SPICER ADVENTIST UNIVERSITYAUNDH ROAD, PUNE -411 067, MAHARASHTRA, INDIA

ESTABLISHED VIDE MAHARASHTRA ACT XIV OF 2014(A CHRISTIAN MINORITY UNIVERSITY)

FACULTY OF EDUCATION

REVISED FIRST YEAR SYLLABUS FOR THE B.Ed TWO YEARPROGRAMME

ANNUAL PATTERN - 2020

FOR THE BATCH

2020-20212021-2022

Published by Dr Sanjeevan Arsud at Spicer Adventist University,

Aundh Road, Pune 4111 06, INDIA

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Preface

The program of study for the Bachelor of Education [B.Ed] was formulated throughextensive discussion, comparisons and much in depth analysis of the outcomes.Foundations of the document were the NCTE regulations 2014, and many otherdocuments such as the curriculum of many universities of the country and the vision andmission statement of the university.

The aim of the committee was to develop a framework which aligns the NCTE norms,vision statement of Spicer Adventist University and be at par with the major universities ofthe country. The guiding light of the team was the idea that “true education is theharmonious development of the physical, mental, and spiritual powers” and to develop aprogramme which will equip the prospective student to develop holistically with the mindsetof service to humanity and to be a torch bearer to remove the darkness of ignorance fromtheir minds and their wards.

The Board of Studies [BOS] of the faculty of Education did extensive discussion, study andengaged in wide ranging analysis to bring out this document. Sincere thanks to thecommitted team and the consultants, contributors, the subcommittee and BOS for thedevelopment of the program of study for the Bachelor of Education.

Chairman (Dean)

Division of Education

Spicer Adventist University

Pune

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Members of the Sub Committee

(Reading of the revision of Program of Study & Syllabus was conducted on 18th & 20th ofJuly,2020)

Sheela Chacko, M.Sc, B.Ed, MA(Edu), Ph.D ...................................... ChairmanProfessor ,Dean, Division of Education, SAU, Pune.

Maxwell Benjamin Balraj, M.A(Soc), M.A(Edu), MPhil, Ph.D .............. SecretaryAssistant Professor, Division of Education, SAU, Pune

Rupa Sinha , M.A. B.Ed M.Ed PhDAssistant Professor, Dept: of Education SAU. Pune

Nidhi Verma, MSc (Math), M.Ed. M.Phil. (Edu) PhD.Assistant Professor, Dept: of Education SAU.Pune

Ruchi Vasudev, M.Sc M,Ed NETAssistant Professor, Dept: of Education SAU, Pune

Sanita Phawa Koberson M.A(Eng) M.A (Edu) PhDAssistant Professor, Dept: of Education SAU.Pune

Uma Seri, MA(Eco) M.Ed.Assistant Professor, Dept: of Education SAU.Pune

Jacquelin Pawar, MA(Eng), M.Ed.Assistant Professor, Dept: of Education SAU.Pune

.

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Members of the Board of Studies (BOS) 2020

(Approval of the Revision of Program of Study & Syllabus July 30’ 2020)

Sheela Chacko, M.Sc, B.Ed, MA(Edu), Ph.D ...................................... ChairmanProfessor (Dean), Division of Education, SAU, Pune.

Maxwell Benjamin Balraj, M.A(Soc), M.A(Edu), MPhil, Ph.D.......... SecretaryAssistant Professor, Division of Education, SAU, Pune

Subject Experts:Aswari Bhave, M.Sc,(phy) M.Ed , NET, PhDDean, Faculty of Humanities & Social Science,Head, School of Education & Research, PhD Chief Coordinator, Research Cell,MIT Art, Design & Technology University,Pune.Maharashtra India.

Archana Choudhari , MA (His) M,Ed PhDHead of School, MIT WPU School of Education & ResearchPune, Maharashtra, India.

Members

Nidhi Verma, MSc (Math), M.Ed. M.Phil. (Edu) PhD.Assistant Professor, Dept: of Education SAU.Pune

Rupa Sinha , M.A, B.Ed M.Ed PhDAssistant Professor, Dept: of Education SAU.Pune

Ruchi Vasudev, M.Sc M,Ed NETAssistant Professor, Dept: of Education SAU, Pune

Uma Seri, MA(Eco) M.Ed.Assistant Professor, Dept: of Education SAU. Pune

-Jacquelin Pawar, MA(Eng), M.Ed.Assistant Professor, Dept: of Education SAU. Pune

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“True education is the harmonious development of the physical, the mental, and the spiritualpowers. It prepares the student for the joy of service in this world and for the higher joy ofwider service in the world to come.”

- E.G.White

Introduction

A nation is moulded in the nondescript class rooms of the country, hence the art of teaching takes acentre stage. A strong vibrant nation requires its citizens to be globally oriented and locallyeffective. For this we need torch bearers who light the minds of the young. This noble task is doneby the teachers of the country.

In the 21st century where the environment is changing rapidly the need of the hour is to trainteachers who can transact the content meaningfully using technology as well as influence theyoung minds of the moral values (tolerance, peace, integrity, respect, honesty, faith & service)which hold the society intact.

The Bachelor of Education (B.Ed) is a two year teachers training programme equipping theteacher to teach from standard VI to standard XII (Primary level to Higher Secondary level)

1. Eligibility for Admission

1.1 Candidate with at least 50% marks either in the Bachelor’s Degree and /or in theMaster’s Degree in Science/Social Sciences/ Humanities, Commerce, Bachelor’s inEngineering or Technology with specialization in Science and Mathematics with 55%marks or any other qualification equivalent there to, from a recognized university areeligible for admission to the programme.

1.2 The relaxation of 5% marks will be given to the candidates belonging to SC/ST/V.J.N.T/OBC/PWD and other notified categories as per the Maharashtra State Government Rules.

1.3 Admission shall be made on the basis of marks obtained in the qualifying examination and/ or as the selection procedure laid by SAU from time to time. Final selection will be basedon the admission criteria set by the University.

1.4 She/He should have one school subject as principal, subsidiary or allied or optionalsubject in the first / second degree level. School subject is a subject offered in thesecondary or higher secondary level of State/ Central Education Board of India.

1.5 For foreign students Spicer Adventist University rules will be applicable.

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2. Admission Procedure2.1 Admission shall be made on merit, on the basis of marks obtained in the qualifying

examination and /or in the entrance examination or any other selection process as per thepolicy of the University.

3. Eligibility Norms for Appearing for Final Examination.3.1 The student should keep each term (year one and two) with minimum 75% attendance for

all the course work and 90% for practicum and school internship.

3.2 She//he should complete all the practicals and other work expected in the syllabus to thesatisfaction of the HOD/ Dean and shall obtain such a certificate from the HOD/Dean.The student teacher is allowed to appear for the university examination with such acertificate from the HOD/Dean.

4. Medium of Instruction4.1 Medium of instruction for the B.Ed course is in English.

5. Medium of Answer5.1 The candidate is required to complete all the practical and written examination in English5.2 Language courses taken are written in the language selected.

6. General learning outcomes of B.Ed Programme of study.1. To develop a healthy value system based on the cultural, social, moral bases of the Indian society.2. To acquire various teacher competencies through qualitative multilevel practices3. To develop a teacher identity through theoretical discourses, school, community based

experience and reflective practices.4. To become aware of the psychological, sociological and philosophical principles and

practices which influence schooling of the learners.5. To get acquainted with multiple professional responsibilities for performing different tasks in

the school.6. To act as agents of social change with a modern tolerant outlook to the multilingual, multiethnic

and diversified society.7. To promote unity in diversity in the social fabric of Indian society with global outlook but effective

locally.8. To be sensitive to the issues such as environment, population, gender equality, tolerance, respect

to others.9. To develop critical thinking and inquiry based learning for the progress of the learner and society10. To develop rational thinking, scientific temper and open mindedness

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B. Ed. SYLLABUS FRAMEWORK(Based on NCTE Regulations2014)

2020 -2021

B.Ed. FIRST YEAR

Course Code Title of the Course Credits HoursMarks

TotalPERSPECTIVES OF EDUCATION – CORE COURSES 20 320 Int + Ext 500

BEDU 111 Philosophical & Sociological Bases in 4 64 30 + 70 100Contemporary Indian Education

BEDU 112 Developmental Perspectives of the Learner 4 64 30 + 70 100

BEDU 113 Assessment for Learning 4 64 30 + 70 100

BEDU 114Information communicationtechnology(ICT) in Education 4 64 30 + 70 100

BEDU 115 Perspectives of Learning & teaching 4 64 30 + 70 100CURRICULUM & PEDAGOGICAL STUDIES – OPTIONAL COURSES

8 128 200BEDU 116 Theoretical base of School Subjects (any 4 (2+2) 64 15 + 35 100

01 – 9 two from the list No. 1) 32+32 15 + 35BEDU 117 Pedagogy of School Subjects ( any two 4 (2+2) 64 15 + 35 100

01 – 9 from the list No. 2 ) 32+32 15 + 35ENGAGEMENT WITH FIELD / PRACTICUM 8 128 200

BEDU 118 University based–Teaching Skill I 2 32 50a) Micro Teaching (6:6) 1 16 25b) Integration & Rehearsal lessons (6:2) 1 16 25

BEDU 119 School Based–Teaching Skill II 4 64 100a) School Induction Program 2 32 50b) Practice Lesson (6) 2 32 50

BEDU. 120 Community based 2 32 50

a) Understanding Self I (Field Trip) 1 16 hr 25

b) Service Learning 1 16 hr 25SKILL ENHANCEMENT 4 64 100

BEDU. 121 Health Education 1 16 hr 25BEDU. 122 Art & Craft in Education 1 16 hr 25BEDU. 123 ICT Practical in Education 2 32 50

Total 40 640 1000

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B.Ed. SYLLABUS FRAMEWORK(Based on NCTE Regulations 2014)

B.Ed. SECOND YEAR 2020-2021

Course Title of the Course Credits Hours Marks

CodeTotal

PERSPECTIVES OF EDUCATION- CORE COURSES 12 192 Int + Ext 300BEDU 221 Inclusive Education, Gender in School & 4 64 30 + 70 100

SocietyBEDU 222 School Management 4 64 30 + 70 100BEDU 223 Foundations of Knowledge &

Curriculum4 64 30 + 70 100

CURRICULUM & PEDAGOGICAL STUDIES – OPTIONAL COURSES8 128 200

BEDU 224 Electives ( any one from the list No. 3) 4 64 30 + 70 100BEDU. 225 Emerging trends & practice in School 4 (2+2) 64 15 + 35 100

Subjects ( Subjects 1 – 9 the two school 32+32 15 + 35subjects selected in the First Year)

ENGAGEMENT WITH FIELD / PRACTICUM 13 208 325

BEDU 226 University based - Teaching Skill III 2 32 50a) Technology based lessons (2 Lessons)

2 32 50

b) Co-operative learning Techniques(2 Lessons)

c) Models of Teaching(2 Lessons)BEDU 227 School based - Teaching Skill IV 10 160 250

a) Practice lessons (12) 2 32 50b) Internship 8 128 200

BEDU. 228 Community Based 1 16 25Understanding Self II (Leadership Camp)

SKILL ENHANCEMENT 7 112 175BEDU 229 Action Research 2 32 hr 50

BEDU230 Directed Individual Course 2 32hr 50( 21st century skills)

BEDU 231 Physical Education 1 16 hr 25BEDU 232 Reading & Reflecting on text 1 16 hr 25BEDU 233 Drama in Education 1 16 hr 25

Total40 640 1000

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EXAMINATION

Year BEDU External Evaluation Internal Evaluation TotalCourses Marks/Course Total Marks/Course Total Marks

Ist Year

111-115 70 x 5 350 30 x 5 150 500116,117 70 x 2 140 30 x 2 60 200118 25 + 25 50 50119 50 + 50 100 100

120 25 + 25 50 50121 25 25 25122 25 25 25123 50 50 50

Total 490

49%

510

51%

1000

WeightageCredits *22 *18 40

IInd Year

221-224 70 x 4 280 30 X 4 120 400225 35 + 35 70 15 + 15 30 100226 50 50 50227 250 250 250228 25 25 25

229 50 50 50230 50 50 50231 25 25 25232 25 25 25233 25 25 25

Total 350

35%

650

65%

1000

WeightageCredits *16 *24 40Total 840 1160 2000marks for2 yearsTotal 38 42 80CreditsWeightage 42% 58% 100%

*Credit = total marks/ 25 (marks per credit)

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BEDU 116.1 Hindi

BEDU 116. 2 English

BEDU. 116. 3 History

BEDU 116 .4 Geography

List No. 1

BEDU. 116: List of School Subjects

BEDU 116. 5 General Science

BEDU 116. 6 Mathematics

BEDU 116 .7 Economics

BEDU 116. 8 Commerce

BEDU 116. 9 ICT

Theoretical base of school subject [BEDU. 116] is the syllabus of that subject up to secondarylevel.

