UNIVERSITY OF CALICUT (G & A - IV - J)

U.O.No. 4083/2013/CU Dated, Calicut University.P.O, 23.09.2013

Anuja Balakrishnan

Assistant Registrar

Forwarded / By Order

Section Officer

File Ref.No.23158/GA - IV - J2/2013/CU

UNIVERSITY OF CALICUT

AbstractMEd-Revised Curriculum-Regulations, Scheme and Syllabus-approved-implemented w.e.f 2013 Admissions-Orders

issued

UNIVERSITY OF CALICUT (G & A - IV - J)

Read:-1.Letter dated July 01,2013 from the Member Secretary, NCTE.

2.Item no. 01 of the Minutes of the meeting of the Board of Studies in Education PG held on

06.09.2013.

3.Orders of the Vice Chancellor on 12-9-13 in the file of even no,

ORDER

The National Council for Teacher Education has requested the Vice Chancellor of the University to inform whether

the institutions affiliated have commenced the courses with the new curriculum and also requested to forward a

copy of the Revised Curriculum / Syllabus for information to NCTE, vide per paper read as (1).

The Board of Studies in Education PG has resolved to approve the Revised MEd Curriculum-Regulations,

Scheme and Syllabus for implementation from 2013 admissions, in view of the recommendations in the National

Curriculum Frame Work for Teacher Education 2009, as per paper read as (2).

The Vice Chancellor, considering the exigency, exercising the powers of the Academic Council, has approved the

minutes of the Board of Studies in Education PG held on 06.09.2013, subject to ratification by the Academic

Council.

Sanction has, therefore, been accorded for implementing the Revised MEd Curriculum-Regulations, Scheme and

syllabus with effect from 2013 admissions.

Orders are issued accordingly.

(The Revised MEd Curriculum- Regulations, Scheme and Syllabus is available in the

website:www.universityofcalicut.info)

To

1. All Affiliated Training Colleges.

2. University Teacher Education Centers.

UNIVERSITY OF CALICUT

M.Ed. CURRICULUM(With effect from 2013 Admission)

Board of Studies in Education (PG)Universitty of Calicut

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PrefaceThe National Council for Teacher Education has requested the University to revise the

curriculum of Teacher Education programmes in the light of National Curriculum Framework for Teacher Education 2009. University of Calicut is a forerunner in revising the B.Ed. curriculum. But the M.Ed. curriculum was left untouched for quite a long time. The present M.Ed. curriculum will not be a challenge for the forthcoming B.Ed. holders of the University of Calicut. Hence, in the first meeting of the newly constituted PG Board of Studies in Education, held on 26th June 2013, it was unanimously decided to revise the existing M.Ed. curriculum. A working group was constituted to develop a broad frame work of the programme. The working group met on 11th July 2013 and developed the framework for the revision of M.Ed. curriculum. The out of the house meeting of the PG Board of Studies in Education held on 25th July 2013 approved the framework and constituted 28 Expert Committees to prepare Syllabus of 6 Core Courses and 25 Specialisation Courses. As such the task was assigned to the Expert Committees and they have prepared the syllabus. University has conducted a Workshop on 13th August 2013. In the Plenary Session Prof. A. Faziluddin presented the Structure, Regulation and Scheme of Examination of the revised M.Ed. programme. It was followed by Presentation Session under the chairmanship of Prof. (Dr) P. Kelu in which the Expert Committees presented gist of the drafted syllabus. The Working Group met on 22nd August 2013 at Farook Training College modified the Structure, Regulation and Scheme of Examination based on the suggestions of the participants of the Workshop. The Working Group once again met on 31st August 2013 at Tagore Nikethan and consolidated the syllabus. The draft M.Ed. curriculum was uploaded in the University Website and a press release was given inviting suggestions from educationists, teachers, teacher educators, research scholars and students. The responses were encouraging. The Board of Studies met on 6th September 2013 modified the curriculum based on the suggestions e-mailed by stakeholders and approved it.

I wish to record my sincere gratitude and immense indebtedness to Dr. M. Abdul Salam, Hon. Vice Chancellor and Prof. K. Raveendranath our Pro Vice Chancellor who have blessed us with their valuable suggestions and scholarly advice in materialising this venture in each phase of its development. I am obliged to all teacher educators of the University’s Department of Education, Government Colleges, Aided Colleges, University Teacher Education Centres and Self Financing Colleges who have contributed in this prestigious effort. I also extend a word of gratitude to Dr. P.P. Noushad who designed the entire graphic works in the curriculum.

I am quite confident that the newly developed M. Ed curriculum will be a model for other Indian Universities too. Hope the curriculum will be a catalyst for professionalising Teacher Education at the Post Graduate level. University of Calicut dedicates this curriculum to those who love education and admire the profession of an educationist.

Prof. (Dr) K. Sivarajan

Chairman Board of Studies in Education (PG)

2

C O N T E N T

Sl No Content Page No1 PREFACE 22 STRUCTURE OF THE M.Ed. CURRICULUM 53 I. M.Ed. REGULATION 124 II. M.Ed. SCHEME OF EXAMINATION & INTERNAL ASSESSMENT 135 III. M.Ed. SYLLABUS – SEMESTER I 18

CORE COURSES I, II & III6 i. Advanced Philosophy of Education 197 ii. Psychology of Human Development and Learning 238 iii. Introduction to Educational Research and Statistics 29

SPECIALIZATION COURSE I9 i. Advanced Methodology of Teaching Arabic 33

10 ii. Advanced Methodology of Teaching English 3711 iii. Advanced Methodology of Teaching Malayalam 4312 iv. Advanced Methodology of Teaching Hindi 4613 v.Advanced Methodology of Teaching Urdu 5014 vi. Advanced Methodology of Teaching Tamil 5815 vii. Advanced Methodology of Teaching Sanskrit 6016 viii. Advanced Methodology of Teaching Mathematics 6217 ix. Advanced Methodology of Teaching Physical Science 6518 x.Advanced Methodology of Teaching Natural Science 6819 xi. Advanced Methodology of Teaching Commerce 7320 xii. Advanced Methodology of Teaching Social Science 7721 xiii. Advanced Methodology of Teaching Computer Science 81

SPECIALIZATION COURSE II22 i. Teacher Education 8423 ii. Non formal Education 8824 iii. Early Childhood Care and Education 9125 iv. Elementary and Secondary Education 95

CORE COURSES IV, V, VI26 iv. Education and Society 10127 v. Psychology of Individual Differences 10428 vi. Advanced Educational Research and Statistics 108

3

SPECIALIZATION COURSE III29 i. Guidance and Counseling 11230 ii. Educational Technology 11731 iii. Educational Measurement and Evaluation 12032 iv. Educational Management and Administration 123

SPECIALIZATION COURSE IV33 i. Education for Human Rights and Values 12734 ii. Curriculum Development and Transaction 13035 iii. Iii. Environmental Education 13436 iv. Iv. Inclusive Education 137

APPENDIX37 i. Board of Studies in Education (PG) 14338 ii.Working Group 14539 iii. Expert Committee 147

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M. Ed. CURRICULUMRegulation, Scheme of Examination, and Syllabus

STRUCTURE OF THE M.Ed CURRICULUM

1. Introduction

Master of Education (M. Ed.) is a professional and research oriented post-graduate programme in Education. To be at par with the professional requirement of the programme, the Board of Studies in Education (PG) pooled the best expertise available in various areas to modify and improve the existing curriculum. The board has re-formulated the M. Ed. programme by diversifying the courses offered and strengthening the content and structure of the programme, in tune with the National Curriculum Framework for Teacher Education (NCFTE), 2009. The diversification is largely done in introducing the advanced methodology of teaching school subjects and new specialization courses in emerging areas of the discipline. The structure of the programme is enriched by adding field experiences / practicals in both semesters. The evaluation scheme is further systematized.

2. Vision

Purpose of the M. Ed. programme is to prepare professionally committed and competent teacher educators, educational researchers, educational administrators, and educational planners who can develop education according to the national aspirations and global trends. It seeks to prepare educational experts capable of generating knowledge and to find solutions to the problems and issues relating to the theory and practice of the varied fields of education viz., Teacher Education, Non-formal Education, Early Childhood Care and Education, Elementary and Secondary Education, Guidance and Counseling, Educational Technology, Educational Measurement and Evaluation, Educational Management and Administration, Education for Human Rights and Values, Curriculum Development and Transaction, Environmental Education, and Inclusive Education. It also focuses on comprehensive and integrated professional development of personnel engaged in educational management and administration.

3. Programme Objectives

The M. Ed. programme aims at preparing truly professional teacher educators and other personnel specialized in different areas of education. The programme intends to achieve the following objectives:

• To understand the nature of education as a discipline

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• To understand how concepts/ theories/issues drawn from disciplines cognate to education

• To develop specialized knowledge and understanding of the bases of education• To develop national and international perspectives on educational theory and practice• To develop understanding of human behaviour and personality for guiding efficient and

effective learning• To acquire skills required to take up leadership roles in the areas of education• To develop a rational conceptualization of educational research• To enhance essential ICT skills required for educational practice and professional

empowerment• To develop competence in specialized areas such as:

i. Advanced methodology of teaching school subjectsii. Teacher Educationiii. Non formal Educationiv. Early Childhood Care and Educationv. Elementary and Secondary Educationvi. Guidance and Counsellingvii. Educational Technologyviii. Educational Measurement and Evaluationix. Educational Management and Administrationx. Education for Human Rights and Valuesxi. Curriculum Development and Transactionxii. Environmental Educationxiii. Inclusive Education

4. Structure of the programme

M. Ed. programme is a research oriented professional education programme. The programme consists of two semesters of 105 days each. The structure of the course is in tune with the pattern suggested by NCTE. This consists of 5 courses per semester [three Core Courses (CC) and two Specialization Courses (SC)].

Master of Education (M.Ed.) SEMESTER - I

Paper Title Course Code

Contact Hours

Int. Marks

Ext. Marks

Total Marks

a) Core Courses CC. I Advanced Philosophy of Education MED101 90 Hrs. 20 80 100CC .II Psychology of Human Development

and LearningMED102 90 Hrs. 20 80 100

6

CC .III Introduction to Educational Research and Statistics

MED103 90 Hrs. 20 80 100

b) Specialization Courses (Select one from each group)SC. I

SC. II

i. Advanced Methodology of Teaching Arabic

ii. Advanced Methodology of Teaching English

iii. Advanced Methodology of Teaching Malayalam

iv. Advanced Methodology of Teaching Hindi

v. Advanced Methodology of Teaching Urdu

vi. Advanced Methodology of Teaching Tamil

vii. Advanced Methodology of Teaching Sanskrit

viii. Advanced Methodology of Teaching Mathematics

ix. Advanced Methodology of Teaching Physical Science

x. Advanced Methodology of Teaching Natural Science

xi. Advanced Methodology of Teaching Commerce

xii. Advanced Methodology of Teaching Social Science

xiii. Advanced Methodology of Teaching Computer Science

i. Teacher Educationii. Non formal Educationiii. Early Childhood Care and

Educationiv. Elementary and Secondary

Education

MED111

MED112

MED113

MED114

MED115

MED116

MED117

MED118 MED119

MED120

MED121

MED122

MED123

MED131 MED132 MED133

MED134

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90 Hrs

90Hrs 90Hrs 90Hrs

90Hrs.

20

20

20

20

20

20

20

20

20

20

20

20

20

202020

20

80

80

80

80

80

80

80

80

80

80

80

80

80

808080

80

100

100

100

100

100

100

100

100

100

100

100

100

100

100100100

100

c) Formulation of Research Proposal 50 NIL 50d) Field Experiences / Practical – (1) 25 NIL 25

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Total of Semester I 175 400 575

SEMESTER - IIPaper Title Course

CodeContact Hours

Int. Marks

Ext. Marks

Total Marks

a) Core Courses CC IV Education and Society MED201 90 20 80 100CC V Psychology of Individual Differences MED201 90 20 80 100CC VI Advanced Educational Research and

StatisticsMED201 90 20 80 100

b) Specialization Courses (Select one from each group)SC. III

SC. IV

i. Guidance and Counselingii. Educational Technologyiii. Educational Measurement and

Evaluationiv. Educational Management and

Administration

i. Education for Human Rights and Values

ii. Curriculum Development and Transaction

iii. Environmental Educationiv. Inclusive Education

MED211 MED212 MED213

MED214

MED221 MED222 MED223 MED224

909090

90

90

90

9090

202020

20

20

20

2020

808080

80

80

80

8080

100100100

100

100

100

100100

c) Dissertation (Dissertation work started in Semester I will be completed by the end of Semester II)

50 100 150

d) Field Experiences / Pactical – (2) 25 NIL 25e) Viva Voce for Dissertation NIL 50 50Total of Semester II 175 550 725Grand Total of Semester I and II (575+725) 1300

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5. Distribution of Marks

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6. Distribution of days/hours

Semester I

10

Semester II

11

I. M. Ed. REGULATIONa. Duration of the programme

Duration of the M. Ed. programme shall be at least one year with two semesters of at least 105 days each.

b. Eligibility for admission

Candidates with B. Ed. Degree of University of Calicut or any other university equivalent there to with not less than 55 % of marks are qualified to seek admission to the M. Ed. Programme. Relaxation of marks will be given for SC/ST/OBC and other eligible categories as per the University / Government rules.

In-service Teacher candidates from government / aided institutions with a minimum of 5 years continuous regular service will be given a relaxation of 5% marks in the minimum for eligibility.

c. Admission Procedure

Candidates have to undergo an entrance examination conducted by the University for admission to M. Ed. programme. The selection of candidates will be based on a rank list prepared on the basis of the following criteria. Entrance Examination 50% weightage, B. Ed. Degree 40% weightage, B. Ed. from University of Calicut 5%, and Teaching Service 5% weightage (1% weightage for each year subject to a maximum of 5%).

d. Medium of instruction

Medium of instruction and examination of the M. Ed. programme shall be English.

e. Scheme of instruction

There shall be 90 contact hours for each theory course. Ten hours is also assigned for practicals/tests of each theory course. One contact hour per day is allotted for teacher supervised dissertation work in both semesters. Apart from this, 25 hours is assigned for Dissertation work in each semester. Students shall submit the Dissertation on or before the tenth working day from the date of closure of II semester.

Seminar: Seminar is accepted as one of the transaction strategies of the syllabus; Each M.Ed. student should be assigned one seminar on a topic in any of the ten courses of the programme so that all students get an opportunity of presenting seminar using ICT Tools.

f. Attendance

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84 days of attendance is essential for appearing in each of the end semester examination. Only those students who have secured the required minimum attendance in the I Semester and registered for the first semester end University examination are eligible to continue studies in the II Semester.

g. Shortage of attendance

Condonation for shortage of attendance will be as per University rules.

h. Re-admission rules

There shall be provision for readmission in the same institution in the second semester within a period of three years for those who have satisfactorily completed first semester and also registered for first semester University Examination, provided there is vacancy in the institution and the syllabus being the same. Re-admission shall be permitted during the first week of 2nd semester.

II. M.Ed. SCHEME OF EXAMINATION &INTERNAL ASSESSMENT

There shall be End Semester University Examinations in each semester. The ratio of internal to external examination for theory courses is 20:80.

a. Pattern of University Examination question paper shall be as follows:Type of

QuestionTotal No. of

Questions

No. Questions to be answered

Marks for each question

Marks

Essay/ Long Answer Type

6 4 10 40

Short Essay/ Problem Solving/ Application Type

12 10 4 40

Total 18 14 --- 80

b. Duration of written examination : 3 hrs

c. End Semester theory course evaluation : Maximum 80 marksThere shall be double valuation for theory courses .The average of the marks awarded

by both examiners shall be taken as the final award for that particular course. In case of 10% or more deviation in the marks awarded by the two examiners, the script shall be referred to a third examiner and the average of the nearest two marks shall be considered for the final award of marks. There shall be no revaluation.

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d. Internal Assessment of Theory Courses

Internal assessment shall be for 20 marks in each theory course and shall be assessed through 2 internal tests of 5 marks each (2x5=10 marks) and 2 assignments as detailed in respective courses of 5 marks each (2X5 = 10 marks). There shall be no separate minimum for internal assessment of theory courses. To make internal assessment objective and transparent, the student should be made aware of the criteria / indicators of assessment well in advance. The Internal marks shall be published periodically. Students may seek redress of grievances of internal evaluation at the teacher educator level or at the department/ college evaluation committee level. The consolidated mark lists of all courses of a semester shall be submitted to the University immediately after the closure of each semester.

e. Field Experience/ Practical

M. Ed. students need to have hands on experiences/field experiences which could enable them to ascertain the extent of their understanding of concepts discussed in theory courses and comprehension of the discipline as a whole. Hence Field Experience/Practical prescribed for M.Ed. programme should be a comprehensive activity intended to provide opportunity to expose students to a variety of field experience or experiments .Field experience/Practical is prescribed in each semester which carries 25 marks each in both semesters. Each student shall be assigned one activity from the given list in each semester. The institution should make sure that all the given field experience/practical are distributed among students’. They shall formulate a plan of action for the execution of the activity either in the laboratory or in the field. On completion of the activity, the student should submit a detailed report of the activity. Seminars shall be organized for presenting and discussing the report. Internal Evaluation of the Field Experience/ Practical should be based on students work, report, presentation and reflections and there is no minimum for a pass in field experience.

List of field experience/practical

I Semester

• Develop two lesson transcripts for inculcating Democratic Values and transact in a primary class of your locality. Prepare a report on your experience.

• Visit a school of your locality and identify the types of learning disabilities of children• Visit an institution which propagate the philosophy of any of the thinkers and conduct a

study on its functioning

II Semester

• Prepare history of any one educational Institution of your locality using oral and written sources

• Administer any one standardized psychological tool in a school of your locality and prepare a report on it.

• Conduct a survey on measures of protection of child rights in your neighborhood schools.

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f. Research proposalDissertation work constitutes an important component of the M.Ed. Programme. The

purpose of the dissertation is to provide the student with practical/hands-on experience in the scientific process of research. The student in consultation with the Research supervisor should identify a research problem. Having identified a research problem, the students need to formulate a brief outline of the conduct of study which is known as Research Proposal. The Proposal should be a blue print which outlines the process of research to be adopted. The Proposal may be developed considering considering the following.

(i) Title of the Research Problem(ii) Introduction(iii) Statement of the Problem(iv) Objectives of the Study(v) Hypotheses(vi) Methodology of Research – Method of study, Sample, Tools &Techniques,

Data collection, Analysis(vii) References.

Evaluation of Research Proposal: Research Proposal will be evaluated by the Board of Internal examiners. The Board consists of the HOD/Principal as Chairman and all the research supervisors as members. For evaluation of the Proposal the student may be asked to present it before the Board. Maximum marks for the Research proposal is 50.There shall be no minimum for a pass. Only on receiving a satisfactory feedback from the Board of examiners, the student shall execute the Research proposal. Evaluation of the research proposal shall be based on the criteria provided below.

Criteria for evaluation of research proposal(Each criterion carries five marks)

Sl.No Criteria Rating

1. Statement of the proposed problem 5 /4/3/2/1

2. Identification of relevant variables 5 /4/3/2/1

3. Stating clear Need and significance of the study 5 /4/3/2/1

4. Expression of acquaintance with relevant literature / theories 5 /4/3/2/1

5. Identification of appropriate method of research 5 /4/3/2/1

6. Description of sample 5 /4/3/2/1

7. Introductory description of proposed tools / techniques 5 /4/3/2/1

8. Identification of possible and relevant analyses 5 /4/3/2/1

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9. Identification of broad steps/ stages in the study 5 /4/3/2/1

10 Confidence with the topic during the presentation 5 /4/3/2/1

The board may suggest changes to the proposal, which can be incorporated by the student in consultation with supervising teacher. However, the broad area of study proposed cannot be changed further. The institution has to keep the approved proposal till the viva-voce.

g. Evaluation of Dissertation

Students shall submit the Dissertation on or before tenth working day from the date of closure of II semester. Candidates shall not be permitted to submit a dissertation on which a degree or diploma has already been conferred on her/him by the university or any other institution. Evaluation of Dissertation shall be both internal and external.[50 internal and 100 external=150 marks] The dissertation shall be internally evaluated by the concerned supervising faculty member and externally evaluated by examiners appointed by the controller of examinations. Minimum for a pass in dissertation shall be 75 (marks secured in internal and external evaluation put together). However there shall be no separate minimum for internal and external evaluation. The evaluation of dissertation shall be based on the Criteria/Guidelines given below.

Criteria for evaluating M.Ed. Dissertation

Name of the

Supervising Teacher

Name of

the Studen

t

Introduction Review of

Related Literatur

e

Methodology Analysis Summary/Conclusion Implications and

Suggestions

Format

Edl. Significance

Oprational Defnitions.

Objs. & hypothesis

Scope & limitations

Upto date ,exhaustive ,conclusion

Compre. Procedure

Sampling

Tool description

Analysis tech.

Hypo/qstn. Answered

Discsn. Interprtn.

