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VIJAYANAGARA SRIKRISHNADEVARAYA, UNIVERSITY, BALLARI., , Regulations & Syllabus of Two Year B.Ed. Course, Prepared as per the State Syllabus, , With effect from 2016 onwards, , 1

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ABBREVIATIONS, B.Ed, BOS, CAC, D.Ed, Dept., DIET, DSERT, , Ext. Marks, Govt., ICT, Int.Marks, KSHEC, M.Ed, Max, MHRD, Min, MOTA, NCTE, PG, STEM-B, TEI, TERM, Tg, TLM, UG, , Bachelor of Education, Board of Studies, Common Admission Cell, Diploma in Education, Department, District Institute of Education and Training, Directorate of State Educational Research and, Training, External Marks, Government, Information and Communication Technology, Internal Marks, Karnataka Sate Higher Education Council, Master of Education, Maximum, Ministry of Human Resource Development, Minimum, Modalities of Transaction and Assessment, National Council for Teacher Education, Post Graduate, State Teacher Education Monitoring Board, Teacher Education Institute, Teacher Education Regulatory and Monitoring Cell, Teaching, Teaching Learning Material, Under Graduate, , CONTENT LIST, Preface, Acknowledgement, List of Members, Signatories to Report, Abbreviations, Content List, , REGULATIONS, , Regulations, Blue-Print, , 2

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SEMESTER-I, Childhood and Adolescence, Philosophical and Sociological bases of Education, Educational Technology, Understanding Discipline and pedagogy: Languages, Understanding Discipline and pedagogy: Social Science, Understanding Discipline and pedagogy: Science, Understanding Discipline and pedagogy: Mathematics, Understanding Discipline and pedagogy: Commerce, Understanding Discipline and pedagogy: and school subjects, ICT- Basic Competencies, Language across Curriculum, Simulation and Microteaching, , SEMESTER-II, , Learning and teaching Processes, Knowledge and Curriculum, Contemporary Education in India, Methods ,techniques and approaches of Pedagogy, ICT: Applications, Understanding Self and Yoga, Simulated lessons and ICT mediation practices, Lesson practice at School and reflective Dairy writing, , 3

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SEMESTER-III, Inclusive Education, Educational Evaluation, Optional Courses: Guidance Counseling, Optional Courses: Value Education, Subject Specific Pedagogy : Kannada, Subject Specific Pedagogy : English, Subject Specific Pedagogy : Hindi, Subject Specific Pedagogy : Urdu, Subject Specific Pedagogy : Sanskrit, Subject Specific Pedagogy : History, Subject Specific Pedagogy : Geography, Subject Specific Pedagogy : Physics, Subject Specific Pedagogy : Chemistry, Subject Specific Pedagogy : Biology, Subject Specific Pedagogy : Mathematics, Subject Specific Pedagogy : Commerce, Fine Arts , Dance and Drama, Research Project, Unit plan and lesson Practice, Block Teaching and Field work, , SEMESTER-IV, , Gender , School and Society, Educational Management and Organization, Advanced Studies: Curriculum and Pedagogy, Reading and Reflection, Teacher placement and CET practice, Field Work and Immersion Details, Test Lesson, Recommendations, , APPENDIX, Copy of Committee Appointment Order, Report abstract of KSHEC sponsored Workshop by Azim premji, Uni., TERM cell format, Details of Academic Records and TEI conduct, Open Source Material, , 4

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REGULATIONS GOVERNING TWO YEAR BACHELOR OF EDUCATION, (B.Ed) PROGRAMME OF VIJAYANAGARA SRIKRISHNADEVARAYA, UNIVERSITY, BALLARI, In exercise of the powers conferred under Chapter-II 5 A and B of the Karnataka State, Higher Education Act 2010, the provisions made in the Karnataka State University Act 2000, and as per the guidelines of NCTE in the Gazette of India Notification extraordinary December, 2014, the Government of Karnataka provides the following Regulations to govern two year B.Ed, Programme hereafter called as B.Ed under choice based credit system [CBCS] and continuous, assessment grading pattern (CAGP) programme offered in th of Universities of Karnataka Sates, from the academic year 2015-16 and onwards., The completion of the programme shall lead to B.Ed degree., 1.00 Preamble, The Bachelor of Education (B.Ed) Programme is a two year professional programme in the field, of Teacher Education which aims at preparing School Teachers, generally known as B.Ed. This, is a professional programme that prepares teachers for upper primary, secondary level (classes, VI -X) and higher secondary level (classes XI-XII ) . Also aims at preparing, practitioners and, other educational professionals including manpower for curriculum development, planners,, administrators, supervisors, school principals and for extension activities., , 2.00 Title, Application and Commencement, The regulations shall be cited as Karnataka State Regulations 2015-16 governing two year, B.Ed Programme leading to Bachelor of Education Degree Course., These regulations shall apply to Bachelor of Education Degree Programme approved, by NCTE and being offered in the State Universities and in its affiliated Teacher Education, Institutes having recognized by the NCTE for the B.Ed two year programme. The affiliated, institutions offering this programme should have the physical infrastructure and follow norms, as per State Government Rules, NCTE regulations and State stipulations prescribed for B.Ed, two year programme. These regulations come into force from the date on which they are, approved by the VSK University/Government of Karnataka., 3.00 Definitions of the Key terms Used in the Regulation. , a) Semester: Semester is duration of four consecutive months with a minimum of 90-100, Working days., b) Blank Semester : A Semester is said to be a blank semester for a candidate if he/she does, not enroll for that semester, c) Credit: It is a unit of academic input measured in terms of the study hours. It reflects, the number of ‗Study Hours‘ various aspects of the teaching –learning process such as, attending classes, engaging in assignments, projects, seminars, practical aspects, filed, based activities ,immersion, computer skills, research activities required for the course., , A credit is a unit of study of a fixed duration. In terms of credits, every one hour, session of L amounts to one credit and a minimum of a two –hour session of T or P amounts, to one credit. L stands for Lecture session, T stands for Tutorial Session and P stands for, practical /Practice session., d) Course: A course is a study specified by the concerned Board of Studies for teaching,, learning and evaluation during a particular semester. A course will have a minimum of two, credits and maximum of eight credits. Every course offered will have three components, associated with teaching –learning process of the course, namely L, P, and T., e) Tutorial : A tutorial is a supplementary practice to any teaching-learning process that, , 5

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may consist of participatory discussion/self study/desk work/ seminar presentations by, students and such other novel methods that makes a student to absorb and assimilate more, effectively the contents delivered in the lecture classes, seminars, case study, discussion, sessions etc., are part of tutorials., f) Practical/practice: A Practical/practice is methods of imparting education that consists, of hands-on experience/laboratory experiments/ field studies/ study tour, etc that equip, students to acquire the required skill component., g) Internship and immersion: It is the period where in the candidate visits the Teacher, Education Institute, Schools, or any educational Institute and for the full day or a part of, the day regularly and undertake the defined activities under the supervision of a guide. The, activity will end up in a recorded form. The assessment is based on his/her performance while, doing the activity and based on his/her record. The focus is development of competencies,, in-depth understanding through field experience and application of theoretical aspects, learnt., h) Enhancing Professional Capacities (EPC): These are the courses where in the student, teacher is equipped with personal competencies that are required to do various activities, expected of a teacher., i) Engagement with Field Activity (EF) : These are the courses where in the student, teacher will get the theatrical base through college classes and visit to the field as and when, required intermittently collect information, and completes the assignment., j) Field Work Activities: These are the activities assigned to the student to undertake in team, or individually. The work may in the institute campus or anywhere as the case demands., The processes of conduct and purpose are same as that of internship., k) Hard Core Course: A Hard Core Course is a course that is fundamental and compulsory, in requirement for a subject of study in a particular programme. The hard core course of, studies other prescribed for study in a programme shall not be replaced by studying any, other course/s. Essential field work, Team work, etc leading to report writing and project/, dissertation of the main programme of study shall be treated as a hard- core course., l) Modalities of Transaction and Assessment (MOTA): This is the description for the, course operation in the institute and field, with specification of role of teachers, learner, and institutional responsibility. The assessment procedure is also specified in this phase, m) Theory cum Practice: These are the components of the curriculum where in the transaction, requires orientation on certain theoretical grounds and practice the theory in to practice., The curriculum will have fifty percent of the course with theoretical aspects and other fifty, percent with practicum. The teacher educator will conduct such classes in to batches of 25, to fifty students as per the facilities available in the institute., n) Simulation practices: The professional skills required to practice in simulation without, going to the school fall under these courses. The students will practice the competencies, presuming the peers as students or even in absence., o) Perspective Course: The courses that provides the theoretical orientation from basic, discipline that has application in the field of education. It provides directional path to, compose the requirement in the education as application from various basic disciplines., p) Field Work Courses for which student has to visit the field collect the required data, systematize, processes and present fall under these type of the courses., q) Immersion: The activity where in the student teacher equipped with the required, competencies and knowledge enters in the school premises to handle the learner under, the supervision of guiding teacher. He will undertake all the roles of a full fledged teacher, and equip himself in real situation., , 6

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4.00 Intake., The basic unit size for the programme shall be 50. Initially an institution shall be allowed, only one unit. Additional unit in the programme may be permitted by application of institution, and recognition by NCTE, followed by the University affiliation., , 5.00, , Eligibility and Choice of Pedagogic Subjects:, , Candidates seeking admission to the B.Ed programme should be as, , prescribed by the NCTE, UGC and State Government as listed below:, , i . Candidates with at least fifty percent marks (including IA)either in Bachelor‘s Degree and/, or the Master‘s Degree in Science/Social Science/Humanity, Bachelors in Engineering or, Technology with specialization in Science and Mathematics with 55 percent marks or any, other qualification equivalent thereto are eligible for admission to the programme. SC/ST/, OBC/PWD/371(J) and any other categories/type shall be as per the orders issued by the, Central Government and State Government whichever is applicable., ii. The candidates should specify the level of specialization He/She desires to be a, a) Teacher for VI-VIII or IX-X standards., b) Only candidates with PG qualification are eligible to teach IX-X or XI-XII, , Each one has to select two pedagogies under different disciplines prescribed below:, , 1, , Discipline, Humanities, , Optional Subjects, Kannada, English, Hindi, Urdu, Sanskrit, Marathi, History, Political Science, and Sociology, Geography, Economics, and Business Management, , Content to be practiced, Language prescribed by the State, Government as First, Second and Third, language in the respective classes, , 2, , Social, Science, , 3, , Physical, Science, , Physics, Chemistry, , Content prescribed in the Science text, books (Standards VI –VIII) and Science, text books (Standards IX and X), Content prescribed in the Science text, books (Standards VI –VIII) and Science, text books (Standards IX and X), , 4, , Biological, Science, , Biology, , Content prescribed in the Science text, books (Standards VI –VIII) and Science, text books (Standards IX and X), , 5, , Mathematics Mathematics, , Content prescribed in the Mathematics, text books (Standards VI –VIII) and, Mathematics text books, (Standards IX and X), , 6, , Commerce, , The syllabus of standards XI and XII as, prescribed by the State Government, , Commerce, , Content prescribed in the, Social Science text books by the State., Content prescribed in the, Social Science text books by the State, , 7

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The Post Graduate candidates have the option to take higher secondary level subject according, to their PG qualification along with one of the secondary school subject. This specialisation exist, for the III rd Semester and IVth Semester. For the second semester there are no pedagogic paper, specialised to any school subject. The pedagogic subject for the first semester will be on any two, of the followings, one each from any two groups:, (One each from any two Disciplines), , 1, 2, 3, 4, 5, 6, , Pedagogy of Discipline, , Suitable for the State/, Central appointments, , Humanities, Social Science, Geography and Environment, Physical Science and/or, Biological Science, Mathematics, Commerce(PG), , Language teacher, Arts teacher, Arts teacher, Science teacher, , Mathematics teacher, Commerce at Higher Secondary, level, , Mandatory conditions to be followed while allotting the pedagogy subjects to the student, teachers:, i) The pedagogic subject choice( except languages) shall be based on the candidate qualifying, to have studied the subject as optional for the three year course with due marks equivalent, to the State Govt. Degree progoramme. Language pedagogy shall be given based on study, of the subject either as optional or as basic., ii) The choice of subject to be given to each candidate shall fall in accordance with the, qualification of the candidate with his optional and languages studies and the state, appointment provision presently in operation while advertised State Government of, Karnataka., iii) The pedagogic subject of Advanced pedagogy of higher secondary shall be given only to the, students with PG qualification and eligible to be appointed at higher secondary., 6.00 Medium of Instruction:, Medium of instruction for the course is English. However, candidates may write the, examination in Kannada for all papers except for language pedagogy papers. The language, pedagogy paper shall be written in the language as directed in the subject of study., , 7.00 Admission Procedure:, a) Reservation and relaxation for SC/ST/OBC/PWD/Article 371 (J) and any other categories, shall be as per the rules of the Central Government/ State Government whichever is, applicable and provided from time to time by the state Government., b) The Central Admission Cell of the Sate under the Commissioner of Public Instruction shall, monitor the admission to the Government Seat Quota. CAC cell shall complete the admission, processes within the stipulated time prescribed by the NCTE admission procedure. Any, seats remaining vacant under this category, after completion of the admission processes by, the CAC shall not be filled in by the University or TEI‘s without prior permit., c) The Admission for management seat shall be made on merit, based on marks obtained in, the qualifying examination and in the entrance examination, if any or any other selection, process as per the policy of the Central Government/State Government/ University, Admission from time to time., , 8

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d) The University shall prepare the schedule or academic calendar. The TEIs shall follow the, academic calendar. The academic calendar to be followed are:, i. Date of the publication of admission notification., ii. Last date of receipt of the applications as announced by the State Government ., iii. Dates of counselling announced by the CAC., iv. Last date for admission as announced by the CAC., v. Final list of seats admitted and forwarded to the University for approval., vii. Approval of admission list by the University, viii. Students admitted after the commencement of the course and if remain short of attendance, due to delayed admission, the college shall compensate for the shortage of attendance by, conducting special classes., , 8.00 Curricular Components, The course shall have the curricular components namely:, a. Perspective Courses (Per-C), b. Pedagogic Courses (Pd- C), c. Enhancing Professional Courses (EPC), d. Engagement with Field Courses (EF), , Each component of the curriculum will have sub component with course titles of study with, specific credits and scheme of examination as mentioned. Further each of the courses shall be, transacted by th Transaction and Assessment‘ (MOTA). The details are presented semester wise, as follows:, Duration, Credits and Marks, , The details of total number of working days and its distribution with credits and curricular, components is as follow:, Working, Semester, Days, , Working, Hours/, Credit, , Total, Marks, , Marks, , Theory, , Practicum, EPC & EF, , Annual, Lessons, , Total, , I, , 100, , 600/24, , 400, , 200, , -, , 600, , II, , 100, , 600/24, , 400, , 200, , -, , 600, , III, , 100, , 600/24, , 400, , 200, , -, , 600, , IV, , 100, , 600/24, , 300, , 200, , 100, , 600, , 2400, , Each credit has equivalence of 25 marks and 23 hours of theory work load. In case of 100 marks, theory course there shall be 60 periods of class room presentation and hands on experience and, similar hours of equivalent tutorials, seminars, hands on experience and similar works., , 9

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9.00, , Credits, Marks and Passing Standards:, FIRST SEMESTER, Course, code, , Theory, , Per-C-I, C-II, C-III, Pd-C, (I&II), , Practical EPC-I, EPC-II, EF-I, EF-II, , Course Titles, , Credits, , Internal, Marks, , External, Marks, , Total, , Max. Min. Max. Min., , Childhood and Adolescence, Philosophical and Sociological Bases of Education, Educational Technology, Understanding Discipline, and Pedagogy-I & II, , 4, 4, , 20, 20, , 08, 08, , 80, 80, , 32, 32, , 100, 100, , 4, 4, , 20, 20, , 08, 08, , 80, 80, , 32, 32, , 100, 100, , ICT Basic, Language across the Subjects, Psycho-Social Tools and, Techniques, Micro Teaching and, Integration, , 2, 2, 2, , 50, 50, 50, , 25, 25, 25, , .., .., .., , .., .., .., , 50, 50, 50, , 2, , 50, , 25, , .., , .., , 50, , 280, , 320, , 600, , Internal, Marks, , External, Marks, , SECOND SEMESTER, Course, code, Theory, , Per-C-I, C-II, C-III, C-IV, , Practical EPC-I, EPC-II, EF-I, EF-II, , Course Titles, , Credits, , Total, , Max. Min. Max. Min., , Learning & Teaching, Processes, Knowledge and Curriculum, Education in Contemporary, India, Pedagogic Tools, Techniques, and Approaches, , 4, , 20, , 08, , 80, , 32, , 100, , 4, 4, , 20, 20, , 08, 08, , 80, 80, , 32, 32, , 100, 100, , 4, , 20, , 08, , 80, , 32, , 100, , ICT Applications, Understanding the Self,, Personality and Yoga, Simulated and ICT based, Lessons, School Lessons and Reflective, diary, , 2, 2, , 50, 50, , 25, 25, , .., .., , .., .., , 50, 50, , 2, , 50, , 25, , .., , .., , 50, , 2, , 50, , 25, , .., , .., , 50, , 280, , 320, , 600, , 10

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THIRD SEMESTER, Course, code, Theory, , Per-C-I, C-II, Pd-C, (I&II), Optional, , Practical EPC-I, EPC-II, EF-I, EF-II, , Course Titles, , Credits, , Internal, Marks, , External, Marks, , Total, , Max. Min. Max. Min., , Inclusive Education, Educational Evaluation, Subject Specific Pedagogy, I & II, Optional course (any one), 1. Value Education, 2. Guidance and Counselling, , 4, 4, 4, , 20, 20, 20, , 08, 08, 08, , 80, 80, 80, , 32, 32, 32, , 100, 100, 100, , 4, , 20, , 08, , 80, , 32, , 100, , Fine Art and Theatres, Research Project, Field Assignment, School Lesson ( Unit Based), and Reflective dairy, , 2, 2, 2, 2, , 50, 50, 50, 50, , 25, 25, 25, 25, , -----, , -----, , 50, 50, 50, 50, , 280 320, , 600, , FORTH SEMESTER, Course, code, Theory, , Per-C-I, C-II, C-III, , Practical EPC-I, EF-I, EF-II, , Course Titles, , Credits, , Internal, Marks, Max. Min., , External, Marks, Max., , Min., , Total, , Gender, School and Society, Educational Management, and Organization, Advanced Pedagogy of, specific Subjects-I & II, , 04, 04, , 20, 20, , 08, 08, , 80, 80, , 32, 32, , 100, 100, , 04, , 20, , 08, , 80, , 32, , 100, , Reading and Reflecting on, Texts, Field work and Immersion, Annual Lesson I & II, , 2, , 50, , 25, , .., , .., , 50, , 6, 2+2, 24, , 150, .., 260, , .., .., , .., 50+50, 340, , .., , 150, 100, 600, , 11

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10.00 Modalities of Transaction and Assessment, Part-A: Inputs:, The B.Ed Programme has various inputs designed with the due proportion prescribed by the, NCTE. The details are provided in the following three tables. Theoretical Courses, Practice lesson,, Field Engagement, Co-Practice lesson inputs and their proportions to the total :, I-SEM, II-SEM, III-SEM, IV-SEM, Total, THEORATICAL 16 Credits/400 16 Credits/400 16 Credits/400 12 Credits/300, 60Credits, (16.6%), (16.6%), (16.6%), (12.5%), /1500 (62.5%), PRACTICAL, 8 Credits/200 8 Credits/200 8 Credits/200 8 Credits/200 32 Credits/800, (8.3 %), (8.3 %), (8.3 %), (8.3 %), (33.2%), ANNUAL, 4 Credits /100 4 Credits/100, LESSONS, (4.1%), (4.1%), (I & II), TOTAL, 24 Credits/600 24 Credits/600 24 Credits/600 24 Credits/600, 96 Credits, (25%), (25%), (25%), (25%), /2400 (100%), , (Percentages are out of the total marks for the programme), , PRACTICAL INPUTS ACROSS FOUR TERMS (CO-LESSON PRACTICES), , SEMESTER, COMPONENTS, I, ICT Basics, , DETAILS, Lab work as detailed, in practical course, work, , CREDIT/MARKS, 2 Cr/50 Marks, , Competency development to, administer and interpret, result as detailed in MOTA, Semi field based, try-out field activities, listed in MOTA., , 2 Cr/50 Marks, , Unit test/Personalities, and Yoga, , Yoga practice courses, detailed and personality, exercise as in course details., , 2 Cr/50 Marks, , Research Project, , Developing Research, 2 Cr/50 Marks, Project and implementing, with the help of course details, listed, , Fine Arts and Theatre, , Detail of activities, listed in course work, , Reading and, Reflecting on Texts, , Detailed activities are, listed in course work, , 2 Cr/50 Marks, , School Co-Practices, , Detailed activities are, listed in course work, , 6 Cr/150 Marks, , Annual Lessons, , Examination Activity, , 2+2 Cr/100 Marks, , Psycho-Social Test, II, , III, , IV, , ICT Application, , 2 Cr/50 Marks, , 2 Cr/50 Marks, , 12

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PRACTICE LESSONS ACROSS FOUR TERMS, SEMESTER, COMPONENTS, DETAILS OF INPUTS, I, 1. Micro-teaching (Six Skills), Skill with full repeat cycle, a) Skill of Introduction, b) Skill of probing questions, c) Skill of explanation, d) Skill of illustrations with, Examples, e) Skill of stimulus variation, f) Skill of reinforcement, g) Skill of fluency in questioning, h) Skill of Blackboard, , II, , III, , 2. Simulation (Non Micro-teaching), Integration and overall skill with, teaching-learning process for 15 min., Each, 3. Simulation with ICT, (at least 2+2 lessons with ICT, mediation), , one lesson per pedagogy, subject, , 4. School Lessons, , Four lessons per, pedagogic, Subject, At least three lessons+, One unit test period per, pedagogic subject, , 5. Unit plan Based Lessons, , 6. Lesson under Block Teaching, , IV, , 7. immersion Lessons, , Five per pedagogy, subject, Total 10 lessons, , Three weeks-eight, lessons per pedagogic, subject and one criticism, lesson with each subject, Fifty days, (Details are given in the, syllabus on immersion, programme), , 8.TLM and ICT Based Lessons, , ----------, , 9.Annual Lessons, , Examination Lessons, , 13

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Part-B: Modalities of Transaction, The details of each modality of transaction and assessment are as below:, Modality, Type- 1, , Courses of Programme, Theory courses of semester I, II., III and IV, , 2, , Type- 2, , 3, , Type- 3, , 4, , Type- 4, , 5, , Type- 5, , Simulation Practices :, A. Micro teaching, B. College Base Teaching, C. Use of software and open Source, Language across the subjects, Understanding the Self,, Personality and Yoga, Research project, Reading and Reflecting on Texts, Lab Work :, ICT-1 and ICT-2, Psycho–social Tools, and Techniques, Field work/engagements related to, Type- 1&Type-2 modalities, , 6, , Type- 6, , School Internship/Immersion, , 7, , Type- 7, , Community orientation and cocurricular activities, , 1, , Nature of Transaction, Classroom presentations,, Discussion, seminars,, assignments and tutorials, CAI approach., Small Group activities in the, college premises. Recording, and reporting, Theoretical presentations,, Discussions, Demonstrations,, practice under supervision,, field work and report writing, Procedural details of practical, competency, competency, development exercises, skill, assessment and recording, Orientation to the assignment,, providing necessary, instructions, undertaking work, in school and field, reporting, Practicing various roles of, teacher at school premises,, recoding and reporting, Conducting, recording and, reporting of CTC and SUPW, either in the second semester, or in the third semester, , Type- 1 : Modes of Transactions for Theoretical Courses, There shall be at least four periods for theoretical courses per week where in the teacher shall, lead the learning either through lectures. Discussion, team teaching and any other activity where, in the teaching staff will have key role in monitoring and content dealing. There can be additional, classes for seminar and student activities related to the paper in noon session., There shall be assignment and periodical tests related to the theory and shall be consider for, internal assessment. Seminars, Discussions, Hands on Experience shall be extended contextually., The list of theoretical courses is as listed below, Course, Sem, code, , I, , Course Titles, , Childhood and Adolescence, Philosophical and Sociological, bases of Education, Educational Technology, , Cre, dits, , Internal, Marks, , Max. Min., , External, Marks, , Max., , Min., , Total, , 4, 4, , 20, 20, , 8, 8, , 80, 80, , 32, 32, , 100, 100, , 4, , 20, , 8, , 80, , 32, , 100, 14

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II, , III, , IV, , Understanding Discipline and, Pedagogy, Learning and Teaching, Processes, Knowledge and Curriculum, Education in Contemporary, India, Pedagogic Tools, Techniques, and Approaches, Inclusive Education, Educational Evaluation, Optional Course, Subject specific pedagogy, Gender , School and Society, Educational Management and, Organization, Advanced Studies in, Curriculum and Pedagogy, , 4, , 20, , 8, , 80, , 32, , 100, , 4, , 20, , 8, , 80, , 32, , 100, , 4, 4, , 20, 20, , 8, 8, , 80, 80, , 32, 32, , 100, 100, , 4, , 20, , 8, , 80, , 32, , 100, , 4, , 4, 4, 4, , 20, 20, 20, 20, 20, 20, , 8, 8, 8, 8, 8, 8, , 80, 80, 80, 80, 80, 80, , 32, 32, 32, 32, 32, 32, , 100, 100, 100, 100, 100, 100, , 4, , 20, , 8, , 80, , 32, , 100, , 300, , 1200, , 1500, , Type 2: Simulation Practices: (2 credits):, These activates are to be done in the institute campus using facilities available in the institute., The necessary organizational facilities, infrastructure be provided to the student teachers. There, can be group of ten students that can be attached to each teacher educator for guidance and, submission of report and reflective session. Some of the tasks can also be given for completion in, the group of two or three student teachers., a) Micro Teaching, b) Video Lesson observation and criticism, c) Skill Integration lesson presentation with peer group, d) ICT mediated lesson with peer group – 1 +1, e) Video recording lesson of peer in simulation classes – 1 +1, f) Concept analysis and presentation on subject content, Type – 3 : Video lesson Activity:, , Observation of video lessons: Each student-teacher has to observe at least two video recorded, lessons of experts and prepare observation notes. Format of observation has to be supplied by the, teacher educator., Type 3: Competency-Based Instruction:, Sl, No, 1, 2, 3, 4, 5, , Course input / exam scheme, , Credits, , Language across subjects, Understanding the Self,, Personality & Yoga, Fine arts and Theatre, Research Project, Reading and Reflecting on texts, , 2, 2, 2, 2, 2, , Assessment Marks, Minimum to pass, , Total, , 50, 50, , 25, 25, , 50, 50, , 50, 50, 50, , 25, 25, 25, , 50, 50, 50, , Int., , Ext., , 15

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The teacher educator has to demonstrate the competencies and its contextual use, Allow the, students to practice for mastery., Type 4: Lab Works :, ICT Basic , , ICT application, , : 2 Credits, : 2 Credits, , The lab activities are intensive systematized task activities to be taken under the supervision of, teacher educator within the institute campus. TEI‘s are expected to establish required labs with, infrastructure and equipments., Sl, No, 1, 2, 3, 4, 5, , Course input / exam scheme Credits, , Conduct of Practicum in lab, situation, Conduct of Practicum field, based and presenting as, report, Reporting the journal, record and submission, Examination for in lab work, Viva-voce on lab works, Total, , Assessment Marks, Int., , Ext., , Minimum, to pass, , Total, , 25, , 50, , 20, , 2, , 20, 10, 50, , ICT will have activities that will equip the student to use computers, camera, and video camera., Audio recording, computer software. research and data analysis software, Digital publication, activities, web related activities and any other advances that are useful and related with, empowering teachers and teacher educators., , The list of activities to be done in the ICT lab shall be listed as in the syllabus on practicum., There shall be two types of activities., Set-A : shall have following procedure (Individualized in lab work), a. Orientation for 15 to 20 minutes., b. Demonstration of the activity., , c. Presenting the details of the exercise by the student., d. Exercise practice and output print if necessary., , e. Writing the details of the activity in the journal and submission for signature., , Set-B : shall have following procedure: (In lab with work presentation), a. Orientation for 15 to 20 minutes., b. Demonstration of the activity., , c. Presenting the details of the excursive by the student., , d. Working out the excessive and presenting the material to the small group for feedback and, discussion., 16

