B. ED.

TWO YEAR SYLLABUS

MAA SHAKUMBHARI UNIVERSITY,
SAHARANPUR
FROM SESSION 2023-25
&
ACADEMIC SESSION 2023-24

PROGRAMME OUTCOMES FOR B.ED.

On successful completion of the two-year B.Ed. programme, pupil teachers will be able to develop-
Po1. Teaching competency: Know, select and use of learner-centred teaching methods, understanding of
paradigm shift in conceptualizing disciplinary knowledge in school curriculum, necessary competencies for
organizing learning experiences, select and use of appropriate assessment strategies for facilitating learning.
Po2. Pedagogical skills: Applying teaching skills and dealing with classroom problems.
Po3. Teaching Through Nonconventional Modes: Evolving a system of education which enhances the
potential of every learners to acquire, retain and transform knowledge leading to wisdom society through creative,
experiential and joyful modes of learning.
Po4. Integration of Artificial Intelligence in Education: Transform the educational landscape by providing
open access to quality, value based and socially relevant education to all by harnessing the disruptive potential of
AI.
Po5. Critical Thinking: Analysis of Curriculum, construction of blue print, selecting appropriate teaching
strategies according to needs of students and conducting action research to solve classroom problems.
Po6. Effective Communication: Presenting seminar before peer students and teachers and practicing
communication skills through various linguistic activities and applying it for better classroom communication.
Po7. Sensitivity Towards Inclusion: Identifying the diversities and dealing it in inclusive classrooms
environment, guidance and counselling programmes for disabled students.
Po8. Content Analysis: Analyse thetext-books and syllabus.
Po9. Effective Citizen Ethics: Understand different values, morality, social service and accept responsibility
for the society.
Po10. Self-directed Learning: Preparing scripts for seminars, lesson plans and online content.
Po11. Social Resilience: Understand about social entities and enable to tolerate absorb, cope up with adverse
conditions of life.
Po12. Physical Development: Practice yoga, self-defence, sports and scouting-guiding.
Po13. Team Work: Enable to work as a member or leader in diverse teams and in multi-disciplinary settings by
following the principles of collaborative learning, cooperative learning and team teaching.
PROGRAMMES SPECIFIC OUTCOMES FOR B.ED.
PSO1. Enable to comprehend the development in physical, cognitive, social and emotional areas, contemporary
issues and educational policies of education system in India, teaching-learning methods, strategies,
epistemological basis of education, school management, professional ethics and observation of school activities
by school internship.
PSO2.Understand the individual differences among students, measuring the attainment, evaluating progress, and
assessing learning abilities, guidance programmes and administering psychological tools, ICT based
Communication and teaching and lesson planning.
PSO3.Practice teaching in Schools, inculcate the real experiences of classroom teaching and online teaching for
remote areas’ students by using ICT and its different tools and software.
PSO4.Understand the classroom diversities and enable them to deal with diverse learners in inclusive classroom
setup, education for human rights and women empowerment, environmental education and developing online
content.

The present B.Ed. syllabus for two-year programme has been designed on the current guidelines of
NCTE, NCERT, UGC and MHRD with the view to make the student-teachers’ reflective practitioners.
The programme is comprised of three broad inter-related curricular areas :-

Group (A) : Perspectives in Education : Core Courses (CC)

Group (B) : Curriculum and Pedagogy : Pedagogy Courses (PC)

Group (C) : Experiences for Enhancing Professional Capacities (EPC)

Transaction of the courses is to be done using a variety of approaches, such as tasks and
assignments, projects, group discussion, seminar, interactions with community in multiple socio-
cultural environments, etc.

Group (A) : Perspectives in Education : Core Courses (CC)

These courses are intended to provide a conceptual understanding of relevant concepts and
processes in teacher education and also situate them in the broader perspective of education and
development.

CC (1) : Contemporary India and Education

This course deals with conceptual understanding about issues of diversity, inequality and
marginalization in Indian society and the implications for education, with analyses of significant
policy debates in Indian education.

CC (2) : Philosophical & Sociological Perspectives of Education

This course deals with philosophical and sociological issues and provides an opportunity to
understand and reflect on the vision of education as well as cultural context within which education
operates.

CC (3) : Growing up as a Learner

This course deals with individual development, nature and process of learning and an understanding
of how learning and cognition are closely inter-related throughout individual development process.

CC (4) : Teacher, Teaching and Technology

This course deals with rules and expectations of teachers in the form of accountability and code of
ethics and the nature and various aspects of the teaching process in view of the professional
development of the teacher.

CC (5) : Creating an Inclusive School

This course deals with understanding of the cultures, policies and practices that need to be
addressed in order to create an inclusive school.

CC (6) : Gender, School and Society

This course deals with meaning and experience of being a boy or a girl across different social groups,
regions and time-periods. It also deals with gender inequalities through a variety of institutions such
as the family, caste, religion, culture, the media and popular culture, law and the state.

CC (7) : Knowledge, Language and Curriculum

This course deals with meaning, nature and sources of knowledge, to develop reading for
comprehension and writing skills & for curriculum development.

CC (8) : Work Education, Gandhiji’s Nai Talim and Community Engagement

This Course deals with Gandhiji’s Ideas on Experiential Learning, Nai Talim, Work Education and
Community Engagement. This course is included as all round development of children is best
obtained through experiences and Education is effective only when it is transacted through work
and craft and not only through books and abstraction.

Group (B) : Curriculum and Pedagogy : Pedagogy Courses (PC)

PC (1) & PC (2) : Pedagogy of School Subjects - I & II

These courses intend to enable student-teachers to recognise the nature of knowledge in various
subject areas (Sciences-Physical/Biological/Mathematics, Social sciences, Languages-
Hindi/English/Sanskrit) and will help in developing understanding of the pedagogical requirements in
various teaching-learning situations. Each student-teacher will take up two subject areas of his/her
own choice.

PC (3) : Assessment for Learning

This course intends to lead to an understanding and appreciation of the relevance of assessment the
how and why of it, as well as develop necessary competence in evolving appropriate assessment
modes in line with learning objectives. It also clarifies the significant shift in emphasis of the terms
‘assessment for learning’ as against ‘assessment of learning’.

PC (4) : Optional Course – any one of the following

(i) Educational Administration and Management.

(ii) Guidance and Counselling

(iii) Environmental Education

(iv) Computer Education

(v) Health, Physical Education & Yoga

(vi) Life Style Management

PC (5) : Preparation to Function as a Teacher (Teaching Skills)

This is visualisable as a shorter-duration initial experience (5 weeks) of student-teachers to train in

lesson-planning based on constructivist approach, micro-teaching skills and playing the role of
teacher in simulated condition as well as in real classroom situation. It will help him/her to prepare
himself/herself as a teacher possessing teaching Skills.

PC (6) : School Internship

This is visualized as a longer-duration field experience (16 weeks) of student-teachers supported by

relevant interactive exposures within the school. During this period, he/she will observe school
functioning and prepare Journal containing day-to-day report about all activities including evaluation
tools and also perform an Action Research Project based on any school problem. It will help him/her
to become a professional teacher, possessing teaching-competence.

Group (C) : Experiences for Enhancing Professional Capacities (EPC)

Apart from conceptual and practical learning gained through Core Courses (CC) and Pedagogy
Courses (PC), student-teachers need to develop professional competencies and to experience the
fact that the teacher is much more than someone who teaches a subject. The teacher is potentially a
participant in the wider education system and he/she may play not only a proactive role in the
community life of the school but also as an agent of social development and social transformation. It
includes a number of experiences that will enhance the capacity of student- teachers in six essential
dimensions:

EPC 1 : Strengthening Language Proficiency.

EPC 2 : Art and Aesthetics

EPC 3 : Reading and Reflecting on Texts.

EPC 4 : Understanding of ICT.

EPC 5 : Scouting and Guiding.

EPC 6 : Working with Community.

Task and Assignments that run through all the courses CC 1-7 and PC 3-4.

Group A : Core Courses (CC) MM Pds/Wk

CC 1 : Contemporary India and Education 100 6

CC 2 : Philosophical & Sociological Perspectives of Education 100 6

CC 3 : Growing up as a Learner 100 6

CC 4 : Teacher, Teaching and Technology 100 6

CC 5 : Creating an Inclusive School 50 3

CC 6 : Gender, School & Society 50 3

CC 7 : Knowledge, Language & Curriculum 50 3

CC 8 : Work Education, Gandhiji’s Nai Talim

and Community Engagement 50 3

Group B : Pedagogy Courses (PC)

PC 1 : Pedagogy of a School Subject - I 100 6

PC 2 : Pedagogy of a School Subject – II 100 6

PC 3 : Assessment for Learning 50 3

PC 4 : Optional Courses –

(i) Educational Administration and 50 3

Management

(ii) Guidance and Counselling

(iii) Environment Education

(iv) Computer Education

(v) Health, Physical Education & yoga

(vi) Life Style Management

PC 5 : Preparation to function as a Teacher 100 (5 weeks)

PC 6 : School Internship 200 (16 weeks)

Group C : Experiences for Enhancing Professional Capacities (EPC)

EPC 1 : Strengthening Language Proficiency 25

EPC 2 : Art and Aesthetics 25

EPC 3 : Reading and Reflecting on Texts 25

EPC 4 : Understanding of ICT 25

EPC 5 : Scouting and Guiding 25

EPC 6 : Working with Community 25

Total = 150 Task and Assignments that run through all the courses

CC 1-8 & PC 3-4 Total = 50

Grand Total = 1400

B.ED. YEAR – I

Theory Max. Marks Internal External

CC 1 : Contemporary India and Education 100 20 80

CC 2 : Philosophical & Sociological

Perspectives of Education 100 20 80

CC 3 : Growing up as a Learner 100 20 80

CC 4 : Teacher, Teaching and Technology 100 20 80

PC 1 : Pedagogy of a School Subject-I 100 20 80

PC 2 : Pedagogy of a School Subject-II 100 20 80

600 120 480

School Activities Based Practicum

PC 5 : Preparation to function as a teacher 100 20 80

Field Activities Based Practicum

EPC 1 : Strengthen Language Proficiency 25 5 20

EPC 2 : Art & Aesthetics 25 5 20

EPC 3 : Reading & Reflecting on Texts 25 5 20

Task and Assignments on CC 1-4 (Viva) 25 5 20

100 20 80

B.Ed. Year – II

Theory Max. Marks Internal Ext.

