|
|
|
1 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
EDU111 | COMPUTER TRAINING | Skill Enhancement Courses | 1 | 1 | 100 |
EDU112 | SPORTS AND YOGA | Skill Enhancement Courses | 1 | 1 | 100 |
EDU131 | INTRODUCTION TO EDUCATION | Core Courses | 4 | 3 | 100 |
EDU132 | CURRICULUM PROCESSES | Core Courses | 4 | 3 | 100 |
EDU133 | LEARNING AND ASSESSMENT | Core Courses | 4 | 3 | 100 |
EDU134 | EDUCATIONAL PSYCHOLOGY | Core Courses | 4 | 3 | 100 |
EDU135 | PHILOSOPHICAL FOUNDATIONS OF EDUCATION | Core Courses | 4 | 3 | 100 |
EDU141A | TEACHING AND LEARNING OF PHYSICAL SCIENCE | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU141B | TEACHING AND LEARNING OF ENGLISH | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU141C | TEACHING AND LEARNING OF COMMERCE | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU142A | TEACHING AND LEARNING OF SOCIAL SCIENCE | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU142B | TEACHING AND LEARNING OF MATHEMATICS | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU142C | TEACHING AND LEARNING OF BIOLOGY | Discipline Specific Elective Courses | 4 | 3 | 100 |
2 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
EDU211 | CREATIVITY ACTIVITY SERVICE (CAS) | Skill Enhancement Courses | 1 | 1 | 25 |
EDU212 | PERSONAL SAFETY EDUCATION | Skill Enhancement Courses | 2 | 2 | 50 |
EDU221 | EXTENDED ESSAY | Ability Enhancement Compulsory Courses | 1 | 1 | 25 |
EDU222 | THEORY OF KNOWLEDGE | Ability Enhancement Compulsory Courses | 1 | 1 | 25 |
EDU231 | FUNDAMENTALS OF EDUCATIONAL RESEARCH | Core Courses | 4 | 3 | 100 |
EDU232 | INCLUSIVE EDUCATION | Core Courses | 4 | 3 | 100 |
EDU233 | GENDER, SCHOOL AND SOCIETY | Core Courses | 2 | 50 | 2 |
EDU241A | TEACHING AND LEARNING OF PHYSICAL SCIENCE | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU241B | TEACHING AND LEARNING OF ENGLISH | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU241C | TEACHING AND LEARNING OF COMMERCE | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU242A | TEACHING AND LEARNING OF SOCIAL SCIENCE | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU242B | TEACHING AND LEARNING OF MATHEMATICS | Discipline Specific Elective Courses | 4 | 3 | 100 |
EDU242C | TEACHING AND LEARNING OF BIOLOGY | Discipline Specific Elective Courses | 4 | 4 | 100 |
EDU281 | INTERNSHIP IN SCHOOL: PHASE I | Skill Enhancement Courses | 4 | 4 | 100 |
VEDU212 | THEATRE IN EDUCATION | Value Added Courses | 1 | 1 | 25 |
3 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
EDU311 | SERVICE LEARNING AND COMMUNITY ENGAGEMENT | Skill Enhancement Courses | 2 | 1 | 50 |
EDU382 | INTERNSHIP IN SCHOOLS PHASE-II | Skill Enhancement Courses | 25 | 13 | 200 |
4 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
EDU431 | EDUCATIONAL LEADERSHIP AND MANAGEMENT | Core Courses | 4 | 3 | 100 |
EDU432 | INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION | Core Courses | 4 | 3 | 100 |
EDU433 | INCLUSIVE EDUCATION | Core Courses | 4 | 3 | 100 |
EDU434 | SOCIOLOGICAL PERSPECTIVES OF EDUCATION | Core Courses | 4 | 3 | 100 |
EDU435 | GUIDANCE AND COUNSELING | Core Courses | 30 | 2 | 50 |
EDU441A | STATISTICS IN EDUCATION | Discipline Specific Elective Courses | 2 | 2 | 50 |
EDU441B | PHYSICAL AND HEALTH EDUCATION | Discipline Specific Elective Courses | 2 | 2 | 50 |
EDU481 | RESEARCH PROJECT | Core Courses | 2 | 2 | 50 |
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to the Programme School of Education is set up as a premier department for teacher training to mould future secondary school teachers. The International Baccalaureate (IB) Educators Certificate (IBEC) in teaching and Learning (DP) offers the IBEC Certificate through the Bachelor of Education and Postgraduate Diploma in International Education. The vision of the department is achieved through the implementation of an innovative curriculum. The curriculum is designed to prepare competent and professional educationists who will be able to perform various roles in the field of education. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Academic Excellence Domain Expertise:?Integrate subject-specific content, pedagogical, and technological knowledge in teaching and assessment Research Competence:?Apply the knowledge of research in solving social and educational problemsPO2: Professional Excellence: Practical Skills:? Apply content, pedagogical, and technological knowledge during teaching community and service-learning experiences Employability:?Adapt themselves to the changing times as well as global and local contexts PO3: Personal Integrity:?Internalize personal, academic, and professional integrity PO4: Inclusiveness:?Employ principles of inclusion and equity of diverse groups in teaching and assessment PO5: Clarity and Comprehensiveness: Possess clarity of thought and clarity in expression; ably articulate with comprehensiveness Verbal Skills: Articulate clearly in writing and/or in speech PO6: Social Awareness and Contribution:? Create well-rounded professionals who are adaptable and committed to a more sustainable future | ||||||||||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||
Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||||||||||
Examinations and Assessments Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks (except Internship in School-Phase II) and the pattern of evaluation is as follows: End Semester Exam (ESE) Mid Semester exam (CIA II) Continuous Internal Assessment (CIA) : 50% : 25% : 25% : 100% 50 marks (2 Hours)
Written Examination Mid Semester Exam Total 50 marks (2 Hours) End Semester Exam: 100 marks (3 Hours) Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria. Continuous Internal Assessment CIA-II MSE marks will be reduced to 25 marks. CIA-I and CIA-III: Continuous Internal Assessment Continuous Internal Assessment I CIA- I will be Written- Group or Individual and Viva or Presentation Continuous Internal Assessment III The following methods may be adopted Multiple choice-based tests, Practical Activity, Presentation/Viva, Group Discussion, Project, Skill-based assignments/activities Attendance The Marks distribution for attendance is as follows 95%-100% : 05 marks 80%-84% : 02 marks 76%-79% : 01 mark
|
EDU111 - COMPUTER TRAINING (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:100 |
Credits:1 |
Course Objectives/Course Description |
|
Computer training is offered as a mandatory activity in the first and second semesters. Fifteen hours of computer training is allotted for each semester. It is a complete hands-on activity. The training would be conducted by peer tutors. Exercises will be given after each session for practice. Students will be well equipped in using many Browsers, search engines, educational software, application software’s and teaching and learning need-based software. The course will enable the preservice teachers to:
|
|
Course Outcome |
|
CO1: Develop skills in using online platforms and ERP systems in the teaching process CO2: Demonstrate working knowledge and skills in web 2.0 application software
|
Unit-1 |
Teaching Hours:15 |
Teaching - learning Software
|
|
Level of Knowledge: Conceptual and Working Knowledge Email /browsing, MOODLE and Online courses, Advanced MS-WORD, MS PowerPoint, MS-Publisher, MS-EXCEL, Prezi, Blogs, Web Page – HTML, Gold wave – Song editor, PowToon, Go Animate, Picasa – Photo Editor, Basic Movie Maker and other application software. Quiz application software: Kahoot and Hot Potatoes. Video editing software: Adobe Spark and Ulead. (Syllabus will change as per learner needs) | |
Text Books And Reference Books: Internet resources Baker, K. (2019). The ultimate guide to Google Docs. https://blog.hubspot.com/marketing/google-docs Driscoll, T. (2020, November 21). Kahoot! walkthrough for teachers [Video]. YouTube. https://youtu.be/bWyMNUVJcgw Driscoll, T. (2020, November 21). Quizizz walkthrough for teachers [Video]. YouTube. https://youtu.be/rUI-bWFg3rc | |
Essential Reading / Recommended Reading Internet resources Java T Point. (2021). OneNote Tutorial. https://www.javatpoint.com/onenote Simpletivity. (2021, May 4). How to use Google Keep: Tutorial for beginners (2021). [Video]. YouTube. https://youtu.be/gYwu9nhoWTM | |
Evaluation Pattern It is a graded course. All assignments given during the training sessions will be graded. | |
EDU112 - SPORTS AND YOGA (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:100 |
Credits:1 |
Course Objectives/Course Description |
|
Course Description This training is offered in the first semester of the programme. As there is a need for physical exercise and healthy living of a student-teacher, this training is given in the form of yoga workshops and completing interclass sports and games. Many Yoga sessions will be conducted covering: Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball will be conducted. An annual sports day covering track and field events will be conducted. Students will be well equipped for various sports activities and Yoga practices. Course Objectives The course will enable the preservice teachers to:
|
|
Course Outcome |
|
CO1: Internalize the importance of physical and mental fitness CO2: Practice yoga and physical exercises. |
Unit-1 |
Teaching Hours:15 |
Yoga and Sports
|
|
Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball . Annual sports day : track and field events | |
Text Books And Reference Books: Iyengar, B. K. S. (2012). Light on the Yoga Sutras of Patanjali. HarperCollins. Lawrence, G. (2018). Teaching Power Yoga for sports. Human Kinetics. | |
Essential Reading / Recommended Reading Bhardwaj, B. K. (2017). Physical Education, infrastructure facilities of sports, sports medicine, yoga and health as developmental paraphernamial in modern India.International Journal of Physical Education & Sports Sciences, 11(2), 66–70. https://doi.org/10.29070/11/57580 McAllister, L. S. (2020). Yoga in the Music Studio. Oxford University Press. | |
Evaluation Pattern It is a graded course. Participation in all sessions of Yoga and Sports hours will be considered for grading. | |
EDU131 - INTRODUCTION TO EDUCATION (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This core course is offered in the first semester of the programme. Drawing from their educational experiences, the course will initiate the preservice teachers to critically think about the meaning, nature, scope, aims and functions of education. While pointing out the various disciplines which make up the field of education, the preservice teachers will be provided with an overview of the discipline of teacher education. They will learn about the role of educators in the local and global contexts. Preservice teachers will begin practicing as lifelong activities, the vital tasks of reflection and effective communication. They will also learn what it means to be a professional teacher: practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding, demonstrate professional practice and competence, as well as to continuously strive for professional development. The course will enable the preservice teachers to:
|
|
Course Outcome |
|
CO1: Evaluate their roles as educators in the local and global contexts CO2: Demonstrate effective communication CO3: Create a continuous professional development plan for themselves |
Unit-1 |
Teaching Hours:9 |
|
Introduction to Education
|
||
Choosing teaching as a profession; Disciplines in the field of Education, including, Teacher Education; Meaning, nature, scope, aims and functions of education; vision of education in India, issues, and concerns; schools: vision, mission, and values; role of educators in the local and global contexts | ||
Unit-2 |
Teaching Hours:9 |
|
Development of the Professional Self
|
||
Understand one’s socio-cultural, historical, and political influences in shaping their professional identity; examine one's cultural assumptions, unconscious bias, discrimination, prejudice, and stereotypes; historically marginalized, disenfranchised, and underrepresented versus privileged populations; cultural deficit and difference perspectives versus cultural strengths perspective; understand the culturally and linguistically diverse society and students; develop international mindedness; teach with the lenses of social justice and care for educational equity and democratic citizenship. | ||
Unit-3 |
Teaching Hours:9 |
|
Becoming a Reflective Teacher
|
||
Teacher-Reflection: Need for reflection; Process of reflection; Barriers to reflection; Reflective writing.
| ||
Unit-4 |
Teaching Hours:9 |
|
Teacher-Communication
|
||
Listening: Types, barriers, improving Listening skills; Speaking: With students, colleagues, administrators, and parents; speech; talk; presentations; engaging in informal dialogue with peers on how to improve teaching; Reading: Different genres; reading professional literature, especially practitioner journals/magazines; reading habits for teachers and students; Writing: On the blackboard, slides, emails, and other genres; writing student feedback; adherence to grammar and spelling; writing for practitioner journals/magazines. | ||
Unit-5 |
Teaching Hours:9 |
|
Becoming a Professional Teacher
|
||
The professional teacher: professional standards; professional core values and ethics; professional knowledge and understanding; professional practice and competence; continuous teacher professional development; types of teacher professional development: educational: workshops, webinars/seminars/conferences; pursue courses: Subject matter or methods and/or other education-related topics; MOOCs; further educational degrees; exploration of professional organizations for teachers or professional learning communities (PLCs); seek mentoring; exploration of educational websites; exploration of educational: books other than textbooks, videos, films, blogs, speeches, talks, podcasts; examine e-teaching portfolios with artifacts on teaching-learning-assessing. | ||
Text Books And Reference Books:
| ||
Essential Reading / Recommended Reading
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass. | ||
Evaluation Pattern
PATTERN OF EVALUATION End Semester Exam (ESE): 50 % Mid Semester Exam (MSE/CIA II): 25 % CIA I & III: 25 % Total: 100 % Continuous Internal Assessments (CIA): CIA 1: 10 Marks CIA 2: 25 Marks CIA 3: 10 Marks Attendance: 5 Marks | ||
EDU132 - CURRICULUM PROCESSES (2023 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
|
Max Marks:100 |
Credits:3 |
|
Course Objectives/Course Description |
||
This core course is offered in the first semester of the programme. It introduces the students to a variety of theoretical perspectives, principles and philosophies in education. It helps the students acquire knowledge on curriculum designs, development and evaluation. It engages the students in practices of international mindedness and inquiry-based learning.
|
||
Course Outcome |
||
CO1: Analyse the importance of philosophical, psychological and sociological bases of curriculum construction at the local, national and international contexts CO2: Apply and demonstrate the principles, stages and criteria of curriculum construction CO3: Develop and practice professional competencies in educational settings |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||
Introduction to Curriculum
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Curriculum: Local, National, & International
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||
Curriculum Development
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||
Curriculum Evaluation
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Instructional Design
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU133 - LEARNING AND ASSESSMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
This core course is offered in the first semester of the programme. The course prepares students to know, understand, and apply evidence-based practices of assessment as teachers. Students will be able to design different types of assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyse and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course. |
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Create effective assessments CO2: Analyse the results of assessments using technological tools CO3: Synthesize assessment data (report results) for instructional and curricular decision-making |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||
Fundamental Concepts in Assessments
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Measurement and Evaluation; Principles of Assessment; Assessment for Learning; Assessment of Learning; Assessment as Learning; Formative & Summative Assessments; Norm-referenced and Criterion-referenced Tests; Internal and External Assessments; Backward Design assessment based on Anderson & Krathwohl’s Taxonomy of the Cognitive Domain, Krathwohl & Bloom’s Affective Domain, and Simpson’s Psychomotor Domains; Peer-, Self-, and Group- Assessments. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Designing Assessments & Tools
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Construction of Worksheets; Home Assignments; Teacher-made Unit Test; Standardized Tests; Diagnostic Tests; Characteristics of a Effective assessments: Validity, Reliability, Objectivity, and Utility; Construction, Strengths, and Limitations of: (A) Constructed-Response Questions: Essays and Short Answer; (B) Selected-Response (Objective) Questions: Multiple Choice, Fill in the Blanks, True or False, Matching; Quantitative Tools: Rating Scales and Checklist; Qualitative Tools: Observation, Anecdotal Record, and Interviews. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Designing Differentiated Assessments
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Guidelines for constructing the following assessments, along with strengths and limitations: GRASPS; Cubing; Think Dots; RAFT; Tic-Tac-Toe; Structured Academic Controversy; Performance/Authentic Assessment: Observation, Portfolio, and Project-Based Learning, | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Analysis of Scores
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Rubric; Answer Key & Marking Scheme; Moderation; Analyzing Scores using MS Excel: Data entry, Sorting, Data multiplication, addition, Lookup, Insert functions, Pivot tables; Statistical Functions: Descriptive Statistics: Measures of Central Tendencies: Mean, Median, Mode; Measures of Variability-Range, Standard Deviation, Quartile Deviation. Charts: Histogram, Pie, Column, line, & Bar graph; Item analysis; Correlation. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||||||||
Feedback & Reporting Results
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Learning Analytics; Use of Assessment Data; Providing Feedback: Feed up, Feedback, Feed Forward; Reporting Results to the Head of Institution; Parents; Students. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: American Psychological Association. (2022). Style & Grammar Guidelines. https://apastyle.apa.org/style-grammar-guidelines/ Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Kappan Magazine, 92(1), 81-90. Brookhart, S. M. (2008). Feedback that fits. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.454.9500&rep=rep1&type=pdf Cambridge Assessment International Education. (n. d.). Getting started with Assessment for Learning. https://cambridge-community.org.uk/professional-development/gswafl/index.html#afl-checklist-6891 IRIS Center. (2022). What is differentiated instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/ Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf Mueller, J. (2016). Authentic Assessment toolbox. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm Reynolds, C. R., Livingston, R. B., Willson, V., & Jha, K. A. (2017). Measurement and assessment in education, (2nd ed.). Pearson. University of Reading. (n.d.). Engage in assessment: Using technology. https://www.reading.ac.uk/engageinassessment/using-technology/eia-using-technology.aspx Vanderbilt University. (2022). Understanding by Design. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/ | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Aggarwal, J.C. (2003). Essentials of examination system evaluation tests and measurement. Vikas Publishing House. CAST. (2022). About Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Wagner, T. (2010). The global achievement gap. Basic Books. | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||||||||||||||||
EDU134 - EDUCATIONAL PSYCHOLOGY (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||
Course Description
This core course is offered in the first semester of the programme. The course establishes the importance of educational psychology to understand the development of learners—physical, cognitive, social-emotional, and moral. The course will enable the preservice teachers to take appropriate curricular decisions. The course provides preservice teachers with the vocabulary to discuss their academic experiences.
