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D. El. Ed. CURRICULUM PROGRAMME STRUCTURE

The two years Diploma in Elementary Education programme curriculum is organisedaround four broad curricular areas with each area having a focus on i) Child Studies ii) Educa-tion and Contemporary Studies, iii) Curriculum and Pedagogy Studies and other iv) Value AddedCourses.Name of the courses under the four curricular areas are as follows :-

I. Child Studies1. Childhood and the Development of Children

2. Cognition, Learning and the Development of Children

II. Educational and Contemporary Studies3. Education in Contemporary Indian Society.4. Understanding Society, Education and Curriculum5. School Culture, Change and Teacher Development6. Understanding Languages and Early Language Development7. Early Childhood Care and Early Education8. Emerging Gender and Inclusive Perspectives in Education9. Towards Self-Understanding (First Year)10. Towards Self-Understanding (Second Year)

III. Curriculum and Pedagogic StudiesA. Compulsory Value Added Courses11. Proficiency in English – I (First Year)12. Proficiency in English – II (Second Year)13. Yoga Education – I (First Year)14. Yoga Education – II (Second Year)15. Pedagogy and ICT integration across the Curriculum – I (First Year)B. Compulsory Pedagogic Courses:16. Pedagogy of Regional Language /Mother Tongue (for Early Primary and Primary

(School Child)17. Pedagogy of English Language (for Early Primary and Primary School Child)18. Pedagogy of Mathematics Education (for Early Primary and Primary School Child)19. Pedagogy of Environmental Studies (for Primary Child)

C. Optional Pedagogy Courses (Any one Elective for teaching at Upper Primary School)20.1 Language Education (Regional Language and English Language)20.2 Mathematics Education20.3 Science Education20.4 Social Science Education

D. 21. Teaching Practice and School Internship

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IV. Other Value Added Courses for Holistic Development

22. Creative Drama, Fine Arts and Cultural Education

23. Children’s Physical and Emotional Health, School Health Education

24. Work and Education - I (First Year)

25. Work and Education - II (Second Year)

Child Studies :

The courses included in child studies are designed at developing understandingabout child rights, problems, and difficulties and how development of children and learningtakes place in different cultural, educational and social context. As a discipline of studies, itprovides ample scope for the student teachers to strengthen their understanding about children.The various aspects of their development and processes and the underlying development andlearning of various types of skills and concepts. It also attempts to engage the learners withunderstanding the theories of children’s social, cognitive and emotional development and toenable them to examine how these differ from the cultural practices and notion of parentingand socialization in different context.

✦ The course discusses the context between theories of development and the pedagogicpractise in a formal setting. It would hope to give student teachers the ability to takeappropriate decisions while organising spaces, curriculum, knowledge and learning.

✦ It also aims to help student teachers to understand the psychological foundations ofteaching and learning.The course is designed to strengthen linkage between theory andpractices through various field based practicum/assignments.

Educational and Contemporary Studies:

The courses under Educational and Contemporary Studies examine the wider context inwhich learning occurs. It is aimed at enabling the student teachers to analyze the linkagesbetween education and society, develop critical understanding of the factors that have beenand continues to contribute to social and educational exclusion.

The course enables student teachers to think critically and to be able to situate their personaland general assumption within a broader sociological framework. Discussion on diversity isexpected to deepen the trainees’ understanding of the relationship between teacher, learner,context and the nature of learning.

✦ The course includes the philosophical, the sociological and the historical perspectives oneducation with a view to initiate inquiries and discussion on significant facets, themes andquestion regarding education in India.

✦ The course fulfils the need of the time for the student teachers to understand the interfacebetween education and society to deal with the issues of prevalent societal inequality andconflict, and address the demand for equality, freedom, dignity and diversity.

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✦ The course also helps the student teacher in the understanding of linkages between policies,education and individuals.

✦ The course also develops an understanding of a range of factors that enable schoolorganization and management. It gives opportunities to the participants to critically examinethe role and contribution of various regulatory bodies.

✦ The course is likely to provide insight into the constraints of a system and the specific role andspace that teacher and school leadership can claim to initiate change.

The course on Understanding Language and Early Language Development is focusedon bringing out the influences of social and cultural context on learning and development inearly years. It also discusses ways and processes of language acquisition and learning in whichyoung children’s language and literacy development can be supported in formal settings.

The course on Early Childhood Care and Education (ECCE) focuses on early learning.It focuses on the importance of reading, writing and mathematics for early primary child as therequired conceptual and language base for school readiness with an emphasis on the childhoodyears as foundation for lifelong learning & development. It also touches upon integratingpreschool and early primary years as a common stage which in turn helps in maintaining continuityin the learning process for the child. The course demonstrates that sound ECCE experience at ageappropriates level can effectively narrow the equity gap.

The courses on Emerging Gender and Inclusive Perspective in Education are runningthreads across the curriculum to empower student teachers by sensitizing them to the diversityof life experiences and learning needs of different kinds of children. It also develops theirsensibility and skills for handling the inclusive classroom. The course equips the student teachersto overcome their biases regarding the socially and economically deprived and developsprofessional capacities to address these challenges.

The course on Towards Self Understanding will enable the student teachers tounderstand their own biases / strength and areas for growth and development so that througha reflective process, they can acquire skills and commitment for improving themselves asindividuals and as professionals. It equips the student teachers with positive attitude, attributesand skills that help in facilitating the personal growth of their own students.

Curriculum and Pedagogic Studies :The Curriculum and Pedagogic Studies are aimed at developing a critical

understanding of knowledge, learning and curriculum at the elementary level. The pedagogycourse integrates content knowledge to help the student teachers acquire a repertoire ofapproaches related to the subject they will be teaching at elementary level to meet the needsof diverse learners. They will also be acquainted with the modes of inquiry and epistemologicalframework of their subject to gain a deeper understanding of disciplinary knowledge. A courseon general pedagogy and ICT integration is also included.

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✦ This course focuses on generic issues and concerns in pedagogy that cut across variousschool subjects. The inclusion of ICT, aimed at constructivist pedagogy principles and practiceprovide adequate opportunity for hands on learning and exploration of ICT application inteaching learning. It initiates the student teacher to various ICT devices for use in teachinglearning process as tools for learning.

✦ The course on Proficiency in English is designed to enable the student teacher to becomeproficient in English and to build confidence in the classroom and adopt communicationstrategies for teaching English.

✦ The School Internship Programme (SIP) is designed to enable the student-teachers to connecttheory to practice and to help them acquire a perspective regarding the aim of educationwithin which their previously acquired knowledge and practices can be systematized andstructured to enable them to teach effectively. The School Internship programme providesan opportunity to prospective teachers to link the pedagogical concept with their practiceson the one hand, and to test the validity of theoretical propositions in actual school settingson the other.

The programme also develops among them the critical and analytical skills andwill get to experience the real problems that a practitioner has to deal with. The SchoolInternship Programme equips the prospective teacher to build a repertoire of professionalunderstanding, competencies and skills, and positive attitudes to schooling and teachers.In facts, the SIP transforms a student-teacher from being teachers in performing theresponsibilities of a teacher in actual school setting.

Other Value Added Courses for Holistic Development:

✦ The courses under value added courses for holistic development are designed to enablestudent teacher to participate in creative art and understand the importance of work andassociated value. The course on creative art, fine art, culture, drama and work educationhelp the student-teacher trainees to use it as pedagogical tools for teaching other courses.The course also facilitate their work in creative drama, fine arts and education and enablethem to understand children’s physical and emotional health, school health educationincluding yoga education to harmonize mind and body.

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D. Ed. Ed. CURRICULUM STRUCTURE - 1ST & 2nd YEARSEMESTER – 1

Course Course Title Course Sugges- Internal Assessment ExternalNo. Code ted Peri- (marks) Assess-

pds Per mentWeek (marks)

1. Education in Con-temporary IndianSociety 101 4-5 10 10 10 00 30 70

2. Childhood & theDevelopment ofChildren 102 4-5 10 10 10 00 30 70

3. UnderstandingLanguage and EarlyLanguage Develop-ment 103 2-3 5 10 10 00 25 25

4. Pedagogy and ICTIntegration AcrossCurriculum 104 2-3 5 10 10 00 25 25

5. Creative Drama,Fine Arts & CulturalEducation - I 105 2-3 10 20 00 20*1 50 00

6. Towards Self-Understanding – I 106 2-3 00 20 20*2 10*3 50 00

7. Early ChildhoodCare & Education(Pre-primary &Early PrimaryEducation) 107 4-5 10 10 10 00 30 70

8. Yoga Education – I 108 2-3 10 10 00 30 50 00

9. Work & Education 109 2-3 20 10 20 50 00

Total 24-33 60 120 80 80 340 260

*1. Showcasing of Work*2. Seminar and Journal writing*3. Viva voce

Note: All the practicum portions of the different courses will be covered in the internal assessment on different

components as mentioned above.

Theory Fieldbased

Projectworks

Assign-ment/

seminar

Practical/Viva

Total

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Theory Fieldbased

Projectworks

Assign-ment/

seminar

Practical/Viva

Total

SEMESTER – II

1 Pedagogy of Regi-onal Languagesand MotherTongue (For EarlyPrimary andPrimary SchoolChild) 110 4-5 10 15 15 00 40 60

2 Pedagogy ofEnglish Language(For Early Primaryand PrimarySchool Child) 114 4-5 10 15 15 00 40 60

3 Pedagogy ofMathematicsEducation(For Early Pri-mary and PrimarySchool Child) 115 4-5 10 15 15 00 40 60

4 Pedagogy ofEnvironmentalStudies 116 4-5 10 15 15 00 40 60

5 Children’sPhysical andEmotional Health,School HealthEducation – I 117 2-3 10 10 00 30 50 00

6 Classroom andSchool Observa-tion (Early Pri-mary, MiddlePrimary & 4Upper Primary) 118 weeks 00 00 00 100 100 00

7 Proficiency inEng. Language – I 119 2-3 20 10 10 10* 50 00

Total 20-26periods+ 4 weeksofIntern-

00 ship 70 80 70 140 360 240

* Viva voce

Note : All the practicum portions of the different courses will be covered in the internal assessment

on different components as mentioned above.

Course Course Title Course Sugges- Internal Assessment (Marks) ExternalNo. Code ted Peri- Assess-

pds Per mentWeek (marks)

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Theory Fieldbased

Projectworks

Assign-ment/

seminar

Practical/Viva

TotalCourse Course Title Course Sugges- Internal Assessment (Marks) ExternalNo. Code ted Peri- Assess-

pds Per mentWeek (marks)

SEMESTER – III

1 Optional PedagogyCourses (Any OneElective for UpperPrimary School Child)

a) Regional LanguageEducation 201*1 20 10 10 00 40 60

b) English LanguageEducation 205 -do- -do- -do- -do- -do- -do-

c) MathematicsEducation 206 -do- -do- -do- -do- -do- -do-

d) Science Education 207 -do- -do- -do- -do- -do- -do-

e) Social ScienceEducation 208 -do- -do- -do- -do- -do- -do-

2 Creative Drama, FineArts and CulturalEducation – II 2-3 209 10 20 00 20*2 50 00

3 School Culture,Change and TeacherDevelopment 5-6 210 10 10 10 00 30 70

4 School Internship andPractice Teaching(Early Primary&Middle Primary )16 weeks 12 211 00 00 00 00 300 00

5 Yoga Education – II 2-3 212 10 10 00 30 50 00

Total 50 50 20 50 470 130

*1 Course code for regional languages : Nepali, Bhutia, Lepcha & Limboo*2 Showcasing of work

Note : All the practicum portions of the different courses will be covered in the internal assessment ondifferent components as mentioned above

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SEMESTER – IV

1 Emerging Gender

and Inclusive Pers-

pectives of

Education 213 10 10 10 10 00 30 70

2 Understanding

Society, Education

& Curriculum 214 10 10 10 10 00 30 70

3 Work and

Education 215 00 00 20 10 20 50 00

4 Children’s Physical

and Emotional

Health, School

Health Education- II 216 10 10 10 00 30 50 00

5 Cognition, Learn-

ing & the Develop-

ment of Children 217 10 10 10 10 00 30 70

6 Towards Self-

Understanding –II 218 00 00 20 20 10 50 00

7 School Internship

& Practice Tea-

ching (Upper Pri-

mary) 4 weeks 219 00 00 00 00 100 100 00

8 Proficiency in

English Lan-

guage – II 220 20 20 10 10 10 50 00

Total 60 90 70 170 390 210

Theory Fieldbased

Projectworks

Assign-ment/

seminar

Practical/Viva

TotalCourse Course Title Course Sugges- Internal Assessment (Marks) ExternalNo. Code ted Peri- Assess-

pds Per mentWeek (marks)

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Practicum details of Theory Papers for all Semester

Following are the details of Practicum for both Gender & Methodology Subject. The marks distribution for

internal is as follows.

Sl. No. Items Marks Procedure

1 Summative Internal 10 The Exam will be conducted in the month of

Theory September/October. The paper for the exam may be

conducted of more marks & shall be reduce to 10 in

case of 10 maximum marks & 5 in case of5 maximum

marks.

2 Field Based 10 The student trainees shall perform community

Project Work service for 2 weeks @ 1 activity in each week and

present a report for internal evalution.

3 Assignment & 10 Two types of assignment may be assigned to

Seminar Presentation the trainees -1. Reflection- the teacher trainees are

expected to write answers based on their experience

and professional reflection 2. Analytical and

comprehensive question for extending the learning. Two

questions for each quarter (three months) should be

written as assignment i.e. one from each section.

4 Practical for Yoga, 20 Demonstration / Showcasing of work / Viva etc.

PHE, Creative Art

&Work & Education.

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Suggested list of Practicum records of internship practice 1st and 2nd year studenttrainees need to perform during 2nd, 3rd and 4th Semester

Sl. No. Items Procedure marks1 Developing students profile

2 Developing school profile

3 Text book analysis

4 Developing Resource Material

5 School records: Types, Maintenance & Utility

6 Interaction with and observing student

7 Interaction and observation of students of SIP, School

8 Visiting an alternative school and critically study

9 Report of parent teacher meeting highlighting the strength andweakness of children and parental interaction

10 Classroom observation of teaching of different subjectof regular teacher and reflective journals.

11 Addressing school assembly on special occasionfor commemoration and awareness creating.

12 Selecting topic and PowerPoint presentation.

13 Organization quiz, role play, debate and report presentation

14 Writing report after organizing Gandhi jayanti,bhanu jayanti, republic day

15 Organization of different local festivals for the preservation of culture

16 Mobilisation and development of teaching learning resources

17 Yoga and PHE

18 Art and Cultural Education

19 Community Field Work

20 Report on creative work, Art develop by school children underthe guidance of student teacher

21 Case study

22 Achievement test and analysis (any two subject)

23 Reflective Journals

24 Action Research

25 School experience programme record

26 Preparation achievement test

27 Preparation of school and class time table

28 Preservation of cultural heritage

29 Organising different sports events

30 Holding March Parts and Drill display

N.B: The list of items given above is only suggested. The teacher educator can add more practicum task from

their own side.

Any fiveitems will beconducted inthe 2nd, 3rd &4th semester& the reportwill bedeposited atthe Instituteforevaluation

Any fiveitems willbeconductedin the 2nd,3rd & 4th

semester &the reportwill bedeposited atthe Instituteforevaluation

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COMMUNITY SERVICE

Sl. No. Items Procedure Marks

1 Organisation of awareness campaign in the locality forpreservation of environment through performing Art

2 Organising of cleanness awareness campaignin the neighbourhood

3 Beautification campaign surrounding school

4 Visiting orphanage and old age home for charity work

5 Participation in blood donation camp organisedby NGOs / Government

6 Participation in Health Camp organised by Health Deptt.

7 Participation in Aids Awareness Campaign

N.B: The list of items given above is only suggested. The teacher educator can add morepracticum task from their own side.

EVALUATION SCHEMESchool Intership Programme

1st and 2nd year Semester wise Sl. No. Semester Items Procedure

1 2nd Semester The student trainees will be deputed for four week in Govt., Private, Rural,Urban & Innovative schools during the 2nd semester to observe classroomenvironment, Infrastructure, facilities, process of teaching, day schedule,teaching learning material and other resource, school environment, schoolinteraction with Head of the Institution, teacher and student and present areport / writing journals and other School Based Activities. The teachereducation Institution shall conduct orientation for the trainees in their Institute

2 3rd Semester Before the actual practice teaching in the deputed school the teachereducation institution shall conduct orientation of student trainees for 5days and shall conduct peer practice of teaching in English, EVS, Mathsand Regional Language. Thereafter teachers trainees shall be deputed tothe intern school where they must take up teaching practice for classes I &II for 4 weeks and III-V for 6 weeks in English, Maths & Regional Language.Theteachers trainees shall developed and teach 2 period at each level usingICT and other Audio Visual resource. This will be followed by childrenassessment record (CCE focusing on two levels i.e class I, II and III, IV, V.The trainees shall conduct assessment test after teaching one lesson ineach subject and maintain a record for evaluationThe student traineesshall conduct text book analysis on any two subject at pre primary andprimary levelThe Action Research shall be conducted during the 3rd

Internship on classroom environment.The student trainees shall conduct5 school based activities and present report on it.The trainees must takeup teaching practice in art and culture education, work education yoga,health and physical education and present a report for evaluation.Thestudent trainees shall write reflective journals.The student trainees shallperform community service for 2 weeks @ one activity in each week andpresent a report for internal evaluation.

The teacher educatormay assigned any twocommunity service tothe student traineesduring 3rd semester &report may bepresented andaverage may berecorded

Classroomand schoolobservation(EarlyPrimary,MiddlePrimary & U.Primary) 4Weeks

PracticeTeaching(EarlyPrimary,MiddlePrimary)12 weeks –10 weeksof PracticeTeachingand 2weeks ofCommunityService

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Sl. No. Semester Items Procedure

3 4th Semester The student trainees must take up teaching practice in English and optionalsubject for class VI to VIII for 4 weeks.The teachers trainees shall developedand teach 2 period at each level using ICT and other Audio Visual resource.This will be followed by children assessment record (CCE) focusing on twosubject i.e class VI, VII, VIII. The trainees shall conduct assessment testafter teaching one lesson in each subject and maintain a record forevaluationThe student trainees shall conduct text book analysis on anytwo subject at pre primary and primary levelThe student trainees shallconduct 5 school based activities and present report on for it evaluation.Thetrainees must take up teaching practice in art and culture education, workeducation yoga, health and physical education and present a report forevaluation.The student trainees shall write reflective journals on classroomobservation of regular teachers on any two subject .

Practiceteaching(upperprimaryclass VI,VII, VIII for4 weeks)

Marks distribution for classroom and school observation, practice teaching, SBA andvalue added co curricular subject for 2nd , 3rd and 4th Semester

2nd Semester School Internship Programme (Total Marks – 100)

Sl. No. Suggested Internship Activities Marks

1 Developing school profile 10

2 Developing student profile 10

3 Analysis textbook materials 10

4 Visiting a learning centre and reporting 10

5 Observation of classroom teaching of regular teacher 10

6 Visiting alternative school and critically study 10

7 Interaction with and observing student 10

8 Observation classroom environment 10

9 Journals writing 10

10 Observation of different value added and other activities and reporting. 10

Note: The list of activities are suggestive, the Institute can frame their own activities.

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3rd Semester School Internship Programme (Total Marks – 300)

Subject Teaching Practice Children Totalassessment marksrecord (CCE)

English (Total 40 marks)25 marks (Supervision oflesson by regular supervisor)15 marks(Supervision of lesson by faculty ofDIET on rotation basis) 5 45

Maths (Total 40 marks)25 marks (Supervisionof lesson by regular supervisor)15 marks(Supervision of lesson by faculty ofDIET on rotation basis) 5 45

EVS Total 40 marks)25 marks (Supervisionof lesson by regular supervisor)15 marks(Supervision of lesson by facultyof DIET on rotation basis) 5 45

Regional Total 40 marks)25 marks (Supervision ofLanguage lesson by regular supervisor)15 marks

(Supervision of lesson by faculty of

DIET on rotation basis) 5 45

Textbook 20 marks @ 10 marks for any two subject

Analysis mentioned above at pre-primary and

primary level 20

Art &CulturalEducation 10 10Yoga, Heath& PhysicalEducation 10 10Work &Education 10 10SBA 20 20ReflectiveJournals 20 20ActionResearch 20 20CommunityService 10 10

Total 280 20 300

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4th Semester School Internship Programme (Total Marks – 100)

Subject Teaching Practice Children assessment Total record (CCE) marks

English (Total 30 marks) for class VI to VIII 15

marks (Supervision of lesson by

regular supervisor) 15 marks

(Supervision of lesson by faculty of

DIET on rotation basis) 5 35

Optional Subject (Total 30 marks) for class VI to VIII 15

marks (Supervision of lesson by regular

supervisor)15 marks (Supervision of

lesson by faculty of DIET on rotation basis) 5 35

Art & Cultural Education 5 5

Yoga, Heath &

Physical Education 5 5

Work & Education 5 5

SBA 10 10

Reflective Journals 5 5

Total 90 10 100

Note: All the practicum portions of the different courses will be covered in the internal assessment on different

components as mentioned above.

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EDUCATION IN CONTEMPORARY INDIAN SOCIETY

(FIRST YEAR)

Maximum Marks: 100Theory: 70

Practicum: 30

Area of Study: Educational and Contemporary Studies

Rationale of the Course:This course involves an understanding of the events and issues that have influenced

and continue to shape the lives of people in India. The students would gain a perspective onhistorical, political, economic trajectories of Indian society. Through the study of polity,institutions, economy, society and policies within India, this course exposes students tosignificant issues in the contemporary Indian setting. A critical understanding of our contemporaryIndian society becomes indispensable for a teacher, who needs to respond to the social contextof children and their diverse life experiences. This course, therefore, has been structured intothemes and draws upon different social science disciplines to facilitate a broad understandingof the complex nature of issues and topics under discussion. This course enables students andteachers to think critically and to be able to situate their personal and general assumptionswithin a broader sociological framework.

Course Objectives:✦ To be familiar with the interdisciplinary analysis of concepts, ideas and concerns.

✦ To familiarize with the socio-political economic dimensions of Indian Society andappreciating its diversity.

✦ To develop an understanding of the trends, issues, and challenges facing contemporaryIndian Society.

✦ To understand the role and responsibilities of teacher as a social transformer.

✦ To contextualize with the constitutional provision of India in relation to education.

Units of Study:

Unit I : Overview of Indian EducationThis unit will help understand the system of Indian Education, the framework of the

system also including the reforms and their impact. The sub-units are arranged in logical andchronological order.

✦ Conceptual Framework of the system of education in India.

✦ New Economic reforms and its impact on education.

✦ Liberalization and its impact on education (Indian perspective)

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Unit II : Constitution of India and Development of Education System

Based on the current right of children to free and compulsory education act 2009, thestudent-teachers are expected to understand the pros and cons of the Act.

✦ Constitutional vision on education; providing stress upon article 45 and furtherdevelopment.

✦ The current Constitutional provision and quality perspective.

✦ The historical stages of development following Kothari Commission and National Policyon Education, 1986. and 2016

✦ Secular nature of different schooling system in Sikkim.

Unit III : Major Issues and Concern in Contemporary Indian Society

This unit focuses on not only understanding the concept of the following but also will help incontextualizing the concepts in local and national settings

✦ Nationalism.

✦ Communalism.

✦ Regionalism.

✦ Castism.

✦ Reservation policy.

Unit IV : Issues and Concerns of Education in Sikkim

In this unit, the student-teacher will understand about the educational system of Sikkimthat existed during the monarchy and thereafter. This unit will discuss some issues and concernsthat lie in Sikkim’s education system also highlighting Sikkim’s unique endeavor in impartingquality education with regard to the larger framework of national legality on education.

✦ Educational perspective during monarchy in Sikkim and thereafter.

✦ Privatization of education and issue of concern; a comparative story.

✦ Programme and initiative enhancing quality education in regard to the central and statescheme.

Unit V : Teacher as an Agent of Social Change

The work of a teacher does not end within the four walls of the classroom. Neither it can besaid one is a teacher after he/she has gained a professional degree. The teacher is the onewho should lead by the examples by being an agent of social change. A change that will bring

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faith betterment within the teacher, taught and the society. This unit thus aims at helping thestudent teachers to understand their various roles as teacher.

✦ Teaching professionalism.

✦ Teacher ethics.

✦ Role and Responsibilities of a teacher.

✦ Teachers and Community Development in reference to SMC, PTA, MTA, VEC etc.

Suggested Practicum Task

Task 1Student teachers takes up case studies of community service.They can conduct awareness

drive, cleanliness drive and so forth not only among students but the community member aswell.

Task 2

Student teachers view films (such as Satyajit Ray’s Apu Trilogy) to discuss issues likedeprivation and formal schooling, drawing from their own experiences in school.

Task 3

Student teacher research, reflect and present their points of view on educationalperspective during monarchy in Sikkim and programmes and initiatives taken by central andstate enhancing quality education.

Some Suggested Projects on Contemporary Indian issues

✦ Critical appraisal of Constitutional values as practiced in an Educational Institution.

✦ Comparative study of different educational institutions.

✦ Educational debates and movements.

✦ First generation learners in school.

✦ Children with disability and inclusive education.

✦ Role of Media in Democracy.

✦ Understanding childhood in India.

✦ Analysis of contemporary debates in media.

✦ Education for Peace.

✦ Construct of the child and school in RTE act .

✦ Language within school.

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✦ Role of state and international political economy in producing and addressingmarginalization.

✦ Linguistic and religious diversity of Sikkim.✦ Significance of minority rights.✦ Educational status, opportunities and experiences of Dalit’s, Tribal and Religious

minorities in India.✦ Marginalization and education of children from slums and distress migration.✦ Challenges of pluralist education in the context of conflict.✦ Impact of electronic media on children.✦ Understanding youth culture in the present times and the impact of internet and other

visual mediums.

Mode of Transaction :✦ Classroom discussions on student teachers’ prior understanding of concepts such as

Democracy and Equality.

✦ Reflective assignments to engage student teacher in challenging their presumptionsregarding socio-economic, political and cultural issues of contemporary India.

✦ Dialogue and discussions has to be the key for the transaction.

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

texts, documentaries should be developed.

✦ In a group, student-teacher should conduct field based projects, and be able toanalytically document their findings.

✦ Teachers should incorporate discussions, projects, documentaries, movies and fieldsbased projects.

Suggested mode of assessment (Continuous and Comprehensive Assessment)✦ Participation in classroom discussions.

✦ Preparation, planning, participation and presentation of practicum tasks/ field work/case studies/learning resources.

✦ Reflective essays.

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

✦ Paper pencil tests.

Readings for Discussion :✦ Amartya Sen and Jean Dreze (1997). India: Economic development and social opportunity.

Oxford India: Delhi. Select Chapters.

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✦ The Idea Of India, Introduction, Penguin: New Delhi. Chapter 1 & 4. Lal Chaman (2007).

✦ H.G. Joshi, (2010), ‘Sikkim Past and Present’, A Mittal Publication, 4594/9, Daryagani,New Delhi-110002, India.

✦ Bhagat Singh, The Jail Notebook and other Writings, Leftword Publication: Delhi.Maharajan, Gurpreet (1998).

✦ Dr. Dick B. Dewan (2012). Education in Sikkim An Historical Retrospect Pre-Merger andPost-Merger Period.

✦ IGNOU ES-334 – Education and Society. Block 2, Education in the Indian Societal Context.Unit 7 – Indian Society and Education.

✦ IGNOU Es-334 – Education and Society. Block 4, Indian Education System: Some Issues.

✦ IGNOU FHS 01 Block 3 Emergence of Independent India. IGNOU: New Delhi. Unit 10:Indian National Movement I. Indira Gandhi National Open University (IGNOU) > Schoolof Social Sciences > Master of Arts (Political Sciences) >Democratisation and changingnature of Indian Society, Diversity and pluralism, Indira Gandhi National Open University(IGNOU) > School of Social Sciences > Master of Arts (Political Sciences) > MPS003India: Democracy and Development > Book I. Indira Gandhi National Open University(IGNOU) > School of Social Sciences > Master’s Degree in Sociology > MPS003 India:UNIT 17 Identity politics in India (Caste, religion, language and ethnicity). Indira GandhiNational Open University (IGNOU) School of Social Sciences > Master of Arts (PoliticalSciences) > MPS003. Kashyap, S.C. (2009). The Constitution of India’, National BookTrust: New Delhi. Latest edition NCERT Class VIII Textbook (2006-2008). Social andPolitical Life III NCERT: New Delhi Unit

1, 2, 3. 4 & 5. NCERT Class XII History Textbook (2006). Themes in Indian History II,Theme 3 NCERT: New Delhi. NCERT Class XII History Textbook (2006). Themes in IndianHistory III Theme 3 NCERT: New Delhi. NCERT Textbook (2006). Democratic Politics 1,NCERT: New Delhi Chapter. 3, 4 & 5. NCERT textbook (2006). Democratic Politics1,NCERT: New Delhi. Chapters 1, 2, 5, 6. NCERT textbook (2006). Social and Political LifeI, NCERT: New Delhi. Unit 3. NCERT textbook (2006). Social and Political Life I, NCERT:New Delhi. Unit 1,2. NCERT textbook (2006). Social and Political Life II, NCERT: NewDelhi. Unit 3. Raina, Vinod (2009). Right to Education, Seminar 593 Unit 3 Vaidyanathan,A. (1995). The Indian Economy: Crisis, Response and Prospects. Tracts of the Times.Orient Longman Publications: New Delhi.

Suggested Readings :✦ Chakravarty, Sukhamoy (1987). Development Planning: The Indian Experience. Oxford

University press: New Delhi.

✦ Dubey, S.C (2001). Indian Society. National Book Trust: New Delhi.

✦ Government of India (GoI) (1966). National Education Commission (1964-66), Ministryof Education: New Delhi.

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✦ Government of India (GoI) (1986/92). New Education Policy, MHRD: New Delhi.

✦ Guha, Ramchandra (2007). India after Gandhi: the history of the world’s largest democracy.Macmillon: Delhi. Select Chapters.

✦ Subba, B.Tanka &Sinha, A.C(2016). Nepali Dispora in a Globalised Era: Asia Edition,Routledge.

✦ Our Parliament. National Book Trust: New Delhi Khilnani, Sunil (1999).

✦ Identities and Rights: Aspects of Literal Democracy in India. Oxford University Press:Delhi. Select Chapters. Patnaik, Prabhat (2004).

✦ Retreat to Unfreedom, Tulika: New Delhi. Sadgopal, Anil (2000).

✦ Shiksha Main Badlavka Sawal: Samajik Anubhavo se Niti Tak. Granth Shilpi: Delhi.Sadgopal, Anil (2009).

✦ Muftaur Anivarya Shiksha Adhikaar Vidheyak (2008).

✦ Vimarsh, Vol. 1. Thapar, Romila (2000).

✦ India another millennium. Penguin: New Delhi. Select Chapters.

✦ The leaflet in thrown the Central Assembly, New Delhi-8th April, 1929[http://www.shahidbhagatsingh.org/index.asp?link=april8]

✦ Valerian Rodrigues (ed) (2004). The Essential Writings of B.R. Ambedkar. Oxford UniversityPress: Oxford.

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CHILDHOOD AND DEVELOPMENT OF CHILDREN(FIRST YEAR)

Maximum Marks: 100Year End Exam: 70

Sessional: 30

Area of Study: Child Studies

Rationale of the Course:The elementary school teachers need to have a complete and deeper understanding

about the children they are expected to teach. This course is visualized as the first systematicintroduction of the ETE student -teacher to the study of childhood and development of children.This course is necessarily the foundation upon which subsequent courses and practicum relatedto school internship would be based. The purpose of this course is to equip the student-teacherwith the background knowledge that he/she needs to have about the elementary school childand his/her socio-cultural contexts. This background includes a critical engagement with theories,as well as socio-cultural issues in the world of children and childhood. Building upon the above,the aim is to build sensitivity towards children’s developmental needs and capabilities, withintheir socio-cultural context.

Course Objectives:✦ To review general conceptions about child and childhood (specifically with reference to

the Indian social context); develop a sensitive and critical understanding of the differentsocial/educational/cultural realities at the core of the exploration into childhood.

✦ To develop an understanding of different aspects of a child’s physical, motor, social andemotional development.

✦ To understand the developmental process of children with diverse abilities in sociocultural context.

✦ To provide hands-on experiences to interact with children, and training in methods tounderstand aspects of the development of children.

Child development, Childhood and Learning encompasses various aspects ofdevelopment in the light of changing notions of child, childhood and learning. As a discipline ofstudy it provides ample scope for a teacher to strengthen her understanding of children, variousaspects of their development and the processes underlying development and learning of varioustypes of skills and concepts/ ideas. It is true that the physical, cognitive, social and, emotionaldevelopment that take place in early years of a child’s life sets the foundation for future learning.Therefore it is important for teachers to have clear understanding of children, childhood andhow children think, reason and learn. Being an adult especially as a teacher one tends to takedecisions on behalf of children. These are, more or less, based on our own experiences whichare gained from observation. Therefore all of us, and especially teachers have some intuitive

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sense of child development. Children learn in a variety of ways and all children are naturallymotivated to learn and make sense of the world. This motivation may not be there for thelearning of school subjects. The introduction to child development would aim to equip teachersto delve deeper into theoretically sound and nuanced understanding of children and theirintellectual and social-emotional development. It would hope to give teachers the ability totake appropriate decisions while organizing spaces, curriculum, knowledge and learning; whichearlier might have been purely based on popular beliefs about children and at times mighthave been contrary to a theorized and grounded understanding of children.

This is more so the case as the discipline has seen significant shifts and changes overthe last few decades in understanding children: moving from heredity accounts to behaviorismto constructivism and social constructivism. From a very universal biologically driven accountof children’s development, we have come to realize the importance of understanding childrenin their specific contexts. This has been possible largely due to the influence of various otherdisciplines like sociology, anthropology, and linguistics on psychology. One of the aims of thispaper will be to try and help student teachers in understanding children as growing in theirsocio-economic contexts. Thus this paper will provide an opportunity to understand andappreciate diversities among children and help the student teacher to structure their classroomaccordingly.

Units of Study:

Unit I: Perspectives in DevelopmentPerspective has a Latin root meaning “look through” or “perceive”, meaning something

to do with looking. In this unit the students will be able to comprehend the meaning ofdevelopment through various perspectives like psychological, social and cultural. The studentswill be able to distinguish among the various aspects of growth, development and maturation.The unit will instill among the students the skill of gathering data and interpreting them.

✦ Introduction to development: Concept of growth and development.

✦ Enduring themes in the study of development: development as multidimensional andplural, socio cultural context influencing development.

✦ Gathering data about children from different context: naturalistic observations;interviews; reflective journals about children; anecdotal records and narratives; clinicalmethods with reference to Piaget.

Unit II: Context of SocializationThe unit will enable the student teachers to understand the concept of socialization and its

process.

✦ Concept, Nature and processes of socialization.✦ Social economic and cultural differences in socialization.✦ Parenting:

✦ Family and adult-child relationship.

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✦ Child rearing practices Separation of children from parents, children in crèches,and children in orphanages.

✦ Schooling: Peer influence, school culture, relationship with teacher.✦ Relationship with peers: Competition and cooperation, competition and conflict,

aggression and bullying during childhood.✦ Social theories and gender development: meaning of gender roles, influences on gender

roles, stereotypes.

Unit III: Physical – Motor DevelopmentThe unit will enable student teachers to understant the meaning and concept of physical-

motor development . The student teachers will be able to distinguish between gross and finemotor development.The facilitating role teachers,peers and caretakers can play in physicalmotor development

✦ Growth, Development and Maturation.

✦ Gross and fine motor development skills in infancy and preschool children.

✦ Role of parents, peers and teachers in providing opportunities for physical- motordevelopment e.g. Play.

Unit IV: Social, Emotional and Language DevelopmentThe unit will enable student teachers to understand and explain the meaning, nature and

importance of social, emotional and language and implication for learning and classroom process.

✦ Social development of child:

✦ Role of family peers and school in social development.

✦ Role of competition, discipline and reward in social development.

✦ Emotional development:

✦ Basic understanding of emotions

✦ Development of emotions.

✦ Methods for training emotions.

✦ Role of teachers in proper emotional development of children

✦ Development of Speech and Language:

✦ Pre-lingual communication.

✦ Language development in different ages

✦ Stages of language development.

✦ Factors in language development.

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✦ Bilingual/multilingual children: implications for teachers-multilingual classrooms.

Unit V: ChildhoodThrough this unit student teachers will be able to understand the meaning, problems,

challenges and their remedial measures from a social point of view.

✦ Child labour and childhood abuse.✦ Childhood in the context of poverty and globalization.✦ Commonalities and diversities within the notion of childhood and how multiple childhoods

are constructed with particular reference to Indian context.

Mode of Transaction:

✦ Classroom discussions for developing conceptual understanding.✦ Close reading of text material/research papers.✦ Individual and group presentations of issues and concerns raised in assignments.✦ Theoretical and practical activities/exercises/investigations; analysis interpretation of

collated observations, systematic data.

Suggested Practicum:

Peep into the Child’s World: What and How-ITotal Number of hours: 25 (in the field + maintaining records and classroom discussion)

Task 1Examine about 5 newspaper/magazine articles that involve issues of parenting and childhoodand analyze the problems and hold discussions in classrooms.

Activity: Field + self study

Task 2Students are ask to identify any 2 children’s of age between 5 to 14 years old and

collect hands on experience of dreams and fantasies of these children.

Activity : Field + self study

Task 3Students watch a relevant movie to be identified collectively by teachers and students

and reflect on portrayal of children in the same for e.g. Salaam Bombay, Tare Jameen Per,3Idiots, Smile pinky, Blue Umbrella, Children of Heaven.

Activity:Watching the movie+discussion

Task 4To conduct interviews with 4 to 5 parents from different socio- cultural and economic

background with regard to child rearing practices and parenting style and present their reportin class.

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Activity: Conduct interviews + Classroom discussion

Task 5To collect data of at least 10 students from local elementary school with regard to

growth of height and weight in relation to their age and analyze this data and present thereport in class.

Activity: Recording, photocopying of data, analysis of data and report writing.

Contact Hours (Total 5hours): Recording/ photo copying of data 1 hour, analyses of data andReport writing 4 hours.

Readings for Discussion:✦ Berk,E.Laura (2006). Childhood Development (7th Ed) Delhi: Ppearsons Prentice Hall.✦ Dutt, N.K. (1974). Psychological Foundation of Education, Delhi:Doaba House.✦ Kale, S.V. (1983). Child Psychology and Child Guidance, Bombay Girgoan: Himalaya

Publishing House.✦ Kundu, C.L &Tutoo,D.N.(1985) Educational Psychology. New Delhi:Sterling Publishers

Pvt. Limited✦ Aries, Philippe (1962).Centuries of Childhood.New York: Vintage Books✦ Berk, E.Laura (2006).Childhood Development (7th Ed.). Delhi: Pearsons Prentice Hall.✦ Bhasin, Kamala(2003) Understanding Gender. New Delhi: Women Unlimited.✦ Dube L. (2001). Anthropological Explorations in Gender: Intersecting Fields. New Delhi:

Sage Publications.✦ Laosa, L.M.(1982), School Occupation, Culture and Family, The Impact of parental

schooling on parent-child relationship. Journal of Educational Psychology, 74.✦ Ranganathan, N.(2000). The Primary School Child Development and EducationNew Delhi:

Orient Longman:✦ Woolfolk, Anita (2004), Educational Psychology. Delhi: Persons Prentice Hall.✦ Dutt, N.K. (1974). Psychological Foundation of Education. Delhi:Doaba House.✦ Kale, S.V.(1983).Child Psychology &Child Guidance, Bombay Girgoan: Himalaya Publishing

House.✦ Crow, L.D. & Crow, A.(1973). Educational Psychology. 3rd Indian Reprint. New Delhi:

Eurasia Publishing House.✦ Ranganathan, N. (2000). The Primary School Child Development & Education, New Delhi

:Orient Longman.

✦ Aries, Philippe (1962).Centuries of Childhood. New York: Vintage Books.

✦ Kumar Krishnan (2005). Political Agenda on Education (2nd Ed.) New Delhi: Sagepublication.

✦ Sharma, K.N.(1990), System, Theories & Modern Trends in Psychology. Agra: H.P.B.

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Suggested Readings:✦ Antoine de Saint-Exupery (1995). The Little Prince. UK: Wordsworth Edition. Translated

by Irene Testot-Ferry (available in Hindi)

✦ Balagopalan, S. (2002). Constructing indigenous childhoods: colonialism, vocational,education and the working child. Childhood, Vol. 9.

✦ Ginsburg, H. (1997). Entering the Child’s Mind: the clinical interview in psychologicalresearch and practice. Cambridge University Press. Chapter 1: The need to move beyondstandardized methods, Chapter 2: What is the clinical interview? Chapter 3:Whathappens in the clinical interview? And Appendix.

✦ Aries, P. (1965). Centuries of Childhood-A social history of the family life. Random HouseInc: New York. Chapter 1: The Ages of Life, Chapter 2: The Discovery of Childhood, andConclusion - The two concepts of childhood.

✦ Harris, M. and Butterworth, G. (2002). Developmental Psychology: a student’s handbook.Taylor & Francis: New York. Chapter 1: A Brief History of Developmental Psychology.

✦ Kauffman et. al (1993). Exceptional Children. Allyn & Bacon: Boston, USA. 6thEdition.

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

✦ Nambissan, Geetha (2010). Exclusion and Discrimination in Schools: Experiences ofDalit Children; Working paper series vol. 01, (01), Indian Institute of Dalit Studies andUNICEF: Delhi.

✦ Kakkar,Sudhir (1991). The Inner World: A Psycho-analytic Study of Childhood and Societyin India. Oxford University Press: Delhi.

✦ Sandra, L. Bem (1987).Gender Schema Theory and its Implications for Child Development:raising gender a schematic children in a gender schematic society, in M.R. Walsh, (Ed).The Psychology of Women. Harvard University Press: Cambridge.pp 206-226.

✦ Weiner, Myron. (1991). The State and the Child in India: Child Labour and EducationPolicy in Comparative Perspective. Princeton University Press: Princeton.

✦ Balagopalan Sarda (2008). Memories of Tomorrow: Children, Labor and the Panacea ofFormal Schooling. Journal of the History of Childhood and Youth. Johns Hopkins UniversityPress.

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UNDERSTANDING LANGUAGE AND EARLY LANGUAGE DEVELOPMENT

(FIRST YEAR)

Maximum Marks: 50Theory : 25

Practicum: 25

Area of study: Educational and Contemporary Studies

Rationale of the Course:Language has been traditionally understood as a means of communication, however

research on the nature of language has proven that it is not only the means of communicationit is also a medium through which most of the knowledge is acquired. It is a system that structuresthe reality around us and represents it in our minds. Language is not confined to the classroom.It pervades all aspects, subjects and activities of a school and society at large. These keyissues need a systematic study. The primary objective of the paper is to make teachers awareof the dynamics language operationalizes, as it exists in the classroom, in children’s home andthe larger society and nation, for them to realise that the language classroom needs to becognizant of these dynamics and they should be empowered to fashion a culturally andcontextually sensitive pedagogy for it.

Children come to school with a complex intrinsic knowledge of of more than one languageacquired from home and society at large. A child encounters the language of her family, of herneighbourhoods, of her street and of the school. She is multilingual because she encountersmany dialects, many varieties of the same language.To be multilingual means to know morethan one language, not necessarily be proficient in them. It also means knowing many dialectsof a language or many varieties of a language, using different dialects and varieties for differenttasks. When we understand multilingualism in this broader way, we must say that every child ismultilingual.

Furthermore, the child’s interactions in the classroom initiate the language of thecurriculum. And the student teacher needs to develop nuanced perspectives about the natureof language and language acquisition. It is all these dynamics that the student teacher needsto assimilate. Along with this, the paper also aims to draw connections with theory while planningfor instruction. So,while a teacher’s understanding of comprehensible input will influence theway she plans her class teaching at a linguistically appropriate level, her knowledge abouterrors as stages in the language learning process will become an assistive tool on how tonegotiate learning difficulties.

Course Objectives:✦ To help the participants in the course understand the nature and structure of language.

✦ To help them in understanding the relation between language, mind and society.

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✦ To recognise the role of multilingualism in the context of India

✦ To discuss with them the process of language acquisition and learning.

✦ To make them aware of the functions of language and how children use them as a tool.

✦ To emphasise the significance and acquisition of early literacy in the larger context ofschool curriculum

✦ To help them understand the different language abilities while adopting an integratedapproach in the teaching learning process.

Units of Study:

Unit I- What is Language?The unit introduces the student teacher to the broader concept of what language means

as a living dynamic form, language has varied functions, language is a way to express experience,language is a rule-governed activity, language includes culture, cognition and communication.

