SAVITRIBAI PHULE PUNE UNIVERSITY,

UNIVERSITY
PUNE
(FORMERLY UNIVERSITY OF PUNE)
PUNE

FACULTY OF EDUCATION

REVISED SYLLABUS FOR THE

B.Ed. TWO YEAR PROGRAMME

Choice Based Credit System
Annual Pattern-2015
Pattern
 SAVITRIBAI PHULE PUNE UNIVERSITY,
PUNE
(FORMERLY UNIVERSITY OF PUNE)

B.ED. TWO YEAR PROGRAMME

Choice Based Credit System
Annual Pattern-2015
Preamble
The Bachelor of Education Programme (B.Ed.) is a professional course that prepares
teachers for upper primary (Classes VI-VIII), secondary level (classes IX-X) and Higher
secondary level (classes XI-XII).

1. Eligibility for Admission

(a) A candidate should have passed the Bachelor’s Degree/Master Degree in Sciences,
Social Sciences/Humanities/Commerceof Savitribai Phule Pune University or of any
other recognized university with at least 50 % marks. Or Bachelor in Engineering /
Technology with specialization in Science and Mathematics of any recognized
university with at least 55 % marks.
S/he should have offered at least one school subject at the first and/or second
degree level as a principal or subsidiary or allied or optional subject. (School subject
means the subject included in the syllabus of Secondary/Higher secondary level of State/
Central Education Board in India)

For Foreign students the Maharashtra State Government rules will be applicable.

(b)The reservation and relaxation of 5 % marks will be given to the candidates belonging
to S.C./ S.T./ V.J.N.T./ O.B.C./P.W.D. and other notified categories asper the
Maharashtra State Government Rules.

2. Admission procedure
Admission to the eligible candidates shall be made on merit on the basis of marks
obtained in the qualifying examination and/or in the entrance examination or as per the
selection procedurelaid down by the State Government of Maharashtra and Pravesh
Niyantran Samiti, Mumbai from time to time.

3. Eligibility Norms for appearing B.Ed. examination

Student teacher should have kept two terms with at least 80 % attendance in the
sessions (for both the years) conductedin the college in which s/he has taken admission. S/he
should have completed all the practicaland other work expected in the syllabus to the
satisfactionof the Principal. S/he should have obtained such a certificate for both the years
from the Principal of the college. Unless and until s/he obtains such a certificate, s/he will not
be allowed to appear for University examination.
4. Medium of Instruction
Medium of Instruction at the B.Ed. course will be Marathi or English.

5. Medium of Answer
The candidate appearing for the B .Ed. examination will have the option of answering
all papers either in English or Marathi. This option can be exercised course wise and not
section wise or question wise.
The medium of answering the paperfor course in ‘Understanding disciplines andschool
subjects’ and ‘Pedagogy of school subjects’ (language course) will be in the concerned
language / English/ Marathi.

6. General objectives of the B. Ed. Programme

To enable the student teacher:
1. to integrate the study of subject knowledge, human development, pedagogical
knowledge and communication skill in student teachers.
2. to promote capabilities for inculcating national values and goals as mentioned in the
Constitution of India.
3. to act as agents of modernization and social change.
4. to promote social cohesion, international understanding and protection of human
rights and rights of the child.
5. to become competent and committed professionals willing to perform the identified
tasks.
6. to use competencies and skills needed for becoming an effective teacherin a normal
setup and in an inclusive setup.
7. to understand, develop and apply various evaluation procedures in education.
8. to be sensitive student teacher about emerging issues such as environment,
population, gender equality, legal literacy, critical understanding of ICT, yoga
education, etc.
9. to inculcate rational thinking and scientific temper among the students.
10. to develop critical awareness about the social realities among the students.
11. to use managerial and organizational skills.
12. to enrich himself/herself by actual engagement in the field.
13. to enable him/her to become aware about the day to day problems in the field and
develop the capacity to solve them through research.
14. to develop an understanding of the interdisciplinary perspectives in education
15. to develop the habit of reflective teaching among the student teachers.
16. to enhance professional capacities like reading and reflecting on texts, understanding
of self, understanding the use of drama and art in education, etc.
17.
7. Curricular Areas of the Teacher Training Programme
The programme structure offers a comprehensive coverage of themes and rigorous
field engagement with the child, school and community. It comprises of three broad inter
related curricular areas:-
I. Perspectives in education
II. Curriculum and Pedagogic studies
III. Engagement with the field.
 All the curricular areas include theoretical inputs along with the practical work
from an interdisciplinary perspective.

Pe rs pe ctive s in
Education

Curriculum and
Engage me nt
Pe dagogic
with the Fie ld
Studie s
 B. Ed. SYLLABUS FRAMEWORK 2015
(Based on NCTE Regulations 2014)

B.Ed. FIRST YEAR

Course Title of the Course Credits Hours Marks

Code (External +Internal)

PERSPECTIVES OF EDUCATION – CORE COURSES

BED101 Childhood and Growing up 4 64 80+20
BED102 Contemporary Indian Education, 4 64 80+20
Gender and Society
BED103 Learning and Teaching 4 64 80+20
BED104 Assessment and Evaluation for 4 64 80+20
Learning
BED105 Advanced Pedagogy and Application 4 64 80+20
of ICT
SPECIALIZED COURSES- OPTIONAL COURSES
BED106 Understanding disciplines and school 4 64 40+10
01 to 11 subjects (any two from the list No. 1) (2+2) (32+32) 40+10
BED107 Pedagogy of school subjects 4 64 40+10
01 to 11 (any two from the list No. 2) (2+2) (32+32) 40+10
PRACTICING FOR CONSTRUCTIVIST TEACHING LEARNING
BED108 Teaching Competency I 2 32 50
(a)Micro Teaching
(b)Integration Lessons and Simulation
Lessons
BED109 Teaching Competency II 2 32 50
(a) Technology based teaching
(b) Team teaching
(c)Lessons using Models of teaching
BED110 Teaching Competency III 4 64 100
(a)Practice Lessons
(b) Introduction to Internship

ENHANCING PROFESSIONAL CAPACITIES

BED 111 A) Critical understanding of ICT – 2 32 50
Practical (1+1) (16+16) (25+25)
B) Co curricular Activities and social
service
BED 112 Health and Yoga 2 32 50

TOTAL 40 640 1000

 B.Ed. SECOND YEAR

Course Title of the Course Credits Hours Marks

Code (External +Internal)

PERSPECTIVES OF EDUCATION – CORE COURSES

BED 201 Quality and Management of School 4 64 80 + 20
Education
BED 202 Knowledge and curriculum, Language 4 64 80 + 20
across curriculum
BED 203 School and Inclusive School 4 64 80 + 20

SPECIALIZED COURSES- OPTIONAL COURSES

BED 204 Elective 4 64 80 + 20
(any one from the list No. 3)

BED 205 Additional Pedagogy Course : 4 64 40 + 10

01 to 28 Understanding disciplines and (2+2) (32+32)
Pedagogy of schoolsubject 40 + 10
(any one from the list No. 4)
PRACTICING FOR CONSTRUCTIVIST TEACHING LEARNING
BED 206 Teaching Competency IV: 2 32 50
Practice Lessons
BED 207 Teaching Competency V: 8 128 200
Internship
ENHANCING PROFESSIONAL CAPACITIES
BED 208 Reading and Reflecting on Texts 2 32 50

BED 209 Understanding of Self 2 32 50

BED 210 Basics of Research 2 32 50

BED 211 Drama and Art in Education 2 32 50

BED 212 Open Course or 2 32 50

Entrepreneurship Development
TOTAL 40 640 1000
 B.Ed. FIRST YEAR
• Courses BED 101 to BED 105 are common for all student teachers.

• For course BED 106 – Understanding disciplines and school subjects, student teacher
will select any two subjects from the following list. Out of these, two subjects one
subject must be the subject in which admission is given.

List No. 1: List of school subjects for BED 106

BED 106-01 Marathi BED 106-07 Geography

BED 106-02 Hindi BED 106-08 General Science
BED 106-03 English BED 106-09 Mathematics
BED 106-04 Sanskrit BED 106-10 Economics
BED 106-05 Urdu BED 106-11 ICT
BED 106-06 History

The scope of BED 106 Understanding disciplines and School subject is the syllabus of
that subject up to the secondary level.

• For course BED 107 – Pedagogy of School subjects the student teacher will selecttwo
subjects from the following list.Student should select the same two subjects s/he has
offered for course BED 106.

List No. 2: List of school subjects for BED 107

BED 107-01 Marathi BED 107-07 Geography

BED 107-02 Hindi BED 107-08 General Science
BED 107-03 English BED 107-09 Mathematics
BED 107-04 Sanskrit BED 107-10 Economics
BED 107-05 Urdu BED 107-11 ICT
BED 107-06 History
BED 108:Teaching Competency I: 2 credits (50 marks)

(a) Micro teaching (6 skills -12 lessons) (1 credit) – 25 marks

Student teachers will give 12 micro-lessons. For these lessons, they will select any six
teaching skills from the list given below. They will complete the cycle of two lessons
i.e. ‘teach-reteach’ for each skill. Marks calculated out of 25 are to be given for the
micro teaching lessons.

List of Teaching Skills

Set Induction Demonstration
Stimulus Variation Reinforcement
Narration Black Board Work
Questioning Closure
Illustration Reading

(b) Integration (6 lessons) and Simulation lessons (2 lessons) (1 credit) – 25 marks

After practicing 6 skills in micro-teaching, student teacher will give six lessons of
minimum 20 minutes duration to integrate the skills which they have practiced.
Marks calculated out of 25 are to be given for the integration lessons.
Each student teacher will conduct two simulation lessons of minimum 30 minutes
duration. Marks calculated out of 25 are to be given for simulation Lessons. Any
type of lessons excluding traditional lessons.
The total marks for integration and simulation lessons are to be calculated out of 25.
The total marks for the course BED 108 shall be calculated out of 50.

BED 109: Teaching Competency II: 2 credits (50 marks)

(a) Technology based teaching: (2 lessons) – 50 marks
Student teacher will conduct two lessons using technology on the peer group. Marks
calculated out of 50 are to be given.

(b) Team teaching (2 lessons) – 50 marks

Student teacher will conduct two lessons based on concept of team teaching. Marks
calculated out of 50 are to be given for lessons based on team teaching.

(c) Lessons using Models of Teaching (2 lessons) – 50 marks

Student teacher will conduct two lessons based on any two models of teaching
suitable for the course BED 107- Pedagogy of school subjects which s/he has chosen.
Marks calculated out of 50 are to be given for lessons based on models of teaching.
The total marks for the course BED 109 shall be calculated out of 50.

BED 110: Teaching Competency III: Practice lessons and Introduction to

Internship: 4 credits – 100 marks
(a) Practice lessons (6 lessons) (2 credits) – 50 marks
Each student teacher will give 6 class-room lessons as far as possible equally
distributed in the two school subjects but not less than 2 lessons per school subject.
These lessons are to be given in the secondary school i.e. Std VI to X. However those
who want to specialize for higher secondary classes may give not more than three
lessons at the higher secondary level.
Marks calculated out of 50 are to be given to these practice lessons.
 Non -credit activity: Each Student teacher should observe all type of lesson from
BED 108 to 110 and record it in observation book. This will be non -credit activity
(b) Introduction to Internship: Duration: 4 Weeks (2 credits) – 50 marks
This course focuses on student teachers Engagement with the field. The aim is to
develop in the students perspectives about education, professional capacities, teacher
sensibilities and skills. It also will help student teachers realize the necessity to cater
to the diverse needs of the learner.

Objectives of the introduction to the internship are to enable the student teacher:
i. to get an opportunity to observe the teaching of experienced school teachers.
ii. to develop lesson plans under the guidance of the school teacher.
iii. to observe the co-curricular and extracurricular activities organized in the
school.
iv. to assist the school teacher in her/his day to day work.
v. to conduct lessons in the field.

In the introduction to the Internship the student teacher will complete the
following activities:
• Observation of 4 lessons of experienced school teachers preferably two of each
school subject.
• Develop 4 lesson plansto cater to the diverse needs of the students preferably
two of each school subject under the guidance of the school teacher.
• Writing a report of the observed co curricular and extracurricular activities
organized in the school.
• Writing an essay reflecting on the activities in which the student teacher has
assisted the school teacher in his/her work.
• Conduct of 2 lessons in the school classroom.
Marks calculated out of 50 are to be given to the Introduction to the Internship.

The total marks for the course BED 110 shall be calculated out of 100.

Note: Detailed planning of BED 110 will be done by concerned Teacher Education Institute.

BED 111: A) Critical Understanding of ICT- Practical (1 credit) – 25 marks

The student teachers will work alone or in pairs for the practical. S/He will complete
the modules as enlisted in the INTEL programme approved by the Savitribai Phule Pune
University. The student teacher will keep a hard and soft copy of his/her practical work.

B) Co curricular Activates and social sevices (1 credit) 25 marks

Co- curricular Activites: The student teacher will organize and participate in co-
curricular activities and extracurricular activities arranged regularly throughout the
year in the college.
Social Service (Working with the community) :-Student teacher will select and
participate in any one activity from the list of the activities given below:
Adult education programme, School Health services,
Cultural activities, Sports activities, City /Village development programme, Family
 planning programme, Civil Defence, Rally on different social issues.
The college can modify the above list according to the local needs and availability of
resources and resource persons. However a prior permission from the University of
Pune will be necessary.

Marks out of 50 shall be given for BED 111

BED 112: Health and Yoga (2 credits) – 50 marks

For this programme at least two periods per week will be assigned in the college time
table. In these periods some physical exercises, games, special programmes on yoga and
suryanamaskar, sports activities, lectures on physical and mental health, awareness lectures,
etc will be organized for the student teachers under the guidance of the teacher educator.
Student teacher should maintain a report of the activities.
Marks calculated out of 50 are to be given for the same.

B.Ed. SECOND YEAR

• Course BED 201 to BED 203are common for all.
BED 204:Student teacher will select any one course from the given list under course BED
204 as Elective subject.

List No. 3 : List of elective subjects for BED 204

BED 204-01 Guidance and Counseling

BED 204 -02 Education for Human Rights and Peace Education
BED 204 -03 Women Education
BED 204 -04 Life Long Education
BED 204-05 Population Education and Family Life Education
BED 204-06 Education for Sustainable Development and Environment Education
BED 204 -07 Disaster Management
BED 204 -08 Inclusive Education
BED 204- 09 Introduction to Educational Research
BED204 -10 Water, Air and Energy Education

• Course BED 205 Additional Pedagogy Course: Understanding disciplines

and Pedagogy of School subject.

Student teacher has to select any one from the following list excluding the subjects
selected as BED 106 and BED 107.

List No. 4: List of school subjects for BED 205

BED 205-01 Marathi BED 205-15 Physics

BED 205-02 Hindi BED 205-16 Chemistry
BED 205-03 English BED 205-17 Biology
BED 205-04 Sanskrit BED 205-18 Home Science
BED 205-05 Urdu BED 205-19 Commerce
BED 205-06 History BED 205-20 Psychology
BED 205-07 Geography BED 205-21 Philosophy
BED 205-08 General Science BED 205-22 Sociology
BED 205-09 Mathematics BED 205-23 Political Science
BED 205-10 Economics BED 205-24 Logic
BED 205-11 ICT BED 205-25 Physical Education
BED 205-12 German BED 205-26 Yoga Education
BED 205-13 French BED 205-27 Music and Art Education
BED 205-14 Japanese BED 205-28 Value Education

The scope of BED 205Understanding disciplines and School subject is the syllabus of
that subject up to the higher secondary level

• Course BED 206: Teaching Competencies IV:

Practice Lessons : 2credits (50 marks)
Each student teacher will conduct 6 classroom lessons as far as possible equally
distributed in the three subjects selected under Course BED 107 and Course BED 205.
These lessons shall be engaged preferably at upper primary, secondary and higher
secondary level.
Marks are calculated out of 50.

• Course BED 207: Teaching Competencies IV:

Internship: 8 credits (16 weeks) 200 marks
It is expected that student teachers are exposed to a variety of approaches for
teaching, observation of children in multiple socio-cultural environment and involve
themselves in reflective thinking. It is also expected that student teachers engage
themselves in CCE through planning of formative and summative evaluation. The
activities should be planned in such a way so as to facilitate mentoring, supervising and
assessing the student teachers mutually by the teacher educators and school teachers.
Objectives of the Internship:- To enable the student teacher :-
a. to develop lesson plans and conduct lessons.
b. to develop a plan of evaluation for the unit taught.
c. to know the various types of records are prepared and maintained in the
school.
d. to organize co-curricular and extracurricular activities in the school.
e. to observe, give feedback and reflect on the lessons given by peers.
f. to get a feel of total experience of teaching in the school.

In the Internship the student teacher will complete the following activities:
(a) Lessons (6 lessons) : 3 credits (75 marks)
The student teacher will select one unit from the school subject in
consultation with the school teacher and faculty.S/he will prepare the lesson plan
for that unit. S/he will teach that unit for at least three periods under the guidance
and observation of the school teacher /teacher educator. The same shall be
repeated for other school subject.These lessons shall be engaged preferably at
upper primary, secondary or higher secondary level.
 Marks calculated out of 75 are to be given for the conduct of six lessons.

(b) Plan of evaluation :1 credit ( 25 marks)

The student teacher will prepare a Unit Plan providing formative (for each
lesson plan) and summative evaluation (unit test after completion of the unit) for
both the above selected units. S/he will develop and conduct a unit test. S/he will
also prepare a blue print and model answer and marking scheme for the developed
unit test. The same shall be repeated for other school subject.
Marks calculated out of 25 are to be given for the plan of evaluation.

(c) Study of the records maintained by the school: 1 credit – 25 marks

This activity is to enable the student teacher to understand the
administrative aspects of school life. It will help him/her to realize the need of
maintaining the records and their importance in the smooth functioning of the
school. The student teacher shall write a report on any 4 records prepared and
maintained by the school.
Marks calculated out of 25 are to be given for the report.
(d) Organization of co curricular/extracurricular activities: 1 credit – 25 marks
To enhance the organizational and managerial skills the student teacher
will participate in the organization of the co-curricular and extracurricular
activities arranged regularly during the internship period in the school. S/he has
to maintain a detailed record of the same. It is expected that s/he shall reflect and
write about these experiences. It will help her/him in understanding and
addressing her/his professional identity as a teacher.
Marks calculated out of 25 are to be given for the write up.

(e) Observation of peers:1 credit(25 marks)

Peer learning is an important and integral part of learning process of an
individual. It will assist in boosting the confidence of the student teachers. In this
activity the student teacher shall observe, reflect and give feedback to her/his
peers on the lessons conducted. (6 lessons)
Marks calculated out of 25 are to be given for observations notebook.

(f) Other School Activities/Programmes : 1 credit (25 marks)

To get a feel of the working of the school, the student teacher shall
complete any one activity from those given below. S/he shall write a report
and enlist the process outcomes of the same.

Develop an academic calendar for the various activities to be organized in the
school under the guidance of the school teacher.

Information regarding Parent teacher association.

Professional organization of teachers

Practices of inclusion.

Provision for slow learners.

Activities for gifted students.

Community related work.

Activities for professional growth of teaching and non-
teaching staff.

Any other innovative/special practices adopted by the
school.
 Marks out of 50 are to be given for the same.

The total marks for the course BED 207 shall be calculated out of 200.

Course BED 208:- Reading and reflecting on texts: 2 credits (50 marks)
OBJECTIVES OF THE COURSE: - To enable the student teacher to:-
1. get exposure to a wide variety of texts/e-texts
2. engage with these texts/e-texts interactively – individually as well as in small
groups
3. enhance their capacities as readers and writers.
4. read, reflect and reproduce in writing in the form of conjectures, justifications,
interpretations, arguments for or against, etc. on the read text/e-texts
The course should be conducted in the following manner:-
A:- Orientation and Activities
Orientation Session for a theoretical background: - It can be in the form of
symposium or lectures or panel discussion. Following topics can be covered: -
(The following list is only suggestive and not exhaustive. The college can
modify the list according to the local needs and availability of resources and
resource persons. However a prior permission from the Savitribai Phule Pune
University will be necessary.)
 Types of texts (like school texts, newspapers, policy documents, research
articles, project reports, autobiographies, reference books, etc.)
 Features of these texts.
 Reading and reflecting on the texts.
 Reproducing the read text in writing in their own words.
Activities Session for reading, reflecting and reproducing the text: - Workshop
can be conducted on the basis of the following activities: - (The following list
is only suggestive and not exhaustive. The college can modify the list
according to the local needs and availability of resources and resource
persons. However a prior permission from the Savitribai Phule Pune
University will be necessary.)
 Activities for reading different types of texts/e-texts.
 Activities for writing the read texts in the form of: - predictions, notes,
questions and answer, critiques, summarization, retelling in the form of a
story, dialogue, monologue, drama or play, etc., prepare concept maps,
 mind maps, flowcharts, etc.
It is necessary that students work in groups of about 5-6 during the activity
sessions. Encouragement should be given to the students to discuss among themselves
and share their views on the content read and how it can be reproduced. The main
purpose of the course is to develop in them the reading with understanding skill and
reproduce it in a variety of ways effectively.
B:- Reporting
Report of the orientation session as well as the activities session. (25 marks)
Reading, reflecting and reproducing in writing any one text. (This is to be
done individually on text other than the one used in the activities session)(25
marks)
The total marks for the entire course shall be calculated out of 50.

Course BED 209:- Understanding of self: 2 credits (50 marks)

Objectives of The Course: - To enable the student teacher to:-

1. develop an understanding of self as a person
2. develop an understanding of self as a teacher
3. engage himself/herself in continuous self-reflection
4. get a holistic understanding about himself/herself
5. become an integrated personality
The course should be conducted in the following manner:-
A:- Orientation and Activities
Orientation Session for a theoretical background: - It can be in the form of
symposium or lectures or panel discussion. A few topics are suggested below
for conducting these orientation sessions: - (The following list is only
suggestive and not exhaustive. The college can modify the list according to the
local needs and availability of resources and resource persons. However a
prior permission from the Savitribai Phule Pune University will be necessary.)

Self-concept and self esteem

Life skills

Personality

Knowing oneself

Writing ones resume, bio-data and CV
Activities Session for self understanding:- Workshop can be conducted on the
 basis of the following activities:- (at least 4 activities have to be organized)
(The following list is only suggestive and not exhaustive. The college can
modify the list according to the local needs and availability of resources and
resource persons. However a prior permission from the Savitribai Phule Pune
University will be necessary.)

Personality development

Life skills

Making SWOT analysis

Facing an interview.

Group discussions.

Debate

Sharing case studies

Skits

Songs and speeches

Life stories

Films and videos

Painting and drawing and craft
It is necessary that students work in groups of about 15-20 during the activity
sessions. Encouragement should be given to the students to discuss among themselves
and share their personal experiences. The main purpose of the course is to make them
realize themselves.
B:- Reporting
Report of the orientation session as well as the activities session.
Writing of a diary for reflection on how the course has helped in
understanding of self as a person and as a teacher.
A format is given below for writing the report and reflective diary. (The
following format is only suggestive and not exhaustive. The college can modify it
according to their needs. However a prior permission from the Savitribai Phule Pune
University will be necessary.)
Title of the session: - Orientation Session (Marks out of 25)
Item Description
Report section:-
Details of the session (resource persons, date,
 time, etc.)
Description of the session
Reflection section:-
What did I learn from the session?
Reflection on how it has helped me as a person
Reflection on how it has helped me as a teacher
Title of the session: - Activities Session (Marks out of 25)
Item Description
Report section:-
Details of the session (resource persons, date,
time, etc.)
Description of the session
Reflection section:-
What did I learn from the session?
Reflection on how it has helped me as a person
Reflection on how it has helped me as a teacher

The total marks for the entire course shall be calculated out of 50.

Course BED 210:- Basics of Research: 2 credits (50 marks)

This course will enable the student teacher to know the basic research methodology, to
identify the school based research problem and to solve them scientifically. In the course
student teacher will do the research and write the report using the following points:-

Identification of an educational problem.

Formulation of various solutions.

Selection of the most probable solution

Developing a tool for data collection

Data collection

Data analysis

Reporting findings
The report shall be evaluated for 50 marks.

Course BED 211:- Drama and Art in Education: 2 credits (50 marks)
Real education implies reflection, introspection and action, with a deep relationship
between the Head, Heart and Hand. Drama and art helps the student teacher to
understand the self and to realize it as a form of self expression and for enhancing
creativity.
Following activities can be organized under the course: (any two)
• Script writing
• Street play
 • Visit to an art gallery
• Visiting/Organizing exhibitions
• Visiting/Organizing cultural fests
• Report on the folk life
• Interview with experts from the field like artists, actors, singers, writers, poets,
painters, musicians, dancer, etc
• Appreciation of a film/drama/novel/folk drama, etc.
• Use of Music/ Arts in Education
The student teacher has to write a report of the activities organized under the
course and marks shall be given out of 50.

Course BED 212:- Open Course/Entrepreneurship Development: 2 credits (50 marks)

The student teacher is expected to complete any one from the following courses i.e
Open course or Entrepreneurship course.

Open Course: (2 credits) – 50 marks

The student teacher will complete any oneskill/ activity under the course. The
following list is only suggestive and not exhaustive. The college can modify the above list
according to the local needs and availability of resources and resource persons. However a
prior permission from the Savitribai Phule Pune University will be necessary. The student
teacher will make a report based on the activities organized under this course.

List No. 5: List of skills under Open course

Sr. Course Title Sr. Course Title

No No.
1 Presentation skills 11 Communication skills
2 Decision making skills 12 Event management skills
3 Life skills 13 Creative writing skills
4 Interpersonal skills 14 Team building skills
5 Managerial skills 15 Problem solving skills
6 Research skills 16 Stress management skills
7 Analytical skills 17 Self-awareness skills
8 Time management skills 18 Developing learning resources skills
9 Leadership skills 19 Social awareness skills
10 Soft skills 20 Spoken English skills
The student teacher will write a report of the various programmes organized under the
course. Marks out of 50 shall be given for the same.

OR
Entrepreneurship development: 2 credits (50 marks)
Education system plays a critical role in the economic advancement of nation, since it is
the primary developer of human resource. Entrepreneurship education and training is about
the development of professional skills and qualities of the student teachers so that they can
gain knowledge and understand the ways in which the economy works.This evolves
 approaches to the development of creativity, problem solving, decision making, team
working, leadership and other individual skills. It also identifies the role of the
entrepreneur in the society and various requirements of self-employment.
Objectives of the course:
1) To make education as a tool to empower teacher.
2) To build self awareness among the novice teacher about the professional opportunities.
3) To provide dynamic platform to the novice teacher to explore the professional
strengths in the field of education.
4) To promote the professional competencies of the novice teachers.

Following activities shall be organized under the course: (any 1) –1 credit – 25

marks
Development of a product:-
• Computer based product
• Multimedia product
• Learning material /resource
• Educational blog/website
• Newsletter/Brochure/Pamphlet / Printed material, etc.

Following activities shall be organized under the course: (any 1) –1 credit – 25 marks
Field work:-
• Educational Market Survey for needs analysis
• Interview of Educational Book Publisher/Entrepreneurs
• Visit to Vocational Institute
• Survey of the usability of an existing /self developed educational product
• Write an essay on ‘Entrepreneurship’
The total marks for the course shall be calculated out of 50.

Choice Based Credit System

Learning load per credit = 30 Clock hours
(16 Clock hours Classroom Interactions +
14 Clock hours for Assignment and self-study)
Marks per credit = 25 marks
The total hours for BED programme are 1200 for each year. Out of which 640 hoursare for
face to face interactions in the classroom and 560 hours are for preparatory work .
EVALUATION OF B.Ed. COURSE

Year BED External Internal Evaluation Total

Course Evaluation Marks
Marks Total Marks Total
Per Per Marks
Course Course
101 to 80 400 20 100
105
106 & 80 160 20 40
107 (40+40) (10+10)
First Year 108 - - 50 50
109 - - 50 50
110 - - 100 100
111 - - 50 50
112 - - 50 50
Total Marks - 560 - 440 1000
Credits 22 18 40
201 to 80 320 20 80
204
205 80 80 20 20
(40+40) (10+10)
206 - - 50 50
Second Year 207 - - 200 200
208 - - 50 50
209 - - 50 50
210 - - 50 50
211 - - 50 50
212 - - 50 50
Total Marks 400 - 600 1000
Credits 16 24 40
Total Marks of the Two Years Course 960 - 1040 2000
Total Credits 38 - 42 80
Weightage 48% - 52% 100%
 Activities for Internal Evaluation
First Year
BED 101 to BED 107: For Continuous Assessment,three activities should be organized
during the year for the Courses BED 101 to BED 105.Out of the three activities one activity
should be the Practical work given under each course, one another compulsory activity will
be written examination and student can select any one activity from the following list:
1. Multiple Choice Questions
2. Quiz
3. Presentations
4. Field Visits
5. Projects
6. Seminars
7. Group Discussion/ Panel Discussion
8. Tutorials
9. Assignment
For the Courses BED 106& BED 107, Practical Work given under each course and Written
Examination will be the activities for internal evaluation.
BED 108 to BED 112: The prescribed activities for courses BED 108 to BED 112 are
compulsory as per syllabus.

