B.Ed. COURSE

2nd

SEMESTER SYLLABUS

SESSION 2015-17

Course No.: BED-2001, Course Title: ICT FOR SCHOOL- CLASS-ROOM INTERACTION AND

MANAGEMNET

Course Content:

UNIT I

Teaching and Communication

Meaning, functions, phases and levels of teaching,

Basic Teaching Model Meaning and significance of communication process in teaching learning situation

Factors affecting communication

Barriers to Effective Classroom communication

Difference of teaching from other communication behaviors such as indoctrination, propaganda, training and instruction.

UNIT II

Classroom Management Meaning, Concept and Aspects of classroom Environment:

a) Physical: general classroom environment, lighting, ventilation, seating arrangements

b) Social: authoritative, authoritarian, permissive and dismissive, teaching behavior

c) Emotional: the teacher taught bond, the team spirit, the dignity of self Classroom environment: characteristics and strategies for creating a positive environment:

a) Expectations, Rules, consequences, Routines and Procedures

b) Understanding positive approaches to discipline and handling Discipline problems: Reminders, warning, notes, referrals, Involving parents, Suspension;

c) Classroom Management Mistakes to be avoided.

Teacher as an effective manager and Leader: a) Proactive discipline and

b) Assertive Discipline.

Maintenance of student’s records and strategies for motivation.

UNIT III

Education and Communication

Meaning and Concept of Communication

Elements of Communication

Communication Process (Communication Cycle)

Communication context- Source, Receiver, Massage, Symbol, Channel, Encoding,

Decoding, Feedback and Noise

Model of Communication (Dale’s Cone of experiences)

Barriers of Communication

Kind of Communication (Verbal and Non-Verbal)

Importance of Communication in Teaching

UNIT IV

Skill and Competencies

Micro Teaching(Meaning, Definition, Characteristic, Cycle, Merits and Demerits, Suggestions)

Simulated (Meaning, Procedure, Characteristic, Merits and Demerits, Precautions)

Skill of Introduction

Skill of Questioning

Skill of Blackboard

Skill of Stimulus Variation

Skill of Reinforcement Skill of Explaining

UNIT V

Application of ICT in Education

MS- Word - Letter format, Curriculum vitae, Question paper format, School time table

MS- Excel - Marks list, Result sheet (using formula), Graphical representation.

MS-PowerPoint- Prepare at least 10 slides related to their concern subject with inserting picture, video and animation effect.

Creating E-mail Id, sending and receiving E-mail.

Downloading and saving information through internet with different file formats Transferring and saving information in secondary devices (CD/DVD, pen drive, Memory

cards)

Downloading Anti-virus software through internet and installing to the system.

Course No.: BED-2002, Course Title: KNOWLEDGE AND CURRICULUM

UNIT 1: MEANING & NATURE OF KNOWLEDGE (a) Meaning and Nature of Knowledge in Education (b) Difference between information, knowledge, belief and opinion (c) Different ways of knowing (d) Construction of Knowledge (e) Different facets of knowledge and relationship such as Local and Universal, Concrete and Abstract, Theoretical and Practical, Contextual and Textual

UNIT 2: FORMS OF KNOWLEDGE & ORGANISATION IN SCHOOLS (a) Forms of Knowledge included in School education (b) Basis for selection of different categories of Knowledge in School (c) Reflection of Knowledge in the form of curriculum, syllabus and text books (d) Meaning and type of curriculum (e) Relationship between curriculum framework and syllabus

UNIT 3: SELECTING & ORGANIZING KNOWLEDGE IN CURRICULUM (a) Philosophical, Political Ideology, Values and Tradition (b) Psychological Features (Learner Centered) (c) Sociological features (d) Participation of Agencies for Curriculum development (e) Role of State in curriculum

construction

UNIT 4: ORGANISATIONAL CLIMATE FOR TRANSMISSION OF KNOWLEDGE (a) Curricular and Co-curricular Activities (b) Time Management for different activities (c) Physical Resources- Physical Space (Building), Furniture, Library, Laboratory, Playground, Staff Room etc. (d) Seating Arrangement: Proper Classroom management, display area, chalk board, other facilities such as OHP and multimedia in classroom

(e) School Climate: Conducive, Learner friendly, Inclusive, Vibrant

UNIT 5: ROLE OF TEACHER & PRINCIPAL FOR CONSTRUCTION OF KNOWLEDGE (a) Leadership style of Headmaster (b) Role of Teacher in Proper Class Management and favorable Learning Environment (c) Teacher Self-Assessment and Accountability (d) Role of Students in classroom- Leader, follower

and participant (e) Punishment and its Legal implications: the right of child

Course No.: BED-2003, Course Title: BASICS OF PEDAGOGY

COURSE CONTENTS

UNIT I CONCEPTUAL BACKGROUND ON PEDAGOGY

a. Concept & Meaning of Pedagogy b. General Aims of Pedagogy c. Concept of Productive Pedagogies d. Digital Pedagogies e. Inter-cultural Pedagogy

