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Syllabus : B.Ed.


B.Ed. (Bachelor of Education) Syllabus

Two Year Course (From 2015-16 onwards)

Faculty of Education

For Colleges affiliated to M.J.P. Rohilkhand University, Bareilly


B.Ed. Course Faculty of Education of Colleges affiliated to M.J.P. Rohilkhand University, Bareilly

Preparatory Note: These Ordinances pertain to the two year Bachelor of Education

programme of the B.Ed course of colleges affiliated to M.J.P. Rohilkhand University, Bareilly.

Upto session 2014-15 these programmes were running in one year mode in the name of B.Ed

Keeping in view NCTE regulation -2014 the programme shall now be of two years (B.Ed course) from the session 2015 onwards.

Ordinances for B.Ed.

1.1 Eligibility and Admission :

(i) Candidates with at least 50% marks either in the Bachelor’s Degree and/or Master’s Degree in Sciences/Social Sciences/Humanity, Bachelor’s Degree in Engineering or Technology with specialization in Science and Mathematics with 55% marks or any other qualification equivalent thereto of this or any other University/deemed university recognized by UGC, may be admitted for the degree of Bachelor of Education. Relaxation in percentage of marks shall be given to S.C./S.T. students as per U.P. Government norms. Eligibility criteria shall vary as per NCTE/UGC/UP State Government norms.

(ii) Rules of reservation shall apply to all admissions as per U.P. Government/University norms.

(iii) No candidate shall be admitted to B.Ed. course of colleges affiliated to M.J.P. Rohilkhand University, Bareilly unless he/she has appeared in the Entrance Test to be conducted by the State Government/University.

1.2 Obligation of Admitted Candidates :

(i) Every admitted candidate shall be required to show a competent knowledge in various theory papers and required skills to be detailed hereinafter.

(ii) Every admitted candidate shall be required to undertake field work, assignments, school internship etc. as given in the course.

(iii) As far attendance is concerned the rules of NCTE/University shall prevail.

(iv) A candidate, who desires to appear in examinations under these ordinances, shall have to submit his/her application after completing all said activities on a prescribed

form and that upto a prescribed last date. The candidate shall have to submit application for both years.

1.3 The Mode of Examination :

(i) The mode of examination may vary between annual system and semester system as per the decision of the University. The mode of examination prevailing at present is that of annual examination.

(ii) Students shall be allowed to appear for Back/Improvement examination in one paper only.

(iii) A student can complete B.Ed. course in a maximum of three years from the date of

admission in the course.

1.4 Course Structure of B.Ed.

(i) First Year (Theory Papers)

Marks

Ext. Int. Total

Paper-1 Childhood and Growing Up 80 20 100

Paper-2 Contemporary India and Education 80 20 100

Paper -3 Learning and Teaching 80 20 100

Paper-4 Language across the Curriculum 40 10 50

Paper-5 Understanding Disciplines & Subjects 40 10 50

Paper-6 Gender, School and Society 40 10 50

Paper-7 (a) Pedagogy of School Subject (Part-I) 40 10 50

(Any One)

i. Teaching of Physical Science

ii. Teaching of Biological Science

iii. Teaching of Mathematics

iv. Teaching of Home Science

v. Teaching of Social Studies

vi. Teaching of English

vii. Teaching of Hindi

viii Teaching of Sanskrit

ix Teaching of Commerce

EPC-1 Reading and Reflecting on Texts Nil 50 50

EPC-2 Drama and Art in Education 40 10 50

EPC-3 Critical Understanding of ICT 40 10 50

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Total 650

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Note : Internal evaluation in Paper-1 to 7(a) shall be done through one written test and task & assignment. In Papers 1 to 3 written test shall comprise of 10 marks and tasks and assignment shall comprise of 10 marks. In Papers 4, 5, 6, 7(a) EPC-2 and EPC-3 written test shall comprise of 05 marks and tasks & assignments shall comprise of 05 marks. EPC-1 shall be evaluated internally on the basis of activities indicated in the syllabus.

Practical/Field Engagement:

There shall be school engagement of Four weeks in the first year. School engagement and practical shall be evaluated as follows:

Marks

Ext. Int. Total

1. Observation of school activities Nil 10 10 and preparation of report

2. Observation of Teaching and Nil 10 10 preparation of report

3. Evaluation of teaching skills Nil 30 30 (through microteaching) 

Total 50

(ii) Second Year (Theory Papers)

Marks

Ext. Int. Total

Paper-7 (b) Pedagogy of School Subject (Part-II) 40 10 50

(Same subject as chosen under 7(a) of first year

and one other school subject ) 40 10 50

i. Teaching of Physical Science

ii. Teaching of Biological Science

iii. Teaching of Mathematics

iv. Teaching of Home Science

v. Teaching of Social Studies

vi. Teaching of English

vii. Teaching of Hindi

viii Teaching of Sanskrit

ix Teaching of Commerce

Paper-8 Knowledge and Curriculum 80 20 100

Paper-9 Assessment for Learning 80 20 100

Paper-10 Creating an Inclusive School 40 10 50

Paper-11 Optional Course (any one) 40 10 50

Optional Course (any one)

I) Environment Education

II) Peace Education

III) Guidance & Counseling

IV) Health Education and Yoga

V) Special Education

EPC-4 Understanding the Self -- 50 50

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Total 450

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Internal evaluation in papers 7 (b), 8, 9, 10 and 11 shall be done through one written test and tasks and assignments. In papers of 100 marks written test shall comprise of 10 marks whereas tasks and assignments shall comprise of 10 marks. In papers of 50 marks written test shall comprise of 5 marks whereas tasks and assignments shall comprise of 05 marks. EPC-4 shall be evaluated on the basis of internal evaluation of theory of 20 marks and activities of 30 marks mentioned in the syllabus.

Practical/Field Engagement :

There shall be field work of 16 weeks in the second year out of which school internship shall be of 15 weeks. Out of these 16 weeks, 01 week shall be devoted to the observation of subject teaching in the school. Next 12 weeks (06 weeks for each of the two school subjects) shall be devoted for teaching of subjects lessons with daily lesson plan. 25 lessons each shall be taught at Upper Primary and secondary levels. During next 01 week students shall carry out the duties of concerned subject teacher as per the school time table. Last 02 weeks shall be devoted to post teaching activities. Activities during this period shall be evaluated as follows :

Marks

Ext. Int. Total

1. Criticism Lesson --- 20 20

2. Preparation of teaching aids/Improvisation --- 15 15 of apparatus

3. Administration and analysis of results --- 15 15 of achievement test

4. Evaluation of records (lesson plan, note --- 15 15 Book, teacher’s diary, Peer observation etc.)

5. School experience and plan of action for --- 15 15 Improvement of some aspect of school

6. Co-curricular activities (Organization / --- 20 20 Participation: Science club, cultural club, Environment protection club etc.)

7. Final Teaching 100 --- 100

8. Viva voce 50 --- 50

Total 250

Candidates opting any two school subjects under paper-7a and 7b, shall be evaluated under heading Practical /Field engagement in second year, while point 7(Co-curricular activities) shall be evaluated for both the years . Final teaching and viva voce shall be evaluated by panel of examiners consisting of two external and one internal.