Major findings

Conclusions

Edl. Implications

Relevant suggestions

Approx. Summary

Table, Figure, Reference,Pagination, Appendices, Ref., Spacing, Typing, Appendix, Binding

Spelling, organization of the content in logical order with appropriate titling

1 2 3 4 5 6 7 8 9 10 11 12 13 14 1 16 1 18 19 20

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5 7Marks 5 5 10 5 25 7.5 7.5 7.5 7.5 15 15 4 4 4 4 4 10 10

Viva Voce: Each student shall attend a viva-voce on dissertation conducted by the university. The Board of examiners for the viva-voce consists of chairman and 2 members, out of which one will be an expert from outside the University. There shall be no minimum for a pass in viva-voce. Required number of Viva-voce boards shall be constituted by the University to complete the process in all institutions within a time duration of 8 days. A Co-ordinating Cirman shall be appointed for co-ordinating the work of all boards. The Head of the Department of Education shall be the Co- ordinating Chairman. Each board will conduct viva-voce for a maximum of 4 institutions. The duration of viva-voce in an institution shall be based on student’s strength; and one day for a strength of 20 students. Additional days will be provided as per student intake.

h. Submission of other written accounts for internal evaluation

The time schedule for submission of the written accounts for internal evaluation shall be as follows: Sl. No Written accounts Not later than

i. Research proposal 75th Working day of I semesterii. Assignments 90th Working day of I&II semestersiii. Field Experience and Practical 95th Working day of I&II semesters

i. Eligibility for pass

Minimum marks for a pass in each theory course shall be 50% (marks obtained in internal and external evaluation put together). A candidate shall be declared to have passed the programme if s/he obtains not less than 50% of marks in each theory course and dissertation as well as 50% of the total marks assigned to the whole programme.

j. Classification of Successful Candidates

First class with Distinction - 75% and above First class - 60% and above Second class - From 50% to less than 60%

k. Revision of Regulation

Not withstanding all that has been stated above, the university has the right to modify any of the regulations, scheme and syllabus of the programme from time to time.

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III. M.Ed. SYLLABUS

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SEMESTER I

Core Course - IADVANCED PHILOSOPHY OF EDUCATION

(Instructional hours – 90)Course Objectives

1. To understand the nature of education as a discipline2. To examine the philosophical origin of educational theory and practice3. To analyse critically postulates of various schools of philosophy, vision of great thinkers and

their educational implications4. To enable the student to develop a philosophical point of view towards educational problems.

Course contentMODULE 1. Education as a field of studyOrigin and development of Education as a discipline –Aims of education in India in the context of democratic, secular, egalitarian and humane society - education as pedagogic science - teaching as a profession – Interdisciplinary nature of education; relationships with disciplines such as philosophy, psychology, sociology, political science, economics and anthropology.

(16 hours)MODULE 2. Philosophy of educationMeaning, definition and significance of philosophy of education – major philosophical divisions – metaphysics, epistemology and axiology and their relationship with education – Aims of Education

(10 hours)MODULE 3. Indian Schools of philosophyUnique characteristics of Indian philosophy and its relationship with India’s cultural heritage – The Orthodox and Heterodox schools of philosophy – critical analysis of the educational implications of Upanishads, Sankhya, Yoga, Nyaya, Vysesikha, Utharameemamsa, Poorva meemamsa – Budhism, Jainism and Charvaka – Educational thoughts of Swami Vivekananda, Rabindranath Tagore, Sri Aurobindo and Gandhiji - Aims and ideals of education exemplified in Bhagavat Gita, Quran and Bible

(30 hours)MODULE 4. Western Schools of Philosophy

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MED 101

Critical analysis of the axiological metaphysical and epistemological aspects of idealism, humanism, naturalism, realism, pragmatism and existentialism and its educational implications – Educational thoughts of Plato, Friedrich Frobel, Maria Montessori, Jean Jacques Rousseau and John Dewey

(20 hours)MODULE 5. Social PhilosophiesCritical analysis of the Educational implications of Individualism, Democracy, Socialism and Totalitarianism – concept of freedom and discipline - critical analysis of curriculum with reference to various social schools of philosophy.

(14 hours)Transaction ModeLectureSeminarsAssignmentsPower point PresentationsField visitsBook Reviews

Assignments1. Survey of recent researches in philosophy of Education2. Book Review - prepare a review on any one great work of an eminent educational thinker3. Review of school curriculum at pre primary/primary/secondary/higher secondary level.

References

1. Bageley, W.C. (1935). Educational and the Emergent Man, NewYork: Thomas Welson & Son,

2. Banks,O. (1967). The Sociology of Education, London: Prentice Hall

3. Banrs, J.A. (1996), Cultural diversity and education: Foundations curriculum and teaching (4th ed.) Boston: Alynand, Becon.

4. Beyer, L.E. (Ed.) (1996) Creating democratic classrooms: The struggle to integrate theory and Practice. New York: Teachers College Press.

5. Bourdieu, P. 1977. Outline of a Theory of Practice. Cambridge and New York: Cambridge Univ Press

6. Bourdieu, P. and L.J.D. Wacquant. 1992. An Invitation to Reflexive Sociology. Chicago and London: Univ of Chicago Press

7. Bourdieu, P. and Passeron, J.C. (1990). Reporduction in Education Society and Cultutre. London:Sage

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8. Broudy, H.S. (1965). Building a Philosophy of Education, Delhi: Prentice Hall,

9. Brubacher, J.S. (1961). Electric Philosophy of Education, Newyork: Prentice Hall Inc.,

10. Brubacher, J.S.(1939). Modern Philosophies of Education, McGraw Hill Book Company,

11. Bruubacher, John S.; (1969) Modern Philosophies of education, Tata McGraw-Hill, Publishing Company Pvt LTD, New Delhi.

12. Butchvarov, P. (1970) The Concept of knowledge. Evanston, Illinois, North Western University Press.

13. Butler, J.S. (1951). Four Philosophies and their implications in education and religion, London: Harper and Bros.,.

14. Butler, J.S. (1977). Idealism in Education, New York: Harper & Row,

15. Chatterji, S.C. & Dutta, D.M. (1954) An Introduction to Indian Philosophy, University Press, Calcutta.

16. Chauhan,S.S & Sharma, R.K (2001). Philosophy of Education. New Delhi: Atlantic publishers

17. Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan & Paul.

18. Debra Heyes, Martin Hills, Pam Chistie and Bob Lingard (2007) Teachers and schooling: Making a Difference, Allen and Unwin, Australia.

19. Dewey, J. (1916/1977): Democracy and Education: An introduction to the philosophy of education. New York: Macmillan.

20. Freire, P. and Shor, I. (1987). A Pedagogy of liberation. London, Macmillan Education.

21. Freire, Paulo (1970). Pedagogy of the oppressed. New York: Continuum.

22. Freire, Paulo (2005). Education for Critical consciousness. New York: Continuum.

23. Gurbe, R. (1994). The philosophy of Ancient India. Madras: suvitha Publishers

24. International Encyclopedia of Education. (1994) 2nd edition. Vol.10. Perganon Press.

25. Kendel, I.L. (1930). Conflicting Theories of Education, Newyork: Macmillion,,.

26. Kneller, G.F. (1966).The Logic and Language of Education, Newyork: John Willey,

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27. Livingstone, R. (1941). The Future of Education, Cambridge: Cambridge University Press,. Longman,

28. Matheson, D. (2004). An Introduction to the study of education (2nd edition). London: David Fulton Publish.

29. Naganatam, R. (1958). New Frontiers: East and West Philosophies of Education, London: Orient

30. Nunn, P. (1957). Education: Its Data and First Principles, Newyork: Annold and Co.,.

31. O’Connor, D. (1961).Introduction to the Philosophy of Education, London: Methuen & Co.,

32. Palmer, Joy A, (2001). Fifty Modern thinkers on education: From Piaget to the present Day. Routledge Flamer. London. USA. Canada.

33. Peters, R.S. (1967), The Concept of education, Routledge, United Kingdom.

34. Peters, R.S. (ed), (1975). The Philosophy of education. Oxford University Press, London.

35. Radhakrishnan, S. (1952). Indian philosophy. University of California: Allen & Unvin Ltd.

36. Ross, J, S. 1937) . Groundwork of Educational Theory, George G. Harrap and Co., Ltd.,

37. Slatterry, Patrick & Rapp,D (2002). Ethics and the foundations of education- Teaching Convictions in a postmodern world. Newyork: Allyn & Bacon.

38. Wall, E. (2001). Educational theory: philosophical and political Perspectives. London: Prometheus Books.

39. Whitchead, A.N. & Gifa. (1951).The Aims of Education, London: William & Horgate,

40. Winch, C. (1986). Philosophy of human learning, London: Routledge,.

41. Winch, C. (1996). Key Concepts in the philosophy of education. London: Routledge.

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Core Course II PSYCHOLOGY OF HUMAN DEVELOPMENT AND LEARNING

(Instructional hours – 90)

Course Objectives:1. To acquaint the learner with the methods and approaches of scientific psychology and psycho-

pedagogy2. To acquaint the learner with the stage related developmental characteristics and roles of teachers

to facilitate development.3. To enable the learner to understand that learning and development are interactive processes4. To acquaint with the complex phenomena of learning, the various theories and implied instructional

strategies 5. To familiarize with motivational theories and their class room implications6. To acquaint with the theories of remembering and forgetting and ways to ensure good retention7. To enable the learner to understand and apply the principles of transfer of Learning 8. To conduct studies on socio-cultural, technological, impacts on behaviour and learning styles

Course ContentMODULE - I : The Science of Psychology Objectives

• To acquaint the learner with the methods and approaches of scientific psychology and psycho-pedagogy

Content outline: • Psychology: Origin, Meaning, Nature and Functions -- Trends in Problems and Trends in Methods

-- Scientific Characteristics of Psychology.

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MED 102

• Approaches to Study Human Behaviour: Bahaviourist, Cognitive, Psychodynamic, Socio-cultural, Humanistic and Neurobiological perspectives.

• Educational Psychology: Meaning, Definition and Scope – Relevance of Educational Psychology in Teaching and Learning.

(10 hours)MODULE – II : Developmental Psychology Objectives

• to acquaint the learner with the nature and characteristics of development and their educational implications

• to help the learner to understand adolescent problems and their remedial measures• to make the learner understand the theories of development and their educational implications

Content outline: • Meaning-Principles-Stages And Aspects Of Development-Physical,Mental,Social,Emotional

Characteristics Of Each Stage (In Brief)- Develentopmental Hazards and Tasks.• Adolescent Problems and Remedial Measures-Recent Researches In Adolescent Education-• Theories Of Cognitive Development-Piaget,Bruner(Basic Postulates,Develpomental

Stages,Educational Implications) • Theory Of Moral Development-Kohlberg• Theory Of Psychosocial Development-Eric Erikson(Basic Postulates, Stages Of Psychosocial

Development, Educational Implications)

(16 hours)MODULE – III : Learning and Instruction Objectives • To define learning• To understand the significance of learning to human development • To realize the scope of the construct – learning• To be aware of the factors that affect human learning

Content outline:• Learning: Definition– Relation of Learning To Maturation And Development - Levels of Learning And

Teaching • Introduction to Learning Theories- Brief Historical Sketch (From Philosophy-Based Learning Theory

to Psychology-Based Learning Theory) • Overview of Factors Affecting Learning • Special Features of Adult Learning.

(5 hours)MODULE - IV: Motivation and LearningObjectives 1. To define motivation 2. To understand different types and explanations of motivation 3. To analyze factors that affect human motivation

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4. To apply the principles of motivation in educational practice 5. To develop own model of understanding motivation of learners 6. To apply meta-cognitive principles in enhancing own and other’ learning

Content outline:• Types And Historical Perspectives• Important Factors in motivation from Different Perspectives And their Educational Implications

o Behaviourist Approach (Drives and Reinforcement), o Social-Cognitive Approach (Goal Orientations, Perception Of Control, Self-Efficacy Belief) o Cognitive Explanation Of Motivation- Achievement Motivation (Expectancy-Value, Anxiety,

Self-Worth, Involvement, Attribution) o Humanistic Approach To Motivation (Maslow’s Hierarchy, Actualizing Tendency),

• Model Of Motivated Learning (Pintrich And Schunk), • Characteristics of Motivated Learners, Metacognition And Self-Regulated Learning • Classroom Motivational Techniques

(10 hours)MODULE – V : Theories of learning and InstructionObjectives 1. To develop summary understanding of the principles of learning advocated by different schools of

psychology2. To apply principles of learning in enhancing student learning at various levels of education

Content outline:• Behaviorist Learning Theories – Classical conditioning, Trial and Error, And operant conditioning,

Need Reduction, Simultaneous conditioning • Behaviorist Perspective on Strategies That Facilitate Learning (with focus on Skills & Habits)

• Cognitive Learning Theories- Influences on Cognitive approach to Learning - Sign –Gestalt Learning (Tolman), Gestalt Learning (Principles Or Law For Perceptual

Organization), Lewin’s field theory, Mastery Learning (Bloom & Block), Social Learning Theory And Observational Learning, Information Processing Theory Of Learning, Gagne’s Types &Conditions (Taxonomy Of Learning Outcomes And Phases Of Learning), Meaningful Learning (Ausubel), The Schema theory (RC Anderson) o Cognitive Strategies In Instruction And Learning (with focus on concepts)

• Constructivist Theories Of Learning –characteristics- Cognitive Structuralism (Piaget); Social Constructivism (Vygotsky); Bruner (Learning Via Insight

and Discovery), Comparison of Developmental and Social Constructivist Views Of Learning o Constructivist Strategies Used In Instruction/Learning

• Humanistic Approach to Learning- characteristics Non-Directive Learning (Rogers), Experiential Learning (Kolb)

• Humanist Strategies in classrooms (with focus on attitudes, values)• Learning In Formal Vs Informal Contexts- Comparison And Implication For Education• Role Of Family and parents In school Learning• A Summary Comparison Of Approaches To Learning

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(28 hours)MODULE – VI : Neuroscience of Learning, Memory, Forgetting Objectives: 1. To understand learning and memory from neuro-physiological perspective 2. To appreciate the role of brain and its parts in learning 3. To apply mnemonic techniques in facilitating own and others’ learning

Content Outline: • Neural Organization, Brain-Structures And Key Functions, Catering Teaching To Hemispherity,

Neuro-physiological Theory of Learning • Multi-Store Model of Memory And Its Implications For Education.• Types Of Memory- Enhancing Memory- Mnemonic Techniques - The Information Processing

Theory Of Forgetting - Implications of neurobiology For Teaching And Learning

(6 hours)MODULE – VII : Transfer of learning Objectives : 1. To appreciate the significance of transfer of learning to educational system 2. To exemplify different types and explanations of transfer in learning

Course Content• Relevance Of Transfer Of Learning In Education, Types Of Transfer, Theories Of Transfer,

Experimentally Supported Generalizations About Transfer

(6 hours)

MODULE - VIII : Skill education, Mental health and Adjustment Objectives • To appreciate the importance of life skills education • To understand the means of developing life skills, and mental health in learners

Content outline: • Meaning of Life skill Education -- Need and Significance• Concept of Mental Health -- Definition (WHO) -- Classification of Mental Illness (DSM ) -

- Maladjustment -- Defence Mechanisms -- Characteristics of Mentally Healthy Person -- Education for Mental Health.

(10 hours)Assignments

1. Develop a summary comparison of various approaches to study human behaviour2. Prepare a review of research studies related to adolescent education3. Interview a teacher at any level, and list the views on factors affecting learning at that level.4. Prepare a concept map of learner motivation, incorporating major factors proposed by various

theories of motivation

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5. Prepare a the Summary Comparison Of various Approaches To Learning, incorporating the details on type of learning explained, important variables affecting learning, and educational practices/ strategies/ methods promoted by each approach.

6. Draw and label, the important areas related to learning and memory of, human brain7. Identify 10 teacher behaviours exemplifying different modes of transfer from course content on

education psychology and make a report8. Develop a lesson plan for any one appropriate life skill in learners at level of education of your

choice

References

1. Anderman, E., & Corno, L. (Eds.). (2013). Handbook of educational psychology. Routledge.

2. Ausubel, D. P., Novak, J. D., & Hanesian, H. (1968). Educational Psychology- A Cognitive View. New York: Holt,Rinchart and Winston, INC.

3. Bandura.A (1977). Social Learning Theory. Cliff.N.J; Prentice Hall.

4. Bhargava, M. (1964). Introduction to Exceptional Children. Sterling Publishers Pvt Ltd., New Delhi.

5. Bigge, M. L., & Hunt, M. P. (1968). Psychological foundations of education: an introduction to human development and learning. Harper & Row

6. Bower, G.H. and Hilgard, E.R. (1981) Theories of learning. Prentice Hall, Inc. Englewood Cliffs, New Jersey.

7. Bruner, J.S. (1977). Process of Education, Harward University press,

8. Chauhan, S.S (2006) Advanced Educational Psychology New Delhi : Vikas Publishing House.

9. Crow.L.D &Crow Alice(2008) Human Development and Learning, New Delhi, Surjeet Publications

10. Daniels, H. & Edwards, A.(2004). Psychology of Education. New York: Routledge Falmer.

11. DeCecco, JP, & Crawford, WP (1974). The Psychology of Learning and Instruction. Englewood Cliffs, NJ: Prentice-Hall.

12. Child, D. (1986). Applications of Psychology for the Teacher. Taylor & Francis Group.

13. Erickson, E.H. (1968). Identity, Youth and Crisis. New York: W.W. Norton.

14. Fontana, D.(1995). Psychology for Teachers. U K and London: Macmillan Press Ltd.

15. Good, T.L & Brophy, J.E.(1990). Educational Psychology-A Realistic Approach. New York: Longman Publishers.

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16. Hurlock E.B (1995)Development Psychology A Life Span Approach. New Delhi : Tata Mc Grow Hill Publishing Co.

17. Hurlock, E.B (1955) Adolescent Development MC Graw – Hill Co Inc, Nw York..

18. Kagan, J., & Lang, C. (1978). Psychology and education: An introduction. New York: Harcourt Brace Jovanovich.

19. Kakkar S.B (1992), Advanced Educational Psychology New Delhi : Oxford & IBH Publishing Co.

20. Kaplan, L. (1971). Education and mental health. Harper and Row.

21. Kincheloe, L. & Horn Jr, R. A.(2007). The Praeger Handbook of Education and Psychology. New Delhi: Atlantic Publishers & Distributers(p)Ltd.

22. Klausmeier, Herbert J (1985). Educational Psychology. Harper and Row, Pub. New York.

23. Lingren, H.C. (1980). Educational Psychology in the Classroom (Sixth ed.) New York: Oxford University Press.

24. Mangal, S.K (1997) Advanced Educational Psychology New Delhi Prentice Hall of India

25. Maslow, A.H. (1970). Motivation and Personality (2nd edition). New York: Harper & Row.

26. Piaget, J. and Inhelden, B. (1969). Psychology of the child, New York: Basic Books.

27. Pintrich, P.R.; and Schunk, D.H. (1996). Motivation in education: theory, research and applications. Englewood Cliffs, N.J. Merill.

28. Schunk, D. H. (1991). Learning theories: An educational perspective. Macmillan Publishing Co, Inc.

29. Skinner, C.E. (Ed) (1974). Educational Psychology. New Delhi: Prentice-Hall of India Private Limited.

30. Snelbecker, G.E.(1974).Learning Theory, Instructional Theory and Psycho-educational Design. New York. McGraw Hill.

31. Sprinthall, R. C., Sprinthall, N. A., & Oja, S. N. (1981). Educational psychology: A developmental approach. Addison-Wesley.

32. Traxler, A. E. (1957). Techniques of guidance. Harper. New York.

33. Vygostsky. L. (1986) Thought and language (A. Kazulin, Trans). Cambridge, M.A.: MIT Press.

34. Conklin, W. (2006). Instructional Strategies for Diverse Learners: All Grades. Shell Education.

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35. Wolman, B. B., Stricker, G., Ellman, S. J., Palermo, D. S., & Keith-Spiegel, P. (Eds.). (1982). Handbook of developmental psychology. Prentice-Hall.

36. Woolfolk, A. (2004) Educational Psychology. New Delhi:Pearson Education (Singapore) Pvt Ltd.

Core Course III

INTRODUCTION TO EDUCATIONAL RESEARCH AND STATISTICS(Instructional hours - 90)

Course ObjectivesOn completion of this course, the students will be able to:

1. describe the meaning, purpose, scope and types of research in education.2. explain the characteristics of quantitative, qualitative and mixed research.3. conduct a literature search and develop a research proposal4. prepare a research proposal on a selected theme5. understand the role and use of statistics in educational research.6. convey the essential characteristics of a set of data by representing in tabular and

graphical forms 7. compute relevant measures of central tendency, measures of variation and correlation

Course Content

Part-AMODULE – I : Introduction to Educational Research

i) Meaning, purpose and scope of educational researchii) Research as a method of science

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MED 103

iii) Types of educational research: basic , applied, action and evaluation research- Classification by Time -Cross-sectional, Longitudinal and Retrospective. Classification by research objectives-Descriptive, Exploratory and Explanatory

iv) Research paradigms in education: quantitative, qualitative, mixed (15 hours)

MODULE - II : Identification and conceptualization of Research problem i) Sources of research problems; Statement of problem; research questions in qualitative and

quantitative research ii) Review of the literature -purpose and sources- primary and secondary ; literature search:

Manual, using databases and internet.iii) Hypotheses: Need, sources and functions; different ways of stating hypotheses; criteria for a

good hypothesisiv) Basic concepts of

a. Variables b. Techniques and Tools for researchc. Sampling

(20 hours)

MODULE - III : Preparation of a Research proposali) Framework of the research proposal-Preparation of research proposal ( As a practical work,

the student shall prepare a Model Research proposal on a selected theme-No external evaluation needed)

(10 hours)

Part -BMODULE - I : Descriptive Analysis of Quantitative Data

i) Need of statistics in Educational research-Data types: Nominal, Ordinal, Interval and Ratio scales.

ii) Organizing data : Frequency Distributions- Basic ideas , preparationiii) Graphical and diagrammatical representation of data: Histogram, frequency curve, ogive, pie

diagram-Basic ideas and application of each.(10 hours)

MODULE - III : Descriptive Statisticsi) Measures of central tendency: Mean, median and mode, computation and uses, merits and

demeritsii) Measures of dispersion: Computation of range, standard deviation, quartile deviation, uses of

each measure, merits and demerits.

