B. Ed. Syllabus With effect from the Academic year 2008-09


1. One Year

B.Ed. Course (Regular)

I. Rules and Regulations for One-Year B. Ed. Course 1. Admission 2. Curriculum Transactions 3. Structure of the Course 4. Scheme of Instruction 5. Scheme of Examination 6. Working Hours / Instructional Hours 7. Selection of Methods of Teaching 8. General Rules for Examination 9. Rules of Attendance 10. Award of Division 11. Improvement of Division 12. Teaching Faculty as Mentors 13. Teaching Practice Cum Internship 14. Guidelines for school Head Master

II. Theory Papers III. Guidelines for preparing Records IV. Guidelines for preparing Projects


Rules and Regulations of B. Ed. Course offered at Osmania University, Hyderabad, A. P.
Applicable to the students admitted from the academic year 2008 – 2009 onwards for one year B.Ed. Degree course in Education
All the rules and regulations, hereinafter, specified should be read as a whole for the purpose of interpretation.

1. Admission
A candidate for admission to one year B.Ed. Course has to qualify at the B.Ed. Common Entrance Test (EdCET) Conducted by the Andhra Pradesh State Council of Higher Education, Government of Andhra Pradesh for that academic year. The candidates will be admitted strictly in accordance with the merit secured at the entrance examination, keeping in view the rules in force in respect of the statutory reservation of seats under various categories of candidates.

II. Curriculum Transactions
1. 2. 3. 4. 5. 6. 7. 8. 9. The duration of B.Ed. Course will be of one year. Total number of working days - 210 days. Number of days earmarked for Admissions and Theory Examinations - 30 days. Number of working days - 180 days (1080 hours). Number of Teaching Classroom / Instructional days only - 100-days(600 hours) Number of days for Teaching Project Work = 30 days (180 hours). Number of days for Teaching Practice and Internship=50 days (300 hours). Number of days for Theory(classroom instruction, project & co-curricular activities) =130 days( 780 hours) Number of days for Practicals (Teaching Practice and Internship) =50 days (300 hours). Weightage for Theory in 180 days= 72%

10. Weightage for Practical in 180 days = 28%


210 Total Working Days 30 Days Admissions & Theory Examinations 180 Days Instruction 130 Days Theory 50Days Practicals Classroom Instruction = 100 days Projects Fieldtrip Annual day = 28 days = 1 day = 1 day Micro.Teaching =10 days Demonstration = 2 days Workshop Feedback = 4 days = 1 day Scholastic Achievement = 1 day Teaching Practice cum internship = 32 days Total = 130 days = 50 days 4 .

Non-Languages Records (Microteaching. Projects ED 11 Paper-XI ED 12 Paper-XII ED 13 Paper-XIII Computer Education Project Life Skills Project Co-Curricular Project Practical examination in methods of Teaching Non-Languages Practical examination in methods of Teaching Languages 5 .III. Structure of the Course A. Teaching Practice cum Internship and Scholastic Achievement) D.Non-Languages (Method I) Methods of Teaching -Languages (Method II) B. Records ED 09 Paper-lX Methods of Teaching . Theory Examinations ED 01 Paper-I ED 02 Paper-ll ED 03 Paper-Ill ED 04 Paper-IV ED 05 Paper-V ED 06 Paper-VI Foundations of Education Understanding the Learner and Classroom Management School Management and Systems of Education Educational Evaluation Methods of Teaching . Teaching Practice cum Internship and Scholastic Achievement) ED 10 Paper-X Methods of Teaching -Languages Records (Microteaching. Practical Examinations ED 07 Paper -VII ED 08 Paper-VIII C.

IX Paper -X Paper .6 16.9 hrs 600 Hrs. Other Important Schedules i. Theory Paper ED 01 ED 02 ED 03 ED 04 ED 05 ED 06 B. 12 hrs 6 hrs 6 hrs 24 hrs 12 hrs 60 Hrs. 252 Hrs.6 16.9 hrs 99.9 hrs 99.6 16. Scheme of Instruction Syllabus Ref. Projects ED 11 ED 12 ED 13 Paper-XI Paper-XII Paper-XIII 10 10 8 6 Hrs. 6 Hrs. Orientation on Scholastic Achievement v.9 hrs 99. 6 Hrs. Subject Instruc tional Duration of hours A. 1080 Grand Total Hours (A + B + C + D + E) 6 . Paper -VII Paper . Records ED 09 ED 10 Paper. 6 Hrs. Feedback session iv. 48 Hrs. Practical Paper ED 07 ED 08 C.IV Paper. Fieldtrip & Annual day 02 01 01 04 02 6 Hrs. 252 Hrs. E. 6 Hrs.II Paper .V Paper -VI 16. Workshop -Teaching Aids vi. No. 6Hrs.6 16.I I I Paper. 6 Hrs 6 Hrs.9 hrs 99. 6Hrs. Total hours 99. Demonstration lessons in Macro Teaching and visits to schools by student teachers iii. 168 Hrs.9 hrs 99.1 Paper. 60 Hrs. 6 Hrs 6 Hrs.IV. 6Hrs. D.V I I I Scheme of Instruction Grand Total }05days } 42 days 2 Hrs.6 6 Hrs. 60 Hrs.6 16.

3Hrs.Languages Records Microteaching Record Teaching Practice cum Internship Record Scholastic Achievement Record Total Marks in Records Computer Education Project Life Skills Project Co-Curricular Project Total Marks in Records 50 50 100 90 15 60 15 90 15 60 15 180 40 40 40 120 1000 ED 10 Paper X D.Non-Languages Records Microteaching Record Teaching Practice cum Internship Record Scholastic Achievement Record Methods of Teaching .I Paper. Theory Papers ED 01 ED 02 ED 03 ED 04 ED 05 ED 06 Paper. 100 100 100 100 100 100 B.V Paper -VI Foundations of Education Understanding the learner and Classroom Management School Management and Systems of Educational Evaluation Methods of Teaching Non. Records ED 09 Paper IX Methods of Teaching Non.Grand Examinationmum Total in hours Marks Marks A. 3 Hrs.No Title of Papers Scheme of Duration of Maxi. Practical Papers ED 07 Paper -VII ED 08 Paper VIII C. Scheme of Examination Subject Ref. Projects ED 11 Paper XI ED 12 ED 13 Paper -XII Paper -XIII Overall Total Number of Marks (A+ B + C + D) 7 .Languages 5Hrs.II Paper.V. 3 Hrs.Languages Methods of Teaching Languages Total Marks in Theory Examination Papers 3Hrs. Total Marks in Practical Examination Papers Methods of Teaching . Methods of Teaching Languages 5 Hrs.111 Paper. 3 Hrs.IV Paper. 3Hrs.

Ed. Working Hours / Instructional Hours Every college shall work for 6 hours everyday excluding lunch hour in a six-day week. in respect of women candidates who seek condonation of attendance due to pregnancy. 2. the Vice-Chanccellor. Any deviation from this rule may lead to the dis-affiliation and cancellation of recognition by the University. 40 lessons in both methods opted by the candidate is mandatory.e. on the specific recommendation of the Principal. i. 3. Selection of Methods of Teaching Every candidate is expected to select two methods of teaching under B. No candidate is allowed to select two language methods Candidate may select one Language and one Non-language method of teaching or she / he may select any two Non-language methods under the course based on the subject studied in graduation.Ed. State Government and NCTE VII . The Methods of Teaching that are based on school level subjects are categorized into two group. the Vice-Chancellor may condone the deficiency in attendance to the extent of 15% (as against 10% condonation for others) on medical grounds subject to submission of medical certificate to this effect..Ed.Course. a) In special cases and for sufficient cause shown. provided one attains 80% attendance in B. Programme on shift system. Completion of Micro-Teaching and 20 lessons in each method i. The college should not run B..VI .e. Non. ii. The attendance shall be calculated on the aggregate of the papers / subjects from date of commencement of classes as per their almanac communicated by the University. b) However. 8 . VIII. Rules of Attendance 1. Course.. may. compulsory for eligibility to appear for theory examination.Languages Languages Mathematics Biological Sciences Social Studies Physical Sciences Telugu English Hindi Urdu Marathi Note: i. condone the deficiency in attendance to the extent of 10% on medical grounds subject to submission of medical certificate and payment of condonation fee prescribed by University. Such condonation shall not be availed twice during their course of the study. The candidate qualifies for examinations.

or any kind of financial aid by the colleges or any other government or quasi-government agency.C. Candidates not appearing at the examinations or failing in them shall take the examination subsequently according to the changed syllabus regulations. Transitory Provisions Whenever a course or scheme of instruction is changed in a particular year. a) Candidates admitted and do not have their requisite attendance but have more than 50% attendance can seek the admission without once again appearing for the entrance test. However.S. provided he / she does not change the subjects originally offered by him / her. A candidate who fails in the theory part of the examination may be allowed to reappear either in the concerned theory paper / papers in which he / she failed or in all the theory papers. The students who do not have adequate attendance will not be considered for the award of any scholarships. two more examinations immediately following thereafter shall be conducted according to the old syllabus / regulations. as approved by the university. will not be counted as absence. The attendance is to be marked only in the classroom and kept in cumulative and progressive manner. Camps or inter-collegiate or Inter University or Inter-state or National or International matches or Debates. For the students who are continuously absent for ten days or more. youth festivals or educational excursions. 7. inter-college activities. the aggregate of such absence should not exceed two weeks in the entire course period. b) Candidates who do not have the minimum 50% of attendance would lose their seat and they will have to seek admission afresh by appearing at the entrance test once again. They will.4. Attendance at N. 12. /N. A monthly consolidated attendance will be displayed on the college notice board on the 5lfl of every month. 10. 9 . at the subsequent examination without putting in further attendance. three notices will be served stating that he / she has to forfeit their seat if they fail to report immediately. 6. 5. however. Attendance shall be reckoned from the date of admission to the course. Such candidates will have to seek fresh admission or readmission in the subsequent years to complete their practical work. Such leave should not be availed twice during the course of the study. 9.C. or attendance at such other inter-university.S. Candidates who have appeared once at any examination of the university need not put in fresh attendance if they want to reappear at the same examination not with standing the fact that new subjects may have been introduced or group of subjects changed by the university. 8. The Principal of the concerned college will have the discretion of not allowing the candidates to appear for the final theory examination in case their practical work as prescribed is not satisfactory or incomplete at the time of sending the application for examination. 11. have to appear at the examination according to the scheme of examination and the syllabus in force.

the subjects in which he / she was examined and the division in which he / she was placed. residence. Examination. there will be practical examinations in the two methods of teaching opted by the candidate. Principal of the College of education should depute their teachers for examination work and when assigned by the University. The examination in the theory papers will be a written examination.IX. one more examination in the following year shall be conducted according to the old syllabus / regulations. 3. Besides the written 10 . The Hall Ticket thus issued to the candidate shall have to be produced by the candidate before he / she can be admitted to the premises where the Examination is held. 4. to the Principal of the College. Candidates not availing themselves of this chance or failing at this examination shall take the examination thereafter according to the changed syllabus regulations. University examinations shall be held as prescribed in the scheme of the examination. In other words no candidate shall be allowed to pursue more than one-degree course at a time. 6. A candidate who has been allowed to appear at the examination of the University once. 8. 5. General Rules for Examination Applications for permission to appear for an Examination shall be made on the prescribed form. 2. No candidate shall be allowed to put in attendance for or appear at two examinations at one and the same time. Examination work assigned by the University is part of duty of every teacher educator. Whenever a course or a scheme of examination changes. This rule does not apply to the examination for part-time Diploma or Certificate Courses conducted by the University. the Controller of Examinations shall send the attested Hall Ticket with the photograph of the candidate affixed to it. provided he /she does not change the subject or subjects originally selected by him / her. Any kind of avoidance / negligence of examination duty shall be treated as violation of the Code of Conduct. accompanied by three passport size full face photographs (not profile) along with the necessary certificates regarding attendance. The Principal will then ensure that the candidate has complied with all the conditions regarding eligibility criteria and only then. The Principal. 1. The prescribed fee should be submitted to the concerned Principal on or before the date fixed for this purpose. 10. The medium of instruction shall be English. When a candidate's application is found to be in order. practical work etc. 7. shall forward the application to the Examination Branch of the University. 9. issue the Hall Ticket to him / her. but has not been able to appear or has failed to pass the examination may be permitted to appear at the same examination again without putting in any further attendance. after verifying the eligibility of the candidate. A candidate after he / she has been declared successful in an examination shall be given a certificate setting forth the year of the examination.

