BACHELOR OF EDUCATION (B. Ed.

1
 Curriculum Design
S. Code No. Title of the paper Int. Ext. Total Credits
No Marks Marks Marks
First Semester

01 70111 Contemporary India and 25 75 100 4

Education
02 70112 Educational Psychology 25 75 100 4
03 70113 A/B Optional – I Tamil/ English 25 75 100 4
Practical – I Enhancing
04 70114 Professional Capacities -- 200 200 8

Total 75 425 500 20

Second Semester
05 70121 Educational Evaluation 25 75 100 4
06 70122 Curriculum and instruction 25 75 100 4

07 70123 A/B/ Optional-II Tamil/ English/

Mathematics/Science/Social
C/D/E/F/G Studies/Commerce/Economics 25 75 100 4

08 70124 Practical – II General -- 200 200 8

Practicum Components
Total 75 425 500 20
Third Semester
09 70131 Critical Understanding of ICT 25 75 100 4
10 70132 Guidance and Counselling 25 75 100 4
11 70133 Environmental Education 25 75 100 4

12 70134 Practical – III School based -- 200 200 8

Learning activities
Total 75 425 500 20
Fourth Semester
13 70141 Educational Technology 25 75 100 4

14 70142 Practical – IV School -- 400 400 16

Internship/ practice Teaching
Total 25 475 500 20

2
 No. of credits per semester- 20
Total No. of credits programme – 4 X 20= 80
Total Marks- 2000
B.Ed. - Distance Education 2015-2016 onwards –Practicum Component
70114 Practical – I Enhancing Professional Capacities -200 Marks (8 credits)

S. No. Activity Maximum Marks Credits

1. Reading and reflecting on text 50 2

2. Drama and Arts in Education 50 2

3. Understanding Self 50 2

4. Application of ICT 50 2

70124 Practical – II General Practicum Components -200 Marks (8 credits)

Maximum
S. No. Subjects Credits
Marks

1. Yoga Education 50 2

2. Language Across the curriculum 50 2

3. Inclusive Education 50 2

4. Gender Studies 50 2

70134 Practical – III School based Learning Activities-200 Marks (8 credits)

Maximum
S. No. Activity Credits
Marks

Addressing School Assembly on

1. 50 2
different themes

2. Preparation of school time table 50 2

Organizing Quiz/Debate/Parent teacher

3. 50 2
Association

3
 4. Maintenance of a school Register 50 2

70142 Practical – IV School Internship/ Practice teaching – 400 marks (16 credits)

Maximum
S. No. Subjects/Records Total Credits
Marks

Pedagogy Optional I Preparation 25

and utilization of teaching aids
1.
Teaching competence 100 4
75

Pedagogy-Optional II Teaching 75
Competence
2.
Preparation and utilization of 100 4
teaching Aids 25

Observation
3. Pedagogy –Optional I 25
50 2
Pedagogy –Optional II 25

Lesson Plan
4. Pedagogy Optional –I 25
50 2
Pedagogy Optional -II 25

Micro Teaching
5. Pedagogy Optional –I 25
50 2
Pedagogy Optional -II 25

Test and Measurement

Pedagogy Optional –I
6. 25
Pedagogy Optional -II 50 2
25

ANNEXURE- I

Detailed Syllabi

70111 - CONTEMPORARY INDIA AND EDUCATION

4
OBJECTIVES

At the end of the course, the student-teachers will be able to

know the meaning, definition and nature of Education and Philosophy
understand the relationship between education and philosophy and different Indian and
Western philosophies
apprise the principles of education advocated by great Indian and Western philosophers
develop an understanding of Sociology and Education
understand the role of family, community, school and mass media in education
get exposed to social and educational problems
appreciate the social values and personal values of teachers
acquire the knowledge about the educational provisions in the constitution of India
explain the role and functions of various regulatory bodies in Education
acquaint with the knowledge about health and nutrition

UNIT I Philosophy and Education

Education: Meaning, Definition, Nature and Scope – Philosophy: Meaning, Definition
and Scope – Educational Philosophy: Meaning, Definition and Need – Relationship
between education and philosophy.
UNIT II Contribution of Indian Philosophy in Education
Major Schools of Indian Philosophy:
(i) Hinduism
(ii) Buddhism
(iii) Jainism.

UNIT III Contribution of Indian Thinkers to Education

Educational thoughts of Indian thinkers:
(i) Vivekananda
(ii) Mahatma Gandhi
(iii) Tagore
(iv) Aurobindo.

5
UNIT IV Contribution of Western Philosophy in Education
Contribution of Western Philosophy in Education
(i) Naturalism
(ii) Idealism
(iii) Pragmatism
(iv) Realism
(v) Eclectism.
UNIT V Contribution of Western Thinkers to Education
Educational Thoughts of Western thinkers:
(i) Rousseau
(ii) Frobel
(iii) Montessori
(iv) John Dewey.
UNIT VI Sociology and Education
Concept of Sociology
Relationship between Sociology and Education
Socialization – Culture
Social mobility – Social-stratification
Social change – Modernization.
UNIT VII Agencies of Education
Educational influence of family, community, religion, school and Mass media
Formal and non-formal systems of education
Open University system
Distance Education.

UNITVIII Problems in Indian Society and Education- I

Population explosion – Unemployment – Under employment – Illiteracy – Child labour
– Communal violence – Terrorism – Universalisation of primary education.
UNIT IX Problems in Indian Society and Education- II
Stagnation
Wastage

6
 Special education for differentially abled and gifted
Women education
Brain Drain.
UNIT X Value Education and the Teacher
Value: Definition, classification – Value education in schools – Teachers personal values
and code of ethics – Personal and professional development of teachers.
UNIT XI Indian Constitution and Education
Directive Principles – Article 45 – Responsibilities of Central and State Governments
– Amendments related to education
UNIT XII University Education Commission
University Education Commission – Indian Education Commission – Secondary
Education Commission – Ishwarbhai Patel Committee – NPE 1986.
UNIT XIII Regulatory Bodies of Education
MHRD – UGC–NIEPA –NCERT – NCTE– NAAC– TANSCHE – DTERT– DIET–
CABE–CBSE.
UNIT XIV Health and Nutrition Education
The concept of health – School health programmes – Common ailments of children –
First aid – Nutritional deficiencies – Balanced diet – Healthy food habit.

REFERENCE BOOKS
1. Agarwal, J.C. (1999). Theory and Principles of Education. New Delhi: Vikas
Publications House Pvt. Ltd.
2. Biswal, U.N. (2005). Philosophy of Education. New Delhi: Dominant Publishers and
Distributors.
3. Chandra, S.S. (1996). Principles of Education. New Delhi: Atlantic Publishers.
4. Ghanta, R. and Dash, B.N. (2005). Foundations of Education. Hyderabad: Neelkamal
Publications.
5. Mathur, S.S. (1997). Sociological and Philosophical Foundations of Education. Agra:
Vinod Pustak Mandir.
6. Patel, M.S. (1953). The Educational Philosophy of Mahatma Gandhi. Ahmedabad:
Navjeevan Pub. House.

7
 7. Sharma, R.A. (2008). Development of Educational System in India. Meerut: R.Lall books
depot.
8. Sharma, R.N. (2008). Education in the Emerging Indian Society. Delhi: Surjeet
Publications.
9. Saraswathi, T.S. (1999). Culture, Socialisation and Human Development. New Delhi:
Sage Publications.

70112- EDUCATIONAL PSYCHOLOGY

OBJECTIVES

At the end of the course, the student-teachers will be able to

acquire knowledge of nature and scope of Educational Psychology

8
 understand the human growth and development
apply psychology in classroom situations
comprehend the concept of cognitive development
acquaint the theories of learning
acquire knowledge about individual differences and skill provide suitable learning
situations
understand the significance of motivation
acquire knowledge about personality intelligence and creativity
know the importance of mental health
UNIT I Introduction to Psychology
Definition of Psychology- Schools of Psychology – Behavioural, Cognitive,
Psychoanalysts, Methods of Psychology – Branches of Psychology – Educational
Psychology – Concepts, Nature and Scope – Importance of Educational Psychology for
the Teacher.
UNIT II Human Growth and Development
Concept of Growth and Development – Distinction between Growth and Development –
Maturation and Development – Nature versus Nurture, general principles of Growth and
Development.
UNIT III Dimensions of Development
Dimensions of development: Physical, cognitive, emotional, and moral – Stages of
Development – Childhood to adolescence problems and Education of Adolescents –
Developmental tasks and its Educational implications.
UNIT IV Cognitive Development- I
Cognitive process – Attention Factors relating to Attention – Span of Attention –
Inattention and Distraction – Sensation and Perception – Factors relating to perception –
Imagery.
UNIT V Cognitive Development- II
Concept Maps.
Piaget’s Stages of Cognitive Development
Reasoning and problem Solving
Meta cognition – Implications for the teacher.

9
UNIT VI Learning
Nature and Importance of Learning – Types of Learning – Theories of Learning:
Thorndike, Pavlov, Skinner, Kohler and Gagne – Learning Curve – Transfer of Learning
Facilitating Transfer – Remembering and Forgetting – Improving memory.
UNIT VII Individual Differences
Nature and causes of Individual differences – Educational programme to suit individual
differences – Classroom instruction – Concept of exceptional children: gifted, backward,
physically mentally and socially challenged and Educational provisions.
UNIT VIII Motivation-I
Motivation: Functions of Motives – Kinds of Motives – Theories of Motivation –
Maslow’s Hierarchy of Needs – Achievement motivation – Components – Fear of Failure
and Hope of Success.
UNIT IX Motivation-II
Motivation in the classroom context motivational functions of teacher - Praise and
Blame, Rewards and Punishments – Feedback / Knowledge of results – Level of
Aspiration – Characteristics of a motivated learner.
UNIT X Intelligence
Theories of Intelligence – Single, Two Factor and Multi Factor theories – Multiple
Intelligence, Guilford’s Structure of the Intellect – Emotional Intelligence – Individual
differences in distribution of Intelligence – Test and their uses.
UNIT XI Creativity
Creativity – Relationship and differences between intelligence and creativity –
Convergent and Divergent Thinking – The Process of Creativity – Guiding for Creativity
– Measuring Creativity.

UNIT XII Personality

Meaning and Definitions of Personality
Determinants of Personality
Theories of personality – Psychoanalytic, humanistic.
UNIT XIII Assessment of Personality

10
 Assessment of Personality
Important Tools and techniques
Integrated Personality.
UNIT XIV Mental Health
Conflict and Frustration – Concept of Adjustment – Adjustment Barriers – Adjustment
mechanisms – Causes of maladjustment – Symptoms of Maladjustment – Defense
Mechanisms – Problem children, Juvenile Delinquency – Concepts of Mental Health.
REFERENCE BOOKS
1. Judith J. (2008) Learners, learning and educational activity London Routledge
2. Graham R. (2008) Psychology: The key concepts, London, Routledge
3. Chobra, RK.(2006) Elements of educational Psychology, New Delhi Arise Publishers
4. Thomas M.H (2005) A student’s guide to studying psychology, London Psychology
Press.
5. Cara .F (1998) Practical for Psychology. A student workbook London, Routledge
6. Coleman, D. (1998) Working with emotional intelligence New York: Bantan Books
7. Adams J.A (1992) Learning and Memory: An Introduction Illions Dorsey Press.
8. Mangal, S.K (1981) Psychological Foundations of Education Ludhiana Parkash Bros.
9. Kokila Thangasamy.S (2007) Educational Psychology Maa Nila Pathipagam Madurai.
10. Nagarajan.K & Seetharaman (2009) Psychology of Learning & Human Development
Ram Publishers, Chennai

70113A- nghJj; jkpo;

Nehf;fq;fs;
khzt Mrphpah;fs;

jha;nkhop fw;wypd; Nehf;fq;fis mwpjy;