With the focus of the course on topics such as individual differences, intelligence, attention, memory, motivation, the objective of the course is to enable preservice teachers to use these as a basis to effectively plan their lessons for the learners in the class, teach, manage, and assess the students. Course Objectives The course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||
CO1: describe the various developmental characteristics of adolescents CO2: apply the different views of learning suitably to the contexts CO3: apply the concepts in motivation suitably to the contexts CO4: demonstrate that planning lessons, teaching, and assessing are based on an understanding of the learners |
Unit-1 |
Teaching Hours:4 |
||||||||
Unit 1: Introduction to: Educational Psychology, Development, Teaching and Learning
|
|||||||||
The role of educational psychology; linking educational psychology and teaching; educational psychology and research-based applications to learning; neuroscience, learning, and teaching; understanding the learners; relationship of understanding the learners to correspondingly plan teaching and assessment strategies; overview of the top 20 principles from psychology applicable for PreK–12 teaching and learning. | |||||||||
Unit-2 |
Teaching Hours:15 |
||||||||
Unit 2: Development
|
|||||||||
General principles of development; nature versus nurture; continuity versus discontinuity; timing: critical versus sensitive periods. Physical Development: Physical development in the adolescent years; challenges in physical development: obesity; eating disorders; guidelines for supporting positive body images in adolescents. Cognitive Development: Piaget’s theory of cognitive development; guidelines for teaching students in the concrete-operational and formal operational stages; Vygotsky’s sociocultural theory of cognitive development; implications of Piaget’s and Vygotsky’s theories for teachers. Social-Emotional Development: Identity and self-concept; Erikson: stages of psychosocial development; guidelines for supporting identity formation; self-concept; social-emotional development: self-awareness and self-management; social awareness; relationship skills; responsible decision making; guidelines for promoting social-emotional development in adolescents; guidelines to help adolescents who are in trauma or have post-traumatic stress disorder. Moral Development: Piaget’s theory of moral development; Kohlberg’s theory of moral development; Carol Gilligan’s morality of caring framework; adolescents and primary emotions linked with moral development: guilt, shame, empathy, and sympathy; moral behaviour and cheating; guidelines for supporting positive emotions in adolescents. | |||||||||
Unit-3 |
Teaching Hours:10 |
||||||||
Unit 3: Behaviourist, Social Cognitivist, and Cognitivist Views of Learning
|
|||||||||
Behaviourist Views: Classical conditioning; operant conditioning; current applications: functional behavioral assessment, positive behavior supports, and self-management; Social-Cognitivist View: Bandura’s challenge and observational learning; modelling. Cognitivist Views: The role of attention; attention and multitasking; the brain and cognitive learning: the importance of knowledge in cognition; general and specific knowledge: declarative, procedural, and self-regulatory knowledge; memory stores: sensory memory, working memory, long-term memory; information processing and the model of human memory; teaching for deeper learning; reducing cognitive load; retaining information; learning loss; learning strategies. | |||||||||
Unit-4 |
Teaching Hours:10 |
||||||||
Unit 4: Motivation and Learning
|
|||||||||
Motivation; Four approaches to motivation; Behavioral: Skinner; rewards and punishers; Humanistic: Maslow; self-esteem, self-fulfillment, self-determination; guidelines for supporting self-determination and autonomy; Cognitive: Weiner; attribution; beliefs about knowledge, ability, and self-worth; students who show learned helplessness; mastery-oriented students; failure-avoiding students; failure-accepting students; guidelines for encouraging self-worth; beliefs about ability: Carol Dweck's growth and fixed mindset; guidelines for developing a growth mindset; Social-Cognitive: Bandura; goals, expectations, intentions, self-efficacy; guidelines for encouraging self-efficacy; supporting emotional self-regulation; Duckworth; developing grit; guidelines for building on students’ interests and curiosity; guidelines for coping with anxiety. | |||||||||
Unit-5 |
Teaching Hours:6 |
||||||||
Unit 5: Addressing Learner Differences
|
|||||||||
Learning styles; myth of the sensory modality of learning styles; myths about the relationship between learning styles and teaching styles; Howard Gardner’s theory of multiple intelligences; myths about the applications of Gardner’s theory of multiple intelligences; difference between learning styles and multiple intelligences; Sternberg’s triarchic theory of intelligence. | |||||||||
Text Books And Reference Books: Aggarwal, J. C. (2006). Psychology of learning and development. Shipra. American Psychological Association. (2021). Top 20 principles for Pre-K to 12 education. https://www.apa.org/ed/schools/teaching-learning/top-twenty/principles Mangal, S. K. (2013). Advanced Educational Psychology. Prentice Hall. Somashekar, T. V. (2006). Educational Psychology. Nirmala Prakashana. Woolfolk, A., & Kapur, P. (2019). Educational Psychology. Pearson. | |||||||||
Essential Reading / Recommended Reading Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. Harper Perennial Modern Classics. Csikszentmihalyi, M. (2013). Creativity: The psychology of discovery and invention. Harper Perennial Modern Classics. Duckworth, A. L. (2013). Grit: The power of passion and perseverance. Scribner.
Dweck, C. (2017). Mindset-updated edition: Changing the way you think to fulfil your potential. Hachette.
Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette. Sharma, R. N., & Sharma, R. K. (2006). Advanced Educational Psychology. Atlantic Publishers. | |||||||||
Evaluation Pattern Question Paper Format for End semester examination Part A-15 Marks x 4 questions: Answer any 4 out of 6 = 60 Marks Part B-05 Marks x 8 questions: Answer any 8 out of 10 = 40 Marks
CIA-II MSE marks will be reduced to 25 marks. CIA-I and CIA-III: Continuous Internal Assessment
| |||||||||
EDU135 - PHILOSOPHICAL FOUNDATIONS OF EDUCATION (2023 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||
Max Marks:100 |
Credits:3 |
||||||||
Course Objectives/Course Description |
|||||||||
This core course is offered in the first semester of the programme. The course will enable preservice teachers to understand that philosophical knowledge has a fundamental role in helping them to systematically reflect and to clarify questions that are important in education, about teaching, learning, curriculum, and assessment. The four branches of philosophy, epistemology, metaphysics, axiology, and logic, speak directly to the preservice teachers about the process of education. Preservice teachers will discover their emerging personal philosophy of teaching via the schools of philosophy. They will articulate their formative personal philosophy of teaching, which would evolve during their educational careers. The philosophies of both Indian and western educational thinkers are expected to influence the preservice teachers and to assist them in refining their personal philosophy of teaching. The course will enable the preservice teachers to: ● think with clarity about issues in education ● appreciate the contributions of educational thinkers ● articulate their personal philosophy of teaching |
|||||||||
Course Outcome |
|||||||||
CO1: Apply the methods and language of philosophy to issues in education. CO2: Articulate the philosophy/philosophies of educational thinkers. CO3: Develop their personal philosophy of teaching. |
Unit-1 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
Philosophy and Education
|
|||||||||||||||||||||||||||||||||||
Philosophy; Overview of the Branches of Philosophy: Epistemology, Ontology; Axiology; Logic; Interrelationships between Philosophy and Education; Philosophy and Aims of Education; Philosophy and Curriculum; Philosophy and Methods of Teaching; Relationship between Teachers and Learners; Personal Philosophy of Teaching | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
Indian Thinkers on Education
|
|||||||||||||||||||||||||||||||||||
Rabindranath Tagore; Swami Vivekananda; Mahatma Gandhi; Aurobindo Ghosh; Gijubhai Badheka; J. Krishnamurti | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
Western Thinkers on Education
|
|||||||||||||||||||||||||||||||||||
Plato; Immanuel Kant; Jean Jacques Rousseau; Johann Pestalozzi; Friedrich Fröbel; Maria Montessori; John Dewey; Rudolf Steiner; Loris Malaguzzi | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
Western Schools of Philosophy
|
|||||||||||||||||||||||||||||||||||
Empiricism; Idealism; Realism; Naturalism; Humanism; Existentialism; Pragmatism; and relation to aims of education, curriculum, discipline, and the role of teachers. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||
Ancient Indian Schools of Philosophy
|
|||||||||||||||||||||||||||||||||||
Nyaya; Vaisheshika; Samkhya; Yoga; Purva-Mimamsa; Vedanta; Charvaka; Buddhism; and Jainism | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Brubacher, J. S. (2018). Modern philosophies of education. Sarup. Durant, W. (2022). The story of philosophy. Dover Publications. Hendricks, S. (2017). 10 schools of philosophy and why you should know them. https://bigthink.com/thinking/10-schools-of-philosophy-and-why-you-should-know-them Hiriyanna, M. (2005). Outlines of Indian philosophy. Motilal Banarasi Das. Ministry of Education. (2020). National Education Policy.https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf NCERT. (2014), Basics of education.https://ncert.nic.in/pdf/publication/otherpublications/basic_in_education.pdf Perez, D. (2022). Foundational philosophies in education. In D. Perez, (Ed.), Social foundations of K-12 education. https://kstatelibraries.pressbooks.pub/dellaperezproject/ Peters, R. S. (1967). The concept of education (International Library of the Philosophy of Education Volume 17). Routledge. Radhakrishnan, S., & Moore, C. A. (2014). A source book in Indian philosophy. Princeton University Press. Zalta, E. N. (2006). The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/ | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Badheka, G. B. (1990). Divasvapna: An educator’s reverie. https://www.arvindguptatoys.com/arvindgupta/ds.zip Bailey, R. (Ed.). (2010). The philosophy of education: An introduction. Bloomsbury Academic. http://dx.doi.org/10.5040/9781472541307Encyclopædia Britannica. (2022). Philosophy and Religion. https://www.britannica.com/browse/Philosophy- Religion Gandhi, M. K. (n. d.). The story of my experiments with truth. http://www.arvindguptatoys.com/arvindgupta/gandhiexperiments.pdf Ghose, A. (2003). Volume 1-The complete works of Sri Aurobindo. https://www.sriaurobindoashram.org/sriaurobindo/downloadpdf.php?id=19 Krishnamurti Foundation India. (2022). K on Education. https://www.jkrishnamurti.in/k- on-education/ McInerney, R. (2021). Philosophy and the metaphysical achievements of education: language and reason. Bloomsbury Academic. http://dx.doi.org/10.5040/9781350183544 Parkay, F. W. (2020). Becoming a teacher. Pearson. Ramakrishna Math. (n.d.). Education: Swami Vivekananda. Author. Reggio Children. (2022). Reggio Emilia approach. https://www.reggiochildren.it/en/ Rishi Valley School. (2018). Aims of Education. https://www.rishivalley.org/aims-of-education Ryan, K., Cooper, J. M., Bolick, C. M., & Callahan, C. (2021). Those who can, teach. Cengage Learning. Siegel, H., Phillips, D.C., & Callan,E. (2018, Winter). Philosophy of education. In E. N. Zalta (Ed.). The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/win2018/entries/education-philosophy Sri Aurobindo International Centre of Education. (2021). Centre. https://www.saice.in/ Sykes, M. (1987). The story of Nai Talim. https://www.arvindguptatoys.com/arvindgupta/naitalem.pdf Visva-Bharati. (n.d.). About. https://visvabharati.ac.in/Santiniketan.html | |||||||||||||||||||||||||||||||||||
Evaluation Pattern Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU141A - TEACHING AND LEARNING OF PHYSICAL SCIENCE (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
This discipline-specific elective course is offered in the first semester. The course introduces students to the aims and objectives of teaching physical science at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach physical science in an effective and inspirational manner. It develops the competencies required for a teacher to teach physical science and hones their employability skills. |
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Demonstrate the mastery of physical science content for secondary school level CO2: Apply the underpinning principles of teaching and learning in physical science CO3: Develop course outlines, unit plans, and lesson plans CO4: Apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in teaching and learning of physical science |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Essentials of Physical Science for the Learner
|
|||||||||||||||||||||||||||||||||||||||||||||||||
States of matter; physical change and chemical change; structure of atom: discovery of subatomic particles: Dalton’s atomic theory; Rutherford’s model; Bohr’s model; Heisenberg‘s uncertainty principle; Pauli’s exclusion principle; Aufbau’s principle; Hund’s rule of maximum multiplicity: Electronic configuration; periodic classification of elements; early classification and modern classification; periodic properties: atomic radii; ionization energy and electron affinity: chemical bonding: ionic bond; covalent bond; co-ordinate bond: hybridization. metals and non-metals: differences; important chemical reactions of metals: extraction of iron and copper: extraction of silicon; uses of silicon compounds; phosphorous; allotropic forms: extraction of phosphorus; chemical properties: uses of phosphorous: Sulphur: occurrence and extraction; allotropic forms; uses.
Magnetism and electricity: Properties of the magnetic field; electromagnetic induction; solenoid; Fleming’s LHR AC generator; Fleming’s RHR DC motor; Ohm’s law; resistance; factors affecting resistance; problems on resistance involving series and parallel circuit. Dynamics: motion is relative; speed; velocity; acceleration; problems on equations of motion; centrifugal and centripetal forces; principle of moments and problems based on uniform meter rule. calorimetry: heat capacity; specific heat capacity; latent heat; law of calorimetry; problems based on calorimetry; optics: lens; types of lenses; real and virtual images; ray diagrams; prisms; types of prisms and its ray diagrams. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Teaching Physical Science
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Meaning; nature; and scope of physical science; significance of physical science in daily life; practical and recreational values of physical science; scientific attitude: meaning; characteristics of a person with scientific attitude; techniques of developing scientific attitude; connectedness of physical science with other school subjects; international mindedness through physical science; linking the learner profile to teaching of physical science. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||
Aims and Objectives of Teaching and Learning Physical Science
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Objectives of teaching physical science; John Biggs’s constructive alignment; Bloom’s Taxonomy and revised Bloom’s Taxonomy; list of command terms; Constructing instructional objectives. Significance of introduction; state of aim; opening and concluding statements; blackboard work; evaluation; recapitulation; and homework in delivering a lesson. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||
Effective Planning for Teaching and Learning Physical Science
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Lesson Plan: Meaning and importance; Herbartian lesson plan, evaluation-based lesson plan, IB unit plan: templates and construction, Flanders’ classroom interaction analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Approaches to Teaching and Learning Physical Science
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Pedagogy vs. andragogy Approaches to Teaching (ATT); teaching through inquiry; teaching through concepts; teaching developed in the local, regional, national, and global contexts; teaching focused on effective teamwork and collaboration; teaching differentiated to meet the needs of all learners; collaborative teaching techniques: Socratic Seminar; flipped class; fishbowl discussion method; think-pair-share; jigsaw technique; concept mapping; discussion method. process-oriented guided inquiry learning; experiential learning; problem and project-based learning; case-based learning; discovery learning. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||
Essential skills for a Physical Science teacher
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Approaches to Learning (ATL); thinking skills, research skills, communication skills, self-management skills and social skills. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Audet, R. H., & Jordan, L. K. (2005). Integrating inquiry across the curriculum. Corwin Press. Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The Cognitive Domain. David McKay. Goldman, A. I. (2008). A causal theory of knowing. The Journal of Philosophy, 64(12). http://www.jstor.org Hreha, S. R. (2012). Approaches to international mindedness in IB world schools. https://docplayer.net/54605031-Approaches-to-international-mindedness-in-ib-world-schools-dr-steve-r-hreha.html International Baccalaureate. (2022). The IB learner profile. https://ibo.org/benefits/learner-profile International Baccalaureate. (2022). Diploma Years Programme. https://www.ibo.org/programmes/diploma-programme/ Mohan, R. (2007). Innovative science teaching for physical science teachers: Prentice Hall of India. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Costa, A. L., & Kallick, B. (2009). Habits of mind across the curriculum: Practical and creative strategies for teachers. ASCD. Fahey, J. (2012). Ways to learn through inquiry: Guiding children to deeper understanding. International Baccalaureate Organization. Hutchings, W. (2007). Enquiry-Based learning: Definitions and rationale. http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf IBO. (2019). Approaches to Teaching and Learning in the Diploma Programme. https://resources.ibo.org IBO. (2019). Approaches to Teaching and learning in the Diploma Programme. https://resources.ibo.org Tilke, A. (2011). The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. ABC-CLIO. Tomlinson, C., & Imbeau, M. B. (2011). Managing a differentiated classroom: A practical guide. https://www.researchgate.net Lee, V. S. (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Stylus. Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press. | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||||||||||||||||
EDU141B - TEACHING AND LEARNING OF ENGLISH (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||
This discipline-specific course is offered in the first semester of the programme. It introduces students to the principles of teaching and learning English and comprehends the importance and role of English in National and International spheres. It helps in assessing learners’ understanding for and of learning, making connections with TOK, CAS and the extended essay. It develops the linguistic skills, planning and implementation of lesson plans through different approaches. The objectives course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate mastery of English content at the secondary school level
CO2: Apply the underpinning principles of teaching and learning in English CO3: Develop Course outlines, Unit plans, and Lesson plans
CO4: Apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in
teaching and learning English
|
Unit-1 |
Teaching Hours:5 |
Essentials of English language & Literature for English language & Literature learner
|
|
Language and communities (nation/region, subcultures) | |
Unit-2 |
Teaching Hours:10 |
Introduction to Teaching English in a classroom
|
|
Meaning, definition, functions of language; Fundamental principles of language learning; Need and importance of teaching and learning English; Importance of English in school; Challenges of teaching English; Significance of English language & Literature in daily life; Theory of Knowledge, Role of a teacher in the theory of knowledge; Stimulate, Facilitate, and Guide; Knowledge framework; International mindedness with respect to English language & Literature, Linking the learner profile. | |
Unit-3 |
Teaching Hours:5 |
Aims and Objectives of Teaching and Learning of English
|
|
Relationship of Inquiry, action, and reflection; Setting up the purpose of an English language & Literature unit; Aims and objectives of teaching English; Writing objectives for classroom teaching based on content; Listing of Specifications under General Objectives, Criteria for Writing Instructional Objectives. | |
Unit-4 |
Teaching Hours:5 |
Effective Planning for Teaching and Learning in English
|
|
The teaching of Prose and poetry; Anderson’s Revised Taxonomy; Unit plan and Lesson Plans: Meaning and importance; Herbartian Lesson Plan, Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction; Anderson's Revised Taxonomy; Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate. | |
Unit-5 |
Teaching Hours:12 |
Approaches to Teaching and learning the English language
|
|
Approaches to Teaching (ATT) Approaches to Learning (ATL) as per IB, Inquiry-based teaching; Structural Approach; Communicative Approach; Humanistic Approach; Community Language Learning; Differentiated teaching strategies, Teaching in local and global contexts; Effective use of Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, flipped classroom, fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organizers, Spider web discussion method; Process-oriented guided inquiry learning, Experiential learning, Problem and Project-Based Learning, Case-based learning, Discovery learning. | |
