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DIET, Vikarabad, Calendar of Activities 2018-20

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Cover Page

Images : Center : Father of the Nation Sri Mahathma Gandhi

Clockwise : 1. Sri Atal Bihari Vajpayee Former Prime Minister of India & Great Writer

2. Sri V.S. Naipaul - a great writer

3. Sri Kuldeep Nair - Famous writer & Columnist / Journalist

4. Sri Somnath Chaterjee - Best Parliamentarian


Sri. Ramnath KovindPresident of India

Sri. Narendra ModiPrime Minister of India

Sri. E.S.L. NarasimhanGovernor of Telangana

Sri. K. Chandrasekhar RaoChief Minister of Telangana

Sri. Kadiyam SrihariDeputy Chief Minister &

Education Minister of Telangana

Sri. Ram SankarHRD State Minister

Sri. Prakash JavadekarCentral HRD Minister

2

Message

I congratulate you all on choosing teaching as your

profession. As Albert Einstein said, "It is the supreme art of the

teacher to awaken joy in creative expression and knowledge."

Thinking in same lines you are going to build future generations for a brighter

world. With your commitment alone, you will be instrumental for the social

change.

Teaching is an amalgamation of all the professions. Towards this, you

need to understand the basics of teaching and its essence in imparting skills

among kids. Gandhiji's words remind me, "Teachers are to raise a war against

illiteracy." In this endeavour, D.El.Ed trainees are to get all the possible help

from the learned faculty in establishing quality literacy in the society.

The curriculum designed for two years D.El.Ed course is very

comprehensive and it enables the trainees to become professional teachers and

supports in meeting the challenges of the day. In order to achive this, you have

to understand the schedule of the course, activities and pre-requisites of it. I do

appreciate the efforts of the Principal and the faculty for bringing the

"CHATHROPADHYAYA DARSHINI 2018-20"

Wishing you all a great success.


(B. Seshu Kumari)

Director, SCERT, Telangana.


3

Knowledge is an awareness or understanding of someone or

something. It is also called and experience and power to an individual

or a learner. All human beings should think properly to get knowledge

of this world. Thinking plays important role in getting knowledge. It

depends on individual concentration. Concentration is crucial in getting knowledge of

the world in which we live.

The great sage Swamy Vivekananda says knowledge is concentration. It

means through concentration only we gain knowledge of this world and keeping all

mental faculties at one point is called concentration. It penetrates in toinformation

which we want to know. The penetrating energy touches to all aspects as information.

This process helps the individuals to perceive the information. Perception of

information is called getting knowledge.

The below example clears the power of concentration.” Convex lens which

polarize the rays of sun can burn the cotton, if the rays are not polarize they could not

burn the cotton”. Likewise our concentration may give strength to get knowledge of

the world. To conquer this world we should practice concentration.

You are all in teacher training course as student teacher. Student is meant for

studies. Study means enquiry about knowledge. To enquire the knowledge you have

to concentrate. Concentration works like convex lens which brings strength to our

mind to break the hard concepts and clears to understand the information.

Keep my suggestions in your mind and concentrate during these two years of

your training, understand each and every aspects of teaching of your lecturers, how to

teach the students in your future as a teacher. I hope you are all will concentrate to

gain knowledge in teaching. Once again I wish you all successes in this training and to

become better teachers.

Message

Knowledge is concentration

— Swamy Vivekananda.

District Educational officerVikarabad District.

4


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E†®çœNþ - Ÿuorç

TEACHER'S PLEDGE

TEACHER'S PLEDGE -

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I do Solemnly swear that, I shall discharge my legitimateduties with determination and dedication to shape my students

into citizens of good character and knowledge so as to make the institution a model one.

5


Bio - Data of the Student Teacher

1. Name of the Student Teacher :

2. Father's Name :

3. Section :

4. Roll No. :

5. Admission No. :

6. Qualifications :

7. Height & Weight :

8. Address

a) Local :

b) Permanent :

9. Blood Group :

10. Identification Marks

a)

b)

11. Hobbies :

12. Favourite

a) National Leader :

b) Games :

c) Teacher :

13. Life's Ambition :

14. Contact Number :

6


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LIST OF THE PRINCIPALS OF D.I.E.T

SARVASREE

From To

1. K. Hymavathi 27-10-1989 27-01-1990

2. Ramakrishnaiah - FAC 28-01-1990 19-02-1990

3. K. Hymavathi 20-02-1990 09-10-1990

4. M. Pushpalatha - FAC 10-10-1990 21-12-1990

5. K. Hymavathi 22-12-1990 24-06-1992


7. Dr. P. Chinnappa 09-08-1992 09-04-1995


9. Dr. P. Chinnappa 12-06-1995 30-06-1995


11. Smt. T. Leela 25-07-1995 23-11-1998

12. B.N. Goud - FAC 24-11-1998 28-06-1999

13. Smt. M. Pushpalatha 29-06-1999 12-08-1999

14. Smt. Sarojini 13-08-1999 31-08-2002

15. J. Raghavulu - FAC 01-09-2002 07-04-2003

16. Dr. Chandra Prakash Reddy-FAC 08-04-2003 11-09-2003

17. Smt. T. Prameela 12-09-2003 30-09-2009

18. Dr. Chandra Prakash Reddy-FAC 1-10-2009 3-04-2010

19. Dr. Chandra Prakash Reddy 4-04-2010 31-07-2012

20. S. Tulsi Das (FAC) 1-08-2012 6-09-2012

21. S. Tulsi Das 7-09-2012 11-08-2013

22. Y.Madhusudhan (FAC) 12-08-2013 31-08-2015

23. M. Ramanjaneyulu (FAC) 01-09-2015 17-06-2017

24. B. Satyanarayana (FAC) 18-06-2017

DIET, Vikarabad, Calendar of Activities 2018 -20

VIKARABAD, RANGA REDDY DIST. (A.P.)

10

1 Principal (FAC) Sri B. Satyanarayana, M.A., M.Ed.

I. PRE - SERVICE TEACHER EDUCATION (P.S.T.E)

2 Senior Lecturer : Vacant

3 Lecturer in Philosophy : Vacant

4 Lecturer in psychology : Sri B. Satyanarayana ,M.A(Psy)M.Ed

5 Lecturer in Telugu : Vacant

6 Lecturer in English Dr. P. Jani Reddy M.A., M.Ed., P.hd

7 Lecturer in Mathematics : Sri M. Ramanjaneyulu ,M.Sc., M.Ed., M.Phil ., PGDCS

8 Lecturer in Science : Vacant

9 Lecturer in Social Studies : Vacant

10 Lecturer in Physical Education

11 Lecturer in Art Education : Vacant

: Sri S. Narahari, M.A., M.P.Ed, M.Phil., (Deputed to GCPE, Domalaguda, Hyd.)

12 Lecturer in Urdu : Vacant

13 Lecturer in Mathematics : Vacant

14 Lecturer in Science : Sri Thakee Hyder Kashani M.Sc.M.A, M.Ed

15 Lecturer in S.S

16 Lecturer in Foundations : Vacant


18 Lecturer : Vacant

19 Work Experience Teacher : Vacant

20 Senior Lecturer





IV. In Service Field Interaction INNovation and Co- Ordination

TELUGU / ENGLISH Medium

Urdu Medium

II. Work Experience (W.E)

III. District Resource Unit (D.R.U)


TEACHING STAFF MEMBERS IN D.I.E.T.

11

: Vacant

: Vacant

(Deputed at SCERT, Hyd.)





29 Technician : Vacant


31 Lecturer : Sri K. Rama Chary , M.Sc (Maths )M.Phil

1. Sri B.N. Goud, M.A., M.Ed., Retd. Sr. Lecturer, Ex. Principal (FAC), Govt. DIET, VKB.

1. Sri J. Mahesh, M.A., M.Ed., (Telugu)2. Sri M. Gnanaratnam, M.A., M.P.Ed., (Physical and Health Education) 3. Sri P. Anjaneyulu, M.A. (Performing Arts) (Art Education)

1. Miss. Sabiha Siddiqua, M.A., B.Ed., (Social Science )2. Sri Mohammed Mahaboob, M.A., M.Phil., B.Ed., (Urdu)

32 Statistician : Vacant

2. Sri Y. Madhusudhan, M.A., M.Ed., M.Phil., Retd. Sr. Lecturer, Ex. Principal (FAC), Govt. DIET, VKB.

3. Sri G. Sudarshanam, Retd. Sr. Lecturer, Govt. DIET, VKB.M.A., M.Ed., M.Phil.,

V. Curriculam Material Development And Evaluation (C.M.D.E )

VI. Educationl Technology (E.T)

VII. Planning And Management (P&M)

ELTC tutor : Sri K. Rajendra Prasad, M.A., M.Ed., M.Phil

P.S.T.E.

Guest Lecturers :

Out Sourcing Faculty T/M :

Urdu Medium :


12

NCTE

NATIONAL COUNCIL OF TEACHER EDUCATION


ADMINISTRATIVE STAFF

13

1

2

3

4

5

6

7

8

9

10

11

12

13

Superintendent

Senior Asst. / Accountant

Jr. Asst.

Jr. Asst.

Jr. Asst.

Jr. Asst.

Jr. Asst.

Jr. Asst.

Jr. Asst.

Jr. Asst.

Jr. Asst.

Office Subordinate

Office Subordinate

Sri K. Sudheer Rao

Sri L. Buchaiah

Sri K. Anil Kumar

Sri K. Narsimhulu

Smt. B. Vijaya Laxmi

Smt. M. Ravani

Sri Mohammed Mazar

Smt. S. Mamatha

Vacant

Vacant

Vacant

Vacant

Vacant


14

Sl.No. Committee Name Incharge Faculty member Student Incharges

1) Sri B. Satyanarayana (Lect.) 1. N.Kavitha TM

2) Sri K.Ramachary (Lect.) 2. Sharmeen shaziya UM

3) Sri Thakee Hyder Kashani (Lect.) 3.V.Veena sri EM

1) Sri B. Satyanarayana (Lect.) 1.Ch.Shiva kumar EM

2) Sri P. Jani Reddy (Lect.)

3) Sri Thakeer Hyder Kashani(Lect.)

2. K.Anil kumar, T/M

3.Hajra Begam U/M

1. S.Aswini.T/M

2) Sri J. Mahesh (O.S. Lect.)

3) Sri Mohammed Mahaboob (O.S. Lect.)

1) Sri B. Satyanarayana (Lect.)

2. P.Sharan Raja EM

3. Surayya Anjum

1) Sri B. Satyanarayana (Lect.) 1.Rumana Begam U/M

2) Sri Thakeer Hyder Kashani (Lect.)

3) Sri J. Mahesh (O.S. Lect.)

2.G.Navaya T/M

3. B.Naveena Kumar EM

1) Sri M. Gnanaratnam (Lect.)

2) Sri Thakee Hyder Kashani (Lect.)

2) Sri K. Ramachari (Lect.)

3) Sri B.N. Gowd (G. Lect.)

1.P.Jyothi EM

2. n. Narsimulu T/M

3.Md.MunwarHussain U/M

1) Sri K. Rama Chari (G.Lec)

2) Sri Y. Madhusudan (G. Lec)

3) Miss Sabiha Siddiqua (O.S. Lec)

1.k. Archana EM

2.P. Anitha T/M

3.Sana Jabeen U/M

1) Sri Y.Madhusudhan (G.Lec)

3) Sri K. Ramachari (Lec)

1.D. Radha T/M

2. Reshma Begam U/M

3. Ayesha Siddiqua. EM

1)Sri B. Satyanaryana (Lect.) 1. Suhana EM

2) Sri Thakee Hyder kashani (Lect.)

3) Sri G. Sudharshanam (G.Lect.)

2. K. Bhargavi T/M

3.Surayya Parveen U/M

1) Sri K. Ramachari (Lec) 1. M. Bhaskar T/M

2) Sri Y. Madhusudhan (Lect.)

3) Sri Mohammed Mahaboob (O.S.Lect.)

2.Gazala Khanam U/M

3. P. Sandeep Kumar EM

2) Sri K.Ramachary (Lect.)

3) Sri J. Mahesh (O.S.Lect.)

1. S. Sandya Rani T/M1) Sri B.N Goud (G. Lect.)

3G. Deepa EM

3. Sumaiya Jabeen U/M

1) Sri P. Jani Reddy (Lect.) 1.Afreen Begam U/M

2) Sri Thakee Hyder kasani (Lect.) 2.L. Pranavi EM

3) Sri J. Mahesh (O.S. Lect.) 3. B. Sharavani T/M


2) Sri M. Ganaratnam (O.S. Lect.)


1. G. Shirisha T/M

2. Sana Fatima U/M

3. Samreen Begam U/M

SPECIAL FEE COMMITTEES

Govt. D.I.E.T. VIKARABAD (2018-20) ( 1st Year )

I DIET Calender

II Student Association

III Reading Room

IV Library

V Games & Sports

VI Computer Lab

VII Science Lab

VIII Psychology lab

IX E.T.Lab

X Exams & stationery

XI Work Shop

XII Medical Inspection


15

Sl.No. Committee Name Incharge Faculty member Student Incharges

SPECIAL FEE COMMITTEES

Govt. D.I.E.T. VIKARABAD (2018-20) ( 1st Year )

I DIET Calendar

1. G.Yashaswini EM

2. M.Mamtha T/M

3.Amreen Sulthana

1) Sri B. Satyanaryana (Lect.)

1) Sri Y. Madhusudhan (G. Lect.)

2) Dr. P. Jani Reddy (Lect.)


2) Dr. P. Jani Reddy (Lect.)

1) Sri B. Satyanaryana (Lect.)

1.Imaran Hashmi U/M

2. S. Radhika EM

3. P.Sunitha T/M

1.M.Bhuvaneshwari EM

2. B.Divya T/M

3) Sri M. Gnanaratnam (O.S. Lect.) 3. Sufiya Rohi

1) Sri Y. Madhusudhan (G.Lect.)

2) Sri P. Anjaneyulu (O.S. Lect.)


2) Sri Thakee Hyder Kashani(Lect.)

3) Miss Sabiha Siddiqua (O.S. Lec)

1.P.Sahithi EM

2. N.Niharika T/M

3. NehaTasneem

1) Sri Y. Madhusudan (G. Lect.) 1. Habiba Begam U/M




2) Sri K. Ramachari (Lect.)2) Sri K. Ramachari (Lect.)

3) Sri J. Mahesh (Lect.)

2.K.Jamuna T/M

3. K.GayathriEM

1.V.Varun Teja EM

2. Madina MubranaU/M

3. K. Mamatha

1) Sri G. Sudharshanam (G.Lect.) 1.B.Narasimulu T/M


3) Sri M. Gnanaratnam (O.S. Lect.)

2. S.Gowthami EM

3. Tahmeena Anjum U/M

1) Sri B.N. Gowd (G.Lect.)


3) Sri P. Anjaneyulu (Lect.)

2.M. Sanjana EM

3.K.Bharthi

1) Sri Thakee Hyder Kashani(Lect.)

3) Sri M. Gnanaratnam (O.S.Lect.)

A. Ravi EM

2)Sri. K. Ramachary (Lect.) 2. Farahana Begam U/M

3. R. Tulchi Bai

Class Representatives

Section -A (T/M) 1) B.Sravanthi 2) Rama Krishna

Section -B (EM) 1) M.Nandini 2) Vikas Kumar .K

Section-C (U/M) 1)Neha Sulthana 2) Md. Muzammil Ahmed

XIIIFirst Aid

XIV Annual magazine

XV Work Experience

XVI Art Education

XVII Field Trip

XXIState Level sports

Cultural &TLM Meet

XVIII TLM Workshop

XIX Gardening

XX DIET Annual Day


16


17


18


19

DIET, Vikarabad Jurisdiction Map(Vikarabad, Medchal and Ranga Reddy)


20

CHAPTER – 1DISTRICT PROFILE

INTRODUCTION:th ofThe District of Ranga Reddy was formed on 15 August 1978 and is was named

after the former deputy Chief Minister of Andhra Pradesh late Sri. K.V. Ranga Reddy by carving out some portion of Hyderabad urban taluks and the merger of the entire rural areas of the remaining taluks of erstwhile Hyderabad District.

1.1 GEOGRAPHICAL LOCATION:

The District is located in the central part of the Deccan plateau and lies between 0 0 0 016 30' and 18 20' of North Latitude and 77 30' and 79 30' of East Longitudes

1.2 BOUNDARIES:

The district is stretched in an area of 7662.71 Sq.Km. and shares its boundaries with Karnataka state in the north west with Mahaboobnagar District, on south and west by Gulbarga District and on the East by Nalgonda and Medak District

1.3 CLIMATE:

The Climate of the district is characterized by hot summer the temperature rising to and is generally dry except during the south west monsoon season and chilled winter.

1.4 RAIN FALL

The District receives normal Rain fall of 781.5 m.m. The bulk of which is received through the south west monsoon during the period from June to September.

1.5 TEMPERATURE

As per the records of metrological observation station the mean maximum temperature begin to raise from the middle of February and reaches a maximum of

0about 30 C, in May, and monsoon arrives in the month of June getting its first shower from south – west monsoon resulting in drop of temperature and the weather becomes more pleasant. In the beginning of November, the decrease in both the day and night temperature is rapid. December is considered to be the coldest month with the mean

0 0daily maximum temperature at 28.6 C (83. 8 F) and the mean daily minimum 0 0temperature at 13.6 C (56.5 F). The lowest minimum temperature recorded is 6.10 C

0 th(43.0 F) on the 8 January, 1946

1.6 TOPOGRAPHY:The District is located on the central part of the Deccan Plateau and lies between

0 0 0 016 30' and 18 20' of North Latitude and 77 30' and 79 30' East Latitudes on the North.


21

HISTORICAL & CULTURAL BACKGROUND

Ranga Reddy District depicts good fusion of various Civilizations, Religions, Races, Cultures, Languages and traditions with the twin cities of Hyderabad and Secunderabad as its core points. It was under Hyderabad Nizam's rule until 1948. This District including present Hyderabad urban district was formerly known as Atrafe – Balda District and was a part of the Gulshambed, Medak Division (Suban). In the year 1931-34 Baghat Tahule from Atraf –e- Balda district was made a separate Baghat District under the commissioner (Subedar) of Medak Division. After police action in 1948, Atraf-e-Balda and Baghad District were merged to form Hyderabad District. Later in 1978, it was again split into Hyderabad Urban District and Hyderabad Rural District. This rural Hyderabad district, later became Ranga Reddy District.

1.7 ECONOMIC SCENARIO & MEANS OF LIVELIHOOD

Ranga Reddy district is a good amalgamation of very hi-tech life style in cities close to Hyderabad and secunderabad and has very traditional and conventional life style in the rural areas. The main occupation of the people here is Agriculture. Most of the people live in rural areas of the district are below poverty line as they are landless and small farmers. The main crops cultivated here are cotton, maize, sugarcane, groundnut, red gram and in addition, floriculture, dairy, vegetables cultivation are being practiced by the farmers in the sub-urban areas.The principal crops of the district are Jowar, Paddy, Ragi, Castor and pulse. Grape cultivation makes the district distinct in the state Ranga Reddy District has good road network of 260 kms high way, 1688 kms major district roads and 6496 kms Panchayathi Raj Roads account total road length of 8444 kms .

The district Head quarters ie., Hyderabad is connected by road with all mandals while 11 Mandals i.e., , Malkajgiri, Ghatkesar, Medchal, Serlingampally, Shamshabad, Shankerpally, Dharur, Vikarabad, Marpally, Basheerabad and Tandur are connected by rail network.The principal minerals found in the district is quartz and feldspar. The extensively exploited quartz are available in the mandals of Medchal, Maheshwaram, Rajendranagar, Malkajgiri and Pargi

The Second principal mineral i.e., Felspar, is available in the mandal of Medchal, Hayathnagar, Maheshwaram, Rajendranagar and Malkajgiri around the district Head Quarters. Lime stone is also available in bulk in tandur and Marpally mandals.

ADMINISTRATIVE STRUCTURE There are 37 Mandals and 3 Revenue divisions in the district. The total No. of

habitations are 1499 under 705 Grampanchayats. There are 12 Muncipalities in the district. They are Uppal, Kapra, Quthubullapur, Malkaljgiri, Alwal, Rajendranagar, Sherilingampally, Kukatpally, L.B.Nagar, Gaddi Annaram, Vikarabad and Tandur.

.


22

ECONOMIC SCENARIO Due to scanty rain fall in many region of the Ranga Reddy district the income

from Agricultural source is very substantial and compels the, people from the western part of the district, to migrate to other metropolitan cities in search of work in the off season. Poor income sources in the family forces the children to work as child laborers in fields, farms, quarries and mines. Urban areas also have the problem of child labor and is frequently found in industries, hotels, business centers, construction sites and house holds. Works.

In the recent past, there is a tremendous development in the sub-urban areas attached to Hyderabad and secunderabad. International Air Port has come at Shamshabad mandal of the district and a number of corporate sectors especially Software Companies like, Wipro, G.E. Capital, Infosys, IIIT Google, Microsoft etc. has come up at Hi-Tech city.

With laying of Outer Ring Road and Coming up of International Air Port in Shamshabad , many areas of Ranga Reddy district has suddenly came in to prominence giving a great change in the living standards and life style of the people living around it. A number of Engineering & Medical Colleges, Colleges of Education, has come up resulting in tremendous generation of employment in various sectors. Though these developments has given new prospects to the District yet it may take a long way to see such impact in the remote villages of RR district , where still majority of people are living below poverty line and are struggling for sign of improvement in their financial condition .RIVERS

A major part (i.e., 65 %) of the district is covered by the Musi River Basin, which rises in Ananthagiri Hills. It flows from west to east parts through Hyderabad city and flows towards Nalgonda district and joins Krishna river near wadapally. The next largest basin is the Kagna basin. All the new irrigation projects are proposed in this basin only. Another prominent basin in the district is the Manjira basin, which is a part of the Godavari basin where the area under irrigation is very limited. The water of this basin quenches the thirst of many people of Hyderabad Secunderabad .and Ranga Reddy district.

FOREST The forest area of district forms about 7.63% of the total geographical area. Due to

low rainfall and inhospitable soil conditions the district has no timber yielding forest.

LANGUAGE Telugu, Urdu, Hindi, Kannada and English languages is important language

used frequently by the people in Ranga Reddy district. Telugu language has imbibed many words and phrases from Urdu and Kannada languages. The areas surrounding


23

Greater Hyderabad Municipal Corporation witness a cosmopolitan population where under the influence of the settlers the people use various languages for day to day interaction.

SOCIO-ECONOMIC STATUSThe population of Ranga Reddy district covers a large spectrum of socio economic status right from very rich urban elite to the down trodden and below Poverty line rural population. Cosmopolitan culture is seen in many places as a number of migrants coming from different parts of India reside here and share their varied cultural and social life. The rural areas of Ranga Reddy district still retain the age old culture. So, the district is an amalgamation of traditional and hi-Tech culture. Though people look modern outward, they are also orthodox by nature.

1.1 Population:The population of the district according to census 2011 is 52,96,396as detailed in the following table.

Population Trends:The increase in population is 17,21,332 from 2001 to 2011.The rate of increase is

48.15%. The sex ratio is 955 in 2011 i.e. an increase of 11. As the district consist of more no. of municipalities and sub-urban areas, the urban population is more than that of rural population. Population is more than that of rural population. With a rate of

nd70.32% and 2 Rank in the state after Hyderabad. In this district the top Urbanization Mandals are Uppal and Hayatnagar.

1.2 Literacy: The percentage of Literacy in the district as per 2011 census is 78.05. Out of which 84.00% are male and 71.82% are female.

District at a Glance: The information on basic indicators is furnished based on the micro planning 2012-13.

Data on Population

All

Urban Rural Total 0-6 Literacy Child

Proportionate

M F T M F T M F T M F T M F T M F T

19

10

07

1

18

14

29

3

37

24

36

4

79

86

23

77

34

09

15

72

03

2

27

08

69

4

25

87

70

2

52

96

39

6

30

57

28

28

96

24

59

53

52

20

18

55

7

16

50

47

6

36

69

03

3

11

.29

11

.19

11

.24


24

S.No. Indicators Number

1 No. of Education Blocks 37

2 No. of BRCs / MRCs

37

3 No. of Cluster Resource Centers (CRCs) / School complex

193

4 No. of Municipalities

12

5 No. of Villages / Wards

1239

6 No. of Panchayats

705

7 No. of Habitations

1499

8 Density of Population

707 per Sq K.mt

9 Sex Ratio

1000-955

10 Growth Rate of Population

48.15

1.2 :

The percentage of Literacy in the district as per 2011 census is 78.05. Out

of which 84.00% are male and 71.82% are female.

The decadal increase in literacy rates of female, S.C and S.T. are 31% 11.85% and

21.16% respectively. The mandals with high literacy are Uppal, Saroornagar and Balanagar

ranging from 96.51% to 93.91%. Similarly the mandals with low literacy are Shabad,

Kulkacherla and Doma ranging from 26.94% to 48.41%. It is evident that percentage of

literacy is more in urban mandals when compared to rural mandals.

Literacy

Data On Schools -

2011 -12

Sl.

No.Types of Schools

Local Body

&

Government

Government

Aided

Private

Recognized

Un

recognizedTotal

1 Primary Schools

1725

20

894

30 2669

2

Upper Primary

Schools 270 11 493 39 813

3 High Schools

455

19

782

1 1257

4

Higher secondary

schools 13

0

98

4 115

TOTAL 2463

50

2267

74 4854


25

OBJECTIVES OF THE COURSE

1. Provide an understanding of the elementary school and elementary school child:2. Examine the issues in elementary education in the context of the socioeconomic re

realities of the contemporary Indian Society:3. Provide an opportunity for student teachers how to integrate content, processes

and context of learning and organize curricular experiences;4. Enable student teachers to construe education of elementary school children in

continuum and establish organic linkages with the early childhood teacher education and secondary teacher education programmes;

5. Enable student teachers to understand the importance of conceptual blending of theoretical understanding available in several cognate disciplines and to appreciate the gestalt! emerging from the conceptual blending!

6. Empower student teachers in how to integrate the emerging gender, disability, environment perspectives in teaching and learning.

7. Provide an understanding of various perspectives of learning and o f how knowledge is constructed by an elementary school child;

8. Develop an understanding of various perspectives of learning and of how knowledge is constructed by an elementary school child;

9. Develop skills and competencies of organizing learning experiences;10. Foster the integrated and holistic development of student teachers through life

enrichment and development of self;11. Acquaint the student teachers with the structure and dynamics of school

organization and its interaction with the community;12. Develop an appreciation of the role of the teacher in the prevailing socio- cultural

and political system in general and the educational system in particular;13. Empower student teachers in how to integrate the emerging ICT perspectives in

teaching and learning;14. Provides experiences to student teachers to internalize civic, democratic and

constitutional values and make them able to participate in day-to-day life with civic responsibilities and humanistic values.

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DIETS : ACADEMIC BRANCHES & FUNCTIONS

I. Branch: Pre Service Teacher Education (PSTE) Branch Functions.

1. To service as the nodal branch for the following:-(i) Organsiations pre-service course for elementary school teachers (including

admissions, instruction and evaluation) and so provide academic inputs into other branch activities such course as the subjects represented in the Branch.

(ii) Propogation of (a) learner centred education and (b) education for personality develpment (including value and culture education), through training extension, preparation of suitable teaching aids, action research etc.,

(iii) All general matters concerning teaching methodology (e.g.multigrade teaching, peer group tutoring etc.,) and specific matters concerning teaching methodology of the schools NFE/Bridge course subjects represented in the Branch.

(iv) Provisioin of Psychological Counselling and guidance services to schools and NFE/AE/NCLP Centres of the district.

(v) All matters relating to learning by children of disadvantaged groups (e.g. specail remedial instruction for first generation learners.)

(vi) Education of children with major handicaps and other mild(Physical and mental) handicaps.

(vii) Education of the Gifted.

2. To conduct in service programmes (for elementary teachers) whose content relates exclusively or predominantly to the subjects represented in the brach, or to its other areas of nodal responsibility.

3. To provide inputs into programmes/ activities of all other branches of the Institution to the extent of subjects / areas represented/handled in the branch. Such programmes would include:-


28

(i) In service programmes for elementary teachers

(ii) Development of locally relevant curricular teaching learning material low-cost teaching aids, testing and evaluation tools/techniques etc.,

(iii) Field Interaction (including extension activities)

(iv) Action research, especially in ways to improve learning by children of disadvantages groups, and in education of the gifted.

4. Maintenance of science Lab. Psychology equipment, Resource Room for Education of Disabled Children, Rooms for Art Education, and of equipment and facilities for Sports and Physical Education.

5. Promotion of and support to co-curricular activities in areas related to the substantive work of the Brach, e.g., debates and elocution, literature, Science Fairs, Visual and performing Arts, Sports and Physical Education competitions, Yoga, Hobbies etc.,

II. Branch: Work Experience (WE) Functions :

1. To identify locally relevant WE areas, and in cooperation with conerned nodal branches, to develop sample curricular units, teaching learning material, low-cot teaching aids evaluation tools / techniques in such areas (Examples locally releavant areas would be spinning/weaving/dyeing/, bamboo work, beekeeping, chatai-making, etc.,

2. To help Education authorities and elementary schools/NFE/AE Centres in planned introduction of Work Experience activities in such schools/centres.

3. As bach-up to (2) above, to conduct appropriate inservice programmes for teachers Extension activities, Action Research, etc.,)

4. To provide WE related inputs into all other programmed activiites of the Institution, Ex. Preservice inservice programmes for teacher in Training Programmes for NFE/AE.

5. To organise activities of cleanliness, upkeep and development of Institue, campus roads, playgrounds, lawns gardens, etc., and its surroundings, and for basic maintaenance of Institute furniture and other properties.

6. To organise community service activities and study visits to work centres as part of training programmes, and to promote such activities on extra-curricular basis.

7. To maintain Workshop/Farm/Garden for WE activities.

8. To promote work related hobbies among trainees of the Institute.

III. Branch: District Resource Unit (DRU) Functions :1. To Assist educational authorities in planning and coordination of training

programmes for AE/NFE personal throughout the dist. and to provide necessary


29

support to such programmes organised outside the SIET.

2. To service as the nodal branch for organising :-

(i) Programmes of induction programmes for resource persons of the following kinds.

(ii) Orientation programmes for resource persons of the following kinds.

(a) Those who would conduct programmes mentioned in (a) at other centres in the district (i.e.outside the DIET) e.g. personnel from NYK, NFE/AE projects, NGOs, etc.,

(b) Resource persons for the successful implementation of AE/NFE programmes as a whole e.g. extension functionaries of Development Depts., community leaders, retired teachers NSS Volunteers, ICDS functionaries, other involved in Mass Programme of Functional Literacy (MPFL) etc.,

3. To provide instructional inputs into (i) core areas of the above programmes e.g. need objectives methodology, evaluation, problems, etc., in NFE/AE, and (ii) teaching of such individual subjects. Areas as the staff may have necessary background in, especially teaching of language, arithmetic and functional skills.

4. To Evaluate and Monitor the Quality and efficiency of training programmes for NFE, AE personnel held in and outside the DIET and to stive for their continuous improvement.

5. To maintain a data-bade on all NFE/AE personal who undergo training at the Institute and to organise follow-up activities pursuant to such training.

6. To under take with the help of other concerned branches, the following activities via-a-via curriculam, basic and post literacy teaching - learning materials, low cost of teaching and evaluation tools for AE/NFE.

7. To understand field interactions including extension work and to act as the referal unit for academic problems throwstop by the field in the area of AE/NFE.

8. To help the DBE and AE/NFE authorities in organising media support for the AE/NFE programmes.

9. To undertake research in all area relevant for making NFE/AE more effective-in colloboration with other branches, to the extent necessary.

10. To provide AE/NFE related inputs into all programmes of the Institution not listed above, especially pre-service and inservice education programmes for teachers.

IV. Branch: Inservice Programmes Field Interaction, Innovation and Co-ordination. (IFIC)

1. To assist educational authorities in planning and coordination of inservice education programmes for elementary teachers throughout the district, and to plan and coordinate such programmes held in the DIET, Pursuant to this, the Branch would.


30

(i) Identify training needs of elementary teachers in the district, and preparea perspective plan for meeting such needs.

(ii) Prepare and annual calender of all programmes to the held in the DIET, and

(iii) Help concerned authorities in preparing an annual calender of inservice programmes to be held outside the DIET.

2. To serve as the nodal branch for organising

(i) All those in-service education programmes for teachers and Headmasters, as the Institute, whose content does not relate exclusively or pre-dominantly to any one Branch i.e. programmes of relatively general/onmibusnatune.

(ii) Orientation programmes for resource persons who would conduct inservice programme for teachers at other centres in the district (i.e.outside the DIET)

(iii) In service education programmes for teachers in the distance-cum-contact modes (apart from programmer that the DIET may organise i these modes, on its own, it may organise in these modes, on its own,.

3. To evaluate and monitor the quality and efficiancy of in service programmes held in and outside the DIET, and to strive for their continuous improvement.

4. To maintain a data-base on all persons, except NFE/AE personnel, who undergo trainign at the institute and to organise follow-up activities pursuant to such trainign, through correspondance, visits, transmission of printed material, etc.,

5. To serve as a reference and resource centres for teachers who wiht the continue their education.

6. To act as the nodal branch for all action research, and field interaction (including extension) activities of the Institute which woul include, inter alia:

(i) Coordination of in-house action research activities and dissentination of its results.

(ii) Acting as a clearing house for information on results of all studies, research, innovation etc. in the area of Elementary Education wherever undertaken.

(iii) Publication of a periodic news letter and an institute journal to be sent to every elementary school/NFE/AE centre in the district.

V. Branch: Curriculum, Material Development and Evaluation (CMDE)

Functions:

1. To adopt existing items and develp new items of the following kinds so that they suit local circumstances, and can be used in elementary education and elementary teacher education programmes:

(i) Curricular units - New, locally relevant units could be developed for the district, in various prescribed curricula, Such units may pertain to topics like local geography, foklore legend, customs, forests, flora and fauna, fairs and festivals


31

demographyy, geology, minerals, Agriculture, industry, service occupation, folk art, handicraft communities and tribes institutions etc.,

(ii) Teacher learning for general as well as locally developed curricular units-specially primers for classes I and II in tribal languages in districts having substantil tribal population.(iii) Techniques and guidelines for continuous and summative learner evaluation.(iv) Tests, question/item banks, rating scales, observation schedules, guidelines for diagnostic testing/remedial rpgrammes talent identification rpcedures etc. Most of the adaption/development work as above would be done through workshops involving other concerned faculity, institutions, experts, teachers and instruction.

2. To help the DRU in development work, above for Adult and non-format Education.3. To undertake terming on sample basis to asses achievment levels among learners,

especially with reference to Minimum levels prescribed for the primary and upper-primay stage and for adult learners NLM:

4. To help educational authorities and elementary school/AE/CE centres in implementing a reliable and valid system of learner evaluation.

5. To conduct workshops for the adaption development work mentioned in (1) above, as also inservice programmes relalting to CMDE.

6. To provide CMDE - related inputs into all other programmes/activities of the institutions, e.g.pre-service and inservice programme for teachers, traingin programme for CE/Bridge cours/AE personal, Field interaction (including extension) activities Action Research etc.,

VI. Branch: Educational Technology (ET)Functions:

1. To develop in collaboration with concerned staff of the DlET and other resource persons, simple, effective and low cost teaching aids for various subjects/areas relevant to elementary education and elementary teacher education -charts, diagrams, models, photographs, slides audio tapes, play-scripts, songs etc.,

2. To help the DRU in developing low cost teaching aids as above, for Adult and Bridge course centres.

3. To maintain the following:

(i) All A.V. equipment of the Institute,

(ii) Computer Lab

(iii) A display area for good, low cost teaching aids develped in house as well elsewere and

(iv) A library of educational video/audio cassettes and, if the institute has a projectior of films.

4. To lend slides, cassette and films to institutioins having playing/projection


32

facilities and to borrow them from others resource centres.

5. To liase with near by Radio Station for arranging educational broadcasts suitable for elementary school children AE/Bridge course learners, teachers/instructors volunteers etc., in the district.

6. To conduct appropriate in-service programmes for teachers in the area of ET, with

(i) Effective utilisation of educational broadcasts, telecasts, Cassettes and aids and

(ii) Development of simple, low cost teaching aids.

7. To conduct workshops for the develpment work mentioned in (i) above.

8. To provide ET-related inputs into all other programmes/activities of hte institute e.g. preservice and inservice programmes for NFE/AE personal. Field including interaction including extension activities material development, action research etc.,

VII. Branch: Planning and Managment (P & M)

Functions:

1. To maintain an appropriate date-base for the district which may be required various planning exercises aimed at the UPE/UEE/NLM goals and for, monitoring progress towards these goals.

2. To conduct studies with a view to giving policy advice to educational planners/adminstrators/DBE regarding/UEE/NLM some of the important areas of such studies would be:

(i) Enrolment, retentioin, and regularity of attendance of children and adullt learners (especially) females, SC/St, minorities, handicapped slumdwellen and other disadvantaged groups) - varioius factors affecting these.

(ii) Effect of various interventions (including incentive) on the above.

(iii) Community's perception of and participation in the process of basic education.

(iv) Develpment of norms, Criteria and techniques for evaluation of institutions (Schools and AE/NFE Centres) of the district. One or two educationally backward pockets of the district, which may be with-in easy reach from the District will be specially chosen for conducting above studies as well as a lot of action research activities, These may be called the Lab area of the DIET. However while a lot of studies and action research will be concerned in the lab, area, they would not be necessarily confined in this area, and others suitable areas would also be chosen depending on the nature of work involved.

3. To provide technical assistance to educational authorities in (i) school mapping (ii) Micro-planning for UPE/AUEE in an area specific and target group specific manner, (iii) formation and activation of school complexes, (iv) institutional planning for school complexes, schools etc., and (v) institutional evaluation.


33

4. To serve as the nodal branch in relation to all programmes of community involvment in basic education, and in particular to conduct orientation programmes for members of DBV, VECs community leaders, youth and other volunatary education workers.

5. To conduct appropriate programmes for Head Masters, Head of School complex and Mandal level educational functionarities in P& M, covering areas like leadership motivation, involving the community educational functionaries in P &M, covering areas like leadership motivation, involving the community educational administratiion finance and accounting office procedure, planning for UPE/UEE institutionla planning etc.,

6. To appraise the effecacy of various programmes of educational development implemented in the district especially via-avis the objective of UPE/UEE and NLM.

7. To act as the nodel branch for preparing quinquennial and annual institutional plans and annual self evaluation reports for the DIET and for liasing with the DBE.

8. To provide P & M related inputs into all other programmes/activities of the institute e.g. pre-service and in service programmes for teachers, training programmes for interation (including Extension) activities, Action Research etc., with special reference to the areas, listed under (3) above.

2015-2017 BATCH TOPPERS

Gorthi Eswara Trust Merit Awards to D.El.Ed. Toppers (2015-17)

Shainaz BegumUrdu Medium2072/2400

Mohd. AbraruddinTelugu Medium2010/2400

Gorthi Eswara Trust (Growth with Education in time) Regd No.172/IV/2014 Dt:14-07-2014 Presenting every year cash award Rs.25000/- and certificate to both Telugu and Urdu Medium Student Teachers of DIET Vikarabad who stood as toppers at the end of II year D.El.Ed. course from 2012-2014 Batch.

Gorthi Eswara Trust is established by Sri GVS. Pavan Kumar Retd. Mandal Educational Officer, Hyderabad & Smt E. Ushabala retired Lecturer of this institution. They are offering cash awards to students of all the institutions where they & their parents acquired education or served as teacher / teacher educator as gratitude.


34


35

II. Working Days – Working Hours

Working Hours (9.45 A.M. to 4.45 P.M.)

Suggestive Time-Table for a working day in DIET

09.45 to 10.00 AM - Assembly

9.45 A.M . - First Bell

9.50 A.M . - Second Bell

™ Prayer – “Vandemataram” “Telangana State Song”

™ Pledge and

Teachers’ Pledge in Telugu on Monday & Tuesday in English on Wednesday & Thursday

in Hindi/Urdu on Friday & Saturday

™ Important news headlines of the Day. ™ Thought for the day. ™ Messages by Principal/Lecturers/Guest ™ National Anthem

10. 00 to 10.50 AM : 1st period

10.50 to 11.40 AM : 2 nd period

11.40 to 11.50 AM : Short interval

11.50 AM to 12.40 PM : 3 rd period

12.40 to 01.30 PM : 4th period

01.30 to 02.10 PM : Lunch



03.50 to 04.00 PM : Short interval


Note :

1. If the above timings are inconvenient to any Elementary Teacher Education Institution due to local reasons they may submit proposals for change of timings to the Director of School Education duly explaining the suitable reasons for such alterations. However, specified timings are only to be followed till revised orders are given by DSE.

2. Single session may be conducted during summer on par with schools, since the programmes and activities such as Teaching Practice, Internship are linked with schools.

Holidays

The Institution shall have the following holidays

a) All Public Holidays declared by the Government of Telangana.

b) Five Optional Holidays identified by the Principal in consultation with staff members.

c) Three discretionary holidays (Local holidays) identified by the Principal in

consultation with staff & students.

d) I term holidays

e) II term holidays same as in respect of School Academic Calendar.

Note: There shall be no other holidays for the institution except those mentioned

in (a) to (e).


36

Model Time-Table for D.EI.Ed. 1st Year

Morning Assembly: 9.45 a.m. to 10.00 a.m.

Time/

Periods

I

10.00 to

10.50

II

10.50 to

11.40

11.40/

11.50

III

11.50/

12.40

IV

12.40 /

1.30

1.30

to

2.10

V

2.10/

3.00

VI

3.00/ 3.50

3.50

4.00

VII 4.00 to

4.45

Monday Paper –II Paper –

III

SH

OR

T B

RE

AK

Paper-V Paper- I

LU

NC

H B

RE

AK

Paper- IX

Theory

Paper-VI

Theory

SH

OR

T B

RE

AK

Paper VI

A ) (Pr)

B ) P.VII

C) P. VIII

Tuesday Paper –

II

Paper –

III Paper-V Paper- I Paper- IV

Paper-VI

Theory

Paper VI

A) (Pr)

B ) P.VII

C) P. VIII

Wednesday Paper –

II

Paper –

III Paper-V Paper- I Paper- IV

Paper-VI

Theory

Paper VI B

Paper VII C

Paper VIII A

Thursday Paper –

II

Paper –

III Paper-X Paper- I Paper- IV

Paper-IX

Theory

Paper VI B

Paper VII C

Paper VIII A

Friday Paper –

II

Paper –

X Paper-V Paper- I Paper- IV

Paper-IX

Theory

Paper VI C

Paper VII A

Paper VIII B

Saturday Paper –

X

Paper –

III Paper-V

Paper-

VIII Paper- IV

Paper-IX

Theory

Paper VI C

Paper VII A

Paper VIII B

Note:- VII th Period allotted for practicum in groups (A,B,C) in respect of Paper – VI,

VII & VIII.


37

3. SUBJECTS

There are 20 subjects in D.El.Ed. Course comprises 10 subjects in 1st year and the

other 10 subjects in 2nd year.

D.El.Ed. I Year

General Papers Paper -I: Childhood, Child Development and Learning Paper -II: Society,u Ecdation and Curriculum Paper -III: Early Childhood Care and Education

Methodology Papers Paper -IV: Understanding Language and Language Development at

Primary Level (Mother Tongue – Telugu/Urdu ) Paper -V: understanding Mathematics and Early Mathematics

Education at Primary Level

Value Added and Co-curricular SubjectsPaper -VI: Pedagogy across Curriculum and ICT Integration Paper -VII: Art & Cultural Education Paper -VIII: Yoga, Physical & Health Education - I

Self Development CoursesPaper -IX: Understanding Self –I Paper -X: Proficiency in English

“Teaching is a cluster of activities that are noted about teachers

such as explaining, deducing, questioning, motivating, taking

attendance, keeping recard of works, student’s progress and student

background information”

-G. Wells


38

4. SUBJECT-WISE WEIGHTAGES

1st Year D.El.Ed.

Sl. No.

Course Title No. of Periods

per week General Papers

1 Childhood, Child Development and Learning 5

2 Society, Education and Curriculum 5

3 Early Childhood Care and Education 5

Methodology Papers

4 Understanding Language and Language Development at Primary Level (Mother Tongue – Telugu/Urdu )

5

5 understanding Mathematics and Early Mathematics Education at Primary Level

5

Value Added and Co-curricular Subjects

6 Pedagogy across Curriculum and ICT

Integration 5

7 Art & Cultural Education 3

8 Yoga, Physical & Health Education - I 3

Self Development Courses

9 Understanding Self –I 3

10 Proficiency in English 3

TOTAL 42


39

Introduction

The teacher education programme leading to the Diploma in Elementary

Education (D.El.Ed.) aims at preparing teachers for the elementary stage of education,

that is, classes 1 to 8. This stage covers children of 6-14 years for whom education th

became a fundamental right as per the 86 amendment of Indian Constitution in 2002,

which incorporated Article 21A in the constitution guaranteeing right of compulsory and

free education to all children of 6-14 years. In order to implement the constitutional

amendment, 'Right of Children of 6-14 years to Free and Compulsory Education Act

(RTE Act)' was enacted as a Central Act in 2009. The Act highlights the need and

importance of having well qualified and professionally trained teachers to facilitate

realisation of the goals of RTE. The Diploma in Elementary Education (D.El.Ed.)

programme, which is an initial teacher preparation programme for elementary

education, has the potential to realise the RTE goals which includes providing education

of comparable quality to every child.

The elementary teacher is called upon to engage with children of 6-14 years in a

variety of socio-cultural contexts. The purpose of engagement is to facilitate children's

holistic learning and development, for which the teacher must have thorough

understanding of the child and his/her socio cultural contexts. In addition the teacher

must have the competence in different areas of school curriculum and to use appropriate

pedagogies. For instance, the utility of ICT, Arts and Crafts, including folk arts and

Community resources as pedagogical tools is well established for different areas of

school curriculum. This implies that the inclusion of all these pedagogical tools in the

curriculum of a teacher education programme will enhance the effectiveness and quality

of teacher preparation.

The goal of a teacher education programme is to prepare reflective practitioners,

who are capable of reflecting on the 'why' and 'how' of the educational policies,

programmes and practices. A reflective teacher mustbe able to question some of the

current premises on schooling and education, develop the ability to evolve his/her own

robust vision of a school and take justifiable curricular and pedagogic decisions.

However to develop such abilities among prospective teacher, the teacher education

institutions shall have to make planned efforts through appropriate curricular


40

interventions.

The present curriculum of Elementary Teacher Education Programme makes an

attempt to address the above mentioned concerns and imperatives through courses

organised under four broad areas, namely, (i) Child Studies (ii) Educational and

Contemporary Studies, (iii) Curriculum and Pedagogic Studies(including Teaching

Practice and school Internship) and (iv) Additional Value Added Courses for Holistic

Development. The course included in the category of 'Child Studies' aim at developing

understanding about the child, childhood and processes of development and learning.

The study of courses included in the category of Educational and Contemporary studies

shall equip the prospective teachers to understand the contemporary Indian Society and

the type of education needed to meet the emerging needs and aspirations of the society.

To forge linkages between Early Childhood Education and Primary Education, and

taking cognisance of the imperative of early literacy and numaracy, a course on Early

Childhood care and Education has been included in the curriculum. A course such as

'Understanding Self' shall equip the prospective teachers to understand themselves as

individuals and professionals. The increasing use of Information and Communication

Technologies (ICT) has brought about a sea change in the generation and transmission of

knowledge. The programme envisages the use of ICT as a pedagogical tool for all areas

of school curriculum at the elementary stage. Art, music, dance, theatre, stories and

crafts have immense potential for being used as a medium for the teaching of school

curriculum. The Contemporary Indian Society is a multi-lingual Society. It is imperative

that the future teacher understand the importance of language and education. The official

policy regarding teaching languages in schools envisages the study of three languages by

every child in the school. Every teacher is required to teach two or three languages,

therefore, courses in the pedagogy of English and Regional language have been assigned

an important place in the curriculum of the Elementary Teacher Education Programme.

