NOIDA INTERNATIONAL UNIVERSITY

Bachelor of Education (2Years)

Syllabus

Semester -1

CORE PAPERS

Course Title: Childhood and Growing Up Credits: 4

Course Code: BED101
MM: 100
Objectives of the Course:

• To familiarise student- teachers about the conceptions about child and childhood
( specifically with reference to the Indian Social context)
• To develop a critical understanding of the different Social, Educational and
Cultural contexts at the core of the exploration of childhood.
• To develop an understanding of the different aspects of a Child with diverse
abilities in the Social, Cultural and Political context of India
• To acquaint them with respect to the role of different agencies in the healthy
development of children.

Course Content:
Unit-I
Growth and Development
 Meaning of Growth and Development
 Distinctions between Growth and Development

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  Stage of Growth and development with special emphasis on the Development
stages of Childhood and Adolescence
 Principles of Development
 Theories of Growth and Development (with reference to the influence of
childhood experiences on later personality)
 Freud‟s Theory of Psycho-sexual development
 Jean Piaget‟s theory of Cognitive Development
 Erickson‟s theory of Psycho Social Development
 Kohlberg‟s Theory of Moral Development

Unit-II :
Childhood and Development
 Physical- Motor Development
 Growth and Maturation
 Development of Gross and Fine Motor Skills
 Role of Parents and Teachers in providing opportunities of Physical - Motor
Development eg. play
 Social and Emotional Development :
 Basic understanding of Emotions (How differential Gender Socialisation is
seen happening in the Indian context?)
 Development of Emotions : Functions of Emotions
 Meaning of Gender roles, influences on Gender roles, Gender Stereotypes
experienced in Home, School , Neighbourhood (Including play ground)
Unit- III
Socialisation Agencies and the Child
 The 21 century child and childhood in the context of Poverty, Globalisation
and Adult culture.
 Childhood - similarities and Diversities within the stage and the factors
leading to the construction of multiple childhoods with particular reference to
the Indian context.
 Concept of Socialisation
 Family, Parenting, Child Rearing practices and its agencies
 Peers- Friendships and Gender competition , cooperation and conflict;
Aggression and bullying from Early childhood to Adolescence, Peer
Influences
 School - Relationship with peers, Teachers and Staff, Teacher Expectation
and school achievement ,overage learners and peer relationships.
 Social, Economic and Cultural Differences in Socialisation: Implications for
Inclusion.

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Unit-IV
Childhood: Issues and Concerns.
 Social Issues: Counselling of Children for coping with stress in the following
conditions:
 Separation of Parents
 Loss of Parents in Armed Conflict etc.
 Survivors of Child Abuse
 Health Concerns:
 Child Abuse: Issues and Problems and Awareness about Rights of the Child
Child Obesity: Causes and Remedies, Prevention through sports activities and
yoga
 Equity Issues and Inclusion: Inclusion of the Differently Able Street Children
and other marginalised groups in the context of India : Problems and strategies
to achieve EFA (SSA, RMSA in particular)
 Schemes and programmes of GOI for Gender Equity and Equality in
Education
 Protection of Child Rights: Role and Contribution of UNICEF , WHO ,
National Commission for the Protection of Child Rights, National Human
Rights Commission, Child Help lines and NGO

Practical Assignments/Field Engagement: (Any one)

• Student‟s teachers to collate about ten newspaper articles that involve issues of
parenting and childhood analyze these and hold discussions.
• Hands-on Experience of Studying Children and varying contexts in Childhood by
undertaking a detailed Case Study of a child.
• The students can identify any child to understand 5-14 year old children in
diverse contexts and use case profile method to study her.
• The teacher educator could organize the class in such a manner that different
students" profile children from varied socio-economic
• backgrounds. This would allow for a wide range of data which could be
subsequently analyzed in groups. The task could be helpful in understanding and
supporting developmental and educational needs of the marginalized learner;
first- generation learners, street children and slum children; children with special
needs
Suggested Readings :

• Aries, P. (1965). Centuries of Childhood-A social history of the family life.

Random House Inc. Chapter 1: The Ages of Life, Chapter 2: The Discovery of
Childhood,
• Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children.
 New York: Worth Publishers. Chapter 1: The study of Human Development.
• Harris, M. and Butterworth,G(2002) The two concepts of
childhoodDevelopmental Psychology: a student’s handbook. New York: Taylor
& Francis. Chapter 1: A Brief History of Developmental Psychology.
Newman, B. M. and Newman, P.H. (2007). Theories of Human Development.
London: Lawrence Erlbaum Associates, publishers. Chapter 1: Introduction.
Papalia, D. E. and Olds, S. W. (2003). Human Development. New York: McGraw
Hill Higher Education. Chapter 1: The Study of Human Development, Chapter 2:
Theory and Research, Chapter 4: Physical Development During the First Three
Years, Chapter 7: Physical Development in Early Childhood, Chapter Physical
Development in Middle Childhood.
Saraswathi, T.S. (Ed.) (1999). Culture, Socialization and Human Development:
Theory, Research and Applications in India. Sage publications

Course Title: Philosophical and Sociological

Credits: 4
Foundations of Education
Course Code: BED 102
MM: 100
Objectives of the Course:
 To gain an understanding of the concept, meaning, aims and functions of
Education
 To reflect upon the thoughts of Indian and Western thinkers on Education and
explore their implications for practices in schools.
 To critically examine the issues and concerns of education in the
socio-economic context of India.
 To appreciate the need and relevance of the course in being a humane teacher
Course
Course Content:
Unit I:
Education: Meaning and Function
 Concept, Meaning, Aims and Functions of Education
 Education as a Liberal discipline and its Interdisciplinary nature

 Education and its related concepts - Training, Instruction , Teaching and

Indoctrination

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  Education as Character development and Preparation for Life(In the light of
the Ideas of Swami Vivekananda and John Dewey)
 Education as a tool for propagation of Culture.

Unit II :
Thoughts of Thinkers on Education and it’s Practice
 Relevance of educational thoughts of Indian and Western thinkers to the
present Education system(To deliberate upon Aims of and functions of
Education, Pedagogy ,Pedagogical Practices in the Classroom, Teacher-
Student Relationship and Essential Values and Qualities needed in a Teacher
to Prepare a Childfor Life)

 Indian: M.K Gandhi, Rabindranath Tagore, Aurobindo Ghose, Jiddu

Krishnamurti, B.R. Ambedkar
 Western: Plato, Rousseau, Johann Friedrich Herbart and Paulo Freire.

Unit III :
Education and Socio-Cultural Context
 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(in the
context of Sanskritisation, Industrialization and Modernisation
 Education and Culture: Acculturation and Enculturation
 Emerging trends in the Indian Context: Globalization ,Internationalization
and Privatisation of Education: Positive and Negative Impact

Unit IV:

Issues and Concerns in Education

• Equalization of Opportunities in the Education sector :Outreach, Access,

Affordability, Quality
• Constitutional provisions for ensuring Equity and Equality (Special Emphasis on
Right to Education)
• Nature and forms of Inequality including Dominant and Marginalised groups,
Gender inequalities in Schools; Public - Private; Rural -Urban -Tribal.
• Democracy ,Socialism and Secularism: Concept and Practice in Schools
• National and Emotional Integration in the Indian Context: Concept and Need for
Nurturing Diversity and Fostering Inclusion
• Inclusive Education :Ideology and Present Status in Schools
• Commercialisation of Education :Meaning and Concerns in the Indian Context

Practical Assignments/ Field Engagement: (Any one)

• Reflecting on the Readings on any two thinkers on Education and Maintaining a

diary of the same after discussions and brainstorming on key ideas on Education
and their contemporary relevance.
• Implementation of the provisions of RTE(Right to Education): An observational
study to look at the Ground Realities in the Schools in the neighbourhood
• The diary maintained on the discussions on the above two practicals is to be
presented group-wise with the participation of all the student-teachers in the
above activities in the presence of the Faculty Members in colleges

Suggested Readings:

• Anand, C L and et al (1993) Teacher and Education in the Emerging Indian

Society, NCERT, New Delhi.
• Delors, Jacques (1996) Learning the Treasure Within, Report to UNESCO of the
International Commission on Education for Twenty-first Century, UNESCO.
• Dewey J. (1952) Experience in Education, Collier Macmillan.
• Dewey J (1966) Democracy in Education, New York, Macmillan.
• Krishnamurthi, J Education and the Significance of life, KFI Publications.
• Kumar Krishna (2004) What is Worth teaching/ 3rd Edition Orient Longman
• Gandhi M K (1956) Basic Education, Ahmedabad, Navjivan.
• Govt. of India (1952) Report of the Secondary Education Commission, New
Delhi
• Govt. of India, MHRD (1986, Revised 1992) National Policy of Education, New
Delhi.
• Govt. of India, MHRD (1992) Programme of Action (Draft) New Delhi, Aravali
Printers and Publishers.
• Mani R S (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book
Society New Delhi.
• Saraswathi T S (1999) Culture, Socialization and Human Development, Sage
Publication.

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Course Title: Language Across the Curriculum
Credits:2
Course Code: BED 103 MM:100
Objectives of the Course:
 To enable student-teachers to understand the nature and structure of language.
 To help them appreciate the relationship between language, mind and society.
 To acquaint them with the process of language acquisition and learning.
 To support them in the understanding of different language skills and
development of the same.
 To develop sensitivity and competency towards catering to a multilingual
audience in Schools.

Course Content:

Unit I
Language and Communication
 Language as a tool of Communication
 Features of Language
 Structure of Language
 Language and Power
 Language Diversity in the context of India
 Multilingualism: Nature and Scope
 Multilingualism : As a Resource and a strategy
 Socio-cultural Variations in Languages:
 Accents and Linguistic Variations.

Unit II
Acquisition of Language skills

 Acquisition of the Four Language Skills

 Listening Skills: Developing Pronunciation by Phonic Drills, Developing
Vocabulary by listening to the usage of new words in different contexts and
meaning making.
 Reading and Writing
 Relationship between Reading and Writing.
 Oral and silent Reading of Expository Texts: Strategic; Comprehension;
Pre-Reading and Post Reading activities.
  Characteristics of a Good Handwriting; Developing the skill of writing
effective compositions: Creative Writing, Letter Writing: Formal,
Informal(emphasis on the letters which the teachers write in schools)
 Developing Effective Presentations by integration of the four language skills
effectively Principles and Procedure

Unit-III

Development of Language

 Human and Animal Communication

 Perspectives in Language Development (with reference to how children
acquire language at early age) : Skinner, Bandura and Walters and Nativist
Chomskian Perspective.
 Relationship of Language and Society: Identity, Power and Discrimination

Unit-IV
Language and Curriculum Transaction
 Multilingual Classroom: Challenges and Strategies to Cater to Diversity
 Nature of Multilingualism:
 Differences in Communication,
 Hierarchical status of Indian Bilingual or Trilingual Children: Implications for
teachers
 Languages and its effect on classroom dynamics
 Qualities and Competences of a Teacher to cater to a multilingual classroom.

Practical Assignments/Field Engagement:(Any one)

• The students to be actively engaged in drill and practice exercises with respect to
honing their proficiency in Speaking, Reading and Writing in English and Hindi
with the support of assistive devices in the Language Laboratory under the
guidance of Faculty Mentors .
• Participation in two Extempore Presentations, one Debate ,one Paragraph writing
and One Application Writing .(To be the basis of Evaluation after exhaustive
sessions to improve Communication Skills.)
• Students to maintain a record of observation on the communication of
children(both verbal and non-verbal) within the peer group and with teachers and
to find the patterns with respect to the themes of conversations Formally-
Informal Communication and the challenges they face in Communicating.

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Suggested Readings:
Agnihotri, R.K. & Khanna, A.L. (eds.) (1994). Second language acquisition. New
Delhi:Sage Publications.
Agnihotri, R.K. (1999). Bachchon ki bhashaa seekhne ki kshamata, bhag 1 or
2.ShakshikSandarbh. Bhopal: Eklavya (p.p?? ).
Agnihotri, R.K. (2007). Hindi: An essential grammar. London: Routledge
• Agnihotri, R.K. (2007). Towards a pedagogical paradigm rooted in
multiliguality.International Mulilingual Research Journal, Vol.(2) 1-10
• Agnihotri, R.K. and Vandhopadhyay, P.K. (ed.) (2000). Bhasha, bhubhashita or
hindi: Ekanth samvaad, New Delhi: Shilalekh
• Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New
York:Primary English Teaching Association Cornell University.
• Krashen, S. (1982). Principles and practice in second language acquisition.
Pergamon Press Inc.
• Kumar, K. (2000). Childs language and the teacher. New Delhi: National Book
Trust.
• Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood
Years.
• Applying a Vygotskian Model of Learning and Development in B. Spodek
(Ed.)Handbook of Research on the Education of Young Children, New York:
Macmillan. 137-150.
• NCERT (2005). National Curriculum Framework (NCF). New Delhi:
NCERT.
• Reading Development Cell, NCERT (2008). Reading for meaning. New Delhi:
NCERT.
• Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language
Arts. 57(4).
• Yule, G. (2006). The study of language. Delhi: Cambridge University
Pres

Course Title: Understanding Discipline and Subjects Credits-2

Course Code: BED 104 M.M.-100

Objectives of the Course

• To interrogate existing terminology, constructs and notions of pedagogic
practice, such as child-centered learning, discovery learning, activity-based
learning, intelligence (IQ) etc.
• To engage student-teachers with epistemological questions of subject matter and
how they unfold in the study of pedagogical approaches.
Course Content:
Unit I:
Knowledge and Methods of Enquiry
• Disciplinary Knowledge :Nature and Scope,
• Interdisciplinary Knowledge: Nature ,Scope and Need
• Knowledge as Construction of Experience; Case examples from School Subjects
• Knowledge as distinct from Information;Case examples from School Subjects
• Methods of Inquiry, Scientific Thinking, Social Scientific Thinking,
Mathematical Thinking ,Critical Thinking
• Language, Social Relations, Power, Identity and Thinking(Relationship and
Interface with Knowledge) .
Unit II:
Learner and their Contexts
• Interface between Knowledge, Subjects ,Curriculum, Textbooks, Linguistic
background of learners
• Alternative Frameworks of Children‟s Thinking
• Child and Adult Misconceptions :Meaning,Scope in a Classroom,Processes to be
used to Dispel Misconceptions.
• Everyday Concepts and Situated Cognition
• Pedagogical Perspective and Concerns of Inclusive Education in Schools
Unit III:
Pedagogic Practice and the Process of Learning
• Critical Examination of Terminology and Notions associated with
Child-centered Education
• Critical understanding of standardised pedagogic methods:
concept-formation; enquiry- based learning; project-based learning etc
. Interrogating disciplinary practices and Creating non-threatening learning
environments: Relevance, Scope and Process
Unit IV:
Critical Study of ICTs and Developing Capacities
 Critical examination of the role of ICT in Effective Curriculum Transaction
and Evaluation
 Capacity development of teachers and Students in the use of ICTs
 ICT - based teaching-learning approaches in schools
 Role of Open and Distance Learning in Catering to Diversity in Learners and
Learning Styles.

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Practical Assignments/Field Engagement (Records to be Maintained) (Any
one)

• Critical readings of specific texts to develop conceptual clarity

• Analysis of school text books to construct and discuss nature and types of
knowledge and pedagogic elements
• Collating and analyzing child and adult conceptions of social and natural
phenomena
• Developing concept maps to design subject-based and thematic-based curriculum
materials
• Observing, documenting and interpreting classroom discourse (teaching-learning
episodes)
• Investigating perspectives in children's literature and other teaching-learning
materials

Suggested Readings :
• Batra, P. (Ed.) (2010). Social Science Learning in Schools: Perspective and
Challenges. New Delhi: Sage.
• Bruner, J. (1996). In The Culture of Education. Cambridge: Harvard
University Press,
2: Folk Pedagogy, 44-65.
• Dewey, J. (1897). My Pedagogic Creed. School Journal, Vol. 54.
• Driver, R. (1981). Pupils' Alternative Frameworks in Science. European Journal
of Science Education. 3(1), 93-101.
• Holt, J. (1990). Learning All the Time. New York: Addison-Wesley
Publishing Co.

Pedagogical Courses -1 -(Any One)

Course Title: Teaching of Physical Science Credits: 4
Course Code: BED110
MM:100
Objectives of the Course:

 To develop in student-teachers an understanding of the nature of Physics and

its interface with society.
  Acquire a conceptual understanding of the Pedagogy of Physics.

 To Acquire and learn specific laboratory skills to conduct practical work in

Physics.

 Develop and use the techniques for evaluation of student's performance.

 To critically analyse the Curriculum and textbooks from the dimension of

development of Scientific Values.

Course Content:
Unit-I

Nature and Scope of Physics

• Nature and scope of Physics in daily Life.

• Significance of teaching physics in secondary & senior secondary schools.
• Contribution of Physicists in the development of Science in India
• Aims & Objective of Teaching of Physics :General and Specific.
• Difficulties in developing of the content of the Physics Curriculum.
• Developing learning experiences/activities Restructuring Content in Remedial
and Enrichment Programmes pertaining to Physics.

Unit-II
Planning ,Designing and Transaction
 Micro Teaching, Unit Planning and Lesson Planning
 Planning for Laboratory Demonstration/Experimentation
 Approaches and Methods of Teaching Physics
 Concept Mapping approach - meaning of concept, concept formation with
reference to preparation of concept maps
 Process approach - teaching science as a process, scientific method, Problem
solving method.
 Cooperative learning approach.
 Activity based approach - investigatory approach, project method, Laboratory
method.
 Constructivist Approach
Unit-III :
Physics Curriculum: Effective Transaction and Evaluation

• Characteristics of an effective Physics Curriculum.

