ee) 2 jn Educati Course I: Childhood an e UP — Total Credits: 4; Marks: 100; Hours: 60 for Reo” excluding how teachers for completing assignments ‘Note : Figures in the bracket show hours for curioulun ansaction Credit 1, Hours 15, Marks 25) val ( jill be able to- ident teacher jevelopment and enviro! .g opportunities ‘Module 1: Learner as a Developing Individ Objectives : After learning this module the st explain concept and staves of growth and d ing out relationship berween developme™ ‘elaborate developmentally appropriate Jearnin: explain relationship ‘of development with Tearnins according (0 learner smental factors based on brain = onpanize activities different roles of tents: | Concept of growth and deve! Growth and development across vari ‘Gpecial emphasis on concems of later ¢ ies of development(2 periods) ‘ous stages from infancy t0 Post adolescence shildhood and adolescence) (2 periods) 3, Developmental Influences: Development as & resultant of interactions between ind potential (inate, acquired) and external ‘environment (physical, socio-cultural, e ‘economic and technological). Nature and nurture, growth and maturation.(3 periods) 4, Growth and development of brain and its lifelong impact: Brain development and language development Jopment and principl © Functions of brain «Windows of opportunities Left brain and right brain functions Concept of ‘developmentally appropriate’ learning opportunities, geting educ appropriate parenting. Guidelines provided by neuroscience with respect to d and developing appropriate learning environment. (4) Relationship between development and leaming, Viewing different roles of organization of classroom activities accordingly- Learner as Imitator, knowledge worker, Performer, Implicati : eee Implications for teachers to develop holistic a Dimensions of development (Credit |, Hours 15, Marks 25) a learning this module the : i After student teacher will be able to- ‘explain physical, social, cogniti Be caick cognitive and moral development during, ~ explain views of Piaget, V ‘ygotsky on cognitive develoy wv SNDT Women's Univers Y. Churchgate, Mundas 20 Es A Scanned wievelopment during psychosocial sta compare develop 1B PSY I stages given by Erickson plan views of Kobiberg oa moral developricn priate programs for development during ate childhood and ado organize approh Contents: 1. Physical and physical growth an evelopment during later childhood and adolescence, earner: Need of making nce, Caring for viopment of a learner: Need of making provision fr eee 1s health problems, ergonomically suitable sitting! works working motor 4 d dev identifyin sor physical (ausical) exercise, YOBS, group and individual games medical checkup fo arrangement, provi that give scope for ensuring development of capacities of tivitie: nce education (sex education) (4) and sports; Ore k organs: motional devel dw iding adoles Bad pment during later childhood and adolessenes Emotional and ea and role of a school in OrBsniZin appropriate learning programs ‘ons rather than the theories) (4) jater childhood and adolescence - t onal implicatt pment during | nizing approp' ws with respect to development of Ec social stages of devel school in orga riate learning programs (2) Brickson’s psyche description of stages 2 Cognitive develop fem solving skills, and role of @ te Piaget's and Vygotsky's Vie i ‘educational implications of their Views @) E ee : £ moral development interpreted by Kohlberg ( 5. Characteristics of stages of mora Y development (Credit 1, Hours 15, Marks 25) teacher will be able to - ng to the differences Module 3: Cateri his module the stu Objectives: After le explain individua y-cultural characterist «I differences within and among the leamers relate socic with individual differe ater to individual differences regarding multiple intelligences and emotional intell jesign educational experiences for differently able learners Contents: ithin and among the learners (2) |. Individual differences: concept, Individual Socio-cultural characteristics: Home environment (socio 2. Educational implications of in home), Gender (natural differences nomic status, type of family, leaming environmen vender, effect of gender bias on earning and personality development), Language (Eifect of heterogeneity of language on classroom interactions, effect of mother tongue on ning), Ethnic background (3) 5 differences regarding intelligences (Multiple intelligence view of Gardner), Brief introduction to: Guilford's view, Emotional intelligence and Catering to children's ntelligences through educational experiences ( 3) arning style Audio, Visual and kinesthetic), and their