SEMESTER- I.

I (20 +4 Credits)
~

Course Title Credit (s) Marks -

Theory Internal External Full Mar1'.s
Practicum
rTeachino
'- b Assessment Exam.
(weeks)
Hrs.)
PC-3 Learner 4 (64 Hrs.) 30 70 100
and ,...

Learning
PC-4 Learning 4 (64 Hrs.) 30 70 100
Assessment
RTS-3 Inclusive 2(32 Hrs.) 15 35 50
Schooling
RTS-4 ICT in 2(32 Hrs.) 15 35 50
education
Psychology 2 (32 Hrs.) 50 -- 50
and ICT
Practicum
PSS-Pr.~II SI-II Multi- 04 100 -- 100
cultural (3 weeks)
Contexts in
Schools I I
PSS-I Pedagogy 4 (64 Hrs.) 30 70 100
of School
Subjects-I
P.11
PSS-2 Pedagogy 4 (64 Hrs.) 30 70 100
of School
Subjects-II
P.II
Total 22 04 135+ 315 450+
(352Hrs.) (3 weeks) 150 150

60
 PC-Ill Learner and Learning

TOTAL MARKS-100
lnternal-30 Externa I-70
CREDITS-4
For Classroom Teaching :3 For Practicum:1
CONTACT HOURS-80
For Class Ro,gJ'l'i Teaching: 48 For Practicum:32
i

Objectives
On completion of the course the prospective teacher-educator shall :
• Conceptualize a framework of learning in terms of diverse contexts and approaches to
learning and learning environment
• Reflect on the process of learnmg · from the pom · t o f view
· of different theoretical
perspectives and the need to adopt appropriate approach . .
• State the differences among the different theoretical explanations of leammg and provide
appropriate justifications to the present teaching-learning practices
• Elaborate the cognitive processes involved in acquiring learning experiences
• Explain the importance of motivation and the strategies to motivate the learners for
learning
• '"'esc1·1··0e
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. L f"'f rl~c:c:rnnm whilf:.
..., ~ - • ~ - - - - · · · • ••• •
1~:::iming
....,

• State the characteristics of different stages of human development with emphasis on the
childhood and adolescence stages period
• Identify the characteristics of individual differences among the learners and adopt
appropriate strategies to meet the individual learning needs
• Assess the learner's progress using multiple tools and techniques on a continuous basis
ensuring quality of learning at each stage of learner's growth.

Detailed Course Content

Unit 1: Framework of Learning
• Leaming: Meaning and nature (Learning as process and outcome); characteristics-
intentional, conscious, rational, conceptualization, abstraction and mediated by language.
• Approaches to learning: Knowledge- centric, Experience-centric and Evaluation-centric
approaches; Learner-centered and Leaming-centered approaches - Concept, Purposes and
Limitations
• Leaming Environment: Classroom, School, Community environments facilitating
learning, Inclusive environment in the classroom; Use of local knowledge and
children's out of the school experience in learning.
• Diversity in learning contexts : Linguistic, Ethnic, Social and Cultural

Unit 2: Understanding the Process of Learning

• Categories of learning: Gagne's hierarchical theory; Critical appraisal of the basic
conditions of learning
• Various theoretical perspectives on human learning: Behavourist, (Thorndike, Pavlov,
Skinner), Humanist (Rogers, Maslow, Bandura), Cognitive (Ausubel, Bruner, Piaget),
Constructivist (Piaget, Vygotsky) with reference to their classroom
implications(applicability in learning situation and role of the learning in varied )earning
context)

61
 • Leaming as transmission and reception of knowledge ~rs leamin? a~ constru~tion of
knowledge; Processes facilitating knowledge construct10n- expene_nt1al learning. ~nd
reflection, social mediation, cognitive negotiation, situated leammg and cognitive
apprenticeship
• Cognitive processes and learning - memory, perception, logical thinking, critical
thinking, development of concept, problem solving