Two add-on courses, Proficiency in English and Yoga Education are also included in

both years.

The school-based activities are designed to enable the student-teachers to

connect theory to practice and to help them acquire a perspective regarding the aims of

education within which their previously acquired knowledge and practices can be


41

systematized and structured to enable them to teach effectively. During the school-

internship the student-teacher is expected to observe classroom teaching of mentors/

peers, to get insights into student behaviour, instructional practices, student learning,

learning environments and classroom management. The student-teacher is expected to

critically reflect and discuss these practices and engage in activities like maintenance of

records and registers, preparation of lesson and unit plans using different artifacts and

technology, classroom management, activities related to school- community- parent

interface, and reflections on self development and professionalization of teaching

practice.

The other component of school-based activities to be carried out during

internship is delivering the lessons/units of pedagogic courses in the first and second year

as specified. The activities undertaken during the internship period will be presented in

Portfolios and Reflective Journals. The student-teachers are expected to record their

experiences, observations and conclusions regarding all the activities undertaken. The

entries of Reflective Journals will be analytical answering 'what' is new and different

from their previous understandings, 'why' certain observations made by them with

regard to instruction, classroom management, PTAs, etc., are different / same and 'how'

these observations might lead to a criticism and change in their practice. The students

will be assessed on the basis of entries made in Portfolios and Reflective Journals.The National Curriculum Framework for teacher Education (NCTE,

2009)emphasizes that we need teachers who:

· Care for children and love to be with them, understand children within social, cultural and political contexts, develop sensitivity to their needs and problems, and treat all children equally.

· Perceive children not as passive receivers of knowledge, augment their natural propensity to construct meaning, discourage rote learning, make learning a joyful, participatory and meaningful activity.

· Critically examine curriculum and textbooks, contextualize curriculum to suit local needs.

· Do not treat knowledge as a 'given', embedded in the curriculum and accepted without question.

· Organize learner-centered, activity-based, participatory learning experiences – play, projects, discussion, dialogue, observation, visits and learn to reflect on their own practice.


42

· Integrate academic learning with social and personal realities of learners, responding to diversities in the classroom.

· Promote values of peace, democratic way of life, equality, justice, liberty, fraternity, secularism and zeal for social reconstruction.

The D.El.Ed., Programme aims to prepare teachers who are able to continuously

assess and improve their professional practice as teachers by critically reflecting on it,

who can understand that teaching is embedded in the social context of the learners and

who can engage with context and subject matter that they will be teaching. The student

teachers will also be acquainted with the modes of inquiry and epistemological

frameworks of their subjects, familiarized with how children learn so that they can

develop and use teaching strategies that are responsive to the learning needs of all their

learners in diverse and plural settings of elementary classrooms.

Programme Objectives: 1. Provide an understanding of the elementary school and elementary school child;2. Examine the issues in elementary education in the context of the socio-economic

realities of the contemporary Indian Society;3. Provide an opportunity for student teachers how to integrate content, processes

and context of learning and organize curricular experiences;

4. Enable student teachers to construe education of elementary school children in continuum and establish organic linkages with the early childhood teacher education and secondary teacher education programmes;

5. Enable student teachers to understand the importance of conceptual blending of theoretical understanding available in several cognate disciplines and to appreciate the gestalt! emerging from the conceptual blending!

6. Empower student teachers in how to integrate the emerging gender, disability, environment perspectives in teaching and learning.

7. Provide an understanding of various perspectives of learning and of how knowledge is constructed by an elementary school child;

8. Develop an understanding of the various child friendly and child –sensitive approaches and strategies of transacting learning experiences in different curricular and co-curricular areas at the elementary level;


43

9. Develop skills and competencies of organizing learning experiences;10. Foster the integrated and holistic development of student teachers through life

enrichment and development od self;

11. Acquaint the student teachers with the structure and dynamics of school organization and its interaction with the community;

12. Develop an appreciation of the role of the teacher in the prevailing socio-cultural and political system in general and the educational system in particular;

13. Empower student teachers in how to integrate the emerging ICT perspectives in teaching and learning;

14. Provides experiences to student teachers to internalize civic, democratic and constitutional values and make them able to participate in day-to-day life with civic responsibilities and humanistic values.

Duration of the Programme

The D.El.Ed. programme shall be of a duration of two academic years. However, the students shall be permitted to complete the programme within a maximum period of three years from the date of admission to the programme.

Working Days

a) There shall be at least two hundred working days each year exclusive of the period of examination and admission (Total 220 working days)

b) The institution shall work for a minimum of thirty six (36) hours in a week (five or six days), during which physical presence in the institution of all the teachers and student teachers is necessary to ensure their availability for advice, guidance, dialogue and consultation as and when needed.

c) The minimum attendance of student-teachers shall be 80% for all course work including practicum, and 90% for school internship.

Entry Qualifications/ Eligibility

a) Candidates with at least 50% of marks in the Inter/ Higher Secondary


44

(+2) or its equivalent examination are eligible for admission.

b) The reservation and relaxation in marks for SC/ST/OBC/PWD and other categories shall be as per the rules of the Central Government/State Government, whichever is applicable.

Credit System

The delivery of D.El.Ed. programme is construed in terms of Credits . The course

weightage is expressed in terms of credits.

“Credit” (C) is the weightage assigned to a course in terms of Contact hours.

A credit system is a systematic way of describing an educational programme by attaching credits to its components. The definition of credits in higher education systems may be based on different parameters, such as student workload, learning outcomes and contact hours.

In this programme 16 Hours of classroom instruction is considered as one credit for

theory courses and 32 Hours of practicum is considered as one credit for practicum

courses. The entire Diploma in Elementary Education programme shall be delivered in

the form of CREDITS.

This helps the learner to understand the academic effort he/she has to put in, in order to

successfully complete a course. Completion of D.El.Ed. programme requires

successful clearing of assignments, school internship, practicum , critical reflections on

development of self , term-end examinations of each course in a programme and

practical components.

Programme Implementation

The institution shall meet the following specific demands of a professional programme of study:(i) Prepare a calendar for all activities, including school internship. The school

internship and other school contact programmes shall be synchronized with the academic calendar of the school.


45

(ii) Make an arrangement with at least ten schools indicating their willingness to

allow the Internship as well as other school based activities of the programme.

These schools shall form basic contact point for all practicum activities and

related work during the course of the programme. The District/Block office of

the State Education Department may allot schools to different TEIs.

(iii) Initiate discourse on education by periodically organizing seminars, debates,

lectures, and discussion groups for students and faculty.

(iv) Organize academic enrichment programmes including interactions with

faculty from parent disciplines; encourage faculty members to participate in

academic pursuits and pursue research especially in elementary schools.

Provisions of leave shall be made for faculty to undertake research/ teaching in

Universities and schools.

(v) Adopt participatory teaching approach in the classroom to help students

develop reflective thinking and critical questioning skills. Students shall

maintain continuing and comprehensive evaluation reports observation records

and reflective journals, which provide opportunities for reflective thinking.

(vi) The students shall select the optional pedagogy course for Upper primary

school teaching.

(vii) The development of resources for the schools must be emphasized and a

partnership between the Teacher Education institution and the school must be

fostered through both the curriculum and the running of the Teacher Education

Institution.

(viii) There shall be mechanisms and provisions in the Institution for addressing

complaints of students and faculty, and for grievance redressal.

(ix) For school internship, the TEIs and the participating schools shall set up a

mutually agreed mechanism for mentoring, supervising, tracking and assessing

the student teachers.

****


46

Some Important Highlights from

The D.El.Ed. Curriculum Framework:

This curriculum represents an effort to strengthen quality in elementary teacher

education while building on the good practices contained in previous frameworks.

1. This curriculum includes the following three components:

Content: Comprises the subject matter of the curriculum, the goals and objectives

for children's learning.

Processes: This component is the pedagogy of learning, how teachers teach, and

the ways in which children achieve the goals and objectives of the curriculum.

Context: Includes the setting, the environment in which learning takes place.

Teacher education institutes must provide an opportunity for student teachers to

integrate and implement these three components in classroom settings. Spaces

must also be created for the perspective building of student teachers.

2. The curriculum visualizes the education of elementary school children in a

continuum and attempts to establish organic linkages with the early childhood

teacher education and secondary teacher education programmes. However, the

D.El.Ed unlike other teacher education programmes is exceptional in that it has to

cater to the early primary (classes 1 &2), the middle primary (classes 3 to 5)and the

upper primary (classes 6 to 8). Although these are along a developmental

continuum, the needs of children tend to vary in terms of what they can learn, how

they learn, and what interests them. It is important therefore for an elementary

teacher to be sensitized to these variations and specific implications for designing

curriculum and classroom practice in a more contextualized manner.

3. This curriculum advocates conceptual blending of theoretical understanding

available in several cognate disciplines. However the knowledge base in teacher

education does not comprise only an admixture of concepts and principles from

other disciplines, but a distinct 'gestalt' emerging from the conceptual blending. It

further emphasizes the importance of an integrated and correlated approach to the

teaching of concepts in teacher education(NCF-2005&NCFTE-2009).

4. The curriculum calls for a variety of pedagogies to engage student teachers

actively in the learning process. Some of them include writing projects, debates,


47

simulations, role playing, dramatizations, and cooperative learning are

encouraged, as is the use of technology to supplement reading and classroom

activities and to enrich the teaching and learning of school subjects. Audio video

resources, OERs and newly emerging forms of educational technology like

podcasts can provide invaluable resources for a teacher education institution.

5. This curriculum seeks to promote civic and democratic values as an integral

element of good citizenship. Space must be created for student teachers to learn the

kind of behaviour that is necessary for the functioning of a democratic society.

Whenever possible, opportunities would be available for participation and for

reflection on the responsibilities of citizens in a free, liberal and inclusive society.

Continuous and sustained engagement with student teachers and systematic

organization of curricular processes and activities is imperative.

6. This curriculum incorporates a multicultural and multilingual perspective across

the courses of the curriculum. It enables teachers to recognize that the history of

community, state, region, nation, and world must reflect the experiences of men

and women and of different racial, religious, caste and ethnic groups. India has

always been a nation of many different cultural groups. The experiences of all

these groups are to be integrated at every grade level in the curriculum. The

framework embodies the understanding that the national identity, the national

heritage, and the national creed are pluralistic and that our national history is the

complex story of many peoples and one nation, and of a still unfinished struggle to

realize the ideals of the Indian Constitution.(NCF-2005)

7. This curriculum calls for student teachers to learn how to design inclusive, child

friendly learning environment by involving parents, community and civil society

organizations. Such an environment is interactive, stimulating, secure, and caters

to the diverse identities and needs of children, including those with special needs.

It is flexible and ensures holistic development and meaningful learning of every

child.

8. This curriculum proposes that critical thinking skills be integrated and critical

pedagogical practices be included in all the curricular transaction processes of the

elementary teacher education programme. Opportunities must be created for


48

student teachers to learn to detect any kind of bias in print and visual media;

recognise illogical thinking; guard against ideological propaganda; avoid

stereotyping of group members. Student teachers must be encouraged to reach

conclusions based on solid evidence; and to think critically, creatively, and

rationally.

9. This curriculum emphasizes the importance of continuous and comprehensive

assessment and evaluation. It is essential that all those involved in elementary

education have a robust knowledge of a variety of tools, techniques and strategies

to assess the development of diverse competences and attitudes. Meaningful

analyses of the data obtained through multiple means of assessments will help

strengthen children's learning and provide relevant feedback to all stakeholders.

10. This curriculum emphasizes the importance of sensitising student teachers in

understanding diversity, differential classroom spaces and gender. Respecting the

diversity of children and promoting gender equality are key elements of the

Elementary Education Curriculum. This means special support for children

whose development, growth and learning have been affected by illness, disability,

reduced functional ability, psychological problems or exceptional talent. In early

education the school has a crucial role in timely recognition of learning

difficulties. In this context it is important to work closely with the parents to

identify the strengths and weaknesses of the child, to plan measures and actions

needed to be taken. Teacher education institutions must support student teachers

in organising differentiated teaching and learning within the class; teaching and

learning in small groups/pairs/individually both within and out of the class.

11. This curriculum seeks to address the complex relationship that exists between

diversity, inequity, and education. It aims to sensitise students to the diversity of

life experiences and learning needs of different kinds of children. Children with

special needs, those from marginalized communities as well as girls have been

traditionally excluded from education. Inclusive education, as understood today,

must ensure all children get education of comparable quality, while specifically

addressing the above. This becomes even more significant in the light of the Right

to Education Act 2009. While critically looking at our education through this lens,


49

this course also tries to explore certain possibilities by addressing the nature of

inclusive education as well as the sensibilities and skills that it demands from the

teacher. Children with disabilities must be included at all levels of education as

equal partners, to enable them to face life with courage and confidence. Student

teachers must have opportunities to address their own biases and to develop

professional capacities to address needs of diverse groups of children, including

the traditionally marginalised and those with special needs.

12. This framework strongly believes that development of positive gender

perspective is important to address widespread discrimination and injustice at all

levels in society. It requires not only a pedagogic approach but also promote

respect for women. Another major concern is an increasing violence and

polarization, both within children and between them, being caused primarily by

increasing stress in society. The classroom teaching can play a crucial role by

constructing and endorsing values and life skills in students to prepare them for

meeting the demands and challenges of everyday living and by promoting values

of peace based on equal respect of self and others. Similarly, to meet the ecological

crisis, promoted by extremely commercialized and competitive lifestyles,

teachers and children need to be educated to change their consumption patterns

and the way they look at natural resources.

D.EL.ED Curriculum: Programme Structure

The curriculum of the Diploma in Elementary Teacher Education Programme is

organized around four curricular areas, each area having a specific focus.

I: Child Studies

II: Education and Contemporary Studies

III: Curriculum and Pedagogy Studies

IV: Additional Value Added Courses for Holistic Development

Child Studies is designed to develop an understanding of how children's development

and learning takes place in different cultural, educational and social contexts. It attempts

to engage student teachers with understanding the theories of child development, notions

of childhood and examine how these differ in different socio cultural contexts.

Education and Contemporary Studies examines the wider context in which learning


50

occurs. It is aimed at enabling student teachers to analyze the linkages between education

and society, develop a critical understanding of the factors that have been, and continue

to contribute to social and educational exclusion. Discussion on diversity is expected to

deepen the learner's understanding of the relationship between teachers, learners,

contexts and the nature of learning.

Language and Early Language Development is focused on bringing out the influences

of social and cultural contexts on learning and development in early years and discusses

ways in which young children's language and literacy and development can be supported

in formal settings.

Perspectives on gender and inclusion are running threads across the curriculum to

empower student teachers and sensitize them. However a separate course is also

introduced to bring together the theoretical understandings and the practical experience

gained through school internship and practice teaching. Therefore while transacting this

course, opportunities for reflections are to be provided for student teachers to enable

them to integrate these learnings.

Understanding Self will enable student teachers to understand their own biases, so that

through a reflective process, they can actively foster skills and commitment for

improving themselves as individuals and professionals. The course also provides student

teachers opportunities to critically read and comprehend texts that are relevant to their

professional development, some of which may include the suggested advanced readings

in the curriculum document.

Curriculum and Pedagogic Studies are aimed at developing a critical understanding of

knowledge, learning and curriculum. The pedagogy courses integrate content

knowledge to help student teachers gain pedagogic content knowledge and acquire a

repertoire of approaches related to the subjects they will be teaching for classes 1 & 2,

classes 3 to 5 and classes 6 to 8, to meet the needs of diverse learners. The student

teachers will also be acquainted with the modes of inquiry and epistemological

frameworks of their subjects to gain deeper understanding of disciplinary knowledge. A

course on general pedagogy and ICT integration is also included.

Additional Value Added Courses for Holistic Development are to enable student


51

teachers to participate in creative work and understand the importance of work and

associated values. They would also facilitate use of various forms of arts in education and

help them understand Children's Physical and Emotional Health including School

Health Education.

English language proficiency is included to equip student teachers to meet the current

parental aspirations of their wards being proficient in the language. Yoga Education is

included for holistic development to harmonize mind and body. These two courses are

add-on courses.

Mode of Transaction would include:

- Classroom discussions for developing conceptual understanding.

- Close reading of text material/ research papers.

- Individual and group presentations of issues and concerns raised in assignments, and

- Theoretical and practical activities/exercises/investigations; analysis interpretation

of collated observations, systematic date.

- Teachers should incorporate discussions; projects, documentaries, movies and

fields based projects

- Close and critical reading, as well as analysis of various articles, policy documents,

texts, documentaries, movies should be developed

- In a group, student-teacher should conduct field based projects, and be able to

analytically document their findings

- Dialogue and discussions has to be the key for the transaction of this course

D.El.Ed. (2017-2018) FIRST YEAR TOPPERS

.

V. Hanmanthu

English Medium1036/1200

Md Jaffer Telugu Medium

1017/1200

Khaja PashaUrdu Medium

1001/1200

Nikhat YasmeenUrdu Medium

1001/1200


52

COURSE OUTLINE DETAILS

D.E

d. 1

stYe

ar -

Theo

ry

and

Pra

ctic

um

Pap

erN

o.Ti

tle

M

arks

Tota

lTe

achi

ng p

ract

ice

& in

tern

ship

Ext

erna

l P

ract

icum

Sum

mat

ive

exam

Fi

eld

base

d pr

ojec

t

Ass

ignm

ents

/ pr

esen

tatio

ns

Gen

eral

Pap

ers

1C

hild

hood

and

the

Dev

elop

men

t of C

hild

ren

60

10

20

10

100

0

2So

ciet

y, E

duca

tion

and

Cur

ricul

um

60 10

20

10

10

0

0

3Ea

rly C

hild

hood

Car

e an

d Ed

ucat

ion

(Pre

-Prim

ary

& E

arly

Pr

imar

y Ed

ucat

ion)

60

10

20

10

100

0

Met

hodo

logy

Pap

ers

4Pe

dago

gy o

f Mot

her T

ongu

e/ F

irst L

angu

age

at P

rimar

y Le

vel (

Cla

sses

I to

V)

60

10

20

10

100

12

0 (T

P+FL

)

5Pe

dago

gy o

f Mat

hs a

t Prim

ary

Leve

l (C

lass

es I

to V

)

60 10

20

10

10

0

120

(TP+

FL)

Val

ue A

dded

and

Co-c

urri

cula

r S

ubje

cts

6Pe

dago

gy a

cros

s C

urric

ulum

and

ICT

Inte

grat

ion

60

10

20

10

100

0

7A

rt &

Cul

tura

l Edu

catio

n

0 10

20

20

50

30

(TP+

FL)

8Y

oga,

Phy

sica

l & H

ealth

Edu

catio

n

0 10

20

20

50

30

(TP+

FL)

Sel

f Dev

elop

men

t Cou

rses

9To

war

ds S

elf-

Und

erst

andi

ng–I

0 0

25

25

50

0

10Pr

ofic

ienc

y in

Eng

lish

Lang

uage

0 0

25

25

50

0

Rec

ords

Pra

ctic

um R

ecor

ds

A

sses

smen

t Rec

ord

(CC

E) –

Te

lugu

0

0

0

0

0

15A

sses

smen

t Rec

ord

(CC

E) –

M

aths

0

0

0

0

0

15A

ctio

n R

esea

rch

Rec

ord

0

0

0

0

0

10C

lass

room

Obs

erva

tion

and

Ref

lect

ive

Jour

nal -

Te

l

0 0

0

0

0

10

Cla

ssro

om O

bser

vatio

n an

d R

efle

ctiv

e Jo

urna

l -

M

at

0

0

0

0

0

10

Scho

ol E

xper

ienc

e Pr

ogra

mm

e R

ecor

d

0

0

0

0

0

40To

tal

360

80

210

150

800

400

TP: T

each

ing

Prac

tice;

FL:

Fin

al L

esso

n;

D

etai

ls o

f In

tern

ship

and

Tea

chin

g P

ract

ice:

Mat

hs/ T

elug

u:

Teac

hing

Pra

ctic

e I

& II

- 40 M

arks

and

III

to V

-

40 M

arks

; Fin

al le

sson

I &

II-

20 M

arks

and

III

to V

-20

Mar

ks. F

or V

alue

Add

ed a

nd C

o-c

urric

ular

Sub

ject

s, 5

less

ons

shou

ld b

e ta

ught

in e

ach

subj

ect.


53

D.E

d. 2

nd

Year

-T

he

ory

an

d P

racti

cu

m

Pa

per

No

.T

itle

M

ark

s

To

tal

Te

ac

hin

g p

rac

tic

e

& i

nte

rns

hip

Ext

ern

al

Pra

cti

cu

m

Su

mm

ativ

e

exa

m

F

ield

ba

se

d

pro

jec

t

A

ss

ign

me

nts

/ p

res

en

tati

on

s

Ge

ne

ral P

ap

ers

1E

duca

tion

in C

onte

mpo

rary

Ind

ia

60

10

20

10

100

0

2In

tegr

atin

g G

ende

r an

d In

clus

ive

Per

spec

tives

in

Edu

cati

on

60

10

20

10

100

0

3S

choo

l Cul

ture

, Lea

ders

hip

and

Tea

cher

Dev

elop

men

t

60

10

20

10

100

0M

eth

od

olo

gy

Pa

per

s

4P

edag

ogy

of E

ngli

sh a

t Pri

mar

y L

evel

(Cla

sses

I to

V)

60

10

20

10

100

12

0 (T

P+

FL

)

5P

edag

ogy

of E

VS

at P

rim

ary

Lev

el (

Cla

sses

III

to V

)

60 10

20

10

10

0

60 (

TP

+F

L)

6P

edag

ogy

of E

lem

enta

ry L

evel

Sub

ject

-

Opt

iona

l

Tel

ugu/

Eng

lish/

Mat

hs/ S

cien

ce/ S

ocia

l Stu

dies

60

10

20

10

100

60

(T

P+

FL

)

Va

lue

Ad

de

d a

nd

Co-c

urr

icu

lar

Su

bje

cts

7W

ork

& E

duca

tion

0

10

20

20 50

20

(T

P+

FL

)8

Val

ue E

duca

tion

& L

ife

Ski

lls

0 10

20

20

50

20 (

TP

+F

L)

9Y

oga,

Phy

sica

l & H

ealt

h E

duca

tion

0

10

20

20 50

20

(T

P+

FL

)S

elf

De

vel

op

me

nt

Co

urs

es

10

Tow

ards

Sel

f

Und

erst

andi

ng–I

0 0

20

30

50

0

Rec

ords

Pra

cti

cu

m R

ec

ord

s

A

sses

smen

t Rec

ord

(CC

E)

–

Eng

lish

0

0

0

0 0

15

Ass

essm

ent R

ecor

d (C

CE

) –

E

VS

0

0

0

0 0

15

Ass

essm

ent R

ecor

d (C

CE

) –

O

ptio

nal S

ubje

ct

Ele

men

tary

Lev

el

0 0

0

0

0

15

Act

ion

Res

earc

h R

ecor

d

0

0

0

0

0

25C

lass

room

Obs

erva

tion

and

Ref

lect

ive

Jour

nal -

E

ngli

sh

0

0

0

0

0

10

Cla

ssro

om O

bser

vatio

n an

d R

efle

ctiv

e Jo

urna

l -

EV

S

0

0

0

0

0

10C

lass

room

Obs

erva

tion

and

Ref

lect

ive

Jour

nal -

O

ptio

nal s

ubje

ct

0

0

0

0

0

10

To

tal

36

0

90

20

0

15

0

80

0

400

TP

: Tea

chin

g P

ract

ice;

FL

: Fin

al L

esso

n;

De

tail

s o

f In

tern

sh

ip a

nd

Te

ac

hin

g P

rac

tic

e:

En

gli

sh:

Tea

chin

g P

ract

ice

I &

II-

40 M

arks

and

III

to

V-

40 M

arks

; F

inal

les

son

I &

II-

20 M

arks

and

III

to

V-

20 M

arks

. E

VS

:T

each

ing

Pra

ctic

e II

I to

V-

40 M

arks

and

Fin

al l

esso

n 20

Mar

ks.

Op

tio

na

l s

ub

jec

t:Tea

chin

g P

ract

ice

VI

to V

III-

40 M

arks

and

Fin

al l

esso

n 20

Mar

ks.

For

Val

ue

Add

ed a

nd C

o-cu

rric

ular

Sub

ject

s, 5

less

ons

shou

ld b

e ta

ught

in e

ach

subj

ect.


54

D.E

l.E

d.

PR

AC

TIC

UM

DE

TA

ILS

Foll

owin

g ar

e th

e de

tail

s of

pra

ctic

ums,

ass

ignm

ents

and

inte

rnsh

ip p

ract

ices

. The

det

ails

in te

rms

of n

umbe

r of

pra

ctic

ums

per

pape

r an

d m

arks

all

ocat

ion

is g

iven

her

eund

er.

The

the

ory

pape

rs f

or f

irst

and

sec

ond

year

of

D.E

l.Ed.

cou

rse co

nsti

tute

s ex

tern

al e

xam

inat

ion

cond

ucte

d by

the

Boa

rd o

f S

econ

dary

E

duca

tion

for

60

mar

ks i

n ea

ch s

ubje

ct a

nd 4

0 m

arks

fo

r in

tern

als

i.e.

prac

ticu

ms

fo

r bo

th g

ener

al a

nd m

etho

dolo

gy s

ubje

cts.

The

mar

ks

dist

ribu

tion

for

inte

rnal

s pe

r ea

ch p

aper

i.e.

40

mar

ks is

as

foll

ows.

Sl.

No

.It

em

M

ark

s

Pro

ce

du

re

1S

umm

ativ

e

(Int

erna

l th

eory

exa

m)

10

Tw

o su

mm

ativ

es i

.e.

half

yea

rly

(Oct

ober

/ N

ovem

ber)

and

pre

-fin

al (

Feb

ruar

y/ M

arch

). T

he p

aper

for

eac

h ex

am m

ay b

e co

nduc

ted

for

50 m

arks

and

sha

ll b

e re

duce

d to

10.

2Fi

eld

base

d pr

ojec

ts

20

The

pro

ject

s ar

e gi

ven

in th

e sy

llab

us b

ooks

and

as

wel

l as

in th

e te

xtbo

oks

unde

r ea

ch u

nit.

The

trai

nee

mus

t se

lect

and

per

form

3 s

uch

proj

ects

@1

for

duri

ng 3

mon

ths

and

repo

rt m

ay b

e pr

esen

ted.

20

mar

ks f

or e

ach

proj

ect

and

aver

age

may

be

reco

rded

. Cer

tain

pra

ctic

ums

are

earm

arke

d w

ith

* sy

mbo

l w

hich

are

man

dato

ry

for

each

trai

nee

i.e. 1

per

sub

ject

.

The

pra

ctic

ums

give

n in

the

syl

labu

s/ u

nder

eac

h un

it s

hall

be d

istr

ibut

ed a

mon

g th

e tr

aine

es a

nd s

ee

that

all

pra

ctic

ums

mus

t be

take

n up

and

pre

sent

ed in

the

clas

sroo

m.

3A

ssig

nmen

ts/

Pre

sent

atio

ns

10

Two

type

s of

ass

ignm

ents

are

inc

lude

d un

der

this

ite

m i

.e.

(a)

refl

ecti

ons,

(b)

ana

lyti

cal

and

com

preh

ensi

ve

ques

tion

s fo

r ex

tend

ed le

arni

ng.

(a)

R

efle

ctio

ns

: Ref

lect

ive

expr

essi

ons

base

d on

que

stio

ns g

iven

und

er e

ach

unit

of

text

book

s. T

he t

rain

ee

teac

hers

are

exp

ecte

d to

wri

te a

nsw

ers

base

d on

thei

r ex

peri

ence

and

pro

fess

iona

l ref

lect

ions

.

(b

)

An

aly

tic

al

an

d c

om

pre

he

ns

ive

qu

esti

on

s f

or

exte

nd

ing

th

e l

ea

rnin

g:

Und

er t

his,

the

stu

dent

tea

cher

m

ust r

efer

the

refe

renc

e bo

oks

and

wri

te th

e an

swer

s.

Two

(2)

ques

tion

s fr

om e

ach

quar

ter

(3 m

onth

s) s

houl

d be

wri

tten

as

assi

gnm

ents

i.e

. on

e un

der

refl

ecti

ve p

art

and

the

seco

nd o

ne l

ibra

ry r

efer

ence

bas

ed.

Out

of

10 m

arks

,

5 m

arks

eac

h ar

e to

be

allo

tted

. T

he t

rain

ee t

each

er h

as t

o pr

esen

t at

lea

st o

ne a

ssig

nmen

t in

who

le c

lass

sit

uati

on d

urin

g ea

ch

quar

ter.

Pre

sent

atio

ns o

f th

e su

bjec

t. A

ssig

nmen

ts m

ay b

e di

stri

bute

d eq

uall

y in

eac

h te

rm.

Wha

teve

r th

e qu

esti

ons

give

n un

der

each

uni

t sh

all

be d

istr

ibut

ed a

mon

g th

e tr

aine

es a

nd s

ee t

hat

all

ques

tion

s m

ust b

e ad

dres

sed

and

pres

ente

d in

the

clas

sroo

m.


55

Inst

itu

tio

na

l Ob

serv

atio

ns, I

nte

rnsh

ip a

nd

Tea

chin

g P

ract

ice

Follo

win

g ar

e th

e de

tails

.

Inst

itu

tio

ns

obse

rvat

ion

Dur

ing

the

firs

t yea

r, th

e Te

ache

r Tra

inee

(TT

) has

to v

isit

diff

eren

t ed

ucat

iona

l ins

titut

ions

for 1

0

days

as

giv

en h

ereu

nder

.

Typ

e o

f in

stit

uti

on

N

o. o

f

day

s

Pro

ced

ure

M

arks

Gov

ernm

ent P

rim

ary/

Upp

er P

rim

ary

2

T

he s

tude

nt s

hall

visi

t the

sch

ool a

t the

tim

e of

beg

inni

ng o

f th

e

scho

ol a

nd a

ttend

sch

ool

asse

mbl

y. H

e sh

ould

obs

erve

sch

ool

infr

astr

uctu

re,

faci

litie

s,

proc

ess

of

teac

hing

, da

y sc

hedu

le,

teac

hing

lea

rnin

g m

ater

ial

and

othe

r re

sour

ces

and

inte

ract

with

teac

hers

and

stu

dent

s. T

he t

rain

ee m

ust

obse

rve

criti

cally

all

the

item

s ab

ove.

The

tea

cher

edu

catio

n in

stitu

te i

.e.

D.E

d./

Priv

ate

Teac

her

Trai

ning

Col

lege

s sh

all

cond

uct

a w

orks

hop

in t

heir

inst

itute

s an

d di

scus

s th

e pu

rpos

e an

d ot

her

aspe

cts

of v

ario

us

educ

atio

nal

inst

itute

s to

dev

elop

a p

rim

ary

unde

rsta

ndin

g on

the

natu

re a

nd p

urpo

se o

f in

stitu

tions

to

the

trai

nees

. T

he t

rain

ee

shal

l vi

sit

the

scho

ol w

ith a

che

ck l

ist

for

obse

rvat

ions

and

reco

rdin

g. T

he t

rain

ee m

ust

fill

the

chec

klis

t an

d al

so w

rite

desc

ript

ivel

y ab

out

his

obse

rvat

ions

and

fee

lings

and

pre

sent

a

repo

rt.

40

Priv

ate

reco

gniz

ed s

choo

ls

2

KG

BV

1

Pre-

prim

ary

sect

ions

-

Priv

ate

scho

ols

1

Pre-

prim

ary

sect

ions

-

Ang

anw

adi

1

Res

iden

tial s

choo

ls -G

ener

al

1

Res

iden

tial s

choo

ls -S

ocia

l Wel

fare

1

Res

iden

tial s

choo

ls -

G

uruk

ulul

m (B

C W

elfa

re/

Spec

ial S

choo

ls)

1


56

Te

ac

hin

g P

rac

tic

e

(a)

1sty

ea

r D

.El.

Ed

. –

Su

bje

ct-w

ise

de

tail

s o

f th

e t

ea

ch

ing

pra

cti

ce

an

d d

ay

s

Tea

ch

ing

Pra

cti

ce

-

Pri

ma

ry (

Telu

gu

/ U

rdu

/ M

ath

s/ A

rt &

Cu

ltu

ral

Ed

uc

ati

on

/ Yo

ga

, P

hy

sic

al

& H

ea

lth

E

du

ca

tio

n):

Sl.

No

.C

lass

No

. o

f d

ay

s

for

inte

rns

hip

N

o.

of

pe

rio

ds p

er

da

y

Pro

ce

du

re

Te

l/

Urd

u

Ma

t

A

& C

E

Y,

H &

PE

1I

& I

I20

1

1

1

1

The

tra

inee

mus

t ta

ke u

p te

achi

ng p

ract

ice

for

clas

ses

I &

II

and

III,

IV

, V s

epar

atel

y. T

he t

each

ing

prac

tice

for

clas

ses

I &

II

for

both

lan

guag

e an

d M

aths

sha

ll b

e co

mpl

eted

ini

tial

ly a

long

wit

h 2

peri

ods

for

co-c

urri

cula

r su

bjec

ts e

ach.

The

tea

chin

g pr

acti

ce

for

the

clas

ses

III,

IV

, V

(2nd

spel

l) s

hall

be

take

n up

aft

er

com

plet

ion

of t

each

ing

prac

tice

for

cla

ss I

& I

I w

ith

one

wee

k br

eak

as a

pre

para

tion

for

2nd

sp

ell.

Eac

h da

y th

e tr

aine

e sh

all

take

up

2 pe

riod

s i.

e. 1

for

lan

guag

e an

d 1

for

Mat

hs f

ollo

wed

by

1 p

erio

d fo

r co

-cur

ricu

lar

acti

viti

es o

n al

tern

ativ

e da

ys.

The

trai

nee

shal

l dev

elop

teac

h 2

peri

ods

at e

ach

leve

l and

in

each

sub

ject

and

tea

ch u

sing

IC

T i

.e.

usin

g fi

lm,

vide

o, a

udio

, P

PT

and

oth

er a

udio

vis

ual

reso

urce

s/ d

ownl

oadi

ng f

rom

the

in

tern

et.

T

he t

rain

ee m

ust

obse

rve

the

teac

hing

of

co-t

rain

ees

for

5 pe

riod

s of

di

ffer

ent

cand

idat

es

in

each

sp

ell

duri

ng

the

inte

rnsh

ip.

The

tra

inee

sha

ll a

tten

d th

e sc

hool

at

the

tim

e of

be

ginn

ing

of t

he s

choo

l st

arti

ng w

ith

scho

ol a

ssem

bly

and

stay

en

tire

day

in

the

scho

ol t

ill

clos

ing

of t

he s

choo

l an

d pa

rtic

ipat

e in

all

sch

ool

acti

viti

es a

s re

gula

r te

ache

r.

D

urin

g th

e 20

day

s/ p

erio

ds,

the

trai

nee

shal

l co

mpl

ete

1 or

2

unit

s fo

llow

ed b

y ex

erci

se p

art

unde

r ea

ch u

nit a

nd c

ondu

ct b

oth

For

mat

ive

and

Sum

mat

ive

test

s. T

his

shal

l be

don

e du

ring

the

te

achi

ng p

ract

ice

days

.

Chi

ldre

n A

sses

smen

t R

ecor

d (C

CE

) sh

all

be o

ne f

ocus

ing

on

the

two

leve

ls i.

e. c

lass

es I

, II

and

III,

IV

, V.

The

A

ctio

n R

esea

rch

shal

l al

so

be

cond

ucte

d du

ring

th

e in

tern

ship

as

a pa

rt o

f te

achi

ng p

ract

ice.

Act

ion

rese

arch

may

be

take

n up

in

the

subj

ects

of

lang

uage

or

Mat

hs. T

he tr

aine

e ha

s to

se

lect

the

subj

ect i

n w

hich

they

wan

t to

take

act

ion

rese

arch

.

2II

I, I

V

& V

20

1

1

1

1

3F

inal

le

sson

s5

1+1

(I

, II+

III,

V, V

)

1+1

(I, I

I+II

I, V

, V)

1

(II,

V, V

)

1

(II,

V, V

)

No

te:T

el-

Tel

ugu;

Mat

-M

aths

; A &

CE

-A

rt &

Cul

tura

l Edu

cati

on;Y

, H &

PE

-Y

oga,

Hea

lth

& P

hysi

cal E

duca

tion

.


57

Mar

ks d

istr

ibut

ion

for

teac

hing

pra

ctic

e an

d fin

al le

sson

–

1st

Year

Sub

ject

Teac

hing

Pra

ctic

e

Fina

l Les

son

Cla

ssro

om

Obs

erva

tion

and

Ref

lect

ive

Jour

nal

CC

E

Rec

ord

Tota

l

Mar

ks

Telu

gu/

Urd

u

80 m

arks

(40

mar

ks fo

r cla

sses

I &

II a

nd 4

0 m

arks

for c

lass

es

III,

IV &

V. M

arks

shal

l be

allo

cate

d ba

sed

on

regu

lar p

rogr

ess i

n le

sson

pla

n an

d te

achi

ng.

40 m

arks

(20

mar

ks fo

r cla

sses

I &

II a

nd

20 m

arks

for c

lass

es II

I, IV

&

V).

10 m

arks

15

mar

ks14

5

Mat

hs

80 m

arks

(40

mar

ks fo

r cla

sses

I &

II a

nd 4

0 m

arks

for c

lass

es

III,

IV &

V. M

arks

shal

l be

allo

cate

d ba

sed

on

regu

lar p

rogr

ess i

n le

sson

pla

n an

d te

achi

ng.

40 m

arks

(20

mar

ks fo

r cla

sses

I &

II a

nd

20 m

arks

for c

lass

es II

I, IV

&

V).

10 m

arks

15

mar

ks14

5

Art

& C

ultu

ral

Educ

atio

n15

m

arks

15

m

arks

-

-

30

Yoga

, Hea

lth

& P

hysi

cal

Educ

atio

n

15

mar

ks

15

mar

ks

-

-

30

Act

ion

Res

earc

h-

-

-

-

10

Scho

ol

Expe

rienc

e

Prog

ram

me

-

-

-

-

40

Tota

l19

0

105

20

30

400


58

(b)

2nd

yea

r D

.El.E

d. –

Su

bje

ct-w

ise

det

ails

of

the

teac

hin

g p

ract

ice

and

day

s

Tea

chin

g P

rac

tice

(i)

Pri

mar

y (E

ng

lish

/ EV

S/ V

alu

e E

du

cati

on

& L

ife

Ski

lls/

Wo

rk E

du

cati

on

/

Yo

ga,

Ph

ysic

al &

He

alth

Ed

uca

tio

n):

(ii)

Ele

men

tary

Lev

el -

Op

tio

nal

(Te

lug

u/ E

ng

lish

/ Mat

hs/

S

cien

ce/ S

oci

al S

tud

ies)

Sl.

No

Cla

ssN

o. o

f d

ays

for

inte

rnsh

ip

N

o. o

f p

erio

ds

per

day

Pro

ced

ure

Eng

EV

S

V E

& L

S

W

E

Y,

H &

PE

O

ptio

nal –

Ele

men

tar

y L

evel

1I

& I

I20

1

-

1

-

1

-

T

he tr

aine

e m

ust t

ake

up te

achi

ng p

ract

ice

for

clas

ses

I

& I

I an

d II

I, I

V,

V s

epar

atel

y. T

he t

each

ing

prac

tice

for

clas

ses

I &

II

fo

r E

ngli

sh

and

co-c

urri

cula

r

subj

ects

sh

all

be

com

plet

ed

duri

ng

initi

al

20

days

alon

g w

ith 2

per

iods

for

co-

curr

icul

ar s

ubje

cts

each

.

The

tea

chin

g pr

actic

e fo

r th

e cl

asse

s II

I, I

V,

V (

2nd

spel

l) s

hall

be t

aken

up

afte

r co

mpl

etio

n of

tea

chin

g

prac

tice

for

clas

s I

& I

I w

ith o

ne w

eek

brea

k as

a

prep

arat

ion

for

2nd

sp

ell.

Eac

h da

y th

e tr

aine

e sh

all

take

up

2 pe

riod

s i.e

. 1

for

EV

S an

d 1

for

Eng

lish

follo

wed

by

1 pe

riod

for

co-

curr

icul

ar a

ctiv

ities

on

alte

rnat

ive

days

. Fo

r op

tiona

l su

bjec

t at

Ele

men

tary

Lev

el i.

e. c

lass

es V

I to

VII

I, s

epar

ate

20 d

ays

has

been

allo

cate

d fo

r te

achi

ng p

ract

ice.

Dur

ing

this

per

iod

the

teac

hing

pra

ctic

e fo

r co

-cur

ricu

lar

subj

ect

i.e.

Val

ue

Edu

catio

n &

Lif

e Sk

ills

may

be

take

n up

.

The

tra

inee

sha

ll de

velo

p te

ach

2 pe

riod

s at

eac

h

leve

l an

d in

eac

h su

bjec

t us

ing

ICT

i.e

. us

ing

film

,

vide

o, a

udio

, P

PT a

nd o

ther

aud

io v

isua

l re

sour

ces/

dow

nloa

ding

fro

m th

e in

tern

et.

2II

I, I

V &

V

20

1

1

-

1 1

-

3

Ele

men

tar

y L

evel

(V

I, V

II,

VII

I)

Opt

iona

l

20

(Tel

/ Eng

/ M

at/ S

ci/

SS -

A

ny

one)

-

-

1

-

- 1

4Fi

nal

less

ons

10

1+1

(I

, II

+

III,

IV

, V

)

1

(I

II, I

V,

V)

1

(III

, IV

, V

)

1 (I

II, I

V,

V)

1

(I

II,

IV, V

)

1

(E

lem

enta

ry s

ubje

ct)


59

Sl.

No

Cla

ss

No

. o

f d

ay

s f

or

inte

rns

hip

N

o.

of

per

iod

s p

er d

ay

Pro

ce

du

reE

ng

EV

S

V E

& L

S

WE

Y,

H &

P

E

O

ptio

nal –

Ele

men

tar

y L

evel

The

tr

aine

e m

ust

obse

rve

the

teac

hing

of

co

-

trai

nees

for

5 pe

riod

s of

dif

fere

nt c

andi

date

s in

eac

h

spel

l i.e

. cl

asse

s I,

II;

III

to

V;

VI

to V

III

duri

ng t

he

inte

rnsh

ip.

The

tra

inee

sha

ll a

tten

d th

e sc

hool

at

the

tim

e of

beg

inni

ng o

f th

e sc

hool

sta

rtin

g w

ith

scho

ol

asse

mbl

y an

d st

ay e

ntir

e da

y in

the

sch

ool

till

clos

ing

of t

he s

choo

l an

d pa

rtic

ipat

e in

all

sch

ool

acti

vitie

s as

regu

lar

teac

her.

Dur

ing

the

20

days

/ pe

riod

s,

the

trai

nee

shal

l

com

plet

e 1

or 2

uni

ts f

ollo

wed

by

exer

cise

par

t un

der

each

uni

t an

d co

nduc

t bo

th F

orm

ativ

e an

d S

umm

ativ

e

test

s. T

his

shal

l be

don

e du

ring

the

tea

chin

g pr

acti

ce

days

.

Chi

ldre

n A

sses

smen

t R

ecor

d (C

CE

) sh

all

be o

ne

focu

sing

on

the

two

leve

ls i.

e. c

lass

es I

, II

and

III

to V

.

Thr

ee (

3) A

sses

smen

t R

ecor

ds @

1 pe

r su

bjec

t i.e

.

Eng

lish

, EV

S a

nd o

ptio

nal s

ubje

ct.

The

Act

ion

Res

earc

h sh

all a

lso

be c

ondu

cted

dur

ing

the

inte

rnsh

ip a

s a

part

of

teac

hing

pra

ctic

e. A

ctio

n

rese

arch

may

be

take

n up

in

the

subj

ects

of

Eng

lish

/

opti

onal

sub

ject

at

Upp

er P

rim

ary

Lev

el.

The

tra

inee

has

to s

elec

t th

e su

bjec

t in

whi

ch t

hey

wan

t to

tak

e

acti

on r

esea

rch.

N

ote

:Tel

-Te

lugu

; Mat

-M

aths

; A &

CE

-A

rt &

Cul

tura

l Edu

cati

on;Y

, H &

PE

-Y

oga,

Hea

lth

& P

hysi

cal E

duca

tion


60

Mar

ks d

istr

ibu

tio

n f

or

teac

hin

g p

ract

ice

and

fin

al le

sso

n

–

2nd

Yea

r

Su

bje

ctT

each

ing

Pra

ctic

e

Fin

al L

esso

n

Cla

ssro

om

Ob

serv

atio

n

and

Ref

lect

ive

Jou

rnal

CC

E

Rec

ord

T

ota

l

Mar

ks

Eng

lish

80 m

arks

(40

mar

ks f

or c

lass

es I

& I

I and

40

mar

ks f

or c

lass

es

III,

IV

& V

. M

arks

sha

ll be

allo

cate

d ba

sed

on

regu

lar

prog

ress

in le

sson

pla

n an

d te

achi

ng.

40 m

arks

(20

mar

ks f

or c

lass

es I

& I

I and

20 m

arks

for

cla

sses

III

, IV

&

V).

10

mar

ks

15

mar

ks14

5

EV

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61

Following are the detailed procedure for teaching practice.

1. Planning and Teaching

· Before beginning of teaching practice a workshop shall be conducted in

the DIET to discuss and develop year plan, lesson plan and period plan.

During this workshop, all the trainee teachers should write the year plan,

lesson plan and period plans.

· The trainee teacher should go to the allotted school and interact with the

concerned subject teacher. The trainee shall observe the classroom

teaching of the supervisor and discuss with the supervisor.

· After the school visit, the trainee shall discuss the issues related to

classroom teaching in terms of his observations and as well as learnings

in the workshop on the development of model plans at DIET.

· The trainee shall develop period plans for each period and get approved

by the lecturer/ supervisor.

· At the time of beginning of the teaching practice, the trainee shall develop

an annual plan for the subject and lesson plan for the allotted lesson

followed by period plans for each period.

During the first year, 40 days have been allotted for teaching for each

methodology subject. Each trainee is expected prepare a separate period plan for each

period and teach accordingly. He/ she should stay whole day at school and take part in

school practices which includes observations, collection of data for the field based

practicum records. The data pertaining to all field based practicum shall be collected

during the school attachment period.

Awarding the marks under practicum to a student teacher shall be based on his/

her performance in writing the period plans, material collection/ development and

undertaking effective teaching in a participatory approach by using appropriate TLM

and blackboard usage. (5 marks for planning and 10 marks for teaching)2. Reflective Journal during teaching practice

Every trainee is expected to write a journal on his experiences during the period

of teaching practice in each subject. He/ she reflect on his/ her classroom experiences,

children learning, impact of various strategies of teaching, relationship with children and


62

his/ her feelings etc. The Reflective Journal includes the written works of the student

teacher based on his/ her experience in teaching and its impact on children learning. The

reflection shall be basically on his/ her feelings while teaching and children learning

achievement. The participation, feelings of the children etc. need to be included. Further,

relative impact of different methods/ strategies of teaching, impact of using TLM, impact

of encouragement given to children etc. need to be reflected. The journal must reflects

the feelings and professionalism of the student teacher.

The reflective journal includes reflections on the peers practices (lesson

observation). Each student teacher must observe @1 period each of five (5) co-trainees

in each methodology subject.

3. Children Assessment Record (CCE Record)

This is also called as Scholastic Achievement Test (SAT) record. Under each

methodology, the teacher trainee has to teach 1 or 2 entire unit which includes exercise

part also. Both Formative and Summative test has to be conducted based on the unit that

he/ she taught. The test may be conducted for 100 marks i.e. 50 marks for Formative and

50 marks for Summative.

