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Syllabi/ B.Ed.-2Yr/KUK


2015-16




SYLLABI OF B.Ed.-2Yr.

AS PER


NCTE CURRICULUM FRAMEWORK, 2014



KURUKSHETRA UNIVERSITY

KURUKSHETRA

2015-16

INDEX (Total : 92 Pages)

Sr.No.

Paper

Nomenclature

Page No.

i




Scheme of Examination

4-5

1

Course 1

Childhood and Growing Up

6-8

2

Course 2

Contemporary India and Education

9-11

3

Course 3


Learning and Teaching

12-14

4

Course 4(A)

Language across curriculum


15-17

5

Course 4(B)

Understanding, Disciplines and subjects

18-19

6

Course 5

Gender, School and Society

20-21

7

Course 6 & 7

Note:

  • Students have to opt for only two school subjects.

  • They have to opt for one school subject from each group except for Science, Commerce & Shastri/ B.A.(Skt Hons)/ M.A.(Skt) students.

  • Science students can opt. for two school subjects from Pedagogy of Sciences (Group I ).

  • Shastri / B.A.(Skt Hons) / M.A. (Skt) student can opt for two school subjects i.e. Pedagogy of Hindi & Pedagogy of Skt. from Group –III.

  • Commerce students can opt. for two school subjects from Pedagogy of Social Sciences (Group II).

Group-I Pedagogy of Sciences:

(i) Pedagogy of Science

(ii) Pedagogy of Biological Science

(iii) Pedagogy of Computer Science

(iv) Pedagogy of Home Science

(v) Pedagogy of Physical Science


Group-II Pedagogy of Social-Sciences:

(i) Pedagogy of Social Science

(ii) Pedagogy of Commerce

(iii) Pedagogy of Economics

(iv) Pedagogy of Art

(v) Pedagogy of History



Group-III Pedagogy of Languages:

(i) Pedagogy of English

(ii) Pedagogy of Hindi

(iii) Pedagogy of Punjabi

(iv) Pedagogy of Sanskrit

Group-IV Pedagogy of Mathematics

(i) Pedagogy of Mathematics


22-25


26-29
30-32
33-35
36-39

40-42


43-46
47-49
50-51

52-54


55-57
58-59
60-61
62-64

65-68


8

Course EPC 1


Reading and Reflecting on Text

69-70

9

Course EPC 2

Drama and Art in Education

71

10

Course 8

Knowledge and Curriculum

72-74

11

Course 9

Assessment for Learning

75-77




Course 10

Creating an Inclusive School

78-79




Course 11

Optional Course







I

Environment Education

80-81




Ii

Peace Education


82-83




Iii

Health and Physical Education

84-85




Iv

Guidance and Counseling

86-87




Course EPC 3

Critical Understanding of ICT

88-89




Course EPC 4

Understanding the Self ( to be Discussed










School Internship (To be discussed with State Government)




KURUKSHETRA UNIVERSITY, KURUKSHETRA

SCHEME OF EXAMINATION AND SYLLABUS FOR B.ED TWO YEAR

REGULAR COURSES TO BE IMPLEMENTED FROM THE SESSION 2015-16

Year -1

paper

nomenclature

Maximum Marks

Periods per week**


Exam Hour

Hours per Year

Credits

Total

External

Internal/

Practicum



Course 1

Childhood and Growing Up

100

80

20

6

3hrs.

137.6

10

Course 2

Contemporary India and Education

100

80

20

6

3hrs.

137.6

10

Course 3

Learning and Teaching

100

80

20

6

3hrs.

137.6

10

Course 4(A)

Language across curriculum

50


40

10

3

1:30hrs

68.8

5

Course 4(B)

Understanding, Disciplines and subjects

50

40

10

3

1:30hrs

68.8

5

Course 5

Gender, School and Society

50

40

10

3

1:30hrs

68.8

5

Course 6

Pedagogy of a School Subjects- I

100

80

20

6

3hrs.

137.6

10

Course 7

Pedagogy of a School Subjects- I


100

80

20

6

3hrs.

137.6

10

Course EPC 1

Reading and Reflecting on Text

50

40

10

3

1:30hrs

68.8

5

Course EPC 2

Drama and Art in Education

50

40

10

3

1:30hrs

68.8

5




School Internship

























Total

750

600

150











75

*Engagement with the field: Tasks and assignments for Courses 1-7.

**One period is of 45 minutes.




Year -2

paper

nomenclature

Maximum Marks

Periods per week**

Exam Hour

Hours per Year

Credits

Total

External

Internal/

Practicum



Course 8

Knowledge and Curriculum

100

80

20

12

3hrs.

156

10

Course 9

Assessment for Learning

100


80

20

12

3hrs.

