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File Ref.No.24215/GA - IV - J2/2013/CU, , UNIVERSITY OF CALICUT, Abstract, , B.Ed Programme- 2 year B.Ed. Curriculum (Syllabus, Scheme of examinations and Regulations)- implemented with effect, from 2017 admission -Orders issued., G & A - IV - J, , U.O.No. 9922/2017/Admn, , Dated, Calicut University.P.O, 08.08.2017, , Read:-1. U.O.No. 8664/2015/Admn dtd. 06.08.2015, 2. U.O.No. 11447/2015/Admn dtd. 07.11.2015, 3. Item No. 3 in the minutes of the meeting of Board of Studies in Education UG held on, 02.02.2017, 4. Item No. 4 in the minutes of the meeting of Faculty of Education held on 06.07.2017, 5. Item No. II(D) in the LXXVI meeting of Academic Council held on 17.07.2017, 6. Orders of Vice Chancellor in File No. 10015/GA-IV-J2/2014/CU dated 04.08.2017, ORDER, , 2 year B.Ed. Curriculum (Syllabus, Scheme of examinations and Regulations) in the University of Calicut, w.e.f 2015 admission onwards has been implemented vide paper read as (1)., Vide paper read as (2), the code assigned for the Optional paper Theoretical Bases of Teaching, Malayalam in the Regulations and Syllabus has been corrected in the 2 year B.Ed. Curriculum w.e.f. 2015, admission., Board of Studies in Education (UG) vide paper read as (3), resolved to modify the existing two year Bed, Curriculum of the university of Calicut with effect from 2017 admission onwards., Faculty of Education vide paper read as (4) and Academic Council vide paper read as (5), approved the, modifications reommended by the Board., Vice Chancellor, vide paper read as (6), has ordered to implement the resolution in the minutes of, the Academic Council and to implement the revised 2 year B.Ed. Curriculum (Syllabus, Scheme of, examinations and Regulations)., Sanction has, therefore, been accorded for implementing the 2 year B.Ed. Curriculum (Syllabus, Scheme, of examinations and Regulations) in the University of Calicut w.e.f 2017 admission., Orders are issued accordingly., , (Appended Syllabus, Scheme of examinations and Regulations), Ajitha P.P, Joint Registrar, To, The Principals of all the Teacher Education Colleges under University, Copy to: DTE/ Pareeksha Bhavan/ JCE-7/Digital Wing, Forwarded / By Order, Section Officer, , Page 1 of 189

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UN IVE R S ITYOFCALIC UT, , , CURRICULUM OF, REVISED TWO YEAR BACHELOR OF EDUCATION (B.Ed.) PROGRAMME, With effect from 2017-2018 Academic Year, , 1, Page 2 of 189

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PREFACE TO THE REVISED TWO YEAR B.Ed CURRICULUM, University of Calicut has started two year B.Ed Programme as per the Directions of NCTE, Regulations – 2014. The students of first Batch of two year B.Ed Programme complete their, programme in the year 2017. Considering the feedbacks fro different stakeholders, Board of, Studies in Education (UG), Calicut University has decided to modify the existing two year B.Ed, Programme. The revision will be applicable to 2017 admission onwards. For Revising the, curriculum, Board of Studies has organized two regional workshops – one at NSS Training, College Ottappalam for Teachers of B.Ed Colleges affiliated to Calicut University from Thrissur, and Palghat District and Second one at Farook Training College, Calicut for teachers of B.Ed, Colleges affiliated to Calicut University from Calicut, Malappuram and Wayandu Districts., Considering the opinion of teachers, minor modifications were incorporated to the existing, curriculum. More clear guidelines are given to the conduct of School internship and other, practicals. The modifications were done based on the suggestions of NCTE in their Model, curriculum for B.Ed Programme., Board of studies extends its sincere gratitude to Dr Mohammed Basheer, Honourable Vice, Chancellor of Calicut University for his guidance and patronage extended to us. Board also, extends its thanks to Internal Quality Assurance Cells of Farook Training College and NSS, Training College ottappalam for collaborating with us in organizing workshop for revision of the, curriculum. The Board Expresses its sincere thanks to all the teachers who contributed to the, revision of two year B.Ed Programme., C U Campus, Dr Jayaprakash R K, 31/03/2017, , Chairman, BoS (UG), Education, , PREFACE TO THE TWO YEAR B.Ed CURRICULUM, “The destiny of India is now being shaped in her classrooms”, the Education Commission, professed. The NPE 1986 also emphasized, “The status of the teacher reflects the socio-cultural, ethos of the society; it is said that no people can rise above the level of its teachers”. Such, exhortations are indeed expressions of significant role played by the teachers. Hence education, 2, Page 3 of 189

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reforms invariably accord highest priority to improve teacher effectiveness. The issue of quality, teacher education is closely tied up with the concern for the duration of initial teacher preparation, programmes. Over the last two decades in India, the issue of curriculum renewal and extended, duration of secondary stage teacher education has received serious attention. A perusal of the, reports of various commissions and committees like Kothari Commission, Chattopadhaya, commission and justice Verma committee indicate the preference for longer duration of B.Ed., programme. It was also endorsed by the Hon’ble Supreme Court of India. The NCTE made the, recommendation for beginning a two-year B.Ed. programme to prepare quality teachers as per, Regulation 2014. Accordingly, the two-year B.Ed. course aims at a complete development of the, student-teacher; particularly in knowledge and skills, in individual care of the learner and also in, methods and evaluation designed to facilitate learning. The curriculum retains the essence of, student-teachers being active participants in the learning process and prepares the student-teachers, for facing the emerging challenges resulting out of globalization and its consequences., The curriculum could not have been completed without the dedication of the13 core committee, members and 65 members of Expert committees. In the process of designing the B. Ed, curriculum the Board of Studies in Education (UG) received valuable inputs from teacher, educators through a series of intensive deliberations. The contribution of the IQAC of Farook, Training College in organizing a workshop for developing the draft curriculum is duly, acknowledged. . The draft curriculum was subsequently scrutinized by an expert committee., It is with profound respect and gratitude we retrospect the inspiring guidance and patronage, extended by the Honorable Vice Chancellor Dr.M. Abdul Salam in this venture. The Board of, Studies specially places on record its deep gratitude to Prof (Dr.) K. Sivarajan, Dean, Faculty of, Education for guiding us. We sincerely acknowledge the valuable contributions made by the, faculty members of Farook Training College, Calicut, NSS Training College, Ottappalam, IASE,, Thrissur and all other members of expert committee., The Board of Studies dedicates this new curriculum to the teacher education community., 27/05/2015, Prof.A.Faziluddin, Chairman, Board of Studies in Education (UG), , CONTENTS, Sl.No, , Sections, , Page No., , 1, , INTRODUCTION, , 4, , 2, , STRUCTURE OF THE B. Ed. PROGRAMME, , 5-9, , 3, , REGULATIONS FOR THE B. Ed. COURSE, , 10-13, , 4, , SCHEME OF EXAMINATION &INTERNAL ASSESSMENT., , 13-20, , 5, , GENERAL OBJECTIVES OF THE B.Ed.PROGRAMME, , 21-23, 3, Page 4 of 189

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6, , DETAILS OF THEORY COURSES, SEMESTER- I, , 24-86, , 7, , DETAILS OF PRACTICAL COURSES, SEMESTER- I, , 88-92, , 8, , DETAILS OF THEORY COURSES, SEMESTER- II, , 93-164, , 9, , DETAILS OF PRACTICAL COURSES, SEMESTER- II, , 165-170, , 10, , DETAILS OF PRACTICAL COURSES, SEMESTER- III, , 171-178, , 11, , DETAILS OF THEORY COURSES, SEMESTER- IV, , 179-209, , 12, , DETAILS OF PRACTICAL COURSES, SEMESTER- IV, , 210-216, , Annexure, , 217-218, , UNIVERSITY OF CALICUT, 2 YEAR BACHELOR OF EDUCATION (B.Ed.) PROGRAMME, 1. INTRODUCTION, Bachelor of Education (B. Ed.) programme is a professional programme meant for, preparing teachers for upper primary or middle level (classes VI- VIII), secondary level (classes, IX-X) and senior secondary level (classes XI-XII), It is well known that the quality of school education is determined primarily by teacher, competence, sensitivity and teacher motivation. It is common knowledge too that the academic, and professional standards of teachers are achieved only by a systematically conceived teacher, education programme. The Teacher Education mission is to empower candidates to become, ethical, knowledgeable, prepared individuals who can assume the role of teacher in elementary, and secondary schools as well as prepare them for further career choices and advancement., As envisioned by NCTE Regulation2014 the University of Calicut revises its teacher education, programme for preparing professionally empowered teachers. The Board of Studies hopes that, this revised Teacher Education Curriculum has tremendous potential to imbue the prospective, teachers with the aspirations, knowledge base, repertoire of pedagogic capacities and human, 4, Page 5 of 189

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attitudes. The Two year B.Ed. programme shall be introduced with effect from academic year, 2015-16. The modified curriculum of the two year programme shall be implemented from the, academic year 2017-18., The course structure offers a comprehensive coverage of themes and rigorous field, engagement with the child, school and community. The programme is comprised of three broad, inter-related curricular areas – I) Perspectives in Education, II) Curriculum and Pedagogic, Studies, and III) Engagement with the Field. All the courses include in-built field-based units of, study and projects along with theoretical inputs from an interdisciplinary perspective., Engagement with the Field is the curricular component that is meant to holistically link all the, courses across the programme, while it also includes special courses for Enhancing Professional, Capacities (EPC) of the student teachers. Transaction of the courses is to be done using a variety, of approaches, such as, case studies, group presentations, projects, discussions on reflective, journals, observations of children, and interactions with the community in multiple socio cultural, environments., , Definitions, Programme: Programme means a patterned combination and sequences of courses in the, discipline education spreading over four semesters, the successful completion of which would, lead to the award of a bachelor degree in education, The curriculum will be introduced in all the Colleges of Teacher Education affiliated to, University of Calicut and the Calicut University Teacher Education Centers directly run by the, University with effect from 2015-2016 admissions., Course: Course is a complete integrated series of lessons / instructional content which are, identified by a common title., Semester System: An academic system with programme designed to be completed, progressively within a period covering multiples of half an academic year. It is a pattern of the, course in which the whole programme is divided into different parts and each part is intended for, a specified period of time, called semesters. The B.Ed. programme includes four semesters., 2. STRUCTURE OF THE PROGRAMME, B. Ed. programme is a, professional teacher education programme. The programme, consists of four semesters of 100 days each. The structure of the course is in tune with the, framework suggested by NCTE. The theory courses consist of seven (7) courses under, Perspectives in Education, six (6) courses under Curriculum and Pedagogic Studies and one, (1) additional Optional Courses .Under the category Engagement with the Field apart from, School Internship four (4) EPC courses are introduced for enhancing professional capacities, , 5, Page 6 of 189

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Structure of the B.Ed. Programme, Semester I, Course, Code, EDU 01, EDU 02, EDU 03, EDU 04, EDU 05.1, EDU 05.2, EDU 05.3, EDU 05.4, EDU 05.5, EDU 05.6, EDU 05.7, EDU 05.8, EDU 05.9, EDU 05.10, EDU 05.11, EDU 05.12, EDU 05.13, , EDU 101, , COURSES, Core Courses, EDUCATION IN CONTEMPORARY, INDIA, DEVELOPMENT OF THE LEARNER, SCHOOL ORGANIZATION, UNDERSTANDING DISCIPLINES, AND SUBJECTS, Optional Course(i), THEORETICAL BASES OF, TEACHING ARABIC, THEORETICAL BASES OF, TEACHING ENGLISH, THEORETICAL BASES OF, TEACHING HINDI, THEORETICAL BASES OF, TEACHING MALAYALAM, THEORETICAL BASES OF, TEACHING SANSKRIT, THEORETICAL BASES OF, TEACHING TAMIL, THEORETICAL BASES OF, TEACHING URDU, THEORETICAL BASES OF, TEACHING COMMERCE, THEORETICAL BASES OF, TEACHING COMPUTER SCIENCE, THEORETICAL BASES OF, TEACHING MATHEMATICS, THEORETICAL BASES OF, TEACHING NATURAL SCIENCE, THEORETICAL BASES OF, TEACHING PHYSICAL SCIENCE, THEORETICAL BASES OF, TEACHING SOCIAL SCIENCE, TOTAL, Practical Courses, Tasks and Assignments for Courses EDU, 01-05, College based Practicum and Tests for, courses 01-05, Micro Teaching, , Hours/, Semester Externa, l, 100, 80, , Internal, , Total, , 20, , 100, , 100, 50, 50, , 80, 40, 40, , 20, 10, 10, , 100, 50, 50, , 100, , 80, , 20, , 100, , 320, , 80, , 400, , -, , -, , 30(1, Week), 30, 30, , 30, , 30, 6, Page 7 of 189

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EDU102, EDU103, , (EPC1) LANGUAGE ACROSS, CURRICULUM - READING AND, REFLECTING ON TEXTS, YOGA HEALTH& PHYSICAL, EDUCATION-1, Co-curricular Activities/, Tutorials/Guidance /Utilizing Library, Resources, , 50, , 50, , 50, , 30, , 20, , 20, , 50, , 00, , 00, , 180, , 500, , Internal, , Total, , 10, , 50, , 600, , 320, , TOTAL, , Semester II, Course, Code, , Core Courses, , EDU 06, , PERSPECTIVES ON EDUCATION, , EDU 07, EDU 08, , FACILITATING LEARNING, ASSESSMENT FOR LEARNING, Optional Course (ii), PEDAGOGIC PRACTICES OF, ARABIC, PEDAGOGIC PRACTICES OF, ENGLISH, PEDAGOGIC PRACTICES OF HINDI, PEDAGOGIC PRACTICES OF, MALAYALAM, PEDAGOGIC PRACTICES OF, SANSKRIT, PEDAGOGIC PRACTICES OF TAMIL, PEDAGOGIC PRACTICES OF URDU, PEDAGOGIC PRACTICES OF, COMMERCE, PEDAGOGIC PRACTICES OF, COMPUTER SCIENCE, PEDAGOGIC PRACTICES OF, MATHEMATICS, PEDAGOGIC PRACTICES OF, NATURAL SCIENCE, PEDAGOGIC PRACTICES OF, PHYSICAL SCIENCE, PEDAGOGIC PRACTICES OF, SOCIAL SCIENCE, TOTAL, , EDU 09.1EDU 09.2, EDU 09.3, EDU 09.4, EDU 09.5, EDU 09.6, EDU 09.7, EDU 09.8, EDU 09.9, EDU 09.10, EDU 09.11, EDU 09.12, EDU 09.13, , COURSES, , Hours/, Semester Externa, l, 50, 40, 100, 100, , 80, 80, , 20, 20, , 100, 100, , 100, , 80, , 20, , 100, , 350, , 280, , 70, , 350, 7, Page 8 of 189

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Practical Courses, Tasks and Assignments for Courses EDU, 06-09, College based Practicum and Tests for, courses 6-09, EDU 201.1, EDU 201.2, EDU 201.3, EDU 201.4, , EDU 201.5, , PEER DISCUSSION LESSONS, OBSERVATION LESSONS &FACULTY, DEMONSTRATION LESSONS, PEER CRITICISM LESSONS, WORKSHOP ON TEACHER, ENRICHMENT (PREPARATION OF, TEACHING –LEARNING, MATERIALS), INITIATORY SCHOOL EXPERIENCES, Co-curricular Activities/ Utilizing, Library Resources, , 30(1, week), 30, , -, , -, , 20, 10, , 20, 10, , 20, 10, , 20, 20, , 30, 20, , 30, 20, , 30(1, Week), 90, , 20, , 20, , 00, , 00, , 600, , 320, , 180, , 450, , Hours/, Semester, 16, Weeks, 30, , Externa, l, , Internal, , Total, , 260, , 260, , 30, , 30, , 30, , 30, , 30, , 30, , 30, 350, , 30, 350, , TOTAL, , Semester III, Sl. No, COURSES, EDU 301, , SCHOOL INTERNSHIP, , EDU 302, , (EPC2)ART AND DRAMA IN, EDUCATION, YOGA, HEALTH &PHYSICAL, EDUCATION-II, COMMUNITY LIVING CAMP, , EDU 303, EDU 304, TOTAL, , Semester IV, Sl. No, , COURSES, , EDU 10, EDU 11, , GENDER, SCHOOL AND SOCIETY, EDUCATIONAL THOUGHTS AND, PRACTICE, CREATING AN INCLUSIVE SCHOOL, Optional Course (iii), , EDU 12, , Hours/, Semester, 50, 50, , Externa, l, 40, 40, , Internal, , Total, , 10, 10, , 50, 50, , 50, , 40, , 10, , 50, 8, Page 9 of 189

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EDU, 13.1, EDU, 13.2, EDU, 13.3, EDU, 13.4, EDU, 13.5, EDU, 13.6, EDU, 13.7, EDU, 13.8, EDU, 13.9, EDU, 13.10, EDU, 13.11, EDU, 13.12, EDU, 13.13, EDU 14, EDU14.1, EDU14.2, EDU14.3, EDU14.4, , PROFESSIONALIZING ARABIC, EDUCATION, PROFESSIONALIZING ENGLISH, EDUCATION, PROFESSIONALIZING HINDI, EDUCATION, PROFESSIONALIZING MALAYALAM, EDUCATION, PROFESSIONALIZING SANSKRIT, EDUCATION, PROFESSIONALIZING TAMIL, EDUCATION, PROFESSIONALIZING URDU, EDUCATION, PROFESSIONALIZING COMMERCE, EDUCATION, PROFESSIONALIZING COMPUTER, SCIENCE EDUCATION, PROFESSIONALIZING MATHEMATICS, EDUCATION, PROFESSIONALIZING NATURAL, SCIENCE EDUCATION, PROFESSIONALIZING PHYSICAL, SCIENCE EDUCATION, PROFESSIONALIZING SOCIAL, SCIENCE EDUCATION, Additional Optional course*, CHILD RIGHTS EDUCATION, ENVIRONMENTAL EDUCATION, EDUCATION FOR DIFFERENTIALLY, ABLED, GUIDANCE AND COUNSELLING, , EDU14.5, EDU, 14.6, EDU, 14.7, , HEALTH AND PHYSICAL EDUCATION, MANAGEMENT IN SCHOOL, EDUCATION., VALUE EDUCATION AND PEACE, EDUCATION, , EDU 401, , TOTAL, Tasks and Assignments for Courses, EDU11-14, College based Practicum and Tests for, courses 11-14, (EPC3)CRITICAL UNDERSTANDING, OF ICT, , 50, , 40, , 10, , 50, , 50, , 40, , 10, , 50, , 200, , 50, , 250, -, , 30, , 30, , 30(1week), 20, 30, , 9, Page 10 of 189

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EDU 402, EDU, 403.1, EDU, 403.2, EDU 404, , (EPC4)UNDERSTANDING THE SELF, SUPW & WORKING WITH, COMMUNITY, FIELD TRIP/STUDY TOUR, PRACTICAL EXAMINATION AND, VIVA VOCE, Seminar, Co-curricular Activities/, Tutorials/Guidance / Utilizing Library/eResources, , 30, 30, , 30, 20, , 30, 20, , 30, , 20, , 20, , 100, , 100, , 50, 130, , 600, , 0, , 300, , 150, , 450, , TOTAL, 1750, GRAND TOTAL, The practical courses of the B.Ed. programme collectively come under the broad category, Engagement with the Field. The practical courses are classified in to three groups-viz. College, based, Community based and School based Practicals. These field attachment practical courses, enable student teachers to engage with children and their contexts, schools and their contexts., Semester, , College based Practicals, , EDU 101 Microteaching EDU102., SEMESTER (EPC1)Language Across curriculum, I, -Reading and Reflecting on Texts, EDU103.Yoga Health& Physical, education-I, SEMESTER, II, EDU 201.2 Peer discussion lessons, EDU 201.3 Observation lessons, &faculty demonstration lessons, EDU 201.4 Peer criticism lessons, EDU 201.5 Preparation of teaching –, learning materials, SEMESTER EDU 302.(EPC2)Art And Drama In, III, Education, EDU 303.Yoga, Health &Physical, Education-II, SEMESTER EDU 401.(EPC3)Critical Understanding, IV, of ICT, EDU 402.(EPC4)Understanding The, Self, , Community based, Practicals, -------, , School based, Practicals, -------, , ----------, , EDU 201.6, Initiatory, School, Experiences, , EDU, 304.Community, Living Camp, , EDU 301., School, Internship, , EDU 403.1 SUPW, & Working With, Community, EDU 403.2 Field, Trip/Study Tour, , -----------, , 10, Page 11 of 189

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3. COURSE REGULATIONS, Scope, The regulation provided herein shall apply to the regular B.Ed. programme conducted by, the Affiliated colleges- Government/Aided/Unaided/ Self-financing, and Calicut University, Teacher Education Centers with effect from the academic year 2015-2016 admission onwards., The provisions herein supersede all the existing regulations for the regular B.Ed. programme, conducted by the teacher education institutions of the University of Calicut unless otherwise, specified., Duration of the Programme:, The B.Ed. Programme is of four semesters spread over two years duration. However, the, students shall be permitted to complete the programme requirements within a maximum of four, years from the date of admission to the programme. Classes of First semester shall be started, latest by July in all affiliated colleges of University of Calicut. The minimum number of working, days in each semester shall be 100 and in each year shall be 200 excluding days of admission and, examinations., Eligibility for Admission: Candidates seeking admission to the B.Ed. programme shall be, required to have, (i) at least 50% marks or an equivalent grade either in the Bachelor’s degree and/or in the, Master’s Degree in Science/ Social Science/Humanity., (ii) at least 55% marks or an equivalent grade in the Bachelor’s degree in Engineering or, Technology with specialization in Science and Mathematics (In case of B.Tech / B.E degree, aggregate marks/grade in Science and Mathematics papers alone will be considered), (iii) Any other qualification equivalent thereto OR the eligibility requirements, rules and, regulations for B.Ed. admissions fixed by the University of Calicut from time to time, Relaxation in the marks will be allowed in the case of Candidates belonging to scheduled, castes / Scheduled tribes/ socially and Educationally Backward classes/PWD and other applicable, categories as per the rules of state government., Medium of Instruction:, The medium of instruction shall be English for all courses. However, in case of languages,, instruction may be given partly in the language concerned. Medium of examination shall be, English/Malayalam. The Language Optional papers shall be written in the language specified in, the Question paper., Attendance: A student shall be considered to have satisfactory attendance to appear the, examination if he/she attends not less than 80% for all theory classes and course work and, practicum and 90% for internship. Condonation of shortage of attendance shall be as per existing, University rules. Candidates with shortage of attendance beyond condonable limit will not be, eligible to register for the end semester University examination. In such cases the candidate has to, repeat the course by taking re-admission from the University., Registration for each Semester, All the courses carrying score 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. Every candidate should register for all subjects of the endsemester examinations of 1st, 2nd and 4th semester before its closure. But for the 3 rd semester, (Since having no End Semester Theory Examinations), registration is to be done after the closure, of the semester. A candidate who does not register will not be permitted to attend the end-semester, 11, Page 12 of 189

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examinations; he/she shall not be permitted to attend the next semester. A candidate shall be, eligible to register for any higher semester, if he/she has satisfactorily completed the course of, study and registered for the examination of the immediate previous semester. He/she should, register for the semester before the stipulated date. University will notify the date of registration, and the starting and closing dates for each semester., Re‐admission rules Those candidates who discontinue the course can be given the, provision of readmission if otherwise eligible as long as the same scheme exists. There shall be, provision for readmission in the same institution in the second, third and fourth semesters within a, period of three years for those who have satisfactorily completed first, second and third semesters, respectively and also registered for the previous semester University Examination, provided there, is vacancy in the institution and the syllabus being the same. Re‐admission shall be permitted, during the first week of 2nd, 3rd and 4th semester., Additional Optional, In the fourth semester, students shall choose one additional optional course from the, subjects prescribed in the syllabus and offered by the institution., Seminar, Seminars are an important part of professional life. B.Ed. students are expected to present, one seminar paper on an educationally relevant theme during the 4 th semester. 50 hours is set apart, for the seminar. The whole batch of students should be assigned seminar presentation.(Refer, annexure-II), Scheme of instruction: - There shall be 100 contact hours for the instruction of each, theory course with full weightage (100 marks Course) Fifteen hours is also assigned for tasks, and assignments, college based practicals/tests of each full weightage theory course., 50 contact hours is allotted for the instruction of each theory course with half weightage, (50 marks Course) and eight hours is also assigned for tasks and assignments/ college based, practicals/tests of each half weightage theory course., There shall be basic unit of 50 students each for Core Papers and not more than 25, students per teacher educator for Optional papers and other Practical courses of the programme to, facilitate participatory teaching and learning, For instructional purpose all courses under Perspectives in Education viz. EDU 01, EDU, 02, EDU 06, EDU 07, EDU 10, EDU 11, EDU 12 and courses under Curriculum and Pedagogic, Studies viz.EDU 03, EDU 04, EDU 08 are considered as CORE COURSES. However the, specific area/ content in EDU 04 could be dealt with by concerned optional teachers., Courses EDU 05.1-13, EDU 09.1-13 and EDU 13.1-13 are optional courses, Courses EDU 14.1-7 are Additional Optional courses. Institutions with 50 annual intakes, should offer a minimum of two courses from this; institutions with 100 annual intakes should, offer at least three courses from this category. Faculty can cater to both Perspective and Pedagogy, courses and also courses on EPC and be utilized for teaching in flexible manner so as to optimize, expertise available., Course Calendar, The course calendar, published by the University in advance, should be strictly followed, for ensuring timely conduct of examinations and publication of results. Semester classes should, be started and completed on the stipulated dates at all affiliated institutions as notified by the, University. Regular classes for the subsequent semesters will be started only after completing the, examinations of the just previous semester. Faculty members from affiliated institutions who are, assigned duty by the University for Centralized Valuation Camp should strictly attend the, 12, Page 13 of 189

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valuation at the specified center; Head of each institution should ensure this. Suspending classes, for the conduct of valuation camp is not a feasible procedure; Home valuation may be, implemented for examinations of 1st semester. Faculty members appointed for Centralized, Valuation Camp/home valuation should necessarily have minimum three years teaching, experience at B.Ed. degree level. Within a week after the commencement of classes of each, semester, Head of each Institution should forward the list of faculty members working in the, college along with their qualification and years of teaching experience, to the University. This is a, mandatory requirement which should be strictly followed by Head of each Institution. Head of, each Institution shall ensure the availability of sufficient number of regular faculty members, having experience and qualifications (as per NCTE Regulations) in the institution., Procedure for completing the course, A candidate shall be required to complete the B.Ed. programme after undergoing the, prescribed courses of study in a college affiliated to the university for four semesters within a, period of not less than two years; clear all the examinations prescribed and fulfill all such, conditions as prescribed by the University from time to time. However the maximum duration, permissible for taking the B.Ed. programme is fixed as 3 years after joining the course., Eligibility for the Degree, No candidate shall be eligible for the B.Ed. degree unless he/she has undergone the, prescribed course of study for a period of not less than two academic years in an institution, affiliated to the University of Calicut and has passed all subjects as per the prescribed syllabus., Revision of Regulation: Not withstanding all that has been stated above, the university, has the right to modify any of the regulations, scheme and syllabus of the programme from time, to time as per University rules., 4. SCHEME OF EXAMINATION &INTERNAL ASSESSMENT., Assessment of Students, Assessment of students for each subject will be done by internal continuous assessment, and end semester examinations. Internal assessment shall be conducted throughout the semester. It, shall be based on internal examinations, assignments (such as Tasks and assignments that run, through all courses.) as specified in the syllabus. End-semester examinations of theory subjects, will be conducted by the University and those of all practical subjects will be conducted at, institutional level., There shall be End Semester University Examinations in 1 st, 2nd and 4th semesters. 3rd, semester is an exclusive Practical semester and hence there will be no End Semester University, Examinations for theory in the 3rd semester. However results of the Practical courses internally, evaluated will be published by the university. End-semester examinations will be conducted only, once in a year; failed candidates will have to appear for the end-semester examinations along with, regular students of the next batch. To ensure transparency of the evaluation process, the student, should be made aware of the criteria / indicators of assessment well in advance and the internal, assessment marks awarded to the students in each course (theory and practical) shall be published, on the notice board at least one week before the commencement of external examination so as to, enable the students to report any corrections. There shall not be any chance for improvement for, internal marks. There shall be no separate minimum for internal assessment of theory courses., Students may seek redress of grievances of internal evaluation at the teacher educator level or at, the college evaluation committee level. The consolidated mark lists of all courses of a semester, shall be submitted to the University immediately after the closure of each semester, Assessment in Theory Subjects, 13, Page 14 of 189

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The ratio of internal to external examination for theory courses is 20:80., The marks allotted for internal continuous assessment and end-semester university, examinations shall be 20 marks and 80 marks respectively with a maximum of 100 marks for, each theory subject with full weightage and shall be 10 marks and 40 marks respectively with a, maximum of 50 marks for each theory subject with half weightage., Internal evaluation: The internal evaluation of Theory courses shall be based on, predetermined transparent system involving periodic written tests, practicum/tasks and, assignments. The weightage to award internal continuous assessment marks should be as follows:, Test papers (minimum two for 100 marks courses and one for50 marks courses) – 50%, Tasks and Assignments (two for 100 marks courses and one for50 marks courses) -50%, Semester wise Scheme of Assessment of Theory Courses, Semester I, Sl.No, , 1, 2, 3, 4, , 5, , End Semester, Course code & Course Examination(Theory, Title, ), EDU 01 EDUCATION IN, CONTEMPORARY, INDIA, EDU 02 DEVELOPMENT, OF THE LEARNER, EDU 03 SCHOOL, ORGANIZATION, EDU 04, UNDERSTANDING, DISCIPLINES AND, SUBJECTS, EDU.05.113THEORETICAL, BASES OF TEACHING*, , Internal, , Total, , Duration, , Marks, , 3 Hours, , 80, , 20, , 100, , 3 Hours, , 80, , 20, , 100, , 2 Hours, , 40, , 10, , 50, , 2 Hours, , 40, , 10, , 50, , 3 Hours, , 80, , 20, , 100, , Total, , 320, , 80, , 400, , *Arabic, English, Hindi, Malayalam, Sanskrit, Tamil, Urdu, Commerce, Computer Science,, Mathematics, Natural Science, Physical Science, Social Science, Semester II, , 14, Page 15 of 189

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EndSemester, Examination(Theor, y), , Sl.no, , Course code & Course Title, , Internal, , Total, , Duration, , Marks, , 1, , EDU 06 PERSPECTIVES ON, EDUCATION, , 2Hours, , 40, , 10, , 50, , 2, , EDU 07 FACILITATING, LEARNING, , 3 Hours, , 80, , 20, , 100, , 3, , EDU 08 ASSESSMENT FOR, LEARNING, , 3Hours, , 80, , 20, , 100, , 4, , EDU 09.1-13 PEDAGOGIC, PRACTICES OF….*, , 3Hours, , 80, , 20, , 100, , Total, , 280, , 70, , 350, , *Arabic, English, Hindi, Malayalam, Sanskrit, Tamil, Urdu, Commerce, Computer Science,, Mathematics, Natural Science, Physical Science, Social Science, Semester IV, Sl.no Course code & Course Title, , 1, 2, 3, 4, 5, , EndSemester, Examination(Theor, y), , Duration, EDU 10 GENDER, SCHOOL AND, 2 Hours, SOCIETY, EDU 11 EDUCATIONAL THOUGHTS, 2 Hours, AND PRACTICE, EDU 12 CREATING AN INCLUSIVE, 2 Hours, SCHOOL, EDU13.1-13, PROFESSIONALIZING, …..EDUCATION*, 2Hours, EDU 14.Additional Optional course2 Hours, , Internal, , Total, , Marks, 40, , 10, , 50, , 40, , 10, , 50, , 40, , 10, , 50, , 40, 40, , 10, 10, , 50, 50, , EDU 14.1.CHILD RIGHTS, EDUCATION, EDU 14.2.ENVIRONMENTAL, EDUCATION, EDU 14.3.EDUCATION FOR, 15, Page 16 of 189

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DIFFERENTIALLY ABLED, EDU 14.4. GUIDANCE AND, COUNSELING, EDU 14.5.HEALTH AND PHYSICAL, EDUCATION, EDU 14.6 MANAGEMENT IN SCHOOL, EDUCATION., EDU 14.7.VALUE EDUCATION AND, PEACE EDUCATION, Total, , 200, , 50, , 250, , Assessment of Practical Courses, Practical Courses viz., School based, College based and Community-based Practical will, be subjected to internal assessment through continuous evaluation, Comprehensive assessment, of the College, School & Community Based Practical for Semester I ( EDU101, EDU102,, EDU203) ,for Semester II (EDU 201.1 EDU 201.2 EDU 201.3 EDU 201.4 EDU 201.5 ),for, semester III(EDU301,EDU302, EDU303EDU304) and for semester IV (EDU401,, EDU402,EDU403.1, EDU403.2 )will be done internally by the teacher educators concerned on, the basis of the criteria fixed for the purpose. For assessing student performance, Criteria /, Performa based on rubrics have to be developed for each task by the Teacher Educators to make, assessment objective., Internal assessment of Initiatory school experiences (EDU 201.5) of, Semester II and Internship (EDU 301) of Semester III will be carried out by Optional teachers., The only one external assessment for the practicals is for EDU 404 (Practical Examination and, viva voce), Pattern of Questions for End-Semester Examinations of Theory Subjects, End-Semester Examinations shall normally be conducted at the end of each semester., There are two types of theory examinations- 80 Marks-3 Hours Paper and 40 Marks-2 Hours, Paper There shall be one end-semester examination of 3 hours duration in each full weightage, theory courses and of 2 hours duration in each half weightage theory courses .The question, papers of end-semester examinations of theory subjects shall be able to perform achievement, testing of the students in an effective manner. The question paper shall be prepared in accordance, with the following guidelines, A question paper may contain very short answer type, short answer type /annotation, short, essay type questions, essay type questions /long essay type questions depending on its duration, and marks. Different types of questions shall have different weightage to quantify their range. The, pattern of questions for theory subjects shall be as follows:, 80 Marks-3 Hours Papers (for courses EDU 01, EDU 02,EDU 07, EDU 08, EDU 05.113 and EDU 09.1-13) should contain, a) 10 questions of 2 marks each= 20 (Answer 10 Questions out of 10), 16, Page 17 of 189

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b) 10 questions of 4 marks each= 40 (Answer 10 Questions out of 12), c) 2 questions of 10 marks each=20 (Answer 2 Questions out of 3), (Maximum Marks: 80), 40 Marks-2 Hours Papers (for courses EDU 03, EDU 04,EDU 06, EDU.10, EDU.11,, EDU.12, EDU.13, 1-13 and EDU.14.1-7) should contain, a) 6 questions of 1marks each= 06 (Answer 6 Questions out of 6), b) 04questions of 2 marks each= 08(Answer 04 Questions out of 04), c) 04 questions of 4 marks each= 16(Answer 04 Questions out of 06), d) 1question of 10 marks =10 (Answer 1 Questions out of 2), Maximum Marks: 40, Minimum for Pass A separate minimum of 45% marks for external is required for a pass, for a Theory course. However (a) A candidate who secures not less than 45% marks in a subject at, the end semester examinations and (b) not less than 50% of the total marks assigned to the, subject, shall be declared to have passed the examination in that subject. The total marks assigned, to a subject in the above calculations are the sum of maximum marks assigned to the end-semester, examination and maximum internal assessment marks of that subject. Hence Minimum marks for, a pass in each theory course shall be 50% (marks obtained in internal and external evaluation put, together). A candidate shall be declared to have passed the programme if s/he obtains not less than, 50% of marks in each Theory courses, in each Practical course, in each EPC courses and, Internship as well as 50% of the total marks assigned to the whole programme, A student who does not secure this pass marks in one or more subject/component will, have to repeat the respective course. Candidates shall not be allowed to improve the grade, already obtained. However cancellation and reappearance will be permitted., If under any circumstances, a candidate fails in School internship, he/she may be, permitted to repeat the School internship after the completion of Semester II with special, permission from the University as long as the same scheme exists. It will be considered as a, Second appearance in all respects., Classification of Successful Candidates, No classification of results will be done during the first, second and third semesters. The, classification of the results will be done after combining the marks of first, second, third and, fourth semesters. The classification of results will be as follows., (a) A candidate who qualifies for the degree, passing all the subjects of the four semesters,, in 2 academic years after the commencement of his course of study and secures not less, than80%marks in aggregate of all the semesters shall be declared to have passed the B.Ed. degree, examination in First Class with Distinction (b) A candidate who qualifies for the degree, passing, all the subjects of the four semesters within 2 academic years after the commencement of his, course of study and secures not less than 60% marks in aggregate of all the semesters shall be, declared to have passed the B.Ed. degree examination in First Class. (c) All other candidates who, qualify for the degree passing all the subjects of the four semesters and not covered at least (b), shall be declared to have passed the B.Ed. examination in second class., Practical Examination and Viva Voce, Practical examination will be conducted in the 4 th semester by an External Examination, Board constituted by the university. The present practice of zonal boards is to be continued. The, Zonal Board will consist of a Chairman, Subject expert for each Optional Paper. The subject, 17, Page 18 of 189