• A critical study of present Physics curriculum at secondary/senior
secondary school.

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 • Textbook in Physics - its need and use, evaluation of a textbook.
• Instructional Aids in Physics
• Use of audio-visual aids in teaching of Physics with special reference to
new technologies like interactive TV, Computer Aided Instruction.
• Use of community resources and Preparing low cost teaching aids.
Laboratory Demonstrations and Experiments: Organisation and Conduct
in the Physics Laboratory
• Planning and Organization of co-curricular activities for physics.
• Evaluation of Learners' Progress
• Evaluation: Need ,Concept and Scope.
• Comprehensive & Continuous evaluation, need & importance of class
tests.
• Achievement test-its construction, administration and item analysis

.
Unit IV :
Professional Development of a Physics Teacher
• Need for professional development at Individual level, Organizational
level and Government level.
• Need and Relevance of Participation in Seminars ,Workshops
,Conferences,
• Symposia etc well as membership of Professional Organisations in
Professional development of teachers.
• Field Visits to Institutions /Organisations such as Other Schools
,Museums, Parks, Research Organisations etc: Need and Relevance for
Professional development
• Preparing the Teacher for Technology Integration: Planning with
integrating Technology for inquiry (NTeQ) in Science at secondary school
level.
• Action research: Concept and Identification of problems faced by the
teachers in the classroom
Practical Assignments /Field Engagement(Records to be maintained) (Any one)

• Identifying and conducting at least 10 experiments/demonstrations from the

Physics syllabus individually or in small groups
• Students to be engaged in the practice of proper handling of Laboratory apparatus
and Equipments in the Physics Laboratory.
• Develop a Multi-Media lesson using appropriate ICT resources and transacting
the same before peers in a simulated teaching exercise.
• Identifying and Evaluating ICT resources suitable for teaching of Physics.
Suggested Readings:

• Anderson R.D. (1970), Developing Children's Thinking Through Science, New

 Delhi: Prentice Hall.
• Barbe, R.H.(1995), Science in the Multicultural Class room, Boston: Allyn &
Bacon.
• Chauhan, S.S.(2000), Innovation in Teaching Learning Process, New Delhi:
Vikas Publishing House Pvt. Ltd.
• Edigar M. and Rao D.B.(1996), Science Curriculum, New Delhi: Discovery
Publishing House.
• Gupta N.K. (1997), Research in Teaching of Science, New Delhi: APH
Publishing Corporation.
• Kochar, S.K.(1997), Methods and Techniques of Teaching, New Delhi: Sterling
Publishers Pvt. Ltd.
• Maitre, K. (1991), Teaching of Physics, New Delhi: Discovery Publishing
House.
• Mukalel, J.C. (1998), Creative Approaches to Classroom Teaching, New Delhi:
Discovery Publishing House.
• Prakash, R. and Rath, T.N. (1996), Emerging Trends in Teaching of Physics,
New Delhi: Kanisha Publishers.
• Rao, D.B.(1997), Reflections on Scientific Attitudes, New Delhi: Discovery
Publishing House.
• Romay, W.D.(1968), Inquiry Technique for Teaching of Science, New Jersey:
Prentice Hall.
• Sharma, R.C.(1981), Modern Science Teaching, Delhi: Dhanpat Rai and
Sons.
• Thurber, W.A. and Collette, A.T.(1970), Teaching Science in Today's Secondary
Schools, Boston: Allyn & Bacon Inc.
• Vanaja, M.(1999), Inquiry Training Model, New Delhi: Discovery Publishing
House.
Venkataiah, N. (1993), Curricular Innovations for 2000 AD, New Delhi: Ashish
Publishing

Course Title :Teaching of Commerce Credits-4

Course Code: BED111 M.M.100

Objectives of the course:

• To develop in the student-teachers an awareness why business studies is

taught at +2 level.
• To develop an analytical ability to appraise the existing CBSE curriculum
of Business Studies meant for +2 students, and its comparison with other
school boards
• To familiarize with the nature of business studies being taught at the
school level

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 • To be conversant with the different methods of teaching meant for
teaching +2 students,

• To instil the competence of organizing co-curricular activities for

enriching the subject matter of business studies,

• To develop the tools and techniques of evaluation for appraising and

enhancing students knowledge in Business Studies,

. To develop awareness of curricular innovations in Business Studies.

Course Content:
Unit - I:

Introductory Framework

• Business Studies: Nature & Need and objectives of Business Studies, its scope
and rationale of its introduction at senior school level, recent advancements in
Business Studies. Evolution of education for business.
• Curriculum of Business Studies: Concept of curriculum and syllabus.
Comparative analysis of the present syllabus of CBSE with ICSE. Critical
appraisal of present syllabus developed by CBSE/ICSE.
• Integration of Business Studies with other subjects: Concept, objectives and
Importance of Integration. Integration of Business Studies with other subjects -
Accountancy, Economics, Social Science and English language.
Unit - II:
Objectives and Planning for Business Education
• Nature of general & specific objectives, behavioural objectives, techniques of
writing objectives
• Unit Planning and Lesson Planning. Micro Teaching.

Unit-III:
Pedagogy of Business Studies
• Lecture Method
• Discussion Method
• Group work & collaborative learning
• Project Method
• Problem Solving method
• Teaching through Games
• ICT as a Resource in Teaching-Learning
• Case Studies
• Development of Higher Order Thinking Skills (through following activities)
Collaborative group activities, Problem-solving activities and Questioning for
development of critical thinking.Co-curricular activities
• Business Studies based co-scholastic activities and their utility, linkage of school
and outside organizations for strengthening knowledge about business.
Instructional Media
• Meaning, Types of Instructional Media, scope of using Instructional Multi Media
for the teaching of Business Studies.
• Textbook: Features of a good textbook, Selection of text books, reference books
and professional journals for business studies.(Educational tours to any business
organisation)
• Use of web quest, blogs and social media for teaching-learning Business studies.

Unit - IV:
Technology Integration and Evaluation

• Technology integration: NTeQ model for Business Studies at senior

school level, Blended learning
• Evaluation: Concepts of Evaluation, Measurement & Tests. Types of
Evaluation.
• Use of portfolio
. Development of Achievement test in Business Studies. Types of test
items.
• Evaluation of Assignments and Project work. Remedial Teaching.
• Continuous and Comprehensive Evaluation in Business Studies.
• Action research: Concept and Identification of problems faced by the
teachers in the classroom

Practical Assignments/Field engagement: (Any one)

• Develop a game for teaching some Business Studies topic (explain step by step,
the process of developing this game, giving its rules of participation)
• Develop a Multi-Media lesson using appropriate ICT resources and transacting
the same before peers in simulated teaching exercise
. Identifying and Evaluating ICT resources suitable for teaching Business Studies
• Organise a co-curricular activity for strengthening the knowledge of any topic
taught recently in the class

Suggested Readings:

• Bhatia, S.K. (2012). Teaching of Business Studies and Accountancy. New Delhi:

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 Arya Book Depot.
• Bhatia, S.K. (1979), Teaching of Principles of Commerce and Accountancy, CIE
Publication, Delhi.
• Calfrey C. Alhon(1988), Managing the Learning Process in Business Education,
Colonal Press USA
• Musselman Vernon A. and Musselman Donald Lee. (1975). Methods in
Teaching Basic Business Subjects, 3rd ed Dannirl III. The Interstate Printers and
Publishers
• Nolan, C.A. (1968), Principles and Problems of Business Education, Cincinnati,
South Western Publishing Company
• Schrag & Poland (1987). A System for Teaching Business Education. McGraw
Hill Book Company. New York.
• Siddique, M. Akhtar and Khan, R. S. (1995). Handbook for Business Studies
Teachers, Jamia Millia Islamia, New Delhi.
• Support material for PGT (Commerce) (2011). New Delhi: State Council of
Educational Research and Training. Retrieved from: http://delhi. gov. in/wp
s/wcm/connect/doit_scert/Scert+Delhi/Home/Questpaedia/L earning+Material/
Commerce/
• Tonne, Herbhert & Lovis C. Nancy. (1995). Principles of Business education.
McGraw Hill, New York
• Verma, D.P.S.; Commerce Education in Rajput, J.S. (Ed.)(2000) Encyclopaedia
of Indian Education, Vol. I; NCERT; .
Wadhwa, Toolika(2008); Commerce Education at Senior- Secondary Level: Some
Reflections: in MERI Journal of Education; New Delhi; Vol. III; No. II..

Course Title:Teaching of Social Science Credits-4

Course Code: BED112 .M.M..100

Objectives of the course:

• To develop understanding about the basic differences between Social Studies and
Social Sciences.
• To understand the need for teaching Social Sciences as an integrated discipline
• To develop the ability to justify the relevance of social Sciences in terms of
Contemporary events.
• To gain knowledge about the different approaches associated with the discipline
• To develop certain professional skills useful for classroom teaching.
• To develop notion of Democracy, National integration etc.
Course Content:
Unit - I:
Learning and Teaching Social Science
• Nature and Scope of Social Science
• Difference between Social Science and Social Studies
• Aims and objectives of teaching Social Sciences
• Social Science curriculum at School level - correlation with other subjects.
• Critical appraisal of a Social Science Text book.
• Democratic values and National objectives, Citizenship.
• Importance of Democratic inclusive class room for Social Science teaching.

Unit - II:

Methods and Strategies

• Approaches / Methods of Teaching Social Sciences
• Difference between Approaches, strategies and methods
• Types of Approaches - Inductive, deductive, constructivist, multidisciplinary &
integrated approach in Social Sciences.
• Transactional Strategies
• Methods - Story telling, Problem Solving, Project Method, Observational
Method, Assignment Method, Discussion method.
• Grouping students for learning , Cooperative learning, Role play and simulation
• Micro Teaching, Unit Planning and Lesson Planning.
• Social Science Laboratory - organization and management
• Organization and planning of Co-curricular Activities in Social Science - Field
Trip/Excursion / Bulletin Board in Social Science
• Dealing with controversial Issues in Social Science. Current events

Unit - III:
Integration of Technology and its Applications
•Developing Concept and Generalizations
•Concept formation and classification
•Concept Mapping in Social Science
•Instructional strategies for concept learning
•Technology Integration: Planning with the integrating Technology for
inquiry (NTeQ) model for Social Sciences at secondary school level,
e-technologies.
. Instructional Aids: - Preparation, improvisation and effective use - Chart,
Models, Scrap Books, Media (Print Non-print and Electronic Media), Maps,
Globe.
• Social Science Teacher: Teaching skills, teacher as a reflective practitioner

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Unit IV:
Evaluating Student learning
• Evaluation: Concept, importance and Types of Evaluation.
• Concept of Comprehensive and Continuous Evaluation
• Type of Test items and development of Achievement test in social
sciences.
• Diagnostic testing and remedial measures.
• Action research: Concept and Identification of problems faced by the
teachers in the classroom

Practical Assignments/Field engagement: (Any one)

• Project report on any topic of social Science.

• Critical analysis of Social science syllabus at any particular level.
• Developing an achievement test and its administration.
• Develop a Multi-Media lesson using appropriate ICT resources and transacting
the same before peers in simulated teaching exercise.
• Identifying and Evaluating ICT resources suitable for teaching Social
Science.

Suggested Readings:

• Aggarwal, J.C. (1982), Teaching of Social Studies, New Delhi: Vikas Pub..
• Kochhar, S.K. (1983), Teaching of Social Studies, New Delhi: Sterling
Publications,.
• Martorella H. Peter (1994) Social Studies for elementary School Children
(Developing Young Citizens)
• Mehta, D.D. (2004), Teaching of Social Studies, Ludhiana: Tandon Pub.,
• Michaels U. John(1992), Social Studies for Children
• Mittal, H.C., Teaching of Social Studies, New Delhi: Dhanpat Rai &
Chandna R.N. Sons.
• Preston, Ralph C(1955)., Handbook of Social Studies, Rhinehart and
Company,.
• Shaida, B.D(1962)., Teaching of Social Studies, Jalandhar: Panjab Kitab
Ghar,
• Teaching Social Studies in High School, Wesley Edgar Bruce
• UNESCO (1981), Handbook for teaching of Social Studies.
• Wesley, Edgar Bruce, Teaching of Social Studies, Boston: D.C. Herth and
Co.
Zevin Jack (2000) - Social Studies for the Twenty first Century
Course Title: School Organisation and Management Credits: 2

Course Code: BED105 M.M.-100

Objectives of the Course:

• To enable the student-teachers to understand the meaning, nature,
scope, functions and principles of Educational Administration of a School.
• To develop an understanding about various components of school
Administration
• To develop an understanding of leadership qualities and accountability
to be maintained by the different school personnel like headmaster, teacher
etc.
• To orient students with the concept of supervision and decision making
• To acquaint the students with specific problems of school management.

Course Content:
Unit I:
Administration of Schools
• Meaning, Concept, Scope and Functions of Educational Administration
• Principles of Educational Administration
• Educational Administration and their Advantages and Disadvantages
• Role of a Head in a School as a Transformative Leader :Analysis of
Need and Relevance of any Change before institutionalising the same, Taking
the Team On-board
• Organisational Culture in a School to foster a Stress-free Work
Environment for the Head ,Teachers, Staff and Students
Unit II:
School as an Organisation
• The School - its functions and relationship with the society
• School building: Design and Components (including Hostels)
• School Personnel-Roles and Responsibilities : Headmaster, Teachers,

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 Non-Teaching Staff
• School finance - Sources of Income and Items of Expenditure ,School Budget
Unit III
Dynamics of Supervision
• Supervision : Concept, Need, Functions and Scope
• Role of the Head and Teachers of the Institution in Supervision
• Role of School Management Committees(SMCs),Mother Teacher
Associations(MTAs),Parent Teacher Associations(PTAs) in School
Development
• Democratic Decision Making :Concept and Procedure with respect to
functioning of a School
Unit IV:
Elements of School Management
• School Climate: Meaning and Types
• Timetable - Principles and Techniques of Time -table preparation
• Preparation of a Calendar of Activities of Co-curricular Activities
• School Discipline : Concept and Approaches, Self Discipline: Concept and
Relevance in a School
• Problems Faced in School Management :Issues of Security and Disaster
Management
• Juvenile Delinquency: Concept and Steps to Deal Effectively in a School

Practical Assignments/Field Engagement: (Any one)

• The students to be thoroughly acquainted with the nuances of different types of

registers/records a teacher maintains in a school : Attendance Registers, Marks
Registers, Cumulative Records of CCE(Continuous Comprehensive Evaluation)
in particular.( Also to include the role of ICT as an Assistive Technology in the
same)
• A meeting of student -teachers with the Head of the School and other Supervisory
cadre to be arranged to make them understand the expectations of a school from
them and the responsibilities they may shoulder apart from regular classroom
teaching.
• The students to be given hands on experience in the construction of the Time
Table using ICT of a School by the Faculty Mentors keeping in mind all
principles of Time Table preparation.
Suggested Readings:

• Owens, Robert G(1970).: Organizational Behaviour in Schools, Prentice Hall

Inc., Englewood Cliffs, N.J.,
• Kimbrough, R.B. and Nunnery, M.Y.(1983) : Educational Administration : An
Introduction, MacMillan Publishing Co. Inc., N.Y.
• Bhatnagar, R.P. and I.B. Verma (2000): Educational Administration. Loyal Book
 Depot, Meerut,
• Safaya, R.N. and Shaida,B.D.(2000) : School Administration and Organization.
Dhanpat Rai and Sons, Delhi
• Agarwal, J.C.(2006): School Administration, Arya Book Depot, Delhi,

PRACTICALS

Course Code:BED 120 CREDITS-2

Course Title: Understanding the Self * M.M -100

Objectives :

• To help student- teachers develop life skills to understand self

• To develop the capacity for sensitivity, sound communication and ways to
establish peace and harmony
• To develop the capacity to facilitate personal growth and social skills in their own
students
• To enable student-teachers to recall and reflect on their own educational journeys
and become conscious of factors that have shaped their aspirations and
expectations
• To synthesize their experiences and learning over a period of time
• To enable student-teachers to become more conscious of their responses to
experiences, observations of life situations, as also of ideas and issues that arise in
their minds, and to thus develop their capacity for reflection.
Course Content:
Unit I
Journal Writing
Each student-teacher will be asked to maintain a regular Journal, in which he/she
may write:
 short reflective accounts of significant life experiences
 observations of life situations that evoke questions and responses
 questions on education, learning and teaching that he/she is facing
• The Journal should be periodically shared (once may be undertaken in a
week) wia faculty mentor, who will read through it and offer brief comments,

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 suggestions, or further questions for the student-teacher to reflect on.