CC 5 : Creating an Inclusive School 50 10 40

CC 6 : Gender, School and Society 50 10 40

CC 7 : Knowledge, Language &

Curriculum 50 10 40

CC 8 : Work Education, Gandhiji’s Nai Talim

and Community Engagement 50 10 40

PC 3 : Assessment for Learning 50 10 40

PC 4 : Optional Courses – any one of 50 10 40

the following :-

(i) Educational Administration and Management

(ii) Guidance and Counselling

(iii) Environment Education

(iv) Computer Education

(v) Health, Physical Education & Yoga

(vi) Life Style Management

300 60 240

School Activities Based Practicum

PC 6 : School Internship 200 40 160

Field Activities Based Practicum

EPC 4 : Understanding of ICT 25 5 20

EPC 5 : Scouting and Guiding 25 5 20

EPC 6 : Working with Community 25 5 20

Task and Assignments on CC 5-7 & PC 3-4 (viva) 25 5 20

100 20 80

I E-101(0158001) CC1 : Contemporary India and Education 100 20 80 3 Hrs.

II E-102(0158002) CC2 : Philosophical & Sociological Perspectives

of Education 100 20 80 3 Hrs.

III E-103(0158003) CC3 :Growing up as a Learner100 20 80 3 Hrs.

IV E-104(0158004) CC4 : Teacher, Teaching and Technology 100 20 80 3 Hrs.

V & VI Pedagogy Courses (PC 1 & PC 2) 100 20 80 3 Hrs. (Any two school
subjects to be studied as Pedagogy Course) 100 20 80 3 Hrs.

These will be based on the two main subjects or the main and one of the ancillary subjects in the
case of graduates and the subject offered in post-graduation which should be the same as in
graduation except in the case of those who have offered the fundamental subjects like philosophy,
sociology or MA (Education).

E-201 (0158005) Pedagogy of Hindi

E-202( 0158006) Pedagogy of English

E-203(0158007) Pedagogy of Sanskrit

E-204(0158008) Pedagogy of Social Sciences

E-205(0158009) Pedagogy of Mathematics

E-206(0158010) Pedagogy of Physical Science

E-207(0158011) Pedagogy of Biological Sciences

E-208(0158012) Pedagogy of Computer Science

E-209(0158013) Pedagogy of Home Science

E-210(0158014) Pedagogy of commerce

Theory: 600 120 480

Practical:

VII E-701 (0158080) PC5 : Teaching Skills 100 20 80

VIII E-702 (0158070) Viva- Voce Examination based on

EPC 1 : Strengthening Language Proficiency 25 5 20

EPC 2 : Art and Aesthetics 25 5 20

EPC 3 : Reading and Reflecting on Texts 25 5 20

Task and Assignments on (CC 1-4)25 5 20

100 20 80

Practical: 200 40 160

IX E-301(0258001) CC5 : Creating an Inclusive School 50 10 40 3 Hrs.

X E-302(0258002) CC6 : Gender, School and Society 50 10 40 3 Hrs.

XI E-303(0258003) CC 7 : Knowledge, Language & Curriculum 50 10 40 3 Hrs

XII E-304(0258004) CC 8 : Work Education, Gandhiji’s Nai Talim and Community Engagement

XIII E-401(0258005) PC3 : Assessment for Learning 50 10 40 3 Hrs.

XIV PC4 : Optional Courses–Any one of the following 50 10 40 3 Hrs.

E-501(0258006) Educational Administration and Management

E-502(0258007) Guidance & Counselling

E-503(0258008) Environment Education

E-504(0258009) Computer Education

E-506(0258010) Health, Physical Education & Yoga

E-507(0258011) Life Style Management

Theory: 300 60 240

Practical

XV E-703(0258060) PC6 : School Internship 200 40 160

XVI E-704(0258070) Viva- Voce Examination based on

EPC4 : Understanding of ICT 25 5 20

EPC5 : Scouting and Guiding 25 5 20

EPC6 : Working with Community 25 5 20

Task and Assignments on CC 5-8 & PC 3-4 25 5 20

100 20 80

Practical: 300 60 240

Internal Evaluation

The components of internal assessment in each theory paper of 20 marks will be as under:

● Subject based presentation 05 marks

● Subject based Assignment 05 marks
● Internal Test 05 marks
● Regularity and Punctuality 05 marks
For the theory paper of 50 marks the component of internal assessment will be reduced to its half.
External Evaluation

The format for the marking scheme for question papers in theory courses (Maximum Marks=80)

in external written examination shall be as follows:

Total =80 marks

Section A: Three Questions with internal choices

(Three Questions of Sixteen marks each, 3x16=48)

Section B: Four out of Eight Questions

(Four Questions of Four marks each, 4x4=16)

Section C: Eight out of Ten Questions

(Eight Questions of Two marks each, 8x2=16)

The format for the marking scheme for question papers in theory courses (Maximum Marks=40)

in external written examination shall be as follows:

Total =40 marks

Section A: Two Questions with internal choices

(Two Questions of Twelve marks each, 2x12=24)

Section B: Two out of Four Questions

(Two Questions of Four marks each, 2x4=08)

Section C: Four out of Six Questions

(Four Questions of Two marks each, 4x2=08)

Note: In the examination of Course XIII, Code E-401(0258005) i.e., ‘Assessment for Learning’ the
simple calculator is allowed.

1. COURSE STATUS CORE COURSE (CC-1)

2. Course Number I

3 Course Title CONTEMPORARY INDIA & EDUCATION

4 Course Code 0158001

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable student teacher to-

• Understand that development of education is influenced by socio-political forces of the

time.

• Acquire the knowledge of features of education in ancient, medieval and pre-Independent

period in India with their strengths and weaknesses.

• Understand the contribution of various Committees and Commissions on education set up

from time to time in the economic development of India.

• Appreciate the developments of Indian Education in the Post

Independent Period.

Unit I : Education in India

Vedic Period, Buddhist Period and Medieval Period.

Unit II : Policy Framework of Education in Pre-Independent Period

Macaulay’s, Minutes (1835), Woods Despatch (1854), Hunter Commission (1882) and Indianisation
of Education, National Education Movement, Lord Curzon Policy (1902), Gokhale Bill (1910), Sadler
Commission (1917), Hartog Committee (1929), Basic Education(1937), Sargent Report (1944) :

Unit III : Policy Framework of Education in Post-Independent Period

• University Education Commission (1948-49)

• Secondary Education Commission (1952-53)

• Indian Education Commission (1964-66) in the context of Industrialisation

• National Policy of Education (1986) and its review (1992) in the context of Liberalization and
Globalization of Indian Economy.

• National Education Policy 2020.

Unit IV :Elementary Education

• Universalization of Education (Provision, Enrolment, Retention, Success).

• Wastage & Stagnation.

• Education for all (Sarva Shiksha Abhiyan).

• Minimum Level of Learning (MLL).

• Review of Mid-Day Meal Programme.

• Kasturba Balika Yojna.

• RTE (2009).

Unit V : Secondary Education

• Expansion & Differentiation of Curricula between boys and girls

• Discrimination of Curricula
• Vocationalization of Education.

Unit VI : Current Issues

• University Autonomy, Privatisation of Education, Commercialization of Education.

• Medium of Schooling- Three Language Formula.

• Population Education.

● Rashtriya Uchchatar Shiksha Abhiyan (RUSA, 2013)

Task and Assignments (any one)

• Review of Sarva Shiksha Abhiyan

• Review of Mid-day meal programme.

• Review of Kasturba Balika Yojna.

• Review of the New Education Policy (1986).

• Critical analysis of any theme of the course content in about eight to ten pages.
1. COURSE STATUS CORE COURSE (CC-2)

2. Course Number II

3 Course Title PHILOSOPHICAL & SOCIOLOGICAL PERSPECTIVES OF EDUCATION

4 Course Code 0158002

5 Period per week 6

6 Weightage 100 marks

7 Course Objectives To enable student-teacher to-

• Answer three basic questions-what ? why & How of the Education.

• Develop an understanding of contribution of Indian & Western philosopher.

• Build their own view about different Indian Religion and respect them.

• Describe the role of Education in desirable social change and socio-economic development.

• Transform one-self and society to empower people to assure responsibilities for creating
sustainable future.

Unit I : Education and knowledge

• Education – meaning, nature and modes-formal, Informal and Nonformal

• Aims of Education-Individual Development or social Transformation

• Knowledge-meaning and ways of knowing,

• Forms of knowledge-Local & universal, concrete & Abstract, Theoretical & Practical,
Contextual & Textual, School & out-of-school.

Unit II : Education and Philosophy

• Philosophy of Education-meaning and significance in the context of Aims of Education,

Curriculum, methods of Teaching & discipline etc.

• Major schools of thoughts and their Impact of an Education.

(I) Idealism , Naturalism, Realism, Pragmatism and Humanism.

(ii) Sankhya ,Yoga &Advaita Philosophy.

Unit III : Education and Society

• Educational Sociology – meaning & nature & socialization of the child.

• Education as a means of social change and social welfare

• Education as a means of Human Resource Development & Economic Development.

Unit IV : Educational Thoughts : Indian & Western Thinkers

• MK Gandhi ,Tagore, Aurobindo, Vivekanand, Giju Bhai.

• Aristotle, Socrates, Plato, Rousseau, Dewey.

Unit V : Education and Values

• Values – Meaning, Nature & Types.

• Source of values – The Constitution of India, Democracy, Secularism, etc., Fundamental

Rights & Duties, Directive principles, Constitutional provisions for Education.

• Education for peace – Issues of National & International conflicts, social injustice, communal
conflicts harmony, Individual Alienation, Role of Individuals in making peace : A way of life.

Unit VI : Education for National Integration

• National Integration – meaning & Need, Role of Teacher, Institutions & Cultural Heritage,
Regional expectation and aspiration.

• Role of celebration of Indian Festivals

Task and Assignment (any one)

• To compare the educational ideas of any two thinkers.

• To study impact of education on population-Increase & Un-employment in near-by village or

region.

• To study different cultures & identifying the points of unity in diversity.

• To study different religions and identify the common points of humanity and spiritualism.

• Critical analysis of any theme of the course content in about eight to ten pages
1. COURSE STATUS CORE COURSE (CC-3)

2. Course Number III

3 Course Title GROWING UP AS A LEARNER

4 Course Code 0158003

5 Period per week 6

6 Weightage 100 marks

7 Course Objectives To enable student-teacher to

• Acquire the basic principles of psychology of learners.

• Understands learner characteristics and implications for teaching-learning.

• Understand learner’s mental health problems & choose appropriate strategies to cope with
such problems.

• Apply various psychological principles and approaches to learning.

• Appreciate the role of psychology in the teaching-learning process.

Unit I : Psychology and learner

• Psychology – Its meaning, Nature & scope.

• Educational Psychology – Meaning, Scope and its relevance for teachers, teaching and
learning.

• Individual Differences-Concept and Nature.

• Managing Individual Differences in Classroom.

Unit II : Human Development

• Concept & Stages of Development – Infancy, Childhood, Adolescence

• Types of Development- Physical, Cognitive social, Emotional, moral with reference to Piaget.

Unit III : Learning and Motivation

• Concept & Theories of Learning and its Implications – Thorndike, Pavlov, Kohler, Skinner,
Lewin.

