• develop the lesson plans based on the Models of Teaching
• develop diverse processes throughout the year to ensure
better motivation and learning, and help children for self
assessment with insights about learning.
• understand the concept, tools and techniques of evaluation
• explore diverse methods and tools for assessing an array of
learning/performance outcomes of diverse learners.

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, assignments, brain storming sessions,
and peer group discussion, interaction with community, case
study, and Educational survey

COURSE OUTLINE
Module 1 – Maxims, Approaches and Methods of Teaching
Natural Science (15 hrs)
1.1 Maxims of teaching- (Simple -Complex, Known – Unknown,
Particular – General, Concrete - Abstract).
1.2 Approaches - Teacher Centered-Learner- Centered,
Inductive-Deductive, Product - Process, Inquiry-Discovery.
1.3 Methods – Lecture cum Demonstration, Project Method,
Problem Solving, Heuristic and Biographical
Module 2 - Techniques of Teaching Natural Science (5hrs)
2.1 Techniques-Role Play, Buzz Session, Brain Storming,

94
 Seminar, Symposium, Debate. Supervised Study,
Assignment, Questioning and Simulation.
Module 3 -Innovative Strategies (15hrs)
3.1 Peer tutoring, Team Teaching, Co-Operative Learning, Brain
based learning.
3.2 Concept Mapping, Mind Mapping- characteristics.
3.3 Reflective Journaling- Brief outline.
3.4 Differential Strategies of inclusiveness-Think Pair and
Share.
Module 4 - Training in Teaching Skills (15 hrs)
4.1 Micro Teaching- characteristics and phases
4.2 Micro Teaching Skills- Stimulus Variation, Questioning,
using Black Board /White Board.
4.3 Link Practice-Integration of skills.
Module 5 - Pedagogical Skill Development (10hrs)
5.1 Pedagogy-Pedagogical Knowledge- Pedagogical
Competence- meaning and significance.
5.2 Pedagogical Skills-Content related skills, Classroom
management skills.
5.3 Motivational Techniques in teaching natural science.

PRACTICUM (any one)

1. Prepare a digital album on any one theme depicting
contribution of Natural Science to society
2. Prepare an e-assignment on the relevance of Learner
Centered Approach in Natural Science
3. Prepare a Concept Map /Mind Map on any topic in Natural
Science

REFERENCES
Bhatt, B. D., Sharma S.R. (1996). Methods of teaching science.
Delhi: Kanishka Publishing House.
Cronbach, L. J. & Snow, R. E. ( 1977). Aptitude and instructional
methods. New York: Irvington Publishers.
Das, R.C. (1985). Science teaching in schools. New Delhi: Sterling
Publishers. Gupta, S.
K. (1983). Teaching of physical science in secondary schools. New
Delhi: Sterling Publications (Pvt.) Limited.
Entwhistle N. Styles of Learning and Teaching; an integrated outline
of educational psychology for students, teachers and lecturers.

95
 Chichester, UK: John Wiley; 1981.
Felder R.M. Reaching the second tier: learning and teaching styles
in college science education. J. Coll. Sci. Teach. 1993;23(5):286–
290.
Felder R.M., Silverman L.K. Learning and teaching styles in
engineering education. Engr. Educ.1988;78(7):674–681.
Gopakumar P. S. and Antony V. T. A Text book of Zoology Class 17.
Valsala Kumar E. (2001) Biology
James W.B., Gardner D.L. Learning styles: Implications for distance
learning. New Dir.
Adult Contin. Educ. 1995;67:19–32.
Kolb D.A. Learning styles and disciplinary differences. In: Feldman
K., Paulson M., editors. In: Teaching and Learning in the College
Classroom. Needham Heights, MA: Ginn Press; 1994.
Kolb D.A. Experiential Learning: Experience as a Source of Learning
and Development. Englewood Cliffs, NJ: Prentice Hall; 1984.
Models of teaching Joyce, B., & Weil, M. (2000). Models of teaching
(6th ed.). Boston: Allyn and Bacon.
NCERT (1996). Science for classes IX and X, New Delhi.
Sarasin L.C. Learning Style Perspectives: Impact in the Classroom.
Madison, WI: Atwood Publishing; 1998.
Schmeck R.R. Learning Strategies and Learning Styles. New York:
Plenum Press; 1998. Sharma, R.C. : Modern Science Teaching
Dhanpat Rai and Sons, Delhi.
Shulman, L.S. “Knowledge and Teaching : Foundations of the New
Reforms,” Haward Educational Review (1987). 57,1-22.
Sood, J. K. (1985). Teaching Life Sciences, Kohli Publications, Delhi.
Watson, S. B. and J. E. Marshall 1995. Effects of cooperative
incentives and heterogeneous arrangement on achievement and
interaction of cooperative learning groups in a college life course.

