eB een oe Page. 19 @ Raduce fasataenca, sare aia 0 sec / OUR at / 18 store, fei Bethe <+ offfregen =~ date a) qh Rear onan # Rr fazafterea waa wi sodt Jew feqiar 2es20is @ Riva wate 24 wd we wHio~2 & origargMR Wa 2015-16 Way ws. feaiia far Birex} crewed dar wet or afier wi gaia eaftereer oraey gt feat waren, we creer nee Bo oNeRa fasaftenert Yona etn oar Rrden ecfterea A. sage www:bubhopalnic.in a emete (rama) fre on <2 Ei wae Mretent St wie anvey sie wer we AG on wer ey art Hort UIE B age Oh seme wrt we sh wknd yaad SE wT gre we) omeengare — (sremreaft) 120 aearseer Reafreae, aluret yoweie / Kore /MEATA/ It / 15 vrs, Rete yet yy g RR: 1, sage Ca Re sea Ra, Ge IT AT | d 2 Yaga ors wre eek Ge sane see & aad ei dace st ae far 3 arr A veer sitar W Rena a over and ee sears a arene Akar ee a oe TI Site, Prem dors aA. sare she ' aera, TA wroeMET WARAG, <8 site artroran ritalin wRRre aA sheer seas GE reer, re RAT ET GH oI BETA fier Bebe aeraseat Rafter, siura aoe yet weagetis wen ae /aTsre ar eI FavaRrera are olka eei-geeha afer /iean ors ws eae Rreaterer, stot at sie ert 10 cere SRN amASeET eater hare a ate EL vi Wate Te WEAR seem BL aOR Avance, aoe et oie ered 7 2 Aaa det, A oie pal vet oi Swe gar aque st freehand A teak Ww omcts we a aria yaaa we ser TROT at ee een 2 gant S Pa wee 8 aya Y gee A atk EAL | 14 qarafea 3 Prot waren & onerr Yeats BH ae ARE | 7 1s atreme the waren wat oP ole ge Per Barr nga & PF wer EAT se} oto ona For aera wt eae eH xa we on wt : ie Wefr sr fo u. welgeratia apie ip teeneetA FP ALADYARR aaredsean favafeencrer,aitarer Barkatullah University, Bhopal Two-year (Four Semester) Bachelor of Education (B.Ed.) Course of Studies & Prescribed Books Approved by Board of Studies in Education 1, 0, W& Iv SEM. ° raster | goraa sreascen Rgaftarea, aera 2015-16 Pa : 50.00 Page 1 of 115 oeBARKATULLAH UNIVERSITY, BHOPAL B.Ed. (Two year- Four Semester) ee ee Page No. First Semester 01-22 Second Semester 23-68 Third Semester 69-72 Fourth Semester 73-115 Page 2 of 115arpaseen faeafteancer, ara Barkatullah University, Bhopat Two-year (Four Semester) = Bachelor of Education (B.Ed.) ~~ Course of Studies & Prescribed Books Approved by Board of Studies in Education Rian ort urgareat we Bree vere Saez I Faculty of Education B.Ed. Examination 2015-16 ‘First Semester Wepre 7 gerafee agndseon ‘fevafeensr, arora 2015-16 Page 3 of 115BARKATULLAH UNIVERSITY, BHOPAL Syllabus & Course Structure st BACHELOR OF EDUCATION (B.Ed.) ~B-Ed. Course Scheme of Bxaminatiow=Sémester Scheme Semester ~I Course/Paper Hours | Total] Internat External} per | marke| (Formative) | (Summative) week | | Mex] Mins | wae Tin. CC 1: Childhood & ; 6 \ Group A: Core Course 4 2.9 7S 371 | i | Growing Up } te PGC 27 Education snd Issues | Indio Status, Problems | i > $i Language across | i i | the corriculum ~ Part 3 ce ‘4: Curricaham — | Development & Schoo! HERO I? Reading and | Reflecting oni Tests Page 4 of 115Eligibility to take the Examination 4A candidate shall appear at the final examination if he/she satisfactorily completes, besides fulfilling all other conditions under regulation of this syllabus. Guidelimes fo¥ Internal Assessment: —— 1 oo ‘The college shall submit to the University all the internal assessment marks pertaining to theory and practicum as detailed in above to the University a week. defore the commencement of the theory examination along with CD in the format supplied by the University. The Registrar (Bvahuation} shall arrange for scrutiny of internal marks by constituting a committee of 2-3 members. The committee shall ascertain 14 mierks in light of guidelines, the Registrar (Evaluatio: for all she 1A related records of any Affiliated College winout any prism intimation or the screening committee may vest during the office hours without o »nj and during such Surprise visit, the sercening Shall verify the 1a records. ‘The. indi descriptive ‘statistics distribution, Mean’. for (iFotal Internal“ Assesomen ' literniship in Teaching as directed by the RegistrarfBvaluation):. ‘the Principal of 8 e ‘ miotletated eoAsoldated tikiks lists ineosporating the Birecdions of the Registrar {itvahiation). : HE Jn the fastance.of any malpractice casing to the knoiledge of the Registrar (Svaluation} the mattér Will Be seriously wievied by the University for appropriate action. ‘The decision of the University shall bé final, fidual colleges. shal > réquired i) Individual, papers.'afd (i ie college shall submit a fair copy of the Page 5 of 115 .Scheme of Examination: 1 There shall be a University Examination at the end of each semester. 2 Scheme of studies and examination of the B.Ed. —— Annexure 1) 3 The External and internal assessment for each Theory paper shall. be 75 and 25 marks respectively, ‘Theory Examination — Question Paper Pattern Course (vide and MOT Pattern of all Question Papers for B.Ed. papers (duration of examination-3 hrs} No.of questions tebe [Mas per | Tou Section ture of objectives to snswered | aweion | oars | ye coversit ‘A | 1 Questions ovt of 1 B12 Guastions ovt 3H | Application; Analysix | Evaluation type questions question to be ans bbe answered in about 2 Words), Knowledge/Understending/Comprokers: | ss | estons, Bach tou mone [one Page (100:i50). Was | Note ts. All units in a given subject/paper.” should ed) ip the question paper. jiage in lerms of marks ghéuld.be'given t Page 6 of 115 be -adequiatInternal Assessment: The Internal Assessment marks of the theory papers are as follows. fee Particulars Marks i. Attendance a 3 Marks F = 2. 1 Test 5 Marks nd 3. 