XI..e. paper wise improvement is permissible only in those papers. When a candidate has passed in one or more papers/ subjects in the first attempt in the Regular examination(s) conducted by the University for his / her batch. 11 . A candidate is permitted to appear for paper wise improvement only once in the immediately following examination 3 A candidate who wishes to improve his / her performance may be permitted to do so if he / she appear in the immediate next regular examination conducted by the university. records and projects. Award of Division Candidates will be awarded division based on marks in Theory Examinations only and Grade in Practical Examinations. Improvement of Division 1.X. are not eligible for rank certificates / Gold Medals / prizes. Grade is awarded for seven (7) papers i.5 and above will be treated as the next higher whole number. The grades shall be calculated as follows: 70-100 60-69 55-59 50-54 00-49 A B C D E Note: A decimal of 0. if he/she secures at least D grade in each of the practicum. First Class with Distinction First Class Second Class. Records and Projects. who have not passed the examinations in the first attempt along with the batch in which they were admitted. AWARD OF GRADE: Candidates shall be awarded grade in accordance with the total aggregate marks secured by them in the practical examinations. Minimum Pass marks in Theory papers Minimum Pass marks in Practical Examinations Minimum Pass marks in Practical Projects/ Records 50% 50% 70% and above 60% and above but less than 70% 50% and above and less than 60% 45% Candidates. A candidate shall be deemed to have passed the Examination. Candidates who have not passed the examination in the first attempt along with the batch in which they were admitted are not eligible for getting Rank Certificates/Gold Medals/Prizes. from paper VII to paper XIII. 2. A candidate appearing for paper-wise improvement is permitted to have the better of the two awards for the purpose of award of division. 4.

e. Mentor will authenticate the report prepared by studentteachers and conduct of various records & projects of the B. Candidates are expected to complete 5 micro lessons in each method before going for practice 2. 3. During this period. may be allowed to reappear in either of the subjects of his / her methods opted. 1. A candidate who has failed to pass in the practical Examination of Teaching a Lesson. the candidate shall teach 40 periods in the school. out of 20 lessons. 12 . XIII. of the school.Ed. In case. the candidate is expected to complete 6 lessons (3 lessons in each method) and in Phase II (27 days) the candidate is expected to complete remaining 34 lessons (17 lessons in each method) During Phase II the candidate is expected to participate and undertake the activities assigned by H. they are expected to observe the demonstration lessons undertaken by the members of the staff of the college. Teaching Practice cum internship will be of 32 days duration and conducted in 2 (two) phases. taking equal number of lessons from each of his/her methods opted.school shall be issued to the candidate after completion of Teaching Practice Cum Internship. 4.. They will be entrusted the responsibility of Mentorship.XII. In addition to this. During the Teaching Practice Cum Internship period the concerned lecturers of the college of Education will go round the schools and observe the lessons of each student along with the supervising teachers and assess these lessons jointly. is also responsible for resolving of any problems faced by the students.Ed. records. In Phase I (5 days). Programme. the candidate shall appear for the subsequent supplementary examinations. attendance. 5. Programme. in which he / she has completed practice lessons and internship to the satisfaction of their college authorities and to the Headmaster of the respective school. A Certificate of satisfactory work by the Headmaster of the cooperating. the teacher educators of the respective college has to supervise / observe five Lessons in each method and assess each lesson for 10 Marks. projects. Each mentor will be allotted' minimum of 15 student teachers and he / she will take care of his / her progress and participation in the B. besides providing overall guidance. who will be responsible for monitoring the overall progress of the student teacher i.Ed. This shall be considered as final practical examination. Every candidate shall have to undergo an internship of one full month (32 working days) in a cooperating school as "Teaching Practice Cum Internship". under the supervision of the respective teacher educator / Head of the school or any of the trained teachers in the school who are referred to here as "Supervising Teachers". During this period the candidate shall be attached to a school and he/she shall have to undertake such duties as are assigned to him / her by the Head Master of the school in both curricular and co-curricular activities. programme.M. thus making it 50 marks in each method. Each mentor. Teaching Faculty as Mentors Every lecturer in the College will act as a mentor. the practice lessons and the internship are not satisfactory. During phase II of Teaching Practice cum Internship. teaching practice cum Internship and his/her over all participation in the B. Teaching Practice Cum Internship teaching.

cultural and literary programmes. Guidelines for school Head Masters / Head Mistresses The Head Masters / Head Mistresses of Practicing Schools are expected to 1. Instruct all the B.XIV.Ed. such as admission record. debates. 5. Sign on the records / project reports carried out by the students in their school. 7. stock register. remedial classes. field trips. students to stay in the school from morning first bell to evening last bell.. elocution. students to participate in School Assembly and also to present different value added activities in the assembly session. cumulative record. Assign any activity related to clean and green programmes. quiz. festivals. trainees both for the forenoon and afternoon. Give strict instructions to supervisors and monitor the classroom performance of the students and also to record their remarks in the lesson plan books of the candidates. conducting science fairs. Acquaint the B. 6. decoration activities. 4. accounts. exhibitions. 3.Ed. staff attendance. parent teacher meetings. etc. Maintain the attendance of B. excursions.Ed. 2. students with records maintained by the school.Ed. 13 . progress reports etc. Instruct the B.

A Or Unit 7.B Unit 3.B Question 12.Ed Regular Examination Subject Paper Time: 3 Hrs ______________________________________________________ Max. Answer two essay questions by following internal choice 2.B Unit 8.A Or Question 12.A Or Unit 8. The candidate is expected to answer each question by following internal choice in about one page exceeding 12 lines.B Part: B (Marks 2X15=30) Note: 1.B Unit 4.A Or Unit 2.A Or Unit 3.A Or Unit 10.A Or Question 11.Model Paper FACLUTY OF EDUCATION B. Essay question carries 15 Marks Question 11.B 14 .B Unit 2. A Or Unit 5.B Unit 6.Consists of 10 short answer type questions with internal choice representing each unit of the course 2.B Unit 9. A Or Unit 4.B Unit 10. 3. Each question carries 7 Marks Unit 1.A Or Unit 9.Marks:100 ________ Part A {10X7 = 70 marks) Note: 1.B Unit 7. Part A.A Or Unit 6.B Unit 5. The candidate is expected to answers in about 4 pages not exceeding 40 lines 3. A Or Unit1.

cultural lag. Aims of education. 5. Theory of Values in Education-Meaning. understand the philosophical perspectives in education 2. 2. Culture-Meaning. Meaning and attributes of modernization Role of education in the process of Modernization. process and role of educational institution. Pragmatism 4. understand the sociological ramifications of culture. Nature and scope of philosophy of education. and relationship with education 3. Philosophy. characteristics. 4. social change and education. 4. 7. nature and factors of social change. Naturalism 3. Existentialism 10 hours Unit III: Sociology of education 1. become sensitized towards child rights education understand the relation between state and education become acquainted with the contemporary issues in education. 3. Meaning. Idealism 2. Education and their interdependence. get insights into the national and international perspectives on education. Course content Unit I: Philosophy of education 1. socialization. 10 hours Unit II: Philosophy and educational implication of the following: 1. build awareness about education as human capital and its role in human resource development. acquire historical understanding about the dynamics of Indian education. Socialization . 4.concept. Meaning. traits. 2. Social change via-a-vis education.Paper . definition. 3. Types and Classification of Values. 10 hours 15 . Social stratification and education Unit IV: Social change and education 1. 4. 8. 3. 6.I (ED-01) Foundations of Education Objectives Objectives This course will enable the student teachers to 1. Meaning Nature and scope of sociology of education 10 hours 2.Need and classification of Aims.

4. protection. Programme of Action 1992. Unit VIII: Child rights education 1. Nature of Economics Education as human capital Education and human resource development 2. Vedic period Jaina period 10 hours 3. Buddha period 4.1986 . British Period -1765-1882• • Wood's dispatch 1854 Hunter commission-1882 10 hours 2. 2.1947-1985 • • • Radhakhshnan Commission 1948-49 Mudaliar Commission 1952-53 Kothari Commission 1964-66 4.Unit V: Economics of education 1. 4.Right to Survival. British Period.2006 • • National Policy on Education1986. development and participation Models of child participation CRC and its implications to education. 3. 3. 16 . 2. National Curricular Framework for school education (NCF) 2006. Meaning and scope of economics of education 10 hours Unit VI: Education during ancient and medieval period 1. Medieval period Unit VII: Education during British & Modern period 1. Overview of rights convention (CRC) child 10 hours Categories of rights.1883-1946-Pre-independence • • Hartog committee-1 929 Sargent committee-1 944 3.