156

10

Course 10

Creating an Inclusive School

50

40

10

6

1:30hrs

78

5

Course 11

Optional Course

(Any one of the following)

i

Environment Education

50

40

10

6

1:30hrs

78

5

ii

Health and Physical Education

50

40

10

6

1:30hrs

78

5

iii

Peace Education

50

40

10


6

1:30hrs

78

5

iv

Guidance and Counselling

50

40

10

6

1:30hrs

78

5

Course EPC 3

Critical Understanding of ICT

50

40

10

6

1:30hrs

78

5

Course EPC 4

Understanding the Self

50

40

10

6

1:30hrs

78

5




***School Internship

250

200

50










25


Total


650

520

130










65

*Engagement with the field: Tasks and assignments for Courses 8-11.

**One period is of 45 minutes.




Course 1

CHILDHOOD AND GROWING UP

Max. Marks: 100

Time: 3 Hours (Theory: 80, Internal: 20)


NOTE FOR PAPER SETTER

  1. Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type questions will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale:

The course on “Childhood and Growing Up” offers an introduction to the study of childhood, child development and adolescence from diverse socio-economic and cultural backgrounds. The main focus in the course would be to enable student teachers to arrive at an understanding of how different socio-political realities construct different childhoods within children’s lived context: family, schools and community.


Learning Outcomes

After transaction of the course, student teachers will be able to:



  • Explain the concept of growth & development in relation to characteristics of various stages of growth & development.

  • Become familiar with theories of child development and their educational implications.

  • Understand the role of family, school, society in child development.

  • Describe the role of contemporary issues (issue of marginalization: class, poverty, gender, issues of urbanization and economic change) in child development.

  • Describe the role of media in deconstruction of significant events.

Course Contents

Unit-I

1. Child Development

  • Growth & Development:- Concept, Principle, Factors, & Stages.

  • Characteristics of stages of development with special reference to Childhood and Adolescence.

  • Adolescents: Understanding their needs and Problems in Indian context.

Unit-II

2. Theories of Child Development

  • Theory of Cognitive Development by Piaget: Concept, Stages and Implications with special reference to Indian Context.

  • Theory of Social & Emotional Development by Erickson: Concept, Stages and Implications with special reference to Indian Context.

  • Kohlberg theory of Moral Development: Concept, Stages and Implications with special reference to Indian Context.

Unit-III

3. Social Contexts of Development

  • Agencies of Socialization: Family, School, Society and their role in Child Development.

  • Social and Cultural Change and their Impact on child development.

  • Economic Change :Impact of urbanization and Economic change on child development

Unit-IV


4. Contemporary Issues


  • Marginalization & Stereotyping with special reference to Gender, Social Class, Poverty.

  • Impact of marginalization & Stereotyping on child development and related outcomes.

  • Role of media in constructing & deconstructing perceptions & ways of dealing with above issues.

Practicum/ Sessionals

Any one of the following:

  1. Case-study of an adolescent: Problems and Needs.

  2. Seminar/ Presentation on educational implications of One Learning theory of child development.

  3. Survey report on impact of socio-economic status of a family on child.

  4. Content Analysis of Media coverage on the following:

    1. Child labour.

    2. Gender bias.

    3. About Disability.

Suggested Readings:

Aggarwal, J.C. (1995). Essentials of Educational Psychology, New Delhi: Vikas Publishing House Private Limited,

Allport, G.W. (1961). Pattern and Growth in Personality:New York.

Chauhan, S.S. (2002). Advanced Educational Psychology. New Delhi: Vikas Publishing

Gore, M.S.( 1984). Education and Modernization in India. Jaipur:Rawat Publishers.

H.Havighurtst, R. et al.(1995). Society and Education. Baston: Allyen ad Bacon

H.P.BWheldall, K. (2006). Developments in Educatonal psychology. New York: Routledg

Kamat, A.R.( 1985). Education and Social Change in India. Bombay: Samaiya Publishing Co.

Bhatia, K.K. (2008). Basis of Educational Psychology.Ludhiana:Kalyani Publishers.

Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology.Agra:

Woolfork, A (2004). Educational Psychology: Reason Education (Singapore). New Delhi: Indian Branch.


Course: 2

CONTEMPORARY INDIA AND EDUCATION

Max. Marks: 100

Time: 3 Hours (Theory:80,Internal: 20)

NOTE FOR PAPER SETTER

  1. Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale

The course on “Contemporary India and Education” shall develop a conceptual understanding about issues of diversity, inequality and marginalization in Indian society and the implication for education with analyses of significant policy debates in Indian education.



Learning Outcomes

After the transaction of the course, student teachers will be able to:



  • understand emerging societal issues and their implication for education

  • understand various provision concerning education in Indian Consitution.

  • identify the concerns related to socially disadvantaged segments of the society.

  • understand the policies on education before and after independence related to secondary education programmes.
  • evaluate the govt. policies in the context of Universalisation of school education.




Course Contents

Unit – I

1. Indian Constitution and Status of Education:

  • Equality of opportunities in education: Article 28, 29, 350 and 351 and their issues.

  • Education and Fundamental Rights and Duties: Article 14, 15, 16, 21-A,30 and 51A.

  • Directive Principles of state policies

2. Diversity in Society and Implications for Education:

  • Social diversities based on Castes, Languages, Religions and Regions,.