2" Test 5 Marks 4. Assignment 10 Masks Total 25 Marks Attendance Marks Split-up “Attendance 90 and 1 Above so Above7s | ~Foend finpercentage) | above | too. 1080 below Marks SUPW PEGames ee Grades (4° Community Oris: ©. Citizenship Training Canip Eawelter = Average) Page 7 of 115Objectiv BARKATULLAH UNIVERSITY, BHOPAL Bachelor of Education (B.Ed.) Course Compulsory Paper Semester —1 CC 1: Childhood-& Growing Up Max. Marks : 75 Min. Marks : 27 Yo develop an understanding of different aspects of a child's physical, motor, social and emotional development, To understand the developmental process of children ih, diverse abilities in social. cultural and political context. Yo build sensitivity towards chitdren’s developmental needs ond capabilities. within their socio-cultural context. and critical understanding of the ii sécial’ realities at the cere of ihe € arctic: Yo bulid. an intcidisciptinary frante work to interpret, analyse ¢ fons and ss cull interactions frov 4 ire psychology. Fo develop critical dernstraction of significant events that medie: high: ‘ercates during eniighe To provide hands-on experiences 16: intéract with children, and ts methods 10,uniderstand aspects of the development of children. “To develog ie power tw intexprev how gendet caste. anid social: class muy’ impact ie Lived experience of children, ? Page 8 of 115CONTENT Unit 1: Perspectives in Development Unit 2: Stages of 14 Unit 3: Social and Emotional Development Concept , Meaning ,Scope and Function and Educational Psychology Introduction to development: concept and introduction to perspectives in development, humanistic psychologvand-dePelopmental theory Enduring themes in the study of development: development as mukidimensional and plural; Development as continuing through: the life. span; ways in which development js continuousidiscontinuous? ; Socio-coltural contexts influencing development Gathering data about children from different, contexts: naturalistic obser ions: imerviews: reflective journals about children; anecdotal records and narratives: Clinical methods with reference to Pi Method: Longitudinal. Cross Sectional, Sequential, Cohort ethos: Biographicst, Cane study and 0: Svvational method. pment Child as a dsl: « psycho-docial entity; stages of developmen Developmental churavieristes of a itd end an adolescent: physical, cognitive, social, emotions, nox and c; their interrélationships Developm chiluhoce and adolescence and the implications Pactérs development such as heredity’ “envitonment, medie ‘nutrition, Commenaltics end diversities within thé nolibit 6f-childhood ‘ud haw woul “Shildhoods ae vestructed with particilay referéite-ig the Indian detente iabrrbar: Siurs, Growing. gil dnd Growing ip in dalit huasetiond ark Basic understanding of emotions, how differential gender socialization deaurs : Personality development; Freud; psycho-sccial, dévelopinént-Evikson; influence ‘of carly childhood expetieiices on later personality. * Page 9 of 115+ Social theories and gender development: meaning of gender roles; influences on gender roles, stereotypes, gender in the playground: + Development of emotions: fimetions of emotions, artachiment-Bowlby. ae — : Contexts of Socialization = Concept of socialization: family ard child relationships; parenting, child rearing practices + Schooling: peer influences, school culture, relationships wi teachers, teacher expectations and school achievement: being out of schoo}, overage learner + Relationships with peers: fifendships and gender; competition and cooperation, competition and conflict! aggression and bullying. from early childhood wo adolescence. + Soofal, economic and cultural differences ization: implications. for inclusion. tial Readings + Goi M., Céle, SR. and Lighifoot, C. 2008}! The Devek f Childsen, opment, Now York: Worth Publishers. Chapter 1: The study of Huirian Dow Newman B. M. and Newman; PH. (2007):: Theories’ of Human’ Developiient iwadnre Lavirence Evibdum Asséciates_ publishers, Ch Juction. + Papalia D. E. and Ofts, SW. -2003), Human Developmen. NewYork. ‘MoGraw-Hill Higher Education: ‘Chapt The Sudy‘of Human Dew Chapter 2: Thhory and Reseai#ii; Chapter 4: Physical B: sopmeni During the First Three ‘eats, Chaprer:7: Physigal Development ie Ee 9: PaySioal Develfpimentin Middle Chitdhiod: + Safesvathiy T'S. (Ed):(1999). Citak, Sociatization and ¥ ‘Thesty, Research and Applications, in India. Sage publication’. Caapter. 4: ‘Fheoietical Frameworks in. Cross-cultural Psychology, Chapte in a Collective Culture: A Case oF Co-existenice of Opposites. Chibihood, Chapter shen Development: : individualism Page 10 of L15+ Vesanta, D. (2004) Childhood, Work ond Sehooling: Some ReNections Contemporary Education Dialogue, Vol..2(1), 5-29. 6. Mukunda, K.V. (2009) What Did You. Ask in School Today? A Handbook on Child Learning. Noida Harpet Collins, Chapter 4: Child Development, 79-96, + Readings for Discussion 1. Aries. P_ (1965). Centuries of Childhood-A. social history of the family JifeRamdof House Inc. Chapter 1: The Ages of Life, Chapter 2: The Discovery of Chilshood, ane! Conclusion - ‘The two concepts of childhood. 