List No. 2

BEDU. 117: Pedagogy of school subject

BEDU 117.1 Hindi Method

BEDU 117.2 English Method

BEDU 117.3 History Method

BEDU 117.4 Geography Method

BEDU 117.5 General Science Method

BEDU 117.6 Mathematics Method

BEDU 117.7 Economics Method

BEDU 117.8 Commerce Method

BEDU 117. 9 ICT Method

Pedagogy of school subject [BEDU 117] the student teacher will select according to the courseselected in BEDU 116.

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List No. 3

BEDU 224: Elective courses

BEDU 224.1 Value Education

BEDU 224.2 Guidance & Counselling in school

BEDU 224.3 Education for sustainable future

BEDU 224.4 Introduction to Educational Research

BEDU 224.5 Educational Entrepreneurship

List No. 4

BEDU 225: Emerging Trends and Practices in school subjects

BEDU 225.1 Hindi

BEDU 225. 2 English

BEDU 225. 3 History

BEDU 225. 4 Geography

BEDU 225. 5 General Science

BEDU 225. 6 Mathematics

BEDU 225. 7 Economics

BEDU 225. 8 Commerce

BEDU 225. 9 ICT

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CHOICE BASED CREDIT SYSTEM

Definition of terms

Credit is a unit of input measured in terms of “Study Hours”. It represents the number of “StudyHours” in a particular period of time devoted to various aspects of the teaching learning processsuch as attending classes, engaging in assignments, projects, community activities, gatheringinformation from the library and internet resources and other practical courses required by thecourse.

1 Credit = 30 study hours

16 Clock Hours Classroom Interaction14 Clock Hours for Assignment/Practical and Self Study

1 Credit = 25 marks

Grading: is the process of applying standardized measurement of varying levels ofcomprehension within a subject area. Assigning letters for indicating the performance of studentsin each paper/area by giving due weightage according to the scale adopted. Seven point scale isadopted. Marks (Continuous Assessment & Year-end examination) will be converted to grades.

Grade Point Average: The means of grades obtained on a number of subjects for a specifiedperiod.

Cumulative Grade Point Average: It is the value obtained by dividing the sum of the GPA ofyear one and year two by two

Core Courses: Indicate the subjects of the study under theoretical discourses whichare compulsory for all students undergoing the course

Curriculum and Pedagogic Courses: (Optional Courses) There are subjects which studentsspecialize in.

Engagement with the field (Practicum)Practical courses in the curriculum expected to be done by the student. It is a compulsoryrequirement.

Skill Enhancement

These are courses which/that enhance the professional capacities of the student. The courses areon Physical & Health Education, Art, Craft and Drama, ICT, Language and Communication andAction Research. These can be classified under skill enhancement. The student is given a choiceto select any one of the Directed Individual Courses and obtain competency in it.

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ACTIVITIES FOR INTERNAL EVALUATION

First Year

BEDU 111- BEDU 117:For continuous assessment the activities for

Project work 10 marksInternal Exam 10 marksOneClass activity 10 marksTotal 30 marks

Class activities are:

1) Objective type tests2) Presentation3) Assignment4) Field visit and report writing5) Video development on a theme6) Reading and reporting in groups/individually

Second Year

For continuous assessment in Courses BEDU 221-225, the pattern followed is as follows:

Practical work for each course 10 marksInternal Exam 10 marksOneClass activity 10 marksTotal 30 marks

Class activities are:1) Objective type tests2) Presentation3) Assignment4) Field visit and report writing5) Video development on a theme6) Reading and reporting in groups/individually

Note: The University will provide the rubrics for internal assessment activities and practical.

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GRADING SYSTEM

For the rationalization of the internal marks, the Board of Examinations (BOE) will appoint amoderating committee in consultation with the Registrar and Dean. The committee will review theinternal work done by the student and the internal marks given by the teachers and submit thereport and the grade sheet to the COE. The procedure shall be followed for both the years.

B.Ed Examination Rules

1) Assessment shall consist of Continuous Assessment (CA) and Year End Examination(YEE) with 30% and 70% weightage respectively for BEDU 111-117 and BEDU 221-225.

2) Assessment shall consist of (CA) 100% for Practical Courses. BEDU 118-123, BEDU 226-233

3) CA for each theory course will be planned and conducted by the teacher responsible forthe course. The nature of the CA will be announced by the teacher at the beginning ofthe course. YEE shall cover the entire syllabus prescribed for the course.

4) For the activity conducted for CA, a rubric will be developed by the teacher.5) The answer sheets of the CA can be given to the students before the commencement of

YEE on demand of the student.6) The score earned by all students in a course towards CA will be displayed on the

notice board, duly signed by the teacher and the HOD/Dean.7) External examination(70% marks) will be conducted by the Examination Department

for course BEDU 111- 117, BEDU 221-225

8) A student will have to obtain a minimum aggregate (CA+YEE) of 50% marks in each course.9) If a student is absent for an internal assessment (MT/Class test) he/she may get a second

chance with the endorsement of the Dean/HOD in consultation with the concernedteacher. Such a second chance shall be given under exceptional cases.

10) If a student is declared “PASS” in a Theory Course then he/she can choose to reappear forany four theory course under “Class/Grade Point Improvement” in the following Year EndExamination.( First year Grade improvement can be done in Second year, along with secondyear exam, second year improvement in the following Year End Examination). CA is notavailable for improvement.

11) a) If a student is declared “FAIL” (which include Grade D,E, F) in a theory course then thestudent is allowed to keep term (ATKT) in October.

12) a student can appear for examinations for the subsequent two years. i. e. if a student is registered inthe year 2017 – 18 his/her course will complete by 2018 - 19. He can avail 2 more years (2019 -20, & 2020-21) for his /her completion. March 2021 will be the last attempt to clear the course. After this duration thestudent has to take fresh admission as per the rules prevailing at that time.

13. A) A student cannot register for second year if he/she fails to clear courses which haveonly CA practical courses and 4 theory courses.

B) A student who clears all theory courses and fails to clear any practical courses will notbe permitted to register for second year.

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14) If a student fails to clear Theory & Practical course within the stipulated three yearshe/she will be declared FAIL and should seek fresh admission as per the admission rulesprevailing at that time.

15)If a student requests for re-evaluation, only the answer scripts of YEE will be re-evaluatedas per the examination policy of the university. CA will not be re-evaluated.

16) Marks will be given for all examinations and they will be converted into grades. Theyear-end grade sheets/ transcripts shall have grade point average and total percentage ofmarks ( up to two decimal points).The overall Grade of the Program will be computed interms of CGPA and respective letter grade along with percentage will be awarded. Passcertificates will be given upon successful completion of the program. The degree will beissued by COE according to the policy of the University after the successful completionof the program.

ASSESSMENT AND GRADING SYSTEM

The procedure of assessment is as follows:

1) Each CA and YEE will be evaluated in terms of marks. CA and YEE will be addedfor each course and converted into grades. There is no independent grade for CAand YEE.

2) Result is declared for each year after the YEE only.

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PATTERN OF QUESTION PAPER FOR YEAR END EXAMINATIONS (YEE)

Types of Marks (No. of Total Marks Minutes (No. of Total MarksQuestion Questions) questions)Essay 10 (2) 20 30 (2) 60 minutesParagraphs 5(10) 50 10 (10) 100 minutes(theory andapplied)Short answer 2(5) 10 2(05) 10 minutes

Reading 10 minutesQuestionsReview Answer

17 questions 80 marks 180 minutes

PATTERN OF QUESTION PAPER FOR YEAR END EXAMINATIONS (YEE)COURSE: 116, 117 (each school subject)

Types of Marks (No. of Total Marks Minutes (No. of Total MarksQuestion Questions) questions)Essay 10 (1) 10 20 (1) 20 minutesParagraphs 5(06) 30 10 (06) 60 minutes(theory andapplied)

Reading 05 minutesQuestionsReview Answer

07 questions 40 marks 85 minutes

GRADING SYSTEM (SEVEN POINT SCALE)

MARKS GRADE GRADE POINT GRADE CLASSRANGE

70 -100 O - outstanding 7 4.9 – 7.00 First class-Distinction

60 – 69.99 A Superior 6 4.2 – 4.89 First Class55- 59.99 B Above 5 3.85 -4.19 High second

Average Class50 – 54.99 C Average 4 3.55 – 3.84 Second class45 – 49.99 D Below 3 3.15 -3.49 Fail

Average40 – 44.99 E Poor 2 2.8 -3.14 Fail

0- 39.00 F- fail 0 2.73- 0.35 Fail

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1) However for the B.Ed examination the Pass standard is 50%, which is ‘B’ grade(above average). Anything below ‘C’ grade is considered FAIL.

2) GRADE POINT AVERAGE (GPA)

GPA is the value obtained by dividing the sum of the weighted grade points obtained by astudent in various subjects in a semester by the total number of credits taken by him/her inthe semester. The value shall be rounded off to two decimal places.

GPA = The sum of (Units of Credits X Grade Point)

Total Number of Credits of the Course

3) If the GPA is higher than the indicated upper limit in the three decimal digit then thehigher final grade will be awarded (Eg. A student with a GPA of 4.892 may be awarded“O‟ grade). This is not applicable for Fail grades.

4) There will be only Final compilation and moderation on GPA at the end of the two yearwhile declaring the result.

5) Cumulative Grade Point Average (CGPA). It is the value obtained by dividing the sumof the GPA of year one and year two by two.

CGPA = GPA First Year + GPA Second Year2

6) Final GPA will not be printed unless the student completes the 2 year programme.

ENGAGEMENT WITH FIELD/PRACTICUM

BEDU 118 University Based – Teaching Skill I: (2 credits- 50 marks)

a) Micro Teaching Lessons: ( 6 skills – 12 lessons) (1 credit – 25 marks)

Student teachers will give 12 micro-lessons. For these lessons, they will select any teaching skillsfrom the list given below. They will complete the cycle of two lessons i.e. teach – reteach for eachskill Marks calculated out of 25 are to be given for the micro lessons.

List of Teaching Skills

1. Set Induction 6. Narration 11. Explanation

2. Questioning 7. Illustration 12 PPT presentation

3. Stimulus Variation 8. Demonstration

4. Reinforcement 9. Black Board work

5. Closure 10. Reading10

b) Integrated Lesson (6 lessons) and Rehearsal lessons ( 2 lessons) ( 1 credit – 25marks)

Student teachers will give 06 integrated lessons of 20 minutes duration incorporating the micro skillswhich they have practiced. Each student will also carry out 02 Rehearsal lessons of 30 minutes duration.Both integrated lesson and Rehearsal lessons marks are calculated out of 25 respectively. Rehearsallessons can be selected from any teacher centered methods learned under BEDU 117 (01-09)

BEDU 119 School Based – Teaching Skill II

School Induction Program and Practice Lessons. (4 credits – 100 marks.)

( 4 weeks)

a) School Induction Program (2 credits- 50 marks)

Introduction to Internship focuses on providing student teachers an opportunity to have a primaryexperience with the function of the school. It will give awareness to the student teacher about theschool environment and the day to day function of the school.

Objectives of the School Induction Program /Introduction to Internship program

1. To observe the lessons of the senior teacher2. To meet the students informally and learn about their background and interest in learning.3. To observe the facilities of the school in general4. To understand the dynamics of the school climate5. To observe curricular and co curricular activities of the school.6. To interact with regular teachers of the school on challenges of school teaching and rewards7. To assist school teachers in their day to day activities.8. To conduct 2 lessons in the school.

Requirements to be completed during the school induction program/Introduction tointernship program

The student teacher will prepare the following:

1. Observe 04 lessons of 04 regular school teachers in 02 different school subjects for differentstandards. Write a report of the classroom experience for the four lessons observed.

2. Develop 4 lesson plans; two for each school subject under the regular school teacher.3. Conduct 2 lessons in the classroom under the guidance of the regular school teacher.

The regular teacher will give feedback on the lesson taken.4. Write a report on the curricular and co- curricular activities of the school for the 4 weeks

you are present in the school.5. Write a reflection paper on the challenges of school teaching.

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6. Periodic consultation and guidance of the supervising teacher is required.Marks calculated out of 50 are to be given to the School Induction Program.

b) Practice Lesson (2 credits 50 marks 2 weeks)

Each student will give 06 lessons distributed among 2 school subjects, selected by the studentteacher. The first is the principal subject of the student teacher and the second is the subject of his/her choice. The student teacher can teach any standard from standard VI to standard X, so that thestudent teacher is exposed to the rigors of classroom teaching in different standards. Apostgraduate student who wants to specialize can give not more than two lessons in standard XI orstandard XII.Marks calculated out of 50 are to be given to these practice lessons

BEDU 120 Community Based (2 credits -50 marks)

a) Understanding Self – I (field trip) (1 credit -25 marks)

The student teacher will attend an Educational Field trip organized by the student teacher underthe supervision of the HOD/Dean. The expected outcome includes:

1. To get acquainted with the process of organizing/ conducting a student tour.2. To promote cooperation among the students.3. To accommodate, collaborate with members of the team.4. To derive leadership and organizational skills.5. To reflect on the growth as a leader.

