SRM School of Teacher Education and Research, SRM University,
Kattankulathur
Kancheepuram District – 603203.
Faculty of Science and Humanities
B.Ed.,
(Regular stream – Non – Semester Pattern)
Regulations and Syllabus
From - 2013
SRM School of Teacher Education and Research
Degree of Bachelor of Education (B.Ed)
SRM UNIVERSITY
REGULATIONS
( wef the Academic year 2013 )
I. Teacher Education
Education encompasses teaching and learning specific skills, and also something
less tangible but more profound: the imparting of knowledge, positive judgment and
well- developed wisdom. Education has as one of its fundamental aspects the
imparting of culture from generation to generation. Education means ‘to draw out’,
facilitating realization of self-potential and latent talents of an individual. It is an
application of pedagogy, a body of theoretical and applied research relating to
teaching and learning.
II. Eligibility for admission to the course:(B.Ed)
A candidate shall be eligible for admission to the course leading to the Degree of
Bachelor of Education (B.Ed) provided:
Candidates who have under – gone 10+2+3 or 11+1+3 pattern of study at the school
level and graduated from any recognized universities by the National and state level
affiliating and approving bodies. Candidates who have studied in Open University
without the above pattern of study are Not eligible. Candidates who have studied
triple major system in U.G degree are eligible and can choose any one of the major
subjects. (4)a) Candidates who have done their UG degree in Applied Mathematics
can apply for Mathematics. Candidates who have done their UG degree in Applied
Physics, Geo-Physics, Bio-Physics and Electronics can apply for Physical Science.
Candidates who have done their UG degree in Biochemistry and Applied Chemistry
Can apply for Physical Science. Candidates who have done their UG degree in
Biotechnology, Plant Biology and Plant Biotechnology can apply for Biological
Science. Candidates who have done their UG degree in Environmental Science and
Micro-Biology can apply for Biological Science. Candidates who have done their UG
degree in Applied Geography, History, Geography Public Administration, can apply
for Social Science. Candidates who have done their UG degree in Computer Science,
Information Technology and Computer Applications etc., can apply for Computer
Science. (5) Candidates must have PG degree in the following subjects Economics,
Commerce, Home Science, Political Science, Sociology, Psychology and Philosophy
to be eligible for offering these subjects as an optional. (6)The minimum marks
required for eligibility or admission in the course for the candidates belonging to the
various communities will be as given below.
1
Community/Category
OC
BC
MBC/DNC
SC/ST
Minimum Marks
50%
45%
43%
40%
III Duration
The course of study shall be for duration of One academic year. The total number of
days of an academic year will be 180 working days inclusive of Practice Teaching,
School/Community based activities and exclusive of Admission and Examination
work. The course work will be 1080 hours.
1. Theory Components
S.No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Subjects
IV . Programme Content
Code
No.
No.of
Hours
Core Papers
Education in the Emerging Indian
TE1301
120
Society
Psychology of Learning and
TE1302
120
Teaching
Educational Innovations and
TE1303
120
Curriculum Development
Elective Papers
Environmental Education
TE1304
120
Educational Technology
TE1305
120
Guidance and Counselling
TE1306
120
Peace and Value Education
TE1307
120
Optional-I (any one of the following)
Special Tamil Education
TE1308
120
Special English Education
TE1309
120
Special Hindi Education
TE1310
120
Special Sanskrit Education
TE1311
120
Mathematics Education - I
TE1312
120
Physical Science
TE1313
120
Education - I
Biological Science Education - I TE1314
120
2
Marks (100)
Theory
External
Internal
70
30
70
30
70
30
70
70
70
70
30
30
30
30
70
70
70
70
70
30
30
30
30
30
70
30
70
30
15. Social Science Education - I
TE1315
120
70
30
Commerce & Accountancy
16.
TE1316
120
70
30
Education - I
17. Computer Science Education - I TE1317
120
70
30
18. Home Science Education - I
TE1318
120
70
30
Optional-II (any one of the following for U.G/P.G Language candidates)
1 General Tamil Education
TE1319
120
70
30
2 General English Education
TE1320
120
70
30
3 General Hindi Education
TE1321
120
70
30
4 General Sanskrit Education
TE1322
120
70
30
Optional-II (any one of the following for only P.G candidates)
1 Mathematics Education-II
TE1323
120
70
30
Physical Science
2
TE1324
120
70
30
Education - II
3 Biological Science Education - II TE1325
120
70
30
4 Social Science Education -II
TE1326
120
70
30
Commerce & Accountancy
5
TE1327
120
70
30
Education - II
6 Computer Science Education - II TE1328
120
70
30
7 Home Science Education -II
TE1329
120
70
30
Optional Subjects
Candidate with B.A English shall opt for Special English Education and General
English as optional subjects
Candidate with B.A Tamil shall opt for Special Tamil Education and General Tamil
Education as optional subjects
Candidate with B.A Hindi/Sanskrit shall opt for Special Hindi Education/Special
Sanskrit Education and General Hindi Education/ General Sanskrit Education as
optional subjects
Candidates with other UG Degrees shall opt for Major paper as Optional I and
General English /Tamil/ Hindi/Sanskrit paper as optional II.
If they have not opt for English /Tamil/ Hindi/Sanskrit paper they can opt for related
allied subjects as optional II paper
Candidates with PG Degrees shall opt for Optional I and II of their Major Subjects
3
2. Practicum Components
Teaching Competency
Special Tamil Education
Special English Education
Special Hindi Education
Special Sanskrit Education
Mathematics Education - I
Physical Science Education - I
Biological Science Education - I
Social Science Education - I
Commerce & Accountancy Education - I
Computer Science Education - I
Home Science Education - I
General Tamil Education
General English Education
General Hindi Education
General Sanskrit Education
Mathematics Education - II
Physical Science Education - II
Biological Science Education - II
Social Science Education - II
Commerce & Accountancy Education - II
Computer Science Education - II
Home Science Education - II
Project and Records
Code No
TE1308P
TE1309P
TE1310P
TE1311P
TE1312P
TE1313P
TE1314P
TE1315P
TE1316P
TE1317P
TE1318P
TE1319P
TE1320P
TE1321P
TE1322P
TE1323P
TE1324P
TE1325P
TE1326P
TE1327P
TE1328P
TE1329P
TE1330P
Marks
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
300
Teaching Practice
Internship and Practice Teaching – The Practice Teaching will have to be undergone
in a recognized high/higher Secondary/ Matriculation / Matriculation Hr. Secondary/
Sr. Secondary School. The duration of the Internship will for 40 (Forty) working days.
4
Marks will be splitted as
Sl.No
Activities
1 Teaching – Learning material
2 Teaching competency-School Based
3 Teaching competency-Staff Assessment
Total
Marks
30
30
40
100
Practicum: (Project and Records for 300 Marks)
Submission of records and Marks allotment
Records
Marks
20
10
10
30
30
20
20
20
10
10
10
10
20
10
10
20
10
10
10
10
300
Micro Teaching
Observation Record - I
Observation Record – II
Lesson Plan Optional I
Lesson Plan Optional I I
Test & Measurement I
Test & Measurement II
Psychology Experiments
Case study Record
SUPW Record
Health Education Record
Physical Education Record
Citizenship Training Record
Computer Record
Power point presentation
Project
Text Book Review Record
Literacy Programme Record
Communication Skill
Yoga Record
Total
Internal Assessment for theory 30 marks will be splitted as
1. Attendance
- 10 marks.
2. Test
- 10 marks.
3. Seminar & Assignment
- 10 marks.
5
Attendance marks will be strictly provided as follows:
Sl.No
Percentage of Attendance
1
Above 95 %
90 - 94.99%
2
85 – 89.99 %
3
80 – 84.99 %
4
75 – 79.99 %
5
Below 75 %
Marks
10
9
8
7
6
Not be permitted for
Examinations
V. Medium of Instruction
The Medium of Instruction either in English or Tamil
VI Attendance:
Each candidate whose admission is approved by SRM STE & R should
have 75% of attendance, failing which they will not be permitted to appear for the
B.Ed Degree Examination.
VII. Scheme of Examination
The Question Paper, in each paper shall have three sections
Section-A, Section-B, and Section-C as given below.
Section
Type
Answers in
No. of
Questions to
be attempted
Choice
Pattern
Marks per
Question
Total
Marks
A
Very Short
Answer
50 Words
10
No
Choice
02
20
Short Answer 200 Words
6
Out of 8
05
30
2
Internal
Choice
10
20
B
C
Essay Type
500 Words
Total
6
70
The Question paper shall cover all the Units in syllabus and cover the objectives for
Knowledge, understanding, applications and analysis. Candidates must secure 50%
in external (35/70) and 50% in internal (15/30) in each paper to pass B.Ed Degree
Examination.
Marks
Class
50% - 59.99%
II Class
60% - 84.99%
I Class (only for Two Attempts)
85% above
Distinction (only for First Appearance)
Question Papers Setting will be purely by External Examiners
VIII. Reappearance and Re-totaling
Practical Examination: Candidates must complete all practical works allotted within
the academic year. Failed candidates shall be permitted to reappear for the practical
examination within the next three consecutive academic years.
Theory Examination:
Candidates can be apply for re-valuation. Those who failed in theory examination,
can appear for arrear Examinations. (once in 6 Months) from the date of joining the
course the total period of the programme shall be reckoned from the commencement
of the first year to which to candidate was admitted and shall not exceed maximum
period of Three years. Examination fees will have to be paid for each appearance
according to the university rules.
IX. Dress code
Uniform must be worn for Teaching Practice and on Monday & Friday for regular
classes. Female candidates under Teacher Education Course must wear sarees or
churidhar with shawl. Male candidates must wear formal pants and shirts only.
( T.shirts, Kurtas and jeans are not allowed).
X. Discipline
Candidates should not indulge in any activity which leads to decrease the prestige of
the university / college both inside and outside the campus. Use of Cell – phones
inside the class – room and during the examinations is prohibited. Attendance will not
be given for late comers. Students must wear identity cards inside the campus.
Students without ID cards will not be allowed to attend classes or Examinations.
7
Education in the Emerging Indian Society - TE1301
Objectives:
At the end of the course the student - teacher will be able:
• to understand the relation between Philosophy and Education and different
Indian and western philosophies of Education
• to acquaint with the principles of Education advocated by great thinkers
• to know the reforms in Education
• to acquire knowledge about statutory bodies in Education
• to get exposed to Social and Educational problems and their solutions
• to know about Indian constitution and Agencies of Education
• to get exposed in special fields of Education
UNIT I - Education and Philosophy
Education – Meaning ,Concept, Nature , Process and Objectives of Education –
Importance of Education - Philosophy – Meaning and Definition of philosophy –
Relationship between Education and Philosophy
UNIT II - Indian and Western philosophies of Education
Schools of Indian philosophy and their Educational implications: Vedanta, Buddhism,
Jainism - Western Philosophy and their Educational implications: Idealism, Realism,
Naturalism, Pragmatism and Existentialism.
UNIT III - Contribution of great Educators and alternative Thoughts on
Education
Indian Educators – Tagore, Gandhi, Vivekananda and Sri Aurobindo.
Western Educators – Rousseau, John Dewey, Montessori, Froebel.
Alternative Thoughts – A brief notes on Illich, Rishivally School, Folk School.
UNIT IV - Education in pre and post Independence
Pre Independence – Macaulay’s minute (1835), Wood’s dispatch (1854), Hunter
commission (1882), Hartog, and Sargeant Committees.
Post Independence - University Education commission (1948-49), Mudaliar
Commission (1952-53), Kothari Education commission (1964 - 66), NPE (1986),
National curricular frame work - 2005.
8
UNIT V - Statutory Bodies in the Field Of Education
Important functions and contributions of the following:
UGC, NCERT, NCTE, NAAC, NUEPA, TANSCHE - Directorates of Education:
Collegiate, secondary, Elementary, SCERT, DIET and SSA.
UNIT VI - Problems of Indian Society and Education
Problems of Indian Society: Population explosion, Illiteracy, Child labour,
Unemployment, Under Employment, Terrorism and Violence against women.
Educational problems: Equalization of Educational opportunity, Wastage and
Stagnation, Self Financing patterns in Education, Special Education for challenged
and gifted.
UNIT VII - Education in the Indian Constitution
Equality of opportunities in Education: Article 28, 29,337,350,351.
Education and Fundamental Rights and Duties: Article 14, 15, 16, 21(A), 30, 45, 46
and 51A. Right to Information (RTI).
UNIT VIII - Agencies of Education
Types of Education (Formal, Non- Formal, Informal).
Agencies of Education - Educational functions of Home, Peer group, Community,
Religion, School and Mass Media- Continuing Education and concept of Open
University system- Distance education.
UNIT IX - Education and Social Frame of Reference
Education and Democracy, Socialism and Secularism – Education and Culturecharacteristics of culture, Cultural lag, Acculturation– Education for National
Integration and International Understanding.
UNIT X - Special Fields of Education
Concept, Need and Teaching through various school subjects
(i) Health Education
(ii) Education for Human Rights
(iii) New trends in Education – Personality development and Disaster Management.
9
REFERENCES
1.
Chaube .S.P , “Problems of Indian education”, Vinod Pustak Mandir, Agra,
1990
2. Indra Sharma & Sharma .N.R , “History and problems of Indian Education”,
Vinod Pusthak Mandir , Agra, 1992
3. Krishnakumar .R, “Evolution of Educational thoughts in India”,
Priyadharshani Publications, Chidambaram, 2009.
4. Krishnakumar.R, “Education in Emerging Indian Society”, Priyadharshani
Publications, Chidambaram, 2007.
5. Mathus .V.S, “Crucial problems in Indian education”, Arya Book Depot, New
Delhi, 1988.
6. Rai.B.C , “History of Indian Education”, Prakashan Kendra, Lucknow, 2001
7. Rao .V.K & Reddy .R.S, “Readings in learning education”, Common wealth
Publishers (5 volumes), 1987.
8. Sharma .R. N, “Education in the Emerging Indian Society”, Delhi: Surjeet ,
2008.
9. Sharma.R.A, “Teacher education (Theory, Practice and Research)”
International publishing house, Meerut, 1983.
10. Suresh Bhatnagar, “Indian Education Today and Tomorrow”, International
Publishing House, Meerut, 1986.
11. Swapna Borah, “Distance education” , Delhi: Amar Prakashan, 1988.
10
Psychology of Learning and Human Development - TE1302
Objectives
After studying this paper the student-teachers will have the capabilities to
• Application of methods of educational psychology to overcome the class room
problems
• Application of knowledge about human growth and development for learning
• Applies principles of development in dealing with behavior problems of the
students.
• Assess the personality of human beings using selected psychological tools of
assessment.
• Application of learning theories for teaching of different contents.
• Analyses the factors influencing personality.
• Understands and applies knowledge of Intelligence, creativity, motivation,
attention, perception, theories of memories, and tries to maximize learning in the
classroom
• Identify the mental health problems of children in their practice teaching schools.
• Apply the principles of guidance and counseling in helping their wards in school.
UNIT I - Nature of Educational Psychology:
Definition of Psychology-Methods of Psychology-Branches of Psychology.
Educational Psychology –Definition – Nature and scope –Importance of Educational
Psychology for the Teacher.
UNIT II - Human Growth and Development:
Meaning and characteristics of ‘Growth’ and ‘Development’.-Distinction between
Growth and Development-Nature-Nurture controversy-Principles of Growth and
Development –Developmental stages - Developmental tasks for the various stages of
Development - Education and developmental tasks.
UNIT III - Cognitive Development and Individual Differences:
Jean Piaget’s Theory of cognitive Development- Educational implications of Piaget’s
theory. Bruner’s theory. Different types of individual differences. Factors causing
individual differences. Tackling individual differences in classroom. Identification of
the Gifted, Education of the gifted children.
11
UNIT IV - Theories of Learning and Transfer of Learning
Meaning-Importance of learning in human life-Characteristics of learning –Factors in
influencing learning- Individual differences in learning – Learning curves-Learning
theories-Thorndike, Pavlov, Skinner, kohler. Different types of learning –Transfer of
learning-Definition, Types, Theories, Factors affecting transfer of learning, Ways to
improve transfer of learning.
UNIT V - Intelligence and Creativity
Theories of Intelligence-single, Two factor,-Gilford’s structure of intellect, Gardner
theory of Multiple intelligence –Measurement of intelligence-Classroom Teacher
assessing the intelligence of students, Distribution and classification of IQS.
Emotional maturity and Characteristics of emotional matured persons.
Meaning of creativity-stages in the creative process – convergent and Divergent
thinking – Fostering creativity among childrenUNIT VI - Attention and Perception
Definition, Attention-Factors relating to Attention- kinds of attention -Span of
Attention-Inattention and Distraction. Securing better attention.
Sensation,
Perception, Determinants of perception, Laws of perception, Errors in perception
UNIT VII - Motivation
Motivation and Learning – Kinds of Motives – Theories of Motivation- Hull’s drive
Reduction theory, Maslow’s hierarchy of needs- Role of Rewards and PunishmentsMcClands theory Achievement Motivation: Techniques of Developing Achievement
motivation– Motivational strategies in the classroom, Role of Competition and Cooperation.
UNIT VIII - Personality and its Assessment
Meaning and Definition of Personality – Factors influencing personality development
–Theories of Personality,-Sheldon’s theory, Jung’s personality types, Eysenck’s
theory. Integrated personality, Assessment of Personality-Methods of assessing
personality-Projective techniques
UNIT IX - Mental Health
Mental Health- factors- Characteristics of a mentally healthy person, Teachers mental
Health. Mental Illness. Juvenile Delinquency. Promotion of Mental health of students
and teachers.
UNIT X - Guidance and Counseling
Meaning –Need- function, types of Guidance. Distinction between Guidance and
Counselling, Organizing a School guidance centre-Meaning –Characteristics of
12
counseling – Types of counseling. Individual and Group counseling. Qualities of a
good counselor.
REFERENCES:
1.
Adams .J. A, “Learning and memory” , An introduction. Illions, Dorsey Press,
1992.
2. Aggarwal .J.C, “Essentials of Educational Psychology”, Vikas publishing
Housing Pvt.Ltd, New Delhi, 1994.
3. Anastasi, Anne, “Psychology Testing”, Macmillan Publishing Company, NY,
1989.
4. Crow. & Crow, “Educational psychology”, Eurasia Publishing House, New Delhi,
1993.
5. Dandapani .S, “A text book of Advanced Educational Psychology”, Anmol
Publications, PVt..Ltd., New Delhi, 2001.
6. Mangal .S. K., “Advanced Educational Psychology”, PHI Learning Pvt Ltd, New
Delhi-1, 2010.
7. Mangal .S.K, “General Psychology”, Sterling Publishers Pvt.Ltd, New Delhi,
1998.
8. Nagarajan. K, Srinivasan .R, “Psychology of Learning and Human
Development”, (2009).
9. Pahuja .N.P, “Psychology of Learning and Development”, Anmol Publications,
PVt..Ltd., New Delhi, 2004.
10. Tara Chand: Educational Psychology”, Anmol Publications, Pvt. Ltd., New
Delhi, 1993.
13
Educational Innovations and Curriculum Development - TE1303
Objectives
At the end of the course, the student-teacher will be able to
• understand the concept of innovation.
• understand the innovative experiments practiced in schools.
• apply the innovations in teaching and learning process.
• integrate the ICT in education.
• develop the skills of innovative assessment.
• understand the concepts of curriculum.
• understand the types of curriculum.
• know about the process of curriculum change and development.
• develop the skills of various approaches to curriculum development.
• learn the different methods of curriculum evaluation.