Unit-6 |
Teaching Hours:8 |
Essential Skills for an English teacher
|
|
Listening Skills, Speaking Skills, Reading Skills, Writing Skills, Study Skills, Thinking skills, Communication skills, Social skills, Self-management Skills, Research Skills, Oral and Written Communication Skills, Critical Thinking Skills, Problem-Solving Skills, Teamwork and Collaborative Skills, Metacognitive Skills. | |
Text Books And Reference Books: Binkley, M, Erstad, O, Herman, J, Raizen, S, Ripley, M and Rumble, M. (2010). Defining 21st-century skills. Brinton D. (2014). Integrating language and Content: Issues and Options. https://www.tesol.org/connect/tesol-resource-center Daniels, H., Steineke, N., and Moses, S. (2014). Teaching the social skills of academic interaction: Step-by-step lessons for respect, responsibility, and results. Corwin. Harry, B., Waterman, R. (2008). Building collaboration between schools and parents of english language learners: Transcending barriers, creating opportunities. National Institute for Culturally Responsive Educational Systems. http://www.colorincolorado.org/research/effectiveness McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45(3), 263–269. doi: 10.1080/14703290802176147 National Council of Teachers in English (2011). Lesson plans and teaching resources. http://www.ncte.org/lessons Richards C.J and Renandya A. W. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. Rokhaniyah, H. (2016). The implementation of collaborative learning to enhance the students’ critical thinking in writing. at Tadib, 11(1). doi: 10.21111/at-tadib. v11i1.627 Vallabi, J. E. (2011). Teaching of English: Principles and practices. Neelkamal. Venkateswaran, S. (2008). Principles of teaching English. Vikas Publishing House. Wei L. (2011). Formative Assessment in classrooms: Operational procedures. Journal of Language Teaching and Research. https://www.academypublication.com/issues/past/jltr/vol02/01/12.pdf Woodward T. (2001). Planning lessons and courses. Cambridge University Press. Woodward, T. (2004). Planning lessons and courses. Cambridge University Press. Wren., & Martin. (2008). High School English Grammar & Composition. Chand Publishing. | |
Essential Reading / Recommended Reading Arora, N. (2012). English Language teaching: Approaches and methodologies. MacMillan India Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Himmele, P., & Himmele, W. (2009). The language-rich classroom: A research-based framework for English language learners. ASCD. Lake, D., Baerg, K., & Paslawski, T. (2015). Teamwork, leadership and communication: collaboration basics for health professionals. Brush Education. McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45(3), 263–269. doi: 10.1080/14703290802176147 Richards, C. J., & Rodgers, S.T. (2001). Approaches and Methods in language teaching. Cambridge University Press. Summers, J., & Smith, B. (2009). Communication skills handbook: How to succeed in written and oral communication. Wiley. | |
Evaluation Pattern PATTERN OF EVALUATION End Semester Exam (ESE) 50 % Mid Semester Exam (MSE or CIA II) 25 % Continuous Internal Assessment (CIA I & III) 25 % Total 100 % Continuous Internal Assessment CIA I CIA II CIA III Attendance 10 marks 25 marks 10 marks 5 marks | |
EDU141C - TEACHING AND LEARNING OF COMMERCE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching commerce at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach commerce in an effective and inspirational manner. It develops the competencies required for a teacher to teach commerce and hones their employability skills. The course will enable the preservice teachers to:
|
|
Course Outcome |
|
CO1: Demonstrate the mastery of Commerce content for secondary school level
CO2: Apply the underpinning principles of teaching and learning in Commerce
CO3: Develop Course outlines, Unit plans, and Lesson plans
CO4: Apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in teaching and learning of Commerce |
Unit-1 |
Teaching Hours:4 |
||||||||
Essentials of Commerce for the Commerce learner
|
|||||||||
Level of Knowledge – Working KnowledgeBusiness organization and environment- Introduction to Commerce, Types of organization, Organizational objectives, stakeholders, External environments, Growth and evolution, Organizational planning tools Human Resource Management-Functions and evolution of human resource management, Organizational Structure, Leadership and management, Motivation, Organizational/ Corporate culture, Industrial/employee relationship, Finance and Accounts -Sources of finance, Costs and revenues, Break-even analysis, Final Accounts, Profitability and liquidity ratios, Efficiency ratio analysis, Cash flow, Investment appraisal, Budgets. | |||||||||
Unit-2 |
Teaching Hours:10 |
||||||||
Introduction to Teaching Commerce in a Classroom
|
|||||||||
Level of Knowledge – Conceptual and BasicCommerce Education: Meaning, definition and need of commerce education in present days, Qualities of a Commerce teacher, Significance of Commerce in daily life, Recent developments in commerce. Theory of Knowledge in Commerce; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in the theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in Commerce; International mindedness with respect to Commerce. Linking the learner profile in Commerce class. | |||||||||
Unit-3 |
Teaching Hours:5 |
||||||||
Aims and Objectives of Teaching and Learning Commerce
|
|||||||||
Level of Knowledge – Conceptual and BasicMeaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Commerce. aims of teaching commerce, Values of teaching commerce Relationship of Inquiry, action, and reflection. Setting up of the purpose of a Commerce unit: transferable goals, content, skills, application: Anderson & Krathwohl’s Taxonomy for teaching and assessing , Listing of Specifications under General Objectives, Criteria for Writing Instructional Objectives. Correlation of Commerce and accountancy with other subjects. | |||||||||
Unit-4 |
Teaching Hours:5 |
||||||||
Effective Planning for Teaching and Learning in Commerce
|
|||||||||
Level of Knowledge – Conceptual and Working KnowledgeYear Plan, Lesson Plan: Meaning and importance; Herbartian Lesson Plan, Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction. | |||||||||
Unit-5 |
Teaching Hours:15 |
||||||||
Approaches, Methods & techniques of Teaching and learning Commerce
|
|||||||||
Level of Knowledge – Conceptual and Working KnowledgePedagogy vs. andragogy, Approaches to Teaching (ATT) Approaches to Learning (ATL). Methods of Teaching- Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Process-oriented guided inquiry learning, laboratory method, Fishbowl discussion method, Spider web discussion method, Flipped classroom, Think-pair-share, Jigsaw technique, graphic organisers; Specific methods of teaching in Commerce: Lecture, Industrial Visit, Group Discussions, Demonstration, Role-play, Workshop, Surveys and market study, Symposium, Panel discussion, Heuristic method, Problem and Project-Based Learning, Case based learning. Collaborative learning strategies. | |||||||||
Unit-6 |
Teaching Hours:6 |
||||||||
Essential skills for a Commerce teacher
|
|||||||||
Level of Knowledge-Conceptual and Working KnowledgeSocial skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Teamwork and collaborative skills, reflective skills. Non-verbal skills, public relations. Technical or Specific skills—Skills needed in drafting correspondence and preparing the business reports, accounting skills, Marketing and Salesmanship, Entrepreneurship skills, Leadership and Motivation skills. | |||||||||
Text Books And Reference Books: Anderson, L. W., & Krathwohl, D. R. (2010). Quick flip questions for the revised Bloom's taxonomy. Edupress. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Erasmus, B., Strydom, J. W., & Rudansky-Kloppers, S. (2016). Introduction to Commerce. Oxford University Press. Gershon, M. (2015). How to use Bloom’s taxonomy in the classroom: the complete guide. Createspace. Heydorn, W., & Jesudason, S. (2014). Decoding theory of knowledge for the IB diploma: Themes, skills and assessment. Cambridge University Press. Pizzey, A. (2001). Accounting and finance: A firm foundation. Continuum. | |||||||||
Essential Reading / Recommended Reading Alvarado, A. E., & Herr, P. R. (2003). Inquiry-Based learning using everyday objects hands-on instructional strategies that promote active learning in grades 3-8. Place of publication not identified: Distributed by ERIC Clearinghouse. Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. International Society for Technology in Education. Compayré, G., & Payne, W. H. (2002). The history of pedagogy. University Press of the Pacific. IB Business and Management. (n.d.). Daily Lesson Plans. https://sites.google.com/site/ibbusinessandmanagementmitchem/daily-lesson-plans Hamilton, B. (2018). Integrating technology in the classroom: Tools to meet the need of every student. ISTE. Interactive Education. (2005). Lesson plan. Whangaparaoa, N.Z. Mishra, R. C. (2009). Lesson planning. A.P.H. Publication. Paulson, D. (1970). Unit planning: A guide for effective teaching. Lutheran Church Press. Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (2017). The flipped classroom practice and practices in higher education. Springer. | |||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows: End Semester exam (ESE): 50% Mid Semester exam (CIA II): 25% Continuous Internal Assessment (CIA): 25% Total : 100% Written Examination Mid Semester Exam : 50 marks (2 Hours) End Semester Exam : 100 marks (3 Hours)
Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.
Continuous Internal Assessment
CIA-II MSE marks will be reduced to 25 marks.
| |||||||||
EDU142A - TEACHING AND LEARNING OF SOCIAL SCIENCE (2023 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||
Max Marks:100 |
Credits:3 |
||||||||
Course Objectives/Course Description |
|||||||||
This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching social science at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach social science in an effective and inspirational manner. It develops the competencies required for a teacher to teach social science and hones their employability skills. The course will enable the preservice teachers to:
|
|||||||||
Course Outcome |
|||||||||
CO1: Demonstrate the mastery of Social Science content for secondary school level CO2: Apply the underpinning principles of teaching and learning in Social Science CO3: Develop Course outlines, Unit plans, and Lesson plans CO4: Apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in
teaching and learning of Social Science |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Essentials of Social Science for a Social Science Learner
|
|||||||||||||||||||||||||||||||||||
The Ancient Civilizations/Cultures of India: Vedic Period, Dynasties: Maurya, Gupta, Vardhan; Religions: Buddhism, Jainism, Islam & Christianity World Civilizations: Harappa, Egypt, China, Mesopotamia-origin, development, features and its contributions. Physical Features of India: Major geographical divisions and their importance (Himalayan Mountain Ranges, River plains, Desert, Deccan Plateau and Coastal Plains). The Earth- Structure, size & shape, continents and oceans, latitudes and longitudes, layers of earth, structure, composition, internal and external forces. Constitution-constituent assembly, drafting and framing of the constitution, salient features, fundamental rights and duties, directive principles of the state policy, its importance to state and citizen. Basics of economics-meaning. Importance, resources and economic activities. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Introduction to Teaching Social Science
|
|||||||||||||||||||||||||||||||||||
Meaning and nature of Social Science, the scope of Social Science, Geography, Economics and Political Science, Significance of Social Science in daily life, Importance of Social Science as a school discipline, Practical, disciplinary and recreational Values of teaching Social Sciences, Social Science as an art and science, Difference between Social Science, Natural Science and Social Studies, Theory of Knowledge in Social Science; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in the theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in Social Science. International mindedness with respect to social science. Linking the learner profile in social science class. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Aims and Objectives of Teaching and Learning of Social Science
|
|||||||||||||||||||||||||||||||||||
Aims and objectives of Teaching Social Science-History, Economics, Geography and Political Science Relationship of Inquiry, action, and reflection. Setting up of the purpose of a Social Science unit: transferable goals, content, skills, application: Anderson & Krathwohl’s Taxonomy for teaching and assessing, Criteria for Writing Instructional Objectives. | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||
Effective Planning for Teaching & Learning of Social Science
|
|||||||||||||||||||||||||||||||||||
Designing-meaning, importance, steps and formats of Lesson Plan: Herbartian Lesson Plan, Evaluation. Approach to Lesson plan, Unit Plan Meaning, importance, format and Uses; Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders’ classroom interaction analysis. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||||
Approaches to Teaching Social Science
|
|||||||||||||||||||||||||||||||||||
Pedagogy vs. andragogy, Approaches to Teaching (ATT) Approaches to Learning (ATL) as per IB, Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom Fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers, Spider web discussion method | |||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||
Essential Skills for a Global Social Science Teacher
|
|||||||||||||||||||||||||||||||||||
Thinking skills, Communication skills, social skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Problem-solving skills, Teamwork and collaborative skills, Metacognitive skills, Self-regulated learner. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Audet, R. H., & Jordan, L. K. (2005). Integrating inquiry across the curriculum. Corwin Press. Bergmann., J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Smith, D., & Saha, S. (2020). Oxford IB Diploma Programme: IB prepared: History. Oxford. Carr, E. H. (1961). What is History? Macmillan. http://www.jstor.org Jadav, N. (2001). Teaching of history. Anmol Publication. Kohli, A. S. (2004). Teaching of Social Studies. Anmol Publications. Richards, J. F. (2005). The Mughal Empire, English. Foundation Books. Singh, M. V. (2009). Delhi Sultanate. Centrum Press. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
Fahey. J. (2012). Ways to learn through inquiry: Guiding children to deeper understanding. International Baccalaureate Organization. Tomlinson, C., & Imbeau, M. B. (2011). Managing a differentiated classroom: A practical guide. https://www.researchgate.net Lee, V. S. (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Stylus. Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press. | |||||||||||||||||||||||||||||||||||
Evaluation Pattern
Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU142B - TEACHING AND LEARNING OF MATHEMATICS (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching mathematics at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach mathematics in an effective and inspirational manner. It develops the competencies required for a teacher to teach mathematics and hones their employability skills. The course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Demonstrate the mastery of mathematics content for secondary school level
CO2: Apply the underpinning principles of teaching and learning in mathematics CO3: Develop course outlines, unit plans, and lesson plans CO4: Apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in teaching and learning of Mathematics
|
Unit-1 |
Teaching Hours:4 |
||||||||
Essentials of Mathematics for Mathematics learner
|
|||||||||
Level of Knowledge: Working Knowledge Arithmetic: Number System-Integers, fractions, number line, rational and irrational numbers; Sets-types, Venn diagrams; Matrices-types, operations; Statistics-mean, median, mode, Std. deviation and quartile deviation; Square roots and Cube root; Profit and loss, Discount, Brokerage; Ratio, Proportion and percentage, Playing with numbers and Patterns. Algebra: HCF, LCM; Factorization; Speed, time and distance; Variations. Geometry: Axioms and postulates; Triangles-Theorems, construction; Mensuration-square, rectangle, cube, cuboid; Graphs; Polygons-types; Quadrilaterals- cyclic quadrilaterals; Parallelogram- theorems. | |||||||||
Unit-2 |
Teaching Hours:7 |
||||||||
Introduction to Teaching Mathematics in a classroom
|
|||||||||
Level of Knowledge: Conceptual and Basic Meaning and nature of Mathematics, the scope of Mathematics, Significance of Mathematics in daily life, Importance of Mathematics as a school subject, Practical, disciplinary and recreational Values of Mathematics; Scientific attitude: Meaning, characteristics of a scientific attitude person, techniques of developing scientific attitude, International mindedness concept and techniques of developing international-mindedness, understanding the learner profile of a Mathematics student. | |||||||||
Unit-3 |
Teaching Hours:8 |
||||||||
Aims and Objectives of Teaching and Learning of Mathematics
|
|||||||||
Level of Knowledge: Conceptual and Basic Meaning of the terms: Aim, Objective, Learning Outcome, and Specification; Objectives of Teaching Mathematics, Relationship of inquiry, action, and reflection. Setting up of the purpose of a Mathematics unit: Transferable goals, content, skills, application: Bloom’s and Anderson’s taxonomy of cognitive objectives; Listing of specifications under general objectives, Criteria for Writing Instructional Objectives. | |||||||||
Unit-4 |
Teaching Hours:5 |
||||||||
Effective Learning for Teaching and Learning of Mathematics
|
|||||||||
Level of Knowledge: Conceptual and Working Knowledge Lesson Plan: Meaning and importance; Herbartian Lesson Plan, Evaluation Approach to Lesson plan, ENGAGE model; IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis. | |||||||||
Unit-5 |
Teaching Hours:15 |
||||||||
Approaches, Methods & Techniques of Teaching and Learning Mathematics
|
|||||||||
Level of Knowledge: Conceptual and Working Knowledge Pedagogy vs. andragogy, Approaches to teaching (ATT) Approaches to learning (ATL) as per IB. Methods of Teaching- Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Process-oriented guided inquiry learning, laboratory method, Experiential learning, Problem and Project-Based Learning, Case-based learning, Discovery Learning, Fishbowl discussion method, Spider web discussion method. Collaborative Teaching techniques; Differentiated teaching strategies, Socratic Seminar, Flipped classroom, Think-pair-share, Jigsaw technique, graphic organisers. | |||||||||
Unit-6 |
Teaching Hours:6 |
||||||||
Essential Skills for a Mathematics Teacher
|
|||||||||
Level of Knowledge: Conceptual and Working Knowledge
Thinking skills, Communication skills, Social skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Problem-solving skills, Teamwork and collaborative skills, Metacognitive skills, Self-regulated learner.
| |||||||||
Text Books And Reference Books: Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. CASEL. (2013). Social and emotional core competencies. http://www.casel.org/social-andemotionallearning/core-competencies Chambers, A. (n.d.). Tok maths resources. https://ibmathsresources.com/ibtokmaths Chambers, R., Lo, B. C. Y, and Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect. Cognitive Therapy and Research, 32(3), 303–322. Costa, A. L. & Kallick, B. (2009). Habits of mind across the curriculum: Practical and creative strategies for teachers. ASCD. Clarke, D., Clarke, B., Sullivan, P. (2012). Teaching with tasks for effective mathematics learning. Springer. Erickson, H. L. (2012). Concept-based teaching and learning. http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf Erozkan, A. (2013). The effect of communication skills and interpersonal problem solving skills on social efficacy. Educational Sciences: Theory and Practice,13(2). 739–745. Fasko, D. (2003). Critical thinking: Origins, historical development, future direction. Critical thinking and reasoning: Current research, theory and practice, 3–20. Howard, J. P., & Beyers. J.F. (2020). Teaching and learning mathematics online. CRC Press. Harcet, J., Heinrichs, L., Seiler, P. M., & Skoumal, M. T. (2016). IB mathematics higher level. Oxford University Press. Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hutchings, W. (2007). Enquiry-Based Learning: Definitions and rationale. http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf International Baccalaureate. (2017). What is an IB education?https://www.ibo.org/globalassets/what-is-an-ib-education-2017-en.pdf | |||||||||
Essential Reading / Recommended Reading Chambers, A. (n.d.). Lesson Plans. https://ibmathsresources.com/category/lesson-plans Managebac. (n.d.). DP Unit Planner sample. https://www.managebac.com/ib-diploma/sample-dp-unit-planner Smith, M. K. (2013). David A. Kolb on experiential learning. The encyclopedia of pedagogy and informal education. https://infed.org/mobi/david-a-kolb-on-experiential-learning Theoryofknowledge.net. (n.d.). TOK Areas of Knowledge: Mathematics. https://www.theoryofknowledge.net/areas-ofknowledge/mathematics/ | |||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows: End Semester exam (ESE): 50% Mid Semester exam (CIA II): 25% Continuous Internal Assessment (CIA): 25% Total : 100% Written Examination Mid Semester Exam : 50 marks (2 Hours) End Semester Exam : 100 marks (3 Hours)
Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.