2. Harris, M, and Butterworth, G. (2002). Developmental Psychology: 4 student's handbook. New York: Taylor & Francis. Chapter J: A Brief History of Developmental Psychology. Advanced readings > Kakkar. S. (1978). indian Childhood: Cultural Ideas, And Socikh Reality. New Dethi: Oxted, wand Discrimination iti Setuscis: Experionces series Volume.Q2, Number @ poving gender a schematic! children in a gendiy sche: in MAR. Wah, (ed). The Psychology OF: Women. Harvard Universi Press Cambridye, 206-226 : + Websge M. (1991). Whe State and the Child nnd: Chita Labo gd Education Folic: in Comparative Ferspective. BringétGt: Pelabeton Universit! Prosk, Page 11 of 115BARKATULLAH UNIVERSITY, BHOPAL, CC 2. Education in India- Status, Problems and Issues Max. Marks : 75 Min. Marks : 27 Objectives: ——~ — + To develop perception of the role and functions of @ teacher as envisaged in the NPE 1986 and to familiarize the Student Teacher with the different projects and schemes at Secondary level in M.P. + Yo develop an understanding of the brief historical background of indian Education with special reference to Seconary Education, + To develop an understanding of the objectives and’ scope of Secondiry Education: ‘+ Te develop an awareness of the professional CONTENT UNEP 1: Coanept of Education ~ is and Western, Aims of Education: Functions of Ealucs stion as an instrument of Social, Control, Socks) Change. © Preservation of Cultural Heritage and Values. of ahd the society, Cullture anid Education, hoot as = Socks! System: jsformal, Formal and Now-fosniat iencies of Education +. Vedie, Buddhist, islamic slow in Edaation.. eee 4 Tied ‘¢° Masjor landimprkis of British Systeni of Education in Colénial India partieulartie From the viewpoint of Aims, Structure, Curticula and Metiods of Education: & Efforts towards evolving a niational’system of Edueation, PES Page 12 of 115 %Unit -3: Secondary Education Unit - Assignments: (Aa General Alms and Objectives of Secondary Education and Structure, Education during Post Independence Period. Constitutional Provisions for education, Secoadsry Education cominission 1952-53, Education Commission 1964-66, New EXéation Policy 1986 with Programme of Action 1992, = Different streams of Secondary Education 1) CBS. 2) LCS.E, and 3) XSEEB with respect to cucricufum.4) Examination System ete., Secondary School Teacher-Qualifications, Competences, Job Profile, Professional Code of Ethical conduct. Role of Secondary school teacher in Emerging India Teacher Education and Secondary Schoo! Curriculum talus, Aims Professions! erbanis ‘on in the field of Teacher eduicatis Rastriya Madhyamilea Shikshana.Abiyana (RMSA), Ney -ons eochers- In- service train Crisntation and comtent enrichrjest prove W0 of the following.) © Prepare und execute a plan for making at leest wis adule fi fiom thé community. and organize a field-ttiprexcursion toa ne 3 scew oF edutational important and submiva repatt > “Visit to block o disitict ‘ane divisisiial educational efBees sad siudy their educati al mangement paltcrirsand stings Uje repery * Prepare one proc: tbe justiutional pana ‘ ally Study the working: in ghy tivo secondary sehdols ‘Page 13 of 115Reference: + Anand C. L, et al., (1993) Teacher NCERT New Delhi. cation in the emerging Indian socicts = Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University Press, New York «Delors, Jacques (1996) Learning the Treusure within Rgport to UNESCO of the hivernal = -céinmission on Education for Twenty First Conny BPSCO. Dewey 1 (1952) Experience in Education, Collier Mecmillen. 2 Dewey $'(1956) Democracy in Education New York: Macmillan. + Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban. eGovernment of India (1952) Report of the Secondary Education Commission, New Delhi Minisiry of Education = Government of India (1966) Report uf Flucation Commission Ministry of ducation, New Delhi. «Government of India MHRD 11986) (Revived 1992} National Policy of Education. New Delhi. = Government of India (1992) Report of Cure Go ip on Value Orientation of Educa inning Commission. + Kaeller GF: 0978) Four + Kmotie? Geoige (1978) Jarmkeccion es Pik sand Sons INC. ani S: (1964) Ecko Society, New Delhi +, Mathur $:S.(0988) 4 Sociutoptea! Peak: ‘York: Johri Willy and Sons. soph of Education, New York: Soha Witiey af Kdeas crud fzols of Gandhi ond Tagore, New Book seit ns Fodian Behication, Agra. Vino ne Grea Educuigrs of the World. Fag Gupta dé Ce Put Lid Bombay. Allied Publishers. { = x NETH (A988) Gandhi on Education New Deli : 5 Salanialifia(A9?9) Bekicarion in Soctal Context. New Delhi: NCERT. Page 14 of 115BARKATULLAH UNIVERSITY, BHOPAL CC 3. Language across the curriculum — Part 1 Max. Marks : 35 Min. Marks: 12 es 7 Aim GP AhE Course Language is the medium for comprebinding ideas, for reflection and thinking, as well as for expression ancl communication Eshancing one's facility in the language of instruction is thus a vial need of Student teachers, respective ofthe subject areas that they are going to teach This course is visualized as a range of primarily text-based Janguage activites, ‘hich will aid in swengthening the ability to ‘teed’ think’ “discasy and communicate’ as well as to "write in the language of instr {is fikely that sindent teachers will begin the of langu: abitity; hence group work 4 pt supports nt levels of learning ‘geil as @ contral feature oF miss coup e owing ENGAGING WITH NARRATIVE aND DESCRIP LE ACCOUNTS he selected texts could include stories os chapters rom Betion, dramatic ‘sents, vivid descriptive accounts, or even welleproducad “omic strip stories, gested Ac ie cading for compréhgiding and vis Neda the account ¢ingividual plas group reading and discussiow/explanation) Reclling the ‘secant 18 one's enn wonts/from diferent points’ of sieve (tkidg furs in asm; ‘grOup) 7 3 ‘Notratingidescribing'a'yelatéd account froin one’s Hs smaller groijp) Discussion of ekaiaser6d stations ~ sharing ‘mterpretations and pais of view (ina smaller group) Writing. based on the, te, e.g. summary of a stone, extrapolation of. ‘soy, ‘sotverting a situation inipidiatogue, ete. Gadividhah task). Page 18 of 115UNIT 2: ENGAGING WITH POPULAR SUBJECT-BASED EXPOSITORY WRITING + The selected texts could include articles, biographical writing, or extracts from poptlar non-fietion writing, with themes that are drawn from the subject areas of the student teachers (various sciences, mathematics, history, geography, Fiterature/language’ pieces) For this Unit, thestudent-teachers should work in groups divided according to their subjects, Within which different texts could be read by