11
 jkpo;nkhopapd; gy;NtW gapw;W Kiwfis mwpjy;
ghlj;jpl;lk; mikj;jypy; mike;Js;s Nfhl;ghLfis mwpjy;
fw;gpj;jy; jpwd;fis mwpjy;
Nfl;Lzh;jy; jpwidAk; nghUSzh;jy; jpwidAk; mwpjy;
rpwe;j gbf;Fk; gof;fq;fis tsh;j;jy;
rpwe;j vOj;jhw;wiy tsh;j;jy;
nra;As; ciueilg; ghlq;fisf; fw;gpj;jypd; NtWghLfis mwpjy;
tpdhj;jhs; mikj;jypy; cs;s gy;NtW jpwd;fis tsh;j;jy;
Njh;T Fwpj;j rpe;jid ngWjy;
jkpo; fw;gpj;jypy; jfty; El;gtpaiyg; gad;gLj;Jjy;

myF- 1 jha;nkhopf;fy;tp

jha;nkhop – jha;nkhop fw;gpj;jypd; Nehf;fq;fs; – gad;fs; – jdpr;rpwg;G –

vz;zj;ij ntspapLk; fUtp – jpUj;jkhfg; Ngr, Nfl;f, gbf;f, vOjg; gapw;rp
mspj;jy;.

myF- 2 jkpiog; gap;w;Wk; Kiwfs;- I

jkpo; nkhopapidg;gapw;Wk; Kiw

gz;ilNahh; fz;l gapw;W Kiw

rq;ffhyk; Kjy; jw;fhyk; tiuapy;

tpisahl;L Kiw

ebg;G Kiw.

myF- 3 jkpiog; gap;w;Wk; Kiwfs;- II

nray;jpl;l Kiw

jdpg; gapw;rp Kiw

Nkw;ghh;itg; gbg;G Kiw

jpl;lkpl;Lf;fw;wy;

,k;Kiwfisg; gy;NtW epiyfspy; gad;gLj;Jjy;.

myF- 4 gapw;rp Maj;jk;

cw;W Nehf;fy; gjpT – Nehf;f mbg;gilapy; fw;gpj;jy; – nkhopf;fw;gpj;jy;

Nehf;fq;fSk;, Nehf;ff; $WfSk; – ghlj; jpl;lk; jahhpj;jypd;
,d;wpaikahik – ed;ikfs;;, jPikfs; – Mrphpah; kdjpw; nfhs;sj;jf;fd –
GSkpd; fw;gpj;jy; Nfhl;ghLfs.;

12
myF- 5 Ez;zpiyf; fw;gpj;jy;

Ez;zpiyf; fw;gpj;jy; jpwd;fspy; gapw;rp – gy;tifj; Jhz;ly;fisg;

gad;gLj;Jk; jpwd;, fpsh; tpdhj;jpwd,; tYt+l;bfisg; gad;gLj;Jk; jpwd;,
fUk;gyifiag; gad;gLj;Jk; jpwd;, cjhuzq;fisg; gad;gLj;Jk; jpwd; kw;Wk;
,izg;Gg; gapw;rp.

myF- 6 Jizf;fUtpfisg; gad;gLj;Jjy;

Jizf;fUtpfs;

Jizf;fUtp tiffs;

fhl;rpf; fUtpfs;

Nfs;tpf;fUtpfs;

fhl;rp-Nfs;tpf; fUtpfs;

cUthf;fk; gad;gLj;Jjy;.

myF- 7 nkhopj;jpwd;fisf; fw;gpj;jy;

NgRjy; jpwd; – Nehf;fk; –Kiwfs; – gapw;rp – gad;fs;

Nfl;ly;jpwd; – Nehf;fk; – Kiwfs; – gapw;rp – gad;fs;

myF- 8 nkhopj;jpwd;fisf; fw;gpj;jy;

gbj;jy; jpwd; –Nehf;fk; –Kiwfs; – gapw;rp – gad;fs;

vOJjy; jpwd; – Nehf;fk; – Kiwfs; – gapw;rp – gad;fs.;

myF- 9 ghlEhy;

ghlEhy; –mikg;G Kiw – cs;slf;fk; – ty;Yeh;fspd; topfhl;ly; –

njhlf;fepiy, eLepiy, cah;epiy, Nky;epiy tFg;Gfspy; nkhopg;ghlj; jpl;l
Nehf;fq;fs; – mtw;wpd; nkhopg;ghlq;fs; – mikg;G Kiw gw;wpa fUj;Jf;fs; –
cs;slf;fg;gFg;gha;T – gapw;rpr; rpf;fy;fs; – jPh;Tfs.;;

myF- 10 fw;gpj;jy; nghJ Kiw

13
 nra;As; gapw;W Kiw – ciueil gapw;W Kiw – ,yf;fzk;; gapw;W Kiw –
Jizg;ghlk; gapw;W Kiw – (khjphp tFg;Gfs; top gapw;rp Mrphpah;fSf;F
tpsf;fk; mspj;jy;) – nkhopg;gapw;rpAk; – fl;Liu tiujYk;.
myF-11 jfty; El;gtpaYk; jkpo; fw;gpj;jYk; -I
nkhopf; fw;gpj;jypy; kf;fs; njhlh;Gr;rhjdq;fs; (Mass media in Language
Teaching) fzpdp mbg;gilapy; fy;tp (Computer Based Education) – fzpdp
JizAld; fw;gpj;jy; (Computer Assisted Instruction) - fzpdp Nkyhz;ikapy;
fw;gpj;jy; (Computer Managed Instruction)
myF-12 jfty; El;gtpaYk; jkpo; fw;gpj;jYk; -II
fzpdp Clff; fw;gpj;jy; (Computer Mediated Communication)
fzpdpapy; jkpo;
kpd; jkpo;
,izaj;jpy; ,ize;j jkpo;.

myF-13 kjpg;gPL- I

jkpo; fw;gpj;jypd; tpisTfis kjpg;gply; – kjpg;gpLjypd; Nehf;fKk; gaDk; –

gz;Gfs; – ey;y Njh;tpd; ,d;wpaikahj $Wfs; – Njh;T tiffs; – tpdh
tq;fpapd; gad; – tpdhj;jhs; tbtikg;G – tpdh tiffs; – njhlh; kw;Wk;
KOikahd kjpg;gPL (CCE) – gad;fs; – Nehf;fk.;

myF-14 kjpg;gPL- II

ikag; Nghf;F msitfs;: $l;Lr;ruhrhp, ,ilepiy, KfL rpjwy; msitfs; :

tPr;R, jpl;l tpyf;fk;, fhy;khd tpyf;fk; ; xl;LwT nghUSk; gad;fSk; – ju
xl;LwTf; nfO tpsf;fk;.
nra;Kiwg; gapw;rpfs;

fUj;juq;F elj;Jjy;
fw;gpj;jy; nghUs; jahhpj;jy; njhlh;ghd Jizf;fUtpfs; jahhpj;jy;
thndhyp my;yJ njhiyf;fhl;rpg; Ngr;irf; Nfl;Lf; Fwpg;ngLj;jy;
tpdhtq;fp jahhpj;jy;
Fiwawp NrhjidAk; FiwjPh; gapw;rpAk;

ghh;it Ehy;fs;

14
1. fzgjp tp. (1989) “jkpo; Itifg; ghlq;fSk; fw;gpj;jy;” rhe;jh gjpg;gfk;
nrd;id -14
2. Nfhtpe;juh[d; K. (1990) “ew;wkpo; gapw;wopd; Nehf;fKk; KiwAk;”, ru];tjp
gjpg;gfk; nrd;id.
3. Gyth; nre;Jhh; ghz;bad; (1979) “Ez;zpiyg;gapw;rp “ kPdhl;rp gjpg;gfk;
GJf;Nfhl;il
4. NtZNfhghy; ,.gh (1991) “ige;jkpo; fw;gpf;Fk; Kiwfs; rFe;jyh ntspaPl;fk;
NtYhh;.
5. Kidth; godpNtY Qh. “jkpo; fw;gpj;jopy; GJikg;Nghf;Ffs;”.fgpyd; gjpg;gfk;
93
6. Nfhtpe;juh[d; K. (1980) “nkhopj;jpwd;fSk; rpy rpf;fy;fSk;”
Njd;nkhopg;gjpg;gfk; nrd;id
7. fzgjp tp. (2005) “ew;wkpo; fw;gpf;Fk; Kiwfs;” rhe;jh gjpg;gfk; nrd;id -14
8. ,yf;Ftd; (2008) : jkpo;g;ghlEhYk; MrphpaUk;, nrd;id : rhujh gjpg;gfk;

70113B- TEACHING OF ENGLISH

15
OBJECTIVES
At the end of the course, the student-teachers will be able to
realize the role of English in India in the right perspective and the rationale for
learning English as a second language
get familiarized with the various aspects of the B.Ed. programme with special reference
to the nature of the language skills to be developed and evaluation
acquire knowledge of the current trends in the teaching of English
get familiarized with techniques of oral preparation and practice of language
items.

UNIT I Role of English in Indian Classroom- I

The status of English in India today – The rationale for learning English – Aims of
teaching English at the Primary level, Secondary level and Higher Secondary level -
Objectives of teaching English as a second language.
UNIT II Role of English in Indian Classroom- II
Teaching English as a skill rather than a knowledge subject – The scope of the B.Ed.
English course – Recommendations of Indian commissions and Committees on English
Language Education – Qualities of a Good English Teacher.
UNIT III Teaching of Different Skills in English
Bloom’s Taxonomy of Educational Objectives – Cognitive – Affective – Psychomotor
domains – General and Specific Instructional Objectives – Micro teaching – Macro
teaching – Use of different drills in Teaching Oral English.
UNIT IV Technology Assisted Language Learning (TALL) - I
Teacher made aids – Flash cards, Pictures, Charts, Models, Blackboard sketches -
Mechanical aids – Overhead projector, Tape recorder, Lingua phone records, Radio,
Television.
UNIT V Technology Assisted Language Learning (TALL) – II
Programmed learning – Language laboratory – Computer assisted language learning –
Power point presentation – Related websites in language learning.

UNIT VI Approaches and Methods of Teaching English

16
 Method – Approach – Technique – Design – Method – Grammar Translation Method –
Bilingual method – Direct Method – Dr.West’s new method – Merits and Demerits –
Approaches – Structural Approach – Types of Structures – Selection and Grading of
Structures – Principles of Situational – Oral Approach – Communicative approach-
Eclectic approach – Recent trends in the teaching of English.
UNIT VII Types of Evaluation
Difference between measurement and evaluation - Characteristics of a good English test
–Concept of Evaluation – Types of evaluation – formative and summative- Different
types of tests – Achievement tests – Aptitude tests – Proficiency tests – Diagnostic tests -
Construction of a good test – Preparation of blue print.
UNIT VIII Role of Mother-Tongue in Teaching English
Use of the Mother-Tongue in the English Class – Difference between Learning the
Mother-Tongue and the other tongue – Arguments against the use of Mother-Tongue –
When to use the Mother-Tongue.
UNIT IX Listening Comprehension - I
Sub skills of listening – listening for perception – listening for comprehension – The
three phases of listening – Listening material – listening to specific information, for
general understanding, to deduce meaning.
UNIT X Listening Comprehension - II
Listening activities – dictation, following a route, listening to a telephone call, listening to
commentaries, listening to instructions, Jigsaw listening.
UNIT XI Speaking Skills- I
Techniques in teaching speaking – Tasks for developing speaking skill – Individual, pair
and group work – Improving oral fluency – Dialogue – Role play – Dramatization – Play
Reading – Group Discussion.
UNIT XII Speaking Skills- II
Narration – Description – Communication Game – Debate – Interview – Extempore
Speech – Barriers for Effective Communication – Testing Speaking.