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expert for the Optional Paper will conduct Practical Examination for the concerned Optional. The, board shall observe and assess the teaching competency of all candidates for a maximum of 75, marks and conduct a Viva-Voce on the subject. Each student should attend the viva‐voce on, pedagogy of their subject (for 25 marks). There shall be no minimum for a pass in viva‐ voce. If, the number of candidates in an Optional subject is more than 20, an additional examiner can be, appointed. The University will constitute the required number of Zonal Boards to complete the, Practical Examination in all centers in a duration of 8-10 days. Practical examination will be, scheduled and carried out simultaneously in all the colleges and completed at least two months, before the end of Semester IV to facilitate a smooth completion of academic programmes in the, Colleges. The duration of the Practical Examination in an institution will be two days for an, intake of 100 students. Additional days will be provided depending on the intake of the institution., A Co-coordinating Chairman will be appointed by the University who will co-ordinate the work, of zonal boards. The Coordinating chairman has to randomly check the assessment of Zonal, Boards and make corrections, if necessary. The final Mark List of Practical Examination has to be, forwarded to the Controller of Examination., Special Duties of the chairman of the Board, The Chairman of the External Board of Examiners shall also examine the products and, documents related to all practical courses and tasks and assignments of all theory courses (as per, list given in annexure I) of the 1st, 2nd and 3rd semesters of randomly selected students with a view, to monitor the effectiveness of the carrying out of practicals which are internally evaluated. The, Chairman of the Board of Examiners shall ask not less than 5% of the total students of the college, to showcase the products and documents that have been internally evaluated in the college during, the first three semesters. The chairman will assess the quality of work done in the college by, physically examining the products and also through a viva voce of the selected students. He will, not however see or manipulate the internal marks already given by the college in this regard., The Chairman of the External Board of Examiners will certify the standard of students’ work, done in the college by giving a signed statement in this regard (as given in pro forma I) to the, Controller of Examinations along with marks statement of the practical examination, ., , Proforma- I, I …………………………………………………………………………………………………….,, Chairman of Board….. .have verified the products and documents related to practical courses/, tasks, and, assignments, of, randomly, selected, students, of, ………………………………………………………………… (Name of the College). I confirm, that they are of EXCELLENT / HIGH / AVERAGE / BELOW AVERAGE / POOR standards., Give the justification for your assessment in the form of bullet points., 18, Page 19 of 189

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Annexure, List of practicals, 1. Products and documents of Tasks and Assignments that run through the theory courses, 01-10, 2. Products and documents of practical courses EDU101, EDU 102 , 103, EDU 201.1, EDU, 201.2, EDU 201.3 , EDU 201.4, EDU 201.5 , EDU 201 , EDU301,EDU302, EDU303,and, EDU304, , OBJECTIVES OF THE TWO YEAR B. Ed PROGRAMME, The prospective teacher:, 1. Understands and explores the meaning, need and significance of education, 2. Understands the various perspectives on education., 3. Identifies and questions one’s own long-established presumptions on knowledge, learner,, teacher, and education, and develop a more informed, meaningful understanding of them., 4. Understands education in the socio-cultural context., 5. Familiarizes with the socio-political economic dimensions of Indian Society and, appreciating its diversity., 6. Develops an understanding of the trends, issues, and challenges facing contemporary, Indian Society., 7. Facilitates student teachers’ understanding of the psychological basis of teaching and, learning., 8. Understands the developmental processes and needs of children and adolescents and role, of teachers in facilitating developments., 9. Understands the various theories of personality, factors affecting individual differences, and the special problems of exceptional children., 10., Acquaints with the prominent theories of learning, retention, and transfer of, training and the strategies to facilitate each one of these., 11., Familiarizes with the psychological principles underlying ‘curriculum transactions,, psychological testing, management and guidance and counseling., 12., Understands the essentials of assessment for learning, democratic education,, school management, and physical & health education., 13., Helps them in understanding the relation between language, mind and society., 19, Page 20 of 189

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14., Develops a comprehensive and critical understanding on disability, marginalization, and inclusive education., 15., Addresses the learning needs of all children, including those who are marginalized, and disabled, 16., Understands basic assumptions of ICT its scope in the area of teaching and, learning., 17., Imbibes knowledge and develops an understanding of methods and strategies of, teaching in Middle, High schools and Higher Secondary schools, and evaluating its, outcome., 18., Acquires adequate knowledge of the content of the school subjects concerned, of, middle, secondary and higher secondary classes., 19., Develops positive attitude to teaching profession and to the coming generation, 20., Acquires the democratic and social values of an ideal teacher thereby to inspire, his/her students., 21., Develops interest in facilitating learning and development and enjoys teaching and, organizing curricular and co-curricular activities., 22., Readiness to accept the progressive changes in the field of education, 23., Generates sensitivity towards local and global environment to emphasize living in, 24., Harmony within oneself and with natural and social environment., 25., Recognizes the need of integrating and inculcating life skills and values in school, Curriculum and its implementation., 26., Develops skills in dealing with the problems of maladjustment, indiscipline and, learning disability., 27., Becomes capable in rendering counseling and guidance for the needy students., 28., Develops skills in planning, transacting and evaluating curricular contents of, secondary and higher secondary classes., 29., Develops various sub skills and competencies in teaching and classroom, management through microteaching., 30., Acquires skills in developing and using audiovisual devices and ICT for classroom, teaching., 31., Acquires skills in discharging the duties of a competent teacher in the prevailing, socio cultural and political system and to meet the challenges of the transforming society., 32., To acquaint with professionalization of teacher education, 33., Attains a sound knowledge base and proficiency in language, 34., Develops an artistic and aesthetic sense in children through art education, 35., Learns how to make productive work a pedagogic medium for acquiring, knowledge in various subjects, developing values and learning multiple skills, 36., Helps student teachers discover and develop open-mindedness, the attitude of a, self- motivated learner, having self-knowledge and self-restraint., 37., Helps student teachers develop the capacity for sensitivity, sound communication, skills and ways to establish peace and harmony., 38., Develops the capacity to facilitate personal growth and social skills in their own, students., 39., Enables student teachers to generate an understanding of the principles of yogic, practices so as to improve quality of life., 20, Page 21 of 189

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40., Develop the ability to perform appropriate yogasanas so as to improve physical, and mental conditions and emotional equilibrium., 41., Be sensitive to the social, professional and administrative contexts in which they, need to operate, 42., Identifies their own personal expectations, perceptions of self, capacities and, inclinations, 43., Learns about the requirements of professional work and makes contribution to the, schools providing internship opportunity., 44., To be a professional and humane teacher, , SEMESTER I, A .Theory Courses, , EDU 01 - EDUCATION IN CONTEMPORARY INDIA, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To be familiar with the interdisciplinary analysis of concepts, ideas and concerns., 2. To describe the structure of Indian Society, 3. To explain the relationship between various social structure, 21, Page 22 of 189

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4. To familiarize with the socio-political economic dimensions of Indian Society and, appreciating its diversity., 5. To explain the role of education in respecting diversities, 6. To develop an understanding of the trends, issues, and challenges facing contemporary, Indian Society., 7. To discriminate between formal, informal and non-formal agencies of education, 8. To analyze the applications of general principles of various disciplines in the educational, system, 9. To discuss the recommendations of various commissions/ committees on different levels, of education., 10., To describe various innovative approaches to realize the constitutional directives of, public education in India., 11., To understand the relationships between specific political institutions, economic, policies, and social structures in order to comprehend the achievements, persistent, problems and challenges facing contemporary Indian society., COURSE CONTENT, Unit I – Features of Indian society, • Concept of social diversity- diversity at individual level- regional diversities- diversity in, language, • caste and class in Indian society- tribal groups in India and their diversities and, anthropological features-racial diversities of Indian society, • physical diversities, • role of education in respecting diversities, • Analysis of case studies, educational statistics and field engagement with diverse groups, • Aspirations of Indian Society, (15 hours), Unit II- Education and Contemporary India, • Education –fundamental understandings- meaning, definitions, functions and aims, • nature of education as a discipline, • types of education formal, informal and non-formal, • levels of education- pre-primary, primary, secondary,, senior secondary, higher,, professional, distance and optional education, • Inter disciplinary nature of education- philosophy, psychology, sociology, anthropology,, politics, history- Role of education in respecting diversities., (15 hours), Unit III – Evolution of Education in India, • A brief history of education in ancient and medieval India- Gurukula education, Sangas, and Viharas, Nalanda , Taxila, universities, Maktabs and Madrasas- patronage of learning, under Gupta, Mauryas and Mughals, • colonial policy of education Macaulay’s minutes, woods dispatch- oriental and occidental, controversy, colonial critique of education- nationalistic education,, • experimentation with alternatives, basic education (Nai Talim)integration of life, work and, education., (20 hours), 22, Page 23 of 189

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Unit IV – Constitutional safeguards of education, • Constitutional vision of independent India: then and now - Preamble of the constitutionRights and Duties of Indian citizen - directive principles of state policies, • Constitution and Education - Concurrent status of education., • Constitutional values related to aims of education, freedom, justice, equality and fraternity., • Concepts of inequality, discrimination and marginalization - Constitutional provisions, related to the issues of inequality, discrimination marginalization and education., (10 hours), Unit V – Policy framework of Public Education in India, • Historical background of current issues of education such as UEE, women education,, education of Dalits and Tribals, medium of instruction, multilingual education, financial, allocation, plebianisation, LPG and social stratification, • Recommendations of different policy frameworks- Kothari commission- NPE 1986review committees on NPE- pedagogic and curricular shifts of 1990s and 2000- SSA,, RMSA, Right to Education Act-2009, NCF 2005, NCFTE 2009., • Transcending caste, class and gender through different programs and policies- SSA,, RMSA,RTE Act, NCF 2005, NCFTE 2009-mid-day meal and other legal provisions., (25 hours), Unit VI – Education in Contemporary Kerala society, • Evolution of education in Kerala- Salas, Budha viharas, Othupallis, Kalaries, Kudi, Pallikoodam, Madrasas- role of Christian missionaries in education, • educational renaissance in Kerala in the 2oth century- Sree Narayana Guru, Vakkom, Abdul Kadir Moulavi, Chattambi Swamikal, Ayyankali., • Education after formation of Modern Kerala- KER- Kerala Development Experience and, Education- Curricular shift in Kerala after 1990s., (15 hours), TRANSACTION MODE, Lecture method, Seminars, S mall group discussions Field survey/visit, Brainstorming sessions,, Projects, TASKS AND ASSIGNMENTS, 1. Visit an institution having more than 50 years of history and study its development and, present report, 2. Study on the usefulness of government sponsored program and policies in the locality of, the students OR, 3. Conduct a field visit to understand the social and cultural diversities and prepare a report, REFERENCES, Agrawal, S. P. & Aggarwal J. C. (1997). Development of Education in India. Newdelhi:Concept, Publishing Company., Amartya Sen, and Jean Dreze (1997). India: Economic development and social Opportunity,, Oxford India: Delhi. Select Chapters, Chakravarty, Sukhamoy (1987). Development Planning: The Indian Experience Oxford, University press: New Delhi., Chandra, B. (2005). Modern India. Newdelhi. NCERT, 23, Page 24 of 189

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Chandra, S. (2005). Medieval India. Newdelhi. NCERT, Chinara. B. (1997) Education and Democracy, New Delhi APH, Dash, B.N. (2002). Teacher and Education in the Emerging Indian Society. 2 Vols., Dash, M. (2000). Education in India: Problems and Perspectives. Newdelhi: Atlantic, Dewey John (1900). The School and Society Chicago: The University of Chicago Press., Dewey John (1902). The Child and Curriculum. Chicago: The University of Chicago Press., Dewey John (1916). Democracy and Education, New York: MacMillan., Dewey John (1938). Experience and Education. New York: Macmillan., Dubey, S.C (2001). Indian Society, National Book Trust: New Delhi., Francis Abraham (2006) Contemporary sociology, an introduction to concept and theories, New, Delhi: oxford, Government of India (GoI) (1966). National Education Commission (1964-66), Ministry of, Education: New Delhi., Government of India (GoI) (1986/92). New Education Policy, MHRD: New Delhi., Guha, Ramchandra (2007). India after Gandhi: the history of the world's largest democracy., Macmillon: Delhi. Select Chapters., Gore M.S. (1994). Indian Education – Structure and Process. New Delhi: Rawat Pub., Humayun Kabir (1951). Education in New India. London: George Allen and Unwin Ltd., Hyderabad: Neelkamal Publication., Jagannath Mohanty (1998). Modern Trends in Indian Education. New Delhi: Deep and Deep, Jayapalan,N. (2005). History of Education in India. Newdelhi: Atlantic, Jayapalan,N. (2005). Problems of Indian Education. Newdelhi: Atlantic, Kashyap, S.C. (2009). The Constitution of India’, National Book Trust: New Delhi. latest, edition, Kohli, V.K. (1987). Indian Education and Its Problems. Haryana: Vivek Publishers., Lal & Palod (2008) Educational thoughts and Practices, Meerat: Vinay Rakheja, Mathur S.S. (1988). Sociological approach to Indian Education. Agra: Vinod Pushtak Manir., , 24, Page 25 of 189

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Menon, A, S. (1996). History of Kerala. Trivandrum, Monroe, P. (1960). A Textbook of History of Education. London: Macmillan, Naik, J.P. (1998). The Education Commission and After. New Delhi: Publishing Corporation., National Curriculum Framework for School Education (2005). NCERT, NCTE (1998). Gandhi on Education. New Delhi., Pandey,VC (2001) Education and Globalisation, Delhi: Kalpaz publication, Passi,B.K. & Singh (1988). Value Education. Agra: National Psychological Corporation., Pathak, R. P. (2007). Education in emerging India. Newdelhi: Atlantic publications., Rai B.C. (2001). History of Indian Education. Lucknow; Prakashan Kendra., Raina, Vinod (2009). Right to Education, Seminar 593 Unit 3, Report of Secondary Education Commission. Kothari D.S. (1965). New Delhi: Ministry of, Education., Saiyidain, K.G. (1966).The Humanistic Tradition in the Indian Educational Thought. Bombay:, Asia Publishing House., Sharma, R.N & Sharma, R.K. (1996). History of Education in India. Newdelhi: Atlantic, Sharma, R.S .(2005). Ancient India. Newdelhi. NCERT, Taneja. V.R. (2003). Educational Thoughts and Practice. New Delhi: Sterling Publishers., Tiwari, S. (2007). Education in India. Newdelhi: Atlantic, , EDU 02- DEVELOPMENT OF THE LEARNER, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), 25, Page 26 of 189

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COURSE OBJECTIVES, To enable the prospective teachers to, 1. understand the process of development; developmental aspects, stages, factors influencing, development, developmental tasks, developmental needs and hazards, 2. acquire theoretical perspectives regarding development, 3. develop a sensitivity and positive attitude towards the major socio-cultural issues affecting, development., 4. develop skills in observing, analyzing and adopting appropriate strategies to deal with, developmental problems and hazards, 5. familiarize about the research strategies and approaches to study the socio- cultural and, political issues pertaining to development., COURSE CONTENT, Unit I, Basic concepts about development, • Concept of growth and development, biological and socio-cultural aspects of, development., • factors affecting development-development as a result of interactions between individual, potential(innate, acquired) and external environment(physical, socio-cultural, ecological,, economic and technological), • Principles of development, • Aspects of development: physical& motor, cognitive, emotional, social, moral and, language development. Inter relationship between different aspects of development, • Stages of development, (10 hours), Unit II, Dimensions of development across different stages, • Physical and motor development: characteristics, influences, • Cognitive development: characteristics, influences, theories of Piaget and Bruner, • Development of emotions, attitudes values- stages of psycho-sexual development, • Social development: influence of parents, family, peer group-identity crisis- Erikson's, theory of psycho social development, • Moral and ethical development: concept of morality, Kohlberg's theory, • Language development: LAD, theory of Chomsky and Vygotsky, development of speechspeech defects, (20 hours), Unit III, Tasks and hazards of development, • Developmental needs of various stages, • Developmental task: concept, tasks of each stage, • Developmental hazards, (5 hours), Unit IV, Adolescence in the milieu of present socio- cultural complexities, 26, Page 27 of 189

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•, •, •, •, •, •, •, , Adolescence- problems and complexities, Family influence- Brocken family, parenting style, changing family structures, Peer, influences loneliness, Influence of social media, Cybercrimes and related problems, Substance abuse, Depression, suicidal tendencies, Gender related problems, Information overload, Remediation of adolescent problems in the present socio- cultural complexities- role of, teachers, (15 hours), , Unit V, Personality and adjustment, • Personality: concept, definitions, • Approaches and theories to study personality: trait approach- theories of Allport, Eysenk, and Cattel, Freud's theory of personality, Humanistic approach- Maslow and Rogers characteristics of mature personality, • Measurement of personality, • Transaction Analysis, NLP, • Adjustment and maladjustment, • Mental health and mental hygiene - concept and importance, role of teacher in promoting, mental health, • Mental disorders - classification DSM, (25 hours), Unit VI, Uniqueness of the individual, • Areas of individual differences- role of heredity and environment, • Intelligence: concept- definitions- Theories of intelligence- Spearman, Guilford - Theory, of multiple intelligences - Theory of Emotional intelligence, • Creativity-meaning and nature- identification of creative learner- process of creativityteacher's role in fostering creativity, • Interest, attitude and aptitude - basic concepts, definitions and measurement, • Understanding exceptional learners- categories, identification, characteristics, educational, provisions, • Learning disability(LD)- Dyslexia, Dysgraphia, Dyscalculia, ADHD, • Educational provisions for learner diversities, (25 hours), TRANSACTION MODE, Lecture method, Seminars, Small group discussions, Field survey, Brainstorming sessions, Case study, Projects, Video viewing and power point presentations, Peer learning, TASKS AND ASSIGNMENTS, 1. Identifying problem behaviour in children of elementary/secondary classes and preparing a, case study report., 27, Page 28 of 189

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2. Administer any one standardised psychological tool to primary/secondary school students to, identify individual differences among learners., 3. Conducting survey regarding incidence of drug menace, sexual abuse, cybercrimes and other, social problems among school children and making action plan for remediation., REFERENCES, A Teacher's Handbook on IED : Helping Children with Special Needs, Sharma, P.L.(1988), New, Delhi: NCERT., Adolescent Development, Hurlock, E.B.(1955), New York: McGraw-Hill Co. Inc., Advanced Educational Psychology, Chauhan, S.S.(2006), New Delhi: Vikas Publishing House., Advanced Educational Psychology, Kakkar, S.B.(1992), New Delhi: Oxford & IBH Publishing, Co., Advanced Educational Psychology, Mangal, S.K.(1997), New Delhi: Prentice Hall of India Pvt., Ltd., Child Development and Personality, Mussen, P.H., Conger, J.J. & Kagan, J.(1964), New York:, Harper & Row., Counselling Psychology, Rao, S.N.(1981), New Delhi: Tata McGraw-Hills Publishing Co., Developmental Psychology: A Life-span Approach, Hurlock, E.B.(1995), New Delhi: Tata, McGraw-Hills Publishing Co., Developmental Psychology A Lifespan Approach, Witting, A.F.(2001), New Delhi: McGraw-Hill, Publishing Co., Developmental Psychology, Suhail, S. & Bapat, A.(1996), Bombay: Himalaya Publishing House., Educating Exceptional Children, Kirk, S.A.(1962),New York: Oxford & ISH Publishing., Educational and Vocational Guidance in Secondary Schools, Kochhar, S.K.(1993), New York:, Sterling Publishers Pvt. Ltd., Educational Psychology, Gates, A.I. & Jersild, A.T.(1970), New York: Macmillan., Elements of Educational Psychology, Bhatia, H.R.(1968), Calcutta: Orient Blackswan., Essentials of Educational Psychology, Aggarwal, J.C.(1994), New Delhi: Vikas Publishing House., Fundamentals of Psychology, Pillsbury, W.B.(1990), New Delhi : Deep & Deep Publications Pvt., Ltd., Games People Play: The Psychology of Human Relationship, Berne,E., Guidance And Counselling In Colleges And Universities, Kochhar, S.K.(1984), New York:, Sterling Publishers Pvt. Ltd., Handbook of Developmental Psychology, Wolman, B.B.(Ed)(1982), Englewood Cliffs, New, Jersey: Prentice-Hall Inc., Human Development, Craig, Grace J.(1983), Englewood Cliffs, New Jersey: Prentice-Hall Inc., Intelligence and Attainment Tests, Vernon, P.E.(1960), New York: Philosophical Library, Inc., Introduction to Psychology, Morgan, C.T. & King. R.A.(1995), New Delhi: McGraw Hill., Personality: A Psychological interpretation, Allport, G.W.(1937), New York: Henry Holt & Co., Personality: Classic Theories and Modern Research, Friedman, H.S. & Schustack, M.W.(2006),, London: Dorling Kindersley., 28, Page 29 of 189

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Personality and Motivation: Structure and Measurement, Cattell, R.B.(1959), New York: World, Book Company., Personality, Guilford,J.P.(2007), New Delhi: Surjeet Publications., The origin of intelligence in the child, Piaget, J.(1997), London: Routledge., The Scientific Study of Personality, Eysenck, H.J.(1952), London: Routledge & K. Paul., Theories of Personality, Hall, C.S. & Lindzey, G.(1978), Wiley Publishers., Transactional Analysis in Psycho Therapy: Berne, E. (2012), Google Books., , EDU 03 - SCHOOL ORGANIZATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To develop understanding about the concept and scope of educational management, 2. To familiarize the school organization, 3. To develop skills in preparing time table, 4. To acquaint with the concept of institutional planning, 5. To understand the structure and functions of SMC, 6. To understand and appreciate TQM, 7. To understand the Importance of health and physical education in the teacher, education programme, 8. To create awareness about life style diseases., 9. To understand the importance of the yoga and its benefits, 10. To create awareness about first aid., 11. To create awareness about food and nutrition and its importance in human life, COURSE CONTENT, Unit I, Educational management, • Concept - Need, scope and functions of management - Characteristics of democratic, institutional climate, • Organisational process in school - HM/Principal as a leader - Duties and responsibilities of, HM, • Performance Appraisal - meaning and importance - performance appraisal of Teachers., , 29, Page 30 of 189

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•, , Importance of essential records - Admission Register - Attendance Register for Staff &, students - Stock Registers - Acquittance .Teaching Manual – Student Profile - Cumulative, Record - Service Book, (15 hours), , Unit II, Institutional planning, • Institutional Planning - Meaning and Importance - School Management Committee (SMC), – School Development Plan - Functions of staff council and student council., • Timetable - Types and Principles of timetable construction., • Total Quality Management (TQM) – Concept and Scope., (10 hours), Unit III, Organizing physical and health education activities at schools, • Concept of physical education ,meaning and definition, aims and objectives, needs and, importance, • Concept of health, aim and objectives of health education and health instruction in, schools, importance of health education in teacher education programme, physical fitness, and wellness, Types and components of physical fitness, physical fitness tests based on, components, • Physical activity and exercise , Exercise and safe heart rate, • Hypo kinetic diseases and its management -Obesity, diabetes, hypertension, osteoporosis,, coronary heart disease , back pain, • Importance of good posture, common postural deformities,, (15 hours), Unit IV, First aid, nutrition and yoga education in schools, • Food and nutrition: Nutritional balance, Caloric values , caloric requirements and energy, expenditure, • Principles of first aid, CPR, first aid and emergency care in various situations- Electric, shock, burns, drowning, accident, poisoning, heart attack and epilepsy, • First aid for Common injuries: head injuries , different wounds, sprain ,strain ,dislocation, and fractures, • YOGA education-Meaning and definition ,history and types of yoga, benefits of yoga,, general guidelines for yogic practices and misconceptions about yoga, ,importance of, asanas and pranayamas, yoga and stress management, (10 hours), TASK AND ASSIGNMENTS (Any one), 1. Prepare a questionnaire for HMs for collecting data regarding his/her difficulties in, performing duties and responsibilities, 2. Prepare a sample master time table for secondary school, 3. Assessment of Health related physical fitness (Any two variables), REFERENCES, , 30, Page 31 of 189

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Aggarwal J.C (1997) School Organization and Administration Management. New Delhi: Doaba, House, Book sellers and Publishers, Alka Kalra (1997) Efficient School Management and Role of Principals, APH, Bhatnagar, RP and Agarwal, V (1986) Educational Administration and Management,, Bhatnagar, S.S. , & Gupta , P.K. (2006). Educational Management. Meerut: Lall Book Dept., Buch, M.B, Institutional Planning for Educational Improvement and Development,, Chaube A Chaube. (2003). School Organization, New Delhi: Vikas, Chaudhary, N.R. (2001). Managements in education. New Delhi: APH., Dr A Abdul Latheef,Dr A.M Antony and et al, Introduction to physical Education for Training, colleges; Educare Printers and Publishers, 2009, Hardayal singh PhD,Science of sports training,DVS Publication New Delhi,1995, J C Aggarwal, health and physical education,Shipra Publications, Light on Yoga, Iyenkar, BKS, Harper Collins:Noida, 2011, Macnee, E.A. (2004). School Management and methods of teaching. New Delhi: Sonali., Mohanty, J. (1990). Educational Administration, supervision and school management. New Delhi:, Sonali, Nair TKD. (2004). School Planning and Managements. A Democratic Approach. Delhi:, Choudhari offset Process., Noll Victor H, (1957). Introduction to educational measurement. USA: Cambridge Mesachusetts., Sidhu, K.S. (2007). School organization and administration. New Delhi: Sterling., Sindhu, I.S. , & Gupta,S. (2005). School Managements and pedagogies of education. Meerut., International., , EDU.04.UNDERSTANDING DISCIPLINES AND SUBJECTS, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To enable student teachers to reflect on the role and significance of school of subjects, 2. To acquaint with the history of teaching of different subjects in school., 3. To understand the nature and classifications of academic disciplines, 4. To analyse socio political and cultural interventions upon disciplines and subjects., 5. To explore new emerging areas in academic disciplines and their causes., COURSE CONTENT, Unit 1, Schoool subjects, , 31, Page 32 of 189

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•, •, , Major school subjects – languages, social sciences, mathematics and sciences., Reasons for including different subjects –, o languages – Language related skills/communication skill., o Social Sciences - Understanding Social environment, citizenship. Historical, mindedness, economic efficiency etc.o Science – development scientific attitude and temper, critical thinking, technical, skills., o Mathematics – Problem solving, Reasoning abilities etc., (10 hours), , Unit 2, Academic disciplines, • Meaning, definition and concept of academic discipline- Nature of discipline: discipline, specific terminologies, method of inquiry, publications, experts and fraternity etc• differences and relationship between school subjects and academic discipline, • disciplines-classifications of disciplines (Biglan Model): soft Vs Hard, Pure lifeVs pureNon-life, Applied life Vs Applied Non-life., • Disciplinarites- disciplinary Interdisciplinaryand multidisciplinary, (14hours), Unit 3, Nature of different school subjects and their evolution, • History and nature of Languages., • Subject nature and Subject history of Mathematics, • Subject nature and Subject history of Sciences., • Subject nature and Subject history of Social Science, (14 hours), , Unit 4, Emergence of new disciplines, • Reasons for the establishment of new disciplines- changing social, political scenario, new, researches and inventions- specialisations, interdisciplinary approach, inclusion of work, related areas etc., • Emerging subjects (Disaster management, Nano technology, Gemmology, Bio informatics,, Immunology etc.), (12 hours), MODE OF TRANSACTION, Lecture, Discussion, Seminars, Assignments, TASKS AND ASSIGNMENTS, 32, Page 33 of 189

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1. Select a topic from school subject and sketch the development the topic into an elaborated, form in a discipline, 2. Identify any 5 interdisciplinary subjects and list out their chief characteristics, , References, Deng, Z (2013), School subjects and academic disciplines. In A Luke, A woods & K weir (Eds.),, Curriculum, Syllabus design and equity: A primer and model. Routledge., Hodson (1987), Science curriculum change in Victorian England: A case study of the Science, common things in I Goodson (Ed). Inter National perspectives in curriculum history,, Croom Helm., Ivor F. Goodson and Colin J. Marsh, Studying school subjects, A guide (1996),Routledge., Maisnam, P, Lanka, S, K. & Gandhi, A.(2016). Understanding Disciplines and subjects. Meerut., Vinay Rakheja, Makol, R & Makol,L. (2015). Understanding Disciplines and subjects. Bookman, Pande,R.(2015) Understanding Disciplines and subjects. Lall book depot, , OPTIONAL COURSES, EDU 05.1.THEORETICAL BASES OF TEACHING ARABIC, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To familiarize the Student teacher with the functional aspects of teaching and learning, and the divergent roles expected to be an Ideal Teacher, 2. To acquaint the Student Teacher with the meaning , nature and characteristics of, language, 3. The student teacher Grasps knowledge about the nature and scope Arabic Language and, its status in the present day world., 4. Develops the ability to apply theories related to Language teaching, 5. Develops Knowledge of acquisition of basic language skills, 6. Familiarizes with techniques of teaching language skills, 7. Familiarizes with traditional approaches and modern methods of language teaching, 8. Updates Knowledge of current approaches and methods, 9. Familiarizes with the modern strategies of language teaching and learning, 10., Develops the ability to choose the most suitable strategies for classroom teaching, Unit 1, 33, Page 34 of 189

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General introducition to teaching and learning Arabic, • Language Learning : Perspectives, • Teaching and Learning : its nature and significance, • Teaching as an art and science, • Learner and Teacher, • Inter dependence of Teaching & Learning., • Maxims of Teaching, • Changing concept of Teaching, learning , classroom environment; CWW (classroom, without walls), VLE (Virtual Learning Environment.), • Competency Based Language Teaching (CBLT), • Language teacher competencies, (10 hours), Unit II, Arabic language education, • Language :meaning &definitions, characteristics and functions, • Language and Culture, • Basic Concepts: Morphology, Phonology, Syntax, semantics., • First Language, Second Language & Foreign language, • Arabic as a Second language & foreign Language, • Nature and Scope of Arabic Language, • Need & Significance of Arabic Language teaching and learning, • Problems of learning Arabic as a second language, (15 hours), Unit III, Global trends in arabic language education, • Position of Arabic Language in the present day world, • Arabic language education in Kerala, • Pedagogic practices of Arabic Language in speaking / non speaking countries, • Critical study of teaching and learning Arabic in Kerala, (15 hours), Unit IV, Language acquisition, • Language Skills: LSRW, Receptive skills & Productive skills, Listening skill ; Significance of listening, Speaking skill :Importance of speaking, Pronunciation, Reading skill: Importance of reading skill, Loud Reading, Silent Reading, Intensive reading, Extensive reading, Skimming and scanning, • Writing Skill: Importance of writing skill, 34, Page 35 of 189

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•, , Types of writing, Characteristics of good handwriting, Creative writing, Reference & Study Skills: Dictionaries & encyclopedias,Online references, (15 hours), , Unit V, Theories of teaching Arabic language, • Application of Psychological Theories & Principles :, Behaviourism,Cognitivism,Constructivism,Social constructivism,, Chomskyan Concept :( LAD &, Universal Grammar),, • Teaching Skills: Pre teaching skills and post teaching skills, • Core skills in teaching : stimulus variation, introducing ,explaining, questioning,, response management,, • Practicing teaching skills :, • Micro Teaching: Principles and definitions ,Micro teaching cycles, Link practice, • Preparing of Micro Teaching Lesson Plans, (20 hours), Unit VI, Approaches, methods & techniques, • Traditional and Modern Methods :, Grammar Translation Method, Bilingual Approach, Direct Method, Structural, approach,, Communicative Approach, Eclectic Approach, Play way Method, Project Method, Role play, Dramatization, Narrative strategies, Discourse based language learning, Learning by doing, Activity Based Teaching and, Learning, • Approaches Methods of teaching Language elements:, Inductive and deductive methods, Functional and formal grammar, • Approaches, Methods& techniques and of teaching Language skills:, Listening Skill, Speaking skill, Developing speaking & Listening Skill,, Causes of bad pronunciation, Techniques for teaching good pronunciation, Methods and techniques of teaching reading, Methods and techniques of teaching Writing,, Techniques of teaching writing, Dictation, Creative writing, Editing Process, • Modern Strategies in language teaching & learning, Collaborative Learning & Co-operative Learning, Workshop, Seminar, Symposia, Debates, Video conferencing, e-learning, Blended Learning, Virtual Learning, e-tutoring, Discourse based teaching and learning, (25 Hrs ), 35, Page 36 of 189

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• To understand the application of various theories of language learning ., Unit I, Objective, To familiarize the feature of language, place of English language and its importance, Language, Language – meaning and definition, role , characteristics, Learning and acquisition, First language and second language, Place of English in the Indo –European family, Role of English in the present scenario/English as an international link language, 10 hours, Unit II, Objective, To review the basic structure of language, Graphical structure of language, Structure of language, Phonetics - speech sounds - vowels , consonants, diphthongs,, Phonemes, Morphemes, Allomorph, Syntax, Semantics, General Indian English , Received, pronunciation, stress, intonation, Review of the grammatical aspects of English language, Functional grammar, Structural grammar, transformational generative grammar, (Include all grammatical items), Mechanics of writing -punctuation marks and capitalization, hours, , 10, , Unit 111, Objective, To understand the aims and objectives of teaching English at different stages, Aims and objectives of teaching English, Aims at junior stage, senior stage, secondary and university stage, Aims of teaching literature - general and specific aims, Taxonomy of educational objectives -- learner objectives and learning objectives-process, objectives and product objectives, Maxims of teaching in Global context, Principles of language teaching - (Principle of purpose, Principle of habit formation, Principle of, motivation, Principle of multiple line of Approach, Principle of interest, Principle of concreteness,, Principle of selection and gradation, Principle of accuracy and correctness, Principle of teaching,, Principles of philosophy, Principles of psychology, Principles of linguistics) 15 hours, Unit IV, Objectives, To understand the application of various theories of language learning, Psychological theories on Language, Behaviourism, Constructivism, Social Constructivism, Theory of Multiple Intelligence,, Language, Acquisition, DeviceNoam, Chomsky,, CBLT,, CLL,, Krashen., (20 hours), 37, Page 38 of 189

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Unit V, Objective, To familiarize the principles of teaching English and the four fold language skills, Teaching of English, Principles of teaching English, Four fold language skills:listening, speaking, reading, writing-their types and how to enhance and, evaluate these skills, study skills or reference skills, English as a skill subject and content, subject.15 Hours, Unit V1, Objective, To have knowledge about types of vocabulary and techniques to develop; methods of, teaching vocabulary, functions and pronunciation, Vocabulary, Vocabulary –types, techniques to develop, use of dictionary, language games, Functions and their structures, pronunciation, 10 hours, Unit V11, Objective, To understand the core teaching skills and implement them in classrooms, Micro teaching, • Micro teaching – meaning and definition -features -steps or process in micro, teaching-micro teaching cycle -merits and demerits, • Core teaching skills (8) -their components - integration of skills or link practice, 20 hours, MODE OF TRANSACTION, Lecture method, discussion, seminars, symposium, IT based learning, blended learning,, community participation, TASKS AND ASSIGNMENTS, 1. Reading recent literary works or films and Preparation of a review, 2. Preparation of manuscript magazine and dictionary, REFERENCES ( For I , II and IV semester), Arnold, (1986): An Introduction To Functional Grammar Halliday, M.. London, Bhattacharya, Indrajit (2002). An Approach to Communication Skills. New Delhi: Dhanpat Rai &, Co. Books, Bloom, B.S. (1971). Handbook on Formative and Summative Evaluation of Student Learning., USA: McGraw Hill, Inc., Doff, Adrian. (1988). Teach English: A Training Course for Teachers. Cambridge: Cambridge, University Press, Ellis, Rod. (1990). Integrated Second Language Acquisition. Massachussetts: Basil Blackwell Inc., Heaton, J.B. (1988). Writing English Language Test: A Practical Guide for Teachers of English as, a Second for Foreign Language. UK: Longman Group., Nunan, David (1989). Syllabus Design: Language Teaching. Oxford: Oxford University Press., , 38, Page 39 of 189

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Richards, J., & Rogers, T.. Approaches And Methods In Language Teaching Cambridge:, Cambridge University Press, Roberts, Michael and Carol Griffiths. Errors Correction And Good Language Learners Cambridge, Language Teaching Library, Sharon, A.R & Trina, L.V (2008) Constructivist Strategies for English Language learners. Crown, press, USA., Tickoo, M.L. (2004). Teaching and Learning English: A Source Book for Teachers and Teacher, Trainees. New Delhi: Orient Longman., Ur Penny and Andrew Wright (1992). Five Minute Activities: A Resource Book for Language, Teachers. Cambridge: Cambridge University Press., Accompanied by Audio Cassettes, Getting on In English by John Haycroft (The BBC Intermediate Course)., Choosing Your English by John Haycroff & Terence Creed (The BBC Course for Advanced, Learners)., Keep Up Your English by W. Stannard Allen (The BBC Course)., Advanced Spoken English through English Grammar and Simple Phonetics by Sharad Srivastava, & Nidhi Srivastava (Franklin International)., A Text Book of Pronunciation of English Words by J. Sethi & D.V. Jinde., , EDU.05.3.THEORETICAL BASE OF TEACHING HINDI, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To familiarize the nature of language, 2. To familiarize the constitutional provisions on languages in India, 3. To give an insight into the development of language in the present school curriculum, 39, Page 40 of 189