different pairs of student-teachers. Suggested Activities 1+ Reading to extract overall meaning, information, subject knowledge (guided reading in pairs and simple note making) ‘+ Identifying major-concepis and ideas involved and making. notes on these: in some schematic form ~ flow diagram, uee diagram, mind map, ete. (guided working in pairs) 1+ Explaining the gist ef ss tex top to others (in the Jerger subject group} © Attending’ the wr we Siyle, subject-specific vocabulary and ‘perspective’ or reference frame’ in © ent topics are presented=this w aciogs subjects and texts, as! nagities some interpretative skills for ‘placing! tie context 2 und sharing) © Writing a review or 3 summary of the text, with comments and. opinions {individual tsicy we - unt ENGAGING WITH JOURNALISTIC WRIGGN! ned ids would include néwspiapsé oF mingddinig articles on topics oF ~ccachets can be grouped Hndonhly Yor information ~ as apropos for jnitial teading of ‘articles (guided. individual ‘ask) 3 Analysis of structuce of the ardcle, identifying sub-headings, key. words, Page 16 of 115sequencing of ideas, use of concrete details, illustrations and/or statistical representations, etc. (guided working in pairs) * Critical reading for attending 'taming’ of the article, point(s) of view presented, possible biases or slants (small group discussion) & Researching ani writing articles on topies of local inegest (working to produce a Wel interest magazine). — REFERENCES : |. Bose, R.B.N. & Sterling, 7. S. : Elements of English Rhotoric and Prosodys Chakraborty, Chatterjee Co. Ltd. Caleutta, Latest Edition Bright, JA. & McGregor, G. P.; Teaching English as a Second Language, ELBS & Longman, London, 1978. 3+ Bramf, €. 3. & Johnson, K.; The Communicative Approach to Language ‘Teaching, OUP, Oxford, 1979. ‘ on, J.B. : Language Testing 1982, Hornby, A: S. : Oxford Advane: sited, Latest Edition. © Johrison, J; Fhe Coimmunicative Apprack to 1979. Johnsoi, K: : Communicative Sy Oxford: 1982. 8 Jonés, 5. Methodology, Pergamum Press; “English Pronouneing Dictionry, S. London, 1 est Editi, 9. Kemp, set:als- Designing ‘traction, Macmillan College: Puplisiing Conipaiy, 1994. 1: Krastien,, ‘SsiSebond Vangoage, Acquisition and Second.’ Langu Page 17 of 115Suggested Reading: Agnihotri, R.K., Khanna, AL, 1994(Eds). Second Language Acquisition: Socio-Cultwzal andLinguistic Aspects of English in India(RALI), New Delhi, Sage Publication Baruah, T.C. 1984, The English Teachers Handbook, New Delhi, Sterling Publishers. Bansal, RK: and Harrison, J.B, 1973: Spoken English in India, Madras, Orient Longman Brown, JD. 1996: Testing in Language Programmes, Upper Saddle River, NJ, Prentice, Hall Regents Chomsky, N. 1986. Knowledge of Language, New York ,Pracger Crystal David, 1997. Globai ation of English, Cambridge; Cambridge University Press Ellis, R. 1992, The Study of Second Acquisition, Oxford, Oxford University Press Khulchandani, LM: 1988: Language in a plural society, Delhi, Motiram Banarasidas and Shimla Lew Approach: The Stete of ELT and a way Fursaed, Hove: Lock, G. Fanetiona h Grammar, Cambridge: Cambridge Uni “Mohanty. Bilingualism is a ingual Society: Psycho Social and: Pedagogical Ipipligation, Mysore: CBE Wasa), “S.MCERT, 2000, Continuous and Comprehensive Evalitation, New Delhi «Vygotsky, LS. (1978); Mind fir Sovlety, Hervard University Press: Cambridge. Widdowson, H.G. 1992, Aspects of Language Teaching, Oxford University Press Page 18 of 115BARKATULLAH UNIVERSITY, BHOPAL, CC 4. Curriculum Development & School Max. Marks: 75 Min. Makers : 27 —— OBJECTIVES: Pee CREDITS: 3 © Toacgusint students with the nature and types of curriculum * To acquaint students with the contest of curriculum development and some Innovative Curriculum Models, + To familiarize students with Designing of Curriculum + To give. practical experience ® Evaluating, Designing and Reviewing Curriculum CONTENT: UNIT i: * Curricula ~ steaning ans Nat Pes af Curriculuin, Syliabus ‘and Text Books -their i ind problems of existing curriculum, alum Construction. Curiculam Development, “and Curricutura soi Designing: Concepts and differences, Betenmiparits “and motives Cacricatan + Dikerent Cuiriguliin’ Modetedpcn’ univ ANTE IE: : oSpt of Designing vditiarese . Cursicutirt Sélection,” Gradation’ and Organisation "of -Cuntiuura. Development and “Iiniplementation of Cucticulun, Enrichment of Curricitlum, Page 19 of 115UNIT IV: PRACTICALS © Evaluation of B.Ed, Curriculum, «Designing a Curriculum in a given condition Reviewing of Syltebus/Books —_—— cece REFERENCES + Asherofi, Kate and Palacio, David: The Primary Teacher's Guide 10 the New National Curriculum. London: Flamer Press, 1995, + Doll, Ronald C.: Curriculum Improvement — Decision Making and Process. London; Allyn and Bacon, 1996. 1s Eccles tone, Kathryn: How to Assess the Vocational Curriculum, London: Kogan Page Lid. 1996. + Hendricks, Joanne: Total Learning Developmental Cur rn for the Young, ‘niid. New York: Maxwell MeMillan Intemational, 1994, » - Hoopar, Ruths Curriculum Context, Desiga and Develuprsen! The Chaucer fad, Chem Britain, 1977, kram Vikas: Raj} ‘cium ~ Theory: and Pradlices. § Publishers. Lond: Keer, JE. (Fa) Chenging the Curriculum. University of tendon Lagan! 3978. 