UNIT XIII Reading Skills

17
 Aims of teaching reading - Process involved in reading – Symbol, sound, sense- Types
of reading – reading aloud – silent reading – skimming – scanning – intensive reading –
extensive reading – Methods of teaching reading to beginners – Alphabet method –
Phonetic method – Word method – Phrase method – Sentence method – Strategies to
develop reading.
UNIT XIV Writing Skills
Mechanics of Writing – Sub skills in writing – visual perception – syntax – organization
– grammar – content purpose – relevance – Writing skills – Mechanical skills –
Grammatical skills – Judgment skills – Discourse skills – Characteristics of good
Handwriting – distinctiveness – legibility – simplicity – uniformity – spacing –
capitalization – punctuation – speed – Developing good handwriting.
REFERENCE BOOKS
1. Aggarwal, J. C. (2008). Essentials of Educational Technology. UP: Vikas Publishing
House Pvt Ltd.
2. Aggarwal. J. C. (2008). Principles, Methods & Techniques of Teaching. UP: Vikas
Publishing House Pvt Ltd.
3. Chauhan, S. S. (2008). Innovations in Teaching Learning Process. UP: Vikas Publishing
House Pvt.Ltd.
4. Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation
5. Palmer, H. E. (2008). Oral Method of Teaching Language. Delhi: Surjeet Publications.
6. Rao, P. (2005). Method of teaching English. Hyderabad: Neelkamal Publications.
7. Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet
Publications.
8. Sharma, R. N. (2008). Contemporary Teaching of English. Delhi: Surjeet Publications.
9. Sharma, R. A. (2008). Technological foundation of education. Meerut: R.Lall Books
Depot.
10. Siddiqui, M.H. (2009). Techniques of Classroom Teaching. New Delhi: APH Publishing
Corporation.
11. Venkateswaran, S. (2008). Principles of Teaching English. UP: Vikas Publishing House
Pvt.Ltd.
70114 Practical – I Enhancing Professional Capacities

18
 200 Marks (8 credits)

S. No. Activity Maximum Marks Credits

1. Reading and reflecting on text 50 2

2. Drama and Arts in Education 50 2

3. Understanding Self 50 2

4. Application of ICT 50 2

70121- EDUCATIONAL EVALUATION

19
OBJECTIVES

The student-teacher will be able to

understand the concept of Assessment, measurement and evaluation

apply measurement and evaluation in their teaching field

understand the different approaches to evaluation

understand and adopt CCE in their teaching and learning

develop knowledge about techniques and tools of evaluation

appreciate the new trends in evaluation

implement the new examination system

understand the need, importance and meaning of statistics

prepare scholastic achievement test

COURSE CONTENT

Unit I – Concept of Assessment, Measurement and Evaluation

1.1 Concept and Meaning of assessment, measurement and evaluation.

1.2 Relationship and difference between measurement and evaluation.

1.3 Need and Importance of Evaluation.

1.4 Purpose of Evaluation

1.5 Place of Evaluation

Unit II – Approaches to Evaluation

2.1 Test and different types - Placement, Formative, Summative, diagnostic, Prognostic.

2.2 Distinction between Formative and Summative Evaluation

2.3 Continuous and Comprehensive evaluation: Meaning, need and relevance, procedures of
Evaluation, Criteria of Evaluation

Unit III – Techniques of Evaluation - I

20
3.1 General Techniques of Evaluation

3.2 Quantitative technique and Qualitative technique

3.3 Self-reporting techniques

Unit IV – Techniques of Evaluation - II

4.1 Observation techniques

4.2 Projective Techniques

4.3 Sociometric Techniques.

Unit V – Tools of Evaluation

4.1 Tools of Evaluation – Rating Scales and Types – Aptitude Tests – Anecdotal Records-
Inventories - Teacher made and Standardized tests.

4.2 New Trends in Evaluation -·Grading system – Computer based Examination – Choice Based
Credit System-other New Trends

Unit VI – Instructional Objectives and Evaluation

6.1 Instructional Objectives and Specifications.

6.2 Cognitive Domain, Affective Domain, Psycho-motor Domain –Evaluation Pattern.

Unit VII – Bloom’s Approach

7.1 Bloom’s Evaluation Approach-Meaning and Definition-Techniques for evaluation of

behavioural Modification.

7.2 Coordination of Teaching and Testing Activities.

Unit VIII - Scholastic Achievement Test (SAT).

8.1 Purpose of Scholastic Achievement Test

8.2 Preparation of scholastic Achievement test- planning, preparation, designing the test items,
review and editing, arranging the test items, providing directions, preparing scoring key and
marking scheme, administering test and scoring, Evaluating the test.

8.3 Characteristics of good measuring instrument- Validity, Reliability, Objectivity, Adequacy,

Practicability, Discrimination Index.

Unit IX – Examination System - I

21
9.1 Examination: Meaning, Types, Objectives of Examination, Test and Examination

9.2 Present Examination System, Examination Reforms, NCERT and Examination Reforms

Unit X – Examination System - II

10.1 On-Line Examination: Meaning, Advantages, Limitations, Requirements for on-line Exam.

10.2 Open Book Examination (OBE): Meaning, Types, Objectives, Advantages, and
Limitations.

Unit XI – Construction of Objective Type test Items

11.1 Objective Test Items –Meaning –Standardized-Teacher Made Objective Test Items
Objective Test Items –Comparison between Teacher made objective Test and Standard
Objective Test Items

11.2 Steps of Construction of Objective Type Tests. Planning, Preparation, Try-out, Evaluation
of Test.

11 .3 Types of Items of an Objective Test- Recall type-Recognition Type-Advantages and

limitations

Unit XII - Analysis and Interpretation of Scores I

12.1 Importance and essentials of interpretation of scores.

12.2 Measures of central tendency- Arithmetic Mean, Median and Mode

Unit XIII - Analysis and Interpretation of Scores II

13.1 Measures of Variability- Range, Quartile Deviation, Standard Deviation, and Mean
Deviation

13.2 Coefficient of Correlation –Spearman Brown’s Rank Difference Method.

Unit XIV - Analysis and Interpretation of Scores III

14.1 Normal Probability Curve- Properties and Uses

22
14.2 Skewness and Kurtosis.

14.3 Graphical representation of data – Importance of Graphical representation of data-Types of

Graphical representation, Limitations

14.4 Histogram, Frequency Polygon, Cumulative frequency Curve

REFERENCES

All India Council for Secondary Education (AICSE) (1956). Report of the Bhopal Seminar on
Examination Reform. New Delhi.

DDE (1997). Research Methodology and Educational Technology. Pondicherry University.

Henry E. Garret. (1926). Statistics in Psychology and Education. Bombay: Vakils, Feffer and
Simons Ltd.

IGNOU. (2000). Educational Evaluation. New Delhi

Nagarajan K. (1996). Handbook of Statistics. Madras: Ram Publishers.

Srivastava, H.S (2010). Conducting Tests and Examinations. New Delhi: S. Chand &
Company Ltd.

UGC (1991). Examination Reform – A Plan of Action, New Delhi.

70122- CURRICULUM AND INSTRUCTION

OBJECTIVES

At the end of the course, the student teachers will be able to

23
 Acquire knowledge about the basic principles of Curriculum development
Understand the importance of Instructional objectives
Develop skill in Instructional management
Realise the need for innovation in Teaching-learning Process
Understand the concept of evaluation
Familiarise various Evaluation Techniques
Acquire knowledge in Recent Trends
Understand the way of Curriculum Transaction

UNIT I Curriculum

Meaning of Curriculum

Curriculum and Education

Curriculum and syllabus

Need and importance of Curriculum

Co-curricular and extracurricular activities.

UNIT II Types of Curriculum

Types of Curriculum- linear type, spiral type, concentric type, pyramidal – Patterns of
Curriculum – Subject –centred Activity – centred, Experience – centred.

UNIT III Curriculum Development

Determinants of Curriculum – Philosophical, sociological, Psychological , Religious,

Cultural, Economical, Political - Principles of Curriculum Development Relevance,
variety, Utility, Flexibility – NCERT’s recommendations with reference to School
Education – Steps in Curriculum Development.

UNIT IV Instructional Objectives

24
 Instructional Objectives - Meaning of Instructional Objectives –learning Experience and
Evaluation – Bloom’s Taxonomy of Instructional Objectives – Cognitive, Affective and
Psychomotor domains – Revised version of Bloom’s Taxonomy – Anderson.

UNIT V Innovations in Teaching-Learning Process- I

Individual Instruction

programmed Instruction

personalized system of Instruction

Computer Assisted Instruction.

UNIT VI Innovations in Teaching-Learning Process- II

Team teaching

Co-operative Learning

Seminar

Symposium

Panel Discussion

Workshop.

UNIT VII Instructional Management

Need for Instructional planning – Preparation of Annual plan- Time table –Classroom
Management – Role of headmaster – Qualities of Teacher – Job satisfaction of teachers –
Teacher Welfare measures.

UNIT VIII Evaluation

Concept and Purpose of Evaluation – basic Principles – tools and techniques of

Evaluation – Tests as Tools –Classification of tests – Characteristics of a Good Tool –
Validity, Reliability, Objectivity and Usability. Preparation, Administration and
Interpretation of Results of Achievement and Diagnostic test.

UNIT IX Evaluation Techniques

25
 Evaluation – its importance – semester vs Non-Semester Patterns – External
Examination: merits and limitations –Continuous Internal assessment: merits and
demerits –Criterion referenced and norm referenced Tests- formative and summative
Education.

UNIT X Student Support Services

Meaning of Co-curricular and extracurricular activities – Organisation of co-curricular

and extracurricular activities - Discipline and freedom – School health programme -
Physical Education programme – Guidance and counseling – Principles of guidance and
counseling.

UNIT XI Curriculum Transaction- I

Teaching – Definition – Meaning – Principles of Teaching – Functions of Teaching –

Role of a Teacher – Models of Teaching – Characteristics features of Models of teaching
– Components of Models of Teaching.

UNIT XII Curriculum Transaction- II

Glaser’s Basic model of teaching

Herbert’s model of teaching

Carroll’s models of teaching

Classification of model of teaching based on Joyce and Weil.

UNIT XIII Recent Trends - I

National Policy on Education – Special focus on Teacher education – DTERT, DIETs,

BRC – Activity Based Learning (ABL) – Active Learning Methodology (ALM),
Advanced Active Learning Methodology (AALM) : Overview, Benefits.

UNIT XIV Recent Trends – II

26
 Trimester system in School Education – Continuous Comprehensive Evaluation in
School education (CCE) – Justice Verma Commission on Teacher Education (2012) –
SSA, RMSA, Rashtriya Ucchatar Shiksha Abhiyan (RUSA)

REFERENCE BOOKS

1. Benett, bill J. and Martin, Kenneth (1980). The practice of teaching: A positive start
New York: Harper and Row International.
2. Bigge, Morris L (1982). Learning Theories for teachers.
3. Diana Lapp, Hilay Bender, Stephan Ellewood and Martha John (1975). Teaching and
Learning New York. Mac Millan ub.co.Inc.
4. Glan Gene V.et.al (1982). School class, size research and policy sage.
5. Goodson Iyer (Ed) (1985). curriculum Development and Educational Technology
New York: Sterling publication
6. Harms Alan Lawn Martin and Roscott William (1975). Curriculum Innovation New
York: John willey and sons.
7. Haukins J.P Curriculum Development: programme Planning Improvement Chicago:
Merrill, Columbus.
8. Heywood John (1984). Considering the curriculum during student teaching New York
Nicholas Publishing Co.
9. Huebner Dwayna (1964). Assessment of the Curriculum New York Bureau of
Publication Coloumbia University, teachers College.
10. JacobgenD.Etal (1985). Methods of etachingA skilsl approach Toronoto Charles and
Meril Publication Company
11. Kalra, R.M and Rishi Ram Singh (1987). Curriculum Construction and youth
development New Delhi: Sterling

70123A - rpwg;Gj; jkpo;

Nehf;fq;fs;:

27
khzt Mrphpah;fs;

nkhopapd; Njhw;wKk; tsh;r;rpAk; gw;wp mwpjy;

fiyj;jpl;lj;jpy; nkhopapd; ,lj;jpid mwpjy;
jkpo;nkhopapd; xyp mikg;G Kiwia mwpjy;
,yf;fpaf; fofq;fs; gw;wp mwpjy;
Njrpaf; fy;tpf; Fwpf;Nfhs;fis mwpjy;
gs;spapjo;fspd; Kf;fpaj;Jtj;ij mwpjy;
ftpij gw;wpa nfhs;iffis mwpjy;
Kj;jkpopd;; tsh;r;rpapid KiwNahlwpjy;;
,yf;fpaj; jpwdha;T gw;wp mwpjy;
nkhopngah;g;G nkhoptsh;r;rpf;Fj; JizahjiyAzh;jy;
myF-1 nkhopapd; Njhw;wk; - I

nkhopapd; gz;Gfs;
nkhopapd; Njhw;wf;nfhs;if
nkhopapd; tsh;r;rp - jkpo;nkhop tuyhW
jkpo; nkhopapd; fpis nkhopf; nfhs;iffs;.

