CHRIST (Deemed to University), Bangalore

School of Education

Syllabus for
Bachelor of Education
Academic Year  (2022)

 
1 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
EDU112 COMPUTER TRAINING Skill Enhancement Course 1 1 100
EDU113 SPORTS AND YOGA Skill Enhancement Course 1 1 100
EDU131 INTRODUCTION TO EDUCATION Core Courses 4 3 100
EDU132 CURRICULUM PROCESSES Core Courses 4 3 100
EDU133 LEARNING AND ASSESSMENT Core Courses 4 3 100
EDU134 EDUCATIONAL PSYCHOLOGY Core Courses 4 3 100
EDU135 PHILOSOPHICAL FOUNDATIONS OF EDUCATION Core Courses 4 3 100
EDU141A TEACHING AND LEARNING OF CHEMISTRY Discipline Specific Elective 4 3 100
EDU141B TEACHING AND LEARNING OF ENGLISH Discipline Specific Elective 4 3 100
EDU141C TEACHING AND LEARNING OF PHYSICS Discipline Specific Elective 4 3 100
EDU141D TEACHING AND LEARNING OF COMMERCE Discipline Specific Elective 4 3 100
EDU142A TEACHING AND LEARNING OF SOCIAL SCIENCE Discipline Specific Elective 4 3 100
EDU142B TEACHING AND LEARNING OF MATHEMATICS Discipline Specific Elective 4 3 100
EDU142C TEACHING AND LEARNING OF BIOLOGY Discipline Specific Elective 4 3 100
2 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
EDU212 CREATIVITY ACTIVITY SERVICE (CAS) - 1 1 25
EDU221 EXTENDED ESSAY - 1 1 25
EDU222 THEORY OF KNOWLEDGE - 1 1 25
EDU231 FUNDAMENTALS OF EDUCATIONAL RESEARCH - 4 3 100
EDU232 CONTEMPORARY ISSUES IN EDUCATION - 4 3 100
EDU233 GENDER, SCHOOL AND SOCIETY - 2 2 50
EDU234 PERSONAL SAFETY EDUCATION - 2 2 50
EDU241A TEACHING AND LEARNING OF CHEMISTRY - 4 3 100
EDU241B TEACHING AND LEARNING OF ENGLISH - 4 3 100
EDU241C TEACHING AND LEARNING OF PHYSICS - 4 3 100
EDU241D TEACHING AND LEARNING OF COMMERCE - 4 3 100
EDU242A TEACHING AND LEARNING OF SOCIAL SCIENCE - 4 3 100
EDU242B TEACHING AND LEARNING OF MATHEMATICS - 4 3 100
EDU242C TEACHING AND LEARNING OF BIOLOGY - 4 4 100
EDU281 INTERNSHIP IN SCHOOL: PHASE I - 0 4 100
3 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
EDU381 SUMMER INTERNSHIP Skill Enhancement Course 0 1 100
EDU382 INTERNSHIP IN SCHOOL-PHASE-II Skill Enhancement Course 25 13 200
4 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
EDU431 EDUCATIONAL LEADERSHIP AND MANAGEMENT - 4 3 100
EDU432 INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION - 4 3 100
EDU433 INCLUSIVE EDUCATION - 4 3 100
EDU434 SOCIOLOGICAL PERSPECTIVES OF EDUCATION - 4 3 100
EDU435 GUIDANCE AND COUNSELING - 4 2 50
EDU441A STATISTICS IN EDUCATION - 2 2 50
EDU441B PHYSICAL AND HEALTH EDUCATION - 2 2 50
EDU481 RESEARCH PROJECT - 2 2 50
    

    

Introduction to Program:

Introduction to the Programme

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

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Integrate subject-specific content, pedagogical, and technological knowledge in teaching and assessment

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

PO9: Create well-rounded professionals who are adaptable and committed to a more sustainable future

Assesment Pattern

 

The courses which do not follow the above pattern are discussed below: 

Method of Evaluation for

HOL111 and 211 (Holistic Education): Online examination

EDU234: Personal Safety and Sexuality CIA 50 marks [PSS handbook]

EDU 222 TOK (Theory of Knowledge): CIA25 marks [ TOK handbook]

EDU 221: Extended Essay: CIA25 marks. [  Extended Essay handbook].