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Some of the ICT mediated activities to be undertaken are:, Basic Competencies:, 1. Use of Word, spread sheet and related office applications, 2. Development of Power point presentation., 3. Nudi Kannada soft ware keying., 4. Web search and email use., , 5. Video recording, audio editing and providing back ground voice adding, 6. Using still camera for creating of picture files and use for teaching., 7. Use of graphic soft ware., , 8. Searching of open source material and use., , Additional Activities:, , 1. Write a report on the features and use of smart board in teaching-learning., , 2. Collection of e-resources and Reporting.(Text-Books, Articles, Reports, Theses; Audio and, Video Files related to educational technology), 3. Critical review of UNESCO ICT Competency standards for Teachers-2008, 4. Write a report on INSAT programs., , 5. Developing Educational blog in www.blogger.com , www.wordpress.com, 6. Develop the news groups and report., , 7. Comparative study of ICT syllabus of School Education and Teacher Education of Various, organizations, 8. Evaluating Educational broad casts in the Radio/T.V, , 9. Evaluation of websites related to educational programmes., , 10.Creating an account in Wikipedia/wikieducator/wikispaces and adding/editing content., , 11.Creating an Account in Teacher tube/slideshare and sharing your video/PowerPoint. View, and comment on others contributions., 12.Use one of the Concept map tool (freemind, VUE)and write a report., , 13.Use one of the E-book Tool(Sigil,caliber) for creating and editing books and report., 14.Preparation of CAI for classroom learning., , 17

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Psycho –Socio Tools and Techniques (Both the activities are compulsory), Sl, No, 1, 2, 3, 4, , Course input / exam, scheme, Conduct of Practicum, in lab situation, Conduct of Practicum, field based and, presenting as report, Reporting in the, journal record and, submission, Viva-voce, Total, , Credits, , Assessment Marks, Indoor, Activity, , Outdoor, Activity, , 10, , 2, , 2, , Minimum, to pass, , Total, , 5, , 10, , --, , 10, , 5, , 10, , 10, , 10, , 10, , 20, , 5, , 5, , 5, , 10, , 25, , 25, , 25, , 50, , The TEI will have resources in terms of required equipments, psychological tools, computers, software etc. If necessary a cubical with one way screen needs to be developed to use for student, viewers on activities like counselling parents, teachers, and other stake holders. The rooms are an, essential asset to observe and develop the counselling skills and see the effect of counselling on, beneficiary., Under this schema each student shall complete all the assignment listed for the academic term, as per the decision of the University. There shall be at least four indoor assignments and four, outdoor assignment for this course. The BOS shall evolve a list of assignment, improve upon and, notify accordingly., , Some of the sample assignments are listed below, A) Lab assignment:, 1. Tabulating the raw scores and processing the date of any one psychological tool with the, help of manual with a group of 40 student’s scores (Dept may evolve the draft and keep, ready for use), 2. Conducting counselling on issue related child/teachers recording the session and analysing, in terms of potential change, misgivings, ability of communication etc., 3. Administering a psychological text of performance based on a unit in the lab and reporting., 4. Identifying the random choice of items and degree of achieving scores by experimenting, with peer as subject of study., B) Field assignments:, 1. Visiting schools and generate the sociometry results through sociometry software and use, them for interpretation and insight on class room dynamics., 2. Testing intelligence/creativity of at least five children from school and reporting with the, scope to use the results for the beneficiary., 3. Evolving diagnostic/remedial testing material and identifying the needs in the dimensions, of academic, physical growth, psychological change, social competency etc of school, children., 4. Case study of extremities like weak child, alienated child, genius, differential ability child, and finding out the needed inputs., 5. Identify dyslexia cases, if any, from lower classes and provide strategic inputs to the child., , 18

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6. Test for colour blindness and other readability problems of class students and report the, findings to the class teacher., , Type 5: Field Work:, (To be taken during Semester III and IV during Engagement with Field Work Sessions), Under this mode there will be set of assignments to be undertaken with the guidance of assigned, teacher. All the assignments are to be undertaken during school visit and immersion period. The, required theoretical orientation needs to be arranged in the lecture classes. The candidate has, to visit the field and undertake the work and present the report. If required the intermittent, assessment by 8 guide will be done through group discussion and individual presentation. Some, of the specimen assignments are listed below:, a. Development of specific theme based lesson plans and teaching in vivo (real class room, situation) or in vitro (college based situation). Student has to design a lesson to be video, recorded and edited if required and should be presented as pedagogic exemplary on a, specific approach, method or technique., b. The student has to select one institute to study a theme ( Ex: discipline, inclusiveness, value, inculcation, school cleanliness etc )and should present the report along with the scope for, futuristic improvement. This has to be data based and has to be original in its nature., c. The teacher shall study at least three unique types of students as case study. They may be, the case of differentially abled, slow learners, genius or of unique nature., d. The student shall visit either DIET or any Teacher Education Institute and will observe ten, randomly chosen lessons of teacher educators, and prepare a quality assessment report, with merits and demerits. The student shall select one programme in operation, such as:, School Day, Science Exhibition, Pratibha Karanji, Ba Shalege, National festival day, etc and, document the event assess the status and present a report for its improvement., e. The student shall select any one issue of the National/State policy and observe the, implantation and effectiveness in selected three to five institute and report as document., f. Any other activity similarly designed and notified by the University., , For development of and reporting the student shall use all the ICT skills that he has, learned in the first two semesters and will present with multimedia digital form as far as, possible., , Some of the schemes of Assignment for XI –XII Pedagogic Courses in the fourth, semester are listed below:, School Intervention Competency Development (SIC-D):, Under this assignment each student will undertake intervention activity in the school. For this, purpose there will be orientation on various aspects of intervention. Some of the themes are, presented below:, a. Identification of poor resources utility and its optimization., , b. Introducing to updated pedagogy and TLM and experimenting., , c. Evolving activities for Higher Secondary School/ Secondary School and incorporation, to inculcate the inputs for the neglected components of educational policy., , d. Strengthening the programme presently undertaken by the Government at school level so, as to improve the quality, Every student will decide upon the programme after visiting the assigned school and do, a programme planning after consulting the stake holders and cooperating partners of the, programme. After the approval of the guide the programme will be implemented in a school/, college for a limited period of about a month. The details of the intervention should be reported., If required the same may be presented in the M.ED group discussion class., , 19

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A few more suggestive activities:, Systematic study of problems from subject areas through collection of information from different, sources –one Practicum in each subject - Records/Short reports to be maintained., , Capacity Building Program: The aim of the activity is to equip student teachers to face the, challenges of classroom situation in a multicultural society and also uplift the quality of teacher, education in par with the global standards. Any activity that can enrich the student teacher by, considering the individual potentialities of learners can be undertaken., Group Practicum-video script: Developing, enacting, recording and uploading one video script, based on a single theme. The task can be undertaken in groups with 3 to 5 members., , Seminar/Presentation: The student-teacher has to take up either a seminar or any presentation, to show his active involvement in the classroom transaction. The participation/involvement of the, student in classroom activities have to be assessed by the teacher using suitable self developed, proforma., Subject Association Activity: Participation/contribution and reporting the subject association, activities are to be organized weekly in pedagogic groups by student teacher, , Reading and Reflecting on Texts: The aim of this course is to enable student-teachers to enhance, their capacities as readers and writers by becoming participants in the process of learning and, to respond to a variety of texts in different ways and also learn to think together. The aim is also, to engage with the readings, interactively-individually and in small groups. Each student teacher, is expected to read a variety of texts, including empirical, conceptual and historical work, policy, documents, studies about schools, teaching, learning etc. and to prepare reflective notes. Reflective, session on themes may be organized regularly., , Multiple Choice Questions: MCQ Test Battery: The student-teacher has to prepare Multiple, Choice Question Test batteries with 40 items each covering the syllabi based on one of the specific, Units. This assignment should be mandatory for Higher Secondary Student teacher., Assignment: Teaching Learning Material Development:, The B.Ed student shall undertake development of TLM under this assignment. The student will be, assigned with a guide for this purpose. The TLM can be on any of the following levels., a. HPS / HSS Curriculum subjects., b. Secondary School Curriculum subjects., c. Learning and teaching issues proposed in the National and State educational policies, , In special occasion in consultation with guide TLM can be for Higher education courses., The developed material should be original in nature, by the candidate. It should not be the copy, of already prepared by someone. The material may have multimedia, activity centered, or any, other format according to certain principles of learning–teaching strategies. The TLM should, be a complete package with objectives, material, implementing strategy, testing material and, assessment procedure. The developed material needs to be tried on a small sample and the report, of its effectiveness should be in the form of a report. The report with the approval of guidance, should be submitted and also be presented in the pedagogic classes., , 20

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Type 6:, List of the Practical Work to be taken during Internship: The detailed procedure is provided in, courses details of Immersion Programme. Some of the practicals to be taken during the course, are:, • Teaching Aid, • Book Review, • Blue Print (Subject - 1) Action Research / Case Study Literacy Programme Co-curricular, Activity, • Organization of Parental Programme Analysis of Result of any one Class. Psychological, Testing, • Observation of Experienced School Teachers Viva & Co-curricular Activity, • Education Forum Project Based Learning, Type 7 : Community Orientation and Co-Curricular Activities, In addition to the above practice teaching components, each student teacher shall participate/, undertake the following activities and submit a report in respect of each item: In the 2nd or 3rd, semester, • Physical Education/ Games (PE/G)- (2nd sem), • Citizenship Training Camp (CTC) :- (2nd sem), • Socially Useful Productive Work (SUPW) -(3rd sem), • Co-Curricular Activities (CCA)- (3rd sem), , The CTC should aim at fostering qualities like Working with Community, Collective Work, CoOperative Living, Fellow Feeling, like-minded towards rural culture etc. among student teachers., The college shall arrange to have such activities in CTC that foster the above orientations. The CTC, should exclusively be conducted at a rural place/outskirt city by the college during the Second, Semester., These activities shall be graded as A, B, C, D, and E and the grades for these activities shall, be shown in the marks card. The grade elaboration is as follows:, A – Excellent, B – Good, C – Average, D – Fair and E – Poor., , 11.00 Working Days, There shall be at least 200 working days each year and 100 working days each semester,, excluding the period of admission and inclusive of classroom transaction, practicum, field, study and conduct of examination. The department/ college shall work for a minimum of, thirty six (36) hours in a week during which faculty and students concerned with the conduct, of the programme shall be available all the time for interaction, dialogue, consultation and, mentoring programme., 12.00 Attendance and Conduct :, B.Ed is a full time course and students shall not take up any employment /course, part time, or full time employment during their B.Ed programme. Students found violating this rule, shall be removed from the course. In case found post completion of such act, necessary, action needs to taken to withdraw the degree., , Each course shall be taken as unit for the purpose of calculating attendance for, theory and practicum., , The student shall deemed to have satisfied the requirement of attendance, progress, and conduct, if he/she has attended not less than 80% of the total number the working hours, , 21

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for theory courses, and with practicum 90% ( inclusive of field attachment and internship, held up to the end of the semester including lectures, seminars, group discussion, project, work, practicum, internship, tests etc.) in each semester. The relaxation shall be as per the, State Government circulars if any, , 13.00 Successful Completion of Course work:, All the program/courses carrying credits should be compulsorily attended by all the candidates, for the successful completion of the course. Only such candidates are permitted to register for, the end Semester University examination., (i) Candidates who have completed the requirements of practical work related to theory, and other components of the Semester and registered for the End Semester University, examination alone will be allowed entry to the next Semester., (ii) The marks and respective grades of internal assessment ( Theory & Practical Courses), during each Semester have to be forwarded to the University by the institutions within, stipulated time before closing of the semester both Online and in manual/printed (hard, and soft copy) as per University procedure., (III) Practical work related to Perspectives in Education (Core) and Curriculum and Pedagogic, Courses, Optional papers, CE & other Practical Courses/Engagement with the field (college,, school and community based) have to be compulsorily attended by all the studentteachers to be eligible for appearing for the Semester End University Examination. All the, practicals during Semester I, II, III & IV will be assessed by teacher educators internally., Records/reports/products related to theory and Practical courses have to be prepared and, maintained. They are to be made available for assessment if demanded., 14.00 Assessment and Evaluation, A Panel of Examiners for B.Ed will be prepared by the Board of Studies in Education. A Board of, Examiners will be constituted by the University from the Panel of examiners for B.Ed Course. The, Registrar (Evaluation) shall conduct the examination and declare the results., Semester Theory Examination : Question paper pattern, , Perspective, Courses, Pedagogy, Course-1, Pedagogy, Course-2, , SECTION - A, , Quest’ns, To be, given, , Quest’ns, To be, answered, , 4, , 2, , 7, 4, , 4, 2, , SECTION - B, , Marks Total, Quest’ns Quest’ns Marks, Total, Grand, for each marks for To be, To be, for each marks for Total, quest’ns quest’ns given, answered quest’ns quest’ns, , 10, , 40, , 11, , 8, , 5, , 40, , 80, , 10, , 20, , 6, , 4, , 5, , 20, , 40, , 10, , 20, , 6, , 4, , 5, , 20, , 40, , Internal Assessment, Each Course normally, would have two components- the Internal Assessment and the Semester End, Examination. The Internal Assessment (IA) marks are based on continuous internal assessment, in a continuous mode. The total marks for the Internal Assessment shall be based on the marks, assigned for IA component of the course. For all the courses the split of marks for IA and the marks, for Semester End Examination are presented in the schematic table present in the course detail, table., a. The purpose of IA is to ensure that there is Continuous Internal Assessment throughout the, , 22

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semester. The Internal Assessment in each semester would have components distributed, right across a variety of activities., b. The various components of Internal Assessment Marks in each theory paper normally are, as follows:, , FIRST COMPONENT, SECOND COMPONENT, Activities, Marks, Activities, Marks, Session Test, 5, Session Test, 5, Field Assignment, 5, Seminar, 5, Total, 10, 10, The first component of assessment is for ten marks. This will be based on session test of two, hours in case of theory and submission of field assignment report based on core papers within, one month from the date of allotment. (5 mark for Test and 5 marks for field assignment). This, assessment and score process should be completed after completing 50 percentage of syllabus of, the course/s and within 45 days of each semester programme., The second component of assessment is for ten marks. This will be based on test and seminar., This will be based on session test of two hours in case of theory and preparation and presentation, of seminar based on core papers and with duration of one hour. (5 marks for Test and 5 marks for, seminar). This assessment and score process should be completed after completing 50 percentage, of syllabus of the course/s and within 45 days of each semester programme., The Principal of the institute with the approval of the staff Council shall notify the time table, for session tests on the notice Board. The teacher shall set and evaluate the course paper. The, evaluated course marks of all the tests, seminars and field assignments shall be taken into account, for the compilation. The marks list should be notified on the notice Board as feed back to students., The respective Principal of the College shall submit all the records (duly signed by the respective, teachers) of internal assessment activities and the marks lists in specified sheets as per the, calendar of events provided., The records of all the internal assessment activities shall be maintained for one year, , The consolidated Internal Assessment marks statement shall be submitted to the Registrar, (Evaluation) at least through proper procedure devised by the University., Thus, the marks for each course shall be continuous assessment and conduct of examinations., , , , , Total marks for each course , Internal assessment , Semester - End -Examination, , 100 Marks, 20 Marks, 80 Marks, , The grade and the grade point earned by the candidate in the subject will be as given below:, P, 90-100, 80-89, 70-79, 60-69, 50-59, 0-49, , G, 9 (A++), 8(A+), 7(A), 6(B+), 5(B), 0(C), , GP = V x G, VX9, VX8, VX7, VX6, VX5, VX0, , Here, P is the percentage of marks secured by a candidate in a course which is rounded to nearest, integer. V is the credit value of the course. G is the grade and GP is the grade point., , 23

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If G = 0 (C), (GP=O) then the course is automatically considered as PENDING. He/She is not, said to have failed in the course., , Overall Cumulative Grade Point Average (hereafter CGPA) of a candidate after successful, completion of the required number of credits as predetermined for the programs under various, faculties is given by the ratio of the cumulative sum of the, Grade points earned by the candidate during all the semesters to the cumulative sum of the, credits specified for the entire program., CGPA = GPi/ Vi, Where, GPi denotes the grade points earned in the course;, Vi denotes the credit value specified for the course., Final Grade Point (FGP) shall be awarded on the basis of CGPA of the candidate., CGPA, 8> CGPA < 10, 6>CGPA < 7.99, 5 >CGPA < 5.99, , FGP, 1, 2, 3, , 15.00 Challenge Valuation, After declaration of the results of the post graduation, if any candidate wishes to apply for, challenge valuation, he/ she shall apply to the Registrar (Evaluation) for the said purpose by, paying the prescribed fees within 15 days. He can challenge the grade awarded to him/her by, submitting an application along with the prescribed fees to the Registrar (Evaluation) through, the proper channel. The challenge valuation shall be applicable only for C3 Component of Course, (theory) only. The candidate has to surrender the grade card if issued earlier to him/her before, announcement of the results of the challenge valuation., After receipt of application for challenge valuation, the Registrar (Evaluation) either, personally or through the coordinator appointed for the said purpose, with the approval of the, Vice-Chancellor, ask a subject specialist from among the panel of examiners approved already to, evaluate the concerned script. The marks awarded in the challenge valuation shall be final., , 16.00 Provision for Improvement:, i) Provision for improvement is created only for his/her performance in the theory papers., ii) The candidate has to complete the B.Ed programme within three years from the date of, admission and no extension is permissible as per the NCTE norms., 17.00 Pending Course/s:, The candidate has to earn at least 50% of the total credits (courses) specified for First and Second, Semester of the programme in order to proceed to the Third Semester and onwards., , 18.00 Improvements of Results:, Programme grades improvement is limited to theory alone. For programme grade improvement, in theory, candidates have to appear for the concerned examinations with the regular schedule., Higher marks of the two i.e. marks before improvement and after improvement whichever is, higher will be considered., Notwithstanding anything contained in NCTE regulations, in these Regulations for the Provision, of any Guidelines, Order, Rules or Regulations in force shall be in applicable to the extent of their, in consistency with these regulations. The University shall issue such orders, instructions etc and, prescribe such format, procedure etc, as it may deem fit to implement the provisions of these, regulations., , 24

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, , Semester –I, CHILDHOOD AND ADOLOSCENCE, Contact Hours: 60 , , , Marks: 100, 4 Credits, , ==============================================================================================================, , Objectives, After studying this course the student- teachers will be able to……, 1. Explain the process of development with special focus on infancy, childhood and, adolescence., 2. Critically analyze the developmental variations among children., 3. Comprehend adolescence as a period of transition and threshold of adulthood., 4. Analyze different factors influencing child development., 5. Understand the different theories of human development., UNIT-I Educational Psychology, 1. Psychology- Meaning and Major branches of Psychology, 2. Educational psychology-Meaning, Nature and Significance, 3. Methods of studying psychologyi. Introspection,, ii case study, ii. Observation, , iii. Experimental Method, iv. Psycho-Analytical method, , Unit II: Approaches to Human Development, 2.1 Concepts Differences and Principles of growth and development, 2.2 Classification of Stages according to Herlock, 2.3 Developing Human Stages and characteristics(Childhood and adolescence)., 2.4 Role of Hereditary and Environment., 2.5 Domains (Physical, Sensory, Perceptual, Cognitive and Socio emotional), Unit III:Theoretical Approaches to Human Development, 3.1 Cognitive development (Peaget and Bruner), 3.2 Socio Cognitive theories ((Vygotsky, Bandura), 3.3 Psychosocial Theory (Erikson), 3.4 Moral development Theory (Kohlberg’s), 3.5 Psycho analytic theory (Freud)., , Unit IV: Adolescence as period of Transition., 4.1 Concept, needs and problems of adolescence. , 4.1 Genesis of Problems during Adolescence( Physical, Cognitive, Emotional, Social and Moral), 4.2 Mechanism of Adjustment with Special reference to Defense Mechanisms and Holistic, development., 4.3 Significance of Life skill Education for Adolescence, Engagement with the field as part of course as indicated below Hands on Experience, • Observe children stages and identify the milestones at various achieved., • Seminar on human development, • Writing Journal for reflection and case study, , 26

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, , Semester –I, PHILOSOPHY AND SOCIOLOGY OF EDUCATION, Contact Hours: 60 , , , Marks: 100, 4 Credits, , ===============================================================================================================, , Objectives of course, 1. To develop understanding of the interrelationship between philosophy and education, 2. To develop the appreciation of the basic tends and principles and development of the, major Western and Eastern schools and philosophy., 3. To Develop nationalism and internationalism., 4. To develop human and social values., UNIT I - Philosophical Foundation of Education, 1.1 Meaning and Scope of Philosophy, 1.2 Need of Philosophy In Life and for Teaching Practical, 1.3 Meaning and various Definitions of Education, 1.4 Interrelationship between Philosophy and Education, , UNIT - II Schools of Philosophy, 2.1 Idealism, Naturalism, Pragmatism. With special reference to Aims, objectives, Curriculum,, Methodology, Teachers Pupil Relationship, Discipline, Values and Educational, Implications., 2.2 Contribution of selected philosophers – Mahatma Gandhi, Tagore, Swami Vivekananda,, John Dewey, Rousseau. with reference to aims, methods, descipline and curriculam., 2.3 Values and Education: Spiritual, Moral, Social, Aesthetic & Human Values., 2.4 National Values as Mentioned In The Indian Constitution., UNIT – III Sociological bases of Education, 3.1 Relationship of sociology and Education, 3.2 Concept, scope and functions of Educational sociology and sociology of Education-., 3.3 Education as a social sub system - specific characteristics which make for social harmony., UNIT - IV State and Education:, 4.1 Educational provisions for the state in Indian Constitution., 4.2 Education and Democracy, National Integration through Education, 4.3 Education for International Understanding., 4.4 Education in relation with human culture, religious polices, modernization, role of, culture in provincial development in education and culture. Changes in India with special, reference to Indian education, Social change, Social stratification and its responsibilities, for social changes., Assignment:, 1. Seminar on sociological bases of education., , 2. Relationship between philosophy and education., Note : The college is free to introduce any related practicum / fieldwork activities on relevant, unit or sub¬unit, , Suggestive Readings:1. Sociological Approach In Indian Education –Vinod Pustak Mandira Agra By SS Mathur, 2. The Philosophical And Sociological Foundations Of Education (Doaba House Book Sellers, And Publication Delhi 11006) By Kamal Bhatia And Baldevbhatia, 3. Ground Work Of Theory Of Education By Ross., 4. Modern Philosophy Of Education –By Brabacher, 28

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –I, EDUCATIONAL TECHNOLOGY, , Contact Hours: 60 , Objectives , , Marks: 100, 4 Credits, , ===============================================================================================================, , Objectives:, After the completion of course, pupil teachers will be able to –, 1. Understand the concept and scope of Educational Technology, 2. Understand the concept of Approaches of educational technology, 3. Understand and use the different Media in Education, 4. Understand the different learning Experiences and use them in the teaching-learning, process., 5. Acquaint with innovations in Educational Technology, 6. Integrate ICT into Teaching Learning, administration and Evaluation., 7. Develop information Management, communication and collaborative skills., 8. Design and develop and use learning materials in Teaching., 9. Practice safe, ethical ways of using ICT., 10. Use ICT for making classroom processes Inclusive, Course Contents:, , Unit- I Basics of Education Technology, 1.1 Educational technology- Meaning, Nature, Scope, objectives, and Importance., 1.2 Instructional technology: Meaning, nature and scope., 1.3 Differences between Educational technology and Instructional technology, 1.4 Components of educational technology –Hardware, Software., 1.5 Systems approach- Instructional design, , Unit-II Media in Education, 2.1 Print media- Books, Journals, Magazines and newspapers., 2.2 Digital Media- Documentaries, still pictures, websites, webpage etc,, 2.3 A-V materials: definition, types audio aids, visual aids, A-V aids (Radio, T.V. and Films), 2.4 Multi-media: Meaning & concept, scope and importance., 2.5 Dales cone of experience model., , Unit- III Educational systems, 3.1 e-learning, cooperative learning, mobile learning- concept, advantages and limitations., 3.2 Teleconferencing: Audio and Video, Interactive white board- uses & advantages, 3.3 Web services: e-mail, chat, online forums, blog, wiki, e-library, 3.4 Resource centers and services in educational technology: CIET (NCERT), SIET, EMMRC,, UGC-CEC, TEINDIA, EDUSAT,NME-ICT,IT@SCHOOL, GYAN DARSAN, INFLIBNET., , Unit-IV Understanding of ICT in Education, 4.1 Concept of ICT and Principles of using ICT in teaching learning process, 4.2 Impact of ICT in education (impact of ICT in social, cultural, economical), 4.3 Role of teacher (administrator, facilitator, tutor, mentor, counselor, evaluator) in ICT, enabled education., 4.4 Issues and concerns related to ICT, 4.5 Concept, meaning and merits in Education: Computer Assisted Instruction (CAI), Comp, uter Managed Instruction (CMI),Computer Mediated Communication (CMC), Computer, simulation, Blended learning, Educational podcast, Web- based learning, Cloud computing., , 29

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Learning Activities, 1. Visit websites (Khans academy, E-Gyankosh,Shodhaganga, NCTE, NCERT, DSERT, UGC), Collecting Documents like Polices, plans, statistics, scholarships, issue and trends and, writing reports., 2. Free website development and usage (Webs.com), 3. Recording- Audio/Video lectures discussions, and presentations etc, editing and writing, report on procedures., 4. CAI- Development and reporting, 5. Mobile learning- related activities lie use of blue tooth, SMS, MMS and other features., 6. Blog- development and related activities, 7. Login in to You tube-download and upload., 8. Writing a report on TV Lessons and discussions, 9. Writing a report on Radio lessons and discussion., 10. List out the content related different learning experiences, , References, 1) Aggawal J.C. (1972). Essentials of Educational Technology.New Delhi: Vikas PublishingHouse., 2) Apter, Michael, J. (1968). The New Technology of Education.London: MacMillan., 3) Bhatt, B.D. and Sharma, S.R. (2003). Educational Technology: Concept andTechniques. New, Delhi: Kanikshka Publishers Distributors., 4) Bhushan, Anand and Ahuja, M. (1992). Educational Technology.Patiala:Bawa Publishers., 5) Dale Edgar. (1954). Audio-visual methods in Teaching. (2nded).New York:The Dryden, Press, 6) Dale, Edgar.(1946). Audio-visual methods in Teaching. New York: TheDryden Press., 7) Dale Edgar. (1969). Audio-visual methods in Teaching. (3rded).New York: TheDryden, Press., 8) Dange. Jagannath, K.(2014). Learning and Experiences. Lap Lambert Publication., Germany., 9) Goel, D. R., and Joshi, P. (1999). A Manual for INTERNET Awareness. CASE: TheM. S., University of Baroda Press., 10) Khirwadkar, A. (2005). Information & Communication Technology in Education. New Delhi:, Sarup & Sons., 11) Khirwadkar, A. (2010). e-learning Methodology: Perspectives on theInstructional Design, for Virtual Classrooms. New Delhi: Sarup Book PublicationLtd., 12) Kulkarni, S.S. (1986). Introduction to Education Technology.New Delhi:Oxford & IBH, Publishing Co., 13) Kumar, K.L. (1996). Educational Technology and Communication Media. Cuttack:, Nalanda., 14) Mahapatra, B.C. (2006). Education in Cybernatic Age.New Delhi: Sarup Sons., 15) Mangal, S.K. and Mangal, U. (2009). Essentials of Educational Technology. New Delhi: PHI, Learning Private Limited., 16) Richmond, W. R. (Ed.) (1900). The Concept of Education Technology: ADialogue with, Yourself. London: Weidenfield and Nicolson., 17) Ruhela, S.P. (1973). Educational Technology.New Delhi: Raj Prakashsn., 18) Sampath, K., Pannirselvam, A.and Santhanam, S. (1990). Introduction toEducational, Technology. New Delhi: Sterling Publishers Private Limited, 19) Saxena, S. (1999).A first course in computers.New Delhi: Vikas PublishingHouse., 20) Sharma, R. A.( ). Technology of Teaching. Meerut: International Publishing House., 21) Sutherland, R., Robertson, S. and Peter John. (2009). Improving ClassroomLearning with, ICT. New York: Routledge., 30

