dr. babasaheb ambedkar marathwada university, aurangabad syllabus b.ed

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DR. BABASAHEB AMBEDKAR MARATHWADA UNIVERSITY, AURANGABAD SYLLABUS B.Ed.Credit-based Effect from JUNE 2012 Onwards (Subject to the modifications made from time to time)

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DR. BABASAHEB AMBEDKAR

MARATHWADA UNIVERSITY,

AURANGABAD

SYLLABUS

B.Ed.Credit-based

Effect from JUNE 2012 Onwards (Subject to the modifications made from time to time)

B.Ed. Examination

0.207 The Degree of Bachelor of Education shall be conferred on a candidate, who has

satisfied the following conditions :-

(a) Rectify

as

He must have passed three years Bachelor’s Degree Examination in Arts,

Science, Commerce or Agriculture of Dr.Babasaheb Ambedkar Marathwada

University or of any other University recognized by this University as

equivalent thereto, with not less than 50% marks & in the case of reserved

category 45% marks.(relaxation for in-service teachers as per government

.rules prescribed for time to time)

(b) He must have pursued a regular course of study prescribed for not less than

one academic year and must have passed the Bachelor’s Degree

Examination in Education.

( c)

(Ad

ded)

He must have, after passing the examination pursued a regular course of

study for not less than one academic year or the vacation course of two

years commencing from may every alternative year as prescribed.

A regular course of study means a course wherein the attendance is not

less than 75% of each paper of the course in both terms. A course means

the course in which minimum 200 days as per NCTE norms are devoted for

imparting instructions, and other activities as provided in the rules framed

in that behalf. In special cases . The Vice-Chancellor may, on the

recommendation of the Principal condone the deficiency in attendance not

exceeding 10% on account of medical ground. Supported by the report of

an authorized Medical officer approved by the Principal of the College.

(c) Deleted

(d) Deleted

(e) Rectify

as

A candidate who has passed the B.Ed. examination of this University in any

class /division may be allowed to appear at the said examination again with

the same medium with present prescribed syllabus to improve his

qualification, provided that he/she appears at the said examination with

practical (two final lessons and viva-voce) in one attempt with all the

papers and practical prescribed for the course, on the basis of which the

result is declared. Only two chances will be given for improvement of

qualification.

0.208 The course of study shall consist of lectures, selected readings, discussion,

conference and practice in teaching of classes and other practical work as laid down

here in-after.

0.209 Rectify the

ordinance

209 as

The External examination shall consist of two parts :-

Part – I Theory

Part –II Practical

0.210 Rectify the

ordinance 210

as

A candidate who has completed all the requirements of the course but has failed in

Part-I or Part-II or in both has to appear for the examination in the same without

putting in further attendance or practical work [Internal]..

R.64 ……………………………………………………………………………… Deleted

R.65 ……………………………………………………………………………… Deleted R.66 No candidate shall be allowed to put in attendance for appearing at two

examinations at one and the same time.

Note : (a) The selection for admission into the B.Ed. course will be made

according to the rules framed by the University/Government.

(b) The medium of instruction and examination will be Marathi or

English.

Added (c) As an alternative medium Hindi/Urdu may be used for answering in

the examination [ Part-I]. Added (d) As per G.R. No. dz-foiiz 2003¼448@03½ef”k 3 fnukad 11vkWxLV 2004

if minimum 20 student are admitted in a college for Urdu Medium

R.67 The scheme for the B.Ed. examination shall be as follows :

R.68

Added

And Rectify

As

To pass the examination, a candidate must obtain a minimum of 40% marks in

each of the Seven papers under Part-I and 40% of marks in each of the two lessons

and viva-voce under Part –II separately.Similarly a candidate must have 50% of the

aggregate in internal Assessment Part-III and Part-IV.

To obtain I class, a candidate must obtain a minimum of 55% marks of the

aggregate in the Part –I & Part II and 60 or more marks of the aggregate in Part-I,

Part-II, Part-III & Part-IV taken together. To obtain II class, a candidate must obtain

a minimum of 45% marks of the aggregate in Part-I & Part-II 50% or more

marks of the aggregate in Part-I, Part-II, Part-III & Part-IV taken together. The

candidate obtaining 40% or more of the aggregate marks in each of the four parts shall

be declared to have passed in examination in pass class.For passing the examination the

candidate must obtain 40% marks or D grade in each of the theory papers and 50%

marks or B grade in internal work.