EDU212 CAS (Creativity, Activity and Service): CIA25 marks [CAS handbook]

EDU112, EDU113 and EDU213 Theatre in Education (VAP)

Question Paper Format for End semester examination
Format for all core courses and core electives except for EDU 281, EDU381,382,

(Internship in school)  233, 234, 435, 441 A and 441 B and EDU 481

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

EDU 233 10 Marks x 5 (6) questions. 5*10=50 marks 

Method of Evaluation of EDU 281 Internship in school- Phase I -100 Marks

Method of Evaluation of EDU 381: Service learning and community engagement  [Graded]

Method of Evaluation of EDU 382: Internship in Schools-Phase II TOTAL 200 Marks [Internship Policy]

Evaluation Format for EDU 435: 5 Marks x 10 (12) questions: Answer any 10 out of 12

Method of Evaluation for EDU 441-A, EDU 441-B End Semester Test -Theory paper: 25 Marks (5 marks x 5 Answer any 5 out of 7) department. Practicum (Written report): 25 marks Total: 50 marks 

Examination And Assesments

Examinations and Assessments

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

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

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

50 marks (2 Hours)

Written Examination

Mid Semester Exam Total 50 marks (2 Hours)

End Semester Exam: 100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. 

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

Continuous Internal Assessment

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

CIA-I and CIA-III: Continuous Internal Assessment

Continuous Internal Assessment I

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

Continuous Internal Assessment III

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

Attendance

The Marks distribution for attendance is as follows

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

80%-84% : 02 marks

76%-79% : 01 mark 

EDU112 - COMPUTER TRAINING (2022 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:100
Credits:1

Course Objectives/Course Description

 

Computer training is offered as a mandatory activity in the first and second semesters. Fifteen hours of computer training is allotted for each semester. It is a complete hands-on activity. The training would be conducted by peer tutors. Exercises will be given after each session for practice. Students will be well equipped in using many Browsers, search engines, educational software, application software’s and teaching and learning need-based software.

The course will enable the preservice teachers to:

  • acquire knowledge of computers, their accessories and software
  • develop skills in using MS Office and its operations
  • develop skills in using MOODLE and other LMS
  • acquire knowledge of online courses
  • acquire basic skills of web designing
  • acquire a working knowledge of basic photo editors and movie makers
  • acquire working knowledge and skills of developing lesson plans using application software

Course Outcome

CO1: Develop skills in using online platforms and ERP systems in the teaching process

CO2: Demonstrate working knowledge and skills in web 2.0 application software

Unit-1
Teaching Hours:15
Teaching - learning Software
 

Level of Knowledge: Conceptual and Working Knowledge

Email /browsing, MOODLE and Online courses, Advanced MS-WORD, MS PowerPoint, MS-Publisher, MS-EXCEL, Prezi, Blogs, Web Page – HTML, Gold wave – Song editor, PowToon, Go Animate, Picasa – Photo Editor, Basic Movie Maker and other application software. Quiz application software: Kahoot and Hot Potatoes. Video editing software: Adobe Spark and Ulead. (Syllabus will change as per learner needs)

Text Books And Reference Books:

Internet resources

Baker, K. (2019). The ultimate guide to Google Docs. https://blog.hubspot.com/marketing/google-docs

Driscoll, T. (2020, November 21). Kahoot! walkthrough for teachers [Video]. YouTube. https://youtu.be/bWyMNUVJcgw

Driscoll, T. (2020, November 21). Quizizz walkthrough for teachers [Video]. YouTube. https://youtu.be/rUI-bWFg3rc

Essential Reading / Recommended Reading

Internet resources

Java T Point. (2021). OneNote Tutorial. https://www.javatpoint.com/onenote

Simpletivity. (2021, May 4). How to use Google Keep: Tutorial for beginners (2021). [Video]. YouTube. https://youtu.be/gYwu9nhoWTM

Evaluation Pattern

It is a graded course. All assignments given during the training sessions will be graded.

EDU113 - SPORTS AND YOGA (2022 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:100
Credits:1

Course Objectives/Course Description

 

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 them 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.

Course Outcome

CO1: Internalize the importance of physical and mental fitness

CO2: Practice yoga and physical exercises.

Unit-1
Teaching Hours:15
Yoga and Sports
 

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

Text Books And Reference Books:

Hands on practice

Essential Reading / Recommended Reading

Hands on practice

Evaluation Pattern

It is a graded course. Participation in all sessions of Yoga and Sports hours will be considered for grading.

EDU131 - INTRODUCTION TO EDUCATION (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:4
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Drawing from their educational experiences, the course will initiate the preservice teachers to critically think about the meaning, nature, scope, aims and functions of education. While pointing out the various disciplines which make up the field of education, the preservice teachers will be provided with an overview of the discipline of teacher education. They will learn about the role of educators in the local and global contexts. Preservice teachers will begin practicing as lifelong activities, the vital tasks of reflection and effective communication. They will also learn what it means to be a professional teacher: practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding, demonstrate professional practice and competence, as well as to continuously strive for professional development.

The course will enable the preservice teachers to:

  • analyse the meaning, nature, scope, aims and functions of education
  • understand that reflection is an ongoing lifelong activity
  • effectively communicate
  • practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding,demonstrate professional practice and competence, as well as continuously strive for professional development

Course Outcome

CO1: evaluate their roles as educators in the local and global contexts

CO2: demonstrate effective communication

CO3: internalize teacher professional behaviour

Unit-1
Teaching Hours:9
Introduction to Education
 

Choosing teaching as a profession; Disciplines in the field of Education, including, Teacher Education; Meaning, nature, scope, aims and functions of education; vision of education in India, issues and concerns; Role of educators in the local and global contexts.

