Syllabus for
Bachelor of Education
Academic Year  (2021)

Introduction to the Programme

School of Education is set up as a premier department for teacher training to mould future secondary school teachers. The International Baccalaureate (IB) Educators Certificate (IBEC) in teaching and learning (DP) offers the IBEC Certificate through the Bachelor of Education and Postgraduate Diploma in International Education. The vision of the department is achieved through the implementation of an innovative curriculum. The curriculum is designed to prepare competent and professional educationists who will be able to perform various roles in the field of education. 

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Apply the knowledge of research in solving social and educational problems

PO3: Apply content, pedagogical, and technological knowledge during teaching internship and service-learning experiences

PO4: Adapt themselves to the changing times as well as global and local contexts

PO5: Internalize personal, academic, and professional integrity

PO6: Employ principles of inclusion and equity of diverse groups in teaching and assessment

PO7: Possess clarity of thought and clarity in expression; ably articulate with comprehensiveness

PO8: Articulate clearly in writing and/or in speech

Examinations and Assessments

Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks (except Internship in School-Phase II) and the pattern of evaluation is as follows:

End Semester Exam (ESE) Mid Semester exam (CIA II) Continuous Internal Assessment (CIA)

: 50% : 25% : 25% : 100%

50 marks (2 Hours)

Written Examination

Mid Semester Exam Total 50 marks (2 Hours)

End Semester Exam: 100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. 

End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA-II MSE marks will be reduced to 25 marks. 

CIA-I and CIA-III: Continuous Internal Assessment

Continuous Internal Assessment I

CIA- I will be Written- Group or Individual and Viva or Presentation 

Continuous Internal Assessment III

The following methods may be adopted Multiple choice-based tests, Practical Activity, Presentation/Viva, Group Discussion, Project, Skill-based assignments/activities

Attendance

The Marks distribution for attendance is as follows

95%-100% : 05 marks
90%-94% : 04 marks
85%-89% : 03 marks

80%-84% : 02 marks

76%-79% : 01 mark 

Computer training is offered as a mandatory activity in the first and second semester. Fifteen hours of computer training is allotted for each semester. It is a complete hands-on activity. The training would be conducted by peer tutors. Exercises will be given after each session for practice. 

Learning Objectives

●     To acquire knowledge of computers, its accessories and software.

●     To develop skill in using MS Office and their operations.

●     To develop skill in using MOODLE and other LMS

●     To acquire the knowledge of online courses.

●     To acquire skill in basics of web designing.

●     To acquire working knowledge of basic photo editors and movie makers.

●     To acquire working knowledge and skills of developing lesson plans using application software.

Email /browsing , MOODLE and Online courses, Advanced MS-WORD, MS-PowerPoint, MS-Publisher, MS-EXCEL, Prezi, Blogs, Web Page – HTML, Goldwave – Song editor, PowToon, GoAnimate, Picasa – Photo Editor, Basic Movie Maker and other application software. Quiz application software: Kahoot and Hot Potatoes. Video editing software : Adobe Spark and Ulead.

Description

This training is offered in the first, second and fourth semesters of the programme. As there is a need for physical exercise and healthy living of a student teacher this training is given in the form of a yoga workshops and completing in interclass sports and games. Many Yoga sessions will be conducted covering: Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball will be conducted. An annual sports day covering track and field events will be conducted to build sportive spirit among the student teachers. The training programme is mandatory for all student teachers.

Learning Objectives

●     To enable student-teachers to understand the need and importance of Yoga in Education.

●     To sensitize the student teachers towards physical and mental fitness and its importance.

●     To introduce the philosophical bases, stages and types of Yoga and to apply in their life.

●     To introduce meditation and its importance in the classroom.

●     To practice and enable them to transact in it the educational institutions.

●     To understand the importance of good posture and common postural deformities among students and provide awareness.

Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball . Annual sports day : track and field events 

This course is offered in the first semester. It creates awareness about the educational systems at the 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 the International Baccalaureate education. Educational thoughts of great thinkers and their influence in the society are also discussed to motivate the teacher trainees to reflect about their roles as teachers.

• To describe school education boards at the national and international levels.

• To explain the nature, scope, and functions of education at the national and international levels.

• To critically reflect on the philosophy of the International Baccalaureate education.

• To explain philosophical theories underpinning the International Baccalaureate education.

• To explain approaches to teaching and learning at the International Baccalaureate education.

• To recognize and appreciate the contributions of Indian and western educational thinkers.

• To recognize and explain educational schools of thought

• To demonstrate the essential knowledge to perform competently as an IB teacher

• To 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.

• To read and understand the IB DP policies

Meaning, nature, and scope of education. Vedic, Buddhist, Jain, and Islamic Education System. Individual and social aim of education. Functions of Education – at individual level, national level, and global level.

Meaning and Functions of Philosophy; Branches of Philosophy: Metaphysics, Epistemology and Axiology; Relationship between Philosophy and Education with respect to teacher, student, curriculum, and teaching.

Idealism, Naturalism, Marxism, Realism and Pragmatism; Indian educational Thinkers: Mahatma Gandhi, Swami Vivekananda, Aurobindo and Rabindranath Tagore. Western educational thinkers: Jean Jacques Rousseau, John Dewey, Montessori.

History of International Baccalaureate; IB key influential educationalists - John Dewey, A.SNeil, Jean Piaget, Jerome Bruner and their key insights contributing to IB. Theories underpinning IB, IB education, IB mission, IB organization. Educational aim of IB.

