Continous Internal Assessments I,II and III AND eND sEMESTER eXAMS.

This non-core course is a with 2  credit in which students are expected to plan and conduct a community service activity or bring out a creative piece of art/model/write up/design a digital product etc or carry out an activity which of significant educational value. In this course student will be mentored and taught on the concept and processes of CAS by the faculty member.

This non-core course is a with 2  credit in which students are expected to plan and conduct a community service activity or bring out a creative piece of art/model/write up/design a digital product etc or carry out an activity which of significant educational value. In this course student will be mentored and taught on the concept and processes of CAS by the faculty member.

Burger, E. B., &Starbird, M. (1999).The Heart of Mathematics. California: Key College Publishers.

Butler,& Wren. (1965). The Teaching of Secondary School Mathematics. London: McGraw Hill Book.

Cooney, T.J., et al.  (1975). Dynamics of Teaching Secondary School Mathematics. Boston: Houghton Mifflin.

Davis, D.R. (1960). Teaching of Mathematics Addison. Wesley Publications.

Ediger, M. (2004).Teaching Math Successfully. New Delhi: Discovery Publication.

Mathematics Teaching-Research Journal (MTRJ) on line:
www.hostos.cuny.edu/MTRJ

NCERT. (2006). Teaching of Mathematics. New Delhi: NCERT.

Riasat, A. (2010). Effect of Using Problem Solving Method in Teaching Mathematics on the Achievement of Mathematics Students.Asian Social Science.  http://www.researchgate.net/publication/41846896_Effect_of_Using_Problem_Solving_Method_in_Teaching_Mathematics_on_the_Achievement_of_Mathematics_Students

Slavins, R. E., Lake,  C. and Groff,  C. (2009). Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Review Of Educational Research.79(2).839-911.http://rer.sagepub.com/content/79/2/839.

Zdravko, K. (2008). The Scientific Approach To Teaching Math. Teaching Methodology of Mathematics. Metodika 17, 421-432. hrcak.srce.hr/file/55086

Zemira, R. M. and Bracha, K (1997) Improve: A Multidimensional Method For Teaching Mathematics in Heterogeneous Classrooms. American Educational Research Journal.34(2).365-394 .http://aer.sagepub.com/content/34/2/365

Zevenbergen, R. (2004). Teaching of Mathematics in Primary Schools. New Delhi: Viva Books.

Bloom, BS. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press.

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

Cantor, JA. 1997. “Experiential Learning in Higher Education: Linking Classroom and Community”. ASHEERIC Higher Education Report No. 7. Washington DC. The George Washington University, Graduate School of Education and Human Development

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

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

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

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.

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.

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

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

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.

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

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.

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

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

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

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.

Kiewra, KA. 1985. “Learning from a lecture: An investigation of notetaking, review and attendance at a lecture. Human Learning. Number 4. Pp 73–77.

Knowles, M. 1980. The modern practice of adult learning: from pedagogy to andragogy. Wilton, Conn. Association Press.

Krapels, RH and Davis, BD. 2003. “Designation of ‘communication skills’ in position listings”. Business Communication Quarterly. Vol 66, number 2. Pp 90–96.

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

Description

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

Learning Objectives

●     To acquaint and conceptualize education system at the national and international levels.

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

●     To understand the process of Education at national and international levels.

●     To create visionaries of education with sound educational philosophy.

●     To create philosophical quest in the student teachers from an educational perspective.

●     To develop the attitude and capacity of raising fundamental questions concerning theory and practice of education.

●     To provide knowledge on contributions of great philosophers in order to discover the assertions, assumptions and its educational implications.

●     To equip students with basic terms and concepts of the western philosophy with a view to facilitate their understanding of the philosophical discourse relating to education and intelligent participation in it.

●     To enable the students to identify and develop relevant thought and practices of education for future generation.

●     Demonstrate the essential knowledge and skills to perform competently as an IB teacher

●     Comprehend the intellectual, social and psychological aspects of their IB work with learners and synthesize theory and practice

●  Understand the key concepts of IB curriculum policy formation and IB curriculum development

●     Evaluate and use constructive criticism of their own work and of the institutions in which they teach

●     Develop theoretical and practical understandings of the International Baccalaureate; and

●  Demonstrate an understanding of curriculum delivery modes of the IB as a model for professional learning.

●     Comprehend and evaluate the essence of Theory of Knowledge

●     Compare and contrast philosophical viewpoints of Education

●     Critically analyze the Philosophy of international education

●     Recognize the various schools of philosophical thoughts from a comparative perspective

Meaning, nature, scope and functions of education in the globe; Aims of education: individualistic and socialistic; Functions of Education – with reference to Individual, National and international development; Theory of Knowledge; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. Assessing theory of knowledge; presentation and essay writing.

General principles and maxims of teaching; Phases of learner behavior: Entry, en route and exit; Meaning and Functions of Philosophy; Branches of Philosophy: Metaphysics, Epistemology and Axiology; Relationship between Philosophy and Education with respect to teacher, student, curriculum, textbooks, administration, discipline and methods of teaching.

Educational Implications of Idealism, Naturalism, Marxism, Realism and Pragmatism; Educational Implications of Thinkers: Jean Jacques Rousseau, John Dewey, Fredrick Froebel; Mahatma Gandhi, Swami Vivekananda, Aurobindo Rabindranath Tagore and St Kuriakose Elias Chavara

Vedic, Buddhist and Jain Education Systems; Islamic Education System, Schools of Yoga, Sankya and Charvaka. Kindergarten, Montessori, Dalton Plan and Project Method; Gurukula system and Alternate schooling with special reference to schools based on the philosophies of Tagore and J Krishnamurthy.

International Baccalaureate; history of its origin, vision, mission, IB organization. Educational aim of IB, introduction to PYP, MYP and DP Programmes. IGCSE and IB differences. Understanding the IB logo, Aims of academic areas in International school system. Relationship between Theory of Knowledge, Extended essay and Creativity, activity & service.

Ten attributes of IB learner profile, IB student and teacher culture, IB classroom Practices, IB Policies for learner. IB learner resources. Fundamental etiquettes of an international teacher, Role of an IB teacher. Academic honesty practices in international education. IB teacher resources. Approaches to learning, Approaches to teaching. Engaging a global classroom, addressing multicultural and multilingual individuals

Brandt, R. 1995. “Punished by rewards: A conversation with Alfie Kohn”. Educational Leadership. Vol 53, number 1. Pp 13–19.

Brefczynski-Lewis, JA, Lutz, A, Schaefer, HS, Levinson, DB and Davidson, RJ. 2007. “Neural correlates of attentional expertise in long-term meditation practitioners”. Proceedings of the National Academy of Sciences. Vol 104, number 27. Pp 11483–11488.

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

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

Hull, D. 1993. Opening Minds, Opening Doors: The Rebirth of American Education. Waco, TX. Center for Occupational Research and Development

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

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

ation”. Psychological Science. Vol 20, number 5. Pp 645– 653.

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

Kolb, DA. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, New Jersey, USA. Prentice Hall.

Lagemaat,van de Richard. (2011). Theory of Knowledge for the IB Diploma. Cambridge University Press

Lay, CH and Schouwenburg, HC. 1993. “Trait procrastinations, time management, and academic behaviour”. Journal of Social Behavior and Personality. Vol 84, number 4. Pp 647–662.

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

Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap.

Ritchhart, R. et al. 2011. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for all Learners. San Francisco, CA: Jossey Bass

Walker, G. 2010. The Changing Face of International Education: Challenges for the IB. Cardiff, UK. International Baccalaureate Organization.

Agarwal, J. C. & Agarwal, S. P. (1992).Role of UNESCO in Educational, Vikas Publishing House, New Delhi.

Anand, C. L. et al. (1983). Teacher and Education in Emerging in Indian Society, NCERT, New Delhi.

Bhatia, Philosophical foundation of Education in India, Jaipur:  Sudha Publications. 2004.

Badami B.S, Philosophical and sociological foundations of Education, Gadag, Vidhyanidhi Publications. 2007.

D.J.O’Connor, An introduction to the Philosophy of Education-London , 1975.

Dewey John ,Democracy and Education, New York: Macmillan company, 1944.

Horne Herman.H. .,The democratic Philosophy of Education, New York: Macmillan company. 1934.

Kilpatric, William.H. , A defense of Philosophy  in Education, Harvard teachers record. 1931.

Murthy .S.K.Philosophical& Sociological foundations of Education, Ludhiana:Tandon Publications. 2000.

Nayar P.R., and Dave P.N.(1982) The teacher Education in Emerging Indian Society,,. New Delhi:  Arora Publications.

Noddings, N. (2012). Philosophy of education.(3rd ed., Vol. 2nd). Colorado: Westview Press.

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

Ozmon, H. (2011). Philosophical foundations of education. (9th ed.) .)New York: Oxford University Press.