The student teacher is expected to write a detailed reflective report of the place, plan, andimplementation of the plan, benefits and challenges of the tour. In case the student teacher fails toattend the study tour due to genuine reason, they have to compensate by undertaking a minorcommunity work suggested by the HOD/Dean and have to submit a report . (25 Marks)

b) Service Learning. (1 credit- 25 marks)Service Learning is an educational learning experience in which students participate in anorganized service activity that meets identified community needs and reflects on the service activityin such a way to gain understanding of the course content and improve a sense of civicresponsibility. Some examples of community related needs are given below;

1. Tutoring disadvantaged students of elementary or secondary in a variety of subjects.2. Neighbourhood clean-up campaign (Swach Bharat Abhiyan)3. Environmental projects4. Counseling parents on developmental challenges of their wards.5. Counseling students in classroom related problems.6. Health education for students/ parents

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7. Organizing book reading and discussion in schoolThe student teacher will engage in one activity and write a report on:

● the need,● plan for addressing the need,● outcome of the implementation of plan and,● A reflection of the service learning

activity. Marks given – 25 marks.

SKILL ENHANCEMENT

BEDU 121 Health Education (1 Credit- 25 Marks)

Sixteen periods will be assigned during which students will be made aware of health, Nutrition,hygiene, Posture, health hazards, first aid, NEWSTART.

Unit 1 – NEWSTART - programmeUnit 2 HygieneUnit 3 PostureUnit 4 Health hazards & First aid

Activities such as :1. Preparation of nutrition chart,2. Survey of nutrition plan in the neighbourhood,3. Presentation of use of first aid4. Debate on health hazards,(tobacco, alcohol, drugs, electronic gadgets)5. Planning for health awareness campaign ,6. Conduct two health awareness class in a school/community,7. Preparation of a chart on the NEWSTART based lifestyle.

Any four activities the student teacher will complete and prepare a report of the same.Marks – 25 marks

BEDU. 122 Art & Craft in Education (1 Credit = 25 Marks)

To enhance the skill of the student teacher in the development of teaching aids, 16 hours in a yearis given. A two day workshop is conducted for development of teaching aids. During this time thestudent teacher will develop skills, in developing and demonstrating the following:

1. models,2. charts,

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3. puppet making.For the completion of the course student should complete the following

1. Participate in the workshop for developing teaching aids2. Participate in co- curricular competition3. Participation in food fair4. Submit a collage of pictures of the participation.

Marks- 25 marks

BEDU. 123 ICT Practical in Education (2 Credit = 50 Marks)

To enhance the skill of the student teacher in ICT the student teacher will complete the modulesbased on INTEL selected and approved by the Department. Students will submit a hard and softcopy of their practical.

SECOND YEAR

ENGAGEMENT WITH FIELD/PRACTICUM

BEDU 226 University based – Basic Teaching Skill III (2 Credit - 50 Marks)

a) Technology based lessons ( 2 lessons) 50 marksThe student teacher will conduct 2 lessons with technology. Marks calculated out of 50 are tobe given.

b) Co- operative learning Techniques (2 lessons 50 marks)

The student teacher will conduct 2 lessons using 2 co-operative learning Techniques.Marks calculated out of 50 are given.

c) Models of Teaching (2 lessons- 50 marks)

The student teacher will conduct 2 lessons based on any 2 models of teaching.Marks calculated out of 50 are to be given.Total marks for BEDU 227 is 50.

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BEDU 227 School based Teaching Skill – IV16 weeks (10 credits-250 marks)

Practice lessons (2 credits - 50 marks)

The student teacher will conduct 12 lessons as far as possible equally distributed in 2 subjectsselected by the student in the course BEDU 116. These lessons shall be spread in differentstandards (VI-XII). Marks calculated out 50 are to be given.

B) Internship (8 credits - 200 marks)

a) Lessons (12 lessons): (3 credits -75 marks)

Internship is arranged as a single block program. Student teacher has to complete 12 lessons in 2subjects as a block teaching. This means the student teacher will select a particular standard and asubject and teach 6 lessons continuously followed by a unit test.

a) Plan of Evaluation: (1 credit- 25 marks)Each student teacher will plan a formative type of assessment to determine the learning processof the students(worksheet/class test). Further student teachers will give a summative type ofassessment (unit test) at the end of the unit. For the unit test the student teacher will prepare:

● blue print,● scoring key● marking scheme● item analysis● Histogram.

The same shall be done for the second school subject selected by the studentteacher.

b) Report of the following (1 credit 25 marks)

i) Physical plant (10)ii) School organization structure(10) with their responsibilities./ dutiesiii) Records of the schools(5)

c) Reflection on the experiences (1 credit - 25 marks)i) Plan and conduct co-curricular and extracurricular activities(10) report the activity,importance, rubrics for evaluation, photograph.ii) Report on student teacher teaching experiences on weekly basis.(15)

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d) Observation of peers (1 credit -25 marks)A student teacher will select and observe 3 peers for the period of 3 weeks, weekly 1 observationand trace the progress of the student teacher in the classroom. This activity will help the studentteacher group to reflect and discuss the teaching competency so that they can become betterteachers.Observation reports duly signed by the regular teacher must be submitted. Marks are given tocheck the following:

● Progress reports of three peers(15)● Attendance(5)● Signature of the regular teacher for each week (5)

e) Engagement in 2 school activities (1 credit- 25 marks)The student teacher will participate in any one of the listed school activities and write a report on theplanning and implementation of the program.

1. School annual program2. School annual sports meet3. Assisting in parent – teacher meeting4. Science exhibition5. School education trip6. SUPW7. Organizing an Assembly8. Organizing school choir9. Assisting in any important day such as Founders day, Republic Day, Independence day,

Children‟s day, Teachers day

BEDU 228 Community Based (1 Credit - 25 Marks)

Understanding Self II

The student teacher will attend a University organized camp/two days seminar/workshop for thecourse.

Learning outcomes of the camp/seminar / workshop

● To promote social adjustment of the student teachers● To develop critical thinking about various issues in the society and the impact on one self● To promote leadership skill of the student teacher● To understand the balance between body and mind for a well balanced personality

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The student teacher will organize, participate and write a report on the program. The student teacherwill write a report on the camp/ seminar/ workshop with subtitles of the objectives given. Eachobjective carries 5 marks each. Attendance, general information carries another 5 marks. Thus thereport carries 25 marks.

Programs/ Activities for the camp/seminars/workshop

Activities ThemesPresentation personalityDebates leadershipDiscussion Education & social changeCritique of educational movie/documentary issues social themesMusical fest Discipline in schoolSkit Home EnvironmentVisiting a social institution

SKILL ENHANCEMENTBEDU 229 Action Research (2 credit - 50 marks)

The student has to take up an Action Research project during their internship program. A two dayworkshop will be organized in the department to guide the students in carrying out such a study.The project should contain the following:

1. Background of the study2. Statement of Problem3. Questions guiding the study4. Review of available literature5. Methodology – procedure and tools for collecting data6. Analysis of the data.7. Finding of the Research8. Recommended Changes9. The plan of action/implementation

The report has to be neatly typed and consolidated as a document of 30 – 50 pages. [detailedreport given in the Appendix]Marks calculated out of 50 are to be given

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BEDU 230 Directed Individual Course (2 credit - 50 marks)

The directed individual course is selected by the student in consultation with the teacher fromthe pool of skills given. The student will perform one activity and a report will be submitted atthe end course.

List of skills1. Critical thinking skill2. Problem solving skill3. Communication skill4. Collaboration skill5. Innovation skill6. Cross cultural skill7. Information gathering skill8. Leadership and managerial skill

Marks calculated out of 25 are to be given

BEDU. 231 Physical Education (1 credit- 25 marks)

Learning outcomes:1. To acquire knowledge about the track and field events.2. To become familiar with major and minor games and to develop interest

in sports and games.3. To understand the ability to organize and conduct sports and games.4. To understand the importance and values of recreational activities5. To understand the importance of exercises( aerobic exercise like brisk

walking, swimming, running, or cycling, yoga as system of physicalexercises and breathing techniques)

A) The activities will be orientation, discussions on the activitiesB) Teaching and presentationC) Practical activitiesD) Participation in sportsE) Writing a report on the activities and presentation.

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Attendance – (5)

Diary/ report- (10)

Participation in two activities (10)

Marks are calculated out of 25 are to be given

BEDU 232 Reading and Reflecting on text (1 credits -25 marks)

Learning outcomes:

● To promote the reading habit● To develop reading skills● To enhance the ability in synthesizing, critiquing and summarizing text

There will be a workshop/panel discussion/presentation from resource personnel onthe course reading and reflection. The student teacher will

I. A series of sessions as lectures or panel discussion on the following.● Types of text –

a) School texts, Newspaper, project report , magazine article, autobiography,fiction.

● Audio-Visual● Features of the texts● Reading and reflection on the text● Methods of reproducing the read text

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II. Activity Session● Candidates will select one resource material /text of their choice in the

consultation with the teacher.● Second and third material will be given by the teacher.● Reading ,reflecting and reproducing in writing are the three activities.● Group discussion on the topic read.

III. Reporting1) Reporting on the activity (Write from

orientation) (overall outcome) – 5 marks.2) Report on the three activities – 45 marks

= total – 50 marks.Reduced to -25 marks.

File Format1) Basic information of the text (Reference )2) Summary of the Text – ( An activity for writing the read text in the form of –

summary ,dialogue ,story ,question and answer ,maps, flow chart, drama,monologue etc.

3) What I agree and What I disagree4) Marsi Scale

a. Meaning of metacognitionb. Marsi Scalec. Interpretation and strategies for improving reading

5) Learning outcome or Educational Implications.

BEDU 233 Drama in Education (I credit = 25 Marks)

Theatre practice will help in better transaction of the curricular content in variousschool subjects. There will be a workshop to develop

1. Simple drama2. Puppets3. Role plays/ street plays/

Monoact The student teacher will write a report:

On the workshop and the importance of drama in Education with examples.(10 marks)

Write a script for a small drama/ mono act or develop puppets for a topic of yourschool subject.(15 marks)

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BEDU 111 PHILOSOPHICAL AND SOCIOLOGICAL BASES IN CONTEMPORARYINDIAN EDUCATION (Revised 2020)

Learning outcomes:

The student will be able:

1. To understand the meaning and concept of Philosophy & Education.2. To understand the various philosophical perspectives of Education3. To understand the sociological perspective of Education4. To recognise the contributions and initiatives of Indian Educational thinkers.5. To familiarize with the initiatives and agencies connected with Indian Education6. To develop an understanding of challenges and trends in Education.

Unit 1: Philosophical Perspectives of Education 18 hrs

a) The Meaning and concept of Philosophy and Educationb) Overview of Major philosophies (Idealism, Realism, Pragmatism, Existentialism)c) Emerging Philosophies in Education

Perennialism, Essentialism, Progressivism & Reconstructionism (Philosophicalbase, aim of education, knowledge, role of education, curriculum focus)

●Evolution of Education in Indian Societyo Vedic Education

o Buddhist Educationo Islamic Education

● Christian Approach to Education● Eclectic tendency in Education

Unit 2: Sociological Perspective of Education 14 hrs

a) Education- Concept and meaningb) Aims and functions of educationc) Forms of educationd) Agencies of Educatione) School as a Social Institutionf) Education and Social Changeg) Democracy and Education

Unit 3: Thinkers and Initiatives in Indian Education 18 hrs

● Mahatma Gandhi, Rabindranath Tagore, Swami Vivekananda, Mahatma PhuleSavitribai Phule, J.P .Naik. (meaning of education, views on education,contribution to Indian Education)

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● Programmes and Schemes-Sarva Shiksha Abhiyan(SSA), Rashtriya Uchactar Shikshan Abhiyan(RUSA)

● Apex Bodies- (Objectives and Function)Central Advisory Board of Education(CABE)National Council of Educational Research Training(NCERT) State Council of Educational ResearchTraining(SCERT) District Institute of Education andTraining(DIET) University Grants Commission (UGC)National Council of Teacher Education (NCTE)

Constitutional Goals- Articles of Indian Constitution Pertaining to Education; PreambleArticle, 21 A, 14, 15, 30, 45, 46, 41, 51A, 350A, 351Right to Education Act 2009

Unit 4: Challenges and Trends in Indian Education 14 hrs

● Nursery , Primary, Secondary, Higher, Education● Work Experience● Language – Three Language Formula● Liberalization, Globalization- Impact● Population Education- Need, Significance● Human Rights Education- Meaning & Significance● National & Emotional Integration

Any One Practical

1) Prepare a powerpoint presentation on a given topic from- Unit 4.2) Compare a Western(not in syllabus) and an Indian educational thinker given in the syllabus.3) Visit a non-governmental organization and write a report of the vision, mission, activities.