A. Educational Innovations
UNIT I - Innovation
Meaning - Principles - Barriers to promotion of innovation - Suggestions for the
promotion of innovation - Generation of innovations - Origin, Specification, TrialAdaptation and consolidation -Conditions for the emergence of innovation : Institution
- Society - Individual .
UNIT II - Innovations and Experiments in Schools
De-schooling - Community School - Alternative School - Non-Graded School –
Navodaya School - Sainik School - SSA (Sarva Shiksha Abyan) - Virtual School Mobile Schoool – Open School - Distance Learning - Floating University.
UNIT III - Innovations in Teaching and Learning Process
Basic concepts of Play - way Learning - Sensory Training - Joyful Learning - ABLALMMLL
(Minimum Levels of Learning) - CLASS (Computer Literacy and Studies in Schools) Programmed Learning - Teaching Machines - Cybernetics - Models of Teaching.
UNIT IV - ICT in Education
ICT in Education - Web based Education (Virtual) - e-learning - e-tutoring – Computer
Assisted Instruction (CAI) - Tele/Video Conferencing - Interactive Video - Multi media
– SITE (Satellite Instruction Television Programme) - ETV (Educational Television) Edusat - Reach the Unreach - e book - Digital Library.
14
UNIT V - Innovations in Evaluation
Evaluation of Students: Continuous and Comprehensive Evaluation - self evaluation question bank - open book examination – online examination - grading. Evaluation of
Teachers: self evaluation-peer evaluation - student evaluation
B. Curriculum Development
UNIT VI - Concepts and Definitions
Concepts of curriculum – Classification of Curriculum concepts, Definitions –
Curriculum and syllabus: relationships and differences - Need for Curriculum
Development – Curriculum Determinants: National aspirations and needs, Culture,
Social change, Value System.
UNIT VII - Types of Curriculum
Curriculum Organisation – Educational Objectives and Curriculum Organization,
Subject matter and Curriculum Organisation, ABC’s curriculum organization: Learning
and curriculum Organisation – Types of Curricula – Subject - Centered, Co-related,
Core, student-centered curriculum.
UNIT VIII - Process of Curriculum Change and Development
Establishing the philosophy – Assessing needs – formulating goals and objectives –
selecting the content – organizing content – selection of curriculum experience –
evaluation of the curriculum . Meanings of change and development – distinguishing
between change and development – practical applications of change process in
improving the curriculum – Media and other agencies for achieving change.
UNIT IX - Approaches to Curriculum Development
Major categories of curriculum approach – subject – centred approach, Broad fields
approach, social problem approach, learner centred approach – issues related to
curriculum approaches – Models of curriculum development – technical / scientific
models , non – technical / non-scientific model – role of teachers in curriculum
development
UNIT X - Evaluation of Curriculum
The curriculum cycle – evaluation as comparing objectives and outcomes – focus of
curricular evaluation: subject content, organization and mode of transaction –
outcome of curriculum evaluation: Change / refinement of content, organization and
modes of transaction.
15
REFERENCES
1. Aggarwal .J.C., “Essentials of educational technology”, Teaching and
learning. New Delhi: Vikas Publishing House Pvt Ltd, 2006.
2. Aggarwal .J.C, “Theory & Principles of Education”, UP Vikas Publishing
House Pvt Ltd, 2008.
3. Kumar .K.L, “Educational technology”, New Delhi, New Age International
Publishers, 1996.
4. Lakshmi .S, “Innovations in Education” , Sterling Publisher Private Limited,
New Delhi, 1993.
5. Meenakshisundaram .A, “Curriculum Development”, Transaction,
Management, Dindigul Kavyamala Publishers, 2007.
6. Meenakshisundaram .A, “Educational Innovations Management”,
Evaluation, Technology, Dindigul Kavyamala Publishers, 2007.
7. Mrunalini Talla, “Curriculum Development: perspectives”, principals and
issues, New Delhi, 2012.
8. Richards, “Curriculum development in language teaching”, London
Cambridge University Press, 2009.
9. Sambath .K & Panneerselvam, “A. Introducation to educational technology”,
New Delhi Sterling Publishers Private Limited, 2006.
10. Venkataiah .N, “Curriculum innovations for 2000 A.D”, New Delhi APH
Publishing corporation, 2008.
16
Environmental Education - TE1304
Objectives
• To create awareness among students regarding environment and its
Conservation.
• Acquire skills for identifying environmental problems.
• To acquire knowledge of Environmental Issues and policies in India.
• To understand the relationship between environment and human life.
• To Acquire knowledge about the International efforts for saving nature.
• To expose the learners to curricular strategies for environmental Protection.
UNIT I - Introduction to Environment
Meaning, Definition of Environment – Components of Environment - biotic and abiotic
-Lithosphere, Hydrosphere and Atmosphere- Ecosystem- concept of ecosystemFunction of ecosystem-Eco logical pyramids. Bio-Diversity Learning to live in harmony
with nature – Difference between environmental education and educational
environment.
UNIT II - Environmental Education
Meaning, Definition of Environmental Education - Importance, objectives, Scope of
Environmental Education - Need for Environmental Education - Factors of
degradation of Environment-adverse socio-economic impact of degradation of
environment.
Natural Resources: Energy – Non renewable and Renewable energy ( Solar Energy,
Wind Energy, Tidal Energy, Geo-thermal energy)
UNIT III - Environmental Pollution
Definition, causes, effects & control measures of Air Pollution, Water Pollution, Land
Pollution, Noise Pollution and Thermal Pollution. Environmental Protection Act in
India.
Solid Waste Management: Solid waste – Management of waste- Landfill, Incineration
and composting.
UNIT IV - Global Climate change
Earth’s Natural Green House effect - Global Warming- Cause and effect of Ozone
layer depletion – Cause and effect of Acid rain.
17
UNIT V - Natural Disaster
Meaning of disaster – Types of disasters - Earth quake – Flood – Cyclone – Volcano
–Landslide - Tsunami - Forest fire - Cause, Effect and Disaster management
UNIT VI - Achieving Sustainable development
Sustainable development- conditions for achieving the goals of sustainable
development. Conservation of forest and wild life - Conservation of water. Ex-situ
conservation, In-situ conservation. Role of an individual in conservation of Natural
resources.
UNIT VII - Movements and efforts For Environmental Protection
Environmental movements in India - Chipko Movement, Narmada Bachao Andolon,
Silent Valley movement. Stockholm Conference (1972) - Nairobi Conference (1982)Brundtland Conference (1983) - Rio Summit (1992) - Rio Declaration at the earth
charter - Kyoto Conference (2012) - United Nation Environmental Program (UNEP) –
International Union for Conservation of Nature and Natural Resources (IUCN).
UNIT VIII - Mass Media and Environmental Education
Impact of Science and technology on environment – Role of mass media in
environmental Protection – Role of NGO in Environmental Protection.
UNIT IX - Human Health and Environment
Population Explosion- Causes-effect - control Measures- Environment and human
health-Human rights – Value education- Objectives, types. Women and child welfare
UNIT X - Environmental Education in School Curriculum in India
Formal and Non Formal Environmental education. Need for Environmental Education
in school curriculum- Materials and approaches for Environmental Education- Current
status of Environmental Education in school curriculum. Role of school in
Environmental Conservation.
References
1.
2.
3.
4.
5.
Balu .V, “Environmental Studies”, Chennai Sri Venkateswara Publication, 2007.
Ravi Krishnan. A, “Environmental Science and Engineering”, Chennai Sri
Krishna Publication, 2007.
Reddy .P.K & Reddy .N.D, “Environmental education”, HyderabadNeelkamal
Publication, 2001.
Sharma .R.A, “Environmental Education”, Meerut R.Lall Books depot, 2008.
Singh .Y.K, “Teaching of Environmental Science”, New Delh APH Publishing
Corporation, 2009.
18
Educational Technology - TE1305
Objectives
• to understand the meaning, scope and concept of educational technology.
• to understand the concepts of software and hardware approaches of educational
technology.
• to develop necessary skills in using multimedia, internet and other web-based
applications in the teaching-learning process
• to examine the computer based instructional materials
• to explore avenues of computer-based technology for achieving effective
teaching – learning.
UNIT I - Fundamentals of Educational Technology
Definition of Educational Technology - Distinction between hardware and software
technologies and their role in modern educational practices - Information processing
cycle - Basics of Computers - modern input & output devices - Concept types of
Operating Systems - Basics of MS-DOS & MS-Windows – Teaching applications
UNIT II - Hardware applications
Hardware Technologies: Important accessories and their application -- OHP, Still and
Movie Projectors, Audio-Video recording instruments, TV, Computers, New
technologies like e-mail; internet; etc. Use of strategies viz. Teleconferencing,
Programmed Instruction, CAI, Language Laboratory.
UNIT III - Software applications
Ms-Word Creating & Editing a document.
Ms-Excel creating a grade sheet & grapy & statistical application percentage, mean,
Median & Mode.
Ms- Access creating a file/data base, queries {Searching information)
Ms-Power point - creating a PowerPoint /Technology integrated
Ms- Publisher - creating a new a letter, brochure & webpage/site.
UNIT IV - Teaching Principles
Psychological uses of modern technologies. Cone of experience (Edger Dale), Multisensory Instruction and its advantages. Communication: Concept principles and
models of communication - Stages of Teaching: Pre-active, interactive and post
active stages of teaching along with operations involved in them.
19
UNIT V - Internet applications
Concept of www & Viruses - Creating E-Mail ID - Sending &' receiving mails Project
based learning using internet and web applications – Apps and downloads –
Introduction to Social networking sites – Limitations and Ethical use of internet and
web applications.
UNIT VI - Teaching approaches and analysis
Models of Teaching: Concept and elements of teaching model; Glaseisn Basic
Teaching Model - Modification of Teaching Behaviour: Concept; Modification of
teacher – behaviour through micro-teaching, simulation, Flanders’ interaction
Analysis, RCS and
Transactional Analysis – Technology based analysis of teaching and learning.
UNIT VII - Programmed Instruction
Developing Programmed Instructional Material – Linear and Branching Programmes
(tryouts and validation etc.) - Meaning, Features, Advantages and Limitations of
following technologies of instruction -- Personalized System of Instruction, AudioTutorial Systems, Cooperative Learning, Simulation and Games, and Computer
Assisted Instruction.
UNIT VIII - ICT-ET
Information and communication technology in Education –Web based Education
(Virtual) – e-learning - e –tutoring –Computer Assisted Instruction ( CAI ) - Computer
Managed Learning (C M L ) - Tele/ Video Conferencing –Interactive Video -Multi
media –Multi purpose Kits –SITE (Satellite Instruction Television Programme) –E T V
(Educational Television) –EDUSAT –Reach the Unreach –UNESCO’s Learning
Without Frontiers (LWF) - Virtual Classrooms Technology – e-technology (e-learning,
e-tutoring etc.,) – Digital Library.
UNIT IX - Systems approach and ET
Definition – Phases of Systems Approach – Analysis, Design and Management –
Steps in System Analysis – Principles of System Design Application of Systems
Approach to educational improvement and class room instruction.
UNIT X - Modern methods of T-L
Designing Instructional System: Formulation of instructional objectives, Task analysis,
Designing of Instructional strategies: Lecture, Team Teaching, Discussion, Seminars,
Tutorials and Brainstorming sessions - Development of Evaluation Tools: Norm
Referenced Tests and Criterion Referenced Tests - Application of Educational Technology
in Distance Education: Concept of Distance Education; Distance and open Learning
system; Student Support Services: Evaluation strategies in Education; Counseling in
Technology based educational system.
20
REFERENCES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Aggarwal .J. C, “Essentials of educational technology”, Teaching and
learning, New Delhi Vikas Publishing House Pvt. Ltd, 2006.
Chauhan .S.S, “Innovations in Teaching Learning Process” , New
Delhi:Vikas Publishing House, 1981.
Jagannath .M, “Educational administration, supervision and school
management”, New Delhi Deep and Deep Publications, 1990.
Kumar .K.L, “Educational technology” , New Delhi New Age International
Publishers, 1996.
Lakshmi .S, “Innovations in Education” , New Delhi Sterling Publishers
Private Limited, 1993.
Panneerselvam .A, “Introduction to educational technology”, New Delhi
Sterling Publishers Private Limited, 2006.
Robert .G. W & Robert .D, “Management: Comprehension, analysis, and
application”, New York: Richard D .Irwin Inc. Publication, 1995.
Sharma .R.A, “Educational technology & management”, Meeru R.Lall
Books Depot, 2008.
Vanaja .M, “Educational technology”, Hyderabad Neelkamal Publications
Pvt. Ltd, 2006.
21
Guidance and Counseling - TE1306
Objectives:
At the end of the course, the student-teachers will be able
• To understand the concepts of Guidance and counseling
• To recall the principles underlying guidance
• To recognize the need of guidance and counseling in schools
• To describe the different services in the schools
• To acquire the skills necessary to administer and interpret standardized tools
• To know the qualities required for a good counselor
Course contents
UNIT I - Nature and Scope of Guidance
Nature, Scope, Purpose, Need, relationship -Education, Vocation, profession,
Occupation, Counseling and Guidance. School and Guidance Programme. Essential
Features of educational Guidance.
UNIT II - Nature and Scope of counseling.
Nature, Scope, Purpose, Need, different approaches of counseling.
UNIT III - The Services in Guidance Programme.
Orientation, Information, Counseling, Appraisal, Follow up, Placement, Research and
Evaluation.
UNIT IV - Areas of Guidance Programme.
Educational, Vocational, A-Vocational, Individual, Societal, Occupational,
Aprofessional, Health, Environmental, Cultural, Socio cultural factors – Role of
teacher’s in dealing with children’s problems.
UNIT V - Types of Information.
Types of Information - Directive, Non-Directive, Student Centered, Counselor
centered. Physical, Social, Occupational, Educational. Emotional, Vocational updating
disseminating.
UNIT VI - Methods and Techniques of Collecting Data
Inventories, Scales, Records, Observations, Interviews, Questionnaires, Sociometry with reference to Intelligence, Special Aptitudes, Interests, Attitudes, Personality, Skill
Concept, Problem-solving. Collecting Data about Learners-Preliminary Data,
Interpreting and classifying Data, Disseminating Data.
22
UNIT VII - Roles and Perspectives
Roles – Principal, Headmaster, In-charge, Counsellor, Class Teacher, Teachers Incharge, the consultant, the Counselled. Perspective – Guidance Movement in the
word, Guidance Movement in India.
UNIT VIII - Basic concepts in counseling
Goals of counseling –counselling for adjustment-The elements in the counseling
process –counsellor’s limitations in providing self-helf- Influence of psycho analysis
on counseling-Client centered therapy –Clinical counseling Eclectic approach to
counseling.
UNIT IX - Theories of Counselling
Person –centered theories, Rational-emotional behavior therapy-Reality theory.
UNIT X - Guidance for special children
Gifted child -backward child -The problem of juvenile delinquency- Guidance of
deviant individuals - adolescents problems in schools- Adult counseling- Guidance in
learning process- Learning and effective work habit- Functions of the vocational
counselor- Techniques of placement – Career guidance.
REFERENCES
1. Aggarwal .J. C, “Educational, vocational guidance and counseling”, New Delhi,
Doabai House, 1991.
2. Batnagar .A & Gupta .N, “Guidance and Counseling”, New Delhi , Vikas
Publishing House, 1999.
3. Bhatnagar .R. P & Seema .R, “Guidance and counselling in education and
psychology”, Meerut R.Lal Book Depot, 2003.
4. Chauhan .S. S, “Principles and techniques of guidance”, UP Vikas Publishing
House Pvt Ltd, 2008.
5. Chauhan .S.S, “Advanced Educational Psychology”, Vikas Publishing House
Pvt Ltd. Clifford, (988.
6. Kocher .S.K, “Educational and Vocational Guidance in Schools”, Sterling
Publishers Private Limited, New Delhi, 1996.
7. Kocher .S.K, “Educational and Vocational Guidance in Secondary Schools”,
2003.
8. Rajendran .E.K, “Guidance and Counselling”, 2008.
23
Peace and Value Education - TE1307
Objectives
At the end of the course, the student- teachers will be able to
• understand about the meaning, nature of peace, value and different procedures
of solution about the conflict.
• understand about the Concept of value and its status.
• apply different teaching methods in the present curriculum
• identify the role of different organizations in peace enrichment
• use different techniques to enrich peace related value.
• analyze different agencies for enrichment of peace related value
UNIT I - Peace Education
Peace – Meaning, nature and its relevancy relating to the present global scenario,
Different sources of peace: philosophical, religious, social and psychological.
Classification of peace- Positive and negative peace, characteristics, remedy to
minimize the negative peace and assistance of Indian thought in this field concept of
peace and well - being Physical, Mental – Emotional and Social well being.
UNIT II - Integrating Peace Education in the Present Curriculum
Six major Media of Integration: Subject context, subject perspectives, Teaching
Methods, Co-curricular activities, Staff development, class-room management,
School Management-Practical steps to build peace culture in schools Hurdles to
implement peace education.
UNIT III - Non – Violence for Peace and Conflict Resolution
Relationship between peace and violence- Role of violence in our lives and lives of
others- Exposure to violence through media-consequences-crises and their
management- -factors that influence Non Violence Yoga and meditation – Importance
in life situations – and in school Education.
UNIT IV - Global Issues and Peace Movements
Human rights, Preservation of Ecology, population control, Economic Exploration,
Deprivation, Equitable Economic world order- Gandhiji’s contribution to peace
Studies, Non-Aligned Movement, Campaign for Nuclear Disarmament, Role of
different organizations like UNESO in peace enrichment Peace in our Global
Neighbourhood.
24
UNIT V - Educating for a Culture of Peace
Ecological thinking and respects for life (age 8-12) -Tolerance and respect for human
rights (age between 11-16) -Critical thinking and active non-violence (age 12+)-Social
Justice and Civic responsibility (age 14+) -Leadership and global citizenship(age 16+)
knowledge, attitude and skills to be learnt in each of them-class room activities.
UNIT VI - Values
Values – Concept – Meaning, nature and its relevance in present Global scenario.
Classification of values. Role of community, school and family in the development of
values. Importance of Values in school, Recommendations of Education commission
on Value inculcation.
UNIT VII - Value Education
Value Crisis – Factors – Family, Pcer Group, Mass Media and Nature and
educational approaches.
UNIT VIII - Fostering values
Teachers role in society – community welfare, rural reconstruction, elimination of
group conflicts and tension – promoter of national Integration and International
Understanding - Role of Teachers in promoting value education.
UNIT IX - Value Conflict
Meaning – Resolution of value conflict - Value conflict and Terrorism ; Social –
Economic status and value. Attitude towards life and relationship between value and
life.
UNIT X - Approaches and Strategies
Value inculcation Means and Approaches analysis and clarification Strategies Direct- Curricular, Indirect Co-Curricular, personal activities and Extra Curricular
Programmes.
REFERENCES
1. Aggarwal .J. C, “Education for values, environment and human rights”,
NewDelhi, Shipra publication, 2005.
2. Diwahar .R. R & Agarwal .M, “Peace education” , New Delhi , GandhiMarg,
(Ed). 1984.
3. Jagannath .M, “Teaching of moral values development”, New Delhi, Deep
and Deep publication, 2005.
4. Johan .G, “Peace by peaceful means” , New Delhi , Sage Publication, 1996.
5. Morrison .M. L, “Peace education”, Australia, McFarland, 2003.
25
6.
Salomon .G & Nevo .B, “Peace Education, The concept, principles,
andpractices around the world”, London, Lawrence Erlbaum Associates,
2002.
7. Shukla .R. P, “Value education and human rights”, New Delhi: Sarup and
sons, 2004.
8. Singh .Y. K, “Value education”, New Delhi, APH Publishing Corporation,
2009.