Recommended Reading

Anand, C.L. (1993) Teacher and Educations in the Emerging Indian Society, New Delhi : NCERT.

Brubacher, John S.(1963) Philosophy of Higher Education, San Francisco, Jossey –Bass 1978

Brubacher, John S. (1962) Modern Philosophies of Education, New York, McGraw Hill Book Company Inc.

Brunacher, John S. (1962), Eclectic Philosophy of Education, New Jersey, Prentice Hall, Englewood Cliffs.

Cahn, S. (2009). Philosophy of education: The essential texts. (1st ed.). Routledge.

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

Coombs, Philips H. (1985), The World Crisis in Education, New York : Oxford University Press.

Chandra S.S. & Sharma R. K. 2004: Philosophical of Education,The Associated Publication.

Kar, N. K. : (1996) Value Education – A PhilosophicalStudy, The Associated Publication.

Dhavan, M.L. (2005) :Philosophy of Education, Delhi, Editor, Isha Books.

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

To acquaint the students with the theoretical background of curriculum

●     To design authentic application of appropriate learning activities

●     To develop a futuristic vision about devising new curriculum designs

●     To reflect and review curricula to improve implementation and evaluation

●     To create opportunities to synthesize, apply and demonstrate mastery of use online resources

• To comprehend the theoretical background of curriculum
• To design, develop, implement and evaluate new curriculum
• To apply new curriculum designs and models

Meaning and concept of curriculum, curriculum reforms in India, Types of curriculum, Philosophical foundations of curriculum; Sociological foundations of curriculum, Psychological foundations of Curriculum; Principles of Curriculum Construction.

Curriculum framework in International Baccalaureate (IB), Structure of IB curriculum, Programme model and its constituent parts, Curriculum structure and its relationship with principles of learning, Core elements of IB curriculum: Extended essay, Theory of Knowledge, Creativity, Activity and Service, Role of subject groups and core elements in developing students of cultural and intercultural awareness. Introduction to resources-Pamoja Education.

Curriculum Design and development: Concept and Criteria of Curriculum Development: Components, objectives, scope, sequence, relevance, stages, criteria, sources of curriculum development. Types of Curriculum Design: Subject-Centered, Learner-centered, Problem-centered ; Curriculum differentiation,  interdisciplinary, multidisciplinary and transdisciplinary curriculum Review - School Curriculum of a State Board, CBSE, ICSE, IGCSE and IB.

Models of curriculum designs ADDIE model, ASSURE model,  Merrill’s First Principles of Instruction, Kirkpatrick four levels of Training, Gagne’s Events of Instruction; backward design; curricular mapping.

Concept of Evaluation; Bradley’s Effectiveness Model; Tyler’s Objectives-Centered Model; StuffleBeam’s Context, Input, Process, Product Model ; Scriven’s Goal-Free Model , Stake’s Responsive Model;Eisner’s Connoisseurship Model ; evaluating a field of study, evaluation strategies, implementing the evaluation design.

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

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. 

Bloom, BS. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc 

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press. 

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013. 

Bruner, J. 1960. The Process of Education. Cambridge, Massachusetts, USA. Harvard University Press. 

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

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

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.

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.

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

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

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

Hepworth, M. and Walton, G. 2009. Teaching Information Literacy for Inquiry-Based Learning. Oxford, UK. Chandos Publishing.

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

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

Kagan, S. 2003. “Kagan Structures for Thinking Skills”. http://www.cooperativelearning.com/free_articles/dr_spencer_kagan?ASK22.php.

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

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.

Kiewra, KA. 1985. “Learning from a lecture: An investigation of note taking, review and attendance at a lecture. Human Learning. Number 4. Pp 73–77. 

Kobayashi, K. 2004. “What limits the encoding effect of note-taking? A meta-analytic examination”. Contemporary Educational Psychology. Vol 30, number 2. Pp 242–262.

Kolb, DA. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, New Jersey, USA. Prentice Hall. 

Krapels, RH and Davis, BD. 2003. “Designation of ‘communication skills’ in position listings”. Business Communication Quarterly. Vol 66, number 2. Pp 90–96.

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

Lay, CH and Schouwenburg, HC. 1993. “Trait procrastination, time management, and academic behaviour”. Journal of Social Behavior and Personality. Vol 84, number 4. Pp 647–662. 

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

Lenhardt, A and Madden, M. 2005. “Teen Content Creators and Consumers”. Washington, DC, USA. Pew Research Center’s Internet and American Life Project. 2 November. http://www.pewinternet.org/files/oldmedia/Files/Reports/2005/PIP_Teens_Content_Creation.pdf. Retrieved 20 May 2013.

Marland, M. (1981). Information skills in the secondary curriculum. London, UK. Methuen Educational. 

McCombs, BL. 1986. “The role of the self-system in self-regulated learning”. Contemporary Educational Psychology. Vol 11. Pp 314–332.

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 . 

McWilliam, 2008. “Unlearning how to Teach”. Innovations in Education and Teaching International. Vol 45, number 3. Pp 263–269. 

Nichols, J and Mellinger, M. 2007. “Portals for undergraduate subject searching: are they worth it?” Portal: Libraries and the Academy. Vol 7, number 4. Pp 481–490. 

O’Donnell, A and Dansereau, DF. 1993. “Learning from lectures: Effects of cooperative review”. Journal of Experimental Education. Vol 61. Pp 116–125. 

Oliver-Hoyo, M, Anderson, M, and Allen, D. (2004). “Inquiry-guided instruction: practical issues of implementation”. Journal of College Science Teaching. Vol 33, number 6. 

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

Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap.

Peterson, A. 2003. Schools Across Frontiers: The Story of the International Baccalaureate and the United World Colleges. Illinois. Open Court Publishing.

Powell, W. & Kusuma-Powell, O. (2008) Making the difference: Differentiation in International Schools, Kuala Lumpur, Malaysia, EAF Press. 

Prensky, M. 2001. “Digital Natives, Digital Immigrants”. On the Horizon. Vol 9, number 5.

Prince, M. 2004. “Does active learning work? A review of the research”. Journal of Engineering Education. Vol 93, number 3. Pp 223–231.

Prince, M and Felder, R. 2007. “The many faces of inductive teaching and learning”. Journal of College Science Teaching. Vol 36, number 5. Page 14. 

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

Quigley, C, Marshall, JC, Deaton, C, Cook, MP and Padilla, M. (2011). “Challenges to Inquiry Teaching and Suggestions for How to Meet Them”. Science Educator. Vol 20, number 1. Pp 55-61.

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

Walker, HM. 1983. The ACCESS program: Adolescent Curriculum for Communication and Effective Social Skills: Student Study Guide. Austin, Texas, USA. Pro-Ed. 

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

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

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

Aggarwal, J. C. (1990).Curriculum Reform in India. Delhi: Doaba. 

Brent,  A.(1998).  Philosophical foundations for the Curriculum, Boston, Allen and Unwin, 

NCERT.(1988).Curriculum in Transaction.New Delhi.

Das, R.C. (2007). Curriculum and Eva1uation.New Delhi: NCERT.

Dell, R.C. (1996).Curriculum Improvement: Decision Making & Process. (6thed.). London: Allyn & Bacon, Inc. 

Diamond, R.M. (1999).Designing & Improving Courses & Curricula in Higher Education : A systematic Approach. California :Jossey Bass Inc. Publishers.

Jenkins, D. (1996). Curriculum Evaluation. Belchoev: Open University Press.

Lindall, C.M., Cox, R.C. & Bolvin, J.D.(2001).Evaluation as a Tool in Curriculum Development.Rand MacNally.

Nagar, P.S. (1993).Curriculum Achievement and Automatic Teaching. Varanasi: Bhartiya Vidya Prakashan.

Wolf ,P(2007).Curriculum Evolution process,Overview,University of Guelphs.

Peter ,F(2005).Developing the Curriculum,Google books.

Saad S2007).Curriculum Designer,Macmillan .New York.

AnneM(2015). Curriculum Theorizing and Teacher Education,Routledge Publications.

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

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.

Learning Objectives

●     To develop understanding of the assessment practices in national and international schooling.

●     To familiarize with the domain based assessment practices.

●     To develop understanding of assessment practices recommend by International Baccalaureate programme.

●     To understand the assessment of learners understanding.

●     To demonstrate knowledge of formative and summative processes.

●     To train in developing effective assessment tasks and instruments

●     To familiarize with rubric evaluation.