  • Status of Education of Socially disadvantaged segments namely SC, ST, OBC, Women, PWD’S and minorities.

  • Right to Education Act 2009: right of children to free and compulsory education

Unit – II

3. Educational Committees and Commission before independence with special reference to:

  • Maculay’s minutes: Its features and recommendations

  • Adam’s Report: features and its recommendations.

  • Woods Despatch of 1854: Recommendations Merits and demerits

  • Basic Scheme of Education 1937: objective, merits and demerits.

Unit – III

4. Educational Committees and Commission after independence with special reference to:

  • Secondary Education Commission (1952-53): objectives and recommendations.

  • Indian Education Commission (1964-66): objectives and recommendations.

  • National policy on Education (1986) ): objectives and recommendations
  • Revised National Policy 1992


  • POA: Major features.

Unit – IV

5. Contemporary Issues in Indian Education

  • Universalization of school Education and DPEP,SSA,MDM, SSA, RMSA and IEDSS

  • Vocationalization of Secondary Education: need and implications.

  • Emotional Integration and international understanding in the context of globalization.

  • Modernization: Concept, merits and demerits.

Practicum/Sessional:

Any one of the following:

  1. Revisiting educational policies framed for the education of different sections of the society SC/ BC/Minorities/ Women.

  2. Prepare a report on problems of secondary education.

  3. Review educational policies for vocational education.

  4. Review of Policies related to universalization of school education.

Suggested Readings:

Bhattacharya & Sriniwas. (1977). Society and Education, Calcutta: Academic Publications. Deshpande, S.(2004). Contemporary India: A sociological view. New Delhi: penguin.Dubey, S.C. (2001). Indian Society, New Delhi: National Book trust.


Government of India (GOI) (2009). Right to education Act. New Delhi: MHRD.
Ghanta, R. & Dash, B. N. (2005). Foundations of Education, Hyderadbad: Neelkamal Publications.
Kashyap, S.C. (2009). The constitution of India, New Delhi: National Book latest edition.
Mishra, B.K. & Mohanty, R.K. (2003). Trends and issues in India Education, Meerut: Surya publications.

Ministry of Human Resource Development of India (1986).National policy on education. NCERT,91964-1966). Educational and national Development: report of the education commission, New Delhi: NCERT.

Rajput, J.S. (1994). Universalisation of Elementary Education, New Delhi: Vikas Publishing House.
Right to education Act, (2009). Gazette. Notification of central Government.
Sachdeva,M.S. et.al (2011). Philosophical, Sociological and Economic bases of Education,
Patiala: Twenty First Century Publications.
Shankar Mukharji. (2007). Contemporly issues in modern Indian education, Authors Press.
Stormquist, Nelly P.(2002). Education in a Globalised world. New York: Rowman & Little
field publishers.
Walia,J.S.(1979). Modern Indian Education and its Problems, Jalandhar City: Paul Publishers, Gopal Nagar.
Walia,J.S(2014). Philosophical, Sociological and Economic Bases of Education. Jalandhar: Ahim Paul Publishers.
http:/www.gandhi-manibhawan.org/gandhicomsalive/speech8.html
http:/www.mkgandhi.org/speeches/speech Main.html

Course 3

LEARNING & TEACHING

Max. Marks :100

Time: 3 Hours (Theory: 80,Internal: 20)

NOTE FOR PAPER SETTER

  1. Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.
  3. Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.



Rationale:

Teaching & Learning will focus on aspects of social & emotional development; self & identity, cognition & learning. It offers a site for perspective teachers to reflect on and critique notions of learning & teaching



Learning Outcomes

After transaction of the course, student teachers will be able to:



  • Understand the Concept of learning.

  • Explain the strategies and paradigms of learning.

  • To identify the individual differences among the learners.

  • To describe the educational implications of different theories of learning.

  • Understand the Concept of teaching.

  • To differentiate the relation with the modalities & variables in the teaching Process.

  • To describe the phases & models of teaching.

  • To understand the Strategies of Teaching.

Course Contents

Unit-I

  1. Understanding Learning

  • Learning : Concept, Nature, types of learning & Factors influencing learning,.

  • Learning strategies : Co-operative learning, peer-tutoring & collaborative & group learning;

Role of Teacher & School in relation to learning strategies.

  • Individual Differences: Concept, Types, Causes & Educational implications.

Unit-II

  1. Learning Paradigm

  • Theories of Learning :

  • Connectionism theory (Trial & Error: Thorndike), concept, laws of learning & Educational Implications.

  • Conditioning theories: Classical conditioning (Pavlov) & Operant Conditioning (Skinner): Concept, characteristics and Educational Implications.

  • Social constructivist theory (Vygotsky & Bandura): Concept, nature & Educational Implications.


Unit-III

  1. Understanding Teaching

  • Teaching: Concept, characteristic, features and levels of teaching.

  • Related concepts of Teaching (Training, conditioning, instruction & indoctrination)

  • Variables in the Teaching Process: The Learning task (Instructional Objectives), Learning Behaviour (Entry behaviours & Learner’s characteristics) Teacher Behaviour: (Competence, Personality, Teaching Style).