96
 EDU 104.19: UNDERSTANDING THE DISCIPLINE
OF SOCIAL SCIENCE EDUCATION

NO. OF CREDITS :3
CONTACT HOURS : 60
MARKS : 60 {External 50 + Internal 10 }
DURATION OF EXAMINATION : 2 hours

OBJECTIVES
On completion of the course, the prospective teachers would be
able to:
• acquaint with the history of Social Science as a discipline
• conceptualize the background of Social Science and evaluate its
practicability.
• examine how the content was selected, framed in the syllabus,
and how it could be transformed so that the learners construct
their own knowledge through it.
• internalize the aims and objectives of teaching Social Studies/
Social Science in order to adopt a holistic approach at the Primary,
Secondary and Higher Secondary levels.
• evaluate the interdisciplinary nature of Social Science and
correlate it with the other subjects for effective classroom
teaching.
• apply the theoretical background of Social Science to teaching.
• develop positive attitudes and proper value systems based on
the Cultural, Moral, Social and Political basis of Indian society.
• Conceptualise the educational objectives of teaching social
science

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, and assignments, holding camps, visits
to tribal areas, brain storming sessions, and peer group
discussion, interaction with community, case study,
educational survey and dialogue, ICT based teaching and
learning

COURSE OUTLINE
Module 1 – Historical Background of Social Science (10
hours)
1.1 Historical Development of Social Science

97
 1.2 Contribution of Social Scientists – Auguste Comte, Max
Weber, Karl Max, William Thompson
1.3 Branches of Social Science – History, Economics,
Geography, Political Science, Sociology, Philosophy,
Anthropology
Module 2 – Conceptual Background of Social Science (10
hours)
2.1 Meaning and Definition of Social Science and Social Studies
2.2. Comparison between Social Science and Social Studies
2.3 Nature and Scope of Social Science
2.4. Rationale for inclusion of Social Science in the Core –
curriculum
Module 3-Inter and Intra Disciplinary Nature of Social Science
(15 hours)
3.1 Relationship between various Social Sciences (Political
Science, Geography, History and Economics)
3.2 Correlation of Social Science with other Disciplines (General
Sciences, Languages, Mathematics, ICT and Arts)
Module 4 - Aims and Values of Teaching Social Science (10
hours)
4.1 General aims of Teaching Social Science
4.2 Values of Teaching Social Science
4.3 Anticipated outcomes of teaching Social Science
4.4 Objectives of Teaching Social Science at Primary,
Secondary and Higher secondary Level
Module 5 - Educational Objectives of Teaching Social Science
(15 hours)
5.1 Aims and Objectives – Meaning and Differences
5.2 Instructional Objectives - B. S. Bloom Taxonomy of
Educational Objectives and Revised Bloom Taxonomy
5.3 Tri-polar relation- Objectives-Learning Experience-
Evaluation (Furst’s Paradigm)
5.4 Objective Based Instruction and Competency Based
Instruction

PRACTICUM (any one)

1. Prepare a digital album/picture album on prominent Social
Scientists
2. Read and Reflect on any one Secondary School Social

98
 Science Textbooks to find out to what extent they satisfy the
objectives of teaching social science
3. Prepare a script to explore the possibilities of drama / theatre
to promote creative learning