UNIT II PRINCIPLES OF TEACHING -LEARNING a. Evolving Concept of Teaching-Learning

b. Theories of Multicultural Pedagogy-Piaget and Bruner c. Theories of Multicultural Pedagogy-Vygotsky and Chomsky d. Audio-Visual Aids-Principles governing use of A V aids in classroom

e. Parameters of Quality Teaching

UNIT III TEACHING AND LEARNING STRATEGIES

a. Cooperative Learning Strategies. b. Collaborative Teaching Approaches-Supportive, Parallel, Complimentary, Team

Teaching c. Styles of Learning-Visual, Aural, Physical, Solitary, Interpersonal

d. Active Learning Strategies- Focused Listing, Reciprocal Questioning, Jigsaw Team Work, Rotating Chair Discussion e. Brain based Learning.

UNIT IV TEACHING METHODS AND SKILLS a. Teaching Methods- Enquiry and Discovery Method.

b. Methods for Conceptual Development-Inductive-Deductive c. Techniques-Mind Mapping, Problem Solving, Brain Storming d. Teaching skills – Use of Blackboard, Introducing a Lesson, Stimulus Variation, Probing

Questions, Reinforcement e. Skills of Classroom Management.

UNIT V PLANNING FOR TEACHING

a. Lesson Planning: Meaning and Purpose b. Bloom’s Taxonomy and current prevailing Taxonomies c. Traditional Approaches to Lesson Planning d. Modern Approaches to

Lesson Planning-Activity Based Lesson Plan, Constructivism, Contemplative e. Observation of Classroom Behavior

Course No.: BED-2004, Course Title: PEDAGOGY OF BIOLOGY

UNIT 1: NATURE, CONCEPT & IMPORTANCE (a) Origin & nature of Biological Sciences (b) Values of Biological Sciences (c) Role of Biology in our lives (d) Claims of Biology for the inclusion in school curriculum (e) Relation of Biology to other school subjects.

UNIT 2: AIMS & OBJECTIVES (a) General aims and objectives of teaching biology (b) Difference between aims and objectives (c) Blooms taxonomy of educational objectives (d) Writing the objectives in terms of learning outcomes (e) Writing the objectives for different levels of school teaching.

UNIT 3: METHODS, TECHNIQUES AND LESSON PLANNING (a) Different methods and techniques of teaching Biology (b) Teacher-centred methods: lecture method, demonstration method, lecture-demonstration method, historical method etc. (c) Child-centred methods: Project-method, heuristic method, problem solving, assignment, laboratory method & Field Trips (d) Need and importance of planning in teaching, preparing a lesson plan (e) Preparation of unit plan and resource unit plan.

UNIT 4: CURRICULUM & MEDIA (a) Principles of curriculum development as applied to Biological Sciences (b) Process of curriculum development (c) Evaluation of existing Biology curriculum (d) Importance and types of audio-visual aids, Improvised Teaching Aids (e) Need, importance and evaluation of Biology text books.

UNIT 5: EVALUATION & ACTION RESEARCH (a) Concept, scope and importance of Evaluation (b) Tools and Techniques of evaluation and characteristics of a good test (c) Construction and administration of an achievement test in Biology (d) Action research-meaning, importance and procedure (e) Experimental action research design.

Course No.: BED- 2005, Course Title: PEDAGOGY OF COMMERCE

UNIT 1: CONCEPT, AIMS AND OBJECTIVES OF COMMERCE TEACHING (a) Meaning and scope of commerce as a subject, place of commerce in Indian schools (b) Meaning of Commerce education and historical development of commerce education in India (c) Aims of Commerce education (d) Objectives of Commerce education at High school and Intermediate levels (vocational & academic) (e) Instructional objectives-meaning, importance and specification of instructional objectives in behavioural terms (with respect to Bloom's Taxonomy).

UNIT 2: METHODS OF COMMERCE TEACHING (a) Lecture and discussion methods (b) Project method (c) Problem solving method (d) Approaches of book-keeping teaching (journal approach, ledger approach, cash-book & equation approach) (e) Plans of commercial practice teaching (rotation, office model, battery and co-operative plan).

UNIT 3: TECHNIQUES AND TEACHING AIDS a) Techniques of Commerce teaching-questioning & demonstration (b) Text book of Commerce teaching (c) Commerce Room (d) Teaching aids in Commerce (e) Co-curricular activities in Commerce.