Reference

Aggarawal, J.C (2008). Theory and Principles of Education: Philosophical and SociologicalBased on Education. New Delhi: Vikas Publishing House.Bhatia, K., & Bhatia, B.D (2008). Theory and Principles of Education. New Delhi: Doaba House

Chuabe, S. P., & Chaube, A (2010) Philosophical And Sociological Foundations of

Education. Agra: Shri Vinod Pustak Mandir

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Chaube, S. P. (2005). Problems Of Indian Education. Agra: Vinod Pustak Mandir..

Knight, G (2006). Philosophy and Education: An Introduction in Christian Perspective.Berrien Springs, MI: Andrews University Press.Mathur, S. S (2006). A Sociological Approach to Indian Education. Agra: Vinod Pustak Mandir.

Safaya., R. N,. Shaida, B. D., & shukla, C. S (2008) Teacher in Emerging Indian Society.

New Delhi: Dhanpat Rai Publishing Company

Safaya, R. N., Srivastava, S. N., & Singh, V. M (2007). Development of Education inEmergingIndia and Its Current Problems. New Delhi: Dhanpat Rai Publishing.

Sharma, Y. K (2004). Foundations in Sociology of Education. New Delhi: Kanishka Publishers.

Syed, M. H. ()2007. Education in Emerging India. Mumbai: Himalaya Publishing House.

BEDU 112 DEVELOPMENTAL PERSPECTIVES OF LEARNER(Revised 2020)

Learning outcomes:

The student will be able to:

1) Explain the importance of heredity in teaching and learning process2) Understand the developmental characteristics of from infancy to adolescence3) Describe the different stages in human development within the

developmental psychology framework4) Discuss the individual difference in cognitive and affective domain5) To understand the various theories for cognitive, social, Moral,

Language development.6) Familiarize with the various issues the learner faces during learning.7) To describe the learner differences in cognitive and affective domain8) To recognize the issues affecting the learner.

UNIT I: Development of the Learner 24 hrs

a) Meaning , nature & importance of Heredity in the teaching – learning processb) Factors affecting prenatal developmentc) Physical, emotional, social & cognitive development during infancyd) Physical, cognitive, Language development, emotional, social & moral development

31

during early childhood, middle childhood & adolescence.e) Cognitive development- Piaget and Bruner’s Theory; Social Development –Erikson’s

and Vygotsky’s Theory ; Moral Development- Piaget and Kohlberg’s Theory;Language Development- Imitation and Reinforcement theory, interactional theory andcognitive processing theory .

f) Factors affecting the development of personality of an individual.g) Role of teacher in each stage for the development

UNIT II: Learner difference – Cognitive Domain 14 hrsa) Intelligence- multiple intelligence, emotional intelligenceb) Aptitudec) Creativityd) Academic Achievemente) Teacher’s role in handling individual difference

UNIT III: Learner differences – Affective Domain 14 hrsa) Interestb) Attitudec) Valuesd) Social adjustmente) Self conceptf) Motivationg) Teacher’s role in handling individual difference

UNIT IV: Issues Affecting the Learner 12 hrs

1. Understanding educational needs of exceptional childrena) Persons with physical and learning disability- types,b) Gifted learners

c) Teachers role, special schools, remedial education & special education2. Culture, Media and problems

a) The impact of social dimensions on learningb) culture

c) Societyd) Politicsa) Religionb) Family

c) Peersd) media

1. The influence of problems such as the following on learningi. Maladjustmentii. Frustration

iii. addiction,iv. peer pressure and ,

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v. bullying.

c) Implication in learning & Teachers role is assisting the learner in various issues

Practical (Any One)

1. Interview parents of two families with children studying in X – XII to understand theirexperience of the factors that affected their children’s learning at the different developmentalstages. Write up your findings and submit it as a report.

2. Observe one child from each developmental stage and compare them based on each area ofdevelopment. The results may be summarized and presented in the form of a chart.

3. Visit a place for special students and write a report

4. Analyse the personality of a person using the personality test instrument and write a report.

Reference

Berk, L. E. (2013). Child Development. Delhi: PHI Learning Private Limited. Bee,

H., Boyd, D. (2003). Lifespan Development. USA: Pearson Education.

Biehler, R. F., Snowman, J. (1990). Psychology Applied To Teaching. USA: Houghton MifflinCompany.

Chaube, S. P., Chaube, A. (1983). Educational Psychology and Educational Statistics. Agra:Educational Publishers.

Dandekar, W. N., Makhija, S. M. (1976). Psychological Foundations Of Education. New Delhi:Macmillan India Ltd.

Hetherington, E. M., Parke, R. D. (1999). Child Psychology: A Contemporary Viewpoint. USA:The McGraw-Hill Companies.

Hurlock, E. B. (1955). Adolescent Development. Tokyo:McGraw-Hill.

Khan, M. A. (2007). Fundamentals Of Educational Psychology. Mumbai: Himalaya PublishingHouse.

Mathur, S. S. (2010). Educational Psychology. Agra:Shri Vinod Pustak Mandir.

Mangal, S. K. (-ND-). Educational Psychology. Ludhiana: Tandon Publications Seifert,

K. L. (1991). Educational Psychology. USA: Houghton Mifflin Company.

Shukla, C. S., Safaya, R. N., Bhatiya, B. D. (1972). Educational Psychology.New Delhi: DhanpatRai Publishing Company.

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BEDU 113 ASSESSMENT FOR LEARNING (Revised 2020)

Learning outcomes:

The student will be able:

1. To understand the concept of Assessment & Evaluation in education2. To define the terms Assessment, test & Measurement.3. To explain the principles and problems of educational assessment4. To apply the instructional objectives of various domains of learning5. To familiarize with various assessment procedures, tools, and techniques6. To acquaint with the various tools and techniques to assess learners7. To develop basic skill in using elementary statistics in assessment.8. To acquaint myself with current practices in Assessment.9. To develop the achievement tests and various assessment tools.

Unit 1: Perspectives on Assessment & Evaluation 08 hrs

a) Meaning & purpose of Assessment, test & measurementb) Types of Assessment Procedures.c) Principles of assessmentsd) Problem of bias in Educational Assessment.e) Instructional Objectives. & Domains of Learning

f) Βlooms taxonomy Old & New

Unit 2: Tools & Techniques to assess learners: 32 hrs

a) Characteristics of a good evaluation tool.b) Validity, reliability, usability, objectivity.c) Construction of achievement test

● Blue print● Construction of test items

Objective- short answer, T/F, matching exercise, multiple choice, interpretiveexerciseSubjective type- restricted response and extended response essayPerformance based items- rating scale and checklist

● Assembly, Administering Appraisal of test.● Marking &

reporting. Techniques for

assessment

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Observation techniques.

Peer appraisal

Self report

Projects, Assignment, portfolio

Graphic Organizers – Matrix, concept Map,

Unit 3: Current practices in Assessment 08 hrsa) CCE, CBCS, Grading system (GPA, CGPA, weighted grade

point) open book test. Rubricsb) Feedback in Assessment.

Importance & Types.

Unit 4: Basic statistics 16 hrs

a) Role & importance of Basic statistics in analyzing assessment data.b) Frequency distributionc) Measures of central tendencyd) Measures of variabilitye) Measures of relationshipf) Normal curveg) Types of standard score- Z,T,NCE comparison among themh) Profiles

Practical (Any one)

1. Develop an Achievement test with itsa)

Blueprintb)

Answer keyc)

Objective analysisd)

Item analysise)

Histogram2. Construct five questions each for the various types of assessment from a particular unit of a

school subject.a) Objective items (5) (short answer, alternative response items, matching exercise,

multiple choice items, interpretive exercise) ,b) Subjective items (5) ( extended essay, restricted essay)c) performance task.(5)( restricted performance task, extended performance task)

3. Prepare a powerpoint presentation on a given topic.

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4. Interview five teachers to find out various assessment techniques they use for theirrespective subjects. The findings may then be synthesized and present in the form of areport.

References

Aggarwal, J. C. (2005). Essentials of the Examination System. Delhi:Vikas Publishing House Pvt. Ltd.

Dandekar, W. N. (1971). Evaluation in Schools. Pune:Shreevidya Prakashan.

Four Authors. (2000). Handbook of Examination, Evaluation, Measurement, Tests andStatistical Techniques. New Delhi: Doaba Book House.

Kallick, B., Colosimo, J. (2009). Using Curriculum Mapping and Assessment Data toImprove Learning. California: Corwin Press.

Linn, R. L., Gronlund, N. E. (1955). Measurement and Assessment in Teaching. USA:Carlisle Communications.

Marzano, R. J. (2000). Transforming Classroom Grading. USA: ASCD Publications.

Reynolds, C. R., Livingston, R. B., Willson, V. (2009). Measurement and Assessment inEducation. New Delhi: PHI Learning Private Limited.

Sindhu, K. S. (2005). New Approaches to Measurement and Evaluation. Delhi: SterlingPublishers Pvt. Ltd.

Tomlinson, C. A., Moon, T. R. (2013). Assessment and Student Success in aDifferentiated Classroom. USA: ASCD Publications.

BEDU 114 ICT IN EDUCATION (Revised 2020)

Learning outcomes:

The student will be able :

1. To understand the need and importance of ICT in Education.2. To understand the application of ICT in Education, skills and qualities of an ICT teacher.3. To acquaint prospective teachers with the basic concepts and components of

Technology.4. To create an awareness of the impact of technology in Education5. To acquaint with computer ethics6. To explore creative avenues for enriching the classroom teaching learning process.

Unit 1: Introduction to ICT 8 hrs

1. ICT in Education: Concept, Need and Importance2. Application of ICT in Education:

36

a) Teaching- Learning b) Research c) Publicationd) Administration e) Evaluation

3. ICT Teacher-Skills and Qualities4. ICT and cyber ethics

Unit 2: Basic Concepts and Components of Technology 10 hrs

1. Concepts related to Computer Technology2. Media Technology3. Information and Communication Technology

a. Major Service in the Internet: WWW, Email, Newsgroup, Chats, etcb. Academic Resources on the web search engines.c. Internet Governanced. Components of the Internet

Unit 3: Technology in Education 32 hrs1. Constructivist Learning

a. Learning Centred Classroomsb. Internet Technology and Constructivistc. Use of Backup Pland. E-maile. Internetf. Multimedia and Hypermedia

2. Computer applications in instructiona. Smart Classroom-Nature, Features, Advantages

b. Online learning resources, e-library, video conferencing, webinarsc. Social networking for learning with special reference to face book and Whats App

tools.3. Teaching Computer Ethics

a. Computer Revolutionb. Practical Importance of Computer Ethics

i. Invisibility Factorc. Computer Ethics in the Computer Science Curriculum

i. Levels of Computer Ethicsd. Social and Ethical Implications

i. Integrating Social Impact and Ethicse. Ethical Issues in Teaching Computers.

4. Online Learning Portals:-SWAYAM- SWAYAM PRABHA-MOOC (Massive open online course)

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Unit 4: Technology in the Classroom 14 hrs1. Role of School and Community

a. Materials in IT Classb. Grouping Arrangementc. Time Management

2. Integrating Technology in Teachinga. Web based Learningb. E-learningc. Co-operative Learningd. Collaborative Learninge. Computer Aided Instructionf. Online Learningg. Distance Learning

Practical (any one)1. Develop a self instruction package for a unit of a school subject.2. Combining text graphic and audio visuals in developing a digital story3. Write a paper discussing the applicability of smart-classrooms in the current Indian

education.4. Develop a collaboration strategy using social networking tools and present its

implementation for learning purposes.5. Prepare a teacher’s folder comprising of :

a. An instructional plan for anlesson

b. Prepare a word document for a topicc. Prepare excel sheet denoting the mark of the class testd. Prepare a worksheet for a formative test.

ReferencesHerring, J (2004). Internet and Information Skills. London: Facet PublishersInglis, A., Ling, P., & Joosteh, V. (2002) Delivering Digitally. London: Kagan Page

Mishra, R. C (2009). Teaching of Information Technology. New Delhi: APH PublishingCorporation.

Mangal, S. K (2001). Foundations of Educational Technology. Ludhiana: Tandon Publications

Madan, S (2007) Information Technology. New Delhi: Taxmann Allied Services.

Verma, R., Sharma, S. K. (1998). Modern Trends in Teaching Technology. Delhi: AnmolPublications.

