B.ed. Curriculum (For Regular Mode)
B.ed. Curriculum (For Regular Mode)
B.ed. Curriculum (For Regular Mode)
Curriculum
(For Regular Mode)
With effect from the Academic year 2016-17
Faculty of Education
Mahatma Gandhi University, Nalgonda
PROLOGUE
Country wide a serious thinking is going on for the last several years on professionalism in teacher
preparation. There are debates , serious discussions and arguments on various issues related to teacher
preparation and duration of course. After 1986 there is no policy on teacher education. Verma committee created
a dent with its recommendations for professionalization of teacher education with two years rigorous training of
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pre-service teachers based on the philosophy of National curriculum framework 2005 and 2009 to prepare a
professional and humane teacher.
NCTE two year B.Ed programme has brought a paradigm shift from conventional teacher centric to
learner centric curriculum. This programme intends to create teachers as reflective practitioners.
Present curriculum designers scaffold the rigour of the framework which has made a comprehensive
coverage of theory and field engagement with the child, school and community. Main focus is on three broad
areas: Perspectives in education, Curriculum and pedagogic studies and Engagement with the field. It has
brought a unique amalgamation of holistic perspectives by creating space for inter -disciplinary approach with
themes cutting across the curriculum.
Special impetus is given to enhance professional capacities of student teachers (EPC‘s) to create
professionalism in the preparation. The mode of transaction consisted of varied dimensions to learn through case
studies, group presentations, project discuss ions, reflective documentations, workshops, tutorials and so on.
Department level core committee made rigorous exercise, deliberated, discussed on curriculum right from the
structure to that of framing curriculum.
This curriculum created a space for introspecting oneself, emerging into reflective, autonomous,
acceptable, empathetic, creative humane teacher with integrity to become a responsible citizen and lead the
nation towards a progressive developed nation.
Faculty of Education
Mahatma Gandhi University, Nalgonda.
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I. Admission
A candidate for admission to two year (4 – semesters) B.Ed. Course has to qualify at
the Education Common Entrance Test (Ed.CET) conducted by the Telangana State Council
of Higher Education, Government of Telangana for the concerned academic year. The
candidates will be admitted strictly in accordance with the merit secured at the entrance
examination, keeping in view the rules and regulations in force in respect of the statutory
reservation of seats under various categories of candidates.
Semester – I
A. Theory
B. Practicum
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EDN 06 ( EPC1) – Paper - VI Self Development (Communicative English, Life Skills
&
Yoga)
Semester – II
A. Theory
B. Practicum
Semester – III
A. Theory
EDN-14-Paper-XIV School Organization and Management
B. Practicum
EDN 11 (EPC2) – Paper -XI (b) ICT Mediation in Teaching – Learning
EDN-15 (EPC 3) - Paper-XV Drama & Art in Education
Semester – IV
A. Theory
EDN-16-Paper-XVI Health & Physical Education
EDN-17- Paper – XVII Contemporary Education in India
EDN-18-Paper –XVIIII Inclusive Practices
EDN-19 -Paper-XIX Environmental Education: Issues and Concerns
EDN-20 -Paper-XX * Electives:
1. Peace Education
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2. Practical ethics
3. Guidance and counseling
4. Entrepreneurship Training
5. Tribal Education
6. Classroom Management & Organization
7. Disaster Management Education
B. Practicum
EDN 21-(EPC 4) Paper-XXI Reflective Reading
EDN 11-Paper- XI (c) ICT Mediation in Teaching – Learning
Engagement: Seminar, Project / Discussions / Field based stories / study circles / Science
clubs / Forums / Observations of Society, School, home on various issues and fieldwork.
EDN 11 (EPC2) – Paper - XI: ICT Mediation in Teaching – Learning: Spread across 2, 3 & 4
Semesters of 12, 36 & 12 periods respectively to facilitate its integration with Pedagogy
during Internship.
Paper VII, XII, XIII – deals with School internship and related field experience
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IV. CREDITS OF THE COURSE B.Ed. 2015 - 16
Semester - I Credits
A. Theory Theory Practicum Total
EDN – 01 Philosophical Perspectives of Education 4 1 5
Paper - I
EDN – 02 Assessment for Learning 4 1 5
Paper - II
EDN – 03 Psychology of Childhood and Adolescence 4 1 5
Paper - III
EDN – 04 Pedagogy of a school subject (I / II Method ) 4 1 5
Paper - IV(a) ( Mathematics , Social Sciences, Biological
Science)
EDN – 05 Pedagogy of a school subject ( I / II Method) 4 1 5
Paper -V (a) ( Languages, Physical Science )
Sub-total 20 5 25
B. Practicum
EDN 06 ( EPC1) Self Development 2
– Paper - VI (Communicative English, Life Skills & Yoga)
C. Internship – Phase I: 1 week
EDN 07 – Observation Record (Observation of Regular 1
Paper - VII (a) Teachers Teaching) & Visit to different
Institutions
Sub-total 3
Total Theory + Practicum 28
A. Theory Semester – II
EDN – 04 Pedagogy of a school subject (I / II Method ) 4 1 5
Paper - IV (b) ( Mathematics , Social Sciences, Biological
Science)
EDN – 05 Pedagogy of a school subject ( I / II Method) 4 1 5
Paper - V(b) ( Languages, Physical Science )
EDN – 08 Sociological Perspectives of Education 4 1 5
Paper - VIII
Sub total 12 3 15
B. Practicum
EDN 09 – Microteaching & 1
Paper - IX Reflective Teaching (I / II Method) 1
EDN 10 – Microteaching & 1
Paper - X Reflective Teaching ( I / II Method) 1
EDN 11 ( EPC2) ICT Mediation in Teaching - Learning
– Paper -XI(a)
C. Internship –Phase II: 4 weeks
EDN 12 – Teaching Practice – Period plan Record (10 2
Paper - XII ( a) lessons)
EDN 13 – Teaching Practice – Period plan Record (10 2
Paper - XIII (a) lessons)
Sub-total 8
Total Theory + Practicum 23
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Field Engagement: Seminar, Project / Discussions / Field based stories / study circles /
Science clubs / Forums / Observations of Society, School, home on various issues and
fieldwork.
EDN 11 (EPC2) – Paper - XI: ICT Mediation in Teaching – Learning: Spread across 2, 3 & 4
Semesters of 12, 36 & 12 periods respectively to facilitate its integration with Pedagogy
during Internship.
Paper VII, XII, XIII – deals with School internship and related field experience
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V. SCHEME OF INSTRUCTION – B.Ed. Course
B. Practicum
EDN 21 (EPC4) Paper - XXI 11 3.84 64
EDN 11(EPC2) Paper – XI(c) 2 0.87 14
C. Post – Internship –Phase IV: 4 weeks
EDN 02 Paper - II 26 9.48 158
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Sub-total 39 14 236
Total Theory + Practicum 100 36 600 600
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VI. SCHEME OF EXAMINATION
Practicum
EDN 21 (EPC4) Paper - XXI 1½ 35 15 50
EDN 11(EPC2) Paper – XI(c) 1½ 35 15 50
Post – Internship –Phase IV: 4 weeks
EDN 07 Paper - VII (b)
1. Reflective Journal 25
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2. Action Research 25
Report
3. Community 25
experience based
Report
4. PTA & SMCs 25
meeting report
5. e-Portfolio 25
6. CCE Record 25 150
Sub-total 250
Total Theory + Practicum 550
1. Every college is expected to work for 6 hours a day. In other words, a working day should
be of minimum 6 hours duration in a six-day working week i.e. 36 hours per week.
2. The timings of the institution / college shall be from
a. Forenoon Session: 10.00 a.m. to 1.00 p.m. or 9.00 a.m. to 1.00 p.m.
b. Afternoon Session: 2.00 p.m. to 5.00. p.m. or 2.00 p.m. to 4.00 p.m.
3. The college should not run B.Ed. Programme on shift syste m basis and the working
hours of the college should be a minimum of 6 hours in a day. Any deviation from this
rule may lead to the dis-affiliation and cancellation of recognition by the University,
State Government and NCTE
b. Infrastructure, Instructional facilities and Faculty
The above shall be implemented as per NCTE norm s, 2014 referred in the document
under sections 5.1 Academic faculty; 5.2 Qualifications; 5.3 Admini strative and profe ssional
staff; 6.1 Infrastructure; 6.2 Instructional and 6.3 other amenities.
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In case of Engineering Graduates, Mathematics and Physical Science are
offered as Methodology subjects.
Note:
i. No candidate is allowed to select two language methods.
ii. Candidate may select one Language and one Non-language method of teaching or
she / he may select any two Non-language methods under the course.
IX. General Rules for Examination
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7. No candidate shall be allowed to put in attendance for or appear at two
examinations at one and the same time. This rule does not apply to the
examination for part-time Diploma or Certificate Courses conducted by the
University. In other words, no candidate shall be allowed to pursue more than one-
degree course through regular mode in MGU.
8. Students who have appeared once at any examination of the university need not
put in fresh attendance if they want to re-appear for the same examination not with-
standing the fact that new subjects may have been introduced or the group of
subjects has been changed by the university. They will, however, have to appear at
the examination according to the scheme of examination and the syllabus in force.
9. Whenever a course or a scheme of examination in MGU changes, one more
examination in the following year shall be conducted according to the old
syllabus/regulations. Candidates not availing themselves of this one chance or
failing at this examination shall take the examination thereafter according to the
changed syllabus and regulations.
10. Candidates will be allotted to B.Ed. course at the time of admission, strictly
depending on the merit secured at the common entrance test and subject to the
rules and regulations in force from time to time, including rules of reservation.
11. Instruction in various subjects shall be provided by the College of Education as per
the scheme of instruction and syllabi prescribed.
12. The programme of instruction, examination and vacation shall be notified by the
Mahatma Gandhi University.
13. The medium of instruction shall be English.
14. Mahatma Gandhi University examinations shall be held as prescribed in the
scheme of the examination.
15. The course of study shall consist of class lectures, tutorials, workshops, Internship,
engagement with the field, practicum & record work.
16. The Mahatma Gandhi University examination in the theory papers will be a written
examination. Besides the written examination, there will be practical examinations
in the two methods of teaching opted by the candidate. Practicum is examined by
two jury members (one internal and one external examiner)which will be conducted
as per the schedule notified by the Controller of Examinations, MGU.
17. Principal of the College of Education should depute their teachers for examination
work as and when assigned by the Mahatma Gandhi University. Examination work
assigned by the University is part of duty of every teacher educator. Any kind of
avoidance/negligence of examination duty shall be treated as violation of the Code
of Conduct.
X. Rules of Attendance
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1. The degree of Bachelor of Education shall be conferred on a candidate who, after
getting admission into the B.Ed. course as specified above, has pursued a
―Regular Course of Study‖ as herein prescribed and fulfilled the conditions laid-
down for the attendance of students and passed the prescribed teaching
examination both in theory and practical.
2. A regular course of study in Mahatma Gandhi University means attendance not
less than 80% in teaching /instructional period and 90% of attendance during the
period of internship of the B.Ed. programme. In special cases, the Vice-
Chancellor may condone deficiency of attendance not exceeding 10% on the
recommendation of the Principal, based on medical certificate by an authorized
medical officer approved by the Principal of the College of Education. A monthly
consolidated attendance will be displayed on the college notice board on 5 th of
every month and the same may be sent every month to the Head, Department of
Education / Dean, Faculty of Education and Chairman, Board of Studies in
Education.
3. For the students who are continuously absent for ten days or more, three
notices will be served stating that he/she has to forfeit his/her seat, if he/she
fails to report to the college immediately.
4. The students who fail to maintain 40% to 70% of attendance is not eligible for
seeking readmission as per MGU rules in vogue.
5. The students who do not have adequate attendance will not be considered for the
award of any scholarship or any kind of financial aid by the colleges or any other
government or quasi-government agency.
6. Attendance shall be reckoned from the date of admission to the course in
Mahatma Gandhi University.
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(Minimum pass percentage marks have to be obtained by candidate in internal and external
Practical examination separately)
Note:Candidates who have not passed the examinations in the first attempt along with the
batch in which they were admitted are not eligible for Rank Certificates / Gold Medals /
Prizes
Credits, Grade Letter, Grade Points, Credit Points
Credit is a unit of academic input measured in terms of the weekly contact hours
assigned to a course.
Grade Letter is an index to indicate the performance of a student in a particular
Course (Paper). It is the transformation of actual marks secured by a student
in a Course/Paper. It is indicated by a Grade Letter O, A+, A, B+, B, C, F.
There is a range of marks for each Grade Letter.
Grade Point is weightage allotted to each grade letter depending on the marks
awarded in a course/paper.
Credit Points number of credits assigned for the paper multiplied by grade point
secured for that course / paper
Award of Grades
Theory Practicum
Range of % of Marks Grade Letter Grade Point Grade Letter Grade Point
85 to 100 O 10 O 10
70 to 84 A+ 9 A+ 9
60 to 69 A 8 A 8
55 to 59 B+ 7 B+ 7
50 to 54 B 6 B 6
40 to 49 C 5 - -
Less than 40 F - - -
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i. First Division with Distinction: CGPA from 9.00 to 10.00
ii. First Division: CGPA from 8.00 to 8.99
iii. Second Division with 55% CGPA 7.00
iii. Second Division: CGPA from 6.00 to 6.99
iv. Pass Division: CGPA from 5.00 to 5.99
Example Semester – I
Course/paper Credits % of Marks Grade Letter Grade Point Credit Points =
Credits x Grade
Points
Paper-I 5 60 A 8 5 x 8 = 40
Paper-II 5 50 B 6 5 x 6 = 30
Paper-III 5 70 A+ 9 5 x 9 = 45
Paper-IV a 5 60 A 8 5 x 8 = 40
Paper-V a 5 45 C 5 5 x 5 = 25
Paper-VI 2 50 B 6 2 x 6 = 12
Paper-VII a 2 55 B+ 7 2 x 7 = 14
Total 29 206
Total Credit Points: 206
Total Credits: 29
SGPA = Total Credit Points in the Semester-1 = 206 /29 =7.1
Paper-V b 5 50 B 6 5 x 6 = 30
Paper-VIII 5 60 A 8 5 x 8 = 40
Paper-IX 2 55 B+ 7 2 x 7 = 14
Paper- X 2 50 B 6 2 x 6 = 12
Paper- XII a 2 50 B 6 2 x 6 = 12
Paper- XIII a 2 55 B+ 7 2 x 7 = 14
Total 23 167
Total Credit Points: 167
Total Credits: 23
SGPA = Total Credit Points in the II - Semester = 167 /23 = 7.26
Total Credits in the II - Semester
SGPA for II - Semester = 7. 26
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Course/paper Credits % of Marks Grade Grade Point Credit Points
Letter = Credits x
Grade Points
Paper-XIV 5 70 A+ 9 5 x 9 = 45
Paper-XV 2 50 B 6 2 x 6 = 12
Total 18 134
Total Credit Points: 134
Total Credits: 19
SGPA = Total Credit Points in the III - Semester = 134 / 18 = 7. 44
Paper-XVII 5 50 B 6 5 x 6 = 30
Paper-XVIII 3 60 A 8 3 x 8 = 24
Paper- XIX 3 55 B+ 7 3 x 7 = 21
Paper- XX 3 55 B+ 7 3 x 7 = 21
Paper- XXI 2 50 B 6 2 x 6 = 12
Paper- XI c 2 55 B+ 7 2 x 7 = 14
Paper – VII b 4 55 B+ 7 4 x 7 = 28
Total 25 177
Total Credit Points: 177
Total Credits: 25
SGPA = Total Credit Points in the IV - Semester = 177 /25 = 7.08
Total Credits in the IV - Semester
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CGPA = 206 + 167 + 134 + 177 = 684 / 95 = 7.2
29 + 23 + 18 + 25
1. When a candidate has passed in one or more papers/subjects in the first attempt
in the regular examinations(s) conducted by the University for his/her batch,
paper-wise improvement is permissible only in those papers.
2. A candidate is permitted to appear for paper-wise improvement only once in the
immediately following examination.
3. A candidate who wishes to improve his/her overall performance may be permitted
to do so if he/she appears in the immediate next regular examination conducted
by the University.
4. Regular examination means an examination conducted at the end of the academic
year for which the candidates were admitted and had undergone instruction.
5. A candidate appearing for paper-wise improvement is permitted to have the better
of the two awards for the purpose of award of class/division.
XIII. Appearance and Reappearance for the Examination
1. Candidates who have completed practical work and submitted records specified in
the curriculum alone are eligible to appear for theory and practical examination of
B.Ed. course.
2. Candidates who have a minimum 80% attendance in Theory & 90% attendance in
Practicum / Internship are alone eligible to appear Theory & Practical examination
respectively.
3. A candidate who fails in the theory part of the examination may be allowed to
reappear either in the concerned theory paper(s) in which he/she failed or in all the
theory papers, at any subsequent examination without putting in further
attendance, provided he/she does not change the subjects originally offered by
him/her.
4. In case workshops, Internship, practicum & record work are not completed,
the candidates will not be permitted to appear for the semester-end
examination / final practical examination only after completing such
practical work after seeking admission (re-admission) to B.Ed. as a casual
student and producing thereafter, certificates of completion in the required
areas.
5. Attendance at N.C.C. / N.S.S. Camps or Inter-Collegiate or Inter-University or
Inter-State or National or International matches or Debates, Youth Festivals or
Educational Excursions if they form the part of the curriculum, or attendance at
such other inter-university, inter-college activities, as approved by the university,
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will not be counted as absence. However, the aggregate of such absence should
not exceed two weeks in the entire course period.
XIV. Teaching Faculty as Mentors
Each lecturer in the College of Education will act as a mentor. They will be
entrusted the responsibility of Mentorship, who will be responsible for monitoring
the overall progress of the student teacher, i.e., attendance, preparation for
practicum, Internship and his overall participation in the B.Ed. programme. Each
mentor will be allotted a maximum of 15 student teachers and he/she will take
care of his/her progress and participation in the B.Ed. programme. Each mentor,
besides providing overall guidance, is also responsible for resolving of any
problems faced by the students. Mentor will authenticate the report prepared by
student-teachers and conduct of practicum of the B.Ed. programme.
The Principal of the College of Education is expected to submit the list of
mentors and the students allotted to each mentor to the Head, Department
of Education.
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necessary, in addition to the demonstration lessons given at the beginning of
Internship, for the guidance of student-teachers.
6. In case, Internship is not completed, the candidate shall appear for the subsequent
examinations in the Final Practical Examination only after completing the
Internship by seeking fresh admission to B.Ed. in this regard and producing
thereafter, certificates of completion of internship.
7. The final practical examination of each candidate will be conducted by two
examiners – one internal and one external.
8. The Colleges of Education will have the discretion of not sending candidates for
the final examination, both in Theory and Practical, in case their Practicum &
Record Work is not satisfactory and those candidates who fail in the University
Practical Examination & Record work also have to seek fresh admission in the
subsequent semester(s) to complete their Practicum or Record Work as
mentioned in the scheme of examination.
9. Internship is of 20 weeks (120 days) duration and conducted across four
Semesters as per the instruction schedule.
10. All the records shall be written strictly by the candidates in their own
handwriting.
NOTE:
Differently-abled students (Hearing impaired; visually impaired &
orthopedically impaired): The differently-abled students shall complete all
the Practicum which includes Internship, Records, EPCs and other field
engagement on par with normal students.