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

Level of Knowledge– Conceptual and Working Knowledge

Principles of assessment, role of assessment in learning process: Planning, Executing, Monitoring, Reporting, and Reviewing. Types of assessment: Internal, External, Formative, Summative and Criterion reference testing. Assessment processes in International Baccalaureate programmes – Strategies for assessing broader objectives based on learner profile. Assessment for learning, as learning, and of learning. Assessment processes in India: semester scheme, trimester, annual. CCE, Open book exam, On-line Examination, Credit and grading system. Academic honesty in assessment; Concept of Feedback

Level of Knowledge– Conceptual and Working Knowledge

Assessment based on Bloom’s taxonomy, Self Assessment, Peer Assessment, Performance Assessment, Assessment Portfolios, Flanders interaction analysis, e-quiz, Checklist, Observation method, Marking scheme and answer key (Inthinking), Predicting students grade in IB.

Level of Knowledge– Conceptual and Working Knowledge

Characteristics of a Good Tool; Types of Tests-Teacher made Test and Standardized Test – Meaning, differences, construction and uses; Diagnostic Test-Concept, Construction, uses; Remedial teaching; Construction of Test Items – Objective type, Short Answer and Essay Type; Qualitative and Quantitative Tools-Observation-Interview and self-reporting techniques. Use of Managebac in assessment. TCExam, Introduction to IBIS.

Level of Knowledg

– Conceptual and Working Knowledge

 Educational objectives, Instructional objectives and Bloom’s objective a continuum; IOTA, Rubrics: meaning, types, and construction. Technology Integration Matrix (TIM), Florida Centre for Instructional Technology (FCIT), Assessment of CAS (Seminar and essay), and Extended essay. 

Level of Knowledge– Conceptual and Working Knowledge

Developing Assessment tasks, criteria and levels of achievement to acknowledge the learning of the above average, average, below average students; Assessment of student whom language of instruction is not mother tongue, Assessment of special educational needs (SEN) students,  Support system required of special assessment.

Level of Knowledge – Conceptual and Working Knowledge

Need and Importance of Statistics in Education; 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.

References

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.

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.

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press.

Bolhuis, S. and  Voeten, M, 2001, Toward self-directed learning in secondary schools: what do teachers do? Teaching and Teacher Education, vol. 17, no. 7

Brandt, R. 1995. “Punished by rewards: A conversation with Alfie Kohn”. Educational Leadership. Vol 53, number 1. Pp 13–19.

Csikszentmihalyi, M, Rathunde, K and Whalen, S. 1993. Talented teenagers: The Roots of Success and Failure. Cambridge, UK: Cambridge University Press

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.

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

 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.

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.

King, LG. 2009. “The importance of failing well”. Unpublished thesis. http://taolearn.com/articles/article28.pdf. Retrieved 29 May 2013.

Kirschenbaum, DS and Perri, MG. 1982. “Improving academic competence in adults: a review of recent research”. Journal of Counseling Psychology. Vol 29, number 1. Pp 76–94.

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

Macan, TH, Shahani, C, Dipboye RL and Phillips, P. 1990. “College students’ time management: correlations with academic performance and stress”. Journal of Educational Psychology. Vol 82, number 4. Pp 760–768.

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 .

McMillan, JH and Reed, DF. 1994. “At-risk students and resiliency: Factors contributing to academic success”. Clearing House. Vol 67, number 3. Pp 137–141.

Prince, M. 2004. “Does active learning work? A review of the research”. Journal of Engineering Education. Vol 93, number 3. Pp 223–231.

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.

Essential Reading

Aggarwal, J.C. (2003). Essentials of Examination System Evaluation Tests and Measurement, New Delhi: Vikas Publishing House.

Bhatia, H.R. (1977). Textbook of Educational Psychology. New Delhi: The McMillan Company of India Ltd.

Coolidge, Frederick L. (2013). Statistics- A Gentle Introduction-3rd edition. New Delhi:SAGE Publications Pvt Ltd.

Chauhan, S.S. (1988). Advanced Educational Psychology, New Delhi: Vikas Publication.

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.

Recommended Reading

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

Gardner, John(2012). Assessment and Learning -2ndedition. New Delhi: SAGE PublicationsIndia Pvt. Ltd.

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

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

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

Singh, B. (2004). Modern Educational Measurement and Evaluation System, New Delhi: AnmolPublication Pvt. Ltd.

Swaprupa, R.T. (2004). Educational Measurement and Evaluation. New Delhi: Discovery Publishing House,

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

www.712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm

www.rubricbuilder.on.ca/links.html

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 room.

Learning Objectives

●     To acquaint with the meaning and methods of Educational psychology.

●     To understand adolescents and to recognize their role.

●     To able to use different techniques of testing IQ.

●     To understand the different kinds of personality and methods to assess the pupils.

●     To understand the meaning, nature and various theories of learning.

●     To understand the cognitive psychology of learner.

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

●       To understand the foundations of educational research.

●       To develop insight on types and methods of educational research.

●       To understand the necessity of review of literature.

●       To construct and use different kinds of tools and techniques of collecting Data.

●       To formulate and test hypothesis.

●       To understand the fundamentals of sampling theory and techniques.

●       To get familiarize about various measurement and scaling techniques.

●       To enable the students to understand the innovations in education through research.

●       To enable them to acquire necessary skills in research.

●       To enable them to become better teacher through research.

Sources of generating knowledge: Traditional & Scientific method; Meaning and nature, need and importance and scope of educational research; Areas of educational research; Kinds of Educational Research - Fundamental Research, Applied Research and Action Research.

Historical Research- need and significance, types; Descriptive Research- surveys, case study, content analysis, developmental and correlation studies – nature and use, steps and interpretation;  Experimental Research – need and significance- nature and steps-validity; internal and external, use and limitations of different types of experimental designs.

Review of related literature - purpose and need at different stages of research; Variables - Concept, nature, characteristics and types; Inter relationship of different variables; Hypothesis - Concept, importance, characteristics and forms - formulation and testing. Population-Concept; Sampling- Concept and need, characteristics of good sample; Sampling Methods-Probability sampling and non-probability sampling – Focus on Sampling techniques.

Techniques and Tools of Data Collection-Measurement Scales, Questionnaires, Inventories, Attitude Scales, Observations, Interview, Rating scales, check lists.

Concepts: Qualitative and Quantitative analysis, Parametric and Non-parametric tests,  Levels of significance, confidence-limits and intervals, Degrees of freedom, Tests of significance of difference between means-one and two tailed tests, Errors in Research- types of errors- Types I, Type II; Parametric Statistics- t-test, F-test (one way and ANOVA); Non-parametric Statistics - Chi-square test.

Preparing Research Proposal-format; Preparing Research Synopsis-format; Meaning and Scope of research report-Characteristics and Procedures; Formats of Research Report; Presentation of tables and figures in a research report; Evaluation of research report, criteria for evaluation; Footnotes, References, Bibliography, Appendences - its importance.

1. Best W.John (1982), Research in Education, Prentice Hall of India Private Ltd., NewDelhi.

2. Festinger L and Katz D (eds) (1953), Research Methods in Behavioral Sciences, Holt,Rinehart and Winston Inc., New York.

3. George A Ferguson (1981), Statistical analysis in Psychology and Education. McGraw-Hill, Kogakusha Ltd., London, Tokyo.

4. Gilbert Sax (1979), Foundations of Educational Research, Prentice Hall Incorporation, Englewood Cliffs, New Jersey.

5. Good, G.V. and Hatt (1965), Research Methods in Social Sciences, New Delhi: TataMcGraw Hill Book Company.

6. Keeves, P., (1990), Educational Research, methodology and Measurement: An International Handbook, Oxford, New York, and Pergamum Press.

7. Kerlinger, Fred N (1969), Foundations of Behavioral Research. Educational and Psychological Inquiry, Holt Rinehart and Winston, New York.

8. Moser and Kalton, (1980), Survey Methods in Social Investigation, London, Heinemann Educational Books Ltd.

 9. Singh A. K. (1997), Tests; Measurement and Research Methods in BehavioralSciences,BharathiBhavan Publishers, Patna.

10. Turney, L. Billy and P.Robb George (1971), Research in Education: an introduction, Dryden Press Inc., Illinois.

11. Van, Dalen, Deobold, B., and Meyer, William J., (1979), Understanding Educational Research: An Introduction. New York, McGraw Hill Co.

12.Guilford J.P. and Benjamin Frnchter (1971), Fundamentals of Statistics in Psychologyand Education Newyork. .

13.Henry E.Garret (1967), Statistics in Psychology and Education,.Vakils, fefferandsimons Pvt., Ltd. Bombay.

14. Arthur, J. (2012). Research Methods and Methodology in Education. SAGE Publications

15. Singh, Amit & Kumar, Dinesh (2013).Elementary Statistical Methods. Patiala: Twenty First Century Publications

16. Sharma, Yogendra K. (2011). Methodology and Techniques of Educational Research. NewDelhi: Kanishka Publishers and Distributors

Arthur, J. (2012). Research Methods and Methodology in Education. SAGE Publications

Agarwal ,B.L. (2001). Basic Statistics.New Delhi: New Age National Publishers.