The Formative marks distribution as given hereunder;

1. Children participation and reflection 10 marks

2. Written works of the children 10 marks

3. Project works 10 marks

4. Slip test 20 marks

Slip test may be conducted during the teaching practice and Summative may be

conducted after completion of entire unit and at the end of teaching practice. The

Summative paper should be based on the Academic Standards. The student teacher shall

write the CCE Record and Cumulative Record i.e. the cumulative sheets must be

enclosed to Children Assessment Record.

The co-curricular activities shall also be conducted and grades may be awarded

and to be shown in one of the Children Assessment Record. This has to be done only

through observation and there is no formal written test.

4. Final Lesson

20 marks has been allotted for final lesson. The student teacher shall develop


63

period plan and conduct teaching and accordingly marks may be awarded.

Computer Education/ ICT: In this area, the trainee teacher shall develop of multimedia

lessons i.e. two (2) multimedia lessons under each methodology paper. (first year-

classes I and II; second year- classes III, IV & V or optional paper).

The trainee teacher has to prepare multimedia lesson and teach. In each methodology,

15marks are allotted for planning and teaching. The remaining 5 marks for Reflective

Journal.

Yoga, Physical & Health Education: Under this area, 10 marks each are allotted for

Yoga, Physical & Health Education in first and second year. The practice in Yoga

includes activities related to yoga. This includes writing the period plan and practice.

Under Physical & Health Education, 10 marks shall allotted for writing the plan and

undertaking the practice of games and sports. This include 15 marks for planning and

teaching. The remaining 5 marks for Reflective Journal writing.

Creative Art, Drama & Cultural Education in First Year: Under this, development of

plan and undertaking teaching practice is given 15 marks and writing the reflective

journal 5 marks. Value Education & Life Skills in Second Year: Under this, development of plan and undertaking teaching practice is given 15 marks and writing the reflective journal 5 marks.

“Child- centred” pedagogy means giving primacy tochildren’s experiences, their voices, and their activeparticipation.

We need to nurture and build on their active and creativecapabilities - their inherent interest in making meaning, inrelating to the world in ‘real’ ways through acting on it and creating, humans. in relating to other humans

- NCF -2005


64

stI Year D.El.Ed. Paper 1

Childhood, Child Development and Learning(General Paper)

Maximum Marks: 100 External: 60 Marks Internal: 40 Marks

Rationale and Aim The elementary school teachers need to have a complete and deep understanding about

the children they are expected to teach. This course is visualized as the first systematic

introduction of the student teacher to the study of childhood and development of children. It is

necessarily the foundation up on which subsequent courses and practicum related to school

internship is based. The purpose of this course is to equip the student teacher with the background

knowledge that he/she needs to have about the elementary school child and his/her socio-cultural

contexts. This background includes a critical engagement with theories, as well as socio-cultural

issues in the world of children and childhood. Building upon the above, the aim is to build

sensitivity towards children's developmental needs and capabilities, within their socio-cultural

context.

The course encompasses various aspects of development in the light of changing

notions of child, childhood and learning. As a discipline of study it provides ample scope for a

teacher to strengthen her understanding of children, various aspects of their development and

the processes underlying development and learning of various types of skills and concepts/

ideas. Being an adult especially as a teacher one tends to take decisions on behalf of children.

These are, more or less, based on our own experiences, which are gained from observation.

Therefore all of us, and especially teachers have some intuitive sense of child development. The

introduction to child development would aim to equip teachers to delve deeper into

theoretically sound and nuanced understanding of children and their intellectual and social-

emotional development. It hopes to give teachers the ability to take appropriate decisions while

organizing spaces, curriculum, knowledge and learning; which earlier might have been purely

based on popular beliefs about children and at times might have been contrary to a theorized

and grounded understanding of children.

This is more so the case as the discipline has seen significant shifts and changes over the

last few decades in understanding children: moving from heredity accounts to behaviorism to

constructivism and social constructivism. From a very universal biologically driven account of

children's development, we have come to realize the importance of understanding children in

their specific contexts. This has been possible largely due to the influence of various other

disciplines like sociology, anthropology, and linguistics on psychology. One of the aims of this

paper will be to try and help student teachers in understanding children as growing in their socio-

economic contexts. Thus this course will provide an opportunity to understand and appreciate

diversities among children and help the student teacher to structure their classroom accordingly.


65

Course Objectives · To introduce general conceptions about child and childhood (specifically with

reference to the Indian social context)

· To develop an understanding of different aspects of a child's physical, motor, social,

emotional, language and moral development up to the age of early adolescence.

· To understand the developmental processes of children with diverse abilities

· To understand the process of thinking and learning in children through different

perspectives

Units of Study Unit 1: Childhood

· Constructs of childhood: Commonalities and diversities within the notion of

childhood and how multiple childhoods are constructed in the Indian Context;

Constructs of childhood in the context of globalization; Child labour, Child abuse;

childhood in the context of poverty.

· Home & Socialization: Social, economic and cultural differences in socialization;

Parenting, family and adult-child relationships, child rearing practices.

· Schooling as a context of socialization: peer influences, school culture,

relationships with teachers, teacher expectations and school achievement; being out

of school, over-age learner.

· Gathering data about children from different contexts using different

methods, techniques and approaches: naturalistic observations; interviews;

reflective journals about children; anecdotal records and narratives;

Experimental method, Questionnaire, Case Study, Rating Scales,

Longitudinal and Cross-Cultural Approaches.

Unit 2: Perspectives in Development

· Introduction to Development: Concept of Growth, Development and Maturation;

Development as multidimensional and plural; Development as continuing through

the life span; ways in which development is continuous/discontinuous; Heredity &

Environment (socio-cultural contexts) influencing development. Developmental

Milestones & Hazards.

· Physical - Motor Development; Growth and maturation

· Social Development: Role of family, peers, school, mass media and culture.

Role of competition, cooperation, discipline, reward and punishment and

conflict, aggression and bullying in Social Development.

· Concept and processes of socialization, Social, economic and cultural differences in

socialization, Relationships with peers: friendships and gender; competition and

cooperation, competition and conflict; aggression and bullying during childhood.

· Emotional Development: Basic understanding of emotions and their development,

Emotional maturity, Role of family and school in Emotional Development.


66

· Language development: Development of speech and language, Perspectives in

Language Development – Skinner, Bandura and Chomsky.

· Moral Development: Perspective of Kohlberg; cultural variations in moral

reasoning.

· Play and development: Meaning of Play and its functions: linkages with the

physical, social, emotional, cognitive, language, moral and motor development of

children; Types and kinds of play; Games and group dynamics: rules of games and

how children learn to negotiate differences and resolve conflict

· A sense of self: self-description, self-recognition, self-concept; self-esteem; social

comparison; internalization and self-control

· Culture and Gender Development

Unit 3: Cognition and Cognitive Development

· Perception, Conception, Thinking, Reasoning, Meta-cognition, Creativity,

Intelligence – Multiple intelligences

· Cognitive Development: Social Contexts; Individual differences in the context of

learning

· Perspectives on Cognitive Development – Piaget and Vygotsky.

· Facilitating concept formation: Building on children's existing ideas, making

connections, meaning making, relationships, big ideas; Using graphic organizers

and concept maps; Experiential learning

Unit 4: Learning

· Contexts of learning: Home, School, Environment

· Factors influencing learning: Maturation, Emotions, Learning environment,

Motivation, Interests, Aptitude, Attitude, Memory and Forgetting, Personality.

· Perspectives of learning and their implications for classroom teaching: Brief

introduction to current theories of learning; Role of repetition &practice, Guided

Inquiry, Integrated projects, Collaborative & Cooperative learning – diverse

resources for learning, Group work, Classroom discussions, Learner autonomy,

Role of teacher as facilitator

· Learning disabilities; Children with Special Needs (disabilities):Importance of

early intervention, IEP, Differentiated learning

· Creating inclusive learner friendly environment: Importance, Need for multiple

resources, Ways and means of adapting to diverse needs, Flexible planning,

Classroom management, Inclusive schools

Suggested Mode of Transaction· Classroom discussions and dialogues

· Active questioning

· Scaffolding reading of suggested readings

· Integrated projects, Guided inquiries and Field based projects

· Close and critical reading, as well as analysis of various articles, policy documents,


67

texts, documentaries, movies

· Use of narratives and case studies

· Integrating ICT (videos, films, documentaries, audio recordings, web based resources

etc)

· Group work, Pair work

· Seminars, Panel discussions, Workshops

· Individual and group presentations of issues and concerns raised in

classroom/assignments; theoretical and practical activities/exercises /investigations

/projects; analysis and interpretation of collated observations and data

Suggested Practicum TasksTask 1:

Student teachers collate about ten newspaper articles that involve parenting and childhood,

analyze these and hold discussions.

Task 2:

Hands-on Experience of Methods of Studying Children and Varying Contexts in Childhood.

The student teachers can identify any child to understand 5-14 year old children in diverse

contexts and use case profile approach* to study him/ her. The teacher educator could organize

the class in such a manner that different students' profile children from varied socio- economic

backgrounds. This would allow for a wide range of data which could be subsequently analyzed in

groups. The task could be helpful in understanding and supporting developmental and

educational needs of the marginalized learners; first- generation school goers, street children and

children living in slums; children with special needs.

*Case Profile Approach may include observations and interview as tools to study socio-cultural

contexts, child-rearing practices, expectations from school, dreams and fantasies of the child.

Task 3:

Students watch a movie to be identified collectively by teacher educators and student teachers,

and reflect on portrayal of children in the same (for instance Salaam Bombay, Blue Umbrella,

Tare Zameen Par or other regional language movies). Discussion could be held around depiction

of children from varying backgrounds, constructs of childhood.

Task 4:

Student teachers conduct interviews with 4 to 5 parents from different socio-cultural and

economic background with regard to the child rearing practices and parenting styles and present

their reports in class

Task 5:

Student teachers can take data from an elementary school with regard to the growth of height and

weight of children and analyze this data and present their report.

Task 6:

The student teachers ask four children in the age group 4-7 years to draw on different themes they


68

choose. The children are then encouraged to talk about their drawing. The students try and

understand what the drawing communicates by talking to the child and looking for aspects of

symbolic thought as expressed in the drawing. Also, the student-teacher arrives at the patterns

that emerge across the various drawings that children have made. Student teachers could also

organize other such simple activities for children. They conduct these activities with children and

maintain records of children's responses.

Task 7:

Student teachers observe children at play and maintain records. Observations can be carried out

in playgrounds in the neighborhood or schools. Student teachers could identify different games

that children play; Individual and group behaviour in play; friendships and social relationships.

The analysis could include the following aspects: motor skills, language used during play, group

structure and interactions, arriving at rules and following them, gender behaviour, patterns of

negotiation and resolving conflict, folk songs and games, popular culture. This assignment is to

be followed by post-assignment discussions during contact hours to arrive at linkages between

play social, emotional, cognitive, language and motor development of children.

Task 8:

Student teachers identify a movie or a cartoon that is popular among children. They construct

an interview schedule (to interview children) and observation checklist to look at the finer

nuances of the movie or cartoon (what attracts children to the same) and critically analyze the

varying aspects. Other methods of looking at TV viewing habits, child's ability to distinguish

fantasy from reality could also be explored by the student teachers.

Task 9:

Student teachers identify a video game that is popular among children. They construct an

interview schedule and observation checklist to “Understand aggression in a video game that

is popular among children and also critically look at aspects of the game itself.”

Suggested Mode of Assessment (Continuous and Comprehensive Assessment)· Participation in classroom discussions

· Preparation, Planning, Participation and Presentation of practicum tasks/ Field work/

Case studies/Learning resources

· Reflective essays

· Worksheets (on reading assignments, field work etc.)

· Paper pencil tests

· Portfolios of student teachers

Tasks are to be assessed in terms of both products (Reports, Resources and so on) and

Processes (Participation, Team work, Reading and so on).

Essential Readings· Brooks & Brooks. 1999. The case for constructivism. Virginia: ASCD

· NCERT. (2005). National Curriculum Framework. Chapter 2

· Balagopalan, S. (2002): Constructing indigenous childhoods: colonialism,

vocational education and the working child. Childhood, Vol. 9.


69

· Mukunda, Kamala, V. (2009). What Did You Ask in School Today? A Handbook

on Child Learning. Noida: Harper Collins.

· Budheka, G. (1990). Divasvapna. New Delhi: National Book Trust India.

· Csikszen tmiha ly i , M. (2005) . Though t s abou t Educa t ion .

www.newhorizons.org· Danger school. (1996). Mapusa, Goa, India: Other India Press.

· Dewey, J. (1952). The School and the Child. New York: The Macmillan

Company.

· Erikson, E. H. (1972). Play and Development. New York: W.W. Norton.

· Holt, J. (1995). How Children Fail. Addison-Wesley Pub. Co.

· Kuranyangi, T. (1993). Totochan. New Delhi, India: National Book Trust.

· Neill, A S. (1992). Summerhill School – A new view of childhood. New York:

St. Martin's Griffin.

· Sahi, J. and Sahi, R. (2009). Learning Through Art. Eklavya. Chapter 1:

Introduction.

· Holt, J. (1967). How Children Learn. London: Penguin.

Advanced Readings· Antoine de Saint-Exupery. (1995): The Little Prince. UK: Wordsworth Edition.

Translated by Irene Testot-ferry (available in Hindi)

· Ginsburg, H. (1997): Entering the Child's Mind: the clinical interview in psychological

research and practice. Cambridge University Press. Chapter 1: The need to move

beyond standardized methods, Chapter 2: What is the clinical interview? Chapter 3:

What happens in the clinical interview? And Appendix.

· Aries, P. (1965): Centuries of Childhood-A social history of the family life.Random

House Inc: New York. Chapter 1: The Ages of Life, Chapter 2: The Discovery of

Childhood, and Conclusion - The two concepts of childhood.

· Harris, M. and Butterworth, G. (2002) Developmental Psychology: a student's

handbook. Taylor & Francis: New York. Chapter 1: A Brief History of Developmental

Psychology.

· Kauffman et al (1993), Exceptional Children. Allyn & Bacon: Boston, USA.

6thEdition.

· Kakkar, Sudhir (1978). Indian Childhood: Cultural Ideas, And Social Reality.Oxford:

New Delhi.

· Nambissan, Geetha (2010) Exclusion and Discrimination in Schools: Experiences of

Dalit Children; Working paper series vol. 01, (01), Indian Institute of Dalit Studies and

UNICEF: Delhi.

· Kakkar Sudhir (1991) The Inner World: A Psycho-analytic Study of Childhood and

Society in India. Oxford University Press: Delhi.

· Sandra, L. Bem (1987).Gender Schema Theory and its Implications for Child

Development: raising gender a schematic children in a gender schematic society, in


70

M.R. Walsh, (Ed). The Psychology of Women.Harvard University Press: Cambridge.

pp 206-226.

· Weiner, Myron. (1991) the State and the Child in India: Child Labour and Education

Policy in Comparative Perspective. Princeton University Press: Princeton.

· Balagopalan Sarda (2008) Memories of Tomorrow: Children, Labor and ThePanacea of

Formal Schooling. Journal of the History of Childhood and Youth.Johns Hopkins

University Press.

· Crain, W. (1992). Theories of Development: Concepts and Applications. (3rd Edition).

New Jersey: Prentice Hall. Chapter 7: Kohlberg's Stages of Moral and Development,

Chapter 8: Learning Theory: Pavlov, Watson, and Skinner, Chapter 9: Bandura's Social

Learning Theory, Chapter 11: Freud's Psychoanalytic Theory, Chapter 12: Erikson and

the Eight Stages of Life.

· Elkind, D. (1976). Child Development and Education. Oxford University Press.

· Harris, M. and Butterworth, G. (2002). Developmental Psychology: a student's

handbook. New York: Taylor & Francis. Chapter 7: The beginnings of Language

Development, Chapter 10: Social Development in Pre-school Years, Chapter 14: Social

Development in the School Years.

· Lefrancois, G. (1991). Psychology for Teaching. Wadsworth Publishing Co. Chapter 1:

Psychology for teaching, Chapter 5: Thinking and remembering, Chapter 8: Intelligence

and creativity.

· Snowman, B. R. and Snowman, J. (1996). Psychology Applied to Teaching. 8th edition.

Boston: USA: Houghton Mifflin. Chapter 2: Stage theories of Development, Chapter 7:

Behavioural and Social learning theories, Chapter 8: Information Processing Theories,

Chapter 9: Constructivist Learning Theory

· Bodrova, E. and Leong, D. (1996). Tools of the Mind.New Jersey: Merrill. Chapter 1:

Introduction to the Vygotskian Approach. Chapter 2: Acquiring Mental Tools and

Higher Mental Functions, Chapter 3: The Vygotskian Framework and Other Theories of

Development and Learning, Chapter 4: The Zone of Proximal Development.

· Gilligan, C. (1977). In a Different Voice: Women's Conception of Self and Morality.

Harvard Educational Review, 47 (4), 481-517.

· Piaget J. (1997). Development and Learning. In Gauvian, M. and M. Cole. (eds.)

Readings on the Development of Children. New York: W. H. Freeman.

· Siegler, R. and Alibali, M.W. (2005). Children's Thinking. (4th edition). New Jersey,

USA: Prentice Hall. Chapter 1: An introduction to children's thinking, Chapter 3:

Information-processing theories of development, Chapter 5: Sociocultural theories of

development, Chapter 9: The development of social cognition.

· Vygotsky, L. S. (1997). Interaction between Learning and Development in Gauvian, M. and M. Cole. (eds.) Readings on the Development of Children. New York: W. H. Freeman.


71


Society, Education and Curriculum(General Paper)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and Aim

Teachers also need to understand the interface between education and society to deal with the

issues of prevalent societal inequality and conflict, and address the demands for equity, justice,

freedom, dignity and diversity. The philosophical, sociological and historical understanding of

educational aims, processes and practices fulfills this need by critically looking the linkages that

exists between education, knowledge and power. Such an understanding will help student

teachers understand the basic assumptions about human nature, learning, knowledge and

curriculum.

Course Objectives

· To explore the meaning, aims, purposes of education

· To identify and question one's own long-established presumptions on knowledge, school and education

· To understand the linkage between knowledge, power and curriculum

· To expose student teachers to divergent educational perspectives and practices to realize the aims of education

Unit 1:Aims and Purposes of Education

· Relationship between schooling and education, and exploring various educative processes in human societies

· Aims and values of education: Constitutional values; NPE 1986; NCF 2005, SCF 2011

· Understanding basic assumption about human nature, society, learning and aims of education.

· Exploring and enquiring in to the nature in to the needs of education in human society.

· Schooling and education as visualized by different Western and Indian thinkers:

· Swami Vivekananda, M.K.Gandhi, Rabindranath Tagore, J. Krishnamurthi, Gijubhai Bhadekha, Jyothibha Phule, Pandit Madan Mohan Malaviya, Sri Aurobindo and The

Future teachers need to have a sound knowledge of the core concepts and principles of education.

This course introduces student teachers to the philosophical perspectives of education. This

would enable them to inquire and discuss on significant questions pertaining to education in

India. The course provides student teachers with an understanding of educational aims,

processes and practices and linkages between policies, education and individuals.


72

Mother, Sant Kabir, John Dewey, Frobel, Montessori, Prof.J.P.Naik, Prof. D.S.Kothari

Unit 2: Education, Politics and State

· Political nature of education: Power and Ideologies and how they structure aims of education

· Role of State in education: Creating institutions; Curriculum development and textbooks; Pedagogic and assessment practices; Culture of schooling; Preparing and recruiting teachers

· Teacher's status in society: Public perception; Systemic issues – bureaucratization.

· Role of community and civil society organizations in education: A critical appraisal

Unit 3: Knowledge and Understanding

· Construction of knowledge, Knowledge Vs Information

· Concepts of Belief, Information, Knowledge and Understanding: Knowledge as distinct from information; Knowledge as construction of experience; Methods of enquiry

· Bodies of knowledge: different kinds of knowledge and their validation processes (truth criteria)

· Knowledge and power: Dominance of one kind over another; Textual knowledge Vs experiential knowledge

· Children's construction of knowledge: What and How; Alternative frameworks of children's thinking

· Forum of knowledge and problem solving – Maths, Science, Social Science, History, Language, Philosophy etc., Role of the teacher.

Unit 4: Curriculum and Learning

· Curriculum, syllabus and textbooks

· Processes and criteria for curriculum selection and construction

· Representation, inclusion and exclusion of knowledge of different social groups in

curriculum and textbooks

· Hidden curriculum: School culture, Schooling processes; Beliefs and Practices of

teachers

· Curriculum, Pedagogy and Assessment of Children: Connections among knowledge,

curriculum, textbooks and learners; Inclusive learner friendly classrooms; Continuous

assessment for learning

· Designing and implementing curricula for a multicultural, multilingual society:

Realising the aims of education - Meeting diverse needs through partnerships with

communities; Ensuring learning for ALL, Organization of curricular experiences.


73

Choosing teaching learning methods, Teaching Learning Materials and assessment

Mode of Transaction

· Critical thought and questioning should be the basis for the transaction.

· Close reading of text material, papers, articles, case studies.

· Teachers must engage in dialogue and discussion with students minimizing the

traditional lecture mode.

· Teachers should incorporate seminars, discussions, movie appraisals, group-work, field

works, projects and the close reading of articles, policies and documents.

· Medium of art- such as role-play

Suggested Practicum TasksTask1:

What does it mean to be 'educated' in contemporary India?

Presenting multiple perspectives on the expectations from education in India based on interviews

and some research, and based on their own reflections.

Task2:

Educational thinkers who have had the most impact on me: Presentations with 'first person'

accounts by student teachers, followed by questions

Task3:

What ought to be the aims of education in India today?

Debate and discussions, to generate a range of orientations to education in India, representing

different ideologies and emphases

Task4:

Visiting different types of schools in the neighbourhood schools (of different managements with

different ideological backgrounds): Student teachers to study their aims, school culture,

classroom practices. To prepare and present a report.

Task 5:

Comparing curricula and textbooks of different states governments and private organizations:

Assumptions on knowledge and learning; learning experiences provided; contextual relevance

of examples, analogies and so on; assessment practices.

Suggested Mode of Assessment (Continuous and Comprehensive Assessment)

· Participation in classroom discussions

· Preparation, Planning, Participation and Presentation of practicum tasks/ Field work/ Case studies/ Learning resources

· Reflective essays

· Worksheets (on reading assignments, field work etc)

· Paper Pencil Tests


74

· Portfolios of student teachers

Tasks are to be assessed in terms of both products (Reports, Resources and so on) and

Processes (Participation, Team work, Reading and so on)

Essential Readings

· Badheka, G (2001). Baal Shikshan aur Shikshak. Bikaner: Vaagdevi Prakashan.

· Dewey, John. (1952). The School and the Child, New York: The Macmillan Company, (Also available in Hindi School aur Bachche Translation: RRCEE)

· IGNOU Materials

· DSERT. 2015. Education as Practice: D.Ed II year Source Book. Government of Karnataka

· Kumar, Krishna (1988). What is Worth Teaching. New Delhi: Orient Longman. (Also Available in Hindi Shaekshik Gyan aur Varchasav. New Delhi: Granthshilpi.)

· Palmer, Joy A. et. al (2001). Fifty Major Thinkers on Education From Confuciousto Dewey, USA: Routledge.

· NCERT. (2006). National Focus Group Position Paper on Aims of Education.New DelhiNCERT

· Sibia, A. (2006). Life at Mirambika: A free progress school. New Delhi: NCERT

· State Curriculum Framework (SCF) 2011 – Position Paper on Curriculum, Syllabus and Textbooks.

Advanced Readings

· Acharya, P. (1996). 'Indigenous Education and Brahminical Hegemony in Bengal', and Shahidullah, Kazi 'The Purpose and Impact of Government Policy on Pathshala: Gurumohashays in Nineteenth Century Bengal'. In Nigel Crook (ed.) TheTransmission of Knowledge in South Asia: Essays on Education, Religion, History and Politics. New Delhi: Oxford University Press, 98-118.

· Badheka, Giju (1999). Montessori Paddhati. Chapter 5: Montessori Shala ka Vatavaran. Bikaner: Vaagdevi Prakashan.

· Chanana, Karuna (2008). Bharat main Prathmik Shiksha main Langik Asamnata: Manavadhikar Paripekshya in Shiksha ka Samajshastriye Sandarbh. Delhi: Granthshilpi)

· Dewey, John. (2009). School aur Samaj. Delhi: Aakar. Chapter 2: School aur Bachche ka Jeevan (Also available in English Dewey (2007, 1899) The School and Society Cosimo: New York).

· Krishnamurti, J. (2006). Krishnamurti on Education. Part I: Talks to Students: Chapter 1: On Education, Chapter 4: On Freedom and Order, Part II: Discussion with Teachers: Chapter 1: On Right Education. Chennai: Krishnamurti Foundation of India.

· Kumar, K., Oesterheld, J. and Amin, N. (2007). 'Introduction'; 'Education and Culture: India's Quest for a Secular Policy'. In Krishna Kumar and Joachim Oesterheld


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(Eds.)Education and Social Change in South Asia. New Delhi: Orient Longman.

· Kumar (Eds.) (1985). Sociological Perspectives in Education: A Reader. Delhi: Chanakya Publications.

· Nambissan Geetha. B. (2000). 'Identity, Exclusion and the Education of Tribal

· Communities'. In Rekha Wazir (Ed.) The Gender Gap in Basic Education: NGOs asChange Agents. New Delhi: Sage

· Nambissan, Geetha. B. (2003). 'Social Exclusion, Children's Work and Education: A View from the Margins'. In Naila Kabeer, Geetha B. Nambissan and Ramya Subrahmanian (eds.) Child Labour and the Right to Education in South Asia, 109- 142. New Delhi: Sage.

· Nath, N. (2007). 'Stories of Struggle for Survival: Slum Children's Lives and Voices'. In Deepak Kumar Behera (Ed.) Childhoods in South Asia. New Delhi: Pearson.

· Rousseau, Jacques J. (1979). Emile or on Education, translated by Allan Bloom Basic. 7-18.

· Saxena, Sadhana (2007). 'Education of the Masses in India: A Critical Enquiry'. In Krishna Kumar and Joachim Oesterheld (Eds.) Education and Social Change inSouth Asia. New Delhi: Orient Longman.

· Sykes, M. (1988). The Story of Nai Taleem, Nai Taleem Samiti, Sevagram: Vardha. Chapter 3: The Seed Germinates, Chapter 4: Basic National Education. (Also available in Hindi Nai taleem Ki Kahani Translation: RRCEE)

· Thakur, R. (2004). Ravindranath ka Shikshadarshan. Chapter 1: Tote ki Shiksha, Chapter 7: Aashram Shiksha, New Delhi: Granthshipli.

· Venkateswar, S. (2007). 'Robbed of Childhood: Child Labour and Domestic Service in South Asia'. In Deepak Kumar Behera (Ed.) Childhoods in South Asia. New Delhi

CDs/DVDs for Discussion

1. CIET/NCERT CD ROM Four Educational Riddles by Krishna Kumar

2. Debrata Roy DVD The Poet & The Mahatma

3. Krishnamurthy Foundation India DVD The Brain is Always Recording

4. NCERT CD ROM Battle For School by Shanta Sinha

5. NCERT CD ROM Globalisation and Education

6. Sri Aurobindo Ashram Trust DVD India and Her Future

· The Vygotskian Framework and other Theories of Child Development, Chapter 10: Play as a leading activity.


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· Cox M. (2005). The Pictorial World of the Child.New York: Cambridge University Press.

· Erikson, Eric, H. (1972). Play and Development.New York: W.W. Norton.

· Garvey, C. (1990). Play. Cambridge: Harvard University Press.

· Vygotsky, Lev. S. (1978). Mind in Society. Cambridge: Harvard University Press.

Documentaries/ DVDs for Discussion

· Srinivasan, Anupama 'I wonder', A film on childhood and experiences of schooling in different parts of India, 60 minutes/

· Mishra, Samina (2001) Stories of Girlhood, The film explores the lives of girlchildren in three different parts of India to understand what awaits girl children, how they struggle to make their way through life and how borders are drawn to limit their future, 68 min.

· Do Flowers Fly: National Institute of Design, NID

****

Theatre in Education

-NCF - 2005

Theatre is one of the most powerful, yet least utilised art forms in

education. In the expalanation of self in relation to others, the

developments of understanding of the self, and of critical empathy, not only

for humans but also towards the natural, physical and social worlds ,

theatre is a medium par excellence

Dramatising texts is only one small part of theatre. Much more

significant experience are possible through role play, theatre exercises,

body and voice control and movement, and group and spontaneous

enactments. Such experiences are important not only for teachers in their

own development, but also for teachers to provide to children


77


Early Childhood Care and Education(General Paper)

Maximum Marks: 100

External: 60 marks

Internal: 40 marks

Rationale and Aim

Early Childhood Care and Education (ECCE) is globally emerging as an area of high priority in

view of recent neuroscience research which has established that 90 percent of the brain's growth

occurs by the time the child is 5 years old and this growth is influenced not only by the nutritional

and health of the child, but also the psycho social experiences the child is exposed to during these

years. With large numbers of first generation learners coming into the school system now from

homes with less than adequate learning environments, the schools are globally facing an early

learning crisis so that many children are going up the school ladder without learning basics of

reading, writing and mathematics. A significant factor identified is that children are coming in

directly into school with inadequate school readiness experiences which can provide them the

required conceptual and language base. Research has now demonstrated that sound ECCE

experiences at age appropriate levels can effectively narrow this equity gap.

ECCE which was earlier covering children upto six years in age, is now being globally defined as

education and care of children from birth to eight years, thus including the first two to three years

of primary schooling also within this stage. The rationale for this is that (a) as per Child

Development theory, the 6 to 8 year olds are more akin in their developmental characteristics and

interests to younger children and have similar needs. As a result, the ECCE play and activity

based methodology has been observed to be most appropriate for them as well. (b)Integrating

preschool and early primary years as a common stage or a unit thus helps in maintaining

continuity in the learning process for the child, allows for flexible and individually paced

learning of basics and facilitate's a smooth transition to formal learning. The early childhood

education stage thus includes within it two sub-stages i.e. the preprimary stage (3 to 6 years) and

early primary stage or Grades 1 and 2 (6-8 years).

Course Objectives

· Understand the definition and importance of early childhood years as foundation for lifelong learning and development.

· Develop sensitivity regarding stage wise differences in developmental needs and characteristics of children in early, middle and late childhood years and implications for elementary stage of education.

· Understand principles and methods of developmentally appropriate ECCE curriculum and its significance for school education.

· Understand the importance of Home School and community links in early childhood care


78

and education.

Unit 1: Definition, Nature and Significance of Early Childhood Care and Education

· The nature and philosophy of ECCE – The ideas of educational philosophers and thinkers on ECCE: John Deewey, Tagore, Russeau, Frobel, Montessori, Gandhi.

· Definition and objectives of holistic ECCE curriculum – Significance of early years.

· Significance of ECCE as critical period for lifelong learning and development,

· Rationale for extending ECCE to 8 years for smooth transition.

· Early learning challenges in schools and concept of school readiness.

· Critical appraisal of current practices in ECCE centres of government, NGOs, private managements.

· Children needs :

o Freedom (expression, experimentation, encouragement, challenge);

o Happiness (support, security and safety, opportunity and guidance)

o Adoptability (adopting to the number of collective by cooperation, listening,

patience, sharing and empathy)

o Health well being and health habit, nutrition.

Unit 2: Principles and Methods of Developmentally appropriate ECCE Curriculum

· How children learn: Stage wise distinctions from early to middle to late childhoods,

· Nature of the child needs: Freedom, Expression, Experimentation, Encouragement, Challenges

· Importance of Play and Active learning methods for early years learning.

· Guiding principles: Play and art as the basis of learning – Primary of experiencing not expertising

· Domains and activities for holistic development of children – Motor, Sensory, Cognitive, Language, Emotional, Social and Personal domains.

· Emergent literacy and numeracy in early years.

· Components of ECCE and approach to teaching learning (education, care, nutrition, habit formation, custodian)

Unit 3: Planning and Management of ECCE Curriculum

· Principles of planning a balanced and contextualized curriculum

· Long and short term objectives and planning

· Project method and thematic approach

· Maintaining a developmentally appropriate and inclusive class environment

· Resources for effective functioning of ECCE

· The role and function of instructors

Unit 4: Curriculum for 3 to 6 Years of Age Group Children in ECCE

· Language and communication


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· Mathematical concepts

· Scientific thinking

Unit 5: Assessing Children's Progress

· Early learning and development standards

· Observing and recording children's progress

· Reporting children's progress

· Ensuring home school linkage

Mode of Transaction

· Presentation and discussions

· Field visits

· Group works

· Pair works

· Read and reflection

· Video films/ cinemas watching and discussion

· Interactions etc.

Suggested Practicums

· Visit a nearby Anganwadi centre and observe the proceedings at the centre and write a critical report on how Anganwadi centres are achieving the objectives of ECCE?

· Visit Anganwadi centres with private/ NGO's ECCE centres and write a critical report.

· Get the opinions from the class I teachers of different managements towards the children's background and their pace of learning.

· List out the problems of ECCE centres/ Anganwadi centres and write a report.

Essential Readings

· Berk, L. Child Development; (Indian Edition) (2013) PHI Learning Private Limited , Delhi, India

· Kaul V. et al, (1999) The Primary Years. NCERT , New Delhi

· Kaul, V and Sankar, D.( 2009) Early Childhood Care and Education in India, NEUPA, New Delhi.

· Kaul, V, et al. (2014). 'Readiness for School', Impact of Early Childhood Education Quality, CECCED, AUD, New Delhi.

· Kaul, V. ( 2010). Early Childhood Education Programme NCERT , New Delhi

· Kaul, V., Ramachandran C. & Upadhyay G.C. (1994). Impact of Early ChildhoodEducation on Retention in Primary Grades: A longitudinal study, NCERT, New Delhi.


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Suggested Readings

· Lightfoot C. Cole, M. and Cole, S. The Development of Children; Worth Publishers; NY 2009

· MHRD (1986). National policy on education. New Delhi: Govt. of India.

· MHRD (1992), Programme of Action, New Delhi, Government of India.

· MHRD, (2010). Gazette of India, GOI, 'The Right of Children to Free and Compulsory Education (RTE) Act, 2009', New Delhi.

· MWCD, (2013). National Early Childhood Care and Education (ECCE) Policy, Ministry of Women and Child Development, Government of India, New Delhi.

· MWCD, (2013). Quality Standards for ECCE, Govt. of India, New Delhi.

· NCERT, (2006). Position paper: National Focus Group on ECE, New Delhi.

· Shonkoff, J.P. and. Phillips, D.A.(Editors) From Neurons to Neighborhoods: The Science of Early Childhood Development: Committee on Integrating the Science of Early Childhood Development; National Research Council and Institute of Medicine ; NATIONAL ACADEMY PRESS 2014 Washington, D.C.

· World Bank, (2004). 'Reaching Out to the Child', HDS, New Delhi.

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81


Understanding Language and Language Development at Primary Level (Mother Tongue - Telugu/ Urdu)(Methodology Paper)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and Aim

Language is not only the means of communication but an integral part of human life. There

is a porous relationship between thinking, language and learning; and education is one of the major

ways that gives them coherence. Language is not confined to the language classroom. It pervades all

aspects, subjects and activities of a school and society at large.

The course aims to make student teachers aware of the dynamics language operationalizes,

as it exists in the classroom, in children's homes and the larger society and nation. The course hopes

to make student teachers understand language in all its ramifications: what does it mean when we say

'language'? What is the relationship between language, mind and society?

The course enables student teachers to understand language learning as the outcome of

biological, social and individual factors and that human beings develop distinctive ways of

representing experience through the language of make-believe play, gesture, image making and

speech. Language learning is essentially a form of apprenticeship.

Course Objectives

• Understand the nature of language

• Aware of the interplay of language and society

• Recognize different genres of literary texts

• Understand the processes of language acquisition and learning

• Appreciate the significance and acquisition of early literacy in the larger context of school curriculum

Unit 1: Language and Society

• Nature of Language: language is a living dynamic form; language has varied functions; language is a way to express experience; language is a rule-governed activity

• Language includes culture, cognition and communication; the meaning of words themselves is conveyed by the context and the understanding of the speaker's intention

• Language and Society: multilingual diversity in India; socio-political-economic power associated with languages; critical understanding of notions of 'standard' and 'non-standard' forms of language


82

• Language: The First Language (mother tongue), Second and Third Language, forms of language, dialects, individual language, home language, language in the surroundings, language as a tool for thought and expression, language as a medium of instruction, language for National integration, International understanding, language of the authority.

Unit 2: Early Language acquisition and language learning

• Animals and humans language, pre-linguistic capabilities to communicate

• Language acquisition and Language Learning: Infants, Toddlers, Pre-school and early

school years; Language learning as the outcome of biological, social and individual

factors; Language learning as a form of apprenticeship; Significance of play, stories and

songs

• Literacy: as more than decoding and encoding; learning to read and write as a dynamic and

evolving process; multiple kinds of literacy

• Significance of early literacy in the context of current schooling: Importance of play and

stories; valuing home language and giving diverse and fear-free atmosphere to learn and

communicate in school language

• Role of literature in language learning : Types of texts; narrative and expository literature,

Engaging with a text; Using literature across the curriculum with special reference to

children literature.

• Language across curriculum: Function of language in the classroom, outside the classroom; Learning language and learning through language

• Language learning needs of children with special needs: Diagnosis and early language intervention

Unit 3: Developing language abilities at Primary Level

(A) Listening and speaking · Listening and speaking, it's importance · When children listen? How do we develop listening abilities/ listening comprehension?· When children speak? Forms speaking, Importance of children's talk: Self talk, peer

interactions; Talk as a resource for language learning; How we develop speaking abilities (dialogue, storytelling, poem recitation etc.)

(B) Reading and Writing· Literacy and reading· Ways of reading; Types of reading (loud and silent reading); It's importance · Pre-reading and post reading activities· Beyond the textbook: diverse forms of texts as materials for language· Helping children to become good readers – Activities/ tasks· What is writing and relationship between Reading and Writing· Developing writing skills – Activities/ tasks for legible writing, writing without mistakes

and self writing.

(C) Creativity and Imagination · Children ability to imagine, creativity, role of the teacher to develop imagination and

creativity, tasks for developing imagination creativity (Ex: extension of action songs, rhymes and stories, story writing, letter writing, riddles, quotations etc.)

Unit 4: Understanding of Textbooks and Pedagogy


83

· Philosophy and guiding principles for the development of language textbooks of early primary and primary classes.

· Content, approaches and methods of teaching languages - Interactive and participatory methods, teacher as facilitator

· Themes, structure of the unit, nature of exercises and its implications· Academic standards and indicators of learning at 1, 2 classes and 3, 4, 5 classes · Learning resources for effective transaction of language curriculum

Unit 5: Language Development Programmes in the State· Children Language Improvement Programme (CLIP). · Sneha Bala (SLIM Cards – Self learning interactive material for class 1 and 2)· Children literature (Vaana Chinukulu, Katha Vachakalu)· Early reading programme; Read, Enjoy and Development (READ) Programme.· Innovations in schools – Children dairy, wall magazine, classroom libraries, school post

box etc.

Unit 6: Classroom Planning and Assessment of Language Learning· Teacher preparation and Teaching Learning Materials · Teaching Readiness: Planning of Teaching language, Year plan, Unit plan and Period plan· Assessment and evaluation - Definition, need and importance· Continuous and Comprehensive Evaluation (CCE) - Assessment for learning, Assessment

of learning, Formative Assessment and tools, Summative Assessments, Weightage tables, feedback and reporting procedures, records and registers.

Suggested Mode of Transaction

• Classroom discussions and dialogues

Active questioning and brainstorming sessions.

• Scaffolding reading of suggested readings

• Integrated projects, Guided inquiries and Field based projects

• Close and critical reading, as well as analysis of various articles, policy documents, texts, documentaries, movies

• Use of narratives and case studies

• Integrating ICT (videos, films, documentaries, audio recordings, web based resources etc)

• Group work, Pair work

• Seminars, Panel discussions, Workshops

• Individual and group presentations of issues and concerns raised in classroom/ assignments; theoretical and practical activities/exercises/investigations/projects; analysis and interpretation of collated observations and data

Practicums/ Project Works

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• $$<óŠ <ûXæýË¢ çbÍ<¸Š$T¿£ kÍœsTT $<‘«sÁTœ\Å£” “sÆ]+ºq $<‘« ç|ŸeÖD²\ $es\qT |Ÿ]o*+#á+&. @yîÕH ÿ¿£ Âs+&ƒT <ûXæ\

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• “sÁ+ÔásÁ eÜï|ŸsÁ n_óe~Æ >·T]+º $$<óŠ <ûXæýË¢ #û|Ÿ&ƒTÔáTq• #ásÁ«\qT Ôî\TdŸT¿Ã+&. Âs+&ƒT, eTÖ&ƒT <ûXæ\

¿±sÁ«ç¿£eÖ\ (‚+>±¢+&Ž, |¾H¢+&Ž, jáTÖ.mdt., € çd¼*jáÖ, qÖ«›ý²+&Ž) €<ó‘sÁ+>± “yû~¿£ ÔájáÖsÁT #ûjáT+&. B“ÔÃ eTq

sh+ýË“ |Ÿ]d¾œÜ“ bþ\Ì+&. dŸÖ#áq*eÇ+&.

• Ðpuó²sTT dŸeTç>· kÍV¾²Ôá«+ |ŸÚdŸï¿±\qT/ Ðpuó²sTT sd¾q »|Ÿ>·ì ¿£\µ |ŸÚdŸï¿±“• #á<Še+&. Mì €<ó‘sÁ+>±

çbÍ<¸Š$T¿£ bÍsÄÁXæ\ýË¢ |Ÿ“#ûd –bÍ<ó‘«jáTT\Å£” –+&†*àq \¿£ŒD²\qT, |¾\¢\ÔÃ ç|Ÿe]ï+#û rsÁTÔîqT•\ >·T]+º “yû~¿£

sjáT+&. ç|Ÿ<Š]ô+#á+&.

Essential Readings• Agnihotri, R.K. (2007). Towards a pedagogical paradigm rooted in multi linguality.

International Mulilingual Research Journal, Vol.(2) 1-10

• Kumar, K. (2000). Child's language and the teacher. New Delhi: National Book Trust

• NCERT. (2005). National Curriculum Framework (NCF). New Delhi: NCERT

• NCERT. (2006). Position Paper on Teaching of Indian Languages. New Delhi: NCERT

• Reading Development Cell, NCERT (2008). Reading for meaning. New Delhi: NCERT

• SCF-2011 Document, Position Paper of Telugu Language 2011, SCERT, Hyderabad.• |¾\¢\ uó²cÍ_óe~Æ ¿±sÁ«ç¿£eT+ –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2005.

• |¾\¢\ nuó„«dŸH_óe~Æ ¿±sÁ«ç¿£eT+ –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2006.

• uó²wŸ, €<óŠT“¿£ <Š¿£Î<¸‘\T –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2007.

• uó²cÍ_óe~Æ ¿±sÁ«ç¿£eT+ çbÍ<¸Š$T¿Ãq•Ôá kÍœsTT –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2008.

• |ŸsÄÁq çbÍsÁ+uó„ ¿±sÁ«ç¿£eT+ –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2010.

• d•VŸ²u²\ ¿±sÁT¦\ $“jîÖ>·+ –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2010.

• ‹VŸQÞø ÔásÁ>·Ü uË<óŠq, kÍ<ó‘sÁD ¿±sÁ«ç¿£eÖ\T –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2010.

• uó²wŸ €<ó‘sÁ |ŸçÔá+ 2010, mdt.d¾.‚.€sY.ì.

• 1, 2 ÔásÁ>·ÔáT\ qÖÔáq Ôî\T>·T bÍsÄÁ«|ŸÚdŸï¿±\T –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, 2011.

• 3e ÔásÁ>·Ü qÖÔáq Ôî\T>·T y#á¿£+ –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, 2012.

• 4, 5 ÔásÁ>·ÔáT\ qÖÔáq Ôî\T>·T y#á¿±\T –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, 2013.

• “sÁ+ÔásÁ dŸeTç>· eTÖý²«+¿£q+ –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, 2014.

• “sÁ+ÔásÁ dŸeTç>· eTÖý²«+¿£q+, ç|ŸXæ•|ŸçÔ\ ÔájáÖ¯ –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, 2014.

• “sÁÒ+<óŠ –ºÔá $<‘«VŸ²Å£”Ø #á³¼+ 2009 –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, 2014.

• Ôî\+>±D sh+ qÖÔáq Ôî\T>·T y#á¿±\T, çbÍ<¸Š$T¿£ kÍœsTT –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, 2015.

• &.m&Ž. #óçÔÃbÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.‚.€sY.ì, Ôî\+>±D, 2015

• &†öö &. kÍ+‹eTÖ]ï, Ôî\T>·T uó²cÍ kÍV¾²Ôá« <ŠsÁÎD+, úýÙ¿£eTýÙ |Ÿ_¢¹¿wŸHŽà, ™VÕ²<Šsu²<ŠT, 2015.

@<îÕH ÿ¿£ ÔásÁ>·Ü¿ì y]ü¿£ ç|ŸD²[¿£, jáTÖ“Ù ç|ŸD²[¿£qT ÔájáÖsÁT #ûjáT+&.


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Advanced Readings• Agnihotri, R.K. (2007). Hindi: An essential grammar. London: Routledge

• Agnihotri, R.K. and Vandhopadhyay , P.K. (ed.) (2000). bhasha, bhubhashita or hindi: Ek

anth samvaad, New Delhi: Shilalekh

• Agnihotri, R.K. & Khanna, A.L.(eds.) (1994). Second language acquisition. New Delhi:

Sage Publications

• Agnihotri, R. K. (1999). bachchon ki bhashaa seekhne ki kshamata, bhag 1 or 2. ShakshikSandarbh. Bhopal: Eklavya

• Krashen, S. (1982).Principles and practice in second language acquisition. Pergamon Press Inc.

• Yule, G. (2006). The study of language. Delhi: Cambridge University Press.

• Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York: Primary English Teaching Association Cornell University.

• Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years. Applying a Vygotskian Model of Learning and Development in B. Spodek (Ed.) Handbook of Research on the Education of Young Children, New York: Macmillan. 137-150.

• Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language Arts. 57(4).

• Tompkims, Gail E. (1994). Teaching Writing: Balancing Process and Product. Macmillan; California

• Martin, Jr. B. (1987). The Making of a Reader: A Personal Narrative. In Bernice E. Cullinan, Children's Literature in the Reading Programme. Michigan: International Reading Association.

• Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and Methods in Language Teaching: A description and Analysis. India: Cambridge University Press.

* * * *


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90


Understanding Mathematics and Early Mathematics Educationat Primary Level(Methodology Paper)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and Aim

A young learner starts using mathematical language; symbols while doing systematic form of mathematics. Furthermore, they must develop understanding and thinking in abstraction, generalization, estimation, quantification, mathematical way of reasoning, when they are taught concepts in the classroom. A teacher must be aware of these processes with conceptual knowledge, the teaching techniques and all other aspects of learning math. This paper gives a deeper insight into the fundamental domains of mathematics which require developing Algebraic Thinking, Visualization of Space, Number Sense and Data Handling.

For decades, mathematics has been indispensable subject in the elementary schools, but it has unable to create much significant space in the life of children. Children struggle to relate their preschool mathematical knowledge with the systematic mathematics taught in the classrooms, and end up in conflict. In order to check this, teachers must understand not only mathematics per say but also processes of learning mathematics used by children while doing mathematics. Engagement with this paper will make prospective teachers, aware of the pedagogical alternatives that have to be taken in alignment to nature of the subject and child learning processes. This paper will enable them to use prior mathematical knowledge of children while teaching, dealing with their errors and thus will help to bridge the prevalent gaps in the student's mind to promote independent learning.