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iii) Percentiles and percentile ranks as relative positions- computation-(mathematical and graphical). Derived scores-z, T and Stanine scores

iv) Normal distribution: characteristics of Normal Probability Curve and its applications- determining percentage of cases, determination of limits, overlapping, relative difficulty and separation of a given group into subgroups. Deviation from normality: Skewness and Kurtosis.

(25 hours)MODULE - III : Correlation

i) Concept of correlation, Scatter plots and their interpretation ,product moment coefficient of correlation and rank coefficient of correlation, interpretation of coefficients, application of correlation.

ii) When to use Biserial, Point Biserial, Partial,Multiple, Tetrachoric and Phi Coefficient of correlation( computation not needed)

(10 hours)

Assignments

1. A comparison of Pure, Applied and Action Researches and prepare a report2. Prepare Tables and Graphs using any one software based on a data obtained

References

Research Methodology

1. Best J.W. (1999). Research in Education, New Delhi: Prentice Hall of India Pvt.Ltd.2. Borg, W.R. and Gall, M.D. (1983). Educational Research – An Introduction, NewYork:

Longman, Inc.3. Christensen, L. (2007). Experimental Methodology. Boston: Allyn & Bacon.4. Clive Opie (2004). Doing Educational Research- A Guide for First timeresearchers. New

Delhi: Vistar Publications.5. Cohen, Lewis and Manion Lawrence (1994) Research Methods in Education New

York : Holt Rinchart and Winston Inc.6. Fraenkel, J.R., Wallen, N.E. (1996). How to Design and Evaluate Research in

Education. New York: McGraw Hill.7. Flick, Uwe (1996): An Introduction to Qualitative Research . London sage publication8. Kaul, Lokesh (1984). Methodology of Educational Research. New Delhi: Vikas Publications.9. Keeves, John. P (ed)(1990) Educational Research Methodology and Measurement: An

International Handbook. New York : Pergamo Press10. Kerlinger, F.N. (1986). Foundations of Behavioural Research. Fort Worth, TX: Harcourt Bmce

Jovanovich.

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11.Kirkapatrick, D.L. (2005). Evaluating training Programmes: The four Levels. San Francisco: Brrett-Kochler.

12. Jill Porter & Penny Lacey (2005). Researching Learning Difficulties- A Guide for Practitioners. Paul Chapman Publishing.

13.Mc Millan,J.H& Schumacher,S ( 2010) Research in Education: Evidence based enquiry(7th Ed).New Jersey: Pearson Education. Inc.

14. Pamela Maykut & Richard Morehouse (1994). Beginning Qualitative Research- A Philosophic and Practical Guide. The Falmer Press London. Washington D.C.

15. Patton. M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks: C.A: Sage.16. Reason, P. & Bradbury, H. (Eds) (2006). Handbook of action research: Concise paperback edition:

Thousand Oaks, CA: Sage.17. Scott, David & Usher, Robin (1996). Understanding Educational Research. New York: Routledge.18. Shank, G.D. (2002). Qualitative Research. Columbus, ott: Merill, Prentice Hall.19. Sharma, Bharti (2004). Methodology of Educational Research. New Delhi: Vohra Publishers and

Distributors.20. Sharma, S.R. (2003). Problems of Educational Research. New Delhi: Anmol Publications Pvt. Ltd.21. Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: C.A:Sage.22. Travers, Robert M.W. (1978). An Introduction to Educational research (4th edition). London:

MacMillan.23. Van Dalen, Debonald, B. and Meyer, William J. (1979)Understanding Educational Research: An

Introduction. New York: McGraw Hill.

Statistics1. Cononver, W.J. (1971). Practical Non-Parametric Statistics. New York: John Wiley & Sons Inc.2. Ferguson, G. (1981). A Statistical Analysis in Psychology and Education, New York: McGraw Hill.3. Garrett , H.E & Woodworth , R,S.( 1961) Statistics in Psychology and Education. New York:

Longman Greens & Co.4. Gibbons, J.D. (1971). Non-Parametric Statistical Inference. New York: McGraw Hill.5. Glan, G.V., & Hopkins, K.D. (1996). Statistical Methods in Education and Psychology, (3rd

edition). Boston: Allyn & Bacon.6. Guilford, J.P., and B. Fruchter. (1987). Fundamental Statistics in Education and Psychology.

Tokyo: McGraw Hill (Student-Sixth edition).7. Henry, G.T. (1995). Graphing data: Techniques for display and analysis. Thousand oaks, CA: Sage.8. Howell, D.C. (1997). Statistical Methods for Psychology. Belmont, CA: Duxbury Press.9. Huck, S.W. (2007). Reading Statistics and research. Boston: Allyn & Bacon.10. Popham and Sirohic (1993). Educational Statistics-Use and Interpretation, New York: Harper and

Row.11. Siegal, S. (1956). Non-parametric Statistics for Behavioural Science, New York: McGraw Hill.12. Miles, M.B., & Huberman, A.M. (1994). Qualitative Data Analysis: An expanded Sourcebook.

Thousand Oaks, CA: Sage.13. VanLeeuwen, T & Jewitt, C. (Eds). (2001). Handbook of Visual analysis. London:Sage

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Specialization course I (i)

ADVANCED METHODOLOGY OF TEACHING ARABIC


Course Objectives

On completion of the course the educant will be able to:

1. understand the nature and functions of language and linguistics and its implication for teaching and learning

2. develop a deeper understanding of the theories related to language learning and language acquisition

3. survey various problems and issues related to language curriculum development and language teacher preparation

4. examine the nature and scope of research in the area of language education5. analyze different approaches, methods, and techniques for teaching language and literature in

the context of L 1 and L 26. examine the theories of assessing competence and learn to practice it.

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MED 111

7. Integrate technological, pedagogical and content knowledge and practice it in classroom situations.

Course Content

MODULE - I : Arabic Language Education

• Language: Meaning, definitions, characteristics and functions• First Language, Second Language and Foreign Language• Arabic as a second language• Status of Arabic language in India and abroad• Arabic Language: Phonology, Morphology, Syntax and Semantics• Arabic Language and its Socio cultural contexts

(10 hours)

MODULE - II : Theories and approaches related to Arabic Language Learning and acquisition

• Behaviorist Theories• Cognitive Theories• Constructivist Theories• Social Constructivist Theories• Psycho Linguistic Theories• Chomskian Concept of Language Development• Krashen’s Theory• Socio Linguistic Theories• Socio Cultural Theories

(15 hour)

MODULE - III : Methods and Strategies of (Arabic) Language Teaching

• A critical analysis of traditional and modern methods and strategies for language teaching• An evaluation of methods and strategies currently used for teaching Arabic in the state schools

of Kerala• Pedagogical practices adopted for teaching Arabic in the higher education sector in Kerala

(13 hour)

MODULE - IV :Techno-pedagogy and Arabic Language Teaching

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• Content knowledge, pedagogical knowledge and technological knowledge• The concept of techno-pedagogic content knowledge analysis (TPCKA)• Scope and challenges of TPCKA in Arabic language teaching• E-Learning and E-Teaching• Forming forums of online learning• E-Books, digital text books, E-Library.• E-twinning for promoting professional growth / institutional growth

(12 hour)

MODULE - V : Curriculum Development

• The curriculum: concepts and types• Principles and approaches to curriculum development• Modern trends in curriculum development• Problems of curriculum development in the multi lingual context of India• National curriculum framework for teacher education 2009.• NCF 2005 and KCF 2007 and language curriculum development• Curriculum development and differential learning: learner autonomy, teacher autonomy, the

problem of inclusion• Concerns in curriculum development

(10 hour)

MODULE - VI : Testing and assessment of Arabic Language Learning

• Theories of assessment• Assessment of learner achievement in Arabic language• Preparation and administration of various testing instruments

(10 hour)

MODULE - VII : Language Teacher Preparation

• Preservice teacher education• Planning lessons based on contemporary methodologies• Mentoring skills• Practice teaching and internship Programmes• Observation rubrics• In-service teacher education

(10 hour)

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MODULE : VIII - Research and innovations in Arabic Language Education

• Review of latest research studies on Arabic Language Education with special emphasis on curriculum revisions, pedagogy, testing and assessment, development of innovative techniques

• Research gaps in Language Education

(10 hour)

Transaction Mode

Lecture followed by discussions, seminars, assignments and debates

Assignments

1. Comparison of elective course of B.Ed programme of the university related to Arabic Language Education with that of any other university.

2. Prepare a review of a latest literary work in Arabic

References

1. Al Haila, Muhammed Mahmood, (2001)Tharaaiqu al Thadrees wa isthiratheejathuhu, (1st edition), Dar al Kuthub al Jami’e

2. Al hasmi, Abid Thoufeeqe, Al Muwajjahul Ameli li Muderrisi Luga Al Arabiyya Al Risala Publishing House Bairoot Lebanon

3. Alkhuli, Muhammed Ali, (1986) Asaaleebu Thadreesi al Lugath al Arabiyya, M.ʻA. al-Khūlī, the University of California.

4. Alrikabi, Jawdath. Thuruq thadrees Allugathil arabiyya published Darul Fikir5. Azeez, Salih Abdul, Majeed & Abdul Hameed Abdul, Al tharbiyathu wa Thuruqu al tadrees Part I

and II6. Bates, E., Tal, D., & Janowsky, J.S. (1992) Early language development and its neural correlates.

In I. Rapin & S. Segalowitz (Eds), Handbook of Neuropsychology. Vol. 6, Child Neurology, Amsterdam: Elsevier

7. Brown, H.D. (2000) Principles of Language Learning and Teaching (4th edition), Englewood Cliffs, New Jersey: Prentice Hall.

8. Chaudron, C. (1988) Second Language Classrooms: research on teaching and learning, Cambridge: Cambridge University Press.

9. Chomsky, Noam. On Language, Penguin Books, India 2003.10. Ellis, R. (1994) The Study of second language acquisition, Oxford University Press, Oxford.11. Fletcher, Paul. and Garman, Michael. (1981) Language Acquisition - Studies in first language

development, Cambridge University Press, UK.12. Gernbacher, M.A. (Ed) (1994) Handbook of psycholinguistics, San Diego: Amsterdam Press13. Gleason, J. Berko (Ed) (1993) The development of language, 3rd edition, New York: Macmillan

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14. Ibrahim, Abdul Haleem, Al Muwajjahul Ameli li Mudarrisi, Luga Al Arabiyya. Daru Maarif Egypt15. Numan, D. (1992) Research Methods in Language Learning, Cambridge University Press.16. Prabhu, N.S. (1987) Second language pedagory, ELBS, Oxford University Press, Oxford.17. Shrum, John L and Glisan, Eileen W, Teachers’ Handbook, contextualized Language Learning,

ELBS, Oxford University Press, 1987.18. Stern, H H (1987) Fundamental concepts of language learning, Oxford University Press, Oxford.

Specialization Course I (ii)ADVANCED METHODOLOGY OF TEACHING ENGLISH


1. To generate a cohort of professional humane teachers and teacher educators empowered with contemporary curricular and pedagogic resources to enrich English as Second Language classrooms in the socio cultural and linguistic contexts in India.

2. To scaffold the English language learner, teacher and teacher educator with the life skills demanded of a Twenty first century language learner.

Course ContentMODULE – I : National Concerns in Teaching and Learning of EnglishObjectives

1. To develop awareness of national concerns regarding teaching and learning a global language in the twenty first century

2. To experience the need for a progressive shift in pedagogy and methodology of teaching English

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MED 112

3. To recognize the role of English as second language in Indian classrooms

Review of recommendations of various education commissions and educational policies on English language education – University Education Commission (1948-49), Secondary Education Commission (1962), Kothari Education Commission (1964-66), New Education Policy (1992), National Curriculum Frame Work, Kerala Curriculum Frame Work, National Curriculum Framework for Teacher Education- role of English in Indian context – ESP,EGP,ESL,EFL.Mode of Transaction Brain storming session on the role of English in Indian context Survey of education commission reports and policies (individual work)Discussion on the need for a shift in methodology and pedagogy of English

(7 hours)MODULE – II : Theories on Second Language AcquisitionObjectiveTo boost meta-cognition on contemporary theories of second language teaching, learning and acquisitionA critical analysis of behaviorist, cognitivist and constructivist theories on English as second language learning / acquisition – principles, characteristics and application of psycholinguistic theories, sociolinguistic theories and socio cultural theories in foreign language teaching. Mode of Transaction Debate on implications of behaviourism, cognitivism and constructivism in English language learning/ acquisitionLectures on the latest theories

(10 hours)

MODULE – III : Integration of ICT Capabilities in English Language AcquisitionObjectives

1. To understand the role of social networking in self directed learning

2. To provide firsthand experience in integration of ICT in English language teaching

3. To develop the skills to access the avenues of authentic resourcing and e-content authoring

Course OutlineTechnology of language learning – interface of technological and traditional resources – teacher autonomy in English language classrooms – theory of connectivism – theory of self directed learning- importance of self learning materials English language teaching and acquisition through IT resources – online sources, blended learning, E-library, Massive Open Online Courses, i–book, pod-casting, webinar – strategies for authentic resourcing – e-content authoringMode of TransactionLecturesParticipatory learning

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Online learning Learner centered individual and group tasks on transaction of any one of the curricular units integrating IT resoursesDevelopment of e-content for prospective teachers

(14 hours)

MODULE –IV : English Language Curriculum for Twenty First Century LearnerObjectives

1. To understand issues of authentic learning materials and teaching methods in a heterogeneous context

2. To develop techniques based on realistic sociocultural context

3. To contextualize curricular materials based on local needs

4. To identify curriculum areas for twenty first century learners and attain expertise in curriculum designing

5. To critically examine the existing learning materials and classroom environment

6. To plan, develop and implement differential learning strategies to meet individual differences

Course Outlinei. Principles of English Language curriculum development at secondary level- role of family and

community resources in English language acquisition

ii. Multi-culturalism – multilingualism – learner styles and learning strategies- contextualized language learning – development and experimentation of contextual learning resources like local texts teacher made texts etc.

iii. Differential learning – learner diversity in language classrooms with respect to learning styles, learner strategies, socio cultural background etc. – philosophy of inclusion – concept and process of differential learning – learning environment, curriculum approaches, instructional strategies and assessment in differential teaching

iv. Critical analysis of secondary and higher secondary English course books, source books and other learning materials

Mode of transactionLecture-cum-discussionDevelopment of instructional strategies based on differential learning, as group task

(14 hours)MODULE – V : Models of TeachingObjectives

1. To identify appropriate models of teaching for different language forms and language elements

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2. To plan lessons based on synectics, critical thinking model and direct instruction model

An introduction to families of models of teaching – theory and planning of lessons on synentics, critical thinking and direct instruction model

Mode of transactionLecturesPreparation of lesson plans based on the three models (individual work)

(10 hours)MODULE - VI : Assessment of English Language SkillsObjectives

1. To understand process of skill accreditation and performance testing in English

2. To understand issues in foreign language assessment

3. To design instruments for language testing

Concept of skill accreditation – assessment tools for English language skills – proficiency tests – limitations in language testing – washback effect in testingTypes of editing – remediation through student support systemMode of TransactionLecturesOnline searchingDiscussion

(14 hours)MODULE – VII : Professional Development through Supervision and MentoringObjectives

1. To perceive the importance of practice teaching sessions with reference to the objectives and processes

2. To inculcate continuing professional development strategies among prospective teachers

3. To ensure quality in the professional preparation of teachers through increased sensibility, capacity and skills

4. To understand teaching as a continuous evolving process through reflection

Planning of lessons based on contemporary methodologies - objectives of practice teaching cum internship program – mentoring skills – supervision strategies –classroom dynamics- development of observation rubrics – teacher stress – techniques for feedback and reflections – developing and experimenting with contextualized methodologyMode of TransactionDiscussion of contemporary methods followed in schools Lectures

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Development of Rubrics Preparation of reflective journalsDevelopment of Techniques for contextualization in ELT (8 hours)MODULE - VIII : Developing a Humane TeacherObjectives

1. To make English language learning a joyful, a participatory activity

2. To develop a humane English teacher who cares for children in a stress free language rich environment

3. To dissolve the disconnect between a foreign language teacher and the learner

4. To develop classroom techniques ensuring equality, justice, liberty and acceptance

Humanistic approach in English language classrooms-interpersonal communication as a component of soft skill development and multiple intelligences - language anxiety and learner stress - Krashen’s Monitor Hypothesis-the humane foreign language teacher-classroom strategies to dissolve the disconnect between the teacher and the learnerMode of TransactionObservation followed by discussion of video lessonsLecturesDiscussion based on research findings

(8 hours)MODULE – IX : Research and Innovations in English Language TeachingObjectives

1. To integrate academic learning with productive work

2. To experience the benefits of participatory learning by developing a platform for interaction

3. To facilitate deeper discourses in English language teaching

4. To develop a ‘culture of freshness’ in English language teaching through innovations and experimentation

Review of latest research studies (since 1990’s) on English language teaching with special emphasis on vocabulary, grammar, methodology, integration of ICT, testing and assessment – open distance learning – current issues in English language teaching – development of innovative techniques appropriate for Indian classrooms – establishment of teacher learning centers – access to higher education, research and development through social networking Mode of TransactionSurvey of dissertations, theses, research journals, compendium of seminars etc.Presentation of reports based on the surveyDiscussion of innovative techniques developed

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Enrichment through English teacher learning centre at university levelDissemination and discussion of thrust areas reflected in seminars and conference attended

(5 hours)

Assignments

1. Prepare a review of a latest literary work in English2. Prepare a lesson transcript based synectics model of Teaching

ReferencesBooks

1. Siddiqui, M.A., Sharma, A.K.& Arora, G.L.(ed.).(2009).Teacher education: reflections towards policy formuations .New Delhi: NCTE

2. Lantolf, J.P. (2000).Socio-cultural theory and second language learning. Oxford: Oxford.

3. Traxier, M & Ann, M .(ed.).(2006).Handbook of Psycholinguistics. UK: Elsevier.

4. Wardhaugh, R .(2010).An introduction to sociolinguistics .USA: John wiley.

5. Larsen, F,D. & Martin ,A.(2000).Techniques and principles in language teaching. Oxford: Oxford.

6. Kelley, F,S..Cain ,Mc Ted.& Jukes ,I.(2009).Teaching the digital generation. California: Corwin.

7. Talesra,H., Marashdeh, W. & Nagda, M,L.(2005).Web-based learning. Delhi: Authorspress.

8. Holmfeld ,L.D.& Mc Connell, D.(ed.).(2010).Exploring the theory ,pedagogy and practice of networked learning. London: Springer.

9. Shrum, J.L.,& Glisen, E.W.(2000).Teacher’s handbook-contextualized language instruction.USA: Heinle & Heinle

10. Gregory, G.H.& Chapman, C.(2007).Differential instructional strategies: one size doesn’t fit all.CA : Carwin.

11. Joice, B.& Weil, M.(2003).Models of Teaching. New Delhi: Prentice Hall.

12. Kunnan .,A.J.(ed.).(2000).Studies in Language testing-Fairness and validation in language assessment.UK: Cambridge .

13. Evans,C., Midgley,A. ,Riglay,P., Warham,L. & Woolnaugh,P .(2009). Teaching English-developing as a reflective secondary teacher. Delhi:Sage.

14. Richards, J.C.& Farvell, T.S.C.(2005).Professional development for language teachers:strategies for language learning.USA: Cambridge.

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15. Tanner, R.&Green, C.(1998).Tasks for teacher education: a reflective approach. London: Longman.

16. Tickoo, M.L.(2004).Teaching and learning English: A source book for teachers and teacher trainers. New Delhi: Orient Longman.