Unit-2
Teaching Hours:9
Becoming a Reflective Teacher
 

Teacher-Reflection: Need for reflection; Process of reflection; Barriers to reflection; Reflective writing.

Unit-3
Teaching Hours:9
Teacher-Communication
 

Listening: Types, barriers, improving Listening skills; Speaking: With students, colleagues, administrators, and parents; speech; talk; presentations; engaging in informal dialogue with peers on how to improve teaching; Reading: Different genres; reading professional literature, especially practitioner journals/magazines; reading habits for teachers and students; Writing: On blackboard, slides, emails, and other genres; writing student feedback; adherence to grammar and spelling; writing for practitioner journals/magazines.

Unit-4
Teaching Hours:9
Becoming a Professional Teacher
 

The professional teacher: professional standards; professional core values and ethics; professional knowledge and understanding; professional practice and competence; professional development.

Unit-5
Teaching Hours:9
Professional Development of Teachers
 

Types of Teacher Professional Development Programmes:
School-Visit (In-person/Virtual): Location of the school; Vision, Mission, & Values of School; Curriculum; Demographic information of the region, school, teachers, and students; Physical facilities; seating arrangement; Approaches to Teaching-assessing of subjects; arts; sports; Approaches to Learning; inclusion; student-support centers/staff.
Interview a teacher and/or administrator: Preparation of interview questions; interview; report.
Interview a Student/s (With parental permission): Preparation of interview questions; interview; report.
Attend Educational: Workshops; Webinars/Conferences/Seminars:
Pursue Courses: Subject matter or methods and/or other education-related topics; MOOCs; Further educational degrees: Sources for information
Exploration of professional organizations for teachers or professional learning communities (PLCs);
Seek Mentoring;
Exploration of Educational Websites;
Exploration of Educational: Books other than textbooks, videos, films, blogs, speeches, talks, podcasts:
Create an e-teaching portfolio with artifacts on teaching-learning-assessing

Text Books And Reference Books:

Cambridge Assessment International Education. (2022). Cambridge Pathway. https://www.cambridgeinternational.org/

CBSE. (n.d.). Central Board of Secondary Education. https://www.cbse.gov.in/cbsenew/cbse.html

CISCE. (2022). Council For The Indian School Certificate Examinations. https://www.cisce.org/

Donald, J. G. (2002). Organizing instruction and understanding learners. In J. Donald (Ed.), Learning to think: Disciplinary perspectives (pp. 196-231). Jossey-Bass.

IB. (2022). International Baccalaureate. https://www.ibo.org/

Lam, C. (2016). 11 rewards of being a teacher. https://www.edutopia.org/discussion/11-rewards-being-teacher

Kumar, K. (2021). The Routledge Handbook of Education in India. Routledge.

Kumar, K. (2004). What is worth teaching? https://www.arvindguptatoys.com/arvindgupta/worthteaching.pdf

Kumar, K. (1986). The child's language and the teacher: A handbook. https://www.arvindguptatoys.com/arvindgupta/kk.pdf

Ministry of Education. (2020). National Education Policy.https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

NCERT. (2014), Basics of education. https://ncert.nic.in/pdf/publication/otherpublications/basic_in_education.pdf

NCTE. (2021, November). National Professional Standards for Teachers, Pre-liminary Draft Version 01.08. https://ncte.gov.in/WebAdminFiles/PublicNotice/English_0_17_11_2021_637727482281820166.pdf

Raghavan, N. (2015). The reflective teacher: Case studies of action research. Orient BlackSwan.

Essential Reading / Recommended Reading

Bhang, A. (2014). The magical school. https://www.arvindguptatoys.com/arvindgupta/magic-school-bang-e.pdf

Dewey, J. (1997). How we think. Courier. https://www.gutenberg.org/ebooks/37423

Grant, C., & Zeichner, K. (1984). On becoming a reflective teacher. In C. Grant (Ed.), Preparing for reflective teaching: A book of readings, (pp. 1-9). Allyn & Bacon.

Koshy, M. (n.d.). Talks to teachers. NCERT. http://www.arvindguptatoys.com/arvindgupta/talk-to-teachers-ncert.pdf

Kuroyanagi, T. (1984). Totto-Chan: The little girl at the window. https://www.arvindguptatoys.com/arvindgupta/Tottochan.pdf

 

Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective practice, 1(3), 293-307.

 

Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip the system: Changing education from the bottom up, (pp. 134-148). Routledge.

 

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.