When children come to school, they are already familiar with mathematics and are using it in their own ways. In school they come across a systematic treatment of mathematics which at times is in conflict with their internalized processes. It is important for teachers to understand these conflicts and differences for effective learning.

In the Position Paper produced by the National Focus Group on Teaching of Mathematics (NCERT, 2006) it was said, “Mathematics education relies very heavily on the preparation that the teacher has, in her own understanding of mathematics, and in her bag of pedagogic techniques”. Every teacher needs to develop her understanding of mathematics afresh from the point of view that takes in account the processes in which learning takes place in children's mind. Teachers need to be aware of the ways in which students think so that they can design and adapt their teaching approaches to deal with the


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alternative conceptions of mathematical knowledge of young learners.The aim of the course is to sensitize prospective teachers that, not only do they need

to reflect on their own knowledge of mathematical content taught at the primary level but they also need to connect to children and their experiences. Engagement with this course should enable prospective teachers to learn and reflect on what research has to say about children and their mathematics education and use it to promote learning.

Specific Objectives

Ø To enable student-teachers to develop deeper insights into the content areas

ofmathematics at the primary level.

Ø To make student-teachers aware of factors that impact on the process of acquisition

of mathematical knowledge.

Ø To sensitize student-teachers about the ways in which children respond to

mathematical knowledge.

Ø To help student-teachers develop skills, have deeper insights, acquire appropriate

attitudes, learn effective strategies that promote effective children's learning.

Ø To build student teacher's confidence in learning and teaching Mathematics

meaningfully.

Ø To develop skills and understanding in student teacher's about mathematical

concepts mainly related to number and space and use it with children while teaching.

Ø To make them enable to think and reason mathematically.

Ø To make them able to pursue assumptions to their logical conclusion and use it with

students in the classroom.

Ø To equip them with knowledge and skills that helps them in designing appropriate

activities for children.

Ø The units have been conceptualized to help prospective teachers understand that

student's learning is dependent on the learning of the content by the teacher as well

as the ways children perceive and respond to mathematical knowledge

Unit 1: Introduction to Mathematics· What is Mathematics and where and in which form it found in life?· What is the need and importance of Mathematics in daily life? How it is different

from school Maths?· Why we teach Mathematics?· Aspects of Mathematics: Concept, process, symbol and language (1, 2 classes and 3 to

5 classes separately)· Mathematisation

Unit 2: Mathematics: Teaching Principles and Teaching Methods· Nature of the learner. What he knows and how? Where?· Understanding the learners – Methods and procedures of learning


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· Piaget schemat of cognition in Mathematics in different stages, Vigotsky social learning and its implications learning Mathematics.

· Understanding the learning processes – Natural context, Induction, Deduction· Learning and teaching errors and how to overcome?· Methods of Mathematics learning and teaching – Specifications and general

theories of Mathematics – Analysis, synthesis

Unit 3: Counting, Numbers and its Operations· Pre-number concepts· Understanding numbers and notation · Digit and representation of numbers· Counting and place value (with different bases)· Concept of fractions and its presentation· Mathematical operations of numbers (N.W.Q.)· Learning material for above

Unit 4: Visualization of Geometrical Shapes, Spaces, Patterns and

Measurements· Types of Shapes - 2D & 3D· Understanding of shapes - Definition, need and difference· Understanding of different shapes in Mathematics· Spatial understanding · Area and perimeter· Measurement (volume and capacity, weight etc.)· Patterns - Definition, need and types· Understanding of patterns in numbers and shapes, space· Learning material for above

Unit 5: Management of Data · Use of data - Collection, distribution and symbolization · Representation of data - Table forms, tally marks, graphs (bar graphs, pictorial

graphs)

Unit 6: Understanding of Textbooks and Pedagogy· Philosophy and guiding principles for the development of Maths textbooks.· Content, approaches and methods of teaching Mathematics - Interactive and

participatory methods, teacher as facilitator.· Areas, structure of the unit, nature of exercises and its implications.· Academic standards and indicators of learning.· Learning resources for effective transaction of Mathematics curriculum.

Unit 7: Classroom Planning and Evaluation· Teaching Readiness: Planning of Teaching Mathematics, collection resources. · Role of resources in Maths teaching (TLM and ICT)· Year plan, Unit plan and Period plan (models of teaching)· Evaluation of planning


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· Assessment and evaluation - Definition, need and importance, important methods· Continuous and Comprehensive Evaluation (CCE) - Assessment for learning,

Assessment of learning, Formative Assessment and tools, Summative Assessments, Weightage tables, feedback and reporting procedures, records and registers.

Mode of Transaction

· Prospective teachers to be engaged in discussions on observed children's work in order to acquire an understanding how children respond to mathematical knowledge

· Prospective Teachers in groups develop concept maps to understand linkages and relationships between various mathematical concepts and to imbibe the importance of team work

· Reading of texts (suggested as discussion) with dialogue to understand theory from the point of view of issues raised

· Collecting historical samples of mathematical knowledge (such as ways to multiply in different cultures) and reflecting on them

· Preparing mathematical models, particularly geometric· Critically examining teaching-learning materials through presentations


• Observe 3-years old child and write a report on what Mathematical abilities child possess and how they acquire?

• Observe the children while they are playing and write a report on how do they frame rules of a game or a play? What are the implication in Mathematical learning?

• Analyse the textbook of any one of the Primary classes and write a report on how these new textbooks are child friendly and helps the children to construct the Mathematical concepts?

• Develop a Mathematical resource kit with locally available materials for effective transaction of Mathematical concepts at Primary Level.

• Develop questions for each Academic Standard at Primary Level.

• Observe the children notebooks of Mathematics or answer scripts of Mathematics. Identify the mistakes committed by the children and write a report on what are the reasons for these and how to overcome?

• Observe the Mathematical teaching learning process at Primary Level. Record the language used by the teacher and write a critical report on it.

• Analyse the Mathematics textbooks of Primary classes with identifying some concepts and procedures with problems. Develop some more activities and Teaching Learning Material (TLM) to understand those concepts and write a critical report on it.

• Identify two (2) concepts in each area of Mathematics and construct Academic Standards on those concepts. Write a critical report on it.

• Analyse any 5 problems done by 10 children. Identify strengths and weaknesses of concepts on which students performed. Identify which concepts are formed and


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which are not formed. Write a critical report on it with reasons.

• Interview 10 children on 'Do this', 'Try this' and 'Think and discuss' exercises on a selected topic. Record all the answers of the children on whether objectives are achieved or not. Write a report on it and suggest remedial activities with TLM if the objectives are not achieved.

• Identify any two (2) concepts and browse different websites to collect 10 activity sheets on the concepts. Conduct a test with the help of activity sheets and analyse the results. Prepare activities and TLM for remedial teaching.

• Identify five (5) verbal problems on a concept at Primary Level. Choose any other than textbook material from market. Ask any five (5) children to read and explain the solutions to the problems. Select other five students and ask them to read the textbook and explain the solutions to the problems. Conduct a group discussion on the doubts raised by the students. Prepare a report.

• Identify about 20 problems on addition and classify them on criteria of processing (aggregation and augmentation). Prepare strategies to teach these processes and write a report on your experiences.

• Identify about 20 problems on subtraction and classify them on criteria of processing (reduction, elimination, difference and counter addition). Prepare strategies to teach these processes and write a report on your experiences.

• Identify about 20 problems on multiplication and classify them on criteria of processing (adding in equal groups, increasing at the same rate, arrays and cross product). Prepare strategies to teach these processes and write a report on your experiences.

• Identify about 20 problems on division and classify them on criteria of processing (grouping and sharing). Prepare strategies to teach these processes and write a report on your experiences.

Essential Readings

• Haylock, D. (2006). Mathematics Explained for Primary teachers. Sage : New Delhi. Ch 22: Measurement pp 247-263. Lieback, P. (1984). How children learn mathematics: a guide for parents and teachers. Penguin: London.

• Olson, T.A Mathematics Through Paper Folding. Arvind Gupta's toys book Gallery.

http://gyanpedia.in/tft/Resources/books/paperfolding.pdf

• Post, Thomas, R. (1992). Teaching Mathematics in Grades K-8, Research-Based

• Methods. California: Allyn and Bacon, Chapters 1, 4, 5, & 6. Skemp, Richard R. (1989). Mathematics in the Primary School. Routledge: London

• Chapter 3: The formation of Mathematical Concepts, pp 49-71 Chapter 4: The Construction of Mathematical Knowledge, pp.72-89 Chapter5: Understanding

• Mathematical Symbolism, 90-108. Srinivasan, P.K. Number Fun With a Calendar, Arvind Gupta's toys book Gallery.http://gyanpedia.in/tft/Resources/books/calender.pdf

• Srinivasan, P.K. Romping in Numberland, National Book Trust: New Delhi.

http://gyanpedia.in/tft/Resources/books/rompinginnumberlandeng.pdf


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• Srinivasan, P.K. Math Club Activities, Arvind Gupta's toys book Gallery

http://gyanpedia.in/tft/Resources/books/pkshindu.pdf

• Zevenbergen, R., et al. (2005). Teaching Mathematics in Primary Schools. Allen &

Unwin: Australia (First South Asian Edition). Chapter 2, 3, 7 and 9.

• Position Paper on Mathematics, SCF-2011, SCERT, Hyderabad.

• Teachers Handbook on Early Maths Programme, Sarva Shiksha Abhiyan, 2010.

• Teachers Handbook on classes I and II of Mathematics Textbook, 2011.

• Teachers Handbook on classes III of Mathematics Textbook, 2012.

• Teachers Handbook on classes IV, V of Mathematics Textbook, 2013.

References

• Ediger, M. (2011). Teaching Mathematics in Elementary Level. Discovery

Publishing House.

• IGNOU (1996). Teaching of Primary School Education (AMT 01-05) 1996. New Delhi: IGNOU.

• IGNOU (2002). Different Aspects of Learning Mathematics (LMT 01-05) 2002. New Delhi: IGNOU.

• Kapoor, J.N. (1988). vidhayalaya ganit ke liye samprayog. New Delhi: Arya Book Dipo. Mishra, L. (2008). Teaching of Mathematics. APH Publishing Corporation. NCERT (2005). National Curriculum Framework 2005. New Delhi: NCERT. NCERT (2005). Position paper on Mathematics Education 2005. New Delhi: NCERT. Saxena, K.K. (2008). ganit shikshan. University Book House.


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Pedagogy across Curriculum and ICT Integration

(Value Added and Co-curricular Paper)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and Aim

The purpose of pedagogic study is to understand school subjects and their pedagogic

approaches in the larger context of the school and society and the specific context of learners and

processes of learning. This engagement prepares prospective teachers to undertake the teaching of

integrated courses and thematic learning approaches as well.

This course will attempt to bring together constructs and issues associated with the nature of

knowledge, school curriculum, contextualized understanding of learners and the process of learning

in order to evolve pedagogic perspective and approach.

ICT integration is meant for integrating ICT in educational processes and is NOT meant as a

course on or about ICT. This course is activity oriented and provides adequate opportunity for hands-

on learning and open-ended exploration of ICT applications in teaching and learning. Software

piracy and plagiarism is explicitly denounced and discouraged. Creation of original content, taking

pride in creation and duly recognizing others' contribution, is promoted. This course emphasizes on

the optimum use of available infrastructure and resources with cooperative and collaborative

learning, working and developing together.

There will be a focused attempt to equip the prospective teacher with conceptual clarity,

pedagogic perspective and ICT capacities to teach all children. Inter-linkages with the rest of the

courses have to be strongly made while transacting this course.

Course Objectives

· Understand children and their varying socio-cultural, economic and political contexts.

· Interrogate existing terminologies, constructs and notions of pedagogic practice, such as

child-centered learning, discovery learning, activity-based learning, intelligence (IQ) etc.

· Develop capacities to reflect, reason and make discerning judgment and conceptual

understanding of pedagogic practice and processes of learning


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· Select and use effectively ICT tools and relevant software applications for specific

purpose in teaching learning process

· Design learning experiences integrating interactive multimedia resources

· Explore newer ways of integrating ICT with educational processes

Units of Study

Unit 1: Pedagogy-Conceptions and Perspectives

· Learning - Concept, nature, child abilities before coming to school and its implications

(funds of knowledge).

· Learner, learning, knowledge, curriculum, schooling: Inter-linkages and relationships;

why and what of teaching learning.

· Critical examination of terminologies and notions associated with child-centered

education such as child centered, activity based learning, joyful learning, CCE, IQ, merit.

· Critical understanding of various methods and approaches of teaching learning;

facilitating learning; teacher as reflective practitioner, collaborative and cooperative

learning.

· Concerns of inclusive education: Gender, marginalized groups, children with special

needs.

Unit 2: Pedagogy-Resources and Practice

· Critical pedagogy concept, need and implications in teaching learning.

· Reflections on school of thought and theories: Giju Bhai, Summer Hill, Totochan,

Makarenko, John Holt, Paulo Freire, Piaget, Bruner, Vygotsky.

· Inclusive and exclusive practices (Designing inclusive learner friendly environment):

Identifying and understanding socio-cultural, linguistic and biological diversity among

children; Valuing diversity as a resource; Flexible planning for meeting diverse needs;

Adapting a range of approaches and resources; Building relationships with parents and

community.

· Resources: Home (funds of knowledge); Community; Children's talk, play, work; Stories;

Children's literature; School building and surroundings; Textbooks; Nature; Art; Local

culture and heritage; Range of physical resources and objects; Digital resources; Films and

media etc.

· Linking pre-school knowledge of the children with learning school subjects.

· Classroom organization and management: Changing pedagogies and classroom

management, Facilitating classroom for small group, large group and individual learning;


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Behavior management – Alternate approaches; Time & resource management; Role of

teacher in organizing and managing vibrant classrooms.

· Assessment: Purposes, Approaches and Tools; Continuous and Comprehensive

assessment; Assessing tasks and children's work; Feedback and reporting; Portfolios.

Unit 3: Concept and Processes of Learning

· Process of children learning - How children learn?

· Basic ideas of behaviourlism and its implications

· Concept formation - Meaning of concept, mental processes in concept formation, Bruner's

and Piaget's modes of concept formation.

· Thinking and reasoning, linkage between thinking and learning

· Cognition and learning - Constructivism, process of cognitive development - Its

implications of teaching and learning.

· Vygotskian theory - Concept of ZPD - Implications for teaching and learning.

· Critical pedagogy - Concept - Need, Implications to teaching and learning.

Unit 4: ICT - Introduction

· Concept of ICT (Information & Communication Technology).

· Computer hardware; Internet; Creating content in various formats like text documents,

Presentations and spreadsheets; OERs; Hand-held devices; Netiquettes.

· Main features of ICT related policies - National Level and State Level.

· ICT based learning processes and resources: Creating learning environments, ICT

supporting pedagogic practices; Educational games

Unit 5: ICT - Integration

· Exploration of ICT resources (appropriate hardware - CD/DVD, projectors, interactive

boards, appropriate software - audio, video, multimedia, editing, web applications,

internet, animations, games and simulations etc. in computer lab.); Evaluation and

adoption of available ICT resources

· Pedagogical analysis to determine content (what) and methods (how) and mapping it with

suitable ICT, Finding alternative methods and ICTs; Using ICT tools, techniques and

resources to create scaffolding; Classroom organization for ICT integrated lessons.

· Cyber law and security: Free wares

· ICT integration with assessment: Mapping of Assessment tools; Portfolio assessment;

Rubrics; Managing Data

· Preparation and planning of multimedia lessons in school subjects.


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· Activities are to be organized in connection with multimedia lessons: Role of teacher

(before, while, after multimedia lessons); Social media and its importance in learning

(Twitter, Facebook, Whatsapp etc.)

· Online learning courses for professional development of the teachers (Right to Education

Act, subject specific courses etc.).

· Continuous professional development of teachers through connected groups - Subject

forums and exchange of ideas, practices, conceptual clarities etc.

· Open Education Resources. Using different ICT platforms- MOOC.

Suggested Mode of Transaction

· Classroom discussions and dialogues.

· Critical readings of specific texts.

· Use of narratives and case studies.

· Integrating ICT (videos, films, documentaries, audio recordings, web based resources

etc.)

· Workshops.

· Individual and group presentations of issues and concerns raised in classroom/

assignments; theoretical and practical activities/ exercises/ investigations/ projects;

analysis and interpretation of collated observations and data.

Essential Readings

· Batra, Sunil (2003) From School Inspection to School Support. In N. Sood (Ed)

· Management of School Education in India. NIEPA: New Delhi.

· Early, P. and D. Weindling (2004) A changing discourse: from management to leadership.

In Early, P. and D. Weindling (Ed) Understanding School Leadership,

· Paul Chapman Publications: UK.

· Fullan, M. (1993) Why Teachers Must Become Change Agents. In Educational

Leadership, 50 (6). Govinda, R. (2001) Capacity Building for Educational Governance at

Local Levels.Paper presented at the International Consultation on Educational

Governance at LocalLevels, Held at UNESCO, Paris 27-28 February 2001.

· Majumdar, S. (1990). Infrastructure and Educational Administration. In Mukhopadhyay

and Parkar, Indian Education: development since independence Vikas Publications:

New Delhi

· Jha, Madan Mohan (2002) School without Walls Heinemann: New Delhi pp 24- 40; 128

– 155

· Marzano, R, Waters and McNulty (2005) School Leadership that Works ASCD: Virginia


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pp 13-27; 41-64

· NCERT, Educational Statistics of India, New Delhi (issues of the last decade)

· Senge, P. (2000). The Industrial Age System of Education. In Schools that Learn, NB:

London. pp 27-58.

Useful Websites

(A) Student Response System:

Socrative and Mentimeter are smart student response systems that empower teachers to engage

their classrooms through a series of educational quizzes, games and exercises via smartphones

Socrative | How It Works

· www.socrative.com/how-it-works

https://www.mentimeter.com/

· http://www.socrative.com/

· http://www.infuselearning.com/

(B) Relevant Software available FREE of cost:

1. Libre Office Suite is a powerful and easy to use office suite; has clean interface and

powerful tools to create documents, spreadsheets, presentations and drawings. It is free

and open source software with 6 application components. It can be used as a basic

document or presentation creation software. It also provides data security by way of

password protection for the individual files created. It has the provision to convert from

open format to MS-Office formats and PDF at the click of a mouse. The six components

included are

a. Writer, the word processor,

b. Calc, the spreadsheet application to create tables, graphs and pie charts,

c. Impress, the presentation engine,

d. Draw, the drawing and flow-charting application, can be used to create simple

drawings for example, Water Cycle, Rainfall on Windward and Leeward side of a

mountain range, Solar Eclipse, etc.

e. Base, the database and database front-end, and

f. Math for editing mathematical symbols and formulae.

2. Windows Movie Maker is freeware video editing software by Microsoft. It is a part of

Windows Essentials software suite and offers the ability to create and edit videos as well


101

as to publish them in various formats.

3. Inkscape is a professional vector graphics editor for Windows, Mac OS X and Linux.

It's free and open source.

4. Audacity is a free, easy-to-use, multi-track audio editor and recorder for Windows, Mac

OS X, GNU/Linux and other operating systems. You can use Audacity to record live

audio, cut, copy, splice or mix sounds together and change the speed or pitch of a

recording.

5. Mobile Media Converter is a free audio and video converter for converting between

popular desktop audio and video formats like MP3, Windows Media Audio (wma), Ogg

Vorbis Audio (ogg), Wave Audio (wav), MPEG video, AVI, Windows Media Video

(wmv), Flash Video (flv), QuickTime Video (mov).

6. Firefox Web browser is a free web-browser to surf the internet. The default search-

engine on this browser is Google.

(C) Additional subject specific software available:

1. GeoGebra is a free and open source, multi-platform dynamic mathematics software for

all levels of education. It joins geometry, algebra, tables, graphing, statistics and

calculus in one easy-to-use package.

2. GChemPaint is a 2D chemical structures editor for the Linux OS. It is a very useful tool

to learn abstract Chemistry concepts.

3. Jmol is an open-source Java viewer for chemical structures in 3D, with features for

chemicals, crystals, materials and bio-molecules.

4. Kturtle has a built-in programming language that is loosely based on the Logo

programming language. It is one of the few programming languages that teaches the

logic of programming in an understandable form. The programming commands are

translated to the human language of the programmer.

5. GIMP for preparing flash-cards, images, diagrams, flowcharts, cartoon strips, etc.

6. Synfig and Blender to create 2D or 3D animation videos.

7. Moodle for assessment and user management.

8. All of these, except Synfig and Moodle, are available on the Spoken Tutorial website

http://spoken-tutorial.org

(D) Hot Potatoes


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This is a freeware useful for evaluation and test construction. The complete version of the

programs is available for free, from the Downloads section from

thehttp://hotpot.uvic.ca/. The free version of Hot Potatoes for Windows is version

6.3, and the Java version is 6.1. More details available at

· http://hotpot.uvic.ca/

· http://hotpot.uvic.ca/tutorials6.php

(E) For Open Educational Resources:

Best Sites for Free Educational Resources

· http://www.refseek.com/directory/educational_videos.html

· http://www.marcandangel.com/2010/11/15/12-dozen-places-to-self-

educate-yourself-online/

· http://www.jumpstart.com/parents/resources

· http://opensource.com/education/13/4/guide-open-source-education

(F) Additional Reference Material & Resource Repositories

· http://www.edlproject.eu/

· http://books.google.com/googlebooks/library.html

· http://www.wikipedia.org/

· http://www.oercommons.org

· http://www.loc.gov/

· http://www.nasa.gov/

· http://wikieducator.org/Learning4Content

· http://www.eduworks.com/index.php/Publications/Learning-Object-

Tutorial.html

· http://oscar.iitb.ac.in/aboutOscar.do

· http://wikieducator.org/Funding_proposals/Reusable_and_portable_

content_for_New_Zealand_schools

· http://www.eduworks.com/index.php/Publications/Standards.html

· http://www.wbnsou.com/Quality/default.htm

· http://science.pppst.com/physics.html

· http://oedb.org/library/features/80-oer-tools

· http://arvindguptatoys.com/


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Toys from Trash (Photos)

Toys from Trash (Films many Languages)

Books (English, Hindi, Marathi, Combination)

·

Grade wise activities and games

o Elementary

o Middle school

o Classroom

o Interactive

o Algebra

o Geometry

· http://www.vocabulary.co.il/english-language-games/Grade wise activities

and games

Suggested Practicum Tasks

Task 1: Analyse school textbooks to construct and discuss pedagogic elements. Presentation of

analysis

Task 2: Develop concept maps to design subject based and thematic based curriculum materials

Task 3: Observe, document and interpret classroom discourses. Prepare and present a report.

Task 4: Investigate perspectives in children's literatures and other teaching learning resources.

Prepare and present a report.

Task 5:

i. Plan and conduct one lesson in each of the five school subjects integrating relevant and

suitable interactive multi-media OERs of your choice from WWW using available

suitable ICTs during the second term of school internship. Receive the feedback from your

mentor and modify subsequent lessons.

ii. Form a Google group of minimum of 5 friends from your class to work with you on a

project to be presented using PPT in your D. El. Ed. class. Inform them by e mail, objective

of this collaborative work, to be shared on line by all those involved. Ask each one to

prepare five slides with at least one link to audio/video material

http://www.math-play.com/


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iii. Select at least 3 multimedia OERs and integrate them in the lesson plan selecting a topic of

your choice from your most favorite subject in the school.

iv. Using hot potatoes or any suitable available ICT, prepare a test with twenty different types

of questions including multiple choice items on a topic of your choice. Administer it on

your class and prepare the result sheet using spreadsheet.

v. Using internet, find and suggest at least five live links, providing information on a topic of

your choice, for the children of Standard VII, to refer for self-study. Ask them to prepare a

write up of a page using word processor software - office word.

* * * *

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C²rjáT CÉ+&†C²rjáT ºVŸ²•+

C²rjáT |Ÿ¿ìŒ C²rjáT |ŸÚwŸÎ+


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Art and Cultural Education


Internal: 50 Marks

Rationale and Aim

Art is a vehicle for expression and communication of emotions and ideas. Art, as creativity, is

something humans do by their very nature. Art is not an action or an object, but an internal

appreciation of symmetry, balance and harmony. On the other hand, it is only in Art alone that you can

have the 'Negative Capability' of being in confusions and uncertainties without getting irritated. In

many cultures, art is used in rituals, performances, dances, as a decoration or symbol. Art serves

different objectives at different points of time, but its basic objective always lies within itself,

establishing and appreciating harmony, inside and outside.

Considering the above mentioned perspective of art, art education can be perceived as a tool

for development of aesthetic sensibility and healthy overall development. Arts like visual arts, dance,

theatre are the powerful mediums for the cognitive development of people. The objective of the

course is not to give training to become proficient in a given art form but to cultivate certain skills in

the learners that would help them engage with life creatively and to provide space for the expression

of ideas. The art curriculum includes “learning in the art”, i.e. learning the arts as disciplinary

subjects, in their unique technique, skills and vocabulary, and 'learning through the arts', i.e., using

the art as a medium of expression and communication of ideas in other subjects.

Specific Objectives

· To understand the role of art in overall development of the human being

· To understand the relation between art and education

· To integrate the knowledge of art with daily life and also with other subjects

· To experience free expression of ideas and emotions about different aspects of life. To arouse certain elementary sensitivities and aesthetic towards the environment

· For overall development of the senses through observation, exploration and expression

· To analysis of the basic shape, form, contour, colour of the object

· Perception (understanding the sound of musical notes for them to mean something different from other sound we hear around us), understanding rhythm, understanding references to

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keys in music, identifying patterns, etc.

· Provide opportunities for developing awareness for folk-arts, local specific arts and other cultural components leading to an appreciation of national heritage and cultural diversity.

Unit 1: What is Art?

• What is Art?

• Art and Its Role in Human Civilization

• Introduction to Different Forms of Arts

• Art and Craft of Telangana

Unit 2: Art Education: Perspective of Different Philosophers and Educationist

• Indian Philosophers – Tagore, Gandhi, Devi Prasad.

• Foreign Philosophers – Herbert Read, John Dewey, Howard Gardner, Herbert Spencer, Elliot.

Unit 3: Art education in Primary Classes - Syllabus and Academic Standards

• Relevance of Art Education in Primary classes (theoretical perspective)

• Art Education and Child Development (visualizing role of art education in the building years of child's development)

• Syllabus and Academic Standards

• Suggested Activities for primary classes

Unit 4: Art Education in Middle School

• Role of Art Education in Middle School

• Art – Exploring Histories (Local and Global)

o Music

o Dance

o Painting

o Theatre

• Suggested Activities for Middle School

Unit 5: Art in Education OR Teaching Through Art

· Art as an educational/pedagogy tool

· Art and other Subjects

Unit 6: Assessment in Art Education

· Objective of Assessing Art


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· Criteria to Assess Art

Rationale and Aim of the Practicum

This practicum includes two critical areas of focus:

1. Creative drama

2. Visual and Performing arts

Along with the well being and fulfillment of student teachers, the major objective of the course

is to empower student teachers to integrate art in education.

Art in education also aims to help appreciate and create beauty and harmony within and outside. It

operates from a paradigm that the aesthetic needs are fundamental to all human beings and by

creating opportunities to work on these, hone them, cultivate them, we can hope to create harmonious

individuals and a harmonious world. It is not about beautification- applying something from outside,

but an ability to appreciate the inherent rhythm, beauty and harmony in forms, relations, and

character.

The rationale and aim, objectives and focus areas are given under each of the two focus areas.

1. Creative Drama

Rationale and AimCreative Drama: There are two broad aims of creative drama for education. One is for the

student-teachers to use drama processes to examine their present and to generate new knowledge,

understanding and perceptions of the world and themselves in it. The second aim is to train, enhance

some theatre skills that will later help them be creative and enlightened teachers. A process that draws

our physical, emotional, intellectual and other faculties together in a moment (eg. life itself) make for

worthwhile, far-reaching, holistic learning. Drama is one such experience and should therefore have

a central place in school education.

It is important to stress that drama is not about the self-alone or self-expression alone. The

process of drama is a social experience. It is about the richness of understanding that can be generated

by a group about society, self and the interconnections. The understanding generated within a group

is internalized and is carried forward by the individual in diverse personal and social contexts. The

focus of drama is on the student teacher, building her/his creative capacities through theatre.

Objectives1. To draw out and work with different faculties simultaneously i.e. physical, intuitive,

emotional, sensual and mental through practical exercises.

2. Build imagination and concentration of the body and mind. Structured exercises for

coordinating, enhancing and translating imagination into physical expression.

3. Learn to challenge and shift one's own attitude and standpoint as one learns to understand

multiple perspectives to empathize.

4. Identify and develop one's own creative potential.

5. Bring the arts into the center of exploration, e.g. in visual arts: semiotics of


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theimage/film/play/music; how is an image to be made meaning of; how can an imageact as

a starting point for an exploration?

6. Recognize the role of “drama as education” in the elementary school

7. Learn to identify areas that are best suited for drama exploration

8. Examine through chosen themes, how learning can take place in the classroomthrough

group drama exploration by a whole class of elementary school students

9. Explore the role of the teacher as creative guide in learning that is drama driven

Theatre techniques are used to help stretch, enhance and challenge the studentteacher in

terms of her/his body, imagination and perceptions. By participating in group drama explorations

structured and guided by the teacher, the student-teachers would enhance their critical awareness of

the world and themselves in it. The focus is not the self alone but the social world that the self lives

in.

Focus Areas1. In drama exploration, the overall context presented to students is to understand life and to

learn from life. The mode is experiential. The exercises are structured by the teacher, but

the experience and its outcome is generated by participants in the process. The experience

and reflection on that, is the learning. However for this to happen it is mandatory that the

exercises are planned and structured by the teacher and not offered as “open

improvisations”.

2. Encourage recognition of differences among people: caste, class, gender, religion,age,

community, occupation, lifestyle, etc. and how these influence actions, decisions, and

relationships of people. Learn to place oneself in a wider arena of these cross cutting

currents. The self to be placed in the context of the other. “How should I look at the other?

What does that reveal about me?” Go beyond the immediate and look at other groups and

settings, e.g. rural, the disadvantaged and other cultural communities.

3. Ways of seeing situations, social structures and communities. To sharpen observation and

to learn to continuously ask probing questions while investigating situations.Develop the

capacity to look at same situation from different perspectives. Learning to recognise

contradictions within situations with the aim of grasping a better understanding of the

situation rather than wanting to look for solutions.

4. Finding connections between the particular and the universal. How larger processes and

contexts play out in the specific context of daily life situations and vice versa. For instance,

the case of a marginalized,Dalit woman seeking medical help is connected with the larger

worlds of state responsibility and public health policy, prevailing gender relations, the

judiciary, etc.

5. Change as a principle of life. Identifying it within drama work; the repercussions of

change, who does it affect, why and how?

6. Learning to continuously reflect on and analyze classroom exploration and their

connection with events and situations in world outside. Evaluating one's own and group's


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progress in class.

Mode of TransactionGames to help loosen up, sharpen reflexes, have fun while building imagination in different

ways. Build imagination within games and exercises. Add conditions to games to draw together and

harness different physical, emotional, mental faculties. Use theatrical exercises to awaken sensory

awareness and transformation.

Devise preparatory games and physical exercises to build imagination. Refine physical

actions and integrate the physical with other faculties. Exercises in observation, communication,

associative thinking; building situations with imaginary objects and people.

Planned and structured drama exploration exercises designed to first experience and then,

deepen social awareness of students. Some examples would include the use of an image (photo,

painting) as a stimulus for exploration; still photographs of students themselves leading to tracking a

line of thought about some issue.

Participative learning using role-play, hot seating, building stories/songs, making and

analyzing a„character's‟ diary, personal belongings (objects) of characters.

Make short plays that can be performed by student teachers with aim to study school

student's responses during school contact programmes. Help build a set of skills so the class can

organize role plays as well as larger school play that is built on students' creativity rather than

following a given script.

2.Fine Arts

Rationale and AimThe aim of the Fine Arts component of the practicum is to understand interconnections

between art, crafts, drama, culture, aesthetics, health and livelihoods. The aim is also to appreciate

and engage with a diverse range of art processes, products and performances – folk and classical

through exposure and exchange. It is believed that giving opportunities to school teachers to engage

with aesthetics through art forms is likely to cultivate and hone their aesthetic sense and their ability

to recognize beauty and harmony as essential aspects of a life of quality.

Specific Objectives1. Develop an understanding of art and craft, the need to appreciate it in different forms; the

scope and purpose of art education and art as the basis of education.

2. Develop a perspective and appreciation of art, nature, and human existence relationship.

3. Critique the current trends in art education and develop a possible scenario for art for change

4. Understand the range of traditional art forms and working with hands.

5. Develop an appreciation for diverse music forms and the role of music in humancultures.

6. Create and present pieces of art: using visual arts and crafts

7. Create and present pieces of performance art using music and movement

8. Evolve collective art projects incorporating different art media – into a public festival/event.

9. Deepen understanding, appreciation and skills in one chosen medium through selfwork and


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evaluate self as an artist and art educator.

The course is based on the premise that aesthetic needs are fundamental to all human beings

and that through the medium of creative drama and fine arts opportunities can be created to develop

harmonious individuals.

Focus Areas1. Art, Art appreciation and Art education: visit to places like crafts museums, Bal Bhavan, art

galleries. Organize art, craft and music exercises with small groups followed by discussions

and presentation. Any local exhibition or art event can be used as precursor for the session.

The session should involve using some art for a while followed by a reflection on the

experience and then connect it to their own school days and art.

2. Visual Art: Opportunities to experiment and create pieces of art using different medium.

Focus on colours, textures, composition and thematic content. Using a range of medium:

paper and water colors, paper and crayon, color pencils, acrylic, oil paint and canvass,

student-teachers would learn about lines, forms, compositions, colors, space divisions etc.

Specific tasks would include free drawing, developing narratives in visuals, composition of

an imagined situation, telling a story through comic strips, creating a collage using images,

bits cut out from old magazines, news paper etc.

3. Music: Orientation to different forms of music with either a film screening or lecture

demonstration by an artist to show a wide range of musical forms and a brief history of one or

two forms; connecting to music in nature and within our own selves; voice training: opening

the voice, music and rhythm exercises: singing, creating music with different objects,

practicing basic notes and tones; experimenting with one new forms: folk of any one region;

collating music/songs from a community/within the family for special occasions or themes.

(Eg. lullabies from different language cultures, harvest songs, songs during the freedom

struggle etc; create musical pieces with others; design and run sessions on music with

children

4. Cinema and Electronic Media: Provide exposure to alternative cinema, develop appreciation

for cinema as an art and understand the impact of the electronic media, it's impact on our

psyche and aesthetics; orientation with an expert on films providing a background followed

by screening of known films; projects/discussion on television and our mindscape:

storylines, the corruption of aesthetics, intervention in familial spaces, increasing

legitimization of violence; age appropriate viewing and selection of films.

5. Literary Arts: linkage between language, literature and performing arts; appreciation of

poetry as performance art, play reading and reading literature as an art, selection of poetic

pieces and developing performances around it; exposure to readings in different language

traditions: Hindi, English other regional languages and dialectics drawing upon local

traditions.

6. Architecture and spatial Design: develop a deeper understanding of architectural heritage,

appreciation of spatial designs and the aesthetics therein: colonial, Mughal, Sultanate


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period, Post Independence etc. Through heritage walks; political dynamics of space and its

changing trends; cultural social connections with architecture and town/city planning;

connection to natural resources and access to these vis-a-vis architecture and design; spaces

for children in a city.

7. Designing a Project for School Children: Participants to identify a specific age group of

children and a relevant theme and design an art based project for them which should span

over a period of time example – a heritage walk to a nearby monument and a public event

about it – including art exhibition, plays, songs and other similar expressions; principles of

inclusion, diversity, child-centered approaches would be a given and the participants would

be encouraged to use all that they have learnt in an interactive manner; feedback from

students, teachers and community would be used for evaluation of this aspect.

8. Read the syllabus of Art & Cultural Education for classes I to VIII and perform any one art

form in the classroom and write a report.

9. List out local art forms and conduct interview with the local artist about the greatness of local

art form and present status of the artist - Write a report.

10.Read the reference books pertaining to a local art form and write a review and present.

11.Visit 1 or 2 private/ government schools and observe the implementation of Art & Cultural

Education in the schools.

Essential Readings

· Dodd, Nigel and Winifred Hickson (1971/1980). Drama and Theatre in Education. London: Heinmann.

· Gupta, Arvind (2003). Kabad se Jugad: Little Science. Bhopal: Eklavya.

· Khanna, S. and NBT (1992). Joy of Making Indian Toys, Popular Science. New Delhi: NBT.

· McCaslin, Nellie (1987). Creative Drama in the Primary Grades. Vol I and In the Intermediate Grades, Vol II, New York/London: Longman.

th · Mishra, A. (2004). Aaj bhi Kharein hai Talaab, Gandhi Peace Foundation, 5 Edition.

· Narayan, S. (1997). Gandhi views on Education: Buniyadi Shiksha [Basic Education], The Selected Works of Gandhi: The Voice of Truth, Vol. 6, Navajivan Publishing House.

· NCERT, (2006). Position Paper National Focus Group on Arts, Music, Dance and Theatre, New Delhi: NCERT.

· Poetry/songs by Kabir, Tagore, Nirala etc; Passages from Tulsi Das etc; Plays: Andha Yug- Dharam Vir Bharati, Tughlaq: Girish Karnad.

· Prasad, Devi (1998). Art as the Basis of Education, NBT, New Delhi. Sahi, Jane and Sahi, R., Learning Through Art, Eklavya, 2009.

· National Council for Education and Research Training. (2005). National Curriculum Framework 2005. Delhi: NCERT.

· National Council for Education and Research Training. (2006). NCF 2005 Position Paper.


112

Arts, Music, Dance and Theatre. Delhi: NCERT.

· National Council for Education and Research Training. (2006). NCF 2005 Position

Paper. Heritage of Handicrafts. Delhi: NCERT.

· State Institute for Education and Research Training. Rajasthan. (2014). Art and Art

Education. BSTC Course. Udaipur: SIERT.

· State Council for Education and Research Training. Chhattisgarh. (2012). Art and Art

Education. D. Ed. Course. Raipur: SCERT.

· Office of Bilingual Education and Foreign Language Studies. New York. (2010). Art as

a Tool for Teachers of English Language Learners. The New York State Education

Department. The University of the State of New York.

· London, Peter. The Study Group for Holistic Art Education [SGHAE]. (2004). Towards

a Holistic Paradigm in Art Education. Center for Art Education. Maryland Institute

College of Art. Monograph #1.

· Eisner, Elliot W. (2002). The Arts and the Creation of Mind. Yale University Press/ New

Haven & London.

· Cannatell, Howard. Education Through Art. Article accessed from Internet.

[email protected].

· Upitis, Rena. (June, 2011). Arts Education for the Development of the Whole Child.

Elementary Teacher's Federation of Ontario. Toronto.

· Prasad, Devi. Art: The Basis of Education.

http://www.vidyaonline.net/list.php?pageNum_books=2&totalRows_boo

ks=62&l2=b1%20&l1=b1%20&l3=b1tp accessed on 25 February 2014, 01:25

AM.

Children learn in a variety of ways-through experience, making and doing things, experimentations, reading, discussion, asking listening, thinking and reflection, and expressing oneself in speech movement or writing-both individually and with others. The require opportunities of all these kinds in the course of their development.

-NCF - 2005

U


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Yoga, Physical & Health Education - I


Internal: 50 Marks

Rationale and Aim

This course is designed to be one component of a practicum course to be covered in both

years of study. It offers the scope to engage critically with systems and practices related to health of

children and school health. Two sets of practicum are provided for the first and the second year of

study. The rationale, aim objectives of this practicum presented below refers to both practicum

courses.

The relationship between education and health forms the core rationale behind this course.

While the role of education on health has been widely acknowledged, the impact of health on

education is often not recognized adequately. This course unfolds the reciprocal relationship between

health and education. Health is a necessary condition for learning apart from being a basic right of

every child. Enrolment, retention, concentration and learning outcomes in the classroom have a

strong linkage with a child's physical and emotional health.

A holistic understanding of health implies a perspective on health that is not merely freedom

from germs and disease but an understanding of the social, economic, mental/emotional and physical

aspects of health. It becomes essential for the teacher to locate the social determinants of health and to

root any health communication/education in the socio-economic and cultural context of the child.

This forms an essential foundational and theoretical component of the course. This approach will

lead away from the „hygiene-education‟ focus of health education which stresses behavioural

changes and puts the responsibility of health on the child. Instead, the course aims to equip the teacher

with a perspective that helps both the teacher and the children understand health issues as determined

by socio-economic contexts. This will enable them to move beyond a solely behavioural change

model to an approach that seeks to address larger health determinants. This is not to deny the

importance of healthy habits but it is important to recognize that to tell a child to „bathe every day‟ or

„eat nutritious foods‟ is not sufficient. The teacher will have to locate health messages and ideas in

the lived reality of the children they teach so as to meaningfully engage with the issue.

It is important to see the role of the teacher as one that includes within it the perspective of a

health worker. This does not in any way mean an additional workload. However we

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114

See this as inherent in her work itself. Here there is a clear overlap of ideas with the course on Child

Studies. Understanding a child necessarily includes understanding the health of the child within a

social context. A course on health lends a natural opportunity for teachers to understand children in

their life context and increases sensitivity to the children and their socio- economic background. It is

possible to address issues of teacher attitudes, engagement and willingness to accept diversity in their

classroom. This is likely to help teachers move towards a broad vision of inclusive education through

an understanding of health and well-being in the broadest sense. Instead of speaking of teacher

attitudes alone, the course gives student-teachers a chance to understand unequal and multiple kinds

of childhood that children experience.

Course Objectives

· To build a holistic understanding of the concept of health and well-being and understand children's health needs using a social determinants framework.

· To understand the reciprocal relationship between health and education and understand the role of the teacher and possible ways of engaging with health concerns.

· To examine specific programmes related to children's health operating in schools.

· To build knowledge and skills on teaching health and physical education and integration of their themes with other curricula areas of teacher education and school subjects.

· To link theoretical and conceptual learning with actual school/classroom realities through practical work.

The most important thread running through the course is the need for the student teacher to

understand that health and education are reciprocally linked and she must in various ways

engage with the health needs of children. The thread of gaining a holistic understanding of

health and seeing it as located in a social reality runs across the course and connects issues like

physical health, emotional health and „health of the school‟. A life of health and well-being in

a holistic sense is a right of every child. A teacher sensitive to the social context of children can

play the crucial role in achieving this right. Theory and practical units are closely knitted

together and the idea is a constant process of reflection.

Units of StudyThe sections on Units of Study include ideas on the mode of transacting each course as

thecourses have inbuilt theoretical study as well as practical work.

Unit 1: Understanding Health and Well- Being

· The meaning of health and well-being

· Biomedical versus social health models

· Understanding the linkages between poverty, inequality and health

· Web of causation; Social determinants of health- stratification structures, food, livelihood, location, sanitation, access to health services etc

Unit 2: Understanding Children's Health Needs


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· Food and nutrition; Communicable diseases; Child abuse in various forms and its impacts; Corporal punishments and its impacts.

· Reciprocal linkage between health and education

· Childhood health concerns, hunger and malnutrition- Meaning and measures: Country/ State data.

· Morbidity Mapping- Methods, observation, daily notes.

· Methods to understand children's health perceptions and self assessment of health.

Unit 3: Physical Education

· Meaning, need and purpose of Physical Education, Olympics, Asian Games, SGF Games, various awards in sports and games.

· Impact of play and games (team spirit, cooperation, tolerance, problem solving, leadership).

· Physical measurements (height, weight, chest) and BMI [Body Mass Index] twice in a year.

· Sports and games (interrelations, sports and games in schools, traditional/ local games, modern games, ground preparation and courts, rules of games and sports).

· Various competitions and tournaments and participation of children.

Unit 4: Yoga and health

· Meaning, concept of yoga.

· Concept of pancakośa

· Potential causes of ill health according to yoga

· Yoga as a preventive and promotive health care

· Yogic principles of healthy living: Āhāra, vihāra, Ācāra, Vicara and Vyavahāra

· Yogic concept of holistic health and wellness

· Preparations and precautions for practice of yoga.

Unit 5: Yoga and Physical Development

· The Integrated Approach to Yoga

· Characteristics of Physical Development

· Yoga practices for Flexibility

· Yoga practices for Stamina

· Yoga practices for Endurance

· Yoga practices for Lung Capacity

· Yoga practices for Longevity

Unit 6: Health of Children in the Context of School

· Mid Day Meal Programme: Rationale, Objectives, Components, Functioning, Concept of Classroom Hunger

· Measuring the 'Health of the School': Issues of Water, sanitation, toilets etc.

· Development of mental health through participating in cultural programmes.


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· Role of the teacher and engagement with the programmes

· Capturing children's perceptions on food, work, play, Mid Day Meal etc.

Unit 7: Curriculum, Syllabus and Assessment

· Syllabus for Physical & Health Education.

· Academic Standards

· Assessment

Practical Work based on Units 1, 2 and 3: Three hours before school internship and six hours after

school internship through Projects. The practical work is visualized through integration with School

Internship Programme1 (SIP). This involves discussion, guidance and inputs to undertake these

projects before the SIP and is followed by reflective sessions where students share their projects after

SIP. These post SIP sessions are to be organized in a workshop mode with a stress on collective

reflection and discussion. Given below are some themes/ideas for projects and these topics are

allocated across the students. As mentioned above before going for the SIP, sessions are held

discussing the idea and rationale behind each theme and learning/developing appropriate research

methods and tools. Each student prepares a project plan inclusive of tools before going for the SIP.

Suggested Project Topics/ Themes

· The exercise undertaken in the School Internship Programme (SIP), of making a profile of a child and understanding his/her social context during the internship needs to also connect to the health of the child and understanding all possible determinants. The student teacher is to observe and find out about the child's health conditions. The child's health profile is to explore the possible health determinants operating in the child's life. Issues of settlement/housing, livelihood of families, poverty and deprivation, food habits, water access and safety etc are explored through observations, informal group discussions and visits to the community. The teacher educator prior to the SIP will guide the student teachers on methods and ethical issues, sensitivity during questioning.

· Morbidity Mapping Exercise to be conducted. In this the student teacher tracks children's attendance and tries to find out reasons for children's absenteeism. She records illnesses she observes or as reported by children/peers and develops a healthreport card.

· The student teacher develops a report card for the 'health of the school'. She surveys parameters like water, toilets, sanitation, building, playground etc during the SIP. The idea is to encourage the student teachers to explore multiple dimensions of each parameter that impacts on children's health in school. For eg: It is not sufficient to just ask if there is toilet. It is important to explore, is it functional? Is it clean? Is there water available for the toilets etc.

· Student teachers record observations using tools developed as well as creative methodologies to capture children's perceptions regarding Mid Day Meal to reflect on the health programmes operating in school. The idea is to observe and comment on various aspects of the MDM programme such as quantity, quality, distribution system, 'culture of the programme' and also give legitimacy to children's perceptions on the MDM. For e.g.; What they like, don't like of the MDM, what they eat before school, are they able to study if


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they are feeling hungry etc. These are explored not through interviews but through creative worksheets which the children fill out. Such methodologies are part of the readings mentioned for Unit III and should be made with the guidance of the teacher educator before SIP.

· Visit any Yoga center and write a report on the activities conducted at the center.

· Interview any one Yoga Practitioner and write a report on benefits experienced by

him/her.

· Collect information on Yoga Asana by reviewing authoritative sources on Yoga and write

a report on it.

· Demonstrate before your peer group any five Asana and write a report on them.

Practical Work can be divided across groups of students and must be followed by each group

sharing with the larger class of ETE teachers. This sharing should be facilitated by the faculty to

reflect on health observations, methods used, findings and a discussion on the culture of

programmes, possible action a teacher can take etc. The idea of the project is not to just collect a lot of

information on health aspects but to begin a process of exploration and inculcate sensitivity towards

health and its linkage with learning processes.