17. Cohen,L. ,Manion,L. & Morrison, K.(2007).A guide to teaching practice.(5th ed.).London: Routledge Flamer.

18. Widodo, H.P.& Cirocki, A.(2011).Innovations and creativity in ELT methodology .USA: Nova Science.

On line sources1. http://en.wikipedia.org/wik/language_acquisition

2. www.ncte-india.org

3. www.usingenglish.com

4. http://eleamspace.org

5. http://www.connectivism.ca/wiki/Coolconnections

6. www.authentic-resourcing.com

7. www.americanhumanist.org

8. www.communityeducation.org

Spercialization Course I (iii) ADVANCED METHODOLOGY OF TEACHING MALAYALAM

(Instructional Hours: 90)Course ObjectivesTo enable students:

1. To acquaint with the Nature and Functions of Language2. To acquaint with the Pedagogy of Malayalam Language3. To understand the Interrelationship between Basic language skills and their Sub skills4. To acquaint with the Theories of Language Acquisition5. To acquaint with the Multiple Intelligence theory and Language Teaching6. To get an idea about the Development of Language Curriculum 7. To acquaint with Relevant areas of Research in Malayalam Language Education8. To understand the Modern trends in the Assessment of Malayalam Language Learning9. To get an idea of using ICT to support Malayalam Language Learning10. To acquaint the Professional competency, Teacher empowerment and Consciousness as a

Language Teacher

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MED 113

Course ContentMODULE – I : Language as a system of communication

• Language, Culture, Society and the Individual• Developing competence in the language skills –Listening and reading, speaking and writing• Reading and listening as a process• Active reading and listening• Exposure to new style, vocabulary and linguistic practice• Being selective-pairs and strings of words• Noting words and phrases-organizing words and phrases• Pronunciation and intonation• Accuracy and fluency• Style and register

(15 hours )MODULE - II : Aims and objectives of Malayalam language with reference to secondary and higher secondary level

• Principles of language learning• Theories of Language acquisition –Environmentalist theory of language acquisition, Nativist

theory of language acquisition, and Interactionist theory of language acquisition• Critical pedagogy and other relevant theories regarding current practices at secondary and

higher secondary level• Detailed study of multiple intelligence theory and its class room implications with special

reference to language education• Suitable models of teaching for Malayalam language-Synetics and Concept Attainment

Model (15 hours)

MODULE - III : Curriculum in Malayalam Education • Curriculum- Bases and principles • The curriculum process and stages-selection of aims, Goals and objectives• Major approaches to curriculum development• Role of curriculum in effective teaching and learning• Role of teachers in curriculum development• Nature of language curriculum• Basic considerations in curriculum planning• Modern trends in curriculum construction

(13hours)

MODULE - IV :Researches in Malayalam Education• A survey of available researches which can be applied in Malayalam language education• Relevant areas of research in Malayalam language education• Identification of research topics and preparation of research designs

(5 hours)

44

MODULE – V : Evaluation in Malayalam Education• Revised Bloom’s Taxonomy• Assessment of Malayalam language teaching• Variables of language testing- Elements and skills.• Elements-Pronunciation, Stress and Intonation• Skills-Listening,Speaking,Reading and Writing• Assessment of different skills• Teacher made test and standardized test• Standardization procedure of an achievement test• Different assessment techniques used for discourses• Portfolio assessment

( 15hours )

MODULE – VI : Resources in Teaching Malayalam• ICT to support Malayalam language learning• Electronic resources- Computer assisted language learning (CALL) material,Web,E-

books,Electornic dictionaries and grammers.• Productivity tools –All aspects of text production- word processing, presentation tools,

spread sheets and database.• Communication tools –Computer mediated communication (CMC)

(12hours)

MODUEL – VII : Malayalam Teacher• Professional traits of a teacher• Need for professional development of teachers• Pre-service and in-service training, Induction phase• Different modalities of in-service training• Professional organizations• Reflective teaching• Teacher portfolio• Strategies for copping personal and professional stress

(15hours)

Assignments1. Development of Unit plans and Lesson plans considering theories of Nativist theory of

language acquisition, Interactionist theory of language acquisition.2. Preparation of lesson transcript based on Synetics Model

References1. Gurry P., Teaching of mother-tongue in secondary schools

45

2. Chomsky,N (2000)New horizons in the study of language and mind.3. Lado,R.(1961)Language Teachung :A scientific Approach4. Lado,R.(1979 Language Testing,The construction and use of foreign language tests.5. H.Stella &M .Linda (eds) (2006).Success with languages.6. Ebel,L &Frisibe,A.(1991).Essentials of educational measurement.7. Eggen,d.(1979) Strategies for teachers:Information processing models in the classroom.8. Fosnot,C.(1996) Constructivism:theory,perspectives and practice.9. Gardner,FH.(1983) Frames of mind;the theory of multiple intelligences10. Joyce,B &Weil,M.(2003).Models of teaching11. Bindhu,C.M.(2011)Mathrubashabodhanam;Pravathakalum Reethikalum.12. Vidayabasa parivarthanathinu oramukam- a group of authors-kerala sastra sahitia parishath

Specialization Course I (iv)

ADVANCED METHODOLOGY OF TEACHING HINDI

(Instructional hours – 90) Course Objectives

On completion of the course Teacher educand will be able to:1. Gain an understanding of the nature, functions and the implication of planning for teaching

Hindi language. 2. Become familiar with the linguistic, psychological and social processes underlying learning of

languages. 3. Acquaint the teacher educands with the different approaches, methods and strategies for

teaching and evaluation. 4. Develop ability in teacher educands to make use of information technology in teaching-learning

process. 5. Get familiarized with the with the theories of language acquisition for effective transaction of

curriculum. 6. Get an idea about the steps involved in construction of language curriculum

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MED 114

7. Make the teacher educand aware of the latest research works going on in the field of Hindi Education.

MODULE - I : Nature, origin and development of Hindi language

Nature, origin and growth of Hindi language - Devanagiri script, Hindi, Urdu and Hindustani – Importance of language learning in education. The importance of learning Hindi - Place of Hindi in non-Hindi speaking areas - Hindi in Kerala - Hindi as a language taught in schools and colleges - Hindi as the National and Official language - The multilingual problems and its implications - Hindi as the Lingua- Franca of India - Hindi as the second language in our schools -Three language formula - its importance - Pedagogical problems arising from the three language formula - Solutions.

(15 hours)

MODULE – II : Theoretical bases of Language Development Psychological bases of language learning, readiness in relation to language skills, principles of language learning – Different psychological theories Special focus on:

• Behaviorism• Cognitivism • Piaget • Bruner

Social constructivism – Vygotsky • Chomsky Language Acquisition Device (LAD) • Outcome based curriculum.

(10 hours)MODULE - III : The aims and objectives of teaching Hindi

Aims of teaching Hindi as a National language • Linguistic aim • Vocational aim• Social aim• Cultural aim• Instructional objectives of teaching Hindi at different levels• Primary, secondary, Higher secondary and UG level

(5 hours)MODULE – IV : Dynamics of Skills Development and Innovative teaching techniques.

Dynamics of skill development (L, S, R, W)

• Basic • Intermediate and

47

• Advance Level Methods

• Direct Method:• Inductive – Deductive method • Activity oriented method • Project method • Co-operative and Collaborative learning • Reciprocal teaching • Suggestopaedia • Mind mapping• Brain storming. Etc

(20 hrs) MODULE – V : ICT and Language Learning Scope and importance of ICT in Language Education - Application of current learning technology for language education - e – Learning - M – Learning - Video conferencing - Virtual class room - Ubiquities learning etc

(10 hours)MODULE - VI : Developing the language curriculum and syllabusDimensions, factors and principles that influence the curriculum

- Selection and grading of content - Transaction techniques and evaluation techniques. - Review of National curriculum frame work (2005) - Kerala curriculum frame work (2007)

(8 hours)MODULE – VII : Evaluation Modern concept of Evuluation Types – Formative and summative Types of test, Achievement test, Written test, Oral test.

- Teacher made test - Standardized test - Norm referenced, criterian referenced test a Diagnoses and Remedial teaching. - Continuous and comprehensive evaluation. - Portfolio preparation - Anecdotal records, rubric development - Student journals, Portfolio, peer assessment, self-assessment

(12 hours)

MODULE - VIII : Research in Language Education

Scope of research in language acquisition – Analys any two recent research reports in Hindi language education.

48

(6 hours) MODULE - IX : Contextual problems

Discussion of Govt. policies and plans for the development of Hindi. Problems faced by teachers in teaching Hindi as second language.


1. Prepare a review of a latest literary work in Hindi2. Prepare lesson transcripts on different approaches to teaching Hindi

References

1. Anandan, K.N & Kaladharan (2000). Bhasha Padanam. DPEP. Kerala. 2. Anandan, K.N.(2006).Tuition to intuition. Malappurarn: Transcend. 3. Ausubel, D.P (1965). Educational psychology: A cognitive view. New York: Holt Rinehart and

Winston. 4. Bhattacharya lndrajit.(1998): An approach to Communication Skills. New Delhi: Dhanapathi Rao &

Co. 5. Brooks, N. (1964). Language and Language learning theory and practice (2nd ed). New York:

Harcourt Brace. 6. Bloom B.S., (1964). Handbook on Formative and Summative Evaluation of student learning,

USA: Mc Graw Hill, Inc. 7. Brown, H. (1980). Principles of Language and Teaching. N.J: Prentice Hall Regents. 8. Bhai Yogendra Jeeth. (1986). Siksha Mem Audunik Pravrithiyam. Agra: Vinod Pustak Mahal. 9. Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of

Educational Research, 64, 1-35. 10. Chomsky, N (2000). New Horizons in the study of Language and Mind, Cambridge University

Press. 11. Ellis, Rod. (1984) Integrated Second Language Acquisition, Massachussetts: Basil Blackwell Inc. 12. Gardner, H (1983). Frames of mind: The theory of multiple intelligences. New York Basic Books. 13. Forgartty, R (1995). Best practices for the learner – centered classroom. Arlington Heights, IL:

Skylight Training and Publishing. 14. Joyce, Bruce, & Weil, Marsha (2005). Models of teaching. Prentice Hall of India Pvt. Ltd. 15. Johnson, D., & Johnson, F (2003). Joining together; Group theory and group skills (8th ed.).

Boston: Allgn & Bacon. 16. Kadambari Sharma & Tripat Tuneja (1988). Teaching of Language and Linguistics. New Delhi:

Commonwealth Publishers. 8017. Krashen S.D (1980). Second Language Acquisition and Second Language Learning, Pergamon

Press.

49

18. Larsen, D.F (1995). Techniques and principles of language teaching. Oxford: Oxford University Press.

19. Littlewood, W (1981). Communicative Language teaching. An introduction: Cambride : Cambridge University Press.

20. Mohan, Krishna and Banerji, Meera. (2004). Developing Communication skills. Delhi: Macmillan. 21. Mc Donough, S (1981). Psychology in foreign language teaching. London: George Alley &

Irwin. 22. Gillies, Robyn M (2007). Cooperative Learning - integrating theory and practice. London: Sage

Publications. 23. Richard. J.C. & Theodore S. Rogers (2001). Approaches and Methods in Language Teaching.

New York: 24. Piaget, J (1950). The Psychology of intelligence, London: Routledge & Kegan. 25. Piaget, J (1980). Science of Education and the psychology of the child, New York: Viking

Press. 26. Stern, (1992). Issues and options in language teaching, Oxford: Oxford University press. 27. Slavin, R (1996). Research on cooperative learning and achievement: What we know, what we

need to know. Contemporary Educational Psychology, Sousa, D (2006). How the brain learns (3rd ed.) 21, 43-69, Thousand Oaks. CA: Coroin press.

28. Skinner, B.F (1953). Science and human behaviour. New York: Macmillan. 29. Thompson Linda (1996). The Teaching of Poetry. London: Red wood books. 30. Taggart, G.L, Phifer, S.J., Nixon, J.A., & Wood, M (Eds) (1988). 31. Rubrics - A hand book for construction and use. Lancaster, P4: Technonic. 32. Vygotsky, L (1986). Thought and Language. MIT Press. Cambridge: Mass. 33. Wiggins, G (1988). Educative assessment. San Francisco: Jossey - Bass. Specialization Course –I (v)

ADVANCED METHODOLOGY OF TEACHING URDU


Course Objectives

On completion of the course, students will be able:

1. To acquaint the students with comprehensive ideal of professionalism2. To acquaint the students with the nature, functions and the implications of planning for

teaching language/languages 3. To acquaint the students with the language learning with Psycho-Socio-Philosophical and

Technological bases. 4. To acquaint the students with the pedagogy of language learning and language teaching. 5. To acquaint the students with different approaches, methods and technology for

differentiating between teaching language and teaching literature in the context of first language and second language

50

MED 115

6. To acquaint the students with various areas of research in language education 7. To survey various problems with respect to language learning: Language acquisition,

contextual, curriculum, evaluation, teacher preparation related etc. 8. To reflect on factors which shape language planning and policy 9. To evaluate the status of Urdu education in the state of Kerala and National level

Course Content

MODULE – I: Language Learning-Urdu

Objectives:

To realize the differences between the conscious process of language learning and non conscious process of language acquisition.

To understand the never static position of the language, mastery on dialectic, indolectic and sociolectic status of Urdu

Language acquisition: Factors affecting language learning and language acquisitions-Language development of the Individual - An over view of the field of language acquisition to develop a critical approach towards first (L.1) and second (L.2) languages and other languages (L.3) learning. Linguistic, psychological and social processes that underlie learning and acquisition of languages and its use. Current research findings from the perspective of professionals of the first and second language and other languages. Differences in objectives, instructional materials, processes, evaluation, etc. in the first, second and other languages; Factors affecting the teaching of L.1, L.2 and L.3 –

Cultural nature of language –The Social context of language acquisition-Contribution of Bloomfield, Edword A Sapier, Robert Lado and Benjamin L Whorf and Social constructivism.

Models of Language Acquisition: Introduction to language acquisition research. Critical examination of major hypotheses about the ways in which languages develop Chomsky-Language Acquisition Device, Piaget- Cognitive constructivism and Language, recent theorizing: intentionality; Application of these theories and findings to the development of methodologies for teaching language. Discussions will include a range of languages. Models include a variety of approaches: co-operative-based, functionalist, generative, process based, socio-cultural, universals of language, nuero psychological research.

Developing the Urdu language curriculum and the syllabus: dimensions, factors that influence the curriculum, selection and grading of contents, selecting the contexts and treatments for teaching and learning, transaction techniques and evaluation techniques- Curricular, Co-Curricular activities-Urdu in National and International field, Urdu and National Integration-Urdu in E-learning fields-Urdu Curriculum determinants- Progressive and Constructive nature-Researches

51

Classification of Urdu structures-Phonological-Morphological-Syntactical-Semantically-Graphically-Developing an idea on speech organs-Urdu Pronunciation-Graphemes and allograph approaches-Organic approaches in Reading and Writing. Evaluation of Listening Speaking, Reading, Writing. Functional way of editing processes.

Developing basic language skills and intermediate as well as advanced language skills, Communication Skills, life skills those are level specific viz. primary, secondary and senior secondary with mastery level.

Innovative techniques in functional way for teaching grammar, reading comprehension, written expression.

Modern Grammar: An examination of the principle features of the Grammar. The course draws upon traditional, structural, functional and transformational grammar with an emphasis on the pedagogical application of these in the teaching of Urdu language

Discourse Analysis: Theories of discourse analysis including speech acts, conversational maxims, conversational analysis, ethno-methodology, text analysis, and critical discourse analysis. Applications of these theories to areas of special interests including native speaker – non-native speaking interaction, non-native speaker conversation, classroom discourse and analysis of language in professional settings

Contrastive Discourse: Cross-cultural text organization from the native and non-native reader’s and writer’s viewpoints. Various aspects of texts to be emphasized, including coherence and cohesions, and formal and cultural schemata in genres such as expository writing, letters, news, articles, and narratives and apt discourses.

Analysis of genres/discourses in the textbooks/Materials based on syllabus.

(25 hours)

MODULE – II: Individualization of Language Learning-Urdu

Objectives:

To evaluate some individualized techniques of Urdu learning and acquisition.

To apply alternative methods for CWSN

To understand various support mechanism in Urdu Education

Need, techniques, viz. differential assignments, classroom tasks, personalized system of instruction Pedagogical Analysis of Curriculum, Syllabus, Readers (Text), Units, Modules

Language Learning Technology: Theories of language learning and acquisition underlying language learning technology. Current language learning technology for language learning, teaching, testing, interpreting and research

52

TECHNOLOGY APPLIED IN URDU TEACHING

Non projected and Projected aids, Aural Aids, Simulations and modeling, direct and indirect experiences, instructional machines, micro- macro teaching, Language laboratories, constructivism based models of teaching, information and communication technologies, artificial and neural network, www, and E-learning and other important instructional activities and materials relevant for language teaching. Role of Clubs and Associations: thrust areas and field activities, learning corner, language resources, natural materials

Recent researches in language teaching and language learning-Curriculum approaches-Technology and instructional materials- verbal learning and language development- social; constructivism of language learning and acquisition- Socio emotional correlates of language learning- Bilingualism, Environmental variables, affecting the profile of the professional language teacher, Classroom atmosphere, Class management.

STRATEGIES/TECHNIQUES

Strategies classification according to discourses, genres and treatments and units.

Group work, games, dramatization, miming, simulations, modeling, questions, brain storming, brain trust, narration, open ended, communication, assignments, discussions, case study, library , co-operative and collaborative techniques, integrated methods with art and work education.

Multi grade, multi level, multiple alternate strategies required for children with special needs – inclusive education for disabled children (IEDC), VI, HI, LD, OH, MR, Scholastic backwardness- Gifted and creative students, teaching language at coastal, tribal and remote area students.

Diagnosis remediation and compensatory programs and resource supports.

Support mechanism-Parents, PTA, Co-Workers, BEO, DEO, DIET, SCERT, NCERT, RIE, Universities, CTE, CIIL, NCPUL, Centrally sponsored programs (RMSA, RUSA)

(20 Hrs)

MOULE - III-Teaching Language and Teaching Literature in the Context of Language 1 and Language 2-Urdu

Objectives:

To evaluate various methods of teaching Urdu

To develop skills for organizing child friendly class rooms

To develop advanced techniques of evaluation in Urdu teaching with focus on research considerations.

53

Differences in their nature, content and emphasis interrelationships - Techniques for fostering and developing creativity in language, fluencies and divergent. - Various methods of teaching Urdu, Traditional, constructivist, Differentiative studies on behaviorist and constructivist methods - Direct, Translation, Communication and Social interaction - Teaching of some specific areas, Prose, Poetry, Library articles, discourses - Various methods of functional way of editing, methods of language development through organic bases - The teaching of contents in the present textbooks- Social Community language acquisition, Role of local recourses and local texts - Child friendly joyful class rooms – the nature of children and their rights, RTE, Democratic approach, the role of a teacher, trainer and master.

Advanced techniques of Evaluation.:

Theory on Language Evaluation, Behaviorist and Constructivist evaluation, Cognitive and non Cognitive areas. Process wise product- CE -term end-Assessment of the students competences to analyze, critic and appreciate the different genres. Tools, Techniques and portfolios applied in language evaluation.

Preparation of Question Papers and work sheets, evaluation in Schools, teacher education institutions, Records and Interpretations. Conducting mini projects ,Action researches, and Actual dissertation. Finding Problematic areas, Plan submissions, Field actions, follow ups. Statistical considerations covering incidentally by E-statistics. Language, summary of dissertations collection from ERIC AIU, UGC,NCERT,NCTE,NUEPA.CIIL and Universities

(11 hours)

MODULE - IV : Contextual Problems in Language Teaching-Urdu

To identify and find solutions and disseminate the contextual problems and issues in Urdu Education

Multilingual context of India and global languages- Constitutional provisions regarding language education and their impact- Reservation of minority and heritage languages - Three language formula – original as well as modified and its present status - National Integration - International link of Franca- Careers/ Job opportunities - Medium of instruction – controversy, recommendations in NPE 1968, 1986, 1992, and NCF2000- 2005 - Issues in Curriculum Development in Multilingual Context of India

(10 Hrs)

MODULE – V: Preparation of Language Teachers /Experts/ Resource Persons/Mentors/ Masters-Urdu

To develop teacher commitments, functions and professionalism with ideal personality.

To develop skills for literary appreciation

54

Pre-service education, in-service education onsite support for professional development - Planning, inputs, transaction and evaluation - Refresher and Distance mode - Alternative course designs-Analysis of profiles – Academic-Social Humane-Teacher Educator-Master Educator-Aptitude arouser, Prognosis- diagnosis- researcher-mediator-Qualities and Role functions-Recent researches in profile of professional teacher.

(10 hours)

MODULE – VI: Language, Literary and Cultural appreciations-Urdu

To develop attitudes towards literary appreciation

Urdu literary appreciation, poetic principles based on important genres of poems(Radeef, Qafia,tashbeeh Istiaara, Kinaya wagairah) –Review of Urdu literary historical developments with focus on developments of various genres - Review of Urdu language development and its contributions.

(14Hrs)

Transaction Mode

Lecture cum discussion, hands on practice in language laboratory, self- study, visits to language teaching institutes, library, interview with experts, E-learning, presentations in seminar through group discussions assignments etc.

Assignments

The Student may undertake any two of the following activities:

1. A study of letters, news articles and narratives in Urdu to study its organization in terms of both coherence and cohesion of content. Comparison with writings in other Language.

2. Identification of minority languages within their states and discussion of government plans and policies for their preservation and development.

3. Seminar on Urdu Education, research and theories

4. B.Ed/T.T.C/D.Ed/D.L.Ed Curriculum Analysis

5. IX or X Standard Urdu Textbook analysis – SCERT/NCERT

References

In Urdu:

1. Shafee Ahmed Suddiqui. Urdu Zaban o Qawaid : Hissa Awwal, Duva - Maktaba Jamia New Delhi

55

2. Mueenuddin. Urdu Zaban ki tadrees. NCPUL

3. Mugni tabassum. Zaban o Adab

4. Iqtidar Hussain. Urdu Sarf o Nahv

5. Omkar kaval and Masood Siraj Urdu Asnaf ki tadrees. NCPUL, New Delhi

6. Jameel jalbi. Taareekh e adab e Urdu EBH Aligarh

7. Khaleel Ahmed Mirza. Urdu ki Lisani tashkeel EBH Aligarh

8. Shoukath sabzwari.Urdu lisaniyat EBH, Aligarh

9. Muhammed Hasan. Adabi samajiyat Maktaba jamia., New Delhi

10. Manager Pandey. Adab ki samajiyat: Tasavvur aur Tabeer EBH, Aligarh

11. Shervani. Tadrees e zaban e Urdu

12. Rasheed Hasan Khan. Sahi Imla

13. CIIL Mysore. Urdu Phonetic Reader

14. Gyan Chand Jain. Tahqeeq ka fan

15. Moulavi Abdul Haqq. The stanadard English Urdu Dictionary. Anjuman Tarqi Urdu Hind. New Delhi

16. Naseemul Balagah

In Enlish

17.Bennett,W.A.(1969).Aspects of Language and Language Teaching. Cambridge University Press: London.