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4. To make aware of the development of Hindi language, 5. To provide insight into the different forms of Hindi language in India, 6. To familiarize the need and importance of Hindi language in growing globalization, context., 7. To understand the importance of Hindi language in the communication, 8. To discover and understand the challenges in Hind teaching and learning, 9. To familiarise instructional objectives of Hindi, 10., To practice and acquire teaching skills, 11., To Familiarize with various forms of discourses for language learning., 12., To familiarize with various resource materials media and technology for Hindi, teaching, COURSE CONTENT, Unit I, Background of language, • Nature and role of language in the present society., • Role of language in modern Indian society with special reference to the social media, impact., • A comparative analysis of the place of languages in different curriculum exists in, Kerala state., • Constitutional provisions article 343-351, • Recommendations of various educational commissions in India – Kothari commission, 1964-66, National education policy 1986, National curriculum frame work 2005, 15 Hours, Unit II, Status and background of Hindi language, • A comparison of Hindi language in pre and post independent period., • Forms of Hindi language, • Status of Hindi language, • The place of Hindi in school curriculum in the context of three language formula, • Multilingualism in India, Hindi as a link language, National language and official, language., • Scope of Hindi in International level., • Scope of Hindi in Kerala., • Problems and difficulties faced by Hindi teachers in handling Hindi., 10 hours, Unit III, Instructional objectives and micro teaching skills, • Instructional objectives of Hindi with Blooms taxonomy, • Constructivist format and issue based curriculum., • Micro teaching – theory and practice.--15 hours, Unit IV, Curriculum, content and text book analysis, 40, Page 41 of 189

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•, •, •, •, , Construction and organization of Hindi curriculum, Difference between curriculum and syllabus., Critical analysis of text books and handbooks in Hindi prescribed at secondary, school level from a pedagogic view point., Content analysis – competency in subject matter and identify the additional, knowledge required to teach the content., 20 hours, , Unit V, Discourse oriented learning, • Aims, importance, types and methods of teaching prose,, • Aims, importance, types and methods of teaching poetry,, • Aims, importance, types and methods of teaching composition, drama, story and, grammar., 10 hours, Unit VI, Instructional support, • Resource materials in teaching Hindi – syllabus, text books, workbook,, handbooks, reference books, journals etc., • Learning and teaching aids, • Media supported learning – web based learning and social media., • Library and its organization., • Organization of field trips and study torus with their importance., 10 hours, MODE OF TRANSACTION, Lecture, Reading and reflection, discussion, seminar, debate, TASKS/ ASSIGNMENTS (any two of the following), 1. Prepare report on the difficulties faced by students in reading and writing Hindi languages, in two neighbouring schools., 2. A comparative analysis of the place of languages in different curriculum exists in Kerala, state., 3. Observation and reporting of real class room situation and mock practices., 4. Preparation of power point presentation for teaching Hindi, REFERENCES (For I,II and IV Semester), 1. AcharyaChatursen,HindiSahityaKaParichay, 2. AcharyaNanduDulareBajPeyi,HindiSahityaKaSamshipthaIthihas, 3. AcharyaSitharanChaturvedi,Bhasha Ki Shiksha, 4. Dr.G.C.Bhattacharya,AdhyapakShiksha,VinodPustakMandir,Agra, 5. Dr.BholanathTiwari,HindiBhashaShikshan, 6. Dr.SatyanarayanDube,ShikshanVidhiyamAadharbhhothThatv, 7. Dr.ShailendraBhooshan,ShikshanAdhigamKe, 8. BhaiYogendrajith, Hindi BhashaShikshan, AgrawalPublications,Agra, 9. DhirendraVarma,HindiBhashaAurLipi, 10., Dinesh Chandra Bharadwaj,BasicShikshaManovigyan, AgrawalPublications,Agra, 41, Page 42 of 189

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•, •, •, , Mother tongue as an official language, Importance of folklore in language development, Language is a tool for cultural and social development, (12 hours), , Unit- II, Aims and objectives of teaching Malayalam, • Aims of teaching Malayalam, • Objectives of teaching Malayalam at secondary and higher secondary level, • Objective based instruction, • Instructional objectives of teaching Malayalam, • Blooms taxonomy and Revised Blooms taxonomy, • Objectives and Specifications, • Objectives framed by NCERT, • Mental process skills in Malayalam teaching, (25hours), Unit-III, Language skills, • Listening- Listening with comprehension as the most important and primary language, skill, • Types and methods of teaching to listen, • Different activities for developing listening skills, • Speaking - Aims and importance of Oral work, • Different activities for developing Speaking skills., • Teaching pronunciation- problems of pronunciation, • Reading- Importance and methods of teaching to read, • Types of reading, • Writing – importance of writing, • Different methods of writing, • Characteristics of good handwriting, • Errors in writing, • Ways to minimizing spelling errors in children, ( 20 hours), Unit- IV, Principles of language teaching and micro teaching, • General principles of language teaching, • Gradation in language teaching, • Maxims of language teaching, • Teaching skills-Core teaching skills and its components, • Micro teaching- Meaning and definition, • Procedure of micro teaching, • Integration of teaching skills, • Merits and Demerits of micro teaching, 43, Page 44 of 189

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25hours, Unit VI, Malayalam curriculum, • Meaning and definition, • Principles of curriculum construction, • Different approaches of organizing curriculum, • Modern trends in curriculum construction, • General approaches on language learning in NCF and KCF., (12 hours), MODE OF TRANSACTION, lecturer and discussion method, seminar, Assignment method, TASKS AND ASSIGNMENTS, 1. Preparing Language games for teaching language skills, 2. Prepare scrap book on Kerala folk art forms with a brief description., REFERENCES (For I II and IV Semester), Allen,D & Ryan, K (1969). Micro teaching. London: Adison Wesley, Bindhu,C.M(2nd Ed.)(2009). Mathrubhashabhodhanam: Pravanathakalum Reethikalum. Calicut:, Scorpio Bloom.B.S.(1956). Taxonomy of Educational Objectives: cognitive domain, New York:, David Mckay Co. Brooks,N(1964). Language and language learning: Theory and practice, New, York:Harkcourt, Brace &world, Inc, Chomsky,N (1975). Reflections on Language. New York:Random ouse., Dale,(1961). Audio visual methods in teaching, New York: Holt Rinehart & Winston, Ebel,L.& Frisbie,A.(1991). Essentials of educational measurement. New York:McGraw Hill., Entwistle,N.J.(1981). Style of learning and teaching. London: John Wiley &Sons Fosnot,C., (1996).Constructivism: theory,perspectives and practice.Newyork:Teachers College Press., Gren,G.H.(1987).Planning the lesson.London: Logman, Gronlund,N.E(1970) Stating Behavioural objectives for class room instruction.London:, MacMillan, Joyce, B & Weil, M (2oo3). Models of Teaching(5th Ed.) New Delhi.Prentice hall, Kumar ,S.P.K & Noushad.P.P(2nd Ed.) (2009). Social studies in the class room: Trends &, methods, Calicut: scorpio, Kumar,S.P.K & Bindhu C.M.(2002) Instructional Learning Strategies and Cognitive Entry, Behaviour-An Experimental Analysis. Kanishka Publishers: NewDelhi., Lado,R (1979). Language teaching- a scientific approach.New York: McGraw Hill INC, Lee,W.R(1972). Language teaching games and contexts. London: Oxford University press., Mayer,R.E(2003). Language and instruction, Upper Saddle River. Pearson education, Nair, Chandrashekharan,C.K(2002) Mathrubhasha Bhodhanam. Trivandrum. Kerala bhasha, institute. NCERT(2005)National Cruuiculum Framework.New Delhi:NCERT, SCERT(2007),Kerala Curriculum Frame work.Trivandrum:SCERT, Passy,B.K(Ed)(1976). Becoming better teacher: A micro teaching approach. Ahmadabad, Pillai,P.E(1991) Malayala bhasha bhodanam.Kerala:chris printers kottayam., Sivarajan,k & Sreemannuni,P.S.(2003) Malayalabhashadhyapanam.Central cooperative, stores,Calicut university., 44, Page 45 of 189

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•, •, •, , Mordern- Behaviorist, Constructivist- social constructivist, Critical Pedagogy, Models of teaching- Concept attainment, Advance organizer, Inductive Deductive Appraoches, 30 hours, , Unit V, Co-curriculuar activities in sanskrit, • Co-curriculuar activities in Sanskrit, • Samskrutholsava- day celebrations- Manuscript magazines- assembly, 25 Hours, MODE OF TRANSACTION, Lecture, Seminar, Assignments, Drill, Practice, TASKS AND ASSIGNMENT, 1. Prepare a seminar paper and present it in the classroom based on any topic in the history of, Sanskrit language education, 2. Compare any two methods of teaching Sanskrit. Report be in ten pages or, 3. Prepare report on the difficulties faced by students in reading and writing Sanskrit languages in, two neighbouring schools., REFERENCES, Mathrubhasha bodanamPravanathakalum reethikalum, Bindhu. C, Taxonomy of Educational Objectives, Bloom. B.S, Reflections on Language, Chomsky. N (1975), Audio- Visual methods in teaching, Dale 1961, National curriculam frame work, NCERT( 2005) New Delhi Kerala Curriculam Framework,, SCERT, Trivandrum Practical Sanskrit Grammar,, PRD Sarma Tarkasamgrah,, Annambhatta First book of Sanskrit and Second Book of Sanskrit,, Bhandarkar A Sanskrit Grammar for Students,, Appayadikshita Vritarathnakaram,, Kedarabhatta Sidhanta Kaumudi,, Bhattogi Dhikshidar Laghusidhanta Kaumudi,, Varadaraja Panditan A Work book for Sanskrit Learners : Abhyasamanjari Vakyamritham, Prayogaparichayam, , 46, Page 47 of 189

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EDU .05.6.THEORETICAL BASES OF TEACHING TAMIL, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. Familiarizes the student teacher with the functional aspects of teaching and learning and, the divergent roles expected to be an Ideal Teacher, 2. Acquaints the student teacher with the meaning, nature and characteristics of language, 3. Grasp knowledge about the nature and scope Tamil Language and its status in the present, day world., 4. Develops the ability to apply theories related to Language teaching, 5. Familiarizes with techniques of teaching language skills, 6. Familiarizes with traditional approaches and modern methods of language teaching, 7. Develops the ability to choose the most suitable method, 8. Updates knowledge of the current approaches as well as method, 9. Understand the techniques of teaching vocabulary, functions and different language forms, 10., Updates on the present practices of learning and instruction practiced in the state, schools of Kerala, COURSE CONTENT, Unit I, Tamil language, • Nature of language-origin and growth-language learning. Language and its, elements – Pronunciation, vocabulary, vocabulary expansion – classroom devices, and exercises. Types of Tamil language – spoken Tamil – Colloquial to accepted, forms – written Tamil Classical language characteristics of classical language, Tamil as a classical language, • The aims of teaching the mother tongue. The mother tongue as medium of, thought and communication of ideas, emotions and experiences, means of, 47, Page 48 of 189

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developing imagination and aesthetic taste-language as cultural heritage and, means to final development, 15 Hours, Unit II, Language skills, •, , •, , •, , •, , HEARING Learning by hearing – encourage hearing habits – get practice in, paragraphing – briefing of paragraph and long paragraph – to attain various, aims-knowing of news – appreciation etc. advertising for the above the, difference between hearing and understanding., SPEAKING Speak with clarity-speak without grammatical mistaketraditional way proverbs-ability in speech in the initial stage debatesdiscussions question on time-make use of these in the primary, middle and, high school classes., READING The aims of teaching reading methods, reading according to, letters, reading according to words, their benefits and draw backs (merits and, demerits), increase of vocabulary, to instigate in the studies, loud reading,, methods, merits and demerits, making use of books, reading in libraries,, dailies weeklies using, deep study, wide study, aims, merits and demerits, WRITING Handwriting and writing without spelling mistakes, give practice, for that, certain basic exercises. How to hold the pencil or pen, the, characteristics of good handwriting, boldness, clarity, beauty, proper spacing,, methods of writing exercise, writing on lines, copy writing, writing on, hearing., 20 Hours, , Unit III, Methods of teaching tamil, • The methods of teaching mother tongue ancient way of teaching, play way,, acting way, conversation way, study of supervision way, project way, kinder, garden method, individual teaching way, submissions, and other modern, trends-Co-operative and Collaborative learning b., • Teaching of poetry-objectives-methods descriptive method-poets, perspective-readers response-thematic reading - Teaching of proseobjectives-methods difference between teaching of prose and poetry, -Teaching of grammar-objectives-methods deductive method-inductive, method. The aims and methods of teaching composition25 Hours, Unit IV, Approaches to teaching tamil, • Behaviourist approach b. Constructivism, Social Constructivism, Chomskyan, Concept (Universal Grammar), 12 Hours, Unit V, Modern techniques in teaching tamil, , 48, Page 49 of 189

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EDU.05.7. THEORETICAL BASES OF TEACHING URDU, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To acquaint with the nature and scope of Urdu language, 2. To familiarise with the four skills, 3. To understand the theories of language learning, 4. To understand the methods and approaches of teaching Urdu, 5. To understand the nature of selecting language materials, 6. To develop teaching skills among teacher students, 7. To understand the techniques of teaching vocabulary, functions, pronunciation,, prose poetry and composition, 8. To update on the present practices of teaching Urdu in the State of Kerala., 9. To understand the principles of organising curriculum, 10., To familiarise with resources for teaching/learning Urdu, COURSE CONTENT, Unit I, Urdu language, • Language-Urdu Language-History and development Its relation with, languages especially with Hindi and Persian Development of Urdu, Literature., • Challenges of teaching Urdu in Kerala., • Measures for improvement, 12 Hours, Unit II, Language skills, • Urdu as a Skill subject-- LSRW skills and the process skills., • Techniques to develop LSRW skills, 13 hours, , Unit III, Approaches to teach Urdu, 50, Page 51 of 189

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•, , Behaviourism ,Constructivism ,Multiple Intelligence ,Chomskian concept, of Language Development ,Stephen Krashen’s theory, Dr. N.S.Prabhu’s, CBLT programme, 20 hours, , Unit IV, Methods and approaches of teaching urdu, • Method, approach, technique & strategy. Grammar –translation method,, direct method, bilingual method., • Structural approach, communicative approach, humanistic approach,, whole language approach .Characteristics, principles, advantages &, limitations., • Innovative practices in ULT Principles of selection and grading of, language materials, 25hours, Unit V, Teaching vocabulary, grammer, prose and poetry, • Vocabulary- Types of vocabulary, Kinds of words, Techniques of teaching, vocabulary, Enrichment of vocabulary, Language games., • Form and function—methods of teaching grammar. Teaching of, pronunciation, • Types of prose- intensive and extensive reader, techniques of teaching, prose & poetry., 15 hours, Unit VI, Teaching skills and micro teaching, • Skills for effective teaching Core skills. ., • Micro teaching—definition-principles micro teaching cycle, limitations., 15 hours, MODE OF TRANSACTION, Lecture, Reading and reflection, discussion, seminar, debate, TASKS AND ASSIGNMENT, 1. Prepare report on the difficulties faced by students in reading and writing Urdu, languages in a neighbouring school., 2. Prepare Language games for teaching language skills in Urdu, REFERENCES (For I II & IV Semester), 1. Principles of Language Study. H.E. Planer., 2. Language Teaching – Robort Lado., 3. Method of Teaching the Mothertongue. Ryborn., 4. Tadrees-c-zaban-urdu-shervani, 5. Urdu Ki Tadrees-Mainudheen, 6. Urdu ki Dars – 0 – Tadrees – Masayil- Haroon Ayoob., 7. Urdu Kaise Padayam –Mainudheen., 8. Evaluation in Language Education – CIII. Mysore., 51, Page 52 of 189

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9. Dr. Abdul Haq. Quwayide-e-Urdu., 10. Rasheed Hassan Khan. Saheeh Imla., 11. Rambabu Saksena. Tareekh-Adab-c-Urdu, 12. Syed Shafi Murteza. Ashaf-c-Adab-KO Irthiqa., 13. Prof. M.A. Zahid. Tarz-c-Nigarish., 14. Anjumen Tarqui-Urdu-Hind. Nazeemal Balagth., 15. Azeemul Haq Jincidi. Urdu Adb Ki Tareekh., 16. Habbcc Khan. Ghalib-sc-Iqbal tak17. Prof. Moinudheen. Hum Urudu Kaise Pad haayen., 18. Shafi Ahmed Saddiqui. Urdu Zaban Wa Quawaid. Part I & II, , EDU0 5.8 THEORETICAL BASES OF TEACHING COMMERCE, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES:, 1. To endow students with various dimensions of commerce and accountancy subject, 2. To appreciate commerce as a dynamic and expanding body of knowledge, 3. To familiarize the evolution of teaching of commerce, 4. To gain insight into the aims and objectives of teaching commerce subjects, 5. To equip prospective teachers in developing teaching skills through micro teaching, practices, 6. To equip the students with current trends in developing commerce curriculum at higher, secondary level, 7. To comprehend various approaches, methods and techniques of teaching commerce, 8. To proficient in selecting appropriate teaching methods and techniques of commerce, teaching in varied context and content, COURSE CONTENT, Unit 1, Commerce as a unique discipline, • Commerce - Meaning, Definition, Importance and Scope of Commerce as a, subject, • Areas of Commerce and its recent development, • Accounting - Meaning, definition, Importance and Scope (Cost Accounting,, Computerized Accounting, Financial Accounting. DBMS), • Vocational Education, Entrepreneurship Education, Consumer Education Meaning, features and importance, • Concept of Marketing Management, Financial Management, Human Resource, Management, and its recent development., (15 Hours), Unit II, Commerce education, 52, Page 53 of 189

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•, •, •, , Concept of Commerce Education , Meaning , definition , nature and Importance, Historical development of Commerce - Recommendations of various committees, on Commerce Education, Curricular reforms by KCF 2007 and NCF 2005-A brief outline of aims of, education., (8 Hours), , Unit III, Aims and objectives of teaching commerce, • Aims of Teaching Commerce, • Objectives of Teaching Commerce at Secondary and Higher Secondary Level., • Values of Teaching Commerce, • Instructional Objectives of teaching Commerce- Revised Bloom’s TaxonomyCriteria for writing Instructional Objectives- Specifications, • Process skills in Commerce, (20 Hours), Unit IV, Micro teaching, • Meaning, features, Steps and Phases of micro teaching, • Teaching Skills- Core Skills and its components –Lesson plans, • Integration of Skills and link Practice, (15 Hours), Unit V, Commerce curriculum, • Concept of Curriculum –Meaning and Definition, • Principles of Curriculum Construction, • Types of Curriculum, • Approaches of Curriculum organization, • Recent Trends in Construction of Commerce Curriculum, • Curriculum Evaluation – Meaning, purpose, levels and techniques of curriculum, evaluation, (12 Hours), Unit VI, Approaches, methods & techniques of teaching commerce, • Maxims and Principles of Teaching Commerce., • Meaning, Characteristics and Advantages of Learner centred approach,, Competency based, approach and Multi Media approach, Activity based, approach- large group activity and small group activity, • Approaches of Teaching Accountancy: Balance sheet approach, Equation approach, and Spiral Development approach, • Methods of Teaching Commerce: Lecture method, Discussion- Group discussion, and panel discussion, Debate, Seminar, Project method, Problem Solving method,, 53, Page 54 of 189

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Inductive and deductive method, Analytic and synthetic method , Case Study, method, Market studies and surveys, • Techniques of Teaching Commerce – Review, Role play, Simulation,, Brainstorming., • Teaching Strategies in Commerce – Co-operative learning, Experiential Learning,, Concept Mapping, (30 Hours), MODE OF TRANSACTION, Lecture, Discussion, Group work and Project, Assignment, Seminar, Debate, TASKS AND ASSIGNMENT (20 Marks), 1. Undertake a Project on selected area from commerce, 2. Compare the commerce curriculum of Higher Secondary Stage of Kerala state with that of, the Central Board of Secondary Education based on curricular reforms., REFERENCES, 1. Aggarwal, J.C. (2003). Teaching of Commerce; A Practical Approach. New Delhi : Vikas, Publication., 2. Anderson,W,L and Krathwohl,D,R (2001). A Taxonomy for Learning, Teaching, and, Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston : Allyn &, Bacon:., 3. Bloom, B. S. (1956). Taxonomy of Educational Objectives. Cognitive Domain. New York:, David Mckay Co., 4. Borich,Gary.D. (2004). Effective Teaching Method. New Jersey : Prentice Hall Inc., 5. Boynton,L.D .(1963). Methods of Teaching Bookkeeping and Accounting. Ohio: South, Western Publication., 6. Chopra, H.K. & Sharma, H. (2007). Teaching of Commerce. Ludhiana: Kalyani, Publisher.., 7. Chauhan, S.S .(2006). Advanced Educational Psychology. New Delhi, 8. Freire, P. (1998). Pedagogy of the Oppressed. USA: Continuum Pub. Co., 9. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York:, Basic Books, 10., Gronlund,N.E.(1970).Stating Behavioural objectives for class room instruction., London: MacMillan, 11., Joyce,B & Weil, M. (2003). Models of Teaching (5th Ed.). New Delhi: Prentice, Hall., 12., Khan,M,Y & Jain,K,J. (2000). Management Accounting. New Delhi : Tata Mcraw, Hill., 13., Khan.S.M.(1987). Commerce Education. New Delhi :Sterling Publishers., 14., Krathwohl.et.al. (1965).Taxonomy of Educational Objectives. Hand Book II:, Affective Domain. New York:McKay., 15., Kumar, M. (2004). Modern Teaching of Commerce. New Delhi: Anmol, Publications Ltd, 16., Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi : PHI, Learning., 17., N.C.E.R.T. (1989). Instructional objectives of school subjects. New Delhi:, N.C.E.R.T, 54, Page 55 of 189

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18., Passi,B.K(1976). Becoming a Better Teacher: A Micro Teaching Approach., Ahamadabad: Sahithya Mundranalya., 19., Prasad, L,M.(2012). Principles and Practice of Management. New Delhi: Sultan, Chand., 20., Pophan,Scharg & Blockhus. (1975). A Teaching Learning System for Business, Education. New York:McGraw-Hill., 21., Raj, R, B. (1999). New Trends in Teaching of Commerce: Models of teaching and, concepts of learning. New Delhi: Anmol Publications., 22., Rao, D,B. (2006) Methods of Teaching Commerce. New Delhi: Discovery, publishing house., 23., Roa, S. (2005). Teaching of Commerce. Anmol Publications pvt.Ltd: New Delhi., 24., SCERT. (2007). Kerala Curriculum Framework. Trivandrum: SCERT., 25., Sharma, A. (2009). Contemporary Teaching of Commerce. Surjeet Publications:, New Delhi., 26., Shukla,M,C, Grewal,T,S & Gupta,S,C. (1996). Advanced Accounts. New Delhi:, S.Chand and Co, 27., Singh,M,N. (1977). Methods and Techniques of Teaching Commerce. New, Delhi :Youngman., 28., Singh, V.K (2006). Teaching of Commerce. New Delhi: A.P.H.Publishing, corporations, 29., Singh,Y,K. (2011). Teaching of Commerce. New Delhi : APH., 30., Tiwari, S.A.(2005).Commerce Education in the global Era. New Delhi : Adhyayan, Publishers., 31., Vyotsky,LS. (1978). Mind and Society :The Development of Higher Mental, Processes. Cambridge:Mass University Press., 32., Higher secondary business studies and accountancy text book (Plus 1 & Plus 2), EDU 05.9.THEORETICAL BASES OF TEACHING COMPUTER SCIENCE, Contact Hours: 100 (Instruction), , Maximum Marks: 100 (External: 80, Internal: 20), , COURSE OBJECTIVES, 1. To acquaint with the nature and values of computer science education., 2. To understand Aims and Objectives of teaching computer science, 3. To familiarize the developmental trends of computer science, 4. To understand Approaches, Methods and Techniques of Teaching Computer Science, 5. To understand the principles of Organizing Curriculum, COURSE CONTENT, Unit I, Introduction to teaching computer science, • Meaning, definition, nature and scope of computer science, • An overview of the history of the development of computer science as a special discipline., Familiarisation of typical projects on computer education such as European school project,, STREET project, etc., • Need and significance of teaching computer science., 55, Page 56 of 189

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• Computer Science as a core subject and its relation to other disciplines. Use of computers, as a teaching aid for other subjects., • Future of computer science in view of unbelievably fast changes., (16 Hours), Unit II, Aims , Objectives and Values of Teaching Computer Science, • Aims and Objectives of Teaching Computer Sciences at Primary, Secondary and, Higher Secondary stages., • Conceptual, Inquiry, Skill and Affective Objectives of Computer science, • Bloom’s Taxonomy of Educational Objectives, • Revised Bloom’s Taxonomy by Anderson and Krathwohl, • Values of Teaching Computer Science : Practical values of Computer with reference to, scientific and technological developments in all domains of knowledge, Cultural, values with reference to Communication facilities binding humanity as a whole., Recreation and utilization of leisure time Spread of universal and continuing, education., (20 Hours), Unit III, Teacher Behaviour and Micro Teaching, • Teaching -Meaning, Definition, Principles and Functions, • Phases of Teaching, • Maxims of teaching, • Teacher behaviour, • Teaching skills, • Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice, and preparation of micro teaching Lesson plan, (20 hours), Unit IV, Computer Science Curriculum, • Meaning and Definition of Curriculum, • Curriculum, Syllabus, Text book and Interactive textbook, • Principles of Curriculum Construction, • Fusion, Integration and Correlation in Computer science Curriculum, • Organizing science curriculum – Topical, Spiral and Unit Approach, • Approaches to Curriculum Construction : Grass root approach, Administration, approach, Demonstrative approach, • Modern Trends in Computer Science Curriculum, • Scope of Computer based Evaluation., (20 Hours), Unit 5, Method and Strategies of teaching computer sciences, • lecture method, Lecture cum demonstration method, Heuristic method, seminar,, discussion method, problem solving method, Project Method, 56, Page 57 of 189

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•, •, , Collaborative learning, Managing Group learning in a classroom Critical Pedagogy, ICT enabled learning: Self learning – Programmed learning – Computer assisted, learning. e-learning, m-learning, LMSs., • Web based discussions: chat rooms, discussion forums, etc., • Learning Strategies : Meta-cognitive learning Strategies, Brain Based Learning,, Exploratory and investigatory learning, Discovery Learning &Concept Mapping., • Electronic resources & e-content, e-content development., (24 Hours), MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS, • Undertake a Project on selected area from Computer Science, • Compare the Computer Science curriculum of Higher Secondary Stage of Kerala state with, that of the Central Board of Secondary Education based on curricular reforms., REFERENCES (For I &II Semester), 1. Emerging Trends in Teaching of Computer : Ratho, T.N. and Ravi Prakash, 2. Computer Education: (ed.) Venkataih, 3. Computer Education: U.K.Singh and K.N.Sudarsan, 4. Models of Teaching: Bruce Joyce and Marsha Weil, 5. A Study of Thinking: Jerome S. Bruner et al., 6. Piaget for Classroom Teaching: Bavry J. Wadsmith, 7. Cybernetic principles of Learning and Education Design: Karl U.Smith and margaret, Edlts Smith, 8. Behaviour therapy: Rimm and Masters, 9. Synetics : William J.J. Gorden, 10. Education in Digital Age: R.K. Ramana, 11. Computer Assisted Instruction – A synthesis of Theory, Practice and Technology:, Stainberg, 12. Microcomputers in Education: Smith, I.C.H., 13. Annotate C++: Stroustrup, 14. Education via internet: Venkataiah S., 15. Education in the computer age-issue of policy, practice, and reform: Wldavsky A., 16. Oracle 8I – The Complete Reference: Kevin Loney and George Kock, 17. Object Oriented Modeling and Design: James Rumbaugh et al, , 57, Page 58 of 189

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EDU.05.10. THEORETICAL BASES OF TEACHING MATHEMATICS, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To develop an insight into the nature of Mathematics., 2. To develop an understanding about the interrelationship of different branches of, Mathematics, relationship of Mathematics with other subjects and with daily life., 3. To familiarise the history of Mathematics and Mathematics education., 4. To know the recommendations of various committees and commissions(in India) about the, role of Mathematics in school curriculum., 5. To understand the values of learning mathematics., 6. To understand the aims and objectives of teaching mathematics., 7. To analyse the objectives of teaching Mathematics at different levels of Education., 8. To understand the Taxonomies of Educational objectives (Bloom’s & RBT)., 9. To develop understanding about the desirable teacher behaviour for effective teaching of, Mathematics, 10., To understand different approaches, methods and techniques of teaching, mathematics, 11., To understand the implications of theories of Piaget, Bruner and Gagne in, Mathematics Education., 12., To understand the steps of development of Mathematics curriculum, 13., To understand the principles of curriculum construction and organization., 14., To analyse the various approaches to curriculum organization, 15., To familiarise with important reforms in Mathematics Curriculum in India and, abroad., COURSE CONTENT, Unit I, Nature of mathematics, • Mathematics- meaning and definition, • Nature of Mathematics- Mathematics as a Science, Mathematics as a game, Mathematics as a, language, Mathematics as a tool. Difference between Mathematical science and basic science., • Pure and applied Mathematics, Role of axioms and postulates,, • Fundamental branches of Mathematics (Arithmetic, Algebra, Geometry, Trigonometry)Origin, nature of content, link between the branches, • Correlation of mathematics with other subjects and real life., • Evolution of Mathematics as a discipline: Development as a science, History of Mathematics, from ancient period to 20th century, 58, Page 59 of 189

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•, , Role of Mathematics in school curriculum in India- Recommendations of various, Committees and commissions ( NPE, NCF, KCF.), (20 Hours), Unit II, Aims and objectives teaching mathematics, • Values of learning Mathematics, aims and objectives of teaching Mathematics, • Objectives of teaching Mathematics at elementary, secondary and senior secondary levels, with respect to NCF and KCF., • Taxonomy of educational objectives- Blooms Taxonomy, Revised Bloom’s Taxonomy- a, conceptual overview, (17 Hours), Unit III., Micro teaching, • Teaching -Meaning, Definition, Principles and Functions, •, Phases of Teaching, • Maxims of teaching, • Teaching skills, • Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice and, preparation of micro teaching Lesson plan, (22 Hours), Unit IV, Approaches, methods and techniques of teaching mathematics, • Behaviourist approach, problem based learning, constructivist approach and heuristic, approach, • Methods of teaching mathematics- Inductive-Deductive method, Analytic-Synthetic method,, Project method, laboratory method, problem solving method, • Techniques of teaching mathematics- questioning, brainstorming, assignment, •, Teaching for understanding proofs, Kinds of proofs- direct, indirect, by mathematical, induction, by contradiction, by causes, the contra positive and disproof by counter example., (23Hours), Unit V., Mathematics curriculum, • Curriculum- meaning, types, • Curriculum development: Construction, organisation and evaluation• Principles of Mathematics curriculum construction, principles and approaches of curriculum, • Organisation, • Mathematics curriculum reforms - SMP, SMSG, NCERT, NCF, KCF, Nuffield, (18Hours), MODE OF TRANSACTION, Lecture cum discussion, Brain storming, assignment and Seminar, TASK AND ASSIGNMENTS, 59, Page 60 of 189

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1. Critically analyse the implications of SMP/SMSG/Nuffield in secondary school, mathematics curriculum in Kerala with the supporting evidences (interview/questionnaire,, content analysis etc. Items for interview or questionnaire may be framed based on each, dimension of the concerned reform), 2. Prepare a picture album of famous mathematicians (including western and Indian) with, descriptions of their biography and contributions. (At least 10 mathematicians), REFERENCES (For I II & IV Semesters), 1. Anderson, W. L. &Krathwohl D. R. A taxonomy for Learning, Teaching and Assessing., Newyork: Longman., 2. Arnold V. et al (2000). Mathematics: Frontiers and perspectives AMS., 3. Backhouse, J. et al.( 1992). Improving the Learning of Mathematics. Cassel.London., 4. Bender, W.N. (1992) Learning Disabilities characteristics, identification and teaching, strategies. Allyn and Bacon. USA., 5. Bloom, B.S. et al.( 1968). Taxonomy of Educational objectives. Hand book I: Cognitive, domain. David MckaycompanyInc New York., 6. Bruner, J.S.( 1966). Toward a theory of Instruction. Harvard University press. Cambridge,, Mass., 7. Chambers,P.(2008). Teaching mathematics- developing as a reflective secondary teacher., NewDelhi, Sage., 8. Cooke,H.(2003). Success with mathematics.London, Routledge., 9. Eves, H.( 1963).The History of Mathematics. Holt RineHeart& Winston, New York., 10., Joyce, B. & Weil, M. (1986). Models of teaching (3rd ed.) New Jersey: PrenticeHall Inc., 11., Krathwohl, D.R. et al (1964).Taxonomy of Educational objectives. Affective, domain, David Makay, New York., 12., Kumar, P.K.S. &Bindu, C.M.(2002). Instructional Learning Strategies and, Cognitive Entry Behavior. An experimental Analysis. Kanishka Publishers. New Delhi., 13., Kaput, J.(1992). Technology and mathematics education. In D. Grouws (Ed.), A, handbook on research on mathematics teaching and learning (pp. 515-556). New York:, Macmillan. Prentice Hall, 14., Mangal. S.K. (1984).The Teaching of Mathemtics. FadonPrakash Brothers,, Ludhiana., 15., N.C.E.R.T. (1989). Instructional objectives of school subjects. New Delhi:, N.C.E.R.T., N.C.E.R.T. (1993). National curriculum for elementary and secondary education (rev., ed. ). New Delhi: N.C.E.R.T, NCERT . (2005)National Curriculum Frame Work New Delhi: NCERT, 16., NCERT. A Text Book of content-cum- Methodology of teaching mathematics., New Delhi., 17., NCTE (1998). Pre-Service Education., 18., Nickson M. (2006). Teaching and learning mathematics, New York: Continuum., 19., Orlich, D.C.et al. (2001). Teaching Strategies. A guide to better instructions., Houghton Mifflin Co. New york., 20., Paintal Iris (1982). Micro Teaching : A Hand book for teachers. Oxford University, Press. New Delhi,, 60, Page 61 of 189

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EDU.05.11. THEORETICAL BASES OF TEACHING NATURAL SCIENCE, Contact Hours: 100 (Instruction), , Maximum Marks: 100 (External: 80, Internal: 20), , COURSE OBJECTIVES, 1., , To acquaint with the nature of Science., , 2., , To develop understanding of the place of science in National School Curriculum., , 3., , To familiarize the evolution of Teaching of Science., , 4., , To update the present practices of learning and instruction prevailing in the state, , schools of Kerala., 5., , To understand Approaches, Methods & Techniques of Teaching Science., , 6., , To understand the Theoretical Bases of constructivism and to familiarize with the, , methods and techniques for implementing constructivism in the classroom., 7., , To understand the principles of organizing curriculum., , 8., , To provide theoretical backings of Microteaching and models of teaching, , 9., , To appreciate linking science with society., , COURSE CONTENT, Unit I, Introduction to science discipline, •, •, •, •, •, •, •, , Science-its meaning, definitions, and nature, Science as a product and process, Science as an on-going process of enquiry, importance of science as a school subject, Scientific Method, steps of scientific method, Scientific Attitude-Scientific Aptitude., Landmarks in the development of science education., Science Education as envisaged in the NCF (2005), KCF( 2007)., (14Hours), , Unit II, Micro teaching and models of teaching, 62, Page 63 of 189

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•, •, •, , Micro teaching-micro teaching cycle-Teaching skills for class room instruction,, Essential skills for Science teaching, Micro teaching - a skill based practice., Models of Teaching –Meaning and concept, Families of Models of Teaching,, Elements of a model, Concept Attainment Model, Inquiry Training Model and Advance Organizer, Model, (20 hours), , Unit III, Approaches, methods and techniques of teaching science., •, Teaching - Maxims of teaching., •, Inductive, Deductive, Enquiry, Discovery and guided discovery Approaches ., •, Methods of Instruction – Lecture, Lecture cum demonstration method,, •, Heuristic method, Project method, Problem solving method,, •, Dalton Plan, Individual laboratory method and activity based learning (ABL), •, Teaching techniques and strategies- Questioning Technique, Discussion, Brain storming,, Role Playing, simulation, Seminar and Debate and panel discussion, (24 Hours), Unit V, Learning as a generative process, •, •, •, •, •, •, •, , Constructivism- conceptual frame and underpinning theories, Cognitive Constructivism and Social Constructivism,, Behaviourist approach Vs Constructivist approach., Collaborative learning, jig-saw learning-Managing Group learning in classroom, .Learning as a Generative process- Role of a teacher and learner in these contexts, Critical Pedagogy and issue based learning, Review of the latest happenings in the state schooling procedures., (20 Hours), , Unit V, Science education, •, •, •, •, , Science and society-Science as a social Endeavour; Scientific Literacy, Influence of, science on society., Misconceptions in Science – Examples of common misconceptions in students, Role of, teachers in overcoming student misconceptions., The Science Teacher and Society. Roles of science teacher in modern society, Science Curriculum -A conceptual analysis, Curriculum and syllabus, Hidden, curriculum, 63, Page 64 of 189

