2 - y B.ed Under Cbcs Cagp 15-16

UNIVERSITY OF MYSORE
TWO-YEAR (FOUR-SEMESTER) B. Ed DEGREE PROGRAMME
[Under Choice-Based Credit System (CBCS) and Continuous Assessment and
Grading Pattern] as per NCTE Regulations, 2014

REGULATIONS, STRUCTURE, CURRICULUM AND ASSESSMENT SCHEME
REGULATIONS FOR TWO-YEAR (FOUR SEMESTERS) BACHELOR DEGREE IN EDUCATION

(B. Ed) PROGRAMME, AS PER NCTE REGULATIONS 2014, UNDER CHOICE BASED CREDIT
SYSTEM (CBCS) AND CONTINUOUS ASSESMENT GRADING PATTERN (CAGP)
Preamble
The Bachelor of Education programme, generally known as B.Ed. is a professional course that
prepares teachers for upper primary or middle level (Classes VI to VIII) , secondary level (
Classes IX- X ) and senior secondary level Classes ( IX- XII). The programme will be offered
through the affiliated B. Ed. colleges which are recognized by the NCTE.
1. Title and Commencement
These regulations shall be called the University of Mysore regulations for Choice Based
Credit System (CBCS) and Continuous Assessment Grading Pattern (CAGP) for Bachelor Degree
in Education programme. These shall come into force from the academic year 2015-2016
2. Definitions
A course is the basic component of an academic programme. It is identified by a course

name (ie., like ‘Assessment for Learning’) All courses are considered for earning credits to
secure a degree.
Course: Every Course offered will have three components associated with the teaching-
learning process of the course, namely (i) Lecture (L) (ii) Tutorial (T) (ii) Practical(P),where L
stands for lecture session. T stands for tutorial session consisting participatory discussion /self
study/desk work/brief seminar presentations by students and any other novel methods....
Howeve for B.Ed programme, the term tutorial comprises of presentations as outcome of the
above said activites.
In terms of credits, every one hour session of L amounts to 1credit per semester and a
minimum of two hour session of T or P amounts to 1 credit per semester.
3. Duration
Duration: The programme will be of duration of two academic years (4 semesters)

which can be completed in a maximum period of 4 years (8 semesters) from the date of
admission to the course.
4. Working Days
 There will be at least two hundred working days in each academic year, exclusive of the
period of examinations and admission, such that each semester will be for a minimum
of 100 working days.
 The institution will work for a minimum of 36 hours in a week (five or six days), during
which physical presence in the institution of all the teachers and student-teachers is
necessary to ensure there availability for interaction, advice, guidance, dialogue and
consultation as and when needed.
 The minimum attendance of student-teachers will have to be 80 % for all course work
and practicum, and 90% for school internship.
5. Intake, Eligibility, Admission Procedure and Fees
There will be a basic unit of 50 students, with a maximum of two units.
Eligibility: Any UG or PG degree holder of the affiliating university or any other

university recognized by UGC and/ a degree from foreign university which has equivalence to
Indian Universities are eligible.
 Candidates with at least 50% of marks either in bachelors degree and / or the Masters
degree or any other qualifications equivalent thereto, are eligible for admission to the
programme.
 The minimum marks to be secured in the last qualifying examination in the case of
SC/ST/CAT-1/PH candidates will be of 45%.
 The reservation of seats for reserved categories will be as per the university notification
and / the notification issued by the State Government in the matter of reservation
policy notified from time to time.
 Candidates who satisfy the eligibility criteria as prescribed by the
Karnataka Government Centralized admission cell for BEd are eligible
for admission to B Ed.
6. Admission Procedure
Admission will be made on merit, on the basis of marks obtained in the qualifying
examination or any other selection process as per the policy of the State Government and the
University.
7. Fees
As prescribed by the Karnataka Government Centralized Admission Cell for admission to
B Ed. and the University of Mysore
8. Specific Objectives of the Course

 To develop among teachers a clear understanding of the psychology of their students.
 To enable them to understand the process of socialization.
 To develop in them an understanding of the principles of pedagogy, curriculum
development, its transaction and evaluation.
 To enable them to make pedagogical analysis of subjects they are to teach at the
secondary stage.
 To develop the skills for guidance and counselling.
 To enable them to foster creative thinking among pupils for the reconstruction of
knowledge.
 To acquaint them with the factors and forces (within the school and outside) affecting
educational system and class room situation.
 To acquaint them with educational leads of special groups of pupils.
 To enable them to utilize community resources as educational inputs.
 To develop communication skills and to use the modern information technology.
 To enable them to undertake action research and use innovative practices.
 To foster in them a desire for lifelong learning.
9. Different courses of study
9.1 Hard core course: Compulsory subject of study which support the main discipline
9.2 Soft core Course: An option for the candidate to choose a course from a pool of courses
offered by the respective B Ed colleges of University of Mysore. Each candidate should choose a
combination of 2 Soft courses for the B Ed programme from the offered combination by the
respective colleges. Combination is as follows:
a. Language & Social Science (social science and English, social science and Kannada
b. Language & Biological Science (Biological Science and English, Biological Science
and Kannada)
c. Language & Physical Science (Physical Science and English, Physical Science and
Kannada)
d. Language & Mathematics (Mathematics and English, Mathematics and Kannada)
e. Physical Science & Mathematics

9.3 Elective course: Generally a specialized course included to nurture the candidate’s
proficiency. This has to be chosen by the candidate from a pool of courses offered by the
respective B Ed colleges. The college shall offer minimum of four electives in this pool. Each
elective course shall have a minimum of ten and maximum of thirty candidates. Candidate shall
choose one elective course in the fourth semester
9.4 Term work: Term work is a special course and it consists of School Internship
9.5 Practical Work: Practical Work consists of Psychology and computer practical
Course Design
The syllabus of this course comprises of the following –
(a)Perspectives in Education –
1. Course -1 Childhood and Growing Up
2. Course -2 Contemporary India and Education
3. Course -3 Learning and Teaching
4. Course -6 Gender, School and Society
5. Course -8 Knowledge and Curriculum
6. Course -10 Creating an Inclusive School
7. Course -11 Educational Management & Administration
(b)Curriculum and Pedagogic Studies –

8. Course -4 Language across the Curriculum.
9. Course -5 Understanding Disciplines & Subjects
10. Course -7(a & b) Pedagogy of School Subjects
11. Course - 9 Assessment for Learning
12. Course -11 Optional Course*
*Optional courses will be offered in areas such as given below or an additional
pedagogy course (In another subject at the secondary level or the same subject
at the high secondary level ) :-
 Health & Physical Education
 Value Education
 Guidance & Counselling
(c) Engagement with the Field –

(the Self, the Child, Community and School)
 Task and assignment that run through all the courses as indicated in the year
wise distribution of the syllabus.
 School Internship
 Courses on Enhancing Professional Capacities (EPC)
Course EPC1 : Reading and Reflecting on Texts ( ½ )
Course EPC2 : Drama and Art in Education ( ½ )
Course EPC3 : Critical Understanding of ICT ( ½ )
Course EPC4 : Understanding the Self ( ½ )
10. Distribution of semester wise credits and marks across various courses are as follows:
SEMESTER 1:
SL COURSE GROUP COURSE CODE and TITLE CREDITS MARKS
NO
X(L) Y(T/P) TOTAL IA EA TOTAL
1 Hard PIE PIE 1:Childhood and 3 1 4 30 70 100

Core Adolescence
Education
2 Hard PIE PIE 2:Contemporary 3 1 4 30 70 100

Core India and Education
3 Hard PIE PIE 3:Knowledge 3 1 4 30 70 100

Core and Curriculum
4 Hard CPS CPS 1:Language 2 1 3 20 50 70

Core across the
curriculum
5 Hard EPC EPC 1:Reading and 2 1 3 20 50 70

Core Reflecting on Texts
TOTAL 18 440
SEMESTER 2:
NO
1 Hard PIE PIE 4: Learning and 3 1 4 30 70 100

Core Teaching
2 Hard PIE PIE 5: Assessment 3 1 4 30 70 100

Core For Learning
3 Hard CPS CPS2: Understanding 2 1 3 20 50 70

Core Disciplines and Subjects
4 Soft CPS CPS 3:Pedagogy of 2 1 3 20 50 70
Core School Subject – I

Core School Subject – II
6 Hard EPC EPC 2:Drama and 2 1 3 20 50 70

Core Art Education
7 Term SI SI 1: School - 1 1 20 - 20
Work Internship –I
TOTAL 21 500
SEMESTER 3:
NO
1 Hard PIE PIE 6:Educational 3 1 4 30 70 100

Core Management and
Administration
2 Hard PIE PIE 7: Creating an 2 1 3 20 50 70
Core Inclusive School Set-
up
3 Soft CPS CPS 5: Pedagogy of 2 1 3 20 50 70
Core School Subject – I
Core School Subject – II
5 Hard EPC EPC 3: I C T in 2 1 3 20 50 70
Core Education
40 Term SI SI 2: School - 2 2 40 - 40
Work Internship –II
TOTAL 18 420
SEMESTER 4:
NO
1 Hard PIE PIE 8: Gender, 2 1 3 20 50 70
Core School and Society
2 Elective CPS E L: Optional 2 1 3 20 50 70

Course*
3 Hard EPC EPC 4: 2 1 3 20 50 70

Core Understanding Self
4 Term SI SI 3: School - 7 7 100 - 100

5 Term SI SI 4 School - 7 7 100 - 1oo

TOTAL 23 410
REFLECTIVE JOURNAL (spread over all the four semesters; Assessment 30 - 30

at the end of fourth semester)
GRAND TOTAL 80 1800
* Any one of the following:
1. Health & Physical Education
2. Peace Education 3. Guidance and Counseling
11. Scheme of Instructions
11.1 B Ed programme is of 4 semesters of two years duration. A candidate can avail a maximum
of 8 semesters-4 years to complete the programme (including blank semesters, if any).
Whenever a candidate opts for blank semesters, he/she has to study the prevailing courses
offered by the college when he/she continues his/her studies, by paying the
prescribed fees of the University.
11.2 A candidate has to earn a minimum of 80 credits for successful completion of B Ed degree.
80 credits shall be earned by the candidate by studying Hard core, Soft core, and Elective
course as specified in the program.
11.3 A candidate has a provision to go with a normal pace of about 40 credits per year.
However, he/she may opt to go with a slow pace of 24 credits per year or with an accelerated
pace of as high as 52 credits per year with the approval of the college.
11.4 Only such candidates who register for a specified no. of credits per semester and
complete successfully 80 credits in 4 successive semesters shall be considered for declaration of
ranks & medals.
12. Continuous Assessments, Earning of Credits and Award of Grades
The evaluation of the candidates shall be based on continuous assessment. The

structure for evaluation is as follows:
12.1 Assessment and evaluation processes happen in a continuous mode. However, for
reporting purposes, a semester is divided into three discrete components identified as CI, CII
and CIII.
12.2 The performance of a candidate in a course will be assessed for a maximum of 100 marks
or 70 marks as the case may be as explained below:
12.2.1 For 100 marks course CI and C2 components are for 15 marks each. For 70 marks course
CI and C2 components are for 10 marks each. This will be based on two tests, one tutorial and
one assignment. 50% of the course units shall be covered in first half of the semester and the
rest during the second half.
12.2.2 After the completion of 100 working days in a semester and the completion of the visit
of AQMC to all the colleges of education, a semester-end-examination shall be conducted for
each of the hard core, soft core and the elective course. The duration for 70 marks paper will be
2 ½ hours and 50 marks will be 2 hours. This forms the C III component of assessment. Question
papers in two sets will be set by the different examiners for each course. The board of
examiners shall scrutinize and approve the question papers and scheme of valuation.
12.2.3 Sessional assessment for CI and CII in each course shall be brought to the notice of the
students immediately after each assessment and sent to the university as per the instruction
issued by the university from time to time
The details of continuous assessment are summarized in the following tables:

CONTINUOUS ASSESSMENT PATTERN
Table 1 (For 100 marks paper)
Component Units to be Sessional Items Break up of Period of

covered Assessment Marks Continuous
under each Assessment
course
C1 (Mid 1&2 15 Test 10 By the end of
Semester Assignment 5 the first half
Assessment) of the
semester
Semester Tutorial 5 the second
Assessment) half of the
semester
Table 2 (For 70 marks paper)
Component Units to be Sessional Items Break up of Period of

covered Assessment Marks Continuous
under each Assessment
course
Semester Assignment 5 the first half of
the semester
Assessment)
Semester Tutorial 5 the second
Assessment) half of the
semester
TABLE – 3 For School Internship - 1 (20 marks)
Component Items covered Weightage / Marks Period of Continuous

Assessment
C1 (Mid Semester Communication 5 By the middle of the

Assessment) Skills in POSS- I first half of the
semester( at the end
of 8th week)
C2 (Mid Semester Communication 5 By the end of the
Assessment) Skills in POSS –II first half of the
semester( at the end
of 16th week)
C3 ( Semester end Visit to a School or 10 By the end of the
Assessment) educational second half of the
resource center semester (during
17th or 18th week)
TABLE – 4 For School Internship - 2 (20 marks)
Component Items covered Weightage / Marks Period of Continuous

Assessment
C1 (Mid Semester Micro Teaching in 10 By the end of the

Assessment) POSS- I (any four first half of the
presentation skills) semester
C2 (Mid Semester Micro Teaching in 10 By the end of the
Assessment) POSS- I I (any four first half of the
presentation skills other semester
than the four practiced
in POSS I)
C3 (Mid Semester Integration of Skills 20 By the end of the

Assessment) in POSS I / POSS II second half of the
semester
For School Internship -3 & 4 (100 marks each)
Note: This will be for a duration of 16 weeks out of which 1 st week will be for observing a
regular classroom with a regular teacher and would also include peer observations, teacher
observations and faculty observations of practice lessons. Next 15 weeks will be practice of
Teaching and all other related activities in the school. Further, in each of the POSS, 12 regular
lessons (one regular lesson per week for twelve weeks), one terminal lesson, one Innovative
lesson and one computer assisted lesson during 13th ,14th & 15th weeks respectively to be given
by the student teacher
Assessment pattern:
TABLE 5
Sl No Items Marks
1 Observation of 6 regular lessons 30
2 Terminal lesson 20
3 Innovative Lesson 10
4 Computer Assisted Lesson 10
5 Observation of Peers’ lessons 10
6 Test Items 10
7 Unit Test 10
Total 100
A Reflective journal will be maintained, spreading over all the four semesters, by the student
teacher. It will be assessed for 30 marks at the end of fourth semester.
Practical in Psychology is an integral part of PE -1 & PE-4.Psychological Tests & Practical

Experiments are to be conducted in lieu of assignment during I Semester & IV semester
respectively. Project Work /Practical Activities may be assigned under POSS courses in III
semester in lieu of Tutorials.
Semester End University Examination Question paper pattern:

A: for 70 marks papers (Duration: 2 ½ hours)
Section & Type of questions No. of Questions to be answered Marks Total

A – Long Answer (8) 4 ( each having an internal choice; 2 4*8 32
questions to be set from each unit)
B – Medium Answer.(5) 4 out of 5(at least one question from 4*5 20
each unit is to be set)
C – Short Answer (3) 4 out of 6(at least one question from 4*3 12
D – Very Short Answer (1) 6 out of 8(at least one question from 6*1 6
TOTAL 18 70
B: for 50 marks papers (Duration: 2 hours)
Section & Type of questions No. of Questions to be answered Marks Total

A – Long Answer (8) 2 (each having an internal choice; 1 2*8 16
question to be set from each unit)
B – Medium Answer.(5) 3 out of 4 (at least one question from 3*5 15
C – Short Answer (3) 4 out of 6(at least one question from 4*3 12
D – Very Short Answer (1) 7 out of 8(at least two questions 7*1 7
from each unit is to be set)
TOTAL 16 50
12.2.4 Challenge valuation: A student who desires to apply for challenge valuation shall
obtain a Xerox copy of the answer script by paying the prescribed fee within 10 days after the
announcement of the results. He/she can challenge the grade awarded to him/her by
surrendering the grade card and by submitting an application along with the prescribed fee to
the Registrar (Evaluation) within 15 days after the announcement of the results. This challenge
valuation is only for C III component. The answer scripts for which challenge
valuation is sought for shall be sent to another examiner. The marks awarded in the challenges
valuation shall be the final. In case of 20% or more difference in the marks awarded by the first
and the second valuer, the script shall be referred to the third valuer and the average of the
nearest two shall be considered for the final award of marks.
12.2.5 A candidate’s performance from all three components will be in terms of scores,
and the sum of all three scores will be for a maximum of 100 marks.
12.2.6 Finally, awarding the grades should be completed latest by 24 th week of the
semester.
12.3 In case a candidate secures less than 40% in C I & C II put together, the candidate is said to
have dropped the course, and such candidate is not allowed to appear for C III. This shall be
declared by the principal of the college before the commencement of C III Component (Term-
end examination)
12.4 Candidate has to secure 35% in CIII in each course. If the candidate secures more than 35%
in C3, but less than 50% in C1, C2 & C3 put together, the candidate is said to have not
completed the course and he/she may either opt to drop the course or to utilize pending
option. The candidate has to give it in writing to the principal within one week of
announcement of CIII component. The candidate with pending option shall complete C III
component before the end of double the duration by reappearing only for C III component
of that course and he/she carries the same marks awarded in CI & CII.
12.5 A candidate has to re-register for the dropped course when the course is offered again by
the college. The candidate can choose the same or an alternate course only in the elective
course. The details of any dropped course will not appear in the grade card.
12.6 The tentative/provisional grade card will be issued by the registrar (Evaluation) at the end
of every semester indicating the courses completed successfully. This statement will not
contain the list of pending or dropped courses.
12.7 Upon successful completion of Bachelors degree a final grade card consisting of grades of
all courses successfully completed by the candidate will be issued by the Registrar (Evaluation)
12.8 The grade and the grade point earned by the candidates in the subject will be awarded
by the university as per the rules that are in force.
13. Academic Quality Monitoring Committee.
To monitor the academic work of different B Ed colleges with respect to the adhering to
the stipulated regulations of the programme there shall be a committee called Academic
Monitoring Committee. This committee shall visit all the colleges offering the programme only
after the completion of said no. of working days in both odd and even semesters. After the visit
Committee shall submit report to the University). The colleges shall make necessary
arrangements for the visit of the committee as per the guidelines of the committee.
Constitution of the committee
i) Chairman – Dean/ BOS( Chairperson)/ DOS ( Chairperson)/ senior faculty

member
ii) Members – Principal and two senior Teaching faculty members
(They shall be drawn from the B Ed colleges of the university on the
basis of seniority & rotation).
Detailed Syllabus for 2 year BEd (4 Semester) Programme
SEMESTER – I
HARD CORE;PIE-1 Childhood and Adolescence Education
Credits: 4(L: T=3:1)
TOTAL MARKS =THEORY + I A
100= 70+30
Hours: 72
Objectives: The Students will be able to

 Define Psychology and Educational Psychology.
 Understand the use of different methods of Educational Psychology.
 List the needs and problems of the Adolescents.
 Understand the different dimensions of development at different stages.
 Compare the different theories of child development.
 Explain the factors influencing child‘s growth and development.
 Understand the use of Sociometry.
 Analyze the cultural and societal influences on Adolescence.
Unit 1: Introduction to Educational Psychology

 Meaning and Definition of Psychology and Educational psychology.
 Nature and Scope of Educational psychology.
 Knowledge of Educational psychology to the classroom teacher.
 Methods of studying human behaviour – Observation, Case study and
experimental method: meaning, steps, uses and limitations.
Unit 2: Child Development

 Growth and Development: Concept, differences, principles of development
and stages of human development.
 Influence of Heredity and Environment on the development of the child.
 Child development: Dimensions of development during childhood.
 Developmental tasks during later childhood stage (Robert J Havighurst).
 Theories of Child Development according to Erikson‘s stages of
psychosocial development theory, Sigmund Freud‘s psychoanalytical
theory, Vygotsky‘s socio-cultural theory, Piaget‘s cognitive development
theory. Chomsky‘s language development theory.
 Factors influencing child‘s growth and development: family, school,
neighbourhood and community.
Unit 3: Adolescence
 Concept, importance, characteristics of adolescence.
 Dimensions of development during adolescence.
 Needs and problems of adolescents.
 Developmental tasks of adolescence (Robert J Havighurst).
 Problems of adolescence with special reference to Indian Context and its
comparison with western context.
 Effect of media on adolescent problems of stress and strain. (Examples may
be given from current issues – child labour, drug addiction, gender
discrimination by parents, etc.,)
Unit 4: Adolescent Socialization

 Identity development, self-concept and self-esteem development of
adolescents.
 Different cultural influences on adolescent development: independent vs
dependent, moral differences, effects on the ego, cultural confusions.
 Characteristics of a group – types of group, Sociometry – Sociogram.
 Cultural and Societal influences on adolescent development: parents, peers,
community and society.
Suggested guidelines to organize tutorial, practical and activities:
Unit 1
 Brief introduction to few Psychologists.