relation with leaning; role of chool for catering to different learning styles (1) Inderstanding differently able learners: physically challenged, slow learners and dyslexic mers, hearing impaired, visu i paired, visually impaired, gifted and creative leamers. Role of school and teacher for catering teacher for catering to individual needs in inclusive set up (6) "DT Women's University, Churchgate, Mumbai 20 amocanner0 Learning (Credit | Module 4: Learner characteristics and roles related ( ae ; lit 1, Hours 15, ecti eacher will be able to - Mat Objectives: Afer learning this module the student teas “ ae 25 nt of perso ~ design teaming experiences for development © ral ~ explain concept of adjustment and a of te F with problems of adjus : ees ee chess ing eming 2 plica various lea Contents: 1. Concept of personality, Self-concept of De and leadership qualities of learner through vario programs. (4) 2. Concept and of adjustment, Ca 1, and teachers in helping ceo dl juency, drug addition, failure and low achievement (3 withdrawal, aggression, delinque ‘eamer'’s characteristics affecting leaming and their implications to teating 4 Ps Bs ical characteristics: Maturation, Attention, Interest, Motivation (Masloy sycholo} haracter hhierarchy of needs, achievement motivation), Aptitude (8) amer, Development of personality, sei. stoom activiis and co-curaye ul uses of maladjustment, Problems of adjustment in the students facing following problemsAngiy Assignments (25 marks) 1. Conducting case study of one leamer and writing a report (Marks 15) 2 Conducting survey on two adolescent girls from different social strata or one girl and one boy in same social strata and writing report how gender, caste and social class may impact the development, personality and learning of adolescent. (Marks 10) Guid ‘+ One student is to be selected consulting schoo! teacher/ parent. The student teachers may ines for assignments Case Study of one learner: select any child having impairment / child having leaning difficulty/ child having / behavioural problenv gifted child/ under achiever * Child should be studied from sociological, psychological and academic Point of view. * Following sources may be used for collecting information- Achievement record, Home visi, and detailed interview of the child, and administration of simple tools such as a Guestionnaire assessing learning environment in home, leaming, difficulties, interest, ‘motivation, and adjustment problems etc. * Report should include the complete Profile of the child, strengths, likes dislikes, weaknesses, Problems, analysis of possible causes and remedies suggested, SUT Women i . * scanned winours to be spent by student teacher Broa Credits: 4; Marks: 100; Hours: 60 for theory excluding h for completing assignments Note Figures in the bracket show hours for euietun) to reform Society (Credit > Hours 15, Matks 25) on I be able to dent teacher wil indian society Module 1: Implementing System of Educatt Je the stud ‘Objectives: After learning this mode | comprehend the clear picture of Preset! I jan Society surrent problems in Indian Soc! SE cileees rnd education in the social reformation yress the role ofa teacher at : vleation through education understand and ex} ‘understand the importance of soc Content ari pepo Indian Society—anultiseli7 snultilingual, multicultural, rural urbana) Society — Illiteracy, Population, Superstition > Current issues and problems in Indian Communal disharmony, Injustice and violence £0 ‘women, Gender disparity, Dowry system, Female feticide.(4) 3. Teacher as an agent of Educating children for civic responsibil 5, Inculcation of social values: Communal Cultural tolerance, Co-operation, Mutu: 6. Inculcating awareness of Social manners, ‘social change.(1) ity(1) | harmony, Religious tolerance, Linguistic tolerance al understanding. (4) Environment protection, Sustainable developmen, Water literacy, Life skills(3) Module 2: Understanding System of Education with Philosophical Perspectives (Credit | Hours 15, Marks 25) Objectives: After learning understand the basic concept of education and its process think critically regarding the aspects of education as a system and this module the student teacher will be able to - their interrelationsip - think and express the philosophical perspectives of education - understand the role philosophy in realizing the goals and objectives of education. - understand the thoughts of educational thinkers - develop one's own philosophical approach regarding education Concept of Education( 1) hee definitions of education-Eastern, Western, Ancient and Modern (2) is ut objectives of education - Individual and Social aims, (1) of i i : fee in peemie aims and objectives of education.