myF-2 nkhopapd; Njhw;wk; - II

Ngr;R nkhopAk; vOj;J nkhopAk;

rpwg;G nkhop

gz;G nkhopf;nfhs;if

jkpo;nkhopapd; jdpj;jd;ikfs;.

myF-3 fiyj;jpl;lj;jpy; jha;nkhop - I

fiyj;jpl;lj;jpy; jha;nkhop
Njrpa ,yf;FfSf;Fk; fy;tpapd; Nehf;fq;fSf;FKs;s njhlh;gpidf; fhzy;
fiyj;jpl;ljjpy;; jha;nkhop ngWkplk;.

myF-4 fiyj;jpl;lj;jpy; jha;nkhop – II

28
 Njrpaf; fy;tpf; nfhs;ifapy; fiyf;fy;tp – fiyj;jpl;lj;jpd; Nfhl;ghLfs; –
Muk;g, ,il, cah;epiyfspy; Njrpaf; fy;tpapd; Nehf;fk; kw;Wk; Fwpf;Nfhs;.

myF- 5 jkpo; nkhopapay; mikg;G

nkhopapay; –xyp nkhopahjy; - xypfspd; gpwg;G – Ngr;RWg;GfSk; mtw;wpd;
nray;ghLfSk; – jkpo; nkhopapd; mikg;G – milg;nghyp, cunrhyp, %f;nfhyp,
Mnlhyp, kUq;nfhyp, xypadpay; – xypad;fis fz;lwpAk; nfhs;iffs;.

myF- 6 ,yf;fpaf; fofq;fs;

,yf;fpaf; fofq;fs; – ,d;wpaikahik – mikf;Fk; Kiw – gzpfs; – jpwd;

tsh;r;rp – nray;Kiw - ,lk; ngwj;jf;fit – elj;Jjy; gad;.

myF- 7 gs;spapjo;fs;

gs;spapjo;fs; – ifnaOj;Jg; gpujpfs; – mikg;G – Kiw – gad; –

,johrphpah;fs; – Mrphpah; FO – nraw;FO – msTk; mikg;Gk; – eilKiw.

myF-8 ,ay; jkpo;

,yf;fpa tiffs; – ftpij – Nkdhl;lhh; kw;Wk; jkpowpQh; tpsf;fk; – fw;gid

– czh;r;rp, tbtk;, ghLnghUs; – cs;Siw ctkk; – mzp, ,iwr;rp kw;Wk;
rpwg;gpay;Gfs; – GJf;ftpij.

myF-9 ,irj;jkpo;

,irAk; jkpOk; – nkhopf;fy;tpapy; ,ir – njhy;fhg;gpaj;jpy; ,irf; $Wfs; –

gf;jpg; ghly;fs;, ehl;Lg;Gwg; ghly;fs; – jw;fhyf ;ftpij tsh;r;rpf;F ,irapd;
gq;fspg;G.

myF-10 ehlfj;jkpo;

ehlfk;: Njhw;wk; – rq;ffhyk; Kjy; ,f;fhyk; tiu mikg;G –tifg;ghL –

vOj;J, thndhyp, tl;lhu nkhop, nra;As; ehlfq;fs; – ehlf cj;jpfs;.

myF-11 ,yf;fpaj; jpwdha;T- I

jpwdha;tpd; Njhw;wk; – ,d;iwa jpwdha;tpd; epiy – jpwdha;tpd; tiffs; –

gilg;G topj; jpwdha;T – kuG topj; jpwdha;T – KUfpay; jpwdha;T.

myF-12 ,yf;fpaj; jpwdha;T- II

29
 tpsf;f Kiwj; jpwdha;T – kjpg;gPl;L Kiwj; jpwdha;T – tuyhw;W Kiwj;
jpwdha;T – xg;gPl;L Kiwj; jpwdha;T – ghuhl;L Kiwj; jpwdha;T –
jpwdha;thshpd; jFjpfs;.

myF-13 jkpo; nkhopapd; tsh;r;rp epiy - I

fzpg;nghwpAk; jkpOk; – gy;YhlfKk; jkpo; fw;gpj;jYk; –nkhopngah;g;G – nkhop

tsh;r;rpapy; nkhopngah;g;gpd; gq;F..

myF-14 jkpo; nkhopapd; tsh;r;rp epiy - II

jkpo; ,izak; – jkpo; Ml;rpnkhopahtjpy; Vw;gLk; rpf;fy;fs; – ePf;Fk;

topKiwfs; – nrk;nkhopj;jkpo;

nray;Kiwg; gapw;rpfs;

Kd;dwptpg;gpy;yhr; nrhw;nghopTfs;
;fw;gpj;jy; nghUs; njhlh;ghd Jizf;fUtpfisj; jahhpj;jy;
ifnaOj;J ,jo; jahhpj;jy;
tpdhtq;fp jahhpj;jy;
fUj;juq;fk; elj;Jjy;

ghh;it Ehy;fs;:
1. fzgjp .tp. (2005) “ew;wkpo; fw;gpf;Fk; Kiwfs; “ gFjp –II nrd;id rhe;jh
gg;sp\h;];.
2. fzgjp.tp. (2005) “ew;wkpo; fw;gpf;Fk; Kiwfs; “ gFjp –I nrd;id rhe;jh
gg;sp\h;];.
3. Kidth; Kj;Jrz;Kfk; (1988), “,f;fhy nkhopapay;” fof ntspaPL
4. Kidth; Kt. (1988) “nkhoptuyhW” fof ntspaPL
5. Kidth; v]; =Fkhh; (2002) “nkhopAk; r%fKk;” nrz;gfh gjpg;gfk; jp.efh;
nrd;id -17.
6. Kidth; NrJkzpad; (1990) “nkhopngah;g;Gf; Nfhl;ghLfSk; cj;jpfSk;”
nrz;gfk; ntspaPL kJiu
7. Kidth; e. Rg;G nul;bah; (2005) “jkpo; gapw;WKiw” khzpf;fthrfh; gjpg;gfk;
rpjk;guk;
8. fzgjp .tp. (2005) “ew;wkpo; fw;gpf;Fk; Kiwfs; “nrd;id. rhe;jh gg;sp\h;];.
9. Kidth; K.t (1996) “jkpo; ,yf;fpa tuyhW” rhfpj;jpa mfhlkp GJjpy;yp

30
10. Kidth; ,.gh NtZNfhghy; (2006) ige;jkpo; fw;gpf;Fk; Kiw rhujh gjpg;gfk;
nrd;id.
11. Kidth; R. rf;jpNty; (1996) “jkpo; nkhoptuyhW” kzpthfh; gjpg;gfk;
nrd;id
12. Kidth; K. Nfhtpe;juh[d; “nkhopj;jpwd;fSk; rpy rpf;fy;fSk”;
Njd;nkhopgjpg;gfk; nrd;id
13. Kidth; tp. fUzhfud; “nkhoptsh;r;rp”

70123 B- TEACHING OF SPECIAL ENGLISH

31
OBJECTIVES

At the end of the course, the student-teachers will be able to

acquire knowledge of the sound system of English and to familiarize them with the
appropriate terminology, to describe the sounds in English.
understand the connections of English speech and to acquire good pronunciation
and fluency of speech
get familiarized with the syllabi related to High School and Higher Secondary
classes.
acquire a working knowledge of the grammatical terminology and grammatical system in
English
UNIT I Phonetics of English- I
Elements of English language
Phonology
Morphology,
Lexis grammar
The individual sounds – Place of articulation.
UNIT II Phonetics of English- II
The concept of the Phoneme and the Allophone
Strong and weak forms
Word Stress
Phonetic Transcription.
UNIT III Fluency
Use of conventional formulae – Describing and interpreting picture, tables, graphs, maps,
etc – Various concepts and ways in which they are expressed – construction – suggestion
– prohibition – permission – probability – likelihood – possibility – obligation – necessity
for fluency – concession – Oral drills – Repetition drills – Mechanical drills –
Substitution drills.

UNIT IV Advanced Grammar- I

32
 The Noun phrase
The Verb phrase
Tense forms
Auxiliaries
Types of Sentence
Clauses – Sentence pattern – Active and Passive voice.
UNIT V Advanced Grammar- II
Direct and Indirect speech
Question forms
Analysis and classification of grammatical errors.
UNIT VI Lexis
Word formation – Affixation – Conversion – Compounding – Clipping – Port Manteau –
Onomatopoeia – Loan words – other minor devices – Patterns of spelling – Phrasal verbs
and prepositional phrases – Sentence connectors – Devices for cohesion and coherence.
UNIT VII Language Acquisition Research- I
First Language acquisition – Behaviourism and Second Language Learning – Errors and
Learning Strategies – Causes for difference amoung learners.
UNIT VIII Language Acquisition Research- II
Models of second language learning – As Creative Construction – As Acculturation – As
Elaboration of a Simple Code – As a form of Skill Learning – As a form of Social
Learning – Subconscious and Conscious aspects of Language Learning.
UNIT IX Teaching Vocabulary
Nature of words – Types of vocabulary – Active vocabulary – Passive vocabulary –
Expansion of vocabulary – Selection and grading of vocabulary – Strategies to develop
vocabulary.
UNIT X Types of Courses and Stylistics
English for Global Purpose – English for Specific Purpose – Remedial English course –
The English Reader – Intensive, Extensive and Supplementary – Types of Deviation –
Redundancy in Poetry – Rhetorical Question – Apostrophe – Simile and Metaphor.

UNIT XI Reference and Study Skills

33
 Practice in the Intensive and Extensive Reading – Practice in the Efficient use of the Text
Books and Library books – Study skills – note-taking, note-making, summarizing and
paraphrasing – Reference skills – library – dictionaries – thesaurus – encyclopedia –
bibliography – Annotated Bibliography.
UNIT XII Composition- I
Types of Composition – Controlled – Guided – Free – Kinds of composition – Letter
writing – Formal – Informal – Business letters – Paragraph writing – Essay writing –
Précis writing – Expansion of proverb.
UNIT XIII Composition- II
Developing stories from outline – Summarizing Abstracting – Translation –
Comprehension – Oral composition – Pair work – Mixed ability grouping – Correction of
Composition exercise – correction symbols.
UNIT XIV Language Curriculum
Principles of Curriculum construction – Limitations in the existing school English
language curriculum – Qualities of a good English language text book – Unity in Writing
– Language as Creative Construction – Language as a form of Social Learning.
REFERENCE BOOKS
1. Francis Soundararaj, F. (1995). Teaching Spoken English and Communication
Skills.Chennai:
2. Joyce., & Well., (2004). Models of Teaching. U.K: Prentice hall of India.
3. Kohli, A. L. (2006). Techniques of Teaching English. New Delhi: Dhanpat Rai pub.co
4. Mangal, S. k., & Mangal, S. (2005). Essentials of Educational Technology and
Management. Meerut: loyal book depot.
5. Sachdeva, M. S.(2003). A new approach to teaching of English in India. New Delhi:
Tandon Publications.

70123 C - TEACHING OF MATHEMATICS

34
OBJECTIVES

At the end of the course, the student-teachers will be able to

Understand the nature of Mathematics

Analyse the objectives, aims and values of Teaching Mathematics

Comprehend the steps in Curriculum designing

Maths the mathematic concepts in the school level

Become aware of and acquire expertise in production of materials

Acquire skill in teaching mathematics through several teaching methods and techniques

Practice various steps in teaching for problem solving

Gain competence in assessing the performance of students through formative and

summative evaluation.

Acquire knowledge of several learning resources in Mathematics

Acquire skill in planning for Teaching Mathematics

Gain knowledge of several mathematical organisation for professional advancement

UNIT I Nature of Mathematics

Definition of Mathematics – Objectivity, symbolism, Abstractness, logical structure,
structuralism and formalism. History of Mathematics – Its importance for a teacher.
UNIT II Aims and Objectives
Aims of teaching Mathematics – practical, disciplinary, cultural, social –values of
Mathematics for a common and advanced learner taxonomy of Objectives – Bloom &
Anderson.
UNIT III Mathematics Curriculum
Principles of Curriculum
Designing curriculum
Modern trends
Comparison of different curricula in Mathematics of Various steams.