 Conducting a Case study.
 Examples on different types of Observation.
 Identifying different types of variables in the experimental method of
studying behaviour.
 Compare Psychology with Education Psychology.
 Preparing a questionnaire for interviewing the regular school teachers
regarding the scope of Educational Psychology in classroom transaction.
Unit 2
 Sharing of student teachers experiences of their childhood.
 Review of papers of different dimensions of development.
 A review of study relating to heredity and environment on development
during childhood.
 Influence of family, school and community on growth and development.
 Discussion of Endocrine glands influence on child development.
 Comparison of different theories of child development.
Unit 3
 Adolescents and media challenges in 21st century.
 Techniques of developing proper study habits.
 Management of stress in different situations.
 Role of media on the problems of adolescents.
 Comparative analysis of Maslow‘s hierarchy of needs and panchakosha.
 Studies related to problems of Indian Adolescents.
 Preparation of scrap book in regard to Adolescent problems.
Unit 4
 Administering sociometric technique and construction of sociogram.
 Problems on identity crisis of the Adolescents in Indian context.
 Measures to be taken in maintaining mental health of Adolescents.
 Special Counseling services to Adolescents.
 Conducting personality development games – Life skills.
 Study of influence of society on Adolescent development.
 Student diversity in classroom.
References
 Hurlock E B., Adolescent development, McGraw hill book company, New
York.
 Mangal S K, Advanced Educational Psychology, Prentice-Hall of India Pvt
ltd, New Delhi.
 Morgan C T, Introduction to Psychology, McGraw hill, New York.
 DandapaniS, Advanced Educational Psychology, Anmol Publications, New
Delhi.
 Rao S N, Educational Psychology, wiley Eastern Ltd, New Delhi.
 Aggarwal J C, Child development and process of learning, Shipra
publications, New Delhi.
 Chauhan S S, Advanced Educational Psychology, Vani Educational Books,
New Delhi.
 Piaget J, Development and Learning, Readings on the development of
Children, W H Freemen and Co, New York.
 Aggarawal J C, Essentials of Educational Psychology, Vikas publishing
House Ltd,
New Delhi.
 UshaRao, Advanced Educational Psychology, Himalaya Publication, New
Delhi.
 Suneetha C N, Educational Psychology, ShruthilokaPrakashana, Mysore.
 Don E Hamachek, Psychology in Teaching, Learning and Growth, Allyn &
Bacon Inc., Boston.
 Safaya R N, Shukla C S and Bhatia B D, Modern Eduational Psychology,
Dhanpat Rai Publishing Company, New Delhi.
 Vamadevappa H V, Psychology of learning and Instruction, Shreyas
Publication, Davanagere.
 Das J P, Text book of Psychology, Arnold Heinemann Publishers, New
Delhi. Dandapani S, Educational Psychology, Simplified, Neelkamal
Publications Pvt Ltd., Hyderabad.
HARD CORE;PIE-2 CONTEMPORARY INDIA AND EDUCATION

100= 70+30
Hours: 72
Objectives:
 Critically examine constitutional provisions related to education

 Learn about policy framework for public education India
 Study debates on multi lingual education, language policy and medium of
instruction
 Examine the recommendations of Kothari Commission Report and their
implementation
 Examine National Polity of Education (1986), (1992)
 Understand current concerns related to Indian Education
 Engage with the concept of diversity, inequality and marginalisation in
society and the implication for education
 Study educational issues and concerns related to global context
Unit 1: Constitution and Education
 Preamble of the constitution and education

 Fundamental rights and duties of citizens and directive principles of state
policies
 Constitutional provisions: Articles 15, 16, 17, 19, 21, 21a, 24, 28, 29, 30 and
45, 350, 350a related to educational aspects
 Constitutional values related to education
 Right to education Act 2009 – Salient features Karnataka Education Act-
Features related to school education
Unit 2: Policies Frame works for Public Education
 Policies for universal Elementary Education

 Kothari Commission: Recommendations and their implementation
 National Policy on Education (1986): Salient features
 Sarva Shikshan Abhiyana (SSA) and Rastriya Madhyamika Shikshana
Abhiyana (RMSA)
Unit 3: Issues and Challenges related to Indian Education
 Diversity, Inequality and Marginalization in Indian society

 Equalization for National and Emotional integration
 Language Policy and Medium of Instruction
Unit 4: Educational Issues related to global context
 Human rights Education- meaning and importance

 Education as expenditure and investment (in the contest of GATT)
 Liberalization, Privatization, Globalization- meaning and its impact on
education
 Education for International understanding and world peace
Practicum
 Project on tracing the process by which a consumer product is made available
from its raw form to a finished product and studying the various factors of
geography, economics, politics, history and sociology that may have influenced it
in one way or another.
 Match people’s experiences about their and others’ culture and diversity.
 Prepare a report after studying the major characteristics of India’s pluralistic
society, which select in or out school.
 To organize stage show or play to demonstrate cultural diversity of India /
Rajasthan/ regional.
 Observe mid-day meal of a school to assess its nutritive value and social integral
value (when children from various socio-cultural background religion, caste etc.
come together)
 Conduct an awareness programme on Child Rights with students, parents and
community.
 Draft a report with the help of field interview while studying the issue of
reservation as an equalitarian policy.
 Write a survey based report on financial allocations/field conditions/policies/
imperatives of schools.
 Conduct a special camp for children or women of
tribal/nomad/illiterate/remote area to make them literate or skilful or/to
provide knowledge about hygiene.
 Draft a report on above special camp and present it in classroom seminar.
 Examine policy & constitutional provision on equality and right to education.
 Make a report after critical study of any earlier policies (Nayee Taleem or
universal elementary education) to integrate life, work and education the context
of community participation and development.
 Train students in any five handicrafts on the basis of the Nayee Taleem. and
other related to cottage industries.
 Organize an exhibition on handicraft material.
References
 Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society
NCERT New Delhi.
 Coombs Philips H (1985) The World Crisis in Education. New York. Oxford
University Press, New York
 Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of the
Internal Commission on Education for Twenty First Century UNESCO.
 Dewey I (1952) Experience in Education, Collier Macmillan.
 Dewey S (1956) Democracy in Education New York: Macmillan.
 Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban.
 Government of India (1952) Report of the Secondary Education Commission, New
Delhi:- Ministry of Education.
 Government of India (1966) Report of Education Commission Ministry of Education,
New Delhi.
 Government of India MHRD (1986) (Revised 1992) National Policy of Education.
New Delhi.
 Government of India (1992) Report of Core Group on Value Orientation of Education
Planning Commission.
 Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons.
 Kneller George (1978) Introduction to Philosophy of Education, New York: John
Willey and Sons INC.
 Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book
Society, New Delhi.
 Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra. Vindo
Prakashan.
 Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta & Ce Put
Ltd. Calcutta.
 Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot.
 Naik J. P. and Syed N (1974) A Student’s History of Education in India, New Delhi.
Macmillan Co.
 Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian
Education Bombay : Allied Publishers.
 NCTE (1988) Gandhi on Education , New Delhi
 Salamaliha(1979) Education in Social Context. New Delhi. NCERT.
 Dr. P S Suresh-(2012) Education and national concern
 Dr. P S Suresh(2012) rastria kalaji maththu shikshan
HARD CORE; PIE-3 KNOWLEDGE AND CURRICULUM – I

100= 70+30
Hours: 72
Objectives: The students will be able to:

 Analyze the existing curriculum of all stages of education.
 Critically analyze various samples of textbooks.
 Identify various dimensions of the curriculum and their relationship with the
aims of Education.
 Examine the epistemological basis of education.
 Discuss the basics of modern child centered education.
 Identify relationship between the curriculum framework and syllabus.
 Explore the relationship between power, ideology and the curriculum.
 Facilitate prospective teachers to take decisions about and shape educational
and pedagogic practice with greater awareness of the theoretical and conceptual
under pinning‘s that inform it,
 Discuss the basis of modern child-centered education
 Substantiate education in relation to modern values like equity and equality,
individual opportunity and social justice and dignity.
 Reflect on the nature and role of curriculum to create interdisciplinary
curriculum.
 Distinguish between knowledge and skill, teaching and skill, knowledge and
information.
Unit 1: Nature and Scope of Knowledge

 Understanding Knowledge – definition of knowledge – nature of knowledge,
characteristics and facets of knowledge.
 Epistemological basis of knowledge.
 Process of knowing, ways of knowing, essentials for construction of
Knowledge. Process and Principles of constructivist learning.
 Distinction between knowledge and skill, Teaching and training, knowledge
and information, Reason and Belief. Concept and meaning of Education.
Unit 2: Modes of Knowledge Generation and Management

 Knowledge Generation – Activity, Discussion and Dialogues.
 Views of Gandhi, Tagore, Dewey, Plato.
 Views of Paulo, Friaries, Buber.
 Knowledge Generation, capture, knowledge transfer, management.
Unit 3: Education and Society

 Society as a source of Knowledge, Social stratification, Social change,
Social mobility, class and caste conflicts.
 Culture as a source of knowledge. Multi-culturalism, cultural lag, process of
culturalisation.
 Impact of Modernity on knowledge – Science and Technology Industrialization.
Liberalization, Privatization and Globalization on
Education System. Knowledge in the context of modern values – equity,
equality, social justice and secularism. Impact of democracy.
 Concepts of nationalism, universalism and secularism and their
Interrelationship with education as envisaged by Tagore and
Krishnamurthy.
Unit 4: Curriculum Construction

 Curriculum – Meaning: Components of Curriculum. Principles of
Curriculum Construction.
 Approaches to curriculum construction – Subject Centered, Teacher
Centred and Dialogue Centred, activity based, community centered.
 Hidden Curriculum and its role and influence on learner.
 Role of State and Nation and different Agencies in curriculum construction
Unit 1:
 Write a few definitions and interpretation of curriculum
 On what basis curriculum to be revised. Write a report and discuss
the same in classroom.
 Discuss in detail the suggestion made in NCF 2000 and NCF 2005
related to your own methodology subjects.
 Gather more details about the curriculum development by referring
Encyclopedia / Net sources.
Unit 2:
 Conduct a play on journey of knowledge on any one issue/innovation/
Discovery such as aero plane or bio computer.
 Decide dialogues and characters according to the script of the play.
Make use of full presence of students and staff for impressive
performance.
Unit 3:
 Analyze the existing curriculum in the secondary school level and
discuss with your peer group.
 Mention the challenges that we are facing while revising the
curriculum.
 Analysis of social myths in the light of scientific values and culture. ,
life skills etc.
Unit 4:
 Organize a /stage play a drama on educational thought of Mahatma
Gandhi/Rabindranath Tagore.
 Organize child entered activity for enhancement of children education and
values based on Gandhian/ Rabindranath Tagore thoughts.
 Perform a drama on social, academic and life history of eminent educationist
like Rabindranath Tagore.
References:
 Schilvest, W.H. Curriculum: prospective paradigm and possiilty.M.C
MLLAN publication.
 Hirst, Paul, H. Knowledge and the curriculum. Routledge publication.
 Letha ram mohan , Curriculum instrchon and evaluation. Agerwal
publication, Agra.
 Scolt, dand , Curriculum studies: curriculum knowledge. Routledge
falmes, m.y.
 Kelly, AV. , The curriculum: theory and practice sage publication
Singapore.
 Shulman L. S, Those who understand: knowledge growth in teaching.
educational researcher, 4-14
 Sinha, S. Acquiring literacy in schools, seminar, 38-42
 Sternberg, R.J. Intelligence, competence, and expertise, in A.J. Elliot
&C.S. Dweck (Eds), handbook of competence and motivation (pp
 Tagore, R. Civilization and progress. in crisis in civilization and other
essays. newdelhi: rupa&co.
 Pathak, A Social implications of schooling: knowledge pedagogy and
consciousness. Aakar books.
 Dr. P S Suresh(2014 Instractional process and school managment
HARD CORE; CPS-1 LANGUAGE ACROSS THE CURRICULUM

70=50+20
Hours :48
Objectives: Students will be able to:
 Develop competence through acquisition of literary skills

 Sensitize the value of language as tool for expression, communication, learning and
thinking
 To be sensitive to audience ,context and purpose for speaking ,reading ,writing and
listening
 Recognize the need to access and organize information from a variety of sources.
 Acquire and use structurally correct language in speech and writing.
 Develop competence in analyzing current school practices – classrooms interactions,
pedagogical decisions and nature of students‘ learning
Unit 1: Language Development
 Language – Phonology, morphology, syntax, semantics and pragmatics

 Ethnic and social context in language Development
 Multilingualism : the Role of Teacher in the class rooms
 Language acquisition among the students through every discipline
Unit 2: Nuances of Language learning
 Language skills – shaping-visual means of expression-moving-using the

Whole body.
 Introduction to the other language aspects – Influence in all the disciplines-
neuro- linguistically approach in the acquisition of communicative skills.
 Language as a mode in teaching various disciplines-precision in cognition.
 Acquiring efficiency in a language – competencies, skills as a professional –
Teacher as a dynamic & versatile communicator.
Unit 3: The role of language in Curriculum transaction
 Critical analysis of existing language learning practices valuing ones

Multilingual heritage
 Language proficiency as an employability skill
 Reading Comprehension – training higher levels of comprehension
 Implementation of language skills in class room interaction and designing
strategies Role of Language in assessment
Unit 4: Assessment and Evaluation
 Components of assessments – Oral, written

 Tools of assessment – quiz, framing questions, presentation, Description,
Making inferences (oral)
 Pen paper tests, summarization, writing appreciation, seminar
 Remedial Measures and refinement of tools

Unit 1
 Visit a school in your neighborhood and find out the language background of
students and prepare a report highlighting the language diversity that exists in the
class.
 Develop a lesson catering the needs of students who come from multi-linguistic
background
 Seminar on: ―Language is the vehicle that carries the content‖
 Interview a few teachers in a school and compare their language proficiency and
how it helps/affects in curriculum transaction.
 Interact with 4 student teachers and prepare a paper on:
 the structure of their language
 pronunciation
 vocabulary
 usage
Unit 2
 Make a survey in a school studying the competencies of 4 teachers by

administering tests and case study.
 Study the textbooks from 6th to 9th and make a note of the language, tasks,
appropriateness of theme and presentation.
 Develop ten strategies for enriching reading among students.
 Prepare a dictionary of 50 words
Unit 3
 Observe the demo lessons by student teachers in all the disciplines and make a
report on their presentation, accuracy and fluency in language.
 Make a brief report on the existing principles of language learning.
 Develop strategies to enrich reading skills among the students of class 6.
 Debate on ―Language development in the school is the responsibility of all the
teachers‖
Unit 4
 Write a short essay on the need of language to cover all ranges of human
activities and interaction.
 Prepare a self-assessment tool to assess your language proficiency.
 Case study survey: Identify the key features of language of students under
multilingual situations and the impact on their achievements
References:
 An Introduction to the Pronunciation of English- SK Bansal
 English Pronouncing Dictionary- Daniel Jones
 Speak English (8 books & 8 cassettes) – Ed.. -Don Dallas, Orient Longman
 Spoken English for you -K Rajeevan , Emerald Pub.
 Written English for you -K Rajeevan , Emerald Pub
 Dynamic Reading Skills Sterling Pub
 Spoken English - Sashi Kumar &Damija, Tata Mcgrow –Hill.
 Speed Writing-- Sterling Pub.
 Know your English K. Subramanian.
 Revised Bloom‘s Taxonomy.
 Classroom Update: Preparing for PRAXIS TM and Practice Educational Psychology
(John W. Santrock)
 Sinha, S (2000), Acquiring literacy in schools, seminar, 38-42
o .Pathak A (2013) Social implications of schooling : Knowledge Pedagogy and
Consciousness Aakar books
 Sternberg, RJ (2013) intelligence, Competence and Expertise, in A. J. Elliot & C S
Dweek (Eds) handbook of competence and motivation
 Teacher Plus – the Magazine for Teachers May-June 2012 issues Ur, Penny, A
Course in Language Teaching: Practice and Theory, Cambridge University Press
HARD CORE; EPC-1 READING AND REFLECTING ON TEXT

70=50+20
Hours: 48

 Organize the content.
 Refer skillfully the text for teaching and learning.
 Enable them to speak and write on the subject matter.
 Able to reflect, appreciate and analyze the text.
 Master different levels of comprehension.
 Develop reference skills
Unit 1: Reading and comprehension
 Locating information – Dictionaries, thesaurus –reference skills
 Gathering information – skimming, scanning, intensive and extensive reading
 Using information – Note making, summarizing, paraphrasing and information
transfer
 Need based reading & transaction
Unit 2: Planning of Instruction in English
 Usage of grammatically structured questions—Easy, relevant and

unambiguous
 Usage of appropriate vocabulary in language precise to the context
 Levels of Comprehension – specific understanding, analytical thinking,
synthesis of new-ideas, problem solving assessment
 Understanding the text based on Blooms Taxonomy
Unit 3: Selection of Text
 Qualities of text in selection – Language – simple to complex. Technical terms,

scientific terms, Narration of laboratory procedures, captions, titles etc.
 Organization of Ideas – systematic, general to specific
 Presentation of the text in relevance to the context followed by assessment
 Different types of text – Expository text, autobiographical, narrative texts, field
notes & ethnographies etc.
 Assessing Comprehension.
 Tools for evaluation – oral questions, test papers, group discussions, reflective
journal
 Questionnaires – Objective and subjective
 Feedback and Expected outcomes
Unit 1
 Conduct an activity to enrich the skills in referring dictionaries

 Group work on ‗How to use the Reader‘s Digest reverse dictionary and hit the
target word‘
 Prepare graffiti, display boards, mobile boards
 Take up book reviews as part of assembly activities.
 Suggest materials for both intensive and extensive reading for 8th and 9th standard
students.
Unit 2
 Prepare a question bank (Blooms Taxonomy) for CBSE 6th standard students.
 Choose the content and design strategies to provide opportunities for students
to reflect on the concept.
 Find out methods to overcome the difficulties faced by the students during
reading and writing
 Organize a workshop for preparing HOT questions for 10th standard students
of state syllabus
 Discussion on ‗Library as classroom activity in secondary education‘
 Observe Reading days, Reading week.
Unit 3
 Activity – book talks or book discussions

 Book reviews and book annotations, bulletin boards
 Activity – open shelf work, children‘s magazines and newspapers, class
libraries.
 Forming reader‘s club and carrying out oral/written survey among the
students to identify popular books.
 Seminars, symposiums.
Unit 4
 Selection and gradation of reading materials
 Comparative study, describing people etc.
 Film Review
 Critical Review
References:
 How to Increase Reading Speed Sterling Pub
 Strengthen your Writing-- V.R Narayanswamy, Orient Longmans
 Written Communication in English Sarah Freeman, Orient Longmans
 Developing Communicative Skills - Mohan Banerjee, McMillan Periodicals
 Badheka, G (2006y) Divasvapna, National Book Trust
 Batra P. (2005) Voice and agency of Teacher
 Teacher Plus : Magazine for teachers, Vikrampuri , Secunderabad
 Anderson RC (1984) Role of the reader‘s scheme in comprehension, Learning and
memory
 Advanced Oxford Dictionary, Hornby
 Building a strong vocabulary –carl.B. Smith.
 Long man English Grammar practice-L.G Alexander
SEMESTER – 11
HARD CORE; PIE-4 LEARNING AND TEACHING
100= 70+30
Hours: 72
Objective of the course
On the completion of the course, the student teacher will be able to,
 Acquire and analysis the concept of teaching as a complex activity and as a

profession.
 Reflect on the notions of learning and teaching.
 Analysis the existing individual differences among learner and influencing
factors.
 Understand theories of learning as conceptualized currently and acquire
familiarity with different theories of learning.
 Critically analyze the theories of learning interns interns of their relevance
to different dimensions of learning- knowledge, skill, values, beliefs,
altitudes and habits.
 Engage theoretically and through observation with the notion of learning as
construction of knowledge.
 Investigate the differences and connections between learning in school and
learning outside school.
 Understand the relationship of learning with learner‘s intelligence,
motivation aptitude etc.
 Understand culturally responsive teaching approaches that support learning.
 Explain the influence of socio-cultural factors on learning.
 Appreciate the role of teacher as facilities.
Understanding the learning process;

 Learning – meaning nature and relationship of learning with maturation and
development outcomes and types of learning (heirarical struture) as
enunciated by gagne.
 Theories of learning : the salient features and educational implications of the
following theories a) thorndike‘s trail and error b) pavlov‘s classical
conditioning c) skinner‘s operant conditioning d) kohler‘s insightful
learning e) Bandua‘s observational learning f) Roger‘s humanistic soncept.
 Learning as construction of knowledge : theories of Bruner, piaget and
vygostky, comparison of vygosky‘s and piaget‘s theories, strategies for
applying these theories to children‘s education.
 Factors affecting learning : a) motivatin – meaning, types and strategies b)
memory and forgetting – meaning, stages of memory, methods of improving
retention and causes of forgetting c) transfer of training – meaning, types
and maximizing positive transfer.
Unit II
Understanding the learner as a unique individual :
 Individual differences – concepts areas, and causes (in brief)

 Different in cognitive dimensions : a) intelligence – meaning and definition,
concepts of MA, CA and IQ. Intelligence tests – types and uses. Gardener‘s
theory of multiple intelligence. B) emotional intelligence – meaning and
definition, dimensions of El, schooling of El c) creativity – meaning steps
involved and differences between creativity and intelligence. Procedures of
fostering creativity. Test of creativity d) aptitude – meaning and components
aptitude test.
 Differences in affective dimension a) attitude – meaning, dimensions – and
factors influencing attention.
 Personality – meaning, nature and approaches to understand personality,
freud‘s and malsow‘s theories of personality, hierarchy of needs. Personality
test (in brief).
Unit III
Learning in and out of school:
 Various learning situations - in and out of school situations.