Evaluation Pattern

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) 

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

CIA I

CIA II

CIA III

Attendance

10 marks

25 marks

10 marks

5 marks

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 Voce or Presentation

Continuous Internal Assessment III:       

The following methods may be adopted:

Multiple choice-based tests                                                                                                        

Practical Activity                                                                                                            

Presentation/Viva                                                                                                                  

Group Discussion

 

EDU132 - CURRICULUM PROCESSES (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:4
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

This course is offered as a core course in the first semester of the programme. It introduces the students to a variety of theoretical perspectives, principles, and philosophies in Education. It helps the students acquire knowledge on curriculum designs, development, and evaluation. It engages the students in practices of international mindedness and inquiry-based learning.

 

The course will enable the preservice teachers to:

  • analyse the importance of philosophical, psychological and sociological

    bases of curriculum construction at the local, national and international contexts.

  • apply and demonstrate the principles, stages and criteria of curriculum construction.

  • illustrate the curriculum processes in the International Baccalaureate PYP,

    MYP and DP programmes.

  • recognize and practice the IB curriculum framework.

  • develop and practice professional competencies in educational settings and practice

    professional competencies in educational settings 

Course Outcome

CO1: Analyse the importance of philosophical, psychological and sociological bases of curriculum construction at the local, national and international contexts

CO2: Apply and demonstrate the principles, stages and criteria of curriculum construction

CO3: Develop and practice professional competencies in educational settings

Unit-1
Teaching Hours:6
Unit- 1 Introduction to Curriculum
 

Meaning and concept of curriculum, aims, objectives, goals and types of curriculum design. Philosophical foundations of the curriculum. Sociological foundations of the curriculum. Psychological foundations of the Curriculum. 

Unit-2
Teaching Hours:10
Unit- 2 Curriculum: Local, National, & International
 

A glance at the school curriculum of State Board, CBSE, CISCE IGCSE and IB; Curriculum framework in State, CBSE, CISCE IGCSE and International Baccalaureate (IB) programmes: Primary year programme (PYP), Middle year programme (MYP), and Diploma Programme (DP); IB curriculum as a continuum from PYP to DP; IB DP programme standards and practices; Principles of learning underpinning the IB curriculum; Structure of IB curriculum; DP curriculum framework logo, DP subject logo, IB Diploma Programme model and its constituent parts, Core elements of IB curriculum: Extended essay, Theory of Knowledge, Creativity, Activity and Service, Role of subject groups, learner profile attributes, and DP core elements in developing international-mindedness.

Unit-3
Teaching Hours:12
Unit- 3 Curriculum Development
 

Principles of Curriculum Construction, Stages, sequence and organization; Criteria of curriculum design; Interdisciplinary, trans-disciplinary and multidisciplinary curriculum; Curriculum Development Models: Analysis, design, development, implementation and evaluation; Tyler model of Curriculum Development: Taba model of curriculum development, Differentiated teaching strategies. 

Unit-4
Teaching Hours:7
Unit- 4 Curriculum Evaluation
 

Evaluation an integral part of the Curriculum - Criteria for evaluating curriculum – Models of curriculum evaluation. Tyler’s Model, Stufflebeam’s CIPP model, Stake’s Responsive model, and Eisner’s model.

Unit-5
Teaching Hours:10
Unit- 5 Instructional Design
 

Instructional design, Principles of instructional design, Types of instructional design: Backward design, ADDIE, Merril’s Model, Kirkpatrick, Gagne’s Nine Events of Instruction, ASSURE model. Curricular mapping.

Text Books And Reference Books:

Batra, P. (2015). Curriculum in India. In W. Pinar (Ed.). Curriculum studies in India: Intellectual histories, present circumstances, (pp. 35-63). Springer. doi: 10.1057/9781137477156_5

Jain, M. (2015). Curriculum studies in India: Colonial roots and postcolonial trajectories. In W. Pinar (Ed.). Curriculum studies in India: Intellectual histories, present circumstances, (pp. 111–139). Springer. doi:10.1057/9781137477156_5                                                              

Mathews, J. (2018). Curriculum exposed. Routledge Stobie, T. (n.d.). Coherence and consistency in international curricula: A study of the International Baccalaureate Diploma and Middle Years Programmes. The SAGE Handbook of Research in International Education,140–151. doi: 10.4135/9781848607866.n13

Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations, principles, and issues. Allyn and Bacon.

Essential Reading / Recommended Reading

Avinash, C. (2006). Curriculum development and evaluation in education. New Delhi: Sterling Publishers 

Benscoter, W. J., King, G.M., King, M., & King, S. B. (2015). An overview of instructional design. In W. J. Rothwell, G.M. Benscoter, M. King, & S. B. King. Mastering the Instructional Design Process (pp. 1-16). doi: 10.1002/9781119176589.ch19.