(2) ba ah ween education and philosophical views (2) cation: Four Indian Thinkers (7) ® Dwvaewne “Women's Uni NDT Homers hve Church, Nunta: 20 scanned witon advocated BY = : + of educatt ” “ vey of the ‘philosophy and practice ae za : a ea f-sufficiency "* -MKGandhi: Basic education or edvcation "1 ee indo Ghosh: Integral education ssformation Krishnamurthi:Education for individ! 24 social tra” 1g System of Education with se will be able 10> learning this module the student teache' losy different concep from educations! 90° i tand the relevance of democracy with educat°™ nd the importance of national integration and inter nd he iden of multiculturalism and its siesificane® d the importance of the goals of education a 1 in socialization of child (1) significance of democracy (2) cratic values- Equality, Brotherhood, Common welfare, Justice n and its impact on social stratification n and social mobility fational Integration and Barriers to National Integra ernatio Understanding and Education as a tion (1), ‘an effective agency of qa isation — Globalisation and their relevance with education(2) ors Commission (2) to do, Learning to live together, Learning to be 3 “scanned anesa wg: Concerns and Issues (Credit 1, eacher will beable (O~ — ‘School Education : Indian Schoolin “After learning this nodule the stdent S inderstand the role of Universalization © understand theldea of ‘common school’ system understandEquality of Educational Oppotunyty ‘understand the differential quality in schooling: “understand theRight to Education Bill ‘School Education 6) “Universalization of Right to Education and Universal Access: sal retention ©) Universal success Issues of a) Uni ji) Issues ‘of quality The above to be cultural access, pati abled children ity of Educational Opportunity (4) ‘Meaning of equality and constitutional Prevailing nature and forms of inequality, related issues ng: Public-private schools, rural-urban Schools, si j ‘Inequality in schoolit ‘schools and many other forms of Inequalities in school systems and to disparities al quality in schooling: Variations in school quali quali school’ system (2) a Act and its provisions (2) Abhiyan (2) ) on educational thoughts and work ee ee ae an specication (Matis 10) with the help of a questionnaire, yone ofthe following problems in In 3 explosion, S ssi “ae Variations in school iversal enrolment b) Univer ‘and equity. « reference to physical, Economic, discussed with specifi olary to gil child and Weaker secons as) Wiliag provisions x ps “ 7 including dominant and minor groups ay a nnerpom 1 === poo] Course 3 Critical Understanding of 1CT _ = 100 marks, 4 credits, Hours: 60 for theory excluding hours 1 be Spent PY “—— Completing assignments ‘Note: Figures in the bracket show hours for curriculum transaction Objectives: The student teacher will be able to ~ describe the changing pattern of education due (© ict ~ explain the challenges in integrating ICT im school education - explain the software and its uses in Educati in Teaching L ing process = apply the ICT strategie: a (Credit 1, Hours 15, Marks 25) Module 1: Understanding and Executing ICT Bucs Objectives: After learning this module the student te3© ~ explain the Technological revolution & its impact 0” 50 state the development of Educational technology ature of ICT, Technology her will be able to- ciety. elaborate the concept, importance, meaning explain the Need of Information & Communication describe the changing patter of education due to ICT explain the challenges in integrating ICT in school education use of the online facilities available for Communication Content 1. Technological Revolution & its impact on society(!) 2. Development of Educational technology & shift from teacher centered to learner centered Education (2). 3. Concept, Importance, M eaning & Nature of Information & Communication Technology 2) ‘Need of Information & Communication Technology in Education (1) 4 5. Scope of ICT in Education: a) Teaching Learning Process b) Publications ¢) Evaluation) Research e) Administration (3) 6. Challenges in integrating Information & Communication Technology in school education. (2) 7. Facilities available for Communication - E-mail, chat, online Audio-video conference, e-Library, websites, Google Applications (such as Google doc, Google Drive, map, alet talk, translate, image, groups, calendar, drive) (4) Module - 2: Understanding ICT in Education (Credit 1, Hours 15, Marks 25) Objectives: After learning this module the student teacher will be able to - explain the meaning and characteristics of Computer. = operate various hardware devices. ~ explain the software and its uses in Education. 