1.5 Conduct of Examinations :

(i) The examination for two year B.Ed. shall be held once every year on such dates as may be fixed by the Department/University.

(ii) A candidate shall be eligible to appear in the examination who has pursued the prescribed course of studies in the department and has completed all the activities related to field engagement as prescribed for each year.

(iii) The examination at the end of the course shall be both in theory and practical/Field engagement. A candidate shall be required to pass theory and practical/field work examinations separately.

(iv) To pass in theory and practical/field engagement, a candidate must obtain 30% marks in each theory paper and 36% in the aggregate of theory papers. In practical/field engagement pass percentage shall be 40%.

(v) There shall be separate divisions in theory and practical/field engagement. However, no division shall be awarded in the first year. Only Pass/Fail shall be given in the first year. Divisions shall be awarded on the basis of examination of both years.

(vi) Classification of results (Theory as well as Practical/Field engagement) –

60% and above - First Division

48% and above but below 60% - Second Division

36% and above but below 48% - Third Division (For Theory)

40% and above but below 48% - Third Division (For Practical/Field Engagement)

(vii) A candidate shall be promoted to second year only when he/she has passed first year.

(viii) In each session, the candidate can appear in improvement/back exam in one paper only.

(ix) A student of B.Ed. course, who has completed all the desired activities/internal tests/attendance etc. throughout the year but could not appear in the examination or appeared in the examination but failed in more than one papers, may be allowed to appear in the examination of next year as an ex-student. The internal marks received in previous session shall be carried over.

(x) In case of any obscurity, the general provision of the university shall prevail.

(xi) Marksheet and Degree shall be awarded as Bachelor of Education.

B.Ed. Course

Faculty of Education of Colleges affiliated to M.J.P. Rohilkhand University, Bareilly

First Year Syllabus

Paper-1 Childhood and Growing Up

Paper-2 Contemporary India and Education

Paper -3 Learning and Teaching

Paper-4 Language across the Curriculum

Paper- 5 Understanding Disciplines & Subjects (Social Science, Science, Maths languages)

Paper-6 Gender, School and Society

Paper-7 (a) Pedagogy of a school subjects (Part-I) (Any One)

i. Teaching of Physical Science

ii. Teaching of Biological Science

iii. Teaching of Mathematics

iv. Teaching of Home Science

v. Teaching of Social Studies

vi. Teaching of English

vii. Teaching of Hindi

viii Teaching of Sanskrit

ix Teaching of Commerce

EPC-1 Reading and Reflecting on Texts

EPC-2 Drama and Art in Education

EPC-3 Critical Understanding of ICT

Paper-1: Childhood and Growing Up

Max Marks: 100

Objectives :

After Completion of Course the student teacher will be able to:

1. Gain advanced knowledge of developmental processes and principles

2. Study different methods of understanding child

3. Understand the specific features of childhood and adolescence as distinct stages of development

4. Understand practical application of theories

5. Understand multicultural families with diverse forms of child rearing and Parent-child relationships

6. Create awareness about children and families living in difficult circumstances

7. Aware of the current issues confronting adolescents.

Unit I : Introduction to Concept and Process of Childhood Development :

 Meaning of Childhood development, Principles of development

 Study of Life span-Prenatal, early childhood, middle childhood, adolescence & adulthood and stage specific characteristics.

 Meaning of cognition and its role in learning

 Facilitating Holistic development for self and society

 Procedure for studying Children-Observation, Interview and Case Study.

Unit II : Theories of Childhood Development and their Significance :

 Erik Erikson‟s Psychosocial Theory,

 Piaget‟s Cognitive Theory,

 Arnold Gesell‟s Maturation Theory,

 Bandura‟s Social Learning Theory,

 Bronfen Brenner‟s Ecological Theory,

 Vygotsky‟s Socio-cultural Theory

 Noam Chomsky‟s Processing Theory

Unit III : Childhood and Adolescence :

 Defining Childhood and Adolescence as a distinct stage

 Adolescence special feature and challenges

 Characteristics and developmental task of Childhood and Adolescence

 Socialization of Childhood and Adolescence in different culture.

 Role of media in the life of adolescents with special reference to use of internet (Social networking sites, E-mails, Browsing).

Unit IV: Family School and Community:

 The Family-Meaning, function of the family, family as a social system, different styles of child rearing, Socioeconomic and Ethnic variation in Child Rearing, Cultural Influences of family.

 School –Meaning and Function of school, school transition in childhood and adolescence, helping adolescence in school adjustment. Teacher student interaction, peer relation and its importance, Cultural value of peer groups.

 Community- Meaning and Function of Community, case study of a community-linked programme at local/national/international level.

Unit V : Issues and Concern in Childhood and Adolescence :

 Children with difficult circumstances and Understanding of them-Juvenile delinquency, maladjustment, depression in adolescence.

 Marginalized Children-Child labour, Overweight/Underweight children, Children growing up in poverty, HIV affected children, Orphans.

 Approaches to intervention and therapy for well being-Preventive and Promotive Approach, Individual counseling and family therapy.

Field Work/Assignments: (Opt any two) :

 Case profile of a child or adolescent with behaviour difficulties.

 Interview with children/parent/community(any one)

 Visit and survey of delinquent centre(Bal Sudhar Ghar)

 Assessing media(Electronic & Print) influence on adolescent lives

References :

Anastasi, A. & Urbina, S. (1997). Psychological Testing (Seventh edition). Indian Reprint,Delhi Pearson Education.

Atwata, E. (1988). Adolescence. New Jersey: Prentice Hall.

Berk ,L.E (2004) Child Development (6th edition) Allyn & Bacon. Boston,

Berk, L E (2000) Child Development (8th edition) PHI learning Pvt ltd, New Delhi

Bhargava,V.(2005)Adoption in India: Policies and Experiences. New Delhi: Sage Publications

Elizabeth B. Hurlock Developmental Psychology Tata McGraw-Hill Publishing Company Ltd.

Erikson, E.H. (1968). Identity: Youth & Crises. London: Faber & Faber.

Freeman,F.S..(1963)Theory and Practice of Psychological Testing.Oxford and IBH Publishing Co.

Kumar,A.(2002).Fundamentals of Child Rights-Concepts, Issues and Challenges (Vol.I &II), NewDelhi: Anmol Publications Pvt. Ltd.

Newman, Barbara M. and Newman, Philip.R.(2001). Theories of Human Development.

Routledge Taylor and Francis Group.

P.H.Mussen, J.J.Conger, J. Kagan, Child Development & personality. Harper International Edition, New York.

Sharma, N. (1999). Understanding Adolescence. New Delhi: National Book Trust.

Strasburger,V.C . and Wilson, B.J. (2002). Children, Adolescents and the Media. New Delhi: Sage Publications

Thomas, R. Murray (2000). Recent Theories of Human Development. Sage Publications.

Yadav, C.P.(2008).Policies and Legislation for Children in India.New Delhi: Anmol PublicationsPvt. Ltd.