Badami, B.S., (2007). Philosophical and sociological foundations of education. Vidhyanidhi Publications

Chartock, R. K. (2004). Educational foundations: An anthology (2nd ed.). Pearson.

Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of education (7th ed.). Merrill Prentice Hall.

Siegel, H. (2012). The Oxford handbook book of philosophy of education. (1st ed.). Oxford University Press.

Anand, C.L. (1993). Teacher and education in the emerging Indian society. NCERT.

Badami, B.S., (2007). Philosophical and sociological foundations of education. Vidhyanidhi Publications

Chartock, R. K. (2004). Educational foundations: An anthology (2nd ed.). Pearson.

Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of education (7th ed.). Merrill Prentice Hall.

Siegel, H. (2012). The Oxford handbook book of philosophy of education. (1st ed.). Oxford University Press.

Anand, C.L. (1993). Teacher and education in the emerging Indian society. NCERT.

Badami, B.S., (2007). Philosophical and sociological foundations of education. Vidhyanidhi Publications

Chartock, R. K. (2004). Educational foundations: An anthology (2nd ed.). Pearson.

Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of education (7th ed.).

Merrill Prentice Hall.

Siegel, H. (2012). The Oxford handbook book of philosophy of education. (1st ed.). Oxford University Press.

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org 

IB. (2013). IB Learner Profile. http://www.ibo.org

IB. (n.d). Middle Years Programme.  https://resources.ibo.org

IB. (n.d). Primary Years Programme.  https://resources.ibo.org 

IB. (2017). The History of the IB.  http://www.ibo.org

IB. (2017). What is an IB education?  http://www.ibo.org

Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of education (7th ed.).

Merrill Prentice Hall.

Wiphi Open Access Philosophy. (2016, Feb 26). The Gettier Problem [Video].  https://www.youtube.com/watch?v=5lB-XJjmvoE

Wiphi Open Access Philosophy. (2016, Feb 26). Introduction to theory of knowledge [Video].  https://www.youtube.com/watch?v=r_Y3utIeTPg&t=76s

Hrera, S. R. (2012). Approaches to international mindedness in IB world schools.http://www.ibo.org

IB. (2019). Approaches to teaching and learning in the Diploma Programme.  http://resources.ibo.org

IB. (2020). Diploma Programme Assessment Procedures. http://resources.ibo.org

IB. (2013). IB Learner Profile.  http://www.ibo.org

Tomlinson, C., & Imbeau, M. B. (2011). Managing a differentiated classroom: A practical guide. https://www.researchgate.net

Tomlinson, C. (2014). The differentiated classroom: Responding to the needs of all learners. (2nd ed.). ASCD.

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 may have one or 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 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.  

Course Objectives

The course develops in the students an understanding of the assessment practices in national and international schooling. It familiarizes them with domain-based assessment practices. The students would be trained in developing effective assessment tasks and instruments. Furthermore, students would be equipped with computational skills of descriptives statistics.

Level of Knowledge– Conceptual and Working Knowledge

Measurement and Evaluation, 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

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.

Level of Knowledge– Conceptual and Working Knowledge

Class quiz- construction of e-quiz and quiz, Worksheet- construction, Construction of analytical and reflective type questions, Home assignment, Rubrics: meaning, types, and construction. Unit test procedures in IB DP. Using LMS/Moodle for formative assessment. Assessment Portfolios, working with thinking, Predicting students’ grade in IB. Concept of Feedback-TypesofFeedback-teacherfeedback,peerfeedback,performancefeedback.Parents’ feedback practices at IB. Student feedback practices atIB.

Level of Knowledge– Conceptual and Working Knowledge

Tabulation of data- frequency distribution table; Descriptive statistics- Measures of Central tendencies- Mean, Median, Mode- Meaning, computation for grouped and ungrouped data, uses; Measures of variability- Range, Standard deviation, Quartile deviation- Meaning, computation for grouped and ungrouped data, uses; Interpretation based on measures of central tendencies, measures of variability; Percentiles.

Black, P. & William, D., (1998). Inside the black box: Raising standards through classroom assessment. London: Granada Learning.

Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool doesn’t fit all. Corwin Press.

Gardner, J. (2012). Assessment and Learning. SAGE.

IB. (2020). Diploma Programme Assessment Procedures. http://resources.ibo.org

Rao, V. K. (2006). Perspectives in Educational Evaluation. Commonwealth Publishers.    .

Reynolds, C. R., Livingston, R. B., & Willson, V. (2011). Measurement and assessment in education, (2nd ed). PHI Learning.

Singh, B. (2004). Modern educational measurement and evaluation system. Anmol.

Swaprupa, R.T. (2004). Educational measurement and evaluation. Discovery.

Coolidge, F. L. (2013). Statistics: A gentle introduction. (3rd edition). SAGE.

Datta, N. C. (2006). Educational Psychology and Evaluation. Hyderabad: Universities Press.

IB. (2020). Diploma Programme Assessment Procedures.  http://resources.ibo.org

Pathak (2012). Measurement and evaluation in education. Pearson Education.

Reid, H. M. (2013). Introduction to statistics-fundamental concepts and procedures of

data analysis. SAGE.

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. Routledge.

IB. (2020). Diploma Programme assessment procedures.  http://resources.ibo.org

Kohn, A. (2000). Punished by rewards. Houghton Mifflin.

Wagner, T. (2010). The global achievement gap. Basic Books.

William, D. (2011). Embedded formative assessment. Solution Tree Press.