Aggrawal, Y P. (1998). Statistical Methods. New Delhi: Sterling Publishers Pvt. Ltd.

Best, J.W., &Kahn., J.V. (1992). Research in Education. New Delhi: Prentice Hall of India. Pvt.Ltd.

Briggs, A.R.J, Coleman, M. & Morrison, M. (2012).Research Methods in Educational Leadership and Management.SAGE Publications.

Koul, L. (1997). Methodology of Educational Research. New Delhi: Vikash Publishing House Pvt. Ltd.,

Sharma, B.V., Prasad, D.R., & Satyanarayana, P. (1985).Research Methods in Social & Sciences.New Delhi: Sterling Publishers Pvt. Ltd.,

Singh, Amit & Kumar, Dinesh (2013).Elementary Statistical Methods. Patiala: Twenty First Century Publications

Sharma, Yogendra K. (2011). Methodology and Techniques of Educational Research. New

Delhi: Kanishka Publishers and Distributors

Recommended Reading

Babbie, E.R.(1982). Survey Research Methods.Wordsworth: Bebont CA.

Best, J.W., & Kahn, J.V. (1992).Research in Education, New Delhi: Prentice Hall of India Pvt.Ltd..

Buch, M.B. (1980).Second Survey of Research in Education, Ed., Baroda, India: CASE.

Buch. (2006). Surveys of Education Nos. 1,2,3,& 4, New Delhi: NCERT.

Campbell, DT. (1966). Experimental and Quasi-Experimental Designs for Research.Chicago: McNally.

Garrett, H.E. (2008). Statistics in Psychology and Education.Bombay: Vakil, Fiffer& Simons Pvt.Ltd.

Guilford, J.P., &Truchter, B.(1978). Fundamental Statistics in Psychology and Education. New York: McGraw Hill.

Gupta, S. P. (1996).Statistical Methods, New Delhi: Sultan Chand & Sons.

Kerlinger, F.N. (1986) .Foundations of Behavioural Research.New York: Holt, Rinehart and Winston,

Kothari, C. R, (1998). Quantitative Techniques. New Delhi: Vikas Publishing House.

Kumar Ranjith. (2005) Research Methodology: A step by step guide for beginners. New Delhi: Pearson Publication.

MacMillan, J.H., & Schomacher, S., (1989).Research in Education: A Conceptual Introduction. New York: Harper Collins.

Majundar P K. (2005).  Research Methods in Social Science. New Delhi: Viva Books PVT Ltd.

Ravid.R. (2010).Practical Statistics for Educators. Rowman & Littlefield Publishers

Singh, Jaspal (2011). Instruments of Social Research. New Delhi: Rawat Publications.

Virk, Jaswant K. (2011). Action Research in Education. Patiala: Twenty First Century Publications.

Wadhwa, B.S. (2013). Research and Statistics in Education. Patiala: Twenty First Century Publications.

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 course introduces students to the aims and objectives of teaching History at national and international schools. It introduces the essential elements of History teaching and practice needed to teach History in an effective and inspirational manner.

It develops the skills and competencies required for a History teacher to teach History in the global context.

Learning Objectives

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

●     To acquire knowledge of nature of History.

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

●     To appreciate the role of History in daily life.

●     To understand the Aims and Objectives of teaching History.

●     To create objectives based on History learning with specific reference to HOTS

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

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

●     To achieve mastery over inquiry based classroom teaching.

●     To inculcate international mindedness.

The course will enable the Students towards:

• Prepare Unit plan in History
• Develop the skill of preparing lessons plans based on five E approach.
• Acquire the Skill of using various approaches to teach History

River Valley Civilizations: Greek, Roman, Indus Valley, Chinese and Mesopotamian; The Medieval world; Renaissance and Reformation; Colonialism; Revolutions and Equality: French, Chinese and Russian Revolution;  Colonization of India and the Impact of Colonial Rule; -India’s Struggle for freedom, First war of Indian Independence The First world war- causes and consequences, The Second world war- Causes and consequences – Role and significance of  UNO - - -Indian Constitution- Fundamental Rights and Duties   -Local Self Government and Democracy -The Planet Earth – Human Interaction with the environment – Components of Environment

Society and economy (750–1400), Causes and effects of medieval wars (750–1500), Dynasties and rulers (750–1500), Societies in transition (1400–1700), Early Modern states (1450–1789)

Causes and effects of Early Modern wars (1500–1750), Origins, development and impact of industrialization (1750–2005), Independence movements (1800–2000), Evolution and development of democratic states (1848–2000), Authoritarian states (20th century)

Causes and effects of 20th-century wars. The Cold War: Superpower tensions and rivalries (20th century)

Meaning and nature of History, scope of History, Significance of History in daily life, Importance of History as a school subject, Practical, disciplinary and recreational Values of History; Theory of Knowledge in History; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness , understanding the learner profile of a History student.

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching History, Anderson’s Taxonomy 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, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate programme, Classroom Observation Techniques: Flanders interaction analysis.

Pedagogical principles underpinning global classroom teaching, Pedagogy vs. Andragogy, Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Lecture cum demonstration method, Heuristic method, Inductive method, Deductive method, Concept attainment model, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web technology,Think-pair-share, Jigsaw, Concept mapping, Spider web discussion method (Alexis wiggins, 2011)

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, Cognitive skills; Oral, Note taking, and Paraphrasing. Metacognitive skills, Self-regulated learner

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

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

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

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

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

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.

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

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

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

Lenhardt, A and Madden, M. 2005. “Teen Content Creators and Consumers”. Washington, DC, USA. Pew Rearch Center’s Internet and American Life Project. 2 November. http://www.pewinternet.org/files/oldmedia/Files/Reports/2005/PIP_Teens_Content_Creation.pdf. Retrieved 20 May 2013.

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

Nichols, J and Mellinger, M. 2007. “Portals for undergraduate subject searching: are they worth it?” Portal: Libraries and the Academy. Vol 7, number 4. Pp 481–490.

Ozuah, PO. 2005. “First, there was pedagogy and then came andragogy”. The Einstein Journal of Biology and Medicine. Volume 21, number 2.

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

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

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

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

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

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

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

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

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.

Ghosh, K. D. (1951). Creative Teaching of History. Calcutta. Oxford University Press.

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

Sharma, S. K. Teaching of History, New Delhi, Lotus Press.

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

Kohli, A.S. (2004).Teaching of Social Studies. New Delhi:  Anmol Publications.

Mangal, S.K., &Mangal, U.The Teaching of Social Studies. New Delhi: Sterling Publishers Pvt. Ltd.

Recommended Reading

Aggarwal, J.C. (2008). Teaching of Social Studies - A Practical Approach (4thed.). New    Delhi :Vikas Publishing House Pvt. Ltd., 2008

Bruce, J., & Marsha, W. (n.d.).Models of Teaching.

Dash, B.N., &Moorthy, R. K. (2005).I.V. Methods of Teaching Social Studies. New Delhi: Neelkamal Publications.

Edger, M. (2004).Teaching of Social Studies Successfully. New Delhi: Discourse Publications.

Harry, D. (n.d.). Research in the Teaching of Social Studies. New Delhi: APH Publishers.

Secondary School Text Books (DSERT, C.B.S.E  and ICSE).

Siddiqui, M.H. (2008). Models of Teaching. New Delhi:  APH publishing Corporation.

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

Siddiqui, M.H., & Khan, S.K. (2008). Models of Teaching: Theory and Research. New Delhi:  APH publishing Corporation.

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

Learning Objectives

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

●     To acquire knowledge of nature of Economics.

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

●     To appreciate the role of Economics in daily life.

●     To understand the Aims and Objectives of teaching Economics.

●     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) Economics.

●     To achieve mastery over inquiry based classroom teaching.

●     To inculcate international mindedness.

Students will be able to:

• Prepare Unit plan in Economics
• Develop lessons plans based on Five E approach.
•  Develop the   Skill of using various approaches to teach Economics

Introduction to economics- Economic models --‐PPF, trade cycle, circular flow, demand and supply, demand and supply with linear functions. Microeconomics – Competitive Markets demand and supply, Elasticity, Government intervention, Market failure, Theory of the firm and market structures, Macroeconomics- The level of overall economic activity, Aggregate demand and aggregate supply, Macroeconomic objectives, Fiscal policy, Monetary policy, Supply--‐side policies

Meaning and nature of Economics, scope of Economics, Significance of Economics in daily life, Importance of Economics as a school subject, Practical, disciplinary and recreational Values of Economics; Theory of Knowledge in Economics; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness , understanding the learner profile of a Economics student.

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Economics, Anderson’s Taxonomy for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

Lesson Plan: Meaning and importance; Herbertian Lesson Plan, Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate programme, Classroom Observation Techniques: Flanders interaction analysis.