Essential Readings

· Aao Kadam Uthaein: Ek Sahayak Pustika, USRN-JNU, New Delhi. (A resource tool/book for schools to address issues of health infrastructure and programmes)

· Baru, R. V. (2008). School Health Services in India: An Overview. Chapter 6 in Rama V. Baru (ed.) School Health Services in India: The Social and Economic Contexts, New Delhi: Sage publication, 142-145.

· CSDH, (2008), closing the gap in a generation, Executive Summary of the Final Report of the Commission on Social Determinants of Health, WHO, WHO, Geneva, 0-9.

· Deshpande, M., R.V. Baru and M. Nundy, (2009). Understanding Children' s Health Needs and Programme Responsiveness, Working Paper, New Delhi: USRN-JNU

· Midday Meals- A Primer, (2005). Right to Food Campaign, Delhi.

· Ramachandran, V., Jandhyala, K. and Saihjee A. (2008). Through the Life Cycle of Children: Factors that Facilitate/Impede Successful Primary School Completion in Rama V. Baru (ed.) School Health Services in India: The Social and Economic Contexts, New Delhi: Sage

Readings for Discussion

· Ashtekar, S. (2001), Health and Healing: A Manual of Primary Health Care, Chapter 36- Childhood Illnesses, Orient Longman: Channai..

· Deshpande, M. et al. (2008). The Case for Cooked Meals: Concerned Regarding Proposed Policy Shifts in the Mid-day Meal and ICDS Programs in Indian Paediatrics, pp. 445-449

· Dasgupta, R., et.al. . (2009) Location and Deprivation: Towards an Understanding of the


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Relationship between Area Effects and School Health, Working Paper,: USRN- JNU: New Delhi.

· Samson, M., Noronha, C., and De, A., (2005) Towards more benefit from Delhi's Mid- Day Meal Scheme; in Rama V. Baru (ed.) School Health Services in India: The Social and Economic Contexts, Sage: New Delhi..

· Zurbrigg, S., (1984), Rakku's Story- Structures of Ill Health And Sources of Change, Centre for Social Action, Bangalore, 19-41, and Chapters 1 and 2.

Advanced Readings for Faculty

· Ben-Shlomo, Y. and D. Kuh (2002) A Life course approach to chronic disease epidemiology: conceptual models, empirical challenges and interdisciplinary perspectives in International Journal of Epidemiology, No. 31, 285 and figure 1 on page 286 to be discussed.

· Dreze, Jean. And A. Goyal (2003) The Future of Mid-Day Meals, Economic and Political Weekly, November 1.

· Frost, J. et. al. , (2005) Play and Child Development, Prentice Hall.

· Jones, L. (1994), The Social Context of Health and Health Work, McMillan Press. Chapter 1, pp. 1-6, 11-17, 18-20, 32-36.

****

U

U

All Children are naturally motivated to learn and are capable of learning.

Making meaning and developing the capacity for abstract thinking reflection

and work are the most important aspects of learning

-NCF - 2005


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Understanding Self - I(Self Development Paper)

Internal: 50 Marks

Rationale and AimThe main aim of this course is to facilitate the development of individuals who can take

responsibility for their own learning and give a conscious direction to their lives. Student teachers are

encouraged to explore and develop through self-reflection a greater insight into their aims of life,

strengths and weaknesses and dynamics of formation of identity and individuality. Student teachers

also develop sensitivity, effective communication skills and ways to create harmony within one's

own self and society. This courseis also aimed at equipping the student teachers with positive

attitudes, attributes and skills that help in facilitating the personal growth of their own students while

teaching.

Course Objectives

• To help student teachers discover and develop open-mindedness, the attitude of a self- motivated learner, having self-knowledge and self-restraint.

• To help student teachers develop the capacity for sensitivity, sound communication skills and ways to establish peace and harmony.

• To develop the capacity to facilitate personal growth and social skills in their own students

Mode of TransactionThere is no standard prescribed material for this course. Facilitators are expected to engage

with the student teachers with specially designed activities. These could be based on the facilitator's

personal integration and unique individual and group characteristics and are rooted within the

context of student teachers' lives and contemporary realities. It is suggested that the student teachers

be given space to explore and articulate their beliefs, notions on learning, knowledge, children, their

own self;life and issues. They can be encouraged to think afresh on issues that most closely concern

them as teachers and individuals and use creativity and imagination to develop a perspective on them.

The suggested activities and readings are expected to assist in this process. The resource materials

can also include newspaper/magazine articles, autobiographies, biographies and stories, letters/diary

entries, movies/documentaries, other audio-visual materials, digital resources on the Web. Design of the Course

This is not intended as a standard 'course' with specific units of study. Instead it may be

thought of as two parts. Activities under Part 1 are to be taken up by all teacher educators

throughout the D.El.Ed programme.

Maximum Marks: 50

External: 0


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Activities under Part 2 to be transacted as part of this course, may be designed as a series of

workshops and seminars with carefully chosen themes. It is recommended that there be around 4-6

one-day or two-day workshops in each academic year, and 2-4 half-day or one-day seminars. It is

recommended that the workshops are conducted by outside resource persons (from organizations

working in related areas of personal development). The workshops should be experiential, and

provide occasions for active participation and reflection. One teacher educator will need to be

associated with the external resource person to take up the overall responsibility of the course. In

addition, the faculty should organize seminars that involve student-teachers in taking responsibility

for making presentations and holding discussions that bring out multiple perspectives on key issues

of life and education.

Part 1: On-going Activities

An on-going strand during the two year course, to be coordinated and shared by the faculty, would

include

· Journal writing by student teachers to reflect on significant experiences and periodically

process their observations and thoughts on life situations, with comments being noted by

a designated teacher educator as mentor.

· Engaging with a range of literary texts such as short stories, poetry, novels, biographies,

drama, expository texts. Opportunities must be provided to student teachers to share their

interpretations.

· Reading and Reflecting on texts has to be facilitated by all teacher educators through-out

the programme. Student teachers have to be guided to critically read, discuss and reflect

on the essential readings listed in all the courses.

· Carefully framed writing tasks towards the beginning and end of each year, which enable

student teachers to express and reflect, in stages, on their prior life journeys, current

assimilation of experiences and questions, as well as evolving perspective on education.

· Student teachers need guidance in questioning their beliefs, understanding and reflecting

on their own processes of transformation as professionals and individuals. Teacher

educators need to be sensitive and supportive in this process and mutually learn.

· Change in assumptions and beliefs in the course of pre-service training in terms of nature

of the child, nature of the learning, teaching, school, textbooks, assessment etc.

Part 2: Suggested Themes for Seminars and Workshops

· Awareness of self, Understanding oneself

· Aims and purposes of life

· Mindfulness

· Becoming sensitive

· Accepting and celebrating differences


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· Harmony in relationships

· Peace and coexistence

· Conflict resolution

· Stress management

· Nurturing life skills among children

· Writing year plans and lesson plans

· Development of question papers

Note: Out of six (6) workshops, a 2-day workshop may be organized for developing year plan,

lesson plan and period plans. Another workshop for developing question papers is the

mandatory. The remaining four (4) workshops may be organized for given above

suggested themes.

Suggested Resources

• Batra, Poonam (2005).Voice and Agency of Teachers: The missing link in the National

Curriculum Framework 2005, Economic and Political Weekly, Vol. 11, 4347-4356.

• Danger school, (1996). Mapusa, Goa, India: Other India Press.

• DSERT, 2015. D.Ed II Year. Education for Peace. Source book material. Bangalore: GoK

• Friere, Paul (1992). Pedagogy of Hope. London, UK: Continuum pub. Co.

• Gupta, Latika (2008). Making of a Teacher, Seminar, No. 592, 22-27.

• Krishnamurti, J. (2000). Life Ahead, To parents, teachers and students, Ojai, California,

USA: Krishnamurti Foundation Trust.

• Wood, David (2000). Narrating Professional Development: Teacher's stories as texts for

improving practice. Anthropology and Education Quarterly, 31(4), 426- 448.

Audio-Visual Resources

• Had-Anhad: Journeys wi th Ram and Kabir by Shabnam Virmani

http://www.kabirproject.org/

• Teacher's Journey: An observational film on teaching methodologies of a primary school

teacher in a single-teacher school in MP, India. Director- Deepak Verma, Azim Premji

Foundation. For copies contact - [email protected].

• Where Knowledge is Free: A documentary film about children branded by Caste and

excluded from education. Director Binitesh Baruri. Available at Indian Institute of Dalit

Studies, Q-3, Green Park Ext., New Delhi-16,Ph. 91-11-41643981.

http://www.dalitstudies.org.in.

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Proficiency in English(Self Development Paper)

Internal: 50 Marks

Rationale and Aim

The purpose of this course is to enable the student-teachers to improve their

proficiency in English. A teacher's confidence in the classroom is often undermined by a

poor command of the English language. Research has shown that improving teacher

efficacy, or her own belief in her effectiveness, has a tremendous impact on the classroom. A

teacher who perceives herself as proficient in English is more likely to use communicative

strategies for teaching English. She is less likely to resort to using simple translation or

guide-books for teaching English.

This course focuses on the receptive (listening and reading) and productive

(speaking and writing) skills of English and combines within each of these, both an

approach on proficiency in usage and proficiency in classroom teaching.

Specific Objectives

Ø To strengthen the student-teacher's own English language proficiency.

Ø To brush up their knowledge of grammatical, lexical and discourse systems in

English.

Ø To enable students to link this with pedagogy.

Ø To re-sequence units of study for those who may have no knowledge of English.

This course will attempt to use a variety of resources, tasks and activities to enable the

student-teacher to develop/increase her proficiency in English. The focus will not be on

learning and memorising aspects of grammar and pure linguistics. Instead, the aim will be

to enjoy learning English and to constantly reflect on this learning to link it with pedagogical

strategies.

Unit 1: Introduction · Introduction· English around us· English as a global language – Language of opportunities· Constitutional provision; English as an Associate Official Language· Importance of language proficiency in classroom transaction.· Different avenues for development of language proficiency.

Maximum Marks: 50

External: 0


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· Need and importance of English language proficiency to the elementary teacher.

Unit 2: Understanding Language - Listening to and Producing Oral Discourses· Introduction· Listening with comprehension· Analysing discourse features in Listening and Speaking· Analyzing the suprasegmental features· Issues related to oral discourses· Making oral presentations and constructing different oral discourses · Opportunities to Use Language in context· Oral discourse and their features· Activities:

Ø Theme-based interaction

Ø Listening to oral discourses (speeches, discussions, songs, news reports,

interviews, announcements, ads, etc.)

Ø Producing oral discourses (speeches, discussions, songs, news reports, interviews,

announcements, ads, etc.)

Ø Giving and eliciting feedback for refining oral discourses in terms of features of

discourses and supra-segmental features.

Ø Using classroom theatre (drama, choreography) as a pedagogical tool

Unit 3: Critical Reading· Introduction · Reading for comprehension· extrapolating the texts through making inferences, analysing, reflecting· understanding the theoretical postulates of critical reading· Reading different types of texts such as descriptions, conversations, narratives,

biographical sketches, plays, essays, poems, screenplays, letters, reports, news reports, feature articles, reviews, notices, ads /matrimonial, brochures, etc. and identifying their features.

· Understanding the process of critical reading · Indicators for assessing reading · Activities:

Ø Identifying the features of various discourses they have read

Ø Interpreting tables, graphs, diagrams, pictures, etc.

Ø Reviewing any book/article

Ø Using reading as a tool for reference skills i.e. use of dictionary, encyclopedia and

internet

Unit 4: Writing and Creative Writing· Introduction· Writing for specific purposes and specific audience and understand writing as a

process· Experience the classroom process of writing (individual, collaborative, editing)


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· Writing texts such as descriptions, conversations, narratives, biographical sketches, plays, essays, poems, screenplays, letters, reports, news reports, feature articles, reviews, notices, ads/ matrimonial, brochures etc. and identifying their features

· Recognising errors as a part of learning process· Editing the written texts in terms of discourse features, syntax, morphology and

writing conventions· Indicators for assessing the written discourses· Activities:

Ø Brainstorming on the theme and the type of text, the audience, etc.

Ø Concept mapping on the content and organization of the text

Ø Writing individually and refining through collaboration

Ø Reading related texts for refinement of the written work in terms of discourse

features and theme

Ø Editing texts written by oneself and others in terms of discourse features, syntax,

morphology and conventions of writing

Unit 5: Vocabulary and Grammar in Context· Introduction · What is grammar; how we learn grammar in mother tongue.· Problems with traditional prescriptive grammars.· Classification of words (closed word classes and open word classes).· Lexical, phrasal and clausal categories.· Elements of a sentence (nuclear and optional).· Classification of clauses based on structure, function and finiteness.· Auxiliary system (Tense, Modals, Perfective and Progressive Aspects, Passive).· Syntactic devices (coordination, subordination, complementation,

relativisation, passivisation, embedding, agreement)· Word formation (prefix, suffix, compounding)· Synonyms, antonyms, homophones, homographs, homonyms, phrasal verbs,

idioms· Activities:

Ø Reading passages and analyzing the distribution of linguistic elements.

Ø Classification of words in a given sentences.

Ø Making generalizations on syntactic and morphological properties.

Ø Checking the generalizations in the light of new passages.

Ø Writing discourses and editing them individually and also through collaboration,

feedback.

Ø Critical reading of specific areas of grammar as discussed in a few popular

grammar books and reaching at conclusions.

Ø Framing questions for different types of texts for reading comprehension/

interaction.


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ReferencesAgnihotri, R.K. and Khanna, A.L. (1996). Grammar in context.New Delhi: Ratnasagar.

Cook, G, Guy (1989). Discourse, Oxford University Press , Great Clarendon Street, Oxford

OX2 6DP

Craven, M. (2008). Real listening and speaking -4. Cambridge: Cambridge University

Press.

Driscoll, L. (2008). Real speaking. Cambridge: Cambridge University Press. Elboum, S.N.

(2010).Grammar in context .Heinley ??????????? Grellet, F. (1981). Developing reading

skills UK: Cambridge University Press. Haines, S. (2008). Real writing. Cambridge:

Cambridge University Press Hedge, T. (1988). Writing. Oxford: Oxford University Press.

IGNOU (1999). Reading comprehension (material for Course ES-344 Teaching of

English). New Delhi: IGNOU.

Lelly, C. Gargagliano, A. (2001). Writing from within. Cambridge, UK: Cambridge

University Press.

Maley, A. & Duff, A. (1991). Drama techniques in language learning: A resource book of

communication activities for language teachers (2nd ed.). Cambridge: Cambridge

University Press.

Morgan, J. and Rinvolucri, M. (1983). Once upon a time: Using stories in the language

classroom, Cambridge: Cambridge University Press. Radford, A.

(2014) English Syntax Cambridge University Press

Seely, J. (1980. The Oxford guide to writing and speaking. Oxford: Oxford University

Press.

Slatterly, M. and Willis, J. (2001). English for primary teachers: A handbook of activities

& classroom language. Oxford: Oxford University Press. Thornbury, Scout (2005)

Beyond the Sentence- Introducing discourse analysis. Wright, A. (1989). Pictures for

language learning, Cambridge: Cambridge University Press.

* * *

U Literature can also be a spur to children’s own creativity. After hearing a story,

poem or song, children can be encouraged to write something of their own. They

can also be encouraged to integrate various forms of creative expression

-NCF - 2005


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nd2 Year D.El.Ed. Paper 1

Education in Contemporary Indian Society (General Paper)

Internal: 40 MarksRationale and Aim

This course involves an understanding of the events and issues that have influenced and

continue to shape the lives of people in India. The student teachers are expected to enrich their

understanding of education by relating and integrating the discussions on the historical, political,

economic trajectories of Indian society discussed in the course. The course aims to examine the larger

issues in Indian society within which educational structures, policies and provisions get shaped.

We have a heritage in education drawing upon many sources. It is upon this heritage that

further developments directed towards building understanding in education and its processes needs

to be built. Here again, perspectives from different social science disciplines have been drawn to

enable the student teachers to acquire analytical frameworks to examine developments in education,

connecting with the past and looking ahead. This course forms the basis to think critically. A

questioning outlook is required from students teachers which can help them challenge their own

presumptions regarding the nature of Indian society, issues and challenges and it's influence on the

processes, content and structure of education.

Objectives· To familiarize student teachers with an understanding of the historical and socio-economic

trends of Indian society in order to be able to appreciate the interrelatedness of education and the wider context

· To develop critical understandings of the diversity and heritage of Indian society · To examine inequalities that plague Indian society and challenges of achieving social

justice · To understand the relationship between the public context of education and the Indian

Constitution in a democratic country like ours, especially in shaping the aims of equity, quality, justice and inclusion in education

· To observe and examine the nature of manifestation of social diversity in classrooms, revisit one's general presumptions and reflect on one's role as a teacher

· To build a robust vision of a school, community and society from a liberal, humane perspective

Unit 1: Colonial and nationalist ideas on education· Colonial education, indigenous education, debate over education policy (Orientalists,

Maximum Marks: 100

External: 60 Marks


127

Anglicists) development of English education, impact on content, pedagogy and the school system.

· Nationalist Movement - Rise of national consciousness, education reforms and legacy, influence of these ideas in shaping nationalist discourse in education.

· Social Movements in pre-independent India– Voices of the marginalized and their struggles for equal participation in education

Unit 2: Indian Constitution and Provisions for Education· Constitution and Education: Constitutional vision of independent India, Directive

Principles of State Policy and educationrd th

· Panchayat Raj Institutions and Education - 73 & 74 Constitutional Amendments and its implications.

· Policies, Acts and Provisions related to education and children with special reference to their contexts (class, caste, tribe, religion, language and gender)

· Equality and Justice in the Indian Constitution (Understanding the Preamble and basic concepts in Indian Constitution, Role of education to ensure Fundamental Rights); Reservation as an egalitarian policy: Equalisation of educational opportunities, Differential school system and idea of common neighbourhood and school system

· Human and Child Rights

Unit 3: Inequalities in Contemporary Indian Society· Nature and causes of inequalities - Equality, equity, democratisation of quality education.· Changing social structures and education: Caste, Class and Social Exclusion · Power, Ideology and Merit in Education: differential school system and the idea of

common neighbourhood school; Debates around growing influence of English language, mother tongue on medium of instruction

· New Economic Reforms and their impact on Education· Public Education Vs Private Education and Privatisation of Public Education· Globalisation and its impact on education; Environmental degradation, Consumption

patterns and issues of sustainable development; Loss of indigenous knowledge systems including languages

· Education and Human Resource Development

Unit 4: Educational Policies and Programmes in Independent India· Important features of educational commissions and policies (Basic education and its

review, Kothari Commission, NPE-1986, Learning Without Burden Report by Yashpal-2003, NCF-2005, RTE-2009, SCF-2011…)

· Important programmes (APPEP, DPEP, SSA, RMSA, Teacher Education)· Special programmes: Mid Day Meal, ICT, OBB, MLL.· Innovations and alternative forms of educations: Eklavya, Diganathar, Rishi Valley, ABL,

CLIP, CLAPS, LEP, Children Literature, Classroom Library, Children Diaries, Wall Magazine, M.V. Foundation [Bridge Course Centres] etc.

Unit 5: Vision of an Inclusive and Democratic Indian Society· Democratisation of Education· Peasant, Dalit and Feminist Movements and their implications to Education · Education of Disabled, Marginalised and Socially Disadvantaged


128

· Role of state, school and teacher in building an Inclusive and Democratic Indian Society

Suggested Mode of Transaction· Classroom discussions on student teachers' prior understanding of concepts such as

Democracy, Equality, Social Justice, Inclusion, Access, Success, Stagnation, Dropout and dealing with deprivation and learning experiences

· Reflective assignments to engage student teachers in challenging their presumptions regarding India's diversity and legacy

· Close and critical reading, as well as analysis of education policy documents, texts, and articles

· Dialogue, discussions and analysis based on classroom observations, interpretation and analysis of primary and secondary data on learning conditions and experiences of children in school and its impact on meaningful, participatory learning.

Suggested Practicum TasksTask 1: Student teachers discuss in groups Gandhi's vision of Basic education and its implications

for school curriculum.

Task 2: Student teachers can collect autobiographies, biographies, short stories focussing on

education to analyse the nature of schooling in colonial and post independent India.(Om

Prakash Valmiki's “Joothan”, Rabindranath Tagore's ”The Parrot's Training”, for instance)

Task 3: Student Teachers take up case studies of social movements in the region, for instance,

Women, Dalit and Tribal movements, Displacement, Land Rights, Human Rights and

examine issues such as education as social action, role of education in breaking the cycle

of poverty and increasing opportunity.

Task 4: Student teachers take up group projects on themes such as First generation school goers –

issues and concerns; Education of children from slums, migrant children and other

children in difficult situations– documenting experiences; Education of children with

special needs – challenges and opportunities

Task 5: Student teachers view films (such as Satyajit Ray's Apu Trilogy) to discuss issues like

deprivation and formal schooling, drawing from their own experiences in school.

Task 6: Student teachers research, reflect and present their points of view on alternative visions of

Indian democracy: presenting multiple perspectives on the expectations from democracy

in India, and the institutions and attitudes of mind needed to give expression to these.

Other Tasks:

Some Suggested Projects on Contemporary Indian issues· Critical appraisal of Constitutional values as practiced in an Educational Institution· Comparative study of different workplaces· Conflicts and Social Movements in India: Women, Dalit and tribal movements,

Displacement, Land, Human Rights, Communal mobilization.· Displacement and Development· Educational debates and movements· First generation learners in school· Children with disability and inclusive education


129

· Role of Media in Democracy· Effects of mass media/ social media on children's education· Understanding childhood in India· Analysis of contemporary debates in media· Education for Peace· Construct of the child and school in RTE act· Language within school· Tracing any farm/industrial product to its origin· Role of state and international political economy in producing and addressing

marginalization· Linguistic and religious diversity of India· Significance of minority rights· Educational status, opportunities and experiences of Dalits, Tribals and Religious

minorities in India· Marginalization and education of children from slums and distress migration· Challenges of pluralist education in the context of conflict· Impact of electronic media on children· Understanding youth culture in the present times and the impact of internet and other

visual mediums

Essential Readings· Government of India (GOI) (1986/92) New Education Policy, MHRD: New Delhi.· IGNOU FHS 01 Block 3 Emergence of independent India. IGNOU: New Delhi. Unit 10:

Indian National Movement I.· Kashyap, S C (2009) The Constitution of India. National Book Trust: New Delhi.· Naik,J.P. (1979.) Equality, Quality and Quantity: The Elusive Triangle in

IndianEducation. Macmillan:Delhi· NCERT Class VIII Textbook (2006-2008) Social and Political Life III NCERT: New Delhi

Unit 1, 2, 3, 4, & 5.· NCERT Class XII History Textbook (2006) Themes in Indian History II, Theme 3 NCERT:

New Delhi· NCERT Class XII History Textbook(2006) Themes in Indian History III Theme 3 NCERT:

New Delhi.· NCERT Textbook (2006) Democratic Politics 1, NCERT: New Delhi Chapter 3,4,& 5.· NCERT textbook (2006) Social and Political Life 1, NCERT: New Delhi. Unit 3.· Nurullah,S. and Naik,(1964)A Student's History of Education in India:1800-1965.

Macmillan· Raina, Vinod (2009) Right to Education, Seminar 593

Advanced Readings · Chandra, Bipin (1997) Nationalism and Colonialism, Orient Longman: Hyderabad.

Chapter 1.· Famous Speeches of Gandhiji : Speech On The Eve of The Last Fast January 12, 1948.


130

· Government of India (GOI) Right to Education Act 2009, MHRD: New Delhi. http://www.gandhi-manibhavan.org/gandhicomesalive/speech8.htm

· Jain, L. C. (2010). Civil Disobedience. Book Review Literary Trust: New Delhi. Select Chapters.

· Kashyap, Subhash C. (1992). Our Parliament. National Book Trust: New Delhi · LalChaman (2007) Bhagat Singh, The Jail Notebook and other Writings, Leftword

Publication: Delhi.· Sadgopal, Anil (2000). Shiksha Main Badlav ka Sawaal: Samajik Anubhavo se Niti Tak.

GranthShilpi: Delhi· Sadgopal, Anil (2009). Muft aur anivarya Shiksha Adhikaar Vidheyak 2008.Vimarsh,

Vol.1.th

· The leaflet thrown in the Central Assembly, New Delhi-8 April, 1929 http://www.shahidbhagatsingh.org/index.asp?link=april8

Documentaries/ DVDs for Discussion· Baburaj and C. Saratchandran, The Bitter Drink: Chronicles of the struggle of a tribal

community, against a mighty global multinational company; also discusses the issue of the ownership of natural resources, mainly water, 27 min.

· Bharadwaj Ajay (2007) Rabba hum kee kariye. This film traces a shared history of pre-partition Punjab - a culture, language and a way of life. Captures the film- maker's encounters with feelings of guilt and remorse about the genocidal violence of partition.

· Bhardwaj, Ajay (2007) So Shall You Reap: a film on genetically engineered (GE) seeds with specific reference to India for environment and development, 35 min.

· Bose, Krishnendu (2001) Cry of the Forest, A film on the politics of conservation, it tries to look into a more holistic meaning of conservation where people also are part of the forest and animals, 30 min.

· Mehta Deepa (1999) 1947 Earth.· The Slow Poisoning of India is a 26-minute documentary film directed by Ramesh Menon

and produced by the New Delhi-based The Energy and Resources Institute (TERI).· Which Language? Who's Language? Is a 10 minute film developed by NIAS, Bangalore as

part of their District Quality Education Project. It focuses on the challenges faced by the Soliga (a Tribal group) children in having to study in Kannada which is the regional language, while their own dialect is not understood or accepted by the teachers.

* * * *


131


Integrating Gender and Inclusive Perspectives in Education

(General Paper)

Internal: 40 Marks

Rationale and Aim This course addresses the complex relationship that exists between diversity, inequity, and

education. It aims to sensitize students to the diversity of life experiences and learning needs of

different kinds of children. Children with special needs, those from marginalized communities as

well as girls have been traditionally excluded from education. Inclusive education, as understood

today, must give a place to all children, while specifically addressing the above. This becomes even

more significant in the light of the Right to Education Act 2009. While critically looking at our

education through this lens, this course also tries to explore certain possibilities by addressing the

nature of inclusive education as well as the sensibilities and skills that it demands from the teacher.

This course pertains to the study of new perspectives that have emerged in education. The

need to promote inclusive education is increasingly being felt all over the world to integrate children

with disabilities, at all levels of education as equal partners, to prepare them for normal development,

and to enable them to face life with courage and confidence. The teachers are largely inadequately

prepared to address such challenges in the classroom, and hence, fail to understand their needs and

facilitate learning for them. Same can be said about the children who come from socially and

economically deprived backgrounds, Scheduled Castes, Scheduled Tribes, minority and other

communities, girls and children with diverse learning needs. There is a dire need to equip the teachers

to overcome their biases in this regard and to develop professional capacities to address these

challenges.

Development of positive gender perspective is another expectation from school education to

address widespread discrimination and injustice at all levels in society. It requires not only a

pedagogic approach but also a linkage between theory and real life situations to promote respect for

women and reach gender equity. Another major concern is an increasing violence and polarization,

both within children and between them, being caused primarily by increasing stress in society. The

classroom teaching can play a crucial role by constructing and endorsing values and life skills in

students to prepare them for meeting the demands and challenges of everyday living and by

promoting values of peace based on equal respect of self and others. Similarly, to meet the ecological

crisis, promoted by extremely commercialized and competitive lifestyles, teachers and children need

Maximum Marks: 100

External: 60 Marks


132

to be educated to change their consumption patterns and the way they look at natural resources.

Thus, an engagement with emerging educational perspectives will enable teachers to

contextualize education and evolve desired curriculum, subject- content and pedagogy, and can

become catalysts of change both at individual and institutional level.

Objectives

· Develop a comprehensive and critical understanding on disability, marginalization and inclusive education.

· Understand how barriers to learning arise from various discriminatory practices, curriculum, teaching approaches, school organization, and various other social and cultural factors.

· Focus on the structures (implicit and explicit) in our schools that serve as a hindrance to the inclusion of all students.

· Deliver pedagogy, curricula that engages all students, including those with disabilities to address inequality and diversity in Indian classroom.

· Integrate learnings on gender and inclusion across all courses

Units of StudyUnit 1: Inclusive Education

· Forms of inclusion and exclusion in Indian education (marginalized sections of society, gender, children with special needs)

· Discrimination practices in schools and its implications

· Meaning of Inclusive Education

· Addressing Inequality and Diversity in Indian Classroom: pedagogical and curriculum concerns

· Understanding and exploring the nature of assessment for inclusive education

Unit 2: Children with Special Needs

· Historical and contemporary perspectives to disability and inclusion

· Range of learning difficulties

· Disability identification, assessment and interaction

· Approaches and skills for teaching children with learning difficulties

Unit 3: Inclusion and Classroom Management

· Academic inclusion and support

· Inclusive classrooms

· Mono-grade, multi-grade situation and inclusion

· Multilevel strategies

· Multi-lingualsism and inclusion

Unit 4: Gender, School and Society

· Social construction of masculinity and femininity

· Patriarchies in interaction with other social structures and identities

· Reproducing gender in school: Curriculum, textbooks, classroom processes and student-


133

teacher interactions

· Working towards gender equality in the classroom

Unit 5: Integration of gender and inclusion perspectives

· Reflection on personal growth vis-à-vis beliefs, assumptions and stereotypes

· Analyses ofgender and inclusion perspectives gleaned from rest of the courses in the context of current schooling practices

· Developing a vision of an inclusive society and school and ways and means of achieving it

Mode of Transaction

· The Practicum and the Theory courses of the entire programme are to be integrated into a solid platform for this course. In consonance with other courses, this course helps in understanding how structures in school create barriers for inclusionary practices

· Dialogues, discussions and reflections have to be the key for the transaction of this course

· Critical readings and discussions on selected texts

Suggested Practicum

· Observe a classroom/ school and write a report on how children are excluded from the school or classroom processes. Write a report and present.

· Identify the out of school children ( 3 to 5 members) in a village and ask them why they were dropped out from the school. Write a report on reasons for exclusion.

· Collect the admission rules and examination related rules and analyse them whether these rules are affecting children for inclusion or exclusion. Write a report and present.

· Ask the teachers/ Headmaster what entitlements are being given to the children for inclusion of children in the school. Write a report and present.

· List out the children's languages in the school and ask the teachers how they are addressing multi-lingual situation in the class. Write a report and present.

· Ask the class V language teacher about the levels of the children and how he handle the multi level situation in the class. Write a report and present.

· Visit a Primary School (2 or 3 teachers working school) and ask the teachers how they are preparing timetable and handling the classes in multi grade situation. Write a report and present.

Suggested Readings

· Bhattacharjee, Nandini (1999) Through the looking-glass: Gender Socialisation in a Primary School in T. S. Saraswathi (ed.) Culture, Socialization and Human Development: Theory, Research and Applications in India. Sage: New Delhi.

· Geetha, V . (2007) Gender. Stree: Calcutta.

· Teacher Handbook on Inclusive Education, (Disha) – SCERT and Save the Children, 2013.

· Ghai, A. (2005) Inclusive education: A myth or reality In Rajni Kumar, Anil Sethi &Shalini Sikka (Eds.) School, Society, Nation: Popular Essays in Education New Delhi, Orient Longman

· Ghai, Anita (2008) Gender and Inclusive education at all levels In Ved Prakash & K.Biswal (ed.) Perspectives on education and development: Revising Education commission and after,


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National University of Educational Planning and Administration: New Delhi

· Jeffery, P. and R. Jefferey (1994) Killing My Heart's Desire: Education and Female Autonomy in Rural India. in Nita Kumar (ed.) Women as Subjects: South Asian Histories. New Delhi: Stree in association with the Book Review Literacy Trust: Kolkata pp 125-171.

· Kumar, K. (2004) 'Growing up Male' in What is Worth Teaching New Delhi: Orient Black Swan

· NCERT. (2006). National Focus Group Position Paper on Gender Issues in Education.

· NCERT. (2006). National Focus Group Position Paper on Education with Special Needs Inclusive Education.

· NCERT. (2006). National Focus Group Position Paper on Problems of Scheduled Caste and Scheduled Tribe children.

Advanced Readings

· Alur Mithu and Michael Bach, (2009), The Journey For Inclusive Education In The Indian Sub-Continent Routledge: UK.

· Epstein, C. (1984) Special Children in Regular Classrooms. Virginia: Reston Publishing Company, Inc.

· Frostig, M, and, P. Maslow (1973) Learning Problems in the Classroom: Prevention and Remediation. Grune & Stratton: New York .

· Gabel, Susan L. (ed.), (2005) Disability Studies in Education, Readings in Theory and Method, Oxford: London.

· Ghai, A. and Sen, A. (1991) Play and the Mentally Handicapped Child. Digest, Vol. 4 (1).

· Ghai, Anita (2006). Education in a globalising era: Implications for disabled girls, Social Change, 36 (3) pp 161-176

· Macdonald, M. (1980) Schooling and the Reproduction of Class and Gender Relations. In L. Barton, R. Meighan and S. Walker. (ed.) Schooling, Ideology and the Curriculum. Lewes, The Falmer Press: UK pp 29-49.

· Manjrekar, N. (2003) 'Contemporary Challenges to Women's Education: Towards an Elusive Goal?' Economic and Political Weekly, 38 (43), 4577-4582

· Singh, Renu (2009), The wrongs in the Right to Education Bill, The Times of India, 5 July.

TEACHER

T : Truthfulness, ToleranceE : Efficiency, Ever LearnerA : Ability, Affection, AccountabilityC : CharacterH : HonestyE : EnthusiasmR : Responsibility


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School Culture, Leadership and Teacher Development

(General Paper)

Internal: 40 Marks

Rationale and Aim

The purpose of education is to enable happy, meaningful learning environments for

all children. Between the „idea of education" and the implementation of an educational

programme is a long journey that witnesses a range of dynamics amongst several important

players. These include teachers, parents, school heads, district and block level education

functionaries, academics, educators, the community, government planners and policy

makers, and children.

How are schools organized? What roles do government functionaries perform to

help schools provide quality education? What kind of leadership enables effective school

education? How are educational standards defined? What are the processes of change

facilitation in education? This course brings together pieces of the puzzle that constitute

effective school education. Through workshops, discussions, readings, field-based project

work and project presentations, students will develop an understanding of the range of

factors that enable school organization and management.

The systems of education around the world are changing. With the start of the new

millennium many societies are engaging in serious promising educational reforms.

Professional development of teachers is one of the key elements in most of these reforms.

Societies are finally acknowledging that teachers are not only one of the 'factors' that need to

be changed in order to improve their education systems, but they are also the most

significant change agents in these reforms. This double role of teachers in educational

reforms - being both subjects and objects of change - makes the field of Teacher

Development a growing and challenging area, and one that has received major attention

during the past few years. This new emphasis has been welcomed by teachers and educators

in general as it represents a much needed appreciation of teachers' work, and also promotes

the concept of Teacher Development.

Teacher Development is a broad area which includes Teacher Education, Teacher

Training and any other effort that the teacher makes to develop his/her competencies as a

teacher. It is a lifelong process which begins with the initial preparation that teachers

Maximum Marks: 100

External: 60 Marks


136

receive and continues until retirement. Hence this course helps in studying models of

teachers' initial preparation, as well as models of in-service 'training' and other learning

experiences that enhance teachers' practices and professionalism through their lives.

This course also enables the participants to critically examine the role and

contribution of various Regulatory Bodies and support institutions for improving quality of

Teacher Education.Specific Objectives

The overall objective of this course is to enable students to develop a holistic

understanding of the range of issues and dynamics that constitute school education. The

specific objectives are:

Ø To familiarize students with the structures and processes of the Indian education

system.

Ø To help students develop a critical understanding of the notion of school

organization and management in the context of the structures and processes of the

education system.

Ø To enable students develop a comprehensive understanding of context-specific

notions of school effectiveness.

Ø To enable students to develop an understanding of school leadership and change

management.

Ø To help students make overt connections between field-based project work,

educational leadership and change facilitation.

This course enables student teachers to develop an understanding of the system of

education, how it operates, the role and functions of each of the different levels of the school

system; its relationship with school curriculum and its impact on pedagogic processes in the

classroom. This is likely to provide insight into the constraints of a system and the specific

role and space that teachers and school leadership can claim to initiate change.

Units of Study

Unit 1: School and School Culture

· The concept and purpose of school (It's an organization/ institution; it has resources/ processes/ outcomes).

· School and community

· School culture and organization

· School ambience and environment and infrastructure

Unit 2: School Level Programmes and Activities

· School timetable/ schedule

· School assembly

· School library

· School Development Plan - Planning, implementation and assessment

· School community relationship


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· School games, sports, tournaments

· School level cultural activities

· School level records

· Resources - Human, physical, financial

Unit 3: School Effectiveness and School standards

· School effectiveness and its improvement

· School improvement – Strategies, initiatives

· School performance evaluation: Process and performance indicators

· Understanding developing standards in education (Academic Standards for curricular and co-curricular subjects)

Unit 4: School Management and Leadership

· Concept of school administration, management and leadership

· Types of managements and leadership

· HM as a leader: Delegation, conflict management, maintain relationship (inter personal); administration, team building and team work, school improvement, modeling, resource management, community relationship

Unit 5: Academic Leadership of Headmaster

· Allotment of subjects: Curricular and co-curricular

· Ensuing teacher preparation (lesson plan/ TLM etc.)

· Ensuing effective classroom Teaching Learning Process

· Academic monitoring - Classroom observations, observations of teachers and children records, assessment of children performance and progress.

· Baseline testing and conduct of remedial teaching as a whole school process

· Demonstration of children performance to the parents during SMC meeting (RTE-2009)

· Conducting staff meeting - Review performance, recording the minutes, resolutions, fixing targets.

Unit 6: Teacher and Teacher Development

· Teacher as an organic intellectual, social transformer and social change

· Teacher as a co-learner (learning on a continuous process)

· Roles and responsibilities of teacher and accountability

· Teacher professional ethics

· Teacher and community development

· Concept of a teacher development, teacher education and teacher training

· Current status and practices of teacher development

o Government/ management initiative programmes

o Self directed and managed professional development


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· Impact of teacher development on students, organization and community.

· Pre-service teacher education: Concept, nature, objectives, scope.

· In-service teacher programme: Purpose and practice of various commissions and recommendations

· Continuous professional development - Programmes - Initiatives and Strategies: Read and reflections, reflective practices, journal writing, action research, attending seminars and programmes, career development courses and trainings, membership in professional forums and libraries, using internet and connected learning, resource collection, association with professional institutions i.e. School Complex, MRC, DIET, SCERT, NCERT etc., participation in educational debates and movements

· Roles, functions and networking of institutions like NCERT, NCTE, NUEPA, SCERT, IASE, CTEs, DIETs and their websites.

Mode of Transaction

· Close reading of specific texts

· Observation and documentation of school organizational processes

· Field visits: centers of innovation, different school types

· Group works and presentations


· The practicum component of this course is meant to help students make specific connections between field observations, class discussions, analytical presentations and participation in change visualization.

· Prepare a School Development Plan (SDP) and present.

· Develop a questionnaire for an HM and write a report on whether he may be a leader or manager.

· Meet 2 or 3 Headmasters of UP/ High School and list out the problems of their schools and its management. Discuss with them about how do they solve the problems. Write a report on your experiences.

Suggested Topics

· Managing the classroom

· The role of the school head

· Interactions with support organizations

· School improvement plan

· Change facilitation processes

• Essential Readings

Batra, Sunil (2003). From School Inspection to School Support. In N. Sood (ed)

Management of School Education in India.: NIEPA: New Delhi. Early, P. and D. Weindling

(2004). A changing discourse: from management to


139

leadership. In Early, P. and D. Weindling (ed) Understanding School Leadership,

Paul Chapman Publications: UK. Fullan, M. (1993). Why Teachers Must Become Change

Agents. In Educational

Leadership, 50 (6).

Govinda, R. (2001). Capacity Building for Educational Governance at Local Levels.

Paper presented at the International Consultation on Educational Governance at

Local Levels, Held at UNESCO, Paris 27-28 February 2001. Jha, Madan Mohan (2002).

School without Walls Heinemann: New Delhi pp 24- 40;

128-155 .

Majumdar, S. (1990). Infrastructure and Educational Administration. In Mukhopadhyay

and Parkar, Indian Education: development since independence. Vikas Publications:

New Delhi.

Marzano, R, Waters and McNulty (2005). School Leadership that Works ASCD: Virginia pp

13-27; 41-64.

NCERT, Educational Statistics of India, New Delhi (issues of the last decade). Senge, P. (2000).

The Industrial Age System of Education. In Schools that Learn, NB: London. pp 27-58.

"All the power is within you;You can do anything and everything.believe in that ;Don't believe that you are weak,Stand up and express the divinitywith in youl.

-Swamy Vivekananda


140


Pedagogy of English at Primary Level

(Methodology Paper – Classes I to V)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and AimThis course focuses on the teaching of English to learners at the elementary level. The aim is

also to expose the student-teacher to contemporary practices in English Language Teaching (ELT). The course also offers the space to critique existing classroom methodology for ELT.

The theoretical perspective of this course is based on a constructivist approach to language learning. This course will enable the student teacher to create a supportive environment, which encourages their learners to experiment with language learning. The course will also focus on developing an understanding of second language learning.

The course aims at exposing the teacher to the contemporary practices in English Language Teaching (ELT). It also offers the space to critique the existing classroom methodology for ELT. The theoretical perspective of this course is based on the constructivist approach to language learning as envisaged in NCF 2005 and SCF 2011. This course will enable the student-teacher to create a supportive environment which encourages the learners to experiment with language learning. The course will also focus on developing an understanding of second language learning.

Specific Objectives

· Equip student-teachers with a theoretical perspective on English as a „Second Language‟

(ESL)

· To equip the teachers with theoretical perspective on language and language teaching and 'English as a Second Language' (ESL)

· To develop critical awareness among the teachers about the scenario of contemporary ELT

· To develop in them a perspective on English language teaching.

· Enable student-teachers to grasp general principles in language learning and teaching.

· To help them understand the young learners and their learning context.

· Grasp the principles and practice of unit and lesson planning for effective teaching of English

· Develop classroom management skills; procedures and techniques for teaching language.

· To equip them with competencies which help them in understanding the classroom and classroom processes and to design the class accordingly.


141

· To help them examine and develop resources and materials for use with young learners for language teaching.

· Examine and develop resources and materials for use with young learners for language teaching and testing.

· Examine issues in language assessment and their impact on classroom teaching.

The course is designed to be very practical in nature and includes equipping the student- teacher with numerous teaching ideas to try out in the classroom. Of course, all practical ideas must be related to current theory and best practice in the teaching of young learners. It is important to make a constant theory-practice connection for the student-teachers.

Units of StudyUnit 1: Issues of Teaching of English at the Elementary Stage

· Issues of learning English in a multi-lingual/ multi-cultural society: Issues related to teacher proficiency; Acquisition of language Vs Preparing children for examination, English as the language of prestige and power; the politics of teaching English in India; key factors affecting second language acquisition

· Teaching English as a second language: developmental, socio-economic and psychological factors;

· The nature f language – learning versus acquisition; the pedagogy of comprehensible input

Unit 2: Teaching Learning Material and Textbooks

· Nature of the teaching learning material at Primary Level – Classes I and II/ Classes III to V.

· Role of big books and theme pictures in teaching English.

· Philosophy and guiding principles for the development of English textbooks - NCF, SCF, RTE, Position of Paper on Teaching of English.

· Selection of themes and unit structure.

· Academic Standards and learning indicators.

Unit 3: Approaches to the Teaching of English

· Approach- Method - Strategies and techniques; Behavioristic and Structural Approaches: grammar-translation method, directive method, communicative approach, suggestopedia.

· The pedagogy of comprehensible input.

· Approaches to teaching of English to young learners.

Second Language acquisition theories - Stephen Krashen, Steven Pinker, Vivian Cook, Vygotsky.

· The Cognitive and Constructivist Approach: nature and role of learners, different kinds of learners – young learners, beginners, teaching large classes etc, socio-psychological factors (attitude, aptitude, motivation, needs, level of aspiration, home environment/ community/ peer group)


142

· State specific initiatives - Paradigm shift in teaching and learning; Narrative as a pedagogical tool; Discourse oriented pedagogy.

· Activities: Seminars, presentations, on various topics related to language and language pedagogy, analysis of Primary textbooks (I to V) government and private publications.

Unit 4: Classroom Transaction Process

· The Modular transaction – Pre-reading, Reading and Discourse construction and editing; Role of interaction in transaction of different modules in a unit; Steps in teaching.

· Pre-reading – objectives, strategies – theme-related interaction and production of oral discourses

· Reading – objectives; the micro-process of reading comprising individual, collaborative reading; extrapolating the text; graphic reading for the beginners

· Post-reading- Objectives, Process of discourse construction; individual writing, refining through collaboration; graphic writing for the beginners

· Editing the written discourses

· Publishing children's products

· Dealing with textual exercises (vocabulary, grammar, study skills, project work)

· Strategies for addressing low proficient learners

· Multi grade and multi level teaching strategies.

· Activities: Storytelling, team teaching, framing of questions, picture based interaction.

Unit 5: Planning and Material Development

· Introduction, What is planning; its importance.

· Year plan, unit plan and period plan; Teacher reflections.

· Material development; preparation of material for young learners - Picture drawing, cutouts, flash cards.

· Developing and trying out various resources, techniques, activities and games for learning English

· Analyzing and reviewing teaching-learning material

· Activities:

o Critical examination of lesson plans prepared by teachers

o Preparation of year, unit and period plans

o Conducting workshop for preparation of materials for young learners

Unit 6: Assessment

· Review of current assessment procedures

· What is assessment, Why, How and When; Continuous and Comprehensive Assessment

· Formative assessment; assessment “as learning” and assessment “for learning”– tools and strategies; evidences of assessment;


143

· Summative Assessment – Tools, assessment of learning; Test items in Summative Assessment.

· Grading indicators for Formative and Summative Assessment both for oral and written products

· Recording of children performance - CCE Registers, Cumulative Record.

· Assessment and feedback.

· Activities:

o Formative tools and awarding marks based on certain indicators.

o Preparation of summative question paper and development of indicators for awarding the marks.

o Analyzing answer scripts of learners.

o Critical examination of grading indicators.

Mode of Transaction

· Use of ICT in classroom transaction

· Interactions

· Brainstorming

· Individual and collaborative learning in reading and writing

· Group works and presentations

· Giving feedback

· Demonstration and discussions

· Reflections

· Project work and presentations

· Reflective journals

Project/ Practicum

· How teaching learning is being taken up in Primary classes I and II/ classes III to V and what are the gaps that you have identified between theory and practices.

· Write a report about the material available and its utilization in classrooms for learning English language.

· Write a report on how far the children are following the textbooks and its various components and how effectively teacher following the suggested the classroom process in delivering them.

· Nature of errors committed by children in using the language in spoken and written and how can we overcome those errors?

· Nature of interaction is taking place during the stages of classroom transaction.

· Prepare a Summative Question Paper basing on the Academic Standards.


144

· Collection of children rhymes/ songs and stories for classes I and II/ classes III to V.

· Develop activities to improve the speaking and writing skills among the students.

Essential Readings

· Anandan. K.N. (2006) Tuition to Intuition , Transcend , Calicut.

· Anandan. K.N. (2015) Freedom from Imperial Shakles, Mathrubhumi publications, Kozikode, Kerala.

· Brewster, E., Girard, D. and Ellis G. (2004). The Primary English Teacher's Guide. Penguin. (New Edition)

· Ellis, G. and Brewster, J. (2002), Tell it again! The new Story-telling Handbook for Teachers. Penguin.