 Fall, R, Webb, N and Chudowsky, N. 1997. “Group discussion and large-scale language arts assessment: Effects on students’ comprehension”. CSE Technical Report 445. Los Angeles, California, USA. CRESST.

Gallagher, T. 1991. “Language and social skills: Implications for assessment and intervention with school-age children”. In T Gallagher (ed), Pragmatics of language: Clinical practice issues. Pp 11–41. San Diego, California, USA. Singular Press.

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

Hembree, R. 1988. “Correlates, causes, effects and treatment of test anxiety”. Review of Educational Research. Vol 58. Pp 7–77.

Saner, H, McCaffrey, D, Stecher, B, Klein, S and Bell, R. 1994. “The effects of working in pairs in science performance assessments”. Educational Assessment. Vol 2, number 4. Pp 325–338.

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.

Weissberg, M, Berentsen, M, Cote, A, Cravey, B and Heath, K. 1982. “An assessment of the personal, career, and academic needs of undergraduate students”. Journal of College Student Personnel. Vol 23. Pp 115–122.

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

Yaworski, J, Weber, R and Ibrahim, N. 2000. “What makes students succeed or fail? The voices of developmental college students”. Journal of College Reading and Learning. Vol 30, number 2. Pp 195–219.

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-3rd edition. New Delhi:SAGE Publications Pvt Ltd.

Datta, N. C. (2006). Educational Psychology and Evaluation. Hyderabad: Universities Press Pvt. Ltd.

Garret, H.E. (1971).Statistics in Psychology and Education. Bombay: Vakils Feller, Simons Pvt. Ltd.

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.

Method of Evaluation BEd

Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows:

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

Description

This course is offered as general paper in the first semester. It develops the knowledge of psychological methods and its application in the educational context. It enhances the views of a teacher towards the pupils in a positive way viz., Intelligence, Individual differences, Interest, Attention, Attitude, Memory etc. It helps to develop teachers attitude and retain healthy atmosphere in the class .

Level of Knowledge – Conceptual and Basic

Meaning and Scope of Educational Psychology; Methods of Educational Psychology- Observation, Case Study, Experimentation, Meaning, Steps, Uses and Limitations;

Need of Educational Psychology to the teacher.

Level of Knowledge – Application

Different stages of growth in man- Concept of Growth and Development; Adolescents Psychology - Meaning, Characteristics, Various developments viz., Physical, Mental, Social and Emotional; developmental tasks of adolescents -Piaget 's  stages of cognitive development; Mental Health- Meaning, Causes for mental ill health, role of a teacher in fostering mental health.

Level of Knowledge – Comprehension                                                             

Individual differences- Meaning and factors- heredity and environment; Differences between individual learners, learning style, self-concept, self-esteem, attitude, aptitude, skills and competencies, interest Intelligence- Meaning , different types of test with examples, IQ and its  distribution; Multiple Intelligence by Howard Gardner; Emotional Intelligence- concept, dimensions and its importance; Gifted children- Meaning, Nature, Identification, Educational programmes for gifted children; Educationally Backward Children– meaning, characteristics, causes and remedial instruction; Creativity - meaning, characteristics of creative children, role of teachers and parents in fostering creativity.

Level of Knowledge – Conceptual

Personality- Meaning and Classification; Structure of Personality- Sigmund Freud's theory; Assessment of Personality - Subjective, Objective and Projective techniques; Role of a teacher in moulding personality.

Level of Knowledge – Theoretical                                                                      

Learning - Meaning and  Nature; Learning Theories of learning -Trial and Error leaning  theory and laws of learning; Classical conditioning theory and its educational implications; Operant conditioning theory and its educational implications; Gestalt theory and its educational implications; Gagne's  hierarchy of learning and its educational implications;  Constructivism – meaning and types- Cognitive constructivism – Piaget’s theory of cognitive development and social constructivism- Vygotsky theory of cognitive development and its educational implications; Concept formation; Concept learning - meaning, types, approaches to teach concepts; Learning in constructivist’s perspective.

Level of Knowledge – Comprehension

Maturation- Meaning and Educational Implications; Motivation- Meaning and Techniques to motivate the students, Abraham Maslow’s theory of motivation; Memory- meaning, process - registration, retention, recall and recognition and types -STM and LTM; Transfer of learning – meaning, types and its educational implications; Biological and hereditary factors influencing learning- Attention, interest, and readiness as factors influencing scholastic learning.

References

Brown, KW, Ryan, RM and Creswell, JD. 2007. “Mindfulness: Theoretical foundations and evidence for its salutary effects”. Psychological Inquiry. Vol 18, number 4. Pp 211–237.

Campbell, RL and Svenson, LW. 1992. “Perceived level of stress among university undergraduate students in Edmonton, Canada”. Perceptual and Motor Skills. Volume 75, number 2. Pp 552–554.

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.

Claxton, G. 2008. What’s the Point of School? Oxford, UK. OneWorld Publications.

Costa, A. and Lowery, L. 1989. Techniques for Teaching Thinking. (Pacific Grove, CA. Midwest).

Cumming, TM. 2010. “Using technology to create motivating social skills lessons”. Intervention in School and Clinic. Vol 45, number 4. Pp 242–250.

de Bruin, AB, Thiede, KW, Camp, G and Redford, J. 2011. Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology. Vol 109, number 3. Pp 294–310.

Deci, EL, Koestner, R and Ryan, RM. 1999. “A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation”. Psychological Bulletin. Vol 125. Pp 692–700.

Deci, EL. 1975. Intrinsic Motivation. London, UK. Plenum Press.