9. Subramanian .K, “Value Education” , Madurai , Ravana Publication, 1990.
10. Venkataiah .N, “Value Education”, New Delhi , Aph Publishing Corporation,
1998.
11. Venkataiah, “Value education”, New Delhi , APH Publishing Corporation,
2009.
26
rpwg;g[j; jkpH; fy;tpapay; - TE1308
nehf;f’;fs;
bkhHpapd; njhw;wk;. tsh;r;rp gw;wp mwpjy;
fy;tp Vw;ghl;oy; (fiyj;jpl;lk;) bkhHp bgWk; mtrpak; gw;wp mwpjy;/
jkpH; vGj;Jf;fspd; xyp mikg;g[ gw;wp mwpjy;
njrpaf; fy;tpf;bfhs;ifapd; Fwpf;nfhs;fis mwpjy;
ghh;it E}y;fs; kw;Wk; jkpH; mfuhjpfs; gad;ghl;il mwpjy;
ciuahrphpah;fd; jkpGf;F Mw;wpa bjhz;Lfs; gw;wp mwpjy;
jkpH; bkhHpapy; nkw;bfhs;Sk;Ma;t[f; bfhs;iffs; gw;wp mwpjy;
jkpH;bkhHpapd; jdpj; jd;ik. jdpr;rpwg;g[ mtw;iwg; nghw;wp tsh;f;f
ntz;oajd; mtrpaj;ijg; gw;wp mwpjy; /
cah;epiyj; jpwd;fshd gilg;ghw;wiy tsh;g;;gjw;fhd bray;Kiwfis mwpjy;/
gy;ntW bkhHpeilapd; rpwg;g[fs; kw;Wk; TWfis mwpjy;/
myF 1 ? jkpH; bkhHpapd; rpwg;g[fs;
jkpH;bkhHpapd; njhw;wk; - tsh;r;rp
- bkhHp
tuyhW –
njhw;wf;bfhs;iffs;- jkpH; bkhHpapd; gz;g[fs; - jkpH; bkhHp - fpis
bkhHpf; bfhs;iffs; -jkpH; bkhHpapd; jdpj;jd;ik ? brk;bkhHp jkpHpd;
rpwg;g[fs; ? vGj;J rPu;jpUj;jk; ? jha;bkhHpf; fy;tpapd; ,d;wpaikahikbkhHpa[k; rK:fKk; ,ize;J bray;gLjy;/
myF 2 ? jkpH; bkhHp xypapay;
xyp bkhHpahjy; -jkpH; vGj;Jfspd; xypg;g[[- gpwg;g[- ngr;RWg;g[fspd;;
bray;ghLfs; - jkpH; bkhHpapd; mikg;g[Kiw -milg;bghyp. Kf;bfhyp.
cubrhyp. kU’;bfhyp. capbuhypfs; -xypadpay; -xypad;fis bjhy;fhg;gpak.;;
- ed;D}y; fz;lwpa[k; bfhs;iffs; - bkhHp Ma;thshpd; fUj;Jfs;/
myF 3 ? jha;bkhHpa[k; fiyj;jpl;lKk;
jha;bkhHp tiuaiw? fiyj;jpl;lk; tiuaiw ? fiyj;jpl;ljpy; jha;bkhHp bgWkplk; njrpa ,yf;F? njrpaf; fy;tpf;bfhs;if? nehf;fk; ? ,uz;Lf;FKs;s bjhlh;g[-njrpaf;
fy;tpf;bfhs;ifapid eilKiwgLj;Jtjpy; fiyj;jpl;lj;jpd; g’;F – mtw;iw
cUthf;Ftjw;fhd rpy mog;gilf; nfhl;ghLfs;/
myF 4 ? rkaKk; jkpH;j; bjhz;Lk;
irtKk; jkpGk; - itztKk; jkpGk; - rkzKk; jkpGk; - bgsj;jKk; jkpGk; fpwp[j;jtKk; jkpGk; - ,RyhkpaKk; jkpGk; - Kjypa rkag; bghpanahh;fspd;
E}y;fs; ? ciufs; czh;j;Jk; jkpHj;;bjhz;Lfs; gw;wpa ghh;it/
myF 5 ? bkhHpeil Mrphpah;fspd; jkpH;j; bjhz;L
jkpH; ,yf;fpak; ? ciuahrphpah;fs; ? nguhrphpah; ? ,sk;g{uzh; ?
er;rpdhh;f;fpdpah; ciueil Mrphpah;fs; ? kiwkiyaofshh; ? c /nt/
rhkpehja;ah; ? uh/gp nrJg;gps;is?
jkpHz;zy; ? jpU/tp/fy;ahz
27
Re;judhh; ?mwp”h;mz;zh? je;ij bghpahh; ? lhf;lh; K/tujuhrdhh; ?
g[Jikgpj;jd;/
myF 6 ? ghlE}y; Ma;t[k; ghh;it E}y;fspd;; gad;ghLk;
ghl E}y;tiuaiw ? ghh;it E}y;fs; tiuaiw? ghl E}y;fSk; fw;gpj;jYk; ? ghh;it
E}y;fspd; tiffs; ? mtw;wpd; jd;ik ? jkpH;bkhHp mfuhjpfs; ? fiyf;fs”;rpak;?
mgpjhd rpe;jhkzp?epfz;Lfs; ?jkpH; byf;rpfd; ?,yf;fpa ciu E}y;fs;?
eilKiwapYs;s jkpH; ghlE}y; ? tFg;g[ MW Kjy; gj;jhk; tFg;g[ tiu cs;s
bkhHp gapw;;rpfs; ? bkhHpj; jpwd;fs; ? gFjpfs; mjd; epiw Fiwfis
kjpg;gpLjy;/
myF 7 ? Itif ,yf;fzk;
jkpH; vGj;Jfs; ? vGj;Jfspd; tiffs; ? vGj;Jfspd; gpwg;g[? brhy;
?brhy;ypyf;fz tiffs; ? bghUs; ? bghUspyf;fz tiffs; ? ahg;g[? ahg;gpd;
tiffs; ? mzp ,yf;fzk; ? tiffs; (gs;spg; ghlE}y;fspy; tUk; gFjpfs; kl;Lk;/)
myF 8 ? ,yf;fpaj; jpwdha;t[
,yf;fpaj; jpwdha;t[ tiuaiw?jpwdha;tpd; njhw;wk; ? jpwdha;tpd; ,d;iwa
epiy?jpwdha;tpd; tiffs; ? gilg;g[tHpj; jpwdha;t[? kug[tHpj; jpwdha;t[?
KUfpay;Kiwj; jpwdha;t[? tpsf;fKiwj; jpwdha;t[?
kjpg;gPl;LKiwj;
jpwdha;t[? tuyhw;WKiwk; jpwdha;t[?
xg;gPl;LKiwj; jpwdha;t[?
ghuhl;LKiwj; jpwdha;t[?jkpH; bkhHp Ma;t[ bewpKiwfs;/
myF 9 ? Kj;jkpH; tsh;r;rp
,aw;wkpH; ?,ir jkpH; ? ehlfj; jkpHpd; ?njhw;wk; ?tsh;r;rp? r’;f fhyk; Kjy;
,f;fhyk; tiu? gilg;ghw;wy; jpwd;fs; ? gilg;ghw;wy; tot’;fs; ? ftpij tsh;r;rpf;F
,irapd; g’;F? [ ehlfk; ? tiffs; ? mikg;g[? bra;a[is ciueilahf;fp? Ehlfkhf
cUthf;fp fw;gpj;jy;/
myF 10 ? bre;jkpGk; gy;Y}lfKk;
brk;bkhHpj; jkpH; ? fzpdpj; jkpH;;? mwptpay; jkpH; ? gy;Y}lfj; jkpH; ?
bkhHp fw;gpj;jYk; ? bkhHp bgah;g;g[ ? tiffs; ? bkhHp tsh;r;rpapy;
bkhHp bgah;g;gpd; g’;F ? jkpH; ,izak; ? jkpH; Ml;rp bkhHpahtjpy;
Vw;gLk; rpf;fy;fs; ? mtw;iw ePf;Fk; tHpKiwfs;/
ghh;it E}y;fs;
1/ fzgjp/tp/(2007) ew;wkpH; fw;gpf;Fk; Kiwfs; gFjp 1 & 2 rhe;jh
gg;spc&h;!; brd;id
2/ “hd Kh;j;jp jh/V (2002) ,yf;fpaj; jpwdha;tpay; ahH; btspaPL
3/ ,sk;g{uzh; ciu (1969) er;rpdhh;f;fpdpah; ciu bjhy;fhg;gpak; brd;id
fHf btspaPL
4./ ,uj;jpd rghgjp/ gp (1997) juk; kpF jkpH;f; fy;tp mk;rh gjpg;gfk;
brd;id
5/ fiyr; bry;tp bt/ (2008) fy;tpapay; rpwg;g[j; jkpH.; r”;rPt; btspaPL
<nuhL
28
6/ Kidth; ghf;fpankhp (2011) tifik nehf;fpy; jkpH; ,yf;fpa tuyhW. epa{
br”;rhp g[f; ~t[!; (gp) ypl;
7/ rp’;fhuntY Kjypahh; (2004). mgpjhd rpe;jhkzp jkpH; fiyf;fs”;rpak;
brd;id/
8/ rf;jpnty;/R jkpH; bkhHp tuyhW kPdhl;rp g[j;jfhyak; brd;id
9/ Kidth; R/t$;untY (2009) mUe;jkpH; fw;gpf;Fk; Kiwfs; mk;rh
gjpg;gfk; brd;id/
10/ ,uj;jpd rghgjp. gp (1997) brk;bkhHpf;fy;tp
brd;id rhe;j gg;gpsp
&h;!;/
11/ fzgjp tp/g{/ b$auhkd; (2005) ew;wkpH; fw;gpf;Fk; Kiwfs; brd;id
rhe;j gg;gpsp &h;!;/
12/ f/rha;Fkhh; (2008) kjpg;g[zh;t[f; fy;tp brd;id rhe;j gg;gpsp &h;!;/
Special English Education - TE1309
Objectives:
At the end of the B.Ed. course, the teacher trainees will be able to
• Acquire knowledge of the language as a System of systems.
29
•
•
•
•
•
•
•
•
•
Familiarise with the Production, Pronunciation and Transcription of English
Speech Sounds, Words and Sentences, and Graphical Representations of
Tunes.
Have good knowledge of the Syllabi related to High School and Higher
Secondary courses.
Loosen the grip of the Formal Grammar and evince verve in the teaching of
Functional Grammar.
Be competent in the Practice of Study Skills and Reference Skills in the context
of English teaching.
Describe the Sentence Connecting Devices for Cohesion and Coherence in
expression.
Take remedial measures to correct the errors committed in the Form, Content
and Use of the language.
Know the Semantic relationships of words, Grading and teaching of Lexical
Items.
Use the Conventional Formulae to express Communicative Functions and
Produce more sentences from a chosen language code.
Be a competent professional in the construction of a lively Curriculum for
shaping the minds of the nation-builders of the future.
UNIT I - Phonetics of English
Meaning of Linguistics, Phonetics, Phonology, Morphology, Lexis and Syntax.
Major Language Components: Form-Content-Use: their sub-systems-Lexical
expressions and Semantic Relationships of words.
Systems of Organs of Speech-Production and Pronunciation of Vowels of Consonant
Sounds-Diagram of Pure Vowels and Diphthongs-Classification of ConsonantsManner and Place of Articulation of Consonants.
Primary and Secondary stress to syllables in words-Sentence Stress-Weak and
Strong forms of Grammatical words-Pause-Sense and Tone Groups-Phonetic
Transcription and Graphical Representation of tunes-Stress timed rhythm in English.
Structure of Syllabus-Concept of phoneme and allophones of Plosive, Nasal and
Lateral Consonants.
Introduction- Four basic patterns of Intonation in English.
UNIT II - Fluency
Use of conventional formulae- greeting-apology-invitation-refusal-accepting-thanking.
30
Describing and interpreting picture, tables, graphs, maps, etc. Various concepts and
ways in which they are expressed-condition –suggestion-Prohibitionpermissionprobability-likelihood-possibility-obligation-necessity-concession.
Oral drills-Repetition drills-Mechanical drills-Substitution drills-one minute topics.
UNIT III - Advanced Grammar
The phrase and the Clause-Structure and Functions of The Noun phrase-MHQ
(Modifier Headword Qualifier)
The Verb phrase-Tense forms-Functions of Primary Auxiliaries-Modal AuxiliariesLexical meaning of Sentences with Modals, Types of Sentence- Simple, Complex,
Compound, Main, Subordinate and Co-ordinate clauses, Sentence patterns – Active
and Passive voice, Direct and Indirect speech – Question forms – Construction of Tag
questions, Sentence Analysis - Transformation of sentences, Analysis and
Classification of grammatical errors and Remedial measures.
UNIT IV - Lexis
Borrowing of Words-Word formation – Affixation – Conversion Compounding –
Clipping – Port Manteau – Onomatopoeia – Loan words – other minor devices, Rules
of English spelling – Patterns of Spelling ,Phrasal verbs and prepositional phrases,
Sentence connectors – Devices for cohesion and coherence.
UNIT V - Teaching Grammar
Prescriptive – Formal grammar of the outdated languages, Descriptive – Functional
grammar - Grammar of Living Languages, Methods of teaching grammar – Deductive
– inductive – Substitution – Eclectic, Grammar Activities – Five minute grammar
activity, Testing grammar – steps and usage, Recent trends in ELT, Interactive
approach, communicative language teaching, Suggestopaedia, Total physical
response approach, The silent way, The Natural Approach, Co-operative learning
team teaching.
UNIT VI - Teaching Vocabulary
Classification of Words – Different levels of word meaning – Semantic relationships of
words, Types of vocabulary – Active vocabulary – Passive vocabulary, Techniques of
Expansion of vocabulary, Selection and grading of vocabulary, Strategies to develop
vocabulary – Presentation of new words.
UNIT VII - Types of Courses
English for Global Purpose , English for Specific Purpose – EAP-EST-EOP, Remedial
English course – Phonological, Lexical and grammatical errors, The English Reader –
Intensive, Extensive and Supplementary – Organising and guidance of
Supplementary reading.
UNIT VIII - Reference and Study Skills
31
SQ3R method of reading – Skimming and Scanning , Study skills – note-taking, notemaking, summarizing and paraphrasing, Reference skills – library – dictionaries –
Thesaurus – encyclopedia – bibliography – Annotated Bibliography.
UNIT IX - Composition
Types of composition – Controlled – Guided – Free, Kinds of composition – Letter
writing – Formal – Informal – Business letters, Paragraph writing – Essay writing –
Précis writing – Expansion of proverb – Developing stories from outline, Summarizing
– Abstracting – Translation – Comprehension, Oral composition – Pair work – Mixed
ability grouping, Correction of Composition exercise – Correction Symbols.
UNIT X - English Language Curriculum Transaction
Principles of Curriculum construction, Limitation in the existing school English
language curriculum, Qualities and criteria of a good English language text book.
Professional competencies of an English teacher – Programmes for quality
improvement – Seminars, Workshops, Panel discussions, Field trips, Projects etc.,
REFERENCES
1.
2.
3.
4.
5.
6.
Francis Soundararaj .N, “Teaching spoken English and Communication skills”,
Chennai, 1995.
Kohli .A.L, “Techniques of Teaching English” , New Delhi , Dhanpat Rai pub.co,
2006.
Krishnaswamy .N, “Teaching EnglishGrammar”, Chennai, T.R.Publication, 1995.
Mangal .S.K & Mangal .S , “Essential ofEducational Technology and Managaemen”
, Meerut , Loyal book depot , 2005.
Ur.Penny, “A course in Language Teaching. Cambridge”, Cambridge University
Press, 1999.
Vallabi .J.E, “Teaching of English II (Special English)”, Principles and
Practices.Hyderabad, Neelkamal publications, 2012.
32
Special Hindi Education - TE1310
Objectives:
At the end of the course, the students will be able to:
• Acquire the knowledge of the sound system of the Hindi and be familiarized with
appropriate terminology to describe the sound in Hindi.
•
Understand the connection of Hindi speech and to acquire good pronunciation
and fluency of speech.
• Get familiarized with the syllabi related of high school and higher secondary
classes.
• Acquire a working knowledge of the grammatical terminology and grammatical
system in Hindi.
• Develop the ability to write in appropriate manner for a particular purpose with
the particular audience in mind.
UNIT I - Phonetics of Hindi
Elements of Hindi – Hindi Language and Syntax -The different speech organ and their
role, The individual sounds – Vowels, Consonants and Semi vowels, Pure Vowels –
the Cardinal vowel Scale, Classification of consonants according to manner of
articulation – place of articulation, Word stress – Primary stress, secondary stress –
sentence stress, Rhythm – intonation – Tone group, Phonetic Transcription.
UNIT II - Fluency
Use of conventional formulae – greeting – apology – invitations – refusal – accepting
– thanking, Describing and interpreting picture, tables, graph, maps, etc.,Various
conceptions and ways in which they are expressed – construction – suggestion –
prohibition – permission – probability – likelihood – possibility- obligation – necessity –
concession, Oral drills – Repetition drills – mechanical drills- substitution drills.
UNIT III - Advanced grammar
The noun phrase – modifier – head word, qualifier, The verb phrase – tense forms –
primary Auxiliaries – Modal Auxiliaries, Types of sentence – simple, complex,
compound, Analysis and classification of grammatical errors.
UNIT IV - Teaching Grammar
Prescriptive – Formal grammar, Descriptive – Functional grammar, Methods of
teaching grammar – Deductive – inductive, Testing grammar – steps and usage.
UNIT V - Teaching Vocabulary
Nature of words, Types of vocabulary – Active vocabulary – passive vocabulary,
Expansion of vocabulary, Selection and grading of vocabulary, Strategies to develop
vocabulary.
33
UNIT VI - Reference and Study skills
SQR3 method of reading, Study skills – note – taking, note- making, summarizing and
paraphrasing, Reference skills – library – dictionaries – thesaurus – encyclopedia –
bibliography – annotated bibliography.
UNIT VII - Composition
Types of composition – controlled – guided – free, Kinds of composition – letter
writing – Formal - Informal – Business letters,Paragraph writing – Essay writing –
Precise writing – Expansion of proverb – Developing stories from outline,
Summarizing – Abstracting – Translation – Comprehension, Oral composition – Pair
work – Mixed ability – Grouping, Correction of composition exercise – correction
symbols.
UNIT VIII - Language Curriculum
Principle of Curriculum construction, Qualities of a good Hindi language text book.
REFERENCES
1. Aggarwal .J.C, “Principles, Methods & Techniques of Teaching”, Vikas
publishing House Pvt Ltd., 2008.
2. Chau Han .S.S, “Innovations in Teaching learning process”, Vikas publishing
House Pvt Ltd., 2008.
3. Dhand .H, “Techniques of teaching”, APH publication Coorporation, New Delhi,
2009.
4. Pal .H.R and Pal .R, “Curriculum – yesterday, today and Tomorrow”, Kshipra,
New Delhi, 2006.
5. Passi .B.K, “Becoming a better teacher”, micro teaching approach, Sahitya
Mudranalaya, Ahmadabad, 1976.
6. Singh, Karan, “Hindi Shikshan”, Govind Prakashan, Lakhimpur Khiri, 2002.
34
Special Sanskrit Education - TE1311
Objectives
• To enable the teacher trainees to acquire knowledge of applied
linguistics/Grammar as the ground for Sanskrit language.
• To enable the teacher trainees to Aware of methodological development in
Education and Sanskrit language.
