Programme Evaluation and Assessment 

This blended programme has no end semester written examination but will have a series of internal assessments in the form of QUIZ, written assignements, reflective essays, teaching-learning plans. These assessment will be happening throughout the programme with a prior intimations. There are 6 core course each will have internal assessment for 100 marks, and internship another 100 marks so grand total of entire course is 700 marks. Total credits are 58 credits. 

Course Description

This course is offered in the first semester. It creates the awareness on Education system at national and international levels.  This course will help the students in acquiring the knowledge of educational Schools of thought. The student teachers will understand the need for developing a sound understanding of philosophical bases of international baccalaureate education. Students also acquire the knowledge of principles and processes of teaching, learning and current pedagogical practices in international baccalaureate education. Educational thoughts of great thinkers and their influence in the society are also discussed to motivate the teacher trainees to useful reflections about their role as teachers.

Learning Objectives

●      To acquaint with various education system at national and international levels.

●      To understand the nature, scope, and functions of education at national and international levels.

●      To understand the Philosophy of international baccalaureate education.

●      To understand the Philosophical theories underpinning international baccalaureate education.

●      Articulate in writing a teaching philosophy that draws on international-mindedness and identifies elements of the IB mission and philosophy aligned with this teaching philosophy.

●      Read and Understand the IB DP policies

●      To acquaint with various education system at national and international levels.

●      To understand the nature, scope, and functions of education at national and international levels.

●      To understand the Philosophy of international baccalaureate education.

●      To understand the Philosophical theories underpinning international baccalaureate education.

●      Articulate in writing a teaching philosophy that draws on international-mindedness and identifies elements of the IB mission and philosophy aligned with this teaching philosophy.

●      Read and Understand the IB DP policies

History of International Baccalaureate; IB key influential educationalists - John Dewey, A.S Neil, Jean Piaget, Jerome Bruner and their key insights contributing to IB. IB education, IB mission, IB organization. Educational aim of IB, introduction to PYP, MYP and DP Programmes.

IB DP Policies for learner, IB DP Policies for teacher, IB learner resources, IB teacher resources, IB teacher job Description. Academic honesty practices in IB. Conceptual understanding of International mindedness in IB DP.

Retrieved September 25, 2019, from https://

Curren, R. (2006). Philosophy of Education: An Anthology. (1st ed.). Victoria: Blackwell Publishing Ltd.

Hutchings, W. (2007). Centre for Excellence in Enquiry-Based Learning Essays and Studies.Retrieved from

                http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf

Kaplan, A. (2008, December 1). Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning. Retrieved September 25,

2019, fromhttps://link.springer.com/article/10.1007/s10648-008-9087-2

Mendler, A. (2013, November 5). Teaching Your Students How to Have a Conversation. Retrieved               September 25,          2019,     from      https://www.edutopia.org/blog/teaching-your-students-conversation-                                                   allen-mendler  

Zimmerman, B. J. (2000). Attaining Self-Regulation. Handbook of Self-Regulation.13–39. doi:        

                                10.1016/b978-012109890-2/50031-7

Retrieved September 25, 2019, from https://

Curren, R. (2006). Philosophy of Education: An Anthology. (1st ed.). Victoria: Blackwell Publishing Ltd.

Hutchings, W. (2007). Centre for Excellence in Enquiry-Based Learning Essays and Studies.Retrieved from

                http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf

Kaplan, A. (2008, December 1). Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning. Retrieved September 25,

2019, fromhttps://link.springer.com/article/10.1007/s10648-008-9087-2

Mendler, A. (2013, November 5). Teaching Your Students How to Have a Conversation. Retrieved               September 25,          2019,     from      https://www.edutopia.org/blog/teaching-your-students-conversation-                                                   allen-mendler  

Zimmerman, B. J. (2000). Attaining Self-Regulation. Handbook of Self-Regulation.13–39. doi:        

                                10.1016/b978-012109890-2/50031-7

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description and Course Objectives

This course is offered in the first semester. It creates the awareness on Education system at national and international levels.  This course will help the students in acquiring the knowledge of educational Schools of thought. The student teachers will understand the need for developing a sound understanding of philosophical bases of international baccalaureate education. Students also acquire the knowledge of principles and processes of teaching, learning and current pedagogical practices in international baccalaureate education. Educational thoughts of great thinkers and their influence in the society are also discussed to motivate the teacher trainees to useful reflections about their role as teachers.

Learning Objectives

●       To acquaint with various education system at national and international levels.

●       To understand the nature, scope, and functions of education at national and international levels.

●       To understand the Philosophy of international baccalaureate education.

●       To understand the Philosophical theories underpinning international baccalaureate education.

●       To understand the approaches to teaching and learning at international baccalaureate education.

●       Articulate in writing a teaching philosophy that draws on international-mindedness and identifies elements of the IB mission and philosophy aligned with this teaching philosophy.

●       Read and Understand the IB DP policies

●       To acquaint with various education system at national and international levels.

●       To understand the nature, scope, and functions of education at national and international levels.

●       To understand the Philosophy of international baccalaureate education.

●       To understand the Philosophical theories underpinning international baccalaureate education.

●       To understand the approaches to teaching and learning at international baccalaureate education.

●       Articulate in writing a teaching philosophy that draws on international-mindedness and identifies elements of the IB mission and philosophy aligned with this teaching philosophy.

●       Read and Understand the IB DP policies

Level of Knowledge – Application

IB continuum, Ten attributes of IB learner profile, Approaches to learning; Thinking skills, Communications skills, Social skills,  Self-management skills, and Research skills. Approaches to teaching; based on inquiry, focused on conceptual understanding, developed in local and global contexts, focused on effective teamwork and collaboration, differentiated to meet the needs of all learners, and Informed by assessment. Theory of Knowledge (ToK), Creativity activity service (CAS), Extended essay (EE), International mindedness.

Level of Knowledge – Comprehension          

 IB learner Profile, ATT policy, ATL policy, Tok handbook, CAS handbook, Extended essay handbook, Academic honesty, International mindedness                                    

References

Cahn, S. M. (2009). Philosophy of Education: The Essential Texts. London: Routledge.

Retrieved September 25, 2019, from https://

Curren, R. (2006). Philosophy of Education: An Anthology. (1st ed.). Victoria: Blackwell Publishing Ltd.

Hutchings, W. (2007). Centre for Excellence in Enquiry-Based Learning Essays and Studies.Retrieved from

            http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf

References

Cahn, S. M. (2009). Philosophy of Education: The Essential Texts. London: Routledge.