2» Lawtoa, Di Clas Culture drig-ihe-Curriculem. Rouletdes snd an Paull vad. London, 19 © Mamidi, WE and Ravishnkae” GubiGuhim Development and Educational “Fechinology, Sterling Publisheis Put Tad. New Delhi, 1983. e Nichols, SH. and Nichols, “Aid Devélopinig Curriculum. George’ Allen’ and Unwin; Boston, Londen, 1976: : Pagé 20 of 1157 Orlesky, DE, and Simin, 6D: Cusreulum Development Issues and Insights. Rand McNally College Publishing Company, USA, 1976. * Prasad, Janardan & Kaushik, V.K. Advanced Curriculum Construction. New Delhi: Kanishka Publishers, 1997 * Richmond, K.W.: The Schoet Cursiculum, Methuen and Co, Lid., London, 1973. aaa * Saylor, 1.G. and. Alexander, W.HL: Curriculum, Planning for Modern Schools, London: Holt, Rinehart and Winston, Ine., 1966 * Wilts, Jon, & Bondi, Joseph’: Cunteulom Development A Guide to Practice. London: Charles E. Merrill Publishing Co., 1984. Page 21 of 115BARKATULLAH UNIVERSITY, BHOPAL EPC 1 READING AND REFLECTING ON TEXTS Max. Marks = 30 Min. Marks.: 11 —_—— OBJECTIVI « Toenable the students to read and response toa Varity of.text in different ways «© To develop Meta cognitive awareness = To-enhance the capacities as readers and writers by becoming participants in the process of reading To enable the student teachers to work on the field and make predictions and check their predictions and then to summarize. UNIT J Reading Skills environment for reading — readiny clubs, class libraries oud and silent reading riddles, joles, and instryctions for {SIT H Reading with com prebénsion {or globa} snd lotal eompreheasion ‘ ,asalysis and extipotation scing, stiategias Tinelding’ wand attack sir Discourse: aijalysis. use of dictionary, encyclopaedia end internet 5° "Ung ideas of critical liisrady to analyse chapters from Yexbooks | “2 “Acquisition of Reading Skills, UNYT UT Types of text Page 22 of 115> Narrative text * Expository + Autobiographical Nacratives * Field Notes + Ethnographies * Addressing different types of skills and strategies at Mode of Transaction * Participating in tasks and activities to improve productive skills of English, * Test antlysis oF school textbooks to improve skills in erieal literacy. * Reflecting on one” s own learning to make confections with pedagogy. Essential Readings 1 Lightbows, P.M & Spada, N. (1999). How Languages are Learne Pres } Ostord: Oxford, Bnivers A-(4991). Drama techniques in fae Aresouice wt activities for language teachers Fad ek. Cam =SEsity Pros, M.(1983). Once upon a time: Usiay sti *. Canibridges. Cambridge Uni Inthe Advanced Readings Aa Pagrot M. £19951, Tasks foe language teacliers Camibi Cole. Brass Cumbrigge versity 2 Richards 1 & Lockharti:¢: 1984): Reflective Teaching in Seoond: Language Classtoonis. Cambridge: Caribeidee Universtiy Press 3. Slaterlys M.A Wiis, I. 2001). Balch for brimaty teachers: & handbook of activities & classroom language, hiftird: Oxford University Press. * Page.23 of 115aeeasem federca,atiet | Barkatullah University, Bhopal Two-year (Four Semester) -_. Bachelor of Education (B:Ed.) Course of Studies & Prescribed Books Approved by Board of Studies in Education. aka E Examination 2015-16 Second Semester : aerate ‘quaaseen fiealteiers,sieret 2015-16: | | | Page 24 of 115: BARKATULLAH UNIVERSITY, BHOPAL Syllabus & Course Structure BACHELOR OF EDUCATION (B.Ed.) B.Ed. Course Scheme of Examination ~ Semester Scheme Semester — 1 " Coursé/Paper Hours | Total] Taternal External : Per [Summative] week ‘Max. | Mi Group Bs Core Course ik i F 6 i060 [57 78° 137 i 2. PC (1) Pedagogy of a school 6 7 oF | Subiect- Part-I (Subject: 1 Physical | Science (Phy °s/Chemistry) Bindi/English/ i i her Region. | i : By Of a School Subject Knowledge and a Ped: agogic Dirhensionis 2 { Subject 1 “Chemistry / | 8 / Geography: / Commerce) | Physic 290 104} - 4 Note: Assigninents & "Tasks for-Courses 1,2,3,4 Page 25 of 115BARKATULLAH UNIVERSITY, BHOPAL CC 1: Learning & ‘Leaching Max. Marks : 75 Min, Marks #2: “Aims of the Course + ‘To become aware of different contexts of learning-and situate schools as 2 special environment for learning: = To reflect on their own implicit understanding of the nature and kinds of leaning; = Gain an understanding of different theoretical perspectives on learning with a focus con cognitive views of learning as svell as social constructivist theoriess + Explore the possibilities of an understanding of processed in humnan cognition and meaning-making, them as ‘basis for iening learning environments and experiences at scho «= Appreciate the critical role of leemer’s based on di Fferences and contexts in maki meanings, and hence deavy vt implications for schools and teachers. UNIT 1: THEORETICAL PERSE CSIVES OF LEARNING implicit knowledge on! hetiegs about learsing (demy 3 misconceptions). «Perspectives on humen fearning: Bekasivuelst (eofdltioning paradigm in-tvie}, cognitivist, ‘information-p wnianist, social-constmuctivist (dias “gotsky). ‘ve and iheit applicabi selectively of the iieu of Skinner, Piaget, Rogers, V: Concepts and pri tearing situations. Jey of exch pe ity in different Une: ROLE! OF LEARNER IN LEARNING if Si Roles ats learner’ in varios: Josrning situations, as seen it dif ferent -theoretiva! + Role af techiy in aching loving 3 (e) Tectitator, ) negotiainr, 2) co-teamer. “(The ‘eas is: on building ndlitanding of eiferent peyetofobienl perspectives of learning’ and helping “eit fea0hts to learn to apply thers in different Jeaeiing situations)... 