Second Year

For Continuous Assessment, three activities should be organized during the year for the
Courses BED 201 to BED 204. Out of the three activities one activity should be the Practical
work given under each course, one another compulsory activity will be written examination
and student can select any one activity from the following list:
1. Multiple Choice Questions
2. Quiz
3. Presentations
4. Field Visits
5. Projects
6. Seminars
7. Group Discussion/ Panel Discussion
8. Tutorials
9. Assignment
For the Course BED 205, Practical Work given under each course and Written Examination
will be the activities for internal evaluation.
BED 206 to BED 212: The prescribed activities for courses BED 206 to BED 212 are
compulsory as per syllabus.

The College will do internal assessment. The University will provide tool for internal
assessment. The college should follow the same criteria. If any college wants to use different
criteria, the same should approved by the University. For the assessment the college will give
marks and will submit it to the University. The University will convert these marks into the
grades so obtained will be shown on the mark sheet of the converted grades also at the
bottom of the mark sheet.
GRADING SYSTEM

Marks Grade Grade Point

80-100 O : Outstanding 10
70-79 A+ : Excellent 9
60-69 A : Very Good 8
55-59 B+ : Good 7
50-54 B : Above Average 6
0-49 F : Fail 0

For the rationalization of internal marks the University will appoint a moderation committee.
The Committee will take review of the entire internal work done by the student teacher and
internal marks given by the college and submit the report based on these observations to the
University. The copy of the same will be made available to the college also. The committee
will give the ‘No Objection Certificate’ to the college. The college shall submit the same
along with the internal marks to the University.This Procedure shall be followed for both the
years.
• B.Ed. Examination Rules :
1 Assessment shall consist of Continuous Assessment (CA) and Year End Examination
(YEE) with 20% and 80% weightage respectively for BED 101 to BED 107 and BED 201 to
BED 205.

2 Assessment shall consist of Continuous Assessment (CA) of complete weightage i.e.

100% for practical courses i.e. BED 108 to BED 112 and BED 206 to BED 212.

3 The concerned teacher is responsible for conduct and evaluation towards CA and shall
announce at the beginning of the course about the mechanisms under which CA would take
place. However, the YEE shall cover the entire syllabus prescribed for that course.
4 The CA towards 20% marks will be a continuous activity and at least one written testmust
be conducted in addition to at least two other CA activities.

A teacher may devise a mechanism other than written test in addition to above in order to
flourish the course contents.

a) It is mandatory for a teacher to hand over the assessed C.A. answer sheets to the respective
students will before the commencements of the YEE.

b) It is also mandatory to declare the score gained by all the students in a course towards CA
on the notice board duly signed by the concerned teacher of the course and the Principal.

5YEE for the remaining 80% marks will be conducted by SPPU for BED 101 to BED 107
and BED 201 to BED 205.

6 A student has to obtain 50% marks taken together of CA and YEE with a minimum of
50% in each of these separately.

7 A student will have to obtain a minimum aggregate of 50% marks in each course to be
counted for the minimum number of credits required for the completion of the program.

8 If a student misses an internal assessment examination he/she will have a second chance
with the endorsement of the Principal in consultation with the concerned teacher. Such a
second chance shall not be the right of the student.

9 a) If student is declared as "Pass" in a course (Grade other than F), then he/she cannot
choose/reappear that course unless appearing under "CLASS/GRADE IMPROVEMENT" for
YEE only.

CA is not available for a course in which the student has been declared as "PASS".

9b) If student is declared as "FAIL" (Grade F) in a course, then the student is allowed to
choose such a course, with CA and YEE both, only in a year in which the course is
conducted, irrespective of the previous score in CA.

Otherwise, the student may appear only for YEE in that course in any of the
following/forthcoming year, provided that the student has scored at least 50% of the
total 100% in CA.

9c) In case of 9 (b), the maximum duration available to register/reappear for a course
will be as follows.

# 2 years B.Ed. Program – Up to 4 (four) years (i.e. if a student is registered/admitted

for first year in 2015-16, then the student is allowed to register/reappear up to year
2018-19)

9d) In the case of 9 (b), the number of attempts (excluding registered for first time)
available to register/reappear for the course would be 3(three) only, subject to 9 (c).
 9e) In an exceptional case, if there are sufficient number of students who wish to register
for a course for CA and YEE both in which they have failed, then such a course can
be conducted in the immediate following term only, in addition to the courses
conducted in that term. However, there cannot be more than two such courses at a time in
that year.

10 The student will be finally declared as failed if the minimum numbers of credits
are not earned within a total period of Four years from the time of admission,after
which, such a student will have to seek fresh admission as per the admission rules prevailing
at that time.

11 A student cannot register for second year, if she/he fails to complete 50% credits
of the total credits expected to be ordinarily completed within One year.

12 There shall be a revaluation of the answer scripts of YEE as per Ordinance No.134 A
& B, but not of CA.

13While marks will be given for all examinations, they will be converted into grades. The
year end Grade sheets will be generated by using marks and grades and the final
grade sheets and transcripts shall have grade points average and total percentage of
marks (up to two decimal points). The final grade sheet will also indicate the name of
College/ Teacher Education Institute to which the student is registered.

• Assessment and Grade Point Average

1.The system of evaluation will be as follows: Each CA and YEE will be
evaluated in terms of marks. The marks for CA and YEE will be added to convert into a
grade and later a grade point average. There is no grade independentlyfor CA or YEE.

2. Result of a student will be declared for each year after the YEE only.

3. The student will get a Grade Sheet with total grades earned and a Grade Point
Average, after earning the minimum number of credits towards the completion of the
B.Ed. program (subject to 9).

4. Marks/Grade/Grade Point w.e.f. AY 2015-16 (10 Point Scale):

Marks Grade Grade Point

80-100 O: Outstanding 10
70-79 A+: Excellent 9
60-69 A: Very Good 8
55-59 B+: Good 7

50-54 B: Above Average 6

0-49 C: Average F-Fail 0
Remarks : There will be no grade point below 6 as pass standard is 50%.

5. Final Grade w.e.f. the AY 2015-16 (10 Point Scale):

Grade Point Grade

Average

09.00 – 10.00 O
08.50 – 09.00 A+
07.50 – 08.49 A
06.50 – 07.49 B+
06.00– 06.49 B
00.00-05.99 F

Formula :

WeightedGPA = The sum of (units of credits X grade points )

Total number of credits of the course
Remark: a) B+ is equivalent to 55% marks and B is equivalent to 50% marks.

b) There will be no grade below B (other than F) as passing standard is 50% or

GPA 6.00 and above.

6. If the GPA is higher than the indicated upper limit in the three decimal digit, then
higher final grade will be awarded (e.g. a student getting GPA of 7.492 may be awarded ‘A’
grade). (Applicable for grades other than F)

7. There will be only final compilation and moderation at GPA (Final) level done at
the University. While declaring the result, the existing relevant ordinances are
applicable. There is also a provisionfor verification and revaluation, subject to the
rulesapplicable at thattime.

8. For grade improvement for two year program, student will have to reappear for
YEE only in the courses comprising a minimum of 20 credits. These courses will be
from the parent college only in which the student has earned the credits. A student can
opt for the Grade Improvement Program only after the declaration of earning minimum
number of credits and completion of the B.Ed.Program (subject toB.Ed. Exam Rules 9)
within the period of two years from the completion of program.

9. The formula for GPA will be based on Weighted Average. The finalGPA will not be
printed unless a student earns a minimumnumbers of credits out of the total 80 credits.

10. The description for the grades is as follows:

O: Outstanding: Excellent analysis of the topic, (80% and above)

 Accurate knowledge of the primary material, wide range of reading, logical development
of ideas, originality in approaching the subject, Neat and systematic organization of
content, elegant and lucid style;

A+:Excellent:Excellent analysis of the topic (70 to 79%)

Accurate knowledge of the primary material, acquaintance with seminal publications,

logical development of ideas, Neat and systematic organization of content, effective and
clear expression;

A: Very Good: Good analysis and treatment of the topic (60 to 69%)

Almost accurate knowledge of the primary material, acquaintance with seminal

publications, logical development of ideas, Fair and systematic organization of content,
effective and clear expression;

B+: Good: Good analysis and treatment of the topic (55 to 59%)

Basic knowledge of the primary material, logical development of ideas, Neat and
systematic organization of content, effective and clear expression;

B: Pass: Some important points covered (50 to 54%)

Basic knowledge of the primary material, logical development of ideas, Neat and systematic
organization of content, good language or expression;

F: Fail: None of the above (0 to 49%)

11. One credit is equivalent to 25 marks for evaluation purpose.

Modus Operandi of Evaluation under Credit System- 2 years programs

1. Each regular student will normally appear for all the 100% i.e. 40 credits in a year out of
the minimum number of credits required to obtain a degree.

2.A student who wishes to register to the second year should have gained at least 50%
credits out of the total number of credits offered in the first year.

3.Evaluation of each credit will be in two parts, namely CA and YEE.

4. A course may be of 1 or 2 or 3 or 4 or 5 credits.

5.The evaluation of a course means the evaluation of total number of credits of that course.
As such, all the credits taken together of a particular course will be evaluated in two parts CA
and YEE.

6. Weightage for CA would be 48% and for YEE would be 52%.

7. A course will be evaluated in the form of 20 marks for CA and 80 marks for YEE.

8. A student will gain all the credits of a course after having obtained minimum 50 marks
from CA and YEE (minimum 40 out of 80) taken together and will get the respective grade
and grade points in the respective course. Otherwise, a student will get grade F (Fail)
in that respective course and will not gain any credits or grade points towards that
course.

9. CA: The teacher would evaluate a student towards a course through interaction
throughout the year which would include one or more (but not less than 3 including
compulsory written test/s) out of the mechanisms given in this structure with their
maximum weightage out of 20 marks. This essentially enables the teacher to get
positive feedback about a student's overall understanding/ability and in nutshell enhances
the teaching-learning process.

• A teacher may propose any other mean towards CA (other than written test) that
may suit for a particular course and implement only after the approval of Internal
Evaluation Committee of the College.

10. If a student could not attend the CA written test due to some unavoidable reasons then
the teacher may consider a request for retest in writing with furnishing the reason of
absence.

11. If a student fails to gain the credits of any course (declared F grade in that course)
then the student can reattempt the course with CA (if the course is conducted in that
year) and YEE both or with YEE only (if one has scored 25 in CA) in the subsequent
YEEs (maximum two such attempts) within a period of 4 years from the date of
admission to the programme.(subject to Examination Rules 9)

12.In case a student fails to earn the minimum number of credits required for
obtaining a degree within the stipulated period of 4 years then such a student will be
considered to have made an ‘INCOMPLETE EXIT’and in such a case the student can seek a
fresh admission as per the admission rules prevailing at that time.

13. The policies and procedures determined by the SPPU from time to time will be
followed for the conduct of examinations and declaration of the result of a candidate.

14.YEE: Each credit will be evaluated for a maximum period of 45 minutes. The following
would be an outline for setting the question paper for YEE.
 Credits Duration Questions to be Number of Marks for
attempted Sub questions sub questions

1 45 min 1 out of 2 3 4+3+3 or

(for 2 questions) 5+3+2 or
4+4+2
2 90 min 3 out of 5 3 4+3+3 or
(for 3 questions) 5+3+2 or
4+4+2
2 5+5
(for 2 questions)
3 150 min 4 out of 6 2 4+3+3 or
(for 4 questions) 5+3+2 or
4+4+2
2 5+5
(for 2 questions)
4/5 180 min 5 out of 8 3 4+3+3 or
(for 6 questions) 5+3+2 or
4+4+2
2 5+5
(for 2 questions)

Note: A question paper for course of theB.Ed. program of 3/4/5 credits under any Faculty
other than Science, Engineering, Technology, Management and Pharmacy may contain a
question of 10 marks(1 out of 2) without a subquestion.

15. If a student obtains grade F in a course then such a course will not be taken into account
for calculating GPA and overall grade. In fact, all the courses in which a student has passed
will be taken into account for calculating the GPA and overall grade.
 B.Ed. FIRST YEAR

BED 101: CHILDHOOD AND GROWING UP

Objectives: To enable the student teacher to:

1. understand the growth and development of the learner and its importance in the
teaching learning process with special reference to adolescent stage.
2. become aware regarding the individual differences among learners
3. Identify the educational needs of diverse learners.
4. Get acquainted with the new (contemporary) theories of learning.
5. Understand Political, Social and Cultural dimensions along with their implications on
childhood and growing up.
6. Become familiar with the impact of mass communication media on childhood and
growing up.

UNIT 1: UNDERSTANDING THE GROWTH AND DEVELOPMENT OF THE

LEARNER: - 1 CREDIT

1.1 Heredity and environment; social heredity - meaning, nature, importance in

teaching learning process

1.2 Growth, Maturation and Development of the learner:

a) Differences between growth and development
b) Principles of growth and development
c) Relationship between development and learning
d) Stages of Growth and Development
e) Adolescence stage: (Physical, mental, emotional, moral and social aspects)

1.3 Facilitating holistic development: Implications for education (school, teacher,

parents) w.r.t. to adolescence stage.
 UNIT 2: EDUCATON AND INDIVIDUAL DIFFERENCES: - 1 CREDIT

2.1 Individual differences: (age, sex, intelligence, multiple intelligences, emotional

intelligence, socio economic background, interests, introvert and extrovert.),
implications for learning to facilitate holistic development.
2.2 Concept of Inclusive Education and Children with Special Needs:
a) InclusiveEducation: concept and need
b) Children with Special Needs: Characteristics of visually impaired (challenged),
hearing impaired (challenged), learning disabled, slow learners, gifted, creative, mentally
retarded and physically challenged.
c) Teacher’s role in educating them in general classrooms.

UNIT 3: EDUCATION AND LEARNER DIVERSITY IN CLASSROOM: -

1 CREDIT
3.1 Diversity in learning styles:
a) Meaning and concept of learning styles
b) Types of learning styles (Visual, Auditory and Kinesthetic)
c) Implications for learning

3.2 Diversity due to multiculturalism:

a) Meaning and concept of multiculturalism,
b) Differences in learners arising due to multiculturalism
c) Role of the teacher in a multicultural classroom

UNIT 4: POLITICAL, SOCIAL AND CULTURAL DIMENSION OF

CHILDHOOD AND GROWING UP: - 1 CREDIT
4.1 Meaning and Implications of Political Dimensions on childhood and growing
up:
a) Political Dimensions: Democratic, Dictatorship, Communism and Socialism –
features of the governments and its general policies on education/
b) Government Policies in India for the education of children, women, minority and
backward classes and their implications on development.
 4.2 Meaning and Implications of Social Dimensions on childhood and growing up:
a) Social dimensions: Family, neighbourhood , friends and society
b) Implications of the social dimensions on childhood and growing up.

4.3 Meaning and Implications of Culture Dimensions on childhood and growing up:
a) Cultural dimensions: Social values, customs, traditions, cultural institutions
b) Implications of cultural dimensions on childhood and growing up.

4.4 Impact of Media on childhood and growing up:

a) Types of Mass Media: Print, Electronic and Social Medium.
b) Implications of Mass Media on childhood and growing up.

Practical: (any one from the given list)

1. Case study of an adolescent learner
2. Plan and implementation of one lesson catering to any of the diverse needs of
students (individual difference/ special need/learning styles/ multiculturalism)
3. Review and write a report on a biography/ story/ children’s diary etc. to
understand the lived realities of children grown up in different political, social and
cultural settings.
4. Conduct a study on ‘Impact of Media on growing up of children.’
References:

1. Hans Raj Bhatia - A Textbook of Educational Psychology , Macmillan Ltd.

2. S.B. Kakkarand Mahesh Bhargava - In Education and Psychology, H.P. Bhargaba Books
House.
3. Ram Nath Sharma and Ruchana Sharma – Experimenta l Psychology Atlantic, Delhi
4. A.R. Rather - Psychology of learning and Development Discovery publishing House, New
Delhi
5. Shamshad Hussain- Human behaviour, H.P. Bhargava Book House,Agra.
6. Tara Chand - Modern child Psychology, Anmol Publications, New Delhi.
7. Tara Chand - Educational Psychology, Anmol Publication, New Delhi
8. Aparna Chattopadhaya - What's your Emotional I.Q., PustakMahal Delhi
9. S.P. Chaube - Educational Psychology and Educational Statistics, Lakshmi NarainAgarwal,
Agra.
10. Alice Rajkumani, Rita SugunaSundari, Digumarti Bhaskara Rao - Educational
Psychology, Discovery Publishing house New Delhi.
11. W.N. Dandekar - Experimental Psychology, Anmol Prakashan, Pune.
12. K.K. Bhatia and Trinath Purohit - Educational Psychology and Technique of Teaching ,
Kalyani Publishers Ludhiana.
13. S.K. Mangal - Educational Psychology, Tandon Publications, Ludiana.
14. D. Bhatia, D.K. Walia, J.C. Mangaland T.C. Datt., - Educational Psychology Doaba House
, Delhi.
 B.ED 102: CONTEMPORARY INDIAN EDUCATION, GENDER & SOCIETY
Objectives :To enable the student teacher to:-
1. understand the concept and aims of education.
2. learn the concept of social change and process of social change.
3. develop gender sensibility amongst student teacher.
4. make student understand about the gender issues faced in school.
5. make them aware about constitutional provision regarding gender education.
6. identify the contemporary issues in education.
7. make them aware about the contribution of thinkers in education.
UNIT: 1 EDUCATION IN CONTEMPORARY INDIAN SOCIETY 1 CREDIT
1.1.Concept of Education: - Meaning, Definition, Aims of Education in contemporary Indian
society
a. Types :- Formal , Non formal and informal
b. Agencies of Education : Family , school , community, State, Peer group, reference
group, NGO
1.2. Role of Education in Contemporary Issues
UNIT: 2 EDUCATION AND SOCIAL CHANGE 1 CREDIT
2.1 Concept of social change : Meaning , Definition, Factor , Types
2.2 Process of social change
2.3 Obstacles in social change
2.4 Role and limitation s of education in social change
UNIT 3 GENDER AND EDUCATION 1 CREDIT
3.1 Gender : Meaning , Definition , Difference between Gender and Sex
3.2 Gender and school: Issues related to gender in school, gender bias in School
enrollments, dropouts and household responsibilities, socialattitudes, sexual abuse
3.3 Role of Education :
a. Challenging gender inequalities
b. Reinforcing gander parity
c. Teaching strategies to develop sensitivity.
Provision regarding gender equality
i) Constitutional provisions
 ii) Laws and Rights
UNIT 4 ISSUES, POLICIES AND THINKERS 1 CREDIT
4.1 Issues :
a. Equalization of Educational opportunities
b. Sustainable Development
c. Liberalization, Privatization and Globalization.
4.2 Policies:
a. National policy on Education – 1986, 1992
b. Right to Education Act- 2009: concept , Feature
c. Rashtriya Ucchatar Shiksha Abhiyaan.
4.3 Thinkers: Swami Vivekanand , Dr.Ravindranath Tagore,Dr. Babasaheb Ambedkar ,
J.P Naik, Mahatma Phule and Savitribai Phule.

Mode of Transaction:Lecture, Discussion, Assignment, Film show, Street Play

Role Play, Project, Field Visit, Survey, Seminar and Interview
Practical Work(any one from the given list):
1. Study of any one Contemporary issue of Education (Identification, causes, impact and role of
teacher)
2. Study of any one thinker (Which is not included in syllabus
3. Identification about various schemes and scholarships available for deprivedSections of
society and prepare a Report.
4. Planning and implementation of Activities
a) Visit to the NGO
b) Creating awareness Programmes on Social Problems
c) Seminar
d) PPT / Poster Presentation
e) Conducting survey
f) Group Discussion
g) Interview
References:
1. nmgaZrg Z.am. - {ejUmMr VmpËdH$ d g_mOemñÌr` ^y{_H$m
2. ~moH$sb {d. nm. - {ejÊmmMo VËdkmZ
3. Hw§$S>bo _. ~m. - e¡j{UH$ VËdkmZ d e¡j{UH$ g_mOemñÌ
4. H$a§XrH$a S>m°. gwaoe - ^maVr` g_mOmVrb {ejU
5. _amR>o am. _. - {ejUmMr _ybVËdo
6. Hw$bH$Uu {díd§^a d H$miXmVogwYm - CX`moÝ_wI ^maVr` g_mO, g§ñH¥$Vr Am{U {ejU
7. {daH$a à. H¥$. d S>m°. à{V^m {daH$a - CX`moÝ_wI ^maVr` g_mOmMo {ejU d {ejH$
8. OmYd Ho$. Ho$. - AmYw{ZH$ H$mimMo {ejUmMog_mOemñÌ
9. ^§S>mar n. ~. - e¡j{UH$ g_mOemñÌ
10. Walia J.S. Principal and methods of Education Rai B.C – Theory of Education -
Sociological and Philosophical bases of Education.
11. Chobhe Dr. S. P. and Akhilesh - Philosophical and Sociological foundation of Education.
12. Bhatia Kamala and Bhatia - Baldev - The Philosophical and Sociological foundation of
Education.
13. Gaind D.N. and Sharma R. P. - Education Theories and Modern Trends.
14. Rai B.C - Theory of Education - Philosophical and Sociological bases of Education.
15. S.S. Mathur - A Sociological approach to Indian Education.
16. NCERT - The Teacher and Education in Emerging Indian Society
17.TofflerAlwin - The future shock
 BED 103: LEARNING AND TEACHING
OBJECTIVES :- To enable the student teacher to:-
1. understand the concept of learning
2. comprehend the theories of learning
3. appreciate the idea of learning as construction of knowledge
4. realize the connection between learning in school and learning outside school
5. recognize the relationship between teaching and learning
6. analyze the complex process of teaching
7. acquaint themselves with different approaches of teaching that support learning
8. value the relevance of reflection in the teaching learning process
9. realize the significance of the context in which the teaching learning process occurs
10. acknowledge that teaching is a profession

UNIT 1: LEARNING THEORIES AND INSTRUCTIONAL STRATEGIES: -1 CREDIT

1.1 Concept of Learning –
a) Definition of learning, Meaning of formal, informal and non-formal learning
b) Process of learning- the learning curve.
c) Learning through observation and imitation
d) Factors affecting learning (Individual and Environmental: Maturation,
Motivation, Intelligence, Interest, Attention, Fatigue)
e) Transfer of learning: concept and types.
f) Implications for teaching
1.2 Traditional Theories of Learning by:
a) Thorndike,
b) Pavlov
c) Skinner
d) Kohler
e) Implications for teaching of the above theories
 UNIT 2: ACTIVE ENGAGEMENT IN LEARNING:- 1 CREDIT
2.1 Theory by:
a) Pavio – Dual coding theory
b) Implications of the theory for learning: Relevance in learning, Role of teacher and
Role of learner.
2.2 Theory of Constructivism:
a) Cognitive constructivism(concept and features)
b) Social Constructivism (concept and features)
c) Concept mapping and Mind mapping
d) Characteristics of a Constructivist classroom
2.3 Implications of Constructivism for teaching
2.4 Brain based learning: Principles and Educational Implications.

UNIT 3: ASPECTS OF TEACHING:- 1 CREDIT

3.1 Concept of teaching:-
a)Definitions of teaching
b) Levels of teaching
c) Teaching for diversity in the classrooms: Lecture Method, Seminars, Pair work and Group
work, Project work, Flipped Classroom and Technology based teaching
d) Pedagogy and Andragogy – Concept and implications for teaching
3.2 Functions of teaching
3.3 Micro teaching and teaching skills, 21st century teaching skills
3.4 Diagnostic testing and Remedial Teaching
3.5 Need and importance of :- (i) Annual Plan
(ii)Unit Plan

UNIT 4: PLANNING FOR EFFECTIVE TEACHING 1 CREDIT

4.1 Parameters of effective teaching
4.2 Maxims of teaching
4.3. Principles of teaching
4.4 Models of teaching – Concept, Features, Families and implications for classroom
 a. Advance Organizer Model
b. Concept Attainment Model
c. Inquiry Training Model
d. Jurisprudential Inquiry Model
4.5 Team teaching - Concept and implications for teaching
4.6 Reflective teaching – Concept and implications for the teaching
4.7 Teaching as a profession

Mode of Transaction:Lecture, Discussion, Assignment, Group work,Project, Field Visit,

Poster Presentation, Seminar and Interview

PRACTICAL (any one from the given list)

1. Construct and develop a concept map or a mind map on any unit or topic from the
course.
2. Experiment on (any 2)
a. Learning,
b. Attention or
c. Fatigue.
3. Develop an Annual Plan and Unit Plan (one school subject).
4. Plan and implementation of one lesson using Models of Teaching.

References:-
1. Dandekar, W.N. and Makhija, Sanyoglata (2002). Psychological Foundations of
Education. New Delhi: MacMilan India Ltd.
2. Siddiqui, Mujibul Hasan (2008). Educational Psychology. New Delhi: APH Publishing
Corporation.
3. Chaube, S.P. (2003). Developmental Psychology. New Delhi : Neelkamal Publications.
4. Mangal S.K. (2005). Advanced Educational Psychology. New Delhi: Prentice-Hall of
India.
5. Mangal, S.K. and Mangal, Uma (2010). Learner, Learning and Cognition. Ludhiana:
Tondon Publications.
6. Sharma, Promila (2005). Educational Psychology. New Delhi : A.P.H. Publishing
Corporation.
7. Welton, J. (2010).The Psychology of Educaton. Delhi : Surjeet Publications.
8. Kundu, C.L. and Tutoo, D.N. (1998). Educational Psychology.0 New Delhi: Sterling
Publishers Pvt. Ltd.
9. Borich, Gary ( 1996). Effective Teaching Methods -3rd Ed. New Jersey: Prentice-Hall.
10. Sindhu, I.S. (2013). Educational Psychology. Noida: Dorling Kindersley (India) Pvt.
Ltd.
11. Joyce, Bruce , Well, Marsha and Calhoun, Emily (2011). Models of Teaching 8th Ed.
New Delhi: PHI Learning Pvt. Ltd.
12. Wragg, E.C. (1974).Teaching Teaching. London: David and Charles.
13- yksa<s] xkSre] rkidhj] nRrk=s; vkf.k rkidhj] fueZyk ¼2011½- v/;;u&v/;kiu izfdz;k- iq.ks %
fuydaB izdk’ku-
14- dqaMys] e-ck- ¼1994½- v/;kiu 'kkL= vkf.k i/nrh- iq.ks% Oghul izdk’ku-
15- Tkxrki] g-uk- ¼1997½- v/;;u miiRrh o v/;kiu- iq.ks % uwru izdk’ku
16- djanhdj] lqjs’k ¼2009½- v/;;u v/;kiukps ekul’kkL=- dksYgkiwj % QMds izdk’ku
17- nkaMsdj] ok-uk- ¼2000½- 'kS{kf.kd o izk;ksfxd ekul’kkL=- iq.ks % Jhfo|k izdk’ku
18- dqyd.khZ] ds-fo- ¼1996½- 'kS{kf.kd ekul’kkL=- iq.ks % Jhfo|k izdk’ku
19- Tkxrki] g-uk- ¼2005½- 'kS{kf.kd o izk;ksfxd ekul’kkL=- iq.ks % uwru izdk’ku
 BED 104: ASSESSMENT AND EVALUATION FOR LEARNING
OBJECTIVES: To enable the student to:-
• understand the process of evaluation.
• develop the skill in preparing, administering and interpreting the achievement test.
• understand and use different techniques and tools of evaluation for learning.
• comprehend the process of assessment for learning
• develop skills necessary to compute basic statistical measures to assess the learning.

UNIT 1 – PROCESS OF EVALUATION (1 CREDIT)

1.1 Measurement, Assessment and Evaluation in Education – Concept &
Relationship
1.2 Taxonomy of instructional objectives (Revised Blooms Taxonomy and
R.H.Dave) and its importance
1.3 Principles of Evaluation
1.4 Educational objectivesand learning outcomes
1.5 Criteria for selection of a good learning experiences and Types
1.6 Relationship between educational objectives, learning experiences, content
and evaluation.