Unit II

Writing Tasks

Writing an „Educational autobiography‟ with respect to their experience as a learner

till now
Writing a reflective statement of aspirations and expectations, based on one‟s
learning so far in the course (after 4 months in the course)
Unit III

Workshop 1:
A significant event or experience in life Suggested workshop themes
• Representing key events and experiences - as timeline, mind-map, pictorial
poster, digital story using audio visual tools of Media.
• Sharing and assimilating a range of experiences on the event / experience in the
form of finding answers to what that experience meant to me? How did I feel
going through experience?
Workshop 2:
Learning to Observe (and to Listen)
Suggested workshop themes
• Observation of nature; observation of people around you; observation of (and
listening to) situations around you.
• Exercises in observation and listening to uncover one‟s judgments and
interpretations (and slow these down, to allow for richer perceptions) (one to one
communication, one to many)
• Multiple views on a variety of situations: classroom situations, and human
situations in a school context
Workshop 3: Mindfulness in the classroom
Suggested workshop themes

 Sitting quietly and inviting mindfulness by focusing and concentrating

energies on a single task (Meditation and Yoga may be used for the purpose)
 Individual breathing exercises and self-awareness of body and mind
 Exploring group exercises for mindfulness
 Mindfulness through the day, in classrooms, in stressful contexts
 Mindfulness and Emotional Well-being
  Mindfulness and Decision-Making
 Mindfulness in Cognitive Learning
Unit IV
Workshop 4: Understanding working in groups
Suggested workshop themes
• Exploring structural situations that promote competition or cooperation such as
participation in games
Exploring hierarchies and role-taking in group situations
Exploring Gender Stereotypes in groups
Facilitation of group working - everyone has a part to play
• Exercises for learning to work in groups (Modes of Transaction would include
„role- plays ‟ and „enactments ‟ followed by discussion)
Workshop 5: Viewing and analyzing film(

 Suggested workshop themes

 Purposive film viewing
 Ways of analyzing themes
 Detailed observation of a key scene and discussion
 Ways of seeing situations in the film
 Writing a film review

Workshop 6:
 Celebration of an iconic cultural figure (any three) (e.g. Kabir/Tagore/ Veer
Sarvarkar/ Saadat Hasan Manto/Begum Akhtar/Habib Tanvir /Narayan
Guru/Meerabai/Akka Mahadevi/ Jnaneswar/ Basava/Teejan Bai
 Suggested workshop themes
 Authentic performance by a practitioner who is continuing the Legacy
 Participation in learning and celebrating (in appropriate media) Documentary
Film
 Discussion of cultural world-view and contemporary relevance of the Icon
 Writing based on the above

Seminar 1: Glimpses of different childhoods in India

Format: Student-teachers present, via different media-narrative, photographs,
audio-visual presentation, illustrated poster etc - stories of Indian children growing
up in vastly differing circumstances; sharing to be followed by discussion.
Preparation: Resource books and films to be gathered; each student-teacher picks a
particular type of childhood and researches the life situation.
• Student -Teachers to develop then, own digital stories on the theme of: Journey
towards understanding self integrating text, graphics and audio-visuals.

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*The activities undertaken to be documented in the form of an e portfolio for
external evaluation.

Course Title: Preliminary School Engagement (PSE-1) (Two Weeks)

Credits:2
Course Code: BED121 M.M.-100

1. Writing a reflective journal on observation of regular class room teaching with

respect to pedagogical practices and class room management techniques used by
the teachers
2. Reflection on roles and responsibilities of different school staff and Critical study
of the infrastructural facilities, namely Library , Laboratories, Playground,
Canteen, Sports facilities, Seminar Halls, Auditorium etc which are available in
the school.
3. The Student teacher shall also undertake the field activities pertaining to the
practicals during this period.
 SEMESTER II

Theory- Core papers

Course Title: Learning and Teaching Credits:4

Course Code: BED106 MM:100
Objectives of the Course:
• To create awareness in student-teachers with respect to the range of cognitive
capacities and affective processes in human learners.
• To acquaint student-teachers with the different contexts of learning and situate
schools as a special environment for learning.
• To enable them to reflect on their own implicit understanding of the nature and
kinds of learning.
• To develop an understanding of different theoretical perspectives of learning
with a focus on cognitive views of learning.
• To familiarize them with the concept and nature of Intelligence, Personality and
Adjustment.

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Course Content:
Unit I: Development and Learning
• Learning and Teaching - Nature, Relevance and Relationship.
• Nature and Nurture, Growth and Maturation.
• Relationship between Development and Learning
• Developmental Influences: Development as a resultant of interactions between
individual and the external environment (physical, Socio-cultural, Economic,
Ecological and Technological) Dimensions of Individual development: Physical,
Cognitive, Affective, Social and Moral their interrelationships and implications
for teachers (Drawing from relevant ideas of Piaget, Erikson and Kohlberg).
• Key Cognitive Processes: Perception, Attention, Memory, Language, Thinking,
Problem Solving, Emotions and Motivation.
• Stages of Development- Developmental tasks with focus on processes of growth
and development across various stages from Infancy to Post Adolescence and
their significance to Learning.

Unit II- Cognition and Learning

 Approaches to Learning:
 Behaviorist, Cognitivist, Information-Processing, Humanist, Social
Constructivist.
 a-Theories of Learning (Concepts, Principles and applicability is different
learning situations): -Thorndike, Pavlov, Skinner, Kohler, Guthrie-Piaget,
Rogers, Bandura Vygotsky
 b-Distinction between learning as „Construction of Knowledge‟ and Learning
as „Transmission and Reception of Knowledge‟
 Meaning of „Cognition‟ and its role in learning.
 Socio-Cultural factors influencing Cognition and Learning
 Understanding processes that facilitate „Construction of Knowledge‟:
 1-Experiential Learning and Reflection
 2-Social Mediation
 3-Negotiability
 4-Situated Learning and Cognitive Apprenticeship
 5-Meta-cognition
 6-Role of a teacher in a teaching-learning context:
 7-Transmitter of knowledge
 8-Model
 9-Facilitator
 10-Negotiator
 11-Learner
Unit-III Intelligence and Motivation
Defining Intelligence (Definitions given by different Psychologists)
 Nature of Intelligence and the role of Heredity and Environment
 Theories of Intelligence
 Spearman‟s Two Factor theory
 Guilford‟s Factor Analytical Theory Cattell and Horn‟s Theory of Intelligence
 Sternberg‟s Information Processing Theory Howard Gardner‟s
 Theory of MultipleIntelligence
 Assessment of Intelligence
 Individual Tests - Verbal Test Group TestsVerbal/Non Verbal
 Use, Misuse and Abuse of Intelligence Testing
 Motivation-Meaning and Need, Difference between Needs and Drives,
Motives and Incentives, 11-Role of a teacher in motivating students: Need and
Strategies.
Unit – IV- Personality and Adjustment
1-Meaning and Nature of Personality
 Theories of Personality
 Type Approach - Hippcrates, Kretschmer, Sheldon, JungTrait Approach -
Allport, Cattell
Type cum Trait Approach - Eysenck
 Psychoanalytic Approach - Freud, Adler
 Humanistic Approach - Maslow, Roger
 Learning Approach - Bandura and Walters
 Meaning and nature of Adjustment -(in the context of teaching and learning )
 Adjustment as Achievement and Process and Areas of Adjustment
 Methods of Adjustment - Direct methods/Indirect methods
 Characteristics of a Well Adjusted Person

Practical Assignments / Field Engagements: (Any one )

• The student-teacher does observation of children at play and maintain diaries to
aquaint themselves with the different strategies of children employ in Learning
and Cognition - 2 hours each across 4 observations; observations can be carried
out in the schools. The students could identify different games that children play;
Individual and Group behaviour in play; friendships and social relationships.
(The analysis could include the following aspects: Motor Skills, Language used
during Play, Group Structure and Interactions, arriving at rules and following
them, Gender Behaviour, Patterns of Negotiation and Resolving Conflict, Folk
Songs and Games, Popular Culture).
• The above field engagement is to be followed by post-assignment discussions
during contact hours to arrive at linkages between play social, emotional,
cognitive, language and motor development of children.
• Student-teachers shall conduct Individual and Group Intelligence Testing

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 through appropriate culture fair Tests chosen by Faculty Mentors and prepare an
e-portfolio of the entire project.
Suggested Readings:
 Bettelheim, B. (1987). The Importance of Play. The Atlantic Monthly, March.
 Bodrova, E. and Deborath J. Leong (1996). Tools of the Mind. New Jersey:
Merrill Chapter 3: The Vygotskian Framework and other Theories of Child
Development,
 Chapter 10: Play as a leading activity.
 Bodrova, E. and Leong, D. (1996). Tools of the Mind. New Jersey: Merrill.
Chapter 1: Introduction to the Vygotskian Approach. Chapter 2: Acquiring
Mental Tools and Higher Mental Functions, Chapter 3: The Vygotskian
Framework and Other Theories of Development and Learning, Chapter 4: The
Zone of Proximal Development.
 Cox M. (2005). The Pictorial World of the Child. New York: Cambridge
University Press.
 Crain, W. (1992). Theories of Development: Concepts and Applications. (3rd
Edition).New Jersey: Prentice Hall. Chapter 7: Kohlberg's Stages of Moral
and Development,Chapter 8: Learning Theory: Pavlov, Watson, and Skinner,
Chapter 9: Bandura's Social Learning Theory, Chapter 11: Freud's
Psychoanalytic Theory, Chapter 12:Erikson and the Eight Stages of Life.
 Elkind, D. (1976). Child Development and Education. Oxford University
Press.
 Erikson, Eric, H. (1972). Play and Development. New York: W.W. Norton.
 Gardner, H. (1985). Frames of Mind: The Theory of Multiple Intelligences.
London: Paladin Books.
 Garvey, C. (1990). Play. Cambridge: Harvard University Press.
 Gilligan, C. (1977). In a Different Voice: Women's Conception of Self and
Morality. Harvard Educational Review, 47 (4), 481-517.
 Harris, M. and Butterworth, G. (2002). Developmental Psychology: a
student’s handbook. New York: Taylor & Francis. Chapter 7: The beginnings
of Language
 Development, Chapter 10: Social Development in Pre-school Years, Chapter
14: Social Development in the School Years.
 Hergerhahn, B.R.(1976).An Introduction to Theories of Learning,Englewood
Cliffs ,NJ:Prentice Hall.
 Holt, J. (1967). How Children Learn. London: Penguin.
 Lefrancois, G. (1991). Psychology for Teaching. Wadsworth Publishing Co.
Chapter
 1:Psychology for teaching, Chapter 5:Thinking and remembering, Chapter8
 :Intelligence and creativity.
 Mukunda, Kamala, V. (2009). What Did You Ask in School Today? A
Handbook on Child Learning. Noida: Harper Collins. Chapter 2: Learning,
22-50; Chapter 6: Moral Development, 117-146; Chapter 10: Emotions,
Learning and Emotional Health, 222253.
 Mangal, S.K(1997)Advanced Educational Psychology; New Delhi :Prentice
Hall of India
 Piaget J. (1997). Development and Learning. In Gauvian, M. and M. Cole.
(eds.) Readings on the Development of Children. New York: W. H. Freeman.
Course Title: Knowledge and Curriculum: Perspectives in Education :(Part-I)
Course Code: BED107
Credits-2
MM:100
Objectives of the Course:
 To enable student teacher appreciate the relationship between Schooling,
Education and Knowledge as given by different Indian and Western
thinkers.
 .To examine the different sources of knowledge and their kinds
 To familiarize students with the process of Constructions of Knowledge
 To critically analyze the role of Education in reproducing Dominance and
Challenging Marginalization with reference to Class, Caste, Gender and
Religion.

Course Content:
Unit -I:
Knowledge , Education and Schooling
 Relationship between school and education
 Nature of knowledge: Information, Knowledge, Conception, perception.
 Schooling , Education and knowledge as visualised by different western and
Indian thinkers, Vivekananda, Rabindranath Tagore, M. K.Gandhi, Sri
Aurobindo, Rousseau, Froebel John Dewey, Paulo Freire,
 Understanding the basic assumptions about human nature society, learning
and aims of Education in relation to Curriculum
.
Unit-II:
Child’s Construction of Knowledge
 Sources of Knowledge : Empirical knowledge Vs Revealed knowledge
 Different kinds of knowledge:
 Disciplinary knowledge: Concepts and Alternative Concepts
 Course content knowledge: Criteria of Selection and Concerns
 Indigenous knowledge Vs Global knowledge
 Scientific knowledge Vs Religious knowledge
 Process of Construction of Knowledge as given by Jean Piaget, Jerome
Bruner and Lev Vygotsky
 Concepts of Belief, Information, Knowledge and Understanding
 Processes and Criteria to be kept in mind for Curriculum Construction
.

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Unit-III :
History, Politics and Education
 Prominent Characteristics of Education in India during Colonial rule.
 India‟s Contemporary Education: Continuities and Shift in Colonial legacy
 Political nature of Education
 Teacher and Society: A Critical Appraisal of the Status of a Teacher in Indian
Society
 Autonomy, Academic Freedom and Accountability: Concept and Issues
Unit- IV
Knowledge and Power: Sociological Perspective
 Representation, Inclusion and Exclusion of knowledge of different social
groups in curriculum and textbooks
 Contestations to “Knowledge”:
 Dominance
 Marginalization
 Subversion
 Role of Education in reproducing dominance .and challenging
Marginalization with reference to Class, Caste, Gender and Religion.

Practical Assignments/Field Engagement: (Any one)

 To engage the learners in critically analysing issues related to Curriculum in
the field through the following screenings and based on the same a diary to be
maintained to record their reflections post the six screenings( Group
Discussions to be held in the presence of Faculty Mentors):
 CDs/DVDs to be Screened for the Student-teachers:
CIET/NCERT CD ROM Four Educational Riddles by Krishna Kumar
 Debrata Roy DVD The Poet & The Mahatma
 Krishnamurthy Foundation India DVD The Brain is Always Recording
 NCERT CD ROM Battle For School by Shanta Sinha
 NCERT CD ROM Globalisation and Education
 Sri Aurobindo Ashram Trust DVD India and Her Future

Suggested Readings:

• Badheka, G (2001). Baal Shikshan aur Shikshak. Bikaner: Vaagdevi Prakashan.

• Chanana, Karuna (2008). Bharat main Prathmik Shiksha main Langik Asamnata:
Manavadhikar Paripekshya in Sureshchandra Shukla and Krishna Kumar (Eds.)
• Dewey, John. (2009). School aur Samaj. Delhi: Aakar. Chapter 2: School aur
Bachche ka
 Jeevan (Also available in English Dewey (2007, 1899) The School and Society
Cosimo: New York).
• Dewey, John. (1952). The School and the Child, New York: The Macmillan
Company, (Also available in Hindi School aur Bachche Translation: RRCEE)
• Kumar (Eds.) (1985). Sociological Perspectives in Education: A Reader. Delhi:
Chanakya Publications.
• Kumar, Krishna (1988). What is Worth Teaching. New Delhi: Orient Longman.
Chapter 1: What is Worth Teaching? Chapter 2: Origins of the Textbook Culture,
Chapter 9: Listening to Gandhi (Also Available in Hindi Shaekshik Gyan aur
Varchasav. New Delhi: Granthshilpi.)
• Krishnamurti, J. (2006). Krishnamurti on Education. Part I: Talks to Students:
Chapter 1: On Education, Chapter 4: On Freedom and Order, Part II: Discussion
with Teachers: Chapter 1: On Right Education. Chennai: Krishnamurti
Foundation of India.
• Palmer, Joy A. et. al (2001). Jean- Jacques Rousseau, John Dewey, Rabindranath
Tagore, M.K. Gandhi, Maria Montessori Fifty Major Thinkers on Education
From Confucious to Dewey, USA: Routledge.

Course Title: Assessment of Learning

Credits-4
M.M.100
Course code:BED 108
Unit- I

Concept of Evaluation

 Concept of Measurement, Assessment and Evaluation

 Need and Scope of Evaluation
 Distinction between the following Measurement, Examination, Assessment
and Evaluation
 Evaluation Approaches: Formative -Summative
 Continuous Comprehensive Evaluation :Need ,Relevance ,Implementation
Procedure, Problems
Unit - II
Tools and Techniques of Evaluation
 Characteristics of good measuring instruments and factors affecting them.
 Reliability and Validity of Tools
 Tools of evaluation:-
 Quantitative - Written, Oral and Practical( Types of
Questions:Short,Long,MCQs covering all three domains of
Learning-Cognitive,Affective and Psychomotor)
 Qualitative - Observation, Introspection, Projection and Sociometry
 Use of these tools for internal assessment & maintaining cumulative records

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 of learners in School
 Planning and Preparation of test (including blue print)

Unit- III

Statistical Methods and Interpretation of scores

 1-Need & Importance of Statistics in Evaluation

 A-Graphical Representation
 B-Histogram, Frequency Polygon, Pi Charts
 C-Measures of Central Tendency:- Mean, Median, Mode. (Meaning,
Characteristics, use only)
 D-Measures of Variability:(Meaning, Characteristics, Use only) Range,
Quartile deviation, Standard deviation
 E-Normal Probability Curve:-Properties and Uses. (Skewness and Kurtosis (
Meaning & Reasons)
 F-Coefficient of Correlation-Spearman's Rank Rule Method
 G-Percentile & Percentile rank (Meaning & Uses)
Unit IV
New Trends in Evaluation(Need and Use )
 Question bank Grading system Online Examination Open Book Examination
Credit System
 Exam on Demand (meaning & uses only)
Practical Assignments/Field Engagement: (Any one)
 1-Develop a Power Point Presentation on the current practices of Assessment
and Evaluation at the Upper Primary Stage
 2-Analyse the question papers of the subject of your choice (Previous-3
Years) Classes X and XII (any board) in the light of new approach of
assessment
 4-Develop a question paper for upper primary and secondary stage to assess
all the aspects of language learning using ICT as a tool
 5-Analyse answers given by the learners for one particular question
 6-Select any ten questions from the Class VI textbook of the subject of your
choice which lend scope to the creativity of the learnersStudy the key points
of the Ist Term assessment of any student of Class VI
 7-Devise a strategy to incorporate the suggestions given in the Ist CCE report
for the progress of the learner.
Suggested Readings:

 Cohen, Louis; Manion, Lawrence and Morrison, Keith(2004); A Guide to

Teaching Practice- Fifth Edition; Routledge Falmer-Taylor and Francis
Group; London.
 Ebel Robert L., (1991). Essentials of Educational Measurement, Prentice Hall
 of India.
 Gunter, Mary Alice et.al(2007)., Instruction: A Model‟s Approach- Fifth
Edition; Pearson Education Inc.; Boston.
 Kubiszyn Tom. (2003). Educational Testing and Measurement, John Wiley.
 Linn, Robert L. and Gronlund, Norman E. (2000). Measurement and
Assessment in Teaching; Pearson Education Inc.