Continuous Internal Assessment
CIA-II MSE marks will be reduced to 25 marks.
| |||||||||
EDU142C - TEACHING AND LEARNING OF BIOLOGY (2023 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||
Max Marks:100 |
Credits:3 |
||||||||
Course Objectives/Course Description |
|||||||||
|
|||||||||
Course Outcome |
|||||||||
CO1: Demonstrate the mastery of Biology content for secondary school level CO2: Apply the underpinning principles of teaching and learning in Biology CO3: Develop Course outlines, Unit plans, and Lesson plans CO4: Apply approaches to teaching (ATT) and approaches to learning (ATL) in teaching and learning of Biology |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Essentials of Biology for Biology Learner
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||
Introduction to Teaching Biology in a Classroom
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||
Aims and Objectives of Teaching and Learning of Biology
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Effective Planning for Teaching and Learning in Biology
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||||
Approaches, Methods & Techniques of Teaching and Learning Biology
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||
Essential Skills for a Biology Teacher
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU211 - CREATIVITY ACTIVITY SERVICE (CAS) (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
||||||||||||||||||||||||||||||||||
Max Marks:25 |
Credits:1 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
The skill enhancement course expects students to plan and demonstrate:
Creativity: Exploring and extending ideas leading to an original or interpretive product or performance;
Activity: Physical exertion contributing to a healthy lifestyle.
Service: Collaborative and reciprocal engagement with the community in response to an authentic need. In this course, students will be mentored and taught the concept and processes of CAS by the CAS mentor. The course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Initiate, plan and execute and collaborate community service experiences
CO2: Develop ethical competence
CO3: Engage with issues of local and global importance |
Unit-1 |
Teaching Hours:30 |
Creativity, Activity and Service
|
|
Creativity : (arts and other experiences that involve creative thinking) This may include improvised teaching aids, performing arts, digital designing, literary writing, arts and crafts. Students are stimulated to involve in creative endeavours that move them beyond the familiar, broadening their scope from conventional to unconventional thinking. There are many departmental, institutional, local and global competitions the students can participate in to show their creativity, such as Improvised teaching aids for practice teaching, BookMark, Blossoms, In-Bloom, Dharpan, Kalasaurabha, Broucher designing for seminars/workshops/panel discussions, articles in newsletters and any other competitions State/national/global. Activity: (physical exertion contributing to a healthy lifestyle) This may include participation in individual and team sports, Yoga, aerobic exercise, dance, fitness training, and any other form of physical exertion that contributes to a healthy lifestyle. Students could be involved in the departmental Annual Sports day, University Annual Sports day, timetabled sports sessions, students could organise sports day at various schools and NGO based organisations. Service: (An unpaid and voluntary exchange that has a learning benefit for the student) There are three types of service experiences possible, they are: (engaging with different types of service is recommended. Direct service: Students can render teaching service for the underprivileged through NGOs, one-on-one tutoring with peers or any other non-paid teaching assignment. They can even frame curriculum as per the needs of the organisations, conduct workshops/seminars/talks for the underprivileged. Implementation of Service-learning projects offered by CSA and Organization and participation in the social responsibility week and CSA activities of the university. Organization and participation in Social issues drives. Indirect service: Students can be a part of designing websites, designing presentations, teaching material etc for other teachers or advisers to use. Research: Students can plan, collect, analyze, and report on issues in particular schools or colleges. Students can engage in action research projects for the benefit of schools or colleges as per the requirement of the institutions. CAS experiences can be conducted in collaboration with the Centre for Social Action of the University or they can be done individually, however, the experiences should be done in consultation with the CAS Coordinator/Advisor.
| |
Text Books And Reference Books: IBO. (2023). Creativity, Activity, Service: For students graduating in 2017 and after. Author. https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/cas-2016-english-1st-final-web.pdf | |
Essential Reading / Recommended Reading IBO. (2023). Creativity, Activity, Service: For students graduating in 2017 and after. Author. https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/cas-2016-english-1st-final-web.pdf | |
Evaluation Pattern
Grades to be awarded based on University norms. | |
EDU212 - PERSONAL SAFETY EDUCATION (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description This skill enhancement course is offered in the second semester. It is designed to enable preservice teachers to facilitate sessions on life skills and personal safety education for primary, elementary and secondary school students. Course Objectives The course will enable the preservice teachers to: · explain, discuss and transact the necessary skills and information needed to facilitate sessions on life skills and personal safety education · analyse the content related to sexuality, emotions and feelings in children and adolescents from social, biological, and psychological perspectives . research and formulate policies in an educational setting |
|
Course Outcome |
|
CO1: Evaluate policies on personal safety education in educational settings CO2: Examine the language used in personal safety education in educational settings CO3: Disseminate personal safety education with professionalism |
Unit-1 |
Teaching Hours:10 |
Unit 1: Building Self Esteem, Self-Respect & Managing Feelings
|
|
Meaning, importance and formation of self-esteem; body image and self-esteem, the effect of media on self- esteem of children; Gender, identity and indicators of high or low self-esteem; Feelings and emotions - identifying, accepting, managing and expressing; Importance to address: Queer identities and body image dissatisfaction. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Physical Changes in the Body
|
|
Secondary sexual characteristics, Myths, doubts and facts about the reproductive system; Exploring sexual behaviours and alternate sexuality; Beliefs around the body: empowering v/s disempowering; Sexual Orientations, Gender Identities, Gender Expressions and Sex Characteristics (SOGIESC diversity): Understanding allyship. | |
Unit-3 |
Teaching Hours:10 |
Unit 3: Personal Safety
|
|
Safe and unsafe touch, Body safety rules; Relationship, infatuation, love and consent; Internet Safety, Child sexual abuse, Pedophilia, Sexual violence against children and adults, POCSO Act, Support systems. | |
Text Books And Reference Books: American Psychological Association. (2008). Report of the APA Task Force on the sexualization of girls. https://www.apa.org/pi/women/programs/girls/report Borba, M. (2003). Esteem builders: a K-8 self-esteem curriculum for improving student achievement, behavior and school climate. Jalmar Press. Enfold Proactive Health Trust. (2021). Demystifying sexuality reference book: Looking at sexuality with a rights-based, restorative and gender transformative lens. http://enfoldindia.org/wp-content/uploads/2021/07/Demystifying-Sexuality-Reference-Book-by-Enfold-2021.pdf Khalsa, S. S. (2007). Teaching discipline & self-respect: Effective strategies, anecdotes, and lessons for successful classroom management. Corwin. Westin, D. C. (2011). Impressions of self: A framework for building self-esteem. Trafford. | |
Essential Reading / Recommended Reading Annadurai, A. (2015). A different approach for pedagogical teamwork practices in college classrooms. International Journal of Science and Research, 4(12), 2241-2244.https://www.ijsr.net/archive/v4i12/NOV152512.pdf Faller, A., Schunke M., & Schunke G. (2007). The human body: An introduction to structure and function. Thieme. Ministry of Women and Child Development. (2012). The Protection of Children from Sexual Offences Act. https://wcd.nic.in/sites/default/files/POCSO%20Act%2C%202012.pdf Sechler, J. (2012). Internet safety for kids and young adults. Createspace Independent Pub. | |
Evaluation Pattern CIA overall Submission for 50 marks. The overall CIA will be split as follows: CIA I - 10 CIA II - 10 CIA III - 10 Attendance - 5 Class participation - 5 Final written test - conducted for 25 and converted to 10 | |
EDU221 - EXTENDED ESSAY (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:25 |
Credits:1 |
Course Objectives/Course Description |
|
This is an ability enhancement compulsory course offered in the second semester. The students will learn the procedural knowledge of writing an extended essay at IBDP and its assessment. Each student will be mentored and guided to have hands-on experiences in analysing and assessing the sample extended essays. |
|
Course Outcome |
|
CO1: Evaluate sample extended essays as per the IB DP Extended Essay assessment criteria CO2: Demonstrate critical and reflective thinking in evaluating Extended Essays |
Unit-1 |
Teaching Hours:15 |
Extended Essay
|
|
Extended Essay: Overview; expectations and timeline for IBDP Extended Essay; Extended Essay at the School of Education; Writing process for IBDP students; Reflection; Samples, navigation, and reading materials; Assessment criteria; Policies related to Extended Essay: Academic integrity, ethical guidelines, animal experimentation policy; Evaluating an Extended Essay. | |
Text Books And Reference Books: IBO. (n.d.). International Baccalaureate Diploma Programme Subject Brief Diploma Programme Core: Extended essay. https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/extended-essay-brief-2016-en.pdf | |
Essential Reading / Recommended Reading IBO. (2023). International Baccalaureate Diploma Programme Subject Brief Diploma Programme Core: Extended essay. https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/extended-essay-brief-2016-en.pdf | |
Evaluation Pattern As per the EE policy document | |
EDU222 - THEORY OF KNOWLEDGE (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:25 |
Credits:1 |
Course Objectives/Course Description |
|
This ability enhancement compulsory course, offered in the second semester fosters a critical approach to the sources of human knowledge and encourages students to reflect upon their learning. This is vital if the student is to achieve the objective of becoming an open-minded, creative thinker, equipped for the demands of life-long learning. TOK is a course about critical thinking and inquiring into the process of knowing rather than about learning a specific body of knowledge. TOK and the elective courses should support each other in the sense that they reference each other and share some common goals. Examination of ways of knowing (language, perception, reason and emotion) together with a consideration of areas of knowledge, such as Natural Sciences, Ethics, History and Mathematics. The approach will be cross-curricular and questioning, to perceive links between different elements in the spectrum of knowledge.
The course will enable the preservice teachers to:
|
|
Course Outcome |
|
CO1: Critically analyze how knowledge is constructed in various disciplines CO2: Evaluate the implications of arguments and conclusions |
Unit-1 |
Teaching Hours:15 |
Introduction to Theory of Knowledge (TOK)
|
|
Overview of the TOK course; Nature of the subject; Aims; Assessment Objectives; Knowledge questions; Optional Themes; Areas of Knowledge; Introduction to TOK Exhibition; TOK Exhibition Process; IA Prompts; Objects. Assessment of TOK Exhibition; Reflective Process & Writing. | |
Text Books And Reference Books: Canfield, J. V. (2016). Philosophy of Meaning, Knowledge and Value in the 20th Century: Routledge History of Philosophy. Retrieved from https://books.google.co.in/books? id=HtmJM0WUUFgC
IBO. (2023). Diploma Programme Theory of Knowledge. https://www.ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/what-is-tok | |
Essential Reading / Recommended Reading
IBO. (2023). Diploma Programme Theory of Knowledge. https://www.ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/what-is-tok | |
Evaluation Pattern
Method of Evaluation Theory of Knowledge Theory of Knowledge (TOK): 25 Marks Class and group participation: 10% Individual Reflective journal entries:15% TOK one object group exhibition:10% TOK two object group exhibition:25% TOK three object group exhibition:40% TOK Exhibition = 25 Marks | |
EDU231 - FUNDAMENTALS OF EDUCATIONAL RESEARCH (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This core course is offered in the second semester. The course fosters in the students, the School of Education’s Programme Outcome for Research Competence: Apply the knowledge of research in solving social and educational problems. Towards achieving this outcome, the course prepares students to know and understand the fundamental concepts and processes in research methods. Students become familiar with both quantitative and qualitative research methods. Research Ethics is introduced to the students. The course culminates in students writing a manuscript with a view to present at a conference and/or submit to a journal for publication.
The course will enable the preservice teachers to: · understand the importance of research in solving educational and social problems · begin internalizing the research skills
|
|
Course Outcome |
|
CO1: Demonstrate knowledge and understanding of educational research: methods, approaches and types. CO2: Demonstrate knowledge and understanding of quantitative methods and tools CO3: Demonstrate knowledge and understanding of qualitative methods and tools |
Unit-1 |
Teaching Hours:7 |
||||||||||||||||||||||||||
Introduction to Research
|
|||||||||||||||||||||||||||
Research: Definition; Systematic Research process; Research Methods: Deductive, Inductive, and Deductive-Inductive Method; Educational Research: Meaning and Purpose; Approaches to Educational Research: Quantitative, Qualitative, and Mixed-Methods; Research Paradigms: Positivist, Interpretivist/Constructivist, Critical. Purposes of Fundamental/Basic, Applied, and Action Research; Types of Educational Research: Historical, Experimental Research, Descriptive-Quantitative & Descriptive-Qualitative; Research Ethics. | |||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||
Research Problem and Review of the Literature
|
|||||||||||||||||||||||||||
The Research Problem: Finding a research problem in education; researchable and non-researchable problems in education; sources to locate a research problem; evaluating a research problem; Selecting and stating the Research Problem. Stating Research Objectives; Stating Research Questions; Stating Directional, Null, and Alternate Hypotheses. Review of the Literature in Education: Literature Review: What. Why, When, and How? Types of Educational Reviews: Conceptual, Empirical, Narrative/Traditional, Systematic, and Meta Analysis; PRISMA; Stating the Rationale and Purpose of the Study with literature-support; reviewing, summarizing and synthesizing literature to support the problem and allied areas of the problem. | |||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
||||||||||||||||||||||||||
Quantitative Research Methods & Tools  Â
|
|||||||||||||||||||||||||||
Describing the characteristics of the Research Participants; Population, Sample and Sampling Techniques; Primary and Secondary Sources of Data; Conceptualization, operationalization and measurement; Definition and nature of variables; operationally defining variables; Types of variables; formulation of research problems and hypothesis; Different types of hypothesis; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests; Research Tools: Inventories; Surveys; Likert Scales; Data Analysis: Basics of Descriptive and Inferential Statistics. | |||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||||||||||||||||||
Qualitative Research Methods & Tools  Â
|
|||||||||||||||||||||||||||
Qualitative Research: Characteristics; Researcher Identity, Positionality and Reflexivity; Research Paradigms: Positivist, Interpretivist/Constructivist, Critical; Qualitative Methodologies: Ethnography, Phenomenology, Action Research, Feminist Standpoint Research, Discourse Analysis, Questionnaire Research; Qualitative Methods, Their Advantages, & Limitations: Observation; Interviews: Patton’s Typology, Strauss et al.’s typology; Focus group; Case study; Questionnaire; Life history; Document analysis; Qualitative Research Questions; Sampling; Maxwell’s Interactive Model of Research Design; Qualitative Data Recording Methods: Observation Protocols; Interview Protocols; Audio & Video Recording; Qualitative Data Analysis Methods: Coding; Memoing; Validity: Triangulation; Member Checking, & other. Writing a Research Proposal; Writing Findings, Discussion, Limitations, & Conclusion. | |||||||||||||||||||||||||||
Text Books And Reference Books: American Psychological Association. (2021). APA style blog. https://apastyle.apa.org/blog Best, J. W., Kahn, J. V., & Jha, A. K. (2016). Research in education. Pearson. Cohen, L. Manion. L & Morrison, K. (2007). Research methods in education. Routledge. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. Hedges, L.V. Ashley, L.D. Waring, M. & Coe, R. (2021). Research methods and methodologies in education. Sage Publications. Lambert, M. (2019). Practical research methods in education: An early researcher's critical guide. Taylor & Francis. Pini, B., & Moss, J. (2016). Visual research methods in educational research. Palgrave Macmillan. Voegtle, K. H., Lodico, M. G., & Spaulding, D. T. (2010). Methods in educational research: From theory to practice. Wiley. | |||||||||||||||||||||||||||
Essential Reading / Recommended Reading Kumar R. (2005). Research Methodology: A step by step guide for beginners. Pearson. Denzin, N. K., & Lincoln, Y. S. (2017). The Sage handbook of qualitative research. Sage. Martin, C., & Polly. D. (2016). Handbook of research on teacher education and professional development. IGI Global. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage. | |||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||
EDU232 - INCLUSIVE EDUCATION (2023 Batch) | |||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||
This is a core course in the second semester. It will help the students in acquiring knowledge of the concept of inclusive education, diversity in the classrooms, and the skills to teach different kinds of learners. Preservice teachers will develop the skills to understand each learner, the strengths and limitations of learners, and transact curriculum considering the needs and nature of the learners.