UNIT 2 -TOOLS AND TECHNIQUES OF EVALUATION (1 CREDIT)

2.1 Characteristics of measuring tools: Validity, Reliability, Objectivity,
Usability, Adequacy and Discrimination Power (Concepts and Factors
Affecting them)
2.2 Evaluation Techniques and Tools:
(a) Observation Technique: Rating Scale and Check List
(b) Self Reporting Technique: Interview and Questionnaire
(c) Projective Technique: Thematic Apperception Test (TAT) and Sentence
Completion Test
(d) Sociometric Technique: Sociogram and Guess Who?
2.3 Quantitative Tools of Evaluation
(a) Construction of achievement test with special reference to Content area,
Objectives and Types of Questions (Blue Print)
(b) Diagnostic Test
(c) Performance Test: Jigsaw and Puzzle
(d) Oral Test and Practical Test

UNIT 3 -ASSESSMENT FOR LEARNING (1 CREDIT)

3.1 Significance of assessment for learning
3.2 Self assessment and peer assessment
3.3Records used in Assessment:
a) Profiles: Meaning, Steps involved and criteria for developing and maintaining a
comprehensive learner profile.
b) Evaluation rubric: Meaning , Construction and Uses
c) Cumulative records : Meaning, Significance
3.4 Ethical Principles of Assessment
3.5Examination Reforms
a. Continuous and Comprehensive Evaluation (CCE)
b. Choice Based Credit System (CBCS)
c. Open Book Examination
3.6Feedback in Assessment
a) Importance of Feedback in learning
b) Types of Feedback : Constructive feedback, Oral and Written,
Individual & Group

UNIT 4 INTERPRETING TEST SCORES (1 CREDIT)

Statistical measures to interpret the test scores (Meaning, Characteristics, and Uses)
4.1 Measures of Central Tendency : Mean, Median, Mode
4.2 Measures of Variability : Quartile Deviation, Standard Deviation
4.3 Percentile and Percentile Rank
4.4 Co-efficient of correlation by Spearman’s Rank Difference method
4.5 Standard Scores: Z and T (Concept Only)
4.6 Graphical representation of data : Histogram, Frequency polygon
 4.7 Normal Probability Curve : Properties, Uses
4.8 Skewness and Kurtosis

Mode of Transaction:
• Lecture cum Discussion
• Group Discussion
• Cooperative Learning
• Student Presentation (PPT)
• Assignments
• School Visit
• Seminar
• Quiz

PRACTICALS (Any One):

1. Developing an achievement test with its Blue Print, Answer Key and Marks
Distribution.
2. Developing a Portfolio / Profile / Evaluation Rubric
3. Evaluation of available Unit test and reformation of the same.
4. Designing Questionnaire / Interview Schedule on a given topic
5. Preparing any four evaluation tools for Formative Assessment.

REFERENCES:
Dandekar, W.N. (2007).Evaluation in Schools.Pune:ShreeVidyaPrakashan.
Ebel, R.L. &Fresbie, D.A. (2009).Essentials of Educational Measurement. New Delhi: PHI
Learning PVT. LTD.
Gupta, S. K. (1994). Applied Statistics for Education.Mittal Publications.
Garrett, H.E. (2008). Statistics in Psychology and Education. Delhi: Surjeet Publication.
Mrunalini, T. (2013).Educational Evaluation. Hyderabad: Neelkamal Publications Pvt. Ltd.
Patel, R.N. (2011). Educational Evaluation Theory and Practice. Mumbai: Himalaya
Publishing House Pvt. Ltd.
Rani, P. (2004).Educational Measurement and Evaluation. New Delhi: Discovery Publishers.
Rawat, D. S. (1970).Measurement, Evaluation and Statistics in Education. , New Delhi: New
Raj Book Depot.
Reynolds, C.R., Livingston, R.B., and Willson, V. (2011).Measurement and Assessment in
Education. New Delhi: PHI Learning PVT. LTD.
Siddiqui, M.H. (2010). Educational Evaluation. New Delhi: A.P.H. Publishing Corporation.
Sidhu, K.S. (2009). New Approaches to Measurement and Evaluation.New Delhi: Sterling
Publishers Pvt. Ltd.
Ten Brink, T. D. (1974). Evaluation - A Practical Guide for Teachers. New York: McGraw
Hill Book Co.
Thorndike, R.M. (2010). Measurement and Evaluation in Psychology and Education. New
Delhi: PHI Learning PVT. LTD.
 BED 105: Advanced Pedagogy and Application of ICT
Objectives: To enable the student teacher to
1. understand the concept of Advanced Pedagogy and its implementation in classroom
2. use of Pedagogical methods to meet the needs of diverse learners.
3. understand the concept, need and importance of ICT and its application in education
4. understand ICT based teaching-learning strategies & resources.
5. create awareness about appropriate use of ICT
6. develop educational material using advanced pedagogical strategies and ICT tools.

UNIT: 1 Introduction to Advanced Pedagogy (CREDIT 1)

1.1 Concept, Need and Significance of Advanced Pedagogy.
1.2 Principles of Advanced Pedagogy
1.3 Philip Jackson Model- Pre-active phase
Interactive Phase
Post-active phase
Teacher’s role in these phases
1.4 Use of Various Pedagogies-
a) Student Voice b) Differentiation
c) Critical Pedagogy d) Engagement student in Teaching Learning Process
1.5 Application of Advanced Pedagogy for Development of e-content

UNIT: 2 Advanced Pedagogical Approaches (CREDIT 1)

2.1 Blended Learning
2.2 Experiential Learning
2.3 Problem based learning
2.4 Scenario based learning
2.5 System Approach in Teaching

UNIT: 3 ICT in Education (CREDIT 1)

3.1 ICT in Education: Concept, Need and Importance
3.2 Application of ICT in Education
a) Teaching – Learning b) Research c) Publication d) Administration e) Evaluation
3.3 Challenges and barriers to integration of ICT in Indian Schools
3.4 ICT Teacher- Skills and Qualities
3.5 Safe use of ICT-Net safety, Netiquettes, Copy Right, Plagiarism

UNIT: 4 ICT Supported Advanced Teaching Learning Strategies (CREDIT 1)

4.1 Advanced ICT Supported teaching strategies concept, need, features, principles and
importance.
4.2 ICT & Teaching –learning Strategies
a) Web based learning
b) M-Learning
c) Co-operative learning
d) Collaborative Learning
e) C A I
4.3 Smart Classroom-Nature, Features, Advantages
4.4 On-Line Learning resources- e-library, Video Conferencing, Webinars
4.5 Social networking for learning with special reference to facebook & WhatsApp tool.
4.6 Agencies using ICT for Education- Open Schools & universities, intel, MOOC, MCKL

Modes of Transaction:
a) Lecture cum discussion
b) Presentations
c) Seminars
d) Demonstrations
e) Activity based teaching methods
f) Project method
g) Group discussion
h) E-communication tools
i) Assignments
Practical Work (any one from the given list):
1. Design a teaching plan for any unit of school subject by using methods of advanced
pedagogy
2. Develop a CAI Programme on any one unit of your teaching method
3. Review an educational mobile app and write a report.
4. Develop e-content material for any one unit of School subject by using advanced
pedagogical strategies.

References:
1.Application of ICT in Education- by Dr. S. Arulsamy, Dr. P. Sivakumar
Neelkamal Publication.
2. Essentials of Educational Technology and School Management by K.K. Bhatia &
Jaswant Singh, Tandon Publication.
3. Teaching and Learning through information and communication technology by I-Sunder,
Sarup Book Publishers Pvt. Ltd.
4. Educational Technology by Anil Kumar Srivastava, Kunal books, Delhi.
5. Project based learning – using information technology by David Moirsund.
6. Challaegnes of Educational Technology Trends Globalization by Hemlata Talesra, Maneesh
Shukul, Umashankar Sharma, Authors Press.
7. Application of ICT in Education, by Dr. S. Arulsamy, Dr. P. Sivakumar, Neelkamal.
8. Internet Technology by S.K. Bansal, APH Publication.
9. A Textbook of Educational Technology by B.C. Dash, Wisdom Press.
10. Net based education- Ramesh Chandra, Kalpaz Publication.
11. Information and Communication Technology, by V.P. Pandey, Isha Publication.
12. ICT in teaching learning by Jahitha Begum, A.K. Natesan, G. Sampath, PAH Publication.
13. ICT in distance education by Dr. K. Anandan, APH Publication.
14. ICT in teacher development by Dr. Manoj Kumar Dash, Neelkamal.
15. Educational Technology-by S.K. Mangal, Tandon Publication.
16. Advanced Educational Technology by Ram Nath Sharma & S.S. Chandra, Atlantic
Publication.
17. Modern Trends in Educational Technology-by Prof. Jagannath Mohanty, Neelkamal
 Publication.
18. Educational Technology by N. Venkataih, APH Publication.
19. Essential of Instructional Technology by Dr. R.A. Sharma, Surya Publication.
20. Instructional Technology by Rao, APH publication.
 BED- 106-01- UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

ejkBh

mfn~n”V~;s %

1½ O;Drh fodkl o lekt fodkl ;krhy ekr`Hkk”ksps egRo letwu ?ks.;kl fo|kFkhZ f’k{kdkl
enr dj.ks-
2½ ekr`Hkk”kspk fodkl fo|kFkhZ f’k{kdkr ?kMowu vk.k.ks-
3½ ekr`Hkk”ksps ys[ku] Hkk”k.k ;kaP;k}kjk leFkZi.ks vfHO;Drh dkS’kY; laiknu dj.;kl izo`Rr
dj.ks-
4½ ekr`Hkk”k sps O;kdj.k o R;kph mikaxs ;kaps l[kksy v/;;u dj.ks-
5½ ekr`Hkk”kslaca/kh ;ksX; vfHko`Rrh fodflr dj.ks-
6½ ejkBhrhy ok³e; izdkjkapk LFkqyekukus ifjp; d#u ns.ks-
7½ ejkBhps v/;kiu dkS’kY;s voxr dj.ks-
8½ b- 5ph rs 12oh i;±rpk ejkBh fo”k;kpk vH;kldze letwu ?ks.ks-
9½ mi;ksftr ejkBh Hkk”ksph dkS’kY;s voxr dj.ks-

?kVd dz 1 v& v½ o.kZfopkj & o.kZekyk ¼lq/kkfjr o.kZekyk] egkjk”Vª ‘kklu] elki] iq.ks½
(1 Credit )

c½ ‘kCnfopkj & ‘kCnkaP;k tkrh] foHkDrh o dkjdk;Z

d½ okD;fopkj& 1½ okD;kps izdkj vFkkZujq ks/kkus] fdz;kinkP;k #iko:u]

okD;krhy fo/kkukuqlkj

2½ dkG o R;kps izdkj

3½ okD;kps iz;ksx o izdkj

?kVd dz 1 c& ‘kCnfln~/kh & 1½ fln~/k o lkf/kr ‘kCn

2½ milxZ ?kfVr ‘kCn

 3½ izR;; ?kfVr ‘kCn

4½ la/kh o izdkj fu;e

5½ lekl o R;kps izdkj

?kVd dz 2 v½
v & jl] o`Rr] dkyadkj (1 Credit )

v½ jl O;k[;k o izdkj

c½ o`Rr & o`Rrkaps izdkj

v{kjo`Rrs & banzotk] misanzotk] Hkqtaxiz;kr] f’k[kfj.kh] olarfrydk] ekfyuh] i`Foh]

eankdzkark] eankjekyk] ‘kknZqrfodzhMhr-

ek=ko`Rrs & iknkyqry] fnaMh] vk;kZ] uoo/kq-

Nan izdkj & 1½ vksoh& Kkus’ojh] eqDrs’ojh] ,dukFk-

2½ vHkax& ygku] eksBk

M½ eqDrNan &

b½ vyadkj & egRo] izdkj & ;ed ] vuqizkl] ‘k<s”k] miek] mRizs{kk] O;frfjDr]
viUgqrh] vfr’k;ksDrh] psruxq.kksDrh] vU;ksDrh] vFkkZUrjU;kl] nq”Vkar] fojks/kkHkkl ¼y{k.ks
o mnkgj.ks½

?kVd dz 2 c½
c & 1½ ‘kqn~/kys[ku fo”k;d ;q/kkfjr fu;e o mi;ksx-

2½ O;kogkjhd o mi;ksftr izdkj & vkSijkfpd i=] vkdyu] lkjka’k ys[ku]

Hkk”kkarj] o`Rrys[ku] tkfgjkr {ks=] vfHkizk; ys[ku vkf.k cksyhHkk”kkapk ifjp;]
lq=lapkyu] lknjhdj.k] dks”kok³e;] iVdFkk ys[ku

vH;kldzekps oxkZrhy laizs”k.k & 1½O;k[;ku 2½ lafeukj] izdYi] {ks=HksV] ikWoj ikWb±V
lknjhdj.k] fp= lknjhdj.k

izkR;f{kd dk;Z & 1½ dks.kR;kgh ,dk lkfgfR;dkP;k lkfgR; izdkjkoj iksLVj lknj djk fdaok
 2½ O;kdj.kkP;k dks.kR;kgh ,dk ?kVdkoj iksLVj lknj djk fdaok

3½ rqeP;k vkoMhP;k lkfgR; izdkjkrhy ,dk lkfgR; izdkjkfo”k;h rqeps fyf[kr

er O;Dr djk- ¼izdkj] oSf’k”V~;s] lkekftd n`”V~;k egRo½

lanHkZiqfLrdk&
Lrdk 1½ lqxe ejkBh O;kdj.k & eks- jk- okfGacs

2½ ejkBh O;kdj.kkph eqyrRos & x-r- dsGdj

3½ o`Rrs vkf.k vyadkj & iz-u- tks’kh

4½ ejkBh O;kdj.k& izk- eqjdqVs] ukf’kd

5½ ejkBh O;kdj.k& izk- MkW- ds- ih- ‘kgk] vtc ifCyds’ku] dksYgkiwj

6½ lkfgR; lk/kuk & ek- dk- ns’kikaMs

 BED 106-02: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

fgUnh

mís’; %

Nk= v/;kid dks fgUnh cksyus] fy[kus vkSj i<us esa viuh {kerk fodflr djusesa lgk;rk
djuk
fgUnh Hkk”kk dk xBu ,ao fodkl laca/kh tkudkjh izkIr djus gsrw Nk= v/;kid dh lgk;rk
djuk-
Nk= v/;kid dks fgUnh Hkk”kk rFkk O;kdj.k ds vaxksikaxks dk lw{e v/;;u djus ds fy;s izfjr
djuk-
ek/;fed rFkk mPp ek/;fed f’k{kkLrjksa ds fy, fu/kkZfjr ikB~;dze ,oa ikB~;iqLrdksa dk lw{e
v/;;u djus esa Nk= v/;kid dks izsfjr djuk-
Nk= v/;kid dks fgUnh lkfgR; ds bfrgkl dks v/;;u djus izksRlkfgr djuk-
Nk= v/;kid dks fgUnh dh lkfgR; fo/kkvksa rFkk lqfo[;kr lkfgR;dkjksa ls ifjfpr djkuk-

?kVd dz 1 v& O;kdj.k (1 Credit )

1½ o.kZ fopkj] ‘kCn fopkj] okD; fopkj] fdz;k

2½ milxZ] izR;;] leku] laf/k

3½ ’kCn & lekukFkZ] foijhr] Hkjekusokys ‘kCn- ‘kCn lewg ds fy, ,d ‘kCn-

4½ eqgkojs ,oa dgkors

?kVd dz 1 c& jpuk

1½ i=ys[ku

2½ fuca/k

3½ dFkk ys[ku
 4½ dYiuk foLrkj

5½ xn~[kaM & in~;[kaM & vFkZxzg.k

6½lkj ys[ku

7½ o`Rrkar ys[ku

8½ Hkk”k.k & Lokxr] fcnkbZ] /kU;okn] ifjp;kRed

?kVd dz 2 v½
v & fgUnh lkfgR; dk bfrgkl (1 Credit )

1½ vkfndk;

2½ e/;dk;

3½ vk/kqfud dky

?kVd dz 2 c½
c & lkfgfR;dksasdk ifjp; % d{kk 6 ls 10 oha rd dh izpkfyr ikB~;iqLrdksaesa
ftudh jpuk,sag S mu lkfgfR;dksasdk lkekU; ifjp; rFkk fo’ks”krk,sa

vf/kfu;e xfrfof/k;k¡ &

1½ O;k[;ku 2½ ppkZ 3½ lsfeukj

4½ {ks= HksaV 5½ ikWoj ikWb±V izs>saVs’ku 6½ oknfookn

Li/kkZvksadk vk;kstu

izkR;f{kd dk;Z &

1½ O;kdj.k ij vk/kkfjr v/;;u lkexzh rS;kj djuk

2½ fo/kk ds vuqlkj lkfgfE;dksa dk oxhZdj.k fdth;s

3½ fdlh ,d dky dk foLr`r v/;;u dj fjiksVZ rS;kj djuk ¼fgUnh lkfgR; ds bfrgkl ds
dky½
lanHkZ xazFk&

1½ laf{kIr fgUnh O;kdj.k & dkerkizlkn xq#

2½ vk/kqfud fgUnh O;kdj.k vkSj jpuk & MkW- oklqnsouanu izlkn

3½ fgUnh lkfgR; dk bfrgkl & vk- ‘kqDy

4½ lkfgR; foospu & {ksepanz lqeu

5½ fgUnh lkfgR; dk bfrgkl & MkW- jktukFk ‘kekZ

6½ fgUnh Hkk”kk foKku & MkW- HkksykukFk frokjh

 BED 106-03: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

ENGLISH

Objectives: To enable the students to:-

1. acquire proficiencies in listening, speaking, reading, writing and communication skills.

2. acquaint with essential aspects of English Grammar and composition.

3. understand the scope of syllabi in English.

4. develop interest and attitude towards English as foreign language.

UNIT – 1 ( 1CREDIT )

A) Phonetics

1. Phonemes, syllabus and words

2. Vowels , Diphthongs and consonants
3. Semantics
4. Intonation – Stress , accent , Intonation pattern

B) Grammar:

1. Parts of speech

2. Punctuation

3. Kinds of sentences

4. Tense

5. Transformation of sentences

* Direct and indirect speech.

* Voice * As soon as
 * Degree * Not only but also

* Remove ‘Too’ * Question tag

Other transformation of sentences from the prescribed Text Books of Std V to X

UNIT - 2 ( 1CREDIT )

A) Application of language

1. Letters – Formal and Informal

2. Report Writing
3. Dialogue Writing
4. Essay Writing
5. Story Writing

B) Functional English

1. Note making and note taking

2. Writing summary

3. Preparation of tree diagram, web diagram and pie chart

4. Preparation of Advertisement

Mode of Transaction:

 Lecture
 Discussion
 Seminar
 Project
 Poster Presentation
 Use of Technology
Practical (Any 1 from the following)

1. Project report on any topic related to English Language.

2. Develop one short story
3. Prepare three diagram / web diagram / pie charts based on any five units / lessons.
4. References:
5. 1. Teaching of English - P.K. Gupta, Anil Gandhi, and S.S. Bhatnagar
6. 2. Teaching of English - A Modern Approach, Bose F.L
7. 3. The technique of Language teaching, Bose F.L
8. 4. Teaching of English as second Language - Allen H.B.
9. 5. Language Testing - Labo Robert
10. 6. The essentials of English Teaching - R.K. Jain
11. 7. Teaching of English - G.L. Gadre
12. 8. Structural Approach to Teaching of English - B.D. Shrivastav
13. 9. English Language Teaching in India - Kudchedkar S.
14. 10. Content Cum Methodology of English - Dr. C.H. Surywanshi
15. 11. Content Cum Methodology of English - Patil and Vaze
 BED 106- 04: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

laLd`r
mfÌ"Vîs %&

• fo|kFkhZ f”k{kdkauk laLd`rys[ku o okpu dkS”kY;koj izHkqRo feGfo.;kl l{ke dj.ks

• fo|kFkhZ f”k{kdkauk laLd`r e/kwu fopkj O;Dr dj.;kl l{ke dj.ks
• fo|kFkhZ f”k{kdkauk laLd`r O;kdj.k letkowu ?ks.;kl lgk¸; dj.ks
• fo|kFkhZ f”k{kdkauk laLd`r O;kdj.kkps mi;kstu dj.;kl l{ke dj.ks

?kVd dz 1 v%&o.kZ o 'kCnfopkj (1 Credit )

v½o.kkZaph vksG[k
c½laLd`rys[ku o okpufu;e
d½ 'kCn:is&¼LojkUr 'kCn ] O;atukUr 'kCn o loZuke½ ] foHkfDrizR;;kUr 'kCnLo:Ik o dkjdkFkZ]
M½fØ;kin :is ¼ijLeSinkps o vkReusinkps orZekudkG] HkwrdkG o Hkfo";dkGh ] vkKkFkZ o
fo/;FkZizR;;½ ] xq.kkapk ifgykxV o nqljkxV
M½fo”ks"k.ks&xq.kokpd] rj&reHkkookpd] la[;kokpd] Øeokpd
?kVd dz 1 cokD; fopkj
v½okD; iz;ksx] okD; ifjorZu&drZfj] deZf.k o Hkkosiz;ksx] lfrlIreh] iz;kstdjpuk
c½dkjdfopkj
d½o`Rrfopkj
M½ 'kq/nk’kq/nhfoosd

?kVd dz 2 v½ la/kh o lekl (1 Credit)

v½Lojla/kh] O;atu la/kh o folxZ la/kh

c½lekl&vO;;hHkko] rRiq:"k] }a} o cgqfozgh¼izdkjklg½
d½rf/nr ¼viR;kFkZd izR;;] r= tkr%] r= Hko% ;k vFkkZpsizR;;] eRoFkhZ; izR;;] brp~ izR;;kUr]
nkizR;;] rji~ &rei~ izR;;½o d`nUr ¼/kkrqlkf/krukes] vO;;s o fo'ks"k.ks½
?kVd dz 2 c½
v½i= ys[ku
c½fuca/k ys[ku
d½laLd`r lkfgR;kph rksaMvksG[k
M½[email protected]
b½ x| o i| Hkk"kkarj

Mode of Transaction:

 Lecture
 Discussion
 Seminar
 Project
 Poster Presentation
 Use of Technology

izkR;f{kd dk;Z&

• laLd`re/khy ,dk uo lkfgR;kdkPkh ekfgrh ladfyr dj.ks

• O;kdj.kkP;k dks.kR;kgh ,dk ?kVdkoj ikWojikWbaVizs>asVs'ku
• lTtuiz'kalk] fo|kiz'kalk] dwV “yksd] vU;ksfDr] ;ksxegkRE;] m|eiz'kalk] vFkZegkRE; ;k
fo"k;kaoj vk/kkfjr izR;sdh 5 laLd`r 'yksd ladfyr dj.ks o R;kapk vFkZ fyfg.ks
lanHkZ %&

• uohu vuqokn pfUnzdk] pkS[kEckizdk’ku] &vpZukdqyd.khZ

• 'kkys; laLd`r O;kdj.k&fo|kcke
• lqxe laLd`r O;kdj.k&iz-'ka- tks’kh
• vH;kl iqLrde~&laLd`rHkkjrh] csaxyq:
• b- 8oh rs b- 12 laLd`r&ikB~;iqLrd fufeZrh eaMG] iq.ks
 BED 106- 05: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS
URDU

Objectives:

1. To help student teachers to acquire skills in speaking, reading and writing Urdu.
2. To help student teachers to acquire linguistic skills.
3. To acquaint student teachers with different trends in Urdu content & grammar.
4. To help student teachers understand the scope of the syllabus in Urdu prescribed for std
6th To 12th.
5. To acquaint student teacher about different form of literature included in the text book.
6. To make student teacher aware about the famous writers & poet of Urdu prescribed in
6th to 12th text book.

Unit I A) Grammar (1 Credit)

1.1 Lectures of alphabet, vowels formation of words, idioms.

1.2 Kinds of nouns, adjectives, adverbs, pronouns, number, case, gender, tense.
1.3 Kinds of sentences figures of speech.
1.4 Kinds of sentences according to the classes.
1.5 Figures of speech, simple perfect parameters.

Unit I B) Practice in composition

2.1 Essay writing

2.2 Letter writing

2.3 Story telling

2.4 Precise writing

2.5 paraphrase
Unit II (1 Credit)

A) History of Urdu literature

3.1 Ancient

3.2 Medieval

3.3 Modern

B) Elementary knowledge of forms of literature and writers.

Prose , poetry ( prescribed in the text book 6th to 12th)

Mode of transaction

1. Lecture
2. Discussion
3. Seminar
4. Field Visit
5. Power point – presentation
6. Debate
7. Poster presentation

Practical work

1. Prepare a learning material based on grammar

2. Study and prepare a report of any one poet / writer prescribed in 6th to 12th text book.
3. Collect the information and categorize the adeeb cwnter / shair (Poet) on the bases of
Zamana ( Periods)
REFERENCES:
1. Tadress-e-Urdu- Akhtar Sheerani
2. Tadress-e- Urdu-NCPUL (National Council for Promotion of Urdu Language.
3. Tadress-e- Urdu- Moinuddin
4. Tadress-e-Urdu- Najmus-Sehar.
 BED 106- 06: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

HISTORY
Objectives:-
To enable the student teacher to-
1. Understand the Indian Culture and World.
2. Realize the concept of Election Process.
3. Take interest in the study of Fundamental Rights & Human Rights.
4. Appreciate the significance and the role of Political Parties, Government
Bodies.
5. Realize the Importance of the contribution of Shivaji Maharaj in History.
6. Realize the importance of Movements for Freedom.
7. Comprehend the concept of democracy and different religious diversity of India.

Unit I ( 1 Credit )
A)– India’s culture & A People’s King

1. India : Cultural.
2. Ancient India and the World.
3. Maharashtra before the times of Shivaji Maharaj.
4. A People’s King.

B) – Movements, Democracy and Diversity

1. The Revolutionary Movement.
2. The quit India Movement.
3. International co-operation and Development.
4. Democracy and Diversity –
A) Caste and Democracy
B) Religion and Democracy.
Unit II ( 1Credit )
A) – Progress of India
1. Renaissance & Feudalism –
A) Medieval Feudalism
B) Renaissance.
2. Election Process –
A) Voter
B) Political Party
C) Direct & Indirect Election.
3. Fundamental Rights and Duties-
A) Fundamental Rights and Duties mentioned in Indian Constitution
B) Human Rights.
4. Progress in Science and Technology

B) – Government Bodies, United Nations

1. Local Government Bodies
A) The Zilla Parishad
B) The Municipal Corporation
2. Union Government – The Legislature and The Judiciary
3. The Functions of the United Nations.

Mode of transaction

1. Lecture
2. Discussion
3. Seminar
4. Field Visit
5. Power point – presentation
6. Debate
7. Poster presentation
 Practical :
1. Prepare a report of Indian Constitution with reference to Fundamental
Rights and Duties.
2. Write a report any one Government Bodies from following
a) The Panchayat Samiti.
b) The Municipal Council.
c) Municipal Corporation.

3. Prepare report of Indian Democracy and Diversity related to Caste or Religion.

References –
The text books and the reference books which are prescribed by the Maharashtra State Board
of Secondary & Higher Secondary Education are recommended for study.
 BED 106-07: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

GEOGRAPHY

Objectives

1. To enable student teachers to revise the knowledge of all Branches of Geography subject at
a school level.

2. To enable the student teachers to understand the interdependence and interrelationship

among the various concepts and processes in Geography Subject.

3. To enable student teachers to acquire the skills related to map and instruments in
Geography.

4. To develop a technique of observation and reporting of Geographical phenomenon among

student teacher.

5. To create interest of Geography subject among student teachers.

Unit I: The Earth and Physical Geography (1 Credit)

A. The Earth

A.1. Universe

A2. Solar System & Motion of earth

A3.Eclipses : Solar and Lunar : subtypes, effects, prejudices and scientific importance

A4.Graticule : Latitude and Longitude

A5. Interior of earth

B. Physical Geography

B1. Atmosphere-

B1.1. Structure of atmosphere

B1.2. Weather and Climate

B1.3. Factors affecting climate

B2. Elements of Air –

B2.1. Air Temperature: Definition, Factors affecting temperature and temperature zone on
earth

B2.2. Air Pressure: Definition, Factors affecting air pressure and pressure belt on earth

B2.3.Wind : Definition, Types of wind-Global and Local

B2.4. Rainfall: meaning, forms of rainfall, types of rainfall- convectional, orographic and
cyclonic, factors affecting distribution of rainfall.