Unit 3: Meaningful learning

• Meaning and attributes - active or manipulative, constructive, reflective,
intentional, complex, contextual, collaborative and conversational;
• Leaming as meaning making: Concept and process of meaning making; Leamer
as meaning maker- Characteristics of learner as meaning maker curiosity,
interest, active engagement: Role of inquiry in meaning making
• Meaning Leaming as Experiencing: Observing, Perceiving and internalizing and
Deriving meaning form experiences;
• Strategies for facilitating Meaning Leaming in and out of school: Role of teacher

Unit 4: Understanding differences in individual learners to facilitate learning

• Conceptual framework of understanding dimensions of differences in individual
learners (with reference to mct1viduai attributes and socio cuiturai conrexts );
Differences in learners based on predominant ']earning styles'; Implications of
learning styles for teachers
• Understanding differences based on cognitive abilities in children: Giftedness,
Creativity, Leaming disability, Low intellectual functioning (slow learner) and
Under-achievement; Understanding iearners with deviant behaviours: Attention
deficit disorder with or without hyperactivity, Autism, Conduct disorder etc. ,
• Methods/techniques of identifying individual differences: questionnaire,
observation, interview, self reporting techniques, anecdotal records, case study,
psychological and educational tests; Use of local knowledge and children's out of
the school experiences in learning.
• Strategies to deal with diversity among learners

Unit 5: Facilitating learning

• Role of motivation in learning: Meaning of motivation- Intrinsic and extrinsic; various
approaches to motivation (humanistic approach; cognitive approach, attribution theory-
Weiner); Strategies for motivating learner
• Forms of learner's engagement: modeling, observation, demonstration, exploration
discovering, analysing, contextualization, collaboration, multiple interpretations, critical
reflection (based on action, observation, selected reading, discussion etc.).
• Restructuring classrooms to facilitate I maximize learning: Provision for Individualized/
self-learning, Group learning, Cooperative learning, collaborative learning; Learning
strategies - Theoretical explanation for their relative use.
• Developing a confident learner- self esteem, self concept, self efficacy, locus of control
and personality; Facilitating learning environment: Teacher's attitude, positive emotion
self efficacy, collaborative and self regulated learning '
•

62
 Se sional Work

The prospective teacher-educator shall undertake any tw~ of t~e fo~l?wi~g: .

• Preparation of a write-up on "Addressing d1vers1t1es in learning contexts: Role
of teacher and peer group"
• Preparation of a set of learning activities for different forms of learner
engagement in and out of classroom, while learning
• Preparation of a case study on an exceptional adolescent learner
• Observation and identification of elements of consZ:uctivist learning m
classroom situation and preparation of a report

Suggested Readings
Buskist ,W and Davis, S.F. (2006) Handbook of the teaching of psychology. Victoria, Australia:
Blackwell publishing,
Furth, H. (I 970). Piaget/or teachers. New Jersey: Prentice Hall I~c.
Lipman, M. (2003). Thinking in education. (2 nd Ed.). New York: Cambridge University Press.
Mahapatra, J.K., Mahapatra, M. and Parida, B.K.(2015). Constructivism : The new paradigm-From theory
to practice. New Delhi: Atlantic Publishers.
Oza, D. J. ~r:.d Rcr:.ak, R. P. (2011). }1c!!?C!gl?ment nf hPhavioral problems of children with mental
retardation. Germany: VDM publication.
Papalia D. E., and Sally, W. 0. (1978). Human development. New York: McGraw Hill Publishing
Company
Passer,M. W. and Smith,R.E (2007). Psychology: The science of mind and behaviour, (3rd Edn.). New
Delhi: Tata Mcgraw Hill.
Phens, J. M., and Evans, E. D. (1973). Development and Classroom Learning : An Introduction to
Educational Psychology. New York: Holt Rinehart and Winston Inc.
Saraswathi, T. S. ( 1999). Cultural Socialization and Human Development: Theory, Research and
Applications in India. A Sage Publications.
Sharma, M and Dahiya,S. (2006). Cognition and Human , Jaipur: RBSA publishers.
Skinner, E. C. (1984). Educational Psychology-4th Edition. New Delhi: Prentice Hall oflndia Pvt. Ltd.
Smith,E.E and Kosslyn, S.M. (2008). Cogn,itive Psychology: Mind and Brain. New Delhi: Prentice Hall
of India.
th
Solso,R.L.(2006). Cognitive psychology (6 ed.). New Delhi: Pearson Education.
Spinthall, N., and Spinthall, R. C. (1990). Educational psychology (5th Edn.). New Delhi: McGraw Hill
Woolfolk, Anita (2013). Educational psychology (12th.Edn.). New Delhi: Pearson Education.