6G) S907 Women's riven, Chrchgre, Manes 20 scanned wiContent: y. — Computer ‘Accuracy, Versatile, Hardware and uses.-(6) Key Board, Mouse, Scanner, Microphone, Digital Printer, Speaker, Screen image projector DVD, Mass Storage Device (Pen drive) ition Characteristics & Types of Computer ~ Speed, g » slotage, ‘Automation, Diligence (3) Del Bi Input devices «Output devices - Monito Storage devices - Hard Disk, CD & ICT Tools-Touch screen, Personal Digital Assistants (PDA) Bar Code we Pads and Joy Sticks Neaders, Ley Projectors, Gam 4, Software's and its uses in Education. (6) + Operating System - Concept and function. + Application Software . Word Processors . Presentation software + Data management -Spread sheet + Content access software -Media Player, : Media development software-Image Editing Software Module 3: Applying ICT to Enhance Teaching Learning Process & Evaluation (Credit |, Hours 15, Marks 25) Objectives: Afier learning this module the student teacher will be able to - ~ analyze the teaching-leaing as a communication process. ~ apply the ICT strategies in Teaching Learning process. - use of ICT in Teaching Learning ~ explain the concept, need & uses of internet and intranet - explain the advantage and disadvantage of social networking Content 1. Viewing teaching-Ieaming as a communication process. (4) + Development of communication skills & ICT skills (Information acquisition and ‘* information dissemination skills) to enhance learning i © Ondemand examination, online examination, | 2 Useof ICT in Teaching Learning - (6) * — CAL- Computer Assisted Learning Pe * Virtual Classroom through EDUSAT. + Mleaming (ML) * Learning through: Educational Websites, e-books, Teacher Tubes & You Tubes. Concept, need & uses of internet (1) * Search Engines - Concept and uses. (1) ‘Learning through: Blogs, Tweeters, WhatsA\ q i i pp , Teacher Tub & Face Book. Advantage and disadvantage of Social Networking like Face Book, Tweeters. (3) fomen's Universi, Churchgate, Mumbai 20 ie Scanned with Camscannerof Teacher (15) (Credit 1, Hours 15, Marks 25) 1 teacher will be able to- 2, evaluation, educationay & Changing Roles ter learning this module the studen of teacher and student in teachin ment & Infrastructure teacher due to ICT Module 4: ICT Objectives: Afi explain the role management, Classroom Enviro} ‘comply with the changing role o! swith special reference to Curriculum, Content Jhing, Classroom Environment @ 1. Paradigm shift in Edu le of Teacher, Role of student ,Metho« cation due to ICT content, yds of Teac Rol Infrastructure , Evaluation procedure, Educational management.(4) 2, Role of teacher in following (11) 1es - copyright, Plagiarism. Hacking, (1) © Cyber Law, Morals & Ethical issu and Security- Computer Viruses, Theft of Information(1) © Computer Technology «Student safety on the Net. (1) Facilitator of learning, (1) © e-content developer, (1) = e-tutor (1) 2 Manager of learning activities, (1) = Mediator between leamer & web resources (1) «Evaluator (1) Researcher (2) ‘Assignments (Marks 25) ‘ol (Survey Monkey,Online Forms by Google Kwik 1. With the use of online survey to Surveys) collect information about an educational problem and write a report.(15 Marks) 2 comment on usefulness related toa Visit Educational web sites, online videos and writin 2. topic of interest and send comments by email to teacher educator and team leader student teacher. (10 Marks) References Bettina S. T. Buchel; Palgrave (2001)Using Communication Technology: Creating Knowledge Organizations. «© CurtinDennies and others (2000) Information Technology the Braking wave Ne Delhi:Tata Graw-Hill Publication co Ltd. © Goel,Hemant Kumar (2010) Teaching of Computer. Merrut:Surya Publication ! «Hunt Roger and other(1984) Computer and Commonsense .New Delhi: Printice hall of! Private Limited Jarice eee Uma Narula;(_ 1990)New Communication. Technologies in Countries. Lawrence Erlbaum Associates. London And New York. * Mansfield Ron,(1994).Microsoft Office. New Delhi:BPB Publications EQ) svor Women’s Universi, Churchgate, Mumbai 20 canned with CamscannerCourse 4 2 and Teaching Marks: 100, Credits: 4, Hours: 60 for theory excluding hours to be spent by student teacher completing assignments Note Figures in the bracket show hours for curiculum eansaeion ching (Credit 1, Hours 15, Marks 25) ea 1 be able to ~ Module t: Concept of learning and T Objectives: After leaming this module the student teacher will ~ explain concept of learning ain types of knowledge and processes of knowing - expl elaborate stages of teaching ‘ous roles ofa teacher = develop insight into vari of leaning, Distinctions between leaming , Contents and reception of knowledee'(3) 1, Concept ‘construction of knowledge’ and lea ‘Types of knowledge: factual, conceptual. procedural, met 1 of learning: Meaning and process ming as ‘transmission fa-cognitive (2) 2. 