• Factors affecting Learning.

• Motivation- Concept, Sources and its Importance for teaching-learning process.

Unit IV :Mental Health

• Concepts & Factors affecting Mental Health, ways of improving Mental Health.

• Adjustment & ways for reducing Maladjustment, Defence mechanism.

Unit V : Personality
 • Concept, Dimensions & Theories of personality- psycho-analytic, Trait, Type

• Measurement of personality-projective techniques, etc.

Unit VI :Intelligence & Creativity

• Intelligence-Meaning, Nature & Types of Intelligence with reference to multiple Intelligence,

Emotional Intelligence & Social Intelligence.

• Theories of Intelligence- Two-factor, Multi-factor, Group factor and Three-dimensional

Guilford model.

• Measurement of Intelligence.

• Creativity – Meaning, Nature and Measurement, Techniques for fostering creativity.

Task and Assignments (any one)

• Observation of Adolescent Behaviour in urban slum/Dalit household

• Administration & Interpretation of two psychological tests- Intelligence, Personality,

Creativity etc.

• Critical Analysis of school situation in terms of its role in promoting learners cognitive & non-
cognitive learning output.

• Preparation of learner’s profile based on cognitive and Non-cognitive characteristics to

depict their inter and intra individual differences.
1. COURSE STATUS CORE COURSE (CC-4)

2. Course Number IV

3 Course Title TEACHER, TEACHING AND TECHNOLOGY

4 Course Code 0158004

5 Period per week 6

6 Weightage 100 marks

7 Course Objectives To enable student-teachers to-

• Acquire theoretical basis of educational technology and to develop awareness about recent
developments in the areas of educational technology.

• Equip them with various technologies to apply for improving instructional practices

• Develop teaching skill required for effective instructional and institutional management.

• Manage teaching and learning effectively and efficiently.

• Identify and implement instructional strategies in different situations.

Unit I : Technology and Teaching

• Educational Technology-meaning, concept & types-hardware, software, systems approach

• Types of Educational Technology-Teaching technology, Instructional

technology, Behavioural technology, Information and Communication Technology.

Unit II : Task of Teaching

• Phases of Teaching and its Operations-Pre-active, Inter-active & Post-active.

• Levels of Teaching-Memory, Understanding & Reflective.

Unit III : Teaching Aids & Teaching

• Teaching Aids-Meaning, Need, Types- Projected, Non-projected & Electronic.

• Edgar Dale’s Cone of experience

• Audio-visual Equipment-OHP, Radio, Television, Computer, LCD Projector, etc.

• Use of New Technologies – Tele-conferencing (Face to Face Distance mode of Education)

Language Laboratory, e-mail, internet, Smart classes, CAI, etc.

Unit IV :Management of Teaching and Learning.

• Planning

• Organising
• Leading

• Controlling

Unit V : Strategies of Teaching & Modification of Teacher Behaviour

• Concept & classification of different Teaching Strategies- Lecture, Demonstration, Heurism,

Discovery, Project, Assignment, Tutorial Group, Brain-Storming, Role Playing, Team
Teaching.

• Modification of Teacher Behaviour

- Micro Teaching with special reference to components of various teaching skills like -
Introduction, Reinforcement, Probing Question, Stimulus Variation, Explaining etc.

- Simulation Teaching, Action Research,

Unit VI :Professional Development of Teachers

• Teacher Evaluation, Teacher Autonomy, Teacher Accountability, Code of Ethics for Teachers.

• Strategies for professional development of Teachers.

Task and Assignments (any one)

• Operation of Audio-Visual Aids and Equipment.

• Review of Radio/T.V. programmes of NCERT, IGNOU, UGC, etc.

• Preparation for power-point presentation on the relevance of Technology in Education.

1. COURSE STATUS CORE COURSE (CC-5)

2. Course Number IX

3 Course Title CREATING AN INCLUSIVE SCHOOL

4 Course Code 0258001

5 Period per week 3

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to :

• Understand inclusive education- concept and nature.

• Understand the global and national commitments towards the education of children with
diverse needs

• Prepare conducive teaching learning environment in inclusive schools.

• Identify and utilize existing resources for promoting inclusive practice.

Unit I : Introduction to Inclusive Education

• Definition, concept needs and importance of Inclusive education.

• Historical perspectives on education of children with diverse needs.

• Difference between Special education, Integrated education and Inclusive education.

• Government scheme and provisions with special reference to NEP2020.

Unit II: Children with Diverse Needs

• Definition and characteristics of children with divers-needs.

• Sensory (hearing, visual and physically challenged)

• Intellectual (gifted, talented and mentally challenged)

• Developmental disabilities (autism, cerebral palsy, learning disabilities)

• Social and emotional problems

• Scholastic backwardness, under achievement, slow learners

• Children belonging to other marginal groups.

• Role of teachers for meeting these diverse needs of learners.

Unit III : Inclusive Education and its Practices

• Inclusive instructional design and collaborative instruction for inclusion.

• Differentiating Instruction – peer tutorial, social learning, Multisensory teaching, co-

operative learning and co-operative teaching.

• Inclusive instruction strategies at school level- Remedial help, team teaching, co-teaching,
student assistance teams, buddy system, circle of friends, Parent involvement.
• E-learning, web-based learning & inclusive education.

Unit IV :Inclusive Schools

• Infrastructural facilities for an Inclusive school

• An ideal inclusive school

• Role of inclusive school in modern times.

• Inclusive classroom managements

Unit V : Teachers Role in Inclusive Education

• Qualities of an Inclusive teacher

• Teacher’s role in shaping Inclusive class room.

• Inclusive teacher-educator in facilitating inclusive education.

• Guidance and counselling for inclusive teachers, students and principals

• Training programme for Inclusive teachers.

Task and Assignments (any one)

• Preparing a case-study of an abnormal/deviant child/Delinquent child.

• Visit to an Inclusive school and prepare a report.

• Design and evaluate an Inclusive education programme.

• Draft a counselling program for special need child in secondary school.

• Prepare a report of recent development done in the field of inclusive education.

• Prepare a research proposal related to differently abled learner problem.

• A study of NGO promoting Inclusive education.

1. COURSE STATUS CORE COURSE (CC-6)

2. Course Number X

3 Course Title GENDER, SCHOOL AND SOCIETY

4 Course Code 0258002

5 Period per week 3

6 Weightage 50 marks

7 Course Objectives To enable students-teachers to :

• Sensitize the future teachers towards basic understanding of various key concepts of gender
studies.

• Learn about gender issues in school, curriculum and textual materials across disciplines,
pedagogical process and its interaction with class, caste, religion and region.

• Help them understand the contribution of women in social, economic & political
development of the society.

• Apply the conceptual tools learn regarding gender & sexuality to understand issues related
to sexual harassment at the workplace and child sexual abuse.

UNIT 1: Gender Issues- Key Concepts:

• Concept of Sex, Gender and Sexuality in cross cultural perspectives

• Patriarchy, Masculinity and Femininity, Feminism- waves and kinds.

• Gender Bias, Gender Stereotyping and Gender Intersectionality.

• Equity and Equality in relation with cast, class, religion, ethnicity, disability and region.

UNIT 2: Gender Inequality in Schools:

• In the Structure of Knowledge

• In the Development of Curriculum and Hidden Curriculum

• In Text and Context

• In Class Rooms

• In the Management of Schools

• Role of a teacher as an Agent of Change

UNIT 3: Women in Indian Society:

• Situational Analysis of women in Indian Society (with Reference to - Sex ratio pattern,
Education, Health, Work- Participation, Violence against Women).
• Women’s Access to and Participation in Formal and Non- Formal education-Gender Bias in
Enrolment and Drop outs)

• Human Rights and Empowerment of Women

UNIT 4: Theories of Feminism-

• Socialization Theory of feminism

• Gender Difference Theory of feminism

• Structural Theory of Feminism

• Deconstructive Theory of feminism

• Feminism in Indian Context

UNIT 5: Sexual Harassment and Abuse:

• Linkage and Difference between Reproductive Rights and Sexual Rights

• Understanding the Importance of Addressing Sexual Harassment in Family, Neighborhood

and other Formal Informal Institutions.

• Agencies Perpetuating Violence: Family, School, Work- Place and Media (Print and
Electronic)

• Institutions Redressing Sexual Harassment and Abuse.

Task and Assignments (any one)

• Preparing analytical report on portrayal of women in print and electronic media.

• Analysis of textual material from the perspective of gender bias and stereotype.

• Field visit to school, to observe the schooling processes from a gender perspective

• Critical analysis of any theme of the course content in about eight to ten pages

1. COURSE STATUS CORE COURSE (CC-7)

2. Course Number XI

3 Course Title KNOWLEDGE, LANGUAGE & CURRICULUM

4 Course Code 0258003

5 Period per week 03

6 Weightage 50 Marks

7 Course Objectives To enable student’s teacher :

• To examine the Epistemological basic of education

• To understand the concept and principles of curriculum development

• To understand the formulation of new curriculum

• To develop the ability to read & comprehend

• To develop writing skill

Unit I : Knowledge

• Epistemology – meaning, philosophical basic of knowledge according to Indian & Western

Philosophy

• Knowledge – Nature and sources, validity of knowledge

• Differences between knowledge and skill, Teaching and Training, Knowledge and
Information, reason and belief

• Chronological review on knowledge generation.

Unit II : Language and Reading Comprehension

• Need & Importance

• Types of reading : skimming & scanning

• Strategies for effective reading, mechanism for reading, loud reading, silent reading.

• Schema Theory of reading

Unit III : Developing Writing skills

• Need & Importance

• Making - Reading writing connection

• Process & strategies of writing for children, mechanism of writing, Note Making,
Summarising

• Analysing Children’s writing.

Unit IV : Curriculum & Development

• Meaning & concept of curriculum syllabus & units.

• Curriculum development – meaning, concept stages in the process of curriculum

Development

Unit V : Determinants of curriculum

• Philosophical Foundation of curriculum development in view of different schools of

philosophy

• Social & Political forces, Cultures and Cultural roots of curriculum, sociology of curriculum

• Model of curriculum Development : Hilda Taba’s Model

• Core Curriculum, Activity Curriculum, Interdisciplinary Curriculum.

Tasks and Assignments

• Analysis of social myths in the light of scientific values and culture.

• Critical Analysis of the existing curriculum at secondary level.