UNIT IV Methods and Strategies - I

35
 Developing a Mathematical concept
Expository and discovery teaching Group
Cooperative and collaborative strategies.
UNIT V Methods and Strategies - II
Provisions for heterogeneous classroom
Special children and teaching of Mathematics
Active learning
Tiger methods
Constructivism.
UNIT VI Teaching for Problem Solving
Definition of Problem
Polya’s steps in problem solving
Various kinds of proof
Inductive and deductive method
Creative learning and teaching.
UNIT VII Learning Resources and Material Production - I
Classroom
Library
Laboratory
Low- cost teaching materials.
UNIT VIII Learning Resources and Material Production - II
Technology
Web based learning
Interactive board,
Gco board Sketchpad etc.
UNIT IX Planning for Teaching- I
Lesson Plan – importance of Lesson plan
Preparation of lessons
Characteristics features of lesson plan
Model lesson plan.
UNIT X Planning for Teaching- II

36
 Unit plan- importance of unit plan
Characteristics features of unit plan
Worksheets Unit plan
Preparation of resource units.
UNIT XI Assessment and Evaluation -I
Purpose and programmes
NRT & CRT
Teacher made achievement test
Preparation of blueprint.
UNIT XII Assessment and Evaluation -II
Writing items
Preparing key & marking scheme
Diagnostics tests
Preparation suggesting remedial teaching.
UNIT XIII Teaching for Permanence
Drill
Review and Revision
Motivation Rationalization
Concretization, correlation,
Individualized Programmes, Home assignments.
UNIT XIV Teachers and Professional Development
Mathematics teachers, participations in organizational activities – seminars –Affiliating
to AMTI, NCTM – How to play a role in Mathematical Olympiads –Contribution to
journals and Magazines.
REFERENCE BOOKS
1. Ball W.W.K A short History of Mathematics
2. Bertrand Russell, Principles of Mathematics George and Allen
3. Bhimsankaran C.V Mathematics Education Book field Centre Bombay
4. Bulter and Wren Teaching of Secondary Mathematics Mc Graw Hill Company
NewYork.

37
5. Cooney, Davis, Hendenar Dynamics of teaching Secondary School Mathematics
Houghton Mifflin Company Boston.
6. Courant and Robins What is mathematics? OUP
7. Cundy, Martyn H and RollettA.P Mathematical Models Oxford, London.
8. Devies R. Teaching of Mathematics Addison Wesley Press Cambridge.
9. E.T Bell Mathematics, Queen and Servant of science, Mc Grahill Book Company ,
NewYork.
10. Fletcher F.G Some lessions in mathematics OUP.
11. Hogben Lancelot, Mathematics for the Million George Allen and Unwin Ltd., London.
12. Joseph Crescimbeni teaching of New Mathematics Parker publishing Co. New York.
13. NCERT Brochure on themes relating to Mathematics Education.
14. NCTMS year Books
15. Siddhu R.S teaching of Secondary Mathematics Sterling publishers 21 S.M.S.G Books
Yale University

38
 70123 D -TEACHING OF SCIENCE

OBJECTIVES
At the end of the course, the student-teachers will be able to
understand the nature and scope of Science
know the aims and objectives of teaching science
understand the various teaching strategies in science
develop a theoretical and practical understanding of the various methods and techniques
of teaching science and the importance of self-learning devices
acquiring skills relating to planning their lessons and presenting them effectively
understand the criteria in selecting a good textbook and to evaluate a Science textbook.
understand the ICT and give them practice in the use of Audio-visual aids
understand the principles of curriculum construction and the organization of subject
matter
understand the techniques of evaluating science teaching and to construct achievement
test
acquire knowledge to understand the pupil’s individual differences
be aware of the recent trends in science education
UNIT I Nature and Scope of Science
Nature and Scope of Science-Science as a product and a process – a body of knowledge
(Empirical knowledge, Theoretical knowledge-facts, concepts, hypotheses, theory,
principle, law)-a way of investigation-a way of thinking-Inter disciplinary approach-New
developments-Implications- Globalization and science
UNIT II Aims and Objectives of Teaching Science
Aims and Objectives of teaching Science-General and Specific Objectives of teaching
Sciences-Bloom's Taxonomy of Educational Objectives (Cognitive, Affective and
Psychomotor)-Aims and Objectives of teaching Science at different levels-Primary,
Secondary, Higher Secondary.
UNIT III Strategies for Teaching Science - I
Criteria for selecting a method of teaching Science: Level of the class, size of the class,
time availability and subject matter-Methods of Teaching Science-General Methods:
Heuristic Approach, Historical and Biographical Approaches.

39
UNIT IV Strategies for Teaching Science - II
Lecture method, Lecture cum Demonstration Method, Individual Practical Method,
Analytic and Synthetic Method, Scientific Method, Project Method.
UNIT V Micro Teaching / Unit Planning / Lesson Planning
Microteaching and its scope-microteaching cycle-Relevant skills in Micro teaching-
Content analysis-developing Unit Plan-steps in Unit Planning-characteristics of a good
Unit Plan-Lesson Planning-Essential features of Lesson Planning and their importance-
Steps in Lesson Planning (Herbartian steps)-Preparing Lesson Plans-Distinguishing
Lesson Plan and Unit Plan
UNIT VI Learning Resource in Science-I
Science Laboratory-Structure and Design-Organization and Maintenance of Science
Laboratory-maintenance of Registers-Storage of Chemicals-Organization of Practical
Work.
UNIT VII Learning Resource in Science-II
Accidents and First Aids-Improvisation of Apparatus. Qualities of a good Science
textbook-use of textbooks inside and outside the classroom-Criteria for evaluation of
Science textbooks.
UNIT VIII Information and Communication Technology in Science Education
Classification of Audio Visual Aids (Projected and Non-projected)-their importance-
Principles and use of Hardware: Film strip cum Slide Projector, Overhead Projector,
Motion Picture Projector, Radio, TV, CCTV, Tape Recorder, principles and use of
Software: Objects, specimens, slides, transparencies, CD, Audio and Video Tapes-
Educational Broadcasts: Radio and T.V. lessons-Programmed Learning-Power Point-use
of Internet in teaching Science -E-learning.
UNIT IX Curriculum Reforms in School Science
Curriculum-Principles of curriculum construction-Organization of content matter-Critical
evaluation of Tamil Nadu higher secondary school Science Curriculum-Curriculum
Improvement Projects in India-NCERT and Abroad-CHEM Study, PSSC, Biological
Science Curriculum Study(BSCS), Nuffield-recent trends in Science curriculum.

40
UNIT X Assessment in Science Learning
Tests and its types-Achievement tests–Qualities of a good test- Evaluating outcome of
Science teaching-Principles of test construction-Blue Print and Question Paper-Item
Analysis-Standardizing a test-Diagnostic testing and Remedial teaching.
UNIT XI Science Teacher and Teacher Perspectives- I
Science Teacher - Academic and Professional qualification-Special qualities-In-service
training-Classroom Climate: Autocratic, Democratic and Laisez faire pattern.
UNIT XII Science Teacher and Teacher Perspectives- II
Flander’s Classroom Interaction Analysis. Problems of Science teaching – Individualized
instruction- catering to individual differences – Identification of the gifted and
enrichment programs for the Gifted.
UNIT XIII Recent Trends in Science Education- I
Nano science – Bio-technology – Bio-sensor – Micro biology – Micro-electronics –
Environmental Engineering - Equitable Education in Tamil Nadu.
UNIT XIV Recent Trends in Science Education- II
Activity Based Learning (ABL) – Advanced Learning Methodology (ALM) –
Continuous Comprehensive Evaluation (CCE)-Trimester System in Tamil Nadu School
Education.
REFERENCE BOOKS
1. Carin & Robert Sund, (1989). Teaching Modern Science (Fifth Edition), Merill
Publishing Co., U.S.A.
2. Edgar Dale, Audio-Visual Methods in Teaching, Revised Edition, Thy Dryden Press,
Newyork.
3. Jenkins, E.W. (Ed.) (1997). Innovations in Science and Technology Education, Vol. VI,
UNESCO, Paris.
4. Heiss, Obourn & Hoffman (1985). Modern Science in Secondary Schools, Sterling.
5. Nair, C.P.S. (1971). Teaching of Science in our Schools, Sulthan Chand & Co. (Pvt.)
Limited.
6. Pandey, (2003). Major Issues in Science Teaching, Sumit Publications, New Delhi.
7. Patton, M.Q. (1980). Qualitative Evaluation Methods, Sage Publications, India.
8. Sharma, P.C. (2006). Modern Science Teaching, Dhanpat Rai Publications, New Delhi.
9. Sharma, R.C. (1985). Modern Science Teaching, Dhanpat Rai and Sons.
10. Siddifit Siddiqi, (1985). Teaching of Science Today and Tomorrow, Doals House.
11. Yadav, M.S. (2003). Teaching of Science, Amol Publications.

41
 70123 E - TEACHING OF SOCIAL STUDIES
OBJECTIVES

At the end of the course, the student-teachers will be able to

understand all topics that he has to teach in Social Studies

know the meaning, aims, objectives and values of Social Studies
understand the curricular activities pertinent to the teaching of Social Studies
apply the modern techniques of teaching for effective teaching
evaluate their students’ performance effectively

UNIT I Nature and Structure of Social Studies

Social Studies – meaning, definition, nature, purpose and characteristics of Social

Studies - Different concepts of Social Studies – History – Geography – civics - Scope of
Social Studies - Social Studies in daily life - Correlation with other subjects and life.

UNIT II Aims and Values of Teaching Social Studies

Aims, Goals, Objectives of Social Studies at different level Values – practical, cultural,
ethical and disciplinary values of Social Studies.

UNIT III Unit Planning and Lesson Planning - I

Instructional objectives in behaviour form

Bloom’s Taxonomy of Objectives

Cognitive Domain

Affective Domain

Psychomotor Domain.

UNIT IV Unit Planning and Lesson Planning - II

Advantages of planning a lesson – Steps involved in lesson planning – Specimen lesson

plan – Learning Experiences - Evaluation of objectives and learning experiences – Unit
planning – Advantages of unit planning – Specimen unit plans – Resource units.

42
UNIT V Instructional Methods - I

Lecture Method – Discussion Method – Problem Method – Morison’s method of teaching

for understanding – Source Method – Oral – Recitation, Review, Dill, Story Telling –
Inductive and Deductive.

UNIT VI Instructional Methods – II

Laboratory Method – Role – play and Dramatization – socialized method, small group,
panel discussion, buzz session, seminar, symposia and work shop – Team Teaching,
supervised study in teaching Social Studies, stories and legends, biography – Dalton plan.

UNIT VII Audio-Visual Aids in the Teaching of Social Studies

Importance of Audio visual Aids – Classification of Audio Visual Aids – Chalk Board –
Bulletin Board – Charts – pictures – Graphs – Maps and Globes – Stereo scopes – Motion
pictures (silent) of objects, Specimens and Models, auditory Aids, Radio – Audio visual
Aids – Television – Sound motion pictures – Dramatization – Field Trips and School
journeys – OHP – Epidiascope – Improvised Aids – Computer, LCD.

UNIT VIII Social Studies Curriculum

Present Social Studies curriculum – modern concept of Social Studies curriculum –

principles involved in curriculum construction – Basis for the selection of the content –
Chronological Method – Spiral Method – Concentric Method – Topical Method –
Individual, Social and National Heads – Theories influencing selection of materials –
Doctrine of Natural Tastes – Cultural epoch Theory – Proceeding from the Near to the
Remote.

UNIT IX Human Relationship and Social Studies Teaching- I

National integration and Social Studies Teaching – Meaning or National integration –

Factors and Forces standing in the way of national integration – Role of Social Studies in
fostering national integration. Need for International Understanding.

UNIT X Human Relationship and Social Studies Teaching- II

Causes of International Dissensions and Conflicts – Nationalism Vs Internationalism –

Role of Social Studies in International understanding – Role of UNESCO – Struggle for
Tolerance and Peace.