• To understand the connections of Sanskrit speech and to acquire good
pronunciation and fluency of speech
• To enable to design short and long term courses in the use of Sanskrit.
• To help the teacher trainees to understand the development of different types of
Sanskrit literature and their impact on Indian society.
• To familiarise the teacher trainees with the different facts of professional
importance of Sanskrit in India.
• To develop the ability in the teacher trainees to understand the simple and
holistic test of Sanskrit for different stages.
UNIT I - Origin and development of Sanskrit Language
Applied linguistics- Linguistics as a study of language- Phonology, Morphology
,Syntax and Semantic, Branches and principles of linguistics. Sanskrit as a foundation
of linguistic studies, the different speech organs and their role
UNIT II - Sanskrit Basic Grammar
Alphabets & sentences overview, alphabets and their classification, elements of
sentences-subject, object and verb. Words & Their Classification: Noun, Pronoun,
Verb, Indeclinable, Adjective and Voices, Active voice (Kritrrvaachya); Verb forms
(Tenses &Moods); Noun Forms (Cases) Indeclinable, Affixes, Adjectives, Passive
voice, Impersonal voice, Shabad Roop, Dhatu Roop
UNIT III - Advanced Grammar
Euphonic combination, Compound words, Alankar, Chhand, Anvaya rachana
UNIT IV - Teaching Vocabulary
Nature of words, Types of vocabulary – Active vocabulary & Passive vocabulary,
Expansion of vocabulary, Selection and grading of vocabulary, Strategies to develop
vocabulary
35
UNIT V - Language teaching
Sanskrit language teaching methodology Vs. educational methodology
Play reading, Dramatization-(Dialogue and Role play), Telling stories, Narrating
incidents, Debates and Interviews
UNIT VI - Fluency in Sanskrit Language
Use of conventional formulae: greeting, apology, invitation, refusal, accepting,
Thanking. Describing and interpreting picture, tables, graphs, maps, etc. Oral drills –
Repetition drills – Mechanical drills – Substitution drills.
UNIT VII - Curriculum-second language curriculum
Approaches to syllabus construction- Notional, situational, structural, skill based and
commutative; Language curriculum: Syllabus design- Language learning materials,
Books, Hand books, Supplementary readers, Dictionary skill, Use of Library ,
Reference work and Bibliography
UNIT VIII - Composition
Types of composition – Controlled, Guided & Free; Kinds of composition; Letter
writing- Formal & Informal Business letters; Paragraph writing – Essay writing &
Précis writing; Expansion of proverb; Developing stories from outline; Summarizing,
Abstracting, Translation & Comprehension; Oral composition – Pair work Mixed ability
grouping; Correction of Composition exercise – correction symbols.
UNIT IX - Communicative Sanskrit
Sanskrit for social purposes, for academic purposes, occupational purposes and
creative purpose; Critical evaluation of Sanskrit curriculum in school with special
reference to Stds. XI and XII
UNIT X - Language testing
Language Measurement and Evaluation: Purposes and types; Measurement scales;
Item analysis-Validity, Reliability; Achievement proficiency and competence testing.
REFERENCES
1. Mangal .S. K & Mangal .S, “Essentials of educational technology and
management”, Meerut, loyal book depot, 2005.
2. Pal .H.R and Pal .R, “Curriculum-yesterday, today and tomorrow”, Shipra, New
Delhi, 2006.
3. Sansanwal .D.N & Singh, “Models of Teaching. Society for Educational
Research &Development”, Baroda, 1991.
4. Sharma, Sheshraj, “Annabhat Tark sangrha”, Subharti prakshan, Varansi, 1980.
5. Singh , Karan Sanskrit Shikshan,Govind Prakshan,Lakhimpur khiri
36
6.
Singh .S.D and Sharma, Shashikala, “Sanskrit Shikshan”, Radha prakashan
Mandi, Agra, 1999.
7. Singh, Karan: Sanskrit Shikshan, Govind Prakshan,Lakhimpur khiri.
8. SRM University Chennai Regulation, 2008.
9. Teacher education University Tamilnadu Regulation, 2009.
10. Weil .M & Joyce .B , “Information Processing Models of Teaching”, Prentice Hall
Inc., New Jersey, 1979.
37
Mathematics Education – I
TE1312
Objectives
• understand and appreciate the uses and significance of mathematics in daily life;
• learn successfully various approaches of teaching mathematics and to use them
judiciously;
• know the methods of planning instruction for the classroom.
• prepare curricular activities and organize the library and book in it as per the
• needs;
• appreciate and organize activities to develop aesthetics of mathematics.
• understand the aims, values and objectives of mathematics education.
• identify the role of the branches of mathematics and their implications on the
society.
• translate the objectives of teaching mathematics in terms of expected
behavioural outcomes in order to provide appropriate learning experiences.
• understand and practice various methods and techniques of teaching
mathematics.
• develop competency in teaching strategies, content and in the preparation of
suitable teaching-learning materials.
• assimilate the strategies of evaluation and design the tools of evaluation.
• understand the impact of technology and fuse it in the teaching of mathematics.
• become sensitized to the needs and interests of the students in mathematics.
UNIT I - Basics of Mathematics Education
Definition – Meaning – Nature – Scope - Values of teaching Mathematics –
Characteristics of Mathematics – Logical, Sequence, Structure, Precision,
Abstractness, Symbolism - Role of Induction – Intuition and Logic of Mathematical
thinking – Mathematics as a science of measurement and quantification – The nature
of mathematical propositions - proof - structure and logic – axiomatic approach .
UNIT II - Aims, Objectives & Significance of Teaching of Mathematics
Need – Significance – scope of Teaching of mathematics – aims & objectives of
teaching mathematics at the secondary level - Values – Practical – Social –
Disciplinary – Practical and Logical applications – It’s basis for the study of other
subjects and applications – GIO’s and SIO’s – EBO’s (Expected Behavioural
Outcomes). – Bloom’s Taxonomy of Instructional objectives – action verbs – criteria
for formation of objectives – Techniques & significance of mathematics teaching –
oral and written – drill and assignment – means of securing speed and accuracy in
mathematics learning.
38
UNIT III - Concepts of Micro Teaching and Lesson plan
Micro Teaching – Micro cycle – Skills and Components – Set Induction / Introducing a
lesson – Explanation – Probing Questions – Reinforcement – Stimulus Variation –
Black Board – Use of Instructional / AV Aids – Closure - Link Lesson.
Preparations for Macro Teaching –Lesson Plan – Herbertarian steps – Motivation –
Presentation / Development – Application – Recapitulation – Assignment / Follow-up
– Lesson Plan preparation- Unit Plan.
Teaching Aids – 2D & 3D (dimensional) Aids – Low cost improvised teaching aids –
observation – Purpose and need for effective observation.
UNIT IV - Methods of Teaching Mathematics
Need – Significance of Teaching methods – Inductive – Deductive – Analytic –
Synthetic – Heuristic / Discovery – Guided theory – Project – Problem solving –
Laboratory Methods of teaching mathematics – Introductory concepts of Activity
Based Learning (ABL) and Active Learning Methodology (ALM).
Modern techniques of Mathematics teaching - Brainstorming, Quiz, Seminar,
Discussion, Scenario building.
Objectives of teaching mathematics in terms of instruction and behaviour - oral,
written, drill, assignment and supervised study.
Applications of Audio-Visual aids in Teaching of Mathematics
Importance of teaching aids – projected and non-projected aids – improvised aids :
Paper folding and paper cutting etc., - criteria for selection of appropriate teaching
aids – use of massmedia in teaching mathematics – internet and web-applications in
teacher preparation and teaching mathematics.
UNIT V - Psychological bases of teaching of Mathematics
Psychology of learning Mathematics - Gagne’s types of learning, the ideas of Piaget
and Bruner – appropriateness of these types in learning mathematics. Psychological
aspects – interest , attention – Formation of mathematical concepts. - Factors
influencing the learning of Mathematics - motivation, maturation, perception, special
abilities, attitude and aptitude-Divergent thinking in Mathematics – creative thinking in
Mathematics - Education of Exceptional children in Mathematics: Backwardness in
Mathematics – diagnosis and remedies. Enrichment programmes for the gifted
children in Mathematics.
UNIT VI - Individual differences, Mathematics Teacher and Activities
Identification of Slow – Average – Gifted learners in mathematics – IQ levels of
individuals – Causes of slow learning and remedial measures for the backward.
Identification of the gifted – Enrichment programmes for the gifted – Catering the
learning needs of low and under achievers – Measures to improve achievement and
performance of low and under achievers - Issues related to Remedial programmes
39
and Enrichment programmes– Nurturing mathematical utility – Creative mathematics
– Activity – Project and Joyful learning of mathematics – Mathematics Teacher –
Personality, Capacities, Characteristics – Maths Laboratory, Mathematics Club – Club
activities - Mathematics Fair, Mathematics Library.
UNIT VII - Contributions of Eminent Mathematicians & Instructional Techniques
Meaning of Mathematics; History of Mathematics; contributions of Indian
Mathematicians with reference to Bhaskaracharya, Aryabhatta, Ramanujam and
contributions of Euler, Gauss, Euclid, Pythogorus, Rene-Descarte.
Indivudialized Instructional Techniques and Applications
Programmed Instruction – Linear – Branched – Skip – Mathetics - Branier –
Computer Assisted Instruction (CAI) – Computer Managed Instruction (CMI) – Group
Teaching Techiniques – Seminar – Symposium – Workshops – Team-teaching – Cooperative learning – Brainstorming – Individualized Instructional Techniques –
Enhancing the learning abilities, Motivation and Interest in mathematics learning.
UNIT VIII - Mathematics Curriculum
Principles of Curriculum construction - rationale of curriculum development approaches to Curriculum construction-Logical, psychological, Topical, concentric
and spiral - Qualities of a good Mathematics text book; its functions and process –
Critical study and review of Mathematics text book of existing syllabi of Mathematics
at the secondary stage - State & CBSE boards .
UNIT IX - Evaluation and Analysis of test scores
Meaning – Definition – Test – Measurement – Evaluation and Assessment – Types of
Tests – Process of Evaluation – achievement, diagnostic, prognostic –criterion and
norm referenced evaluation - Steps in construction of an achievement test – Table of
weightages – content – objectives – type of questions – Blue Print – Scoring key –
Diagnostic Chart – Item analysis –– types of evaluation – formative, summative and
concepts of Continuous and Comprehensive Evaluation (CCE).
Statistical Analysis and interpretation of test scores - Central tendency measures mean, median, mode – Dispersion measures - range, average deviation, quartile
deviation, standard deviation –Association measures - rank correlation –
Representational graphs – Histogram – Frequency curve – Frequency Polygon –
Ogive.
UNIT X - Teacher Essentials - Mathematics for Entrance and Competitive
Examinations
Numerical aptitude – Analytical skills – computational ability – logical perspective,
insight and ability – objective type questions – closed and open ended forms – KUAS
40
level items – IIT-JEE, EEE, Olympiads – KYPV (Kishore Vaigyanik Protsahan Yojana)
– SAT & AP - SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic
Assessment Test) – NTSE (National Talent Search Exam) – NDA Entrance etc.,
REFERENCES
1.
2.
3.
4.
5.
6.
7.
8.
9.
ICFAI, “Methodology of teaching mathematics”, Hyderabad, ICFAI University Press,
2004.
Joyce & Well, “Models of teaching”, U.K, Prentice hall of India, 2004.
Mangal .S. k & Mangal .S, “Essentials of educational technology and management”,
Meerut, loyal book depot, 2005.
Mangal .S.K, “Teaching of Mathematics”, Arya Book Depot, New Delhi, 1993.
Nalikar .J. V & Narlikar .M , “Fun and fundamentals of mathematics”, Hyderabad:
Universities Press, 2001.
Siddhu .K.S, “Teaching of Mathematics”, Sterling Publishers, New Delhi, 1993.
Siddizui .M.H, “Teaching of mathematics”, New Delhi: A.P.H. Publishing
Corporation, 2005.
Sidhu .K.S, “The teaching of mathematics”, New Delhi, Sterling Publishers private
ltd, 2006.
Singh .M, “Modern teaching of mathematics”, New Delhi: AnmolPublications Pvt.
Ltd, 2006.
41
Physical Science Education – I TE1313
Objectives
• Appreciate nature and importance of science and contribution of scientists in
the development of science.
• Equip him/herself with aims and objectives of teaching Physical Sciences.
• Develops the skill of writing lesson plan for any given lesson at the secondary
level.
• Develops microteaching skills in actual classroom teaching.
• Develops an understanding of various approaches and methods of teaching
Physical Sciences.
• Develops intellectual ability and skills.
UNIT I - Nature and scope of science
Nature and Scope of Science, Science as a product and a process- a body of
knowledge – A way of investigation – A way of thinking ; Impact of science on modern
Communities. Path tracking discoveries and land mark development in Science –
Inter disciplinary approach.
UNIT II - Aims and Objectives of Teaching Physical Science
Aims and Objectives of teaching Physical Science- Bloom’s Taxonomy of Educational
objective & (Cognitive, Affective and Psychomotor) – distinguish Aims and objectives
- Aims and Objectives of Teaching Physical Science at different levels- Primary,
Secondary, Higher Secondary – Recommendation of Taradevi, kothari, Eshwarbhai
patel commission – NPE – NCF (2005)
UNIT III - Methods of Teaching Physical Science
Lecture Method - Lecture cum demonstration - Project Method, Heuristic Approach,
Problem Solving, Individual practical method - Historical and Biographical
Approaches. Analytic & Synthetic method
Self learning packages: Programmed Instruction – types, structure, Application &
Limitation.
Models: Advanced Organizer model (Ausbel’s Model), Mastery learning model
(Bloom’s model).
UNIT IV - Support System for Teaching Physical Science.
Need and importance of Textbook, journal, Handbook, Workbook. Features of Good
textbook of science- Library and its Uses.
Audio visual aids: Need and importance of teaching aid - Overhead Projector, LCD
Projector, Radio, TV, VCR. CCTV. Charts, Objects, Specimens, transparencies.
42
UNIT V - Micro Teaching
Micro Teaching Cycle- Relevant Skills in Micro Teaching -Skill of Introduction, Skill of
Explanation, Skill of Stimulus variation, Skill of Reinforcement, Skill of Questioning,
Skill of using Black board, Skill of Demonstration, Skill of Achieving closure- Link
Lesson - Need for link lesson in Microteaching.
UNIT VI - Planning for Teaching Science
Lesson plan Criteria of a good lesson plan – Steps in Lesson plan (Herbartian
steps).Advantages of lesson Plan - Developing Unit plan- steps in Unit plan, Year
Plan - Distinguish Lesson Plan and Unit Plan. Flander’s Interaction Analysis.
UNIT VII - Science Curriculum
Principle of Curriculum construction- Justification for including Science as subject of
study (i.e) School Curriculum improvement projects in India.
Curriculum Organization using procedures like concentric, topical integrated
approaches
UNIT VIII - Science laboratory
Physical Science Laboratory - Structure and Design - Organization and Maintenance
of Science Laboratory – Preparation of indents - Maintenance of Registers – Storage
of apparatus and materials - organization of Practical work –Improvisation of
Apparatus. Common accidents and First Aids.
UNIT IX - Evaluation
Test and its types: Achievement Test - Qualities of a good test - Evaluating outcomes
of Science Teaching – Principle of test Construction - Blue print - Standardizing a
test-Criterion Referenced test – Norm Referenced test Diagnostic Testing and
remedial Teaching- Mean- Median – Mode – Correlation .
UNIT X - Enhancing the knowledge of physical science
Contents of Physics and chemistry – IX and X Std TamilNadu Textbook society.
teaching physical science using appropriate method instructional aids. Preparing
Lesson plan and Question Paper.
References :
1. Mangel .S.K, “Teaching of Physical and Life Science”, New Delhi, AryaBook,
Depur, 1995.
2. Nayak,”Teaching of Physics”, APH publication New Delhi, 2003.
3. NCERT, “Teaching of Science”, New Delhi, NCERT Publication, 2002.
4. Pandey, “Major issues in Science Teaching”, Sumit publication, New Delhi,
2003.
43
5.
6.
7.
8.
9.
Panner Selvam .A, “Teaching of Physical Science (Tamil)”, Chennai,
Government of Tamil Nadu, 1976.
Radha Mohan, “Innovative Science Teaching for Physical Science Teachers”,
PHI Pvt., Ltd., New Delhi.
Radha Mohan, “Teaching of physical science”, New Delhi, Neelkamal
Publishers, 2010.
Sharma .P.C, “Modern Science Teaching”, Dhanpat Rai Publication, New Delhi,
2006.
Yadav .M.S, “Teaching of Science”, Anmol Publications, 2003.
44
Biological Science Education – I
TE1314
Objectives
• To understand the relationship of biology with science
• To understand the Taxonomy of objectives
• To understand the teaching of biology at different level of education
• To prepare lesson plan and teaching aids and presenting the same
• To understand and practice all microteaching skills
• To understand different methods of teaching
• To designing the biology laboratory
• To preserve animals and plants
• To develop curriculum in biology
• To create a positive class room climate
• To understand the techniques of evaluations and measuring the learning
outcome.
UNIT I - Nature and Importance of Biology
Nature of science - Biology as a science –Biology in school curriculum – Reasons,
Relationship of Biology with other branches of science-Biology as the science for
knowledge of life
UNIT II - Goals and Objectives
Specifications of different instructional objectives, Bloom’s Taxonomy of educational
objectives – Cognitive, Affective & Psychomotor Domains, Objectives of Teaching
Biology at different levels of Education – Primary, Secondary & Higher secondary.
UNIT III - Lesson Planning and Unit Planning
Components of a lesson plan -Characteristics and Advantages of lesson Criteria of a
good lesson plan, Format of a lesson plan, model lesson plans. Steps in developing a
unit plan – Advantages and disadvantages of unit plan, Sample Unit Plan.
UNIT IV - Micro teaching
Definition – Need – Steps – Micro teaching cycle – Difference between micro and
macro teaching, Advantages. Skills and its components – Skill of introducing a
lesson– Questioning - Explaining – Black board writing – Reinforcement – Stimulus
variation – – achieving closure, Link lesson – need for link lesson in micro teaching.
45
UNIT V - Methods of Teaching Biology
Criteria of choosing the method of Teaching – Level of the class – Size of the class –
Availability of time – Availability of materials and facilities – Nature of the topic to be
Taught.
A. Teacher-centered methods
Lecture method – Merits & Demerits, Lecture cum Demonstration method – Merits &
Demerits, Team Teaching – Meaning – Definition – Purpose – Advantages &
Disadvantages, Biographical method & Historical method – supervised study- How to
improve the quality of different teaching methods.
B. Student-centered methods
Laboratory method, , Heuristic method, Project method, Assignment method,
Seminar, Symposium, Workshop, Panel Discussion, Inquiry training model.
C. Instructional Technology and its application to the teaching of Biology.
Instructional Technology and its Significance, Programmed Instruction, Teaching
Machines, Personalized System of Instruction ( PSI ), Computer Assisted Instruction (
CAI ), Role of Radio and Television in teaching, Multimedia computers, Power point,
CCTV, Electronic learning, Information and communication technology ( ICT).
UNIT VI - Biology Laboratory
Structure and Design of a Biology Laboratory, Procedure for the purchase of
equipments, Laboratory Registers, Safety measures, Guidelines for the Teacher to
follow in the Laboratory, Rules to be followed by the students, Accidents and First Aid
in Laboratory -Improvisation of Apparatus.
Preservation of Insects – other animals – skeleton & skull – birds, Maintenance and
uses of museum, Field trips, organizing a Science Club, Live specimens – school
garden – aquarium – green house – terrarium – Vivarium.