63
 PC IV: Learning Assessment

Semester-II Credits-4
Total Marks:100 Contact Hours: 5 hours
(Internal:30 External: 70) per week

Introduction ,_ _ .
This Course - as its titl; suggests - proposes that teacher-learners become conscious of the ~istinctwn
between assessment for learning and assessment of learning. Whereas both have their place m school
education, a constructivist paradigm indicates a shift in emphasis towards the former. The course
intends to enlarge current perspectives on assessment and evaluation, and enable teacher-learner~ to
view student learning along multiple dimensions. It brings a specific focus on assessment of subJect-
based learning, as well as processes of feedback and reporting, which are among the core
competencies needed by teachers. A critical review of the examination system and the assessment
practices that derive from this is also felt to be a necessary component of the course; so that teacher-
learners may learn to evolve more flexible and richer forms of assessment, even as they respond to
current examination practices.
Assessment (and evaluation) is integral to school education and more specifically to teaching-
learning. Since education in schools presupposes certain aims and objectives, it is crucial for teachers
to be a;,vare of he'.'.' the progress and grmvth of students is tn he assessed. This in tum implies that
teachers become cognizant of what dimensions of growth or learning are to be assessed, what means
are available to them for this purpose, and what effects are likely to flow from various kinds of
assessment.

Objectives
The course will enable the student teachers to;
• Understand the nature, purpose and types of educational assessment and evaluation.
• Develop and use different types of tools and techniques for continuous and comprehensive
assessment of learning in the school situation.
• Explain the importance of assessment for learning and its processes for enhancing the quality of
learning and teaching
D Analyze the trends and issues in learning and learner assessment.
• Analyze and interpret results of the assessment using elementary statistical methods.
UNIT-1:Assessment, Evaluation and Learning
• Assessment and Evaluation: Meaning, purpose of assessment (improving learning and
teaching);purpose of evaluation (placement, diagnosis, promotion, certification, providing feedback)·
Interrelationship between assessment and evaluation '
[J Classification of Assessment based on Purpose (Placement, Formative, Diagnostic and
Summative), Scope(Teacher-made, Standardized), Attributes Measured (Achievemt:~t Attitude
Aptitude etc.), Nature of Information ' '

gathered(Qualitative, Quantitative), Mode of Response (Oral, Written and Performance) Nature of

Interpretation(Nonn-referenced and Criterion- referenced),and the Context(Intemal , Ex~emal).

64
 ontinuous and Comprehensive Assessment: Meaning, Ir~portance and Scope; Learnin? and
As essment: Assessment of Leaming, Assessment for Learn mg, and Assessment as Learning; CCA
VS CCE

UNIT-II: Assessing Learning . .

~ Mode of assessment: formative and summative; continuous and comprehensive; culture responsive
• Tools and techniques: Formal (testing, observation schedules, video recording etc.), Informal
(taking notes, Interviewing, Participant observation etc.) methods, use of testing devices
(achievement test, diagnostic test, proficiency test etc and non-testing devices (assi.?11ment, ~roj~cts,
reflective journals, portfolio etc), use of multiple methods and tools (situation specific combmahons)
• Self and peer assessment techniques: FGD and rubrics
D Feedback mechanism: Reporting to students and parents-need and modes, feedback for teachers,
role of community in CCA for assessment of learning

UNIT-III.Construction of Test and Use

• Planning the tes~: Development of table of specifications (blueprint)
D Preparing the test: principles of preparing test items-objective based items-Extended and
Restricted response types, Objective type items (free response type-short answer and completion;
fixed response type- matching, forced/alternate choice, multiple choice); Assembling and editing the
items
• Administration of the test and analysis of students' performance; Preparation u[ 1 ci-'u1t a.ud it.:; ~~e
in enhancing learning.