 Group dynamics – meaning and characteristics of group, classroom as a
group, the influence of group cohesiveness, socio-emotional climate and
interactive styles on learning in and out of school situations. Types of
leadership. The concepts of sociometry and sociogram and their uses.
 Influence of social environment – the role of home, parent and socio –
cultural setting on learning, peer tutoring, dialogues, collaborative learning,
reciprocal teaching etc.
 Differences in learners based on predominant ‗learning styles‘ impact of
language of learners and language of instruction on learning.
Unit – IV
Teaching and models of teaching:
 Process of teaching – teaching as a) a complex activity b) process and a

product c) a profession. Principles and maxims of teaching.
 Role of the teachers as a) a transmitter of knowledge b) a regulator c) a cp
–learner and d) facilitator
 Teaching skill – meaning, importance and components of any 8-9 micro
teaching skills (preparatory, presentation, closure and managerial skills )
communication skills.
 Models. Approach to teaching – a) concept attainment model (CAM) b)
inquiry training model (ITM) c) advance organizer model (AOM) d)
synectics model.
Suggested activities \ practices:
 Select 2 or 3 student and assess their intelligence, aptitude and academic

achievement
 Techniques of facilities creativity of divergent thinking among students.
 Take 3 boys and 3 girls of the class and identify their social and educational
differences due to gender issues in terms of sex, age, cast, SES and
personality.
 Administer any one personality inventory and discus the results and suggest
for adjustment if needed.
 Study the learning style of any four student and suggest suitable strategies
for facilitating learning
 Analyze a situation and identify the type of transfer of learning.
 Describe the nature of learning process according to social constructivism
with two illustrative examples.
 Make a comparative study of the behaviorist, congnitive and constructivist
approaches to learning.
Suggested references
 As given earlier +1 educational psychology by John W. Santrock, Tata

McGraw Hill education private limited , New Delhi. 2 Psychology by Robert
A. Bayron
 Bruner J, Process of Education, New York Knopf.
 Joyce Band Weil M (1985), Models of Teaching (2nd edn.) New Delhi
Prentice Hall of India.
 Stones E (1970) Readings in Educational Psychology Learning and
Teaching, London, Methuem.
 Gagne R .M .(1978), The conditions of learning ,New York; Holt.
 Wallas G (1926), The art of thought, New York, Harcourt, Brace.
 Bhatt H, The Dairy of a School Teacher, Azim Premji University
Publications , Retrieved from WWW.arvindguptays.com/arvind
gupta/diary-school teacher.eng.pdf.
 John B Santrock-Educational Psychology.
 Robert A Baron-Psychology.
 Laura E. Berk-Psychology.
 Pearson –Psychology.
 Mangal S.K. Advanced Educational Psychology.
 Levin J.R.& Allen V.L.(1976 ) Cognitive Learning in Children: Theories
and Strategies
o NY; Academic Press.
 Medin,D (1996) (2nd Edn) Cognitive Psychology N.Y: Harcourt Brace
College.
 Omrod, J.D (2000) (3rd edn) Educational Psychology; Developing
Learners, N Y: Prentice hall Inc.
 Skinner C. E (1984) Educational Psychology. New Delhi Prentice hall Inc.
 Dr. H.V. Vamadevappa – Psychology of Learning and instructions;
Shreyas Publications; Davanagere (2015).
 Bruce, Joyce and Marsha Weil, (1985) Models of Teaching, Prentice Hall
of India, New Delhi.
 Joyce, Bruce and Marsha Weil (2000), Models of Teaching, (4th Ed)
Prentice Hall of India, New Delhi.
 Dandekar W. N – Experimental Psychology.
 Nataraja P – Manual of Experiments in Psychology, Srinivasan
Publications, Mysore.
 Gagne R M (1985), The Conditions of learning and theory of instruction
(4th ed) New York, Holt, Rinchart and Winston.
 Chauhan S S – Advanced Educational Psychology
 J. «. UÉÆÃ«AzÀ gÁªï - ²PÀëtzÀ°è ªÀÄ£ÉÆÃ«eÁk£À ªÀÄÄgÀ½ ¥ÀæPÁ±À£À, ªÉÄÊ¸ÀÆgÀÄ
 qÁ|ºÉZï. «. ªÁªÀÄzÉÃªÀ¥Àà – PÀ°PÁ ¥ÀæQæAiÉÄAiÀÄ ªÀÄ£ÉÆÃ«eÁk£À ªÀÄvÀÄÛ ªÀiË®å ªÀiÁ¥À£À, ±ÉæÃAiÀÄ¸ï
¥À©èPÉÃµÀ£ïì, zÁªÀtUÉgÉ (2015).
 GªÉÄÃ±ï ºÉZï.J¸ï. ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆÃ«eÁk£À, «¸ÀäAiÀÄ ¥ÀæPÁ±À£À, ªÉÄÊ¸ÀÆgÀÄ.
 qÁ| PÉÆAUÀªÁqÀ, ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆÃ«eÁk£À, «zÁå¤¢ü ¥ÀæPÁ±À£À, UÀzÀUÀ.
 qÁ| ªÀÄºÁ§¯ÉÃ±ÀégÀgÁªï, ²PÀëtzÀ°è ªÀÄ£ÉÆÃ«eÁk£À, ¥ÉÃgÀ ªÀÄÄUÉÃgÀÄ, ±ÉÊAvÀeÉ ¥ÀæPÁ±À£À.
 zÀAqÀ¥ÁtÂ J¸ï. (1998) C£ÀÄ, ªÀÄºÁ§¯ÉÃ±ÀégÀgÁªï (2000) ªÀÄ£ÀB±Á¸ÀÛç ªÀÄvÀÄÛ ²PÀët, G¦à£À PÉÆÃmÉ,
¸ÀÄªÀÄAvÀ ¥ÀæPÁ±À£À
 ZÀAzÀæ±ÉÃRgÀ ¹.Dgï. (1996) «zÁåyðUÀ¼À ªÀiÁ£À¹PÀ ¸ÀªÀÄ¸ÉåUÀ¼ÀÄ
 Dr. P S Suresh(2015) Bodana prakriye mathu shala nirvahane
HARD CORE; PIE-5 ASSESSMENT FOR LEARNING
100= 70+30
Hours: 72
Objectives:
On completion of the course the student-teacher will be able to:
 Develop conceptual clarity regarding the terms related to assessment
 Salient features of CCE

 Prepare and use items for cognitive, affective and performance outcomes
 Use assessment feedback for improving teaching and learning
 Statistically process the assessment data and draw interpretation
Unit 1: Perspectives on Assessment and Evaluation

 Concepts of Assessment, measurement, tests, examination, evaluation,
grading.
 Purposes of Assessment; Assessment in a constructivist paradigm.
 Classification of Assessment- formative and summative, CRT and NRT;
Peer assessment.
 Continuous and Comprehensive Evaluation.
 Distinction between ‗Assessment of Learning‘ and ‗Assessment for
Learning‘.
Unit 2: Assessment of Learning

 Bloom‘s Taxonomy of Educational Objectives; Anderson‘s revised
classification of cognitive objectives.
 Assessment of cognitive learning- recall of facts and concepts,
understanding and application of knowledge; items and procedure for
assessment.
 Assessment of affective learning- attitudes and values, interest; ; items and
procedure for assessment.
 Assessment of performance- tools and techniques for the assessment of
skills.
 Construction of a Unit test.
Unit 3: Assessment for Learning

 Assessment information as an input for learning.
 Use of projects, assignments, worksheets, practical work, performance
based activities, seminars and reports as assessment devices.
 Developing performance tasks
 Using assessment feedback for further learning
Unit 4: Data analysis, interpretation and follow-up
 Presentation of data- tabulation (frequency table) and graphical
representation (frequency polygon)
 Analysis of data – measures of central tendency, variability and relationship-
types and uses; computation of MCT only; interpretation using results of
MCT
 Normal Probability Curve – characteristics and uses
 Follow-up: Diagnosis and remediation
Practicum:
 Prepare items for formative and summative assessment(subject specific)
 Prepare test items for assessing non-scholastic out comes
 Formulate instructional objectives (subject specific)
 Prepare items (subject specific) for cognitive outcomes
 Develop criteria for assessing projects, assignments, seminars etc.
 Draw NPC for a distribution
 Construct items for a diagnostic test (subject specific)
References:
 Danielson, C(2002). Enhancing Student Achievement: A framework for
School improvement
 Dandekar W N – Evaluation in Schools
 Grounland N – Measurement, Evaluation and teaching
 Garette N E - Statistics in Psychology and Education
 Patel, RAmbhai N – Educational Evaluation –theory and practice
 ¸ÀÄgÉÃ±ï ¦ J¸ï, ¥ÀÄlÖ¸ÁØ«Ä - ¥ËæqsÀ ²PÀët ªÀÄvÀÄÛ ²PÀëPÀ£À PÁAiÀÄðUÀ¼ÀÄ
HARD CORE; CPS-2 UNDERSTANDING DISCIPLINES AND SUBJECTS ( 1/2)

100= 70+30
Hours: 72
Objectives : After completion of the course, student-teachers will be able to:-

 Understand chronological evolution of knowledge.
 Understand theory related to human needs change with time.
 Reflect on the nature and role of disciplinary knowledge in the school
curriculum and the paradigm shifts in the nature of disciplines with some
discussion on the history of teaching of subject areas in schools.
 Historically review on sea change in disciplinary areas, especially social
science, natural science and linguistics.
 Understand methods of study and validation of knowledge in changing
scenario.
 Understand how the content was selected, framed in the syllabus, and how it
can be transformed so that learners construct their own knowledge through
it.
 Study govt. policies on teaching of subjects after independence and its
impact.
Unit 1: Disciplinary Knowledge

 Knowledge: - definition, its genesis and general growth from the remote past
to 21th century.
 Nature and role of disciplinary knowledge in the school curriculum, the
paradigm shifts in the nature of discipline
 History of the teaching of subject areas in schools.
 The role of such disciplinary areas like language, maths, social science,
science in the overall scheme of the School curriculum (from philosophical
point of view John Dewey)
Unit 2: Disciplinary Areas

 Redefinition and reformulation of disciplines and school subjects over the
last two centuries ( in particular social, political and intellectual contexts)
 Sea change in disciplinary areas (especially social science, natural science
and linguistic) during last fifty years :-Science form 15th century up to 21th
century
 Linguistic from 15th century up to 21th century
 Advances of knowledge : teaching from 15th century up to 21th century
 Evolution of knowledge: humanities from 15th century up to 21th century.
 Landmarks of knowledge: social science from 15th century up to 21th
century.
Unit 3: Content of Discipliner

 Theory of content: need theory, hygiene theory and Maslow‘s theory
 Selection criteria of content in the syllabus.
 Transformation of content for construction of learners own knowledge
through it,
 Criteria of inclusion or exclusion of a subject area from the school
curriculum.
 Importance of practical, community and intuitive or tacit knowledge in
design of school subjects.
 Issues of social reconstruction selected to design school subjects.
Unit 4: Development in Disciplines

 Recent developments in science, maths and philosophy in school level
curriculum.
 Post independence era govt. policies on teaching of science, math and
social science.
 Modes of thinking: meaning, concept and factors affecting it.
 Positivistic, speculative and authority centred modes of thinking: their
impact on pure & applied sciences, social sciences and humanities.
Practicum
 Conduct an activity from school subject which is essential for further life at
upper primary to senior secondary level.
 Conduct a play on life history of eminent persons, so that students can
follow or accept as role model.
 Seminar on scheme of school curriculum.
 Assign tasks to students to collect information from their grandparents
about change in life style, then with the help of student analyse the reason
of these changes. (Due to advancement in science and technology) and
present the report in assembly.
 Conduct a play on advances of knowledge in teaching/education from 15th
century to 21th Century.
 Workshop on ―writing a paper for book, magazine and journal. ―
 Workshop on transformation of content for construction of learners own
knowledge according to present need.
 Debate on criteria of inclusion or exclusion of a subject area from school
curriculum.
 Select any appropriate topic of your subject at school level and organize a
play in which - community, student and teachers will have actively
evolved.
 Critical review of post-independence era govt. policies and its
implementation on teaching of science/maths/social science/ language.
 Draft a report after deep study on recent developments in
science/maths/philosophy in school curriculum.
 Analyse the Periodicals like newspaper, Magazine, Journals etc. in the light
of social needs of science/social science/maths etc.
 Critical review of a text literature of your subject area.
 Make a project related to farming, horticulture or hospitality by which
student may acquire knowledge of multidiscipline.
 Write about a book, which is the best, with logic and justification.
Reference
 Zastoupil, L. & Moir, M. (1999) the great Indian education
debate: Documents Relating to the orientalist-anglicis
controversy, 1781-1843, Psychology press.
 UNESCO, (2009) Policy guidelines on inclusion in education
UNESCO.
 Valerian Rodrigues, (2002) democracy. In the essential writings
of B.R. Ambedkar (pp. 60-64) New Delhi: Oxford University
press.
 Shulman L. S. (1986) those who understand: knowledge growth
in teaching. Educational researcher, 4-14
 Scrase, T. J. (2002). Globalisation and the cultural politics of
educational change: the controversy over teaching on English in
west Bengal. International review of education 48(5), 361-375
 Poste, R. Pster, T. M, & Ross. D. (Eds) (2003) the Cambridge
history of science: Volume 7 the modern social sciences.
Cambridge University press.
 Plato (2009) Reason and persuasion Three dialogues (chapter ^)
in J. Holbo (Ed) Meno: reason, persuasion and virtue. Person.
 Naik. J.P. & Nurullah, S. (1974) a student‘s history of
education in India (1800-1973). Macmillan
 Montuschi, E. (2003). Objects of social science. London:
continuum press.
 Ladson-Billings. G. (1995). Toward a theory of culturally
relevant pedagogy. American Educational research journal.
32(3), 465-491.
 Hodson, D, (1987). Science curriculum change in Victorian
England: A case study of the science of common things. In I.
Goodson (Ed.), International perspectives in curriculum history.
Croom helm.
 Goodson, I.F. &Marsh, C.J. (2005). Studying school subjects:
A guide. Rouledge.
 GOI. (1992, 1998), National policy on education, 1986 (As
modified in 1992). Retrieved from
http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-
mod92.pdf
 Ghosh, S.C. (2007). History of education in India. Rawat
publications.
 Deng, Z (2013) School subjects and academic disciplines. In A.
Luke, A. Woods, & Wer (Eds.), Curriculum syllabus design
and equity: A primer and model. Routledge.
 Deplit, L.D. (1988). The silenced dialogue: Power and
pedagogy in educating other people‘s children. Harvard
Educational Review, 58(3), 280-299.
 Carr, D.(2005). Making sense of education: An introduction to
the philosophy and theory of education and teaching.
Routledge.
PEDAGOGY OF A SCHOOL SUBJECTS (PART-I)
SOFT CORE; CPS-3 PEDAGOGY OF ENGLISH LANGUAGE PART-I

70=50+20
Hours:48
Objectives: After completion of the course the student teachers will be able to:
 Acquire knowledge about different aspects of language.

 Use language for effective communication.
 Familiarize with nature and structure of English language.
 Master content, pedagogical and technical knowledge.
 Enable them to professionalize teaching of language based on constructive
approach.
 Understand about different objectives of teaching English.
 Learn and use different methods and approaches of teaching English.
Unit 1: Content-1
 Tenses-classification, types and uses. Verbs and its kinds.

 Functions of auxiliary, modals and Questions tags.
 Voices- Active, Passive. Transformation of sentences.
 Language functions in different contexts.-social, formal and informal
occasions of expressing likes, introduction, Greeting, apologizing, seeking
permission.
Unit 2: English Language and its Nature.
 Language: meaning, Definitions, importance and functions

 Principles of Language learning, English as second Language and library
language. Distinction between L1 and L2.
 Structure of English Language- Phonological structure, Morphological
structure, Semantic structure, Syntactic structure and graphic structure in
detail.
 Brief description of organs of speech, Phonetics- vowel sounds, consonants,
transcription. Concept of R P and IPA
Unit 3: Aims and objectives of Teaching English.
 Aims and objectives- meaning and difference. Objectives of teaching

English: knowledge, comprehension, expression and appreciation. General,
instructional and specific objectives.
 Revised Anderson and Krathwohl taxonomy of objectives.
 Policies and recommendations of Kothari commission (Three language
Formula), N P E 1986,NCF 2005, NCFTE 2009.
 Language Skills- Listening, Speaking Reading And Writing( objectives,
meaning ,importance and methods to develop each skills).
Unit 4: Methods and Approaches of Teaching English
 Method, Approach and technique- Meaning and differences.

 A brief discussion on salient features, principles, advantages and limitations
of Bilingual and Direct methods.
 Meaning, principles, merits and demerits of Structural, communicative and
situational approaches.
 Constructivist approach in ELT- Vygotsky and Chomsky
Topics for Seminar/Tutorials/Projects/Practicals
1. Practice in 44 sounds of English.

2. Preparation of mini dictionary
3. Developing language games, cross word puzzles.
4. Phonological structure in English
5. English Language teaching in India –present Scenario
6. Role of English in India and abroad.
7. Activities to develop linguistic skills-LSRW
8. Latest trends of teaching English.
9. Preparation of Discourse items in English-Dialogues, conversation,
Roleplay, Dramatisation, Notice, Letter writing, story writing, creative
writing and editing.
10.Factors affecting second language acquisition in students
References:
 Block;C C (1997) Teaching the Language Arts,2nd Ed. Allyn and Bacon
 Mckay. et.al (1995) The communication skills Book, 2nd Ed. New Harbinges
Pub.
 High School English Grammar, Wren and Martin.
 Anderson, RC (1984).Role of the reader`s schema in comprehension,
learning and memory. in R C Anderson, J Osborn, &R. J Tierney(Eds);
Learning to read in American schools.
 Phillips, D.C (1995)The good , the bad and the ugly: the many faces of
constructivism, educational research.
 Iggy Roca&Wyn Jonson, A Course in Phonology,Blackwell(1999).
 O`Connor, Principles of Phonectics;OUP (1973).
 T.CBaruah; The English Teachers Hand book.
 Menon and Patel ;Teaching of English language as a Foreign Language.
 R A Sharma; Teaching of English.
 Bhatia &Bhatia ; Methods of Teachlng English
 Geetha Nagaraj; Trends in teaching of English
 Ganesh Bagchi English sound and spelling, RIE Bengaluru.
 .NCERT(2006) Position paper National focus group on teaching of Indian
Language.NCF-2005
SOFT CORE; CPS-3 CPS 3/14 PEDAGOGY OF SCHOOL SUBJECT -1

70=50+20
Hours:48
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SOFT CORE; CPS-3 PEDAGOGY OF BIOLOGICAL SCIENCE 1

70=50+20
Hours: 48
Objectives: After the completion of the course the teacher – trainee will be able to
 Enrich their content competency in Life science.

 Understand the meaning, nature and scope of life science.
 Acquire the science process skills.
 Identify the product – components of life science.
 Construct general and instructional objectives in life science.
 Indentify the salient features of approaches, methods and models of
teaching.
Unit 1: Content Enrichment
 Study of Cells: Plant and Animal cell, Cell organelles, their Structure and
Function.
 The world of Microbes: useful and harmful microbes.
 Biodiversity and Genetics:
 Biodiversity: Meaning, Biological Classification and Binomial
Nomenclature.
 Genetic Engineering, Hybridisation, Cloning.
 Heredity and Evolution: Lamarkism and Darwinism.
Unit 2: Nature and Scope of Life Science.
 Meaning, nature, scope, importance and application of life science and its
relevance to modern life.
 Inter relationship between life science with other disciplines.
 Values of teaching Life Science – Intellectual, Utilitarian, Aesthetic and
Vocational.
 Components of Life Science as a process – Science process skills,
Observation, Identification, Classification, hypothecation, Experimentation
and Scientific method.
 Components of Life Science as product – Facts, Concepts, Generalization,
Laws, Theories and Scientific Attitude.
Unit 3: Objectives of Teaching Life science
 Salient features of Science Education as Envisaged in NCF – 2005.