3. Processes of knowing: remembering, comprehending, analyzing, evaluating, creating) 4. Process of creating knowledge representations as a means of communication, Ways) mois of representing knowledge, concept mapping, designing diagrams such as: classification, hierarchy, structural charts, models, simulations.(3) 5. Concept of teaching: Various definitions of teaching, teaching as complex activity , pe: active, interactive and post active stages of teaching (3) 6 Role of teacher in teaching-learning situations: a) transmitter of Knowledge, b) model, facilitator, d) negotiator, e) co-learner (2) Module 2:Various views on human learning (Credit 1, Hours 15, Matks 25) Objectives: After learning this module the student teacher will be able to - compare various views on human leaning consider various roles of leamer and teacher for planning of variou 5 lear situations Contents | Views on human learning with reference to (i) Concepts and principles of each vie plicablit ¢ their applicability in different learning situations (ji) Relevance and ap various theories of learning for different kinds of leaming situations(it) Role of and teacher in various leaming situations (15) | * Behaviourist (conditioning by Pavlov and Skinner in brief) © Cognitivist ( views of Bruner and Ausubel) D507 Womens tinrstns rhoInformation. Processing v inson Shifrin . Humanist Car Roseoy ew(Atkinson Shifrin) z rski) Social-constructivis ( Views of Piaget and Lev VE" rjectives: a” to facilitate learning (Credit 1, Hou's '* Marks 25) F ng this module the student teacher willbe Ie"? ~_laborate principles of constructivist and coopera**= a assisting leamers to think inductively assisting learners to attainment concep's ~ assisting leamers to organize! structure information I ~ assisting learners to empathize with others ~ use simulations and games promote learning in groups sachin logically “Meaning and principles of constructivist and cooperative learnt e Assisting leamers to think inductively based 0% Hilda construction. (2) ‘Assisting learners to attainment concepts based 0% Jerom Bi cconstruction(2) ‘Assisting leamers to organize! structure information Jogically using principles Ba edhels approach to meaningful verbal lercing 24 knowledge construction Sig learners 10 copatize wth others using role plav() ‘Using simulations and games(1) Promoting leaming in groups through discussions, pair and share, role play, games, raner's approach to Know ledge given by cooperative leaning stratesies such as group group projects(3) 4: Designing teaching to develop higher mental processes (Credit 1, Hours 15, Marks 25) “The student teacher will be able to- reasoning and problem solving processing model of memory with respect to deep and approach) Environmental stimulation, attention perception and STM, coding and encoding, LIM, retrieval and : a" facilitating memorizing (3) ae 1s an information 23 scanned with Camscanner3. Developing self learning skills (2) 4. Developing Problem solving through 5. Developing Creative thinking: Meaning and of brain storming t as given by Osbom, gush ,, Lateral thinking aa 5 Development of creativity through use ribute list checklist, Synectics technique by Gordon, Atibut development as given by De bone (5) insfer and maximizing 6 Efforts to be done while teaching for minim positive Transfer of leaming (1) izing negative tra i 25 marks) . Re isiy a lesson for implementing cooperative learning Cecniqu 1. Planning and implementing 2 writing a report based on the experiences: 2. Planning and implementing @ lesson to based on experiences obtained obtained promote creative thinking and writing ay, References: ublishing House Pvt. Ld. yy ‘Aggarwal J.C (2004), Educational Psychology. Vikas P' Delhi Bichler Robert and Snowman Jack( 1991), psychology Applied 10 Teaching; Hou Mifflin company, Boston. Dandapani §,(2010), Advanced Educational Psychology!; New Delhi: Anmol Publeaig Henson Kenneth (1999), —Educational Psychology For Effective Teachingl; Wadsyug Publishing Co. Belmont, California Higbee Kenneth (1988), — Your Memory; Judy Piatkus, London Joyce Bruce ,Weil Marsha(1985), —Models of Teachingl; Prentice hall of India, New Dai Malone S.A.