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester –I, UNDERSTANDING DISCIPLINE AND PEDAGOGY: LANGUAGE, Contact Hours: 30 , Objectives , , Marks: 50, 2 Credits, , ===============================================================================================================, , OBJECTIVES, 1., 2., 3., 4., , Analyse meaning, functions and different related concepts of language (dialect, standard, language, mother tongue, biliangual), Explain language policies and the recommandations of NCF-2005, , Understand the process of acquisition of language in the back drop of perspectives of, linguists, , Explain challenging issues such as no comprehension, disability etc in the teaching of, language., , Unit 1: General Introduction to Language, 1.1 Language: Meaning, Concept, Components and Functions, 1.2 Pedagogy of different languages-Critical analysis- Dialect, Standard and Non-standard, languages., 1.3 Characterizing mother tongue, first language, and second language, bilingual and multilingual., 1.4 Language Policies and Politics-Power, identity and politics of language; Language as a, medium of instruction, debate about English as a medium of instruction;, 1.5 The recommendations of NCF-2005 on language education., Unit 2: Language Acquisition, 2.1 Language learning in early childhood, 2.2 Language and Cognition: Piaget, Vygotsky, And Chomsky on language acquisition and, relevance of their views for the language teacher;, 2.3 Second language acquisition, Unit 3: Challenges in Language Learning, 3.1 Issues of non-comprehension, 3.2 Lack of independence in language use, 3.3 Examining the role of school context in creating difficulties for language learners, 3.4 Understanding language “disability” and the language teacher’s role in dealing with it, , Practicum/Assignment :, 1., A Classroom seminar on ‘Power Politics of language in India’ or ‘The Recommandations of, NCF-2005’., 2., Construction of remedial teaching programme for disable students, Readings, 1. Agnihotri, R. K. (1996). KaunBhasha KaunBoli. Sandarbh 13, 37-43, 2. Agnihotri, R. K. (2009). Language and dialect. Learning curve, 13., 3. Agnihotri, R.K., & Kumar, S. (2001). Bhasha, boli, laursamaj. Deshkal Publications., 4. Atwell, N. (1987). In the Middle: Writing, reading, and learning with the adolescents., Portsmouth:.Heineman., , 31

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5. Kunwar, N. (2015). ‘Right writing’ in Indian clasroom: learning tobe artificial. Language, and language teaching.Vol 4, No. 1, Issue 7., 6. Rai, M. (2015). Writing in Indian schools: the product priority.Language and language, learning.Vol 4, No 1, Issue 7, 32-36, 7. Sinha, S. (2012). Reading without meaning: The dilemma of Indian classrooms. Language, and Language Teaching, 1:1. 22- 26., 8. Sinha, S. (2009),ofreading:Rosenblatt’sExploringliterature, the Contemporary Education, 1, , 32

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester –I, Understanding Discipline and Pedagogy: Social Science, , Contact Hours: 30 Max marks :50, Credits: 2, ==========================================================================, Objectives of the Course, 1. To enable the prospective teachers to address the following questions:, 2. To understand the meaning, nature and philosophy of Social Science, 3. To understand contemporary society and the relevance in teaching of social science in, schools., 4. To explain the status of learning social science at secondary school level., 5. To understand the issues and challenges in articulating the nature of social science, curriculum and its pedagogical practices., 6. To evaluate and assess the teaching and learning processes and its valuable implications, in the professional development of teachers., 7. To understand the meaning, nature, scope, principles and Approaches of social Sciences., 8. To evaluate the present social studies textbook critically., 9. To know the objectives and framework of NCF 2005 and 2009., Unit I Evolutionary Framework of Social Science:, 1.1 Meaning, significance, Nature and Scope of Social Sciences, 1.2 Aims and objectives of teaching Social Sciences, 1.3 History of social science as a discipline in the curriculum, 1.4 Distinction between social sciences and social studies, 1.5 Study of human life in time and space dimension, 1.6 Need for social science as a discipline in the curriculum, , Unit II Social Science in Schools, 2.1 Role of social science in understanding current contemporary problems.., 2.2 Qualities and characteristics of good social science textbook., 2.3 Critical Review of Social Science Text books from class 6th to 10th State Board., 2.4 perspectives in Social Sciences: Social, Historical, Environmental, Economic and, Constitutional., 2.5 Concerns in Teaching Social Science: Diversity, Gender and Special Needs, 2.6 The importance of critical enquiry, critical thinking and problem solving in building social,, historical, environmental and economic perspective in social science., Unit III Social Science Curriculum, 3.1 Curriculum-Meaning, nature and scope, 3.2 Principles of social sciences curriculum construction, 3.3 Approaches of organizing social studies curriculum- Concentric,, Chronological and correlation, 3.4 New Trends in Social Studies curriculum., 3.5 Review of different Commissions/Committees Reports, 3.6 National Curriculum Framework for social science (NCF 2005), , Assignments: (Any one), 1. Evolution of Social Science Curriculum to the present stage in terms of various Indian, educational policies., 2. Critical Review of Social Science Text books of 8th or 9th std. of Karnataka state, , 33

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Note : The college is free to introduce any related practicum / fieldwork activities on relevant, unit or sub-unit, , Suggested Readings, 1. Arora &Awasthy (2003), Political theory, Haranand Publication Pvt. Ltd. New Delhi., 2. Arora, P (2014). Exploring the Science of Society. Journal of Indian Education.NCERT, New, Delhi., 3. Arora, P (2014). A Democratic Classroom for Social Science, Project Report, University of, Delhi, Delhi., 4. Batra, P. (Ed 2010). Social Science Learning in Schools: Perspective and Challenges. Sage, Publications India Pvt. Ltd. New Delhi., 5. Bining, A.C. &Bining, D.H.( 1952), Teaching of social studies in secondary schools, Tata, McGraw Hill Publishing Co. Ltd. Bombay., 6. Crotty, M., (1998), The foundations of social research: Meaning and perspective in the, research process, London: Sage Publication., 7. Edgar, B.W. &Stanely (1958), Teaching social studies in high school, Heath and company,, Boston D.C., 8. Gallanvan &Kottler, Ellen (2008), Secrets to success for social studies teachers, Crowin, Press, Sage Publication, Thousand Oaks, CA 91320., 9. George, A., M. &Madan, A. (2009). Teaching Social Science in Schools. Sage Publications, India Pvt. Ltd. New Delhi., 10. Hamm, B. (1992).Europe –A Challenge to the Social Sciences. International Social Science, Journal (vol. 44)., 11. Haralambos, M. (1980). Sociology Themes and Perspectives. New York. O.U.P., 12. Haydn Terry,Arthur James and Hunt Martin. (2002),Learning to Teach History in the, secondary school : A companion to school experience, Routledge, Falmer, (Taylor and, Francis group), London, New York., 13. Kumar, Sandeep (2013).Teaching of Social Science, Project Report, University of Delhi,, Delhi., 14. Kirkpatrick, Ecron, (1997). Foundation of Political Science: Research, Methods and Scope,, New York, The free press., 15. Mayor, F. (1992). The role of the Social Sciences in a changing Europe. International Social, Science Journal (vol. 44)., 16. Misra, Salil and Ranjan, Ashish (2012)Teaching of Social Sciences:History,Context and, Challenges in VandanaSaxena (ed.),Nurturing the Expert Within, Pearson, New Delhi, 17. Popper, Karl. (1971). The Open Society and its Enemies. Princeton University Press., 18. UNESCO-World Social Science Report (2013), 19. Wagner, P. (1999). The Twentieth Century –the Century of the Social Sciences? World, Social Science Report., 20. Wallerstein, I, et al., (1996). Open The Social Sciences: Report of the Gulbenkian, commission on the Restructuring of the Social Sciences. Vistaar Publications, New Delhi., 21. Webb,Keith (1995). An Introduction to problems in the philosophy of social sciences,, Pinter, London, New York., 22. Winch,Peter (1958).The idea of a Social Science and its relation to Philosophy Routledge, and Kegan Paul, London, New York: Humanities Press., 23. Zevin, J., (2000), Social studies for the twenty first century, Lawrence Erilbaum Associates, Publishers, London., , 34

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –I, Understanding Discipline and Pedagogy: Sciences, , Contact Hours: 30 Marks: 50, 2 Credits, , ============================================================== =================================================, , Course Objective, , This course would enable the pupil teachers to understand Science as a discipline through, its philosophical and epistemological perspectives. The insights into the nature of science, and how children construct knowledge science would help in developing a critical, understanding about the curriculum in science and how it unfolds through the transactional, processes at the various levels of school education. Thus, this course aims to lead the pupil, teachers from an understanding about science discipline to a holistic understanding about, science-education situated in learner context and social realities., , Unit I : Nature of Science and Science Education, a) The nature of science• science as a process, • science as a body of knowledge,, • science as a social enterprise;, • Science-Technology-Society-Environment (STSE) Interface., b) A historical perspective:, • The development of science as a discipline, • Awareness of the contributions of Popper and Kuhn., c) A critical understanding of science as a subject at the various levels of school education, and thereby of the purpose of science education at the various levels of school education., d) Development of Scientific Temper, public understanding of science, ethics of science;, science education in the context of a developing country., Unit II: The learner Context, • Children’s conceptualization -Pre-conceptions of science and their significance in, knowledge constructions (with linkages to learning at the primary level); frameworks’ in, science., • Understanding children’s fear of science, correlate the observed phenomena with micro, level processes and with their symbolic/mathematical representations., • Construction of knowledge in science: conceptual schemes, concept maps., • Role and limitation of language: its contribution towards expression, articulation and the, understanding of science., • Addressing Learner-diversity: gender issues, special need-learners, contextual factors., Unit III: The science curriculum, • The nature and underlying criteria for a science curriculum and content organization., • Approaches to curriculum transaction: integrated approach and disciplinary approach;, Interdisciplinary., • A critical review of Science Curriculum, * At the National Level i.e. NCERT curriculum,, * At the State Level i.e. SCERT curriculum,, * Hoshangabad Science Teaching Programme (HSTP) ;, * An awareness about science curricula at international level such as Nuffield Science,, , 35

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•, , Harvard Science project 2016 etc ., Criteria for the analysis of science textbooks (including issues related to gender, the sociocultural context, etc.), , Suggested Reading List, 1. Aikenhead, W. W. (1998). Cultural aspects of learning science. Part one , pp 39-52. (B. F., Tobin, Ed.) Netherlands: Kluwer academic Publisher., 2. Barba, H.R. (1997).Science in Multi-Cultural Classroom: A guide to teaching and Learning., USA: Allyn and Bacon., 3. Bevilacqua F, Giannetto E, & Mathews M.R., (eds.). Science Education and Culture: The, Contribution of History and Philosophy of Science. The Netherlands: Kluwer Academic, Publishers., 4. Cobern, W. W. (1998). Socio-Cultural Perspectives on Science Education. London: kluwer, Academic Publisher., 5. Deo, M.G. & Pawar, P.V. (2011), General Article: Nurturing Science Talent in Villages, In, Current Science, Vol. 101, No. 12, pp1538-1543., 6. Hines, S. M. (Ed.). (2005). Multicultural science Education: Theory, Practice, and Promise, (Vol. 120). New York, U.S.A: Peter Lang., 7. Lee, E. & Luft, J. (2008), Experienced Secondary Science Teachers’ Representation of, Pedagogical Content Knowledge. International Journal of Science Education 30(10), 13431363(21),, 8. Lee, O. (2003). Equity for Linguistically and Culturally Diverse Students in Science, Education. Teachers College Record, 105 (3), pp 465-489., 9. Lynch, S. J. (2000). Equity and Science Education Reform. Mahwah, NJ: LawrenceErlbaum, Associates, Inc., 10. National Curriculum Framework for Teacher Education: Towards Preparing Professional, and Humane Teacher (2009-10), NCERT: New Delhi, 11. National Curriculum Framework, (2005), NCERT: New Delhi 12. Newsome, J. G. & Lederman,, N. G. (Eds.) (1999), Examining Pedagogical, 12. Content Knowledge: The Construct and its Implications for Science Education. Kluwer, Academic Publishers, The Netherlands, 13. Parkinson, J. (2002). Chapter-1. Learning to Become an Effective Science Teacher. In, Reflective Teaching of Science 11-18: Continuum Studies in Reflective Practice and Theory., New York: Continuum. pp. 1-12., 14. Quigley, C. (2009). Globalization and Science Education: The Implications for Indigenous, knowledge systems. International Educational Studies , 2 (1), pp 76-88., 15. Rashtriya Madhyamik Shiksha Abhiyan (2005), MHRD: New Delhi 16. Rivet, A.E. & Krajick,, J.S. (2008), Contextualizing Instruction: Leveraging, 16. Students’ Prior Knowledge and Exper, 17. Middle School Science, In Journal of Research in Science Teaching, Vol. 45, No. 1, pp 79-100., 18. Sears, J. and Sorensen, P. (Eds.). (2000) Issues in Science Teaching. Routledge Falmer, The, Netherlands., 19. Tobin, K. (Ed.). (1993). The Practice of Constructivism Science Education . Hillsdale, New, Jersey: Lawrence Erlbaum Associates, Inc., 20. Van Driel, J.H.V., Beijaard, D. & Verloop, N. (2001), Professional Development and Reform in, Science Education: The Role of Teachers’ Practical Knowledge. Journal of Research in, Science Teaching, 38(2), 137-158, February, 21. Wallace J. and Louden W. (eds.). Dilemmas of Science Teaching: Perspectives on Problems, of Practice. London: Routledge Falmer. pp. 191-204, , 36

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –I, Understanding Discipline and Pedagogy: Mathematics, Contact Hours: 30 Marks: 50, 2 Credits, , ===============================================================================================================, , Objectives:, To enable the pupil teachers :, 1., Understand mathematics as a discipline., 2., Get insights into the nature of mathematics., 3., Concerns and challenges of teaching of mathematics., , UNIT 1: Introduction to Mathematics, 1.1 Meaning, Nature and Scope of Mathematics., 1.2 Aims & objectives of teaching Mathematics, 1.3 Language and Symbolism of Mathematics, 1.4 Axioms and Postulates- definition and Examples, 1.5 Proofs : Meaning, Different Methods (Direct and Indirect Methods) and Examples, 1.6 Contributions of Mathematicians: S Ramanujan, Aryabhata, Newton and Euuklid., 1.7 Multicultural Mathematics : Understanding of fundamental Mathematcs like, Number system, Arithmatics, Algebra and Geometry., , UNIT 2: Learning Mathematics, 2.1 Developmental Progression in the Learning of Mathematical Concepts: Piaget and Bruner., 2.2 Processes of Mathematics: Reasoning, Logical thinking, Problem Solving and Connecting, 2.3 Socio-cultural Perspectives in Mathematics Learning: Situated Learning: Social, Construction of Knowledge, Social Interaction and Community of Practice., UNIT 3: Mathematics for Equity and Social Justice, 3.1 Need, Importance and Problems related to Mathematics, 3.2 Issue of Gender, and Culture in Mathematics Learning, 3.3 Construction of Learner’s Identity in a Mathematics Classroom., Assignments:, 1. Language and symbolism of mathematics, , Readings and resources, 1) Bishop, A. J. (1988). The interactions of mathematics education with culture.Cultural, Dynamics, 1(2), 145–157., 2) D’Ambrosio, U. (1985). Ethnomathemati pedagogy of mathematics.For the Learning of, Mathematics, 5(1), 44–48., 3) Devlin K. (2011). Introduction to Mathematical thinking., 4) Ernest, P. (2009). New philosophy of mathematics: Implications for mathematics education., In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive, mathematics education (pp. 43–64). Routledge., 5) Gutstein, E. (2007). “And that’s just developing student agency. Teachers College Record,, 109(2), 420–448., 6) Kazemi, E., &Stipek, D. (2001).Promoting conceptual thinking in four mathematics, , 37

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7), 8), 9), , 10), 11), 12), 13), 14), 15), 16), 17), 18), a., 19), 20), 21), 22), 23), 24), 25), 26), 27), 28), 29), 30), 31), 32), 33), 34), , classrooms.The Elementary School Journal, 102(1), 59–80., MESE -001(2003).Teaching and Learning Mathematics. IGNOU series, Newman, J. (2003). The World of Mathematics: A Four-Volume Series. Washington Tempus, Sautoy, M. du. (2008). The Story of Maths. UK: BBC Four Documentary. (Also available as a, book), Timothy Gowers (2002). Mathematics: A Very Short Introduction. Oxford University Press, Wheeler D (1983). Mathematisation matters. For the Learning of Mathematics, 3(1)., Boaler, J. (2010). The elephant in the classroom. Helping children love and learn maths., Souvenir Press Ltd, Boaler, J. & Staples, M. (2005). Transformi equitable mathematics approach: The case of, Railsideschool. Available for download on: www.stanford.edu/~joboaler/, Boaler, J. (2013, March). Ability and Mathematics: The mindset revolution that is reshaping, education. In Forum (Vol. 55, No. 1, pp. 143-52).Symposium Journals., Burns, M. (2007).About teaching mathematics: A K–8 resource, Third Ed. Math Solutions, Publications., Gray, E, &Tall, D (1994). Duality,ual”viewam of simple arithmetic. Journal for Research in, Mathematics Education, 25(2),116-140., Jackson, K. J., Shahan, E., Gibbons, L., & Cobb, P. (2012).Setting up complex tasks.Mathematics, Teaching in the Middle School, (January), 1–15., Skemp, R. (1978). Relational understanding and instrumental understanding., Arithmetic Teacher26 (3), 1-16., Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school.In A research, companion to principles and standards for school mathematics (pp. 27–44)., Ball. D.L, Hill H.C. & Bass, H.(2005). Knowing mathematics for teaching.American Educator., Fall 2005., Boaler, J. & Humphreys, C. (2005).Connecting mathematical ideas: Middle school video, cases to support teaching and learning (Portsmouth, NH, Heinemann)., Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make, mathematicsForthe Learningmore“real”?ofMathematics,13(2), 12– 17., Chapin, O’Connor,Classroom & Andersondiscussions: Usingmath(2009)talk. in elementary, classrooms. Math Solutions., Cirillo, M. (2009).Ten things to consider when teaching proof.Mathematics Teacher, 103(4),, 250-257., Fuller, E., M Rabin, J., &Harel, G. (2011).Intellectual need and problem-free activity in the, mathematics classroom.Jornal Internacional de Estudosem EducaçãoMatemática, 4(1)., Hiebert, J., Carpenter, T., Fennema, E., Fuson, K., Wearne, D., Murray, H. (1997). Making, Sense: Teaching and learning mathematics with understanding. Portsmouth, NH:, Heinemann., Kazemi, E. (1998). Discourse that promotes conceptual understanding. Teaching Children, Mathematics, 4(7), 410- 414., Knuth, E., Choppin, J., &Bieda, K. (2009). Proof: Examples and beyond., Mathematics Teaching in the Middle School, 15(4), 206-211., Lampert, M. (2001). Teaching problem and problems for teaching.Yale University., Lockhart, P., & Devlin, K. J. (2009).A mathematician’s.NewYork: lam Bellevue Literary Press., Martino, A.M. & Maher, C. (1999). Teacher questioning to promote justification and, generalization in mathematics: What research practice has taught us?.Journal of, Mathematical Behavior, 18(1), NCERT (2012). Pedagogy of mathematics: Textbook for two year B.Ed. course. New Delhi: NCERT., Parish, S. (2014).Number talks: Helping children build mental math and computation, strategies, Grades K-5, Updated with Common Core Connections. Math Solutions., , 38

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –I, Understanding Discipline and Pedagogy: Commerce, , Contact Hours: 30, , Marks: 50, 2 Credits, , ===============================================================================================================, , Objectives:, This paper is aimed at encouraging, 1. Commerce students to re-engage with their discipline and revisit prevalent, conceptualizations and practices., 2. Place of commerce education in society and the potential role that it can play in developing, commercially conscientious citizens, Unit 1 Nature of Commerce, a) Commerce Education: Evolution and Foundations of Historical and Socio-Political Context, of Commerce Education, b) Relationship of Commerce with business, trade, industry and economy: A Macro, Perspective, Unit 2 Understanding Knowledge in Commerce, a) Interrelationships within Commerce (Accountancy and Business Studies/ Management), b) Commerce and Social Sciences (linkages with Economics, Sociology, Geography and Law., Unit 3 Commerce and Society, a) Understanding Ethics and Values, b) Contemporary Business Environment and Commerce Education, , Suggested Readings, 1. Afzal, M. (2005). Analytical Study of Commerce Education at Intermediate Level in, Pakistan. Doctoral Thesis. University of Punjab, Lahore., 2. Carmona, S., Ezzamel, M., Gutiérrez, F. (2004). Accounting History Research: Traditional, and New Accounting History Perspectives, Spanish Journal of Accounting History. 1, 24-53., 3. Cherunilam, F. (2000). Business Environment. (11thed.). New Delhi: Himalaya Publishing, House. (Chapter-4: Social Responsibility of Business), 4. Dymoke, S. and Harrison, J. (Ed.) (2008). Reflective Teaching and Learning. New Delhi:, Sage. Chapter-4: Classroom Management, 5. Lal, J. (2002). Accounting Theory. (2nded.). New Delhi: Himalaya Publishing House., (Chapter-2 Classification of Accounting Theory., 6. Wadhwa, T. (2008). Commerce Curriculum at Senior Secondary Level: Some Reflections., MERI Journal of Education. III (2), 52-59, , 39

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –I, , (This course is to be second course for those who do not have a better choice of selection with, the first discipline based pedagogic choice), , UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS, , Total Hours: 30 hours Total Marks: 50, , Total Credits: 2, , ===============================================================================================================, , Objectives:, 1. To understand the basic concepts associated with academic disciplines, 2. To comprehend the meaning of interdisciplinary and multidisciplinary learning, 3. To understand different approaches in interdisciplinary learning, 4. To appreciate the different academic disciplines and their place in the school curriculum, 5. To appreciate the role of academic disciplines in facing global challenges, 6. To apply the understanding of academic disciplines in curriculum transaction, 7. Module One: Academic Disciplines and Interdisciplinary Approach (17 lectures), Unit I: Basics of Academic disciplines (4 lectures), a) Meaning and characteristics of academic disciplines, b) Emergence of academic disciplines, c) Relationship between academic disciplines and subjects, , Unit II: Teaching across disciplines, a) Classification of academic disciplines: Becher -Biglan typology (pure-hard, puresoft,, applied-hard, applied-soft types) with emphasis on nature of knowledge in each type., b) Interdisciplinary and multidisciplinary teaching and learning: meaning , significance and, role of the institution, c) Strategies/ approaches for interdisciplinary learning ( team teaching, experiential, learning), Unit III: Humanities and Social Sciences in the Curriculum, a) Place of Humanities and Social Sciences in present school curriculum, b) Issues and challenges in teaching Humanities and Social sciences, c) Role of Humanities and Social Sciences with respect to the following global issues, :promoting peace and respecting diversity, , Unit IV: Natural Sciences and Mathematics in the Curriculum, a. Place of the disciplines Science and Mathematics in present school curriculum, b. Issues and challenges in teaching the disciplines Science and Mathematics, c. Role of Science and Mathematics with respect to the following global issues: sustainable, development and health issues, , Tasks and Assignments:, 1. Choose any one subject and analyse the same from historical, sociological, philosophical, perspectives., 2. Select any topic for any class from VI to Class XII. Prepare a plan to transact the same using, Team Teaching or Experiential learning., 3. Interview four professionals from different disciplines. Identify their perceptions,attitudes, and biases about different disciplines. Compare the responses and prepare a short report, of your findings., 4. Study the Hoshangabad Science Teaching Programme and make a presentation on the same., , 40

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –I, Course for lab work: ICT-BASIC, , Contact Hours: 60 Total Marks: 50, (Internal Assessment) Credits: Two, , ===============================================================================================================, , Aims of the Course, This set of experiences is visualised with an assumption that student teachers should have, a basic familiarity with computers, and to have much hands-on-experience., Course Contents, , Unit I. ICT basics: Operating system and application software, 1. ICT: Meaning, importance and tools of ICT, 2. Computer Hardware: Input-Output Devices, 3. Introduction to Operating System, a. Features of different operating system(Ex: Obantu, etc), b. Files and directory operations, c. Windows Explorer and desktop, 4. Introduction to Application Software, a. Word Processor, b. Spreadsheets, c. Presentations, d. Database Management System, , Unit II Computer Applications and Internet, 1. Applications of computers in various fields of education: Evaluation, planning, Administration, and management, and Library management, etc.,, 2. Characteristics of a good computerized lesson plan, 3. Application of computer in specific context: Teaching Learning Process, Attendance,, Evaluation, e- Content, daily planner etc., 4. Internet: Introduction, advantages and disadvantages, , Activities :, 1. Prepare the printed teaching materials using the MS-Word (In any subject - Any unit to be, selected, in any language).Use of self-learning materials for the anyone unit by using ICT., 2. Prepare the result sheet in MS-Excel showing the subject wise marks, total marks, percentage, Rank, pass or fail, Graphical presentation, 3. Preparation of PPT slides (at least 10) for classroom usage., 4. Create an e-mail-id and google account and exchange learning related information., 5. Preparation of a blog in Individual / Group., 6. Browse the search engines and download the relevant materials /information., 7. Prepare a list of Educational websites, Reference Books, Research papers etc that are useful, in Education., 8. Prepare the submission of core papers with the help of ICT. (Anyone Topic from Anyone, Subject), 9. Survey of educational sites based in India, 10. Use of available software or CDs with LCD projection for subject learning interactions, 11. Generating subject-related demonstrations using computer software, 12. Enabling students to plan and execute projects (using computer based research), , 42

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13. Engaging in professional self-development, 14. Interactive use of ICT: Participation in Yahoo groups, creation of ‘blogs’, etc, 15. Collection of e-resources and Reporting. (Text-Books, Articles, Reports, Theses; Audio and, Video Files related to educational technology), 16. Critical review of UNESCO ICT Competency standards for Teachers-2008, 17. Write a report on INSAT programs., 18. Developing Educational blog in www.blogger.com, www.wordpress.com, 19. Develop the news groups and report., 20. Creating an Account in Teacher tube/slideshare and sharing your video/powerpoint., 21. Downloading Anti-virus software through internet and installing to the system., , Assessment :, , Sl., Items, No., 1, Assignment / Lab Records, 2, One Test, 3, Practical Exam, Total, , Internal, Marks, 15, 10, 25, 50, , External, Marks, ---00, , Working hours per week:, Sl., No., 1, , Work, Laboratory, , , , Periods, 4, Total, , 4, , Suggestive Readings, 1) Goel A. (2010). Computer Fundamentals. Dorling Kindersley, South Asia, 2) Intel (2003). Intel innovation in Education Intel, Teach to Future-Students Work Book Kuar, Heman, Meerut: R. Lal Publisher., 3) Kumar, Khushvinder and Kumar, Sunil (2004). Computer Education. Gurusar Sadhar: GBD, Publications., 4) Kumar, Khushvinder and Kumar, Sunil (2004). ICT Skill Development. Gurusar Sadhar:, GBD Publications., 5) Mansfield, R. (1993). The Compact Guide to Windows.World and Excel. New Delhi: BPB, Publishing., 6) Rajaraman, V. (2004). Fundamental of Computers. New Delhi: Prentice Hall of India Pvt., Ltd., 7) Sharma, Lalit (2006). Computer Education. Ferozpur Cantt: Wintech Publications., 8) Singh, Tarsem (2009). Basic Computer Education. Ludhiana: Tandon Brothers., 9) Singh, Tarsem (2009).ICT Skill Development. Ludhiana: Tandon Brothers. Sinha, P.K., (1992). Computer Fundamentals. New Delhi: BPB Publications. Strawbridge S., Natiquette, (2006). Internet - etiquette in the age of Blog. Software Reference Limited, UK, 10) Tanenbaum, A. S. (1996). Computer Networks. New Delhi: Pretince Hall of India., 11) Thomas B.(1991) Digital Computer Fundamentals .Tata Mcgraw Hill edition. New York., 12) Walkenbach, J. (1997). Excel 97 Bible. New Delhi: Comdex Computer Publishing., 13) Wang J., Lau R.(2013). Advances in Web-based Learning. Springer Publication London., 43