Deep & Deep Publications. Press 1986. 1970. 12. 2. S. MHRD (Education). Ltd. National integration-Meaning. UNESCO on Education Publishing. Democracy-definition. R.R. Child Rights Convention (CRC). Ministry of Education. Ramnager. New Delhi. Penguin. 10 hours Unit X: Contemporary issues in education 10 hours 1. Indian-constitution-educational provisions 2. Learning: TheTreasurewithin. ThurowLaster C.Harlambos. New Delhi S. 1986: National Policy on Education. J.Ruhela 1986. P. Inclusive Education-Operational issues.1989. Human values and Education. Educational thought and practice. New 4. 10. Veera Educational Services & Consultants Pvt. Delors report-four pillars of learning. definition. Delhi. 6. Mohanty. Unicef 14. Government of India. 2. 5. New Delhi. Right to education act 2006 4. Chand and company Ltd. Report International Commission Century. 7. 4.Madhumathi. 11. factors of integration and role of education. Secunderabad. Globalization-Meaning.Investment in human capital. Economics of Education. definition. process. 1996. Ministry of Education. 15. Manager of Publications division. types & role of education. principles & education for peace 3. sterling. London. 8. 2008. Ashish Publishing House. New Delhi Seetharamu A. to for UNESCO the of the Twenty-first . 1990.Sandeep & C. Belmont Wadswarth Publishing N. 13. Philosophical and Sociological Foundations of Education. New Delhi.P. 9.Head1980. V. .Themes and Perspectives. Oxford Univ.S. meaning. 3. 1987. sterling.Unit IX : State and education 1. Paris. 3. Government of India: Report of the Secondary Education Commission 1953-53.H. 197Q. process and implications to education References: 1.The Bases of Education: A Philosophical and sociological Approach. International understanding-concept. New Delhi. Blaug Mark. Democracy and Education in India. New Delhi. New Delhi. 19.. Taneja. Government of India. Government of India. Philosophies of Education.66: Report of the Education Commission 1964-66. 1965: The Constitution of India. Prem Nath 1979.

7.Concept definitions creativity process.individual differences. Memory and Forgetting. Observation. To understand the nature of motivation as relevant to classroom management.abstract. social.Cognitive affective and psychomotor. concrete. effective methods of remembering. 2. Role of teacher facilitating the learner to learn. fostering creativity in schools. Aptitude. To understand the characteristics of children with special needs and help them to provide appropriate education. 4.types . such as Intelligence. Areas of individual differences. Education (Sex Education and Drug abuse). nature of inter and intra . 5. 6. 1. Various stages of human growth and development and their stage specific characteristics with educational implications. 18 . Measurement of aptitude . Memory and forgetting . 1.nature . 2.concept . Methods used in understanding the Learner.Individual and group and tests of intelligence . 3. 10 hours Definition of behaviour and components of behaviour . To enable the student teacher understand the learning process of the learner.definition types of aptitude. Principles of growth and development and their educational implications. 3. emotional and multiple. Creativity . 10 hours 2 3 4 Unit II: Understanding the Development of the Learner.emotional development and value development.Differential aptitude tests batteries. Performance tests . Measurement of creativity. To enable the student teacher to understand the development process of the learner.Verbal Non-Verbal. Creativity. Concept. Note: Students teachers should visit Psychology Lab of the college and acquaint with the testing material of the Lab and write a report.PAPER-II(ED 02) Understanding the Learner & Classroom Management Objectives: This course will enable the student teacher to: 1. Measurement of intelligence . 4.Areas of Individual Differences. To equip the student teacher in understanding the concept of individual differences and areas of individual differences. 3. Adolescence . 5. Adolescence 10 hours Unit III: Individual Differences . To develop competencies and skills in classroom management of the student teacher. Need and importance of Understanding the learner. 5.Characteristics and problems with special reference to growing up changes socio.Concept of IQ . To apply the knowledge of Educational Psychology in understanding the Learner.Causes of forgetting. 2. Intelligence . Guidance and counseling for adolescents in the emergence of HIV/Aids.Introspection.definition .distribution of intelligence by IQ levels. Aptitude . Course Content: Unit I: Understanding the Learner 1. General nature of growth and development. Experimental and Case Study. 4.

b) Planning the instruction. Earner's Theory of instruction-Concept-Educational Implications-Limitations 10 hours Implications- Unit VI: Classroom . Learner . 3. 1.evolving strategies to get feedback from students about their progress. to unique needs of learners 2. pleasant. 10 hours 2. 10 hours Behaviorist Approach. Cognitive Approaches -Concept -Characteristics-Jean Piaget's Cognitive ApproachEducational Implications -Limitations. feedback. 5. Inducing motivation in classroom activities through: a) Focus student attention on desired objectives. cooperation and competition.Intrinsic and extrinsic motivation. Providing knowledge of results to students . Piaget -EducationalLimitations.Concept-Characteristics-Skinner's Operant Conditioning -Educational 2. 4. Meaning. blame and rivalry.Unit IV: Understanding the Learning Process. 1. praise. Humanistic Approach -Concept-Characteristics-(Maslow and Carl Rogers) Educational Implications -Limitations. and skills.Role of Motivation. e) Create warm. novelty. 4. definition.Centered instruction . Implications -Limitations. Motivation meaning . Techniques of motivation reward and punishment.Characteristics. Learning difficulties and remedial measures. 2. goals and ideals. 5. 3.emphasis on discovery oriented teaching .Managements: 1. 4. c) Encourage cooperative learning and group cohesion. b) Encourage the development of positive motives. Provide participative. d) Avoid fears and stress.based and inter-personal humanistic learning experiences. c)Providing learning experiences suitable 3. a)Knowing the learner. 5. Class room management and role of Teacher. The Behaviorist view on motivation The Humanistic view on motivation. activity . joyful and conducive learning environment. 5.definition . Factors influencing learning 10 hours Unit V: Approaches to Learning & Teaching: 1. interactive. Unit VII: Classroom Management . Laws of learning.individual guided instruction . Types of learning . characteristics and principles of learning.motor. conceptual. their educational implications. perceptual. 19 .learning process. Constructive Approach -Concept. 4. 3.

Aggarwal. causes and education of the following: a) mentally handicapped (Mild. S. Meaning.(1995): Essential Educational Psychology.Dececco and William Craw-Ford(1998) . 2. and Bower. 3. E. Hilgard. 7. Chauhan.fostering mental health at home and school. 4. Macmillan Company of India Ltd. 10.social guidance. New Delhi. H. 1. 10 hours Unit IX: Guidance and Counseling in Education. Concept of children with special needs Concept. Kakkar. d) Locomotors handicapped. New Delhi. and scope of guidance. Guiding parents in understanding their children's unique needs and development.(1988):Advanced Educational Anmol Publications. New Delhi. 3.Participative directive and permissive with educational implications. J. 3. Types of guidance: Educational. 4. Pvt. Indian Publication.B (1999)-Developmental Psychology-Tata McGrawHill Publishing Company Ltd. scope of special and inclusive education. . 2. Anmol Publication.Heredity and Environment factors.class room leadership . Pvt.Unit VIII: Classroom Management Personality and Leadership . Concept of leadership . Second Edition.C. definition and principles and goals of counseling. S. Characteristics.R. 2.H. Nil! Road. 1. e) Socially disadvantages (Scheduled cast. References: 1. Concept of mental health . gifted and creative students.R. Teacher's mental health and role in development of learner's personality. tribal and minority sections). 2. Rao S(1990)-Educational Psychology. Vikas Publishing House Pvt. E. S. Ltd. New Delhi. definitions. Bhatia.S.B(1989): Educational Psychology & Guidance. 10 hours Factors determining development of personality .: Theories of Learning.(1977): Textbook of Educational Psychology.K(2002)-Advanced Educational Psychology. 1. G. 5. Ambala Cantt. Moderate) b) Learning disabilities in children c) Visually impaired. Vocational and personal . Ltd. Guiding educationally backward. Ltd. Dandapani (2002): Advanced Educational Psychology. 9. New Delhi. 4. Ltd. 8. Pvt. 5. Narayan. 3. Psychology. Hurlock. Concept and meaning of personality. Second Edition. 5. New Delhi John P. New Delhi. 20 . hearing impaired and visually impaired. Meaning. Mangal. Prentice-Hall of India. 10 hours Unit X: Understanding Children with Special Needs . 6. Wiley Easter Limited.

Theories and Modern Trends in Psychology. 13. 14. 12.voyalil arcade. Calicut. E. Mukkam. K. International Edition. McGraw-Hill.Tuition to intuition.Sprinthall (1990)-Educationat Psychology-A Developmental Approach. 21 . Psychology Services. india.G and Beena C(2002) Neelkamal Publications Pvt. Sprinthall New York.N(1990)-Systems. Agra. HPB. Anandan K N (2006) . Fifth Edition. Hyderabad500095. Parameshwaran.A constructive perspective on second language pedagogy .11.Mind . Norman A and Richard C. Ltd. Sharma.

10 hours 10 hours UNIT II: School as an Organization 1. Understand the concept of Elementary education. 4. 4. 3. Understand the concept of Non-formal education and its role in the context of education for all. Realize the multifaceted role of a teacher/head teacher. Concept and objectives of school Components of school and school plant Physical. Concept and need of teacher competency Professional growth of teachers. Understand and appreciate the process of becoming an effective teacher. Develop an understanding of population concepts and the multi-dimensional nature of population education. 3. Definition. 3. 8. 4. School under different Managements UNIT III: Head of the Organization . Understand different components of school management. COURSE CONTENT UNIT I: Educational Management 1. 3. Understand the basic concepts of educational management. Government and NGOs in the Development of Environmental and Protection of Environment. Concept of sustainable development 10 hours Role of teacher. School. 7. 1. 2. 2. 2. 2. Meaning. Understand the concept of environmental education and the role of school in the context of sustainable development. 5. 3. Qualities of an ideal teacher Role of teacher in managing classroom 10 hours UNIT V: Environmental Education 1. 4.PAPER-III (ED 03) School Management and Systems of Education Objectives The course will enable the student teacher to: 1. 22 . 2. 4. 9.importance and different Roles 1. 3. Definition & Importance & Objectives of Environmental Education Causes and consequences of Environmental Education. Academic management Administrative management Human & Financial management Discipline management 10 hours UNIT IV: Teacher competency and class room management. Get acquainted with the difference level education in the educational hierarchy. 6. human and Financial Resources. 2. 4. meaning and Aims of Educational Management Principles and types of educational management Administrative structure of education in India and with special reference to Andhra Pradesh Educational management-pre-primary-primary-secondary-higher secondary-and university education.

status.Loyals J. 4. 2. New Delhi: Sterling Publishers Gili K. Nature. (1995): Population Growth. 2. 3. 5. 3. New Delhi. 4. 6. Nature. Importance & history of Teacher Education in India Policies. Bhatnagar (1988): Educational Administration. 3. Naik.P. Meaning. J. Definition. (1994): Environmental Protections: Challenges and Issues. 3. Meaning.C. (Ed). Definition. Nature and scope & Significance & Objectives of Elementary Education Constitutional provisions for compulsory Elementary Education Problems in Elementary Education 10 hours Recent Policies and initiatives of Government of India for the growth and development of Elementary Education. (1975): Some Perspective on Non-Formal Education. 4. professional ethics and Teacher organizations UNIT X: Community Education 1. V.S. Allied Publishers.K. 4. Family Size and Economic Development. 2. Deep & Deep Publications. 10 hours UNIT IX: Teacher Education 1. (Doaba House) Sahu. 4. 23 . (1998): Population Education. scope of Population Education Causes and consequences of population growth Population situation. Mahajan. Importance & Objectives of Community Education. Service conditions and Education in India. Relationship between School and Community Strategies for Community Mobilization Role of teacher in bringing Co-ordination between school and community 10 hours References: 1. practices and quality assurance in teacher education National level organizations for Teacher Education Accountability. Meaning. New Delhi. 2. 3. B. 3. Scope and Objectives of Non-Formal Education Life-long Education and Continuing of Elementary Education Non-formal Education and Universalization of Elementary Education Adult Education programmes in Post colonial India 10 hours UNIT VIIl: Elementary Education 1. New Delhi. Definition.UNIT VI: Population Education 1.Aggarwal (1988): Teachers Role. 2. policies and programmes in India Approaches to Population Education and role of school and Teachers 10 hours UNIT VII: Non-Formal Education 1. 4.K. Deep & Deep Publications. 2.