Discussions with student teachers on questions like, what language is, how it is learnt,what does it mean to know a language, can engage the interest of student teachers whilemaking the unit relevant to them.

✦ Features of Language - Displacement, creativity and productivity, arbitrariness, culturaltransmission, ctructure dependence, variation.

✦ Structure of Language- Phonology, morphology, syntax, semantics, pragmatics

✦ Language, Mind and Society –Sapir-Whorf Hypothesis on language and thought;Behaviourist view and Piagetian view, Role of socio-cultural contexts in the acquisitionof language- Vygotsky’s theory of Cognitive Development.

✦ Language, Power and Society- Dominance of certain languages over others, How politicsand power dynamics privilege certain languages over others, the social and dynamicnature of language, how languages grow,change and die. How language, culture andidentity are interrelated and constitutive of the social identity.

Unit II- Language Diversity and Multilingualism

India as a multilingual nation is a huge mosaic of languages. In order to maintain andnurture the multilingual nature of India, our languages and culture, there are certain constitutionalprovisions to for these maintaining and developing these languages. The aim of the unit is tosensitise the student teachers to this and identify ways in which the multilingual capability ofthe learners can be a resource. It will also enable the language teacher to understandmultilingualism and its challenges and possibilities.

The topic on multilingualism should include discussions on student teachers’ observationabout their mother tongue and minority language, and its place in education- whether it is

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possible to have multilingual education in the schools; about resources and teachers. Is itmore important to understand the principles of multilingualism deeply (i.e. space and value forchildren’s languages, Concept formation in children’s languages, respecting diversity in theclass room) and or is it enough to pay token homage to the children’s languages; whether thereis a need to have only mother tongue education schools, and if at all,would that make usmultilingual. Is it a conspiracy to keep certain children away from economic advantages byinsisting that they should study in their mother tongue while others study in languages ofpower and prestige? Student teachers can also share their opinions on what being a bilingual/multilingual means to them and discuss ways in which this is an advantage in their everydaylife. They must study, understand,add and critique the three language formula as is present inthe constitutional provisions.

✦ Introduction

✦ Constitutional provisions, language policies and their critique

✦ Language Diversity: In the context of Indian language and dialect

✦ Multilingualism– what it means, models of multilingualism, multilingualism as a resourceand pedagogy strategy

✦ Multilingual classroom: A case studyin multilingual pedagogy.

Unit III- Language Acquisition and Language LearningYoung learners all have potential to learn but the process of socialization shapes language

learning and teachers need to understand the nature of this potential.The unit provides anunderstanding of the external factors that influence a learner’s language competence and thesignificance of what literacy means.

Student teachers should be made to observe children of different ages and see howthey use language. Such observations can be shared in view of what is learnt in the class.

✦ Introduction – Theories of language acquisition : Chomsky’s LAD and Bruner’s theory ofDevelopment, Cummins Interdependence Hypothesis

✦ Language acquisition and Language learning - Language and the child - Infants, toddlers,pre-school and early school years, language learning as the outcome of biological,social and individual factors.

✦ Literacy as a whole language philosophy : as more than decoding and encoding, learningto read and write as a dynamic evolving process, multiple kinds of literacy

✦ Significance of early literacy in the context of current schooling- importance of play andstories, valuing and creating spaces for maintenance of home languages while allowingfor the development of the curriculum language.

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Unit IV- Enabling Language LearningThe multilingual nature of our classrooms and the understanding of language as the

medium of all learning has necessitated the need to clearly understand and articulate theobjectives of language learning and teaching within the curriculum. The role of language acrossthe curriculum and importance of developing language abilities which facilitate learning ofother subjects is the focal point of this unit.

Student teachers must be exposed to experiential learning and made to see howdeveloping language skills can enable a better learner.

✦ Introduction

✦ Aims and objectives of language teaching- understanding Whole Language Approachto language learning, creating a language and literacy rich environment in the classroom.

✦ Role of the teacher- maximize opportunities for language use, create language friendlyenvironment, practice reflective teaching

✦ Understanding the whole language philosophy and approach – connecting with previousknowledge, diversity and role of errors as stages in learning.

✦ Developing language skills in an integrated manner – using dialogue, storytelling, poemrecitation, role plays, peer interactions(learner talk)

✦ Engagement with the text-helping children become good readers through read alouds,shared readings, guided reading, group reading, drawing and writing, writing children’snarrative to connect speaking, reading and writing. Role of literature in language learningespecially children’s literature - folk and cultural literature for children.

✦ Language across curriculum - as a medium for understanding and for all learning.

Assessment of student teacher assignments should follow CCA and could include avariety of techniques like: Peer and group assessments, Self- assessment, Portfolio and usingPresentations or Written narratives. The student teachers could also be involved in creatingrubrics and checklists for assessment of their own tasks.

Mode of Transaction:✦ Classroom discussions and dialogues

✦ Integrated projects, guided inquiries and field based projects

✦ Use of narratives and case studies

✦ Seminars, panel discussions, workshops

✦ Active questioning and brainstorming sessions on collated observations and data.

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✦ Scaffold reading of suggested readings

✦ Close and critical reading, as well as analysis of various articles, policy documents,texts, documentaries, movies

✦ Integrating ICT (videos, films, documentaries, audio recordings, web based resourcesetc.)

Suggested Practicum Task & Assignments:✦ Observation of infants, toddlers and preschoolers use of language for self -talk,

communicating with others and expressing themselves.

Record use of language. Present a report and analyze/discuss each other’s observation.

✦ Observation of children

✦ at play and use of language

✦ during interaction with parents. teachers ,peers, strangers Record use of language.Present a report and analyze/discuss each other’s observation.

✦ Study of children across a range of socio-economic strata and observing their use ofdifferent languages.

Record use of language. Present a report and analyze/discuss each other’s observation.

✦ Collect and collate local children’s literature including poems, stories, drama, folk talesetc. Analyze any 2 of these resources for specific stereotypes, biases, assumptions,beliefs and the values they represent. Make a presentation and discuss the criterion/methods to consider while using it in the language classroom.

✦ Prepare a plan for use of the information collected above for internship and present tothe class.

✦ Reading based assignments: the student teachers need to select one reading per unitto engage with deeply and write a response paper or do any other assignment on thatreading.

Readings for Discussion:✦ Agnihotri, R. K. (2009). Language and Dialect. Learning Curve: Issue XIII, 21-23.

✦ Agnihotri, R.K. & Khanna, A.L.(eds.) (1994). Second language acquisition. New Delhi:Sage Publications

✦ Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, A. (2009). What is Reading? InS. Eds. Kaushik, Reading for Meaning (pp. 116-128). New Delhi: NCERT.

✦ ASER. (2015). Annual Status of Education Report 2014. New Delhi: ASER Centre.

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✦ Bedadur, N. (2015). Multilingualism and the English Classroom. Language and LanguageTeaching.IV(2),1-6.

✦ Berntsen, M. (2009). Teaching Early Literacy in Indian Languages. Learning Curve: IssueXIII, 38-40.

✦ Berntsen, M. (Director). (n.d.). Sugam Vachan Padhati [Motion Picture].

✦ Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York: PrimaryEnglish Teaching Association Cornell University.

✦ Department of School Education and Literacy, G. o. (2014, November 9). Padhe BharatBadhe Bharat. Retrieved from SSA NIC: http://ssa.nic.in/pabminutes-documents/Padhe%20Bharat%20Badhe%20Bharat.pdf

✦ Goodman, K. S. (2009). Reading: A Psycholinguistic Guessing Game. In S. Kaushik, Readingfor Meaning (pp. 1-13). New Delhi: NCERT.

✦ Jairam, K. (Director). (2006). Early Literacy Project [Motion Picture].

✦ Jairam, K. (2012). Towards a Conceptual Framewrok for Early Literacy: A Balanced andSocially Sensitive Approach. Language and Language Teaching, 32-39.

✦ Jairam, K. (n.d.). Early Literacy Project Part 1: Developing Early Reading and Writing.Saikshanik Sandarbh Vol 3, 74-87.

✦ Jingran, D. (Director). (n.d.). Multilingual Education [Motion Picture].

✦ Joshi, K. C. (1998). Bacchon ka Maulik Lekhan. Shaikshanik Sandarbh, 50-56.

✦ Krashen, S. (1982).Principles and Practice in Second Language Acquisition. PergamonPress Inc.

✦ Kumar, K. (1986). The Child’s Language and The Teacher. United Nation’s Children’sFund.

✦ Kumar, K. (1992). Reading in the Primary School Curriculum. In K. Kumar, What is WorthTeaching (pp. 55-69). New Delhi: Orient Longman.

✦ Kumari, S. (2008). Sahi Mainon main akhir padhana kya hai? In R. D. NCERT, PadhnaShikhane ki Shuruat (pp. 5-8). New Delhi: NCERT.

✦ Luke, A. &. (n.d.). www.readingonline.org. Retrieved from Further Notes on the FourResources Model: http://www.readingonline.org/research/lukefreebody.html

✦ Martin, Jr. B. (1987). The Making of a Reader: A Personal Narrative. In Bernice E. Cullinan,Children’s Literature in the Reading Programme. Michigan: International ReadingAssociation

✦ Mathew, J. (2003). The Origin of Literacy: Young Children Learn to Read. In J. Mathew,

✦ Drawing and Painting: Children and Visual Representation (pp. 142-154). London: PaulChapman Publishing.

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✦ Meganathan, Ramanujam. (2011). Language policy in education and the role of Englishin India: From library language to language of empowerment. In Hywel Coleman (ed.),Dreams and Realities: Developing Countries and the English Language (pp.57-85).London: British Council.

✦ Nag, Sonali. (2005).Language Attainments and Learning Opportunities: pointers for anew curriculum framework. National Focus Group – Teaching of English, NationalCurriculum Framework Review, NCERT, New Delhi.

✦ NCERT (2005). National Curriculum Framework, 2005. NCERT, New Delhi.

✦ NCERT. (2006). National Curriculum Framework: Source book for Assessment. New Delhi,India.

✦ NCERT (2006). Position Paper National Focus Group on Teaching of English. NewDelhi:NCERT,

✦ NCERT (2006). Position Paper National Focus Group on Teaching of Indian Languages.NewDelhi:NCERT.

✦ NCERT (2006). Position Paper National Focus Group on Teacher Education for CurriculumRenewal.New Delhi:NCERT.

✦ NCERT (Director). (2009). Mathura [Motion Picture].

✦ NCERT. (2014). Retrieved from www.ncert.nic.in: http://www.ncert.nic.in

✦ NCTE. (2009). National Curriculum Framework for Teacher Education. New Delhi: MemberSecretary, National Council for Teacher Education.

✦ OELP. (2015, June 2016). OELP Report. Retrieved from OELP Website: http://www.oelp.org

✦ Pang, E. S., Mauka, A., Bernhart, E. B., & Kamil Michael, L. (2003). Teaching Reading:Education Series 12. Geneva: IBE.

✦ Pratham. (2014, January 2015). http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202014/National%20PPTs/aser2014indiaenglish.pdf. Retrievedfrom www.asercentre: http://www.asercentre.org/Keywords/p/234.html

✦ Purcell- Gates, V. (1997). Introduction: Literacy, Schools and Society. In V. Purcell- Gates,Other People’s Words (pp. 1-6). Harvard: Harvard University Press.

Suggested Readings:✦ Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge

University Press.

✦ Curtain, H.A. and Dahlberg, C.A. (2004). Languages and Children: Making the Match.Boston: Pearson.

✦ Gairsn, Ruth. & Redman, Stuart. (1990). Working with Words: A guide to teaching andlearning vocabulary. Cambridge: Cambridge University Press

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✦ Grellet. Francoise. (1981). Developing Reading Skills. Cambridge: Cambridge UniversityPress.

✦ Lazar. Gillian.(2009). Literature and Language Teaching: A guide for teachers and trainers.Cambridge: Cambridge University Press.

✦ Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years. Applyinga Vygotskian Model of Learning and Development. InB. Spodek (Ed.), Handbook ofResearch on the Education of Young Children (pp.137-150).New York: Macmillan.

✦ Pincas, Anita. Teaching English Writing. London and Basingstok :The Macmillan PressLimited.

✦ Reading Development Cell, NCERT (2008). Reading for meaning. New Delhi: NCERT

✦ Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language Arts. 57(4).

✦ Tomlinson, B. (Eds.) (1998). Materials Development in Language Teaching. United

Kingdom: Cambridge University Press.

✦ Tompkims. Gail E. (1994). Teaching Writing: Balancing Process and Product. Macmillan: California

✦ Yule, G. (2006). The study of language. Delhi: Cambridge University Press.

35

PEDAGOGY AND ICT INTEGRATION ACROSS THE CURRICULUM

(FIRST YEAR)

Maximum Marks: 100External: 50Internal: 50

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:The purpose of pedagogic study is to understand school subjects and their pedagogic

approaches in the larger context of the school and society and the specific context of learnersand processes of learning. This engagement prepares prospective student teachers to undertakethe teaching of integrated courses and thematic learning approaches as well.

This course will attempt to bring together the issues associated with the nature ofknowledge, school curriculum, contextualized understanding of learners and the process oflearning in order to evolve pedagogic perspective and approach.

ICT integration is meant for integrating ICT in educational processes and is not meantas a course on or about ICT. This course is activity oriented and provides adequate opportunityfor hands-on learning and open-ended exploration of ICT applications in teaching and learning.Software piracy and plagiarism is explicitly denounced and discouraged. Creation of originalcontent, taking pride in creation and duly recognizing others’ contribution, is promoted. Thiscourse emphasizes on the optimum use of available infrastructure and resources with cooperativeand collaborative learning, working and developing together.

There will be a focused attempt to equip the prospective student teachers with conceptualclarity, pedagogic perspective and ICT capacities to teach all children. Inter-linkages with therest of the courses will be be strongly made while transacting this course.

Course Objectives:✦ To help student-teachers develop an understanding of the nature of young learners and

their varying socio-cultural, economic and political contexts.

✦ To interrogate existing terminologies, and notions of pedagogic practices, such aschild-centered learning, discovery learning, activity-based learning, intelligence (IQ)etc.

✦ To engage student-teachers with epistemological questions of subject matter and howthey unfold in the study of pedagogical approaches.

✦ To develop capacities to reflect, reason and make discerning judgment and conceptualunderstanding of pedagogic practice and process of learning.

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✦ Select and use effectively ICT tools and relevant software applications for specific purposein teaching learning process

✦ Design learning experiences integrating interactive multimedia resources

✦ Explore newer ways of integrating ICT with educational processes

Running Thread of the CourseThis course will attempt to bring together constructs and issues associated with the

nature of knowledge, school curriculum, contextualized understanding of learners and the processof learning in order to evolve pedagogic perspective and approach. There will be a focusedattempt to equip the prospective teacher with conceptual clarity, pedagogic perspective andICT capacities to teach all children.

Units of Study:

Unit I: Pedagogy - Conceptions and PerspectivesThis unit deals with the basic concepts involved in pedagogy with a special focus on

various methods and approaches of teaching learning and child-centered education.

✦ Learner, learning, knowledge, curriculum, schooling: inter-linkages and relationships;why and what of teaching learning

✦ Critical examination of terminologies and notions associated with child-centerededucation such as activity based learning, joyful learning, IQ

✦ Critical understanding of various methods and approaches of teaching learning;Facilitating learning; Teacher as reflective practitioner

Unit II: Pedagogy - Resources and PracticeThis unit deals with various learning resources and classroom practice including

classroom management and assessment.

✦ Resources: home; community; children’s talk, play, work, stories, children’s literature,school building and surroundings, textbooks, nature, art, local culture and heritage,range of physical resources and objects, digital resources, films and media etc.

✦ Classroom organization and management: Changing pedagogies and classroommanagement, Facilitating classroom for small group, large group and individual learning,Behavior management – Alternate approaches, Time & resource management, Role ofteacher in organizing and managing vibrant classrooms

✦ Assessment: Purposes, Approaches and Tools; Continuous and ComprehensiveAssessment, Assessing tasks and children’s work, Feedback and reporting, Portfolios

Unit III: ICT – IntroductionThis unit engages the student teachers with the basic concepts involved in ICT, ICT

based learning processes and resources.

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✦ Computer hardware, Internet, Creating content in various formats like text documents,Presentations and spreadsheets, OERs, Hand-held devices, Netiquettes

✦ ICT based learning processes and resources: Creating learning environments, ICTsupporting pedagogic practices, Educational games

Unit IV: ICT – IntegrationThis unit involves the student teachers in the exploration and use of various ICT resources

in pedagogic practice and assessment.

✦ Exploration of ICT resources: (appropriate hardware - CD/DVD, projectors, interactiveboards, appropriate software - audio, video, multimedia, animations, games andsimulations etc. in computer lab.), Evaluation and adoption of available ICT resources

✦ Pedagogical analysis to determine content (what) and methods (how) and mapping itwith suitable ICT, Finding alternative methods and ICTs, Using ICT tools, techniques andresources to create scaffolding, Classroom organization for ICT integrated lessons

✦ ICT integration with assessment: Mapping of assessment tools, Portfolio assessment;Rubrics, Managing data

✦ Planning lesson integrating ICT (in workshop mode)

Suggested Mode of Transaction:

✦ Classroom discussions and dialogues

✦ Critical readings of specific texts

✦ Use of narratives and case studies

✦ Integrating ICT (videos, films, documentaries, audio recordings, web based resourcesetc)

✦ Workshops

✦ Individual and group presentations of issues and concerns raised in classroom/assignments; theoretical and practical activities/exercises/investigations/projects;analysis and interpretation of collated observations and data

Suggested Practicum Tasks and Assignments:✦ Plan a lesson in any subject taught at primary level integrating relevant and suitable

ICT resources and present in the classroom

✦ Using MS Excel, prepare a report on the attendance record of your class for a period ofone month (graphical representation also to be made)

✦ Using any suitable and available ICT tool, prepare a test with twenty different types ofquestions including multiple choice items on a topic of your choice. Administer it onyour class and prepare the result sheet using spreadsheet.

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✦ Analyse school textbooks to construct and discuss pedagogic elements. Presentationof analysis

✦ Using internet, find and suggest at least five live links, providing information on a topicof your choice, for the children of standard I - V, to refer for self-study. Student teacherscan prepare a write up of a page using word processor software - office word.

Suggested Readings:✦ Batra, P. (Ed.) (2010). Social Science Learning in Schools: Perspective and Challenges.

New Delhi: Sage.

✦ Johnson, D.W. and Johnson, R.T. (1999). Learning Together and Alone: CooperativeCompetitive and individualistic learning.(5th edition). Boston: Allyn & Bacom.

✦ Sarangapani, P. (2003). Construction of School Knowledge. New Delhi: Sage Publications.

✦ Pollard, A. (2002). Reflective Teaching. London: Continuum, Chapter 3: Developing anEvidence-informed Classroom. 42-69.

✦ Student Response System :

Socrative and Mentimeter are smart student response systems that empower studentteachers to engage their classrooms through a series of educational quizzes, gamesandexercises via smartphones

✦ Socrative | How It Works

✦ www.socrative.com/how-it-works Cached

✦ https://www.mentimeter.com/

✦ http://www.socrative.com/

✦ http://www.infuselearning.com/

✦ Hot Potatoes

This is a freeware useful for evaluation and test construction. The complete versionofthe programs is available for free, from the Downloads section fromthehttp://hotpot.uvic.ca/The free version of Hot Potatoes for Windows is version 6.3, and theJava version is 6.1. More details available at

✦ http://hotpot.uvic.ca/

✦ http://hotpot.uvic.ca/tutorials6.php

✦ For Open Educational Resources:Best Sites for Free Educational Resources✦ http://www.refseek.com/directory/educational_videos.html

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✦ http://www.marcandangel.com/2010/11/15/12-dozen-places-lfeducateyourself-online/

✦ http://www.jumpstart.com/parents/resources

✦ http://opensource.com/education/13/4/guide-open-source-education

✦ Additional Reference Material & Resource Repositories

✦ http://www.edlproject.eu/

✦ http://books.google.com/googlebooks/library.html

✦ http://www.wikipedia.org/

✦ http://www.oercommons.org

✦ http://wikieducator.org/Learning4Content

✦ http://www.eduworks.com/index.php/Publications/Learning-Object-Tutorial.html

✦ http://science.pppst.com/physics.html

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CREATIVE DRAMA, FINE ARTS AND EDUCATION

(FIRST YEAR)Maximum Marks : 50

Practicum: 50

Area of Study: Other Value Added Courses For Holistic Development.

Rationale and Aim of the Practicum:This practicum includes three critical areas of focus: creative drama, fine arts and work

and education. All three components are to be covered through the two years of the D.El.Edprogramme. Weightage for each is given separately. The rationale, aim and objectives of eachfocus area are also given separately to facilitate the detailed design and transaction of thispracticum.

The well-being and fulfillment of an individual’s potentials is the common thread of thecomponents of fine art and creative drama as it connects with work experience and healtheducation. Work experience is a space where working transcends vocational skills and aims tocreate a whole experience of being fully present and working with all of one’s faculties andbeing in relationship with others and nature. Health education goes beyond general advice onhygiene and nutrition, placing health within the social and community realm; helps appreciatethe interconnectedness of an individual’s physical, emotional health with that of socialenvironment health of the human and natural community.

Art education aims to connect these two with the inner aspects of one’s being and toappreciate and create beauty and harmony within and outside. It operates from a paradigmthat the aesthetic needs are fundamental to all human beings and by creating opportunities towork on these, home them, cultivate them, we can hope to create harmonious individuals anda harmonious world. It is not about beautification – applying something from outside, but anability to appreciate the inherent rhythm, beauty and harmony in forms, relations and character.

CREATIVE DRAMA

Rationale of the Course:There are two board aims of creative drama for education. One is for the student-

teachers to use drama processes to examine their present and to generate new knowledge,understanding and perceptions of the world and themselves in it. The second aim is to train,enhance some theatre skills that will help them be creative and enlightened teachers. A processthat draws our physical, emotional, intellectual and other faculties together in a moment (e.g.life itself) makes for worthwhile, far reaching, holistic learning. Drama is one such experienceand should therefore have a central place in school education.

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It is important to stress that drama is not about the self alone or self-expressions alone.The process of drama is a social experience it is about the richness of understanding that canbe generated by a group about society, self and the interconnections. The understandinggenerated within a group is internalized and is carried forwards by the individual in diversepersonal and social contexts. The focus of drama is on the student-teacher, building her/hiscreative capacities through theater.

Course Objectives:✦ To draw out and work with different faculties simultaneously i.e. physical, intuitive,

emotional, sensual and mental through practical exercises.

✦ Build imagination and concentration of the body and mind. Structured exercises forcoordinating, enhancing and translating imagination into physical expression.

✦ Learn to challenge and shift one’s own attitude and standpoint as one learns tounderstand multiple perspectives to empathies.

✦ Identify and develop one’s own creative potential.

✦ Bring the arts at the center of exploration, e.g. in visual arts: semiotics of the image/film/ play/ music, how is an image to be made meaningful, how can an image act as astarting point for an exploration?

✦ Recognize the role of “drama as education” in the elementary school.

✦ Learn to identify areas that are best suited for drama exploration. Examine throughchosen themes, how learning can take place in the classroom through group dramaexploration by a while class of elementary school students.

✦ Explore the role of the teacher as creative guide in learning that is drama driven.

Theater techniques are used to help stretch, enhance and challenge the student-teacherin terms of her/his body, imagination and perceptions. By participation in group dramaexplorations structured and guided by the teacher, the student-teachers would enhance theircritical awareness of the world and themselves in it. The focus is not the self alone but thesocial world that the self lives in.

Themes for Tasks:✦ Artist development and acting techniques.✦ Drama from books.✦ Roleplays.✦ Skits.✦ Make your own play (created by student-teachers undergoing d.el.ed).✦ Theater for social change.

✦ Street plays.

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Focus Area:

1) In drama exploration, the overall context presented to student teachers is to understandlife and to learn from life. The mode is experiential. The exercises are structured by theteachers, but the experience and reflection on that, is the learning. However for this tohappen it is mandatory that the exercises are planned and structured by the teacherand not offered as “open improvisations.”

2) Encourage recognition of differences among people: caste, class, gender, religion, age,community, occupation, lifestyle, etc. and how these influence actions, decisions andrelationships of people learn to place oneself in a wider arena of these cross cuttingcurrents. The self to be placed in the context of the other. “How should I look at theother? What does that reveal about me?” Go beyond the immediate and look at othergroup’s settings, e.g. rural, the disadvantaged and other cultural communities.

3) Ways of seeing situations, social structures and communities. To sharpen observationand to learn to continuously ask probing questions while investigating situations. Developthe capacity to look at the same situation from different perspectives. Learning torecognize contradictions within situations with the aim of grasping a betterunderstanding of the situation rather than wanting to look for solutions

4) Finding connections between the particular and the universal. How larger processesand contexts play out in the specific context of daily life situations and vice versa. Forinstance, the case of a marginalized dalit woman seeking medical help is connectedwith the larger worlds of state responsibility and public health policy, prevailing genderrelations, the judiciary, etc.

5) Change as a principle of life. Identifying it within drama work; the repercussions ofchange who dies it affect why and how?

6) Learning to continuously reflect on and analyze classroom exploration and theirconnection with events and situations in world outside. Evaluating one’s own and group’sprogress in class.

FINE ARTS

Rationale of the Course:The aim of the Fine Arts component of the practicum is to understand interconnections

between art, crafts, drama, culture, aesthetics, health and livelihood. The aim is also toappreciate and engage with a diverse range of art processes, products and performances – folkand classical through exposure and exchange. It is believed that giving opportunities to schoolteachers to engage with aesthetics through art form is likely to cultivate and hone their aestheticsense and their ability to recognize beauty and harmony as essential aspects of a life of quality.

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Course Objectives:✦ Develop an understanding of art and craft, the need to appreciate it in different forms;

the scope and purpose of art education and art as the basis of education.

✦ Develop a perspective and appreciation of art, nature, human existence relationship.

✦ Critique the current trends in art education and develop a possible scenario of art forchange.

✦ Understand the range of traditional art forms and working with hands.

✦ Develop an appreciation for diverse music forms and role of music in human culture.

The course is based on the premise that aesthetic needs are fundamental to all humanbeings and through the medium of creative drama and fine arts opportunities can be createdto develop harmonious individuals.

Focus Area:1.) Art, Art Appreciation and Art Education:

✦ Visit to places like craft museums, Bal Bhavan, art galleries, etc.

✦ Organize art, craft and music exercises with small groups followed by discussion andpresentations.

✦ Any local exhibition or art event can be used as precursor for the session. The sessionshould involve using some art for a while followed by a reflection on the experience andthen connect it to their own school days and art.

✦ Show the works of artists from over the world Dali, Picasso, Anjoli Ela Menon,M.F.Hussain, local artists and so on. Discussion can be framed around the works.

✦ Personal Opinion: students choose a painting, sculpture, or photograph and write aparagraph describing the work and why they like it.

✦ Create and present pieces of art: using visual arts and crafts.

✦ Create and present pieces of performance art using music and movement.

✦ Evolve collective art projects incorporating different art media – into a public festival/event.

✦ Deepen understanding, appreciation and skills in one chosen medium though self-workand evaluate self as an artist and art educator.Team up with a classmate, draw eachother’s faces.

✦ EVERYBODY IS AN ART CRITIC (Seminar/Workshop Theme).

✦ PREPARATION OF EDUCATIONAL AIDS.

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2.) Visual Art:✦ Opportunities to experiment and create pieces of art using different medium.

✦ Focus on colour texture, composition and thematic content.

✦ Using a range of medium: paper and water colours, paper and crayon, colour pencils,acrylic, oil paint and canvas, student-teachers would learn about lines, forms,compositions, colours, space division, etc.

✦ Specific tasks would include free drawing, developing narratives in visual, compositionsof imagined situations, telling a story through comic strips, creating a collage usingimages, bits cut out from old magazines, newspaper, etc.

✦ Conduct Art Carnivals where creations made from different and locally available sourcescan be displayed.

3.) Music :✦ Orientation to different forms of music with either a film screening or lecture

demonstration by an artist to show a wide range of musical forms and a brief history ofone or two forms.

✦ Connecting to music in nature and within our own selves.

✦ Voice training; opening the voice, music and rhythm exercises: singing, creating musicwith different objects, practicing notes and tones.

✦ Experimenting with one new form: folk of any one region.

✦ Collating music/songs from a community/within the family for special occasions orthemes (e.g. lullabies from different language cultures, harvest song, songs during thefreedom struggle, etc.).

✦ Create musical pieces with others.

✦ Design and run session on music with children.

✦ MUSIC AS CULTURE (Seminar/Workshop Theme).

Evaluation:✦ This is a 100% Practical course.

✦ Weightage for each component 25 (Fine Arts) + 25 (Creative Drama) = 50 Theory is notevaluated but a few Theory classes are required to brief the student teachers on thevarious components

✦ For the selection of the themes and formats for Fine Arts and Creative Drama, theconcerned faculty learner can select in accordance with the current issues and concernsof their regional context.

✦ The components and the formats for both the years are the same only change is neededin selection of the themes of the course.

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Readings for Discussion:✦ Iyengar, Radhika. Hogga-holic (2011). Chicken Soup for the Soul – Indian College Students.

Westland Ltd.

✦ Meganathan, Radhika. Arch Survival 101. Chicken Soup for the Soul – Indian CollegeStudents. Westland Ltd.

✦ Short stories by Sudha Murthy.

✦ Excerpts from talks by Steve Jobs, Lt.Dr. APJ Abdul Kalam, Bill Gates, etc.

✦ Astaire, Fred. Steps in Time: An Autobiography, New York, Copper Square Press, 2000.

✦ Green Stanley. Broadway Musical Show By Show. Milwaukee: Hal Leonard Books, 1985.

✦ Robertson, Jean & McDaniel, Craig. Themes of Contemporary Art: Visual Art after 1980.

✦ Barrett, Terry. Interpreting Art: Reflecting, Wondering and Responding.

✦ Kant, Immanuel. Observation and Feeling of the Beautiful and Sublime.

Suggested Readings:✦ Dodd, Nigel and Winifred Hickson (1971/1980). Drama and Theater in Education. London:

Heinmann.

✦ Gupta, Arvind (2003). Kabad se Jugad: Little Science. Bhopal: Eklavya.

✦ Khanna, S. and NBT (1992). Joy of Maing Indian Toys, Popular Science. New Delhi: NBT.

✦ McCaslin, Nellie (1987). Creative Drama in the Primary Grades. Vol. I and In TheIntermediate Grades, Vol. II, New York/London: Longman.

✦ Mishra, A. (2004). Aaj bhi Kharein hai Taalab, Gandhi Peace Foundation, 5th Edition.

✦ Narayan, S.(1997). Gandhi views on Education: Buniyadi Shiksha [Basic Education], TheSelected Works of Gandhi: The Voice of Truth, Vol.6, Navajivan Publishing House.

✦ NCERT(2006). Position Paper National Focus Group on Arts, Music, Dance and Theater,New Delhi: NCERT.

✦ Poetry/songs by Kabir, Tagore, Nirala, Shri Kedar Gurung, etc; Passages from Tulsi Das,etc; Plays: Daisy Baraily, Aruna Lama, Shanti Thatal, C.B. Gurung, Andha Yug –DharamVir Bharati, Sunkesari, Tughlaq by Girish Karnad.

✦ Prasad Devi (1998). Art as the Basis of Education, NBT, New Delhi.

✦ Sahi, Jane and Sahi, R. (2009). Learning Through Art, Eklavya.

✦ Folk songs of local origin: Nepali, Sikkimese, Rai, Limboo, Sherpa, Tamang, Lepcha,Newari, Gurung, Mangar, Sunwar.

✦ The Foundations of Aesthetics, Art & Art Education. Farley, Frank H. & Neperud, RonaldW. (1988), Praeger Publishers.

✦ Art For Beginners. Cavallaro (2009). Orient Blacksawn

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TOWARDS SELF UNDERSTANDING

(FIRST YEAR)

Maximum Marks: 50Practicum: 50

Area of Study: Educational and Contemporary Studies

Rationale of the Course:

“Teachers teach what they know, they educate what they are.” This maxim suggeststhat more than any other profession, education and teaching require the whole being of theteacher to be engaged with the life and learning of the students.

This course aims at the inner development of the student-teachers as individuals whoare engaged in a process of self-understanding and being to take responsibility for their ownlearning as also the learning of the students. Such self-understanding would involve criticalreflection on factors that have shaped one’s identity and personality, an awareness of one’sthought-patterns, motivations and behaviour, and openness to learn and renew oneself. Thiswould reflect in a capacity for social-relational sensitivity, a search for harmony within andwithout, and a deeper level of communication with students, colleagues and others.

Another aim of this course is to facilitate the development of individuals who can takeresponsibility for their own learning and give a conscious direction to their lives. This coursealso intends to initiate student-teachers into a process of original thinking about their widereducational concerns and the conscious development of an evolving perspective on education.

The workshops are also aimed at equipping the student teachers with positive attributes,attitudes and skills that help in facilitating the personal growth of their own students whileteaching.

Course Objectives:

✦ To help student-teaches discover and develop open-mindedness, the attitude of a self-motivated learner, having self-knowledge and self-restraint.

✦ To help student-teachers develop the capacity for sensitivity, sound communicationskills and ways to establish peace and harmony.

✦ To develop the capacity to facilitate personal growth and social skills in their ownstudents.

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✦ Inner development of the student-teachers as individuals who are engaged in a processof self-understanding and being to take responsibility for their own learning as also thelearning of the students.

Mode of Transaction:

There is no standard prescribed material for these workshops. The professional expertsare expected to engage the student teachers with specially designed activities. These could bebased on the facilitator’s personal integration and unique individual and group characteristicsand are rooted within the context of student’s lives and contemporary realities. It is suggestedthat the students be given space to explore and articulate their own sense of life and its issues.They can be encouraged to think a fresh on issues that mostly closely concern them and usecreativity and imagination to develop a perspective on them. The resource materials are an aidin this process. The resource materials can also include newspaper/web articles on contemporaryconcerns and movies/documentaries and other audio-visual materials. There is a suggestedlist of resource materials, which should be contextualized and updated periodically.

Design of the Course:

This is not intended as a standard ‘course’ with specific units of study. Instead it may bethought of as two strands that run parallel through the two year duration of the D.El.Edprogramme.

Strand – A

An on-going strand during the two year course, to be coordinated and shared by thefaculty would include:

1. Journal writing by students-teachers to reflect on significant experiences and periodicallyprocess their observations and thoughts on life situations, with comments being notedby a designated faculty member.

2. Carefully framed writing tasks towards the beginning and end of each year, which enablestudent-teachers to express and reflect, in stages, on their prior life journeys, currentassimilation of experiences and questions, as well as evolving perspective on education.

Strand B

The other strand of the ‘course’ would be designed as a series of workshops and seminarswith carefully chosen themes. It is recommended that there be around 4-6 one day or two-days workshops in each academic year, and a 2-4 half-day or one-day seminars.Out of 6workshop themes provided, the faculty member can chose and conduct 3 workshops andout of the 4 seminar topics provided, 2 can be chosen by conducted in the first academicyear. It is recommended that the workshops are conducted by outside resource persons (fromorganizations working in related areas of personal development). The workshops should be

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experiential, and provide occasions for active participation and reflection. One regular facultymember from the field of psychology will need to be associated with the external resourceperson to take up the overall responsibility of the course, In addition, the faculty should organizeseminars that involve student-teachers in taking responsibility for making presentations andholding discussions that bring out multiple perspectives on key issues of life and education.

Strand – A

1. Journal Writing

Objectives:

✦ To enable student-teachers to become more conscious of their responses to experiences,observations of life-situations, as also of ideas and issues that arise in their minds, andto thus develop their capacity for reflection.

✦ To allow for an individual contact and interaction between faculty and student.

Mode of Transaction:

✦ Each student-teacher should be asked to maintain a regular Journal, in which he/shemay write: a) short reflective accounts of significant experiences b) observations of lifesituations, as also of ideas and issues that arise in their minds, and to thus developtheir capacity for reflection.

✦ The Journal should be periodically shared (once a fortnight is recommended) with afaculty mentor, who will read through it and offer brief comments, suggestions, orfurther questions for the student-teacher to reflect on.

Writing TasksObjectives:

✦ To enable student-teachers to recall and reflect on their own educational journeys andbecome conscious of factors that has shaped their aspirations and expectations.

✦ To synthesize their experiences and learning over a period of time.

Suggested Tasks:

✦ Writing an Educational Biography

✦ Your expectations on the completion of the course.

✦ Time Management is Self Management.

✦ Vision as a person: Aspiration and Purpose of life.

✦ Writing a reflective statement of aspirations and expectations, based on one’s learningso far in the course (after six months of the course).

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STRAND – B

Workshop – 1: A Significant Event or Experience in Life

Objectives:

✦ To make student-teachers aware of some key shaping factors in their lives.

✦ To enable an exploration of one significant event or experience.

✦ To share and learn from each other’s experiences.

Suggested Workshop Themes:

✦ Representing key events and experiences – as timeline, mind-map, and pictorial poster,any other.

✦ Investigating the texture of one key event/experience (working with partners) –

✦ ‘what did it look like?; ‘what did it feel like?’; what did it mean?’; ‘what does it feellike today?’

✦ Sharing and assimilating a range of experiences

✦ Vision as a person: Aspiration and Purpose of Life.

✦ Giving a conscious direction to life.

✦ An experience or event that changed your life or perception to life, education, society.

✦ Management of Time, Management of Self.

Workshop – 2: Learning to Observe and to Listen

Objectives:

✦ Sensitizing student-teachers to the ‘difficulty’ of openness in observation and listening.

✦ Enabling them to become aware of the nature of their judgments and ‘quick’ interpretationand opinion (that ‘filters’ or distorts ‘observation and listening).

Suggested Workshop Themes:

✦ Observation of nature; observation of persons; observation of (and listening to)situations.

✦ Exercises in observation and listening to uncover one’s judgments and interpretations(and slow these down, to allow for richer perceptions).

✦ Multiple views on a variety of situations: classroom situations, and human situations ina school context.

✦ Writing down about 7 classmates that interest you and why.

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Workshop – 3: Mindfulness in the Classroom

Objectives:

✦ Making student-teachers aware of mind-body connections.

✦ Introducing approaches to mindfulness.

✦ Appreciating the effects of mindfulness on learning and action.

Suggested Workshop Themes:

✦ Sitting quietly and inviting mindfulness.

✦ Individual breathing exercises and self-awareness if body and mind.

✦ Mindfulness and emotional well-being.

✦ Developing concentration in the classroom.

✦ Developing positivity.

✦ Meditating towards mindfulness.

Workshop – 4: Understanding Working in Groups

Objectives:

✦ Enabling an understanding of patterns of behaviour in groups.

✦ Developing skills for and appreciating the importance of working in groups.

Suggested Workshop Themes:

✦ Exploring structural situations that promote competition or cooperation.

✦ Exploring hierarchies and role-taking in group situations.

✦ Facilitation of group-working – everyone has a part to play.

✦ Exercises for learning to work in groups (Modes of transaction would include ‘role-plays’ and ‘enchantments’ followed by discussion.)

Workshop – 5: Viewing and Analyzing Film(s):

Objectives:

✦ Viewing films with social and educational content.

✦ Learning to analyze and derive personal meaning from this.

✦ Sharing different points of view on a film.

Suggested Workshop Themes:

✦ Purposive film viewing.

✦ Way of analyzing themes.

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✦ Detailed observation of a key scene and discussion.

✦ Ways of seeing situations in the film.

✦ Writing a film review.

Workshop – 6: Celebration of an Iconic Cultural Figure (e.g. international, national andlocal personalities who have contributed to the field of education):

Objectives:

✦ Rich exposure to cultural forms around an iconic figure of the region –stories, music,arts, etc.

✦ To participate in celebrating cultural roots and absorbing the ideas and expressionsthat emerges from these.

Suggested Workshop Themes:

✦ Authentic performance by the practitioner.

✦ Participation in learning and celebrating (in appropriate media).

✦ Discussion of cultural world-view and contemporary relevance of the icon.

Seminar – 1: Glimpses of Different Childhoods in India:

Format: Student-teachers present, via different media – narrative, photographs, audio-visualpresentations, illustrated poster, etc –stories of Indian children growing up on vastly differingcircumstances; sharing to be followed by discussion, role-play, project work followed by groupdiscussion.

Preparation: Resource books and films to be gathered; each student-teacher picks a particulartype of childhood and researches the life situation, the opportunities and constraints of animaginary or real child from this circumstance, photographs, interviews, etc., may be used.

Seminar – 2: Selection of Short Readings and Dialogue:

Format: A selection of short but provocative readings on issues of life and education, to beread together, followed by exploratory dialogues in small groups.

Preparation: Topic to be formulated to allow for different perspectives; some texts to beidentified as resources, student teachers prepare in groups.

Seminar–3: Various Topics Evolving Around Education and Society

Format: Debate and Discussion.

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Preparation: Topic to be formulated to allow for different perspectives, some texts to beidentified as resources, student teachers prepare in groups. Topics can be as follows: Educationand Civic Society, Social Impacts of Educational Technology, History of Women in Teaching andso on.

(*Topics can be chosen by the concerned lecturer in accordance with the current issues andconcerns of their regional context.)

Seminar – 4: Education and Environmental Crisis:

Format: Film and presentation or reading of a text, small group discussions around selectedthemes drawn from the film; sharing of implications for education.

Preparation: Selection of a contemporary documentary or audio-visual presentation.

Evaluation:

✦ Instead of Qualitative grading/ Quantitative grading should be done as other papersare also assessed via Quantitative grading.

✦ This course is recommended to consist only of Practicum, no theory but a few briefingsessions may be required prior to the commencement of the course activities.

✦ The Quantitative grading scheme as suggested by NCTE Document is 0 + 50 = 50

Internal: This should be based on –

✦ Quantitative grading for journal writing – periodic and quality of entries.

✦ Quantitative grading for participation in seminars – quality of preparation andpresentation/participation.

✦ Marking of periodic writing tasks (four in number) by faculty mentor.

External: This should be based on the qualitative grading for quality of participation in a seriesof workshops – by resource persons for each workshop.

Suggested Audio-Video Resources:

Books, articles, films, organizations and resource persons could be needed for specificworkshops and seminars. This list may be added over time.

An Inconvenient Truth:A documentary film directed by Davis Guggenheim, looks atformer Vice-President AL Gore’s reverent crusade to halt global warming’s deadly progress byexposing the myths and misconceptions that surround it. In this intimate portrait of Gore andhis “travelling global warming show,” Gore comes across as never before in the media – funny,engaging, open and intent on alerting citizens to this “planetary emergency” before it’s toolate.

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World History Final Project - Environmental Awareness – Changing the importance of environmentglobally

(LINK: https://www.youtube.com/watch?v=WUTKZhTF_Ik)

2050 – A Documentary

(LINK: https://www.youtube.com/watch?v=Z24Dd1Tcz1Y)

Save Me - Film on Saving The Environment (Story of children who come together to save TheTree from being cut. Short Film has underlying message to protect trees and environment.)

(LINK: https://www.youtube.com/watch?v=m4POtracLSE)

Water conservation for climate change adaptation in Sikkim: IndiaWaterPortal

(LINK:https://www.youtube.com/watch?v=RODJTHrd3P8&index=11&list=PLPFpq24kYTPvb1nd-jgHp_WdeZc4x02Xn)

The River School Mindfulness, Peace & Yoga in the Classroom: The River School DC

(LINK: https://www.youtube.com/watch?v=cX6n248jvBg)

Mindfulness in the Classroom: Kalli Lirette

(LINK: https://www.youtube.com/watch?v=Wd9Gs5KqSjE)

Readings for Discussion:

✦ Writings Passages, Excerpts from:

✦ Short Stories by Sudha Murthy.

✦ Short Stories from Malgudi Days or Swami and Friends by R.K.Narayan,

✦ We, The Children of India – Former Chief Justice Leila Seth.

✦ Letters from a Father to a Daughter – Pandit Jawaharlal Nehru.

✦ Oliver Twist (First Chapter)–Charles Dickens.

✦ A Tale of Two Cities (First Chapter) – Charles Dickens.

✦ Queen Act by Janeen Lewis

✦ The Lesson by William Bingham

✦ The Gift of Self Esteem by Leanna Maule Sims

✦ Sahi, J. & Sahi, R. (2009). Learning Through Art. Eklavya

✦ Johnson, D.W. & Johnson, R.T. (1999). Learning together and alone – Cooperative,competitive and individualistic learning. Fifth Edition; Allyn and Bacon

Suggested Readings:

✦ Short excerpts from Ramcharitramanas by Tulsi Das.

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✦ Our Trees Still Grow in Dehra - Ruskin Bond;

✦ Life of Pi by R.Amarendran.

✦ Divaswapna by Gijubhai Badheka.