UNIT VII - Text Books
Qualities of a good Text Book – Author, Organization of a text book, subject matter,
Language style and vocabulary, illustrations, Teaching aids, Binding and appearance.
Evaluating and Choosing a Text book, Biology library, Divisions of library, Uses of
library.
UNIT VIII - Curriculum in Biology
Defects in the present curriculum, Principles of curriculum construction, Selection and
Organization of subject matter, NCERT Curriculum, Biological Science Curriculum
Study ( BSCS ), Nuffield Science Teaching Project – Curriculum improvement
projects in India-NCF2005
46
UNIT IX - Class room Climate and Biology Teacher.
Qualifications of a Biology Teacher, In service training, Assessing the Class room
Climate, Importance of class room climate, Promoting a positive class room climate,
Role of the school psychologists, Flander’s Interaction Analysis Categories ( FIAC ).
UNIT X - Evaluation
Qualities of a good test, Diagnostic test, Achievement of Remedial teaching tests,
Principles of test construction, Various types of test items, Blue Print and question
paper preparation. Mean, Median, Mode, Correlation coefficient, Rank order
correlations.
REFERENCES
1. Aggarwal .D.D, “Modern Method of Teaching Biology”, Karanpaper backs,
New Delhi, 2008.
2. Carin & Robert .S,”Teaching modern science (5th edition)”, U.S.A: Merill
Publishing, 1989.
3. Chauhan .S.S, “Innovations in teaching learning process”, Vikas publishing
House, New Delhi, 1985.
4. Hemalatha Kalaimathi .D. & Asir Julius .R, “Teaching of Biology”, Hydrabad
Neelkamal publications, 2010.
5. Sharma .P.C, “Modern science teaching”, New Delhi, Dhanpat Rai
Publications, 2006.
6. Venugopal .G & Nithyasri,”(Teaching of Biology)”, Ram Publishers,
Chennai, 2003.
7. Yadav .M. S, “Teaching of science”, New Delhi, Anmol Publications, 2003.
47
Social Science Education – I
TE1315
Objectives
• understand and appreciate the nature, meaning, definition and concept of social
science education
• appreciate the need for learning History, Geography, Civics, Sociology and
Economics either as separate disciplines or as any integrated discipline.
• understand the scope of social science education and professional significance
of teaching social science education.
• acquaint with social aspects of education and human values lying with the social
science education.
• analyze the course content of social science, acquire the skills of micro teaching.
• develop the skills of writing of lesson plan, adopt suitable methods of teaching
social science & develop and use teaching-learning materials.
• know about need and methods of evaluation, understand the current trends and
issues in teaching social science.
• experience social studies subject through field and site visits, ethnographic
observation and culture, social structure, geographical & natural diversity and
resource & heritage comprehension.
UNIT I - Concept, Meaning, Disciplines,Dimensions of Social Science Education
The need for teaching the subjects under Social science/social studies (History,
Geography, Civics and Sociology) in schools - Concept of social studies and how it
differs from other social sciences - Present perception about social studies/social
sciences - Rationale for including these areas in school curriculum - Objectives of
teaching social studies. Objectives of teaching the subject at different levels Discipline-oriented teaching of social studies and social reconstruction approach.
UNIT II - Aims, Nature, Significance and Values of Teaching of Social Sciences
Need – Significance – scope of Teaching social sciences – aims & values of teaching
social sciences at the secondary level - Values :– Practical – Social – Disciplinary –
and Logical applications – It’s basis for the study of other subjects and applications –
Techniques & significance of social sciences teaching – oral and written –
explanatory and exploratory – chronological and incidental – Historical and
Demographical – means of comprehending social sciences and appreciate the
nuances of social studies learning and teaching – developing sense of inquiry,
understanding, reasoning, sensibility and elaborateness through social science
teaching.
48
UNIT III – Preparations for Teaching Social Sciences Education-Micro Teaching:
Understanding Micro-teaching – Definition – Purpose and Objectives of Micro
teaching – Micro-cycle - Phases of micro teaching – Skills and Components :
Subjective skills: a) Set Induction / Introducing a lesson b) Explanation c) Probing
questions d) Skill of achieving closure.
Objective skills: a) Skill of Reinforcement b) Black Board c) skill of using
Instructional Aids d) Skill of using Black Board e) Skill of Narration f) Skill of
demonstration – Concept of Link Lesson – Triode – Diode. Development of Skills:
Motivation Explanation, Probing questions, Stimulus variation – Episode writing.
Teaching Aids – 2D & 3D (dimensional) Aids – Low cost improvised teaching aids –
observation – Purpose and need for effective observation.
UNIT IV -Preparations for Teaching Social Sciences Education-Macro Teaching:
Bloom’s Taxonomy of Educational Objectives – Cognitive, Affective and Psychomotor domains – Expected Learning / Behavioural Objectives (EBO’s) – General
Instructional Objectives – Specific Instructional objectives – Action verbs and its place
in writing objectives - Teaching learning – Process, Experience, Outcomes –
Significance of Herbert’s approach/steps in writing a lesson plan – a) Motivation b)
Presentation / Development c) Application d) Recapitulation e)
Assignment/Homework/Follow-up. – Unit plan – Week – Month – Year Plan.
UNIT V - Strategies of Transacting Social Science Disciplines
Spectrum of teaching methods in teaching social science disciplines - Effective
teaching – it’s need and purpose for quality classroom transaction.
Generalized Methods of teaching social sciences - Strategies for teaching social
studies in terms of specific methods viz. - Story telling - Discussion – Observation –
Discovery / Heuristic - Problem-solving - Project Method – Laboratory – Source
Method –lecture, socialized recitation and supervised study.
Teacher centered methods: Inductive, Deductive methods - Lecture method,
Demonstration and Team teaching.
Learner centered methods: Assignment, Project, Problem – solving, Seminar,
Discussion, group activity, participation method – individualized project and group
project method, Symposiums – Conferences – Debate.
UNIT VI - Applications of Audio-Visual aids, Media and Internet in Teaching of
Social Sciences
Importance of teaching aids – 2D & 3D (dimensional) Aids – projected and nonprojected aids – Low cost improvised teaching aids: Paper folding and paper cutting,
Utility of Maps, Encyclopedias, 360 degree viewers, satellite pictures, GPS enabled
software applications, TV- Nat Geo, Discovery, Fox History, History channels,
National Geographic and other relevant channels - etc., - hardware demonstration –
49
online clippings as aids – use of web-based audio and video - criteria for selection of
appropriate teaching aids – use of massmedia in teaching social sciences – internet
and web-applications in teacher preparation and teaching social science.
UNIT VII - Assessment and Evaluation in social sciences education
Meaning – Definition – Test – Measurement – Evaluation and Assessment –
Formative and Summative evaluations - Types of Tests – Process of Evaluation –
achievement, diagnostic, prognostic –criterion and norm referenced evaluation.
Steps in construction of an achievement test – Table of weightages – content –
objectives – type of questions – Blue Print – Scoring key – Diagnostic Chart –
Determining discrimination Index & difficulty of an Item – Item analysis –– Types of
evaluation – formative, summative and concepts of Continuous and Comprehensive
Evaluation (CCE). Assessing Question proportion and objectivity in essay type
examinations related to social studies subject - Examination reforms in Social
Science education - Concepts of norm-referenced and criterion-referenced tests –
Grading and Credit system.
Statistical Analysis and interpretation of test scores - Central tendency measures mean, median, mode – Dispersion measures - range, average deviation, quartile
deviation, standard deviation –Association measures - rank correlation –
Representational graphs – Histogram – Frequency curve – Frequency Polygon –
Ogive.
UNIT VIII - Laboratory, Text-Book, Library, Club and other significant activities
in teaching of social sciences
Need, Importance and Significance of Social Science Laboratory - Establishment of
Social Science Lab – Range of materials to be kept in Social Science Lab:
Conventional: Maps, Atlas, Globes, Film strips of various kinds of types,
Technology based laboratory activities – Technology based: GPS, iMaps, Google
Maps, Satellite maps, virtual classrooms, virtual labs and Pictures, Global Weather
Reporting Techniques – Social Sciences Club – Activities – Organization of club
activities – Social Sciences Fair- Social sciences Library - Text-book, Museum, Field
trips, Mass Media and its relative merits and demerits - Current trends and Issues in
Social Science Education – Social Sciences Teacher – Qualities, Duties,
Responsibilities and Characteristics of a Good Social Sciences Teacher.
UNIT IX - Social Sciences / Studies Curriculum - Approaches and Instructional
strategies
Principles of designing a social studies curriculum with weightages to be given for
each component subject areas - rationale of curriculum development - Approaches to
organizing social studies curriculum in terms of correlation, integration, concentric,
spiral, unit and chronological approaches - Essentials of a good social sciences
50
curriculum; its functions and process – Critical study and review of a social sciences /
studies text book of existing syllabi of social studies subject at the secondary stage –
State, CBSE, Anglo-Indian Boards.
UNIT X - Instructional Programmes and Programmed Instruction
A systematic plan for developing CAI programmes, Computer Managed Instruction
(CMI) for social science topics – Programmed Instruction (PI) - Designing a CAI
lesson; specification of objectives – front-end analysis- outcome specification of
lesson design - Lesson development- lesson validation. Common CAI frames:
Introduction- menu page- teaching frames- criterion test frame – feedback (remedial)
frames- reinforcement frames- graphics frames – Linear Programming – Branching
programmes – Mathetics – Skip programming – Brainier style of programmed
instruction – PLAN (Program for learning in accordance with need) – Strategies for
ICT based learning social science education.
REFERENCES
1. Aggarwal .J.C, “Teaching of Social Studies”, A Practical Approach, Second
Revised Edition. New Delhi, Vikas Publishing House Private Ltd, 1993.
2. Broadman David, “New Directions in Geography Education”, Fehur Press,
London. Philadiphla, 1985.
3. Delors, Jacques, “Learning the Treasure Within, Report to UNESCO of the
International Commission on Education for Twenty first Century”, UNESCO,
1996.
4. Dhamija Neelam, “Multimedia Approaches in Teaching Social Studies”, Human
Publishing House, New Delhi, 1993.
5. Rajesh Basrur .M, “Challenges to democracy in India”, @ Oxford University
press. New Delhi, 2009.
6. Ramesh Umarani, “A-Z Ecology”, Centrum press, New Delhi, 2009.
7. Verma .O.P, “Geography Teaching”, Sterling Publication Ltd., New Delhi, 1984.
51
Commerce and Accountancy Education –I
TE1316
Objectives
At the end of the course the student - teacher will be able:
• Acquire knowledge of the terms and concepts used in the pedagogical analysis
of Commerce and Accountancy.
• Develop skills in preparing curriculum, and using the suitable techniques in test
construction.
• Prepare the lesson plan with necessary requirements based on the instructional
objectives and construction of the objectives according to the Taxonomy of
Educational Objectives.
• Develop skills in the preparation of lesson plan and construction of evaluation
tools using the suitable techniques.
• Explain various methods and techniques of teaching Commerce and its
implications.
• Develop a desirable positive attitude towards the teaching of Commerce and
Accountancy
UNIT I - Commerce Education
Commerce Education – Meaning and Importance, Nature and Scope of Commerce
Education, Historical background of Commerce Education, Its present status at
school level, Need and Significance of teaching Commerce and Accountancy at
Higher Secondary level, Aims of teaching Commerce-Disciplinary, Cultural, Practical
and Social aims.
UNIT II - Instructional Objectives of Teaching Commerce
Objectives – Definition, Need for stating objectives and Criteria for the selection of
Objectives; Objective based instruction - Relationship between objectives, learning
experiences and evaluation; General Instructional Objectives (GIOs) and Specific
Instructional Objectives (SIOs); Bloom’s Taxonomy of Objectives.
UNIT III - Micro Teaching
Micro teaching – Definition, Importance and Principles of Micro teaching, Steps and
procedure, Micro teaching cycle; Skills – Set Induction, Explanation, Reinforcement,
Probing questions, Stimulus Variation, Black board writing; Link lesson.
Unit IV - Preparation of Pre-instructional Plans
Year plan – Need and advantages; Unit plan – Principles, Steps and Advantages;
Lesson plan – Need of lesson plan, Principles of lesson planning, Features of a good
lesson plan, Various approaches involved (any one approach in detail); Format of a
typical lesson plan in Commerce and Accountancy.
52
UNIT V - Planning for Assignments, Drill & Review
Assignment – Types of assignments –Uses of class assignments, Criteria of a good
assignment- Guidelines for preparing good assignments in Commerce and
Accountancy - Home assignment – Purposes of homework – Merits of Homework –
Guidelines for giving effective homework – Correction of Homework. Drill – Meaning,
Uses and Principles of Drill; Review - Meaning, Advantages, Differences between
Drill and Review.
UNIT VI - Commerce Curriculum
Curriculum – Meaning & Definition, Syllabus and Curriculum, Criteria for the selection
of content for Commerce curriculum, Principles of curriculum construction,
Approaches to curriculum organization – Unitary, Spiral and Integrated approaches.
UNIT VII - Methods of Teaching Commerce
Criteria for selection of a method – Level of the class, size of the class, available time
and subject matter; Approaches – Analytic and Synthetic, Inductive and Deductive;
Methods – Heuristic, Lecture, Lecture cum demonstration, Project, Problem solving,
Assignment, Case study, Market study, Survey.
UNIT VIII - Assessment & Evaluation
Evaluation – Meaning, Purpose of evaluation, Steps in evaluation, Types of
evaluation – Placement, Formative, Summative, Continuous and Comprehensive
evaluation; Criterion and Norm Referenced tests, Diagnostic and Prognostic tests;
Objective based evaluation.
UNIT IX - Achievement Test
Achievement test – Definition, Functions and Types, Characteristics- objectivity,
reliability, validity and practicability, Types of test items – multiple choice type – short
answer type and essay type – Construction of achievement test – Steps – Examining
the test results against objectives – Item analysis.
UNIT X - Statistical Interpretation of Test scores
Classification of data – Frequency table; Measures of central tendency – Mean,
Median, Mode; Graphical representation of data – Histogram, Frequency Polygon,
Frequency Curve, Ogive; Measures of Dispersion – Range, Quartile Deviation,
Average Deviation, Standard Deviation; Correlation – Meaning, Definition, Rank
correlation,Product Moment Correlation.
53
REFERENCES
1. Aggarwal, “Teaching of Commerce, A Practical Approach.(2nd ed)”, UP Vikas
Publishing House Pvt Ltd, 2008.
2. Chauhan .S. S, “Innovations in Teaching Learning Process”, UP, Vikas
Publishing House Pvt Ltd, 2008.
3. Gupta .U. C, “Teaching of Commerce”, New Delhi, Khel sahitya Kendra, 2007.
4. Khan .M.S Commerce Education. New Delhi , Sterling Publishers, 1982.
5. Nagarajan .K. L, Vinayagam .N & Radhasamy .M, “Principles of commerce
and commercial knowledge”, New Delhi, S.Chand & Company Ltd, 1977.
6. Rao, Seema, “Teaching of Commerce”, NewDelhi, Anmol Publication, 2007.
7. Sharma .R.N, “Principles and Techniques of Education”, Delhi, Surjeet
Publications, 2008.
8. Singh .Y.K, “Teaching of Commerce”, New Delhi, APH Publishing Corporation,
2009.
9. Sivarajan .K and Lal .E.K, “Commerce Education, Methodology of Teaching
and Pedagogic Analysis”, Calicut, Calicut University, 2002.
54
Computer Science Education – I
TE1317
Objectives
• appreciate teaching of computer science as a separate discipline
• acquire knowledge on developments of computer, its hardware, software
technologies
• acquaint with aims and objectives of teaching computer science
• acquire skills relating to microteaching effectively
• understand the need of lesson plan and unit plan
• familiarize with the various methods employed for the teaching of computer
science.
• identify, design and apply the various audio-visual and mass media aids in
teaching of computer science
• analyse secondary and higher secondary school computer science curriculum
and help them to plan learning activities
• identify the importance of textbook, laboratory , assignment , review and library
• develope skills in evaluation and in constructing tests in computer science
education
UNIT I - Computer Fundamentals
Introduction to Computers: Meaning-Brief History of Computers-Types of Computers
Hardware: Input Devices – Keyboard, Mouse, Scanner, Touch Sensitive Screen,
Digital Camera, Magnetic Reader
Output Devices – Monitor, Printer, Speaker and Plotter
Storage Devices - Hard Disk, CD, DVD and Pendrive
Softwares: System Software, Application Software, Word Processor, Spreadsheet,
Database Management System
Use of Computers in Schools.
UNIT II - Objectives of Teaching Computer Science
Aims and Objectives of Teaching Computer Science, Bloom’s Taxonomy of
Educational Objectives – Cognitive Domain – Affective Domain – Psychomotor
Domain, Writing Instructional Objectives – Behavioural Objectives – Non Behavioural
Objectives, Teaching of Computer Science at Different Levels in Primary Level –
Secondary Level – Higher Secondary Level.
UNIT III - Micro Teaching
Micro Teaching – Micro cycle – Communication Skills in teaching of Computer
Science – Verbal Communication – Non-Verbal Communication - Skills and
Components in teaching of computer science – Set Induction / Introducing a lesson –
55
Explanation – Demonstration - Probing Questions – Reinforcement – Stimulus
Variation – Black Board Writing– Closure - Link Lesson.
UNIT IV - Lesson Plan and Unit Plan
Meaning – Importance of Lesson Plan –Steps – Introduction / Motivation –
Presentation – Association - Generalization –Application - Recapitulation-Assignment
/ follow-up – Lesson Plan Preparation, Characteristics of a good Lesson Plan
Unit Plan- Meaning - Steps – Objectives – Content Analysis- Learning Activities –
Evaluation , Use of Unit Plan
UNIT V - Methods of Teaching Computer Science
Need – Significance of Teaching Methods - Lecture - Demonstration – Project –
Problem Solving – Scientific Method – Inductive & Deductive – Analytic & Synthetic
Method- Team Teaching , Individualized Instruction, Programmed Instruction –
Principles – Components of Frame – Characteristics of a good frame – Types of
Programmed Instruction – Linear – Branch – Mathetics, Computer Assisted
Instruction – Common CAI frames: Introductory Frames – Teaching Frames –
Criterion Frames – Feedback Frames – Reinforcement Frames – Graphical Frames ,
CAI modes : Drill and Practice – Simulation – Tutorial – Discovery - Gaming, Role of
Teacher in CAI, Computer Managed Instruction, Innovations in Teaching the subject
through Online Conferencing, Role of EDUSAT
UNIT VI - Audio-Visual Aids in Teaching of Computer Science
Meaning, Importance of Teaching Aids – Edgar Dale Cone Experience – 2D & 3D
(Dimentional)Aids , Non Projected Aids – Chalkboard – Bulletin Board – Magnetic
Board – Flanner Board – Chart – Flash Cards – Graph – Poster – Models - Diorama,
Projected Aids – Hardware Demonstration - Filmstrip – slide – OHP sheet –,
Computer – online clippings as aids, TV. Criteria for selection of appropriate teaching
aids, use of Mass Media in Teaching Computer Science
UNIT VII- Curriculum Aspects in Teaching of Computer Science
Meaning – Principles of Computer Science Curriculum – Approaches to Curriculum
Construction – Horizontal – Vertical – Spiral – Concentric – Topical – Unitary –
Whole-to-part – Part-to-Whole - Chronological, Criteria of Selection of Content –
Critical study and review of Computer Science Text Book of Existing Syllabi at the
Secondary Stage – State Board & CBSE Boards. A Comparative Evaluation of any
two Websites bearing on the same unit in the School Curriculum
56
UNIT VIII - Computer Science Textbook
Qualities of a good Textbook in Computer Science, Functions of a Textbook, Use of
Textbook inside and outside the Classroom , Criteria for Evaluation of Computer
Science Textbook – Selection of Content – Organization – Presentation – Verbal
Communication –Visual Communication – Exercises – Physical Structure, Value of
Computer Science Library – Digital Library – meaning, Function of Digital Library and
its uses
Unit IX - Assignment, Review and Computer Science Laboratory
Assignment – Meaning - need – principles of Assignment, Types – Mastery – Drill –
Research – Project – Experimental – Evaluative, Characteristics of a good
Assignment - Correction – uses
Review – Need and Importance of Reviewing Computer Science Lesson ,
Characteristics of a good Review - Different techniques of Reviewing a Lesson
Computer Science Laboratory – Special Features of Computer Lab – Essential
Infrastructure – Laboratory Management – Organization of Practical– Maintenance of
Records – Discipline of the Laboratory
UNIT X - Evaluation
Meaning – Types of Evaluation – Formative – Summative , Process of Evaluation –
Achievement Test – Written test & Oral Test – Diagnostic & Prognostic tests –
Criterion & Norm Referenced tests – Teacher made and standardized tests ,
Construction of different types of test – Essay – Short Answer – Objective, Steps in
construction of an Achievement test – Table of Weightage – Objectives – Content –
type of questions – difficulty level , Blue Print , Characteristics of a good test – Item
Analysis – Computer Aided Evaluation – Cumulative Record – Concepts of
Continuous and Comprehensive Evaluation (CCE).