REFERENCES
A Dictionary of Sociology, Article: Comte, Auguste
A History of the Jana Natya Manch: Plays for the People” by Arjun
Ghosh; Published by SAGE Publications India, New Delhi; 2012
Adam Kuper and Jessica Kuper, The Social Science Encyclopedia
(1985)
Akhtar, S. W. (1997). “The Islamic Concept of Knowledge”, Al-Tawhid:
A Quarterly Journal of Islamic Thought & Culture12 (3).
Dash, B. N. (1998). Content cum Methods of Teaching Social
Studies. Ludhiana: Kalyani Publishers.
Dictionary of the Social Sciences, Article: Comte, Auguste
Edigar, M. & Rao, B. (2003).Teaching Social Studies Successfully.
New Delhi: Discovery Pub. House.
Freire, Paulo. (1998). Pedagogy of the Oppressed. USA: Continuum
Pub. Co.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple
Intelligences. New York: Basic Books.
Gianfranco Poggi (2000). Durkheim. Oxford: Oxford University Press.
Chapter 1.
Mowlana (2001). “Information in the Arab World”, Cooperation South
Journal1. http://plato.stanford.edu/entries/weber/ “Max
Weber”. Stanford Encyclopaedia of Philosophy.
“Islamic Anthropology” and the “Anthropology of Islam”,
Anthropological Quarterly68
(3), Anthropological Analysis and Islamic Texts, p. 185–193.
Kumar, sudheesh &Noushad (2011).Social Studies in the Classroom
Trends and Methods
,Scorpio Publishers,Calicut,kerala
Salahuddin Ahmed (1999). A Dictionary of Muslim Names. C. Hurst
& Co. Publishers. ISBN 1-85065-356-9.
Schumpeter JA. (1954). History of economic analysis. pp. 70–142.
Retrieved 2009-04-21. Varma, O. P. & Vedanayagam, E. G.

99
 (1993). Geography Teaching. N. Delhi: Sterling.
Vashist, S.R. (2004) Theory of Social Studies .New Delhi: Anmol Pub.
Pvt. Ltd.
Vessuri, Hebe. (2000). “Ethical Challenges for the Social Sciences
on the Threshold of the 21st Century”. Current Sociology 50, no.
1 (January): 135–150, Social Science Ethics: A Bibliography,
Sharon Stoerger MLS, MBA
Walbridge, J. T. (1998). “Explaining Away the Greek Gods in Islam”,
Journal of the History of Ideas59 (3), p. 389–403.
Wilson, Horace Hayman (tr. from the Original Sanskrit) (1827). Select
Specimens of the Theatre of the Hindus. V.Holcroft at the Asiatic
Press, Calcutta.

100
 EDU 105.19: LEARNING TO FUNCTION AS
SOCIAL SCIENCE TEACHER

NO. OF CREDITS : 3
CONTACT HOURS : 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2hrs

OBJECTIVES
On completion of the course, the prospective teachers would be
able to:
• critically examine teaching learning processes that incorporate
Inquiry, Discovery, Conceptual Development ,Activity Based
and Brain Based learning within the classroom
• practice the techniques of Drama and Theatre in the process
of teaching and learning to nurture children’s creativity and
aesthetic sensibilities
• explore the instructional options available to support learning.
• train essential micro teaching skill for effective teaching
• relate the understanding of the concepts acquired, with what
children bring to the classroom from their environment and
experience, given their diverse backgrounds and interests.
• develop diverse processes throughout the year to ensure
better motivation and learning, and help children for self
assessment with insights about learning.