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VIJAYNAGAR SRI KRISHNADEVARAY UNIVERSITY, BALLARI, TWO YEAR BACHELOR EDUCATION (B.ED.) COURSE, Semester – I, EPC – II : Language Across the Subject, , Contact Hours: 30 Max marks;50, (Internal Assessment), , Credits: 02, , ===============================================================================================================, , Objectives:, To enable the pupil teacher:, 1. To understand the learning language, 2. To understand the Cognitive development in language learning, 3. To understand the communication, , Unit I. Learners Background – 10 Hrs, 1. Background of a learner in Learning language, 2. Home language & School language: Effect of language environment of a school and class, room on the learner, 3. Concept formation, Cognitive development and language, 4. Factors affecting language development, Unit II. Language and Communication – 10 Hrs, 1. Meaning and concept of communication, 2. Language as a tool of communication, 3. Verbal and non-verbal communication-meaning and uses, 4. Barriers of communication, , Unit III. Basic language Competencies – 10 Hrs, 1. Listening: Need , Types and Strategies to Enhance Listening, 2. Speaking: Need and strategies for enhancing, 3. Reading: Importance and Strategies of reading, 4. Writing: Importance and Types –Note making, Summarizing and creative writing, , Assignments:, 1. Keeping the records of Note making, Summarizing and creative writing, 2. Study of common errors in pronunciation and construction of remedial exercises for students., 3. View any film on multilinguism and write a review of the same., Note: Any other related activities can be undertaken., Suggestive Readings:, • Agnihotri, R. K.(1995). Multilingualism as classroom resource. In K. Heugh,, A. Siegruhn, and P. Pluddemann (Eds). Multilingual Education for South Africa (pp.3-7)., Heinemann educational books., • Eller, R.G. (1989). Johnny can’t talk, either: The Perpietuation of the deficit theory in, classroom. The reading teacher, 670-674., • Erlwanger,S. H. (1973). Benny’s conception of rules and answers in IPI mathematics., Journal of children’s mathematical behavior, 1(2), 7-26, • Grellet. F. (1981). Developing reading Skills : A practical guide to reading comprehension, exercise. Cambridge University press, , 44

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VIJAYNAGAR SRI KRISHNADEVARAY UNIVERSITY, BALLARI, TWO YEAR BACHELOR EDUCATION (B.ED.) COURSE, SEMESTER-II, COURSE-1: LEARNING & TEACHING ASSESMENT, , Contact Hours: 60 Max marks;100, , Credits: 04, , ===============================================================================================================, , Objectives:, After completing this course the student-teachers will be able to……., 1. Comprehend the theories of learning and intelligence and their applications for teaching, children, 2. Analyse the learning process, nature and theory of motivation, 3. Describe the stages of teaching and learning and the role of teacher, 4. Situate self in the teaching learning process, 5. Analyze the scope and role of assessment in teaching learning process in order to introduce, dynamic assessment scheme for educational set up towards enhanced learning., 6. Understand the meaning and various techniques of personality assessment., Unit I: Human Learning and learning process., 15 hours, a., Human learning: Meaning, definition and concept formation, b. Learning theories: Pavlov, Thorndike, Skinner and Insight learning, 1.3 Sensation: Meaning and Types, 1.4 Perceptions Meaning and Types, 1.5 Attention: Meaning, a types and Factors Affecting, 1.6 Memory and Thinking and problem solving., , Unit II Intelligence, Creativity and Motivation , 15 hours, 2.1 Intelligence: - Concept, definition, types, test of intelligence, RPM, Batia, Otis, 2.2 Theories of Intelligence- Two factor, Multifactor, Guilford’s SOI model., 2.3 Creativity: Concept, Definition, process and Characteristics., 2.4 Role of teachers in fostering creativity., 2.5 Motivation: Meaning, Nature and types of motivation Maslow’s theory., , Unit III Personality and Assessment., 15 hours, 3.1 Personality: Meaning, Nature, Factors, 3.2 Tools & techniques of Personality assessment., 3.3 Mental health and Hygiene: Meaning and its importance, role of teachers in promoting, Mental Health., 3.4 Assessment conventional meaning and constructivist perspective, 3.5 ‘Assessment of learning’ and ‘Assessment for learning’ – meaning and difference, Unit IV: Teaching Learning Process 15 hours, 4.1 Meaning and Principles of teaching., 4.2 Stages of Teaching: Plan, Implement, Evaluate, Reflect Learning Process, 4.3 Factors affecting learning - physical, psychological and environmental, 4.4 Leadership Role of Teacher in Classroom, School and Community., Assignment, 1.1 Seminar on creativity, 1.2 Assessment; conventional and constructivist, , 45

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester – II, Knowledge and Curriculum, , Contact Hours: 60 Max marks;100, Credits: 04, , ===============================================================================================================, , Objectives:, Student – Teachers will be able…..., 1. To understand meaning of Epistemological terminologies and Understand their similarities, and differences between them, 2. To become familiar with ideologies related to child centered education, 3. To understand the changes in education in the context of society, culture and modernization, 4. To understand the concept, bases, various interpretation of curriculum, steps and process, of curriculum construction, 5. To able to clarify the interrelation among curriculum, syllabus & text book, 6. To understand the co-relation among power, principles and curriculum, 7. To Evaluate co-curricular activities with reference to new society formation, Unit – I Epistemological Basis of Education , 10Hrs, 1.1 Knowledge, Information and Skill: Concept and Differences, Facets of Knowledge; local, and universal, concrete and abstract, theoretical and practical., 1.2. Teaching and Training: Concept and Differences, 1.3 Actvitiy based learning –according to primary, secondary, 1.4. Modern child centred education with following Reference A) Activity - Concept, Type and Importance with reference to Gandhi and Rabindranath, Tagore., B) Discovery - Concept and Importance with reference to Dewey., C) Dialogue - Concept and Importance with reference to Plato., , Unit : 2 Social Basis of Education, 2.1 Educational change because of industrialization, Democracy, idea of individual autonomy, in the context of society, culture and modernization., 2.2 Education in relation to modern values (Equity, Equality, Individual Opportunity, and Social, Justice): with special reference to Amebedkar, 2.3 Conventional school activities and daily routine of school class room with reference to, multiculturalism., 2.4 Nationalism, Universalism, Secularism and their interrelation with Education., Unit - 3 Process of Curriculum Development, 3.1. Curriculum: Concept and Importance, Basis of Curriculum, 3.2. Principles of Curriculum Construction, 3.3 Role of Curriculum in Effective Teaching, 3.4 Relationship between Aims of Education and Curriculum, 3.5. Teacher‘s role in curriculum construction, , Unit - 4 Vision, mission in relation to curriculum and reconstruction of society, 4.1 Vision, mission of curriculum construction., 4.2 Various co-curricular activities and its impact on reconstruction of society, 4.3 Relationship between power, ideology and curriculum, 4.4 Evaluation of curriculum., , 47

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4.5 Broad determinants of curriculum making: At the national and state level, national, priorities; economic necessities, Technological possibilities; cultural orientations and, International contexts., Assignment;, 1. Seminar on Dewey’s concept of discovery, 2. Teacher’s role in reconstruction of curriculum, , Reference, 1. Apple. M, W. (2008) Can schooling contribute to more just society? Education citizen and, social justice., 2. Apple M, W. and Denne J, A. (2006) Democratic school: Lessons in powerful education, Eklavya, 3. Dange.Jagannath, K. (2014) Learning and Experiences. Lap Lambert publications Germany., 4. Dange.Jagannath, K. (2015) Ambedkars philosophy of Education Published by Centre, for Dr.B.R.Ambedkar and Buddhist study Kuvempu University., 5. Dewey, John (1921) Reconstruction in Philosophy, University of London Press, London,., 6. Dewey, John (2012) Democracy and Education. start publishing LLC., 7. Dewey, John (1938) Experience and Education. Kappa delta pi publisher.USA, 8. Freire, T (2000) Padagogy of continue oppressed continue, 9. Krishnmurthy (1992) Education and world peace, in social responsibility Krishnamurthy, foundation, 11. Parekh B, C. (2001) Rethinking multi-culturism: Cultural diversity and Political theory., 12. Plato(2009) Reason and persuation: Three dialogs (Chepter-6) In J. Holbo edition Neno, 13. Sadyasachi,D (1997) The Mahatma and poet: Later and debates between Gandhi and Tagore, National Book Store, 14. Tagore, R (2003) Civilization and progress. In crises in civilization and other essays New, Delhi., , 48

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –II, Contemporary Education in India, , Contact Hours: 60, , , , , Max marks:100, Credits: 04, , ===============================================================================================================, , Objectives:, After completing this course the student-teachers will be able to……., 1. Explain the history, nature and process and Philosophy of education., 2. Analyze the role of educational system in the context of Modern Ethos., 3. Understand the concept of diversity., 4. Develop an understanding of the trends, issues, and challenges faced by the contemporary, Indian Education in global context., 5. To enumerate Constitutional provisions and Current Issues in Indian Education, Unit –I Meaning and importance of Education, 1.1 Meaning and importance of Education, 1.2 Pre independence Education period, 1.2.1 Education of Vedic Period, 1.2.2 Education of Buddhistic Period and, 1.2.3 Education of Muslim Period of Education (with reference to aims and objectives,, curriculum methods of teaching and teachers students relationship.), 1.3 Post independence Education period- woods, Hunter, Hartog and Sargent, 1.3.1 Kothari Commission (1964-66), 1.3.2 National Education policy 1986, , Unit –II Constitutional provisions and Current Issues in Indian Education, 2.1 Education and Four pillars of Indian Constitution, 2.2 Articles related to Education, 2.3 Education of disadvantage groups (SC,ST, OBC & Minorities), 2.4 Inclusive Education, 2.5 Right to Education – 2009, 2.6 Issues: Medium of Instruction, Language formula, access, enrolment, dropout, retention,, stagnation & wastage, , Unit –III Types of Schools in India, 3.1 In relation to Funding: State, Aided, un-aided, 3.2 In relation to school concepts: Shantiniketan, Montessori and Kindergarten., 3.3 Other types: Jawahar navodaya vidyalaya (JNV), Murarji Desai schools, Kithuru rani, Chenamma, Kasthurabha Gandhi, Balika Vidyalaya, Ashrama School, Adarsha School., 3.4 Affiliation Based Types: CBSE, SBSE, ICSE., Unit-IV : Policies, programmes & Schemes for enhancement of quality,, Karnataka Education Act 1983: with reference to primary and secondary education. Role and, Functions: BRC, DIET, CTE, IASE, DSERT, Assignment;, 1. Seminar on Right to Education, 2. Role and Functions DIET, , 49

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Essential Readings :, 1) Guha, R. (2007). India, 2) National Education Commission. (1964-66). Ministry of Education, Government of India,, New Delhi., 3) National Policy on Education. (1986 & 92). Ministry of Human Resource, 4) Development Government of India, New Delhi., 5) Right to Education Act (2009). Ministry of Human Resource Development,Government of, India, New Delhi., 6) Aggarwal, J. C. (1992). Development and Planning of Modern Education. Vikas Publishing, House Pvt. Ltd., New Delhi., 7) Ain, L. C. (2010). Civil Disobedience, Book Review Literary Trust: New Delhi.Select chapters., 8) Anand, S. P. (1993). The Teacher & Education in Emerging Indian Society. NCERT,New Delhi., 9) Bhat, B. D. (1996). Educational Documents in India. Arya Book Depot, New Delhi., 10) Bhatia, K., & Bhatia, B. (1997). The Philosophical and Sociological Foundations.Doaba, House, New Delhi., 11) Biswas. A. (1992). Education in India. Arya Book Depot, New Delhi., 12) Biswas. A., & Aggarwal, J.C. (1992). Education in India, Arya Book Depot, New Delhi., 13) Chakravarty, S. (1987). Development Planning: The Indian Experience. Oxford University, press, New Delhi., 14) Chandra, B. (1997). Nationalism and Colonialism, Orient Longman, Hyderabad., 15) Choudhary. K.C., & Sachdeva, L. (1995). Total literacy by 2000, IAE Association, New Delhi., 16) Deaton A., & Dreze, J. (2008-2009). Poverty and Inequality in India in Raj Kapila and Uma, Kapila (Ed.) in Indian Economy since Independence. Oxford University Press, New Delhi., 17) Deshpande, S. (2004). Contemporary India: A Sociological View. Penguin, NewDelhi., 18) Dubey, S. C. (2001). Indian Society, National Book Trust, New Delhi. 19. Famous Speeches, of Gandhi ji: Speech on the Eve of The Last Fast, January 12, 1948. 20. http://unesdoc., unesco.org/images/0023/002322/232205e.pdf 21. http://www.gandhi-manibhavan., org/gandhicomesalive/speech8.htm, 22., http://www.mkgandhi.org/speeches/, speechMain.htm, 19) Jain, L.C. (2010). Civil Disobedience. Book Review Literary Trust, New Delhi., 20) Jagannath. M. (1993). Indian Education in the Emerging Society. Sterling publishers Pvt., Ltd., New Delhi., 21) Jangira, N.K. (2012). NCERT Mother of Inclusive Education Address on Golden Jubilee of, NCERT at RIE, Ajmer on 01 Sept. 2012., 22) Kashyap, S. C. (2009). The Constitution of India. National Book Trust, New Delhi., 23) Mahendru, M., & Roy, S. (2011). A Handbook on Disability Rehabilitation & Special, Education. Educare Publications, New Delhi., 24) Sapra, C. L., & Aggarwal, A. (1987). Education in India some critical Issues. National Book, Organisation, New Delhi., 25) Saraswathi, T. S. (1999). Culture, Socialization and Human Development. Sage Publications,, New Delhi., 26) Sen, A., & Dreze, J. (1997). India: Economic Development and Social Opportunity,Oxford, India, Delhi., 27) Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, 1948.Government of, India, New Delhi., 28) Steven, B. (1998). School and Society. Sage Publications, New Delhi., 29) Suresh, D. (1998). Curriculum and Child Development. Bhargav, Agra., 30) Taneja, V.R. (1998). Educational Thoughts and Practice, Delhi University Publications., 31) Vaidyanathan, A. (1995). The Indian Economy: Crisis, Response and Prospects. Tracts of, the Times. Orient Longman Publications, New Delhi., 32) Weber, O.C. (1990). Basic Philosophies of Education. Rinehart and Winston, New, , 50

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –II, Techniques, Methods and Approaches of Pedagogy, , Contact Hours: 60, , Marks: 100, 4 Credits, ===============================================================================================================, , Objectives:, After completing this course the student-teachers will be able to……., 1. Understand the teaching learning as system., 2. Differentiate tools, techniques, methods and approaches and familiarize, 3. Understand the schematic orientation towards class room transaction., 4. explain the role of teacher in various context., 5. Equip with abilities for TLM preparation., Unit 1: Teaching-learning System, 1.1 Teaching: System approach, 1.2 Inputs for the learning-teaching system, 1.3 Learning, evaluation and feed back, 1.4 Objectives for teaching –learning system,, 1.5 DetailedTaxonomy Cognative, Psychomotor and Affective, , Unit 2: Empowering teacher with tools and techniques., 2.1 Teaching Competencies: Components, significance and its contextual use, 2.2 Content analysis: Meaning, Purpose and Uses, 2.3 Designing teaching learning system in terms of planning class room. Activities, field, activities, evaluation, time management and its relation to curricular transaction and out, comes, 2.4 Teaching as a profession, effective classroom management, 2.5 Role of teacher in terms of maintaining records, counseling, and relating to course out, comes, Unit 3: Teaching and teacher as facilitator, 3.1 Maxims of Teaching, 3.2 Techniques of teaching:Questioning, Discussing, narrating,, 3.3 Methods of teaching:Induction , Deduction, Inductive-deductive processes,, 3.4 Approaches of teaching:Expository, Discovery, Enquiry, Dialectical,, , Unit 4: Teaching learning material, 4.1 Learning packages, 4.2 Soft ware material, 4.3 Performance tasks and material, 4.4 Exercise and practice materials, Assignment;, 1. Seminar on Roll of teacher in terms of maintaining records,counseling and realating to, course out comes, 2. Learning packages as teaching learning materials, , 51

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester – III, INCLUSIVE EDUCATION, , Contact Hours: 60 Marks: 100, Objectives 4 Credits, , ===============================================================================================================, , Objectives: , Hours 75, On completion of the course the student- teachers will be able to:, 1. To adjust with heterogeneous group in the class., 2. To adjust with different school atmosphere., 3. To co-operate with other disability learners., 4. Trace the historical perspective of Inclusive Education., 5. Distinguish the concepts of Special Education, Integrated Education and Inclusive, Education., 6. Justify the need for Inclusive Education., 7. Analyze critically the needs, problems, causes and educational provisions meant for, challenged children., 8. Interpret the policies and procedures for Inclusive Education., 9. Critically review issues and challenges in Inclusive Education., UNIT I –INTRODUCTION TO INCLUSIVE EDUCATION. 10 Hours, 1.1 Concept of Inclusive Education, Integrated Education and Special Education., 1.2 Need, Objectives & scope of Inclusive Education., 1.3 Factors responsible for successful inclusion in the mainstream –future vision, a) Understanding the cultures,, b) Definition of disability and inclusion in educational framework, c) Psychological problems of disability with reference to learning., d) Models of disability., e) Policies and programs of Inclusive Education., , UNIT II –DIFFERENTLY ABLED CHILDREN IN INCLUSIVE SYSTEM. 10 Hours, 2.1 Concept, Identification, classification, characteristics, causes, problems, prevention and, educational provisions for2.1 Physically challenged., 2.2 Visually challenged., 2.3 Children with auditory challenges., 2.4 Children with speech challenges., 2.5 Children with adjust with Minority school, Sainik school, Novodaya, School, Murarji, School, Kuvempu School and English medium School., 2.6 Mentally challenged., 2.7 Children with learning challenges., , UNIT III –POLICIES AND PROVISIONS FOR INCLUSION, 10 Hours, 3.1. National and state polices –with special reference to Disability Act 1995, Convention of, Right of Act 3.1.1992, and Rehabilitation Council of India 1992., 3.2 International Polices – Salmanca declaration., 3.3 Legal Provisions., 3.4 Role of functionaries (Teacher, parents, peers, Administrators, Community, NGO‘s, Government and Private Organizations), 3.5 An introduction to Child With Special Needs (CWSN)., 53

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a) NPE 1986, b) UNESCO 1989, c) UNESCO 2006, d) RTE Act – 2009., e) Role of Government and local authorities, f) SSA, g) Integration schools and normal schools, h) Role of teachers in Inclusive schools, i) Assessment of knowledge and skills in inclusive classrooms, j) Role of children, parents, community and administrators., , UNIT IV –ISSUES AND CHALLENGES AND INNOVATIVE PRACTICES 10 Hours, 4.1 Early identification., 4.2 Adaptation of curricular activities in schools., 4.3 Teacher‘s training: developing of teaching materials, innovative practices., 4.4 Evaluation procedures., , REFERENCES:, 1. Hegarty Seamus, Alur Mithu-2002, ―Education with Special and Ch Needs‖ Saga Publications., 2. MaitraKrihna, SazenaVandana –2008, ―Inclusion Issue Kanishka Publishers, New Delhi., 3. Dhawan, M.L. –2007, ―Education of Children books., 4. Rajkumari. N. Alice – D. Rita SugunaSundariEt. A Education‖, Discovery publishing Hous, 5. Dr. Reddy Likanandha –2005, ―Education of child Discovery pulblishing House,New, Delhi., 6. Kar Chintamani –1996, ―Exceptional Sterling Publishers Children ‖Private Ltd., 7. Purimadhumitha and Abraham George(2001)- Handbook of inclusive Education for, educators, administrators and planners. Sage Publications Ltd., 8. Guha, Aloka (1955), ― Compilation of reading in special education, The Spastics Society, of Tamil Nadu, madras, India., 9. Pandey R.S and Advaani L. (1955 Perspectives in disability and Rehabilitation‖, New Delhi,, Vikas Publication., 10. Prasad Lakshman (1994), ―Rehabilitation of the physically handicapped- Konark Publisher, Pvt. Ltd., 11. RCI (1998), Bridge Course manual in the field of Locomotor Impairment and Associated, disabilities, 23-A, Shivaji Marg, New Delhi., 12. Rehabilitation Council of India. Status of Disability in India –2009, Ministry of SJ & E. Kirk,, Acation.Samuel Exceptional.―Edu children, , 54

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, Educational Evaluation, , Contact Hours: 60 Marks: 100, , , 4 Credits, , ===============================================================================================================, , Objectives: , On completion of the course the student- teachers will be able to…., 1. To understand the theory of evaluation., 2. To underhand and to use the quantitative & qualitative tools and techniques of evaluation., 3. To develop the skill in preparing, administering and interpreting achievement test., 4. To familiarize with new trends in evaluation., 5. To develop the skill necessary to compute (with the help of Computer/calculator), important statistical estimates and interpret the test scores by applying them., UNIT-I: Educational Evaluation and measurement., a. Concept of Measurement, test, examination and evaluation with their differences., b. Functions and importance of evaluation with respect to students teachers, parents and, management., c. Steps in the processes of evaluation, d. CCE – Meaning and its importance., e. Types of evaluation – formative and summative, NRT AND CRT with their differences., f. Major techniques of evaluation – observation, interview, examination and self reporting., g. Measurable and non measurable learning out comes, h. Critical appraisal of existing evaluation system., , UNIT-II: Tools of Evaluation and their uses, 2.1 Validity, reliability, and objectivity and their interdependency., 2.2 Major tools of Evaluation : Oral testing .paper pencil testing, Achievement test, Diagnostic, test, Intelligence test, aptitude test Rating scale, checklist, Interview, questionnaire and, inventory., UNIT-III: Standard tests and Teacher made achievement tests., 1.1 Standard test , meaning, steps and its uses., 1.2 Teacher Made Achievement Test: Essay type, Objective type test and it improving upon, essay type questions for efficiency, different tests their characteristics and uses and along, with their differences., 1.3 Preparation of blue print, and setting a good question paper., 1.4 Grading : concept and its relevance, credits-grade and course certification, Transcripts., , UNIT-IV: Data processing and statistics., 4.1 Raw scores, Frequency distribution ,, 4.2 Graphical representation of scores – Histogram, frequency Polygon, Cumulative curves,, Ogives,, 4.3 Percentiles and its uses., 4.4 Measures of Central tendency- Mean, Median, Mode and their uses., 4.5 Measures of variability-Mean Deviatin, Quartile Deviation, Standard Deviation and Co, efficient of variance and their uses., 4.6 Correlation – concept, types and finding coefficient of correlation by Rank difference, method., 4.7 Normal probability distribution and its uses., 55

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester –III, PAPER VII: GUIDANCE AND COUNSELLING, , Contact Hours: 60 Marks: 100, 4 Credits, , ===============================================================================================================, , Objectives, On completion of the course the student- teachers will be able to…., 1. To understand the concept of Guidance and Counseling., 2. To assess the strength and learning difficulties of students., 3. To help students in selecting their subjects for future study., 4. To collect data using various tools like case study, achievement test etc., 5. To understand and apply the techniques of Guidance and Counseling., CONTENT, , Unit - I: Fundamentals of Guidance and Counseling, 1.1 Meaning, Definition, Nature & Need of Guidance and Counseling., 1.2 Meaning, Definition, Nature & Scope of Guidance., 1.3 Types : Educational, Vocational and Personal,, 1.4 Aims & Principles of Guidance and Counseling,, 1.5 Educational Guidance- Meaning, Importance, Nature & Scope, 1.6 Vocational Guidance- Meaning, Importance, Nature & Scope., 1.7 Methods of Counseling: Directive, Non-Directive& Eclectic., , Unit - II: Guidance Personnel and catering Children with Special Needs, 2.1 Role and responsibilities of teacher as Counselor, Guide, Career Master and organizer., 2.2 Meaning, Definition and Characteristics of Exceptional Children, Gifted Children;, 2.3 Programmes and Provisions for Children with Disabilities Disadvantaged Children., , Unit - III: Tools and Techniques in Guidance and Counseling, 3.1 Testing Techniques - Intelligence, Aptitude, Achievement Tests,Diagnostic tests., 3.2 Non-Testing Techniques: Case Study, Cumulative Records, Questionnaire, Anecdotal, record, Autobiography, observation, Selection of Tests for Placement in Educational and, Professional Institutions., , Unit - IV: Organization of Guidance Service & Career Guidance in Secondary Schools, 4.1 Constituting school guidance committee and its functions., 4.2 Minimum guidance programmes at secondary school stage., 4.3 Personal data service , environmental data service , placement servic, follow up service., 4.4 Group guidance : Meaning and significance over individual guidance., 4.5 Group guidance in schools, Orientation, career talk, career conferences , career fairs ,, exhibitions., 4.6 Career Awareness Skills, Career Information; Career Decision Making Skills – Selection of, School Subjects, Future Training Course and Future Career; Career Bulletin, Career Corner, and Career Conference., Assignment: (Any two of the following.), 1) 1.Visit to different Guidance Centre, 2) Preparation of Cumulative Record, 3) 3.Case Study of Problem Child, 4) Administration, Scoring & interpretation of at least two tests, , 57

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5) 5.Job Analysis of a Counselor, 6) 6.Establishing Career Centre, 7) Preparation of scrap-book for career Counseling, 8) Conduct an interview of an High achiever and prepare a report on it., 9) Organize career exhibition for secondary school students and submit the Report., 10)Visit to a District Employment office and prepare a report., , References:, 1. Bengalee, M.S.: Guidance and Counseling. Bombay: Seth Publishers, 1984., 2. Bhatnagar, A. and Gupta, N.: Guidance and Counseling Vol-I A Theoretical Perspective. New, Delhi: Vikas Publishing House, 1999., 3. Crow, L. and Crow, A.: Introduction to Guidance. New Delhi: Eurasia, 1962., 4. Geldard, K. and Geldard, D.: Counselling Children: A Practical Introduction. New Delhi: Sage, Publications, 1997., 5. Gibson, R.L. and Mitchell, M.H.: Introduction to Counselling and Guidance. New Jersey:, Merill Prentice Hall, 1995., 6. Gupta, Manju: Effective Guidance and Counselling Modern Methods and Techniques.Jaipur:, Mangal Deep Publication, 2003., 7. Jaiswal, S.R.: Guidance and Counselling. Lucknow : Lucknow Prakashan, 1985., 8. Kochhar, S.K.: Guidance in Indian Education. New Delhi: Sterling Publishers, 1984., 9. Hiremath Satish A. Educational and Vocational Guidance, Siddalingeshwara Prakashana, Gulbarga. 2006., 10. Koshy, Johns: Guidance and Counselling. New Delhi: Dominant Publisher, 2004., 11. Mittal, M.L.: Kariyar Nirdeshan Avem Rojgar Suchana. Meerut: International Publication, House, 2004., 12. Myers, G.E.: Principles and Techniques of Vocational Guidance. London: McGraw Hill Book, Company, 1941., 13. Nayak, A.K.: Guidance and Counselling. New Delhi: APH Publishing Corporation,1997., 14. Oberoi, S.C.: Educational Vocational Guidance and Counselling (Hindi). Meerut: Loyal Book, Depot, 1993., 15. Pal, H.R. & Sharma, M.: Education of Gifted. New Delhi: Kshipra Publication, 2007., 16. Pal, H.R. and Pal,A.: Education of Learning Disabled. New Delhi: Kshipra Publication, 2007., 17. Rao, S. Narayana: Counselling and Guidance and Elementary School. New Delhi: Anmol, Prakashn, 2002., 18. Sharma, R.A.: Fundamentals of Guidance and Counselling. Meerut: R. Lall Book Depot,, 2001., 19. Sharma, Tarachand: Modern Methods of Guidance and Counselling. New Delhi: Swarup &, Sons., 2002., 20. Shrivastava, K.K.: Principles of Guidance and Counselling. New Delhi: Kaniska Publication,, 2003., 21. Singh, Raj: Educational and Vocational Guidance. New Delhi: Common Wealth Publishers,, 1994., , 58