1. Maintain the attendance of B.Ed. student teachers both for the forenoon and
afternoon.
2. Give strict instructions to supervisors and monitor the classroom performance of
the students and also to record their remarks in the period plan books of the
candidates.
3. Instruct all the B.Ed. students to stay in the school from morning first bell to
evening last bell.
4. Instruct the B.Ed. students to participate in School Assembly and also to present
different value added activities in the assembly session.
5. Assign any activity related to clean and green programme, eco-club, conducting
science fairs, exhibitions, festivals, debates, elocution, quiz, cultural and literary
programmes, decoration activities, remedial classes, parent-teacher meetings,
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school management committees (SMCs), field trips, excursions and all other
regular activities of the school and school based research activities.
6. Sign on the practicum and record work carried out by the students in the school.
XVII. Transitory Provisions: Promotion, Re-admission Rules & Maximum Time for
Completion of Course:
Rules of promotion are as under:
The procedure to be followed for granting readmission to the students in the following cases:
(1) A student who did not put in the required attendance in a semester/year of a course and
thus detained
(2) A student after completing a semester did not continue their studies in the next
immediate semester on personal /health grounds but desired to continue his/her studies
after a short break;
(3) A student who has put in 40% of attendance in a Semester and not registered for the
examination can take re-admission in the same semester without appearing for the entrance
examination.
(4) Candidates who, after completing a semester of the course but taken T.C to join
some other course and come back to continue the earlier course.
In all the above cases, readmission is permissible provided they are within the period
of double the duration of the course (i.e., Four years). Further, the approval of the
university has to be obtained in respect of those students who take TC to join some other
course and come back for readmission in the same college
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All the readmissions including such of those students, who take TC and come back,
shall be granted by the Principals of the concerned colleges directly subject to the
fulfillment of the following conditions stipulated by the University.
1) they should have been promoted to next semester in which they are seeking
readmission.
2) they should join the course within 4 weeks in case of semester system from
the date of commencement of classes
3) they should be able to complete the course within the double the duration of
the course (i.e., Four years) from the year of their original admission.
4) they should pay the readmission fee as prescribed by the University
There are two Patterns of Theory Examinations – one with a duration of 3 hours for
70 marks; the other with a duration of 1 ½ hours for 35 marks. The question paper
comprises two sections:
In 70 marks paper, Section A – consists of 8 very short answer type questions out
of which a candidate is expected to answer any five questions. Each question carries
4 Marks. Total marks for Section – A is 20 marks. Section B – consists of eight
essay type of questions, out of which a candidate is expected to answer any five
questions in about four pages each. Each question carries 10 Marks. Total marks for
Section – B is 50 marks.
Similarly, for 35 marks paper, Section A – consists of 5 very short answer type
questions, out of which a candidate is expected to answer any three questions. Each
question carries 5 Marks. Total marks for Section – A is 15 marks. Section B –
consists of Four Essay type of questions, out of which a candidate is expected to
answer any two questions in about four pages each. Each question carries 10 Marks .
Total marks for Section – B is 20 marks.
XIX. Conduct of Practicum Examinations
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Each of the Practicum papers (EPCs) has examinations for 35 marks each and final
practical examination (final lesson) for 50 marks. Details of the conduct of examination are
given in respective papers.
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Model Question Paper
1.
2.
3.
4.
5.
6.
7.
8.
PART-B (5 x 10 = 50 Marks)
Note: Answer any Five essay questions in about three pages each from the following
eight questions. Each question carries 10 Marks.
9.
10.
11.
12.
13.
14.
15.
16.
Note:
1. The question paper should cover all the units judiciously.
2. Application type of questions may also be included.
3. Examiners may give questions from Practicum.
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Model Question Paper
Paper- XV (EDN-15)
Health & Physical Education
Time: 1 ½ Hours Max. Marks: 35
PART – A = 3 x 5 = 15 Marks)
Note: Answer any three questions in about one page each from the following five
questions. Each question carries 5 marks.
1.
2.
3.
4.
5.
PART-B (2 x 10 = 20 Marks)
Note: Answer any two essay questions in about three pages each from the following
four questions. Each question carries 10 Marks.
6.
7.
8.
9.
Note:
1. The question paper should cover all the units judiciously.
2. Application type of questions may also be included.
3. Examiners may give questions from Practicum.
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Semester - I
PAPER-I (EDN-01)
Philosophical Perspectives of Education
Theory Credits: 4 +1
Internal Assessment: 30 Marks
External Assessment: 70 Total marks: 100
Objectives:
Content:
1. Nature of human nature: need for a broad theory of human nature, discussion of
mind and body problem, original nature, social basis of human nature, modifiability
of human nature, freedom of will, super natural nature.
2. Critical understanding of the difference between: knowledge and skill, teaching and
training, knowledge and information, reason and belief,
3. Theory of knowledge –problems of knowledge, truth, ways of knowing, notions of
truth .validation of knowledge –pramanas- from eastern connotation, pratyaksha,
Anumana, upamana, sabda. From western connotation-perception, inference,
comparison, testimony.
4. Other kinds of knowledge emerged from various subjects- practical knowledge,
community knowledge, intuitive or tacit knowledge.
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Unit-IV: Educative process-understanding disciplines and knowledge.
Engagement:
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References:
1. Annie Besant, ―Seven Great Religions‖ National Book Network; 2nd edition, New
Delhi (April 2001).
2. Basics of Education, NCERT, 2014.
3. S. K. BELVALKAR AND R. D. RANADE, History of Indian Philosophy; South Asia
Books (1996).
4. Chandradhar Sharma, ―A Critical Survey of Indian Philosophy‖, Motilal Banarsidass
Publ., (2000).
5. Frank Thilly, ―A History of Western Philosophy‖ PublisherH. Holt and Company
(1914).
6. Will Durant, ―The Story of Philosophy‖ Pocket Books, Simon &Schster, Inc. 1230,
Avenue of Americas, New York (1961).
7. Anand, C.L. et.al. ( ): The Teacher and Education in Emerging Indian Society,
NCERT, New Delhi.
8. Brubacher, John S. (1971) : Modern Philosophies of Education, Tata McGraw Hill,
New Delhi.
9. Gupta, V.K. (1996) : Education in Emerging Indian Society, New Academic
Publishing House, Jallandhur.
10. Gore, M.S. (1982) : Education and Modernization in India, Rawat Publication,
Jaipur.
11. Mathur, S.S. (1985) : A Sociological Approach to Indian Education, Vinod
PustakMandir, Agra.
12. Nath, Prem (1979) : The Basis of Education, S. Chand Co. New Delhi.
13. Ross, J.S. (1972) : Ground Work of Educational and Theory, Oxford Univ. Press,
Calcutta.
14. Taneja, V. R. (1985): Educational Thought and Practice, Sterling Publishers, New
Delhi.
15. J.C.Aggarwal (2001), Basic Ideas in Education, Shipra Publications, New-Delhi
16. Dash (2014): Foundations of Education, Neelkamal Publications, Hyderabad.
17. National Curriculum Framework, 2005
18. National Curriculum Framework for Teacher Education, 2009.
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Semester – I
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Unit 5: Data Analysis, Feedback and Reporting
1. Statistical tools, Percentage, graphical representation, frequency distribution, central
tendency, variation, normal distribution, percentile rank, correlation and their
interpretation
2. Graphical representation of results.
3. Feedback as an essential component of formative assessment
4. Use of assessment for feedback; For taking pedagogic decisions
5. Types of teacher feedback (written comments, oral); Peer feedback
6. Developing and maintaining a comprehensive learner profile
7. Purposes of reporting: To communicate
8. Progress and profile of learner
9. Basis for further pedagogic decisions
10. Reporting a consolidated learner profile.
Mode of transaction:
Discussion, lecture, field experience, debates, seminars, projects
Engagement:
1. Critical review of current evaluation practices and their assumptions about learning
and development;
2. Explore alternative modes of certification.
3. Explore the perceptions and your views on the prevailing examination system on
student learning and stakeholders
4. Entrance tests and their influence on students and school system.
5. De-linking school-based assessment from examinations: Some possibilities and
alternate practices.
6. Critically review the Examination reform efforts in India based on various
commissions and committees.
7. Critically read and reflect on the ‗National Focus Group Position Paper on
Examination Reform‘.
References:
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11. Gentile, J.R. & Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching
and assessment so all children can learn. Thousand Oaks, CA: Corwin.
12. Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for
student learning. Thousand Oaks, CA. Corwin.
13. Natrajan V.and Kulshreshta SP(1983). Assessing non-Scholastic Aspects-Learners
Behaviour, New Dlehi: Association of Indian Universities.
57
Semester - I
PAPER-III (EDN-03)
Psychology of Childhood and Adolescence
Theory Credits: 4 +1
Internal Assessment: 30 Marks
External Assessment: 70 Total marks: 100
Objectives;
The student teachers will be able to:
1. Understand about children of different age groups
2. Observe and interact with children from diverse socio-economic and cultural
backgrounds
3. Understand how social-political realities construct different childhoods
4. Explore children‘s lived contexts: family, schools, neighborhoods & community
Content:
Unit 1: Understand the Nature and Development of a learner: Child and Adolescent
1. Learner as a developing individual, Stages of development
2. Psycho-social entity of an individual
3. Developmental characteristics of a child and an adolescent: Physical, Cognitive,
Social, Emotional, Moral & Language
4. Understanding of how different socio-political realities construct different childhoods
5. Influence of child‘s lived contexts of family, schools, neighborhoods & community as
development of childhoods & adolescents
Unit 2: Understanding differences in Learners: Childhood & Adolescence
1. Influence of environment on childhood and adolescence in social development.
2. Exploring causes for individual differences in addressing children
3. Understanding differently abled learners in the classroom and adopting inclusive
practices
4. Representation of Gender, Class, poverty in Media and assumptions on childhood
and adolescents.
Unit 3: Understanding Childhoods
1. Children in difficult circumstances – Multiple childhoods
2. Self-concept, self-esteem, self-image, attitude, aptitude, skills and competencies
3. Learning styles in children
4. Understanding children from Multiple Intelligence Perspective – Howard Gardner
5. Emotional Intelligence – Daniel Goleman
Unit 4: Perspectives on learning
1. Learning as a process and an outcome
58
2. Types of learning: Factual, Associations, Conceptual, Procedural, Generalizations,
Principles, Rules, Attitudes, Values and Skills
3. Pedagogic principles for organizing learning – Behaviouristic (Skinner), Cognitive
(Piaget) and Humanistic (Maslow, Carl Rogers)
4. Constructivist approach in learning (Vygotsky)
5. Factors influencing learning – Hereditary, Environment and Pedagogic factors
Unit 5: Learning environment: Issues & Concerns
1. Individual vs. Group learning – study habits, self-learning, learning to learn skills
2. Teacher-centric and learner-centric environment and challenges
3. Collaborative learning and cooperative learning
4. Resources for learning – inquiry & problem-solving approaches in learning
5. Creativity on inclusive learning environment – individual autonomy, flexibility to
address diverse needs
Mode of transaction:
Discussions, Seminars, presentations, Projects, field experiences, Cases studies,
Explorations, Inquiry.
Engagement:
1. Students should visit children‘s places to understand the home, social, cultural
background and influence on the childhood and adolescence.
2. Study children in difficult circumstances identifying some cases & observing and
reporting (Child laborers, street children, orphan children, parent exploited children,
emotionally disturbed children, abused children, migrant children, poverty stricken
children, child trafficking, drug-abused, socially backward, economically backward,
malnourished children)
3. Observe child-rearing practices of children from diverse backgrounds
4. Observe parenting styles, learning styles and report.
5. Observe the dietary habits of children in different circumstances and Gender
disparities.
6. Observe children living of difficult circumstances and report any one case and
discuss and present in the classroom.
7. Interview Children & collect stories from them, their home/ family stories, parent‘s
stories, study habit related stories.
8. Observe various classrooms and the curriculum transaction and learning styles in
children.
9. Observe classroom practices: Teaching styles, disciplinary practices, Teacher
language and treatment of children in the classroom and report.
10. Collect the interests and likes of children of different age groups – 12 to 15 years.
11. Collect the daily routine of children and dietary habits in children.
59
12. Collect the views of children about television programmes, characters, stories – what
they like? Why they like? What are their suggestions? What are the popular TV
programmes?
13. What are the perception of children on Media, Cinemas, family, Parents, Teachers‘
characters.
References:
1. Sharma, N. (2003). Understanding adolescence. NBT India.
2. Saraswathi, T.S. (1999). Adult-child continuity in India: Is adolescence a myth or an
emerging reality? In T.S. Saraswathi (Ed.), Culture, socialization and human
development: Theory, research and applications in India. New Delhi: Sage.
3. Mishra, A. (2007). Everyday life in a slum in Delhi. In D. K. Behera (Ed.), Childhoods
in South Asia. New Delhi: Pearson Education India.
4. Nambissan, G.B. (2009). Exclusion and discrimination in schools: Experiences of
dalit children. Indian Institute of Dalit Studies and UNICEF.
5. Parry, J. (2005). Changing childhoods in Industrial Chattisgarh. In R. Chopra & P.
Jeffery (Eds.), Educational regimes in contemporary India. Sage.
6. Rampal, A., & Mander, H. (2013). Lessons on food and hunger. Economic & Political
Weekly, 48(28), 51.
7. Aggarwal, J.C. (1995). Essential Educational Psychology. New Delhi: Vikas
Publishing House Pvt, Ltd.
8. Anandan, K.N. (2006). Tuition to Intuition- A Constructive Perspective on Second
Language Pedagogy. Calicut: Mind - Voyalil Arcade, Mukkam.
9. Bhatia, H.R. (1977). Textbook of Educational Psychology. New Delhi: Macmillan
Company of India Pvt. Ltd.
10. Chauhan, S.S. (1988). Advanced Educational Psychology, Second Edition. New
Delhi: Anmol Publications Pvt. Ltd.
11. Dandapani (2002). Advanced Educational Psychology, Second Edition. New Delhi:
Anmol Publication Pvt. Ltd.
12. Dececco, J.P. (1979). The Psychology of Learning and Instruction. New Delhi:
Prentice-Hall of India Pvt. Ltd.
13. Hilgard, E.R. and Bower, G.H.(1990):Theories of Learning. Prentice Hall India, New
Delhi
14. Hurlock, E.B. (1999). Developmental Psychology. New Delhi: Tata McGraw-Hill
Publishing Company Ltd, New Delhi
15. Kakkar, S.B. (1989), Educational Psychology & Guidance. Ambala Cantt: Indian
Publication.
16. Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi: Prentice-Hall of
India Pvt. Ltd.
17. Mohan, Aruna (2011). Understanding the Learner & Classroom Management
Hyderabad: Neelkamal Publications Pvt. Ltd.
18. Narayan Rao, S. (1990). Educational Psychology. New Delhi: Wiley Easter Limited.
19. Parameshwaran, E.G. and Beena, C. (2002). An Invitation to Psychology.
Hyderabad: Neelkamal Publications Pvt. Ltd.
20. Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology. Agra:
HPB.
21. Sprinthall, Norman A. and Richard C. Sprinthall (1990). Educational Psychology - A
Developmental Approach, Fifth Edition. New York: McGraw-Hill International Edition,
Psychology Services.
60
Semester – I
PAPER-IV (EDN-04 a)
Method I / II - Pedagogy of Mathematics
Theory Credits: 4 +1
Internal Assessment: 30 Marks
External Assessment: 70 Total marks: 100
Objectives:
The student teachers will be able to:
1. Understand the nature of Mathematics
2. Appreciate the Mathematical concepts
3. Understand the values of teaching Mathematics
4. Understand the processes of learning Mathematics
5. Explore various perspectives in understanding objectives of teaching Mathematics
6. Develop logic behind pedagogical shift
7. Empower in content and pedagogy
Content:
1. Nature and Scope of Mathematics
1. Mathematics: Meaning and Definition
2. Nature of Mathematics: Utility, originality, abstractness, truthfulness, logical
conclusions, Nature of verification , aesthetics, co- existence of Provision,
Inclusive and Deductive reasoning , and correlation, Identifying Mathematical
patterns
3. Scope of Mathematics
i. Use of Mathematics in daily life
ii. Difficulties in using mathematics
iii. Unsolved problem in mathematics
61
2. Developing Learning Objectives, Features of well-developed learning objectives
3. Anderson and Krathwohl‘s Taxonomy
4. Writing Learning Objectives: Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating
5. Illustrations on Learning Objectives for Upper Primary, Secondary and Higher
Secondary Stages
6. Learning Objectives in the Constructivist Perspective
7. Academic Standards in Mathematics
5. Pedagogical Shift in Mathematics
1. Pedagogical Shift:
i. Mathematics as Fixed Body of Knowledge to the Process of Constructing
Knowledge
ii. Nature of Mathematics
iii. Knowledge
iv. Learners, learning and teachers
v. Assessment
vi. Mathematics curriculum and scientific inquiry
vii. Scientific method to Mathematics as inquiry
2. Democratizing Mathematics Learning: Critical pedagogy and role of teachers
3. Pedagogical Shift: Planning Teaching-Learning Experiences- Planning teaching-
learning: Before shift, Planning teaching-learning: After shift, Planning teaching-
learning: Examples
4. Pedagogical Shift: Inclusion- Mathematics curriculum, Diversity in class, Approaches,
Information and Communication Technology (ICT), Professional development
5. Content-cum-methodology: Meaning, Concept & Nature
6. Steps to Content-cum-methodology
7. Steps to Pedagogical Analysis
8. Content and Teaching Skills
Engagement:
1. Students should review the school textbooks from class VI to X and acquaint
with all the topics and activities covered under each topic. Plan for suitable
teaching learning material, working models and resources.
2. Seminar presentations on Life and contributions of Mathematicians.
3. Collecting stories and sociopolitical context of discovering Math concepts.
4. Collecting pictures and resources related to different concepts in
Mathematics, Mathematicians & creating Collage & Albums
5. Visiting children involved in helping parents during Marketing – understanding
Mathematics, Calculations in done by children.
6. Observe & inquire the process of learning by children from different
backgrounds & record your observations.
62
References:
1. Benjamin, S. Bloom, Ed. (1958). Taxonomy of Educational Objectives -
Handbook I - Cognitive Domain. New York: Harcourt Brace & World Inc.
2. Mallikarjuna Reddy, M. (2013). Ganitasastra Bodhana Padhatulu (Methods
Teaching of Mathematics). Guntur: master minds, Sri Nagarjuna Publishers.
3. Mangal, S.K. (1993). Teaching of Mathematics. New Delhi: Arya Book Depot.
4. NCERT (2000). National Curriculum Framework for Teacher Education. New
Delhi: NCERT.
5. NCERT (2005). National Curriculum Framework. New Delhi: NCERT.
6. NCERT (2012). Pedagogy of Mathematics, New Delhi: NCERT.
7. NCTM (1970). The Teaching of Secondary School Mathematics, XXXIII
Yearbook. Washington: NCTM.