Derry, SJ and Murphy, DA. 1986. “Designing systems that train learning ability: from theory to practice”. Review of Educational Research. Vol 56, number 1. Pp 1–39.

Dewey, J. 1997. Education and experience. New York, USA. Touchstone.

Dreyfus, H and Dreyfus, SE. 2000. Mind over machine. New York, USA. Free Press.

Dweck, CS. 1999. Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia, Pennsylvania, USA. Psychology Press.

Dweck, CS. 2008. “Can personality be changed? The role of beliefs in personality and change”. Current Directions in Psychological Science. Vol 17, number 6. Pp 391–394.

Elksnin, LK and Elksnin, N. 1998. “Teaching social skills to students with learning and behaviour problems”. Intervention in school and clinic. Vol 33, number 3. Pp 131–140.

Fasko, D. 2003. “Critical thinking: origins, historical development, future direction”. Critical thinking and reasoning: Current research, theory and practice. Pp 3–20.

Gokhale, A. 1995. “Collaborative Learning Enhances Critical Thinking.” Journal of Technology Education. Vol 7, number 1. PP. 22-30

Gustavson, A and Nall, HC. 2011. “Freshman Overconfidence and Library Research Skills: A Troubling Relationship?” College & Undergraduate Libraries. Vol 18, number 4. Pp 291–306.

Hattie, J, Biggs, J and Purdie, N. 1996. “Effects of learning skills interventions on student learning: a metaanalysis”. Review of Educational Research. Vol 66, number 2. Pp 99–136.

Essential Reading

Aggarwal, J. C. (2006). Psychology of Learning and Development. New Delhi: Shipra Publishing House Ltd.

Bhatnagar, A. B. (1996). Advanced Educational Psychology. Meerut: Loyel Book Depot.

Chauhan, S. S. (1987). Advanced Educational Psychology. New Delhi: Vikas Publishing House, Pvt. Ltd.

Dandapani, S. A. (2003). Text Book of Advanced Educational Psychology. New Delhi: Anmol Publication.

Das, R. C., & Vital, (1984). Curriculum and Evaluation. New Delhi: NCERT.

Gagne, R. M. (1987). The Conditions of Learning.(3rd ed.). New York: Tinchart and Winston Inc.

Kossyln, S. M., & Rosenberg, R. S. (2001). Psychology: The brain, the person, the world. Needham Heights: Pearson Education Company.

Kundu, C. L., &Tuttoo, D. N. (1985).Educational Psychology. New Delhi: Sterling Publishers Pvt. Ltd.

MangalS.K(2013). Advanced Educational Psychology, Prentice Hall Publications,:New Delhi

Munn, N. L. (1967). Introduction to psychology. Calcutta: Oxford & IBH Publishing Company.

Passi, B. K., Goel, D. R., &Senapathy, H. K. (2004).Piagetian Teaching Model for Cognitive Development. Agra: Model Printers.

Somashekar T V(2006) Educational Psychology, NirmalaPrakashana; Bangalore

Recommended Reading

Harasim, L. (2012). Learning theories and online technologies. (1st ed., pp. 1-201). New York: Taylor & Francis Group. Retrieved from http://www.amazon.com/Learning-Theory-Online-Technologies-Harasim-ebook/dp/B0073V0ZOA

Nevid, J. (2009). Essentials of psychology concepts and applications. (3rd ed., pp. 383-418). Belmont: Macmillan company. Retrieved from https://books.google.co.in/books?id

Method of Evaluation BEd

Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows:

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

This core course is offered in the first semester. This course introduces students to research, types of research, and the essential elements of educational research.

The objective of the course is to enable students to put educational research into practice, to make presentations, and to publish.

Meaning and nature, need and importance and scope of educational research; action research; nature and scope of action research. Identification of research problem, sampling techniques, variables, research tools, formulating research question, hypothesis construction.

Review of literature, types of review of literature, in-text citation, reference style: APA. Introduction to Mendeley.

Correlation design, survey design, experimental design. Analysing quantitative data and interpretation: Correlation, Descriptive analysis, Inferential analysis. 

Ethnographic research, content analysis, case study, meta-analysis. Data collection in qualitative research: In-depth interview, focus group interview. Analysing qualitative data and interpretation.

Abstract & Keywords, Introduction, Literature Review, Theoretical Framework, Research Questions, Method (Sampling, Design Procedure, Analysis Procedure), Results and Discussion, Timeline and Planning

Best, J. W., & Kahn, J. V. (2014). Research in education. Pearson. 

Cohen, L. Manion. L & Morrison, K. (2007). Research methods in education. Routledge.  

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

Denzin, N. K., & Lincoln, Y. S. (2017). The Sage handbook of qualitative research. Sage.

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage.

End Semester exam (ESE): 50% 

Mid Semester exam (CIA II): 25%

Continuous Internal Assessment (CIA I & III): 25%

Total: 100%

Written Examination

Mid Semester Exam: 50 marks (2 Hours)

End Semester Exam: 100 marks (3 Hours) 

CIA II MSE marks will be reduced to 25 marks.

Mid Semester Exam marks will be taken for Internal Assessment.

The End Semester Exam marks will be reduced to 50 for deciding the promotion criteria. 

Continuous Internal Assessment

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

The course will help the students to gain mastery of content in Chemistry and help them to identify various resources and use those resources effectively in the teaching of chemistry.

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

 This discipline-specific course is offered in the first semester of the programme. It introduces students to the principles of teaching and learning English, and comprehends the importance and role of English in National and International spheres. It helps in assessing learners’ understanding for and of learning, making connections with TOK, CAS and the extended essay. It develops the linguistic skills, planning and implementation of lesson plans through different approaches.