2. 2.Learning Process. Importance of results of evaluation to students.PAPER-IV (04) Educational Evaluation Objectives: This course will enable the student teacher to: 1. 1. 4. Describe the approaches to educational evaluation. 3. 10 hours 24 . Teaching Learning process and role of evaluation Need and importance of Evaluation Definition of Evaluation Evaluation. Discuss the role of educational evaluation in Teaching . Explain the nature of tools and techniques of educational evaluation. Criterion referenced evaluation. importance and characteristics of Evaluation 1. 4. Unit I: Need. The relationship between instructional objectives. Describe the need and importance of psychological testing. Assessment and Measurement. Formative evaluation and summative evaluation 2. 5. 4. 10 hours Unit II: Approaches to Evaluation 1. entering behavior. Characteristics of good evaluation. Explain the need. advantages and disadvantages. 2. teachers. Educational Objectives and instructional objectives. 4. importance and characteristics of educational evaluation. programme and functioning of a school. Difference between summative and formative evaluation 3. 3. Norm referenced evaluation 5. 3. institutions with special reference to help in determining the effectiveness of a course. 5. 10 hours Unit IV: Role of Evaluation in Teaching-Learning Process. learning experiences and Performance assessment. 3. 6. 10 hours Unit III: Instructional Objectives 1. Explain the nature of learners' evaluation and need for continuous comprehensive educational evaluation in schools. Diagnosis to over come deficiency in learning. 5. affective and psycho motor) Functioning of educational objectives Usefulness of the taxonomical classification. Relationship between educational objectives and instructional objectives Classification of educational objectives (Cognitive. 2. External evaluation and Internal evaluation.

true . Administration of one intelligence test and interpret its results and write a report use of intelligence tests in the process of educational evaluation. blue print. 2 3. graphic rating scale. Nature of test and Purposes of testing with reference to: a) Instructional purpose b) Guidance purpose c) Administrative purpose 2. 10 hours Unit VI: Different Tools and Techniques of evaluation 1. 5. Aptitude Test. 10 hours Construction of Achievement Test with special reference to Instructional objectives. writing objectives. age. 2.its nature types and functions various types of Aptitude Tests. Percentile and standard score. design. Objective type question & Simple recall. Note: Students teachers should visit Psychology Lab of the college and acquaint with the testing material of the Lab and write a report. short answer type. Concept of projective technique and its use by teachers. Types of questions. Meaning of Norms. Observation -Types of observation. Grade. 4. 10 hours performance. 3. Administration of aptitude test and interpret its results and write a report uses of aptitude test in the process of educational evaluation.Advantages & Disadvantages. comparative grading and its advantages and disadvantages. 4. marking scheme. Content analysis. 10 hours Interview: Nature and types of interview: Techniques of interviewing and factors that influence conduction of a good interview.Unit V: Nature of tools and techniques of evaluation 1. 3. 4. Intelligence Test. essay type .Participant and non-participant observation and errors in observation. 5. Use and importance of Personality assessment in educational evaluation'. purpose and types of content analysis. 4. Unit VII: Psychological testing and Types of Psychological Tests Nature of Psychological Testing 1. Unit VIII: Learners Evaluation 1. Concept of grade system. Norms and interpretation of test scores.Types of intelligence test-Individual and group test. Achievement test and its purpose. descriptive rating scale and its uses. 2.false 25 . Administration and interpretation of 16PF Personality Inventory and write a report. Questionnaire and its types. verbal and non-verbal. Absolute grading. multiple choice. Rating Scales. 3. Characteristic of good questionnaire. types of Norms.Types of rating scales-numerical rating scale.Open ended and closed ended. 5. culture free test. Administration of Test and Interpreting test result.

Anastasi. 2.steps involved in developing port folio Assessment. 4.. reliability. Port folio assessment . 10 hours Use of Statistics in Educational Evaluation. 2. Benjamin S. characteristics and properties of a Normal Curve Application of normal curve in Educational Evaluation. Prentice-Hall of India. Median and mode. Statistics descriptive statistics and inferential statistics. New York.matching block . Et. 4. Joseph P. New Delhi. Macmiflan Publishing Co. Addision-Wesley. Bloom. (1996) : Measuring Educational Achievement. administration and interpretation of its results in methods opted in the course Unit IX: Learners evaluation 1. 3. (1980) : Tests.A.. Arthur and Cebula. Anne. Skew ness and Kurtosis Normal Curve: Concept of Normal Curve.al. U. Ebel. Measures of Variation: range.S. 10 hours Continuous comprehensive evaluation with special reference to curricular and co-curricular activities in school. Unit X: Statistical Analysis 1. L. A Developmental Approach. USA.. Graphical Representation of Data: Histogram frequency. Scatter Diagram Karl Pearson's Method Rank Correlation Interpretation of Correlation CoefficientUse of Correlation in Education Evaluation.validity. 5. Polygon.. Construction. 5.Robert. (1976).Advantages and disadvantages of objective type. Psychological Testing. 5. Standards Deviation and Quartile Deviation. 4. 3. Bertrand. McGraw Hill. Comparative Analysis of the mean with median and mode. (1971): Handbook on formative and Summatice Evaluation in Student Learning. 26 . Tabulating Frequency Data: Simple Frequency Distribution and the Grouped Frequency Distribution. Teacher made tests vs standardized tests Attributes of good test . 4m ed. References: 1. 3.its meaning . Measurement and Evaluation. Measures of Central Tendency: Mean. usability. Inc. Pie-diagram 2. Correlation: Linear and Non-Linear correlations. Defects in a conventional question paper and remedy.

13.C (1957). New Delhi. New Delhi. J. 6. Thorndike. Boston. McGraw Hill Book Co. Oxford and IBH Publishing Co. New Delhi. Mohd. Bombay. Noll.. Freeman. NCERT. A Practioners perspective. Srivastava H S and J P Shourie (1989) Instructional Objectives of School Subjects.5.. Educational Measurement & Evaluation. Ashish Publishing House.(1962). Prentice-Hall.Theory and Practice. New York. New York. P. Me Graw Hill Book Company. Nunnally. Prentice-Hall. Popham. Wiley Easten Private Ltd. McGraw Hill Book Company. Khan. 7. 10. (1989): Handbook of Pupil Evaluation. G A (1974). Psychology and Education. "Statistical Analysis in Psychology and Education". New Delhi.James (1990): Modern Educational Measurement.P.(1965). New Delhi. Pritam. Measurement and Evaluation. W. K S (1989): Comprehensive Evaluation in School. Fundamental Statistics in Psychology and Education. USA. Introduction to Educational Measurement. NCERT. 8. Popham. Arif. 18. Frank S. 16. MHRD. (1995): School Evaluation.James (1990): Modern Educational Measurement.(1989). Himalaya Publishing 27 . 17. 12. New Delhi. House. 14. allied Publishers. Singh. Singh. Jume. (1964). 9. Educational Evaluation . 15. New York. Ferguson. R N (1978). New Delhi. Houghton Miffline Company. R Laid Hegen. Patel. USA. Guilford. A Practioners perspective. Srivastava. India. V . Novadaya Vidyalaya Sarniti. 11. W. Scheme of Continuous Comprehensive Evaluation for Novadoya Vidyaiayas. Theory and Practice of Psychoiogical Testing.

CRIDA) Unit II: Purpose of Teaching Science 1.ICRISAT. Values and Aims of teaching science 10 Hours Recommendations of Kothari Commission. 6. 4. 9. Definition of Science Nature {Syntactic & Substantive) and Scope of Biology Correlation between Biology and Other subjects 10 Hours Development of Science in India {Scientific Institutions . 2. Concept. recruitment. 3.state & CBSE Unit IV: Learning Experiences and Teaching aids in Science 1. 2. ICAR.NAARM.Paper -V (ED-05) Methods of Teaching Biological Science Objectives This course will enable the student-teachers to: 1. 3. Use & Classification of Teaching aids Integrating Multi-Media Systems for Science Education 10 Hours 28 . acquire mastery over the development and use of evaluation tools in bioscience Course content Unit I: Structure and Development of Science 1. 3. 4. values & objectives of teaching biological science understand the development of curriculum in biology apply learning experiences and educational aids to teaching biology in the classroom understand the different strategies of teaching bioscience develop the competence of planning for instruction acquire the knowledge of science laboratory understand the modes of strengthening Bioscience understand the qualities. NIN. 3. CCMB. 2. MCT. understand the structure & development of biological science acquire the knowledge of aims. 4. 4. 8. 3. Definition of curriculum Principles of curriculum organization Qualities of a good science text book Critical review of Biology text book . Types of Learning Experiences Edgar Dale's Cone of Learning Experiences Selection & Sources of Learning Experiences Importance. NCF 2005 & NKC 2007 Objectives for teaching Biological Science & Bloom's Taxonomy of Educational Objectives Instructional Objectives for Teaching Biological Science 10 Hours Unit III: Curriculum in Biology 1. professional organizations and growth of science teachers 10. 2. NCTE 2006. NPE 1986. 5. 7. 2. 4. 5.

Probing questioning.Concept and meaning of Approaches. Explanation. Lecture cum demonstration. Methods & Techniques Approaches . Safety procedures Unit VllI: Strengthening Science Teaching 1. 3. Science Teaching . Scientific. Ecoclubs. 10 Hours Methods . Science museums. Reinforcement. Annual plan & Unit plan Lesson planning . Demonstration. 2. 10 Hours Microteaching . Concept. Qualities of Good Science Teacher Professional Growth of a Science Teacher Professional Organizations of Science teachers Recruitment Procedures of Science Teachers 10 Hours Unit X: Evaluation in Bioscience Teaching 1.Herbartian lesson plan Lesson planning . Programmed instruction. Lecturing 2. Science Unit IX: The Science Teacher 1. Science exhibitions. Unit VI: Planning for Instruction 1. Computer assisted instruction 5.Concept & skills . Individualization of Science Instruction . 3. 3. Scenario building.Writing instructional objectives.Brainstorming.Lecture. 5. 2. 2. 2.Unit V: Strategies of Teaching Bioscience 1. Deductive & Heuristic. 4.Personalized System of instruction.Different methods Unit VII: the Science laboratory 1. 4. Discussion. Stimulus variation. Science fairs. Introduction. Field trips. 4. Quiz. Structuring classroom questions. 2. 3. Types & Importance of Evaluation Tools of Evaluation for Biology Construction of a Unit Test in Biology Construction of a Question Bank 10 Hours 29 . Illustrating with examples. Modern techniques of Science teaching . 3. Seminar.Inductive. library Role of Governmental & Non Governmental Organizations in popularizing science Celebration of important days & events related to science e-learning in the science classroom Talent Search Competitions in Science 10 Hours Science clubs. 3. Using blackboard. Problem solving. Planning of Science laboratories & Mobile laboratories Equipping science laboratories {purchase & maintenance) Maintaining Registers in the Science laboratory Improvised Apparatus 10 Hours 5.Team Teaching 4. 4. 4.