8 . SCERT (2011). AP State Curriculum Framework. Hyderabad: SCERT,
9. SCERT (2011). Position Papers for Mathematics. Hyderabad: SCERT,
10. Siddu, K.S. (1990). Teaching of Mathematics. New Delhi: Sterling Publishers.
63
Semester – I
PAPER-IV (EDN-04 a)
Method I / II - Pedagogy of Biological Sciences
Theory
Credits: 4 +1
Internal Assessment: 30 Marks
External Assessment: 70 Total marks: 100
Objectives:
The student teachers will be able to:
1. Understand the nature of Biological science
2. Appreciate the Biological science concepts
3. Understand the values of teaching Biological science
4. Understand the processes of learning Biological science
5. Explore various perspectives in understanding objectives of teaching Biological
science
6. Develop logic behind pedagogical shift
7. Empower in content and pedagogy
Content:
Unit 1: Nature of science
1. What is Science?
2. Nature of Science- Science as a particular way of looking at nature, Science as a
rapidly expanding body of knowledge, Science as an interdisciplinary area of
learning, Science as a truly international enterprise, Science as always tentative;
Tentative nature of scientific theories, Science promotes skepticism; scientists are
highly skeptic people, Science demands perseverance from its practitioners, Science
as an approach to investigation and Science as a Process of constructing knowledge
3. Scientific Method: Observation, inquiry, hypothesis, experimentation, data collection,
generalization (Teacher educator will illustrate each taking examples from specific
contents of Biological science, such as Structure and Function, Molecular aspects,
interaction between living and non-living, Biodiversity, etc)
4. An Illustration of How Science Works, How children learn Science?
Unit 2: Science and Society
1. Biological science and society
2. Biological science for environment, Biological science for health, Biological science for peace,
Biological science for equity – Gender and Science, Science for Inclusion
3. Need and Significance of History of Science in teaching Science – Historical development
perspective of science
4. Some Eminent Biologist‘s contributions & reflection on society – William Harvey, Lamarck,
Charles Darwin, S.N. Bose, M.S. Swaminathan, Birbal Sahni, Rosalind Franklin, Elizabeth
Blackburn, Gertrude B. Elion
5. Recent Advancement and Research in Biological Science
64
Unit 3. Aims of Learning Biological Science
1. Aims of Learning Science
2. Knowledge and Understanding through Science
3. Nurturing Process Skills of Science
4. Development of Scientific Attitude and Scientific Temper- Respect for evidence,
Open-mindedness, Truthfulness in reporting observations, Critical thinking, Logical
thinking, Skepticism, Objectivity, Perseverance – Notion of Popular science, its
importance and involvement of science teacher.
5. Nurturing the Natural Curiosity, Creativity and Aesthetic Sense
6. Relating Biological Science Education to Physical Science and Social Environment,
Technology and Society and Environment.
7. Imbibing the Values through Science Teaching, Feyman‘s Perspective of Science
values.
8. Development of Problem Solving Skills
Unit 4. Learning objectives of Biological science
1. Meaning of Learning Objectives, Is learning objectives external?
2. Developing Learning Objectives, Features of well-developed learning objectives
3. Anderson and Krathwohl‘s Taxonomy
4. Writing Learning Objectives, Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating
5. Illustrations on Learning Objectives for Upper Primary, Secondary and Higher
Secondary Stages
6. Learning Objectives in the Constructivist Perspective
7. Academic Standards in Biological Science
Unit 5. Pedagogical Shift in Biological Science
1. Pedagogical Shift:
a. Mathematics as Fixed Body of Knowledge to the Process of Constructing
Knowledge
b. Nature of Biological Science
c. Knowledge
d. Learners, learning and teachers,
e. Assessment
f. Science curriculum and scientific inquiry
g. Scientific method to Science as inquiry
2. Democratizing Science Learning: Critical Pedagogy- Critical pedagogy and role of
teachers
65
3. Pedagogical Shift: Planning Teaching-Learning Experiences- Planning teaching-
learning: Before shift, Planning teaching-learning: After shift, Planning teaching-
learning: Examples
4. Pedagogical Shift: Inclusion- Science curriculum, Diversity in class, Approaches,
Information and Communication Technology (ICT), Professional development
5. Content-cum-methodology: Meaning, Concept & Nature
6. Steps to Content-cum-methodology
7. Steps to Pedagogical Analysis
8. Content and Teaching Skills
Engagement:
1. Students should review the school textbooks from class VI to X and acquaint with all
the topics and activities covered under each topic. Plan for suitable teaching learning
material, working models and resources.
2. New Discoveries & findings (Nobel Laureates, Stem Cells, Cancder cloning, HIV
AIDS, Epidemics, Chicken Guinea, Dengue, Swine Flu, Ebola, Anthrax
3. Diagnosis & Preventive Measures of Epidemics
4. Medical Service, Government & NGO role
5. Planning and conducting awareness programmes/ Camps / Rallies.
6. Application of New technologies in the field of Biological Sciences – Collecting such
examples & sharing.
7. List out the names of medicinal plants and their medicinal value
8. Participating in Eco-clubs in the practicing schools.
9. Hands-on-experience through Visits to botanical gardens and fields
10. Visits to scientific & research institutions – IICT, CCMB, NIN, ICRISAT, NACO AIDS
– Write a report. Share with a peer group.
11. Plan for a biodiversity project in practicing school.
References
1. Agarwal, D.D. (2001). Modern Methods of Teaching Biology. New Delhi: Sarup &
Sons.
2. Ahmad, J. (2011). Teaching of Biological Sciences. New Delhi: PHI Learning Pvt.
Ltd.
3. Benjamin, S. Bloom, Ed. (1958). Taxonomy of Educational Objectives - Handbook I
- Cognitive Domain. New York: Harcourt Brace & World Inc.
4. Chikara, M.S. and S. Sarma (1985). Teaching of Biology. Ludhiana: Prakash
Brothers.
5. Clark, Julia V. (1996). Redirecting Science Education. California: Corwin Press Inc.
6. Gupta, S.K. (1983). Technology of Science Education. New Delhi: Vikas Publishing
House Pvt. Ltd.
7. Hassard, J. (2000). Science as Inquiry. New Jersey: Good Year Books.
8. Krathwohl, David R., Ed. (1964). Taxonomy of Educational Objectives, Handbook II
- Affective Domain. New York: David Mckay.
9. Mohan, R. (2004). Innovative Science Teaching for Physical Science Teachers. New
Delhi: Prentice-Hall India Ltd.
10. New UNESCO Source Book for Science Teaching (1978). New Delhi: Oxford & IBH
Publishing House.
11. Ramakrishna, A. (2012). Methodology of Teaching Life Sciences. New Delhi:
Pearson.
14. Sharma, R.C. (2010). Modern Science Teaching. New Delhi: Dhanpat Rai Publishing
Company.
66
15. Sood, J.K. 1989). New Directions in Science Teaching. Chandigarh: Kohli
Publishers.
16. Vaidya, N. (1989). The Impact Science Teaching. New Delhi: Oxford & IBH
Publishing Co. Pvt. Ltd.
17. Vaidya, N. (1996). Science Teaching for the 21st Century. New Delhi: Deep & Deep
Publications.
18. Teaching of Biological science, 2014, Telugu Academy, Hyderabad.
67
Semester – I
PAPER-IV (EDN-04 a)
Method I / II - Pedagogy of Social Sciences
Theory Credits: 4 +1
68
Unit 3. School Curriculum and Resources in Social Sciences
1. Curriculum development Process
2. National Curriculum Framework 2005.
3. National Curriculum Framework 2009.
4. From Subject-centred to Behaviourist to Constructivist Approach, to Curriculum
Development.
5. Recommendations of NCF-2005 and APSCF-2011 on Social Sciences Curriculum-
National focus Group position paper on Social Sciences and State position paper
(2011) on Social Sciences
6. Syllabus – Selection and Organization of Content in School Subject
7. Teacher as Curriculum Developer – Localized curriculum, Place for local knowledge
resources for the curriculum.
8. Moving from Textbook to Teaching-learning Materials, Going beyond Textbook.
9. People as Resource: Significance of Oral Data, Types of Primary and Secondary
Sources; Data from field, Textual materials, Journals, magazines, Newspapers,
Encyclopedia And Dictionaries
10. Dale‘s Cone of Experience- Using the Cone of Experience – Teaching aids & Digital
Resources
Unit 4. Teaching-Learning of Geography - Space, Resources and Development
1. Meaning, Nature and Scope of Geography: Current Trends
2. Teaching and Learning Major Themes and Key Concepts in Geography
3. Developing Skills in Geography
4. Teaching Strategies in Geography
Unit 5. Teaching-Learning of Economics – State, Market, and Development
1. Meaning, Nature and Scope of Economics: Current Trends
2. Key Concepts in Economics
3. Classification of Economic system
4. Developmental Issues in Economics
5. Teaching- Learning Methods in Economics
6. Teaching-Learning Materials
Engagement:
1. Students should review the school textbooks from class VI to X and acquaint with all
the topics and activities covered under each topic. Plan for suitable teaching learning
material, working models and resources.
2. Reading the contributions of Social scientists and presenting seminars.
3. How the revised Bloom‘s Taxonomy different from earlier Taxonomy? Discuss.
4. Visiting Social sciences related Research Institutes & Organizations.
5. Students should prepare Maps related to different concepts in Geography, History &
Political Science.
69
References
1. Agarwal, J.C. (1993). Teaching of Social Studies – A Practical Approach, Second
Revised Edition. New Delhi: Vikas Publishing House.
2. Aggarwal, J.C. (1983). Teaching of History. New Delhi: Vikas Publishing House.
3. Aggarwal, D.D. (2008). Modern Methods of Teaching Geography. New Delhi: Karan
Paper Books.
4. Benjamin, S.B., Thomas, H.J. & George, F.M. (1971). Handbook on Formative and
Summative Evaluation of Student Learning. New York: McGraw-Hill Book Company.
5. Bhattacharya, S, and Darji, D.R. (1966). Teaching of Social Studies in Indian School.
Baroda: Acharya Book Depot.
6. Bining, A.C. & Bining, D.H. (1952). Teaching Social Studies in Secondary Schools,
Third Edition. Bombay: Tata McGraw-Hill Publishing Co. Ltd.
7. Biranchi, Narayan Dash (2006). Teaching of History. Hyderabad: Neelkamal
Publications Pvt. Ltd.
8. Edgar, B.W & Stanely, P.W (1958). Teaching Social Studies in High Schools, Fourth
Edition. Boston: Health and Company.
9. Edwin, Fenton (1967). The New Social Studies in Secondary Schools - An Inductive
Approach. New York: Holt Binchart and Winston, Inc.
10. Government of India (2012). INDIA-2012. New Delhi: Annual Reference, Publication
and Research Division, Ministry of Information and Broadcasting, Government of
India.
11. Kochhar, S.K. (1998). Teaching of Social Studies. New Delhi: Sterling Publishers Pvt.
Ltd.
12. Martorella, Peter M. (1976). Social Studies Strategies – Theory into Practice. New
York: Harper and Row Publishers Inc.
13. Mechlinger, M.D. (1981). UNESCO Handbook for Teaching of Social Studies.
London: Croom Helm.
14. Moffatt, M.P. (1955). Social Studies Instruction, 2nd edition. New York: Prentice-Hall.
15. NCERT (2005). National Curriculum Framework 2005. New Delhi: NCERT.
16. NCERT (1990). Teaching History in Secondary Schools. New Delhi: NCERT.
17. Ruhela, S.P. (2009). Techniques of Teaching Social Science. Hyderabad: Neelkamal
Publications Pvt. Ltd.
18. Rao, M.S. (1993). Teaching of Geography. New Delhi: Anmol Publications.
19. Shiplay, Mortan C. (1964). A Synthesis of Teaching Method. Toronto: McGraw-Hill
Company of Canada Ltd.
20. Telugu Akademy,2014, B.Ed. Social Studies - Teaching Methods. Hyderabad:
Telugu Akademy.
21. Verma O.P. & Vedanayagam (1988). Geography Teaching. New Delhi: Sterling
Publishers.
70
Semester – I
PAPER-V (EDN-05 a)
Method I / II - Pedagogy of Physical Sciences
Theory Credits: 4 +1
Content:
Unit 1. Nature of science
1. What is Science?
2. Nature of Science- Science as a particular way of looking at nature, Science as a
rapidly expanding body of knowledge Science as an interdisciplinary area of learning,
Science as a truly international enterprise, Science as always tentative, Tentative
nature of scientific theories, Science promotes skepticism; Scientists are highly
skeptic people, Science demands perseverance from its practitioners, Science as an
approach to investigation and as a Process of constructing knowledge
3. Scientific Method: Observation, inquiry, hypothesis, experimentation, data collection,
generalization (Teacher educator will illustrate each taking examples from specific
contents of science / physics and chemistry, such as Solutions, Colloids, Chemical
Equilibrium, Electrochemistry, Mechanical and Thermal Properties of Matter,
Reflection, Refraction, Wave Optics, etc)
4. An Illustration of How Science Works, How children learn science?
Unit 2. Science and Society
1. Physical science and society-
2. Physical science for environment, Physical science for health, Physical science for
peace, Physical science for equity – Gender and Science, Science for Inclusion.
3. Need and Significance of History of science in teaching science – Historical
development perspective of Science.
71
4. Contributions of Some Eminent Scientists– Isaac Newton, John Dalton, J.C. Bose,
Albert Einstein, Niels Bohr, C.V. Raman, Louis Victor de Broglie, Bimla Buti,
Venkataraman Ramakrishnan, APJ Abdul Kalam, Marie Curie.
Unit 3. Aims of Learning Physical Science
1. Aims of Learning Science
2. Knowledge and Understanding through Science
3. Nurturing Process Skills of Science
4. Development of Scientific Attitude and Scientific Temper- Respect for evidence,
Open-mindedness, Truthfulness in reporting observations, Critical thinking, Logical
thinking, Skepticism, Objectivity, Perseverance – Notion of Popular Science – Its
importance and involvement of science teacher.
5. Nurturing the Natural Curiosity, Creativity and Aesthetic Sense
6. Relating Physical Science Education to Natural and Social Environment, Technology,
Society and Environment.
7. Imbibing the Values Through Science Teaching – Feyman‘s Perspective of Science
values
8. Development of Problem Solving Skills
Unit 4. Learning objectives of physical science
1. Meaning of Learning Objectives, Is learning objectives external?
2. Developing Learning Objectives, Features of well-developed learning objectives
3. Anderson and Krathwohl‘s Taxonomy
4. Writing Learning Objectives, Remembering, Understanding, Applying, Analysing,
Evaluating, Creating
5. Illustrations on Learning Objectives for Upper Primary, Secondary and Higher
Secondary Stages
6. Learning Objectives in the Constructivist Perspective
7. Academic Standards in Physical Science
Unit 5. Pedagogical Shift in Physical Science
1. Pedagogical Shift:
a. Science as Fixed Body of Knowledge to the Process of Constructing
Knowledge
b. Nature of Science
c. Knowledge
d. Learners, learning and teachers,
e. Assessment
f. Mathematics curriculum and scientific inquiry
g. Scientific method to Mathematics as inquiry
72
2. Democratizing Science Learning: Critical Pedagogy- Critical pedagogy and role of
teachers
3. Pedagogical Shift: Planning Teaching-Learning Experiences- Planning teaching-
learning: Before shift, Planning teaching-learning: After shift, Planning teaching-
learning: Examples
4. Pedagogical Shift: Inclusion- Science curriculum, Diversity in class, Approaches,
Information and Communication Technology (ICT), Professional development
5. Content-cum-methodology: Meaning, Concept & Nature
6. Steps to Content-cum-methodology
7. Steps to Pedagogical Analysis
8. Content and Teaching Skills
Engagement:
1. Students should review the school textbooks from class VI to X and acquaint with all
the topics and activities covered under each topic.
2. Plan for suitable teaching learning material, working models and resources.
3. Reading the contributions of Physicists and presenting seminars.
4. How the revised Bloom‘s Taxonomy different from earlier Taxonomy? Discuss.
5. Visiting science related Research Institutes & Organizations.
References
73
Semester – I
PAPER-V (EDN-05 a)
Method I / II - Pedagogy of English
Theory Credit:4 +1
1. To enable teacher trainees with the various aspects of the B. Ed Programme with
special reference to the nature of the language skills& language items to be
developed, practiced, and evaluated.
2. To acquire information on current directions in English language teaching.
3. To identify and be sensitive to the proficiency, interests and needs of learners.
4. To develop an appreciation of the role of English in both academics and life.
5. To develop creativity among learners
Content:
74
7. Syntactic devices (coordination, subordination, complementation, relativisation,
passivisation, agreement)
8. Reported Speech
9. Degrees of Comparison
10. Figures of Speech
75
16. Morgan & Rinvoluri (1991): New Ways of Dictation, London, Longman.
17. Mukalel , J C. (1998): Approaches to English Language Teaching, Sterling Publishing
House, New Delhi.
18. Pal, H.R and Pal, R (2006): Curriculum – Yesterday, Today and Tomorrow. Kshipra,
New Delhi.
19. Palmer, H E: The Principles of Language Study.
20. Parrot, M (1993): Tasks for the Classroom Teacher, London, Pergamon.
21. Paul Verghese – Teaching English as a second Language
22. Prabhu, N.S. (1987): Second Language Pedagogy. Oxford University Press, NY.
23. Rebecca L. Oxford (1995): Language Learning Strategies: What Every Teacher
Should Know.
24. Sunwani, V.K, (2005): The English Language and Indian Culture
25. Valdmen., (1987) Trends in Language Teaching, New York, London Mac Graw Hill.
26. Widdowson, HG (1979): Teaching language as Communication, London, OUP.
76
Semester – I
PAPER-V (EDN-05 a)
Method I / II - Pedagogy of Telugu
Theory Credit:4 +1
Internal Assessment: 30 Marks
External Assessment: 70 Total marks: 100
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
Semester-I &II
MARATHI
PAPER-V(a & b)
102
103
104
105
106
Semester - I
Content
1. Conversation Skills:
Listening :to practice listening; Listening to Radio; audio lectures; News,
Exercises: discussions, Radio interviews and so on.
107
4. Writing: Sending e-mails; posting on face book & whatsapp; writing resume online &
offline to schools, colleges & other organizations.
Writing about family; selected small themes.
Note: All these activities can be planned by integrating them with life skill activities.
Mode of transaction:
Lecture cum demonstration, seminar presentations, self practicing and sharing the
benefits with the group. Displaying the pictures, viewing videos, practicing and participation
in the individual and group activities
Engagement:
1. Each student has to participate actively and conduct activities related all the language
skills. It should become their regular practice not only in the allotted slot but also during
their routine schedule.
2. They should listen carefully and try to understand and imitate and use all the vocabulary
and converse with everybody .likewise speaking reading and writing a regular concerted
effort should be made by each and every student to acquire the skills with adequate
practice.
3. Each student has to learn yoga asana, pranayama, meditation through practice after
experts demonstration and training in a one week workshop. All the students should
practice everyday & share their experiences & benefits / insights.
4. Each student has to participate and conduct activities in group covering all the life skills
and understand the importance life skill in creating a happy and peaceful life without any
conflicts. After each activity, they should reflect on their experiences.
5. Various incidences, classroom, hostel, library, play field, laboratory, etc. should be
created & a conversation on the theme should be conducted.
6. Students should speak about their family, friends, hobbies, interests, books they read &
stories & life stories, oral histories related to their village / district.
108
Format for Reporting the Life Skills activities
S.No. Activity Individual/Group Skills Your role in Learning
undertaken identified it outcomes
1.