• A comparative study of two syllabus – State Government/CBSE/ICSE

• Critical analysis on any theme of the course content in about 8 to ten pages.
1. COURSE STATUS CORE COURSE (CC-8)
2. Course Number XII

3 Course Title WORK EDUCATION, GANDHIJI’S NAI TALIM AND COMMUNITY ENGAGEMENT

4 Course Code 0258004

5 Period per week 03

6 Weightage 50 Marks

7 Course Objectives To enable students-teachers to-

● appreciate the concept of work and dignity of labour. sensitize the importance of the
Gandhiji's ideas on Nai Talim compatible with various curriculum frameworks related to Nai
Talim.
● analyze the school education programmes and policies, which incorporate local community
engagement aspects. reflect the various Nai Talim approaches in every walk of life.

participate efficiently in the local community services.

analyze the school education programmes and policies, which incorporate local community
engagement aspects.

reflect the various Nai Talim approaches in every walk of life.

Course Contents

Unit-I: Work and Education Meaning and concept of Work-Significance of work and labour Work
and livelihood Work with happiness and satisfaction

Work Education: Purpose, social, economic and pedagogical values of work and craft education
Unit-II: Gandhiji’s Nai Talim

Gandhiji's ideas on Education - Basic principles of Nai Talim Experiential learning: Meaning and
concept

Unit-III: Community Engagement Community Engagement-School, family and community

partnership

Government programmes for Education and development of literacy

Role of School management committees, Teachers and Headmasters for community engagement.
Parent Engagement in School matters Contemporary relevance of Nai Talim, Work Education,
Experiential learning and Community Engagement as per National Curriculum Framework (2005),
RTE (2009) and NCFTE (2010).

Unit-IV: Models of Nai Talim Models: Gandhiji, Tagore, and John Dewey

Unit-V: Nai Talim and Field Engagement

Connecting Knowledge to life from outside the school

Nai Talim and Field Engagement: Community services and its impact
 Best practices: Local production, Waste management, Water harvesting, participating in
Agriculture operations in villages.

Tasks and Assignments (any one)

Analysis of National Curriculum Framework (2005) in relation to Nai Talim.

Analysis of NCFTE (2010) in relation to Nai Talim.

Analysis of RTE (2009) in relation to Nai Talim.

Critical analysis on any theme of the course containing about 8 to 10 pages.

1. Course Status PEDAGOGY COURSES : PC- 1 & PC- 2

2. Course Number V&VI

3 Course Title TEACHING OF LANGUAGES

4 Course Code 0158005 TO 0158007

5 Period per week 6

6 Weightage 100 marks

7 Course Objectives of Languages To enable student-teachers to-

• Understand about the nature and characteristics of a language and mother tongue and the
use of language.

• Practice the required skill and their interlinks for mastering a language.

• Understand the various approaches for planning for successful language teaching.

• Understand the Approaches for teaching different aspects of language.

• Understand the Aids and other similar available material that could be used for teaching
language.

• Practice the technique of obtaining feedback for self- evaluation and evaluation of student’s
success in learning and using the language.
1. Course Status Pedagogy Courses : PC1 & PC2

2. Course Number V & VI

3 Course Title fgUnh f”k{k.k

4 Course Code 0158005

5 Period per week 06

6 Weightage 100 marks

bdkbZ 1 %Hkk"kk dk Lo:i] izd`fÙk ,oa fgUnh Hkk"kkA
• Hkk"kk dk vFkZ] izÑfr ,oa Hkk"kk f”k{k.k ds fl}kUrA
• ekr`Hkk"kk vkSj jk"Vª Hkk"kk ds :i esa fgUnh dk egRoA
• lafo/kku ,oa f”k{kk lfefr;ksa dh fjiksVZ esa fgUnh Hkk’kk dh fLFkfr ¼LorU=rk ls igys o i”pkr~½
• ekr`Hkk"kk] jk"VªHkk"kk ,oa fons'kh Hkk"kk ds :i esa fgUnh f'k{k.kA
bdkbZ 2 % fgUnh f'k{k.k ds mn~n's ; ,oa y{;
• twfu;j rFkk ek/;fed Lrj ij fgUnh f'k{k.k ds mÌs'; ¼Aims½ ,oa y{; ¼Objectives½
bdkbZ 3 % Hkk"kk;h dkS'ky&f'k{k.k] mn~n”s ; ,oa izfØ;kA
• Jo.k ¼Hearing½ dkS”ky& vFkZ mn~n”s ; ,oa fodkl gsrq mik; A
• Okkpu ¼Speaking½ dkS”ky&vFkZ] mn~n”s ; ,oa fodkl gsrq mik; A
• iBu ¼Reading½dkS”ky& vFkZ] mn~n”s ; ,oa fodkl gsrq mik;A
• ys[ku ¼Writing½dkS”ky& vFkZ] mn~n”s ; ,oa fodkl gsrq mik;A
• lw{e f'k{k.k dk Lo:i ,oa fuEu dkS”kyksa ds fodkl gsrq lw{e ikB;kstuk dk fuekZ.k&
(i) izLrkouk dkS”ky
(ii) iz”u dkS”ky
(iii) O;k[;k dkS”ky
(iv) iquoZyu dkS'ky
(v) mn~nhiu ifjorZu dkS”ky
bdkbZ 4 %fgUnh lkfgR; dh fo/kk,sa ,oa mudk f”k{k.k

• ikB;kstuk dk vFkZ mn~n”s ; ,oa fuekZ.kA

● Hkk’kk f”k{k.k dh çeq[k fof/k;k¡ ,oa çfof/k;k¡

• fgUnh dh fuEu fo/kkvksa ds f”k{k.k dk mn~n”s ; ,oa ikB fu;kstu &

v- x| & xgu ikB ,oa nzqr ikB
c- i|
l- O;kdj.k
n- jpuk f”k{k.k
• fgUnh f”k{k.k gsrq lajpukRed fof/k dh mi;ksfxrkA
bdkbZ 5 % fgUnh esa n{krk fodflr djus okys ?kVd
• fgUnh f”k{k.k esa f”k{k.k lgk;d lkexzh

• fgUnh ikB~; iqLrd dh fo”ks’krk,a ,oa vkykspukRed ewY;kadu

bdkbZ 6 % ijh{k.k ,oa ewY;kadu
• fgUnh esa ewY;kadu*lrr ,oa lexz
• fgUnh esa vPNs ijh{k.k dh fo”ks"krk,sa ,oa ijh{k.k inksa dk fodkl
¼oLrqfu"B] y?kqÙkjh;] fucU/kkRed½
• fgUnh esa fu"ifÙk ijh{k.k gsrq iz'u&i= dk fuekZ.k

• mipkjkRed ,oa funkukRed f”k{k.k

1. Course Status Pedagogy Course : PC-1 & PC-2

2. Course Number V & VI

3 Course Title PEDAGOGY OF ENGLISH

4 Course Code 0158006

5 Period per week 06

6 Weightage 100 marks

Unit-I : Background to the Study of English

• Role of English in the present day; Position of English in the Indian school curriculum in the
context of the three-language formula.

• English as a second Language.

• Functions of language.

• Linguistic principles.

• Aims and objectives of teaching of English at Junior and Secondary level.

Unit-II : Content and pedagogical analysis

• Teaching of prose, poetry, composition and grammar.

• Pedagogical analysis based on unit analysis, objectives, learning experience, chosen methods
and material and composition and grammar.

• Preparation of micro lessons based on the following skills :

(i) Introduction.

(ii) Questioning.
(iii) Explaining

(iv) Illustration

(v) Stimulus variation

Unit-III : Methods of Teaching and Skills of Teaching

• Difference between Method and Approach of teaching English, Major methods of teaching
English: Grammar-cum-translation method, direct method and bilingual method.

• Various Approaches of teaching English; Structural Approach, Communicative Approach,

Holistic Approach & Linguistic communicative approach.

• Development of following linguistic skills

(i) Listening and understanding

(ii) Speaking

(iii) Reading

(iv) Writing

Unit IV : Lesson Planning

• Lesson Planning; concept importance & preparation

(a) Prose, its importance, planning and teaching

(b) Grammar, its importance, planning and teaching

(c) Composition, its importance, planning and teaching

(d) Poetry, its importance, planning and teaching.

Unit V : Teaching Aids and Text-Books

• Importance of Instructional material and their Effective use.

• Use of following aids :

(i) Chalk board (vii) Record-Player (linguaphones)

(ii) Flannel board (viii) Radio

(iii) Pictures. (ix) Television

(iv) Picture cut-out (x) Film and filmstrips

(v) Charts (xi) Overhead Projector

(vi) Tape-recorder. (xii) Language laboratory

• Qualities of a Good English Text-Book

Unit-VI: Evaluation in English

• Basic principles of testing English, Tools and Techniques of Evaluation.

• The Meaning and Significance of Comprehensive and Continuous Evaluation in English.

• Development of good test items in English (objectives type, short answer type, essay type).

• Construction of an achievement test

• Diagnostic testing & Remedial teaching in English.