Ed. & Shukla C. Dhanpat Rai.Rao(2000): Teaching Science Successfully. R. Vaidya.. www.(1964): Taxonomy of Educational Objectives.{1989): New Directions in Science Teaching.S. 2. Mohan. Sood. New Delhi. Marlow and D. Delhi 14. New Delhi New Unesco Source Book for Science Teaching (1978). 13. (1983): Technology of Science Education. N(1996): Science Teaching for the 21st Century Deep & Deep Publications. Gunter Bloom.C. Oxford & IBH.Sarma(1985): Teaching of Biology. Krathwohl. Nagarjuna Publishers. 7.com 10. Chikara. Company. Ediger.. California. New Delhi.. New Delhi. Aggarwal D. K. M. 8. David Mckay. Vikas Publishing House Pvt Ltd. Sarup Teaching Series Sarup & Sons. Prakash brothers. Corwin Press inc. D (2000): Teaching of Biology. Ed. 3. Chandigarh 12.. 5. Discovery Publishing House. 4.References: 1. 11. S. Handbook ICognitive Domain.B. Kohli Publishers. Prentice Hall of India.. Ludhiana Clark Julia V(1996): Redirecting Science Education. and S. 9.D (2001}: Modern Methods of Teaching Biology. New Delhi. 6. Radha(2004):lnnovative Science Teaching. New Delhi. David R.wikipedia. Bhaskara Rao. Handbook II Affective Domain. Harcourt Brace & World Inc.S. Gupta S. Publishing 30 .K.(2002): Modern Science Teaching.J.(1958): Taxonomy of Educational Objectives. New York. Benjamin. New York. Sharma.

Fundamental Duties. 8. 3. Initiate pupil-teacher to various concepts and technology of teaching of Social Studies for promotion of National and International Peace and Understanding. Geography. Bloom's Taxonomy of Educational Objectives Instructional objectives and specifications of teaching Social Studies Unit IV: Social Studies Curriculum 1. Strengthen teaching of Social Studies Equip with the evaluation skills. NGRI. 3. 4. 7. Understanding of the principles of curriculum development.NIRD. 5.History. Course Content Unit I: Nature of Social Studies 1. 2. Have an overview and integrate the knowledge drawn from various sources .Paper -V (ED-05) Methods of Teaching Social Studies Objectives: This course will enable the student teachers to 1. 1. Social Studies curriculum based on national and state policies 10 Hours 31 . NRSA. 3 Nature. Acquire knowledge and develop understanding about the various pedagogical principles involved in teaching of Social Studies. 3. Civics and Economics 10 Hours 10 Hours Unit II: The History and Development of Social Studies Education 1. Development of Social Studies as school subject Contemporary status of social studies education in India Citizenship education . Sociology and Economics. NKC 2007 Objectives of teaching social studies. NPE 1986. 2. 4. Fundamental Rights. Aims of teaching social studies . Geography. Utilize community resources ad educational inputs. 6.Recommendations of Kothari Commission. 2. scope and characteristics of social studies Relationship between Social sciences and Social Studies Understanding social studies in relation to History. NCF 2005. Equip them with the knowledge of application of such principles in teaching of specific content areas in Social Studies. its transaction and evaluation. ICSSR 10 Hours Unit III: Aims and Objectives of teaching social studies. Civics. 2. Directive Principles of State Policy National institutes.

Using blackboard. Methods and Techniques of Teaching Social Studies 1.Herbartian lesson plan Lesson planning . Supervised study. Reinforcement. 4. 3. Stimulus variation.Different methods 10 Hours Unit VIII : Resource Units for teaching social studies 1. 4. importance & types of evaluation 10 Hours 2. 2. Library Laboratory Social studies clubs Study circles Unit IX : Strengthening social studies education 1. 3.Writing instructional objectives. CAI 10 Hours Unit VI : Approaches. 4.Heuristic. Concept. Inductive & Deductive Methods . chronological 4.logical. 5.Brainstorming. Approaches . Discussion.Concept & skills . Explanation. Community resource persons Field trips & excursions Visits to Assemble & Conduct of Mock Parliament Current affairs & Social Issues e-learning 10 Hours Unit X: Evaluation 1. Critical review of social studies text book . spiral.2. socialized recitation. 4.Programmed Instruction. Annual plan & Unit plan Lesson planning .Lecture. Tools of Evaluation in Social Studies Preparation of Scholastic Achievement Test(SAT) Analysis and Interpretation of Scores 32 . use & classification of teaching aids Edgar Dale's cone of Learning Experience Multimedia in Social studies teaching Technology integrated learning . Lecturing 2. 3. problem solving. 2. project.State & CBSE Unit V: Teaching aids in Social studies 1. 3. Team teaching 10 Hours Modern techniques of Science teaching . Microteaching . Demonstration. source method. 3. 4. Introduction. 3. Lecture cum Demonstration. Quiz. concentric. 3. 2. Principles of Curriculum construction Approaches of organizing social studies curriculum. psychological. Probing questioning. 2. Seminar. Importance. Scenario building 10 Hours Unit VII : Planning for Instruction 1. Illustrating with examples. Structuring classroom questions.

J. Agarwal. S. Benjamin..C.H.Ed Social Studies .K. New Delhi.(1998): Teaching of Social Studies. Sterling.wikipedia.A Practical Approach. 6. 8. Ltd.(1952): Teaching Social Studies in Secondary. 9. B. D.C. 5. S. The Teaching of Social Studies. Second Revised Edition.. 4. www.C. 7.(1993) Teaching of Social Studies. New Delhi.Thomas. Bining. Fourth Edition. 2. S... Sterling Publishers Pvt. Teaching History in Secondary Schools. H & George.Teaching Methods. NCERT(1974).M(1971): Handbook on Formative and Summative Evaluation of Student Learning. J. P. Bombay. Tata Me Graw-Hili Publishing Co.K. New York. Hyderabad.W & Stanely. Health and Company. New Delhi Kochhar (1990). Edgar. 3. B. F.com 33 .References: 1. Viaks Publishing House. & Bining. Third Edition. Boston D.B. Ltd. Kochhar. McGraw Hill Book Company. Telugu Academy (2002).W(1958): Teaching Social Studies in High Schools. A.

4. 11. content and in the preparation of suitable teaching-learning materials. 2.PAPER V (ED-05) Methods of Teaching Mathematics Objectives: This course will enable the student teachers to: 1. Topical. 10.Science of logical reasoning. Course Content UNIT I: The Nature of mathematics and its historical development 1.State & CBSE 34 . 4. 3. 8. Egyptian. Values of teaching Mathematics Aims of teaching mathematics Objectives of teaching mathematics at the secondary level . Aims and Objectives of teaching mathematics 1. 4. Rene-Desecrate 10 Hours 10 Hours UNIT II: Values. Pure and applied mathematics Eucledian & Non-Eucledian geometry. Qualities of a good Mathematics text book Critical review of Mathematics text book . Develop competency in teaching strategies. values and objectives of mathematics education. Meaning and nature of mathematics. 3. Understand and practice various methods and techniques of teaching mathematics. 1.Bloom's Taxonomy educational objectives Instructional objectives – pertaining to lesson plan of UNIT III: Mathematics Curriculum Principles of Curriculum construction 8 Hours Approaches to Curriculum construction-Logical. 9. 3. Understand the aims. Understand the relationship of mathematics with other subjects and the process and product of mathematics. George Cantor.Sumerian. Translate the objectives of teaching mathematics in terms of expected behavioral outcomes in order to provide appropriate learning experiences. 7. Understand the impact of technology and fuse it in the teaching of mathematics. 2. Identify the role of the branches of mathematics and their implications on the society. 5. Mathematicians . Understand the relationship of the branches of mathematics and their implications on the society. psychological. Greece. 4.Euclid. concentric and spiral 3. Modern Mathematics-Meaning & comparison History of mathematics and contribution of Mathematicians . Assimilate the strategies of evaluation and design the tools of evaluation. 2. Develop effective communicative skills. Chinese. 6. Pythagoras. Become sensitized to the needs and interests of the students in mathematics. 2. Indian. Arab. mathematical language & symbolism.

2. Importance. Reinforcement.Concept and meaning of Approaches.Analytic. 15 Hours Microteaching .Different methods UNIT IX: Strengthening Mathematics Education 1. Mathematics Olympiad Library Mathematical Institutions / Organizations – Functions & Objectives Celebration of Mathematics related events 8 Hours 35 . Discussion. 3. 2. 2. Seminar. Lesson planning .remedial instruction Identification of Gifted children . 3. 1. Project 15 Hours Mathematics Teaching . 3. 4. CAI.Writing instructional objectives. 3. Structuring classroom questions. Explanation. 8 Hours Oral work & Written work Assignments Drill work Supervised study 5. Problem solving. Methods & Techniques Modern techniques of Mathematics teaching . Discovery. Mathematics Fairs. Laboratory. 3. 4. 4.Concept & skills . 4. 2. Probing questioning. 3.enrichment programme Programmed learning. Annual plan & Unit plan Lesson planning . Introduction. Using blackboard. 2. Quiz. Stimulus variation. Field trips. Inductive & Deductive Methods . Lecturing 2. Illustrating with examples.Brainstorming.Unit IV: Instructional material in Mathematics 1. Mathematics club. Approaches . Synthetic. use & classification of teaching aids Edgar Dale's cone of Learning Experience Multimedia in Mathematics teaching 8 Hours Unit V: Strategies of Teaching Mathematics 1. Copy book. Scenario building UNIT VI : Techniques of teaching Mathematics 1.Herbartian lesson plan 4. Work book e-learning Unit VIII: Planning for Instruction in Mathematics 1. Means of securing Speed and Accuracy 8 Hours UNIT VII : Individualized Instruction. Identification of slow learners.Constructivist.

New York. and wren. 2. (1984): Taxonomy of Educational Objectives. Siddhu. New York. penguin Books :UNESCO Boyer. The Teaching of Secondary School Mathematics (1970): XXXIII Yearbook of NCTM: Washington W. 9.K. (1960): The Teaching of Secondary Mathematics. WB Saunders Company.UNIT X: Evaluation 1. Bloom. importance and types of Evaluation Preparation of Tools of Evaluation in Mathematics Preparation of Scholastic Achievement Test. (1958): Taxonomy of Educational Objectives.h Ed. McGraw-Hill Book Comp.S.Servais and T. New York National curriculum framework for teacher education-2QOO-(Document published by NCERT) Butter.. C. David Mckay. Handbook ICognitive Domain. 10.(1969): A History of Mathematics. Wiley. Krathwoh. Harcourt Brace & World Inc.Ed. Krulik. Benjamin S. Analysis and Interpretation of Scores Diagnosis and remedial programmes 10 Hours References: 1. 4. 3. 2. I. Handbook IIAffective Domain.(1993): Teaching of Mathematics. Carl B.S. New York.Varga (1971):Teaching Schooi Mathematics :A UNESCO Sources book. Arya Book Depot.. (1975): Teaching of Secondary School Mathematics. 6. (1993): Teaching of Mathematics. 5. K. New Delhi. David R. Concept. . 36 . and Weise. 8.H. 4. 7. New Delhi. London. Sterling Publishers. 5. Mangal S.. 3.B.