B3. Lithosphere –

B3.1. Meaning of Lithosphere

B3.2. Movements of earth crust – i) Rapid Movements – Earthquake & Volcano – Causes,
effects and zones

ii) Slow movements – Fold and fault – meaning and examples

B4. Landforms –

B4.1.Mountain, plateau and plain : definitions and types

B4.2Rocks

B4.2.1. Meaning and types of rock

B4.2.2. Agents of erosion – running water, wind, sea waves and glacier : work and landforms
created by these agents

B5.Hydrosphere

B5.1. Types of waterbodies - Ocean, sea, bay, gulf, strait, creek, river and lake – concept and
examples
B5.2. Ocean Currents – Concept, types and its effects

B5.3. Tides – Meaning, causes and effects

B5.4. Salinity – Definition, factors affecting salinity

Unit II. Human, Regional and Practical Geography (1 Credit)

C. Human Geography

C1 Human Settlement – concept, types-rural & urban, factors affecting settlement

C2.Population – Meaning of population, birthrate and death rate, causes and effects of
population explosion, factors affecting density of population.

C3.Occupation – Meaning and classification of occupation- primary, secondary, tertiary and

quaternary

C4.Biosphere - Concept and composition of biosphere, meaning and structure of food chain,
concept of eco system.

C5. Pollution – Meaning, types, causes, effects and pollution controlling measures.

D. Regional Geography :

D1. Introduction to the continents

D2. Introduction to natural regions

D3. India : Location, Physiographic features, Climate, natural resources and Human life.

D4. Maharashtra: Location, Physiographic features, Climate, natural resources and Human
life.

E. Practical Geography :

E1. Map – Definition of Cartography and map, elements of map, types of map

E2.Graph – Definition and types of graph

E3. Field visit and Report writing – meaning and importance

E4. Geographical Instruments – Thermometer, Wind vane, Barometer, Rain gauge and
seismograph: diagram and functions

Mode of Transaction:

1. Discussion cum Lecture

2. Demonstration

3. Seminar

4. Supervised Study

5.Project based approach

6. Field visit

7. Technology based interaction

8. Blended approach

9. Observation technique

10.Heuristic method

Practical

1. To prepare a geographical instrument or model.

2. A visit to geographical place and writing a report.

3. To prepare a technology based program on any geographical concept i.e. presentation,

CAI, e-content, video, blog, animation etc.

References :

1. Std.6th to Std. 12th Geography/Social Science text books of State boards of

Maharashtra and CBSE Board.
2. Chandan and Puri, Regional Development
3. Doniwal Hemant Kumar , Population of Geography, Authors Press
4. Frederick K.Lutgens, Edward J.Tarbuck & Dennis Tasa,The atmosphere: an
introduction to meteorology
5. Joshi and Kaji, Principles of General Geography
6. K. Siddharth, Ecology and Environment, Kisalaya Publication
7. Majid Husain, Geography of India, McGraw Hill Education series
8. Majid Husain, Human Geography, Rawat Publication, New Delhi
9. Majjid Husain, Models in Geography,Rawat Publication, New Delhi
10. Oxford Publication, Dictionary of Geography
11. Sawadi A.B., Physical Geography
12. Singh Savindar, Physical geography, Prayag Pustak Bhawan
13. Singh Savindra, Geomorphology
14. Roger Minshull, Regional Geography: Theory and Practice, Aldine Transaction
 BED 106-08: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

GENERAL SCIENCE

Objectives: To enable student teacher to

1) understand nature, scope & importance of general science at secondary level.

2) analyze the textbook& content of general science at secondary level.
3) Understand life on the earth.
4) Understand the basic concepts of different branches of chemistry.
5) Understand concepts in Physics.
6) familiarizefacts, terms, concepts , laws & principles in general science.

Unit – I (1 Credit)

A) Life on Earth

1. Cell: The Unit of Life

2. Genetic Basis of inheritance
3. Plant and Animal Life
4. Organ System (only humans)

B) Concepts of Chemistry

1. Chemistry of Carbon Compounds – Hydrocarbons

2.Metals and Non-metals

3.Chemical Reactions and Chemical Equations

Unit – II (1 Credit)

A) Concepts in Physics

1.Motion, Energy and Force

2. Heat and Light

3. Electric Current and Magnetism

4. Sound and Wave

B) Environmental Science

1. Biodiversity and Ecosystem

2. Microorganism

3. Striving for a better environment – Waste Management, Vermicompost pit

4. Conservation of Resources

Mode of Transaction:

o Discussion cum Lecture

o Demonstration

o Seminar

o Project based approach

o Field visit

o Technology based interaction

Practical (Any one of the following):

1. Textbook Analysis (General Science)

2. Visit of a Science Laboratory

3. Investigatory Project/ Model

List of Books Recommended:

The text books and the reference books which are prescribed by the Maharashtra State Board
of Secondary and Higher Secondary Education are recommended for study.
 BED 106-09: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

MATHEMATICS

Objectives: To enable student teacher to

1) understand nature, scope & importance of Mathematics at secondary level.

2) analyze the textbook& content of Mathematics at secondary level.
3) Understand basic concepts in Arithmatic, algebra, and Geometry.
4) familiarizefacts, terms, concepts , laws & principles in Mathematics.
5) Apply basic concepts of Mathematics in daily life.

Unit 1 : ( 1 Credit)

A. Arithmetic

1. Numbers
a) Natural, whole, integers, rational, irrational, real numbers
b) Operations on numbers: addition, subtraction, multiplication and
division
c) Use of brackets
d) Indices, squares, square roots, cube, cube roots.
2. Unitary method, variation- direct and inverse
3. Ratio and proportion

B. Algebra
1. Basics of Algebra
2. Use of letters in place of numbers.
3. Algebraic expressions, addition, subtraction, multiplication and division of algebraic
expressions.
4. Polynomials: factors and multiples.
5. Identities.
6. Equations: equations with one variable, linear equations in two variables, quadratic
equations.

Unit 2 : (1 Credit)
A. Geometry
1. Basics of Geometry
i. Basic concepts
ii. Angles, pairs of angles, triangles and quadrilaterals – types
&properties.
iii. Triangles- congruence and similarity.
2. Circle – basic concepts, circumference, area, theorems.
3. Quadrilaterals – properties of different quadrilaterals, theorems.
4. Geometric construction
 B. Applied Mathematics
1. Mathematics in day to day life
i. Profit and loss.
ii. Percentages
iii. Simple and compound interest
iv. Discount and commission
2. Statistics – measures of central tendency and variability, Graphs.
3. Mensuration – Area and volumes of different geometrical figures.
4. Co- ordinate geometry.

Mode of transaction:
1. Lecture
2. Deductive
3. Analytic and synthetic
4. Discussion
5. Seminars
6. Presentation
7. Projects

List of Practical (Any one of the following):

1. Investigatory Project/ Model

2. Visiting a Mathematics Institute
3. Contribution of Indian Mathematicians

References: Text books published by Maharashtra State Bureau of Textbook production and
curriculum research, Pune and Maharashtra state board of secondary and higher secondary
education , Pune.
 BED 106-10: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

ECONOMICS

Objectives :-To enable the student teacher to:

1. understand the meaning, nature, scope & importance of Economics Subject & basic
concepts of Economics.
2. understand varies sources of Income & Concept Types & Importance of Budget.
3. understand meaning, features, types & basic problems of economy
4. understand concept, causes & effects of inflation & measures to control it.
5. know about P.D.S. & Consumer Protection.
6. understand concept of Economic Growth , Economic Development & Quality of
Human life & their importance.
7. be aware about the major challenges before Indian Economy & their economic effects.
8. know about economic reforms in India.
9. understand the concepts of Micro & Macro Economics & their importance.
10. know the meaning, scope & importance of Statistics in Economics.

Unit : I (1 Credit)

A) Economics as a subject

A-1 Economics – Meaning, Definition, Nature , Scope , Need & Importance of the

study of Economics.

A-2 – Basic concepts of Economics

a) Human Wants – Meaning , features and classification

b) Resources – Meaning , Scarcity
c) Utility – Meaning , Types & Characteristics
d) Value – Meaning , Examples
e) Price – Meaning & Examples
f) Demand & Supply – Meaning and Definition

B) Sources of Income

B-1 Personal Income – Meaning and sources of personal Inocme.

B-2 Baluta System – Meaning , Nature , Merits & Demerits of Baluta System

B-3 Agro – based industries

B-4 Trade – concept of trade

B-5 – Modern sources of Income

B-6 Budget – concept & importance of Budget , types and components of Budget , concept &
merits offamily Budget.

Unit 2 (1 Credit)

A) Introduction of Economy

A-1 – Meaning & definition of Economy

A-2- Features and types of Economy

A-3- Basic problems of Economics & their solution.

B) Global Economic concept

B-1 – Inflation – Concept, causes , effects of Inflation , measures to control Inflation.

B-2- Public Distribution system (P.D.S)& consumer protection

a) Meaning & objectives of P.D.S

b) Progress of P.D.S
c) Drawbacks o P.D.S
d) Remedial Measures
e) Consumer protection – Rights & duties of a consumer.

Mode of Transaction:

1. Discussion cum Lecture

2. Seminar

3. .Project based approach

4. Field visit
 5. Technology based interaction

6. Blended approach

Practical Work;-

Any one of the Following.

1. To prepare any type of self learning material (Booklet) / Model related to any unit of
Economics & write a report.
2. To prepare a ppt or poster for presentation on any unit of Economics. ( Presentation and
report writing)
3. Field visit and report writing. ( any cottage or small scale industry)

References :-

1. Text books of Economics from 9th to 12thstd.

2. Elementary Economic Theory by Dewett.
3. अथशा प रचय – रा.म. गोखले.
 BED 106-11: UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Objectives

The student teachers should be able to-

1. Acquire basic knowledge of Computers.

2. Study the ICT tools.
3. Make effective use of information and communication technology.
4. Understand the concepts in Multimedia.
5. Develop capabilities to access Information using Internet.
6. Learn the basic concepts of Computer Networking.
7. Acquire skills for creation of Basic Web Pages.
8. Acquaint with basic techniques and knowledge required for computing applications.
9. Be aware of cyber laws and ethics.

Unit I: Introduction to Computer (1 Credit)

1. Introduction to Computers : Definition, Structure, Types

2. Hardware- Concept and classification – CPU & Peripherals- Input, output and storage
3. Generations of computer
4. Software- Concept and types
5. Operating system – Concepts, type and functions
6. Application Software - Concepts, type
6.1 Word processors

6.2 Applied art

6.3 Multimedia

6.4 Spreadsheets

6.5 Presentations

6.6 LOGO

7. Animation
8. Introduction to basic programming
9. Generation of Programming Language
 10. Unicode
11. Binary number system
12. Introduction to C programming

Unit II: Introduction to Networking (1 Credit)

1 Concepts of ICT, Necessity of ICT

2 ICT Tools
2.1. Computer
2.2 Cellular phones
2.2 Radio and TV
2.3 Internet
3. Introductions to Network :
3.1. Definition and types of Network – LAN to WAN
a. World Wide Web
b. e-mail
c. Instant Messaging and Chat
d. Blog
e. VoIP
f. e-maps

4.Uses of ICT in Languages, Social Sciences and Arts

5. Morals and Ethics

6. Computer Lab : Concept, requirement and lab management
7. ICT in day-to-day life – in personal, social and professional life

Mode of Transaction:

o Discussion cum Lecture

o Demonstration

o Seminar

o Project based approach

o Technology based interaction

Practical (Any one of the following) :

1.Creation of short audiovisual content (not exceeding 5 minutes; using webcam or digital
camera with video recording facility. Copying and viewing the same on a PC.
2. Prepare a Multimedia Presentation on ICT unit

3. Prepare a poster on ICT useful to display in lab by using any software.

Reference :

Text books of ICT subject of std VIII to X

 BED 107-01: PEDAGOGY OF THE SCHOOL SUBJECT

MARATHI

Objectives:After studying this course the student-teacher will be able to-

1. Understand the nature, scope and importance of the subject.

2. State the co-relation of the subject with other subjects.

3. State the objectives of teaching of the subject at secondary and higher

secondary level.

4. Explain and use the different methods, approaches and techniques of teaching
learning of subject.

5. Explain and understand the structure of subject.

6. Explain importance and use of core elements, life skills and values.

7. Analyze the textbook and content.

8. Explain the concept and types of curriculum and syllabus.

9. Analyze the various resources in teaching learning of subject.

10. Understand role and qualities of a good teacher.

UNIT-1 (1 Credit)

A) Introduction of Marathi Education

1. Nature and Scope of the subject- Marathi

2. Place of Marathi in the school curriculum

3. Objectives of Teaching Marathi at secondary level.

4. Relation of the subject Marathi with other school subjects

5. Problems related to Marathi Education

B) Pedagogical Approaches for the subject Marathi

1. Methods of Prose Teaching

2. Methods of Poetry teaching

3. Methods of Grammar Teaching

4. Methods of composition teaching

UNIT-2 (1 Credit)

A) Analysis of the subject Marathi

1. Structure of the subject Marathi

2. Curriculum and syllabus

3. Core elements, values and life skills

4. Text Book Analysis

5. Content Analysis

UNIT-2 B) Learning Resources and subject Teacher

1. Concept, need and importance of learning resources

2. Traditional learning resources

3. Technology based learning resources

4. Qualities of good Marathi teacher

5. Role and Responsibilities of Marathi Teacher

Modes of Transaction

a) Lecture
b)Discussion
c) Seminar
d) Poster Presentation
e) Power Point Presentation

Practical Work (Any One of the following)

a) Text Book analysis
b) Preparation of Teaching Aids/Poster
c) Power Point Presentation
d) Field Visits
e) Group Discussion.

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 BED 107-02: PEDAGOGY OF THE SCHOOL SUBJECT

Hindi
Objectives
1. To understand the nature, scope and importance of the Hindi subject.
2. To know and understand the objectives of teaching of the subject at secondary and
higher secondary level.
3. To explain the use of different methods of teaching Hindi.
4. To understand the role and responsibilities of good Hindi teacher.
5. To acquaint the learner with all learning resources of Hindi subject.

Unit I (1 Credit)

A) : Nature of the subject Hindi

1. Nature and scope of the subject Hindi

2. Place of the Hindi in the school curriculum.
3. Objectives of teaching Hindi at the secondary level.
4. Relation of the subject Hindi with other subjects.
5. Problems related to Hindi education.

B) Pedagogical Approaches for the subject Hindi

1. Methods of prose teaching

2. Methods of poetry teaching

3. Methods of grammar teaching

4. Methods of composition teaching

5. Methods of reading

6. Methods of writing.

Unit : II (1 Credit)

A) Analysis of the subject Hindi

1. Structure of the subject Hindi

2. Curriculum and syllabus

3. Core elements , value and life skills.

4. Analysis of the text book

 5. Content analysis

B) : Learning Resources for the subject Hindi

1. Concept , Need and Importance of learning resources.

2. Hindi Laboratory

3. Traditional learning resources

4. Technology based ;earning resources.

5. Teacher of the subject Hindi Qualities and Role

Mode of Transaction.

1. Lecture
2. Discussion
3. Seminar
4. Poster Presentation
5. Power point Presentation

Practical Work ( Any one of the following)

1. Text book analysis

2. Preparation of teaching aids / poster
3. Power point presentation
4. Field visits & language laboratory visit.
5. Group Discussion

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 BED 107-03: PEDAGOGY OF THE SCHOOL SUBJECT

ENGLISH

Objectives :

To enable the student teacher to:-

1. Understand the nature, scope and importance of the subject.

2. State the objectives of the subject.
3. Explain and use different approaches, methods and techniques of teaching learning of
subject.
4. Explain and understand the structure of subject
5. Explain the concept and types of curriculum and syllabus.
6. Explain the importance and use of core elements, values and life skills.
7. Analyze the text book and content.
8. Analyze the various resources in teaching learning of the subject.
9. Understand qualities of a good teacher.
10. Analyze and evaluate the new trends of current issues in the subject.

Unit : 1 (1 Credit)

A) :- Nature of the subject English

1 Nature and scope of subject English

2 Place of English in Secondary and Higher Secondary School curriculum.
3 Objectives of teaching of English subject at secondary and higher secondary school level.
4 Relation of the subject English with other school subjects.
5 Relation of the subject English with Education.

B) Analysis of the subject English

1. Structure of the subject English.

2. Curriculum and syllabus (Concept and types)

3. Core Elements, values and Life skills at secondary and Higher Secondary Level.

4. Analysis of Textbook.

5. Content Analysis.
Unit : 2 (1 Credit)

A) Pedagogical Approaches , Methods and Techniques for teaching English subject :

Features , merits , limitations and educational implication of -

1. Communicative Approach

2. Structural Approach

3. Direct Method

4. Grammar Translation method

5. Dr. West Method

6. Inductive and Deductive method.

7. Techniques :- Dramatization , Story telling , Language games ,Vocabulary games, group

work & pair work.

B) Learning Resources for the learning

Concept , need and importance of learning resources.

1. Traditional and Technology based learning resources. (Language Lab , Mobile Apps ,
Websites)

2. Evaluation of English Language Learning

3. Skills: - Listening , speaking , reading and writing.

4. Teacher of the subject English – Competencies & Role.

Mode of Transaction:

 Lecture
 Discussion
 Seminar
 Project
 Poster Presentation
 Use of Technology
 Practical Work ( Any one of the following)

1. Text book Analysis.

2. Book Review ( Novel/Drama of Indian Author)
3. Critical analysis of advanced learning resources (Software , apps , blogs ,
website etc)

References:
1. Teaching of English - P.K. Gupta, Anil Gandhi, and S.S. Bhatnagar
2. Teaching of English - A Modern Approach, Bose F.L
3. The technique of Language teaching, Bose F.L
4. Teaching of English as second Language - Allen H.B.
5. Language Testing - Labo Robert
6. The essentials of English Teaching - R.K. Jain
7. Teaching of English - G.L. Gadre
8. Structural Approach to Teaching of English - B.D. Shrivastav
9. English Language Teaching in India - Kudchedkar S.
10. Content Cum Methodology of English - Dr. C.H. Surywanshi
11. Content Cum Methodology of English - Patil and Vaze
 BED 107-04- PEDAGOGY OF THE SCHOOL SUBJECT

laLd`r
Pedagogy of the school subject Sanskrit

Unit I : Nature of the subject Sanskrit

1.1 : Nature and scope of the subject Sanskrit

1.2 : Place of the Sanskrit in the school curriculum

1.3 : Objectives of teaching Sanskrit at the secondary level

1.4 : Relation of the subject Sanskrit with other subjects

1.5 : Problems related to Sanskrit education

Unit II : Pedagogical Approaches for the subject Sanskrit

2.1 : Methods of Prose teaching

2.2 : Methods of Subhashit teaching

2.3 : Methods of Grammar teaching

2.4 : Methods of composition teaching

2.5 : Methods of Reading

2.6 : Methods of writing

Unit III : Analysis of the subject Sanskrit

3.1 : Structure of the Subject Sanskrit

3.2 : Curriculum and Syllabus

3.3 : Core elements, value and life skills

3.4 : Analysis of the text book

3.5 : Content analysis

Unit IV : Learning Resources for the subject Sanskrit

4.1 : Concept , Need and importance of learning resources

4.2 : Sanskrit laboratory

4.3 : Traditional learning resources

4.4 : Technology based learning resources

4.5 : Teacher of the subject Sanskrit- Qualities and

• Mode of Transaction

 Lecture

 Discussion

 Seminar
  Poster Presentation

 Power point Presentation

• Practical work

 Text book analysis

 Preparation of Teaching aids/poster

 Group Discussion

 Power point presentation

References :

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 BED 107-05: PEDAGOGY OF THE SCHOOL SUBJECT

URDU
Objectives: To enable the student :

1. To understand the nature, scope and importance of the subject.

2. To understand the co-relation of the subject with other subject.
3. To know and understand the objectives of teaching of the subject at secondary and
higher secondary level.
4. To explain the use of different methods of teaching urdu.
5. To understand the role and responsibilities of good urdu teacher.
6. To acquaint the learner with all learning resources of Urdu subject.

UNIT 1 (1 Credit)
A) Nature of the Urdu Subject.
1. Nature and Scope of the Urdu Subject.
2. Place of the Urdu in the school curriculum.
3. Objectives of teaching urdu at the secondary level.
4. Co-relation of urdu subject with other subjects.
5. Problems related to urdu education

B) Pedagogical Approaches for the Urdu Subject

1. Methods of Prose Teaching

2. Methods of Poetry Teaching
3. Methods of Grammar teaching
4. Methods of composition teaching
5. Methods of reading
6. Methods of writing

UNIT- 2 (1 Credit)
A) Analysis of the Subject Urdu
1. Structure of Urdu Subject
2. Curriculum & syllabus
3. Core elements, values and life skills
4. Analysis of the text book
5. Content Analysis

B) Learning Resources for the Urdu

1. Concept, Need and Importance of learning resources.
2. Urdu Laboratory
3. Traditional learning resources
4. Technology based learning resources
5. Role & Qualities of Urdu subject teacher
Mode of Transaction
a) Lecture
b)Discussion
c) Seminar
d) Poster Presentation
e) Power Point Presentation

Practical Work (Any One of the following)

a) Text Book analysis
b) Preparation of Teaching Aids
c) Power Point Presentation
d) Field Visit, Language Laboratory visit
e) Group Discussion.

References

• Tadrees-Urdu
• Methods & resources of tadrees
 BED 107-06:PEDAGOGY OF THE SCHOOL SUBJECT

HISTORY

Objectives: To enable the student teacher to-

1. Understand the nature, scope and importance of the subject.
2. State the objectives of the subject.
3. Explain and use different approaches methods and techniques of teaching learning of
subject.
4. Explain and understand the structure of subject.
5. Explain the concept and types of curriculum and syllabus.
6. Explain importance and use of core elements values and life skills.
7. Analyze the text book and content.
8. Analyze the various resources in teaching learning of subject.
9. Understand qualities of good teacher
10. To analyze and evaluate the new trends of current issues in subject.

UNIT 1 (1 Credit)
A)Nature of the Subject History
1. Nature and scope of the Subject History
2. Place of the Subject history in the Higher secondary school curriculum
3. Types of History
4. Objectives of teaching the subject history at the Higher secondary school level
5. Correlation with other subject.

B) Pedagogical Approaches for the Subject History

1. story telling
2. Narration
3. Dramatization
4. Discussion
5. Source
6. Project

7. Journey
UNIT 2 (1 Credit)
A):- Analysis of the Subject History
1. Structure of the Subject History
2. Curriculum and syllabus
a)Concept
b)Methods of construction of curriculum
i. Concentric
ii. Chronological
iii. Periodic
iv. Regressive
c) Core elements, values and life skills.
d) Analysis of the Text book.
e) Content analysis.

B)Learning Resources for the Subject History

a) Concept, Need and importance of learning resources
b) Traditional learning resources.
c) Technology based learning resources.
d) History Room
e) Qualities of an ideal History Teacher.

MODE OF TRANSACTION:-
a) Lecture

b) Discussion Seminar
c) Visit to Historical Place

d) Poster presentation Film Show

PRACTICAL WORK:- (any one of the following)
1. Textbook analysis
2. Preparation of Teaching aids/posters.
3. Group Discussion.
4. Field visit.
REFERENCES:-

1. Teaching of History – V.D. Ghate

2. Teaching of History – S.V. Kochar

3. Teaching of History – Jaskiran Vir Kaur

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6- bfrgklkps v/;kiu & fo- n- ?kkVs
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 BED 107-07 :PEDAGOGY OF THE SCHOOL SUBJECT

GEOGRAPHY

Objectives :- To enable the student teacher to :-

1. Understand the nature,scope and importance of the subject.

2. 2. State the objectives of the subject.
3. Explain and use different approaches , methods and techniques of teaching learning of
subject.
4. Explain and understand the structure of subject.
5. Explain importance and use of core elements life skills & values.
6. Analyze the text book & content.
7. Explain the concept and types of curriculum and syllabus.
8. Analyze the various resources in teaching learning of subject.
9. Understanding qualities of good teacher.

Unit : 1 (1 Credit)
A) Nature of the subject Geography
1. Meaning , nature , scope and various concepts of Geography
2. Place of subject Geography at upper primary , Secondary and Higher Secondary
curriculum.
3. Objectives of teaching the subject geography at different levels (upper primary ,
secondary , Higher secondary)
4. Co-relation :- Within the subject and with other school subject.
5. Importance of Local Geography.

B) Pedagogical Approaches for the subject Geography

1. Regional Method

2. Journey Method

3. Excursion method

4. Project method

5. Comparative method

6. Lecture cum discussion method

7. Question answer method

8. Object method
 9. Field Visit

10. Experimental method.

Unit : 2 (1 Credit)

A) Analysis of the subject Geography

1. Structure of the subject Geography

2. Curriculum and syllabus (Concept and types)

3. Core elements , values and life skills.

4. Analysis of the Text Book.

5. Content analysis.

B)Learning Resources for the subject Geography

1. Concept , need and importance of learning resources

2. Traditional learning resources.

3. Technology based learning resources.

4. Geography room

5. Qualities of an Ideal Geography teacher.

Mode of Transaction :

1. Lecture
2. Discussion
3. Seminar
4. Filed Work
5. Technology based Interaction
6. Observation

Practical Work (Any one of the following))

1. Text – book Analysis

2. Content Analysis of any one Unit.
3. Prepare a report of Geographical information of a native place.
References:
1. ^yJmob AÜ``Z- AÜ`mnZ- ^m.Jmo. ~mnQ
2. ^yJmobmMo AÜ`mnZ - X.~m. nm§ojo.
3. Ame``wº$ AÜ`mnZnÜX²>Îmr - àm.(lr_Vr) `w.~r. nmQ>rb ., lr_Vr. gwaoIm Omoer.
4. ^yJmobmMo AÜ`mnZ - àm. nmQUH$a.
5. ^yJmob n[aM` - àm. IVr~ .
6. Handbook of suggestion on the teaching of Geography.(UNESCO)

7. Geography teaching, sterling publishers New Delhi, Verma O.P.

8. Teaching of Geography - B.C. Rai.
9. AÜ```wº$ AÜ`nZ nÜX²>Vr- `ed§Vamd MìhmZ,_hmamîQ²>
10. OmYd Ho$.Ho$. - ^yJmob Ame``wŠV AÜ`mnZ nÕVr.
11. Omoer AmZ§V - Amím``wŠV AÜ`mnZ nÕV.
 BED 107- 08: PEDAGOGY OF THE SCHOOL SUBJECT

GENERAL SCIENCE

Objectives: To enable the student teacher to

• Understand nature, scope & importance of general science at secondary & higher
secondary level.
• Analyze the textbook & content of general science at secondary & higher secondary
level.
• Implement methods & models of teaching learning of general science.
• acquire the competencies of general science teacher
• Familiarize facts, terms, concepts, laws & principles in general science.

Unit 1: Nature of general science (Credit:1)

1.1 Nature, scope & place of general science at secondary & higher secondary level.
1.2 Objectives of teaching general science at secondary & higher secondary level.
1.3 Curriculum & syllabus of general science at secondary & higher secondary level.
1.4 Text book and content analysis of general science.

Unit 2: Pedagogical approaches & resources of general science, general science

(Credit:1)
2.1 a) Methods of teaching: lecture – demonstration, Experimental, & project
b) Model: 5 E Learning Model
2.2 Planning, organizing and maintaining general science laboratory.
2.3 Learning resources in general science.
2.4 Competencies of general science teacher.

Mode of Transaction:

o Discussion cum Lecture

o Seminar

o .Project based approach

o Field visit

o Technology based interaction

PRACTICAL WORK:- (Any One of the following)

1. Textbook analysis
2. Interview of an experienced Science teacher
 3. Organize a Science exhibition and prepare a report
4. Field Visit and Report Writing

Reference:

g§X^© gyMr
1. S>m°. AZ§V Omoer - Ame``wŠV AÜ`mnZ.
2. H$X_ ~m|XmS>} - emñÌ Ame``wŠV AÜ`mnZ nÕVr.
3. àm. ~m|XmS>} - {dkmZ AÜ`mnZ.
4. Sharma and Sharma Nair - Teaching of Science.
5. Ghansham Das - Teaching of Science.
6. Dr. Borse - Science Education.
 BED 107-09- PEDAGOGY OF THE SCHOOL SUBJECT

MATHEMATICS

Objectives: To enable student teacher to-

• Understand nature, scope & importance of mathematics at secondary & higher
secondary level.
• Analyze the textbook & content of mathematics at secondary & higher secondary
level.
• Implement methods & models of teaching learning of mathematics.
• acquire the competencies of mathematics teacher
• Familiarize facts, terms, concepts , laws & principles in mathematics.

Unit 1: Nature of mathematics (Credit: 1)

1. Nature, scope & place of mathematics at secondary & higher secondary level.
2. Objectives of teaching mathematics at secondary & higher secondary level.
3. Curriculum & syllabus of mathematics at secondary & higher secondary level.
4. Text book and content analysis of mathematics.