Retrieved September 25, 2019, from https://

Curren, R. (2006). Philosophy of Education: An Anthology. (1st ed.). Victoria: Blackwell Publishing Ltd.

Hutchings, W. (2007). Centre for Excellence in Enquiry-Based Learning Essays and Studies.Retrieved from

            http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description

This core course offered in the first semester. It brings out the relationship between teaching, learning and assessment. It creates an understanding on the assessment of learners understanding.  It trains the trainee teacher in numerous ways of formative and summative assessments with respect to international baccalaureate diploma programme.

Learning Objectives

●       To understand the fundamental concepts of assessment

●       To develop an understanding on the assessment practices in national and international schools.

●       To Understand the assessment of TOK, EE, CAS as per IB DP.

●       To familiarize with the subject wise assessment practices in IB DP

●       To understand formative assessment practices at International Baccalaureate Diploma programme.

●       To understand the summative assessment at International Baccalaureate Diploma programme.

●       To be able to develop assessment tools.

●       To develop skills and competencies in constructing and using rubrics.

●       To understand the fundamental concepts of assessment

●       To develop an understanding on the assessment practices in national and international schools.

●       To Understand the assessment of TOK, EE, CAS as per IB DP.

●       To familiarize with the subject wise assessment practices in IB DP

●       To understand formative assessment practices at International Baccalaureate Diploma programme.

●       To understand the summative assessment at International Baccalaureate Diploma programme.

●       To be able to develop assessment tools.

●       To develop skills and competencies in constructing and using rubrics.

Level of Knowledge– Conceptual and Working Knowledge

Principles of assessment, Assessment for learning, Assessment as learning, and assessment of learning, Formative assessment, Summative assessment, Norm referenced testing, Criterion referenced testing, Internal assessment, External assessment. Assessment based on Bloom’s taxonomy, Peer Assessment, Performance Assessment- GRASPS model.

Level of Knowledge– Conceptual and Working Knowledge

Assessment of TOK presentation, TOK essay assessment rubric. Extended essay assessment rubric, EE viva voce, TOK and EE assessment matrix. Academic honesty in assessment. Maximum and minimum points for IB Course certificate, non-regular IB diploma, and IB Diploma certificate. CAS experience authenticating procedure. Subject wise internal and external assessment ratios and points. Subject wise Mark boundaries. Assessment of student whom language of instruction is not mother tongue, Assessment of special educational needs students,  Support system required of inclusive education. Subject wise Summative assessments for standard and Higher levels. IB examination regulations.

Level of Knowledge– Conceptual and Working Knowledge

Concept, Construction, and uses of Teacher made Test (Unit test), Standardized Test, Diagnostic Test. Characteristics of a Good assessment Tool; Validity, Reliability, Objectivity, and Utility. Construction of Test Items – Essay type, Short Answer type, Objective type- Multiple choice, Fill in the blanks, True or False, Matching type. Qualitative tools-Anecdotal record, interview. Quantitative Tools- Rating scale, Checklist, Rubrics-Holistic and analytical. Rubrics: meaning, types, and construction, Concept of Feedback-Types of Feedback-teacher feedback, peer feedback, performance feedback. Parents feedback practices at IB. Student feedback practices at IB.

Spendlove, D. (2015). 100 Ideas for Secondary Teachers: Assessment for Learning. Bloomsbury        Education

Binkley, M., Erstad, O., & Herman, J. (2010). Defining 21st century Skills. Retrieved from http://                  atc21s.org/wp-content/uploads/2011/11/1-Defining-21st-Century-Skills.pdf.

Bolhuis, S. and Voeten, M, (2001). Toward Self-Directed Learning in Secondary Schools: What do teachers do? Teaching and Teacher Education. 17 (7).

Erickson, L. (2012). Concept-based teaching and learning. IB Position Paper.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to                                                     Achievement. New York, USA: Routledge.

King, LG. (2009). The importance of failing well. Unpublished thesis. Retrieved from http://                                             taolearn.com/articles/article28.pdf.

Kohn, A. (2000). Punished by Rewards. New York, USA: Houghton Mifflin.

McKinney, P. (2014). Information Literacy and Inquiry Based Learning: Evaluation of a Five-year Programme of Curriculum Development. Journal of Librarianship and Information Science. 46.148-166 .

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93 (3), 223–231.

Schulz, C. (2011). Being Wrong: Adventures in the Margin of Error. London, UK: Portobello                                              Books.

Wagner, T. (2010). The Global Achievement Gap. New York, USA: Basic Books.

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, Indiana, USA: Solution Tree Press.

Aggarwal, J.C. (2003). Essentials of Examination System Evaluation Tests and Measurement.

New Delhi: Vikas Publishing House.

Coolidge, Frederick L. (2013). Statistics- A Gentle Introduction. New Delhi: SAGE Publications. Pathak (2012). Measurement and Evaluation in Education. New Delhi: Pearson Education.

Reid, Howard M. (2013). Introduction to Statistics-Fundamental Concepts and Procedures of                                              Data Analysis. New Delhi: SAGE Publications Pvt Ltd.

Care, Esther, McGaw, Barry & Griffin, Patrick. (2012). Assessment and Teaching of 21st Century Skills. New York: Springer

Gardner, John. (2012). Assessment and Learning -2nd edition. New Delhi: SAGE Publications.

Patel, N. R. (2001). Educational Evaluation- Theory and Practice. Mumbai: Himalya Publishing House.

Rao, V. K. (2006). Perspectives in Educational Evaluation. New Delhi: Common Wealth                Publishers.

Sharma, R.A. (2004). Essentials of Measurement in Education and Psychology (4th ed.):                                  SuryaPublication.

Singh, B. (2004). Modern Educational Measurement and Evaluation System. New Delhi: Anmol   Publication.

Vashisht, S.R. (2004). Theory of Educational Measurement. New Delhi: Anmol Publications.

Spendlove, D. (2015). 100 Ideas for Secondary Teachers: Assessment for Learning. Bloomsbury        Education

Binkley, M., Erstad, O., & Herman, J. (2010). Defining 21st century Skills. Retrieved from http://                  atc21s.org/wp-content/uploads/2011/11/1-Defining-21st-Century-Skills.pdf.

Bolhuis, S. and Voeten, M, (2001). Toward Self-Directed Learning in Secondary Schools: What do teachers do? Teaching and Teacher Education. 17 (7).

Erickson, L. (2012). Concept-based teaching and learning. IB Position Paper.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to                                                     Achievement. New York, USA: Routledge.

King, LG. (2009). The importance of failing well. Unpublished thesis. Retrieved from http://                                             taolearn.com/articles/article28.pdf.