Statistical Analysis : Central Tendency - Mean –Median – Mode, Measure of
Variability – Range – Quartile Deviation – Standard Deviation – Variance – Average
Deviation , Rank Correlation.
REFERENCES
1.
2.
3.
4.
Apter, Michael .J , “The New Technology of Education”, MacMillan, London,
1968.
Biswajit Ray, “ Modern Methods of Teaching” ,APH Publishing , New Delhi,
2008
Bloom.B.S. “ Taxonomy of Educational Objectives. Cognitive Domain.”
Longman, London, 1974
Dececo, John .P, “Educational Technology Readings in Programmed
Instructions”, Holt Rinehart and Winston, 1964.
57
5.
6.
7.
8.
9.
Merrill .P.P, “Computers in Education”, Second Edition, Allyn and Bacon, New
York, 1985.
Peter, “Norton's Introduction to Computers”, Tata McGraw-Hill Publications,
New Delhi, 2000.
Richmond, Kenneth .W, “The Teaching Revolution”, Methuen & Co, London,
1969.
Schwatz & Schitz, “Office 2000”, BPB Publications, New Delhi, 2000.
Sharma .R.A, “Shikshan Taknik”, Modern Publishers, Meerut, 1977.
58
Home Science Education – I TE1318
Objectives
• Gain insight that home, school and community are joint laboratories to develop
one as a worthy citizen in the contemporary life.
• Acquaint the competent characteristics of a Home Science teacher & the
interdisciplinary approach of Home Science Teaching in schools.
• Illustrate the aims & objectives of teaching Home Science through effective
lesson planning for achieving specific behavioral outcomes.
• Acquire the skills of classifying & distinguishing different instructional methods &
models for Home Science Teaching.
• Employ the various techniques in the classroom teaching.
• Scheme out a Home Science Laboratory with appropriate curricular accessories
& support material for Home Science Teaching
• Develop a practical understanding of the technology of teaching Home Science
and practice the use of various aids relating to the technology of teaching.
• Get an insight into the organization of co-curricular activities like Home Science
clubs and home science exhibition.
UNIT I - Nature and Scope of Home Science
Meaning and scope of Home Science, philosophical basis of Home Science, Home
Science in relation to an individual, society & education system.
UNIT II - Importance and values of Home Science Education
Values: psychological values, economic values, social values, cultural, aesthetic,
spiritual and ethical values. Conservation of values through Home Science teaching.
UNIT III - Aims and objectives of Home Science
Aims and objectives of teaching Home Science: Bloom’s Taxonomy of Educational
Objectives. Classification of Specific Behavioural outcomes based on Cognitive,
Affective, Psychomotor Domains.
UNIT IV - Methods of teaching Home Science
Criteria for selection of a method: Based on level and size of the class, available time
and subject matter. Approaches of teaching: Inductive, Deductive, Analytic,
Synthetic, Heuristic, Dalton Plan. Specific Methods: Lecture method, lecture cum
demonstration method, laboratory method, problem-solving method, discussion,
seminar, symposium,workshop.
59
UNIT V - Models of Teaching Home Science
Introduction- Definition – Characteristics –Functions- sources- elements of a model,
Types: Inquiry Training Model, Concept Attainment Model, Bloom’s Mastery Learning
Model
UNIT VI - Microteaching
Microteaching: Definition, Microteaching Cycle, Types of Skills: Set Induction,
Explanation, Stimulus Variation, Questioning, Blackboard Usage, Demonstration,
Reinforcement, Closure & Linkage – Limitations.
UNIT VII - Teacher’s plan of action
Lesson planning- importance of lesson plan- writing instructional objectives, planning
for specific behavioral change catering to differing abilities of pupils in a class-unit
planning- preparation and use of unit plan.
UNIT VIII - Modern techniques in teaching Home Science
Assignments- supervised study- team teaching, brain storming, role-playing,
individualized instruction and dramatization. Programmed Instruction: linear and
branching type.
UNIT IX - Hardware and Software educational technologies
Hardware Technologies: Principles and uses of hardware-T.V, Film, Television, Film
Projector, Slide Projector, over-head projector, tape recorder, radio. Software
technologies: Principles and uses of software - chalkboard, bulletin board, chart,
posters, flannel board, magnetic board, and models (Static and working), flash cards,
slides, pictures, graph, maps etc.,
UNIT X - Co curricular activities in Home science
Approaches for Strengthening Home Science Education: Conservation and use of
Community Resource, Kitchen Gardening, Excursions, Home Science Clubs, Nature
calendar, Exhibitions, Fairs & Field trips.
REFERENCES
1. Aggarwal .J.C, “Essentials of Educational Technology”, Teaching Learning &
Innovations in Education, New Delhi, Vikas Publishing House Pvt. Ltd, 2004.
2. Das .R.R. and Ray .B, “Teaching of Home Science”, New Delhi:
SterlinPublishers Pvt. Ltd, 1983.
3. Devadas .R.P, “Methods of Teaching Home Science”, NCERT, 1978.
4. Jha .J.K, “Encyclopaedia of teaching of home science.(Vol I&II)”, New Delhi:
Anmol Publications Private Limited, 2001.
5. Joyce .B & Weil .M, “Models of Teaching”, Prentice Hall Inc., New Jersey, 1979.
60
6.
Lakshmi .K, “Technology of teaching of home science”, New Delhi, Sonali
Publishers, 2006.
7. Nibedita .D, “Teaching of Home Science”, New Delhi, Dominant Publishers and
Distributers, 2004.
8. Sankhala .D. P, “Educational Technology”, New Delhi, Adhyayan Publishers &
distributors, 2006.
9. Seshaih .P.R, “Methods of teaching home science”, Chennai, Manohar
Publishers & Distributors, 2004.
10. Shalool .S Modern, “methods of teaching of home science.” (I Edition), New
Delhi, Sarup&Sons, 2002.
11. Yadav .S, “Teaching of home science”, New Delhi, Anmol Publishers, 1997.
12. Yadav .S, “Text book of nutrition and health”, New Delhi, Anmol Publishers,
1997.
61
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63
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1. fzgjp/tp (2007) ew;wkpH; fw;gpf;Fk; Kiwfs;/ rhe;jh gg;spc&h;!;
brd;id/
2. fzgjp/tp. ,uj;jpdrghjp /gp (2008) Ez;zpiy fw;gpj;jy; rhe;jh gg;spc&h;!;
brd;id/
3. jkpH;bkhHpf; fy;tp ( 1981) tsE}y; jkpH;ehl;Lg; ghlE}y; fHfk; brd;id
4. ,sk;g{uzh; ciu. er;rpdhu;f;fpdpau; ciu (1969) bjhy;fhg;gpak; brd;id
fHf btspaPL jpUbey;ntyp. brd;id–1
5. nfhtpe;juhrd;/K(1980) ew;wkpH; gapw;wy; nehf;fKk; Kiwa[k;
njd;bkhHp gjpg;gfk; brd;id
6. Kidth; gh/ tPug;gd; (2004) cah;epiy jkpH; fw;gpj;jypy;; g[jpa
mZFKiwfs;
7. bghw;nfh. ,f;fhy jkpH; ,yf;fzk; brd;id
8. ,uj;jpd rghgjp/ gp (1997) juk;kpF jkpH;f;fy;tp mk;rh gjpg;gfk; brd;id
9. rp’;fhuntY Kjypahh; (2004). Mgpjhd rpe;jhkzp jkpH; fiyf;fs”;rpak;
brd;id – rPijgjpg;gfk;
10. jpU/ e/ Rg;g[bul;oahh ;(1980)jkpH; gapw;Wk; Kiw. khzpf;fthrfh;
E}yfk;. rpjk;guk;
11. Kidth; R/t$;untY (2009) mUe;jkpH; fw;gpf;Fk; Kiwfs; mk;rh
gjpg;gfk; brd;id/
12. ntZnfhghy;/ , gh/ , nf/ rhe;jFkhhp (2008 )bghJj;jkpH; fw;gpj;jy;
13. Dalki.J, “The language Laboratory and language learning”, Longmans, New
delhi, 1997.
64
65
GENERAL ENGLISH EDUCATION - TE1320
Objectives
• The importance of English to-day
• Contributions of Indians to English Language.
R.K. Narayanan – Gandhiji – Nehru – Dr. S. Radhakrishnan – Sri Aurobindo
• Aims and objectives of Teaching English
• Knowledge of Spoken English and Written English
• Elements of Spoken English
• Understanding of Syllabus, Curriculum, approach method and technique of
Teaching English
• Micro teaching and Macro teaching
• The four language skills namely L,S,R,W.
• Test Examination – Evaluation
• Statistical methods in the interpretation of data.
• The role of ELT, DIET, RIE and CIEFL in the teaching of English
UNIT I - Need and Objectives of Teaching English as a Global Language
Aims of Teaching English as the primary, Secondary and Higher Secondary level
Objectives of Teaching English as a Second language, Contribution of literature,
linguistics and psychology to the teaching of English, Teaching English as a skill
rather than knowledge subject, Mother tongue Interference to English Review of Units
– Need and importance of reviewing – Characteristics, Elements of English Language
and Scope
UNIT II - Approaches and Methods of Teaching English
Advanced methods and techniques of teaching English – Internet and its application –
e –learning world wide web – Teleconferencing – Satellite – EDUSAT.
Different Syllabi of Teaching English , Structural Syllabus, Functional – National
Syllabus, Situations – Syllabus ,Communicative – Syllabus ,Different Methods and
Approaches , Researches in Teaching English – improving the professional efficiency
of English Language Teaching ( ELT ) Role of Central institute of English and foreign
language ( CIEFL ) Regional institute of English ( RIE, Bangalore ) and the British
council, Use of conventional formula – greeting – apology – invitation – refusal –
accepting – thanking – Advanced Grammar – Analysis and Classification of
grammatical errors – testing grammar – steps and usage – phonetic transcription.
66
UNIT III - Teaching Skills
Micro teaching – Principles – Uses – Skills – using black board – Reinforcement –
Stimulus Variation – Link Lesson , Observation – DL – Teacher Education – Guide
teacher – Discussion of teaching the lesson, Macro teaching :-Teaching of prose –
Intensive Reader – extensive Reader. Teaching of Poems - Various steps –
drawing attention to rhymes – making them to appreciate the poem – no need to each
word explanation, Teaching of grammar :- Parts speech – Tenses Degrees of
Comparison Transformation of sentence , Teaching of composition :-Oral and Written
UNIT IV - Teaching aids in Teaching English
Flash cards, Charts, Picture, 3-D model, working model, OHP, Tape recorder, Radio,
TV, Language laboratory, CALL – power point presentation,Web sites for information
Multimedia – Internet
UNIT V - Listening Skill
Listening – importance, Sub skills of listening – perception and comprehension,
Listening for General understanding and specific information – uses of tape recorder
Listening activities:-Dictation, Listening telephone calls, ”to commentaries, to
instructions, Testing the Listening Skill
UNIT VI - Speaking Skill
Difference between Conversation, Orator and Debater, Brain storm, Role – play
Dramatization, Story – telling, Interview – extempore speech, Barriers for effective
communication, Testing speaking
UNIT VII - Reading Skill
Aims of teaching reading, Factors involved in reading, Process of Reading – Symbol,
Sound and sense , Types of reading : Loud reading – silent reading – skimming –
scanning – intensive reading – extensive reading, Sense group in reading, English
reader – Criteria , Strategies to develop reading , Reading schools in America
UNIT VIII - Writing Skill
Mechanics of Writing, Importance of writing, Grammatical skills – Judgement skills
Characteristics of Good Handwriting, Eligibility – Uniformity – Spacing - Capitalization
– Punctuation – Speed, Writing skills – testing
UNIT IX - Evaluation tools
Measurement and Evaluation – difference – Evaluation – Formative and summative –
Taxonomical approach – objective based test for measuring achievement of language
skills, test design and Blue print preparation and administration procedures question
Bank – Standardized Tests – Characteristics – TOFEL - Statistical tools Mean –
Median – Mode – Range – Standard Deviation – Graphical representation – pie
diagram – Histogram – frequency polygon
67
UNIT X - Play way Method of Teaching English and English Institutions
Palindromes, Anagrams, Polarisation, Head stand , Permutation and combination of
letters in a word, Finding the hidden animals and birds from a sentence, The longest
word in English, Role of ELT centres in spreading teaching of English, ELT centres
merging with DIET , The role of DIET in teaching English, The role of RIE Bangalore
in teaching English, The role of CIEFL Hyderabad in educating the teachers of
English
REFERENCES
1. Aggarwal .J.C, “Essentials of Educational Technology”, UP: VikasPublishing
House Pvt. Ltd, 2008.
2. Aggarwal .J.C, “Principle, Methods & Techniques of Teaching”, UP Vikas
Publishing House Pvt. Ltd, 2008.
3. Baruah .T.C, “The English teachers handbook”, New Delhi, Sterling Publishers,
1993.
4. Joyce & Well, “Models of teaching”, V.K. Prentice hall of India, 2004.
5. Krishnaswamy .N, “Teaching English Grammar”, Chennai T.R.Publications,
1995.
6. Mangal .S.K. R & Mangal .S, “Essentials of Educational technology and
Management”, Meerut, loyal book depot, 2005.
7. Palmer .H.E, “Oral Method of Teaching Language”, Delhi, Surjeet Publications,
Mowla, 2008.
8. Sharma .R.A, “Technological foundation of education”, Meerut, R. Lall Books
Depot, 2008.
9. Sharma .R.N, “Principles and Techniques of Education”, Delhi, Surjeet
Publications, 2008.
10. Siddiqui .M.H, “Techniques of Classroom Teaching”, New Delhi, APH Publishing
Corporation, 2009.
11. Vallabi .J.E, “Teaching of English, Principles and Practices”, Hyderabad.
Neelkamal Publications, 2011.
68
General Hindi Education -
TE1321
Objectives:
At the end of the course, the students will be able to:
• Understand the importance of mother tongue as against of the regional and
foreign languages.
• 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 evaluated.
• Acquire knowledge of the current trends in the teaching of Hindi.
• Get familiarized with techniques of oral preparation and practice of language
items.
UNIT I - Preliminary Statement
Meaning, definition and importance of Mother tongue in education.
Teaching of Mother Tongue as against of the regional and foreign languages.
Objectives of teaching Hindi at the primary level, secondary level and Higher
Secondary level.
Analysis factors in language learning: Language as a skill – Listening – Speaking Reading - Writing.
Teaching of Hindi as a skill rather than a knowledge subject.
The scope of the Hindi in B.Ed. course.
UNIT II - Teaching Skills
Bloom’s Taxonomy of Educational Objectives - Cognitive – Affective -Psychomotor
domains- General and Specific instructional Objectives.
Micro teaching- Principles- Skills- Introducing the lesson- Explanation- Stimulus
Variation- Questioning-Reinforcement- Using the Blackboard-link lesson.
Observation- Demonstration lesson- Teacher educator – guide teacher – peer group
– Feedback.
Macro teaching – lesson plan format – Teaching Prose – Poetry – Grammar –
Composition – Teaching aids.
Difference between prose and poetry teaching.
UNIT III - Resource in Teaching Hindi
Teacher made aids – Flash card, Pictures, Charts, Models, Blackboard sketches.
Mechanical aids – Overhead projector, Tape recorder, Lingua phone records, Radio,
Television.
Programmed learning – Language laboratory.
Computer assisted language learning – Power point presentation – Identifying
websites.
69
UNIT IV - Approaches and Method of Teaching Hindi
Method – Approach – technique – Design, Method of Hindi teaching – Story telling
method – Textbook method – Explanation method – Herbertian’s method – Language
lab , Approaches – Structural approach – Types of structure – Principle of selection of
structure, Advantages of structural approach, Communicative approach, Recent trend
in the teaching of Hindi.
UNIT V - Tools of Evaluation
Measurement and evaluation- meaning and difference between them, Characteristic
of a good Hindi test- Objectivity- Reliability- Validity- Feasibility, Application of
evaluation approach in teaching of Hindi., Concept of Evaluation- Types of
Evaluation- Formative and summative, Different types of tests- Achievement tests,
Aptitude tests, Proficiency tests, Diagnostic tests, Types of Achievement tests- Oral
test- Written test- teacher made test- standardized test, Objective test-One word
answer- Fill in the blanks – Matching – Multiple Choice – Error recognition, Written
tests - Short answer type – Paragraph type – Essay type, Construction of a good test
– Preparation of blue print – Scoring key – Marking scheme, Item analysis – Item
difficulty – Discriminative index.
UNIT VI - Listening Comprehension
Sub skills of listening in Hindi language – Concept of listening skill, The three phases
of listening, Listening material – listening to specific information, for general
understanding, to deduce meaning, to infer opinion and attitude by using a tape
recorder, Development of listening skill in different activities – dictation, following a
route, listening to instructions, Jigsaw listening.
UNIT VII - Speaking Skills
Techniques in teaching speaking – the conversation class, the topic based discussion
class – task centered fluency practice, Tasks for developing speaking skills –
Individual, pair and group work, Improving oral fluency – parallel sentences –
conversation – Dialogue – Role play, Dramatization – Play reading – Group
discussion, Story telling – Narration – Description, Communication game – Debate –
Interview – Extempore speech, Barriers for effective communication, Testing
speaking.
UNIT VIII - Reading skills
Meaning – definition and types of reading skills, Process involved in reading –
Symbol, sound, sense, Types of reading – reading aloud – silent reading – skimming
– scanning – intensive reading – extensive reading, Method of teaching to beginners
– alphabet method – phonetics method – word method – phrase method – sentence
70
method, Reading for perception – reading for comprehension, Studies to develop
reading, Testing reading.
UNIT IX - Writing Skills
Concept of writing skills, 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
hand writing – distinctiveness – legibility – simplicity- uniformity – spacing –
capitalization – punctuation – speed, Developing good handwriting.
REFERENCES
1.
2.
3.
4.
5.
Aggarwal .J.C, “Principles, Methods & Techniques of Teaching”, UP, Vikas
publishing House Pvt Ltd, 2008.
Chau han .S.S, “innovations in Teaching learning process”, UP , Vikas
publishing House Pvt Ltd, 2008.
Dhand .H, “Techniques of teaching”, New Delhi, APH publication Coorporation,
2009.