  • Social-constructivist approach in teaching (Applications of Bruner, Ausubel & Vygotsky’s ideas in teaching).

Unit-IV

  1. Phase & Models of Teaching

  • Phase of Teaching: Pre-active, Interactive and Post-active.

  • Models of Teaching: Meaning, Need & Elements, Basic Teaching Model (Glaser), Concept Attainment Model (Bruner).

  • Teaching Strategies: Brain-Storming, Simulation, Role-playing, Gaming, Remedial teaching & Enrichment Programme.

Practicum/ Sessional

Any one of the following

  1. Group Projects: Observation report on Teaching-learning transaction process in School teaching practice.

  2. Seminar/ Presentation on learning theories.

  3. Application of teaching strategies (Brain-Storming, Simulation, Role-playing, Gaming, Remedial teaching) on any current/ social issue.

  4. Case-study on Individual differences.

Suggested Readings:

Chauhan, S.S. (2014). “Innovations in Teaching Learning Process”, Noida: Vikas Publishing House Private Ltd.

Dececco, J.P. (1988) “The Psychology of Learning and Instruction”, New Delhi: Prentice Hall.

Gagne, R.M. (1977). “The conditions of learning”, New York, Chicago: Holt, Rinchart and

Winston.

Joyce, B. & Weil, M. (1992). “Models of Teaching”, New Delhi, Prentice Hall.

Kulkarni, S.S. (1986). “Introduction to Educational Technology”, New Delhi: oxford & IBH

Publishing Company.

Pandey, K.P.(1983). “Dynamics of Teaching Behaviour”, Ghaziabad: Amitash Parkashan.

Pandey, K.P. (1980). “A First Course in Instructional Technology”, Delhi: Amitash Parkashan.

Skinner, B.F.( 1968). “The Technology of teaching”, New York: Appleton Century Crofts.

Sharma, R.A. (1991). “Technology of Teaching”, Meerut: R. Lall Book Depot.

Sharma, S.K. (2005). “Learning and Teaching: Learning process”, Delhi: Gyan Books Private Ltd.

Srivastava, D.S. and Kumari, S. (2005). “Education: Understanding the learner”, Delhi: Gyan Books Private Ltd.

Walia, J.S. (2011). “Technology of Teaching”, Jalandhar: Ahim Paul Publishers.

Walia, J.S. (2012). “Teaching Learning Process”, Jalandhar: Ahim Paul Publishers.


Course – 4(A)

LANGUAGE ACROSS THE CURRICULUM

Max. Marks :50

Time: 1.30 Hours (Theory: 40,Internal: 10)

NOTE FOR PAPER SETTER

  1. Paper setter will set five questions in all, out of which students will be required to attempt three questions.

  2. Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type question will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale

The course on “Language across the curriculum” will focus on the language background of the students and know how the oral and written language can be used in the classroom to ensure optimal learning of the subject area.



Learning Outcomes:

After transaction of the course, student teachers will be able to:



  • Know the concept of language.

  • Learn about communicative approach.

  • Understand the ways of integrating speaking with other skills.

  • Understand the nature of classroom discourse and develop strategies for using oral language i.e. discussion, questioning etc.

  • Understand the nature of reading in different subjects.

  • Familiarize with different types of writing that would be useful for learners.

Course Contents

UNIT-I


  1. Language : Meaning, nature and linguistic principles

  2. Functions of language:

  • Communicative functions of language & its basic assumptions

  • Learning language and learning through language

  1. Development of Listening skill:

  • Characteristics of good listening material,

  • Different kind of listening materials and activities.

  1. Development of Speaking skill:

  • Need and objectives of developing speaking skills,

  • Techniques of learning speaking skills-conversational/oral skills,

  • Importance of group work in developing oral work and role of teacher.

UNIT-II

  1. Development of Reading skill:

  • Meaning, need and importance of developing reading skill,

  • Reading mechanics and process of reading.

  • Stages of reading, types of reading, reading problems of learners.

6. Development of Writing skill:

  • Types of writing skill & writing scripts

  • Importance and need of developing writing skill,

  • Characteristics of good handwriting and techniques of improving

handwriting.

7. Language in Education and Curriculum

Practicum/Sessionals

Any one of the following:

  1. Subject wise group discussion, preparation of report and presentation before the group.
  2. Prepare and present a report on Introduction of yourself to other in different situations i.e. facing interviews, in the class room etc..


Suggested Readings:

Agnihotri, R.K. (1995). Multilingualism as a classroom resource. In K. Heugh, A. Siegruhn, & P. Pluddemann (Eds.), Multilingual Education for South Africa (pp. 3-7), Heinemann Education Groups.

Freedman, S.W. & Dyson, A.H. (2003). Handbook of Research on Teaching English language Arts. Lawreuel Erlbaum Associates Inclave, USA: New Jersey.

Government of india. (1986). National Policy on Education. GOI.

Grellet, F. (1981) Developing Reading Skills: A practical guide to Reading Comprehension exercises. Cambridge University Press.