1. Course Status Pedagogy Course : PC-1 & PC-2

2. Course Number V & VI

3 Course Title laLd`r&f’k{k.k

4 Course Code 0158007

5 Period per week 06

6 Weightage 100 marks

;wfuV 1 %Hkk"kk & Lo:i] izd`fr ,oa egRo
v- Hkk’kk dh mRifÙk] fodkl ,oa ifjfuf’Br ifjHkk’kkA
c- Hkk’kk ds fofo/k :iA
l- Hkkjrh; Hkk’kkvksa esa laLd`r dk LFkku ,oa f=Hkk’kk lw= dh O;k[;kA
n- Hkk’kk dh izd`frA
;- Hkk’kk lh[kus ds fl)kUr rFkk orZeku ifjizs{; esa laLd`r dk lkaLd`frd ,oa lkfgfR;d egRoA
;wfuV 2 %laLd`r esa Hkk"kkxr dkS”ky ,oa f”k{k.k mn~n”s ;A
v- laLd`r dk izkjfEHkd O;kdj.k&iq:"k] opu] 'kCn :i] /kkrq:i lfU/k] lekl] milxZ izR;;A
c- laLd`r Hkk"kk dh /ofu;k¡ muds mPpkj.k LFkku ¼Point of articulation½ ,oa lw=] vkH;Urj ,oa ckg~; iz;Ru] le; ,oa dky
ls mRiUu /ofu&HksnA
l- Hkk’kk;h dkS”ky & mPpkj.k] okpu Jo.k] cks/k ,oa vfHkO;Utu] lHkh dkS”kyksa ds f”k{k.k mn~n”s ;] fof/k;k¡] dkS'kyksa ls lEcfU/kr
nks’k] dkj.k vkSj mipkjA
n- dkS”kyksa esa n{krk izkfIr gsrq ikB~;sÙkj fØ;k,sAa
;wfuV 3 %laLd`r lkfgR; dh fo/kk,sa ,oa mudk f”k{k.kA
v- lkfgR; dh fofHkUu fo/kk,s]a voj ek/;fed ,oa mPp ek/;fed Lrj ij muds f”k{k.k&mn~n”s ;] Cywe }kjk fn;k x;k oxhZdj.kA
c- laLd`r f”k{k.k dh lkekU; fof/k;k¡A
l- laLd`r&x|] i|] O;kdj.k] jpuk] ukVd] nzzqrikB ,oa fucU/k&f”k{k.k dh fof/k;k¡ ,oa mn~n”s ;A
n- ikB ;kstuk ds fofHkUu izdkj ,oa mudh fuekZ.k&izfØ;kA
;- laLd`r] orZuksa ls lEcfU/kr Nk=ksa dh lkekU; =qfV;k¡] muds dkj.k ,oa fujkdj.kA
;wfuV 4 %laLd`r ikB~;Øe ,oa ikB~; iqLrdsAa
v- ikB~;Øe ls rkRi;Z mldh vko”;drk] vk/kkj] ikB~;Øe fuekZ.k ds fl}kUr] ikB~;Øe fuekZ.k ds le; /;ku j[kus ;ksX; lko/kkfu;k¡A
c- mÙkj izn”s k esa voj ,oa mPp ek/;fed Lrj ds laLd`r f”k{k.k ikB~;Øe dh leh{kk ,oa ewY;kaduA
l- ikB~; iqLrd dk ewy izR;;] ikB~; iqLrd fuekZ.k ds fl)kUr] ikB~; iqLrd ds ewY;kadu ,oa p;u dh izfØ;kA
n- mÙkj izn”s k ds fo|ky;h laLd`r ikB~;Øe o f”k{k.k gsrq p;fur ikB~; iqLrdksa dk ewY;kaduA
;- vPNh laLd`r ikB~; iqLrd dh fo”ks’krk,sAa
;wfuV 5 %laLd`r Hkk"kk esa ewY;kaduA
v- ewY;kadu dk izR;;] vko”;drk ,oa ijEijkxr ,oa vk/kqfud ewY;kaduA
c- ijh{k.kks@
a ewY;kadu dh izkphu ,oa uohu fof/k;k¡A
l- mn~n”s ; dsfUnzr ¼Objective Centred½ ijh{k.kksa dh fuekZ.k izfØ;k rFkk ijh{k.k jpuk ds le; /;ku j[kus ;ksX; lko/kkfu;k¡A
n- vPNs ijh{k.kksa dh fo”ks’krk,sAa
;- fofHkUu laLd`r fo|kvksa ds ewY;kadu gsrq ijh{k.k ,oa muds izdkjA
;wfuV 6 %laLd`r f”k{k.k esa n{krk ds izHkkoh ?kVdA
v- laLd`r v/;kid dh fo”ks’krk,sAa
c- laLd`r&d{k] f”k{k.k lkexzh ds izdkj] rduhdh midj.kA
l- laLd`r f”k{k.k esa ikB~; lgxkeh fØ;k,sAa
n- laLd`r esa funkukRed ,oa mipkjkRed f”k{k.kA
;- laLd`r f”k{k.k & x`g dk;Z ds izdkj ,oa egRoA
1. Course Status Pedagogy Courses : PC-1 & PC -2

2. Course Number V & VI

3 Course Title PEDAGOGY OF SOCIAL SCIENCES

4 Course Code 0158008

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable the student teacher to-

• Understand concept, meaning and scope of social sciences.

• Get acquainted with appropriate methodology as applicable to social sciences.

• Prepare lesson plan.

• Acquire skill in teaching social sciences.

• Acquire knowledge of various evaluation procedures and to device effective evaluation

tools.

• Acquire the ability to develop instructional support materials.

Unit I : Nature and Scope of Social Sciences

• Social sciences and social studies: Course subjects of social sciences - History, Civics,
Geography and Economics, inter-relationship between them.

• Instructional objectives of Teaching Social Sciences at Secondary level.

Unit II : Methodology for Social Science Pedagogy

• Strategies for teaching Social Science in terms of specifics methods like Lecture, Question-
Answer, Group Discussion, Project and Source Methods, Socialized Recitation and
Supervised Study, Tutorials.

• Micro Teaching Skills- Introduction, Reinforcement, Probing Questioning, Stimulus Variation,

Explaining, Black board Writing etc.

• Selecting and using teaching aids.

Unit III : Content Analysis and Lesson Planning

• Content analysis

• Lesson Planning.

Unit IV : Curriculum and Text-Books

• Place of social Studies in Secondary School Curriculum. Principles of Curriculum Construction

for Social science.

• Characteristics of good text-book, Evaluation of Social Science Textbooks

Unit V : Social Science Teacher and co-curricular activities

• Qualities of Social Science teacher

• Principles of organizing co-curricular activities.

• Formation and management of Social Science clubs.

• Organizing seminars, debates, quiz, exhibition, competition, wall magazine, manuscript

magazine.

• Using Community Resources

• Organizing field trips

• Social Science Room

Unit VI :Transaction mode and Evaluation

• Objectives of evaluation in social science.

• Essay type, short answer type and objective type question in social sciences, their
advantages and limitations, framing different types of questions.

• Construction of achievement test in Social Science.

• Diagnostic testing and Remedial teaching.

1. Course Status PEDAGOGY COURSES : PC1 & PC2

2. Course Number V & VI

3 Course Title PEDAGOGY OF MATHEMATICS

4 Course Code 0158009

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable the pupil teacher to-

1. Understand and appreciate the uses and significance of mathematics in daily life.

2. Learn successfully various approaches of teaching mathematics and to use

them judiciously.

3. Know the methods of planning instruction for the classroom.

4. Prepare curricular activities as per the needs.

5. Appreciate and organize activities to develop aesthetics of mathematics.

6. Obtain feedback both about teaching as well as students learning.

Unit I : Entering into the Discipline

• Meaning & nature of mathemtics, Use & Significance of Mathematics.

• Contribution of some great mathematicians - Aryabhatta, Bhaskaracharya, Ramanujan,

Euclid, Pythagoras & Rene Descartes.

Unit II: Aims and Objectives of Mathematics Teaching

• Aims and objectives of teaching mathematics at secondary and senior secondary levels.

• Taxonomy of Educational Objectives.

• Objectives of teaching mathematics in terms of behaviour outcomes.

Unit III : Methodology for Mathematics Teaching

• Methods of Teaching: Inductive- Deductive, Analytic- Synthetic, Problem solving, Heuristics,

Project & Laboratory Method.

• Techniques of Teaching: Oral, Written, Drill, Home-Assignment, Supervised study.

• Micro teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus variation,

Explaining, Black-Board Writing etc.

Unit IV: Developing Lesson Plan and Material Aids

• Lesson plan - Meaning, purpose and Performa of lesson plan and its rationality.
• Teaching –Aids importance and classification.

• Developing/preparing low cost improvised teaching aids, relevant to local ethos.

• Application of computer in teaching of Mathematics.

Unit V: Development of Curriculum, Text Book and Activities of Mathematics

• Principles and rationale of curriculum development, organizing the syllabi both logically and
psychologically according to the age groups of children.

• Organization of Mathematics Laboratory.

• Text book of Mathematics- Qualities of a good text book of mathematics.

• Using Mathematics as a game for recreation; organizing quiz programmers.

Unit VI: Evaluation in Mathematics

• Meaning and needs of Evaluation.

• Process of obtaining feedback and evaluation in mathematics in terms of cognitive affective

and psychomotor behavioural development.

• Comprehensive and continuous evaluation (C.C.E.) in Mathematics.

• Development of test item (short answer and objective type).

• Preparation of an Achievement test.

• Diagnostic testing and Remedial Teaching.

1. Course Status PEDAGOGY COURSES : PC1 & PC2

2. Course Number V & VI

3 Course Title PEDAGOGY OF PHYSICAL SCIENCE

4 Course Code 0158010

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable the Student teachers to-

• Develop a broad understanding of the principles and procedures used in modern physical
science education.

• Develop their essential skill for practicing modern physical science education.

• Develop their skills necessary for preparing international accessories.

• Prepare acceptance lesson models which lay down this procedure to the acceptance for
preparing designs for lesson.

• Manage introduction activity in such a way that the vast

majority of the learners attain most of the objectives.

Unit I: Concept, Nature and Importance

• Meaning and nature of physical science, land mark development in science, Impact of
science on modern communities.

• Justification for including science as a subject in school curriculum, Eminent Indian and world
Scientists – their contribution.

Unit II: Aims and Objectives of Teaching Physical Science

● General Aims and objectives of teaching physical science at secondary and senior secondary
school stage.
● Difference between aims and objectives.
● Bloom taxonomy of educational objectives.
● Writing the objectives in terms of learning outcomes.
● Writing the objectives for different levels of school teaching.

Unit III: Methodology of Teaching Physical Science

• Methods - Lecture, Demonstration, Lecture-cum Demonstration, Heuristic, project,

Laboratory, Problem Solving.

• Techniques – Team-Teaching, Computer Assisted Teaching.

• Excursion, Science – museums, Science – club, Science – fair, Science projects.

• Micro Teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus variation,

Explaining, Black Board-Writing etc.
Unit IV: Curriculum & Instructional Material Development

• Meaning, definition and Principles of Curriculum Construction and its types.

• Curriculum organization using procedure like concentric, topical, process and integrated
approaches, Adaptation of the curriculum according to the local needs and the availability of
local resources.

• Science curriculum at primary, upper primary, secondary and senior secondary level.

• Preparation, selection and use of teaching aids

• Curriculum accessories and support material - text books, journals, hand books, student's
workbook, display slide, laboratory materials.

Unit V: Content Analysis and Lesson Planning

• Content analysis, pedagogical analysis of content (Taking an example of any one topic of
physical science).

• Developing lesson plans.

Unit VI: Evaluation in Science Teaching

• Evaluation: Meaning and needs, Formative and summative evaluation.

• Process of development of tests for measuring specific outcomes - cognitive outcomes,

affective outcomes and psychomotor outcomes.

• Diagnostic testing and Remedial teaching.

• Preparation of achievement test, development of improvised apparatus.

1. Course Status PEDAGOGY COURSES : PC-1 & PC-2

2. Course Number V & VI

3 Course Title PEDAGOGY OF BIOLOGICAL SCIENCES

4 Course Code 0158011

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable the Student-teachers to-

• Develop broad understanding of principles and knowledge used in biology science.

• Develop their essential skills for practicing biological science.

• Know various approaches and methods of teaching life science.

• Lesson planning of biological science properly.

• Prepare tools for evaluation in biological sciences.

Unit I : Nature, concepts and importance

• History and nature of biological science.

• Importance of biological science for environment, health and peace.

• Interdisciplinary linkage of biological science and other school subjects.

• Value of biology in our lives.

• Four Indian eminent biologists and their discoveries.

Unit II : Objectives of Biology Teaching

• General aims and objectives of teaching biology difference between aims and objectives.
Bloom’s taxonomy of educational objectives.

• Writing objectives in terms of learning outcomes (behavioural term) for different levels of
school teaching VIII, IX and X classes-RCEM approach of writing objectives.