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•, •, •, •, , Principles of curriculum construction., Stages of curriculum development. Approaches to curriculum organization, Integrated,, Disciplinary and Inter disciplinary approach., Curriculum reforms abroad-BSCS, Nuffield Foundation., Correlation in science teaching -Need and Significance, Types of correlations- Incidental, correlation, Systematic correlation, Correlation of science with other subjects., (22 Hours), , MODE OF TRANSACTIONS, Lecture, Demonstration, Seminars, Discussions, TASKS AND ASSIGNMENTS, 1. Prepare a lesson transcript based on any one models of teaching prescribed in syllabus., 2. Write a script for the Role play of a Biological theme and enact it in a school class and, reflect, REFERENCES (For I II and IV semesters), Anderson, J.B. (1980). Cognitive Psychology and its Implications.SanFrancisco: W. H. Freeman, and Company., Anderson, C. and K. Roth. (1992). Teaching for Meaningful and Self Regulated Learning of, Science. Advances in Research of Teaching, VoI. 1, J. Brophy, ed. Greenwich, Conn : JAI., Alsop, S. & Hicks, K. (2003)Teaching science. New Delhi: Kogan page India Private Ltd., Arons, A.B. (1983). Achieving Wider Scientific Literacy.Daedalus Spring 91—122., Aggarwal, D.D. (2001): Modern Methods of Teaching Biology. Sarup Teaching Series.Sarup&, Sons, New Delhi., BhaskaraRao, D. (2000): Teaching of Biology. Nagarjuna Publishers, Guntur., Bhatt, B. D., & Sharma, S.R. (1996).Methods of Teaching Science. Delhi: Kanishka Publishing, House. Bloom, B.S. (Ed). (1956). Taxonomy of Educational Objectives : New York :David, Mekay Company. Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives, Handbook 1—, Cognitive Domain,Harcourt Brace & World Inc., New York., Chikara, M. S. and S. Sarma (1985): Teaching of Biology, Prakash Brothers, Ludhiana., Dale, E. (1967): Audiovisual Methods in Teaching.(2nd ed.). New York: The Drygen Press, Inc., 117, Das, R.C. (1985). Science Teaching in Schools. New Delhi: Sterling Publishers., Elkind, D. (1977). Piaget and Science Education.In., Gagne, R.M., Briggs, L.J. & Wagner, W.W. (1986). Principles of Instructional Design (3rd ed.)., Chicago: Holt, Rinehart and Winston Inc, Gentn, D. & Stevens, A.L.(Eds.).(1983). Mental Models. Hillsdale, New Jersey: Larence Erlbaum, Associates, Publishers., Gupta, S.K. (1985). Teaching of Physical Science in Secondary Schools. New Delhi : Sterling, Publications (Pvt.) Limited., Hull, D. L., (1988). Science as a process. Chicago: The University of Chicago Press., Joyce, B. & Weil, M. (1986). Models of Teaching (3rd ed.) New Jersey: Prentice Hall Inc., Kohli, V.K. (1986). How to teach Science.Ambala City, Haryana: Vivek Publishers., , 64, Page 65 of 189

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Lowman, J. (1995). Mastering the Technique of Teaching. Second Edition, San Francisco., Mangal,S.K.,Teaching of Science, New Delhi:Arya Book Depot.1997., Mohan, R (1995). Innovative science teaching for physical science. New Delhi: Prentice Hall., Mohan R (2011) Teacher Education, New Delhi Prentice Hall India Ltd, NarendraVaidya: Science Teaching in Schools for the 21st century, Deep and Deep Publications, Pvt.Ltd.,1999., N. Vaidya& J.S. Rajput (Eds.), Reshaping our School Science Education. New Delhi: Oxford &, I.B.H. Publishing Company., N.C.E.R.T. (1989).Instructional objectives of school subjects. New Delhi: N.C.E.R.T., N.C.E.R.T. (1993). National curriculum for elementary and secondary education (rev. ed. ). New, Delhi:, N. C. E. R.T. NCERT . (2005)National Curriculum Frame Work New Delhi: NCERT, Praveen, M. G. &Koya, H.M. P (2016). Teaching science: Resources, Methods and Practices,, Nellkamalpublishers, Hyderabad, SCERT. (2007) Kerala Curriculum Frame Work Thiruvananthapuram:, SCERT S.Venkataih(Ed)..Science Education.Anmol publications Pvt Ltd.,2000, S.K.Kochhar..Methods and Techniques of Teaching, Sterling Publishers pvt ltd 2003, Sharma Jagdish, Model of Science Teaching,Raj Publishing House, Jaipur.(2006), Siddiqui,N.H.andSiddiqui.M.N., Teaching of Science Today and Tomorrow.Delhi:Doaba, House.1983. Sivarajan, K &Faziluddin, A., Science Education—Methodology of Teaching and, Pedagogic Analysis.Calicut University Co-Operative Store., Sharma, R.C. (1985). Modern Science Teaching. New Delhi: DhanpatRai& Sons., UNESCO,New UNESCO Source Book for Science, France UNESCO., Yadav.M.S Teaching of Science, Mangaldeep Publication, N.Delhi 1992., , 65, Page 66 of 189

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EDU 05.12 THEORETICAL BASES OF TEACHING PHYSICAL SCIENCE, Contact Hours: 100 (Instruction), 20), , Maximum Marks: 100 (External: 80, Internal:, , COURSE OBJECTIVES, 1. To acquaint with the nature and evolution of physical science, 2. To understand Aims and Objectives of teaching physical science, 3. To develop proper teacher behavior among teachers, 4. To understand the principles of organizing Curriculum, 5. To familiarize with methods and Strategies of teaching physical science, COURSE CONTENT, Unit.1, Introduction to teaching physical science, • Meaning, definition, nature and scope of physical science, • Science as a product and process, • Evolution and significance of physical science as a school subject, • Values of teaching physical science in the present context, • Scientific Attitude and Scientific Aptitude, • Branches of science, Emergence of interdisciplinary subjects, (16 Hours), UNIT II, Aims , objectives and values of teaching physical science, • Aims and Objectives of teaching Physical Science, • Objective based instruction and evaluation, objectives and specific objectives, learning, experience and evaluation, • Bloom’s Taxonomy of Educational Objectives, • Revised Bloom’s Taxonomy by Anderson and Krathwohl, • Taxonomy of Mc Cormack & Yager, • Digital Taxonomy, •, , Process skills in Science at secondary stage, Developing process skills in students., (20 Hours), , Unit III, Teacher behaviour and micro teaching, • Teaching -Meaning, Definition, Principles and Functions, • Phases of Teaching, • Maxims of teaching, 66, Page 67 of 189

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•, •, •, , Teacher behaviour, Teaching skills, Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice, and preparation of micro teaching Lesson plan, (20 hours), , Unit IV, Physical science curriculum, • Meaning and Definition of Curriculum, • Curriculum , Syllabus and Text book, • Principles, Foundation and Stages of Curriculum construction, • Correlation in science teaching, • Organizing physical science curriculum – Topical, Spiral and Unit Approach, • Approaches to Curriculum Construction - concentric plan, topic method, type study., Integrated, Disciplinary and Interdisciplinary Approaches Grass root approach, • CBA, CHEM, PSSC, (20 Hours), Unit V, Method and strategies of teaching physical sciences, • Methods of Instruction: Lecture cum demonstration method, Project method, Problem, solving method, Individualized laboratory method, Dalton Plan, Supervised study., •, , Teaching techniques and strategies- Brain storming, Questioning Technique, Buzz, discussion- Debate, Symposium, Panel Discussion, and Seminar. Concept map, Mind, Map, Analogies, Blended learning, Problem-based Learning (PBL), Mnemonics,, Graphic organizers, (24 Hours), , MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS (Any Two of the following), 3. Construct a mind map for any topic in Physics or Chemistry at the higher secondary level., 4. Critically evaluate Physical Science Textbook at Secondary level based on Principles of, Curriculum Construction, 5. Develop a module for a single topic emphasising the development of any 5 process skills, in secondary students., REFERENCES ( for 1st & 2ndSemester), Ahmad J., (2009) Teaching of Biological Sciences.New delhi: PHI Pvt Ltd., Alsop, S. & Hicks, K. (2003)Teaching science New Delhi: Kogan page India Private Ltd., 67, Page 68 of 189

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Anderson, W.L & Krathwohl D.R. A taxonomy for Learning, Teaching and Assessing. Newyork:, Longman., Das, R.C. (1985) Science teaching in schools New Delhi: Sterling Publishers, Ebel, L & Frisbie, A. (1991). Essentials of Educational Measurement. New York:McGraw Hill, Freire, P. (1998). Pedagogy of the Oppressed. USA: Continuum Pub. Co., Gagne, R.M., Briggs, L.J. & Wagner, W.W. (1986). Principles of Instructional Design (3rd ed.)., Chicago: Holt, Rinehart and Winston Inc, Harlen, W & Elstgeest (1992) UNESCO Source Book for Science in the Primary School New, Delhi : National Book Trust, Joseph t. T., (1991) Modern Trends in Science Education, Kottayam: St Joseph Training College, Joyce,B. & Weil,M. (1986). Models of Teaching(3rd ed.) New Jersey: Prentice Hall Inc., Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi :, Mathew,T.K. & Mollykutty (2012) Science Education-Theoretical Bases of Teaching & Pedagogic, Analysis, Chengannur: Rainbow Publications, McCormack, A.J. & Yager, R.E. (1989) A New Taxonomy of Science Education. Science Teacher,, v56 n2 p47-48, Menon, R.V.G. (2010) An Introduction to the History and Philosophy of Science., Mohan, R (1995). Innovative science teaching for physical science. New Delhi: Prentice Hall, Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall, Mohan,R(2011). Teacher Education. New Delhi: Prentice Hall of India Pvt Ltd.New, Delhi:Dorling Kindersley Pvt Ltd., Passi, B.K. (ed.) (1976). Becoming a better teacher; A microteaching approach, Ahmedabad:, Sahitya Mudranalaya, Popper, (2002) The Logic of Scientific Discovery, Routledge Publishers, RajanKM.,(1999),Perspectives in Physical Science Teaching, Kottayam: Vidyarthimithram., SCERT, Kerala (2009). Teachers’ Hand Book, Standard VIII, Education Department, Government, of Kerala., Sharma, R. C. (1985) Modern science teaching. New Delhi: Dhanpat Rai &, Sons., Singh & Sharma. Microteaching-Theory and Practice. Nat’l Psychological Coop, Andhra., Sivarajan,K &Faziluddin,A.(2005) ScienceEducation.Calicut University : Central Co-operative, stores., , AAAS(1965) An evaluation model and its application in science- a process approach, Problem Solving Cycle & types of problems- Sternberg,R.J., (2006) Cognitive, Psychology, Thomson Wadsworth, NPE Report(1968), Ishwarbhai Patel Committee Report(1977), NPE Report(1986), NPE Report(1992), Yash Pal committee Report, NCF Report(2005), KCF Report(2007), 2http:www.iisc.ernet.in/insa/ch4.pdf, http://eprints.utm.my/6048/1/ aziziyahcognitivepsy.pdf, 68, Page 69 of 189

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Aims , objectives and values of teaching social sciences, • General aims of Teaching social Sciences, • Aims of Teaching Social Sciences at Secondary stage, • Objectives of Teaching History, Geography, Economics and Political Science., • conceptual , Inquiry, Skill and Affective Objectives of Social science, • Bloom’s Taxonomy of Educational Objectives, • Revised Bloom’s Taxonomy by Anderson & Krathwohl, • Values of Teaching Social Sciences, (20 Hours), Unit III, Teacher behaviour and micro teaching, • Teaching -Meaning, Definition, Principles and Functions, • Phases of Teaching, • Maxims of teaching, • Teacher behaviour, • Teaching skills, • Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice, and preparation of micro teaching Lesson plan, (20 hours), Unit IV, Social science curriculum, • Meaning and Definition of Curriculum, • Curriculum , Syllabus and Text book, • Principles of Curriculum construction, • Fusion, Integration and Correlation in Social science Curriculum, • Organizing social science curriculum – Topical, Spiral and Unit Approach, • Approaches to Curriculum Construction, o Grass root approach, o Administration approach, o Demonstrative approach, • Modern Trends in Social Science, Curriculum, • Evaluation of Social Studies Curriculum, (20 Hours), Unit 5, Method and strategies of teaching social sciences, • Lecture method, • source method, • discussion method, • problem solving method, 70, Page 71 of 189

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•, •, •, •, , Project Method, Dialogical Method, co-operative learning strategies, Reflective Learning Strategies, o, Meta-cognitive learning Strategies, o, Brain Based Learning, o, Exploratory and investigatory learning, o, Discovery Learning &Concept Mapping, (24 Hours), , MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS (Any Two of the following), 1. Critically evaluate Social Science Textbooks at Secondary level based on Democratic and, Secular values, 2. A minor Project relevant to Social Science, REFERENCES ( for 1st & 2ndSemester), Aggarwal, J.C. (2003). Teaching of Social Studies: A Practical Approach. Mumbai: Vikas, Publishing House., Aggarwal J.C (1995) Essentials of Education Technology Teaching Learning – Innovations, in Education, Vikas Publishing House., Alexey Semenov, UNESCO, (2005): Information and Communication Technologies in, Schools: A Handbook for Teachers., Atkins N.J and Atkins J.N, Practical Guide to Audio Visual Technique in Education, Bining, A.C & Bining, D.H. (1952) Teaching Social Studies in Secondary Schools.New York:, McGraw Hill, Battachaarjee Shymali, (2007). Media and Mass communication. An introduction. New, Delhi: Kanishka Publishers., Clark, L.H.(1973). Teaching Social Studies in SecondarySchools., (2ndEd.)NewYork:McMillan., Chandra Ramesh, (2005). Teaching and Technology for human development. New Delhi;, Kalpaka Publishers, Dhand, H. (1991). Research in Teaching Social Studies. New delhi: AshishPublishing House, Ebel, L & Frisbie, A. (1991). Essentials of Educational Measurement. New York: McGraw, Hill, Entwistle, N.J. (1987). Understanding Classroom Learning. London: John Wiley, Green, G.H. (1987). Planning the Lesson. London: Longman, Gross, R.E .,Messick, R., Chapin, J.R & Sutherland. (1978). Social Studies for our Times., New York: John Wiley, High, J. (1967). Teaching Secondary School Social Studies. New York: John Wile, Jarolimek, J. (1990). Social Studies in Elementary Education, New York: McMillan, Joyce,B & Weil, M. (2003). Models of Teaching (5th Ed.) New Delhi: Prentice Hall, Joshi, A.N & Salunke, S K (2006) Content Based Methodology,New Delhi: Prentice Hall, Kenworthy, L.S.(1962). Guide to Social Studies Teaching. California: Wordsworth Publishing, SCERT (2013) Kerala School Curriculum General Approach, 71, Page 72 of 189

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Kochhar, S.K. (2002). The Teaching of Social Studies. New Delhi: Sterling., Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content, knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70., Kumar, S.P.K & Noushad,P.P.(2009). Social Studies in the Classroom: Trends and Methods., Calicut University: Scorpio Publishers, Kumar, S.P.K.(2007) How Pupils Learn?New Delhi: Kanishaka, Michaelis, J.U & Garsia, J. (2000). Social Studies for Children: A guide to Basic Instruction., (12th Ed.) New York: Allyn & Bacon, Michaelis, J.U. (1976). Social Studies for Children in a Democracy: Recent Trends and, Development (5th Edition)New Jersey: Prentice Hall, Michaelis, J.U. (1976). Social Studies for Children: A guide to Basic Instruction (7th, Ed.)New Jersey: Engelwood cliffs, Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A, framework for integrating technology in teacher knowledge. Teachers College Record,, 108(6), 1017-1054., NCERT(2005) National Curriculum Framework. New Delhi: NCERT, Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology:, Developing a technology pedagogical content knowledge Teaching and Teacher Education,, 21, 509-523., Noushad, P.P & Musthafa, M.N. (2010). Taxonomy Reframed: Educational Objectives for the, 21st Century, Edutracks, 9, 16-22.132, Passi,B.K (1976). Becoming a Better Teacher: A Micro Teaching Approach Ahamadabad:, Sahithya Mundranalya., Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi: Pearson., SCERT(2007). Kerala Curriculum Framework. Trivandrum: SCERT, Sills, D.L. (1972) International Encyclopedia of Social Sciences. New York: McMillan., Wesley, E.B. (1937). Teaching the Social Studies Theory and Practice. New York: Heath, Yajnik, K.S. (1966). Teaching Social Studies in India. Bombay: Orient Longman, , SEMESTER I, B. Practical Courses, 72, Page 73 of 189

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EDU 101 MICRO TEACHING (30 Hours- 30 Marks), COUSE OBJECTIVES, 1. To develop specific teaching skills, 2. To build up confidence in teaching, 3. To practice and refine teaching skills, 4. To provide feedback for modification of teaching behavior, Student teachers shall practice and refine at least 5 teaching skills through micro practices and, their Integration through Link practice. They have to prepare micro lessons, and receive feedback, from peers and teacher educators. Keep a record of micro lessons, link practice lesson, and, observation schedules on the skills practiced and improved upon.(Micro practice= 20 marks:, Link practice=4 marks; Record=6 marks ), , EDU 102 COURSE ON EPC 1: LANGUAGE ACROSS CURRICULUM – READING AND, REFLECTING ON TEXTS, (50 Hours -50 Marks), COURSE OBJECTIVES, Upon completion of this course, the student teacher will:, 1. Develops ability to comprehend the language of texts, teacher and learner and various, other instructional contexts, 2. Improve his/her proficiency in ‘reading’, ‘writing’, ‘thinking’, and ‘communicating’ in, the language of instruction, 3. Develop an interest in reading, 4. Improve his/her ability to understand instruction, This is a major practical course suggested by NCTE curriculum framework. The course, enable the learner to analyse the language of teacher, learner and text books of different subjects, and contexts. This course also serve as a foundation to enable B.Ed. students to read and respond, to a variety of texts in different ways and also learn to think together, depending on the text and, the purposes of reading. Responses may be personal or creative or critical or all of these together., Students will also develop metacognitive awareness to become conscious of their own thinking, processes as they grapple with diverse texts. In other words, this course will enable studentteachers to enhance their capacities as readers and writers by becoming participants in the process, of reading. The aim is to engage with the readings interactively- individually and in small groups., This involves framing questions to think about, while preparing to read something, reading a text,, and reflexively placing what one has read in the context of both the texts and one’s own, experiences., This course offers opportunities to confront with use of language in different curricular, contexts including textbooks, classrooms and other formal and informal learning contexts., The learner also gets opportunity to read a wide variety of texts, including empirical,, conceptual, and historical work, policy documents, studies about schools, teaching, learning, and, about different people’s experiences of all of these. The course will also include narrative texts,, 73, Page 74 of 189

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expository texts from diverse sources, including autobiographical narratives, field notes,, ethnographies, etc. to address different types of reading skills and strategies., For expository texts, they will learn to make predictions, check their predictions, answer, questions and then summarize or retell what they’ve read .Students will analyze various text, structures to see how these contribute to the comprehension of a text. These readings will also, provide the context for writing. Combining reading and writing leads to the development of, critical skills. Student-teachers will get opportunities to write with a sense of purpose and, audience, through tasks such as, responding to a text with one’s own opinions or writing within, the context of others’ ideas., Tasks = 50 marks, 1. Identify and analyse the specific languages used in different curricular contexts –, Language of textbooks of different subjects, Language of Examinations, Language of, articles seminars/debates/workshops etc and language usage in other Formal and informal, instructional contexts. Prepare a report (10 Marks), a. Activities, i. Prepare a list of terminologies in English and local language of a subject, text book at primary/secondary/higher secondary level, ii. Analyse a question paper of an examination and prepare a list of usages for, different types and levels of test items, iii. Make a comparative analysis of structure of presentation and Specific, language used in an article/ seminar/ debate/ workshop etc and prepare a, report (Utilise one sample article/ programme details of a, seminar/workshop/debate), 2. Observe two subject classes of secondary schools and record the discipline based, language, teacher language and student language while discourse. Make a comparative, analysis (10 Marks), a. Activities, i. Visit a school and interact with subject teachers on discipline specific, language, ii. Observe two subject classes of two different teachers, iii. Identify and list the use of discipline specific language, teacher language, and student language simultaneously, 3. Engaging with narrative and descriptive accounts ( 6 marks ), a. Activities, i. Select a text (A short story/ chapter of a fiction/ dramatic incident/ part of a, travelogue/ comic etc.), ii. Preliminary reading (individually), iii. Secondary reading (in small groups), iv. Share a related life experience with small group, v. Reflect upon language, characters, situations in small groups and present, the same for whole group, vi. Prepare and submit a summary of the text in one’s own language, 4. Engaging with popular subject-based expository writing (6 marks ), 74, Page 75 of 189

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a. Activities, i. Select articles, biographical writing, or extracts from popular nonfiction, writing, with themes that are drawn from the subject areas of the student, teachers (various sciences, mathematics, history, geography,, literature/language pieces etc.), ii. Preliminary reading (Individually), iii. Secondary Reading (in small groups formed based on subject interest), iv. Identify major concepts and subordinate ideas and prepare notes using, diagrams, concept maps, graphs etc (In small groups), v. Prepare a separate note on writing style, view point of the author, subject, specific vocabulary and references used (in small groups), vi. Prepare and submit a review/ summary of the text incorporating conceptual, as well as style element (Individual), 5. Engaging with journalistic writing (6 marks), a. Activities, i. Select an article from newspaper or magazine of contemporary interest, ii. Initial reading - Practice skimming and scanning for extracting information, (Individually), iii. Analyse structure of the article (in Small groups), iv. Identify subheadings, key words, sequence, illustrations, statistical data in, tables/graphs etc (In small groups), v. Critical reading to identify view points, subjectivity or personal bias,, journalistic and metaphoric language etc. (in groups), vi. Writing a popular article on a topic of contemporary interest (Individually), 6. Engaging with subject-related reference books (6 marks), a. Activities, i. Form small groups based on their subject, ii. Select a topic in their subject area by each group, iii. Identify reference books available in the library for the topic, iv. Scanning and skimming relevant information from reference books, v. Making and collating notes, vi. Organize the information under various headings, vii. Plan a presentation of concepts to whole group, viii. Presentation to whole group, ix. Conduct a question answer session, 7. Engaging with educational writing (6 marks), a. Activities, i. Select an essay, chapter or extract from popular educational writings deal, with issues and topics related with education, schooling, teaching learning, process, ii. Random grouping, iii. Reading and discussion on main ideas, arguments, terminologies and, examples used, iv. Writing a review paper, v. Present the review to whole group, 75, Page 76 of 189

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EDU 103.YOGA, HEALTH AND PHYSICAL EDUCATION-I - (30 Hours -20 Marks), , 1. Practicing and recording of health related physical fitness activities. (Walking/ jogging/, aerobic dance/ weight training/ cycling ), 8 marks, 2. Practicing 15 yogasanas ( 5 each in standing, sitting, and laying positions), 8 marks, 3. Body composition –BMI/body shape index/skin fold caliper, 4 marks, , SEMESTER II, A .THEORY COURSES, , EDU 06: PERSPECTIVES ON EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, This course will enable you to, 76, Page 77 of 189

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1. To understand education as a discipline, 2. To define education, 3. To develop an understanding of major philosophical divisions and their relevance in, education, 4. To identify the relationship between education and social factors, 5. To develop an understanding of Indian and western philosophical schools, COURSE CONTENT, Unit I, Teacher and Education, •, , Education as a discipline - Education as bipolar and tri polar process - Child centered a, life centered education –, , •, , Teaching as a profession - Teaching- An art and Science – Teacher - Qualities and, Competencies Teacher Ethics- Teacher as a Leader -Role and Responsibilities of Teacher, , •, , Teacher as a Change agent and Nation builder- Teacher as Social Transformer - Role of, education to curb Social evils like Corruption, Terrorism, Antinational activities, Violence, against women, Drug abuse and Alcoholism etc., (10 Hours), , Unit II, Philosophy of Education, •, •, , Etymological and general meaning of Philosophy – Major Definitions, major philosophical divisions - Axiology, Metaphysics, and Epistemology and its, educational implications., • Relation between education and philosophy, • Functions of philosophy., (10 Hours), Unit III, Sociology of Education, • Sociology – etymological meaning and definitions., • Relationship between sociology and education., • Educational sociology and its functions., • Social Structure and Function - Social System and Education as socialization., • Agencies of education – family, school, community, state and media., (10 Hours), Unit IV, 77, Page 78 of 189

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Schools of Philosophy, • Eastern schools – Vedas, Upanishads, Buddhism, Jainism, and Islamic philosophy - its, aims, ideals, and its significance in education., • Western schools- Basic ideals of Idealism, Naturalism, and Pragmatism and its educational, implications., (20 Hours), MODE OF TRANSACTION, Lecture, Reading and reflection, discussion, seminar, debate, TASKS AND ASSIGNMENTS, Prepare a detailed report on the various agencies of education in the socialization process, of an individual, REFERENCES, Brubacher John. S (1962). Modern Philosophies of Education. New Delhi: Tata McGraw, Hill, Publishing Co. Pvt. Ltd., Butter J. Donald (1951). Four Philosophies and Their Practice in Education and Religion New, York: Harper and Brothers Publishers., Butter, J. Donald (1968). Four Philosophies and their Practice in Education and Religion. New, York: Harper and Row., Chinara. B. (1997) Education and Democracy, New Delhi APH Dash, B.N. (2002). Teacher and, Education in the Emerging Indian Society. 2 Vols. Hyderabad: Neelkamal Publication., Curren Randall (2007). Philosophy of Education. U.S.A; Blackwell., Dash, B.N (2004). Education and Society. Delhi; Dominant., Dewey John (1916). Democracy and Education, New York: MacMillan., Dewey John (1938). Experience and Education. New York: Macmillan., Freire, P. (1972). Pedagogoy of the Oppressed. Harmondsworth: Penguin George Thomas (2004), Introduction to Philosophy, Delhi, Surjeet Publication, Humayun Kabir (1951). Education in New India. London:, George Allen and Unwin Ltd. Jagannath Mohanty (1998). Modern Trends in Indian Education., New Delhi: Deep and Deep publications., Kohli, V.K. (1987). Indian Education and Its Problems. Haryana: Vivek Publishers., Lal & Palod (2008) Educational thoughts and Practices, Meerat: Vinay Rakheja, Monroe, P. (1960). A Textbook of History of Education. London: Macmillan, Moonband Mayes. A.S. (1995). Teaching and Learning in the Secondary School. London:, Routledge., Naik, J.P. (1998). The Education Commission and After. New Delhi: Publishing Corporation., National Curriculum Framework for School Education (2005). NCERT, NCTE (1998). Gandhi on Education. New Delhi., Pathak, R.P.(2012). Development and problems of Indian education. New Delhi; Pearson, Rai B.C. (2001). History of Indian Education. Lucknow; Prakashan Kendra., Randall Curren (2007) Philosophy of Education an anthology, USA : Black well Publishing, Report of Secondary Education Commission. Kothari D.S. (1965). New Delhi: Ministry of, Education., , 78, Page 79 of 189

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Saiyidain, K.G. (1966).The Humanistic Tradition in the Indian Educational Thought. Bombay:, Asia Publishing House., Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut : International, Publishing House., Taneja, V.R. (2003). Educational thoughts and practice. New Delhi; Sterling, Taylor, P. (1993). The texts of Paulo Freire, Buckingham: Open University Press., , EDU 07- FACILITATING LEARNING, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, To enable the prospective teachers to, 1. understand the process, factors and theoretical bases of learning, 2. understand the phenomenon of forgetting and to familiarize with strategies of overcoming, forgetting with research evidence, 3. familiarize with the acquisition of skills, values, attitudes and habits, 4. understand learning in learner's perspective, 5. develop positive attitude interest and appreciation regarding the teacher's role to foster, learner based and context friendly approaches, 6. develop skills in adopting techniques and strategies appropriate to the learning task, 7. develop skills for diagnosing problems of learning and assessing learning outcomes, COURSE CONTENT, Unit I, Learning-a conceptual framework, • Concepts and definitions of learning- characteristics of learning process, • Learning and maturation, , 79, Page 80 of 189

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•, •, , Factors affecting learning: learner variables, task variables, method variables - cognitive,, affective and socio- cultural factors, Types of learning, (10 Hours), , Unit II, Motivation, • Meaning and definitions, historical perspectives, • Types of motivation, • Achievement motivation - meaning, characteristics, importance, developing achievement, motivation, • Role of motivation in learning, • Classroom motivating techniques, (5 Hours), Unit III, Perspectives on learning, • Behaviourist views about learning- theories of classical conditioning-trial and erroroperant conditioning- educational implications, • Gagne's theory of learning and instruction- educational implications, • Cognitive views about learning- learning theories of Piaget, Bruner, Ausubel, Vygotskyeducational implications• Constructivist learning strategies: cooperative and collaborative learning, peer tutoring,, concept mapping, brain based learning, cognitive apprenticeship, engaged learning, • Humanistic views on learning- Experiential learning (Carl Rogers), • Social learning theory (Bandura) - educational implications, • Transfer of learning: concepts and definitions- types of transfer- theories of transfereducational implications, (30 hours), Unit IV, Remembering and Forgetting, • Memory-concept and definitions- types of memory- strategies to improve memory, • Forgetting- concept and definitions- causes of forgetting -curve of forgetting- educational, implications, • Multi-stage model of memory- theories of forgetting(15 Hours), Unit V, Creating facilitative learning environment, • Learning environment- formal, informal- home learning environment-school environmentclass room climate- educational implications, • Teaching to facilitate learning: importance of teaching strategies- models of teaching, (families, types, general overview)- Teacher's personality- role of teacher, • Learning in groups: concept of group- types of groups- characteristics of groupsSociometry: use and importance - group dynamics- group cohesion-educational, implications, • Guidance and counselling- concept- types- need and importance- role of teacher, 80, Page 81 of 189

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(25 Hours), Unit VI, Learning in learner's perspective, • Meaning and definition of learning style- approaches to learning- orientations in learningclassification of learning style (Dunn & Dunn) - multiple intelligence as learning style, -educational importance of style preferences, • Reflective practices- attending to the experience- returning to the experience- reevaluating, the experience, • Meta cognition-planning, monitoring and evaluation, (15 Hours), TRANSACTION MODE, Lecture method, Seminars, Small group discussions, Field survey, Brainstorming sessions,, Case study, Projects, Video viewing and power point presentations, Peer learning, TASKS AND ASSIGNMENTS, 1. Constructing Sociograms based on an elementary classroom group and a secondary, classroom group and comparing them., 2. Conducting a study on style preferences in learning in a group of 15-20 children using any, tool on learning style., REFERENCES, A Text book of Educational Psychology, Bhatia, H.R.(1977), New Delhi McMillan India Ltd., Advanced Educational Psychology, Chauhan, S.S.(2006), New Delhi Vikas Publishing House Pvt., Ltd., Child Development, Dinkmeyer, D.C.(1967), New Delhi, Prentice Hall of India Pvt. Ltd., Child Language, Elliott, A.J.(1981), Cambridge University Press, Educational Psychology, Crow, L.A. & Cros, A.(1973), New Delhi : Eurasia Publishing House., Educational Psychology, Duric, L.(1990), New Delhi : Sterling Publishers., Educational Psychology, Mathur, S.S.(2007), Agra-2, Vinod Pustak Mandir., Educational Psychology, Reilly, P.R. & Levis, E(1983), New York Macmillian Publishing Co., Ltd., Educational Psychology, Skinner, E.C.(2003), New Delhi: Prentice Hall of India Pvt. Ltd., Educational Psychology, Woolfolk Anita (2004), Singapore: Pearson Education., Essentials of Educational Psychology, Mangal, S.K.(2007), New Delhi: PHI Learning Pvt. Ltd., Handbook of educational ideas and practices, Entwistle, N.J.(1990), London: Routledge., Historical Introduction to Modern Psychology, Murphy, G. & Kovanch, J.K.(1997), New Delhi:, Neeraj Publications., Human Development and Learning, Crow, L.D. & Crow Alice(2008), New Delhi: Surjeet, Publications., Introduction to Psychology, Witting, A.F.(2001), America: Key word Publishing Services Ltd., Learning and Teaching, Hughes, A.G. & Hughes, E.H.(2005), New Delhi: Sonali Publications., Learning Theories an Educational Perspective, Schunk, D.H.(2011), New Delhi: Pearson, Education., Mental Hygiene, Carroll, H.A.(1984), New York: Prentice Hall Publishing Co., Models of Teaching: Bruce,R.Joyce. & Marsha, Weil. (1972): Prentice Hall Publishing Co., 81, Page 82 of 189

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Personality, Guilford, J.P.(2007), New Delhi: Surjeet Publications., Psychology of Learning and Teaching, Bernard, H.W.(1954), New York: McGraw-Hill Book Co., Social Context of Education, Shah, A.B.(Ed)(1978), Essays in honour of Prof. J.P. Naik, Bombay:, Allied Publishers., Student approaches to learning and studying, Biggs, J.B.(1987), Melbourne, Vic: Australian, Council for Educational Research., Styles and strategies of learning, Pask, G.(1976), British Journal of Educational, Psychology,46,pp.128-148., Styles of learning and teaching, Entwistle, N.J.(1981), New York, John Wiley., Teacher and Learners, Santhanam, S(1985), Madras: Santha Publishers., Teaching students through their individual learning styles, Dunn, R. & Dunn, K.(1978), Reston,, V.A.: Reston Publishing Company Inc., The Conditions of Learning, Gagne, R.M.(1965), New York: Holt, Rinehart and Winston., The experience of learning.(2nd ed.), Marton, Hounsell, D.J. & Entwistle, N.J.(Ed), Edinburg:, Scottish Academic Press., The growth of logical thinking from childhood to adolescence, Piaget, J(1958), New York: Basic, Books., The Psychology of Learning and Instruction, De Cecco, J.P.(1970), New Delhi: Prentice Hall, India Pvt. Ltd., Theories of Learning, Hilgard, E.R.(1956), New York: Appleton Century Crafts Inc., Transactional Analysis in Psychotherapy, Berne, E.(1961), Paris: Grove Press., Understanding classroom learning, Entwistle, N.J.(1987), London: Hodder & Straughton., , EDU 08-ASSESSMENT FOR LEARNING, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, On completion of this course, the students will be able to:, 1. Describe the meaning and role of assessment in learning., 2. Know the principles of assessment practices., 82, Page 83 of 189

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3., 4., 5., 6., 7., 8., 9., , Understand the assessment practices in various approaches of teaching, Differentiate different types of assessment, Identify tools and techniques for classroom assessment, develop necessary skills for preparation of achievement test and diagnostic tests, Point out key issues in classroom assessment, understand how assessment can be possible in inclusive settings, viii) Master various statistical techniques for reporting quantitative data, , COURSE CONTENT, Unit I, Basics of Assessment, • Meaning, Related terms- measurement, evaluation, examination, • Role of Assessment in Learning- as learning, for learning, of learning, • Formative and Summative assessment, • Purposes of Assessment, • Principles of Assessment Practices –principles related to selection of methods for, assessment, collection of assessment information, judging and scoring of student, performance, summarization and interpretation of results, reporting of assessment findings, ( 10 hours), Unit II., Assessment for Learning in Classroom, • Student evaluation in transmission-reception (behaviourist) model of educationdrawbacks, • Changing assessment practices- assessment in constructivist approach-Continuous and, Comprehensive evaluation- projects, seminars, assignments , portfolios; Grading, • Types of assessment- practice based, evidence based, performance based, examination, based, • Practices of assessment- dialogue, feedback through marking, peer and self-assessment,, formative use of summative tests, (12 hours), Unit III, Tools & techniques for classroom assessment, • Tools & techniques for classroom assessment- observation, Self reporting, Testing;, anecdotal records, check lists, rating scale, Test- types of tests., • Rubrics- meaning, importance, • Assessment Tools for affective domain- Attitude scales, motivation scales-interest, inventory, • Types of test items-principles for constructing each type of item, (20 hours), Unit IV, Issues in classroom assessment, • Major issues-commercialisation of assessment, poor test quality, domain dependency,, measurement issues, system issues, 83, Page 84 of 189

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•, •, , Reforms in assessment-open book, IBA, on line, on demand, Examination reform reports, (13 hours), , Unit V. Assessment in inclusive practices, • Differentiated assessment- culturally responsive assessment, • Use of tests for learner appraisal-achievement test, Diagnostic test- construction of eachpreparation of test items- scoring key- marking scheme-question wise analysis, • Quality of a good test, • Ensuring fairness in assessment, • Assessment for enhancing confidence in learning- Relationship of assessment with, confidence, self-esteem, motivation-ipsative assessment, (25 hours), Unit VI. Reporting Quantitative assessment data, • Statistical techniques for interpreting and reporting quantitative data, • Measures of central tendency, • Measures of dispersion, • Correlation, • Graphs & Diagrams, (20 hours), TASK &ASSIGNMENT, 1. Prepare a tool for measuring any of the affective outcomes of the learner, administer it to, a group of students (N>30) and interpret the result., 2. Visit nearby school and collect information regarding the advantages and disadvantages, of CCE from teachers and prepare a report, TRANSACTION MODE, Lecture-cum-Discussion, brain storming, group discussion, individual and group exercises,, assignments, REFERENCES, Baker, E.L and Quellmalz, E.S Ed. (1980) Educational Testing and Evaluation. London: Sage, Publications., Bloom, S.B. Hastings, J.T. and Madans, G.F. (1971) Handbook on Formative and Summative, Evaluation of student Learning.New York: McGraw – Hill Book Co., Dave, R.H. and Patel, P.M. (1972) Educational Evaluation and Assessment, New Delhi:, NCERT., Ebel, R. L. (1966). Measuring Educational Achievement. New Delhi: Prentice Hall of, India Pvt. Ltd., Griffin, P., McGaw, B., & Care, E. (2012). (Eds.). Assessment and teaching of 21st century skills., New York: Springer., Gronlund, E.N. (1965) Measurement and Evaluation in Teaching. London: Collier – Macmillan, Ltd., Harper (Jr.) A. E. & Harper E.S. (1990). Preparing Objective Examination, A Handbook for, Teachers, Students and Examiners. New Delhi: Prentice Hall,, 84, Page 85 of 189