2.DRDL. 4. Concepts. 3. construction repair and maintenance of scientific equipment and preparation of improvised apparatus organize and participate in various programmes of strengthening science education develop comprehension on the concept process.Scientific organizations .Bloom's Taxonomy of educational objectives Instructional objectives of teaching Physical science 37 .Scientific enquiry. 2. appreciate the nature and importance of science and contribution of scientists in the development of science understand the aims and objectives of teaching physical science develop an understanding of various approaches and methods of teaching physical sciences acquire the skill of experimental techniques. Attitudes of inquiry. Syntactic structure of Science . 2. theory principle law). TISR Space & Atomic Energy Unit III: Aims. 3. Development of Physics & Chemistry and their milestones Nobel Prize Winners in Physics & Chemistry Development of science in India . Nature & Scope of Science Structure of Science SubstantlVS Structure .Paper-V(ED-05) Methods of Teaching Physical Science Objectives: This course will enable the student teachers to: 1. designing of experiments. BARC. 6. Values & Objectives of teaching physical science 1. 3. A brief introduction to oriental & western science. Hypothesis. 2 3 4 Aims of teaching Physical Science Values of teaching Physical Science 10 Hours Objectives of teaching Physical Science . Relationship between Science & Technology 10 Hours 10 Hours Unit II: Development of Science 1. 4. skill and application of evaluation in teaching physical science Course Content Unit I: The Nature and scope of Physical Science 1. ISRO.Empirical knowledge. process of science. 5. theoretical knowledge (Facta.

Field trips. use & classification of teaching aids Edgar Dale's cone of Learning Experience Multimedia in Science teaching 10 Hours Unit VI: Strategies of Teaching Physical science 1. Reinforcement.Brainstorming. Team Teaching Individualization of Science Instruction Personalized System of instruction. 2. 4.Unit IV: Science Curriculum 1.Lecture. Methods & Techniques Approaches. Science clubs. Science fairs. 2. 2. Science library Role of Governmental & Non Governmental Organizations in popularizing science e-learning in the science classroom Talent Search Competitions in Science 3. Deductive & Heuristic. Annual plan & Unit plan Lesson planning . Scenario building Unit VII: Instructional Planning 1. 5. 5. 10 Hours Microteaching . Science museums. Probing questioning. 3. Illustrating with examples. Planning and organization of science laboratory Maintenance of registers in science laboratory Laboratory work and safety procedures Improvisation of apparatus Unit IX: Strengthening Science Teaching 1. 3. exhibitions. Celebration of important days & events related to science 10 Hours Ecoclubs. 10 Hours Methods . Structuring classroom questions. 4. Introduction. Seminar. 5.Concept & skills . Science 38 . Programmed instruction. 3.Inductive. Science Teaching . Definition of curriculum Principles of curriculum organization Qualities of a good science text book Critical review of Physical science text book . Explanation. 4. 3. Lecture cum demonstration. Using blackboard. Scientific.Different methods Qualities and competencies of Physical science teachers 10 Hours Unit VIII: Science Laboratory 1.Writing instructional objectives.Concept and meaning of Approaches. Quiz.state & CBSE 10 Hours Unit V: Teaching aids in Physical science 1. Computer assisted instruction Modern techniques of Science teaching . Importance. 2. 4. 3. Discussion. 4.Herbartian lesson plan Lesson planning . Lecturing 2. Problem solving. 2. Stimulus variation. Demonstration.

Publishing New Unesco Source Book for Science Teaching(1978).Sree Madhulatha Publications. 11 12. Delhi Sood. Marlow and D. Types & Importance of Evaluation Tools of Evaluation for physical science Construction of a Unit Test in physical science Construction of a Question Bank physical science 10 Hours References: I. New York 39 . N(1996): Science Teaching for the 21st Century : Deep & Deep Publications.(2002): Modern Science Teaching. New Delhi. Prentice Hall of India. 10.(1964): Taxonomy of Educational Objectives.wolfram. Mohan.S.uk/mathematicians. Handbook l-Cognitive Domain. 4. David R. Vijayawada. Chandigarh. New Delhi. New Delhi Vaidya. Ed. Discovery Publishing House. Rajiv Gopal{1994):" World Famous Scientists"-Pustak Mahal. J. http://www.nQbel.mcs. Venugopal Nagasuri (2002): Science Vaitali kulu.C. Oxford & IBH.histQry. 7.B. Harcourt Brace & World Inc..html http://www.h Ed. 2.heisenberq.html http://www. Dhanpat Rai Company(p) Ltd.com/physics.Unit X: Evaluation 1.se/phvsics/laureates.strandrew.(1958): Taxonomy of Educational Objectives. 15. Radha(1995): Innovative Science Teaching. Krathwohl.com http://www. Sharma. 13 14.. Handbook Il-Affective Domain. Delhi.scienceworld. 6.encyclopedia. 5.Rao(2002): Teaching Science Successfully. 2.ac. California. Corwin Press Inc. 3. 9.K. 3 4 Concept. Ediger. R. (1989): New Directions in Science Teaching. Clark Julia V(1996}: Redirecting Science Education. New York. & Shukla C..htmi Blomm Benjamin S. New Delhi. kohil Publishers. 8. David Mckay.

4. 3.Reading and Writing 1.its importance in language learning . Reading .types of reading for academic purposes – sub skills of reading Some common problems with reading and remedies Developing speed with comprehension 12 hours 40 . 2. assent and rhythm Conversation skills using pair and group work 12 hours Unit V: Language Skills . exercises for word stress.Listening and Speaking 1. 4. Simple. 3. 3.Paper VI (ED-06) Methods of Teaching English Objectives: The course will enable the student teacher to 1. 5. 7. English in India-its status 2. Analyses of sentences-types of analyses Tense and time In English Types of tense and functions they perform 12 hours 2. 3.its sub skills (specifications) Types of listening. 3. sub skills strategies for teaching Fluency and accuracy in speaking – speaking its sub skills Standard pronunciation. 2. Second and foreign language distinction Features of a language (animal and human language) Language learning theories and practices 6 hours Unit II : Introduction to Grammar 1 1. be sensitive to language use develop an understanding of the nature and objectives of teaching languages be sensitive to the problems of learning (teaching second and foreign language ) be able to develop among learners an ability to acquire language skills become aware of modern methods of language teaching and put them to use in real class room situations be able to evaluate the language skills objectively be able to instill among the learners a love for language and use it efficiently in real life situations Course Content Unit I: English in India and Language Learning 1. Voices and their transformation Unit III: Introduction to Grammar 2 1. Listening . 4. 2. 6. 2. 5. 4. 3. complex and compound sentences Uses of conjunctions for subordination and coordination Degrees of comparisons-adjectives and adverbs 12 hours 4. Concord-agreement between noun and verb/adjective Unit IV : Language Skills .

Note taking Teaching reference skills . A(1987): Trends in Language Teaching.M.types and teaching - Unit VI: Supplementary skills 1. 8 hours References: 1. Structure of a lesson plan – its importance. question papers Analysis and Interpretation of scores. Fundamental Concepts in Language Teaching. LG et al (1980): Reading Difficulties . Harcourt Brace West. thesaurus and encyclopedia.Note making. London. 5. Planning lessons for Secondary schools – prose. London Mac Graw Hill Vaiette.Weight age tables.Using dictionaries. Longman. 4. (1985): modern Language Testing. 3. New York Appleton. M{1965): A General Service List of English Words. New York.Their diagnosis and correction. Theo Van et al (1984): applied Linguistics and Learning and Teaching -of Foreign Language. R. composition lesson plans 5.types of writing and factors affecting writing – sub skills writing Composition / letter writing / paragraph writing . 2. Methods of teaching grammar Information transfer skill. 8 hours Teaching study skills . Valdmen. Edward Arnolds. Concept and process of evaluation Tools of evaluation Preparation of SAT . Communicative Approach and other developments in ELT Unit VIII: Planning English Language Teaching 1. Planning lessons for senior secondary schools – teaching aids used in ELT 8 hours Unit IX: English Language Curriculum 1. Michael West and his contribution to ELT in India 4. ' Blundell John et al (1984): Functions in English.its parts and rationale 4. 41 .SS. 4. New York. Longman Sterne. Micro. Unit VII: Approaches and Methods of Teaching English Language 1. Writing . 3. The Structural Approach and its impact 5. 5. An overview of Teaching English in India 12 hours 2. London OUP Bond. 2. New York. objectives .Scope and nature Principles of curriculum construction Criteria of a good English language text book 4.4. Analysis of syllabus and textbook for teaching English in AP Unit X: Evaluation 1. Lesson planning .teaching – its importance – practice of five (5) skills 2.Century Crafts. 2. 10 hours Curriculum design . blue print. Grammar Translation method and Direct Approach 3.scope and need 3. poetry. 3. 2. Els. 7. 6. 3 4. non-detail.

(1988): Writing English language tests. K(1971): The Development of Modern Language Skills. Wilkins. Prabhu. Burne. D(1975): Teaching Oral Skill. London. OUP 16. London. J(1981): Testing at School Level. 1984' Curriculum and Evaluation 33. London. Chicago Rand Me Neily. Pergamon Press. J(1985): The Practice of English Language Teaching. "Procedural syllabuses. Harmer. Longman 21. M(1993): Tasks for the Classroom Teacher. 9. N. In T . Longman 25. Madsen. D. London Pergamon 17. Chastin.(1983): Techniques in testing. Longman.1984.theory to Practice. H. London CUP 18. London. Widdowson HG(1979): Teaching Language as Communication. Crow: Introduction to Educational Delhi Eurage Publishing House 1962. F(1983): Developing Reading Comprehension. London. 11. Oxford. The Learner centered curriculum 1988 32. London. Longman 22. Byrne. F(1983): Keep Talking. D{1987): Techniques in Classroom Interaction. David. C!arke(1985): On 'Curriculum renewal1 Key note address to the Australian Association of Applied linguists in D. NCTE. Mcgraw Hill Book company.B. Doff. Grillet.A(1981 . Morgan & Rinvolucri (1191): New Ways of dictation. M(1995): English for the Teacher CUP 14. Longman 23. Richards & Rogers (1983): Approaches and Methods in Language Teaching.S. Inc. 15. Longman 27.Crow and A.SW.. J. E(1977): Classroom Techniques.83-89): Notional syballus revisited' in' Applied linguistics 42 . W. Teaching Writing. New York. CUP 19. 24.8. London.Foreign Languages and English as a second Language. Byrne D(1975). Johnson. London. Nuna. New York. Plain English Guide. Carter V Good(1959): Dictionary of Education. J. Klippel.S. New York 30. M (1975):Writing as a Thinking Process. Cutts. M (1997). Read (Ed)' trends in language syballus design Singapore university press/RELC 35. 13 Spratt. 31. Heaton. London. Parrott. A (1985): Teach English. Longman 20. 1984 'Language Curriculum Development" RELC Journal. K(1983): Communicative Sybalius Design and Methodology. Heaton. London. New York 28. OUP New York 29. Richard. Oiler. J. CUP 26.1 34. London Longman. NCERT.B(1978): Writing English Language Tests. OUP 10. New York. CUP 15. Lawrence . Harcourt Brace 12.