Pal .H.R. and Pal .R, “Curriculum – yesterday, Today and Tomorrow”, Kshipra,
New Delhi, 2006.
Singh, Karan, “Hindi Shikshan, Govind Prakashan”, Lakhimpur Khiri, 2002.
71
General Sanskrit Education -
TE 1322
Objectives
• To explain the nature, need & principles of Sanskrit language.
• To acquire knowledge of Literacy, cultural and linguistic value.
• To critically explain the various methods for successful language teaching.
• To bring to their knowledge different approaches for teaching different aspect of
language.
• To develop the language skills and their features among the pupils teachers.
• To develop the skill of preparing and using effectively the instructional materials
for the teaching of Sanskrit.
• To explain and organise different type of co-curricular activities related to
Sanskrit.
• To develop diagnostic and remedial skill in Sanskrit teaching.
• To get an insight of the text books and materials used.
• To understand the technique of obtaining feedback for evaluation.
UNIT I - Role and distinctive features of Sanskrit
Meaning, Nature and principles of Sanskrit, Role of Sanskrit in Indian Society and
Abroad, Place of Sanskrit in curriculum of primary, junior, High school and secondary
level, Three- language formula and Sanskrit, The literary, Cultural and linguistic value
of Sanskrit and its relation with modern languages, Aims and objectives of teaching of
Sanskrit.
UNIT II - Curriculum development
Need basis and principles of curriculum construction, Precautions in developing
curriculum of Sanskrit, Evaluation of present curriculum
UNIT III - Learner-centered approaches and methods
Methods: Pathshala method, Bhadrakar method, Direct method, Text book method
and Elective method.
Approaches: Structural approach, Constructive approach, Communicative approach
Difference between ‘Approach, and ‘Method.
UNIT IV - Pedagogical analysis
Objectives and lesson planning - Teaching of prose, Teaching of poetry, Teaching of
Grammar and teaching of composition, Translation, Drama, Rapid reading and
spelling in Sanskrit.
72
UNIT V - Language skill
Listening and speaking skill- Features of Sanskrit pronunciation, Basic knowledge of
Sanskrit- sound, Stress, Rhythm, Juncture, Intonation, Patterns and their implications.
Reading and Writing skill- Teaching mechanism of Reading, Teaching reading to
beginners, Teaching reading with comprehension.
UNIT VI - Instructional Material
Concept, components, Importance and their effective use: Television, Tape recorders
Film strips, Films, OHP; Language Laboratory-An important instructional aid.
UNIT VII - Co-curricular activities related to Sanskrit
Usefulness of language game, Shloka Recitation, Lecture, Dramatization and other
creative competitions and other co-curricular activities in the teaching and learning of
Sanskrit
UNIT VIII - Remedial and enrichment content
Meaning and significance of remedial teaching, Common errors in Sanskrit and their
removal through remedial teaching
UNIT IX - Text book of SanskritCharacteristic and evaluation procedure of textbooks, a critical appraisal of the
present text book in Sanskrit, Suggestion for improvement and qualities of a good
teacher
UNIT X - Evaluation procedureEvaluation in Sanskrit teaching, Difference between Measurement, Assessment and
Evaluation, Construction of a good test keeping in view of the objectives, content and
form of questions, Development and standardization of achievement Test in Sanskrit
preparation of a blue print.
REFERENCES
1. C.S. J. M University, Regulation Devi Ahilya Vishvidyalaya University Indore,
Regulation, 2012.
2. Models of Teaching. Society for Educational Research &Development, Baroda,
1991.
3. Ordinances, regulations & curriculum faculty of Education, CCS University
Meerut, 2003-2004.
4. Pal .H.R and Pal .R, “Curriculum-yesterday, today and tomorrow”, Shipra, New
Delhi,.
5. Panday, Ramshackle: Sanskrit Shikshan, Agarwal Publication, and Agra.
73
6.
Safaya .R.N, “Sanskrit Shikshan Vidhi”, Haryana Sahitya Academy,
Chandigarh.
7. Sansanwal .D.N & Singh, “Singh, Karan, Sanskrit Shikshan”, Govind Prakshan,
Lakhimpur khiri.
8. Singh .S.D and Sharma, Shashikala, “Sanskrit Shikshan”, Radha prakashan
Mandi, Agra, 1999.
9. Tamilnadu teachers Education University Regulation, 2009.
10. Weil .M & Joyce .B, “Information Processing Models of Teaching”. Prentice Hall
Inc., New Jersey, 1979.
74
Mathematics Education – II
TE1323
Objectives
At the end of the course the student teacher will be able :
• To understand the curriculum development in mathematics.
• To Understand the models of teaching mathematics.
• To know the importance of learning theories and strategies in mathematics.
• To Explore the various resources in learning mathematics.
• To acquire the skill of organizing mathematics laboratory.
• To know the importance of Technology in teaching mathematics.
UNIT I - Mathematics Curriculum
Definition need and Major Objectives of mathematics curriculum. Curriculum
Development – organization of the curriculum – Approaches to curriculum
organization – Characteristics of modern Mathematics curriculum.
UNIT II - Psychological Theories Influencing Learning of Mathematics.
Psychology of learning Mathematics – Gagne’s types of learning the ideas of piaget
and Bruner – Appropriateness of these types in learning mathematics. Factors
influencing the learning of mathematics – Motivation, maturation, perception, attitude
and aptitude – Divergent thinking in Mathematics.
UNIT III - Class Room interaction Analysis
Nature of class room interaction, teacher behaviors - students behavior, classroom
interaction – Interaction Analysis Technique – observation schedule and record –
Flanders Interaction analysis Technique, Reciprocal category System (RCS) and
Equivalent Talk Category System (ECTS)
UNIT IV - Mathematics Teaching
Team teaching, play way technique – Group discussions – panel discussion – Buzz
Sessions, mathematical games. Concept mapping – Keller Plan – Dalton plan –
Supervised study – Cooperative learning. Concept of models of teaching –
Characteristics – Families of Models – Concept attainment model – advance
organiser model – Inquiry Training model.
UNIT V - Learning Resources for Mathematics
Mathematics Library – Mathematics Text book – Mathematics lab – Workbooks in
mathematics – Mathematics club – field trips and field work.
75
UNIT VI - Problem Solving skill and Strategies
Short cut methods – rapid calculation, mental work, Simple multiplication – tests of
divisibility – methods to develop speed and accuracy.
UNIT VII - Recreational Mathematics
Recreational Mathematics – riddles, puzzles, paradoxes, beautiful number patterns,
magic squares , paper play.
UNIT VIII - Integrating Computer in Teaching Mathematics
The influence of computers in teaching and learning mathematics – the application of
MS -Office ,Word, Excel, Power Point Presentation .
Unit IX - Content Analysis
Analysis of content available in mathematics textbook of XI and XII standards
prescribed by government of Tamilnadu, Critical analysis of Present Teacher
Education Programme.
UNIT X - Statistics in Evaluation
Statistical measures – Percentile, Percentile rank, Coefficient of Variational
Regression.
Distributions – Normal Probability curve ( Characteristics and its uses ), Skewness
and Kurtosis.
REFERENCES
1. Aggarwal .J.C, “Teaching of mathematics”, UP, Vikas Publishing House Pvt Ltd,
2008.
2. Bagyanathan .D, “Teaching of mathematics”, Chennai, Tamil Nadu Text Book
Society, 2007.
3. James Anice “Teaching of Mathematics”, Hyderabad: Neelkamal Publications
Pvt., Ltd.
4. Mangal .S, K & Mangal .S, “Essentials of educational technology and
management”, Meerut, loyal book depot, 2005.
5. Nagarajan .K, Srinivasan .R, “Elementary Statistics”, Chennai, Ram Publishers,
2005.
6. Nagarajan .K, Srinivasan .R, “Inferential Statistics”, Chennai, Ram Publishers,
2005.
7. Parthasarathy .N, “Kanitham karpithal”, Chennai, The South India Saiva
Siddhanta Works, 1961.
8. Sharma .R.A, “Technological foundation of education”, Meerut, R.Lall Books
Depot, 2008.
9. vd;. jkae;jp ghf;fpaehjd;. fzpjk; fw;gpj;jy;. rhe;jh gg;sprh;;
76
Physical Science Education -II
TE1324
Objectives
• Enhancing the knowledge of science
• Equip him/herself with models of teaching Physical Science.
• To acquire skill in handling classes
• To utilize the library resource effectively
• Catering to the needs of individual difference
• To Understand the psychological basis and techniques available in teaching
physical science
UNIT I - Basic knowledge of Physics/Chemistry
Contents of XI and XII Std (Physics /Chemistry) Prescribed by Tamil Nadu Textbook
Society. Writing Instructional Objectives. Writing lesson plan for the contents in XI &
XII
UNIT II - Psychological basis in physical science teaching
Models: Definition, Types of teaching model – Contribution of Piaget, Vigotsky theory
of learning – Gagne’s model of learning - Bruner model of concept learning –
Suchman’s inquiry training model.
UNIT III - Modern methods of Physical science teaching
Criteria for the selection of methods Modern methods of Teaching Physical science:
Seminar – Symposium Workshop, Group Discussion, Debate, Panel Discussion,
Team Teaching - Internet and Intranet in Class room instruction, Supervised study.
UNIT IV - Teaching of Physical Science – Activity based
Organization of Science Club – Values of a Science Club – Organization of science
fair- Steps for the organization of a Science fair - Science Museum, Science
Exhibition – Field trip – Excursion – School Gardening – Aquarium, Vivarium,
Terarium – Nature walk
UNIT V - Individualized Instruction
Catering to the needs of the Individual difference – National Talent search
Examination – Identification and Characteristics of Slow and Gifted learners –
Programme for the Slow and Gifted learner
UNIT VI - Class room climate
Class room Climate – Autocratic , Democratic, Laissez fair - Teacher behavior –
Student behavior-Class room interaction analysis – Flander’s interaction Analysis –
77
Observation or Recording of Classroom event - Construction of Interaction Matrix ,
Sample Interaction Matrix, Interpretation of Interaction analysis, Limitation.
UNIT VII - The Science Teacher
Qualification of Good Science teacher , Pre – service Training Professional
Development – Need for In – Service Training - Current state of Affairs in India –
Mass Orientation of School Teacher (MOST) – Special Orientation Programme – Self
evaluation.
UNIT VIII - Environmental science and Human health
Creating awareness among people about the Environmental Issues – Pollution –
population exploitation – Malnutrition - Superstitious beliefs – Sociodrama Psychodrama – Global warning – Communicable diseases.
UNIT IX - Assessment Techniques
Statistical methods and Techniques –– Measures of Central tendency – Measures of
Variability – Correlation co- efficient, Rank Order and Product Moment Correlation –
Graphical representation of Data – Bar diagram, Pie diagrams – Histogram,
Frequency polygon – Cumulative Frequency Curve, Ogive Curve.
UNIT X - Physical Science and Technology
Web based instruction: ‘e’ learning, Virtual Classroom, Simulation, Power point
presentation. Video Conferencing – Meaning, Utilization for teaching, advantages –
Smart class room – Virtual University – Multimedia approach – Online teaching &
examination.
REFERENCES
1. Mangal .S.K, “Foundations of Educational Technology”, Ludhiana, Tandon
Publications, 2001.
2. Nair .C.P.S, “Teaching of Science in our Schools”, Sulthan Chand & Co. (Pvt.)
Limited, 1971.
3. Nayak, “Teaching of Physics”, New Delhi, APH Publications, 2003.
4. Pandey, “Major Issues in Science Teaching”, New Delhi, Sumit Publications,
2003.
5. PannerSelvam .A, “Teaching of Physical Science (Tamil)” Chennai:
Government of Tamil Nadu, 1976.
6. Radha Mohan, “Teaching of physical science”, New Delhi, Neelkamal
Publishers, 2010.
78
Biological Science Education - II
TE1325
Objectives
• To Know the contents of XI & XII biology books
• To understand the new developments in biology
• To understand the uses of computers for teaching
• To analyze the class room interaction and Interpretation
• To apply the knowledge of various teaching models for teaching of Botany and
Zoology
• To analyze and utilizes the library resources
• To develop skill for preparing video conferencing for teaching develops biological
science
• To find out hidden potentialities of students
• To organize programs for creating awareness among people.
• To execute projects for their future students
• To implement different assessment techniques to evaluate their students
UNIT I - Knowledge of content in Biological Science
Theoretical and practical Content of Botany and zoology related to XI and XII
standard specified by Tamilnadu government.
UNIT II - New Developments in Biology
Bio –Technology, Bio – Chemistry, Bio – Physics, Micro- Biology
Developmental Biology, Behavioral science, Neuro physiology, population genetics,
Genetic Engineering, Rain water harvesting, Forest Conservation, Bio-medicine and
Radio isotopes.
UNIT III - Computers in Biological Science Teaching
Multimedia computers, advantages of computers - Computers and teachingProgrammed instruction, Development and use of Multimedia in the Teaching of
Biological Science.
UNIT IV - Class Room Interaction Analysis
Nature of class room interaction, Teacher Behaviors – Students behavior, Class
room interaction - Interaction Analysis Technique -Observation schedule and record Flanders Interaction Analysis Technique – categories - observation and recording Interpretation - Advantages.
79
UNIT V - Models of Teaching Biological Science
Introduction, Definition, Types of teaching model – Contribution of Piaget, Vigotsky
theory of learning - Gagne’s model of sequential learning – Bruner’s model of concept
learning - Implication of teaching and learning science.
UNIT VI - Instructional technology in teaching Biological Science
Group discussion - Team teaching- Supervised study – Biographical method –
Internet and Intranet in class room instruction. Video conferencing- Meaning,
utilization for teaching, Advantages.
UNIT VII - Library and Electronic resources in biology teaching
Importance of Library, Text Book - Reference Books - Periodicals - Journals and
Magazines in Science -Values of Science libraries - e resources - e books and - e
library
UNIT VIII - Talent search programs related to science-Activity aids
Organization of Science club, Science exhibitions, Science Excursion, Science Fairs,
Field trips, Presentation about programs conducted and steps and procedure for
Execution of projects at school.
UNIT IX - Environmental awareness through Science Teaching
Creating awareness among people about the consequences of pollution - Global
warming - Over population –Malnutrition - Superstitious beliefs- Health awareness
programs – Vaccination and its importance.
UNIT X - Assessment Techniques
Titles for Individual and group projects-Importance of projects in learning BiologyListing out possible Working and static models-Importance of models in learning
biology-Assignment - Meaning - Importance of assignment in learning Biology Characteristics of good assignment.
REFERENCES
1. Arulselvi .E, “Teaching of science”, Chennai, Saradha Publications, 2007.
2. Chauhan .S.S, “Innovations in Teaching Learning Process”, Vikas Publishing
House, New Delhi, 1985.
3. Garrett .H, “EStatistics in Psychology and Education .Bombay”, Vakisls, Feffer
and Simons Ltd, 1979.
4. Gupta .S.K, “Teaching of Physical Science in Secondary Schools”, New Delhi,
Sterling Publishing (Pvt.Ltd), 1985.
5. Heiss, Obourn & Hoffman, “Modern Science in Secondary Schools”, New Delhi,
Sterling Publishing Private Ltd, 1985.
80
6.
7.
8.
9.
Pandey, “Major Issues in Science Teaching”, New Delhi, Sumit Publications,
2003.
Sharma .P.C, “Modern Science Teaching”, New Delhi: Dhanpat Rai
Publications, 2006.
Venugopal .G & Nithyasri, “(Teaching of Biology)”, Ram Publishers, Chennai,
2003.
Yadav .M.S, “Teaching of Science”, New Delhi, Anmol Publications, 2003.
81
Social Science Education – II
TE1326
Objectives
• develop knowledge about the basic principles governing the construction of a
social science curriculum
• develop the classroom skills needed for teaching of social science/social studies
either as a separate or as an integrated discipline using modern methodology
• develop the ability to organize co-curricular activities and community resources
for promoting social science/social studies learning.
• acquire the ability to develop instructional support materials, understand the
importance of Instructional Planning
• understand the methods of teaching controversial issues in Social Science,
develop interest on contemporary affairs in the Indian scenario
• understand the importance of Agriculture, Economy, Industrial growth,
technology and communication development, media and transport etc.
• develop a keen interest on the different phases of Indian Freedom Struggle and
the contribution of various education committees
• understand the importance of Indian Constitution, appreciate the composite
culture of Indian society
• develop an in depth knowledge on regional differences and socio-economic
inequalities understand importance of classroom management, comprehend the
approaches to classroom management
• understand ways of managing a classroom, physical resources of a classroom
• understand and appreciate social sciences education and its teaching-learning
aspects as a whole
UNIT I - Perspectives of Social Sciences Education
Social Science Education – Definition – Need and Importance – Scope - Dimensions
of Social Science - Concept of Social Science – Difference between Social Science
and Social Studies – Relationship between Social Science and other Subjects –
Present status and significance of Social Science education - Individual, Social and
National needs of the Social Science Curriculum - Content, Principles and Selection
of Social Science Curriculum – Analysis of Social Science course content: Primary,
Secondary, High School, Higher Secondary and College level – Neglect of social
sciences in the technological era – Strengths and Inevitability of Social Sciences in
the school and college curriculum – Oath of social science teachers to improve the
standards and spread awareness & essentiality of social science subjects.
82
UNIT II - The History and Development of Social Sciences / Studies Education
History and Development of Social Studies as school subject – Post-Modern and
Contemporary status of social studies education in India - Citizenship education Fundamental Duties, Fundamental Rights, Directive Principles of State Policy National institutes- NIRD, NGRI, NRSA, ICSSR, ICAI (Indian council for adult
education), UGC, NCF 2005, NCF for Teacher Education – 2010 - Understanding
social studies in relation to History, Geography, Civics and Economics, Sociology.
UNIT III - Teaching social studies – Tenets, Commissions, Policies, Statutory
bodies and Agencies
Importance of teaching social sciences education - Broader objectives of Teaching
and Learning Social sciences education - Important Commission of Pre & Post
Independence India: Woods dispatch, Macaulay’s Minutes, Macaulay’s down filtration
theory, Indian Education Commission (1882 and 1964), Hartog Commission –
Wardha system of Education, CABE, NEP – 1968, 1986 - Recommendations of
Kothari Commission, Recommendations of New National Policy on Education (1986)
- NPE 1986, NCF 2005, NKC 2007 - Instructional objectives and specifications of
teaching Social Sciences, UGC, NCERT, CASE, RIE’s, IASE’s, DIETs.
UNIT IV - Modalities of teaching social sciences
Classroom Interaction Analysis – Flander’s - Vogal’s check list of critical analysis of a
text book –Edgar Dale's cone of Learning Experience – Multimedia, Internet, World
Wide Web, Online applications in Social sciences teaching-learning – Integrated
technology based approaches in teaching-learning of social sciences – Systems
approach – Synergic approaches in teaching social sciences - Teaching of
controversial issues in Social Science – Need and limitations to discuss controversial
issues related to politics (corruption, policies etc.), cultural (superstitions, myths, belief
systems etc.,) – The Social Sciences teacher and their elaborate characteristics and
contributions.
UNIT V - Models of teaching social sciences education
Inquiry-training model, Advanced-organizers model, Behaviouristic Model,
Personalized model, Social-training model, Concept-attainment model, Glaser’s basic
Teaching Model, Mastery Learning Mode, Minimum levels of Learning, Activity Based
Learning, Active learning Methodology, Reflective Teaching,
UNIT VI - Contemporary India
Issues and challenges – National integration and secularism, social justice and
economic justice – Women empowerment through education – Education and health
for all – India and world peace – National Integration – International Understanding –
Teacher’s Role in developing these – Human Rights - Human rights in modern
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context – National Human Rights Commission - Remedies of human rights violation –
RTI Act – Anti-corruption policies – Policies and Amendments – Rights of the needy,
socially and financially deprived – State & Central Welfare commissions – Minorities
welfare – Tribal welfare – Education for all – Free and Compulsory Education –
Financial Assistance Schemes for Education at different levels – Mass literacy –
Culture – transmission and transformation – Achieving awareness, equality in social
structure through education.