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Hughes, G. Wood, E. & Okumoto, K.( 2009). Use of ipsative assessment in distance learning, Centre for Distance Education Report. University of London., http://cdelondon.wordpress.com/2010/07/28/use-of-ipsative-assessment-in-distancelearning/, Linn, R. L .& Gronlund, N.E.(2003).Measurement and Assessment in Teaching. New Delhi, Pearson Education Pvt. Ltd. Camberwell:ACER, Masters, G.N.(2013). Reforming Educational Assessment: Imperatives, principles and challenges, Stella, A. (2001). Quality Assessment in Indian Higher Education: Issues of Future, Perspectives. Bangalore: Allied Publishers Ltd, EDU 09.1 PEDAGOGIC PRACTICES IN ARABIC, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal:, 20), COURSE OBJECTIVES, 1. Familiarizes with the nature of text book and analyses pedagogically, 2. Develops an understanding of pedagogy and its principles, 3. Familiarizes with Taxonomy of Educational Objectives, 4. Develops the ability and acquires the teaching skills by practicing complex skills of, classroom teaching, 5. Develops the ability to design lesson templates incorporating the relevant objectives and, activities, 6. Develops knowledge of the importance of planning in teaching, 7. Familiarizes with ways of employing teaching skills for effective teaching, 8. Acquire the ability to plan lessons and use in classroom teaching, 9. Acquire the ability to apply suitable Teaching Aids in classroom teaching, COURSE CONTENT, Unit I, Introduction to pedagogic content knowledge (PCK), • Content Knowledge and Pedagogic Knowledge, Pedagogic Content Knowledge, Pedagogic Content Knowledge analysis: scope, principles and objectives, • Steps involved in pedagogic content knowledge analysis, • Pedagogic Analysis of language discourses :Conversation, poem, rhyme, slogan, speech,, notice, report, message, letter, poster, advertisement, write-up, profile, biography, essay,, story,, Quran and Hadith, narration etc., • Pedagogic Analysis of language elements: grammar, vocabulary, structures, rhetoric &, prosody etc., • Pedagogic Analysis of Arabic Text Books prescribed for the State Schools of Kerala, From 6th std to 12th std, • Techno Pedagogic Content Knowledge Analysis (TPCKA), • Inter relationship of Content Knowledge, Pedagogical Knowledge ,Technological, Knowledge, 85, Page 86 of 189

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•, •, •, •, •, •, , Scope and challenges of TPCKA in Arabic language Teaching, Teacher as a techno pedagogue, Knowledge generation/ production, Use of web based resources for TPCKA, TPCK based content Analysis of selected units of TB of Secondary schools, Critical Analysis of Arabic H B& TB for viii th to x th std of the state schools, 20 hours, , Unit II, Aims and objectives of teaching Arabic language, • Aims and Objectives of Teaching and learning Languages, • Socio- cultural & utilitarian aims, • Principles of Language Learning, • Objective Based Instruction, • Bloom’s Taxonomy of Educational Objectives (original & revised), • Objectives and Specifications, • Process Oriented Teaching and learning, • Outcome based Learning (OBL), • Developing communicative competencies, • Addressing learner sensibilities and abilities, • Aims and Objectives of Teaching and learning Arabic Language, 15 hours, Unit III, Essential requirements for teaching Arabic language, • Application of ICT skills, Black Board, White Board, & Interactive Board, • Planning in Teaching :Importance of planning in teaching, • Objectives of Planning, Different levels of Planning :, • Year plan, Unit plan, lesson plan, • Planning and designing of lesson templates, • Steps involved in preparing lesson template, • Designing lesson templates for different language discourses& language elements, • Models of Teaching: Basic Concepts, families and Properties:, o Syntax, Social System, support system, principles of reaction, Instructional &, nurturant effects, • Designs based on different models of teaching :, o Concept Attainment Model, Advance Organizer Model, Synetic Model, 20 hours, Unit IV, Resources in teaching and learning of arabic language, 86, Page 87 of 189

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•, •, •, •, •, •, •, •, •, •, •, •, •, •, •, •, , Teaching Learning Materials : Psychological Bases, Teaching aids: its design and development, Audio, video, audio-video, Graphic and improvised aids, Projected and non projected aids, Animated and digital aids, Language Lab, Multi media aids, Library: importance of library ,types of library, Activity Aids: Jamaiyathul Arabiyya al adabiyya, nadiyathu lluga, majallathul arabiyya, wal jidariyya, wa nuskhiyya, idaathul arabIyya, ialanathul arabiyya, maharjan al adabil arabi, al thaaleef, wa thasdeer, Wassahafa, al mushaira, al siyaha al dirasiyya, zawiyathul qiraa etc., Teaching learning resources:TB& HB, its characteristics and qualities, Other resources: Supplementary Readers, Local Text, live Text, static text etc., Resource Mapping, E- Learning and e teaching:, Digital text books, Digital library & other online resources, Designing of Digital text books , e-books and its application, Adopting down loaded resources for teaching Arabic, M-learning: smart phones as learning devices and its scope, 20 hours, , Unit V, Curriculum design in Arabic language education, • Curriculum: Meaning, Definition and principles, • Approaches to curriculum construction, Curriculum and syllabus, Types of Curriculum, language curriculum, Criteria for selecting curriculum content, • Modern Trends in Curriculum Construction:, Life Centered- Learner centered, - Activity centered, Issue Based, problem pausing,, Process oriented, 15 hours, Unit VI, Assessment in Arabic Language Education, • Assessment / evaluation in teaching and learning, Assessment of learner achievement, Objectives of assessment, Tools& Types ;formative and summative, Continuous Evaluation, comprehensives evaluation, Continuous and comprehensive, evaluation, Construction and administration of achievement tests, Diagnostic tests and Remedial teaching, Marking and Grading, Grading indicators, • Assessment using ICT, • Development of online tests, Preparation and use online tests and its application, Student evaluation: Self evaluation, Peer evaluation, 87, Page 88 of 189

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To understand the various methods and approaches of teaching English, Methods, approaches, techniques of teaching English, Methods – Grammar translation, Direct, Bi-lingual, Dr. West method. Approaches –, Structural, Situational, SOS, Humanistic, Communicative, Whole language -- Features of each, method, approach and limitations, 20 hours, Unit II, To familiarize different audio-visual aids in teaching of English, Audio visual aids, Importance and their limitations- Pictures, AudioCDs, realia, flashcards, flip charts, language, lab , models, video clipping, films, documentaries, cartoons, advertisements, newspaper, cutting , various IT resources., 15 hours, Unit III, To analyse the course books in English, Pedagogical Analysis and Content analysis, Pedagogical Analysis of Course Book : Varieties of literature –Intensive and Extensive, readers, Content Analysis –meaning, objectives and advantages, Teaching of Prose- Types of prose, Literary side, Steps of planning a lesson on Prose -Central idea, Vocabulary-- active and passive, Discourses, Functions., Teaching of Poetry -Central idea, Poetic words / expressions, Poetic usages, Poetic techniques,, Develop Literary Appreciation, Teaching of Composition -types of composition : guided and free, Pedagogy and Andragogy, ( 20 hours), Unit IV, To know the need and importance of planning, Planning of instruction, Planning -need and importance ; types of planning -year plan, unit plan, lesson plan, Herbertian steps of planning and Glover plan, Preparation of lesson plans for prose and poetry from behaviourism to latest followed in, schools, ( 20 hours), Unit V, To understand the process of evaluation in English language, Evaluation in language, Oral and written test -Importance of essay type -CCE -Grading -evaluation criteria for various, discourses -Preparation of Test design and Blue- print for language evaluation-Remedial, teaching -Preparation of Port-folio at the end of a course-Editing Text books, thematic, editing, content editing, grammatical editing, and transcreation., (15 hours), Unit VI, 89, Page 90 of 189

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To acquaint with library resources, Library, Importance, e- library, inflibnet, ELT journals, 10 hours, MODE OF TRANSACTION, Lecture method, discussion, seminars, symposium, face to face communication, IT based, learning, blended learning, community participation, TASK AND ASSIGNMENTS, 1. Preparing lesson plans for teaching prose and poetry, 2. Preparation of portfolio at the end, , EDU 09.3 PEDAGOGIC PRACTICES IN HINDI, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal:, 20), COURSE OBJECTIVES, 1. To understand the aims and objectives of teaching Hindi., 2. To develop and practice different teaching skills., 3. To develop the ability for planning the instruction strategies, 4. To develop the ability to design suitable teaching, learning materials in Hindi., 5. To familiarize the principles of organizing curriculum., 6. To develop the ability to critically analysis the textbooks in Hindi prescribed at secondary, school level, 7. To analyze and improve the individual capacities like class room management, discipline,, etc., 8. To familiarize the action research strategies., 9. To understand the evaluation techniques., 10., To develop the ability to prepare the objective based test items., COURSE CONTENT, UNIT I, Back Ground of Hindi Teaching, • Principles of language teaching, • Maxims of language teaching, • Different methods of language teaching, 10hours, Unit II, Structure of language and language skills, 90, Page 91 of 189

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•, •, , Listening-speaking-reading-writing., Grammatical forms and structure of language, 10 hours, , Unit III, Instructional planning and designing, • Lesson planning – Introduction – developing skills – types of learning experiences., • Unit plan, year plan and teaching manual, • Opportunity for rectifying and modifying teaching skills by healthy criticism and, video recording., 20 hours, ., Unit IV, Evaluation of classroom practices, • Opportunity of self-reflection – self-evaluation – peer evaluation, • Teacher evaluation of class room., • Solving of real class room problems, 15 hours, Unit V, Models of teaching, • Concept – definition p dimensions and classification of models., • Types and families of models., • Designing of important models that can be effectively used in language learning., 15 hours, MODE OF TRANSACTION, Lecture, Demonstration, Discussion, Reading and Reflection, TASKS AND ASSIGNMENTS (any two of the following), 1. Write various discussion lessons in various strategies – demonstration – criticism lessons, according to constructivist pattern, 2. Analysis of Hindi text book at secondary stage., 3. Conduct an action research on problem faced by the student teacher, 4. Preparation of mark sheet and grade list with class wise and school wise performance, analysis using spread sheets., EDU 09.4 PEDAGOGIC PRACTICES IN MALAYALAM, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, The teacher candidates, 1. assimilate the purpose of analyzing the subject to be taught by applying pedagogic, principles, 2. understand basic theories in language acquisition, 3. understand the need of planning in teaching, 4. familiarize wit micro teaching, 5. understand the importance of resource materials for teaching and learning, 91, Page 92 of 189

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6. understand the importance of evaluation, COURSE CONTENT, Unit –I, Pedagogic analysis, • Meaning, Importance, Steps and Scope of pedagogic analysis, • Analysis of learning objectives/learning out comes, • Pedagogic analysis of text book of 8 to 12 standards, • Content analysis- meaning and process, • Gender analysis, 15hours, Unit –II, Modern Theories of teaching, • Constructivism- meaning and characteristics, • Cognitive and Social constructivism, • Theories of Piaget, Bruner, Vygotsky, Norm Chomsky and Gardner, • Critical pedagogy, 10 hours, Unit –IV Methods, Techniques and Strategies of teaching Malayalam, • Meaning of methods of teaching Malayalam, • Lecturer method, Discussion method, Project method, Problem solving method, Assign, method and inductive and deductive method, • Merit, Demerit and Role of teacher in each method, • Meaning and purpose of techniques in teaching, • Role play, Simulation, Dramatization and Brainstorming, • Merts, Demerits and Role of teacher in each technique, • Meaning and purpose of strategy, • Cooperative/Collaborative learning, Peer tutoring, Reflective learning and Experiential, learning strategies., • Merit, Demerit and Role of teacher in each strategy, • Different discourses used in language learning, • Models of Teaching- meaning and characteristics, • Concept Attainment Model and Synetics Model, 25hours, Unit –IV, Planning in teaching, • Need and importance of planning, • Year plan, Unit plan and Lesson plan, • Lesson plan in behaviorism and constructivism, 20 hours, Unit –V, Teaching learning resources in Malayalam teaching, • Text books, Resource units, periodicals and handouts etc., 92, Page 93 of 189

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•, •, •, •, , Dictionaries, Different community resources, Library and Language lab, Audio-visual aids for language teaching, 10 hours, , Unit –VI, Assessing the Learner, • Construction and administration of Achievement test and Diagnostic test, • Evaluation of Language skills, • Evaluation criteria for different learning activities and discourses, 10 hours, MODE OF TRANSACTION, Lecturer method, discussion, seminar, work shops, TASKS AND ASSIGNMENTS, 1. Prepare an Achievement test and a diagnostic test, 2. Analysis of Malayalam text book of X Std., , EDU09.5 PEDAGOGIC PRACTICES IN SANSKRIT, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To understand the school text books of Sanskrit, 2. To understand about the different teaching learning processes in Sanskrit, 3. To understand about preparing various types of lesson plans, 4. To understand about the resources in Sanskrit, Unit I, Pedagogic Analysis, • Pedagogic analysis of Sanskrit text books -one to twelve of Kerala State, 25 Hours, 93, Page 94 of 189

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UNIT II, Aims and Objectives of Sanskrit Teaching, • Blooms taxonomy- Revised Bloom’s Taxonomy, Objective based learning, Issue based, learning,, • Activity based learning, Process oriented learning, and Outcome oriented learning, 25 hours, Unit III, Planning of Instruction, • Planning- Year plan, Unit plan, Modular plan, various types of lesson transcripts, 15 Hours, Unit IV, Resources of Sanskrit, • Resourses of Sanskrit- Kavya, Katha, Drama, Subhashitha etc., MODE OF TRANSACTION, Lecture, Discussion, Seminar, Reading and Reflection, TASKS AND ASSIGNMENT, 1. Write Sanskrit text book analysis of any standard, 2. Prepare a report about any resources of a high school unit, , EDU 09.6 PEDAGOGIC PRACTICES IN TAMIL, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20 ), COURSE OBJECTIVES, The student teacher:, 94, Page 95 of 189

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1. Familiarizes with the different dimensions of Pedagogic Analysis., 2. Develops an understanding of Aims, objectives and specifications for teaching, Tamil Language., 3. Familiarizes the procedure and steps for planning different kinds of lesson., 4. Acquaints with Planning of instruction, 5. Develops an ability to employ different skills for transaction of content in the, classroom., 6. Analyzes Secondary Course Books and identifies suitable strategies for, transacting content., 7. Explores ways of designing appropriate learning aids., 8. Identifies suitable strategies for assessment and evaluation, Unit I, Aims and Objectives of Teaching Tamil, • General aims of teaching Tamil. a. Taxonomy of educational objectives, Bloom’s, Taxonomy, Revised Bloom’s Taxonomy, Objectives of teaching Tamil., • Cognitive, affective and psychomotor domains- Specific objectives of teaching Tamil., 15 hours, Unit II, Trends in Tamil Teaching, • NCF-2005, KCF 2007-Issue based curriculum, Critical Pedagogy, 15 hours, Unit III, Pedagogic Analysis, • Pedagogic analysis of Tamil content of 8th and 9th standard, Kerala State into terms, facts,, concepts etc. Pedagogic analysis of standard 8th Tamil text book, 25 hours, Unit IV, Planning of Instruction, • Need and importance of planning, • Levels of planning-year plan, Unit plan, Lesson plan., • Modern trends in planning instruction - Behaviourist and constructionist model of, planning., 20 Hours, Unit V, Curriculum, Models of Teaching and Evaluation, • Meaning and scope of curriculum construction a. Importance of curriculum, construction b. Changing concept of curriculum and syllabus. Teacher as a, curriculum developer. Library & its uses Language Lab, IT enabled education, • Models of teaching-Concept Attainment model, Advance organizer model,, Inductive thinking model., • Continuous comprehensive evaluation, system of grading a. Different types of, test items Construction of Achievement test and diagnostic tests, 25 hours, MODE OF TRANSACTION, Lecture, Discussion, Reading and Reflection, Seminar, 95, Page 96 of 189

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TASKS AND ASSIGNMENTS, 1. Preparation and administration of a diagnostic test and a remedial lesson after its, analysis, 2. Preparation of mark sheet and grade list with class wise performance analysis, using spread sheets., , EDU.09.7 PEDAGOGIC PRACTICES IN URDU, Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To understand the aims & objectives of teaching Urdu, 2. To acquaint with the principles of language teaching., 3. To develop skills for effective teaching, 4. To understand and do the pedagogic analysis of Urdu of 8 & 9 th standard., 5. To acquaint with the planning of instruction., 6. To understand the evaluation techniques and prepare objective based test items as per the, existing state syllabus pattern in Urdu, 7. To acquaint with the use of library, COURSE CONTENT, Unit I, Aims and Objectives of Teaching Urdu, • Aims of teaching Urdu. Objectives-types of objectives .Objectives of teaching, Urdu at secondary level., • Taxonomy of educational objectives, • Philosophical, psychological, sociological & technological principles of, language teaching, ( 10 hours ), Unit II, Curriculum and Resources of Urdu, • Curriculum and Resources of Urdu—meaning, types. Principles of curriculum, construction. Nature of language curriculum. Syllabus—types of syllabus—, features and limitations., • Compare the styles of organisation of curriculum in IX std. text book., • Course books, qualities of a good course book. Source books—work book., Supplementary reader—types. E-book, CD’s etc., 20 hours, Unit III, 96, Page 97 of 189

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Pedagogic Analysis, • Pedagogy & Andragogy., • Content analysis –Pedagogic analysis— objectives & components., • pedagogic analysis of Urdu of8th & 9th standard., ( 25 hours ), Unit IV, Planning of Instruction, • Importance of planning—year plan, unit plan, lesson plan., • Steps of lesson plan., • Types of planning—behaviourist, constructivist---prose & poem., ( 20 hours ) ., UNIT V, Resources of Teaching, • Audio-visual aids—Radio, TV, Tape recorder, OHP, Computer, Language lab,, Video clippings, pictures, charts, flashcards , models etc. Importance of, library in language learning., • E-library, Inflibnet. Principles of selecting language books., ( 15 hours ), Unit VI, Evaluation, •, •, •, •, •, •, , Evaluation - Different types of test items - merits and demerits., Construction and administration of Achievement tests., Continuous and Comprehensive Evaluation,, Diagnosis and remediation - Diagnostic test-importance-process of, construction –, Remedial teaching— meaning., Grading—importance & types, (10 hours), , MODE OF TRANSACTION, Lecture, Discussion, Seminar, Reading and Reflection, TASKS AND ASSIGNMENTS, 1. Preparation and administration of a diagnostic test and a remedial lesson after its, analysis, 2. Analysis of Urdu text book of IX Std., , 97, Page 98 of 189

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EDU 09.8 PEDAGOGIC PRACTICES IN COMMERCE, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To understand the pedagogy of Business studies and Accountancy of 11 th and 12th, standard, 2. To develop skill in analysing the content of higher secondary commerce text book, 3. To acquaint with planning of instruction, 4. To understand the theoretical bases of constructivism and behaviourism, 5. To provide familiarization with Teaching Learning Materials in Commerce, 6. To acquire and develop the abilities to prepare and use appropriate instructional aids and, a. materials for teaching commerce and accountancy, 7. To intertwine models of teaching for understanding the concepts of business studies and, accountancy, 8. To understand the evaluation techniques and prepare test items as per the existing state, syllabus pattern in Business studies and Accountancy, COURSE CONTENT, Unit 1, Pedagogic Analysis of Commerce Subjects, (20 Hours), • Pedagogic Analysis - Meaning, Importance, Steps and Scope, • Content Analysis - Meaning and Process-Terms, Facts, Concepts, Principles, Theory,, Process, • Analysis of Business studies and Accountancy of plus one and plus two of Kerala state, Unit II, Planning of Instruction, (25 Hours), • Meaning, importance and steps in Year Planning, Unit planning and Lesson Planning,, Herbartian approach and Evaluation approach, • Resource Unit, Meaning and purpose., • Theoretical base of Behaviourism, • Theoretical base of Constructivism- Piaget, Bruner, Vygotsky, Gardner, • Critical Pedagogy- Problem Posing Education, • Lesson Planning in Constructivist approach, Unit III, Teaching –learning Resources in Commerce, • People as resource: The significance of oral data, , (20 Hours), , 98, Page 99 of 189

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•, •, •, •, •, •, , Primary and secondary sources: Field visits, textual materials, journals, magazines,, newspapers etc., Community resources and ways of utilizing community resources, Commerce Library-importance, Commerce Textbook-qualities and functions, Criteria for selection-Textbook review., Workbooks, handbooks and reference materials, Supplementary materials in Commerce- Need and Importance – Source Documents, used in teaching of commerce subjects, Audio-Visual aids –Projected aids, Non Projected aids and Activity aids., ICT enabled lesson planning, , •, •, Unit IV, Models of Teaching in Commerce, • Meaning and definition of Models of Teaching, • Families of Models of Teaching, • Basic Elements to describe a Model, • Concept Attainment Model, • Advance Organizer Model, • Jurisprudential Inquiry Model, , (15 Hours), , Unit V, Assessing the Learner, (20 Hours), • Types of test items-merits and Demerits- prepare various types of test items from, accountancy and business studies, • Construction and administration of Achievement tests, • Construction and administration of Diagnostic tests, MODE OF TRANSACTION, Lecture, Discussion, Group work and Project, Assignment, Seminar, Debate, TASKS AND ASSIGNMENTS (20 Marks), 1. Preparation of Resource Unit for any unit from Accountancy and Business Studies, 2. Prepare Question Bank based on revised blooms taxonomy for various type of test items, either from accountancy or from business studies, REFERENCES,  Aggarwal, J.C. (2003). Teaching of Commerce; A Practical Approach. New Delhi: Vikas, Publication.,  Anderson,W,L and Krathwohl,D,R (2001). A Taxonomy for Learning, Teaching, and, Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston: Allyn &, Bacon:.,  Borich,Gary.D. (2004). Effective Teaching Method. New Jersey: Prentice Hall Inc.,  Boynton,L.D .(1963). Methods of Teaching Bookkeeping and Accounting. Ohio: South, Western Publication.,  Chopra, H.K. & Sharma, H. (2007). Teaching of Commerce. Ludhiana: Kalyani Publisher.,  Ebel, L & Frisbie, A. (1991). Essentials of Educational Measurement. New York:McGraw, Hil,  Gronlund, N.E. (1976). Measurement and Evaluation in Teaching. New York: Macmillan., 99, Page 100 of 189

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, , , , , , , , , , , , , Khan.S.Mohammed.(1987). Commerce Education. New Delhi: Sterling Publishers., Kumar, M. (2004). Modern Teaching of Commerce. New Delhi: Anmol Publications Ltd, Passi,B.K.(1976). Becoming a Better Teacher: A Micro Teaching Approach. Ahamadabad:, Sahithya Mundranalya., Raj, R, B. (1999). New Trends in Teaching of Commerce: Models of teaching and concepts, of learning. New Delhi: Anmol Publications., Rao, D,B. (2006) Methods of Teaching Commerce. New Delhi: Discovery publishing, house, Roa, S. (2005). Teaching of Commerce. Anmol Publications pvt.Ltd: New Delhi., Sharma, A. (2009). Contemporary Teaching of Commerce. Surjeet Publications: New, Delhi., Singh,M,N. (1977). Methods and Techniques of Teaching Commerce. New Delhi:, Youngman., Singh, V.K (2006). Teaching of Commerce. New Delhi: A.P.H.Publishing corporations, Singh,Y,K. (2011). Teaching of Commerce. New Delhi: APH., Tiwari, S.A.(2005).Commerce Education in the global Era. New Delhi : Adhyayan, Publishers., Higher secondary business studies and accountancy text book (Plus 1 & Plus 2), , EDU 09.9 PEDAGOGIC PRACTICES IN COMPUTER SCIENCE, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20)), COURSE OBJECTIVES, 1., 2., 3., 4., 5., 6., , To have a hands on competency in preparing pedagogic analysis of computer science, To acquaint with Planning of instruction, To acquaint with Planning of laboratory activities, To provide familiarization with IT resources for teaching and learning computer science, To develop ability to prepare lesson transcripts based on models of Teaching, To understand the Evaluation techniques and prepare Achievement Test / Laboratory tests, as per the existing state syllabus pattern in Computer science, COURSECONTENT, Unit 1, Pedagogic analysis, • Meaning and Definition, • Need and objectives of pedagogic analysis, • Stages and steps of pedagogic analysis, • Analysis of learning objectives/learning out comes, • Content analysis- Meaning ,Importance, Elements and Methods of Content analysis, • Constructivist Learning Design and Critical pedagogy in computer science Classroom, • Selecting and Sequencing learning activities, 100, Page 101 of 189

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•, , Inclusion of diverse needs of the learner, (25 Hours), , Unit II, Planning of Instruction, • Needs and importance of planning, • Levels of planning – year plan, unit plan and lesson plan, • Lesson plan/ Teaching manual– meaning, need and characteristics, • Steps of lesson planning, • Constructivist Lesson Planning, • Digital lesson Plan., (20 Hours), Unit III, Resources of teaching and learning computer sciences, • ICT Text books and digital interactive textbooks, • Work book and hand book/Teacher text, • Electronic resources and Reference materials, • Web based resources: Online directories, encyclopaedias, etc., • Online activities: Online assignments, online quizzes/tests, wiki editing, chat rooms,, discussion forums, etc., • Need for planning the computer laboratory – setting up a computer lab. Essential, infrastructure – LAN topologies – Wifi and Lifi – advantages of using a LAN –, Laboratory management – Lab. Routine for Pupils – arranging for pupils practical –, maintenance of records., • IT club, (25 Hours), Unit IV, Models of Teaching in Computer Sciences, • Meaning and definition of Models of Teaching, • Families of Models of Teaching, • Basic Elements to describe a Model, • Concpet Attainment Model, • Jurisprudential Inquiry Model, (15 hours), Unit V, Evaluation in Computer Science, • Construction of Achievement test – Preparing dezign, Blueprint, item writing and, editing etc., • Writing different types of test items- Objective, Short answer and Essay, • Writing higher order test items, • Construction and administration of Diagnostic Test, • Continuous and Comprehensive Evaluation, Evaluation Criteria for Assignment,, Seminar and Project. Evaluation of Non Cognitive Areas., 101, Page 102 of 189

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(15 Hours), MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS, 1. Pedagogic Analysis of unit of XII std., 2. Preparation of IT Resource for one unit from XII., 3. Prepare Question Bank based on revised blooms taxonomy for various types of test items, from XI std., 4. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Computer Science, Text book, , EDU 09.10 PEDAGOGIC PRACTICES IN MATHEMATICS, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To understand the pedagogic analysis of Mathematics and develop competency in, analysing various topics in mathematics pedagogically., 2. To develop understanding about planning of instruction, 3. To make proficient in planning lessons based on the select models of teaching., 4. To familiarise with various resources for teaching/ learning mathematics, 5. To understand the evaluation techniques and tools for assessing the learner, comprehensively., 6. To develop competency in developing Achievement and Diagnostic tests in mathematics., 7. To make proficient in interpreting test results and remediation., Unit I, Pedagogic Analysis, (20 Hours), • Pedagogic analysis- Meaning, importance, steps, • Pedagogic analysis of various topics in mathematics at various level of Schooling—, Arithmetic, Algebra, Trigonometry, Statistics and Probability, etc.- listing objectives,, pre requisites, resources, strategies for teaching, evaluation strategies etc., 102, Page 103 of 189

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Unit II., Planning for Instruction, •, •, •, , (24 Hours), , Stages of planning instruction- year plan, unit plan, lesson plan- importance and steps, Planning of lessons in constructivist format and behaviourist format, Implication of theories of Piaget, Bruner and Gagne in Mathematics teaching, , Unit III., Models of Teaching, (16 Hours), • Models of teaching- meaning, definitions, characteristics, • Families of models of teaching, • Concept attainment model, Inquiry training model, Inductive thinking modeltheoretical orientation, criteria for selecting a model for Mathematics teaching and, lesson planning, , Unit IV, Resources in Mathematics Education, (20 Hours), • Text books, hand books/teacher texts, work books, reference books, supplementary, readers- Need and importance of each., • Audio- visual aids, Improvised aids- Meaning and importance., • Familiarising programmes for teaching mathematics in Edubuntu (Practical oriented), • Mathematics lab- importance, organisation and equipments., • Mathematics library- role, organisation and effective functioning, Unit V, Assessment for Mathematics Learning, (20 Hours), • Continuous and Comprehensive Evaluation in mathematics learning., • Formal and informal tools/techniques for evaluating mathematics learning, • Formal: Achievement test, diagnostic test, observation, rating scale, checklist, • Informal assessment strategies: Application cards, exit cards, graphic organisers,, guided reciprocal peer questioning., • Construction of achievement and diagnostic tests- steps-types of questions, (construction,, merits & demerits of each) - interpretation of test results, diagnosis, and remedial measures, MODE OF TRANSACTION, Lecture cum Discussion, assignment, demonstration, Small group discussion, TASK AND ASSIGNMENTS, 1. Prepare a year plan for teaching Mathematics based on 8th / 9th standard text book in, Kerala., 103, Page 104 of 189

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2. Prepare a work book on any unit in Mathematics of 9th standard, , EDU 09.11 PEDAGOGIC PRACTICES IN NATURAL SCIENCE, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To understand the Aims and Objectives of Teaching Science, 2. To understand and practice the pedagogic analysis of 8th, 9th and 10th Biology., 3. To acquaint with the co-curricular activities in Science., 4. To have a hands-on approach in organizing and maintaining library and laboratory in science., 5. Identifying the various resources for biology teaching, 6. To understand the Evaluation techniques and prepare objective based test items as per the, existing state syllabus pattern in Science., Unit I, Aims and Objectives of Teaching Science, •, •, •, •, •, •, , Aims and Objectives of teaching Natural Science., Broad National Goals., Taxonomy of educational objectives-Bloom’s Taxonomy, cognitive affective and psychomotor domains, Revised Bloom's Taxonomy,, Mc Cormack &Yager Taxonomy. Process skills in Science at secondary stage,, Developing process skills in students., (22 Hours), , Unit II, Pedagogic Analysis, •, •, •, •, , Pedagogic Analysis- A conceptual overview, Steps involved in Pedagogic Analysis, Pedagogic Analysis of the Biology content portions of 8th and 9th standard textbooks of, Kerala state., Analysis of learning objectives/Learning outcomes., Content analysis- meaning and steps involved in content analysis, 104, Page 105 of 189

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(22 Hours), Unit III, Planning of instruction, •, •, •, , Objective Based Instruction-interdependence of objectives, learning experience, and, evaluation, Planning of Instruction-Year Plan, Unit Plan, Resource Unit .Lesson planning – Need,, Stages (Herbartian steps), Lesson plan preparation based on The Constructivist format and, Behaviourist format, (20 Hours), , Unit IV, Resources in Teaching Science, •, Resource materials in teaching Natural Science-Syllabus, Textbooks, Work Book,, Teachers handbook, reference books, supplementary readers. Teaching aids. Biological, drawings, specimens, video, power point presentation Laboratory and its organization, purchase, and maintenance of chemicals, apparatus and equipments. Laboratory rules, accidents in the, laboratory, precautions and First Aid. Science library and its organization., •, Co-curricular activities - organization of field trips and study tours, their importance., Science Club - its pattern, organization and activities such as Science fairs, Science exhibition,, Science debates, Nature rambling, Nature calendar. Educational implication of science library, and science laboratory Role of experiments in science, (20 Hours), Unit V, Evaluation in Science, • Evaluation - Different types of test items - merits and demerits. Construction and, administration of Achievement tests and Diagnostic tests., • Continuous and Comprehensive Evaluation, Evaluation Criteria for Assignment, Seminar, and Project- Evaluation of non-cognitive areas like creativity, skill, and interest., (16 Hours), MODE OF TRANSACTION, Lecture, Demonstration, Seminar, Assignments, TASK AND ASSIGNMENTS, 1. Construct a work book on any one unit in Biology of VIII standard., 2. Construct a Diagnostic Test on topic of your choice and administer it in school class., Interpret the test and report, , 105, Page 106 of 189

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EDU 09.12 PEDAGOGIC PRACTICES IN PHYSICAL SCIENCE, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal: 20), COURSE OBJECTIVES, 1. To have a hands on competency in preparing pedagogic analysis of physical science, 2. To acquaint with Planning of instruction, 3. To provide familiarization with resources for teaching and learning physical science, 4. To develop ability to prepare lesson transcripts based on models of Teaching, , 106, Page 107 of 189

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5. To understand the Evaluation techniques and prepare Achievement Test as per the existing, state syllabus pattern in Physical science, COURSECONTENT, Unit 1, Pedagogic analysis, • Meaning and Definition, • Need and objectives of pedagogic analysis, • Stages and steps of pedagogic analysis, • Analysis of learning objectives/learning out comes, • Content analysis- Meaning ,Importance, Elements and Methods of Content analysis, • Constructivist Learning Design, • Critical pedagogy and physical science Classroom, • Selecting and Sequencing learning activities, • Inclusion of diverse needs of the learner, • Recent changes in physical science Teaching in the state of Kerala, (25 Hours), Unit II, Planning of Instruction, • Needs and importance of planning, • Levels of planning – year plan, unit plan and lesson plan, • Lesson plan/ Teaching manual– meaning, need and characteristics, • Steps of lesson planning, • Constructivist Lesson Planning, (20 Hours), Unit III, Resources of teaching and learning physical sciences, • Physical science Text book, • Work book and hand book/Teacher text, • Reference materials and supplementary readings, • Audio visual technology and mass media, • Physical science Laboratory and its organization, purchase and maintenance of, chemicals, apparatus and equipments. Laboratory rules, accidents in the laboratory,, precautions and First Aid, • Science library and its organization., • Teaching Aids, Improvised apparatus, Essential audiovisual aids, • Physical science club, • field trips and study tours, Science Club and activities such as science fairs, science, exhibition, science debates., • Community based resources- science exhibitions, fairs, science parks, museums, (25 Hours), Unit IV, Models of Teaching in Physical Sciences, • Meaning and definition of Models of Teaching, 107, Page 108 of 189

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•, •, •, •, , Families of Models of Teaching, Basic Elements to describe a Model, Concept Attainment Model, Inquiry Training Model, , (15 hours), Unit V, Evaluation in Physical Science, • Test, evaluation, assessment, • Construction of Achievement test – Preparing design, Blueprint, item writing and, editing etc., • Writing different types of test items- Objective, Short answer and Essay, • Writing higher order test items, • Construction and administration of Diagnostic Test, (15 Hours), MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS (Any Two), 1. Pedagogic Analysis of unit of X std., 2. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Physical Science, Text book, 3. Preapre a lesson transcript based on any one model of teaching, , EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE, Contact Hours: 100 (Instruction), Maximum Marks: 100 (External: 80, Internal:, 20), 108, Page 109 of 189

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COURSE OBJECTIVES, 6. To have a hands on competency in preparing pedagogic analysis of social science, 7. To acquaint with Planning of instruction, 8. To provide familiarization with resources for teaching and learning social science, 9. To develop ability to prepare lesson transcripts based on models of Teaching, 10., To understand the Evaluation techniques and prepare Achievement Test as per the, existing state syllabus pattern in Social science, COURSECONTENT, Unit 1, Pedagogic analysis, • Meaning and Definition, • Need and objectives of pedagogic analysis, • Stages and steps of pedagogic analysis, • Analysis of learning objectives/learning out comes, • Content analysis- Meaning ,Importance, Elements and Methods of Content analysis, • Constructivist Learning Design, • Critical pedagogy and social science Classroom, • Selecting and Sequencing learning activities, • Inclusion of diverse needs of the learner, • Recent changes in social science Teaching in the state of Kerala, (25 Hours), Unit II, Planning of Instruction, • Needs and importance of planning, • Levels of planning – year plan, unit plan and lesson plan, • Lesson plan/ Teaching manual– meaning, need and characteristics, • Steps of lesson planning, • Constructivist Lesson Planning, (20 Hours), Unit III, Resources of teaching and learning social sciences, • Social science Text book, • Work book and hand book/Teacher text, • Reference materials and supplementary readings, • Audio visual technology and mass media, • Community resources and ways of utilizing community resources, • Social science laboratory , Museum and Library, • Social science club, • Maps , Globes and Time line, (25 Hours), Unit IV, Models of Teaching in Social Sciences, • Meaning and definition of Models of Teaching, 109, Page 110 of 189

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•, •, •, •, , Families of Models of Teaching, Basic Elements to describe a Model, Concpet Attainment Model, Jurisprudential Inquiry Model, , (15 hours), Unit V, Evaluation in Social Science, • Construction of Achievement test – Preparing dezign, Blueprint, item writing and, editing etc., • Writing different types of test items- Objective, Short answer and Essay, • Writing higher order test items, • Construction and administration of Diagnostic Test, (15 Hours), MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS, 4. Pedagogic Analysis of unit of X std.Geography, 5. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Social Science, Text book, 6. Preapre a lesson transcript based on any one model of teaching, , SEMESTER II, B. .Practical Courses, 110, Page 111 of 189