✦ Poetry/songs by Kabir, Tagore, Nirala, Shri Kedar Gurung, Ravi Rodan, Sudha Rai; GeetaSharma; Dr. Shanti Chettri; Shanti Thatal; Bimla Cintury; Grahar Singh Udasi, G.S.Lama(Sanu Lama); Prajwal Parajuly; Yeshey D.; Mahananda Poudyal; U.C. Basista.

✦ Plays: Andha Yug –Dharam Vir Bharati, Sunkesari, Tughlaq by Girish Karnad;

✦ Orr, David W. (2007), Is Environmental Education an Oxymoron?; Journal of theKrishnamurti Schools, www.kfionline.org

✦ David (2004), All Education is Environmental Education

✦ The Learning Curve, Issue 226.

✦ Omvedt, Gale (2009), Seeking Begumpura, Navanya: New Delhi.

Suggested Films for Viewing:

✦ Stanley Ka Dabba; Salam Bombay [HINDI];

✦ I Am Kalam [HINDI];

✦ The Blue Umbrella [HINDI];

✦ Tare Zameen Par [HINDI];

✦ Chillar Party [HINDI];

✦ Chak De India [HINDI];

✦ Jalpari – The Indian Mermaid [HINDI];

✦ Gattu [HINDI];

✦ Bumm Bumm Bole [HINDI];

✦ Harun Arun [HINDI];

✦ Ek Aadesh (Command for Choti) [HINDI];

✦ Mahek Mirza [HINDI];

✦ Lilkee [HINDI];

✦ Chutkan Ki Mahabharat [HINDI];

✦ Lukka Chuppi (Hide and Seek) [HINDI];

✦ Tsunami 81[HINDI];

✦ Bharat Darshan (Glimpses of India) Directed by K.A.Abbas [HINDI];

✦ Children of God [NEPALI];

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EARLY CHILDHOOD CARE AND EARLY EDUCATION

(FIRST YEAR)

Maximum Marks: 100Theory: 70

Practicum: 30

Area of Study: Educational and Contemporary Studies

Rationale of the Course:

Early Childhood Care and Education (ECCE) is globally emerging as an area of highpriority in view of recent neuroscience research which has established that 90 percent of thebrain’s growth occurs by the time the child is 5 years old and this growth is influenced not onlyby the nutritional and health of the child, but also the psycho social experiences the child isexposed to during these years. With large numbers of first generation learners coming into theschool system now from homes with less than adequate learning environments, the schoolsare globally facing an early learning crisis so that many children are going up the school ladderwithout learning basics of reading, writing and mathematics. A significant factor identified isthat children are coming in directly into school with inadequate school readiness experienceswhich can provide them the required conceptual and language base. Research has nowdemonstrated that sound ECCE experiences at age appropriate levels can effectively narrowthis equity gap.

ECCE which was earlier covering children up to six years in age is now being globallydefined as education and care of children from birth to eight years, thus including the first twoto three years of primary schooling also within this stage. The rationale for this is that (a) asper Child Development theory, the 6 to 8 year olds are more akin in their developmentalcharacteristics and interests to younger children and have similar needs. As a result, the ECCEplay and activity based methodology has been observed to be most appropriate for them aswell. (b)Integrating preschool and early primary years as a common stage or a unit thus helpsin maintaining continuity in the learning process for the child allows for flexible and individuallypaced learning of basics and facilitates a smooth transition to formal learning. The earlychildhood education stage thus includes within it two sub-stages i.e. the pre-primary stage (3to 6 years) and early primary stage or Grades 1 and 2 (6-8 years). The importance of SchoolInternship Programme need to be strongly addressed to equip the student teachers handlingthe pre-primary children with the knowledge and understanding of Early Childhood Educationand its importance in the life of children at this stage. The theoretical knowledge need to belinked with the practice.

Course Objectives:

✦ Understand the definition and importance of early childhood years as foundation forlifelong learning and development.

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✦ To get an idea regarding the philosophical perspective of Early Childhood Education tohave linkage with the practice.

✦ Develop sensitivity regarding stage wise differences in developmental needs andcharacteristics of children in early, middle and late childhood years and implicationsfor elementary stage of education.

✦ Understand principles and methods of developmentally appropriate ECCE curriculumand its significance for school education.

✦ Understand the importance of home school and community links in early childhood careand education.

Units of study:

Unit I: Theoretical Framework for Curriculum Planning: Definition, Nature andSignificance of Early Childhood Care and Education.

Student teacher will be aware of the philosophical knowledge about the importance ofearly childhood education. They will understand the importance of early childhood educationfor later life of a child and will be able to discuss and analyse the issues related to the earlychildhood education.

✦ Maria Montessori, Jean Piaget, Friedrich Froebel,Mahatma Gandhi

✦ Definition and objectives of holistic ECCE curriculum

✦ Significance of ECCE as critical period for lifelong learning and development

✦ Rationale for extending ECCE to 8 years for smooth transition (Establishing Linkagebetween pre-school and Primary Education)

✦ Early learning challenges in schools and concept of school readiness (Learning withoutBurden.)

Unit II: Principles and Methods of Developmentally appropriate ECCE Curriculum

It helps the student teachers to understand about how child learns at the early years of his/her life what should be the methods and how to create developmentally appropriate curriculumfor each stage

✦ How children learn: Stage wise distinctions from early to middle to late childhoods

✦ Importance of play and active learning methods for early years learning

✦ Domains and activities for holistic development of children ((Holistic Development of aChild) Social development, Emotional development Physical development , Languagedevelopment, Cognitive development ( Intellectual , Development of creative expressionand aesthetic appreciation

✦ Activities drawing, tearing and pasting, classifying, observation, singing, dancing.

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✦ Early Literacy Programme -Emergent literacy and numeracy in early years (reading andwriting readiness and pre-number concept and number concept)

Unit III: Planning and Management of ECCE Curriculum

This unit of study will help the student teachers to understand how to plan ECCEcurriculum, and also familiarise them with the approaches to teaching children and how tomanage ECCE curriculum.

✦ Principles of planning a balanced and contextualized curriculum

✦ Long and short term objectives and planning to bring about holistic development of achild.

✦ Preparation of theme based lesson plan.

✦ Project Method and Thematic approach In this approach teacher selects various projectthemes Theme for example self, family, plant, animal, vegetables, fruits, air, water,seasons, weather, transport, community helpers, festivals, concept of colours, shape,pre-number and number concept, space, time etc and planning of activities for variousdomains of development. The essence of this method is learning by doing, under eachtheme teacher need to plan activities.

✦ Maintaining a developmentally appropriate and inclusive class environment

Unit IV: Assessing Children’s Progress

This unit of study will help the student teachers to understand how to observe andmonitor the child’s progress in different areas of development. How to report the progress ofthe child in different areas of developmentand to keep school –community linkage.

✦ Careful monitoring of children’s progress need to be done through continuous andconsistent observation on children’s participation, development of skills through checklist etc , it can be recorded children’s behaviour and skills to check the progress of thechild in the major domains of development.

✦ Early learning and development standards

✦ Observing and recording children’s progress

✦ Reporting children’s progress

✦ Ensuring home school and community linkage

Mode of Transaction:

✦ Play-way method: It should include play and activities like free and structuredconversation, story telling, story making, dramatisation, rhymes and songs, music andmovement, indoor and out-door play, puppet play, sand play, water play, field trips /outings, nature walk, gardening , interaction, observation, discussion, listening to and

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narrate stories, recognising and differentiating things around, classifying animals, birds,doing simple experiments like floating and sinking ( here children need not understandthe cause and effect) .

✦ Use of videos in children’s learning and plays. (Abhivyakti (ECCE)-Video Spot SrijanSheel Hai Baccha (ECCE)-Audio Spot, Bageeche Ki Sair (ECCE)-Audio Spot, KhulaAkashe.tc.

Suggested Practicum tasks:

✦ Preparation of list of play activities both indoor and out-door, individual and groupactivities etc for classroom transaction.

✦ Preparation of appropriate teaching-learning material for different domains ofdevelopment eg teaching-learning materials for cognitive development, languagedevelopment

✦ Pre-school visits to interact with the teachers and the children.

✦ Visit to various places like market, post office, garden, zoo in the nearby areas to bringabout holistic development of a child. (To bring about creativity, sense of belongingness,aesthetic development etc among the student teacher)

✦ Nature walk to develop various skills eg skill of observation, language developmentetc.

✦ Puppet show eg to teach the concept of different types of brush, health and hygiene ,language, socio –emotional , cognitive and creative development etc.

✦ Discussion on traditional child rearing practices in Sikkim.

✦ Organise awareness programme among the community members, parents and guardiansregarding the importance of Early Childhood Education.

✦ Preparation of project on any issues related to the early childhood education examplethe curriculum load among the pre-school children in private and government schoolsof Sikkim.

✦ Prepare a checklist to observe the development of a child in domains of development.

✦ Visit to crèches, orphanages in nearby places of Sikkim to understand implementationof early childhood education programme .

Readings for Discussion:

✦ Romila Soni, Sandhya Sangai, Every Childhood Matters: A Handbook on Quality EarlyChildhood Education, NCERT, New Delhi

✦ Romila Soni, Small Step, NCERT, Delhi.

✦ G.C Upadhay, Early Childhood Care and Eduation A Way Forward, NCERT, New Delhi.

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Suggested Readings:

✦ Berk, L. Child Development; (Indian Edition) (2013). PHI Learning Private Limited,Delhi,India

✦ Kaul, V. ( 2010). Early Childhood Education Programme NCERT, New Delhi.

✦ Kaul V. et al, (1999). The Primary Years. NCERT, New Delhi.

✦ Kaul, V, et al. (2014). ‘Readiness for School’, Impact of Early Childhood Education

✦ Quality, CECCED, AUD, New Delhi.

✦ Kaul, V., Ramachandran C. & Upadhyay G.C. (1994). Impact of Early Childhood

✦ Education on Retention in Primary Grades: A longitudinal study, NCERT, New Delhi.

✦ Kaul, V. and Sankar, D. (2009). Early Childhood Care and Education in India, NEUPA,NewDelhi.

✦ Yashpal Committee Report of National Advisory Committee. Ministry of Human ResourceDevelopment .

✦ Department of Education. New Delhi on Learning without Burden.

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YOGA EDUCATION

(FIRST YEAR)

Maximum Marks: 50Theory : 10

Practicum : 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:

Envisaged in NPE 1986 with its modification in 1992, the Yoga Education is finally includedin the curriculum of teacher education as a new course designed as a component of both theoryand practical. The scope of study is to improve and sustain the quality of life.

Yoga is a gift of great Indian tradition. It is the science to unite the body, mind and soul.It controls the senses and leads to the union of individual consciousness with universalconsciousness. Yoga co-ordinates thought and action; restraint and fulfillment and guidestowards perfection of work, peace and happiness. It provides a holistic approach to health andhappiness. One can have restful sleep and calmness of mind. Yoga controls the subtle forceswithin our body and increases energy and vigor, vitality, longevity and gives best lifestyle withthe concentration of mind.

Yoga is a spiritual discipline based on an extremely subtle science is an ‘immortalcultural outcome’ of India. It works on the level of one’s body, mind, emotion and energy. Thishas given rise to four main classifications of yoga: karma yoga- body; Jnaña yoga- mind; bhaktiyoga- emotion and kriya yoga- energy. All types of yogic practices fall under the gamut of oneor more of the above four categories. Physically fit with sound body and mind willing to expertisethe great profession of teacher Yoga can contribute a student teacher to develop into awholesome person capable to withstand the challenges of education. Concentration, emotionalbalance, patience, strong determination, devotion, dedication accountability, self esteem withpositive thoughts etc are the outcome of regular practices of Yoga which are indispensabletraits of professional personality of a teacher.

Course Objectives:

✦ To generate an understanding of the principles of yogic practices for quality life.

✦ To appreciate the rich Indian tradition of yoga practices for self education.

✦ To develop ability to perform age appropriate yogasanas for physical and mentaldevelopment and emotional balance.

✦ To help teachers to improve psychological functions like resistance, awareness,concentration and will power.

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✦ To create opportunities to develop ideals, strength, social skills and foster cooperation.✦ To provide an opportunity to understand the self as body, mind, thought, action and emotion.✦ To develop a comprehensive view on philosophical concepts of yoga.✦ To enable student teacher to get insight into Patanjali, Aurobindo, Bhagawat Geeta,

Buddha and Jain yoga system.✦ To get a holistic view on the therapeutic value of yoga practice.✦ To gain insight into the yoga system and its spiritual sanctity.

Units of Study:

Unit I: Introduction to Yoga

Yoga is rich in philosophical concept along with principle and practices. Originated inancient time Yoga has travelled a long way with the interpretation of many great teachers allthrough the ages. This chapter will give an introduction about the basic principles of Yoga tofollowed by a practioner alongwith concepts and misconception about it. Further, it provides usan apportunity to get insight into the great world of Yoga as a game, as a spiritual disciplineand as a part of the fitness lifestyle unique in all aspect

✦ Aims and objectives of Yoga.✦ Misconceptions about yoga.✦ Different School of Yoga.✦ Integrated personality development and spiritual enlightenment.✦ Physiology and Endocrinology of our body.

Mode of Transaction:

✦ Discussion on different books on Yoga.

✦ Collection of Journals from different schools of yoga.

Task:

✦ Read the different explanations of the word yoga.

✦ Sit quietly and realize that body, mind, thoughts and emotion are the different entity ofour personality.

✦ Prepare a list of different yoga schools (Institutions) in India.

Unit II: Patanjali Yoga and Contemporary Renaissance in Yoga

The unit provide us with the systematization of yoga by Maharshi Patanjali. Eight limbs ofyoga (Astanga Yoga), different Yoga Centres and the contribution of print and electronic mediafor international acceptance of yoga.

✦ Yama, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana and Samaadhi.

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✦ Yoga Sutra

✦ Kaivalyadham, Lonawala.

✦ Bihar School of Yoga

✦ Swami Vivekananda Yoga Sansthan

✦ Patanjali Yogapeeth, Haridwar.

Mode of Transaction:

✦ Study of Patanjali Yogasutra (relevant verses).

✦ Correlation of information about different school of yoga.

✦ Demonstration and practice of Yoga performed by different school of yoga.

Task:

✦ Reading of Journal and text of different School of Yoga.

✦ Discussion and explanation of Astanga Yoga along with demonstration of appropriateasana.

Unit III: Education and Yoga

Practice of Yoga makes the way of education easier. Yoga is the best way for theconcentration of mind thereby developing body, thought and emotion for a holistic learning.

✦ Integrated Yoga:- Karma Yoga (Body), Jnana (gyana) Yoga (Mind), Bhakti Yoga (Emotion)and Kriya Yoga (Energy).

✦ Panchakosa body

✦ Bhagawada Geeta, Chapter VI ( Verse 10-36)

✦ Kundalini, Chakra, Nadi and Granthi

✦ Preksha Meditation ( Jain way of meditation)

✦ Vippasana Meditation ( Buddha way of Meditation)

✦ Importance of yoga in school curriculum

Mode of Transaction:

✦ Use of books

✦ Debate and discussion

✦ Demonstrations of comparative system of meditation

✦ Effect of Yoga and Pranayam (Pre and Post Learning)

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Task:

✦ Give a motivational talk on integral Yoga.

✦ Demonstrate Preksha and Vippasana.

✦ Use Yoga as an Instrument of Learning (Set goal, get firm determination, arrangeresources and put hard labour to learn a small lesson).

Unit IV: Physiology and Psychology of Yoga

Yoga Asana are performed in different position as standing, sitting and prone and supinelying. Varieties of postures, breathing exercises, mudra, dhyana have deep effects on body andmind. Concentration at work yields better results.

✦ Concentration in Games and sports

✦ Mental wellbeing, anxiety and depression.

✦ Yoga for respiratory, circulatory, skeletal, digestive, excretory and nervous system.

Mode of Transaction:

✦ Games and sports (short term result oriented) type

✦ Competition of Yoga Asana

✦ Demonstration of appropriate asana

✦ Discussion on the effects of yogasana

Task

✦ Refer the books and list the steps and outcomes of different Yoga Asana.

✦ Prepare games to engage body and mind

✦ Give a presentation of various factors of well being , anxiety and depression.

Unit V:

Practicum and Suggested Activities:

Postures made by body movements are Yoga asana, breathing exercises are pranayamaand motion less meditations (Continuous concentration) dhanaya. All Yoga practices are practicalbased on firm principles with the philosophical support of its outcomes.

✦ Sitting and meditative Asana : Sukhasana, Vajrasana, Siddhasana and Padmasana.Dandasana, Vakrasana, Ardha usttrasana, Sasakasana.stasana

✦ Asana in standing postures : Tadasana, Vrikshana, Garudasana Ardha chakrasana andArdha Katti Chakrasana, Trikonasana and Pada hastasana

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✦ Yoga Asana in Prone Postures : Bhujabgasana, Salabhasana, Makarasana

✦ Yoga Asana in Supine Postures : Setubandhaasana, Markatasana, Pavanamuktasana,Pada angustasana, Savasana.

✦ Pranayama : Bhastrika, Anuloma Viloma or Nadisodhan and Kapalbhati

✦ Bharamari

✦ Dhyana in Yoga Mudra

Mode of Transaction:

✦ Demonstration

✦ Play Way

✦ Competition

✦ Discussion

✦ Presentation

Task:

✦ Visit a Yoga Centre and write the activities conducted during a yoga session

✦ Demonstration Asana, Pranayama and Dhyana

✦ Compare and contrast any different types of School of Yoga.

Suggested Readings:

✦ B.K.S. IYENGAR : 1. Light on Yoga [Yoga Dipika], 2. Light on Pranayama, Harper Collinspublishersaryagang, New Delhi, India 2000.

✦ Chatterjee Tulsidas (1970), Sri Aurobindo’s Integral Yoga, Sri Aurobindo Ashram, Authorfrom 22, Bajuhibpur Road, W. Bengal.

✦ Philosophy & practice of Yoga- Swami Ramdev, Divya Prakasan

✦ Pranayama Rahasya- Swami Ramdev, Divya Prakashan

✦ I.K.Taimini (1973), Glimpse into Psychology of Yoga, Theosophical publishing house,Adyar, madras, India.

✦ H.R. Nagendra & T, Mohan, Patanjali Yoga Sutra, Swami Vivekananda Yoga Publication,Banglore, 2002.

✦ James Haughton Woods, The Yoga Systems of Patanjali, Motilal Banarsidass Publishersand New Delhi, 1998.

✦ Shri O. P. Tiwari: ASANAS: Why and How,Kaivalyadhama, linavla pune Dist. Maharasthra.

✦ Dainindin Yogabhyas, Acharya Balkrishna, Divya Prakashan, Haridwar, India.

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✦ Syllabus of Yoga Education, Acharya Balkrishna, Divya Prakashan, Haridwar.

✦ Yogasanas: A Teacher’s Guide NCERT, New Delhi, 1983.

✦ Yoga as Depth- Psychology and Para- Psychology (Vol I): Historical Background by Dr CT Kenghe,Bharata Manisha, Varanasi, India 1976.

✦ Swami Kuvalayananda and Dr. S L Vinekar YOGIC Therapy. Its basic principles andmethods, Ministry of Health, Govt of India, New Delhi. 1963.

✦ Yoga Protocol, AYUSH, GOI,21 June

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WORK AND EDUCATION

(FIRST YEAR)

Maximum Marks: 50Only Practicum

Area of Study: Other Value Added Courses for Holistic Development

Rationale of the Course:

The well-being and fulfillment of an individual’s potential is the common thread of thecomponents of Work and Education, Health Education, Fine Art and Creative Drama. Work andEducation is a space where working transcends vocational skills and aims to create a wholeexperience of being fully present and working with all of one’s faculties and being in relationshipwith others and nature. It encourages participative learning and aims for the all-round developmentof an individual so that he/she can make a positive contribution to society.

Course Objectives:

I. COGNITIVE DOMAIN:

Work and Education helps to:

✦ Identify an individual’s needs and those of his family and community in respect offood, health and hygiene, clothing, shelter, recreation and social service.

✦ Acquaint the individual with productive activities in the community.

✦ Know the sources of raw materials and understand the use of tools and equipmentin the production of goods and services.

✦ Understand scientific facts and principles involved in various forms of work.

✦ Understand the process of planning and organizing productive work.

✦ Understand individual role in productive situations.

✦ Understand the needs of a technologically advancing society in terms of productiveprocesses and skills.

II. PSYCHOMOTOR DOMAIN:

Work and Education helps to:

✦ Develop skills for the selection, procurement, arrangement and use of tools andmaterials for different forms of productive work.

✦ Develop skills for the application of problem solving methods in productive workand social service situations.

✦ Develop skills for greater productive efficiency.

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✦ Use creative faculties for devising innovative methods and materials.

III. AFFECTIVE DOMAIN:

Work and Education helps to:

✦ Develop respect for manual work and regard for manual workers.✦ Inculcate socially desirable values such as self-reliance, helpfulness, cooperativeness,

team-work, perseverance, tolerance, etc.✦ Develop proper work habits and values such as regularity, punctuality, discipline,

honesty, efficiency, love of excellence and dedication to duty.✦ Develop self-esteem and confidence through achievements in productive work and

services.✦ Develop a deeper concern for the environment and a sense of belonging,

responsibility and commitment to the society.✦ Develop awareness of socio-economic problem of the society.✦ Appreciate the utility of productive work and services to the community.

THEORY

✦ Work and Education– Definition, historical perspective, concept and objectives.

✦ Areas of Work and Education

✦ Instructional Methods

✦ Evaluation of Work and Education

PRACTICAL

Suggested Activities for Evaluation

✦ Field trip to vocational training institutes and submission of post-visit report.

✦ Preparation of scrap book

✦ Collage making

✦ Making best out of waste

✦ Model making

Activities for Evaluation:

✦ Cooking and nutrition with stress on local cuisine✦ Tailoring, stitching ,embroidery and knitting✦ Book binding✦ Printing on various material

✦ Organic farming

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Suggested Activities:

✦ Cleanliness and sanitation drive – Swatch Bharat Abhiyan

✦ Beautification of campus

✦ Plantation Drive

✦ Participation in various camps (e.g., Blood Donation, Aids Awareness, etc) organized byvarious Departments and NGOs

✦ Origami

✦ Cooking and nutrition with stress on local cuisine.

✦ Processing and preserving food including traditional method.

✦ Pickle making

✦ Role Play

✦ Puppet Show

✦ Mime games

✦ Sewing

✦ Cross Stitch

✦ Knitting

✦ Embroidery

✦ Nursery and gardening

Mode of Transaction:

✦ Hands –on activities

✦ Discussions and reflection

✦ Readings and reflection

Suggested Readings:

✦ NCERT. (2005). National Curriculum Framework. – Work and Education (pg 58 to 64). NewDelhi: NCERT.

✦ NCERT. (2006). Position paper on Work and Education (pg 58 to 64). New Delhi: NCERT.

✦ Sykes, M. (2009). The story of Nai Talim. New Delhi: NCERT.

✦ Illaiah Kancha. Turning the pot, tilling the Land: Dignity of Labour in our times. Navayana

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PEDAGOGY OF REGIONAL LANGUAGES (NEPALI/BHUTIA/LEPCHA/LIMBOO)FOR EARLY PRIMARY AND PRIMARY

(FIRST YEAR)

Maximum Marks: 100Theory: 60

Practicum: 40

Area of study: Curriculum and Pedagogic Studies

Rationale of the Course:

This course focuses on teaching of Bhutia/Lepcha/Limboo/Nepali at the lower primarylevel. The aim is to enhance the student teachers’ consciousness of providing a rich languageexperience for the learners’ cognitive linguistic development. Bhutia/Lepcha/Limboo/Nepalilanguages are taught as a second language in our state. The theoretical concept is to developthe learner’s skills and aspects of applied linguistics and linguistics pedagogy. The purpose isto equip student teachers with how to enable learners to process oral skills into reading andwriting with understanding. An important goal includes sustaining and translating multilingualawareness into meta-linguistic and meta-cognitive understanding of language that childrenwill experience inside the classroom. The student teachers will also be exposed to the differentpedagogical tools for the development of language abilities.

Course Objectives:

The course aims to enable the student teachers to:✦ Understand the interplay of language and society✦ Understand the context of mother tongue in society✦ Be aware of the provisions for the learning of local languages in the constitution✦ Develop cognitively advanced language abilitiesand cognitive abilities including meta

linguistic and metacognitive abilities among Bhutia/Lepcha/Limboo/Nepali languagelearners

✦ Equip them with different assessment and evaluation strategies✦ To understand why and how grammar should be integrated in the context and not taught

in isolation.

Units of Study:

Unit I: Social Context and Language

The unit focuses on the importance of language that the learner brings to the class of hisown mother tongue, and its importance within other school languages/multilingualism.

Student teachers may be encouraged to talk about their home language, how they acquireit and why it is important. Their beliefs about how this knowledge could be useful in school canalso form part of classroom discussions.

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✦ Nature of Language – First and second language acquisition.

✦ Objectives of teaching mother tongue - Role of mother tongue in child developmentand education, Linking home language with other school languages

✦ Oral literacy - Oral language development as foundational to the development of readingand writing.

✦ Elements of Bhutia/Lepcha/Limboo/Nepali – sound system, vocabulary, scripts, spelling,writing system

Unit II: Constitutional Provisions for the Development and Maintenance of RegionalLanguages

The unit provides a basic introductory on the position of regional languages within theIndian Constitution and its relevance in the curriculum process. The role of multilingualism inthe teaching learning process must form an important thread for a better understanding of thisunit.

Student teachers can work on analysing the position of regional languages vis-à-vis theEnglish language, both within and outside it. They must be introduced to reading of: PositionPaper on Teaching of Indian Languages; NCERT Syllabus of Language; Global EducationMonitoring Report UNESCO Feb 2016

✦ Three Language Formula✦ Language Policy of Sikkim✦ Multilingualism in the classroom –

✦ as a resource✦ challenges✦ Multilingual multilinguistic awareness -Theories of language transfer – BICS

and CALP and Language Interdependence Theory

Unit III: Developing Language abilities at the Primary Level

The objective of this unit is to understand the whole language paradigm. We want tochange the student teachers perspective that reading is a skill, decoding is reading, that it can belearnt beginning with the alphabet and words and larger words and phrases finally coming tomeaningful sentences and discourse We want them to understand that reading begins withmeaningful texts, reading is meaning making and it happens through various strategies likeprediction.Basically we want to move from a skill based, form focused approach to languagelearning to a process based meaning focused approach to language learning.

The student teachers must focus on enabling literacy processes rather than acquiringmere language teaching skills. This is a progression for the learners to be able to move fromoral to reading and writing with understanding.

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Teaching grammar within a context requires student teachers to understand that therecan be no language without grammar, grammar is part of everything we say, read or write.Achild makes meaning of the world, through listening and speaking. This meaning making is onvarious levels: Meaning level, Syntax level, Sound level. So the child is making hypothesisabout meanings in the language, grammar in the language, sounds of the language every timeshe hears and she is confirming this hypothesis every time she speaks or responds to what youare saying.

Developing Reading in the Classroom

✦ Introduction -foundational process of listening and speaking and their relationship withreading and writing.

✦ Approaches – Whole language approach to language learning;the Structuralapproach;Top down and Bottom up -the role of prediction in learning to read.

✦ Loud Reading and Silent Reading

✦ Reading with Comprehension (Global and Local Comprehension) - Guessing meaning;Inferential techniques, Identifying and locating main ideas, prediction, visualisation,questioning, inference, understanding themes.

✦ Stages - Pre reading, while reading and post reading

✦ Teaching Vocabulary within a context - word attack skills, word formation, synonyms,antonyms, using a dictionary

✦ Teaching grammar within a context.

Developing the Process of Writing✦ Linking reading with writing✦ Understanding writing as a process✦ Techniques of controlled and guided writing✦ Writing as a means of expression – Paragraph writing : descriptive, narrative, personal,

writing poems✦ Use of punctuation in writing

Unit IV: Assessing Language – Classroom processes

The unit deals with different assessment tools and techniques types within thecurriculum. Student teachers need to be able to identify specific objectives within tasks thatare to be evaluated.

✦ Understanding assessment for language learning✦ Class room processes and assessment: Observation, writing anecdotes, creating and

developing student portfolios, maintaining student profiles

✦ Designing rubrics for observation, giving feed-back

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Mode of Transaction:

✦ All activities must encourage experiential learning. Student teachers should be guidedto practice with the appropriate methods and materials.

✦ Teaching should incorporate authentic materials like comics, advertisements; songsand movies for the development of teaching language skills

✦ Using folk tales and locally available resources like ethnographic narratives and localdance and art forms.

✦ Incorporating teaching outside the time table: dramatisation, role-play, dramatic reading,recitation, wall magazine, etc. while linking language learning across the curriculum.

✦ Close and critical reading and analysis of various articles, texts and material of interest.

✦ In a group the student teachers could discuss various topics and try to share variedpractical ideas.

Assessment of student teacher should follow CCA and could include a variety oftechniques like: Peer and group assessments, self- assessment; portfolio and usingpresentations or written narratives. The student teachers could also be involved in creatingrubrics and checklists for assessment of their own tasks.

Suggested Practical Tasks and Assignment:

✦ Collect -✦ Autobiography of regional writers✦ Information on the development of local languages✦ Local folktales

Use the information to analyse discuss and draw conclusions, make class presentations,use folk tales to create plays

✦ Preparation of teaching learning materials using locally available resources: usingchildren’s literature and identifying language skills to teach.

✦ Visit and observe teaching methods/initiatives in neighbourhood schools, compare,analyse and prepare report.

✦ Collect folk literature for children, decorate it with folk art and hold an exhibition, talkshow, presentation involving the community.

✦ Edit written texts in terms of discourse features, syntax, morphology and writingconventions.

Readings for Discussion:✦ Agnihotri, R. (2006). Identity and Multilinguality : The Case of India. In A. Tsui, B. Tollefson,

& J. W, Language, Policy, Culture and Identity in Asian Contexts (pp. 185-204). NewJersey: Lawrence Erlbaum Associates.

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✦ Agnihotri, R. (2007). Towards a Pedagogical Paradigm Rooted in Multilinguality.International Multilingual Research Journal 1(2), 1-10.

✦ Berntsen, M. (2009). Teaching Early Literacy in Indian Languages. Learning Curve: IssueXIII.(38-40)

✦ Brown. H. Douglas, Brown. & Abeywickrama, Priyanvada. (2010) Language AssessmentPrinciples and Classroom Practices. New York: Pearson Education.

✦ Hughes. Arthur. (1990). Testing for Language Teachers. Cambridge : Cambridge UniversityPress.

✦ Jairam, K. (Director). (2006). Early Literacy Project [Motion Picture].

✦ Jairam, K. (2012). Towards a Conceptual Framework for Early Literacy: A Balanced andSocially Sensitive Approach. Language and Language Teaching. Vol 1, (32-39).

✦ Jingran, D. (Director). (n.d.). Multilingual Education [Motion Picture].

✦ Kumar, K. (1986). The Child’s Language and the Teacher. United Nation’s Children’s Fund.

✦ Mathew, J. (2003). The Origin of Literacy: Young Children Learn to Read. In J. Mathew,Drawing and Painting: Children and Visual Representation (pp. 142-154). London: PaulChapman Publishing.

✦ NCERT (2005). National Curriculum Framework, 2005. NCERT, New Delhi.

✦ NCERT (2006). Position Paper National Focus Group on Teaching of Indian Languages.NCERT:New Delhi.

Bhutia:✦ Lama, D.R. (1989). Language Teaching Materials Part I-II. Directorate of Education:

Government of Sikkim.

✦ Takchungtarpo, P.R. (1989). Language Teaching Materials Part I-II. Directorate ofEducation: Govt. of Sikkim.

✦ Takchungtarpo, Bhaichung. (2016).in textbook I-V. Directorate of Education: Governmentof Sikkim.

Limboo:✦ Kaila, Bairangi. (Nepali year 2018). Limboo-Nepali-English dictionary. (Nepali Rajkiya

Pragya Pratisthan, Kathmandu)

✦ Subba, B.B. (1983). Thangsing Yakthung Huppan Nu Itchap. Deptt. of HRD, Govt. ofSikkim, Gangtok.

✦ Subba, B.B. et al . (1989). Teaching Materials, Text Book Unit. Dept. of HRD, Govt. ofSikkim, Gangtok.

✦ Subba, Mohan. et al . (1997). SOUVENIR. Celebration Committee (1997) Teyonsi SirijongaBirth Anniversary, Gangtok.

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Lepcha✦ Lepcha, Adenmoo, D. (1980). ChhukpryomPunder. Directorate of Education: Government

of Sikkim.

✦ Lepcha, Kuntshudyangmoo. (1980). DW. Sung-norzot.

✦ Lepcha Sungdyangmoo, N.T. et al (1989). Language Teaching Materials.

✦ Lepcha, Thomas, P.C. (2011) Ringmom-un-aarey-sa-kong-tshok-pong. Gangtok:City Press

Nepali:✦ Khaniya Buddharaj, Adhikar Ramkumar, Dahal Biprahari (2066). Nepali Bhasashiksan.

Kathmandu:Jupiter Prakashak tatha Bitarak Pvt. Ltd.

✦ Lamsal Dr. Ramchandra, Gautam Basudev, Adhikari Ganeshraj (2062) :NepaliBhasashiksan. Kathmandu : Bhundipuran Prakashan.

✦ Nepal Dr. Ghanashyam (1994). Nepali Sahityako Parichayatmak Itihas. Gangtok:Janapaksha Prakashan

✦ Peeush Arjun(2015). Nari Aabha. Pokhreybong: Premful Prakashan,.,

✦ Parajuli Lakshmi Prasad (1995). Uttar Purv Bharitya Nepali Samaj Ra Sahitya. Siliguri:Sumeru Press.

✦ Prasad Panthi Devi (2049). Nepali Bhasa Parichaya. Sajha Prakashan

✦ Prasad Panthi Devi (2069). Bharitaya Nepali Sahityara Sanskriti Ko Jhalak. Rachana BooksAnd Publications:

✦ Sharma Dr. Puspa (2012). Sikkim ka Nepali Kavita : Bislesanra Mulyankan. Gangtok:Sahitya Sirjana Sahakari Samiti Limited.

✦ Sharma Shivraj (1994). Madhyamik Nepali Vyakranra Rachana. Modern DeepakPress:Varanasi.

✦ Subba T.B. Chandra (2008). Sikkim ka Pramukh Diwangat Shrastara Drastha. Gangtok:Kinar Prakashan

Suggested Readings:✦ Taylor, K. Eric. (2000). Using Folktales Cambridge: Cambridge University Press.

✦ Videoshttp://en.unesco.org/gem-report/if-you-don%E2%80%99t-understand-how-can-you-learn#sthash.Udq0MP6u.dpbs -recommendations of the global monitoring report

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PEDAGOGY OF ENGLISH LANGUAGE(FOR EARLY PRIMARY AND PRIMARY)

(FIRST YEAR)

Maximum Marks: 100Theory: 60

Practicum: 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course :

This course focuses on the teaching of English to learners at the elementary level. Theaim is also to expose the student teachers to contemporary practices in English LanguageTeaching (ELT). The course also offers the space to critique existing classroom methodologyfor ELT. The theoretical perspective of this course is based on a constructivist approach tolanguage learning. This course will enable the student teachers to create a supportiveenvironment which encourages their learners to experiment with language learning. The coursewill also focus on developing an understanding of second language learning.

Course Objectives:

✦ Equip student teachers with a theoretical perspective on English as a “Second Language(ESL)

✦ Enable student teachers to grasp general principles in language learning and teachingincluding second language learning

✦ To understand the various approaches and methods in ELT

✦ To understand young learners and their learning context, the psychology of the learnerand social attitudes which may affect second language learning.

✦ To grasp the principles and practice of unit and lesson planning for effective teachingof English.

✦ To develop classroom management skills; procedures and techniques for teachinglanguage.

✦ To examine and develop resources and materials for use with young learners for languageteaching and testing.

✦ To examine issues in language assessment and their impact on classroom teaching.

The course is designed to be very practical in nature and includes equipping the studentteacher with numerous teaching ideas to try out in the classroom. Of course, all practical ideas

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must be related to current theory and best practice in the teaching of young learners. It isimportant to make a constant theory-practice connection for the student teachers.

Units of Study:

Unit I: Issues of Teaching of English at the Elementary Stage

This first unit introduces student teachers to the nature of language and languagelearning with teaching of English as a second language along with factors that influence itslearning.

During the transaction of this unit it is necessary to involve the learners by talkingabout their language in the context of multilingualism and providing suitable illustrations aboutthe importance and influence of a language learning environment. Discussions can also be hadabout their beliefs on what is language and how language is learnt. This can include languagesthey learn at home and at school.

✦ The nature of language – Oral and written forms, learning and acquisition

✦ Principles of Second language acquisition : The Natural Approach (Krashen and Terrell,Pedagogy of Comprehensible input (Krashen);Cummins’ Language InterdependenceHypothesis and Bilingual Approach (BICS and CALP)

✦ Teaching English as a second language: developmental, socio-economic andpsychological factors.

✦ Issues of learning English in a multi-lingual/multi-cultural society: the multilingual natureof India, key factors affecting second language acquisition

✦ Collaboration in language learning; Zone of Proximal Development, Multiple Intelligences.

Activities:

✦ Observe a teacher teaching English in Class IV over five days. Write a detailedobservation.

✦ Design a questionnaire to find out the beliefs of the teacher regarding the following:How do children learn language? What does learning a language mean? How shouldlanguage be taught? Give the questionnaire to five teachers from different types ofschools and analyse the results.

✦ Read an article on language learning and think about how you would bring about changesin classroom practices.

Unit II: Understanding of Text Books and Approaches to the Teaching of English

The focus of the unit is the different approaches and methods that have historicallybeen part of teaching of English as a second language. It provides an understanding of how

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these have directly or indirectly influenced the structure of English textbooks and also theways in which English has been taught.

Student teachers may be allowed to share their thoughts about the different approachesand compare suitable methods they feel could enable successful learning of English within thecontext of our state. It can also include discussions on their own beliefs regarding learnerteacher roles.

✦ A historical view of English Language Teaching (ELT).

✦ Language learning approach in relation to practice (Methods):

✦ Structural view : Grammar translation method, audiolingual method, total physicalresponse, silent way

✦ Functional view : Communicative language teaching

✦ Interactional view: Task based teaching, whole language

✦ Nature and role of learners- different kinds of learners: young learners, beginners, socio-psychological factors affecting learning (attitude, aptitude, motivation, needs, level ofaspiration)

✦ Philosophy and guiding principles for the development of english textbooks. Selectionof themes and unit structure.

✦ Academic standards and learning indicators.

Activities:

Seminars, presentations, on various topics related to language and language pedagogy

Unit III: Classroom Transaction Process

It is extremely important to bear in mind that the aim of classroom transaction is to helpthe learners achieve literacy standards, and not to teach the whole text book. Attention mustbe diverted to the importance of a literacy environment, the processes involved in achievingliteracy and the challenges within the classroom.

✦ Listening and speaking in the class: seeing talk as valuable – reducing of teacher talk-time, using pair and group work meaningfully – creating opportunities for meaning makingincluding simple situational conversations/instructions/story-telling, teachingpronunciation, stress, rhythm & intonation

✦ Vocabulary development using pictures/ flow charts/word walls with words, phrases,sentences of everyday usage.

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✦ Defining Reading –Purpose, process, whole language approach, strategies, the micro-process of reading comprising individual, collaborative reading, extrapolating the text,graphic reading for the beginners- alphabetic method, phonetic method

✦ Literacy rich environment /Environmental print for literacy development – Role andimportance- in the community and classroom.

✦ The Modular transaction – Pre-reading, reading and discourse construction and editing

✦ What is Pre-reading – the objective/purpose, strategies – theme related interactionand production of oral discourses

✦ Post-reading- Objectives, Process of discourse construction, individual writing, refiningthrough collaboration, graphic writing for the beginners

✦ Genre based study to develop reading and writing – different genres, authentic texts,environmental print, literary genres, academic genres necessary for different subjects.Study and analysis of the genres used in subjects – layouts, formats (e.g. of a letter,observation record or record of an experiment), style and language, structures used.

✦ Editing the written discourses

✦ Publishing children’s products

✦ Dealing with textual exercises (vocabulary, grammar, study skills, project work)

Activities:

✦ Observations of children, presentations of mini case studies, debates on topics like‘Children learn language through imitation and repetition’ versus ‘Children acquirelanguage naturally by constructing it.’

✦ Story-telling and story reading, multilingual story telling.

✦ Creating interactive word walls on planned topics.

✦ Preparation of Reading Corners with age appropriate selection of children’s books andtypes of reading materials.

Unit IV: Planning and Material Development

Planning can be defined as “thinking in advance what is to be done, when it is to bedone, how it is to be done and by whom it should be done”. Planning involves setting objectivesand deciding in advance the appropriate course of action to achieve these objectives so we canalso define planning as setting up of objectives and targets and formulating an action plan toachieve them. This unit requires the teacher student to look at planning within a formal learningsetting and creating favourable conditions within it by exercising judicious use of time, findingappropriate materials and most importantly by creating alternatives. The student teachersmust be provided opportunities to examine the materials and self -reflect on their ownpreparedness.

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✦ Introduction- What is planning, its importance

✦ Year plan, Unit plan and Period plan, Teacher reflections

✦ Material development, preparation of material for young learners

✦ Developing and trying out various resources, techniques, activities and games forlearning English

✦ Text analysis of school text books for English – state-produced and by private publishers

✦ Analysing and reviewing teaching-learning material

Activities:

✦ Critical examination of lesson plans prepared by teachers using different approachesof language learning and teaching.

✦ Preparation of year, unit and period plans.

✦ Conducting workshop for preparation of materials for young learners

Unit V: Learner Assessment

Assessment should always be based on clear pedagogical objectives (i.e. what exactlylearners should learn) and that should be communicated to the learners. Pedagogical objectivescan be very different. The various assessments that form part of language learning and teachingare included in this unit along with how achieved outcomes can help the teacher and thelearner.

✦ Review of current assessment procedures

✦ What is ASSESSMENT - Why, How and When; Continuous and ComprehensiveAssessment

✦ Formative assessment- assessment “as learning” and assessment “for learning” – toolsand strategies; evidences of assessment;

✦ Summative assessment – tools, assessment of learning, recording assessment

✦ Grading indicators for formative and summative assessment while integratingassessment with teaching learning processes.

✦ Recording and reporting.

✦ Assessment and feedback.

Activities:

✦ Analyzing formative and summative question papers: Observation and recording forStudent profiles,

✦ Analyzing answer scripts of learners

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✦ Critical examination of grading indicators

✦ Assessing speaking and listening - using interviews, story telling, retelling.

✦ Assessing writing skills – constructing/ using rubrics

✦ Assessing reading comprehension – global and local

✦ Review current assessment procedures- dictation, close questions and answers –utilization of feedback.

Assessment of student teacher assignments should follow CCA and could include avariety of techniques like: Peer and group assessments, self- assessment, portfolio and usingpresentations or written narratives. The student teachers could also be involved in creatingrubrics and checklists for assessment of their own tasks.

Mode of Transaction:

✦ Classroom discussions for developing conceptual understanding.

✦ Close reading of text material

✦ Individual and group presentations

✦ Theoretical and practical activities/exercises

Readings for Discussion:

✦ Agnihotri, R.K. & Khanna, A.L. (eds.) (1994). Second Language Acquisition. NewDelhi:Sage Publications.

✦ Browne, A. (2007). Teaching and Learning Communication, Language and Literacy.London, UK: Paul Chapman, 175-210.

✦ Ellis, G. and Brewster, J. (2002). Tell it again! The new Story-telling Handbook for Teachers.British Council.

✦ Fogarty, R. (2006). Literacy Matters: Strategies Every Teacher Can Use. USA: CorwinPress pp. 59-62.

✦ Freeman, Diane-Larsen. (2000). Techniques and Principles in Language Teaching. Oxford:Oxford University Press.

✦ Krashen, S. (1982). Principles and Practice in Second Language Acquisition. PergamonPress Inc.

✦ Morgan, J & M.Rinvolucri. (1983)Once Upon a Time: Using Stories in the LanguageClassroom. Cambridge: Cambridge University Press.

✦ NCERT (2005). National Curriculum Framework, 2005. New Delhi: NCERT

✦ NCERT (2006). Position Paper National Focus Group on Teaching of English. New Delhi:NCERT.

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✦ NCERT (2008). Sourcebook on Assessment for classes I to V. New Delhi: NCERT.

✦ NCERT. (2015). Continuous and Comprehensive Evaluation: Exemplar Package for UpperPrimary Stage in English. New Delhi: NCERT.

✦ Richards, J. C and T.S. Rogers. (1986)Approaches and Methods in Language Teaching.HawaiMaroo: Cambridge University Press.