Meaning, definition, functions of language. Fundamental principles of language learning. Need and importance of teaching and learning English. Importance of English in school. Challenges of teaching English. Significance of English language & Literature in daily life. Theory of Knowledge: Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in the theory of knowledge; Stimulate, Facilitate, and Guide. Knowledge framework. International mindedness with respect to English language & Literature. Linking the learner profile

Relationship of Inquiry, action, and reflection. Setting up the purpose of a English language & Literature unit. Aims and objectives of teaching English. Writing objectives for classroom teaching based on content. Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

The teaching of Prose and poetry. Anderson’s Revised Taxonomy. Unit plan and Lesson Plans: Meaning and importance; Herbartian Lesson Plan, Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction; Anderson's Revised Taxonomy; Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate.

Approaches to Teaching (ATT) Approaches to learning (ATL) as per IB, Inquiry-based teaching. Structural Approach; Communicative Approach; Humanistic Approach; Community Language Learning. Differentiated teaching strategies, Teaching in local and global contexts. Effective use of Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, flipped classroom, fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organizers, Spider web discussion method. Process-oriented guided inquiry learning, Experiential learning, Problem and project-based learning, Case-based learning, Discovery learning.

Listening Skills; Speaking Skills; Reading Skills; Writing Skills Study skills Thinking skills, Communication skills, Social skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Problem-solving skills, Teamwork and collaborative skills, Metacognitive skills.

Brinton D. (2014). Integrating language and Content: Issues and Options.  http://www.tesol.org/connect/tesol-resource-center

Micek T. (2014). Visual, Auditory and Kinesthetic Styles.  http://www.tesol.org/connect/tesol-resource-center

Binkley, M, Erstad, O, Herman, J, Raizen, S, Ripley, M and Rumble, M. (2010). Defining 21st century skills.  http://atc21s.org/wp-content/uploads/2011/11/1- Defining-21st-Century-Skills.pdf.

Vallabi, J.E. (2011). Teaching of English: Principles and Practices. Hyderabad. Neelkamal Publications.

Vallabi, J.E. (2012). Teaching of English II (Special English): Principles and Practices.Hyderabad. Neelkamal Publications.

Venkateswaran, S. (2008). Principles of Teaching English. UP: Vikas Publishing House Pvt Ltd.

Rokhaniyah, H. (2016). The Implementation of Collaborative Learning to Enhance the Students’ Critical Thinking in Writing. At Tadib, 11(1). doi: 10.21111/at-tadib. v11i1.627

Daniels, H., Steineke, N., and Moses, S. (2014). Teaching the social skills of academic interaction: step-by-step lessons for respect, responsibility, and results. Thousand Oaks: Corwin.

Wren., & Martin. (2008). High School English Grammar &Composition. New Delhi. Chand Publishing.

Woodward, T. (2004). Planning Lessons and Courses. Cambridge University Press.

Cambridge University Press.

Arora, N (2012), English Language Teaching: Approaches and Methodologies, MacMillan India Ltd

McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45(3), 263–269. doi: 10.1080/14703290802176147

Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Web English Teacher (2014). Technology Integration Resources.  www.webenglishteacher.co

Lake D. Baerg K.and Paslawski, T. (2015). Teamwork, leadership and communication: collaboration basics for health professionals. Edmonton, Alberta: Brush Education Inc

Himmele P. and Himmele W. (2009). The language-rich classroom: a research-based framework for English language learners. Alexandria, VA: Association for Supervision and Curriculum Development

Summers, J. And Smith, B. (2009). Communication skills handbook: how to succeed in written and oral communication. Hoboken, NJ: Wiley.

Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows:

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks  (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

Question Paper Format for End semester examination

Part A-15 Marks x 4 questions: Answer any 4 out of 6 = 60 Marks Part B-05 Marks x 8 questions: Answer any 8 out of 10 = 40 Marks

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

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

•     To acquire knowledge of the content of Physics operating at the national and international boards of schooling.

●     To acquire knowledge of nature of physics.

●     To understand the pedagogical principles underpinning the international schooling programmes.

●     To appreciate the role of Physics in daily life.

●     To develop scientific attitude among students.

●     To understand the Aims and Objectives of teaching Physics.

●     To state meaningful specific objectives in behavioral terms for teaching and learning.

●     To develop the skill of preparing a Unit plan and Lesson plan.

●     To achieve mastery over Approaches to learn (ATL) Physics.

●     To achieve mastery over inquiry based classroom teaching.

●     To inculcate international mindedness.

Magnetism and electricity: Properties of magnetic field, Electromagnetic induction, Solenoid, Fleming’s LHR AC Generator, Fleming’s RHR DC Motor, Ohm’s law, Resistance, Factors affecting Resistance, Problems on resistance involving series and parallel circuit. Dynamics: Motion is relative, Speed, Velocity, Acceleration, Problems on Equations of Motion, Centrifugal and Centripetal forces, Principle of moments and problems based on uniform meter rule. Calorimetry: Heat capacity, Specific heat capacity, Latent heat, Law of calorimetry, problems based on calorimetry. Optics: Lens, types of lenses, Real and virtual images, ray diagrams, Prisms, types of prisms and its ray diagrams.