UNIT-IV: Issues in Assessment and Policy Provisions

n Current practices: Over-emphasis on Summative Assessment(Periodic and common/year-end
examinations) and marking; competitive examination-its adverse effects on learners, education
system and society
• Issues and Problems: Marking vs. Grading, objectivity vs. subjectivity, Close-ended vs. Open-
ended test items, relative neglect of non-cognitive aspects, non-use of diverse methods and tools for
assessing diverse learners

Policy perspectives: Recommendations ofNPE 1986/92,NCF-2005,RCFCE Act 2009; Non-detention

policy and its implications for assessment and quality of learning
• Emerging practices in assessment - online assessment, participatory assessment
UNIT-V: Elementary Statistics in Evaluation
• Raw score
0 Tabulation and Frequency distribution
• Graphical representation of data
• Measures of central tendency (mean, median and mode), dispersion (range, quartile deviation and
standard deviation) and their uses in evaluation
0 Standard scores; T score, Z score, percentile and their uses
0 Correlation: Meaning, types (product moment and rank difference), calculation and uses

Suggested Activities
" P_reparation of 50 objective-based items, at least 5 from each type of test items in any school
subJect.

65
 Construction of an achievement test on any topic( carrying25marks),its administration and
interpretation of the results.
Preparation of a plan for CCA activities for any class during an academic session.
Appraisal of current CCA practices in the secondary schools. .
_. Analysis of examination marks obtained by the students in any subject in a class and preparation ..
of a report for sharing. ·

Suggested Readings ,..,.,_.. .

Anderson,L.W.(2003).Classroom assessment: Enhancing the quality of teacher decision making.
Mahwah,NewJersey: Lawrence ErlbaumAssociates.
Burke,K.(2005).How to assess authentic learning(4thEd.).Thousand Oaks,CA: Corwin.
Cooper,D.(2007).Talkaboutassessment:Strategiesandtoolstoimprovelearning.
Toronto,Ontario: ThomsonNelson.
Danielson,C.(2002).Enhancing student achievement: A framework for school improvement.
Alexandria, V A:Association for Supervisionand Curriculum Development .
Garrett,H.E.(1973).Statistics in psychology and education(6thed.).Bombay:Vakils, Peffers& Simon.
Gronlund,N.E.&Linn,R.L.(2009).Measurementandassessmentinteaching(l 0thEdn).UpperSaddle
River,NJ :PearsonEducation, Inc.
Newman,F.M. (1996)Authentic achievement: Restructuring schools for intellectual quality.
SanFrancisco,CA: Jossev-Bass.
Nitko,A.J .(2001 ).Educational assessment ofstudents(3rded.).UpperSaddleRiver, NJ: Prentice Hall.
.J. ( 1 993\J· 1no
Pop h a1n, 'WT ).,(" dern educatzona
· 1 measurement.cngiewoo
· T: 1 d c1·.c.c 1~ .J.. p- --+= ,...,~ T_T,..ll
1
i11S, ..,___TT· 1 c;11u~c ru:111.

Popham,W.J.(2010).Classroom assessment: What teachers need to know(6thed.).

New York: Prentice Hall.
Shepard, L.A.(2000). The role of assessment in learning culture. Educational
Researcher,4-14.
Stiggins,R. (2005).Student-involved classroom assessment. (4thed). Columbus, Ohio: Merrill

RTS-3 Inclusive Schooling

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assessment: 15
External Assessment: 35