Paper 2 : Contemporary India and Education

Max. Marks – 100

Objectives : After going through this course students teacher will be able to –

1. Understand concept of education and history of Education.

2. Understand the national goals according to Indian Constitution

3. Understand diversity of Indian society

4. Develop understanding of classroom in social context

5. Understand educational heritage

6. Develop understanding of policy frameworks for public education

7. Understand issues of contemporary Indian society

Unit I : Education and Indian Society :

 Education : Concept, process, basis and nature, Concept of education at different stages and functions of education

 Indian Constitution and national goals: Preamble, fundamental rights and duties, Concepts of democracy, socialism, secularism and national integration, Constitutional provisions for education.

Unit II : Heritage : Philosophical and Educational :

 Educational heritage : Ancient, Medieval and British, Critique of colonial education

 Relationship between Philosophy and Education

 Thoughts on Education – Idealism, Naturalism, Pragmatism, Realism, Humanismfeatures and their educational implications

 Thinkers on Education – Plato – Froebel– Montessori-Dewey – Gandhi ji - Tagore – Vivekananda-Jiddu Krishnamurti

 Eclectic tendencies in education

Unit III: Education for Transformation :

 Different forms of diversity and inequality, its implication for education - Religion, caste and tribe; sex, class and others

 Education and economic development, education and scientific development, Role of education equality in social change.

Unit IV: Policy Frameworks for Public Education :

Language policy: Colonial debates on school language, three language formula, multilingual education

 Commission and policies : Recommendations of Indian Education Commission, NPE

1986 and its review (G.O.I., 1992), National Curriculum Framework (NCF) for school education 2005, Knowledge Commission 2005, Right to Education 2009.

 Programme for children.- Integrated Child Developmental Scheme (ICDS); National Plan of Action for Children 2005, Counseling and Guidance services provided by the State,

Integrated Programme for Street Children, Child-line service.

Unit V : Issues and concerns in education :

 Meaning and Concept of liberalization, globalization and privatization and its impact on education, national and social integration, vocationalization of education and skill

development.

 Laws, Policies and Programmes for Children within the framework of Human Rights Practicum/Field work : (Any two of the following) :

(i) Survey report on marginalized group

(ii) Observe mid-day meal of a school and assess its nutritive and social integrative value

(iii) Conduct an awareness programme for Child‟s Rights with community

(iv) Organize a stage show showing cultural diversity/inequality of Indian society

(v) Conduct a drive for literacy/hygiene in the area of requirement and prepare a report.

References :

1- Anand, C.L. et al (1983). The teacher and education in emerging Indian society, New

Delhi : NCERT

2- Sharma, R.A. (2013) : Philosophical and Sociological Foundation of Education, Lal Book Depot, Meerut

3- Pandey, R. (2014-15) : Teacher in Emerging Indian Society, Alok Prakashan, Allahabad

4- Pathak, P.D. & Tyagi, G.S.D. (1994) : Principle of Education, Vinod Pustak Mandir, Agra

5- G.O.I. (1966) Report of education commission : Education and national development, New Delhi: Ministry of Educaiton

6- G.O.I. (1986) National policy of education, New Delhi: MHRD

7- G.O.I. (1992) National policy of education,(As modified in 1992) New Delhi: MHRD

8- G.O.I. (2009) The right of children to free and compulsory education Act 2009

9- G.O.I. (2011) Sarva Shiksha Abhiyan : Framework for implementation based on the right of children to free and compulsory education Act 2009

10- Kumar, K. (2013). Politics of education in colonial India, Rout ledge

11- Naik, J.P. and Narullah, S. (1974). A students’ history of education in India (1800-1973) Macmillan

12- NCERT (2005). National curriculum framework for school education, New Delhi : NCERT

13- NCERT (2006). Position paper – National focus group on gender issues in education, New Delhi : NCERT

14- Saxena, N.R.S. (2010). Principles of education, Meerut : International Publishing House.

Paper 3: Learning and Teaching

Max. Marks: 100

Course Objectives: After completion of this course, the student-teacher shall be able to -

1. Acquire knowledge and understanding about the learner and the teaching-learning process to bring effectiveness in the learning outcomes;

2. Gain an understanding of different theoretical perspectives on learning with a focus on cognitive views of learning as well as social constructivist theories;

3. Understand the individual differences in cognitive abilities among the learners and decide the teaching-learning strategies appropriate to the needs of the learners;

4. Appreciate the critical role of learner differences and contexts in making meanings, and draw out implications for schools and teachers;

5. Be acquainted with group dynamics and various roles of the teachers in teaching learning process;

6. Understand the concepts of professionalism and be encouraged to develop competencies to act as professionals;

7. Comprehend the parameters of effective teaching so as to demonstrate his/her skills at different phases of instruction;

Unit I: Process of Knowing and Learning:

 Concept and meaning of Education,Goals of Education

 Process and modes of Education

 Differentiate between information, knowledge, belief and truth.

 Learning : Meaning, nature, characteristics, principles & types

 Learning Curves : meaning, types, educational implications

 Factors affecting Learning : maturation, attention, interest, fatigue, school related factors

 Motivation : definition, types and techniques, Maslow‟s theory

Unit II : Approaches to Learning :

Concept, theories and educational applicability of following approaches to learning

 Behaviorist Approach : Thorndike‟s theory of Trial & Error; Pavlov‟s theory of Classical Conditioning; Skinner‟s theory of Operant Conditioning

 Humanistic Approach : Roger‟s Social Learning Theory

 Cognitive Approach : Bruner‟s theory of Discovery Learning; Tolman‟s Sign learning Theory, Vygotsky‟s Socio-cognitive theory and Kurt-Lewin‟s Field theory

 Constructivism : cognitive constructivism and social constructivism (concept and features), cooperative and collaborative learning, understanding processes that facilitate construction of knowledge (experiential learning, social mediation, meta cognition)

Unit III: Differences in Individual Learners :

 Intra and Inter Individual differences : meaning, dimensions and factors

 Intelligence : nature, theories (Factor Theories, Gardner‟s theory of Multiple intelligence; Goleman‟s theory of emotional intelligence) and assessment

 Learning Styles : concept, types and implications for learning

 Personality : meaning and types, Trait theories

 Freud‟s Psychoanalytical theory

 Creativity : concept, factors and nurturing creativity Unit IV : Classroom Dynamics and Role of teacher :

 Classroom climate and group dynamics

 Development of inter personal relationships, use of socio-metric techniques

 Classroom management

 Leadership dynamics

 Teacher as a leader of group and facilitator of learning

 Teacher‟s accountability

Unit V: Teaching as a Complex Activity:

 Concept of Teaching : meaning, definition, characteristics, forms

 Phases of Teaching : pre active, inter active, post active

 Levels of Teaching : memory, understanding, reflective

 Basic teaching skills and competencies, strategies and techniques of teaching

 Professional ethics and code of conduct for teachers in formal schools Practicum / Field Work: (any two from the given list) :

1) Written tests and assignments for assessing conceptual understandings and clarity;

2) Administration and Interpretation of any one psychological test - Intelligence test (performance non-verbal, verbal)/ Aptitude Test / Creativity Test/ Personality Test/ Attitude Test;

3) Any one experiment on learning – division of attention, memory, transfer of learning

4) Preparation of learner profile based on cognitive characteristics

5) Preparation of learner profile based on non-cognitive characteristics

6) Analysis of classroom teaching episode in the light of teaching skills / strategies

Suggested Readings :

Benjafield, J.G. (1992). Cognition, Prentice Hall, Englewood Cliffs.