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester –III, VALUE EDUCATION, , Contact Hours: 60 Marks: 100, 4 Credits, , ===============================================================================================================, , Objectives: On completion of the course the student- teachers will be able to, 1. Understand the concept and types of values., 2. Get and insight into the strategies of inculcation of values among children., 3. Develop awareness about the different agencies working in the sphere of value education., 4. Develop skills and techniques needed to teach value education., 5. Give reasons for role of the teacher in value education., , UNIT I- INTRODUCTION TO VALUES, 10 Hours, 1.1 Values: Concept, Nature and significance., 1.2 Classification of values: Personal and social, Intrinsic and instrumental, 1.3 Different types of values- Intellectual, Social, Spiritual, Aesthetic, and Economic, Health, Democratic and cultural., 1.4 Basic human values-Truth, Beauty, Goodness, Love, Peace, Non-Violence., 1.5 Contemporary Values-Scientific Temper, Intellectual Honesty, Social service and Protection, of Environment., , UNIT II –SOURCES OF VALUES, 10 Hours, 2.1 Meaning and importance of value education., 2.2 Sources of value education-Autobiography and biography of Great People, Parables, Vedas,, Bhagavadgita, Shlokas, Poems, Newspaper Clippings, Episodes from Real Life, Documents, etc., 2.3 Role of teachers in value education., UNIT III-ROLE OF SOCIAL AGENCIES IN VALUE EDUCATION , 3.1 Family, 3.3 Religion, 3.4 Educational Institutions, 3.5 Communities, 3.6 Mass Media (print and Electronic), 3.7 Information and communication technology (Computer and internet), , 10 Hours, , UNIT IV- APPROACHES OF VALUE EDUCATION IN SECONDARY SCHOOLS, 15 Hours, 4.1 Direct Approach: Meaning and Strategies –Sharing reflections on songs, scripture, Passages, parables, stories, Case Study, Role play, Photo language, Brain StormingMeaning, Importance, use, steps, merits and limitations., 4.2 Indirect Approach: meaning and Strategies- Identification of plug points in school, Subjects for value education (integration in the teaching of school subjects)., 4.3 Incidental Approach: Meaning and ways, Identification and use of incidental situation to, highlight values- Deliberate and unplanned., 4.4 Value Crisis in Indian society-Evil practices of Society-Drinking, Gambling, and Impact on, family, children and individual development., 4.5 Problems interfering at global level: Parochialism, Regionalism. Fanaticism., 4.6 Prevention and Rehabilitation measures to eradicate evil practices., 59

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PRACTICUM/ACTIVITY:, 1. Organize seminar / Group Discussion / Symposium / Workshop on any of the topics, prescribed., 2. Organize educational exhibition on any of the following topics:, I. Cultural Heritage,, II. National Integration, III. Secularism, IV. Family, V. Religion, , REFERENCES:, 1. Aurora, G. L. (1995). Child Centred Education-for Learning without Burden, Gurgaon:, Krishna Publishing Co., 2. Bagchi, Jyoti Prakash and Teckchandani, Vinod, (2008). Value Education, Jaipur;, UniversityBook House (P) Ltd., 3. George, J. Andrepoulous and Richard, Pierre Claude (1997). Human Rights Education for, the Twenty First Century, Philadelphia; University of Pennysylvania Press Havighurst, R. J., (1953)., 4. Kohlberg, L. (1963). A Moral Development and Identification in Human Welfare, 5. Stevenson (ed.), Child Psychology, Chicago; University of Chicago Press, 6. Singh Y. K., RuchikaNath, (2005). Value Education, Delhi: APH Publishing Co., 7. Maslow, A. H. (1968). Motivation and Personality, (2ndEd.), New York; Harper, 8. Meyer, J. R. (1976) Reflections on Value Education Waterloo, Canada; Wilfrid Laurier,, University Press, 9. Fundamental duties of citizen Government of India, New Delhil; Ministryof Human Resource, Development, 10. Human Rights and Indian Values (Vol. 1&2), New Delhi; National Council for Teacher, Education (1999) Self learning Module, NCTE, 11. Piajet, J. (1948). The Moral Development of the Child, New York; Free Press, 12. Raths, L. E., Harmin, M., & Simon, S. B. (1966). Values and Teaching: Working with Values in, the Classroom, Columbus Ohio; Charles E. Merill, 13. PullockBasu, (2010). Universal Decleration of Human rights Law Related to Human Rights,, Allahabad; Modern Law Publication, 14. Human Development and Education, New, , 60

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, ENVIRONMENTAL EDUCATION, , Contact Hours: 60 Marks: 100, 4 Credits, , ===============================================================================================================, , OBJECTIVES :- To enable the students to, 1) Define the concept of Environment, 2) Explain various kinds of Environmental Pollution., 3) Understand the concept of Environmental Education., 4) Develop awareness of the various Environmental problems., 5) Develop scientific attitude towards Environmental problems and suggest remedial measures., 6) Understand the need to conserve natural resources., 7) Acquire the knowledge of different approaches for teaching Environmental Education, 8) Explain the various global Environmental issues., 9) Appreciate the different movements conducted for conservation and protection of, Environment., 10) Explain the different tools and techniques of Environmental Evaluation, Unit 1 : Introduction of Environment, 1.1 Meaning, nature, importance and types of Environment, 1.2 Natural resources – Types, problems and Management., 1.3 Meaning of Environmental pollution., 1.4 Air, Water, Soil & Noise pollution- meaning, causes, effects and remedial measures, , unit 2 : Approaches and Methods of Environmental Education, 2.1 Meaning, objectives & Scope of Environmental Education., 2.2 Role of teacher in developing Environmental awareness., 2.3 Extended curricular and co-curricular activities related to Environmental Education., 2.4 Approaches to teach Environmental Education – Direct, Integrated (Multi Disciplinary), and Incidental., 2.5 Methods of teaching Environmental Education – Discussion and Project,, Unit 3 : Global Environmental Issues (06 Hours), 3.1 Ozone depletion- causes, effects & remedies., 3.2 Global Warming- Green House Effect – causes, effects & remedies., 3.3 Acid Rain – - causes, effects & remedies, 3.4 Bio Diversity- Genetic diversity, Ecology & Ecosystem – Meaning and differences., 3.5 Waste Management, recycling., , Unit 4 : Movements & Agencies related to Environmental Education (30 Hours), 4.1 Environmental Movements - Chipko , Appiko, Silent Valley and Narmada Bachavo., 4.2 Swachh Bharath Abiyana, 4.3 Environmental Protection Act-1986., 4.4 National Policy on Environment in India (2004), 4.5 Centre for Environmental Education (CEE), 4.6 World Summit on Sustainable development (WSSD-2001), , ACTIVITIES :- The student should undertake any one of the following activities and submit a report as an assignment., , 1. Analyse the causes for the pollution of a local water body/ Industry/Mining plant. 2. Visit to an institute which is, developing Environmental awareness. 3. Writing poems/one act play/skit/street play for developing Environmental, awareness. 4. Identify any two Local/ National/ Global Environmental issues and suggest measures to conserve, , 61

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester –III, PEDAGOGY OF SCHOOL SUBJECT: ENGLISH, , Contact Hours: 30, , Marks 50, Credits: 2, , ============================================================== =================================================, , Objectives: , On completion of this course the students will be able to….., 1. Acquires knowledge of the nature, structure and components of English language., 2. Appreciates the role of English in India as a second language and library language., 3. Develops an awareness of concern for listening, speaking, reading and writing skills, 4. Learns responsibilities of an English teacher in school community, 5. Designs lessons plans for teaching of prose, poetry of vocabulary, 6. Employs different approaches and methods for teaching prose, poetry grammar and, vocabulary etc.,, , UNIT –I: ACQUISITION OF LANGUAGE SKILLS 09 HOURS, 1.1 Listening: Sub skills of listening, importance of listening in English, approaches to develop, aural–oral skill, Materials and resources for developing the listening skill., 1.2 Speaking: Sub skills of speaking, importance of speaking skill, pronunciation, articulation,, stress, rhythm, intonation, and ways of developing correct speech habits. Materials and, resources for developing the listening skill., 1.3 Reading: Sub skills of reading, importance of oral and silent reading in English, Intensive,, extensive reading, skimming, scanning, methods of teaching oral reading, ways of, developing reading and study skills including using dictionary, encyclopaedia etc.,, 1.4 Writing: Sub-skills of writing, importance and Characteristics of good handwriting, ways of, improving handwriting. Stages of writing, process of writing formal and informal writing,, such as poetry, short story, letter, dairy, notices, articles, reports, dialogue, speech,, advertisement etc.., UNIT –2: APPROACHES AND TECHNIQUES TO TEACHING ENGLISH AS A SECOND LANGUAGE 8 HOURS, 2.1 Bilingual approach, meaning, principle and procedure., 2.2 Structural approach- meaning and principles, selection and gradation of structures, ways, of teaching structures., 2.3 Situational approach - Meaning and principles, ways of creating situation., 2.4 Communicative approach- meaning and principles, procedures followed in communicative, approach., 2.5 Constructive approach its meaning and procedure., 2.6 Direct method-meaning and procedure, UNIT –3: METHODS AND WAYS AND DIFFERENT ASPECTS OF TEACHING ENGLISH 8 HOURS, 3.1 Teaching of prose-objectives of teaching detailed prose, ways and approaches of the, teaching of prose steps in lesson planning., 3.2 Teaching of poetry-objectives, ways and approaches of teaching of poetry, steps in lesson, planning., 3.3 Teaching of vocabulary- Types of vocabulary selection and gradation, ways of enrichment, of vocabulary., 3.4 Teaching of Grammar: Objectives, Types and approaches of teaching grammar, steps, involved in teaching Grammar., , 64

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UNIT –4: TRANSACTIONAL STRATEGIES. , 4.1 Lesson planning: - Concept, construction and administration., 4.2 Unit plan & Unit test –concept construction & administration., 4.3 Resource Unit., , 05 HOURS, , PRACTICUM/FIELD WORK :( ANY ONE) 10 HOURS, 1. Exercises to enrich vocabulary among secondary students., 2. Innovative lesson plans for the teaching of prose, poetry and composition., 3. Biographies of English Poets and writers., 4. Critical analysis of any one of the poem or essay of a great poet or writer., 5., 6., , Studying the problems of English teachers through interview or brief survey, Any other relevant activity based on the content., , REFERENCE:, 1. Anderson, Ann and Lynch Tony : Listening, Oxford University Press, 1988, 2. BaruahT.C : The English teachers Handbook, Sterling publishers Pvt.,Ltd. 1984, 3. Billows F.L: The Techniques of English Language Teaching, Longman Group Ltd., London, 1961, 4. Bright, J.A., and McGregor G.P: Teaching English as a Second Language, ELBS London, 1972., 5. Gordon B.S : The Teaching of English in free India, Christian Literature society, Madras,, 1960., 6. Harris: Testing English, Tata McGraw Hill, Bombay, 1974, 7. Hornby : Stage 1,2,3 & 4 Teaching of Structural words, Sentence patterns ELBS & OUP,, London 1959 & 61., 8. Hubbard, P., Jones H: Thornton B and Wheeler, R.Training Course for TEFL,Oxford University, press, 1987., 9. Menon & Patel : Teaching of English as a Foreign Language, Acharya Book, Depot, Baroda, 1957., 10 Widdowson H.G. : Teaching Language as communication, OUP, London 1982., 11. Wilkinson, Andrew: Language and Education, Oxford University Press 1982., 12. Sharma K.L.: Methods & Principles of teaching English., 13. Kohli A L Techniques of Teaching English Language IX edition Dhanpal Rai & Sons Delhi, (1984), 14. Ryburn W.H. & Parkinson. J.G. The teaching of English Language O U P London (1961), 15. Sachdeva. M.S A New Approach to Teaching of English Language in Free India Ludiana, Prakash Publications (1976), 16. Allen. Teaching English Language as a Second Language Mc Graw hill 17. Bose K. Teaching, of English Language A Modern Approach Doaba House Book Sellers & publishers, New, Delhi (1979), 18. N.P. Pahuja. Teaching of English Anmol publications pvt ltd, New Delhi. 19. V.K. Nanda., Teaching of English Anmol publications pvt ltd, New Delhi. 20. Sathish C. Chadha Art and, Science of Teaching English Surya publications, Near Govt Inter College, Meerut., 21. Prem Shankar. Teaching of English APH publishing corporation, New Delhi., 22. Menon& Patel, Educational Evaluation., 23. K VenugopalRao, Method of Teaching English Neel Kamal publications Pvt ltd, Hyderabad, 24. Namitha Roy Choudhary Teaching English in Indian Schools APH Publication, New Delhi, 25. Venkateswaran. Principles of Teaching English Vikas Publishing House, Pvt.Ltd., , 65

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, PEDAGOGY OF SCHOOL SUBJECT :HINDI, , Contact Hours :30, , Marks 50, Credits:2, , ===============================================================================================================, , Objectives:, On completion of this course the students will be able to…., 1. Understand the aims and objectives of teaching Urdu in Secondary Schools., 2. Select methods, diaries and techniques of Hindi teaching., 3. Use variety of learning experiences and instructional materials while teaching Hindi., 4. Understand planning and organization of teaching Hindi., 5. Understand the technique, methods of Teaching Hindi, 6. To appreciate the importance of suitable teaching aids in language teaching prepare/, select them for use in his/her lesson., , UNIT I- PLACE, NATURE AND IMPORTANCE OF HINDI IN THE CURRICULUM 10 HOURS, 1.1 Importance of Hindi in school Curriculum., 1.2 Concept and nature of the Hindi., 1.3 Place and History of Hindi language in the school curriculum & human life., 1.4 Objectives of mother tongue and its importance., 1.5 Hindi as a first language –Medium of instruction and link language., 1.6 Developing of language Skills., 1.6.1 Auditory, 1.6.2 Speaking 1.6.3 Reading 1.6.4 Writing., 1.7 Role of Hindi as Cultural, Functional and literary., UNIT II- TECHNIQUE AND METHODS OF TEACHING HINDI. 10 HOURS, 2.1 Maxims of teaching., 2.2 Technique –Discussion, Assignment, Supervised Study interview, Role playing, Team, teaching, programmed learning., 2.3 Dramatization, Explanation etc., 2.4 Lecture method, Inductive and Deductive methods., 2.5 Integration of content and methods., UNIT III- TRANSACTIONAL STRATEGIES., 10 HOURS, 3.1 Lesson planning: - Concept, construction and administration., 3.2 Unit plan & Unit test –concept construction & administration., 3.3 Resource Unit., , PRACTICUM/FIELD WORK (Any one): 10 HOURS, 1. Exercises to enrich vocabulary among secondary students., 2. Innovative lesson plans for the teaching of prose, poetry and composition., 3. Biographies of Hindi Poets and writers., 4. Critical analysis of any one of the poem or essay of a great poet or writer., 5. Studying the problems of Hindi teachers through interview or brief survey., 6. Any other relevant activity based on the subject., , REFERENCES:, 1. Agnihotri, R.K. and Khanna, A.L. (2002). Second Language Acquisition. New Delhi: Sage, Publications., , 66

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2., 3., 4., 5., 6., 7., 8., 9., , 10., 11., 12., 13., 14., 15., 16., 17., 18., 19., , Anderson, J.B. (1980). Cognitive Psychology and its Implications. San Fransisco:, W.H.Freeman and Company., Armstrong, T. (2001). Multiple Intelligence in the Classroom. Washington D.C: ASCD., Chomsky, N. (1957). Syntactic Structure. The Hague: Mouton and Co., Dale, E. (1967). Audiovisual Methods in Teaching. New York: The Drygen Press., Dash, B.N. (2005). Psychology of Teaching Learning Process. New Delhi: Dominant, Publishersand Distributors., Gagne, R.M. (1985). The Cognitive Psychology of School Learning. Boston: Little., Gardner, Howard. (1993). Frames of Mind-The Theory of Multiple Intelligence. New York:, Heck, S.E; and Williams, C.R. (1984). The Complex Roles of the Teacher. New York: Teachers, College, Columbia University., Hooper, R. (Ed.). (1971). The Curriculum: Context, Design and Development. Edinburg: The, Open University., Jeeth, Yogendra, B. (1986). SikshaMemAdhunikPravrithiyam. Agra: VinodPustakMahal., Jeeth, Yogendra, B. (2005). Hindi Sikshan. Agra: VinodPustakMandir., Kumar, VijendraVarisht. (2004). Shiksha Mano Vigyan. New Delhi: Arjun Publishing House., Mangal, Uma. (1991). Hindi Shikshan. New Delhi: Arya Book Depot., Mathur, S.S. (2005). Sikshan Kala. Agra: VinodPustakMandir., Narang, Bhatia. (1995). AdhunikShikshanVidhiyam.Ludhiyana: Prakash Brothers, Publishing., Pandey, S.K and Sharma, R.S. (2008). Encyclopaedia of Modern Techniques of Teaching., New Delhi: Common Wealth Publishers., Sharma, S. (2005). Advanced Educational Psychology. New Delhi: Anmol Publications., Tiwari Bholanadh.(2006). Rajbhasha Hindi.NewDelhi: Prabhat Publication., , 67

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, PEDAGOGY OF SCHOOL SUBJECT :URDU, , Contact Hours :30, , Marks 50, Credits:2, , ===============================================================================================================, , Objectives: On completion of this course the students will be able to…., 1. Understand the importance and place of Urdu in School curriculum., 2. Select methods, diaries and techniques of Urdu teaching., 3. Use variety of learning experiences and instructional materials while teaching Urdu., 4. Understand planning and organization of teaching Urdu., 5. Understand the technique, methods of Teaching Hindi, 6. importance of suitable teaching aids in language teaching prepare/select them for use in, his/her lesson., UNIT I- PLACE, NATURE AND IMPORTANCE OF URDU ON THE CURRICULUM 12 HOURS, 1.1 Importance of Urdu in school Curriculum., 1.2 Concept and nature of the Urdu., 1.3 Place and History of Urdu language in the school curriculum & human life., 1.4 Objectives of mother tongue and its importance., 1.5 Urdu as a first language –Medium of instruction and link language., 1.6 Aims and general objectives of teaching Urdu at secondary level.., 1.7 Instructional objectives of teaching Urdu with their specification., 1.8 Developing of language skills. - a. Auditory, b. Speaking, c. Reading, d. Writing., 1.9 Role of Urdu as Cultural, Functional and literary., UNIT II- TECHNIQUE AND DEVICES OF TEACHING URDU., 10 HOURS, 2.1 Maxims of teaching., 2.2 Technique–Discussion, Assignment, Supervised Study interview, Role playing, Team, teaching, programmed learning., 2.3 Dramatization, Explanation etc., 2.4 Lecture method, inductive and Deductive methods., 2.5 Integration of content and methods., UNIT III- TRANSACTIONAL STRATEGIES 8 HOURS, 3.1 Lesson planning: - Concept, construction and administration., 3.2 Unit plan & Unit test –concept construction & administration., 3.3 Resource Unit., , PRACTICAL ACTIVITIES :( ANY ONE), 10 HOURS, 1. Exercises to enrich vocabulary among secondary students., 2. Innovative lesson plans for the teaching of prose, poetry and composition., 3. Biographies of Urdu Poets and writers., 4. Critical analysis of any one of the poem or essay of a great poet or writer., 5. Studying the problems of Urdu teachers through interview or brief survey., 6. Any other relevant activity based on the content., , REFERENCES:, 1. Akhtar Hussain Akhtar, Urdu Ki Tadris 2. Allabaksh Shaikh, Urdu Ki Tadris, 3. Alka Ahuja,Teacher Education, New Delhi; Mittal Publication, 4. Arun Athreya, A Text Book of Teacher Education, New Delhi; Dominant Publishers and, Dest Exibitags 5. Ram, S., Current Issues in Teacher Education, New Delhi; Sarup& Sons, 68

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester –III, SPECIFIC PEDAGOGY SUBJECT: SANSKRIT, , Contact Hours: 30 Max Marks: 50, Credits: 02, , ===============================================================================================================, , OBJECTIVES:, On completion of this course the students will be able to…., 1) Understand the importance and place of Sanskrit in school curriculum., 2) Understand the aims and objectives of teaching Sanskrit in secondary schools., 3) Select methods, devices and techniques of Sanskrit teaching., 4) Use variety of learning experiences and instructional materials while teaching Sanskrit., 5) Plan and Organise teaching of Sanskrit., 6) Be acquainted with evaluation procedures used in evaluating sanskrit knowledge of the, students., 7) Be acquainted with concept and nature of content-cum-methodology., 8) Analyse curriculum, syllabus, tex-book and content of the subject sanskrit., 9) Intergrate content, method and lesson-plan with reference to c.c.m.approach., 10) Prepare various types of lesson plans., 11) Understand and use various aspects of sanskrit and their teaching methodology., 12) Be acquainted with qualities and professional growth of sanskrit teacher and to help them, in acquiring the same., UNIT-I : NATURE IMPORTANCE AND PLACE OF SANSKRIT., 1.1 Nature : Characteristics of Sanskrit language, Sanskrit as a living language, classical, language, Sanskrit literature, Mother of Indian Languages., 1.2 Importance : The language of culture, Heritage, Unity, Spiritual and Religious, life,Leadership and Guidance to the humanity, importance as the language of computer., 1.3 Place in the Curriculum : Views of various commissions and committees specifically, about Sanskrit. Present position of Sanskrit in the curriculum., 1.4 AIMS AND OBJECTIVS OF TEACHING SANSKRIT., 1.5 Basic Aims and objectives of teaching language, Classification of Aims and objectives., 1.6 Aims and objectives of teaching Sanskrit Receptive, Expressive, Asthetic / Appreciative, cultural, creative, Enjoyment., 1.7 Objectives of Sanskrit as given in the present curriculum at the secondary level., 1.8 Instructional objectives of teaching sanskrit and their specifications., , UNIT –II - METHODS OF TEACHING SANSKRIT, 4.4 Traditional Methods Brief Review., 4.5 Pathashala Method. Dr.Bhandarkar Method, Translation Method., 4.6 Existing Method- Direct/oral Approach Method, Evaluation Method, Eclective Method/, Complete Method, Comparitive Method, Inductive – Deductive Method, Project Method., Source Method, Lecture Method., 4.7 Techniques-Discussion, Assignment, supervised study, Interview, Role-Playing, Team, teaching, programmed learning., UNIT -III- A: LEARING EXPERIENCES, TEACHING MATERIAL AND SUPPORT SERVICES FOR, SANSKRIT., 3.1 Learning Experiences-Direct and Indirect, Verbal and Non-verbal : Reading, writing,, Dramatization, Recitation., , 69

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3.2 Teaching Material and support Services-Importance and kinds of various teaching material,, Blackboards, Pictures, Charts, Diagrams, Models, O.H. Projector, Radio, Drama, Films LCD, Projector etc. Use of Books and encyclopedia, Use of teaching aids, Use of co-curricular, activities., 3.3 Language Laboratory., 3.4 PLANNING IN SANSKRIT: Year plan, Unit plan , Lesson Plan, Unit Test planning,, Administration., , UNIT-IV CURRICULUM SYLLABUS TEXT BOOKS AND CONTENT, 4.1 Curriculum-Meaning, Nature, Principles of curriculum construction. Analysis of the, curriculum at the secondary & Higher secondary level., 4.2 Syllabus-Nature, Principles of syllabus development, Relation between curriculum and, syllabus, A critical study of the syllabus with reference to the above points in the state of, Karnataka., 4.3 Textbooks –A Critical study of the textbook of sanskrit at secondary and Higher secondary, level., 4.4 Content cum methodology - Meaning, Nature and Types of content, structure, content, analysis, constituents of content-analysis, integrated lesson plan., 4.5 TEACHING OF VARIOUS ASPECTS OF SANSKRIT: Prose-Aims and objectives of teaching, prose content analysis, preparation of lesson plan, various steps in prose lesson, various, methods of introducing new words, various methods of teaching prose according to the, nature of lesson/unit importance of teaching reading and writing skills., 4.6 Poetry- Nature of poetry-Definition, characteristics aims and objectives of teaching poetry, content analysis, preparation of lesson plan steps, methods of teaching poetry, 4.7 Translation synthetic, analytic, comparative, critical, Encyclopedia, Difference between, prose and poetry teaching, sources of encouraging the study of poetry., 4.8 Grammar-Tradition of grammar learning and teaching, various aspects about grammar, teaching, objectives of teaching grammar,, 4.9 Methods : Informal, Deductive, Inductive, correlation Traditional, Experimental steps of, grammar lesson. suggestion for the teaching of grammar effectively., PRACTICUM—, Each student teacher has to select one research problem and submit a report after completing, action research., List of recommended books:, 1) Apte D.G.Dongre.P.R.(1960) teaching of sanskrit in secondary school, acharya book Depot., Baroda., 2) Bokil V.P.Parasnis N.R.(1956) New approach to sanskrit, Chitrashala press, Pune., 3) Chaturvedi sitaram (1990) sanskrit shikshan paddhati, Nandkishor, Banaras., 4) Huparikar C.S.(1947) problems of sanskrits teaching, Bharat book stall, Kolhapur., 5) Safaya R.M.(1962) teaching of sanskrit (Sanskrit shikshan vidhi) Jullender, Punjab., , 70

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Vijayanagar Sri Krishnadevaraya University,Ballari, Bachelor of Education (B.Ed) course, Semester –III, PEDAGOGY : HISTORY, , Total Credits: 2 Total Hours: 30 hours, Total Marks: 50, , ===============================================================================================================, , Objectives: Upon completion of the course the student teacher will be able to: , 1. Understand meaning, scope and importance of History and Political Science in the school, curriculum., 2. Acquire content knowledge of methods of History and Political Science., 3. Acquire knowledge of aims and instructional objectives of teaching History and Political, Science., 4. Acquire skills in planning lesson in History and Political Science., 5. Acquire knowledge about local, regional, national and world History., 6. Acquire the knowledge of instructional material and resources in teaching History and, Political Science., 7. Cultivate the qualities of a good History and Political Science teacher., 8. Acquire the knowledge of content of History and civics for VIII to Xth standard in Karnataka., 9. Evaluate History and Political Science text books and prescribed courses., Unit-I Understanding History, and nature of History , 10 Hours, 1.1 Meaning, Nature, scope and importance of History., 1.2 Modern concept of History, History is an art or science,, 1.3 Objectives of teaching History and & political Science., 1.4 Correlation of History with Literature, Geography, Economics, and Political Sciences ., , Unit-II Constructing History, 2.1. Evidence based intervention : Difference between primary source and secondary source,, Importance of source analysis., 2.2. Lesson Planning – Concept, construction and administration., 2.3. Unit Plan and Unit Test – concept, construction and administration, 2.4 Resource Unit – Meaning, Steps and Importance, Unit-III Methods and Techniques of Teaching History, Sociology and Political Science, 3.1 Methods of teaching History – Excursion, Discussion, Source, Project and Story telling., 3.2 Methods of teaching Political Science – Survey, Observation, Demonstration., 3.3 Techniques of teaching History and Political science – Dramatization and Role play., 3.4 Learning Resources – Importance and Uses., Suggested list of topics/questions/activities to organize tutorials:, •, Debate on History is an Art or Science? And prepare a report on it., •, Visit local Historical places and prepare a report., •, Visit to rural and urban social backward community and prepare a report on it., •, Prepare a report of History club activities, •, Organize the Mock Parliament and prepare a report, •, Prepare a resource unit on any one topic of History/Political Science/Sociology, •, Prepare a lesson plan on Dramatization on any one of the History topic, , 71