UNIT VII - Education and Social Sciences
Education as an instrument of social change- influence of education on society, family
and their practices Socio-cultural influences on the aims and organization of
education Social acceptability of educational policy and practice Impingement of
cultural history on education Emerging trends in societies and their repercussions on
education: globalization and internationalization of education - Indian Agriculture –
Contribution of agriculture to national income – Food security – Impact of
globalization, consumerism, liberalization – Indian Industry – Public sector – rural
industries – Private enterprise – Transport and communication – Impact of
Globalization – Development of communication and transportation.
UNIT VIII - Technology-enhanced Learning Resources
ICT and Multimedia as technology-enhanced communication devices in teachinglearning: a comparative review of various learning resources Interactive white board –
its features and advantages Computer as a learning resource for presentation,
documentation, word processing, evaluation. Animation and other visual presentation
options on a computer Internet as an Information Resource. Evaluating information
resources on the Internet Emerging Internet trends and technologies for facilitating
learning Designing and Developing Technology- Enhanced Learning Material
Changing roles and competencies of a teacher in technology enhanced learning
UNIT IX - Classroom Management
Classroom management in social science teaching – concept, need and approaches Roles of students in a classroom – leader, follower and non-participant - Role of a
social science teacher in classroom management – relationship between leadership
styles of a teacher and classroom discipline - Managing behavior problems in a social
science classroom – Preventative, Supportive and Corrective - Common mistakes in
classroom behavior management. Establishment of routines, rules and procedures
Punishment and its legal implications – the rights of a child Time management in a
classroom – allocated time versus engaged time – Types of Teachers (Authoritative,
Democratic, Laissez Fairer) – Achieving teaching effectiveness in a social sciences
classroom – Need for elaborate, creative, comprehensive, pervasive social science
teachers.
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UNIT X - Social sciences learning as a social cultural process
Learning group as a resource for learning – understanding dynamics of a group, zone
of proximal development Variety of ways of organizing learning in groups - Meaning,
scope, advantages and guidelines Teacher’s role in building learning communities in
a classroom through promotion of common goals, partnership, shared leadership, coevolving and co-learning Cooperation and competition as processes in group
learning: possibilities in organizing co- operative and collaborative learning, peer
coaching Assessment of group learning – Remedial Teaching.
REFERENCES
1. Anlet Sobithabai, “Contemporary History of India (1947 – 2009 A.D)”, Sharon
publications, Tamil nadu, 2009.
2. Asian development Bank, “Agriculture food security and rural development”,
Oxford University press. Delhi, 2010.
3. Dhamija, Neelam, “Multimedia Approaches in Teaching Social Studies”,
Harmen Publishing House, New Delhi, 1993.
4. Fenton, Edwin, “The New Social Studies”, Holt Rinehart, Winston, Inc., New
York, 1967.
5. NCERT, “Guidelines and Syllabi for Secondary Stage (Class IX, X)”, NCERT,
New Delhi, 1988.
6. Singh, Gurmit and Kaur, Jasvir, “Teaching of Social Studies”, Ludhiana: Kaliyani
Publishers, 2007.
7. Sudhir Naib, “The Right to information Act 2005”, A Hand book, Oxford
University press – India, 2011.
8. Taneja .V.K, “Teaching of Social Studies” , Ludhiana , Vizo’s Publications,
1992.
9. UNESCO, “Handbook for Teaching of Social Studies”, UNESCO, Paris, 1981.
10. Verma .O.P, “Geography Teaching”, New Delhi, 1981.
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Commerce and Accountancy Education – II
TE1327
Objectives
At the end of the course the student - teacher will be able:
• Enumerate the importance of Commerce education and the present status of
Commerce education in our country.
• Apply the knowledge in analyzing higher secondary Commerce and
Accountancy contents in terms of the techniques.
• Develop interest in learning recent developments in Commerce and
Accountancy
• Understand Professional Development in teaching Commerce and Accountancy
• Describe educational technology on teaching-learning of Commerce.
• Computer/Web based teaching and learning materials for Commerce and
Accountancy.
UNITI - Commercial Issues related to Indian Economy
Commercial issues related to teaching of Commerce – World Trade organisation –
GATT, GATS; Globalisation, Privatisation and Liberalisation (LPG), FEMA, Inflation,
Consumer protection, e - commerce; e – banking, controversial issue – Economic
crimes
UNIT II - Curriculum in Commerce
Current trends in curriculum changes in Commerce at Higher Secondary level; A
critical analysis of existing Commerce curriculum of different boards; Content course
of Commerce of classes XI and XII.
UNIT III - Construction of Knowledge in Commerce classrooms
Constructivist Perspectives – Individualism and Collectivism: Bruner, Piaget and
Vygotsky’s Ideas; Social construction of Commerce knowledge; Constructivist
classroom climate – Teaching and learning strategies
UNIT IV - Individualization of Instruction
Individualized Instruction – Meaning and Characteristics; Techniques of individualized
instruction; Programmed Instruction – Definition – Theoretical bases, Principles;
Types of programming – Linear, Branching; Teaching Machines; Preparation of
programmed learning material, Advantages of PI, Teacher’s role in PI.
Individual Differences in Learning
Identification of gifted and slow learners in Accountancy, Enrichment programmes for
gifted learners, Identification of learning difficulties, Causes and remedies for
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backwardness, Remedial teaching programs, Providing for individual differences in
Accountancy
UNIT V -I instructional Aids used in Teaching Commerce
Instructional aids – Importance, Principles of preparation and use, Classification – two
dimensional and three dimensional – aural, visual and activity aids – projected and
non projected aids.
UNIT VI - Learning Resources in Commerce & Accountancy
Commerce text book – Need for a text book in Commerce and Accountancy, Qualities
of a good text book in Commerce and Accountancy, Rating scale to evaluate a good
text book in Commerce and Accountancy; Commerce Library – Need and importance
of a Commerce library; Books, Magazines, Periodicals, CD’s and equipments to be
kept in a Commerce library.
UNIT VII - Commerce Department & Commerce Club
Commerce Department: Records and registers to be maintained; Commerce Club –
Organisation, structure and development of Commerce club; Activities of Commerce
club to develop commercial interest and attitudes– Uses of community resources Arranging Field trips, Guest lectures, Workshops, Seminars, Symposium and Panel
Discussion.
UNIT VIII - Commerce Teacher
Commerce and Accountancy Teacher – Qualifications, Qualities, Regular duties and
responsibilities of a Commerce teacher, Ethical and Social responsibilities of the
Commerce teacher, Necessary registers and records to be maintained by the
Commerce teacher, Challenges faced by the Commerce teacher; Professional
Development – Need for in-service training; Limitations in current in-service
programme.
UNIT IX - Computer Aided Instruction
Computers and Multi Media in learning Commerce; Computer Assisted Instruction
(CAI) – Meaning, Modes of CAI, Benefits of CAI, Teacher’s role in CAI; Computer
Managed Instruction.
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UNIT X - ICT Integrated Commerce Education
ICT in teaching & learning – Components of ICT, Web Assisted Instruction –
Identification of e-resources; Web Based Instruction ; E-learning – Concept,
Characteristics, Advantages and disadvantages; Mass media in teaching of
Commerce; Tele conferencing.
REFERENCES
1. Aggarwal, “Teaching of Commerce”, A Practical Approach.(2nd ed). UP, Vikas
Publishing House Pvt Ltd, 2008.
2. Gupta .U. C, “Teaching of Commerce”, New Delhi: Khel sahitya Kendra, 2007.
3. Khan .M.S, “Commerce Education”, New Delhi, Sterling Publishers, 1982.
4. Nagarajan .K.L, Vinayagam .N & Radhasamy .M , “Principles of commerce and
commercial knowledge”, New Delhi , S.Chand & Company Ltd, 1977.
5. Rao, Seema, “Teaching of Commerce”, NewDelhi, Anmol Publication, 2007.
6. Sharma .R. N, “Principles and Techniques of Education”, Delhi, Surjeet
Publications, 2008.
7. Singh .Y. K, “Teaching of Commerce”, New Delhi, APH Publishing Corporation,
2009.
8. Sivarajan .K and Lal .E.K, “Commerce Education, Methodology of Teaching and
Pedagogic Analysis”, Calicut, Calicut University, 2002.
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Computer Science Education – II
TE1328
Objectives
• Explain the meaning scope and relevance of technology in computer science
education
• Describe the need for ICT and ET mediated computer education
• Identify the challenges in integrating ICT in school computer education
• Develop instructional modules for online learning and text materials for
multimedia presentation
• Identify , compare and evaluate web sites for any given topic
• Consider ethical issues involved while using e-sources, develop question bank,
maintain students assessment records and analyze students
• Performance using ICT, use e-sources for carrying out educational research
• Analyze the scope and challenges of e-governance in educational planning and
administration
• Assess the effectiveness of virtual education and virtual class room environment
in computer science teaching
• Acquire knowledge on computer software and growing capability of computer
technology.
• Acquire knowledge on latest trends in Information Technology and assessment
techniques..
UNIT I - Information & Communication Technology in Education
Concept, Importance, Meaning & Nature of Information & Communication Technology - Need of Information & Communication Technology in Computer
Education - Scope of ICT in Computer Education - a) Teaching Learning Process b)
Publication c) Evaluation d) Research e) Administration.
UNIT II - Trends in Computer Education
Paradigm shift in Computer Education due to ICT content, with special reference to
Curriculum, Role of Teacher, Methods of Teaching, Classroom Environment,
Evaluation procedure, Educational management - Challenges in integrating
Information & Communication - Technology in school education.
UNIT III - Instructional System
The systems approach to education - System – Meaning and Characteristics - The
systems approach - Concept and Principles - Distinction between education,
instruction and Training Application of systems approach to education - Instructional
System - Meaning and Nature of Instructional system - Components of Instructional
-system - Analysis of Instructional system – Flanders’s Instructional analysis –
Classroom effectiveness – Factors determining classroom climate.
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UNIT IV - Instructional strategies and Models.
Instruction strategies - Self Instruction - Programmed instruction - Computer Assisted
instruction -Models of Instructional system - Mastery Learning Model - Synectic Model
- Modified system Model – Systems approach and other learning models – Concept
attainment model – Inquiry training model – Socialized models – Behavioural model –
Personalized model – Advanced organizers model.
UNIT V - Application and Technology for instructional system
Need, importance and uses of Technology for teaching and instruction - Principles of
selecting of Technology for instruction - Developing self instructional material – steps
only - Developing computer Assisted instruction program - concept and steps Preparation of instructional design for online learning.
UNIT VI - Evaluation of Instructional system
Process of selection, development and validation of teaching and instructional
material / Program - Individual testing - Group testing - Field testing - Master
validation - Models of evaluation - Educational Decisions Model (CIPP Model) Intrinsic evaluation – Extrinsic evaluation – Summative and Formative Continuous
and comprehensive evaluation – Assessment of practical knowledge in computer
education - Computerized Question Banking: Selection of items, specification of
objectives, item analysis, feed back and remedial programmes, reporting examination
results, progress report, recording continuous assessment, maintenance of
cumulative record.
UNIT VII - Educational Technology and Computer Education
Definition of Educational Technology; Distinction between modern hardware and
software technologies and their role in modern educational practices – Significant
Technologies: Important accessories and their application – 3D Projectors, AudioVideo recording instruments, Plasma, Touch-screen TVs, Computers, New
technologies like e-mail; internet; etc. Use of strategies viz. Teleconferencing,
Programmed Instruction, CAI, Language Laboratory, Drop-box technology, Cloud
technology, Apps and Downloads, Innovative learning tools: ipod and ipad, e-books,
e-libraries, social networking – content sharing etc.,
UNIT VIII - Curricular and Evaluation Tools
Curricular Accessories and Support Material for teaching of computer science textbooks Journals, Handbooks, Students’ work-books, Display-slides, Laboratory
materials and Audio-video support material.
Evaluating Outcomes of Computer Science Teaching: Construction of normreferenced and criterion-referenced tests, preparing different types of items in
accordance with the Bloom’s taxonomy of instructional objectives. Limitations and
advantages of different types of items – e-assessments – online evaluation.
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UNIT IX - Instructional Programmes and Programmed Instruction
A systematic plan for developing CAI programmes – Programmed Instruction (PI) Designing a CAI lesson; specification of objectives – front-end analysis- outcome
specification of lesson design - Lesson development- lesson validation. Common CAI
frames; Introduction- menu page- teaching frames- criterion test frame – feed back
(remedial) frames- reinforcement frames- graphics frames – Linear Programming –
Branching programme – Mathetics – Skip programming – Branier style of
programmed instruction – PLAN (Program for learning in accordance with need) –
Strategies for laboratory based learning computer science education.
UNIT X - Educational Planning and Administration
Role of computers in educational planning and administration, scope and challenges
of e-governance in education at various levels-centre, state, district, block, local
bodies and institutions. Use of computers in manpower planning & human resource
development. Concepts of knowledge economy and knowledge management-role.
Concept of total quality management (TQM) - Virtual Classrooms –problems with
conventional education, nature and concept of virtual education, effectiveness of
virtual education, limitations and challenges of virtual environment-Teleconference –
Videoconferencing.
REFERENCES
1. Agarwal .J.C, “Essential of Educational Technology”, Teaching Learning
Innovations in Education. Delhi, Vikas Publishing House (P) Ltd, 1995.
2. Berge .Z, “Guiding principles in Web-based instructional design”, Education
Media International, 35(2), 72-76, 1998.
3. Chauhan .S. S, “Innovations in teaching learning process”, New delhi, Vikas
Publishing house Ltd. Stephen, M. A, 1985.
4. Goel .H. K , “Teaching of computer science”, New delhi: R.Lall Books, 2005.
5. Kochhar .S.K, “Methods and techniques of teaching”, New Delhi, Sterling
Publishers Pvt Ltd, 1992.
6. Krishnamurthy .R. C , “Educaitonal technology” , Expanding our vision, Delhi,
Authors Press, 2003.
7. Kuma .K.L, “Educational Technology”, New Delhi, New AgeInternational (P) Ltd,
1997.
8. Kumar .K.L, “Educational technology”, New Delhi, Angel International (P) Ltd,
1997.
9. Rinebert Winston, Skinner .B.T, “The Technology of Teaching” , New York,
Applenton, Century Crofts, 1968.
10. Sadagopan .S E, “Governance Today”, The Icfai University Press Hyderabad,
2008.
91
11. Sambath .K, Paneerselvam .A & Santhanam .S , “Introduction of
educationaltechnology”, New Delhi , Sterling Publishers Private Limited, 2006.
12. Sharma .R.A, “Technological Foundations of Education”, Meerut, R. Lal Book
Depot, 2001.
13. Vanaja .M , “Educational technology”, Hyderabad , Neelkamal Publications Pvt.
Ltd, 2006.
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Home Science Education - II
TE1329
Objectives
• Understand the principles of curriculum construction and critically examine the
Home Science syllabus.
• Acquaint with the objectives of teaching Home Science in secondary and higher
secondary schools and help them to plan learning activities according to those
objectives.
• Get familiarized with the problems of laboratory organization, maintenance and
administration.
• Reflect to the issues in teaching Home Science and inculcate the competencies
to devise & utilize innovative strategies for Home Science teaching.
• Develop an analytical and creative mind and become effective members of
home, school community and profession.
• Comment & criticize the curriculum organization of Home Science syllabus at
secondary and higher secondary school levels.
• Get familiarized with recent trends in evaluation as applied to Home Science.
• Utilize recent trends in evaluation as applied to Home Science & to prepare
objective based test items to evaluate the achievement of pupil.
UNIT I - Home Science as a Subject
Health Science: Food & Malnutrition, Hygiene & Sanitation, Communicable diseases,
Motherhood & Childcare.
Home Management: Home-maker, Textiles & Clothing Care, Principles of budgeting.
UNIT II - Curriculum in Home Science & Correlation in Home Science
Curriculum Development: Meaning & Concept, principles of curriculum, Curriculum
construction approaches and its types, organization of curriculum and syllabus.
Correlation of Home Science with other school subjects- an interdisciplinary approach
in school curriculum.
UNIT III - Scope of Environmental Education in Home Science
Teaching Home Science: A critical appraisal on Home Science as a Vocational
Stream at various levels schools. EE: Meaning, Aims Need & Scope. Advantages of
Environmental Education along with Home Science at various levels of education
system: Elementary, Secondary, Higher secondary and University level.
93
UNIT IV - Home Science Teacher
Duties and Responsibilities of a Home science teacher, Qualities and Competencies
associated with success in Home Science teaching, Maintaining optimum physical
and mental health, Acquiring breadth and depth knowledge of Home Science,
Accepting the professional ethics and individual differences in students.
UNIT V - Relationship between the school and community
Linkage between school and community: role of community in enhancing school
education, Use of Community resources and conservation, School and Teacher’s
contribution to the community.
UNIT VI - Home Science Laboratory
Bases of instruction: Home Science Laboratory designing, organization of the
laboratory. Laboratory equipments and their maintenance
UNIT VII - Planning, organization and maintenance of Practical work
Practical work: Preparation of demonstration and students work table. Safety
precautions and measures, Store room maintenance: Consumables, nonconsumables, breakables, etc., Maintenance of records, registers stock, books and
accounts books.
UNIT VIII - Text book of Home Science
Text Book: Qualities of a good text book, Criteria for evaluating a Home Science text
book, Use of text books in teaching, Values of a school Biology library, Books for
selection and purchase, classification and cataloging. Critical review of Home science
text books used in Higher Secondary schools
UNIT IX - Examination and Evaluation.
Principles of test construction, Test types – Diagnostic, Prognostic and Achievement
tests; Criterion and Norm referenced tests, Blue Print and Question bank
Evaluation of student’s attainment in Biology- Tools of evaluation –written and
practical. Various types of test items: essays, short answer, completion, matching two
choices, multiple choices, Steps in test construction.
Measures of central tendency, Measure of Variability, Correlation: co-efficient of
correlation- rank difference method. Graphical Representation of Data and its types.
94
UNIT X - Research in Home Science Education
Research: meaning, characteristics & importance, Variables: Independent,
Dependent, Intervening, Research types: Pure, Applied & Action research, Need and
procedure to conduct action research.
REFERENCES
1. Ksaushik .V.K, “Problems of Nutrition and Child care”, Pointer Publishers,
Jaipur.
2. Lakshmi .K, “Technology of teaching of home science”, New Delhi, Sonali
Publishers, 2006.
3. Nibedita .D, “Teaching of Home Science”, New Delhi, Dominant Publishers and
Distributers, 2004.
4. Seshaih .P.R, “Methods of teaching home science”, Chennai, Manohar
Publishers & Distributors, 2004.
5. Shah .A, et al, “Fundamentals of teaching home science”, New Delhi, Sterling
Publishers Private Limited, 1990.
6. Shalool .S, “Modern methods of teaching of home science”, (I Edition). New
Delhi, Sarup&Sons, 2002.
7. Sheri .G. P & Saran .D. P, “Teaching of Home Science”, Delhi, Vinod Pustak
Mandir, 2008.
8. Yadav .S, “Teaching of home science”, New Delhi, Anmol Publishers, 1997.
9. Yadav .S, “Text book of nutrition and health”, New Delhi, Anmol Publishers,
1997.
95