Bigge, Morris L. (1967) Learning Theories for Teachers Delhi: Universal Book Stall

Bower and Hilgard (5th ed.) (1986) Theories of Learning New Delhi: Prentice Hall

Bruner, J.S. (1967) A Study of Thinking, New York: John Wiley

Chand, Tara and Prakash, Ravi (1997) Advanced Educational Psychology New Delhi: Kanishka Publications

Chauhan, S.S. (6th ed. Revised) (1998) Advanced Educational Psychology New Delhi: Vikas Publishing House

Dandekar, W.N. (1998) Psychological Foundations of Education Delhi: Macmillan India

Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books, New York.

Gardner, H. (1999) The disciplined mind: What all students should understand. New York: Simon & Schuster

Goleman, Daniel (1999) Working with Emotional Intelligence London: Bloomsbury

Hurlock, Elizabeth (1976) Personality Development New Delhi: Tata McGraw Hill Pub

Kundu, C.L. and Tutoo, D.N. (2000) Educational Psychology. New Delhi: Sterling Publishers Pvt. Ltd.,

Kuppuswamy, B. (1998) Advanced Educational Psychology New Delhi Sterling Publishers

Mangal, S.K. (1998) - Advanced Educational Psychology, Prentice hall of India, New Delhi. New York.

Vygotsky, L.S. (1978) Mind in Society, Harvard University Press: Cambridge.

Woolfolk, Anitha E (7th ed) (1998) Educational Psychology Boston: Allyn and Bacon.

Basics in Education-Textbook for B.Ed course, NCERT-2014

Paper 4 : Language across Curriculum

Max. Marks – 50

Objectives : After going through this course students teacher will be able to –

1. Develop sensitivity to the language diversity existing in the classroom

2. Understand nature of classroom discourse and develop strategies for using oral language in the classroom

3. Develop listening and speaking ability

4. Understand interplay of language and society

5. Prepare background for sound reading

6. Understand multilinguism in the class

Unit I : Language and Society :

 Relationship between language and society : identity, power and discrimination

 Multilinguism: differential status of Indian classroom language, dialects vs standard language.

Unit II : Language Development and Acquisition :

 Theories of language development and its implementation in teaching,

 Psychological basis of language.

 Language acquisition: stages, language and thought, Language acquisition and cognitive development, language in different contexts.

Unit III : Classroom Discourse :

 Classroom discourse : meaning, nature and medium,

 Importance and elements of oral language, Strategies for using oral language: Discussion and questioning as tools for learning, debates, seminars.

 Role of teacher in classroom discourse.

Unit IV : Reading, Listening and Speaking :

 Need and importance of Reading, Listening and Speaking

 Types of reading : Skimming and scanning, strategies for effective reading : loud and silent readings,

 Analyzing text of different nature, Developing listening skills, articulation of different sounds, stress, rhythm, tonal variations and intonation,

 Speech defects – lisping, slurring, stuttering and stammering and role of teacher in their

resolution.

Unit V : Developing Writing Skills :

 Need and importance of writing,

 Making reading writing connections,

 Strategies of writing for children – note taking, summarising, Analysing children‟s writings, Text book analysis.

Practicum/Assignment : Any one of the following :

i. Identification of speech defects of primary level students and making a remedial strategy for its resolution

ii. Organization of activity based game to motivate students for creative questioning

iii. Critical analysis of any book written for children

References :

1- Agnihotri, R.K. (1995). Multilingualism as a classroom resource. In K.Heugh, A. Seigruhn & P.Pluddemann (Eds.) Multilingual education for South Africa, Heinemann Educational Books

2- Eller, R.G. (1989). Johnny can‟t talk, either : The perpetuation of deficit theory in classrooms, - The Reading Teacher, 670-674

3- Sinha, S. (2000). Acquiring literacy in schools. Seminar, 38-42

4- Thwaite, A. and Rivalland, J. (2009). How can analysis of classroom talk help teachers reflect on their practices? Australian Journal of Language and Literacy, 32(1), 38

5- Anderson, R.C. (1984). Role of reader‟s schema in comprehension, learning and memory. In R.C. Anderson et al. (eds) Learning to read in American schools : Basal readers and content texts. Psychology Press

6- Grellet, F. (1981). Developing reading skills : A practical guide to reading comprehension exercises. Cambridge University Press

7- NCERT (2006). Position paper: National Focus Group on teaching of Indian language (NCF-2005). New Delhi: NCERT.

Paper – 5 : Understanding Disciplines and Subjects

Max. Marks : 50

Objectives : After Completion of Course the student teacher will be able to:

1. Understand the nature and role of disciplinary knowledge in the school curriculum.

2. Conceptualize the paradigm shifts in the nature of disciplines.

3. Know the history of the teaching of different disciplinary areas like Language, Math, Social Science and Science.

4. Critically evaluate the knowledge from a broad range of disciplines.

Unit I : Disciplinary Knowledge :

 Meaning, definition and nature of discipline. Role of disciplinary knowledge in overall scheme of school curriculum.

 History of the teaching of different disciplinary areas like Language, Math, Social Science and Science.

 Paradigm shift in the nature of discipline.

Unit II : Syllabus and Content in Disciplinary Areas :

 Meaning, definition and nature of Syllabus in different disciplinary areas.

 Selection criteria of contents in the syllabus, Sequencing and transformation of the contents in the syllabus for construction of learners own knowledge through it.

 Criteria of inclusion and exclusion of subject area from the school curriculum.

Unit III : Notion of the Disciplinary Doctrine :

 Discipline oriented vs. learner oriented school subject,

 School subject as the tool of social reconstruction and national development.

Unit IV : Advancement of Knowledge and Sea Changes in Disciplinary Areas :

 In respect of Social Science, Science, Math and Language.

Unit V : Designing of Discipline and Subject :

 Differentiate among curriculum, syllabus and text book,

 Designing of curriculum, syllabus and text book,

 Criteria of selection of good text books, magazine and journals,

 Importance of practical, community and intuitive of tacit knowledge in the design of school subject.

Practicum/ Field Work (any one from the following) :

 Conduct seminar on scheme of school curriculum.

 Conduct a play on advances of knowledge in teaching/education from the ancient period, to 21st century.

 Criticism of the syllabus of any one subject of secondary level in respect to the ideal principles of syllabus designing.

 Workshop on any disciplinary area like criticism of a text book related to Social Science, Science, Math and Language in the light of present need and the principles of text book design.

 Debate on criteria of inclusion of exclusion of subject area in school curriculum.

Reference Books :

Naik, J.P., & Nurullah, S. (1974). A students‟ history of education in India (1800-1973). Macmillan

NCERT. (2005). National curriculum framework. NCERT.

Apple, M.W. (2008). Can schooling contribute to a more just society? Education, Citizenship

and Social Justice, 3(3), 239–261. Apple, M.W., Au, W., & Gandin, L.A. (2011). The Routledge international handbook of critical education. Taylor & Francis.