2.
3.
4.
5.
Note: Mentors should integrate life skills with communicative skills to enable the
student to learn together.
References:
1. http://www.who.int/mental_health/media/en/30.pdf
2. http://www.joe.org/joe/2004june/rb6.php
3. www.lifeskillsed.com/
4. Coveys – 7 habits of most successful people
5. Coveys – 8th habit of most successful people
6. UNESCO – Module on life skills
7. WHO – Module on life skills
8. CBSE – Module on life skills
9. Bharathiya Yog Sansthan (Regd) (1968) Asan & Yog Vigyan, Bharathiya Yog
Sansthan, Delhi.
10. Chatterjee Tulsidas (1970), Sri Aurobindo‘s Integral Yoga, Sri Aurobindo Ashram,
Author from 22, Bajuhibpur Road, W.Bangal.
11. Haridas Chaudhri (1965), Integral Yoga, the concept of Harmonious & Creative living,
George Allen & Onwin Ltd. London.
12. I.K.Taimini (1973), Glimpses into Psychology of Yoga, Theosophical publishing
house, Adyar, Madras, India.
13. Satishchandra Chatterjee, Dhirendra Mohan Datta (1984) An introduction to Indian
Philosophy, University of Calcutta, Calcutta.
14. Sivananda Swami (1984) Yoga Samhitha, the Divine Life society, U.P. Himalayas,
India.
15. Sri Ananda (2001) the complete Book of Yoga – Harmony of Body, Yog Vigyan,
Bharathiya Yog Sansthan, Delhi.
16. Yardi M.R. (1979) The Yoga of Patanjali, Bhandarkar, Oriental Research Institute
Poona, India.
17. Sunanda Rao, et. al. (2008): Communicative English and Personality Development,
Telugu Academy Publications, Hyderabad.
109
EDN 06 – Self Development
Time: 1 ½ hours Practical Examination Max. Marks: 35
I. Each student teacher has to record the activities conducted in yoga.
Communicative English and life skills and should record the reflection of their
learning outcomes and other aspects. They should be in the form of e-portfolio. It
will be evaluated by internal and external examiners for 15 marks.
II. a. The recorded e-Portfolio should be reviewed by the external examiner and 5
marks are awarded.
b. Student teachers have to demonstrate the asanas; pranayamas & meditation
and other related activities and write the therapeutic value of each one of them
and their self-reflections. 10 marks
a. Examiner will give any two activities related to communication (Listening,
speaking, reading and writing skill. 10 marks.
b. Examiner will give Two activities related to Life skills and the same may be
demonstrated & should record reflections in a written form. 10 marks.
110
Semester I, II, III & IV
111
Acquainting with school and making school map -resources mapping and
making a map and displaying conspicuously till the end of internship. land,
water, energy, , greenery, building, material, waste bins etc.
Preparing a data base of school children with basic details and preparing
analytical report, To know the children‘s family background to facilitate
teaching effectively and conduct other activities.
Visiting children‘s homes-motivating parents
Planning community surveys, concerts, exhibitions, yoga, English language
enrichment programs
Rallies, camps, clubs activities
Recording all activities with reflection-recording in reflective journal
Organizing teaching aids ,science, social science ,language exhibitions,
conducting games, sports, various clubs activities, conducting competitions
A wall may be reserved for each club and display activities regularly in the
School. Students may video graph and store the images and works to
display all the events at school.
Student teachers are not a burden, they are resource to a school-
student teachers will assist a regular teacher in correcting children‘s work,
guiding and conducting activities for children, taking up remedial classes for
children who lag behind the schedule for any reason, pooling resources for
teaching and learning ,preparing teaching aids, recording innovative
practices of school and popularizing. Conducting mock sessions-parliament,
assembly, celebrating important days –environment, science, health,
national, historic, etc. Preparing a list of important day‘s list and painting on
a wall to get noticed. Maintaining and updating school records. Planning
budget. Popularizing children enrolment and retention and helping teachers
from facing absenteeism.
By the end of internship student teachers will be able to acquaint with all the
duties and functions of a regular teacher develop passion for teaching and
love for children and a positive attitude to help children to learn and
commitment to teaching.
Semester- IV- Internship Phase - IV Four weeks (4)
Research based reporting-full time participation in school activities
associated with school from morning to evening
Conducting PTAs, SMCs, Stories, local area surveys, PTA meetings, SMC
meetings Reports, planning school activities along with the regular teachers,
Eighteen days school budget, participating in all school activities along with the regular
teachers. preparing timetables ,planning scholastic and non-scholastic
activities and conducting as per schedules, academic auditing procedures.
Planning all types of surveys, clubs and forums, rallies, campaigns -
science clubs, forums, eco-clubs, literary clubs, study clubs, language clubs,
sports clubs, PTA associations, SMC meetings, forums, rallies, campaigns,
awareness programs, and field based stories and identifying cases,
problems for action research. etc. planning remedial programs
Finalization of SMCs & PTAs document
Finalization of community experience-based Report
19th to 23rd Finalization of Action research based report
day Finalization of reflective journal and e-portfolio-assessment, CCE
Oral stories, stories related to the place, and so on.
24th Day Thanks giving program –acknowledging Principal/HM, Teachers, students in
the assembly and followed by Thanks giving letters, Acknowledging
supervisors and principals for their cooperation and guidance. Leave the
school with a feeling of accomplishment & spiritual feeling of self –
contentment. Keeping a record in the school with student teacher‘s details
which will be continued in school from year to year.
112
113
Semester – I
PAPER-VII (EDN-07 a)
Observation Record
Practicum Credits: 1
Proforma of Evaluation
114
Audibility) 15
Questions & Answers Simple 1 2 3 4 5 6 7 8 9
Precise
Questions ( Teacher Relevant Marks awarded out of
behavior) Thought provoking
Distribution 10
5
Teacher Appearance 1 2 3 4 5 6 7 8 9
Movements Marks awarded out of
Manners
10
Note: Example for figural conversion of rating: Aspect – Communication , Rating = 4,
Maximum marks for the aspect is 15; Marks awarded 4 / 9 x 15 = 6.6 If there is no scope
for the use of teaching aids in lesson, the marks may be added to methods of teaching i.e.,
10 + 5 = 15.
115
Semester - II
PAPER – IV (EDN-04 b)
Method I / II - Pedagogy of Mathematics
Theory Credits: 4 + 1
Content:
Unit 6. School Curriculum in Mathematics
1. History of Development of Curriculum Framework
2. Curriculum Framework, Curriculum and Syllabus
3. From Subject-centred to Behaviourist to Constructivist Approach, to Curriculum
Development.
4. Recommendations of NCF-2005 and APSCF-2011 on Mathematics Curriculum-
National focus Group position paper on Mathematics and State position paper (2011)
on Mathematics
5. Trends of Mathematics Curriculum / Syllabus
6. Moving from Textbook to Teaching-learning Materials, Going beyond the Textbook
7. Print Resources- Textbooks, Popular Mathematics book, Journals and magazines
8. Dale‘s Cone of Experience- Using the Cone of Experience
9. Teacher as Curriculum Developer- Localized curriculum, Place for Artisans,
Knowledge Systems in Curriculum, Local Innovators and Innovative practices in
Mathematics.
Unit 7. Approaches and Strategies for Learning Mathematics
1. Scenario from 1950–1980
2. Post 1980 Scenario
116
3. Approaches and Strategies for Learning Mathematics-,Difference between approach
and strategy, Different approaches and strategies of learning, Selecting appropriate
approach and strategy, Essential components of all approaches and strategies
4. Constructivist Approach – State developed Model of Teaching Mathematics
Strategies
5. 5 E Learning Model
6. Collaborative Learning Approach (CLA)-, Steps of collaborative approach, Ensuring
meaningful learning through CLA, Ways of applying collaborative learning approach,
Limitations of collaborative learning approach
7. Problem Solving Approach (PSA)- Steps in problem solving approach, Teacher‘s role
in problem solving approach, Problem solving approach: an example
8. Concept Mapping- Phases of the concept mapping, Uses of concept maps
9. Experiential Learning- Abilities of an experiential learner
Unit 8. Community Resources and Laboratory
1. Learning Resources from Immediate Environment
2. Using Community Resources- Bringing community to the class, Taking class to the
community: Field visit
3. Pooling of Learning Resources
4. Improvisation of Apparatus
5. Mathematics Kits
6. Laboratory as a Learning Resource- Approaches to laboratory work, Planning and
organising laboratory work, Working in group in the laboratory, Motivating students to
maintain the regular record of laboratory work
7. Handling Hurdles in Utilization of Resources – Addressing under utilization of
resources.
Unit 9. Planning for Teaching-learning of Mathematics
1. Why Planning Teaching-Learning?
2. Planning - An Example: Annual Plan, Unit Plan, Lesson Plan, Period plan
3. Inquiring for Planning Lesson Design (Transaction of Lesson SCERT model)
4. Identification and Organisation of Concepts for teaching -learning of Mathematics
(Algebra, Geometry, Trigonometry, Coordinate Geometry, Statistics and Probability)
5. Elements of a Mathematics Lesson- Learning objectives and key concepts, Pre-
existing knowledge, Teaching-learning materials and involving learners in arranging
them; Introduction, Presentation/Development, Assessment : Acceptable evidences
that show learners understand (i) Determining learning evidences (ii) Planning of the
acceptable evidences of learning for assessment; Extended learning/assignment
6. Making Groups-Why group learning? Facilitating formation of groups
7. Planning and Organizing Activities in Mathematics
117
8. Planning Laboratory Work – State commitments in Organizing Laboratory work –
Textbook orientation
9. Planning ICT Applications in teaching learning of Mathematics
Unit 10. Tools and Techniques of Assessment for Learning: Mathematics
1. Test, Examination, Measurement, Assessment and Evaluation
2. Continuous and Comprehensive Evaluation (CCE)- Educational assessment and
educational evaluation, Performance-based assessment: A flexible way of school
based assessment
3. Assessment Framework, (A) Purpose of assessment
(B) Learning Indicators (LI) ,(B).(1) Types of indicators,(B).(2) Illustrations : Learning
Indicators (LI), (i) Assessment of activity,(ii) Assessment of presentation, (iii)
Assessment of group work, (iv) Assessment of collaborative learning
(C) Tools and Techniques of Assessment, (C).(1) Written test,(C).(2) Project
work,(C).(3) Field trips and field diary,(C).(4) Laboratory work, (C).(5) Interview/Oral
test(C).(6) Journal writing,(C).(7) Concept mapping,
(D) Recording and Reporting,(D).(1) Measurement of students‘ achievements,(D).(2)
What is grading system?(D).(3) Measurement of process skills,(D).(4) Measurement
of attitudes,(D).(5) Portfolio: Its role in evaluating students‘ performance,
(E) Reflecting Process,(E).(1) Assessment as a reflected process, (E).(2)
Assessment as a reflecting process
4. Assessment of Learning of Students With Special Needs
Engagement:
1. Students should be guided to fill in all the formats related to Internship (Observation,
e-Portfolio, Microteaching, Reflective teaching, CCE, Reflective journal).
2. Seminar presentations on Position Papers NCF, 2005 & SCF, 2011.
3. Prepare rubrics for various aspects of assessment.
4. Visit your college mathematics laboratory & set up the laboratory with resources as
per the new curriculum
5. Prepare a Mathematics Kit to enable the teacher to use in the classroom teaching
covering different concepts with local material.
6. Identify lessons suitable for digital lessons & innovative lessons.
7. Prepare different period plans.
8. How do you plan CCE?
9. Take a marks list & convert them into grades.
References:
1. Benjamin, S. Bloom, Ed. (1958). Taxonomy of Educational Objectives -
Handbook I - Cognitive Domain. New York: Harcourt Brace & World Inc.
2. Mallikarjuna Reddy, M. (2013). Ganitasastra Bodhana Padhatulu (Methods
Teaching of Mathematics). Guntur: master minds, Sri Nagarjuna Publishers.
3. Mangal, S.K. (1993). Teaching of Mathematics. New Delhi: Arya Book Depot.
4. NCERT (2000). National Curriculum Framework for Teacher Education. New
Delhi: NCERT.
5. NCERT (2005). National Curriculum Framework. New Delhi: NCERT.
118
6. NCERT (2012). Pedagogy of Mathematics, New Delhi: NCERT.
7. NCTM (1970). The Teaching of Secondary School Mathematics, XXXIII
Yearbook. Washington: NCTM.
8 . SCERT (2011). AP State Curriculum Framework. Hyderabad: SCERT,
9. SCERT (2011). Position Papers for Mathematics. Hyderabad: SCERT,
10. Siddu, K.S. (1990). Teaching of Mathematics. New Delhi: Sterling Publishers.
119
Semester – II
PAPER – IV (EDN – 04 b)
Method I / II - Pedagogy of Social Sciences
Theory Credit:4 + 1
120
Unit 9. Community Resources and Social Sciences Laboratory
1. Learning Resources from Immediate Environment; Pooling of Resources
2. Using Community Resources- Bringing community to the class, Taking class to the
community: Field visit – Tourism as Pedagogic Experience
3. Social Sciences Kits
4. Laboratory as a Learning Resource- Approaches to laboratory work, Planning and
organizing laboratory work, Working in group in the laboratory, Motivating students to
maintain the regular record of laboratory work, Cartography
5. Handling Hurdles in Utilization of Resources – Overcoming Underutilization of
Resources
Unit 10. Tools and Techniques of Assessment for Learning: Social Sciences
1. Test, Examination, Measurement, Assessment and Evaluation
2. Continuous and Comprehensive Evaluation (CCE)- Educational assessment and
educational evaluation, Performance-based assessment: A flexible way of school
based assessment
3. Assessment Framework, (A) Purpose of assessment
(B) Learning Indicators (LI) ,(B).(1) Types of indicators,(B).(2) Illustrations : Learning
Indicators (LI), (i) Assessment of activity,(ii) Assessment of presentation, (iii)
Assessment of group work, (iv) Assessment of collaborative learning
(C) Tools and Techniques of Assessment, (C).(1) Written test,(C).(2) Project
work,(C).(3) Field trips and field diary,(C).(4) Laboratory work, (C).(5) Interview/Oral
test(C).(6) Journal writing,(C).(7) Concept mapping,
(D) Recording and Reporting,(D).(1) Measurement of students‘ achievements,(D).(2)
What is grading system?(D).(3) Measurement of process skills,(D).(4) Measurement
of attitudes,(D).(5) Portfolio: Its role in evaluating students‘ performance,
(E) Reflecting Process,(E).(1) Assessment as a reflected process, (E).(2)
Assessment as a reflecting process
4. Assessment of Learning of Students With Special Needs
Engagement:
1. Students should be guided to fill in all the formats related to Internship (Observation,
e-Portfolio, Microteaching, Reflective teaching, CCE, Reflective journal).
2. Subject specific group discussions, Mock parliament
3. Visit to Telangana State assembly; Zill Parishad and Gram Panchayat.
4. Visit to Historical places; Museums.
5. Prepare a Kit to teach various concepts of Social Sciences with locally available
materials.
6. Arrange college laboratory with the material suitable to the new curriculum.
7. Collect Youtube lectures for any five topics of your choice.
8. Collect resources from internet to teach any five lessons
9. Prepare any five working models.
10. Visit any two places of Tourist Importance and write your reflections.
121
11. Prepare any five improvised teaching aids.
References
1. Agarwal, J.C. (1993). Teaching of Social Studies – A Practical Approach, Second
Revised Edition. New Delhi: Vikas Publishing House.
2. Aggarwal, J.C. (1983). Teaching of History. New Delhi: Vikas Publishing House.
3. Aggarwal, D.D. (2008). Modern Methods of Teaching Geography. New Delhi: Karan
Paper Books.
4. Benjamin, S.B., Thomas, H.J. & George, F.M. (1971). Handbook on Formative and
Summative Evaluation of Student Learning. New York: McGraw-Hill Book Company.
5. Bhattacharya, S, and Darji, D.R. (1966). Teaching of Social Studies in Indian School.
Baroda: Acharya Book Depot.
6. Bining, A.C. & Bining, D.H. (1952). Teaching Social Studies in Secondary Schools,
Third Edition. Bombay: Tata McGraw-Hill Publishing Co. Ltd.
7. Biranchi, Narayan Dash (2006). Teaching of History. Hyderabad: Neelkamal
Publications Pvt. Ltd.
8. Dayakara Reddy, V. & Digumarti Bhaskara Rao (2013). Sanghikasastra Bodhana
Padhatulu (Methods Teaching of Social Studies). Guntur: master minds, Sri
Nagarjuna Publishers.
9. Edgar, B.W & Stanely, P.W (1958). Teaching Social Studies in High Schools, Fourth
Edition. Boston: Health and Company.
10. Edwin, Fenton (1967). The New Social Studies in Secondary Schools - An Inductive
Approach. New York: Holt Binchart and Winston, Inc.
11. Government of India (2012). INDIA-2012. New Delhi: Annual Reference, Publication
and Research Division, Ministry of Information and Broadcasting, Government of
India.
12. Kochhar, S.K. (1998). Teaching of Social Studies. New Delhi: Sterling Publishers Pvt.
Ltd.
13. Martorella, Peter M. (1976). Social Studies Strategies – Theory into Practice. New
York: Harper and Row Publishers Inc.
14. Mechlinger, M.D. (1981). UNESCO Handbook for Teaching of Social Studies.
London: Croom Helm.
15. Moffatt, M.P. (1955). Social Studies Instruction, 2nd edition. New York: Prentice-Hall.
16. NCERT (2005). National Curriculum Framework 2005. New Delhi: NCERT.
17. NCERT (1990). Teaching History in Secondary Schools. New Delhi: NCERT.
18. Ruhela, S.P. (2009). Techniques of Teaching Social Science. Hyderabad: Neelkamal
Publications Pvt. Ltd.
19. Rao, M.S. (1993). Teaching of Geography. New Delhi: Anmol Publications.
20. Shiplay, Mortan C. (1964). A Synthesis of Teaching Method. Toronto: McGraw-Hill
Company of Canada Ltd.
21. Telugu Akademy, 2014, B.Ed. Social Studies - Teaching Methods. Hyderabad:
Telugu Akademy.
22. Verma O.P. & Vedanayagam (1988). Geography Teaching. New Delhi: Sterling
Publishers.
122
Semester – II
PAPER – IV (EDN – 04 b )
Method I / II - Pedagogy of Biological Sciences
Theory Credits: 4 + 1
123
5. 5 E Learning Model
6. Collaborative Learning Approach (CLA)-, Steps of collaborative approach, Ensuring
meaningful learning through CLA, Ways of applying collaborative learning approach,
Limitation of collaborative learning approach
7. Problem Solving Approach (PSA)- Steps in problem solving approach, Teacher‘s role
in problem solving approach, Problem solving approach: an example
8. Concept Mapping- Phases of the concept mapping, Uses of concept maps
9. Experiential Learning- Abilities of an experiential learner
Unit 8. Community Resources and Laboratory
1. Learning Resources from Immediate Environment
2. Using Community Resources- Bringing community to the class, Taking class to the
community: Field visit
3. Pooling of Learning Resources
4. Improvisation of Apparatus
5. Science Kits
6. Laboratory as a Learning Resource- Approaches to laboratory work, Planning and
organising laboratory work, Working in group in the laboratory, Motivating students to
maintain the regular record of laboratory work, Safety in laboratories
7. Handling Hurdles in Utilization of Resources.- Addressing under utilization of
resources.