Course Title : Teacher as a Counsellor Credit:2

Course Code: BED109 MM: 100

Objectives of the Course:

 To sensitize the student-teachers with the need and relevance of Guidance and
Counselling
 To develop an understanding of the process of Guidance and Counselling
 To analyze the role of the teacher in the provision of Guidance and
Counselling

Course Content:
Unit I

Concept and Need of Guidance and Counseling

 Introduction to Guidance and Counseling- Meaning, Need, Aims &
Objectives,
 Principles, Difference between Guidance & Counseling
 Guidance for Human Development and Adjustment
 Role of the teacher in Guidance and Counseling

Unit II
Counseling:Concept and Types
 Counseling Service- Meaning, Purpose & Approaches (Directive, Non-
Directive and eclectic counselling).
 Counseling: Process and Strategies
 Counselling Services for Students: Options in Face to Face and Online Mode

Unit III

Coping with Stress:Emotions and Skills

 Coping Skills: Overview of details of different types of coping skills and
integration of the same when need be
 Emotions: Managing emotions interpersonal skills feeling good, emotions
intelligence

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  Skills and Values - Listening Attentively to the concerns of the counselee
,Negotiating Self Discovery, Decision Making, Problem Solving etc and
values such as Patience, Empathy etc

Unit IV
Issues and Concerns in Schools
 Career Information in Guidance and Counseling: Broad outline with respect
to the Career Guidance and Counseling options available in India
 Special Concerns in Counseling: Ethics and other related psychological
concerns

Practical Assignments /Field Engagement: (Any one)

 Detailed study of the Guidance and Counselling Services available in a given
School
 Enrichment lectures, seminars, workshops, demonstrations by experts
working as Guidance and Counsellors in Schools or organizations working
specially in the area of Adolescent Psychology.
 Self- Study and reflective sessions should also be an important feature of the
practical which shall include: Field visits and tours may also arranged to
provide student-teachers with the first- hand experience of the working of
guidance institutions and professionals in schools such as Counsellors, Career
Counsellors etc
 Student teachers to prepare a list of the online Guidance and Counselling
Services available of students and Teachers in India.

Suggested Readings:
• Aggarwal, J. C., (2000). Educational & Vocational Guidance and Counseling,
Jalandhar : Doaba House.
• Asch, M. (2000). Principles of Guidance and Counseling, New Delhi: Sarup and
Sons.
• Bhatia, K. K., (2002). Principles of Guidance and Counseling, Ludhiana: Vinod
Publications.
• Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counseling in Education and
Psychology.
 Gibson, R.L. and Mitchell(2008). Introduction to counseling and Guidance.
New Delhi: PHI Learning Pvt. Ltd.
 Joneja G. K. (1997); Occupational information in Guidance, NCERT
publication
 Kochhar S.K. (1999) Guidance and counseling in colleges and universities
 Nayak A.K. (2004); Guidance and Counseling
 Oberoi S.C (2000); Educational, Vocational Guidance and Counseling
 Rao S. N. (1991) Counseling and Guidance.
 Safaya, B.N., (2002). Guidance & Counseling, Chandigarh: Abhishek
 Publications.
 Sharma R A Fundamentals of Guidance and Counseling
 Sharma, R. N. (2004); Guidance and Counseling
 Sharma, Tara Chand, (2002). Modern Methods of Guidance and Counseling,
New Delhi: Sarup and Sons.
 Shertzer, Bruce and Stone, Shelly C., (1974). Fundamentals of Counseling,
London: Houghton Missli.
 Shirley, A. Harmin and Guilford, E., (1987). Guidance in the Secondary
Schools, New Delhi: NCERT.
 Sidhu, H. S., Guidance and Counseling, (2005), Twenty First Century,
Patiala.
 Sodhi, T.S. & Suri, S. P., (1999). Guidance and Counseling, Patiala: Bawa
Publication.
SEMESTER II
PRACTICAL
Course Title: Drama and Art in Education * Credits:2
Course Code: BED122
MM:100
Objectives of the Course:
 To develop basic understanding of different Art forms - impact of Art forms
on the human mind
 To enhance artistic and aesthetic sensibility of learners to enable them to
respond to the beauty in different Art forms, through genuine exploration,
experience and free expression
 To develop skills for integrating different Art forms across school curriculum
at secondary level
 To create awareness of the rich cultural heritage, artists and artisans
Course Content:
Unit I:
Visual Arts and Crafts
 Experimentation with different materials of Visual Art, such as pastel, poster,
pen and ink, rangoli materials, clay, etc.
 Exploration and experimentation with different methods of Visual Arts like
Painting, block printing, collage, clay modelling, paper cutting and folding,
etc.
 Paper framing and display of Art works.

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36
Unit II:
Performing Arts: Dance, Music, Theatre and Puppetry
 Listening/viewing and exploring Regional Art forms of Music, Dance,
Theatre and Puppetry.
 Viewing/listening to live and recorded performances of Classical and
Regional Art forms
 Participation and performance in any one of the Regional Arts forms keeping
in mind the integrated approach
 Planning a stage-setting for a performance/presentation by the student-teacher
.
Unit III:
Appreciation of Arts
 Meaning and concepts of Arts and Aesthetics and its significance at secondary
level of School Education.
 Difference between Education in Arts and Arts in Education
 Identification of different performing Art forms and artists; Dance, Music and
Musical Instruments, Theatre, Puppetry (based on a set of slides, videos,
documentaries selected for the purpose)
 Knowledge of Indian Craft Traditions and its relevance in education (based on
a set of slides, Videos Films, Documentaries selected for the purpose)
 Knowledge of Indian Contemporary Arts and Artists; Visual Arts based on the
videos, Films and Documentaries selected for the purpose
 Indian festivals and its Artistic significance
.
Unit IV :
Engagement in Analysis and Activities:
 Initiation into the craft of Drama and related activities for engagement in
schools with learners
 Theme-based projects from any one of the curricular areas covering its social,
economic, cultural and scientific aspects integrating various Arts and Craft
forms.
 Textbook analysis to find scope to integrate Art forms either in the text or
activities or exercises; Documentation of the processes of any one Art or Craft
form with the pedagogical basis such as weaving or printing of textiles,
making of musical instruments, folk performances in the community, etc.
How does the artist design their products, manage their resources, including
raw materials, its marketing, problems they face, to make them aware of these
aspects of historical, social, economic, scientific and environmental concerns.
Practical Engagement Workshops:
Two workshops of half a day each, of one week duration for working with
artists/artisans to learn basics of Arts and Crafts and understand its pedagogical
significance. The Arts forms learnt during the course should be relevant to the
student-teachers in their profession. Activities, such as drawing, posters and
painting, rangoli, clay modelling, pottery, mixed collage, woodcraft, theatre,
puppetry, dance, music, etc. region specific should be given more importance for
making arts learner-centred. The focus of the workshops should be on how art forms
can be used as tool/method of teaching-learning of Languages, Social Sciences,
Mathematics and Sciences
.
 Approach for Teaching—learning Process in Institutions:
 Every student-teacher must participate and practice different Art forms. They
need to be encouraged to visit places of Arts/See
performances/Exhibitions/Art and Craft fairs/Local craft bazaars, etc. Artists
and artisans may be invited for demonstrations and interactions from the
community. Student-teachers should be encouraged to maintain their diary on
art interactions to enhance their knowledge and awareness in this area.
Student-teachers may can also be motivated to interpret art works/events etc.
to enhance their aesthetic sensibility.
 Resource Centre for Arts and Crafts should house materials, including books,
CDs, audio and video cassettes, films, software, props, art works of Regional
and National level, books and journals which must be displayed for the
purpose of reference and continuous
 motivation. Application of Arts and Aesthetics in day-to-day life, in the
institute and in the community are some of the practical aspects, which
needs to be taken care too. Student- teachers must organise and participate in
the celebrations of festivals, functions, special days, etc.

 Students to be assessed externally based on the e portfolio they submit to their

faculty mentors individually ,documenting all the activities they undertake in
this practical course.

 The e portfolio will include the video clips, photographs and reference
material of the field visits and documentation of the activities undertaken in
workshops while the student -teachers engages in the same including their
reflection on the experience.

Page
38
Course Title : Understanding of ICT Credits:2
Course Code : BED123 MM:100
Objectives of the course:

1-Preparing teachers to use technology in classrooms

2- Have a basic familiarity with computers
3- Understand and appreciate ICT as an effective learning tool for learners
.
4-Understand ICT as enormous functional support to teachers.

Course Content:
A workshop on ICT for 10-15days may be organized .Student teachers are expected
to learn the following
 Use of radio and audio media in script writing,story telling
 Use of T.V and Video in education
 Use ofnewspapers in education
 Functional knowledge of operating computers-word processing,power point
,excel etc
 Effective Browsing of internet for selection of relevant information
 Relevant material
 Competencies in developing software
 Developing PPT for classroom use
 Use of available soft ware or CDs

Course Title: Preliminary School Engagement PSE-2 (2weeks) Credits:2

Course Code: BED 124 MM:100
  Organization of Co-curricular activities by pupil teachers by assisting and
participating in the organization of the same and recording experiences of the
same in a reflective journal.
 Writing a reflective journal on the problems faced by teachers in assessment
through the scheme of Continuous and Comprehensive Evaluation by
observing the teachers evaluating students and engaging with them to know
their problems with respect to implementation of the scheme in their school.
 The student teacher shall also undertake the field activities pertaining to the
practical during this period.
PEDAGOGY OF SCHOOL SUBJECT-(2) Any One:

Course Title:Teaching of Mathematics Credits : 4

Course Code: BED113 M.M.100

Objectives of the Course

 To understand the historical developments leading to concepts in modern

Mathematics.
 To understand the learning theories and their applications in Mathematics
Education.
 To improve the competencies in secondary level Mathematics.
 To understand the various instructional strategies and their appropriate use in
teaching Mathematics at the secondary level.
 To understand the preparation and use of diagnostics test and organize
remedial teaching.
 To apply appropriate evaluation techniques in Mathematics.
Course Content:
Unit-I:
Introduction to Mathematics
 Introduction to mathematics education
 Nature of mathematics (axioms, postulates, patterns and language of
Mathematics), Need and importance of Mathematics at secondary stage.
 Developing objectives of teaching mathematics in behavioral terms
 Correlation of Mathematics with other subjects.
 Historical developments in Mathematics
 Historical development of Notations and Number systems Contributions of
Indian Mathematicians (Ramanujan, Aryabhatta, Bhaskaracharya, Shakuntala
Devi).
 Vedic Mathematics.

Page
40
Unit-II :
Place of Mathematics in secondary school curriculum
 Critical evaluation of the curriculum in use in Mathematics at the secondary
stage according to NCF.
 Qualities of a good Mathematics textbook and its evaluation (Content
analysis).
 Professional competencies of a Mathematics teacher.
Unit-III:

Instructional strategies and methods of teaching mathematics

 Inductive, deductive approach .Analytic and synthetic approach .Heuristic and

project approach .Problem solving method .Constructivist approach .Activity
method and cooperative learning.
 Organization of teaching strategies in Mathematics
 Different models of lesson planning.
 Micro Teaching, Unit Planning and Lesson planning
 Selecting appropriate instructional strategies related to various topics included
in secondary classes of the CBSE in the following areas:
 (a)Teaching of Arithmetic (Commercial Maths)
 (b)Teaching of Algebra (Polynomials, algebraic identities, Linear equations,
Quadratic equations)
 (c)Teaching of Geometry (Lines, Angles, Congruent Triangles and Similar
triangles)
 (d)Teaching of Mensuration (Surface areas and volumes of solid figures)
 (e)Teaching of Statistics (Measures of central tendency - graphical
representation)
 6-Mathematics clubs Development and use of Mathematics club in school.
 7-Organising various activities - Mathematics fairs, quiz, Olympiad, talent
search examination
Unit-IV:
Technology Integration and Evaluation
 Planning with the integrating Technology for inquiry (NTeQ) model for
Mathematics at secondary school level.
 Diagnostics test and remedial teaching in Mathematics
 Continuous and Comprehensive evaluation
 Achievement Test. Need and importance of class tests.
 Action research: Concept and Identification of problems faced by the teachers
in the classroom
Practical Assignments/Field engagement: (Any one)
 Critical analysis of current Mathematics syllabus for a particular level
 Construction and administration of achievement test in Mathematics.
 Organizing a co-curricular activity in School.
 Identifying and Evaluating ICT resources suitable for teaching Mathematics.
 Develop a Multi-Media lesson using appropriate ICT resources and
transacting the same before peers in simulated teaching exercise.
Suggested Readings:
• Boyer, Carl B., (1969): A History of Mathematics; Wiley, New York.
• Content cum Methodology of Teaching Mathematics for B.Ed; NCERT New
Delhi.
• Davis David R., (1960); Teaching of Mathematics Addison Wesley
Publications.
• Ediger Mariow (2004); Teaching Math Successfully, Discovery Publication.
• Gupta H.N. and Shankaran V (Ed.),( 1984); Content cum Methodology of
Teaching Mathematics, NCERT New Delhi.
• Hudgins, Bryce B. (1966); Problem Solving in the classroom, MacMillan,
New York.
• James Anice (2005); Teaching of Mathematics, Neelkamal Publication.
• Johan R.E. et.al, (1961): Modern Algebra; First Course, Addison-Wesley
Publishing Company INC. USA.
• Kapur S.K. (2005); Learn and Teach Vedic Mathematics; Lotus Publication.
• Kulshreshtha, A.K. (2012) Teaching of Mathematics, R. Lal and Sons.
Meerut, U.

Course Title : Teaching of Biological science Credits:4

Course Code: BED114 M.M. 100
Course Objectives:
 To develop in student-teachers an understanding of the nature of Biology and
its interface with Society
 Acquire a conceptual understanding of the Pedagogy of Biology.
 To Acquire and learn specific laboratory skills to conduct practical work in
Biology.
 Develop and use the techniques of CCE for assessment of student's
performance.
 To evolve as a reflective practitioner through use of innovative practices in the
teaching of Biology.

Page
42
Course Content:
Unit-I:

Biology in the School Curriculum

 Nature of Biological Science

 Meaning, nature and scope of Biology as a discipline in Science .
Significance of Biology in daily life and its relevance to Social and
Environmental Issues
 Major Landmarks and Contributions in the field of Biology.
 Aims and Objectives of Teaching of Biology :
 Relevance, meaning and need of Objective Based Teaching.
 General and specific aims of teaching Biology at senior secondary level.
 General and Specific Objectives of teaching Biology at Senior Secondary level

Unit-II:
Planning Designing and Transaction of Biology Curriculum
Micro Teaching
 Development of Unit plan, Lesson Plan, Concept Maps using variety of
approaches.
 Teaching Learning process with a focus on:
 Inquiry Approach ,Problem Solving Approach ,Project Method ,Constructivist
Approach
 Peer Learning/Group Learning, Team Teaching
 Biology Laboratory: Design, Organization & Management.
 Teaching Learning Materials :Real Objects and Specimens, Visits to Botanical
and Zoological Museums,
 Planning and execution of Extended Experiences:-
 Field Trips and Excursions ,Science Exhibition ,Science Fair ,Science Quizzes
 Role of Biology in Teaching Integrated Science, EVS and Health Education

Unit-III:
Assessment in Biology

 Evaluation: Concept and Importance

 Nature of Learning and Assessment :Analysis and Critique of present pattern
of Examinations
 Design and analysis of Class-tasks and Home-tasks (With reference to
inculcation of Thinking and Process Skills
  Techniques of Evaluation for Theory & Practical.
 Continuous Comprehensive Evaluation: Scope and Effective use in Biology
TeachingLearning
 Diagnostic tests , remedial/enrichment measures & monitoring learner's
progress.
 Achievement test-its construction & administration.
 Assessment through Creative Expression :Essays, Posters, Drama, Poetry,
Riddles etc
Unit-IV:

Professional Development of a Biology Teacher

 Need for professional development at Individual level, Organizational level

and Government level.
 Need and Relevance of Participation in Seminars, Workshops, Conferences
,Symposia etc well as membership of Professional Organisations in
Professional development of teachers.
 Field Visits to Institutions /Organisations such as Other Schools ,Museums,
Parks, Research Organisations etc :Need and Relevance for Professional
development
 Preparing the Teacher for Technology Integration: Planning with integrating
Technology for inquiry (NTeQ) in Biology at Senior Secondary school level.
 Teacher as a Researcher :Need and Competencies.
 Action research: Concept and Identification of problems faced by the teachers
in the classroom

Practical Assignments /Field Engagement (Records to be maintained)(Any

One)

 Preparation of an Achievement Test Report and Blueprint

 Identifying and conducting at least 10 experiments/demonstrations the
Biology syllabus individually or in small groups
 Students to be engaged in the practice of proper handling of Laboratory
apparatus and Equipments .
 Develop a Multi-Media lesson using appropriate ICT resources and
transacting the same before peers in simulated teaching exercise.
 Identifying and Evaluating ICT resources suitable for teaching Biology at
Senior Secondary Stage.

Suggested Readings:

Bremmer, Jean (1967), Teaching Biology, London: MacMillan.