Kohn, A. (2000). Punished by Rewards. New York, USA: Houghton Mifflin.

McKinney, P. (2014). Information Literacy and Inquiry Based Learning: Evaluation of a Five-year Programme of Curriculum Development. Journal of Librarianship and Information Science. 46.148-166 .

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93 (3), 223–231.

Schulz, C. (2011). Being Wrong: Adventures in the Margin of Error. London, UK: Portobello                                              Books.

Wagner, T. (2010). The Global Achievement Gap. New York, USA: Basic Books.

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, Indiana, USA: Solution Tree Press.

Aggarwal, J.C. (2003). Essentials of Examination System Evaluation Tests and Measurement.

New Delhi: Vikas Publishing House.

Coolidge, Frederick L. (2013). Statistics- A Gentle Introduction. New Delhi: SAGE Publications. Pathak (2012). Measurement and Evaluation in Education. New Delhi: Pearson Education.

Reid, Howard M. (2013). Introduction to Statistics-Fundamental Concepts and Procedures of                                              Data Analysis. New Delhi: SAGE Publications Pvt Ltd.

Care, Esther, McGaw, Barry & Griffin, Patrick. (2012). Assessment and Teaching of 21st Century Skills. New York: Springer

Gardner, John. (2012). Assessment and Learning -2nd edition. New Delhi: SAGE Publications.

Patel, N. R. (2001). Educational Evaluation- Theory and Practice. Mumbai: Himalya Publishing House.

Rao, V. K. (2006). Perspectives in Educational Evaluation. New Delhi: Common Wealth                Publishers.

Sharma, R.A. (2004). Essentials of Measurement in Education and Psychology (4th ed.):                                  SuryaPublication.

Singh, B. (2004). Modern Educational Measurement and Evaluation System. New Delhi: Anmol   Publication.

Vashisht, S.R. (2004). Theory of Educational Measurement. New Delhi: Anmol Publications.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description

This course introduces students to the aims and objectives of teaching School subject at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subject in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subject in the global context.

Learning Objectives

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

Level of Knowledge – Conceptual and Basic

Relationship of Inquiry, action, and reflection. Setting up of purpose of a School subject unit: transferable goals, content, skills, application:  Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Command terms for setting objectives.

Level of Knowledge – Conceptual and Working Knowledge

Lesson Plan: Meaning and importance; Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

Level of Knowledge – Conceptual and Basic

IB knowledge framework logo, IB subject logo, School subject as an area of study, scope of School subject, Significance of School subject in daily life, Theory of Knowledge in School subject teaching; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in School subject. International mindedness with respect to School subject. Linking the learner profile in School subject class.

Level of Knowledge – Conceptual and Working Knowledge

Pedagogy vs. andragogy, Approaches to teaching (ATT) as per IB, Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987), Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom (Bergmann and Sams ,2012), fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers,  Spider web discussion method (Alexis wiggins, 2011).

Level of Knowledge-Conceptual and Working Knowledge

Approaches to learning (ATL) as per IB: 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

Spendlove, D. (2015). 100 Ideas for Secondary Teachers: Assessment for Learning. Bloomsbury        Education

Binkley, M., Erstad, O., & Herman, J. (2010). Defining 21st century Skills. Retrieved from http://                  atc21s.org/wp-content/uploads/2011/11/1-Defining-21st-Century-Skills.pdf.

Bolhuis, S. and Voeten, M, (2001). Toward Self-Directed Learning in Secondary Schools: What do teachers do? Teaching and Teacher Education. 17 (7).

Erickson, L. (2012). Concept-based teaching and learning. IB Position Paper.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to                                                     Achievement. New York, USA: Routledge.

King, LG. (2009). The importance of failing well. Unpublished thesis. Retrieved from http://                                             taolearn.com/articles/article28.pdf.

Kohn, A. (2000). Punished by Rewards. New York, USA: Houghton Mifflin.

McKinney, P. (2014). Information Literacy and Inquiry Based Learning: Evaluation of a Five-year Programme of Curriculum Development. Journal of Librarianship and Information Science. 46.148-166 .

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93 (3), 223–231.

Schulz, C. (2011). Being Wrong: Adventures in the Margin of Error. London, UK: Portobello                                              Books.

Wagner, T. (2010). The Global Achievement Gap. New York, USA: Basic Books.

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, Indiana, USA: Solution Tree Press.

Aggarwal, J.C. (2003). Essentials of Examination System Evaluation Tests and Measurement.

New Delhi: Vikas Publishing House.

Coolidge, Frederick L. (2013). Statistics- A Gentle Introduction. New Delhi: SAGE Publications. Pathak (2012). Measurement and Evaluation in Education. New Delhi: Pearson Education.

Reid, Howard M. (2013). Introduction to Statistics-Fundamental Concepts and Procedures of                                              Data Analysis. New Delhi: SAGE Publications Pvt Ltd.

Care, Esther, McGaw, Barry & Griffin, Patrick. (2012). Assessment and Teaching of 21st Century Skills. New York: Springer

Gardner, John. (2012). Assessment and Learning -2nd edition. New Delhi: SAGE Publications.

Patel, N. R. (2001). Educational Evaluation- Theory and Practice. Mumbai: Himalya Publishing House.

Rao, V. K. (2006). Perspectives in Educational Evaluation. New Delhi: Common Wealth                Publishers.

Sharma, R.A. (2004). Essentials of Measurement in Education and Psychology (4th ed.):                                  SuryaPublication.

Singh, B. (2004). Modern Educational Measurement and Evaluation System. New Delhi: Anmol   Publication.

Vashisht, S.R. (2004). Theory of Educational Measurement. New Delhi: Anmol Publications.

Spendlove, D. (2015). 100 Ideas for Secondary Teachers: Assessment for Learning. Bloomsbury        Education

Binkley, M., Erstad, O., & Herman, J. (2010). Defining 21st century Skills. Retrieved from http://                  atc21s.org/wp-content/uploads/2011/11/1-Defining-21st-Century-Skills.pdf.

Bolhuis, S. and Voeten, M, (2001). Toward Self-Directed Learning in Secondary Schools: What do teachers do? Teaching and Teacher Education. 17 (7).

Erickson, L. (2012). Concept-based teaching and learning. IB Position Paper.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to                                                     Achievement. New York, USA: Routledge.

King, LG. (2009). The importance of failing well. Unpublished thesis. Retrieved from http://                                             taolearn.com/articles/article28.pdf.

Kohn, A. (2000). Punished by Rewards. New York, USA: Houghton Mifflin.

McKinney, P. (2014). Information Literacy and Inquiry Based Learning: Evaluation of a Five-year Programme of Curriculum Development. Journal of Librarianship and Information Science. 46.148-166 .