Pedagogical principles underpinning global classroom teaching, Pedagogy vs. androgogy, Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Lecture cum demonstration method, Heuristic method, Inductive method, Deductive method, Concept attainment model, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web2technology,Think-pair-share, Jigsaw, Concept mapping, Spider web discussion method (Alexis wiggins, 2011)

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, Cognitive Skills; Oral, note-taking, and Para Phrasing. Metacognitive skills, Self-regulated learner

Blink,Jocelyn. (2012)Economics Course Book: The only DP resources developed with the IB. Oxford University Press

Bloom, BS. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press.

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

Cantor, JA. 1997. “Experiential Learning in Higher Education: Linking Classroom and Community”. ASHEERIC Higher Education Report No. 7. Washington DC. The George Washington University, Graduate School of Education and Human Development

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

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

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

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.

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.

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

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

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.

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

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.

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

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

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

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.

Kiewra, KA. 1985. “Learning from a lecture: An investigation of notetaking, review and attendance at a lecture. Human Learning. Number 4. Pp 73–77.

Knowles, M. 1980. The modern practice of adult learning: from pedagogy to andragogy. Wilton, Conn. Association Press.

Krapels, RH and Davis, BD. 2003. “Designation of ‘communication skills’ in position listings”. Business Communication Quarterly. Vol 66, number 2. Pp 90–96.

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

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

Lenhardt, A and Madden, M. 2005. “Teen Content Creators and Consumers”. Washington, DC, USA. Pew Rearch Center’s Internet and American Life Project. 2 November. http://www.pewinternet.org/files/oldmedia/Files/Reports/2005/PIP_Teens_Content_Creation.pdf. Retrieved 20 May 2013.

Marland, M. (1981). Information skills in the secondary curriculum. London, UK. Methuen Educational.

McCombs, BL. 1986. “The role of the self-system in self-regulated learning”. Contemporary Educational Psychology. Vol 11. Pp 314–332.

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 .

Nichols, J and Mellinger, M. 2007. “Portals for undergraduate subject searching: are they worth it?” Portal: Libraries and the Academy. Vol 7, number 4. Pp 481–490.

O’Donnell, A and Dansereau, DF. 1993. “Learning from lectures: Effects of cooperative review”. Journal of Experimental Education. Vol 61. Pp 116–125.

Ozuah, PO. 2005. “First, there was pedagogy and then came andragogy”. The Einstein Journal of Biology and Medicine. Volume 21, number 2.

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

Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap.

Prensky, M. 2001. “Digital Natives, Digital Immigrants”. On the Horizon. Vol 9, number 5.

Prince, M. 2004. “Does active learning work? A review of the research”. Journal of Engineering Education. Vol 93, number 3. Pp 223–231.

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

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

Rutherford, Jill. and Williams, Gillian. (2015).IB Environmental Systems and Societies Course Book: Oxford IB Diploma Programme. Oxford university press.  

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.

Staver, J. and Bay, M. 1987. “Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks”. Journal of Research in Science Teaching. Vol 24, number 7. Pp 629–643.

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

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

Walker, HM. 1983. The ACCESS program: Adolescent Curriculum for Communication and Effective Social Skills: Student Study Guide. Austin, Texas, USA. Pro-Ed.

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

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

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

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

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

Vygotsky, L. (1997). Interaction between learning and development.In M. Gauvain& M. Cole (Eds.), Readings on the development of children. New York: WH Freeman & Company.

Anderson, R.D. (1970). Developing Children’s Thinking through Science. New Delhi: Prentice Hall.

Chand, B. (1986).Teaching of Science, Ludhiana: Prakash Brothers.

Chauhan, S.S. (2000). Innovation in Teaching Learning Process. New Delhi: Vikas Publishing House Pvt. Ltd.

Das, R.C. (1985). Science Teaching in School, New Delhi: Sterling Publishers.

Recommended Reading

Gupta, S.N. (1985).Teaching Physical Science in Secondary School. New Delhi: Sterling Publishers.

Joyce, B., & Marsha, W. (2000).Models of Teaching (4thed.). New Delhi: Prentice Hall.

Kochar, S.K. (1997). Methods and Techniques of Teaching. New Delhi: Sterling Publishers Pvt.  Ltd.

Maitre, K. (1991).Teaching of Economics. New Delhi: Discovery Publishing House.

Mukalel, J.C. (1998). Creative Approaches to Classroom Teaching. New Delhi: Discovery Publishing House.

Nayak A K. (2004). Teaching of Economics. New Delhi: Anmol Publications Pvt. Ltd.

Prakash, R., &Rath, T.N. (1996).Emerging Trends in Teaching of Economics. New Delhi: Kanisha Publishers.

Prasad, J. (2005). Practical Aspects in teaching of Science.Kanishka Publishers.

Rao, D.B. (1997). Reflections on Scientific Attitudes. New Delhi: Discovery Publishing House.

Vanaja, M. (2006).Methods of Teaching Economics. New Delhi: Discovery Publishing House.

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

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 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.

Learning Objectives

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

●     To acquire knowledge of nature of Chemistry.

●     To understand the pedagogical principles underpinning the international schooling programmes

●     To appreciate the role of Chemistry in daily life.

●     To develop scientific attitude among students.

●     To understand the Aims and Objectives of teaching Chemistry.

●     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) Chemistry.

●     To achieve mastery over inquiry based classroom teaching.

●     To inculcate international mindedness.

●     Preparation of Unit plan in Chemistry

●     Skill of doing experiments in Chemistry.

●     Skill of using various approaches to teach Chemistry

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 ,Afbau 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

Meaning and nature of Science, 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; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness , understanding the learner profile of a Chemistry student.

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Chemistry, Anderson’s Taxonomy for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

Lesson Plan: Meaning and importance; Herbertian Lesson Plan, Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate programme, Classroom Observation Techniques: Flanders interaction analysis.

Pedagogical principles underpinning global classroom teaching, Pedagogy vs. androgogy, Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Lecture cum demonstration method, Heuristic method, Inductive method, Deductive method, Concept attainment model, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web2technology,Think-pair-share, Jigsaw, Concept mapping, Spider web discussion method (Alexis wiggins, 2011)

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, Cognitive skills; Oral, note taking, and Para Phrasing. Metacognitive skills, Self-regulated learner

Bloom, BS. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press.

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

Cantor, JA. 1997. “Experiential Learning in Higher Education: Linking Classroom and Community”. ASHEERIC Higher Education Report No. 7. Washington DC. The George Washington University, Graduate School of Education and Human Development

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

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

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

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.

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.

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

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

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.

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

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.

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

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

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

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.

Kiewra, KA. 1985. “Learning from a lecture: An investigation of notetaking, review and attendance at a lecture. Human Learning. Number 4. Pp 73–77.

Knowles, M. 1980. The modern practice of adult learning: from pedagogy to andragogy. Wilton, Conn. Association Press.

Krapels, RH and Davis, BD. 2003. “Designation of ‘communication skills’ in position listings”. Business Communication Quarterly. Vol 66, number 2. Pp 90–96.

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

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

Lenhardt, A and Madden, M. 2005. “Teen Content Creators and Consumers”. Washington, DC, USA. Pew Rearch Center’s Internet and American Life Project. 2 November. http://www.pewinternet.org/files/oldmedia/Files/Reports/2005/PIP_Teens_Content_Creation.pdf. Retrieved 20 May 2013.

Marland, M. (1981). Information skills in the secondary curriculum. London, UK. Methuen Educational.

McCombs, BL. 1986. “The role of the self-system in self-regulated learning”. Contemporary Educational Psychology. Vol 11. Pp 314–332.

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 .

Nichols, J and Mellinger, M. 2007. “Portals for undergraduate subject searching: are they worth it?” Portal: Libraries and the Academy. Vol 7, number 4. Pp 481–490.

O’Donnell, A and Dansereau, DF. 1993. “Learning from lectures: Effects of cooperative review”. Journal of Experimental Education. Vol 61. Pp 116–125.

Ozuah, PO. 2005. “First, there was pedagogy and then came andragogy”. The Einstein Journal of Biology and Medicine. Volume 21, number 2.

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

Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap.

Prensky, M. 2001. “Digital Natives, Digital Immigrants”. On the Horizon. Vol 9, number 5.

Prince, M. 2004. “Does active learning work? A review of the research”. Journal of Engineering Education. Vol 93, number 3. Pp 223–231.

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

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

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.

Staver, J. and Bay, M. 1987. “Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks”. Journal of Research in Science Teaching. Vol 24, number 7. Pp 629–643.

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

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

Walker, HM. 1983. The ACCESS program: Adolescent Curriculum for Communication and Effective Social Skills: Student Study Guide. Austin, Texas, USA. Pro-Ed.

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

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

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

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

Secondary school text books in Science ( DSERT, C.B.S.E and ICSE

Krishnamacharyulu,  V. (2006). Teaching of Science. Hyderabad: Neelkamal Publishers. New delhi.