UNIT 4: CURRICULUM, CORRELATION WITH OTHER SUBJECTS, COMMERCE TEACHER &

LESSON PLANNING (a) Curriculum in Commerce (i) Principles of curriculum construction (ii) Critical evaluation of High School syllabus (b) Correlation of Commerce with other subjects (i) Need & Importance (ii) Correlation with Maths, Geography & Economics (c) Commerce teacher (i) Profile of a good Commerce teacher (ii) Professional growth of a Commerce teacher (d) Lesson Planning-meaning, need & importance & types (e) Unit and Resource Planning.

UNIT 5: EVALUATION IN COMMERCE AND ACTION RESEARCH (a) Concept, scope and importance of evaluation (b) Tools and Techniques of evaluation and characteristics of a good test (c) Construction and administration of an achievement test (d) Action research; meaning, importance and procedure (e) Experimental and Action Research Design.

Course No.: BED- 2006, Course Title: PEDAGOGY OF DRAWING-PAINTING

UNIT 1: CONCEPT AND PLACE OF DRAWING & PAINTING IN SCHOOL CURRICULUM

(a) Vocational aspect of learning Drawing & Painting (b) Brief Historical Development in Drawing and Painting (c) The importance of Drawing and Painting, it's place in the secondary and higher secondary school curriculum (d) Meaning & Importance of Correlation & Correlation among its branches (e) Correlation with other subjects.

UNIT 2: AIMS, OBJECTIVES, AND CURRICULUM OF TEACHING DRAWING & PAINTING

(a) Aims and objectives of teaching Drawing and Painting and it's various aspects at primary-secondary and Higher Secondary levels (b) Specific objectives of teaching (with respect to Bloom's Taxonomy)-(i) Designing (ii) Nature study (iii) Object Drawing (iv) Memory Drawing (c) Planning of Drawing & Painting Curriculum for Secondary and Higher Secondary School (d) Principals Governing Curriculum Construction (e) Critical Evaluation of existing Curriculum and Suggestions for Improvement.

UNIT 3: METHODS, TECHNIQUES AND LESSON PLANNING

(a) Teacher Centered Method- Demonstration, Story-telling (b) Child Centered Methods- Free Expression, Project Method (c) Meaning and Importance of Lesson Planning (d) Unit plan, resource plan & lesson plan-concept & importance (e) Preparation of unit plan, resource plan & lesson plan.

UNIT 4: TEACHER AND US E OF TEACHING AIDS IN TEACHING DRAWING & PAINTING

(a) Qualities and duties of a good drawing and painting teacher (b) Ideal Art Room-necessary equipment and their maintenance (c) Audio-visual aids and their uses in teaching drawing and painting (d) Selection and preparation of audio-visual aids in teaching drawing and painting (e) Organisation of art competitions at various stages-Primary, Junior and High School levels.

UNIT 5: EVALUATION IN TEACHING DRAWING & PAINTING AND ACTION RES EARCH

(a) Concept and role of evaluation in Drawing & Painting-Different types of tests used in evaluation of theory {objective, short answer and essay to type} (b) Different types of tests used in evaluation of practical work {Designing, nature drawing, object drawing, memory drawing} (c) Remedial teaching for backward and enrichment programme for gifted (d) Common errors in Drawing and Painting and remedial exercises (e) Action research: meaning, importance and procedure (an experimental project in Drawing & Painting).

Course No.: BED- 2007, Course Title: PEDAGOGY OF ECONOMICS

UNIT 1: CONCEPT AND PLACE OF ECONOMICS IN SCHOOL CURRICULUM

(a) Meaning & scope of economics (b) Importance And Place Economics in Secondary Curriculum (c) Principles for Curriculum Construction in Economics (d) Critical appraisal of the existing Syllabus in Secondary School (e) Suggestions for its Improvements

UNIT 2: AIMS AND OBJECTIVES OF TEACHING ECONOMICS

(a) Meaning of aims and objectives (b) Difference Between aims and objectives (c) Aims of teaching economics at

different stages in school (d) Classification of objectives of teaching economics according to Bloom (e) Writing

instructional objectives in behavioral terms

UNIT 3: METHODS, TECHNIQUES AND AIDS OF TEACHING ECONOMICS

(a) Method of teaching economics (i) Lecture (ii) Project (iii) socialized recitation method (iv) Supervise study (b) Innovative practices in teaching economics ( i) Micro Teaching (ii) Programme Instruction (c) Techniques of teaching Economics (i) Questioning (ii) Answering (iii) Narration (iv) Excursion (v) Revision (d) Teaching Aids (i) Importance of teaching Aids in Economics (ii) Visual Aids (iii) Audio Aids (iv) Audio Visual Aids (v) Preparation of teaching Aids(e) Economics Room (i) utility (ii) Equipment

UNIT 4: TEACHER AND LESSON PLANNING

(a)Economics Teacher (i) Importance and general qualities of Economics Teachers (ii) Special Qualities of the Economics Teacher as regard to the subject(b) Lesson Planning In economics (c) purpose and principles of unit and resource lesson planning (d) Steps in unit and resource lesson planning (e) Preparation of Unit and resource lesson planning

