SEMESTER 2

Learning and teaching

Total Marks 100 contact hours per week-6

Internal assessment 20

External assessment 80

Aims of the Course

• After completion of the course the students will be able to reflect on and
critique notions of learning and teaching that they have formed from their own
experience, and to move beyond them understand theories of learning as
conceptualized currently within psychology and cognitive science 1 engage
critically with theories that reduce learning to behavioural and testable
components,
Engage theoretically and through observation with the notion of learning as
construction of knowledge
Investigate the differences and connections between learning in school and
learning outside school.

Unit 1
1. Educational psychology and the teaching – learning process
• Educational psychology, concept and scope
• Concepts of teaching and learning
• Variable in the teaching process. The learning task (instructional objective),
learner behavior (entry behavior and teacher behavior) (competence,
expectation, personality and teaching style etc.)
• Role of educational psychology in teaching learning process
2. Approaches to learning
• Introduction to learning – concept and importance
• Behavioral: trial and error, conditioning (classical and operant) and social
learning
• Cognitive (insightful and information processing model)
• Constructivism: concept, planning and development of learning experiences
(vygostky, burner, etc.)

Unit 2
3. Nature of learner
 • Intelligence meaning nature and theories of intelligence (two factor theory
and Thurston’s group factor theory), Emotional intelligence, measurement
of intelligence and application of intelligence tests
• Creativity: concepts, relationship with intelligence, techniques for fostering
creativity
• Interest and attitude and their assessment
• Personality: meaning, nature and assessment

Unit 3
Teaching as a professional
• Concept of teaching – meaning definition nature and characteristics
• Analytically concept of teaching
• Variables involved in teaching task
• Phases and operation of teaching
• Types of effective teaching
• Inclusive teaching
• Teaching accountability and professional competencies
• Role of teacher in Indian context.

Unit 4
4. Factors affecting teaching and learning
• Maturation – concept and educational implications
• Attention – concept, types and educational implications
• Fatigue – concept, types and educational implications
• Motivation – concept and theories (Maslow’s theory of self actualization
achievement motivation by David me (Leland)

Unit 5
5. Mental process of learning
• Thinking process – concept and tools
• Types of thinking – divergent, convergent, critical, reflective and lateral
thinking
• Mental process
o Memory – concept, types and strategies to develop memory
o Forgetting – nature, causes, factors and strategies to minimize
forgetting
o Imagination – meaning, types and education implication

Unit 6
 6. Group dynamics / group learning strategies
• Meaning and characteristics of a social group
• Group dynamics – process and its importance on learning
• Importance of developing group mind (group cohesiveness)
• Sociometry – uses and importance
• Co-operative learning and constructivist learning

7. Teaching as a profession
• Teaching: concept, meaning characteristics
• Inclusive teaching
• Teaching account sitting professional competency
• Role teacher in Indian context

Knowledge and Curriculum – Part 1

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

The course intends the student-teachers that how knowledge and curriculum – making
plays a critical role in a heterogeneous and plural society like India. However, without
a clear vision and understanding of curricular aims, schools tend to become rigid in
their curricular practices, and uniformly imposed processes, meanings, and values.
This negates the ideals that they are expected to actualize. Therefore, the courses aims
at enthusing student-teachers to infuse dynamism in selection of knowledge, symbols
and values and child-friendly in pedagogy, student teachers understand the evolving
meanings of ‘curriculum’. When seen as a dynamic process within this board field,
conceptual linkages (and distinctions) between educational aims, curriculum
framework, role of school organization and culture, as well as of the teacher, in
operationalizing and developing a contextual responsive ‘curriculum’ and ‘critical
pedagogy’ are explored. The scope for teachers to make curricular decision, based on
field realities is highlighted.

Unit 1
Epistemological contribution of educational thinkers
• What is education, concept meaning relationship with philosophy
 • Epistemological analysis of following educational thinkers
• Western Educators- Plato, Rousseau, R. S. Peter
• Indian Thinkers- Swami Vivekanand, M.K. Gandhi, R.N. Tagore, Aurobindo
Ghosh, Vinoba Bhave

Unit 2
Evolving knowledge base in education

Nature of knowledge in education: concepts, statements, educational viewpoints,

metaphors and theories, emerging base in education, difference between information,
knowledge, belief and opinion interfaces with cognate discipline such as physical,
natural and social sciences.

Concept of curriculum

Understanding the meaning and nature of curriculum: need for curriculum in schools.

Differentiating curriculum framework, curriculum and syllabus; their significance in

school educations

Nature of the textbook

Facets of curriculum: core curriculum – significance in Indian context meaning

Unit 3
Curriculum determinants and considerations

Board determinants of curriculum making (at the nation or state-wide level)

i. Social political cultural geographical economic diversity
ii. Social political aspirations, including ideologies and educational vision
iii. Economic necessities
iv. Technological possibilities
v. National priorities
vi. System of governance and power relations and
vii. International context

Considerations in curriculum development: (at the level of the school)

i. Forms of knowledge and its characterization in different school subjects
ii. Relevance and specificity of educational objectives for concerned level
iii. Social-cultural context of students- multi-cultural, multilingual aspects
 iv. Learner characteristics
v. Teacher experiences and concerns
vi. Critical issues: environmental concerns, gender difference, inclusiveness, value
concerns and issues social

Pedagogy Course
Part I

Pedagogy of Language (English)

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

The objectives of the course will make the student-teachers able to:
• Understand the different roles of language;
• Understand the relation between literature and language;
• Understand the appreciate different register of language;
• To be able to develop creativity among learners;
• Understand role and importance of translation;
• To be able to examine authentic literary and non-literary texts and develop
insight and appreciation;
• Understand the use of language in context, such as grammar and vocabulary;
• To be able to develop activities and tasks for learners;
• Understand the importance of home language and school language and role of
mother tongue in education.
• To be able to multilingualism as a strategy in the classroom situation;
• Develop an understanding of the nature of language system;
• Understand about the teaching of poetry, prose and drama;
• Identify methods, approaches and materials for teaching English at different
levels;
 • Develop an insight into the symbiotic relationship between curriculum syllabus
and textbooks;
• Develop and use teaching aids in the classroom both print and audio-visual
material, and ICT (Internet and Computer Technology);
• Understand the process of language assessment;
• Familiarize students with our rich culture, heritage and aspects of our
contemporary life. Language classroom and texts have a lot of scope to make
students sensitive towards surrounding people and nation;
• Understand need and function of language lab; and
• Sensitise teacher students about emerging issues such as right to education for
children, peace and environment education in context with language teaching.

Unit 1:

1. LANGUAGE AND SOCIETY: Language and Gender; Language and Identity;

Language and Power; Language and Class (Society).

LANGUAGE IN SCHOOL: Centrality of language in learning; Critical review

of Medium of Instruction; Different school subjects as registers; Multilingual
classrooms; Multicultural awareness and language teaching.

CONSTITUTIONAL PROVISIONS AND POLICIES OF LANGUAGE

EDUCATION: Position of language in India; Article 343-351, 350A; Kothari
Commission (1964-66); NPE-1986; POA-1992; National Curriculum
Framework-2005 (language education)

Activities
Discuss on
• Position paper on ‘Teaching of English’
• Multilingualism as a Resource

Project
• Prepare a report on the status of languages given in the Constitution of India
and language policies given in Kothari Commission, NPE-1986 and POA-1992
• Visit five schools in the neighbourhood and prepare a report on the three
language formula being implemented in the schools.