5. “Distinouisns between leaming as ‘construction. of, knowledge’ and learning as ‘transmission and reception of knowledge" Page 26 of 115UNITS: LEARNING IN 'CONSTRUCTIVIST: PERSPECTIVE * Sovial-constructivist perspective (also Bruner and ’Ansubets perspective) and applications of Vygotky’s ideas in teaching * Understanding processes that faciitate ‘construction of knowledge’ 4) Experiential learning and reflection a TD Secial mediation Pe Gii) Cognitive negotiabitity (iv) Situated learning and cognitive apprenticeship” (¥) Meta-cognition, * Creating facilitative learning’ environments, teachers! auitudes, expectations — enhancing motivation, positive emotions, self-efficacy, ‘collaborative and self reproductive process. The leamer- centered Crieatation has implications for understanding Yearning as contextual and s siitable classroom practices), UNIT 4: INDIVIDUAL DIFFERENCES 4. * Dimensions of differences ip psy aptitude, ereativity, personality: vives > Understanding Jearners from misitiste jor Perspective with a focus on Gartner's theory of multiple imtet Jight afchanging concept of inteltinem ‘ications for teaching learning in the 9 eniotional inteHligaice. * Ditferénces in iearners based on prédiom * Differences in learners based on socio-cx ‘exts: Impact-of lige idnguages 1 9€ differential ‘cultival expicat-of of leamers! and language of inst earners: ion, imps vo Uiklestanding Uiferences based on a range of cognitive abies ning * ifieales, ‘Siow! leanais ane ‘dyslexics, imtetleotuat Selieienes.iniélfecial sillediess, Implications for casting to individual variations in'vigwr of difference” 2 tale than otiei€! perspective (The focus ison “understanding the differential leéming needs of the: leamers. with ‘gad 50, abifities, Jeaming. styles, latiguage, socio-cultural differencesdisndvantage, leaming difficulties, anid‘their implications ‘or elasstogm practices and teaching) Page 27 of 115References + Aggarwal, J.C. Essential of Educational Psychology, Vikas Publishers, Delhi, 1998 Aggarwal, LC. Essential of Educational Psychology, Vikas Publishing House, New Delhi, 1994. + Bhargava, Mehesh, Invroduction of Exeeptional. Children, Sterling Publishers, New Delhi, 1994. Bhatia, H.R, A Test Book of Educational Psychology, Delhi: MeMillan Co., New Delhi, 1977 é Bhatia, KK. Educational Psychology and Techniques for Teaching; Kalyani Publishers, Ludhiana, 1994 = Chauhan; $$. Advanced Educational Psychology, Vikas Publishing New Delhi 1996 + Dandapani, §., Adwinced Educaional Psychology. New Delhi. Anmot Publications Pwr. Ltd.. 2008 = Det seo, John P., Paehoings of Jenning and Instruction, Pr { Delhi, 1087. 2 Drescoli. ¥ LISA, 1993 rey PM Poycholugy of Learning for Instruction, Alb a Eshsvar, |S. and Nataraj P.. Shatkshoonika Manovijpiana: Parichava, Boxe Fed Hudntitaee of Ken ia Studies, Union of Mysore, Mysore, 1985 RM, Conditions of ning and Their) of Instruction, 2 Bdinbh. Hob Rinchait and Winston, New York, 1977 a .Ghtingadharappa, ‘N.R, Staikskanitea ‘Blanovijnarin, Rekha Pradisea. Davengere. 21998 eee Galena: Daniel, Emotional Intelligence, New You Bantain, 1995 Govinda: Rab, AVS 1996 : jikshandalli’ Manovijnang; Widyanichi: Pradshane, Gadagss, Kar, Chintamani, Bxdepiionat Children, Stetting Publishers, New Delhi, 1992 ; 4} Kindy, CL and Titoo, DN. Réicotional Psyehology, Stecting Publishes; New Delhi, 1980. 4% Kundu, Viband fe DAN, Reueational Psychology, Siétling Publishers, New Delhi. Page 28 of 115NC Kibucatonat Prvehotogy jn the Classroom, Ed. Oxtord versity Press, Now Dathi. 1980 Mangel, S.K. Advanced Educational Psychology, Prentice Hall of India. Pyt Ltd, 1989 Shivashankars HV. and Basakumar Pp, Shaikshanika Manoviinana, Hanji Prakeshana Davengere, 1977 Skinner, C.E, (Ed) Eelueutionat Psychology, 4" Ed. Prentice Hall of India Py, Ltd, New Delhi, 1996 Tia, IS. Fowdatins af & Punjab, 1999 Yelon, S$... and Weinsein Gays 4 Packer's World: Psychology Clasivooin, MeGravi Hi Co. fok20, 1877, Pyehology, Paul Publishers Jalandhar. Page 29 of 115BARKATULLAH UNIVERSITY, BHOPAL CC 2. Pedagogy of a School Subject — Part 1 “Hindi (A) ce Max. Marks : 75 Min, Marks : 17 7 Ovjectives : Upon completion of the course, the studentteachers will be able to: 1. Appreciate the importance of teaching Hindi as @ second thied Languaae 2, Help the Students to understand the sims and objectives of teaching Hindi Help pupils to acquire basi skills of language teaching, slObjectives. _ Know the different methods of teaching, 4 5. Prepare a fisson notes and weach accordingly. 6 Appreciate und use of modern educational media. orspéetives of Hind Language, Aims and Objectives of Feaching Bindi 2 Natass and ling semua and Bind > Three tangs 2 Phe of Hindi ty Schoo! Cuericuhim of MP. ria 2 Presen position of Hindi in the cot ation 'y, inthe file of Indian people 2 Aims ofttesct adi as-a second / thned langage. e', , Fiusth ‘50 Cbttusall Aims of Hindi Teaching. Naloial ae plier al Ainis of Hindi Teuching. “o> Ipstfuctional objectives with practical 22h “thebeetcal Background Writidg oF instructional objectives of Hindt Tenchi 6.” Modification of Objectives in terms of benavit chaviges. Page 30 of 135Vait2: Planning Lessons, Resource Units, Unit Plan, Drill Lessons * Planning of prose, poctry and Grammar lessons, * _ Provessing of lesson notes and micro lesson plans. * Meaning and importance ofa Unit plan and administration, * Resource Units ~ Use and implications ce aaiael * Plan and process of lessons in Practice teaching. : Language Skills * Development of language skills listening objectives and importance ~ activities for its development * Speaking ~ Objectives ~ sctvities for its development ~ role of learning by heart, role-pley, extempore and prepared speeches, debates, anguages games, Substitution table ned fr coercet pronunciation ~ Remedial Measures * Reading Objectives Ypes of veading silent and loud, intensive mricthoxts oF teaching » Witting — 0 Ss of handwriting ~ dictetion * Composition Scves = Types Orel, written ai picture eon and guided composition, Tiag on ~ Objectives. Importince’s ~ Charan of good tari Unit 4 Curtievlam tesig . 9 Principtes of Cun tion Of Hindi ©, Curvicutom Design ie t ‘ndi Subject centered-l gamer Centered Problem entered. “1 Transdetion of iricalar, Extracurticutar activi “Grammar — Translations : . *- Curriculum development and evaluation, Page 81 of 115Seminar Topics (any one) a) Preparing scheme of assessment b) A study of an author / poet. ©) Developing Linguisties Skills. @),_ System our examination, -e}-—ifhportance of teaching materials for effective wachiag— Practicum a) Review of Books~ 8, 9'standard schoo! text books. b) Resource Unit Uses. ©) Unit plan processing, 4d) A study ofan Author / Poet. ©) Developing Linguisties Skills. Assignments (any one) 1. Solving grammar exercise of &* end 9 Signdard Text boeks of second Tanguage Hindi/Third Language. Vind 4 Prepering crosswoid puzzles on tee terms of prescribed Hindi Text Books. 