✦ S. Vygotsky, L. (1978). Mind in Society. Harvard University: Cambridge University Press.

✦ Sahi, J. &Sahi, R. (2008). Learning through Art. Eklavya:Bangalore, 125-137.

✦ Scott, W.A. &Ytreberg, L.H. (1990). Teaching English to Children. London: Longman.

✦ Slatterly, M. & Willis, J. (2001). English for Primary Teachers: A Handbook of ActivitiesandClassroom Language. Oxford: Oxford University Press.

✦ Tickoo, M. L. (2005).Teaching and Learning English. New Delhi: Orient Longman PrivateLimited.

✦ Wyse, D. & Jones, R. (2001). Teaching English, Language and Literacy. New York:RoutledgeFalmer, pp. 169-175.

Suggested Readings:

✦ Amritvalli, R. (1999).Language as a Dynamic Text: Essays on Language, Cognition andCommunication. Hyderabad: Allied Publishers.

✦ Anandan, K.N. (2006). Tuition to Intuition. Transcend: Calicut.

✦ Bansal, R. 2., & Harrison, J. B. (1972)Spoken English in India. Madras: Orient Longman.

✦ Brewster, E. Girard, D. & Ellis, G. (2004). The Primary English Teacher’s Guide. Penguin.

✦ Brown, H. Douglas, Brown. &Abeywickrama, Priyanvada. (2010)Language AssessmentPrinciples and Classroom Practices. New York: Pearson Education.

✦ Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CambridgeUniversity Press.

✦ Coombe,Christine, Folse, Keith &Hubley, Nancy. A Practical Guide to Assessing EnglishLanguage Learners. Ann Arbor: The University of Michigan Press.

✦ Curtain, H.A. and Dahlberg, C.A. (2004). Languages and Children: Making the Match.Boston: Pearson.

✦ Hughes. Arthur. (1990). Testing for Language Teachers. Great Britain: CambridgeUniversity Press.

✦ Maley, A. and A Duff. (1991).Drama Techniques in Language Learning: A Resource Bookin Communication Activities for Language Teachers. Cambridge: Cambridge UniversityPress.

✦ Nunan, David. (1988). Syllabus Design. Oxford: Oxford University Press.

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✦ Nunan, David.(1991). Language Teaching Methodology. London: Prentice Hall.

✦ Richards, Jack, C. (2001). Curriculum Development in Language Teaching. Cambridge:Cambridge University Press.

✦ Richards, Jack, C. & Rodgers, Theodore, S. (2010). Approaches and Methods in LanguageTeaching. UnitedKingdom: Cambridge University Press.

✦ Sinha, S. (2000). Acquiring Literacy in Schools.” A Symposium on Working a Frameworkon School Education493.

✦ Tomlinson, B. (Eds.) (1998). Materials Development in Language Teaching. UnitedKingdom: Cambridge University Press.

✦ Ur, Penny. (2007). Teaching of English. London: Cambridge University Press.

✦ V.Saraswathi. (2006). English Language Teaching. Orient Longman Private Limited.

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PEDAGOGY OF MATHEMATICS LANGUAGE(FOR EARLY PRIMARY AND PRIMARY)

(FIRST YEAR)

Maximum Marks: 100Theory : 60

Practicum : 40Area of Study: Curriculum and Pedagogic Studies

Rational of the Course:

A young learner starts using mathematical language, symbols while doing systematicform of mathematics. Furthermore, they must develop understanding and thinking in abstraction,generalization, estimation, quantification, mathematical way of reasoning, when they are taughtconcepts in the classroom. A teacher must be aware of these processes with conceptualknowledge, the teaching techniques and all other aspects of learning mathematics. This papergives a deeper insight into the fundamental domains of mathematics which require developingalgebraic thinking, visualization of space, number sense and data handling.

For decades, mathematics has been indispensable subject in the elementary schools ,but it has unable to create much significant space in the life of children .Children struggle torelate their preschool mathematical knowledge with the systematic mathematic taught in theclassrooms, and end up in conflict. In order to check this, teachers must understand not onlymathematic per say but also processes of learning mathematics used by children while doingmathematics. Engagement with this paper will make prospective teachers aware of thepedagogical alternatives that have to be taken in alignment to nature of the subject and childlearning processes. This paper will enable them to use prior mathematic knowledge of childrenwhile teaching, dealing with their errors and thus will help to bridge the prevalent gaps in thestudent’s mind to promote independent learning.

When children come to school, they are already familiar with mathematics and areusing it in their own ways. In school they come across a systematic treatment of mathematicwhich at times is in conflict with their internalized processes. It is important for teachers tounderstand these conflicts and differences for effective learning.

In the position paper produced by the national focus group on teaching of mathematic(NCERT, 2006) it was said “Mathematics education relies very heavily on the preparation thatthe student teachers has, in her own understanding of mathematics, and in her bag of pedagogictechniques”. Every student teachers needs it develop his/her understanding of mathematicsafresh from the point of view that takes in account the processes in which learning takes placein children’s mind. Student teachers need to be aware of the ways in which students think sothat they can design and adapt their teaching approaches to deal with the alternative conceptionof mathematical knowledge of young learners.

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The aim of the course is to sensitize prospective teachers that, not only do they need toreflect on their own knowledge of mathematical content taught at primary level but they alsoneed to connect to children and their experiences. Engagement with this course should enableprospective teachers to learn and reflect on what research has to say about children and theirmathematic education and use it to promote learning.

Course Objectives:

✦ To enable student teachers to develop deeper insights into content areas of mathematicat the primary level.

✦ To make student-teachers aware of factors that impact on the process of acquisition ofmathematical knowledge.

✦ To sensitize student teachers about the ways in which children respond to mathematicalknowledge.

✦ To help student-teachers develop skills, have deeper insights, acquire appropriateattitudes, and learn effective strategies that promote effective children’s learning.

✦ To build student teacher’s confidence in learning and teaching mathematics meaningfully.

✦ To develop skills and understanding in student teacher’s about mathematical conceptsmainly related to number and space and use it with children while teaching.

✦ To make them enable to think and reason mathematically.

✦ To make them able to pursue assumptions to their logical conclusion and use it withstudents in the classroom.

✦ To equip them with knowledge and skills that helps them in designing appropriateactivities teaching learning material (TLMs) for children.

The unit have been conceptualized to help prospective student teachers to understandthat student’s learning is dependent on the learning of the content by the teacher as well asthe ways children perceive and respond to mathematical knowledge.

Units of Study:Unit I: Introduction to Mathematics Mathematics is the study of topics such as quantity (Numbers), definition and languageof mathematics. Importance and place of mathematics in school curriculum, utilitarian valueand cultural value with an emphasis on its relationship with other subjects.

✦ What is Mathematics and where it is found in life?

✦ Why we teach Mathematics?

✦ Aspects of Mathematics: Concept, process, symbol and language (computing, problemsolving, reasoning and communicating).

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✦ The relationship between mathematics and the spoken language and its importance inearly mathematical development.

✦ Enjoying teaching and learning of mathematics (engaging with stereotypical notions i.edifficult, fearful and vague).

Suggested Practicum Task & Assignments:

Task 1Write an assignment “Different examples from our daily life and other subject areas-

science, environmental studies and languages in which the knowledge of mathematics isneeded.”

Task 2“The minimum level of learning after class V in different branches of mathematics for

pursuing studies in higher classes”. Give yours proper justification.

Unit II: Mathematics: Teaching Principles and Teaching Methods

This unit consists, concept formation in mathematics-Piagetian stage of numberdevelopment, learning is the discovery of the personal meaning and its makes use of method ofteaching in the form linguistics and logical thinking.

✦ Understanding the learners.

✦ Understanding the learning processes.

✦ Learning and teaching errors.

✦ How children learn mathematics.

✦ Method of mathematics learning and teaching (Induction & deduction, specializationand generalization).

✦ Theories of Mathematics Education.

Suggested Practicum Task & Assignments:

Task 1To suggest and explain the method chosen for teaching a particular topic in mathematics

from class V.

Task 2Choose any one topic of mathematics from primary classes and recognize the including

facts, concepts, generalizations and process.

Unit III: Counting, Numbers and its Operations

From this unit, the students is taught explicit number counting strategies for basic ideaup to the starting numbers while keeping a running tally numbers counted up on his or herfingers. Also concept of numbers, numeral, digits place and face value, different operations.

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✦ Pre-number concepts (one- to-one correspondence, counting systematically).

✦ Understanding counting numbers and re-presentation of numbers.

✦ Numbers, numerals and digits.

✦ Count, order, compare, read and write numbers, understand face value and place value.

✦ Mathematical operations on numbers (Addition, Subtraction, Multiplication and Divisionusing whole numbers).

✦ Concept of Fractions and its Re-presentation (Addition, Subtraction, Multiplication andDivision).

✦ Decimal numbers (Addition, Subtraction, Multiplication and Division).

✦ Measurement (Intuitive idea of size and dimension; measuring length-nonstandard andstandard units, measuring area and its units, volume and its units, weight as a meansof comparison and unit of weight, measurement of time and its units).

✦ Data handling (Classifying, data collection, pictorial and symbolic representation,organization and analysis).

Suggested Practicum Task & Assignments:

Task 1

While solving the problems and detecting the errors, the student teachers will planremedial measures for eliminating mistakes.

Task 2

Student teachers will measure the length and breadth of their football ground and findthe area and length of diagonals of the ground.

Task 3

Student teachers will measure the length, breadth and height of their class-room andfind the volume of the class-room.

Unit IV: Geometrical Shapes and Pattern

In this unit student teachers will know about geometrical shapes, their sizes andproperties. Student teachers also study the use of geometrical shapes and their properties increating , extending and understanding of patterns.

✦ Spatial sense (concepts of traditional geometry, including an ability to recognize, visualize,represent and transform geometric shapes)

✦ Types of Shapes –2D & 3D (Understanding of Shapes-definition and their properties,lines and angles, triangle, quadrilaterals, cuboids).

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✦ Pattern (Definition, need and types, understanding of patterns in numbers and shapes).

Suggested Practicum Task & Assignments:

Task 1

Student teachers collect a “Tetrahedron” and verify Euler formula.

Task 2

Student teachers will make three patterns of geometrical shapes.

Unit V: Understanding of Textbooks and Pedagogy

In this unit, text books and pedagogy both are easier for both learners and teachers,who are learning mathematics. It is a way to understand teaching and early findings from astudy of mathematics textbook.

✦ Philosophy and guiding principles for the development of Mathematics textbooks.

✦ Textbook (Understanding its pedagogical intent, learning to transact it in classrooms).

✦ Academic standards and indicator of learning.

✦ Manipulative (Description, role and usage in teaching and learning).

Suggested Practicum Task & Assignments:

Task 1

The Student teachers will prepare a chart, list of teaching indicators from their primarylevel text-books.

Task 2

The Student-teachers will prepare a list teaching learning materials ( visuals and workingmodels) required to transact the content.

Unit VI: Classroom Assessment, Planning and Evaluation

In this unit, Classroom assessment can help teachers plan implements effectiveinstruction and to accurately assess and evaluate technology use within a system, leadersneed clearly defined its goals.

✦ Assessment (Form of assessment, oral and written-usages and transaction).

✦ Assessment of conceptual understanding and mathematical reasoning.

✦ Teaching Readiness: (Planning of teaching mathematics, Year plan, Unit plan and Periodplan).

✦ Continuous and Comprehensive Evaluation(CCE/CCA)-( Assessment for learning,Assessment of learning, Formative Assessment and tools, Summative Assessment,

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weightage tables, feedback and reporting procedures, records and registersmaintenance) .

Suggested Practicum Task & Assignments:

Task 1

The Student teachers will prepare a year plan of mathematics from class-V.

Task 2

The Student teachers will prepare a format for conducting Formative Assessments ( FA 1, FA 2,FA 3 & FA 4) of class-IV.

Mode of Transaction/Activities:

All the six unit of this course to be transacted to the students teachers by the TeacherEducator through various approaches and techniques based on “Activity Based TeachingApproaches”.

✦ Prospective teachers to be engaged in discussions on observed children’s work in orderto acquire an understanding how children respond to mathematical knowledge.

✦ Prospective teacher in groups develop concept maps to understand linkage andrelationship between various mathematical concepts and imbibe the importance of teamwork.

✦ Reading of text (suggested as discussion) with dialogue to understand theory from thepoint of view of issues raised.

✦ Collecting historical samples of mathematical knowledge (such as ways to multiply indifferent cultures) and reflecting on them.

✦ Visit the local community and understand mathematical practices of the local communityand how they connect to the school mathematics.

✦ Preparing mathematical models, particularly geometric.

✦ Discuss and prepare activities, resources that engage all children, including differently-able children.

✦ Critically examining teaching-learning materials through presentations.

✦ Observing classes and critically examining lesson plans.

✦ Co-operative learning strategies.

✦ Small group discussion.

✦ Lecturer- cum-demonstration methods.

✦ Team work and project based learning.

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✦ Learning materials followed by discussion method.

✦ Workshop on preparation and presentation of “Teaching Learning Materials”

✦ Reviewing teaching-learning materials followed by discussion and presentationmethods.

✦ Reviewing assessment tools followed by group discussion and presentation methods.

More Suggested Practicum:

Classroom participation, individual and group assignments, presentation, projects/ fieldexperience, observation records, mathematics practical note book, teaching models,mathematics quiz, designing, creating and transacting etc.

Readings for Discussion:

✦ Teaching of mathematics at Elementary level,Part-1. Dr. D.P.Singh and R.K.Miglani

✦ Ediger, M. (2011). Teaching Mathematics in Elementary Level. Discovery PublishingHouse.

✦ Mishra, L(2008). Teaching of mathematics. APH Publishing corporation

✦ NCERT (2005). National Curriculum Framework 2005. New Delhi: NCERT

✦ NCERT (2005). Position paper on Mathematics Education 2005. New Delhi: NCERT

✦ Haylock,D.(2006). Mathematics Explained for primary teachers. Sage: New Delhi.

✦ Srinivasan, P.K. Math Club Activities Arvind Gupta’s toy book Gallery. http;//gyanpedia.in/tft/Resources/books/pkshindu.pdf

✦ Zevenbergen, R, et al (2005). Teaching Mathematics in primary Schools.

Suggested Readings:

✦ Teaching of Mathematics for primary school child BES-009, IGNOU-2012.

✦ IGNOU(1996). Teaching of Primary Education (AMT-01-05) 1996, New Delhi:IGNOU

✦ IGNOU(2002). Different Aspects of Learning Mathematics(LMT 01-05)2002, New DilhiIGNOU

✦ Kapoor,J.N.(1988). Vidhyalaya ganit ke liye samprayog. New Delhi :Arya Book depo

✦ NCERT(2005) national Curriculum framework 205, New Delhi, NCERT

✦ NCERT(2005) . Position paper on mathematics Education 2005, New Delhi :NCERT.

✦ Saxena, K.K.(2008). Ganit shikshan, University Book House

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PEDAGOGY OF ENVIRONMENTAL SCIENCE(FOR EARLY PRIMARY AND PRIMARY)

(FIRST YEAR)

Maximum Marks : 100Theory: 60

Practicum: 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:

Environmental Studies is concerned with the exploration, investigation and developmentof an understanding of the natural, human, social and cultural dimensions of local and widerenvironments. It provides opportunities to engage in active learning, to use a wide range ofskills, and to acquire open, critical and responsible attitudes. The National Policy on Education,1986 and the subsequent educational policies like National Curriculum Framework for SchoolEducation (NCFSE) 2000, National Curriculum Framework (NCF) 2005, and Andhra Pradesh ScienceCurriculum Framework (APSCF) 2011 have given Environmental Studies (EVS) an explicit placein school education. EVS at the primary education is introduced as a composite area of studywith insights drawn from sciences, social sciences and environmental education and visualizedas “child-centered”. The main aim of this course is to prepare student-teachers for the currentchallenges in elementary education and to equip them with theoretical and practicalunderstanding of the nature and content of the subject. This course provides an opportunity forthem to understand the philosophical and epistemological basis of EVS as a composite area ofstudy that draws upon sciences, social sciences and environmental education. It will help themto correlate their theoretical understanding related to child’s learning with classroom processesand interaction, leading to better understanding and effective classroom transactions. Thiscourse also provides opportunities to understand and explore children’s ideas which will helpthem to revisit and challenge their own conceptual understanding, identify preconceptions andadvance towards better understanding. This course along with the course in ‘Child Development’will help the future teachers gain a deeper understanding of the ways in which children makesense of their world and these insight will enrich their classroom teaching and learning.

The main aim of this course is to prepare student teachers who understand thephilosophical and epistemological basis of Environmental Studies as a composite area of studythat draws upon sciences, social sciences and environmental education. They should be ableto ground their classroom transaction in the theoretical understandings related to child’s learningthat they acquire during the course. The content related to concepts in science and socialscience is embedded within the paper. As student teachers understand children’s ideas, it isalso an opportunity for the teacher educator to help them revisit and challenge their ownconceptual understanding, identify misconceptions and advance towards a better understanding.

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Course Objectives:

✦ To help student teachers understand the scope of EVS and internalise differentperspectives of curriculum organization.

✦ To facilitate student teachers to probe children’s ideas in science and social science

✦ To prepare student- teachers to plan for and carry out classroom at the level of lowerprimary level( Class I-V)

✦ To prepare teachers to practice appropriate methods and approaches of teachingenvironmental studies emphasizing child centred and child friendly experience based,activity based and competency based approaches to teaching.

✦ To prepare student-teachers to assess children’s learning using different pathways.

✦ This course along with the courses in Child Studies and Contemporary Studies will helpthe future teachers gain a deeper understanding of the ways in which children makesense of their physical and social environment and this insight will enrich their classroomteaching and learning.

✦ Planning and organising learning environment in EVS using experiential and field baselearning techniques/strategies.

✦ Integrating environmental education with other study areas at the school level

✦ Developing and using appropriate assessment tools for assessing learning in EVS.

✦ Identifying locally available resources related to EVS.

✦ Differentiating among education in the environment, education about the environmentand education about the environment and education for the environment

Units of Study:

Unit I: Understanding EVS/ Concept of EVS

It helps to equip the student teachers with the knowledge of his /her immediateenvironment and the role of the environment in shaping the life of a child. This unit also describesthe different perspectives of EVS.

✦ Meaning, Scope and importance of EVS, Objectives of teaching EVS at the primarylevel.

✦ Understanding environment: Types of environment – Physical, and Biological, Naturaland Human made, socio-cultural, Interaction of all these- environment which play therole in shaping the individual – Interdependence, Interrelationship of different typesof environment and their impact upon each other.

✦ Environment and the Child: Importance of environment in bringing the all-rounddevelopment of the child, a child’s inherent desire to make sense of the environment in

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which he or she lives. and to help to understand the world through his/her ownobservation and experience

✦ Role of the environment in child’s learning – helping the child to understand his/herimmediate environment.

✦ Understanding different Perspectives on EVS: NCF-2005 on inclusion of EVS at the primarylevel.

✦ Understand of EVS as an Integrated Approach.

Unit II: Understanding Children’s Ideas

Helps the student teachers to understand the ways through which the children learnand understand his/ her immediate environment. How cognitive growth of a child takes placeand the importance of constructivist approach in helping the child to explore him/ herself andhis/her environment in which he /she lives.

✦ How Children learn?

✦ How EVS helps the child to explore self, neighbourhood , state and the nation.

✦ To bring Cognitive Growth of Children to the Development of Concepts throughConstructivist Approach (Piaget’s)

Unit III: Understanding of Textbooks and Pedagogy

Makes the student teachers aware of different methods and approaches to teachingEVS at the primary level. To understand the need of the children and how to develop variousskills among them. To analyse and discuss text books at the primary level and to give suggestionsfor its improvement.

✦ Child Centric Activity Based classroom. activities like observation of immediate naturalenvironment in which the child lives, role play, dramatisation to sensitise the issuesrelated to pollution, waste management etc., nature walk, to observe plants, animals,vegetables etc to develop various skills, drawing, singing to develop skills among thechildren.

✦ Methods of teaching EVS at primary level (Play way, storytelling, observation,experimentation, problem solving, project method and other innovative methods).Classroom based methods- Lecture session, concept mapping, group discussion.

✦ Brain storming.

✦ Education in the environment, Education about the environment, and Education for theenvironment.

✦ Outdoor methods- Observation, critical thinking, demonstration, experimentation,inquiry, resource mapping, games, survey and interview, field visits, nature trail, EEAction Projects.

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✦ Creative expressions - Debate, arts and crafts, play building, creative writing,storytelling, role play, puppet show, teaching media and materials.

✦ Understanding need of the children and development of various skills through simpleexperiments, observations, classification,group discussions, survey, experimentationsand other innovative practices.

✦ Field Experiences ( Industrial tour, religious visits and other relevant places).

✦ Use of films, videos like Introduction to Environmental Studies in EVS classroom.

✦ Understanding philosophy and guiding principles for the development of EVS textbooks,review and analysis of textbooks.

✦ Discussions on indicators of learning.

Unit IV: Planning for Teaching EVS and Teaching Learning Materials

Helps the student teachers prepare a lesson, teaching-learning materials according tothe level of a child. It will make them aware of different types of teaching –learning materials.

✦ Meaning and importance of Lesson Plan.

✦ Preparation of a Unit Plan (All Contents term 1 and term II )

✦ Preparation of Teaching Learning Materials.( Resource Pool of Materials

✦ Locally available materials · Audio-visuals and electronic materials

✦ Science Kit , library, types of resource materials for EVS transaction,

✦ Identifying locally available resources

✦ Human and material and using them for transaction

✦ Identification, collection, creation and maintenance of teaching learning resources print,non-print and AV materials in EVS

✦ Developing contextualized Teaching Learning Materials in EVS and creating

✦ Environmental Resource Corners

✦ Creating a Reading Corner.

✦ Use of print, non-print and Audio-Visual materials.

Unit V: Classroom Planning and Evaluation

Helps the student teacher to prepare a lesson according to the level of the child. Itgives them knowledge of framing different types of questions to test the educational objectives.It will help the student teacher to understand the importance of continuous and comprehensiveevaluation.

✦ Continuous and Comprehensive Evaluation: Concept, importance

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✦ Assessment and evaluation : Definition, need and importance.

✦ Different ways of assessment and reporting.

✦ Types of question paper, long type, short type, very short and objective type .

✦ Qualities of a good question paper.

✦ Preparation of Blue Print of a reflective question to test Educational objectives(Knowledge, Understanding, Application and Skill)

✦ Preparation of selection of a reflective question paper based on the Blue Print of thequestion paper.

✦ Mode of assessment, model & charts, group work, worksheets, group discussion, Scienceactivities, written test, assignment

Practicum Task & Assignments:

✦ Read and collect information about the type of climatic conditions that is found in yourstate Sikkim. Example alpine region, region, region with temperate climate etc. Discussin the class.

✦ Observe different physical feature of Sikkim and its impact in the lives of the people ofSikkim. Example how different physical features affect the life of people socially,economically, culturally.

✦ Prepare a seminar on “Rich Bio-diversity of Sikkim and the initiative taken by thegovernment for its conservation and preservation”.

✦ Collect information and compare and contrast between the kind of farming that isfollowed in Sikkim and in what way it is different from other types of farming example inSikkim people follow terrace farming whereas in plain regions of India it is different.

✦ Discuss with the teachers, elder members of your locality, libraries to find out thegreat personalities of your state and write a short report. mention the name periodwhen he or she made a contribution for your state, main area of work.

✦✦✦✦✦ Prepare a reflective report on the impact of Swachh Bharat Abhiyan in Sikkim. Give yoursuggestions to keep the surroundings clean.

✦✦✦✦✦ Collect information about the place, schools in Sikkim where people have followed waterharvesting system, measures they have taken for this project and its benefit in the lifeof people.

✦✦✦✦✦ Visit nearby garden, try to find medicinal plants, and prepare a herbal garden in yourschool or institution. Write the uses of those plants.

✦ Organizing eco clubs, eco exhibitions, nature walk, guest talks, environmental quiz,visit to a garden/near by village and developing wall magazines to develop awarenessamong the students about the importance of environment for survival.

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✦ Visit the sanctuary and observe local plants, animals and birds. Visit the sites ofenvironmental significance and write measures to protect them.

✦ Study of eco-systems in the immediate environment.

✦ Visit nearby places in your locality and collect specimens of butterflies, insects, plantsand give your ideas on how these can be protected.

✦ Preparing posters, drawings, news paper clippings on any topic or issues related toenvironment. Example endangered species like Himalayan Black Bear, some plants etc.

✦ Competition on creative expressions on preservation of rich bio-diversity of Sikkimthrough puppetry shows, songs, stories, rhymes, comics, essays.

✦ Planning and organizing eco club.

✦ Organizing drama, skit on the issues related to environment.

Mode of Transaction:

Observation, interaction, discussions, debate, critical reading of select texts, films,documentaries, videos - discussions and reflections based on them. Dialogues/groupdiscussions questioning, group, Individual activities field visits to industries, religiousinstitutions etc to develop skills of understanding concepts related to environment. Classroombased activities and field based experiences.

Readings for Discussion:

✦ Jaithirtha, Kabir (2003). Relating with the Earth: an exploration of the possibilities inteaching Geography. Journal of the Krishnamurti Schools.

✦ NCERT (2005). Syllabus for Elementary Classes- Volume I. NCERT: New Delhi. 111 Diplomain Elementary Teacher Education (D.El.Ed.) Programme. Orr, D.W. (2007). Is EnvironmentalEducation an Oxymoron? Journal of the Krishnamurti Schools.

✦ Phatak, K. (2009). Walks: to nurture the Natural. Journal of the Krishnamurti Schools.http://www.journal.kfionline.org/article.asp?issue=13&article=3. Seminar Proceedings(1995-96). Seminar on EVS organized by Vidya Bhawan, Udaipur.

✦ Sarabhai, V.K. et.al. (2007). Tbilisi to Ahmadabad– The Journey of EnvironmentalEducation: A Source book, Centre for Environment Education: Ahmedabad.

✦ Driver, Rosalind, et. al. (2006). Making Sense of Secondary Science: Research into

✦ Children’s Ideas. Routledge Falmer: London Introduction pp.1-13; Chapter 1, pp.17.25; Chapter 12, pp.98-103; pp. Chapter 13, pp. 104-111.

✦ Guesene, E. and A. Tberghiem (1985). Children’s Ideas in Science, Open UniversityPress:Milton Keynes.

✦ Piaget, Jean (1930). The Child’s Conception of Physical Causality. Kegan Paul, Trench,Trubner & Co. Ltd: London Chapter. 1 pp. 3-31; Chapter 5. pp.114-132.

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✦ Harlen, W. and J. Elstgeest (1998). UNESCO Source Book for Science in the Primary

School. NBT: New Delhi.

✦ NCERT (2008). Source Book on Assessment for Classes I – V, Environmental Studies.

NCERT: New Delhi.

✦ NCERT (2008). Source Book on Assessment for Classes I–V. Chapter 2: EnvironmentalStudies. NCERT: New Delhi.

✦ Diploma in Elementary Teacher Education (D.El.Ed.) Programme 112

School Textbooks

✦ NCERT (2007). Looking Around Environmental Studies, Textbooks for class III-V, NewDelhi.

✦ EVS Text Book, Sikkim Edition, Human Resource Development Department

Suggested Readings:

✦ NCERT (2005). National Curriculum Framework. New Delhi: NCERT.

✦ NCERT (2005). Syllabus for Elementary Classes, Volume I. New Delhi: NCERT.

✦ NCERT (2007/2013). Looking Arround Us, EVS Textbooks (3-5), New Delhi: NCERT.

✦ NCERT (2008). Source Book on Assessment for Classes I–V, Environmental Studies, NewDelhi.

✦ SCERT (2012/2013). We-Our Environment, EVS Textbooks (3-5): Andhra Pradesh.

✦ UNESCO (1988). Games and Toys in Teaching of Science and Technology: UNESCO.

✦ UNESCO (1990). An Environmental Education Approach to the Training of Middle.

✦ Ecology and Environment, P.D.Sharma, Rastogi Publications, Meerut.

✦ Elementary school Science & How to teach it By Blough & Schwartz.

✦ Environmental Science By Jyothi Sinha & Avdesh Bharadwaj.

✦ Environmental Science Education By Panneds, A. Pannerselvam, Sterling publishers,pvt. Ltd.1996.

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CHILDREN’S PHYSICAL AND EMOTIONAL HEALTH, SCHOOL HEALTH EDUCATION

(FIRST YEAR)

Maximum Marks : 50Theory: 10

Practicum : 40Area of Study: Other Value Added Courses For Holistic Development

Rational of the Course:

This course is designed to be one component of a practicum and theory course to becovered in both years of study. It offers the scope to engage critically with systems and practicesrelated to health education and health of children and school health. Two sets of practicumprovided for the first and the second years of study. The rationale, aims and objectives of thispracticum presented below refers to both practicum and theory courses.

The relationship between education and health forms the core rationale behind thiscourse. While the role of education on health has been widely acknowledged, the impact ofhealth on education is often not recognized adequately. This course unfolds the reciprocalrelationship between health and education. Health is a necessary condition for learning apartfrom being a basic right of every child. Enrolment, retention, concentration and learning outcomesin the classroom have a strong linkage with a child’s physical and emotional health.

A holistic understanding of health implies a perspective on health that is not merelyfreedom form germs and disease but an understanding of the social, economic, mental/emotional and physical aspects of health. It becomes essential for the teacher to locate thesocial determinants of health and to root any health communication/ education in the socio-economic and cultural context of the child. This forms an essential foundational and theoreticalcomponent of the course. This approach will lead away from the “hygiene-education” focus ofhealth education which stresses behavioral changes and puts the responsibility of health onthe child. Instead, the course aims to equip the teacher with a perspective that helps both theteacher and the children understand health issues as determined by socio-economic contexts.This will enable them to move beyond a solely behavioral change model to an approach thatseeks to address large health determinants. This is not to deny the importants of healthy habitbut it is important to recognize and to tell a child to “bathe every day” or “eat nutritious food”is not sufficient. The teacher will have to locate health messages and ideas in the live reality ofthe children they teach so as to meaningfully engage with the issue.

It is important to see the role of the teacher as one that includes within it the perspectiveof a health worker. This does not in any way mean an additional workload. However we see thisas inherent in her work itself. Here there is a clear overlap of ideas with the course on ChildStudies. Understanding a child necessarily includes understanding the health of the child withina social context. A course increases sensitivity to the children and their socio-economic

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background. It is possible to address issues of teacher attitudes, engagement and willingnessto accept diversity in their classroom. This is likely to help teachers move towards a broadvision of inclusive education through an understanding of health and well-being in the broadestsense. Instead of speaking of teachers attitudes alone, the course gives student-teachers achance to understand unequal and multiple kinds of childhood that children experience.

Course Objectives:

✦ To build a holistic understanding of the concept of health and well-being and understandchildren’s health needs using a social determinants framework.

✦ To understand the reciprocal relationship between health and education and understandthe role of the teacher and possible ways of engaging with health concerns.

✦ To examine specific programmers related to children’s health operating in schools.

✦ To build knowledge and skills on teaching health and physical education and integrationof their themes with other curricula areas of teacher education and school subjects.

✦ To link theoretical and conceptual learning with actual school/classroom realities throughpractical work.

✦ The most important thread running through the course is the need for the student teacherto understand the health and education are reciprocally linked and she must in variousways engage with the health need of children. The thread of gaining a holisticunderstanding of health and seeing it as located in a social reality runs across thecourse and connects issues like physical health, emotional health and , health of theschool “. A life of health and well – being in a holistic sense is a right of every child. Ateacher sensitive to the social context of children can play the crucial role in achievingthis right. Theory and practical units are closely knitted together and the idea is a constantprocess of reflection.

Units of Study:✦ First three sub-units is meant for physical health, mental health and for human positive

value based through which student teachers will be abled to understand physical body,mind stress management and impartiality.

✦ It is with regard to comprehensive and concise approach to the human physique and itsconsisting parts to understand by the student teacher.

Unit I: Understanding Physical Health and Well-BeingHealth is a broad aspect of life related of every individual It helps student teacher to

understand physical and mental health and mind stress management.

✦ The meaning of physical, health and well-being

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✦ Aspect of spiritual health creation, five elements (Pancha Maha Bhootas), Forms ofbody, ten organs (Functionary and sensory Organs)

✦ Stress management – Its effects and management in relation to vital organ, body andmind.

✦ Reciprocal linkage between health and education

✦ Childhood health concerns, hunger and malnutrition: meaning and measures and country/state data

*** First two sub units have been added in unit 1, to inculcate human values in studentteachers in relation to physical human body with spiritual aspects such as creation, fiveelements (Pancha tatwa), ten organs (karmendriya), five senses (Jnanendriya) and formsof body.

*** The second sub unit is related with stress management. Stress affects our vitalorgans. Later on it leads to depression and mental illness.

Unit II: Understanding Children’s Health Needs

Student teachers will be able to understand linkage between health and education aboutchild health concerns, social health and determinants, perceptions of child with regards tohealth, morbidity mapping etc.

✦ Biomedical versus social health models

✦ Web of causation, Social determinants of health, stratification structures, food,livelihood, location, sanitation, access to health services etc.

✦ Methods to understand children’s health perceptions and self assessment of health

✦ Understanding the linkages between poverty, inequality and health

✦ Morbidity Mapping – Methods, observation, daily notes

Unit III: Health of Children in the Context of School

This is about practicum cum theory based through which student- teachers will be ableto understand and for implementation, documentation for MDM, concept of classroom hungerschool health perspective, perceptions on food, work, play and MDM etc.

✦ Mid Day Meal Programme: Rationale, objectives, components, functioning, concept ofclassroom hunger

✦ Measuring the ‘Health of the School’: Issues of water, sanitation, and toilets etc.

✦ Concept of ‘ Culture of the Programmes’

✦ Role of the teacher and engagement with the programees

✦ Capturing children’s perceptions on food, work, play, Mid Day Meal etc.

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Mode of Transaction:

✦ Class room discussions for developing conceptual understanding,

✦ Theoretical and practical activities, investigations, analysis interpretation of collatedinformation, observation etc.

✦ Incorporating projects, discussion, projects, documentaries and field based projects.

✦ Close and critical reading as well as analysis of various health based articles, policydocuments .

✦ In a group student teachers should conduct field based projects and be able to doanalytically document their findings.

✦ Individual and group presentations of health issues and concerns raised in assignment.

✦ Practices and discussions has to be the key for the transaction of this courses.

Practical Work based on units I, II and IIIThree hours before school internship and six hours after school internship through

projects. The practical work is visualized through integration with School Internship Programee1(SIP). This involves discussion, guidance and inputs to undertake these projects before the SIPand is followed by reflective sessions where students share their projects after SIP. These postSIP sessions are to be organized in a workshop mode with a stress on collective reflection anddiscussion. Given below are some themes/ideas for projects and these topics are allocatedacross the students. As mentioned above before going for the SIP, sessions are held discussingthe idea and rationale behind each theme and learning/developing appropriate research methodsand tools. Each student prepares a project plan inclusive of tools before going for the SIP.

Suggested Practicum Task & Assignments:✦ The exercise undertaken in the School Internship Programme (SIP), of making a profile

of a child and understanding his/her social context during the internship needs to alsoconnect to the health of the child and understanding all possible determinants. Thestudent teacher is to observe and find out about the child’s health conditions. The child’shealth profile is to explore the possible health determinants operating in the child’slife. Issues of Settlement/ housing, livelihood of families, poverty and deprivation, foodhabits, water access and safety etc are explored through observations, informal groupdiscussions land visits to the community. The teacher educator prior to the SIP willguide the student teachers on methods and ethical issues, sensitivity during questioning.

✦ Morbidity Mapping Exercise to be conducted. In this the student teacher tracks children’sattendance and tries to find out reasons for children’s absenteeism. She records illnessesshe observes or as reported by children/peers and develops a health report card.

✦ The student’s teacher develops a report card for the ‘health of the school’ She surveysparameters like water, toilets, sanitation, building, playground etc during the SIP. Theidea is to encourage the student teachers to explore multiple dimensions of each

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parameter that impacts on children’s health in school. For e.g.: It is not sufficient to justask if there is toilet. It is important to explore, is it functional? It there water availablefor the toilets etc.

✦ Student teachers record observations using tools developed as well as creativemethodologies to capture children’s perceptions regarding Mid Day Meal to reflect onthe health programmes operating in school. The idea is to observe and comment onvarious aspects of the MDM programme such as quantity, quality, distribution system,culture of the programme and also give legitimacy to children’s perceptions on theMDM. For e.g. What they like, don’t like of the MDM, what they eat before school, arethey able to study if they are feeling hungry etc. These are explored not through interviewsbut through creative worksheets which the children fill out. Such methodologies arepart of the readings mentioned for Unit III and should be made with the guidance of theteacher educator before SIP.

Practical work can be divided across groups of students and must be followed by eachgroup sharing with the larger class of ETE teachers. This sharing should be facilitated by thefaculty to reflect on health observations, methods used, findings and a discussion on the cultureof Programmes, possible action a teacher can take etc. The idea of the project is not to justcollect a lot of information on health aspects but to begin a process of exploration an inculcatesensitivity towards health and its linkage with learning processes.

Readings for Discussion:

✦ Ashtekar,S.(2001). Health and Healing: A Manual of Primary Health Care, Chapter 36Childhood Illnesses, Orient Longman:Chennai.

✦ Deshpande,M.et al.(2008). The Case for Cooking Meals: Concerned Regarding Proposedpolicy Shift in Mid-day Meal and ICDS Programs in India Paediatrics,pp.445-449.

✦ Dasgupta,R.et.al (2009). Location and Deprivation: Towards and Understanding of theRelationship between area Effects and School Health, Working Paper, USRN-JNU: NewDelhi

✦ Samson, M., Noronha, C., and De, A. (2005). Twordes more benefit from Delhi’s Mid-Day Meal Scheme;in Rama V. Baru (ed.) School Health Services in India: The Social andEconomics Contexts, Sage: New Delhi.

✦ Zurbrigg, S. (1984). Rakku’s Story – structures of Ill Health And Sources of Change, Centerfor Social Action, Bangalore, 19-41, and Chapters 1 and 2.

Suggested Readings:

✦ Ben-Shlomo, Y. and Kuh, D. (2002). A life course approach to chronic deseaseepidemiology: conceptual models, empirical challenges and interdisciplinaryperspectives in international Journal of Epidemiology, No.31,285 and figure 1 on page286 to discussed.

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✦ Dreze, Jean. And Goyal, A.(2003). The Future od Mid-Day Meals, Economic and PoliticalWeekly, November 1.

✦ Frost,J. et. Al.(2005). Play and Chield Developments, Prentic Hall.

✦ Jones, L., (1994). The Social Context of Health and Health Work, McMillan Press. Chapter1, pp. 1-6,11-17, 18-20, 32-36.

✦ Spirituality and health- Dr. Charanjit Ghooi Shri Sathya Sai Book and Publication TrustPrasanthi Nilayam - 515134

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PROFICIENCY IN ENGLISH

(FIRST YEAR)

Maximum Marks: 50 Theory: 20

Practicum: 30Area of study: Curriculum and Pedagogic Studies

Rationale of the Course:

The purpose of this course is to enable the student teachers to improve their proficiencyin English. A teacher’s confidence in the classroom is often undermined by a poor command ofthe english language. Research has shown that improving teacher efficacy and her own beliefin her effectiveness, has a tremendous impact on the classroom. A teacher who perceivesherself as proficient in english is more likely to use communicative strategies for teachingEnglish. She is less likely to resort to using simple translation or guide – books for teachingEnglish.This course also aims to empower a teacher to walk the path of self - learning, to buildher confidence to read, write and do action research in language teaching.

The focus of this course is the development of the student teacher’s own languagecompetence and communication skills in English.

Course Objectives :

✦ To introduce student teachers to the status of English in India as it exists.

✦ To strengthen the student teacher’s own English language proficiency

✦ To brush up their knowledge of grammatical, lexical and discourse systems in english

✦ To enable students to link this with pedagogy

✦ To re-sequence units of study for those who may have limited exposure to the knowledgeof english language

This course will attempt to use a variety of resources, tasks and activities to enable thestudent teachers to develop / increase her proficiency in English. The focus will not be onlearningand memorizing aspects of grammar and pure linguistics. The aim will be to enjoy learningEnglish and to constantly reflect on this learning to link it with pedagogical strategies.

Units of Study:

Unit I: Status of English

English in India occupies a unique position because it stands along with all the otherregional languages in the country. The unit introduces teacher students to this position ofEnglish along with the needs and motivation that constitute its learning. The unit also focuseson the challenges of ELT.

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During the course of preparing for the unit, student teachers can participate indiscussions about their personal experience with English and its role within a formal educationalsystem. A study at how policies have looked at ELT from the beginning,the status of English inIndia: Policies, Politics and people’s aspirationscan also form an important theme in the readingsand class discussion. A study of NCF 2005 (relevant portions) and Position paper for Englishshould also be made a part of the readings and discussions.

✦ Introduction

✦ English around us

✦ English as a global language in multilingual India

✦ Constitutional provision; English as an Associate Official Language

✦ English Language Teaching in India : english as a second/ foreign language

✦ Challenges of ELT - on teacher capacity and poor pedagogy.

Activities:

✦ Asking students to create their language profiles and then analyzing them.

✦ Asking students to observe the situation of ELT by visiting schools and then reportingthe challenges and problems.

Unit II: Listening and Speaking

Oral communication skill in real life situations is seen as a form of natural growth.Keeping this in mind the unit focuses on developing this among the student teachers by allowingthem situational experiences, listening with comprehension to follow simple instructions, publicannouncements, telephonic conversations, classroom discussions, radio, T.V. news, sportscommentary etc. in real life situations, listening for general and specific purpose; casualconversation and academic discussions.

While learning about the sound systems of english, student teachers may share soundsand structures of their home language while comparing and analysing it with english.

Group/ Pair work is to be encouraged using communicative tasks.

✦ Sound system of the language- phonology of prosody

✦ Stress- word stress and sentence stress to connected speech

✦ Using dictionary for correct pronunciation and stress

✦ Phonemic drills (with the use of minimal pairs e.g. bit, beat etc.)

✦ Listening with comprehension

✦ Making oral presentation and constructing different oral discourses

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Activities:

✦ Theme based interaction.

✦ Listening to oral discourses (speeches, discussions, songs, news reports, interviews,announcements, ads etc). Practicing total physical response within different activities.

✦ Producing oral discourses ( speeches, discussions, songs, news reports, interviews,announcements, ads etc).

✦ Giving and eliciting feedback for refining oral discourses and supra- segmental features.

✦ Using classroom theatre ( drama, choreography) and role plays as a pedagogical tool.

✦ Organizing listening and speaking activities: rhymes, chants, songs, use of stories, poems,role play and dramatization.

✦ Facilitating activities keeping in mind the level of the learners and the difficulty of thetask.

Unit III: Reading with Meaning

The aim of all reading classrooms is to develop autonomous readers. This demands thereaders to use appropriate reading strategies to engage actively with the text. The unit onreading has been planned for involvement in reading with comprehension by the student teachersusing appropriate styles. A variety of reading texts, both authentic and adapted, are to beshared with the student teachers

As an introduction to the unit, student teachers may be made to notice print aroundthem, reading it and sifting false from true, fact and mere propaganda. This could include tasksfor close reading -skimming and scanning for specific information -reading book covers, titlesand subtitles in a newspaper, of different genres like notices, shop windows, hoardings topredict the kind of information, the extent of information, the style and the tone of the writing.They should also read a variety of children’s literature for e.g different types of literature forchildren, folk, popular and classic for understanding reading.

Acquisition of Reading Skills:

✦ What is Reading with meaning? Reading as a process of meaning making, a cognitive,socio-cultural process of understanding the world and the word.

✦ Reading around us – environmental print.

✦ Reading aloud and silent reading.

✦ Reading with comprehension different types of texts.

✦ Reading for global and local comprehension.

✦ Differences, analysis and extrapolation -making inferences, analyzing, reflecting,predicting, questioning, visualizing.

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✦ Reading strategies including word attack strategies.

✦ Discourse analysis.

✦ Using reading as a tool for reference skill i.e. use of dictionary, encyclopedia and internet.

✦ Using ideas of critical literacy to analyze chapter from textbook .

✦ Understanding the Theoretical Postulates of Critical Reading.

✦ Understanding the process of critical reading .

Activities:

✦ Scaffolding: concept and activities.

✦ Reading different texts types/genres like stories, poems, riddles, jokes and instructionsfor games.

✦ Information Transfer Tasks - Interpreting table, diagrams, pictures etc.

✦ Reviewing any book/ article.

✦ Identifying the features of various discourses they have read.