Teaching Practice
• Talk to the students and find out the different languages that they speak.
Prepare a plan to use multilingualism as a strategy in the English classroom.
2. POSITION OF ENGLISH IN INDIA

ROLE OF ENGLISH LANGUAGE IN THE INDIAN CONTEXT: English as a

language of knowledge; Position of English as second language in India; English
as a link language in global context; challenges of teaching and learning English.
Activities
• Discuss in groups how the role of English language has changed in the twenty-
first century.
• Topic for Debate: Globalisation and English

Project
• Do a survey of five schools in your neighbourhood to find out Level of
Introduction of English

Unit 2:
3. AN OVERVIEW OF LANGUAGE TEACHING

DIFFERENT APPROACHES/THEORIES TO LANGUAGE LEARNING AND

TEACHING (MT & SL): Constructive approach; multilingual approach to
language teaching (John Dewey, Burner, J. Piaget, L. Vygotsky, Chomsky,
Krashen), and Indian thought on language teaching (Panini, Kamta Prasad,
Kishori Das Vajpai etc.).

A CRITICAL ANALYSIS OF THE EVALUATION OF LANGUAGE

TEACHING METHODOLOGIES: Grammar translation method, Direct method,
Structural-situational method, Audio-lingual method, Natural method;
Communicative approach, Thematic approach (inter-disciplinary).
Activities
• Discuss on the topic ‘Mother Tongue and Other Tongue’
Project
• Do a comparative study of positive features and weaknesses of different
approaches to language learning.
Teaching Practice
Prepare four activities keeping in view ‘Constructivism in a Language
Classroom’.

Unit 3

4. NATURE OF LANGUAGE
 ASPECTS OF LINGUISTIC BEHAVIOUR: Language as a rule-governed
behaviour and linguistic variability; Pronunciation – linguistic diversity, its
impact on English, pedagogical implication; Speech and writing.

LINGUISTIC SYSTEM: The organization of sounds; the structure of

sentences; The concept of Universal grammar; Basic concept in phonology,
morphology, syntax and semantics; Discourse

Activities
• Have a discussion on the topic ‘Difference between Spoken and Written
language’.

5. ACQUISITION OF LANGUAGE SKILLS

GRAMMAR IN CONTEXT; VOCABULARY IN CONTEXT

ACQUITION OF LANGUAGE SKILLS: Listening, speaking, reading and

writing.
• Listening and speaking: sub skills of listening: Tasks; Storytelling, dialogues,
situational conversations, role plays, simulations, speech, games and contexts,
language laboratories, pictures, authentic materials and multimedia resources.
• Reading: Sub skills of reading; Importance of understanding the development
of reading skills, Reading aloud and silent reading; Extensive and intensive
reading; Study skills, including using thesauruses, dictionary, encyclopaedia,
etc.
• Writing: Stages of writing; Process of writing; Formal and Informal writing,
Reference skills; Study skills; higher order skills.

Activities
• Collect ten examples of Grammar in context from English Textbooks of
Classes VI to VIII and have a group discussion.
Teaching Practice
• Prepare activities for listening, speaking, reading and writing. (5 Each)
Project
• Keeping in view the needs of the children with special needs prepare two
activities for English teachers.
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Pedagogy of Language (Urdu)

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

The objectives of the course will make the student-teachers able to:
• Understand the different roles of language;
• Understand the relation between literature and language;
 • Understand the appreciate different register of language;
• To be able to develop creativity among learners;
• Understand role and importance of translation;
• To be able to examine authentic literary and non-literary texts and develop
insight and appreciation;
• Understand the use of language in context, such as grammar and vocabulary;
• To be able to develop activities and tasks for learners;
• Understand the importance of home language and school language and role of
mother tongue in education;
• To be able to use multilingualism as a strategy in the classroom situation;
• Develop an understanding of the nature of language system;
• Understand about the teaching of poetry, prose and drama;
• Identify methods, approaches and materials for teaching Urdu at different
levels;
• Develop an insight into the symbiotic relationship between curriculum syllabus
and textbooks;
• Develop and use teaching aids in the classroom both print and audio-visual
material, and ICT (Internet and Computer Technology);
• Understand the process of language assessment;
• Familiarize students with our rich culture, heritage and aspects of our
contemporary life. Language classroom and texts have a lot of scope to make
students sensitive towards surroundings, people and the nation;
• Understand need and function of language lab; and
• Sensitise teacher students about emerging issues such as right to education for
children, peace and environment education in context with language teaching.

Unit 1:
1. ROLE OF LANGUAGE
i. LANGUAGE AND SOCIETY: Language and gender; Language and
identity; Language and power; Language and class (society).
ii. LANGUAGE IN SCHOOL: Centrality of language in learning; Language
across the curriculum; language and construction of knowledge; Difference
between languages as a school subject and language as a means of learning
and communication; critical view of medium of instruction; Different school
subjects as register; Multilingual classrooms; Multicultural awareness and
language teaching.
iii. CONSTITUTIONAL PROVISIONS AND POLICIES OF LANGUAGE
EDUCATION: Position of language in India; Constitutional provisions and
policies of language education (Article 343, 351, 350A); Kothari Commission
 (1964-66); NPE-1986; POA-1992; National Curriculum Framework-2005
(language education); Position of Urdu as first, second and third language in
India.

Activities
Discussion on
• Position paper on the Teaching of Indian Languages with special reference to
Urdu.
• ‘Multilingualism as a Resource’

Project
• Now write an analysis based on the above issues.
• Prepare a report on the status of language given in the Constitution of India and
language policies given in Kothari Commission, NPE- 1986 and POA- 1992.

Teaching Practice
• Talk to the student and find out the different languages that they speak. Prepare
a plan to use multilingualism as a strategy in the Urdu classroom.
• Write a report on their reflection in the textbooks.

Unit 2:
2. POSITION OF URDU LANGUAGE IN INDIA
ROLE OF URDU LANGUAGE IN INDIA: Urdu as a language of knowledge; Urdu
as first, second and third language; Urdu at International level; Challenges of teaching
and learning Urdu.

Activities
• Discuss in group on the role of Urdu language and its importance in free India.
• Interview ten people and write a report on ‘Position of Urdu language in India’

Project
Do a survey of five schools in your neighbourhood to find out:
• Level of introduction of Urdu
• Prepare a report on the challenges of teaching-learning process.

Unit 3:
3. AN OVERVIEW OF LANGUAGE TEACHING
i. DIFFERENT APPROACHES/THEORIES TO LANGUAGE LEARNING
AND TEACHING (MT & SL): Inductive approaches; Whole language
approach; constructive approach; Multilingual approach to language teaching
 (John Dewey, Bruner, J. Piaget, Vygotsky, Chomsky, Krashen) and Indian
thought on language teaching (Panini, Kamta Prasad, Kishori Das Vajpai,
etc.)

ii. A CRITICAL ANALYSIS OF THE EVALUATION OF LANGUAGE

TEACHING METHODOLOGIES: Grammar translation method; Direct
method; Structural-Situational method; Audio-lingual method, Natural
method; Communicative approach; Total physical response; Thematic
approach (inter-disciplinary).
Activities

• Discuss on the topic ‘Mother Tongue and Other Tongue’

Project

• Do a comparative study of positive features and weaknesses of different

approaches to language learning.

Teaching Practice

• Prepare four activities keeping in view ‘Constructivism in a Language

Classroom’

Unit 4:
4. NATURE OF LANGUAGE
i. ASPECT OF LINGUISTIC BEHAVIOUR: Pronunciation-linguistic
diversity, its impact on Urdu pedagogical implication; Speech and writing.
ii. LINGUISTIC SYSTEM: The organization of sounds; The structure of
sentences; The concept of universal grammar; Nature and structure of
meaning; Basic concept in phonology, morphology, syntax and semantics;
Discourse
Activities
• Have a discussion on the topic ‘different between spoken and written
language’.