43
UNIT XI Learning Strategies -I

Assignment – Oral – Written – Map Drawing – Preparation of Charts – Models, Albums

and Specimens. Visits to related fields – Temples, Museums, Art Galleries, Exhibitions,
collection of specimens – Stamps, coins, etc.

UNIT XII Learning Strategies –II

Reading of books, historical novels, magazines, newspapers and learning from other
media. Self – learning materials and using instructional materials. Motion picture, video
tapes, radio, software and hardware.

UNIT XIII Evaluation in Social Studies

Meaning of Evaluation – Importance of Evaluation or Examination – Purpose of

Evaluation – Special Objectives of Evaluation in Social Studies – Criteria of Good
Examination – Evaluating the Results of Social Studies Instruction.

UNIT XIV Utilizing Current Affairs

Importance of Current Affairs – Purpose of teaching current affairs – Criteria of selecting

Current Events – Programme of current affairs – Restriction – Use of Various Learning
Activities in Current Affairs programme – Specimen Current Affairs for High classes.

REFERENCE BOOKS

1. Aggarwal, J.C. (1982). Teaching of Social Studies. New Delhi : Vikas Publishing House
Pvt.Ltd.
2. Bining and Bining (1972). Teaching of Social Studies in Secondary Schools. New York :
McGraw Hill Book Co.
3. Heller, F. (1986). The use and abuse of Social Sciences. London : Sage Publications.
4. James Fleming: The Teaching of Social Studies in Secondary School. Longman Green
and Co., London.
5. Joyce, B. & Weil, M. (1979). Models of Teaching. Prentice Hall Inc., New Jersey.
6. Kochhar, S.K. (1988). The Teaching of Social Studies. New Delhi : Sterling Publishers
Pvt.Ltd.
7. Kochhar, S.K. (1986). Methods and Techniques of Teaching. New Delhi: Sterling
Publishers Pvt. Ltd.
8. Marsh, D.A. (Ed.) (1965). The Social Sciences. London: Roultedge and Kegan Paul.

44
 70123 F -TEACHING OF COMMERCE
OBJECTIVES

At the end of the course, the student-teachers will be able to

acquire knowledge of meaning, definition, nature and scope of Commerce and

Accountancy
understand the aims and objectives of teaching Commerce and Accountancy
develop skills in the preparation of lesson plan
understand the principles of curriculum construction and organization of the subject
matter
find out the resources available for learning Commerce and Accountancy
apply the knowledge in analyzing, selecting and adopting the suitable methods and aids
for the purpose of teaching Commerce and Accountancy
understand the classroom management techniques
develop competency in evaluation techniques applicable to Commerce
UNIT I Commerce and Accountancy

Commerce and Accountancy – Meaning – Definition – Nature – Scope – Branches of

Commerce: Trade, Transport, Banking, Insurance, Warehousing, Advertising,
Communication – e-commerce – Correlation of Commerce and Accountancy with other
subjects – Need for Commerce and Accountancy education – Commerce Education in
developing and developed countries – Significance of Commerce in Indian schools.

UNIT II Aims and Objectives of Commerce Education

Definition of Aims and Objectives – Difference between aims and objectives – Criteria
for the selection of aims and objectives – Aims and Objectives of Commerce education –
Values of teaching Commerce and Accountancy.

UNIT III Bloom’s Taxonomy

Bloom’s Taxonomy of educational objectives: Cognitive, Affective and Psychomotor

domains – Writing objectives in Behavioural terms.

45
UNIT IV Curriculum Designing - I

Meaning of curriculum – Relationship between syllabus and curriculum – Characteristics

of curriculum – Types of curriculum – Principles for the determination of Commerce
curriculum – Organization of subject matter – unit – topical – concentric – logical and
psychological.

UNIT V Curriculum Designing – II

Secondary Education Commission on Curriculum – Defects of the present Commerce

Curriculum– Suggestions for removing the defects of curriculum. Critical study of the
curriculum in Commerce and Accountancy at higher secondary school level in
Tamilnadu

UNIT VI Lesson Planning and Unit Planning

Definition of Lesson Plan – Types of Lesson Plan – Steps of Lesson Planning –

Advantages of Lesson Planning – Limitations of Lesson Planning – Precautions while
preparing Lesson Planning – Model Lesson Plan – Various approaches to Lesson
Planning – Evaluation criteria of Lesson Plan – Unit Plan – Steps in Unit Plan –
Advantages – Model Unit Plan.

UNIT VII Resources of Learning

Textbook – Meaning of text book – Definition of text book – Qualities of a text book –
Need and importance of text books – Use of text books – Criteria for the evaluation of
text books – Suggestions for improvement in text books – Reference books – Business
journals – News papers – Research journals and reports – e-resources – Community
resources in the teaching and learning of Commerce and Accountancy.

UNIT VIII Methods of Teaching Commerce and Accountancy - I

Lecture method – Demonstration method – Discussion method – Problem solving method

– Project method – Inductive method – Deductive method – case study –Socialized
recitation methods – Team Teaching – Seminar – Symposium – Workshop – Debate.
Panel discussion – Group discussion – Tutorial method – Assignment method –Students
motivated technique – Supervised study – Programmed learning – Computer Aided
Instruction (CAI) – Brainstorming – Heuristic method-simulation and role playing.

46
UNIT IX Methods of Teaching Commerce and Accountancy –II

Panel discussion – Group discussion – Tutorial method – Assignment method –Students

motivated technique – Supervised study – Programmed learning – Computer Aided
Instruction (CAI) – Brainstorming – Heuristic method-simulation and role playing.

UNIT X Aids for Teaching Commerce

Teaching aids – Meaning – Definition – Importance – classifications – Characteristics of

Audio-Visual aids – Difficulties in the use of Audio-Visual aids – Precautions to be taken
while selecting A-V aids – Important teaching equipments and materials for commerce
teaching : Text-book – Pictures – Charts – Map – Graph – Periodicals and Journals –
Black board – Bulletin board – Flannel board – Slide and film strip – Model – Specimen
copy – Over-head Projector – Radio – Television – Computer.

UNIT XI Commerce Teacher- I

Commerce teacher – Qualities of a Commerce teacher : Individual qualities, Professional

qualities and Social qualities – Professional growth of commerce – pre- service and
in-service programme – Responsibilities of a commerce teacher – Problems faced by
commerce teachers.

UNIT XII Commerce Teacher- II

Teacher’s diary – Records and registers to be maintained by commerce teacher – Micro-

Teaching : Meaning, Definition – Micro-Teaching cycle – Advantages – Skill of
Stimulus Variation – Skill of Reinforcement – Skill of Questioning.

UNIT XIII Classroom Management

Classroom management – Factors influencing classroom management – Class room

interaction analysis – Class room climate – Types of teachers based on leadership styles:
Teacher dominated pattern – Laissez faire pattern – Democratically planned pattern –
Significance of the classroom climate – Flanders Interaction Analysis Category system.

47
UNIT XIV Evaluation Approach in Commerce

Evaluation: Meaning – Aim – Difference among: Test, Measurement and Evaluation –

Difference between examination and Evaluation – Difference between Evaluation and
Measurement – Types of evaluation : Formative, Summative, Norm –referenced and
Criterion referenced – Tests : Achievement and Diagnostic – Forms of test items –
Characteristics of a good test – Blue print – Test Construction – Item analysis.

REFERENCE BOOKS

1. Chauhan, S. S. (2008). Innovations in Teaching Learning Process. UP: Vikas Publishing

House Pvt Ltd.
2. Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation.
3. Kochhar S. K. (1992). Methods and techniques of teaching. New Delhi: Sterling
Publishers Private Limited.
4. Kumar, K. L. (1996). Educational technology. New Delhi: New Age International
Publishers.
5. Muthumanickam, R. (2004). Educational objectives for effective planning and teaching.
Chidambaram: Cyber land Publisher.
6. Passi, B. K. (1976). Becoming a better teacher : Micro teaching approach. Ahemedabad:
Sahitya Mudranalaya.
7. Rao, Seema. (2007). Teaching of Commerce. NewDelhi: Anmol Publication.
8. Sanjeev Tomar. (2008). Teaching of Commerce. Agra: Vinod Pustak Mandir.
9. Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet
Publications.
10. Sharma, R. A. (2008). Technological foundation of education. Meerut: R.Lall Books
Depot.
11. Siddiqui, M.H. (2009). Techniques of Classroom Teaching. New Delhi: APH Publishing
Corporation.
12. Singh,Y. K. (2009). Teaching of Commerce. New Delhi: APH Publishing Corporation.

48
 70123 G - TEACHING OF ECONOMICS
OBJECTIVES

At the end of the course, the student-teachers will be able to

acquire knowledge of the nature and scope of Economics

understand the aims, objectives and value of discipline of Economics
acquire skills to write lesson plan for lessons in Economics
understand the principles of curriculum construction and organization of subject matter in
Economics
know the sources available for teaching Economics
develop effective instructional skills for effective delivery of the subject matter
develop the ability in preparing and use of A.V. aids
understand the evaluation techniques and interpretation of scores
realize the qualities of Economics teacher and importance of in-service programme
understand the recent research trends in Economics education
UNIT I Economics Education

Economic education – Meaning – Scope of Economics education – Significance of

learning and teaching Economics – Nature of Economics – Correlation of Economics
with other subjects : Commerce, Civics, Mathematics, Statistics – New Economic Policy
aspects globalization, liberalization and privatization.

UNIT II Aims and Objectives of Economics Education - I

Definition of Aims and Objectives – Difference between aims and objectives – Criteria
for the selection of aims and objectives – Aims and Objectives of Economics education –
Values of teaching Economics.

UNIT III Aims and Objectives of Economics Education – II

Objectives of teaching economics based on Bloom’s taxonomy : Cognitive, Affective and

Psychomotor domains – Writing objectives in Behavioral terms.

UNIT IV Lesson Planning

Lesson Plan: Definition – Advantages of Lesson Planning – Writing instructional

objectives – Developing lesson plans – Steps involved in Lesson Planning – Principles of
lesson planning – Model lesson plan.

49
UNIT V Unit Planning

Unit plan

Steps involved in Unit Plan

Advantages of Unit Plan

Model Unit Plan.

UNIT VI Curriculum Design - I

Meaning of curriculum – Difference between syllabus and curriculum – Characteristics

of curriculum – Curriculum construction in Economics – Principles of curriculum
construction – Criteria of selection of content matter..

UNIT VII Curriculum Design – II

Organization of subject matter – unit – topical – concentric – logical and psychological.

Critical Study of the Curriculum in Economics at higher secondary school level in
Tamilnadu.

UNIT VIII Resources for Teaching Economics

Textbook – Meaning of text book – Definition of text book – Qualities of a text book –
Reference books – News papers – Information and Communication Technology (ICT)
resources in teaching economics – Community resources – Excursions- Field trips –
Library.

UNIT IX Methods of Teaching Economics

Lecture method – Demonstration method – Discussion method – Problem solving method

– Project method – Inductive method – Deductive method – Micro teaching technique –
Use of modern techniques in teaching Economics – Seminar – Symposium –Workshop –
Team Teaching – Brain storming – Supervised study and Tutorial system – Programmed
learning – techniques : Linear and branching – Computer Aided Instruction (CAI).

50
UNIT X Instructional Aids for Economics

Instructional aids – Meaning – Definition – Importance of instructional media in relation

to teaching economics – Criteria for the selection of instructional media – e-
learning – Epidiascope – Overhead projector-blackboard – Bulletin board – Flannel
board – charts – Maps – Graphs – Diagrams – Pictures – Power point presentation – Slide
and film strip – Model – Specimen copy –Radio – Television – Computer.

UNIT XI Evaluation Approach in Economics

Evaluation – Nature and scope – Difference between Measurement and Evaluation –

Characteristics of a good test in Economics: Reliability, Validity and Objectivity – Item
analysis – Different types of objective tests – Types of evaluation: Formative,
Summative, Norm –referenced and Criterion referenced – Achievement Test – Blue Print
– Test Construction.

UNIT XII Economics Teacher

Economics teacher – academic, professional qualification and professional growth –

Qualities of a good Economic teacher – in-service education – Problems of Economics
teaching in urban and rural areas.

UNIT XIII Micro Teaching

Micro-Teaching: Meaning, Definition – Micro-Teaching cycle – Advantages – Skill of

Stimulus Variation – Skill of Reinforcement – Skill of Questioning.