A Candidate should acquire minimum 22 credits of marks (50%) in aggregate for

passing B..Ed. course.

For obtaining second division or B grade candidate must secured 50% or more

marks and less than 60% in aggregate.

For obtaining first division or A grade the candidate must secure 60% or more

marks, in aggregate and minimum 55% marks in theory papers.

A Candidate who secures 70% or more marks will be declared in First Division or

A+,A++,or O grade with Distinction respectively.

A candidate not appeared at annual lesson shall not be allowed to appear at the

Examination Part-I.

A candidate shall have to complete Part-II, III and IV, before he/she appears the

Examination of Part-I.

If any Candidate remained his/her Internal work incomplete, in such cases, he/she

can not appear in the final examination If by mistake He/She appeared without completing

all internal work, in such a case result will be with held till completing all work.

A candidate who has failed in one or more subjects, shall have to appear in the

Examination for same subjects only.

A candidate who has appeared for Part-II(Annual lessons and viva-voce),and not

appeared at the annual Examination with Part-I theory papers, shall be allowed to appear at the

supplementary examination with all papers. He / She shall not be required to appear at the Part-

II Practical and Oral Examination again. His / Her marks obtained in the Part-II and internal

assessment remain unchanged.

A candidate fails in Part- II(Annual lessons and viva-voce), and passed in Part-I( Theory

Papers) ,He/She shall have to appear only in Part -II(two annual lessons and viva-voce)

A candidate fails once in the examination and secures more than 50% or 60% marks in the

second or subsequent attempt,will be awarded second or first division or equivalent grade.

Scaled down -

There should not be difference of 15% or more between the marks obtained in theory

paper out of 700 and internal assessment marks out of 400 allotted by the college. In case the

difference in more than 15% the internal assessment marks will be scaled down accordingly.

Similarly, if the difference between the marks given by the internal and the external

examiner in the final lesson is more than 15%, the marks will be scaled down.

Grading Scheme :-

A ten point rating scale shall be used for the evaluation of the performance of the student to

provide letter grade for each course and overall grade for the Bachelors Degree Programme

grade points are based on the total number of marks obtained by him / her in all the heads of

examination of the course . These grade points and their equivalent range of marks are shown

separately in Table-I

Conversion of Marks into Grade points, letter Grade and Class Table -I

Sr.No.

Marks

Obtained

Grade

Points

Letter

Grade

Grade

description

Class

01. 90.00-100 9.00-10 O Outstanding First Class with Distinction

02. 80.00-89.99 8.00-8.99 A ++ Excellent First Class with Distinction

03 70.00-79.99 7.00-7.99 A + Exceptional First Class with Distinction

04 60.00-69.99 6.00-6.99 A Very Good First Class

05 55.00-59.99 5.50-5.99 B+ Good Second Division

06 50.00-54.99 5.00-5.99 B Fair Second Division

07 45.00- 49.99 4.50-4.99 C+ Average Third Division

08 40.01-44.99 4.01-4.49 C Below average Third Division

09 40 4.00 D Pass Third Division

10 < 40 0.00 F Fail Fail

CGPA – There is no semester system. Thus, the Cumulative Grade point Average will be

used to describe the overall performance of a student in yearend examination of the

course and will be computed as under –

Sum (Course credit *Number of points in concern course gained by the student)

CGPA = Sum ( Course Credit )

Note – 1) Marks obtained in decimal of point five and above should be rounded to one.

2) Credit may be acquired in decimal points also.

EXAM PATTERN FOR THEORY PAPERS

Hours – Three Marks-80

Note-1) Only one Answer Book of 32 pages and no supplements will be allowed

Sr. No.

Type of Question

Total Number of Question

Nature of Answer

Marks per

Question

Total Marks

1. Content Based short Answer Type Question

06 Answer in 200-250 words

05 30

3. Content based Long Answer Type Question

03 Answer in 300-400 words

10 30

4. Application based essay type Question

02 Detail answer with application

10 20

Total 11 80

COURSE WISE CREDIT STRUCTURE

Sr.

No.