5. ACQUISITION OF LANGUAGE SKILLS

i. GRAMMAR IN CONTEXT; VOCABULARY IN CONTEXT.
ii. ACQUISITION OF LANGUAGE SKILLS:
Listening, speaking, reading and writing
• Listening the speaking; Sub skills of listening and speaking; Tasks; Materials
and resources for developing the listening and speaking skills: Storytelling,
 dialogues, situational conversation, role plays, simulation, speech, games and
contexts, language laboratories, pictures, authentic materials and multimedia
resources.
• Reading: Sub skills of reading; Importance of development of reading skills;
Reading aloud and silent reading; Extensive and intensive reading; Study skills,
including using thesauruses, dictionary, encyclopaedia, etc.
• Writing: Stages of writing; Process of writing; Formal and informal writing
such as poetry, short story, letter, diary, notices, articles, reports, dialogue,
speech, advertisement, etc.; Reference skills; Higher order skills.
Activities
• Collect ten example of Grammar in context from Urdu textbooks of Classes VI
to VIII and have a group discussion.
Teaching Practice
• Prepare activities for listening, speaking, reading and writing. (5 Each)
Project
• Keeping in view the needs of the children with special needs, prepare two
activities for Urdu teachers.

Pedagogy of Language (Sanskrit)

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

The objectives of the course will make the student-teachers able to:
• Understand the different roles of language;
• Understand the relation between literature and language;
• Understand the appreciate different register of language;
• To be able to develop creativity among learners;
• Understand role and importance of translation;
• To be able to examine authentic literary and non-literary texts and develop
insight and appreciation;
 • Understand the use of language in context, such as grammar and vocabulary;
• To be able to develop activities and tasks for learners;
• Understand the importance of home language and school language and role of
mother tongue in education;
• To be able to use multilingualism as a strategy in the classroom situation;
• Develop an understanding of the nature of language system;
• Understand about the teaching of poetry, prose and drama;
• Identify methods, approaches and materials for teaching Sanskrit at different
levels;
• Develop an insight into the symbiotic relationship between curriculum syllabus
and textbooks;
• Develop and use teaching aids in the classroom both print and audio-visual
material, and ICT (Internet and Computer Technology);
• Understand the process of language assessment;
• Familiarize students with our rich culture, heritage and aspects of our
contemporary life. Language classroom and texts have a lot of scope to make
students sensitive towards surroundings, people and the nation;
• Understand need and function of language lab; and
• Sensitise teacher students about emerging issues such as right to education for
children, peace and environment education in context with language teaching.

Unit 1:
1. ROLE OF LANGUAGE
i. LANGUAGE AND SOCIETY
• Language and gender; Language and identity; Language and power.
ii. LANGUAGE IN SCHOOL
Centrality of language in learning: Difference between language as a school
subject and language as a means of learning and communication; Multilingual
classrooms.
iii. POSITION OF LANGUAGE IN INDIA
Constitutional provisions and policies of language education (Article 343, 351,
350A); Kothari Commission (1964-66); NPE-1986; POA-1992; National
Curriculum Framework-2005 (language education); Position of Sanskrit.
Activities
• Discussion on Multilingualism as a Resource
Project
• Prepare a report on status of language given in the Constitution of India and
language policies given in Kothari Commission, NPE-1986 and POA-1992
 • Visit five schools in the neighbourhood and prepare a report on the three
language formula being implemented in the schools.
Teaching Practice
• Talk to the students and find out the different language that they speak. Prepare
a plan to use multilingualism as a strategy in the Sanskrit classroom.

2. IMPORTANCE OF SANSKRIT LANGUAGE: Sanskrit language and literature;

Sanskrit language and Indian languages; Socio-cultural importance of Sanskrit
language; Sanskrit as a modern Indian language; Importance of teaching Sanskrit
in India;
Problem related to Sanskrit teaching at school level.
Activities
Discuss on
• Position of Indian language and Sanskrit
• Development of Sanskrit language
• Problems of teaching Sanskrit
Project
• Do a survey of five schools in your neighbourhood to find out:
(i) Level of introduction of Sanskrit
(ii) Textbooks used in the classroom
• Prepare a report on the challenges faced by the teachers and the learners in
the teaching-learning process.

Unit 2:
3. AIMS AND OBJECTIVES OF SANSKRIT LANGUAGE TEACHING
i. AIMS AND OBJECTIVES OF SANSKRIT LANGUAGE TEACHING
• Aims and objectives of Sanskrit teaching at different levels (Primary,
Secondary and Higher Secondary levels)
ii. CURRICULUM AND SANSKRIT LANGUAGE
• Place of Sanskrit at different levels of school education (Primary, Upper
Primary, Secondary and Higher Secondary levels)
• Place of Sanskrit in three language formula and its objectives
• Place of Sanskrit at Sanskrit Pathshalas
• Sanskrit Commission and Curriculum
• Sanskrit Curriculum and textbooks at school level.
Activities
Discuss on
• Improvement of quality teaching at different levels
• Status of Sanskrit teaching at school level
Project
• Prepare a brief report on Sanskrit Commission
• Prepare a report on textbooks in Sanskrit at school level
4. LANGUAGE TEACHING
i. DIFFERENT PROCESS OF LANGUAGE LEARNING: Inductive and
deductive approach; Whole language approach; constructive approach;
Multilingual approach to language teaching (John Dewey, Bruner, J. Piaget,
Vygotsky, Chomsky, Krashen) and Indian thought on language teaching
(Panini, Kamta Prasad, Kishori Das Vajpai, etc.)
ii. APPROACHES OF SANSKRIT LANGUAGE LEARNING: Grammar
translation method; Direct method; Structural-Situational method; Audio-
lingual method, Natural method; Communicative approach; Total physical
response; Thematic approach (inter – disciplinary).
iii. ASPECT OF LINGUISTIC BEHAVIOUR: Pronunciation-linguistic
diversity, its impact on Sanskrit pedagogical implication; Speech and writing.
iv. LINGUISTIC SYSTEM: The organization of sounds; structure of sentences;
The concept of universal grammar; Nature and structure of meaning; Basic
concept in phonology, morphology, syntax and semantics; Discourse
Activities
• Have a discussion on the topic ‘difference between spoken and written
language’.

Unit 3:
5. ACQUISITION OF LANGUAGE SKILLS
i. GRAMMAR IN CONTEXT; VOCABULARY IN CONTEXT.
ii. ACQUISITION OF LANGUAGE SKILLS:
Listening, speaking, reading and writing
• Listening the speaking; Sub skills of listening and speaking; Tasks; Materials
and resources for developing the listening and speaking skills: Storytelling,
dialogues, situational conversation, role plays, simulation, speech, games and
contexts, language laboratories, pictures, authentic materials and multimedia
resources.
• Reading: Sub skills of reading; Importance of development of reading skills;
Reading aloud and silent reading; Extensive and intensive reading; Study skills,
including using thesauruses, dictionary, encyclopaedia, etc.
• Writing: Stages of writing; Process of writing; Formal and informal writing
such as poetry, short story, letter, diary, notices, articles, reports, dialogue,
speech, advertisement, etc.; Reference skills; Higher order skills.
Activities
 • Collect ten example of Grammar in context from Sanskrit textbooks of Classes
VI to VIII and have a group discussion.
Teaching Practice
• Prepare activities for listening, speaking, reading and writing. (5 Each)
Project
• Keeping in view the needs of the children with special needs, prepare two
activities Sanskrit teachers.

Pedagogy of Language (Bangla)

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

The objectives of the course will make the student-teachers able to:
• Understand the different roles of language;
• Understand the relation between literature and language;
• Understand the appreciate different register of language;
• To be able to develop creativity among learners;
• Understand role and importance of translation;
• To be able to examine authentic literary and non-literary texts and develop
insight and appreciation;
• Understand the use of language in context, such as grammar and vocabulary;
• To be able to develop activities and tasks for learners;
• Understand the importance of home language and school language and role of
mother tongue in education;
• To be able to use multilingualism as a strategy in the classroom situation;
• Develop an understanding of the nature of language system;
• Understand about the teaching of poetry, prose and drama;
• Identify methods, approaches and materials for teaching Bangla at different
levels;
 • Develop an insight into the symbiotic relationship between curriculum syllabus
and textbooks;
• Develop and use teaching aids in the classroom both print and audio-visual
material, and ICT (Internet and Computer Technology);
• Understand the process of language assessment;
• Familiarize students with our rich culture, heritage and aspects of our
contemporary life. Language classroom and texts have a lot of scope to make
students sensitive towards surroundings, people and the nation;
• Understand need and function of language lab; and
• Sensitise teacher students about emerging issues such as right to education for
children, peace and environment education in context with language teaching.