UNIT XIV Research in Economics Education

Research – Meaning – Definition – Research in Economics Education – Characteristics

features of research in Economics Education – Problem selection – Survey method –
Experimental method – Importance of review of related literature in Economics – Recent
trends in Research in Economics Education – Utilization ICT resources in research.

51
REFERENCE BOOKS

1. Aggarwal, J. C. (2005). Essentials of education technology: Teaching learning

innovations in education. New Delhi: Vikas Publishers.
2. Aggarwal, J. C. (2005). Teaching of economics. Agra: Vinod Pustak Mandir.
3. Chauhan, S. S. (2008). Innovations in Teaching Learning Process. UP: Vikas Publishing
House Pvt Ltd.
4. Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation.
5. Joyce., & Well., (2004). Models of teaching. U.K: Prentice hall of India.
6. Karthick, G. S. (2004). Teaching of economics. New Delhi: Discovery publication house.
7. Kumar, J. J. (2001). Encyclopedia of teaching of economics.(Vol.1-3). New Delhi:
Anmol Publishers.
8. Kumar, K. L. (1997). Educational technologies. New Delhi: New Age Publishers.
9. Mangal, S. k., & Mangal, S. (2005). Essentials of educational technology and
management. Meerut: Loyal Book Depot.
10. Passi, B. K. (1976). Becoming a better teacher : Micro teaching approach. Ahemedabad:
Sahitya Mudranalaya.
11. Patil, V. T. (2005). Virtual education: Dimension of educational resources. New Delhi:
Authors press.
12. Singh,Y. K. (2009). Teaching Practice. New Delhi: APH Publishing Corporation.
13. Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet
Publications.
14. Krishnamurthy, R. (1997). Library management. New Delhi : Common Wealth
Publishers.
15. Sharma, K., & Tuteja, T. (1995). Teaching of economics. New Delhi: Common Wealth
Publishers.
12. NCERT (1978). Effective Science of School Curriculum: An Introduction New Delhi:
NCERT.
13. NCERT (1986). National Curriculum for Primary and Secondary Education: a
Framework New Delhi NCERT.
14. NCERT (1980). School Curriculum Some problems and Issues Report of the 1st meeting
of the Advisory committee for School curriculum (April 22-23, 1980). New Delhi:
NCERT.
15. NCERT(1984). Curriculum Load at the school level–A quick appraisal New
Delhi:NCERT

52
 70124 Practical – II General Practicum Components
200 Marks (8 credits)

Maximum
S. No. Subjects Credits
Marks

1. Yoga Education 50 2

2. Language Across the curriculum 50 2

3. Inclusive Education 50 2

4. Gender Studies 50 2

53
 70131- CRITICAL UNDERSTANDING OF ICT
OBJECTIVES

At the end of the course, the student-teachers will be able to

understand the meaning of the term ‘ ICT ‘

acquire knowledge and skills necessary for adapting ICT in teaching-learning
be familiar with application of ICT in teaching and learning
appreciate the role of Information and Communication Technology in Education
utilising the techniques in designing classroom teaching
develop positive attitude towards the application of Information and Communication
Technology
UNIT –I ICT and School Education- I

ICT-Meaning

Definition-Need for ICT in Education

Evolution of Information Technology

Information and Communication Technology in School Education.

UNIT –II ICT and School Education- II

Impact of ICT on educational System

Impact of ICT on Curriculum

Impact of ICT on Teaching and Learning

ICT as a tool for individualized learning.

Unit-III Communication and Network

Communication –Meaning –elements of Communication-Barriers of Communication –

Effective communication –Types of Communication-Media of Communication-
Computer network concept –Definition- Types –LAN, WAN –History of Internet –Use
of Search engine -social Network –Concept , definition –Educational use of social
network like face book, blog, whatsapp.

54
UNIT-IV Computer and Learning

Computer as a tutor-Computer as a Tutee-Computer as a teaching Resource –Different

forms of Learning through Computers: computer Assisted Instruction (CAI); Modes of
CAI: Drill and Practice, Tutorial Instructional games –Computer simulations advantages
and limitations of CAI –Computer Managed Instruction (CMI) Computer as a tool for
teacher and students.

UNIT-V E- Learning- I

E-Learning –Definition

Importance of E-Learning

E-Learning Modalities

Preconditions of E-Learning

Strategic foundation for E-Learning

Integrating E-learning and Classroom Learning.

UNIT-VI E- Learning- II

Creating your E-learning strategy; Analyzing your current situation, describe your direct
situation, set you vision and mission, Gap Analysis, and Building an action plan-
limitation of E- learning.

UNIT –VII Multimedia and Learning

Multimedia –Meaning-Definition-Applications of Multimedia –Multimedia classroom

environment for learners at school level –Features of Multimedia; Sound effects –Images
effect –Animation effect –Video effect.

UNIT –VIII Hypermedia

Hypermedia
Development of Multimedia Courseware for learners at school level
Steps involved in the development
Advantages and limitation of multimedia based courseware

55
UNIT –IX Interactive Multimedia and Learning

Interactive multimedia – Meaning-Definition –factors influencing learning with

interactive multimedia – Principles of Instructional design for multimedia and interactive
Multimedia; Split Attention principle , Modality Principle- The Redundancy Principle ,
the Spatial contiguity Principle, Temporal contiguity principle –Coherence principle –
Advantages and limitations of Interactive Multimedia

UNIT-X Computer Simulation and Learning

Computer simulation –Definition –Characteristics features of computer simulation –

Importance – Interactive computer simulation –Objectives of Interactive Computer
simulation - Virtual Science lab at school level – objectives of the Virtual science lab –
Advantages and limitations of the virtual science lab.

UNIT –XI Web Based Learning

Web based Learning-Concept –Definition –Online learning for school Learners –

Principles of Web based learning -Categories of Web based learning; Asynchronous
Format, Synchronous Format, Small Group collaboration –Virtual Campus –Merits and
limitations of Web based learning.

UNIT –XII Electronic Portfolios for Teachers and Learners

Electronic Portfolio –Meaning –Definition –Characteristic features basic equipments of

creating E-portfolio –E –Portfolio for teachers and learners –Features of E-Portfolio –
Developing an E-portfolio –Advantages of limitations of E-Portfolio.

UNIT-XIII Current Trends in ICT Based Learning

Virtual classrooms

Meaning- Importance of Virtual classrooms –Role of the teacher

Smart classroom; Concept, Advantages and limitations of Smart classroom – Role of the
teacher

56
UNIT- XIV Blog based Learning

Blogs- concept, Advantages and limitations

Online learning resources

E-Books

E library

MOOC (massive open online courses).

REFERENCE BOOKS

o Arulsamy.s and Sivakumar.P 2000 ‘Applications of ICT in Education’,

Neelkamal publication, Hyderabad.

o Brown, J.W., R.B. and Hercheroad: A.V. Instruction Technology Media and
Method. New York: McGraw Hill Book Company, 1977.Chand, Tara:
Educational Technology. New Delhi: Anmol Publication, 2002.
o Davis, I.K.: The Management of Learning. London: McGraw Hill Book
Company, 1971.
o Dececo, John, P.: Educational Technology: Readings in Programmed Instruction.
London: Holt Rinehert and Winston, 1964.
o Jerone, P. L. and Clarence, M. W.: A Guide to Programmed Instruction. J. Wiley
and Sons, New York,1975.
o Kumar, K.L.: Educational Technology and Conceptual Understanding. New
Delhi: New Age Publication, 2001.
o Mangal, S.K.: Fundamentals of Educational Technology. Ludhiana: Prakash
Brothers,1988.
o Mukhopadhyay, M.: Educational Technology – Challenging Issue. New Delhi:
Sterling Publishers Private Limited, 1980.
o National Policy on ICT in Education; Ministry of HRD, Government of India.
o Wadi Haddad and Sonia Jurich, “ICT for Education: Potential and Potency,” in
Technologies for Education: Potentials, Parameters, and Prospects, eds. Wadi
Haddad and A. Drexler (Washington, D.C.: Academy for Educational
Development), 28-40.

57
 70132 - GUIDANCE AND COUNSELLING
OBJECTIVES

At the end of the course, the student-teachers will be able to

understand the meaning, characteristics, need and principles of guidance and

counselling
describe various types of guidance
understand the history of guidance in India
describe various approaches to counselling
know the qualities required for a good counsellor
develop skills in administering and interpreting testing and non-testing devices in
guidance
develop the counselling skills
improve the method of study and remove the weakness in particular subject
explain the purpose of guidance at primary, middle, secondary and higher secondary
school level
discuss the special needs of exceptional children
UNIT I Concept of Guidance

Guidance: Meaning, Definition, Characteristics of guidance, Need of guidance,

Objectives of guidance – Principles of guidance – Types of Guidance: Educational,
Vocational, Personal, Social, Avocational and Health – Guidance and Teaching – Merits
and Limitations of guidance.

UNIT II Concept of Counselling

Counselling : Meaning, Definition, Characteristics of counselling, Need of Counselling –

Principles of counselling – Techniques of counseling – Organisation of counseling in
schools – Difference between guidance and counselling – Difference between counseling
and teaching.

58
UNIT III Guidance Movement in India

Origin of guidance – Guidance in India: British period – After independence – Secondary

Education Commission – Kothari Commission – Development of vocational guidance –
Factors for the development of guidance – Present position of guidance service.

UNIT IV Major Approaches to Counselling - I

Group counselling : Purpose of group counselling – Goals of group counselling –

Advantages of group counseling – Directive Counselling – Non-directive counseling :
Procedures – Characteristics – Advantages and limitations.

UNIT V Major Approaches to Counselling – II

Individual Counselling : Meaning, Characteristics – Advantages and limitations –

Eclectic counselling – Meaning, Nature, Steps, Merits and Limitations.

UNIT VI Qualities and Functions of a Counsellor

Counsellor: Meaning – Qualities of a good counsellor : Personality traits, Training and

Development, Academic qualifications, Experience – Role of counselor – Functions of a
counsellor – Professional ethics – Counsellor and Teacher – Counsellor and Counsellee
relationship.

UNIT VII Testing Devices in Guidance

Testing devices in guidance

Intelligence test

Aptitude test

Achievement test

Attitude scales

Interest inventory

Personality test

Creativity tests.

59
UNIT VIII Non -Testing Devices in Guidance

Non-testing devices in guidance: Questionnaire – Observation – Sociometry –

Autobiography – Rating Scales – Anecdotal Record – Case study – Cumulative Record –
Role of Information and Communication Technology (ICT) in Testing and Non-Testing
devices in Guidance.

UNIT IX Theories of Vocational Guidance

Theories of Vocational Guidance – Ginzberg Theory, Holland’s Theory, Super’s

vocational choice theory – Havighurst theory of vocational choice – Structural theory –
Essential aspects of an occupation – Various sources of vocational information.

UNIT X Educational Guidance -I

Meaning of Educational Guidance – Definition – Characteristics – Need – Objectives of

Educational Guidance – Guidance for improvement in the method of study – Removal of
weakness in particular subjects.

UNIT XI Educational Guidance –II

Curricular guidance –Definition- Meaning of Curricular guidance- Method of developing

good study habits – Recommendation of Education Commission on Educational
Guidance.

UNIT XII Guidance Services in Schools - I

Meaning of school guidance services – Significance – Types of guidance services offered

in schools: Orientation service to students – Methods of providing orientation service –
Student information service.

UNIT XIII Guidance Services in Schools – II

Counselling service – Placement services – Follow-up services – Persons working in

school guidance: Headmaster – Class teacher – School counseller – School Doctor –
Planning of Guidance service – Activates at Primary school level, Middle school level,
Secondary level and Higher secondary level

60
UNIT XIV Guidance for Exceptional Children

Guidance for Exceptional Children: Meaning and Types. Guidance for gifted, Backward,
Mentally retarded, Orthopaedically handicapped, Visually impaired, Deaf and dumb and
Problematic children.