Unit III : Methodology of Teaching Biological Science

• Inductive and deductive approach. Different methods and techniques of teaching biology.

• Teacher-cantered approaches-lecture, demonstration, lecture cum demonstration.

• Child-cantered approach-project method, heuristic, problem solving, assignment.

• Micro-teaching skills- Introduction, Explaining, Probing questioning, Illustration and stimulus

variation etc.

Unit IV: Content Analysis and Lesson Planning

• Content analysis, pedagogical analysis of content (Taking an example of any one topic of
Biological science).
• Developing lesson plans.

Unit V : Learner-cantered school curriculum.

• Principles of development of biological science curriculum. Trends in science curriculum.

• Analysis of text books and biology syllabi of NCERT and U.P. State VIII, IX and X classes.

• Importance and type of teaching aids. Use of audio-visual aids and improvised apparatus in
teaching biology, biology laboratory.

• Biology museum, biology club, field trips, aquarium herbarium and vivarium exhibition.

Unit VI: Concept of evaluation and measurement

• Meaning and nature of evaluation and measurement.

• Tools and techniques of evaluation in biological science.

• Characteristics of a good test-reliability, validity, usability and norms of a test.

• Essay type, Short answer and objective type tests, Their Merits and demerits.

• Concept of formative, summative and diagnostic test.

• Construction of Achievement test.

• Diagnostic testing and Remedial teaching.

1. Course Status PEDAGOGY Course :PC-1 & PC-2

2. Course Number V & VI

3 Course Title PEDAGOGY OF COMPUTER SCIENCE

4 Course Code 0158012

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable the student-teacher to –

• Develop a broad understanding of the principles and

procedures used in computer science education.

• Develop their skills necessary for preparing international accessories.

• Know the methods of planning instruction for the classroom.

• Learn successfully various methods of teaching computer science and use them judiciously.

• Manage introduction activity in such a way that the vast

majority of the learner attains most of the objectives

Course Contents

Unit I: Historical perspective, Aims and Objectives of Computer Science

• Historical Development of Computer (hardware and software)

• Present status of computer science as a school subject.

• Significance of teaching computer science at secondary/senior secondary schools.

• Aims and Objectives of teaching computer science-

- Aims and Objectives of teaching computer science.

- Classification of educational objectives (Bloom's taxonomy).

- Statement of specific objectives in behavioural terms.

Unit II: Development of Curriculum in Computer Science

• Principles and rationale of curriculum development, organizing the syllabi both logically and
psychologically according to the age groups of children.

• Organization of Computer Science Laboratory.

• Text book of Computer Science - qualities of a good text book of Computer Science.

Unit III: Methods of Teaching Computer Science

• Lecture method, Demonstration-cum-Discussion Method, Personalized Instruction Method.

• CAI technique, Hands on experience, Video Technology, Power Point Presentation, Software,
Webinars etc.
• Co-operative Learning Approach, System Approach, Multimedia Approach.

• Micro teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus variation,

Explaining, Black Board-Writing etc.

Unit IV: Lesson Planning and Teaching Aids:

• Meaning and Definition of lesson plan

• Importance and steps of planning a lesson.

• Need, Importance, Preparation and using of Teaching Aids in Computer Science.

• Organization of Computer Laboratory.

Unit V: Basic Processes in Computer Science:

• Basic Programming.

• Data Representation.

• Computer Organization

• Operating Environment.

• Computer Network.

Unit VI: Evaluation in Computer Science:

• Meaning and importance of evaluation.

• Comprehensive and continuous evaluation (CCE) in computer science.

• Development of test items objective type, short answer type, essay type.

• Preparation of an Achievement Test.

• Analysis and Interpretation of Test results.

• Diagnostic testing and Remedial teaching

1. Course Status PEDAGOGY Course : PC-1 & PC-2

2. Course Number V & VI

3 Course Title PEDAGOGY OF HOME SCIENCE

4 Course Code 0158013

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable the student- teachers to-

• Understand the nature and scope of Home Science.

• Acquaint with the objectives of teaching Home Science in secondary and higher secondary
schools.
• Acquire skills in planning a lesson with reference to methods and instructional materials and
processing it effectively.

• Understand the various methods and techniques that can be employed in the teaching of
Home Science.

• Develop a practical understanding of the technology of teaching Home Science and giving
them practice in the use of various aids relating to the technology of teaching.

• Get an insight into the organization of co-curricular activities like Home Science clubs and
home science exhibition.

Unit I : Concepts

• The concept of Home Science: Meaning and components; place of Home Science in
secondary education.

• Job opportunities in Home Science.

• Aims and objectives of teaching of Home Science.

• Correlation of Home Science with other school subjects.

Unit II: Pedagogical Analysis

• Foods, Nutrition and Health

• Child Care.

• Fibre and Fabric.

• Home Management-Importance of planning, principles of budget making.

• Hygiene and sanitation.

Unit III : Methods of Teaching

• Method of teaching as applied to Home Science (a) Teacher centred methods-lecture,

demonstration (b) Child centred method-laboratory, project, assignment, discussion.

• Micro-teaching skills-Introduction, Explaining, Probing Questioning, Illustration,

stimulus-variation ,etc.

Unit IV : Content Analysis and Lesson Planning

• Content analysis, pedagogical analysis of content (Taking an example of any one topic of
Home science).

• Developing lesson plans.

Unit V : Equipment of Teaching

• Development and designing of curriculum.

• Teaching aids-classification and importance.

• Development of text books.

• Planning of space and equipment for Home Science laboratory.

Unit VI : Evaluation

• Evaluation in Home Science-Meaning and importance of evaluation.

• Characteristics of a good evaluation device.

• Comprehensive and continuous evaluation.

• Evaluation devices-written, oral, observation, practical work, assignment.

• Diagnostic testing and Remedial teaching.

1. Course Status PEDAGOGY Courses :PC-1 & PC-2

2. Course Number V & VI

3 Course Title PEDAGOGY OF COMMERCE

4 Course Code 0158014

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable the student- teachers to-

• Acquire knowledge of the terms and concepts used in the

pedagogical analysis of Commerce and Accountancy

• Understand lesson planning and evaluation aspects in teaching Commerce and Accountancy

• Apply the knowledge in analysing higher secondary Commerce and Accountancy contents in
terms of the techniques and aids for the purpose of teaching Commerce and Accountancy

• Develop skills in the preparation of lesson plan and construction of evaluation tools using
the suitable techniques

• Develop interests in learning recent developments in Commerce and Accountancy

• Develop a desirable positive attitude towards the teaching of Commerce and Accountancy.

Unit I : Concept, Aims and Objectives of Commerce Teaching

• Meaning and scope of Commerce as a subject, Historical development of commerce

education in India.

• Place of commerce in Indian school Curriculum

• Aims and Objectives of Commerce.

• Instructional Objectives -meaning, importance and specification of instructional objectives in

behavioural terms (with respect to Bloom’s Taxonomy).

• Objectives of Commerce education at High school and Intermediate levels (vocational &
academic).

Unit II : Methods and Techniques of Commerce Teaching

• Various Methods of teaching Commerce-Lecture and discussion methods, Project method,
Heuristics, Problem solving method etc.

• Techniques of Commerce teaching-questioning & demonstration.

• Micro teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus variation,

Explaining, Blackboard-Writing etc.

Unit III : Teaching Aids and Text Books of Commerce Teaching

• Teaching aids in Commerce

• Co-curricular activities in Commerce.

• Commerce Room

• Text book of Commerce teaching

Unit IV: Content Analysis and Lesson Planning

• Content Analysis

• Lesson Planning

Unit V : Curriculum, Correlation with other Subjects, Commerce Teacher

• Curriculum in Commerce (i) Principles of curriculum construction (ii) Critical evaluation of

High School syllabus.

• Correlation of Commerce with other subjects (i) Need & Importance (ii) Correlation with
Maths, Geography & Economics.

• Qualities of a good Commerce teacher.

Unit VI :Evaluation in Commerce.

• Concept, scope and importance of evaluation.

• Tools and Techniques of evaluation and characteristics of a good test.

• Construction and administration of an achievement test.

• Diagnostic testing and Remedial teaching

1. Course Status PEDAGOGY Courses : PC-3

2 Course Number XIII

3 Course Title ASSESSMENT FOR LEARNING

4 Course Code 0258005

5 Period per week 03

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to

1. Become cognizant of key concepts such as measurement & evaluation, assessment, test

examination, formative & summative evaluation etc.

2. Be exposed to different kinds of assessment that aid student learning.

3. Have an idea of new trends in evaluation.
4. Learn the different characteristics of standardize test- Reliability, validity, Norms, etc.
5. Relate & use statistics in educational setting

Unit I: Measurement, Assessment and Evaluation

Concept of Measurement, Assessment & Evaluation, Test Assessment, Examination, Formative

& Summative Evaluation, Continuous and Comprehensive Evaluation

New Trends: Open Book Examination, Grading, CGPA (Cumulative Grade Point Average), CBCS

(Choice Based Credit System).

Unit II: Assessment Tools

Quantitative & Qualitative Tools.

Constructing an Achievement Test- Preparation of Blue-Print, Item-Analysis and Try out.

Techniques of Test Conduct- For avoiding copying & Guessing in answering

Unit III: Standardization of Measuring Instrument:

Objectivity

Reliability

Validity and

Norms

Unit IV : Data and Measures of Central Tendencies

Data: Meaning & Types of data, Frequency Distribution, Graphic Representation, Percentage.

Measures of Central Tendencies – Mean, Median & Mode.

Unit V : Measures of Variability & Correlation

 Range, Quartile Deviation, Standard Deviation, Percentile.

Correlation: Meaning and Types, Calculation of correlation by Spearman Rank- order method.

Task and Assignments (any one) :

- Determination of Reliability & Validity of any self-made Test.

- Preparation of Blue Print of an Achievement Test

- Construction of Objective type test, Unit test, and an Annual Examination paper of both

teaching subjects.

1. Course Status PEDAGOGY COURSE : PC-4 (OPTIONAL COURSE-ANY ONE )

2. Course Number XIV

3 Course Title EDUCATIONAL ADMINISTRATION AND MANAGEMENT

4 Course Code 0258006

5 Period per week 03

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to-

• Acquaint the student teaches with the concept and concerns of educational administration.

• Develop an understanding of the role of the headmaster and the teacher in school
management.

• Enable the students to understand to concept at importance of communication and its

possible barriers in educational administration.

• Enable the student teacher to critically analyse the administrative scenario in relation to the
functioning of the other secondary schools of the area.

• Acquaint the student teacher with the scientific practices of educational management and
keep him to apply it in work situation

Unit I : Concept of Educational Administration and Management

• Nature, objectives and scope of Educational Administration.

• Concept of Educational Management.

Unit II : : Basic functions of administration

• Planning, Organizing, Directing and Controlling.