Unit 9. Planning for Teaching-learning of Biological science
1. Why Planning Teaching-Learning?
2. Planning - An Example: Annual Plan, Lesson Plan, Period plan
3. Inquiring for Planning Lesson Design (Transaction of Lesson SCERT model)
4. Identification and Organisation of Concepts for teaching -learning of Biological
science (Structure and Function, molecular aspects, interaction between living
and non-living, biodiversity, etc)
5. Elements of a Biological Science Lesson- Learning objectives and key concepts,
Pre-existing knowledge, Teaching-learning materials and involving learners in
arranging them, Introduction, Presentation/Development, Assessment :
Acceptable evidences that show learners understand (i) Determining learning
evidences (ii) Planning of the acceptable evidences of learning for assessment
Extended learning/assignment
6. Making Groups-Why group learning? Facilitating formation of groups
7. Planning and Organising Activities in Biological Science
8. Planning Laboratory Work – State Commitments in organizing experiments –
Textbook orientation.
9. Planning ICT Applications
124
Unit 10. Tools and Techniques of Assessment for Learning: Biological Sciences
1. Test, Examination, Measurement, Assessment and Evaluation
2. Continuous and Comprehensive Evaluation (CCE)- Educational assessment and
educational evaluation, Performance-based assessment: A flexible way of school
based assessment
3. Assessment Framework, (A) Purpose of assessment
(B) Learning Indicators (LI) ,(B).(1) Types of indicators,(B).(2) Illustrations : Learning
Indicators (LI), (i) Assessment of activity,(ii) Assessment of presentation, (iii)
Assessment of group work, (iv) Assessment of collaborative learning
(C) Tools and Techniques of Assessment, (C).(1) Written test,(C).(2) Project
work,(C).(3) Field trips and field diary,(C).(4) Laboratory work, (C).(5) Interview/Oral
test(C).(6) Journal writing,(C).(7) Concept mapping,
(D) Recording and Reporting,(D).(1) Measurement of students‘ achievements,(D).(2)
What is grading system?(D).(3) Measurement of process skills,(D).(4) Measurement
of attitudes,(D).(5) Portfolio: Its role in evaluating students‘ performance,
(E) Reflecting Process,(E).(1) Assessment as a reflected process, (E).(2)
Assessment as a reflecting process
4. Assessment of Learning of Students With Special Needs
Engagement:
References
1. Agarwal,D D(2001).Modern Methods of Teaching Biology. New Delhi:Sarup & Sons.
2. Ahmad, J. (2011). Teaching of Biological Sciences. New Delhi: PHI Learning Pvt.
Ltd.
3. Benjamin, S. Bloom, Ed. (1958). Taxonomy of Educational Objectives - Handbook I
- Cognitive Domain. New York: Harcourt Brace & World Inc.
4. Chikara, M.S. and S. Sarma (1985). Teaching of Biology. Ludhiana: Prakash
Brothers.
5. Clark, Julia V. (1996). Redirecting Science Education. California: Corwin Press Inc.
6. Gupta, S.K. (1983). Technology of Science Education. New Delhi: Vikas Publishing
House Pvt. Ltd.
125
7. Hassard, J. (2000). Science as Inquiry. New Jersey: Good Year Books.
8. Krathwohl, David R., Ed. (1964). Taxonomy of Educational Objectives, Handbook II
- Affective Domain. New York: David Mckay.
9. Mohan, R. (2004). Innovative Science Teaching for Physical Science Teachers. New
Delhi: Prentice-Hall India Ltd.
10. New UNESCO Source Book for Science Teaching (1978). New Delhi: Oxford & IBH
Publishing House.
11. Ramakrishna, A. (2012). Methodology of Teaching Life Sciences. New Delhi:
Pearson.
12. Sharma, R.C. (2010). Modern Science Teaching. New Delhi: Dhanpat Rai Publishing
Company.
13. Sood, J.K. 1989). New Directions in Science Teaching. Chandigarh: Kohli
Publishers.
14. Vaidya, N. (1989). The Impact Science Teaching. New Delhi: Oxford & IBH
Publishing Co. Pvt. Ltd.
15. Vaidya, N. (1996). Science Teaching for the 21st Century. New Delhi: Deep & Deep
Publications.
16. Teaching of Biological science, 2014, Telugu Academy, Hyderabad.
126
Semester – II
PAPER – V (EDN – 05 b)
Method I / II - Pedagogy of Physical Sciences
Theory Credit:4 + 1
127
5. 5 E Learning Model
6. Collaborative Learning Approach (CLA)-, Steps of collaborative approach, Ensuring
meaningful learning through CLA, Ways of applying collaborative learning approach,
Limitation of collaborative learning approach
7. Problem Solving Approach (PSA)- Steps in problem solving approach, Teacher‘s role
in problem solving approach, Problem solving approach: an example
8. Concept Mapping- Phases of the concept mapping, Uses of concept maps
9. Experiential Learning- Abilities of an experiential learner
Unit 8. Community Resources and Laboratory
1. Learning Resources from Immediate Environment (Natural pH indicators, Soaps and
detergents, Baking soda, Washing soda, Common salt, Fruits, Fibre, Pulleys,
Projectiles, Lenses and Mirrors, Interconversion of one form of energy to other,
Propagation of waves in Solid, Liquid and Gas)
2. Using Community Resources- Bringing community to the class, Taking class to the
community: Field visit
3. Pooling of Learning Resources
4. Improvisation of Apparatus
5. Some Inexpensive Sources of Chemicals
6. Science Kits
7. Laboratory as a Learning Resource- Approaches to laboratory work, Planning and
organising laboratory work, Working in group in the laboratory, Motivating students to
maintain the regular record of laboratory work, Safety in laboratories, Chemistry
laboratory, Physics laboratory
8. Handling Hurdles in Utilization of Resources – Addressing under utilization of
resources.
Unit 9. Planning for Teaching-learning of physical science
1. Why Planning Teaching-Learning?
2. Planning - An Example: Annual Plan, Lesson Plan, Period plan
3. Inquiring for Planning Lesson Design (Transaction of Lesson SCERT model)
4. Identification and Organisation of Concepts for teaching -learning of science / physics
and chemistry (Motion, Work and Energy, Matter and their Measurements, Carbon
and its Compounds, Periodic Properties of Elements, Atomic Structure, Dual Nature
of Matter and Radiation)
5. Elements of a Physical Science Lesson- Learning objectives and key concepts, Pre-
existing knowledge, Teaching-learning materials and involving learners in arranging
them, Introduction, Presentation/Development, Assessment : Acceptable evidences
that show learners understand (i) Determining learning evidences (ii) Planning of the
acceptable evidences of learning for assessment Extended learning/assignment
128
6. Making Groups-Why group learning? Facilitating formation of groups
7. Planning and Organising Activities in Physical Science
8. Planning Laboratory Work – State commitments in organizing experiments –
Textbook orientation.
9. Planning ICT Applications
Unit 10. Tools and Techniques of Assessment for Learning: Physical Science
1. Test, Examination, Measurement, Assessment and Evaluation
2. Continuous and Comprehensive Evaluation (CCE)- Educational assessment and
educational evaluation, Performance-based assessment: A flexible way of school
based assessment
3. Assessment Framework, (A) Purpose of assessment
(B) Learning Indicators (LI) ,(B).(1) Types of indicators,(B).(2) Illustrations : Learning
Indicators (LI), (i) Assessment of activity,(ii) Assessment of presentation, (iii)
Assessment of group work, (iv) Assessment of collaborative learning
(C) Tools and Techniques of Assessment, (C).(1) Written test,(C).(2) Project
work,(C).(3) Field trips and field diary,(C).(4) Laboratory work, (C).(5) Interview/Oral
test(C).(6) Journal writing,(C).(7) Concept mapping,
(D) Recording and Reporting,(D).(1) Measurement of students‘ achievements,(D).(2)
What is grading system?(D).(3) Measurement of process skills,(D).(4) Measurement
of attitudes,(D).(5) Portfolio: Its role in evaluating students‘ performance,
(E) Reflecting Process,(E).(1) Assessment as a reflected process, (E).(2)
Assessment as a reflecting process
4. Assessment of Learning of Students With Special Needs
Engagement:
129
References:
1. Amit, Kumar (1999). Teaching of Physical Sciences. New Delhi: Anmol
Publications Pvt. Ltd.
2. Anju, Soni (2000). Teaching of Science. Ludhiana: Tandon Publications.
3. Bhaskarachary, D.V.R. and Subba Rao, C.N.V. (2001). Vignana Sastramulo
Druvatharalu. Hyderabad: Telugu Academy.
4. Das, R.C. (1990). Science Teaching in Schools. New Delhi: Sterling Publications
Pvt. Ltd.
5. Nagaraju, M.T.V. (2008). Hand Book for Teaching Physical Sciences - Methods
and Techniques. New Delhi: Kanishka Publishers and Distributors.
6. Narendra, Vaidya (1989). The Impact of Science Teaching. New Delhi: Oxford
and IBH Publishing Co. Pvt. Ltd.
7. Rajiv, Garg (1994). World Famous Scientists. New Delhi: Pushtak Mahal.
8. Sharma, R.C. (1987). Modern Science Teaching. New Delhi: Dhanpat Rai and
Sons.
9. Siddiqui and Siddiqui (1998). Teaching of Science Today and Tomorrow. New
Delhi: Doaba House.
10. Vanaja, M. (2004). Methods of Teaching Physical Sciences. Hyderabad:
Neelkamal Publications Pvt. Ltd.
11. http://www.nobel.se/physics/laurates.html
12. http://www.scienceworld.wolform.co/physics.html
13. http://www.encyclopedia.com
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Semester – II
PAPER – V (EDN – 05 b)
Method I / II - Pedagogy of English
Theory Credit:4 + 1
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Unit 9. Curriculum development
1. Curriculum and Syllabus
2. Curriculum Design - Principles of Curriculum Construction
3. Philosophy and guiding principles for the development of English text books with
reference to NCF2005, SCF 2011, NCFTE, RTE, The Position Papers
4. Syllabus designing and Text book development process
5. Reviewing Present English text books
Engagement:
1. Students should be guided to fill in all the formats related to Internship (Observation,
e-Portfolio, Microteaching, Reflective teaching, CCE, Reflective journal).
2. Identify and list language (English) related errors common among students.
3. Dealing with Language Learning Difficulties in Language
4. Prepare a list of idioms, proverb in English
5. Write a report on current practices of assessment and evaluation at the secondary
level.
6. Prepare a newsletter on the basis of your school experience programme (hand
written).
7. Reading passages and analysing them to learn vocabulary and pedagogical
grammar
References:
1. Adams, M.J, (1990): Thinking and Learning about Print. Cambridge, Ma: MIT Press.
2. Amritavatli, R, (1999): Language as a Dynamic Text: Essays on Language,
Cognition and Communication. CIEFL Akshara series. Hyderabad: AIllied
Publishers
3. Bond, L G et at (1980): Reading Difficulties- Their Diagnosis and Correction, New
York, Appleton - Century Crafts.
4. Byrne, D (1975): Teaching Writing, London, Longman.
5. Choudhary, N.R, (2002) :English Language Teaching, Himalaya Publish House,
Mumbai
6. Dave, Pratima S, (2002): Communicative Approach to the Teaching of English as A
Second Language, Himalaya Publish House, Mumbai
7. David, E (1977): Classroom Techniques- Foreign Languages and English as a
Second Language, New York, Harcourt Brace.
8. Davis, Paul and Mario Rinvolucri, (1988): Dictation: New Methods, New Possibilities.
Cambridge Handbook for Language Teachers
9. English Language Teaching, (1977): Professional Journals for English Language
Teaching Gillian Brown, Listening to spoken English, Longman, 1977
10. Halbe Malati, (2005) :Methodology of English Teaching , Himalaya Publish House,
11. Hill,L.A., Selected Articles on the teaching of English as a foreign language,
oxfordUniversity Press, 1967.
12. Johnson, K (1983): Communicative Syllabus Design and Methodology, Oxford,
Pergamon Press.
13. Khan, Nasiruddin. (2005): Introduction of English as a subject at the primary level.
Ms., NFG-English
14. Kohali, A.L.: Techniques of Teaching English in the New Millennium
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15. M.L.Tikoo: Teaching of English
16. Modern English Language Teaching – Journal Geeta Nagaraj
17. Morgan & Rinvoluri (1991): New Ways of Dictation, London, Longman.
18. Mukalel , J C. (1998): Approaches to English Language Teaching, Sterling
Publishing House, New Delhi.
19. Pal, H.R and Pal, R (2006): Curriculum – Yesterday, Today and Tomorrow. Kshipra,
New Delhi.
20. Parrot, M (1993): Tasks for the Classroom Teacher, London, Pergamon.
21. Prabhu, N.S. (1987): Second Language Pedagogy. Oxford University Press, NY.
22. Rebecca L. Oxford (1995): Language Learning Strategies: What Every Teacher
Should Know.
23. Sunwani, V.K, (2005): The English Language and Indian Culture
24. Tudor, Ian: Learner - Centeredness in Language Education, Cambridge University
Press.
25. Valdmen., (1987) Trends in Language Teaching, New York, London Mac Graw Hill.
26. Widdowson, HG (1979): Teaching language as Communication, London, OUP.
27. www.omniglot.com/links/english.html
28. www.eslcafe.com
29. www.englishclub.com
30. www.abcya.com
31. www.Easyworldofenglish.com
32. www.fluentu.com
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150
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152
153
154
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156
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158
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Semester I, II, III & IV
Practicum Credit:4
Evaluation:
A jury of two examiners (one mentor and other teacher) will be appointed by the
Principal of the college. The jury will evaluate the work done by the student teachers related
to Paper 07 b related activities (Reflective journal; e-Portfolio; Community experience based
report; Action research report; PTA & SMCs meeting report and CCE record). Each activity /
report / record has to be evaluated for 25 marks.
All the student teachers should write their reflections day wise after introspecting and
viewing thoroughly their insights and realistic feelings that they get out of various
experiences they undergo during internship of 20 weeks (120 days).it should reflect every
days reflections of students. They may even record the images or any other kind of
representation they like may go into their reflections. Students should give the abstract in the
following format and the detailed description may be added below:
Detailed day wise narratives, pictures, stories, events, situations, incidences that made a
dent in your personality and material, any other to say and record a document. What
transformation it brought in you? What promise you made after the experience, how you
experienced contentment after the activity?
All the students should compile the works done during internship program all trough
120 days. What is that I liked the most, to say it is the excellent work I could perform and
also some things to share with everybody? These things for instance a student m ust have
prepared a good teaching aid, drama, observation, assembly activity, a rally, pictures or
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work done displayed in the school. Students should capture all the images electronically and
create a digital e-portfolio to visualize the real field realities to understand the interwoven
aesthetics hidden in the works done. It shows the creativity & ingenuity of the students and
ingenuity of the student‘s and their presence. All the excerpts they think good and their peer
group feel it is well done such of the works can also be placed in the portfolio. Also student
should show other works in a separate folder for the consumption of faculty to adjudicate the
best from their point of view.
This kind of compilation leads to self reflection, self analysis, self –judgment and self image
and self confidence. It gives space for more transparency and visibility to the self and also to
the teacher, parent and community. Some of the best e-portfolios can be placed on the
college websites to motivate other teachers and student-teachers. They also improve the
skills of documentation, visualization of the work done to the self and others. Students
develop skills and learn by sharing with others. This generates thinking self questioning and
self motivation and a zeal to work. Colleges‘ can select the best portfolios to encourage the
quality of students work.
ii. Creating the structure: Different sections of the portfolio are presented on the
medium by choosing the PowerPoint or other software.
Students can design the sequence of their e-portfolio as per their work and
quality of their work and the aspects they would like to present from the beginning
to the end. Any unique experiences students want to highlight, such as lesson
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Plans, aids, reflections, children‘s‘ responses, teacher appreciation, classroom
presentations, learning, and so on can form a part of their e-portfolios.
iii. Adding and linking components: The media and products created need to be
added to structure the portfolio.
Since e-portfolio is open & flexible to keep on adding & enhancing till they
present for the final adjudication, it not only gives a grade / score but a kind of
self-reflection and a great sense of achievement and accomplishment. When they
look back it is great to see & share.
iv. Monitoring the products and receiving feedback periodically: Products are
reviewed by teachers to find out if criteria are met.
Student teachers can have an opportunity for self monitoring & feedback from
friends, peer group, school, supervisors, and mentors at the college / teacher
educators to enhance the presentation and assessment.
Student teachers can share their e-portfolios in group & place them at their
college‘s website for review.
This e-portfolio makes a student teacher to not only reflect on their work
transparently, but also helps them to learn many skills of compilation, pooling
resources, organization, presentation and also technological skills and various e-
resources, software, Open Education Resources and so on.
The steps in the creation and the use of electronic teaching portfolios are
schematically represented as shown below:
Determining Creating
the portfolio the
requirements structure
1 2
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III. CCE Record - 25 marks
• Details of CCE
• Details of Formative Assessment
• Details of Assessment
• Weightage Tables ( Competency wise, Difficulty level, Types of Questions etc.,)
• Question Paper Details
• Question Paper
A. Formative Assessment
B. Summative Assessment
C. Final Result
SUMMATIVE ASSESSMENT:
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Weightage table
Grading:
Objectives: To sensitize the student teachers towards community issues and develop
organic relations with community.
Format:
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Note:
Report separately for SMC & PTA meetings as per the guidelines given below:
--
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Semester – II
PAPER- VIII (EDN- 08)
Sociological Perspectives of Education
Theory Credits 4 +1
Internal Assessment: 30 Marks
External Assessment: 70 Total marks: 100
Objectives
The student teachers will be able to:
1. understand the sociological perspectives of education
2. develop understanding about socialization, culture and education
3. Become aware about education as a social process, its role in the process of
socialization.
4. Understand the dynamics of Social change.
5. Develop sensitivity towards concept of equality and equity through education.
6. acquaint with contemporary issues in education
Content:
UNIT – 1 Introduction to sociology of education. 12 Hours
1. Introduction to Sociology
2. Sociology of Education: Meaning, definition, nature and scope.
3. Relationship between sociology and education.
4. Sociology as a foundation of education and its implications to education.
UNIT- 2 Social Processes of Education 15 Hours
1. Social Process: The process and forms of social interaction
2. Socialization: Meaning, Process, emergence of self; and Resocialization. .
3. Methods of socialization:-
a. selective exposure
b. modeling
c. identification
d. positive reinforcement
e. negative reinforcement
f. nurturance
4. Social agencies of Education: Home, peer group, school and community.
5. Culture: Meaning, Characteristics of Culture; cultural lag, Cultural conflict, cultural
ambivalence, cultural tolerance and its implications to education. Relationship
between Culture and Education.
UNIT – 3 Social Change and Education 15 Hours
1. Social Change: Meaning and Factors of Social Change. Role of education and
teachers in relation to social change.
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2. Modernization: Meaning and Attributes of Modernization and role of education in
Modernization
3. Social Stratification and education
4. Democracy and Education
UNIT- 4 Equalization of educational opportunities 15 Hours
1. Equality: Concept of equality, Constitutional provisions for equality
2. Equalization of educational opportunities among SC, ST, Girls and the differently
Abled.