|
|||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||
CO1: organise their skills to plan effective learning experiences in both curricular and co-curricular activities, in and outside the classroom, which are based on the existing learning difficulties faced by the students to achieve the objectives of the curriculum CO2: demonstrate understanding of the ability level of the students with learning issues in basic academic skills as well as in subject-specific skills, use formal and informal assessments, and practice alternative ways of academic evaluation
CO3: apply the policy framework of inclusive education CO4: critically practice the skills to work collaboratively with the school community members and society to promote inclusive education |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Introduction to Inclusive Education
|
|||||||||||||||||||||||||||||||||||
Concept of Inclusive Education: Meaning, Definition, and historical development of special education services; Labelling; Using person-first language; Changing Practices in Education of Students with Disabilities: Segregation, Integration & Inclusion, Whole School Approach; Diversity in classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity; Principles of Inclusive Education: Access, Equity, Relevance, Participation and Empowerment; Barriers to Inclusive Education: Attitudinal, Physical & Instructional | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Facilitating Inclusive Education: Policies and Frameworks
|
|||||||||||||||||||||||||||||||||||
International Declarations: Universal Declaration of Human Rights (1948), World Declaration for Education for All (1990); International Conventions: Convention against Discrimination (1960), Convention on Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006); International Frameworks: Salamanca Framework (1994), Biwako Millennium Framework of Action (2002); National Commissions & Policies: Kothari Commission (1964), National Education Policy (1968), National Policy on Education (1986), Revised National Policy of Education (1992), National Curricular Framework (2005), National Policy for Persons with Disabilities (2006), National Education Policy (2020); National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995), National Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013), RPWD Act (2016) | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||
Characteristics of Learners with Special Needs
|
|||||||||||||||||||||||||||||||||||
Characteristics of students with Sensory Disabilities: Visual Impairment, Hearing Impairment, Speech Impairment, Deaf-blindness; Characteristics of students with Neuro-Developmental Disabilities: Intellectual Disabilities, Autism Spectrum Disorders, Specific Learning Disabilities, Attention Deficit Hyperactivity Disorder, Epilepsy; Characteristics of Students with Locomotor Disabilities: Cerebral Palsy, Muscular Dystrophy; Characteristics of students with multiple disabilities, Gifted Students; Characteristics of students with Mental Health issues: Mental illness, psychosocial issues. | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||||
Classroom Management for Successful Inclusive Education
|
|||||||||||||||||||||||||||||||||||
Formal and Informal Assessment of academic skills; Disability-Specific Adaptations, Accommodations and Modifications: curriculum adaptation, educational policies & schemes, teaching learning materials; Inclusive Lesson Plans; Universal Design for Learning: Multiple Means of Access, Expression, Engagement & Assessment; Differentiated Instruction: Content, Process, & Product; Peer Mediated Instructions, Remedial teaching: Individualized Education Program, Strategies for academic skills enhancement; Positive Behaviour Management. Use of Assistive Technologies. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Advocacy & Collaboration for Inclusive Education
|
|||||||||||||||||||||||||||||||||||
Collaborative approach: Teachers, Special Educators, Peers, Therapists, Counsellors; Community Involvement for Inclusive Education; Advocacy and Leadership for Inclusion in Education; Role of Special Schools in Inclusive Education; Resource Mobilization for Inclusive Education. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Dash, N. (2022). Inclusive education for children with special needs. Atlantic. Mangal, S. K. & Mangal, S. (2017). Creating an inclusive school. Shipra. Sharma, Y. (2021). Inclusive education: Perspectives, praxis and pedagogy. Pearson. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU233 - GENDER, SCHOOL AND SOCIETY (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||
Max Marks:2 |
Credits:50 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
This core course is offered in the second semester. The course has been conceptualized in order to raise critical awareness in the preservice teachers about the gender inequities that exist globally and in India and to critically engage in the discourse on gender socialization, power and knowledge construction. Preservice teachers are introduced to several concepts around gender and feminist theories. While learning about the historical background of social and educational reform movements of the 19th and 20th centuries in India, preservice teachers will also examine gender issues in contemporary Indian curriculum documents and textbooks. The course envisages teachers as agents of change who would encourage students to reflect on their socialization and critique practices that perpetuate stereotypes and biases. It also intends to enable the preservice teachers to become inclusive in their attitudes, speech, actions, teaching, and assessment of all genders in a nonbinary world. The course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Evaluate gender socialization practices via social institutions that perpetuate gender roles, gender discrimination, gender stereotypes, and gender biases CO2: Evaluate gender representations and reinforcement of gendered images and identities in social institutions in India CO3: Critically examine the constitutional provisions for gender equality, gender issues in the curriculum, the construct of gender in the national policies |
Unit-1 |
Teaching Hours:8 |
Gender: Concepts and Practices
|
|
Key Concepts in Gender Studies of (X): Sex and Gender; Genders: Males, Females, LGBTQ; Patriarchy, Gender stereotypes, Gender bias; Understanding the diversity and heterogeneity within gender; A Brief Introduction to Feminist Theories: Cultural, Liberal, Marxist, Post-modern, Radical, Psychoanalyst, Socialist; Three waves of Feminism. | |
Unit-2 |
Teaching Hours:8 |
Social Construction of Gender
|
|
Gender Socialization: Concept and Practices, Gender roles, Gender discrimination in social institutions and life events: family, peer group, marriage, school, workplace, economy, media, politics, social networks; Gendered allocation of power, resources and opportunities; Gendered boundaries between traditional and non-traditional occupations, Glass ceiling. | |
Unit-3 |
Teaching Hours:5 |
Gender in Indian Society
|
|
Construction of gender as a social category in Indian society: Gender representations and reinforcement of gendered images and identities in Indian social institutions: family, religion, caste, education, place of residence, economy and polity; Emergence of movements for gender justice; the role of law and civil society. | |
Unit-4 |
Teaching Hours:9 |
Gender and Education
|
|
Historical background of social and educational reform movements of 19th and 20th centuries with a focus on women’s education: Rajaram Mohan Roy, Ishwar Chandra Vidyasagar, Mahatma Gandhi, B R Ambedkar, Jyotisar and Savitribai Phule; Gender Issues: Constitutional provisions for gender equality, Gender issues in curriculum; Construct of gender in National Curriculum Framework and National Educational Policy 2020, Critical examination of textbooks for inclusion and bias. | |
Text Books And Reference Books: Beauvoir, S. D. (2011). The second sex. Vintage. | |
Essential Reading / Recommended Reading Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf | |
Evaluation Pattern
Assessment Component & Weightage: CIA 1: 10% CIA 2/MSE: 25% CIA 3: 10% End Semester Examination: 50% Attendance: 05% End Semester Examination: The first 4 questions are compulsory and the 5th question has an internal choice. Each question is 10 marks * 5 questions=50 marks. | |
EDU241A - TEACHING AND LEARNING OF PHYSICAL SCIENCE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This discipline-specific course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning physics. It also helps in assessing the learners' understanding through various formative and summative assessment techniques. This course prepares them to become professional physical sciences teachers. |
|
Course Outcome |
|
CO1: Demonstrate the mastery of physical science content for secondary school level. CO2: Use appropriate resources in teaching physical science CO3: Formulate various assessment strategies in physical science CO4: Develop skills needed for a competent physical science teacher |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Essentials of Physical Science for the Physical Science Learner
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Modern Physics: Sound, sound waves and light waves, Echo, problems based on echo, Light: Reflection, Refraction, Glass slab experiment, Refractive index, problems based on refractive index, Total internal reflection, Electromagnetic spectrum, dispersion, and scattering of light, its applications in daily life; Photoelectric effect, Radioactivity, Equations based on alpha, beta and gamma emissions; Energy: Sources of energy, forms of energy, conservation of energy, Energy crisis and tips to save electricity in daily life; Household wiring system: Fuse, Neutral, live, earth wires, Tree system and ring system, Switch, step-up and step-down transformers. Working of a cathode ray tube. Stoichiometry: Equivalent mass of element; Atomic mass and molecular mass. Mole concept, Avogadro number, Molarity, Molality, Normality, Mole Fraction: Water: Polar nature, molecular structure, Universal solvent: Electrolysis; Water cycle, hardness of water, purification of water: Solutions: Mixtures. Methods of Separation of mixtures: colloids, types of colloids, properties and uses; Organic Chemistry: Classification and nomenclature of organic compounds: Functional groups, homologous series: IUPAC nomenclature: Isomerism: Hydrocarbons: Aliphatic and Aromatic; Synthetic materials: Polymers –types, preparation, uses Fuels; Fossil and non-fossil fuels: Calorific value of a fuel: properties of a good fuel; Petroleum: Refining, cracking: Petrochemicals, Natural gas, LPG. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||||||||
Resources for Teaching and Learning Physical Science
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Printed Resources: Text book: Characteristics, uses, limitations and critical analysis and Exploring physical science Text books published by various boards; Workbook, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory: Organization, Maintenance, uses, Setting up of physical science laboratory, Community Resources; Human and material. Web resources for teaching and learning physical science in a global context. Teaching Aids: Projected, Non-projected and Electronic Aids: Types, features, merits and demerits; Improvised Aids: Meaning, preparation, importance; Edgar Dale’s Cone of experience. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||||||||
Assessment of Learners' Understanding of Physical Science
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; Rubrics for assessment: construction of analytical and holistic rubrics, Google form, MOODLE, physical science sample question Paper, marking scheme. Peer assessment, Academic integrity. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||
Activities in the Teaching-Learning of Physical Science
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, Objectives, Organization and importance of Educational field trips, Science Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in physical sciences; Reflective journal writing. Case, blogs, photo gallery and images. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||
The Physical Science Teacher and Professional Growth
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Competencies of a physical science Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, and Mindfulness), Programmes for Professional Growth: In-service Programme, Orientation Programme, Refresher Course, Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries, Human Resource Networking. | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Homer, D. & Bowen-Jones, M. (2014). Physics: Course companion. Oxford University Press. IB. (2020). IB Physics subject guide. http://resources.ibo.org IB. (n.d). Diploma Years Programme. https://resources.ibo.org Kirk, T. (2014). Physics: Study guide. Oxford University Press. Kirk, T., & Hodgson, N. (2012). Physics: Course companion. UK: Oxford University Press. | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Joyce, B. R., & Weil, M. (2011). Models of teaching. Prentice-Hall. Nayak, A. K. (2004). Teaching of physics. Anmol Publications. Prasad, J. (2005). Practical aspects in teaching of science. Kanishka Publishers. Udai, V. (2004). Modern teaching of physics. Anmol Publications. Vanaja, M. (2006). Methods of teaching physics. Discovery Publishing House. | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||||||||||||||||
EDU241B - TEACHING AND LEARNING OF ENGLISH (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||
This discipline-specific course is offered in the second semester of the programme. It introduces students to the resources available for teaching and learning English. It helps in assessing learners’ understanding of various formative and summative assessment techniques. This course prepares them to become professionals.
The course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate mastery of English content for the secondary school level. CO2: Use appropriate resources in teaching English
CO3: Formulate various assessment strategies in EnglishÂ
CO4: Develop skills needed for a competent English teacher |
Unit-1 |
Teaching Hours:7 |
Essentials of English for the English Learner
|
|
Textual bias (news reporting, sports coverage). Language and the state (public information, legislation), Media institutions (television channels, internet search engines), Role of editing (news bulletins, websites), Use of persuasive language (advertising, appeals), Arts and entertainment. | |
Unit-2 |
Teaching Hours:12 |
Resources for Teaching and Learning English
|
|
Printed Resources: IB English language & Literature subject guide. Exploring English language & Literature books, setting up of an English language laboratory. Activities: visits, interviews, dramatization, seminars, literary club, language games; Planning and execution of co-curricular activities; Exploring My IB, exploring IB published videos, Computer-assisted language learning, CALL for teachers and learners. | |
Unit-3 |
Teaching Hours:12 |
Assessment of Learners' Understanding of English
|
|
Formative and Summative Assessment, Unit test: Construction, implementation, evaluation and reflection; Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint; IOTA: Concept, Development and uses, Rubrics for assessment, Google form, MOODLE, Software enabled assessments, Web links for English Question Bank, Question Paper, Answer key, Reflective essays, Reading logs, case studies | |
Unit-4 |
Teaching Hours:6 |
Activities in the Teaching-Learning of English
|
|
Meaning, Objectives, Organization and importance of Educational field trips, Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in English; Reflective journal writing. Character portrayal, blogs, photo gallery and images. | |
Unit-5 |
Teaching Hours:8 |
The English Teacher and Professional Growth
|
|
Competencies of an English Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries. Human resource networking. | |
Text Books And Reference Books: Brinton D. (2014). Integrating language and content: Issues and options. http://www.tesol.org/connect/tesol-resource-center Egbert. J., & Shahrokni, S. A. (n.d.). CALL principles and practice. https://opentext.wsu.edu/call
Farrell, T. S. C., & Jacobs, G. M. (2020). Essentials for successful English language teaching. Bloomsbury Publishing. https://www.google.co.in/books/edition/Essentials_for_Successful_English_Langua/HCj9DwAAQBAJ
Hubbard. P. & Levy, M. (2016). Theory in computer-assisted language learning research and practice. In F. Farr, & L. Murray (Eds.), The Routledge handbook of language learning and technology. https://www.routledgehandbooks.com/doi/10.4324/9781315657899.ch2
Lightbown, P. M., & Spada, N. (2021). How languages are learned. Oxford University Press. https://www.google.co.in/books/edition/How_Languages_Are_Learned_5th_Edition/7GUzEAAAQBAJ
Polat, M. (2017). CALL in context: A brief historical and theoretical perspective. Issues and Trends in Learning Technologies, 5(1). https://journals.uair.arizona.edu/index.php/itet/article/view/20312/19939
Sureshkumar, E., & Sreehari, P. (2009). A handbook for English Language Laboratories. Cambridge University Press. Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language learning & technology, 6(1), 165-180. | |
Essential Reading / Recommended Reading Brown, J. D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge University Press. https://www.tesl-ej.org/wordpress/issues/volume7/ej26/ej26r2
Hall, G. (2005). Literature in language education. Springer. | |
Evaluation Pattern PATTERN OF EVALUATION End Semester Exam (ESE) 50 % Mid Semester Exam (MSE or CIA II) 25 % Continuous Internal Assessment (CIA I & III) 25 % Total 100 % Continuous Internal Assessment CIA I CIA II CIA III Attendance 10 marks 25 marks 10 marks 5 marks | |
EDU241C - TEACHING AND LEARNING OF COMMERCE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Commerce. It helps in assessing learners' understanding through various formative and summative assessment techniques. Develops research skills and their application in creating an essay. This course prepares them to become professional Commerce teachers. The course will enable the preservice teachers to:
|
|
Course Outcome |
|
CO1: Demonstrate the mastery of Commerce content for secondary school level.
CO2: Use appropriate resources in teaching Commerce CO3: Formulate various assessment strategies in Commerce
CO4: Develop skills needed for a competent Commerce teacher
|
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Essentials of Commerce for Commerce learner
|
|||||||||||||||||||||||||||||||||||
Level of Knowledge: Working Knowledge Financial Accounting: Accounts for Incomplete records, Accounting for share capital. Cost Accounting: Introduction, Elements of Cost: Materials, Labour and Overheads, Recent Development in Cost Accounting, Auditing: Introduction to auditing, Preparation Before and Procedure of Audit, Vouching, Verification and Valuation of Assets & Liabilities. Financial Management: Introduction, Financing Decision, Investment Decision, Capital Budgeting, Dividends Decision. Banking: Introduction to Banking, Negotiable Instrument Act, Bank Lending, Banking Sector Reforms & Trends, Banking System in India, Regulatory Framework of Banks. Income Tax: Profits and Gains from Business and Profession, Incomes from Other Sources, Introduction to Goods and Services Tax (GST), Procedure and Levy Under GST. Management Accounting: Marginal Costing, Budgetary Control. Financial Securities and Derivatives: Introduction to Derivatives, Introduction to Futures & Forwards. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||
Resources for Teaching and Learning Commerce
|
|||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Working Knowledge Printed Resources: Text book: Characteristics, Uses, limitations and critical analysis and Exploring Commerce Text books published by various boards; Work book, guides and reference material: Characteristics and uses; Case Studies; Non-Printed Resources: Laboratory: Organization, Maintenance, uses, Setting up of Commerce laboratory, Community Resources; websites for teaching and learning Commerce in a global context. Teaching Aids: Projected, Non-projected and Electronic Aids – Types, features, merits and demerits; Improvised Aids: Meaning, preparation, importance; Edgar Dale’s Cone of experience. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||
Assessment of Learners' Understanding in Commerce
|
|||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Working Knowledge Formative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; IOTA – Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Commerce Question Bank, Peer assessment, Reflective essays, Reading logs, Case studies. | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||
Activities in teaching and learning Commerce
|
|||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Working Knowledge Meaning, Objectives, Organization and importance of Educational field trips, Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in Commerce; Reflective journal writing. Case, blogs, photo gallery and images. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Commerce Teacher and Professional Growth
|
|||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Working Knowledge Pedagogy vs. andragogy, Approaches to teaching (ATT) Approaches to learning (ATL). Competencies of a Commerce Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: In-service Programme, Orientation Programme, Refresher Course, Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries, Human Resource Networking. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Abott, C. (2003). ICT: Changing Education. Routledge. Booth, S. (2015). Crisis Management Strategy: Competition and Change in Modern Enterprises. Routledge. Erasmus, B. & Strydom, J. (2011). Introduction to Commerce. OUP. Gutteridge, L. (2012). Business and Management: IB Study Guide. OUP. IBO. (n.d.). Assessment & Exams: Diploma. https://www.ibo.org/programmes/diploma-programme/assessment-andexams/. Mohanty, I. & Sharma, P. (2019). Commerce Internal Assessment: Guide to 7 Points. Notion Press. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Maggioli, G. D. (2004). Teacher Centered Professional Development. ASCD. The Importance of Professional Development for Educators. (2019, April 18). Naylor, J. (2002). Introduction to Operations Management. Financial Times. Prentice Hall. Palmer, A. (2012). Introduction to Marketing: Theory and Practice. Stimpson, P. & Smith, A. (2015). Commerce for the IB Diploma Coursebook. CUP. Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press. Zimmerman, B. J. & Schunk, D. (1989). Self-Regulated Learning and Academic Achievement. Springer-Verlag. | |||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU242A - TEACHING AND LEARNING OF SOCIAL SCIENCE (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Social Science. It helps in assessing learners' understanding through various formative and summative assessment techniques. Students explore the local History in a given context and develop research skills and their application in creating an essay. This course prepares them to become professional Social Science teachers. The course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO 1: Demonstrate the mastery of Social Science content for secondary school level. CO2: Use appropriate resources in teaching Social Science CO3: Formulate various assessment strategies in Social Science CO4: Develop skills needed for a competent Social Science teacher |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Essentials of Social Science for the Social Science Learner
|
|||||||||||||||||||||||||||||||||||
Major revolutions of the world: American, French, Russian and Industrial: Causes, effects/ consequences and their contributions; Medieval Period in India: Mughals, Rajputs, Marathas and Vijayanagar empire: rise and establishment of these dynasties, military achievements, contributions to administration, art and architecture, religion, literature and society, causes for the decline; Atmosphere: Meaning, importance, composition and components, the difference between weather and climate; Natural Disasters: volcano, earthquake, tsunami and floods: meaning, causes, types and its effect; forms of government in India: local self-government, state government, union government: formation, objectives, functions, administration, responsibilities and duties; the infrastructure of the Indian economy. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||
Resources for Teaching and Learning Social Science
|
|||||||||||||||||||||||||||||||||||
Text book: Importance, characteristics and critical analysis; Library resources: newspapers, books, encyclopedias, reference books, journals and magazines, importance in the teaching of social science; Community resources: Human, natural, physical, economic, historical, man-made and school-based resources: Meaning, importance and uses of all the above in the teaching and learning process through CAS projects; E-learning resources-internet, web-based tools, blogs, animation and multimedia etc. Audio Visual Resources-meaning and importance in teaching-learning Exploring My IB, exploring IB published videos. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||
Assessment of Learners' Understanding of Social Science
|
|||||||||||||||||||||||||||||||||||
Formative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; IOTA: Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Social Science Question Bank, Peer assessment, Reflective essays, Reading logs, Case studies. | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Activities in the Teaching-Learning of Social Science
|
|||||||||||||||||||||||||||||||||||
Meaning, Objectives, Organization and importance of Educational field trips, Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in Social Science; Reflective journal writing. Cases, character portrayal, blogs, photo gallery and images. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
The Social Science Teacher and Professional Growth
|
|||||||||||||||||||||||||||||||||||
Competencies of a Social science Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries. Human Resource Networking. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU242B - TEACHING AND LEARNING OF MATHEMATICS (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Mathematics. It helps in assessing learners' understanding through various formative and summative assessment techniques; develops research skills and their application in creating an essay. This course prepares them to become professional Mathematics teachers. The course will enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Demonstrate the mastery of Mathematics content for secondary school level CO2: Use appropriate resources in teaching Mathematics CO3: Formulate various assessment strategies in Mathematics
CO4: Develop skills needed for a competent Mathematics teacher
|
Unit-1 |
Teaching Hours:10 |
||||||||
Essentials of Mathematics for Mathematics learner
|
|||||||||
Level of Knowledge – Working KnowledgeArithmetic-Partnership, Simple Interest, Compound Interest, Banking, Surds, Permutationand Combination; Algebra-Quadratic Equations-linear and simultaneous, Logarithms, Indices- Exponents, Trigonometry-Ratios, right angles; Geometry-Triangles and circles-Theorems, construction,Mensuration-Cylinder,cone,Prism,Pyramid,Polyhedron,Co-ordinategeometry, Statistics, functions,Calculus. | |||||||||
Unit-2 |
Teaching Hours:12 |
||||||||
Resources for teaching and learning Mathematics
|
|||||||||
Level of Knowledge – Conceptual and Working KnowledgePrinted Resources: Text book: Characteristics, Uses, limitations and critical analysis and Exploring Mathematics Text books published by various boards; Work book, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory: Organization, Maintenance, uses, Setting up of Mathematics laboratory, Community Resources, Websites for teaching and learning Mathematics in a global context. Teaching Aids: Projected, Non-projected and Electronic Aids: Types, features, merits and demerits; Improvised Aids: Meaning, preparation, importance; Edgar Dale’s Cone of experience. | |||||||||
Unit-3 |
Teaching Hours:12 |
||||||||
Assessment of learners' understanding in Mathematics.