B.Ed. Courses/Credits Internal

Marks

External

Marks

Total Credit

Value

Hours Marks

1. Theory (7 Papers) 20×7=140 80×7=560 4×7=28 60×7=420 700

2 Annual Lessons and Viva-voce

a) Annual Lessons.

b) Viva – voce for verification of

Internal Practical work

--

40 ×2=80

20

1

1

30

30

100

2. Practice Teaching Lesson 100 8 240 100

3. Micro Teaching Skills 60 - 6 180 60

4. Bridge lessons 15 - 4 120 15

5. Observation 20 - 2 60 20

6. Internship - 08 Days 25 - 3 90 25

7. Work with community and Report 15 - 2 60 15

8. Cultural activities 10 - 2 60 10

9. Experiments in Psychology 20 - 2 60 20

10. Preliminary Examination 20 - 3 90 20

11. Project (One for each Paper) 20 - 7 210 20

12. School Content Test(Two Methods) 20 - 1 30 20

13. ICT Practical 30 - 4 120 30

14. Physical and Health Education 10 - 1 30 10

15. Workshop (05) 25 - 6 180 25

16. Excursion 10 - 1 30 10

Total 540 660 83 2010 1200

Theory papers : 1 credit = 15 Hours

Practicals : 1 credit = 30 Hours

EXTERNAL ASSESSMENT-Part I and II: THEORY PAPERS AND

EXTERNAL PRACTICALS:

Part-I Theory Papers (Compulsory) Internal

Marks

Extern

al

Marks

Total

Credits

Total

Hours

Total

Marks

Paper–I Education in Emerging Indian Society (EEIS) 20 80 4 60 100

Paper–II Development of Learner and Teaching

Learning Process

20 80 4 60 100

Paper–III History of Education in India (HEI) 20 80 4 60 100

Paper-IV Educational Technology and School

Management (ETSM)

20 80 4 60 100

Paper–V Educational Evaluation and Action Research

(EEAR)

20 80 4 60 100

Paper-VI Teaching Methodology-

Any two school subjects to be studied as

methods.

The subjects offered for methods should be

preferably common to school and college

levels. In case these are not common then any

two subjects may be selected for methods for

teaching out of groups A and B .

school teaching subjects – A group methods- Marathi, Hindi, Urdu,Sanskrit,

English, Science. B group methods- History, Geography,

Mathematics.

A

Method

10

B

Method

10

A

Method

40

B

Method

40

A

Method

2

B

Method

2

A

Method

30

B

Method

30

A Method

50

B Method

50

Paper-VII Elective Subject (Any ONE of the following)

a. Alternative Education

b. Career Information and Career Guidance

c. Computer in Education

d. Elementary Education

e. Environmental Education

f. Population Education.

g. Physical Education

h. Value education.

20

80

4

60

100

Part-II-A ANNUAL LESSON EXAMINATION

Annual lesson examination of the two methodology

subjects offered by the candidate in paper to be

conducted by university by appointing the panels of

examiners. Before Annual lesson, the Candidate must

complete his/her all practice teaching lessons, micro

lessons, Bridge lessons and all lesson observations.

The chairman of the panel of examiners should

confirm the completion of all the 38 lessons and in

case of incompletion of lessons the University shall not

permit the candidate to appear for the annual lesson.

2×40=80

1

30

80

Part-II-B Viva-voce for verification of Internal

Practical Work

20 1 30 20

Total of Part I & II 140 660 30 480 800

Part III & IV: INTERNAL ASSESSMENT Part III: FIELD BASED EXPERIANCES INCLUDING PRACTICE TEACHING

Sr.

No. Activities No.of Activities

Inte

rnal

Marks

Exte

rnal

Marks

Tota

l

Credits

Total Hours

Marks

III-1 Practice teaching lessons: (shall be

guided, supervised, and evaluated by

Teacher Educators). Steps for lesson

are mentioned in Paper-V.

10 + 10 = 20

100

-----

8

240

20 Hrs for Actual Practice

Teaching

220 Hrs for

Guidance and

Preparation

100

III-2 Micro Teaching Lessons-Practice of

six micro teaching skills of each

method (12 micro lessons) 6 skills

mentioned in Paper-IV.