Apple, M.W., & Beane, J.A. (2006). Democratic schools: Lessons in powerful education. Eklavya. Retrieved from http://www.arvindguptatoys.com/ Armstrong, M. (1980). The practice of art and the growth of understanding. In Closely observed children: The diary of a primary classroom (pp. 131–170). Writers & Readers

Paper 6 : Gender, School and Society

Max. Marks –50

Objectives : After completing this paper the student teachers will be able to –

1. Develop basic understanding and familiarity with key concepts – gender, gender bias, gender stereotype, empowerment, gender parity, equity and equality, patriarchy and feminism

2. Understand the gradual paradigm shift from women‟s studies to gender studies and some important landmarks in connection with gender and education in the historical and contemporary period

3. Learn about gender issues in school, curriculum and textual materials across disciplines, pedagogical processes and its intersection with class, caste, religion and region

4. Understand how gender, power and sexuality are related to education (in terms of access, curriculum and pedagogy)

5. Construct critically the impact of policies, programmes and scheme for promotion of gender equality and empowerment

6. Apply the conceptual tools learnt regarding gender and sexuality to understand issues related to sexual harassment at the workplace and child abuse

7. Understand how gender relates to education and schooling. The students will be able to understand on how school as institutions addresses gender concerns in curriculum, textual materials and pedagogy.

Course Outline

Unit I : Gender Issues : Key Concepts :

 Concepts and terms and relate them with their context in understanding the power relations to gender, sex, sexuality, patriarchy, masculinity and feminism

 Gender bias, gender stereotyping and empowerment

 Equity and equality in relation with caste, class, religion, disability and region. Unit II : Gender Studies : Paradigm Shifts :

 Paradigm shift from women‟s studies to gender studies

 Historical backdrop : some landmarks from social reform movements of the nineteenth and twentieth centuries with focus on women‟s experiences of education

 Contemporary period: recommendations of policy initiatives, commission and committees, schemes, programmes and plans.

Unit III : Gender, Power and Education :

 Gender identities and socialization practices in : Family, School and other formal and informal organization

 Schooling of girls: Inequalities and resistances (issues of access, retention and exclusion), Overview of girl education in India with special reference to U.P.

Unit IV : Gender Issues in Curriculum :

 Gender, culture and institution : Intersection of class, caste, religion and region

 Curriculum and gender question

 Construction of gender in curriculum framework since independence : An analysis

 Gender and the hidden curriculum

 Gender in text and context (textbooks of other disciplines, classroom process, including pedagogy)

 Teacher as an agent of change and Life skills Trainer

Unit V : Gender, Sexual Harassment and Abuse :

 Linkages and differences between reproductive right and sexual rights

 Development of sexuality, including primary influences in the lives of children (such as gender, body image, role models)

 Sites of conflict : Social and emotional

 Understanding the importance of addressing sexual harassment in family, neighbourhood and other formal and informal institutions

 Agencies perpetuating violence : Family, school, work place and media (print and electronic)

 Institutions redressing sexual harassment and abuse.

Practicum/Field work (any one of the following) :

i. Analysis of textual materials from the perspective of gender bias and stereotype

ii. Preparation of project on critical analysis of recommendation of commissions and policies on capacity building and empowerment of girls and women, how these initiatives have helped in encouraging grassroot mobilisation of women, such as Mahila Samakhya progrmmes

iii. Preparation of indicators on participation of boys and girls in heterogeneous schools –

Public and private-aided and managed by religious organizations and prepare a report

iv. Case study on how students perceive role models in their own lives.

References :

1- Deng, Z (2013) : School subjects and academic disciplines In A. Luke, A Woods & Wev (Eds), Curriculum syllabus design and equity : A premier and model. Rout Ledge

2- G.O.I. (1966) : Report of the education commission : Education and national development. New Delhi : Ministry of Education

3- G.O.I. (1986) : National Policy of Education, G.O.I.

4- G.O.I. (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

5- Menon, N. (2012) : Seeing like a feminist India : Penguin

6- Nirantar. (2010) : Textbook regimes : A feminist critique of nation and identity. New Delhi

7- A. banon, Robent. (2010) : Social psychology, Pearson education, New Delhi

8- Goswami, Acharya Balchand. (2003) : Vyakti, parivar and sex, Jaina prakashan, Jaipur

9- Mathur Savitri. (2008) : Sociological foundation of education, Kavita Prakashan, Jaipur

10- Sidhu, Ramindra, (2009) : Sociology of education, Shri Sai Printographers, New Delhi

11- Mudgal, S.D. (2007) : Social work education today and tomorrow, Book Enclave, Jaipur

12- Nath Pramanik Rathindra, (2006) : Gender unequality and women‟s empowerment, Abhijeet Publication, Delhi

13- Malik, C.D. (2008) : Social and political thought Dr. B.R. Ambedkar, Arise Publishers and Distributers, New Delhi

14. पाण्डेय, आर.एस. (2012)  उदीयमान भारतीय समाज में शिक्षक, विनोद पुस्तक मंदिर, आगरा

15. रूहेला एस.पी. (1992) भारतीय शिक्षा का समाजशास्त्र, राजस्थान हिंदी ग्रन्थ अकादमी, जयपुर

16. रूहेला एस.पी. (2011) शिक्षा के दार्शनिक तथा समाजशास्त्रीय आधार, अग्रवाल पब्लिकेशन, आगरा  

Paper-7 (a) Pedagogy of a school subject: (Part-I)

Paper – 7(a) : Teaching of Physical Science

Max. Marks –50

Objectives : After Completion of Course the student teacher will be able to:

1. Develop insight on the meaning and nature of Science

2. Make them enable in developing lesson planning skills in the contents of Science with respect to its branches

3. Understand the process of different models of teaching

4. Determining aims and objectives in the contents area of Science

5. Familiarize with the curriculum organization in science subject

6. Formulate meaningful enquiry episodes, problem-solving situation, investigatory learning project based on upper primary and secondary school.

Unit I : Nature of Science :

 Science as a domain of enquiry, Science as an interdisciplinary area of learning. Facts, concepts, principles, law and theories – their characteristics in content of Science. Contribution of Eminent Scientist; Isaac Newton, Dalton, Albert Einstein, Graham bell, J.C. Bose, C.V. Raman, Vikram Sarabhai, H.J. Bhabha, AP.J.Abdul Kalam.

Unit II: Aims and objectives in teaching of Science :

 Aims and objectives of Science teaching at upper primary and secondary level school. General objectives, specific objectives, classification of learning objective; cognitive, affective and psychomotor. Writing objectives in behavioural terms in content areas of Science.

Unit III: Curriculum Organization:

 Organizational structure of curriculum, types of curriculum, principles of Science curriculum, curriculum objectives,

 Trends in Science curriculum. Justification for including Science as a subject of study in school curriculum.

Unit IV: Lesson Planning:

 Meaning and need of lesson planning, characteristics of good lesson plan, types of lesson plan, approaches in lesson planning; Herbart and RCEM. Design of lesson plan in the content area of Science, simulation and micro-teaching skills.