|
|||||||||
Level of Knowledge – Conceptual and Working KnowledgeFormative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction-Components: Weighting, Blueprint, Uses; IOTA: Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Mathematics question bank, Peer assessment | |||||||||
Unit-4 |
Teaching Hours:6 |
||||||||
Co-curricular Activities in Learning Mathematics
|
|||||||||
Level of Knowledge – Conceptual and Working Knowledge Meaning, Objectives, Organization and importance of Educational field trips, Club, Fair/Exhibition, Create Multimedia Content using Videos, Podcasts, and the like; Community-service activities in mathematics; Reflective journal writing. Cases, character portrayal, blogs, photo gallery and images. | |||||||||
Unit-5 |
Teaching Hours:5 |
||||||||
The Mathematics Teacher and Professional Growth
|
|||||||||
Level of Knowledge – Conceptual and Basic KnowledgeCompetencies of a Mathematics Teacher; teaching skills, Technology skills, Affective skills (Resilience, Self-motivation, Mindfulness), Programmes for Professional Growth: In-service Programme, Orientation Programme, Refresher Course, Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to Resource Centres, Libraries, Human Resource Networking. | |||||||||
Text Books And Reference Books: Beswick, K. & Goos, M. (2021). The learning and development of mathematics teacher educators: International perspectives and challenges. Springer International Publishing. Hattie, J., Moore, S. D., Frey, N., Gojak, L. M., Fisher, D., & Mellman, W. (2016). Visible learning for mathematics, Grades K-12: What works best to optimize student learning. SAGE Publications. Howard, J.P., & Beyers, J. F. (2020). Teaching and learning mathematics online. CRC Press. Kaur, B. Kwon, O.N., & Leong, Y. H. (2016). Professional development of mathematics teachers: An Asian perspective. Springer. NCERT. (n.d.). Teaching of mathematics. http://http://www.ncert.nic.in/departments/nie/dse/activities/advisory_board/PDF/teac hing_maths.pdf
Pepin, B. Gueudet, G., & Trouche. T. (2019). The 'resource' approach to mathematics education. Springer International Publishing. Potari, D. Ribeiro, M., & Zehetmeier, S. (2020). Professional Development and Knowledge of Mathematics Teachers. Taylor & Francis. Tucker, B. F., Weaver, T. L., & Singleton, A. H. (2013). Teaching mathematics in diverse classrooms for Grades K-4: Practical strategies and activities that promote understanding and problem-solving ability. United Kingdom: Pearson. NCTM. (2023). Classroom resources. https://www.nctm.org/classroomresources | |||||||||
Essential Reading / Recommended Reading NCTM. (2023). Goals of professional development. https://www.nctm.org/Research-and-Advocacy/research-brief-andclips/Goals-of- Professional-Development Hammond, L. D., Hyler, M. E., & Gardner, M. (n.d.). Effective teacher professional development. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-factsheet | |||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows: End Semester exam (ESE) : 50% Mid Semester exam (CIA II) : 25% Continuous Internal Assessment (CIA) : 25% Total : 100% Written Examination Mid Semester Exam : 50 marks (2 Hours) End Semester Exam : 100 marks (3 Hours)
Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.
Continuous Internal Assessment
CIA-II MSE marks will be reduced to 25 marks.
| |||||||||
EDU242C - TEACHING AND LEARNING OF BIOLOGY (2023 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||
Max Marks:100 |
Credits:4 |
||||||||
Course Objectives/Course Description |
|||||||||
This course is offered as an elective in the Second semester. This course introduces students to the resources available for teaching Biology. It helps in assessing learners understanding this will enable them to think critically and write extended essays. This course trains them to be a professional Biology teacher. Learning Objectives Students will learn skills in construction, administration and interpretation of a Unit test and in several diverse science community based activities. students learn how to organize Science Club and other co-curricular activities in Biology. students acquire knowledge of Professional competencies of a Biology teacher. |
|||||||||
Course Outcome |
|||||||||
After the completion of the course, the students will be able to: 1) Demonstrate the mastery of Biology content for secondary school level 2) Use appropriate resources in teaching Biology 3) Formulate various assessment strategies in Biology 4) Develop skills needed for a competent Biology teacher |
Unit-1 |
Teaching Hours:10 |
||||||||
Essentials of Biology for Biology learner. Level of Knowledge ? Working Knowledge
|
|||||||||
Food production and management- meaning, need and management;Ecosystem; Environmental Science- plants and animals interdependence and conservation, biogeochemical cycles (gaseous and sedimentary);Biodiversity and Conservation;Organisms and Populations; Heredity and Genetics- meaning and importance, semi conservative model of DNA replication, chromosomes and transfer of genes, Mendel’s experiment and Laws; Biotechnology- meaning, Principles, Processes and its Applications for human welfare. Nucleic acids, Human physiology | |||||||||
Unit-2 |
Teaching Hours:12 |
||||||||
Resources for Teaching Biology
|
|||||||||
Printed Resources: Text book: Characteristics, uses, limitations and critical analysis and Exploring Biology Text books published by various boards; Work book, guides and reference material: Characteristics and uses; Non-Printed Resources: Laboratory : Organization, maintenance, uses, Setting up of Biology laboratory, Community Resources, Online resources: Concept of ICT integration in teaching and learning. Exploring TPACK, exploring Technology Integration Matrix (TIM), exploring SAMR (Puentedura, 2013), websites for teaching and learning Biology in global context. Teaching Aids : Projected, Non-projected and Electronic Aids – Types, features, merits and demerits; Improvised Aids: Meaning, preparation, importance; Edgar Dale’s Cone of experience. | |||||||||
Unit-3 |
Teaching Hours:12 |
||||||||
Assessment of learners understanding in Biology
|
|||||||||
Formative assessment, Summative assessment, Construction of Objective type test items; Unit Test: Concept, Construction- components weighting, Blue print, Uses; IOTA – Concept, Development and uses, Rubrics for assessment, e-quiz, Google form, MOODLE, Software enabled assessments, Web links for Biology question bank, Question paper, Answer key, Peer assessment, Reflective essays, Reading logs, Case studies. | |||||||||
Unit-4 |
Teaching Hours:6 |
||||||||
Community, Action, Service in teaching and learning Biology. Level of Knowledge ? Conceptual and Working Knowledge
|
|||||||||
Meaning, Objectives, Organization and importance of: Educational trips, Science Club, Science Fair, Science Exhibition, Science Museums, Science Quiz and Field trips, community based activities, Reflective journals, Character portrayal, Video diaries, Biology photo gallery, Biology images, Drawing, Logs and collaborative web pages , Digital stories, Podcasts, Social Networking, Reflective activities. | |||||||||
Unit-5 |
Teaching Hours:5 |
||||||||
Biology Teacher and Professional Growth
|
|||||||||
Competencies of a Biology Teacher; Micro teaching skills, Technology skills, Affective skills (Resilience, Self- motivation, Mindfulness.), Programmes for Professional Growth: in-service programme, orientation programme, refresher course, Seminars, Workshops, Conferences, Projects, MOOC/online courses, Visits to resource centers, libraries, Human resource networking | |||||||||
Text Books And Reference Books: Allott, A., & Boyle, M. (n.d.). IB Biology: Text books for IB Biology. Retrieved from https://www.thinkib.net/biology/page/17618/text-books-for-ib-biology-. Choudhary, S. (2007). Teaching of biology. New Delhi: A.P.H. Publishing House. Goyal, S. (2007). Teaching of biology. New Delhi, India: Rajat Publications. Herr, N. (2008). The sourcebook for teaching science, grades 6-12: strategies, activities, and instructional resources. San Francisco, CA: Jossey-Bass. https://www.thinkib.net/leadership/page/21952/informed-by-assessment. IB organization. (n.d.). Sample exam papers. Retrieved from Iborganization. (n.d.). Creativity, activity, service. Retrieved from https://ibo.org/programmes/diploma-programme/curriculum/creativity-activity-and- service/. http://www.ibo.org/programmes/diploma-programme/assessment-and-exams/sample- exam-papers/. IB School Leadership. (n.d.). Retrieved from Integration of ICT In to The Teaching-Learning Process ... (n.d.). Retrieved from https://www.academia.edu/652589/Integration_of_ICT_Into_The_Teaching- Learning_Process_Toward_A_Unified_Model. International Baccalaureate / Assessment & Grading. (n.d.). Retrieved from https://www.fcusd.org/Page/21934. Micro-Teaching in Indian Education: Meaning, Features and Conclusion. (2014,December 30). Retrieved from http://www.yourarticlelibrary.com/teaching/micro-teaching-in- indian-education-meaning-features-and-conclusion/45209. NCERT. (2006). Biology: textbook for class Xii. New Delhi: NCERT. Stead, I. (n.d.). Your IB Biology Course Book. Retrieved from https://global.oup.com/education/secondary/curricula/ibdiploma/science/biologyanswers/?region=international. Top IB Resources - Biology! (n.d.). Retrieved from https://ibresources.org/biology/. | |||||||||
Essential Reading / Recommended Reading Vaidya, N. (1996). Science Teaching for the 21st Century. New Delhi: Deep & Deep Publications. Vaidya, N. (n.d.).The Impact of Science Teaching. New Delhi: Oxford and IBH Publishing House. Yadav, K. (2001). Teaching of Life Science. New Delhi: Anmol Publications. Das, R. C. (1990). Science Teaching in Schools.Sterling Publications. Krishnamacharyulu, V. (2006). Teaching of Science. Hyderabad: Neelkamal publishers. Kulshreshtha, S. P. (2006). Teaching of Biology. Meerut: Surya Publications. Rajasekar.(1995). Method of Teaching Physical Sciences. Hyderabad: Neelkamal Publishers. Sharma, R. C. (1982). Modern Science Teaching.DhanpatRai publications. Allott, A., & Boyle, M. (n.d.). IB Biology: Text books for IB Biology. Retrieved from https://www.thinkib.net/biology/page/17618/text-books-for-ib-biology-. Choudhary, S. (2007). Teaching of biology. New Delhi: A.P.H. Publishing House. Goyal, S. (2007). Teaching of biology. New Delhi, India: Rajat Publications. Herr, N. (2008). The sourcebook for teaching science, grades 6-12: strategies, activities, and instructional resources. San Francisco, CA: Jossey-Bass.
https://www.thinkib.net/leadership/page/21952/informed-by-assessment. | |||||||||
Evaluation Pattern Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows: End Semester exam (ESE) : 50% Mid Semester exam (CIA II) : 25% Continuous Internal Assessment (CIA) : 25% Total : 100% Written Examination Mid Semester Exam : 50 marks (2 Hours) End Semester Exam : 100 marks (3 Hours)
Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.
Continuous Internal Assessment
CIA-II MSE marks will be reduced to 25 marks. CIA-I and CIA-III: Continuous Internal Assessment
Continuous Internal Assessment I CIA- I will be in two components - Written (reports) Group or Individual - Viva or Presentation may also be conducted
Continuous Internal Assessment III The following methods may be adopted Multiple choice based test. Practical Activity Presentation/Viva Group Discussion
Attendance The Marks distribution for attendance is as follows 95%-100% : 05 marks 90%-94% : 04 marks 85%-89% : 03 marks 80%-84% : 02 marks 76%-79% : 01 mark | |||||||||
EDU281 - INTERNSHIP IN SCHOOL: PHASE I (2023 Batch) | |||||||||
Total Teaching Hours for Semester:120 |
No of Lecture Hours/Week:4 |
||||||||
Max Marks:100 |
Credits:4 |
||||||||
Course Objectives/Course Description |
|||||||||
Field experiences for preservice teachers at CHRIST’s School of Education include observation and assisted teaching with opportunities to reflect on the roles and responsibilities of teachers, the structure of the school, the school culture, teaching strategies, assessment practices, feedback system, support system, and digital reporting systems. The School of Education emphasizes reflective practice for its preservice teachers. The course will enable the preservice teachers to:
|
|||||||||
Course Outcome |
|||||||||
CO1: Observe, interact, and learn from the experienced school mentor in the relevant subject CO2: Write reflective essays based on the interactions and observations |
Unit-1 |
Teaching Hours:120 |
Internship in Schools: Phase I
|
|
The course will enable the preservice teachers to:
| |
Text Books And Reference Books:
Bachelet, E. (2022). What new teachers really need to know about classroom management. https://www.ascd.org/blogs/what-new-teachers-really-need-to-know-about-classroom-management Cowley, S. (n.d.). 100 tips for NQTs. https://www.suecowley.co.uk/100-tips-for-nqts.html Cowley, S. (n.d.). Practical strategies. https://www.suecowley.co.uk/practical-strategies.html Education World. (2023). Teachers observing teachers: a professional development tool for every school. https://www.educationworld.com/a_admin/admin/admin297.shtml Gonzalez, J. (2018). Deeper class discussions with the TQE method. https://www.cultofpedagogy.com/tqe-method Lefever, L. (2012). The art of explanation: Making your ideas, products, and services easier to understand. Wiley. McDonald, L. (2020). How to motivate students in the classroom. https://www.teachhub.com/classroom-management/2020/02/how-to-motivate-students-in-the-classroom Pellerin, J., & Ramsey, R. (2023). A simple tool to help with lesson planning and post-lesson reflection. Edutopia. https://www.edutopia.org/article/checklist-lesson-planning Srinivasan, R. (2022, December). Preparing teachers to nurture wellbeing of children. Learning Curve, 14, 13-17. Richards, J. (2023). Classroom Observation in Teaching Practice. https://www.professorjackrichards.com/wp-content/uploads/Practice-Teaching-A-Reflective-Approach-Chap-7-Classroom-Observation-in-Teaching-Practice.pdf Teaching Channel. (2023). Five ways to start your lessons. https://www.teachingchannel.com/k12-hub/blog/five-ways-to-start-your-lessons TeachThought. (2023). 4 questioning strategies for effective & thoughtful teaching. https://www.teachthought.com/pedagogy/questioning-strategies-effective-thoughtful-teaching Grant, C., & Zeichner, K. (1984). On becoming a reflective teacher. In C. Grant (Ed.), Preparing for reflective teaching: A book of readings. (pp. 1-9). Allyn & Bacon. https://people.wou.edu/~girodm/foundations/Grant_and_Zeichner.pdf | |
Essential Reading / Recommended Reading
Cowley, S. (2013). The seven Ts of practical differentiation. CreateSpace Independent Publishing Platform Ginnis, P. (2001). The teacher’s toolkit. Crownhouse. Raghavan, N. (2015). The reflective teacher: Case studies of action research. Orient BlackSwan. Wong, H. (2016). Effective teaching in schools. https://docshare.tips/effective-teaching-in-schools_5769d968b6d87f8b4f8b4ac0.html | |
Evaluation Pattern As provided in the Internship Policy. Maximum Marks: 100 | |
VEDU212 - THEATRE IN EDUCATION (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:25 |
Credits:1 |
Course Objectives/Course Description |
|
Course Description In this course, students will be exposed to theatre practices such as drama, street play and mime so that they can make use of these in teaching and learning as teachers. Students will also participate in university-level competitions. A faculty from the performing arts department will train and mentor the students. Course Objectives The course will enable the preservice teachers to: use drama, street play, and mime in teaching and learning |
|
Course Outcome |
|
CO1: Use theatre in teaching and learning |
Unit-1 |
Teaching Hours:15 |
Unit 1 - Theatre in Education
|
|
The teacher will explain different concepts of thetre suitable for the BEd students | |
Text Books And Reference Books: Leiter, L. S. (2007). Encyclopedia of Asian theatre. Greenwood. | |
Essential Reading / Recommended Reading Beadle, R., & Fletcher, A. J. (2008). The Cambridge companion to medieval English theatre. Cambridge University Press. | |
Evaluation Pattern Department-level practices with assignments and participating in University level theatre events.
Activities are graded. It is value-added programme | |
EDU311 - SERVICE LEARNING AND COMMUNITY ENGAGEMENT (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
This course will be offered to the second-year students in the two-year BEd Programme, with an opportunity to participate in the 30 hour, two-credit skill-enhancement course on Service-Learning (SL), which consists of 5 hours of classroom engagement and 25 hours of community engagement in the third semester. Students will learn about the significance and fundamental characteristics of Service-Learning (S-L), while applying these concepts to community needs in real-time. S-L gives a firsthand opportunity for a student to utilise their academic knowledge and skills. At the same time, the community gets service volunteers to strengthen its disadvantaged groups. Students in the programme work towards creating a positive, sustainable change in the community, while enhancing their education. All placements must be unpaid, non-profit organisations (or working to obtain status) and pre-screened by the Centre for Service-Learning.