 General objectives of teaching life science at Higher primary, Secondary and
Higher secondary level.
 Revised Anderson and Krathwohl cognitive domain‘s Taxonomy.
Constructing instructional objectives with constructivist approach at higher
primary, Secondary and Higher secondary level.
Unit 4: Approaches, and Methods of Teaching Life science.
 Structure and function Approach; Types – Species approach; Conceptual

approach; Inductive and Deductive approach.
 Methods of teaching – Lecture – cum– Demonstration; Project; and
Laboratory method.
 Models of Teaching with the constructivist approach (CAM and BSIM).
 Innovative Teaching – Constructivism with 5E‘ Model (Engage; Explore;
Express; Expand and Evaluate).
 Self – Instructional Technique and integration of ICT in Teaching life
science.
Suggested Activities / Practical / Tutorials.

 Discuss the issues and their implications in different areas in bio subjects:
(a) Agriculture (b) Health and Medical science.
 Conducting practical classes in Life science and preparing a practical record.
 Activities that develop scientific attitude among students.
 Assigning suitable topics for project method.
 Preparing a report by identifying the social / health and Environmental
hazards and their respective preventive measures.
 Constructing instructional objectives based on Anderson and Krathwohl
Taxonomy for selected units.
References:
 Aggarwal, D. D. (2004): Modern methods of Teaching Biology : Saruk and

Sons (Sarlooks.com)
 T. L. Green: The teaching of Biology in tropical secondary school.
 L. M. J. Kramer: Teaching of life science, MacMillan.
 Miller & Blaydes : Methods and Materials for teaching biological Science.
McGraw
 Hill book company Inc. New York and London.
 Choudhary . S. (2010). Teaching of biology. APH publishing corporation.
New Delhi.
 Sood, J . K. (1987) Teaching of life science. Kohli publishers Chandigarh.
 D A Thurber and collette: Teaching Science in today‘s secondary schools.
 Jean Breamer : Teaching Biology, MacMillan.
 Doris. F Falk : Biology teaching Methods, John Willey and Sons Inc.
 Narendra Vidya : Impact of Science Teaching.
 BSCS (NCERT) : Biology, Yellow version.
 BSCS (NCERT) : Biology Blue version. Molecules to Man.
SOFT CORE; CPS-3 PEDAGOGY OF SOCIAL SCIENCE
70=50+20
Hours:48
Objectives: On completion of the course student-teacher will be able to:

 To develop an understanding of the nature of social sciences, both of
individual disciplines comprising social sciences and also of social
sciences as an integrated / interdisciplinary area of study;
 To acquire a conceptual understanding of the processes of teaching and
learning social sciences;
 To enable student teachers examine the prevailing pedagogical practices
in classrooms critically and to reflect on the desired changes;
 To acquire basic knowledge and skills to analyze and transact the social
sciences curriculum effectively following wide-ranging teaching-learning
strategies in order to make it enjoyable and relevant for life;
 To sensitize and equip student teachers to handle social issues and
concerns in a responsible manner, e.g., preservation of the environment,
disaster management, promoting inclusive education, preventing social
exclusion of children coming from socially and economically deprived
background and saving fast depleting natural resources (water, mineral,
fossil fuels etc.).
Unit 1: Content Orientation

 Ancient Civilization of the World and India
 World Religions (Christianity, Islam, Jainism, Buddhism)
 Ancient and Medieval Indian History (North and South)
 Indian Constitution and Democracy, Society and Culture
 Physical geography- solar system , Atomosphere, Hydrosphere,
Biosphere.
 Economics – Major Concepts , Importance, Economic Activities
(Related to India)
Unit 2: Nature and Scope of Social Science

 Meaning, Nature and Importance of social science
 Social Science as an art and science
 Components of Social Science
 Differentiate between Social Science, Natural Science and Social
Studies
Unit 3: Aims and Objectives of Social Science

 Meaning of Aims, Objectives and Values
 Aims and Objectives of Social Science
 Instructional Objectives - Criteria
 Stating Instructional Objectives according to Revised Anderson‘s
Taxonomy
Unit 4: Approaches and Methods of Teaching Social Science

 Need of right and variety of Methods of Social Science
 Project Method, Source Method, Survey Method,
 Observation Method, Excursion Method, Discussion Method
 Importance of ICT in teaching of Social Science
SOFT CORE; CPS-3 POSS- PHYSICAL SCIENCE 1

70=50+20
Hours:48
Objectives: The student teacher will be able to:

 Enrich their content competency in Physical Science
 Acquire the knowledge of nature and scope of Physical Science
 Explain the Science Process Skills
 Identify the various components of Scientific Knowledge
 Formulate general and instructional objectives in teaching Physical Science
 Identify features of approaches and methods of teaching Physical Science
Unit 1: Content Enrichment

 Sound, Heat and Light/Optics.
 Dynamics, Electricity and Magnetism.
 Modern Physics, Electronics and Universe.
 Atomic Structure, Electronic Configuration, Periodic Classification,
Chemical Bonding, Chemical Reactions, Chemicals in our daily life,
Synthetic Materials.
 Radioactivity, Metals and Non-Metals, Carbon and its Compounds.
Unit 2: Nature and Scope of Teaching Physical Science

 Meaning, Nature, Importance and Scope.
 Values in Physical Science and its correlation with other disciplines.
 Science as both Product and Process - Scientific Knowledge and its
components.
 Process Skills in Science.
 Scientific Attitude – Characteristics and Development.
Unit 3: Objectives of Teaching Physical Science

 Science Learning as envisaged by NCF-2005
 Goals for Science instruction under project – 2061 (NSE, Washington –
goals)
 to higher primary, secondary and higher secondary).
 Revised Bloom‘s Taxonomy (Bloom‘s / Anderson – process verbs,
Assessment and Questioning Strategies)
 Stating Instructional Objectives – Criteria and Constructivist approach.
Unit 4: Approaches and Methods of Teaching Physical Science

 Inductive and Deductive Approach.
 Investigatory Approach, Problem Solving Approach.
 Lecture cum Demonstration, Project Method, Lab Method.
 Constructivist Approach and other innovative approaches (CAM and ITM)
 Integration of ICT in teaching Physical Science.
Suggested Activities / Practicals / Tutorials

 Study of life history and contribution of Physicists and Chemists.
 Activities to eradicate superstitious belief.
 Identification of values while teaching different units of Physical Science.
 List out the experiments and materials required to conduct practical
activities in Physical Science (for classes 6th to 12th).
 Formulate instructional objectives based on Anderson and Krathwhol
Taxonomy for the selected units.
 State general objectives to teach Physical Science.
 Explore various situations to develop Science Process Skills.
 List out various project topics.
REFERENCES:
 Chand, B. (1986). Teaching of Science, Ludhiana: Prakash Brothers.
 Das, R. C. (1985). Science Teaching in School, New Delhi: Sterling Publishers.
 Gibbs, K .(1996). Advanced Physical science – Part I & II, Cambridge: Cambridge
University Press.
 Gupta, S. N. (1985). Teaching Physical Science in Secondary School, New Delhi: Sterling
Publishers.
 Joyce, Bruce and Marsha Weil. (2000). Models of Teaching (4th Edn.), New Delhi:
Prentice hall Inc.
 Kalara, R. N. (1981). Innovations in Science Teaching, Lucknow: Prakashan Kendra.
 Prasad, J. (2005). Practical Aspects in Teaching of Science, Kanishka Publishers.
 Sharma, R. C. (1987). Modern Science Teaching, Delhi: Dhanpat Rai and Sons.
 Siddiqui and Siddiqui. (1998). Teaching of Science-Today and Tomorrow, New Delhi:
Doaba House.
 Sood, S. K. (1988). New Directions in Science Teaching, Delhi: Indian Publishers.
 Sudharshan, P. V. (1994). A Manual of Science Club. Sushma Publishers.
 Sund, R. B and Trawbridge, L. W. (1986). Teaching Science by Inquiry in Secondary
Schools. Ohio: Charles and Merrill.
 Thurbar, W. A and Collette, A. T. (1964). Teaching Science in today’s Secondary School.
New Delhi: Prentice hall Inc.
 UNESCO. (1978). New UNESCO Source Books for Science Teaching. New Delhi: Oxford
and IBH Publishing Co.
 UNESCO. (1986). UNESCO Hand Book for Science Teachers. Paris: UNESCO.
 Vadiya, N. (1968). Problem Solving in Science. Lucknow: S. Chand & Co.
 Wadhva, S. (2001). Modern Methods of Teaching Physical science. New Delhi, Swaroop
& Sons.
 Yadav, R. S. (1998).Teaching of Science. New Delhi: Anmol Publications Pvt. Ltd.
 Zaidy, S. M. (2004). Modern Teaching of Science. New Delhi: Anmol Publications Pvt. Ltd.
 AiÀiÁzsÀªÁqÀ , «eÁÕ£À ¨ÉÆzsÀ£É,
 UÀÄqÀØ½î J¸ï. JA. (2003) «eÁÕ£À ¨ÉÆÃzsÀ£É. zsÁgÀªÁqÀ: ¨sÁgÀvÀ
¥ÀæPÁ±À£À
 dAvÀ° Dgï. N. (2003) «µÀAiÀiÁzsÁjvÀ ¨ÉÆÃzsÀ£É ¥ÀzÀÞw «eÁÕ£À.
UÀzÀUÀ: «zÁå¤¢ü ¥ÀæPÁ±À£À.
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«eÁÕ£À UÀzÀUÀ: «zÁå¤¢ü ¥ÀæPÁ±À£À
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SOFT CORE; CPS-3 POSS – MATHEMATICS 1

70=50+20
Hours:48
Objectives: The Pupil will be able to:
 Enrich their content competency in Mathematics

 Develop awareness of the nature & scope of Mathematics
 Appreciate & use appropriately the processes involved in Mathematics
 Appreciate the uses of Mathematics in daily life.
 Develop knowledge of various of values of teaching Mathematics
 Formulate Instructional Objectives in Mathematics as per revised taxonomy
 Use appropriate approaches & methods to teach various content categories
of Mathematics
Unit 1: Content in Mathematics (8hrs)

 Number system, Sets, Commercial Mathematics;
 Liner and Quadratic equations: Laws of Exponents and Identities
 Commercial Mathematics
 Matrices
Unit 2: Nature and Scope of Mathematics
 Meaning of Mathematics
 Nature of Mathematics –As a Symbolic Language as a Science of Numbers;
as an Abstract Science and as a Science of Discovery; Content categories in
Mathematics –facts, concepts, generalizations, proofs and problems.
 Structure and processes in Mathematics: Mathematics as a Deductive
Science; patterns in Mathematics; Processer in Mathematics-Problem
solving; estimation and approximation, Mathematical representation,
Mathematical Connection; Reasoning and proof, Mathematical
Communication
Unit 3: Aims and Objectives of Teaching Mathematics
 Aims/Values of Teaching Mathematics-Utilitarian, Disciplinary,

Recreational and Cultural
 Mathematics Education as highlighted in NCF (2005)
 Objectives of Teaching of Mathematics: Krathowl and Anderson ‗s Revised
Taxonomy.
 Formulating Instructional Objectives in Mathematics as per revised
Taxonomy
Unit 4: Approaches and Methods of Teaching Mathematics
 Inductive & Deductive; Induction–Deductive-Characteristics, advantages &

limitations
 Analytical & Synthetic- Characteristics, advantages & limitations
 Guided Discovery, Project method , Laboratory Method- Characteristics,
advantages & limitations
 Concept Attainment Model-Significance, Phases involved
 Polya‘s Problem Solving approach-steps involved; Constructivist
Approach(5Emodel)- Characteristics & advantages
PRACTICUM:
 Collect Information in detail on Number System from Encyclopedia and

Web-Resources
 Visit Sandy, Shopping Mall, Market and gather details about their
functioning in relation to commercial Mathematics
 Identify Live situation where Exponents and Identities are used in our day to
day calculations
 Identify the situation where in Linear and Quadratic Equations are used
 Contributions of great Mathematicians who have created History in
Mathematics
 Recognize and collect patterns in Numbers and Geometrical Shapes
 Relationship between Mathematics and Life Situations through Examples
 Correlate Mathematics with other School Subjects
 Identify the different of Mathematics Values in a Social setup (Social
gathering)
 List Instructional objectives using Mathematics Textbooks on Five Different
topics based on NCERT version
 Collect ten Recreation Activities to highlight Recreational Value of
Mathematics
 Planning learning Activities according to various approaches of teaching
Mathematics
 Prepare an action Plan for a project in Mathematics
 Analyze a concept in Mathematics
References
 The teaching of Mathematics – Kulbir Singh Sidhu

 Core Teaching Skills – NCERT
 Teaching of Mathematics - RCE, Ajmer
 A Course in teaching of Modern Mathematics : S.M. Agawal
 Studies in Mathematics Education (Volume i) Robert Marris
 Teaching of Mathematics Chadha and Agarval
 Teaching of Mathematics - Samar
 Teaching of Mathematics – Sudhir Kumar
 Teaching of Mathematics – Kuppuswami Iyengar
 Mathematics Didctionary – James and James
 Mathematics in ancient and Medieval India
 Mathematics made simple (by Vedic Methods)
 Some aspects of Mathematics education in In dia – JN Kapur
 Understanding Basic Mathematics Leslie H Miller
 The Trachtenberg Speed System of Basic Mathematics
 Vedic Mathematics Sri Bharati Krishna Tirthaji
 Vedic Mathematics Sri S. Kesava Murthy
 Computer Shikshana Dri A. Sreenivasan
 VI, VII, VIII, IX and X standard Karnataka Text Books
 I PUC and II PUC Karnataka Syllabus
 NCERT (CBSE) VI, VII, VIII, IX and X standard
 ICSE VI, VII, VIII, IX and X standard Text books
HARD CORE; EPC-2 DRAMA AND ART IN EDUCATION

70=50+20
Hours:48
Objectives: The students will be able to
 Understand the medium in order to transpose learners into a different time
and space
 To shape their consciousness through introspection and imagined collective
experience
 Give opportunities for learners to recognize their agency, for
transformational actions
 To experience different genres of theatre
 Helps in understanding the self and as a form of self expression for
enhancing creativity
 To understand local culture and art forms
 Learn the use of art in teaching learning
Unit 1: Art and Aesthetics

 Meaning and concept of Arts and aesthetics and its significance in all the
disciplines.
 Satyam - Shivam- Sundaram in human activity - Theory of Rasa -
Aristotelean concept of Art and Drama
 Education in Arts and Arts in education - The concept of beauty in Art
 Knowledge of Indian Art and Aesthetism- Relevance in education - Indian
contemporary Arts - Art and Aestheticism in classroom transaction.
Unit 2: Planning and Presenting

 Planning is a net with which we can capture success - planning of
dramatization - planning a stage setting for a performance –
presentation- Planning for Art festival
 Planning for writing Aesthetically attractive lesson plan - Diagram - Space
for creative thinking - Dramatisation - organisation of exhibition - Role
play - Eco-friendly Models, Painting, Collection of antiques - Setting up a
museum - A sense of civic beauty - Appreciation of Nature's Beauty -
Conservation, Preservation
 Art in Class room Management - Good leadership qualities - Peer group
interaction - healthy competition - Versification – Decorating the
classroom - chart making
 Documentation - Neatness, Precision, Protection of age old art forms
Unit 3: Appreciation of Arts

 The concept of Art and Drama - Oriental and Occidental - The concept of
Art in different ages - Art and Life - Unity in Diversity
 Media - Different Media in Art form - Relevance of multimedia - Uses of
Computer Art - Graphics - Visual Art, Theatre, Music, Puppetry
 Identification of different performing Art forms and artists - Indian festivals
and its artistic significance - Rangoli - Flower patterns – Festoons
 Regional Art forms - Classical Art forms - Folklore, Legends and Myths
related to a particular religion
Unit 4 – Assessment
 Submission of work and project, pen-paper test - Theme based projects -
Textbook analysis to find scope to integrate Art forms
 Documentation of any Art or Craft form with the Pedagogical basis
 Individual and Group assessment
 Application of Aesthetic Sensibility in Campus events and in other course
activities
Unit 1:
 The role of NCERT and other organizations in spreading art education in
Secondary Schools.
 The need of art educations in the school level – Discuss.
 Art is the wonderful tool to exhibit the difficult concept through simple
form – Explain it.
Unit 2:
 Drama is a powerful teaching tool in the classroom transitions –
Substantiate.
 Gather more details about National school of Art and Drama, New Delhi
and its functions.
 Art continues to provide opportunity for brain development and creativity
– Discuss upon it.
Unit 3:
 Write and submit a report on the ―History of Folk Dance‖ of your
cultural background.
 Discuss the impact of Drama in Education and Community.
 Paper framing - origami - Pastel - Poster - Clay modelling
Unit 4:
 Exploring, regional Art forms of Music, Dance, Theatre
 Learning regional Art forms like - Dollu Kunitha, Thamate, Pooja Kunitha,
Kolata, under the tutelag of able Masters
 Visiting Rangayana, Dhwanyaloka, Art-gallery
References:
 Bhatt. H (n.d) The diary of a School teacher An Azim Premji University

Publication
 Davis, J.H (2008) Why our Schools need the arts NewYork : Teachers
College Press
 DSERT Karnataka (2012) Position Paper on ICT Mediation in education
DSERT
 Heathcote, D., and Bolton, G (1994) Drama for learning, Dorothy
Heathcote's Mantle of the expert approach to education. Portsmouth,
NH : Heinemann Press
 Kumar K (2004), What is worth teaching ? (3rd Ed.) Orient Blackswan
 Prasad D (1998) Art as the basis of education National Book Trust.
SCHOOL INTERNRSHIP: SI-1
Credits: 1
TOTAL MARKS = I A = 20
Pre-Internship for Two Weeks

Assessment is based on the following activities –
* Micro Teaching (5 Skills) ( Both Teaching Subjects)
(Each Skill of 1 Mark)
* Lesson plan, Unit Plan and year plan format &
Demonstration lessons
* One week, regular observation of regular teacher (at the 4
beginning of
practice teaching.)
* Content Analysis and mode of transaction 2x4=8
(Assignment in each teaching subject)
* Creating and maintaining teaching learning material for the 2x4=8
school
(which can become valuable resource for the regular teachers
of the
school.
a) TLM in each teaching subject
Total Marks 20
* Undertaking an activity is mandatory.
SEMESTER-III
HARD CORE; PIE-6 EDUCATIONAL MANAGEMENTAND ADMINISTRATION

70=50+20
Hours: 48
Objectives: Students will be able to

1. Understand the meaning, principles and process of School Management
2. Understand the process involved in Management of material and human
resources
3. Understand the Management of classroom teaching
4. Recognize the hierarchy of educational set up in Karnataka
5. Analyze the calendar of events prepared by the schools
6. Acquire knowledge about the school budget
Unit 1: School Management

 Meaning, Scope and Importance of School Management
 Principles of School Management
 Functions of School Management
Unit 2: Material Resource and management

 School Plant and its maintenance
 School Budget
 Calendar of Events – Meaning, Importance and preparation
Unit 3: Human Resource and Management

 Functions of a Classroom Teacher
 Functions of the Head of the Institution
 Importance and organization of various committee / association – PTA,
 SDMC and School betterment committee
Unit 4: Administration and School Education in Karnataka

 Administrative responsibilities of State Government
 Karnataka Education Act
 Administrative set-up of School Education in Karnataka
Unit 1:
 List the role of Headmaster / Principal in the school administration
 Point out the important functions of classroom teacher
 Discuss the need of school management in private schools
Unit 2: 6 Hours
 List out the facilities to be available in a better school plant and writeits
maintenance.
 Print out the constraints while preparing school budget – discuss (and submit
a report) with the head of the institution.
 Prepare a sample calendar of events for particular Secondary Schools by
discussing with the senior teachers of the school.
 Write the functions of a school teacher and compare the actual function of a
school teacher at the time of internship.
Unit 3:
 Creating the duties and responsibilities as head of the institution.
 The role of different committees for the smooth function of the school.
 The need of decentralization of educational administration at the different
levels.
Unit 4:
 The concern of State Government is imparting education at the secondary
level.
 The purpose of calendar of events and its necessities.
 Prepare the flow chart to represent the educational setup in Karnataka
References:
 Educational Management Supervision – School Organisation,