REFERENCE BOOKS

1. Aggarwal, J. C. (1991). Educational, vocational guidance and counselling. New Delhi:

Doabai House.
2. Bernad, H. W. and Fullmer, D. F. (1977). Principles of Guidance (Second Edition). New
York: Crowell.
3. Bhatnagar, R. P., and Seema, R. (2003). Guidance and Counselling in education and
psychology. Meerut: R. Lall Book Depot.
4. Chauhan, S.S. (2008). Principles and Techniques of Guidance. UP: Vikas Publishing
House Pvt. Ltd.
5. Cormier, Sherilyn, L. and Hacney, Harold. (1987). The Professional Counsellor. New
Delhi: Prentice Hall of India Limited.
6. Crow, L.D., & Crow, A. (2008). An Introduction to guidance. Delhi:Surjeet Publications.
7. Jones, A. J (2008). Principles of guidance. (5 ed) Delhi: Surjeet Publications.
8. Kochhar, S. K. (1984). Guidance and counseling in colleges and universities. New Delhi:
Sterling Publishing Private Limited.
9. Meenakshisundaram, A. (2012). Guidance and counseling Dindigul: Kavyamala
Publishers.
10. Nagarajan, K. and Natarajan, S (2012). Guidance and counselling Chennai: Ram
Publishers.
11. Sharma, R.A. (2012). Fundamentals of guidance and counselling. Meerut: R. Lal Book
Depot.
12. Sharma, R.N. (2008).Vocational Guidance & Counselling. Delhi: Surjeet Publications.

61
 70133 - ENVIRONMENTAL EDUCATION
OBJECTIVES

At the end of the course, the student-teachers will be able to

understand the concept of Environmental Education

analyse various Environmental issues
establish relationship between man and environment
develop positive attitude towards Environmental protection
understand the Environmental hazards
develop the skill of managing the environment
understand the concept of evaluation in Environmental Education
UNIT I Environment
Environment-Definition –classification of Environment; i) Physical Environment
ii)Biological Environment iii) Social Environment and iv)Psychological Environment –
Heredity and Environment – Ecology: Meaning and Definition – Branches of Ecology –
Ecosystem – Components of Eco system.
UNIT II Environmental Education
Environmental Education – Definition –characteristic features of Environmental
Education – Objectives of Environmental Education – Need for Environmental
Education- Scope of Environmental Education- Environmental Science and Environment
Education.
UNIT III Environmental Awareness
Environmental Awareness
Environmental Education for Teacher Education Programmes
Environmental Education in School Curriculum.
UNIT IV Environmental Hazards- I
Meaning of Environmental Hazards – Categories of Environmental Hazards; i) Natural
Hazards – Endogenous hazards and Exogenous hazards ii)Man Induced Hazards –
Environmental degradation – Environmental pollution – Types of Pollution – Air
Pollution - Sources of Air Pollution – Adverse effects of Air Pollution – Control and
Prevention of Air Pollution.

62
UNIT V Environmental Hazards- II
Water Pollution – Sources and Adverse effect of Water Pollution – prevention measures
– Land and Noise Pollution – Effects of Land and Noise Pollution – Prevention and
Control of Land Noise Pollution.
UNIT VI Environmental Issues
Global Warming – meaning – issues related Global Warming – Green House Effect –
Green House gases – Acid Rain – Problems related to Acid Rain – Ozone layer depletion
– Effect of depletion of Ozone layer – Bio-diversity – Meaning –Threats to bio-diversity.
UNIT VII Environmental Issues in India
Major Environmental problems of India – Environmental conservation Act –Wild life
(protection) Act – Environmental Movements in India – Chipko Movement – Silent
Valley Movement , Narmada Project.
UNIT VIII Environmental Education and Teacher Education
Need for Environmental Education in teacher Education Programme – NCERT and
Environmental Education – teaching strategies for Environmental Education - Group
discussion – Project Work –Field Trips – Co curricular activities in Environmental
Education – Advantages and limitations of different strategies for teaching
Environmental Education.
UNIT IX Man and Environment
Interaction between man and Environment – Human adaptation to Environment –Human
Population and Environment – Population Education – Population and its effects on
Environment-Impact of Science and Technology on Environment – Industrial growth and
its environmental impacts.
UNIT X ICT and Environmental Education - I
ICT- Meaning –Role of ICT on Environmental Education – Instructional Media for
Environmental Education – Educational Radio Programme in Environmental Education –
Community radio.
UNIT XI ICT and Environmental Education – II
Educational T.V-Satellite Instructional Television Experiment (SITE)-Satellite based
communication – Utilization of E-resources in Environmental Education –CDs-E books
E-Journals –E- learning.

63
UNIT XII Environmental Management
Environmental Management – meaning for Environmental Management – Characteristics
of Environmental Management – Approaches of Environmental Management; i)
preservative approaches ii. Conservative approaches – social forest – Water Management
– Rain water Harvest – surface water management.
UNIT XIII Evaluation of Environmental Education -I
Concept of Evaluation-Definition of Evaluation- Importance of Evaluation-Measurement
and Evaluation in Environmental Education –Measurement in Physical Science and in
Behavioural Science.
UNIT XIV Evaluation of Environmental Education –II
Techniques of Evaluation: Estimation of Awareness in Environmental Education,
Achievement test in Environmental Education – Attitude Scale and Value Scale:
Construction, Advantages and Limitations
REFERENCE BOOKS
1. Begon, WD and Mortimer, M (1981): Population Ecology, Blackwell Oxford
2. Botkin, DB and Keller, E.A (1982): Environmental Studies, C.E Merrill Company.
3. Dassaman R.D (1976): Environmental Conservation, Wiley, new York.
4. Deshbandhu and G.Berberet (1987) Environmental Education for Conservation and
Development Indian Env Society , New Delhi.
5. Det Wyler T.R (1971) Man’s Impact Environmental , Mc Graw –Hill New York.
6. Kendeigh S.C (1974) : Ecology with Special Reference to Animal and Man, prentice
–Hall New Jersey
7. Komondy E.J (1969) Concept of Ecology, prentice Hall New Serscy
8. Krishnamacharyulu and Reddy GS. (2005): Environmental Education, Neelkamal
Publication, Hyderabad.
9. LohaniB.N (1984) Environmental Quality Control, South Asian Publishers, New
Delhi.
10. Nagarajan K and Sivakumar .P , Environmental Education Ram Publishers, Chennai.
11. Odum, E.P (1979) Fundamentals of Ecology, Saunders, Philadelphia
12. Odum, EP (1983): Basic Ecology, Holt Saunders Intle ed., Japan.
13. Rao M.Sitaram (1987) Introduction to Social Foresty, oxford & IBH, pp.87.

64
14. Sexena A.B (1986) Environmental Education, national Psychological Corporation
Agra pp.191.
15. Sharma PD (1990) Ecology and Environment, Rastogi Publishers, meerut (U.P)
16. Sharma R.A (2002) Environmental Education: surya Publication, near Govt. Inter
College, Meerut – 250001

65
 70134 Practical – III School based Learning Activities
200 Marks (8 credits)

Maximum
S. No. Activity Credits
Marks

Addressing School Assembly on

1. 50 2
different themes

2. Preparation of school time table 50 2

Organizing Quiz/Debate/Parent
3. 50 2
teacher Association

4. Maintenance of a school Register 50 2

66
 70141- EDUCATIONAL TECHNOLOGY
OBJECTIVES

At the end of the course, the student-teachers will be able to

understand the meaning of the term ‘Educational Technology’

be familiar with application of Educational Technology
appreciate the role of technology in education
use the concept in designing classroom teaching
acquire knowledge and skills necessary for using media in teaching-learning
have a positive attitude towards Educational Technology

UNIT I Concept of Educational Technology

Meaning, Need and Scope of Educational Technology – Difference between

“Technology of Education” and “Technology in Education” – Definition of Educational
Technology – Major approaches of Educational Technology – Hardware Approach –
Software Approach – Objectives of Educational Technology – Educational Technology
as a System.

UNIT II Teaching Learning Process and Educational Technology

Concept of Teaching – learning Process – Condition of Teaching Learning Process –

Relationship between Teaching and Learning – Variables of Teaching – Principles of
Teaching – Role of Educational Technology in teaching – Learning Process.

UNIT III System Approach

Definition of a System – Components of an Instructional System – Flow Diagram for

Designing a System – Steps in System Approach – Advantages of System Approach –
Role of the Teacher in System Approach.

67
UNIT IV Mass Media in Education –I

Mass Media – Meaning and Significance – School Broadcast Programmes – Merits of

School Broadcasting – Limitation and shortcomings – Suggestion for Effective School
Broadcasting Programmes.

UNIT V Mass Media in Education -II

ETV (Educational Television)

Merits and Limitations of ETV

CCTV

Role of Teacher in School TV Programme.

UNIT VI Information Technology in Education- I

Information Technology – Definition – Meaning

Importance of Information Technology

Information Technology Revolution

History of Information Technology.

UNIT VII Information Technology in Education- II

Cybernetics – meaning

Cybernetics and Education

E- Learning

Internet

Role of Internet in teaching and learning.

UNIT VIII Media Selection and Integration

Introduction – Media and Instructional process – Need of Media Selection – Factors

affecting media Selection – How to select media – media Integration – Multiple media
and multimedia.

68
UNIT IX Application to Computer Programmes - I

Introduction – Approaches to the use of computers in education – Computer based

Training (CBT) – Computer Managed Learning (CMC) – Computer Assistance Learning
(CAL).

UNIT X Application to Computer Programmes – II

Computer Assistance Instruction (CAI) – Modes of CAL – Advantages of CAL –

Limitations of CAL – Problems related to the use of CAL approach – Steps.

UNIT XI Experiential Learning

Introduction – Nature of Experience – Learning from experience – Experiential learning

– Objectives – experiences leading to learning – Teaching strategies for experiential
learning – Teacher determined methods.

UNIT XII Developing Learning Skills- I

Introduction – Stages in the process of learning

Learning styles

Types of learning styles

Importance of learning style

Learning strategies

Meta memory.

UNIT XIII Developing Learning Skills- II

Meta cognition

Meta comprehension study skills

Note Taking

Underlining – marginal comments and coding systems

Problem solving strategies.

69
UNIT XIV Evaluation and Managing Educational Technology

Introduction – purpose – types – different approaches – model of evaluation of

educational technology – Quality – steps – different context of evaluation and educational
technology management – concept – functions – system approach – steps.

REFERENCE BOOKS

1. Agrawal, J.C.: Educational Technology and Management. Agra: Vinod Pustak Mandir.
2003.
2. Agrawal, Rashmi: Educational Technology and Conceptual Understanding.
3. New Delhi: Prabhat Prakashan, 2001.
4. Brown, J.W., R.B. and Hercheroad: A.V. Instruction Technology Media and
Method.New York: McGraw Hill Book Company, 1977.
5. Chand, Tara: Educational Technology. New Delhi: Anmol Publication, 2002.
6. Davis, I.K.: The Management of Learning. London: McGraw Hill Book Company, 1971.
7. Dececo, John, P.: Educational Technology: Readings in Programmed Instruction.
8. London: Holt Rinehert and Winston, 1964.
9. Jerone, P. L. and Clarence, M. W.: A Guide to Programmed Instruction. J. Wiley and
Sons, New York,1975.
10. Kumar, K.L.: Educational Technology and Conceptual Understanding. New Delhi: New
Age Publication, 2001.
11. Mangal, S.K.: Fundamentals of Educational Technology. Ludhiana: Prakash
Brothers,1988.
12. Mukhopadhyay, M.: Educational Technology – Challenging Issue. New Delhi:
Sterling Publishers Private Limited, 1980.

70
 70142 Practical – IV School Internship/ Practice teaching
400 marks (16 credits)
Maximum
S. No. Subjects/Records Total Credits
Marks
Pedagogy Optional I 25
Preparation and utilization
1. of teaching aids
100 4
Teaching competence 75

Pedagogy-Optional II 75
Teaching Competence
2.
Preparation and utilization 100 4
of teaching Aids 25

Observation
3. Pedagogy –Optional I 25
50 2
Pedagogy –Optional II 25
Lesson Plan
4. Pedagogy Optional –I 25
50 2
Pedagogy Optional -II 25
Micro Teaching
5. Pedagogy Optional –I 25
50 2
Pedagogy Optional -II 25
Test and Measurement
Pedagogy Optional –I
6. 25
Pedagogy Optional -II 50 2
25

71