• Heller, R. (1967), New Trends in Biology Teaching, Paris : UNESCO

Page
44
• Miller, David, F. (1963), Methods and Materials for Teaching the Biological
Sciences, New York, McGraw Hill.
• NCERT (1969), Improving Instructions in Biology, New Delhi.
• Novak, J.D. (1970), The Improvement of Biology Teaching Modern Science
Teaching, Delhi: Dhanpat Rai & Sons.
• Nunn, Gordon (1951), Handbook for Science Teachers in Secondary Modern
Schools, London: John Murray.
• Thurber, Walter (1964), Teaching of Science in Toda's Secondary Schools, New
Delhi: Prentice Hall.
• Vaidya, N. (1971), The Impact of Science Teaching, New Delhi: Oxford and IBH
Publication Co.
• Voss, Burton F.A. and Bren, S.B., Biology as Inquiry: A Book of Teaching
Methods.
• Waston, N.S. (1967), Teaching Science Creativity in Secondary School, London
U.B. Saunders Company

Course Title:Teaching of Home Science Credits: 4

Course Code: BED115
MM: 100
Objectives of the course:
 To familiarize student-teachers with the meaning and scope of Home Science
and Objectives of Teaching Home Science at Higher Secondary Level.
 To sensitize them to understand the importance of Teaching Home Science in
Schools.
 To enable them to know and apply various techniques and approaches of
Teaching of Home Science at Higher Secondary level.
 To plan instructions effectively for Teaching of Home Sciencein Schools.
 To develop the skills to evaluate student performance effectively with reliable
and valid tools.
Course Content:
Unit - I:

Meaning and Scope of Home Science

 The modern meaning of Home Science and its place in Secondary School
 Objectives of Teaching Home Science at Senior Secondary Level.
 Status of Home Science
 Scope of Home Science in School Curriculum
 BACHELOR OF EDUCATION[Type the document title]

 Principles of curriculum planning and development of Home Science Syllabus

 Characteristics of a good Home Science text book.
 Correlation of Home Science with other subjects and School activities
 SUPW related to Home Science
Unit - II:
Planning and Designing for Effective Instruction in Home Science
 Planning for instructional process - need, advantages and strategies
 Micro Teaching, Unit Planning and Lesson planning.
 Illustrations of Teaching Learning Process in Home Science
 Teaching of Human Development
 Teaching of Foods and Nutrition
 Teaching of Textiles and Clothing
 Teaching Community Resource Management and Extension
 Audio visual aids in teaching of Home Science
 Use and Management of Home Science Laboratory

Unit - III:

Approaches and Methods of Teaching Home Science

 Discussion method
 Demonstration method ,
 Laboratory work
 Project method
 Problem solving method ,
 Field trips
 ICT as a resource for Teaching-Learning
 Market survey
 Use of community resources
 Exhibition and displays
.
Unit - IV:
Evaluation in Home Science
 Evaluation and assessment
 Techniques for assessment in theory and practical
 Monitoring learner‟s Progress . Preparation of Achievement Test.
 Diagnostic and remedial measures in Home Science
 Action research: Concept and Identification of problems faced by the teachers in
the classroom
Practical Assignments /Field Engagement (Any One)
 Identifying and Evaluating ICT resources suitable for teaching Home Science.
 Planning and Organization of Home Science Laboratory
 Co-curricular activities in Home Science
 Preparation of Achievement Test Report.
 Develop a Multi-Media lesson using appropriate ICT resources and transact the

NOIDA INTERNATIONAL UNIVERSITY

 Bachelor of Education

same before peers in a simulated teaching exercise.

Suggested Readings:
• Bloom, Benjamin, (Ed.) and others (1965) Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook 1: Cognitive Domain, New
York, David McKay Company Inc.
• Broudy, Harry S. and Palmer, John R. (1966) Examples of Teaching Method,
Chicago, Second Printing, Chicago, Rand McNally & Co.
• Chandra A. (1995) Fundamentals of Teaching Home Science, ND: Sterling
publishers.
• Dale Edgar (1962), Audio Visual Methods in Teaching, revised edition, Hold,
Rivehart
and Winston, New York.
• Das,R.R. & Ray B. (1989) Teaching of Home Science, ND: Sterling Publishers.
• Devdas R.P.(1976). Teaching Home Science, AI Council for Teaching Science.
• Hall & Paolucci (1968), Teaching Home Economics, NY: Wiley Eastern P. Ltd.

Course Title- Teaching of English Credits: -4

Course Code: BED116 M.M:100

Objectives of the course:

 To understand the need and importance of English language .

 -To develop proficiency in the language.
 To be familiar with the psycholinguistics and sociolinguistics aspects of
language.
 To enable the students to use technology to enrich language teaching.
 To be aware of the pedagogical practices required for teaching English on
second language.
 To facilitate the effective use of learning resources.
 To enourage continuous professional development.
 To develop an appreciation of the role of English in both academics and life.

Course Content
Unit - I:

Fundamentals of Language

 Nature and Scope of Language

 Psycholinguistic and Sociolinguistic perspectives of language
 Role of Language in Life: Intellectual, Emotional, Social and Cultural
Development
 Language Acquisition vs. Language Learning
 Multilingualism as resource to Second Language Teaching-Learning
 Language across Curriculum

Noida International University, Greater Noida

47
  Principles and Maxims of Language Teaching

Unit - II:

Language Development Skills and Learning Resources

 Listening: Concept, types, Significance and Activities to develop Listening
and its evaluation
 Speaking: Concept, Significance and activities to develop speaking and its
evaluation
 Reading: Concept, Methods (Phonic, Whole Word), Types (Loud, Silent,
Intensive, Extensive and Supplementary), Techniques to Increase Speed of
Reading (Phrasing, Skimming, Scanning, Columnar Reading, Key
wordreading) and its
 evaluation
 Writing: Types of Composition (Guided, Free and Creative), Evaluating
Compositions, Letter Writing (Formal, Informal)
 Study Skills (Note Taking and Making), Reference Skills (Dictionary,
Encyclopedia, Thesaurus)
 Learning resources: Computer Assisted Language Learning(CALL), Library,
Language Laboratory e-resources
.
Unit – III
English Language Pedagogy
 Micro Teaching Skills
 Approaches/Methods to English Language Teaching: Direct Method,
Structural Approach, Communicative Approach, Constructivist Approach
 Planning a Lesson, Instructional Objectives and Specifications for:
 Prose: Techniques (Discussion, Narration, Questioning), Methods (Story
Telling, Dramatization)
 Poetry: Methods (Recitation, Song-action), Techniques of Appreciation
 Grammar: Types (Functional, Formal), Methods (Inductive,Deductive)
Unit - IV:
Professional Growth and Learner Evaluation
 Action research: Concept and Identification of problems faced by the teachers
in the classroom.
 Bachelor of Education

 Critical Appraisal of an English text book.

 Professional Competencies of a teacher.
 Comprehensive and Continuous Evaluation and its use in English class.
 Different Elicitation Techniques used in English; cloze, diagnostic and
achievement test.
 Remedial Teaching, Contrastive analysis; Error analysis

Practical Assignments/Field Engagement(Any one)

 Develop a Multi-Media lesson using appropriate ICT resources and
transacting the same before peers in simulated teaching exercise.
 Preparation of an Achievement Test in English.
 Critical study of any one English Text-book .
 Organization of inter-class contests in English
 Identifying and Evaluating ICT resources suitable for teaching English.

Suggested Readings:
Amritavatli, R, (1999): Language as a Dynamic Text: Essays on Language,
Cognition
• and Communication. CIEFL Akshara series. Hyderabad: AIllied Publishers
• Choudhary, N.R, (2002) :English Language Teaching, Himalaya Publish House,
Mumbai
• Dave, Pratima S, (2002): Communicative Approach to the Teaching of
English as A Second Language, Himalaya Publishing House, Mumbai
• Davis, Paul and Mario Rinvolucri, (1988): Dictation: New Methods, New
Possibilities. Cambridge Handbook for Language Teachers
• Grillett, M (1983): Developing Reading Comprehension, London, CUP.
• Halbe Malati, (2005) :Methodology of English Teaching , Himalaya Publishing
House,
• Parrot, M (1993),Tasks for the Classroom Teacher, London, Pergamon
• Prabhu, N.S. (1987): Second Language Pedagogy. Oxford University Press, NY.
• Sahni Geeta(2006),Suggested Methodology of Teaching English .
• Sunwani, V.K, (2005), The English Language and Indian Culture.
• Thomson & Wyatt HG(2000),Teaching of English in India, University of London.

• Valdmen., (1987) Trends in Language Teaching, New York, London Mac Graw
Hill.
117

50
Page 51
Course- Sanskrit Credits-4
Course Code: BED118 M.M:100
Objectives of the course:
 To enable student-teachers to attain efficiency and effectiveness in teaching and
learning Sanskrit Language.
 To understand the role of Sanskrit in India and its place in the school curriculum.
 To be committed, inspired and interested in teaching Sanskrit.
 To facilitate the effective use of learning resources.

52
 Course Title:Teaching of Sanskrit Credits: 4
Course Code: BED118 M.M. 100

Objectives of the Course:

 To develop strategies in order to meet the learning difficulties in teaching
Sanskrit.
 To identify and be sensitive to the proficiency, interests and needs of learners.
 To encourage continuous professional development.

Course content:
Unit - I:
Fundamental of Language

 Nature, Evolution and Development of Sanskrit language.

 Importance and objectives of teaching Sanskrit.
 Aims and Objectives of teaching Sanskrit as Language at the Secondary Level
 Interaction of Sanskrit Language with other Indian Languages and its Structural,
Lexical and Semantic relationship. Place of Sanskrit in the school curriculum.
 Textbook: Selection of text books, reference books .
 Critical Appraisal of a Sanskrit text book.

Unit – II:

Development of Skills

 Recitation, silent Reading, Oral Expression and Special Language teaching

skills.
 Audio Visual Aids: Meaning, Classification,
 Importance and uses in Teaching Sanskrit.
 Unit planning in Sanskrit language

Unit: III

Learning Resources and Professional Growth

 Computer Assisted Language Learning (CALL), Library,

 Professional Competencies of the teacher.

Page 53
  Use of Multi Media in teaching of Sanskrit
 Micro-teaching skills in teaching Sanskrit
 Lesson Planning for Prose, Poetry, Grammar, and Composition
 Different Approaches of Lesson Planning

Unit-IV: Evaluation

 Difference between Measurement, Assessment and Evaluation,

 Criterion Referenced Testing and Norm Referenced Testing
 Types of Test Items and development of Achievement test
 Significance of Comprehensive and Continuous Evaluation
 Diagnostic and Remedial Teaching
 Action research: Concept and Identification of problems faced by the teachers in
the classroom

Practical Assignment/Field engagement(Any one)

 Critical study of any one Sanskrit textbook prescribed for secondary

level.
 Develop a Multi-Media lesson using appropriate ICT resources and
transacting the same before peers in simulated teaching exercise.
 Preparation of an Achievement Test in Sanskrit.
 Develop two games for teaching any Sanskrit Topic.
 Identifying and Evaluating ICT resources suitable for teaching Sanskrit.

Suggested Readings:
• Apte, D. G. and Dongre, P. K.: Teaching of Sanskrit in Secondary School, Acharya
Book Depot, Baroda, 1980.
• Bokil, V. P. and Parasnik, N. K.: A New Approach to Sanskrit, Loka Sangraha
Press, Poona.
• Joyce, B. & Weil, M: Models of Teaching. Prentice Hall Inc., New Jersey, 1979.
• Pal, H.R and Pal, R.: Curriculum - Yesterday, Today and Tomorrow. Kshipra, New
Delhi, 2006.
• Pal, H.R.: Methodologies of Teaching & Training in Higher Education. Delhi:
Directorate of Hindi Implementation, Delhi University, 2000.
• Panday, R. S. : Sanskrit Shikshan, Vinod Pustak Mandir, Agra, 2000.
• Sansanwal, D.N. & Singh, P.: Models of Teaching. Society for Educational
Research & Development, Baroda, 1991.
• Safaya, R. N.: Sanskrit Shikshan Vidhi, Harayana Sahitya Academy, Chandigarh.
Shastri and Shastri: Sanskrit Shikshan, Rajsthan Prakashan, Jaipur.
Singh, S. D. and Sharma, Shaskhikala: Sanskrit Shikshan, Radha Prakashan Mandi,
Agra, 19

54
Course Title:- Teaching of Computer Science Credits:4
Course Code: BED119 M.M.100

Objectives of the course:

 Pupil Teacher will be able to explain the importance of computer science in

school curriculum, define the aims and objectives of teaching computer science;
explain bloom‟s taxonomy of educational objectives.
 Importance Aims and Objectives: Importance of computer science in school
curriculum, general aims and objectives of teaching computer science, Bloom‟s
taxonomy of educational objectives, formulation of special objectives in
behavioural terms
Course Content:
 Contents and pedagogical Analysis: Computer System,operating
system,networking;MS Window,MS Office,Information ,communication
technology&computers:pedagogical analysis
 Instructional Planning:Unit planning.lessonplanning,developmentand
utilization of instructional material, development of computer asssisted
instructional material, utilization of TV(Video Films),OHP computer.
 Designing and managing Computer Laboratory: Importance of computer
laboratory,layout of computer laboratory, managing a computer laboratory
 Methods of Teaching-Lecture, demonstrative Method, Inductive Deductive
Method,Problem solving method,project method
 Micro Teaching Skills: Skill of introducing the lesson, skill of questioning, skill

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 of illustration with examples, skill of explaining ,skill of stimulus variations.
 Evaluation: Concept, need and important type of evaluation, summative
evaluation, attributes of good achievement test types of test used in computer
science.
Practical Aspect (Any one)
 Identifying and evaluating ICT Resources suitable for teaching computer
science
 Develop a multimedia lesson using appropriate ICT resources and transact the
same before peers in a simulated teaching exercise.

Suggested Reading
 Sinha.P.K. Computer Fundamentals,BPB Publications,New Delhi 1990
 Saxena.S. A first course in computers,Vikas Publications New Delhi 1998
 Goel.H.K. Comuter Shiksha Surya Publications, Meerut,2007

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 SEMESTER III

Course- Internship- 1 Credits-9

Course-2 -Internship-2 Credits-9

Course Code – BED-211 Marks-100

Course Code – BED-212 Marks-100

Rationale and Aim

The school-based activities are designed to enable the student-teachers to connect

theory to practice and to help them acquire a perspective regarding the aims of
education within which their previously acquired knowledge and practices can be
systematized and structured to enable them to teach effectively. The purpose of the
internship programme is to provide the student (intern) with the opportunity of
undergoing a meaningful experience as a practitioner. As conceived, the programme
should be structured so that it is a partnership between the school and the DIET. The
intern must function as a regular teacher and therefore be immersed in all aspects of the
school but with the provision that the intern is enabled to be creative in her role as a
practitioner. This can be accomplished by providing her the necessary physical space
as well as pedagogical freedom to innovate. For this it is necessary to negotiate with
the school focusing on the benefit that will accrue to the school by the proposed
partnership model. The programme will be largely field-based so that the intern will

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get to experience the real problems that a practitioner has to deal with. To achieve the
aim of the programme the intern will need to integrate her knowledge base, her
understanding of children and classroom processes, theoretical pedagogical
considerations, the strategies and skills she has developed in order for her to become a
reflective practitioner.
Objectives of the Course:

 To observe children and the teaching learning process in a systematic manner.

 To learn to relate to and communicate with children.

 To learn the nuances of the practice of teaching in a School using appropriate

 methods, materials and skills

 To evaluate school textbooks and other resource material critically in the

 context of Children‟s development and pedagogic approach used.

 To develop a repertoire of resources which can be used by the intern later in

 his/her teaching - textbooks, children‟s literature, activities and games, planning

excursions

 To reflect critically on practice by visiting a learning centre.

School Experience Details during Internship:

During the school-internship the student teacher is expected to observe classroom

teaching of mentors/ peers, to get insights into student behavior, instructional

practices, student learning, learning environments and classroom management.

The student-teacher is expected to critically reflect and discuss these practices and

engage in activities like maintenance of records and registers, preparation of lesson

and unit plans using different artefacts and technology, classroom management,
activities related to school- community- parent interface, and reflections on self

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development and professionalization of teaching practice.

The other component of school-based activities to be carried out during internship

is delivering the lessons/units of pedagogic courses in the first and second year as
specified.

The activities undertaken during the internship period will be presented in

e-Portfolios and Reflective Journals. The student-teachers are expected to record

their experiences ,observations and conclusions regarding all the activities

undertaken.

The entries of Reflective Journals will be analytical answering „what‟ is new and

different from their previous understandings, „why‟ certain observations made by

them with regard to instruction, classroom management, PTAs, etc., are different /

same and „how‟ these observations might lead to a criticism and change in their

practice. The students will be assessed on the basis of entries made in e-Portfolios

and Reflective Journals.

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 Bachelor of Education

SEMESTER IV

Course Title: Gender, School and Society Credits-4

Course Code: BED201
Course Objectives MM:100
 To develop understanding of some key concepts and terms and relate them
with their context in understanding the power relations with respect to
Educating and Education.
 To develop an understanding of the paradigm shift from Women studies to
Gender Studies based on the historical backdrop.