Jagannath Mohanty, Neelkamal Publications Pvt.Ltd.
 Modern Educational Administsration and Management, Safaya,
Shaida, Shukla, Dhanpat Rai Pub. Co.
 Classroom Adminsitration, R C Mishra, APH PublishingCorpn.
 Education Administsration, Promila Sharma, APH PublishingCorpn.
 Efficient School Management and Role of Principals, AlkaKalra,
APH Publishing Corpn.
 Educational Administsration – Theory & Practice, John I Nwankwo,
Vikas Publishing House Pvt. Ltd.
 School Organisation, S P Chaube A Chaube, Vikas Publishing House
Pvt. Ltd.
 School Resource Planning and Management, Yazali Josephine,
Shipra Publications.
 Instructional Process and School Management, DR. P S Suresh,
AnuradhaPubn(2014).
 Educational Administration, Mohd. Sharif Khan, Mohd. Saleem
Khan, APH PublishingCorpn.
 School Teaching, Mohammad Sharif Khan, Syed Rashid Akbar,
APH Publishing Corpn
 School Administration and Organization, R C Mishra, APH
Publishing Corpn
 Educational Management, Dr. S B Yadawad, VidyanidhiPrakashana
 Educational Administration, Planning and Supervision, S.D.Khanna,
V R Saxena, Doba House
 School Organization and Management, M.SultanMohiyuddin& M
Siddalingaiya, Universal Book Corpn.
 Leadership for Institution Building in Education,
MarmarMukhopadhyay, Society for Educational Research and
Development.
 Administration of Education in India, P D Shukla, Vikas Publishing
House Pvt. Ltd.
 School Planning and Management – A Democratic Approach, TKD
Nair, Shnipra Publications.
 School Management, Dr R C Sharma, Savita Prakashan.
 School Management, UpendraNath Panda, APH Publishing
 Corpn Educational Management, C V Myageri,
VidyanidhiPrakashana
HARD CORE; PIE-7 CREATING AN INCLUSIVE SCHOOL SETUP

70=50+20
Hours: 48
Objectives: On completion of the course, the student-teacher will be able to
 Trace the historical perspectives of inclusive education

 Distinguish the various concept of inclusive education
 Critically review the issues and challenges of inclusive education
 Analyse the various policies and programmes of challenged children
 Identify the needs and barriers of different categories of challenged children
 Evaluate the existing facilities available in inclusive schools
Unit 1: Introduction to Inclusive education:
 Historical perspectives of inclusive education for children with special needs

 Concept of Special education, Integrated education, Mainstream education
and Inclusive education
 Distinguish the concept -impairment, disability, handicapped, challenge,
special need, exceptionality and Inclusiveness.
 Inclusive school –concept of Inclusiveness , need and scope of Inclusive
education and Inclusive school
Unit 2: Policies and Perspectives
 Issues and challenges in inclusive education

 Policies and recommendations of State, National and International (NPE
1986,GOI 1986,2009 ,2011,RCI: UNESCO-1989, 2006, Salmanacca act
and latest updates)
 Constitutional provision(RTE act, Article 4.9, Article 26. Disability act
1995)
 SSA framework for implementation under RTE recommendation
Unit 3: Children with Special needs
 Concept identification, classification, characteristic, causes, problems,

prevention , pedagogical approach and educational provision-
 Sensory challenged-Hearing challenged, Visually challenge
 Intellectually challenged-Mentally retarded,
 Physically challenged- Orthopaedically challenged
 Educationally challenged- Learning challenged, Slow learner
 Emotionally challenged-Behavioural disorder, socially disadvantage,
juvenile deliquents, etc
Unit 4: Planning, Assessment and Evaluation
 Planning for inclusive school and classroom facilitating with technological

assistance
 Designing evaluation and assessment tools latest approach
 Skills and competencies of inclusive classroom teachers and their role
 Role of parents, community administrators and policy makers, functionaries
and fellow up programmes
Practicum
 Conduct a survey on inclusive school setup

 Prepare and submit a report on reflective journal on inclusive classroom/
school
 Prepare a report on various policies and their recommendations (state,
national , international)
 Case studies: individual, institution, community etc
 Report on curricular support services provided for children with special
needs
 Awareness programmes- parents, children, community
 Diagnosis and remedial measures to be undertaken-strategies and procedure
 Administration of psychological tests to assess personality, intelligence,
emotional intelligence and analysis of report.
 Early identification and intervention strategies on inclusive education.
References:
 Adams, M (2002), Learning, teaching and disability: the need for
a new approach,Planet Special Issue 3, pp. 7-10
 Centre for Education in the Built Environment (2003), An
introduction to inclusive design,
 Doyle, C. & Robson, K. (2002), Accessible Curricula: good
practice for all (Cardiff: UWIC Press). Available at:
 http://www.techdis.ac.uk/pdf/curricula.pdf.
 Fletcher, V. (2002), Universal design, human-centered design for
the 21st century,
 http://www.adaptenv.org/examples/humancentered.php?f=4.
 Fuller, M., Bradley, A. & Healey, M. (2004b), Incorporating
disabled students within an inclusive higher education
environment, Disability and Society19, 455-468.
 Fuller, M., Healey, M., Bradley, A. & Hall, T. (2004a), Barriers to
learning: a systematic study of the experience of disabled students
in one university, Studies in Higher Education29 (3), 303-318
 Healey, Mick; Jenkins, Alan &Jonathan Leach. (2005), Issues in
Developing an Inclusive Curriculum, Geography Discipline
Network
 Herrington, M. (ed) with Simpson, D. (2002), Making reasonable
adjustments for disabled students in higher education, Staff
development materials: case studies and exercises. Nottingham:
University of Nottingham.
 http://cebe.cf.ac.uk/learning/sig/inclusive/whatisinc.pdf.
 Karna, G.N. (2001), Disability Studies in India: Retrospects and

Prospects,New Delhi: Gyan Publishing House.
 Lang (1998), A Critique of the Disability Movement, Asia Pacific
Disability Rehabilitation Journal, No. 9, Vol. I, PP. 4-8.
 Mani, M.N.G. (1994), Project Integrated Education for the
Disabled Evaluation Study, Phase I. and Phase II New Delhi:
UNICEF.
 Paist, E. H. (1995), Serving Students with Disabilities in Distance
Education Programs, The American Journal of Distance
Education 9(1), pp. 11-20.
 Roberts, S. (n.d.). (2004), Instructional design and accessibility:
Cognitive curb cutshttp://www.aect.org/Divisions/roberts.htm.
 Rose, D., Sethuraman, S. &Meo, G. (2000), Universal design for
learning, [Electronic version], Journal of Special Education
Technology, 15 (2), 56-60.
 Ryan, J. (1997), Equal Opportunities in the Curriculum: Good
Practice Guide, Oxford: Equal Opportunities Group, Oxford
Brookes University. Sen, Amartya. (1999), Development as
Freedom, New Delhi: Oxford University Press.
 Tudor, G., The Study Problems of Disabled Students in the Open
University, Teaching at a Distance No. 9. Open University, pp. 43-
49.
 University of Strathclyde (2000), Teachability: Creating an
accessible curriculum for students with disabilities, Glasgow: The
University of Strathclyde. Available at
http://www.teachability.strath.ac.uk/
 Dhawan, M.L. (2007). Education of children with special needs, Isha books.
 Reddy Likanandha (2005) Education of children with special needs, New
Delhi: Discovery publishing House.
 Guha, Aloka (1955), Compilation of Reading in Special Education, Tamil
Nadu: The Spastics Society.
 Hegarty Seamus & Alur Mithu (2002) Education and Children with Special
Needs, Sage Publications.
 Kar Chintamani (1996) Exceptional children, New Delhi: Sterling
Publishers Private Ltd.
 Maitra Krihna & Sazena Vandana (2008), Inclusion Issues and Perspectives,
New Delhi : Kanishka Publishers.
 Pandey R.S. & Advani L. (1955), Perspectives in Disability and
Rehabilitation, New Delhi; Vikas Publications.
 Prasad Lakshman (1994), Rehabilitation of the physically handicapped,
Hyderabad: Konark Publishes Pvt. Ltd.
 Puri madhumitha & Abraham George (2004). Handbook of Inclusive
Education for educators, administrators and planners, New Delhi: Sage
publications Ltd.
 Rajkumri. N.Alice, D. Rita Suguna Sundari et.al. (2006) Special Education,
New Delhi: Discovery publishing House.
 Rehabilitation Council of India. Status of Disability in India – 2000;
Ministry of SJ & E.
PEDAGOGY OF A SCHOOL SUBJECTS (PART-II)
SOFT CORE; CPS-5&6 PEDAGOGY OF ENGLISH LANGUAGE PART-II

70=50+20
Hours:48
Objectives: After completion of the course the student teachers will be able:
 Acquaint themselves with different genres of literature.

 Understand about different forms of literature.
 Acquire Knowledge about planning of instruction.
 Understand about the steps of teaching poetry, prose, grammar and
composition
 Develop and use various resources and teaching aids in the class room
including ICT.
 Understand the importance of instructional materials and social resources
in teaching of English.
 Acquaint with different types of assessment pattern especially CCE and E-
evaluation.
 Understand the role, responsibilities and competencies of English teacher.
 Develop professional competencies among teacher`s in the making.
 To familiarize with IT Related Professional inputs in Language Teaching
Unit 1: Content-2 Language and Literature
 Introduction to different forms of poetry and prose form.

 Aristotle`s poetics- Renaissance- Elizabethan period- Romanticism-
Wordsworth, Coleridge. Critical analysis of Lyrical Ballad and Ode to
Nightingale.
 Development of English literature through different ages-Essays of Bacon
and Elia. Shakespeare- Comedies and Tragedies (Any one from each)
 Indian Witers –Sarojini Naidu, R.K Narayan, Chetan Bhagat and Kiran
Desai.
Unit 2: Planning in teaching of different aspects of English language
 Planning –Meaning, importance and steps as per constructivist approach.

Year plan, Unit plan- meaning and importance. Lesson plan- meaning,
importance and steps.
 Teaching of prose, poetry, grammar, composition and vocabulary. ( in
detail)
 Designing activities for lesson -Role play, language game, Language
laboratory, book review, language club, wall magazine and class library.
Unit 3: Resources and Instructional Materials for teaching of English
 Meaning and importance of Learning Aids. Audio resources. - Audio

cassette, Radio broadcast, tape recorder.
 Visual resources- Black board, charts, pictures, flash cards, models
cartoons,
 Audio visual resources- Films, videocassettes, computers T.V, multimedia,
CAL Programmes. E- learning in English. use of website.
 Social resources- Field trips and visit to CIIL, Contribution of CIEFL and
RIE. Literay Activities- Debate, Dramatics, symposium, Declamations,
Quiz, elocution.
 Text Books-importance and characteristics of good text book.
Supplementary reader, Reference material, Work book, teachers manual.
 Teacher as a human resource.-Qualities, Qualification and Competencies of
English teacher. Reflective teaching.
Avenues for professional growth. Creating global teachers- IELTS, TOFEL,

content writing, anchoring, script writing and editing, event management .
 Evaluation in English- purpose, principles and types of evaluation in

English- formative & summative
 Techniques of evaluation- oral, written, portfolio, and self evaluation,
objective type test, Characteristics of good test. Continuous and
comprehensive evaluation.
 Construction and administration Achievement Test and Diagnostic Test.
Feedback from peer group, to parents and students
 Evaluation of the skills in English (LSRW).
Topics for Seminar/Tutorials/Projects/Practicals
 Preparation of lesson plans –(behaviorist &constructivist ) on a single topic

based on different approaches to experience the difference in outlooks.
 Book review on any two literary works published in the last ten years.
 Get familiarized with the IT sources / packages that are helpful in teaching
English.
 Prepare a manuscript magazine and publish in the class. (group work)
 Make a content analysis of any unit of English in standard 8 or 9.
 Prepare a year plan or unit plan
 Prepare a question bank on a unit of your own choice from 8th or 9th std
English Text Book.
 Preparation of unit tests, diagnostic test and remedial lesson plan.
 Evaluation of 8 & 9 th standard course books List out 10 storybooks suitable
for secondary school students.
 Use inflibnet to identify ELT journals and go through them.
 Maintain a class library.
 Prepare a report on any on line language teaching Programme
 Experiencing the making of a multi-media package/very short film/short

documentary/theatre education/puppetry.
 Preparation of a brief report about 10 recent researches in ELT.
 Interviewing English Teachers and write Report.
 Presentation of seminar paper on the advantages and disadvantages of lesson
planning.
 A Debate on the topic –―Should grammar be taught formally or
functionally?
 Power point presentation on the teaching of structures and vocabulary.
 Collecting different types of materials& resources for teaching English.
 Conducting symposium on different types of evaluation in terms of their
practice in secondary school.
 Conducting Quiz competition in practice Teaching schools.
 Seminar on the importance of supplementary readers.
References:
 Allan CampbellR; Teaching English as a second language, Mc Graw Hill

(1971).
 Brown G:Listening to spoken English.London:Longman

 Hornby :Teaching of structural words and sentence pattern stage 1,2,3 and
4, London
 Sachdeva M.s:A New approach to teaching English in free India.
 Bhist Teaching Of English
 KL Kohli Teaching of English
 Kshanika Bose: Teaching Of English
 Sharma RA Teaching of English
 Richards, J.C and Rodgers, TS; Approaches and methods in Language
teaching
 Paliwal,A.K(1988): English Language Teaching Jaipur: Surbhi publication
 Chomsky N(1975) Reflections on language. New York: Random house.
 Fosnot C(1996) Constructivism: Theory, Perspectives and practice. New
York: Teacher`s College Press.
 Doff, Adrain (1998) Teach English:A Training Course for teachers.
Cambridge: Cambridge University Press.
 Ur Penny and Andrew Wright (1992). Five minutes Activities: A Resource
Book for Language Teachers Cambridge; Cambridge University Press.
 Bhattacharya, Indrajit (2002) An approach to communication skills. New
Delhi, Dhanpat Rai & Co
 Tickoo M L,Teaching and Learning English:Jawahar Book
 Walia G S (2002) Teaching of English.
 Aslam(2008) Teaching of English: A Practical course for B.Ed Students.
 Arora Navita English Language Teaching: Approaches &methodologies
 Nagaraj G; English Language Teaching: Approaches
&methodologies&techniques.
Books Accompanied with CD`s
 Getting on In English by John Haycroft (The BBC Intermediate Course).
 Choosing Your English by John Haycroff & Terence Creed (The BBC
Course for
Advanced Learners).
 Keep Up Your English by W. Stannard Allen (The BBC Course).
 Advanced Spoken English through English Grammar and Simple Phonetics
by Sharad
 Srivastava & Nidhi Srivastava (Franklin International).
 A Text Book of Pronunciation of English Words by J. Sethi & D.V. Jinde.
Web Sites
www.britishenglish.org
www.indanenglish.com
www.iatefl.com
SOFT CORE; CPS-5&6
70=50+20
Hours:48
CPS 5/6 Pedalogy of School Subject ¾

PÀ£ÀßqÀ ¨ÉÆÃzsÀ£Á ±Á¸ÀÛç - 2
GzÉÝÃ±ÀUÀ¼ÀÄ : J¯Áè «zÁåyð²PÀëPÀgÀÄ F ¥ÀwæPÉAiÀÄ CzsÀåAiÀÄ£ÀzÀ ¥sÀ®ªÁV PÉ¼ÀPÀAqÀ
ªÀvÀð£ÉUÀ¼À£ÀÄß ¥ÀæPÀn¸ÀÄvÁÛgÉ .
 PÀ£ÀßqÀ ¨sÁµÁ ªÀÄvÀÄÛ ¸Á»vÀå PÀ°PÉAiÀÄ ¥sÀ®UÀ¼À£ÀÄß DåAqÀgï¸À£ïgÀªÀgÀ ªÀVÃðPÀgÀzÀ°è UÀÄgÀÄw¸ÀÄªÀÅzÀÄ.

 UÀzÀå -¥ÀzÀå ªÀÄvÀÄÛ ±Á¸ÀæöÛUÀ¼À ¨ÉÆÃzsÀ£ÉAiÀÄ°è ¨sÁµÁ eÁÕ£À ªÀÄvÀÄÛ ¸Á»vÀå eÁÕ£À, ¸Á»vÀåzÀ M®ªÀ£ÀÄß
ªÀÄvÀÄÛ PË±À®UÀ¼À£ÀÄß UÀÄgÀÄw¸ÀÄªÀÅzÀÄ.
 ¨sÁµÁ PÀ°PÉAiÀÄ°è ªÀÄ£ÉÆÃ-¸ÁªÀiÁfPÀ DzsÁgÀUÀ¼À£ÀÄß ¥ÀvÉÛ ªÀiÁqÀÄªÀÅzÀÄ ªÀÄvÀÄÛ C£ÀÄ¸Àj¸ÀÄªÀ PÀæªÀÄ
gÀÆ¦¸ÀÄªÀÅzÀÄ.
 ««zsÀ PÀ°PÁ G¥ÀPÀæªÀÄUÀ¼À ®PÀëÀtUÀ¼À£ÀÄß ««j¸ÀÄªÀgÀÄ.
 ¥Àæ¸ÁgÀ ªÀiÁzsÀåªÀÄUÀ¼À£ÀÄß ¥ÀjuÁªÀÄPÁj ¨sÁµÁ PÀ°PÉUÉ ªÀÄvÀÄÛ ¸Á»vÀå ¥Àæ±ÀA¸ÀUÉ §¼À¹PÉÆ¼ÀÄîªÀgÀÄ
 ¨sÁµÁ PË±À®UÀ¼À PÀ°PÉAiÀÄ ªÀiË®åªÀiÁ¥À£À ¸ÁzsÀ£ÀUÀ¼À£ÀÄß §¼À¹ »AªÀiÁ»w ¤ÃqÀÄªÀgÀÄ.
 gÁZÀ¤PÀ ªÁzÀzÀ zÀÈ¶ÖAiÀÄ ªÀiË®åªÀiÁ¥À£À ¸ÁzsÀ£ÀUÀ¼À£ÀÄß §¼À¹ CªÀÅUÀ¼À ¥ÀjuÁªÀÄPÁjvÀé «±ÉèÃ¹¸ÀÄªÀgÀÄ.
WÀlPÀ – 1 ¨ÉÆÃzsÀ£ÉÆÃzÉÝÃ±ÀUÀ¼ÀÄ :
1.1 ¨sÁµÁ ¨ÉÆÃzsÀ£ÉÆÃzÉÝÃ±ÀUÀ¼ÀÄ : (¨sÁµÁ PÀ°PÉ ªÀÄvÀÄÛ ¸Á»vÁå¨sÁå¸ÀPÉÌ ¸ÀA§A¢ü¹ GzÉÝÃ±ÀUÀ¼ÀÄ), §ÆèªÀÄ£À
ªÀVÃðPÀgÀt – DåAqÀgï¸À£ïgÀ ¥ÀjµÀÌøvÀ ¥ÀnÖ - ¸Àäj¸ÀÄ«PÉ, CxÉÊð¸ÀÄ«PÉ, C£Àé¬Ä¸ÀÄ«PÉ, ªÀiË°ÃPÀj¸ÀÄ«PÉ
ªÀÄvÀÄÛ ¸ÀÈ¶Ö¸ÀÄ«PÉ.
1.2 ¥ÀæxÀªÀÄ, ¢éwÃAiÀÄ ªÀÄvÀÄÛ vÀÈwÃAiÀÄ ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ GzÉÝÃ±ÀUÀ¼ÀÄ (¨sÁ¶PÀ ªÀÄvÀÄÛ ¸Á»wåPÀ)
1.3 UÀzÀå ¨ÉÆÃzsÀ£ÉAiÀÄ GzÉÝÃ±ÀUÀ¼ÀÄ (¸Á»vÀå UÀæ»PÉ ªÀÄvÀÄÛ PË±À®åUÀ¼À PÀ°PÉ)

- ¥ÀzÀå ¨ÉÆÃzsÀ£ÉAiÀÄ GzÉÝÃ±ÀUÀ¼ÀÄ (¸Á»vÁå£ÀAzÀ ªÀÄvÀÄÛ ¸ÀÈ¶Ö ²Ã®vÉ)
- ±Á¸ÀÛçUÀ¼À (ªÁåPÀgÀt / bÀAzÀ¸ÀÄì C®APÁgÀ) (¨sÁµÁ w½ªÀ½PÉ ªÀÄvÀÄÛ §¼ÀPÉ)
- ¥Àæ§AzsÀ EvÀgÀ §gÉºÀ PÀ¯É (w¼ÀÄªÀ½PÉ – C£Àé¬Ä¸ÀÄ«PÉ ¸Á»vÀå gÀZÀ£)É
¥ÁæAiÉÆÃVPÀ £É¯É : («zÁåyðUÀ¼À£ÀÄß 3/4 vÀAqÀUÀ¼À£ÁßV ªÀiÁr).