UNIT 5: EVALUATION IN ECONOMICS

(a) Concept and process of evaluation and measurement (b) difference between Measurement and evaluation (c)

Evaluation Techniques : Traditional and new type (d) Construction of test items , unit test and examination question

paper at secondary level (e) Action Research – meaning, importance and procedure (An experimental project in

Economics)

Course No.: BED- 2008, Course Title: PEDAGOGY OF ENGLISH

UNIT 1: BACKGROUND TO THE STUDY OF ENGLISH (a) Role of English in the present day: Position of English in the Indian school curriculum in the context of the three language formula (b) Organs of speech, vowel sounds of English (c) Consonant sounds of English (d) Stress and intonation patterns in English (e) Characteristics of English speech, international phonetic transcription.

UNIT 2: AIMS, PRINCIPLES AND BASIC SKILLS OF LANGUAGE (a) Aims, objectives and principles of teaching English at junior and secondary stages (b) Developing Listening skills and Teaching of Listening (c) Developing Speaking skills and Teaching of Speaking (d) Developing the Reading skills and Teaching of Reading (e) Developing the Writing skills and Teaching of Writing.

UNIT 3: APPROACHES, METHODS AND AIDS OF TEACHING ENGLISH (a) Various Approaches of teaching English: Structural Approach, Communicative Approach (b) Holistic Approach (c) Methods of teaching English: Grammar Translation Method & Direct Method (d) Bi-Lingual Method and Active Learning Methodology (e) Use of Audio Aids: Blackboard, Charts, Radio, Tape Recorder, T.V., Language Lab, LCD Projector, etc.

UNIT 4: LESSON PLANNING (a) Lesson planning: concept, importance, preparation of Unit plan and Resource plan (b) Prose, its importance, planning and teaching (c) Grammar, its importance, planning and teaching (d) Composition, its importance, planning & teaching (e) Poetry, it importance, planning and teaching.

UNIT 5: EVALUATION AND ACTION RESEARCH (a) Concept, scope and importance of Evaluation (b) Tools and techniques of evaluation (c) Construction and administration of an achievement test (d) Action Research: design, concept, importance and procedure (e) Remedial teaching in English.

dkslZ la[;k &] dkslZ 'kh"kZd% BED-2009 fgUnh f'k{k.k fof/k] d{kk & ch- ,M-] dks;Z Lrj& eq[;

ikB~;Øe

Unit I. Hkk"kk vf/kxe dh izfdz;k] Hkk"kk ds vko';d rRo ,oa mís';

a) Hkk"kk vtZu dh izfdz;k % ckyd esa izkjfEHkd Hkk"kk vocks/ku] ckyd ds fodkl esa Hkk"kk dh Hkwfedk b) Hkk"kk f'k{k.k izfdz;k % Hkk"kk vf/kxe izfdz;k] Hkk"kk vf/kxe ds lkekU; fl)kUr c) fgUnh

Hkk"kk dk egRo% ekr`Hkk"kk ds :Ik esa] jktHkk"kk@lEidZ Hkk"kk ds :Ik esa] jk"Vª Hkk"kk ds :Ik esa] f=Hkk"kk lw= d) ekr`Hkk"kk ,oa vU; Hkk"kk ds :Ik essa fgUnh f'k{k.k ds mÌs';% dkS'kykRed

mÌs';] KkukRed mÌs';] lkSUn;zcks/kkRed mÌs';] jpukRed mÌs';] vfHk:P;kRed rFkk vfHko`RrkRed mÌs';] e) fgUnh ds Hkkf"kd rRo % o.kZ fopkj] ekud fgUnh o.kZekyk mPpkj.k dh n`f"V ls fgUnh

o.kksZ dk oxkhZdj.k] mPpkj.k lEcU/kh vU; Hkkf"kd i{k] v{kj] cyk/kkr] vuqrku] laxe] fgUnh 'kCn Hk.Mkj] okD; foPkkj] 'kCn vkSj okD; dh f'k{k.k izfdz;k

Unit II. fgUnh ds Hkk"kkbZ dkS'kyksa dk fodkl% a. Jo.k dkS'ky% vFkZ] izdkj] 'kSf{kd fdz;kdyki b) ekSf[kd vfHkO;fDr% vFkZ] ekSf[kd vfHkO;fDr

f'k{k.k ds mÌs';] ekSf[kd vfHkO;fDr fodkl dh fdz;k,a] ekSf[kd vfHkO;fDr lEcU/kh =+qfV;k¡ ,oa mudk fuokj.k c) iBu dkS'ky% iBu izfdz;k] iBu ds izdkj] iBu vfHk:fp dk fodkl] iBu lEcU/kh =+qfV;k¡ dk

fuokj.k d) fyf[kr vfHkO;fDr dkS'ky dk fodkl% ys[ku dk egRo] ys[ku dh izfdz;k] fyf[kr jpuk ds izdkj ,oa mudk f'k{k.k e) fgUnh Hkk"kk f'k{kd% Hkwfedk] egRo ,oa fo'ks"krk,¡A