3. Equity: Measures taken by Central and State Government in the Equalization of
Educational opportunities
4. Gender issues and girl child education: International, National and Regional
Interventions; Millenium Development Goals of UNO, KGBV‘s, Kishore Balika
Yojana, Bangaruthalli Padhakam.
UNIT – 5: Contemporary issues in education 20 hours
1. Economics of Education:
a. Meaning & scope;
b. Education as Human Capital; and
c. Education –Human Resource Development
2. National and Emotional integration:
a. concept and meaning;
b. Role of school in promoting National Integration
3. International understanding:
a. concept and meaning;
b. Role of teacher and school in International understanding
4. Peace education:
c. Concept, meaning and nature;
d. Role of school in promoting peace Education
5. Liberalization, Privatization and Globalization in Education
Engagement
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References
1. Aggrawal, J.C. (1996) 10th rev. ed. Theory and Principles of Education. New Delhi:
Vikas Publication.
2. Altikar A.S. (1957). Education in Ancient India. Varanasi: Nand Kishore Publication.
3. Anand, C L. (1993). Teacher and Education in the Emerging Indian Society. New
Delhi: NCERT.
4. Basics of Education, NCERT, 2014.
5. Bipan Chandra (2000). India after Independence. New Delhi: Roopa.
6. Blaug, M. (1997). Economic Theory in Retrospect: A History of Economic Thought
from Adam Smith to J. M. Keynes, 5th Edition. Cambridge: Cambridge University
Press.
7. Delors, Jacques (1996). Learning: The Treasure Within. Paris: UNESCO.
8. Dhavan, M.L. (2005). Philosophy of Education. Delhi; Isha Books.
9. Havighurst, R. (1995). Society and Education. Boston: Allyn and Bacon.
10. Thakur, A. S. & Berwal, S. (2007). Education in Emerging Indian Society, New Delhi:
National Publishing House.
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Semester – II
Practicum Credit:2
Each student teacher has to teach 2 skills / sessions. It is a peer group teaching each
of 6 minutes duration. Each session focuses on a specific behavior / skill of teaching.
Student teachers have to write micro lesson plans and observe peer micro lessons
as per the proforma given below:
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LESSON PLAN FORMAT - Format -1
Topic: ______________________________
Focusing activity:
Closure:
Evaluation procedure:
Instructional materials:
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MICROTEACHING PREPARATION FORM Format - 2
Use this form for preparation of your lesson. Prepare a copy for your
instructor.
4. Focusing activity:
5. Instructional procedure:
6. Closure:
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TEACHING EVALUATION FORM Format - 3
Rate the teacher trainee on each skill area. Code: 5 or 4, mastery of skill demonstrated; 3 or
2, some skill refinement needed; or 1 or 0, much skill refinement needed.
Organization of Lesson
5 4 3 2 1 0 Lesson preparation
5 4 3 2 1 0 Focusing activity
543210 Closure
5 4 3 2 1 0 Subject-matter knowledge
Lesson Presentation
543 2 0 Audience contact
543 2 0 Enthusiasm
543 2 0 Speech quality and delivery
543 2 0 Audience involvement
543 2 0 Verbal behaviors
543 2 0 Nonverbal behaviors
543 2 0 Use of questions and questioning
techniques
543 2 0 Directions and pacing
543 2 0 Use of reinforcement
543 2 0 Use of aids and materials
Comments:
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MICROTEACHINC EVALUATION FORM Format - 4
Rate the teacher trainee on each skill area. Code: 5 or 4, mastery of skill demonstrated; 3 or
2, some skill refinement needed; or 1 or 0, much skill refinement needed.
Organization of Lesson
5 4 32 1 0 Focusing activity
5 4 321 0 Closure
5 4 32 1 0 Subject-matter knowledge
Comments:
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MICROTEACHINC SELF-ANALYSIS FORM Format - 5
2.As you view your microteaching tape, place a tally on the chart to represent who was
talking approximately every 3 seconds. If no one was talking or if many people were talking
simultaneously, then place a tally in the silence or confusion category. When you have
finished, count the number of tallies in each category as well as the total number of tallies in
the categories teacher talk and student talk combined. Use the following formulas to
determine the percentage of teacher talk and student talk:
2. Filler words. Record the filler words or sounds ("okay," "you know," or "uh") and the
number of times each was used:
3. Questions. Record the number of questions asked:
Convergent: ______________________________
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Divergent: ________________________________
4. Student names. Record the number of times students are addressed by name':
5. Pauses. Record the number of times pauses are used to give students time to think:
7. Sensory channels. Record the number of times students are required to change sensory
channels:
176
LEARNER SATISFACTION FORM Format - 6
1. During the lesson, how satisfied were you as a learner (Rate your
satisfaction by placing an X on the following scale)?
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Semester – II
Practicum Credit:2
The objective of reflective teaching is to equip and empower the student teachers with
the skills, competencies required to handle a real classroom. Period plan is prepared with all the
required procedures and practiced before their peers and teacher educators. Peer group act as
students and also give feedback. Student teachers will develop clear understanding &
competencies to transact curriculum in a desirable procedure by practicing in a simulated
situation.
Each student teacher has to teach 2 sessions of 20 minutes duration of each session. It
is a peer group teaching. Each session focuses on whole teaching behaviours.
The format of lessons for Reflective Teaching is similar to the Period plan used in the
school. Formats are given below:
1. Period Plan
2. Teaching Evaluation Form – Teacher Educator
3. Teaching Evaluation Form – Peer observers / Student teachers
4. Teaching Self – Analysis Form – Practicing Student teacher
Marks / Grades are awarded on the basis of proformas 2, 3 & 4 from Microteaching.
1. 2. 3.
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VI.Evaluation
Semester – II, III & IV
Practicum Credit:2
Content:
1. Accessing the Web; Familiarity with the ICT environment; Working with data; e-mail and
web based forums.
2. Internet as a Learning Resource – Documenting different types of websites to show
possibilities for personal learning; Web based learning objects, simulations & Tutorials;
Participating in forums for identifying learning resources, teaching-learning ideas;
Software applications and tools as and for using teaching learning resources; Evaluating
internet resources in terms of relevance, ease of use and context.
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3. Digital story telling; Combining media to tell a story – scripting; Creating photo essays
and video documentation as a source of information and a learning process.
4. Data analysis – Look at data, read, and make meaning; Graphs; Exploring sources of
data, Evaluation of Data; Communicating data and data analysis.
5. Framework for creation of learning resources – Concept mapping; Developing a topic for
a classroom; learning outcomes; Activity based learning.
1. Curriculum analysis to determine content (what do I need to teach and what do I need to
know); Determine the resources for teaching-learning; Determine appropriate ICT
infusion and design a learning plan for a given topic: Identify and add metadata for ICT
resources that can be used.
2. Exploring ICT for teaching-learning, curriculum analysis to determine methods of
transacting (how do I teach it); Using appropriate hardware (CD / DVD, projectors,
Interactive white boards and so on); Classroom organization for ICT infused lessons
(teacher led instruction, self-learning and group activities)
3. ICT for evaluation – Evaluation of ICT for Evaluation – purposes and techniques of
evaluation, scope of ICT for evaluation.
4. Gaming environments for education – range and scope.
5. Online communities – analyzing interactions; Sharing thoughts and ideas – blogs,
forums and mailing lists; Collaborative creations – online documents & wiki as collective.
6. Role of ICT in educational administration and management – role of information
management, process and tools; creating databases for educational administration.
7. First generation ICT models – technology driven; Second generation ICT models –
Pedagogy driven.
References
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13. Norton, P. (2000). Introduction to Computers. New Delhi: Tata McGraw-Hill Publications.
14. Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey:
Pearson Prentice-Hall Inc.
15. Schwatz & Schultz (2000). Office 2000. New Delhi: BPB Publications.
16. Sharma, Y.K. & Sharma, M, (2006). Educational Technology and Management, Vol 1.
New Delhi: Kanishka Publishers and Distributors.
17. Castells, M. (2011). The rise of the network society: The information age: Economy,
society, and culture (Vol. I, II & III). John Wiley & Sons.
18. MHRD. (2012). National policy on information and communication technology (ICT) in
school education. MHRD, Government of India.
19. DSERT Karnataka. (2012). Position paper on ICT mediation in education. DSERT.
20. Benkler, Y. (2006). The wealth of networks: How social production transforms markets
and freedom. Yale University Press.
21. Moore K. D (2009): Effective Instructional Strategies. Sage Publications, Los Angeles,
USA.
22. Curricula for ICT in Education (2013): Version #1.01, CIET, NCERT, New Delhi.
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EDN 11 – ICT Mediation in Teaching Learning
Time: 1 ½ hours Practical Examination Max. Marks: 35
I. Each student should place the following from the works done in EPC 2 in an e-portfolio for
assessment (Internal assessment enhanced work) for 15 marks:
1. Create an e-mail id and create a group and a blog.
2. Five digital lessons in each methodology – 5 +5.
3. Database of school allotted to the student using MS Access.
4. Preparing timetables of the school
5. Select and download 5 YouTube lectures related to the methodologies.
II.The above work should be enhanced by the students to present before the jury for
assessment for 15 marks.
a. Preparation of one digital lesson - 10 marks.
b. Internet Resources related tasks – 10 marks.
Note: Jury includes one internal examiner and one external examiner.
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Semester - III
PAPER - XIV (EDN- 14)
School Organization and Management
Theory Credit:4 + 1
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Unit 3. Institutional planning
Engagement:
1 Visit different types of schools & write a report on the Status of basic amenities available
in schools and curriculum transaction in schools.
2 Write a small report on professional ethics & code of conduct observed among present
teachers in schools & teacher education institutions.
3 Write a critical report on the teacher & student attendance in colleges of Education &
provide some suggestions.
4 Prepare different time tables & critically observe the same in the school & write a report.
5 Collect the recommendations given by various commissions on professional
development of teachers and critically view its implications.
6 What are the funds provided by various funding agencies? What are their contributions
to the development of quality of higher education? Critically write a report.
7 Reflect on the research conducted by SSA. And write a report.
8 How do you think NAAC is ensuring external & internal quality at higher education?
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References
185
Semester – III
PAPER – XV EDN – 15 EPC 3
Drama and Art in Education
Practicum Credit:2
Objectives:
Content:
1. Listening/viewing and exploring Regional Art forms of music, dance, theatre and
puppetry: Folk songs set tune for ‗T‘ struggle, Bathukamma festivities, cultural sites
of Telangana
2. Viewing/listening to live and recorded performances of Classical and Regional Art
forms : Oggukatha,Sarada kala,Perini sivathandavam, Mathuri dance
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3. Participation and performance in any one of the Regional Arts forms keeping in mind
the integrated approach :Bonalu, sammakka saralamma jatara, Edupayala
Mode of Transaction:
Workshops; demonstration- cum- lecture; Role-play; Resource lectures.
Internal assessment:
Each student teacher has to complete the following for internal assessment (15 marks):
1. List any five topics suitable to integrate drama and art from the respective pedagogy.
2. Select any one topic of your choice and prepare a role play.
3. Select locally available material suitable to prepare teaching learning material – to
depict fine art forms – puppetry, nail art, rangoli, etc.
4. Performing arts: Choose dance, theatre, or puppetry and prepare a lesson.
5. Visual arts: Collect locally available visual arts and crafts and interview any one artist
and report.
6. The best tasks done by the student shall be placed on the e-Portfolio.
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EDN – 15 Drama and Art in Education
188
Semester – III
PAPER – XII / XIII (EDN – 12 c / 13 c)
Practical Examination (Final Lesson) – Method I & II
[Method I & II – @50 Marks]
Objectives
This Practical Examination (Final Lesson) will enable the student teachers to:
1. Exhibit their teaching competencies in the classroom
2. Be assessed by the examiners to certify the student teachers‘ teaching competencies
Course Content
Every student teacher shall prepare a period plan and teaching aids based on the topics
listed for the high school. Practical examination schedule shall be prepared by the examination
branch in consultation with the Dept. of Education. This schedule contains the subject – wise
Internal & External examiners, Unit Coordinators, Chief Coordinators and the list of students
scheduled for each sitting in a school.
Unit Coordinators shall supervise in the smooth conduct of the practical examinations as
per the schedule. Head Master / Head Mistress of the school shall be appointed as Coordinator.
Evaluation
The student teacher will be permitted to appear for the practical examination (final lesson)
only after completing the course practicum & internship. The practical examination of teaching a
lesson of each candidate will be conducted by two independent examiners – one internal and
one external.
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Semester – IV
PAPER – XVI (EDN – 16)
Health and Physical Education
Theory Credit:2 + 1
Content:
Unit 1: Importance of Health, Food and safety.
1. Concept of health, importance, dimensions and determinants of health; Health needs of
children and adolescents, including differently-abled children
2. Understanding of the body system–skeleton, muscular, respiratory, circulatory and
digestive in relation to health fitness, bones, muscles and joints, their functions, common
injuries of bones, common health problems and diseases–its causes, prevention and
cure, immunization and first aid
3. Food and nutrition, food habits, timing of food, nutrients and their functions, diversity of
Indian food, seasonal foods and festivals, economics of food, preservation of food value
during cooking, indigenous and modern ways to persevere food, shift in food practices
and its globalization, practices related to food hygiene, malnutrition, including obesity,
food and waterborne and deficiency diseases and prevention
4. Safety and security — disasters in and outside schools, ways of prevention, safety from
snake and dog bites, animal attacks, prevention and treatment
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2. Dietary requirements of human body with special emphasis on the nutritional needs
according to age, sex, occupation, pregnancy and also with reference to
sportsmanship; Need for diet planning; Food and water; Safety and laws.
3. Games and Sports—athletics, games, rhythmic activities and gymnastics
4. Development of physical fitness; Postures; Importance of relaxation; Fitness tests;
Resources and services for games and sports
5. Health and physical Education and its relationship with other subject areas like
Science, Social Science and Languages.
Engagement:
1. One day observation at a hospital and interact with patients and staff. Write a report.
2. Observe one day a hospital and enquire with people their daily routine.
3. Record the most prevalent diseases people suffer from.
4. Visit any two colleges and interview students about their participation in games and
sports.
5. Conduct games in the school.
6. Conduct yoga camps & competitions.
7. Plan sports meet and plan activities & prepare a programme sheet.
8. Survey & collect common communicable diseases in you locality & suggest remedy for
the same.
9. Interview doctors & find out the details of sexual and sex-related diseases & measures.
10. Plan for regular training in sports.
11. Each student should do regular yoga practice.
12. Regular yoga practice at home & sharing experiences in college.
References
1. Bera, T.K. (1988). The experiment on muscular power and endurance as the effect of
specific exercises and yogic practices, VISPER Journal 1, 43-54.
2. Dhanasekeran, G., (1990). A Study of Primary and Middle School Teachers regarding
Health Promotion among School Children. Mphil. Education, Madurai Kamaraj University.
3. Dreze, J., and Goyal, A., (2003) 'Future of Mid-Day Meals' Economic and Political Weekly,
Vol.XXXVIII, No. 44. 4673-4683.
4. Ganguly, S.K. (1989) Immedicate Effect of Kapalabhati on Cardio-vascular Endurance,
Yoga Mimamsa, 28, 1, 1-7.
5. Ganguly, S.K., Bera, T. K. and Gharote, M.L. (2003). Yoga in relation to health related
physical fitness and academic achievement of schoolboys. Yoga Mimamsa, 34, 3&4, 188-
213.
6. Gharote, M.L. (1976). Physical Fitness in Relation to the practice of selected yogic
exercises. Yoga Mimamsa, 18,1, 14-23.
7. Gharote, M.L., Ganguly, S.K., and Moorthy, A.M. (1976) Effect of Yogic training on Minimum
Muscular Fitness. Yoga-Mimamsa, 18, 3&4, 1-20.
8. Gopalan, S and Shiva, M. (Ed) (2000) National Profile on Women, Health and Development:
Country Profile-India, New Delhi, VHAI and WHO.
9. Govindarajulu, N., Gannadeepam, J., and Bera, T.K., (2003) Effect of Yoga practices on
Flexibility and cardio-respiratory endurance of high school girls. Yoga Mimamsa, 34,2, 64-70
10. Govt. of India (1946) Report of the Health Survey and Development Committee — Vol. II,
Delhi.
191
11. IIPS and ORC Macro (2000) National Family Health Survey (NFHS-2), 1998-99:India,
IIPS, Mumbai.
12. Kulkarni, D.D., (1997) Yoga and Neuropsychology, Yoga Mimamsa, 1 and 2; 48-59
13. Mishra, SK.: (1996) 'Attitude of Secondary Students Towards Physical Education, The
Progress of Education, Vol. LXX (8), 176-79
14. Mishra, S.R., Tripathi, P.K., and Bera, T.K., (2003). Cardiac Efficiency of Long Distance
Runners and Yoga Practitioners. Yoga Mimamsa, 35, 1&2, 1-14.
15. Potdar, R.S., (1989) Mobilising Education to Reinforce the Primary Health Care Through
School Children as Change Agents and Revitalising the School Health Programme to
attain the ultimate goal "Health For All By A.D. 2000" Unpublished Ph. D., Edu. Shreemati
Nahibai Damodar Thackersey women's University.
16. Rana, K & S. Das (2004) 'Primary Education in Jharkhand' Economic and Political
Weekly, Vol. XXXIX(11), 1171-1178
17. Raju, B. (1970) School Health Programme in selected Middle Schools of Delhi: A survey,
New Delhi, NCERT.
18. Sudarshan, P.V., and Balakrishnaiah, S. (2003) Physical Education Curriculum at Lower
Primary Stage — An Evaluation. Research Project, Regional Institute of Education,
Mysore.
19. VIMHANS (2004) 'Expressions' The School Based Project on Holistic Health: GOI —
DGHS- WHO Supported Project.
20. World Bank: (2004) Snakes and Ladders — Factors Influencing Successful Primary
School Completion for Children in Poverty Contexts: A Qualitative Study, South Asian
Human Development Sector, South Asia Region.