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93 (3), 223–231.

Schulz, C. (2011). Being Wrong: Adventures in the Margin of Error. London, UK: Portobello                                              Books.

Wagner, T. (2010). The Global Achievement Gap. New York, USA: Basic Books.

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, Indiana, USA: Solution Tree Press.

Aggarwal, J.C. (2003). Essentials of Examination System Evaluation Tests and Measurement.

New Delhi: Vikas Publishing House.

Coolidge, Frederick L. (2013). Statistics- A Gentle Introduction. New Delhi: SAGE Publications. Pathak (2012). Measurement and Evaluation in Education. New Delhi: Pearson Education.

Reid, Howard M. (2013). Introduction to Statistics-Fundamental Concepts and Procedures of                                              Data Analysis. New Delhi: SAGE Publications Pvt Ltd.

Care, Esther, McGaw, Barry & Griffin, Patrick. (2012). Assessment and Teaching of 21st Century Skills. New York: Springer

Gardner, John. (2012). Assessment and Learning -2nd edition. New Delhi: SAGE Publications.

Patel, N. R. (2001). Educational Evaluation- Theory and Practice. Mumbai: Himalya Publishing House.

Rao, V. K. (2006). Perspectives in Educational Evaluation. New Delhi: Common Wealth                Publishers.

Sharma, R.A. (2004). Essentials of Measurement in Education and Psychology (4th ed.):                                  SuryaPublication.

Singh, B. (2004). Modern Educational Measurement and Evaluation System. New Delhi: Anmol   Publication.

Vashisht, S.R. (2004). Theory of Educational Measurement. New Delhi: Anmol Publications.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description

This course introduces students to the aims and objectives of teaching School subject at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subject in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subject in the global context.

Learning Objectives

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

Level of Knowledge – Conceptual and Basic

Relationship of Inquiry, action, and reflection. Setting up of purpose of a School subject unit: transferable goals, content, skills, application:  Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Command terms for setting objectives.

Level of Knowledge – Conceptual and Working Knowledge

Lesson Plan: Meaning and importance; Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

Level of Knowledge – Conceptual and Basic

IB knowledge framework logo, IB subject logo, School subject as an area of study, scope of School subject, Significance of School subject in daily life, Theory of Knowledge in School subject teaching; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in School subject. International mindedness with respect to School subject. Linking the learner profile in School subject class.

Pedagogy vs. andragogy, Approaches to teaching (ATT) as per IB, Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987), Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom (Bergmann and Sams ,2012), fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers,  Spider web discussion method (Alexis wiggins, 2011).

Level of Knowledge-Conceptual and Working Knowledge

Approaches to learning (ATL) as per IB: 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

Bergmann, J. and 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-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

Bergmann, J. and 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-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description

This course introduces students to the aims and objectives of teaching School subject at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subject in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subject in the global context.

Learning Objectives

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

Course Outcomes

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

Level of Knowledge – Conceptual and Basic

Relationship of Inquiry, action, and reflection. Setting up of purpose of a School subject unit: transferable goals, content, skills, application:  Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Command terms for setting objectives.

Level of Knowledge – Conceptual and Working Knowledge

Lesson Plan: Meaning and importance; Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

Level of Knowledge – Conceptual and Basic

IB knowledge framework logo, IB subject logo, School subject as an area of study, scope of School subject, Significance of School subject in daily life, Theory of Knowledge in School subject teaching; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in School subject. International mindedness with respect to School subject. Linking the learner profile in School subject class.

Level of Knowledge – Conceptual and Working Knowledge

Pedagogy vs. andragogy, Approaches to teaching (ATT) as per IB, Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987), Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom (Bergmann and Sams ,2012), fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers,  Spider web discussion method (Alexis wiggins, 2011).

Level of Knowledge-Conceptual and Working Knowledge

Approaches to learning (ATL) as per IB: 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

Bergmann, J. and 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-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

Bergmann, J. and 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-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description

This course introduces students to the aims and objectives of teaching School subject at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subject in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subject in the global context.

Learning Objectives

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

Level of Knowledge – Conceptual and Basic

Relationship of Inquiry, action, and reflection. Setting up of purpose of a School subject unit: transferable goals, content, skills, application:  Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Command terms for setting objectives.

Level of Knowledge – Conceptual and Working Knowledge

Lesson Plan: Meaning and importance; Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

Level of Knowledge – Conceptual and Basic

IB knowledge framework logo, IB subject logo, School subject as an area of study, scope of School subject, Significance of School subject in daily life, Theory of Knowledge in School subject teaching; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in School subject. International mindedness with respect to School subject. Linking the learner profile in School subject class.

Level of Knowledge – Conceptual and Working Knowledge

Pedagogy vs. andragogy, Approaches to teaching (ATT) as per IB, Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987), Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom (Bergmann and Sams ,2012), fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers,  Spider web discussion method (Alexis wiggins, 2011).

Level of Knowledge-Conceptual and Working Knowledge

Approaches to learning (ATL) as per IB: 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

Bergmann, J. and 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-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

Bergmann, J. and 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-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description

This course introduces students to the aims and objectives of teaching School subject at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subject in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subject in the global context.

Learning Objectives

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

●       To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●       To understand IB knowledge framework logo and subject logo.

●       To understand theory of knowledge (TOK) with respect to School subject.

●       To recognise and practice IB learner profile attributes.

●       To understand and practice approaches to teaching (ATT) as per IB.

●       To understand and practice approaches to learning (ATL) as per IB.

●       To recognise the role of School subject in local and global context.

●       To understand and develop international mindedness.

●       To acquire the knowledge and use of command terms in developing teaching and learning plans.

●       To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●       To be able to understand and practice inquiry based teaching and learning

●       To be able to understand and use collaborative teaching techniques

Level of Knowledge – Conceptual and Basic

Relationship of Inquiry, action, and reflection. Setting up of purpose of a School subject unit: transferable goals, content, skills, application:  Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Command terms for setting objectives.

Level of Knowledge – Conceptual and Working Knowledge

Lesson Plan: Meaning and importance; Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

Level of Knowledge – Conceptual and Basic

IB knowledge framework logo, IB subject logo, School subject as an area of study, scope of School subject, Significance of School subject in daily life, Theory of Knowledge in School subject teaching; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in School subject. International mindedness with respect to School subject. Linking the learner profile in School subject class.

Level of Knowledge – Conceptual and Working Knowledge

Pedagogy vs. andragogy, Approaches to teaching (ATT) as per IB, Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987), Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom (Bergmann and Sams ,2012), fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers,  Spider web discussion method (Alexis wiggins, 2011).