Unit III. fgUnh Hkk"kk f'k{k.k dh fofHkUu fo/kk,¡ ,oa mudk f'k{k.k

a. bdkbZ ;kstuk ,oa lalk/ku ;kstuk dk vFkZ ,oa fuekZ.k b) x| f'k{k.k% vFkZ] izdkj] fof/k;k¡ ,oa ikB~;kstuk fuekZ.k c) i| f'k{k.k% vFkZ] izdkj] fof/k;k¡ ,oa ikB~;kstuk fuekZ.k d) ukVd f'k{k.k% vFkZ] izdkj] mÌs'; ,oa ikB~;kstuk e) jpuk (fucU/k)&mís'; ,oa ikB ;kstuk (mÌs'; ys[k Cywe ds oxhZdj.k ij

vk/kkfjr)

Unit IV. fgUnh f'k{k.k esa lgk;d lkexzh a. ikB~;&iqLrd dk egRo ,oa vkn'kZ ikB~;&iqLrd ds xq.k b) fgUnh esa n`';&lkexzh ,oa mldk egRo

c) fgUnh esa JO;&lkexzh ,oa mldk egRo d) fgUnh esa n`';&JO; lkexzh ,oa mldk egRo e) fgUnh

f'k{k.k gsrq fofHkUu n`';&JO; lkexzh dk p;u ,oa mi;ksx

Unit V. fgUnh f'k{k.k esa ewY;kadu ,oa fdz;kRed vuqla/kku

a. fgUnh f'k{k.k esa lrr ,oa O;kid ewY;kadu vFkZ ,oa egRo b) fgUnh f'k{k.k esa ijh{k.k inksa dk

fuekZ.k] iz'uksa ds izdkj] uhy i=+ fuekZ.k] ,oa ekudhdj.k c) fgUnhHkk"kk f'k{k.k esa funkukRed ijh{kk ,oa mipkjkRed f'k{k.k& lkexzh ,oa mldk egRo ,oa izfdz;k d) fgUnh Hkk"kk f'k{k.k esa

fdz;kRed vuqla/kku& lkexzh ,oa mldk egRo ,oa izfdz;k e) fgUnh esa fdz;kRed 'kks/k ;kstuk dk

izk:Ik

Course No.: BED- 2010, Course Title: PEDAGOGY OF HOME-SCIENCE

UNIT 1: MEANING, IMPORTANCE & SCOPE OF HOME SCIENCE (a) Meaning & importance of Home Science teaching (b) Objectives of Home Science teaching (w.r.t. Bloom's Taxonomy) (c) Job opportunities in Home Science (d) Meaning & importance of correlation and correlation among its branches (e) Correlation with other subjects.

UNIT 2: CURRICULUM & HOME SCIENCE TEACHING (a) Curriculum: Concept & objectives of curriculum development (b) Principles governing curriculum construction (c) Organizing the Home Science curriculum into teaching units (d) Principles governing the organisation of syllabus: vertical and horizontal (e) Critical evaluation of existing curriculum and suggestions for improvement.

UNIT 3: METHODS, TECHNIQUES & TEACHING AIDS Methods of teaching as applied to Home Science-(a) Teacher centred methods-lecture, demonstration (b) Child centred methods-laboratory, project, assignment, discussion (c) Meaning and importance of audio-visual aids (d) Classification of audio-visual aids (e) Techniques of Home Science teaching-exhibition, club and excursion.

UNIT 4: LESSON PLANNING (a) Meaning and importance of lesson planning (b) Unit Plan: Concept & Importance (c) Resource plan-concept and importance (d) Preparation of unit & resource plan (e) Planning for practical, demonstration and theory lessons.

UNIT 5: EVALUATION & ACTION RESEARCH (a) Concept, need, importance and process of evaluation (b) Characteristics of a good evaluation devices (c) Types of tests and their uses (d) Construction of test items & question papers (e) Action Research-meaning, importance and procedure (preparation of an experimental project in Home Science).

Course No.: BED- 2011, Course Title: PEDAGOGY OF MATHEMATICS

UNIT I: FOUNDATIONS OF MATHEMATICS EDUCATION

(a) Meaning, nature (mathematical propositions, proof, logic & axioms) & structure of mathematics (b) History of

mathematics with special emphasis on Indian mathematicians (Aryabhatta, Sridharacharya, Brahmagupta, and

Sriniwas Ramanujam) (c) Values of teaching Mathematics (d) Perspectives on the psychology of learning and

teaching of Mathematics- constructivist approach (e) Implications of learning theories of Piaget, Vygotsky, Bruner

and Chomsky in Mathematics.