 To reflect on different theories of Gender and Education and relate it to power

relations.
 To analyse the institutions involved in Socialisation processes and see how
socialisation practices impact power relations and identity formation

Course Content:

Unit I

Gender Issues: Key Concept

 Gender, Sex, Sexuality

 Patriarchy, Masculinity and Feminism

 Gender bias, Gender Stereotyping, and Empowerment

 Equity and Equality in Education w.r.t. relation with caste, class, religion,

 ethnicity, disability and region with respect to Gender: Present status in India

 and prospects

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 Bachelor of Education

 Polyandrous, Matrilineal and Matriarchal Societies in India :Relevance and

Status of Education

Unit II:

Gender Studies: Paradigm Shift

 Paradigm shift from Women's studies to Gender studies

 Historical backdrop: Some landmarks from social reform movements
 Theories on Gender and Education and their application in the Indian
context
 Socialisation theory
 Gender difference
 Structural theory
 Deconstructive theory
 Power Control in Patriarchal, Patrilineal, Matriarchal and Matrilineal
Societies: Assessing affect on Education of Boys and Girls

Unit III:

Gender, Power And Education

 Gender Identities and Socialisation Practices in: Family, other formal and
informal organisation.
 Schooling of Girls: Inequalities and Resistances (issues of Access, Retention
and Exclusion).
 Collection of folklores reflecting socialisation processes.
 Changing Perspectives with Legal Provisions: Right to Inheritance etc
Unit IV:

Gender Issues in Curriculum

 Patriarchies in interaction with other social structures and identities

 Reproducing Gender in School: Curriculum, Text-books, Classroom

Processes and

 Student-Teacher Social Construction of Masculinity and Femininity

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 interactions
 Overcoming Gender Stereotypes

 Working towards gender equality in the classroom: Need and Strategies

 Empowerment of Women: Strategies and Issues

Practical Assignments /Field Engagement (Anyone)

 Discussion on theories of gender and education with its application in the

Indian context
 Project on analyzing the institution of the family Marriage, reproduction
Sexual division of labour and resources
 Debates and discussions on violation of rights of girls and women
 Analysis of the Films post screening of the following: Bawander, India‟s

Daughter, Water
 Analysis of textual materials from the perspective of gender bias and
stereotype
 Organising debates on equity and equality cutting across gender, class, caste,
religion, ethnicity disability, and region.

 The above discussion / debates to be documented in the form of an e-portfolio.

Suggested Readings:

• Ambasht, et al (1971).Developmental Needs of Tribal People,NCERT

• Bhattacharjee, Nandini (1999). Through the looking-glass: Gender
Socialisation in a Primary School in T. S. Saraswathi (ed.) Culture,
Socialization and Human
• Development: Theory, Research and Applications in India. Sage: New
Delhi.
• Frostig, M, and Maslow, P. (1973). Learning Problems in the
Classroom: Prevention and Remediation. Grune & Stratton: New York.
• Geetha, V . (2007). Gender. Stree: Calcutta.
• Ghai, A. (2005). Inclusive education: A myth or reality In Rajni Kumar,
Anil Sethi &
• Ghai, Anita (2008). Gender and Inclusive education at all levels In Ved

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 Bachelor of Education

Prakash & K. Biswal (ed.) Perspectives on education and development:

Revising Education commission and after, National University of Educational
Planning and Administration: New Delhi
• Jeffery, P. and Jeffery, R. (1994). Killing My Heart's Desire: Education
and Female
• Autonomy in Rural India. in Nita Kumar (ed.) Women as Subjects:
South Asian Histories. New Delhi: Stree in association with the Book Review
Literacy Trust:

Course Title:Knowledge and Curriculum Perspectives in Education (Part II)

Course Code: BED202
Credits -2
MM:100

Objectives of the Course:

 To enable student teachers to understand the meaning of the term Curriculum
 To sensitize them towards the conceptual linkages and distinctions between
Educational aims, Curriculum framework, Curriculum development,
curriculum transaction, curriculum evaluation and Pedagogy.

 To explore the role of School as an organization and it‟s culture along with the
teacher in operational sing and developing, a contextually responsive
„Curriculum‟ which fosters the spirit of Critical Pedagogy.

 To familiarize student-teachers with the recommendation of NCF 2005 and

NCFTE2009 pertaining to Curriculum and Schooling.

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Course Content:
Unit - I
Curriculum and Related concepts
 Meaning of the term „Curriculum
 Differentiating between the following with respect to their nature and
role:
Curriculum Framework, Curriculum and Syllabus.
 Teaching and Instruction
 Textbook and Reference Book
 Supplementary Book and Work book
 Interrelationship between Curriculum, society and Learner
 Centralized Vs Decentralized Curriculum: Strength and Limitations
 Core Curriculum Vs Hidden Curriculum: Meaning, Role and
Interrelationship.
 NCF 2005 and NCFTE 2009: Recommendations on Curriculum and
Schooling.

Unit - II Curriculum Determinants and Considerations

Broad determinants of Curriculum Construction(at the National and State

Level):
 Child and his/her interests and developmental contexts.
 Diversity: Social-cultural-Geographical-Economic-Political.
 Socio-Political Aspirations including Ideologies and vision for Education.

 National Priorities
 System of Governance and Power Relations
 International Contexts

 Considerations in Curriculum Development

 Relevance with respect to the educational objectives of the concerned
level.
 Socio-cultural context of students
 Learner Characteristics
 Teachers Experiences and Concerns
 Critical Issues: Environmental Concerns, gender Differences,

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Inclusiveness, Social Sensitivity and Value Inculcation through Curriculum.

Unit III Curriculum Planning and Transaction (At School Level)

Different Approaches to Curriculum Development

Subject Centred
 Behaviourist
 Learner Centred
 Constructivist
 Competency Based (including „ Minimum Levels of Learning‟)
 Environmental
 Integrated
 Models of Curriculum Development given by Franklin Bobbit, Ralph Tyler,
Hilda Taba and Philip Jackson
 Curriculum Transaction : Role of a teacher in knowledge Construction
through Dialogue, Challenge and Feedback as a Critical Pedagogue.

Unit-IV School: The Site of Curriculum Engagement

 Role of School Philosophy, Administration (and organization) in creating a

context for transacting the curriculum effectively.
 Role of Infrastructural support in Teaching and Learning: Classroom seating
Arrangement, Library, Laboratory, Playground, Canteen etc.
 School Culture and Organisational ethos as the context for Teachers‟ Work.
 Construction of Curriculum Vis-a-vis Teacher‟ Role and Support is
„Developing Curriculum‟ Transacting Curriculum‟ and „Researching
Curriculum‟: Realities and expectations.
 Teacher as a Critical Pedagogue: Qualities and Competencies Needed to
Practice Critical Pedagogy to foster the Creation of an Enriched
Teaching-Learning Space and Challenges to be Overcome .
 Role of external agencies in providing curriculum and pedagogic supports to
teachers within schools-Local, National and Regional

Practical Assignments/Field Engagement:(Anyone)

 Teachers must engage in dialogue and discussion with students minimizing

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 Bachelor of Education

the traditional lecture mode i.e engagement in critical pedagogy while discussing
important documents such as Kothari Commission,NCF 2005 and NCFTE2009 etc
 Teachers should incorporate seminars, discussions, movie appraisals,
groupwork,
field works, projects and the close reading of articles, policies,documents from
key
practitioners in the area of Curriculum Studies in Education.
 Visits to Apex organisations such as NCERT,CBSE,NIOS,SCERT,CIET in
 Education to examine their role in Curriculum Planning Development
implementation and Evaluation

Suggested Readings:
• Apple, Michael W. (1979). Ideology and Curriculum; Routledge and K. Paul.
• Arends, Richard I.; Learning to Teach- Fifth Edition; McGraw Hill Higher
Education; New York.
• Bawa, M.S. & Nagpal, B.M. eds (2010); Developing Teaching Competencies;
Viva Books.
• Cohen, Louis; Manion, Lawrence and Morrison, Keith(2004); A Guide to
Teaching Practice- Fifth Edition; Routledge Falmer-Taylor and Francis Group;
London.
• Connelly, F. Michael (Editor) (2008); The Sage Handbook of Curriculum and
Instruction; Sage Publications India Pvt. Ltd.; New Delhi.
• Gunter, Mary Alice et.al(2000).; Instruction: A Model‟s Approach- Fifth Edition;
Pearson Education Inc.; Boston.
• Instructional Technology: A Systematic Approach to Education(1986), Frederick
G. Knirk, Kent L. Gustafson, Holt, Rinehart and Winston, Inc.
• Instructional Technology: Foundations(1987), Robert Mills Gagne, Lawrence
Erlbaum Associates.
• Kelly, A.V.; (2006) The Curriculum: Theory and Practice- Fifth Edition; Sage
Publications; London.
• Kubiszyn Tom. (2003). Educational Testing and Measurement, John Wiley.
• Linn, Robert L. and Gronlund, Norman E. (2000). Measurement and Assessment
in Teaching; Pearson Education Inc.
• McNeil, John D.(2003); Curriculum: The Teacher‟s Initiative; Third Edition;
Merril Prentice Hall; Ohio.

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 Bachelor of Education

• Moore, Kenneth D.(2005); Effective Instructional Strategies: From Theory to

Practice; Sage Publications India Pvt. Ltd.; New Delhi.
• Muijs, Daniel and Reynolds, David(2005) Effective Teaching: Evidence and
practice- Second Edition; Sage Publication; London.
• Mukunda, Kamala V. (2009) What Did You Ask At School Today: A Handbook
of Child Learning; Harper Collins Publishers; NOIDA.
• National Curriculum Framework for School Education (2005); NCERT; New
Delhi;
• Ornstein, Allan C. and Hunkins, Francis P. (1993). Curriculum: Foundations,
Principles and Issues; Allan and Bacon; Boston.

Course Title: Creating an Inclusive School Credits:4

Course Code :BED203 MM:100
Objectives of the Course

• To familiarize student- teachers with the concept of Inclusive Education and

appreciate its Philosophy in the context of Education for All.

• To identify and address the diverse needs of all learners.

• To acquaint with the trends and issues in Inclusive Education

• To develop capacity of student- teachers for creating an inclusive School

• To appreciate various inclusive practices to promote Inclusion in the

classroom

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 Bachelor of Education

Course Content:
Unit-I :
Inclusive Education
 Forms of Inclusion and Exclusion in Indian education (Marginalised sections
of Society: On account of Gender, Caste, Socio-Economic status and
language,
 Disability.

 Meaning of inclusive education, historical, development, Philosophical and

social basis of Inclusive Education.

 Benefits of Inclusive Education to children without special needs.

 Addressing Inequality and Diversity in the India classroom: Pedagogical and

 curriculum concerns

Unit -II
Children with Special Needs
 Historical and contemporary perspectives to disability and inclusion

 Range of learning problems across various disabilities

 Types of Disabilities: Characteristics and Identification of the educational

needs of these special focus groups

 Assessment of learning problems in children with various disabilities.

 Assistive devices, equipments and technologies for different disabilities.

 Adaptation and accommodation according to various disabilities

 Educational provision in laws on disability, policies and international

instruments like UNCRPD

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 Bachelor of Education

Unit-III
School’s Preparedness for Inclusion
• School organisation and management : Ideology, infrastructures

• Reproducing gender in school for achieving gender equality: Curriculum

inputs, Textbooks, Student - teacher interactions

• Provision of assistive devices, equipments and technological support to cater

to different disabilities

• Support services available in the school to facilitate inclusion: Role and

functions of the following personnel:

• Audiologist cum Speech Therapist,Physiotherapist

• Occupational Therapist, Counsellor

Unit-IV
Inclusive Practices in the Classroom

• Making Learning more meaningful- Responding to special needs by

developing strategies for differentiating content, curricular adaptations, lesion
planning and TLM.

• Pedagogical strategies to respond to individual needs of students:

Cooperative Learning strategies in the classroom, Peer tutoring , Social
Learning , Buddy system, reflective teaching, Multisensory teaching

• Provisions pertaining to appearing in examination for facilitating differently

abled students (As available in CBSE and ICSE)

CCE and its implications to facilitate inclusion

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 Bachelor of Education

Practical Assignments/Field Engagement: (Any one)(Records to be maintained)

• The students shall undertake field work to in understanding how structures in
school create barriers for inclusionary practices
• The student-teachers shall explore spaces for inclusion in schools

• Dialogue and discussions on creation of an inclusive teaching learning

environmentwith different stakeholders such as Administrative functionaries,
teachers,parents, community.

Suggested Readings:
• Baquer, A. & Sharma,A. (1997) .Disability: Challenges Vs. responses, Can P
• Bartlett, L. D., Weisentein, G.R. (2003) Successful inclusion for educational
leaders, Prentice Hall, New Jersey.
• Bhargava, M. (1994), Introduction to exceptional Children, Sterling
Publishers.
• Blackurst & Berdine (1981), Introduction to Special Education
• Chaote Joyce,S. (1991) . Successful mainstreaming, Allyn & Bacon
• Daniels, Harry (1999) .Inclusive Education, London: Kogan.
• Dash, M. Education of Exceptional Children. New Delhi: Atlantic Publisher and
Distributors.
• Deiner, P. L. (2000). Resource for Teaching children with diverse abilities,
Harcourt Brace & Company, Florida
• Dessent, T. (1987). Making ordinary school special. Jessica Kingsley Pub.
• Gargiulo, R. M. (1997). Special education in contemporary society: an
introduction to exceptionality, Wadsworth, Belmont
• Gartner, A. & Lipsky, D. D. (1997) Inclusion and school reform transferring
America‟s classrooms, P. H. Brookes Pub. Baltimore.
• Gathoo, V. (2004). Curriculum strategies and adaptations for children with
hearing impairment (RCI), Kanishka Pub. New Delhi
• Giuliani, G. A. & Pierangelo, R. (2007) Understanding, developing and writing
JEPs Corwin press, sage Pub
• Hallahan & Kauffman (1978), Exceptional Children: Introduction to special
Education Prentice Hall
• Hegarthy, S. & Alur, M. (2002) Education of children with special needs: From
segregation to inclusion, Corwin press, sage Pub
• Joyce S. Choate (1997). Successful inclusive teaching, Allyn & Ba
• Karant, P. & Rozario, J. ((2003). Learning Disabilities in India. Sage Pub.
• Karten, T. J. (2007) More inclusion strategies that work. Corwin press, sage
• M. C. Gore (2004). Successful Inclusion strategies for secondary and middle

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school teachers, Crowin Press, Sage Pub.

• Madan Mohan Jha (2002). School without walls: inclusive education for all,
Heinemann edu. Oxford
• Mangal,S.K., Education of Exceptional Children, PHI, New Delhi
• Mathew, S. (2004) Education of children with hearing impairment. RCI,
Kanishka Pub. New Delhi
National Policy on Education (1986, 1992), MHRD, GOI, Delh

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 PRACTICAL

Course Title : Reflection on School Experience Credits-2

Course Code:BED213 M.M. 100

Reflection has many facets. For example, reflecting on work enhances its meaning.
Reflecting on experiences encourages insight and complex learning. We foster our
own growth when we control our learning, so some reflection is best done alone.
Reflection is also enhanced, however, when we ponder our learning with others.
Reflection involves linking a current experience to previous learning(a process called

scaffolding).

Reflection also involves drawing forth cognitive and emotional information from

several sources: visual, auditory, kinaesthetic, and tactile. To reflect, we must act

upon and process the information, synthesizing and evaluating the data. In the end,

reflecting also means applying what we've learned to contexts beyond the original
situations in which we learned something.
Valuing Reflection
The art of teaching is the art of assisting discovery.—Mark Van Doren
Teachers who promote reflective classrooms ensure that students are fully engaged
in the process of making meaning of their experiences. They organize

Teaching-Learning so that students are the producers, not just the consumers, of

knowledge. These teachers approach their role as that of "facilitator of meaning

making by inculcating the habit of reflection in Students.

In the role of facilitator, the teacher acts as an intermediary between the learner and

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 Bachelor of Education
learning, guiding each student to approach the learning activity in a strategic way.

The teacher helps each student monitor his/her own individual progress, construct

meaning from the content learned and from the process of learning it, and apply the

learning to other contexts and settings. Learning becomes a continual process of

engaging the mind that transforms the individual into a self actualized human being.

Unfortunately, educators don't often ask students to reflect on their learning. Thus,

when students are asked to reflect on an assignment, they are caught in a dilemma:

"What am I supposed to do? How do I 'reflect'? I've already completed this

assignment! Why do I have to think about it anymore?"

In response to our questions, students who are inexperienced with reflection offer

simple answers such as "This was an easy assignment!" or "I really enjoyed doing

this assignment." If we want students to get in the habit of reflecting deeply on their

work—and if we want them use Habits of Mind such as applying past knowledge to

new situations, thinking about thinking (meta-cognition), and remaining open to

continuous learning—we must teach them strategies to derive rich meaning from

their experiences
Setting the Tone for Reflection
Most classrooms can be categorized in one of two ways: active and a bit noisy, with

students engaged in hands-on work; or teacher oriented, with students paying

attention to a presentation or quietly working on individual tasks. Each of these

teaching environments sets a tone and an expectation. For example, when students

work actively in groups, we ask them to use their "six- inch" voices. When we ask

them to attend to the teacher, we also request that they turn their "eyes front." When

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they work individually at their desks, we ask them not to bother other learners.

Teachers must signal a shift in tone when they ask students to reflect on their

learning.

Reflective teachers help students understand that the students will now look back

rather than move forward. They will take a break from what they have been doing,

step away from their work, and ask themselves, "What have I (or we) learned from

doing this activity?" Some teachers use music to signal the change in thinking.

Others ask for silent thinking before students write about a lesson, an assignment, or

other classroom task.

In the reflective classroom, teachers invite students to make meaning from their

experiences overtly in written and oral form. They take the time to invite students to

reflect on their learning, to compare intended with actual outcomes, to evaluate their

metacognitive strategies, to analyze and draw causal relationships, and to synthesize

meanings and apply their learning to new and novel situations. Students know they

will not "fail" or make a "mistake," as those terms are generally defined. Instead,
reflective students know they can produce personal insight and learn from all their

experiences.