6 – A Method

6 – B Method

= 12

60

----

--

6

180

90 Hrs for Class Work

And 90 Hrs for Preparation

60

III-3 Bridge lessons - Six bridge lessons a) 2 bridge lessons of one of each method with

3 micro skills.

b) 2 bridge lessons of one of each method with

The other 3 Micro skills.

c) 2 bridge lessons of one of each method with

6 micro skills.

6

15

----

-

4

120

36 Hrs for Class Work

And 84 Hrs for Preparation

15

III-4 Observation: Observation of 20 lessons

(10+10) of each methods + 7/8 demonstration

Lessons. +12micro lessons (Teach/Reteach) +6

Bridge lessons.

10+10+8+12+6

20

----

--

2

60

20

III-5 Internship - 08 days. Besides teaching lessons practice experience in

school, the student teacher should function as a

regular teacher in a school (i.e. taking

attendance, participating in Staff meeting,

preparing everyday notices, setting

examination papers, preparing lesson plans,

writing letter to parents, arranging cultural &

sports activities and the morning assembly etc.)

out of 08days, two days for planning and

preparing of the programme and six days for

implementing in the specific school. An

application based utilization of the theory

papers is expected and the report is to be

submitted. Practice teaching lessons should

not be a part of the internship programme.

25

----

---

3

90

25

III-6

Working with community and report.

15

2

60

15

Total 235 25 750 235

Part–IV : CO-CURICULAR ACTIVITIES

No. Activity No.of

activities

Internal

Marks

Externa

l Marks

Total

Credits

Total

Hours

Marks

IV-1 Cultural activities, Club activities, Gathering,

youth festival, Celebration of National Festivals

and Anniversaries etc.-Report

Minimum

activities

10

10 2 60 10

IV-2 Experiments in Psychology (Five) 05 20 2 60 20 1]Division of Attention 2]Work and fatigue 3]Learning Curve 4]Teacher’s Aptitude Test Battery

Dr. R.P.Sing & Dr.S.N.Sharma

5]Memory IV-3 Preliminary examination 7

Papers 20 3 90 20

IV-4 Project work based on theory papers. 7

Projects 20 7 210 20

IV-5 School Content test-2 (one of each teaching

method) 2 20 1 30 20

IV-6 ICT Workshop and Practical-

Participate in the 3 days Information

Technology (IT) workshop to be conducted by

the teacher education in the college to

understand pedagogy of preparing digital

portfolios as per methods. This will include

viewing sample portfolios and strengthening the

concept of - 1)Computer Assisted Instruction and Learning

.(CAIL) [1]Technology supported learning which

focuses on students building their own

knowledge, answering the essential and unit

questions by promoting higher – order cognitive

skills and problem – solving strategies to

enhance learning and 21st Century Skills

Development.

[2]Judicious use of technology.

[3]Use of technology as a Research Tool

[4]Use of technology to facilitate acquisition

and deeper understanding of content.

[5] Use of technology for exploring

creativity for distribution as learning.

[6] Use of technology for effective

communications and prepare a lesson plan

(school topic) using IT and its presentation

using Power Point and submit the Report.

---

30

---

4

120

30

Folders for each method-

i)Unit Plan Template.

ii)Implementation Plan.

iii)Teacher Support material.

iv))Student Presentation.

v)Student Publication

vi)Evaluation Tool.

vii)Grade book.

2)Project–based approaches through E-

learning.

3) Assessment in 21st Century Classroom.

IV-7 Physical & Health education. Participate in any

5 activities and report.

--

10

--

1

30

10 IV-8 Workshop – Report.

i) Lesson Planning Workshop-4days and

Demonstration lessons-2days-Total 6 days

ii) Evaluation Workshop -3days

iii) Craft Workshop (2days) - Prepare four

socially useful productive articles and report.

iv)Teaching–aid Workshop(4days-one day for

exhibition) - Prepare two teaching-aids one for

each method.

v)Pedagogical Drawing Workshop-2 days

05

25

--

6

180

25

(05

Marks

For

each

Work-

Shop)