Level of Knowledge-Conceptual and Working Knowledge

Approaches to learning (ATL) as per IB: 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

Anderson, L. W., & Bloom, B. S. (2014). A taxonomy for learning, teaching, and assessing: a revision of Blooms. Essex: Pearson. Retrieved from https://www.ccri.edu/ctc/pdf/Blooms_Revised_Taxonomy.pdf.

Approaches to teaching and learning in the Diploma Programme. (n.d.). Retrieved from https://www.umt.edu/sell/cps/mcps-ibw/imx/DP-IBO-GUIDE-ATL.pdf.

Choudhary, S. (2007). Teaching of biology. New Delhi: A.P.H. Publishing House.

Coffman, T. (2017). Inquiry-based learning: designing instruction to promote higher level thinking. Lanham, MD: Rowman & Littlefield.

Croser, N., & Smith, M. (2009). The jigsaw. Australia: ERA PUBLICATIONS.

DP unit planner 1 - Kalispell Public Schools. (n.d.). Retrieved from http://www.sd5.k12.mt.us/userfiles/62/my files/dp unit planner style 1.pdf?id=3418.

Goyal, S. (2007). Teaching of biology. New Delhi, India: Rajat Publications.

Hantla, B. F. (2014). Book Review: Flip your classroom: Reach every student in every class every day. Christian Education Journal: Research on Educational Ministry, 11(1), 183–188. doi: 10.1177/073989131401100120

Hattie, J. (2010). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Heick, T. (2018, February 9). The Difference Between Pedagogy, Andragogy, And Heutagogy. Retrieved from https://www.teachthought.com/pedagogy/a-primer-in- heutagogy-and-self-directed-learning/.

IB (n.d.). Retrieved from https://resources.ibo.org/dp/subject/Language-A-literature- 2021/works/dp_11162-55444?root=1.6.2.18.7&lang=en#id-341a7911-5abc-426c- afb2-3bcf0a0af138.

IB Bio 1. (n.d.). Retrieved from https://www.biologyforlife.com/ib-biology-i.html.

Kelly, K. B. (1997). Evolution Role of Lesson Plans in Instructional Planning. Place of publication not identified: Distributed by ERIC Clearinghouse.

Kolb, D. A. (2015). Experiential learning: experience as the source of learning and development. Upper Saddle River (New Jersey): Pearson Education.

Library. SCOTCH: Approaches to Learning (ATL): Communication Skills. (n.d.). Retrieved from https://library.scotch.wa.edu.au/atls/communicationskills.

Martin, M. (2015). Bergmann, Jonathan & Sams, Aaron (2014) Flipped learning. ISTE (Washington & Eurospan, London) isbn 978-1-56484-344-9 227 pp £18.50 https://www.iste.org/resources/product?ID=3014. British Journal of Educational Technology, 46(6). doi: 10.1111/bjet.12368

  NCERT. (2006). Biology: textbook for class Xii. New Delhi: NCERT

Rosén Anders, & Salmén Matilda. (2002). Approaches to learning. Sigtuna: Sigtuna Acad.

Rosen, A. (2007). Approaches to teaching Wiesels Night. New York: Modern Language Association of America.

Sprague, J. (2017). Theory of knowledge for the Ib diploma: skills for success. London: Hodder Education.

Ahmed, J. (2011). Teaching of biological sciences. (2nd ed.). New Delhi: PHI Learning Private Limited. Retrieved from https://books.google.co.in/books?id=5fEeJk7a4JwC&pg=PA55&dq=teaching biology secondary school&hl=en&sa=X&ei=jYs0VZyZKpK-uATnk4HICQ&redir_esc=y

Lakshmi, G. B., & Rao, D. B. (2006). Methods of teaching life sciences. (2nd ed.). New Delhi: Discovery Publishing House. Retrieved from https://books.google.co.in/books?id=H2BQoEORIt0C&printsec=frontcover&dq=teaching of biological science&hl=en&sa=X&ei=WpA0VeGgCY-gugSsqoGwBg&redir_esc=y

Das, R. C., & , (2007). Science teaching in schools. New Delhi: Sterling Publisher Private Limited. Retrieved from https://books.google.co.in/books?id=KIRBn3Ih0IIC&printsec=frontcover&dq=teaching of science in secondary schools&hl=en&sa=X&ei=fJA0VcTlBtD_ugSGwoEw&redir_esc=y

Krishnamacharyulu, V. (2006). Teaching of Science. Hyderabad: Neelkamal publishers.

Kulshreshtha, S. P. (2006). Teaching of Biology. Meerut: Surya Publications.

Narasimha, K. (2005). Content Cum Method of Teaching Chemistry. Bangalore: SumukhaPrakashana.Das, R. C. (1990). Science Teaching in Schools. Sterling Publications.

Rajasekar.(1995). Method of Teaching Physical Sciences. Hyderabad: Neelkamal Publishers.

Vaidya, N. (1996). Science Teaching for the 21st Century. New Delhi: Deep & Deep Publications.

Yadav, K. (2001). Teaching of Life Science. New Delhi: Anmol Publications.

Koba, S., & Tweed, A. (2009). Hard-to-teach biology concepts: A framework to deepen student understanding .NSTA press. Retrieved from https://books.google.co.in/books?id=eQiQ4jWwQikC&pg=PA238&dq=21st+century+teaching+of+biology+in+secondary+schools&hl=en&sa=X&ei=gZE0VZeLL8yuATA5YCwCQ&redir_esc=y#v=onepage&q=21st%20century%20teaching%20of%20biology%20in%20secondary%20schools&f=false

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

Course Description

This course introduces students to the aims and objectives of teaching School subject at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subject in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subject in the global context.

Learning Objectives

●      To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●      To understand IB knowledge framework logo and subject logo.

●      To understand theory of knowledge (TOK) with respect to School subject.

●      To recognise and practice IB learner profile attributes.

●      To understand and practice approaches to teaching (ATT) as per IB.

●      To understand and practice approaches to learning (ATL) as per IB.

●      To recognise the role of School subject in local and global context.

●      To understand and develop international mindedness.

●      To acquire the knowledge and use of command terms in developing teaching and learning plans.

●      To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●      To be able to understand and practice inquiry based teaching and learning

●      To be able to understand and use collaborative teaching techniques

●      To acquire School subject content knowledge suitable for the age group of 11 to 18 years old.

●      To understand IB knowledge framework logo and subject logo.

●      To understand theory of knowledge (TOK) with respect to School subject.

●      To recognise and practice IB learner profile attributes.

●      To understand and practice approaches to teaching (ATT) as per IB.