18.Braden, K (2006).Task Based Language Education: From Theory to Practice.Cambridge University Press.

19. Britton, James (1973). Language and Learning. Penguin Books, England.

20.Byrnes, Heidi (2006). Advanced Language Learning: The Contribution of Halliday and Vygotsky. Continuum International Publishing Group.

21. Chomsky, N.A. Review of Verbal Behavior by H.F. Skinner Language, 1959, 35:26-58

56

22.Hodges and Rudolf (1972). Language and Learning to Read – What language teachers should know about language. Houghton Mifflin Co, Boston.

23. John Lyous: Language and Linguistics-inn introduction. Cambridge University Press, 1981.

24. Joyce and Banks (1971) Teaching the Language Arts to Culturally Different Children. Addison – Wesky, Pub Co., London.

25.Krashen, Stephen (1988). Second Language Acquisition and Second Language Learning. Prentice Hall International.

26. Lado, Rober. Language Teaching: A Scientific Approach, Bombay: Tate McGraw Hill, 1964.

27. Martinovic,Tic (2004). Discourse Across Languages and Cultures. John Benjamins Publishing Company.

28. Nolliday, K.A.K the Linguistics Science and Language Teaching, London: Longmans, 1968.

29.Ornstein, Jacob (1971). Programmed Instruction and Education Technology in Language Teaching Field - New Approaches to Old Problems. The Centre for Curriculum Development Inc, Philadelphia.

30. Osherson, N Daniel & Howard Lasnik (1990). Language an Introduction to Cognitive Science: - Vol.1, Massachusets Institute of Technology, USA.

31.Pavelenko. Aneta et al (2001). Multilingualism, Second Language Learning and Gender. Walter de’ Gruyter Gmbh & Co. KG, Berlin.

32. Schiffrin, Deborah. et. al.(2001). The Handbook of Discourse Analyses. Blackwell Publishing.

33. Tidymar, W.F. et.al., Teaching the Language Arts, Newyork: Mc Graw Hill, 1969.

34. Vygotsky, L.S. (1985). Thought and Language. Cambridge, MA: The MIT Press.

35. Wilkinson, Andrew. (1971). The Foundations of Language. Oxford University Press: London.

36. CF-2005 • NCFTE -2009

57

Specialisation Course I (vi)

ADVANCED METHODOLOGY OF TEACHING TAMIL

(Instructional hours -90)

Course Objectives

To enable the learners to:

1. gain an understanding of the nature of language.2. identify the theories of language acquisition.

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MED 116

3. get an idea about the steps involved in construction of language curriculum.4. gain an understanding of the different approaches,methods and strategies in language learning. 5. familiarize with various approaches/methods/models of teaching.6. internalize various skills involved in teaching tamil.7. apply the acquired skills in actual classroom situations

Course Content

MODULE -I: Tamil language- its Nature and Scope.

Nature,origine,growth and characteristics of Tamil language - The aims of teaching the mother tongue - Scope of Tamil language education at school and college levels; at undergraduate and post graduate teacer education programmes.

(10 hours)

MODULE - II : Dynamics of skill Development.

Developing language skills (basic,advanced) - Activities.

(10 hours)

MODULE – III: Theoretical bases of Language Development with reference to Tamil language.

Behaviourism - Cognitivism-Piaget,Bruner,Chomsky - Constructivism- Social constructivism-Bandura,Vygotsky

(10 hours)

MODULE - IV : Curriculum Development in Tamil language education.

Language curriculum construction-Principles - Changing concept of curriculum - Review of National school curriculum (2000),NCF (2005),KCF (2007)

(10 hours)

MODULE - V : Modern Techniques in teaching Tamil.

Strategies: Discussion,Team teaching ,Brain storming, CAI, Mind mapping, Role play, Co-operative and collaborative learning.

(10 hours)

MODULE - VI : Models of Teaching

59

Introduction- Classification of Models - Families –Elements-Synectics Model,Concept Attainment Model, Advance Organizer Model, Juriprudential Inquiry Model.

(25 hours)

MODULE - VII : Modern evaluation techniques in Tamil language education.

Modern concept of evaluation - Types of evaluation-internal and external,formative and summative, continuous and comprehensive, criterion referenced evaluation - Types of test items-objective,short answer and essay - Achievement tests,diagnostic test, teachermade tests and standardized test - System of grading.

(15 hours)

Assignments1. Prepare a script for role playing in Tamil.2. Analysis of folk art forms and their cultural background

References:1. Pinthamizh karpikum muraikal C.Venugopal2. natramizh karpikum muraikal V. Ganapathi3. natramizh payitralin nokamum murayum Mu.Govindarajan4. karpithal mathirikal oar anugumaurai V.Ganapathi5. kalaithitta valarchi matrum karpithal nutpaviyal A.Meenakshisundaram6. kalviputhumaikal Kumuthagopalan7. kalvi nutpaviyal A.Meenakshisundaram8. position of languages in school curriculum in India chathurvedi.M.G and Mohale.B.V

Specialization Course I (vii)ADVANCED METHODOLOGY OF TEACHING SANSKRIT

(Instructional Hours -90)Course objectivesOn completion of the course the learner will be able to:

1. Gain an understanding of the nature of language2. Be familiar with linguistic, psychological and social process underline learning of language 3. Get awareness about the various aspects and dimensions of teaching Sanskrit as an ancient

language in the schools and colleges in Kerala4. Identify the theories of languages acquisition

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5. Get an idea about the steps involved in the construction of language curriculum6. Gain understanding of the different approaches, methods and strategies in Sanskrit curriculum

transaction 7. Internalize various skills involved in teaching Sanskrit8. Apply the acquired skills in actual classroom situations9. Familiar the Sanskrit commission and Krishna Varrier committee reports

MODULE – I : Nature and Scope Sanskrit as a language, origin and development of Sanskrit, Sanskrit as mother of Indian languages, Sanskrit as a language of Epics, Nature and importance of Sanskrit Education. Its prospects in modern language education. Aims, objectives and values of studying Sanskrit at different levels from primary to Higher Education, Relevance of Sanskrit Education in present education scenario, influence of Sanskrit to various sciences and languages

(10 Hours)

MODULE – 2 : Theoretical Bases of Sanskrit language development • Theories of language acquisition • Behaviourism• Cognitvism – Piaget, Bruner, Chomsky , Universal Grammar, Transformative Grammar,

Generative Grammar• Social constructivism – Vygotsky, Natural approach

(15 Hours)

MODULE - III : Curriculum Development-Language curriculum construction-language syllabus-types-structural, skill based, situational, notional, Functional, communicative, discourse based, Review of Sanskrit commission report1957, Krishna Varrier committee report

(15hours)

MODULE – IV : Instructional dynamics of languageeducation-Approaches and methods: Patasala method,Text Book method,Direct method, Bilingual method, Communicative approach. language games, role play, dramatization, collaborative learning, ability grouping, group work and peer group, learning through narratives and discourses, Brain storming, C.A.L. mind mapping – portfolio writing

(20hours)MODULE - V : Ancient and modern methods of Sanskrit Evaluation Oral, salka, anyonya, modern evaluvation with the help of ICT

(15 hours)MODULE – VI : Dynamics of skill developmentDeveloping language skills, (basic, intermediate, advanced – activities, evaluation).

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(10 hours)MODULE -7-Recent researches in the field of Sanskrit education-


1. Prepare a brief report on Sanskrit commission or Krishna Varrier committee2. Analysis of the curriculum for Sanskrit language in any standard under secondary level.3- A study on the difficulties experienced by untrained Sanskrit teachers

References1. The Teaching Of Sanskrit D.G.Apte2. The Problems Of Sanskrit Teaching – Hupanikar3. Samskrithashikshanavidhi Regunathsaphay4. Samskritadhyapana. G.Viswanathasarma5. Samskruthashiksha. Ramsakalpandey6. Principles Of Language Learning- Palmer7. Language In Education Michel West8. History Of Sanskrit Literuature- Keith.9. Samskruthashikshane Nuthana Pravidhaya- Chln Sarma&Fathesingh10. Samskruthasikshanam- Dr.Udaysankar Jha11. Samskruthashikshanam- Venpadi Sambasivamoorthy12. Samskruthaadhyapanam. M.Sahadevan13. Report Of Sanskrit Commission 195714. Krishnavarrier Committee Report On Sanskrit Education.

Specialization Course I (viii)ADVANCED METHODOLOGY OF TEACHING MATHEMATICS

(Instructional hours – 90)Course ObjectivesOn completion of the course the future teacher educators will be able to:

1. Appreciate the nature of mathematics2. Distinguish between science and mathematics3. Realize the importance of history of mathematics education4. List the major aims and objectives of teaching mathematics at various levels5. Analyze various approaches, methods and techniques of teaching mathematics

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6. Create understanding about the curriculum development and major curricular reforms in India with special reference to mathematics education.

7. Develop understanding about the theoretical basis of teaching and learning mathematics.8. Realize the contributions of scientific research to mathematics education.9. Construct and standardize achievement test in mathematics10. Construct diagnostic test in mathematics and prepare remedial programmes11. Deal with technological developments in mathematics education12. Develop research attitude among students

Course contentMODULE – I : Nature and Structure of Mathematics

• Meaning and characteristics of mathematics– Science and Mathematics – Development of Mathematics: empirical, intuitive and logical

• History of Mathematics education : Ancient period to 21st century • Contributions of eminent Mathematicians( Western &Indian-4 each) • An outline to Branches of Mathematics: Arithmetic, Algebra, Geometry, Trigonometry -

Undefined terms – Axioms – Postulates – Theorems – Proofs and verification in mathematics – Types of theorems: Existence and Uniqueness theorems – Types of proofs: Direct, indirect, by contradiction, by exhaustion, by mathematical induction

• Euclidean geometry and its criticisms – emergence of non Euclidean geometry. ( 13 hrs)

MODULE – II : Objectives and Approaches of Teaching Mathematics• Aims and Objectives of Teaching Mathematics: At primary, Secondary and Higher secondary

levels – Goals of mathematics education-Mathematical skills: Calculations, Geometrical, and interpreting graphs – Mathematical abilities- Problem solving ability.

• Approaches to teaching Mathematics: Behaviorist approach, constructivist approach, Process oriented approach, Competency based approach, Realistic mathematics education.

• Analysis of various Methods of Teaching Mathematics: Lecture, Inductive, Deductive, Analytic, Synthetic, Heuristic, Project, Problem solving, and Laboratory methods.

• Techniques of Teaching Mathematics: Questioning, Brain storming, Role-playing, Simulation. Non- formal techniques of learning Mathematics

• Models of Teaching: Concept attainment model, inquiry training model, Inductive thinking model.

( 18 hrs).

MODULE – III : Curriculum of Mathematics

• Meaning – Types – Curriculum development: Construction, Organization, and Evaluation – Principles and Approaches

• Curricular reforms in India with special reference to mathematics education- NCERT, NCF, KCF

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• A critical analysis of the present secondary school curriculum with respect to above major curricular reforms, Problems In Teaching And Learning of Mathematics , Misconceptions in high school mathematics learning, Importance of teacher’s pedagogical content knowledge in mathematics

( 15 hrs)

MODULE – IV : Theoretical Basis of Teaching and Learning Mathematics• Theories and their implications on teaching and learning of mathematics: Piaget, Bruner,

Gagne, Vygotsky and Gardner• Research perspectives- Survey of recent researches in mathematics education

(12 hrs)

MODULE -V : Technology in Mathematics education • Technology integration strategies for Mathematics-web based lessons-webquest,

cyberguides, multimedia presentation, Tele-computing projects, online discussions• E-content development-concept ,formats, steps for preparation• Mathematics teachers’ attitudes , beliefs and concerns about the use of digital technologies.• A survey of website used in Mathematics teaching and learning.

( 15 hrs)

MODULE – VI : Evaluation in Mathematics Education• Concept of evaluation –Measurement, Assessment, Examination – Types of Evaluation:

Summative, Formative, Diagnostic, Criterion referenced, Norm referenced • Informal assessment strategies for Mathematics classroom( application cards, exit

cards ,graphic organizers, guided reciprocal peer questioning, etc) • Principles of construction of different test items –Construction and standardization of

achievement test in mathematics – Diagnostic test and remedial measures • Revised Bloom’s Taxonomy, Evaluation of affective domain.

( 17hrs)Assignments1. Construct and standardize an achievement test in Mathematics at secondary level2. Construct a diagnostic test on any topic in High school Mathematics3. Prepare a report on the critical analysis of the existing secondary school curriculum based on

any of the curricular reform.4. Prepare an evaluation tool for any of the affective variables related to mathematics learning5. Create a multimedia presentation for teaching Mathematics

References:1. Bloom, B.S. (1983).Hand book on formative and summative evaluation of student learning, New

York: Mc Grow Hill Book Co.

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2. Butler, C. H., & Wren, F. L. (1965). The teaching of secondary Mathematics, New York: McGraw- Hill Book Company.

3. Chambers, P. (2008). Teaching Mathematics. Developing as a reflective secondary teacher, London: Sage Publications.

4. Holt, L. C., & Kysilka, M. (2006). Instructional patterns. Strategies for maximizing student learning, New Delhi: Sage Publications

5. Kaput, J. (1992). Technology and mathematics education. In D. Grouws (Ed.), A handbook of research on mathematics teaching and learning (pp. 515-556). New York: Macmillan. Prentice Hall.

6. Linn,R.L & Grunlund, N.E.(2005). Measurement and assessment in teaching, Delhi: Pearson Education.

7. Mukhopadhay, M. (2007).(Ed.) Educational technology- Knowledge assessment, Delhi: Shipra Publications.

8. Nickson, M. (2006). Teaching and Learning Mathematics, New York: Continuum.9. Orlich, D. C., Harder, R. J., Callahan, R. C., & Gibson, H. W. (2001). Teaching Strategies. A Guide

to better instruction, New York: Houghton Mifflin Company.10. Ramanujam,R. & Subramaniam, K.(2012). Mathematics Education in India : Status and Outlook.

Mumbai: Homi Bhabha Centre for Science Education.11. Roblyer, M. D. (2008). Integrating educational technology into teaching, India: Pearson

12.Singh,R.(2007).Techniques of measurement and evaluation. New Delhi: Common Wealth publishers.

13. Snowman, J., & Biehler, R. (2000). Psychology applied to Teaching, New York: Houghton Mifflin Company

14. Tanner, H., & Jones, S. (200). Becoming a successful teacher of mathematics, London: Routledge.15. Travers, K. J., Pikaart, L., Suydam, M. N., & Runion, G. E. (1977). Mathematics Teaching, New

York: Harper & Row Publishers.16. http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/math.pdf17. http://www.iste.org/docs/excerpts/NETTB2-excerpt.pdf

Specialization Course I (ix)ADVANCED METHODOLOGY OF TEACHING PHYSICAL SCIENCE

(Instructional hours: 90)Course Objectives

1. To acquaint the students with the history and philosophy of Science that helped to shape the present day Physical Science education.

2. To understand the modern psychological theories and their bearing on Science curriculum development, methods of teaching and evaluation.

3. To understand and apply the modern pedagogical practices in teaching Physical Science.

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4. To acquaint the students with the recent developments, contemporary issues and researchon Modern Physical Science education.

5. To help the students to understand the changing role of a teacher and concept of professional development.

Course ContentMODULE - I: Nature of ScienceEvolution of science as a discipline, science as a dynamic expanding body of knowledge; development of scientific knowledge; scientific method Empiricism, vocabulary of Science– terms & concepts, hypothesis, theories and laws. Science as an ever changing construct -Formulation of hypothesis; Induction and Deduction, Hypothetico-deductive model, Significance of verification (proving), Corroboration and falsification (disproving)

(12 hours)

MODULE - II : Curriculum of Physical Science EducationTrends in physical science education - at national and international level; Instructional materials including textbook: criteria and concerns. Integrating co-curricular activities with science education. Vision suggested by NCF 2005 and KCF 2007 with regard to Physical Science Education.

(10 hours)

MODULE : III - Approaches to Learning and Evaluationa) Approaches:

Constructivist Approaches , collaborative learning, Guided Discovery approach, Problem based learning , Project based learning, Experiential learning . Theories of Piaget and Vygotsky – its bearing on teaching and learning of physical science. Critical Pedagogy by Freire -application on teaching and learning Science. Planning and organisation of laboratory work :reporting skills, procedural knowledge, improvisation in the laboratory and low cost science experiments. ICT integrated pedagogy – Resources for teaching Science in EDUBUNTU. Online learning – Scope and limitations of learning management System, MOODLE – major features

b) Evaluation:

Continuous and Comprehensive Evaluation , Planning and assessment of portfolios in science learning. Rubrics as a tool for assessing an academic task -Advantages

(44 hours)

MODULE - IV: Recent Developments and Contemporary Issues

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Recent Developments : Concept Mapping- Vee Maps, Theoretical overview of Fink’s - Taxonomy- Popular Science Journals and Science Education Journals, Impact factor of a journal - Contemporary issues: Contribution of women in science - Scientific and technological Literacy - Ethical aspects of science-Innovations and Creativity in Science. Science for Sustainable Development - Research perspectives : Important research areas in Physical science education-Identification of areas in Physical Science Education in which more research is needed .

(14 hours)

MODULE – V : Professional competence of a science teacherChanging roles and responsibilities of Science Teacher- Concept of Profession; Teaching as a profession. Service conditions of school teachers, Professional ethics for teachers. Teacher appraisal and accountability. Concept and importance of professional development.

(10 hours)

Assignments1. Review of researches in physical Science done in India and abroad2. Preparation of lesson plans in physics or Chemistry based on modern strategies3. Preparation of ICT oriented learning materials useful for physical science teaching4. An action plan for adopting a multi sensory approach to teach science to students with special

needs.5. Seminar on contribution of women to science and their implications to women empowerment.6. Development of a Vee map for a selected experiment in Physics or Chemistry;7. Development of a concept map of a selected topic in Physics/Chemistry.8. Construction of a rubric for assessing an academic task.

References :

1. http://strangebeautiful.com/other-texts/popper-logic-scientific-discovery.pdf

2. http://www.thirteen.org/edonline/concept2class/constructivism/

3. http://www.tltgroup.org/resources/flashlight/rubrics.htm

4. http://docs.moodle.org/25/en/Pedagogy

5. Alan J. McCormack. Trends and Issues in Science curriculum in Science Curriculum Resource Handbook: A practical guide to k12 science curriculum. Kraus International Publications

6. Black, P (1998). Testing: Friend or Foe? Theory and practice of Assessment and Testing. Falmer Press, London.

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7. Carey, S. (1986). Cognitive Science and Science Education. American Psychologist. 41 (10), 1123- 1130

8. Chalmers, A. (1999). What is the thing called Science.3rd Ed. Open University Press, Bucking ham.

9. Driver. R, Leach. J, Millar. R and Scott, P. (1996). Young Peoples’ Image of Science. Open University Press, Buckingham.

10. NCERT, National Curriculum Framework- 2005, NCERT. New Delhi.

11. NCERT, ‘Focus Group Report’ Teaching of Science (2005). NCERT New Delhi.

12. Novak, J.D. & Gown, D.B. (1984). Learning how to learn; Cambridge University Press.

Specialization Course I (x)

ADVANCED METHODOLOGY OF TEACHING NATURAL SCIENCE(Instructional hours – 90)

Course Objectives

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On completion of this course, the students will be able to: 1. understand the nature of science as a dynamic, expanding body of knowledge and as a social

endeavour; 2. understand the difference and complementarities between Science and Technology; 3. understand the need to evaluate curricula and evaluate the same on the basis of different

validities; 4. know about and critically study innovative curricular efforts in India and abroad; 5. appreciate the role of co-curricular activities in science education; 6. understand the Constructivist approach to science instruction; 7. understand the role of assessment in the teaching –learning process in science; 8. familiarize with new, innovative trends in assessment; 9. analyze various issues in Science education 10. acquaint with the modern psychological theories and their bearing on Science curriculum

development and methods of teaching 11. acquaint with the recent developments and research in modern Science education.12. familiarize with resources for teaching/learning Science13. appreciate linking science with society14. familiarize with I T related inputs of science teaching.15. acquaint with some modern procedures and techniques in teaching Science.

Course Content MODULE - I : Nature of Science What is Science?

• Evolution of science as a discipline with special reference to Natural Science.• Science as a dynamic expanding body of knowledge; Nature of Science- empiricism.• Common misconceptions of pupils about the nature of science; • Vocabulary of Science – terms & concepts, hypothesis, theories and laws• Development of scientific knowledge; Scientific method and Scientific Explanation. • Science as a social Endeavour; • Science and Technology- complementarities between Science and Technology; • Characteristics of different disciplines of science, their interrelationship and integration.

(10 Hours)MODULE - II : Curriculum Trends in Natural Science Education

• A brief history of Science Education• Trends in science education from the beginning of the nineteenth century to the present- at

national and international level;• Criteria of validity of science curriculum: content, cognitive, process, historical, environmental,

ethical.• Curriculum at different stages. Curriculum development-Principles and Approaches of

curriculum organization, Modern trends in curriculum development

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• Psychological theories of Piaget, Bruner, Vygotsky and Gagne and their implication on Curriculum development

• Study of various curricular projects in science in the world- BSCS, Nuffield. • Curriculum – The vision suggested by NCF 2005 and KCF 2007 with regard to Science Education.