Kumar, Krishna. (2007). The child's language and the Teacher. New Delhi: National Book.

Mangal, U.(2010). Teaching of Hindi, New Delhi: Arya Book Depot.

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

Sachdeva, M.S. (2013). Teaching of English. Patiala: Twenty First Century Publications.

Safaya, Raghunath. Methods of Teaching of Hindi. Jalandhar :Punjab Book Depot.

Sinha, S. (2009). Roseublatt's Theory of Reading. Explaining Literature contemporary education dialogue. 6(2), PP223-237.

Sullivan, M. (2008). Lessons for Guided writing. scholastic. National curriculum framework. (2005).

www.ncert.nic.in.

http://www.usingenglish.com/handouts/



Course- 4(B)

UNDERSTANDING DISCIPLINES AND SUBJECTS

Max. Marks :50


Time: 1.30 Hours (Theory: 40,Internal: 10)



NOTE FOR PAPER SETTER

  1. Paper setter will set five questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type question will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Learning Outcomes

After the transaction of the course, student teachers will be able to:



  • Analyse and evaluate changes in the perspectives in school curriculum, text books and syllabus on socio-cultural basis.

  • Compare and evaluate the perspective of NCERT on the required changes in knowledge base in school subjects- Mathematics, science, languages and social science.

Course Content

Unit-I

  1. Socio-cultural perspectives of disciples and school subjects (theory of school content)

  • Evolution of socio –cultural perspectives in school level knowledge base;

  • Social history of school contents

  • Emergence of school subjects and disciplines from social, political and intellectual contexts;

  • History of emergence of methods of methods of teaching;

  • NCERT Position paper on change in curriculum, syllabus and textbooks.

Unit-II
  1. Changes in theory of content in school education after independence in India


  • Needed changes in discipline –oriented school textbooks;

  • Steps needed to redesign text books for school education

      1. Focus on drawing upon the experiences of children;

      2. Focus on the diverse community background of students;

      3. Focus on natural curiosities of students Focus on learner –centred methods

of teaching-constructivist approach;

  • Paradigm shift in teaching of social science in schools

  • Paradigm shift in teaching of science in schools

  • Paradigm shift in teaching of Mathematics in schools

  • Paradigm shift in teaching of Indian languages in schools

Suggested Readings:

NCERT(2006). Position paper national focus group on curriculum, syllabus and textbooks. New Delhi: author. Available from http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/cst_final.pdf

NCERT (2006). Position paper national focus group on teaching of social sciences. New Delhi: Author

Retrieved on April 21, 2015 from http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/social_sciencel.pdf

NCERT(2006). Position paper national focus group on teaching of Indian languages. New Delhi: Author Available from

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/Indian_Languages.pdf

NCERT (2006). Position paper national focus group on teaching of mathematics. New Delhi: Author Available from

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/math.pdf

NCERT(2006). Position paper national focus group on teaching of science. New deli: Author.

Available from http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/science.pdf


Course-5

GENDER, SCHOOL AND SOCIETY

Max. Marks :50

Time: 1.30 Hours (Theory: 40,Internal: 10)



NOTE FOR PAPER SETTER

  1. Paper setter will set five questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type question will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale

The course on “Gender, School and Society” will focus on the gendered roles in society, through a variety of institutions such as family, caste, religion, culture, the media and popular culture (films, advertisements, songs etc.), law and the state.

Learning Outcomes

After the transaction of the course, student teachers will be able to:



  • Understand the basic terms, concepts used in gender studies.

  • To describe equity and equality in relation with different aspects of society.

  • To understand psychological and sociological perspectives of sex and gender.

  • To understand paradigm shift under gender studies.

  • To become aware about gender inequalities in school.

  • To explain the issues related to gender.

Unit – I

1. Gender Studies: Paradigm Shift


  • Meaning of gender equality, need & importance

  • Paradigm shift from women studies from gender studies: Some land marks from social reform 19th to 21st studies

2. Gender Issues

  • Concept of gender: Issue of muscularity and familiarity

  • Equity and equality: Psychological and sociological perspective

  • Emergence of gender specific roles, cross cultural perspective

Unit – II

3. Gender Inequalities and strategies for change

  • Gender Inequality in School: School curriculum, Text book, classroom processes, and student teacher interaction

  • Strategies for change: policy and management in the school

4. Social construction of gender

  • Philosophical and sociological theories of gender

  • Gender identity, family, media gender role and stereo types

  • Social construction of gender during late childhood and adolescence

Practicum/Sessionals

Any one of the following

  1. Identify at least two students (Boys/Girls) having gender bias attitude and develop strategies for gender sensitization.