Unit 2: Pedagogical approaches & resources of mathematics, mathematics

(Credit: 1)
1. Methods of teaching: lecture – demonstration, Experimental, & project,
2. inductive, deductive method, Questioning.
3. Model: 5 E Learning Model
4. Planning, organizing and maintaining mathematics laboratory.
5. Learning resources in mathematics.
6. Competencies of mathematics teacher.

Mode of Transaction:

o Discussion cum Lecture

o Seminar

o .Project based approach

o Field visit

o Technology based interaction

PRACTICAL WORK:- (Any One of the following)
1. Textbook analysis
2. Interview of an experienced mathematics teacher
3. Organize a Exhibition of mathematics models/ projects and prepare a report
4. Field Visit and Report Writing.

References:
g§XX^© gyMyMr
1. S>m°. nm|jo, S>m°._{IOm - J{UV AÜ`mnZ.
2. S>m°. JmJao, - J{UV {df`kmZ.
3. S>m°.MìhmU - J[UV Ame``wŠV AÜ`mnZ.
4. S>m°. h.Zm. OJVmn - J{UV AÜ`mnZ nÕVr.
5. Eleccher - Teaching of Mathematics.
6. Sidhu and Agarwal - Teaching of Mathematics
 BED 107-10: PEDAGOGY OF THE SCHOOL SUBJECT

ECONOMICS

Objectives:

1. Understand the Nature, scope & importance of the subject.

2. State the objectives of the subject.
3. Explain and use different approaches methods and techniques of teaching learning of
subject.
4. Explain and understand the structure of subject.
5. Explain the concept and types of curriculum and syllabus.
6. Explain importance and use of core elements value & Life skills.
7. Analyze the text book and content.
8. Analyze the various resources in teaching learning of subject.
9. Understand qualities of good teacher.

Unit: I (1 Credit)

A) Nature of the subject Economics

1. Concept , Meaning , Nature and scope of the subject Economics

2. Place of subject economics at secondary and higher secondary school curriculum.
3. Objectives of teaching the subject economics at secondary & higher secondary school
level.
4. Co-relation of economics with other school subjects.
5. Importance of Economics in daily life.

B) Pedagogical approaches for the subject Economics

1. Project method

2. Problem solving method

3. Field Visit

4. Question Answer method

5. Observation

6. Dramatization.

Unit : II (1Credit)

A) Analysis of the subject Economics

1. Structure of the subject Economics

 2. Curriculum and syllabus (Concept & Types)

3. Core elements, values and life skills.

4. Analysis of the text book

5. Content analysis.

B) Learning Resources for the subject Economics

1. Concept, Need and importance of learning resources.

2. Traditional learning resources.

3. Technology based learning resources.

4. Field visit as a learning resources.

5. Qualities of an ideal Economics Teacher.

Mode of Transaction

1. Lecture
2. Discussion
3. Seminar
4. Field Work
5. Technology based interaction.
6. Observation

Practical Work (Any One)

1. Text book analysis of any one standard.

2. Content analysis of any one unit of Economics
3. Prepare a report of field visit related to Economics subject.

References:

1 Teaching of Economics - (Faculty of Education Baroda)

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3 Ame`wŠV AÜ`mnZ - g§nmXH$, S>m°. AZ§V Omoer
 BED 107-11: PEDAGOGY OF THE SCHOOL SUBJECT

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Objectives: To enable student teacher to

• Understand nature, scope & importance of ICT at secondary & higher secondary
level.
• Analyze the textbook & content of ICT at secondary & higher secondary level.
• Implement methods & models of teaching learning of ICT.
• Acquire the competencies of ICT teacher
• Familiarize facts, terms, concepts , laws & principles in ICT.

Unit 1: Nature of ICT (1 Credit)

1. Nature, scope & place of ICT at secondary & higher secondary level.
2. Objectives of teaching ICT at secondary & higher secondary level.
3. Curriculum & syllabus of ICT at secondary & higher secondary level.
4. Text book and content analysis of ICT.

Unit 2: Pedagogical approaches & resources of ICT. (1 Credit)

1.a) Methods of teaching: lecture – demonstration, Experimental, & project

b) Model: 5 E Learning Model, CAI, PBL, TAL, Online Demonstration, Offline
Demonstration, Web based teaching/learning
2. Planning, organizing and maintaining ICT laboratory.
3. Learning resources in ICT.
4. Competencies of ICT teacher.

Mode of Transaction

1. Lecture
2. Discussion
3. Seminar
4. Field Work
5. Technology based interaction.
6. Blended Learning

Practical:
Activities from Intel Programme introduced by Pune University should be completed by
students and preparing the reports will be the Practical Work.
REFERENCES:
1. Computer fundamentals - Arora Bansal
2. Information and communication - Kishore, Chavan
3. Information Technology - Dyne, Nandkishore
4. Crumlish Christian - ABC of internet
5. Fun of computer - Singh and Sukhvir
6. ICT stragies of for school - Mohanty Laxman
 BED 201

Title of Course: Quality and Management of School Education

Objectives of Course: To enable the student teacher to-

1. Understand the concept of Management.

2. Understand the concept of quality and enlist the dimensions of quality.
3. Understand the need and importance of school accreditation.
4. Acquire knowledge regarding the concept and process of Human Resource Management in
school.
5. Get acquainted with the essential infrasrructural resources for quality management.
6. Identify the problems and its management in secondary and Higher secondary education.
7. Become familiar with different types of school boards in India.
8. Top understand administrative ser up of Government and function of supportive authorities.

Unit I

 Fundamentals of Management and Quality Management (1-Credit)

1. Meaning and function of Management
2. Types of Management :
a) Time Management

b) Event Management

c) Class room management

3. Modern Theories of Management

a) Henry Fayol b) Peter Ducker

4. Concept of Quality management and SWOT Analysis.

5. TQM in Education and school Accreditation Meaning, Need and criteria for School
Accreditation.

Unit : II Managerial Practices : Human and Infrastructural Resources (1 Credit)

1. Training and Development of Human Resource.

a) Pre-Service b) In-service

2. Role and Qualities if Human Resource

a) Teacher B) supervisor and Head Master c) Parents

3. Leadership:- Concept and Styles /Types

4. Infrastructural facilities in secondary and higher secondary schools and also in High Excellent

schools.

5. Quality Management of Infrastructural Resources.

a) Creation b) Maintenance c) Optimum Use.

Unit : III Management of Various problems at Secondary and Higher Secondary Level.

1. Wastage and stagnation

2 Crowed classes.

3. Discipline problem in school

4. Vocationalisation of Education

5. Current issues and problems at Higher Secondary Level

Unit IV : Components of School Management and Administrative setup in Education.

1. School Records- Types and its importance

2. co-curricular activities : Need and importance of organization of Co-curricular activities.

3. Government administrative setup and authorities.

4. Types of School Board:-

a) S.S.C. and H.S.C.

b) CBSE (Central Board of Secondary Education)

c) ICSE (International Certificate of Secondary Education)

d) IGCSE (International General Certificate of Secondary Education)

5. Structure and functions of- NCERT, SCERT, NCTE, Lecturers, Discussion, Use of ICT,
Field visits,

Assignments, Seminar presentation.

Practical (Any One)

1. Study of School Management- Management of Infrastructural resources in school.

2. Organize any Co-curricular activity in school and prepare a report on its management and

Problems faced.

3. Prepare an awareness programme on various indiscipline problems faced in schools.

 BED 202

Title of Course: Knowledge and Curriculum and Language across the curriculum

Objectives of Course:

To enable the students to-

1. Understand the sources & generation of knowledge.

2. Realize the interrelationship between knowledge & skills in the present social context.
3. Comprehend the concept of multiculturalism.
4. Get acquainted with the activity based learning approaches.
5. Understand the concept and types of curriculum and the theories of curriculum
development.
6. Realize the concept & importance of language.
7. Grasp the ways and means for developing language skills.
8. Recognize multilingualism in India.
9. Appreciate the relation between language and social development.
10. Understand the concept and process of communication.
11. Get acquainted with different language and communication skills.

Unit I- Developing Knowledge and Societal Context

1.1 Sources of knowledge

1.2 Generation of Knowledge

1.3 Inter-relationship between knowledge and skills

1.4 Societal Context & Education

1.5 Multiculturalism

1.6 Activity based learning-Project Method, Discussion method

1.7 Developing Values as stipulated I in the Indian Constitution.

Unit II- Transacting Knowledge through Curriculum

2.1 Meaning , Concept and type of Curriculum

2.2 Principles of Curriculum Development

2.3 Gandhiji’s & Tagore’s views on school curriculum

2.4 Development of curriculum

a) Planning of Curriculum
b) Curriculum Designing
c) Curriculum Transaction
Unit III- Multilingualism

3.1 Language – Meaning, Objectives and Importance of Lnaguage

3.2 Language and Learning

3.3 Difficulties in language learning and developing language skills

3.4 Multilingualism- Meaning & concept, Importance of Multilingualism & catering to

Multilingualism in classroom.

3.5 Role of Language in the Cultural, Social and Emotional Development of Learner.

Unit IV- Communication skills

4.1 Communication-Meaning, Concept, Principles and Process of Commuinication.

4.2 Types of Communication- Verbal and Non-Verbal

4.3 Patterns of Communication-

a) Fan Pattern

b) Circle Pattern

c) Wheel Pattern

4.4 Developing Communication Skills- Difficulties and Activities for developing reading &
writing skills

Mode of Transaction

• Discussion
• Panel Discussion
• Group Work
• Symposium
• Exercise
• Assignments
• Language Games
• Pair and Share
• School Visits and sharing of experiences
• Lecture

Practical Work

• Visit to Balbharati academic department, SPPU, DIET, MSCERT Pune for study of
curriculum development process.
• Study of classroom with special reference to characteristics and merits of
multiculturalism
• Develop a test for language skills
• Study of Multilingual group.
• Study of the curriculum of different of different boards (SSC, ICSC, CBSE, IB)
• Analysis of children literature and teachers handbook (any one)
• Presentation of a subject content in the form of a summary/explanatory note/ precise
writing/ diagrammatic presentation.
 Course BED 203

Title of Course: School & Inclusive School (Credit 4)

Objectives of Course:

To enable students:

i. To understand the concept & nature of Inclusive Education.

ii. To examine the status of Inclusive Education in India.
iii. To understand the National policies, programmes and acts with respect to the
disabled.
iv. To familiarize with the nature and needs of different categories of disabled children.
v. To understand inclusive instructional strategies.
vi. To train the students to manage Inclusive Education.
vii. To analyze the role of teachers and teacher educators in facilitating Inclusive
Education.

Unit-I Inclusive Education, concept and Nature. (Credit 1)

1. Types of School-special, mainstream, Integrated and Inclusive.

2. Concept, need and importance of Inclusive Education.
3. Benefits of Inclusion in school.
4. National policies, Programmes and acts for Inclusive Education

Unit – II Types of Disabilities and Inclusive Instructional Strategies (Credit 1)

1. Types of Disabilities :-
(A) Sensory disabilities (B) Physical Disabilities (C) Intellectual Disabilities

i) Hearing Impaired(HI) i. Orthopedic Impaired i) Mentally Impaired

ii) Visually Impaired (V.I.) ii) Cerebral Palsy ii) Learning Disability

iii) Autism

2. Inclusive Instructional Strategies at school level.

a) Remedial Teaching
b) Team Teaching * Co-Teaching
c) Buddy System
d) Circle of Friends
e) Blended Learning
Unit – III Inclusive School (Credit 1)

1. Characteristics of Inclusive School

2. Infrastructural facilities for an Inclusive School.

3. Inclusive classroom Management

4. Challenges for Inclusive Schools.

Unit –IV Teacher’s Role in Inclusive School (Credit 1)

1. Qualities of Inclusive Teacher.

2. Role if Teacher educators for facilitating Inclusive Education.

3. Developing I.E.P. (Individualized Educational Plan) for students with disabilities.

4. Training programmes for Inclusive Teachers.

Practical Work: (Any One)

1. Visit to an Inclusive school and preparation of report.

2. Critical study of any special teacher training college or institute.

3. Preparation of a report of recent developments done in the field Inclusive Education.

Transactional Mode:

• Lecture
• Group Discussion
• Seminars
• Assignments
• Co-operative Learning
• Flip Class.
 BED-204-01-ELECTIVE SUBJECTS
BED-204-01
Guidance and Counselling
Objectives:
1. To understand meaning, concept of school guidance.
2. To know the procedure of school guidance.
3. To make aware of various areas of guidance.
4. To understand concept of counselling
5. To know the principles of counselling.
6. To explain about various types of counselling.
7. To know the utilization of various tools and techniques in guidance and couselling
8. To enlighten on various issues and problems regarding guidance and counselling.

UNIT: 1-Guidance and counseling in school. CREDIT:1

A] Guidance in school :-
1.1 Meaning, concept and Need of Guidance.
1.2 Principles of Guidance.
1.3 Procedure of Guidance - steps.
1.4 Role of school in Guidance.
1.5 Areas - Personal, Educational and vocational Guidance.

UNIT: 2-Counseling in school CREDIT:1

2.1) Meaning, concept and Need of counseling
2.2) Principles of counseling
2.3) counseling of Process
2.4) Types = Directive, Non –directive and Elective counseling

UNIT: 3- Tool in Guidance andcounselling. CREDIT:1

3.1 Blanks, C.R.C., Rating scale Questionnaire
Psychological Tests :- 1) Intelligence
2) Aptitude
3) Attitude
4) Adjustment
Inventories :- 1) Interest
2) Personality
3.2) Concept, Importance and limitations

UNIT: 4- Techniquesin Guidance and counseling. CREDIT:1

4.1) Observation Interview, sociometry lectures, Discussion and Dramatics.
Individual and Group counseling.

4.2)Problems, issues and trends in Guidance andcounseling

* counseling issues and trends in Gui. and counseling
* counseling for parents.

Practical’s :-

1} Interview of a school counselor

2} Preparation and administration of any one non- testing device and make its report.
(2 students from 5th to 10thstd )
3) Visit to a Guidance or counseling centre and write a report.
 BED-204-02-ELECTIVE SUBJECTS
Education for Human Rights and Peace Education

Objectives: - To enable the student teacher to:-

1. Understand the concept of human rights and child rights.

2. Realize the importance and need of human rights and child rights.

3. Comprehend the role of the Constitution in human rights and child rights.

4. Comprehend the concept of peace education.

5. Recognize the importance of peace education in national development.

6. Know the pedagogy and evaluation for peace education.

Unit-1 Human Rights CREDIT:1

1.1 Human Rights – concept, meaning and definition

1.2 Human Right Education – meaning, significance, need of Human Right Education,
pedagogy for Human Right Education

1.3 Human Rights of Children- Concept of Child Right, Need and Importance of Child Right

1.4 Human Rights Act, 1993

1.5 Human Rights Commission- National and State of Maharashtra

Unit-2 Status of Social and Economically Disadvantaged people and their

rightsCREDIT:1
Social status of women and children in International and national perspective a) Human
Rights and Women's Rights –International and National Standards

Human Rights of Aged and Disabled

The Minorities and Human Rights

Status of SC/ST and Other Indigenous People in the Indian Scenario

Unit 3 Understanding peace as a dynamic social reality CREDIT:1

3.1 Awareness of relevance of peace.

3.2 Challenges to peace by increasing stresses, conflicts, crimes, terrorism, violence and wars
resulting in poor quality of life.

3.3 Approaches to peace education

3.4 Highlights of various philosophies of peace, of Gandhi, Krishanamurthy, Aurobindo,
Vivekananda, Rabindranath Tagore, GijubhaiBadhecha, The Dalai Lama, initiatives at
National and International levels.

Unit – 4 Orienting education for peace building CREDIT:1

Critical pedagogy of peace education

4.1 Challenging the traditional models of learning to constructivist approaches in teaching

4.2 Rethinking authority relations from democratic perspective: Promoting dialoging and
developing capabilities for decision-making Understanding social justice in local context – its
implications for beliefs, attitudes, and values and school / social practices and conflict
resolution at all levels

4.3 Awareness of pedagogical skills and strategies for removing tensions, examination fear,
stress, corporal punishment, violence and conflicts at school level

4.4 Compassion, love and caring, mindfulness in all transaction of avoid hurt , humiliation,
degrading over academic , personal , social and culture matters. On- evaluative orientation
empathetic founding academic and discipline problems.

4.5 Becoming peace teacher – acquisition of relevant knowledge, attitudes, values and skills.

Practical: (Any one of the following)

1. Write an Essay on Human Rights

2. Role plays/Street Play to enact situations involving conflict, corporal punishment,

discrimination and domestic violence in day-to-day life.

3. Developing and action plan for peace in school and local community/Poster presentation.

4. Policy analysis regarding Child Rights-Report writing

5. Organization of awareness programme and Report writing.

 BED-204-03-ELECTIVE SUBJECTS
WOMEN EDUCATION

Objectives:

1. To understand the need, importance and objectives of women education

2. To explain advantages of women education.

3. To identify the problems related to women education.

4. To understand the history of women education.

5. To know the contribution of Thinkers on women education.

6. To make aware student teacher about constitutional provisions and government strategies
on women education.

7. To enlighten on current issues in women education and women empowerment.

UNIT: 1 CREDIT: 1

1. Women Education- Need, importance, objectives.

2. Causes, advantages of women education

3. Problem related to Women Education.

UNIT : 2 CREDIT: 1

1. History of women education

2. Ancient India

3. Medieval India

4. Modern India

UNIT: 3 CREDIT: 1

1. Contribution of thinkers to women education

2. Raja Ram Mohan Roy

3. Maharshi Dhondo Keshav Karve

4. Mahatma Gandhi

5. Mahatma Phule

6. Dr. Babasaheb Ambedkar

UNIT: 4 CREDIT: 1

1. Constitutional Provisions and Government Strategies

*Article – 14, 15 (3), 39 (9) 42

2. Government Planning

-National Plan Action

-N.P.E., NHP 1983, NCW 1990

3. Various educational commissions on women education

4. Programmes for the betterment of women education

5. Current issues in women education and women empowerment.

Practical Work (Any One)

1. Analysis of any one programme of the betterment of women education.

2. Collect the information about constitutional provisions regarding women education.

3. Contribution of any one thinker on women education.

Activities

1.Role Play

2. Group Discussion

3. Power Point Presentation

4. Poster Preparation

5. Conducting street play

Mode of Transaction

1. Lecture

2. Seminar

3. Group Discussion

4. Panel Discussion
References

1. Women Education in India, S.P. Agarwal, J.C. Agarwal, Concept publishing company,
1992.

2. Development if Education in India, A. Biswas, S.P. Agarwal.

3. Women Education and Development, Neha publishers.

4. Contemporary India and Education, M.S. Sachdeva, K.K. Sharma, Bookman, Delhi,
Publisher, Twenty First century publication.

5. Indian Constitution
 BED-204-04-ELECTIVE SUBJECTS
Lifelong Education
Objectives of the Course:

To enable student teacher-

i. To define meaning concept and scope of Lifelong Learning

ii. understand the needs of improving access for Lifelong Learning
iii. To apply the tools and techniques of Lifelong Learning.
iv. To understand the learning process.
v. To develop the awareness of community practices for lifelong learning.

Unit 1. Introduction to Lifelong Learning (Credit-1)

i. Learning for Human Resource Development

ii. Patterns of Learning as a process.
iii. Meaning and Concept of Lifelong Learning.
iv. Core skills and Competencies for Personal Survival in Lifelong Learning.
v. Developing Critical Skills.
vi. Life skills
vii. Family Learning.
viii. Workforce Learning

Unit 2. The Impact of Lifelong Learning on School (Credit-1)

i. Schools and Society

ii. Characteristics of Lifelong Learning School
iii. School strategies and Business Plan
iv. Keeping Everybody up to date (Continuous improvement in schools)
v. New Learning Resources from the Community
vi. Basic Skills and Competencies for a Lifelong Learning World
vii. Creating Environment for Learning (Guidance, Support and Counseling)
viii. Bringing the School in Community and The Community in the School

Unit 3. Tools and Techniques for Lifelong Learning (Credit-1)

i. Recognizing The needs of People

ii. Learning Organization
iii. Learning to Learn and Learning to Live
iv. Personal Learning Action Plan
v. Learning Tools in Action
vi. Empowering the Learner
vii. Community Mentoring
viii. Learner Oriented Evaluation
ix. Active Citizenship
Unit 4 Perspectives on Learning Theory (Credit-1)

i. Paulo Freire
ii. Robert M Gagne
iii. Knud Illeris
iv. Malcolm Knowles
v. Jack Mezirow
vi. Carl Rogers

Practical Work :(Any one)

1. To develop the learning Design for adult and execute it in community. (Duration
of learning programme not more than four hours).
2. Develop one day workshop for Former and Execute it in rural Community.

References
1. Penny Jane Burke and Sue Jackson, (2007)Reconceptualising Lifelong Learning,
Routledge Taylor & Francis Group, London and New York
2. Lalini Varanasi (1997) Education Literacy And Experience, A.P.H. Publishing
Corporation New Delhi
3. Jarvis Peter, (2010) Adult Education and Lifelong Learning Theory and
Practice,Routledge Taylor & Francis Group, London and New York
4. Longworth Norman, (2003) Lifelong Learning in Action, Transforming Education in
21st Century,Routledge Taylor & Francis Group, London and New York
5. JarvisPeter, (2006),Human Learning Routledge, Taylor & Francis Group, London
and New York
6. Illeris Knud,(2006) How We Learn Learning and non-learning in School and beyond
Routledge, Taylor & Francis Group, London and New York
7. Filip Dochy, David Gljbels, Mien Segers and Pietvan Bossdche (2011)Theories of
Learning for Workplace Routledge, Taylor & Francis Group, London and New York
8. David A Kolb (1984) Experiential Learning, Experience As the Source of Learning
and Development, Prentice Hall PTR, Upper Saddle River, New Jersey
 BED-204-05-ELECTIVE SUBJECTS
Population Education and Family Life Education

Objectives: To enable the student teachers to-

1. Understand the concept of population education.

2. Realize the importance and need of population education.

3. Comprehend the problems that arise out of uncontrolled population growth.

4. Understand the ideological base of quality of life and needs of gamily in the context of
family life cycle.

5. Understand the concept of sexual health and develop insight into human sexuality and
sexual behavior.

6. Examine population and other related policies and initiatives by government and NGOs.

UNIT:-1 Population Education-World and Indian Population CREDIT:1

1.1) Concept of population education

1.2) Objectives, need, importance and scope of population education.

1.3) Scope of world population and Indian population.

1.4) Characteristics of World population and Indian population.

1.5) Structure of Indian population.

1.6) Population inability in India.

UNIT: 2 Problems of Population CREDIT:1

2.1.a)) Social problems

b) Economic Problems

c) Educational problems

d) Urbanization problems

e) Environmental problems

f) Effects on natural resources, health and standard of living.

2.2) Population Control

a) Planning and Remedies

b) HRD and qualities of population in India.

UNIT :3 Family Life education and Areas CREDIT: 1

3.1 Concept, philosophy, goals and significance of FLE in the context of quality of life.

3.2 Value education as part of FLE programme.

3.3 Objectives of family life education for various age groups.

3.4 Premarital preparation, ,marriage and married life.

3.5 Planned parenthood, family relationships, communication in family.

3.6. Home management aging and retirement, special focus on adolescent life skill training.

UNIT: 4 Human Sexuality CREDIT: 1

4.1. Concept of sexual health.

4.2 Sexually Transmitted Diseases, HIV AIDS, cause and implications to individuals and
families.

4.3 Significance and objectives and content of sexual education for various age groups and
target groups.

4.4 Review of Government and NCO initiatives in sexuality education.

Practical Work (any one form following practical)

1. Conduct the survey if population growth and prepare report.

2. Conduct a survey on any two family life information and prepare report.

3. Role play/street/ awareness programme to emphasize the need of avoid the diseases.

4. Visit and review of any one NGO which takes initiatives in sexuality education and prepare
its report.
 BED-204-06-ELECTIVE SUBJECTS
EDUCATION FOR SUSTAINABLE DEVELOPMENT& ENIVIRONMENTAL
EDUCATION

Objectives: To enable the student teacher to:-

1. Understand concepts concerning various aspects of the Educational for sustainable

Development.

2. Recognize dependence of human life on the environment.

3. Identify local and region specific environmental problems.

4. Understand the role of individuals, society, the government, ICT and media in

Protection, preservation and conservation of environment.

5. Develop awareness about rules, regulations and legal provisions for protection,preservation
and conservation of the environment.

6. Develop awareness, desirable skills and appreciation for the protection, preservationand
conservation of the environment.

UNIT 1: UNDERSTANDING: SUSTAINABLE DEVELOPMENT (1 credit)

1.1 Meaning of Sustainable development

1.2 Environment and Development

1.3 Economic growth and sustainable consumption

1.4 Sustainable use of forest produces.

1.5 Biological control for sustainable agriculture

UNIT 2: ENVIRONMENTAL EDUCATION: NEED AND SCOPE (1 credit)

2.1 Importance of need and scope of environmental education.

2.2 Bio-Diversity in India

2.3 The teacher as an Environmental Educator

2.4 Greening the textbook

2.5 Environmental degradation and its impact on the health of people

UNIT 3: BASIC ECOLOGY AND LIFE SUPPORT SYSTEM (1 credit)

3.1 Earth: The living planet

3.2 Ecology, Populations and species

3.3 Structure and functions of ecosystems

3.4 Evolution, Adaption and Diversity

UNIT 4: CONSERVATION OF NATURAL RESOURCES (1 credit)

4.1 Environmental conservation in the globalized world

4.2 Deforestation in the context of tribal life Role of individual in conservation of natural
resources: water, energy and food

4.3 Traditional knowledge and biodiversity conservation

4.4 Developmental projects, including Government initiatives and their impact on

biodiversity conservation

4.5 Role of individual in prevention of pollution: air and water etc.

4.6 Community participation in natural resource management – water, forests, etc.

4.7 Wild Life Protection Act.

4.8 Project Tiger and its impact on ecological balance

Practical: (any one)

1. The students will submit a small assignment in the form of an activity. This may include
observation of important relevant days, preparation of bulletin board materials, wall games,
crossword puzzles, worksheets etc. The class can also form an environment club.

2. The activity has to be on some local specific issue pertaining to the place of residence of
the student. The student will be assigned one topic. The student will develop a seminar
document, which will be submitted after the seminar. The seminar document will be
evaluated by teacher educators.

References:-

1.Agarwal, A.,Narain, S. and Sen, S. (1999). The Citizens Fifth Report. Part II-Sustainable

2.Database. New Delhi, Centre for Science and Environment.

3.Braidotti, R., Charkiewicz, E., Hausler, S andWieringa, S. (1994). Women, the

environment,and sustainable development: Toward a theoretical synthesis. London: Zed
Books.

4.Chhokar, K. B. (2000). Conserving Biodiversity.New Delhi, Oxford and IBH publishing

Co.

Pvt. Ltd.
5.Cortese, A. (1999). Education for sustainability: The University as a model of
sustainability.Boston, MA: Second Nature, Inc.

6.Cortese, A. (2001). Education for a sustainable future: The next industrial revolution.
Boston,MA: Second Nature, Inc.

7.Guba, E. G., and Lincoln, Y. S. (1989).Fourth generation evaluation. Newbury Park, CA:

Sage.

8.McKeown, R. (2002). Education for Sustainable Development Toolkit.University of

Tennessee, Knoxville, TN.

9.Palmer, J.A. and Neal, P. (1994).The handbook of environmental education. London:

Routledge.

10.Pepper, D. (1996). Modern environmentalism: An introduction. London: Routledge.

11.Sarabhai, K.V. (1988). Greening Formal Education.Ahmedabad.CEESpeth, J. G. (2003).

Worlds apart: Globalization and the environment. Washington, DC: Island Press.

12.Westra, L. (1994). An environmental proposal for ethics: The principle of integrity.

Lanham,MD: Rowmanand Littlefield.

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education
 BED-204-07-ELECTIVE SUBJECTS
DISASTER MANAGEMENT

Objectives: To enable the student teacher to

1. Understand the concept of Disaster and Disaster Management
2. Know act of Disaster Management
3. Comprehend what is Disaster Preparedness.
4. Get acquainted with manifesting the mitigation
5. Understand rescue from Disaster and Relief for Disaster
6. To get acquainted about the Disaster Risk Reduction concept.
7. To know Government Policies about Disaster Management

UNIT 1: INTRODUCTION OF DISASTER MANAGEMENT 1 CREDIT

1.1 Disaster – Meaning & Concept
1.2 Types of Disaster
1. Natural – Earthquake, flood, Drought
2. Manmade – Accident, Terrorism, Fire causer & affects.
1.3 Meaning & concept of Disaster Management need of Disaster Management, cycle of
DM, Steps of DM – (Three)
1.4 Disaster Management Act. 2005, Mechanism of Disaster Management.