· NCERT, (2005). National Curriculum Framework, 2005. New Delhi: NCERT.

· NCERT, (2006). Position Paper National Focus Group on Teaching of English. New Delhi: NCERT

· Scott, W. A. and Ytreberg, L. H. (1990). Teaching English to Children. London: Longman.

· Slatterly, M. and Willis, J. 2001, English for Primary Teachers: A Handbook of Activities and Classroom Language, Oxford: Oxford University Press.

· Chard, S. C. (1998).The Project approach: Making curriculum come alive, Practical guide 1. Scholastic.

· Nagaraj, G. (1996). English language teaching: Approaches, methods, techniques. Calcutta: Orient Longman.

· NCERT (2005).National curriculum framework. New Delhi: NCERT.

· NCERT (2006).Position paper on teaching of English (1.4). New Delhi: NCERT.

· NCERT (2008).Source book on assessment for classes I – V: Language – English. New Delhi: NCERT.

· Nunan, D. (2004). Task-based language teaching. Cambridge UK : Cambridge University Press.

· Parrot, M. (1993). Tasks for language teachers: A resource book for training and development. Cambridge UK: Cambridge University Press.

· Pinker, S. (1997).The language instinct. London: Penguin Books.

· Prabhu, N.S. (1987). Second language pedagogy.New Delhi: Oxford University Press.

· Tomlinson, B. (2013). (Ed.), Applied linguistics and materials development. New York:

Bloomsbury.

· Position Paper on English Language Teaching.



145

For Unit 3

· Fogarty, R. (2006). Literacy Matters: Strategies Every Teacher Can Use. USA:Corwin

Press pp. 59-62.

· Wyse, D. and Jones, R. (2001). Teaching English, Language and Literacy. NewYork:

RoutledgeFalmer, pp. 169-175.

For Unit 5

· Browne, A. (2007). Teaching and Learning Communication, Language and

Literacy.London, UK: Paul Chapman, 175-210.

· Sahi, J. and Sahi, R. (2008). Learning through Art. Eklavya, Bangalore, 125-137

Advanced Readings

· Cameron, L. (2001) Teaching Languages to Young Learners, Cambridge: Cambridge

University Press.

· Curtain, H. A. and Dahlberg, C. A. (2004). Languages and Children: Making the Match.

Boston: Pearson.

· Tomlinson, B. (Eds.) (1998). Materials Development in Language Teaching. United

Kingdom: Cambridge University Press.

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146


Pedagogy of Environmental Studies at Primary Level(Methodology Paper – Classes III to V)

Maximum Marks: 100

External: 60 MarksInternal: 40 Marks

Rationale and AimEnvironmental Studies is concerned with the exploration, investigation and development of

an understanding of the natural, human, social and cultural dimensions of local and wider environments. It provides opportunities to engage in active learning, to use a wide range of skills, and to acquire open, critical and responsible attitudes.

The main aim of this course is to prepare student-teachers for the current challenges in elementary education and to equip them with theoretical and practical understanding of the nature and content of the subject. This course provides an opportunity for them to understand the philosophical and epistemological basis of EVS as a composite area of study that draws upon sciences, social sciences and environmental education. It will help them to correlate their theoretical understanding related to child's learning with classroom processes and interaction, leading to better understanding and effective classroom transactions. This course also provides opportunities to understand and explore children's ideas which will help them to revisit and challenge their own conceptual understanding, identify preconceptions and advance towards better understanding.

Course Objectives

• To help student-teachers understand the scope of EVS and internalise different perspectives of curriculum organization.

• To facilitate student-teachers to probe children's ideas in science and social science

• To prepare student-teachers to plan for and carry out classroom at the level of lower primary level( Class I-V)

· To prepare teachers to practice appropriate methods and approaches of teaching environmental studies emphasizing child centered and child friendly experience based , activity based and competency based approaches to teaching.

· To prepare student-teachers to assess children's learning using different pathways.Unit 1: Understanding EVS/ Concept of EVS

· Introduction

· Meaning, Scope and Importance of EVS, its Evolution as a Curricular Area at Primary Level.

· Different Perspectives on EVS: NCF-2005, SCF-2011, Prashika program (Eklavya's Innovative Experiment in Primary Education)- To see how curricular vision takes the


147

shape of syllabus.

· EVS as an integrated area of study: Drawing upon Understanding from Science, Social Science and Environmental Education.

· Objectives/ principles of teaching EVS – NCF-2005.

· NPE-1986 – 10 core elements (Social).Unit 2: Understanding Children's Ideas

· Introduction.

· Knowledge that a 5-12 Year Child Has (Ideas and alternative conceptions)

· How this knowledge is acquired? (How Children Learn?)

· Relating Cognitive Growth of Children to The Development of Concepts with Reference to EVS (Piaget)

· Innate abilities.Unit 3: Teaching of EVS/ Classroom Transaction

· Process Approach in EVS: Process Skills- simple experiments, observations, classification, proving questions, framing hypothesis, designing experiments, recording results, data analysis, drawing inferences, interpretation of results, giving examples.

· Map-Picture Differentiation, Map Reading

· Ways of conducting inquiry: Activities, Discussions, Group work, Field visits, Survey, Experimentations etc.

· Activity approach (What is activity? Profile of activity, Primary Education Project principles).

· Using Children's Ideas as a Tool for Learning.

· Role of Teacher in Classroom Transaction.

· Integration of Subjects (Language and Mathematics)

· Use of ICT in the Classroom.Unit 4: Understanding of textbooks and pedagogy

· Philosophy and guiding principles for the development of EVS textbooks.

· Content, approaches and methods of teaching EVS – Interactive and participatory methods, teacher as facilitator.

· Themes, structure of the unit, nature of exercises and its implications.

· Academic standards and indicators of learning.

· Learning resources for effective transaction of EVS curriculum. Unit 5: Planning for Teaching EVS

· Why planning?

· Some examples of a good EVS class

· Addressing children's alternative conceptions: Some experiences

· Concept map and thematic Web charts

· Evolving a Unit Plan Framework and Use

· Resource Pool of Materials


148

· Locally available Materials

· Audio-visuals and Electronic Materials

· Lab/ Science Kit

· Library

· Peer Group Learning (using children's ideas)Unit 6: Classroom Planning and Evaluation

· Teaching Readiness: Planning of Teaching EVS, Year plan, Unit plan and Period plan

· Planning for multi grade/ multi levels.

· Evaluation of Planning

· Understanding Reflective Teaching and Learning

· Concept and Importance of Evaluation, CCE

· Preparation and Selection of Reflective Questions

· Different Ways of Assessment and Reporting of Assessment for Further Learning· Assessment and evaluation – Definition, need and importance· Continuous and Comprehensive Evaluation (CCE) – Assessment for learning,

Assessment of learning, Formative Assessment and tools in EVS-Its examples, Summative Assessments, Weightages to Academic Standards (Blueprint), Model questions, Question papers, feedback and reporting procedures, Records and Registers.

· Action research. Mode of Transaction

· Mind mapping · Filled experiments and reporting· Demonstrations· Discussions and interactions· Case studies· Classroom observations· Group works and presentations


· Reading of Position Papers of NCF-2005, SCF-2011 pertaining to EVS subject and write a report on the purpose and process of the EVS teaching.

· List out questions from children of 3 to 8 years age group on environmental concepts, issues based on observations and interactions.

· Establish that children are naturally curious and possess skills of observation, exploration, question and work collaboratively based on observations of children. Write a report with proper examples.

· Observe a EVS classroom and write a report to what extent transaction is child centered/ process skills oriented and linking outside school.

· Analyse the EVS textbooks and write a report on representation of Academic Standards in the lessons.


149

· Develop a resource kit for effective transaction of EVS subject with locally available material.

· Develop a model question paper for class V of EVS subject.

Essential Readings

· NCERT (2005).Syllabus for Elementary Classes- Volume I. New Delhi: NCERT

· NCERT (2007/2013).Looking Around Us, EVS Textbooks (3-5), New Delhi: NCERT

· R.K. Agnihotri et al. (1994). PRASHIKA: Eklavya's Innovative Experiment in Primary Education: RatnaSagarPrakashan

· Sarabhai V. K. et al. (2007). Tbilisi to Ahmadabad– the Journey of Environmental Education–A Source book, Centre for Environment Education, Ahmedabad

· SCERT (2012/2013).We-Our environment, EVS Textbooks (3-5): Andhra Pradesh

· Seminar Proceedings (1995-96).Seminar on EVS, organized by Vidya Bhawan, Udaipur

· Springer (2006).Science Literacy in Primary Schools and Pre-Schools

· The Green teacher (1997).Ideas, Experiences and Learning in Educating for the environment: Centre for Environment Education

· UNESCO (1988).Games and Toys in Teaching of Science and Technology: UNESCO

· UNESCO (1990).An Environmental Education Approach to the Training of Middle Level Teachers: A Prototype Program: UNESCO, UNEP International EE Program

Advanced Readings

· Ausubel, David P. (1969) Some Psychological and Educational Limitations of Learning by Discovery in Anderson, Hans O. (Ed.), Readings in Science Education for the Secondary School, Macmillan: India pp 97-113.

· Batra, Poonam (Ed) (2010) Social Science Learning in Schools: Perspectives and Challenges. Sage: New Delhi.

· Bodrova, E. and D. Leong (1996) Tools of the Mind: The Vygotskyan Approach to Early Childhood and Education. Merrill: New Jersey. Chapter 9.

· Brophy, J. and J. Alleman (2005) Primary grade students' knowledge and thinking about families, Journal of Social Science Research, spring 2005.

· Carey, S. (1985) Conceptual Change in Childhood, MA: Bradford Books, MIT Press: Cambridge.

· Devereux, J. (2000) Primary Science. Paul Champman Publishing: London.

· Douglas P. Newton (1988). Talking Sense in Primary Science: Helping Children Understand through Talk: RoutledgeFalmer

· CEE (1987). Joy of Learning: Handbook of Environmental Education Activities:

· CEE Bhrucha E. (2004). Textbook for Environmental Studies:

· Harlen, W. and Elstgeest, J. (1998).UNESCO Source Book for Science in the Primary School, New Delhi: NBT

· NCERT (2005).National Curriculum Framework. New Delhi: NCERT

· NCERT (2008).Source Book on Assessment for Classes I – V, Environmental Studies, New Delhi: NCERTL


150

· Driver, Rosalind (1981) Pupils' Alternative Frameworks in Science, European Journal of Science Education 3(1), 93-101.

· Driver, Rosalind, ET. al. (2006) Making Sense of Secondary Science: Research into Children's Ideas. Routledge Falmer: London Introduction pp.1-13; Chapter 1, pp.17- 25; Chapter 12, pp.98-103; pp. Chapter 13, pp. 104-111.

· Fensham Peter J. et. al (eds.) (1994) The content of science; A Constructivist approach to its Teaching and learning. The Falmer Press, Taylor and Francis Inc: London.

· George, Alex M. (2007). Children's Perception of Sarkar- A critique of Civics Text books, Eklavya: Bhopal.

· Gilbert, J. et. al. (1982). Children's Science and Its Consequences for Teaching. Science Education. John Wiley & Sons, Inc: London. 66(4), 623-33.

· Guesene E. and Tberghiem, A. (1985). Children's Ideas in Science,

· Harlan J. McMillan (1995).Science Experience for the Early Childhood Years: New York

· Howe, A. C. and L. Jones (1998) Engaging children in Science. Prentice Hall: NewJersey.

· J.S. Rajput (1994). Experience and Expectations in Elementary Education: AnamikaPrakashan

· Jaithirtha, Kabir (2003) Relating with the Earth: an exploration of the possibilities i n t e a c h i n g G e o g r a p h y. J o u r n a l o f t h e K r i s h n a m u r t i S c h o o l s . http://www.journal.kfionline.org/article.asp?issue=7&article=6.

· Milton Keynes: Open University Press

· Mintzes, Joel J et.al. (1998) Teaching science for Understanding: A Human Constructivist View. Academic press: California.

· Mishra, Anupam (2004) Aaj bhi Kharein hai Talaab, Gandhi Peace Foundation: NewDelhi. 5th Edition.

· NCERT, (2005) Syllabus for Elementary Classes- Volume I. NCERT: New Delhi.

· Orr, D.W. (2007) Is Environmental Education an Oxymoron? Journal of the Krishnamurti Schools. http://www.journal.kfionline.org/article.asp?issue=11&article=3.

· Parker, W.C. (ed.) (2010) Social Studies Today: Research and Practice Routledge: New York. .

· Parkinson. J. (2004). Reflective Teaching of Science 11-18. Continuum: London.

· Phatak, K. (2009) Walks: to nurture the Natural. Journal of the Krishnamurti Schools. http://www.journal.kfionline.org/article.asp?issue=13&article=3.

· Piaget, Jean (1930). The Child's Conception of Physical Causality. Kegan Paul, Trench, Trubner & Co. Ltd: London Chapter. 1 pp. 3-31; Chapter 5. pp.114-132

· Piaget, Jean (1930). The Child's Conception of Physical Causality. Kegan Paul, Trench, Trubner & Co. Ltd: London.

· Raina, V. and D. P. Singh (2001) what is Science? Dispatch, October-December.


151

· Rieber, Robert W. and Aaron S. Carton (1987) the collected works of L.S. Vygotsky Volume I, Ch. 6-Development of scientific concepts in childhood. pp. 167-242.

· Sainath, P. (1996) Everybody Loves a Good Drought- Stories from India's Poorest Districts, Penguin Books: New Delhi.

· SCERT (2011).paryavaranadhyayanaurvigyanshikshan, D.El.Ed.-ODL Course: Chhattisgarh

· Shiva, Vandana. (2000) Stolen Harvest: The Hijacking of Global Food Supply. South End Press: Cambridge, UK.

· UNICEF (2008). Best Practice Guidelines for teaching Environmental Studies in Maldivian Primary Schools: UNICEF

School Textbooks

· Sangati, AVEHI-ABACUS Project Third floor, K.K. Marg Municipal School,Saat Rasta, Mahalaxmi, Mumbai- 400 011

· Eklavya, E 10 Shankar Nagar, B.D.A Colony, Shivaji Nagar, Bhopal, Madhya Pradesh

· EVS textbooks for primary grades from the following NGOs: Digantar, Todi Ramjanipura, Kho Nagoraniya Road, Jagatpura, Jaipur

· NCERT (2007) Looking around Environmental Studies, Textbooks for class III-V, New Delhi.

· Ramadas Jayshree (ed) (2004) Small Science: textbooks and workbooks (developed by: Homi Babha Centre for Science Education (HBCSE), Oxford University Press: Mumbai.

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152


Pedagogy of Environmental Studies at Primary Level(Methodology Paper – Classes III to V)

Maximum Marks: 100

External: 60 MarksInternal: 40 Marks

Rationale and AimEnvironmental Studies is concerned with the exploration, investigation and development of

an understanding of the natural, human, social and cultural dimensions of local and wider environments. It provides opportunities to engage in active learning, to use a wide range of skills, and to acquire open, critical and responsible attitudes.

The main aim of this course is to prepare student-teachers for the current challenges in elementary education and to equip them with theoretical and practical understanding of the nature and content of the subject. This course provides an opportunity for them to understand the philosophical and epistemological basis of EVS as a composite area of study that draws upon sciences, social sciences and environmental education. It will help them to correlate their theoretical understanding related to child's learning with classroom processes and interaction, leading to better understanding and effective classroom transactions. This course also provides opportunities to understand and explore children's ideas which will help them to revisit and challenge their own conceptual understanding, identify preconceptions and advance towards better understanding.

Course Objectives

• To help student-teachers understand the scope of EVS and internalise different perspectives of curriculum organization.

• To facilitate student-teachers to probe children's ideas in science and social science

• To prepare student-teachers to plan for and carry out classroom at the level of lower primary level( Class I-V)

· To prepare teachers to practice appropriate methods and approaches of teaching environmental studies emphasizing child centered and child friendly experience based , activity based and competency based approaches to teaching.

· To prepare student-teachers to assess children's learning using different pathways.Unit 1: Understanding EVS/ Concept of EVS

· Introduction

· Meaning, Scope and Importance of EVS, its Evolution as a Curricular Area at Primary Level.

· Different Perspectives on EVS: NCF-2005, SCF-2011, Prashika program (Eklavya's Innovative Experiment in Primary Education)- To see how curricular vision takes the shape of syllabus.


153

· EVS as an integrated area of study: Drawing upon Understanding from Science, Social Science and Environmental Education.

· Objectives/ principles of teaching EVS – NCF-2005.

· NPE-1986 – 10 core elements (Social).Unit 2: Understanding Children's Ideas

· Introduction.

· Knowledge that a 5-12 Year Child Has (Ideas and alternative conceptions)

· How this knowledge is acquired? (How Children Learn?)

· Relating Cognitive Growth of Children to The Development of Concepts with Reference to EVS (Piaget)

· Innate abilities.Unit 3: Teaching of EVS/ Classroom Transaction

· Process Approach in EVS: Process Skills- simple experiments, observations, classification, proving questions, framing hypothesis, designing experiments, recording results, data analysis, drawing inferences, interpretation of results, giving examples.

· Map-Picture Differentiation, Map Reading

· Ways of conducting inquiry: Activities, Discussions, Group work, Field visits, Survey, Experimentations etc.

· Activity approach (What is activity? Profile of activity, Primary Education Project principles).

· Using Children's Ideas as a Tool for Learning.

· Role of Teacher in Classroom Transaction.

· Integration of Subjects (Language and Mathematics)

· Use of ICT in the Classroom.Unit 4: Understanding of textbooks and pedagogy

· Philosophy and guiding principles for the development of EVS textbooks.

· Content, approaches and methods of teaching EVS – Interactive and participatory methods, teacher as facilitator.

· Themes, structure of the unit, nature of exercises and its implications.

· Academic standards and indicators of learning.

· Learning resources for effective transaction of EVS curriculum. Unit 5: Planning for Teaching EVS

· Why planning?

· Some examples of a good EVS class

· Addressing children's alternative conceptions: Some experiences

· Concept map and thematic Web charts

· Evolving a Unit Plan Framework and Use

· Resource Pool of Materials

· Locally available Materials


154

· Audio-visuals and Electronic Materials

· Lab/ Science Kit

· Library

· Peer Group Learning (using children's ideas)Unit 6: Classroom Planning and Evaluation

· Teaching Readiness: Planning of Teaching EVS, Year plan, Unit plan and Period plan

· Planning for multi grade/ multi levels.

· Evaluation of Planning

· Understanding Reflective Teaching and Learning

· Concept and Importance of Evaluation, CCE

· Preparation and Selection of Reflective Questions

· Different Ways of Assessment and Reporting of Assessment for Further Learning· Assessment and evaluation – Definition, need and importance· Continuous and Comprehensive Evaluation (CCE) – Assessment for learning, Assessment

of learning, Formative Assessment and tools in EVS-Its examples, Summative Assessments, Weightages to Academic Standards (Blueprint), Model questions, Question papers, feedback and reporting procedures, Records and Registers.

· Action research. Mode of Transaction

· Mind mapping · Filled experiments and reporting· Demonstrations· Discussions and interactions· Case studies· Classroom observations· Group works and presentations


· Reading of Position Papers of NCF-2005, SCF-2011 pertaining to EVS subject and write a report on the purpose and process of the EVS teaching.

· List out questions from children of 3 to 8 years age group on environmental concepts, issues based on observations and interactions.

· Establish that children are naturally curious and possess skills of observation, exploration, question and work collaboratively based on observations of children. Write a report with proper examples.

· Observe a EVS classroom and write a report to what extent transaction is child centered/ process skills oriented and linking outside school.

· Analyse the EVS textbooks and write a report on representation of Academic Standards in the lessons.

· Develop a resource kit for effective transaction of EVS subject with locally available material.


155

· Develop a model question paper for class V of EVS subject.

Essential Readings

· NCERT (2005).Syllabus for Elementary Classes- Volume I. New Delhi: NCERT

· NCERT (2007/2013).Looking Around Us, EVS Textbooks (3-5), New Delhi: NCERT

· R.K. Agnihotri et al. (1994). PRASHIKA: Eklavya's Innovative Experiment in Primary Education: RatnaSagarPrakashan

· Sarabhai V. K. et al. (2007). Tbilisi to Ahmadabad– the Journey of Environmental Education–A Source book, Centre for Environment Education, Ahmedabad

· SCERT (2012/2013).We-Our environment, EVS Textbooks (3-5): Andhra Pradesh

· Seminar Proceedings (1995-96).Seminar on EVS, organized by Vidya Bhawan, Udaipur

· Springer (2006).Science Literacy in Primary Schools and Pre-Schools

· The Green teacher (1997).Ideas, Experiences and Learning in Educating for the environment: Centre for Environment Education

· UNESCO (1988).Games and Toys in Teaching of Science and Technology: UNESCO

· UNESCO (1990).An Environmental Education Approach to the Training of Middle Level Teachers: A Prototype Program: UNESCO, UNEP International EE Program

Advanced Readings

· Ausubel, David P. (1969) Some Psychological and Educational Limitations of Learning by Discovery in Anderson, Hans O. (Ed.), Readings in Science Education for the Secondary School, Macmillan: India pp 97-113.

· Batra, Poonam (Ed) (2010) Social Science Learning in Schools: Perspectives and Challenges. Sage: New Delhi.

· Bodrova, E. and D. Leong (1996) Tools of the Mind: The Vygotskyan Approach to Early Childhood and Education. Merrill: New Jersey. Chapter 9.

· Brophy, J. and J. Alleman (2005) Primary grade students' knowledge and thinking about families, Journal of Social Science Research, spring 2005.

· Carey, S. (1985) Conceptual Change in Childhood, MA: Bradford Books, MIT Press: Cambridge.

· Devereux, J. (2000) Primary Science. Paul Champman Publishing: London.

· Douglas P. Newton (1988). Talking Sense in Primary Science: Helping Children Understand through Talk: RoutledgeFalmer

· Driver, Rosalind (1981) Pupils' Alternative Frameworks in Science, European Journal of Science Education 3(1), 93-101.

· CEE (1987). Joy of Learning: Handbook of Environmental Education Activities:

· CEE Bhrucha E. (2004). Textbook for Environmental Studies:

· Harlen, W. and Elstgeest, J. (1998).UNESCO Source Book for Science in the Primary School, New Delhi: NBT

· NCERT (2005).National Curriculum Framework. New Delhi: NCERT

· NCERT (2008).Source Book on Assessment for Classes I – V, Environmental Studies, New Delhi: NCERTL


156

· Driver, Rosalind, ET. al. (2006) Making Sense of Secondary Science: Research into Children's Ideas. Routledge Falmer: London Introduction pp.1-13; Chapter 1, pp.17- 25; Chapter 12, pp.98-103; pp. Chapter 13, pp. 104-111.

· Fensham Peter J. et. al (eds.) (1994) The content of science; A Constructivist approach to its Teaching and learning. The Falmer Press, Taylor and Francis Inc: London.

· George, Alex M. (2007). Children's Perception of Sarkar- A critique of Civics Text books, Eklavya: Bhopal.

· Gilbert, J. et. al. (1982). Children's Science and Its Consequences for Teaching. Science Education. John Wiley & Sons, Inc: London. 66(4), 623-33.

· Guesene E. and Tberghiem, A. (1985). Children's Ideas in Science,

· Harlan J. McMillan (1995).Science Experience for the Early Childhood Years: New York

· Howe, A. C. and L. Jones (1998) Engaging children in Science. Prentice Hall: New Jersey.

· J.S. Rajput (1994). Experience and Expectations in Elementary Education: AnamikaPrakashan

· Jaithirtha, Kabir (2003) Relating with the Earth: an exploration of the possibilities in teaching Geography. Journal of the Krishnamurti Schools. http://www.journal.kfionline.org/article.asp?issue=7&article=6.

· Milton Keynes: Open University Press

· Mintzes, Joel J et.al. (1998) Teaching science for Understanding: A Human Constructivist View. Academic press: California.

· Mishra, Anupam (2004) Aaj bhi Kharein hai Talaab, Gandhi Peace Foundation: New Delhi. 5th Edition.

· NCERT, (2005) Syllabus for Elementary Classes- Volume I. NCERT: New Delhi.

· Orr, D.W. (2007) Is Environmental Education an Oxymoron? Journal of the Krishnamurti Schools. http://www.journal.kfionline.org/article.asp?issue=11&article=3.

· Parker, W.C. (ed.) (2010) Social Studies Today: Research and Practice Routledge: New York.

· Parkinson. J. (2004). Reflective Teaching of Science 11-18. Continuum: London.

· Phatak, K. (2009) Walks: to nurture the Natural. Journal of the Krishnamurti Schools. http://www.journal.kfionline.org/article.asp?issue=13&article=3.

· Piaget, Jean (1930). The Child's Conception of Physical Causality. Kegan Paul, Trench, Trubner & Co. Ltd: London Chapter. 1 pp. 3-31; Chapter 5. pp.114-132

· Piaget, Jean (1930). The Child's Conception of Physical Causality. Kegan Paul, Trench,

Trubner & Co. Ltd: London.

· Raina, V. and D. P. Singh (2001) what is Science? Dispatch, October-December.

· Rieber, Robert W. and Aaron S. Carton (1987) the collected works of L.S. Vygotsky Volume

I, Ch. 6-Development of scientific concepts in childhood. pp. 167-242.


157

· Sainath, P. (1996) Everybody Loves a Good Drought- Stories from India's Poorest

Districts, Penguin Books: New Delhi.

· SCERT (2011).paryavaranadhyayanaurvigyanshikshan, D.El.Ed.-ODL Course:

Chhattisgarh

· Shiva, Vandana. (2000) Stolen Harvest: The Hijacking of Global Food Supply. South End

Press: Cambridge, UK.

· UNICEF (2008). Best Practice Guidelines for teaching Environmental Studies in

Maldivian Primary Schools: UNICEF

School Textbooks

· Sangati, AVEHI-ABACUS Project Third floor, K.K. Marg Municipal School,Saat Rasta,

Mahalaxmi, Mumbai- 400 011

· Eklavya, E 10 Shankar Nagar, B.D.A Colony, Shivaji Nagar, Bhopal, Madhya Pradesh

· EVS textbooks for primary grades from the following NGOs: Digantar, Todi

Ramjanipura, Kho Nagoraniya Road, Jagatpura, Jaipur

· NCERT (2007) Looking around Environmental Studies, Textbooks for class III-V, New

Delhi.

· Ramadas Jayshree (ed) (2004) Small Science: textbooks and workbooks (developed by:

Homi Babha Centre for Science Education (HBCSE), Oxford University Press: Mumbai.


158

nd2 Year D.El.Ed. Paper 6Pedagogy of Elementary Level Subject (Optional)

(Methodology Paper)

[A] Pedagogy of English Language Education (Classes VI to

VIII)

Maximum Marks: 100External: 60 MarksInternal: 40 Marks

Rationale and AimThis course focuses on the acquisition of content area literacy at upper primary level.

Reading and comprehending expository texts or texts of content area involves entirely different strategies and processes as compared to narrative texts. Along with developing skills to read contextually and cognitively demanding texts, children at this stage must also develop an aesthetic sense to appreciate and respond to narrative texts such as poem, stories etc. Course Objectives To help the students understand the significance of:

• Skills of reading critically

• Responding to and interpreting independently various narrative texts

• Appreciating diversity of language as reflected in narrative texts.

• Acquiring different registers related to various subject disciplines and domains.

• Unlimited and diverse sources of materials for a language class beyond textbooks.

• Handling aspects of grammar not in isolation but by creatively integrating it with text.Unit 1: English Language Classroom

· Introduction· Aims and objectives of English language teaching.· State policies on language and education.· Current English language teaching-learning processes and their analysis: Beliefs and

assumptions in English language teaching.· Multi linguilism as a resource in teaching of English.· Organizing English language classroom. · Role of the Teacher; Teacher preparation; Professional development of the teacher; Teacher as

a facilitator.· Errors in language learning: The role of teacher in addressing the errors.· Paradigm of shift in English language teaching.

Unit 2: Developing English Language Skills – I · Introduction· Listening and speaking


159

· What does listening mean · Fluency and accuracy in speaking.· What does speaking mean · Interaction and its role in developing of listening and speaking: Authentic material for

listening· Developing oral discourses: Description, dialogue, story/ narrative, poem/ song, short

play, choreography, debate and discussions, interview, speech etc. · Indicators for assessing the oral discourses.· Teaching vocabulary and grammar at Elementary Level.

Unit 3: Developing Language Skills –II· Introduction

Literacy and Reading- Reading an expository texts; strategies; comprehension; activating schema; building

schema; reading to learn; acquisition of registers - Ways of reading; pre-reading and post reading activities. - Individual reading and collaborative reading.- Beyond the textbook: Diverse forms of texts as materials for language. - Relationship of language and society: Identity, power and discrimination - Nature of multilingualism: hierarchical status of Indian languages and its impact on

classroom dynamics - Helping children to become good readers

Writing · What is writing and relationship between Reading and Writing· Developing written discourses: Description, narrative/ story, interview, essay, biography,

drama/ skit/ notice/ poster etc. - Writing as a tool of consolidating knowledge, responding to/ aesthetically relating to

narrative texts. - Individual writing and collaborative writing. - Editing of children writings based on the indicators.- Teacher is a facilitator in developing reading and writing among the children. - Assessment of writing.- Linkages between reading and writing.

Unit 4: Literature · What is literature; Difference between language and literature.· Types of texts; narrative and expository reader's response to literature, schemas and

interpretation of texts. · Engaging with a text · Various literary genres such as poem, story, biography etc.; Analysis and interpretation of

various literary texts.· Using literature across the curriculum.· Identification of literary features in a given texts from different genres.

Unit 5: Understanding of Textbooks, Pedagogy and Professional Development· Philosophy and guiding principles for the development of English language textbooks.· Content, approaches and methods of teaching English language – Interactive and


160

participatory methods, teacher as facilitator. · Themes, structure of the unit, nature of exercises and its implications, analysis of the textbooks.· Academic standards and indicators of learning.· Learning resources for effective transaction of language curriculum.· Role of ICT in teaching English.· Action research in ELT, steps in action research.· Importance and avenues for continuing professional development.

Unit 6: Classroom Planning and Evaluation· Teaching Readiness: Planning of Teaching language, Year plan, Unit plan and Period plan:

Steps in teaching. · Assessment and evaluation – Definition, need and importance· Continuous and Comprehensive Evaluation (CCE) – Assessment for learning, Assessment of

learning, Formative Assessment and tools, Summative Assessments, Weightage tables, feedback and reporting procedures.

· Recording the children performance and CCE Register.Mode of Transaction

· Use of ICT · Interactions · Brainstorming· Individual and collaborative learning · Group works and presentations· Demonstration and discussions· Read and reflections· Reflective journals· Giving feedback

Project/ Practicum· How teaching learning is being taken up in Primary classes VI to VIII and what are the gaps that

you have identified between theory and practices.· Write a report on how far the children are following the textbooks and its various components

and how effectively teacher following the suggested classroom process in delivering them.· Nature of errors committed by children in using the language in spoken and written and what

are the strategies to overcome those errors? · Nature of interaction taking place during the different stages of classroom transaction.· Prepare a Summative Question Paper and indicators for assessing the children performance. · Develop activities to improve the speaking and writing skills among the students. · Write a report on how children are exposing to the language outside the classroom. · Collect different material from authentic sources and prepare a plan to teach the oral and

written skills of the language.· Write a report on teacher inputs during construction of discourses (oral and written) and

editing/ feedback. · Organizing English language clubs in schools.


161

· Interact with any 5 teachers and prepare their biographies of their English language learning.References

· Agnihotri, R. K. (1999). bachchon ki bhashaa seekhne ki kshamata, bhag 1 or 2. ShakshikSandarbh. Bhopal: Eklavya (p.p?? )

· Agnihotri, R.K. & Khanna, A.L.(eds.) (1994). Second language acquisition. New Delhi: Sage Publications

· Agnihotri, R.K. (2007). Hindi: An essential grammar. London: Routledge · Agnihotri, R.K. (2007). Towards a pedagogical paradigm root d in multiliguality.

International Mulilingual Research Journal, Vol.(2) 1-10 · Agnihotri, R.K. and Vandhopadhyay , P.K. (ed.) (2000). bhasha, bhubhashita or hindi: Ek anth

samvaad, New Delhi: Shilalekh. · Anandan. K.N. (2015) Freedom from Imperial Shakles, Mathrubhumi publications, Kozikode,

Kerala.· Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York: Primary

English Teaching Association Cornell University. · Krashen, S. (1982).Principles and practice in second language acquisition. Pergamon Press

Inc. · Kumar, K. (2000). Childs language and the teacher. New Delhi: National Book Trust · SCERT Handbooks: CCE Handbook, HM Handbook, Teacher Handbooks· SSA, Handbooks in English subject.· Position Paper in ELT - SCF, NCF

Advanced Readings · Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years. Applying

a Vygotskian Model of Learning and Development in B. Spodek (Ed.) Handbook of Research on the Education of Young Children, New York: Macmillan. 137-150.

· NCERT. (2005). National Curriculum Framework (NCF). New Delhi: NCERT · Reading Development Cell, NCERT (2008). Reading for meaning. New Delhi: NCERT· Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language Arts. 57(4).· Tompkims, Gail E. (1994). Teaching Writing: Balancing Process and Product. Macmillan;

California · Yule, G. (2006). The study of language. Delhi: Cambridge University Press.

Readings for Discussion · Martin, Jr. B. (1987). The Making of a Reader: A Personal Narrative. In Bernice E. Cullinan,

Children's Literature in the Reading Programme. Michigan: International Reading Association.

· Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and Methods in Language Teaching: A description and Analysis. India: Cambridge University Press.

****


162

[B] Pedagogy of Mother Tongue Education (Classes VI to VIII)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and Aim

We largely remain a country of non-readers primarily due to the fact that the role of

language in the entire educational enterprise is not recognized. It is a well accepted fact now

that language is used as a tool to understand concepts in different content area such as

Social Sciences, Sciences or Mathematics. Continuing with the role of language across the

curriculum introduced in the first year course: "Understanding Language and Early

Literacy", this paper focuses on the acquisition of content area literacy at upper primary

level.

Reading and comprehending expository texts or texts of content area involves

entirely different strategies and processes as compared to narrative texts. Along with

developing skills to read contextually and cognitively demanding texts, children at this

stage must also develop an aesthetic sense to appreciate and respond to narrative texts such

as poem, stories etc.

To know a language involves (a) the ability to understand and appreciate language

in various concrete, abstract and creative forms and (b) to use language effectively and

effortlessly in a variety of situations and according to different needs. This forms the

common background of all the units of the paper.

There is no doubt about the fact that language is important for all of us. It is not only

essential for communication but it is also a medium through which the knowledge of

various fields is acquired. Thinking, decision making, arguing etc are all possible because of

language. Saying that we act through and with language would not be wrong. It is a system

that structures the reality around us and represents it in our mind. It is not confined to the

language classroom. It pervades in all aspects, subjects and the activities of a school and

society at large. The primary objective of this paper is to make the teacher understand the

language phenomenon i.e. what does it mean when we say 'language'? What all comes

under language? What are the functions of language? What is the relationship between

language, mind and society?

Specific Objectives

· To help the participants in the course understand the nature and structure of language.

· To help them in understanding the relation between language, mind and society. · To discuss with them process of language acquisition and learning. 0 To make

them aware of the functions of language.· To help them understand the different language skills and how to develop these.


163

· Skills of reading critically· Responding to and interpreting independently various narrative texts· Appreciating diversity of language as reflected in narrative texts.· Acquiring different registers related to various subject disciplines and domains.· Unlimited and diverse sources of materials for a language class beyond

textbooks.· Handling aspects of grammar not in isolation but by creatively integrating it with

text.Units of StudyUnit 1:

·

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¿±sÁ«¿£ý²bÍ\ýË uó²wŸ, uó²e$“eTjáT+ýË uó²wŸ, €³ýË¢ uó²wŸ, ‚ÔásÁT\ÔÃ dŸ+‹+<ó‘\T @sÁÎsÁ#áT¿Ãe&ƒ+)

· eTq eÖ³\ ç|Ÿuó²e+ eTq™|Õ, ‚ÔásÁT\™|Õ

·· eÖeq uó²wŸ\Å£”, È+ÔáTuó²wŸ\Å£” >·\ Ôû&† (È+ÔáTeÚ\ uó²eç|Ÿ¿£³q $<ó‘q |Ÿ]#ájáT+ (¿ÃÔáT\T, º+bÍ+J\ uó²cÍ

dŸ+¹¿Ô\T uó²eç|Ÿ¿£³q\T)

· ç|Ÿ|Ÿ+#á uó²wŸ\T yì e¯Z¿£sÁD

· uó²cÍ “s D+ (uó²cþÔáÎÜï eÖqe uó²wŸ, uó²cþÔáÎÜï (<óŠÇqT\T, |Ÿ\TÅ£”\T)

· uó²wŸ eÖÔáuó²wŸ, HûsÁTÌ¿Ãe&ƒ+ýË eÖÔáuó²wŸ çbÍ<ó‘q«Ôá eÖÔáuó²wŸýË n_óe«¿ìï

· uó²wŸqT >·T]+ºq nqTeÖH\T

· uó²wŸ dŸuÉÅ£”¼\ÔÃ dŸ+‹+<óŠ+ / nuó„«dŸq+ýË uó²wŸ bÍçÔá

· Ôî\T>·T uó²wŸ <óŠÇ“ esÁ’+ n¿£ŒsÁ+ |Ÿ<Š+Ñ Ôî\T>·T esÁ’ “s D ç¿£eT+, y¿£« “s D+, Ôî\T>·T y¿£«+, <óŠÇ“ |Ÿ]D²eT+, nsÁœ

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Unit 2:

· eÖqe dŸeÖC²\T ‹VŸQuó²wŸ\T, uó²wŸ >·T]ï+|ŸÚ, n“• uó²wŸ\T dŸeÖqyûT

· uó²sÁÔá sC²«+>·+ýË uó²wŸÅ£” dŸ+‹+~ó+ºq n+Xæ\T, uó²cÍ $<ó‘H\T (çÜuó²cÍ d¾<‘Æ+Ôá+)

· eÖÔáuó²wŸ, ‚ÔásÁ uó²wŸ\T ç|Ÿ<¸ŠeT, ~ÇrjáT, ÔárjáT uó²wŸ\T

· uó²wŸ eT]jáTT kÍV¾²Ôá«+

· uó²wŸ dŸ+dŸØÜ

· uó²wŸ ÿ¿£ dŸuÉÅ£”¼ ÿ¿£ eÖ<óŠ«eT+, n¿£ŒsdŸ«Ôá

· ç>±+~¸¿£ uó²wŸ, y«eVŸä]¿£ uó²wŸ, eÖ+&ƒ*¿£ uó²wŸ (çbÍ+Ô\ y] eÖ+&ƒ*¿±\TÑ esÁ’, Å£”\ eÖ+&ƒ*¿±\T),

çbÍeÖDì¿£ uó²wŸ, n~ó¿±]¿£ uó²wŸ, eÖ<óŠ«eT uó²wŸ, Ôî\T>·T uó²wŸ |ŸPsÁÇ yîÕuó„e d¾œÜ.

· Ôî\T>·T uó²wŸ™|Õ dŸ+dŸØÔá ç|Ÿuó²e+, bÍsÁo¿£ uó²wŸ ç|Ÿuó²e+, – sÁÖÝ ç|Ÿuó²e+, €+>·¢ ç|Ÿuó²e+, nqTy<Š+

Unit 3:· kÍV¾²Ô«“• m+<ŠTÅ£” #Š<ŠTy*?

· Ôî\T>·T uó²cÍ kÍV¾²Ôá«+ $$<óŠ ç|Ÿç¿ìjáT\T

· çbÍNq Ôî\T>·T kÍV¾²Ôá«+ ¿£eÚ\T, sÁ#áq\T, XèÕ\T\T (Ôî\+>±D, €+ç<óŠ çbÍ+Ôá ¿£eÚ\T/ sÁ#ásTTÔá\T)

· €<óŠT“¿£ Ôî\T>·T, kÍV¾²Ôá«+ ¿£eÚ\T, sÁ#áq\T`XèÕ\T\T (Ôî\+>±D, €+ç<óŠ çbÍ+Ôá ¿£eÚ\T/ sÁ#ásTTÔá\T)

uó²wŸ jîTT¿£Ø €eXø«¿£Ôá, uó²cÍ dŸÇuó²e+, <‘“ “s D+ (uó²wŸ nq+ÔáyîT®q~, eÖqe “] ÔáyîT®q~, <óŠÇ“

:


164

Unit 4:·

uó²cÍ $uó²>·+, uó²cÍ yÔesÁD+ýË ç|ŸÜ#ásÁ«\T, HûsÁTÌ¿Ãe&ƒ+ýË Ôá|Ÿð\T #ûjáT&ƒ+,

· |¾\¢\ ‹VŸQ uó²cÍ kÍeTsÁœ«+, ç|ŸÔû«¿£ dŸ+<ŠsÒÛýË¢ e«¿¡ï¿£]+#û kÍeTsÁœ«+

· |¾\¢\Å£”q• uó²cÍkÍeTsÁœ«+ (|¾\¢\T “jáTeÖ\T @sÁÎsÁ#áTÅ£”+²sÁT (|Ÿ³T¼Å£”+²sÁT) –<‘: d¾$d¾$, y¿£«“s D |Ÿ<ŠÆÔáT\T)

· |¾\¢\T HûsÁTÌ¿Ãe&ƒ+ >·T]+º nbþVŸä\T ydŸïy\T

· –bÍ<ó‘«jáTT“ bÍçÔá

Unit 5: · ÔáqqT >·T]+º eÖ²¢&û ne¿±Xø$TeÇ&ƒ+Ñ bÍsÄÁXæ\ nqTuó„y\T #î|ŸÎ&†“¿ì ne¿±Xø$TeÇ&ƒ+Ñ ºçÔ\™|Õ

#ásÁÌ\T`nHûÇwŸD, |Ÿ]o\q, ¿£\Îq/ V¾²+#áT³Ñ ÈsÁ>·uËjûT~ V¾²+#á&ƒ+, dŸ+‹+<ó‘\qT Å£LsÁÌ&ƒ+ yîTTöö$Ñ ¿£<¸Š\T

$“Î+º yì™|Õ #á]Ì+#á&ƒ+Ñ ¿=“• eÖsÁZ<ŠsÁô¿±\TÑ –q•Ôá ÔásÁ>·ÔáT\ y#á¿±ýË¢ eÖ²¢&ƒ&†“¿ì dŸ+‹+~ó+ºq n+Xæ\qT

>·T]ï+#á&ƒ+ $Xâ¢w¾+#á&ƒ+) |ŸsÄÁq qeTÖH\TÑ #Š<ŠTe&ƒ+ýË ÔáT\TÑ #Š<ŠTe&ƒ+ýË ‚‹ Ò+~|Ÿ&ƒ&ƒ+Ñ dŸ]>± #Š<ŠTe&ƒ+

n+fñ?Ñ |¾\¢\T #Š<ŠTe&†“¿ì m+<ŠT¿ìwŸ¼|Ÿ&ƒsÁT?Ñ #Š<ŠTe&ƒ+ mý² HûsÎ*?Ñ |ŸÚdŸï¿±\ÔÃ çbÍsÁ+uó„+Ñ ¿£$Ôá\T, bÍ³\T, ¿£<¸Š\T,

$q&ƒ+, #Š<ŠTe&ƒ+/ bÍ&ƒ&ƒ+Ñ çbÍsÁ+uó„ ÔásÁ>·ÔáTýË¢ #Š<ŠTe&†“• €dŸ¿ìï¿£sÁ+>± eÖsÁÌ&ƒ+ mý²? ¿=“• ¿£Ô«\TÑ |ŸPsÁ’|Ÿ<ŠÆÜ,

|Ÿ<‘\ >·T]ï+|ŸÚ`Xøu²Ý\T, <óŠÇqT\qT >·T]ï+#á&ƒ+Ñ –q•Ôá ÔásÁ>·ÔáT\ y#á¿±\T #Š<ŠTe&ƒ+ nuó²«kÍ\ $Xâ¢wŸD, ne>±VŸ²qÑ

|¾\¢\T <ó‘sÞø+>± @yûT+ #Š<ŠTe>·\>±*?`¿£<¸Š\T, ¿£$Ôá\T, ¹>jáÖ\T, €Ôá ¿£<¸Š\T, dŸ+uó²wŸD\T, |Ÿ<‘«\T, y«kÍ\T yîTTöö$Ñ

|¾\¢\T <ó‘sÞø+>± #Š<ŠTe>·\T>·TÔáTH•s? nsÁœ+ #ûdŸT¿Ã>·\T>·TÔs?Ñ #Š<ŠTe&ƒ+ €dŸ¿ìï>± eÖsÁÌ&ƒ+ mý²?Ñ #á~$q ÔásÇÔá

|¾\¢\T @yûT+ #ûjáT>·\>±*?Ñ bÍsÄÁ«|ŸÚdŸï¿±\ýË“ nuó²«kÍ\ $Xâ¢wŸD ne>±VŸ²q)

· |¾\¢\T m+<ŠTÅ£” sjáÖ*?Ñ mý² sjáÖ\“ ¿ÃsÁTÔáT+²eTT?Ñ sjáT&ƒ+ýË <ÃcÍ\T/ Ôá|Ÿð\T $Xâ¢wŸDÑ ¿±sÁD²\T

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>·T]ï+|ŸÚ $Xâ¢wŸD ne>±VŸ²q)Ñ ýñKq <ÃcÍ\T yì“ dŸ]~<ŠÝ&ƒ+Ñ qÖÔáq y#á¿±ýË¢“ Mì¿ì dŸ+‹+~ó+ºq nuó²«kÍ\qT

>·T]ï+#á&ƒ+ $Xâ¢w¾+#á&ƒ+, ne>±VŸ²q· Ôáq ¿ÃdŸ+ sdŸTÅ£”Hû~` <ŠsÁU²dŸTï\T “+|Ÿ&ƒ+, ~q#ásÁ«\T, HÃ³T yîTTöö$Ñ bÍsÄÁXæ\,

Å£”³T+‹+, $TçÔáT\Å£” dŸ+‹+~ó+ºq sÁ#áq\T, ýñK\TÑ kÍeÖ›¿£ sÁ#áq\T` y«kÍ\T, dŸ+uó²wŸD\T, Hì¿£\T, ¿£<¸Š\T,

¿£$Ôá\T yîTTöö$Ñ ‚ÔásÁ sÁ#áq\T`bþdŸ¼sÁT, ¿£sÁ|ŸçÔá+, €Ôá ¿£<¸Š, >·<Š«, |Ÿ<Š« kÍs+Xæ\T, “yû~¿£\T sjáT&ƒ+ yîTTöö$.

· ‹&¿ì s¿£eTT+<ŠT |¾\¢\Å£” |Ÿ<‘\¿£sœ\T #îbÍïs?Ñ |¾\¢\T nsœ\T mý² ç>·V¾²dŸTï+²sÁT?