The following Strategies would guide student - teachers along with their faculty
mentors in engaging in reflection on their School Experience during all the
three previous semesters too

.( Records of the engagements in activities to be recorded in a Reflective

Journal)

Guiding Student Reflection

To be reflective means to mentally wander through where we have been and to try to

make some sense out of it. Most classrooms are oriented more to the present and the

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 Bachelor of Education
future than to the past. Such an orientation means that students (and teachers) find it
easier to discard what has happened and to move on without taking stock of the
seemingly isolated experiences of the past.
Course Content

Teachers use many strategies to guide students through a period of reflection. We

offer several here: discussions, interviews, questioning, and logs and journals.

Discussions
Sometimes, encouraging reflection is as simple as inviting students to think about

their thinking. Students realize meaning making is an important goal when reflection

becomes the topic of discussion. For example, conduct discussions about students'

problem-solving processes. Invite students to share their meta-cognition, reveal their

intentions, detail their strategies for solving a problem, describe their mental maps

for monitoring their problemsolving process, and reflect on the strategy to determine

its adequacy. During these kinds of rich discussions, students learn how to listen to

and explore the implications of each other's metacognitive strategies. The kind of

listening required during such discussions also builds the Habits of Mind related to

empathy, flexibility, and persistence.

Interviews

Interviews are another way to lead students to share reflections about their learning
and their growth in the Habits of Mind. A teacher can interview a student, or
students can interview classmates. Set aside time at the end of a learning
sequence—a lesson, a unit, a school day, or a school year—to question each other
about what has been learned. Guide students to look for ways they can apply their
learning to future settings. Interviews also provide teachers and students with
opportunities to model and practice a variety of habits: listening with understanding

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and empathy, thinking and communicating with clarity and precision, and
questioning and posing problems.
Questioning
Well-designed questions—supported by a classroom atmosphere grounded in
trust—will invite students to reveal their insights, understandings, and applications
of their learning and the Habits of Mind. Here are possible questions to pose with
each student:
As you reflect on this semester's work, which of the Habits of Mind were you most
aware of in your own learning?
What meta-cognitive strategies did you use to monitor your performance of the
Habits of Mind?
Which Habit of Mind will you focus on as you begin our next project?
What insights have you gained as a result of employing these Habits of Mind?
As you think about your future, how might these Habits of Mind be used as a guide in
your life?
Logs and Journals
Logs and journals are another tool for student reflection. Periodically ask students to

reread their journals, comparing what they knew at the beginning of a learning

sequence with what they know now. Ask them to select significant learning, envision

how they could apply these

learning to future situations, and commit to an action plan to consciously modify
their behaviors.

Modelling Reflection

Students need to encounter reflective role models. Many teachers find such models in

novels in which the characters take a reflective stance as they consider their actions.

A variety of novels and films may be used to the design the element of reflection as

the way to tell a story. Teacher Educators while engaging the learners in reflection

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 Bachelor of Education
exercises should make sure that the following three traits are inculcated while the

student-teachers are involved in Reflecting on their school experience

:
Thinking flexibly.

Managing impulsivity.

Remaining open to continuous learning.

Course Title: Reading and Reflecting on Texts* Credits-2

Course Code: BED 214 M.M. 100

Objectives of the Course:

• To enable student-teachers to read and respond to a variety of texts in different

ways and also learn to think together and appreciate that depending on the text
and the purposes of reading, responses may be personal or creative or critical or
all of these together.
• To develop meta-cognitive awareness in student-teachers to become conscious of
their own thinking processes as they engage with diverse texts.
• To enhance their capacities as readers and writers by becoming participants in the
process of reading.

Course Content:
Readings for Discussion ,Analysis and Reflection(In depth Reading of any Five of
the following):
• Delpit, Lisa D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating
Other People Children. Harvard Educational Review 58(3), 280-298.

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• Donovan, M. S. And Bransford, J. D. (Ed.) (2005). How students learn.
Washington DC: The National Academies Press, Chapter 1: Introduction 1-26,
Chapter 13:
Pulling Threads 569-590.
• Gilligan, C. (1977). In a Different Voice: Women‟s Conception of Self and
Morality. Harvard Educational Review, 47 (4), 481-517
• llich, I. (1970). Deschooling Society, London, UK: Marion Boyars

.
• Vasanta, D. (2004). Childhood, Work and Schooling: Some Reflections.
Contemporary Education Dialogue, Vol. 2(1), 5-29.
• Mukunda, K. V. (2009). What Did You Ask in School Today? A Handbook on
Child Learning. Noida: Harper Collins. Chapter 4: Child Development, 79-96.
• Wood, D. (2000). Narrating Professional Development: Teacher"s stories as texts
forimproving practice. Anthropology and Education Quarterly, 31(4), 426-448.
•
Audio-visual Resources : )Any Three of the following to be screened for the student-
teachers and discussion to be followed )
• A New Education for a New India ( CD ROM) (By Gnostic Centre/NCTE)
• Had-Anhad: Journeys with Ram and Kabir by Shabnam Virmani
http://www.kabirproj ect.org/
• Teacher’s Journey: An observational film on teaching methodologies of a
primary school teacher in a single-teacher school in MP, India. Director- Deepak
Verma,
• Azim Premji Foundation. For copies contact -
[email protected]
• Where Knowledge is Free: A documentary film about children branded by Caste
and excluded from education. Director Binitesh Baruri. Available at Indian
Institute of Dalit Studies, Q-3, Green Park Ext., New Delhi-16, Ph.
9111-41643981 http://www.dalitstudies.org.in.
Note:
• Based on the discussions held on the reading of the above texts students in the
practical time the student-teachers shall maintain a detailed account of their
reflection on the readings in the light of their own experiences in the form a diary.

• The Internal Assessment shall be on the extent of participation in an reading

exercise in the class individually and in a Group and reflection on the same
simultaneously

• .External Assessment shall be in the form of a Viva Voce Examination.

79
 Bachelor of Education

OPTIONAL COURSES

Course Title: Guidance and Counseling Credits - 4

Course Code: BED 204
MM: 100
Objectives of the Course :
• To appreciate the nature, purpose and need for guidance and counselling;
• To familiarize the responsibilities and moral obligation of a counsellor;
• To develop capacity of applying the techniques and procedures of guidance
and counselling;
• To explore the sources of occupational information, their types and modes of
dissemination;
• To understand the concept, importance and theories of career development.

Course Content:
Unit-I:
Understanding Guidance and counseling
• Guidance: Concept, aims, objectives, functions and principles.
• Role of guidance in growing up.

• Difference between guidance and counseling

• Ethical consideration while imparting these programs

• Technique and procedures of counseling

• Need & Procedure for (Educational, Psychological and Social) guidance

• Group Guidance: Concept, Need, Significance and Principles, Organization of

Guidance programs in schools. Major issues.

Unit-II:
Approaches of Counselling
• Counselling: Meaning, Principles and approaches of counselling, Individual
and Group Counselling.

80
 • Process of counselling (Initial disclosure, In-depth Exploration &
Commitment to Action) identification of problems.
• Qualities (including Skills for Listening, Questioning, Responding,
Communicating) & Qualifications of a good / effective Counsellor
• Role of teacher as a Counsellor, Professional Ethics and Code of Conduct

• Different approaches to counseling

• Special counselling population, challenges of multi-cultural counseling

Unit-III:
Techniques and Procedures of Guidance
• Need and procedure of guidance in educational, psychological and social
difficulties;
• Assessment in guidance: Standardized (viz. Aptitude, attitude, interest,
achievement, personality) and non-standardized tests (viz. questionnaire,
observation, scale, anecdotal record, case study, interviews) technique.
Unit-IV:
Occupational Information and Guiding Students with Special Needs
• Meaning, collection, types, classification and dissemination of occupational
information, Career development: Teacher‟s role in career planning.
• Vocational training and placement opportunities for CWSN.

• Behavior problems of students with special needs, viz. socio-emotional

problems of children with disabilities and deprived groups such as SC, ST and
girls, provision of facilities at governmental and non-governmental level and
their utilization. Behavior modification techniques

• Ethical and legal guidelines

• Dealing with depression and academic stress (with regard to their

identification and intervention)

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 Bachelor of Education

Practical Assignments/Field Engagement(Any one)

• Group Guidance-One career Talk
• Design a checklist/Questionnaire to collect information on students
educational, psychological or social problem.

• Preparation of scrap book for career counseling.

• Preparation of list of problem behaviors based on observation

Suggested Readings:
• Aggarwal, J. C., (2000). Educational & Vocational Guidance and Counseling,
Jalandhar : Doaba House.
• Asch, M. (2000). Principles of Guidance and Counseling, New Delhi: Sarup
and Sons.
• Bhatia, K. K., (2002). Principles of Guidance and Counseling, Ludhiana:
Vinod Publications.
• Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counseling in Education and
Psychology.
• Gibson, R.L. and Mitchell(2008). Introduction to counseling and Guidance.
Learning Pvt. Ltd.
• Joneja G. K. (1997); Occupational Information in Guidance, NCERT
publication
• Kochhar S.K. (1999) Guidance and counseling in colleges and universities
• Nayak A.K. (2004); Guidance and Counseling
• Oberoi S.C (2000); Educational, Vocational Guidance and Counseling
• Rao S. N. (1991) Counseling and Guidance.
• Safaya, B.N., (2002). Guidance & Counseling, Chandigarh: Abhishek
Publications.
• Sharma R A Fundamentals of Guidance and Counseling
• Sharma, R. N. (2004); Guidance and Counseling
• Sharma, Tara Chand, (2002). Modern Methods of Guidance and Counseling,
New Delhi: Sarup and Sons.
• Shertzer, Bruce and Stone, Shelly C., (1974). Fundamentals of Counseling,
London: Houghton Missli.
• Shirley, A. Harmin and Guilford, E., (1987). Guidance in the Secondary
Schools, New Delhi: NCERT.
• Sidhu, H. S., Guidance and Counseling, (2005), Twenty First Century, Patiala.
• Sodhi, T.S. & Suri, S. P., (1999). Guidance and Counseling, Patiala Bawa Pub

82
Course Title: Value Education Credits 4
Course Code: BED205.
MM:100
Objectives of the Course:

• To enable student teachers to understand the need and importance of

value-education and education for Human Rights as a duty.
• To enable the student teachers to understand the nature of values, moral
values, moral education as a duty based as they are on the golden rule of
religious education and its related moral training

• To orient the student teachers with the basis of duty-conscious ethics and
morality based on a rational understanding of moral personality development
of oneself and the child.
• To enable them to understand the process of moral personality development
vis-a-vis as a means of their cognitive and social development

• To orient the student teachers to draw lessons from principles of life and
converting them into moral learning towards moral education.

Course Content:
Unit-I:
Value Education in a Pluralistic World (Multi-Cultural, Multi-Religious and
MultiEthnic)
• Value Education Concept, Nature, Source & Perspectives (Rational,
Philosophical, Socio-Cultural, Religious and Psychological).
• Fundamental Human values-Truth, Peace, Non-violence, Righteous Conduct.
• Connected Terminology: Realism, Accountability, Duty, Virtue, Dharma,
Ethics, Religion, Morality, Values,
• Typologies: Intrinsic and Extrinsic Values.

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 Bachelor of Education

• Duty Approach to Ethics: Deontology, Justice as a Duty

• Learning through Examples:

• Indian Pluralism: Mutual Respect, Tolerance and Dialogue in Islam,

• Buddhism, Christianity, Jainism, Sikhism and Hinduism.

• Greco-Roman and Chinese Cultural values: Open-Mindedness, Free thinking,
Cooperation, etc.

• Secular Values: Facing Challenges Positively through examples of

Super-Achievers (life history and quotes)

• Commonalities of all religious at Philosophical levels.

• Diversities of religion at politics of religion.

Unit-II:

Development of the Individual

• Personality Development and Character building education: through unilateral

ethics

• Development of right attitude, aptitudes and interest: through higher thinking,

contemplation and patience

• Yoga, meditation and self-control; introspection on one‟s strengths and

weakness, wrong speech, habits and actions.

• Positive approach to life - in words and deeds: through positive thinking and
positive living

• Self-discipline Leading to Duty-Consciousness: Politeness, Punctuality &

Righteous Conduct

84
 • The importance of Affective domain in Education in Compassion, Love and
Kindness

•
Unit-III:

Response to Value Crisis and Impact of Modern Education & Media on Values

• Value Crisis: Values Crisis Concept, Conflicts as Challenge Vs. Hindrance

• Strategies of Response: Lawrence Kohlberg and Carol Gilligan

• Arnold Toynbee‟s Challenge-Response Mechanism: Case Study of the Life of

Dr. Abdul Kalam
• Gandhian Formula: “Be the Change you wish to see in the world”

• Positive Response: “Seek to Change Yourself; Do Not Complain about

Others”
•

Impact of Modern Education and Media on Values:

• Role of a teacher in the preservation of tradition and culture

• Role of family, tradition & community in value development

• Build on the positive impact and navigate the negative impact of value crisis
due to impact of modern life:
• Impact of Science and Technology: Build on the Positive—reasoned thinking,
knowledge explosion, technology, universalization of learning, modern
education, etc.; Navigate the Negative—modern culture should not be
randomly followed

• Effects of Printed Media and Television on Values: Build on the

Positive—instant news, information and entertainment; Navigate the
Negative—think and avoid negative influence through reasoned thinking

• Effects of computer aided media on Values (Internet, e-mail, Chat etc.): :

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 Bachelor of Education

• Build on the Positive—knowledge explosion, information at the click of the

button, interaction at our finger-tips, etc.; Navigate the Negative—avoid
exposure to negative media, share personal information with care, accept
friends requests after due deliberation, etc

•
Unit- IV: Values:
The ideal of Human Unity and Peace
• Human Rights, Rationale and Evolution, UDHR and its Articles( particularly
1, 3, 7, 10, 18, 19)
• UDHR and Duties: Article 26, Receiving Rights subject to performing duties

• Human Rights Education: Meaning, Objectives, Strategies and Role of

Education towards duty-consciousness
• National Human Rights Commission and its role

• Role of the Indian Constitution: The Right of Children to Free and

Compulsory Education Act, 2009 in context of human Rights and Human
Duties Article 51A
• Peace Education: Meaning, objectives, Role of Education in promoting Peace
based on unilateral ethics of „in giving we receive‟

• Education, Strategies for imparting Peace Education through imparting of

duty- consciousness
•
Practical Assignments/Field Engagement(Any one)

• Application of one strategy of value inculcation among school children and its
report
• Study of Golden Rule of Ethics in various religions
• Write your understanding of Arnold Toynbee‟s Challenge-Response
Mechanism
• Study of UDHR: Human Rights through Performing Duties

86
Suggested Readings:

• Bhatt, S.R(1986). Knowledge, Value and Education: An Axiomatic Analysis,

Delhi: Gian Pub.,.
• Kar, N.N.(1996). Value Education: A Philosophical Study. Ambala:
Associated Pub. .
• Khan, Wahiduddin. (2010) Family Life, Goodword Books, New Delhi,.
• Kulshrestha, S.P. (1979), Emerging Value Pattern of Teachers & Value
Pattern of Teachers & New Trends, Education in India, New Delhi: Light &
Life Pub.,.
• Mascarenhas, M. & Justa, H.R.,( 1989)., Value Education in Schools and
Other Essays, Delhi Konark,.
• R., King, (1969) Values & Involvement in Grammar School, London:
Routledge,.
• S. Abid Hussain; The Indian Culture
• Sharma, S. R, (1999)., Ed., Teaching of Moral Education, N. Delhi: Cosmos,
Pub.,.
Singh, Samporn(1979) Human Values, Jodhpur: Faith Pub.

Online Resources:
• Ethics for Everyone:
https://arthurdobrin.files.wordpress.com/2008/08/ethics-for- everyone.pdf
• About the Golden Rule:
http://choicesvideo. net/guidebooks/aboutgoldenruleguidebook.pdf
• Universal Declaration of Human Rights:
http://www.un.org/en/documents/udhr/
• Arnold Toynbee‟s Challenge-Response: http://www. greenbookee.
com/arnold-toynbee- challenge-and-response/
• Life of Dr. Abdul Kalam:
https://yippiie.files.wordpress.com/2011/04/wings-of-fire-bv-
abdul-kalam-printers1.pdf
• Values and UNESCO:
http://unesdoc.unesco.org/images/0012/001279/127914e.pdf
• Teaching Ethics, UNESCO:
http://portal.unesco.org/shs/en/files/8735/11289332261TeachingEthics
CopenhagenRepo rt.pdf/TeachingEthics_CopenhagenReport.pdf
• Unilateral Ethics and Personality Development: www.cpsglobal.org
•

87
 Bachelor of Education

Course Title: Health and Physical Education Credits - 4

Course Code: BED206 M.M.100

Objectives of the Course:

 To acquaint pupil teachers with the concept of holistic health.

 To enable them to understand the various dimensions & determinants of

health.

 To acquaint them to school health program and its importance.

 To enable them to understand the need & importance of Physical Education.

 To develop organisation skills in organising inter house tournaments and
sports meet.

 To understand the need and relevance of Yoga and develop the skills in yogic
practices.
Course Content:

Unit-I:
Health, Hygiene and Wellness
 Concept of Mind and Healthy Mind, Relation of Healthy Mind and Healthy
Body.

 Health: Concept, definition, dimensions and determinants.

 Health Education: Definition, aims and objectives.