UNIT 2: DISASTER MANAGEMENT – PREPAREDNESS & MANIFESTING

THE MITIGATION 1 CREDIT
2.1 Disaster Preparedness at community level
i) Individual
ii) Society
iii) Place of work – Industry, offices, educational institutes, Hospitals, Hotels, Place of
entertainment & Religious please.
2.2Manifesting the mitigation
1. Matching the resource availability working out requirement of medical teams
Establishing a control center
 2. forming& Deploying of Rescue Teams
3. uniting Activities at grand zero security
4. disposal of Dead & Records
5. casualty evacuation

UNIT: 3 CREDIT: 1
3.1 Disaster Risk Reduction in school.
3.2 Disaster Risk Reduction in Curriculum
3.3 Teachers Role in Disaster Management.
3.4 Role of community in Disaster Management

UNIT: 4 CREDIT: 1
4.1 Preventive Disaster Management
4.2 Long term activities for Disaster Management
4.3 Role of school in Disaster Management.
4.4 State and Central Government policies for Disaster Management.
 BED-204-08-ELECTIVE SUBJECTS
INCLUSIVE EDUCATION
Objectives:
To enable the student teacher;
1. To understand historical aspects of Inclusive Education
2. To review various policies for Inclusive Education
3. To understand the concept, need and principles of Inclusive Education
4. To know the importance of development of competencies for successful Inclusive
Education
5. To understand the idea of inclusive school
6. To know the importance of collaboration among various factors of society for
inclusive Education.

Unit 1: Historical Concept of Inclusive Education and its policies (1 Credit)

1.1 Concept of Disability(Medical and Social Model)
1.2 Special needs Education
1.3 Special, Integrated, Mainstreaming, Inclusive Education
1.4 Policies: a) Universal declaration of Human rights 1948 b) UN conventions on the
rights of the child c) World declaration for Education for all (1990) d) Standard
Declaration on Equalization of Opportunities for Persons with Disability e) UNESCO
Salamanka Statement and framework for Action 1994 f) Dakar Framework for
Action(2000)
1.5 Indian Policies: a) PWD act 1995 b) SSA , National Curriculum Framework 2005 c)
RTE 2009
Unit 2: Theoretical aspects of Inclusive Education (1 Credit)
2.1 Concept of Inclusive Education
2.2 Need and Importance of Inclusive Education
2.3 Principles of Inclusive Education
2.4 Philosophical Approaches to Inclusive Education

Unit 3: Developing Competencies for Inclusive Education (1 Credit)

3.1 Importance of attitude for Inclusive Education
3.2 Developing positive attitude among teachers, students, parents and society towards
Inclusive Education

3.3 Developing Competencies a) Knowledge b) Self- efficacy c) Skills regarding Inclusion

3.4 Social skills for Inclusive Education

Unit 4: Inclusive practices in School (1 Credit)

4.1: Developing an Ideal Inclusive School
4.2 Teachers role for successful Inclusive Education
4.3 Applying different instructional strategies for effective Inclusive Education
4.4 Developing effective collaboration among policy makers, teacher educators, school
administration, teachers, parents for successful Inclusion of students

Practical: any one from the following

1. A study of one inclusive school in your city
2. Draft a counselling program for a student with special needs from secondary school
3. Prepare a design of inclusive school

Transactional Mode:
• Lecture-discussion
• Group discussions
• Cooperative techniques
• Seminars
• Assignments
• Flip class
References:
1. Loreman, Deppeler and Harvey- Inclusive Education, AllwenandUnwin Australia.
2. Corbett Jenny – Supporting Inclusive Education, RoutledgeFalmer, 2001.
3. Felicity Armstrong and Michele Moore- Action Research for Inclusive Education,
RoutledgeFalmer, 2004.
4. Mike Adams and sally Brown – Towards Inclusive Learning in Higher Education,
Routledge, 2006.
5. Peter Mittler- Working towards Inclusive Education, David Fulton Publishers, 2000
6. Nind, Sheehy and Simmns, Inclusive Education –Learners and Learning Context,
Devid Fulton Pub.`17) Integrated and Inclusive Education, Premavathyand Mittal, R
C I, 2006.
7. Advani, Lal. andChadha, Anupriya( 2003). You and Your Special Child, New Delhi:
UBS Publishers' Distributors Pvt. Ltd. 8. Sharma, KaushalandMahapatra (2007).
Emerging Trends in Inclusive Education' , Delhi, IVY Pub.
 BED-204-09-ELECTIVE SUBJECTS
Introduction to Educational Research

Objectives:

1. To understand the concept, need and importance of Research.

2. To make them aware of the various methods of types of research.

3. To help the learner to realize the research problem and try to find solutions through
research.

4. Use the library, on line sources & other sources of knowledge for educational research.

5. To help the learner to prepare tools & techniques of educational research.

UNIT-1 – Concept of Educational Research CREDT-1

1.1) Research- concept & definition, research cycle.

1.2) Educational Research: Concept, characteristics and need.

1.3) Areas of Educational Research.

1.4) Variables in research- Independent, dependent, controlled and extraneous.

1.5) Review of related literature, concept of related literature, sources if related literature.

1.6) Need and importance of review of related literature, sources of related literature.

UNIT-2: Approaches of Educational Research CREDIT :1

2.1) Fundamental Research- Concept, need & application.

2.2) Applied Research- Concept, need and application.

2.3) Action Research- Concept, need and application.

UNIT- 3- Methods if Educational Research CREDIT: 1

3.1) Historical- concept, need and steps.

3.2) Survey- concept, need and steps.

3.3) Experimental – concept, need and steps.

3.4) Research design- Single group design, Two group design.

3.5) Hypothesis- concept, need and characteristics of a good research hypothesis.

UNIT- 4- Tools and techniques of Educational Research CREDIT: 1

4.1) Observation- concept, characteristics, need, types, merits and limitations.

4.2) Questionnaire- Definition, characteristics, need, types, merits and limitations.

4.3) Rating Scale- concept, characteristics, need, types, merits and limitations.

4.5 Achievement Test- concept, characteristics, need in research, merit and limitations.

4.6) Population and sampling- concept, need, characteristics and techniques- probabilistic and

non-probabilistic.
BED-205-01-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

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BED-205-02-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

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dksa dk
ifjp; CREDIT: 1

2-1½ fgUnh lkfgR; dk bfrgkl&vkfndky] e/;dky vkSj vk/kqfud dky

laf{kIr ifjp;
2-2½ fgUnh lkfgR; dh fo/kkvksa dk laf{kIr ifjp;
2-3½ d{kk 9oh ls 12 oh rd dh izpkfyr ikB~;iqLrdksa esa ls ftudh
jpuk,¡ gSa mu lkfgfR;dksa dk lkekU; ifjp; rFkk fo’ks”krk,¡

?kVd 3 % fgUnh Hkk”kk dk Lo#i CREDIT: 1

3-1½ fgUnh Hkk”kk dk Lo#i] fgUnh fo”k; lajpuk

3-2½ fgUnh Hkk”kk dk mPp ek/;fed Lrj dh ikB~;p;kZ esa LFkku
3-3½ mPp ek/;fed Lrj ij fgUnh Hkk”kk v/;kiu ds mís’k
3-4½ fgUnh Hkk”kk dh ikB~;iqLrd ,oa vk’k; fo’ys”k.k

?kVd 4 % fgUnh v/;kiu’kkL=h; v/;;u & v/;kiu L=ksr ,oa

,oa fgUnh
v/;kid CREDIT: 1

4-1½ v/;kiu in~/krh % xn~;] in~;] O;kdj.k ,oa jpuk

4-2½ Hkk”kk iz;ksx’kkyk % fu;kstu] laxBu ,oa j[kj[kko
4-3½ fgUnh v/;;u ds L=ksr
4-4½ fgUnh v/;kid ds xq.k

vf/kxexfrfof/k;k¡
O;k[;ku] ppkZ] laxks”Bh] ikWojikb±V izs>saVs’ku] oknfookn] {ks=HksaV ¼dsoy ,d½

izkR;f{kd dk;Z
1½ O;kdj.kij vk/kkfjr v/;;u lkexzh rS;kj djuk
2½ fgUnh lkfgR; fo/kk ds vk/kkj ij lkfgfR;dksa dk oxhZdj.k djuk
3½ ikB~;iqLrd fo’ys”k.k& d{kk ukSohls ckjgoh rd dh fdlh ,d
ikB~;iqLrd dk fo’ys”k.k
4½ {ks=HksaV
lanHkZ
1½ fgUnh vk’k;;qDr v/;kiu % Mk- foðy eqjdqVs
2½fgUnh f’k{k.k % Mk- ds’koizlkn
3½fgUnh lkfgR; dk bfrgkl&vk- ‘kqDy
4½ lkfgR; foospu& {ksepan lqeu
5½ fgUnh lkfgR; dk bfrgkl& Mk- jktukFk ‘kekZ
6½ fgUnh Hkk”kk foKku& Mk- HkksykukFk frokjh
BED-205-03-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

ENGLISH
Understanding Disciplines and school subjects
Objectives: To enable student teacher to-
1.acquaint with essential aspects of English grammar and composition.
2. develop interest and attitude towards English as foreign language.
3. understand the nature of English as a subject at Higher Secondary Level.
4. comprehend various methods of English Teaching.
5. understand various learning resources in English Subject.
6. create awareness about the qualities and competencies of English Teacher.

UNIT-1 School Content (1 Credit)

A) Phonetics
1. Phonemes, syllabus and words.
2. Vowels, Diphthongs and consonants.
3. Semantics.
4. Intonation-Stress, accent, intonation pattern.

B) Grammar
1. Parts of Speech.
2.Punctuation
3. Kinds of Sentences.
4. Tense
5. Transformation of Sentences
a) Direct and Indirect Speech.
b) Voice
c) As soon as
d) Degree
f) Remove “too”
g) Not only….but also.
h) Question tag
Note: Other transformation of sentence from the prescribed text-books of std VIII to XII

UNIT – 2 Subject Pedagogy (CREDIT-1)

A) Functional Language-I
1. Answering the questions based on passage.
2. Drafting questions for an interview.
3. Preparing a book review.
4. Article writing on the topic.

B) Functional Language-II
1. Prepare a speech.
2. News drafting
3. Initiating and sustaining a conversation.
4. Describing an event/incident

Unit :3 (1 Credit)

Nature of the subject English and English Teacher

1 Nature and scope of subject English

2 Place of English in Higher Secondary School curriculum.
3 Objectives of teaching of English subject at higher secondary school level.
4 Relation of the subject English with other school subjects.
5 Qualities and Competencies of English Teacher.

Unit:4 (1 Credit)

 Pedagogical Approaches , Methods and Learning Resources.

1. Features , merits , limitations and educational implication of -

2. Communicative Approach

3. Structural Approach

4. Direct Method

5. Grammar Translation method

 6. Dr. West Method

7. Inductive and Deductive method.

• Learning Resources for English

1. Concept , need and importance of learning resources.

2. Traditional and Technology based learning resources. (Language Lab , Mobile Apps
, Websites)

Practical:
1. Preparing Project about vocabulary (10 pgs)
2. Develop any one short story (10 pgs)
3. Prepare tree diagram / web diagram/ pie-charts based on any five units/lessons

Mode of Transaction
- Inductive and deductive method.
-Lecture
- Discussion
-Seminar
-Project
-Poster Presentation
-Use of Technology
- Workshop

References:
1. Wren PC and Martin M, highschool English grammar and composition.
2. Thomson A.J., Martine A.V., A practical English Grammar.
3. Horbnby A.S. Guide to patterns and usage in English.
4. Basal and Harison, Spoken English for India.
5. ChobheRavindra, English Grammar.
6. Teaching of English- P.K. gupta, Anil Gandhi and S.S. Bhatnagar.
7. Teaching of English- A modern approach, Bose F.L.
8. The technique of Language Teaching, Bose F.L.
9. Teaching of English as Second Language- Allen H.B.
10. Language Testing- Rabo Robert
11. The essentials of English Teaching- R.K. Jain.
12. Teaching of English- G.L. Gadre
13. Structural approach to teaching of English
14. English Language Teaching in India- Kudchedkar S.
15. Content Cum Methodology of English – Dr. O. H. Suryawanshi
16. Content Cum Methodology of English- Patil and Vaze.
BED-205-04-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

fo"k; %&laLd`r
mfí"V~;s &
1- laLd`r Hkk"ksps Lo:Ik rlsp lajpuk let.ks
2- laLd`r Hkk"ksps O;kdj.k let.ks
3- laLd`r Hkk"ksP;k mPp ek/;fed Lrjkojhy ikB~;iqLrdkps o
vk’k;kps fo’ys"k.kdj.ks
4- laLd`r Hkk"ksph ek/;fed o mPpek/;fed Lrjkojhy mfí"V~;s]
Lo:i] O;kIrh o egRRo letkowu ?ks.ks-
5- LakLd`r Hkk"ksrhy lkfgR; izdkjkaph vksG[k d:u ?ks.ks-
6- laLd`r Hkk"kk v/;kiukP;k fofo/k i/nrh] miØe o ra=s ekfgr d:u
?ksÅu R;kapk okij dj.ks
?kVd 1 %& 'kCnfopkj CREDIT: 1

v½o.kkZaphvksG[k
c½laLd`rys[ku o okpufu;e
d½ 'kCn:is&¼LojkUr 'kCn ] O;atukUr 'kCn o loZuke½ ] foHkfDr
izR;;kUr 'kCnLo:Ik o dkjdkFkZ]
M½fØ;kin :is ¼ijLeSinkps o vkReusinkps orZekudkG] HkwrdkG o
Hkfo";dkGh ] vkKkFkZ o fo/;FkZizR;;½ ] x.kkapkifgykxV o nqljkxV
M½fo’ks"k.ks&xq.kokpd] rj&reHkkookpd] la[;kokpd] Øeokpd
?kVd 2 %&laLd`rO;kdj.k CREDIT: 1

v½okD; iz;ksx] okD; ifjorZu&drZfj] deZf.k o Hkkosiz;ksx] lfrlIreh]

iz;kstdjpuk
c½dkjdfopkj
d½Lojla/kh] O;atu la/kh o folxZ la/kh
M½ lekl&vO;;hHkko] rRiq:"k] }a} o cgqfozgh¼izdkjklg½
b½mPpek/;fed Lrjkojhy izpfyr laLd`r ikB~;iqLrdkrhy lkfgfR;dkaph
o R;kaP;k lkfgR;kph rksaMvksG[k
?kVd 3%&laLd`r Hkk"ksps Lo:i o O;kIrh
O;kIrh CREDIT: 1

v½mPpek/;fed Lrjkojhy vH;klØekr laLd`r Hkk"ksps LFkku

c½mPpek/;fed Lrjkoj laLd`r Hkk"kk v/;kiukph mfí"V~;s
d½laLd`r fo"k;kpk brj fo"k;ka'kh vlysyk leok;
M½ laLd`r fo"k;kph lajpuk
?kVd 4 %& CREDIT: 1

v½ v/;kiu'kkL=h; fo'ys"k.k
1- vH;klØ o ikB~;Øefo'ys"k.k
2- vk'k; fo'ys"k.k
3- ikB~;iqLrd fo'ys"k.k
4- xkHkk?kVd] eqY;s o thou dkS'kY;s
c½laLd`r v/;kiu i/nrh o f'k{kd
1- laLd`r x|] lqHkkf"kr o O;kdj.k v/;kiui/nrh
2- pkaxY;k laLd`r f'k{kdkph xq.k oSf’k"V~;s
3- ikjaikfjd v/;;u L=ksr
4- ra=Kkuk/kkfjr v/;;u L=ksr
izkR;f{kddk;Z&
• laLd`re/khy ,dk lkfgR;kdkPkh ekfgrh ladfyr dj.ks
• mPpek/;kfed Lrjkojhy laLd`r fo"k;kP;k ikB~;iqLrdkps fo'ys"k.k
• O;kdj.kkoj vk/kkfjr v/;;u lkfgR; r;kj dj.ks
lanHkZ %&
• Ukohu vuqokn pfUnzdk] pkS[kEck izdk’ku] &vpZukdqyd.khZ
• 'kkys; laLd`r O;kdj.k&fo|k cke
• lqxe laLd`r O;kdj.k&iz-'ka- tks’kh
• vH;kl iqLrde~&laLd`rHkkjrh] csaxyq:
• b- 8oh rs b- 12 laLd`r&ikB~;iqLrd fufeZrh eaMG] iq.ks
BED-205-05-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

URDU

UNIT 1 –Grammar& Composition practice in Urdu. CREDIT:1

1.1 Letters of alphabets, vowels, formation of words idioms.

1.2 Kinds of nouns,adjectives, adverbs, pronoun,numbers,case ,gender&

tenses.

1.3 Kinds OF sentences& figures of speech.

1.4 Essay writing, Letter writing, Precise writing & story telling.

Unit 2- History of Urdu literature & introduction of urdu writers. CREDIT:1

2.1 Ancient, Medieval & modern.

2.2 Types of Urdu literature (precise) .

2.3 Brief introduction of writers prescribed in 9thto 12th text books .

Unit 3 – Nature of Urdu& structure of Urdu. CREDIT:1

3.1Nature,scope& place of Urdu at higher secondary level.

3.2 Objectives of teaching Urdu at higher secondary level.

3.3Curriculum & syllabus of Urdu at higher secondary level.

3.4. Text book Evaluation& content analysis of Urdu.

UNIT 4 - Pedagogical approaches & resources of Urdu & Urdu teacher.

CREDIT: 1

4.1 Methods of teaching –prose,poetry,composition, grammar,Reading&

writing.
4.2 Planning organizing &maintaining of Urdu laboratory.

4.3 Learning resources in Urdu.

4.4 Competencies of Urdu teacher.

Mode of Transaction.

• Lecture.
• Discussion.
• Seminar.
• Field Visit.
• PowerPoint presentation.
• Debate.
• Poster Presentation.

Practical work.

• Text book Analysis of Urdu.( 9TH TO 12TH).

• Field Visit .
• Prepare learning material based on grammar.
• Collect information of poet/writer prescribed in 9th to 12th text books &
prepare the report.

REFERENCES.

*Qawad e urdu1 & 2-------Maulvi Abdul Haque.

QaWad e urdu------NCPUL.

Tadrees e urdu.-----NCPUL

Tadrees e urdu---AhsanHussain

Urdu Zabankitadrees ----- Moinuddin.

BED-205-06-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

HISTORY

Objectives :-

1. Interpreted the past for better understanding of the present.

2. Compare social, economic, cultural and political background of different
civilizations of ancient and medieval world.
3. Study critically the impact of political, social, economical and cultural trends in
various dynastic of ancient and medieval Bharat.
4. Develop the feeling of universal brotherhood and international harmony.
5. Develop critical and analytical thinking and problem solving activity.
6. Apply the knowledge acquired in Historical Research.
7. Explain and implementation use of core elements, values and life skills.
8. Understand different evaluation techniques and procedures.
9. Explain the importance of CCM.

SCHOOL CONTENT

Unit I – Civilization, Revolutions and Progress of Maharashtra ( 1Credit )

1.1 Harappa and Vedic – Civilization and life in the period.

1.2 Ancient and Medieval Civilization- India.

1.3 Age of Revolutions- Industrial Revolution, American War of Independence,

French

Revolution.

1.4 Twentieth Century- Age of Conflict-

A) First World War

B) Russian Revolution.

1.5 Progress of Maharashtra – 1960 to 2000

A) Political

B) Economic

C) Educational

D) Social-cultural.
Unit II – Constitution and Democracy ( 1Credit )

2.1 The functions of the United Nations.

2.2 Making of Constitution –
A) Need of the Constitution,

B) Preamble to Indian Constitution.

2.3 Challenges to Democracy.

st
2.4 21 Century and Importance of Applied History

2.5 Mass Media and History.

PEDOGAGY OF SUBJECT

Unit III – Content Cum Methodology, Maxims & Historical Research (1Credit )

3.1 Content CumMethodology.

A) Concept

B) Importance

C) Syllabus

D) Difference between syllabus and curriculum.

3.2 Place of the Subject history and civics in the Higher secondary school curriculum

3.3 Principles and Maxims in teaching History

3.4 Technology based learning resources.

3.5 Need & Importance of Historical Research

UNIT IV Evaluation and E-learning Resources (1 Credit)

4.1 Planning and Evaluation

A) Planning

B) Unit Plan

C) Unit Test

4.2 Achievements Tests, Diagnostic Test & Remedial Teaching in History

4.3 Analysis of the Civics Textbook.

4.4 Use of Values, Core-elements & Life Skills in day to day life.

4.5 Use of e-learning resources in teaching history.

MODE F TRANSACTION:-
• Lecture
• Discussion
• Seminar
• Visit to Historical Place
• Poster presentation
• Film Show

List of Books Recommended –

Unit I & Unit II:-

The text books and the reference books which are prescribed by the Maharashtra State
Board of Higher Primary, Secondary & Higher Secondary Education are
recommended for study.

Unit III & IV

1-nquk[ks] vjfoan ¼2001½ bfrgkl fo”k;Kku o ikBfu;kstu] uwru izdk”ku] iq.ks-
2-vksMs;j] lqf”kyk ¼1994½ vk’k;;qDr v/;kiui)rh bfrgkl] esgrk ifCyf”kax gkÅl iq.ks-
3-frokjh] lh-,e- ¼1999½ bfrgkl v/;kiui)rh] uwru izdk”ku iq.ks-
4-f”kjxkos o dVVh ¼2009½ bfrgkl] ukxfjd”kkL= o iz”kklu] QMds izdk”ku iq.ks-
5-lxj f”kokth ¼2010½ bfrgkl] ukxfjd”kkL= oiz”kklu] lqfopkj izdk”ku iq.ks-
6-cjdys jkenkl] fipMufyuh o lq;Zoa’khoS”kkyh ¼2008½ m|kP;k f”k{kdkalkBh
bfrgkl f”k{k.k] bulkbZV ifCyds”kUl~ ukf”kd-
7-okts] lw;ZHkku o cjdys] jkenkl ¼2002½ bfrgklkps v/;kiu ”kkL=h; fo”ys’k.k]
vkfnR; izdk”ku ukf”kd -
8-ikfVy] lanhi ¼2008½ bfrgklf”k{k.k& ,d vk/kqfud n`f’Vdksu] bulkbZV ifCyds”kUl~ ukf”kd-
9-j.klqjs] foykl ¼2005½ bfrgklkpsvk”k;;qDr v/;kiu] la?kfe=k izdk”ku fejt-
10.Kochar, S.V.(1991) Teaching of History, Sterling Publishers Private Limited New
Delhi.
11.Singh, V.K. (2014) Teaching of History, APH Publishing Corporation New Delhi.
12. B.D. Shaida&SahabSingh(2000) Teaching of History, DhanpatRai Publishing
Company(P) Ltd.
Practical:

Any one -

1. Write a report on any one Historical Place.

2. Write a note on any one Revolution – Industrial or French Revolution.
3. Write a report on one Indian Culture and its life style.
4. Write a report on Historical Museum or Historical Research Institute.
5. Prepare a Achievements Test or Diagnostic Test related to std. 6 to 12
students.
 BED-205-07-Additional Pedagogy Course Understanding disciplines and school
subjectsAndpedagogy of School Subject

Geography

School Content

Objectives :

1. To enable student teachers to revise the knowledge of all branches of Geography

subject at a school level.

2. To enable the student teachers to understand the interdependence and interrelationship

among the various concepts and processes in Geography Subject.

3. To enable student teachers to acquire the skills related to map and instruments in
Geography.

4. To develop a technique of observation and reporting of Geographical phenomenon

among student teacher.

5. To create interest of Geography subject among student teachers.

6. To understand the nature,scope and importance of the subject.

7. Tostate the objectives of the subject Geography.

8. To explain and use different approaches, methods and techniques of teaching learning
of subject.

9. To explain and understand the structure of subject.

10. To explain importance and use of core elements, life skills and values.

11. To analyze the text book and content.

12. To analyze the various resources in teaching learning of subject.

13. To understand qualities of a good Geography teacher.

Unit I : Physical Geography CREDIT: 1

1.1 Solar System & Motion of earth, Graticule : Latitude and Longitude and Interior of
earth
1.2 Structure of atmosphere and Factors affecting climate, Air Temperature: Definition,
Factors affecting temperature and temperature zone on earth, Rainfall : Concept and
types of convectional, orographic and cyclonic,
1.3 Lithosphere : Concept, Mountain, plateau and plain : definitions and types,
Earthquake & Volcano – Causes and zones
1.4 Types of water bodies - Ocean, sea, bay, gulf, strait, creek, river and lake – concept
and examples

Unit II.Human,Regionaland Practical Geography CREDIT: 1

2.1 A. Population – Meaning of population, causes and effects of population explosion

and density of population

2.1 B. Occupation – Meaning and classification of occupation- primary, secondary,

tertiary and quaternary

2.2 Biosphere - Concept and composition of–biosphere, meaning and structure of food
chain, concept of eco system and bio-diversity.

2.3. Regional Geography -India : Location, Physiographic features, Climate, natural

resources and Human life ( Brief)

2.4 Practical Geograpghy -Definition and elements of map, types of map and Field visit
and Report writing – meaning and importance , Geographical Instruments –
Thermometer, Wind vane, Barometer, Rain gauge and seismograph: diagram and
functions

Pedagogy

Unit : 3Nature of the subject Geography CREDIT: 1

3.1. Meaning , nature , scope, various concepts, Place and objectives of Geography at
upper primary , Secondary and Higher Secondary curriculum

3.2 Co-relation :- Within the subject and with other school subject.

3.3 Structure of the subject Geography and Core elements , values and life skills

3.4 Text Book and Content analysis

Unit : 4 Pedagogical Approaches and Learning Resources for the subject Geography
CREDIT: 1

4.1 Pedagogical Approaches - 1. Regional Method 2.Journey Method 3.Excursion

method 4.Project method 5.Comparative method 6. Lecture cum discussion method
7. Question answer method 8. Object method 9. Field Visit 10. Experimental method.
4.2 Learning Resources : Concept , need, importance& types of learning resources -
Traditional learning resources and Technology based learning resources.

4.3 Geography room

4.4 Qualities of an Ideal Geography teacher

Practical : Any One of the Following

1. To prepare a geographical instrument or model.

2. A visit to Geographical / Native place and writing a report.

3. Text – book Analysis

4. Content Analysis of any one Unit.

Mode of Transaction:

1. Discussion cum Lecture

2. Demonstration

3. Seminar

4. Supervised Study

5.Project based approach

6. Field visit

7. Technology based interaction

8. Blended approach

9. Observation technique

10.Heuristic method

References :

School Content :

15. Std.6th to Std. 12th Geography/Social Science text books of State boards of
Maharashtra and CBSE Board.
 16. Chandan and Puri, Regional Development
17. DoniwalHemant Kumar , Population of Geography, Authors Press
18. Frederick K.Lutgens, Edward J.Tarbuck& Dennis Tasa,The atmosphere: an
introduction to meteorology
19. Joshi and Kaji, Principles of General Geography
20. K. Siddharth, Ecology and Environment, Kisalaya Publication
21. Majid Husain, Geography of India, McGraw Hill Education series
22. Majid Husain, Human Geography, Rawat Publication, New Delhi
23. Majjid Husain, Models in Geography,Rawat Publication, New Delhi
24. Oxford Publication, Dictionary of Geography
25. Sawadi A.B., Physical Geography
26. Singh Savindar, Physical geography, PrayagPustakBhawan
27. Singh Savindra, Geomorphology
28. Roger Minshull, Regional Geography: Theory and Practice,AldineTransaction

Pedagogy :

1. ^yJmob AÜ``Z- AÜ`mnZ- ^m.Jmo. ~mnQ 5.

2. ^yJmobmMoAÜ`mnZ - X.~m. nm§ojo. 6.
3. Ame``wº$ AÜ`mnZnÜX²>Îmr - àm.(lr_Vr) `w.~r. nmQ>rb ., lr_Vr. gwaoIm 7. Omoer. 8.
4. ^yJmobmMoAÜ`mnZ - àm. nmQUH$a. 9.
5. ^yJmobn[aM` - àm. IVr~ . 10.