Harlacher, J. E., Sakelaris, T. L., & Kattelman, N. M. (2013). What is curriculum-based evaluation? In J. E. Harlacher, T. L. Sakelaris, & N. M. Kattelman (Eds.), Practitioner’s Guide to Curriculum-Based Evaluation in Reading (pp. 47–61). Springer Science & Business Media. doi: 10.1007/978-1-4614-9360-0_4

Jurowski, C. (2002). BEST think tanks and the development of curriculum modules for teaching sustainability principles. Journal of Sustainable Tourism, 10(6), 536–545. doi: 10.1080/09669580208667186

Lam, T. S. J. (2012). Curriculum evaluation. In S. S. Yeung, J. T. Lam, A. W. Leung, & Y. C., Lo (Eds.), Curriculum change and innovation.Curriculum change and innovation (pp. 189-214). Hong Kong University Press. doi: 10.5790/hongkong/9789888139026.003.0008

NCERT. (2014). Curriculum in transaction.  https://www.ncert.nic.in/departments/nie/dtee/activities/pdf/syllabus_bed.pdf

Rothwell, W. J., Benscoter, G.M., King, M. & King, S. B. (2015). Planning and managing instructional design projects. In W. J. Rothwell, G.M. Benscoter, M. King, & S. B. King. (pp. 334–340). Mastering the Instructional Design Process. doi: 10.1002/9781119176589.ch19Rothwell, 

Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). ASCD. 

Evaluation Pattern
 
 
 

Question Paper Format for End semester examination

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

 

 

 

CIA-II MSE marks will be reduced to 25 marks. CIA-I and CIA-III: Continuous Internal Assessment

 

CIA I

CIA II

CIA III

Attendance

(10 marks)

(25 marks)

(10 marks)

(5 marks)

EDU133 - LEARNING AND ASSESSMENT (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:4
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course prepares students to know, understand, and apply evidence-based practices of assessment as teachers. Students will be able to design different types of assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyse and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course. 

The course will enable the preservice teachers to:

·         Understand the difference between assessment and evaluation

·         Apply Backward Design to assessments

·         Create a variety of effective assessments

·         Develop effective rubrics and answer key-marking schemes

·         Analyse data using technological tools

·         Report assessment results

·         Provide appropriate feedback

Interpret assessment results to make appropriate instructional and curricular decisions

Course Outcome

CO1: Create effective assessments

CO2: Analyse the results of assessments using technological tools

CO3: Synthesize assessment data (report results) for instructional and curricular decision-making

Unit-1
Teaching Hours:8
Fundamental concepts in Assessments
 

Level of Knowledge– Conceptual and Working Knowledge

Measurement and Evaluation; Principles of Assessment; Assessment for Learning; Assessment of Learning; Assessment as Learning; Formative & Summative Assessments; Norm-referenced and Criterion-referenced Tests; Internal and External Assessments; Backward Design assessment based on Anderson & Krathwohl’s Taxonomy of the Cognitive Domain, Krathwohl & Bloom’s Affective Domain, and Simpson’s Psychomotor Domains; Peer-, Self-, and Group- Assessments.

Unit-2
Teaching Hours:10
Designing Assessments & Tools
 

Construction of Worksheets; Home Assignments; Teacher-made Unit Test; Standardized Tests; Diagnostic Tests; Characteristics of a Effective assessments: Validity, Reliability, Objectivity, and Utility;

Construction, Strengths, and Limitations of:

(A) Constructed-Response Questions: Essays and Short Answer;

(B) Selected-Response (Objective) Questions: Multiple Choice, Fill in the Blanks, True or False, Matching;

Quantitative Tools: Rating Scales and Checklist;

Qualitative Tools: Observation, Anecdotal Record, and Interviews.

Unit-3
Teaching Hours:10
Designing Differentiated Assessments
 

Guidelines for constructing the following assessments, along with strengths and limitations:

GRASPS; Cubing; Think Dots; RAFT; Tic-Tac-Toe; Structured Academic Controversy; Performance/Authentic Assessment: Observation, Portfolio, and Project-Based Learning,

Unit-4
Teaching Hours:10
Analysis of Scores
 

Rubric; Answer Key & Marking Scheme; Moderation;

Analyzing Scores using MS Excel: Data entry, Sorting, Data multiplication, addition, Lookup, Insert functions, Pivot tables; Statistical Functions: Descriptive Statistics: Measures of Central Tendencies: Mean, Median, Mode; Measures of Variability-Range, Standard Deviation, Quartile Deviation. Charts: Histogram, Pie, Column, line, & Bar graph; Item analysis; Correlation.

Unit-5
Teaching Hours:7
Feedback & Reporting Results
 

Learning Analytics; Use of Assessment Data;

Providing Feedback: Feed up, Feedback, Feed Forward;

Reporting Results to the Head of Institution; Parents; Students

Text Books And Reference Books:

American Psychological Association. (2022). Style & Grammar Guidelines. https://apastyle.apa.org/style-grammar-guidelines/

Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Kappan Magazine, 92(1), 81-90. 