●      To understand and practice approaches to learning (ATL) as per IB.

●      To recognise the role of School subject in local and global context.

●      To understand and develop international mindedness.

●      To acquire the knowledge and use of command terms in developing teaching and learning plans.

●      To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB

●      To be able to understand and practice inquiry based teaching and learning

●      To be able to understand and use collaborative teaching techniques

Relationship of Inquiry, action, and reflection. Setting up of purpose of a School subject unit: transferable goals, content, skills, application:  Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Command terms for setting objectives.

Lesson Plan: Meaning and importance; Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

IB knowledge framework logo, IB subject logo, School subject as an area of study, scope of School subject, Significance of School subject in daily life, Theory of Knowledge in School subject teaching; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in School subject. International mindedness with respect to School subject. Linking the learner profile in School subject class.

Pedagogy vs. andragogy, Approaches to teaching (ATT) as per IB, Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987), Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom (Bergmann and Sams ,2012), fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers,  Spider web discussion method (Alexis wiggins, 2011).

Approaches to learning (ATL) as per IB: 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

CASEL. 2013. “Social and Emotional Core Competencies”. http://www.casel.org/social-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

CASEL. 2013. “Social and Emotional Core Competencies”. http://www.casel.org/social-and-emotionallearning/core-competencies.

Chambers, R, Lo, BCY and Allen, NB. 2008. “The impact of intensive mindfulness training on attentional control, cognitive style, and affect”. Cognitive Therapy and Research. Volume 32, number 3. Pp 303–322.

Costa, AL and Kallick, B (eds). 2009. Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, Virginia, USA. ASCD.

Erickson, L. 2012. Concept-based teaching and learning. IB Position Paper. 

Erozkan, A. 2013. “The effect of communication skills and interpersonal problem solving skills on social efficacy”. Educational Sciences: Theory and Practice. Vol 13, number 2. Pp 739–745.

Homer, Bowen-Jones.(2014). IB Physics Course Book 2014 edition: The only DP resources a developed with the IB. Oxford University Press

International Baccalaureate, What is an IB education? August 2013.

Kirk, Tim. (2014) Physics Study Guide 2014 edition: Oxford IB Diploma Programme. Oxford university press.

Lai, ER. 2011. “Collaboration: A Literature Review Research Report”. http://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Retrieved 23 May 2013.

McKinney, P. 2014. “Information Literacy and Inquiry Based Learning: Evaluation of a Five-Year Programme of Curriculum Development”. Journal of Librarianship and Information Science. Vol 46. PP. 148-166 .

Perkins, D. 2010. Making Learning Whole. San Francisco, California, USA. Jossey-Bass.

Puentedura, R. 2013, SAMR: A Contextualised Introduction (accessed online at http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf)

Ribble, M. 2011. Digital Citizenship in Schools (second edition). Washington, DC, USA. International Society for Technology in Education.

Tilke, A. 2011. The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California, USA. ABC-CLIO, LLC.

Wiggins, A. 2011. Spider web. http://alexiswiggins.pbworks.com and http://www.authenticeducation.org/alexis. Retrieved 22 May 2013.

Wiggins, G. and McTighe, J. 2011. Understanding by Design® Guide to Creating High Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Indiana, USA. Solution Tree Press.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

Course Description

This course is offered as a core course in the second semester. It will help the pre-service or inservice teachers in acquiring the professional personality of a teacher. It helps in building the collaboration and consultation with other IB educators and peers.

Learning Objectives

●     To build collaboration and consultation with other IB educators and peers for ongoing professional growth

●     To apply principles and practices of IB learning to advance professional practice

●     To reflect on one’s progress as a reflective and collaborative IB practitioner

●     To be able to integrate new learning into professional behavior

●     To build collaboration and consultation with other IB educators and peers for ongoing professional growth

●     To apply principles and practices of IB learning to advance professional practice

●     To reflect on one’s progress as a reflective and collaborative IB practitioner

●     To be able to integrate new learning into professional behavior

Reflective practices: Concept, Processes (Kolb,1984), types, role in teaching and learning; Reflective practices at International Baccalaureate programme, Critical review of International Baccalaureate authorization, Critical review of evaluation process at IB, Critical review IB and Indian school curriculums. Review of strategies to develop international mindedness, Teacher as a reflective practitioner, Training in writing a reflective journal on teacher professional practice at school.

Level of Knowledge - Basic

Teaching as a Profession –Code of Professional Ethics for Teachers, In-service Education of Teachers – Importance, Nature and Various Agencies providing in service Education, Exploring role of NCTE, NCERT, Association of Indian Universities, and ACSWASC on professional development of teachers. Exploring Follett ib store. Exploring IB professional development opportunities. Critical review of the statement every teacher is a language teacher at IB. Impact of IB Education. Cute cat theory of the internet, mirrored technology, open educational resources, wikipedia, creative commons. Using social media for education through blogs, facebook, twitter, you-tube. 

Alfi, O, Assor, A and Katz, I. 2004. “Learning to allow temporary failure: potential benefits, supportive practices and teacher concerns”. Journal of Education for Teaching. Vol 30, number 1. Pp 27–41.

Barry, CA. (1997). “Information skills for an electronic world: training doctoral thesis students”. Journal of Information Science. Volume 23. Page 225.

Alfi, O, Assor, A and Katz, I. 2004. “Learning to allow temporary failure: potential benefits, supportive practices and teacher concerns”. Journal of Education for Teaching. Vol 30, number 1. Pp 27–41.

Barry, CA. (1997). “Information skills for an electronic world: training doctoral thesis students”. Journal of Information Science. Volume 23. Page 225.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

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 School subject. It helps in assessing learners understanding through various formative and summative assessment techniques. Develops research skills and its application in creating an essay. This course trains them to become a professional School subject teacher.                                                              

Learning Objectives                                                                                                  

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

Level of Knowledge – Conceptual and Working Knowledge

Formative and Summative assessment in IB DP: , Unit Tests in SL and HL School subject, creating a quiz, creating a worksheet, constructing analytical and reflective essay questions, construction of analytical and holistic rubrics, Discussion forum assessment, TOK assessment practice, Extended essay assessment practice, recognising CAS experience, Mark and grade boundaries, Role of an IB examiner, Academic honesty in internal assessment, External assessment in IB DP,  IB results: course completion, non-regular diploma, and Diploma certificate. Unit test - Construction- components weighting, Blue print, Uses.

Level of Knowledge – Conceptual and Working Knowledge

IB School subject guide, IB Principles to practice document, IB assessment policy. Exploring My IB, exploring IB published videos, TPACK, Technology Integration Matrix (TIM), SAMR (Puentedura, 2013), MLA/APA reference style.