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BEDU 115 PERSPECTIVES OF LEARNING AND TEACHING (Revised 2020)

Learning outcomes:

The student will be able:

1. To understand the concept of learning2. To delineate the theories of learning3. To identify the teaching practices best suited for active engagement in learning4. To recognize the dynamic relationship between teaching and learning.5. To demonstrate a sound understanding of teaching strategies and how they impact learning.6. To familiarise with the concept and nature of intelligence7. To understand the basic techniques of teaching and classroom management

UNIT 1: Theories of Learning 16 hrs

1.1 Nature of Learninga) Definition and Nature of Learningb) The Learning Processc) Learning Goalsd) Factors that influence learninge) Learning Experience Ladder

1.2 Perspectives of LearningBehaviourists Approach (Thorndike,-laws of learning, Skinner-operant conditioning, )

b) Cognitive Approach (Bandura- social cognitive theory, Gestalt- Laws of learning,Kurt Lewin-field theory of learning)

c) Constructivist Approach (Piaget- theory of cognitive development stages, Bruner-Theory of learning (Three modes of representation, discovery learning), Vygotsky– sociocultural theory of human learning.)

UNIT: 2 Cognitive Processes and Intelligence 16 hrs

2.1 Sensation and Perception- Factors, Laws, Concept formation, Illusion2.2 Cognitive Functions- Thinking, Reasoning, Problem Solving and Metacognition2.3 Memory- Concept, Types and Strategies to develop memory2.4 Forgetting- Concept and Process2.5 Cognitive Neuroscience- Basic Concept and Relevance in Learning

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UNIT 3: Basics of Teaching 16hrs

3.1 Characteristic and Concept of Teaching and its Relationship to Learning3.2 Nature of a Professional Teacher3.3 General Principles and Maxims of Teaching3.4 Levels of Teaching3.5 Role of a Teacher

a) As an Instructional Inputb) As a Managerc) As a Politiciand) AS a Counsellor

3.6 Qualities of a Teacher3.7 Teacher as a Person

a) Teacher in the Classroomb) Teacher as a Colleaguec) Teacher in the Communityd) Teacher as a Citizen

UNIT 4: Effective Teaching and Classroom Management 16hrs

4.1 Effective Teacher and Effective Teachinga) Planning for Effective Teachingb) Teaching Functionsc) Teacher‟ Thought Processd) Pitfalls of Teaching

4.2 Classroom Managementa) Meaning of Classroom Controlb) Supporting Learning Environmentc) Classroom Procedures and Guidelines for Acceptable Behaviourd) Classroom Problems: Nature, Significance and Types

Practical (Any One)

1. Develop a classroom management plan and implementation strategies for a secondarylevel classroom in an international school.

2. Write a term-paper on the best suited strategies to engage students and transform theminto active learners.

3. Interview five teachers to find out their awareness of the roles and how they best fulfilthem. The findings may then be synthesized and present in the form of a report.

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ReferenceBhatia, K., Bhatia, B. D. (1992). The Principles and Methods Of Teaching. Delhi: Doaba House.

Khanna, S. D., Saxena, V. K., Lamba, T. P., Murthi, V. (2002). Technology of Teachingand Essentials of Teaching Learning. Delhi: Doaba HouseJohnson, D. W., Johnson, R. T. (-ND-). Learning Together and Alone. New Jersey: Prentice-Hall.

Mathur, S. S., Mathur, A. (2007). Development of Learner and Teaching Learning Process.

Agra: Agrawal Publication.

Stronge, J. H. ()2002. Qualities of Effective Teachers. USA: ASCD Publications

Tomar, M., Sharma, S. K. (2012). Learning and Teaching. Delhi: Isha Publications .

Youngberg, M. (1960). The Slow Learner in the Classroom. USA:Charles E. Merrill PublishingCompany.

Redman, G. L. (1999). Teaching in Today‟s Classroom. USA: Custom Editorial Productions

LIST OF SCHOOLS SUBJECTS FOR BEDU 116

BEDU 116.1 THEORETICAL BASE OF SCHOOL SUBJECTS:HINDI(revised 2020)

Learning outcomes:

The student will be able to:

१. छा� अ�याऩकोम� हहदी िश ण के शऱए भाषा स�ब�धी आधारभ यो�यताओ का िवकास करना।

२. हहदी भाषा की िविवधा प्रणाशऱयाॉ , अधययन अनुिभ तथा ननयोजन के प्रकार समझ ऱेन ेम� स म बनाना।

३. सहायक सामग्री के ननमााण िएॊ प्रयोग की कु िऱता का िवकास करन।

४. िआययु�त अ�याऩन ऩडताती की सॊक�ऩना तथा िआय िव�ऱेषण समझ ऱेन ेम� मदत करना।

५ .मा�यशमक तथा उ�च मा�यशमक िश ा�थरॲ के शऱए ननधााररत ऩा�यक्रम िएॊ ऩा�यऩु�तकॲका सु�म अधययन कराने

म� छा� अ�याऩक को प्रेररत करना।

६ .छा�अ�याऩक को

हहद म� म�त

करना। ी अ�याऩक की ििवष ििवत ाएॉ िएॊ म

41

याॊकन काया म� हहद ी अ�याऩक कायोगदान समझ ऱेन

७ .हहदी अ�याऩक को हहद ी भाषा तथा �याकरण के अग ोऩाॊगॲ का सु�म अ�ययन करने

के शऱए प्रेररत करन।

अ�ययन १:- हहदी भाषा -िश ण : एक चचतन

१) भाषा -हह�दी भाषा का अथा िएॊ स्ि�ऩ :- भाषा का अथा ,युऩऩिव ऩररभाषा ,भाषा के िविवधा �ऩ

,भाषा के आधार,भाषा की प्रकृ त।

२) हहदी भाषा का महत्ि िएॊ भशू मका काया को समझाना।

३) रा�र भाषा िएॊ सॊऩका भाषा के �ऩ म� तथा महारा�र रा�य के मा�यशमक �तर की ऩा�य चचाा म�

��भाषा स( Three language formula) केअनुसार हहद

ी �थान िएॊ महत्ि।

४) हहदी का अ�य िवषयॲ से िएॊअतगत

अनुबॊधन( सॊ�कृ त,मराठी,इनतहास ,भ

ोऱ )

42

५) िश ाऱयॲ म� रा�र भाषा अ�याऩन के उ�े�य।

अ�ययन २ :- हहदी भाषा का आरेखण तथा ननयोजन :-

१) अ�याऩन िा��ीय िव�ऱेषण : सॊप्रात�य तथा स्ि�ऩ ।

२) अ�याऩन िा��ीय िव�ऱेषण की ििआकता िएॊ महत्ि।

३) हहदी भाषा की िविवध अ�याऩन ऩ�िवया।

४) अ�ययन अ�याऩन म� प्रयोचगत सहायक द�ृय -श्रा�य सामग्री को समझ ऱेना िएॊ उसका प्रयोग

करन े हेतु ननयोजन करना।

५) अ�ाऩन िा��ीय िव�ऱेषण के सोऩान : १.

िवषय - सॊरचना ( structure )

२. ऩा�यचयाा का िव�ऱेषण (curriculum )

३. ऩा�यक्रम का िव�ऱेषण (syllabus )

४. ऩा�यक्रम और ऩा�यऩु�तक की तऱना

५. ऩा�यऩु�तक का घटक के अनुसार िवभाजन

६. िआय घटकॲ का त�य ,सॊबोध ,सॊक�ऩना आहद का िव�ऱेषण (आकऱन आसान )

७. अ�याऩन का ऩढताती चिना ८.

ऩाि�याॊ ननयोजन

९. प्र�य अ�याऩन

अ�ययन ३:- िआायु�त अ�याऩन ऩ�नत की सॊक�ऩना िएॊ िआय िव�ऱेषण :(content cum methodology ) (अ)

िआययु�त अ�याऩन ऩ�नत की सॊक�ऩन।

१. आ�य ान के सॊबॊध म� उ�ऩ� हईु सम�या।

२. िआय ान के सॊबॊध म� उ�ऩ� हईु सम�या का हऱ।

(ब) िआय िव�ऱेषण :

43

१. िआययु�त अ�याऩन ऩ�नत का अथा िएॊ स्ि�ऩ।

२. िआययु�त अ�याऩन ऩ�नत की सै�ाॊनतक ऩ�यााभशू म ,िआययु�त ऩ�नत का महत्ि

(क) हहदी अ�याऩक िएॊ मु�याॊकन-

अ�ययन ४:- हहद

१) िावषका

ी िश ा का ननयोजन तथा ि�य�थाऩन :

ननयोजन - तत्ि , ऱाभ

२) घटक ननयोजन -घटक िवभाजन के प्रकार , अग

३) सॊिवधान सारणी तथा घटक कसौटी

४) ऩाठ ननयोजन -महत्ि ,उ�े�य अ�ययन ५ :-

�याकरण -

,ऱाभ ,घटक , का ननयोजन का प्रा�ऩ

१) िदेनागरी शऱवऩ : ििवष ताएॉ,िणा -िवकास ,सुधार के प्रय� ,ििम ान मानक स्ि�

२) हहदी का ि�द भॊडार : त�सम ,ति� ,िदे ज ,िविदे ी

३) ि�द ननमााण : प्रयतय ,उऩसगा ,समास ,अनके स�दो के शऱए एक ि�द ४)

मुिहार� िएॊ ऱोको��तयाॉ

५) रचना : ऩ� ऱेखन , ननबॊध ऱेखन।

प्र�यिशक काया :-

१) �याकरण ऩर आधाररत अ�ययन सामग्री तयार करना।

२) हहद ी का सॊऩका भाषा के स्ि�ऩ म� तथा ि�तीयभाषा के �ऩ म� हहद

ी की ऩाठ चयाा को महारा�र रा�य म�

सॊदभा ग्रॊथ:-

�यॊत मह�्िऩ ा �थान हदया गया है। इस ऩरररऩोटा तय

ार करे।

१) हहदी भाषा भोऱनाथ नितारी ,ककताब महऱ ,इऱाहबाद ,१९७६

२) हहद ी की अ�याऩन ऩ�नत –बा .र. बोबे ,न न प्रिकान ,ऩुणे ,१९९४

३) अ�याऩिना��ीय िव�ऱेषण - डॉ िव�ऱ मुरकु टे44

४) हहदी भाषा िश ण - भोऱानाथ नितारी ,शऱवऩ प्रिकान ,हद�ऱी ,१९९०

45

BEDU 116.2 THEORETICAL BASES OF SCHOOL SUBJECTS: ENGLISH(Revised 2020)

Learning outcomes:

The student will be able to:

1. Acquire and use accurate general academic and domain-specific words and phrases,sufficient for reading, writing, speaking, and listening at the college and careerreadiness level; demonstrate independence in gathering vocabulary knowledge whenconsidering a word or phrase important to comprehension or expression.

2. Demonstrate command of the conventions of Standard Englishcapitalization, punctuation, and spelling when writing.

3. Summarize, paraphrase, discuss and respond to the content information of the text orlistening passage orally and in writing.

4. Determine and clarify the meaning of unknown and multiple-meaning words and phrases.

5. Produce clear and coherent writing in which the development, organization, and styleare appropriate to task, purpose, and audience.

6. Initiate and participate effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners, building on others‟ ideas and expressingtheir own clearly and persuasively.

7. Evaluate and/or reflect on a speaker‟s point of view, reasoning, and use of evidence,rhetoric, identifying and fallacious reasoning or exaggerated or distorted evidence.

Unit I: Introduction to Language – Its nature and Importance 07 hrs

A. Meaning , Definition of the term language.

B. Teaching and Learning of language

C. Significance of English in the global context

D. English as a skill subject (LSRW)H. Roles and responsibilities of English teacher

I. Nature and functions of language

46

Unit II: Grammar 10 hrs

A. Parts of speech

a. Definition and kinds of speech

b. Articles and Determiners

c. Syntax : Subject – Verb Agreement

B. Types of sentences

a. Direct and Indirect Speech

b. Voice

c. Time and Tense with mood

d. Types of sentences – four different ways of writing a sentence

e. Different ways of writing the same sentence

C. Frequent mistakes

a. Correct use of Good and Well

b. Correct use of May and Can

c. Correct use of pronouns

d. Phatic talk (different types of greetings)

e. Using the correct word

f. Homophones & homonyms

g. Frequently heard mispronounced words

Unit III: Reading (Focus is short stories, poems) 05 hrs

A. Context clues

B. Author‟s purpose

C. Main IdeaD. Literary elements

a. Plot, setting and theme

b. Figurative language

E. Comprehension

47

a. Words with more than one meaning

b. Synonyms and Antonyms

c. Signal word and ellipsis

d. Word families

Unit IV: Speaking and Listening 05 hrs

A. Phonological awareness and phonemesa.consonants, vowels, diphthongsb.Phonemes, syllablesc.Accent: words, connected speech

B. Vocabulary

a. Three tiers of words

C. Listening and comprehension (types of Listening)

a. Audio listeningb. Conversationalc. Dictation

Unit V: Writing 05 hrs

A. Paragraph writing

B. Essay

C. Transactional writing

a. Longer transactional text

i. Official and friendly letter

ii. Speech/dialogue/interview/review book

iii. CV

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b. Shorter transactionaltext

i. Invitation/diary/

ii. Directions/instructions/Filling a form

iii. Advertisement/flyers/poster

iv. Writing an E-mail/Sending a fax

c. Writing with a picture composition

d. Editing and proofreading

Practical( any one)

1. On a topic of your choice (from this course outline), prepare and make a presentation toa selected target group.

2. Prepare a portfolio that includes evidence of all transactional writing learnt in the course.3. Write a term paper on a topic selected in consultation with the professor.