Recommended Reading

R.C. (1985).Teaching of Science (2nd  ed.). New Delhi : Sterling Publishers Pvt. Ltd.

Gupta, S.K. (1989).  Teaching of Physical Sciences in Secondary Schools. New Delhi:                        Sterling Publishers  Pvt. Ltd.

Narendra, V. (1991).The Impact of Science Teaching. New Delhi: Oxford and  IBH Publishing house.

Kamala, N. (2005).Content Cum Method of Teaching Chemistry. Bangalore:SumukhaPrakashana.

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

Sharma, R.C. (1982). Modern Science Teaching ( 3rd ed.). New Delhi: DhampatRai& Sons.

Thurber, W.A., &Colletta, A. (1994).A Teaching Science in Today’s Secondary Schools.Prentice Hall   of India

Mathew &Mollykutty,(2013).Science Education: Theoretical Bases of Teaching and Pedagogic Analysis: Rainbow book publishers, Chengannur, Kerala

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

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

 Description

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.

 Learning Objectives

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

• To acquire knowledge of nature of Mathematics.

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

• To appreciate the role of Mathematics in daily life.

• To develop scientific attitude among students.

• To understand the Aims and Objectives of teaching Mathematics.

• 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) Mathematics.

• To achieve mastery over inquiry based classroom teaching.

• To inculcate international mindedness.

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, Significance of Mathematics in daily life, Importance of Mathematics as a school subject, Practical, disciplinary and recreational Values of Mathematics; Scientific attitude– Meaning, characteristics of a scientific attitude person, techniques of developing scientific attitude, Theory of Knowledge in Mathematics; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness , understanding the learner profile of a Mathematics student.

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Mathematics, Anderson’s Taxonomy for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

Lesson Plan: Meaning and importance; Herbertian Lesson Plan, Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate programme, Classroom Observation Techniques: Flanders interaction analysis.

Pedagogical principles underpinning global classroom teaching, Pedagogy vs. androgogy, Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Lecture cum demonstration method, Heuristic method, Inductive method, Deductive method, Concept attainment model, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web2technology,Think-pair-share, Jigsaw, Concept mapping, Spider web discussion method (Alexis wiggins, 2011)

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,

Burger, E. B., &Starbird, M. (1999).The Heart of Mathematics. California: Key College Publishers.

Butler,& Wren. (1965). The Teaching of Secondary School Mathematics. London: McGraw Hill Book.

Cooney, T.J., et al.  (1975). Dynamics of Teaching Secondary School Mathematics. Boston: Houghton Mifflin.

Davis, D.R. (1960). Teaching of Mathematics Addison. Wesley Publications.

Ediger, M. (2004).Teaching Math Successfully. New Delhi: Discovery Publication.

Mathematics Teaching-Research Journal (MTRJ) on line:
www.hostos.cuny.edu/MTRJ

NCERT. (2006). Teaching of Mathematics. New Delhi: NCERT.

Riasat, A. (2010). Effect of Using Problem Solving Method in Teaching Mathematics on the Achievement of Mathematics Students.Asian Social Science.  http://www.researchgate.net/publication/41846896_Effect_of_Using_Problem_Solving_Method_in_Teaching_Mathematics_on_the_Achievement_of_Mathematics_Students

Slavins, R. E., Lake,  C. and Groff, C. (2009). Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Review Of Educational Research.79(2).839-911.http://rer.sagepub.com/content/79/2/839.

Zdravko, K. (2008). The Scientific Approach To Teaching Math. Teaching Methodology of Mathematics. Metodika 17, 421-432. hrcak.srce.hr/file/55086

Zemira, R. M. and Bracha, K (1997) Improve: A Multidimensional Method For Teaching Mathematics in Heterogeneous Classrooms. American Educational Research Journal.34(2).365-394 .http://aer.sagepub.com/content/34/2/365

Zevenbergen, R. (2004). Teaching of Mathematics in Primary Schools. New Delhi: Viva Books.

Gupta, H. N., &Shankaran. (1984). Content Cum Methodology of Teaching Mathematics (5th ed.). New Delhi: NCERT.

James, A. (2005). Teaching of Mathematics. New Delhi: Neelkamal Publication.

Juan, A. A. (2011). Teaching Mathematics Online: Emergent Technologies and Methodologies:

Emergent Technologies and Methodologies.IGI Global

Kulshrestha.(n.d.).Teaching of Mathematics. New Delhi:  R. Lal& Sons.

Kumar, S. (2004).Teaching of Mathematics. New Delhi: Anmol Publications Pvt. Ltd.

Papola, C. (2004). Teaching of Mathematics. New Delhi: Anmol Publications Pvt. Ltd.

Raj, B. C. (2001).Methods of Teaching Mathematics. Lucknow: Prakashan.

Wadhwa.S. (2004).Modern Methods of Teaching Mathematics.Sarup& Sons

Yadawada, S. B. (2004). Methods of Teaching Mathematics. Gadag: Vidyanidhi.

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 English.  It introduces the essential elements of English teaching and practice needed to teach English.It develops the skills and competencies required of an English teacher to teach English in the regional, national and global context.

Learning Objectives

●     To acquire knowledge for teaching English.

●     To understand the pedagogical principles underpinning the international programmes.

●     To appreciate the role of English in National and International spheres and create opportunities to learn and teach.

●     To design authentic application of appropriate learning activities

●     To develop the skill of preparing unit plans and lesson plans.

●     To progress toward independent application and interpretation of the approaches to learn English

●     To inculcate international mindedness.

●     To develop and deliver units and lessons for development of critical thinking skills

●     To create meaningful opportunities for student demonstration and mastery

●     To expand linguistic skills, abilities and proficiencies

●     To reflect and refine instructional methods in classroom practice

●     To acquire knowledge for teaching English at all three levels.

●     To understand and transact the pedagogical principles underpinning the international programmes.

●     To appreciate the role of English in national and international spheres and create opportunities to learn and teach.

●     To design authentic application of appropriate learning activities inside and outside classroom

Language and communities (nation/region, subcultures)

Language and the individual (multilingualism/bilingualism, language profile/identity)

Language and knowledge (science and technology, argot and jargon)

Language and social relations (social and professional status, race)

Meaning and definition of language; its functions - Fundamental principles of language learning- Need and importance of learning English in India; Language and Society- Challenges of teaching and learning English.

Meaning and nature of English, scope of English, Significance of English in daily life, Importance of English as a school subject, Practical, disciplinary and recreational Values of English; Theory of Knowledge in English- The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing- Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge- Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness, understanding the learner profile of a English student.

Aims of teaching English - Educational objectives of teaching English – Meaning –

Classification - Writing educational objectives for classroom teaching first language and second language; writing educational objectives for classroom teaching at the Upper Primary, Secondary and Higher Secondary level. Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching English, Anderson’s Taxonomy for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives.

Teaching of Prose; Teaching of Poetry Meaning – Characteristics – Steps – Structure - Selection of teaching methods and strategies - Activities to develop language skills - Evaluation and Home Assignment ; Lesson plan based on evaluation approach of teaching English; Unit plan – Characteristics - Format of a Unit plan; Anderson's Revised Taxonomy; Lessons planning in prose, poetry and drama at various levels. Lesson Plan: Meaning and importance; Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate.

Structural Approach; Communicative Approach; Humanistic Approach; Community Language Learning; Yoga and Meditation;  Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web2technology, Think-pair-share, Jigsaw, Concept mapping, Spider web discussion method (Alexis wiggins, 2011).

Listening Skills; Speaking Skills; Reading Skills; Writing Skills

Study skills, Thinking skills, Communication skills, Social skills, Self-management skills, Research skills, Critical thinking skills, Problem solving skills, Teamwork and collaborative skills, Metacognitive skills.

Ricards C.J and Renandya A. W. (2002). Methodology in Language Teaching: An anthology of Current Practice. Cambridge University Press.

MalderezA.andBodoczky C. (2001). Mentor Courses: A resource book for trainer-trainers.Cambridge University Press.

Ricards C.J and Rodgers S.T. (2001).Approaches and Methods in Language Teaching.Cambridge University Press.

Woodward T. (2001). Planning Lessons and Courses.Cambridge University Press.

Sureshkumar E. and Sreehari P. (2009) A Handbook for English Language Laboratories.Cambridge University Press India Pvt. Ltd.

Kulkarni, K. G. (2004). Content Based Methodology of Teaching English. Pradeep Prakashan.

Kohli, A. L. (2006). Techniques of Teaching English. New Delhi: Dhanpat Rai Publishing Corporation

Sharma, R. N. (2008). Contemporary Teaching of English. Delhi: Surjeet Publications.

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

Palmer, H. E. (2008). Oral Method of Teaching Language. Delhi: Surjeet Publications.

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

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.

Hornby. (1967). Teaching of Structural Words and Sentences Pattern. Oxford University Press.