  2. Analysis of selected ideas, trends, and problems in the study of gender across academic disciplines.

Suggested readings:

Bordia, A. (2007). Education for gender equity: The Lok Jumbish experience, p 313-329

Chatterji, S. A. (1993). The Indian Women in perspective, New Delhi: Vikas Publishing

Devendra, K. (1994). Changing status of women in India, New Delhi: Vikas Publishing House

Gupta, A. K. (1986). Women and Society, New Delhi: Sterling Publications

Ministry of Education (1959). Report of National Committtee of Women’s Education. New Delhi: ME

Ruhela, S. (1988). Understanding the Indian Women today; Delhi: Indian Publishers Distributors

Thakur, H. K. (1988). Women and Development planning (Case study of Nauhatta Block), New Delhi: Vikas Publishing House


Course-6 & 7 Pedagogy of Teaching Subjects

Group-I: Pedagogy of Sciences

(i) PEDAGOGY OF SCIENCE

Max. Marks :100

Time: 3 Hours (Theory: 80,Internal: 20)


NOTE FOR PAPER SETTER


  1. Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.



Learning Outcomes:

After completion of this course the students teacher will be able to:



  • understand the Nature & Scope of Science.

  • understand Aim and objectives of Teaching Science.

  • adopt suitable approaches, methods, different resources to teach Science.

  • appreciate the importance of planning for Science.

  • applying e-sources in Science.

  • develop a skill of conducting experiments to demonstrate Science concepts.

  • develop a skill of planning lesson plan based on various approaches.

  • understand the concept of continuous and comprehensive evaluation.

COURSE CONTENTS

UNIT – I
  1. Nature & Scope of Science


  • Meaning, Nature and Scope with reference to Science & its branches.

  • History of science and contribution of Indian Scientists.

  • Need & importance Science in secondary school & its values in the present context.

  • Correlation of science with other school subjects

  • Aim & objectives of Science.

  • Bloom’s Taxonomy of instructional objectives.

  • Science in the service of human welfare – Agriculture, Medicine, Industry & Conservation of Environment.

UNIT – II

  1. Content & Its Pedagogical Analysis

  • Content ­–

  • Matter in our Surroundings

  • Atom & Molecules

  • Motion

  • Force

  • Gravitation

  • Work and Energy

  • Tissues

  • Diversity in Living Organism

  • Life Process

  • Reproduction

  • Micro-organism

  • Pedagogical Analysis :

Following points should be followed for pedagogical analysis on topics covered in the syllabus

a)Identification of concept, b)Listing behavioural outcomes, c)Listing activities and experiments, d)Listing evaluation techniques



  • Concept, Need & Importance of Unit Planning & Lesson Planning

UNIT – III

  1. Teaching Learning Resources & Procedures

  • Meaning, Principles & Steps of Curriculum construction in Science

  • Critical Analysis of Present Secondary School Text-Book with Reference to Haryana State

  • Teaching Skills:-

  • Skill of Introducing the Lesson

  • Skill of Illustrate with the help of Examples

  • Skill of Explaining

  • Skill of Stimulus Variation


  • Skill of Black-Board Writing

  • Science Laboratory – Importance, Planning, Designing, Equipping, Maintenance of Science equipment & Records

  • Audio-Visual Aids: Chart, Models, Film Strip, Radio, Projectors.

  • E-learning Resources – Use of Multimedia & Computers, PPT, Internet, Website, Teleconferences.

  • Improvised Apparatus – Meaning, Importance & Steps

  • Professional Growth of Science Teacher in Service Programme, Orientation

Programme, Refresher Courses, Seminars, Symposium, Workshop, Science Fair,

Science Exhibition, Projects.



UNIT – IV

  1. APPROACHES AND EVALUATION IN TEACHING

  • Science Inductive – deductive Approach, Critical Inquiry Approach, Maier’s Problem Solving Approach.

  • Methods of Teaching Science

  • Lecture-cum-Demonstration

  • Project Method

  • Laboratory Method

  • Continuous & Comprehensive Evaluation (CCE) in Science

  • Construction & Use of Achievement Test in Science

  • Construction & Use of Diagnostic Test in Science, Preparation of Diagnostic Chart,

Identification of Difficulties & Remedial Teaching.

  • Meaning & Advantages of Task Analysis and Question Bank.

Praticum/Sessional

Any one of the following

  1. Development of Five Demonstration Experiments on the Topics Covered in the Syllabus from Science Test-books at the Lower Secondary Level in Haryana State.

  2. Improvisation of Apparatus/Equipment

  3. Seminar Presentation on any Topics given in the Syllabus.

Suggested Readings

Adams, G.S. (1964). Measurement & Evaluation in Education, Psychology & Guidance, New York: Halt, Rinehart & Winston.

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

Allen, D.W. and Eve, A.W. (1968). Micro Teaching in Theory to Practices. Vol. 70, pp. 181-185.

Bloom, B.S. et al. (1956). Taxonomy of Educational Objectives: The Cognitive Domain, New York: Longum’s Green.

CBSE (2009). Teacher Manual on CCE. New Delhi: CBSE.

Das, R.C. (1985). Science Teaching in Schools, New Delhi.Sterling Publication Private Ltd.,

Harrow, A.J.A. (1972). Taxonomy of Motor Domain, New York: Mckay.

Kherwadkal, Anjali (2003). Teaching of Chemistry by Modern Method, New Delhi Sarup & Sons..