UNIT II: AIMS, OBJECTIVES & CURRICULUM REFORMS IN SCHOOL MATHEMATICS

(a) General aims and objectives of teaching mathematics in secondary education.(b) Bloom's taxonomy and

Specification of objectives in terms of learning outcomes (c) Correlation of Mathematics with language, Social

Sciences, Science and recreation. (d) Rationale, objectives, principles in the recent curricular reforms (e) Designs and

materials produced in the recent curricular reforms at the National and State levels and their critical appraisal

UNIT III: METHODS, TECHNIQUES AND AIDS OF TEACHING MATHEMATICS

(a) Methods of teaching Mathematics: Modified form of lecture {illustrated lecture, lecture-cum-

demonstration},Inductive-Deductive, Analytic-synthetic, Problem-solving, Laboratory, Heuristic, Project (b)

Techniques of teaching Mathematics: Oral, Written, Drill, Self-study, Brain storming, Co-operative/collaborative

strategies (c) Audio-visual Aids in Mathematics teaching: Importance, principles of selection, types and uses (d)

Mathematics club, workshop and seminars (e) Mathematics text book: Characteristics, evaluation and selection.

UNIT IV: PLANNING OF TEACHING AND ASS ESS MENT OF LEARNING

(a) Lesson planning- concept, importance, preparation (b) Unit plan– concept, importance and preparation (c)

Resource plan - concept, importance and preparation (d) Preparation of Lesson Plans based on innovative approaches

of teaching mathematics (e) Construction of unit tests: Design and blue print.

UNITV: EVALUATION AND ACTION-RES EARCH IN MATHEMATICS

(a) Concept, need, importance & process of evaluation (b) Functions and characteristics of good evaluation (c)

Diagnosing basic causes for difficulties in learning concepts, generalizations, problem solving and proof (d) Planning

remedial teaching strategies based on the perceived causes, implementing and evaluating the strategies (e) Action

Research-meaning, importance and procedure (an experimental project in Mathematics

Course No.: BED- 2012, Course Title: PEDAGOGY OF MUSIC

UNIT 1: CONCEPT, IMPORTANCE AND PLACE OF MUSIC IN SCHOOL CURRICULUM (a) Concept & Importance of Indian Music, its chief characteristics and its place in school curriculum (b) Types of Music-classical, semi-classical, light {folk and film}, its place and importance in school curriculum (c) Brief historical development of Music pre-independence and post-independence (d) Vocational prospects of learning Music (e) Meaning and Importance of Correlation, Relationship of music with other school subjects.

UNIT 2: AIMS AND OBJECTIVES OF TEACHING MUSIC. (a) (i) General aims and objectives of teaching music (ii) Specific objectives of teaching music according to Bloom’s Taxonomy (b) Meaning of curriculum, Principles of framing music curriculum (c) Planning of music syllabus for nursery to secondary level (d) A critical evaluation of existing syllabus and suggestions for their improvement (e) Aspects of teaching Music (i) {a} Raga Prashikshan {b} Tal Prashikshan (ii) training in appreciation of Music.

UNIT 3: METHODS, TECHNIQUES AND AIDS OF TEACHING MUSIC (a) Methods and techniques of teaching Music: lecture, demonstration, lecture-cum-demonstration, imitation, dramatization, discussion, questioning, explanation and description (b) Audio-visual aids-meaning, importance and selection (c) Classification of Audio-Visual Aids (d) Ideal Music-Room, necessary equipment and maintenance of musical instruments (e) Notation system- its merits and limitations.

UNIT 4: LESSON PLANNING (a) Qualities and duties of Music teacher (b) Meaning and importance of lesson planning (c) Concept and importance of Unit Plan & Resource Plan (d) Lesson planning in teaching Ragas, Tals and Light Music (e) Lesson planning for teaching theoretical part of Music

UNIT 5: EVALUATION (a) Concept and importance of evaluation in Music (b) Evaluation Techniques and Characteristics of a good evaluation devices (c) Construction of test items and examination question paper (d) Teaching of Music for backward and gifted (e) Action research: meaning, importance & procedure.