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EDU201.1 PEER DISCUSSION LESSONS (20 Hours- 20 Marks), COURSE OBJECTIVES, 1. To understand the concept and importance of Lesson Planning in classroom teaching, 2. To strengthen the conceptions of lesson planning, 3. To provide guidelines to you during teaching practice, 4. To maintain the sequence of content presentation, 5. To provide you a forum to discuss various facts of Lesson Planning, 6. To develop attitude towards teaching, 7. To prepare lesson plans on the basis of various approaches/methods of teaching, 8. To discuss lesson plans with peers and teacher educators, 9. To improve the competency of lesson planning, Student teachers shall prepare at least 8 discussion lesson plans in constructivist format (Vlll,, lX & X)/XI &XII for trainees with PG) in groups and keep a record of them (Contribution of, ideas and participation in discussion=10 marks; Record of lessons=10 marks), EDU201.2 OBSERVATION LESSONS& FACULTY DEMONSTRATION LESSONS (10, Hours- 10 Marks), COURSE OBJECTIVES, 1. To observe teaching skills, and the participation of students in the lessons, 2. To observe teacher/teaching behaviour in various teaching learning situations, a. Video lesson., One Video Lesson of teacher educators/experts have to be observed by studentteachers individually or in groups and observation notes has to be prepared. (2, marks), b. Student-teachers should observe Four Demonstration lessons in constructivist, format by teacher educators and school mentors. Observe demonstration classes, only with observation schedules. Keep a report of the observations made during, demonstration lessons. (8 marks), , EDU 201.3 CRITICISM LESSONS (30 Hours- 30 Marks), COURSE OBJECTIVES, 1. To provide opportunity for a macro lesson in practice, 2. To develop the skill of structured observation of classroom teaching, 3. To get experience of preparing lesson plans for classroom teaching, 4. To provide opportunity for debating on teaching performance., 5. To pool feedback of all observers of a specific lessons., Criticism classes should be arranged optional wise., i), Student teachers shall have dual role in this activity., ii), As performers they have to conduct a macro lesson for duration of 40, minutes in VIII or IX (X1 for commerce and Computer Science)., iii), As observers they need to observe the Criticism Lessons taken by their, peers., , 111, Page 112 of 189

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iv), , A student teacher should observe and record criticisms of at least eight, lessons (8) of his/her peers in the subject. For this purpose schedule of, criticism classes and topics selected for them shall be published well in, advance., v), Each student teacher shall prepare eight (8) lesson plans of the schedule, and attend those criticism classes., vi), Observers will be permitted for criticism sessions only with self-prepared, lesson plans., If the number of student teachers in any optional falls below nine (9), repeat lessons should be, conducted so as to enable all of them observe, record and debate eight criticisms lessons., (Sharing of valid feedback and participation in the debate=15 marks; Teaching, performance =5marks; Record of lessons and criticisms=10marks), EDU 201.4 PREPARATION OF TEACHING –LEARNING MATERIALS (WORKSHOP), (20 Hours- 20 Marks), COURSE OBJECTIVES, 1. To nurture ideas of preparing relevant teaching aids for identified content areas, 2. To develop creative instincts, 3. To give chance for expression of ideas, 4. To develop feeling of conservation of thrown out materials, (i), , (ii), , Improvisation/ Preparation of handmade teaching aids/ learning aids from, locally available resources. Student teachers shall visualize relevant aids in, their subject areas and bring necessary materials to the college and prepare two, models/teaching aids in a workshop conducted for the purpose (10 marks), Charts and other graphic aids: - Student teachers shall prepare charts, sketches,, Symbols etc. in another workshop conducted for the purpose. 5 Charts(Tabular Charts, Flow/Process charts. Tree charts. Flipcharts etc.( 10 marks), , EDU 201.5 INITIATORY SCHOOL EXPERIENCES (30 Hours- 20 Marks), COURSE OBJECTIVES, 1., To provide the student-teacher an opportunity to have primary experiences with, the functioning of the school., 2., To develop conceptual understandings about teaching and learning in school, environment, 3., To validate the theoretical understandings developed through various, foundation and pedagogy courses, 4., To understand and develop meaningful learning sequences appropriate to the, specificity of different levels of learning, 5., To mobilize appropriate resources for them., This school attachment programme is for a period of five continuous working days, giving, them an opportunity to acquaint with the school environment and the day-to- day functioning., Student teachers recognize, (i)School as an ‘organized’ Endeavour Functioning within a ‘structure’ with defined roles, and responsibilities Internal arrangements for coordinated functioning-time table, work allocation,, 112, Page 113 of 189

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differential responsibilities, planning and coordination procedures External liaison – with parents,, community, authorities., (ii) School as an ‘Enabling Learning Environment’- What ‘enables’ learning in schools?, Nature of school environment; Learner perceptions; teacher perceptions; parental/community, perceptions Nature of inter relationships between and among learners-teachers; teachers; teacher, principal; parents-school; office-teachers-learners Nature of ‘impact’ generated in school, (iii) Classroom as a Learning Site - modalities, learning resources used, student reactions, and any relevant related points, Observation of lessons of senior teachers individually or in small groups, meeting the, students informally to learn their background and their interest in learning, seeing the learning, facilities in the school, observing the social climate in the school etc., are some of the activities to, be undertaken during this period. Each student-teacher has to engage 3 lessons individually or as, shared practice. In shared practice, student-teachers will be in small groups of three members. The, lessons will be divided into three parts and each student teacher will practice one of the parts by, rotation in the natural classroom situation. Lesson plans need not be written with the rigidity as, employed for Practice Teaching lesson. The student-teachers have to maintain a detailed diary as a, record of the visit., After the initiatory school experiences, a reflection session should be organized in the, college. Institutions can depute the Optional teacher for organizing and assessment of initiatory, school experiences. 100% attendance is compulsory, ASSESSMENT INDICATORS OF INITIATORY SCHOOL EXPERIENCE, 1, 2, 3, 4, 4, , Components, Teaching performance as Shared Practice, Teaching performance through individual effort, Observation of5 lessons of senior teachers +Observation, report, Observing the social climate and learning facilities in the, school, Maintenance of diary, TOTAL, , Marks, 4, 4, 4, 4, 4, 20, , ., , 113, Page 114 of 189

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SEMESTER III, , Practical Courses, , EDU.301.SCHOOL INTERNSHIP (16 weeks- 260 Marks), The Internship Program forms an integral and important component of B.Ed. programme;, internship serves as a capstone experience that informs about and prepares them for the, expectations of and how to succeed in the profession. Student teaching internships is an essential, component for a student’s success as a professional teacher. Student Teaching Internships, provides students the opportunity to practice what has been learned on the university campus and,, more importantly, it is an opportunity to continue academic and professional growth., COURSE OBJECTIVES, 1. To observe children and the teaching learning process in a systematic manner., 2. To understand the content and pedagogical principles, issues and problems related to, teaching, 3. To develop a repertoire of resources which can be used by the intern later in her teaching–, textbooks, children’s literature, activities, games, and excursions, 4. To participate in teaching school subjects for the children of Class VI to X., 5. To experience the school in its totality, , 114, Page 115 of 189

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6. To assume the role of a regular teacher with appropriate planning taking into account the, diverse needs of students and the varying contexts that impact the teaching learning, process., 7. To acquire competencies and skills required for effective classroom teaching, class, management and evaluation of student learning, organization of co-curricular activities,, and working with the community, 8. To be able to innovate within existing systemic limitation, 9. To critically reflect on her own school experiences and keep records of the same., 10., To learn to assess different aspects of children’s learning without a focus only on, Achievement., 11., To develop proper professional attitudes, values and interests., To familiarize with the existing educational scenario of the respective states., The school internship is designed to enable the student-teachers to connect theory to, practice and to help them acquire a perspective regarding the aims of education within which their, previously acquired knowledge and practices can be systematized and structured to enable them, to teach effectively., The purpose of the internship programme is to provide the student (intern) with the, opportunity of undergoing a meaningful experience as a practitioner. As conceived, the, programme should be structured so that it is a partnership between the school and the college. The, intern must function as a regular teacher and therefore be immersed in all aspects of the school., During the school-internship the student teacher is expected to observe classroom teaching, of mentors/ peers, to get insights into student behavior, instructional practices, student learning,, learning environments and classroom management., , The student-teacher is expected to critically reflect and discuss these practices and engage, in activities like maintenance of records and registers, preparation of lesson and unit plans using, different artifacts, and technology, classroom management, activities related to school- community- parent, interface, and reflections on self-development and professionalization of teaching practice. The, other component of school-based activities to be carried out during internship is delivering the, lessons/units of pedagogic courses., The activities undertaken during the internship period will be presented in Portfolios and, Reflective Journals. The student-teachers are expected to record their experiences, observations, and conclusions regarding all the activities undertaken. . The intern is also expected to maintain a, daily reflective journal in which the intern will reflect on her practice and also attempt to draw, linkages between pedagogy and the theory courses s/he has studied. The major purpose of the, Reflective Journal is Reflection on-Action. Reflective Journal would include a brief description of, how the class was conducted, how learners responded, reflective statements about his, preparedness for the class, responses to learners’ questions, capacity to include learners sharing of, their experiences, responses towards their errors, difficulties in comprehending new ideas and, concepts, issues of discipline, organization and management of group, individual and group, activities etc., , 115, Page 116 of 189

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The internship will be organized for a continuous period of 16 weeks in selected schools., Necessary orientation to the cooperating teachers and headmasters will be organized at the, Institute. The School Internship Programme could include undertaking classroom-based research, projects; developing and maintaining resources in the Internship schools, administering of, diagnostic tests and identifying of learning difficulties, conducting a case study/action research,, organizing curricular and co-curricular activities etc. The intern must create democratic ethos,, where student autonomy is enhanced and all students are treated with fairness and with respect., For each student-teacher, internship should be conducted preferably in one school for the, entire 16 weeks. However, if the institute wants to provide an opportunity to understand the, context of teaching in a government and private school or the dynamics of teaching at elementary, and senior secondary levels, this period can be divided into two blocks. Internship may be, arranged in two blocks in such a way that teaching in one school at a particular level (for example, elementary or senior secondary) during one block, is followed by the teaching in another school, or the same school at another level during the second block. Under any circumstances, the, student-teacher should not be sent to more than two schools during her/his internship period., Graduate students can be assigned standards VI to X and for post graduates from VI to XII. Only, those students having Post Graduate degree in the concerned Optional Subject are permitted to, teach at Higher Secondary School level., The intern will necessarily have supervisory support from the faculty in the form of, subject supervision, who will also assess the intern. The intern will be required to develop unit, plans for which she must choose and design appropriate activities. A record of these plans must be, maintained. Assessment should be developmental in nature, with clear emphasis on growth of the, intern. Assessment Evaluation of performance during internship will be done on the basis of, assessment by institute supervisors, cooperating teachers, headmasters, records, reports and, student activities/assignments. Post-internship Activities and Follow-up activities are to be taken, up by the Institute., GUIDELINES FOR SCHOOL INTERNSHIP, 1. The internship is to be organized as a single block program for a continuous period of 16, , weeks -80 days in selected schools., 2. For each student-teacher, internship should be conducted preferably in one school for the, , entire 16 weeks -80 days, 3. Students should be assigned classes in any two different standards that too in two, , different levels viz. elementary, secondary or senior secondary, 4. For student-teachers, classes spread over VI to X., 5. For post graduate student-teachers, classes spread over VI to XII. (Only those students, , having Post Graduate degree in the concerned Optional Subject are permitted to teach at, Higher Secondary School level.), 6. For student-teachers of Commerce and Computer Science, classes spread over XI to XII., , 116, Page 117 of 189

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7. The continuous internship period of 16 weeks -80 days is of two parts of 39 days and 40, days with an interim one day Mid Internship Reflection Session conducted in the Teacher, Education Institutions., 8. Each student-teacher has to teach and record a minimum of 60 lessons in the concerned, Optional Subject- not less than 30 lessons in the first part (during the first 39 days) and, not less than 30 lessons in the second part (during the next 40 days).Out of the 60 lessons, each student-teacher has to include a minimum of 3 ICT enabled lessons., 9. Lesson plans/Records have to be maintained by all student-teachers, 10., During the school-internship the student teacher has to observe classroom teaching, of mentors/ peers, and to record observations of not less than 10 lessons, 11., The activities undertaken during the internship period should be presented in, Portfolios, The activities to be undertaken during the internship period are listed below, •, •, •, •, •, •, •, •, •, •, •, , Classroom teaching, Observing classroom teaching of mentors/ peers,, Lessons for Health & Physical EducationPreparation and administration of Diagnostic tests and identifying of learning difficulties, (Appropriate remedial measures have to be adopted on the basis of the analysis of the, Diagnostic test.), Preparation and administration of Achievement tests with quantitative and qualitative, analysis of results, Conducting a Case study/Action research, Maintain a daily reflective journal, Administration of any of the psychological tools like inventories, scales, projective, techniques, Sociogram etc., Organizing Participating in the Co curricular activities of the school ( like organizing /, helping in sports, youth festival, blood donation camps, society beneficial programmes,, PTA meetings etc.), Innovative work during Internship (undertaking conscientization programmes, Minor, Project, etc.), Participation in organizing ‘Beyond the class Activities’ in the school (lab cleaning, club, activities, participation in organizing programmes like quiz, seminar etc.), , Supervision of School Internship, The supervision of Internship is a joint responsibility of the Colleges of Teacher, Education and Practice-Teaching Schools. Continuous observation and briefing is essential for, improving the teaching skill of the novice teacher and for capacity building. Observation of 5, lessons (preferably at the beginning, middle and at the end of Internship) by the Optional teacher, is mandatory., The Teacher Educators have to observe not less than 3 lessons of each student-teacher in, the first part and not less than 2 lessons in the second part and enter their suggestions in the, Supervision Diary maintained by the student-teacher. Similarly the School supervisors/mentors, 117, Page 118 of 189

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has to observe maximum number of classes and enter their suggestions in the Supervision Diary, Assessment of Practice Teaching will be done on the basis of the given Indicators for, assessment of internship, 90% attendance in mandatory for Internship. There is no condonation for Internship, , 1, 2, 3, 4, 5, 6, 7, , 8, 9, 1, 0, 1, 2, 1, 3, 1, 4, 1, 5, 1, 6, 1, 7, , ASSESSMENT INDICATORS OF SCHOOL INTERNSHIP, Teaching, Marks, Teaching performance as evaluated by the teacher, 100, educator, Improvement in teaching skills on the basis of feedback, 10, from the teacher educator., Mentor evaluation report on the intern, 10, Other interventions in the classroom, Achievement test – scientific & robust blueprint, Quality 10, questions, scoring , statistical interpretation and Ranking, Diagnostic testing and Remediation – systematic and, 10, robust planning and execution, Action research – systematic methodology, 10, Administration of any of the psychological tools like, 05, inventories, scales,projective techniques, sociogram or, any other., Documents, Observiation report of classroom teaching of mentors/, 05, peers, Record of lesson Plans, 10, Audiovisual aids made by the intern (which are not ICT 05, related), Improvised apparatus and learning aids made by the, 10, intern, Student artifacts generated in the class room like kai, 10, ezhuthu masika, learning aids, charts, posters, albums, etc., Originality of reflective journal, 10, ICT related expertise, ICT related artifacts used for teaching as incorporated in, lesson plans (to be stored in a CD/DVD etc for evidential, support), Richness and variety of the ICT related artifacts used for, teaching as incorporated in lesson plans., Liaison with school, Participation of intern in the Co curricular activities of, the school ( like organizing / helping in sports, youth, festival, blood donation camps, society beneficial, programmes, PTA meetings etc.), , 10, 10, 10, , 118, Page 119 of 189

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1, 8, 1, 9, , Beyond the class Activities of the intern in the school, 10, (lab cleaning, club activities, participation in organizing, programmes like quiz, seminar etc.), Any innovative programme organized by the trainee (if, 15, any) supported by an appreciation letter by the HM /, Principal., TOTAL 260, , EDU.302. COURSE ON EPC 2: DRAMA AND ART IN EDUCATION (30 Hours- 30 Marks), Transformational education involves reflection, introspection and action, with a deep, relationship between the head, heart and hand. The National Curricular Framework 2005 (NCF), reminds us that the school curriculum must integrate various domains of knowledge, so that the, ‘curricular’ encompasses all, and is not separated from the co-curricular or extra-curricular. This, has significant implications for the role of art, music and drama in education, to nurture children’s, creativity and aesthetic sensibilities., Learning is enhanced through Drama in Education which helps learners to extend their, awareness, through multiple perspectives, to look at reality through fantasy, and to predict, everyday situations in order to cope with unpredictable unsettling experiences. Drama in, Education transcends the here and now, to travel through time - to the past, to the future, while it, also allows us to freeze time. Thus we can live or relive moments and evoke or even recreate, situations that can help us accept them better. Drama in Education is not merely doing theatrics or, ‘acting’ in a superficial manner, but is for creating that ‘dramatic pressure’ or tension, where the, student would arrive at a .problem or an understanding in a new way, The challenge is for prospective teachers to understand the medium, in order to transpose, learners into a different time and space, to shape their consciousness through introspection and, imagined collective experience. For instance, activities such as ‘hot seating’ can be used to raise, critical questions addressed to characters from the textbook or those in history, to think about, significant developments within diverse social contexts. This also helps to stretch the learner into, areas of ‘discomfort’ and ‘confusion’, to then seek resolution, clarity and understanding. In the, present context where children are growing up in starkly segregated environments, bounded by, caste, class, religion or gender, drama must be used to potentially interrogate these categories Who is the other? Why? How is the process of ‘othering’ happening in different lives? Mere, moral sermons do not help build sensitivities. The ability to feel empathy for and relate with the, other can be nurtured through drama based on experience, emotion and interpretation. It also, gives opportunities for learners to recognize their agency, for transformational action. Drama as, ‘critical pedagogy’ can move beyond the classroom, to invoke the collective consciousness and, involve the community to participate in educational and social change. Teachers will need to, , 119, Page 120 of 189

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experience different genres of street theatre that continue to engage with life, through folk and, contemporary traditions, improvising and critiquing, while mobilizing for transformative action, The course on Drama and Art in Education also helps in understanding the self and as a, form of self-expression for enhancing creativity. The components of fine arts aim to develop, aesthetic sensibilities in student-teachers and learn the use of art in teaching-learning Student, teachers will visit places of art, exhibitions and cultural festivals. Encouragement needs to be, given to understand local culture and art forms and interpret art works, movies and other Media., Likewise other activities can be used to build trust and cooperation, the sense of responsibility,, pursuing tasks collectively and exploring varied perspectives. Be it visual or performing, the, practice of art deepens children’s ability for perception, reflection and expression, providing them, with alternative languages to experience and communicate subtle, diverse and unfamiliar, territories, from human to the larger consciousness of nature The challenge of teacher-educators, lies not only in expanding the landscapes of children’s art, but in also perceiving their world, their, artistic processes and then from that sense of understanding, explore ways of assessing their work., Suggested Tasks, Workshop for working with artists/artisans to learn basics of Arts and Crafts and, understand its pedagogical significance. The Arts forms learnt during the course should be, relevant to the student-teachers in their profession. Activities, such as drawing, and painting, clay, modeling, pottery, mixed collage, woodcraft, toy making, theatre, puppetry, dance, music, etc., The focus of the workshops should be on how art forms can be used as tool/ method of teachinglearning of Languages, Social Sciences, Mathematics and Sciences.(10 marks), Participation and performance in any one PERFORMING ARTS: DANCE, MUSIC,, THEATRE AND PUPPETRY, -of the Regional Arts forms keeping in mind the integrated, approach (6 marks), • Planning a stage-setting for a performance/presentation by the student-teacher. (6marks), •Develop narratives in visuals, composition of an imagined situation, telling a story through, comic strips, (8 marks), EDU.303 YOGA, HEALTH &PHYSICAL EDUCATION-II (30 Hours- 30 Marks), , III semester, 30 marks Internal (30 hours), EDU.303 HEALTH ,FITNESS & PHYSICAL EDUCATION- PRACTICAL II, 1. Plan lesson for HRPF programme, , 7 marks, , 2. Lesson plan on any one health and fitness education theory classes, (constructive approach), , 7 marks, , 3. Assisting/participation in annual athletic championship/intramural competitions, , 6 marks, , 4. Yogic practices to improve flexibility, pranayama techniques, the sun salutation,, , 10 marks, 120, , Page 121 of 189

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shithilikarana vyayamas ,yoga and stress management, , EDU.304. COMMUNITY LIVING CAMP (30 Hours- 30 Marks), COURSE OBJECTIVES, 1. To realize the aim of ‘learning to live together’, 2. To equip the students to live cooperatively in a society, 3. To impart social values and skills (adjustment, sharing, tolerance, empathy etc.), 4. To impart personal values and skills (leadership, initiative, self-confidence,, positive attitude, creativity etc., 5. To provide chances for democratic living, managing events, division of labour, and dignity of labour., 6. To promote social accommodation and broaden the mental abilities of the, student-teachers, 7. To develop critical thinking about the issues related to the policies/approaches, in Education, 8. To inquire in to the cultural, social, scientific, educational and environmental, aspects of a community, 9. To manage events of various dimensions, All the colleges have to organize a four-day residential Community Living Camp in a, convenient location of their choice. It is a joint camp of Student- Teachers and their Teacher, Educators, keeping certain formalities and following a pre/well planned time table. Learning to, live together co-operatively, participation in programmes for development of personal and social, skills, practicing democratic living, providing chances for division of labour, community work, etc., are the major outcomes expected of the programme. A record mentioning the objectives and, all the activities have to be prepared and submitted by each Student Teacher., The report may, also contain some photographs related to activity, Structure of a Report (Record) of Community Living Camp, • Community Living Camp- Introduction (need and significance), • Main theme of the camp during the academic year, • Objectives, • Session wise details (objective of the session, programme/ activity, consolidation/, outcome with self assessment), • Conclusion, • Appendix –, • Organizing committee - List of groups/ members - Responsibilities (group wise), (Maximum 10 page), , 121, Page 122 of 189

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Organization of the camp, Select a theme related to Education, Society, Culture and Environment for each year by, each institution for the Community Camp. Objectives should be framed on the basis of the theme, and prepare a module for the camp., Programmes suggested for community living camp: Social and educational Surveys, visit, to social institutions to study their functioning, undertaking community productive work, campus, cleaning/beautification/agriculture, undertaking duties in the camp including preparation /serving, of food, attending classes/seminars/etc., participation in games and recreational activities, mock, Parliament activities etc., CRITERIA FOR ASSESSING COMMUNITY LIVING CAMP, , 1, 2, 3, 4, 5, , Criteria, Participation in planning and implementing educational, activities during the camp, Participation in the creative/ expressive/ demonstrative/, presentation aspects of different sections, Leadership, quality/, Democratic, culture/, Social, accommodation & adaptability/ Group working skill, Participation in the community related programmes/, activities, Comprehensiveness of report (Record), , Marks, 5, 8, 6, 7, 4, 30, , TOTAL, , 122, Page 123 of 189

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SEMESTER IV, , A. .Theory Courses, , EDU 10-GENDER, SCHOOL AND SOCIETY, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To familiarize the concept of gender as a social construct, 2. To identify important gender issues in schools and educational settings, 3. To examine the recent issues associated with gender in school and society, 4. To understand the inter-related functions of school and society, Unit I, Gender as a Social construct, • Gender- distinction between gender and sex, • gender role- in family, caste, religion and culture, • patriarchy and gender, • status of women in different ages, ancient, medieval and colonial, • gender sensitivity, • gender stereotyping, • feminist perspectives, radical and liberal, 10 hours, Unit II, 123, Page 124 of 189

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Gender Issues in schools, • Problems of women in contemporary India, • Experience of being a boy or girl- unequal access to education, • gender identity construction in school- distribution of roles and responsibilities in, classroom and schools, • child rights violation among girls- role of schools, peers, teachers, curriculum ,text, books classroom processes, and student-teacher interactions in challenging gender, inequalities, • Working towards gender equality in the classroom, 15 hours, Unit III, Recent Issues associated with Gender, • Schooling of Girls: Inequalities and resistances (issues of access, retention and, exclusion)., • Safety at school, home and beyond- identification of sexual abuse/violenceverbalization of sexual abuse/violence• objectification of female body- propagation of popular beliefs through media- film,, advertisements and songs- role of teachers, counselors, parents NGOs and other, groups in reinforcing gender parity, 15 hours, Unit IV – School and Society, • School as an agent of change- instrument of social change., • Influence of type of management on the functioning of schools - Government,, Aided, Un-aided and Minority, recognized and non-recognized schools., • Role of School in a democratic Society- School as a miniature society, functions of, schools in society., • Responsibilities of society towards Education, 10 hours, TRANSACTION MODE, Lecture method, Seminars, Small group discussions, Field survey/visit, Brainstorming sessions,, Projects, TASKS AND ASSIGNMENTS, 1. Collecting views from different newspapers on atrocities against girl students and prepare, a report, OR, 2. Visit a school and conduct interview with teachers and parents on problem faced by girl, students, REFERENCES, Bhattacharjee, Nandini (1999). Through the looking-glass: Gender Socialization in a, Primary School in T. S. Saraswathi (ed.) Culture, Socialization and Human, Development: Theory, Research and Applications in India. Sage: New Delhi., Diana, F. (1989). Essentially speaking feminism: Nature and differences. Newyork: Routledge, 124, Page 125 of 189

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Chantal, M.( 1983). The sex/gender syatem and the Discurisve construction of women’s, subordination. Berlin Argument verlag, Constance, P. (1989). Feminism, Psycho analysis and the study of popular culture. Newyork:, Routledge, Desai, M & Raj, K. (1999). Women and society in India. New Delhi. Ajantha Publications, Ghai, Anita (2008). Gender and Inclusive education at all levels In Ved Prakash & K., Biswal (ed.) Perspectives on education and development: Revising Education, Commission and after, National University of Educational Planning and, Administration: New Delhi, Jacqueline,R. (1986). Feminity and its discontents. London: Verso, Manjrekar, N. (2003). ‘Contemporary Challenges to Women's Education: Towards an, Elusive Goal?’ Economic and Political Weekly, 38 (43), 4577-4582Mitchel, J. (1974). Psych, analysis and feminism. London: Allen lane, Jain, D. (1998). Indian Women. Publication division, Oakely, A. (1999). Sex, Gender and Society. New York: Harper and Row, Wane, N.N. (2000). Equity in Schools and society. Ottawa: Canadian scholars press, O’Brien, J. (2009). Encyclopedia of Gender and Society. New Delhi: Sage, Ballantine, J.H., & Spade, J.Z. (2014). Schools and Society: A Sociological Approach to, Education. Newyork: Sage Publications., , EDU. 11 EDUCATIONAL THOUGHTS AND PRACTICES, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, The course will enable you to, 1., 2., 3., 4., , To analyse the thoughts on education philosophy of different thinkers, To acquaint with the nature of Indian society, To recognize the impact of modernization in the society, To analyse the relationship between democratic system of governance and education in, view of the principles of Indian constitution, 5. To understand the concept of curriculum and the factors influencing it, 6. To acquaint with major trends in recent curricular revisions in India, 125, Page 126 of 189

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Unit 1, Philosophical thoughts on Education, •, , Philosophical thoughts on Education, , of Swami Vivekananda, Mahatma Gandhi,, , Rabindranath Tagore, Sri Aurobindo, J. Krishnamoorthy, •, , Philosophical thoughts of Western thinkers - Plato, John Dewey, Rousseau, Paulo Freire, , •, , Alternative thoughts – Illich, Reimer,, (10 hours), , Unit II, Education and Society, • Education and social change, • Social Change in India, • Modernization- Education and modernization, • Social mobility, Social stratification,, • Education and Culture - Cultural lag, Acculturation and Enculturation, • Multiculturalism, • Social control, • Education and National Development - Education and Economic Development, ( 10 hours), Unit III, Constitutional provisions of Education, • Education and Democracy – National values enshrined in the constitution – concept of, secularism, socialism, nationalism, internationalism, equality and their educational, implications., • Equality of educational opportunity. – Equality and Justice in the Indian Constitution,, differential school system and the idea of common neighborhood school• Equity and equality, individual opportunity and social justice and dignity with special, reference to the contributions of Dr. Ambedkar., ( 10 hours), Unit 4 Curriculum Development, •, •, •, •, •, , Curriculum- meaning and definitionBases of curriculum- philosophical and sociological, Types of curriculum, Modern trends in curriculum development, Issues in curriculum development, 126, Page 127 of 189

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•, •, •, •, , Curriculum for generating knowledge, Education for a knowledge society, Curricular changes suggested by NPE 1986., Systematic curriculum reforms - NCF 2005., (20 hours), , MODE OF TRANSACTION, Lecture, Discussion, Seminars, Document and Text analysis, TASKS AND ASSIGNMENT, 1. Narrate the educational contribution of any one of the Indian/ Western philosopher, OR, 2. Critical appraisal of Constitutional values as practiced in an Educational Institution, REFERENCES, Agrawal, J.C. & Agrawal S.P. (1992). Role of UNESCO in Educational, Vikas Publishing House,, Delhi., Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society, NCERT, New, Delhi., Bhatia, R.L. (2011). Modern Indian education & its problems. New Delhi; Surjeet., Brubacher John. S (1962). Modern Philosophies of Education. New Delhi: Tata McGraw,, Butter J. Donald (1951). Four Philosophies and Their Practice in Education and Religion New, York:, Harper and Brothers Publishers, Butter, J. Donald (1968). Four Philosophies and their Practice in Education and Religion., New York: Harper and Row., Dewey, John (1916). Democracy and education. New York; MacMillan, Dewey John (1938). Experience and Education. New York: Macmillan., Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth: Penguin, George Thomas (2004) Introduction to Philosophy, Delhi, Surjeet Publication, Humayun Kabir (1951). Education in New India. London: George Allen and Unwin Ltd., Jagannath Mohanty (1998). Modern Trends in Indian Education. New Delhi: Deep and, 127, Page 128 of 189

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Deep publications., R. P. Pathak (2012) Philosophical and Sociological Principles of Education. New Delhi:, Pearson Publication., Randall Curren (2007) Philosophy of Education an anthology, USA : Black well Publishing, Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut : International, Publishing House, Taylor, P. (1993). The texts of Paulo Freire, Buckingham: Open University Press., Zhijian, L.The multirole of Teacher: Retrieved July 10, 2012, from Wuhan University of science, and engineering, EDU. 12 CREATING AN INCLUSIVE SCHOOL, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, This course will enable you to:, 1. To explore the definition of ‘disability’ and ‘inclusion’ within an educational framework, so as to identify the dominating threads that contribute to the psychosocial construct of, disability and identity., 2. To identify ‘barriers to learning and participation’ related to school education., 3. To bring about an understanding of the ‘cultures, policies and practices’ that need to be, addressed in order to create an inclusive school,, To appreciate inclusion as a ‘dynamic approach of responding positively to pupil diversity, 4. To develop a disposition to see individual differences not as problems, but as opportunities, for enriching learning.’, 5. To equip with methods that promote the integration of students with disabilities in the, normal schools, 6. To interrogate own beliefs and also of school teachers, to see how those influence the, implementation of inclusion., 7. To develop:, i. The conviction that all children can learn and grow;, ii., A firm belief in positive and varied outcomes;, iii., Realization that inclusion is a pedagogy that is ever evolving and constantly, responding to the changing needs of learners;, iv. Practice of assessment that assesses skills and knowledge rather than content and, that is open to a variety of assessment methods and time frames;, v. An inclusive environment that functions with the support and active participation, of all - children, parents, community, teachers, administrators and policy makers, 8. To observe educational institutions to identify of the ‘barriers to learning and participation’, and to help schools move towards positive practices, cultures and policies., COURSE CONTENT, 128, Page 129 of 189

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Unit I, Concept and Relevance of Inclusion, • Historical perspective of inclusive school, • Concept of inclusive school- Understanding the Difference: Inclusive, Integrated and, Segregated Education, • definitions of mainstreaming and inclusion, • History of Special Education Policy and Inclusion in India- need and importance of, inclusive school in view of Right to Education in India, • Inclusive schools as effective schools, • Barriers to inclusion- measures taken by GOI for Inclusive Education for Disabled at, Secondary Stage (IEDSS), (7 hours), Unit II, Learner Diversity in schools, • Types of diversity ( with reference to special issues in education)– gender – culture and, language- marginalized- economic disparities- special ability groups, • Hearing Impairment, Visual Impairment, Physical Impairment - Motor and Mobility, Impairments, Cerebral Palsy, Developmental / Intellectual Impairment, Down’s Syndrome., • Specific Learning Difficulties, • Other Impairments and Disabilities, • Social, Emotional and Behavioural Difficulties, • Multiple Impairment, (15 hours), Unit III, Challenges in Inclusion, • Issues in Creating Inclusive Schools, • Common Features for Successful Inclusion, • characteristics of cultural and gender inclusion, • characteristics of inclusive learning friendly Environment, • Dealing with Diversity in the Classroom, Valuing and Encouraging Diversity ,Including, Different Kinds of Thinking, Learning, and Bias in the Curriculum and Learning Materials, • Gender and Teaching, • Diversity and Disability, • HIV/AIDS and Discrimination, (8 hours), Unit IV, Making Schools More Inclusive, • Organizational Supports for Change toward Inclusive Schooling-Promising Practices That, Foster Inclusive Education- Access to the General Education Curriculum for All: The, Universal Design Process- methods of involving parents and communities in schoolsNeed for Leadership and Collaboration in Developing Inclusive Schools• Classroom practices in Inclusive school, , 129, Page 130 of 189

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•, , Strategies for meeting diversity in the classrooms-Concept of resource teacher- Major, Activities of resource teacher- the Collaborative teaching by regular and collaborative, teachers- concept and method of Multilevel Instruction-Inclusive evaluation(15 hours), , MODE OF TRANSACTION, Lecture, Discussion, School visits, Seminars, Debates, TASKS AND ASSIGNMENTS, Visit one school of your neighbourhood and Consider the following, 1. Consider the special education and general education teachers in the school. Identify, experiences and expertise that these teachers can offer to others as inclusive programs are, developed or improved., 2. Reflect on your understanding of inclusion. How is your understanding similar to or, different from other teachers and administrators in the school?, 3. A recent school change or improvement effort undertaken by the school focusing on, resistance was encountered during this effort and measures taken by the school to address, this resistance?, REFERENCES, Ainscow, M. (1994). Special Needs in the Classroom: A Teacher Education Guide., Baglieri, S., & Knopf, J. H. (2004).Normalizing difference in inclusive teaching. Journal of, learning disabilities, 37(6), 525-529., Booth T, Ainscow M, Black-Hawkins K, Vaughan M and Shaw L. (2000). Index for Inclusion:, Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive, Education., Frederickson, N., & Cline, T. (2002). Special educational needs, inclusion and diversity: A, textbook. McGraw-Hill Education (UK), Harris, R., Miske, S., &Attig, G. (2004).Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. UNESCO Bangkok., Kohama, A. (2012). Inclusive Education in India: A Country in Transition., McConkey, R., & da Costa, A. M. B. (2001). Understanding and Responding to Children's Needs, in Inclusive Classroms: A Guide for Teachers. Inclusive Education., Perner, D., & Porter, G. L. (2008).Creating inclusive schools: Changing roles and, strategies. Research-based practices in developmental disabilities, 2, 527-532., Peterson, J. M., &Hittie, M. M. (2003). Inclusive teaching: Creating effective schools for all, learners. Allyn& Bacon., Pinnock, H., & Lewis, I. (2008). Making schools inclusive: How change can happen. Save the, Children's Experience, Save the Children Fund, London, 1-64, Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2001).Teaching students with special needs in, inclusive settings., Salvia, J., Ysseldyke, J., & Bolt, S. (2012). Assessment: In special and inclusive education., Cengage Learning, 130, Page 131 of 189

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Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners., ASCD., Unesco (2009) Towards Inclusive Education for Children with Disabilities: A Guideline., Bangkok: UNESCO Bangkok, 2009., Villa, R. A., & Thousand, J. S. (Eds.). (2005). Creating an inclusive school. ASCD., , EDU13.1 PROFESSIONALISING ARABIC EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, The student teacher:, 1. Familiarizing with the basics of teaching and teaching profession, 2. Familiarize with the ways of professionalizing language education in a technological, scenario, 3. Acquaints with professional traits and competencies, 4. Explores and practice infotainment activities in language, 5. Enables to promote student effort in learning, 6. Equips to manage diverse learner needs in language classes, 7. Familiarizes with the ways of integrating ICT resources in teaching and evaluation, 8. Develops interest in innovative practices in the field of Arabic Language Teaching and, learning, 9. Develops the ability to apply the ICT based resources for enhancing teacher effectiveness, 10., Develops the professional and personal qualities, , 131, Page 132 of 189

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Unit I, Teacher as a reflective practitioner, • Teacher : Teaching Profession, Professional Traits and competencies, Professional, Ethics, • Arabic Language Teacher: His varying roles, • Qualities and qualifications, • Humanistic teacher attributes : Temperance, Empathy, Academic aristocracy,, Commitment, Humour, Ethics, Reflection, Knowledge worker, Facilitator, Mentor,, Social Engineer, Helper, guide, • Reflective Practitioner,, • Teacher Development, Professional Development, Continuing professional, Development, • Teacher Accountability, • Rubrics for self assessment, (15 hrs), , Unit II, Research inputs in Arabic language learning, • Researches in Arabic Language Education and Second Language Pedagogy, • Identifying and locating significant concerns related to Arabic language learning, • Action Research –Investigating learner issues, • Review of Recent Research Studies in Arabic Language Education, • Place of Arabic language as a source of knowledge, (10 hrs ), Unit III, E-resources in teaching & learning of Arabic language, • E- learning and e teaching: Digital text books, Digital library & other online, resources - Designing of Digital text books , e-books and its application, Adopting, down loaded resources for teaching Arabic, • M-learning: smart phones as learning devices and its scope, • Networking in professional growth, • Professional communities : E-twinning for institutional & professional growth, • Forming forum of online learning, • Emails, blogs, teacher tube, for promoting teaching and learning of Arabic, (10 Hrs), Unit IV, Community based teaching & learning, • Teaching and learning resources: Formal & Informal learning contexts, 132, Page 133 of 189