Reference:

Text Book of Standard VI-XII

Kolhi, A. K., Sharma, L. M. (2000). Techniques of Teaching English. New Delhi: Dhanpat RaiPublishing Company.

Sachdeva.M.S (2007) Teaching of English ,New Delhi:Jagdamba Publishing Company.

Sharma .R.A (2008) Teaching of English, Meerut:R.Lall Book Depot

Pahuja Sudha (2007) Teaching of English , , Meerut:R.Lall Book Depot

Sharma Parveen (2008) Teaching of English Language,Delhi SHipra Publications.

Wren And Martin( 2010) High School English Grammar and composition,New Delhi: S.chandand Company.

Suryawanshi, G. H.(2005). Content Cum Methodology;English , Nashik: Pushpa.G. Suryawanshi

Waje S.R, Patil Milind (2006). Content Cum Methodology of English. Nashik: MinakshiWaje,Poonam Waje

49

BEDU 116.3 THEORETICAL BASE OF SCHOOL SUBJECTS:HISTORY (Revised 2020) Learning outcomes:

The student will be able to:

1. Develop meaning and characteristics of History2. Realize the impact of civilizations on mankind3. Develop understanding of various empires in India before British rule.4. Understand the contribution of Shivaji Maharaj5. Comprehend the position of India in contemporary world6. Acquaint with the constitution and parliamentary democracy of India

Unit 1: Introduction to History 04 hrs

- Definitions and meaning of history- Characteristics and scope of history- Types of history- History Teacher- Qualities , position

Unit 2: Ancient & Medieval Civilizations to age of revolutions 06 hrs

- Mesopotamian Civilization- Indus Valley Civilization- Reformation and renaissance- Industrial revolution- American war of Independence- French revolution

Unit 3: Various Empires Before the British Rule 05 hrs

- Mauryan Empire- Age of Gupta- Mughal empire- Maratha Empire- Shivaji Maharaj- People‟s King

Unit 4: Indian independence movement. 06 hrs

- Causes of British Rule- Contribution and impact of British Rule- The Indian National movements for Independence

50

Unit 5: India in Contemporary World & Local bodies 05 hrs

- United nations –- Major agencies of UNO- Non aligned movement- Local government bodies ( Zilla parishad, Municipal corporation)

Unit 6: Civics 06 hrs

Democracy- Democracy : meaning types and characteristics- Political Parties: Meaning , Need, Types of Political

parties Social diversity and democracy

Our Constitution- Need of the Constitution, Constituent Assembly Preamble to the constitution of India- Fundamental rights and duties- Functions of Legislation- Functions of Executive- Functions of Judiciary

Practical (ANY ONE)

1) Visit a museum or local site of historical importance and discuss its significance.2) Highlight the civic issues of your locality and what suggestions would you offer to address

them.3) Develop a chronological chart using ppt from any one of the following:

i) Unit 1ii) Unit 2iii) Unit 3

Reference:Text books of standard VI- XII ( Maharashtra State Board/ ICSE)

53

BEDU 116.4 THEORETICAL BASE OF SCHOOL SUBJECTS: GEOGRAPHY(Revised, 2020)

Learning outcomes:The student will be able to:

1. Refresh the meaning and scope of Geography as a school subject.2. Familiarize with the universe and solar system3. Understand the interrelationship between man and environment4. Understand the physical nature of Earth5. Comprehend the geographical features of India- Maharashtra.6. Develop skills in practical geography

Unit 1: Meaning and Scope of Geography 06 hrs- Definition of Geography- Modern Concepts of Geography and Geographical techniques- Historical development of Geography- Functions of Modern Geography- Geography Teacher- Qualities

Unit 2: Universe and the Solar System 06 hrs

- Universe- Solar System- Motions of the Earth- Latitude and Longitude and time- Earth‟s Crust and internal agents of change- External agencies of change

Unit 3: Physical Geography 06 hrs

- Atmosphere- Temperature, pressure, wind, rainfall- Lithosphere- Continent- Land forms

i) Mountain, plateau, and plansii) Rocks and types of rocksiii) Agents of erosion

- Hydrospherei) Types of water bodiesii) Ocean Currentsiii) Tidesiv) Salinity

54

Unit 4: Man and Environment Interaction 06 hrs

- Human Settlement- Occupation- Population- Biosphere- Vegetation Belts- Natural hazards, their causes and management

Unit 5: Geography of India and Maharashtra 05 hrs

- Physical features- Climate- Soil and Minerals- Natural Vegetation- Agriculture and Industry

Unit 6: Practical Geography 03 hrs

- Map Study- Types, elements (signs & Symbol)- Graph Study- Types- Field Visit,

Practical (ANY ONE)

1) Visit a geographical location and write a report2) Develop a model to teach geography3) Interpretation of topographical maps (any four types)

References:

Text books of standard VI- XII ( Maharashtra State Board /ICSE)

Varma, O. P. (1943). Geography Teaching. New DelhiSterling Publishers Private Limited.

Joshi and Kaji, Principles of General Geography

K. Siddharth, Ecology and Environment, Kisalaya Publication

Majid Husain, Geography of India, McGraw Hill Education series

Singh Savindar, Physical geography, Prayag Pustak Bhawan

Sawadi A.B., Physical Geography

55

BEDU 116.5 THEORETICAL BASES OF SCHOOL SUBJECTS:GENERAL SCIENCE (Revised 2020)

Learning outcomes:

The student will be able to:

1. Understand the basic unit of life2. Analyze the life process of plants and animals3. Understand matter and its composition4. Comprehend measurement and motion5. Analyze the impact of environment on life

A: Natural Science

Unit 1: The Study of Life on Earth 4 hrs

- Organization in living things- Cell, Cell division, Tissues and Organs- Population , ecosystems- Genetic basis of inheritance

Unit 2: Life Processes in Plants and Animals 08 hrs

- Movement- Nutrition- Transport- Respiration- Excretion- Chemical ,Nervous Co-ordination- Reproduction

B: Physical Science- Chemistry

Unit 3: Matter and its Composition 08 hrs

- Elements, Compounds and Mixtures- Language of Chemistry- Physical and Chemical Change- Atomic Structure and Periodic Table- Acid based salts- Study of compounds (Hydrocarbons, alcohols, acids)

56

C: Physical Science- Physics Unit 4: Measurement and Motion 08 hrs

- Force, Work, Power and Energy- Gravitation and Pressure- Heat and Light- Sound- Electricity and Magnetism

D: Environmental Science

Unit 5: Ecology 4 hrs

- Pollution- Atmosphere and climate- Soil and Land- People and Urbanization

Practical (ANY ONE)

1) Visit a science museum and write a report2) Make a survey of any one threat to the local environment3) Prepare a model on a topic to be taught in science

Reference:

1. Text books of standard VI – XII ( Maharashtra State Board/ ICSE)

2. Sharma, R. C.(1975). Modern Science Teaching. New Delhi:Dhanpat Rai PublishingCompany.

3. Kalra, R. M. (2003). Teaching of Science. Delhi: Shipra Publications.

4. Sharma and Sharma Nair - Teaching of Science.

5. Ghansham Das - Teaching of Science.

6. Dr. Borse - Science Education.

57

BEDU 116.6 THEORETICAL BASE OF SCHOOL SUBJECTS:MATHEMATICS (Revised, 2020)

Learning outcomes:

The student will be able to:

1. Comprehend the nature and meaning of mathematics2. Explain the concepts in Arithmetic, Algebra, Geometry & applied mathematics.3. Develop skill in using the basic mathematics in school4. Develop competence in the concepts , facts taught in the

school. Unit 1: Introduction to mathematics 04hrs

- Definitions meaning of mathematics- Nature of mathematics- Relation between pure and applied math- Mathematics teacher

Unit 2: Arithmetic 04 hrsA: Numbers

- Natural, Whole, Integers, rational, irrational, real- Operations on number, addition, subtract, multiplication, division- Use of brackets- Indices, squares, square roots, cube, cube roots

B: Unitary method, variation- direct and

inverse C: Ratio and proposition

D: Set theory, venn diagram

Unit 3: Algebra 06 hrs

- Basics of Algebra- Use of letters in place of numbers- Algebraic expression- Polynomials

o Factors and multiples- Identities- Equations- With one variable, linear equation with two variables, quadratic equation

58

Unit 4: Geometry 09 hrs

- Basics of geometryo Basic concepto Angleso Triangles

- Trigonometry- Circles: Basics concepts, Circumference, Area, Theorems- Quadrilaterals: Properties of different quadrilateral theorem- Geometric construction

Unit 5: Applied Mathematics 09 hrs

- Profit and loss- Percentages- Simple compound interest- Discount and commission

Statistics- Measure of central tendency- Variability- Graph

Mensuration- Area and volume of different geometric figures

Practical (ANY ONE)

1) Select a topic and prepare a ppt/chart/model/game2) Conduct/develop a workshop on teaching mathematics3) Interview a math teacher on the problems and challenges in making math interesting

and submit a written reportReference:

Text books of standard VI to XII( Maharashtra State Board/ ICSE)

Sindhu, K. S. (2006). The Teaching Of Mathematics. Delhi: Sterling Publishers Pvt. Ltd.

Rao, R. S., Suneetha, E. (2004). Methods Of Teaching Mathematics. Delhi: DiscoveryPublishing House.

59

BEDU 116.7 THEORETICAL BASE OF SCHOOL SUBJECTS: ECONOMICS(Revised 2020)

Learning outcomes:

The student will be able to:

1. Acquaint with meaning nature and importance of Economics2. Familiarize with consumer and producer behavior3. Comprehend the concept of money and banking & public finance4. Become aware of the Indian Economy.

Unit 1. Introduction to Economics 03 hrs

- Meaning of Definition of Economics- Scope and Nature of Economics- Significance Economics- Basic Concepts and Principles of Economics- Basic Economic Problem- Economics Teacher

Unit 2. Consumer and Producer Behaviour 08 hrsA: Consumer Behaviour

- Concept of demand- Law of demand- Law of diminishing marginal utility- Elasticity of Demand

B: Producer Behaviour

- Supply- Law of Supply- Determination of Price

Pricing Method- Elasticity of Supply

Unit 3: Money and Banking 05 hrs

- History of Money- Definition and Nature of Money- Central and Commercial Banking

- Functions- Credit Creations

60

Unit 4: Public Finance 08 hrs

- Sources of income and areas of expenditure for the government- Tax

- Definition- Types of Tax

- Comparison of Public Finance and Private Finance

Unit 5: Indian Economy (I.E) 08 hrs

- Characteristics of I.E.- Agriculture

- Importance of Agriculture- Green Revolution

- Poverty- Causes of Poverty- Remedies of Poverty

- Unemployment- Causes and remedies of unemployment

- Population- Causes of population explosion- Measure of Control Population

Practical (ANY ONE)1) Visit a commercial bank. Find out the procedure to open a savings account or applying for

educational loans or benefits for a girl child or report on child plan2) Visit a slum area and report on the standard of living and suggest measures to improve

the standard of living3) Comparative survey study of consumption behavior of two categories of students

References:

Text books of standard IX to XII ( Maharashtra State Board/ICSE)

61

BEDU 116.8 THEORETICAL BASE OF SCHOOL SUBJECTS: COMMERCE(Revised 2020)

Learning outcomes:

The student will be able to:

1. Comprehend the meaning, scope and nature of commerce.2. Familiarize with nature and purpose of Business3. Explain key aspects of Business organizations, trade and Insurance.4. Know about the concept of Finance and management.