English in India and its Status 2. Idioms and their uses Unit 3: Introduction to Grammar 2 1. Simple. Reading – Types of Reading for Academic Purposes – Methods of Teaching Reading Some common problems with reading and remedies Developing speed with comprehension Exercises for Reading Question types – their functions Reading strategies and developing them 43 .T. 6. 2. Developing speaking in a given situation Practicing transcription. • Be able to think innovatively how best ELT can be made more interesting • Be able to think on innovative techniques in ELT to make the learning easier. Types of tense and functions they perform 5. Listening and its importance in language learning Types of listening. • Be sensitive to the problems of learning (teaching) second and foreign languages. 4. 6.adjectives and adverbs 4. concord-agreement between noun and verb/adjectives Unit 4: Language Skills – Listening and Speaking 1. 5. Uses of Conjunctions for subordination and coordination 3. 18 hours 12 hours 14 hours 4 hours 14 hours Unit 5: Language Skills – Reading and Writing 1. complex and Compound sentences 2. 10. 5. 3. 3. Features of Language (animal and communication) 4. Degrees of comparison. • Become proficient in E. 2. 8. • Develop an understanding of the nature and objective of teaching languages. accent and rhythm Conversational skills using pair and group work. 7. Language learning theories and practices Unit 2: Introduction to Grammar 1 1. Tense and time in English 4. 4. sub skills and strategies for teaching Listening is the basis for English Language learning IPA Symbols and their value Classification of consonants and vowels Fluency and accuracy in speaking Exercises for word stress. Voices and their transformation 3. sentence stress. Analyses of sentences-types of analyses 2. Second and foreign Language distinction 3.L. Unit 1: English in Indian and Language learning 1. Prepositional Phrases 6. • Be able to instill confidence among the learners towards English language.Methods of Teaching English (Method-I) Objectives: The course will enable the student teacher to: • Be sensitive to language use. 9.

REFERENCES Title 'The Study of Language' ‘A Course in Modern Linguistics' ‘Language acquisition (second edition)' ‘Testing for Language teachers' ‘Linguistics an introduction to language and communication' ‘Linguistics an introduction to language and communication' S. 4. 3. 4. 3. Oxford and IBH Publishing Co. Methods and approaches of teaching English Language Grammar Translation method. Précis writing and creative writing. 4. 3. 10. 2.. 9. 2. report and narrative styles of writing. Preentice -Hall of India Pvt. Writing – Types of writing and factors effecting writing – Exercises to improve spelling Composition – Types and teaching Skills of writing – process of Writing Techniques for teaching writing Expository. Teaching study skills – Note making and Note taking Teaching reference skills – Using dictionaries. 4. 3. 8. Curriculum design – Scope and Nature Principles of Curriculum Construction Criteria for assessing a good language text books Analysis of syllabus and text book for teaching English in Andhra Pradesh 8 hours Unit 10: Evaluation 1. Hockett Paul Fletcher & Michaell Garmen Arthur Hughes Adrian Akmagian Richard A. 44 . Blue Print and Question paper Analysis and interpretation of scores. 6. 4. descriptive. 5 hours Unit 6: Supplementary Skills 1.Ltd. 2. Michael West and his Contribution to ELT in India The Structural Approach and its impact Communicative Approach and other developments in ELT 12 hours Unit 8: Planning English Language teaching 1. 2. Cambridge University Press. Demeris Year 1996 1970 1986 1989 1996 1996 Publication Cambridge University Press. Micro-Teaching – Practice of Skills Lesson Planning – Its characteristics Structure of a Lesson Plan – Prose. 2. 11. Concept and process of Evaluation Tools of Evaluation Preparation of SAT – Weightage tables. thesaurus and Encyclopedia Types of grammar – Methods of Teaching grammar Information transfer skills 8 hours Unit 7: Methods of Teaching English Language 1. Cambridge University Press.7. Bilingual Method and Direct Approach. 5. Preentice -Hall of India Pvt. 3. 5.No 1 2 3 4 5 6 Author Name George Yule Charles F.Ltd. Poetry. Non-Detail and Composition Planning lessons for Secondary and Senior Secondary Schools Innovative Lesson Plans in ELT Teaching Aids used in ELT 5 hours Unit 9: English Language Curriculum 1.

Cambridge University Press. Cambridge University Press. TATA MC. Campbell A.C. Cambridge University Press. Cambridge University Press. Cambridge University Press.Kohli Harald B. Alimited Vani Educational Books Vikas Publishing House Pvt.P. Cambridge University Press. ‘The English Language' ‘Methods of teaching English' ‘Teaching of English' ‘Principle of Teaching English' ‘Teaching of English' ‘Techniques of Teaching Englsih' ‘Techniques of Teaching Englsih' ‘Study Reading' ‘Professional Presentation' ‘Study Writing' ‘Developing Reading Skills' ‘Cambridge Idiom Dictionary ‘Reflection on Teaching To-day and Tomorrow' ‘Linguistics ' ‘English Phrasal Verbs in Use' ‘English Phrasal Verbs in Use Advance' ‘English Phrasal Verbs in Use' ‘English Phrasal Verbs in Use Advance' ‘Advanced English Grammar' ‘English Idiom in Use' ‘Essential English Grammar' ‘Chomsky's Universal Grammar' ‘Towards Academic English' ‘Introducing Phonetic Science' ‘Introducing Phonology' ‘Learning to Teach English' ‘Webster book of Common Phrases ‘Langauage and Linguistics' ‘COBUILD English Grammar' Preentice -Hall of India Pvt. Publishing Company Limited Oxford University Press Vani Educational Books Neelkamal Publications Pvt.GRAW HILL.R. Carthy M. Venkateshwaran B. Great Britan Cambridge University Press. Dash Dr. Cambridge University Press. Limited Dhanpat Rai Publishing Company. Carthy M.M 1993 ‘Chambers Idioms 45 .Limited Anmol publications Pvt. Carthy M. Carthy Huueings M. Cambridge University Press. India Pvt. Bishopbuggs. Russell N.C. Chamber Limited. Cambridge University Press. Singapore 40 David Odden 2005 ‘Introducing Phonology' 41 E.S.M. Harper Collins Publishers.Allen. Shaik Mowla Dr. Glasg Road.L. Preentice -Hall of India Pvt. Cambridge University Press.L. The English Language Book Society. Alimited Cambridge University Press. Cambridge University Press. Loi Printing Press Ltd. Cambridge University Press. Cambridge University Press.Wren K. Cambridge University Press. 2000 Reprint 2008.Venugopal Rao M. Harnish N.7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 27 28 29 30 31 32 33 34 35 36 37 38 39 Ann K. Cambridge University Press. Limited Dominent Publishers and Distributors New Delhi.C. Cambridge University Press. Alimited Neelkamal Publications Pvt. Shaik Mowla Brevely Hoemstrom Malcom Goodall Ben Heasley Grellet Cambridge Idiom Dictionary BOB Burkill Andrew Radford M.N.Horn by C. ‘Guide to Patterns and Usage in English.C.C.C.110002 Neelkamal Publications Pvt. Limited. Cambridge House New Delhi. Revised 1993.Kirk Patrik and Schwarge. Cambridge University Press.Pahuja A. Wester Hill Road. Cambridge University Press.Panchal S. Cambridge University Press. Farmer Robert M.Ltd. Carthy Murphy New Son Chells Ashby Dauid Watkins Webster book of Common Phrases Lyons Collins 1996 1996 1995 2008 1965 1975 1985 2002 1984 1995 2004 2008 2008 2008 2007 2007 2008 2006 2008 2005 2006 2008 2006 2008 2008 2008 2008 2008 2007 2008 2008 2008 2004 2007 2005 ‘Linguistics an introduction to language and communication' ‘Linguistics an introduction to language and communication' ‘Teaching of English ‘Techniques of Teaching English in the new millennium' ‘Teaching English as a second Language. Edinburgh.

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However. 8. - Subject Skills . 3. Each microteaching skill carries 3 marks and is to be evaluated by the concerned methodology teacher-educator A detailed format may be worked out at College / University level.No. 2. a brief plan is suggested below Preliminaries: Name of the student teacher Roll No.30 (Method I) / 30 (Method II)] Marks Allotted: 15 {Method I) /15 (Method II) Objectives This Practical Record work will enable the student teachers to: 1.IX &X (ED-09/10) Microteaching Record Method I /II [Total Number of Instructional Hours . 9. understand the concept of micro-teaching understand the importance of micro-teaching cycle understand the teaching skills of relevant methodology identify the difficult teaching skills write micro-teaching plan teach as per micro-teaching plan understand the importance of feed-back given by the faculty and the peers rewrite micro-teaching as per the suggestions re-teach and refine his / her teaching skills 10.session . 5.Teach / Re-teach DateDuration Plan of Micro-Teaching: S. 7. Teacher's activity Pupil's activity Signature of the teacher -educator 55 . 4. integrate micro-teaching skills with macro-teaching Every student teacher has to teach five (5) micro-teaching skills in each methodology.Paper . 6.

experiences and the teaching aids acquire proficiency in transacting the lesson within the time slots allotted to them learn how to act as facilitator in the classroom understand the whole schooling process and functions explore new possibilities of teaching and learning 4. 7. 2. During this period the candidate' shall be attached to a school and he shall have to undertake such duties as are assigned to him / her by the Head Master of the school in both curricular and co-curricular activities. taking equal number of lessons from each of his/her methods of specialization. Teachers of the College of Education will give demonstration lessons in the concerned subjects at the practicing schools as and when necessary. 18 lessons shall be taught by the student teachers in a conventional mode and 2 lessons may be taught in any innovative manner. In addition to this. under the supervision of the Head Master or any of the trained teachers in the school who are referred to here as "Supervising Teachers". the candidate shall teach at least 40 periods in the school. as per the format and prepare relevant teaching aids before entering the class At the end of the Teaching Practice Cum internship programme all the student teachers shall showcase the teaching aids prepared in both the methodologies and also submit at atleast 5 teaching aids to the Principal of the concerned college. learning.Method I / II [Total Number of Instructional Hours = 192 (Method I) 7192 (Method II)] Marks Allotted: 60 (Method I) / 60 (Method II) Objectives This Practical Record work will enable the student teachers to: 1.Paper-IX&X (ED-09/10) Macro-Teaching Record Teaching Practice cum Internship Record . teaching practice cum internship. 6. 3. select methods relevant to the lessons Course Content Methodology wise lesson plan formats may be evolved by faculty members with mutual negotiation.e. they are expected to complete 5 micro lessons in each method before going for Macro-Teaching i. The candidates are expected to observe the demonstration lessons undertaken by the members of the staff of the college.. 56 . During the Teaching Practice Cum Internship period the concerned lecturers of the college of education will go round the schools and observe the lessons of each student along with the supervising teachers. get hands on experience in teaching lessons in the classroom acquire proficiency in planning the lessons with respect to objectives. content. Every student teacher shall teach 20 lessons in each method in 32 working days during the Teaching Practice Cum Internship programme The student teachers shall write the lesson plans. During this period. for the guidance of student-teachers. in addition to the demonstration lessons given at the beginning of practice lessons. Every candidate shad have to undergo an internship of one full month (32 working days) in a cooperating school as "Teaching Practice Cum Internship". 5.