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EDU 13.2 PROFESSIONALIZING ENGLISH EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVE, 1. To acquire knowledge, skill and experiences to professionalize the profession, 2. To understand the need of professionalism, 3. To know the global demands of English teachers, 4. To become aware of new careers in the global scenario, 5. To understand and experience various language learning materials, COURSE CONTENT, Unit I, Professionalism, • Profession –professional ---professionalism-- meaning, need and importance, • Qualities of a professional teacher in English -ways to inculcate professionalism in, teaching, • Professionalization of teaching, • In-service and pre service courses, • Leadership qualities and types, (15 hours), Unit II, Global demand of English teachers, • Job Attractions -challenges in the global level, • Qualifying Proficiency tests ; IELTS, TOEFL, etc., • Equip teachers to meet global demands, (10 hours ), Unit III, New careers for English teachers, • Language trainer -qualities; Content writers and their qualities content writing: meaning, and its importance, • On line teaching –features, merits and demerits; Anchoring –qualities of an anchor; Out, sourcing –meaning , merits and demerits; Running commentary ; TV reporting; Tele, conferencing ; event management ; social networking ; online editing, (13 hours), Unit IV, E- learning materials in English, • Nature of e-learning materials and its preparation, • Language related co-curricular activities and its organization, • Preparation of a multimedia package, • ELT journals, ( 12 hours), MODE OF TRANSACTION, Lecture, Discussion, Presentations, Text analysis, 134, Page 135 of 189

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TASKS AND ASSIGNMENTS, 1. Report on any 2 recent researches in English language teaching, , EDU 13.3 PROFESSIONALIZING HINDI EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To appreciate the role of Hindi in the society, 2. To familiarize the grammatical structure of Hindi, 3. To familiarize and develop the skills to become a professional Hindi teacher, 4. To acquaint with the co-curricular activities in Hindi, 5. To familiarize the IT related professional inputs in professionalized teaching., 6. To familiarize ways and means of publishing articles and professional contents., 7. To familiarize and equip the student teachers with the most modern technology of teaching, learning and professionalization., Planning and preparing documentary films, Short, films, uploading to webs, etc., COURSE CONTENT, Unit I, Hindi literature and grammar, • A short history of Hindi language, • History of literature middle and modern with its importance in present Indian context., • Parts of speech in Hindi Preparation of assignments on any branch in Hindi, 10 hours, Unit II, Professionalizing hindi teacher, • Definition of profession – teaching profession – professional ethics and teacher, competencies., • Teacher as a researcher., • Role of SCERT, NCERT, NCTE etc. in the professional growth of the teacher., • Qualities and qualifications of a Hindi teacher. Prepare a report on Quality Hindi, teacher, 10hours, , 135, Page 136 of 189

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Unit III, Assessment and evaluation, • Evaluation of student achievements – tools of evaluation – formative and summative, methods – norm referenced test – criterion referenced test., • CCE – grading system and the new system of evaluation in Kerala., 5 hours, Unit IV, Co-Curricular Activities, • Co-curricular activities in Hindi, programmes – their rules and regulations, 5 hours, Unit V, Technology enabled innovative strategies in teaching hindi, • Methods and strategies of publishing articles and papers on line and offline., • E-learning, E-schooling and virtual classrooms, • Role of web resources in professionalization, • Teacher tubes, • Preparation of short film/publication of paper based on the educational content., 10 hours, MODE OF TRANSACTION, Lecture, Disacussion, Text analysis, Seminars, TASKS AND ASSIGNMENTS, (any one of the following), 1. Prepare a report on Quality of Hindi teacher, 2. Prepare a lesson plan on any topic using any models of teaching., 3. Prepare the list of web resources for teaching support., 4. Preparation of short film/publication of paper based on the educational content., REFERENCES, 1. AcharyaChatursen,HindiSahityaKaParichay, 2. AcharyaNanduDulareBajPeyi,HindiSahityaKaSamshipthaIthihas, 3. AcharyaSitharanChaturvedi,Bhasha Ki Shiksha, 4. Dr.G.C.Bhattacharya,AdhyapakShiksha,VinodPustakMandir,Agra, 5. Dr.BholanathTiwari,HindiBhashaShikshan, 6. Dr.SatyanarayanDube,ShikshanVidhiyamAadharbhhothThatv, 7. Dr.ShailendraBhooshan,ShikshanAdhigamKe, 8. BhaiYogendrajith, Hindi BhashaShikshan, AgrawalPublications,Agra, 9. DhirendraVarma,HindiBhashaAurLipi, 10., Dinesh Chandra Bharadwaj,BasicShikshaManovigyan, AgrawalPublications,Agra, 11., DurgeshNandini,HindiShikshan,Sumith Enterprises, 12., Prof.GaneshPrasesSidha,BhashaShikshanNidhi, 13., Kamatha Prasad Guru, Hindi Vyakaran, 14., Dr.K.P.Pandey,ShikshamemKriyatmakAnusandhan, 15., Dr.S.S.Mathur,Shikshan Kala Eevam Naveen Padhathiyam,, AgrawalPublications,Agra, 136, Page 137 of 189

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•, , Use of social networks in enhancing and updating language learning and teaching, 20 Hours, Unit- IV, Professionalizing Malayalam teacher, • Teaching as profession, • Professional growth, • Ways and means of improving professional growth, • Professional ethics, • Teacher qualities- General and Professional, • Teaching competencies, • Teachers as a community of learners- Collaboration of schools with colleges, universities, and other institutions., 15 hours, TRANSACTION MODE, Lecturer and discussion method, Seminar, IT based teaching, TASKS AND ASSIGNMENT, Preparing an IT based lesson plan / Creation of a Malayalam Blog, , EDU-13.5 PROFESSIONALISING SANSKRIT EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1,to familiarize the concept of teacher as a techno pedagogue, 2, to professionalize the language education in a techno pedagogic scenario, 3, to familiarize and experience with curriculum design, 4, to provide teacher as a reflective practitioner, Unit -1, Techno pedagogy, • Use of blog, powerpoint, vidieo clips, • Concept-meaning- scope of techno pedagogy., • Role of teacher as a techno pedagogue, 138, Page 139 of 189

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15 Hours, Unit II, I T Inputs, • Web based constructions, • Designing student teacher generated digital tenants., • Adapting Free downloadable digital resources in Sanskrit -UBUNTU, ILEEP, ISM etc., 10 Hours, Unit III, Digital Learning, • Networking, creation of IDBLOG, web-based instruction• Learning-management system, 10 hours, Unit IV, Sanskrit Teacher, • Role perfomance,, • Teacher as a reflective practitioner, localized designing and, • Development of tools- posting reflections in blog, forums, 10Hours, MODE OF TRANSACTION, Presentation, discussion, practicals, TASKS AND ASSIGNMENT, 1, Prepare an e- Magazine, REFERENCES, 1-TEACHING SANSKRIT- G. SAHADEVAN, 2, TEACHING SANSKRIT WITH NEW TECHNIQEUS- DR. C.H.L.N. SARMA, 3, KERALEEYA SAMSKRITHADHYAPANAM- DR.K.R.HARINARAYANAN, 4, PRACTICAL SANSKRIT GRAMMER- P.R.D. SARMA, 5, FIRST BOOK OF SANSKRIT . R.G. BHANDARKAR, 6, SECOND BOOK OF SANSKRIT. R.G.BHANDAERKAR, 7, MODELS OF TEACHING- BRUCEJOYCE -MERSHA WEIN, 8, REFFLECTION S OF LANGUAGE. NOM CHOMSKY, 9, THE TEACHING OF SANSKRIT. D.G.APTE, 10. SAMSKRUTHA SHIKSHANA – RAMSAKAL PANDEY, 11, REPORT OF FIRST SANSKRIT COMMISSION – GOVT OF INDIA, 12, KRISHNAWARRIER COMMISSION REPORT- GOVT OF KERALA, 13,SECOND SANSKRIT COMMISSIN REPORT – GOVT OF INDIA, AUDIO VIDEO MATIRIELS, 1, A WORK BOOK FOR SANSKRIT LEARNER D.PI. KERALA., 2, ABHYASAMANJARI- D.P.I.KERALA, 3, C.D OF RASTRIYA SANSKRIT SANSTHAN, 4, PRAYOGA PARICHAYA C.D. BY D.P.I., 5, C.D. OF R.S.VIDYAPEETHA thirupathi, websites, 139, Page 140 of 189

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navavani . org .in, nic.sanskrit.in, , EDU 13.6 PROFESSIONALIZING TAMIL EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To appreciate the role of Tamil in the Society, 2. To acquaint with the co-curricular activities in Tamil, 3. To understand the importance of nurturing talented children, 4. To familiarize the IT related professional inputs of teaching., 5. To be a Professional Tamil Teacher, COURSE CONTENT, Unit I, Values of Teaching Tamil, • Tamil and other languages-the importance of Tamil as a mother Tongue in, learning Non-language subjects, • Researches in Tamil language Education and Second Language Pedagogy, • Identifying and locating significant concerns related to Tamil language learning, • Action Research –Investigating learner issues, • Review of Recent Research Studies in Tamil Language Education, • Place of Tamil language as a source of knowledge, 15 hours, Unit II, Individual differences, • gifted children in Tamil language, • creativity, Nurturing talent and creativity In Tamil language, 140, Page 141 of 189

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•, , A buzz session to list techniques to identify and nurture talent., 8 hours, , Unit III, Technology in Tamil education, • Educational informatics and e- Learning E- learning and e teaching, • Digital text books, Digital library & other online resources, 7 hours, Unit IV, Tamil Teacher, • Definition of profession –Teaching as a profession. Professional ethics., • Ways and means of improving professionalism, • Personal and Professional qualities of a Tamil teacher., • In-service Teacher education Pre-service course Orientation and Refresher courses Self, study, • Doing Research for self-development. Teacher as a researcher., • Role of SCERT, NCERT, NCTE etc. in the professional growth of the teacher., 20 hours, MODE OF TRANSACTION, Lecture, Discussion, Presentation, practicals, Tasks and Assignment, Prepare an enrichment material in Tamil for 8th Std. gifted students, , EDU 13.7 PROFESSIONALISING URDU EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, • To acquaint with the co-curricular activities in Urdu, • To understand the importance of nurturing talented children, • To familiarize with different types of models in language teaching, • To build ability to construct lesson plans based on different models, • To familiarize the IT related professional inputs in language teaching., • To be a professional Urdu Teacher, 141, Page 142 of 189

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COURSE CONTENT, Unit I, Co-Curricular Activities, • Co-curricular activities- their importance,, • organization of field trips and study tours, language club, 8 hours, Unit II, Individual Differences, • Multiple intelligence, • Characteristics of talented children, • Identification of Creativity and Critical thinking, • Techniques of nurturing talented children, 10 hours, Unit III, Technology in Urdu education, •, •, •, , Computer Assisted Instruction-Urdu typing ability- Educational informatics and eLearning - E- learning and e- teaching: Digital text books, Digital library & other online, resources, Models of Teaching- Concept – definition p dimensions and classification of models., Types and families of models. Designing of important models that can be effectively used, in language learning., 16 hours, , Unit IV, Urdu Teacher, • Definition of profession, teaching as a profession., • Traits of professionalism, Professional ethics, Qualities and virtues of an Urdu Teacher,, • Teacher Competencies listed by NCTE, • Soft Skills, • Professional growth of Urdu teacher, • Ways and means of improving professionalism, • Research journals in Urdu. Role of SCERT and NCERT in the professional growth of a, teacher., • In-service Teacher education Orientation and Refresher courses, Self-study Doing, Research for self-development. Teacher as a researcher• Identifying and locating significant concerns related to Tamil language learning, • Action Research –Investigating learner issues- Teaching , Research and Extension, -Professional organizations of teacher, 16 hours, MODE OF TRANSACTION, Lecture, Discussion, Presentation, Practicals, TASKS AND ASSIGNMENT, 142, Page 143 of 189

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Prepare an enrichment material on a selected topic in Urdu, , EDU 13.8 PROFESSIONALIZING COMMERCE EDUCATION, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVE, 1. To enable the learner to improve his/her professional competence as a commerce, teacher, 2. To mould the prospective teacher educators to uphold the professional spirit in diverse, angles, 3. To equip the prospective teachers to become a techno- pedagogue and aware of the, concept TPCK, 4. To be competitive in designing digital texts and e-content in commerce disciplines, 5. To enable the learner to analyse the role of IT in commerce education and use of, materials and media in commerce teaching, 6. To integrate essential interdisciplinary attributes in commerce education, COURSE CONTENT, Unit I, Professionalizing Commerce Teacher, • Commerce teacher -Teacher Qualities, Professional competencies listed by NCTE, • Teaching as a Profession - Traits of Professionalism, • Professional Ethics, • Professional growth - ways and means - Role of Commerce Teachers Association, ,SCERT and NCERT, (13 Hours), Unit II, Techno Pedagogic Content Analysis, • Meaning and purpose of Technological Pedagogical Content Knowledge Analysis, • Interrelationship between Technology, Pedagogy and Contents of commerce subjects, at HSS level., • Teacher as a Techno pedagogue : Meaning and Qualities, • Prepare Digital Lesson Plan for suitable topic from business studies and accountancy, (13 Hours), Unit III, Techno Pedagogic Skills, 143, Page 144 of 189

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•, •, •, •, •, •, •, •, •, , CAI and CMI, E-learning meaning and features –How the web will change the classroom, Video conferencing and Tele conferencing in teaching of commerce., Virtual libraries and Digitized books, Web Based Learning, Use of Websites like ERIC , INFLIBNET etc., e‐content development – concept, forms of e‐content and steps in the preparation of econtent, ICT inputs as learning resources- Facebook, Blog, Wiki, Twitter, Discussion, Forum,Youtube Resources etc, M-Learning, (14 Hours), , Unit IV, Interdisciplinary approach in teaching Commerce, • Meaning and importance of interdisciplinary approach in commerce teaching, • Commerce and its branches- Relationship of Commerce subject with its branches like, insurance, banking, marketing, income tax, management etc., • Relation of commerce with other subjects - Relationship of commerce subject with, other subjects like economics, geography, politics, mathematics, statistics, information, technology etc., • Co-curricular activities in Commerce- Meaning and importance., • Commerce club, • Running of school bank and cooperative store., (10 Hours), TRANSACTION MODE, Lecture, Discussion, Group work and Project, Assignment, Seminar, Debate, TASKS AND ASSIGNMENT, 1. Techno pedagogic content analysis of any five suitable topics and prepare the digital, materials (Selected units of higher secondary Accountancy and Business Studies text, book), REFERENCES,  Aggarwal, J.C. (2003). Teaching of Commerce; A Practical Approach. New Delhi: Vikas, Publication.,  Borich,Gary.D. (2004). Effective Teaching Method. New Jersey : Prentice Hall Inc.,  Boynton,L.D .(1963). Methods of Teaching Bookkeeping and Accounting. Ohio: South, Western Publication.,  Chopra, H.K. & Sharma, H. (2007). Teaching of Commerce. Ludhiana: Kalyani Publisher,  Gehlawat,M. (2012). Information Technology in Education. New Delhi: Pearson, Education.,  Khan.S.Mohammed.(1987). Commerce Education. New Delhi: Sterling Publishers.,  Krathwohl.et.al. (1965).Taxonomy of Educational Objectives. Hand Book II: Affective, Domain. New York:McKay.,  Kumar, M. (2004). Modern Teaching of Commerce. New Delhi: Anmol Publications Ltd, 144, Page 145 of 189

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, , , , , , , , , , , , , , , , , Raj, R, B. (1999). New Trends in Teaching of Commerce: Models of teaching and concepts, of learning. New Delhi: Anmol Publications., Rao, D,B. (2006) Methods of Teaching Commerce. New Delhi: Discovery publishing, house, Roa, S. (2005). Teaching of Commerce. Anmol Publications pvt.Ltd: New Delhi., SCERT. (2007). Kerala Curriculum Framework. Trivandrum: SCERT., Sharma, A. (2009). Contemporary Teaching of Commerce. Surjeet Publications: New, Delhi., Singh,M,N. (1977). Methods and Techniques of Teaching Commerce. New, Delhi :Youngman., Singh, V.K (2006). Teaching of Commerce. New Delhi: A.P.H.Publishing corporations, Singh,Y,K. (2011). Teaching of Commerce. New Delhi : APH., Tiwari, S.A.(2005).Commerce Education in the global Era. New Delhi: Adhyayan, Publishers., http://teachinghistory.org/issues-and-research/roundtable, Higher secondary business studies and accountancy text book (Plus 1 & Plus 2), www.5learn.co/e-content-development, www.aptaracorp.com/digital-content-production/econtent-development, www.ntu.edu.sg/home/sfoo/publications/2002/02ecdl_fmt.pdf, blog.ebayclassifieds.com, www.net-security.org cybercoyote.org/security/safe-web.html, , EDU 13.9. PROFESSIONALIZING COMPUTER SCIENCE EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To understand the importance of nurturing talented children, 2. To familiarize the IT related professional inputs of teaching, 3. To be a Professional Science Teacher, 4. To develop Techno pedagogic skills, 5. To develop awareness about emerging areas of computer science education, COURSE CONTENT, Unit.1, Professionalizing Computer science teacher, • Teaching as a profession, • Responsibility of computer science teacher, • Teacher as a Mentor and Mentoring Skills, • Different levels of computer literacy, Qualities of a computer science teacher, • Ways and means of improving professionalism, 145, Page 146 of 189

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•, , Professional Ethics, (10 Hours), , Unit II, Techno pedagogy in computer science Teaching, • Techno pedagogy – meaning, need and scope, • Computer Science Teacher – more than an techno pedagogue, • Technological Pedagogical Content Knowledge (TPACK), • Techno-Pedagogical Skills, • Analysis of school text book units using ICT Tools, • ICT tool development. Content Management System(CMS), Animation software,, audio/video editing software., ( 15 Hours), Unit III, Software selection for Computer science learning, • Free and Open source software, • Advantage of using open source software, • Role of Computer Science teacher in E- content development, • Learning objects and modules, • Utilising Tele conferencing and video conferencing, • Scope of blogs, wiki and social media in computer science learning, • Review of IT@School Ubuntu., • Practical use of concept map tools, • M-learning, role of mobile apps in present learning, ( 15 Hours ), UNIT IV, Emerging areas in Computer Science education, • Expert systems and robotics, • Nano technology, • Creative Commons Licensing, • Internet of things, • Learning Management Systems – MOODLE, MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS, • Prepare a Techno pedagogic Content Analysis of a Unit from Higher Secondary School, level Text Book, • Prepare an enrichment material for gifted students in computer science on a concept of, standard XI, EDU 13.10 PROFESSIONALIZING MATHEMATICS EDUCATION, 146, Page 147 of 189

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Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, 1. To know the ways of making Mathematics enjoyable., 2. To understand the ways of catering the needs of gifted students, slow learners and under, achievers in Mathematics, 3. To know various initiations to nurture Mathematics Talents, 4. To be a professional mathematics teacher., Unit I, Mathematics for All, • Causes for poor performance in mathematics,, • Mathematics phobia among learners- Causes and Remedies, • Role of recreational activities in mathematics learning (mathematical games, riddles, quiz,, puzzles, Sudoku etc.), • Mathematics club- Activities, importance and organisation, • Mathematics fairs, (8 Hours), Unit II, Exceptional Children in Mathematics, • Concept of Multiple Intelligences, • Exceptional children in mathematics- Mathematically gifted, slow learners, under achievertheir characteristics; special programmes for each, • Learning difficulty in mathematics (dyscalculia)- characteristics and remedial measures, • Mathematical creativity- characteristics, Role of teacher, • Governmental and non-governmental initiatives in improving mathematics learning; Field, medal, Mathematics Olympiad, NUMATS, NTSE, MTSE., (15 Hours), Unit III, ICT in Improving Teaching Performance, • E-content development- concepts, formats, steps for preparation, script writing for e-content, • Using internet for accessing information, Websites for authoritative information like ERIC,, INFLIBNET, •, E-resources for teaching and learning- Websites, blogs, E-books, E-journals, wikis,, discussion forums, social networking sites & Apps., (15 Hours ), Unit IV, Professionalizing Mathematics Teacher, • Teaching as a profession, professional ethics in teaching, Traits of professionalism, • Qualities of a Mathematics teacher- General qualities, specific qualities, Personal qualities.., • Soft Skills for teachers, • Professional growth of Mathematics teacher. – Teaching, Research and Extension., 147, Page 148 of 189

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(8 Hours), Unit V., Techno pedagogy in Mathematics Teaching, • Techno pedagogy – meaning, need and scope, • Technological Pedagogical Content Knowledge (TPACK), • Techno-Pedagogical Skills of social Mathematics teacher, (4 hours), MODE OF INSTRUCTION, Lecture, assignment, small group discussion, Seminar, TASK AND ASSIGNMENTS:, 1. Prepare a script for an e-content material for any topic in mathematics at secondary level, , EDU 13.11PROFESSIONALIZING NATURAL SCIENCE EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), Objectives, 1. To be a Professional Science Teacher., 2. To understand and apply skills in Pedagogic transaction., 3. To understand and find inter relationship of different areas of TPACK., 4. To develop skill in technological pedagogical analysis of content knowledge (TPACK)., 5. To understand the importance of nurturing gifted children., 6. To familiarize the I T related professional inputs of teaching., 7. To understand the scope of networking in science teaching., 8. To understand the use of video conferencing and smart class rooms., Unit I, Professional Science Teacher, • Definition of profession, Teaching as a profession - Professional ethics, Traits of, professionalism, • Teaching competencies required by a science teacher. Teacher Competencies listed by, NCTE, • Soft Skills required for a teacher, • Professional growth of Science teacher. Teaching, Research and Extension, Research, journals in Science & Science Education, 148, Page 149 of 189

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•, , Role of SCERT and NCERT in the Professional growth of Science teacher. Internet, resources and websites for professional growth of science teachers like ERIC,, INFLIBNET etc., 15 hours, , Unit II, Technological Pedagogical Analysis of content Knowledge (TPACK), • Techno pedagogy – meaning, need and scope, • Technological Pedagogical Content Knowledge (TPACK), • Science teacher as techno pedagogue• Techno-Pedagogical Skills of Natural Science teacher, • Digital Resources –CD, DVD, Websites, m-learning., • Analysis of school biology topic using ICT Tools, • Relevance of Online Publishing using blogs, forums, wikis, online journals etc., 15 hours, Unit III, Gifted students in science, • Identifying and nurturing the scientifically gifted children-charecteristics - strategies to, foster giftedness., • Creativity –components of creativity - Critical thinking in Science. NTSE(National Talent, Search Examination by NCERT),, 10 hours, Unit IV, Science and technology, • Complementarities between Science and Technology - use of ICT in science, Educational uses of e-mail, e-discussion, chat, Wiki , Blog in education - how to use blog, in education, utilizing social net working effectively,, • Communication Technology- Technology based new emerging communication media, [Tele-conferencing, webinar, video conferencing, micro blogging etc] . Virtual class room, and virtual reality, virtual labs (iLab Project at MIT ), • Computer Aided Teaching, Expert System and Intelligent Tutoring Systems, Module, preparation for e-content Development, Course ware, Free softwares in Science Learning Management Systems – MOODLE, 10 hours, MODE OF TRANSACTION, Lecture, Discussion, Presentations, Practicals, TASKS AND ASSIGNMENTS, 1. Prepare a summary of an article related to science education from an e-journal., OR, 2. Prepare a Techno pedagogic Content Analysis of a biology lesson from Secondary level, 149, Page 150 of 189

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EDU 13.12 PROFESSIONALISING PHYSICAL SCIENCE EDUCATION, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, 6. To be a professional physical science teacher, 7. To be well acquitted with uses of IT inputs in physical science class room learning, practices, 8. To develop Skills in Techno pedagogy, 9. To deveop awareness about emerging areas of physical science education, COURSE CONTENT, Unit.1, Professionalizing physical science teacher, • Teaching as a profession, • Teacher as a Mentor and Mentoring Skills, • Professional Ethics, • Qualities of a physical science teacher, • Ways and means of improving professionalism, • Physical science teacher and teacher accountability, (10 Hours), Unit II, Techno pedagogy in physical science Teaching, • Techno pedagogy – meaning, need and scope, • Technological Pedagogical Content Knowledge (TPACK), • Techno-Pedagogical Skills of physical science teacher, • Analysis of school text book units using ICT Tools, ( 15 Hours), Unit III, ICT inputs in physical science learning, • Using presentation software, • E- content, • Learning objects, • Tele conferencing and video conferencing, • Scope of blogs, wiki and Google map , Web 2.0 tools, • Use of INFLIBNET, • Edubuntu, • Free soft wares in physical science –IHMC concept map tools, • M-learning, • Physical Medias as learning inputs – face book, whatsapp , Twitter, etc., ( 15 Hours ), UNIT IV, 150, Page 151 of 189

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Reaching out to Society, •, , Science as a social Endeavor, , •, , Science and Technology, complementarities between Science and Technology. Scientific, Literacy, Influence of science on society., , •, , The Science Teacher and Society. Role of science teacher in eradicating superstitions in, Society., , •, , Identifying and nurturing the scientifically gifted children. Creativity and Critical thinking, in Science. NTSE(National Talent Search Examination by NCERT), Olympiad programme, in Science by Homi Bhabha Centre for Science Education (HBCSE), KVPY scholarships, by the Department of Science and Technology., (10 Hours), , MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS, Prepare a Techno Pedagogic Content Analysis of a Unit from Secondary School level Text, Book, , EDU 13.13 PROFESSIONALISING SOCIAL SCIENCE EDUCATION, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, 10., To be a professional social science teacher, 11., To be well acquitted with uses of IT inputs in social science class room learning, practices, 12., To develop Skills in Techno pedagogy, 13., To deveop awareness about emerging areas of social science education, COURSE CONTENT, Unit.1, Professionalizing social science teacher, • Teaching as a profession, • Teacher as a Mentor and Mentoring Skills, • Professional Ethics, • Qualities of a social science teacher, • Ways and means of improving professionalism, • Social science teacher and teacher accountability, 151, Page 152 of 189

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(10 Hours), Unit II, Techno pedagogy in social science Teaching, • Techno pedagogy – meaning, need and scope, • Technological Pedagogical Content Knowledge (TPACK), • Techno-Pedagogical Skills of social science teacher, • Analysis of school text book units using ICT Tools, ( 15 Hours), Unit III, ICT inputs in social science learning, • Using presentation software, • E- content, • Learning objects, • Tele conferencing and video conferencing, • Scope of blogs, wiki and Google map, • Use of INFLIBNET, • Edubundu, • Free soft wares in social science –IHMC concept map tools, • M-learning, • Social Medias as learning inputs – face book, whatsapp , Twitter, etc., ( 15 Hours ), UNIT IV, Emerging areas in Social Science education, • Teaching of current affairs, • Controversial issues, • Consumer education, • Law focused education, • Human rights education, (10 Hours), MODE OF TRANSACTION, Lecture, discussion, demonstration, small group activities, seminars etc., TASKS AND ASSIGNMENTS, Prepare a Techno pedagogic Content Analysis of a Unit from Secondary School level Text, Book, , 152, Page 153 of 189

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ADDITIONAL OPTIONAL COURSES, , 153, Page 154 of 189

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EDU14.1- CHILD RIGHTS EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To develop awareness about the Child Rights., 2. To understand about the need and significance of Child rights education., 3. To develop deep understandings about the present situation of children throughout the world, and India., 4. To understand about the attempts of various organizations in Protecting Child Rights., 5. To develop an awareness about the constitutional provision for Child Rights in India., 6. To evaluate the conditions of children in our nation., 7. To develop positive attitude towards child rights., COURSE CONTENT, Unit: I, Conceptual Analysis of Child Rights, • Meaning-Definition- of Child Rights -Nature of Child Rights, • Types of Child Rights-Freedom of speech, thought, fear, choice and the right to make, decisions , Ownership over one's body, etc Right to Survival, Right to Protection, Right to, Participation, Right to Development Differences from related concepts• Women’s right, Youth rights and Human rights., (6 Hours), Unit: II, Child Rights Education, • Meaning and definition for child rights education• Need and Significance of Child Rights Education• Child Rights Education as learning about rights, learning through rights and learning for, rights(7 Hours), Unit: III, Movements for Child Rights, • Important Movements for Child Rights around the World- -United Nations Conventions for, Rights of the Child (1959&1989) and Declarations on the Rights of the Child by, UN.International Organizations for Child RightsUNICEF, AMNESTY, international,IFCW,IICRDS,UNHCR,etc., • Child Right Movements in India- Critical Analysis of the Situation of Children in IndiaContributions of CRY, Kailash Satyarthi (Bachpan Bachao Andolan)., • Conventions of Child Rights, (10 Hour), , 154, Page 155 of 189

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TASKS AND ASSIGNMENTS, Prepare a collage by using paper cuttings about the violations in children’s fundamental rights., OR, A project on the contributions of Voluntary organizations in protecting the rights of Children in, your locality OR, Make a survey in your nearest cities to trace out the child labours., References:, 1.Bhaskara Rao D ,United Nations Decade for human Rights Education,DPH,New Delhi, 2. Dr, Savitha Bhakhry, ‘Children in India and their Rights’, National Himan Rights Commission., 2006., 3. Child Rights Education Toolkit. Rooting Child Rights in Early Child hood Education, Primary and, Secondary Schools, UNICEF Private Fundraising and Partnerships Division (PFP), 2014, 4.UN Briefing Papers,Human Rights Today: A UN Priority, New York, , 155, Page 156 of 189

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EDU 14.2 ENVIRONMENTAL EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. The Environmental Education Course will enable the Student Teachers to :, 2. Acquire Knowledge and understanding of the terms, concepts and definitions, principles, and, 3. Laws, process, relationships, phenomena related to environment., 4. Develop an understanding of the natural resources, associated problems / issues and their, 5. Management., 6. Apply the knowledge and understanding of the environmental concepts, principles, etc., in, 7. their practical situations to arrive at the solutions/ alternative solutions to the, , environmental, 8. Problems/ issues., 9. Appreciate the physical, biological, social, cultural, political and economic aspects of the, 10. environment, their interrelationships and interactions ( with special reference to human, 11. impact on environment), needed efforts to preserving life on the Earth., 12. Develop scientific attitude towards the problems and issues of environment and appreciate, , the, 13. need for conservation of the environment., 14. Develop an understanding of the meaning, scope and importance of Environmental, , Education in, 15. schools and B.Ed. colleges, 16. Develop necessary skills and competencies in planning, designing and organizing EE, , activities /, 17. programmes in schools., 18. Use appropriate tools/ techniques in evaluating EE outcomes., 19. Participate actively in community oriented EE activities and programmes., , COURSE CONTENT, , 156, Page 157 of 189

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Unit II, Introduction to our Environment, • Meaning, Importance and components of Environment- Principles of, • Environment (interdependence and interrelationships)• Ecosystems- Meaning, types, characteristics and ecological balance., (5 Hours), Unit II, Ecological Process, •, , Biosphere, Flow of Energy, Nutrient Cycles, Carrying Capacity, Conservation, of natural resources. Bio- magnification, (5 Hours), , Unit III, Conservation of Natural Resources - Problems, Perspectives and Management, •, , Natural resources (renewable and non-renewable)- Bio diversity- socioeconomic and cultural factors including poverty leading to exploitation and, degradation of natural resources, changing life styles and its impact on, environment., , •, , Pollution- Water, land, air, sound and radioactive, , •, •, , Environmental Problems- Global, Regional and Local., Problems at the global level:, o Population explosion, Global warming and Greenhouse effect, Acid, rain ozone depletion and CFCs, Deforestation, Extinction of Species,, Loss of Habitat and Biodiversity, Industrialization and Urbanization,, Commercialization of agriculture, , •, , Problems at the State level:, o Soil erosion, Deforestation, Bad water management, o Solid waste and its disposal, Destruction of mangroves, o Over fishing and marine pollution, shrinking of back waters, o Quarrying , Sand mining, Food adulteration, Changing cropping, patterns and land use, , •, •, •, , Problems at the local/ immediate environment, o Specific environmental issues pertaining to the district, Concept of Sustainable Development – need and requirement for attaining, Sustainable development., , •, , Important Environmental Movements in the country with special reference, 157, Page 158 of 189

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to Environment Movements in Kerala. Legislative measures in India for, Protection of environment, (20Hours), Unit IV, Teaching- Learning strategies in Environmental Education, •, , Environmental Education- meaning, need, significance and characteristics,, Objectives and principles of Environmental Education. Role of national and, international organizations and movements in the promotion of Environmental, Education, • ApproachesInfusion and problem- solving, • Methods Discussion, Demonstration and Project, • Techniques -Observation, Nature games, Nature walk, Quiz, Role- play, Brain, storming, Survey, Dramatization, Puppetry, Case study, etc., • Co- curricular activities- Field trips, Collection, Exhibitions, Film shows,, Video Shows, eco clubs., • Evaluation in Environmental Education, • Use of appropriate tools and techniques of evaluation- Achievement tests,, questionnaire, rating scale, observation schedule and Case studies, Evaluation, of projects, (20 Hours), MODE OF TRANSACTION, Lecture, Discussion, Field visits, seminars, workshops, TASKS AND ASSIGNMENTS, Visit a place of severe environmental pollution in your locality and analyse the sociopolitical causes of pollution there., REFERENCES, 1. Capra, F.(1999). Eco‐literacy : The challenge for next century. Liver pool, Schumacher Lectures., 2. Orr, D (1992) . Ecological Literacy : Education and transition to a post modern, worlds. Albany: State University Press, New York., 3. Goleman, D.( 2010) Ecological Intelligence, Penguin Books, London 136, 4. Odum , E.P. (1971) Fundamentals of Ecology WB Saunders, 5. Speth & James,G. (2006) Global Environmental challenges: Transition to a, sustainable world, Orient Longmann, 6. Firor, John & Judith E ,J. (2003) Crowded Green House, University Press, 7. Brown , Lester R (2002) Eco Economy : Building an economy for earth , Orient, Longmann, 8. Gardner HS( 2006) Frames of Mind. Harvard University Press, 9. Bharucha E (2005) , Text book of Environmental Studies, University Press, , 158, Page 159 of 189

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10. Dani, H.M. (1986), Environmental Education, Chandigarh: Publication, Bureau,, Panjab University., 11. Bhall, S.C. &Khanna, H. (2007), Environmental Education, New Delhi: Regal, 12. Publication., 13. Nagra, V. (2006), Environmental Education, Jalandhar : Sharma Publications., 14. Nanda, K.V. (1997), Environmental Education, New Delhi : APH Publishing, Corp., 15. Nasrin (2007). Education, Environment and Society, New Delhi: APH Publishing, Corp., 16. Saxena, A.B. (1986), Environmental Education, Agra: National Psychological, Corp. 17. Sharma, R.C. (1981), Environmental Education, New Delhi: Metropolitan, Book Co. 18. Shrivastva, K.A. (2007), Global Warming, New Delhi: APH Publishing, Corp., 19. Shukla, K.S. and Srivastva, R.P. (1992). Emerging pattern of, Environmental Structure, New Delhi : Commonwealth Publishers., 20. Singh, K.Y. (2005). Teaching of Environmental Science, New Delhi: Chairman, 21. Kumar, V.K. (1982). A Study of Environmental Pollution, Varanasi : Tara, Book Agency., 22. Vyas,H. (1995), Paryavaran Shiksha, New Delhi : Vidya Mandir, , EDU 14.3 EDUCATION FOR DIFFERENTLY ABLED, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, After studying this course the learner is expected to, 1., Understand the differences between the impairment, disability, and handicap., 2., Enumerate the educational needs of various categories of persons with disabilities., 3., Describe the general methods to be adopted for early identification and intervention, strategies ., 4., Familiar with educational practices for students with differently abled., 5., Know the trends and developments in the education of differently abled, Unit 1, Understanding the Disabilities, 159, Page 160 of 189

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•, •, •, •, , Concept and Definition of Impairment, Disability and Handicap., Historical and National developments and constitutional obligations for children, with special needs., Categories of disability as per the PWD Act 1995., Social and Educational Needs of children with special needs., (8 hours), , Module II, Definition, Types and Characteristics, • Hearing Impairments: Definition, Types and characteristics, • Visual Impairment : Definition, Types and characteristics, • Mental Retardation: Definition, Types and characteristics, • Neuro-muscular and Loco motor disabilities: Definition, Types and characteristics, (10 hours), Module III, Identification and Early Intervention, • Need for early identification and Intervention, • Assessment procedures for educational placement., • Intervention of later identified children, • Early Educational Intervention strategies., (10 hours), Module IV, Educational practices for students with differently abled, • Special school education, • Integrated Education, • Inclusive Education, • Education of gifted students, (10hours), Module V, Trends and Developments in the education of differently abled, • National Institutes – NIVH, NIMH, AYJNIHH, NIOH., • Acts and Schemes – NPE 1986, POA 1992, RCI Act 1992, PWD Act 1995, NT, Act 1999., • Role and Responsibilities of Pre-school teacher, Regular teacher, Resource, teacher and special teacher., • Community Based Rehabilitation (CBR), (7 hours), MODE OF TRANSACTION, Lecture, Discussion, Field visits, seminars etc, TASKS AND ASSIGNMENTS ( Any One), 1., Visit special school and make classroom observation report (HI/VI/MR), 2., Visit General school where practicing inclusive education and conduct interview with, resource teacher and prepare report regarding inclusive education., 160, Page 161 of 189