· <ŠC²\_óe~Æ¿ì ¿=“• nuó²«kÍ\TÑ bÍsÄÁ«|ŸÚdŸï¿±\ýË Mì¿ì dŸ+‹+~ó+ºq nuó²«kÍ\ |Ÿ]o\q $Xâ¢wŸD ne>±VŸ²q)

· @~ eTT+<ŠT? uó²cÍ ? y«¿£sÁDeÖ?`‹&¿ì s¿£eTT+<ŠT |¾\¢\Å£” y«¿£sÁD |Ÿ]C²ãq+ –+³T+<‘?` y«¿£sÁD+ >·T]+º

Hûs Á T Ì¿ÃÅ£”+&† |¾\¢\T u ó²wŸqT mý² $“jîÖÐdŸT ïH•s Á T?`y«¿£s ÁD²+Xæ\ > ·T]+º nbþVŸä\T `

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Unit 6:· bÍs Ä Á «|ŸÚdŸï¿ ±\T` “ s D+ýË“ ¿¡\¿£ dŸÖ çÔ\T , bÍs Ä \ ‚ÜeÔ ï\ T , bÍs Ä «+Xæ\ m+| ¾¿£,

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· ysï|ŸçÜ¿£\T, yûT>·CÉÕqT\T

· ç>·+<¸‘\jáÖ\T y“ $“jîÖ>·+

· u²\kÍV¾²Ôá«+, n<Šq|ŸÚ |ŸsÄÁq kÍeTçÐ

· kÍœ“¿£ ¿£eÚ\T, ¿£Þ²¿±sÁT\T, sÁ#ásTTÔá\ de\T, kÍV¾²Ôá« $“jîÖ>·+

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165

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· Mì¿ì dŸ+‹+~ó+ºq ¿¡\¿£ uó²eq\™|Õ ne>±VŸ²q

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· “s D²Ôá ¿£, dŸ+ç>·VŸ²D²Ôá ¿£ eTÖ\«+¿£q+, kÍ<óŠH\T yì neT\T

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· “yû~¿£\T sÁÖbõ+~+#á&ƒ+, d¾.d¾.‚. ]¿±sÁT¦ sjáT&ƒ+

Unit 10:· –bÍ<ó‘«jáTT\T “sÁ+ÔásÁ nuó²«dŸÅ£”ýñ

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References

Agnihotri, R.K. (1999). bachchon ki bhashaa seekhne ki kshamata, bhag 1 or 2. Shakshik

Sandarbh. Bhopal: Eklavya (p.p?? ) Agnihotri, R.K. & Khanna, A.L. (eds.) (1994).

Second language acquisition. New Delhi:

Sage Publications.

Agnihotri, R.K. (2007). Hindi: An essential grammar. London: Routledge.

Agnihotri, R.K. (2007). Towards a pedagogical paradigm rooted in multiliguality.

International Multilingual Research Journal, Vol.(2) 1-10. Agnihotri, R.K. and

Vandhopadhyay, P.K. (ed.) (2000). bhasha, bhubhashita or hindi: Ek

anth samvaad, New Delhi: Shilalekh Butler, A. and Turbill, J. (1984). Towards

Reading-Writing Classroom. New York:

Primary English Teaching Association Cornell University. Krashen, S. (1982).

Principles and practice in second language acquisition. Pergamon

Press Inc.


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Kumar, K. (2000). Childs language and the teacher. New Delhi: National Book Trust

Mason, J.M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years.

Applying a Vygotskian Model of Learning and Development in B. Spodek (Ed.)

Handbook of Research on the Education of Young Children, New York: Macmillan.

137-150.

NCERT. (2005). National Curriculum Framework (NCF). New Delhi: NCERT. Reading

Development Cell, NCERT (2008). Reading for meaning. New Delhi: NCERT. Rosenblatt,

Louise M. (1980). What Fact Does This Poem Teach? Language Arts. 57(4). Tompkims, Gail

E. (1994). Teaching Writing: Balancing Process and Product. Macmillan; California.

Yule, G. (2006). The study of language. Delhi: Cambridge University Press.

·

·· uó²wŸ €<óŠT“¿£ <Š¿£Î<¸Š+, –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2006.

· çbÍ<¸Š$T¿Ãq•Ôá kÍœsTT uó²cÍ_óe~Æ ¿±sÁ«ç¿£eT+, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2007.

· nuó„«dŸH_óe~Æ ¿±sÁ«ç¿£eT+, –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, dŸsÁÇ ¥¿Œ± n_ójáÖHŽ, 2008.

· qÖÔáq Ôî\T>·T y#á¿±\T 6, 7 ÔásÁ>·ÔáT\T, –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.€sY.ì., 2012.

· qÖÔáq Ôî\T>·T y#á¿±\T 8, 9 ÔásÁ>·ÔáT\T, –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.€sY.ì., 2013.

· qÖÔáq Ôî\T>·T y#á¿£+ 10e ÔásÁ>·Ü, –bÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, mdt.d¾.€sY.ì., 2014.

· _.m&Ž. #óçÔÃbÍ<ó‘«jáTT\ ¿£sÁB|¾¿£, Ôî\T>·T, mdt.d¾.‚.€sY.ì., 2015.

· ç|Ÿuó„TÔáÇ –ÔáïsÁTÇ\T dŸ+K« 60, Ôû~ 24.10.2013 (“sÁ+ÔásÁ dŸeTç>· eTÖý²«+¿£q+ neT\T

>·T]+º).

· ç|Ÿuó„TÔáÇ –ÔáïsÁTÇ\T dŸ+K« 17, Ôû~ 14.05.2014 (9, 10 ÔásÁ>·ÔáT\T |Ÿ¿£Œ\ dŸ+dŸØsÁD\

>·T]+º).

· Ôî\T>·T uó²cÍ kÍV¾²Ôá« <ŠsÁÎD+ (sÁÖbÍ\T, ç|Ÿç¿ìjáT\T, <óÃsÁDT\T), &†öö &. kÍ+‹eTÖ]ï, úýÙ¿£eTýÙ

|Ÿ_¢¹¿wŸHŽ, ™VÕ²<Šsu²<ŠT 2015.


Martin, Jr. B. (1987). The Making of a Reader: A Personal Narrative. In Bernice E. Cullinan,

Children's Literature in the Reading Programme. Michigan: International Reading

Association.Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and Methods in Language Teaching: A description and Analysis. India: Cambridge University Press.

* * * *

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Pedagogy of Mother Tongue Education (Classes VI to VIII)

(Urdu-Optional)


169


170


171


172


173

[C] Pedagogy of Maths Education (Classes VI to VIII)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and AimCurrent dominant pedagogies of mathematics focus on computation, mechanical problem

solving using algorithms and formulae and do not provide an enabling environment for students to

conceptually understand topics and deeply construct and develop mathematical ideas. The NCF 2005

espouses a constructivist learning theory with an aim to facilitate students to construct their own

mathematics knowledge. Mathematization is one of the goals of the NCF 2005 as espoused in the

position paper on mathematics (NCERT, 2006). This means that students should be enabled to

understand and solve real problems in mathematical terms. The processes of mathematisation

include communicating, reasoning, argumentation, justifying, generalizing, representing, problem

solving, and connecting.

The aim of this course is to enable student teachers to develop deeper insights into the

domain of upper primary mathematics education and pedagogy to prepare them to facilitate the

mathematisation processes. Teachers must understand that all children have the capacity to learn

mathematics and engage with deep and challenging ideas of mathematics, although individual

children's learning methods and speeds may vary. In order to make upper primary mathematics

enjoyable and engaging, children must have opportunities to develop their mathematical reasoning,

conceptually understand the topics, develop algebraic and geometric thinking, be able to problem

solve, model and validate their solutions . Mathematics classrooms must be transformed into spaces

where children have opportunities to collaboratively solve problems, justify and make conjectures.

Teachers must develop their own conceptual understanding of the various topics and be able to

develop strategies to facilitate classes that enable students to mathematize.

Course Objectives

· develop deeper insights into the content areas of mathematics at the upper primary level including algebraic and geometric thinking

· understand constructivism in relation to mathematics learning.

· analyse research-based practices for improving mathematics instruction

· develop pedagogies to facilitate conceptual understanding by learning to engage children in activities and problem solving

· sensitize and develop strategies to create an inclusive mathematics classroom

· develop capabilities to engage children in mathematisation processes - communicating, reasoning, argumentation, justifying, generalising, representing, problem-solving, and connecting.


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· develop the ability to understand the pedagogic intent of textbooks and mathematics resources

· learn to use different forms and strategies of assessment to facilitate children's learning, improve their own instruction and the evaluation process

· learn to communicate precisely in mathematics and thereby enabling children to build their mathematics communication skills

· explore technology enabled tools enhance teaching learning processes

Unit 1: Introduction to Upper Primary School Mathematics

· Nature of Mathematics, nature of child, the purpose of characteristics of Maths in school curriculum at Elementary Level, truth criteria.

· Transition from early school Mathematics to upper primary school Mathematics.

· How to develop Mathematical thinking at Elementary Level (concrete, abstract, specific to general)

· Meaning and processes of mathematical reasoning - justifying, conjecturing and generalising; inductive and deductive reasoning; algebraic & geometric thinking.

· Validation Processes - informal & intuitive; visual proofs and formal proof.

· Constructivism and Mathematics learning.

· History of Mathematics (Aryabhatta, Bhaskera, Brahmagupta, Euclid, Fermat).

Unit 2: School Mathematics Topics and Processes

· Number Sense & Systems - compare, order and compute with whole numbers, positive fractions, positive decimals, and positive and negative integers; solve problems involving fractions, ratios, proportions and percentages; simple and compound interest; factoring of numerators and denominators and properties of exponents and powers; different representations of fractional numbers (fractions, decimals, percents) and changing one to another; factors, multiples, LCM and GCD square roots and cube roots

· Measurement & Geometry - Geometric shapes, geometric vocabulary; perimeter, area of different two dimensional shapes, how to measure the circumference and area of a circle and concept of ∏ ; surface area, and volume of basic three-dimensional figures; using mathematical instruments to construct and measure shapes and angles; symmetry; lines and angles, congruent triangles; quadrilaterals - classification and properties.

· Statistics, Data Analysis and Probability - collecting and organising data; interpretation of ungrouped data; understand the concepts of mean, median, and mode of data sets and how to calculate the range; graphs;

· Algebra-Usage of letters for numbers in formulas involving geometric shapes and in ratios to represent an unknown part of an expression; algebra expressions and identities; solving linear equations;

· Notion of patterns that helps in appreciating the use of unknown expressing the generalization resulting from the pattern.

· When and why we use variables, functional relations, mathematical investigations, puzzles that relay on algebraical thinking.

Unit 3: Teaching of Mathematics for Classes 6 to 8

· Visit of a good Maths classroom (vision of the classroom), role of the teacher


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· The role of a upper primary school mathematics teacher

· Developing conceptual understanding and different approaches/ strategies/ methods to teach a topic

· Developing the processes of mathematisation - Words in the concepts, communicating, reasoning, argumentation, justifying, generalising, representing, problem-solving and connecting

· Organising and facilitating Upper Primary School mathematics classrooms that support mathematisation processes.

· Mathematics phobia and addressing it; Issues, problems in learning Mathematics and action research.

Unit 4: School Mathematics Activities, Resources and Planning

· Aims and objectives of teaching Mathematics.

· Academic Standards and learning indicators.

· Activities - designing, creating and transacting.

· Modelling real world problems in mathematics

· Textbook - Philosophy and guiding principles for the development of Maths textbooks (structure of the unit, nature of exercises, role of the teacher to use textbook effectively); understanding its pedagogical intent; learning to transaction it in classrooms.

· Mathematics Laboratory/ Resource Room/ Mathematical Club/ Mathematical Kit.

· Learning resources for effective transaction of Mathematics curriculum.

· Planning for teaching - Year plan, lesson plan and period plan.

Unit 5: Mathematics Assessment and Evaluation

· Assessment tools - types of tests; preparation and use of tests; development and use of rubrics; creating, maintaining and assessing through portfolios

· Misconceptions in Upper Primary school mathematics topics

· Assessment of conceptual understanding and mathematical reasoning abilities

· Continuous Comprehensive Evaluation - Formative & Summative

· Evaluation - marking or grading, reporting, record maintenance and communicating results to students and parents.

Mode of TransactionStudent teachers in a collaborative manner

• Solve mathematics problems, learn to communicate the solutions by sharing, justifying and discussing them in the class. Create a portfolio of all the problems solved with reflective notes on the experiences involved in problem solving.

• Read, discuss readings and observe classes (6 to 8) to enable understanding of theory and making connections with practice.

• Analysis of Textbooks to understand the pedagogical intent of the textbook and build materials and resources to enhance and compliment the textbook material.

• Discuss and prepare activities, resources that engage all children , including differently-abled children


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Suggested Practicum

· Analyse the Mathematics textbooks at Elementary Level and write a report on reflection of Academic Standards.

· Write mathematical problems for each Academic Standard.

· Observe a mathematical classroom at Elementary Level, write a critical report on how these classroom processes helps the children to develop mathematical thinking.

· Develop a Maths question paper for any one of the class at Elementary Level.

· Observe a Maths classroom at Elementary Level while transaction of a unit from introductory part to 'Do this', 'Try these', 'Think-Discuss' and exercises. Write a critical report on teachers role involve children in the classroom process and develop mathematical thinking.

· Take any other publications, textbooks at Elementary Level. Compare the presentation of the content, concepts, exercises etc. Write a critical report on it.

• Analyse the Mathematics textbooks of Upper Primary classes with identifying some concepts and procedures with problems. Develop some more activities and Teaching Learning Material (TLM) to understand those concepts and write a critical report on it.

• Identify two (2) concepts in each area of Mathematics and construct Academic Standards on those concepts. Write a critical report on it.

• Analyse any 5 problems done by 10 children. Identify strengths and weaknesses of concepts on which students performed. Identify which concepts are formed and which are not formed. Write a critical report on it with reasons.

• Interview 10 children on 'Do this', 'Try this' and 'Think and discuss' exercises on a selected topic. Record all the answers of the children on whether objectives are achieved or not. Write a report on it and suggest remedial activities with TLM if the objectives are not achieved.

• Identify any two (2) concepts and browse different websites to collect 10 activity sheets on the concepts. Conduct a test with the help of activity sheets and analyse the results. Prepare activities and TLM for remedial teaching.

• Identify five (5) verbal problems on a concept at Primary Level. Choose any other than textbook material from market. Ask any five (5) children to read and explain the solutions to the problems. Select other five students and ask them to read the textbook and explain the solutions to the problems. Conduct a group discussion on the doubts raised by the students. Prepare a report.

• Identify about 20 verbal problems on ratios and proportions and classify them on criteria of processing. Prepare strategies to teach these processes and write a report on your experiences.

• Identify about 20 problems on simple linear equations and classify them on criteria of processing. Prepare strategies to teach these processes and write a report on your experiences.

· How can you copy an angles through constructions? Explain the teaching strategies.

· Explain the teaching strategies in learning the proofs in the geometry. Suggest some activities.


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· Visit any Temple/ Mosque/ Church/ Gurudwara/ Palace/ Fort. Identify geometrical shapes used in their construction. Visualize those constructions of geometrical shapes while the construction of said places.

Essential Readings

· Australlia: Angus and Robertson. Chapters 2.5. Zevenbergen, R., Dole, R., Wright R. J. (2004). Teaching Mathematics in Primary Schools. Allen &Unwin; (First South Asian Edition).Chapter 12 and Chapter 14.

· Haylock, D. (2006), Mathematics explained for Primary Teachers, New Delhi: Sage publication, Chapter 27: Mathematics reasoning, 305-321.

· IGNOU (2007). Learning Mathematics (LMT)1-6, School of Sciences, New Delhi 3. Post, Thomas R., (1992). Teaching Mathematics in Grades K-8: Research-Based

· Methods. Washington D.C.: Allyn and Bacon. Chapters 8 and Chapter 15 4. Stewart, I. (1970). Making Mathematics Live: A hand book for primary teachers.

Advanced Readings for Faculty

· Moses, B. (Ed.) (1999). Algebraic Thinking, Grades K-12.USA: National Council of Teachers of Mathematics.

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178

[C] Pedagogy of Science Education (Classes VI to VIII)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and AimThe aim of this course is to encourage student teachers to revisit their own conceptual

understanding of Science. It challenge student teachers' misconceptions related to concepts in

science and help them advance towards a better understanding. The student teachers should be

encouraged to grapple with the nature of science and relate it with inquiry in this area. They will need

a non-threatening space to freely express their ideas about various aspects of the nature of science and

reflect on classroom practices based on this understanding. The student teachers should be able to

critically reflect on issues of gender and inclusive practices in science education.

Course Objectives· To encourage student teachers to revisit their own conceptual understanding of science

· To engage student teachers with various aspects of the nature of science.

· To help student teachers understand children's ideas in relation to cognitive development

and children's understanding of scientific concepts.

· To help student teachers select and use appropriate teaching-learning and assessment

strategies.

· To enable student teachers to view science as an inclusive and a democratic enterprise.

This course builds on the Pedagogy of EVS papers and helps student teachers to reflect on the

nature of the discipline of science and its implications for classroom transaction.

Units of StudyUnit 1: Nature and Scope of Science and Children's Ideas in Science

· Nature of Science, characteristics of Science, structure of Science, development of Science

(historical background)

· Subject matter in sciences and social sciences; is inquiry in different domains of knowledge

different?

· Science as information or inquiry.

· What do scientists look like?

· Scientific method.

· Values associated with science.

· Children's ideas related to science concepts

· Probing, documenting and analyzing children's ideas related to science concepts.

· Significance of Science in curriculum at Upper Primary Level (as per NCF-2005, SCF-

2011, Position Papers and Syllabus)


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Unit 2: Revisiting School Science

· Investigating different themes and interdisciplinary concepts using children's questions.

· How do clouds form?

· How do plants and animals utilize their food?

· How does an electric bell work?

· Where all does the rain water go?

· Why does a candle become short on burning?

· How do babies develop inside mothers?

• Planning for teaching – Living and non living

• Planning for teaching – Heat and temperature

• Planning for teaching – Acid and bases etc.

For doing the above, students will study available literature, conduct simple activities and

experiments, record observation, discussions with peers and teacher, reflect on how they arrived at

questions, why they choose certain ways of conducting inquiry etc. This exercise needs to be

facilitated by their teachers.

Unit 3: Understanding Science Textbooks and Pedagogy

· Perspective and guiding principles of Science textbooks.3

· Themes, structure of the unit, nature of the exercises and its implications.

· Academic Standards and indicators at Elementary Level.

· How to use the textbooks and connecting to children's everyday life experiences?

Unit 4: Teaching and Learning of Science

· Aims & Objectives of teaching Science

· Approaches to facilitate concept and skill development: Different ways of conducting

inquiry: setting up simple experiments and investigations in different contexts; Projects,

Surveys, Open-ended investigations, 5E model.

· Characteristics of good Science class, Science teacher, role of the teacher.

· Science- museums, field trips, projects and exhibition.

· Preparing Year plans, Unit plans and Period plans based on concept maps.

· Identifying, creating and using a variety of learning resources

· Assessing teaching-learning resources such as books, films, multimedia packages for their

relevance and age appropriateness.

· Continuous Professional Development (CPD) of Science teachers (subject forums,

connected groups, open learning educational resources, seminars, workshops, reading and

reflections etc.)

Unit 5: Science for All

· Issues of gender, language, culture and equity in science classes

· Critiquing textbooks and resources

· Introduction to science and society interface

· Do all people get enough water for domestic purposes and agriculture? Green revolution

and sustainable farming practices.


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· What has led to farmer suicides?

· Indigenous knowledge practices- metallurgy, heritage crafts, local innovations, National

Innovation Foundation (NIF).

· Loss of habitat and endangered species (local specific).

· Indigenous people and issues of survival.

· Many such issues can be taken up for literature survey, discussions, campaigning through

poster, public hearing, talks of concerned people like farmers and also experts in the field.

· Concept of Popular Science, agencies of Popular Science, Popular Science and scientific

temper.

Unit 6: Assessment and Evaluation

· Connecting teaching, learning and assessment.

· CCE- Concepts, Formative Assessment in Science, processes and tools, Summative

Assessment, nature of questions, weightages to Academic Standards, model question

papers, indicators for valuation of answer scripts.

· Developing different assessment strategies for individual and group assessment: Annotated

drawings, pictures, illustrations, graphic organizers, probes, K-W-L charts, task based

assessments, worksheets, reasoning questions for paper pencil tests, portfolios

· Assessing process skills

· Use of Rubrics, Rating scale, Checklist, Observation schedule

· Planning and preparation for evaluation: Blue print, scoring rubrics, designing tests,

grading and reporting.

Suggested Mode of Transaction· Classroom based group discussions highlighting different perspectives on nature, purpose,

scope, key concepts of science with activities involving process skills

· Reading and analysis of different types of sources Primary and Secondary

· Guided inquiry activities for developing deep understanding of important concepts,

generating in-depth discipline based knowledge; individual and collaborative tasks ‘

· Explanation and modeling by teacher educators for using different teaching strategies and

analyzing content

· Opportunities for engaging in questioning, hypothesizing, discussions’

· Taking up integrated theme projects

Suggested Practicums/ Tasks· Interview a local scientist to understand how s/he works.

· Take up a design and technology project integrating work, local empirical knowledge with

science and technology.

· Observe a child learn a concept/perform a task in science class. Prepare and present a report.

· Design and conduct guided inquiry lessons for children.

· Analyse the Science textbooks and write a report on reflection of Academic Standards.

· List out the experiments from the textbooks at Elementary Level.

· Observe a Science classroom and write a critical report on to what extent this classroom


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processes are reflecting the nature of Science.

· Preparation of a file on development of Science and biographies of scientists.

· Organize a field trip with students and submit a report.

· Preparation of a worksheet for children participation in field investigation activities.

· Visit District Science Centre/ Science Fair/ Exhibition/ INSPIRE and prepare a report on at

least five (5) exhibits.

· Preparation of some misconceptions in learning Science (motion, motion of planets, light,

heat, gravity).

Essential Readings · Bloom, J. W. (2006). Creating a Classroom Community of Young Scientists. New York:

Routledge.

· DSERT(2015). D.Ed II Year.Facilitating Learning of Science. Source Material for D.Ed

Student teachers. GoK.

· Feynman, Richard (1997). Surely you're joking, Mr. Feynman!. W. W. Norton &

Company

· Harlen, W. Elstgeest, J. (1992). UNESCO Source Book for Science in the Primary School.

New Delhi: NBT.

· IGNOU. 2014 D.El.Ed Teaching of Science. Course Material. BES 019

· Karen Hydock. Why do we have problems learning and teaching Science? and Why do we

have problems learning and teaching Science?www. arvindguptatoys.com

· Martin, D. J. (2009). Elementary Science Methods- A Constructivist Approach. Belmont

CA: Thomson Wadsworth. 5th Edition.

Textbooks, Magazines and Reports · BalVigyanik, Text books for Science, Class VI – VIII. Madhya Pradesh: Eklavya

· Centre for Science and Environment, Citizen's reports, New Delhi.

· Down to Earth, Centre for Science and Environment.

· NCERT, (2005). Syllabus for Classes at the Elementary Level.vol. I, New Delhi: NCERT.

· NCERT, (2008). Text books for Science, Class VI – VIII. New Delhi: NCERT.

· Wellington, J. J. and Osborne, J. (2001). Language and Literacy in ScienceEducation.

California: Open University Press. Chapter 6: Discussion in School Science: Learning

Through Talking,

Advanced Readings · Aikenhead, G. (2001). Integrating Western and Aboriginal Sciences: Cross Cultural

Science Teaching. Research in Science Education, 31(3), 337-355

· Brickhouse, N. (2001). Embodying Science: A Feminist Perspective. Journal of Research

in Science Teaching, 38(3), 282-295.

· Choksi, B. &Natarajan, C. (2007). The epiSTEME Reviews- Research Trends in Science,

Technology and Mathematics Education. New Delhi: Macmillan India.

· Driver, R. (1996). Young People's Images of Science, Milton Keynes-London: Open

University Press.


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· Kang, S et al (2004). Examining Students‟ Views on Nature of Science: Results from

Korean 6th, 8th and 10th Grades, Science Education, 89(2). 314– 334.

· Kurth, A., Anderson, W.C., Palincsar, S. (2002). The Case of Calra: Dilemmas of helping all

students to understand Science, Science Education, 86, 287-313.

· Liewellyn, D. (2005). Teaching High School Science through Inquiry – A Case Study

Approach, California: Corwin Press and NSTA Press

· McComas, William F. (ed.) (1998). The Nature of Science in Science Education: Rationales

and Strategies, Netherlands : Kluwer Academic Publishers

· NCERT, (2005). Focus group paper on Science Education, Position Paper. New Delhi:

NCERT.

· Okasha, S. (2002). Philosophy of Science– A very short Introduction UK: Oxford

University Press.

· Osborne Jonathan F. (1996). Beyond Constructivism. Science Education. 80(1), 53- 82

· Rampal, A. (1992). Images of Science and Scientists a study of School Teachers‟ Views. I.

Characteristics of Scientists. Science Education. 76(4), 415-436. Unit 4

· Rampal, A. (1993). School science in search of a democratic order? In Kumar, K. (Ed.)

Democracy and Education in India. New Delhi: NMML.

· Schwartz, S. Renee et. al. (2004). Developing Views of Nature of Science in Authentic

context: An explicit approach of Bridging the Gap between Nature of Science and

Scientific Inquiry. Science Education. 88(4), 610 – 645.

· Shiva, V. (2002). Water Wars Cambridge, USA: South end press.

Science Experiments Demonstration on Science day (28th Feb)


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[E] Pedagogy of Social Science Education (Classes VI to VIII)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks

Rationale and Aim Social Science in a very broad sense is the study of society and human interactions,

understanding how humans behave and interact with each other. Social sciences play a pivotal role

in the development of society, in helping us understand our society and societies around us. The

concerns of social sciences mostly center around issues such as how society functions, how it

changes, its impact on individual lives, how we react and adapt to changes and why some things

work and others do not. The development of any society reflects its prevailing and past ways of life

and trends, which are the culmination of its history, geography and an interaction of its political,

social and economic aspects.

Social Studies subject is the integrated form of various branches of Social Sciences such as

history, geography, political science and economics. It is one of the core subjects at school level.

The contents of social science as a school subject are based on a certain understanding about

their nature and purposes. Instead of treating these as natural and given, this course introduces

student teachers to different perspectives about these subjects, yet maintaining that breaking the

boundaries between the economic, cultural, social and political spheres is crucial in understanding

the society. This course asks and suggests how social science can develop capacities to critically and

creatively understands society and social reality around us with reference to time, space and power,

structures, institutions, processes and relationships.

This course builds on the pedagogy of EVS paper and helps student teachers to reflect on the

nature of the Social Science discipline and its implications for classroom transaction.

The course examines the possibilities of using strategies and activities that connect

children's understanding of the subject matter of different social science components with

significant concepts, and apply that understanding to current issues and authentic

situations(allowing development of abilities for individual/collective reflection).

Course ObjectivesThis course will focus on student centered approaches to teaching social sciences, based on

students' understanding of the social world. Focus will be on pedagogic approaches that facilitate

inquiry based, critical and analytical ways of developing an understanding about social

phenomenon.

The course aims at

· developing an understanding of the social world through the disciplines of social science,

such as, history, geography, politics, etc. and appreciating their interconnectedness in


184

facilitating such an understanding;

· promoting critical thinking to examine different viewpoints and assumptions and

differentiating between fact and opinion and identifying bias and prejudice;

· encouraging use of strategies and approaches facilitating effective inquiry and problem

based teaching in social sciences in a manner that enhances curiosity of children and

develops their abilities to critically reflect on the existing society;

· establishing connections between the knowledge gained in the social science classroom to

the social world outside;

· building skills at gathering, organising, managing, interpreting and analysing data;

· using varied assessment techniques to assess in depth knowledge and critical abilities.

Unit 1: I ntroduction to Social Science

· purpose and significance of social science in school curriculum at Elementary Level

(NCF-2005, RTE-2009, SCF-2011).

· Significance of national core elements (NPE-1986) and Social Science curriculum.

· Concept, nature and scope of social science, different perspectives on nature and scope,

social science and its place in school curriculum

· Misconceptions about social sciences, true concepts of Social Science and values

associated with Social Science.

· Significance of History, Geography, Political Science and Economics.

· Interconnection and relationship between History and Geography

· Approaches to organize Social Sciences Integrated issue based, discipline centered, and

interdisciplinary.

· Constructivism and teaching Social Science

Unit 2 : Key themes in Social Science

· Time, continuity and change (history) society and social structure, state, government,

power and authority, citizenship (political science.)

· Region, people and resources, relationship between region and resources, interaction

between people and resources (Geography)

· Market, exchange and labor(Economics)

· Contemporary issues and challenges of world as well as Indian society in making global

family and world peace.

· Key themes and State syllabus of Social Science textbooks and its implications.

Unit 3 : U nderstanding Textbooks and Pedagogy

· Philosophy and guiding principles of development of Social Science textbooks.

· Content, approaches and methods of teaching Social Science, interactive and

participatory methods teacher as facilitator (Project method, problem solving, debate and

discussions, inquiry based approach, activity based approach etc.).

· Themes, structure of the unit, nature of the exercises and its implications.

· Aims of and objectives of teaching Social Science.


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· Academic Standards and indicators for learning.

· Learning resources for effective transaction.

Unit 4 : T eaching of Social Sciences

· Classroom management, making classroom inclusive.

· Planning for teaching- Year plan, Unit plan and Period plan.

· Children's understanding of social science concepts, importance of sociocultural context

in understanding social science, constructing social science knowledge in classroom using

open ended questions and group activities, difference between facts and opinions

· Inquiry based approach, framing questions/problems, planning group work, field work,

collection of data, organization, interpretation and analysis of data, writing report

· Use of timelines, artifacts, official sources documents, records, files, texts, maps, personal

letters, diaries, writings, oral history, field trips to museums and archives for teaching

history, significance of the source, making interconnections between sources for

reconstructing the past,

· Teaching Social Science with the help of stories, journey accounts, travel diaries, tables,

graphs, texts, maps, role-play, visual images, films, field trips, survey, simulation,

interview etc.

· Integrating ICT for social science teaching within learner's own contextual meaning,

using case based reasoning, flowcharts, and concept maps, documentaries, serials, history

and geography films.

· Role and responsibility of a good Social Science teacher for transaction of concepts,

classroom management, making classroom inclusive.

Unit 5: T eaching Learning and Assessment in Social Science

· Need and importance of reforms in assessment and evaluation, CCE in Social Science.

· Formative and Summative Assessment, purpose of assessment, reporting.

· Tasks and tests for assessing critical abilities, process skills, application of knowledge to

new contexts, and transfer of learning.

· Variety of assessment methods and techniques - Teacher observations, teacher designed

tasks and tests, work sample portfolios, projects.

· Use of authentic contexts, case studies, complex problem solving for assessment.

· Using resource materials, novel (new) materials for thinking and reflection.

· Problem solving rubrics.

· Planning and preparation for evaluation- Blueprint (weightages for academic standards),

model questions, model question paper, indicators for valuation of answer scripts, CCE

Record.

Unit 6: Challenges and issues in teaching elementary social science(to be transacted through

discussions amongst student teachers)

· Resources for teaching social science, primary and secondary sources, translated


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materials, ICT based resources, open sources

· Teacher knowledge deep and thoughtful understanding, using instructional methods and

assessment strategies in different settings,

· Developing students' interest and engagement, using children's prior understandings to

connect with the present

· Challenges in integration of ICT and other innovative technology in education in teaching

Social Science.

· Social and cultural issues in teaching social science

· Vision of a good classroom, Role of the teacher, Continuous Professional Development

(CPD) of teachers- subject forums, connected groups, open learning resources, seminars

and workshops, reading and reflections.

Suggested Mode of Transaction · Classroom based group discussions highlighting different perspectives on nature,

purpose, scope, key concepts of social science with activities questioning presumptions

and encouraging self-reflection.

· Collection, reading and analysis of different types of sources primary and secondary, data,

maps, charts drawing from different domains history, geography, political science,

economics understanding significance of sources and making interconnections, asking

relevant questions to the sources,

· Discipline based inquiry for developing deep understanding of important concepts,

generating in-depth discipline based knowledge, individual and collaborative tasks

· Explanation and modeling from teacher educators for using different teaching strategies

and analyzing content

· Opportunities for engaging in question answers, debate, discussion to understand

different perspectives underlying understanding of social science.

Suggested Tasks · Choose a few regions in the country and draw up a list of different festivals celebrated in

those regions. Which are these celebrations are shared by different regional and religious

communities? Find out how the historical and geographical factors have influenced the

diversity found there. Explore the connections between the historical and geographical

factors.

· Discuss the most significant technological, economic, social and cultural changes taking

place in the town/village in which you live, in a group. Which sources will you use to find

out about these changes after a period of twenty years? What questions will you frame?

Which sources are likely to reveal more? Write your findings in the form of a report.

· You are a historian. Choose the economic/ social/ political history of your region and

discuss how you will teach it to your students.

· Find out where records are kept in your village/ city. What are the types of records? Who

writes these records and who are the people who use them?


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· Make a weather calendar for one-week collecting data from newspapers. Use pictures or

symbols to show different types of weather. Analyse the data and present your findings

with the help of charts and diagrams.

· Prepare a project about an issue connected with the working of your State Government

like an education programme, any law and order issue, midday meal scheme, etc. Collect

stories, interviews, poems, case studies, newspaper reports .Read the collected material

and write your observations, analyzing and evaluating the programme.

· Think of a common thing we use, example, tea, milk, sugar, paper, etc.

· Represent in a visual form, the chain of events that takes place before it reaches you.

Discuss the concepts of market, labour and exchange in this process and think of a suitable

teaching strategy to teach these concepts to your students.

· Observe Social barriers prevailing in your village and suggest possible solutions.

· Prepare a brochure on your village by incorporating historical, geographical, political and

economic aspects.

· Conduct Mock Assembly/ Parliament on any one of the important issues of society and

write a report.

Essential Readings1. Batra, P. (ed.) (2010). Social Science Learning in Schools: Perspective and Challenges,

New Delhi: Sage.

2. Chakravarty, U. (2006). Everyday Lives, Everyday Histories: Beyond the kings and

Brahamanas of 'Ancient' 'India', New Delhi: Tulika Books, Chapter on: History as

Practice: Introduction, 16-30.

3. George, A. and Madan, A. (2009). Teaching Social Science in Schools: NCERT's New

Textbook Initiative. New Delhi: Sage.

4. Kumar, K. (1996). Learning From Conflict. Delhi: Orient Longman, pp. 25-41, 79-80.

5. NCERT, (2006). Position Paper National Focus Group on Teaching of Social Sciences.

New Delhi: NCERT, 1-19.

6. SK Mangal & Uma Mangal, Teaching of Social Studies (2008), PH1 Learning Pvt. Ltd.,

New Delhi.

Readings for Discussion1. Bhattacharya, N. (2009). Teaching History in Schools: The Politics of Textbooks in India'.

History Workshop Journal. 67(1), 99-110.

2. Eklavya, (1994), Samajik Adhyayan Shikshan: Ek Prayog, Hoshangabad: Eklavya.

3. George, Alex M. (2004), Children's Perceptions of Sarkar: The Fallacies of Civics

Teaching, Contemporary Educational Dialogue 1:2, 228-257.

4. Jain, M. (2005). Social Studies and Civics: Past and Present in the Curriculum, Economic

and Political Weekly, 60(19), 1939-1942.

5. NCERT Social Science Textbooks for Classes VI-VIII, New Delhi: NCERT.


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6. Social Science Textbooks for classes VI-VIII, Madhya Pradesh: Eklavya.

Advanced Readings1. Balagopalan, S. (2009). Chapter 7: Unity in Diversity: Diversity, Social Cohesion and the

Pedagogical Project of the Indian State. In S. Vandiyar et al (eds.) Thinking diversity,

building cohesion: a transnational dialogue on education, Amsterdam: Rozenburg

Publications.

2. Billinge, M., Gregory, D., Martin, R. (eds) (1984). Recollections of a revolution:

Geography as spatial science, London: Macmillan.

3. Carr, E. H. (1961). What is History? England:Penguin.

4. Geetha, V., Selvan S., Bhog D. (2009). Textbook Regimes: A Feminist Critique of Nation

and Identity, Tamilnadu, New Delhi: Nirantar.

5. Hursh, W., D. and E. Wayne Ross, (2000). Democratic Social Education Social Studies for

Social Change, New York: Flamer Press, Chapter 9: Not only by our Words: Connecting

the Pedagogy of Paulo Freire with the Social Studies Classroom, 135-148.

6. Mehlinger, Howard D. (ed.) (1981). UNESCO Handbook of Social Studies. France:

UNESCO Publications.

7. Ross, E. Wayne (ed.) (2006). The Social Studies Curriculum: Purposes, Problems, and

Possibilities. Albany: State University of New York Press, Chapter 1: The Struggle for the

Social Studies Curriculum, 17-36.

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Work & Education (Value Added and Co-curricular Paper)

Internal: 50 Marks

Rationale and aim

The relationship between work and education forms the core rationale behind this course. While the role of education on work has been widely acknowledged, the integration of work and education and it importance is often not recognized adequately. This course unfolds the reciprocal relationship between work and education and its relevance to our education system. Besides building up proper attitudes towards work, developing values and habits, imparting necessary knowledge related to work, and developing appropriate work skills, work education enable the children to discover their real interests and aptitudes which would be helpful to them in selecting suitable courses of study and occupations later on. This course aims at preparing the teachers in a way that they can understand and implement the integration of work and education in their classrooms.

Specific Objectives1. To understand the relationship between work and education2. To develop an understanding of meaning and importance of work in education3. To identify reasons for isolation between Work and Education and implications of the

same4. To recognize the need to integrate work and education5. To develop an understanding about different aspects of integration between work and

education6. To provide opportunities for understanding, implementing and exploring different

experiments and activities related to work and education7. To develop an understanding of work and education in the changing scenario8. To identify the challenges and limitations with regard to implementation of work and

education

Units of Study

Unit 1: Work & Education: Meaning & Importance

· Meaning of Work & Education; purpose Work & Education.

· The idea of Mahatma Gandhi.

· Child work Vs Child labour.

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· Sense of isolation in work and education and its implications.· Need of integration in work and education.

Unit 2: Work & Education: Different Aspects of Integration in Work and Education· Self reliance (economic).· Sense of Responsibility.· Respect for work.· Correlation.

Unit 3: School Curriculum and Work

· Work as a part of school curriculum.

· The role in the work of school curriculum.· Syllabus and Academic Standards.· Assessment of Work & Education.

Unit 4: Work & Education - Some Experiments and Activities

· Activities with regard to health and hygiene; food; environment; culture; consumer

rights; household management; documentation; preparation of models and goods;

population activities etc.

· Conduct of whole activities: Nature and purpose – List of activities.

Unit 5: Changing Scenario of Work & Education

· Relation between work and education

· Problem and limitations in implementation of work and education

References

1. Buniyadi Shiksha Ek Nai Koshish (Nov 2007- Jan2008) Buniyadi shiksha ka pathykram.

Ank 17, (pp 14- 17)Udaipur, Vidya Bhawan Shiksha Sandarbh Kendra.

2. Buniyadi Shiksha Ek Nai Koshish (Nov 2007- Jan2008) Shudh aur swasth jeevan ka

abhyass safaai or aarogya shikshakram. Ank 17, (pp 18-26) Udaipur, Vidya Bhawan

Shiksha Sandarbh Kendra.

3. Buniyadi Shiksha Ek Nai Koshish (Nov 2007- Jan2008) Shiksha me shram ko sthapit

karne ka ek jatan. Ank 16, (pp 31-32) Udaipur, Vidya Bhawan Shiksha Sandarbh Kendra.

4. Central Board of Secondary Education (2004). Work education in schools. New Delhi,

CBSC.

5. National Council of Educational Research and Training (2005). Position paper of

national focus group on work and education. New Delhi, NCERT.

6. Proceedings of National seminar on basic education (2009). Vidya Bhawan Society.

Unpublished.


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Value Education & Life Skills(Value Added and Co-curricular Paper)

Internal: 50 Marks

Rationale and aimThe living values of the society and culture of the land need to be transmitted to the next

generation is one of the important aim of education. People with character and values leads to

sustainable National development. Therefore, education that focus on character and living values is

to be given prime importance. The children at young age caught the values with appropriate models

and classroom strategies. Therefore, it is felt that the education on values, ethics and life skills must

form part of the school curriculum.

Unit 1: The Meaning and Importance of Values and Ethics

· The difference between morals and ethics.

· Why do we need ethics?

· Ethical development.

· Operation of ethics.

· Theories of moral development.

· Importance of value education.

Unit 2: Which Values and Why

· Core values- that focuses on dignity and worth of a person.

· Exploring the universal values and from a personal perspective.

· Democratic and other Constitutional values.

· Harmonious way of living, with one another and nature.

· Learning to live together.

· Aesthetic values.

· Critical and creative thinking values.

· Education for peace.

· Life skills education. Unit 3: Indian Constitution – Human Rights and Education, Child Rights

· What do we mean by human rights?

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· Human rights in India.· Rights guaranteed by the Constitution of India.· Role of the school in observation and promoting human rights and child rights.

Unit 4: Life Skills· What are life skills?· Need and importance of life skills in human life.· Life skills education in schools

Unit 5: Value Education and School· The role of school in developing appropriate values in the children.· How do teacher model their behaviour for improving the value system among

children.· The nature of programmes and activities in the school to inculcate values.

Unit 6: Value Education, Life Skills· Syllabus for Value Education & Life Skills.· Strategies and approach. · Suggested programmes.· Role of schools and teacher.· Assessment of Value Education & Life Skills.

Unit 7: Syllabus of Life Skills and Value Education for Classes I to VIII.

· Academic Standards, Syllabus, Assessment.

* * * *


193


Yoga, Physical & Health Education - II(Value Added and Co-curricular Paper)

Internal: 50 MarksRationale and Aim

This course is designed to be one component of a practicum course to be covered in both

years of study. It offers the scope to engage critically with systems and practices related to health of

children and school health. Two sets of practicum are provided for the first and the second year of

study. The rationale, aim objectives of this practicum presented below refers to both practicum

courses.

The relationship between education and health forms the core rationale behind this course.

While the role of education on health has been widely acknowledged, the impact of health on

education is often not recognized adequately. This course unfolds the reciprocal relationship between

health and education. Health is a necessary condition for learning apart from being a basic right of

every child. Enrolment, retention, concentration and learning outcomes in the classroom have a

strong linkage with a child's physical and emotional health.

A holistic understanding of health implies a perspective on health that is not merely freedom

from germs and disease but an understanding of the social, economic, mental/emotional and physical

aspects of health. It becomes essential for the teacher to locate the social determinants of health and to

root any health communication/education in the socio-economic and cultural context of the child.

This forms an essential foundational and theoretical component of the course. This approach will

lead away from the „hygiene-education‟ focus of health education, which stresses behavioral

changes and puts the responsibility of health on the child. Instead, the course aims to equip the

teacher with a perspective that helps both the teacher and the children understand health issues as

determined by socio-economic contexts. This will enable them to move beyond a solely behavioral

change model to an approach that seeks to address larger health determinants. This is not to deny the

importance of healthy habits but it is important to recognize that to tell a child to „bathe every day‟ or

„eat nutritious foods‟ is not sufficient. The teacher will have to locate health messages and ideas in

the lived reality of the children they teach so as to meaningfully engage with the issue.

It is important to see the role of the teacher as one that includes within it the perspective of a

health worker. This does not in any way mean an additional workload. However wesee this as

inherent in her work itself. Here there is a clear overlap of ideas with the course on Child Studies.

Understanding a child necessarily includes understanding the health of the child within a social

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context. A course on health lends a natural opportunity for teachers to understand children in their life

context and increases sensitivity to the children and their socio- economic background. It is possible

to address issues of teacher attitudes, engagement and willingness to accept diversity in their

classroom. This is likely to help teachers move towards a broad vision of inclusive education through

an understanding of health and well-being in the broadest sense. Instead of speaking of teacher

attitudes alone, the course gives student-teachers a chance to understand unequal and multiple kinds

of childhood that children experience.

Course Objectives1. To build a holistic understanding of the concept of health and well-being and understand

children's health needs using a social determinants framework.

2. To understand the reciprocal relationship between health and education and understand

the role of the teacher and possible ways of engaging with health concerns.

3. To examine specific programmes related to children's health operating in schools.

4. To build knowledge and skills on teaching health and physical education and integration

of their themes with other curricula areas of teacher education and school subjects.

5. To link theoretical and conceptual learning with actual school/classroom realities

through practical work.

Course DescriptionUnit 1: Developing a Critical Perspective towards Health Education and

Pedagogical Aspects of Teaching Health

· Critical Reflection on the concept of Health Education Behaviour Change models v/s

Health Communication approach

· Case Studies of Health Education approaches - eg: Eklavya, Madhya Pradesh, FRCH,

Maharashtra, School Health Education Project, Swami Vivekananda Youth Movement,

Karnataka etc.

· School Health Curriculum Areas- CBSE, Other thematic outlines (eg: Eklavya, SHEP,

FRCH, UNICEF (Nali kali Strategy- School Sanitation and Hygiene Education)

Unit 2: Knowledge and Development of Health Concepts among Children

· Food and nutrition.

· Communicable diseases.

· Understanding one's body, alternative systems of health and healing, safety, precautions

of injuries.

· First aid (workshop mode).

· Child abuse: This sub theme explores the meaning of abuse; its various forms and

impacts; legal provisions. It also covers issues of corporal punishment and child sexual

abuse. The idea is to build awareness/reflection as well as equip with basic

skills/information to be able to respond to such situations as a teacher.

· Principles and benefits of Yoga

Practical Work: Based on Units 1 and 2: Before going for the School Internship

Programme student teachers must develop materials/activities/strategies based on select


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health themes and try to do this by integrating with another subject. A Health Education

lesson plan is prepared by the student teacher and the chosen theme/concept is transacted

during the SIP. The ideas and materials developed related to the health theme, research

done to make sure information and content is correct and the actual transaction in class all

form a part of the reflective report to be prepared. This report forms a part of Internal

Assessment.

· Focus on Yoga- learning its principles and basic asanas.

· Athletics

· Organizing of tournaments, marking of courts etc.

· Demonstrate Pranayama before your peer group and write a report on those.

· Survey and find out people who got cured through yoga practice and write a report on it.

· Learn any one type of meditation and write a report on your experiences.

Unit 3: Understanding Emotional Health Needs, Diversity and Inclusion

· Understanding Emotional Health- self reflective journey

· Emotional Health- Physical Health- Cognition linkages

· School Practices and what these do to a child's emotional well-being

· Diversity in the classroom- different learners, different needs and the concept of

inclusion

· Learning Disabilities and engagement in the classroom

Unit 4: Physical Education as integral to health and education

· Need for Physical Education; Linkages to health and education; Concept of a sound mind

in a sound body.

· Physical Education and 'Play'

· Supervising and guiding children

· Development of team spirit, coordination, cooperation

· Diversity in capabilities and interests

· National integration through physical activities, games and sports.

Practical Work based on Unit 4: To be learnt/conducted at the DIET, Basic Exercises and

movements, Drill and Team Games (Kho-Kho, Kabaddi, Throw ball, Volley Ball, Football etc.) The

student teacher must learn techniques and procedures to conduct these. As a practical activity during

the student internship2 it is suggested that student teachers observe the physical education (play,

exercise) related activities taking place in the school. Is there a space to play? What equipment is

available? What is being played by whom (girls/boys)? And what is the culture of play? Is the teacher

actively engaged? Are there children being left out? What about children with special needs? Also

student teachers are encouraged to document the unrecognized and indigenous games/play that

students engage in. It is suggested that student teachers share their findings in the form of a short

report. After the SIP, the course facilitator can also guide the class through a discussion of findings to

re-emphasize the actual objectives of physical education for education and health and to also

recognize the constraints operating in school in terms of lack of space, no sports equipment, ways of

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Essential Readings

· Agarwal, P. (2009). Creating high levels of learning for all students together, Children

First, New Delhi. (Hindi and English).

· Ashtekar, S. (2001), Health and Healing: A Manual of Primary Health Care, Chapters 1,

3, 7, 8, 40. Chennai: Orient Longman.

· Iyer, Kirti (2008) A look at Inclusive Practices in Schools. Source: RRCEE, Delhi

University,

· Sen, S. (2009), One size does not fit all children, Children First, New Delhi. (Hindi and

English)

· Shukla, A. and Phadke, A. (2000). Chapter- 2, 3, 4, 6 and 8. Swasthya Sathi: Bhag 1,

Pune: Cehat.

· VHAI (Voluntary Health association of India, 2000). Mahamari ka roop le sakne wali

beemariyan/swasthya samasyaein, New Delhi: VHAI. (Hindi and English Versions).