Unit 1:
1. LANGUAGE AND SOCIETY: Language and gender; Language and identity;
Language and power; Language and class (society).
2. LANGUAGE IN SCHOOL: Home language and the school language; Medium
of understanding (child’s own language); Centrality of language in learning;
Language across the curriculum; Language and construction of knowledge;
Difference between language as a school-subject and language as a means of
learning and communication; Different school subjects as registers; Multilingual
classrooms; Multicultural awareness and language teaching; Position of Bangla
as first, second and third languages in India.
3. ROLE OF BANGLA LANGUAGE IN INDIA: Pre-and post-partition; Bangla as
a language of knowledge; Bangla at International level; Challenges of teaching
and learning Bangla.
Activities
Discussion on
• ‘Multilingualism as a Resource’
• Analysis of advertisements aired on Radio/Television on the basis of language
and gender.
• Discuss in group on the role of Bangla language and its importance in free
India.
Project
• Visit five school in the neighbourhood and prepare a report on the three
language formula being implemented in the schools.
• Prepare a report on the challenges of teaching-learning process.
Teaching Practice
• Talk to the students and find out the different languages that they speak.
Prepare a plan to use multilingualism as a strategy in the Bangla classroom.
 • On the basis of Bangla textbooks (VI to XII), prepare a list of topics and
activities given on
(i) Language and Gender
(ii) Language and Peace
Write a report on their reflection in the textbooks.

Unit 2:
NATURE OF LANGUAGE
1. ASPECT OF LINGUISTIC BEHAVIOUR: Pronunciation-linguistic diversity, its
impact on Bangla pedagogical implication; Speech and writing.
2. LINGUISTIC SYSTEM: The organization of sounds; The structure of sentences;
The concept of universal grammar; Nature and structure of meaning; Basic
concept in phonology, morphology, syntax and semantics; Discourse

Activities
• Have a discussion on the topic ‘different between spoken and written
language’.

Unit 3:
1. DIFFERENT APPROACHES/THEORIES TO LANGUAGE LEARNING AND
TEACHING (MT & SL): Inductive approaches; Whole language approach;
constructive approach; Multilingual approach to language teaching (John Dewey,
Bruner, J. Piaget, Vygotsky, Chomsky, Krashen) and Indian thought on language
teaching (Panini, Kamta Prasad, Kishori Das Vajpai, etc.)
2. A CRITICAL ANALYSIS OF THE EVALUATION OF LANGUAGE
TEACHING METHODOLOGIES: Grammar translation method; Direct method;
Structural-Situational method; Audio-lingual method, Natural method;
Communicative approach; Total physical response; Thematic approach (inter-
disciplinary).
3. ACQUISITION OF LANGUAGE SKILLS:
Listening, speaking, reading and writing
• Listening the speaking; Sub skills of listening and speaking; Tasks; Materials
and resources for developing the listening and speaking skills: Storytelling,
dialogues, situational conversation, role plays, simulation, speech, games and
contexts, language laboratories, pictures, authentic materials and multimedia
resources.
• Reading: Sub skills of reading; Importance of development of reading skills;
Reading aloud and silent reading; Extensive and intensive reading; Study skills,
including using thesauruses, dictionary, encyclopaedia, etc.
 Writing: Stages of writing; Process of writing; Formal and informal writing such
as poetry, short story, letter, diary, notices, articles, reports, dialogue, speech,
advertisement, etc.; Reference skills; Higher order skills.
Activities
• Discussion on the topic ‘Mother Tongue and Other Tongue’
• Collect ten examples of Grammar in context from Bangla textbooks of Class
VI to VIII and have a group discussion.
Project
• Do a comparative study of positive features and weakness of different
approaches to language learning.
• Keeping in view the needs of the children with special needs, prepare two
activities for Bangla teachers.
Teaching Practice
• Prepare four activities keeping in view ‘Constructive in a Language classroom’
• Prepare activities for listening, speaking, reading and writing. (5 Each)
• Prepare three activities to develop the reading skills of Class VI students.

Pedagogy of Social Science

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

• To develop an understanding of nature of Social Sciences, both of individual
disciplines comprising Social Sciences, and also of Social Sciences as an
integrated/interdisciplinary area of study;
• To acquire a conceptual understanding of the processes of teaching and
learning Social Sciences;
• To enable student teachers examine the prevailing pedagogical practices in
classrooms critically and to reflect on the desired changes;
• To acquire basic knowledge and skills to analyse and transact the Social
Sciences curriculum effectively following wide-ranging teaching-learning
strategies in order to make it enjoyable and relevant for life.
 • To sensitise and equip student teachers to handle social issues and concerns in
a responsible manner, e.g., preservation of the environment, disaster
management, promoting inclusive education, preventing social exclusion or
children coming from socially and economically deprived backgrounds, and
saving fast depleting natural resources (water, fossil fuels etc.).

Unit 1:
1. SOCIAL SCIENCES AS AN INTEGRATING AREA OF STUDY : CONTEXT
AND CONCERNS
• Distinguishing between Natural and Social Sciences: Major Social Sciences
disciplines in school.
• What is ‘social’ about various Social Sciences?
• Linking child’s natural curiosity with natural phenomena like weather, flora
and fauna; spatial and temporal contexts; important social and economic issues
and concerns of the present-day Indian society.

2. TEACHING-LEARNING RESOURCES IN SOCIAL SCIENCES

• People as resource: The significance of oral data. Types of Primary and
Secondary Sources; Data from field, textual materials, journals, magazines,
newspapers, etc.
• Using the library for secondary sources and reference material, such as
dictionaries and encyclopaedias.
• Various teaching aids: Using atlas as a resource for Social Sciences; maps,
globe, charts, models, graphs, visuals.
• Audio-visual aids, CD- Rom, multimedia, internet.

Unit 2:
3. SOCIAL SCIENCES CURRICULUM FOR SCHOOL IN INDIA
Curriculum development process: National and State level.
Studying the Social Sciences syllabus – aims and objectives, content
organization and of any State Board and CBSE for different stages of school
education.
4. TEACHING-LEARNING OF GEOGRAPHY – SPACE, RESOURCES AND
DEVELOPMENT
Meaning, Nature of Geography: Current Trends in Teaching and Learning,
Major Themes and Key Concepts in Geography

LOCATION: Absolute (Grid system of latitudes and longitudes) and relative

location: two ways of describing the positions of places and people on the earth’s
surface.
 HUMAN-ENVIRONMENT-INTERACTIONS:
Distribution of resources; patterns of human activities reflecting modifications/
adaptations to natural/physical settings based on the prevailing cultural values,
economic and political circumstances and technological abilities; Environmental
degradation and its preservation; disasters and preparedness.

Developing Skills in Geography

Map reading and interpreting using scale (distance), direction, symbols, point,
line and area. Taking up activities to study environmental degradation in the
local area and its preservation methods; studying any disaster involving all
factors at the local/global levels.

Teaching Strategies in Geography

Questioning; Collaborative strategies; Games, and role plays; Problem-solving
and decision-making.

METHODS: Interactive verbal learning; Experiential learning through activities,

experiments; Investigative field visits based on students’ own interest with
teacher’s support as facilitator.

TECHNIQUES: Using textbooks and atlas as a part of oral lessons, non-oral

working lessons; using medium and large scale maps; using pictures,
photographs, satellite imageries and aerial photographs; using audio-visual aids,
CDs, multimedia and internet; case study approach.