thus making it 50 marks in each method. the teacher educators of the respective college has to supervise / observe five Lessons in each method and assess each lesson for 10 Marks. In Phase I (5 days).Teaching record. both in theory and practical in case their Project and Record Work is not satisfactory and those candidates who fail in the projects and records also have to seek fresh admission in the subsequent year(s) to complete their Project Work and Records. out of 20 lessons. the candidate is expected to complete 6 lessons (3 lessons in each method) and in Phase II (27 days) the candidate is expected to complete remaining 34 lessons (17 lessons in each method) During Phase II the candidate is expected to participate and undertake the activities assigned by H. of the school. to be pasted in the Macro. 15 lessons shall be assessed by the school supervisors and four (4) marks per lesson (60 marks for 15 lessons) will be awarded by collecting the information related to the background. hard work and performance of the candidate from the concerned teachers handling methodology subjects. A detailed format of Teaching Practice Cum Internship may be worked out at College/University level Evaluation Out of 20 lessons taught by the student teaches. Teaching Practice cum Internship will be of 32 days duration and conducted in 2 (two) phases. of satisfactory work by the H M of the cooperating school should be given to the candidate.The college will have the discretion of not sending up candidates for the final examination. A certificate. 57 .This shall be considered as final practical examination. During phase II of Teaching Practice cum Internship.M.

6. Analysis and interpretation of data (Descriptive Statistical analysis including graphical and diagrammatic representations) A detailed format may be worked out at College / University level Evaluation: The performance of the candidates in the Scholastic Achievement Test record shall be evaluated by the teacher educator of the concerned methods. 5. 7. plan. design and conduct Scholastic Achievement tests appropriate to the level of the students 3. Certificate from the H M of the school iti. Methodological Procedures (Details of the processes initiated / weightages worked out for Questions -Objectives and content items / difficulty level / Item analysis / Time frame procedures) vii. 4. conducting tests and data interpretation etc. understand the Scholastic Achievement of students in the subjects concerned. Duration of this programme is 1 working day = 6 instructional hours The possible format is as follows: Preliminaries i. 58 . Title Page ii. Importance of the SAT Record v.Paper-IX&X(ED-09/10) Scholastic Achievement Record Method I & II Marks Allotted: 15 (Method I) / 15 (Method II) Objectives This practical record work will enable the student teachers to: 1. 8. develop and administer the Scholastic Achievement Test The candidate shall select the units taught by him / her in consultation with the mentor / faculty member and workout the modalities of planning. 2. Objectives of the SAT Record vi. learn about how to construct test items under Scholastic Achievement test acquire knowledge with regard to the standardization of Achievement test learn various data representation strategies and techniques acquire knowledge about simple descriptive statistical techniques learn the techniques of interpretation of scores and findings evaluate learning outcomes of the students Course Content: Every candidate shall independently plan. Introduction to the SAT Record iv.

New Delhi. 2. (1992). 4.Publisher . WWW. Viva-voce by the examiner 10 marks 10 Marks Preparation & showcasing any one application from the course content will be tested.Parts of computer. Evaluation of project includes the following1..lntel. Tata McGraw-Hill Publications.K. 3. Allyn and Bacon.Recording Hands on Experience Day-Wise. Jury consists of two (2) examiners. Median & Mode. 3. Computers in Education.creating a PowerPoint /Technology integrated Ms. To prepare Technology Integrated Lessons. 2. 3.P. Ms-Excel creating a grade sheet & grapy & statistical application percentage. 2. 6.S Office applications in School Management. BPB Publications. Ms-Word Creating & Editing a document. mean. 4. 5. Second Edition. Merrill. The average marks awarded by (2) two examiners will be forwarded to University. BPB Publications. brochure & webpage/site. Computer Fundamentals. 1.Paper XI (ED-11) COMPUTER EDUCATION PROJECT MARKS-40 (10+20+10) (Individual Project) Objectives: The Course will enable the student teacher. Practical Record . Unit II: MS-Office Application. P.corn. Unit III: Internet 1. 3. Basics of Computers . The maximum marks assigned for this project is 40 (forty). input & output devices.Practical Hands on Experience: 1. Concept of WWW & Viruses Creating E-Mail ID Sending &' receiving mails Project Evaluation: The project is earmarked for ten (10) days. 2. et al (1985). 3. queries {Searching information) Ms-Power point .creating a new a letter. The evaluation shall take place as per the Almanac suggested by the University. New Delhi Schwatz & Schitz (2000). 4. Peter Norton's Introduction to Computers (2000). Concept types of Operating System 3. 5. 2. 20 Marks References: 1. Ms. Office 2000. Unit I: Course Content . 2. Smha P. 1. Basics of MS-DOS & MS-Windows. New York. To acquire basics of Computers To acquire the Basic Commands in DOS & Windows To develop Computing Skills To create & edit a document To understand apply the M. New Delhi. 59 . 5.Access creating a file/data base.

Facing pressures and standing strong Each skill is dealt in the following format for teacher preparation and classroom presentation. 6. 9. Build healthy relationships & friendships 3. Teacher preparation Objectives Key concepts Key terms Time required Background information Questions and answers Famous quotations 60 . Under each major skill there are 4 . 5. 2 3. 1. Get reinforced into goal setting 8. 7. Develop insights into character formation 7. 1. 8. Learn how to manage the time Course content: This project is designed to develop the following ten (10) skills. Build the capacity to empower oneself 2. Empower individual to live in a social context Minor. Self-awareness Communication Time management Goal setting Building and valuing relationships Building friendships Facing choices Character formation Responsibility 10. The list of skills identified for the project: 1. Foster communicative ability with reference to oral and written skills 5.6 minor skills. Stand up for one self and to cope with pressures 6. Develop self-awareness 2. Each skill is pruned through culturally relevant activities in students to empower in various skills. 4. Facing and adjusting with pressures and making right choices 4.Paper-XIl (ED-12) Life Skills Project ( Marks-40) Objectives: The project will enable the student teacher to: Major.

The project is earmarked for ten (10) days. On the whole the project is evaluated for 40 marks by 2 jury members and an average of the 2 evaluators shall be awarded. A jury of two members will evaluate the project showcasing. 2. 5 days for group activities 2 days for individual activities 2 days for reporting 1 day for showcasing and evaluation. Classroom presentation 1.II.No. It is a group project. Each student teacher has to showcase two (2) activities individually on communicative skills and any two (2) group activities by the whole group. 61 . Candidates have to showcase before the jury. 1 2 3 4 5 6 7 8 9 10 Activity undertaken Individual/Group Skills identified Your role in it Learning outcomes Evaluation: Each group has to present at least four (4) activities at the time of showcasing. Each group has to work for 5 days on group activities and 2 days on individual activities.5 tips Using interactive methods Adaptation in a culture specific form. Creating positive environment . Project report shall be evaluated for 30 marks and showcasing for 10 marks. Each group constitutes five (5) student teachers. Proforma for reporting the activities: S. 3.

Community Surveys . Organizing Literary programme. alcoholism. communicable diseases.HIV Aidsgovernment schemes for weaker sections: educational provisions etc.Writing poems. 5.Paper XIII (ED-13) CO-CURRICULAR PROJECT (Marks-40) Objectives: This project will enable the student-teachers to: 1. Organizing Science Clubs. Conducting guidance and counseling programmes for students. girl child education. Activities Suggested 1. maths clubs. Organizing Festivals Events : National Events . Republic Day. teaching aids. etc. picnics. other significant days .. and social issues. Education. stock registers etc. 18. Organizing Annual Day celebrations. SUPW Activities 17. Organizing Parent-Teacher Association Meetings. 2. 16. Organizing Sports and Games in the school. child rights. 2. drug abuse.National & Regional festivals. Essay writing . Organizing Field trips including excursions. dance. historical places etc. 3 4.. values and attitudes. Understand the importance of co-curricular activities for all round development of the learner with special reference to skills. Maintenance of Registers and records-attendance. 7 8. Parent counseling and guidance (Helping parents to overcome pupil's weakness to enable their learning and solve various problems related to their education.writing for school magazines . Organizing teachers meetings. drama. Organizing Cultural Programmes: painting. visit to museums. 62 .) 15.Health.Independence Day. 9. children with special needs. 10 Addressing the school assembly / conduct of school assembly. 5. 11. Teachers Day. Eco clubs. 4. Develop parent-teacher interaction towards planning and executing strategies for their growth and development. Nutrition. Organizing Debates/Elocution programmes on contemporary issues. 13.Story writing. Organizing student council meetings.. music etc. Develop relationship between the school and the community. Managing and organizing activities other than class room and school effectively. 19.songs etc. 3.. Organizing Awareness programmes: issues related to education. drawing. Science fairs. nutrition. Affective and Psychomotor to parents to ensure their help in enhancing child's achievement in various school learning activities and performances. records.. admission registers. Guide in effectively organizing different co-curricular activities in and outside the school..) 14 Parental involvement in child's progress (Communicating pupil's progress in various areas Cognitive. progress. 12. folk. 6.

rallies etc. student agitations. Evaluation of the Project Suggested format (this can be meaningfully modified if necessary at the institutional level) SI. 4. One day (1) for orientation/capacity building about the project. The performance of the candidates will be evaluated by (2) two member Jury appointed by the respective Institution. Conduct of the Project 1. The maximum marks assigned for this project is 40 (forty).20. 3 Eight Days (8) earmarked for the project. One day (1) for showcasing / evaluation of the project. 2.No Name of the Activities Objectives of the Activities Description of the Activities Learning outcomes Every group is expected to showcase their performance on minimum ten (10) activities executed by them.) during strikes.. Each group should select 10 activities. Student teachers shall work in a group of 5 member / team. while presenting the report to the examiners. bandhs. Four days (4) earmarked for executing and reporting activities related to school Two days (2) for executing and reporting community related activities. 63 . The average marks awarded by (2) two examiners will be forwarded to University. Protection of public property (Awareness and attitudinal changes towards protecting national properties. 7 activities related to school and 3 activities related to community. The evaluation shall take place as per the Almanac suggested by the University.