 ±Á¯Á / ¥ÀzÀ« ¥ÀÆªÀð ºÀAvÀzÀ PÀ£ÀßqÀ ¥ÀoÀå¢AzÀ - ¸Á»vÀå ¥ÀæzsÁ£À, ªÀiË®å ¥ÀæzsÁ£À, ¨sÁµÁ ¥ÀæzsÁ£À
- ¥ÁoÀUÀ¼À£ÁßAiÀÄÄÝ - ¨ÉÆÃzsÀ£ÉÆÃzÉÝÃ±À gÀa¸À®Ä w½¹ - £ÀAvÀgÀ ¥Àj²Ã®£É.
 ¥ÀæxÀªÀÄ, ¢éwÃAiÀÄ ªÀÄvÀÄÛ vÀÈwÃAiÀiÁ ¨sÁµÁ ¨ÉÆÃzÀ£ÉAiÀÄ GzÉÝÃ±ÀUÀ¼À°è – ªÀåvÁå¸ÀUÀ¼ÀÄ.
 ¥ÀÆªÀð ªÀiÁzsÀå«ÄPÀ (6,7,8) ªÀiÁzsÀå«ÄPÀ (9-10) ªÀÄvÀÄÛ G£ÀßvÀ ªÀiÁzsÀå«ÄPÀ (11-12) ºÀAvÀzÀ PÀ£ÀßqÀ
¨sÁµÁ ¨ÉÆÃzsÀ£ÉÆÃzÉÝÃ±ÀUÀ¼À £ÀqÀÄ«£À ªÀåvÁå¸ÀUÀ¼ÀÄ.
 UÀzÀå-¥ÀzÀå ¥ÁoÀUÀ¼À ¨ÉÆÃzsÀ£ÉÆÃzÉÝÃ±ÀUÀ¼À £ÀqÀÄªÀt ªÀåvÁå¸ÀUÀ¼ÀÄ.
 ««zsÀ ¸Á»vÀå ¥ÀæPÁgÀUÀ¼À°ègÀÄªÀ UÀzÀå ¥ÁoÀUÀ¼À ¨ÉÆÃzsÀ£ÉÆÃzÉÝÃ±ÀUÀ¼À £ÀqÀÄªÀt ªÀåvÁå¸ÀUÀ¼ÀÄ.
WÀlPÀ – 2 ¨ÉÆÃzsÀ£Á PÀ°PÉUÉ G¥ÀPÀæªÀÄUÀ¼ÀÄ

(eÁÕ£À ¸ÀAgÀZÀ£É, PË±À¯Á©üªÀÈ¢Þ ªÀÄvÀÄÛ ¸ÀªÀiÁeÉÆÃ ¸ÁA¸ÀÌøwPÀ
¸ÀAzÀ¨sÀð §¼ÀPÉ)
 ¨sÁµÁ Ddð£É ªÀÄvÀÄÛ PÀ°PÉUÉ ¸ÀA§A¢ü¹zÀ ªÀÄ£ÉÆÃ ¸ÁªÀiÁfPÀ DzsÁgÀUÀ¼ÀÄ ¨sÁµÁ UÀ½PÉÀ §UÉÎ
§Ææ£Àgï, ¦AiÀiÁeÉ, ªÉÊUÁmÉ¹Ì ªÀÄvÀÄÛ ZÉÆÃªÀiï¹ÌgÀªÀgÀ ¹zÁÞAvÀUÀ¼ÀÄ.
  C£ÀÄUÀªÀÄ£À - ¤UÀªÀÄ£À, G¥À£Áå¸À – ZÀZÉð / ¥Àæ±ÉÆßÃvÀÛgÀ, «zsÁ£ÀUÀ¼ÀÄ.
 AiÉÆÃd£Á, gÀÆ¥ÀPÀ, ªÉÄÃ°éZÁgÀuÉAiÀÄ°è CzsÀåAiÀÄ£À «zsÁ£ÀUÀ¼ÀÄ.
 gÀZ£ À ÁvÀäPÀ (Structural), ¸À¤ßªÉÃ±ÁvÀäPÀ (Situational), ¸ÀAªÀºÀ£ÁvÀäPÀ
(Communicative), ¸ÀAgÀZÀ£ÁvÀäPÀ (Constructive) G¥ÀPÀæªÀÄUÀ¼ÀÄ.
 ¥ÀjPÀ®à£Á ¸ÁzsÀ£ÉAiÀÄ ªÀiÁzÀj (Concept Attainment Model) ªÀÄvÀÄÛ ¸ÀÈd£À
²Ã® ªÀiÁzÀj (Synetics Model)
 UÀzÀå, ¥ÀzÀå ªÀÄvÀÄÛ ±Á¸ÀÛçUÀ¼À ¨ÉÆÃzsÀ£Á G¥ÀPÀæªÀÄ,
  ªÀiÁ»w CA±À, ¸Á»wåPÀ CA±À ªÀÄvÀÄÛ ¨sÁ¶PÀ CA±À ¥ÀæzsÁ£ÀªÀVgÀÄªÀ UÀzÀå ¥ÁoÀUÀ½UÉ vÀPÀÌ
¨ÉÆÃzsÀ£ÁPÀæªÀÄ.
 ºÀ¼É UÀ£ÀßqÀ - £ÀqÀÄUÀ£ÀßqÀ, ¨sÁªÀVÃvÉ, eÁ£À¥ÀzÀ, DzsÀÄ¤PÀ PÀªÀ£ÀUÀ¼ÀÄ
i. ªÁZÀ£À (CUÀvÀå«zÀÝ°è UÀªÀÄPÀ)
ii. PÀ«vÉAiÀÄ ¨sÁªÀUÀæºÀt ªÀÄvÀÄÛ C©üªÀåQÛ
iii. ¸ÀªÀiÁ£À ¨sÁªÀzÀ PÀ«vÉAiÀÄ ºÉÆÃ°PÉ
 ¥ÀzÀ ¨ÉÆÃzsÀ£É – gÀZÀ£ÁvÀäPÀ ªÀÄvÀÄÛ ¸À¤ßªÉÃ±À G¥ÀPÀæªÀÄ
 ¥À§
æ AzsÀ §gÉºÀ «¸ÀÛgÀt ¸ÀAPÉëÃ¥Àt, ¸ÀAgÀZÀ£Á G¥ÀPÀæªÀÄ, ¸ÀÈd£À ²Ã® ªÀiÁzÀj.
 ªÁåPÀgÀt, bÀAzÀ¸ÀÄì ªÀÄvÀÄÛ C®APÁgÀ (±Á¸ÀÛçUÀ¼ÀÄ) C£ÀÄUÀªÀÄ£À - ¤UÀªÀÄ£À
¥ÀæAiÉÆÃVPÀ £É¯É :
 ¨sÁµÁ PÀ°PÉ §UÉÎ ªÉÊUÁmï¹Ì, §Ææ£Àgï, ¦AiÀiÁeÉ, ZÉÆÃªÀiï¹ÌAiÀÄªÀgÀ ¹zÁÞAvÀUÀ¼À ¸ÁgÁA±ÀzÀ «ªÀgÀªÀ£ÀÄß
MAzÉÆAzÀÄ vÀAqÀzÀªÀgÀÄ vÀAiÀiÁj¹,QgÀÄ ¨sÁµÀt ªÀiÁr, ZÀZÉð.
 £Á®ÄÌ ¨sÁµÁ PË±À®UÀ¼À UÀ½PÉAiÉÆqÀ£É – UÀzÀå -¥ÀzÀåUÀ¼À CzsÀåAiÀÄ£À - ZÀZÉð
 ¨sÁµÁ PÀ°PÉAiÉÆqÀ£É - ¸ÀÈd£À ²Ã®vÉAiÀÄ «PÁ¸À – G¥À£Áå¸À / ZÀZÉð
 ¸ÀªiÀ Á£À ¨sÁªÀzÀ ¥ÀzÀå gÀZÀ£É ªÀÄvÀÄÛ ªÁZÀ£À – (¥ÉæÃgÀuÉ ªÀÄvÀÄÛ ªÀiÁUÀðzÀ±Àð£À)
 PÀxÁ gÀÆ¥ÀzÀ ¥ÁoÀPÉÌ - £ÁlPÀ (gÀÆ¥ÁAvÀgÀ)
 ‘ªÀåQÛ avÀ’æ gÀZÀ£É (r«f, ºÉZï¸ÉÌ, ºÁªÀiÁ£Á, gÁªÀiÁ£ÀÄdA CªÀgÀ §gÉºÀ ªÀiÁzÀjUÀ¼À£ÀÄß
MzÀV¸ÀÄªÀÅzÀÄ.
 ¥ÁoÀUÀ¼À°è - °AUÀ ¸ÀªÀiÁ£ÀvÉ, ±ÁAw, ¸ËºÁzÀðvÉ, ªÀiË®åUÀ¼ÀÄ ¥Àæw©A©vÀªÁVgÀÄªÀ §UÉÎ ZÀZÉð.
 ¥ÀzÀåUÀ½UÉ gÁUÀ ¸ÀAAiÉÆÃd£É.
WÀlPÀ – 3 PÀ°PÉUÉ C£ÀÄPÀÆ°¸À®Ä AiÉÆÃd£É ªÀÄvÀÄÛ ¸ÀA¥À£ÀÆä®UÀ¼À §¼ÀPÉ
 ¨sÁµÁ PÀ°PÉUÉ C£ÀÄPÀÆ°¸À®Ä AiÉÆÃd£É.

C) UÀzÀå, ¥ÀzÀå ªÀÄvÀÄÛ ±Á¸ÀÛç ¥ÁoÀUÀ¼À°è - ¨sÁµÁ ªÀÄvÀÄÛ ¸Á»vÀåzÀ ¥ÀjPÀ®à£ÉUÀ¼À UÀÄgÀÄw¸ÀÄ«PÉ,
¨ÉÆÃzsÀ£ÉÆÃzÉÝÃ±ÀUÀ¼À gÀZÀ£É, PÀ°PÉAiÀÄ ZÀlÄªÀnPÉUÀ¼ÀÄ ªÀÄvÀÄÛ ªÀiË®åªÀiÁ¥À£À PÀæªÀÄUÀ¼À «ªÀgÀuÉ.
D) gÁZÀ¤PÀ ªÁzÀzÀ £É¯ÉAiÀÄ°è 5E ªÀiÁzÀj §¼À¹ AiÉÆÃd£É vÀAiÀiÁj¸ÀÄªÀÅzÀÄ.
 ««zsÀ ¥ÁoÀUÀ¼À PÀ°PÉUÉ AiÉÆÃd£É :
C) UÀzÀå ¥ÁoÀUÀ¼À PÀ°PÉUÉ C£ÀÄPÀÆ°¸À®Ä ¸Á»vÀå ¥ÀæPÁgÀ, ¸Á»vÁåA±À ªÀÄvÀÄÛ ¨sÁµÁA±À C£ÀÄ¸Àj¹ -
¨ÉÆÃzsÀ£Á G¥ÀPÀæªÀÄ ¤zsÀðj¹ AiÉÆÃd£É.
D) ¥ÀzÀå ¥ÁoÀUÀ¼À PÀ°PÉUÉ - ¸À¤ßªÉÃ±À ¤ªÀiÁðt, ºÁqÀÄ«PÉ zsÀé¤ ¸ÀÄgÀÄ½ §¼ÀPÉ - ¥ÀzÀå ¥Àæ±ÀA¸É,
¨sÁªÁ£ÀÄªÁzÀ gÀZÀ£É - ¥ÀzÀå gÀZÀ£ÉUÉ ¥ÉæÃgÀuÉ.
E) ¥Àæ§AzsÀ – «¸ÀÛgÀuÉ – PÀvÉ – CAPÀt gÀZÀ£ÉUÉ -¸ÉÊ£ÉQÖPïì ªÀiÁzÀj §¼ÀPÉ.
F) ±Á¸ÀÛçUÀ¼À PÀ°PÉUÉ – C£ÀÄUÀªÀÄ£À ªÀÄvÀÄÛ ¤UÀªÀÄ£À §¼À¹ AiÉÆÃd£É.
 ¸ÀA¥À£ÀÆä®UÀ¼À£ÀÄß §¼À¹ PÀ°PÉUÉ C£ÀÄPÀÆ°¸ÀÄªÀÅzÀÄ :
C) ªÀÄÄzÀæt ¸ÀA¥À£ÀÆä®UÀ¼ÀÄ - ¥ÀoÀå ¥ÀÄ¸ÀÛPÀ, ¥ÀoÉåÃvÀgÀ ¥ÀÄ¸ÀÛPÀ, «±ÀéPÉÆÃ±À, ¤AiÀÄvÀPÁ°PÉ, ¥ÀwæPÉ ªÀÄvÀÄÛ
¤WÀAlÄ §®¹ ¸Á»vÁåA±À ªÀÄvÀÄÛ ¨sÁµÁA±À ¸ÀAUÀæºÀ.
D) ±ÀæªÀt ªÀiÁzsÀåªÀÄ ¨Á£ÀÄ° §¼À¹, zsÀé¤¸ÀÄgÀÄ½ CqÀPÀ ªÀÄÄ¢æ¹ (D°¸ÀÄ«PÉ)
E) zÀÆgÀzÀ±Àð£ÀzÀ - ±ÉÊPÀëtÂPÀ, ¸ÁA¸ÀÌøwPÀ, ¸Á»wåPÀ ZÀlÄªÀnPÉ zÀÈ±ÀåCqÀPÀ ªÀÄÄ¢æPÉ - ¥ÁoÀzÀ
¸À»vÁåA±ÀPÉÌ §¼ÀPÉ.
F) ¸ÁªÀiÁfPÀ - ¸ÁA¸ÀÌøwPÀ ZÀlÄªÀnPÉ – PÉëÃvÀæ ¨sÉÃn (gÀAUÁAiÀÄt, eÁ£À¥ÀzÀ ¯ÉÆÃPÀ, ªÀ¸ÀÄÛ
¸ÀAUÀæºÁ®AiÀÄ, vÁt-AiÀiÁ£À, EvÁå¢) ªÀgÀ¢ ªÀiÁr¹.
G) ¨sÁµÁ ¥ÀæAiÉÆÃUÁ®AiÀÄ – PÁAiÀÄð «ÃPÀëuÉ - £ÉÃgÉ C£ÀÄ¨sÀªÀ ªÀgÀ¢.
¥ÁæAiÉÆÃVPÀ £É¯É :
 5E ªÀiÁzÀjAiÀÄ°è ¥ÁoÀ AiÉÆÃd£É vÀAiÀiÁjPÉ (vÀ¯Á MAzÉÆAzÀÄ - 4/5 UÀÄA¥ÀÄ)
 ±ÀæªÀå ¨sÁgÀw, VÃvÀ zsÀé¤ ¸ÀÄgÀÄ½ D°¹ - n¥ÀàtÂ ªÀiÁr¹ - ZÀZÉð.
 ±ÉÊPÀëtÂPÀ ZÀ®£À avÀæ, AiÀÄPÀëUÁ£À, eÁ£À¥ÀzÀ, £ÁlPÀ – CqÀPÀ ªÀÄÄ¢æPÉ ¥ÀæzÀ²ð¹ - «ªÀÄ±Éð §gÉ¸ÀÄªÀÅzÀÄ.
 N¢zÀ ¥ÀÄ¸ÀÛPÀ, ¯ÉÃR£À – ªÉÄZÀÄÑUÉ / «ªÀÄ±Éð §gÉ¬Ä¸ÀÄªÀÅzÀÄ.
 ¯ÉÃR£ÀUÀ¼À ¥Àæw ºÀAa - ¸ÀAPÉëÃ¥Àt gÀa¸À®Ä w½¹ - »AªÀiÁ»w.
 ¥ÁoÀUÀ¼À - ¸Á»vÁåA±ÀPÉÌ ‘¨ÁèUï’ UÀ¼À£ÀÄß §gÉ¬Ä¹ - N¢¹ ZÀZÉð EvÁå¢.
WÀlPÀ – 4 ¨sÁµÁ PÀ°PÉAiÀÄ ªÀiË®åªÀiÁ¥À£À

 ªÀiË®åªÀiÁ¥À£À ¸ÀégÀÆ¥À : gÀÆ¥ÀuÁvÀäPÀ ªÀÄvÀÄÛ ¸ÀAPÀ®£ÁvÀäPÀ ªÀiË®åªÀiÁ¥À£À; gÁZÀ¤PÀ ªÁzÀzÀ
zÀÈ¶ÖAiÀÄ°è ªÀiË®å ªÀiÁ¥À£À – PÀ°PÁ ¥ÀÆªÀð, PÀ°PÁ CªÀ¢üAiÀÄ°è ªÀÄvÀÄÛ PÀ°PÉÆÃvÀÛgÀ ºÀAvÀUÀ¼À°è.
 ªÀiË®åªÀiÁ¥À£À vÀAvÀæUÀ¼ÀÄ ªÀÄvÀÄÛ ¸ÁzsÀ£ÀUÀ¼ÀÄ :
C) ªÀiËTPÀ, °TvÀ PÁAiÀÄð¤ªÀðºÀt; ¥Àæ±ÉßUÀ¼ÀÄ - ¥ÀoÀå «µÀAiÀÄ UÀæºÀt ¥Àæ±ÉßUÀ¼ÀÄ (ªÀ¸ÀÄÛ ¤µÀ×
¥Àæ±ÉßUÀ¼ÀÄ, C©üªÀåQÛAiÀÄ£ÀÄß ¥ÀjÃQë¸ÀÄªÀ ¥Àæ±ÉßUÀ¼ÀÄ) (®WÀÄ GvÀÛgÀ / n¥ÀàtÂ / ¥Àæ§AzsÀ
ªÀiÁzÀj) ªÁZÀ£À ¸ÁªÀÄxÀåð ¥ÀjÃPÀëuÁ; D°¸ÀÄ«PÉ MgÉUÀ¼ÀÄ.
D) gÁZÀ¤PÀ ªÁzÀzÀ zÀÈ¶ÖAiÀÄ ªÀiË®å ªÀiÁ¥À£À ¸ÁzsÀ£ÀUÀ¼ÀÄ – WÀl£Á zÁR¯É
(Ancedetal Record) PÀ°PÉAiÀÄ ¸ÀA¨sÀæ«Ä¸ÀÄ«PÉ (Calibration of
learning), ¤µÀÌøªÀÄt aÃn (Exit cards), gÉÃSÁ avÀæ (¸ÀAWÀlPÀ) CxÀªÁ
ªÉÄzÀÄ¼ÀÄ £ÀPÉë (Mind Maps/ graphic organiser) «zÁåyð ¢£ÀZÀj
(Student Journals) aAvÀ£ÁvÀäPÀ ¢£ÀZÀj (Reflective Journals)
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 Brown D.H. (1980), Principles of Language learning and Teaching New
Jersey.
 Language in use – (1997) Cambridge University.
 Sam Mohan Lal – 2000 – Aspects of Language Teaching CIIL, Mysore.
 (i) 5,6,7 ªÀÄvÀÄÛ 7 (ii) 9 ªÀÄvÀÄÛ 10 (iii) 11 ªÀÄvÀÄÛ 12£ÉÃ vÀgÀVvÀ¼À PÀ£ÀßqÀ ¥ÀoÀå¥ÀÄ¸ÀÛPÀUÀ¼ÀÄ
SOFT CORE; CPS-5&6 PEDAGOGY IN BIOLOGICAL SCIENCE 2
70=50+20
Hours:48
Objectives:
 Aquire the skill of constituting animal and lesson plan

 Develop the competence to identify the resource for teaching life science
 Applying the different approaches to teach life science
 Appreciate the importance of planning for teaching life science
 Develop the practical skills to conduct the life science practical's.
Unit 1: Content enrichment:
 Life process: Nutrition in plants and animals

 Respiration in Higher plants and in human beings
 Reproduction in plants and in man
 Environment science- ecosystem, conservation of natural resources.
 Biotechnological importance and its applications.
Unit 2: Resource in Teaching, Learning life science
 Teaching as a human resource: professional competencies and measures to

professional growth; resource persons from the community
 Print media- characteristics and importance of text book, work books,
journals, journals, teaching manuals, laboratory manuals, supplementary
reading materials and reference books.
 A-V media: charts, models, educational broadcast and telecast, life science
lab
 Electronic media: multimedia, smart classroom, e-learning resource-
interactive CDs, Edu sat.
 Extended learning resource- science club, science exhibition, science fair.
Unit 3: Planning for teaching life science
 Need and importance of planning; characteristic of annual plan and lesson

plan with special reference to constructivist approach (5E model)
 Planning for practical/laboratory work in life science
 Constructing lesson plan (5) based on innovative method.
 Content analysis and concept mapping.
Unit 4: Evaluation and life science
 Continuous comprehensive evaluation in life science

 Construction and use of achievement
 Construction and use of diagnostic test, and remedial teaching
 Assessment based on performance, learners record of practical observation,
field diary, herbaria and collection of materials.
Reference
 Agarwal, D.D (2004): Modern methods of Teaching Biology: Saruk & Sons
 Miller, David F. & Blaydes, Gllenn W. (1938): Methods and materials for
teaching biological sciences: Mc GRAW Hill book company Inc. New York and
London.
 Choudhary s (2010) Teaching of biology APH PUBLISHING CORPARATION.
New Delhi
 Sood, J.K. (1987): teaching of life science, kohli publishers Chandigarh
 Yadav, M.S. (2000): Moderns methods of teaching science, Anmol publishers,
Delhi
 Bhar, Suraj Prakash (2006) teacher training lotus press, New Delhi
Singh, Veena (2007): Teaching of Biology, Adhyanyan publishers & distributors,
New Delhi
SOFT CORE; CPS-5&6 Pedagogy of Social Science

70=50+20
Hours:48
Objectives: On completion of the course student-teacher will be able to:

 To develop an understanding of the nature of social sciences, both of
individual disciplines comprising social sciences and also of social sciences
as an integrated / interdisciplinary area of study;
 To acquire a conceptual understanding of the processes of teaching and
learning social sciences;
 To enable student teachers examine the prevailing pedagogical practices in
classrooms critically and to reflect on the desired changes;
 To acquire basic knowledge and skills to analyze and transact the social
sciences curriculum effectively following wide-ranging teaching-learning
strategies in order to make it enjoyable and relevant for life;
 To sensitize and equip student teachers to handle social issues and concerns
in a responsible manner, e.g., preservation of the environment, disaster
management, promoting inclusive education, preventing social exclusion of
children coming from socially and economically deprived background and
saving fast depleting natural resources (water, mineral, fossil fuels etc.).
Unit 1: Content Orientation

 Social and Religious Reform Movement in India
 Revolution and Unifications in the World, World Wars – I and II, League of
Nations and UNO
 Government – Central, State and Local Self-Government
 Indian Geography- features, climate, Vegitation, Minerals, Major crops.
 Transportation System & Major industries - its Importance and role
 Business studies in India – Banks, Business and Marketing Mangment – Its
importance type and major functions
Unit 2: Resources in teaching-learning Social Science

 Instructional Materials – Importance, Chronologies, Textbook, Workbook,
Journals, Teacher, Manuals, Reference Books, Encylopedia.
 Audio-visual Materials – Charts, Models, Maps, Globes, pictures, CDs,
DVDs, Educational Broadcast and Telecast
 Electronic Media – Multimedia, Smart Classrooms, E-Learning resources
 Community Resources
 Professional Competencies and Professional Growth of Social Science
Teacher
Unit 3: Planning for Teaching Learning Social Science

 Need and Importance of Planning
 Characteristics and Preparation of
 Annual Plan and
 Unit Plan
 Characteristics and Importance of Lesson Plan In Social Science
 Planning for Learning Aids / Laboratory work in Social Science
Unit 4: Evaluation in Social Science

 Problems of Evaluating Student‘s achievement in Social Science
 Different type of Test items – merits and limitations, Diagnostic Tests
 Unit Test – Meaning, Importance, Steps in Construction of Unit Test
 Projects, Seminars and Assignments
Suggested Activities:
 Collect primary and secondary sources of civilization
 Make a comparative study on world religions
 Explain the meaning and concepts of Dharma, Sect, Theism and Atheism
 Compare and contrast the life style of Harappan and Egyptian Civilization
 What should be the qualification of our representatives according to your
opinion
 List the components of Social Science with concrete examples
 Techniques of achieveing aims of Social Sceince in Secondary School level
 Writing instructional objectives on different topics of social science in
different domains
 Debates, Discussion, Coloqium on suggested topics in Social Science
 Prepare a plan for profect of your choice in Social Science
 Collection of articles on social sciences published in periodical, journals,
news paper…etc
 List out the values while teaching different units of social science
 Consturctionf of different test items
 Preparation of Annual Plan, Unit Plan, Unit Test, Balanced Question Paper
 Learning aids like album, collage, maps, models…etc
 Construction of Assignment Tools.
References:
 S.K. Kocchar, ―Teaching of Social Sciences‖, Sterling Publucaitons, New

Delhi.
 Umesh Chandra Rai, ―National Pattern of Education, Curriculum of Social
Science‖, Commonwealth Publication, New Delhi
 Dhanajay Joshi, ―Methodology of Teaching Social Sciences‖, New Delhi.
 Geoferey Brown….et al., ―Experiments in the Social Sciecnes‖, Harper &
Row Publishers, London.
 J.C. Aggarwal, ―Teaching of Social Sciences‖, Neelkamal Publicaitons.
 Kohli A.S., ―Teaching of Social Studies‖, Anmol Publicaitons.
SOFT CORE; CPS-5&6 POSS -PHYSICAL SCIENCE – II
70=50+20
Hours:48
OBJECTIVES:
the student teacher will be able to:
 Acquire the knowledge of different resources for teaching Physical Science.
 Develop the skill of selecting and using appropriate media and materials
while teaching lessons in Physical Science.
 Constructing achievement and diagnostic tests – organising co-curricular
activities.
 Plan innovative lessons in Physical Science.
 Identify and prepare various learning resources in teaching Physical Science.
COURSE CONTENT:
 Unit 1: Resources in Teaching, Learning Physical Science Print
Media – characteristics, importance, Text Books, Work Books, Journals,
Teacher Manuals, Lab Manuals, Reference Books.
 A V Media – Charts, Models, C.D‘s and DVD‘s, Educational
broadcast and telecast.
 Electronic Media – Multimedia, Smart Classroom, E-learning
resources.
 Community Resources – human and material resources,
preparation of self made learning materials.
 Extended Learning Resources – Science Club, Science
Exhibition, Science Fair, Field Trip.
Unit 2: Planning for Teaching, Learning Physical Science

 Need and importance of planning
 Characteristics and preparation – Annual plan, Unit plan
 Characteristics and preparation – Lesson Plan with Special reference to
constructivist approach (5E model) and innovative plans
 Planning for Practical / Laboratory Work in Physical Science.
Unit 3: Evaluation and Physical Science
 Different types of test items – merits and limitations
 Construction of an achievement test, diagnostic test, port folios, checklists,
observation schedules, rubrics.
 CCE in Physical Science.
 Evaluation of projects, seminars and assignments
 Evaluation pattern - different types (CRT,NRT,Grading System,CGPA
etc.,)and constructivist approach (as per vygotsky) ,
Unit 4: Physical Science Teacher

 Knowledge and Professional Competencies of a Physical Science Teacher
 Professional Growth – Meaning and importance
 Measures for professional growth (activities within the school, in-service
training programme, networking with Science Teacher and Organization,
Research, Self - evaluation).
 ICT and Physical Science Teacher.
Suggested Activities / Practicals / Tutorials

 Preparing Lab Manuals
 Preparation of Blue Print
 Preparation of Unit Test
 Preparation of Test Items
 Preparation of Check List
 Preparation of Rubrics
 Question Paper analysis
 Preparation of Variety of Charts using transparency sheets
 Preparation of Power Point Presentation
 Preparation of Diagnostic Test
 Preparation of Lesson Plans based on different models of teaching
 Collection of Web resources
 Explore various professional development activities
REFERENCES:
 Chand, B. (1986). Teaching of Science, Ludhiana: Prakash Brothers.

 Das, R. C. (1985). Science Teaching in School, New Delhi: Sterling
Publishers.
 Gibbs, K .(1996). Advanced Physical science – Part I & II, Cambridge:
Cambridge University Press.
 Gupta, S. N. (1985). Teaching Physical Science in Secondary School, New
Delhi: Sterling Publishers.
 Joyce, Bruce and Marsha Weil. (2000). Models of Teaching (4th Edn.), New
Delhi: Prentice hall Inc.
 Kalara, R. N. (1981). Innovations in Science Teaching, Lucknow: Prakashan
Kendra.
 Prasad, J. (2005). Practical Aspects in Teaching of Science, Kanishka
Publishers.
 Sharma, R. C. (1987). Modern Science Teaching, Delhi: Dhanpat Rai and
Sons.
 Siddiqui and Siddiqui. (1998). Teaching of Science-Today and Tomorrow,
New Delhi: Doaba House.
 Sood, S. K. (1988). New Directions in Science Teaching, Delhi: Indian
Publishers.
 Sudharshan, P. V. (1994). A Manual of Science Club. Sushma Publishers.
 Sund, R. B and Trawbridge, L. W. (1986). Teaching Science by Inquiry in
Secondary Schools. Ohio: Charles and Merrill.
 Thurbar, W. A and Collette, A. T. (1964). Teaching Science in today’s
Secondary School. New Delhi: Prentice hall Inc.
 UNESCO. (1978). New UNESCO Source Books for Science Teaching. New
Delhi: Oxford and IBH Publishing Co.
 UNESCO. (1986). UNESCO Hand Book for Science Teachers. Paris:
UNESCO.
 Vadiya, N. (1968). Problem Solving in Science. Lucknow: S. Chand & Co.
 Wadhva, S. (2001). Modern Methods of Teaching Physical science. New
Delhi, Swaroop & Sons.
 Yadav, R. S. (1998).Teaching of Science. New Delhi: Anmol Publications
Pvt. Ltd.
 Zaidy, S. M. (2004). Modern Teaching of Science. New Delhi: Anmol
Publications Pvt. Ltd.
 AiÀiÁzsÀªÁqÀ , «eÁÕ£À ¨ÉÆzsÀ£É,
 UÀÄqÀØ½î J¸ï. JA. (2003) «eÁÕ£À ¨ÉÆÃzsÀ£É. zsÁgÀªÁqÀ: ¨sÁgÀvÀ ¥ÀæPÁ±À£À
 dAvÀ° Dgï. N. (2003) «µÀAiÀiÁzsÁjvÀ ¨ÉÆÃzsÀ£É ¥ÀzÀÞw «eÁÕ£À. UÀzÀUÀ: «zÁå¤¢ü ¥ÀæPÁ±À£À.
 ºÉÆ¼ÉAiÀÄtÚ£ÀªÀgÀ (2003) «µÀAiÀiÁzsÁjvÀ ¨ÉÆÃzsÀ£Á ¥ÀzÀÞw «eÁÕ£À UÀzÀUÀ: «zÁå¤¢ü ¥ÀæPÁ±À£À
 r.J¸ï.E.Dgï.n. (2003) «µÀAiÀiÁzsÁjvÀ ¨ÉÆÃzsÀ£Á ¥ÀzÀÞw «eÁÕ£À. ¨ÉAUÀ¼ÀÆgÀÄ
SOFT CORE; CPS-5&6 POSS –MATHEMATICS – II

70=50+20
Hours:48
Objectives: The Pupil will be able to,
 Enrich the content completing in Mathematics

 Acquire the knowledge of different resources for teaching Mathematics.
 Plan for teaching Mathematics content (Annual, Unit & lesson plan)
 Acquire the skill of using appropriate resources for the teaching of
Mathematics.
 Plan innovative lessons in Mathematics
 Construct alternate assessment techniques for the comprehensive assessment
of mathematics learning.
Unit 1: Content in Mathematics
 Basic concepts of Geometry, Areas of Plane figures; area and volumes of

solids
 Basic concepts of Trigonometry Identity
 Polygons & its types
 Congruent figures
Unit 2: Resources in Mathematics
 Printed Recourses- Text Books, Workbooks, Reference Books and
Encyclopedia
 Audio -Visual Resources:- Projected-Smart Boards; Non projected:- Charts
and models; Audio visual Media –Educational broadcast & telecast.
 Extended curricular activities for Mathematization: Mathematics Club;
Mathematics Lab and Field trip
 Web Resources: viewing TED TALKS Related to Mathematics
 Mathematics Teacher: knowledge and professional competencies;
opportunities for professional growth
Unit 3: Planning for Teaching and Learning
 Need and Importance of Planning

 Annual Plan and Unit Plan -Characteristics and preparation
 Lesson Plan with reference to Constructivist approach (5Emodel) –
preparation and use.
 Planning for various content in Mathematics
Unit 4: Assessment
 Continuous and comprehensive Evaluation: Need & Importance

 Test Items –Types, limitations, construction of Unit test
 Alternate assessment techniques:- Preparation & use of -Portfolios; check
lists; observation schedules; Rubrics
 Evaluation of projects, seminars and assignments
Practicum:
 Finding the Area of Classroom/Library/Work Space at home/Study
room/Play Ground
 Identify the congruent and similar figures in the life situations
 Identify a few Places where Trigonometry is used in our day today life
 Identify Different content categories for a Specific topic in Mathematics
 Analyzing a secondary school mathematics textbook
 Preparing on of work book for a Mathematics topic
 Planning and using smart board to teach a mathematic topic
 Preparation of Charts/ Models for specific mathematics topic
 Suggest some activities for Mathematization
 Planning and Preparing episodes to teach various content categories
 Preparing items for self/peer evaluation
 Preparing rubrics for assessing specific learning out come
References
 The teaching of Mathematics – Kulbir Singh Sidhu

 Core Teaching Skills – NCERT
 Teaching of Mathematics - RCE, Ajmer
 A Course in teaching of Modern Mathematics : S.M. Agawal
 Studies in Mathematics Education (Volume i) Robert Marris
 Teaching of Mathematics Chadha and Agarval
 Teaching of Mathematics - Samar
 Teaching of Mathematics – Sudhir Kumar
 Teaching of Mathematics – Kuppuswami Iyengar
 Mathematics Didctionary – James and James
 Mathematics in ancient and Medieval India
 Mathematics made simple (by Vedic Methods)
 Some aspects of Mathematics education in In dia – JN Kapur
 Understanding Basic Mathematics Leslie H Miller
 The Trachtenberg Speed System of Basic Mathematics
 Vedic Mathematics Sri Bharati Krishna Tirthaji
 Vedic Mathematics Sri S. Kesava Murthy
 Computer Shikshana Dri A. Sreenivasan
 VI, VII, VIII, IX and X standard Karnataka Text Books
 I PUC and II PUC Karnataka Syllabus
 NCERT (CBSE) VI, VII, VIII, IX and X standard
 ICSE VI, VII, VIII, IX and X standard Text books
SOFT CORE; CPS-5&6 ICT in Education

70=50+20
Hours:48
 Understand the meaning and importance of ICT In Education
 Identify ICT Infrastructure requirements in schools
 Understand the role of capacity building in integrating ICT in Education
 Develop ICT related professional capacities
Unit 1: Introduction to ICT

 Meaning and concept of ICT
 ICT in education
 Importance/Benefits of ICT
 Challenges and Issues
Unit 2: ICT Infrastructure Requirement

 Hardware- Computer lab, Networked Computer system, Printer, Scanner,
Projector, Digital camera, Audio recorder, Music and audio devices
 Network and connectivity-Satellite Terminals
 Software- Digital content and resources, Development, sharing and
dissemination of content
 Enabling Infrastructure-Regular and regulated supply of power, Power
backup and support
Unit 3: Programme of Capacity Building

 Capacity building of In-service Teachers.
 Capacity building through Pre-service Teacher Education
 Capacity building of school heads
 Capacity building of State/District Education Department Personnel
Unit 4: ICT Related Professional Capacities (According Suggested by

National Policy on ICT)
 Basic – Operate a computer, store, retrieve and manage data, use a computer
to achieve basic word and data processing tasks, connect, disconnect and
trouble shoot basic storage, input and output devices.
 Intermediate – Connect to internet, use e-mail web surfing, use search
engines, keep the computer updated and secure, operate and manage content
from external devices (sound recorders, digital cameras, scanners etc.);
connect, disconnect, operate digital devices
 Advanced – Use different software applications to enhance one‘s own
learning – data base application, analysis of data and problem solving,
computing, design, graphical and audio-visual communication
 Computer security –hacking, virus, spy ware, misuse, abuse, antivirus,
firewall, and safe practices
Unit 1:
Information and Communication Technology: Meaning, nature and advantages;
Emergence of new information technology- convergence of computing and
telecommunications
Unit 2:
Computer hardware fundamentals (anatomy, input devices, output devices,
storage devices, display devices), hardware troubleshooting and diagnosis;
Capacity building programmes for different levels of professionals
Unit 3:
Operating systems & Internet: Operating system-meaning and types, types of
computers, Computer Network-LAN, WAN. Internet - concept and architecture;
Locating internet resources - navigating, searching, selecting, evaluating, saving
and bookmarking; Use of digital camera, camcorder, scanner, interactive white
board, and multimedia projector for creating and using multimedia resources.
Computer security: hacking, virus, spy ware, misuse, abuse, antivirus, firewall,
and safe practices
Unit 4:
Computer Software: Meaning and types (system software, application software,
proprietary software, open source software, shareware and freeware); Introduction
to MS-Windows- navigating the desktop, control panel, file manager, explorer, and
accessories; Introduction to MS Office and Open Office;. Applications of
Software: Word processing, spreadsheets, presentations, and drawing; and its
educational applications; Utility tools: pdf creator, file archiving, file converter,
antivirus; Multimedia: meaning, types, advantages and evaluation of multimedia
resources. Development and use of multimedia in education
References:
 Barton,R.(2004).Teaching Secondary Science with ICT. McGraw Hill
International
 Cabmbridge, D.(2010).E-Portfolios for Lifelong Learning and
Assessment.John Wiley and Sons
 Costantino,P.M., DeLorenzo,M.N., Kobrinski,E.J.(2006).Developing a
professional teaching portfolio: a guide for success. Pearson
 Bharihok Deepak. (2000). Fundamentals of Information Technology.
Pentagon Press: New Delhi
 Conrad, Keri (2001). Instructional Design for Web based Training. HRD
Press
 Crumlish Christian (1999). The Internet No Experience Required. BPB
Publications: New Delhi
 Evant, M: The International Encyclopedia of Educational Technology.
 Jain Amit; Sharma Samart; & Banerji Saurab (2002). Microsoft Word for
Beginners. NISCOM, CSIR: New delhi
 Jain Amit; Sharma Samart; & Banerji Saurab (2002). Microsoft Excel for
Beginners. NISCOM, CSIR: New delhi
 Jain Amit; Sharma Samart; & Banerji Saurab (2002). Microsoft PowerPoint.
NISCOM, CSIR: New delhi
 James,K.L. (2003). The Internet: A User‘s Guide. Prentice Hall of India
Pvt.Ltd: New Delhi
 Lee, William W., Dianna, L. Owens, (2001) Multimedia based Instructional
design: Computer Based Training. Jossey-Bass
 Sanders Donald, H. (1998). Computers Today. McGraw Hill Book
Company: New Delhi
 Sarkar, S.K. & Gupta, A.K.(1998). Elements of Computer Science. S.Chand
& Company: New Delhi
 Saxena Sanjay. (2000). A First Course in Computers. Vikas Publishing
House Pvt.Ltd: New Delhi
 Mishra, S.(Ed.) (2009). STRIDE Hand Book 08: E-learning. IGNOU:New
Delhi. Available at
http://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/STRIDE_Hb8_
index.html
 Tahenbaum Andrews (2003). Modern Operating Systems. Prentice Hall of
India Pvt.Ltd: New Delhi \
 CIET, NCERT (2013) Curricula for ICT in Education
 MHRD Govt. Of India (2010) National Policy on ICT in School Education
Web Resources
 Microsoft Office Online, Word 2003
 Tutorials at http://office.microsoft.com/en-us/training/CR061958171033.aspx
 Microsoft Office Online, Excel 2003
 Tutorials at http://office.microsoft.com/en-us/training/CR061831141033.aspx
SCHOOL INTERNRSHIP:SI-2 INTERNSHIP IN SCHOOL (16 WEEKS)
Credits: 2 L:T:P=0:0:2
TOTAL MARKS = I A= 40=40
Pre-Internship for Two Weeks

*Make lesson plan at least 10- different methods in which 5 6
must involve, student could develop their own method (fusion
based) with the help on teacher educator.
*Delivery of Four lessons in each teaching subject in school 2×6=12
(After each lesson of practice teaching student teacher need to
discuss with subject teacher on their pedagogy and new practices
it must be seconded.)
*Peer group teaching in each subject (Two lesson plans) 2×6=12
*Draft a report based on: - continuously and comprehensively 6
evaluating students‘ learning for feedback into curriculum and
pedagogic practice.
*Observation of day-to-day * school activities and report of an 2×5=10
in- depth study of two activities.
Total Marks 40
* Note: Any of the above activity may be replaced as per the need of the course
SEMESTER - IV
GENDER SOCIETY AND EDUCATION – I

 This course will be enable the students to explain the key concepts – Gender,
Gendered Roles, Gender Bias, gender Stereotype, Empowerment etc.
 Appreciate gradual paradigm shift from women‘s studies to gender studies,
gender studies to women protection.
 Identify and analyze the gender issues in school curriculum and society
challenges and change them.
 Critically analyze the impact of policies programmes and schemes for
promotion of gender equality and empowerment.
Unit 1: Gender Related Issues

 Basic Concepts – Gender, Sex, Masculinity, Feminity, Matriarchy, gendered
Roles, Gender sensitivity, Gendered stereotype, Gender Bios, Gender
studies, sex education, women education, women studies.
 Factors influencing on gendered roles – Religious, political, regional,
economic and social factors. Challenging these gendered roles through
various institutions – family caste, religion, culture, media and popular
culture (films, advertisement, songs etc.).
 Women movement – sexism and feminism – concept, origin, objectives.
Feminist movement in India and abroad.
 Indian women – status of women in India (Vedic period, post Vedic period,
medieval period, during British rule and in modern era) some visionaries
who are served for women welfare (Swami Vivekananda, Raja Ram Mohan
Roy and others). Contemporary issues on women.
Unit 2: Gender and Education

 Women Literacy and Education (pre and post independence period)
enrollment of girls at different levels of education – extinct casual factors
and measures to overcome disparity.
 Factors influencing on girls / women education (socio-cultural and
economic) parent attitude and poverty religious taboos early marriage, co-
education, lack of awareness about available helps, drop-outs.
 Role of curriculum and text books, teachers, parents, peers, schools in
changing gender in-equality.
 Constitutional provisions, commissions and committees, policies and
programmes to promote education to women in India.
Unit 3: Gender and Society