(18 Hours)

MODULE - III : Approaches to Science Learning • Multiple Intelligence – It’s bearing on teaching and learning Science. • Constructivist theories by Piaget and Vygotsky - It’s bearing on teaching and learning Science. • Critical Pedagogy by Freire - It’s bearing on teaching and learning Science.• Approaches to concept learning, conceptual change model (reconstructing alternative concepts

in science). • Constructivist paradigm and its implications for Science learning; the learning cycle. • Different types of constructivist approaches to science learning: inquiry method, problem

solving strategies, investigatory approach, guided discovery approach, inductive method, project based learning, planning different types of projects, co-operative and collaborative learning, and activity based learning.

• An analysis of various Methods of Teaching• Role of experiments in science, integration of theories and experiments in science• Meta cognitive Strategies- Teacher as a reflective practitioner.

(28 Hours)

MODULE - IV: Assessment in Natural Science Education • Role of assessment in Science Teaching and Learning. • Trends in assessment from paper-pencil tests to authentic assessment: from single attribute to

multidimensional assessment, from individual assessment to group assessment, from learning outcome to learning experiences, performance based assessment of Projects, activities and investigative skills, Feedback to students.

• Assessment of affective measures in Science: use of tools and techniques such as observation, rating scale, check-list, anecdotal records, attitude scales, interest inventories and interviews.

• Self-assessment by students and peer assessment, assessment of teachers by students. • Portfolios: Planning and assessment of Portfolios in Science learning.• Assessment of Laboratory skills and procedural knowledge. • Assessment of Content knowledge through Activities and Experiments.• Rubrics – advantages, construction of a rubrics for assessing academic tasks.

(12 Hours)

MODULE - V : Resources and Techniques of Natural Science Education • Revised Bloom’s Taxonomy – Framing of Objectives, Learning Experiences and Evaluation • Fink’s Taxonomy of Significant Learning• McCormak and Yagar Taxonomy.

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• Models of Teaching – A survey of information processing models- Inquiry Training, Concept Attainment , Advance Organizer and Inductive Thinking models.

• ICT integrated pedagogy – Resources for teaching Science in EDUBUNTU. • Online learning – Scope and limitations of learning management System, MOODLE – major

features, MOODLE as an e-platform for social constructivism • ERIC, INFLIBNET – Concept and use in research, Popular Science and Science Education Journals,

Impact factor of a journal(10 Hours)

MODULE - VI : Focus Areas in Science Education • Equity and Access to Science Education. • Process skills and methodological aspects of science.• Science, Technology, and Society: Critical appraisal of their interface. • Scientific and Technological Literacy. • Language and science. • Ethical aspects of science. • Creativity in Science.• Innovations and Researches in Science Education• Professional Development of teachers

(12 Hours)

Transactional Mode Lecture-cum –discussion,Demonstration , Group discussion, Panel discussion, sharing of

experiences. Seminar presentation by students on selected themes individually and collectively leading to discussion,Library readings

Assignments1. A critical study of any two discoveries selected from different areas of science to illustrate the

importance of history of science . 2. A critical study of a curricular project selected from any one area - BSCS, and Nuffield O and A

level Curricula. 3. Visit to science research centres/science museum/places of scientific importance and present a

report. 4. Develop a constructivist based lesson plan in a collaborative mode; 5. Prepare low-cost and no cost teaching aids and study their effectiveness in a classroom

transaction. 6. Integrate pedagogical content knowledge and ICT in a selected topic in Biology; 7. Critical evaluation of a question paper focusing on converting wrong questions into correct

ones; 8. Prepare a Rubric for evaluating Practice Teaching9. Conduct a seminar on Ethical aspects of science

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References 1. Alan J. McCormack. Trends and Issues in Science curriculum in Science Curriculum Resource

Handbook: A practical guide to k 12 science curriculum. Kraus International Publications 2. Anderson,J.B.(1980) Cognitive Psychology and its implications. San Fransisco: W.H. Freeman and

Co.3. Anderson, C. and K. Roth. (1992). Teaching for Meaningful and Self Regulated Learning of

Science. Advances in Research of Teaching, VoI. 1, J. Brophy, ed. Greenwich, Conn : JAI.4. Alsop, S. & Hicks, K. (2003) Teaching science. New Delhi: Kogan page India Private Ltd5. Arons, A.B. (1983). Achieving Wider Scientific Literacy. Daedalus Spring 91—122.6. Aggarwal, D.D. (2001): Modern Methods of Teaching Biology.7. Black, P (1998). Testing: Friend or Foe? Theory and practice of Assessment and Testing. Falmer

Press, London. 8. Bhatt, B. D., & Sharma, S.R. (1996). Methods of Teaching Science. Delhi: Kanishka Publishing

House.9. Carey, S. (1986). Cognitive Science and Science Education. American Psychologist. 41 (10), 1123-

1130 10. Chalmers, A. (1999). What is the thing called Science.3

rd Ed. Open University Press, Buckingham.

11. Driver. R, Leach. J, Millar. R and Scott, P. (1996). Open University Press, B.uckingham. Fink, L. D. (Young Peoples’ Image of Science. 2003).

12. Creating significant learning experiences: An integrated approach to desi San Francisco: Jossey-Bass gning college courses.

13. Gagne, R.M., Briggs, L.J. & Wagner, W.W. (1986). Principles of Instructional Design (3rd ed.). Chicago: Holt, Rinehart and Winston Inc.

14. Gentn, D. & Stevens, A.L.(Eds.).(1983). Mental Models. Hillsdale, New Jersey: Larence Erlbaum Associates, Publishers

15. Gipps, C.V. (1994). Beyond Testing. Falmer Press, London.

16. Hull, D. L., (1988). Science as a process. Chicago: The University of Chicago Press.

17. International Journal of Science Education; Taylor & Francis.

18. Joyce, B. & Weil, M. (1986). Models of Teaching (3rd ed.) New Jersey: Prentice Hall Inc.

19. Journal of Research in Science Teaching (Wiley-Blackwell).

20. Lowman, J. (1995). Mastering the Technique of Teaching. Second Edition, San Francisco.

21. Minkoff, E.C.& Baker, P.J. (2004). Biology Today: An Issues Approach, garland science. New York. Pp.1-32. Biology: Science & Ethics.

22. Minkoff, E.C. and Pamela J. Baker (2004). Biology Today: An issues Approach. Garland Science New York pp. 1-32, Biology: Science and Ethics.

23. Mohan R (2011) Teacher Education, New Delhi Prentice Hall India Ltd

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24. NCERT, National Curriculum Framework- 2005, NCERT. New Delhi.

25. NCERT, (2005). ‘Focus Group Report’ Teaching of Science NCERT New Delhi.

26. Novak, J.D. & Gowin, D.B. (1984). Learning how to learn; Cambridge University Press.

27. Science & Children STA’s peer reviewed journal for elementary teachers).

28. Science Teacher (NSTA’s peer reviewed journal for secondary science teachers).

29. Sutton, C. (1992). Words, Science and Learning. Open University Press, Buckingham. (N STA’s peer reviewed journal for elementary teachers).

30. Science Teacher (NSTA’s peer reviewed journal for secondary science teachers).

31. Sutton, C. (1992). Words, Science and Learning. Open University Press, Buckingham.

32. http://www.thirteen.org/edonline/concept2class/constructivism/33. http://www.tltgroup.org/resources/flashlight/rubrics.htm34. http://strangebeautiful.com/other-texts/popper-logic-scientific-discovery.pdf35. http://docs.moodle.org/25/en/Pedagogy

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Specialization Course I (xi)ADVANCED METHODOLOGY OF TEACHING COMMERCE


1. To enable the learner to understand the nature, scope, aims and objectives of commerce education.

2. To acquaint the learner with the psychological theories and their bearing on commerce curriculum.

3. To update on the present practices of learning and instruction in the Higher Secondary Schools of Kerala.

4. To equip the student with various approaches, strategies, methods, techniques and models in the teaching of commerce.

5. To be proficient in selecting most appropriate teaching approaches/methods/ techniques/model of teaching in varied context and content.

6. To enable the learner to analyze the role of IT in commerce education and use of materials and media in commerce teaching.

7. To develop insight into modern practices of student evaluation and assessment.8. To acquaint the learner with the recent researches in commerce education.

Course ContentModule I : Nature and Scope of Commerce Education

• Meaning, Definition, Importance and Scope of Commerce Education• Historical development of Commerce Education – Recommendations of various

committees on Commerce Education • Aims and Objectives - An analysis of broad and specific objectives• Revised Bloom’s Taxonomy• Values - Strategies adopted for inculcating values• Competency Based Instruction- Meaning, features and steps-Basic competencies in

Commerce• Knowledge management and commerce education – Meaning and importance• Vocational education, Entrepreneurship education, Consumer education-Meaning features

and importance(15 Hours)

Module II : Curriculum Development • Concept of Curriculum and Curriculum transaction-Meaning and Definition• Curriculum development-Principles and Approaches of curriculum organization, Modern

trends in curriculum development• Types of Curriculum• Curriculum Evaluation-techniques of curriculum evaluation

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• Psychological theories of Piaget, Bruner, Vygotsky and Gagne and their implication on Commerce Curriculum

• Curricular reforms by NCF(2005) and KCF (2007) – A brief outline• Supplementary materials in commerce-importance and types• Individual difference and commerce curricula - Children with diverse needs, Strategies

to deal with differently able, slow learners, gifted students in heterogeneous class room. • Pedagogical content knowledge analysis (PCK) -Meaning, Scope, Features of PCK

analysis, significance of PCK analysis in commerce discipline(20 Hours)

Module III : Approaches for Teaching Commerce • Approaches to Instruction – Direct instruction, Indirect instruction, Interactive

instruction, Independent study• Learner centered approaches - Self study approach, Experiential learning, Reflective

learning, Contract learning, Modular approach, Discovery learning, Inquiry based learning, Problem Based Learning, Co-operative learning

• Methods of Teaching Commerce-Lecture, Demonstration, Socialized methods, Project method, Problem solving method, Inductive and Deductive, Analytic and Synthetic, Case study, Directed Study, Source Method (An analysis)

• Team teaching • Techniques of Teaching Commerce – A survey of various techniques• Non-Formal Techniques of Teaching Commerce-Field trips, Reading, Open learning from

resource centers, Placement etc.• Models of Teaching Commerce-Advance Organizer Model, Apprenticeship Model

Jurisprudential Inquiry Model(23 Hours)

Module – IV : Technology in Commerce Education • Technology for Individual, Small group and large group instruction• Teacher as a Techno-Pedagogue: Meaning and qualities, Meaning and purpose of

Techno-Pedagogy • IT enabled instructional resources: Importance of videos, YouTube resources, animations,

film clippings, Educational blogs, e-journals, pod casting, e-learning, web based learning, Online learning, Video conferencing and Tele conferencing in teaching of commerce.

• e-content development – concept, forms of e-content and steps in the preparation of e-content

• Multimodal Design in commerce classroom

(12 Hours)Module - V: Assessing student performance

• Evaluation of process, product and performance abilities• Formative and Summative Evaluation

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• Criterion Referenced and Norm Referenced Test • Continuous and Comprehensive Evaluation• Recent trends in Evaluation; Grading, Choice Based Credit and Semester System-

Internal and External assessment, Portfolio assessment, Rubrics, Free online assessment tools etc.

• Standardization of Achievement test in Commerce • Diagnostic test and Remedial teaching.

(13 Hours)

Module VI : Recent Researches in Commerce Education • Research in Commerce Education- Need and importance• Action Research in commerce discipline• Survey of Recent Researches in Commerce Education with special reference to:

a) Commerce curriculum and resource materials.b) Instructional proceduresc) Technology in commerce learninge) Evaluation in commerce education.

(7 Hours)

Assignments

1. Seminar on the topic “Commerce Education and Employability”.2. Prepare a report on the critical analysis of the existing Higher Secondary Curriculum based on

the curriculum reforms. Or Analysis of curricular materials with reference to development of values.

3. Identification of difficulties in Accounting/Computerized accounting and suggestions for improvement.

4. Preparation and use of animation films/video clippings in teaching of Commerce.5. Prepare a rubrics/portfolio for evaluating seminar/ project/symposium/practice teaching/

specific behavioural traits. 6. Review of recent researches in Commerce Education-any 10 Studies Or Conduct an Action

Research on any specific area related to teaching of commerce

Transactional Mode

Group discussion, lecture-cum –discussion, panel discussion, symposium, school visits and sharing of experiences, project, group and individual field based assignments, workshops and seminar presentation.

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References

1. Aggarwal, J.C. (1996). Teaching of Commerce: A Practical Approach. New Delhi : Vikas Publishing House Pvt Ltd.

2. Anderson,W,L and Krathwohl,D,R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston : Allyn & Bacon.

3. Bloom, B. S.et.al., (1956). Taxonomy of Educational Objectives, Hand Book 1: Cognitive Domain. New York : Longmans green &Co.

4. Borich, Gary D (2012). Effective teaching methods: Research based practice. New Delhi: Pearson Education

5. Boynton,L.D.(1955). Methods of Teaching Book Keeping and Accounting. South Western. Ohio: Publishing Company.

6. Browm,J.W and Lewins.(1973). Audio Visual Instruction Technology, Media and Methods. New York : Mc Graw-Hill Book Co..

7. Calhoun,C.C . (1980). Managing and Learning process in Business Education. California: Wadsworth.

8. Cohen. (2012). Assessment of Children and Youth with Special Needs, 3ed. New Delhi: Pearson Education.

9. Ebel, L & Frisbie, A. (1991). Essentials of Educational Measurement. New York:McGraw Hill.

10. Gratz,J.E.(1967). Future Curriculum in Business Education. Washington: Business Education Association.

11. Gehlawat,M. (2012). Information Technology in Education. New Delhi: Pearson Education. 12. Gronlund, N.E. (1976). Measurement and Evaluation in Teaching. New York: Macmillan.13. Harrow, A.J.(1972).Taxonomy of Psycho-motor Domain. New York: Mc Kay.14. Joyce,Bruce and Weil,Marsha. (1997). Models of Teaching. New Delhi: Prentice Hall of India Pvt

Ltd.15. Krathwohl.et.al. (1956). Taxonomy of Educational Objectives, Hand Book II: Affective

Domain..New York: Mc Kay.16. NCERT.(2005). National Curriculum Framework. New Delhi: NCERT. 17. Pophan,Scharg and Blockhus. (1975). A Teaching Learning System for Business Education. New

York : Mc Graw-Hill Book Co. 18. Roa, Seema. (1995). Teaching of Commerce. New Delhi: Anmol Publications pvt. Ltd.19. Satlow, I.D. (1964). Teaching of Business Subjects Effectively.New York: Prentice Hall Inc.20. SCERT. (2007). Kerala Curriculum Framework. Trivandrum: SCERT.

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Specialization Course I (xii)

ADVANCED METHODOLOGY OF TEACHING SOCIAL SCIENCE(Instructional hours – 90)

Course ObjectivesAfter completion of the course the student teachers will be able to:

1. Develop an understanding about the meaning, nature, scope of Social Science Education.

2. Find out the distinction and overlap between Social Studies and Social Sciences. 3. Understand the role of various methods and approaches of teaching Social Sciences4. Understand different Approaches to organisation of social science curriculum and

methodology of developing curricular materials5. Employ appropriate strategies for the transaction of social science curriculum.6. Effectively use different media, materials and resources for teaching Social Sciences7. Construct appropriate assessment tools for teaching-learning of Social Sciences and

undertake evaluation

Course Content

MODULE - I : Conceptualisation of Social Science EducationConcept, meaning, nature, and scope of social sciences- Evolution of Social Sciences with special emphasis on recent trends- Epistemological frame proposed in educational policy documents and various National Curriculum Frameworks concerning teaching-learning of social sciences. Relevance of Social Sciences in school curriculum. Aims and objectives of teaching Social Sciences - Conceptual, inquiry, skill and affective objectives of teaching Social Sciences - Revised Bloom’s Taxonomy of Educational objectives

( 15 Hours)MODULE - II : Social Science CurriculumApproaches to organisation of social science curriculum; Current social science curriculum at various stages of school education in Kerala.Methodology of development of curricular materials viz., textbooks, teacher handbooks, teacher’s education manuals, activity book, self instructional materials–their conceptualization and processes;

( 16 Hours)

MODULE - III : Approaches to Pedagogy of Social ScienceCritical appraisal of approaches to teaching learning Social Sciences – Behaviourist approach; constructivist approach; inter disciplinary approach, integrated approach; Critical Pedagogy and Problem posing education.

( 12 Hours)

MODULE - IV : Teaching- Learning Strategies in Social Science

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Critical appraisal of various teaching learning strategies viz., lecture cum discussion,Seminar, projects, field survey, problem solving, role-play, simulation, field visits etc.Models of Teaching: Elements, features and families with special reference to Jurisprudential Inquiry, Concept attainment and Advance Organizer models.

Cooperative learning, Peer tutoring, Concept Mapping, Generative Learning Strategy- Ensuring inclusion in Social science classrooms - Creativity in Social Science classrooms.

( 22 Hours)

MODULE - V: Media, Materials and Resources for Teaching-Learning of Social Science.Use of new technology in Social science classrooms-Effective use of print media and audio-visual materials for social science instruction; - Integration of ICT in teaching-learning of social science, web-based learning, e-learning.

( 13 Hours)MODULE - VI : Evaluation in Social Science EducationCompetency based evaluation, continuous and comprehensive evaluation; Grading,formative and summative evaluation; assessmenttools; construction of standardized achievement testAlternative assessment: rubrics, portfolios and projects, Evaluation of attitudes , values, etc.

( 12 Hours)

Assignments1. Assignment / term paper on selected themes from the course and presentation in

seminar.2. Organization of activities like quiz, mock-parliament, field trips, exhibitions and any

other co-curricular activities at B.Ed. level3. Analysis of a social science syllabus or a textbook of a stage/class4. Review of articles on social science education from print/e-journals.5. A Survey of Recent rseraches in Social Science education

Transaction ModeLecture-cum-discussion, panal discussion, project, oral history, workshops, seminar,Assignment, group discussion around issues and concepts. group and individual fieldbased assignment focused by workshops and seminar presentations with ppts.

References1. Alan J Singer (2003), Social Studies for Secondary Schools: Teaching to learn, earning to

teach, Lawrence Erlbaum Associates, Mahwah, New Jersey.2. Arora, GL (1988), Curriculum and Quality in Education, NCERT, New Delhi.

3. Ashley Kent, (2001) Reflective Practice in Geography Teaching, Paul Chapman Educational Publishing, Ltd.

4. Avijit Pathak, (2002) Social Implications of Schooling: Knowledge, Pedagog and Consciousness, Rainbow Publishers, New Delhi.

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5. Binning and Binning (1952), Teaching Social Studies in Secondary Schools, McGraw Hills, New York.

6. David Lambert and David Balderstone (2000), Learning to Teach Geography in Secondary School: A Companion to School Experience, Routledge Falmer, London.

7. Digumarti Bhaskara Rao (ed.), Techniques of Teaching Social Sciences, Sonali Publications, Delhi.

8. Digumarti Bhaskara Rao and Ranga Rao (2007), Techniques of Teaching Economics, Sonali Publications, New Delhi.

9.Ferris, J.Pamela (2003), Elementary and Middle School Social Studies: An Interdisciplinary instructional approach, McGraw Hills, New York.

10. Jarolimek,J. (1990). Social Studies in Elementary education. New York: MacMillaian.11.GOI (1993), Learning Without Burden: Report of the National Advisory Committee

appointed by the Ministry of Human Resource Development, Department of Education, New Delhi.

12.GOI (2005), Regulatory Mechanisms for Textbooks and Parallel Textbooks Taught in Schools Outside the Government System: A Report, Committee of the Central Advisory Board of Education, Ministry of Human Resource Development, New Delhi.

13. Indian Economic Association Trust for Research and Development (1991), Teaching of Economics in India, Interest Publications, New Delhi.

14. Jack Zevin, (2000) Social Studies for the twenty-first century: Methods and materials for teaching in Middle and secondary schools, Lawrence Erlbaum Associates, Mahwah, New Jersey.

15. James Hemming (1953), Teaching of Social Studies in Secondary Schools, Longman Geen & Co, London.

16.Kenworthy,L.S.(1962). Guide to social studies teaching. California: Words worth Publishing Co.

17. Krishna Kumar, (2002), Prejudice and Pride, Penguin Books India, Delhi.18. Maggie Smith (2002), Teaching Geography in Secondary Schools: A Reader, Routledge

Falmer, London,19. Michaelis, J.U. & Garsia, J.(2000). Social studies for children: Aguide to basic instruction.

(12th ed.)New York: Allyn & Bacon.20.NCERT (1972), Preparation and Evaluation of Textbooks in Geography: Principles and

Procedures, National Council of Educational Research and Training, New Delhi.21.NCERT (1976), The Curriculum for the Ten-Year School: A Framework Reprint Edition,

National Council of Educational Research and Training, New Delhi.22.NCERT (1988), National Curriculum for Elementary and Secondary Education: A

Framework, Revised Edition, National Council of Educational Research and Training, New Delhi.

23.NCERT (2001), National Curriculum Framework for School Education, Reprint Edition, National Council of Educational Research and Training, New Delhi.

24.NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group Position Papers Vol.II, Systemic Reforms (Position Paper on Curriculum, Syllabus and Textbooks), National Council of Educational Research and Training, New Delhi.