Unit 3:
5. TEACHING-LEARNING OF ECONOMICS: STATE, MARKET, AND
DEVELOPMENT
Meaning, Nature and Scope of Economics: Current Trends
Key Concepts in Economics
Scarcity and choice, opportunity cost, productivity, demand, supply and market
mechanism, Division of labour and specialisation.
Classification of Economic System
Capitalism, Socialism, mixed economy (case study: India)
Development Issues in Economics
Sustainable Development – economic growth and economic development – indicators
of measuring the well-being of an economy; budget; Classification of Production
Activities – primary, secondary and tertiary;
Economic Reforms and Globalisation (discuss these developmental issues with
reference to India).
 Teaching-Learning Methods in Economics
In addition to usual methods like lecture, discussion, storytelling, other methods like
problem-solving, simulation games, use of media and technology, project and
activities like field visits, collection of data from documents (e.g. Economic Survey,
Five Year Plan), analyzing the interpreting data (using simple tables, diagrams and
graphs).
Teaching-Learning materials
Using textbook, analysis of news (Newspaper, TV, and Radio); documents (e.g.
Economics Survey, Five Year Plan), Journals and News Magazines.

Teaching of History
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Objectives:
1. To acquaint the student teachers with the nature of history as a discipline and the
objectives of teaching history.
2. To develop among the student teachers an understanding of the alternative
approach, methods and media for teaching history.
3. To develop among the student teachers critical awareness of the features of
existing History curricula and textbooks.
4. To develop among the student teachers an understanding of the organizing
capacity of co-curricular activities.
5. To acquaint the student teachers with different Audio-Visual aids and develop in
them the skills for the proper use and maintenance of teaching aids.
6. To develop among the student teachers understanding of the evaluation
component in the instructional process and be familiar with the use of various
tools and techniques of evaluation.

Unit 1: Nature and Scope of History

• Define History, Explain Historiography and its role. The Modern concept of
History. Nature and scope of History
 • History as an Inter disciplinary subject with particular reference to its
relationship with other school subjects.
• Aims of teaching History – values of teaching History- disciplinary,
informative, educational, ethical, cultural, political, moral, national, and inter-
national.
• The role of teaching History for national integration and international
understanding.
• Objectives of teaching History- general and specific objectives in cognitive,
affective and psycho motor domains.
• Instructional objectives of a particular topic or lesson, major ideas and minor
ideas, concept, terms facts in developing a lesson plan, unit plan.

Unit 2: Curriculum design in History

• Curriculum design and syllabus framing in History at the secondary stage or at
the senior secondary stage. Approaches to curriculum design-topical, co-
relational, integrated discipline, problem solving, conceptual design
curriculum.
• Critical appraisal of text books in history from the standpoint of curriculum
design and syllabus framing, treatment and organization of subject matter.
• Guidelines to teachers in transacting the curriculum and syllabus.
• Adequacy of exercises, assignments activities, illustrations, data and
conceptual clarity in the treatment of the subject matter etc.
• Trend analysis in History.

Unit 3:
• Teaching Learning of History
• Continuity and Change over time and Historical Construction
• The concepts of social change in Indian and World History; constructivist
pedagogy in History and general competencies
• Historical Methods
• Evidence, facts, arguments, categories and perspective;
• Evidence – based History teaching; Primary sources and the construction of
History.
• Social Formations in History
• Different social formations in History and the periodisation of World History;
The periodisation of Indian History: Ancient, medieval, modern and
contemporary societies
• Capitalism, democracy and citizenship (Case Studies: American Revolution/
French Revolution)
 • The varieties of socialism (Case study; the erstwhile USSR and /or China and/
or Cuba)
• Select Issues of Social Change in Indian History
• Culture, social stratification and social change in India;
• Shared religious cultures and conflicts between religious communities in India
• Gender differentials and how these cut across caste and class structures as well
as religious communities. (Case Study: India)
• Pedagogical Concerns Regarding School History
• Interactive, constructivist and critical pedagogies in History
• The Lateral Development of Different Skills
• Observation of skills relating to primary and secondary data; Observing coins,
inscriptions (if available), the material remains of the past and visuals; Helping
children to read passages from primary sources; Thinking about what all these
sources might or might not reveal.

Teaching of Civics
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Objectives:
• To acquaint the student teachers with the nature of civics/political science as a
discipline and the objectives of teaching civics.
• To develop among the student teachers an understanding of the alternative
approach, methods and media for teaching civics.
• To develop among the student teachers critical awareness of the features of
existing civics curricula and textbooks.
• To develop among the student teachers an understanding of the organizing
capacity of co-curricular activities.
• To acquaint the student teachers with different Audio-Visual aids and develop
in them the skills for the proper use and maintenance of teaching aids.
• To develop among the student teachers understanding of the evaluation
component in the instructional process and be familiar with the use of various
tools and techniques of evaluation.
Unit 1: Nature and Scope of Civics Teaching
• Nature and scope of Civics Teaching.
• Relationship of civics with other social science subject.
• Salient features of the Indian constitution.
• Fundamental Rights, Directive Principles of state policy and Fundamental
Duties.
• Social development and concerned issues.

Unit 2: Curriculum design in Civics

• Curriculum design and syllabus framing in Civics at the secondary stage or at
the senior secondary stage. Approaches to curriculum design-topical, co
relation, integrated discipline, problem solving, conceptual design curriculum.
• Critical appraisal of text books in civics from the standpoint of curriculum
design and syllabus framing, treatment and organization of subject matter.
• Guidelines to teachers in transacting the curriculum and syllabus.
• Adequacy of exercise, assignments activities, illustrations, data and conceptual
clarity in the treatment of the subject matter, language etc.

Unit 3: Methods of Teaching Civics

• Lecture cum Discussion Method
• Problem Solving Method and Project Method
• Use of teaching aids
• Text books, supplementary materials, workshops, teacher hand books,
teaching-learning materials- news paper, periodicals.
• Selecting and using teaching aids
• Need and importance of A.V aids
• Types of A.V aids
• Role of the civics teachers for use and development of these teaching aids
• Computer based Instruction in civics-concepts, use and application.
• Downloading of instructional materials from websites through Internet, power
point presentation.
 Teaching of Geography
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Objectives:
1. To acquaint the student teachers with the nature of Geography as a discipline and
the objectives of teaching Geography.
2. To develop among the student teachers an understanding of the alternative
approach, methods and media for teaching geography.
3. To develop among the student teachers critical awareness of the features of
existing geography curricula and textbooks.
4. To develop among the student teachers an understanding of the organizing
capacity of co-curricular activities.
5. To acquaint the student teacher with different Audio-Visual aids and develop in
them the skills for the proper use and maintenance of teaching aids.
6. To develop among the student teachers understanding of the evaluation
components in the instructional process and be familiar with the use of various
tools and techniques of evaluation.

Unit 1: Nature and Scope of Geography

• Nature and scope of Geography with special reference to regional geography of
India- climate, agriculture, resources, and population growth.
• Geography as an Inter disciplinary subject with particular reference to its
relationship with other school subjects.
• Faces of the land. Air around us- air pollution, global warming, green house
effect, depletion of Ozone layer.
• Water resources- Water cycle, role of rivers in the economy, problems of water
pollution.
• Human impact on the environment, pollution and sustainable development;
Environment degradation- its protection and conservation.
• Objectives of teaching geography- general and specific objectives in cognitive,
affective and psycho motor domains.
• Instructional objectives of a particular topic or lesson, major ideas and minor
ideas, concept, terms facts in developing a lesson plan, unit plan.