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations,
seminars, debates, assignments, brain storming sessions,
and peer group discussion, interaction with community, case
study, and Educational survey and dialogue, ICT based
teaching and learning

COURSE OUTLINE
Module 1- Maxims, Approaches and Methods of Teaching
Social Science (10 hrs)
1.1 Maxims-Known to Unknown, Particular to General, Simple
to Complex, Concrete to Abstract, Empirical to Rational.
1.2 Approaches - Teacher Centered, Learner- Centered,
Inductive-Deductive and Conceptual-Factual
1.3 Methods of Teaching Social Science - Lecture Method,

101
 Source method, Story Telling method, Project Method and
Problem Solving Method
Module 2-Techniques and Devices of Teaching Social Science
(10hrs)
2.1 Techniques - Panel Discussion-Symposium-Seminar-
Workshop- Debate, Questioning, Assignment, Brain
Storming, Buzz session, Dramatization and Role play
2.2 Devices for developing Time sense– Chronology charts,
Time lines - Progressive, Regressive, Pictorial and
Comparative charts
2.3 Devices for developing Space sense- globe, maps and atlas
Module 3- Innovative Strategies (10hrs)
3.1 Co-operative Learning, Team Teaching, Peer tutoring
3.2 Brain based Learning-Characteristics- Principles
3.3 Characteristics of Concept Mapping
3.4 Reflective Journaling – Brief outline
Module 4 – Training in Teaching Skills (15 hrs)
4.1 Micro Teaching – Characteristics and phases
4.2 Micro Teaching (Skills -Stimulus Variation, Questioning,
using Black Board/White Board, Set Induction)
4.3 Link Practice-Integration of skills
Module 5-Pedagogical Skills Development (15 hrs)
5.1 Pedagogy - Pedagogical Knowledge-Pedagogical
Competence- Meaning and Significance
5.2 Pedagogical Skills- Content related skills, Classroom
Management, Promoting Culturally Inclusive Classroom
Environment
5.2 Motivational Techniques in Teaching Social Science

PRACTICUM (any one)

1. Draw a political map of the world and locate the countries
2. Prepare four different types of timeline based on any topic from
secondary school social science textbook
3. Prepare a Concept Map /Mind Map on any topic in Social
Science.

REFERENCES
Allen DW, Wang W. Beijing: Xinhua Press; 1996. Microteaching. Berk,
E.L. (2003). Child Development. New Delhi: Pearson Education

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Chen Q, Zeng F, Yang Z. Study on the effects of multimedia monitoring
system in medical teacher’s microteaching training. Comput Inf
Sci. 2010; 3:241–3.
Ediger, M. (2004).The importance of Social Studies .Experiments in
Education. Elliot J. A microteaching experiment at MEDUNSA.S
Afr Med J.1982;62:868–70. Foley RP. Microteaching for teacher
training. Public Health Pap. 1974;61:80–8.
Hyman, R. T. (1970). Ways of teaching. New York, NY: J.B. Lippincott
Company. Joyce, B. & Weil, M. and Calhoun, E. (2008). Models
of teaching, 8th ed. Englewood Cliffs, NJ: Prentice-Hall. (there is
now a 9th, 2014 edition)
Kaltsounis, Theodore (1979). Teaching Social Studies in the
Elementary School – The Basics for Citizenship. New Jersey:
Printice Hall, Inc.
Kauchak, D. P. & Eggen, P. D. (1998). Learning and teaching:
Research-based methods.
Needham Heights, MA: Allyn and Bacon.
Kochhar, S. K. (2001). The Teaching of Social Studies. N. Delhi:
Sterling.
Kumar, sudheesh &Noushad (2011).Social Studies in the Classroom
Trends and Methods ,Scorpio Publishers,Calicut,kerala
Miller, J. P. (1988). The holistic curriculum. Toronto: The Ontario
Institute for Studies in Education (OISE Press).
Miller, J. P., Cassie, B. J. R., and Drake, S. M. (1990). Holistic learning:
a teacher’s guide to integrated studies. Toronto, Ontario: The
Ontario Institute for Studies in Education (OISE Press).
Philips, C.R. (1974) .Teaching for Thinking in High School Studies.
USA: Addison & Wesley Publishing Company, Inc.
Singh LC, Sharma RD. New Delhi: Department of Teacher Education
NCERT; 1987. Micro-teaching – Theory and Practice.