Introduction
The diversit_y_ in society is. a fact an? th~ _reflection_ of_ it_ in the school is natural. Traditionally
these divers1t1es were considered as mab1hty of the md1v1dual to be able to meet the requirement
of the school/classroom. Now diversities are considered as imposed by the hurdles created by
the society. Similarly the diffi~ulties of studen~s ~o learn in the classroom are due to the
expectation of the system, arch1te~ture of the bml~mg ~nd classroom, design of teaching and
many other related factors. The philosophy underlymg this course is that every student is u ·
. 11ty
· to Iearn. Th e management of ·md1v1dual · · 01
and each one has the potent1a difference is a q·ue
. ·1 1ty
· wh"1ch a sc h oo I has to accept. Creatmg . 1
respons1b1 a learning environment to p soc1a ·d
O
opportunity to participate fully in the process of learning is the task for a teacher. Thi: _vi e
·h · · . d . h 1s an
effort wit an intention to develop a mm set m t c teacher which results in accepting 'all'

66
 hildren in the class as his/her responsibility. This is a small beginning to a teacher towards a
maj or shift towards change in the system and society. With this course it is expected that the
teacher will understand student who is ' different' in the class as 'unique' who needs the input
and attention like other students. The modalities of transaction will Include case studies and
interactions with eminent speaker, group discu ss ions, book reviews, self-learning, ICT based
teaching learning, visits to various schools (special, integrated and inclusive) and institutions
(national and regional centers), viewing relevant documentaries and films, criti cal analysis and
"TPi-fi ections

Objectives
The course will enable the student teachers to -
• Understand the meaning and significance of inclusive education
• Gain knowledge on Policy and legislative frameworks promoting inclusion in education
• Understand diversity of students .for inclusion
• Create inclusive classrooms using inclusive pedagogy (teaching strategies, CCE)

Unit 1: Understanding Inclusion in Education

• Concept of inclusive education; historical perspectives
• Concept and characteristics of an inclusive school
~ P8!i~y pe!"spe(:!!'/e ~nrl Tniti~tivP~ to .nromote inclusive education
o International Focus: Salamanca 1994
o National Focus: Constitutional obligations, NPE, 1986-92, Persons w ith disability
(PWD) Act 1995, NCF 2005, RTE Act 2009, National Commission for Education
of SC and ST.

Unit 2: Understanding diversity for inclusive education

• CWSN (Divyanga); physical, cognitive and sensory
• Linguistic; multi-lingual context
• Socio-cultural and economic; SC, ST and rural poor
• Education of minority; Muslims
• Gender disparity; girls and transgender

Unit 3:Addressing diversities in inclusive setup

• Curricular Issues: Content, Relevance and contextualization; curricular process;
managing inclusive classroom; leaner assessment.
• Gender issues: Girls and transgender
• Learning and learner support: assistive and adaptive devices, ICT use.
• Universal Design in Learning (UDL)
• Educational concessions, facilities and provisions for inclusion

Seasonal Activities
• Visit a nearby school. Observe the teaching learning processes, infrastructure available
and assess the nature of inclusive indicator/practices. List the existing challenges and
factors that promote inclusive practices. Please give justifications.

7
 . . ass Critically analyze the P:~~le prepa~e:l
• Prepare the need profile of all children m a cl · d h . abilities/disab1ht1es. ldentif y
• • relation
for establishing · b etween st ud en ts' needs . an t eir • and educational status.
· · d , d d their socio-economic
relat10nsh1p between stu ents nee s_an . . edaao course and suggest way ~
• Adapt at least one pedagogical practice studied m th e P b ?y th class
to make it appropriate for addressing the needs of all learners m d ~ s.chool Criticall y
• ·
• Study the assessment and evaluat10n practices em . b · g followe m a ·
reflect on the practices in the context of inclusive education. . h lar media If
. • • d /children m t e popu ·
• Review the charactenzat10n of challenge persons t beliefs and media
possible draw correlations between popular myths and curren
representations. . · t s of tim e
• Visit a nearby special, inclusive and regular school. Make o~se~atwns _m err:; parental
table, teaching learning activities, infrastructure, child to child interaction an
support. Compare the practices. h II ~
. . .
• Carry out mteract1on with the regular teachers an asce am d rt . the current c a enges ior
promotmg . .mclus1ve
. education.. Try to collect t h eir
. opm10n
• · on the subiect :., · Talk to at 1east
25 teachers.