• Maintenance of discipline, control management.

• Co-ordination and growth development.

• Supervision and inspection, defects in the present supervision and inspection.

Unit III : Communication in Educational administration :

• Role of communication in effective management and administration.

• Methods of communication.

• Barriers of communication in educational administration.

• Overcoming barriers to communication.

Unit IV :Management of schools :

• Role of headmaster in planning of school activities, approaches to management-manpower

approach, cost benefit approach, social demand approach, social justice approach.

• Role of the headmaster in monitoring, supervision and evaluation.

• Role of headmaster in motivating the staff, in resolution of interpersonal conflicts.

• Role of the headmaster in creating resources and managing financial matters.

• Optimum use of available resources for growth and development of the school.

• Staff development programmes.

• Role of teachers in school management and administration.

Unit V : Educational administration in the state :

• The administrative structure in the field of education in the state.

• Control of school education in the state a critical analysis:

-Functions of the state government in relation to secondary and higher secondary schools.

-Functions of the board of secondary education in controlling secondary schools.

-Problems of secondary school administration in government schools.

Task and Assignments :

- A study of Leadership style of Headmaster of High School of the district.

- A study of infra-structure facilities like Black Board, Furniture, Electricity, Drinking water, ICT
in No. of schools.

- A survey/project on any Related problem.

- Critical analysis of any theme of the course content in about eight to ten pages.
1. Course Status PEDAGOGY COURSE : PC-4 (OPTIONAL COURSE-ANY ONE )

2. Course Number XIV

3 Course Title GUIDANCE AND COUNSELING

4 Course Code 0258007

5 Period per week 03

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to-

• Develop an understanding of the need and importance of career information for the pupils.

• Identify their role and function in locating, collecting, evaluating and disseminating career
information for the use of pupils.

• Develop an understanding of how one’s ability, interests and aptitudes are related to world
of work.

• Know about the importance of developing the right attitude and values at every stage of
education.

Unit I : Meaning and concept of Guidance.

• Concepts, Need and Importance of Guidance.

• Principles of Guidance, Procedure of Guidance (Steps).

• Types of Guidance-educational, vocational and personal.

• Techniques of Guidance: Observation, Interview & Sociometry.

Unit II : Meaning and concept of Counselling

• Concepts, Need & Importance of Counselling.

• Principles of Counselling, Counselling procedure.

• Directive, Non-Directive &Electric Counselling.

• Techniques of Counselling: Lectures, Discussions & Dramatic.

Unit III : Meaning and concept Career Information

• Meaning of career and career information components of career information.

• Occupational information, information about education and opportunity and personal-

social information.

• Aims to study career information at different levels.

• Career information: Sources, method of collection, classification and filling-up of information

and evaluation of the information.
Unit IV :Career Information and Training

• Information about Education and Training opportunities of primary, elementary and

secondary levels school.

Unit V : Career Information and School

• Personal-social information at every school level.

Task and Assignments:

• Prepare a student profile in terms of Intelligence, Interests, Aptitude, Personality and Self-
Concept and giving him/her proper vocational Guidance.

• A survey /project on any related problem.

• Critical analysis of any theme of the course content in about eight to ten pages

1. Course Status PEDAGOGY COURSE : PC-4 (OPTIONAL COURSE-ANY ONE )

2. Course Number XIV

3 Course Title ENVIRONMENT EDUCATION

4 Course Code 0258008

5 Period per week 03

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to-

• Enable the student teacher understand about the concept of environmental education.

• Develop in the student teacher a sense of awareness about the environmental pollution, and
possible hazards and its causes and remedies.

• Develop a sense of responsibility towards conservation of environment, bio-diversity and

sustainable development.

• Develop reasonable understanding about the role of school and education in fostering the
idea and learning to live in harmony with nature.

• Enable the students to understand about the various measures available to conserve the
environment for sustaining the development.

Unit I: Basic Concept of Environmental Education

• Meaning and nature of environment. Natural and Man-made Environment.

• Environmental Education: Meaning, Scope and Objectives.

Unit II: Environmental Awareness and Attitude change

• Concept of Environmental Awareness and Attitude change

• Programmes of Environmental Awareness and Attitude change at Secondary School Level.

Unit III: Biodiversity and its conservation

• Meaning and values of Biodiversity, Major Natural Resources in India.

• Threats to Biodiversity-habitat loss, poaching of wild life, man-wildlife conflicts.

• Conservation of genetic diversity, an important environment priority: learning to live in

harmony with nature.

Unit IV: Environment Issues and Its Preventive Measures

• Causes and effects of environmental hazard, global and local Environmental pollution and its
remedies. Air, Water, Soil, Marine, Noise, Thermal and Nuclear Pollution.

• Climate Change- Global Warming, Acid Rain, Ozone layer depletion, Pillar Melting.

• Natural Disasters-Flood, Earthquake, Cyclone and Landslides.

Unit V: Environment Management

• Environmental Ethics and Values.

• Environmental Acts, Rule and Regulations.

• Role of school in environmental conservation and sustainable development.

Task and Assignments (any one) :

• To submit a report after surveying a typically degraded area and to suggest necessary
remedial measures with latest statistical data. The area of this task is to include any one of the
following topics :

- Noise Pollution

- Water Pollution

- Air Pollution

- Deforestation

- Role of the Pollution control boards

- .Role of Voluntary Organizations.

• Critical analysis of any theme of the course content in about eight to ten pages

1. Course Status PEDAGOGY COURSE : PC4 (OPTIONAL COURSE-ANY ONE )

2. Course Number XIV

3 Course Title COMPUTER EDUCATION

4 Course Code 0258009

5 Period per week 03

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to –

• Acquire knowledge of computers, its accessories and software.

• Acquire the skills of operating a computer in multifarious activities pertaining to teaching.

• Understand features of MS Office and their operations.

• Develop skill in using MS-Word, Power points and Spread sheets.

• Apply the knowledge gained in respect of to process various data of students as well as
simple library financial transaction of the school.

• Appreciate the value of CAI/CML packages on optional subjects and use them in class room
instruction.

• Acquire skill in accessing World Wide Web and Internet and global accessing of information.
integrate technology in to classroom teaching learning strategies

• Develop a broad understanding of the principles and procedures used in computer

education.

Unit I: Meaning, Definition and Historical Perspectives of Computer

• Meaning and Definition of computer.

• Historical perspective.

• Computer Generations and its classification.

• Block diagram of a computer Peripherals, and working of a computer.

Unit II: Computer Hardware

• Input devices: Keyboard, mouse, joystick, touch screen, touch pad, magnetic ink character
reader, optical mark reader, bar code reader, scanner, web camera etc.

• Output devices: Monitor, printers (line, serial, dot matrix, inkjet, and laser).

• Primary storage devices: RAM, ROM and its types.

• Secondary storage devices: FDD, HDD, CD, DVD, Pen Drive (USB).

Unit III: Binary Arithmetic and Data Representations

• Decimal and Binary number system.

• Representation of Characters.

• Integers and fractions in computers.

• Films point Representation and Floating-point representation.

Unit IV: Computer Programmes

• MS-WINDOWS

• MS-WORD

• SPREADSHEET

• POWER POINT
• INTERNET

Unit V: Computers in Education

• Computer application in educational institutions in-

- Academic activities

- Administrative activities

- Co-curricular activities

- Examination Work

- Research activities

- Library

- Class room Teaching

Task and Assignments (Any one)

• Develop Computer Based Learning Packages in

Science/Mathematics/Social Science/Language.

• Survey /Project on any related problem.

• Critical analysis of any theme of the course content in about eight to ten pages

1. Course Status PEDAGOGY COURSE : PC-4 (OPTIONAL COURSE-ANY ONE )

2. Course Number XIV

3 Course Title HEALTH, PHYSICAL EDUCATION & YOGA

4 Course Code 0258010

5 Period per week 03

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to-

• Understand the concept of wholistic health and its various dimension and determinants of
health.
• Acquaint them to school health programme & its importance.

• Sensitize the student teacher towards physical fitness & its importance.

• Acquire the skills for assessment of physical fitness.

• Introduce them to the philosophical bases of Yoga.

• Understand the process of stress management through Yoga education.

• Acquire the knowledge of techniques of performing yogasana and

develop the skill for the same.

Unit I : Health

• Introduction, Definition and meaning of Health.

• Dimension of Health.

• Determinants of Health.

• Importance of Balance diet.

• School Health Programme and role of teacher in development of Health.

Unit II : Physical Education

• Introduction, Definition and meaning of Physical Education.

• Objectives of Physical Education.

• Scope of Physical Education & allied areas in Physical Education.

• Need & Importance of Physical Education in different level of school.

Unit III : Physical Fitness

• Definition, Meaning, Types & factors of Physical Fitness.

• Factors affecting Physical Fitness.

• Benefits of Physical Fitness.

• Importance of Physical Activities at school level.

• Assessment of Physical Fitness.

Unit IV: Concept of Yoga and Ashtanga Yoga

• Yoga- Meaning, Concept and its Importance.

• Mis-concept of Yoga.

• Eight disciplines of Yoga-Ashtang Yoga.

• Precautions to keep in mind while performing Yogasan.

• Different types of Yogasans & their techniques of practicing.

Unit V: Meditation, Pranayam & Stress Management

• Meditation: Nature, Procedure & its Importance.

• Pranayam: Meaning, Nature & Relationship with mind.

• Different types of Pranayam; Kapalbhati; Bhastrika Pranayam, Surya Bhedan Pranayam,

Chandrabhedan Pranayam, Anulomvilom Pranayam.

• Stress: Meaning and its Reasons.

• Role of Yoga in Stress Management.

Task and Assignments (Any one)

• Assessment of Health Related Physical-Fitness (HRPF)

(a) Body Composition : Body Mass Index (BMI) & waist Hip Ratio (W.H.R.)

(b) Cardio-Respiratory endurance.

(c) Muscular strength and endurance.

(d) Flexibility.

• Yogasana, Pranayam and Shudhi kriya organized at school level.

• Critical analysis of any theme of the course content in about eight to ten pages

1. Course Status PEDAGOGY COURSE : PC-4 (OPTIONAL COURSE-ANY ONE )

2. Course Number XIV

3 Course Title LIFE STYLE MANAGEMENT

4 Course Code 0258011

5 Period per week 03

6 Weightage 50 marks

7 Course Objectives To enable student-teachers to

• Identify their life styles

• Manage the challenges of day-to-day life.

• Developing a successful personality

Unit I: Basics of Life Style

• Daily Routine

• View of Life

• Goal and Ideal of life.

• Values and commitment.

Unit II : Identification of Life Style

• Self-Evaluation

• Creative potentials

• Positive mental attitude

• Behaviour skills and relationship

Unit III : Life Style Management

• Crisis of life style management

- Refined view of life.