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Note : The college is free to introduce any related practicum / fieldwork activities on relevant, unit or sub¬unit, , References:, 1. Angelo A.T, et .al. (1993). Classroom Assessment Techniques A. Handbook for College, Teachers, San FransiscoTossey- Bass Publisher., 2. Aitken, GV ; Sinnema, CEL (2008) Effective Pedagogy in Social Iwi: Best Evidence, Synthesis Iteration (BES) Ministry of Education., 3. BatraPoonam, Social Science Learning in Schools: Perspectives and Challenges, Sage, Publications, 4. Brandes, D. et. al. (1994). A Guide to Student- centred Learning, Basil Blackwell Ltd., Celtneham. UK, 5. Burke, Peter (1991), New Perspectives on History Writing, Blackwell, Oxford, publications., 6. Carr, E.H. (1962), What is History? Knopf, London., 7. Diff Block, Mark (1992), The Histor, 8. Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition by Carol, Ann Tomlinson 2014, 9. Digumarti Bhaskara Rao (ed.), Techniques of Teaching Social, Sciences, Sonali, Publications, Delhi, 10. Farrant, J.S. (2004). Principles and Practice of Education London Longman Group Uk, Limited, London. UK., 11. Kochar S.K. Teaching of History: Sterling publications., 12. Kissock, C. et. al (1982) A Guide to Questioning: Classroom Procedures for Teachers,, Macmillan Publishers Limited, London. UK., 13. Kyriacon, C. (1997). Effective Teaching in School: Theory and Practice, Starley Thornes, Publishers/Ltd. Cheltenliam, UK., 14. Larochelle, M. et. al (Ed). (1998), Construction and Education. Cambridge University, Press, Cambridge.UK., 15. Martorella, Peter H. (1996), Teaching social studies in middle and secondary schools,, Englwood Cliffs, N. J: Prentice Hall., 16. Joyce, B. & Weil, M. (1997), Models of Teaching, Prentice Hall Ire, New Jersey, 17. Making a difference: meeting diverse learning needs with differentiated instruction, (2010) Alberta Education, ISBN NO 978-0-7785-8601-2, 18. Nayak, A.K. et. al (2004). Classroom Teaching: Methods and Practice, A.P.H. Publishing, Corporation. New Delhi., 19. Polland, A. et. al: (1997). Reflective Teaching in Secondary Education.Cassell, Wallinton, House, London. UK., 20. Shillington, K. (2004). History of Africa. Macmillan Publishers. London. UK., 21. Stanford, Michael (1986), The Nature of Historical Knowledge, Basil Blackwell, Oxford, 22. Teaching of social studies II (teaching social studies Pedagogy option, 2010 Education, Development Center (EDC); Teachers College, Columbia University., 23. Tew, Daniel J., “Pedagogy of Teaching History: Comparing the Chronologic and Thematic, Approaches” (2014). Honors Senior Theses/Projects. Paper 14., , 72

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, SPECIFIC PEADGOGY : GEOGRAPHY AND ECONOMICS., , Total Hours: 30 hours Total Marks: 50, Total Credits: 2, , ===============================================================================================================, , OBJECTIVES:, 1. To develop an understanding of Geography& Economics as a subject, 2. To acquire knowledge of approaches of arranging the subject content., 3. To develop an understanding of different types of learning resources., 4. To develop an understanding of the importance of organization of co-curricular activities, in the teaching of geography & Economics., UNIT I: FRAMEWORK OF GEOGRAPHY AND ECONOMICS, 1.1 Meaning, Nature, importance and scope of Geography, 1.2 Meaning, Nature, importance and scope of Economics., 1.3 Aims of Teaching Geography and Economics., 1.4 Physical, Economical, Human And Political Geography., , UNIT II: ESSENTIALS OF TEACHING GEOGRAPHY & CURRICULUM CONSTRUCTION, 2.1 Principles of curriculum construction in Geography and Economics., 2.2 Correlation of Geography with other School Subjects —History, Language, science,, Mathematics., 2.3 Characteristics of a Geography and Economics textbook., UNIT III: LEARNING RESOURCES, 3.1 Importance & uses of Maps, travelogues, globe, atlas, models, in Geography and, Economics teaching, 3.2 Geography room (importance and organization), , UNIT IV: METHODS OF TEACHING GEOGRAPHYAND ECONOMICS, 4.1 Excursion, 4.2 Discussion, 4.3 Project, (Discuss above methods with respect to meaning Importance, Steps, Merits and Demerits), , Practical:, Prepare a plan for a visit to Planetarium/ museum/ nature park. Visit the place and write a report of, this visit., Choose any one from the following:, Illustrate the use of any two of the following in Geography teaching o Cartoon, stamps, currency, newspapers, magazines, journals, documentaries, plays, films/serial/novels., Collect information about any current event, Disaster, Budget, analyze the acquired information and prepare a report., References:, 1. Arora, K.L., Bhugol Shikshan, Teaching of Geography,, 2. Gopsill G. H., The Teaching of Geography, 3. Macnee E.A. The Teaching of Geography, 4. N.C.E.R.T., Practical Geography, 5. O.P Varma and E.G. Vedanayaga, Geography Teaching, 6. R.P. Singh, Teaching of Geography, , 73

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester - III, PEDAGOGY OF SCHOOL SUBJECT: PHYSICS, , Contact Hours : 30 Marks 50, Credits: 2, , ===============================================================================================================, , Objectives:, On completion of course the student teacher will be able to –, 1. Understand and uses different learner centered and teacher centered approaches, 2. Understand the planning for Teaching Biology, 3. Understand the selection of various methods and models of teaching to teach different, topics of physics., 4. Understand different curricula in Physics, SYLLABUS, , UNIT-I Physics & its Correlation , 1.1 Physics: Meaning Nature Scope & Importance, 1.2 Relationship between Physics & Human welfare, 1.3 Correlation of Physics with other School Subjects:, , - 3hours, , UNIT II- APPROACHES AND METHODS OF TEACHING PHYSICS , - 12 HOURS, 2.1 Teacher centered and learner centered approach., 2.2 Teacher centered approach: Lecture method, Lecture cum Demonstration., 2.3 Learner centered approach: Project methods heuristic method, inductive method and, deductive method, programmed instruction, Laboratory method (methods to be dealt, with reference to characteristics steps merits and demerits)., 2.4 Models of teaching: Suchmann‘s –inquiry training Model. Bruner’s concept, attainment model., UNIT III- PHYSICS CURRICULUM STUDY. 8 HOURS, 3.1 Curriculum: Meaning and principles., 3.2 Different approaches of curriculum construction: NCERT, CBSE, ICSE, and PSSC., 3.3 Recommendations made by NPE - 1986, NCF - 2005., 3.4 Organisation of curriculum: Topical, Spiral, Psychological, Logical., 3.5 Critical Review of present Karnataka state secondary school science curriculum with, special reference to physics., , UNIT IV- RESOURCES TO TEACH Physical SCIENCE, 10 Hours, 4.1 Physical science text book, Teacher hand book, Laboratory manuals, Student work Books, (Discuss with reference to Physics)., 4.2 Transactional Strategies.( Discuss with reference to Concept, construction Steps, merits,, demerits and administration.), 4.3 Lesson planning:, 4.4 Unit plan & Unit test ., 4.5 Resource Unit., PRACTICUM/FIELD WORK, 10 HOURS, 1. Preparing a report on use of physics day today life., 2. Identifying the laws, principles, facts, concepts etc. in physics content of viii, ix, and x, of, Karnataka secondary school level., 3. Identifying and writing all possible instructional objectives on any topic of physics., , 75

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4., 5., 6., , Preparation of programmed instruction learning material., Preparing a report on by analysing curriculum of VIII and IX standard., The college is free to introduce any other relevant and useful activity related to CCM, physics., , REFERENCES:, 1. Ahmed, Shaikti R. (1983) Management of Laboratory Science Programme: Report of, OrientationProgramme in Educational Planning and Administration, New Delhi; NIEPA, Mimeo., 2. Bhandula& Chand (1986) Teaching of Science, Prakash Brothers, Ludhina, 3. Bose, A. H. Sood, J.K. and Vaidya, N. (1970), Strategies in Science Education. Regional, Institute of Education, Ajmer., 4. Carin/SundTeaching Science Through Discovery; C.E. Merrill Publishing Co. Londan., 5. Cleaveland J. M. (1964) Physical Science C.E. Merrill Publishing Co., Ohio., 6. Craig (1958) Science for the Elementary School Teacher; Ginn& Co., New York, 7. Das R. C. (1985) Science Teaching in Schools, Sterling Publishers, Pvt. Ltd., NewDelhi., 8. Fensham P. J. et. al.,(1994) The Content of Science : A Constructive Approach to, itsTeaching&Learning. The Falmer Press, Washington D.C., 9. Gupta S. K. (1983) Technology of Science Education, Vikas Publishing House, Pvt. Ltd.,, New Delhi., 10. Gupta S. K. (1985) Physical Science Teaching in Secondary Schools, Sterling Publishers,, Pvt. Ltd.,New Delhi., 11. Jacobson, David et al., (1985) Methods for Teaching: A Skills Approach. Charles, EMerrill, Publishing Co., Columbus., 12. Jennings Terry (1987) The Young Scientist Investigator: The Teacher Manual of Oxford, University Press., 13. Joseph-Bradwin, et al. (1998) ,Sourcebook for Physical Science. Brandwain-WatsonBlackwood., 14. Mangal, S.K. (1995); Teaching of Physical and Life Science, Avg. Book Depot. : Delhi., 15. Nagel E. (1961) The Structure of Science, Harcourt Brace and World Inc., New York, 16. Nair C. P.S., (1971) Teaching Science in Our Schools. S. Chand & Co., New Delhi., 17. Schwab J. J. and Bradwein P.F. (1962) The Teaching of Science, Marks, HarvardUniversity, Press, Cambridge., 18. Sharma, R.C. (1995); Modern Science Teaching, Dhanpat Rai& Sons, Delhi, 19. Siddiqi M.N. and Yadav R.A. (1995) Teaching of Science at Elementary Level, Part –IPart, - II,Arya Book Depot : New Delhi., 20. Sood S. K. (1988) New Direction in Science Teaching, Indian Publishers, Delhi. The, Importance of Art Activities for Science Teaching: A Hand Book for Teacher (1984), Published by Centre for Cultural Resources and Training, Bahawalpur House, New Delhi., 21. UNESCO (1985) Teaching School Chemistry, Sterling Publishers Pvt. Ltd., New Delhi., 22. UNESCO,(1978) New UNESCO Source Book’sching, New for Delhi; Oxford and IBH, Publishing Co.,, 23. Waiter A Thurkar and Alferd T. Collette (1964) Teaching Science in Today’s Secondary, Schools, New Delhi, Prentice Hall, , 76

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester - III, PEDAGOGY OF SCHOOL SUBJECT:CHEMISTRY, , Contact Hours :30 , , Marks 50 Credits:2, , ===============================================================================================================, , Objectives:, On completion of course the student teacher will be able to 1. Acquire knowledge about the nature & scope of chemistry, 2. know the basic branches and their inter- relationship with other science subjects, and, 3. Acquire the knowledge of modern trends in chemistry, 4. Understand the objectives & values of teaching chemistry in secondary schools., 5. Development skills in :Analyzing the content in terms of concepts and learning, experience, Planning lessons, Selecting appropriate media and materials, Preparation of, resource units & unit plan, Improving teaching aids,, 6. Maintaining laboratory., 7. Applying the knowledge of chemistry to develop scientific thinking and scientific outlook., 8. Appreciate the contribution of chemistry in serving the community in the fields of, agriculture, industry, health and environment., UNIT: I- CURRICULUM STUDY IN CHEMISTRY 8 HOURS, 1.1 Study of Curriculum projects- Chemical Bond Approach, IAC, CHEM-Study, Chemistry, Curriculum, NCF-2005., 1.2 Study of the Karnataka state secondary school science curriculum with special reference, to chemistry and organization of the curriculum., 1.3 Review of the present Chemistry Textbooks., , UNIT: II- PLANNING AND ORGANIZATION OF THE LESSON IN CHEMISTRY 10 HOURS, 2.1 Need and importance of planning, lesson plan format., 2.2 Study of chemistry content of VIII, IX and X in Karnataka secondary level and identify the, concepts and principles., 2.3 Unit plan and Resource unit: Meaning, Components, Steps & importance, 2.4 Planning and use of multimedia materials, , UNIT: III-METHODS AND APPROACHES OF TEACHING CHEMISTRY :12 HOURS, 3.1 Learner centered and activity centered approaches –difference, 3.2 Inductive, Deductive, Laboratory, Lecture cum Demonstration, Heuristic, Inquiry, Problem, Solving (Scientific Method), Project method and Programmed Learning (All the methods, and approaches to be dealt with respect of their characteristics, steps, advantages and, disadvantages. Examples to be chosen from secondary school chemistry curriculum)., 3.3 Models of teaching- Concept Attainment model., , PRACTICUM/ACTIVITIES: (ANY ONE) 10 HOURS, 1. Critically study of Chemistry text book of 8th, 9th or 10th standard., 2. Preparation of diagnostic test in Chemistry., 3. Survey of Chemistry laboratory facilities of any three high schools with practical suggestion, forimprovement., 4. Preparing a report of different activities of science club., 5. Preparation of workbook for 1 or 2 units., 6. Preparation of Programmed Instruction/Computer Assisted Instruction (CAI)/ICT based, learning materials., 7. The college is free to introduce any other relevant activities., 77

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REFERENCES:, 1. Anderson, R.D et al. (1992). Issues of Curriculum Reform in Science, Mathematics and, HigherOrder Thinking Across the Disciplines. The Curriculum Reform Project.USA:, University ofColorado., 2. Brandwein Paul, F. (1955). The Gifted as Future Scientist, New York, Earcourt Dcace and, WorldInc., 4. Chemistry Text Book,(1964).Lab Book.NewDelhi: NCERT., 5. Discovery teaching in science –Columbus, Ohio; chalesE.Merrill Books, Inc.,, 6. Falvery, P. Holbrook, J. & Conian, D. (1994). Assessing Students, Longmans, Publications,Hongkong., 7. Gage N.L(ed).Hand book of Research in teaching ....., 8. Husen, T.& Keeves, J.P. (Eds.). (1991). Issues in Science Education, Oxford: Pergamon Press., 9. NarendraVaidya.( ) Impact of Science teaching –, 10. Jenkins, E.W. (Ed.) (1997). Innovations in Science and Technology Education. Paris:, UNESCO.Vol. VI., 11. Mangal, S. K. (2001).Foundations of Educational Technology. Ludhiana: Tandon, Publications., 12. Sharma R.C ( ) Modern science teaching –., 13. Kolasani et.all (, ) Modern teaching of Chemistry –, 14. Man Pal Singh(, ) Modern teaching of Chemistry –., 15. Mohanasundaram , K. & Charless Williams. (2007). Information and communication, technology in education. Trichy: His Grace Educational Printers., 16. Nair, C.P.S. (1971). Teaching of Science in our Schools, Sulthan Chand & Co. (Pvt.) Limited., 17. Nayak. (2003). Teaching of Physics. New Delhi: APH Publications., 18. Nuffield Chemistry, Books of Data, Collection of Experiment, Published for the Nuffield, Foundation by Longmans, Penguin Books., 19. Nuffield Physics, Teacher‘s Guide Published for the Nuffield Foundation by Longmans,, Penguin Books., 20. Pandey. (2003). Major Issues in Science Teaching. New Delhi: Sumit Publications., 21. Panner Selvam, A. (1976). Teaching of Physical Science (Tamil).Chennai: Government of, Tamil Nadu., 22. Patton, M.Q. (1980). Qualitative Evaluation Methods. India: Sage Publications., 23. Sharma R.C.( ) .Planning for effective science teachin......, 24. NarendraVaidya ( ) Problem Solving in Science –., 25. PSSC. (1964) Physics Teachers Resource Book and Guide. New Delhi: NCERT., 26. Radha Mohan. (2010). Teaching of physical science. New Delhi: Neelkamal Publishers., 27. Rao, C.S. (1968). Science Teacher, 28. Research ideas for science project –Goyal K.C. &Swami.P.(RIE –Ajmer)., 29. Sharma, R.C. (2006). Modern Science Teaching. New Delhi: Dhanpat Rai Publications., 30. Sood, J.K. (1992). New directions in science teaching. Chandigarh: Kohli Publishers., 31. Joseph –Bradwin( ) Source book for the Physical Science, 32. New burn( ) Teaching Chemistry in tropical secondary schools. 33. wood bourn and, obern ( ) Teaching in the pursuit of science –., 34. Patil R.S.( ) Teaching of Chemistry –, 35. Yadav M.S.( ) Teaching of Chemistry –, 36. Williams, B. (1999). Internet for Teachers, John Wiley & Sons, U.S.A., , 78

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, PEDAGOGY OF SCHOOL SUBJECT: BIOLOGY, , Contact Hours :30 Marks 50, Credits:2, , ===============================================================================================================, , Objectives: On completion of course the student teacher will be able to –, 1. Understand the planning for Teaching Biology, 2. Use advanced and creative techniques, learning aids and improvised apparatus in Biology, lessons., 3. Plan and execute various curricular and co –curricular activities related to teaching of, biological science., 4. Gain an insight in to the skills of evaluating the outcomes of teaching biological science, and prepare items and tests for secondary school students., 5. Appreciate and inculcate the competencies and commitments needed for a biological, science teacher., SYLLABUS, , UNIT-I Biology & its Correlation , •, Biological Science: Meaning Nature Scope & Importance, •, Relationship between Biology & Human welfare, •, Correlation of Biology with other School Subjects:, , UNIT-II Planning for Biology Teaching , •, Objectives of Biology Teaching: General & Specific , •, Writing Objectives in Behavioral Terms , •, Lesson Planning- Meaning ,steps and characteristics, •, Unit Plan: Meaning, steps and format, •, Resource UnitMeaning and Importance., , - 5 hours, , - 11 hours , , UNIT-III Methods/Approaches and Resources of Teaching Biology, -14 hours, •, Lecture-cum-demonstration : Concept,Merits and demerits, •, Project Method : Concept,Principles ,Steps,Merits and demerits, •, Laboratory Method : Concept,Steps,Merits and demerits, •, Inductive : Concept,Steps,Merits and demerits, •, Deductive : Concept,Steps,Merits and demerits, •, Problem Solving : Concept,Steps,Merits and demerits, •, Programmed Instruction : Concept, Principles, Steps, Merits and demerits (Linear and, Branched), •, •, •, , Resources, Meaning, Types and Importance of Teaching Aids, Text Book, Teacher Hand Book, Laboratory Manual and Student Work Book., Field Based Resources; School Garden, Museum, Aquarium-Meaning Importance and, Maintenance., , MODE OF TRANSACTION , •, Lecture, Group Discussion, Seminar, Project Work., , PRACTICUM/FIELD WORK : ( ANY ONE), 1. Making charts, improvised apparatus and models., , 79

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2., , Planning and conducting any four practical classes in Biology and maintaining a record of, practical work., 3. Planning and conducting Field Visit to Marine culture, Inland Culture, Poultry Farm, Sericulture Farm, Bird Sanctuaries or any suitable places related to Biology., 4. Preparation of unit test for a unit in Biology., 5. Collecting and preserving biological specimens, 6. Preparation and preservation of Herbarium sheets., Note : The college is free to introduce any related practicum / fieldwork activities on relevant, unit or sub¬unit, , REFERENCES:, 1. Bremmer, Jean (1967): Teaching Biology, Macmillan, London., 2. Dastgir, Ghulam (1980): Science Ki Tadress, Translation of Sharma and Sharma, 3. Green, T.C. (1967): The Teaching and Learning Biology, Allman & Sons,London., 4. Gupta, V.K. (1994): Life Sciences Education Today. Arun Publishing House Pvt.Ltd. SCO, 49-51, Sector 17-C, Chandigarh., 5. Gupta, V.K. (1995): Reading in Science and Mathematics Education, Associated, Publishers, Ambala Cantt., 6. Gupta, V.K. (1995): Teaching and Learning of Science and Technology, Vikas Publishing, House, New Delhi., 7. Gupta, V.K. (1996): Science and Technology Education: New Thrusts and Recent Trends,, Arun Publishing House, Chandigarh., 8. Heller, R. (1967): New Trends in Biology Teaching, UNESCO, Paris.Ltd., 10. Miller, David, F. (1963): Methods and Materials for Teaching the Biological Sciences,, McGraw Hill, New York., 11. Nanda V.K.: Science Education Today, New Delhi: Anmol Publications Pvt., 12. NCERT (1969): Improving Instructions in Biology, New Delhi., 13. Novak, J.P. (1970): The Improvement of biology Teaching, Publishing House, New Delhi., 14. Nunn, Gordon (1951): Handbook for Science Teachers in Secondary Modern School, John, Murry, London. Publications., 17. Ravi Kumar S.K.: Teaching of Biology, Jaipur: Mangal Deep Publications., 18. Sharma B.M. and Sharma A.S.: Encyclopedia of Education in 21st Century Science –, Education,Volume –8, New Delhi: Commonwealth Publication., 19. Sharma, R.C. (1975): Modern Science Teaching, Dhanpat Rai & Sons, New Delhi., 20. Shukla, C.S.: Biology Teaching, Meerut: International Publishing House,, 21. Siddiqui Najma N. and Siddiqui M: Teaching of Science Today and Tomorrow, Delhi: Doaba, House., 22. Teaching of Sc., Tarakki Urdu Board, New Delhi., 23. Thurber, Walter (1964): Teaching Prentice Hall, New Delhi., 25. Yadav Seema and Singh A.K.: Teaching of Life Science, New Delhi:Dominant, Publications, 26. Vaidya N.: Science teaching for the 21st century, New Delhi: Deep and Deep, 27. Vaidya, N. (1971): The Impact of Science Teaching, Oxford and IB+I Publication Co., New, Delhi., 28. Vaidya, N.: The Impact Science Teaching,New Delhi: Oxford & IBH Publishing., 29. Voss, Burton F.A. & Bren, S.B.: Biology as Inquiry, A Book of Teaching Methods. Washton:, Teaching Science Creatively, 31. Waston, N.S. (1967): Teaching Science Creativity in Secondary School, U.B.Saunders, Company, London., 32. Yadav K. : Teaching of Life Science, New Delhi: Anmol Publications., , 80

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS, , Contact Hours :30 Marks 50, Credits:2, , ===============================================================================================================, , Objectives:, On completion of course the student teacher will be able to –, 1. Understand the various curriculums of mathematics., 2. Understand the nature, structure, scope and relations with other disciplines., 3. Understand the Approaches and methods of teaching mathematics., 4. Understand the aims and objectives of teaching mathematics., 5. Identify the learning experiences appropriate to the objectives of teaching secondary, school mathematics., 6. Prepare the year plan, unit plan, activity oriented lesson plans for effective classroom, communication, 7. Able to revive the school mathematics. curriculum, , UNIT I- MATHEMATICS CURRICULUM STUDY. , 10 HOURS, 1.1 Curriculum: Meaning and principles., 1.2 Different approaches of curriculum construction: NCERT, CBSE, ICSE, and KSSEB,, 1.3 Recommendations made by NPE - 1986, NCF - 2005., 1.4 Organisation of curriculum – Psychological and logical, Topical and Spiral with their, differences., 1.5 New trends in mathematics curriculum - SMSG, SMP and Nuffield., 1.6 Critical Review of present Karnataka state secondary school science curriculum with, special reference to Mathmematics., UNIT-II:- INSTRUCTIONAL DESIGN FOR MATHEMATICS., 2.1 Approaches of Lesson plan- meaning definitions, importance steps, format, 2.2 Unit plan- steps, format, 2.3 Resource unit- steps, format, 2.4 Year plan- meaning, principles, and format., , 10 HOURS, , UNIT-III:- METHODS / APPROACHES OF TEACHING MATHEMATICS , 10 HOURS, 3.1 Learner centred approaches –inductive, deductive, analytic, synthetic, laboratory method., 3.2 Activity centred approaches – Heuristic approach, project method, programmed, instruction.- meaning, principles, importance and its types(Linear and Branching) and, their differences., 3.3 Devices in teaching Mathematics- oral work written work, drill work,Supervised study, and review., 3.4 Models of teaching –Lesson planning according to -Bruner‘s concept attainment model., PRACTICUM/ACTIVITIES: (ANY ONE), 10 HOURS, 1. Critically study of mathematics text book of 8th or 9th standard., 2. Preparation of diagnostic test in mathematics., 3. Survey of mathematics laboratory facilities of any three high schools with practical, suggestion for improvement., 4. Preparing a report of different activities of Mathematics club., 5. Preparation of workbook for 1 or 2 units., , 81

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6., 7., , Preparation of Programmed Instruction/Computer Assisted Instruction (CAI)/ICT based, learning materials., The college is free to introduce any other relevant activities., , REFERENCES, 1. Agarwal S M-(1977) A course in teaching of modern mathematics, New Delhi2. Ashlock Si Herman (1970): Current Research in Elementary School Mathematics,, Macmillan,London., 3. Bell, E.T. (1965): Men of Mathematics I & II, Penguin., 4. Biggs, E.E. & Maclean James, R. (1969): Freedom to Learn, Addison Wesley, Canada., 5. Butler and Wren (1951): Teaching of Secondary Mathematics, McGraw Hill Book, Co., New, York., 6. Butler and Wren (1960) The Teaching of Secondary Mathematics, Tokyo, McGraw Hill Book, Company, 7. Davis D.R. (1951): The Teaching of Mathematics, Addison Wesley Press, London., 8. Dolclani B.F. (1972): Modern School Mathematics-Structure and Method., 9. Henderson, K et.al (1975) Dynamics of Teaching Secondary Mathematics, London Houghton, Miffin, 10. Jantli R, T, (2000) Subhodha Ganitha Bodhane, Vidyanidhi Prakashana Gadag., 11. Kapoor J N (1989) –Fascinating world of Mathematics New Delhi12. Land, Frank (1975): The Language of Mathematics, John Surrey, London., 13. London Mathematics Association: Report on the Teaching of Arithmetic, Algebra &, Geometry, B.Bell & Sons., 14. Mangal S.K (1981) –Text book of teaching mathematics, Prakash Brothers, Ludhiana, Publication, 15. McIntosh, Jerry A. (1971): Perspective on Secondary Mathematics Education, Prentice Hall,, NewJersy., 16. Nicholad, Eugene, D. & Swain Robert, L.: Mathematics for Elementary School Teachers, Holt, Rinehart & Winston, New York., 17. NSSE (1970): Mathematics Education, NSSE, Chicago., 18. Riuedesel, C. Alan (1967): Guiding Discovery in Elementary Mathematics, John Wiley &, Sons, New York., 19. Schaff, William L. (1965): Basic Concepts of Elementary Mathematics, John Wiley & Sons,, New York., 20. Schonnel, F.F. & Schonnel, F.J. (1965): Diagnostic and Remedial teaching in Arithmetic,, Liver and Boyd, London., 21. School‘s Council (1972):-CurricularMathemain Bulletin, H.M.S.O., London., 22. Sidhu, K.S.: The Teaching of Modern Mathematics, Sterling Publishers, New Delhi., 23. Vigilante, Nicholas (1969): Mathematics in Elementary Education, MacMillan, London., 24. Vilenkin, N.Y. (1968): Stories about Sets, Academic Press, New York., , 82