Course No.: BED- 2013, Course Title: PEDAGOGY OF SANSKRIT

Unit 1: Hkk"kk dh izd`fr ,oa egRRo

(a) Hkk"kk dk Lo:i] mRifRr ,oa fodkl (b) laLd`r Hkk"kk dk egRRo ,oa mi;ksfxrk

(lkaLd`frd] lkfgfR;d jk"Vªh; ,dhdj.k ,oa ekr` Hkk"kk dh le`f) dh n`f"V ls (c)f=Hkk"kk

lw= ,oa la'kksf/kr National Curriculum Framework 2005 (language edu.) esa laLd`r dh

fLFkfr (d)laLd`r ds v/;;u ,oa v/;kiu dh orZeku fLFkfr (e)laLd`r Hkk"kk ds izpkj ,oa izlkj

ds fy, jktdh; ,oa vjktdh; laxBuksa }kjk fd, tk jgs iz;klA

Unit 2: laLd r̀ Hkk"kk dkS'ky ,oa f'k{k.k ds mís';

(a) laLd`r Hkk"kk dh /ofu;k¡ (b)mPpkj.k& vFkZ] egRo ,oa f'k{k.k(c) orZuh vFkZ]

egRo ,oa f'k{k.k (d) Lrjkuqlkj laLd`r Hkk"kkf'k{k.k ds mís';(lkekU; ,oa fof'k"V (e)Hkk"kk

dkS'ky fodkl ds fy, ikB~; lgxkfe fØ;k,¡A

Unit 3: laLd r̀ f'k{k.k dh fof/k;k¡ ,oa fofHkUu fof/k;ksa dk f'k{k.k ,oa ;kstuk

(a) laLd`r f'k{k.k dh lkekU; fof/k;k¡( b) laLd`r f'k{k.k esa bdkbZ ;kstuk ,oa L=ksr ;kstuk

c)x| ,oa i| f'k{k.k&vFkZ] egRo] fof/k;k¡ rFkk ikB&;kstuk (Cywe oxhZdj.k ds vk/kkj ij

mís'; ys[ku)(d)ukVd f'k{k.k&vFkZ] egRo] fof/k;k¡ rFkk ikB&;kstuk( e) O;kdj.k ,oa jpuk

f'k{k.k&vFkZ] egRo] fof/k;k¡ rFkk ikB&;kstuk

Unit 4: laLd`r Hkk"kk dk ikB;Øe

(a) ikB;Øe fuekZ.k ds fl)kUr (b) mRrj izns'k ds ek/;fed Lrjh; laLd`r ikB;Øe dh leh{kk

,oa laLd`r ikB;&iqLrd (c)laLd`r f'k{k.k esa JO;&n`';&lkexzh&vFkZ] egRo ,oa iz;ksx

(d)laLd`r dks'k] d{k v/;kid (e)laLd`r ds v/;kiu esa vkus okyh dfBukb;k¡ ,oa mudk

lek/kku

Unit5: laLd r̀ Hkk"kk f'k{k.k esa ewY;kadu

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Course No.: BED- 2014, Course Title: PEDAGOGY OF SCIENCE

UNIT-I: NATURE AND HISTORICAL PERSPECTIVE OF SCIENCE

(a) Meaning, concept and nature of science (b) Science as interdisciplinary area of learning i.e. facts concepts, principles, laws and theories (c) Milestones of pedagogy of science (Historical development) (d) Science as a dynamic expanding body of knowledge, development of scientific knowledge, scientific methods explanation (e) Role of science in national building

UNIT II: AIMS AND CURRICULUM OF SCIENCE EDUCATION

(a) Aims and objectives of science education (b) Taxonomy of objectives and stating them in behavioural terms (c)

Curriculum and taxonomy of curriculum development in science education (d) Science curriculum at different stages

of school education-at primary, upper primary secondary, higher secondary (e) Instructional material including text

book: contextualization, criteria and concerns including all stakeholders in there development

UNIT III: METHODS AND APPROACHES TO TEACHING-LEARNING OF SCIENCE

(a) Methods of teaching science and their classification (b) Teacher centered methods-Lecture, Demonstration and

Lecture cum demonstration method (c) Pupil centered methods-Problem solving, Project method (d) Constructivist

approaches to science learning- Inquiry method, Project method and heuristic method (e) Use of ICT in teaching-

learning of science, pedagogical analysis of science at secondary level.

UNIT IV: ASSESSMENT IN SCIENCE EDUCATION

(a) Continuous and comprehensive evaluation in science education (b) Types of tests: achievement and diagnostic

test (c) Characteristics and construction of a good test (d) Exceptional children- meaning and classification (e)

Approaches of teaching science to Exceptional children- Gifted, educationally backward

UNIT V: EXPLORING LEARNERS PROFESSIONAL EFFICIENCIES (a) Science Teacher: characteristics and responsibilities (b) Lesson plan, unit plan and resource plan: meaning.

definitions (c) Approaches of lesson plan: Herbart’s approach, Morison approach, Robert Megar’s approach and

RCEM approach (d) Acquisition of Teaching-Skills (e) Action Research projects in science education

Course Number: BED-2015, Course Title: PEDAGOGY OF SOCIAL SCIENCES

UNIT 1: SOCIAL SCIENCE-AN INTEGRATED DISCIPLINE

(a) Concept, Nature, Scope and Importance of Social Sciences (b) Historical Perspectives of social sciences (c) Difference between Natural Sciences and Social Sciences and Social Sciences and Social Studies (d) Impact of Social Science in Integrating the Social, Economic, Political, Cultural and Spiritual aspects of Nation (e) Social