 School Health Program: Health Services, Health Supervision and Health

Instruction.
 Hygiene Education: Definition, aims and objectives.

 Role of teacher in development of health and good hygienic habits.

 Health and Wellness.

88
Unit-II:

Areas of Concern for Health, Hygiene and Wellness

Communicable Diseases: Mode of Transmission, Methods of Prevention and

Control.

Nutrition: Elements of Balanced Diet, Food habits, Functions of Food and

Malnutrition.

Postures: Importance of Good Posture, Common Postural Defects and Remedial

Exercises.
Recreation: Meaning, Significance and Recreational Programs in Schools.

Wellness common Health Problems and Preventions: Accidents, Environmental

Pollution, Overpopulation, Alcoholism, Smoking, Drug Abuse

.
Sex Education and concerns for HIV/AIDS

.
Unit-III:

Physical Education and Integrated Personality

Physical Education: Concept, definition, aims and objectives

Need, scope and Importance of Physical Education Programs at different school

levels

Organization and administration: planning, budgeting, fixture(Knock out and

league)

Athletic meet - Meaning, need and importance. Process to organize athletic meet at
school level

Concept of integrated personality and its realization through physical education

program.

Tournaments -Types, inter-house competitions, drawing of fixture and sports meet.

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 Bachelor of Education

Rules and Regulations and skills of any one of the Games/events: Hockey,

Badminton, Volleyball, Basketball, Football, Tennis, Table Tennis, Kho-Kho, Track

and Field Events.

Unit-IV:
Yoga and Physical Fitness
• Introduction, Meaning and mis-concepts about Yoga

• Types of Yoga, Ashtang Yoga of Patanjali (Eight stages of Yoga)

• Effects of asana on our body and relation of Psychology with Yoga

• Importances of Yogasanas, Pranayama and Shudhikriya

• Importance of Meditation in school

• Physical fitness: Meaning, importance. motor component of physical

fitness(strength, flexibility, endurance, speed, Agility and neuro-muscular
coordination).
• Training methods of physical fitness.

Practical Assignments/Field Engagement(Any one)

• Prepare a Project Report on: Three types of Sports Ground.

• Organise a sports meet at school level.

• Participate in any two games and sports activities of your choice in your
institution

• Perform Any three Yoga Asanas in supervision of your faculty mentor at an

appropriate time of the day conducive for the same.

• Prepare a plan of activities for a three days out door camp.

• Prepare a league-cum-knockout fixture for teams(10-20) in number.

90
Suggested Readings:
• Atwal & Kansal. (2003). A Textbook of Health, Physical Education and Sports,
Jalandhar, A. P. Publisher,
• Kamlesh, M.L. & Sangral, M.S. (1986). Methods in Physical Education,
Ludhiana: Prakash Brothers.
• Kangane, Sopan & Sonawane, Sanjeev. (2007). Physical Education. Pune: Nirali
publication.
• Kaur, Manjeet. (2003). Health and Physical Education, Ludhiana: Tendon
Publications.
• Sharma, Anil P. (2011). Mind, Body and Divine Yoga. New Delhi: Personal
Graphics & Advertiser Pvt. Ltd.
• Sharma, Anil P. & Pandey, Pradeep K. (2010). Psychology in Yoga. New Delhi:
Personal Graphics & Advertiser Pvt. Ltd.
• Singh, Ajmer. (2003). Essentials of Physical Education. Ludhiana: Kalyani
publishers.
• Syedentop, Daryl (1994). Introduction to physical education, fitness and sports
(2nd ed.). London: Mayfield publishing company.
• Uppal, A.K. & Gautam, G. P. (2004). Physical Education and Health. Delhi:
Friends publisher.

Course Title: Adult and Population Education Credits – 4

MM:100
Course Code: BED207

Objectives of the Course:

 To enable the student teachers to develop an understanding of the meaning and

concept of Adult Education.

 To impart knowledge to student teachers about the problems and difficulties

coming in the way of achieving full literacy in the country.

 To acquaint the student teachers with chief characteristics of an adult learner,

different methods and evaluation techniques of adult learning.

 To be aware of the population trends and spread of AIDS in the world.

 To understand that population becomes stable when there is little difference

91
 Bachelor of Education

between birth and death rates.

 To develop among themselves a healthy, rational and scientific attitude

towards the natural phenomena of birth and death.

Course Contents:
Unit - I:
Adult and Continuing Education
• Meaning, Concept and Scope of Adult and Continuing Education.
• Need and Importance of Adult Education for the development of an
Individual for Social Change.
• Adult Education in Independent India: Objectives Target, efforts,
achievements and causes for slow progress.
• National Literacy Mission - Aims, objectives and strategies

Unit - II:

Teaching - Learning process in Adults

• Androgogy- Nature and Scope. Basic difference between Pedagogy and
Androgogy.

• Agencies and Organizations: Local, State and Central level, their

problems.

• Adult Learner — Characteristics, problems and motivation

.
• Adult teaching — Different methods, Role of Mass media.

• Evaluation Techniques for Adult Learning.

• Adult Education, lifelong learning and continuing Education

• Adult Education and Continuing education

• Lifelong learning- A component of adult education

92
 • Lifelong learning in IT age- Exploring ICT as a Tool

Unit III:

Population and AIDS Education

• Importance of Population Education - concept / meaning and objectives of
population education - factors affecting population explosion - importance of
• Family Life Education, with reference to Affect of Population Growth on:
Economic Development, Social Development, Educational Development,
Environmental and Natural Resources, Health and Nutrition
• Symptoms of AIDS - causes, Prevention of AIDS - AIDS Education - meaning
and objectives. Role of different agencies in promoting AIDS Awareness
Education - [Local, National and International Agencies - 2 each]

Unit IV:
Integrated Population Education
• Role of Government and Non-Govt. Agencies concerning Population Education.

• Integration of Population Concept in different School Subjects

.
• Population Education through co-curricular activities.

• Role of the Teacher in Population Education Programs.

Practical Assignments/Field Engagement

• Conducting any one of the following surveys in the local area and
prepare a report:
• Progress in the field of literacy
• AIDS awareness,

93
 Bachelor of Education

Suggested Readings:

• Aggarwal, S. N., India‟s Popu1ation Problems, New Delhi,Tata McGraw Hill,

Pub. House, 1985.
• Ambasht, N.K.(2014)., Foundations of Adult Education in adult and lifelong
learning, Indian Adult Education Association, New Delhi.
• Ghosh, B.N. (1978) Population Theories and Demographic analysis, Meenakshi
Prakashan, New Delhi
• Jacobson Wellard JU,(1979) Population Education; A knowledge base, NY,
Teachers College Columbia University.
• Mohankumar,V.(2014), Adult and lifelong learning: Selected articles Indian
Adult Education
.

Course Title: Environmental Education Credits:4

Course Code : BED208 M.M. 100

Objectives of the Course:

• To understand and reflect on the concept and characteristics of environmental
education from various aspects.
• To develop awareness understanding and concern about environment and
associated problems, and to develop knowledge, skills, attitudes, motivation and
commitment to work individually and collectively towards their solutions and
prevention of new ones.
• To do teaching learning about the environment, through the environment and for
the environment.
• To develop special skill needed to link theoretical understanding with
practical/applied aspects.

Course Content:

Unit I:

Nature and scope of environmental education

94
• Nature, need and scope of environmental education and its conservation
• Environmental education: a way of implementing the goals of environmental
protection.
• Present status of environmental education at various levels
• India as a mega biodiversity Nation, Different ecosystems at national and global
level.
• Role of individual in conservation of natural resources: water, energy and food
• Role of individual in prevention of pollution: air and water
• Equitable uses of resources for sustainable livelihoods
• Environmental legislation: awareness and issues involved in enforcement
• Role of information technology and media in environment
awareness/consciousness

Unit II:

Community Participation and Environment

• Community participation in natural resource management - water, forests, etc.

• Change in forest cover over time.

• Deforestation in the context of tribal life

• Sustainable land use management
• Traditional knowledge and biodiversity conservation
• Developmental projects, including Government initiatives and their impact on
biodiversity
• conservation
• Issues involved in enforcement of environment legislations
• Role of media and ecotourism in creating environmental awareness
• Role of local bodies in environmental management
• Shifting cultivation and its impact on environment
•
Unit III:

Environmental Issues and concerns

• Consumerism and waste generation and its management

• Genetically-modified crops and food security: Impacts positive and negative
• Water consumption pattern in rural and urban settlement
• Ethno-botany and its role in the present day world
• Environmental degradation and its impact on the health of people
• Economic growth and sustainable consumption
• Organic farming
• Agricultural waste: Their impact and management
• Rain water harvesting and water resource management

95
 Bachelor of Education

• Biomedical waste management

• Changing patterns of energy and water consumption.

Unit IV:
Initiatives by various agencies for Environment Education
• Environmental conservation in the globalised world in the context of global
problem
• Alternative sources of energy
• Impact of natural-disaster/man-made disaster on environment
• Biological control for sustainable agriculture
• Heat production and green house gas emission
• Impact of industry/mining/transport on environment
• Sustainable use of forest produces.
• Governmental and non-government initiatives.
• Supreme Court order implementation of Environmental Education(EE)
Practical Assignments/Field Engagement(Anyone)

• Student-teachers shall be engaged in reflecting and examining the following

critical themes; Seminar, presentations
• Study of major initiatives taken by NCERT regarding environmental education.
• Study of Development of slum area and their inhabitants in a nearby area/institute
• A critical study of school habitat in the context of drinking water, sanitation
paper, energy, garbage management etc.
• Develop a road map for implementation of Environmental Education as
suggested by NCF 2005.
• Develop a list of investigatory environmental problems (stage specific) work on
the problem in a group of 2-3. Prepare a report.

Suggested readings:

• Falmer Press CEE (1987). Joy of Learning: Handbook of Environmental

Education Activities: CEE Bhrucha E. (2004). Textbook For
• NCERT (2005). National Curriculum Framework. New Delhi: NCERT.
• NCERT (2005). Syllabus for Elementary Classes, Volume I. New Delhi: NCERT.
• NCERT (2007/2013). Looking Around Us, EVS Textbooks (3-5), New Delhi:
NCERT.
• NCERT (2008). Source Book on Assessment for Classes I—V, Environmental
Studies, New Delhi: NCERT.
• Sarabhai V.K. et al. (2007). Tbilisi to Ahmadabad- The Journey of Environmental

96
 Education-A Source book, Centre for Environment Education, Ahmadabad.
• SCERT (2011). Paryavaran adhyayan aur vigyan shikshan, D.El.Ed.-ODL
Course: Chhattisgarh.
• SCERT (2012/2013). We-Our environment, EVS Textbooks (3-5): Andhra
Pradesh. Seminar Proceedings (1995-96). Seminar on EVS, organized by Vidya
Bhawan, Udaipur.
• Springer (2006). Science Literacy in Primary Schools and Pre-Schools.
• The Green teacher (1997). Ideas, Experiences and Learning in Educating for the
environment: Centre for Environment Education
• UNESCO (1988). Games and Toys in Teaching of Science and Technology:
UNESCO.
• UNESCO (1990). An Environmental Education Approach to the Training of
Middle Level Teachers: A Prototype Program: UNESCO, UNEP International EE
Program.
• UNICEF (2008). Best Practice Guidelines for teaching Environmental Studies in
Maldivian Primary Schools: UNICEF.

Course Title: School Leadership Credits-4

Course Code : BED209 M.M.100
Objectives of the Course :
:
• To develop a critical understanding of the notion of school organization and
• To develop a comprehensive understanding of context-specific notions of school
effectiveness.
• To develop an understanding of school leadership and challenges to management.
• To help in making overt connections between field-based project work,
educational leadership and change facilitation.
• To develop an understanding of the system of education, its relationship with
school curriculum management in the context of the structures and processes of
the education system and its impact on pedagogic processes in the classroom.

Course Content:
Unit I:
Structures and Processes of the Indian Education System
• Types of schools within different administration bodies
• Roles and responsibilities of education functionaries

97
 Bachelor of Education

• Governance rules and financial management of different types of school.

• Relationships between support organizations(Affiliating, Regulating and
Financing bodies) and the school.
• Understanding and interpreting educational policies that impact schools
• Concepts of school culture, organization, leadership and management.
• Role of school activities such as assemblies, annual days etc., in the creation of
school culture.
•
Unit II:
School Effectiveness and School Standards
• School effectiveness -meaning and its assessment.
• Understanding and developing standards in education
• Classroom management effective communication and motivational
skills.
• Learner- centred educational and inclusive Education.
Unit III:

School Leadership and Management

• Administrative and academic leadership
• Styles of leadership
• Team leadership
• Pedagogical leadership
• Leadership for motivation and change
• Desirable Change in management
• Conflict Management
•
Unit IV:

Change Facilitation in Education

• Sarva Shiksha Abhiyan (SSA) experiences and RMSA
• Equity in Education • Incentives and schemes for girl child
• Issues in educational and school reform
• Preparing for and facilitating change in education through Teacher Education
system as prime mover.
• Role and functions of IASEs, DIETs, CTE • Role, functions and networking of
institutions like UGC, NCERT, NCTE, NUEPA, SCERT etc.
• Accountability and Continuous Professional Development

98
 Practical Assignments/Field Engagement(Any one)

 The practicum component of this course is meant to help students make

specific connections between field observations, class discussions, analytical
presentations and participation in change visualization.
 Suggested Topics
 Managing the classroom
 The role of the school head
 Interactions with support organizations
 School improvement plan
 Change facilitation processes

Suggested Readings:
Batra, Sunil (2003). From School Inspection to School Support. .
Early, P. and D. Weindling (2004). A changing discourse: from management to
leadership.
Fullan, M. (1993)Making schools successful, synthesis of case studies of schools in
Asian countries, ANTRIEP, NUEPA(2012).. Why Teachers Must Become Change
Agents. In Educational Leadership, 50 (6)

Govinda, R. (2001). Capacity Building for Educational Governance at Local

Levels. Paper presented at the International Consultation on Educational Governance
at Local Levels, Held at UNESCO, Paris 27-28 February 2001.
Madan Mohan (2002). School without Walls Heinemann: New Delhi pp 24
40; 128-1
Senge, P. (2000). The Industrial Age System of Education. In Schools that Learn,
NB: London. pp 27-58.

99
 Bachelor of Education

Course Title: Life Skills Education Credits:4

Course Code : BED 210 M.M.100

Objectives of the Course :

• To familiarize student-teachers in the theoretical foundations of Life Skills
Education
• To prepare student-teachers in training methodologies and enable students to
apply Life Skills in various spheres
• To develop professionals in Life Skills Education and enhance the ability to
contribute as youth workers specialized in the area of Life Skills Education.
• To foster the spirit of social responsibility in students and enhance social and
emotional well being
•
Unit - I:
Introduction
• Life Skills: Concept, need and importance of Life Skills for human beings.
• Life Skills Education: Concept, need and importance of Life Skills Education for
teachers.
• Difference between Livelihood Skills and Life Skills.
• Core Life Skills prescribed by World Health Organization.
• Key Issues and Concerns of Adolescent students in emerging Indian context.
•
Unit - II:

Process and Methods Enhancing the Life Skills

• Classroom Discussions
• Brainstorming and Role plays
• Demonstration and Guided Practice
• Audio and Visual activities, e.g. Arts, Music, Theatre, Dance
• Small Groups discussions followed by a presentation of group reports.
• Educational Games and Simulation
• Case Studies, Storytelling, Debates
• Decision making and mapping of using problem trees.
•
Unit - III:
Core Life Skills (I)
• Skills of Self awareness and Empathy: Concept, Importance for Teachers in

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 particular, Integration with the teaching learning process, learning to live together
with other living beings. acceptance of diversity in perspectives of different
societies and cultures. Acceptance and importance of all living being as along
ecological and psychological social structures.
• Skills of Coping with Stress and Emotion: Concept, importance for Teachers in
particular and Integration with the teaching learning process.
• Skills of Building Interpersonal relationships: Concept, Importance for Teachers
in particular and Integration with the teaching- learning process.
•
Unit - IV:
Core Life Skills (II)
• Skills of Critical thinking and Creative thinking: Concept, importance for
Educationists, Integration with the teaching learning process.
• Skills of Problem Solving and Decision making: Concept, importance for
Educationists, Integration within the teaching -learning process.
• Skill of Effective Communication: Concept, importance for Human beings and
Educationists, Integration within the teaching learning process.
•
Practical Assignments/Field Engagement (Any one)

• The activities listed in Unit II with respect to the process and methods of Life
Skills will be taken up in workshops to initiate the student-teachers with respect to
the dynamics of the same.
• The Core Life Skills will also be demonstrated through role plays on diverse
issues in the form of workshops.
• The student-teachers shall also engage in reflection on different core Life Skills
being displayed by children in schools during their field engagement.
• Human animal interface: Case of study of a domestic/institutional animal/with
human being.
•
Suggested Readings:

• A Life Skills Program for Learners in Senior Phase. (2002). University of

Pretoria. Chapter in Thesis. Retrieved from:
http://www2.ed.gov/offices/OVAE/AdultEd/OCE/SuccessStories/success.pdf
• Life Skills Based Education. (2011). Wikipedia. Retrieved from:
http://en.wikipedia.org/wiki/Life_skills-based_educaion
• Life Skills Based Education CCE. (2009). CBSE. Retrieved from:
http://www.cbse.nic.in/cce/life_skills_cce.pdf
• Ministry of Education. (2006). Senior Secondary Phase. Republic of Namibia.
Retrieved from: http://www.nied.edu.na/publications

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Bachelor of Education

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 Bachelor of Education

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