Brookhart, S. M. (2008). Feedback that fits. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.454.9500&rep=rep1&type=pdf

Cambridge Assessment International Education. (n. d.). Getting started with Assessment for Learning. https://cambridge-community.org.uk/professional-development/gswafl/index.html#afl-checklist-6891

IRIS Center. (2022). What is differentiated instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/

Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Mueller, J. (2016). Authentic Assessment toolbox. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Reynolds, C. R., Livingston, R. B., Willson, V., & Jha, K. A. (2017). Measurement and assessment in education, (2nd ed.). Pearson.

University of Reading. (n.d.). Engage in assessment: Using technology. https://www.reading.ac.uk/engageinassessment/using-technology/eia-using-technology.aspx

Vanderbilt University. (2022). Understanding by Design. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Essential Reading / Recommended Reading

Aggarwal, J.C. (2003). Essentials of examination system evaluation tests and measurement. Vikas Publishing House.

CAST. (2022). About Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.          

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

Evaluation Pattern

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

CIA I

CIA II

CIA III

Attendance

(10 marks)

(25 marks)

(10 marks)

(5 marks)

 

EDU134 - EDUCATIONAL PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:4
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Description

The course develops the knowledge of psychological methods and their application in the educational context. A systematic study of the principles on learners and learning empowers preservice teachers to effectively: plan their lessons for each learner in the class, teach, manage, and assess the students. Thus, this course with its focus on individual differences, intelligence, attention, memory, learning theories, interest, motivation, personality, and the like, will enable preservice teachers to take appropriate curricular decisions. The course provides preservice teachers with the vocabulary to discuss their academic experiences.

 The course will enable the preservice teachers to:

  • explain the various methods of Educational Psychology.
  • describe the various developmental characteristics of adolescents.
  • explain the various types of Intelligence.
  • analyse the various types of Personality.
  • compare the various Learning Theories.
  • describe the various factors affecting learning

 

Course Outcome

CO1: Apply various theories of learning in teaching

CO2: Analyse various types of personality

CO3: Internalize various factors affecting learning

C04: Demonstrate understanding of individual differences among students while engaging students

Unit-1
Teaching Hours:6
Meaning and Scope of Educational Psychology
 

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.

Unit-2
Teaching Hours:8
Learners as a Developing Individual
 

Level of Knowledge – Application

Different stages of growth in human beings: Concept of Growth and Development; Adolescents Psychology: Meaning, Characteristics, Various developments viz., Physical, Mental, Social and Emotional: Piaget stage theory of cognitive development; Erik Erikson’s psychosocial theory; Albert Bandura’s social learning theory; Kohlberg’s moral development theory; developmental tasks of adolescents; Mental Health: Meaning, causes for mental ill-health, Role of a teacher in fostering mental health.

 

Unit-3
Teaching Hours:8
Understanding the Difference between the Learners
 

Level of Knowledge – Comprehension                                                             

Individual differences: Meaning and factors-heredity and environment, Differences between individual learners, learning style, self-concept, self-esteem, attitude, aptitude, and 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, the role of teachers and parents in fostering creativity. Socio-emotional learning. Sternberg’s Triarchic Intelligence Theory.

Unit-4
Teaching Hours:5
Personality
 

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.

Unit-5
Teaching Hours:10
Theoretical Perspectives of Learning
 

Level of Knowledge – Theoretical        

Learning: Meaning and Nature; Learning Theories of learning -Trial and Error learning 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. Growth Mindset: Carol Dweck.

Unit-6
Teaching Hours:8
Factors Affecting Learning
 

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.

Text Books And Reference Books:

Aggarwal, J. C. (2006). Psychology of learning and development. Shipra.

Mangal S.K. (2013). Advanced Educational Psychology. Prentice Hall.                   

Somashekar, T. V. (2006). Educational Psychology. Nirmala Prakashana.

Essential Reading / Recommended Reading

Corno, L., & Anderman, E. M. (2015). Handbook of Educational Psychology. Routledge.

Dweck, C. (2017). Mindset-updated edition: Changing the way you think to fulfil your potential. Hachette UK.

Sharma, R. N., & Sharma, R. K. (2006). Advanced Educational Psychology. Atlantic Publishers & Dist.

Evaluation Pattern

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

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

 

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

 

Continuous Internal Assessment

CIA I

CIA II

CIA III

Attendance

(10 marks)

(25 marks)

(10 marks)

(5 marks)

 

 

EDU135 - PHILOSOPHICAL FOUNDATIONS OF EDUCATION (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:4
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The course will enable preservice teachers to understand that philosophical knowledge has a fundamental role in helping them to systematically reflect and to clarify questions that are important in education, such as teaching, learning, curriculum, and assessment. The four branches of philosophy, epistemology, metaphysics, axiology, and logic, speak directly to the preservice teachers about the process of education. Preservice teachers will discover their emerging personal philosophy of teaching via the schools of philosophy. They will articulate their formative personal philosophy of teaching, which would evolve during their educational careers. The philosophies of both Indian and western educational thinkers are expected to influence the preservice teachers and to assist them in refining their personal philosophy of teaching.