- Stress-(causes/effect)

- Negative emotions

- Lack of self-leadership

• Process of life style management

- Change thinking pattern

- Developing ideal routine

- Creative and positive use of negativity

- Spiritual practices.

Unit IV: Concept of Personality

• Meaning of Personality

• Dimensions of Personality:

- Physical

- Mental

- Emotional

- Spiritual

• Skills of Personality:

- Self-Assessment Techniques
- Adjustment Skills

- Creative Reading and Writing Skills

Unit V: Personality Building

• Developing Personality potential:

- Physical Well-Being

- Intellectual strength

- Emotional Maturity

- Purity of thought and action.

• Successful Personality:

- Self awareness

- Self-confidence

- Creative excellence

- Emotional Intelligence

• Refinement of personality

- Inner Health

- Spiritual Insight

- Devotion to Duty

- Life of Integrity

Task and Assignments (any one )

• Diary Writing

• Swadhyay (self-study)

• Meditation

• Creative Writing

• Self presentation

• Critical analysis of any theme of the course content in about eight to ten pages

PRACTICUM COURSE VII, VIII, XV & XVI

PC 5: Preparation to Function as a Teacher (Teaching Skills) (Paper Code - 0158080)

During the first year, the teacher-preparation programme will offer the training amounting to a
minimum of 5 weeks.

This will include:

• One week workshop on Lesson-Planning based on constructivist approach: Covering different
aspects like theory of lesson-planning, questioning, Defective Questions, Developing Question, How
to put Question, How to receive Answers, Discipline, Role of Eye-control, etc.

• One week workshop on Micro-Teaching: At least 5 teaching skills will be mastered in each
Pedagogy course like-Introduction, Reinforcement, Probing Question, Stimulus Variation, Explaining
etc.

• One week Practice-Teaching in Simulated condition: in each Pedagogy course.

• Two-week Practice-Teaching in Real-Class room situation in a school: For it, the student-teachers
will be attached to a particular school as ‘School Attachment’, where they will deliver their lessons.
These lessons will be observed by peers as well as by subject-supervisors daily, which will provide
them feedback for the modification of their behaviour.

This shorter period is to provide the student-teachers adequate exposure to have a ‘feel’ of dealing
with teaching-learning. It will help him/her to develop the basic teaching skill required to deal with
students effectively in classroom.

PC 6: School Internship (Teaching Competence) (Paper Code - 0258060)

In the second year, there shall be a minimum of 16 weeks of intensive engagement with the school
in the form of School Internship. For this, the student-teachers will go for ‘School Placement’, during
which their role in the school is something like an apprentice and they shall work as a regular
teacher & participate in all the school activities including planning, teaching and assessment,
interacting with school-teachers, & children to understand the school in totality its philosophy &
aims, organisation & management, the life of a teacher, the needs of the physical, mental and
emotional development of children. They will be engaged in school functioning in all its aspects in
consultation with the School-mentor, like-

• Participating in various ‘out-of-class room’ activities in school.

• Organizing events e.g., cultural activities, debates, games, quiz, essay-competition, drama,
etc.

• Preparation of School calendar, time-table, assessment schedule, evaluation tools etc.

• Preparing a suggested comprehensive plan of action for some aspect of school

improvement.

School-Internship shall be designed to lead to the development of ‘Teaching Competence of a

professional, teacher dispositions and sensitivity.

Student-teachers are to be actively engaged in teaching at two levels, namely, upper primary &
secondary. They should also be provided opportunities to teach in government & private schools
with systematic support & feedback from the faculty.

It is important that the student-teachers will consolidate & reflect on their teaching experience
during the school-internship.

• Student-teacher will maintain a Journal (A Diary) in which he/she records one’s experiences
& observation, etc. daily.
• Student-teacher will also maintain a Portfolio of all the activities like-details of daily-
teaching e.g., topic, date, class, objectives of teaching, resources used, assessment tools,
homework given, etc.

• Student-teacher will work on a Project on Action Research based on any Educational

problem of School, which will be selected in consultation with the concerned faculty
supervisor.

At the end of School-Internship each student-teacher will be expected to present:

• The Journal – Containing day-to-day report about different activities, like-teaching, events,
etc. mentioned above.

• The Portfolio - Containing evidences (proof) of different activities & events in the form of
different photographs, photocopies, etc.

• The Project Report – Containing the data, analysis and interpretation based on Action
Research conducted by him/her.

• Presentation of Teaching through PPT/OHP - on any one topic of school subject. These four
things will be included in the evaluation of School-Internship

• The Journal of 50 marks.

• The Portfolio of 50 marks.

• The Project Report of 50 marks.

• Presentation of Teaching through PPT/OHP on any topic of School Subject of 50 marks

Group – C : Enhancing Professional Capacity ( EPC Courses )

Paper Code – 0158070 (EPC 1, 2, 3)

EPC 1 : STRENGTHERING LANGUAGE PROFICIENCY

Language is the medium for comprehending ideas, for reflection and thinking, as well as for

expression and communication. Enhancing one’s capacity in language proficiency is thus a vital need
of student-teachers irrespective of the subject area that they are going to teach.

Objectives: To enable student-teachers to-

• Strengthen the ability to read correctly

• Strengthen the ability to renunciate

• Strengthen the ability to write correctly

• Strengthen the ability to communicate correctly.

Activities :
One or two workshops on Language proficiency course on Hindi and English of 7-10 day each, may
be organized. It may course the following content –

• fgUnh Hkk"kk ¼i½ o.kZ&Loj o O;atu /ofu] ek=k,a ¼ii½ 'kCn & i;kZ;okph o foykse 'kCn
¼iii½ 'kCn jpuk&lfU/k] lekl] milxZ] izR;; ¼iv½ :i fopkj& laKk] loZuke] fo’ks"k.k] fØ;k
fØ;kfo’ks"k.k] vkfn ¼v½ okD; fopkj&fojke fpUg] vkfn
¼vi½ jpuk&i=] izkFkZuk i=] fucU/k dgkuh vkfnA
• English Language – (i) Alphabet-Vowel & Constonant sounds (ii) word-synonym &
Anatonym (iii) Word Formation (iv) Parts of Speech – Noun, Pronoun, Adjective, Verb,
Adverb, etc. (v) Sentence – Punctuation & Analysis (vi) Composition-Letter, Application,
Essays, Story, etc.
EPC 2: ART AND AESTHATIC

The need to integrate arts education in the formal schooling of our students is to retain our unique
cultural identity in all its diversity and richness. The National curriculum Framework (2005) reminds
us that the school curriculum must integrate various domains of knowledge with a deep relationship
between head, heart &hand so that the curriculum encompasses all,& is not separated from the co-
curricular or extra-curricular.

Objectives : To enable student-teachers to-

• Gain direct experiences

• Develop motor skill

• Make students believe in the dignity of labour

• To nurture children’s creativity and aesthetic sensibilities.

Activities:

An artist or artisan may be invited to organize a workshop on Art & Aesthetics. The student-teachers
may be asked to prepare at least 5-items of different categories :-

• Paper meshing

• Pot Decoration

• Wall hanging

• Paper cutting

• Flower making

• Candle Making

• Stitching
• Knitting

• Embroidery

• Soft toys making

• Paper framing

• Weaving or printing of textiles

• Making of poster

• Making of Rangoli

• Making of Puppets etc.

EPC 3 : READING AND REFLECTING ON TEXTS

This course will serve as a foundation to enable student-teachers to read and respond to a variety of
texts in different ways depending on the purposes of reading, like-personal or creative or critical or
all of these.

Objectives : To enable student-teachers to-

• Develop study – habits

• Develop skill of reading &writing

• Develop skill of summarization

• Develop skill of note-taking.

Activities:

Student-teachers are expected to sit in the library regularly and to review at least 10-books of
different categories in about 500 word each. These may be as follows –

• Review of text books related to core courses

• Review of reference Book related to core courses

• Review of Text Books related to Pedagogy courses

• Review of Reference to Book related to Pedagogy courses.

• Review of Policy Documents, Autobiography, Commission Reports, etc.

• Review of studies about school, historical books and other educational miscellaneous books.

Paper Code : 0258070 ( EPC 4, 5, 6)

EPC 4 : Understanding of ICT

Preparing teachers to use technology in a classroom is an important step of ICT enabled

education in the country. This course will focus on moving beyond computer literacy and ICT aided
learning, to help student-teachers interpret and adapt ICTs in the teaching-learning process.

Objectives : To enable student-teachers to-

• Have a basic familiarity with computers

• Understand & appreciate ICT as an effective learning tool for learners

• Understand ICT as an enormous functional support to teachers.

Activities :

A workshop on ICT for 10-15 days way be organized or a provision of one period/week may be made
daily in the time-table to learn and to practice in computer labs. Student-teacher are expected to
learn the following:

• Use of radio and audio media in script writing, story-telling, etc.

• Use of TV & video in education

• Use of newspaper in education

• Functional knowledge of operating computers- word processing, power point, excel, etc.

• Effective browsing of the internet for selecting relevant information.

• Downloading relevant material

• Competencies in developing software

• Developing PPT slide show for classroom use

• Use of available software or CDs with LCD projection for subject learning interactions

• Generating demonstrations using computer software.

EPC – 5 : SCOUTING AND GUIDING

This is an international programme to develop social-sensitivity and to make students

dutiful towards the nation & the world so that they may serve the humanity.

Objectives : To enable student-teachers to-

• Develop the characteristics of good citizenship.

• Develop world Peace.

• Develop two feeling of dignity of labour.

• Make students self-reliant

• Develop the physical, mental & spiritual powers.

Activities:

This can be achieved through organizing a scouting camp of 6-7 days to impart training in-

• First-aid against fracture, snake bite poison, electric current, etc.

• Using safety-measures against fire, chemicals, electrical equipment, etc.

• Using compass & maps.

• Using different types of knots

• Constructing a bridge, etc.

• Different types of physical exercise etc.

EPC 6: WORKING WITH COMMUNITY

This programme gives opportunity to attach with and to solve the problems of the community to
make the student-teachers sensitive and aware about the society.

Objectives: To enable student-teachers to

• develop social-sensitivity among student-teachers

• develop sympathy with the poor and the people below-poverty-line.

• Develop awareness about the environment.

• To have the positive attitude toward the neglected class.

Activities:

This can be achieved by organizing a number of programmes for the welfare of the community, like
–

• To educate the dropouts & Adults (Literate India)

• To educate the people of slum areas to take the nutritious diet. (Quite Mal-nutritious).

• To make the people learn the importance of small family norm (chota pariwar sukhi pariwar)

• To make the people learn the importance of the girls-child & its education for the Family and
the society (Beti Bachao Beti Padhao)

• To motivate the people to grow more plants (Green India)

• To motivate the people to keep the city and the public places clean (Clean India)

• To motivate the people to save river and ponds (Clean Water).