Suggested Readings
A in~row M ::lnn Rooth T onn))
\ - - /
TndPY fnr Tnr/11,;;inn · DPvPlnninf7' l.Pnrninf7' nnd
J - .L c._.., ..__,

Participation in Schools. Bristol: CSIE.

Ainscow, M, Dyson, A. and Booth, T (2006) Improving Schools, Developing Inclusion, London:
Routledge.
Hegany, S. and IviithuAiur (2002) Education and Children wirh Special Educational ]Veeds-
Segregation to Inclusion, New Delhi: Sage Publication India Pvt. Ltd
Julka. A, Index of Incusion (2012) NCERT, New Delhi.
Jha.M( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational
publishers, Multivista Global Ltd, Chennai
Julka, A (2006) Meeting special needs in schools" A manual, NCERT, New Delhi
UNICEF(2003) Examples ofInclusive Education, UNICEF ROSA, Kathmandu
World Bank (2003 )Inclusive Education: Achieving Education for All including those with
Disabilities and Special Educational Needs.
Ysseldyke, J.E. and Algozzine,B. (1998) Special Education A Practical approach/or
Teachers,New Delhi: Kanishka Publishers Distributors.
Julka,A.(2014) Including Children with Special Needs: Primary Stage
Julka,A.(2015) Including Children with Special Needs: Upper Primary Stage
Julka,A. (2014) Teachers Creating Inclusive Classrooms: Issues and Challenges -AR h
~~
Sdy
tu .
NCERT(2006), Position Paper : National Focus Group on Education of children with
Needs, NCERT;DEGSN, New Delhi Special

68
 \ 'ERT(2 006), Position Paper: National Focus Group on Problems of Scheduled C astes and
Scheduled Tribe Children NCERT, DEGSN, New Delhi.
A1HRD (2 009), The Right of Children to Free and Compulsory Education Act, 2009. Ministry of
H uman Resource Development, New Delh i

.... RTS-4 ICT in Education

Total Marks: 50 Contact hour: 3 hours per week

Internal Assessment: 15
External Assessment: 35

Introduction
Preparing teachers to use technology in a classroom is an important step for ICT enabled
education in the country. The present course focuses on moving beyond computer literacy and
!CT-aided learning, to help student-teachers interpret and adapt ICTs in line with educationa l
aims and principles. It explores ICTs along three board strands; teaching-learning, administrative
and academic support systems, and broader implications for society. The course will help
student-teachers reflect critically and act responsibly to prevent use of ICTs to support
centralisation of larger knowledge structures; it will show student-teachers how ICTs can be
adapted to support decentralized structures and processes; as well as build the 'digital public' to
make educati on a participatory and emancipator process.

Objectives
The course will enable the student teachers to -
• Understand m eaning, nature and evolution of information and communication technology
• Demonstrate understanding of the main components of the computer hardware in use.
• Use various digital technologies (hardware and software) for creating resources and
providing learning experiences for all types of learners.
• Use various ICTs for project based/problem based constructivist learning environment
• Explain the role of ICT in authentic and alternative assessment
• Understand the social, economic, and ethical issues associated with the use of JCT

Unit 1 Introduction to Information and Communication Technology

• Information and Communication Technology: Meaning, nature and evolution
• Hardware Fundamentals
o Computer hardware fundamentals (anatomy, input devices, output devices,
storage devices, display devices), types of computers and Computer Network-
LAN, WAN.
• Software Fundamentals
o Software - Meaning and types; System software and Application software
o Computer security: virus and antivirus
• Introduction to office applications (Word processing, Spreadsheet, Presentations)

69
Unit 2: JCT and Pedagogy
. Technological Pedagogical
• Approaches to integrating ICT in teaching and leammg:
Content Knowledge (TPCK) . d t be)
• Use of ICT tools for facilitating learning(wiki, web quest, shde share an_ yo~;R
• Online and Open Educational Resources - Meaning and importance, van_ousC
initiatives-e-pathasala,pg-pathasala, NROER and Massive Open and Onh~e ourses
(MOOC)
• Mobile as teaching and learning tool