Unit V: Teaching Models and Strategies :

 Meaning and definition of teaching models, fundamental elements of teaching models, types of teaching models; behavior modification and constructivist. Microteaching simulated teaching, team teaching, PLA technique, project based learning, cooperative learning, Application of ICT in the Science Classroom

Practicum (any one of the following) :

 Assignment on writing objective in behavioural terms in the content area of Science at upper primary level and secondary level

 Report on the contribution of an Eminent Scientist

 Assignment on facts, principles, law and theories – their characteristics in the content of Science (citing example of each)

 Prepare two micro teaching lessons on the content areas of Science. References :

Kulshrestha, S.P. : Teaching of Physical Science, R.Lal Book Depot, Meerut Sood, J.K. : Teaching of Physical Science, Agarwal Publication, Agra Pandey, Shashi Kiran : Science teaching, Vani Prakashan, New Delhi

Rawat, D.C. : Teaching of Science, Vinod Pustak, Agra Das, R.C. : Science teaching in schools, Steerling Publication, New Delhi

Bennett, Jeffrey : on teaching Science (print/e-book) Big Kid Science Publication

Singh, R. : Teaching methods in schools, Commonwealth Publication, Delhi.

Norman Herr : The source book for teaching Science (e-book/print) Wiley Publication

Pathak, R.P. : Teaching skills, Pearson Publication, New Delhi

Yadav, M.S. : Objective Science, Anmol Publication, New Delhi

Siddiqui, N.N. & Siddiqui, M.N. : Teaching of Science, Doaba House, New Delhi

Chauhan S.S. : Innovation in teaching, Vikas Publication, New Delhi

Chandra, T. : Principles of teaching, Anmol Publication, New Delhi

Bloom, B.S. : Taxnomy of educational objectives, Mckay Co. New Delhi.

Paper 7(a) : Teaching of Biological Science

Max. Marks: 50

Objectives of the Course:

After Completion of Course the student teacher will be able to:

1. Develop insight on the meaning and nature of biological science for determining aims and strategies of teaching-learning;

2. Appreciate that science is a dynamic and expanding body of knowledge;

3. Appreciate the fact that every child possesses curiosity about his/her natural surroundings;

4. Identify and relate everyday experiences with learning biological science

5. Appreciate various approaches of teaching-learning of biological science

6. Explore the process skill in science and role of laboratory in teaching– learning

7. Use effectively different activities/experiments/demonstrations/ laboratory experiences for teaching–learning of biological science;

8. Develop process-oriented objectives based on the content themes/units Unit I : Nature and Scope of Biological Science :

 Science as a domain of enquiry, History of biological science;

 Origin of life and evolution, biodiversity, observations and experiments in biological sciences; Interdisciplinary linkages, biological sciences and society.

Unit II : Aims and Objectives of Biological Science :

 Developing scientific attitude and scientific temper; Acquire the skills to understand the methods and process that lead to exploration;

 Know the facts and principles of biology and its applications consistent with the stages of cognitive development of learners.

Unit III: Exploring Learners :

 Motivating learner to bring his/her previous knowledge in science/biology gained through classroom/environment/parents and peer group;

 Generating discussion, involving learners in teaching-learning process, encouraging learners to raise questions, appreciating dialogue amongst peer groups, encouraging

learners to collect materials from local resources and to develop/fabricate suitable activities in biological science (individual or group work).

Unit IV: School Science Curriculum (Biological Science) :

 Trends in Science curriculum; Consideration in developing learner-centered curriculum in biology;

 Analysis of textbooks and biology syllabi of NCERT and States/UTs at upper primary, secondary and higher secondary stages;

 Analysis of other print and non-print materials in the area of biological science used in various states.

Unit V: Approaches and Strategies of Learning Biological Science :

 Pedagogical shift from science as fixed body of knowledge to process of constructing knowledge,

 Scientific method - observation, enquiry, hypothesis, experimentation, data collection, generalization; Communication in biological sciences; Problem solving, investigatory approach, concept mapping, collaborative learning, Project based learning, experiential learning in biological science. Simulation, micro-teaching skills and lesson planning.

Assignments: (Any one of the following.)

1. Preparation of model and charts.

2. Herbarium

3. Visit to places of Biological Interest & their reporting by the student

4. Gardening

5. Improvisation, maintenance and repair of Biological Equipment.

6. Review of Biology Science Curriculum

References :

Agarwal D.D.: Modern Methods of Teaching Biology, New Delhi: Sorup and Sons, 2002

Mangal S. K.: Teaching of science, New Delhi: Arya Book Depot, 1992

Yadav Seema and Singh A.K.: Teaching of Life Science, New Delhi: Dominant Publications

NCERT: Teaching of Science in Secondary Schools. New Delhi: NCERT, 1982

Aggarwal, D. D. (2008). Modern Method of Teaching Biology, Karanpaper Books. New Delhi

Sharma, R.C. (2006). Modern Science Teaching .New Delhi: Dhanpat Rai Publications.

Yadav, M.S. (2003) Teaching of Science. New Delhi: Anmol Publications K.Yadav “Teaching of Life Sciences”

Miller and Blaydes “Methods and Materials for Teaching Biological Sciences.

10.Mohan,. Radha(2004):lnnovative Science Teaching, Prentice Hall of India, New Delhi

Paper 7 (a) : Teaching of Mathematics

Max. Marks – 50

Objectives: After going through this course students teacher will be able to –

i. Understand meaning, nature and scope of mathematics

ii. Develop an insight into aims and objectives of teaching school mathematics

iii. Understand school mathematics curriculum

iv. Understand approaches and strategies in teaching and learning of mathematics.

Unit I : Nature and scope of Mathematics :

Meaning and building blocks of mathematics, the nature of mathematical propositions, truth values, compound propositions; Truth tables; Truth sets; Venn diagram, logically valid conclusions; Use of quantifiers; A mathematical theorem and its variants-converse, inverse and contra positive; proof and types of proof; Deductive nature of mathematics; History of mathematics with special emphasis on teaching of mathematics, contribution of Indian mathematicians. Scope of mathematics.

Unit II : Aims and Objectives of Teaching School Mathematics :

Need for establishing general objectives for teaching mathematics. Study of the aims and general objectives of teaching mathematics vis-a-vis the objectives of school education, writing specific objectives in various content areas in mathematics like Algebra, Geometry etc.

Unit III : School Mathematics Curriculum :

Objectives of curriculum, principles of designing curriculum, designing curriculum of different stages of schooling, main goal of mathematics education, core areas of concern in school mathematics, curricular choices at different stages of school mathematics education, construction of syllabi in various disciplines of mathematics, for example, Algebra, Geometry etc; Pedagogical analysis of various topics in mathematics at various levels of schooling – Arithmetic (Development of Number Systems), Algebra, Trigonometry, Statistics and Probability etc.

Unit IV : Approaches and Strategies in Teaching and Learning of Mathematical Concepts :

 Nature of concepts, concept formation and concept assimilation. Planning and implementation of strategies in teaching a concept. Problem posing and solving, discovering or exploring various options for solving the problems, formulation of generalizations through several illustrations, difference between teaching of mathematics and teaching of science, use of PLA technique, cooperative learning, Simulation, micro-teaching skills and lesson planning.

Unit V: Exploring Learners :

Cultivating learner‟s sensitivity like intuition, encouraging learner for probing, raising queries, appreciating dialogue among peer-group, promoting the student‟s confidence. Practicum/Assignment : Any one of the following :

i. Preparation of a report on learning difficulties in mathematics of students at different levels

ii. Preparation of low cost teaching aid.

iii. Assignment on contribution of Indian mathematicians.