Science- An Art or Science: Correlation of Social Science with other School Subjects

UNIT 2: AIMS, OBJECTIVES AND VALUES OF SOCIAL SCIENCES

(a) Concept and Definition of Aims and Objective and their Differences (b) Classification of Objectives of Social Sciences(c) Writing Instructional Objectives in Behavioral terms (d) Values of Social Science (e) Role of Social Science teacher in Value Development

UNIT 3: SOCIAL SCIENCE CURRICULUM-TRENDS AND ISSUES (a)Concept Principles and Types of Curriculum(b) Criteria and Methods for Selecting and Organizing the Curriculum (c)Analysis of social Science Syllabus and need for Restructuring the Curriculum of Social science(d) Development of Eco -Friendly relations through Social Science Curriculum (e) Social Science for Human Rights and Sustainable Development

UNIT 4: METHODS, TECHNIQUES OF TEACHING SOCIAL SCIENCE (a)Specific methods of Teaching Social Science-Source, Biographical, Observation, Heuristic, Supervised study, Socialized Recitation Methods(b) Modern Methods of Teaching Social Sciences Problem, Project, Laboratory, Demonstration, Inductive ,Deductive and Activity Centered methods (c)Techniques of Teaching Social Science (d) Social Science a lively discipline-Excursion, Films Drama (e) Role of Workshops, Conferences and Current affairs in Teaching Social Sciences UNIT 5: LESSON PLANNING AND ACTION RESEARCH (a)Types of Lesson Planning-Herbert, Blooms, NCERT/ RCEM, Unit and Resource Lesson Plans (b) Steps for writing a Micro and Macro, Unit and Resource Lesson Plans (c) Innovative Lesson Planning in Social Sciences (d) Construction of a test, Blue Print of a Question paper and Feed back (e) Action research- Concept, Characteristics and steps of Action Research with an example of a topic in Social Science.

Course No.: BED-2081, Course Title: ICT FOR SCHOOL- CLASS-ROOM INTERACTION AND

MANAGEMNET (Practical)

UNIT I

Teaching and Communication

Meaning, functions, phases and levels of teaching, Basic Teaching Model

Meaning and significance of communication process in teaching learning situation

Factors affecting communication Barriers to Effective Classroom communication

Difference of teaching from other communication behaviors such as indoctrination, propaganda,

training and instruction.

UNIT II

Classroom Management

Meaning, Concept and Aspects of classroom Environment:

a) Physical: general classroom environment, lighting, ventilation, seating arrangements b) Social: authoritative, authoritarian, permissive and dismissive, teaching behavior

c) Emotional: the teacher taught bond, the team spirit, the dignity of self

Classroom environment: characteristics and strategies for creating a positive environment:

a) Expectations, Rules, consequences, Routines and Procedures b) Understanding positive approaches to discipline and handling Discipline problems:

Reminders, warning, notes, referrals, Involving parents, Suspension;

c) Classroom Management Mistakes to be avoided. Teacher as an effective manager and Leader:

a) Proactive discipline and

b) Assertive Discipline. Maintenance of student’s records and strategies for motivation.

UNIT III

Education and Communication

Meaning and Concept of Communication

Elements of Communication

Communication Process (Communication Cycle)

Communication context- Source, Receiver, Massage, Symbol, Channel, Encoding,

Decoding, Feedback and Noise

Model of Communication (Dale’s Cone of experiences)

Barriers of Communication

Kind of Communication (Verbal and Non-Verbal)

Importance of Communication in Teaching

UNIT IV

Skill and Competencies Micro Teaching(Meaning, Definition, Characteristic, Cycle, Merits and Demerits,

Suggestions)

Simulated (Meaning, Procedure, Characteristic, Merits and Demerits, Precautions)

Skill of Introduction

Skill of Questioning

Skill of Blackboard

Skill of Stimulus Variation

Skill of Reinforcement

Skill of Explaining

UNIT V

Application of ICT in Education MS- Word - Letter format, Curriculum vitae, Question paper format, School time table

MS- Excel - Marks list, Result sheet (using formula), Graphical representation.

MS-PowerPoint- Prepare at least 10 slides related to their concern subject with inserting

picture, video and animation effect. Creating E-mail Id, sending and receiving E-mail.

Downloading and saving information through internet with different file formats

Transferring and saving information in secondary devices (CD/DVD, pen drive, Memory cards)

Downloading Anti-virus software through internet and installing to the system.

Course Number: BED-2082, Course Title: CO-CURRICULAR ACTIVITIES

To encourage students participation in cultural activities viz., Dramatics, Music, Literary, Creative, Sports etc. for all round personality development of students.