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 ASSOCIATE COURSE-ELECTIVE

EDU 106.11 HEALTH AND PHYSICAL EDUCATION

NO. OF CREDITS :3
CONTACT HOURS :60
MARKS :60 (External 50 + Internal 10)
DURATION OF EXAMINATION :2hrs

OBJECTIVES
On completion of the course, the prospective teachers would be able
to:
• develop positive attitude towards health
• gain knowledge about various hypo kinetic and communicable
diseases and its prevention
• acquire knowledge about nutrition ,energy requirement and
expenditure
• understand the practice of Yogasanas and its importance
• organize and assist in the conduct of sports and games
• apply the techniques of First Aid
• develop awareness about physical fitness

MODE OF TRANSACTION
Lecture cum Discussion, Demonstration, Use of Audio- Video,
Field Trips and Practical, ICT based teaching and learning.
Module 1 - Concept of Health and Physical Education (10 Hrs)
1.1 Health – Meaning – Definition
1.2 Dimensions of health –Physical, Mental, Social and Spiritual
1.3 Health Education- Definition – Aims and Objectives
1.4 Importance of Health Education
1.5 Health hazards: Alcoholism – Smoking
1.6 Physical Education – Definition – Aims and Objectives
1.7 Importance of Physical Education
Module 2 -Hypo-Kinetic and Communicable Diseases (10 Hrs)
2.1 Hypo-kinetic diseases – causes
2.2 Diabetes – Obesity
2.3 Body Mass Index (BMI)
2.4 Causes and prevention of HIV/ AIDS – Hepatitis A & B –

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 Dengue Fever – Leptospirosis
Module 3 -Nutrition, Health and First Aid (10 Hrs)
3.1 Components of Food and Nutrition - Vitamins – Deficiency
Diseases – Sources
Balanced Diet
3.2 First Aid-Meaning, Definition, Aims, Basic Principles and
Procedures of FIRST AID
3.3 First-Aid for Sprain- Strain – Cramp – Fainting – Dislocation
– Fracture
3.4 Artificial Respiration – Cardio Pulmonary Resuscitation –
Basic Procedures of CPR
Module 4 – Tournaments and Fixtures (10hrs)
4.1 Tournaments — Types of Tournaments – Knock – Out /
Elimination – League
/ Round Robin – Single League – Double League –
Combination
4.2 Byes and Seeding
4.3 Methods of drawing fixtures under each type
Module 5- Yogic Practices, Physical Fitness And Wellness (20
Hrs)
5.1 Yoga – Introduction – Meaning – Need and Importance
Ashtanga Yoga
5.2 Meditaive Asanas - Sukhasana - Vajrasana –Padmasana
Therapeutic Asanas – Padahastasana – Trikonasana –
Paschimottanasana – Halasana – Sarvangasana –
Salabhasana – Dhanurasana – Bhujangasana
5.3 Physical fitness – Meaning and definition – Components of
Health Related Physical Fitness.
5.4 Wellness – Meaning – Definition
5.5 Effect of exercise on Circulatory system and Respiratory
system

PRACTICUM (any one)

1. Conduct a survey on ‘Lifestyle Diseases’ in your locality
2. Design a recreational game and upload in your Blog
3. Prepare a report on Contemporary National / International
Sports Event