6. Handbok of suggestion on the teaching of Geography.(UNESCO) 11.

7. Geography teaching, sterling publishers New Delhi, Verma O.P. 12.

8. Teaching of Geography - B.C. Rai. 13.

9. AÜ```wº$ AÜ`nZ nÜX²>Vr- `ed§Vamd MìhmZ,_hmamîQ²> 14.

10. OmYdHo$.Ho$. - ^yJmobAme``wŠVAÜ`mnZnÕVr. 15.
11. OmoerAmZ§V - Amím``wŠVAÜ`mnZnÕV.
BED-205-08-Additional Pedagogy Course Understanding disciplines and school subjects

and Pedagogy of School Subject

GENERAL SCIENCE

Objectives: To enable student teacher to

• Familiarizefacts, terms, concepts , laws & principles in general science.
• understand nature, scope & importance of general science at secondary &higher
secondary level.
• analyze the textbook& content of general science at secondary &higher secondary
level.
• Implement methods& models of teaching learning of general science.
• acquire the competencies of general science teacher

Unit 1:Concepts in Physics &Chemistry (Credit:1)

1.1 Chemistry: a)Hydrocarbons
b) Periodic Table
c) States of Matter
1.2 Physics: a)Magnetism
b)Electricity
c) Light

Unit 2:Concepts in Biology (Credit:1)

2.1 Classification & Life Process: Plants & Animals
2.2 Biodiversity & Biotechnology
2.3 Microorganism

Unit 3: Nature of general science (Credit:1)

3.1 Nature, scope &importance of general science at secondary & higher secondary level.
Correlation of science with other disciplines
3.2 Objectives of general science at secondary & higher secondary level.
3.3 Curriculum & syllabus of general science at secondary & higher secondary level.
3.4 Text book and content analysis of general science.
Unit 4: Pedagogical approaches & resources of general science, general science
(Credit:1)
4.1 a) Methods of teaching: lecture – demonstration, laboratory, & project
b) Model: 5 E Learning Model
4.2 Planning, organizing and maintaining general science laboratory.
4.3 Learning resources in general science.
4.4 Competencies of general science teacher.

MODE OF TRANSACTION:
• Lecture cum Discussion
• Seminar
• Presentation (Poster/PPT)
• General Science Laboratory Visit
• Scientific Inquiry

Practical (Any One)

4. Analysis of General Science Text Book (IX/XthStd.)
5. Investigatory Project/ Model
6. General Science Laboratory visit

REFERENCES
For Unit 1 & 2
The text books and the reference books which are prescribed by the Maharashtra State
Board of Secondary and Higher Secondary Education are recommended for study.
For Unit 3&4
• Prasad, J. (1999). Practical aspects in teaching of science. New Delhi: Kanishka
Publication
• RaoV. K. (2007). Science Education. New Delhi. APH Publishing corporation.
• Sharma, B.M. (2007). Teaching of Science. Chandigarh: Abhishek Publication.
• Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpatrai publishing
comp.
• Siddiqyi, N.N. &Siddiqyi, M.N. (2009). Teaching of science : Today & tomorrow.
Delhi :Doaba House.
• Sood, J.K. ( ). Teaching of Science, Agra ,vinodpustakMandir.
• Vaidya, N. (2003). Science teaching for the 21st century. New Delhi: Deep and Deep.
• NCERT.(2006). Position paper on ‘Teaching of Science’. New Delhi: NCERT.
• Borse, Chandrakant. (2007). Science education: Pedagogical analysis. Nashik : Insight
Publication.
• Das, R.C. (2009). Science teaching in schools. New Delhi : sterling Publishers Pvt.
Ltd.
• Kalra, Rajinder. M.( 2007). Teaching of Science : for Primary and secondary pre and
In – service teachers. Delhi :Shipra Publication.
• Malhotra, Vinayak. (2007). Methods of teaching science.Delhi : Crescent Publishing
Corportation.
• Mangal, S.K. (2004). Teaching of general science. Ludhiana :Tandon Publications.
BED-205-09-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

MATHEMATICS- 205-09
Objectives: To enable the student teacher to-
• Understand the basic concepts in arithmetic and algebra
• Understand the basic concepts in geometry and applied mathematics
• Understand nature, scope, place & importance of mathematics at secondary level
• Understand the objectives of mathematics subject and classroom objectives of
mathematics subject
• Understand the concept of curriculum, syllabus and methods of construction of
curriculum
• Analyze the textbook & content of mathematics at secondary level
• Acquaint with methods and models of mathematics teaching
• Realize the importance of mathematics laboratory
• Understand different types of learning resources for mathematics
• Acquire the competencies of mathematics teacher
•

Content of the subject

Unit 1: Arithmetic and Algebra (Credit: 1)

A. Arithmetic

1. Numbers a) Natural, whole, integers, rational, irrational, real numbers b) Operations

on numbers: addition, subtraction, multiplication and division c) Use of brackets d)
Indices, squares, square roots, cube, cube roots.

2. Unitary method, variation- direct and inverse

3. Ratio and proportion

B. Algebra

1. Basics of Algebra

2. Algebraic expressions, addition, subtraction, multiplication and division of algebraic

expressions. 3. Polynomials: factors and multiples.

4. Identities.
5. Equations: equations with one variable, linear equations in two variables, quadratic
equations.

Unit 2: Geometry and Applied Mathematics (Credit: 1)

A. Geometry

1. Basics of Geometry

i. Basic concepts ii. Angles, pairs of angles, triangles and quadrilaterals – types
&properties.

iii. Triangles- congruence and similarity.

2. Circle – elements, circumference, area, theorems.

3. Quadrilaterals – properties of different quadrilaterals, theorems.

4. Geometric construction

B. Applied Mathematics

1. Mathematics in day to day life i. Profit and loss. ii. Percentages iii. Simple and
compound interest iv. Discount and commission

2. Statistics – measures of central tendency and variability, Graphs.

3. Mensuration – Area and volumes of different geometrical figures.

4. Co- ordinate geometry.

Pedagogy of the subject

Unit 3: Nature of mathematics Credit: 1)

1. Nature, scope & place & importance of mathematics at secondary & higher secondary
level.

2. Objectives of teaching mathematics at secondary & higher secondary level.- General

and Classroom objectives.

3. Curriculum & syllabus: - concept, methods of construction of curriculum (Concentric,

linear, mixed). Comparison between curriculum and syllabus

4. Text book & Reference book, analysis of mathematics text book.

5. Correlation of mathematics-

a. Daily life.

b. with other school subjects.

c. Within the branches

d. within the units.

Unit 4: Pedagogical approaches & resources of mathematics, mathematics

(Credit: 1)

1. Methods of teaching: lecture – demonstration, Experimental, & project, inductive,

deductive method, Analysis –Synthesis.

2. Model: 5 E Learning Model, Concept Attainment Model

3. Concept & importance of mathematics laboratory.

4. Learning resources in mathematics.

5. Competencies of mathematics teacher.

Mode of Transactions

1. Lecture cum discussion

2. Seminar
3. Technology based interactions
4. Field visit
5. Projects
6. Group Discussion
Practical

1. Textbook Analysis

2. Content analysis of any one unit

3. Visit to Mathematics Laboratory

4. Preparation of Teaching aids and Exhibition

BED-205-10-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

ECONOMICS
Objectives- To enable student teacher to-

1. Understand meaning, nature, scope, importance & basic concepts of economics.

2. Understand major challenges before Indian Economy

3. Understand the concept & scope of micro and macro economics.

4. Understand basic concepts of teaching of economics.

5. Understand and implement pedagogical approaches & learning resources of economics.

6. Understand qualities of good economics teacher.

UNIT-1 –Economics as subject and basic concept CREDIT-1

1.1.) Economics- meaning, definition, nature, scope, need and importance of the study of
economics

1.2.) Basic concepts of economics.

a) i) Human Wants ii) Resources iii) Value in price.

b) Major challenges before Indian Economy

i) Population ii) Poverty iii) unemployment iv) Terrorism v) Corruption

vi) Hoarding vii) Black Magic viii) Deterioration and its economics effect.

UNIT – 2 Micro and Macro Economics CREDIT-1

2.1.) Micro Economics Concept

2.2.) Various concepts of micro economics, utility, demand, suppy, forms if market, factors of
production.

2.3.) Macro Economics- Concept.

2.4.) Various concepts of micro economics, National Income, Money, Commercial Banking,
Central Banking and Government Budget.

UNIT – 3- Basics of Economics Teaching

3.1.) Objectives of teaching economics.

3.2.) Place of subject economics of secondary and higher secondary school curriculum.
3.3.) Co-relation if economics with other school subjects.

3.4.) Structure of the subject economics.

3.5.) Curriculum, syllabus and text book of economics

UNIT- 4: Pedagogical approaches and learning resources of the subject of economics

and teacher of economics CREDIT-1

4.1.) Methods of teaching of economics

i) Lecture ii) Question Answer iii) Problem Solving iv) Project v) Field Visit

4.2.) Learning resources for the subject economics

i) Concept, need and importance of learning resources.

ii) Traditional learning resources.

iii) Technology based learning resources

iv) Qualities of a good economic teacher.

Practical Work

1. Text Book analysis of any one standard.

2. Field Visit and report writing.

3. Preparation of structure of economics subject.

4. PPT or Poster Presentation if any unit of economics and report writing.

Mode of Transaction

1. Lectures

2. Discussion

3. Seminars

4. PPT/ Poster Presentation

5. Supervised study

6. Project
BED-205-11-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Objectives: The student teachers should be able to-

1. Acquire basic knowledge of Computers.

2. Make effective use of information and communication technology.

3. Understand the concepts in Multimedia.

4. Develop capabilities to access Information using Internet.

5. Acquaint with basic techniques and knowledge required for computing applications.

6. Be aware of cyber laws and ethics.

7. Understand nature, scope & importance of ICT at secondary & higher secondary level.

8. Analyze the textbook & content of ICT at secondary & higher secondary level.

9. Implement methods & models of teaching learning of ICT.

10. Acquire the competencies of ICT teacher

School Content

Unit I: Introduction to Computer (1 Credit)

1.1 Introduction to Computers : Definition, Structure, Types

1.2 Components of Computer - i) Hardware- Concept and classification – CPU & Peripherals-
Input, output and storage ii)Software- Concept and types iii) Operating system – Concepts,
type and functions iv) Application Software - Concepts, type - Word processors, Multimedia,
Spreadsheets, Presentations, LOGO

1.3 Introduction to basic programming, Introduction to C programming, Generation of

Programming Language

1.4 Introduction to Unicode and Binary number system

Unit II: Introduction to Networking (1 Credit)
2.1. Definition and types of Network – LAN to WAN

2.2 Internet Facilities - a. World Wide Web b. e-mail c. Instant Messaging and Chat d. Blog

e. VoIP f. e-maps

2.3 Morals and Ethics of with reference to cyber law, copyright act and netiquette

2.4 Computer Lab : Concept, requirement and lab management

Pedagogy
Unit III: Nature of ICT (1 Credit)
3.1. Nature, scope & place of ICT at secondary & higher secondary level.

3.2. Objectives of teaching ICT at secondary & higher secondary level.

3.3. Curriculum & syllabus of ICT at secondary & higher secondary level.

3.4. Textbook and content analysis of ICT

Unit IV: Pedagogical approaches & resources of ICT. (1 Credit)

4.1. a) Methods of teaching: lecture – Demonstration, Experimental, & Project

b) Models & Approaches : 5-E Learning Model, Computer Assisted Instruction, Project

based learning, Blended Learning,

4.2 Use of ICT for students from Deprived Community

4.3. Learning resources in ICT

4.4. Competencies of ICT teacher

Mode of Transaction:
1. Discussion cum Lecture

2. Demonstration

3. Seminar

4. Project based approach

5. Technology based interaction

6. Blended Learning

7. Self Learning

Practical (Any one of the following) :

1. Creation of short audiovisual content (not exceeding 5 minutes; using webcam or digital
camera with video recording facility. Copying and viewing the same on a PC.

2. Prepare a Multimedia Presentation on ICT unit

3. Critical analysis of any online course/ web based learning programme.

4. Analysis of textbook of ICT

Reference :
1 .Text/Reference books of ICT subject of std VIII to XII

2. Arora Bansal - Computer fundamentals

3. Chavan Kishor - Information and communication

4. Crumlish Christian - ABC of internet

5. Dyne, Nandkishore- Information Technology

6. Mohanty Laxman- ICT strategies of for school

7. Singh and Sukhvir - Fun of computer

BED-205-12-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

GERMAN
Objectives:

1. To help the student teacher to acquire proficiencies in listening, speaking, reading, writing
and communication skills.

2. To acquaint the student teacher with essential aspects of Grammar and composition.

3. To enable the student-teacher to understand the scope of syllabi in German.

4. To encourage the student-teacher to develop proper interest and attitude towards German
as a foreign language.

UNIT-1- CREDIT: 1

A) Phonetics

1. Phonemes, Syllables and words.

2. Bowels, Diphthongs and consonants

3. Intonation-stress, intonation pattern.

4. Pronounciation and accent.

B) Grammar

1. Verb conjugations

2. W Questions and Yes/No questions

3. Separable Verbs and their usage

4. Modal auxiliaries and their usage in sentences

5. Imperative

6. Present Perfect Tense/ Past Tense

7. Conjunctions: weil, wenn, obwohi, indirect questions, interrogative pronouns as questions.

8. All types of prepositions.

9. Degrees of Comparison

10. Konjunktiv II: Use of “would be”

11. Adjective declension

12. Reflexive and reciprocal verbs

C) Vocabulary

1. Understanding Vocabulary

2. Use of vocabulary in different contexts.

UNIT : 2 CREDIT:1

Application of Language

A) Written Application

1. Informal Letter

2. Picture Description

3. Dialogue Writing

4. Composition writing with the help of points given

B) Oral Application

1. Introducing oneself

2. interviewing a partner

3. Telephone communication

4.Picture Description

5. Reacting orally as per the given situation

6. Describing one’s own experience in daily routine.

UNIT:3 INTRODUCTION OF GERMAN AS A FOREIGN LANGUAGE CREDIT: 1/2

3.1) Importance of German as a foreign language

3.2) Place of German in school curriculum

3.3) Functional, cultural and literary roles of German as a foreign language

3.4) Objectives of learning German as a foreign language

UNIT: 4 TEACHING PEDAGOGY AND LEARNING RESOURCES OF GERMAN AS A FOREIGN LANGUAGE

CREDIT:1.5

4.1) Methods of teaching learning German as a foreign language (Grammar translation method,
direct method, audio lingual and audio visual method and communicative didactics)

4.2) Modern approaches of teaching learning German (project method, Handlungsorientiertes,

Lernen, autonomies Lernen)

4.3) Teaching learning and evaluation of listening, reading, writing and speaking.

4.4) Sozialformen (pair work, group)

4.5) Teaching learning of Grammar and culture and civilization.

4.6) Teaching learning of German as a foreign language in large group.

4.7) Need and importance of learning resources

4.8) Authentic learning material

4.9) Language laboratory

4.10) Traditional Learning resources

4.11) Visual and audio-visual learning resources

4.12) Technology based learning resources

4.13) Qualities of a German Teacher

BED-205-13-Additional Pedagogy Course Understanding disciplines and school subjects

Andpedagogy of School Subject

French

Objectives: To enable student teacher to

• acquire proficiencies in listening, speaking, reading, writing and communication

skills.
• acquaint with the essential aspects of French language
• understand the different methods of teaching French
• develop Interest and attitude towards French as a foreign language

UNIT – 1 School Content-1 CREDIT: 1

a. Conjugation of verbs in present,passe compose, futurproche, future,

imperfait,subjonctif, conditionnel etc.
b. Masculine and feminine
c. Articles definite and indefinite
d. Interrogation
e. Pronoms
f. Preposition
g. Adjectif
h. Adverb
i. Active and passive voice - rules
j. Other rules of grammar- e.g. use of adjective, adverb, pronom relative,
demonstrative and possesif, masculine, feminine rules etc.

UNIT: 2 School Content-2 CREDIT: 1

a. Vocabulary – topic based vocabulary development. For ex. names of trees, fruits,
animal, bird, body parts, transportation, food items etc.
b. Speech – Simple Verbal description of things, self, family etc.
c. Oral – Topic based Discussion
d. Phonetics– sounds and differentiation
e. Comprehension – Both oral and written
f. Writing – Letter, paragraphs, articles etc.
g. Synonym and antonyms

UNIT – 3Nature, objectives, place and methods of teaching French. CREDIT: 1

a. Nature of French Subject and Place of French in the curriculum

b. Objectives of teaching French at Higher Secondary Level
 c. Reading for pronunciation
d. Grammar exercises
e. Writing projects- topic based
f. Listening practice – comprehension oral
g. Topic based group activity – oral presentation
h. Group activity for vocabulary

UNIT: 4- French and Daily Life CREDIT: 1

a. Simple day to day life conversation e.g. in a grocery store, book shop etc.
b. Topics based oral presentation
c. Reading and extract writing
d. Conversation
e. Explanation of word meaning French
f. Discuss synonym and antonyms - refer French to French dictionary

References:

Online References:

• ielanguages.com/french.html
• french.about.com
• bescherelle.com
• www.collinsdictionary.com/dictionary/english-french
• www.larousse.com/en/dictionaries/french-english
• www.wordreference.com/
• dictionary.reverso.net/french-english
• http://www.goyalpublisher.com/

Dictionary:Collins; Larousse; Bescherelle

 BED-205-15-Additional Pedagogy Course Understanding disciplines

and school subjectsand pedagogy of School Subject

PHYSICS
Objectives:To enable student teacher to
• Familiarizefacts, terms, concepts , laws & principles in physics.
• Understandnature, scope& importance of physics at secondary&higher secondary
level, correlation with other discipline.
• analyze the textbook& content of physics at secondary&higher secondary level.
• implementmethods& models of teaching learning of physics.
• acquire the competencies of physics teacher

Unit 1: (Credit:1)
1.1 General Physics:
a) Measurement
b) Scalars & Vectors
1.2 Work, Energy & Power:
1.3 Heat
1.4 Fore

Unit 2:(Credit:1)
2.1 Motion
2.2 Magnetic Effect of Electric Current
2.3 Sound

Unit 3: Nature of physics (Credit: 1)

3.1 Nature, scope& importance of physics at secondary &higher secondary level, Correlation
with other discipline.
3.2 Objectives of physics at secondary &higher secondary level.
3.3 Curriculum & syllabus of physics at secondary &higher secondary level.
3.4 Text book and content analysis of physics.

Unit 4: Pedagogical approaches & resources of physics, physicsteacher (Credit:1)

4.1 a) Methods of teaching: lecture – Demonstration, Laboratory & Project
b) Model: 5 E Learning Model
4.2 Planning, organizing and maintaining physics laboratory.
4.3 Learning resources in physics.
4.4 Competencies of physics teacher.

MODE OF TRANSACTION:
• Lecture cum Discussion
• Seminar
• Presentation (Poster/PPT)
 • Physics Laboratory Visit
• Scientific Inquiry

Practical(Any One)
7. Analysis of PhysicsText Book (XI/XII thStd.)
8. Investigatory Project/ Model
9. Physics Laboratory visit

REFERENCES
For Unit 1&2
The text books and the reference books which are prescribed by the Maharashtra State
Board of Secondary and Higher Secondary Education are recommended for study.
For Unit 3& 4
• Borse, Chandrakant. (2007). Science education: Pedagogical analysis. Nashik: Insight
Publication.
• Das, R.C. (2009). Science teaching in schools. New Delhi: sterling Publishers Pvt.
Ltd.
• Kalra, Rajinder. M. (2007). Teaching of Science: for Primary and secondary pre and
in – service teachers. Delhi:Shipra Publication.
• Malhotra, Vinayak. (2007). Methods of teaching science.Delhi: Crescent Publishing
Corportation.
• Mangal, S.K. (2004). Teaching of general science. Ludhiana:Tandon Publications.
• Prasad, J. (1999). Practical aspects in teaching of science. New Delhi: Kanishka
Publication
• RaoV. K. (2007). Science Education. New Delhi. APH Publishing Corporation.
• Sharma, B.M. (2007). Teaching of Science. Chandigarh: Abhishek Publication.
• Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpatrai publishing
comp.
• Siddiui, N.N. &Siddiqyi, M.N. (2009). Teaching of science: Today & tomorrow.
Delhi:Doaba House.
• Sood, J.K. Teaching of Science, Agra,vinodpustakMandir.
• Vaidya, N. (2003). Science teaching for the 21st century. New Delhi: Deep and Deep.
• NCERT.(2006). Position paper on ‘Teaching of Science’. New Delhi: NCERT.
 BED-205-16-Additional Pedagogy Course Understanding disciplines and school
subjectsAndpedagogy of School Subject

CHEMISTRY
Objectives:To enable student teacher to
• familiarize facts, terms, concepts, laws & principles in chemistry.
• understand thenature, scope& importance of chemistry at secondary&higher
secondary level.
• analyze thetextbook& content of chemistry at secondary&higher secondary level.
• implement methods& models of teaching learning of chemistry.
• acquire the competencies of chemistry teacher

Unit1: Organic and Inorganic Chemistry(Credit: 1)

1.1 Hydrocarbons – Types, IUPAC Nomenclature
1.2 Alkanes, Alkenes, alkynes & Aromatic compounds
1.3 Alcohols, phenols and ethers
1.4 Periodic Table, s,p,d and f block elements

Unit 2:Physical and Inorganic Chemistry(Credit: 1)

2.1 States of matter
2.2 Solid state, Solutions and colligative properties
2.3 Chemical Thermodynamics
2.4 Chemistry in everyday Life

Unit 3: Nature of chemistry (Credit:1)

3.1 Nature, Scope &Importance of Chemistry at secondary & higher secondary level.
Correlation of Chemistry with other discipline.
3.2 Objectives of Chemistry at secondary & higher secondary level.
3.3 Curriculum &Syllabus of Chemistry at secondary &higher secondary level.
3.4 Text book and Content Analysis of chemistry

Unit 4: Pedagogical approaches & resources of chemistry, chemistry teacher

(Credit: 1)
4.1 a) Methods of teaching: lecture – Demonstration, Laboratory & Project
b) Model: 5 E Learning Model
4.2 Planning, organizing and maintaining chemistry laboratory.
4.3 Learning resources in Chemistry.
4.4 Competencies of Chemistry teacher.

MODE OF TRANSACTION:
• Lecture cum Discussion
• Seminar
• Presentation (Poster/PPT)
 • Chemistry Laboratory Visit
• Scientific Inquiry

Practical(Any One)
1. Analysis of Chemistry Text Book (XI/XIIth Std.)
2. Investigatory Project/Model
3. Chemistry Laboratory visit

REFERENCES
For Unit 1&2
The text books and the reference books which are prescribed by the Maharashtra State
Board of Secondary and Higher Secondary Education are recommended for study.

For Unit 3&4

• Borse, Chandrakant. (2007). Science education: Pedagogical analysis. Nashik: Insight
Publication.
• Das, R.C. (2009). Science teaching in Schools. New Delhi: Sterling Publishers Pvt.
Ltd.
• Kalra, Rajinder. M.(2007). Teaching of Science: for Primary and secondary pre and In
– service teachers. Delhi: Shipra Publication.
• Malhotra, Vinayak. (2007). Methods of teaching science. Delhi: Crescent Publishing
Corporation.
• Mangal, S.K. (2004). Teaching of general science. Ludhiana: Tandon Publications.
• Prasad, J. (1999). Practical aspects in teaching of science. New Delhi: Kanishka
Publication
• RaoV. K. (2007). Science Education. New Delhi. APH Publishing Corporation.
• Sharma, B.M. (2007). Teaching of Science. Chandigarh: Abhishek Publication.
• Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpatrai Publishing
Company
• Siddiqui, N.N. & Siddiqui, M.N. (2009). Teaching of science: Today & tomorrow.
Delhi: Doaba House.
• Sood, J.K. Teaching of Science, Agra, Vinod Pustak Mandir.
• Vaidya, N. (2003). Science teaching for the 21st century. New Delhi: Deep and Deep.
• NCERT(2006). Position paper on ‘Teaching of Science’. New Delhi: NCERT.
BED-205-17-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

BIOLOGY

Objectives: To enable student teacher to……..

• familiarize facts, terms, concepts , laws & principles in biology.

• understand nature, scope & importance of biology at secondary &higher secondary
level. co-relation with other disciplines.
• analyze the textbook& content of biology at secondary &higher secondary level.
• implement methods& models of teaching learning of biology.
• acquire the competencies of biology teacher

UNIT 1:Cells & Plant -Animal Kingdom (Credit 1)

1.1 Cell Structure – Plants, Animals

1.2 Micro organisms

1.3 Classification of Plants and Animals

1.4 Life Processes in Plants, Animals and Humans

Unit 2: Food, Health & Ecosystem (Credit 1)

2.1 Food Pyramid

2.2 Enhancement in food production

2.3 Human health and diseases

2.4 Biodiversity and Ecosystem

2.5 Biotechnology – Process and Application

Unit 3: Nature of biology (Credit:1)

3.1 Nature, scope, importance of biology at secondary &higher secondary level. Co-
relation with other disciplines
3.2 Objectives of biology at secondary &higher secondary level.
3.3 Curriculum & syllabus of biology at secondary &higher secondary level.
3.4 Text book analysis and content analysis of biology
Unit 4: Pedagogical approaches & resources of biology, biology teacher

(Credit: 1)

4.1 a) Methods of teaching: lecture – demonstration, Laboratory& project

b) Model: Biological Science Inquiry Model

4.2 Planning, organizing and maintaining biology laboratory.

4.3 Learning resources in biology.

4.4 Competencies of biology teacher.

MODE OF TRANSACTION:

• Lecture cum Discussion

• Seminar
• Presentation (Poster/PPT)
• Biology Laboratory Visit
• Scientific Inquiry

Practical (Any One)

1. Analysis of BiologyText Book (XI/XII thStd.)

2. Investigatory Project/ Model
3. Biology Laboratory visit

REFERENCES

For Unit 1&2

The text books and the reference books which are prescribed by the Maharashtra State
Board of Secondary and Higher Secondary Education are recommended for study

For Unit 3&4

• Borse, Chandrakant. (2007). Science education: Pedagogical analysis. Nashik : Insight

Publication.
• Das, R.C. (2009). Science teaching in schools. New Delhi : sterling Publishers Pvt.
Ltd.
• Kalra, Rajinder. M.( 2007). Teaching of Science : for Primary and secondary pre and
In – service teachers. Delhi : Shipra Publication.
• Malhotra, Vinayak. (2007). Methods of teaching science.Delhi : Crescent Publishing
Corportation.
• Mangal, S.K. (2004). Teaching of general science. Ludhiana : Tandon Publications.
• Prasad, J. (1999). Practical aspects in teaching of science. New Delhi: Kanishka
Publication
• RaoV. K. (2007). Science Education. New Delhi. APH Publishing corporation.
• Sharma, B.M. (2007). Teaching of Science. Chandigarh: Abhishek Publication.
• Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpatrai publishing
comp.
• Siddiqui, N.N. & Siddiqui, M.N. (2009). Teaching of science : Today & tomorrow.
Delhi : Doaba House.
• Sood, J.K. ( ). Teaching of Science, Agra , vinod pustak Mandir.
• Vaidya, N. (2003). Science teaching for the 21st century. New Delhi: Deep and Deep.
• NCERT.(2006). Position paper on ‘Teaching of Science’. New Delhi: NCERT.
BED-205-18-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

Home Science
Objectives:
1. To understand the content of Home Science at Higher Secondary Level
2. To acquaint students about textiles.
3. To explain the nutrients in food.
4. To understand the objectives and methods of teaching home science at Higher
Secondary Level.

UNIT-1- CREDIT: 1
A) Textiles
1.1) a) Introduction to Textiles.
b) Fabric Construction.
1.2) a) Consumer Awareness
b) Methods of Laundering
c) Stain Removal
B) Food Science
1.3) Nutrients in Food
a) Carbohydrates
b) Proteins
c) Fats
d) Vitamins
e) Minerals
1.4. a) Spices and condiments
b) Food Adulteration
UNIT-2- CREDIT: 1
A) Child Development
2.1) Growth and Development
B) Home Management
2.2 a) Family Income and Time Management
b) Work Simplification
c) Consumer Awareness
UNIT-3 CREDIT: 1
3.1) Nature, scope & importance at Home science at degree level. Correlation at
Home Science with other disciplines.
3.2) Objectives at Home Science at degree level.
3.3) Curriculum & syllabus at Home Science at degree level.
3.4) Text Book and content analysis at Home Science.

UNIT-4 CREDIT: 1
4.1) Methods of Teaching: Lecture, demonstration, laboratory and project.
4.2) Planning, organizing and maintaining Home Science laboratory (Textile
and Food)
4.3 Learning resources in Home Science.