Meaning and nature of Physics, scope of Physics, Significance of Physics in daily life,Importance of Physics as a school subject, Practical, disciplinary and recreational Values of Physics; Scientific attitude– Meaning, characteristics of a scientific attitude person, techniques of developing scientific attitude. Integration of Physics with other school subjects. International mindedness with respect to physics. Linking the learner profile in Physics class.

Aims and objectives of teaching Physics, Relationship of Inquiry, action, and reflection. Setting up of purpose of a physics 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; Herbartian Lesson Plan, Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

Pedagogy vs. andragogy, Approaches to teaching (ATT) Approaches to learning (ATL)  as per IB, Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Flipped classroom, fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers, Spider web discussion method. Process oriented guided inquiry learning, Experiential learning, Problem and project-based learning, Case based learning, Discovery learning.

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

Homer., & David. (2014). Physics: course companion. UK: Oxford University Press.

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

Kirk, Tim. (2012). Physics: course companion. UK: Oxford University Press.

Goldman, A. I. (2008). A causal theory of knowing. The Journal of Philosophy, 64(12).  http://www.jstor.org

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org IB. (2013). IB Learner Profile.  http://www.ibo.org

Hrera, S. R. (2012). Approaches to international mindedness in IB world schools.http://www.ibo.org

Audet, RH., & Jordan, LJ (eds). (2005). Integrating inquiry across the curriculum. Thousand Oaks, California, USA. Corwin Press.

Bergmann., J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

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

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org

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

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org Nayak, A K. (2004). Teaching of Physics. New Delhi: Anmol Publications Pvt. Ltd.

Veer, U. (2004). Modern Teaching of Physics. New Delhi: Anmol Publications Pvt. Ltd.

IB. (2019). Approaches to teaching and learning in the Diploma Programme.  http://resources.ibo.org

Tomlinson, C., & Imbeau, M. B. (2011). Managing a differentiated classroom: A practical guide. https://www.researchgate.net

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org

Fahey. (2012). Ways to learn through inquiry: guiding children to deeper understanding. UK: International Baccalaureate Organization (UK) Ltd.

Gaikwad, P. (2011). Advanced instructional strategies [compendium]. Silang, Philippines: Adventist Institute of Advanced Studies.

Hutchings, W. (2007). Enquiry-Based Learning: Definitions and Rationale. Manchester, UK: Centre for Excellence in Enquiry-Based Learning. The University of Manchester

Lee, VS. (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Virginia, USA: Stylus Publishing LLC.

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

IB. (2019). Approaches to teaching and learning in the Diploma Programme.  http://resources.ibo.org

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org

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 may have one or 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 Commerce at national and international schools. It introduces the essential elements of Commerce teaching and practice needed to teach Commerce in an effective and inspirational manner. It develops the skills and competencies required for a Commerce teacher to teach Commerce in the global context.

Level of Knowledge – Working Knowledge

Business organization and environment- Introduction to Commerce, Types of organization, Organizational objectives, stakeholders, External environments, Growth and evolution, Organizational planning tools Human Resource Management-Functions and evolution of human resource management, Organizational Structure, Leadership and management, Motivation, Organizational/ Corporate culture, Industrial/employee relationship, Finance and Accounts -Sources of finance, Costs and revenues, Break-even analysis, Final Accounts, Profitability and liquidity ratios, Efficiency ratio analysis, Cash flow, Investment appraisal, Budgets.

Level of Knowledge – Conceptual and Basic

Commerce as an area of study in Commerce and management studiee, scope of Commerce, Significance of Commerce in daily life, Theory of Knowledge in Commerce; 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 Commerce. International mindedness with respect to Commerce. Linking the learner profile in Commerce class.

Level of Knowledge – Conceptual and Basic

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Commerce. Relationship of Inquiry, action, and reflection. Setting up of purpose of a Commerce unit: transferable goals, content, skills, application: Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives.

Level of Knowledge – Conceptual and Working Knowledge

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

Level of Knowledge – Conceptual and Working Knowledge

Pedagogy vs. andragogy, Approaches to teaching (ATT) Approaches to learning (ATL) as per IB. Methods of Teaching- Inquiry based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, Process oriented guided inquiry learning, laboratory method, Experiential learning, Problem and project-based learning, Case based learning, Discovery learning, fishbowl discussion method, Spider web discussion method. Collaborative Teaching techniques: Differentiated teaching strategies, Socratic Seminar, Flipped classroom, Think-pair-share, Jigsaw technique, graphic organisers.

Level of Knowledge-Conceptual and Working Knowledge

Thinking skills, Communication skills, Social skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Problem solving skills, Teamwork and collaborative skills, Metacognitive skills, Self-regulated learner.

Erasmus, B., Strydom, J. W., & Rudansky-Kloppers, S. (2016). Introduction to Commerce. Cape Town: Oxford University Press Southern Africa.

Pizzey, A. (2001). Accounting and finance: a firm foundation. London: Continuum. Wissman, J., Knippa, A., & Roberts, K. K. (2008). Leadership and management. Overland

Park, KS: Assessment Technologies Institute.(n.d.).

https://ibpublishing.ibo.org/exist/rest/app/tsm.xql?doc=d_0_tok_gui_1304_1_e&part=

2&chapter=4.

Heydorn, W., & Jesudason, S. (2014). Decoding theory of knowledge for the IB diploma: Themes, skills and assessment. Cambridge: Cambridge University Press.

IB TOK: What is the knowledge framework? (n.d.).  http://theoryofknowledgestudent.com/knowledge-framework.

Anderson, L. W., & Krathwohl, D. R. (2010). Quick flip questions for the revised Blooms taxonomy. Janesville, WI: Edupress.

Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing a revision of Blooms Taxonomy of educational objectives. New York: Longman.

Gershon, M. (2015). How to use Blooms taxonomy in the classroom: the complete guide.

Scotts Valley, CA: Createspace.

https://sites.google.com/site/ibbusinessandmanagementmitchem/daily-lesson-plans.

Interactive Education. (2005). Lesson plan. Whangaparaoa, N.Z.

Mishra, R. C. (2009). Lesson planning. New Delhi, India: A.P.H. Pub. Corp.

Paulson, D. (1970). Unit planning: a guide for effective teaching. Philadelphia: Lutheran Church Press.

Alvarado, A. E., & Herr, P. R. (2003). Inquiry-Based Learning Using Everyday Objects Hands-On Instructional Strategies That Promote Active Learning in Grades 3-8. Place of publication not identified: Distributed by ERIC Clearinghouse.

Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

Compayré Gabriel, & Payne, W. H. (2002). The history of pedagogy. Honolulu, HI: Univ.

Press of the Pacific.

Hamilton, B. O. N. I. (2018). Integrating Technology in The Classroom: tools to meet the need of every student. Place of publication not identified: ISTE.

Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (2017). The flipped classroom practice and practices in higher education. Singapore: Springer.

Approaches to teaching and learning in the International Baccalaureate (IB) Diploma Programme. (n.d.).  https://www.ibo.org/globalassets/digital- tookit/flyers-and-artworks/approaches-to-teaching-learning-dp-en.pdf.

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

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

The Ancient Civilizations/Cultures of India: Vedic Period, Dynasties: Maurya, Gupta, Vardhana; Religions: Buddhism, Jainism, Islam & Christianity World Civilizations: Harappa, Egypt, China, Mesopotamia-origin, development, features and its contributions. Physical Features of India: Major geographical divisions and their importance (Himalayan Mountain Ranges, River plains, Desert, Deccan Plateau and Coastal Plains). The Earth-Structure, size & shape, continents and oceans, latitudes and longitudes, layers of earth, structure, composition, internal and external forces. Constitution-constituent assembly, drafting and framing of the constitution, salient features, fundamental rights and duties, directive principles of the state policy, its important to state and citizen. Basics of economics-meaning. Importance, resources and economic activities.

Meaning and nature of Social Science, the scope of Social Science, Geography, Economics and Political Science

Significance of Social Science in daily life, Importance of Social Science as a school discipline, Practical, disciplinary and recreational Values of teaching Social Sciences. Social Science as an art and science, Components of Social Sciences, Difference between Social Science, Natural Science and Social Studies., the scope of Social Science, Significance of Social Science in daily life, Theory of Knowledge in Social Science; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in the theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in Social Science. International mindedness with respect to social science. Linking the learner profile in social science class.

Aims and objectives of Teaching Social Science-History, Economics, Geography and Political Science Relationship of Inquiry, action, and reflection. Setting up of the purpose of a Social Science unit: transferable goals, content, skills, application: Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Criteria for Writing Instructional Objectives.

Designing-meaning, importance, steps and formats of Lesson Plan: Herbartian Lesson Plan, Evaluation Approach to Lesson plan, Unit Plan Meaning, importance, format and Uses; Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

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

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.

Richards John F. (2005). The Mughal Empire, English. Foundation Books. Singh Mahesh Vikram (2009). Delhi Sultanate. Centrum Press, Haryana.

Goldman, A. I. (2008). A causal theory of knowing. The Journal of Philosophy, 64(12).  http://www.jstor.org

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org IB. (2013). IB Learner Profile.  http://www.ibo.org

Hrera, S. R. (2012). Approaches to international-mindedness in IB world schools.

http://www.ibo.org

Carr, E. H. (1961). What is History? London, Macmillan and Co. Ltd.

Chowdhuri, K. P. (1975). Effective Teaching of History in India, New Delhi, NCERT. Ghate, V. D. (1962). The Teaching of History, Bombay, Oxford University Press.

Anderson, LW and Krathwohl, DR (eds). 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman. New York, USA.

Audet, RH., & Jordan, LJ (eds). (2005). Integrating inquiry across the curriculum. Thousand Oaks, California, USA. Corwin Press.

Bergmann., J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Jadav, N. (2001). Teaching of History, Anmol Publication. New Delhi,

Kochhar, S.K. (1998). The Teaching of Social Studies. Sterling Publishers Pvt. Ltd. New Delhi:

Kohli, A.S. (2004). Teaching of Social Studies. Anmol Publications. New Delhi Sharma, S. K. Teaching of History, Lotus Press. New Delhi,

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org

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

Derry, SJ and Murphy, DA. (1986). “Designing systems that train learning ability: from theory to practice”. Review of Educational Research. Vol 56, number 1. Pp 1–39.

Siddiqui, M.H. (2009). Teaching of History. New Delhi: APH Publishing Corporation. Wiggins, G. and McTighe, J. (2011) Understanding by Design® Guide to Creating High

Quality Units. Alexandria, VA. Association for Supervision and Curriculum Development (ACSD)

Klein, JD. (1992). Effects of cooperative learning and need for affiliation on performance, time on task and satisfaction. Educational Technology

Research and Development. Vol 40, number 4. Pp 39–48.

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org

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.

Trilling, B & Fadel, C. (2009). 21st Century Skills: Learning for Life in our Times. San Francisco, California, USA. John Wiley & Sons,

Wiggins, A. (2011). Spider web.  http://alexiswiggins.pbworks.com

Fahey. (2012). Ways to learn through inquiry: guiding children to deeper understanding. UK: International Baccalaureate Organization (UK) Ltd.