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25.NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group Position Paper on Curriculum, Syllabus and Textbooks, National Council of Educational Research and Training, New Delhi.

26.NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group Position Paper on Teaching of Social Science, National Council of Educational Research and Training, New Delhi.

27. NCERT (2005b), National Curriculum Framework 2005, National Council of Educational Research and Training, New Delhi.

28. NCERT (2006a), Syllabi for Secondary and Higher Secondary Classes, National Council of Educational Research and Training, New Delhi.

29.NCERT (2006b), Syllabus for Classes at the Elementary Level, National Council of Educational Research and Training, New Delhi.

30.Rajni Kumar, Anil Sethi and Shalini Sikka, (2005) School Society and Nation: Popular Essays in Education, Orient Longman, Delhi.

31. Williams E. Becker, Michael Watts and Suzanne R. Becker (2006) Teaching Economics: More alternatives to chalk and Talk, Edward Elgar Publishing, Northampton, USA.

Journals1. Economic and Political Weekly (published from Mumbai, India).2. Journal of Economic Education (published from United States of America).3. Teaching of History (published from United Kingdom).4. Journal of Social Sciences Social Science Quarterly.5. Journal of Curriculum Studies (published by Routledge, United Kingdom)

Others1. Encyclopaedia of the Social Sciences.2. Encyclopaedia Britannica

Websites1. www.ncert.nic.in2. http://www.history.org.uk (for accessing e-version of teaching history).3. www.epw.in (for accessing e-version of journal of economic and politicweekly).4. www.geographyteachingtoday.org.uk5. http://www.indiana.edu/~econed/ (for accessing e-version of journal of economic

education)

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Specialization Course – I (xiii)

ADVANCED METHODOLOGY OF TEACHING COMPUTER SCIENCE


Course Objectives

1. To acquaint the students with new trends in Information and communication technology.2. To make the students aware of the significance of Information and Communication technology

in education.3. To make the students aware of new interactive and online learning Management systems.4. To develop the skill to utilise the modern information and communication technologies

effectively.5. To develop skills in production, selection and evaluation of educational materials.6. To acquaint the learner with the relevant security features to be taken while interacting with

online and computer based environments.7. To develop favourable attitudes towards using modern educational media.8. To acquaint the learner with the recent researches and developments on Computer education.

Course Content

MODULE – I : Computer Science Education

Aims and objectives of teaching Computer Science, Digital divide, Computer Literacy, Convergence of Communication and Computing, Information and Communication technology (ICT), Computers in Education, ICT enabled Teaching and Learning - Instructional materials for computer instruction: Nature, Scope, Preparation and use, Process oriented approaches, Programme for providing training in higher order thinking – Social Constructivism and Interactive Environments. Models of Teaching Computer Science - Information processing, concept attainment, jurisprudential, Enquiry training models; simulation and games.

(15 hours )

MODULE - II: Resource Overview

Advances in Computing and its applications in Education – Artificial Intelligence, Man Machine Communication, Natural Language Processing, Computer Vision, Remote Sensing and Geographical Information Systems, Introduction to Mobile computing, Mobile operating systems and application development, Mobile based Learning, Device Interoperability, Basics of cloud computing. Software Freedom – Free and Open source software – Introduction to GNU/Linux, Linux distribution, File System, Hierarchies, User interfaces, Running an Application, File and Directory Management in Linux. Introduction to Educational Softwares: GeoGebra, Stellarium, PhET, Scilab.

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(15 hours )

MODULE - III: Planning Infrastructure

Smart rooms/resource rooms, Need for planning the computer laboratory, Laboratory Design, essential infrastructure, Organization of Practical work: Administration, grouping of pupils, Instruction to pupils, discipline in the lab – Care and Maintenance of Hardware and Software in the Computer Science Laboratory. Computer networks, Data communication system, Topologies, Media, Devices, Protocols and Addressing systems, Virtual Private Network (VPN),Wireless Technologies: Blue Tooth, Global Positional System, Infra Red Communication, Wi-Fi, WiMAX

(15 hours )

MODULE - IV: Internet and Web based learning

Internet as a knowledge repository, Impact of e-learning, e-resource, ecommunication: Forums, blogs, bulletin boards, Social networking in Education, Arrangement of e-resources. e-textbooks, e-journals, digital library, e-Governance (A case study). Computer Based Multimedia Instruction, Tele and Video conferencing, e-Learning – Constructivism in e-learning – Theories of e-Learning – Interaction in e-Learning – Model of e-Learning – Teaching Methods in e-Learning, Creating Online Learning Environments, Designing instruction for online environment: instructional design, online course development, Communication and Collaboration, Role of instructor and learner. Learning Management Systems(LMS) and Course Management Systems (CMS): Online Learning, Blended Learning; LMS/CMS Software Features: Blackboard, Moodle, Desire2Learn.

(25 hours )

MODULE - V : Communication on Web and Cyber Security

Communication on Web, Web Server, Web Server Software, Web Hosting, URL, FTP, Static and Dynamic Web Pages, Advanced features of HTML, Structured Query Language(MySQL), Introduction to Scripting Languages, Server Side (ASP, JSP, PHP), Client Side (JavaScript) Need of Cyber ethics Awareness programmes in education– Cyber space, Cyber ethics, Cyber crimes, Security, Privacy, Anonymity and identity, IPR Issues, Role of Teacher, Cyber Lows, India IT Act.

(10 hours )

MODULE - VI : Research in Computer Science Education

Meaning of Research – Objectives, Motivation and Significance of Research, Scope and functions of computer science educational research – latest trends. Significance of report writing, Research Report:

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Structure, Components and types, Exposure to LaTeX, Installation, Creating reports and articles, Text environment, Math environment, Figures, Tables, BibTeX – reference manager, Camera Ready Preparation.

(10 hours )

Assignments

1. Develop an on-line Learning Material.2. Prepare a recorded audio aid and video aid with your own sound.3. Prepare a spoken tutorial of 1 hr4. Preparation of a multimedia teaching unit based on any teaching model.5. Develop an e-attendance register, e-progress report, e-graphical illustration which is suitable for

your subject.

Refecences:

1. Ashok K Talukder, (2005).Roopa R Yavagal, Mobile Computing, Tata McGraw Hill, 2. Bernhardensen Tor, (1999)Geographic Information Systems: An Introduction, John Wiley & Sons,

Inc., 3. Kothari C.R., Research Methodology Methods & Techniques, 2nd Edition, Wishwa Prakashan

Publishers.4. D. Jurafsky and J. Martin, (2008).Speech and Language Processing: An Introduction to Natural

Language Processing, Computational Linguistics, and Speech Recognition, 2nd Edition, Prentice Hall,

5. David Flanagan, Javascript the definitive guide, O Reilly & Associates inc.6. Rich E., Knight K. & S.B.Nair, Artificial Intelligence, 3rd Edn. TMGH, New Delhi.7. James A Senn, Information Technology: Principles , Practices and Opportunities, Prentice Hall.8. Jason Gilmore, Beginning PHP and MySQL, 3rd Edition, Apress Publications9. Leslie Lamport, LaTeX: A Document Preparation System, Second edition, Addison Wesley.10. N. B. Venkateshwarlu, (2005). Introduction to Linux Installation and Programming, B S Publishers

Hyderabad, 11. Robert W. Sebesta, (2009). Programming with World Wide Web, 4th edition, Pearson Education, 12. William Stallings, (2005).Wireless Communications & Networks, Pearson Education,

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Specialization course II (i)TEACHER EDUCATION

(Instructional hours – 90)Course Objectives This course is to provide you with experiences that will enable you to:

1. Gain insight and reflect on the concept of teaching and the status of teaching as a profession, 2. Understand the roles and responsibilities of teachers and teacher educators 3. Prepare teachers for reflective teaching 4. Reflect on the issues and problems related to teacher education in the country 5. Understand the nature and objectives of teacher education for three levels of schooling 6. Know methods and techniques for transaction of teacher education curricula 7. Examine the role and contribution of various Regulatory Bodies and support institutions for

improving quality of Teacher Education.8. Develop understanding of various strategies of teachers’ professional development

Course ContentMODULE - I: Teachers, Teaching and Teacher education

Objectives 1. To gain insight and reflect on the concept of teaching and the status of teaching as a

profession, 2. To understand the roles and responsibilities of teachers and teacher educators

content • Teaching and teacher education-meaning, definition, scope, functions. changing roles of

teachers in India-historical sketch• Concept and definition of a Profession; Status of teaching as a profession. Future of teaching

as a profession, Impediments to professionalization–aspects of pedagogy • Professional ethics for teachers• Teacher educators in India –profile and status• Brief history of teacher education in India

(15 hours )

MODULE - II: Teacher Education system in India Objectives

1. To understand the structure of teacher education system in the country 2. To reflect on the issues and problems related to teacher education in the country 3. To analyze the emerging tendencies in teacher education in India in comparison to

neighbouring countriesContent

• Types of Teacher Education Institutions in India NCTE- objectives, structure and functions

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• Roles, functions and networking of institutions like UGC, NCERT, NUEPA• Status of teacher education in India –DIETs, CTEs, IASEs, SCERTs, BITEs• Issues, concerns and problems of pre-service teacher education• The Centrally Sponsored Scheme for the Reconstructing and Strengthening of Teacher

Education• Case studies of teacher education in Asia Pacific

(8 hours )

MODULE - III: Structure of Pre-Service and In-service teacher education in India Objectives

1. To understand the nature and objectives of teacher education for three levels of schooling 2. To understand the different modes of teacher education 3. To be aware of system of teacher education for areas other than the general academic areas4. To appreciate the variety in teacher education to practices in the country

Content • Complementary nature of pre and in-service teacher education • Pre-service teacher education in India – Growth and development , structure, evolution of

curriculum, future trends – objectives and curriculum of Teacher Education for pre-primary, elementary, secondary and senior secondary, vocational senior secondary stages

• In-service teacher education- Growth, development and practices ; Rationale, Functions Objectives, Strategies

• Teacher education through distance mode • Teacher preparation for alternative systems of school, special needs education, physical

education, and education of teacher educators • Innovations in Teacher education in India

(17 hours )MODULE - IV: Teacher Education Technology

Objectives 1. To know the various phases of pre-primary teacher preparation 2. To innovate strategies and practices for teacher development 3. To develop skill to supervise and guide student-teachers4. To know variety of teacher preparation techniques 5. To apply microteaching technique for developing teacher skills 6. To use models of teaching for enhancing repertoire of teaching strategies 7. To Be ready for reflective practice in teaching

Course content • Components of pre-service Teacher Education-theory, internship, practical activities. • Concept of School Experience Programme (SEP)- Planning and organization, Monitoring and

supervision of SEP.

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• Planning for teaching-educational objectives (aims, goals and objectives; Taxonomy; Writing inst--- objectives unit planning, lesson planning, and teacher’s diary).

• Methods and Techniques (Lecture-cum-Discussion, Demonstration, Group Discussion, Brain storming seminar, Workshops, Team Teaching, Use of ICT, Case analysis, reading and review of original texts, projects and assignments )

• Teaching skills and competencies required of an elementary school teacher • Microteaching • Models of teaching as teacher education technique• Practice teaching : Limitations of the Traditional Structure of Student Teaching• Internship: concept; planning and organization• Strategies for Professional Learning: Reflective teaching - concept and strategies for making teachers

reflective practitioners. Self-study and action research. • Role of ICT and professional learning communities Constructivism in Teacher Education

(30 hours )MODULE -V: Quality, Evaluation and research in teacher education

Objectives 1. To acquaint with extant terms and concepts in teacher evaluation 2. To develop and apply different techniques for evaluation of teachers 3. To be aware of own teaching styles 4. To analyze current challenges of teacher education 5. To identify of research trends in teacher education

Course content • TQM in Teacher Education: concept • Using Evaluation to improve teaching• Assessment of teaching proficiency: criterion, tools and techniques • Teacher Appraisal and accountability .observation, interviews, self-appraisal, testing,

Portfolio assessment • Identifying Teaching styles • Evaluation of school experience/internship programmes. • Contemporary Challenges to teacher education • Trends in Research in teacher education

Assignments• Conduct interview of teacher educators at any two level and make a report of their

qualifications, professional responsibilities and avenues for professional development• Compare the core curriculum of pre-service teacher education at pre-primary, primary,

secondary, physical education, language and art teachers• Improve a lesson transcript of a student teacher by applying the principles of any two modern

models of teaching of your choice

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• Develop a Rubric for observing and rating teaching competencies of student teachers at a level of your choice and improve it by trying out it for observation of three student teachers. Make a report of your experience

(20 hours)References

1. Caggart, G.L. (2005): Promoting Reflective Thinking in Teachers. Crowin Press. 2. Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching Practice (5

th

edition). Rout ledge Falmer. London and New York. 3. In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II,

NCERT, New Delhi. 4. In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II,

NCERT, New Delhi. 5. Jangira, N.K. & Ajit Singh (1992): Core Teaching Skills – A Microteaching Approach, NCERT – New

Delhi. 6. Joyce, B., and Weal, M. (2003). Modals of Teaching (7

th Ed.). Boston: Allyn & Bacon.

7. Kauchak, D.P. & Paul, D. Eggen (1998): Learning and Teaching. Allen & Bacon. Sydney. 8. Linda Darling Hammond & John Bransford (ed) (2005): Preparing Teachers for a Changing World.

Jossey-Bass, San Francisco. 9. Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a changing World.

John Wiley & Son Francisco. 10. Loughran, John (2006): Developing a Pedagogy of Teacher education : Understanding Teaching

and Learning about Teaching. Routledge: New York. 11. Martin, D. J. & Kimberly S. Loomis (2006): Building Teachers: A constructivist approach to

introducing education. Wadsworth Publishing, USA. 12. NCERT (2005): National Curriculum Framework. 13. NCERT (2006): Teacher Education for Curriculum renewal. 14. NCTE (1998): Perspectives in Teacher Education. 15. NCTE (2005). Report on ECCE Teacher Education: Curriculum Framework and Syllabus Outline,

New Delhi 16. Report of the Delors Commission, UNESCO, 1996 17. Schon, D. (1987): Educating the Reflective Practitioner: Towards a New Design for Teaching and

Learning in the Professions. New York, Basic Books. 18. UNESCO (2006): Teachers and Educational Quality. UNESCO Institute for Statistics Montreal. 19. UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO

Publication. Montreal. 20. Wragg, E.C. (1984): Classroom Teaching Skills, Croom Helm, London. 21. Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The

instructional Role. India, NCTE.

Specialisation Course - II (ii)

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MED 132

NON - FORMAL EDUCATION(Instructional hours - 90)

Course ObjectivesTo enable the students:

1. To understand the meaning, scope, and importance of Non-Formal Education2. To well verse with the theoretical basis of non formal education3. To make aware of the concept of Non-Formal Education as different from Informal

Education and Formal Education4. To gain knowledge about the relationship between Non-Formal Education and Adult Education5. To acquaint with the modern development in the field of Non-Formal Education6. To appreciate the importance of providing Lifelong Learning7. To familiarize with the contributions of great educators and agencies to Non-Formal Education 8. To get an idea about the psychology of Non-Formal Education learners 9. To learn the curriculum and methods of Non-Formal Education10. To look into the modern instructional materials available in the field of Non-Formal Education 11. To get an idea about the social and economic framework of Non-Formal Education12. To know the modern techniques of evaluation in Non-Formal Education

Course ContentMODULE - I: Nature and Scope of Non-Formal Education Meaning, Definition, Scope, Importance, and Objectives of Non-Formal Education, Difference between Formal Education, Informal Education, and Non-Formal Education; Role of Non-Formal Education in Universalisation of Education, Non - Formal Education as an alternative to Formal Education, Philosophical, Sociological and Spiritual basis of Non-Formal Education- Non-Formal Education and disadvantaged groups of the society –Clientele of NFE - Scheduled Caste and Scheduled Tribes, Women and Economically Weaker Sections.

(16 hours) MODULE - II: Contributions of Great Educators and Agencies

Rousseau, John Dewey, Paulo Freire, Welthy Fisher, N.F.S.Grund Wig, Ivan Illich, Everet Reimer, John Holt, Paul Goodman, Ivan Lister, Charls Silverman, Mahatma Gandhi, Jiddu Krishnamoorthy, Sri Aurobindo - German Adult Education Association, Indian Adult Education Association, Lucknow Literacy House, Kerala Gradhasala Sangham, Kerala Association For Non-Formal Education and Development, Kerala Sastra Sahithya Parishad , NCERT

(14 hours)

MODULE -III: Non-Formal Education and Adult EducationRelationship between Non-Formal and Adult Education, Literacy Programmes – A World Perspective – USSR, USA, Tanzania, Ethiopia, Cuba, Iran, Burma, Vietnam, China - Literacy Programmes in India, Liquidation of Illiteracy in Kerala, Post Literacy and Continuing education, Role of State Resource Centre in promoting Non-Formal Education

(8 hours)MODULE -IV: Non-Formal Education and Global Trends in Education

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Concepts and definition of the following - Continuing Education, Distance Education, Correspondence Courses, Open Schooling, Open University, Lifelong Learning –Alternatives in Education - Population Education, Women Education, Environmental Education, Peace Education, Vocational Education, Workers Education, Health Education, Family Life Education

(10 hours) MODULE - V: Psychology of Non-Formal Education Factors facilitating Non-Formal Learning – Methods to motivate the learners for Non-Formal Learning – Problems and remedies of Non-Formal Education Learners

(6 hours)MODULE- VI: Curriculum and Methods of Teaching Principles of Curriculum construction for non formal education- curriculum for different age groups, different subjects- Literacy, Numeracy, General Science, Social Studies- Methods of teaching - Story Telling, Seminar, Workshop, Group Discussion, Debate, Demonstration, Dramatization, Role Play, Buzz Group, Field Trip, Folk Arts, Tele Conferencing

(10 hours)MODULE- VII: Instructional Materials Nature and Type of Instructional Material needed for the Non-Formal Education Programme - Improvised materials, Projected and non projected aids - Instructional skills required for Non-Formal Education Teachers- Technological Impact on Non-Formal Education – Multi media and IT products in educating Non-Formal Education learners

(10 hours)MOULE - VIII: Social and Economic Framework Non- Formal Education and National Development – Non-Formal Education and Human Resource Development – Non-Formal Education and Economic Development – Non-Formal Education and Acculturation – Social Transformation – Life Skills and Quality of Life

(8 hours)MODULE -IX: Evaluation Techniques Concept of Evaluation, Difference between Evaluation in Formal and Non-Formal Education, Construction of Test Items in Different Subjects of Non-Formal Education Centres; Local Specific Nature of Test Items; Maintenance of Cumulative Records, Anecdotal Records

(8 hours)Transaction Mode

1. Discussion2. Group Discussion3. Debate4. Seminar5. Demonstration6. Project7. Role play8. Buzz group

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9. Brain storming10. Folk art forms

Assignments1. Case Study of Non-Formal Education Centres 2. How to organize a Non-Formal Education Centre?3. Setting up a Non-Formal Education Centre in a Village 4. Evaluating Reading & Writing Material used in Non-Formal Education Centres 5. Visit to State Resource Centre and prepare a Report

References:

1. Bordia, Anil, J. R. Kidd and J.A. Draper. (1973). Adult Education in India – A Book of Reading, Bombay Nachiketa Publications. Ltd.

2. Chandra,Aravind; and Anupama Shah.(1987). Non-formal Education for all, New Delhi, Sterling Publishers Pvt. Ltd.

3. Cropley, A. J. (1977). Lifelong Education – A psychological analysis New York, Perganon Press.4. Dutta, S.C.(1986). History of Adult Education in India, New Delhi, Indian Adult Education

Association.5. Edger Faure, et al(1972). Learning to Be, A World of Education Today and Tomorrow , Paris,

UNESCO, Paris.6. Freire, Paulo.(1977) Pedagogy of the Oppressed, New Zealand, Penguin Books Ltd.7. Holt, John. (1974). The Under Achieving Scholl, New Zealand, Penguin Books Ltd.8. Illich, Ivan .D.(1975). Deschooling Society. New Zealand, Penguin Books.9. Krishnamurthy. J.(2006). Education and the Significance of Life, India, Krishnamurthi Foundation. 10. La Belle, T.J. (1982). Formal, non-formal and informal education: holistic perspectives on lifelong

teaming”. In: International Review of Education, Vol. 28, No. 2, pp. 159-175.11. Paranaji. S. (Ed).(1988). Distance Education.,New Delhi, Sterling Publishers Pvt Ltd. 12. Percival and H. Elligton (1981). Status and Trends of Distance Education, London.13. Pillai, Sivadasan K.(1979). Education in a new perspective, Trivandrum,Kalanikethan Publication.14. Reimer, Everett. (1974). School is Dead, Australia, Penguin Books Ltd.15. Rogers, Allen.(1981). Teaching Adults, New Delhi, Sterling Publishers Pvt. Ltd.16. Saxena, D.P. (2006). Non-Formal and Adult Education, New Delhi, Cyber Tech Publication. 17. Sivarajan, K. (1989). Vayojana Vidyabhasom, Calicut, Sahayprasadhana.18. UNESCO.(1972). Learning to be, Paris, UNESCO.19. Vankataiah,S.(2001). Non-Formal Education, New Delhi, Anmol Prakashan. 20. Youngman, F.(2000). The Political Economy of Adult Education, London, Zeal Books.