5. Constniction of subsiftution rafles op the concerned texts 4. Report on constitutional provision: provided 19 Handi and the implication. @Note: Records should be maintained : References © Bhai (978) Hindi Bhasashikshen. + Bhelia Wiskesshank Patri 2 Chaturvedi V5: Kishor and Sens o Jha k. (40) Bhgaha sion Paddhbati, AWahabei: NG. Sigal’ UP Press. e John, D. (1953) The Study of Language. Harward University Press: od Pustak Mandir Agra, 990) Adonai Kale Varanasi: Gopinath Bhargay. Dine 2 Keshav Prasad (1984) Hina Shikshon, Delhit Dhanapatral and Sons » Kothari Cammission Report(1968)-Govt. of India, New Delhi” Page 32 of 115 ion, Rajat: Bikon+ Narang and Bhatia (3987) ~ Hindi ~ Shikshan Vidhi.. Ludhiana > Prakash Brothers. ‘Nirajkumar Sinha (1990) Madhyamik ~ Vidyalayome Hindi Shiksha. Jaipur: Hindi Grantha Academy. * Robert. L. (1964) Language Teaching: 4 Teacher's Book. New York: Megrewttil. _ Samael Ryburu, W.M. (1950) The Teaching of the Mother Tongue. Madras: Oxford University Press Sattigeri, K.1 (1997) Nutan Hindi Shikshan. Belgaum: Vijaya Sattigeri Srivastava, B.D. (1968) The Structural Approach to the Teaching. of English. ‘Agsa: Ram Prasad and Sons Sugandhi, Deepak (2004) Hindi Shikha Pramali.tikal : Neha Pakshan, Karnataka ‘Sugandhi, V. (2003) Hind? Adhayapan. Kolhapur, Creative Publishers. Syandhys Mukarji (1989) Slindi Bhasha Shikshan Lucknow: Prakshan Kencre. Page 33 of 115BARKATULLAH UNIVERSITY, BHOPAL CC 2, Pedagogy of a School Subject — Part 1 et Sanskrit(B) — Ines? Objectives - Upon completion of the course the.student-teacher will be able to: 1. Understand the importance of Sanskrit language and its contribution to Indian culture and emotional integration 2. Understand the aims and objectives: of teaching Sanskrit and state them in the form of specific behavioural changes. Prepare objective based lesson plans and implement them. Understand the basic skills of language learning. 5. Understand the principles of curriculum construction in Sanskrit 6. Understand the different methods of tewhing Saaskeit and use them in his practice teaching lessons, Understand the importance of appropriate cetional arial and use them iss hls practice teaching lessons. 8. Understarid the importance of ge Labouisery 9. Understand the importance of Evaluation, prepa: © end use different tools of Evaluation’ int language leaming, 10: Undeistand the importance of co-curriculas eet ies in Sanjauage learning, Li sinbibe the special qualities of Sanskeit weache: ‘Unit { ; Sanskrit Language ~ Nature and Importance + _Impottance of Sanskuit labguage * Coftvibuions. Of Sandi 10 -Gther Indian Languay. tradition and toemibtional iiegtation ‘Unit? Place of Sanstsit in tlie Secondary School Cisrriewium + Alms & Objectives of teaching Sanokrit with reference to three’ lenguiage formula, + Instructionial Objectives. Specifications of each abjective in the form of spatitic behavioural changes, Page 34.of 115uni 3: Lesson Plan in Sanskrit Language Planning lesson plans in prose, poetry, grammar and composition, Unit plan : importance, characteristics, format Resource unit: importance, characteristics, forrnat Micro lesson plan: importance, format, practice Development of Language Skills, Curriculum Design Listening: importance, activities for its development, Speaking: importance, characteristics of good speaking. activities for its development. Reading; mechanics of reading, objectives, different kinds of reading reading and loud reading Writing: import Cucricwlem development and evaliation Page 35 of 115Reference Apte.D.G. (2000) Teaching of Sanskrit. Bombay : Padma Publications: * Shanbhag, D.N. (2002) Subhoda Sanskrit Vyakarana. Dherwad:Bharat Book Depot & Publications, ——— + Hulkeriker. G.S. (1998) The Problems.of Samekri Teaching: Kolhapur Bharat Book Depot + Narasimharao. K.V.V.L. (1997) Evahiation in Language Education. Mysore: CIIL Publications. Patnayak. P. (1997) Language Curriewluny. Mysore: CIIL Publications: Ramashakal Pandeya, (2000) Sanskrit Shikshan. Agra: Pustaka Mandir: Ramavarmaraja . K. (2000) The Teaching of Saviskrit, Madras’ - Savisksit Education Society. Page 36 of 115BARKATULLAH UNIVERSITY, BHOPAL CC 2, Pedagogy of a School Subject — Part 1 English(C Max. Marks : 75 Min. Marks =27 Objectives! upon completion ofthe course the student teacher WilLBe able to: 1. © “Tomaster the diferent techniques, devices oT the Second language structure, sounds and vocabulary. 2. To understand the status of English language. 5. To distinguish between different approaches and methods of teaching English and their use in:the classroom, + Acquire the basie skills of language tearaing % Plan and exceute of different tyres of Jessons in prage, poetry according to classroom situations. & Te appreciate the imponance and use ot suitable ania -viswai aids in ‘lass room stunt ‘To Know the principles of certionis: Vo prepare and use appropriate tok ire the linguistic abilities: ‘of the pupils. 