Nagaraj, G. (1996). English Language Teaching – Approaches Methods Techniques. Orient Longman Pvt. Ltd.

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

Christopher, S. W. (1998). Computer and language learning. Singapore: SEAMEO – Regional Language Centre.

Wren ., & Martin. (2008). High School English Grammar &Composition.New Delhi- 110 055S. Chand Publishing.

Field,J.(2008)Listening in the Language Classroom, Cambridge University Press

Dash, N., & Dash, M. (2007).Teaching English as an Additional Language. New Delhi: Atlantic Publishers and Distributors (P) Ltd.

Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation

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

Arora, N. (2012). Development of speaking skills. English language teaching: approaches and methodologies . New Delhi: Tata McGraw Hill Education Private Limited.

Kumar, C.P. (2013).The Eclectic Method- Theory and Its Application to the Learning of English.

E- Journal of International Journal of Scientific and Research Publications, 3(6), 1-4. Retrieved from http://www.ijsrp.org/research-paper-0613/ijsrp-p1844.pdf

Harry, B., Waterman, R. (2008). Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating OpportUnities. National Institute for Culturally Responsive Educational Systems. Retrieved from http://www.colorincolorado.org/research/effectiveness/

Mohammad K. (201 Essential 1). A New Approach to Teaching English Poetry to EFL Students.Journal of Language Teaching and Research. Retrieved from http://www.academypublisher.com/jltr/vol02/no01/jltr0201.pdf

Wei L. (2011) Formative Assessment in Classrooms: Operational Procedures.Journal of Language Teaching and Research. Retrieved from http://www.academypublisher.com/jltr/vol02/no01/jltr0201.pdf

National Council of Teachers in English (2011). Lesson Plans and Teaching Resources. Retrieved from http://www.ncte.org/lessons

Amiryousefi M.and Ketabi S.(2011). Mnemonic Instruction: A Way to Boost Vocabulary Learning and Recall. Journal of Language Teaching and Research. Retrieved from http://www.academypublisher.com/jltr/vol02/no01/jltr0201.pdf

Whitehurst, G., Chingos, M., and Lindquist, K. (2014).Evaluating Teachers with Classroom Observations: Lessons Learned in Four Districts.Brookings Institution. Retrieved from http://www.colorincolorado.org/research/evaluation/

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

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

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

ESL Teaching Resources 13 Articles in: English Pronunciation and Speaking Skills for Advanced Level Learners - ESL EFL Pronunciation and Speaking for Intermediate Levels. Retrieved from http://esl.about.com/od/speakingadvanced

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

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.

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

●     To achieve mastery over inquiry based classroom teaching.

To inculcate international mindedness.

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.

Classification of living organisms-Two-kingdom system, Five-kingdom system, Study of Cell- types, characteristics and differences, Cell cycle (various phases) - Mitosis and Meiosis; Life processes in plants and animals; Microbes in human welfare; Cell biology, Molecular biology, Genetics, Ecology, Evolution and biodiversity, Human physiology.

Meaning and nature of Biology, scope of Biology, Significance of Biology in daily life, Importance of Biology as a school subject, Practical, disciplinary and recreational Values of Biology; Scientific attitude– Meaning, characteristics of a scientific attitude person, techniques of developing scientific attitude, Theory of Knowledge in Biology; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness, understanding the learner profile of a Biology student. 

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Biology, Blooms and Anderson’s Taxonomy for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

Lesson Plan: Meaning and importance; Herbertian Lesson Plan, Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate programme, Classroom Observation Techniques: Flanders interaction analysis.

Pedagogical principles underpinning global classroom teaching, Pedagogy vs. androgogy, Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Lecture cum demonstration method, Heuristic method, Inductive method, Deductive method, Concept attainment model, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web2technology,Think-pair-share, Jigsaw, Concept mapping

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

Bloom, BS. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press.

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

Cantor, JA. 1997. “Experiential Learning in Higher Education: Linking Classroom and Community”. ASHEERIC Higher Education Report No. 7. Washington DC. The George Washington University, Graduate School of Education and Human Development

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

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

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

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.

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

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

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

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.

Krapels, RH and Davis, BD. 2003. “Designation of ‘communication skills’ in position listings”. Business Communication Quarterly. Vol 66, number 2. Pp 90–96.

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

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

Lenhardt, A and Madden, M. 2005. “Teen Content Creators and Consumers”. Washington, DC, USA. Pew Rearch Center’s Internet and American Life Project. 2 November. http://www.pewinternet.org/files/oldmedia/Files/Reports/2005/PIP_Teens_Content_Creation.pdf. Retrieved 20 May 2013.

Marland, M. (1981). Information skills in the secondary curriculum. London, UK. Methuen Educational.

McCombs, BL. 1986. “The role of the self-system in self-regulated learning”. Contemporary Educational Psychology. Vol 11. Pp 314–332.

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 .

Nichols, J and Mellinger, M. 2007. “Portals for undergraduate subject searching: are they worth it?” Portal: Libraries and the Academy. Vol 7, number 4. Pp 481–490.

O’Donnell, A and Dansereau, DF. 1993. “Learning from lectures: Effects of cooperative review”. Journal of Experimental Education. Vol 61. Pp 116–125.

Ozuah, PO. 2005. “First, there was pedagogy and then came andragogy”. The Einstein Journal of Biology and Medicine. Volume 21, number 2.

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

Prince, M. 2004. “Does active learning work? A review of the research”. Journal of Engineering Education. Vol 93, number 3. Pp 223–231.

Staver, J. and Bay, M. 1987. “Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks”. Journal of Research in Science Teaching. Vol 24, number 7. Pp 629–643.

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

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

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

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

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

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

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

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

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

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

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

Narasimha, K. (2005). Content Cum Method of Teaching Chemistry. Bangalore: SumukhaPrakashana.

Das, K. C. (1985). Teaching of Science. (2nd ed.). New Delhi: Sterling Publishers Pvt. Ltd.

Das, R. C. (1990). Science Teaching in Schools. Sterling Publications.

Gupta, S. K. (1989). Teaching of Physical Sciences in Secondary Schools. New Delhi: Sterling Publishers Pvt. Ltd.

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

Sharma, R. C. (1982). Modern science Teaching. New Delhi: DhanpatRai Publications.

Thurber, W. A., &Colletta, A. (1964). A Teaching Science in Today’s Secondary Schools. New Delhi: Prentice Hall of India.

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

Vaidya, N. (1971). The Impact of Science Teaching. New Delhi: Oxford and IBH Publishing House.

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

Koba, S., & Tweed, A. (2009). Hard-to-teach biology concepts: A framework to deepen student understanding .NSTA press. Retrieved from https://books.google.co.in/books?id=eQiQ4jWwQikC&pg=PA238&dq=21st+century+teaching+of+biology+in+secondary+schools&hl=en&sa=X&ei=gZE0VZeLL8-yuATA5YCwCQ&redir_esc=y#v=onepage&q=21st%20century%20teaching%20of%20biology%20in%20secondary%20schools&f=false

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

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

Continuous Internal Assessment

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

CIA-I and CIA-III: Continuous Internal Assessment

Continuous Internal Assessment I

CIA- I will be in two components - Written (reports) Group or Individual - Viva or Presentation may also be conducted

Continuous Internal Assessment III

The following methods may be adopted

Multiple choice based test.

Practical Activity

Presentation/Viva

Group Discussion

Attendance 

The Marks distribution for attendance is as follows

95%-100%         : 05 marks

90%-94%           : 04 marks

85%-89%           : 03 marks

80%-84%           : 02 marks

76%-79%           : 01 mark

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.

Learning Objectives

●     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.

●     Preparation of Unit plan in Physics

●     Skill of doing experiments in Physics.

●     Skill of using various approaches to teach physics

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 Science, 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, Theory of Knowledge in Physics; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness , understanding the learner profile of a physics student.

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Physics, Anderson’s Taxonomy for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

Lesson Plan: Meaning and importance; Herbertian Lesson Plan, Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate programme, Classroom Observation Techniques: Flanders interaction analysis.

Pedagogical principles underpinning global classroom teaching, Pedagogy vs. androgogy, Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Lecture cum demonstration method, Heuristic method, Inductive method, Deductive method, Concept attainment model, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web2technology,Think-pair-share, Jigsaw, Concept mapping, Spider web discussion method (Alexis wiggins, 2011)

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

Bloom, BS. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press.

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

Cantor, JA. 1997. “Experiential Learning in Higher Education: Linking Classroom and Community”. ASHEERIC Higher Education Report No. 7. Washington DC. The George Washington University, Graduate School of Education and Human Development

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

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

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

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.

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.

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

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

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.

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

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.

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

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

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

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

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.

Kiewra, KA. 1985. “Learning from a lecture: An investigation of notetaking, review and attendance at a lecture. Human Learning. Number 4. Pp 73–77.