References :

1. Kapur, J.N.(1998). Suggested experiments in mathematics, New Delhi : Arya Book Depot

2. Siddiqui, M.H. (2009). Teaching of mathematics. New Delhi : APH Publishing Corporation

3. Sharma, C.S. and others (2003) Textbook of mathematics. New Delhi : Arya Book Depot

4. Weil, J. and Weil, M. Models of teaching.

5. सिंह योगेश कुमार (2010), गणित शिक्षण : आधुनिक पद्तियाँ, नई दिल्ली : ए.पी.एच. पब्लिशिंग हाउस 

6. मंगल, एस.के. (2005), गणित शिक्षण, नई दिल्ली : आर्य बुक डिपो 

7. नेगी, जे.एस. (2007), गणित शिक्षण, आगरा : विनोद पुस्तक मंदिर   

8. Copeland, R.W. (1979). How children learn mathematics. New York : MacMillan

9. Cooney, Thomas, J. et al. (1975). Dynamics of teaching secondary school mathematics.

Boston : Houghton Mifflin

10. Rouse Ball, W.W. (1947). Mathematical recreation and essay. Macmillan & Co.

Paper 7(a): Teaching of Home Science

Max. Marks – 50

Objectives: After completing this course student teachers will be able to –

i. Develop the understanding of the nature and scope of Home Science.

ii. Understand the various subjects included in Home Science.

iii. Understand aims and objectives of teaching Home Science.

iv. Appreciate the Role of Home Science in daily life.

v. Identify and use of various methods of teaching Home Science.

Course Outline

Unit I : Nature and Scope of Home Science :

Philosophy of Home Science, History of Home Science in India, Definition and Concept of Home Science, Role of Home Science in National development and International Integration, Scope of Home Science.

Unit II : Place of Home Science in School at Different Level :

Place of Home Science in school curriculum, Home Science at elementary level, Home Science for class 9th and 10th , Home Science for class 11th and 12th, Subjects included in Home Science.

Unit III : Aims and Objectives of Teaching Home Science :

Aims of teaching Home Science, Objectives of teaching of Home Science at upper primary level, secondary level and higher secondary level, Writing objectives in Behavioural terms, Correlation of Home Science with other subjects.

Unit IV : Home Science Curriculum :

Characteristics of learner, Principles of development of curriculum for Home Science, Important points for curriculum construction in Home Science, Status of Home Science curriculum in secondary education. Unit V: Methods of Teaching Home Science :

Importance of Methods of Teaching Home Science, Teaching Methods : Lecture cum discussion method, Laboratory method, Demonstration method, Project method, Field trip method, Assignment method, Simulation, micro-teaching skills and lesson planning.

Practicum (any one of the following) :

(i) Survey of Methods of Teaching Home Science used by teachers at any one level

(ii) Review of Home Science Curriculum at Secondary and Higher Secondary Stage

(iii) Visit to Places related to Home Science and prepare a report

(iv) Assignment on writing objectives in behavioural terms in the content area of Home Science at secondary level.

References :

1- Sherry, G.P. Grah Vigyan Shikshak, Vinod Pustak Mandir, Agra

2- Sukhia, S.P. & Mehrotra, P.B. Grah Vigyan Shikshan, Haryana Sahitya Academy, Chandigarh.

3- Sharma, Shakuntala, Grah Vigyan Shikshan, Apollo Prakashan, Jaipur

4- Pathak, R.P., Teaching Skills, Pearson, Delhi

5- Yadav, Seema, Teaching of Home Science, Anmol Publications Pvt. Ltd., New Delhi

6- Sharma, B.L. & Saxena, B.M., Teaching of Home Science, R.Lal Book Depot, Meerut

7- Das, R.R. & Ray, B., Teaching of Home Science, Sterling Publications Pvt. Ltd., New Delhi

8- Bloom, B.S. Taxonomy of Educational objectives, Mckay Co. New York

9- Ryon, D.C., Characteristics of Teachers, Sterling Publications Co. Pvt. Ltd., Delhi

10- Chandra, A., Introduction to Home Science (2nd revised edition) Metropolitan, New Delhi

11- Ray, Binita, Fundamentals of Home Science (Part I & II), Sterling Publications Co. Pvt. Ltd., Delhi.

Paper – 7(a): Teaching of Social Studies

Max. Marks: 50

Objectives: After completing this course student teachers will be able to –

1. To develop an understanding of pedagogical processes and critical issues related to the teaching-learning of social studies.

2. To help evolve a national and international perspective through comparative analysis of curricula.

3. To enable the student-teachers to become effective teachers of social studies.

4. To prepare the student-teachers for leadership roles in schools and other educational institutions.

5. Develop a critical understanding about the nature of social science and its interface with society

6. Develop the ability to organize curricular activities for promoting social science learning.

Course contents:

Unit I: Conceptualization of Social Studies:

 Concept, nature and scope of social studies, Philosophical and Theoretical basis of Social studies,

 Distinguishing between natural sciences and social sciences, major social science disciplines in schools.

 Place of social studies in school curriculum: Aims and objectives of teaching social studies at various level of education with special reference to Indian conditions.

 Need and significance of teaching social studies at secondary level of education.

Unit II: Curriculum of Social Studies :

 Curriculum its meaning and definitions

 Evolution of Social Science Curriculum in the context of independent India,

 Process of curriculum development in social science

 Critical appraisal of existing social science curriculum at secondary level of education.

Unit III: Principles, Maxims, Methods and Techniques of Teaching Social Science:

 Principles and maxims of class-room teaching of social science.

 Teaching methods : meaning, definition

 Modern and traditional Methods of teaching social science

 Techniques of teaching : meaning, definition

 Different techniques of teaching social science

Unit IV : Teaching Aids in the Teaching of Social Science :

 Importance of teaching aids,

 Different kinds of teaching aids: Traditional and modern teaching aids of teaching of social science

 Preparation of teaching aids

 Use of teaching aids in the class room situations

 Application of ICT in the Social Science Classroom.

Unit V : Lesson Planning in Social Science :

 Meaning, needs, importance of lesson planning in social science

 Different approaches of lesson planning in social science

 Preparation of lesson plan in social science, Simulation, micro-teaching skills and lesson planning.

Practicum: (any one of the following) :

 Writing objectives in behavioural terms in the content area of social Science at upper primary level and secondary level.

 Preparation of two teaching aids.

 Case study of any village or urban ward based on the social issues.

 Critical appraisal of existing social science curriculum at secondary level of education.

 Organise events on important social issues related to social harmony and national integration.

Reference Books:

1. Kochhar, S.K.: Teaching of Social Science, Sterling Publication, New Delhi.

2. Bunning, A.C.: Teaching of Social Studies in Secondary Schools, McGraw Hill Book Company, Inc., New York.

3. High, J.: Teaching Secondary School Social Studies, The Macmillan Company, New York.

4. Tripathi, S.: Teaching Methods, Radha Publications, New Delhi.

5. Chauhan, S.S.: Innovations in Teaching Learning Process, Vikash Publication House, New Delhi.

6. Siddiqui, M.H.: Excellence of Teaching, Ashish Publication House, New Delhi.

Paper 7(a): Teaching of English

Max. Marks: 50

Objectives: on completion of the course students teacher will be able to

1. Create a warm and accepting class room environment conducive to learning.

2. Understand the nature and characteristics of language and use of English language.

3. Evaluate basic language skills such as listening, speaking, reading and writing and integrate them for communicative purpose.