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, SPECIFIC PEDAGOGY SUBJECT:-COMMERCE, , Total Hours: 30 hours Total Marks: 50, Total Credits: 2, , ===============================================================================================================, , Objectives:, To enable the student teachers1. To develop an understanding of the meaning, nature and scope of commerce education., 2. To develop an understanding of the maxims and principles of teaching commerce., 3. To develop understanding the bases of the commerce education and its relation with, other disciplines., 4. To develop understanding of the objectives of teaching commerce at higher secondary, level (NCF 2005)., 5. To understand various methods used in teaching of commerce., 6. To develop an understanding of the importance of latest trends in teaching of commerce., , Unit I:: Concept and scope of Commerce Education, (a) Meaning, nature, need and scope of commerce education., (b) Commerce education in India (relevance in life and curriculum)., (c) Objectives of teaching of commerce at Higher Secondary level( as per NCF 2005), Assignment:, Study and compare the commerce education at higher secondary level in India with any one developed, country., Unit II: Bases of Commerce Education, (a) Interdisciplinary linkage in the curriculum,Intra-correlation with book keeping,, organization of commerce and secretarial practice., b) Inter correlation of commerce with maths, economics and geography., Principles of Teaching of Commerce:, -Principle of flexibility,Principle of activity,Principle of individual differences, Principle of learner centeredness,Principle of community centeredness, Assignment:, Critically analyse any one textbook of commerce with reference to intra and inter correlation., Select any contemporary issue related to commerce field and present a paper using seminar, method., Unit III Latest trend in Teaching of Commerce, (a) Co-operative learning (meaning, importance and types), (b) Use of e-resources. (Discussion forum, e-book, e-Journals, e-business with reference to, relevance in commerce teaching), (c) Simulation (role play, games CAM- organization and execution in teaching of Commerce), Assignment:, Prepare and execute a lesson plan by using any one of the following:, a. e-resources, b. Simulation techniques, References:, 1. Commerce Education Mohammed Sharif Khan Sterling Publishers Pvt Ltd-New Delhi, 2. Teaching of Commerce-A Practical Approach J.C AggarwalVikas Publishing House Pvt, Ltd- New Delhi, , 83

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, UNDERSTANDING DRAMA AND ART IN EDUCATION, , Contact Hours: 60 Marks: 50, 2 Credits, , ==============================================================================================================, , (Needs to be viewed as Collection source material and References) Unit 1: INTRODUCTION TO, CONCEPTS OF DRAMA AND ART Objectives:, 1. To enable learners to have a practical experience with drama and art., 2. To introduce certain concepts to enhance the understanding of drama and art., 3. To make learners acquainted with aspects of theatre management., , Concept note: Every child can benefit from drama and art in their education., Learners need to develop conceptual knowledge of the terms associated with drama and art in, order to understand the basics of these disciplines., The meaning of overall development of a child is associated with his capability to find ways of, creative expression. This is possible through drama and art in education., Content:, a. Forms of Drama and Art., b. Elements of Drama and Art., c. Understanding stagecraft and audience etiquettes. Subunit wise descriptions, activities, and assignment:, a. Forms of Drama and Art, i. Visual(Sculpture, Architecture and Painting), ii. Performing (Dance, Drama, Music –vocal and instrumental), , Activities:, , Production of educational musicals –Workshop / Presentation( integration of visual and, performing arts), , Developing musical ability by listening to musical pieces on radio, TV or internet and, writing a description on the vocal and instrumental music used., b. Elements of Drama and Art, i., Space, Speed, Pause, Rhythm;, ii. Abhinaya / Enactment: Aangika/Physical (Gestures of hand, head, neck, feet, eyes) , Gaits,, Vaachika/Verbal (Voice modulation, dialogue delivery); Aahaarya/External Visuals, (Costume, Make up, stage decoration); Saatvika/Psycho-physical: Nav Rasa-Bhaava (Nine, aesthetic pleasures-mental states), iii. Perspective, proportion, depth, light & shade, texture. (elements in visual arts), Activities:, a) Workshop to be conducted on Kinesthetic movements to develop theatric skills –use of, body language, voice, speech, and movement,, b) Creative expression through dialoguing to identify elements of visual arts used for, enhancing (lines, strokes, colours-quality and sources, spatial relations, painting surfaces, and any other), , Ref: http://schools.aglasem.com/26695, c. Understanding stagecraft (set designing, costumes, props,lights, and special effects) and, audience etiquettes., , 85

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Activities:, Workshop on theatre games and improvisations ( as given in the position paper NCTE ), Participate in a stage presentation and observe the stagecraft and audience etiquettes., , Task/Assignment: (any one), 1. Produce a play to be presented on stage, and write a reflective essay highlighting, backstage, onstage and audience etiquettes., 2. Review the different dances in India, identifying their significance to the context of origin., Unit 2: APPLICATION OF DRAMA AND ART IN ACADEMICS, Objectives:, 1. To understand the functions of drama and art ., 2. To learn how to integrate drama and art in the school curriculum., 3. To enable learners to develop their aesthetic sensibilities., , Concept note:The position of drama and art in education needs to be enhanced as it benefits, children. Research in drama and art have proved that indulging in drama and art affects the, communication skills, entrepreneurial skills, creative skills, imaginative skills and may more that, helps children to excel in their school activities to a great extent. Teachers must be in partnership, with the professionals in drama and art to extract the skills for educational purpose., Content:, a. Functions of Drama and Art, b. Integration of Drama and Art in the school curriculum, c. Developing aesthetic sensibility through Drama and Art Subunit wise descriptions,, activities and assignment: 10 periods, a. Functions of Drama and Art – Information, Instructive, Persuasive, Educative,, Entertainment, Development., , Activities:, a) Display the educative function of drama and art through a street play, b) Write an essay on how drama and art fulfill their persuasive and development functions., b. Integration of Drama and Art in the school curriculum, Activities:, 1. Workshop on techniques of integrating drama and art in teaching., 2. Develop a song, play, or drama on any of the topic in the curriculum. c. Developing, Aesthetic sensibility through Drama and Art, Special reference - Johnto‗ArtDewey‘sasanwritingsexperience‘, , Activities:, Visit to any centre of art ( museums, ar NCPA) and observe pieces of art/play ., Group discussion can be conducted on the observation highlighting the aesthetics in art., , Workshop on pottery and its decoration can, , Task/Assignment: (any one), 1. Write an appreciation essay on the historical monuments (sculpture and architecture) or, any piece of art ( music, dance drama, painting), 2. Developing masks and puppets to teach any topic in their methods, present a lesson using, it. Submission of a lesson plan is required., , 86

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Unit 3:DRAMA AND ART FOR PEDAGOGY, Objectives:, 1. To elucidate the role of drama and art in self realization of learners., 2. To sensitize learners on the use of drama and art for special learners., 3. To highlight the use of drama and art in creative expression., , Concept note: Drama provides experiential therapy to understand and heal self. The process, is enriching and meaningful that leads to self realization. Creative expression is a need of any, individual. Drama games are exercises in training for skills in drama as well as to know self. Special, learners also benefit a great deal when drama and art are used in education., Content:, a. Drama and Art for self realization, b. Drama and Art for children with special needs, c. Drama and Art for creative expression, , Subunit wise descriptions, activities and assignment:, , a. Drama and Art for self realization., , Activities:, 1. Workshop on Drama Games –Games(Suggestedforactorsandnon Augus actors) or Drama, for catharsis, where participants are able to discover themselves., 2. Workshop –Developing theatre skills, Musical intelligence, pottery, folk dance, animations, depicting culture and art., b. Drama and Art for children with special needs., Activities:, 1. Review the position paper National Focus Group on Arts, Music, Drama, 2. and Theatre by NCTE on Drama for children with special needs., 3. Visit a centre for children with special needs and observe the use of drama, 4. and art in the activities conducted. c. Drama and art for creative expression, Activities:, Develop art material/poster through waste expressing an innovative idea., Workshop on Film reviewing as a technique of teaching and reflection., , Task/Assignment: (any one), 1. Create a Drama derived from stimuli –photographs, paintings, music,poetry, story,, newspapers, television, films, real life events., 2. Review studies on effectiveness of drama and art on education and present the same., , Unit 4: DRAMA AND ART FOR SOCIAL INTERVENTION, Objectives:, To enable learners to perceive the social and environmental issues through drama and art., To develop understanding of the local culture through drama and art., To widen the understanding of learners by integrating global culture., , Concept Note:, Drama and art reveals the social conditions, social perceptions and attitudes. Learners must be, able to generate content with reference to social and environmental conditions, local and global, culture. This could leads to social change when put in the right perspective. The social intervention, 87

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of drama and art cannot be really separated from its aesthetic component. A subtle manner of, social transformation can be expected through this approach., , Content:, a. Understanding social and environmental issues through drama and art, b. Understanding local culture through drama and art, c. Understanding global culture through drama and art, , Subunit wise descriptions, activities and assignment: 10 periods, a. Understanding social and environmental issues through Drama and Art, , Activities:, Workshop on developing short plays/ street play for educational, entertainment or social, / environmental relevance Workshoponpreparing a script for a radio programme to, propagate a social behaviour or awareness of social issues, b. Understanding local culture through Drama and Art., Activities:, , Perform a drama or dance or music of local culture, , Visit to a local theatre show/performance and write its appreciation and evaluation., , c. Understanding global culture through Drama and Art, Activities:, Develop a tableau to depict any two of the global cultures., Observe a drama/art work highlighting the global culture., , Task/Assignment: (any one), 1. Compare any two visual/drama/dance/music art forms of India with any two at an, international level (history, elements/characteristics, eminent artists & institutions), 2. Critically write your comments on festival performances in India eg: Ramleela, Rasleela, Recommended Books/websites:, Akademi South Asian Dance, UK –http://www.southasiandance.org.uk/, Andrewes,E.: A Manual for Drawing and Painting, Hazall Watson and Viney Ltd., 1978, Armstrong, M. (1980):The practice of art and the growth of understanding., In Closely observed children: The diary of a primary classroom (pp. 131–170)., , Writers & Readers., 1) Axelrod,H.R.: Sand Painting for Terrariums and Aquariums, T.F.H. Publications, 1975., 2) Boal, A.: Games for actors and non actors, 2nd Ed., Routledge, London, 2005, 3) Carini, P.F. (2001). Valuing the immeasurable. In Starting strong: A different look at, children, schools, and standards (pp. 165–181). New York: Teachers College Press.CCRT, official website, 4) Coomaraswamy, Ananda, The Dance of Shiva, New Delhi:MunshiramManoharlal, Publishers Pvt. Ltd., 1999., 5) Chambers, W&R , Murray J.: Shape and Size, Nuffield Mathematics Project,published, Nuffield Foundation, Great Britain, 1967., 6) Chambers, W&R , Murray J.: Pictorial Representation, Nuffield Mathematics Project,, published Nuffield Foundation, Great Britain, 1967, 7) Craven,T.: Men of Art, Simon and Schuster, New York, 1940., 8) Das, Varsha, Traditional Performing Arts –Potentials for Scientific Temper,New Delhi:, , 88

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Wiley Eastern Limited, 1992, 9) Davis, J.H. (2008). Why our schools need the arts. New York: Teachers College Press., 10) Doshi, Saryu–A (EdMagazine.),of the―MargArts–Trends and Transitions in Indian Art‖,, Mumbai: Marg Publications, V, 11) Doshi, Saryu (Ed.), The Performing Arts, Mumbai: Marg Publications, 1982, 12) Frankfort, H.: The Art and Architecture of the Ancient Orient, Penguin books,Great Britain, , 1954, 13) Ghose, Santidev, Music and Dance in Rabindranath Tagore‟s Philosophy, New Delhi:, SangeetNatakAkademi, 1978, 14) Heathcote, D., & Bolton, G. (1994). Drama for learning: Dor of the expert approach to, education. Portsmouth. NH: Heinemann Press., 15) Indira Gandhi National Centre for the Arts - http://www.ignca.nic.in, 16) International Dance Council –CID –www.cid-unesco.org, 17) Jha, Rajeev I. (2015). Kathak Dance Education –Contemporary Systems,Problems, &Suggestions.Delhi: B. R. Rhythms., 18) John, B., Yogin, C., &Chawla, R. (2007). Playing for real: Using drama in the classroom., Macmillan., 19) Khokar, Mohan, Traditions of Indian Classical Dance, Delhi: Clarion Books,First ed., 1979., 20) Kothari, Dr. Sunil (edited by), New Directions in Indian Dance, Mumbai: Marg, Publications, Vol. 55 No. 2, December 2003., 21) Kuppuswamy,G. and Hariharan, M.: Teaching of Music, Sterling Publishers Pvt.Ltd., New, Delhi, 1980, 22) Lederle,M. : Christian Paintings in India, Gujarat SahityaPrakash, Anand., 23) Logan, F and others: The World of Arts, Standard Educational Corporation,Chicago, 1983, 24) Massey, Reginald, India‟sKathak Dance –Past, Present, Future, New Delhi:Abhinav, Publications, 1999, 25) Nallin, W.: The Musical Idea A consideration of Music and its ways, The Macmillan, Company, New York, 1968., 26) National Centre for the Performing Arts - http://www.tata.com/0_our_commitment/, community_initiatives/arts/ncpa.htm, 27) NCERT: Position paper National Focus Group on Arts, Music, Dance and, Theatre,Publication Department Secretary, NCERT, New Delhi, 2006., 28) Nuttall, K.: Your book of acting, Faber and Faber ltd., 1958, 29) Pope, M.: Introducing oil painting, B.T. Batsford limited, New York, 1969, 30) Prasad, D. (1998). Art as the basis of education.National Book Trust. Retrieved from, http://www.vidyaonline.net/list.php?pageNum_books=2&totalRows_books, 31) Raynes J. : Painting seascapes, Studio Vista Limited, London,1971., 32) Rele, Dr. Kanak (Ed.), Hand Book of Indian Classical Dance Terminology,Bombay: Nalanda, Dance Research Centre, 1992., 33) Richards, N.: Playwriting and Playmaking, A Manual for College and Countryside ,, Ministry of Education, Government of India, 1956., 34) Riley, O.L.: Your Art Heritage, Harper and Brothers, New York, 1952., 35) Romberg, J. and Easton Rutz, M.: Art Today and Every day: Classroom activities for the, lementary School Year, Parker Publishing Company Inc., New York ,1972, 36) Roychaudhuri, Bimalakanta, The Dictionary of Hindustani Classical Music,Delhi:, MotilalBanarsidass Publishers, First ed., 2000, 37) SangeetNatakAkademi –http://www.sangeetnatak.org/Sarabhai, Mrinalini, The Sacred, Dance of India, Bombay:BharatiyaVidyaBhavan, First Ed., 1979., 38) Saxena, Sushil Kumar, Swinging Syllables: Aesthetics of Kathak Dance, New Delhi:, SangeetNatakAkademi, First ed., 1991, , 89

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, RESEARCH PROJECT, , Contact Hours: 30 Marks: 50, 2 Credits, , ===============================================================================================================, , Objectives, To enable the teacher trainees:, 1. To familiarize with the concept of Action Research in Education and the Potential in holds, for the improvement in the performance of the school., 2. To identify and formulate suitable problems for Action Research., 3. To get acquainted with the various steps of conducting Action Research., 4. To understand and use descriptive statistical techniques in Action Research and, 5. To acquire the skills of planning executing evaluating and reporting an Action Research, Project., , Unit - I: Research and Education, A) Research in Education and it‘s Cla Importance of Research in general and specifically, Action Research, Types of Action Research - Individual and Collaborative., B) Action Research Methodology: Definition of the Problem, Identification of a Problem,, Steps of conducting Action Research, Drafting Action Research Proposal, Reporting Action, Research., Unit - II: Descriptive Statistics, Classification and tabulation of Data, Measures of Central Tendency-Mean, Median and Mode;, Measures of Variability - Mean Deviation, Standard Deviation and Quartile Deviation;, Measures of Correlation - Rank Difference and Product Moment Method;, Normal Probability curve - Properties and Uses., Inferential Statistics :Graphical Representation of Data, Histogram, Bar Diagram, Pie Chart,, Ogive, Testing of Differences: t-test, Median Test., Unit - III: Writing Research Report, Format, Style, Typing, Bibliography, Pagination, Tables, Figures, Graphs, difference between, Reference and Bibliography, Appendices., , Assignments:, Identify problem and execute Action Research in any one of the following areas:, (1) Staff (2) Students (3) Discipline (4) Teaching strategies (5) Community Participation (6), Parental Attitudes (7) Children with Special Needs (8) Facilities., , References:, 1. Arya, D. et al.: Introduction to Research in Education. Holt Rinehart and Winston, New, York, 1972., 2. Best, J.W.: Research in Education. Prentice Hall of India, New Delhi, 1980., 3. Dhondiyal, S. and Pathak, A.: Shikshak Anushahan Ka Vidhishastra. Rajasthan Hindi, Granth Academy, Jaipur, 1972., 4. Entanistte, N.J. and Neshat, P.D.: Educational Research. Hoddar Strongton, London, 1972., 5. Garrett, H.E.: Statistics in Psychology and Education. Vakil Faffer and Simon, Bombay,, 1975., 6.Garrett, H.E. Shiksha Aur Manovigyan Mein Sankhyiki. Kalyani Prakshan, Ludhiana,1975., , 90

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –III, Gender, School and Society, , Contact Hours: 60 Marks: 100, 4 Credits, , ===============================================================================================================, , Unit I: Key Constructs in Gender, Patriarchy, power, resources and opportunities, sex, A brief introduction to feminist, theories: radical, liberal, psychoanalyst, socialist and Marxist., , Unit II: Social Construction of Gender, 2.1 Socialization in the family and at school, occupation and identity (identities largely, unavailable to women such as farmer, scientist etc.) stereotypes about girls and women, prevalent in the society, media and literature;, 2.2 Gender and its intersection with poverty, caste, class, religion, disability, and region (rural,, urban and tribal areas); essentialised male and female identities and the introduction to, third gender; discourse of LGBT, Unit III: Gender and School, 3.1 Girls as learners, hidden curriculum(teacher attitudes, expectations and peer culture),, Epistemological Issues in mathematics, social sciences and life sciences using gender as a, lens, subject choice made in Grade XI and its relation with gender, 3.2 Gendered representations in textbooks (illustrations and text), policy interventions in, school education, construct of gender in national curriculum frameworks, teacher in India:, an analysis using gender as a lens., Unit IV :, Constitutional provision for girl child education., Legal support and provision in various acts and Govt support, Govt and other agencies for girl child uplift., Important legal decisions related to the women protection, , References:, 1. Beasley, Chris. 1999. What is Feminism: An Introduction to Feminist Theory. Sage: New, Delhi, 2. Conway, Jill K., et al. 1987. ‗Intr Daedalus, Vol. 116, No. 4, Learning about Women:, Gender, Politics, and Power (Fall): XXI-XXX, 3. Engineer, Asghar Ali. en‘,1994Economic. and‗Status Political Weekly, Vol. 29, No. 6, (Feb.): 297-300, 4. Erikson, Erik H. 1964. ‗Inner and O Womanhood‘,DaedalusVol.93, No.2, The Woman in, America (Spring): 582-606, 5. Ganesh, K. 1994. ‗Crossing:TheHierarchytheof Thre Gender in, theIndianFamilyJournalofSocialinScienceIndia‘,7(3& 4): 355-62, 6. Ganesh, K. 1999. ‗Patrilineal Struc Gendered Socialization‘Culture, SocializationinT. S. Sa, and Human DevelopmentDelhi: Sage Publication India Pvt. Ltd., 7. Gardner, Carol Brooks. 1983. ‗Passi Rights, and theSociologicalUrbanInquiry, 50:Female‘,328-56, 8. Gilligan, Carol. 1982. In a Different Voice England: Harvard University Press, 9. Government of India. 1975 a. Towards Equality: Report of the Committee on the Status of, Women in India (Delhi: Department of Social Welfare, Government of India), 92

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –IV, EDUCATIONAL ADMINISTRATION AND MANAGEMENT, , Contact Hours: 60 Marks: 100, , 4 Credits, , ===============================================================================================================, , Objectives:, Upon the completion of the course, the student-teachers will be able to:, 1. Understand the concept and concerns of Educational organization, administration and, management., 2. Understand the Educational Administration and management at different levels and their, functioning., 3. Understand the role of headmaster and the teachers in school management: Supervision, and inspection, 4. Acquaint the quality control measures in school management, 5. Develop the skills in preparing and maintaining the school records., 6. Develop the practical skills in organizing the school programmes and activities., 7. Acquaint the healthy school climate in the institution., Unit I: Educational Administration and Management: , 5 hours, 1.1 The concept and importance of Educational organization, Administration and, management., 1.2 The objectives, nature and scope of Educational management, 1.3 Educational management as a System: Concept and importance, Educational, institution as a system, human resources and other resources- Material resource,, financial resource and Idea resource., 1.4. Classroom management., , Unit II: Administration and Management of Education at Centre and State 8 hours, 2.1 Centre-State relationship in educational administration and management, 2.2 Administration and management of Education at Centre, 2.3 Ministry of Human Resource Development (MHRD) ,, 2.4 Advisory bodies to the Central Government on Education: UGC, CABE, NUEPA, NCTE,NCERT., 2.5 Administration and Management of Education at State., 2.6 The Administrative structure of education in the State: KSHEC, Department of Public, instruction, DSERT., 2.7 Management of Primary, Secondary and Higher Education and Grant-in-Aid Policy., 2.8 The School Development and Monitoring Committee (SDMC) and Parent-Teacher, Association., , Unit III: Management of School and Supervision , Periods: 10 hours, 3.1 Basic components of the Management : Planning, Organizing, Supervising, Directing,, Controlling, Decision Making, Communication., 3.2 Supervision and Monitoring(Inspection): Concept, objectives, scope, types, functions,, challenges and suggestions for the improvement of supervision., 3.3 Institutional Planning: Concept, objectives, importance, preparation and problems., 3.4 Staff meeting: Objectives, Types, Planning Agenda of meeting., 3.5 Time-Table: Meaning, Types and Principles., 3.6 Co-curricular activities: Concept, Types, need, organisation, Principles and Role of teacher, in it., , 93

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3.7 Time Management., 3.8 Total Quality Management: Role of the Head master and teachers in promoting the TQM, in teaching,, , Unit IV: Maintaining Healthy Education Institutional Climate , 4.1 Institutional organization climate(school): school components., 4.2 The Institutional Plant: Physical Surrounding and maintenance., 4.3 Creative activities of the school: School Exhibition, Subject Clubs., 4.4 School Records: types, Need and maintenance., 4.5 E-records: nature, Need and applications., , 7 hours, , Assignment/Practicum (Any One) write a profile on:, 1. Preparation of School Academic Plan, 2. Preparation of Time-Table, 3. Holding Staff Meeting and recording the minutes and Procedings., 4. School records and their maintenance, 5. Co-curricular activities in a school, 6. Development of Appraisal Pro-forma, 7. School Plant Maintenance, 8. School Library Maintenance, 9. Time management and School activities, , Bibliography:, 1 Aggarwal, J.C. (1987) ‗The Progress of Education in Free India‘, New Delhi: Arya Book, Depot., 2. Aggarwal, J.C. (1994) ‗Educational Administration, Management and Supervision‘, New, Delhi: Arya Book Depot., 3. Daft, Richard. L. (2000) ‗Management‘, USA: Harcourt College Publishers, Fort Worth,, Texas., 4. Dash. B.N. (1996) ‗School Organization, Administration and Management‘, Hyderabad:, Neel Kamal Publications, Pvt. Ltd., 5. Devegouda, A.C. (1973) ‗A Handbook of Administration of Education in Mysore‘, Bangalore,, Bangalore Book Bureau., 6. Halpin, Andrew.W (1966) ‗Theory and Research in Administration‘, New York: Macmillan, Company., 7. Hertzke, Eugene. R. and Olson, Warren. E. (1994) ‗Total Quality Education, Technology and, Teaching‘, New Delhi: SAGE Publications, India, Pvt. Ltd., 8. Knezevich, Stephan, J.(1975) ‗Administration of Public Education‘, New York: Harper and, Row Publishers., 9. Kochar, S.K. (1991) ‗Secondary School Administration‘, New Delhi: Sterling Publishers., 10. Martin, Lawrence. L (1993) ‗Total Quality Management in Human Service Organizations‘,, New Delhi: SAGE Publications India, Pvt. Ltd., 11. Mathur, S.S. ((1969) ‗Educational Administration: Principles and Practices‘, Jullundar:, Krishna Brothers, Gate Mai Hiran., 12. Mathur, S.S. (1990) ‗Educational Administration and Management‘, AmbalaCantt Indian, Publication., 13. Mukhopadhyay, Marmar. (2005) ‗Total Quality Management in Education‘, New Delhi:, SAGE Publications., 14. Patted, L.B. (2000)- ±ÉÊPÀëtÂPÀ ªÀåªÀ¸ÉÜ ªÀÄvÀÄÛ ±Á¯Á DqÀ½vÀ ¤ªÀðºÀuÉ‘, zsÁgÀªÁqÀ: DPÀ¼ÀªÁr §ÄPïr¥ÉÇÃ., 15. Sachadev, M.S. (2001) ‗School Management‘, Ludhiana: Bharat Book Centers., 16. Safaya, Raghunth and Shaida, B.D. (1977) ‗School Administration and Organization‘, Delhi:, DhanapatiRai and Sons., , 94

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –IV, Note: This paper applies to all the pedagogic courses. The student teacher has to do in two pedagogic subject that are, opted by him for study part two specifically refers to higher secondary class subjects, , ADVANCED PEADGOGY ON SPECIFIC SUBJECT OF STUDY, , (Common format for all pedagogies), Credits: 2 Marks: 50, , ===============================================================================================================, , Theory to Practice:, Each of the following assignment will have the introductory theoretical presentation by the subject, teacher and will also provide some exemplar. Based on the presentation the student teacher will, visit the field and execute the design. The student teacher will complete the work and submit the, assignment for assessment. Each assignment should be given fifteen days for completion., Part-A ( On the Subject of Secondary School), , Any four of the following assignment, I) Development of a content specific TLM and using in the class room to find out its, effectiveness., II) Development of a diagnostic test on a Unit identify the required remedial teaching and, implementing, III) Evolving resource to teach a unit from collecting digital resources and web site, .facilitating learner to learn on his own, if required improvise and develop strategy and, for the unit and execute., IV) Two students of high achievers, low achievers and average achievers to identify their, needs in terms of, a. Learning resource required. , b. Facilities to be extended by school., c. Guidance to be provided to the parents., d. Specific guidance to learner., e. Teacher empowerment., V) Selecting any one of the specific format of teaching ( Models of teaching, approaches,, modules etc) and design a instructional material for a content of secondary school, subject, ( Any other similar activity designed by BOS of respective University), Part B: Any four of the following assignment, I), , Use of any one digital soft ware available on the pedagogic subject, try out on Xi/XII class students,, validate the use in terms of i) usability, ii) Achievement performance III) learners performance and, iv) Ambiance requirement for the effective use., II) Analyses a topic from Xi/XII class in terms of information , concepts, theories, application and, evolve a design to provide self ;earning material. class room transaction for higher level content,, individual assignment . Try out, reflect and report., III) Analyze performance of any five low achievers of XI/Xii class based on your pedagogic subject,, identify the constraints provide remedial measures., IV) Video record presentation on any one topic of your subject for the benefit of XI/XII students for, about an hour episode. Find out the its usefulness to the learner by try out and report., V) Analyze a class result of XII std of any one institute and evolve a report of their performance,, inputs, learner study habit , and processes., VI) Identify the mismatch between the expectations of learner ,parents, national policy, social needs,, your needs, of Xi/XII students in terms of secondary education based on the opinions of parents,, students, teachers, other stake holders with handful of sample and report ( The scope may be, reshaped by shortening or widening ), ( Any other similar activity designed by BOS of respective University), , 95

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Vijayanagar Sri Krishnadevaraya University, Ballari, Bachelor of Education (B.Ed) course, Semester –IV, REFLECTIVE READING AND WRITING, , Contact Hours: 30 Marks: 50, 2 Credits, , ===============================================================================================================, , Unit 1 Expressive Reflections (6 hours), 1. Reflective and expository writings - reflective journaling, creating visual and word texts,, compare and contrast, 2. Critical Appreciation of the text- Note taking, critically reviewing the text, 3. Revisiting the text- impact of the text on the reader, recreating from the text new, perspectives., , Activities:, Explore different reflecting journal writings, developing a common reflective journal Write, based on the text –e.g. Summary of a scene, extrapolation of story, converting a situation, into a dialogue etc. (individual task), Write a review or a summary of the text, with comments and opinions (individual task), Write from reader‘s perspective, gett writer, developing a new angle to the text Presentations, of selected papers, questions and answers (large group)., Unit 2 Reading beyond Text (9 hours), 1. Making Connections with the text- Text with Self, Text with Text and Text with World, 2. Reading for Change –Multicultural Perspective ( regional, folk literature and the like), Inclusive Perspective (gender, class, caste, differently abled and the like) Educational, Perspectives ( Policies, documents,journals), Activities:, • Write in journal about all the three types of connections with the text Read texts from, diverse areas and fields, • Group discussion on texts from different cultures, marginalised sections Attend seminars,, paper readings, workshop on reading skills, • Hold public reading events by inviting stakeholders to the event Attend release of new, books, listenin book festivals, • Conduct debates/discussions educational policies and documents on them. Convert text, into a mono-act, play or musical drama, • Maintain reflective journal and rubric when writing about the reflections of the text., • Publish Critical essays and creative essays on reflected texts in college newsletter and/or, magazine, Suggested tasks and Assignments, • Home reading assignments, maintaining reading log Discussions on interpretation of the, texts, • Be the Text, Experience the Text: Converting text to a dialogue, story, play and mono-act., • Analyzing texts and text structures and connecting to the curriculum Writing an, exploratory essay on a text and presenting in the class Writing a critical reflection from 2, diverse texts., , Note - face to face and if possible online discussions through synchronous or asynchronous modes,, Students should have an opportunity to read and reflect both individually as well as in groups, , 96