REFERENCES
Ajmer, S. et al. (2004). Essentials of Physical Education. New

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 Delhi: Kalyani Publishers. Ajmer, S. et al. (2004), Modern Text
Book of Physical Education, Health and Sports. New Delhi:
Kalyani Publishers.
Ajmer, S. et al. (2000). Essentials of Physical Education, New
Delhi: Kalyani Publishers. American Alliance for Health,
Physical Education and Recreation. (1988). Physical best.
Reston, VA: AAHPER.
American Association for Health, Physical Education and
Recreation. (1958). AAHPER youth fitness test manual.
Washington: National Education Association.
American Psychological Association. (2009).
Publication manual (6th edition).
Washington, D C: Author.
Anil. R, (2011). Handbook of health fitness and wellness. Calicut:
Akademia Publications.
Barrow, H. M., & McGee, R. (1979). A practical approach
tomeasurement in physical education. London: Henry Kempton
Publishers.
Bucher, C. A. (1968). Foundations of physical education. St Louis:
The C. V. Mosby and Co. Ltd.
Carl, W. W. (1977). Health teachiong in secondary schools.
Philadelphia:W. B . Saunders Company.
Dheer, S. (1991). Introduction to health education. Delhi: Friends
Publications. Fleishman, E. A. (1964). The structures and
measurement of physical fitness.
Englewood cliffs. N. J: Prentice Hall.
Gupta, et.al. (1999).Text book of food and nutrition, child care and
psychology. Ludhiyana: Kalyni Publishers.
Hensley, L. D., & East, W. B. (1989). Testing and grading in the
psychomotor domain. In Measurements in physical education
and exercise science, cited in Safrit and Wood. Champaign, IL:
Human Kinetics.
Kirby, R. F. (1991). Kirby’s guide to fitness and motor performance
tests. Cape Girardeau,MO: Ben Oak.
Kithani an Reema, A. Z. (2002). Handbook of diet and exercise.
New Delhi: Khel Sahitya Kendra.
Kithani an Reema, A. Z. (1998). Physica fitness. New Delhi: Khel
Sahitya Kendra. Mary,B. M. (1990), Teen health. Glencode:
Macmillan/ McGraw-Hill, Illinois Columbus, California Peoria
Illinois.
Morrow, J. R., Jackson, A.W., Disch, J. G., & Mood, Dale. P.

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 (2005). Measurement and evaluation in human performance.
U. S. A. Human Kinetics.
Muller, J. P. (2000). Health exercise and fitness. New Delhi: Khel
Sahitya Kendra.
Safrit, M. J. & Wood, R. (1989). Measurement concepts in physical
education and exercise science. Champaign: Human Kinetics.
Scott, M. G. and French, E. (1959). Measurement and Evaluation in
Physical Education. Dubuque, Iowa: C. Brown Co-Publishers.
Sharma, O.P. (1998). Athletic injuries. New Delhi: Khel Sahitya
Kendra.
Singh, H. (1991). Science of sports training. New Delhi. D. V. S
Publication.Harrow, A. J. (1972). Taxonomy of the psychomotor
domain. New York: Mc. Kay.
Strand, B. N., & Wilson, R. (1993). Assessing sports skills.
Champaign: Human Kinetics. Sukhla, S. P. (2001). Educational
administration, organization and health education.
Agra: Vinod Pustak Mandir.
Thomas, J. R., & Nelson, J. K. (1996). Research methods in physical
activity. Champaign: Human Kinetics.
Tirunarayanan, C and Hari Hara Sharma, S (1982). Methods in
physical education. Karaikudi: South Press.

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 EDU 106.12 GUIDANCE AND COUNESELLING
CORECOURSE : EDU 106.2
No. Of Credits : 3
CONTACTHOURS : 60
MARKS : 60 (External 50 + Internal 10)
Objectives
On completion of the course, the prospective teachers would
be able to:
acquaint with the nature of guidance and counselling
develop ability to organize guidance programmes in shcool.
understand the counseling process.
develo the skills and qualities needed for a counsellor
develop the ability to provide counselling to children and
adolescents.
MODE OF TRANSACION
Lecture -cum-discussion, Guidance and counseling. Case
studies, /use of video - clips and transcripts of classroom
teaching. Project reviews, Use of narratives based on research
and documentation, Observations. Interviews. Recording of
observations and experiences. Panel or group discussion on
psychosocial issues. Individual projects. Using library,
Laboratory and ICT based teaching and learning, Psychological
tests.
COURSE OUTLINE
Module 1- Guidance and Counselling - a Conceptual
Analysis (8 Hours)
1.1. Meaning, need and significance of guidance and couselling
in schools.
1.2 Objectives of guidance and counselling at various levels
primary secondary and higher secondary.
1.3 Organisation of a guidance bureau in schools- installation
and activities.
Module 2- Guidance in Schools (10 Hours)
2.1. Types of guidance educational, personal, vocational and
career guidance
2.2 Objectives at various levels. Individual and group guidance.
2.3 Teacher as a guidance worker and career master.