Unit 1: Introduction to Commerce 06 hrs

- Meaning of definition of commerce- Scope and nature of commerce- Significance and function of commerce- Commerce Education in developing and developed countries- Commerce teacher

Unit 2: Nature and Purpose of Business 06 hrs

- Definition and Concept of Business- Business Objectives- Human Activities- Business Activities- Non Profit Seeking Organization

Unit 3: Forms and Functions of Business Organizations 06 hrs

- Sole trader, Partnership, Corporate Organization- Public Sector undertaking- Co-operative organization

Unit 4: Trade and Insurance 10 hrs

- Wholesalers- Types of Retail Trade- Role of Chamber of Commerce- Foreign trade- Meaning, objective, purpose of Insurance- Principles and types of insurance

Unit 5: Finance and Management 04 hrs

- Capital and Revenue- Final Cost and Accounting- Budgeting and Banking

62

- Meaning, Objective, Importance of Management- Principles and Functions of Management

Practical (ANY ONE)

1) Collect newspaper/magazine clippings of five cases filed by consumers in theconsumer court. Find the rights violated and the red vessel mechanism used

2) Visit a Bank. Find out the procedure to open a savings account3) Prepare a teacher aid/model for a topic of your choice4) Visit an Industrial unit/ business establishment5) Report on the commerce and trade activities and type of business ownership.

References:Text books of Commerce standard IX to XII( Maharashtra State Board/ ICSE)

BEDU 116.9 THEORETICAL BASE OF SCHOOL SUBJECTS: ICT(Revised 2020)

Learning outcomes:

The student will be able to:

1. Comprehend the computer system and its historical background.2. Familiarize with hardware and software3. Explain the internet and its safe use.4. Develop skill in use of computers in day to day life

Unit 1: Introduction to Computers (10 Hrs)

- What is a computer system?- Characteristics of computer- How does a computer operate?- Computer maintenance and care- virus.- Historical Background- Evolution of computer- Types of computers- Analog, digital, hybrid- Computers in Education- Computer teacher- Qualities and Position- ICT in day to day life

Unit 2: Hardware (5 hrs)

- Input devices- Output device- Printer- Storage devices and memory- Networking

Unit 3: Software 10 hrs

63

- Operating system- Windows- Linux- iOS

- Windows Office- M.S Word- M.S Excel- M.S Power point- M.S Access

- Interactive Software

Unit 4: Internet 07 hrs

- Introduction to “www”- Enhancing the teaching and learning process using the internet- Online ethics

- Copyright laws- Internet Security

- Internet abuse and social media- Cyber violence- Social Networking: Facebook, WhatsApp, Linkedin, Twitter

Practical (ANY ONE)

1) Prepare a ppt on any school subject using hyperlink2) Prepare a banner/brochure for a school/class event3) Create a blog for your class.

References:

Aggarwal, D.D.(2009). Educational Technology. New Delhi: Sarup& Sons India Pvt. Ltd.

Cennamo, Katherine(2012). Technology Integration for Meaningful Classroom Use: AStandards-Based Approach. New York: Cengage Publishers

Chaudhary, Jagdeesh & Pathak, R.P. (2012) Educational Technology. Pearson. DorlingKindersley( India) Pvt.Ltd., New Delhi

Jimoyiannis, Athanassios(2012). Research on E-learning & ICT in Education. New York:Springer. Aimee

Kist, William(2012). The Socially Networked Classroom- Teaching in the New Media Age.New Delhi: SAGE Publications Pvt Ltd.

M.B issonett, J.D.(2009). Cyber Law- Maximising Safety and Minimisingrisk in classrooms.New Delhi: SAGE Publications India Pvt. Ltd.

Text books of ICT from standard IX- X

64

BEDU 117.1 PEDAGOGICAL CONTENT KNOWLEDGE OF SCHOOLSUBJECT: HINDI METHOD (Revised 2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Comprehend the nature and scope of learning Hindi3. Comprehend the aims, objective and planning required to teach Hindi4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching Hindi

Unit 1. Introduction to Pedagogical Content Knowledge 06 hrs1.1 Concepts and principles of pedagogical content knowledge1.2. Curriculum and syllabus in Hindi (Concept and types)

1.3 Text Book and content analysis from std VI-XII

1.4 Behaviourist’s view of language learning; cognitive view of language learning;constructivist view of language learning

Unit 2. Nature and Scope of Hindi 06 hrs

2.1 Nature and scope of Hindi

2.2 Place and importance of Hindi in India.

2.3 Place of Hindi in the Present school curriculum of Maharashtra State.

2.4 Culture and its implications on language

2.5 Structure of the subject Hindi.

Unit 3. Aims, Objectives and Planning in teaching of Hindi 07 hrs

3.1 Aims and objectives of teaching Hindi

3.2 Instructional Objectives

3.3 Yearly plan, unit plan, lesson plan

Unit 4. Essential requirements for teaching Hindi 07 hrs

4.1 Micro-teaching skills4.2 Core Elements ,values,and life skills at secondary and higher secondary level

65

Unit 5: Resources and Methods of Teaching Hindi 06 hrs

5.1 Instructional Resources: Text book, source book, hand book.

5.2 Teaching aids

5.3 Field Trips

5.4 Μethods of teaching Grammar & composition

5.5 Methods of teaching prose & Poetry

5.6 Methods of teaching reading & writing

Practical Work

1. Textbook analysis for a given standard2. Preparation of year plan, unit plan and one lesson plan3. Organize an exhibition of models/project with each student preparing (4

models/projects items)4. Interview a Hindi teacher and or student on the topic “how to become an

effective Hindi teacher.”

References:

Pedagogy of Hindi by Pawan Kumar Yadav,.

Online resources:

Activities for developing skillshttp://www.teachingexpertise.com/articles/activities-for- developing-skills-1106

Current trends in Teaching, Listening and Speaking by Jack. C.

Richardswww.oup.com/elt Learning Brain-based

wayhttp://languagelab.com.sg/faq.php

The Essentials of Language Teaching http://www.nclrc.org/essentials/index.htm

66

BEDU 117.2 PEDAGOGICAL CONTENT KNOWLEDGE OF SCHOOLSUBJECT: ENGLISH METHOD (Revised 2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Understand the nature and scope of learning English3. Comprehend the aims, objective and planning required to teach English4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching English

Unit 1. Introduction to Pedagogical Content Knowledge 6hrs1.1 Concepts and principles of pedagogical content knowledge1.2. Curriculum and syllabus in English

1.3 Text Book and content analysis from std VI-XII

1.4 Behaviourist’s view of language learning; cognitive view of language learning;constructivist view of language learning

Unit 2. Nature and Scope of English 6 hrs

2.1 Nature and scope (importance) of English in India.

2.2 Place of the English in the Present school curriculum of Maharashtra State.

2.3 Culture and its implications on language

2.4 Structure of the subject English.

Unit 3. Aims, Objectives and Planning in teaching of English 7 hrs

3.1 Aims and objectives of teaching English

3.2 Instructional Objectives

3.3 Yearly plan, unit plan, lesson plan

Unit 4. Essential requirements for teaching English 7 hrs

4.1 Micro-teaching skills4.2 Core Elements ,values,and life skills at secondary and higher secondary level

Unit 5: Resources and Methods of Teaching English 6 hrs67

5.1 Instructional Resources & teaching aids: Text book, Language lab, mobile apps,websites

5.2 Field Trips

5.3 Methods of Teaching: (characteristics , advantages & disadvantages.

a) Direct Method

b). Bilingual Methodc). Inductive Methodd). Deductive Methode). Discussionf). Q&A e).Drama f).Lectureg). Communicative approach

5.4 Overviewa. Grammar Translation Methodb. Dr West Methodc. Situational Teaching.

Practical Work

5. Textbook analysis for a given standard6. Preparation of year plan, unit plan and one lesson plan7. Organize an exhibition of models/project with each student preparing (4

models/projects items)8. Interview a English teacher and or student on the topic “how to become an

effective English teacher.”

References:

Suryawanshi, G. H.(2005). Content Cum Methodology;English , Nashik: Pushpa.G.Suryawanshi

Waje S.R, Patil Milind (2006). Content Cum Methodology of English. Nashik:Minakshi Waje,Poonam Waje

Kolhi, A. K., Sharma, L. M. (2000). Techniques of Teaching English. New Delhi: DhanpatRai Publishing Company.

68

Sachdeva.M.S (2007) Teaching of English ,New Delhi:Jagdamba Publishing Company.

Sharma .R.A (2008) Teaching of English, Meerut:R.Lall Book Depot

Pahuja Sudha (2007) Teaching of English , , Meerut:R.Lall Book Depot

Sharma Parveen (2008) Teaching of English Language,Delhi SHipra Publications

Jessa.M (2005) Efficient English Teaching,New Delhi : APH Publishing Co-corporation

Online resources:Activities for developing skillshttp://www.teachingexpertise.com/articles/activities-for- developing-skills-1106

Current trends in Teaching, Listening and Speaking by Jack. C.

Richardswww.oup.com/elt Learning Brain-based

wayhttp://languagelab.com.sg/faq.php

The Essentials of Language Teaching http://www.nclrc.org/essentials/index.htm

Teaching English to Speakers of Other Languages by M.S.Thirumalai.http://www.languageinindia.com/april2002/tesolbook.html

BEDU 117.3 PEDAGOGICAL CONTENT KNOWLEDGE OF SCHOOLSUBJECT: HISTORY METHOD (Revised, 2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Explain the nature and scope of learning History3. Comprehend the aims, objective and planning required to teach History4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching History

Unit I: Introduction to Pedagogic Content Knowledge 6 hrs

1. Concepts and Principles of Pedagogical Content Knowledge2. Curriculum of History from VI – XII3. Textbook and Content analysis from Std VI – XII

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4. Methods of Construction of Curriculum

Unit II: Nature Scope and Development of History 6 hrs

1. Nature of History2. Fusion, Integration and Correlation of History in Secondary and Higher Secondary

School Curriculum3. Value of Learning History4. Core Elements, Values, Life Skills

Unit III: Aims, Objectives and Planning in Teaching of History 7 hrs

1. Aims of Teaching History2. Instructional Objectives – Bloom‟s Taxonomy3. Yearly Plan, Unit Plan, Lesson Plan

Unit IV: Essential Requirements for Teaching History 7 hrs

1. Micro Teaching Skills2. Core Elements ,values,and life skills at secondary and higher secondary level

Unit V: Resources and Methods of Teaching History 6 hrs

1. Projected and Non-projected Learning Aids2. History Room3. Technology based Resources4. Methods

a. Lecture Method

b. Dramatizationc. Narrationd. Role playe. Discussion Methodf. Source Methodg. Journey Methodh. Project method

Practical (any one)5. Textbook analysis for a given standard6. Preparation of year plan, unit plan and one lesson plan7. Organize an exhibition of History models/project with each student

preparing (4 models/projects items)8. Interview a History teacher and or student on the topic “how to become an effective

History teacher.”Reference:

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Bhatia, K., Bhatia, B. D. (1992). The Principles and Methods Of Teaching. Delhi: Doaba House.

Gupta, R. (-ND-). Methods and Models of Teaching Social Studies. Delhi: Doaba Book House

Mathur, S. S., Mathur, A. (2007). Development of Learner and Teaching Learning Process.Agra: Agrawal Publication

Singh, M. S. (2007). Teaching of Social Studies. New Delhi: Adhyayan Publishers and Developers..

Singh, Y. K. (2009). Teaching of History Modern Methods. New Delhi: APHPublishing Corporation.

Yadav, N. (1994). Teaching of History. New Delhi: Anmol Publications Pvt. Ltd.

BEDU 117.4 PEDAGOGICAL CONTENT KNOWLEDGE OF SCHOOLSUBJECT: GEOGRAPHY METHOD (Revised, 2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Explain the nature and scope of learning Geography3. Comprehend the aims, objective and planning required to teach Geography4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching Geography

Unit I: Introduction to Pedagogical Content Knowledge 6 hrs

1. Concept and Principles of Pedagogical Content Knowledge2. Curriculum of Geography from VI – XII3. Textbook and Content analysis from std VI – XII

Unit II: Nature Scope and Development of Geography 6hrs

1. Nature Scope of various concepts in Geography2. Place of Geography from VI –XII3. Integration and Correlation of Geography Secondary and Higher Secondary School

Curriculum4. Important of learning Geography5. Geography and National integration and International understanding

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Unit III: Aims Objectives and Planning in teaching of Geography 7 hrs

1. Aim of teaching Geography2. Instructional Objectives – Bloom‟s Taxonomy3. Yearly Plan, Unit Plan, Lesson Plan4. Core Elements, Values and Life Skills

Unit IV: Essential Requirements for Teaching 7 hrs

1. Micro Teaching Skills2. Core Elements ,values,and life skills at secondary and higher secondary level

Unit V: Resources and Methods of Teaching Geography 6 hrs

1. Projected and Non-Projected Teaching Aids2. Geography Room3. Technology based, Field Trip4. Methods of Teaching

a. Excursion methodb. Field Tripc. Lecture – Demonstrationd. Journey Methode. Source Methodf. Project Methodg. Supervised Methodh. Observation/Narration/Dramatization

Practical ( any one)1. Textbook analysis for a given standard2. Preparation of year plan, unit plan and one lesson plan3. Organize an exhibition of models/project with each student preparing (4

models/projects items)4. Interview a geography teacher and or student on the topic “how to become an

effective geography teacher.”Reference:

Bhatia, K., Bhatia, B. D. (1992). The Principles and Methods Of Teaching. Delhi: Doaba House.