· Chhodo Re Chhadi, (2007). Plan India, Delhi. (Resource book on Corporal Punishment)

· Infocus Vol 2, No 2, March, 2009, Zero Tolerance for Corporal Punishment. Newsletter

of the National Commission for Protection of Child Rights (NCPCR), New Delhi.

· Infocus, Vol 2, No 3, August, 2009, more guidelines to stop Corporal Punishment.

Newsletter of the National Commission for Protection of Child Rights (NCPCR), New

Delhi.

Advanced Readings

· Gupta, A. Deshpande, M. Balasubramaniam, R. and Anil, C. (2008), Innovations in

Health Education Curriculum in Schools: Towards an Art of the Possible in Rama V.

Baru (ed.) School Health Services in India: The Social and Economic Contexts, New

Delhi: Sage, 155-201.

· Jalan, D. (2000) The diverse learning needs of children. Seminar No. 546

· Werner, D. (1994), Disabled Village Children, Chapters 5, 10-13, 16, 17 and 24, New

Delhi: VHAI.

* * * *


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Understanding Self - II (Self Development Paper)

Internal: 50 Marks

Rationale and AimThe main aim of this course is to facilitate the development of individuals who can take

responsibility for their own learning and give a conscious direction to their lives. Students are encouraged to explore and develop through self-reflection a greater insight into their aims of life, strengths and weaknesses and dynamics of formation of identity and a true individuality. Students also develop a capacity for social-relational sensitivity, effective communication skills and ways to create harmony within one's own self and society. The workshops are also aimed at equipping the students with positive attitudes, attributes and skills that help in facilitating the personal growth of their own students while teaching.

Course Objectives· To help student teachers discover and develop open-mindedness, the attitude of a self-

motivated learner, having self-knowledge and self-restraint.· To help student teachers develop the capacity for sensitivity, sound communication skills

and ways to establish peace and harmony.· To develop the capacity to facilitate personal growth and social skills in their own

students

Mode of Transaction

A series of workshops and seminars with carefully chosen themes are to be organised. It is recommended that there be around 4-6 one-day or two-day workshops in each academic year, and 2-4 half-day or one-day seminars. Themes may be chosen from the suggested list. It is recommended that the workshops are conducted by outside resource persons (from organizations working in related areas of personal development). The workshops should be experiential, and provide occasions for active participation and reflection. One regular faculty member from the field of psychology will need to be associated with the external resource person to take up the overall responsibility of the course. In addition the faculty should organize seminars that involve student-teachers in taking responsibility for making presentations and holding discussions that bring out multiple perspectives on key issues of life and education.Suggested Workshop Topics

Workshop 1: The Power of myth

Objectives· Re-appraisal of myths as representations of a culture's world-view and embedded

values

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· To appreciate the reach of the mythic imagination · Develop critical awareness of 'modern myths' that implicitly shape our lives

Suggested workshop themes · Reading and analysis of myths from different cultures · Distinction between myth as 'false stories' or 'imaginative pre-scientific accounts' and

myth as an implicit and culturally shared 'structure of apprehending reality' and a 'basis of feeling and thinking'

· Exposure to manifestations of mythical thinking in contemporary life · The mythical basis and imagery of 'modern science' and 'modern economics' · Becoming cognizant of the myths that shape one's worldview and values

Workshop 2: Gender and upbringing Objectives · Understanding the role of culture (apart from biology) as determinants of gender

distinctions in social living · Awareness of factors that shape gendered roles in Indian society · Developing a critical perspective on gender-based discrimination and its effects

Suggested workshop themes · Telling our own 'gendered' stories · En-culturing 'gendered' roles in upbringing within different kinds of families – case

studies · Gender issues in school education – case studies · Gender issues manifest in contemporary public spaces – case studies · Responding to various forms of gender discrimination

Workshop 3: Deconstructing the messages of advertising (in the audio-visual media)

Objectives · To appreciate the impact of television advertising on children and adults · To analyze the 'constructed' imagery and overt as well as subliminal messages

communicated through advertisements · To enable a critical distance from the power of advertising (especially of the audio-visual

kind)

Suggested workshop themes· The expanding role of advertising in contemporary life · Sharing favorite advertisements and their impact on us · Looking from the other side: how psychology, research, technology and imagination

combine to create a 'targeted commercial' · Viewing and analyzing a series of advertisements · Constructing an effective advertisement (group task) · How to be a critical and media-literate viewer of advertisements

Workshop 4: Theatre for awareness of body, self and the other Objectives · To explore body-awareness, movement, coordination and cooperation · To develop awareness of non-verbal modes of communication with self and others · Exposure to effective use of speech and communication through theatre exercises

Suggested workshop themes


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Sensitize students about their inherent potentialities. Components—activities related to body and mind, senses, emotions, imagination, concentration, observation, introspection.

Workshop 5: Visualizing a 'School from Scratch' – alternatives in education

Objectives· To think through, in discussion with others, the conception of a 'school from scratch' – its

intentions, essential ingredients and essential processes (ie. aims, curriculum, pedagogy)

· To discuss the justifications for each conception, and identify the educational and practical dilemmas arising in each case

Suggested workshop themes · Visualizing individual conceptions of a 'school from scratch' · Working in groups to develop a collective conception of a 'school from scratch' · Presenting to the larger group each conception of 'school from scratch' along with the

process of arriving at this and the justifications for its various elements; for each case documenting the discussion, questions raised, and issues arising

· Observing a few films of schools that represent alternatives in education

Suggested Seminar Topics

Seminar 1: Glimpses of different childhoods in India

Format: Student-teachers present, via different media – narrative, photographs, audio-visual presentation, illustrated poster etc - stories of Indian children growing up in vastly differing circumstances; sharing to be followed by discussion

Preparation: Resource books and films to be gathered; each student-teacher picks a particular type of childhood and researches the life situation, the opportunities and constraints of an imaginary or real child from this circumstance; photographs, interviews etc. may be used.

Seminar 2: Selection of short readings and dialogue

Format: A selection of short but provocative readings on issues of life and education, to be read together, followed by exploratory dialogue in small groups

Preparation: Making a careful selection of readings that lend themselves to a non- polemic discussion and exploration

Seminar 3: Education and environmental crises

Format: Film and presentation or reading of a text; small group discussions around selected themes drawn from the film; sharing of implications for education

Preparation: Selection of a contemporary documentary or audio-visual presentationMode of Assessment

This should be based on· Qualitative grading for Journal writing – periodicity and quality of entries. · Qualitative grading for participation in seminars – quality of preparation and

presentation/participation. · Marking of periodic writing tasks (four in number) – by faculty mentor.

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3. kÍsÁïçÜ¿£ çbÍ<¸Š$T¿£ $<Š«qT kÍ~ó+#áT \¿£Œ«eTTýË SSA 2001-2002 dŸ+ööýË çbÍsÁ+_ó+#á‹&q~.4. SSA ýË u²*¿£\ $<Š«Â¿Õ |Ÿ]$TÔá çbÍeTTK«ÔáqT ‚eÇ&ƒeTT È]Ðq~.

5. $<‘«|ŸsÁ+>± yîqT¿£‹&q³Te+ì çbÍ+ÔýýË –|¿ìŒ+#á‹&q eT]jáTT “s<ŠsÁDÅ£” >·T]jî®Tq

u²*¿£\ ¿=sÁÂ¿Õ *+>· $e¿£ŒÔá ýñÅ£”+&† kÍsÁÇçÜ¿£ $<‘« kÍ<óŠqÂ¿Õ NPEGEL

sÁÖbõ+~+#á‹&q~.

2. |Ÿ]~¸ :

ç¿ì+~ |s=Øq‹&q çbÍ+Ô\ýË ‡ ¿±sÁ«ç¿£eTeTT neT\T |ŸsÁ#á‹&ƒTÔáT+~.

çdÓï\ n¿£ŒsdŸ«Ôá XæÔáeTT C²rjáT dŸ>·³T n¿£ŒsdŸ«Ôá XæÔáeTT ¿£+fñ ÔáÅ£”Øe>± –q• eT+&ƒý²\T

ýñ¿£ Gender gap C²rjáT dŸ>·³T n¿£ŒsÈ«Ôá ¿£+fñ mÅ£”Øe>± –q• eT+&ƒý²\T. mdt.d¾./mdt.ì.

ÈHuó² 5% eT]jáTT mdt.d¾./mdt.ì. çdÓï\ n¿£ŒsdŸ«Ô XæÔáeTT 10% ¿£+fñ ÔáÅ£”Øe>± –q•

eT+&ƒý²\T. |Ÿ³¼DçbÍ+Ô\ýË m“•¿£ #ûjáT‹&q³Te+ì eTT]¿ì y&ƒ\T.

3. eP«VŸä\T :

yîTT_ýÉÕCñwŸHŽ : u²*¿£\T $<Š«qT #îÕÔáq«|ŸsÁ#á&†“¿ì dŸeÖC²“• eTyûT¿£+ #ûdŸÖï dŸeÖÈ+ýË >·\

$$<óŠ dŸ+dŸœ\qT, –bÍ<ó‘«jáTT\qT, dŸÇ#áÌÛ+<Šdy dŸ+dŸœ\T eT]jáTT kÍœ“¿£ ç|ŸÈ\T |ŸP]ï kÍœsTTýË

dŸVŸ²¿±sq+~dŸÖï kÍï“¿£ ç|ŸÈýñ ‡ u²<óŠ«Ôá dÓÇ¿£]+#áTq³T¢>± #ûjáT&ƒ+.

NPEGEL ‡ ç¿ì+<Š “¹sÝ¥Ôá |Ÿ]d¾œÔáT\ €<ó‘sÁ+>± “sÁÇV¾²+#á‹&ƒTÔáT+~.

1. ‹& ‹jáT³ u²*¿£\T

2. eT<óŠ«ýË ‹&eÖ“yûd¾q u²*¿£\T

3. bÍsÄÁXæ\ ejáTdŸTà <‘ìq u²*¿£\T

4. |Ÿ“ýË –q• u²*¿£\T

5. kÍ|ÓT¿£+>± yîqT¿£‹&q u²*¿£\T


235

6. ÔáÅ£”Øe VŸäÈsÁT XæÔáeTT ¿£*Ðq u²*¿£\T

7. $<Š«ýË yîqT¿£‹&q u²*¿£\T

uË<óŠHuó„«dŸq kÍeÖçÐ“ n_óe~Æ |ŸsÁ#á&ƒ+. u²*¿£\ $<‘«_óe~Æ ¿=sÁT eT]jáTT y]

¿šXøý²\T n_óe~Æ #ûjáTT³Â¿Õ, #ójáÖ ºçÔ\T, n<Šq|ŸÚ |ŸsÄÁq kÍeÖçÐ“ n_óe~Æ |ŸsÁ#á&ƒ+.

4. \¿Œ±«\T :

çbÍ<óŠ$T¿£ kÍœsTTýË mdt.d¾./mdt.ì. u²*¿£\ýË Gender gap mÅ£”Øe>± –+~. ‡ Gender

gap çbÍ<¸Š$T¿£ kÍœsTTýË 20% çbÍ<¸Š$T¿Ãq•Ôá bÍsÄÁXæ\ýË 20% –q•+<ŠTe\q eT]jáTT u²*¿£\

nedŸs\ <ŠcÍ¼« Å£L&† qÖÔáq $<‘« ¿±s«ç¿£eÖ\T #û|Ÿ³¼e\d¾q nedŸsÁ+ m+ÔîÕH –+~.

NPE GEL eTT K« \¿Œ±«\T :

1. $<‘«sÁ+>·eTTýË“ eTV¾²Þø\ eT]jáTT u²*¿£\ dŸVŸ²¿±sÁeTTÔÃ u²*¿£\ ¿=sÁÂ¿Õ n+<ŠTu²³TýË

kÍ~ó+#á&ƒ+. eT]jáTT “\¿£&ƒ\qT kÍ~ó+º ç&†|tW³T\qT ÔáÐZ+#á&ƒ+.

2. $$<óŠ ¿±sÁ«ç¿£eÖ\ <‘Çs u²*¿£\Å£” >·TD²Ôá ¿£ $<Š«qT n+~dŸÖï Ôá<‘Çs kÍ~ó¿±sÁÔáqT kÍ~ó+#á&ƒ+.

dŸsÁÇ¥¿Œ± n_ójáÖHŽ $<‘« eÖqe n_óe~Æ¿ì ³TssTT, ×¿£sÈ«dŸ$TÜ €<óŠÇsÁ«eTTýË ÈyîT®³HŽ, <‘¿±sYýË

È]Ð dŸeÖyûXæ\ýË n+<Š]¿ì $<Š«qT n+<ŠTu²³TýË¿ì Ôûy\“ n“• dŸuó„«<ûXæ\T rs “+#sTT eTq

sC²«+>·eTTýË“ 42e n]¿£ýÙ <‘Çs $<‘« çbÍeTTK«ÔáqT >·T]ï+#á&ƒyîT®q~. ÔásÁTyÔá mHÃ• ¿£MTwŸqT¢

çbÍ<¸Š$T¿£ $<Š« çbÍeTTK«ÔáqT >·T]ï+#á&ƒyîT®q~. MìýË uó²>·+>±Hû q\¢‹\¢ |ŸÔá¿£+, €+.ç|Ÿ. çbÍ<¸Š$T¿£ $<‘«

|Ÿ<¸Š¿£+., ›ý²¢ çbÍ<¸Š$T¿£ $<‘« ¿±sÁ«ç¿£eT+ <‘Çs nHû¿£ çbÍ<¸Š$T¿£ eqsÁT\qT dŸeTÅ£LsÁTÌ¿=“ çbÍ<¸Š$T¿£

$<‘« |Ÿ]~ó“ yîTsÁT>·T|ŸsÁ#á&ƒyîT®q~.

ç|ŸdŸTïÔá+ dŸsÁÇ¥¿Œ± n_ójáÖHŽ <‘Çs eqsÁT\qT dŸeTÅ£LsÁTÌ¿=“ >·TD²Ôá ¿£yîT®q $<Š«qT

kÍ~ó+#á&†“¿ì »»n+<ŠsÁT #á<Šy* n+<ŠsÁT m<Š>±*µµ nHû “H<Š+ÔÃ ¿±sÁ«ç¿£eÖ\T neT\T

ÈsÁT>·TÔáTH•sTT.

dŸsÁÇ¥¿Œ± n_ójáÖHŽ \¿Œ±«\T :

2003 Hì¿ì ‹& ‡ &ƒT |¾\¢\+<ŠsÁÖ ‹&ýË –+&†*.

` 2007 Hì¿ì |¾\¢\+<ŠsÁÖ 5 dŸ+öö\ çbÍ<¸Š$T¿£ $<Š«qT |ŸP]ï #ûjáÖ*.

` 2010 Hì¿ì |¾\¢\+<ŠsÁÖ 8dŸ+ööeTT\ bÍsÄÁXæ\ $<Š«qT |ŸP]ï #ûjáÖ*.

` 2007 Hì¿ì kÍsÁÇÈúq m*yîT+³¯ $<Š« kÍ<óŠqýË –q• kÍ+|ÓT¿£, *+>· ndŸeÖqÔá\qT Ô=\Ð+#áT³.

` 2010 Hì¿ì ‹&ýË #û]q |¾\¢\+<ŠsÁÖ bÍsÄÁXæ\ýË ¿=qkÍ>·Tq³T¢>± Ôá>·T #ásÁ«\T Â>Õ¿=qT³.

dŸsÁÇ ¥¿Œ± n_ójáÖHŽ neT\TýË eTTU²«+Xæ\T :

bÍ³Xæ\\T ýñ“ nydŸ çbÍ+Ô\ýË bÍsÄÁy\\T çbÍsÁ+_ó+#áT³, ç|ŸdŸTïÔá+ |Ÿ“#ûdŸTïq• nedŸs\qT ‹ì¼


236

ÔásÁ>·Ü >·<ŠT\T, eTsÁT>·T<=&ƒT¢, çÔ>·TúsÁT e+ì eTò*¿£ edŸÔáT\T ¿£*Î+#á&ƒ+, bÍsÄÁXæ\ n_óe~Æ “~ó“

@sÎ³T #ûjáTT³.

` –bÍ<ó‘«jáTT\ “jáÖeT¿£+, –bÍ<ó‘«jáTT\ kÍeTsÆ«“• ¥¿£ŒD\ <‘Çs n_óe~Æ #ûjáT&ƒ+, ¿£¢dŸ¼sÁ¢ eT+&ƒ\,

›ý²¢ kÍœsTTýË $<‘« $wŸjáT dŸ+‹+<óŠyîT®q €<ó‘sÁ¹¿+ç<‘\T @sÎ³T#ûjáTT³.

` $<‘«sÁTœ\Å£” ¿£+|ŸP«³sY $<Š«qT n+<ŠTu²³TýË rdŸTÅ£”se&ƒ+.

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` ç|ŸÔû«¿£ nedŸs\ |¾\¢\qT >·T]ï+º ysÁ¿ì ç|ŸÔû«¿£ $<‘« ¿±sÁ«ç¿£eÖ\qT neT\T #ûjáT&ƒ+.

` 8e ÔásÁ>·Ü esÁÅ£” n“• esZ\ u²*¿£\Å£” –ºÔá bÍsÄÁ«|ŸÚdŸï¿±\ |Ÿ+|¾Dì.

` ç|ŸÜ bÍsÄÁXæ\Å£” <îÕq+~q nedŸs\Å£” eT]jáTT ç>·+<¸‘\ |ŸÚdŸï¿±\¿ÃdŸ+ sÁÖ.200/`#=|ŸÚÎq eT]jáTT

bÍsÄÁXæ\ uó„eq eTsÁeT ÔáTï\ ¿ÃdŸ+ bÍsÄÁXæ\ ÿ¿ìØ+ì¿ì sÁÖ.5000/` #=|ŸÚÎq eT+psÁT #ûjáTT³.

` ¿£eTÖ«“¡ n<ó‘]Ôá eTÖý²«+¿£q+ <‘Çs bÍsÄÁXæ\ýË bÍsÁ<ŠsÁô¿£ÔáqT Hî\¿=\TÎ³.

` C²rjáT eTV¾²Þ² n¿£ŒsdŸ«Ôá ¿£+fÉ ÔáÅ£”Øe n¿£ŒsdŸ«Ôá >·\ eT+&ƒý²\ýË¢ u²*¿£\ $<Š« ¿ÃdŸ+ ç|ŸÔû«¿£

¿±sÁ«ç¿£eÖ\ NPE GEL neT\T #ûjáTT³.

DUTIES OF A CITIZENMan who is a social being has certain responsibilities towards other individuals

as well as groups. These empathetic responsibilites are called as Duties. Rights without

duties lead to anarchy. Duties without rights are the indications of slavery. Therefore

the rights and duties are like two sides of the same coin.Duties are mainly of two types :

1. Moral duties; 2.Legal Duties;1) Moral Duties :

i) Respect towards parents, teachers and other elders.ii) owe and affection for brothers, sisters and others.iii) Helping the needy and iv) Being truthful.

2) Legal Duties :The duties that are discharged under law are called "Legal Duties"i) Respecting the Constitution ii) Paying the taxes.iii) Obeying the State.

The Indian Constitution clearly states the fundamental duties of Citizens. They are :The citizens shall,

1) Honour Indian constitution, Nationality and National Anthem.2) Cherish and follow the ideals that inspired the Freedom movement of the

country.3) Strive to protect the Sovereignty, Unity and Integrity of the Country.4) Be ready to serve the country for its defence and render national service


237

that as and when required.5) Strive to establish Tranquilty and Fraternity among the people and uphold

the status of Women.6) Honour and preserve the Indian culture.7) Strive to maintain the Ecological balance and protect Nature's beauty

which is manifest in forests, rivers, wild life etc., of the country.8) Develop humanitarian attitude and scientific temper.9) Protect public property and protest against voillence and10) Strive for National development individually and collectively.The student teachers can appreciate the linkage of the fundamental duties of

citizens with the ten crore elements of National Curriculam as envisaged in National

Policy on Education 1986 as modified in 1992 and National Curriculam frame work

2000 published by NCERT, New Delhi and strive at every sage to stick to these

provisions.

MID-DAY MEALS PROGRAMME IN In conformity with the Hon'ble Supreme Court Orders in W.P.No. 196/2001

dated 7-09-2001 the Govt. have started the Mid-day Meal Programme from Jan. 2003 to

the 74.59 lakh children of classes I-VII of primary and upper primary schools studying

in Govt./Local Bodies and aided institutions, with a minimum content of 300 calories

and 8-12 grams of Protein content every day per child.This programme is aimed at

1) Increasing the enrolment in classes I to VII2) Increasing the retention rate in classes I to VII3) Improving health status throught nutritious food provided to the children

coming from poor economic conditions, who otherwise miss a nutritious meal.4) Attracting the children to school.Finally, this intervention of Govt. aims to achieve universalisation of

elementary education of children in terms of enrolemnt, retention, participation and

achievemnt in learning and helps in improvement of health status.Hence, the student teachers should observe this prestigious item of Govt. when

they participate in SEP, TP and Internship in school.

CHILD RIGHTSIndia ratified the UN convention on the rights of the child in Dec'92. The charter

on childs rights was drafted by the UN General Assembly in Nov. 1989. It is a set of International Standards and measures intended to protect and promote the wellbeing of children in the society. The convention provides the legal basis for initiating action to ensure the rights of the children in society. It draws attention to our sets of civil,


238

political, social, economic and cultural rights of every child. These are :1. The right ot survival :

It includes the right to life, the highest attanable standard of health and nutrition and adequate standards of living. It also includes the right to a name ad a nationality.2. The right to protection

It includes freedom from all forms of exploitation, abuse, inhuman or degrading treatment, and neglect including the rights to special protection in situations of emergency and armed conflicts.3. The right to development:

It includes the right to education, support for early childhood development and care, social security, and the right to leisure, recreation and cultural activiites.4. The right to participation:

It includes respect for the views of the child, freedom of expression, access to appropriate information, freedom of thoughts, conscience ad religion.

The student teachers have to recognise linkages and interface of these "Child rights" in their teacher education curriculum and school curriculam and work with emotional diligence to promote and uphold these rights of the child, our positive amet to be cherished and nurtured.

#á<ŠTeÚ\ VŸä$T sJýñ“ dŸÖçÔ\T

|¾\¢\+<ŠsÁÖ HûsÁTÌ¿Ã>·\sÁT.

|¾\¢\Å£” #á<ŠTeÚHû¹sÎ u²<óŠ«Ôá ‹&<û.

|¾\¢\+<Š]ú ejáTdŸTàÅ£” Ôá>·Z ÔásÁ>·ÜýË #ûsÌ*.

€jáÖ ÔásÁ>·ÔáT\Å£” #î+~q n“• kÍeTsœ«\qT n+<ŠsÁT |¾\¢\T HûsÁTÌÅ£”Hûý² #áÖkÍï+.

u²\\ VŸ²Å£”Ø\Å£” uó„+>·+ ¿£\ZÅ£”+&† uË<óŠHuó„«dŸq ç|Ÿç¿ìjáT\qT “sÁÇV¾²kÍï+.

THE NON - NEGOTIABLES- Charter of basic principles for emancipation of child labourers.- All Children must attend full-time formal day schools.- Night Schools or Non-formal Education centres are unacceptable.

encompasses every non-school irrespection of whether the child is engaged in wage or non-wage work, or whether he or she is working for the family or the others, employed in hazardus or non-hazardous occupations, employed on a daily wage or on a contract basi as bonded labour.

- All work / labour is hazardous and harm the overall growth and development of the child.

- There must be total abolition of child labour.- Any low regulating child work is unacceptable.


239

- Arguments about the 'harsh reality' of the family, poverty, necessity of children's earnings for the family, lack of interest among parents, poor quality of teachers and schools, irrelevance of educatioin in providing employment, loss of relvant skills among educated children, etc., are all anti-children and go against their real development.

C²rjáT $<‘« ç|ŸD²[¿£

10 kÍ<ó‘sÁDyîT®*¿±+XøeTT\T :

1. uó²sÁÔá<ûXø kÍÇÔá+çÔÃ<Š«eT #á]çÔá 2. sC²«+>· u²<óŠ«Ôá\T

3. C²rjáT uó²eqqT ™|+bõ+~+#áT n+XøeTT\T 4. eTq kÍ+dŸØÜ¿£ y]ü¿ÃÔáàeeTT

5. dŸeTÔ y<ŠeTT, ç|ŸC²kÍÇeT«eTT eT]jáTT ý…¿ì¿£ ysÁeTT

6. çdÓï |ŸÚsÁTwŸ dŸeÖqÔáàeTT 7. |Ÿ]dŸs\ |Ÿ]sÁ¿£ŒD

8. kÍ+|ÓT¿£ ¿£³T¼u²³T¢ Ô=\Ð+|ŸÚ 9. ºq• Å£”³T+‹ uó²eqqT >·*¢jáTT+&ƒT³

10 XæçdÓïjáT <Š¿£Î<¸ŠeTTqT ™|+bõ+~+#áT³.

nuó„«dŸH dŸÖçÔ\T

1. –bÍ<ó‘«jáT È“Ôá nuó„«dŸH ç|Ÿç¿ìjáT\qT ¿£*Î+#áT³.

2. uóË<Šq, ç|ŸjîÖ>±\T eT]jáTT ¿£Ô«\ <‘Çs nuó„«dŸH“• çbþÔáàV¾²+#áT³.

3. e«¿ìï>·Ôá, kÍeTÖV¾²¿£, ÔásÁ>·Ü |Ÿ““ n_óe~Æ|ŸsÁT#áT³.

4. yîÕjáT¿ìï¿£ uóñ<‘\qT >·T]ï+#áT³, ÔáÐq nuó„«dŸH“• ¿£*Î+#áT³

5. kÍœ“¿£ |Ÿ]dŸs\qT –|ŸjîÖÐ+#áT³.

6. $<‘«sÁTœ\ |Ÿ““ ç|ŸÜuó²e+Ôá+>± ç|Ÿ<Š]ô+#áT³<‘Çs €dŸ¿ìï¿£sÁyîT®q ÔásÁ>·Ü >·~“ sÁÖbõ+~+#áT³

RTE Act 2009 Salient Features :

a It has come into force from 1st April 2010

a Inserted in Fundamental rights

a The State shall provide free and compulsory education to all children of the age of 6 to 14 years.

a The State Government/Local authority shall establish 'Neighbourhood Schools' within a walking distance of 1 KM abd 3KM for Primary and Upper Primary Schooling respectively within 3 years.


240

a Never enrolled/dropout children be admitted to age appropriate class

a Special training to enable such children to be at par with others

a Child so admitted entitled to completion of EE even after age 14

a Children suffering from disability shall have a right to purse free and compulsory Elementary Education Education on par with regular children

a The Central and State Govts shall have concurrent responsibility for providing of funds.

SCHOOLS

a No capitation fees and screening procedures for admission

a No school shall fun without recognition

a All unaided schools to provide free education to at least 25% children belonging to disadvantaged groups from the neighbourhood-Govt. have to reimburse expenditure.

a All the schools shall fulfill the norms and standardsa Appointment of qualified teachers - One teacher per 30 children at Primary stage and 35 at Upper Primary stagea Provision of Infrastructure facilities like : One room for every teacher, Office cum store room, Drinking water, toilets, kitchen shed, TLE Library and games material etc.,

a Formation of School management committees with elected representative and parents.

TEACHERSa Qualification for appointment of teachers to be laid down by academic authority authorised

by Central Government.a To address the problem of untrained teachersa Lays down academic responsibilites of teachersa Prohibits private tuition by teachersa Prohibits deployments of teachers for non-education purpose, except:a Decennial census,a Disaster reliefa Elections to Parliament, State Legislatures, Local Bodies

DUTIES OF GOVERNMENT / PARENTSa Establishment of Neighbourhood Schools in the prescribed distancea Enrolling the all the children in schools and retaining till the completion of Elementary

Education.a Providing infrastructure facilites and staff to all Schools.a Conduction teacher training programmesa Maintaining records of children up to the afe of 14 yearsa Parents shall admit their children in schools compulsorily.a Government may provide pre-primary education to all children in the age group of 3-5 years

to prepare for primary education.

CURRICULUMa Curriculum by prescribed academic authority should :

a Conform to constitutional valuesa Make child free from fear, trauma and anxiety.a Be child centred, child friendly, provide for learning through activities a Medium of instruction - child mother tongue to the extent possible a Provide for comprehensive and continuous evaluation


241

a No Board examinations till completion of EE

PROTECTION OF RIGTHa Bill assigns NCPCR/SCPCR additional functions

a Examine and review safeguards for rights under this Acts, recommend measures for effective implementationa Inquire into complaints relative to child's right to free and compulsory education

a NCPCR/SCPCR have power assigned under Section 14 & 24 of the Commissions for Protection of Child Rights Act.

a Where SCPCR not contituted, appropriate Government may constiture an Authority.

IMPORTANT DAYS

Jan 1 · New Year’s Day

· World Day of Peace

Jan 4 · Bus Day

Jan 5 · Guru Gobind Singh Jayanti

Jan 7 · Pravasi Bharatiya Divas

Jan10 · Hindi Day

·

World Laughter Day

Jan 11 ·

Death anniversary of Lal Bahadur Shastri

Jan 12 ·

National Youth Day

Jan14 ·

International Kite Festival –

·

Ahemdabad

·

Makar Sankranti

·

Pongal

Jan 15 ·

Indian Army Day

Jan 16 ·

Idaho Human Rights Day

Jan 23 ·

Netaji Jayanti / Desh Prem

·

Diwas / Patriotism Day

Jan 24 ·

Girl Child Day –

India

Jan 25 ·

India Tourism Day

Jan 26 · Indian Republic day

Jan29 · World Leprosy Day

Jan 30 · National Cleanliness Day

· Martyrs’ Day – India

Feb 1 · Indian Coast Guard Day

Feb 2 · World Wetlands Day

Feb 4 · National Day of Sri Lanka

· World Cancer Day

Feb 5 · Kashmir Solidarity Day

· Indian Derby Weekend

·

International Development

Week

Feb 6 ·

International Day of Zero

·

Tolerance to Female Genital Mutilation

·

World Nude Day

·

International Day Against Female Genital Mutilation

Feb 7

Feb 8 ·

International Builders’ Show (NAHB)

Feb 11 ·

World Day of the Sick

Feb 12 ·

Abraham Lincoln’s Birthday

·

Darwin Day

Feb 13 ·

Sarojini Naidu’s Birth Anniversary

Feb 14 ·

Saint Valentine’s Day

Feb 15

Feb 16 ·

Swami Dayanand Saraswati Jayanti

Feb 18 ·

Goa Carnival

Feb 19 ·

Shivaji Jayanti

Feb 20 ·

World Day of Social Justice

·

George Washington’s Birthday

Feb 21 ·

International Mother Language Day

Feb ·

World Rotaract Day

Feb 24 · Central Excise Day

Feb 27 · International Polar Bear Day

Feb 28 · National Science Day / Week

Feb 29 · World Sustainable Energy Day


242

M arc h 1 · In terna tion al Y og a Fe stival

M arc h 3 · In terna tion al W om en ’s W eek

M arc h 4 · N atio na l Saf ety W e ek

M arc h 5 · W orld C on sum ers D a y

M arc h 6 · W orld S pelling D ay

M arc h 7 W o rld Ma ths Da y

M arc h 8 · In terna tion al W om en ’s D ay

· W orld Scie nce D ay – U N IC EF

· In tl. l iterac y D ay

M arc h 12 · C om m onw e alth D ay

M arc h 15 · W orld C on sum er R igh ts D ay

M arc h 19 · Su n-Ea rt h D a y

M arc h 20 · W orld D ay of Thea tre f or C hildren an d Y ou ng Pe op le

M arc h 21 · In terna tion al D a y for t he Elimin ation o f R acia l Discr im in ation

· W orld Fore stry D ay

· Ph ysicallly Ch allen ge d P erson ’s D ay

M arc h 22 · W orld W ate r D ay

M arc h 24 · W orld TB Da y

· In terna tion al D a y for A chieve rs

M arc h 26 · Ba ng la de sh Libe ra tion D ay

M arc h 27 · W orld The at re D ay

M arc h 31 · C ésa r Ch áve z D ay

April 1 · April Fools’ Day

·

World Health Day

April 2

·

World Autism Awareness Day

April 3 · World Book Day

April 5 · Indian National Maritime Day

April 6 · Good Friday April 7

·

World Health Day

April 13

·

International Special Librarians Day

April 14

·

Indian Women’s Savings Day

·

Ambedkar Jayanti

April 15

·

World Creativity and Innovation Week

April 18

·

World Heritage Day

April 22

·

World Earth Day

April 23 · World Book and Copyright Day

April 25

·

World Malaria Day

April 26 · World Intellectual Property Day

April 29· International Dance Day

May1

·

Workers’ Day (International Labour Day)

May3

·

Press Freedom Day;

May8 · World Red Cross Day May9

·

World Thalassaemia Day

May11

·

National Technology Day

May12

·

World Hypertension Day;

·

International Nurses Day

May15

·

International Day of the Family

May17

·

World Telecommunication Day

May24

·

Commonwealth Day

May31

·

Anti-tobacco Day

June1

June2

June3

June4

· World Milk Day

· International Sex Workers Day

· UNESCO World Heritage Day

· Cancer Survivors Day

· International Day Of Innocent Children

· Victims of Aggression

June5

· World Environment Day

June8 · World Oceans Day

June12 -· Anti Child Labour Day

June14 · World Blood Donor Day

June17 · Father’s Day

June21 · World Music Day

June23 · Public Service Day

· International Olympic DayJune26· International Day Against Drug

July 2nd

Week

· Vanamahotsavam July11

·

World Population Day

July16

July17

·

International Justice Day

July18

·

International Nelson Mandela Day

July26

·

Kargil Vijay Diwas

July27

July28

·

Sanskrit Day

July29

·

World Tiger Day

Aug 3

·

Internatioal Friendship Day

Aug 6

·

Hiroshima Day

Aug 8

·

World Cat Day

·

World Senior Citizen’s Day

Aug 9

·

International Day of the World’s Indigenous People

·

Kranti Divas

· Quit India Day

Aug 10 · Quit India Movement Day

Aug 12 · International Youth Day

Aug 14 · Pakistan’s Independence Day

Aug 15 · Indian Independence Day

Aug 19 · World Photography Day

Aug 20 · Sadhbhavana Divas

Aug 26 · Women’s Equality Day

Aug 29 · National Sports Day of India

· Telugu Language Day


243

Sep 1 · National Nutrition Week

Sep 5 · Teachers’ Day;

· Sanskrit Day

Sep 8 · International Literacy Day(UNESCO)

·

World First Aid Day

Sep 11 ·

Universal Brotherhood Day

Sep 15

·

International Day of Democracy

·

Sanchayika Day

Sep 16 · Ozone Day

Sep 21 · World Alzheimer’s Day

·

International Day of Peace

Sep 22

·

Girl Child Week –

India

Sep 23

·

World Deaf Day

Sep 26

·

CSIR Foundation Day

·

Day of the Deaf

Sep 27

·

World Tourism Day

Sep 28

·

World Heart Day

Sep 30

·

International Translation Day

Oct 1 · National Voluntary Blood Donation Day – India

·

International Music Day –

IMC

Oct 2 ·

Mahatma Gandhi Jayanti

·

International Day of Non-Violence

Oct 5

· World Teacher’s Day

Oct 8

· Indian Air force Day

Oct 10 ·

World Mental Health Day

Oct 11

·

International Day

of the Girl Child

Oct 13

·

World Calamity Control Day

·

International Day for Disaster Reduction

Oct 14

·

World Standards Day

Oct 16

·

World Food Day

Oct 17

·

Anti Poverty Day

Oct 24

·

United Nations Day

Oct 29 ·

Maharshi Valmiki Jayanti

Oct 30

· World Savings Day

· World Thrift Day

November20 World Day of Prayer and Action for Children

Universal Children’s Day

November21 World Television Day

November25 International Day on Violence

November26 National Law Day – India

November28 Guru Nanak Dev Ji Jayanti

November1 World Vegan Day

All Saints’ Day

November9 Legal Services Day- India

November10 World Science Day for Peace and Development

November11 National Education Day

World Run Day

November13 World Kindness Day

November14 World Diabetes Day

Indian Children’s Day

International Girls Day

November15 World Philosophy Day

November16 International Day for Tolerance

November17 National Epilepsy Day

November19 World Toilet Day

International Men’s Day

December1 World AIDS Day

December2 World Pollution Prevention Day

International Day for the Abolition of Slavery

December3 World Disabled Day

December4 Indian Navy Day

December7 International Civil Aviation Day

Armed Forces Flag Day – India

December9 IFCM – World Choral Day

International Anti-Corruption Day

December10 Human Rights

Day

IntI. Children’s Day of Broadcasting

December11 International Mountain Day

December14 National Energy Conservation Day – India

December15 International Tea Day

December16 Vijay Diwas

December17 International Day Against Violence Against Sex Workers

December18 Minorities Rights Day – India

International Migrants Day

December20 International Human Solidarity Day

December23 Kisan Divas


244

Sl

No.COLLEG NAME

Correspondent/ Principal/

Lecturer/ Clerk NameMOBILE NO.

1 St. Jude’s College of Diploma in Education (women) Vikarabad, Rangareddydistrict Balaiah9290496490

9502820730

9346243955

2 Pragathi D.Ed College, Annojiguda, NTPC Road, Ghatkesar (M), Ranga Reddy District Vijayanand9010820822

9959903073

9440234770

3Pallavi D.Ed College, Khasara No. 294, Plot No.9-329, Pargi (V.P & M), Rangareddy

DistrictRavinder

9490326658

9703859750

9985383550

4Sri Venkateshwara D.Ed College, Plot No.80, Sulthanpur (V&P), Pargi Mandal,

Rangareddy District

Lilly Rose

Pandu

9959963092

9848282701

9440434031

5Sri Vidya Vihar College of District Elementary Education, K.No.21/Part and 22/ Part, Plot

No.6-114/1, Annojiguda Village, Ghatkesar Mandal, Ranga Reddy District, Telangana

State. (NEW COLLEGE)

Srikanth 9652596246

6Chenna Keshava College of Education, Khasara/Plot No. 43/AA, Burupally Village, Vikarabad

Post & Taluk, Ranga Reddy District - 501101.Jagadeesh

8985201377

08416-253686

9848028982

7Bugudi Tulasidas D.Ed College, Sy.No. 83, Plot No.1, Tandur Village, Post & Taluk, Ranga

Reddy - 501141

Tulasidas

Somnath

9248186695

9440433723

9248186695

8Pallavi Institute of Diploma in Education, Nancherla Gate, Pargi Road, Rangareddy dist-

509337

Narsimha Reddy

Shekar Reddy

9441353837

9494247166

9440205969

9 Vikas D.Ed., college, Chilkoor (V) Kanakamamidi post, Moinabad (M) Rangareddy district

Rajendra Prasad

Ravi

Srinivas

9849175055

9959498793

9866769527

10MNR Elementary Teacher Education Institute, Bachupally, Kukatpally, Rangareddy-

500072.Yadagiri

9949976922

9866802213

11Samskruti College of Education, Plot No.511, (Part) Manneguda X Road, Turkayamzal

(V&P), Hayatnagar (M), Rangareddy districtSrinivas Reddy

7396458840

8341574031

9010835846

12KRK Reddy D.Ed College, Plot No.871, Ankireddypally (V), Keesara (P&M), Ranga Reddy

DistrictRadha Kishan

9000097788

9441886469

13 VYNR D.Ed., College, Chilkoor (V) Kanakamamidi post Moinabad (M)Rangareddy districtMujeeb

Narsimha

9949167987

9493412298

9603083059

14U.K. College of Elementary Teacher Education, Sy.No.32, Godhumakunta (v), Keesara(M), R.R.

District -501301

Sharath Kumar

Varma

Manoj

9704076940

9948281613

8184936747

15St. Augustine College of Education, Plot / Khasara No.547/AA, Plot No.9-227, Ghatkesar

(V), Singapure (P), Ghatkesar (M), Rangareddy District

9676966100

9440681862

9502817365

16 David Memorial Teacher Training Institute, Yacharam, Rangareddy-501509. (women) Srinivas9848670306

9010820822

17Tirumala Institute of Elementary Education, Plot No.289, 306, Bogaram Village, Keesara

Mandal, Rangareddy DistrictShantan Kumar

9849440637

8125402300

9177993311

18Netaji College of Elementary Education, Plot No.271, Thiminaipally (V&P), Yalal (M),

Ranga Reddy DistrictShinde

9440145867

9440780754

19Saraswathi College of Elementary Education, Sy.No 258, Urella Road, Chevella Town &

Mandal, Rangareddy DistrictSurender 9573325933

20 S.V.Model D.Ed college, Dommarapochampally (V), Quthbullapur (M), Rangareddy (new) Mohan Babu9490430112

9441036747

9000259195

All Govt. & Pvt. D.El.Ed. Colleges List ( Ranga Reddy District)


245

21 Holy trinity Institute of Education Training, Bogaram (V) Kesara (M), Rangareddy district 9290166733

22Vishwabharathi College of Diploma in Education, Plot No. 324/aa, Gandeed (V & P & city)

, Pargi (M), Rangareddy

9573830878

9440889508

23HITS Institute of Elementary Education, Yenkepally, Podur(M) Vikarabad, Rangareddy-

500109.

Jeevan

Nazeer9848979516

9963355064

24PRAKASH COLLEGE OF ELEMENTARY EDUCATION, GOLLAPALLY, CHEVELLA, RANGA

REDDY

Raju

Sheeshu9553933876

9949827232

25Mallareddy College of Elementary Teacher Education, Suraram “X” roads, Qutubullapur,

RangareddyPraveen

9966151600

9177938896

26CMR Institute of Elementary Teacher Education, Gundla Pochampally Village, Dundigal (Post),

Gundla Pochampalli (Taluk), Ranga Reddy District - 500055.Mohan Babu

9849008593

9553499354

9248636831

27Holy Mother College of Education, Plot.No. 7-170, Khasara no.340/2, 341/1, 351/3, 352/3, RCI

Road, Balapur (V), Keshavgiri (P), Saroor Nagar (Tq), Ranga Reddy District- 500005

Vijay

Santhosh9966074187

9346834068

28Siddartha D.Ed College, K.No.197 & 198, Urella Road, Devuni Erravally (V&P), Chevella

Mandal, Rangareddy DistricRaman 9849594512

29CM Institute of Elementary Teacher Education, Khasara No.117, Plot No.03, Street No.01,

Qutubullapur(V), Jeedimetla(P), Gandimaisamma (Tq), Secunderabad, Ranga Reddy District-

500055. , 2012-2013, D.EI.Ed.

Praveen9966151600

9248657492

9949555443

30Lalitha College of Elementary Teacher Education, Venkatapuram, Ghatkesar(M),

Rangareddy dist-501301.Venkat Ramana Reddy

9492559094

9059357936

8341973758

31Swami Vivekananda College of Elementary Education, Khasara No.122, Patta, Pamena

Road, Chevella (P&M), Rangareddy District

Sayyed

Mallesh

Sathish

8125146259

9949326760

9989402525

32Vijaya Bharathi College of Education, Sy.No. 3,4 & 5, Plot No.17 & 18, Sri Sai Colony

Road, Hayatnagar (Town and Mandal), Ranga Reddy

9848439523

8688599900

9949883262

33 St. Georg’s College of Teacher Education, Shankarpally, Chevella, Rangareddy district 9177177774

34Y.S.R. Elementary Teacher Training Institute, K.No.7906, Plot.No.84 St., No.5, Petbashirbag (V),

Quthbullapur (P&Tq), Ranga Reddy District ¿ 501 403 (Phone Numbers: 27033444,

9441886469)

Radha Kishan 9000097788

35Suprabhath College of Diploma in Education, Khasara No, Sy.No.147/A, Cheeryal (V), Keesara

(P&Tq), Hyderabad city, Ranga Reddy District ¿ 501101

9912328446

9666755732

8978033035

36G.M.R.S. College of Teacher Education, No.436, Potigadda (V), Mujahidpur (P), Parigi (M),

Rangareddy District

Ramulu

Raju

9951413135

9010037966

37Gandhian College of Elementary Education, 5-67, Kuntloor, Amberpet Road, Hayatnagar,

Rangareddy district

9440046421

8885058886

9951896943

38Scient College of Education, Plot / Khasara No.26, Street No.9-42, Medipally (V& P.O),

Ghatkesar (Tq), Uppal Depot City, Rangareddy District ¿ 500098Venu Madhav

9701041100

9912288017

39Princeton School of Elementary Education, H.No.3-9-29, Sharadanagar, Ramanthapur,

HyderabadPruthviraj

040-27030517

7386991681

8499973104

40 SVS Ded College Bhagyanagar Colony ibrahimpatnam ranga reddyVikas Reddy

Shoukath

9959254448

9848399236

9949883262

41St. Agnes College of Education (D.El.Ed) Plot no.821, Gundla Pochempally (V) Hakimpet

(P) Medchal (M) Secunderabad, Rangareddy districtRanga Reddy

7893517601

8341650642

9652994500


246

42SRI DIVYA SAI DEEKSHA INSTITUTE OF ELEMENTARY TEACHER EDUCATION, THUMKUNTA,

SHAMPAPET, RANGA REDDY

9440392199

9948060095

9908970531

43Bhageeratha College of Diploma in Education, Sy.No.39, Mangalpally (V), Sheriguda Post,

Ibrahimpatnam (M), Ranga Reddy District`Achuth Reddy

9440606757

9490019054

9177782696

44Shree Swaminarayan Gurukul College of Education, Chevella Road, Moinabad (M),

Rangareddy District, Hyderabad

9849002971

9133279820

45Vailankanni Ele. Teacher Education, No.6-2-13, Shivarampally, NPA Post, Rajendranagar

Municipality, Rangareddy district.

9492727395

9441254531

46Rabindranath Tagore Teacher Training College, Kummera(V), Chevella, Rangareddy

Dist - 501503Chandu 9849850451

47 Einsten Institute of Teacher Training, Nadargul, Saroornagar, Rangareddy Kiran 9866063015

48Karunodaya D.Ed College, H.No.1-129/A, Hydershakote (V), Rajendra Nagar (M), Ranga

Reddy District (Muslim Minority 2012-13 only)

9394737240

8106615090

9949351675

49Pragna College of Education, No. 289/84, Seetharampet (V), Ibrahimpatnam (P&M),

Rangareddy District (Christian Minority 2012-13)Upender

9292259832

7842136421

50SRM D.Ed College, Khasara No.146/2, Plot No.85/1, Street No.Phase II, Gurramguda (V),

Enjapur (P), Saroornagar (M), Rangareddy (christian minority 2012-13)9396989259

51Allen Alfred College of Elementary Teacher Education, Anmagar, Near Abdullapur mettu,

Hayath Nagar(M), Rangareddy - 501505

52 Layola college of Elementary Education, Alwal 9866818145

53Asifia College of Education, Khasara / Plot No. 170 & 182, Thulekhurd Street, Chintulla

Village & Post, Yahcharam Taluk, Ibrahimpatnam City, Ranga Reddy District - 506509. ,

2014-2015. D.EI.Ed.

Alimoddin 9700487591

54SSV D.Ed College, Khasara No 239/A, Plot No. 1-23/1, Phase No.1, Almasguda Villaage,

Badangpet Post, Saroornagar Taluk & Mandal, Ranga Reddy District.

D.EI.Ed.r

Venkat Reddy

Chennaiah

9701955581

9948527662

55

56

Vishwabharathi college of Elementary Education, Chevella, R.R.Dist

Shashirekha College of Education, Plot/Khasara No.1796, Sy.No.218, Beside Nh7, Raikal

(V&P), Farooqnagar, Shadnagar (M), Ranga Reddy District.

Raman 9849534512


247

2018-20 dŸ+b lt;Š縛es績eTT - DIET Vikarabad

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