The course will enable the preservice teachers to:

·         think with clarity about issues in education

·         appreciate the contributions of educational thinkers

articulate their personal philosophy of teaching

Course Outcome

CO1: apply the methods and language of philosophy to issues in education

CO2: internalize the philosophy/philosophies of educational thinkers

CO3: articulate their personal philosophy of teaching

Unit-1
Teaching Hours:9
Philosophy and Education
 

Philosophy; Overview of the Branches of Philosophy: Epistemology, Metaphysics; Axiology; Logic; Interrelationships between Philosophy and Education; Philosophy and Aims of Education; Philosophy and Curriculum; Philosophy and Methods of Teaching; Relationship between Teachers and Learners; Personal Philosophy of Teaching

Unit-2
Teaching Hours:9
Indian Thinkers on Education
 

Rabindranath Tagore; Swami Vivekananda; Mahatma Gandhi; Aurobindo Ghosh; Gijubhai Badheka; J. Krishnamurti

Unit-3
Teaching Hours:9
Western Thinkers on Education
 

Plato; Immanuel Kant; Jean Jacques Rousseau; Johann Pestalozzi; Friedrich Fröbel; Maria Montessori; John Dewey; Rudolf Steiner; Loris Malaguzzi

Unit-4
Teaching Hours:9
Western Schools of Philosophy
 

Empiricism; Idealism; Realism; Naturalism; Humanism; Existentialism; Pragmatism; and relation to aims of education, curriculum, discipline, and the role of teachers.

Unit-5
Teaching Hours:9
Ancient Indian Schools of Philosophy
 

Nyaya; Vaisheshika; Samkhya; Yoga; Purva-Mimamsa; Vedanta; Charvaka; Buddhism; and Jainism

Text Books And Reference Books:

Brubacher, J. S. (2018). Modern philosophies of education. Sarup.

Durant, W. (2022). The story of philosophy. Dover Publications.

Hendricks, S. (2017). 10 schools of philosophy and why you should know them.

https://bigthink.com/thinking/10-schools-of-philosophy-and-why-you-should-know-them

Hiriyanna, M. (2005). Outlines of Indian philosophy. Motilal Banarasi Das.

Ministry of Education. (2020). National Education Policy.https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

NCERT. (2014), Basics of education. https://ncert.nic.in/pdf/publication/otherpublications/basic_in_education.pdf

Perez, D. (2022). Foundational philosophies in education. In D. Perez, (Ed.), Social foundations of K-12 education. https://kstatelibraries.pressbooks.pub/dellaperezproject/

Peters, R. S. (1967). The concept of education (International Library of the Philosophy of Education Volume 17). Routledge.

Radhakrishnan, S., & Moore, C. A. (2014). A source book in Indian philosophy. Princeton University Press.

Zalta, E. N. (2006). The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/

Essential Reading / Recommended Reading

Badheka, G. B. (1990). Divasvapna: An educator’s reverie. https://www.arvindguptatoys.com/arvindgupta/ds.zip

Bailey, R. (Ed.). (2010). The philosophy of education: An introduction. Bloomsbury Academic. http://dx.doi.org/10.5040/9781472541307Encyclopædia Britannica. (2022). Philosophy and Religion. https://www.britannica.com/browse/Philosophy-Religion

Gandhi, M. K. (n. d.). The story of my experiments with truth. http://www.arvindguptatoys.com/arvindgupta/gandhiexperiments.pdf

Ghose, A. (2003). Volume 1-The complete works of Sri Aurobindo. https://www.sriaurobindoashram.org/sriaurobindo/downloadpdf.php?id=19

Krishnamurti Foundation India. (2022). K on Education. https://www.jkrishnamurti.in/k-on-education/

McInerney, R. (2021). Philosophy and the metaphysical achievements of education: language and reason. Bloomsbury Academic.   http://dx.doi.org/10.5040/9781350183544

Parkay, F. W. (2020). Becoming a teacher. Pearson.

Ramakrishna Math. (n.d.). Education: Swami Vivekananda. Author.

Reggio Children. (2022). Reggio Emilia approach. https://www.reggiochildren.it/en/

Rishi Valley School. (2018). Aims of Education. https://www.rishivalley.org/aims-of-education

Ryan, K., Cooper, J. M., Bolick, C. M., & Callahan, C. (2021). Those who can, teach. Cengage Learning.