Unit IV: Improving Writing Skills

Writing is a process which includes an audience, a purpose, and a process. For learnersto develop the skills of effective writing, planning becomes an important part. Effective writingneeds an understanding of writing as a process rather than a skill-this involves collection ofideas, planning, translating into words, editing and revising to drafting and redrafting,duringwhich at any stage in this process one may go back and forth. E.g. during drafting one mayagain go back to collecting ideas. The unit on improving writing skills is aimed at helping thestudent teachers to develop their proficiency in expression through effective writing usingguided planning.

A variety of reading texts is to be introduced in the classroom for student teachers toexamine and understand qualities of good writing. This will also enable them to link readingand writing.

✦ Introduction

✦ Writing for specific purposes and specific audience, understand writing as a process(For eg. using CODER; Flower and Hayes Model)

✦ Experience the classroom process of writing ( individual, collaborative, editing)

✦ Writing texts such as descriptions, conversations, narrative, biographical sketches, plays,essays, poems, screenplays, letters, reports, news reports, feature articles, reviews,notices, ads/ matrimonial, brochures, etc. and identifying their features

✦ Recognizing errors as a part of learning process

✦ Editing the written texts in terms of discourse features, syntax, morphology and writingconventions

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✦ Linking reading and writing -experiencing reading and analyzing different genres inorder to be able to write similar types of texts

Activities:

✦ Transforming signs and symbols regularly used around us into written instructions: roadsigns, signs in hospitals, libraries, other public places, symbols of religions etc. to helplearners read between the lines.

✦ Transforming from graphical to text and textual to graphical information.

✦ Brainstorming on the theme and the type of text, the audience, etc

✦ Concept mapping on the content and organization of the text

✦ Writing individually and refining through collaboration

✦ Reading related texts for refinement of the written work in terms of discourse featuresand theme and appreciating linguistic elements: use of words, use of different ways ofexpression

✦ Editing texts written by oneself and others in terms of discourse features, syntax,morphology and conventions of writing

✦ Analyzing different literary writing genres, literary appreciation: style, tone, mood, figuresof speech.

Unit V: Vocabulary and Grammar in Context

Teaching grammar is an essential component of teaching a language. However, theapproach to the teaching of grammar is inductive and in context.

The focus is to be primarily on function and meaning with explanation of grammaticalrules to be limited. One of the most important principles of language learning is thatlanguages are learnt while doing things which are motivating and fun, which are contextuallyand culturally relevant and involve doing things. Thus, a lot of activities using grammargames can be contextualized to create an atmosphere of fearless learning. A comparisonof languages comprising of how sounds combine to form words and how words combine toform sentences can be an effective way to work with vocabulary.

✦ Introduction- What is Grammar, Constructivist Approach to the teaching of grammar:Task based and Communicative approaches

✦ Sentence grammar and discourse grammar – cohesion and coherence in discourses.Sentence linkers, cohesive devices, maintaining coherence.

✦ Problems with traditional prescriptive grammars.

✦ How sounds combine to form words and how words combine to form sentences.

✦ Classification of words (closed word classes and open word classes)

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✦ Lexical, phrasal and clausal categories

✦ Elements of a sentence( nuclear and optional)

✦ Classification of clauses based on structure, function and finiteness

✦ Auxiliary system( Tense, Modals, Perfective and Progressive Aspects, Passive)

✦ Syntactic devices (coordination, subordination, complementation,relativisation,passivisation, embedding, agreement)

✦ Word formation ( prefix, suffix, compounding)

✦ Synonyms, antonyms, homophones, homographs, homonyms, phrasal verbs, idioms

Activities:

✦ Reading passages and analyzing the distribution of linguistic elements

✦ Doing communicative tasks from different sources e.g. Grammar in Context, GrammarGames

✦ Making generalizations on syntactic and morphological properties

✦ Checking the generalization in the light of new passage

✦ Writing discourses and editing them individually and also through collaboration, feedback

✦ Critical reading of specific areas of grammar books, analysing newspapers and authentictexts to understand how grammar works in the real world.

Assessment of student teacher assignments should follow CCA and could include avariety of techniques like: Peer and group assessments, Self- assessment, portfolio and usingpresentations or written narratives. The student teachers could also be involved in creatingrubrics and checklists for assessment of their own tasks.

Mode of Transaction:As this paper deals with the proficiency of student teachers themselves, an input rich

communicational environment is to be created. This includes a wide variety of books, magazines,audio-video aids, children stories, classroom pair and group activities and minimal teacher talksituations. The objective and focus of every task/ activity created must allow the studentmaximum opportunity of language use.

Readings for Discussion:

✦ Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, A. (2009). What is Reading? InS. Eds. Kaushik, Reading for Meaning (pp. 116-128).NCERT:New Delhi.

✦ Craven ,M. ( 2008). Real Listening and Speaking-4. Cambridge: Cambridge UniversityPress.

✦ Driscoll, L. (2008) .Real Speaking. Cambridge: Cambridge University Press.

✦ Haines, S (2008). Real Writing. Cambridge: Cambridge University Press.

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✦ Lelly, C. Gargagliano, A. (2001).Writing from within. Cambridge: CambridgeUniversityPress.

✦ Maley, A. & A. Duff. (1991). Drama.Techniques in Language Learning: A Resource Bookin Communication Activities for Language Teachers. Cambridge: Cambridge UniversityPress.

✦ Morgan, J. and Rinvolucri, M. (1983). Once upon a time: Using stories in thelanguageclassroom.Cambridge: Cambridge University Press.

✦ Nunan, David.(1991)Language Teaching Methodology. London: Prentice Hall.

✦ Rinvolucri, M. (1986). Grammar Games.Cambridge: Cambridge University Press.

✦ Ur, P. & Wright A. (1992) Five-minute activities: A resource book for language teachers.Cambridge: Cambridge University Press.

✦ Ur, P. (1996). Grammar practice activities: A practical guide for teachers. Cambridge:Cambridge University Press.

Suggested Readings:

✦ Cook,G, Guy( 1989). Discourse.Oxford: Oxford University Press.

✦ K, Bansal R. and J. B. Harrison.(1972). Spoken English in India. Madras: Orient Longman.

✦ Meganathan, Ramanujam. (2011). Language policy in education and the role of Englishin India: From library language to language of empowerment. In Hywel Coleman (ed.),Dreams and Realities: Developing Countries and the English Language (pp.57-85).London: British Council.

✦ Nag, Sonali. (2005).Language Attainments and Learning Opportunities: pointers for anew curriculum framework. National Focus Group – Teaching of English, NationalCurriculum Framework Review.New Delhi: NCERT.

✦ Radford, A. (2014) English Syntax. Cambridge:Cambridge University Press.

✦ Seely, J. (1980). The Oxford guide to writing and speaking.Oxford: Oxford UniversityPress.

✦ Slatterly, M. & Willis, J. (2001). English for primary teachers: A handbook of activities &classroom language. Oxford: Oxford University Press.

✦ Thornbury, Scout (2005).Beyond the Sentence- Introducing Discourse Analysis.Macmillan.

✦ Tickoo, M. L. ( 2005).Teaching and Learning English. Orient Longman Private Limited.

✦ Ur, Penny. (2007).Teaching of English. London: Cambridge University Press.

✦ V., Saraswathi.( 2006).English Language Teaching. Orient Longman Private Limited.

✦ Wright, A. (1989). Pictures for language learning, Cambridge: Cambridge University Press.

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PEDAGOGY OF REGIONAL LANGUAGES (NEPALI/BHUTIA/LEPCHA/LIMBOO)

FOR UPPER PRIMARY

(SECOND YEAR)

Maximum Marks : 100 Theory : 60

Practicum : 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:

At the upper primary classes, in addition to developing the basic skills of writing andreading, learners need to develop an aesthetic sense to appreciate and respond to narrativetexts such as poems, stories etc - learners’ language development must veer towards a cognitiveadvanced level of proficiency. With this objective, the course focuses on acquisition of contentarea literacy and emphasises the use of local literature as relevant resource material. Emphasishas also been made on creating an input rich environment where student teachers’ understandingofthe nature of curriculum can enable them toexplore various strategies to create effectivetools using the rich local context as a resource in the classroom.

Course Objectives:

To help the student-teacher understand:

✦ Literature as a source of enriching language and linguistic ability

✦ Diversity of language as reflected in narratives texts

✦ Responding to and interpreting independently various narrative text.

✦ Skills of developing criticalreading

✦ Skills of developing different styles of writing

✦ Pedagogical analysis of text book content

✦ Classroom planning and assessment of language

Units of Study:

Unit I: Literature

The use of literature in the class can help learners develop not only languagecompetencies but also to acquire appropriate strategies to unravel and analyse meaning. Thisunit provides student teachers an understanding of how literature can be a resource for languagelearning and help develop critical, literary and linguistic skills among the learners. Discussionsabout the objectives and benefits of teaching literature in the language classroom must be aregular feature of the transaction process of this unit.

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✦ Types of text; Narrative and Expository Reader’s response to literature, schemas andinterpretation.

✦ Engagement with local text of literature: poem, story, biography, and auto- biography;folk literature in different genres

✦ Using literature across the language curriculum

✦ Teaching of poetry

✦ Teaching of prose

Unit II: Developing Regional Language Abilities at the Upper Primary Level

Reading and Writing

This unit aims to provide student teachers to develop language abilities by workingwith authentic texts in the local languages. Discussion must be encouraged among the studentteachers on the relevance and benefits of reading while linking it with writing.

✦ Reading beyond the text book from authentic sources like newspaper reports, popularandrelevant stories [children’s literature], rhymes, notice, popular culture and stories/folkloresfrom local/indigenous cultures and relating them to the text and languagelearning on the whole.

✦ Linkages between reading and writing.

✦ Writing for specific purposes and specific audience and understanding writing as aprocess.

✦ Recognizing errors as a part of learning process.

Grammar and Vocabulary

✦ Teaching vocabulary and grammar within a context.

✦ Planning grammar and vocabulary teaching within the curriculum text.

Unit III: Understanding of Textbooks and Pedagogy

For the teacher working within a curriculum, textbooks form an important resource forteaching learning in the class. The unit focuses on the philosophy, guiding principles andprocesses that go into developing appropriate local language textbooks. Student teachers mustbe given opportunities to critique the existing syllabus while suggesting suitable materials tosupplement it.

✦ Pedagogical Approaches: Communicative, task based and whole language approach toteaching.

✦ Themes, structure of the unit, nature of exercises and its implications

✦ Academic standards and indicators of learning.

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✦ Textbook development process

✦ Critical reflection on adapting the text to the individual and special needs of the diverselearners.

✦ Grammar in textbooks, contextualized grammar

Unit IV: Classroom Planning and Assessment

This unit aims to providestudent teachers with suitable skills for preparing a lesson interms of classroom planning, and how this can help them. Routine practice of planning andreflecting by student teachers simultaneously with school internship can supplement this unit.

✦ Teaching Readiness: What is teaching readiness?

Planning for teaching language - Why plan? What to plan? Lesson plan, Year plan, Unitplan and Period plan

Teacher reflection

✦ Assessment and evaluation - Understanding continuous and comprehensive assessment:assessment for learning rather than assessment of learning importance

Unit V: Creating Language Learning Opportunities

An important role of the language teacher is to create ample language learningopportunities for the learners. One of the ways to do this is by being able to create/bring/select appropriate teaching learning materials to supplement the text. This unit focuses onways in which the student teachers can do this.

✦ Literacy rich classroom

✦ Building Resources : Teaching Learning Material –Types, Importance in languageteaching-learning, Principles for preparation of TLM, Preparation of low cost TLM, useof Realia, preparing worksheets, pictures, charts, art and language, use of drama, roleplay

✦ Development of activities for assessment and for reinforcement

Mode of Transaction:

✦ Integrated projects, guided inquiries and field based projects

✦ Scaffolding readings, close and critical reading, as well as analysis of various articles,texts, news paper children literature and children’s magazine.

✦ Integrating ICT (videos, films, documentaries, audio recordings, web based resourcesetc)

✦ Group work, pair work, Individual and group presentations of issues and concerns raisedin classroom

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✦ Seminars, panel discussions, workshops

✦ Assignments, theoretical and practical activities/exercises/investigations/projects;analysisand interpretation of collated observations and data

✦ Project works

✦ Dialogue and discussions will be the key for the transaction of this course.

Suggested Practicum Tasks and Assignments:

✦ Analysis of Content (using text books as resource materials) based on different indicators:age appropriateness, context relevance, aesthetic appeal, socio-cultural lens, genderperspective.

✦ Book review of regional writers.

✦ Collect –

✦ Autobiography of regional writers

✦ Information on the development of local languages

✦ Local folktales

✦ Use the information to analyse forms of text and writing; make class presentations;discuss and draw conclusions, use folk tales to create plays Using authentic materialsto create TLM for development of skills.

✦ Presentation on the development of regional languages (Bhutia/Lepcha/Limboo/Nepali)in Sikkim.

✦ Identification of literary features in a given texts from different genres

✦ Collecting folk literature, involving the community in understanding and writing downsongs etc. from the oral traditions.

Readings for Discussion:Bhutia:

✦ Takchungtarpo, PR. et al. (1989). Language Teaching Materials part-I Directorate ofEducation, Govt. of Sikkim

✦ Lama, DR, et al.(1989). Language Teaching Materials part -II, Directorate of EducationGovt. of Sikkim

✦ Lama, PR. et al. (2016) Lhoyig Logdep - VI-VIII, HRDD, Sikkim

Limboo:✦ Subba, Mohan. et al. (1997). SOUVENIR, Sikkim Limboo Literary society, Gangtok.

✦ Subba, B. B. et al.(1989). Language Teaching Materials Published by: Text Book Unit,HRDD, Govt. of Sikkim

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✦ Subba, B. B.(1983). Thangsing Yakthung Huppan Nu Itchap, HRDD, Govt. of Sikkim.

✦ Kaila, Bairangi.(Nepali year 2028). Limboo-Nepali-English dictionary, Pragya Prathistan,Kathmandu.

Lepcha:

✦ Lepcha, Adenmoo, D. et al. (1980). Chhukpryom Punder, HRDD, Govt. of Sikkim

✦ Lepcha Sungdyangmoo, N.T. et al. (1989).Language Teaching Materials Published by:Text Book Unit, HRDD, Govt. of Sikkim, Gangtok, City Press.

✦ Lepcha, Kuntshudyangmoo, D.W. et al.(1980). Sung-Norzot, HRDD,Govt. of Sikkim

✦ Lepcha, Thomas, P. C. (2011). Ringmom-Un-AareySa KongTshokPong, Gangtok, City Press.

Nepali:

✦ Bhattarai, Ghataraj .( 2015 ). Nepali Sahityakar Parichaya Kosh. Kathmandu: GandakiOffset Printing Press.

✦ Chamling, Pawan. (2004). Kiran Nirman Sikkim vangmaya visesank. Namchi:NirmanPrakash.

✦ Hutt Michael James(1988). Nepali, A National Language and Its Literature. New Delhi:Sterling Publishers.

✦ Thakuri, Mohan (1992).Agamsingh Giri Rachana Sanchayan.,Delhi:Awan Offset Printers.

Suggested Readings :

Bhutia:

✦ Lama,PR. et al. (1989). Language Teaching Materials. Published by: Text Book Unit,HRDD, Govt. of Sikkim

✦ Tsichudarpo, Bhaichung. (2012). Bhutia Resource Materials Published by: DIET, Gangtok,Sikkim

✦ Lama, PR. et al. (2016). Lhoyig Logdep VI-VIIIHRDD, Govt. of Sikkim

Lepcha :

✦ Lepcha Sungdyangmoo, NT. et al. (1989). Language Teaching Materials Published by:Text Book Unit, HRDD, Govt. of Sikkim

✦ Lepcha, Tamsangmo, NT. (2007). Rong Tshugzot, HRDD, Govt. of Sikkim

✦ Lepcha, SD. (2012). Mutunchi Rong Aring Arog-un-Ringjel sa Zortong Pedik-Cho, Printedby Vision Enterprise, Gangtok Sikkim

✦ Lepcha, D. et al. Yentensa lomka (1984) Text books VI-VIII, HRDD, Govt. of Sikkim (Reprint2016)

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Limboo:

✦ Subba, BB. et al. (1989). Language Teaching Materials Published by: Text Book Unit,HRDD, Govt. of Sikkim

✦ Subba, BB.(2013). Yakthung Sapsok Book I-IIHRDD, Govt. of Sikkim

✦ Subba, BB. (2015). Sikkum Phona Book IIHRDD, Govt of Sikkim

✦ Subba, BB. (2011). Khedasung, HRDD, Govt. of Sikkim

✦ Mangmoo, SB. (2013). Sapoot Sapon HRDD, Govt. of Sikkim

✦ Subba, BB. (1983). Yakthung Huppan Nu Itchap, VII-VIII HRDD, Govt. of Sikkim

Nepali:

✦ Khaniya Buddharaj, Adhikar Ramkumar, Dahal Biprahari (2066). Nepali Bhasashiksan:Jupiter Prakashak tarka bitarak: Kathmandu

✦ Lamsal Dr. Ramchandra, Gautam Basudev, Adhikari Ganashraj (2062). NepaliBhasashiksan. Kathmandu: Bhundipuran Prakashan.

✦ Sharma Shivraj : Madhyamik Nepali Vyakran ra Rachana.Varanasi:Modern Deepak Press.

✦ Subba T.B.Chandra (2008). Sikkim ka Pramukh Diwangat Shrasta ra Drastha. Gangtok :Kinar Prakashan.

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PEDAGOGY OF ENGLISH LANGUAGE FOR UPPER PRIMARY

(SECOND YEAR)

Maximum Marks : 100Theory : 60

Practicum : 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:

As the learning of English language moves to a higher level in the upper primary classes,learners need to develop an understanding of the meaning of literary texts and ways in whichmeaning can be arrived. With this objective, the course focuses on acquisition of content arealiteracy at the upper primary level and deals with methodological issues on the approaches toa literary text. The assumption for learners to progress to a cognitive advanced level of proficiencydemands them to use the language across the curriculum since all learning occurs throughlanguage.

For effective learning language an important pre-requisite is an input rich environmentwhich demands teachers to be able to create such an environment for the learners. The courseis designed to help student teachers explore the nature of the curriculum and various strategiesto create effective tools for integrated and innovative practices that can offer intellectuallychallenging experiences while addressing the diverse needs and interest of learners.

Course Objectives:

To help the student teachers

✦ Understand the nuances of teaching English at the upper primary level within the Indiancontext.

✦ Understand processes for building language abilities.

✦ To experience strategies for effective transaction of the prescribed curriculum content.

✦ Understand, respond to and interpret independently to various narrative texts.

✦ To develop and use appropriate instructional resources.

✦ To develop basic knowledge of the curriculum, syllabus and textbooks.

Units of Study:

Unit 1: English Language Classroom

The unit introduces student teachers to the English language classroom in our Indiancontext with reference to policy objectives and the existing situations.

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Student teachers must be engaged in evaluating the system within which we work, torecognise its strengths as well as the limitations we face while providing suggestions on howour teaching can overcome these.

✦ Introduction

✦ Challenges facing the language teacher:

✦ English as a subject or as a medium, syllabus requirements and the textbook; issuesof mixed ability groups low proficient learners and large classes

✦ Teacher: poor teacher capability, lack of awareness of new pedagogies, cut off fromthe professional community

✦ Society: no environment of english yet high aspirations, no support as first generationlearners in most cases

✦ Resources: Text books follow traditional pedagogies, no other resources are readilyavailable

✦ Learner: lack of motivation and interest

✦ Objectives of teaching english at the elementary level as envisaged in NCF, 2005 andthe Position Paper on Teaching of English.

✦ Language use in the classroom- creating opportunities for natural and meaningfullanguage use; promoting learner talk/ peer interaction; building personal and sociallanguage use within classroom tasks

Activities:

✦ Reading and discussing, NCF-2005

✦ Reading and understanding Position Paper for English vis-à-vis critiquing it.

✦ Visit and observation of English class in neighbourhood schools and prepare a report.Include information on

✦ Classroom infrastructure, teaching methodology, teaching learning resources used,student number, student participation, teacher participation, student motivationand interest – reasons for this, assumptions and attitude of the teacher – reasonsfor this.

Unit II: Developing Language Skills at the Upper Primary Level

The unit aims to equip the student teacher in helping the learners build language abilities.Active participation of student teachers in ‘doing’ the practices is required in the unit.

✦ Introduction - Understanding the Communicative Approach to language learning andthe whole language approach to reading-writing

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✦ Developing Listening and Speaking : Role play, story- telling, poem recitation, shortplays

✦ Testing listening and speaking : listen and match, listen and write, listen and do,listen and complete, listen and answer, listen and paraphrase, listen and sequence,sentence completion, retelling a story, note taking, read aloud tasks, dialoguecompletion, picture-cued tasks, questions eliciting open-ended responses, telling astory, describing daily routines, talking about favourite movies/books/personalities,oral presentations, role play

✦ Literacy and Reading

✦ Reading expository texts: strategies (understanding relations within words/sentences/parts of text/), comprehension, activating schema, building schema,reading to learn, acquisition of registers.

✦ Ways of reading: pre-reading and post reading activities.

✦ Beyond the textbook: diverse forms of texts as materials for language – authenticand adapted.

✦ Testing reading : on theme/attitude/specific information/implied information; global/local comprehension, odd one out, word/sentence identification, multiple-choicetasks, gap-filling, reading comprehension passage plus questions, sequencing tasks,information transfer (reading charts, maps, graphs, diagrams), skimming andscanning tasks, summarizing and note making.

✦ What is writing and relationship between reading and writing.

✦ Developing Writing Skills

✦ Linkages between reading and writing: models of writing ( different types/ functions/style/forms)

✦ Pre writing activities: brainstorming, mind maps, reporting etc.

✦ Teaching Tools: Guided writing/ controlled writing/ collaborative writing.

✦ Testing writing : peer feedback, journal writing, portfolio assessment etc., holisticand analytic method, writing letters, picture description, ordering words/sentences,dialogue completion, paraphrasing, paragraph construction, editing tasks, writingportfolios.

Activity:

✦ Book Report writing /creative writing/ wall magazine/Journal entries

✦ Reflecting and speaking on topical issues like child-labour, drop-outs, mid-day meals,equity, global warming, universalization of elementary education etc.

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✦ Preparing wall magazines, posters related to awareness campaigns, skits etc. on giventhemes

✦ Conversations in given contexts and simulated real life situations.

✦ Preparing different types of writing exercises for elementary level students.

Unit III: Teaching Grammar and Vocabulary

The unit focuses upon the important units of grammar and vocabulary skills that studentteachers are required to build within the teaching of content area in this stage. The objective is toallow the student teachers to become aware of their knowledge of grammar in a simulated – naturalmanner through task based and communicative activities. This experience will empower studentteachers to prepare teaching tasks on grammar and vocabulary

Making student teachers work on preparing teaching tasks on grammar and vocabularylessons within curriculum texts will be useful for an effective transaction. The focus of designingclassroom activities by the student teachers must be on completion of tasks using language asa means for meaning making and thinking. Suitable illustrations using the CommunicativeLanguage and Whole Language approach may be provided for teaching and learning of grammar.

✦ General principles: contextual, inductive, interactive and learner centred, minimal useof labels

✦ Classroom techniques

✦ Teaching /learning grammar : formal / functional, using tasks, learning by doing,grammar games

✦ Teaching/ learning vocabulary: Using objects/ semantic grouping / definition/synonyms and antonyms/ contextual meaning, demonstration / mother tongue/understanding the concept of schema and cognitive strategies for vocabulary building:prediction and reasoning for deducing word meaning from different types of texts.

✦ Planning grammar lessons within curriculum texts

✦ Assessment : integrated items testing, word order, multiple choice, completion items,transformation, error identification, matching items

Activities:

✦ Creating and conducting grammar games.

✦ Identifying grammar items from lessons in curriculum texts and making teaching plans.

✦ Preparing vocabulary list from lessons in curriculum text and designing quizzes, wordpuzzles, word search tasks.

✦ Reading a word in different contexts, the use of different kinds of dictionaries teachinglessons.

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Unit IV: Literature

The unit focuses on various types of literary texts and the forms of engagement requiredby student teachers to arrive at a comprehensible understanding of it.

During the transaction of this unit, student teachers must be made to read, discuss andanalyse various types of literary genres to deduce the need for a literature class to be learner-centred for the appreciation of a text to occur. A reading club is integral to this unit where everymember presents a book review (of children’s literature – fiction and non-fiction) and read outparts of the book which are discussed and analysed from the point of view of children.

The importance of both language and content, meaning and making meaning throughguided discovery should also be emphasised.

✦ Introduction

✦ Types of texts: narrative and expository reader’s response to literature, schemas andinterpretation of texts.

✦ Engaging with a text: thematic; conceptual, linguistic

✦ Various literary genres such as poem, story, biography etc.

✦ Using literature across the curriculum

✦ Teaching prose and poetry, drama, text books, authentic genres

✦ Lesson plan – Models

Activities:

✦ Preparation of lesson plans and tryout

✦ Practice lessons : supervised and guided by the mentor teacher

✦ Reading various forms of genres/ texts and discussing/reporting/sharing.

✦ A list of poetry, plays, folk-tales, short stories etc. may be provided for readings.

Unit V: Facilitating Learning English

One of the challenges for an English language teacher is to make the language classboth interesting and relevant for the students. This unit aims to equip the student teacher toidentify ways to do this through teaching learning resources and other classroom strategies.

In the unit, student teachers may be made to understand the significance of a Languagerich environment in the class using word walls, story corners, different types of books, role playcorners etc. How to access and use online resources for classroom purposes must also formpart of the transaction.

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✦ Resources for an input rich class room: how to design and use it for upper primaryactivities to develop reading and writing, low cost teaching learning resources- tasks,worksheets, pictures, charts etc. Principles for preparation of teaching learning resourcesfor children with special needs, CALL (Computer Assisted Language Learning), use ofrealia, beyond the textbooks /authentic materials, children’s literature, comics, magazinesetc.

✦ Classroom organization, beginning and ending lessons, asking questions, givinginstructions, building rapport

✦ Patterns of classroom interaction, correction techniques in the classroom, giving feedback

✦ Inclusive practices

Activities:

✦ Preparation of various types of teaching learning resources and demonstration in ateaching class.

✦ Practice and presentation of simulated classroom situations.

✦ Preparation of age and level appropriate work/activity sheets including those for childrenwith special needs / Framing instructions for different activities for teaching Englishwith reference to the content in the text books from Class VI to Class VIII

✦ Video watching: using you tube, BBC, British Council Teaching English websites.

Unit VI: From Curriculum to the Classroom

The role of the curriculum is paramount in the process of teaching and learning. Theaim of this unit is to provide a foundation for the student teacher on the various units andprocesses that constitute a curriculum.

Close readings and shared discussion of relevant chapters on language education fromthe documents is recommended.

✦ What is curriculum- The need and Importance of curriculum revision

✦ NCF 2005, NCFTE: The Guiding Principles

✦ Paradigm shifts in ELT

✦ The Position Papers -Language Across Curriculum

✦ Syllabus designing

✦ Textbook development process –

✦ Approaches to teaching English: The Whole Language, Task Based andCommunicative Approach

✦ Features of New English textbooks✦ Grammar in textbooks, Contextualized grammar

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Activities:✦ Pedagogical analysis of content: prose/poem lessons from the upper primary syllabus

✦ Analysis and discussion on grammar units of the prescribed textbooks.

✦ Reading, discussing/critiquing in view of challenges on the ground and realities - NCF-2005, NCFTE, Position Paper

Assessment of student teacher assignments should follow CCA and could include avariety of techniques like: Peer and group assessments, Self- assessment, portfolio and usingpresentations or written narratives. The student teachers could also be involved in creatingrubrics and checklists for assessment of their own tasks.

Mode of Transaction:

✦ Student teacher should incorporate discussions, projects, documentaries and movies;role play and dramatic readings.

✦ Close and critical reading and analysis of various articles, texts and material of interest

✦ Group discussion on various issues bringing in practical and innovative ideas

✦ Practical and active involvement in all classroom teaching practices.

Readings for Discussion:

✦ Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York: PrimaryEnglish Teaching Association Cornell University.

✦ K, Bansal R. and J. B. Harrison. (1972).Spoken English in India. Madras: Orient Longman.

✦ Kachru, Braj. The Power and Politics of English. World English (1986): 121-140.

✦ Kumar, K. (2000). Childs language and the teacher. New Delhi: National Book Trust.

✦ Martin, Jr. B. (1987). The Making of a Reader: A Personal Narrative. In Bernice E.Cullinan,Children’s Literature in the Reading Programme. Michigan: InternationalReading Association

✦ Meganathan, Ramanujam. (2011). Language policy in education and the role of Englishin India: From library language to language of empowerment. In Hywel Coleman (ed.),Dreams and Realities: Developing Countries and the English Language(pp.57-85).London: British Council.

✦ Nag, Sonali.(2005). Language Attainments and Learning Opportunities: pointers for anew curriculum framework. National Focus Group – Teaching of English, NationalCurriculum Framework Review, New Delhi: NCERT.

✦ NCERT (2005). National Curriculum Framework, 2005. New Delhi : NCERT.

✦ NCERT (2006). Position Paper National Focus Group on Teaching of English. New Delhi:NCERT.

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✦ NCERT (2006). Position Paper National Focus Group on Teaching of Indian Languages.NewDelhi: NCERT,

✦ NCERT (2006). Position Paper National Focus Group on Teacher Education for CurriculumRenewal. New Delhi:NCER.T.

✦ Tickoo, M. L. Teaching and Learning English. (2005).Orient Longman Private Limited.

Suggested Readings:

✦ Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CambridgeUniversity Press.

✦ Carter, Ronald, & Long, Michael, N. (1987). The Web of Words: Exploring literaturethrough language. Cambridge: Cambridge University Press

✦ Curtain, H.A. & Dahlberg, C.A. (2004). Languages and Children: Making the Match. Boston:Pearson.

✦ Gairsn, Ruth, & Redman, Stuart. (1990). Working with Words: A guide to teaching andlearning vocabulary.Cambridge: Cambridge University Press

✦ Grellet, Francoise. (1981).Developing Reading Skills. Cambridge: Cambridge UniversityPress.

✦ Lazar,Gillian.(2009). Literature and Language Teaching: A guide for teachers and trainers.Cambridge: Cambridge University Press.

✦ Maley, A., and A. Duff. (1991) Drama Techniques in Language Learning: A ResourceBook in Communication Activities for Language Teachers. Cambridge: CambridgeUniversity Press.

✦ Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years.Applying a Vygotskian Model of Learning and Development.InB. Spodek (Ed.), Handbookof Research on the Education of Young Children (pp.137-150).New York: Macmillan.

✦ Morgan, J and M.Rinvolucri. (1983)Once Upon a Time: Using Stories in the LanguageClassroom. Cambridge: Cambridge University Press.

✦ Nunan, David. (1988). Syllabus Design. Oxford: Oxford University Press.

✦ Nunan. David. (1991).Language Teaching Methodology. London: Prentice Hall.

✦ Pincas, Anita. Teaching English Writing. London and Basingstok:The Macmillan PressLimited.

✦ Reading Development Cell, NCERT (2008). Reading for meaning. New Delhi: NCERT.

✦ Richards, Jack, C. (2006). Curriculum Development in Language Teaching. Cambridge:Cambridge University Press.

✦ Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language Arts. 57(4).

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✦ The National Council of Teachers of English. (1987). Proficiency in English throughLiterature. Singapore: McGraw-Hill Book Company

✦ Tomlinson, B. (Eds.) (1998). Materials Development in Language Teaching. United

Kingdom: Cambridge University Press.

✦ Tompkims, Gail, E. (1994). Teaching Writing: Balancing Process and Product.Macmillan:California.

✦ Ur, Penny. Teaching of English.(2007) London: Cambridge University Press,

✦ V., Saraswathi. (2006). English Language Teaching. Orient Longman Private Limited.

✦ Yule, G. (2006). The Study of Language. Delhi: Cambridge University Press.

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MATHEMATICS EDUCATION FOR UPPER PRIMARY

(SECOND YEAR)

Maximum Marks: 100Theory : 60

Practicum : 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:

At the primary level children learn how to use mathematical knowledge in a systematicway when they deal with the world around them. At the same time children come across symbolicaspects of mathematical knowledge and learn how to relate to concepts and procedures inmathematics. For further development of mathematical knowledge it is necessary that childrenbecome aware of key aspects of mathematics such as abstraction and generalization,mathematical ways of arguing, necessary use of symbols. They need to learn mathematicalways of problem solving, relating to space, and making sense of the information.

This course attempts to provide dipper insight, develop skills, and enhance sensitivitytowards mathematical rigor by looking at fundamental domains of mathematics: algebra,geometry and data handling.

Course Objectives:

✦ To develop insight into ways of reasoning mathematically.

✦ To create awareness and appreciation about algebraic thinking.

✦ To develop understanding of geometrical concepts.

✦ To familiarize student teachers with statistical ways of dealing with information andsome mathematical concepts that help in the process.

✦ To enhance the capabilities of the prospective teachers to reflect on processes relatingto communicating formal mathematics to children.

✦ Develop the ability to understand the pedagogic intent of text books and mathematicsresources.

✦ Learn to use different forms and strategies of assessment to facilitate children’s learning,improve their own instruction and the evaluation process.

✦ Explore technology enabled tools enhance teaching learning processes.

Prospective student teachers are engaged in reflective thinking that enables them tounderstand the building blocks of mathematical thinking and the ways to communicate.

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Units of Study:

Unit I: Mathematical Reasoning

NCF 2005 recommends that the teaching of mathematics should enhance the child’sresources to think and reason, to visualize and handle abstractions, to formulate and solveproblems. For development of mathematical concepts/ideas some thought processes areessential. So, after going through this unit, student teachers shall be able to identify the thoughtprocesses that is needed for acquiring mathematical knowledge as well as they would be ableto develop problem solving skill in children.

✦ Processes of generalization, pattern recognition and inductive reasoning process thatenable formation of hypothesis, algebraic and geometric thinking.

✦ Axiomatic structure of mathematics (Axioms, definitions, theorems).

✦ Validation process of mathematical statements (Proof, counter-example, conjecture,informal and intuitive).

✦ Problem solving in mathematics-a process.

✦ Creative thinking in mathematics.

Suggested Practicum Task & Assignments:

Task 1

Initiate a discussion on factors and multiples in class. List the hypothesis developed bychildren about the relationship between them.

Task 2

Develop a magic square puzzle. Try it with your children and reflect on the process theyfollowed to solve it.

Unit II: Algebra Thinking

For advanced learning in mathematics, it is important for children to be competent insolving problems in algebra. In this unit, we will explore: what do we mean thinking algebraically,explore the concept of variable through identifying patterns, how to use letters to representvariables, formation of algebraic expressions and equations and lastly how to deal with linearalgebraic expression

✦ Usage of letters for numbers in formulas involving geometric shapes and in ratios torepresent an unknown part of expression (Algebraic expressions and its four operations,identities).

✦ Number patterns that helps in appreciating the use of unknown in expressing thegeneralization resulting from the pattern.

✦ School algebra (Generalize arithmetic, understanding algebra as a tool for function).

✦ Forming and solving simple linear equations in one variable and two variables.

✦ Mathematical investigations/ puzzles that rely on algebraic thinking.

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Suggested Practicum Task & Assignments:

Task 1

Describe at least two real life situations where variables can be used. Write yourexamples in words and symbols.

Task 2

Design an activity for your class which helps students to construct the concept ofpolynomials.

Unit III: Practical Arithmetic and Handling Data

One needs to organize information before one can draw any conclusion or make astatement about what the information is telling. Data handling is a process that enables us todo so. In this unit,, there will be elaborating on data handling and chance. There are basicarithmetic like percentage, ratio and proportions, interest and discount to be discussed.

✦ Number sense and system (Compare, order and compute with whole numbers, positivefractions, positive decimals; Integers-positive and negative, solve problems involvingfractions, Ratio and proportion, Percentages, Discount, factoring of numerators anddenominators and properties of exponents and powers, square and square roots, cubeand cube roots. Time tabling including railway time table ).

✦ Interest (Simple and compound interest).

✦ Collection, classification and interpretation of data.

✦ Presentation of collected data (Pictographs, Bar graph-Horizontal and vertical, frequencydistribution tables).

✦ Elementary statistical techniques (Understanding the concepts of Mean, Median andMode).

Suggested Practicum Task & Assignments:

Task 1

Ask students to look carefully at two or three packet of packaged food items and explore

✦ What is written on the packet?

✦ When they buy something from the market what they look for on the packet?

Task 2

From your class collect marks of the students in mathematics and science. Draw barchart to display this data. Ask your students to interpret this data. Write all possible conclusionsyou draw from your gathered data.

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Unit IV: Geometric Ways of Looking at Space and Shapes

Geometry is the mathematical way of understanding space and the type of thinkinginvolved. It is important for children learn this type of thinking which can be developed only ina mathematics course. In this unit, we will learn about levels of geometric thinking, geometricvocabulary, congruency and similarity, geometric shapes and construction.

✦ Geometric thinking levels-van Hieles.

✦ Congruency and similarity of figures (Triangles, rectangle, square, parallelogram,rhombus, trapezium and kite).

✦ Transformations and geometric shapes.

✦ Measurement of geometric shapes (Perimeter and Area of different 2-D shapes, surfacearea and volume of basic 3-D figures, know about ð and how to find the circumferenceand Area of circle).

✦ Construction of the geometrical shapes using mathematical instrument box(Perpendicular bisector, angles, triangles, quadrilaterals).

Suggested Practicum Task & Assignments:

Task 1

Geo-boards or Grids provide lot of opportunities for making different geometrical shapes.Devise some activities that you may do in class using the rectangular and circular Geo-boardsto help children recognize shapes.

Task 2

Design an activity to explore the relationship between diagonals and various types ofquadrilateral.

Unit V: Communicating Mathematics

Mathematics curriculum forms an important part of the school curriculum, so as planningfor teaching. Certain planned experiences have to provide in school so that optimum humandevelopment according to the needs of a particular country is possible. The mathematics textbook is another important source for learning mathematics. Recently laboratory work inmathematics is receiving increasing attention. In this unit, we will discuss about curriculum,textbooks, mathematics laboratory, errors committed by students in their work and mathematicsphobia.

✦ Understanding curriculum and classroom practices.

✦ Language in mathematics classroom.

✦ Nature of language of mathematics.

✦ Emphasis on understanding mathematical vocabulary and its role in development ofmathematical understanding.

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✦ The role of text books in the teaching-learning process of mathematics,✦ Mathematics laboratory/ resource room.✦ Feed back to students about errors committed in their work.✦ Mathematics phobia and coping with failure.

Suggested Practicum Task & Assignments:

Task 1

Make a teaching plan for a unit on addition of small numbers.

Unit VI: Assessment in Mathematics

An essential part of any teaching strategy is its effectiveness. Assessment is a processthat enables a teacher to know about the effectiveness of the teaching learning process. In thisunit, we will discuss about open-ended questions, assessment for conceptual understandingand evaluation of skills.

✦ Assessment tools (Types of test, preparation and use of tests, development and use ofrubrics, creating, maintaining and assessing through portfolios).

✦ Open-ended and close-ended questions and problems.

✦ Assessment for conceptual understanding and mathematical reasoning abilities.

Assessment for evaluation of skills such as communication and reasoning.

Suggested Practicum Task & Assignments:

Task 1

List some close as well as open questions from your experience and their impact onclass environment.

Unit VII: Understanding of Textbooks and Pedagogy

The student teachers has to use various methods and techniques to make the subjectmatter more simple, clear and easily understood. Now a days, teachers and students are mostlyusing textbooks, teacher’s guides, supplementary books, workbooks and reference books forteaching and learning. In this unit, both students and teachers have become habitual to textbooksand teaching-learning process has become impossible in the absence of textbooks.

✦ Emphasis on understanding mathematical vocabulary and its role in development ofmathematical understanding.

✦ Philosophy and guiding principles for the development of mathematics textbooks(Understanding its pedagogical intent, learning to transaction it in classrooms).

✦ Content, approaches and methods of teaching mathematics (Inductive and Participatorymethods, teacher as facilitator).

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✦ Themes, structure of the unit, nature of exercises and its implication.

✦ Academic standards and indicators of learning.

✦ Learning resources for effective transaction of mathematics curriculum.

Suggested Practicum Task & Assignments:

Task 1

Review a mathematics text book of any level which is currently being taught in yourstate. Give your suggestions for improvement of the text book in different areas.

Task 2

Why teachers and students are so much dependent on text book of mathematics? Is itnot possible to teach mathematics without textbooks? Give your own opinions.

Unit VIII: Classroom Planning and Evaluation

Whenever we do some work, we always set objectives to complete the work. Forfulfillment of those objectives we start our work in a planned manner for a specific time period.After doing that work for sometimes, we become curious to know that how much success wehave got and to what extent we are able to achieve our objectives. In this unit we know whetherwe are using our energy and ability in the right direction or not?

✦ Teaching readiness (Planning of teaching mathematics, year plan, unit plan and periodplan).

✦ Continuous and Comprehensive Evaluation /CCE-(Assessment for learning, formativeassessment and tools, summative assessments, weightage tables, feedback).

✦ Evaluation of planning (Marking or grading, reporting, records maintenance andcommunicating results to children).

Suggested Practicum Task & Assignments:

Task 1

Prepare a “Unit Plan” on mathematics of class VII from any unit.

Task 2

To prepare 20 Multiple Choice Question (MCQ) of class VI mathematics on based knowledge,understanding, application and skill objectives.

Task 3

To prepare a “Blue Print” from the topic “quadrilateral” of class VII. (total marks 25)

Mode of Transaction:

All the eight units of this course have to be transacted to the Student teachers by theteacher educator through various approaches and techniques based on Constructivist Approach.

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✦ Solve mathematics problems, learn to communicate the solutions by sharing, justifyingand discussing them in the class. Create a portfolio of all the problems solved withreflective notes on the experiences involved in problem solving.

✦ Prospective teachers to be engaged in discussions on observed children’s work in orderto acquire an understanding how children respond to mathematical knowledge.

✦ Read, discuss reading and observe classes to enable understanding for theory and makingconnection with practice.

✦ Prospective teachers in groups develop concept maps to understand linkages andrelationships between various mathematical concepts and to imbibe the importance ofteam work.

✦ Analysis of textbooks to understand the pedagogical intent of the textbook and buildmaterials and resources to enhance and compliment the textbook materials.

✦ Collecting historical samples of mathematical knowledge and reflecting on them.

✦ Preparing mathematical models discuss and prepare activities, resources that engageall children, including differently-able children.

✦ Small group discussions

✦ Co-operative learning strategies

✦ Team work and project based learning

✦ Lecture cum demonstration techniques and modeling.

✦ Investigative activities.

✦ Reading of texts/learning material followed by discussions

✦ Critical analysis of text materials, learning materials and presentations – small groupactivity.

✦ Workshops on preparation and presentation of teaching- learning materials.

✦ Viewing materials including visual and audio-visual followed by discussions andpresentations.

Mode of Assessment/Activities:

✦ Formative assessment during classroom activities such as group activity, groupdiscussions, project work, presentations, simulated activities and class tests.

✦ Oral and written tests, performance based assessment and rubrics to assess conceptualunderstanding of mathematics.

✦ Worksheets and assessment sheets to evaluate the knowledge acquired in each of theunits.

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✦ All practical activities to be assessed both in terms of products (reports, resources,etc.) and processes (participation, teamwork, research, etc.)

✦ Portfolio assessment and performance assessment to evaluate the abilities acquiredduring the course.

✦ Critically examining and making teaching-learning materials through presentation/ PPT.

Suggested Practicum:

Classroom participation, individual and group assignments, presentation, projects/ fieldexperience, observation records, mathematics practical note book, teaching models,mathematics quiz, designing, creating and transacting etc.

Readings for Discussion:

✦ Teaching of Mathematics at Elementary Level Part-2, Dr. D.P.Singh & R.K. Miglani.

✦ Mathematics Education, Elsevier.Oxford NCERT NUEPA

✦ Itroduction to linear Algebra, 2016-Inder K. Rana

✦ Haylock,D.(2006). Mathematics Explained for primary teachers. Sage: New Delhi. Ch22:Measurement pp 247-263

✦ Source Book on Assessment for class VI-VIII NCERT. (2011), New Delhi.

✦ Exemplar Problem, NCERT. (2011), New Delhi.