9. “fy realize histker responsibilities ax tun «od pursue towards the sims of professional growth, 18 “To guide the saiderts to ase the Janguage cor Unit 1: Natnte of English Language i Language its‘nanive and sitctore — M4, vsbig of language, Functions of ldhiguaje ~ Infostiative, expressive and Dieetixe | ingbistie Principles, SuuchieOf Enplh: Lanbvige: ponologieat, morphological Synlscife: Seimabitic and graphic Ca biiet explaation of the concepts j Unit ims and Objectives of Teiching English 2.1” Aims and-objeetives of teaching English at the Secondary School ievel-as first and second language. Page 37 of 1152.2 English as a library longuage. link eaguage and international fanguage: ion of Engl h in inviia before and after Independence - The three language formula its meaning and scope Unit 3: Instructional design of Teaching English Language 3.1 Teaching of Prose - detailed and non-d&tailed Objectives - Methods and Approaches steps in lesson planning & ‘Teaching of poetry - Objectives-Methods and Approachés - Steps in lesyon planning. ‘Teaching of Grammar - Objectives - Formal and Functional -Methods of teaching, ‘grammar. 3.4. Use of mother tongue in teaching of English, ferent occasions for its effective use 3.5. Preparation of Unit pl n. Resource Unit, Units 4; Methods, Approaches Devetop English Language Skills Psychological principics of learning English as a foreign language, Methods anc. approaches of Teaching baglish a Yransletion Kiethod, b Method © a WEST meshod Communicative approsch: 440 Development of largoase shits - istening objectives dd impor sitet ~ activities fis development 43. “Speaking ; Objectives - Activities for its development, dole of learning by glay, @ktempore and anigunde gaihes, sutsaie ion table 04 for Goirset promunciation, defects in promandintion~-Remedia} Nasu aa ‘Reading.~ Qbjeetives - Types of reading = silent ont ad ieaching reading, a Ws Composition - Objectives - Types (orl written ‘and pictuife' composition) Free and guided composition Translation - Objectives~ Iinporteitce ~ Characteristics of good translation. fensive = methods ing.- Objectives - Chtictrsieséthandwritiig - dictation. Page 38 of 115Reference inaja R.L. (2000) Teaching of Publications Allahabad. 7alish as a Foreign Language -Indian Pres Allan C,.R (1971) Teaching English as a Second Language. New-Déthi McGrawhill: Allen HB and Mass Media i Television (T.V. Page 42 of 1154 Radio Meaning and importance * Community Resources sad Self learning materials — ii Meaning and importance. * Physical Science Library; * Importance & organizing of physical seience library: + Sections of science library; Hee * Choice of book for sviesce tibrary References é Abmed, Shaikti R. (1983). Management & Laboratory Science Programmes Report of Orientation Programme in Educational Planning and Administration New Dethi: NIEPA Mimeo. 7 Bhandule & Chand (1986) Teaching of Science, Prakash Brothers. Ludhing Bose, AH. Sood. 1K. and Vaidya, N. (1970), Strategies in Seience fp Reginnal tasinute of Education, Aimer. through Discovery, Ci. Mevtitt Py Phosical Science CE. Mectili Publi bing Co. hie, ree fer the Elementary School Teacher. Ging & Co., New York {19851 Science, Teaching in Schools, Sterling Publishers. Pot. Lis, New Fenshain Pi. ct el,994) The Content af Science A Consituciive dppreech 1 “ Learning, The Falmer Piess: Washington D.C SK 983) Technology of Science Ediication, Vikas Publishing House, 1. Mew Delhi SE. (1983) Piysical Scienis Pechiig jn Secondary Séhooks, Siéting Publishers, Pvt, Lid), New Delhi Se * asbbson, Davidei al, (1985). Meine Loi Leachiig: A Skills dpproach, Chartes, Merritt Pubiisting Co, Cotuinbus. 7 Aehnings Terr ¥ 0987) The Young Scientist Investigator : The Teacher Manival of Oxford University Press, Page 43 of 115-Bradwin, ef al. (1998) , Soureehook for Physical Science -2-Blackwood Brandwain- w: Kalara R. M. (981), Zanovation in Science Teaching; Prakashan Kendra, Lucknow. Kohli V. K. (2003) How to Teach Science (A Treatise on Methodotogy of Teaching Physics and Chemistry) Viveka Publishers, Ambela Mangal, SK.£4995); Teaching of Physical and Life Science, Avg. Bool.Depot. : Delhi. Nagel E. (1961) The Siructure of Science, Harcourt Brace and World Inc., New York Nie C. PS.. (1971) Teaching Science in Qur Schools. S. Chand & Co., New Delhi ‘Schwab J. 1. and Bredwein PF. (1962) The Teaching of Selene, Marks, Harvard University Press, Cambridge. Sharma, R.C. (1995); Modern Science Teaching. Ohanpat Rai & Sons, Delhi. | M.N. and Yadaw R.A: (1995) Teaching of Science at Hementory Level, Part 1 Part - I Arya Book Depot : New Dethi gt NN. & Siddiqi MIN. (1994) Toerchingy cof Seienee 7 , Dathi- 1197006. and Tomorrow, Sead Kf 1988) New Direction in Seivtece Fecudins lent wets. Delhi, ‘The Importance of Art Activities for Science Teuching,, 4 Hend Book for Teacher £984) Published by Centre for Culturst F 2. Bahawalpur House, New Delhi, UNESCO (1985) Teaching Schoot Chemis bel UNESCO,(1978) New LF Oxford aitd IBE Publi ss Puts Lad,, New: ‘ig Co, : ‘Waiter A Phudker ane Aled. Coby (1968) Pouchng Sconce Toss ‘Secondary Sehépls, Nési Delhi, Prentice Halt ae Page 44 of 115BARKATULLAH UNIVERSITY, BHOPAL CC 2. Pedagogy of a School Subject ~ Part 2 History/Civics Max. Marks ; 75 —— Min. Marks : 27 Objectives: Upon completion of the course the student-teacher will be able to: 1. Understand meaning, scope and importance of History and civies in the schoo! curriculum, Acquire content knowledge of methods of history and civ 2. Acquire knowledge of aims and instructional obj and civies 4. Acquire sti Understand and apply the principles of Bisunry sad civies, « Laowledge: about Local, Regional Naiional, ane World [an the knowledge of Instructional Materia History ad Civics wees in teaching ficid trips. in correlating History’ and civies 9 ther schol subjects. 16 Cattivatesthe qualities of. good History and ei es teacher 7 11 Acquire the knowledge of carte 6f Hist in Karnataka “ 'y and eivies for vit to xth standard 12. Evaluate History aid olvies text books and prescribed courses 13.Develop necessaty skills in the: application of methods and ‘techniques. iti the. classroom : Page 45 of 115