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3., , Take three cases (students with HI/VI/MR/LD) and make reports with special reference to, education., REFERENCES, 1. Alan H. and Ravic R. (1992), Introduction to Special Education, Allyn and Bacon, Boston, 2. Chauhan.S.S(2002)Education of Exceptional Children, 3. Hegarty S.(2002).Educaton and Children with Special Needs in India: Sage Publications,, India Pvt. Ltd., 4. Panda, KC (1997) Education and Exceptional Children, Vikas Publishing House, New, Delhi, 5. Seamus Hegarty, Mithu Alur (2002) Educaton and Children with Specials Needs: From, segregation to Inclusion, 6. Smith, D.D, and Luckasan, R. (1992), introduction to Special Education, Allyn and, Bacon, Boston, 7. Vicki L. Schwean, Donald H. Saklofske (1999) Handbook of Psychosocial Characteristics, of Exceptional Children, EDU14.4 GUIDANCE AND COUNSELLING, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, On completion of this course the students will be able to:, 1. Understand the definitions, meaning, nature and scope of guidance, 2. Understand purpose of guidance, 3. Appreciate the needs for guidance, 4. Understand Principles of guidance, 5. Be familiar with types of guidance, 6. identify the meaning, need and techniques of group guidance, 7. Understand various guidance services in schools, 8. Understand the role of teacher as a guidance personal, 9. Get an idea about the Organisation of school guidance Programmes, 10. Understand the meaning, nature and scope and objectives of counselling, 11. Analyze the relationship between guidance and counselling, 12. Recognize the objectives and principles of counselling, 13. know the skills and qualities of an effective counsellor, 14. Recognize the different approaches of counselling, 15. Understand the various stages involved in the process of counselling, 16. Comprehend concept, definitions and importance of mental health, 17. Identify the Factors contributing to mental health, 18. List the Characteristics of mentally healthy person., 19. acquaint with Current mental health issues among school children, , 161, Page 162 of 189

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20. Familiarise the counselling for gifted, creative, MR, LD, Slow learner,, socially disadvantaged children and problem children., 21. To understand the methods of Educational counselling at different stages, 22. Role and function of school counsellors, 23. Concept of children with special needs., 24. To acquaint with the behavioural problems among school children, , COURSE CONTENT, Unit I, Understanding Guidance, •, , Meaning and Definitions, , •, , Nature of guidance, , •, , Purpose of guidance, , •, , Scope of guidance, , •, , Need for guidance, , •, , Principles of guidance, , •, , Types of guidance (Educational Guidance - Vocational or Career guidance - Personal or, Individual guidance), , •, , Group guidance (concept, need and significance), (10 Hours), , Unit II, , 162, Page 163 of 189

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guidance in schools, •, , Various Guidance services in schools (orientation service – pupil inventory services – career, information service – placement service – follow up services - their needs), , •, , Teacher as a guidance personal (role - essential qualities needed), , •, , Career guidance (role of the teacher – need – methods), , •, , Organisation of school guidance Programmes (1. Pre-requisite of Guidance Programme –, formation of guidance committee – budget allotment – infra structural facilities – support, from parents and community – orientation of guidance services to students and staff 2., Planning of Guidance Programme – identify the areas where guidance is required – assign, duty to different staff members as guidance personal – specification of various functions of, each guidance services - set up objectives of the service on the basis of student needs 3., Guidance Activities – in secondary level – in higher secondary level (list some orientation, services, pupil inventory services, career information services, placement services and, follow up services at different levels), (10 Hours), , Unit III, Introduction to counseling, •, , Definition, Meaning, nature and scope of counselling., , •, , Basic principles of counselling., , •, , Objectives of counselling., , •, , Relationship between guidance and counselling, , •, , Approaches to Counselling: directive, non‐directive and eclectic, , 163, Page 164 of 189

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•, , Individual vs. group counselling (concept, advantages and limitations), , •, , Roles and functions of teachers involved in the counselling programmes in schools, , •, , Skills and qualities of an effective counsellor., (10 Hours), , Unit IV, Mental Health And Counselling, •, , Mental health (concept – definitions - Importance - Factors contributing to mental health –, Characteristics of mentally healthy person., , •, , Current mental health issues among school children - Internet addiction – mobile phone, addiction – Pornography – substance abuse (discuss how these will affect the mental health), – school girls and mental health issues., (10 Hours), , Unit V, Counselling In Schools, •, , Role and functions of school counsellors, , •, , Concept of children with special needs., , •, , Counselling for gifted, creative, MR, LD, Slow learner, socially disadvantaged children and, problem children., , •, , Role of teacher in dealing students with special needs., , 164, Page 165 of 189

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•, , Behavioural problems among school children (List some common problems), (10 Hours), , TRANSACTIONAL MODE, Lecture, Group discussion, lecture-cum-discussion, panel discussion, presentation of reports and, sharing of experiences etc., TASKS AND ASSIGNMENTS, •, , Prepare a questionnaire (minimum 15 Questions) to find out the recent mental health, problems of secondary school students (ensure individual preparation and variety in, questionnaire). Administer the questionnaire on secondary students (minimum 20 students, 10 boys + 10 girls). Analyse the findings and submit an individual report, , REFERENCES, •, , Aggarwal J.C. (2008). Essentials of Educational Psychology, 2 nd ed. New Delhi: Vikas, Publishing House Pvt. Ltd., , •, , Bangalee, M. (1984): Guidance and counselling, Seth publishers. Bombay., , •, , Belkin, G.S. (1988). Introduction to Counseling: W.G. Brown Publishers., , •, , Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. I: A, Theoretical Perspective, New Delhi: Vikas., , •, , Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. II: A, Practical Approach. New Delhi: Vikas., , •, , Corey, G (1996). Theory and practice of counselling and psychotherapy. Brooks/cole, publishing co. London., , •, , Corey, G. (1986). Theory and Practice of Counseling and Psychotherapy, 3rd Ed. Belment:, Calif-Brooks Cole., , •, , Cormier, L. & Hackney, H. (1987). The Professional Counsellor. Englewood Cliffs, New, Jersey: Prentice Hall., , •, , Crow & Crow, Introduction to guidance, 2nd ed, Eunasia Publishing co. Newdelhi., , •, , Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd., , •, , Gazda George R.M.( 1989). Group Counselling: A Development Approach. London: Allyn, and Bacon., 165, Page 166 of 189

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•, , Geldand, K. & Geldand, D. (2004).Counseling Adolescents. New York: Palgrave Macmillan., , •, , Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York: McMillan., , •, , Hallahan, D. P. & Kauffaman, J. M. (1978). Exceptional Children: An Introduction to, Special Education. Engle Wood Kliffs., , •, , Husain. M.G, Problems and potentials on handicapped, Atlantic publishers& distributers, , •, , Jayaswal, M. (1968) Introduction to guidance, Prakashan Kendra. Lucknow., , •, , Kochhar, S.K. (1985) Educational Guidance and counselling, , •, , Mallon, Brenda (1987). An Introduction to Counseling Skills for Special Educational NeedsParticipants Manual. Manchester: Manchester University Press, UK., , •, , NCERT, Manual for guidance counsellor, NCERT, Newdelhi, , •, , Nugent, Frank A. (1990). An Introduction to the Profession of Counselling. Columbus:, Merrill publishing Co., , •, , Patterson, L.E. and Welfel, E.R. (2000). The Counseling Process, 5th ed. U.K.: Brooks/Cole., , •, , Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An Introduction. Chicago:, Rand McNally., , •, , Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill Publishing Co., Ltd., , •, , Rao, S.N. (1992). Counselling and guidance, New Delhi: Tata McGraw Hill Publishing Co., Ltd., , •, , Rao, S.N. (2008). Counseling and Guidance, 2nd ed. New Delhi: Tata McGraw Hill, Publishing Co. Ltd., , •, , Saraswat, R.K. & Gaur, J.S.( 1994). Manual for Guidance Counsellors. New Delhi” NCERT., , •, , Sharry, J. (2004). Counseling Children Adolescents and Families. New York: Palgrave, Macmillan., , EDU 14.5 HEALTH AND PHYSICAL EDUCATION, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, 1., , To understand the importance of health and physical education in teacher education, programme, , 2., , To understand the benefits of exercise, 166, Page 167 of 189

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3., , To understand the importance of first aid, , 4., , To understand the importance of food and nutrition in human life, , 5., , To understand the importance of yoga and stress management, , COURSE CONTENT, Unit I, Introduction to health and physical education, •, , Definitions, aims and objectives of physical education, , •, , Need and importance of physical education, , •, , Health, importance of health education, , •, , Physical fitness and wellness, , •, , Fitness balance, 7 Hours, , Unit II, Physical fitness ,physical activity and exercises, •, , Meaning and definition of fitness, , •, , Types of fitness [physical , mental, spiritual and financial], , •, , Types of physical fitness,, , •, , Components of physical fitness,, , •, , Activities of developing physical fitness,, , •, , Physical activity and exercise, principles of exercises, benefits of exercise,, exercise and heart rate zones, aerobic and anaerobic activities, leisure ,play and, recreation, warm up and cool down,, 10 hours., , Unit III, Yoga education, •, , Meaning and definition of yoga, , •, , History ,objectives and benefits of yoga, , •, , Types of yoga, , •, , School of yoga, 167, Page 168 of 189

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•, , General guidelines for yoga practices, , •, , Suryanamaskar, importance of asanas, pranayama and its benefits, shithilikarana, vyayamas, yoga and relaxation techniques, , •, , Body types, concept of posture, causes of bad posture, postural deformities,, 15 hours, , Unit IV, Lifestyle Diseases, •, , Causes ,symptoms and management of diabetes, obesity ,osteoporosis, coronary, artery diseases ,back pain, , •, , skinfold measurements ,body shape index, body mass index, basal metabolic rate,, pulse, blood pressure, 8 hours, , Unit V, First aid ,food and nutrition, •, , First aid -definiton and importance, fundamental principles to be followed and the, duties to be followed by the first aider, CPR, first aid in different cases –, poisoning ,electrick shock,burns,wounds ,heart attack,fractures,drowning,burns,, heat stroke,, , •, , Food and nutrients ,caloric value ,caloric requirements, malnutrition, 10 hours, , MODE OF TRANSACTION, Lecture, Demonstration, Drill and Practice, TASK AND ASSIGNMENT (Any One), 1. Assessment of any three physical fttness variables, 2. Yogic practices and recording or, 3. Practicing simplified physical exercises or stretching and recording, , 168, Page 169 of 189

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References, Hardayal singh PhD,Science of sports training,DVS Publication New Delhi,1995, Dr A Abdul Latheef,Dr A.M Antony and et al, Introduction to physical Education for, Training colleges; Educare Printers and Publishers, 2009, J C Aggarwal, health and physical education,Shipra Publications, Light on Yoga, Iyenkar, BKS, Harper Collins:Noida, 2011, American Alliance for Health, Physical Education[1980]. Recreation and Dance, Health, related Physical Fitness Test Manual, 1900, Association Drive, Reston, V A 22091, p.5., , EDU14.6. MANAGEMENT IN SCHOOL EDUCATION, Contact Hours: 50 (Instruction), , Maximum Marks: 50 (External: 40, Internal: 10), , COURSE OBJECTIVES, 1. To develop an understanding of the concepts management, administration and, organization in education, 2. To create an awareness of various levels of Management in schools, 3. To delineate school as the formal system o education, 4. To understand the existing constitutional provisions for school education in India, 5. To analyze the role of various organizations in school management, 6. To appreciate the role of administrative authorities in maintaining the quality of, Institutions, 7. To familiarize the school organization, 8. To critically examine the dimensions of institutional climate, 9. To acquaint with the concept of institutional planning, 10., , To understand the structure and functions of SMC, 169, Page 170 of 189

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11., , To explain nature and types of leadership in schools, , 12., , To examine the leadership roles of different components for better school, , management, 13., , To sensitize towards effective management of human and material resources in, , school, 14., , To understand the different components of management in schools, , 15., , To develop competence to maintain records in school, , 16., , To develop sills in preparing timetable, , 17., , To develop skills to manage library and laboratory in schools, , 18., , To explain the principles underlying the organization and administration of co-, , curricular activities, 19., , To explain the meaning and purpose of school budget, , 20., , To familiarize with the concept of Total Quality Management in Education, , COURSE CONTENT, Unit 1, Basic Concepts Of School Management, •, , Meaning, Definition, Importance and scope of school management –, , •, , Functions of school management: Planning, Organizing, Directing, Motivating,, Evaluating, Decision making etc. –, , •, , School as a formal educational system - Social structure of school - School, Structure: Pre-school Education, Ten year schooling Higher secondary education,, University education –, , •, , Hierarchies in school system: Hierarchical, , structure of school, Types of, , Hierarchies of school structure, •, , School education in India - Indian constitution and school education - Status of, Indian schools - The structure of Indian school education - academic and, administrative structure -Responsibilities of Central Government in school, education - Responsibilities of State government –, 170, Page 171 of 189

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•, , Central, , provisions, , for, , school, , education, , –, , CABE,, , CBSE,, , NCERT,NCTE,NIEPA,KVS, NOS –, •, , State provisions for school education- SCERT, BSE ,State Textbook BoardRegional level organizations-District level organizations –District Education, Office, DIET-Role of local level organizations-Teachers’ Union, (15 Hours), , Unit II, Institutional Climate And Planning, •, , Organizational process in schools: Academic planning, Resource mobilization, Curricular, activities. Co-curricular activities, Planning, Time allocation, Monitoring, Evaluation,, Feedback., , •, , Institutional Climate: Concept, Dimensions of school climate, Types of Institutional, climate, Democratic and autocratic Climate. Impact of organizational climate on the, performance of teachers, parents, students etc., , •, , Institutional planning: meaning, definition, importance and steps of institutional planning., , •, , School management committee (SMC) : structure, functions - School Development, Programme (SDP), (10 Hours), , Unit III, Leadership At Different Levels Of School Hierarchy, •, , Leadership at different levels of school hierarchy : Meaning and nature of school, leadership -Styles of school leadership : Autocratic leadership, Democratic, leadership, Free rein/ Lassiz fair leadership - Role of headmaster - Essential, qualities of principal/HM - Duties and responsibilities of HM - Role of HM : as a, manager, teacher, organizer - problems faced by HM, , •, , Teacher as a leader: As an instructional input, As a manager, As a facilitator, As a, counselor, Teacher in the community, , •, , Leadership roles of pupils Students - functions of student council and school, parliament, 171, Page 172 of 189

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(10 Hours), Unit IV, Management of Resources, •, , Instructional Management : School Calendar, Time-Table: importance, types of, time-table , principles of time table construction, Conducting exams, Maintenance, of record: meaning, types, how to keep records Admission Register – Attendance, Register for Staff & students – Stock Registers – Acquittance RegisterManagement of Library and lab, , •, , Management of co-curricular activities : Concept and Types of co-curricular, activities, Need and importance : educational value, psychological value, social, value, civic value, recreational value, physical development value - Organization, of co-curricular activities in school - Principles underlying organization of cocurricular activities - Difficulties faced in organizing co-curricular activities :, organization and objectives of literary and cultural activities, organization and, objectives of physical education activities, , •, , Management of material resources, technology e-resources, school plant, school, complex, , •, , Management of human resources: Teachers-staff council - functions, performance, appraisal of teachers, , •, , Parents- PTA, MPTA, GTA, , •, , Community-Important resources of community, ways of utilizing community, resources, , •, , Management of financial resources, , , Financial management –role of teacher – preparation of school budgetmeaning purpose, types, E-grant, grant-in-aids, scholarships, awards etc., , , , Total Quality Management – Concept Key elements of TQM, Steps for, TQM in Schools, (15 Hours), , TRANSACTION MODE, Lecture Method, Discussion, Group work, Assignment, Seminar and Debate, TASKS AND ASSIGNMENTS, 172, Page 173 of 189

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•, , Visit to a government/ aided school in your locality and prepare a record of resources, available and suggest methods for its effective utilization, , REFERENCES, •, , Buch, T et al.(1980) .Approaches to School Management, Harper & Row Publishers,, London, , •, , Agarwal, V. &Bhatnager, R.P.(1997). Educational Administration, Meerut :R. Lall Book, Depot., , •, , Aggarwal J.C (1997) School Organization and Administration Management. New Delhi:, Doaba House, Book sellers and Publishers, , •, , Agarwal J.C.(2008). Development and planning of modern education :Vikas Publishing, House Pvt. Ltd., , •, , Alka Kalra (1997) Efficient School Management and Role of Principals, APH, , •, , Bhatnagar, RP and Agarwal, V (1986) Educational Administration and Management,, , •, , Bhatnagar, S.S. , & Gupta , P.K. (2006). Educational Management. Meerut: Lall Book, Dept., , •, , Buch, M.B, Institutional Planning for Educational Improvement and Development,, , •, , Chaube, S.P.& Chaube, A. (2008).School Organisation, New Delhi: Vikas Publishing, House., , •, , Chaudhary, N.R. (2001). Managements in education. New Delhi: APH., , •, , Macnee, E.A. (2004). School Management and methods of teaching. New Delhi: Sonali., , •, , Mohanty, J. (1990). Educational Administration, supervision and school management., New Delhi: Sonali, , •, , Mukhopadhyay,M. (2005). Total Quality Management in Education ,Sage, , •, , Nair TKD. (2004). School Planning and Managements. A Democratic Approach. Delhi:, Choudhari offset Process., , •, , Sidhu, K.S. (2007). School organization and administration. New Delhi: Sterling., , •, , Sindhu, I.S. , & Gupta,S. (2005). School Managements and pedagogies of education., Meerut. International., , •, , www.scribd.com/doc/52442951/Educational-Management-and-Administration, 173, Page 174 of 189

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EDU 14.7.VALUE EDUCATION AND PEACE EDUCATION, Contact Hours: 50 (Instruction), Maximum Marks: 50 (External: 40, Internal: 10), COURSE OBJECTIVES, 1. To understand the values and peace., 2. To promote value education and peace education., 3. To identify different types of values and peace., 4. To know various approaches in value education and peace education., 5. To transact the value education and Peace education as part of curricular programs., COURSE CONTENT, Unit I, Values and Peace –Definition, classification and types., • Definition of values, philosophical perspective., • Axiology of different philosophies-idealism pragmatism naturalism and humanism –, types of values., • Values Classification – Behavioural, Moral, Spiritual and constitutional values. NCERT, classification of values. Traditional Indian values – Truth nonviolence peace, Righteous, conducts etc., • Constitutional values- Democracy, Socialism, secularism and fraternity., •, •, , Definition to Peace. Kind of violence mental verbal and physical causes of violence., Source of Peace, inner Peace, Social peace and Peace with nature., (12 Hours), , Unit II, Psychological Perspectives of Values, • Value development in childhood and adolescence. Psycho-analytic view, Piaget Kohlberg, and Erikson about value development in child hood adolescence and adult hood., • Nature and characteristics of value development, Role of family school and Society in, value development., (8 Hours), Unit III, Understanding Value education and Peace education, • Meaning and nature of value education, • Value education in India Vedic Buddhist Islamic periods, 174, Page 175 of 189

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•, •, •, , Post independent attempts in value education- University education commission, Sriprakash Committee and emotional integration committee etc., Peace Education -Approaches – Conflict compromise approach. Holistic approach to, words peace education., Peace education as skill building., (10 Hours), , Unit IV, Inculcating Values and Pace- Approaches and Strategies., • Values are caught and taught-approaches methods and curricular implications. Direct, method, indirect method and Incidental methods., • Role plays, storytelling and other methods, • Teacher and value education. School subject and value education. Strategies for value, education., • Peace education into practice-Peace education knowledge attitude and skills., • Peace education and curriculum – dimension of Peace education knowledge attitude and, skills, Peace teacher and Peace methods., • Way of integrating peace education into subject and lessons., • Learning ways of Peace., • Emerging researches in peace education., (20 Hours), MODE OF TRANSACTION, Discussion, Seminars, Visists, Analysis texts etc, TASK AND ASSIGNMENTS, Prepare a lesson plan from the school subject and conduct classes based on strategies of value, education/ Peace education OR, Prepare an E content for promoting awareness of values/Peace and conduct a community, interaction programme in your locality or school OR, Prepare a report about any one of the institution which is functioning inculcation of values and, peace OR, Prepare a script for a video programme for promoting value education/Peace education., REFERENCES, ArunaGoel and SL Goel. Human values and education: New Delhi Deep & Deep, publications Pvt ltd, Ahuja.R (2000). Value oriented education in India. Jaipur:Ravat Publication, Bandiste. (1999) Humanist Values asource book. NewDelhi: NCERT., Battacharya,s. (2003) Psychological Foundation of education. New Delhi: Atlantic, Publishers and distributers, Bark, EL (2003). Child development. New Delhi: Pearson education, Bottery, M. The challenge of education leadership – Values in a globalized age;, London: Rural Chap man Publishing., Dutt (1998). Moral values in child development; New Delhi:Anmol Publishers, 175, Page 176 of 189

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Flanders, Lac and Clare MAC (1994).Integratedapproach to value, education.Manglore: Assasi press., Goel (1979). Human Values in education. NewDelhi : Concept Publishing Co., Gupta.(1986) Value education theory and practice.Ajmeer : Krishna brothers., Luther(2001).Values and ethics in school educations. New Delhi : Tata Mcgrowhill, publishing Co., MohitCharkrabarthi. (2007)Value education changing perspective. New Delhi :, Krishna Publishers, Raths ELetal.(1996) Values and teaching.Amherst :meril books, Saraf.(1999) Education in human values . New Delhi :Vikas Publications, Sharma. SR. (Ed) (1998) Encyclopedia of value and – moral education . New Delhi:, Cosmo., Sharma.(1997) value education in action. New Delhi: University book house., Venkataiah, N (Ed) .(1998) Value education . New Delhi: APH publishing, Corporation., Celina Delfelice. (ed) Peace education evaluation. Information age Publication., Edvard J. Spirituality religion and peace education.Information age publication., James Page . Peace Education. IAP books about Peace Education., Jinglin, Edward Jetal.transforming education for peace: IAP books., MonishaBajaj .Encyclopedia of Peace of Education.IAP books., UNESCO-Peace education frame work for teacher education, NCTE India .org, , 176, Page 177 of 189

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SEMESTER IV, B. .Practical Courses, , EDU.401 COURSE ON EPC 3: CRITICAL UNDERSTANDING OF ICT (30 Hours- 30, Marks), Preparing teachers to use technology in a classroom is an important step for ICT enabled, education in the country. This course will focus on moving beyond computer literacy and ICTaided learning, to help student-teachers interpret and adapt ICTs in line with educational aims and, principles. It will explore ICTs along three broad strands; teaching-learning, administrative and, academic support systems, and broader implications for society., ICTs have often been seen as a stand-alone subject, consisting of a finite set of proprietary, applications, taught to children directly by technology experts, bypassing teachers, which has, diluted possibilities of teacher's ownership, enhancement of expertise and engagement. Seeing, ICTs as an important curricular resource and an integral part of education, according primacy to, the role of the teacher, ensuring public ownership of digital resources created and used in, education, taking a critical perspective on ICTs as well as promoting constructivist approaches, that privilege participation and co-creation over mere access, are principles that the course will, help teachers explore. Applying these principles can support Teacher Professional Development, models that are self-directed, need-based, decentralized, and collaborative and peer-learning, based, and continuous, in line with the NCFTE, 2009 vision for teacher education, Since ICTs are technologies, along with developing such understanding, the course will also help, student-teachers to learn integrating technology tools for teaching learning, material development,, developing collaborative networks for sharing and learning. This learning can help integrate preservice and in-service teacher education, address traditional challenges of teacher isolation and, need for adequate and appropriate learning resource materials The course will explore use of, ICTs to simplify record keeping, information management in education administration., 177, Page 178 of 189

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Communication and information sharing/ storing are basic social processes; new digital, Information and Communication Technologies (ICTs), by making these easier and cheaper, have, significantly impacted and are impacting our socio-cultural, political and economic spheres. The, course will help student-teachers to develop an understanding of the shift from an 'industrial, society' to a 'postindustrial information society', where the production and consumption of, information is easier/ simpler as well as important. This change has positive and negative, implications and possibilities for democracy, equity and social justice, all core components of our, educational aims., The course will help student-teachers reflect critically and act responsibly to prevent how, ICTs are used to support centralization and proprietisation of larger knowledge structures; it will, show student-teachers how ICTs can be adapted to support decentralized structures and processes,, as well as build the 'digital public' to make education a participatory and emancipatory process, Tasks – Conduct of Three workshops (3x10=30 marks), 1. Digital Text book /e resources, 2. ICT Integration with Pedagogy, 3. E content development, DETAILED GUIDELINES, WORKSHOP 1 – Digital Text book /e resources, DAY 1, Phase I - Spread Sheets as a Tool for Teaching-Learning, Administrative and Academic, Support Systems., (i), , An introduction to Spread sheets as a tool for Administrative and, Academic Support, , (ii), , Hands-on Experiences, Product Needed, , •, •, •, •, , Enter mark list of Achievement Test in to a Spread sheet., Calculate Mean, Median and Mode by using Software tools, Draw graphs by using Software tools, Calculate grades of children by using software tools, , •, •, , Product Submission, Send the document to your teachers email (2 marks), o, , Phase II- Producing e-documents and Digital Text Book as a Tool for Administrative and, Academic Support Systems., 178, Page 179 of 189

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(i), (ii), , An introduction to e-documents and Digital Textbooks, Hands-on Experiences, Product Needed, , •, •, •, , Select a content from concerned optional subject and prepare a digital text, add content, images, audio/video, Prepare a school classroom time table, Product Submission, , •, , Send the documents to your teacher’s email (2 marks), , •, , v, , DAY 2, Phase III - Creating an ICT Integrated Lesson by Using Presentation Software., (i) An introduction to Presentation software, (ii) Planning and preparation of e-lesson, (iii), Hands-on experience, Product Needed, •, •, , Each student should plan and develop an ICT integrated lesson and construct a digital, presentation in their own optional subjects, Presentation should include words, images and videos / audios., Product Submission, , •, , Send the documents to your teachers email (6 marks), WORKSHOP 2 - ICT Integration with Pedagogy, , DAY 3, Phase I Teacher as a Techno-Pedagogue, , , , Expert presentation Towards a Techno-Pedagogue, Hands-on experience, Product Needed, , •, , Students should create a Personal website, Product Submission, 179, Page 180 of 189

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•, , Send the url of your created websites to your teachers email, (10 marks), , WORKSHOP 3 - E content development, DAY 4, Phase I - Integrating Images, Audio and Videos for e-content Authoring by using Open Free, Software, •, •, , Expert Talk: Introduction to free software, Hands-on experience, Product Needed, , •, , A directory of selected images, Audio and videos, , Phase II e-content Development through exe (open free Software), • Expert Talk, • Hands-on experience, • e-content Development, Product Needed, •, , E-content developed by students, Product Submission, , •, , Send your e-content to your teacher through email (10 Marks), , EDU.402. COURSE ON EPC 4: UNDERSTANDING THE SELF (30 Hours- 30 Marks), The aim of the course is to develop understanding of student-teachers about themselves – the, development of the self as a person and as a teacher, through conscious ongoing reflection. The, course would be transacted through a workshop mode by more than one resource persons., The course will address aspects of development of the inner self and the professional identity of a, teacher. This shall enable student-teachers to develop sensibilities, dispositions, and skills that, will later help them in facilitating the personal growth of their own students while they teach. It is, important for student-teachers to develop social-relational sensitivity and effective, communication skills, including the ability to listen and observe (Hall & Hall, 2003). The course, will enable student-teachers to develop a holistic and integrated understanding of the human self, 180, Page 181 of 189

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and personality; to build resilience within to deal with conflicts at different levels and learn to, create teams to draw upon collective strengths., As an individual in society one has different identities – gender, relational, cultural – and it is, important to address one’s implicit beliefs, stereotypes and prejudices resulting from these, identities. It is important for the student-teachers to be aware of their identities and the political,, historical, and social forces that shape them. The course will make use of personal narratives, life, stories, group interactions, film reviews – to help explore one’s dreams, aspirations, concerns,, through varied forms of self-expression, including poetry and humour, creative movement,, aesthetic representations, etc., Yoga will also be introduced as an important component to enhance abilities of body and mind,, and promote sensibilities that help to live in peace and harmony with one’s surroundings. Students, will appreciate the philosophy of yoga and its role in well-being. They will learn the practice of, yoga and how to use it in different contexts., The course shall also focus on revisiting one’s childhood experiences – influences, limitations and, potentials – while empathizing with other childhoods, and also the childhood experiences of one's, peers. The following methodologies for the transaction of the course could be used in interactive, sessions, Sharing case studies/biographies/stories of different children who are raised in different, circumstances and how this affected their sense of self and identity formation., Watching a movie/documentary where the protagonist undergoes trials and finally discovers, her/his potential despite odds., Issues of contemporary adolescence/youth need to be taken up as student-teachers first need to, understand themselves; and themselves in relation to their students and classroom situations., Different modes of expression can be used in each of the sessions (so that each of the students, get a chance to express herself through any of the modes that they are comfortable in) and at the, end of the year, the resource person and the coordinating faculty can reflect back on whether all, modes of expression were included through the sessions of not., The exercise of developing reflective journals and providing regular feedback on those journals, can also be used here, , Broad areas, , Introduction, , Values and, self image, , Main, objectives, , Trust, building, for, future, , Opening self,, reflection,, culture for, , Individual, and, collective, selves, Team, building,, respecting,, , Connecting self-society, , Social, interface, , Understanding Becoming, social, the change, structures, agent –, 181, Page 182 of 189

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exercises,, laying ground, rules,, energizing, Broad, Games,, methodologies theatre, activities,, discussions, , listening and, accepting, , tasks, sharing, responsibility., addressing, conflicts, , Reflections,, story making,, selfdisclosure, through art,, dance and, theatre, , Nature walk/, field visit ,, adventure., Simulation, exercises,, collective art, , (stereotypes/, diversity /, gender) and, role of the, individual, Films,, meeting, people, small, group tasks,, theatre, exercises, , designing, and leading, change /, social action, Participate or, lead in real, life, intervention, (within, families/, college or, community), , There is no standard prescribed material for these workshops. The professional experts, are expected to engage with the students with specially designed activities. These could be, based on the facilitator’s personal integration and unique individual and group, characteristics and are rooted within the context of student’s lives and contemporary, realities. It is suggested that the students be given space to explore and articulate their, own sense of life and its issues. They can be encouraged to think a fresh on issues that, most closely concern them and use creativity and imagination to develop a perspective on, them. The resource materials are an aid in this process. The resource materials can also, include newspaper/web articles on contemporary concerns and movies/documentaries, and other audio-visual materials. There is a suggested list of resource materials, which, should be contextualized and updated periodically., Suggested Tasks (5x 6=30 Marks), Writing Tasks - (i) Writing a reflective statement of aspirations and expectations, based on one’s, learning so far in the course critically evaluate oneself as a ‘prospective teacher’., OR Essay: Identify one social issue/problem of key significance, and reflect on:, a) Ways in which current forms of ‘schooling’ may be contributing to sustaining this, and, b) how ‘school education’ and ‘classroom practice’ may be realigned to ameliorate this., Workshop 1-A significant event or experience in life, Investigating the texture of one key event/experience (working with partners) –, Sharing and assimilating a range of experiences, Workshop 2: Gender and upbringing, Suggested workshop themes, Telling our own ‘gendered’ stories, En-culturing ‘gendered’ roles in upbringing within different kinds of families –Case studies, 182, Page 183 of 189

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Gender issues in school education – case studies, Gender issues manifest in contemporary public spaces – case studies, Responding to various forms of gender discrimination, Workshop 3: Deconstructing the messages of advertising (in the Audiovisual, Media), Suggested workshop themes, The expanding role of advertising in contemporary life. Sharing favourite advertisements and, their impact on us. Looking from the other side: how psychology, research, technology and, imagination combines to create a ‘targeted commercial’, Viewing and analyzing a series of advertisements- Constructing an effective advertisement (group, task), How to be a critical and media-literate viewer of advertisements, Workshop 4: Theatre for awareness of body, self and the other, Suggested workshop themes, Sensitize students about their inherent potentialities. Components — activities, related to body and mind, senses, emotions, imagination, concentration, Observation,, introspection., Workshop 5: Art and education, Suggested workshop themes, Connecting to music in nature and within our own selves; voice training: opening, the voice, music and rhythm exercises: singing, creating music with different objects., , DETAILED GUIDELINES FOR EDU.402. COURSE ON EPC 4: UNDERSTANDING THE, SELF (30 HOURS 30 MARKS), WORKSHOP 1, Writing a reflective statement of aspirations and expectations, based on one’s learning so far, in the course and critically evaluate oneself as a prospective teacher, Phase 1 Individual Presentations, • Memorise the best teacher who influenced the presenter, • Concept about a teacher, • A SWOT Analysis of the teacher student, • Their future plan to attain the goal as a great teacher, Phase II Report writing, • Highlights of the discussion, 183, Page 184 of 189

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•, , Lessons learned from the sharing of experiences, , •, , Plan for future, , •, , Submit the report at the same day (6 marks), , WORKSHOP 2, Gender and upbringing, Phase I - Telling our own ‘gendered’ stories, •, •, •, •, •, •, , Divide the students in to two equal groups, 10 minutes presentation of each Student, Each student must present their experiences as a boy or girl, Sharing and assimilating a range of experiences, Cite a significant event or experience in life, Suggestions to solve the gender issues as a teacher, , Phase II Panel Discussion, •, •, •, •, , Merge two groups as a single group, Construct 6 member Panel from students, Discuss the solutions for gender issues (audience can also participate), Teachers act as a Moderator. They should conclude the session, , Phase III Report Writing, •, •, •, •, , Students can write or note the hints for report, Highlight the individual experiences, Highlights of the discussion needed, Prepare the report as a home work and submit it in the next day before 9.30 Am (6 marks), , WORKSHOP 3, Deconstructing the messages of advertising (in the Audiovisual Media), Phase I Expert Talk, Psychology of Advertisements: The expanding role of advertising in contemporary life, Or, Any other related topics, Phase II Sharing favourite advertisements and their impact on Life, •, •, , Few students can share their views, Teacher concludes the session, , Phase III Expert Talk, Technology and imagination combines to create a ‘targeted commercial’, Viewing and analyzing a, series of advertisements, or, 184, Page 185 of 189

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any other related gtopics, Phase IV constructing an effective advertisement (group task), •, •, , Divide students in to 6 member groups, Construct the script of an effective advertisements, , Phase V Report Writing, •, , Submit the script for a n advertisement at (Group wise) (6 marks), , WORKSHOP 4, Theatre for Awareness of Body, Self and the Other, Phase I Sensitize students about their inherent potentialities, Phase II How to Refresh body and Mind through Yoga, Phase III Report Writing, , WORKSHOP 5, Art and Education, Phase I Expert Talk - What is art integrated Education, Phase II Construction of an art integrated lesson Plan, •, •, •, , Divide students in to 6 member groups, Construct the plan, Each individual student want to submit the plan, , Phase III Report Writing, •, , Submit the lesson plan or materials (6 marks), EDU .403.SUPW & WORKING WITH COMMUNITY (30 Hours- 20 Marks), To acquire the requisite competencies in planning and executing socially useful, Programmes To develop social sensitivity and consciousness and their human, sensibilities, To seek co-operation and support from local people, To develop dignity of labour, To produce products which are useful to society, Student teachers shall select one activity from field work components and two from, SUPW components, A )Field work component( 10 marks), • Survey of social importance, 185, Page 186 of 189

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• Organization of campaign on one of the themes such as nutrition, sanitation, drug,, consumer education, blood donation, AIDS, environment, gender issues, population, education, etc., • Cleaning public places/Beautification of campus, • Pain and palliative service or other social services-(A Report to be maintained), B) SUPW Component (10 marks), Book binding, craft/art work, soap making, paper bag making, candle making,, agarbathi, File making, pot making, stitching and embroidery, glass painting designing, and making electronic devices, etc., Output-The prepared products and a brief report including the objectives and, methodology adopted, , EDU. 404. FIELD TRIPS/ STUDY TOUR (30 Hours- 20 Marks), Educational Tour is aimed to provide an exposure to students to study and appreciate. It is an, exposure trip to a place of educational or historical importance. The expected outcome includes, providing situations for the student-teachers to learn and get acquainted with the process of, organizing /conducting a study tour/field trip and understanding the environment around. A, Study Tour / 2 Field trips shall be mandatory for all students. Those students who fail to attend, the Study Tour / Field trips shall forfeit the marks (20 marks) allotted for this activity. No other, activity could be assigned to the absentee student in lieu of the Study Tour/ Field trips., The Study tour can be organized by the institution at their convenience as a general, programme/Optional requirement. The students may undertake one study tour preferably during, the holidays taking not exceeding 3 working days, combined with the holidays if required., Total number of Tour days shall not exceed 6 days. The tour period shall be considered as part, of the working periods of a semester, A feedback session, within a fortnight of returning from the tour shall be mandatory. The Faculty, should encourage the students to reflect on the experiences based on their observations. The, students shall be required to prepare individual reports of the visits. The report should highlight, the objectives of the tour, identification of the spot, detailed plan, execution of the plan, benefits, derived from the tour, problems faced and suggestions .The reports should also contain an, evaluation of their own inputs for planning and implementing the tour., 186, Page 187 of 189

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Institutional Planning, Alternative Education, Teacher Quality and Accountability, Teacher Education Programmes, ECCE, Issue Based Curriculum, Autonomous Colleges, Community Schools, Teacher and Research, Role of NCTE, UGC, NAAC etc., Social Problems and Education (The institution may add more), , 188, Page 189 of 189