WEBSITES
1. Adolescent and Youth Reproductive Health in India: Status, Policies, Programs and
Issues, http://www.policyproject.com/pubs/countryreports/ARH_India.pdf
2. Approach to Adolescents: UNESCO's Objective, www.un.org.in/jinit/unesco.pdf
3. Culture and Adolescent Development, www.ac.wwu.edu
4. Future of Mid-day Meals, www.hinduonnet.com
5. Health Needs of Adolescents in India, www.icrw.org
6. History of Games and Sports in India, www.indianmirror.com
7. J. Niti, Teens, www.boloji.com/wfs/wfs008.htm
8. Joseph Ammo, 'The World According to Adolescents, www.hsph.harvard.edu
9. Kumar Anant, 'Poverty and Adolescent Girl Health', www.bihartimes.com
10. National School Health Strategies and Mega Country Health Promotion Network,
www2.edc.org/ hhd/who/ind_natlstrat.htm
11. Parents and Children, www.arogya.com
12. Patel, Andrews et al, 'Gender, Sexual Abuse and Risk Behaviors in Adolescents: A
Cross- Sectional Survey in Schools in Goa, India, www.who.int
13. PH@ a Glance: Adolescent Nutrition, wbln0018.worldbank.org
14. Physical Education, Yoga and Health Education, http:// diet.pon.nic.in
15. Problem of Adolescent Learners, www.ncert.nic.in
16. Scheme for Promotion of Yoga in Schools, www.education.nic.in
17. Seth Mridula, Building life skills for better health—the Rajasthan experience. Delhi,
UNFPA http://www.unfpa.org.in
18. Six Billion and Beyond, www.pbds.org
19. Yoga in Kerala government, www.Kerala.gov.in/dept_generaleducation Youth, Gender,
Well-being and Society, www.icrw.org
192
Semester - IV
Theory Credit:4 + 1
Content:
1. Critical study of Indian Constitution to understand the Fundamental Rights & Duties
of citizens
2. Directive principles of State policy
3. Constitutional values and aims of Education
4. Critical understanding of inequality, discrimination & marginalization in Indian social
context as impediments for constitutional promise (freedom, justice, equality &
fraternity)
5. Exploration of social evils to achieve Universalization of elementary education
1. Exploring the educational status, issues and concerns of Dalits, Tribes & Women
2. University Education Commission – Higher Education Perspective
3. Secondary Education Commission – Vocationalization of Education
193
4. Indian Education Commission (1964 – 66) as a Comprehensive Commission and its
major recommendations – Planned Industrialization
5. National Policy on Education, NPE (1986) and Programme of Action, POA (1992) –
Major recommendations
6. Review on POA, Janardhan Reddy Committee, Ramamurthy Committee and
Yashpal Committee
Unit- 4: Policy Frameworks for Public Education in India & Educational Interventions
Engagement
1. The student teachers will appraise and trace out the emergence of nationalistic and
indigenous educational interventions made by Jyotiba Phule, Gokhale along with
regional popular educationists such as Bhagya Reddy Verma, Madapati Hanumantha
Rao.
2. Indigenous Educational Practices in Telangana in the Contemporary times
3. Institutional Study visits to Maktabs, Madrasas & other organizations
4. Conducting Interviews veterans in different fields like Education, Art & Archeology
5. Studies on vocationalization of Education
6. Readings on historical texts like collecting history of Telangana educators
7. Visit to various research libraries
8. Visit to Pranganas, Anganwadis, Village primary Schools, child labourers, Marginalized
groups – Educational status & parental occupation
194
9. National movements
10. Historical documents, policy texts
11. Bridge courses, room to read
12. Innovations from the field
13. Debate / Seminar on framework of Indian constitution
14. Documenting classroom interactions,
15. Prep. Of child profiles, case studies, case stories
16. Reading policy documents like reports of commission, recommendation
17. Review of paper New, articles, Editorials, reflective, critiques on government
programmes, policy documents
18. Preparation of a child profile profiles of Ist year learner / School Child / Special Child /
Socially backward child
19. S.E.S of neighborhood community
References:
1. NCERT. (2006). Position paper-National focus group on education with special needs
(NCF2005). New Delhi: NCERT.
2. NCERT. (2006). Position paper-National focus group on gender issues in the
3. curriculum (NCF 2005). NCERT.
4. NCERT. (2006). Position paper-National focus group on problems of scheduled caste
and scheduled tribe children (NCF2005). New Delhi: NCERT.
5. NCERT. (2006). Position paper-National focus group on teaching of Indian language
6. (NCF 2005). New Delhi: NCERT.
7. Govinda, R. (2011). Who goes to school?: Exploring exclusion in Indian education.
Oxford University Press.
8. De, A., Khera, R., Samson, M., & Shiva Kumar, A.K. (2011). PROBE revisited: A report
on elementary education in India. New Delhi: Oxford University Press.
9. Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and
consciousness. Aakar Books.
10. GOI. (2009). The right of children to free and compulsory education act, 2009. Retrieved
from http://mhrd.gov.in/sites/upload_files/mhrd/files/rte.pdf
11. Hindustani Talimi Sangh. (1938). Basic national education: Report of the Zakir Hussain
committee. Sagaon, Wardha: Hindustani Talimi Sangh.
12. Chakravarti, U. (1998). Rewriting history: The life and times of Pandita Ramabai.
Zubaan.
13. Kumar, K. (2013). Politics of education in colonial India. India: Routledge.
14. Ghosh, S.C. (2007). History of education in India. Rawat Publications.
15. Zastoupil, L., & Moir, M. (1999). The great Indian education debate: Documents relating
to the Orientalist-Anglicist controversy, 1781-1843. Psychology Press.
16. Naik, J.P., & Nurullah, S. (1974). A students' history of education in India (1800-1973).
Macmillan.
17. The PROBE Team. (1999). Public report on basic education in India. Delhi: Oxford
University Press.
18. Right to Education, 2010, GOI, New Delhi.
195
19. Scrase, T.J. (2002). Globalisation and the cultural politics of educational change: The
controversy over teaching of English in West Bengal. International Review of Education,
48(5), 361-375.
20. GOI. (1992, 1998). National policy on education, 1986 (As modified in 1992). Retrieved
from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-mod92.pdf
196
Semester – IV
PAPER- XVIII – (EDN – 18)
Inclusive Practices
Theory Credit:2+ 1
Objectives:
1. Understand the construct of inclusive education & the progression from segregation
towards valuing & appreciating diversity in inclusive education
2. Understand the national & key international policies & frameworks facilitating inclusive
education
3. Develop skills in adapting instructional strategies for teaching in mainstream classrooms
4. Understand the inclusive practices & its relation to good teaching
5. Understand strategies for collaborative working and stakeholders support in
implementing inclusive education.
Content:
Unit 1. Introduction to Inclusive education
1. Marginalization vs. Inclusion: Meaning and definition
2. Changing practices in Education of children with Disabilities: Segregation, Integration
and Inclusion
3. Diversity in classrooms: Learning styles, Linguistic & Socio-cultural Multiplicity
4. Principles in Inclusive Education: Access, Equity, Relevance, Participation &
Empowerment
5. Barriers to Inclusive Education: Attitudinal, Physical & Instructional.
Unit 2: Policies & Frameworks facilitating Inclusive education
1. International Declarations: Universal Declaration of Human Rights (1948), World
Declaration for Education For All (1990)
2. International Conventions: Convention against Discrimination (1960), Convention on
Rights of a Child (1989), United Nations Convention of Rights of Persons with
Disabilities (UNCRPD), 2006.
3. International Frameworks: Salamanca Framework (1994), Biwako Millennium
Framework for Action (2002)
197
4. National Commissions & Policies: Kothari Commission (1964), National Education Policy
(1968), National Policy on Education (1986), Revised National Policy of Education
(1992), National Curriculum Framework (2005), national policy for Persons with
Disabilities (2006)
5. National Acts & Programmes: IEDC (1974), RCI Act (1992), PWD Act (1995), National
Trust (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013)
Unit 3: Supports and Collaborations for Inclusive Education
1. Stakeholders of Inclusive education & their responsibilities
2. Advocacy & Leadership for Inclusion in Education
3. Family support & Involvement for Inclusion
4. Community involvement for inclusion
5. Resource mobilization for Inclusive education.
Engagement:
1. Collect a list of inclusive schools from Department of school education and map their
area.
2. Visit inclusive schools and observe practices and report
3. Observe classroom transaction in any inclusive classroom
4. Prepare a blueprint to create an inclusive school
5. Critically review the policy documents and write about the recommendations related to
inclusion:
i. NPE, 1986
ii. CRC UNESCO, 1989
iii. UN convention on Rights of Persons with Disabilities , UNESCO, 2006
iv. RTE Act, GOI, 2009
v. UNESCO, 2009 – Policy guidelines on inclusion in education.
6. Make a collage on an inclusive school
7. Interview some teachers working at inclusive schools and report the practices.
8. Assess and prepare Five children‘s profiles.
9. List out barrier free environment related structures.
10. Interact with parents, Teachers from regular school and collect feedback on initiating an
inclusive school.
References:
1. Clough, P., & Corbett, J. (2000). Theories of Inclusive Education. Paul Chapman Publishing,
London.
2. Constitution of India (1950). Article 41, Ministry of Law and Justice, New Delhi.
3. Jha, M. M. (2002). School without Walls: Inclusive Education for All. Oxford, Heinemann.
4. Jorgensen, C. M., Mc Sheehan, M., & Sonnenmeier, R. M. (2009). Essential best practices
in inclusive school. Institute on Disability/UCE, University of New Hampshire
5. Mukhopadhyay, S., & Mani, M. N. G. (2002). Education of Children with Special Needs, in
Govinda, R. (2002) (Ed) India Education Report. Oxford University Press, New Delhi.
198
6. Peterson, M., & Hittie, M. (2009). Inclusive teaching: The journey towards creating effective
schools for all learners. Merrill, New Jersery.
7. Skidmore, D. (2004) Inclusion: The Dynamic of School Development, Open University
Press, Buckingham.
8. Villa, R. A., & Thousand, J. S. (2005) Creating An Inclusive School, Association for
Supervision and Curriculum Development. ASCD, Alexandria.
9. Wade, S. E. (2000). Inclusive Education: A Casebook and Readings for Prospective and
Practicing Teachers. Lawrence Erlbaum Associates, New Jersery.
10. Berry, B., Daughtrey, A., & Weider, A. (2010). Teacher leadership: Leading the way to
effective teaching and learning. Centre for Teaching Quality, Washington, DC.
11. Carr, J. F., Herman, N., & Harris, D. E. (2005) Creating Dynamic Schools through
Mentoring, Coaching, and Collaboration. ASCD, Alexandria.
12. Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies: Improving
all students‘ social lives and learning. Paul H. Brookes, Baltimore.
13. Kunc, N. (2000). Rediscovering the right to belong. In R. A. Villa & J. Thousand
14. (Eds.), Restructuring for caring and effective education: Piecing the puzzle together
Brookes. Baltimore.
15. Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies for effective
instruction. Prentice-Hall, New Jersery.
16. Odom, S. L., McConnell, S. R., Ostrosky, M., Peterson, C., Skellenger, A., Spicuzza, R.,
Chandler, L. K., McEvoy, C. A., & Favazza, P. C. (1993). Play time/social time: Organizing
your classroom to build interaction skills. Communication Skill Builders, Tucson, AZ.
17. UNESCO (1994). The Salamanca statement and framework for action on special needs
education. Paris.
18. Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore
19. Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational
publishers, Multivista Global Ltd, Chennai, 600042, India.
20. Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and
Participation in Schools. Bristol: Center for Studies in Inclusive Education.
199
Semester – IV
Objectives:
The student teachers will be able to:
1. Understand environmental education and the link between environmental education and
climate change
2. Appreciate the role of environmental education in promoting clean and green schools
and communities
3. Understand scarcity of natural resources
4. Understand the concept and strategies of sustainable resource use
5. Understand the school level environment protection
Content
200
Engagement
Environmental
S Mode of Transaction & Engagement
Issues
1 Haritha Haram: Let the students plant a sapling under Haritha Haram Programme and
Tree-planting and monitor its growth every week for one year. Students are asked to
Tree Survival adopt a tree in and around the school/Residence and maintain a tree
Monitoring diary to note their periodical observations on tree ecology: Birds,
Flowers, Fruits, Insects and Seasonal Changes in Leaves.
Explain the medicinal values and importance of trees in eco system.
2 Mission Kakatiya: Take the students to a water body which is being covered for
Community-Based restoration under Mission Kakatiya. Let students test the water quality
Water Body and estimate the water quantity by taking the length, breadth, depth
Monitoring: and calculate the water holding in the area.
3 Schools raising Identifying the stagnant water in the school which causes the
awareness about development of larva which leads to mosquitoes
mosquito breeding Identify the sources(fresh water or used water) of stagnant water and
sites work on it
Schools raise awareness about mosquito breeding sites, eliminating
standing water.
4 School gardening Motivate the students to grow different plants in school premises ask
programmes them to use only organic manure.
supporting Plant those trees which yield fruits and vegetables to feed the school
nutrition. Students
4 Project works to Ask the students to make projects on biodiversity, pollution and
the students deforestation and come out with options through group discussion, role
plays and presentations
Students in school adopted at least one environmentally-friendly
behaviour at home and make a presentation on it.
5 Biodiversity Student is asked to observe the Biodiversity in the school/Parks/Nearby
handbook Water bodies and maintain a record which is to be updated once in a
month.
Maintain the biodiversity handbook(register) of their
Town/City/State/Country
6 Carbon footprint As carbon footprint is a measure of the impact our activities have on
the environment, and in particular climate change. It relates to the
amount of greenhouse gases produced in our day-to-day lives through
burning fossil fuels for electricity, heating and transportation. Based on
this students are asked to develop projects on this topic and implement
it in the school campus and observe it in regular intervals and project
developed by senior students to be explained to their juniors
7 Climate change Create a folder on climate change and human health
handbook: Students are asked to involve their family members by asking them
what the weather was like at their age when they were of your age, and
compare it
Record the difference between climate and weather
Ask the students to analyse the reasons for climate change and
solutions to overcome it
8 Global warming: Students are asked to develop the projects on Global Warming and
implement the project in the school.
201
To stress the issue update the information once in 3 months like as
follows:
Gradual increase, observed or projected, in global surface temperature.
Consequences of the enhanced greenhouse effect, which is induced by
anthropogenic emissions of greenhouse gases into the atmosphere.
Greenhouse effect: A term describing the role the earth‘s atmosphere
plays in insulating and warming the earth‘s surface. Without this effect
the earth would be a frozen planet with an average temperature on the
surface of about -18°C (about 0°F)
9 Field trips Provide opportunities for Students to interact with their environment
through field trips like visiting community parks, nearby water bodies,
Sanctuaries, National Parks, and Organic Fields. After-school they are
allowed to develop projects on research and action projects, and to
practically apply what they have learned.
10 Climate adoption Have to be take up the project which are focused on climate science,
mitigation and adaptation. Adaptation research focuses on
understanding how the world will respond to a warmer future,
moderating the damage, and exploring opportunities. Specific topics
have included crops, pests, birds, corral, and human health.
Ask the students to observe the behaviour of the animals , birds and
their pets depending on the climate changes and maintain a record of it
and which is to updated once in 3months (Season change)
11 Impacts of climate We need to ask the students to identify the impacts of climate change
change on health on human body and how it would affect the water bodies the Extreme
weather events such as cyclones, floods and droughts which diminish
the water resources, causing increased malnutrition, waterborne
diseases such as diarrhea, and vector-borne diseases such as malaria.
12 Activities Ask the students to make posters and slogans on Impact and effects of
climate change on human body, solid waste surveys, and local food
production.
14 Community Students are asked to observe and listen to community debates,
Projects: interviews of professionals and politicians in a newspaper and maintain
a record of that. Observing laying of water carrying pipes for a new
water system.
15 Surrounding Mapping the surrounding pollution and the traffic jams
Mapping Students can develop maps that identify dangerous and safe locations
in their community, best routes for safe evacuation, and environmental
hazards such as garbage, quicksand and wells. Maps can also show
locations of play areas and highlight different types of play.
16 Item rating and Boys and girls can make clear judgments about the quality of their
card sorting. environment by rating the features that are important to them,
. individually or as a group.
Many techniques can be used, from card sorting, using markers or
stickers to other conventional rating methodologies
17 Drawings Asking Students to draw pictures of things is tricky and should be used
carefully. Adults usually do not interpret Students‘ drawings accurately
without help. Students themselves should explain their drawings and
annotate them.
202
References:
1. Agarwal S.K. & Dubey P.S (2002): Environmental controversies. APH Publishing house,
New Delhi.
2. Cunningham W.P. & B.W. Saigo (1995): Environmental Science Wm.C.Brown
Publishers. Toronto
3. Desh Bandhu & R.Dyal (1999): Environmental education for a sustainable future. Indian
environmental society. New Delhi.
4. Khan T.I (2001): Global biodiversity and environmental conservation – Special emphasis
on Asia and the Pacific. Pointer publications. Jaipur.
5. Khanna G.N. (1993): Global environmental crisis and management. Ashish Publihing
house, New Delhi.
6. Mohanty S.K. (1998): Environment and Pollution Law manual. Universal law publishing
co. pvt. Ltd. Delhi.
7. Palmer J. & Philip Neal (1994): The handbook of environmental education. Routledge,
London.
8. Purushottam Reddy K & Narasimha Reddy D (2002): Environmental education,
Neelkamal Publications Pvt. Ltd. Hyderabad.
9. Singh R.B. & Suresh Misra (1996): Environmental law in India – Issues and responses.
Concept publishing company, New Delhi.
10. Trivedi P.R, Sharma P.L. & Sudershan K.N. (1994): Natural environment and
constitution of India. Ashish Publishing house, New Delhi.
203
204
Semester – IV
Content:
205
v. Commitment to mediate
vi. Looking for alternative strategies and creative solutions to overcome/transform
conflicts.
Engagement:
1. Visits to organizations connected with peace and intercultural harmony, and aesthetic
appreciation to experience peace as reality submission of reports on experiences.
2. Approaches to peace education – case studies of local and international.
3. Role plays to enact situations involving conflict, corporal punishment, discrimination, and
domestic violence in day-to-day life.
4. Film clips displaying concerns of peace, good intercultural relationships, environmental
presentation and other key ideas and discussions thereon, like – Doha debates, Sadako,
etc.
5. Preparation of collage from newspapers, etc. to highlight issues and challenges to peace
or positive response to them.
6. Developing an action plan for peace in school and local community.
7. Visiting websites on peace education to become familiar with National and International
Initiatives, approaches and strategies of peace, case studies of conflict in the region.
8. Guest lectures from Yoga and Peace Organizations.
References:
1. ASPNET (2003). ASPNET Draft Report: 50th Anniversary International Congress
'Navigators For Peace', Auckland, New Zealand, 3—8 August 2003.
2. AVP Education Committee. Alternatives to Violence Project Manual [Second Level
Course]. New York: Alternatives to Violence Project.
3. Balasooriya, A.S. (1994). Teaching Peace to Children. Maharagama, Sri Lanka: National
Institute of Education.
4. Balasooriya, A.S. (1994b). Management of Conflict in Schools. Maharagama, Sri Lanka:
National Institute of Education.
5. Balasooriya, A.S. (1995). Education for Peace: Learning Activities, Maharagama, Sri
Lanka: National Institute of Education.
6. Balasooriya, A.S. (2000). World Peace through School Manuscript. Maharagama, Sri
Lanka: National Institute of Education.
7. Balasooriya, A.S. (2000). Mediation Process. Sri Lanka.
8. UNESCO. (2001). Learning the Way to Peace. A Teachers Guide to Education for
Peace. New Delhi: UNESCO.
9. Bey T.M. and G.Y. Turner (1995). Making School a Place of Peace. London: Sage.
10. Brown, G. (1971). Human Teachingfor Human Learning. New York, Viking.
206
11. Canfeid, J. (1975). 101 Ways to Enhance Self-concept in the Classroom. Engle Cliffs:
Prentice Hall.
12. Delors, J. (1996). Learning the Treasure within: Report of International Commission on
Education for the 21st Century. Paris: UNESCO.
13. Dewy, J. (1916). Democracy and Education, London: The Free Press.
14. Dhand, H. (2000). Teaching Human Rights: A Handbook for Teaicher Educators.
Bhopal: Asian Institute of Human Rights Education.