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B. Ed INTERNSHIP PROGRAMME DETAILS, , Following is the suggestive mode; that has been evolved keeping in the context the importance of, the activity as envisaged by the NCTE. The institute should abide to the procedure to the best of, its effort., , There are 3 stages in the internship programme. They are, i., Pre-internship stage, ii. Actual internship stage &, iii. Post-internship stage, i., , Pre-internship Stage, Sl., Activity/, Beneficiary, No., Mode, 1 Meeting, Faculty Members, of GCTEM, 2 Meeting, , 3, , 4, , BEOs, Principals, of B. Ed Colleges,, DDPI(Admin), DIET, Principal & , DDPIPU, All B. Ed, teacher, trainees, , Workshop, mode., Production, of Observation, Schedule/, Check, list/Class, observation, Schedule/, Tentative, time table, Training of, All Head Teachers, Supervisory, of the selected, staff, schools and, Principals of, selected PU, Colleges, Mentor, Teachers and, GCTEM Faculty, and DIET faculty, , Requirements, Curriculum, finalized, Roles and, Responsibilities, sheets, Two :Years B., Ed Curriculum,, Roles and, Responsibilities, , Outcome, , CTE faculty and, Experts from the, DOE, B. Ed Colleges, of MU,, , Develop the, required, materials, for the, whole the, of, internship, session, , Developed materials for, internship, B. Ed, Curriculum,, Roles and Responsibilities, , Practice to, use the, internship, materials, effectively, , Probable, month, , 98

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ii.a ) Actual Internship Stage (I Phase), Sl., No., 1, , 2, 3, , Activity, , Place, , Walk in and around Allotted, school- Secondary/ School/, Senior Secondary, Colleges, school, School Planning, process, School Academic, Records, , 4, , Observing, various Programmes, of the GOK, and Department, of Education, , 5, , Attending SDMC/, PTA Meeting, , 6, , Observing at least, two Mentor‘s Class, , 7, , Observing at least, two Mentor‘s Class, , 8, , Observing at least, one Mentor‘s Class, , 9, , Visit to nearby, HPS or Elementary, School to observe, the various academic, activities including, class observation, and academic, records maintained, , Allotted, HPS/, Elementa, ry, School, , Process, , Formal interaction, with school, authorities and, students, Taking SAP & SDP, Interaction with, Head Teacher, and looking, records maintained, Observation, by involving, studentteacher, trainees in various, programmes like, MMS, Milk supply, SDMC/PTA, constitution and, meeting, proceedings, Actual Class, Observation by, the trainees, and followed by, discussion, Actual Class, Observation by, the trainees, and followed by, discussion, Actual Class, Observation by, the trainees, and followed by, discussion, Actual Class, Observation by, the trainees, and followed by, discussion, , No of, Days/, week, 1 day, , Monitoring Staff/, Agency, Mentor/ Faculty, , 1 day, , Head Teacher/ Mentor, , 1 day, , Head Teacher/ Mentor, , 2 day, , Head Teacher/ GCTEM, faculty/DIET faculty, , 1 Day, , Head Teacher, , 1 day, , Head Teacher/ College, faculty, , 1 day, , Head Teacher/ College, faculty, , 1 day, , Principal / College, faculty, , 1 Day, , Principal / College, faculty, , 99

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10 Visit to Special, School, , Observation, followed by, discussion, Observation, followed by, discussion, Observation, followed by, discussion, Observation, followed by, discussion, Observation, followed by, discussion, , 11 Visit to Residential, school, 12 Visit to BEO office, 13 Visit to BRC office, 14 Visit to DIET, , 1 Day, , College faculty, , 1 Day, , Mentor / College faculty, , 1 Day, , Mentor / College faculty, , 1 Day, , Mentor / College faculty, , 1 Day, , Mentor / College faculty, , ii.b ) Actual Internship Stage (II Phase), Sl., Activity, No., 1 Practice Teaching, , 2, , Innovative class /, ICT, , 3, , Conducting Unit, test, Declaring the, results of the Unit, test and prepare, for next Remedial, session, Remedial classes, , 4, , 5, , Place, Allotted, School/, College, , Process, Actual trainee, takes the class, with regular, allotment and, getting feedback, after each, class, Trainee with his/, her own, innovations takes, the class and, getting feed back, after each class, Trainee conducts, the Unit test, , Trainee organises, Remedial classes, to below average, students and, conducts unit, test, , No of, Monitoring Staff/, Days, Agency, 24 days Head Teacher/Mentor, , 2 day Head Teacher/Mentor, (2, Classes), 1 day, , Head Teacher/Mentor, , 2 days, , Head Teacher/Mentor, , 1 day, , Head Teacher/Mentor, , 100

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6, , Organising Coscholastic activities, to the students, , 7, , Action research, planning & data, collection, , Trainee organises, various activities, in the area of his, choice including, PE & HE, Trainee during, practicing session, identifies the low, achievers and, conducts action, research, , 2 days, , Head Teacher/Mentor, , 2 days, , Head Teacher/Mentor, , iii. Post Internship Stage at GCTEM (II Phase), Sl., Activity, No., 1 Presentation by the trainee, 2 Viva voce, 3 Submission of Reports on Visits, organised, Unit tests with analysis,, Case study, Action Research, CoScholastic area report, Lesson Plan,, Unit Plan,, 4 Reports by the Head Teacher, 5 Text lesson (1+1), , No. of, Monitoring Agency, days, 1 day Principal & College faculties, 1 day Principal & College faculties, 1 day Principal & College faculties, , 6 days, , Principal & College faculties, Principal(Chairman) &, Examiners appointed by VSKU, , RECOMMENDATION, Committee under the scope of preparing a common syllabus discussed at length the challenges, confronting the pre–service teacher education programmes, met at a deliberation and interaction, with stake holders, highlighted a number of issues. Hence a summary of the recommendation, proposed by the committee is presented below., 1. The quality of B.Ed programme is monitored by NCTE the apex body at the national level., At the state level three bodies namely KSHEC, Collegiate Education, and DSERT are, officiating. At the regional level the respective universities are regulating. The bodies have, no interconnected platform to co-ordinate the activities., Hence the committee recommends the Teacher Education and Monitoring Board( STEMBoard)‖ at the s level with professionally equipped member having regulatory power., 2. With the inclusion of +2 courses under RMSA the secondary schools teachers must be, empowered with professional training. The PU Board, the DSERT and the State Teacher, Education and the concerned, need to address the empowerment of teachers by appointing, a committee which will look in to the required changes., 3. The Justice Verma Commission Report Vol (1) strongly recommends that Teacher Educators, must be equipped with the M.Ed as qualification, emphasing pedagogic and curricular, competencies. The M.A (Education) course is not a professional course and do not equip, the teacher educator with the required competencies. Further the course does not focus on, teacher education in toto. In view of this the committee recommends that the state must, make M.Ed a mandatory qualification with SET/NET as an additional one., 4. The State has large number of institute under private managements of which a majority of, , 101

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5., , 6., , 7., , 8., 9., , them require academic support for implementing the two years B.Ed programme. In, addition the quality of teacher education needs support by providing funds for evolving, e-media based TLM. The bodies such as KSHEC, PU Board, DSERT and other relevant, funding authorities must take up this task jointly., Presently the State Govt has fixed academic year for the B.Ed programme starting January, to December. But all over the country the Academic year is fixed in tuned with the other, disciplines, i.e is from August to July every year. It is therefore recommended that the State, Govt should switch over to the national standard, so as to facilitate teacher- trainee get a, job in the beginning of the first term of the school., All Private and Aided secondary and higher secondary require and deputed upon teachers, trained in the different B.Ed Colleges. But however these school do not allow Student, teachers being trained in the various B.Ed College to visit their schools nor practise their, lessons in these schools. As a result the student teachers will not get First hand training &, experience with teaching a lesson nor the administrators set-up of the school., Hence it recommended that the State Govt must provide necessary regulations for both the, private & Aided Schools to overcome this hitch in the B.Ed training., The NCTE has framed fourth semester to be an immersion programme., The four months immersion for all unmanageable in the present context. Hence it is, recommended that Govt colleges and aided institutions. Hence be provide with a stipend, or necessary finance support as done for Regional Colleges of Education, further there is a, need to relook in to this provision and its viability at State level keeping in consideration, the vast number of private institutions., It is also recommended that the existing IASE and CTE need to be strengthened by, appointing manpower and infrastructure. The central funding need to be processed, systematically so that it is utilised on time. There must be a proper flow of funds from the, centre to the State, and from the State to the institutions., The above recommendation will aim at the emergence of an autonomous body to be set-up, by the State Govt to overcome the bottle neck experienced in the decade‘s history, , 102

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Report of the State level Work Shop by the Higher Education Council, Karnataka in, , 103

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collaboration with Azim Premji University conducted for B. Ed Curriculum Revision, on 16 th and 17 th of June, 2015 at Azim Premji University, Bengaluru, , Ever since the NCTE notification was made in the Gazette of India in December 2014,, introducing the two year curriculum from the academic year 2015, most Universities have begun, the process of curricular revision., , , The Karnataka State Higher Education Council has initiated a process of involving Heads, of Department of Education of Universities across Karnataka, Chairpersons of Board of Studies, in Education to jointly address the concerns emerging from designing and adopting this new, curriculum. Azim Premji University jointly with the Council in this endeavor., , , The Karnataka Higher Education Council invited representatives from Universities across, Karnataka and DSERT invited representatives from Colleges of Teacher Education Institutes to, participate in a two day consultative meeting on the June 16 and 17, 2015 to discuss the proposed, revision of B.Ed. curriculum. Out of the 40 participants, 23 were from 10 different Universities of, Karnataka and 17 from Colleges of Teacher Education, The work shop was attended by :, a. Chairpersons of the BOS and Department of Studies in Education of various Universities, of State., b. Senior Professors of various Universities of the State., c. Directors of the College Development Board of the Various Universities., d. Principal‘s of the selected CTE a, e. Representation from DSERT and Azim Premji Foundation., Objectives of the workshop:, 1. Arrive at a consensus on the possibility of developing a common curricular framework, for B.Ed. courses across Karnataka, 2., , Discuss modalities of professional development of teacher educators and developing, resources to transact the new curriculum Process, , , To facilitate the two-day deliberations, Dr. Poonam Batra of the Central Institute of, Education, Delhi University, was invited. Given her background and experience as a member, of the Justice Verma Commission and NCTE Council and Chairperson of the NCTE Regulation, Committee, she was seen as the ideal person to put across the thoughts and ideas that embed, important documents concerning Teacher Education., The two-day agenda of the workshop included:, • Context setting by Mr. S V Manjunath, Karnataka State Head, Azim Premji Foundation., • Inaugural address by Dr. S A Kori, Executive Director and Member Secretary Karnataka, State Higher Education Council., • Sharing of ideas and review of work done in this context by representatives of Universities., , 104

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Proceedings, Day 1, Mr. S V Manjunath, Karnataka State Head, Azim Premji Foundation in his introductory note, stressed upon the important role of a teacher in society. He spoke about the limitations of teacher, education which have resulted in lack of professionalism among the teacher community., , Dr. S A Kori, Executive Director, Higher Education Council, in his inaugural address, emphasized the need for a two-year B.Ed. curriculum catering to the needs of a competitive society, and technological advancements while preserving the values and the rich cultural heritage of, India., , Dr. Poonam Batra, Professor, Delhi University, spoke about the rationale behind curricular, revision. Using both, the Justice Verma Commission report (JVC) and the National Curriculum, Framework of Teacher Education (NCFTE) as the basis., , Prof. Ganesh Bhat, Principal MES College of Teacher Education, Bangalore shared the work, done by Bangalore University on Choice Based Credit System (CBCS) as per NCTE guidelines., , Prof. Ekbote from Gulbarga University presented a sample blue print for the two year B.Ed., curriculum., , Dr. Poonam Batra and representatives from Universities shared some curricular ideas., Some of them were:, •, Need for extensive use of ICT in cu for the next generation learners., •, Based on learners‘ psychological education should equip teachers to handle curriculum, at elementary, middle and high school/senior school levels. Administrative and academic, issues likely to emerge following the adoption of new curriculum., •, Teachers need to be empowered to construction, textbook writing and autonomously, use these in a manner that renders their teaching experiential and critical., •, Teacher education colleges/departme schools where teachers‘ internship an and not, merely as something happening just few days in a week or month., •, The teacherrses shouldeducationalsobesubjectspecificcouas well as age specific – example:, B.Ed. with specialization in History, Physics, Maths, Language, etc. and for elementary, education, primary education, middle school and high school., , Day 2, The day commenced with arriving at consensus on certain issues related to the new B.Ed., curriculum by the participants. Prof Ekbote presented a list of priorites to be deliberated and, to be considered at the State level. They were discussed and and recommendation were arrive, at.Some of them were:, •, Admission of students to colleges o state., •, Calendar of events for the B.Ed. co by the state., •, Need -ordinationfor Committeea to monitor internal assessments - need to evolve a, ‗scientific method‘ for moni, •, Universities should evolve minimum starting B.Ed. colleges., •, Formation of Teacher EducationUniversity Regu level (TERM) and formation of State, Teacher Education and Monitoring Board (STEM-Board), under the aegis of The Higher, Education Council., •, Constitution of a Committee for fol revision, with representation from Universities,, DSERT and CTEs guided by the Higher Education Council, •, Establishment of subject wise group CTEs, Government and aided B.Ed. colleges, DSERT, subject experts under the guidance of the Higher Education Council., •, Teacher Education Colleges should- b disciplinary under graduate and post graduate, courses., •, As indicated in the NCTE guidelines B.Ed course. Diploma in Education courses to be, done away with gradually., , 105

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•, , As a semester system has inherent i field work, annual scheme of assessment was discussed, for its possibility. Need to take a judicious decision so as to facilitate colleges to go for NAAC, accreditation, indicators of NAAC accrediting was also discussed upon. Weightage for, internal assessment for theory papers to be 30% uniformly across Universities and, Practical assessment should be mandatory., , Mr. Manjunath summarized the views of the participants at the end of the workshop. Key highlights, of the same areas under:, 1. There is a need for a collective endeavor towards building a common curriculum for the 2, year B.Ed. course for Karnataka., 2. The Higher Education Council should take this initiative forward by involving DSERT., 3. A Committee to be formed involving representatives from all Universities, subject experts, and those who are familiar with ground realities for working on the new curriculum., 4. The revised B.Ed. curriculum to be developed well in advance so as to begin the new course, from June 2016., 5. The immediate need is to begin the process of curriculum construction and faculty, development for effective transaction., , Specimen copy of the TERM-Cell format to be established at all the Universities, of Karnataka Sate, In exercise with the powers conferred by the Chapter IV Section 29, A,C,G,I, and J of University, Act 2000 the ________ University, Syndicate Authority constitutes following body., , Short title and Commencement:, TEACHER EDUCATION REGULATORY AND MONITORING CELL, known by short form TERMCell, will be in force immediately after the approval by the Syndicate Authority., , The Cell shall have function to regulate and monitor the conduct of all affiliated Teacher Education, Institutions and teacher Education courses in the Composite colleges affiliated in the Gulbarga, University,, 1. Committee members of the TERM: The cell shall have a committee with following members:, a. The Chairperson of the Department and BOS Chairperson shall be the Chairperson of the, committee., b. The members of the committee shall be:, • Two senior Professors from the faculty of education on rotation for two years., , • Principal of Govt. CTE affiliated to the University/in absence JDPI, • Registrar( Evaluation) Gulbarga University, • Principal/Head B.Ed/B.P.Ed/M.P.Ed course of constituent college., c. The Deputy Registrar, (Academics) shall be the convener, , 2. Power and Functions :, a. To evolve the calendar of events for all the TEI courses in tune with the State Govt, DSERT,, NCTE and other related bodies., b. To support the Registrar and University to bring timely action needed propositions to, regulate the TEI‘ and implementation of Govt, NCTE and other related authority rules in, force., c. To examine and conduct regular visit to the institutes and monitor quality and control over, academic transactions., d. To initiate and monitor the admi Teacher Education courses for Govt and private seat, allotment., 106

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e., , To ensure the eligibility granting is done as per the criteria and on time as per calendar of, events., f. To prepare and provide the formation of boards, organizing the visits of IA moderation and, quality control boards of teacher education courses., g. Ensure the eligibility of teachers and appo UGC, NCTE, State and NCERT regulation., Prepare seniority of teachers and forward to the respective BOS Chairpersons., h. To plan, organize and execute required academic activities such as seminars, conference,, workshops to meet the timely needs., i., To provide support in correspondence and rapport building with State, SCERT, NCERT,, NCTE, UGC and other bodies related to teacher education programmes., j., Any other activities and functions directed by the Registrar, and Vice Chancellors office as, and when required., k. To prepare the budgetary provisions required annually to manage the TERM cell and the, activities formulated., l., To visit the colleges running the Teacher Education programmes whenever required as, per University orders and suo moto for conduct of TERM functions., m. To conduct the meetings of Teacher education teaching staff of the University, of, principals, affiliated college staff as and when required., n. The cell have the power to initiate, organize, monitor and execute all the academic and, examination rela and on behalf of Registrar( Evaluation)., , 3. Role and Responsibilities of Chairperson:, a. Prepare the agenda and conduct the meeting and report to the University authority for, timely action at least once in two months., b. To visit the university office TERM-Cell office at least once in a week and update the office, files with suitable notes, forwarding, and propositions., c. To initiate action plan for the conduct of assigned functions to cell suo-moto and visit the, various authorities of University., d. To undertake visit to the regulatory authorities and other agencies outside University for, conduct of TERM-Cell functions., e. To coordinate among the University officers with the Teacher Education course heads of, the University, 4. Office Support;, a. There shall be a cubical for the TERM-cell with all facilities provided to any other cells of, University office., b. The Deputy Registrar (Academic) shall support for the functioning of the cell., c. There shall be an assigned clerical staff, computer typist and attendee., , 107

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SYATSMATISATION OF IA MARKS AT B.Ed. COLLEGES FOR, EFFECTIVE MANAGEMENT., -Dr E R Ekbote, B.Ed. is a professional programme with grater intensity on practicum than theory. The, practicum evaluation is usually felt cumbersome and difficult. There is more possibility of biased,, favoritism and subjectivity in giving marks. The evaluation is usually, relative than objective, processes. It is extremely, , difficult to standardize. Because of administrators get disgusted and call upon the faculty, members to do away with., , It is extremely difficult to convince administrators, the inevitability of IA marks. It is, essential to have practicum with higher weightage. It is necessary to have internal assessment and, one has to be with. Coordination committee is one of the processes that is invented to streamline, and bring some standardization across the colleges. It is quite but natural that whenever one, does a filtering the polluted stream, the filter gets blogged. But you cannot blame the filter. It, is quiet but natural that the pressure points do get pressure and damaged. One can not remove, the filters it will be more harmful if the filters are removed. Bangalore University, Bangaluru has, removed Coordination committee practice (couple of years ago) and is facing more difficulty. Rani, Channamma University Belagavi also has done the same and contemplating to reintroduce. There, appears to be increase in admission of candidate who come only twice to the college. Once for, admission and second time for receiving the certificate. The problem faced at various levels in IA, marks processing and practice teaching in no way should stop the efforts of strengthening. It is a, weak system that gets afraid of dangers and runs away., , The coordination board of Gulbarga University has a well stadnadrdised process and by, and large manages to keep large number of weakening forces away from stream. However the, mushrooming of colleges has increased the infection of late. There is a need to tighten the belt, once again. Due to the large number of new colleges there are many teacher educators who are, unaware of the system of IA marks maintenance. Many colleges have. almost all the staff members, new except the principal. The present presentation is to orient the new comers to the well tried, system of IA maintenance and presenting to the coordination committee., , There are basically three forms created for presentation to the coordination committee,, they are fairly simple and incorporate all the marks that are evolved throughout the semester, systematically, they are presented here with., Pre-requisites to evolve data to the coordination forms:, , The IA marks data that gets created throughout the year needs to be systematically, generated and recorded. The system has to be objective, democratic and transparent. Following, are the series of stages that the college needs to systematically plan and conduct., , 1. Maintaining the calendar of event register:, This is like a log book, which will record the conduct of activities in the college time to time. This, has to be maintained by the Principal where in the date and program of conduct of all the events in, the college are mentioned. If there are any discrepancies unusual they should also be noted. This, will help to cross refer later if some doubts linger in after wards regarding any activity., 2. Staff meeting proceeding:, Staff meeting is supposed to decide upon everything about the processes and activities. The, minutes of staff meeting regarding arranging the activities, group formation, distribution of, activities and many aspects will make it a meaningful to record and show as mirror image of the, sequel of IA record evolvement., , 108

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3. Master ledger:, This is the most important part of IA data base. This is a ledger having one sheet for each student,, where in all the entry day wise of each candidate are stored. The entry is usually done by the, evaluator and is maintained in the principal‘s chamber. The ledger is no single place. It is brought, to notice that many new colleges are unaware of this ledger and are not keeping the record. This, is the only record that gets maintained across the years of all the students for years to come and is, cross a reference at any time across many years. Such records definitely boost the quality of data, maintenance with the colleges. The present RTI act expects some document to be maintained for, reference. This is a record that can be handy to provide information when time needs., , 4. Assignment and test evaluation sheets. :, There are a series of assignment and test given to the student. After evaluation the marks needs to, be disclosed to the student along with the feedback by showing them the evaluated answer scripts, and assignment. The test papers evaluated and the marks list prepared by the teachers needs to, be notified to the student and then stored in a place. Usually there is a room as Evaluation cell to, which a couple of teachers are made in charge. They are supposed to keep them systematically., The lists duly signed by the teachers are supposed to be filed and maintained in the evaluation, cell., , 5. Master score list:, The evaluation cell teachers will prepare a consolidated list for all the subjects and the test. They, maintain the master list along with evaluation sheet file. This cell work throughout year and build, required records. Such will not make college tensed at the last minute to prepare required sheets, for submission to coordination committee., 6. Correspondence with school and student allotment file:, Every college has to interact with schools and correspond. Each school will be allotted with a, group of student teachers. All such relevant documents need to be filed and has to be procured, from group leader-student. The files and records so produced may also be handed over to the, principal at the end of the semester/year., 7. School wise record file:, Each school will be conducting lesson practices sessions, and varied activities. The time table, generated, activities conducted, reports created by the group leaders all are another set of, documents that should be become the part of stored data regarding the practice teaching unit., , 8. Teachers student teaching observation dairy:, Tecaher Educators have to maintain a diary of the evaluation. The diary should have scope for, recoding the detailed observation and feedback provided to lessons fully observed, partial, observed and cursory observation made with feedback notes. Usually the grades are decided, upon the detailed observed lesson and are extended to all the lessons given by the teacher., 9. File with CBT data:, This is another set of papers having all the details of data of CBT, guidance provided to the, students, teacher observation diaries, special lessons provided with special innovative measures,, opportunity provided to illustrate different methods of designing by the method master, grading, student on their effectiveness, and consolidation., 10: Consolidation and coordination committee communication file:, This is penultimate stage where in all the records are consolidated and master forms I, II and Iii, are produced. This may also be tagged with all the letters and transaction with the coordination, committee., , 109

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ISSUES INVOLVED IN IA MARKS RECORDING:, Transparency and Democracy: The principal should create openness and confidence with all the, members without making any member feel that certain things are by passed and some people have, high handedness. In fact many of the problems in the colleges getting in to miscreant activities and, some teachers indulging in to activities culmination in to aquarelle some leakages, manipulation, of marks and student unrest are due to this reason. The democratic system can be maintained, by having various sub teams for various activities such as Practice teaching unit, assignment, teats unit, CBT unit, Teaching aid evaluation unit, test and assignment unit, with different group, of teachers. This will make every teacher equally important. Further the responsibility may be, rotated from year to year so that everyone should get the pain and pleasure of all the works, equally experienced., , There are bound to be certain consideration for reconsideration of marks student due to, various reasons such as ill health and providing second opportunity, absenting for few classes due, to some reasons and many more. Whatever the decision to be taken, it should be democratic by, calling a staff meeting and providing relative equality in opportunity to all students. Both quality, and quantity should to be taken together., , Team working of the staff is most important factor in the maintenance of IA marks. Some, teachers may be good in working with numbers and data, and some may not. It is the duty of, the teammates to understand the weakness and share the responsibility. They should be morally, obliged to each other by taking compensative workload in one or other very important role in, balancing the whole act. He should conduct himself by giving equal importance to one and all, irrespective of their temporal importance., , CONDUCT DURING COORDINATION COMMITTEE VISIT:, , Coordination visit should not create any examination tempo. In fact if the colleges are fairly, good and have exposed the student to their achievement in test assignments, and lesson grades, from time to time, the problem will not exist. Concealing the marks as confidential creates more, problems than solutions., , During coordination visit, the records of each student should stack in each beehive, separately in the display hall. All students should be made to assemble in assembly hall. The, student should not be made to sit in the hall for hours together. The principals should get the, timings of visitors arrival and make the student assemble about an hour before the team visits., This makes the students to face the coordination committee with liveliness and comfort. There, are many instances where in students faint during the visit. Some colleges are in the habit of, making student teachers stand outside the gate in two rows in scotching sun heat. This is also not, an advisable practice. The student teachers should treat with dignity and respect., , The consolidated data sheets should be made available both in hard and soft copy. It is, unfortunate that there are colleges with very poor facility of computers services and they run, about outside wasting time. Some visiting teams may call upon to provide rank list of student, based on the consolidated list of marks, there is nothing if some advanced methodology are used, to moderated marks. Variation form one committee to other is bound to be. The variation within, the tolerant limits should be acceptable., , The committee should be provided with freedom to interact with students and teachers., There should not be any feel of hide and seek. The teachers can also feel free to discuss. However, it should not lead to challenge each others privileges. The committee should write the report on, the spot and all the members should sign. This will reduce the disagreement between college, and visiting team significantly., Certain myths about IA and coordination committee functioning:, • Coordination is policing, • Internal marks are confidential to student and not supposed to be disclosed., , 110

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•, •, •, •, •, •, •, •, •, •, , Higher range of marks should be given to colleges with high infrastructure facility., Older colleges should necessarily get higher range of marks, Once a high range is given to a college, the subsequent years the percentage cannot be given, less., Donkey work deserve more percentage, More the money spent by the students on teaching aid other material should get more, marks., Moderation reports can be deprived to the principal for weeks together and nothing wrong, if he is treated as non active member of the committee., Moderation is a cumbersome and statistical activity requiring experts., The marks distribution of the IA should be NPC fitting. IA marks should be in hand written, form., Teacher educators are not trust worthy., Management Vice Chancellor, Dean, Registrar, Registrar( Evaluation ) have the power to, direct on marks moderation., , Please Avoid, Giving a festive look to the coordination visit Garlanding and providing with costly gifts, Crowding with all staff for lunch and dinner, Disturbing the team by accompanying all the time, and not providing time to work., Delay in providing records and concealing the information, Encourage:, Learning from the past mistakes., Appreciating good practices and to carry on., Providing mutual respect., To be quick in returning moderated marks, , 111

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