Unit 3: ICT for Assessment and Management

• ICT and Assessment
o Electronic assessment portfolio - Concept and types; mah_ara
o Creating and use of electronic rubrics for assessment; rub1star
o Formulating test items/q1:1estions; hotpotato
o JCT applications for CCE
• JCT and Management
o Management Information system (MIS) for educational management
o JCT for educational administration: Scheduling, record keeping, student
information, electronic grade book, connecting with parents and community

Seasonai Work
• Creating account in wikispace/wikipedia/mediawiki and adding/editing content
• Developing an educational blog in www.blogger.com, www.wordpress.com, or
wwvv .edublog.com
• LMS experience- hands on various features of LMS - the ICT course may be provided
through LMS
• Evaluation of RLO repositories and creating RLO and uploading to repositories
• A critical study of some e-leaming courses and enrolling and completing some free e-
leaming courses
• Developing a multimedia e-content for a topic using eXe Leaming
• Field visit to the EDUSAT center and take part in teleconferencing
• Planning and creating digital rubrics for any topic
• Organize web conferencing using Skype/Yahoo Messenger/Google+
• Review ofICT labs (plans and equipments/resources) in school from internet
• Interview of computer hardware engineer/JCT specialist regarding Hardware plannin
evaluation, maintenance and up gradation g,
• Developing an electronic assessment portfolio
• Developing an electronic teaching portfolio
• Readings on emerging JCT trends in education
• Review of national ICT policy and curriculum
• Creating social bookmarking account and creating social bookmarking f · t
· · I • o m ernet
resources usmg any soc1a bookmarking tools (diigo delicious stumble Sh .c: •
' , upon, e 11an)
ugge ted Readings

70
 • Ahmad, J., Ahmad, M.S. and Khan, A. (2012), Compute~ Applications in Educatron ,
Neelkamal Publication, Hyderabad,PP-288, ISBN: 978-81-8_) 16-293-7.
• Bharihok, D. (2000). Fundamentals of Information Technology. Pentagon Press: New
Delhi.
• CEMCA (2014). Technology Tools for Teachers, Commonwealth Educational Media
Center for Asia, 13/14 SarvaPriya Vihar, New Delhi.
• David, M. (2009). Project Based Learning- Using Information Technology- Second
Edition. Viva Books: New Delhi. -- 7
• James, K.L. (2003). The Internet: A User's Guide. Prentice Hall of India Pvt. Ltd: New
Delhi.
• LaxmanMohanty, Neeharika Vora (2008). JCT strategies for schools- a guide for school
administrators. Sage Publications: New Delhi.
• Manoj Kumar Dash (2010). JCT in teacher development, Neel Kamal Publications: New
Delhi.
• MHRD-GOI (2004 and revised 20 I 0) National ICT @ Schools Scheme, Department of
School Education and literacy, MHRD, Govt. of India, New Delhi
• MHRD-GOI (2012) National Mission on Education through ICTs (NME-ICT),
Department of Higher Education, MHRD, Govt. of India, New Delhi
• Mishra, S. (Ed.) (2009). STRIDE Hand Book 08: E-leaming. lGNOU: New Delhi.
A vailable at ••
•nnp:11weoserver.1g11uu
1 • • ,. ,.__/C'<'T'nT~T;
,•.._ __
.aL-.1111111;:,uLuLc101.1.'--J.J.
fL,
TTl-0 ..,,"'J.,.r'n/
.l.lvu .,....,...,.......,.........,,