Unit 2: Curriculum design in Geography

 • Curriculum design and syllabus framing in Geography at the secondary stage
or at the senior secondary stage. Approaches to curriculum design-topical, co-
relational, integrated discipline, problem solving, conceptual design
curriculum.
• Critical appraisal of text books in Geography from the standpoint of curriculum
design and syllabus framing, treatment and organization of subject matter.
• Guideline to teachers in transacting the curriculum and syllabus.
• Adequacy of exercises, assignments activities, illustrations, data and
conceptual clarity in the treatment of the subject matter, language etc.
• Trend analysis in geography in relation to quality human life and sustainable
development of society and conservation of environment.

Unit 3: TEACHING-LEARNING OF GEOGRAPHY- SPACE, RESOURCE

AND DEVELOPMENT
• Meaning, Nature and Scope of Geography: Current Trends in Teaching and
Learning, Major Themes and Key Concepts in Geography
• LOCATION: Absolute (Grid system of latitudes and longitudes) and relative
location: two ways of describing the positions of places and people on the
earth’s surface.
• HUMAN-ENVIRONMENT-INTERACTIONS:
• Distribution of resources; patterns of human activities reflecting modifications/
adaptations to natural/physical settings based on the prevailing cultural values,
economic and political circumstances and technological abilities;
Environmental degradation and its preservation; disaster and preparedness.
• Developing Skills in Geography
• Map reading and interpreting using scale (distance), direction, symbols, points,
line and area. Taking up activities to study environmental degradation in the
local area and its preservation methods; studying any disaster involving all
factors at the local/global levels.
• Teaching Strategies in Geography
• Questioning: Collaborative strategies; Games, and role plays; Problem-solving
and decision-making.
• METHODS: Interactive verbal learning; Experimental learning through
activities, experiments; Investigative field visits based on students’ own interest
with teacher’s support as facilitator.
• TECHNIQUES: Using textbooks and atlas as a part of oral lessons, non-oral
working lessons; using medium and large scale maps; using pictures,
photographs, satellite imageries and aerial photographs; using audio-visual
aids, CDs, multimedia and internet; case study approach.
 Teaching of Economics
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Objectives:
1. To acquaint the student teachers with the nature of Economics as a discipline and
the objectives of teaching Economics.
2. To develop among the student teachers an understanding of the alternative
approach, methods and media for teaching Economics.
3. To develop among the student teachers critical awareness of the features of
existing economics curricula and textbooks.
4. To develop among the student teachers an understanding of the organizing
capacity of co-curricular activities.
5. To acquaint the student teacher with different Audio-Visual aids and develop in
them the skills for the proper use and maintenance of teaching aids.
6. To develop among the student teachers understanding of the evaluation
components in the instructional process and be familiar with the use of various
tools and techniques of evaluation.

Unit 1: Introduction
• Concept of economics and non-economic activities.
• Some features of Indian Economy.
• Major challenges before the Indian Economy.
• Concept of sustainable economic development and its relation with economic
growth and the quality of human life.
• Basic parameters of human development.
• Nature and scope of economics
• Economics as a Inter disciplinary subject with particular reference to its
relationship with other school subjects.
• Significance of teaching Economics in context of emerging concerns and needs
of Indian Society-current past status.
• Objectives of teaching Economics- general and specific objectives in cognitive,
affective and psycho motor domains.
• Instructional objectives of a particular topic or lesson, major ideas and minor
ideas, concept, terms facts in developing a lesson plan, unit plan.
Unit 2: Curriculum design in Economics
• Curriculum design and syllabus framing in Economics at the secondary stage
or at the senior secondary stage. Approaches to curriculum design-topical, co-
relational, integrated discipline, problem solving, conceptual design
curriculum.
• Critical appraisal of text books Economics from the standpoint of curriculum
design and syllabus framing, treatment and organization of subject matter.
• Guideline to teachers in transacting the curriculum and syllabus.
• Adequacy of exercises, assignments activities, illustrations, data and
conceptual clarity in the treatment of the subject matter, language etc.

Unit 3: Teaching-Learning of Economics: State, Market, and Development

• Documents Meaning, Nature and Scope of Economics: Current Trends
• Key Concept in Economics
• Scarcity and choice, opportunity cost, productivity, demand, supply and market
mechanism, Division of labour and specialization.
• Classification of Economic System
• Capitalism, Socialism, mixed economy (case study: India)
• Development Issues in Economics
• Sustainable development- economic growth and economic development-
indicators of measuring the well-being of an economy; budget; Classification
of Production Activities- primary, secondary and tertiary;
• Economic Reforms and Globalisation (discuss these developmental issues with
reference to India)
• Teaching-Learning Methods in economics
• In addition to usual methods like lecture, use of media and technology, project
and activities like field visits, collection of data from documents (e.g.
Economic Survey, Five Year Plan), analyzing and interpreting data (using
simple tables, diagrams and graphs).
• Teaching-Learning materials
• Using textbook, analysis of news (Newpaper, TV, and Radio) (e.g. Economic
Survey, Five Year Plan), Journals and News Magazines.
 Teaching of Commerce
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Objectives:
1. To enable the teacher trainees to understand the basic concepts of Commerce and
their wide applicability.
2. To enable the teacher trainees to understand the importance of Commerce, it’s
scope and relationship with other school subjects.
3. To enable the teacher trainees to understand the objectives of Commerce, at
higher secondary stage.
4. To enable the teacher trainees to select appropriate methods, audio-visual aids
and techniques for teaching Commerce at higher secondary stage.
5. To acquaint the teacher trainees with evaluation process in Commerce and
prepare a model question paper along with a Blue Print.
6. To enable the teacher trainees to critically analyse the syllabus and textbooks of
Commerce at higher secondary stage.
7. To enable the student teacher to perform his role effectively as Commerce
teacher.
8. To enable the teacher trainees to use Commercial Activities in teaching of
Commerce.
9. To enable the teacher trainees to use Community Resources in teaching
Commerce.

Unit 1: Commerce Subject & its Correlation with other subjects

Meaning, Nature and Scope of Commerce in School Curriculum
• Importance of Commerce subject in School Curriculum.
• Aims of teaching Commerce at higher secondary stage.
• Objectives of Teaching Commerce at Higher Secondary stage.
Objectives related to Knowledge and Understanding
Objectives related to Skill
Objectives related to Application
• Correlation – Concept, Importance & Types
• Correlation of Commerce subject with other school subjects.

Unit 2: Curriculum design in Commerce

 • Curriculum design and syllabus framing in Commerce at the the senior
secondary stage. Approaches to curriculum design-topical, co-relational,
integrated discipline, problem solving, conceptual design curriculum.
• Critical appraisal of text books in Commerce from the standpoint of curriculum
design and syllabus framing, treatment and organization of subject matter.
• Guideline to teachers in transacting the curriculum and syllabus.
• Adequacy of exercises, assignments activities, illustrations, data and
conceptual clarity in the treatment of the subject matter, language etc.
• Trend analysis in commerce in relation to quality human life and sustainable
development of society and conservation of environment.

Unit 3: Organization of co curricular activities and lesson planning

• Importance of conducting Co-curricular Activities
• Types of Co-curricular Activities
• Principles of organizing Co-curricular Activities
• Need & Importance of Co-curricular Activities
• Field Trip: Importance, Procedure & Role of Teacher
• Planning of teaching: need and importance
• Types of Planning: Day Plan, Lesson Plan, Unit Plan
• Pedagogical analysis of a Unit
• Preparation of an achievement Test
• Development of test items, essay type, short answer types and objective types

Pedagogy of Mathematics
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the course

After completion of course the students will be able to:
• Develop insight into the meaning, nature, scope and objectives of mathematics
education;
• Appreciate mathematics as a tool to engage the mind of every student;
• Appreciate mathematics to strengthen the student’s resource;
• Appreciate the role of mathematics in day-to-day life;
 • Learn importance of mathematics: mathematics is more than formulas and
mechanical procedures;
• Channelise, evaluate, explain and reconstruct their thinking;
• Pose and solve meaningful problems;
• Appreciate the importance of mathematics laboratory in learning mathematics;
• Construct appropriate assessment tools for evaluating mathematics through
various measures;
• Focus on understanding the nature of children’s mathematical thinking through
direct observations of children’s thinking and learning processes.