Kilpatrick, W.H. (1987). The Project Method, Columbia. Teachers College Record.

Krathwohl, D.R., Bloom, B.S. and Maria, B.B. (1964). Taxonomy of Educational Objectives,

Hand-book II, Affective Domain, New York: David Mckay.

Mager, R.F. (1962). Preparing Instructional Objectives, California: Fearon.

Miller, David F. and Blaydes (1962). Methods & Materials for Teaching Biological Science, New York McGraw Hill Book Co.,

Sharma, R.C. (1995). Modern Science & Teaching, New Delhi.

Dhanpat Rai & Sons. Siddique and SIddique (1998), Teaching of Science, New Delhi. Doaba House,

Vishwanth, Pandey and Kisor Valicha (1984). Science Technology & Development, New Delhi: McMillan India Ltd.

Venkataih, S. (2001). Science Education in 21st Century, New Delhi Anmol Publishers,.

Wadhwa, Shalni (2001). Modern Methods of Teaching Physics. New Delhi:Saroop & Sons.


Group-I: Pedagogy of Sciences

(ii) PEDAGOGY OF BIOLOGICAL SCIENCE
Max. Marks :100

Time: 3 Hours (Theory: 80,Internal: 20)



NOTE FOR PAPER SETTER


  1. Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.


LEARNING OUTCOMES

After completion of this course the students teacher will be able to :



  • Understand Nature & Scope of Biological Science

  • Understand objectives of Teaching biological Science

  • Adopt suitable approaches, methods, different resources to teach biological science.

  • Appreciate the importance of planning and organizing the extension activities.

  • Applying e-resources in teaching biological science.

  • Develop a skill of conducting experiments to demonstrate biological concepts.

  • Develop a skill of lesson planning based on various approaches.

  • Understand the concept of continues and comprehensive evaluation.\


COURSE CONTENTS
UNIT – I
  1. NATURE AND SCOPE OF BIOLOGICAL SCIENCE


  • Meaning, Nature and Scope with reference to Biological science and its branches.

  • History of Biological science and contribution of Indian Biologist.

  • Need and Importance of Biological in secondary schools and its values in the present context.

  • Correlation of Biological science with other school subject.

  • Aim and Objectives of Teaching Biological science.

  • Bloom’s Taxonomy of educational objectives.

  • Formulation of specific objectives in Behavioural terms.

  • Biology in the service of human welfare-Agriculture, Medicine, Industry & Conservation of Environment.


UNIT – II

  1. CONTENT AND ITS PEDAGOGICAL ANALYSIS

  • Content

    • Tissues

    • Diversity in living organism

    • Diseases

    • Natural Resources

    • Improvement in Food

    • Life Process

    • Reproduction

    • Heredity

    • Control and Co-ordination

    • Micro-organism

    • Photosynthesis

  • Pedagogical Analysis : Following points should be followed for pedagogical analysis on topics covered in the syllabus

  1. Identification of concept) Listing behavioural outcomes) Listing activities and experiments, d) Listing evaluation techniques.

  • Teaching Skills

  • Skill of introducing the lesson

  • Skill of illustrate with the help of examples.

  • Skill of explaining

  • Skill of stimulus variation

  • Skill of using black board
  • Concept, Need and Importance of unit planning and lesson planning.


UNIT – III

  1. TEACHING LEARNING RESOURCES AND PROCESSES

  • Meaning, Principles and steps of curriculum construction in Biological Sciences.

  • Critical Analysis of Present secondary school text book with reference to Haryana State.

  • Biological Science Laboratory. Impotence, Planning, Designing, equipping, maintenance of biological equipment and records.

  • Visual Aids: - Chart, Model, Specimen.

  • E-learning Resources: Use of Multimedia and Computers in Biological Science, e-learning, PPT, Internet, Website, Teleconferencing.

  • Professional growth of Biological science teacher in service programme, orientation programme, refresher courses, seminar, symposium, workshop, projects, science museum, science fair and science exhibition.



UNIT – IV

  1. APPROACHES AND EVALUATION IN TEACHING

  • Approaches of Teaching Biological Science.

    • Inductive – deductive approach

    • Critical inquiry approach

    • Maier’s Problem solving approach

  • Methods of Teaching Biological Science;

  • Lecture cum demonstration method

  • Project Method

  • Laboratory method

  • Continuous and Comprehensive Evaluation (CCE) in Biological Science.

  • Construction and use of achievement test in Biological Science.

  • Construct and Use of diagnostic Test in Biological science, preparation of diagnostic chart, identification of difficulties and remedial teaching.

  • Task Analysis, meaning and advantages

  • Question Bank, meaning and advantages


Praticum/Sessional

Any one of the following


  1. Prepare a working model on Biological secondary school standard topics.

  2. Collect and preserve any five biological specimen and write a report

  3. Critically analyse secondary school state syllabus science text-book.

  4. Preparation of Biological science wall magazine in every month

  5. A case study of any senior secondary lab and prepare report

Suggested Readings:

Adams G.S., (1964). Measurement and evaluation in education, psychology and guidance, New York : Halt, Rinehart and Winston.