Level of Knowledge – Conceptual and Basic Knowledge

International mindedness for School subject teacher, Micro teaching skills, Technology skills, critiquing IB knowledge framework, IB research literature review, exploring IB workshop types and catalogue, exploring the local resources for School subject teaching and learning. Practicing teaching at IB world school schools, Observation and reporting of peer teaching, writing reflective journal, and Exploring School subject teacher network.

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

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 School subject. It helps in assessing learners understanding through various formative and summative assessment techniques. Develops research skills and its application in creating an essay. This course trains them to become a professional School subject teacher.                                                              

Learning Objectives                                                                                                  

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

Course Outcomes:

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

Level of Knowledge – Conceptual and Working Knowledge

Formative and Summative assessment in IB DP: , Unit Tests in SL and HL School subject, creating a quiz, creating a worksheet, constructing analytical and reflective essay questions, construction of analytical and holistic rubrics, Discussion forum assessment, TOK assessment practice, Extended essay assessment practice, recognising CAS experience, Mark and grade boundaries, Role of an IB examiner, Academic honesty in internal assessment, External assessment in IB DP,  IB results: course completion, non-regular diploma, and Diploma certificate. Unit test - Construction- components weighting, Blue print, Uses.

Level of Knowledge – Conceptual and Working Knowledge

IB School subject guide, IB Principles to practice document, IB assessment policy. Exploring My IB, exploring IB published videos, TPACK, Technology Integration Matrix (TIM), SAMR (Puentedura, 2013), MLA/APA reference style.

Level of Knowledge – Conceptual and Basic Knowledge

International mindedness for School subject teacher, Micro teaching skills, Technology skills, critiquing IB knowledge framework, IB research literature review, exploring IB workshop types and catalogue, exploring the local resources for School subject teaching and learning. Practicing teaching at IB world school schools, Observation and reporting of peer teaching, writing reflective journal, and Exploring School subject teacher network.

References

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

References

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

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 School subject. It helps in assessing learners understanding through various formative and summative assessment techniques. Develops research skills and its application in creating an essay. This course trains them to become a professional School subject teacher.                                                              

Learning Objectives                                                                                                  

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

Course Outcomes

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

Level of Knowledge – Conceptual and Working Knowledge

Formative and Summative assessment in IB DP: , Unit Tests in SL and HL School subject, creating a quiz, creating a worksheet, constructing analytical and reflective essay questions, construction of analytical and holistic rubrics, Discussion forum assessment, TOK assessment practice, Extended essay assessment practice, recognising CAS experience, Mark and grade boundaries, Role of an IB examiner, Academic honesty in internal assessment, External assessment in IB DP,  IB results: course completion, non-regular diploma, and Diploma certificate. Unit test - Construction- components weighting, Blue print, Uses.

Level of Knowledge – Conceptual and Working Knowledge

IB School subject guide, IB Principles to practice document, IB assessment policy. Exploring My IB, exploring IB published videos, TPACK, Technology Integration Matrix (TIM), SAMR (Puentedura, 2013), MLA/APA reference style.

Level of Knowledge – Conceptual and Basic Knowledge

International mindedness for School subject teacher, Micro teaching skills, Technology skills, critiquing IB knowledge framework, IB research literature review, exploring IB workshop types and catalogue, exploring the local resources for School subject teaching and learning. Practicing teaching at IB world school schools, Observation and reporting of peer teaching, writing reflective journal, and Exploring School subject teacher network.

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

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 School subject. It helps in assessing learners understanding through various formative and summative assessment techniques. Develops research skills and its application in creating an essay. This course trains them to become a professional School subject teacher.                                                              

Learning Objectives                                                                                                  

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

To practice teaching School subject at world school/National schools

Level of Knowledge – Conceptual and Working Knowledge

Formative and Summative assessment in IB DP: , Unit Tests in SL and HL School subject, creating a quiz, creating a worksheet, constructing analytical and reflective essay questions, construction of analytical and holistic rubrics, Discussion forum assessment, TOK assessment practice, Extended essay assessment practice, recognising CAS experience, Mark and grade boundaries, Role of an IB examiner, Academic honesty in internal assessment, External assessment in IB DP,  IB results: course completion, non-regular diploma, and Diploma certificate. Unit test - Construction- components weighting, Blue print, Uses.

Level of Knowledge – Conceptual and Working Knowledge

IB School subject guide, IB Principles to practice document, IB assessment policy. Exploring My IB, exploring IB published videos, TPACK, Technology Integration Matrix (TIM), SAMR (Puentedura, 2013), MLA/APA reference style.

Level of Knowledge – Conceptual and Basic Knowledge

International mindedness for School subject teacher, Micro teaching skills, Technology skills, critiquing IB knowledge framework, IB research literature review, exploring IB workshop types and catalogue, exploring the local resources for School subject teaching and learning. Practicing teaching at IB world school schools, Observation and reporting of peer teaching, writing reflective journal, and Exploring School subject teacher network.

            ]

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

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 School subject. It helps in assessing learners understanding through various formative and summative assessment techniques. Develops research skills and its application in creating an essay. This course trains them to become a professional School subject teacher.                                                              

Learning Objectives                                                                                                  

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

●       To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●       To explore the resources for IB School subject teaching and learning

●       To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●       To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●         To acquire working knowledge on formative and summative assessments at IB.

●         To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●       To acquire knowledge of Professional competencies of a School subject teacher.

●       To practice teaching School subject at world school/National schools

Level of Knowledge – Conceptual and Working Knowledge

Formative and Summative assessment in IB DP: , Unit Tests in SL and HL School subject, creating a quiz, creating a worksheet, constructing analytical and reflective essay questions, construction of analytical and holistic rubrics, Discussion forum assessment, TOK assessment practice, Extended essay assessment practice, recognising CAS experience, Mark and grade boundaries, Role of an IB examiner, Academic honesty in internal assessment, External assessment in IB DP,  IB results: course completion, non-regular diploma, and Diploma certificate. Unit test - Construction- components weighting, Blue print, Uses.

Level of Knowledge – Conceptual and Working Knowledge

IB School subject guide, IB Principles to practice document, IB assessment policy. Exploring My IB, exploring IB published videos, TPACK, Technology Integration Matrix (TIM), SAMR (Puentedura, 2013), MLA/APA reference style.

Level of Knowledge – Conceptual and Basic Knowledge

International mindedness for School subject teacher, Micro teaching skills, Technology skills, critiquing IB knowledge framework, IB research literature review, exploring IB workshop types and catalogue, exploring the local resources for School subject teaching and learning. Practicing teaching at IB world school schools, Observation and reporting of peer teaching, writing reflective journal, and Exploring School subject teacher network.