Gupta, R. (-ND-). Methods and Models of Teaching Social Studies. Delhi: Doaba Book House

Mathur, S. S., Mathur, A. (2007). Development of Learner and Teaching Learning Process.Agra: Agrawal Publication

Singh, M. S. (2007). Teaching of Social Studies. New Delhi: Adhyayan Publishers and Developers

Varma, O. P. (1943). Geography Teaching. New DelhiSterling Publishers Private Limited.72

BEDU 117.5 PEDAGOGIC CONTENT KNOWLEDGE OF SCHOOLSUBJECT: GENERAL SCIENCE METHOD (Revised,2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Explain the nature and scope of learning General Science3. Comprehend the aims, objective and planning required to teach General Science4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching General Science

Unit I. Introduction of Pedagogical content Knowledge 6hrs

- Concept and principles of Pedagogic content knowledge- Curriculum of science from VI – XII- Textbook and content analysis from std. VI – XII

Unit II. Nature, scope and development of General science 6hrs

- Nature of science- Development of science education in India- Contribution of few great scientist- Value of learning science

Unit III. Aims, Objectives and Planning in Teaching Science 7 hrs

- Aim of teaching science- Instructional objectives and specification- Bloom‟s Taxonomy- NCF (2005) Objectives for science teaching- Yearly plan, Unit plan, lesson plan- Micro teaching skills

Unit IV: Essential Requirements for Teaching 6 hrs

1. Micro Teaching Skills2. Core Elements ,values, and life skills at secondary and higher secondary level

Unit V Resources and methods of teaching General Science 7 hrs

- Science lab- Models, chart, fieldtrip

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Methods of teaching General Science- Lecture demonstration method- Laboratory method- Deductive –inductive method- Guided discovery method- Dalton method

Techniques- Supervised study- Seminar- Team teaching- Peer tutoring

Practical work (any one of the following)1. Textbook analysis for a given standard2. Preparation of year plan, unit plan and one lesson plan3. Organize an exhibition of General science models/project with each student preparing

(4 models/projects items)4. Interview a General Science teacher and or student on the topic “how to become

an effective General Science teacher.”Reference:

Bhatia, K., Bhatia, B. D. (1992). The Principles and Methods Of Teaching. Delhi: Doaba

House. Kaira, R.M(2003).Teaching of Science. Delhi:Shipra Publications

Mathur, S. S., Mathur, A. (2007). Development of Learner and Teaching Learning Process.Agra: Agrawal Publication

Mohan, R.(2007). Innovative Science Teaching for Physical Science teachers (3rd ed) PHLlearning. New Delhi.

Sharma, R. C.(1975). Modern Science Teaching. New Delhi:Dhanpat Rai Publishing Company.

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BEDU.117.6 PEDAGOGICAL CONTENT KNOWLEDGE OF THE SCHOOLSUBJECT: MATHEMATICS METHOD (Revised, 2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Explain the nature and scope of learning Mathematics3. Comprehend the aims, objective and planning required to teach Mathematics4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching Mathematics

Unit I:Introduction of pedagogic content knowledge 5 hrs

- Concepts and principles of Pedagogical Content Knowledge- Curriculum of Mathematics from Std VI to XII- Textbook and content analysis of Mathematics- Yearly plan, Unit plan, Lesson plan

Unit II. Nature, Scope and Development of Mathematics 6 hrs

- Meaning and definition of Mathematics- Development of Mathematics- Contribution of Great Mathematicians- Value of learning mathematics

Unit III. Aims and objectives of planning in teaching mathematics 6 hrs

- Aims of teaching mathematics- Instructional objectives and specifications- Bloom‟s Taxonomy- Objective of teaching math enumerated by NCF (2005)- Micro Teaching skills- Hot skills

Unit IV: Essential Requirements for Teaching 7 hrs

1. Micro Teaching Skills2. Core Elements ,values,and life skills at secondary and higher secondary level

Unit V. Resource and Methods of teaching mathematics 8hrs

- Learning resource/ aids for MathematicsMethods of teaching mathematics

- Lecture – demonstration method

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- Inductive – deductive method- Laboratory method- Project method- Problem solving method- Questioning method

Techniques for individualized instruction- Assignment- Homogeneous grouping- Supervised study- Drill work- Dalton method

Practical work (any one of the following)1. Textbook analysis for a given standard2. Preparation of year plan, unit plan and one lesson plan3. Organize an exhibition of mathematical models/project with each student preparing (4

models/projects items)4. Interview a math teacher and or student on the topic “how to become an effective math

teacher.”Reference

Bhatia, K., Bhatia, B. D. (1992). The Principles and Methods of Teaching. Delhi: Doaba House.

Mathur, S. S., Mathur, A. (2007). Development of Learner and Teaching Learning Process. Agra:Agrawal Publication

Rao, R. S., Suneetha, E. (2004). Methods Of Teaching Mathematics. Delhi: Discovery PublishingHouse.

Sindhu, K. S. (2006). The Teaching Of Mathematics. Delhi: Sterling Publishers Pvt. Ltd.

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BEDU 117.7 PEDAGOGIC CONTENT KNOWLEDGE OF SCHOOLSUBJECT: ECONOMICS METHOD (Revised,2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Understand the nature and scope of learning Economics3. Comprehend the aims, objective and planning required to teach Economics4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching Economics

Unit I. Introduction of Pedagogical content Knowledge 6 hrs

- Concept and principles of Pedagogic content knowledge- Curriculum of science from VI – XII- Textbook and content analysis from std. VI – XII

Unit II. Nature, scope and development of Economics 6 hrs

- Nature of Economics- Fusion, Integration and correlation of Economics in social studies in secondary and higher

secondary- Value of learning Economics

Unit III. Aims, Objectives and planning in teaching of Economics 7 hrs

- Aims of teaching Economics- Instructional objectives- Bloom‟s taxonomy- Yearly plan, Unit plan, lesson plan

Unit IV. Essential requirements for teaching Economics 7 hrs

- Micro Teaching Skills- Core Elements ,values and life skills at secondary and higher secondary level

Unit V. Resources and methods of teaching Economics 6 hrs

- Instructional resources – textbook, source book, handbook- Projected and non projected teaching aids

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- Lecture method- Case study method- Excursion method- Discussion method- Project method- Question answer method

- Field visits- Supervised study- KWL method

Practical work (any one of the following)- Textbook analysis for a given standard

Preparation of year plan, unit plan and one lesson plan- Organize an exhibition of Economic models/project with each student preparing (4

models/projects items)- Interview an Economics teacher and or student on the topic “how to become an effective

Economics teacher.”References:

Bhatia, K.,Bhatia, B. D. (1992). The Principles and Methods of Teaching. Delhi: Doaba House.

Johnson, D. W., Johnson, R. T. (-ND-). Learning Together and Alone. New Jersey: Prentice-Hall.

Stronge, J. H. ()2002. Qualities of Effective Teachers. USA: ASCD Publications.

Redman, G. L. (1999). Teaching in Today‟s Classroom. USA: Custom Editorial Productions.

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BEDU 117.8 PEDAGOGICAL CONTENT KNOWLEDGE OF SCHOOLSUBJECT: COMMERCE METHOD (Revised, 2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Understand the nature and scope of learning Commerce3. Comprehend the aims, objective and planning required to teach Commerce4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching Commerce

Unit I: Introduction to Pedagogic Content Knowledge 6 hrs

1. Concept and Principles of Pedagogic Content Knowledge2. Curriculum and Syllabus in Commerce3. Defects of Present Commerce curriculum

Unit II: Nature Scope and Development of Commerce 6 hrs

1. Nature and Cope of Commerce Education2. Correlation of commerce with other school subjects3. Significance of commerce education in Indian Schools

Unit III: Aims, Objectives and Planning in Teaching of Commerce 7hrs

1. General aims of teaching commerce2. Instructional objectives and specifications3. Bloom‟s taxonomy4. Yearly plan, unit plan, lesson plan5. Core elements, values, life skills.

Unit IV: Essential Requirements for Teaching of Commerce 7 hrs

1. Micro Teaching Skills2. Core Elements ,values,and life skills at secondary and higher secondary level

Unit V: Resources and Methods of Teaching Commerce 6 hrs

1. Projected and Non-projected Teaching Aids2. Commerce Room3. Co-curricular activities related to commerce4. Technology based resources

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Methods

1. Lecture Method2. Project Method3. Problem Solving Method4. Dalton Method5. Socialized Methods

- Discussion- Seminar- Workshop- Role play

6. Deductive/ Inductive Method7. Question Answer Method8. Assignment Method

Techniques of Teaching- Drill- Brainstorming- Quiz

Practical (Any one)

1. Textbook analysis for a given standard2. Preparation of year plan, unit plan and one lesson plan3. Organize an exhibition of Commerce models/project with each student preparing

(4 models/projects items)4. Interview a Commerce teacher and or student on the topic “how to become an effective

Commerce teacher.”

Reference

Bhatia, K.,Bhatia, B. D. (1992). The Principles and Methods of Teaching. Delhi: Doaba House.

Johnson, D. W., Johnson, R. T. (-ND-). Learning Together and Alone. New Jersey: Prentice-Hall. .

Redman, G. L. (1999). Teaching in Today‟s Classroom. USA: Custom Editorial Productions.

Stronge, J. H. ()2002. Qualities of Effective Teachers. USA: ASCD Publications

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BEDU 117. 9 PEDAGOGICAL CONTENT KNOWLEDGE OF SCHOOLSUBJECTS: ICT METHOD(Revised, 2020)

Learning outcomes:

The student will be able to:

1. Familiarize with concept and principles of pedagogical content Knowledge(PCK)2. Understand the nature and scope of learning ICT3. Comprehend the aims, objective and planning required to teach ICT4. Develop skill in using micro skills of teaching5. Know about the resources and methods of teaching ICT

Unit 1: Introduction to Pedagogical Content Knowledge 6 hrs

a) Concept and Principles of Pedagogical Content Knowledgeb) Curriculum and Syllabus in Information and Communication Technology (ICT)c) Text book and content analysis standard VI to XII

Unit 2. Nature and Scope of Development of ICT 6 hrs

a) Nature and scope of computer educationb) Relevance of computer educationc) Correlation of computer education with other disciplines

Unit 3. Aims, Objectives and Planning of computer education 7 hrs

a) Aims of teaching computer scienceb) Instructional objectives in computer sciencec) Yearly plan, unit plan, lesson pland) Essential elements of computer science education

Unit 4. Essential Requirements for the Teaching of Computer Education 7 hrsa) Micro Teaching Skillsb) Core Elements ,values,and life skills at secondary and higher secondary level

Unit 5. Resources and Methods of Teaching Computer Science 6 hrs

a) Projected and non-projected teaching aidsb) Computer lab, related hardware and softwarec) Teaching Methods

o Collaborative methodso Lecture methodso Discussion methodso Technology Integrated methods

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PracticalSelected activities from the INTEL will be considered as practical.Reference

Aggarwal, D.D.(2009). Educational Technology. New Delhi: Sarup& Sons India Pvt. Ltd.

Cennamo, Katherine(2012). Technology Integration for Meaningful Classroom Use: AStandards-Based Approach. New York: Cengage Publishers

Chaudhary, Jagdeesh & Pathak, R.P. (2012) Educational Technology. Pearson. DorlingKindersley( India) Pvt.Ltd., New Delhi

Jimoyiannis, Athanassios(2012). Research on E-learning & ICT in Education. New York:Springer. Aimee

Kist, William(2012). The Socially Networked Classroom- Teaching in the New Media Age.New Delhi: SAGE Publications Pvt Ltd.

M.Bissonnet, J.D.(2009). Cyber Law- Maximising Safety and Minimising risk inclassrooms.New Delhi: SAGE Publications India Pvt. Ltd.

Mishra, R. C (2009). Teaching of Information Technology. New Delhi: APH PublishingCorporation.

Mangal, S. K (2001). Foundations of Educational Technology. Ludhiana: Tandon Publications

Madan, S (2007) Information Technology. New Delhi: Taxmann Allied Services.

Nath, Ruchika & Singh, Y.K.(2008). Teaching of Computers. APH Publishing corporation,New Delhi

Parker, JessicaK.(2012). Teaching Tech-Savvy Kids- Bringing Digital Media into theClassroom, Grade 5-12. New Delhi: SAGE Publications.Pvt.Ltd.

Venkataiah., N.(2012). Educational Technology,. Atul Publishers, New Delhi Sharma, R.A.(2005). Technological Foundations of Education. R.Lal Book Depot, Meerut.

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