 Violence against women – domestic violence, dowry harassment, foeticide,
female infanticide. Sexual harassment, sexual abuse, harassment at work
place criminal violence, human trafficking, prostitution and
preventive/remedial measures.
 Agencies perpetuating violence – family, school, work place, media.
 Redressal of sexual harassment at work place. Role of different institutions
(local, National, International level), policies, legal issues and initiatives.
 Women and Development – development programmes by government and
other organizations.
Unit 4: Women empowerment

 Women Empowerment – concept constitutional provisions to empower
women, conduct of programmes to boost up self confidence among women
for promoting women empowerment.
 Role of different organizations NGO‘s and SHG‘s in promoting women
empowerment.
 Human rights, Women rights and legal provisions and services for women,
Transgender, issues and development initiatives.
 Shift from women education to women studies ; women empowerment to
women protection (BHAGYA LAKSHMI YOJANE), (BETI BACHAVO –
BETI PADAVO).
Unit 1:
 Seminar on male domination in Indian society
 A brief introduction to the status of women in Ancient India, Moghul and
British Rule
 Essay writing
 Think Tank sessions
Unit 2:
 Invite guest lectures on various measures to bring women to lime light,
gender sensitization
 Lectures by women entrepreneurs on the opportunities open for them.
 Conduct survey on SES women, wards attitude to co-education, girls child
education
 Debate on merit and demerit of co-education
Unit 3:
 Group discussions to get various strategies to overcome problems in gender
sensitization
 Skit – awareness on misconception of helpless girls and atrocities on women
 Visit to women rehabilitation centers
 Collect the information‘s of women achievers and their contributions to the
different fields of the society
Unit 4:
 Visit some NGO‘s which are supporting for women‘s welfare
 Debate on transgender issues
 Arrange a special lectures on women rights and legal provisions
 Visit some SHG in and around Mysuru
Suggested References:
 AnjanaMaitra Sinha – Women in Changing Society (1993)
 Devaki Jain – Indian Women (National Book Trust of India)
 Neera Desai and Usha Thakkar – Women in Indian Society (NBT, New Delhi)
 Bajpai – Bhandari – Sinha – (Social and Economic Profile of India)
 ShameemAlim – Women‘s Development problems and Prospects (1996)
 LohithNaikar – Human Rights, Women and Law
 Ramakrishna Ashrama Prakashana – Cultural Heritage of India, Vol.1
 Dr. P S Suresh-(2012) Education and national concern
 Dr. P S Suresh(2012) rastria kalaji maththu shikshana
 ZÀ.£À.±ÀAPÀgÀgÁªï - ªÀÄ»¼Á CzsÀåAiÀÄ£À
 EA¢gÀ Dgï – ªÀÄ»¼É, ¸ÀªÀiÁd ªÀÄvÀÄÛ ¸ÀA¸ÀÌöÈw
 qÁ. JA. GµÀ – ªÀÄ»¼Á ZÀ¼ÀªÀ½ ªÀÄvÀÄÛ ªÀÄ»¼Á «µÀAiÀÄUÀ¼ÀÄ
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 J¸ï.©.eÉÆÃUÀÄgÀ - ¨sÁgÀvÀzÀ°è ªÀÄ»¼É
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ELECTIVE CPS 7 Health and Physical Education

70=50+20
Hours: 48
Objectives: On completion of the course, the student teacher will be able to:
 Develop awareness towards health and physical education.
 Understand general health, personal health and public health.
 Assist teacher for good conduct of physical education programme
 Contribute for good overall personality development.
 Understand the meaning and importance of yoga and pranayama
 Acquire the knowledge of first aid.
 Develop leadership qualities.
 Understand meaning and importance of recreation.
Unit 1: Health Education & First Aid

 Health Education: Meaning, aims & Objectives
 Communicable Diseases: Mode of Transmission & Control
 First Aid: Meaning, Principles of First Aid, qualities of first aider.
 First Aid:
 Fracture,
 Dislocation
 Ankle sprain
Unit 2: Physical Education and Safety Education

 Physical Education: Meaning, Aims & Objectives
 Methodology of teaching Physical Education, steps in Cass Management.
General Lesson Plan, Specific Lesson Plan
 Yoga & Pranayama: Meaning & Importance
 Safety education: Home, School, Playground, Road
Unit 3: Camp & Recreation

 Recreation: Meaning, Aims & Objectives
 Need & Importance of recreation in the modern society
 Camping: Meaning, Importance & Organization
 Recreational Activities: Indoor and Outdoor
Unit 4: Tournaments
 Tournament: Meaning, Intramurals and Extramural
 Drawing Fixture: Single Knockout and League
 Olympics: Ancient and modern
 Marking of play field: Volleyball, Throwball, Kabaddi
Suggested list of topics/ questions / activities to organize tutorials:

 Giving first aid
 Organizing Intramural activities
 Marking play ground
 Flag hoisting and de-hoisting
 First aid for
 Fracture
 Dislocate
 Sprain
 Component of Physical Fitness
 Benefits of Physical Fitness
 Importance of Camping.
 Indoor recreational activities
 Outdoor recreational activities
 Olympics
 Advantages of yoga, Pranayama
 Safety measures in home, School and playground
 Drawing fixtures
References:
 Voltmer and Esslinger: Organization and administration of physical
education. Times of India. Press.
 Vannier Fait: Teaching physical education in secondary schools, Sanders.
 J.P.Thomas: Organization of physical education: Gnanodya Press, Madras.
 Chales A Buchor Eviyn M.Reade: Physical education and Health Education
in the Elementary School, MacMillan.
 Charles A Boucher: Foundation of Physical Education, St.Louis, The
C.Y.Mosby Company.
 N.C.E.R.T: Physical Education, a Draft Curriculam for classes 1 to 10.
 L.K.Govindarajulu and Daily Joseph: Camping and Education, Y.M.C.A.
 Y.M.C.A: Rules of Games and Sports.
 Lal D., Padiwala: Manual of Athletic competitions Tardeo, Tardeo
Apartments, Bombay.
 St.John‘s ambulance: Association Manual of First Aid.
 Ministry of Education, Government of India: Hand book of Physical
Education.
 Linus Dowell: Strategies for Teaching Physical education, Prentice Hall.
ELECTIVE CPS 8 VALUE EDUCATION

70=50+20
Hours:48
Objectives: After completion of the course, student-teachers will be able to:
 Understand the concept and types of values.
 Understand the meaning and basic-theories of axiology.
 Get an insight into the strategies of inculcation of values among children.
 Develop awareness about the different agencies working in the sphere of
value education.
 Develop skills and techniques needed to teach value education.
 Understand the role of the teacher in value education.
Unit 1: Introduction to Values

 Values: Concept, Nature, Types and Significance
 Classification of Values - Intrinsic Values, Instrumental (Extrinsic) Values,
Moral Values, Aesthetic Values, Economic Values, Social Values
 Classical and Contemporary Values in Indian Context
 Classical Values of India
 Purushartha Theory of Values
 Panchakosha Theory of Values
 Basic Human Values – Truth, Beauty, Goodness, Love, Peace, Non-
Violence
 Contemporary Values – Scientific Temper, Intellectual Honesty,
Social Service and Protection of Environment.
Unit 2: Philosophical Bases of Value Education

 Axiology – Meaning and Origin
 Basic Theories of Axiology
 Theory of Interest
 Pragmatic Theory
 Branches of Axiology – Ethics (Meta-Ethics and Normative Ethics) and
Aesthetics)
 Educational Implications of Axiology.
Unit 3: Strategies of Inculcation of Values

 Sources of Value Education – Autobiography and Biography of Great
People, Parables, Vedas, Bhagavadgita, Shlokas, Poems, Newspaper
Clippings, Episodes from Real Life, Documents etc.
 Techniques of Inculcating Values in Life
 Ashtangayoga (Yama, Niyama, Asana, Pranayama, Prathyahara,
Dhyana, Dharana, and Samadhi)
 Shatashtala (Bhakta, Mahesh, Paranalingi, Prasada, Sharana and
Aikya)
 Eight Fold Path of Budhixm
 Role of Teacher in Value Education.
Unit 4: Role of Social Agencies in Value Education

 Family, Religion, Educational Institutions, Community
 Mass Media (Print and Electronic)
 Information and Communication Technology (Computer and Internet)
 Integrated (Indirect) approach, Direct (Specialized) Approach, Incidental
approach
 Co-curricular and Extra-Curricular Activities
 Resolving Value Conflicts (value crisis)
 Discussion of Burning Social and Moral Problems
 Project Work and Community Centred Activities
Assignments (any one)

 Visit to religious institutions which are involved in Educational endeavor
 Documentation of the contributions of the great personalities and institutions
for the promotion and protection of values
 Selection of incidences/ episodes from the biographies depicting particular/
selected value
 Preparation of Value Judgment Scale
Reference
 Broudly S. Harry (1961) Building a Philosophy of Education, USA,
Prentice-hall Inc.
 Dewey, J. (1916) Democracy and Education. New York: Macmillan.
 Doyle, T.F. (1973) Educational Judgments. London: Roufledge and Kegam
Paul.
 Feather T., Norman (1975) Values in Education and Society, New York: A
Division of Macmillan Publishing Co.
 Gupta, N.L. (1986) Value-education: Theory and Practice, Amjeer, Krishna
brothers.
 Kneller, G.F., (1971) Introduction to the Philosophy of Education. New
York: Johnwilly and Sons.
 Lowenthal, F. and Vandamme F. Eds. (1986) Pragmatics and Education.
New York. Planeum.
 Marlow A.H., Ed. (1959) New Knowledge in Human Values. London:
Harper and Row
 Peters, R.S. (1963) Authority, Responsibility and Education. London:
George Allen and Unwin.
 Rogers, C.R. (1980) A Way of Being. Houghton Mifflin, Boston.
 Russell, B. (1972) Education and the Good Life. New York: Leveright.
 Venkataiah N. (Ed), (1998) Value Education. New Delhi: APH Publishing
Corporation.
ELECTIVE CPS 9 GUIDANCE AND COUNSELLING

70=50+20
Hours:48
Objectives: After completion of the course, student-teachers will be able to:
 The concept, need & principles of guidance
 The types of guidance
 Organization of guidance services in schools
 The various tools & techniques of guidance
 The concept and types of counseling
 The qualities & qualifications of a Counselor
Unit 1: Guidance and Education

Concept, need and principles of guidance
Issues and problems of Guidance , Impact of planned utilization of man
power
Types of Guidance
Unit 2: Organization of Guidance Service in Schools

Constituting school guidance committee and its functions
Minimum guidance programmes at secondary school stage.
Personal data service, environmental data service, placement service, follow
up service
Group guidance : Meaning and significance over individual guidance
Group guidance in schools , Orientation , career talk , career visits , career
conferences , career fairs , exhibitions
The role of mass media , Electronic media in guidance services
Unit 3: Tools and Techniques of Measurement
Tests for guidance , Intelligence , Aptitude , Personality test
Tools – Personality data blank , cumulative record , Anecdotal record,
Rating scale, Questionnaire and Inventories
Techniques – Interview , Socio-metry , Case study , Observation , Dairy &
Autobiography ( to be discussed applications of the above in guidance)
Unit 4: Counseling Technique

Concept, need and characteristics of counselling and types of counselling.
Qualities and Qualifications of Counsellor
Assignments
Prepare a Report on Organisation of Career talk.
Visit to a guidance or counselling center and write a Report.
Conduct an interview of a school counsellor and submit a report.
Organise an orientation programmes and submit the report.
Note: Teacher educator can choose and assign any relevant activity as an
assignment.
References
Agarwal J C (1991) : Educational, vocational Guidance. New Delhi
DOABA
Kochhar S K (1984): Guidance and Counselling in colleges and universities.
New Delhi, Sterling Publishing Pvt. Ltd.
Chauhan S S (2008): Principles and Techniques Guidance U P : Vikas
Publishing House Pvt. Ltd.
Satish A Hiremath(2006)Educational and Vocational Guidance.Gulbarga
Siddalingeshwar Prakashan
Chauhan S S (1982): Principles and Techniques Guidance U P : Vikas
Publishing House Pvt. Ltd.
Bhatnar R P & Seema R (2003): Guidance and Counseling in Education,
Meerut R Lal Book Depot.
Sharma R N (1999): Educational, Vocational Guidance Counseling New
Delhi Surjit Publisher.
Madhusudan M (1983): Educational, Vocational Guidance Sambalpur, Shah
Publisher and Distributor.
Meenaskshi Sundaram A (2005): Guidance and Counseling, Dindigul,
Kavya Mala Publishers.
qÁ|| L.J. ¯ÉÆÃPÁ¥ÀÄgÀ (2004): ±ÉÊPÀëtÂPÀ ªÀÄvÀÄÛ ªÀÈwÛ ªÀiÁUÀðzÀ±Àð£À, «zÁå¤¢ü ¥À©èPÉÃµÀ£ïì UÀzÀUÀ.
PÉ.J£ï. gÁd±ÉÃRgÀAiÀÄå (2008): ±ÉÊPÀëtÂPÀ ªÀÄvÀÄÛ ªÀÈwÛ ªÀiÁUÀðzÀ±Àð£À ºÁUÀÆ ¸À®ºÉ, ZÉÃvÀ£À §ÄPï
Dgï f ¥Àæ¨sÀÄ (2005) : ªÀiÁUÀðzÀ±Àð£À ºÁUÀÆ ¸À®ºÉ, ZÉÃvÀ£À §ÄPï ªÉÄÊ¸ÀÆgÀÄ.
qÁ|| ¸ÀwÃ±À »gÉÃªÀÄoÀ : ±ÉÊPÀëtÂPÀ ºÁUÀÆ ªÀÈwÛ ªÀiÁUÀðzÀ±Àð£À ªÀÄvÀÄÛ ¸À®ºÉ, ¹zÀÝ°AUÉÃ±ÀégÀ ¥À©è±Àgïì
UÀÄ®âUÁð.
HARD CORE EPC4 UNDERSTANDING THE SELF

70=50+20
Hours:48

 Develop understanding of student teachers about themselves through
ongoing reflection.
 Develop the inner self and the professional identity of a teacher.
 Develop sensibilities, dispositions, and skills in facilitating personal growth
of their students.
 Develop a holistic and integrated understanding of the human self and
personality.
 Build resilience within to deal with conflicts.
 Explore one‘s own dreams, aspirations through varied forms of self
expression.
Unit 1: Understanding the personality

 What is personality? ---- Personality assessment-the big five personality
factors (OCEAN)—Temperament-classifications.
 Well balanced personality depicted in the Gita- Sthithaprajna-qualities of a
good teacher.
 Allport‘s ideas of personality- Abraham Maslow‘s ideas of Self
actualization—need for self actualization.
 Quest for who am I?—life as a journey to perfection—Education is self
realization—idea of Swami Vivekananda.
Unit 2: Challenges of personality-understanding the self

 Use of scientific approach in problem solving and decision making- the
ability to introspect-self awareness--The Marshmallow Test:
Understanding Self-control and How to master it ---Psychodynamic
Perspective
 The soul and the body—development of self—self concept—self identity
 Models of identity—cultural, academic identity—efforts to transform self
and identity
 Limits to self knowledge—self control—self assessment—skill, self
efficiency
Unit 3: Personal Philosophy

 The Buddhist theory of no - self—sources of self—self concept in Zen
Buddhism and Sufism—Ekhart Tolle— Ramana Maharshi.
 Concept of self in Upanishads — self and moral development
 Positive attitude and negative attitude— Gunas depicted in Gita.
 Assuming social roles – responsibilities – the concept of enlightened
citizenship by Swami Ranganathananda.
Unit 4: Assessment
 Perceptual judgement—institution and the self.
 Attitude tests—adjustment inventory – case study.
 Personality assessment tests – small group tasks.
 Feedback – follow up.
Unit 1:
 Yogasana sessions.
 Seminars, symposiums, group discussions.
 Retreats, value education programmes.
Unit 2:
 Organizing lectures by eminent personalities.
 Watching movies and documentaries.
 Suggest the ways and means of improving personality.
1. Gather more details about ―self realization‖.
Unit 3:
 Eco– walk.
 Preparing film reviews, personal narratives etc.
 Writing a reflective journal (reflecting on social issues)
 Select one community event of your choice and write a summary related to
your reactions to the social event.
Unit 4:
 Autobiographical notes, your personal reflections on current events.
 List out the criteria required to assess the personality of a human being.
 Identify a few personalities - write and submit a report, how you are admire
to such personality.
Suggested Reference:
 Enlightened citizenship and democracy – Swami Ranganathananda.
 The Power of Now -- Ekhart Tolle.
 Teachings of RamanaMaharshi.
 Personality development – Ramakrishna mission.
 Educational psychology – Santrock.
 Understanding adolescence – Sharma.N.
 Education and world peace – J.Krishnamurthy.
 "The Concept of Mind" - John Wisdom
TABLE 6
Sl No Items Marks

5 Observation of Peers‘ lessons 10
6 Test Items 10
7 Unit Test 10
Total 100

TABLE 7
Sl No Items Marks
5 Observation of Peers‘ lessons 10
6 Test Items 10
7 Unit Test 10
Total 100

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UNIVERSITY OF MYSORE

TWO-YEAR (FOUR-SEMESTER) B. Ed DEGREE PROGRAMME

[Under Choice-Based Credit System (CBCS) and Continuous Assessment and

Grading Pattern] as per NCTE Regulations, 2014

REGULATIONS FOR TWO-YEAR (FOUR SEMESTERS) BACHELOR DEGREE IN EDUCATION

1. Title and Commencement

A course is the basic component of an academic programme. It is identified by a course

Duration: The programme will be of duration of two academic years (4 semesters)

5. Intake, Eligibility, Admission Procedure and Fees

There will be a basic unit of 50 students, with a maximum of two units.

Eligibility: Any UG or PG degree holder of the affiliating university or any other

8. Specific Objectives of the Course

9. Different courses of study

d. Language & Mathematics (Mathematics and English, Mathematics and Kannada)

e. Physical Science & Mathematics

(b)Curriculum and Pedagogic Studies –

(c) Engagement with the Field –

1 Hard PIE PIE 1:Childhood and 3 1 4 30 70 100

2 Hard PIE PIE 2:Contemporary 3 1 4 30 70 100

3 Hard PIE PIE 3:Knowledge 3 1 4 30 70 100

4 Hard CPS CPS 1:Language 2 1 3 20 50 70

5 Hard EPC EPC 1:Reading and 2 1 3 20 50 70

1 Hard PIE PIE 4: Learning and 3 1 4 30 70 100

2 Hard PIE PIE 5: Assessment 3 1 4 30 70 100

3 Hard CPS CPS2: Understanding 2 1 3 20 50 70

5 Soft CPS CPS 4:Pedagogy of 2 1 3 20 50 70

6 Hard EPC EPC 2:Drama and 2 1 3 20 50 70

1 Hard PIE PIE 6:Educational 3 1 4 30 70 100

2 Elective CPS E L: Optional 2 1 3 20 50 70

3 Hard EPC EPC 4: 2 1 3 20 50 70

4 Term SI SI 3: School - 7 7 100 - 100

5 Term SI SI 4 School - 7 7 100 - 1oo

REFLECTIVE JOURNAL (spread over all the four semesters; Assessment 30 - 30

GRAND TOTAL 80 1800

* Any one of the following:

1. Health & Physical Education

2. Peace Education 3. Guidance and Counseling

11. Scheme of Instructions

12. Continuous Assessments, Earning of Credits and Award of Grades

The evaluation of the candidates shall be based on continuous assessment. The

The details of continuous assessment are summarized in the following tables:

Table 1 (For 100 marks paper)

Component Units to be Sessional Items Break up of Period of

Table 2 (For 70 marks paper)

Component Units to be Sessional Items Break up of Period of

TABLE – 3 For School Internship - 1 (20 marks)

Component Items covered Weightage / Marks Period of Continuous

C1 (Mid Semester Communication 5 By the middle of the

TABLE – 4 For School Internship - 2 (20 marks)

Component Items covered Weightage / Marks Period of Continuous

C1 (Mid Semester Micro Teaching in 10 By the end of the

C3 (Mid Semester Integration of Skills 20 By the end of the

For School Internship -3 & 4 (100 marks each)

5 Observation of Peers’ lessons 10

Practical in Psychology is an integral part of PE -1 & PE-4.Psychological Tests & Practical

Semester End University Examination Question paper pattern:

Section & Type of questions No. of Questions to be answered Marks Total

Section & Type of questions No. of Questions to be answered Marks Total

13. Academic Quality Monitoring Committee.

Constitution of the committee

i) Chairman – Dean/ BOS( Chairperson)/ DOS ( Chairperson)/ senior faculty

Detailed Syllabus for 2 year BEd (4 Semester) Programme

Objectives: The Students will be able to