Siegel, H., Phillips, D.C., & Callan,E. (2018, Winter). Philosophy of education. In E. N. Zalta (Ed.). The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/win2018/entries/education-philosophy

Sri Aurobindo International Centre of Education. (2021). Centre. https://www.saice.in/

Sykes, M. (1987). The story of Nai Talim. https://www.arvindguptatoys.com/arvindgupta/naitalem.pdf

Visva-Bharati. (n.d.). About. https://visvabharati.ac.in/Santiniketan.html

Evaluation Pattern

PATTERN OF EVALUATION

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) 

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

CIA I

CIA II

CIA III

Attendance

10 marks

25 marks

10 marks

5 marks

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 Voce or Presentation

 

Continuous Internal Assessment III:                                                                                           

The following methods may be adopted:

Multiple choice-based tests                                                                                                        

Practical Activity                                                                                                            

Presentation/Viva                                                                                                                 

Group Discussion

EDU141A - TEACHING AND LEARNING OF CHEMISTRY (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:4
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course introduces students to the 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 a global context.

The course will enable the preservice teachers to:

  • explain the Chemistry content of secondary school level.
  • apply the theory of knowledge (TOK) with respect to Chemistry.
  • recognise the role of Chemistry in a local and global context.
  • differentiate between Taxonomy of objectives in different domains.
  • develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB.
  • apply appropriate Teaching methods in teaching chemistry content.
  • apply collaborative Teaching techniques in the classroom

Course Outcome

CO1: Demonstrate the mastery of Chemistry content for secondary school level

CO2: Apply the underpinning principles of teaching and learning in Chemistry

CO3: Develop Course outlines, Unit plans, and Lesson plans

CO4: Apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in teaching and learning of Chemistry

Unit-1
Teaching Hours:4
Essentials of Chemistry for Chemistry Learner
 

States of matter, Physical Change and Chemical Change; Structure of atom: Discovery of subatomic particles: Dalton’s atomic theory, Rutherford model, Bohr model; Heisenberg‘s uncertainty principle, Pauli’s exclusion principle, Aufbau principle, Hund’s rule of maximum multiplicity: Electronic configuration; Periodic classification of elements; early classification and modern classification, Periodic properties: Atomic radii, ionization energy and electron affinity: Chemical bonding: Ionic bond, Covalent bond, Co-ordinate bond: Hybridization. Metals and non-metals: Differences; Important chemical reactions of metals: Extraction of Iron and copper: Extraction of silicon; Uses of silicon compounds; Phosphorous; Allotropic forms: Extraction of phosphorous, chemical properties: uses of phosphorous: Sulphur: occurrence and extraction; Allotropic forms; uses.

Unit-2
Teaching Hours:4
Introduction to Teaching Chemistry
 

Meaning and nature of science, the scope of Chemistry, Significance of Chemistry in daily life, Importance of Chemistry as a school subject, Practical, disciplinary and recreational Values of Chemistry; Scientific attitude: Meaning, characteristics of a scientific attitude person, techniques of developing scientific attitude Theory of Knowledge in Chemistry; 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 Chemistry. Developing international mindedness with respect to Chemistry, understanding the learner profile of a student.

Unit-3
Teaching Hours:5
Aims and Objectives of Teaching and Learning Chemistry
 

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Chemistry. Relationship of Inquiry, action, and reflection.: Anderson & Krathwohl’s Taxonomy of teaching and learning. Listing of Specifications under General Objectives, Criteria for writing Instructional objectives.

Unit-4
Teaching Hours:5
Effective Planning for Teaching and Learning in Chemistry
 

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.

Unit-5
Teaching Hours:15
Approaches to Teaching and Learning Chemistry
 

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.

Unit-6
Teaching Hours:6
Essential Skills for a Chemistry Teacher
 

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.

Text Books And Reference Books:

Devetak, I., & Gla?ar, S. A. (2014). Learning with understanding in the Chemistry classroom. https://books.google.co.in/books?id=CIfEBAAAQBAJ

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

Tro, N. (2017). Know it all Chemistry: The 50 most elemental concepts in chemistry, each explained in under a minute. https://books.google.co.in/books?id=aEN0vgAACAAJ

Essential Reading / Recommended Reading

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The Cognitive Domain. David McKay.

Felder, (2007). Enquiry-Based learning: Definitions and rationale. Centre for Excellence in Enquiry-Based Learning. The University of Manchester.

Kamala, N. (2005). Content Cum Method of Teaching Chemistry. Sumukha Prakashana.                                                                                                                   

Mathew & Mollykutty,(2013).Science Education: Theoretical Bases of Teaching and Pedagogic Analysis: Rainbow Book Publishers.

Mohan, R. (2007). Innovative Science Teaching for Physical Science Teachers: Prentice Hall of India.

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

Evaluation Pattern

PATTERN OF EVALUATION

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) 

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

CIA I

CIA II

CIA III

Attendance

10 marks

25 marks

10 marks

5 marks