Suggested Readings:

✦ Lieback, P.((1984). How children learn mathematics: a guide for parents and teachers.Penguin : London

✦ Olson, T.A. Mathematics Through Paper Folding. Arvind Gupta’s toys book Gallery. http;//gyanpedia.in/tft/Resources/books/paperfolding.pdf

✦ Post, Thomas, R. (1992). Teaching Mathematics in Grades K-8, Research-Based Methods,California : Allyn and Bacon, Chapters 1, 4, 5 & 6

✦ Skemp, Richard R (1989). Mathematics in the primary School. Routledge : London chapter3 : The formation of Mathemaical Concepts, pp 49-71 Chapter 4 : the construction ofmathematical Knowledge pp. 72-89 Chapters 5; Understanding Mathematical Symbolism,90- 108

✦ Srinivasan, P.K. Number Fun with a Calender, Arvind Gupta’s toy book Gallery. http;//gyanpedia.in/tft/Resources/books/calendar.pdf

✦ Srinivasan, P.K. Math Club Activities Arvind Gupta’s toy book Gallery. http;//gyanpedia.in/tft/Resources/books/pkshindu.pdf

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✦ Zevenbergen, R, et al (2005). Teaching Mathematics in primary Schols. Allen & Unwin :Australia (First South Asian Edition). Chapter 2, 3, 7 and 9

✦ Moese. B. (Ed) 1999. Algebraic Thinking, Grades K-12.USA: National Council of Teachersof Mathematics.

✦ Ediger, M. (2011). Teaching Mathematics in Elemantary level. Discovery Publishing House

✦ IGNOU (1996). Teaching of Primary Education (AMT-01-05) 1996, New Delhi:IGNOU

✦ IGNOU (2002). Different Aspects of Learning Mathematics(LMT 01-05)2002, New DelhiIGNOU

✦ Mishra, L(2008). Teaching of Mathematics. APH Publishing corporation

✦ NCERT(2005) National Curriculum Framework 2005, New Delhi, NCERT

✦ NCERT (2005). Position Paper on Mathematics Education 2005, New Delhi: NCERT.

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SCIENCE EDUCATION FOR UPPER PRIMARY

(SECOND YEAR)

Maximum Marks: 100 Theory: 60

Practicum: 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:

The aim of this course is to challenge student teachers misconceptions related toconcepts in science and help them advance towards a better understanding. The student teachersshould be encouraged to grapple with the nature of science and relate it with inquiry in thisarea. They will need a non threatening space to freely express their ideas about various aspectsof the nature of science and reflect on classroom practices based on this understanding. Thestudent teachers should be able to plan, select and use appropriate teaching learning andassessment strategies. The student teachers should be able to critically reflect on issues ofgender and inclusive space in science education.

Course Objectives:

To help the student teachers:

✦ To encourage students to revisit their own conceptual understanding of science.

✦ To engage students with various aspects of the nature of science.

✦ To help students in understanding children’s ideas in relation to cognitive developmentand children’s understands of scientific concepts.

✦ To help students to select and use appropriate teaching learning and assessmentstrategies.

✦ To help students to view science as an inclusive and a democratic enterprise.

Units of Study:

Unit I: Revisiting School Science Concepts

Student teachers build the science concepts on the basis of what they have studied inEVS till class V. Student teachers are allowed to investigate different themes and interdisciplinaryconcepts to build up their concepts and understanding. Key concepts has to be taken from thescience syllabus of elementary education followed in Sikkim. Investigating different themesand interdisciplinary concepts using children’s questions:

✦ How do clouds form?

✦ How do plants and animals utilise their food?

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✦ How does an electric bell work?

✦ Where does all the rain water go?

✦ Why does a candle become short on burning?

✦ How do babies develop inside mothers?

✦ Which type of mirror is used in cars and why?

For doing the above activity student teachers will study the available literature, conductsimple experiments, record observations, discuss with peers and teachers, reflect on how theyarrived at questions, why they choose certain ways of conducting inquiry etc. This exerciseneeds to be facilitated by the teachers.

Unit II: Understanding what is Science and Children’s Ideas in Science

Student teachers understand the elements of scientific knowledge and scientific methodas a process of involving several interconnected steps. It will change the perception of studentteachers regarding scientists and their contribution in the society. It will also clarify themisconceptions regarding various aspects in science. It helps to understand the developmentalstages and the nature of learners.

✦ Nature of science

✦ Subject matter in science.

✦ Understanding science

✦ As a body of knowledge.

✦ As a process of enquiry.

✦ As a way of thinking.

✦ Science and scientists.

✦ Misconceptions in science.

✦ Conceptual change in science.

✦ How children learn science.

✦ Probing, documenting and analysing children’s ideas related to science concepts.

Unit III: Teaching and Learning of Science

It focuses on understanding aims and objectives of teaching science at the elementarylevel. Teaching and learning science emphasises on scientific method i.e. developing, observing,classifying, measuring, formulation of hypothesis, identifying variables and finding relationshipamong them, communicating, inferring ,predictions ,inquiry skills among the students with thehelp of appropriate concrete learning experiences and resources. It also helps in developingscientific attitude among the student.

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✦ Aims and objectives of teaching science.

✦ Approaches to facilitate concept and skill development, different ways of conductinginquiry, setting up simple experiments and investigations in different context, projects,surveys, open ended investigations, 5E model.

✦ Teaching readiness: Planning of teaching science, year plan, unit plan and period plan.

✦ Identifying, creating and using different type of learning resources.

✦ Science museums, field trips, projects and exhibition.

✦ Preparation of unit plan based on concept map.

✦ Assessing teaching learning resources such as books, films, multimedia packages fortheir relevance and age appropriateness.

Unit IV: Understanding Textbook

Understanding the textbook of class VI-VIII and its subject matter is necessary. It focuseson the selection of appropriate approaches and strategies to teach content. It helps in realisinglearning indicators and academic standards set for elementary level .

✦ Philosophy and guiding principles for the development of science textbooks.

✦ Content, approaches and methods of Teaching Science – Interactive and ParticipatoryMethods.

✦ Themes, structure of unit, nature of exercises and implications.

✦ Academic standards and learning indicators.

Unit V: Assessment and Evaluation

Assessment and evaluation in an important component in teaching and learning ofscience. It focuses on formative and summative assessment and its various techniques Studentteachers select and implements appropriate assessment techniques which should match withthe teaching learning objectives.

✦ Assessment and evaluation: definition, need and importance.

✦ Connecting teaching learning and assessment.

✦ Developing different assessment strategies for individual and group assessment.

✦ Assessment process skills.

✦ Uses of rubrics, rating scales, observation schedule, checklists

✦ Continuous and Comprehensive Evaluation (CCE): assessment for learning, formativeassessment and tools, summative assessments, weightage tables and reportingprocedures, record and registers.

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Unit VI : Science for All

Science is directly and indirectly related to everyday life and its impact on all theindividuals. It focuses on impact of science and technology on society and vice versa. Scienceis not only for scientist and people related to it but for all. It is a concern for everyone.

✦ Issues of gender, language, culture and equity in science classes.

✦ Introduction to science and society interface.

✦ Do all people get enough water for domestic purposes and agriculture.

✦ Green revolution and sustainable farming practices.

✦ Organic farming and its benefits.

✦ Indigenous knowledge practices: metallurgy, heritage, crafts.

✦ Loss of habitat and endangered species.

Many such issues can be taken up for literature survey ,discussions, campaigning throughposters, public hearing, talks of concerned people like farmers and also experts in the field.

Mode of Transaction:

✦ Classroom based group discussion highlighting different perspectives on nature, purpose,scope and other key concepts with activities involving process skills.

✦ Reading and analysing the different type of primary and the secondary sources.

✦ Individual and collaborative tasks to understand the key concept of science.

✦ Opportunities for engaging in questioning, hypothesizing and discussions.

✦ Taking up integrated theme project.

✦ Field trips to industries, organic farms, factories to develop the skills of understandingconcepts related to science.

✦ Films, videos, animated videos and documentary related to concepts in science.

✦ Nature walk.

✦ Visit to science fair, exhibitions.

Practicum Task & Assignments:

✦ Seminars, group assignment, classroom discussion on following topics:

✦ Biodiversity of Sikkim.

✦ Scenario of organic farming in Sikkim.

✦ Collecting biography of women scientists.

✦ List out different medicinal plants of Sikkim and mention its usefulness in treatingdiseases.

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✦ Ayurvedic practices in Sikkim.

✦ Rain water harvesting practices in Sikkim.

✦ Field trip to any pharmaceutical company in Sikkim and preparation of a report on thesteps taken by them to dispose the waste materials generated by them.

✦ Select any topic from class VII and specify which areas can be taught effectively usingICT tools.

✦ Using different reading resources, list the contribution of female scientists.

✦ Interview with local scientists to understand how he/she work.

✦ Design and conduct guided inquiry lessons for children.

✦ Observe a child learn a concept/ perform an activity in a class. Prepare and present areport.

✦ Design and build an improvised apparatus/model only using locally available materials

✦ Prepare a plan on how you will organise field trips for the students.

✦ Study different achievement tests, compare it and prepare a report on it and also giveyour feedback.

Readings for Discussion:

✦ Bhatnagar, A. B (2008).Teaching of Science, Meerut (U.P) R. Lall Book Depot.

✦ Chandra, S.S (2005). Contemporary Science Teaching, New Delhi: Subject Publications.

✦ Das, B. N (2004). Teaching of Science , New Delhi; Dominant Publications.

✦ Dr M.N Siddiqui and Dr R.A Yadav, Teaching of Science At The Elementay Level Part 1and Part 2 .

✦ IGNOU. 2014, D EL .ed Teaching of Science, Course Material BES-019.

✦ Mangal, S.K (2000). Teaching of Physical and Life Sciences. New Delhi, Arya Depot,Karolbagh.

✦ Monika Dawar (2012). Teaching of Science, PHI Learning Private Limited , New Delhi.

✦ NCERT, 2005. Focus Group Paper on Science Education Position Paper, NCERT, NewDelhi.

✦ Osborne Jonathan F. (1996). Beyond Constructivism. Science Education. 80(1), 53-82

✦ R.M . Kalra and Vandana Gupta (2012). Teaching of Science- A Modern Approach, PHILearning Private Limited , New Delhi.

✦ Science Education Research Journals, Cultural Studies of Science Education, Springer.

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Suggested Readings:

✦ Bloom, J. W. (2006). Creating a Classroom Community of Young Scientists. New York:Routledge.

✦ DSERT(2015). D.Ed II Year. Facilitating Learning of Science. Source Material for D.EdStudent teachers.

✦ Eklavya, 2003. Bal Vaigyanik (Classes 6 to 8), Eklavya, Bhopal

✦ Homi Bhabha Centre for Science Education, 2003. Small Science (Classes 3 to 5 – Textbook, Work book, Teacher’s handbook), Oxford University Press, India.

✦ IGNOU. 2014, D.El.Ed. Teaching of Science, Course Material BES-019.

✦ Karen Hydock. Why do we have problems learning and teaching Science? and Why dowe have problems learning and teaching Science? www.arvindguptatoys.com

✦ Liewellyn, D. (2005). Teaching High School Science through Inquiry – A Case StudyApproach, California: Corwin Press and NSTA Press

✦ Martin, D. J. (2009). Elementary Science Methods- A Constructivist Approach. BelmontC .A: Thomson Wadsworth. 5th Edition.

✦ NCERT, 2005. Focus Group Paper on Science Education Position Paper, NCERT, NewDelhi.

✦ Rampal, A. (1992). Images of Science and Scientists a study of School Teachers Views.Characteristics of Scientists. Science Education. 76(4), 415-436. Unit 4.

✦ Reader’s Digest, 1978. Joy of Nature. Reading Digest Association Limited, New York.

✦ Schwartz, S. Renee et. al. (2004). Developing Views of Nature of Science in Authenticcontext: An explicit approach of Bridging the Gap between Nature of Science andScientific Inquiry. Science Education. 88(4), 610 – 645.

✦ Sudarshan Khanna, 1992 Joy of making Indian Toys. National Book Trust IndiaTeacherPlus, May-June 2010; Biology Special.

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SOCIAL SCIENCE EDUCATION FOR UPPER PRIMARY

(SECOND YEAR)

Maximum Marks: 100Theory: 60

Practicum: 40

Area of study: Curriculum and Pedagogic Studies

Rationale of the Course:

Teaching of Social Science starts from classes VI-X. It is being taught as one of thesubjects. This subject is different from other subjects because we not only study about societyin scientific method but also imagine ideal social system. In fact, the review of modern societyin social science subject will help in understanding social phenomenon and determined theroute to new system vested. The nature of this subject is related to the imagination of futuresociety, that’s why different type of social interference are there in its teaching. We hope thatfrom this subject, student teachers will be capable of understanding these interference androle.

In this curriculum student teachers will acquire characteristics of social science subjectand will study introduction of specific nature of subjects like: history, geography, social-economicand social-political life. Enough studies and discussions were made on what to teach and howto teach under social science at school level, of which student teacher has to be familiar. Whatare the experiences in teaching social science to the students and what we can learn from thisis also a subject to study.

This is also an expectation from student teachers that, they should prepare importantconcepts of social science with the help of textbooks and reference material, so that they canbe familiar with textbooks and concepts.

Evaluation of children in social science is very complicated because in this we wantthat children present their experience and ideas, not a reproduction of important points of thelesson. Also included in the curriculum are the measure and process of evaluation.

The contents of social science as a school subject are based on a certain understandingabout their nature and purposes. Instead of treating these as natural and given, this courseintroduces student teachers to different perspectives about these subjects. It would also examinethe ways in which different visions and understanding of the subjects get reflected in differentcurriculum, syllabus and textbooks. It asks and suggests how social sciences can developcapacities to critically understand society and social reality around us with reference to time,space and power, structures, institutions, processes and relationships.

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Different perspectives about the nature of history, geography, political science,economics and sociology would form the basis of this course to understand that the subjectmay be conceived in different ways. Analysis of textbooks and curriculum may help studentteacher to understand how various perspectives about social science shape pedagogic processesand how they may be transacted in the classroom.

It helps the student teacher to understand and analyse how children conceptualize andunderstand the different components of social science and also helps him or her to understandhow various methods of teaching social sceince allow or obstruct the development of abilitiesamong individual child. Collective reflection would also provide another avenue for studnetteachers to develop their own understanding of social sciences and to follow appropriatepedagogy while teaching social science. It also helps student teacher to understand the societyand the social structure of Sikkim. It also helps to understand their own cultural diversity intheir state and understand the society in which they live. It makes them aware of how societyis sturctured, managed and governed. It helps them to respect differences in opinion, lifestyleand cultural practices and to undertake activities that will help them develop social and lifeskills.

Course Objectives:

✦ Develop knowledge and skills to critically understand and analyse the society in which welive by drawing upon the disciplines of history, geography, political science, economicsand sociology

✦ Build skills to gather, interpret and analyse data

✦ Critically analyse social science school curriculum, syllabus and textbooks

✦ Know and use different pedagogies to transact the curriculum in a manner that enhancescuriosity of children to enquire about social phenomenon and develop their capacities toreflect on the existing society, its institutions and practices in critical, independent andthoughtful manner

✦ Develop capacities to uphold human and constitutional values of freedom, equality, justiceand respect for difference and diversity and challenge the social forces that threaten thesevalues

✦ To understand the society and the social structure of Sikkim.

✦ To understand the cultural diversity of Sikkim.

✦ To understand the society in which they live to learn how society is structured, managedand governed.

✦ To learn to respect differences of opinion, lifestyle and cultural practices.

✦ To undertake activities that will help them develop social and life skill.

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Units of Study:

Unit I: Nature and History of Social Sciences, Structure of History, Geography, Economicsand Civics. Civics vs Social and Political Life

It helps the student teachers to understand the importance of social science and itsvarious disciplines, such as history, political science, geography, economics and sociology. Ithelps them to understand various approaches to teaching social science.

✦ Social Science : scope and nature.

✦ Objectives of teaching social science.

✦ Importance of social science in developing various disciplines of social science andstructures : history, political science, geography, economics, sociology .

✦ Importance of various disciplines in developing children’s understanding of their socialcontext and social realities, different perspectives on nature and scope of history, roleof historian.

✦ Different approaches to geography, different approaches to organize social sciences,discipline centered issue-centered, integrated social science and interdisciplinaryapproach to teaching social science.

Unit II: Curriculum of Social Sciences and Important Concepts

It helps the student teacher to understand the society in which they live. The history,type of authority that existed and the changes that have taken place. Trend in economic structurein Sikkim.

✦ Society: social structure in the past and present in Sikkim, kind of social stratificationthat existed in the past and in contemporary Sikkim, major communities of Sikkim andtheir impact upon each other. Diversity among Primary ( family) and secondary groups( neighbourhood etc) in Sikkim.

✦ Civilization: history of Sikkim from monarchy to democracy, diverse culture and its impactupon different communities . Pilgrimage and cultural centres in Sikkim.

✦ State: type of authority that existed in Sikkim and its changing scenario, historicalperspectives of the formation of state and the development till now, nation, nation-state and citizen.

✦ Region: the rich bio-diversity of Sikkim and it’s resources, space and people and theirway of living ( Food habit, costumes etc).

✦ Market: Exchange with special reference to the history of trade linkage between BritishIndia and Tibet through the passes of Sikkim and trade with China in contemporaryIndia through Nathula Pass.

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Unit III: Understanding of Textbooks, Review and Analysis of Textbooks on the following

Helps the student teacher to review and analyse text books of their own state anddevelop reflective thinking and give views on how to improve the same. Helps to draw thelearning indicators as per the content.

✦ Philosophy and guiding principles for the development of social science textbooks.

✦ Appropriateness of content, approaches and methods of teaching social science –Interactive and participatory methods, role of a teacher as facilitator.

✦ How themes, structure of the unit has been organized, nature of exercises given in thetextbook and is it possible to implement in the class.

✦ Analyze its academic standards and indicators of learning.

✦ Discuss about the learning resources for effective transaction of social sciencecurriculum.

Unit IV: Pedagogy, Teaching–Learning Materials and Classroom Transactions

Helps the student teachers to know different approaches to teaching social science,methods of teaching and the use of various teaching learning materials to develop variousskills among them .

✦ Teaching Methods: heuristics/discovery method, problem solving method, projectmethod, Methods of teaching, use of narration, comparisons, observations, dialogueand discussion in social science, concept of data, its sources and evidence in differentsocial science disciplines.

✦ Identifying bias and prejudices, use of personal/experiential knowledge for criticalthinking, dominant method of evaluation in social sciences based on information recall,alternative ways to evaluate learning, basis of evaluation, types of questions, use ofopen book examination etc.

✦ Approaches to teaching: teaching should be seen as an opportunity for teachers andstudents to learn together, thus developing a democratic culture within institutions.

✦ Involvement in debate and discussion.

✦ Clarification of concepts through lived experiences of individuals and communities andany other innovative practices.

✦ Meaning and importance of teaching learning materials.

Types of Teaching Learning Materials

✦ Community and local sources

✦ Teacher as a teaching aid.

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✦ Blackboard as a teaching aid

✦ Pictures as a teaching aid

✦ Maps as a teaching aid

✦ Globe as a teaching aid

✦ Models and any other innovative teaching learning materials

Unit V: Classroom Planning, Assessment and Evaluation

Planning of lesson is very important for every student teacher before he/she enters theclass. Assessment and evaluation is equally an important component in teaching learningprocess. It helps to find out the strength and weakness of student teacher.

✦ Planning of Lesson ( All unit from history, political life and geography)

✦ Evaluation of planning

✦ Assessment and evaluation: definition, needs and importanceof Continuous andComprehensive Evaluation (CCE)

Mode of Transaction:

✦ Group work to develop skills like team spirit, sharing of ideas, appreciating each other’sideas, cooperation etc.

✦ Observation of various social institutions like functions of the government, panchayatsand discuss with the peer to be done by the student teacher

✦ Engage in constructive criticism related to the topics like role of government towardsthe state, media etc.

✦ Encourage to actively participate in questioning in the class etc.

Unit VI: Field-based Project: Some Suggested Projects (any two)

Projects help student teacher for further learning and make them more resourceful. Ithelps to develop critical thinking among student teachers. Provides an opportunity to learntogether.

✦ Project on “Historical and contemporary Educational Scenario in Sikkim with specialreference to the development of schools, college and educational institutions and teachertraining institutions”.

✦ Collect the information regarding the history of Sikkim under the rule of monarchy andwhen did it developed into a democratic state.

✦ Explore and collect some books, movies, cartoons, magazines and journals of 1950s ofSikkim and discuss how factors like economic, political have played a role in bringingchanges in the life of the people.

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✦ Organise field visits to the places with cultural heritage in Sikkim eg any old palace,places of worship, historical places and understand its significance in the life of thepeople of Sikkim. Discuss its impact on the economy, tourism etc. Discuss how thesecan be preserved and protected.

✦ Visit the nearby industry or factory of Sikkim and trace two final consumer productsfrom their raw form. Study the processes that are involved in changing it to the final,finished product. Study how various factors of geography, economics, politics and historyhave influenced them. Also see the inter-meshed relationship that exists between them.

✦ Prepare a project on culture of different communities of Sikkim- music, dance, costumes,ornaments, cuisine, language, art and craft, sports and compare the similarities and itsimpact upon each other.

✦ Discuss in your class the type of economic system that existed in Sikkim and the changesthat have taken place in the present scenario.

✦ Discuss and critically analyse the present Continuous and Comprehensive Evaluationsystem and different ways of assessment (formative, summative, observation etc.) andprepare a reflective journal give your suggestions to improve it.

✦ Review and critically analyse social science book of classes VI to VIII in terms of itsappropriateness, illustrations, contents, assignments etc and provide suggestions forimprovement.

✦ Around any particular social science theme example ‘Media’ find out when exactly atype of media started in Sikkim, what kind of information were mostly provided andwhat is the status of media in the contemporary Sikkim.

✦ Seminar presentation on the sources of information like cartoons, stamps, currency,newspapers, magazines, documentaries, plays, maps, globes, historical film/serial/noveland so on be used in the teaching of social science.

✦ Visit nearby school and observe classrooms to understand and critically evaluate thetransaction of the social science curriculum.

Readings for Discussion:

✦ Bhattacharya, N. (2009). Teaching History in Schools: The Politics of Textbooks in India.

✦ Teaching, Contemporary Educational Dialogue 1:2, 228-257.

✦ Jain, M. (2005). Social Studies and Civics: Past and Present in the Curriculum, Economicand Political Weekly, 60(19), 1939-1942.

✦ NCERT Social Science Textbooks for Classes VI- VIII, New Delhi: NCERT.

✦ Social Science Textbooks for Classes VI-VIII, Madhya Pradesh: Eklavya.

Suggested Readings:

✦ National Curriculum for Elementary and Secondary Education: A Framework, 1988, NCERT,New Delhi. National Curriculum Framework for School Education, 2000,. NCERT, NewDelhi.

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✦ Batra, P. (ed.) (2010). Social Science Learning in Schools: Perspective and Challenges,New Delhi: Sage.

✦ George, A. and Madan, A. (2009). Teaching Social Science in Schools: NCERT’s New

✦ Textbook Initiative. New Delhi: Sage.

✦ Kumar, K. (1996). Learning From Conflict. Delhi: Orient Longman, pp. 25-41, 79- 80.

✦ NCERT, (2006). Position Paper National Focus Group on Teaching of Social Sciences.

✦ New Delhi: NCERT, 1-19.

✦ National Curriculum Framework 2005. Position Paper by National Focus Group on Teachingof Social Science. NCERT, Sri Aurobindo Marg New Delhi.

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CREATIVE DRAMA, FINE ARTS AND EDUCATION(SECOND YEAR)

Maximum Marks : 50Theory : 10

Practicum : 40

Area of Study: Other Value Added Courses For Holistic Development

Rationale and Aim of the Practicum:This practicum includes three critical areas of focus: creative drama, fine arts and work

and education. All three components are to be covered through the two years of the D.El.Edprogramme. Weightage for each is given separately. The rationale, aim and objectives of eachfocus area are also given separately to facilitate the detailed design and transaction of thispracticum.

The well-being and fulfillment of an individual’s potentials is the common thread of thecomponents of fine art and creative drama as it connects with work experience and healtheducation. Work experience is a space where working transcends vocational skills and aims tocreate a whole experience of being fully present and working with all of one’s faculties andbeing in relationship with others and nature. Health education goes beyond general advice onhygiene and nutrition, placing health within the social and community realm; helps appreciatethe interconnectedness of an individual’s physical, emotional health with that of socialenvironment health of the human and natural community.

Art education aims to connect these two with the inner aspects of one’s being and toappreciate and create beauty and harmony within and outside. It operates from a paradigmthat the aesthetic needs are fundamental to all human beings and by creating opportunities towork on these, home them, cultivate them, we can hope to create harmonious individuals anda harmonious world. It is not about beautification – applying something from outside, but anability to appreciate the inherent rhythm, beauty and harmony in forms, relations and character.

CREATIVE DRAMA

Rationale of the Course:There are two board aims of creative drama for education. One is for the student-

teachers to use drama processes to examine their present and to generate new knowledge,understanding and perceptions of the world and themselves in it. The second aim is to train,enhance some theatre skills that will help them be creative and enlightened teachers. A processthat draws our physical, emotional, intellectual and other faculties together in a moment (e.g.life itself) makes for worthwhile, far reaching, holistic learning. Drama is one such experienceand should therefore have a central place in school education.

It is important to stress that drama is not about the self alone or self-expressions alone.The process of drama is a social experience it is about the richness of understanding that can

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be generated by a group about society, self and the interconnections. The understandinggenerated within a group is internalized and is carried forwards by the individual in diversepersonal and social contexts. The focus of drama is on the student-teacher, building her/hiscreative capacities through theater.

Course Objectives:✦ To draw out and work with different faculties simultaneously i.e. physical, intuitive,

emotional, sensual and mental through practical exercises.

✦ Build imagination and concentration of the body and mind. Structured exercises forcoordinating, enhancing and translating imagination into physical expression.

✦ Learn to challenge and shift one’s own attitude and standpoint as one learns tounderstand multiple perspectives to empathies.

✦ Identify and develop one’s own creative potential.

✦ Bring the arts at the center of exploration, e.g. in visual arts: semiotics of the image/film/ play/ music, how is an image to be made meaningful, how can an image act as astarting point for an exploration?

✦ Recognize the role of “drama as education” in the elementary school.

✦ Learn to identify areas that are best suited for drama exploration. Examine throughchosen themes, how learning can take place in the classroom through group dramaexploration by a while class of elementary school students.

✦ Explore the role of the teacher as creative guide in learning that is drama driven.

Theater techniques are used to help stretch, enhance and challenge the student-teacherin terms of her/his body, imagination and perceptions. By participation in group dramaexplorations structured and guided by the teacher, the student-teachers would enhance theircritical awareness of the world and themselves in it. The focus is not the self alone but thesocial world that the self lives in.

Themes for Task:✦ Artist development and acting techniques.✦ Drama from books.✦ Roleplays.✦ Skits.✦ Make your own play (created by student-teachers undergoing d.el.ed).✦ Theater for social change.

✦ Street plays.

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Focus Area:

1) In drama exploration, the overall context presented to student teacher is to understandlife and to learn from life. The mode is experiential. The exercises are structured by theteacher, but the experience and reflection on that, is the learning. However for this tohappen it is mandatory that the exercises are planned and structured by the teacher andnot offered as “open improvisations.”

2) Encourage recognition of differences among people: caste, class, gender, religion, age,community, occupation, lifestyle, etc. and how these influence actions, decisions andrelationships of people learn to place oneself in a wider arena of these cross cuttingcurrents. The self to be placed in the context of the other. “How should I look at theother? What does that reveal about me?” go beyond the immediate and look at othergroup’s settings, e.g. rural, the disadvantaged and other cultural communities.

3) Ways of seeing situations, social structures and communities. To sharpen observation andto learn to continuously ask probing questions while investigating situations. Develop thecapacity to look at the same situation from different perspectives. Learning to recognizecontradictions within situations with the aim of grasping a better understanding of thesituation rather than wanting to look for solutions.

4) Finding connections between the particular and the universal. How larger processesand contexts play out in the specific context of daily life situations and vice versa. Forinstance, the case of a marginalized dalit woman seeking medical help is connectedwith the larger worlds of state responsibility and public health policy, prevailing genderrelations, the judiciary, etc.

5) Change as a principle of life. Identifying it within drama work, the repercussions ofchange who dies it affect why and how?

6) Learning to continuously reflect on and analyze classroom exploration and theirconnection with events and situations in world outside. Evaluating one’s own and group’sprogress in class.

FINE ARTS

Rationale of the Course:The aim of the Fine Arts component of the practicum is to understand interconnections

between art, crafts, drama, culture, aesthetics, health and livelihoods. The aim is also toappreciate and engage with a diverse range of art processes, products and performances – folkand classical through exposure and exchange. It is believed that giving opportunities to schoolteachers to engage with aesthetics through art forms is likely to cultivate and hone their aestheticsense and their ability to recognize beauty and harmony as essential aspects of a life of quality.

Course Objectives:✦ Develop an understanding of art and craft, the need to appreciate it in different forms;

the scope and purpose of art education and art as the basis of education.

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✦ Develop a perspective and appreciation of art, nature, human existence relationship.

✦ Critique the current trends in art education and develop a possible scenario for art forchange.

✦ Understand the range of traditional art forms and working with hands.

✦ Develop an appreciation for diverse music forms and role of music in human cultures.

✦ Create and present pieces of art: using visual arts and crafts.

✦ Create and present pieces of performance art using music and movement.

✦ Evolve collective art projects incorporating different art media – into a public festival/event.

✦ Deepen understanding, appreciation and skills in one chosen medium though self-workand evaluate self as an artist and art educator.

The course is based on the premise that aesthetic needs are fundamental to all humanbeings and through the medium of creative drama and fine arts opportunities can be created todevelop harmonious and individuals.

Focus Area:

1. Cinema and Electronic Media:

✦ Provide exposure to alternative cinema, develop appreciation for cinema as an art andunderstand the impact of electronic media on our psyche and aesthetics.

✦ Orientation with an expert on films providing a background followed by screening ofknown films.

✦ Projects/discussion on television and our mindscape.

✦ Storylines, the corruption of aesthetics, intervention in familial spaces, increasinglegitimization of violence.

✦ Age appropriate viewing and selection of films

2. Literary Arts:✦ Linkage between language, literature and performing arts.

✦ Appreciation of poetry as performance art, play, reading and reading literature as anart, selection of poetry pieces and developing performances around it.

✦ Exposure to readings in different languages and traditions: hindi, english, other regionallanguages and dialects drawing upon local traditions.

3. Architecture and Spatial Design:✦ Develop a deeper understanding of architectural heritage, appreciation if spatial designs

and aesthetics therein (designs of different eras as well as local designs available canbe familiarized in the process).

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✦ Through heritage walks in the different areas where the local heritage homes are found.

✦ Political dynamics of space and its changing trends.

✦ Cultural social connections with architecture and town/city planning.

✦ Connection to natural resources and access to these viz a viz architecture and design.

✦ Spaces for children in a city.

4. Designing a Project for School Children:✦ Participants to identify a specific age group of children and a relevant theme and design

an art based project for them which should span over a period of time example. E.g. aheritage walk to a nearby monument and a public event about it, including art exhibition,plays, songs and other similar expressions.

✦ Principles of inclusion, diversity, child-centered approaches would be a given and the participantswould be encouraged to use all that they have learnt in an interactive manner.

✦ Feedback from students, teachers and community would be used for evaluation of thisaspect.

✦ Classroom designing.

✦ School campus designing projects with locally available materials.

Evaluation:

✦ This is a 100% Practical course.

✦ Weightage for each component 25 (Fine Arts) + 25 (Creative Drama) = 50 Theory is notevaluated but a few theory classes are required as to brief the student teachers on thevarious components

✦ For the selection of the themes and formats for Fine Arts and Creative Drama, theconcerned teacher educator can select in accordance with the current issues andconcerns of their regional context.

✦ The components and the formats for both the years are the same only change is neededin selection of the themes of the course.

Readings for Discussion:

✦ Stallabrass, Julian. Contemporary Art: A Very Short Introductions.

✦ Translated Regional Folklores.

✦ Mishra, A. (2004). Aaj bhi Kharein hai Taalab, Gandhi Peace Foundation, 5th Edition.

✦ Narayan, S. (1997). Gandhi views on Education: Buniyadi Shiksha [Basic Education],

✦ The Selected Works of Gandhi: The Voice of Truth, Vol.6, Navajivan Publishing House.

✦ NCERT (2006). Position Paper National Focus Group on Arts, Music, Dance and Theater,New Delhi: NCERT.

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✦ Punathambekar, Aswin. From Bombay to Bollywood: The Making of a Global MediaIndustry (2013). New York University Press.

✦ Majumdar, Neepa. Film Fragments, Documentary History and Colonial Indian Cinema(2007). Canadian Journal of Film Studies, Vol. 16, No. 1, Spring 2007.

✦ Guneratne, Anthony R. & Dissanayake. Rethinking Third Cinema (Chapter 9 – RethinkingIndian Popular Cinema: Towards Newer Frames of Understanding.” (2003), Routledge.

✦ Readings on the Feminist Approaches to Literature.

✦ Reading excerpts from Contemporary Writers (Local, National and International).

Suggested Readings:

✦ Dodd, Nigel and Winifred Hickson (1971/1980). Drama and Theater in Education. London:Heinmann.

✦ Gupta, Arvind (2003). Kabad se Jugad: Little Science. Bhopal: Eklavya.

✦ Khanna, S. and NBT (1992). Joy of Making Indian Toys, Popular Science. New Delhi: NBT.

✦ McCaslin, Nellie (1987). Creative Drama in the Primary Grades. Vol. I and In TheIntermediate Grades, Vol. II, New York/London: Longman.

✦ Poetry/songs by Kabir, Tagore, Nirala, Shri Kedar Gurung, Daisy Baraily, Aruna Lama,Shanti Thatal, C.B. Gurung, etc.

✦ Passages/Writings/Excerpts from Short Stories by Sudha Murthy; Ramcharitra Manasby Tulsi Das, Ruskin Bond; Life of Pi by R.Amarendran, Divswapana by Gijubhai Badheka;R.K.Narayan, We, The Children of India – Former Chief Justice Leila Seth; Letters from aFather to a Daughter – Pandit Jawaharlal Nehru.

✦ Plays: Andha Yug –Dharam Vir Bharati, Sunkesari, Tughlaq by Girish Karnad.

✦ Prasad Devi (1998). Art as the Basis of Education, NBT, New Delhi.

✦ Sahi, Jane and Sahi, R. (2009). Learning Through Art, Eklavya.

✦ Films by Ugen Chopel, Tulsi Ghimirey, Satyajit Ray, Shyam Benegal, Mrinal Sen, GirishKarnad.

✦ Decoding Bollywood : Stories of 15 Film Directors. Golani, Sonia (2014); WestlandPublication.

Suggestions for Film-Viewing and Reviewing:

Dead Poets Society: This classic film about a teacher who encourages his students at a boardingschool to break out of the status quo has inspired English students (and others) for year.

Children of God [NEPALI]: A documentary which follows a group of siblings who eke out theirexistence from the offerings and other goods found in the sacred Bagmati River in Nepal.

Dangerous Minds: Based on the story of LouAnne Johnson, a former U.S. Marine, DangerousMinds tells the story of a teacher trying to encourage teens from East Palo Alto, California, to

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take school seriously. This movie features unorthodox teaching methods, and changes to thecurriculum designed to help the teacher connect with students.

Salaam Bombay: The film chronicles the day-to-day life of children living on the streetsof Bombay (Mumbai)

Lean On Me: The film is about a principal who is willing to do anything it takes to help make hisschool safe and create an environment for all students to learn. Sometimes doing what’s toughis what’s best for kids.

The Breakfast Club:The storyline follows five American teenagers, each a member of a differenthigh school clique, who spend a Saturday in detention together and come to realize that theyare all more than their respective stereotypes, while facing a strict disciplinarian which relaysno matter how one might perceive a student to be, there is a good chance they have somedarker parts they are just waiting to share. Sometimes they just need someone to ask.

Taare Zameen Par: The film explores the life and imagination of Ishaan, an eight-year-old dyslexic child who struggles everyday to do simple things of life. It spreads a message thatevery kid is different and has different needs.

Chak De India!: A movie that played an important role in reviving popularity of hockey, especiallywomen hockey in India. Chak De! India talks about religion, sexism, India partition, regionalprejudice, emotions and lot more through field hockey.

Three Idiots: The revolutionary movie that gave a whole new twist to the Indian educationsystem. The movie gives a message that education doesn’t require money, uniform, big schoolsand colleges, all it requires is the strong will to study. The story also focuses on how theeducation system should look beyond high grades and should focus on what a kid wants to do.

Chalk n Duster:Indian drama film about commercialization of the Indian private educationsystem.

Paathshaala:The story revolves around children on a school campus. It comments on the Indianeducation system and its shortcomings.

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SCHOOL CULTURE, LEADERSHIP AND TEACHER DEVELOPMENT

(SECOND YEAR)

Maximum Marks : 100Theory : 70

Practicum: 30

Area of Study: Educational and Contemporary Studies

Rationale of the Course:

The purpose of education is to enable happy, meaningful learning environment forall children. Between the idea of education and the implementation of an educationalprogramme is a long journey that witnesses a range of dynamics amongst severalimportant players. These include teachers, parents, school heads, district and block leveleducation functionaries, academics, educators, the community, government planners andpolicy makers, and children. How are schools organized? What roles do governmentfunctionaries perform to help schools provide quality education? What kind of leadershipenables effective school education? How are educational standards defined? What are theprocesses of change facilitation in education? This course brings together pieces of the puzzlethat constitute effective school education. Through workshops, discussions, readings, field-based project work and project presentations, students will develop an understanding of therange of factors that enable school organization and management.

The systems of education around the world are changing. With the start of the newmillennium many societies are engaging in serious promising educational reforms.Professional development of teachers is one of the key elements in most of these reforms.Societies are finally acknowledging that teachers are not only one of the ‘factors’ that need tobe changed in order to improve their education systems, but they are also the mostsignificant change agents in these reforms. This double role of teachers in educationalreforms, being both subjects and objects of change, makes the field of Teacher Developmenta growing and challenging area, and one that has received major attention during the pastfew years. This new emphasis has been welcomed by teachers and educators in generalas it represents a much needed appreciation of teachers’ work, and also promotes the conceptof Teacher Development. Teacher Development is a broad area which includes teachereducation, teacher training and any other effort that the teacher makes to develop his/hercompetencies as a teacher. It is a lifelong process which begins with the initial preparationthat teachers receive and continues until retirement. Hence this course helps in studyingmodels of teachers’ initial preparation, as well as models of in-service ‘training’ and otherlearning experiences that enhance teachers’ practices and professionalism through their lives.

This course also enables the participants to critically examine the role and contributionof various regulatory bodies and support institutions for improving quality of teachereducation.

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Course Objectives:

The overall objective of this course is to enable student teachers to develop aholistic understanding of the range of issues and dynamics that constitute school education.The specific objectives are:

✦ To familiarize student teachers with the structures and processes of the IndianEducation System.

✦ To help student teachers develop a critical understanding of the notion of schoolorganization and management in the context of the structures and processes ofthe education system.

✦ To enable student teachers develop a comprehensive understanding of context-specificnotions of school effectiveness.

✦ To enable student teachers to develop an understanding of school leadership andchange management and its dimensions.

✦ To help student teachers make overt connections between field-based project work,educational leadership and change facilitation.

✦ To help student teachers to build confidence, favourable attitude, aptitude, interestand self-concept.

✦ To enable the better understanding of the student teachers.

✦ To familiarize with the latest in education.

✦ To know about the methodology of teaching.

This course enables student teachers to develop an understanding of the systemof education, how it operates, the role and functions of each of the different levels ofthe school system; its relationship with school curriculum and its impact on pedagogicprocesses in the classroom. This is likely to provide insight into the constraints of asystem and the specific role and space that teachers and school leadership can claim toinitiate change.

Units of Study:

Unit I: Structures and Processes of the Indian Education System

Educationis the fabric and pivotal instrument of change which involves several factors,elements and agents and their respective roles which are sometimes hidden should bemanifested to the learner.

✦ Meaning and aims of school education

✦ Types of school administration within different bodies

✦ Roles and responsibilities of education functionaries

✦ Relationships between organizations, schools and the stakeholders

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✦ Policies interpreting school education and its impact

Unit II: School Leadership and Management

Teachers have very significant role to demonstrate oneself and to materialize thedynamics of change and the concept of leadership among its learners.

Role of Teachers as Leaders:

✦ Administrative leadership

✦ Team leadership

✦ Pedagogical leadership

✦ Leadership for change

✦ Change management

Project work:The practicum component of this course is meant to help student teachers make specific

connections between field observations, class discussions, assignments, analyticalpresentations and participation in change visualization.

Suggested Topics:

✦ Managing the classroom

✦ The role of the school head

✦ Interactions with support organizations

✦ School improvement plan

✦ Change facilitation processes

Unit III: School Effectiveness and School Standards

The objectives of school culture seem all the same from its outlook, however, there arevaried standards which are responsible to cater effectiveness in school system. The lesson isdesigned in order to comprehend the learners justify its scientific manner and approach.

✦ School culture, organization and management. The role of school activities such asassemblies, annual days etc, in creation of sound school culture.

✦ School effectiveness and its impact.

✦ Understanding and developing standards in education.

✦ Classroom management and the role of teacher.

✦ Lesson plans: preparation and transaction.

✦ Communication and multiple levels of learning in the classroom.

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Unit IV: Change Facilitation in Education

Changes are the permanent phenomenon in any system, hence it is pertinent to aware ourlearner about the same.

This unit makes the learner aware about the various schemes and issues that facilitateschange in education.

✦ Sarva Shiksha Abhiyan(SSA)experiences

✦ Incentives and schemes for girl children

✦ Issues in educational and school reform

✦ Preparing for and facilitating change in education

Unit V: Understanding Teacher Development

This unit provides scope and parameters of teacher development and career.

✦ A brief introduction to development on Teacher Education in India

✦ Concepts of Teacher Development on teachers, students, organisations and community

✦ Impact of Teacher Development on teachers, students, organisations and community

✦ Changing context of teacher education in the global scenario

✦ Pre –Service and in-service teacher education: Concept, nature ,objectives and scope

✦ Recommendations of various Commissions and committees concerning TeacherEducation System

✦ Impact of NPE 1986 and its POA on Teacher Education System

✦ Role and functions of IASEs, DIETs, CTE

✦ Role ,functions and networking of institutions like UGC,NCERT,NCTE,NUEPA,SCERT etc

✦ Accountability and Continuous Professional Development

Mode of Transaction:

✦ Close reading of specific texts

✦ Observation and documentation of school organizational processes

✦ Field visits: centers of innovation, different school types

Readings for Discussion:

✦ NCERT, Educational Statistics of India, New Delhi

✦ Senge. P (2000) The Industrial Age System of Education, In Schools That Learns, London:NB, 27-58

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Suggested Readings:

✦ Batra, Sunil (2003). From School Inspection to School Support. In N. Sood (ed)

✦ Management of School Education in India: NIEPA: New Delhi.

✦ Early, P. and D. Weindling (2004). A changing discourse: from management toleadership. In Early, P. and D. Weindling (ed) Understanding School Leadership,Paul Chapman Publications: UK.

✦ Fullan, M. (1993). Why Teachers Must Become Change Agents. In EducationalLeadership, 50 (6).

✦ Govinda, R. (2001). Capacity Building for Educational Governance at Local (Levels).

✦ Paper presented at the International Consultation on Educational Governance atLocal(Levels, Held at UNESCO, Paris 27-28 February 2001.

✦ Jha, Madan Mohan (2002). School without Walls Heinemann: New Delhi pp 24- (40;128-155.

✦ Majumdar, S. (1990). Infrastructure and Educational Administration. In Mukhopadhyayand Parkar, Indian Education: development since independence. Vikas Publications: NewDelhi.

✦ Marzano, R, Waters and McNulty (2005). School Leadership that Works ASCD: Virginiapp 13-27; 41-64.

✦ NCERT, Educational Statistics of India, New Delhi (issues of the last decade).

✦ Senge, P. (2000). The Industrial Age System of Education. In Schools that Learn, NB:London. pp 27-58.

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YOGA EDUCATION

(SECOND YEAR)

Maximum Marks: 50Theory : 10

Practicum : 40

Area of Study: Curriculum and Pedagogic Studies

Rationale of the Course:

Envisaged in NPE 1986 with its modification in 1992, the Yoga Education is finally includedin the curriculum of teacher education as a new course designed as a component of both theoryand practical. The scope of study is to improve and sustain the quality of life.

Yoga is a gift of great Indian tradition. It is the science to unite the body, mind and soul.It controls the senses and leads to the union of individual consciousness with universalconsciousness. Yoga co-ordinates thought and action; restraint and fulfillment and guidestowards perfection of work, peace and happiness. It provides a holistic approach to health andhappiness. One can have restful sleep and calmness of mind. Yoga controls the subtle forceswithin our body and increases energy and vigor, vitality, longevity and gives best lifestyle withthe concentration of mind.