Unit 1:
1. NATURE AND SCOPE OF MATHEMATICS
Meaning of mathematics, the nature of mathematical propositions, Truth sets; Venn
diagram; A mathematical theorem and its variants – converse, inverse and contra
positive, proofs and types of proofs, Deductive nature of mathematics; History of
mathematics with special emphasis on teaching of mathematics, contribution of Indian
mathematicians. Scope of mathematics.

2. AIMS AND OBJECTIVES OF TEACHING SCHOOL MATHEMATICS

General objectives for teaching mathematics; Study of the aims and general objectives
of teaching mathematics vis-à-vis the objective of school education; writing specific
objectives and teaching points of various content areas in mathematics like Algebra,
Geometry, Trigonometry, etc.

Unit 2:
3. EXPLORING LEARNERS
Encouraging learners for probing, raising queries, appreciating dialogue among peer-
group, promoting the student’s confidence (Carrying out examples from various
mathematical content areas, such as Number Systems, Geometry, Sets, etc.

4. SCHOOL MATHEMATICS CURRICULUM

Objectives of curriculum, principles for designing curriculum, designing curriculum at
different stages of schooling, some highlights of curriculum like main goal of
mathematics education, core areas of concern in school mathematics, Pedagogical
analysis of various topics in mathematics at various level of schooling- Arithmetic
(Development of Number System), Algebra, Trigonometry, Statistics and Probability,
etc.

Unit 3:
5. APPROACHES AND STRATEGIES IN TEACHING AND LEARNING OF
MATHEMATICAL CONCEPTS
Nature of concepts, concept formation and concept assimilation, Moves in teaching a
concepts. Giving counter examples; Non-examples; Planning and implementation of
strategies in teaching a concept like teaching of algebra, geometry, trigonometry,
mensuration, etc.; Problem posing and solving, discovering or exploring various
options for solving the problems formulation of conjecture and generalization through
several illustrations; Different between teaching of mathematics and teaching of
science.

Pedagogy of Physical Science

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the course

After completion of the Course the Students will be able to:
• Gain insight on the meaning and nature of physical science for determining
aims and strategies of teaching-learning;
• Appreciate that the science is a dynamic and expanding body of knowledge;
• Appreciate the fact that every child possesses curiosity about his/her natural
surroundings;
• Identify and relate everyday experiences with learning physical science;
• Appreciate various approaches of teaching-learning of physical science;
• Understand the process of science and role of laboratory in teaching-learning
situations;
• Use effectively different activities/demonstrations/laboratory
• Experience for teaching-learning of physical science;
• Integrate in physical science knowledge with other school subjects;
• Analyse the contents of physical science with respect to its branches, process
skills, knowledge organization and other critical issues;
• Develop process-oriented objectives based on the content themes/units;
• Identify the concepts of physical science that are alternatively conceptualized
by teachers and students in general;
• Explore different ways of creating learning situations in learning different
concepts of physical science
 • Formulate meaningful enquiry episodes, problem-solving situations,
• Investigatory and discovery learning projects based on upper primary,
secondary and higher secondary school science/physics and chemistry
• Facilitate development of scientific attitudes in learners;
• Examine different pedagogical issues in learning physical science; and
• Construct appropriate assessment tools for evaluating learning of physical
science.

Unit 1:
1. NATURE OF SCIENCE
Science as a domain of enquiry, as a dynamic and expanding body of knowledge;
Science as a process of constructing knowledge; Science as interdisciplinary area
of learning (Thermodynamics, Biomolecules, Surface Chemistry, etc); Facts,
concepts, principles, laws and theories – their characteristics in context of physical
science (citing examples for each); Physical science for environment, health,
peace, equity; Physical sciences and society; Contribution of eminent scientist-
Isaac Newton, Dalton, Neils Bohr, De Broglie, J.C. Bose, C.V. Raman, Albert
Einstein, etc.

2. AIMS AND OBJECTIVES OF PHYSICAL SCIENCE

Developing scientific attitude and scientific temper, Nurture the natural curiosity
and creativity in Science (secondary stage)/Physics and Chemistry (higher
secondary stage); Relate Science/Physics and Chemistry education to the
environment (natural environment, artifacts and people) and appreciate the issues
at the interface of science technology and society; Solving problems of everyday
life; Know the facts and principles of science/physics and chemistry and its
applications consistent with the stages of cognitive development of learners,
Specific objective of different content areas in science/physics and chemistry.

Unit 2:
3. EXPLORING LEARNERS
Generating discussion, involving learners in teaching-learning process;
Encouraging learners to raise questions, appreciating dialogue amongst peer group;
Encouraging learners to collect materials from local resources (soil, water, etc.)
and to develop/fabricate suitable activities in science/physics and chemistry
(individual or group work); Role of learners in negotiating and mediating learning
in science/physical science.

4. SCHOOL SCIENCE CURRICULUM (PHYSICAL SCIENCE)

 Trends in Science curriculum; Consideration in developing learner-centered
curriculum in physical science, Analysis of science/physics and chemistry syllabi
and textbooks of NCERT and State (at upper primary, secondary and higher
secondary stage); Analysis of other print and non-print materials used in various
states in the area of physical science.

Unit 3:
5. APPROACHES AND STRATEGIES OF LEARNING PHYSICAL SCIENCE
Pedagogical shift from science as fixed body of knowledge to process of
constructing knowledge, scientific method – observation, enquiry, hypothesis,
experimentation, data collection, generalization; Communication in
Science/Physical Science, Problem solving, investigatory approach, concept
mapping, collaborating learning and experiential learning in science/physics and
chemistry (teacher – learner will design learning experience using each of these
approaches), facilitating learners for self-study.

Pedagogy of Biological Science

Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the course

After completion of the Course the Students will be able to:
• Develop insight on the meaning and nature of biological science for
determining aims and strategies of teaching-learning;
• Appreciate that science is a dynamic and expanding body of knowledge;
• Appreciate the fact that every child possesses curiosity about his/her natural
surroundings;
• Identify and relate everyday experiences with learning biological science;
• Appreciate various approaches of teaching-learning of biological science;
• Explore the process skill in science and role of laboratory in teaching-learning;
• Elaboratory experiences for teaching-learning of biological science;
• Integrate the biological science knowledge with other school subjects;
 • Analyse the contents of biological science with respect to its branches, process
skills, knowledge organization and other critical issues;
• Develop process-oriented objectives based on the content themes/units;
• Identify the concepts of biological science that are alternatively conceptualized
by teachers and students in general;
• Explore different ways of creating learning situations for different concepts of
biological science;
• Formulate meaningful inquiry episodes, problem-solving situations,
investigatory and discovery learning projects based on upper primary,
secondary and higher secondary stages;
• Facilitate development of scientific attitudes in learners;
• Examine different pedagogical issues in learning biological science;
• Construct appropriate assessment tools for evaluating learning of biological
science;
• Stimulate curiosity, inventiveness and creativity in biological science;
• Develop ability to use biological science concepts for like skills; and
• Develop competencies for teaching, learning of biological science through
different measures.

Unit 1:
1. NATURE AND SCOPE OF BIOLOGICAL SCIENCE
Biological Science for environment and health, peace, equity; History of biological
science, its nature and knowledge of biological science independent of human
application; Origin of life and evolution, biodiversity, observations and
experiments in biological sciences; Interdisciplinary linkage, biological science
and society.

2. AIMS AND OBJECTIVE OF BIOLOGICAL SCIENCE

Developing scientific attitude and scientific temper; Nurture the natural curiosity,
and creativity in biology; Imbibe the value of honesty, integrity, cooperation,
concern for life preservation of environment; Solving problems of everyday life;
its applications consistent with the stages of cognitive development of learners;
Specific objective of different content areas in biology.