Specialization Course II (iii)EARLY CHILDHOOD CARE AND EDUCATION

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Course Objectives

On completion of this course the student will be able to:

1. Understand the need and significance of early childhood care and education

2. Understand the policy perspectives on ECCE in Indian and the world

3. Understand social and personal development of children (3-6 years)

4. Understand the quality-dimensions i.e., curriculum, programmes and workforce for ECCE.

5. Understand the need for providing compensatory programme for children deprived genetically familial and socially

6. Develop readiness in children for engaging informal education.

7. Help parents to develop understanding about the development traits and needs of children who belong to ECCE.

Course Content

MODULE - I : ECCE: Policy and Perspectives

Concept, significance and objectives of ECCE.

ECCE in India: Policies and Programmes in National Policy on Education (NPE, 1986) and POA (1992), National Plan of Action for Children, 1992 and 2005; National Curriculum Framework (2005), National Curriculum Framework for Teacher Education (2009).

ECCE in Global Perspective: United Nations Convention on Rights of the Child (UNCRC, 1989), Millennium Development Goals (2000) and Global Monitoring Report (UNESCO) 2007 – concerns and issues.

Comprehensive development of the child by way of physical motor, emotional, social cognitive (including intellectual and linguistic, social and moral and aesthetic) domains.

(14 hours)

MODULE – II : Psycho-Social Philosophical Context of Pre-school Education

Developmental characteristics and norms- physical, cognitive, language and socio-emotional; during early childhood.

Transition from home to school – issues and concerns.

Socio-cultural contexts in school and home and child-rearing practices in different cultures.

Contributions of educations to ECCE - Rousseau, Pestalozzi, Frobel, Montessori, Gandhiji, Dewy, Piaget, Tagore.

(18 hours)

MODULE - III : Curriculum for Pre-school Education

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Curriculum for School Readiness- physical, cognitive, socio-emotional dimensions; characteristics of learning experiences and approaches.

Different types of pre-school curriculum/Montessori, Kindergarten, Balawadi and Anganwadi Centres,

Support of workforce: teachers, parents, governmental agencies and community support in functioning of ECCE centers, contributions of Kudumbasree mission.

(14 hours)

MODULE - IV : Strategies/Approaches and Resources

Characteristics of programmes for different settings – Pre-primary and early primary grade children – needed emphasis and rationale.

General principle to curricular approaches – activity based/ play-way, child-centered, theme-based, holistic, joyful, inclusive using story-telling, puppetry, musical and rhythmic exercises, dramatization, role-play, art activities, indoor and outdoor play, field trips and explorations as methods in primary and early primary stages-meaning, rationale, method of transaction in specific context.

Local specific community resources- human and material and their integration to curricular activities; preparation and use of learning and play materials – principles and characteristics; community involvement in effective implementation of ECCE programmes.

Informal evaluation through observation and remediation; training of ECCE workers.

Dealing Differentially Abled child. Early identification and intervention strategies.

(20 hours)

MODULE - V : Training, Research and Evaluation in ECCE

Need and significance of personnel involved in ECCE programme.

Status and nature of training programmes- pre-service and in-service – a critical evaluation, issues, concerns and problems.

Areas of research studies in ECCE.

Evaluation of ECCE programmes, methodology and implications.

(10 hours)

MODULE - VI : Health care concerns and Child welfare

Health as a pre-requisite for all domains of development, Role of family, pre-school, community and Governmental agencies.

Nutritional needs –common disease - immunization

Precaution – first aids – comprehensive health programmes

Child sex abuse – protection of child Rights – role of teachers, parents and community

(14 hours)

Transaction Mode

Group discussion: reviews and analysis of book/reports/documents;

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Observation of activities of the children followed by case studies

Visit to pre-school, Anganwadies/ICDS centers and pre-school Teacher Education institutions followed by discussion.

Film shows followed by discussion.

Seminar presentations followed by discussion.

Research review and criticism

Development of research proposals.

Projects and assignments focusing on observation and interaction with children on specific theme.

Assignments

1. Case study of Anganwadi or pre-school centers

2. Study of present status of ECCE in one State//District

3. Collection of information on infrastructure of ECCE centers and comparison with NCERT minimum specifications (1992).

4. Reflection on literature on equality ECCE services of one western country (internet, journals).

5. Writing of journal articles on different issues on ECCE.

6. Survey of play materials and comparing with the socio-cultural set-up

7. Survey of child rearing practices in different cultures.

Essential Readings

1. NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi.

2. Govt. of India (2005). National Plan of Action for Children, 2005: Department of Women and Child Development, New Delhi.

3. NCERT (2005). Position Paper of the National Focus Group on Early Childhood Education, NCERT, New Delhi.

4. UNESCO (2007): Strong Foundations: Early Childhood Care and Education. Paris.

References:

1. Aggarwal, J.C. and Gupta, S. (2007). Early Childhood Care and Education (1st Ed.) Shipra Publications, New Delhi.

2. Government of India (1986). National Policy on Education, Department of Education, New Delhi.

3. Mishra, R.C. (2005). Early Childhood Education Today, Prentice Hall Publisher.

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

5. NCTE (2005). Report on ECCE Teacher Education: Curriculum Framework and Syllabus Outline, New Delhi.

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6. NIPCCD (2002). Children in Difficult Circumstances: Summaries of Research, Resource Centre on Children, New Delhi.

7. Pugh, G. (1996). Contemporary Issues in Early Years: Working Collaboratively for Children (2nd Ed.) National Children’s Bureau, London.

8. Seefldt, Carol (1990). Continuing Issues in Early Childhood Education, Merrill Publishing Company, Columbus, Ohio.

9. Swaminathan, M. and Daniel, P. (2000). Activity-based Developmentally Appropriate Curriculum for Young Children, Indian Association for Pre-school Education, Chennai.

10. UNESCO (2007). Strong foundations: Early Childhood Care and Education, Paris, UNESCO.

11. UNICEF and MHRD (2001). Early Childhood Care for Survival, Growth and Development, New Delhi.

Specialisation course II (iv)

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MED 134

ELEMENTARY AND SECONDARY EDUCATION

(Instructional hours - 90)

Course Objectives1. To understand the development of elementary education in India since independence.2. To understand the importance of elementary education envisaged in different education reports

and policies.3. To understand the concept, objectives, rationale and extent of success of UEE4. To understand the role of UEE in universalising elementary education 5. To develop understanding about different constitutional provisions related to education6. To understand EFA and RTC7. To reflect on the relevance of strategies and programmes for universalising elementary

education8. To understand the programmes and interventions made by central and state government for

the realisation of UEE 9. To gain insight for the success of the UEE programmes in India 10. To give an idea critically to the current status of primary education ion India11. To understand the positive impact of the UEE on Indian primary education12. To discuss the hurdles of UEE13. To develop research insight for elementary curriculum development14. To develop an understanding of underlying principles of curriculum development and evaluation

at elementary stage15. To know the various provisions under Child Rights Convention16. To understand the basic rights of the child 17. To develop an awareness about the child right legislation in India18. To understand the present status of child rights in India19. To gain insight in to the need, objectives and importance of in-service teacher education at

elementary level20. To understand the role of various institutions and organisations to promote professional

Excellency of teachers 21. To understand the quality of the present teacher education curriculums22. To understand the recommendations of different education commissions regarding secondary

education commissions23. To know different programmes and policies of for realising the constitutional obligations related

secondary education in India24. To understand the concept of quality education in secondary level 25. To evaluate the view points of Delor regarding the quality of education26. To understand different programmes and agencies for ensuring the quality of education in India27. To develop an idea about the structure of secondary education in India28. To reflect upon different issues, concerns and problems of secondary education in India

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29. To develop an awareness about the need for vocationaisation of secondary education in India30. To understand principles, aims and features of secondary school curriculum31. To examine the present school curriculum32. To understand the new trends in secondary school evaluation33. To analyse the present evaluation system in secondary level

Course Content

MODULE - I : Elementary education in India after independence

Meaning, need and significance of elementary education in India - Focus of elementary education as envisaged in different education commissions and policies (Kothari Commission, NPE 1986, Yashpal committee) - Elements of Quality Primary Education

(5 Hours)

MODULE – II : Universalisation of Elementary education (UEE) UEE (Concept, objectives and justification, role of UEE in Universalising elementary education in India)Measures towards realization of UEE

a. Adoption of “No Detention Policy.”b. Free supply of uniform dress to girls and other students of backward community.c. Attendance scholarship for girls and SC/ST children.d. Provision of Mid Day Meale. Primary Education Curriculum Renewal (PECR)f. Operation Blackboard (OB)g. Project Mass Orientation of School Teachers (PMOST)h. Centrally sponsored scheme of Integrated education for disabled children (IEDC)i. Early childhood Care and Education (ECCE)j. District Primary Education Programme (DPEP)k. Sarva Siksha Abhyan (SSA)

With special reference to specific programmes and interventions at National and State levelConstitutional provisions related to elementary education - Recommendations of Saikia Committee ,1997 - 86th Constitutional Amendment Bill (RTE) - EFA- Education For All with special reference to Early Childhood Education, improving Schooling and financing quality education

(12 Hours)MODULE – III : Current Status of Primary Education in India Critical appraisal of the Current Status of Primary Education in India (Universal access to enrolment of primary education, Retention of children in the age group of 6 to 14, Improvement in quality of education to enable all children to attain essential levels of life) - Positive Impacts of Universalization of Primary Education (Bridging the gender and social gaps, Getting rid of poverty and social discrimination nexus, Breaking inter generation cycle of illiteracy, Developing self confidence in new generation) - Hurdles Faced in Popularizing Primary Education

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(7 Hours)MODULE – IV : Curriculum and Evaluation in Elementary education Principles of elementary school curriculum - Objectives, Planning and Organisation of curriculum - Psychological basis of present elementary school curriculum - Evaluation in elementary level (principles, strategies and tools) - Term Evaluation (TE) and Continuous Evaluation (CE)

(10 Hours)MODULE - V : Child Rights and Elementary education Child Right Conventions (CRC 1959,1989) - Basic rights of the Child (10 Basic Rights) - Child rights legislation in India (National Policy on Children- 1974, ratification of CRC in 1992, Juvenile justice Act 1986 and its amendments in 2000 and 2006, child Labour Prohibition and Regulation Act 1986, and the protection of children from Sexual offences act 2012) - The present status of child rights in India in the field of Education, Health and Nutrition, Child labour and Gender discrimination

(10 Hours)

MODULE – VI : Professionalising Elementary Teacher Education In-service elementary teacher training programmes (need and significance, role of CRC, BRC, DIET etc) - Pre-service elementary teacher training programmes (types, objectives etc) - Critical appraisal of the elementary teacher education programmes in the state

(8 Hours)MODULE – VII : Secondary Education in India Recommendations of different commissions and policies on secondary education (Mudaliar commission (in detail, aims, Problems and Recommendations), Kothari commission, Yashpal Committee) - Policies and programmes for realising the constitutional obligations related to secondary education (NPE 1986, PoA 1992, RMSA) - NCF and KCF 2005 (emphasis of Secondary education)

(10 Hours)MODULE - VIII : Quality in secondary Education Quality education(concepts, indicators of quality, setting standards for performance) - The present status of quality education in India (status and prospects) - Delor’s Commission Report regarding quality- Professional enrichment of secondary teachers (different in-service programmes for ensuring quality, - different agencies - SCERT – NCERT – CIET – NUEPA – IASE etc)

(8 Hours)MODULE – IX : Structure and issues of secondary Education in India Structure of secondary education in India (10+2+3 pattern of education) - Problems and issues of secondary education in India (equalisation of educational opportunity, wastage and stagnation in secondary level) - Nature and forms of inequality including dominant and minor groups , gender inequality in schooling, public - private schools, rural - urban - tribal schools)Vocationalisation of secondary education in India (the efforts, present status, problems and prospects)

(10 Hours)MODULE – X : Secondary Education Curriculum and Evaluation

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Secondary School curriculum (features, principles, relevance) - Critical appraisal of present Secondary School curriculum in the state - Assessment and evaluation in secondary level (new trends in evaluation – grading – internal assessment – semester system, need and importance of CCE, ) - Critical appraisal of the present evaluation system in elementary level

(10 Hours)

Mode of transaction

Lecture, seminar, panel discussions, group discussions, projects, field visits etc

Assignments

1. Prepare a report on the evaluative studies of SSA, DPEP, PECR, OB, PMOST, EDC etc2. Visit a BRC and prepare a report on how far BRC supports elementary school teachers 3. Collect news paper evidences related to violation of child rights. Analyse the evidences and

suggest some measures to prevent it 4. prepare a PowerPoint presentation on any topic of your choice to take a one hour resource

class to secondary school teachers5. Conduct a panel discussion on Delor’s Commission Report regarding quality

References

1. Chopra, R.K. (1993). Status o Teachers in India, New Delhi : NCERT

2. Gupta, V.K. (2003). Development of Education System in India, Ludhiana: Vinod publications

3. Khan, R.S & Ahammed. I . (1997). Elementary Education & the Teacher, Delhi: IASC, Jamia Millia Islamiya

4. Mohanty.J.N, (2002) Primary Elementary Education, Deep & Deep Publications: New Delhi

5. NCERT (1991). Elementary Teacher Education Curriculum. Guidance and syllabi, New Delhi, NCERT

6. NCF 2005, NCERT : New Delhi,

7. NCTE (2009) NCF for Teacher Education: New Delhi

8. Rajput, J.S. (1994). Universalisation of Elementary Education, Role of the Teacher, New Delhi: Vikas Publishing House

9. Rao. V.K (2007) Universatisation of Elementary Education, Indian Publishing House: New Delhi

10. Siddiqui. M.A. (1993). In-service Education of Teachers, New Delhi, NCERT

11. Singh, .L.C. (1990). Teacher Education in India, A Resource Book, New Delhi, NCERT

12. Singh, .L.C. and Sharma. P.C(1995). Teacher Education and Teachers, New Delhi: Vikas Publishing House

13. Shukla Subir (1999) A brief note of efforts to Address Multi grade teaching in India June, New Delhi

14. UNESCO (2004), Education for All Quality imperative , EFA Global Monitoring Report , Paris

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Core Course - IV EDUCATION AND SOCIETY(Instructional Hours -90)

Course Objectives

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MED 201

SEMESTER II

1. To develop an understanding of the relationships between education and social processes2. To analyse economic perspective of education and to identify the linkage between education

and development3. To trace the history of education in India and use sound historical knowledge to solve

contemporary educational problems4. To reflect upon the dynamic political context in which educational processes taking place5. To critically examine the contemporary concerns and issues of education in the Indian society

Course contentMODULE 1. Education in the social contextMeaning and Definition of Educational sociology - Dynamic relationship of education with society - Social purposiveness of education – understanding the nature of contemporary Indian society –- process of socialization and acculturation - education and social change – culture and education – social mobility – social control – social stratification – a critical analysis of the impact of education in modernizing Indian society

(20 hours)MODULE 2. Education and developmentEducation and economic development – education in capitalist, socialist and mixed economies – education as an investment – decentralization of education – educational planning management and finance

(15 hours)MODULE 3. History of Education in IndiaEducation in Ancient, Medieval and Modern India – constitutional provisions related to education – Critical study of policies and commission reports on education in post independence period (viz. University education commission, Secondary Education commission, Indian education commission, National policy on education 1968, New education policy 1986, NEP reviews, NCF 2005, NKC Report 2007, Yashpal committee report on Indian Higher education 2009, NCFTE 2009 and RTE Act 2009 etc.). Programmes for Universalization of Education –DPEP, SSA, RMSA, RUSA

(25 hours)MODULE 4. Education in the political context Relationship between education and political systems – education and state – education in democracy – multiple school contexts in terms of locale, management, medium of instruction and schools affiliated to different boards – educational legislations – impacts of neo liberal policies – teacher autonomy and institutional autonomy - equality of educational opportunities – social inequalities – educational ideas of Karl Mrax, Paulo Friere and Pierre Bourdieu.

(15 hours)

MODULE 5. Current issues in EducationCritical discussion on education for Protection of Human rights, Conservation of environment, Eco-pedagogy, Energy management – Population education - Peace education - Women empowerment – Consumer rights – Inclusive education – Issues of education for marginalized

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(15 hours)Transaction ModeLectureSeminarsAssignmentsPower point PresentationsField visitsBook ReviewsAssignment1. Survey of recent research trends in education and society2. Trace out the local educational history3. Survey on GER at different levels and areas (any one level)

References

1. Brembeck, C, S. (1966). Sociological Foundations of Education, Cross-Cultural Approach, Newyork: John Wiler & Sns,.

2. Brown, F.J. (1947).Educational Sociology, Newyork: Prentice Hall,

3. Cook, L.A., Cook, E.F. (1960).A Sociological Approach to Education, Newyork: McGraw Hill Book Company,

4. Delors, Jacques, et al; (1996). Learning: The Treasure within report of the international commission on education for 21st century, UNESCO.

5. Dunsoft.(1975). An Introduction to Sociology, New York: Macmillan,

6. Dutts, R.F. (1941). Cultural History of Education, Reassessing an Educational Tradition, Newyork: McGraw Hill,

7. Mannheim, K. & Steward, A.W.C. (1962).An Introduction to the Sociology of Education, London: Routledge & Kegan Paul,

8. Mathur, S.S.(2000). A Sociological Approach to Indian Education, Culcutta: Vinod Pustak Mandir,

9. MHRD, Gov. of India (1992), National policy on education (revised) New Delhi.

10. Naik, J.P. (1975) Equality, quality and quantity: The elusive triangle of Indian education, Bombay: Allied Publications,.

11. NCERT (1983).The Teacher and Education in Emerging Indian Society,Newdelhi:NCERT

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12. NCERT (2005). National curriculum framework, New Delhi.

13. NCTE(2009) National Curriculum Framework for Teacher Education, New Delhi.

14. Ottaway, A.K.C. (1953).Education and Society, London: Routledge and Kegan Paul,

15. Robbins. (1969). Educational Sociology, New York: Greenwood Press pub., ,

16. Ruhela, S.P. & Vyasa, K.C. (1970).Sociological Foundations of Education in Contemporary India. Dhanpat Rai & Sons,

17. Ruhela, S.P. (Ed.),(1970). Sociology of the Teaching Profession in India, Newdelhi: NCERT.

Core Course V PSYCHOLOGY OF INDIVIDUAL DIFFERENCES


104

MED 202

1. To understand the phenomenon of individual differences as causing variation in development and learning

2. To enable the learner to understand the psychological causes of behavioural problems of students and to render guidance and counseling

3. To enable the learner to conduct research studies based on developmental and learning problems4. To give insights to the phenomenon of individual differences in domains like IQ,EQ, personality,

creativity, learning difficulties and disabilities

MODULE - I : Individual difference- its implication on education and Guidance Objectives • To understand the concept of individual difference in psychology • To define individual difference • To know the approaches in psychology in explaining individual difference

Content outline: Concept and Definition – Different Aspects/ Factors of individual Differences: Biological, Socio-cultural, Environmental, Mass media (Intelligence, Gender, Creativity, Personality, Learning, etc..) – Dealing with Individual Differences -- Its implication on education and Guidance

(5 hours)MODULE - II : Intelligence and cognitive functions Objectives

1. To acquaint the learner with the nature and concept of intelligence2. To familiarize the learner with intelligence theories of Spearman, Thurston, Guilford,

Sternberg3. To make the learner understand the concepts of multiple intelligence and emotional

intelligence

Content outline• Concept- Definition-Historical Perspective• Theories of Intelligence Spearman,Thurston-Guilford-Sternberg(Basic Postulates,Educational

Implications)• Theory of Multiple Intelligence(Types of Intelligence,Educational Implications)• Theory of Emotional Intelligence-Concept of EQ• Measurement of Intelligence-IQ Tests-Classification-Controversies Regarding Measurement of

Intelligence

(25 hours)

MODULE - III : Personality

(25 hours)

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Objectives1. To aquatint the learner with the meaning and nature of personality in a historical perspective2. To familiarize the learner with the personality theories of Freud, Jung, Adler,Allport, Eysenck,

Cattel, Rogers3. To make the learner understand the techniques of measuring personality in the educational

context

Content outline: • Introductory Concepts-Definitions-Historical Perspective• Theories Of Personalityfreud-Jung-Adler-Allport-Eysenck-Cattel - Rogers(Basic Postulates And

Educational Implications)• Measurement Of Personality-Inventories-Tests-Rating Scales-Projective Techniques-Situational

Tests Of Character

MODULE - IV : Exceptional Learners – (preliminary concepts on Identification and Curriculum Adaptations)Objectives 1. To classify the exceptionalities among learners 2. To classify learning disabilities by nature and scope3. To classify Students with learning Disabilities4. To identify different types exceptional learners 5. To acquaint with curriculum adaptations around the globe to cater to exceptional learners

Content outline:• Education Of Gifted, Education for Creativity, Catering To Slow Learners, • Learning “disabilities”: Barriers to learning, Major Categories of Learning Difficulties, Impairments-

hearing, visual, physical, intellectual. other impairments- ADHD, autism spectrum disorders, epilepsy • Specific Learning Disabilities and Educational Implications • Social, emotional and behavioural difficulties

(15 hours)MODULE – 5 : Style Preferences in Learning Objectives : 1. To relate among the constructs of learning styles, teaching styles, cognitive styles and thinking styles2. To understand the importance of learner’s emotional-, cognitive-, physiological- preferences and

preferences in relation to learning environment in effectiveness of learning 3. To be aware of the relevance of knowing teaching style to adapt teaching in tune with that of

learners 4. To summarize ways of catering to varied learner preferences in classroom and out-of-classroom

learning

Content outline:

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UNIVERSITY OF CALICUT (G & A - IV - J)

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