Yoga is a spiritual discipline based on an extremely subtle science is an ‘immortalcultural outcome’ of India. It works on the level of one’s body, mind, emotion and energy. Thishas given rise to four main classifications of yoga: karma yoga- body; Jnaña yoga- mind; bhaktiyoga- emotion and kriya yoga- energy. All types of yogic practices fall under the gamut of oneor more of the above four categories. Physically fit with sound body and mind willing to expertisethe great profession of teacher Yoga can contribute a student teacher to develop into awholesome person capable to withstand the challenges of education. Concentration, emotionalbalance, patience, strong determination, devotion, dedication accountability, self esteem withpositive thoughts etc are the outcome of regular practices of Yoga which are indispensabletraits of professional personality of a teacher.

Course Objectives:

✦ To generate an understanding of the principles of yogic practices for quality life.

✦ To appreciate the rich Indian tradition of yoga practices for self education.

✦ To develop ability to perform age appropriate yogasanas for physical and mentaldevelopment and emotional balance.

✦ To help teachers to improve psychological functions like resistance, awareness,concentration and will power.

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✦ To create opportunities to develop ideals, strength, social skills and foster cooperation.✦ To provide an opportunity to understand the self as body, mind, thought, action and emotion.✦ To develop a comprehensive view on philosophical concepts of yoga.✦ To enable student teacher to get insight into Patanjali, Aurobindo, Bhagawat Geeta,

Buddha and Jain yoga system.✦ To get a holistic view on the therapeutic value of yoga practice.✦ To gain insight into the yoga system and its spiritual sanctity.

Units of Study:

Unit I: Principles of Yogic Practices

It includes different asanas, pranayama,mudras.It will help student teachers to knowabout the steps of asanas.

✦ Kind of Yogic Practices, Asana, Pranayama, Kriya, Mudra, Bandha, Dhyana:

✦ Limitations of asana, saftey measures and precautions.

✦ Meditative and relaxtative

✦ Cultural Asana: Standing, sitting, supine and prone.

✦ Step of the performance of Asana.

✦ Surya-Namaskar.

Mode of Transaction:

✦ Discussion

✦ Explanation

✦ Systematic demonstration

Task:

✦ Classify Yoga Asana

✦ Write safety measures & precaution

✦ Perform Surya Namasker

Unit II: Pranayama

This unit will help the student teachers about breathing. The technique of breathing asinhalation, retention and exhalation. It also talks about various pranas.

✦ Pranayama : Puraka(inhalation), Kumbhaka (Retention), and Rechaka (Exhalation

✦ Major Prana : Apana, Samana, Udana, vyana and upa prana.

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Mode of Transaction:✦ Demonstration✦ Discussion✦ Setting Time

Task:

✦ Practice the Pranayam

✦ Identify Prana and Upa Prana

Unit III: Bandha, Mudra and KriyasStudent teachers will know about the different kinds of bandh and their usefulness.

✦ Bandha : Jalandhra Bandha, Uddiyana Bandha and Mula Bandha.

✦ Nasikagra Drishti Mudra, Yoga Mudra & Ashwini Mudra.

✦ Kriya: Agnisar, Nauli, Trataka, Neti, Dhauthi,and Vamana.

Mode of Transaction:

✦ Demonstration

✦ Explanation

✦ Discussion

Task:✦ Differentiation of Bandha, Mudra, Kriya, Dhauthi, Neti, Vamana and Nauli.

Unit IV: Meditation and Education

This unit will help student teachers to understand that through asanas an individualwill go to meditative phase. This unit helps to understand the merits of meditation, and role ofYoga.

✦ Meditation: Concentration, focus, silence, motionlessness, freedom of thoughts. Roleof Yoga in education: insight, divine power, realization.

Mode of Transaction:✦ Insight Learning

✦ Acceptance Devine Power

✦ Self Realisation

Task:

✦ Apply meditation and concentration in learning process

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✦ Explain that practice of Yoga helps in both learning and training.

Unit V: Practicum and Suggested Activities

✦ Demonstrate Pranayama before your peer group and write a report.

✦ Survey and find out people who got cured through yoga practice and write.

✦ Learn any one type of meditation and write a report of your experiences.

✦ Asana:

Prone Type Postures:

Bhujangasana, Salabhasana, Naukasana, Ardha Salabhasana, Sarpasna, Dhanurasana

Supine Type:

Uttana Padasana, Sethu Bandhasana, Sarvangasana, Ardha Halasana, Jathara Parivratanasana,Chakrasana – I, Pawanamuktasana, Viparitha Karani, Matsyasana, Halasana, Suptapadaanustansan, Chakrasana- II

✦ Preparatory for Pranayama:

Abdominal, Clavicular, Thoracic, Full Yogic Breathing

✦ Pranayama:

Bhastrika,Kapalabhati, Anuloma- Viloma, Chandra Bhedan, Surya Bhedan, Ujjyai, Sitali,Sitkari, Bhramari, Nadi sodhan(1:2:2 ratio).

✦ Meditation:

Dhyana or meditation is an act of continuous contemplation.

Sitting in meditative asana with concentration on tip of the nose and centre of eyebrow

Pranadharana (body awareness)

Yoga Nindra.

Mode of Transaction:

✦ Practical

Task:✦ Observe the effects in pre-meditation learning and post-meditation learning.

Suggested Readings:

✦ B.K.S. IYENGAR : 1. Light on Yoga [Yoga Dipika], 2. Light on Pranayama, Harper Collinspublishersaryagang, New Delhi, India 2000.

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✦ Chatterjee Tulsidas (1970), Sri Aurobindo’s Integral Yoga, Sri Aurobindo Ashram, Authorfrom 22, Bajuhibpur Road, W. Bengal.

✦ Philosophy & practice of Yoga- Swami Ramdev, Divya Prakasan

✦ Pranayama Rahasya- Swami Ramdev, Divya Prakashan

✦ I.K.Taimini (1973), Glimpse into Psychology of Yoga, Theosophical publishing house,Adyar, madras, India.

✦ H.R. Nagendra & T, Mohan, Patanjali Yoga Sutra, Swami Vivekananda Yoga Publication,Banglore, 2002.

✦ James Haughton Woods, The Yoga Systems of Patanjali, Motilal Banarsidass Publishersand New Delhi, 1998.

✦ Shri O. P. Tiwari: ASANAS: Why and How,Kaivalyadhama, linavla pune Dist. Maharasthra.

✦ Dainindin Yogabhyas, Acharya Balkrishna, Divya Prakashan, Haridwar, India.

✦ Syllabus of Yoga Education, Acharya Balkrishna, Divya Prakashan, Haridwar.

✦ Yogasanas: A Teacher’s Guide NCERT, New Delhi, 1983.

✦ Yoga as Depth- Psychology and Para- Psychology (Vol I): Historical Background by Dr CT Kenghe,Bharata Manisha, Varanasi, India 1976.

✦ Swami Kuvalayananda and Dr. S L Vinekar YOGIC Therapy. Its basic principles andmethods, Ministry of Health, Govt of India, New Delhi. 1963.

✦ Yoga Protocol, AYUSH, GOI,21 June.

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EMERGING GENDER AND INCLUSIVE PERSPECTIVES IN EDUCATION

(SECOND YEAR)

Maximum Marks: 100 Theory: 70

Practicum: 30

Area of Study: Education and Contemporary Studies.

Rationale of the Course:

This course addresses the complex relationship that exists between diversity, inequity,and education. It aims to sensitize students to the diversity of life experiences and learningneeds of different kinds of children. Children with special needs, those from marginalizedcommunities as well as girls have been traditionally excluded from education. Inclusiveeducation, as understood today, must give a place to all children, while specifically addressingthe above. This becomes even more significant in the light of the Right to Education Act 2009.While critically looking at our education through this lens, this course also tries to explorecertain possibilities by addressing the nature of inclusive education as well as the sensibilitiesand skills that it demands from the teacher.

This course pertains to the study of new perspectives that have emerged in education.The need to promote inclusive education is increasingly being felt all over the world to integratechildren with disabilities, at all levels of education as equal partners, to prepare them fornormal development, and to enable them to face life with courage and confidence. The teachersare largely inadequately prepared to address such challenges in the classroom, and hence, failto understand their needs and facilitate learning for them. Same can be said about the childrenwho come from socially and economically deprived backgrounds, Scheduled Castes, ScheduledTribes, minority and other communities, girls and children with diverse learning needs. There isa dire need to equip the student teachers to overcome their biases in this regard and to developprofessional capacities to address these challenges.

Development of positive gender perspective is another expectation from school educationto address widespread discrimination and injustice at all levels in society. It requires not only apedagogic approach but also a linkage between theory and real life situations to promoterespect for women and reach gender equity.

Another major concern is an increasing violence and polarization, both within childrenand between them, being caused primarily by increasing stress in society. The classroom teachingcan play a crucial role by constructing and endorsing values and life skills in students to preparethem for meeting the demands and challenges of everyday living and by promoting values ofpeace based on equal respect of self and others. Similarly, to meet the ecological crisis, promotedby extremely commercialized and competitive lifestyles, teachers and children need to beeducated to change their consumption patterns and the way they look at natural resources.

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Thus, an engagement with emerging educational perspectives will enable studentteachers to contextualize education and evolve desired curriculum, subject- content andpedagogy, and can become catalysts of change both at individual and institutional level.

Course Objectives:

✦ Develop a comprehensive and critical understanding on disability, marginalization andinclusive education.

✦ Understand how barriers to learning arise from various discriminatory practices,curriculum, teaching approaches, school organization, and various other social andcultural factors.

✦ Focus on the structures (implicit and explicit) in our schools that serve as a hindrance tothe inclusion of all students.

✦ Develop pedagogy, curricula that engage all students, including those with disabilitiesto address inequality and diversity in Indian classroom.

✦ Recognize the need of integrating and inculcating life skills and values in schoolcurriculum and its implementation.

Units of Study:

Unit I: Inclusive Education

This unit will help the student teacher to understand the meaning of Inclusive Educationand enable the student teacher to address the issues related to diversity, gender in Sikkim andhow to overcome challenges. It will equip them to take the measures to overcome the problemsrelated to it.

✦ Forms of inclusion and exclusion in the schools in Sikkim (marginalized sections ofsociety, gender, children with special needs).

✦ Meaning of Inclusive Education and importance.

✦ Addressing Inequality and Diversity in the Classroom: Pedagogical and curriculumconcerns.

Unit II: Children with Special Needs

It gives the student teachers to become aware of the children with special needs andhow to help those children in an inclusive settings.

✦ Historical and contemporary perspectives to disability and inclusion.

✦ Range of learning difficulties.

✦ Disability, types and role of the teachers.

✦ Approaches and skills for teaching children with learning difficulties example grouplearning, peer tutoring, speaking slowly and clearly.

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Unit III: Gender, School and Society

It gives an opportunity for student teachers to interact and discuss on the type of socialbackground of the children eg whether the society in Sikkim is male or female governed and theissues related to it .Whether the school curriculum is free from gender bias or not.

✦ Understanding patriarchies in interaction with other social structures and identities

✦ Critically analyse, how gender is addressed in school: Curriculum of Sikkim, in the text-books at elementary level, during the classroom processes and the various ways thestudent-teacher interact on the issues related to gender.

Mode of Transaction:

✦ Use of multisensory methods to meet the needs of children in inclusive settings egaudio, audio –visual aids and visual aids, tactile etc.

✦ Play way methods which includes storytelling, role play, dramatisation, etc

✦ Child-centric activity based classroom includes observation, nature walk, Singing anddancing etc to develop various skills (life skills like eating properly, dressing up,communicating with each other in an appropriate manner etc.)

✦ Curriculum adaptation (simplification of curriculum with simple words, illustrations etc.

✦ Use of films, videos like Black, Tare Zameen par, Children of a lesser God, Gods ownChild, the Horse Boy etc.

✦ Use of Braille, sign language and other innovative practices.

✦ Use of teaching learning materials.

Practicum and Assignment:

✦ Critically analyse the status of Inclusive Education in Sikkim, collect information onclassroom transactions, issues related to diversity, gender and give suggestions for themeasures to be undertaken for the improvement.

✦ Organise awareness campaign in the locality on the importance of Inclusive Educationin Sikkim.

✦ Preparation of lesson plan for inclusive classroom keeping in mind the socio-culturaland economic background of the children.

✦ Preparation of teaching learning material for inclusive setting.

✦ Hands on practice on Creating Barrier Free Environment - Example Levelling of schoolground, literary activities, activities like- drama, dance, song and other innovativepractices.

✦ Field Experiences- Example Visit to school for visual impairment, Spastic Society, Schoolfor Hearing Impairment to get the knowledge about the methods used by the teacher,co-curricular activities organised in the school any other activities organised in the

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school. Collect information and prepare a project on how such children can be handledin the regular school.

✦ Prepare a report or journal on how to foster a collaborative teaching to address thediversity, gender and in the inclusive education.

✦ Dialogue and discussions on sensitive issues like integration of special need childrenin the regular school, attitude towards special children , group discussion, presentation,seminar,

✦ Seminar on the issues related to diversity, gender and inclusive education in Sikkim :

✦ Take at least one issue, example children coming from different linguistic backgroundexample Bhutia, Lepcha, Nepali and other communities. Critically analyse theproblems faced by the teacher in the in the process of teaching - learning. Preparereflective report, give suggestions or measures to be taken by the teacher to removesuch barrier if any.

✦ Visit regular schools and collect information regarding the pedagogy and classroomtransaction in the school and problems faced by the teacher while dealing with thechildren coming from different socio-cultural background.

✦ Critically analyse the school text books of the regular school. Is the language difficultor simple, free from gender bias or not etc and prepare a journal how curriculumcan be adapted to address the children coming from diverse socio-culturalbackground.

Readings for Discussion:

✦ Ghai, A. and Sen, A. (1991). Play and the Mentally Handicapped Child. Digest, Vol. 4 (1).

✦ Ghai, Anita (2006). Education in a globalising era: Implications for disabled girls, Social

✦ Change, 36 (3) pp 161-176

✦ Kumar, Krishna (1988). What is Worth Teaching? New Delhi: Orient Longman. Chapter

✦ 6: Growing up Male. 81-88.

✦ Singh, Renu (2009), The wrongs in the Right to Education Bill, The Times of India, 5 July.

Suggested Readings:

✦ Bhattacharjee, Nandini (1999). Through the looking-glass: Gender Socialisation in aPrimary School in T. S. Saraswathi (ed.) Culture, Socialization and Human Development:Theory, Research and Applications in India. Sage: New Delhi.

✦ Frostig, M, and Maslow, P. (1973). Learning Problems in the Classroom: PreventionandRemediation. Grune& Stratton: New York.

✦ Geetha, V . (2007). Gender. Stree: Calcutta.

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✦ ShaliniSikka (Eds.) School, Society, Nation: Popular Essays in Education New Delhi,OrientLongman

✦ Ghai, Anita (2008). Gender and Inclusive education at all levels In Ved Prakash & K.

✦ Biswal (ed.) Perspectives on education and development: Revising Educationcommissionand after, National University of Educational Planning and Administration: New Delhi

✦ Jeffery, P. and Jefferey, R. (1994). Killing My Heart’s Desire: Education and Female

✦ Autonomy in Rural India. in Nita Kumar (ed.) Women as Subjects: South Asian

✦ Histories. New Delhi: Stree in association with the Book Review Literacy Trust: Kolkatapp 125-171.

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UNDERSTANDING SOCIETY, EDUCATION AND CURRICULUM

(SECOND YEAR)

Maximum Marks: 100

Theory: 70

Practicum: 30

Area of Study: Educational and Contemporary Studies

Rationale of the Course:

As future teachers and educators, student teachers need to have a solid foundation inthe core principles and core concepts of education. This paper introduces the philosophical,the sociological, and the historical perspectives on education with a view to initiate inquiriesand discussions on significant facets, themes and questions regarding education in India. Thepresent century demands the need to understand the interface between education and societyto deal with the issues of prevalent societal inequality and conflict, and address the demandsfor equality, justice, freedom, dignity and diversity. The philosophical, sociological and historicalunderstanding of educational aims, processes and practices fulfils this need by criticallyelucidating the linkage that exists between education, knowledge and power. Such anunderstanding will help student teachers understand Indian society and role of education.

Course Objectives:

✦ To understand and explore the meaning, aims, purposes of education.

✦ To develop understanding of philosophical, sociological and historical dimensions ofeducation.

✦ To understand the linkage between knowledge, power and curriculum.

✦ To familiarise students with curriculum of different stages of education in Sikkim.

✦ To identify and question one’s own long-established presumptions on knowledge, learner,teacher, education, and develop a more informed, meaningful understanding of them.

✦ To expose students to divergent educational thoughts, perspectives and practices, thiswill help them in creating secure, egalitarian and pedagogically sound learning situations.

Units of Study:

Unit I: Philosophical Understanding of Education

This unit deals with the meaning of education, its broad aims and the process ofeducation through schooling.

✦ Meaning, aims and agencies of education.

✦ Forms and processes of education.

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✦ Relationship between schooling and education, and Education as a social system.

✦ Schooling and Education as visualized by different western and Indian thinkers: Rousseau,Dewey, Gandhi, Tagore, Gijubhai.

✦ Contribution of missionaries and local educationists towards the development ofeducation of Sikkim. Some illustrative names could be mentioned viz. Ms. Keepu TsheringLepcha, Mr Kedarnath Gurung and Ms. M. Patterson.

Unit II: Sociological Basis of Education

Education as a process and an idea exists within a societal context. This unit give anoverview of the relation between education and sociology, concept of modernization, socialchange and education as an instrument of social change.

✦ Modernization and social change and education for social change.

✦ Understanding the following basic concepts in relation to education of children.

✦ Social Diversity and Equality, Inequality in allocation of resources, opportunitiesand availability of basic needs.

✦ Equity.

✦ Quality.

✦ Rights and duties.

✦ Human and Child Rights.

✦ Social Justice: Understanding the Preamble and basic concept in Indian Constitution,role of education to ensure Fundamental Rights.

Unit III: Education, Politics and Society

This unit aims at understanding of dynamics between education, politics and society.Student teacher will learn about the development of education under colonial rule; India’seducation in the present day scenario, role of education in reproducing dominance andchallenging marginalization and the relation between teacher and society.

✦ Prominent characteristics of education in India during colonial rule.

✦ India’s Contemporary Education: continuities with and shifts from colonial legacy.

✦ Role of education in reproducing dominance and challenging marginalization withreference to class, caste, gender and social exclusion.

✦ Political nature of education.

✦ Teacher and society: A critical appraisal of teacher’s status.

Unit IV: Learning, Learner and Teaching

Human learning is influenced by the family, the community, the school and the socialsystem in which the child is born and brought up. So this unit deals with the concept, nature

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and factors influencing learning. It also discusses the different perspectives of teaching learningprocess.

✦ Learning: concept and nature.

✦ Learning, knowledge and skills: different ways of learning.

✦ Meaning of teaching and its relationship with learning and learner.

✦ Learners in Context: Situating learner in the socio political and cultural context.

✦ Constructs of childhood: critical examination of the universal construct of childhood.

Unit V: Knowledge and Curriculum

This unit presents how school curriculum can be organised based on the aims ofeducation. This unit also make a discussion on the curriculum of different stages of educationin Sikkim.

Criteria for curriculum need to be based on child’s learning requirement, aims of education,socio-economic and cultural contexts of learners.

✦ ‘Body of knowledge’ and children’s construction of knowledge.

✦ Processes and criteria for curriculum selection and construction.

✦ Conceptual framework of curriculum cycle.

✦ Curriculum of different stages of education in Sikkim.

✦ Knowledge and power: representation, inclusion and exclusion of knowledge of differentsocial groups in curriculum and textbooks.

✦ Approaches to Curriculum Organization and Development.

Mode of Transaction:

✦ Critical thought and questioning should be the basis for the transaction as well asshould be further honed.

✦ Close reading of text materials, papers, articles and case studies.

✦ Medium of art: such as role play, teachers must engage in dialogue and discussion withstudents minimizing the traditional lecture mode.

✦ Teachers should incorporate seminars, discussions, movie appraisals, group- work, fieldworks, projects and the close reading of articles, policies, documents.

✦ Class discussion: 1 Watching films/videos-After watching a film like “Do flowers fly” adiscussion on the idea of schooling, based on reflections on their practical exercise ofschool visioning and their own schooling experience.

The connections between all the five units must be sought.

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Suggested Practicum Task:

Task 1

What ought to be the aims of education in India?

Debate and discussions, to generate a range of orientations to education in India,representig different ideologies and emphases.

Task 2

Educational thinkers who have had the most impact on me: Presentations with ‘firstperson’ accounts by student teachers, followed by question.

Task 3

Comparing curricula and textbooks of different states governments and privateorganizations:

Assumptions on knowledge and learning, learning experiences provided, contextualrelevance of examples, analogies and so on, assessment practices.

Task 4

Student teachers discuss in groups Gandhi’s vision of Basic Education and it simplicationsfor school curriculum.

Suggested Mode of Assessment (Continuous and Comprehensive Assessment)

✦ Participation in classroom discussions.

✦ Preparation, planning, participation and presentation of practicum tasks/ field work/case studies/learning resources.

✦ Reflective essays.

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

✦ Paper pencil tests.

✦ Portfolios of student teachers.

Tasks are to be assessed in terms of both products (Reports, Resources and so on) andProcesses (Participation, Team work, Reading and so on).

Readings for Discussion:

✦ Reading–NCF2005(pp29-33) facilitated by teacher educator followed by discussions.

✦ Discussions based on reading- “Totochan”, “A Parrot’s tale”, “Animal Story” are somereading materials that student teachers must read followed by group discussions onsalient ideas and reflections. Conducting class discussions. On who decides what is tobe learnt in school, how school knowledge evolves. These discussions have to drawfrom learnings on knowledge in the previous unit.

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✦ Sibia, A. (2006). Life at Mirambika: A free progress school. New Delhi: NCERT.

✦ Kiran Navin (2015). Rights of the Sikkimese. Prime Printers Gangtok.

✦ Kumar, Krishna (1988). What is Worth Teaching. New Delhi: Orient Longman. (AlsoAvailable in Hindi Shaekshik Gyan aur Varchasav. New Delhi: Granthshilpi).

✦ ykes,M.(1988).The Story of Nai Taleem, Nai Taleem Samiti, Sevagram: Vardha.Chapter3:The Seed Germinates, Chapter 4: Basic National Education. (Also available in Hindi Naitaleem Ki Kahani Translation: RRCEE).

✦ Guided reading and explanation– NCF 2005 (pp24-28) and Krishna Kumar’s essay “Whatworth teaching” can be read with teacher educator’s help.

✦ Dr. Dewan Dick B. (Second Vol: 1985-2010). Education in the Darjeeling Hills during theperiod of Gorkhaland Agitation.

✦ Discussions based on reading – Books like “The Diary of a School Teacher”,“Hagalukanasu” can be assigned for reflective reading, aided by worksheets. 1.2.2Conducting class discussions – Based on recollection of their own teachers.

✦ Discussions based on Reading – Portions from ethnography studies like Sarangapani’s:Constructing School Knowledge” (pp 46-64) can be read with teacher

Suggested Readings:

✦ Badheka, Guji (2001). Baal Shikshan aur Shikshak. Bikaner: Vaagdevi Prakashan. Chanana,Karuna (2008). Bharat main Prathmik Shiksha main Langik Asamnata: ManavadhikarParipekshya in Sureshchandra Shukla and Krishna Kumar (Eds.).

✦ Shiksha ka Samajshastriye Sandarbh.

✦ Delhi: Granthshipli (also available in English) S. Shukla and Krishna.

✦ Dewey, John. (1952). The School and the Child, New York: The Macmillan Company,(Also available in Hindi School aur Bachche Translation: RRCEE) Kumar (Eds.) (1985).

✦ Sociological Perspectives in Education: A Reader. Delhi: Chanakya Publications.

✦ Kumar, Krishna (1988). What is Worth Teaching. New Delhi: Orient Longman. Chapter 1:What is Worth Teaching? Chapter 2: Origins of the Textbook Culture, Chapter 9: Listening toGandhi (Also Available in Hindi Shaekshik Gyan aur Varchasav. New Delhi: Granthshilpi).

✦ Palmer, Joy A. et. al (2001). Jean- Jacques Rousseau, John Dewey, Rabindranath Tagore,M.K. Gandhi, Maria Montessori Fifty Major Thinkers on Education From Confucious toDewey, USA: Routledge.

✦ Acharya, P. (1996). ‘Indigenous Education and Brahminical Hegemony in Bengal’, andShahidullah, Kazi ‘The Purpose and Impact of Government Policy on Pathshala:Gurumohashays in Nineteenth Century Bengal’.

✦ In Nigel Crook (ed.) The Transmission of Knowledge in South Asia: Essays on Education,Religion, History and Politics. New Delhi: Oxford University Press, 98-118.

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✦ Badheka, Giju (1999). Montessori Paddhati. Chapter 5: Montessori Shala ka Vatavaran.Bikaner: Vaagdevi Prakashan.

✦ Dewey, John. (2009). School aur Samaj. Delhi: Aakar. Chapter 2: School aur Bachche kaJeevan (Also available in English Dewey (2007, 1899) The School and Society Cosimo:New York).

✦ Krishnamurti, J. (2006). Krishnamurti on Education. Part I: Talks to Students: Chapter 1:On Education, Chapter 4: On Freedom and Order, Part II: Discussion with Teachers: Chapter1: On Right Education. Chennai: Krishnamurti Foundation of India.

✦ Kumar, K., Oesterheld, J. and Amin, N. (2007). ‘Introduction’; ‘Education and Culture:India’s Quest for a Secular Policy’.

✦ In Krishna Kumar and Joachim Oesterheld (Eds.) Education and Social Change in SouthAsia. New Delhi: Orient Longman.

✦ Nambissan, Geetha. B. (2000). ‘Identity, Exclusion and the Education of TribalCommunities’.

✦ In Rekha Wazir (Ed.) The Gender Gap in Basic Education: NGOs as Change Agents. NewDelhi: Sage Nambissan.

✦ Geetha. B. (2003). ‘Social Exclusion, Children’s Work and Education: A View from the Margins’.

✦ In Naila Kabeer, Geetha B. Nambissan and Ramya Subrahmanian (eds.) Child Labourand the Right to Education in South Asia, 109- 142. New Delhi: Sage.

✦ Nath, N. (2007). ‘Stories of Struggle for Survival: Slum Children’s Lives and Voices’.

✦ In Deepak Kumar Behera (Ed.) Childhoods in South Asia. New Delhi: Pearson.

✦ Rousseau, Jacques J. (1979). Emile or on Education, translated by Allan Bloom Basic. 7- 18.

✦ Saxena, Sadhana (2007). ‘Education of the Masses in India: A Critical Enquiry’.

✦ Thakur, R. (2004). Ravindranath ka Shikshadarshan. Chapter 1: Tote ki Shiksha, Chapter 7:Aashram Shiksha, New Delhi: Granthshipli.

✦ Venkateswar, S. (2007). ‘Robbed of Childhood: Child Labour and Domestic Service inSouth Asia’. In Deepak Kumar Behera (Ed.) Childhoods in South Asia. New Delhi.

CDs/DVDs for Discussion:

✦ CIET/NCERT CD ROM – Four Educational Riddles by Krishna Kumar.

✦ Debrata Roy DVD – The Poet & The Mahatma.

✦ Krishnamurthy Foundation India DVD – The Brain is Always Recording.

✦ NCERT CD ROM Battle For School by Shanta Sinha.

✦ NCERT CD ROM Globalisation and Education.

✦ Sri Aurobindo Ashram Trust DVD – India and Her Future.

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WORK AND EDUCATION

(SECOND YEAR)

Maximum Marks: 50Only Practicum

Area of Study: Other Value Added Courses for Holistic development

Rationale of the Course:

The well-being and fulfillment of an individual’s potentials is the common thread of thecomponents of Work and Education, Health Education, Fine Art and Creative Drama. Work andEducation is a space where working transcends vocational skills and aims to create a wholeexperience of being fully present and working with all of one’s faculties and being in relationshipwith others and nature. It encourages participative learning and aims for the all-round developmentof an individual so that he/she can make a positive contribution to society.

Course Objectives:

I. COGNITIVE DOMAIN:

Work and Education helps to:

✦ Identify an individual’s needs and those of his family and community in respect offood, health and hygiene, clothing, shelter, recreation and social service.

✦ Acquaint the individual with productive activities in the community.

✦ Know the sources of raw materials and understand the use of tools and equipmentin the production of goods and services.

✦ Understand scientific facts and principles involved in various forms of work.

✦ Understand the process of planning and organizing productive work.

✦ Understand individual role in productive situations.

✦ Understand the needs of a technologically advancing society in terms of productiveprocesses and skills.

II. PSYCHOMOTOR DOMAIN:

Work and Education helps to:

✦ Develop skills for the selection, procurement, arrangement and use of tools andmaterials for different forms of productive work.

✦ Develop skills for the application of problem solving methods in productive workand social service situations.

✦ Develop skills for greater productive efficiency.

✦ Use creative faculties for devising innovative methods and materials.

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III. AFFECTIVE DOMAIN

Work and Education helps to:

✦ Develop respect for manual work and regard for manual workers.

✦ Inculcate socially desirable values such as self-reliance, helpfulness, cooperativeness,team work, perseverance and tolerance.

✦ Develop proper work habits and values such as regularity, punctuality, discipline,honesty, efficiency, love of excellence and dedication to duty.

✦ Develop self-esteem and confidence through achievements in productive work andservices.

✦ Develop a deeper concern for the environment and a sense of belonging,responsibility and commitment to the society.

✦ Develop awareness of socio-economic problems of society.

✦ Appreciate the utility of productive work and services to the community.

THEORY

✦ Work and Education: definition, historical perspective, concept and objectives.

✦ Areas of Work and Education

✦ Instructional methods

✦ Evaluation of Work and Education

PRACTICAL

Suggested Activities for Evaluation

✦ Field trip to Vocational Training Institutes and submission of post-visit report.

✦ Preparation of scrap book

✦ Collage making

✦ Making best out of waste

✦ Model making

Activities for Evaluation:

✦ Cooking and nutrition with stress on local cuisine

✦ Tailoring, stitching ,embroidery and knitting

✦ Book binding

✦ Printing on various material

✦ Organic farming

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Suggested Activities

✦ Cleanliness and Sanitation Drive – Swatch Bharat Abhiyan✦ Beautification of campus✦ Plantation Drive✦ Participation in various camps (e.g., Blood Donation, Aids Awareness, etc) organized

by various Departments and NGOs✦ Origami✦ Cooking and nutrition with stress on local cuisine.✦ Processing and preserving food including traditional method.✦ Pickle making✦ Role Play✦ Puppet Show✦ Mime Games✦ Sewing✦ Cross Stitch✦ Knitting✦ Embroidery✦ Nursery and Gardening

Mode of Transaction:

✦ Hands on activities

✦ Discussions and reflections

✦ Readings and reflections

Suggested Readings:

✦ NCERT. (2005). National Curriculum Framework. – Work and Education (pp 58 to 64).New Delhi: NCERT.

✦ NCERT. (2006). Position paper on Work and Education (pp 58 to 64). New Delhi: NCERT.

✦ Sykes, M. (2009). The story of Nai Talim. New Delhi: NCERT.

✦ Illaiah Kancha. Turning the pot, tilling the Land: Dignity of Labour in our times. Navayana

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CHILDREN’S PHYSICAL AND EMOTIONAL HEALTH, SCHOOL HEALTH EDUCATION

(SECOND YEAR)

Maximum Marks : 50Theory: 10

Practicum : 40

Area of Study: Other Value Added Courses For Holistic Development

Rational of the Course:

This course is designed to be one component of a practicum and theory course to becovered in both years of study. It offers the scope to engage critically with systems and practicesrelated to health education and health of children and school health. Two sets of practicumprovided for the first and the second years of study. The rationale, aims and objectives of thispracticum presented below refers to both practicum and theory courses.

The relationship between education and health forms the core rationale behind thiscourse. While the role of education on health has been widely acknowledged, the impact ofhealth on education is often not recognized adequately. This course unfolds the reciprocalrelationship between health and education. Health is a necessary condition for learning apartfrom being a basic right of every child. Enrolment, retention, concentration and learning outcomesin the classroom have a strong linkage with a child’s physical and emotional health.

A holistic understanding of health implies a perspective on health that is not merelyfreedom form germs and disease but an understanding of the social, economic, mental/emotional and physical aspects of health. It becomes essential for the teacher to locate thesocial determinants of health and to root any health communication/ education in the socio-economic and cultural context of the child. This forms an essential foundational and theoreticalcomponent of the course. This approach will lead away from the “hygiene-education” focus ofhealth education which stresses behavioral changes and puts the responsibility of health onthe child. Instead, the course aims to equip the teacher with a perspective that helps both theteacher and the children understand health issues as determined by socio-economic contexts.This will enable them to move beyond a solely behavioral change model to an approach thatseeks to address large health determinants. This is not to deny the importants of healthy habitbut it is important to recognize and to tell a child to “bathe every day” or “eat nutritious food”is not sufficient. The teacher will have to locate health messages and ideas in the live reality ofthe children they teach so as to meaningfully engage with the issue.

It is important to see the role of the teacher as one that includes within it the perspectiveof a health worker. This does not in any way mean an additional workload. However we see thisas inherent in her work itself. Here there is a clear overlap of ideas with the course on ChildStudies. Understanding a child necessarily includes understanding the health of the child within

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a social context. A course increases sensitivity to the children and their socio-economicbackground. It is possible to address issues of teacher attitudes, engagement and willingnessto accept diversity in their classroom. This is likely to help teachers move towards a broadvision of inclusive education through an understanding of health and well-being in the broadestsense. Instead of speaking of teachers attitudes alone, the course gives student-teachers achance to understand unequal and multiple kinds of childhood that children experience.

Course Objectives:

✦ To build a holistic understanding of the concept of health and well-being and understandchildren’s health needs using a social determinants framework.

✦ To understand the reciprocal relationship between health and education and understandthe role of the teacher and possible ways of engaging with health concerns.

✦ To examine specific programmers related to children’s health operating in schools.

✦ To build knowledge and skills on teaching health and physical education and integrationof their themes with other curricula areas of teacher education and school subjects.

✦ To link theoretical and conceptual learning with actual school/classroom realities throughpractical work.

✦ The most important thread running through the course is the need for the student teacherto understand the health and education are reciprocally linked and she must in variousways engage with the health need of children. The thread of gaining a holisticunderstanding of health and seeing it as located in a social reality runs across thecourse and connects issues like physical health, emotional health and , health of theschool “. A life of health and well – being in a holistic sense is a right of every child. Ateacher sensitive to the social context of children can play the crucial role in achievingthis right. Theory and practical units are closely knitted together and the idea is a constantprocess of reflection.

Units of Study:

Unit I: Developing a Critical Perspective towards Health Education and Pedagogical Aspectsof Teaching Health

It is about brief information on Health Education and study on real situations happeningin day to day life and practices which are to bring in practice and introduce with moral principlesby student-teachers.

✦ Health introduction, concept and dimension education

✦ Critical Reflection on the concept of Health Education, Behavior Change modelsv/s Health Communication Approach

✦ Case studies of health education approaches – eg: Eklavya, Madhya Pradesh, FRCH,Maharashtra, School Health Education Project, Swami Vivekananda Youth Movement,Karnataka etc.

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✦ School Health Curriculum Areas : CBSE, Other thematic outlines ( eg: Eklavya, SHEP,PRCH,UNICEF (Nali Kali Strategy: School Sanitation and Hygiene Educaiton)

Unit II: Knowledge and Skills Development for Health EducationTo the student teachers these units convey knowledge with regards to balanced food

nutrition, communicable diseases, first aid and child abuse for which they will be able to formulateand practice in different parameters with moral principles.

✦ Food and Nutrition

✦ Communicable Disease and Non Communicable Diseases.

✦ First Aid ( Workshop Mode)

✦ Child Abuse: This sub theme explores the meaning of abuse, its various forms andimpacts, legal provisions. It also covers issues of corporal punishment and child sexualabuse. The idea is to build awareness/ reflection as well as equip with basic skills/information to be able to respond to such situations as a teacher.

Unit III: Understanding Emotional Health Needs, Diversity and InclusionIt is concerned with regards to emotional health needs, individual to school health as a

whole. It helps to understand diversity in classroom about different learners and their needs aswell as learning disabilities among student teachers.

✦ Understanding Emotional Health Needs, Diversity and Inclusion

✦ Understanding Emotional Health, self reflective journey

✦ Emotional Health, Physical Health, Cognition linkages

✦ School Practices and what these do to a child’s emotional well-being

✦ Diversity in the classroom: different learners, needs and the concept of inclusion

✦ Learning Disabilities and engagement in the classroom

Unit IV: Physical Education as Integral to Health and Education

This unit is concerned with physical education under which student-teachers will be ableto gain knowledge. It is about understanding, physical education as an integral part with regardsto physical health, practices and human values.

✦ Intramural and extramural : meaning, definition, concept in relation to scholastic andco- scholastic area.

✦ Need for Physical Education: Linkages to health and education

✦ Physical Education and play

✦ Supervising and guiding children

✦ Development of team spirit, coordination, cooperation

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✦ Diversity in capabilities and interest

Suggested Practicum Task & Assignment:

To be learnt/conducted at DIET, Basic Exercise and movements, Drill and Team Games(Kho- Kho, Kabaddi, Throw ball, Volley Ball, Football etc.). The student teacher must learn techniquesand procedures to conduct these. As a practical activity during SIP II it is suggested that studentteachers observe the physical education (play, exercise) related activities taking place in theschool. Is there a space to play? What equipment is available? What is being played by whom(girls/boys)? And what is the culture of play is the teacher actively engaged? Are there childrenbeing left out? What about children with special needs? Also student teachers are encouraged todocuments the unrecognized and indigenous games/play that students engage in. It is suggestedthat student teacher share their findings in the form of the short repost. After the SIP, the coursefacilitator can also guide the class through a discussion of findings to re-emphasize the actualobjectives of physical education for education and health and to also recognize the constraintsoperating in school in terms of lack of space, no sports equipment, way of innovating etc.

Mode of Transaction:

✦ Classroom discussion for developing conceptual understanding

✦ Incorporating projects, discussion, documenters and field based projects

✦ Practices and discussion: key for the transaction of this courses

✦ Theory as a classroom discussions and practices before practicum or SIP.

✦ In a group and individual student teacher should conduct class on lesion plan basedduring practices teaching

✦ Theoretical and practical activities, investigations, analysis, interpretation, collatedinformation and observation.

Readings for Discussion:

✦ Chhodo Re Chhadi (2007). Plan India, Delhi. (Resource book on Corporal Punishment)

✦ Infocus Vol 2, No 2, March, 2009, Zero Tolorence for Corporal Punishment.

✦ Newsletter of National Commission for Protection of Child Rights (NCPCR), New Delhi.

✦ Infocus, Vol 2, NO 3, August, 2009, More guidelines to stop Corporal Punishment. Newsletterof the National Commission for Protection of Child Rights (NCPCR), New Delhi

Suggested Readings:

✦ Agarwal, P. (2009). Creating high levels of learning for all students tougher, childrenfirst, New Delhi. (Hindi and English).

✦ Ashtekar, S. (2010). Health and Healing: A Manual of Primary Health Care, Chapters 1,3, 7,8,40 Chennai: Orient Longman.

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✦ Lyer, Kirti (2008). A look at inclusive practices in Schools. Source: RRCEE, Delhi University

✦ Sen, S. (2009). One size does not fut all children, Children First, New Delhi. (Hindi andEnglish).

✦ Shukla, A. and Phadke, A. (2000). Chapter-2, 3,4,6 and 8. Swasthya Sathi: Bhag 1, Pune:Cehat.

✦ VHAI (Voluntary Health Association of India, 2000). Mahamari ka roop le sakne walibeemariyan/swasthya samasyaein, New Delhi: VHAI. (Hindi and English Version).

✦ Gupta, A. Deshpande, M. Balasubramaniam, R. and Anil, C. (2008). Innovations in HealthEducation Curriculum in Schools: Towards an Art of the Possible in Rama V. Baru (ed.)School Health Services in India: The Social and Economic ontexts, New Delhi: Sage,155-201.

✦ Jalan, D. (2000). The diverse Learning need of children. Seminar No.546.

✦ Werner, D. (1994). Disabled Village Children, Chapters 5, 10-13,16,17 and 24 New Delhi:VHAI.

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COGNITION, LEARNING AND THE DEVELOPMENT OF CHILDREN

Maximum Marks: 100Theory: 70

Practicum: 30

Area of Study: Child Studies

Rationale of the Course:

The course is aimed toward helping student teacher understand the psychologicalfoundations of teaching and learning. This would help them to construct an understanding ofteaching and learning for their own selves which they would be able to use in the classroom.This, it is hoped would help the teacher become more of a support and facilitator rather thaninstructor.

Another pertinent aim is to enable the students develop an understanding of the researchmethod employed to understand children multiple contexts.It is envisaged that the studentwould use some of these methods not only to hone their skills in the same but also in learningabout reflection and analysis on the data gathered through these means. This impliesstrengthening linkages between theory and practice through various field-based assignments.

Course Objectives:

✦ To facilitate student teachers understanding of the psychological basis of teaching andlearning.

✦ To understand the learner and learning process.

✦ To understand the process of thinking and learning in children through different theories/perspectives and reflect on the relevance in the teaching-learning process.

✦ To understand how different perspective/theories contribute to an overall understandingof development and the child as a socio-cultural universal.

✦ To bring the implications of theory into the centre of the study of children, to providefor opportunities such that the student teacher is able to visualize the linkages withtheory in the real life interactions with children.

✦ To provide an understanding of factors that facilitates and hinders learning.

✦ To enable the student teacher to visualize the linkages with theory in the real life situationinteractions with children.

✦ To enable the student teacher to understand the learning theories and their implicationsfor curriculum planning and transaction.

The student teacher develops a critical understanding of different approaches tochildren’s development and learning within a socio-historical perspective: principles ofbehaviorism, cognitive development, information processing, constructivist, and socio-

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constructivist and cross- cultural position.The essence of child-centred pedagogy is to be intandem with the physical, socio-cultural, emotional and cognitive worlds of children within theIndian context.

An attempt has been made to include the implications for each aspect of developmentwith the unit itself. For instance, there has been a conscious effort to include activities likeplay, art, storytelling etc. as implications along with the units on physical motor development,cognition and language development respectively.

Units of Study:

Unit I: Concept and Process of Learning

Learning is an enrichment of experiences and modification in behavior to meetenvironment requirements. So here in this unit we will study about concept and process oflearning.

✦ Learning: concept and type of learning (Gagne’s Classification)

✦ Process of children’s learning

✦ Transfer of learning: meaning, types and role of teacher

✦ Individual and socio-cultural differences in learning.

Unit II: Concept Formation and Thinking in Childhood

Concept refers to basic unit of mind. In order to know about something it is very importantto form a concept. So, this unit presents Concept Formation and Thinking in Childhood.

✦ Concept formation:

✦ Meaning of concept

✦ Mental processes in concept formation.

✦ Factors affecting development of concepts in childhood

✦ Bruner’s model of concept learning

✦ Piaget’s views on concept formation

✦ Thinking and reasoning:

✦ Concept and nature of thinking

✦ Linkages between thinking and learning.

Unit III: Cognition and Learning

Different schools of thoughts have different concept about learning. These schools areBehaviourist, Cognitive and Constructivist schools of thought. This unit gives an overview ofdifferential theoretical perspective of learning such as Behaviourism and Constructivism. Sothis unit deals with Cognition and Learning.

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✦ Basic Ideas of Behaviorism and its implications.

✦ Constructivism: Introduction to the concept, Piaget’s Theory, structures and processesof cognitive development, cognitive conflict, characteristics of thought in differentstages, implication for teaching learning.

✦ Vygotsky’s theory: Introduction, the general genetic law, concept of ZPD, implicationsfor teaching.

✦ Information processing approaches: basic architecture of the mind (working memory,long term memory, attention encoding and retrieval)

Unit IV: Language and Communication

Language is a very important means of communication between humans. Human beingscan communicate with each other. We are able to exchange knowledge, beliefs, opinions, wishes,commands thanks, promises, declaration, feeling etc, which sets limitations. This unit presentsimportance of language and communication as well as perspective in language by differentpsychologist.

✦ How do children communicate

✦ Skinner, Nativist-Chomskian perspective of language development, social learning theoryof Bandura and Walters

✦ The uses of language: Turn taking, interaction and conversation.

✦ Socio-cultural variation in language: accents, differences in communication, linguisticvariation, implication for a multicultural classroom.

Unit V: Play, Sense of Self and Moral Development

Play is the first and most basic notion of having fun. It is self-expression for its ownsake. Self, in its core, represents the human dimension. It makes us what we are, or what weare not, it is dynamic. Moral development involves the formation of a system of values onwhich to base decisions “right” and “wrong” or “good” and “bad”. Therefore, this unit gives anoverview of Play, Sense of Self and Moral Development.

✦ Meaning of Play, characteristics and types of play.