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org

Kaplan, A. (1998). Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What's the Purpose? Educational Psychology Review. Vol 27. Pp. 447–484.

Krapels, RH & Davis, BD. (2003). Designation of ‘communication skills’ in position Listings.

Business Communication Quarterly. Vol 6, number 2. Pp. 90–96.

Zimmerman, BJ & Schunk, D (Eds). (1989). Self-Regulated Learning and Academic Achievement. Springer. New York, USA.

Fahey. (2012). Ways to learn through inquiry: guiding children to deeper understanding. UK: International Baccalaureate Organization (UK) Ltd.

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.

 Question Paper Format for End semester examination

Part A-15 Marks x 4 questions: Answer any 4 out of 6 = 60 Marks Part B-05 Marks x 8 questions: Answer any 8 out of 10 = 40 Marks

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

Course objectives: The learner will acquire knowledge of the content of Mathematics operating at the national and international boards of schooling suitable for the age group of 11 to 18 years old. The learner will gain an understanding of pedagogical practices in teaching mathematics at the secondary school level. The learner will explore central, state and international syllabus of secondary school mathematics with respect to pedagogy and content. The learner will be well equipped with the necessary skills required for a secondary school Mathematics teacher.

Arithmetic: Number System-Integers, fractions, number line, rational and irrational numbers; Sets-types, Venn diagrams; Matrices-types, operations; Statistics-mean, median, mode, Std. deviation and quartile deviation; Square roots and Cube root; Profit and loss, Discount, Brokerage; Ratio, Proportion and percentage, Playing with numbers and Patterns. Algebra: HCF, LCM; Factorization; Speed, time and distance; Variations. Geometry: Axioms and postulates; Triangles-Theorems, construction; Mensuration-square, rectangle, cube, cuboid; Graphs; Polygons-types; Quadrilaterals- cyclic quadrilaterals; Parallelogram- theorems.

Meaning and nature of Mathematics, scope of Mathematics,SignificanceofMathematicsindailylife,Importance of Mathematics as a school subject, Practical, disciplinary and recreational Values of Mathematics; Scientific attitude– Meaning, characteristics of a scientific attitude person, techniques of developing scientific attitude TheoryofKnowledgeinMathematics; 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 Mathematics. Understanding International mindedness in Mathematics teaching and learning. Understanding the learner profile of a student.

Relationship of Inquiry, action, and reflection. Setting up of purpose of a Mathematics unit: transferable goals, content, skills, application, Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

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

Pedagogy vs. andragogy, Approaches to teaching (ATT) Approaches to learning (ATL)  as per IB, Inquiry-based teachingand learning: Staver and Bay’s theory of Structured inquiry, Guided inquiry, Open inquiry; Differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, Bergmann’s Flipped classroom, fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers, Spider web discussion method.Lee’stheoryon Process-oriented guidedinquirylearning,Experientiallearning,Prince theory on Problem and project-based learning, Fasko’s Case-based learning, Discovery learning.

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.

British International school. Tok Maths Resources. (2015, August 22). Retrieved October 23, 2019, fro-+--m https://ibmathsresources.com/ibtokmaths/.

DP unit planner 1 – Kalispell Public Schools. (n.d.). Retrieved October 23, 2019, from http://www.sd5.k12.mt.us/userfiles/62/my files/dp unit planner style 1.pdf?id=3418

David A. Kolb on experiential learning. (n.d.). Retrieved October 24, 2019, from http://infed.org/mobi/david-a-kolb-on-experiential-learning/.

Guido, M. (2019, May 27). Inquiry-Based Learning Definition, Benefits & Strategies. Retrieved October 24, 2019, from https://www.prodigygame.com/blog/inquiry-based- learnin

definition-benefits-strategies/.Skoumal, M. T., Seiler, P. M., Heinrichs, L., & Harcet, J. (2016). Ib mathematics higher level. Oxford: Oxford University Press.

Mathematics Notes – TOK. (n.d.). Retrieved October 23, 2019, from https://www.ibmastery.com/blog/mathematics-notes-theory-of-knowledge

NCERT. (n.d.). Teaching of Mathematics. Retrieved October 22, 2019, from http://http://www.ncert.nic.in/departments/nie/dse/activities/advisory_board/PDF/teac hing_maths.pdf

Stead, I. (2016). Your IB Mathematics Standard Level. Retrieved October 22, 2019, from https://global.oup.com/education/secondary/curricula/ib-diploma/mathematics/ib- maths

support/mathsl/?region=international. Pdfdrive.com/ib-maths-sl-book-oxford- e55706753.html

Textbook of Mathematics. (n.d.). Retrieved October 22, 2019, from http://ncert.nic.in/textbook/textbook.htm.

Theory of Knowledge – Mathematics. (n.d.). Retrieved October 23, 2019, from https://www.theoryofknowledge.net/areas-of-knowledge/mathematics/.

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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

Description

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

Learning Objectives 

●     To acquire knowledge of the content of Biology operating at the national and international boards of schooling.    

      ●     To acquire knowledge of nature of Biology to teach biology.

●     To understand the pedagogical principles underpinning the international schooling programmes.

●     To apply and appreciate the role of Biology in daily life.

●     To develop scientific attitude among students.

●     To understand the Aims and Objectives of teaching Biology.

●     To state meaningful specific objectives in behavioral terms for teaching and learning.

●     To develop the skill of preparing a Unit plan and Lesson plan.