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

Knowles, M. 1980. The modern practice of adult learning: from pedagogy to andragogy. Wilton, Conn. Association Press.

Krapels, RH and Davis, BD. 2003. “Designation of ‘communication skills’ in position listings”. Business Communication Quarterly. Vol 66, number 2. Pp 90–96.

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

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

Lenhardt, A and Madden, M. 2005. “Teen Content Creators and Consumers”. Washington, DC, USA. Pew Rearch Center’s Internet and American Life Project. 2 November. http://www.pewinternet.org/files/oldmedia/Files/Reports/2005/PIP_Teens_Content_Creation.pdf. Retrieved 20 May 2013.

Marland, M. (1981). Information skills in the secondary curriculum. London, UK. Methuen Educational.

McCombs, BL. 1986. “The role of the self-system in self-regulated learning”. Contemporary Educational Psychology. Vol 11. Pp 314–332.

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 .

Nichols, J and Mellinger, M. 2007. “Portals for undergraduate subject searching: are they worth it?” Portal: Libraries and the Academy. Vol 7, number 4. Pp 481–490.

O’Donnell, A and Dansereau, DF. 1993. “Learning from lectures: Effects of cooperative review”. Journal of Experimental Education. Vol 61. Pp 116–125.

Ozuah, PO. 2005. “First, there was pedagogy and then came andragogy”. The Einstein Journal of Biology and Medicine. Volume 21, number 2.

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

Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap.

Prensky, M. 2001. “Digital Natives, Digital Immigrants”. On the Horizon. Vol 9, number 5.

Prince, M. 2004. “Does active learning work? A review of the research”. Journal of Engineering Education. Vol 93, number 3. Pp 223–231.

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

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

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.

Staver, J. and Bay, M. 1987. “Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks”. Journal of Research in Science Teaching. Vol 24, number 7. Pp 629–643.

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

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

Walker, HM. 1983. The ACCESS program: Adolescent Curriculum for Communication and Effective Social Skills: Student Study Guide. Austin, Texas, USA. Pro-Ed.

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

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

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

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

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

Vygotsky, L. (1997). Interaction between learning and development.In M. Gauvain& M. Cole (Eds.), Readings on the development of children. New York: WH Freeman & Company.

Anderson, R.D. (1970). Developing Children’s Thinking through Science. New Delhi: Prentice Hall.

Chand, B. (1986).Teaching of Science, Ludhiana: Prakash Brothers.

Chauhan, S.S. (2000). Innovation in Teaching Learning Process. New Delhi: Vikas Publishing House Pvt. Ltd.

Das, R.C. (1985). Science Teaching in School, New Delhi: Sterling Publishers.

Recommended Reading

Gupta, S.N. (1985).Teaching Physical Science in Secondary School. New Delhi: Sterling Publishers.

Joyce, B., & Marsha, W. (2000).Models of Teaching (4thed.). New Delhi: Prentice Hall.

Kochar, S.K. (1997). Methods and Techniques of Teaching. New Delhi: Sterling Publishers Pvt.  Ltd.

Maitre, K. (1991).Teaching of Physics. New Delhi: Discovery Publishing House.

Mukalel, J.C. (1998). Creative Approaches to Classroom Teaching. New Delhi: Discovery Publishing House.

Nayak A K. (2004). Teaching of Physics. New Delhi: Anmol Publications Pvt. Ltd.

Prakash, R., &Rath, T.N. (1996).Emerging Trends in Teaching of Physics. New Delhi: Kanisha Publishers.

Prasad, J. (2005). Practical Aspects in teaching of Science.Kanishka Publishers.

Rao, D.B. (1997). Reflections on Scientific Attitudes. New Delhi: Discovery Publishing House.

Vanaja, M. (2006).Methods of Teaching Physics. New Delhi: Discovery Publishing House.

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

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 course introduces students to the aims and objectives of teaching Business Management at national and international schools. It introduces the essential elements of Business Management teaching and practice needed to teach Business Management in an effective and inspirational manner.

It develops the skills and competencies required for a Business Management teacher to teach Business Management in the global context.

Learning Objectives

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

●     To acquire knowledge of nature of Business Management.

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

●     To appreciate the role of Business Management in daily life.

●     To understand the Aims and Objectives of teaching Business Management.

●     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) Business Management.

●     To achieve mastery over inquiry based classroom teaching.

●     To inculcate international mindedness.

●     Preparation of Unit plan in Business Management

●     Skill of solvingBusiness Management problems.

●     Skill of using various approaches to teach Business Management

Business organization and environment- Introduction to Business Management, 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.

Meaning and nature of Business Management, scope of Business Management, Significance of Business Management in daily life, Importance of Business Management as a school subject, Practical, disciplinary and recreational Values of Business Management; Theory of Knowledge in Business Management; The process of learning, Social constructivism, Structuring inquiry, metacognitive inquiry, Critical thinking. Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Knowing areas of life in terms of subject disciplines. Models and Frameworks for thinking. Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Theory of knowledge resources. International mindedness concept and techniques of developing international mindedness , understanding the learner profile of a Business Management student.

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Business Management, Anderson’s Taxonomy for teaching and learning, Listing of Specifications under General Objectives, Criteria for Writing Instructional objectives

Lesson Plan: Meaning and importance; Herbertian Lesson Plan, Evaluation Approach to Lesson plan, Unit Plan: Meaning, importance, format and Uses; Unit planning in International Baccalaureate programme, Classroom Observation Techniques: Flanders interaction analysis.

Pedagogical principles underpinning global classroom teaching, Pedagogy vs. androgogy, Inquiry based teaching and learning- Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987),Process oriented guided inquiry learning (Lee, 2004), Experiential learning (Kolb, 1984), Problem and project based learning (Prince, 2004), Case based learning (Fasko, 2003), Discovery learning (Prince and Felder,2007) Teaching for collaborative learning, Differentiated approaches in teaching and learning, utilizing technology for teaching and learning, Lecture cum demonstration method, Heuristic method, Inductive method, Deductive method, Concept attainment model, Flipped classroom (Bergmann and Sams ,2012), Blended learning, web2technology,Think-pair-share, Jigsaw, Concept mapping, Spider web discussion method (Alexis wiggins, 2011)

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

Bloom, BS. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Tyler (Ed.), Educational evaluation: new roles, new means: the 63rd yearbook of the National Society for the Study of Education (part II) (Vol. 69(2), pp. 26-50). Chicago, IL. University of Chicago Press.

Briner, M. 1999. “What is Constructivism?” University of Colorado at Denver School of Education. http://curriculum.calstatela.edu/faculty/psparks/theorists/501learn.htm. Retrieved June 2013.

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.

Cantor, JA. 1997. “Experiential Learning in Higher Education: Linking Classroom and Community”. ASHEERIC Higher Education Report No. 7. Washington DC. The George Washington University, Graduate School of Education and Human Development

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

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

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

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.

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.

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

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

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.

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

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.

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

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

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

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.

Kiewra, KA. 1985. “Learning from a lecture: An investigation of notetaking, review and attendance at a lecture. Human Learning. Number 4. Pp 73–77.

Knowles, M. 1980. The modern practice of adult learning: from pedagogy to andragogy. Wilton, Conn. Association Press.

Krapels, RH and Davis, BD. 2003. “Designation of ‘communication skills’ in position listings”. Business Communication Quarterly. Vol 66, number 2. Pp 90–96.

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

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

Lenhardt, A and Madden, M. 2005. “Teen Content Creators and Consumers”. Washington, DC, USA. Pew Rearch Center’s Internet and American Life Project. 2 November. http://www.pewinternet.org/files/oldmedia/Files/Reports/2005/PIP_Teens_Content_Creation.pdf. Retrieved 20 May 2013.

Marland, M. (1981). Information skills in the secondary curriculum. London, UK. Methuen Educational.

McCombs, BL. 1986. “The role of the self-system in self-regulated learning”. Contemporary Educational Psychology. Vol 11. Pp 314–332.

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 .

Nichols, J and Mellinger, M. 2007. “Portals for undergraduate subject searching: are they worth it?” Portal: Libraries and the Academy. Vol 7, number 4. Pp 481–490.

O’Donnell, A and Dansereau, DF. 1993. “Learning from lectures: Effects of cooperative review”. Journal of Experimental Education. Vol 61. Pp 116–125.

Ozuah, PO. 2005. “First, there was pedagogy and then came andragogy”. The Einstein Journal of Biology and Medicine. Volume 21, number 2.

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

Peterson, A. 1972. The International Baccalaureate: An experiment in International Education. London. George Harrap.

Prensky, M. 2001. “Digital Natives, Digital Immigrants”. On the Horizon. Vol 9, number 5.

Prince, M. 2004. “Does active learning work? A review of the research”. Journal of Engineering Education. Vol 93, number 3. Pp 223–231.

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

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

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.

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