✦ Play and its functions: linkages with the physical, social, emotional, cognitive, languageand motor development of children, socio- economic differences in children’s play.

✦ Games and group dynamics and how children learn to negotiate differences and resolveconflict.

✦ Sense of self: self-description, self-recognition, self-concept, self-esteem, socialcomparison, internalization and self-control.

✦ Moral development: perspective of Kohlberg and Carol Gilligan’s critique, culturalvariations in moral reasoning.

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Mode of Transaction:

✦ Classroom discussions for developing conceptual understanding.

✦ Close reading of text material/papers.

✦ Theoretical and practical activities/exercises/investigations; analysis interpretation ofcollected observations, systematic data.

✦ Implication of theories in the classroom by student teachers during SIP (School InternshipProgramme).

✦ Integrating ICT (videos, films, documentaries, audio recordings, web based resourcesetc.)

✦ Group work, pair work

✦ Individual and group presentations of issues and concerns raised in classroom/assignments, theoretical and practical activities/exercises/investigations/projects,analysis and interpretation of collated observations and data.

Practicum: Peep into the Child’s world: What and How-II

Total Number of hours: 25 (in the field + maintaining records and classroom discussion)

Task 1

Watching films/videos- After watching a film like “Taare Zameen Par”, reflections onthe learning and role of teacher in facilitating learning.

Task 2

The student teachers ask four children in the age group 4-7 years to draw on differentthemes they choose. The children are then encouraged to talk about their drawing. The studentstry and understand what the drawing communicates by talking to the child and looking foraspects of symbolic thought as expressed in the drawing. Also, the student- teacher arrives atthe patterns that emerge across the various drawings that children have made. Student-teacherscould also organize other such simple activities for children. They conduct these activities withchildren and maintain records of children’s responses.

Contact Hours: 2; Hours on the field/ self-study: 4

Note: Task 1 and 2 can be done for unit I

Task 3

Brain storming on addressing students on concept formation, thinking and reasoning.

Task 4

Group discussion on Concept Formation, thinking and reasoning.

Note: Task 3 and 4 can be done for unit II

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Task 6

Student teachers identify a movie or a cartoon that is popular among school children.They construct an interview schedule (to interview children) and observation checklist to lookat the finer nuances of the movie or cartoon (what attracts children to the same) and criticallyanalyze the varying aspects. Other methods of looking at TV viewing habits, child’s ability todistinguish fantasy from reality could also be explored by the student teachers.

Contact Hours: 6, Hours on the field/ self-study: 8

Task 7: To Understand Social Constructivist Theory of Vygotsky

✦ Class talk on Vygotsky’s social constructivism followed by group discussions on itsimplications for facilitating learning of all children

✦ Conducting small group discussions- Each group can discuss on what socialconstructivism means to them. .

Contact Hours: 2; Hours on the field/ self-study: 5

Note: Task 5 and 6 can be done for unit III

Task 7

Student teachers identify a video game that is popular among school age children. Theyconstruct an interview schedule and observation checklist to “Understand aggression in a videogame that is popular among children and also critically look at aspects of the game itself.”

Contact Hours: 2; Hours on the field/ self-study: 5

Task 8

Student teachers ask children in the age group of 4-7 to have conversation on differentthemes such as ice cream, toys, chocolate, book etc. or student teacher can give dialogue ofthe particular story to the children for the role play.

Note: Task 7 and 8 can be done for unit IV

Task 9

The student teacher does observation of children at play and maintains records - 2hours across 4 observations; observations can be carried out in playgrounds in the neighborhoodor schools. The students could identify different games that children play, Individual and groupbehaviour in play, friendships and social relationships. The analysis could include the followingaspects: motor skills, language used during play, group structure and interactions, arriving atrules and following them, gender behaviour, patterns of negotiation and resolving conflict, folksongs and games, popular culture. This assignment is to be followed by post-assignmentdiscussions during contact hours to arrive at linkages between play social, emotional, cognitive,language and motor development of children.

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Task 10

Student teachers can take interview of elementary school students with regard to thesense of self, self-concept and moral development and analyze this data and present theirreport.

Note: Task 9 and 10 can be done for unit V

Suggested mode of Assessment (Continuous and Comprehensive Assessment):

✦ Participation in classroom discussions

✦ Preparation, planning, participation and presentation of practicum tasks/ field work/case studies/learning resources

✦ Reflective essays

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

✦ Paper pencil tests

✦ Portfolios of student teachers

Tasks are to be assessed in terms of both products (Reports, Resources and so on) andProcesses (Participation, Team work, Reading and so on)

Readings for Discussion:

✦ Mukunda, Kamala, V. (2009). What Did You Ask in School Today? A Handbook on ChildLearning. Noida: Harper Collins. Chapter 2: Learning, 22-50; Chapter 6: MoralDevelopment, 117-146; Chapter 10: Emotions, Learning and Emotional Health, 222-253.

✦ Indira Gandhi National Open University (IGNOU) > D.EL.ED>, BES- 01 Understandingthe Elementary School Child, Block 3 Contexts of Development. IGNOU: New Delhi. Unit4 Children at Play

✦ Indira Gandhi National Open University(IGNOU) > D.EL.ED>BES-016 Block 1 LifeEnrichment(IGNOU) and Self-Development ,Block 1Exploring the Aim of Life. IGNOU:New Delhi. Unit 1 Self Awareness and Self-Management and Unit 2 Developing Self andSelf- Esteem.

✦ Indira Gandhi National Open University (IGNOU) > D.EL.ED>BES-002 Teaching-Learningand Assessment, Block 1 Teaching and Learning at Elementary Level. IGNOU: New Delhi.Unit 1,2,3,and 4

✦ Indira Gandhi National Open University > School of Education > Master of Arts (Education) >MES - 013: Learning, Learner and Development, Book 1

✦ Indira Gandhi National Open University (IGNOU) > D.EL.ED>BES-008

• Language and Early Literacy, Block 1-Understanding How Language is Acquired. IGNOU:New Delhi

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Suggested Readings:

✦ Crain, W. (1992). Theories of Development: Concepts and Applications. (3rd Edition).New Jersey: Prentice Hall. Chapter 7: Kohlberg’s Stages of Moral and Development,Chapter 8: Learning Theory: Pavlov, Watson, and Skinner, Chapter 9: Bandura’s SocialLearning Theory, Chapter 11: Freud’s Psychoanalytic Theory, Chapter 12: Erikson andthe Eight Stages of Life.

✦ Gilligan, C. (1977). In a Different Voice: Women’s Conception of Self and Morality. HarvardEducational Review, 47 (4), 481-517.

✦ Bettelheim, B. (1987). The Importance of Play. The Atlantic Monthly, March. Bodrova, E.and Deborath J. Leong (1996). Tools of the Mind. New Jersey: Merrill

✦ Bodrova, E. and Leong, D. (1996). Tools of the Mind. New Jersey: Merrill. Chapter 1:Introduction to the Vygotskian Approach. Chapter 2: Acquiring Mental Tools and HigherMental Functions, Chapter 3: The Vygotskian Framework and Other Theories ofDevelopment and Learning, Chapter 4: The Zone of Proximal Development.

✦ Chapter 3: The Vygotskian Framework and other Theories of Child Development, Chapter10: Play as a leading activity.

✦ Elkind, D. (1976). Child Development and Education. Oxford University Press. Erikson,Eric, H. (1972). Play and Development. New York: W.W. Norton.

✦ Gardner, H. (1985). Frames of Mind: The Theory of Multiple Intelligences. London: PaladinBooks.

✦ Garvey, C. (1990). Play. Cambridge: Harvard University Press.

✦ Holt, J. (1967). How Children Learn. London: Penguin. Lefrancois, G. (1991). Psychologyfor Teaching. Wadsworth Publishing Co. Chapter 1: Psychology for teaching, Chapter 5:Thinking and remembering, Chapter 8: Intelligence and creativity.

✦ Piaget J. (1997). Development and Learning. In Gauvian, M. and M. Cole. (eds.) Readingson the Development of Children. New York: W. H.

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TOWARDS SELF-UNDERSTANDING

(SECOND YEAR)

Maximum Marks : 50Only Practicum

Area of Study: Educational and Contemporary Studies

Rationale of the Course:

“Teachers teach what they know, they educate what they are.” This maxim suggeststhat more than any other profession, education and teaching require the whole being of theteacher to be engaged with the life and learning of the students.

This course aims at the inner development of the student-teachers as individuals whoare engaged in a process of self-understanding and being to take responsibility for their ownlearning as also the learning of the students. Such self-understanding would involve criticalreflection on factors that have shaped one’s identity and personality, an awareness of one’sthought-patterns, motivations and behaviour, and openness to learn and renew oneself. Thiswould reflect in a capacity for social-relational sensitivity, a search for harmony within andwithout, and a deeper level of communication with students, colleagues and others.

Another aim of this course is to facilitate the development of individuals who can takeresponsibility for their own learning and give a conscious direction to their lives. This coursealso intends to initiate student-teachers into a process of original thinking about their widereducational concerns and the conscious development of an evolving perspective on education.

The workshops are also aimed at equipping the student teachers with positive attributes,attitudes and skills that help in facilitating the personal growth of their own students whileteaching.

Course Objectives:

✦ To help student-teaches discover and develop open-mindedness, the attitude of a self-motivated learner, having self-knowledge and self-restraint.

✦ To help student-teachers develop the capacity for sensitivity, sound communicationskills and ways to establish peace and harmony.

✦ To develop the capacity to facilitate personal growth and social skills in their ownstudents.

✦ Inner development of the student-teachers as individuals who are engaged in a processof self-understanding and being to take responsibility for their own learning as also thelearning of the students.

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Mode of Transaction:

There is no standard prescribed material for these workshops. The professional expertsare expected to engage the student teachers with specially designed activities. These could bebased on the facilitator’s personal integration and unique individual and group characteristicsand are rooted within the context of student’s lives and contemporary realities. It is suggestedthat the students be given space to explore and articulate their own sense of life and its issues.They can be encouraged to think a fresh on issues that mostly closely concern them and usecreativity and imagination to develop a perspective on them. The resource materials are an aidin this process. The resource materials can also include newspaper/web articles on contemporaryconcerns and movies/documentaries and other audio-visual materials. There is a suggestedlist of resource materials, which should be contextualized and updated periodically.

Design of the Course:

This is not intended as a standard ‘course’ with specific units of study. Instead it may bethought of as two strands that run parallel through the two year duration of the D.El.Edprogramme.

Strand A

Journal Writing:

Objectives:✦ To enable student teachers to become more conscious of their responses to experiences,

observations of life situations, as also of ideas and issues that arise in their minds, andto thus develop their capacity for reflection.

✦ To allow for an individual contact and interaction between faculty and student.

Mode of Transaction:✦ Each student teacher should be asked to maintain a regular Journal, in which he/she

may write: a) short reflective accounts of significant experiences b) observations of lifesituations that evoke questions and responses c) questions on education, learning orteaching that he/she is grappling with.

✦ The Journal should be periodically shared (once a fortnight is recommended) with afaculty mentor, who will read through it and offer brief comments, suggestions, or furtherquestions for the student-teacher to reflect on.

Writing Tasks:

Objectives:✦ To enable student teachers to reflect on their aims of education.

✦ To enable student teachers to critically assess their own learning.

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Suggested Tasks:

✦ Essay: Identify one social issue/problem of key significance, and reflect on:

a) Ways in which current forms of ‘schooling’ may be contributing to sustaining this.

b) How ‘school education’ and ‘classroom practice’ may be realigned to ameliorate this.Taking into account one’s ‘educational biography’, ‘statement of aspirations’ and ‘aimsof education’, critically evaluate oneself as a ‘prospective teacher’. (Final month).

Strand B

Workshop 1: The Power of Myth

Objectives:

✦ Re-appraisal of myths as representations of a culture’s world-view and embedded values.

✦ To appreciate the reach of the mythic imagination.

✦ Develop critical awareness of ‘modern myths’ that implicitly shape our lives.

Suggested Workshop Themes:

✦ Reading and analysis of myths from different cultures.

✦ Reading and analysis of myths from different cultures of Sikkim.

✦ Distinction between myth as ‘false stories’ or ‘imaginative pre scientific accounts’ andmyth as an implicit and culturally shared ‘structure of apprehending reality’ and a ‘basisof feeling and thinking.’

✦ Exposure to manifestations of mythical thinking in contemporary life.

✦ The mythical basis and imagery of ‘modern science’ and ‘modern economics.’

✦ Becoming cognizant of the myths that shape one’s worldview and values.

Workshop 2: Gender and Upbringing:

Objectives:

✦ Understanding the role of culture (apart from biology) as determinants of genderdistinctions in social living.

✦ Awareness of factors that shape gendered roles in Indian society.

✦ Developing a critical perspective on gender-based discrimination and its effects

Suggested Workshop Themes:

✦ Telling our own ‘gendered’ stories.

✦ En-culturing ‘gendered’ roles in upbringing within different kinds of families - case studies.

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✦ Gender issues in school education: case studies.

✦ Gender issues manifest in contemporary public spaces: case studies.

✦ Responding to various forms of gender discrimination.

Workshop 3: Deconstructing the Messages of Advertising (in the audiovisual media):Objectives:

✦ To appreciate the impact of television advertising on children and adults.

✦ To analyze the ‘constructed’ imagery and overt as well as subliminal messagescommunicated through advertisements.

✦ To enable a critical distance from the power of advertising (especially of the audio-visual kind).

Suggested Workshop Themes:✦ The expanding role of advertising in contemporary life.

✦ Sharing favorite advertisements and their impact on us.

✦ Looking from the other side: how psychology, research, technology and imaginationcombine to create a ‘targeted commercial.’

✦ Viewing and analyzing a series of advertisements.

✦ Constructing an effective advertisement (group task).

✦ How to be a critical and media-literate viewer of advertisements.

Workshop 4: Theatre for Awareness of Body, Self and the Other:Objectives:

✦ To explore body-awareness, movement, coordination and cooperation.

✦ To develop awareness of non-verbal modes of communication with self and others.

✦ Exposure to effective use of speech and communication through theatre exercises

Suggested Workshop Themes:✦ Sensitise students about their inherent potentialities.

✦ Components: activities related to body and mind, senses, emotions, imagination,concentration, observation, introspection.

✦ Understanding or Assessment of Self/others/classroom environment through selfobservation: writing about self/others/classroom environment in various situations.

Workshop 5: Art and Education:Objectives:

✦ To understand children’s (and older persons’) need for visual expression and creativework and the developmental processes that are stimulated by these.

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✦ To explore the creative process in drawing, painting, and other forms of visualrepresentation or construction.

✦ To appreciate both ‘the place of art in education’ and ‘art, as a basis for education.’

Suggested Workshop Themes:

✦ Organise art, craft and music exercises with small groups followed by discussion andpresentation using local exhibition or art event as precursor for the session.

✦ Specific task could include free drawing, developing narratives in visuals, compositionof an imagined situation, telling a story through comic strips, creating a collage usingimages, bits cut out from old magazines, news paper, origami.

✦ Connecting to music in nature and within our own selves; voice training: opening thevoice, music and rhythm exercises: singing, creating music with different objects.

✦ Identifying a specific age group of children and the relevant theme and design an artbased project for them which should span over a period of time for example: a heritagewalk to nearby monument and a public event about it.

Workshop 6: Visualizing ‘A School from Scratch’ – Alternatives in Education:

Objectives:

✦ To think through, in discussion with others, the conception of ‘A School from Scratch’ –its intentions, essential ingredients and essential processes (i.e. aims, curriculum, andpedagogy).

✦ To discuss the justifications for each conception, and identify the educational andpractical dilemmas arising in each case.

Suggested Workshop Themes:

✦ Visualizing individual conceptions of ‘A School from Scratch.’

✦ Working in groups to develop a collective conception of ‘A School from Scratch.’

✦ Presenting to the larger group each conception of ‘A School from Scratch’ along withthe process of arriving at this and the justifications for its various elements, for eachcase documenting the discussion, questions raised, and issues arising.

✦ Observing a few films of schools that represent alternatives in education.

✦ Developing ‘A School from Scratch’ as a class/group project.

Workshop 7: Exploring the Aims of Life:Objectives:

✦ To enable students to develop a vision of life for themselves.

✦ To encourage students to give conscious direction to their lives to take responsibilityfor their actions.

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✦ To develop a holistic and integrated understanding of the human self and personality.

Workshop Themes:

✦ Vision as a person: Aspiration and purpose of life.

✦ Giving a conscious direction to life.

✦ Understanding different dimensions of self and personality and way in which theyinfluence.

✦ Exploring ‘My Vision of life’ by interacting with self and environment.

Seminar 1: What does it mean to be ‘Educated’ in Contemporary India?

Format: Presenting multiple perspectives on the expectations from education in India: Discussionand debate

Preparation: Presentations to be based on interviews and some research, but reflecting theviews of participating student teachers. A few readings as resources could be collected andsuggested.

Seminar 2: Alternative Visions of Indian Democracy... Looking 25 years hence:

Format:Discussion and debate, presenting multiple perspectives on the expectations fromdemocracy in India, and the institutions and attitudes of mind needed to give expression tothese.

Preparation: Student teachers research, reflect and write short points of view; resources aroundsocio-political themes to be gathered and made available.

Seminar 3: Educational Thinkers who have had the most Impact on me:

Format: Presentations with ‘first person’ accounts by student teachers, followed by questions.

Preparation: A set of original writings of educational thinkers to be made available.

Seminar 4: What ought to be the Aims of Education in India today?

Format: Debate and discussion, to generate a range of orientations to education in India,representing different value-frameworks and emphases.

Preparation: Formulation of topic that allows for multiple perspectives on educationalaims;debate to be conducted among individuals, loosely grouped into teams.

Evaluation:

Internal: This should be based on:✦ Quantitative grading for Journal writing – periodicity and quality of entries.

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✦ Quantitative grading for participation in seminars – quality of preparation andpresentation/participation.

✦ Marking of periodic writing tasks (four in number) – by teacher educator.

External: This should be based on qualitative grading for quality of participation in a series ofworkshops – by resource persons for each workshop.

Readings for Discussion:

✦ Batra, Poonam (2005).Voice and Agency of Teachers: The missing link in the NationalCurriculum Framework 2005, Economic and Political Weekly, Vol. 11, 4347-4356.

✦ Danger school, (1996).Mapusa, Goa, India: Other India Press.

✦ Friere, Paul (1992). Pedagogy of Hope.London, UK: Continuum pub. Co.

✦ Gupta, Latika (2008). Making of a Teacher, Seminar, No. 592, 22-27.

✦ Vygotsky, L.S. (1978). Mind in society. Cambridge: Harvard University Press.

✦ Sen, S. (2009), One size does not fit all children, Children First, New Delhi.

✦ Mukunda, K. V. (2009). What did you ask in school today? A Handbook on child learning.Noida: Harper Collins. pp. 79-96.

Suggested Readings:

✦ Krishnamurti, J. (2000). Life Ahead, To parents, teachers and students, Ojai, California,USA: Krishnamurti Foundation Trust.

✦ Wood, David (2000). Narrating Professional Development: Teacher’s stories as texts forimproving practice. Anthropology and Education Quarterly, 31(4), 426- 448.

✦ Mathur, V (2008). Do It Yourself Origami. Galgotia Publications.

✦ Jha, Suprabha (2014). Creative Time: Trip to the World of Art and Craft. Blue OrangePublications.

✦ Ahir, D.C. (2000). Influence of the Jatakas on Art and Literature.B.R. PublishingCoorporation.

✦ Campbell, Joseph & Moyers, Bill (1991); The Power of Myth. Knopf Doubleday Publishing.(This book is based on the PBS documentary that was out in 1988 called Joseph Campbelland the Power of Myth. It documents the conversations that took place between JosephCampbell and Bill Moyers.)

✦ Mahrota, Mamta. Gender Inequality in India. Prabhat Prakashan.

✦ Othmar, Benjamin M. & Burfiwala, Deepak (2016). Self-Ignorance Is Your Problem. Self-Awareness Is Your Solution. : Success Is Your Birthright! Life Is Yours and You Are the Pilotof It, Do Something about It. Notion Press.

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Audio-Visual Resources:

✦ Had-Anhad: Journeys with Ram and Kabir by Shabnam Virmani (LINK - http://www.kabirproject.org)

✦ Teacher’s Journey: An observational film on teaching methodologies of a primary schoolteacher in a single-teacher school in MP, India. Director- Deepak Verma, AzimPremjiFoundation. For copies contact - madhumita@azimpremjifoundation.org.

✦ Where Knowledge is Free: A documentary film about children branded by Caste andexcluded from education. Director BiniteshBaruri.

Available at Indian Institute of Dalit Studies, Q-3, Green Park Ext., New Delhi-16, Ph. 91-11-41643981. http://www.dalitstudies.org.in.

✦ SIY 103. 1 Self Awareness: Understanding about Self Awareness.https://www.youtube.com/watch?v=9pIr593yAPs

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PROFICIENCY IN ENGLISH

(SECOND YEAR)

Maximum Marks: 50 Theory: 20

Practicum: 30Area of study: Curriculum and Pedagogic Studies

Rationale of the Course:

The purpose of this course is to enable the student teachers to improve their proficiencyin English. A teacher’s confidence in the classroom is often undermined by a poor command ofthe english language. Research has shown that improving teacher efficacy and her own beliefin her effectiveness, has a tremendous impact on the classroom. A teacher who perceivesherself as proficient in english is more likely to use communicative strategies for teachingenglish. She is less likely to resort to using simple translation or guide books for teachingenglish. This course also aims to empower a teacher to walk the path of self learning, to buildher confidence to read, write and do action research in language teaching.

The focus of this course is the development of the student teacher’s own languagecompetence and communication skills in English.

Course Objectives :

✦ To introduce student teachers to the status of English in India as it exists.

✦ To strengthen the student teacher’s own English language proficiency.

✦ To brush up their knowledge of grammatical, lexical and discourse systems in english

✦ To enable students to link this with pedagogy.

✦ To re-sequence units of study for those who may have limited exposure to the knowledgeof english language.

This course will attempt to use a variety of resources, tasks and activities to enable thestudent- teacher to develop / increase her proficiency in English. The focus will not be onlearningand memorizing aspects of grammar and pure linguistics. The aim will be to enjoy learningEnglish and to constantly reflect on this learning to link it with pedagogical strategies.

Units of Study:

Unit I: Status of English

English in India occupies a unique position because it stands along with all the otherregional languages in the country. The unit introduces teacher students to this position ofEnglish along with the needs and motivation that constitute its learning. The unit also focuseson the challenges of ELT.

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During the course of preparing for the unit, student teachers can participate indiscussions about their personal experience with English and its role within a formal educationalsystem. A study at how policies have looked at ELT from the beginning,the status of English inIndia: Policies, Politics and people’s aspirationscan also form an important theme in the readingsand class discussion. A study of NCF 2005 (relevant portions) and Position paper for Englishshould also be made a part of the readings and discussions.

✦ Introduction

✦ English around us

✦ English as a global language in multilingual India

✦ Constitutional provision; English as an Associate Official Language

✦ English Language Teaching in India : english as a second/ foreign language

✦ Challenges of ELT - on teacher capacity and poor pedagogy.

Activities:

✦ Asking students to create their language profiles and then analyzing them.

✦ Asking students to observe the situation of ELT by visiting schools and then reportingthe challenges and problems.

Unit II: Listening and Speaking

Oral communication skill in real-life situations is seen as a form of natural growth.Keeping this in mind the unit focuses on developing this among the student teachers by allowingthem situational experiences listening with comprehension to follow simple instructions, publicannouncements, telephonic conversations, classroom discussions, radio, T.V. news, sportscommentary etc. in real life situations, listening for general and specific purpose, casualconversation and academic discussions.

While learning about the sound systems of english, student teachers may share soundsand structures of their home language while comparing and analysing it with english.

Group/ Pair work is to be encouraged using communicative tasks.

✦ Sound system of the language- phonology of prosody

✦ Stress- word stress and sentence stress to connected speech

✦ Using dictionary for correct pronunciation and stress

✦ Phonemic drills (with the use of minimal pairs e.g. bit, beat etc.)

✦ Listening with comprehension

✦ Making Oral Presentation and constructing different oral discourses

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Activities:

✦ Theme based interaction

✦ Listening to oral discourses (speeches, discussions, songs, news reports, interviews,announcements, ads etc). Practicing total physical response within different activities.

✦ Producing oral discourses (speeches, discussions, songs, news reports, interviews,announcements, ads etc)

✦ Giving and eliciting feedback for refining oral discourses and supra- segmental features

✦ Using classroom theatre ( drama, choreography) and role plays as a pedagogical tool

✦ Organizing listening and speaking activities: rhymes, chants, songs, use of stories, poems,role play and dramatization.

✦ Facilitating activities keeping in mind the level of the learners and the difficulty of thetask.

Unit III: Reading with Meaning

The aim of all reading classrooms is to develop autonomous readers. This demands thereaders to use appropriate reading strategies to engage actively with the text. The unit onreading has been planned for involvement in reading with comprehension by the student teachersusing appropriate styles. A variety of reading texts, both authentic and adapted, are to beshared with the student teachers

As an introduction to the unit, student teachers may be made to notice print aroundthem, reading it and sifting false from true, fact and mere propaganda. This could include tasksfor close reading -skimming and scanning for specific information -reading book covers, titlesand subtitles in a newspaper, of different genres like notices, shop windows, hoardings topredict the kind of information, the extent of information, the style and the tone of the writing.They should also read a variety of children’s literature for e.g different types of literature forchildren, folk, popular and classic for understanding reading.

Acquisition of Reading Skills:

✦ What is Reading with meaning?Reading as a process of meaning making, a cognitive,socio-cultural process of understanding the world and the word.

✦ Reading around us – environmental print

✦ Reading aloud and silent reading

✦ Reading with comprehension different types of texts

✦ Reading for global and local comprehension

✦ Differences, analysis and extrapolation making inferences, analyzing, reflecting,predicting, questioning, visualizing

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✦ Reading strategies including word attack strategies

✦ Discourse analysis

✦ Using reading as a tool for reference skill i.e. use of dictionary, encyclopedia and internet

✦ Using ideas of critical literacy to analyze chapter from textbook

✦ Understanding the Theoretical Postulates of Critical Reading

✦ Understanding the process of critical reading

Activities:

✦ Scaffolding: concept and activities

✦ Reading different texts types/genres like stories, poems, riddles, jokes and instructionsfor games

✦ Information Transfer Tasks - Interpreting table, diagrams, pictures etc.

✦ Reviewing any book/ article

✦ Identifying the features of various discourses they have read

Unit IV: Improving Writing Skills

Writing is a process which includes an audience, a purpose, and a process. For learnersto develop the skills of effective writing, planning becomes an important part. Effective writingneeds an understanding of writing as a process rather than a skill-this involves collection ofideas, planning, translating into words, editing and revising to drafting and redrafting,duringwhich at any stage in this process one may go back and forth. E.g. during drafting one mayagain go back to collecting ideas. The unit on improving writing skills is aimed at helping thestudent teachers to develop their proficiency in expression through effective writing usingguided planning.

A variety of reading texts is to be introduced in the classroom for student teachers toexamine and understand qualities of good writing. This will also enable them to link readingand writing.

✦ Introduction

✦ Writing for specific purposes and specific audience; understand writing as a process(For eg. using CODER; Flower and Hayes Model)

✦ Experience the classroom process of writing (individual, collaborative, editing)

✦ Writing texts such as descriptions, conversations, narrative, biographical sketches, plays,essays, poems, screenplays, letters, reports, news reports, feature articles, reviews,notices, ads/ matrimonial, brochures, etc. and identifying their features

✦ Recognizing errors as a part of learning process

✦ Editing the written texts in terms of discourse features, syntax, morphology and writingconventions

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✦ Linking reading and writing -experiencing reading and analyzing different genres inorder to be able to write similar types of texts

Activities:

✦ Transforming signs and symbols regularly used around us into written instructions: roadsigns, signs in hospitals, libraries, other public places, symbols of religions etc. to helplearners read between the lines.

✦ Transforming from graphical to text and textual to graphical information.

✦ Brainstorming on the theme and the type of text, the audience, etc

✦ Concept mapping on the content and organization of the text

✦ Writing individually and refining through collaboration

✦ Reading related texts for refinement of the written work in terms of discourse featuresand theme and appreciating linguistic elements: use of words, use of different ways ofexpression

✦ Editing texts written by oneself and others in terms of discourse features, syntax,morphology and conventions of writing

✦ Analyzing different literary writing genres, literary appreciation: style, tone, mood, figuresof speech.

Unit V: Vocabulary and Grammar in Context

Teaching grammar is an essential component of teaching a language. However, theapproach to the teaching of grammar is inductive and in context.

The focus is to be primarily on function and meaning with explanation of grammaticalrules to be limited. One of the most important principles of language learning is thatlanguages are learnt while doing things which are motivating and fun, which are contextuallyand culturally relevant and involve doing things. Thus, a lot of activities using grammargames can be contextualized to create an atmosphere of fearless learning.A comparisonof languages comprising of how sounds combine to form words and how words combine toform sentences can be an effective way to work with vocabulary.

✦ Introduction- What is Grammar, Constructivist Approach to the teaching of grammar:Task based and Communicative Approach.

✦ Sentence grammar and discourse grammar – cohesion and coherence in discourses.Sentence linkers, cohesive devices, maintaining coherence.

✦ Problems with traditional prescriptive grammars.

✦ How sounds combine to form words and how words combine to form sentences.

✦ Classification of words (closed word classes and open word classes).

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✦ Lexical, phrasal and clausal categories

✦ Elements of a sentence( nuclear and optional)

✦ Classification of clauses based on structure, function and finiteness

✦ Auxiliary system( Tense, Modals, Perfective and Progressive Aspects, Passive)

✦ Syntactic devices (coordination, subordination, complementation,relativisation,passivisation, embedding, agreement)

✦ Word formation ( prefix, suffix, compounding)

✦ Synonyms, antonyms, homophones, homographs, homonyms, phrasal verbs, idioms

Activities:

✦ Reading passages and analyzing the distribution of linguistic elements

✦ Doing communicative tasks from different sources e.g. Grammar in Context, GrammarGames

✦ Making generalizations on syntactic and morphological properties

✦ Checking the generalization in the light of new passage

✦ Writing discourses and editing them individually and also through collaboration, feedback

✦ Critical reading of specific areas of grammar books; analysing newspapers and authentictexts to understand how grammar works in the real world.

Assessment of student teacher assignments should follow CCA and could include avariety of techniques like: Peer and group assessments, Self- assessment, portfolio and usingpresentations or written narratives. The student teachers could also be involved in creatingrubrics and checklists for assessment of their own tasks.

Mode of Transaction:As this paper deals with the proficiency of student teachers themselves, an input rich

communicational environment is to be created. This includes a wide variety of books, magazines,audio-video aids, children stories, classroom pair and group activities and minimal teacher talksituations. The objective and focus of every task/ activity created must allow the studentmaximum opportunity of language use.

Readings for Discussion:

✦ Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, A. (2009). What is Reading? InS. Eds. Kaushik, Reading for Meaning (pp. 116-128).NCERT:New Delhi.

✦ Craven ,M. ( 2008). Real Listening and Speaking-4. Cambridge: Cambridge UniversityPress.

✦ Driscoll, L. (2008) .Real Speaking. Cambridge: Cambridge University Press.

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✦ Haines, S (2008). Real Writing. Cambridge: Cambridge University Press.

✦ Lelly, C. Gargagliano, A. (2001).Writing from within. Cambridge: CambridgeUniversityPress.

✦ Maley, A. & A. Duff. (1991). Drama.Techniques in Language Learning: A Resource Bookin Communication Activities for Language Teachers. Cambridge: Cambridge UniversityPress.

✦ Morgan, J. and Rinvolucri, M. (1983). Once upon a time: Using stories in thelanguageclassroom.Cambridge: Cambridge University Press.

✦ Nunan, David.(1991)Language Teaching Methodology. London: Prentice Hall.

✦ Rinvolucri, M. (1986). Grammar Games.Cambridge: Cambridge University Press.

✦ Ur, P. & Wright A. (1992) Five-minute activities: A resource book for language teachers.Cambridge: Cambridge University Press.

✦ Ur, P. (1996). Grammar practice activities: A practical guide for teachers. Cambridge:Cambridge University Press.

Suggested Readings:

✦ Cook,G, Guy( 1989). Discourse.Oxford: Oxford University Press.

✦ K, Bansal R. and J. B. Harrison.(1972). Spoken English in India. Madras: Orient Longman.

✦ Meganathan, Ramanujam. (2011). Language policy in education and the role of Englishin India: From library language to language of empowerment. In Hywel Coleman (ed.),Dreams and Realities: Developing Countries and the English Language (pp.57-85).London: British Council.

✦ Nag, Sonali. (2005).Language Attainments and Learning Opportunities: pointers for anew curriculum framework. National Focus Group – Teaching of English, NationalCurriculum Framework Review.New Delhi: NCERT.

✦ Radford, A. (2014) English Syntax. Cambridge:Cambridge University Press.

✦ Seely, J. (1980). The Oxford guide to writing and speaking.Oxford: Oxford UniversityPress.

✦ Slatterly, M. & Willis, J. (2001). English for primary teachers: A handbook of activities &classroom language. Oxford: Oxford University Press.

✦ Thornbury, Scout (2005). Beyond the Sentence- Introducing Discourse Analysis.Macmillan.

✦ Tickoo, M. L. ( 2005). Teaching and Learning English. Orient Longman Private Limited.

✦ Ur, Penny. (2007). Teaching of English. London: Cambridge University Press.

✦ V., Saraswathi.( 2006). English Language Teaching. Orient Longman Private Limited.

✦ Wright, A. (1989). Pictures for language learning, Cambridge: Cambridge University Press.

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SCHOOL INTERNSHIP PROGRAMME

Maximum Marks :100 Marks : 1st Year

400 Marks : 2nd Year

Area of Study: Compulsory Pedagogic CoursesRationale of the Course:

The school-based activities are designed to enable the student teachers to connecttheory to practice and to help them acquire a perspective regarding the aims of educationwithin which their previously acquired knowledge and practices can be systematized andstructured to enable them to teach effectively. During the school internship the student teacheris expected to observe classroom teaching of mentors/ peers, to get insights into studentbehavior, instructional practices, student learning, learning environments and classroommanagement. The student teacher is expected to critically reflect and discuss these practicesand engage in activities like maintenance of records and registers, preparation of lesson andunit plans using different artifacts and technology, classroom management, activities relatedto school- community- parent interface, and reflections on self-development andprofessionalization of teaching practice.

The other component of school-based activities to be carried out during internship isdelivering the lessons/units of pedagogic courses in the first and second year as specified. Theactivities undertaken during the internship period will be presented in Portfolios and ReflectiveJournals. The student-teachers are expected to record their experiences, observations andconclusions regarding all the activities undertaken. The entries of Reflective Journals will beanalytical answering ‘what’ is new and different from their previous understandings, ‘why’certain observations made by them with regard to instruction, classroom management, PTAs,etc., are different / same and ‘how’ these observations might lead to a criticism and change intheir practice. The student teachers will be assessed on the basis of entries made in Portfoliosand Reflective Journals.

The purpose of the internship programme is to provide the student teachers with theopportunity of undergoing a meaningful experience as a practitioner. As conceived, theprogramme should be structured so that it is a partnership between the school and the DIET.The student teachers must function as a regular teacher and therefore be immersed in allaspects of the school but with the provision that the intern is enabled to be creative in her role as apractitioner. This can be accomplished by providing her the necessary physical space as well aspedagogical freedom to innovate. For this it is necessary to negotiate with the school focusing onthe benefit that will accrue to the school by the proposed partnership model.

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The programme will be largely field-based so that the student teachers will get toexperience the real problems that a practitioner has to deal with. To achieve the aim of theprogramme the student teachers will need to integrate her knowledge base, her understandingof children and classroom processes, theoretical pedagogical considerations, the strategiesand skills she has developed in order for her to become a reflective practitioner.

The internship is a 2-year programme but with different expectations of what the studentteacher is supposed to achieve in each year. The focus in the first year will be on introducingthe student teacher to the school, its environment, some understanding of children and theteaching learning process. In the second year the student teacher will function as a regularteacher but with the support of the teacher education institution in the form of guidance fromand dialogue with faculty supervisors.

YEAR I (4 weeks in 1st Year with total weightage of 100 marks)

Course Objectives:

✦ To observe children and the teaching learning process in a systematic manner.

✦ To learn to relate to and communicate with children.

✦ To participate in various activities organised by the school

✦ To maintain students’ attendance register

✦ To contribute towards the conduct of Morning Assembly

✦ To assist in the organisation of co-scholastic activities in the school

✦ To prepare Students’ Profile

✦ To write Reflective Reports in observation of classes in various school subjects

✦ To maintain a reflective journal related to their day to day experiences during the SIP

These objectives can be achieved by the following components of the programme, withthe proposed weightage for each:

✦ Developing student profiles - 10%

✦ Writing of Reflective Reports in organization of co-scholastic activities - 10%

✦ Observation and writing of Reflective Reports in various school subjects - 40%

✦ Participation in the conduct of Morning Assembly - 10%

✦ Interactions with students and maintenance of Journal - 20%

✦ Conduct of any one activity in Children’s Physical and Emotional Health, School HealthEducation/Creative Drama, Fine Arts and Education - 10%

Year I Student teachers will

✦ Profile the students and school to understand their specific characteristics: language,socio-eco-cultural background, interests, special learning needs, health status, midday

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meal, school health programs and infrastructure. Profiles will be assessed separatelyas part of the “Teaching Health and Physical Education Practicum”.

✦ Assist in the organization of any two co-scholastic activities organized by the school atprimary level and write a reflective report.

✦ Classroom Observation of 4 lessons each in subjects taught at Pre-Primary and PrimaryLevel and writing of reflective report. The reflective report will be not only mere descriptivereports but will involve a critical analysis of the lesson which will include these aspects:

✦ Pedagogic Aspect: How the teachers are teaching? How the students are learning?How effective was the method/approach adopted by the teacher? How effectivewere the TLMs that were used by the teacher? Did the teacher make use of thepictures/maps etc. provided in the textbook or not? Whether the teacher gave aproper conclusion to the lesson i.e. whether the evaluation/recapitulation was doneproperly or not? Did the teacher do any assessment in between the lesson or onlyat the end? Which type of assessment was more effective and why? How did theyfind the overall lesson and why? How would they have dealt with the same topic?

✦ Classroom Dynamics: Teacher-Student Relationship and Rapport in the classroomand impact on learning – Peer relations and how it impacts learning - How diversewas the classroom and how did the teacher handle this diversity? Whether therewas multilingualism used in the classroom and how it impacted the learning of thestudents?

✦ Usefulness of the curriculum/textbook: How relevant was the topic to the curriculum?Did the textbook deal adequately with the topic? Whether there should be anychanges in the textbook for that particular topic? What changes would theyrecommend?

✦ Participate in the conduct of 4 Morning Assemblies and communicate with the studentsthrough a speech, poem, patriotic song and prayer.

✦ Plan and execute student interactions. Two student teacher may be placed in a classroom:while one interacts the other can observe and record observations in the journals. Thiswill be followed by post-contact sessions with the supervisors, who will observe atleast half the interactions. Journals will be maintained to help student teachers tounderstand themselves, their stereotypes about learners and social contexts. (This canbe done during proxy classes.)

✦ Any one activity to be conducted in Children’s Physical and Emotional Health, SchoolHealth Education/Creative Drama, Fine Arts and Education. (This can be done duringproxy classes.

Assessment

Assessment of SIP will be taken up jointly by the Supervisors from the respectiveInstitutes, School Heads of the Internship Schools and Teacher- Mentors there of. Assessmentshould be developmental in nature, with clear emphasis on growth of the student teacher.

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YEAR II (16 weeks in 2nd Year with total weightage of 400 marks)

Course Objectives:

✦ To experience the school in its totality; activities in addition to classroom teachinginclude school activities and interaction with parents.

✦ To assume the role of a regular teacher with appropriate planning taking into accountthe diverse needs of students and the varying contexts that impact the teaching learningprocess.

✦ To be able to innovate within existing systemic limitations.

✦ To learn to conduct meaningful classroom activities by careful selection and organizationof such activities.

✦ To critically reflect on her own school experiences and keep records of the same.

✦ To learn to assess different aspects of children’s learning without a focus only onachievement.

✦ To participate in teaching school subjects for the children of Classes I to VIII.

These objectives require the following components in the programme:

The internship starts with observation of classes. Observation is of students’ interests,needs and levels, as well as of the classroom practices and materials used. Discussions withsupervisor and journal documentation are necessary part of the learning process. Based onthese observations and using a constructivist paradigm, certain themes/concepts are thenplanned. Learning goals must be clearly developed for all students, with a detailed descriptionof how learning is organized (for eg., is the mode discussion, small group or individual work).The process should involve students in assessing their own learning.

The practice of teaching during school internship would include not more than 4 UnitPlans per subject. Planning of the units would include a critical engagement with content frommultiple sources including the school textbook, organization and presentation of subject-matter,formulating questions specifically to: (a) assess knowledge base and understanding of students,(b) further the process of knowledge construction and meaning-making in the classroom, and(c) assess students’ learning to improve pedagogic practice and further enhance learning.

The student teacher will necessarily have supervisory support from the faculty in theform of general and subject supervision, who will also assess the student teachers. The studentteacher will be required to develop unit plans for which she must choose and design appropriateactivities. A record of these plans must be maintained. The student teachers is also expectedto maintain a daily reflective journal in which the student teachers will reflect on her practiceand also attempt to draw linkages between pedagogy and the theory courses she has studied.

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The supervisor may provide feedback in areas such as:

✦ Student teacher’s knowledge base

✦ Building on student’s prior knowledge, life experiences by asking appropriate questions.

✦ Use of appropriate instructional strategies to respond to diverse needs.

✦ Facilitate a learning experience for all students that promote critical thinking, choice,interaction and autonomy across subjects.

✦ Reducing the learners’ dependence on authority (text-books, teachers, elders) byreferring to alternative sources (peers, books, and internet).

✦ Effective use of time.

✦ Drawing connections between classroom observation and the coursework of the D.El.Edprogramme.

Supervisor’s Role:

One supervisor may work closely with 4-6 students. In addition to above, she preparesthe partner school through constant dialogue. For the student teachers to be able to identifyproblems and come up with their own creative solutions, they must understand limitations andstrengths of individual schools, and learn how to negotiate to try out new ideas. Healthycomplementarities can be brought about as against reducing internship period to a temporaryritual or leaving a feeling of using the schools as laboratories for interns. The supervisor maysit unobtrusively in the class and may arrive early and stay beyond to see how students areengaging in the work, to understand the broader context of the class room. Feedback should begiven as soon as possible and student teachers should be encouraged to respond to the commentsmade.

Journals:

Journals include some description, more reflection and analysis. Description will focuson individual students, pedagogy, management issues, psychological and social issues.

Analysis will allow for reflection on what the student teachers did in class and why. Forexample, did the student teachers engage with developmental theories of children along withsocio-cultural influences. Focus is on growth of the student teachers over a period of time e.g.responding to supervisors comments and qualitative improvement, regularity in submissionetc.

Timeline:

16 weeks of SIP in the 2nd Year will be broken up into two SIPs of 8 weeks each. For theinitial period of 1 week Classroom Observation of lessons in subjects taught at Upper PrimaryLevel (Classes VI-VIII) will be conducted. Out of the remaining period, 2 weeks time will bedevoted to field engagement and rest of the period will be for practice of teaching and otheractivities.

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Suggested Activities and Proposed Weightage for 2nd Year:

In 2nd Year, the following suggested activities are to be taken up by the student teachersduring SIP:

✦ Classroom Observation of lessons in subjects taught at Upper Primary Level (ClassesVI-VIII) for a period of initial one week and writing of Reflective Report – 30 marks.

✦ Preparation of Lesson plans and delivery of 6 lessons each in various school subjectstaught at Primary Level (Classes I-V) and 6 each in subjects taught at Upper PrimaryLevel (Classes VI-VIII) – 90 marks.

✦ Preparation and Administration of an achievement test in the subjects taught at theUpper Primary Level – 30 marks.

✦ Evaluation of Mid-day Meal Scheme – 30 marks.

✦ Survey Report on Drop-outs amongst the surrounding community (Field engagement) –40 marks.

✦ Organisation of a Community Service Campaign (Field engagement) and Report Writing– Cleanliness Drive in the surrounding community – 40 marks.

✦ Organisation and assessment of any four co-scholastic activities at Upper Primary Levelnot done in the 1st Year of SIP and report writing– 40 marks.

✦ Preparation of a Case Study of the Internship School and the innovative activitiesundertaken by the school – 40 marks.

✦ Maintenance of a Reflective Diary/Journal in various school subjects to record day today experiences in the internship school & reflections thereon – 60 marks.