Mode of Transaction
1. Lecture cum Discussion
2. Seminar
3. Presentation (Poster/PPT)
4. Home Science Laboratory Visit.
5. Science Inquiry.
References
For Unit 1 to Unit 4
The Text Books and the reference books which are prescribed by the
Maharashtra State Board at Secondary and Higher Secondary Education are
recommended for study.
BED-205-19-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

COMMERCE

Objectives- To enable student teacher to-

1. Understand internal trade

2. Understand forms of business organizations

3. Understanding marketing process.

4. Understand nature, significance, principles and functions of management.

5. Understand nature, scope and importance of commerce at higher secondary level.

6. Understand & implement methods & techniques of teaching-learning of commerce.

7. Understand the competencies of commerce teacher.

8. Understand various resources in teaching learning of commerce

UNIT- 1 CREDIT: 1

A) Internal Trade

i) Wholesale Trade

ii) Retail Trade

iii) Itinerant retailers and fixed shops, Departmental stores, super market, chain store.

B) forms of Business organization

i) Sole Proprietorship

ii) Joint Hindu Family

iii) Co-operative societies

iv) Company

UNIT – 2 CREDIT: 1

A) Marketing

i) Meaning, Functions, Role

ii) Marketing Mix

iii) Physical distribution

iv) Price

v) Promotion

B) Nature and significance of Management

i) Management- concept, objectives, importance

ii) Nature if management

iii) Levels of management

iv) Principles if Management

v) Functions of Management

UNIT – 3- Introduction and background if Commerce subject CREDIT: 1

i) Commerce concept, meaning, nature and scope.

ii) Commerce subject structure.

iii) Importance of commerce in daily life

iv) Objectives of commerce education

v) Correlation of commerce with other subject.

UNIT- 4 – Pedagogical Approaches and Learning Resources CREDIT: 1

i) Lecture method

ii) Inductive, deductive method

iii) Project method

iv) Problem solving method

v) Question Answer technique

vi) Field Visit

vii) Qualities of good commerce teacher

viii) Concept, need, importance and types of learning resources

Mode of Transaction

1. Lectures

2. Discussions

3.Seminars

4. PPT/ Poster Presentation

5. Project

6. Field Visit

Practical Work

1. Text Book analysis of any one standard

2. Content analysis of any unit of commerce.

3. An interview of whole seller/ retail seller

4. Visit to a mall and report writing

References

1. Organization of commerce and management- XI std Text Book

2. Organization of Commerce and management – XII std Text Book

3. आशयय
ु त अयापन पधत- डॉ. अनंतजोशी

4. वा&ण(य अयापन पधत- )ा. गाजरे , नानकर.

5. Teaching of Commerce- Lulla

6. Teaching of Commerce- Seem Rao

7. Teaching of Commerce- Dr. R.P. Singh.

BED-205-20-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

Psychology
Objectives: To enable the student teacher to-
 familiarize with the definition and branches of psychology.
 understand the nature, scope and importance of the subject.
 state the objectives of the subject.
 explain and use different approaches methods and techniques of teaching-learning of
the subject.
 explain and understand the structure of subject.
 explain the concept and types of curriculum and syllabus.
 explain importance and use of core elements values and life skills.
 analyze the text book and content.
 analyze the various resources in the teaching- learning of the subject.
 understand the qualities of a good teacher
 to analyze and evaluate the new trends of current issues in subject.

Unit 1: Introduction To Psychology

Credit 1
(A)

1.1 Definitions of Psychology – Wundt, Watson, Morgan and King, Feldman.

1.2 Branches of Psychology:

• Cognitive Psychology
• Biological Psychology
• Developmental Psychology
• Social Psychology
• Environmental Psychology
• Health Psychology
• Clinical and Counselling Psychology
• Organizational Psychology
• Educational Psychology
1.3 Recent Perspectives of Psychology - Behaviouristic Perspective,
Psychoanalytic Perspective, Biological Perspective, Humanistic Perspective.

Unit 1: Introduction To Psychology

(B)

1.4 Important Methods of Data Collection:

– Observational method
– Experimental method
– Correlational method
– Survey method
– Psychological Testing
– Case Study and
– Project method

Unit 2: Cognitive Psychology: Credit 1

(A)

2.1 Attention and Perception – meaning, differences between attention and perception,
principles of perception, illusion.

2.2 Memory and Forgetting – meaning, types of memory, factors affecting memory and
forgetting.

Unit 2: Cognitive Psychology:(B)

2.3 Motivation – Nature, types, Maslow’s hierarchy of needs

2.4 Attitude – Definition and Attitude formation
2.5 Stress Management – Nature of stress and stress management techniques

2.6 Psychological Disorders and Therapies – Concept and classification of psychological

disorders, types of therapies.
 Pedagogy Of School Subject: Psychology
Unit 3:- Nature Of The Subject Psychology Credit 1
(A)

3.1 Nature and scope of the Subject Psychology

3.2 Place of the Subject Psychology in the Higher secondary school curriculum

3.3 Objectives of teaching the subject psychology at the Higher secondary school
level

3.4 Relation of the Subject Psychology with Natural Sciences (biological and
development, Medical Science) and with Social Sciences (Philosophy,
Economics, Political Science, Sociology, Mass communication, Law and
Criminology) and other disciplines (Architecture, Engineering, Computer
Science, Arts and Fine Arts).

3.5 Relation of the Subject Psychology with Education

3.6 Lecture cum discussion method

3.7 Seminar method

3.8 Experimental method

3.9 Observation method

3.10 Case study method

Unit 4:- Analysis Of The Subject Psychology Credit 1

(A)

4.1Structure of the Subject Psychology

4.2 Curriculum and syllabus (Concept and types).

4.3 Core elements, values and life skills.

4.4 Analysis of the Text book/ Reference Book.

4.5 Content analysis.

B):- Learning Resources For The Subject Psychology

4.6 Concept, need and importance of learning resources

4.7 Psychology laboratory

a) Importance of the laboratory in learning of the Subject Psychology

b) Planning, organizing and maintaining a laboratory of Psychology

4.8 Psychology tests and inventories – Importance and Types

4.9 Technology based learning resources.

4.10 Teacher of the Subject Psychology – Qualities and role

Mode Of Transaction

Lecture

Discussion

Seminar

Experimental Method/Experiments

Poster presentation

Practical Work:- (Any Two Of The Following)

Experiment (any 2)
 Case study (any 1))
 Interview of counselor/ psychologist/ experienced teacher of psychology
 (any 1)
 Administration of a test (any 1))
 Visit to a psychology lab and writing a report
 Textbook analysis

Reference:

Books:

Breakwell G., Hammond S, Fife-Schaw, C. (1995). Research Methods in
Psychology. London: SAGE Publication.

Bhatia, H. R. (2000). A textbook of Educational Psychology. India: Macmillan
India Limited.

Dandapani, S. (2002). A Textbook of Advanced Educational Psychology. India:
Amol Publications Private Ltd.

Dandekar, W. N., & Makhija, S. (2002). Psychological Foundations of
Education (3rd ed.). India: Macmillan India Limited.

Fontana, D.(1995). Psychology for Teachers, Third Edition. London: The
British Psychological Society, Mac Millan in Association with BPS Books.

Mohan, J. (1993). Educational Psychology. New Delhi: Wiley Eastern Limited.

Report of UGC review committee (2003). Psychology in the Indian University

Maharashtra State Board of Secondary and Higher Secondary Education:
Syllabi for std. XI and XII.

Mangal, S.K. & Mangal, U. (2010). Learner, Learning and Cognition.
India,Ludhiana:Tandon Publications.

Mangal, S.K. (2005). Advanced Educational Psychology. (2nd ed.). New Delhi,
India: Prentice Hall of India Private Limited.

Nayak, A.K. & Rao, V.K. (2008).Educational Psychology. India: APH Publishing
Corporation. New Delhi.

 Websites:
 http://www.examsadda.in/2015/01/free-download-ncert-text-books-class-12-
science.html
 http://ncertbooks.prashanthellina.com/class_11.Psychology.IntroductiontoPsycholo
gy/index.html
 http://ncertbooks.prashanthellina.com/class_12.Psychology.Psychology/index.html
 http://ncertbooks.prashanthellina.com/class_12.Psychology.Manovigyan/index.html

 References:
 Manasshastra (General Psychology Marathi): Varte Nache Sashtra (THE SCIENCE OF
BEHAVIOUR) -by Dr. Shobhana Abhyankar, Dr. Amruta Oke and Dr. Sheela Golwilkar
BED-205-21-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

Philosophy
Objective

1. To understand the nature of philosophy

2. To explain the various theories of Philosophy

3. To comprehend the nature of knowledge.

4. To know the western and Indian sources of knowledge.

5. To understand the basic concept of philosophy.

6. To know the objectives of philosophy teaching at Higher Secondary Level.

7. To understand various teaching learning sources of Philosophy.

8. To enlighten qualities of Philosophy.

UNIT-1- Nature of Philosophy CREDIT:1

1.1) Meaning, Definition and nature of Philosophy.

1.2) Branches of philosophy- Metaphysics, EplstemologyEthis, Logic, Aesthetics.

1.3) Moral philosophy- Nature, scope, conduct and characteristic.

1.4) Moral Concepts- Right, Good, Duty, Virtue, Concept of Self, The concept of God.

1.5) Environmental Ethics, Applied Ethics.

UNIT-2- Nature of Knowledge & Theories CREDIT:1

2.1) Concept of knowledge-origin of knowledge, types of knowledge, sources of knowledge.

2.2) Western-Rationalism, Empiricisim, Perception, Intuition, Inference, Testimony

Indian- NyayaDarshan, PratyakshyaAnumana

2.3) Theories of Punishment- Concept of Punishment, Natural and Moral Pre-suppositions

and purposes of punishment- Deterrent, Retributive, Reformative.

2.4 ) Theories of Truth

-Sentence and proposition

-The Correspondence Theory of truth.

- The Coherence Theory of Truth.

-The Pragmatic Theory of Truth.

UNIT: 3 CREDIT: 1

3.1.Nature and scope of Philosophy.

3.2. Place of Philosophy in Higher Secondary School Curriculum

3.3.Objectives of teaching Philosophy in Higher Secondary School Curriculum.

3.4. Relation of Philosophy with other subjects.

3.5. Relation ofPhilosophy with Education.

3.6. Methods of teaching Philosophy

-Lecture

-Seminar

-Discussion

-Library Method

UNIT: 4 CREDIT: 1

4.1. Structure of Philosophy.

4.2. Curriculum and syllabus of philosophy.

4.3 Core element and values in Philosophy.

4.4. Content Analysis

Practical Work (Any One)

1. Study of a philosophical branch.

2. Analysis of any one text book of philosophy at Higher Secondary Level.

3. Comparison of Philosophy with special reference to - metaphysics, knowledge, values and

other features.
BED-205-22-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

SOCIOLOGY

Objective:

1. To introduce the student teacher about meaning, nature, scope of sociology.

2. To make students aware of basic concepts of sociology and social system in India.

3. To understand concept of social stratification, social change, socialization.

4. To introduce different stages of formation of Indian Society.

5. To make student teacher aware of social problems in India.

6. To understand various learning resources of sociology.

7. To know the different teaching methodologies of sociology.

8. To understand the role and responsibilities of good sociology teacher.

UNIT: 1- Nature of Sociology CREDIT:1

1.1) Introduction to sociology- Meaning, definition and nature, structure of sociology.

1.2) Scope and uses of sociology.

1.3) Place of sociology at Higher Secondary Level

1.4) Objectives of Teaching sociology at Higher Secondary Level

UNIT: 2-A) - Basic concepts, social system, social process and social change
CREDIT:1

2.1) Concept, society, social group, community , association, social stratification.

2.2) Social system, marriage, family and religion.

2.3) Social process- socialization, social interaction.

2.4) Social change-meaning, factors.

UNIT: 2 B- Introduction to Indian Society and major social problems
CREDIT:1

3.1) Formation of Indian Society-Ancient, medieval, British, Post Independence.

3.2) Segments of Indian society-Tribal community, Rural community, Urban Community.

3.3 Changing nature of Social problems in India.

3.4) Major Social problems in India- Population, Women problems, child labour,
urbanization, farmers suicide.

UNIT-3- Place, objectives and relation of sociology with other subjects

CREDIT: 1

3.1) Place of Sociology in Higher Secondary Curriculum

3.2)Objectives of teaching sociology at higher secondary level.

3.3) Relation of Sociology with other Social Science Subjects.

3.4 ) Relation between sociology and education.

UNIT: 4- Teaching Methodology of Sociology learning resources and sociology teacher

CREDIT:1

4.1) Structure of Sociology

4.2. Curriculum and syllabus of sociology.

4.3. Core elements, values and life skills in sociology.

4.4) Content Analysis in sociology

4.5) Teaching Methodology

a) Lecture

b) Project

c) Field Visit

d) Survey
4.6) Various Learning Resource

a) Traditional

b) Technology Based

4.7) Sources f Data Collection

a) Observation

b) Interview

c) Questionnaire

4.8) Quality of good sociology teacher.

Mode of Transaction

1. Lecture

2. Discussion

3. Power Point Presentation

4. Seminar

Practical

1. To conduct a survey regarding changing nature of anyone social institution and prepare a
report.

2. to organize an activity to solve any one social problem and prepare a report.

3. To prepare structure of sociology subject.

References

1. Ahuja Ram 1993, Indian Social System, Jaipur, Rawat Publications.

2. Debibnath 2005-contemporary social problems in India, New Delhi, Anmol Prakashan.

3. N.C.E.R.T. Text Books on Sociology

4. Handbook of Indian sociology edited by Veena Das.

5. Social stratification and change in India by Y.Singh.

BED-205-23-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

POLITICAL SCIENCE
Objectives

1. To introduce to student teacher various concepts from ploictal Science.

2. To explain the political theory and contemporary world politics.

3. To comprehend the constitution of India

4. To understand various social political movements in India.

5. To know the objectives of political science at secondary level.

6. To understand various teaching learning sources of political science.

7. To know the pedagogy of political science.

8. To enlighten qualities of political science teacher.

UNIT-1- Political Theory and Contemporary World Politics CREDIT : 1

1.1) State, Nation, Liberty, Human Rights

1.2) Contemporary world politics- Changing World, end of Bipolarization, Emergence of uni-
polar system, Multi-polar system.

1.3) International Organization- Need, International Organization, Regional Organization.

1.4) World Security- Meaning, Importance, factors, endangering world security, Terrorism,
violation of Human Rights, Poverty in the World.Arms Race.

UNIT-2- Indian Constitution & Politics in India CREDIT: 1

2.1) Indian Constitution- Characteristics, Fundamental Rights, Directive Principles and
Fundamental duties.
2.2) Legislature- Parliament- Loksabha, Rajyasabha.
State- Vidhansabha, VidhanParishad
2.3) Executive- Union and State
Judiciary- Supreme court, High Court, sub-ordinate court, LokNyayalaya.
2.4) Politics in India
 -Patterns of Party competition, political and social movements

- New trends in Indian Politics

UNIT: 3 Nature, scope, objectives and relation with other subjects. CREDIT: 1

3.1. Nature and scope of Political Science.

3.2. Place of Political Science in Higher Secondary School Curriculum

3.3.Objectives of teaching Political Science in Higher Secondary School Curriculum.

3.4. Relation of Political Science with other subjects.

3.5. Relation of Political Science with Education.

3.6 Qualities of a political science teacher.

UNIT: 4Pedagogy of Political Science CREDIT:1

4.1. Structure of Political Science.

4.2 Core element and values in Political Science.

4.3. Content Analysis

4.4. Methods of teaching Political Science.

-Lecture

-Seminar

-Discussion

-Library Method

Practical Work (Any One)

1. Study of a Political Science branch.

2. Analysis of any one text book of Political Science at Higher Secondary Level.
3. Comparison of Democracy and Autocracy with special reference to
Education

Mode of Transaction:

Lecture, Seminar, Field visit, Project

BED-205-24-Additional Pedagogy Course Understanding disciplines and school subjects

and pedagogy of School Subject

LOGIC

Objectives

1. To understand the nature of Logic.

2. To explain the various basic of Logic.

3. To understand the Traditional Logic and Predicate Logic.

4. To know the objectives of Logic teaching at Higher Secondary Level.

5. To understand various teaching learning sources of logic.

6. To know the pedagogy of logic.

7. To enlighten qualities of logic.

UNIT:1 CREDIT:1

A) Nature of Logic

1.1) Kinds of Inference- Deductive, Inductive, Difference between two types of inferences,
Truth and Validity.

1.2) Nature of Propositions

-Modern view, Distinction between proposition and sentence, simple, compound, Truth-
Functional and non-truth functional compound propositions.

1.3) Decision Procedure

-Nature, truth-table for stamen forms

-Tautology-contradiction, contingent.

-Testing validity of arguments using truth table methods

-Principle of reduction ad absurdum, shorter truth table method.

1.4 The method of Deduction

-Deductive proof, Direct proof, conditional proof, indirect proof of tautology and arguments.
UNIT: 2 Traditional Logic and Predicate Logic CREDIT:1

2.1) Traditional- categorical, A.E.I. O.-preposition square of opposition of prepositions.

Representation of A,E,I, O. using Venn diagrams

2.2) Predicate Logic- Need, Types of preposition- singular, general. Symbolization of

preposition.

2.3) Definition- Nature, purposes.Kinds-ostensive, Extensive, Bi-verbal, stipulative, Lexical.

2.4) Grounds of Induction- Material, formal.

UNIT:-3 A) Logic as a subject CREDIT:1

3.1) Place of logic in curriculum

3.2) Objectives of Logic

3.3) Importance of Logic

UNIT: 3-B) Teaching-Learning Methods of Logic

3.1) Lecture Method

3.2) Method of Analysis

3.3) Deductive Method

3.4) Inductive method

3.5) Self learning

UNIT: 4 A) Subject Analysis CREDIT:1

4.1) Structure of Logic

4.2) Curriculum of Syllabus, Concept, Method of construction of curriculum

-Concentric

-Chronological

- Periodic
UNIT: 4 B) Learning Resources and Subject Teacher

4.1) Concept, need and importance of learning resources

4.2) Types of Learning Resources

a) Traditional

b) Technology

References:

1. Introduction to Logic- Irving M. Copi and Carl Cohen.

2. First course in Logic- K.T. Basantani

3. Second Course in Logic- K.T. Basantani

4. Logic Text- Book ( XI and XI Standard)

 BED-205-25-Additional Pedagogy Course Understanding disciplines and
school subject and pedagogy of School Subject

Physical Education
UNIT-1: Education and Physical Education CREDIT: 1

1.1 Meaning and Concept of General Education

1.2 Meaning and definition of, aim, objective and scope of Physical Education.

1.3 Physical Education and its relationship with General Education.

1.4 Values and Ethics in Physical Education and Sports.

UNIT-2: Historical Foundations of Physical Education & SportsCREDIT: 1

2.1 History of Physical Education in India from ancient to modern period-pre

Vedic period, epic period, Hindu period, Muslim period, British period.

2.2 Trends in physical education in Greece, China, U.S.A., Germany and U.K.

2.3 Historical perspectives of the Olympics. Olympic movement- Ancient and

Modern Olympic.

2.3 Indian Legends: Khashaba Jadhav, Major Dhyanchand, Sachin Tendulakr, P.T.

Usha, Milkha singh, (What makes them different)

2.4 Issues, challenges and opportunities in Physical Education and sports

2.5 Careers in Physical Education and Sports.

2.6 Gender in Physical Education

2.7 Role Conflict in Physical Education and Sports.

References

1. Bucher, C.A., (2010). Foundation of Physical Education (16th ed) New Delhi,:
Tata McGraw-Hill.

2. Barrow, H.M. (1983). Man and Movement: Principles and Physical Education.
Phi. Lea and Febiger
3. Bucher and Wuest. (1987). Foundations of Phy.Edu. & Sports. Missouri: C.V.
Mosby co.

4. Ziegler, E.F. (2007). An introduction to Sports and Phy.Edu. Philosophy. Delhi:

Sp. Education Tehno.

5. William, J.E. (1964). Principles of Physical Education:, .Com. Philadelphia: W.B.

Sounders.

6. Kretchmar, R.S. (1994). Practical Philosophy of Sport. IL: Human Kinetics.

7. Shekhar, K.C. )2004). Principles and History of P.E. Delhi: Khel Sahitya Kendra.

8. Young. D.C. (2004)A brief History of Olympic Games. UK: Blackwell Publishing

9. Frank, A.M. (2003). Sports & Education. CA: ABC-CLIO.

10. Susan Capel, Susan Piotrowski. (2000) Issues in Physical Education. London:
Rouletge.
 BED-205-26-Additional Pedagogy Course Understanding disciplines and
school subject and pedagogy of School Subject

Yoga Education

Objectives:
1. To provide information about yoga education
2.. To make them aware about healthy habits and hygiene (food, personal and group).
3. To help children know correct postural habits of basic movements so as to avoid
postural defects and physical deformities.
4. To understand the historical and philosophical basis of Yoga.
5. To understand the therapeutic aspects of Yoga.

UNIT:1 Foundations of Yoga CREDIT: 1

A. Introduction to yoga,
· Introduction to Yoga. Meaning, Definition and Characteristics
· History of YogaThe relevance of Yoga today
· Need and Importance of Yoga
· Benefits of yoga, Misconceptions of yoga,Difference between yogicpractices

B. Yoga Philosophy Four Steps of Life :Brahmacharya(Renunciation), Garahastha

(Family Life) Vanaprasthya (Non-attachment), Sanyas (Asceticism)

C. The Astanga Yoga: Yama - Don'ts, Niyama - Do's, Asana, Pranayama - Breath
Control - Life Force Control, Pratyahara - Internalization, Dharana - Meditation,
Dhyana – Realization and Samadhi – Absorption

D. Yoga in the Bhagavadgita/Schools of yoga - / Eight kinds of Yoga:

1.Karma Yoga - Work or Action, 2.Hatha Yoga – Physical 3.Raja Yoga- Mental,
4.Vedanta Yoga – Philosophical 5.Bhakti Yoga – Devotional, 6.Mantra Yoga -
Mantra Chanting 7.Laya Yoga – Esoteric, 8.Jnana Yoga – Wisdom
UNIT:2- Introduction to Asanas , Pranayama ,Meditation, Mudra, Shatkarma
/kriya,bhandha CREDIT: 1

A. Introduction to Asana , Pranayama ,Meditation,

Introduction to Asanas :Yoga and the Spine, Understanding the following asanas ,
Standing poses,Sitting Poses, Kneeling Poses, Supine Poses, Prone Poses and Arm
Support PosesSurya Namaskar& Chandra Namaskar (Sun sequence )

Pranayama: Breathing techniques:Aspects of Pranayama, The Pranickoshas(anamaya,

manomaya, Pranamaya, Vijnanamaya, anandmayaKoshas),Breath health and Pranayama,
general Considerations ( Contraindications,time, diet, Place, Breathing sequence, Side
effects ) NadiShodhana -AnulomaViloma (alternate nostril breathing), Ujjayi, Sheetali,
Sheetkari ,Bhramari,Bhastrika, Kapalabhati (lung cleansing exercise), Moorchha,
SuryaBheda,

Major Nadis: Ida,Pingala and sushumna

Meditation: Pratyahar, dharna, dhyan, Samadhi & Relaxation techniques

B. Introduction to Mudra, Shatkarma /kriya,bhandha

Five Groups of Yoga Mudra : Hasta :(hand ) Jnana&Chin,Yoni,Bhairava,Haridya,
Mana: (head) hambhavi, Naskagradrushti, khechari,kaki,Bhujangini, Akashi,Shanukhi,
Unmani,
Kaya: (postural) Vipareetakarni,Pashinee,prana,yoga,Manduki,Tadagi,
Adhara :(perineal) Ashwini,Vajroli/sahajoli
Shatkarma /Kriya:Neti, dhauti, Nauli,basti,Kapalbhati,Trataka
Bandha: Jalandhara (throat lock), Moola (perineum contraction),Uddiyana
(abdominal contraction)
UNIT: 3- Yoga Therapy : CREDIT: 1
3.1 Need and Principles of Therapeutic yoga: Preventive yoga Practice
principles,Alignment, Contraction versus Stretching of Muscles, Yoga Therapy of
asanafor chronic and acute diseases and disorders

3.2 Yogic concept of Lifestyle diseases: The Five Kosha / Dimensions :Annamay,
anomaya, Pranamaya, Vigyanmaya, Anandmayakosha

3.3 Mind Management :Power of mind, Self discipline, Hatha Yoga and physical
harmony, Raja Yoga and mental harmony

3.4 Mantra :Mantrasadhana, Vibrations and personality, Tuning the total

personality with mantras

UNIT: 4 CREDIT: 1
4.1 Place of yoga in Secondary Education
4.2 Content Analysis of yoga
4.3 Relation of Yoga with education and other subjects.
4.4 Teaching methods for Yoga
a) Lecture
b) Group Discussion
c) Experiment
d) Discussion

References
• Clark, N. (2003). Sports nutrition Guidebook. Human Kinetics: USA
• Skolnik, H &Chernus, A. (2010). Nutrient Timing for Peak Performance. Human
Kinetics:USA
• Stanfield, P. (1992) Nutrition & diet therapy. Jones & Bartlett: USA
• Williams J. (1990) Personal hygiene.
• Nemir Alma. (1990) School Health Program.
• Anspaugh, D. J. & Ezell (2000). Teaching Today’s Health. Allyn& Bacon: USA
• Bell R. (1998) Simple Yoga Techniques, Time Life Custom Publishing, U.S.A
• Brown, F. Y. (2000). How to use yoga . Delhi: Sports Publication.
• Chanchani S., Chanchani R., (1995) Yoga for Children, USB Art Studio
Publication, DelhiIndia
• Dr.Karmananda S. (1983)Yogic Management of Common Diseases, Yoga
PublicationTrust New Bihar, India
• Freedman F. B., Hall D., Kelly E. Monks J., Smith J. (2005) Yoga & Pilates for
Everyone,Anness Publication, London
• Kappmeier L. K., Ambrosini D. M., (1964) Instrumenting Hatha Yoga,
Publication Libraryof Congress Cataloging, U.S.A
• Kaminoff L.(2007) Yoga Anatomy .Human Kinetics, United States.
• Niranjananda S. S. (1997) Yoga Sadhana Panorama, Bihar School of Yoga, Bihar
India
• Niranjananda S. S. (2005) Yoga Sadhana Panorama, Yoga Publication Trust New
Bihar,India
• Gharote, M. L. &Ganguly, H. (1988). Teaching methods for yogic
practices.Lonawala:Kaixydahmoe.
• Rajjan, S. M. (1985). Yoga strentheningofrelexation for sports man. New
Delhi:AlliedPublishers.
• Satyananda S. S (1969) Asana Pranayama Mudra Bandha, Bihar School of Yoga,
(fourthEdition) by Yoga Publication Trust, Bihar, India
• Satyananda S. S (1984) Yoga and Cardiovascular Management, Bihar School of
Yoga(second edition) by Yoga Publication Trust, Bihar India
• Shankar,G.(1998). Holistic approach of yoga. New Delhi:Aditya Publishers.
• Shekar,K. C. (2003). Yoga for health. Delhi: Khel Sahitya Kendra.
• Vivekananda R. (2005) Practical Yoga Psychology, by Yoga Publication Trust,
Bihar, India
 BED-205-28-Additional Pedagogy Course Understanding disciplines and
school subject and pedagogy of School Subject

VALUE EDUCATION

Objectives:

1. To understand the meaning and nature of Value Education.

2. To explain various types of values and social evils.

3. To understand the nature, scope objectives and methods of value education.

4. To develop the structure of value education.

UNIT: 1 Value Education as a subject CREDIT: 1

A) Meaning and nature of values, Value Education- its purpose and significance in the
present world, Value System, the role of culture and civilization, Holistic living.

B) Salient values for life- Truth, commitment, honesty and integrity, forgiveness and
love, empathy and ability to sacrifice, care, unity, and inclusiveness, Self esteem
and self confidence, punctuality- Time, Task and resource management- Problem
solving and decision making skills- Interpersonal and Intra personal relationship-
Team work- Positive and creative thinking.

UNIT:2 Types of Values and Social Evils CREDIT:1

A) Types of Values-Personal, Social and National Values, Value Crisis.

B) Study of Indian Values with special reference to Indian Constitution.

C) Social Evils- Corruption, Cyber Crime, Terrorism,- Alcoholism, Drug Addiction-

Dowry- Domestic violence- untouchability- female infanticide- atrocities against
women- Role of Values through Education to face above problems.
UNIT: 3 Nature, Place, objectives and methods of value education CREDIT:1

3.1.Nature and scope of Values.

3.2. Place of Values in School Curriculum.

3.3.Objectives of teaching Values in School Curriculum.

3.4. Relation of Values with education.

3.5. Methods of teaching Values.

-Lecture

-Seminar

-Discussion

-Library Method

UNIT: 4 Value Education- Structure, curriculum and content analysis CREDIT:1

4.1. Structure of Values.

4.2. Curriculum and syllabus of Values.

4.3 Core element and values in NationalPolicy of Education.

4.4. Content Analysis of Values.