( 2002), — learning to Learn; Viva books Private Ltd. New Delhi Mangal S.K. (2009), —Advanced Educational Psychologyl; New Delhi: Prentice Hal India Pvt. Ltd. Osbom Alex (1971),—Your Creative Power!; saint Paul Society, Allahabad, India. © Searleman Alan, Herman Douglas(1994), —Memory From a broader perspective, Macgraw Hill, N.Y. ‘* Sharma Ram and others (2003), —advanced Educational Psychology; New Delhi: Publications and Distributors . a (2002), —Designing for Leaning Six Elements in ConstructivistClassroom! . ian (2008), — Educational Psychol theo i logy, Studies in the post modem Education Germany: Perterland ‘ill é ‘Larochelle (2009), —Constructivism and Education!; UK :Cambridge Marlowe(1997), —Creating and Sustaining the ‘constructivist classroom; USA: Br mea Scanned with Cal nerFe in the bracket show hours for ewes ge (Credit 1, Hours 15, Mas. cteristics of Languat II be able t0- teacher wil tics of language 1: The Nature and Chara ‘Afier leaming this module studen cuss basie nature a jin importance of phonetics borate relationship of languave Explain the significance of basic ind characteris! of language with societ e of linguistics y, culture, literature principl ‘communication (1) ge as basic means of oral and written forms (2) jc human behavior, system of symbols pacity, habit formation (1) uetion mechanist (I) ‘phonology, vowel Sounds, Consonants sounds, diphthongs , stress j etion to linguistics as a separate discipline (1) sinter language, multilingualism (1) nd society (gender, power, identity, class); Language and Culture, n of language and dialects (1) ess of thinking (1) of Language (Credit 1, Hours 15, Marks 25) ing this module student teacher will be able to- jn the process of acquisition of language and stages of acquisi peeely the theoretical principles of Dewey, Pi key mteaching-learning transaction ; ; fees ‘brain in language acquisitionRole of language 1n socialization (1) Place and importance of mother tongu' Development of verbal intelligence an Place of language in personality developme Impact of ICT on language (1) Impact of English on mother tongue (1) ein individual's life (1) related activities (3) nt (1) een ae nd Importance of Language i School Curriculum (Credit 1, Hours 15, Marks 25) ident teac! .d centrality of langua and policies subject education Module 3: Place ai Objectives: Afier learning this module stu explain the place of language a0 discuss the Constitutional provisions _ describe importance of language in every explain the correlation of language with other discuss the Issue of medium of instruction 20 het will be able t0- ge in school curriculum x subjects 1d Semi English medium for Science ‘Content 1 Place of language in school curriculum: centrality of language in learning (2) jlicies (Art 343 to 351) Constitutional provisions and pol Provisions in Kothari Commission, National Policy Recommendations regarding language education in NCF 2005 (3) Objectives of teaching language in general, their specifications (2) First language, Second language, Third language, Three Janguage formula (1) Importance of language in every subject ‘education-Science/mathematics/social sciences (2) Study of classical languages with special reference 10 Sanskrit(1) Study of mother tongue, languages from other states, foreizn languages (1) Correlation of language with other subjects (1) Issue of medium of instruction, Semi English medium for Science Issues of multilingual class (1) of Education (1986); Qo Module 4: Enriching Language Proficiency (Credit 1, Hours 15, Marks 25) jectives: After learning this module student teacher will be able to- - apply various methods of teaching in transaction of content explain the importance of fur basic skis apply diferent techniques to enance teaching learning transaction of language ious ways of enriching vocabulary 7 with Camscanner= aural-oral ge: aural-oral_methog 1. Ped: reaching Pedagogy of language; various methods 0 1 methods erammat Manslt thod, direct ion Structural method, grammar translation ™° ead Method, direct method, Interactive teachine and Conner writing; Different ways ang 2. Teaching of four basic skills: listening. PERKIN "skills; Constructivism jy activities to develop these skills; InterrelationshiP of a. transact 3, Different techniques to enhance teaching earning 4 ee elocution, role play, mock conversation, drama language games (3) 4, Enrichment of vocabulary, Conversion of word forms( noun (0 4 verb etc), one word substitution, idioms, Phrases prov’ linguistic creativity (1) , of literature and Encouraging creative writing () 1 purposes: Conversation, 10 make introduction, (taking and giving), short speech, con of language : debate tization, « word puzzles, riddle, \ssive vocabulary, synonyms, antonyms, 9 noun, adjective £0 NOUN, noun 4 lerbs, figures of speech (1) active and pa idjective, verb 5. Developing verbal/ 6. Developing art of translation, appreciate 7. Leaming language for specific functiona vote of thanks, compeering, announcement debate (1) 8. Characteristics needed for langua: ts, interview ige teacher (1) ‘Assignments (Marks 25) form of written script based on different techniques fo 1. To prepare learning material in the enhance teaching Teaming transaction of language: debate, elocution, role play, mock ‘dramatization, quiz, cross word puzzles, riddles. (15) ‘conversation, m in classroom with ¢eachers and 2. Discuss the issue of multiculturalism and multilingualisn prepare a written report on it. (10) Refrences © Chandra Subhash (2012), Literature and Education, Jnanada Prakashan, New Delhi. * Kennedy Chris (Ed.) (1984), Language Planning and Language Education‘, George Al and Unwin, London * Kubota Ryuko, Lin Angel (Ed.) (2009), Race, Culture, Identities in second Education‘, Routledge, New York. ‘© Singh V.D. (2008), Language Leamin, ) 1g, Teaching and 1 i iversit pee ot 1g and Testing‘, Cambridge University, + Valdman A (1966), Trends in Lan, ae im Language Teaching‘, McGraw Hill Book Company, ait Kinson Andrew (1971), The Foundation of Language‘, Oxford University Pres, ro) NDT Women's Universiy, Churchgate, Mumbai 29 canned with Camscannerse 7:6: Subject Educati ‘and Technology Education edits; 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student for completing assignments he backet show hours for cutculum a Je t: Understanding Curriculum and Aims of Science and Technology (Credit | 15, Marks 25) ves: After learning this modu! ~ explain the nature and structur _ understand the aims of Science education plan for imbibing values through Science _ write instructional objectives of teaching of a topre analyze features of existing curriculum of Science am m development ie the student teacher will be able to- eof science teaching .d Technology in the light of NF 2005 and principles of curriculun ~ establish correlation of Science with other subjects 1. Nature and Structure of Scienc Technology, Branches of Science; Facts, concepts, principles, law: e: Characteristics and functions of Science and s and theories in context of science (3) 2. Aims of teaching Science and Technology:(2) 3. Developing scientific attitude and scientific temper 4, Nurturing the natural curiosity, aesthetic senses and creativity in Science ‘Acquiring the skills to understand the method and process of science that lead to ‘exploration, generation and validation of knowledge in science 6. Relating Science education to the environment (natural environment, artifacts and people) 7. Solving problems of everyday life 8 Values and Leaming Science: Imbibing the values of honesty, integrity, cooperation, concern for life and preservation of environment, health, peace, equity (2) ee E 2 Objectives at upper primary and secondary school level as given by State curriculum (1) ). Determi ning acceptable evidences that show learers* understanding with the help of i Bloom and Anderson's hierarchy of objectives of teaching ( 2) | Expectations about constructivist science teaching i : ing in NCF 2005, General oo coe F . principles of curriculum development and pee in a curriculum; Consideration in developing pinta ae science, Analysis of Features of existi i a ea Sci existing curriculum of aie sates cane . eee and secondary school level and textbooks(4) : other school subjects and life(1) 30 scanned with CamscannerOY edit 1, Hours 15, Marks 25) ogy (Cr rer will be able (© 2; Planning of teaching Science and Techne Objectives: After learning this module the student re% ~ explain importance and charactenstics of is ee = plan for teaching major concepts, principles at school level ; © csign co-curicular activites for Science learnin’ Contents 1. Importance and characteristics of Colma eee 2. Planning for designing texming exer Levee ‘sof isco mate shin Pant and aia ls sie _ kinematic equations, modem Periodic prevention arvvamors, ute processes, 1ife exe, Origin of He ang : jenn, Contribution of eminent SCieniSt such g enh re + Bose, C. V. Raman, Albert Einstein et ee eres tar activities such as debate, drama, poser izing various co-curricul ‘ $y, Day celebrations such as Science Day, Ear Properties and states of plants and animals, diseases and their table, Electricity, lenses an feat, Electricity, Magnetism, L Darwin, 3. Planning for organi making on issues related to science’biolo Day, Environment Day, ete(2) 1d Technology (Credit 1, Hours 15, Marks 25) Module 3: Facilitating learning of Science am ther will be able