STRIDE Hb8 index.html

• Mohit K (2003). Design and implementation of Web-enabled Teaching Tools: IRM
Press,UK.
• NCERT (2013). Information and Communication Technology for School System:
Curricula for ICTs in Education (students and Teachers), Version-1.2, CIET-NCERT,
NCERT, New Delhi (www.ictcurriculum.gov.in).
• NCERT (2013).National Repository of Open Educational resources (NROET), CIET-
NCERT, NCERT, New Delhi (nroer.gov.in).
• Roblyer M.D., Aaron H. Doering (2012).Integrating Educational Technology into
Teaching (6th Edition).
• Pradeep Kumar (2011). Web Resources in Pedagogy.Apple Academics: Oakville.
• Semenov, Alexy (2005). Information and Communication Technologies in Schools.A
handbook for Teachers.UNESCO.
• UNESCO. (20~2). UNESC? Rep~rt: In~o:1:1ation a?d Communication Technologies in
Teacher Education, A Plannmg Gmde, D1v1s10n of Higher Education, UNESCO.
• UNESCO. (2002). UNESCO Report: Information and Communication Technology in
Teacher Education, A Curriculum for Schools and Programme of Teacher Development
Division of Higher Education, UNESCO. ·

SCHOOL EXPOSURE (MULTICULTURAL PLACEMENT)

redits: 4
Total Marks: 100
Duration: 3 Weeks
Internal Assessment:

71
Introduction
Multi-cultural education and teaching for diversity are the needs of contemporary times. India is
a culturally plural country and prospective secondary school teacher preparation programme
needs to focus on addressing diversity in classroom and managing schools from different cultural
set up.Multicultural placement of student teachers aims atexposing them to different type of
schools such as rural, triba+,-rrcban, as many variety of school and schools for differently abled
children with a view to develop critical reflection about activities of schools with different
cultures and teaching learning process adopted in different types of school .

Objectives
The pupil teachers would be exposed to different type of schools such as urban ,rural,tribal ,as
many varieties of schools and schools for challenged learners with a view to;
• Develop understanding about the functioning of s~hools located in rural, urban, tribal aI1 d
special schoo 1.
• Develop skills in engaging students in classrooms through observing the process adopted
by regular teachers
• Deveiop skiiis IO manage a suosLiLuLe{arrangewe11i. L,Ja::>::i)
• Experience of engaging students in rea] classroom
• Develop skills in conducting case study of students/school/institute

The institute will identify suitable number of cooperating urban schools, rural schools, and tribal
schools, any other types of schools and students will be placed by rotation in all the types of
schools. All activities listed below are to be completed within three weeks during the placement
of student teachers in three types of schools in rotation. Each pupil teacher performs the
following activities under the guidance of supervisor and prepares reports on all the activities.
The report will be evaluated as indicated below.

Details of Activities

SI.No Activities Marks

1 Observation of day-to-day school activities and preparation of
20
comprehensive report highlighting working of the library, co-
scholastic ~ctivities, games and sports, functioning of laboratory,
school morn mg assembly and preparation of reflective report
2 Observing 6 lessons 3 in each method delivered by regular teachers
20
with the help of observation schedule
3 ~ vail!ng at least six substitute teaching opportunities in actual school
20
1tuallon
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 4 Developing two lesson plans m each method subject and use of 20
learning materials/teaching aids.
5 Undertaking a case study of student/ institute 20
Total 100

Pedagogy of language, Elementary Level English, Paper-II

Total Marks: 100

Internal: 30

External: 70

Introduction

The three year integrated B. Ed - M. Ed syllabus for pedagogy of English language has been
designed as per the NCTE guidelines. The primary objective of the course is to prepare the
teacher educators. Keeping this in view the syllabus has been prepared incorporating all the
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the elementary level. This syllabus shall offer every teacher educator a functional knowledge and
command on teaching learning English language in the elementary classes.

Objectives

The course will enable the teacher-educator to

• Have a command over the various approaches, methods and techniques of teaching -
learning English.

• Use the appropriate techniques for the learners at the elementary level for active
participation of the learners.

• Develop lesson plans on language skills, action song/rhymes, simple prose and poetry
following 5-E approach

• Devise and use various teaching- learning resources/materials for the learners.

,... Assess the learners both during and after teaching learning using various assessment
technique and tesLs.

, Present a standard spoke English as a model for the learners.

Unit-I: Approaches, Methods and Techniques of Teaching -learning English

• Approache , methods and technique, differences and underlying relation

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