4. Understand important methodologies and techniques of teaching English.

5. To develop insight into the form and use of English and to give practice in lesson planning.

Unit I : Role of Language :

i. Role of language in Gender sensitivity, Language as means to establish identity, Language and class

ii. Relation between language and comprehension( Understanding), Language as medium of instruction, multilingual as a resource and challenge in classrooms and how to overcome the same

iii. Policies of Language Education : Article 343-351, 351A; Kothari Commission (1964-66); NPE-1986; POA -1992, National Curriculum Framework 2005 (language Education)

Unit II : Position of English in India :

i. English as a colonial Language

ii. English as a second language

iii. English as a global language

iv. Challenges of teaching English

v. Significance of English in the age of Globalization

Unit III : Language Teaching Methodologies :

i. Inductive and deductive approach to teach English

ii. Multilingual approach to teach English

iii. Grammar Translation method

iv. Direct method

v. Structural – situational approach

vi. Audio- visual method

vii. Natural method

viii. Communicative approach

ix. Total Physical Response

Unit IV : Nature of Language :

i. Different forms of English

ii. Linguistic diversity and its impact on English

iii. Organisation of sounds – vowels and consonant sounds

iv. Understanding Phonetics ,morphology and Syntax

Unit V : Acquisition of Language Skills :

i. Active and passive skills : Reading, writing, listening and speaking

ii. How to develop listening and speaking skills

iii. Role [play, simulation, speech, games, language laboratories and multimedia resources

iv. How to develop reading skill, reading loud and silent reading, study skills, using thesauruses , dictionaries and encyclopedia

v. Reasons of faulty pronunciation and how to overcome them

vi. Process of writing, formal and informal writing, poems, short story, dialogue and advertisement

vii. Simulation, micro-teaching skills and lesson planning.

Activities in the classroom/ Assignments (any one) :

1 Take a passage from English textbook of class VI –IX and analyze the following:

i. Does the language clearly convey the meaning of the topic being discussed?

ii. Whether the language is reader friendly?

iii. Whether the language is ambiguous / technical etc?

2. Discuss in group:

i. The role of English language in the changing scenario of Twenty-first century.

ii. Globalization and English

3. Prepare three activities to develop reading and speaking skill of students of class VIII.

References:

1. Teaching of English - P.K. Gupta, Anil Gandhi, and S.S. Bhatnagar

2. Teaching of English - A Modern Approach, Bose F.L

3. The technique of Language teaching, Bose F.L

4. Teaching of English as second Language - Allen H.B.

5. Language Testing - Labo Robert

6. The essentials of English Teaching - R.K. Jain

7. Teaching of English - G.L. Gadre

8. Structural Approach to Teaching of English - B.D. Shrivastav

9. English Language Teaching in India - Kudchedkar S.

10. Content Cum Methodology of English - Dr. C.H. Surywanshi

11. Content Cum Methodology of English - Patil and Vaze

Paper 7 (a) : हिंदी शिक्षण (पार्ट-1) 

Max. Marks-50

उद्देश्य : 1. भाषा और उसके विविध रूपों से छात्राध्यापक अवगत हो सकेगे 

2. भाषायी कौशल एवं प्रकर्ति से छात्र परिचित हो सकेगे.

३.  

 

 

 

 

सन्दर्भ सूची :

1. Sharma, P.P. & Gupta, M. (2007): Hindi Teaching, Sahityagar Prakashak, Jaipur.

2. Lal, R.B. (2003) : Hindi Teaching, Rastogi Publication, Meerut

3. Pandey, R.S. (2013-14) : Hindi Teaching, Agrawal Publication, Agra

4. Kumar, Y. (2004) : Modern Hindi Teaching, A.P.H. Publishing Corporation, New Delhi

5. Singh, A.K. (2007) : Hindi Teaching, Apolo Prakashan, Jaipur

6. Singh, S. (2004) : Hindi Teaching, International Publishing House, Meerut

7. Chaturvedi, S. (2001) : Hindi Teaching, R.Lal Book Depot, Meerut

8. Sharma, K. & B. (2013-14) : Hindi Teaching, Agrawal Publication, Agra

9. Mittal, M.L. (2012) : Hindi Teaching, Loyal Book Depot, Meerut

10. Chandra, J. (1996) : Teaching of Hindi, Modern Publisher, Meerut. Pedagogy of Language (Sanskrit) Part 1

Total Marks: 50

Objectives: on completion of the course students teacher will be able to

 Understand the different roles of language and the relation between literature and language;

 Understand and appreciate different genre of language and role and importance of translation;

 To be able to examine authentic literary and non-literary texts and develop insight and appreciation

 Understand about the teaching of poetry, prose, grammar and drama;

 Identify methods, approaches and materials for teaching sanskrit at different levels;

 Develop an insight into the symbiotic relationship between curriculum syllabus and textbooks;

 Understand the process of language assessment;

 Sensitize teacher students about emerging issues such as right to education for children, peace and environment education in context with Sanskrit language teaching.

UNIT I: Role of Language:

 Language and Society, Language and Gender; Language and Identity; Language And Power. Language in School, Centrality of Language in Learning; difference between language as a school subject and language as a means of learning and communication; multilingual classrooms. Position of languages in India

 Constitutional Provisions And Policies of Language Education (Articles 343-351, 350A); Kothari commission(1964-66); NPE-1986; POA-1992; National Curriculum Framework-

2005(Language Education); Position Of Sanskrit.

UNIT II: Aims And Objectives Of Sanskrit Language Teaching

 Aims and objectives of sanskrit teaching at different levels (primary, secondary and higher secondary levels),quality of sanskrit teaching: pre-class, in-class and after -class

 Curriculum and sanskrit language: place of sanskrit at different levels of school education (primary, upper primary, secondary and higher secondary levels),place of sanskrit in three

language formula and its objectives, place of sanskrit at sanskrit pathshalas, sanskrit commission and curriculum, sanskrit curriculum and textbooks at school level

UNIT III: Acquisition of Language Skills:

 Listening and speaking: sub skills of listening and speaking; tasks; materials and resources for developing the listening and speaking skills : storytelling, dialogues, situational conversation, role plays, simulations, speech, games and contexts, language laboratories, pictures, authentic materials and multimedia resources.

 Reading importance of development of reading skills; reading aloud and silent reading;

extensive and intensive reading; use of dictionary, encyclopedia, etc.

 Writing: stages of writing; process of writing; formal and informal writing such as poetry, short story, letter, diary, notices, articles, reports, dialogue, speech, advertisement, etc.; reference skills; higher order skills.

 Brief introduction of micro and simulated teaching and preparation of lesson plans of different forms of sanskrit literature

UNIT IV Teaching Of Different Forms of Sanskrit Literature

 Teaching Of Prose, Poetry, Pronunciation, Grammar, Fables, Drama

 Lesson Plan – Nature, Objectives need & types

 Lesson Plan Of Prose, Poetry, Drama, Story, and Grammar

 Simulation, Microteaching and Lesson Planning.