to- Objectives: After learning this module the student teac = use various methods and models of teaching ~ promote construction of knowledge facilitate self learning of Science = promote cooperative learning ~ use various learning resources Content 1. Using narration/explanation and demonstrations for facilitating understanding (1) 2. Promoting thinking and construction of knowledge through Using Concept Attainment, Inductive Thinking, guided discovery, Problem solving, Project Based Leaming, organizing experiments/Iaboratory activities (6) 3. Facilitating leamers for self-study through use of computers, Intemet resources-Websits, ‘You Tubes, online learning, using activity sheets, assigning homework/assignments (2) 4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to leaning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3) 5. Using learning resources for teaching Science: (3) + Science laboratory * Audio and Visual aids * Community resources such s botanical garden, museum, aquarium, 200, exhibiti 60 SNDT Women's Universi, Crchgte, Manbos 20 8 Scanned with Camscannerule 4 Evaluating student-learning and Professional gx owth Of leacher (Credit | Hours After learning this module the student teacher will be abl able to- niestves explain concept of continuous and comprehensive evaluat ' luation develop indicators for performance assessment in Science and Technology construct various tools for formative and summative evaluation in Scien ton in Science and Technology understand importance a plan for an action research 4 ways to develop professionally Contents: 1, Concept and importance afeontinnous and comprehensive evaluation, formative and summative evaluation as constr ist 9, Developing framework ‘and indicators for performa record of observations; Field diary, herbarium an presentation of leamers ‘york in bialogical science, Portfli {poth in the lboratory and the field); assessment of Jeaming; Assessment of experimental work in science(3) (open-ended and structured) in science and administration of Perspective (2) nce assessment in science: Leamers 1d collection of materials; Oral io; Assessment of project work participation in collaborative 43, Construction of test items tests 3) 44 Exploring aims and objectives in Sens sot assessed informal examination system and their evaluation through various curricular and co-curricular activities a 5, Professional development for science ‘¢ Participation in seminar, conferences «Computer and online resources +s Collaboration of school with collegs «Books, Joumals and periodicals ‘selective practices of Science teachers + Field visits » ice of Feedback from learners, colleagues and self Teachers ancpeartber: Learning to understand Bow children learn science through research, action research in science. (2) 7. Organizing social activities such as science club, exhibitions, science fair for development of scientific attitude and popularizing science education (2) Assignment 1. Organizing a Science exhibition! Science fait in group for School students/society and writing @ report ee following points: Planning and preparation of material for exhibition! fai. oe ‘exhibition/Science fair, feedback obtained and reflections on teachers through (2) es, universities and other institutions scanned with Camscannera _ —_ 2 Ww iting a report based on visit to any one place such as Science museum, Aquarium, 12 Plant, Industry/Factory ete. (19 Pl: ‘anetarium, Botanical garden, Zoo, Water purifyin Marks) 3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning] Models of Teaching (5 Marks) References © Collette Alfred, Chiappetta Eugene (1984), Science Instruction in the Middle And Secondary schools; Times Mirror/Mosby College Publishing, Toronto + Das RC. (1985), Science Teaching in School; Sterling Publishers, New Delhi * Nanda V. K. (1998), Teaching of General Science in Elementary School; Anmol Publication, New Delhi, ‘* Sharma H_L (1989), School Science Education in India; Commonwealth Publishers, New Delhi. Singh Uttamkumar(2005), Teacl shing of Science; New Delhi: Commonwealth Publishers Uttam Kumar Singh, Nayak A.K.(1997), Science Education; Commonwealth Publishers, ‘New Delhi. Vaidya Narendra (1999), Science Teaching in Schools For the 21st Century; Deep and Deep Publishers, New Delhi Venkataiah $.( 2002), Science Education in 21st Century, New Delhi: Anmol Publications Pvt. Lid. areet © Sa. TAC B-H. Ree IPA AI eT 304 vent © AM. Tae eS. e898, IT TIT TT eee We I TT © aire Gare aie BT OO, AT ATT TREAT AT RATA Te aT aT © frat Ren srr ea 3000 -afires Turi wa TENE, yar faeTtG © war Tat 293%, fagena gee ye aat WaT. scanned with Camscanner