15. Fountain, S. (1999). Education for Peace in UNICEF. New York: Working Paper
Education Section, Programme Division, UNICEF.
16. Fountain, S. (1988). Learning Together — Global Education. New York: Stanley Thrones
Publishers Ltd, New York University.
17. Galtung, J. and D. Ikeda (1995). Choose Peace. London: Pluto Press.
18. Government of India (1949). Report of the University Education Commission, (1948-49).
New Delhi:
19. Government of India (1953). Report of the Secondary Education Commission, (1952-
53). New Delhi: Ministry of Education, Government of India.
20. Government of India (1966). Report of the Education Commission 1964-66 on
"Education and National Development". New Delhi: Ministry of Education, Government
of India.
21. Government of India. (1986). Report of the National Policy on Education (1986). New
Delhi, Ministry of Human Resources Development, Government of India.
22. Government of India (1993). Learning without Burden. New Delhi: Ministry of Human
Resources Development (MHRD), Department of Education, Government of India.
23. Handa, M.L. (1983). ManifestoforaPeacefulWorldOrder: A GandhianPerspective. New
Delhi: Gandhi Bhavan.
24. Harris, I. M. (1988). Education for Peace. London: McFarland and Company.
25. Harris, I. and C. McCauley (2000). Report on the International Workshop on Education
for Peace. Israel: University of Haifa.
26. Herzog, S. (1982). Joy in the Classroom. Boulder Creek, California: University of the
Tree Press.
27. Hicks, D. (1985). Education for Peace: Issues, Dilemmas and Alternatives. Lancaster:
St. Martin's College.
28. Hodder and P. Pruzman (1988). The Friendly Classroom for a Small Planet. Progra
Fellowship of Reconcilation. London: New Society Publishers.
29. Hutchinson, F. P. (1996). Educating beyond Violent Futures. London: Routledge.
30. International Institute for Democracy and Electoral Assistance (IDEA) (2003).
Reconciliation After Violent Conflict: A Handbook. Sweden: International Institute for
Democracy and Electoral Assistance.
31. Joseph, A and K. Sharma (eds) (2003). Terror Counter-terror. New Delhi: Kali for
Women.
32. Kreidler, WI. (1991). Creative Conflict Resolution: More than 200 Activities for Keeping
Peace in the Classroom. Foreman, Scott, Glenview.
33. Maria, D. (2003). 'Value Education for Peace', The CTE Journal, 2 (3): 25.
34. Maslow, A. H. (1968). Towards a Psychology of Being, 2e. Van Nostrand Reinholf.
35. National Council of Educational Research and Training (NCERT) (2000). National
Curriculum Framework for School Education. New Delhi: NCERT.
36. Okamoto, M. (1984). 'Peace Research and Education for Peace: What is Education for
Peace in the New Light of Peace Research?" Gandhi Marg, 6 (July-August): 220.
37. Pandey, S. (2004). Education for Peace: Self Instructional Package for Teacher
Educators.
207
38. Pike, G. and D. Seiby (1993). Global Teacher—Global Learner: Public Report on Basic
Education in India,OUP, (1999).
39. Reardo, B. A. (1997). Tolerance—The Threshold of Peace. Paris: UNESCO.
40. Schmidt, F. and A. Friedman (1983). Creative Conflict Solvingfor Kids. London:
Stoughton Ltd.
41. UNESCO (1998). Learning to Live together in Peace and Harmony. A UNESCO
APNIEVE Source Book for Teacher Education and Tertiary Level Education. Bangkok,
Thailand: UNESCO Principal Regional Office for Asia and the Pacific.
42. UNESCO (2001). Learning the Way of Peace. A Teachers' Guide to Education for
Peace. New Delhi: UNESCO.
43. UNICEF (1994). I Dream of Peace. New York: Harper Collins.
44. UNICEF (1996). Education from Conflict Resolution Project: Final Progress Report to the
U.K. Committee for UNICEF. Colombo, Sri Lanka: UNICEF.
208
Semester – IV
Paper – XX – Electives – EDN- 20 b
Guidance and Counseling
Theory Credit:2 + 1
1. understand the concept of Guidance & counseling and its nature and scope.
2. extend services for Educational, vocational and personal guidance.
3. acquaint with the organizational aspects of guidance services.
4. acquaint with the tools and techniques of guidance services.
5. diagnose the problems of children and to extend guidance and counselling services.
6. acquaint with service agencies of guidance and counselling centres.
Content:
209
4. Organization of School guidance Programme-Pre-requisites, planning and guidance
activities.
5. Evaluation of guidance programme.
6. Tools &Techniques of Guidance: Standardized & Non-standardized
7. Non-Standardised Techniques- Questionnaire, Observation, Sociometry Autobiography,
rating scales, anecdotal record, case study, cumulative record and interviews.
8. Standardised tools-Aptitude, Achievement, Interest and personality tests
9. Role of standardised and Non-Developing Students profile and providing guidance.
Engagement:
References:
1. Ashok Bhatnagar & Nirmala Gupta (eds.) (1988) Guidance and counselling: A
Theoretical perspective Vol. I, Vikas, New Delhi.
2. Dash (2003) - Guidance services Schools, Forminant publishers and Distibutions, New
Delhi.
3. Gibson Robert L. Michel Marianne. J (2005)-Interduction to counselling and guidance,
practice Hall India Pvt.Ltd.
4. Indu Deve (1984): The Besic Essentials of counselling, sterling Pvt.Ltd, New Delhi.
5. Jaffeey .A Kotrer and Elian Kothat (1993) - Teacher as a counsellor, sage publication,
London.
6. Joneja , G.K (1997) : Occupational information in guidance, NCERT, New Delhi.
7. Lakshmi K.S. 1st Ed (2002) – Encyclopedia of guidance and counselling, mitted
publications, New Delhi.
8. Nande S.K. and Shrma .S (1992)- Fundamentals of guidance, Chandigerh.
9. Narayana Roos (1991) – Counselling and Guidance – Second Edition, Tata Mc Graw
Hill publishing company, Ltd. New Delhi.
10. Pedersen (1996) - counselling across cultures, sage publications, Londan.
11. Ramanath Sharma (2002)-guidance and counseling, Surjeet publications.
12. Sharma, R.N, Sharma .R (2004) Guidance & Counselling, Atlantic publishes &
Distributors, New Delhi.
13. Shrivastava (2003) – Principles of guidance and counselling, Kanishka publishers, New
Delhi.
210
Semester - IV
Paper – XX – Electives – EDN- 20 c
Entrepreneurship Training
Theory Credit:2 + 1
Content:
Unit- 1: Entrepreneurship
Engagement:
1. Visit some success schools & interview the heads of the institutions on their planning &
execution of the programme.
2. Visit some residential, Social welfare & Tribal welfare schools and interview the heads
of the institution about the programme implementation
3. Critically review the Education Acts Code of different States and reflect.
4. If you are given a chance to open your school – Narrate your ideologies.
5. Prepare a proposal to start your own school following State Government Rules.
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6. Prepare guidelines for a Successful Mentor.
7. Write your strategies to mobilize community children to your school.
8. Suggest various modes of publicity for the Institutional enrolment.
9. Prepare brochures, pamphlets, websites, newspaper advertisements, wall posters, flexi
banners, mouth to mouth canvassing, rallies, mobile canvassing, mobile technology,
social media, and social networks.
References:
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Semester – IV
Paper – XX – Electives – EDN- 20 d
Classroom Management and Organization
Theory Credit: 2 + 1
1. Physical space in a school – toilets, classroom, building, open space, classroom space,
plays area.
2. Infrastructure – furniture suitable to classrooms, library, laboratory, sports and staff and
administrative block.
3. Resources and material – labs, sports, teaching, general facilities water, drinking and
other utility.
4. Management and maintenance of physical and material resources to optimize access to
teaching organize and implement instructions.
5. Sharing resources – school complex.
1. Planning - year plan, timetables, school calendar, Day to day schedules, notices,
circulars, announcements, staff meeting, exam etc.
2. Monitoring – Allotment of duties and responsibilities of teaching non-teaching staff,
Autonomy and Accountability
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3. Conducting activities & Documentation – staff meetings, events, programmes, SMC‘s
and Documentation – Minutes, events, bills, programmes, academic and other
documents.
4. School community relationships and parent – teacher relationships.
5. Leadership styles of HM & teachers; Approaches to professional development of a
teacher; Perspective planning and coordination with authorities for support;
Accountability and self assessment of teachers and feedback mechanisms.
6. Conducive school environment – team work, transparency, self – esteem among
Headmaster, teachers and students.
7. Strategies to manage: Classroom, behavioural problems, Time - time allocation,
instructional time, engaged time and Academic learning time.
Engagement:
1. Observe the classrooms in different types of schools & write a report on the classroom
arrangement with different resources.
2. Explore & enlist various physical and academic resources essential for an ideal
functioning of a school.
3. Envision a learner friendly classroom & school and write about its climate.
4. Visit any e-classroom & write about it.
5. Observe any one school complex and write about the resources sharing done and write
a brief report about it.
6. Interview different teachers and identify different types of students in the classrooms &
explore the strategies used by the teachers.
7. Observe few classrooms and record the time management of teachers with respect to
total time slot, instruction time, engaged time & academic learning time:
References:
1. Alka, Kalra (1977) Efficient School Management and Role of Principals, APH Publishing
Corporation, New Delhi.
2. Buch, T (et al) (1980) Approaches to School Management, Harper & Row Publishers,
London.
3. Campbell, R F., Corbally, J E and Nystrand, R O (1983) Introduction to Educational
4. Administration, (6th ed), Allyn and Bacon, Inc., Boston Blumberg, A & Greenfield, w
(1986)
5. Govt of India (1992), Programme of Action, MHRD, New Delhi.
6. Griffiths, J. Podirsky, M. Deakin, S. and Maxwell, S. (2002). Classroom Layout. URL:
http://ehlt.flinders.edu.au/education/DLT/2002/environs/suyin/overview.html.
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7. Gupta, S K and Gupta S (1991) Educational Administration and Management,
Manorama Prakashan, Indore.
8. Khan, M S (1990) Educational Administration, Asia, Publishing House, New Delhi.
9. Marsh, C. (2000). Handbook for Beginning Teachers. Second Edition. Pearson
Education: Australia.
10. Naik, J P (1970) Institutional Planning, Asia Institute for Educational Planning and
Administration, New Delhi.
11. Sushi, T et. al. (1980) Approaches to school management, London : Harper & Row.
12. Vashist, Savita (Ed)(1998) Encyclopedia of School Education and Management, New
Delhi, Kamal Publishing House.
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Semester – IV
Paper – XX – Electives – EDN- 20 e
Disaster Management Education
Theory Credit: 2 + 1
Engagement
I. Case Studies in Disaster Management
1. Visit the Institutions such as NGRI, NIRD and prepare a list of natural disaster-prone
areas in India & Telangana.
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2. Conduct a study (interview officials & people) about the consequences of natural
disasters and prepare a comprehensive report with a list of pictures/ photographs and
clippings showing the damage caused by disasters
1. Celebration of landmark days such as IDNDR day to create awareness among school
children about the different aspects of disaster management
2. Study the role of any one of the Newspapers of your locality and write a report as to how
it is contributing in awareness raising, education & opinion building to save human lives
and protect property
References:
1. Sinha D.K (1992): Natural Disaster reduction for nineties: Perspectives, aspects &
strategies. International Journal services, (Publications Division), Kolkata
2. Agarwal. A & Narain S (1991): State of India‘s Environment – A citizen‘s report: Floods,
flood plains & environmental myths. Center for science and environment, New Delhi
3. Sharma V.K (1995): Disaster Management. National center for disaster management,
Indian institute of public administration, New Delhi
4. David A. (1993): Natural disasters. UCL Press London & Research Press, New Delhi
5. Blaikie.P. Cannon T. & Wisner B. (1994): At risk: Natural hazards, people‘s vulnerability
and disasters. Routledge, London
6. Carter W. Nick (1992): Disaster management – A disaster manager‘s handbook. Asian
Development bank. Philippines
7. Videos covering prevention, preparedness, rescue, relief and rehabilitation – UNDP,
Min. of Home Affairs
8. Disaster management & technology promotion – Technological information forecasting
academic council (TIFAC).
9. Ramakrishna A. (Ed.) (2014): Disaster Management Education, Dr. BRAOU, Hyderabad.
10. CBSE textbooks – How to make a plan for community exercise- UNDP; Min. of Home
Affairs
11. Parasuraman S. & P.V.Unnikrishnan (2000): India Disaster Report: Towards a Policy
initiative. OUP. New Delhi
12. World Disaster Reports
13. Disaster Management Act- 2005
14. www.fema.gov
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Semester – IV
Theory Credit: 2 + 1
Content:
Engagement:
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3. Conduct self- analysis when in crisis, value clarification approach – Lewis Ruth.
4. Observe and interview students & teachers and write about their academic honesty &
intellectual integrity
5. Explore Pancha mahavratas of Jain Philosophy & practice to yourself in day to day life &
write your reflections.
6. Observe and interview some animal rearing persons and explore the compassion,
empathy & equality observed in their habits.
7. Reflect on Indian Arishadvargas / Kleshas, Kama, kroda, moha, mada, mastheryas and
analyse your behaviour everyday.
8. Analyse the concept of Dharma in Indian society and critically write your views on
Varnashrama Dharma‘s relevance in harmonious life.
References:
1. John Mckenzie, (1992) MA, The Religious Quest of India Hindu Ethics, A Historical,
Ethical Press, Essay, Oxford University Press.
2. Peter Singer (1993), Practical Ethics, Cambridge University.
219
Semester – IV
Content:
220
Engagement:
1. Student teachers should teach atleast one tribal adult to become literate.
2. Each student shall organize and participate in literacy or other development awareness
programmes in tribal settlements
3. Visit ashram/tribal welfare residential school/tribal welfare department / ITDA and write a
report on its functions.
4. Write a report on Bridge School Programmes in Tribal settlement/village/area/neighbor
hood
5. Write a report on Sarva Shiskha Abhiyan Programmes in tribal areas
References:
1. Ananda, G. (2000) Educating Tribals (An Ashram School Approach) Common Wealth
Publishers, New Delhi.
2. Adinarayana Reddy.P & Umadevi..P (2005) Tribal Women Education, constraints and
strategies, the Associated Publications, Ambala
3. Alka Saxena, (2002) Dynamics of Tribal Education, Rajat Publications, New Delhi
4. APREIS (1995), Evaluation Study of A.P. Residential Schools for Scheduled Tribes,
TCR & T1 TW, Department, Hyderabad and SCERT, Hyderabad
5. Devendra Thakur, Thakur D.N. (1995), Tribal Education, Deep & Deep Publications,
New Delhi
6. Desai, A.R. (1978) Rural Sociology in India, Popular Prakashan, Bombay
7. Manmatha Kundu (1990) Cultural Anthropology and Tribal Education, Amar Prakashan,
Ashoka vihar, New Delhi.
8. Note on GURUKULAM (2005), A.P. Tribal Welfare Residential Educational Institutions
Society, Tribal Welfare Department, Govt. of A.P. Hyderabad.
9. Nadeem Hasnain (2009) Tribal India, Palaka Prakashan, New Delhi.
10. Parvathamma. C (1984) Scheduled Castes and Tribes. A Socio-Economic survey.
Ashish Publishing House, New Delhi.
11. Performance Budget (2005-2006) Department of Tribal welfare, Govt. of A.P.
12. Sujatha, K. (1994) Educational Development Among Tribes, A Study of Sub-plan areas
in Andhra Pradesh, South Asian Publishers Pvt. Ltd. New Delhi & NIEPA, New Delhi.
13. Sharma K R (1991) Educational Life Style of Tribal Students, Classical Publishing
company, New Delhi.
14. Shah B.V. Shah, K.B (2002) Sociology of Education, Rawat Publications, Jawahar
Nagar, Jaipur, India.
15. Tribes and Tribal Areas of Andhra Pradesh (Basic Statistics) (2005) Tribal Cultural
Research and Training Institute, Tribal Welfare Department, Govt. of A.P.
16. Uttam Kumar Singh, Nayak.A.K.(1977), Tribal Education, Common Wealth Publishers
Ansari Road, New Delhi.
17. Verma. M.M. (1996) Tribal Development in India, Mittal Publications, New Delhi.
18. Kurukshetra, Journal on Rural Development Block. No.4, Ist floor, Gruhakalpa Complex,
M.J.Road, Nampally, Hyderabad.
19. Vijay Kumar (2000) Tribal Welfare and Development in India.
20. Nishi K Dixit (2006) Racial Identity and Rights of Tribes and Tribals, Vista International
Publishing House, Delhi.
21. Behura N.K.& Nilakantha Panigrahi (2006) Tribals and the Indian Constitution, Rawat
Publications, New Delhi.
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22. Sah D.C. & Yatindra Singh Sisodia (2004) Tribal Issues in India, Rawat Publications,
New Delhi.
23. Narwani G.S. (2004), Tribal Law in India Rawat Publications, New Delhi.
24. Deepak Kumar Behera & Georg Pfeffer (2005), Contemporary Society Tribal Studies,
Concept Publishing Company, New Delhi.
25. Devendra Thakur & Thakur D.N (2009) Tribal Life in India. Deep and Deep Publications,
New Delhi.
26. Chudhary, B. (1992): Tribal Transformation in India. Vol.-V, New Delhi.
27. Jain, S.C. (2005): Education and socio-economic development. Concept publishing
house, New Delhi.
28. Kagan, T.S. (2000): Worldwide Diversity and Human Rights. Orient Longman Pvt Ltd.,
New Delhi.
29. Ogbu, J.U. (1978): Minorities, education and caste. Academic Press, New York.
30. Reissman, F. (1962): The Culturally deprived child. Harper and Raw Publishers, New
Delhi.
31. Sadavinich, A.R. (2007): Sociology of Education. Routledge, New York.
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Semester – IV
Reflective Reading
Practicum Credit: 2
Content:
1. Novels
2. Fiction
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3. Life stories of scientists, philosophers, great personalities- Abdul Kalam , Amartya Sen.
4. Biographies and Autobiographies.
5. Popular science texts, policy documents, Reports, Plan documents
Engagement:
1. Each student has to read the texts at home and reflect in the class room and also record
the same as a document. Teachers should guide them.
2. Texts are suggested and provided to read and reflect by following different techniques
(SQ3R), Gibbs, etc.
References:
1. Anderson, R.C. (1984). Role of the reader‘s schema in comprehension, learning and
memory. In R.C. Anderson, J. Osborn, & R.J. Tierney (Eds.), Learning to read in
American schools: Basal readers and content texts. Psychology Press.
2. Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension
exercises. Cambridge University Press.
Assessment:
Internal assessment:
1. Read any two traditional texts of wisdom and write your reflections and share them with
the peer group.
2. Select any two texts with different ideology & write your reflection and share with the
peer group.
3. Read any two novels / fiction/ biographies, etc. and write your reflection and share with
the peer group.
Note: The above three tasks should be documented for internal assessment and to present
before the examination.
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EDN – 21 Reflective Reading
1. Marks should be awarded by the external examiner to the document prepared during
the course work.
2. Read following traditional text and write your reflections. – 10 marks
3. Read the text / article based on an ideology & write your reflections. – 10 marks
4. Read a chapter from a novel / fiction/ biography, etc. and write your reflections – 10
marks.
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