Aggarwal, J.C. (2005). Essentials of examination system. New Delhi : Vikas Publishing

house Pvt. Ltd.

Allen, D.W, and Eve, A.W. (1968). Microteaching in theory to practices Vd. 70, pp. 181-185.

Ameetha P (2004). Methods of Teaching Biological Science. New Delhi :Neelkamal Publications,

Bloom, B.S. et. Al. (1956). Taxonomy of Educational objectives : the cognitive domain, New York: Lagan’s Green.

CBSE (2009). Teacher’s manual on CCE. New Delhi : CBSE.

Das, R.C. (1985). Science teaching in schools. New Delhi: Sterling Publication Private Ltd.

Green T.N. (1971). Teaching of Biology in tropical schools, Oxford University Press London.

Harrow, A.J.A. (1972); Taxonomy of Motor Domain, New York : McKay.

Karmer, L.M.J. (1975). Teaching of Life Science, McMillan India Ltd. New Delhi.

Kilpatrick, W.H. (1918); the project method, Columbia: Teachers College Record.

Krathwohl, D.R., Bloom B.S. and Maria B.B. (1964) Taxonomy of Educational objectives, Handbook II, Affective Domain, New York : David McKay.

Mager, R.F. (1962); Preparing Instructional objectives, California : Fearon.

Miller, David F. and Blaydes (1962); Methods and materials for teaching Biological Science, M.C. Grow Hill Book Co; New York.

Sharma, R.C. (1995). Modern Science & Teaching, Dhanpat Rai and Sons, New Delhi.

Sood J.K. (1987). Teaching of Life Science, Kholi Publisher, Chandigarh.

Vishwanth, Pandeny & Kishore, Valicha (1984). Science Technology and Development, Mc Millan Indian Ltd. New Delhi.


Group-I: Pedagogy of Sciences

(iii) PEDAGOGY OF COMPUTER SCIENCE

Time: 3 Hours

Max. Marks: 100




(Theory: 80, Internal: 20)


NOTE FOR PAPER SETTER


  1. Paper setter will set nine questions in all, out of which students will be required to attempt five questions.

  2. Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.

  3. Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.




Learning Outcomes

After the transaction of the course, student teachers will be able to:



  • emphasize the need and importance of computer science as a subject.

  • acquaint with the aims and objectives of teaching computer science in secondary and higher secondary schools and help them to plan learning activities according to those objectives.

  • perform Pedagogical Analysis of various concepts in computer science.

  • underline the need and importance of lesson planning and unit planning.

  • understand the principles of curriculum construction.
  • discuss the importance of computer textbooks.


  • teach the proper computer laboratory planning and managing

  • acquire skills relating to planning lessons and presenting them effectively.

  • familiarize with the various methods that can be employed for the teaching of computer science.

  • develop competencies and skill for effective evaluation in computer science.

COURSE CONTENT

Unit-I

  1. Nature and Scope

  • Meaning, Nature and Scope of Computer Science.

  • Significance of Computer Science in school curriculum.

  • Place of Computer Science at different stages of school.

  • Aims and Objectives of Teaching Computer Science at different stages of school.

  • Blooms Taxonomy of educational objectives.

  • Formulation of specific objectives in behavioural terms.

Unit-II

  1. Content and Pedagogical Analysis: Concept, need and importance of Pedagogical Analysis.

  • Content:

  • Computer System

  • Computer Software

  • Networking

  • MS-Windows

  • MS-Office

  • Operating System

  • Pedagogical Analysis:

Following point should be followed for pedagogical analysis:-

  1. Identification of concept.

  2. Enlisting behavioural outcomes.

  3. Enlisting activities and experiments.

  4. Enlisting evaluation techniques.

  • Lesson Planning: Concept, Need and Importance of unit planning and lesson planning

Unit-III

  1. Teaching Learning Resources and Processes

  • Development and designing of computer science curriculum.

  • Development of text-books


  • Development of self instructional material

  • Designing and managing Computer Laboratory.

Teaching Skills

  • Skill of Introducing the lesson

  • Skill of Probing Questions

  • Skill of illustration with examples.

  • Skill of Stimulus Variations

  • Skill of Explaining

Unit-IV

  1. Approaches and Evaluation

  • Teaching Methods:

  • Lecture-cum-Demonstration method.

  • Project method.

  • Computer Assisted Instruction method.

  • Laboratory Method.

  • Mobile learning, and Online learning

  • Evaluation

  • Meaning and importance of evaluation

  • Types and techniques

  • Achievement Test

  • Characteristics of a good test in Computer Science.

  • Preparing, reporting and evaluating the results.

  • Comprehensive and Continuous Evaluation.

Practicum/ Sessional

Do Any one of the following:

  1. Critical analysis of course content of Computer science of secondary school curriculum.

  2. Prepare an achievement test of course content of Computer science of secondary school curriculum.

  3. Internet based project: Form a group on internet and share educational information with atleast one link to audio/video material and prepare the project using ppt.




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