The course will enable the preservice teachers to: ● understand the significance of the service-learning experiences
|
|
Course Outcome |
|
1: Apply the principles of S-L in social activities and reflections 2: Create a project report and reflective assignment about their service-learning experiences |
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Service-Learning
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia (University) Interface. The action plan for Service-Learning: Awareness, planning, prototype, support, expansion, and evaluation. Outcomes of service-learning: Personal, social, learning and career outcomes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:25 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Community Engagement and Participation
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Investigate the problem and align the course’s objectives and outcomes to the problem identified; take responsible action and reflect on the learning. Identification of the community’s problem/needs: Describe the nature of the problem; state reasons for students considering it as a pertinent problem among others; identify the details available in the current literature; what the different approaches/models are to address the problem and propose a solution; submit a record/report on their learning and observation and conclude with dissemination of information for discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Cipolle, S. B. (2010). Service-learning and Social Justice: Engaging Students in Social Change. United States: Rowman & Littlefield Publishers. Hatcher, J.A., Clayton, P.H., & Bringle, R.G. (2013). Research on Service Learning: Conceptual Frameworks and Assessments: Students and Faculty. United States: Stylus Publishing. Kaye, C. B. (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. United States: Free Spirit Publishing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Hou, S. (2017). Service Learning: Perspectives, Goals and Outcomes. United States: Nova Science Publishers, Incorporated. Tinkler, A.S., Erickson, J.A., & Jagla, V. M. (2013).Transforming Teacher Education Through Service-learning. United States: Information Age Pub., Incorporated. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Details of Assessment
Component 1: Reflective Journal (10 marks) Assessment description: It is an individual submission. Students shall submit a reflective journal entry (not more than 1,000 words) based on the work that has been done during the S-L activities (i.e., the significance of the identified problem/issue, plan and procedures, intervention module, implementation, issues in the implementation, how it was amended and summary of the day's outcome). Learning outcomes: LO1: Apply the principles of S-L in social activities and reflections Evaluation rubrics
Component 2: Service-Learning report (20 marks) Assessment description: It is an Individual submission. Students shall submit a complete report (not more than 2,000 words) based on the work that has been done during the S-L activities (Significance of the identified problem/issue, plan & procedures, intervention module, implementation, a summary of the outcomes, conclusion, and references- Appendix: work log details). Learning outcomes: LO2: Create a project report and reflective assignment about their service-learning experiences
Evaluation rubrics
Component 3: Viva-voce (20 marks) Students need to present the report and undergo an individual viva-voce towards the end of the course. Learning Outcome: LO1: Apply the principles of S-L in social activities and reflections LO2: Create a project report and reflective assignment about their service-learning experiences Evaluation Rubrics
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
EDU382 - INTERNSHIP IN SCHOOLS PHASE-II (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:390 |
No of Lecture Hours/Week:25 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:200 |
Credits:13 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
This is a mandatory skill-enhancement in the third semester. Preservice teachers are required to know the vision, mission, and the values of the school, the governance structure, the infrastructure, and their learners’ needs. Teaching interns must consult their mentor teacher; and, also through systematic observations, know the readiness, interests, and the socio-cultural background of their learners and create learner profiles. Using the data and applying the theories from their foundational and pedagogical courses suitably, teaching interns will plan and deliver effective lessons to meet the individual needs of diverse learners. Teaching interns must make concerted efforts to connect university theory classes and practice in K-12 classes. They will deliver the planned lessons using appropriate instructional materials, including improvised and digital aids. They will use appropriate assessments. Most importantly, teaching interns will reflect upon their actions and activities, relate to learnt theories and best practices, and record their in-depth reflections using one or more reflective frameworks. The internship intends to enable the preservice teachers to:
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Create effective lesson plans to meet the individual needs of diverse learners. CO2: Deliver effective unit/lesson plans to promote student learning. CO3: Demonstrate that they are reflective practitioners who will continually evaluate the effect of their choices and actions on students, parents, and professionals. |
Unit-1 |
Teaching Hours:390 |
|
Internship in Schools-Phase II
|
||
| ||
Text Books And Reference Books:
| ||
Essential Reading / Recommended Reading
Posner, G. J. (2005). Field experience: A guide to reflective teaching. Allyn & Bacon. Schon, D. A. (1984). The reflective practitioner: How professionals think in action. Basic Books. | ||
Evaluation Pattern As per the Internship Policy; Marks: 200. | ||
EDU431 - EDUCATIONAL LEADERSHIP AND MANAGEMENT (2022 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
|
Max Marks:100 |
Credits:3 |
|
Course Objectives/Course Description |
||
This course will help the students acquire knowledge of Educational Management. Students will understand the principles of preparation of school timetable and management of material and human resources. Students will understand the concept of Total Quality Management. Students will also understand the various dimensions of organizational culture and the various styles of leadership followed in educational institutions. The course will enable the preservice teachers to: ● describe the princip41les and process of Management. ● summarize the concept and importance of Time Management. ● articulate an understanding of Theories of leadership and Management. - describe the concept of Total Quality Management (TQM) and its application |
||
Course Outcome |
||
CO1: Evaluate the suitability of leadership and management theories for their application in varied educational settings CO2: Critically examine the management principles, leadership theories, and quality management in school education CO3: Critically examine human resource management, time management, and materials management CO4: Evaluate organization culture and climate in contemporary educational institutions |
Unit-1 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||
Introduction to Management
|
|||||||||||||||||||||||||||||||||||
Management: Concept, functions of Management; Theories of Management; Principles of Management; Process of Management; Educational Management: Purpose and importance. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||
Management of Human Resources
|
|||||||||||||||||||||||||||||||||||
Concept of human resource management; principles and functions; human resource management in schools; Duties of Head of School as a Teacher, Supervisor and Manager: Qualities and Functions of Teachers, Motivation of Teachers: Factors affecting Motivation of Teachers: Role of the Head of School; Managing human relations with students, parents and the community: Organizing staff meetings; Classroom Management: Principles of classroom management: Techniques of classroom management. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||
Management of Time
|
|||||||||||||||||||||||||||||||||||
Concept of Time Management; Annual Programming; Factors to be considered in Annual Programming; Timetable: Principles of framing Timetable and types of Timetable; Developing related learning competencies. | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||
Management of Material Resources
|
|||||||||||||||||||||||||||||||||||
School Plant, infrastructural facilities, Preparation of School Budget, sources of Income and Expenditure of school; School Complex: Meaning, Purpose and Function; Maintenance of School records: Purpose and Types of School Records | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Total Quality Management (TQM)
|
|||||||||||||||||||||||||||||||||||
Total Quality Management (TQM): Definition; Fundamental Principles; Process of TQM; Quality tools of TQM. | |||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||
Organizational Culture
|
|||||||||||||||||||||||||||||||||||
Organization: Principles of Organization; Types of Organization and Structure; School Organization: School as a formal organization; functions of school as an organization; Organizational Culture: Concept, Creating an Organizational Culture, and managing an Organizational Culture, Dimensions of Organizational Culture, Organizational Climate: Concept | |||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Leadership
|
|||||||||||||||||||||||||||||||||||
Leadership: Qualities of a Leader; Basic theories of Leadership; Functions of Leadership; Leadership styles; Leadership Theories. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Chaube, S. P., & Chaube, A. (2004). School Organisation (2nd ed.). Pune: Vikas Publishers. Murthy, S. K. (1995). Essentials of School Organisation and Administration. New Delhi: Tandon Publishers. Robbins, S. P., & Matthew, M. P. (2011). Organization Theory: Structure, Design, and Applications (3rd ed.). New Delhi: Pearson. Veer, U. (2004). Modern School Organisation. New Delhi: Anmol Publications Pvt. Ltd. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Davis, B., & West-Burnham, J. (2003). The Handbook of Educational Leadership & Management. London: Pearson Education. Jain, V. (2012). Management Theory and Practice (3rd ed.). New Delhi: International Book House. Luthans, F., Luthans, B.C & Luthans, K.W. (2015). Organizational behavior: An evidence based approach. 13th ed. Information Age Publishing, Incorporated Suganthi, L., & Samuel, A. A. (2009). Total Quality Management. New Delhi: PHI Learning Private Limited. Terry, G. R., & Franklin, S. G. (1997). Principles of Management (8th ed.). New Delhi: AITBS Publishers. Weber, C. A., & Weber, M. E. (2007). Fundamentals of Educational Leadership. New York: McGraw-Hill Book Company. | |||||||||||||||||||||||||||||||||||
Evaluation Pattern
Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU432 - INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION (2022 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
This course introduces students to the integration of Information and Communication Technology (ICT) in education. Students will learn about the role of ICT in facilitating teaching and learning, and will gain hands-on experience with basic computer skills, educational software, web-based learning (Web2.0, Web3.0). The course will also cover ethical and social issues related to ICT usage in education, as well as emerging technologies and future trends in ICT in education. Through this course, students will develop the knowledge and skills necessary to effectively integrate ICT in their future teaching practice. The course will enable the preservice teachers to: ● comprehend the concept of Information and Communication Technology (ICT)/Educational Technology, Web 2.0 Technologies, ICT in school education, and its application to teaching and learning ● develop hands-on skills in using Digital skill, educational software, and web-based ● develop the ability to design, develop, and evaluate ICT-based curricula and materials for effective teaching and learning. ● develop an understanding of emerging technologies in education, such as virtual and augmented reality, and their potential impact on teaching and learning. ● appraise models of instructional design and enhance the creativity and imagination of the learners ● explore the ethical and social issues related to ICT usage in education, such as cyberbullying, privacy, and intellectual property rights. |
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Use Digital Skills, Educational software, and Web-based learning tools effectively to enhance teaching and learning. CO2: Design, develop, and evaluate ICT-based curricula and materials for effective teaching and learning. CO3: Analyse and evaluate the ethical and social issues related to ICT usage in education and develop strategies to overcome them. |
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||
Introduction to Information and Communication Technology (ICT)
|
|||||||||||||||||||||||||||||||||||
Introduction to ICT in Education: Overview of the importance of ICT in education; historical development of ICT in education; the role of ICT in facilitating teaching and learning; technology trends, student mindset, types of learners. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Integration of ICT in Teaching and Learning
|
|||||||||||||||||||||||||||||||||||
Approaches to integrate ICT in teaching and learning, Advantages and Disadvantages of ICT integration, barriers to ICT integration and ways to overcome. Exploration of: Technological Pedagogical Content Knowledge (TPACK); Technology Integration Matrix (TIM); and Substitution, Augmentation, Modification, Resubstitution (SAMR) models of technology integration in teaching-learning. National Policy on Information and Communication Technology (ICT) in School Education; Infrastructure. Digital Resources; Capacity Building- ICT for children with special needs; skill development; SWAYAM; Study Webs of Active Learning for Young Aspiring Minds; MOOC, Gamification in classroom. | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Software Application
|
|||||||||||||||||||||||||||||||||||
Evaluation of educational software , Overview of Educational software and their applications, types of software, Types of educational software (e.g. drill and practice, simulation, tutorial, and educational. games) ; Computer-Assisted Instruction. Web 2.0 and Web 3.0 Technologies for the classroom.; Social Media in Education , Application of social media apps in teaching and learning | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Ethical and Social Issues Related to ICT
|
|||||||||||||||||||||||||||||||||||
Ethical and social issues related to ICT usage in education, Intellectual property and copyright issues, Cyberbullying, online safety, and privacy issues. Integrating ICT in teaching and learning; Global context of a teacher; Using ICT to collaborate and consult educators; Cultures of communication and information storage: oral, script, print, digital; Digital Culture; Digital Literacy; Open Educational Resources; Open-Data; Wikipedia; Wiki source; Wiktionary; Wikimedia Commons; Creative Commons; Blogs, Facebook, Twitter, YouTube; Evaluating credibility of online resources. | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||
Upskill and Certifications for Educators
|
|||||||||||||||||||||||||||||||||||
Foundation Digital skills, Applied Digital Skills, Workspace knowledge, Google certification L1 & L2, Microsoft certification (MIE), Amazon certification (AWS), Digital Unlock Certification(GDU), Basic coding certification, App development Certification, Web and Mobile apps creation and certification. Digital tools certifications. Educators group (GEG) membership. | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Aggarwal, C. J. (2009). Essentials of Educational Technology (3rd ed.). New Delhi: Vikas Angeli, C. Gillow-Wiles, H. Niess, M.L. (2018). Handbook of research on TPACK in the digital age. IGI Global. Barseghian, T. (2011, April 5). How learning environments are changing. https:// www.kqed.org/mindshift/8016/how-learning-environments-are-changing Bigum, C. Johnson, N.F. Bulfin, S. (2015). Critical perspectives on technology and education. Palgrave Macmillan. Bishop, J. (2021). Cases on technologies in education from Classroom 2.0 to Society 5.0. IGI Global. Clark, C. (2014). Google’s latest education innovation: Google Classroom. http:// teach.com/education-technology/google-for-education. Herring, M.C. Koehler, M.J. Mishra, P. (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for educators. Routledge. Kumar, K. L. (2008). Educational Technology: A practical textbook for students, teachers, professionals and trainers. New Age Publishers. Schwartz, J. E., & Beichner, R. J. (1998). Essentials of Educational Technology. Allyn & Bacon. Selwyn, N. (2013). Education in a digital world: Global Perspectives on technology and education. Routledge. Sridhar, V. (2019). Emerging ICT Policies and Regulations: Roadmap to Digital Economies. Germany: Springer Singapore Stachowicz-Stanusch, A., & Wankel, C. (2015). Emerging Web 3.0/Semantic Web applications in Higher Education: Growing personalization and wider interconnections in learning. Information Age Publishing. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Fu, J. S. (2013). ICT in Education: A critical literature review and its implications. International Journal of Education and Development Using Information and Communication Technology, 99(1). https://www.questia.com/library/education/curriculum-andinstruction/educational-technology/ict-in education
Rodriguez, P., Nussbaum, M., Lopez, X., & Sepulveda, M. (n.d.). A monitoring and evaluation scheme for an ict-supported education program in schools. Educational Technology & Society, 13(2). https://www.questia.com/library/education/curriculum-and-instruction/educational-technology/ict-in-education Kennewell, S., Parkinson, J., & Tanner, H. (2003, August 27). Learning to teach ICT in the secondary school: A companion to school experience. https://www.taylorfrancis.com/books/e/9780203218532
| |||||||||||||||||||||||||||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks, and the pattern of evaluation is as follows:
| |||||||||||||||||||||||||||||||||||
EDU433 - INCLUSIVE EDUCATION (2022 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||
Course Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Organise their skills to plan effective learning experiences in both curricular and co-curricular activities, in and outside the classroom, which are based on the existing learning difficulties faced by the students to achieve the objectives of the curriculum. CO2: Demonstrate understanding of the ability level of the students with learning issues in basic academic skills as well as in subject-specific skills, use formal and informal assessments, and practice alternative ways of academic evaluation CO3: Apply the policy framework of inclusive education CO4: Critically practice the skills to work collaboratively with the school community members and society to promote inclusive education. |
Unit-1 |
Teaching Hours:8 |
|||||||||
Introduction to Inclusive Education
|
||||||||||
Concept of Inclusive Education: Meaning, Definition, and historical development of special education services; Labelling; Using person-first language; Changing Practices in Education of Students with Disabilities: Segregation, Integration & Inclusion, Whole School Approach; Diversity in classrooms: Learning Styles, Linguistic & Socio-Cultural Multiplicity; Principles of Inclusive Education: Access, Equity, Relevance, Participation and Empowerment; Barriers to Inclusive Education: Attitudinal, Physical & Instructional. | ||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||
Facilitating Inclusive Education: Policies and Frameworks
|
||||||||||
International Declarations: Universal Declaration of Human Rights (1948), World Declaration for Education for All (1990); International Conventions: Convention against Discrimination (1960), Convention on Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006); International Frameworks: Salamanca Framework (1994), Biwako Millennium Framework of Action (2002); National Commissions & Policies: Kothari Commission (1964), National Education Policy (1968), National Policy on Education (1986), Revised National Policy of Education (1992), National Curricular Framework (2005), National Policy for Persons with Disabilities (2006), National Education Policy (2020); National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995), National Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013), RPWD Act (2016) | ||||||||||
Unit-3 |
Teaching Hours:12 |
|||||||||
Characteristics of Learners with Special Needs
|
||||||||||
Characteristics of students with Sensory Disabilities: Visual Impairment, Hearing Impairment, Speech Impairment, Deaf-blindness; Characteristics of students with Neuro-Developmental Disabilities: Intellectual Disabilities, Autism Spectrum Disorders, Specific Learning Disabilities, Attention Deficit Hyperactivity Disorder, Epilepsy; Characteristics of Students with Locomotor Disabilities: Cerebral Palsy, Muscular Dystrophy; Characteristics of students with multiple disabilities, Gifted Students; Characteristics of students with Mental Health issues: Mental illness, psychosocial issues. | ||||||||||
Unit-4 |
Teaching Hours:15 |
|||||||||
Classroom Management for Successful Inclusive Education
|
||||||||||
Formal and Informal Assessment of academic skills; Disability-Specific Adaptations, Accommodations and Modifications: curriculum adaptation, educational policies & schemes, teaching learning materials; Inclusive Lesson Plans; Universal Design for Learning: Multiple Means of Access, Expression, Engagement & Assessment; Differentiated Instruction: Content, Process, & Product; Peer Mediated Instructions, Remedial teaching: Individualized Education Program, Strategies for academic skills enhancement; Positive Behaviour Management. Use of Assistive Technologies. | ||||||||||
Unit-5 |
Teaching Hours:5 |
|||||||||
Advocacy & Collaboration for Inclusive Education
|
||||||||||
Collaborative approach: Teachers, Special Educators, Peers, Therapists, Counsellors; Community Involvement for Inclusive Education; Advocacy and Leadership for Inclusion in Education; Role of Special Schools in Inclusive Education; Resource Mobilization for Inclusive Education. | ||||||||||
Text Books And Reference Books:
| ||||||||||
Essential Reading / Recommended Reading
| ||||||||||
Evaluation Pattern
| ||||||||||
EDU434 - SOCIOLOGICAL PERSPECTIVES OF EDUCATION (2022 Batch) | ||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:4 |
|||||||||
Max Marks:100 |
Credits:3 |
|||||||||
Course Objectives/Course Description |
||||||||||
This core course has been conceptualized in order to raise critical awareness in teachers about the contexts of society in which they will teach. They are expected to understand the relationship between education and society, the theoretical perspectives on education in sociology, education as socialization, and the role those other agencies play in the socialization of an individual. Teachers are introduced to several concepts in culture. The cultural construction of class, gender, and ethnic identities in the classroom, curriculum, and other school settings will be emphasized. The topic of Education and Society in India is viewed from the perspectives of historical, social, and economic lenses. The course provides an overview of the landscape of sociology of education in India and sensitizes teachers about their role as agents of social change in their social contexts.