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2.4 Career Guidance. Career information- components and
sources. Job analysis. Organizing career guidance- career
corner, career talk, career conference, career bulletin. Role
of parents in career decision making.
Module 3- Process of Counselling (16 Hours)
3.1. Types of counselling Directive, Non- directive and Eclectic
(based on role of counsellor), Crisis, Preventive and
Facilitative (based on purpose); individual and group
counselling (based on number of clients)
3.2 Psychology in counselling- counselling procedures
according to Behaviouristic, Psychoanalytic and Humanistic
Schools, Gestalt Therapy, Transactional Analysis.
3.3. Stages in counselling- functions of various stages-
establishing rapport, deciding plan of action, integrative
understanding, facilitating development, etc.
Module 4 - Skills and Qualities of Counsellor (10 Hours)
4.1. Couselling skills - Attending skills, Responding skills, Skill
of personalizing and Initiating skills.
4.2 Qualities of a counsellor- Well adjusted personality,
empathy, sincere interest, knowledge, professional
comptence, avilability, confidentiality.
4.3 Essential comunication skills- Non - verbal communication,
Active listening, Selective perception. Effective questioning,
Reflecting feelings.
Module 5 - Teacher as Counsellor (16 Hours)
5.1. Class as a heterogeneous group- concept of individual
difference.
5.2 Tools and techniques for collecting data- Interview,
observation, case study, sociometry, checklist, rating scale,
anecdotal recrod, cumulative record.
5.3 Problems related with various aspects physical, mental,
social, emotional, etc. (general description)
5.4 Common behaviour problems of children and adolescents
aggression and hostility, attention seeking, lying, stealing,
sex problems, shyness and withdrawal, learning disability,
examination anxiety, alcoholism and drug abuse, juvenile
delinquency, cybercrimes, truancy.
5.5 Role of teacher in dealing with the heterogeneous class

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 identifying probable causes and suggesting remedial
measures for behaviour problems.
PRACTICUM (any one)
1. Prepare your own plan to organize guidance bureau in
schools and also its activities.
2. Identify any one behavioural problem among adolescent,
causes and remedial measures.
3. Conduct a peer counselling and submit the report.
REFERENCES
Anand, S.P. (1998), ABCs of Guidance in Education: (IIIrd
Edition) Bhubaneswar: New Delhi: Unique Publication.
Asha, B. (1999). Guidance and Counselling: Theoretical
Perspective.Vol. 1, New Delhi: vikas Publishing House.
Bakha, S. (2004), Management and Evaluation of Counselling.
Oxford, Oxford University Press. ISBN 9780195732177
Baker, B.S. (1992). School Counselling for the 21st Century.
New York. Mcmillain Publishing Company.
Ball, B. (1984). Career Counselling Practice. London, Palmer
Press. Barkhe , B.G and mukhopadhyay.B. (1989).
Guidance and Counselling: A Manual. New Delhi, Sterling
Publishers.
Bernard, H.W and Fullyness, D.F. (1997) Principles of Guidance
New York. Chuhan, S.S. (1982). Principles of Guidance.
New Delhi Vikas Publishing House.
Corners, L.S. and Hacherry M. (1987). The Professional
Counsellor New Jersey. Prentice Hall Cliffs Englewood.
Crow. L.D. and Crow A. (`966). Introduction to Guidance New
York. McGraw Hills. Crowell, B.M.E. (1963) . Guidance and
Counselling in Group. New York: McGraw Hills, Clyde N.M.
(1981) Counselling Youth, Michigan, Grand Rapids.
Currie.J (1981). The Barefoot Counsellor, Bangalore Asian
Trading Company
Mbitil, M.d. (1974). Foundations of School Administration and
Conselling. Oxford. Oxford University Press . ISBN
9780195733693
Mutie, E.K. etal. (1999). Guidance and Counselling, Oxford
Oxford University Press. ISBN 978 019 5729160
NarayanaRao. (2002). Counselling and Guidance. II Edition
New Delhi. Tata MsGraw Hill Publishing Company

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