Unit 2:
3. EXPLORING LEARNERS
Generating discussion, involving learners in teaching-learning process,
encouraging learners to raise questions, appreciating dialogue amongst peer group,
encouraging learners to collect materials from local resources and to
 develop/fabricate suitable activities in biological science (individual or group
work); Role of learners in negotiating and mediating learning in biology.

4. SCHOOL SCIENCE CURRICULUM (BIOLOGICAL SCIENCE)

Trends in Science curriculum; Consideration in developing learner-centred
curriculum in biology; Analysis of textbooks and biology syllabi of NCERT and
State/UTs at upper primary, secondary and higher secondary stages; Analysis of
other print and non-print materials in the area of biological science used in various
states.

Unit 3:
5. APPROACHES AND STRATEGIES OF LEARNING BIOLOGICAL SCIENCE
Pedagogical shift from science as fixed body of knowledge to process of
constructing knowledge, scientific method – observation, enquiry, hypothesis,
experimentation, data collection, generalization; Problem solving, investigatory
approach, concept mapping, collaborative learning, and experiential learning in
biological science (teacher-learner will design learning experiences using each of
these approaches); Facilitating learners for self-study.

Assessment for Learning

Total Marks 100 contact hours per week-3

Internal assessment 20

External assessment 80

Aims of the course

The course will enable student-teachers to:
o Gain a critical understanding of issues in assessment and evaluation (from
constructivist paradigm);
o Become cognisant of key concepts, such as formative and summative
assessment, evaluation and measurement, test, examination;
o Be exposed to different kinds and forms of assessment that aid student
learning;
o Become the use of wide range of assessment tools, and learn to select and
construct these appropriately; and
 o Evolve realistic, comprehensive and dynamic assessment procedures that are
able to keep the whole student in view;

Unit 1:
1. Evaluation assessment and measurement
• Fundamental assumption underlying the concept of evaluation, assessment and
measurement, similarities and difference
• Types of scale:- Normal, ordinal interval and ratio scale
• Characteristics of measuring instruments, concept reliability and validity, their
procedure of estimation.

Unit 2:
2. Measurement procedures in respect of cognitive and non-cognitive testes
• Ability testing procedures
• Disability testing procedures
• Uses of cognitive and non-cognitive tests
• Norm referenced and criterion referenced testing
• Concept of norm-referenced and criterion reference testing
• Difference between norm-referenced and criterion referenced testing
• Developing tests under norm-referenced and criterion referenced testing
approaches
• Assessing the differently and discriminating indices of test items
• Estimation of reliability and validity for norm-referenced and criterion
referenced testing

Unit 3:
3. Evaluation concept and approaches
• Definition need and importance
• Characteristics of evaluation
• Formative placement, diagnostic and summative evaluation
• External and internal evaluation advantages and dis-advantage

Unit 4:
4. Techniques and tools of evaluation
• Testing concept and purpose
• Observation techniques
• Projective techniques
• Type of evaluation tools rating scale, intelligence tests, aptitude tests, attitude
scales interest inventories the anecdotal record
Unit 5:
5. Continuous and comprehensive evaluation and credit based evaluation
• Continuous evaluation concept purpose and use in teaching learning process
• Comprehensive evaluation concept, purpose and use in teaching learning
process
• Credit based evaluation
• Function strength and limitation

Unit 6:
6. Basis statistics in educational evaluation
• Measures of control tendencies (mean, median, mode) concept, uses &
disadvantages
• Measures of person (range, quartile deviation & standard deviation) concept
and uses
• Normal probability curve meaning, application education purpose
• Correlation rank difference product moment

EPC 2 Drama and Art in Education

Total Marks 50 contact hours per week-3

Internal assessment 50

Introduction
The need of integrate arts education in the formal schooling of our students is to retain
our unique cultural identity in all its diversity and richness and encourage young
students and creative minds to do the arts an understanding of the arts will give our
youth the ability to appreciate the richness and variety of artistic traditions as well as
make them liberal creative thinkers and good citizens of the nation. Keeping in view
some of these ideas, the National curriculum framework – 2005 introduced arts
education as a mainstream curricular area, which must be taught in every school as a
compulsory subject (up to class X) and facilities for the same may be provided in
every school curriculum to provide an aesthetically viable atmosphere in schools
encouraging creativity. For this not only art teachers but every teacher in the school
system should be sensitized to understand and experience the use of arts for holistic
development of the learner, as a teacher as well as an individual.
Aims of the course
Understanding basic of different art forms impact of art forms on the human mind
enhance artistic and aesthetic sensibility among learners to enable them to respond to
the beauty in different art forms through genuine exploration, experience and free
expression enhance skills for integrating different art forms across school curriculum
at secondary level enhance awareness of the rich cultural heritage, artists and artisans.

Visual arts and crafts (Practical)

Experimentation with different materials of visual art, such as pastel, poster, pen and
ink, rangoli materials, clay, etc. exploration and experimentation with different
methods of visual arts like painting block printing collage, clay modeling, paper and
folding etc. paper framing and display of art work.

Performing arts dance, music, theatre and puppetry (Practical)

Listening/viewing and exploring regional art forms of music, dance, theatre and
puppetry viewing/listening to live and recorded performances of classical and regional
art forms participation in any one of the regional arts forms keeping in mind the
integrated approach planning a stage setting for a performance/presentation by the
student teacher.

Appreciation of arts (Theory)

Meaning and concepts of arts and aesthetic and its significance at secondary level of
school education what is the difference between education in arts and arts in education
identification of different performing art forms and artists; dance, music and musical
and instrument, theatre, puppetry, etc. (based on a set of slides, selected for the
purpose) knowledge of Indian contemporary arts and artist, visual arts (based on a set
of slides, selected for the purpose) Indian festivals and its artistic significance.

Theme-based projects from any one the curricular areas covering its social, economic,
cultural and scientific aspects integrating various arts and craft forms; textbook
analysis to find scope to integrate art forms either in the text or activities or exercise;
documentation of the processes of any one art or craft form with the pedagogical basis
such as weaving or printing of textiles, making of musical instruments, folk
performances in the community, etc. how the artist design their products, manage their
resources, including raw materials, its marketing, problems they face, to make them
aware of these aspects of historical, social, economic, scientific and environmental
concerns. Student-teacher should prepare at least ten lesson plans in their respective
streams of subjects (science/math/social science/language etc.) while integrating
different art forms.
Workshop: tow workshop of half a day each, of one week duration for working with
artistic/artisans to learn basic of arts and crafts and understand its pedagogical
significance. The arts forms learn during the course should be relevant to the student-
teachers in their profession. Activities such as drawing, and the painting, rangoli, clay
modeling, pottery, mixed collage, woodcraft, toy making, theatre, puppetry, dance,
music, etc. region specific should be given more importance for making arts learner
centered. The focus of the workshops should be on how art forms can be used as
tool/method of teaching learning of languages, social science, mathematics and
sciences.

Suggested approach for teaching learning process

Every student teacher must participate and practice different art forms. They need to
be encouraged to visit places of arts/see performances/exhibitions, art and craft fairs /
local craft bazaar, etc. artists and artisans may be invited for demonstrations and
interactions form the community. Student teachers should be encouraged to maintain
their diary on art interactions to enhance their knowledge and awareness in this area
student teachers can also be motivated to interpret art works/commercials/event etc. to
enhance their aesthetic sensibility. A resource center for arts and crafts should be a
part of all the RIEs, where materials, including books, CDs, audio and video cassettes,
films, software, props, artworks of regional and National level, books and journals
must be displayed for the purpose of reference and continuous motivation.

Application of arts and aesthetics in day to day life, in the institute and in the
community are some of the practical aspects, which needs to be taken care too.
Student-teachers must organize and participate in the celebrations of festivals,
functions, special days, etc.