|
||||||||||
Course Outcome |
||||||||||
CO1: articulate the reciprocal relationship between education and society CO2: create lessons keeping in mind the social contexts of the learners CO3: apply their understanding of the concepts of social change in education in articulating their role as agents of social change. |
Unit-1 |
Teaching Hours:6 |
Introduction to Sociology of Education
|
|
Sociology: Introduction; relation between education and society; theoretical perspectives on education in sociology: Emile Durkheim, Talcott Parsons, Pierre Bourdieu, Ivan Illich-James Coleman, Raymond Boudon, Michel Foucault. | |
Unit-2 |
Teaching Hours:9 |
Society and Education: Concepts & Themes
|
|
Sociology of Education: meaning and scope; formal and nonformal education; education as a social system; education as socialization; reciprocal relationship between education and: family, economy, politics, religion; social stratification; socialization agencies: films, print media, electronic media, and social networking sites. | |
Unit-3 |
Teaching Hours:9 |
Education & Culture
|
|
Concepts in culture: meaning; elements of culture: nonmaterial: values, beliefs, symbols, and language; ethnocentrism & acculturation; cultural construction of class, gender, and ethnic identities in the classroom, curriculum, and other school settings; education as a tool for de-constructing cultural stereotypes. | |
Unit-4 |
Teaching Hours:6 |
Education and Social Change
|
|
Education, mobility, and social change; education ‘for’ and ‘as’ social change, education and emancipation; change as modernization; development; social movements; social inclusion; enhancement of Quality of Life (QoL). | |
Unit-5 |
Teaching Hours:10 |
Education and Society in India: Socio-Historical Aspects
|
|
Socio-historical context of education in India: pre-colonial, colonial and independent; educational opportunities & attainments: region, religion, caste, class, gender, language; protective/positive discrimination and education; overview of national education commissions and policies; critical appraisal of current policy. | |
Unit-6 |
Teaching Hours:5 |
Education and Society in India: Social and Economic Aspects
|
|
Educational enrolment; education and employment; vocationalization of education; private vs. public; social spending on education and its impact; disparities in the distribution of institutions, courses, and the availability of resources. | |
Text Books And Reference Books:
Jayaram, N. (2015). Sociology of Education in India (2nd ed.). Jaipur: Rawat. Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf Rice University. (2020). Introduction to Sociology 3e. https://openstax.org/details/books/introduction-sociology-3e UC Davis. (n.d.). Sociology (Boundless). https://socialsci.libretexts.org/Bookshelves/Sociology/Book%3A_Sociology_(Boundless) University of Minnesota Libraries. (2016). Understanding and changing the social world. https://open.lib.umn.edu/sociology | |
Essential Reading / Recommended Reading
Nambissan, G. B., & Rao, S. (2012). Sociology of education in India: Changing contours and emerging concerns. Oxford: Oxford University Press. Naorem, T., & Ramachandran, V. (2013). A synthesis of a six-state qualitative study: What it means to be a Dalit or tribal child in our schools. Economic and Political Weekly, 48(44), 43-52. https://www.epw.in/journal/2013/44/special-articles/what-it-means-be-dalit-or-tribal-child-our-schools.html Ramachandran, V. (2018). Inside Indian schools: The enigma of equity and quality. London, England: Routledge. Sleeter, C. E., Upadhyaya, S. B., Mishra, A. & Kumar, S., (2012). School education, pluralism and marginality: Comparative perspectives. Hyderabad, India: Orient BlackSwan. | |
Evaluation Pattern
PATTERN OF EVALUATION End Semester Exam (ESE): 50 % Mid Semester Exam (MSE/CIA II): 25 % CIA I & III: 25 % Total: 100 % Continuous Internal Assessments (CIA): CIA 1: 10 Marks CIA 2: 25 Marks CIA 3: 10 Marks Attendance: 5 Marks End Semester Exam Question Paper Pattern: Section A: The first 3 questions are compulsory, the 4th question has an internal choice, 4 questions x 15 marks=60 marks; Section B: The first 6 questions are compulsory, the last two questions have an internal choice, 8 questions x 5 marks=40 marks; Total: 100 marks. | |
EDU435 - GUIDANCE AND COUNSELING (2022 Batch) | |
Total Teaching Hours for Semester:4 |
No of Lecture Hours/Week:30 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This core course is offered in the fourth semester. The course creates awareness in preservice teachers about school guidance, curriculum and counselling services, and various types of counselling within the schools. Preservice teachers get professional experiences in understanding the various cases of school counselling, review and develop a framework for guidance and counselling programmes in educational institutions. |
|
Course Outcome |
|
CO1: Develop an understanding of guidance in the national and global context
CO2: Apply the knowledge of techniques and skills of counselling in classroom settings
CO3: Create a developmental framework for Guidance and counselling Programme at educational institutions |
Unit-1 |
Teaching Hours:8 |
Unit 1: Introduction to Guidance
|
|
Meaning, nature, need, and scope of guidance; principles of guidance; types of guidance: educational guidance, vocational guidance, social guidance, group guidance; guidance services; national and state agencies of guidance; implications of areas of guidance in the global context. | |
Unit-2 |
Teaching Hours:8 |
Unit 2: Introduction to Counselling
|
|
Meaning, nature and need for counselling; principles of counselling; types of counselling; techniques of counselling: directive, non-directive and eclectic counselling; approaches to counselling: psychoanalytic, humanistic and behavioural; characteristics and functions of a counsellor; professional education of the counsellor and training; essential practical skills of a counsellor; legal considerations and ethical standards in counselling. design of a counselling room. | |
Unit-3 |
Teaching Hours:4 |
Unit 3: Skills in Counselling
|
|
Basic skills: attending and observing, opening, structuring, listening, questioning, reflection, responding, paraphrasing, acceptance, leading, reassurance and suggestion, negotiating homework with the client, termination; advanced skills: confrontation, influencing skills. | |
Unit-4 |
Teaching Hours:10 |
Unit 4: Guidance and Counselling in Education
|
|
Career guidance, process, approaches to career guidance; role of teachers in guidance & counselling; educational counselling and curriculum: primary, elementary, secondary and higher education; guidance and counselling: Indian scenario; guidance and counselling services in secondary schools; developmental framework for guidance and counselling; programme in educational institutions. | |
Text Books And Reference Books: Bor, R., Landy, J., Gill, S., & Brace, C. (2002). Counselling in schools. Sage. Gibson, R. L., & Mitchell, M. H. (2008). Introduction to counseling and guidance. Pearson. Ivey, A. E, & Ivey, M. B. (2007). Intentional interviewing and counselling. Thomson Brooks/Cole.
Jones, R. N. (2000). Introduction to counselling skills: Text and activities. Sage. Lewis, H. (2000). Body language: A guide for professionals. Sage. | |
Essential Reading / Recommended Reading Adler, N. E., Smith, L. B., & Tschann, J. M. (1998). Abortion among adolescents. The new civil war. The psychology, culture, and politics of abortion, 285–298. doi:10.1037/10302012
Collins, J. K. (1991). Research into adolescence: A forgotten era. Australian Psychologist, 26(1), 1–9. doi: 10.1080/00050069108258826
Feltham, C., & Horton, I (2000). Handbook of counselling and psychotherapy. Sage.
Palmer, S., and Woolfe, R. (2000). Integrative and eclectic counselling and psychotherapy. Sage.
Paterson, L.E. & Welfel, E.R. (2000). The counselling process. Wadsworth.
Scharf, R. S. (2000). Theories of psychotherapy and counseling. Brooks/Cole.
Sharma, V. K. (2005). Administration and training of educational and vocational guidance. Commonwealth Publishers. | |
Evaluation Pattern
Evaluation Format for EDU 435: 5 Marks x 10 (12) questions: Answer any 10 out of 12 | |
EDU441A - STATISTICS IN EDUCATION (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This discipline-specific elective course is offered in the fourth semester. This course introduces students to statistics and the application of descriptive and inferential statistics in educational research. It develops the skill of analysing quantitative and qualitative data. The students get hands-on experience in carrying out statistical analysis using open source or licensed software on a computer or laptop. |
|
Course Outcome |
|
CO1: Apply appropriate statistical measures for analyzing quantitative data CO2: Demonstrate analytical skills in data interpretation |
Unit-1 |
Teaching Hours:5 |
Descriptive and Inferential Statistics
|
|
Data cleaning and Data set up, importing data from Excel, exporting data to Word document, Introduction to Descriptive Statistics; Measures of Central Tendencies; Mean, Median, Mode; Measures of variability: Q1, Q2, Q3. Normality testing; Graphical and numerical methods: Skewness, Kurtosis, Histogram with NPC; Data handling; Split file, Recoding the variable, weight case, reverse coding; Levels of significance for Chi-square, Normality, and other parametric tests. Type -I, and Type-II errors. | |
Unit-2 |
Teaching Hours:10 |
Hypothesis
|
|
Hypothesis; Meaning, types, Framing hypothesis for Normality; Chi-square, Correlation, t-tests, ANOVA, Regression; Graphs: Histogram with NPC, Bar graph, Box plot, Simple and multiple line graphs, Pie chart, Dual axes graph, Scatter dot. | |
Unit-3 |
Teaching Hours:15 |
Data Analysis and Interpretation
|
|
Normality; Chi-square; Correlation: Pearson, Spearman; t-tests: Single sample, Paired sample, independent sample; ANOVA; Regression; Factor analysis; Correlation: Cronbach alpha. | |
Text Books And Reference Books: Agarwal, B. L. (2015). Basic statistics (6th ed.). New Age International. Best, J. W., & Kahn, J. V. (2014). Research in education. Pearson Briggs, A. R. J., & Coleman, M. (2007). Research methods in educational leadership and management. Sage. Coe, R., Waring, M., Hedges, L. V., & Arthur, J. (2017). Research methods and methodologies in education. Sage. Dash, B. N., & Dash, N. (2003). Educational measurement, statistics, and guidance services. Dominant Publishers. Garrett, H. E. (1947). Statistics in Psychology and Education (3rd ed.). Longmans, Green & Co. Guilford, J. P. (2000). Fundamental Statistics in Psychology and Education. McGraw-Hill. | |
Essential Reading / Recommended Reading Kothari, C. R. (2013). Quantitative Techniques (3rd ed.). Vikas Publishing. McMillan, J. H., & Schumacher, S. (2001). Research in education: a conceptual introduction. HarperCollins. Ravid, R. (2010). Practical statistics for educators. Rowman & Littlefield. Sharma, B. V., Prasad, D. R., & Satyanarayana, P. (1972). Research Methods in Social Sciences. Sterling Publishers. Tuckman, B. W. (1999). Conducting Educational Research. Harcourt Brace College Publishers. | |
Evaluation Pattern MCQ Test and Written report submission 25 Marks | |
EDU441B - PHYSICAL AND HEALTH EDUCATION (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description This discipline-specific elective course is offered in the fourth semester. This course introduces students to physical education, health and hygienic education. It develops the skill of analysing the role of nutrition and physical fitness in maintaining good health. The students get hands-on experience with first aid and physical fitness. Course Objectives
|
|
Course Outcome |
|
CO1: Demonstrate knowledge and understanding of physical and health education
CO2: Apply the knowledge and understanding of health and physical education in life
|
Unit-1 |
Teaching Hours:5 |
Unit 1: Physical Education
|
|
Level of Knowledge- Theoretical and Application Aims, objectives, meaning and importance of physical education at secondary school; physical education at elementary school, secondary school and colleges/ university; significance of child’s growth and development for the practice of physical education; developing an appropriate awareness and attitude regarding physical health education among adolescents; body types and its classification- somato typing- ectomorph, mesomorph, endomorph; sports competitions: its importance and values; socialization, personality development in national integration and International understanding. | |
Unit-2 |
Teaching Hours:9 |
Unit 2: Health and Hygiene Education
|
|
Definition of health, fitness and wellness; relationship among health, fitness and wellness; the interaction of health, physical education and physical fitness; the concept of positive health; concept, dimensions, determinants of health, factors influencing health; healthy environment: its role and necessity; aims, objectives, concept, the necessity of health education; school health programmes and school health services; the role of the teacher in school health programme; meaning and importance of personal and community hygiene; substance abuse, alcoholism and smoking; infection, carriers of infection, its prevention and control disinfection: disinfectants, classification of disinfectants; communicable diseases and national disease control/eradication program; common diseases: malaria, typhoid, influenza, diarrhea, dysentery, diphtheria, chickenpox, measles, mumps, the common cold, tuberculosis, rabies, tetanus, leprosy, venereal diseases and intestinal worms. | |
Unit-3 |
Teaching Hours:6 |
Unit 3: Nutrition
|
|
Definition, Aims and objectives of nutrition education; Nutrition and balanced diet: Definition, Importance, components, Macro and micronutrients, caloric requirements for different age and sex, and Types of food and their relative efficacy; Malnutrition and Deficiency diseases; Lifestyle: Hypokinetic lifestyle/ lifestyle diseases and its management: Diabetes, Hypertension, Osteoporosis, Coronary heart disease, Back pain (specific causes of each, its symptoms and preventive measures) | |
Unit-4 |
Teaching Hours:6 |
Unit 4: Physical Fitness
|
|
Physical Fitness: Definition, meaning, concept, factors affecting physical fitness; recreation: elements, importance, activities related to physical fitness; types of physical fitness: health-related physical fitness; motor related physical fitness; fitness balance: how to balance each of them; aerobic and anaerobic exercises, isotonic, isometric and isokinetic exercises; health benefits of physical exercises; effects of exercise on circulatory, respiratory and muscular system; need, importance and management of leisure time. sleep, importance of sleep and athletic performance | |
Unit-5 |
Teaching Hours:4 |
Unit 5: Posture and First Aid
|
|
Posture: Meaning, concept, values; meaning and importance of good posture and bad posture; bad posture, postural deformities- causes (congenital and acquired) and their management; examples of bad posture-scoliosis, lordosis, kyphosis, flat foot. first aid- principles, concept and importance of first aid- laceration, contusion, dislocation, fracture, cuts, wounds, bites of insects, sprain and strain, fainting, burns, drowning, snake bites and allergic reactions. sports injuries and prevention. | |
Text Books And Reference Books: Dash, M., & Dash, N. (2008). Health education. Atlantic. Kamlesh, M. L. (2000). Principles and history of physical education. Tandon Publishers. Khatri, H. L., & Lata, S. (2015). Health and physical education. (1st ed.). Paragon International Publishers. Srivastava, A. K. (2009). Physical education and health. (1st ed.). Sports Publications. | |
Essential Reading / Recommended Reading
Nathial, M. S. (2009). Sports health and physical education. (1st ed.). Khel Sahitya Kender. Rajagopal. (2014). Physical and health education: Text book for education & physical education students. (1st ed.). CreateSpace Independent Publishing Platform. Rao, V. K. (2007). Physical education. A P H Publishing. Satish, S. (2000). Foundations of Physical Education. Anmol Publications. | |
Evaluation Pattern
This course is evaluated only by continuous internal assessments by the faculty in-charge. CIA 1 - 10 marks ( on completion of 4 weeks of the course) CIA 2 - 20 marks ( on completion of 8 weeks of the course) CIA 3 - 20 marks (on completion of 12 weeks of the course) No end semester exam. | |
EDU481 - RESEARCH PROJECT (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description Research Project is offered as a mandatory activity in the third and fourth semesters. They will put into practice, the theory they learnt in research. All students are required to do a research project on a specified area, which could be empirical or theoretical in nature. Students will undertake a project under the guidance of faculty members. Students are required to submit a report in the form of a research project. Assessment is based on the research work done and the report submitted. The students will plan, execute and report on research conducted on the desired topic, keeping in mind research ethics. Students are encouraged to present papers at seminars or conferences and publish their work. Course Objectives
|
|
Course Outcome |
|
CO1: Apply the knowledge of research in solving social and educational problems
CO2: Create a manuscript for publication
CO3: Internalize research ethics and academic integrity |
Unit-1 |
Teaching Hours:30 |
Research Ethics: Research Ethics Application; Informed Consent; Informed Assent
|
|
Research-Writing Style according to the Style Guidelines of the American Psychological Association (APA) 7th edition. The theory learned in the fundamentals of research will be put into practice. All students will have to do a research project in a specified area, which could be empirical or theoretical in nature. Students will undertake a project under the guidance of faculty members. Students are required to submit a report in the form of a research paper (minimum 20 pages) related to their project. Evaluation is based on the research work and the report submitted. | |
Text Books And Reference Books: American Psychological Association. (2022). Style & Grammar Guidelines. https://apastyle.apa.org/style-grammar-guidelines/ Best, J. W., & Kahn, J. V. (2014). Research in education. Pearson. Cohen, L. Manion. L & Morrison, K. (2007). Research Methods in Education.Routledge. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. Sheppard, V. (2020). Methods for the Social Sciences: An Introduction. https://pressbooks.bccampus.ca/jibcresearchmethods | |
Essential Reading / Recommended Reading Denzin, N. K., & Lincoln, Y. S. (2017). The Sage handbook of qualitative research. Sage. Kumar R. (2005). Research Methodology: A step by step guide for beginners. Pearson. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage. | |
Evaluation Pattern Students are required to submit a report in the form of a research paper (minimum 20 pages) related to their project. Assessment is based on the research work done and the report submitted. The research paper is assessed for the criteria of writing the Introduction, Literature Review, Methodology, Results, Discussion & Conclusion, and Writing Skills.If the student presents their paper at university, city, state, national or international level conferences/seminars, and/or publish in any peer-reviewed journal, UGC-CARE, Web of Science, SCOPUS-indexed journals preferred), they will be awarded 10 marks.Students are required to attach proof of participation/acceptance of publication/published article, before the viva voce. Marks will be deducted for percentage ranges of similariy indices, which will be announced in class. The total marks for the Research Project is 100 marks. |