References

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

References

Integrating inquiry across the curriculum, Corwin Press, 2005

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —     International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-               emotionallearning/core-competencies.

Assignment 20 marks

Worshop related assignment 25 marks

Total obtained on 50 marks will be converted for 100

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 School subject. It helps in assessing learners understanding through various formative and summative assessment techniques. Develops research skills and its application in creating an essay. This course trains them to become a professional School subject teacher.                                                                        

Learning Objectives                                                                                                  

●      To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●      To explore the resources for IB School subject teaching and learning

●      To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●      To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●        To acquire working knowledge on formative and summative assessments at IB.

●        To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●      To acquire knowledge of Professional competencies of a School subject teacher.

●      To practice teaching School subject at world school/National schools

●      To acquire knowledge of School subject content for the age group of 11 to 18 years old.

●      To explore the resources for IB School subject teaching and learning

●      To explore the possible creativity, action and service (CAS) in teaching and learning School subject.

●      To develop knowledge and skills on ICT integration in Teaching and learning School subject.

●        To acquire working knowledge on formative and summative assessments at IB.

●        To acquire research skills as a teacher through TOK presentation, TOK essay, and extended essay

●      To acquire knowledge of Professional competencies of a School subject teacher.

●      To practice teaching School subject at world school/National schools

Formative and Summative assessment in IB DP: , Unit Tests in SL and HL School subject, creating a quiz, creating a worksheet, constructing analytical and reflective essay questions, construction of analytical and holistic rubrics, Discussion forum assessment, TOK assessment practice, Extended essay assessment practice, recognising CAS experience, Mark and grade boundaries, Role of an IB examiner, Academic honesty in internal assessment, External assessment in IB DP,  IB results: course completion, non-regular diploma, and Diploma certificate. Unit test - Construction- components weighting, Blue print, Uses.

IB School subject guide, IB Principles to practice document, IB assessment policy. Exploring My IB, exploring IB published videos, TPACK, Technology Integration Matrix (TIM), SAMR (Puentedura, 2013), MLA/APA reference style.

International mindedness for School subject teacher, Micro teaching skills, Technology skills, critiquing IB knowledge framework, IB research literature review, exploring IB workshop types and catalogue, exploring the local resources for School subject teaching and learning. Practicing teaching at IB world school schools, Observation and reporting of peer teaching, writing reflective journal, and Exploring School subject teacher network.

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —          International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-                emotionallearning/core-competencies.

Ways to learn through inquiry: guiding children to deeper understanding by Fahey, Jo Paperback —          International Baccalaureate Organization (UK) Ltd, 2012

Physics : course companion by Homer, David Paperback — Oxford University Press, 2014

Physics : course companion by Kirk, Tim, Paperback — Oxford University Press, 2012

Bergmann, J. and 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-and-                emotionallearning/core-competencies.

Course description: Internship for teacher trainees at CHRIST’s School of Education, includes, observation, assisted teaching, and teaching with opportunities to reflect on the roles and responsibilities of teachers, the structure of the school, school culture, teaching techniques, assessment practices, feedback system, support system, and creating digital reporting systems.

Learning Objectives

An Intern will be able to

·       Reflect the best knowledge from research, theory, and Practice

·       Create a digital reporting system (E-Portfolio)

·       Observe their peer teaching and reflect on the various element of classroom teaching techniques

·       Create Unit plan and Lesson plan

·       Teach in High school (VIII to X) classes

·       Interact and learn from School mentor experienced in relevant field

·       Create reflective essays based on the interaction with school faculty

·       Obtain relevant feedback from peer observation, School mentors, and be able to reflect on their own teaching

·       Write a reflective essay on assessment practices, teaching strategies, campus culture, International mindedness, and student support systems

An Intern will be able to

·       Reflect the best knowledge from research, theory, and Practice

·       Create a digital reporting system (E-Portfolio)

·       Observe their peer teaching and reflect on the various element of classroom teaching techniques

·       Create Unit plan and Lesson plan

·       Teach in High school (VIII to X) classes

·       Interact and learn from School mentor experienced in relevant field

·       Create reflective essays based on the interaction with school faculty

·       Obtain relevant feedback from peer observation, School mentors, and be able to reflect on their own teaching

·       Write a reflective essay on assessment practices, teaching strategies, campus culture, International mindedness, and student support systems

NIl

Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing teachers for a changing          world: What teachers should learn and be able to do. Jossey-Bass Wiley: San    Francisco.

Black, A. & Ammon, P. (1992). A developmental-constructivist approach to teacher         education. Journal of Teacher Education, 13(2), 189-206.

Garibaldi, A. (1992). Preparing teachers. In M. Dilworth (Ed.), Diversity in teacher           education (pp. 23-39). San Francisco: Jossey-Bass.

Graham (2006). Conditions for successful field experiences: Perceptions of cooperating teachers, Teaching and Teacher Education, 22 1118–1129.

Monk, D. (2015). Reflections on teacher preparation, Symposium: 21st Century     Ecellence in Education: Part 2. Published online, Springer Science+Business         Media New York: 21 April 2015.

Zeichner, K. (1982). Reflective teaching and field-based experience in teacher         education. Interchange, 12(4), 1-21.

Burbank, M.D., Ramirez, L.A. & Bates, A. J. (2016). The impact of critically reflective        teaching: A             continuum of rhetoric. Action in Teacher Education, 38(2), 104-119.

Council for the Accreditation of Educators Preparation (2014). Standards. Retrieved          from             http://caepnet.org/standards/

Miller, P.C. & Mikulec, E.A. (2014), Pre-Service Teachers Confronting Issues of     Diversity Though a          Radical Field Experience, Multicultural Education, 21(2),        18-24.

“Lesson Study” as Professional Culture in Japanese Schools: An Historical             Perspective on Elementary Classroom Practices, Mohammad Reza Sarkar     Arani,  Seijoh University, Aichi, Japan, Fukaya Keisuke, Chūbu University,         Aichi, Japan.

Mclntyre, D. J., Byrd, D. M. & Foxx, S. M. (1996). Field and laboratory experiences. In      J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of Research on Teacher            Education (2nd ed., pp. 171-193). New York: Macmillan.

Internship will be assessed for 100 marks as below;

·         3 Printed/written lesson plan – 20 marks

·         3 supervised lessons – 40 marks

·         Teaching resources – 15 marks

·         5 Reflective essay – 20 marks

·         Attendance – 5 Marks