IV

9 Excursion – 1day 01 10 -- 1 30 10

Total 165 27 810 165

Part – I & II Part - III Part – IV Total Marks

Total Marks 800 235 165 1200

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foHkkx & foHkkx & foHkkx & foHkkx & III 1½1½1½1½ ljko ikB &ljko ikB &ljko ikB &ljko ikB & ljkoikB ogh fujh{k.kklg 10$10 ljkoikB ogh fujh{k.kklg 10$10 ljkoikB ogh fujh{k.kklg 10$10 ljkoikB ogh fujh{k.kklg 10$10 = 20 20 20 20 –––– SkeâtCe keÇsâef[š 4 SkeâtCe keÇsâef[š 4 SkeâtCe keÇsâef[š 4 SkeâtCe keÇsâef[š 4 –––– 20 Ie[ÙeeUer leeme heÇlÙe#e mejeJehee"emee"er, 100 leeme keâÛÛes Je hekeäkesâ hee" šeÛeCe keâe{Ces Mew#eefCekeâ meeefnlÙeeÛeer efveefceleer& Je DeOÙeeheveeÛÙee hetJe&leÙeejermee"er (DeYÙeemekeÇâceeÛÙee MesJešer heefjefMes<š(DeYÙeemekeÇâceeÛÙee MesJešer heefjefMes<š(DeYÙeemekeÇâceeÛÙee MesJešer heefjefMes<š(DeYÙeemekeÇâceeÛÙee MesJešer heefjefMes<š----2 ceOÙes meJe& lekeälÙeebÛes vec2 ceOÙes meJe& lekeälÙeebÛes vec2 ceOÙes meJe& lekeälÙeebÛes vec2 ceOÙes meJe& lekeälÙeebÛes vecegves efoues Deensle ) egves efoues Deensle ) egves efoues Deensle ) egves efoues Deensle ) mfn~n’Vs & mfn~n’Vs & mfn~n’Vs & mfn~n’Vs & Nk=k/;kidkNk=k/;kidkNk=k/;kidkNk=k/;kidke/;s & e/;s & e/;s & e/;s & 1½ ikB;?kVdkph mfn~n’Vs o Li’Vhdj.ks r;kj dj.;kph {kerk fuekZ.k dj.ks- 2½ BjfoysY;k mfn~n’Vkauqlkj vuqHkwrh ns.;kph {kerk ok<fo.ks- 3½ mfn~n’Vfugk; ewY;ekiukph {kerk ok<fo.ks- 4½ fu;kstu iwoZd izHkkoh o ifj.kkedkjd v/;kiu dj.;kph {kerk fuekZ.k dj.ks- ljko ikBklkBh iwljko ikBklkBh iwljko ikBklkBh iwljko ikBklkBh iwoZ r;kjh &oZ r;kjh &oZ r;kjh &oZ r;kjh & 1½ ikBfu;kstu d`frl= & 1½ ikBfu;kstu d`frl= & 1½ ikBfu;kstu d`frl= & 1½ ikBfu;kstu d`frl= & hee"efveÙeespeveemee"er SkeâtCe mene efoJemeebÛes d`frl= vk;ksftr dj.;kr ;kos- Skeâ efoJeme isij ikp varxZr “kS{kf.kd ewY;ekiukleerue mfn~n’VkaÛes Js.khcn~/k oxhZdj.k vkf.k oxkZ/;kiukph mfn~n’Vs o Li’Vhdj.ks ;kaps v/;kiu keâjeJes- R;kuarj izR;sd v/;kiu i/nrhlkBh izR;sdh lgk rklkaph vls nksu fnol drhl= ?;kos- drhl=ele Skeâ fnol ikB fu;kstukpk vkjk[kMk] ikBkP;k ik;N;k ¼isij ikp e/;s fnY;kuqlkj½ fo’k;kuqlkj oxkZ/;kiukP;k mfn~n’V Li’Vhdj.kkps Lo:i mfn~n’V fugk; ewY;ekiu ;k lanHkkZr leeeflJekeâ ekfgrh n;koh- uarjP;k v/;kZ fnolkr R;kuqlkj ikB Vkp.k dk<k;yk n;kos o ekxZn”kZu djkos- nql-;k fno”kh nql-;k i/nrhps drhl= ;kp i/nrhus ?;kos- R;kuarj izR;sd v/;kiu i/nrh f”kdfo.kk-;k f”k{kd&izf”k{kdkaps fnx~n”kZu ikB vk;ksftr djkosr- ikBkuarj v/;kiu i/nrhP;k oxkZe/;s ikBkoj lfoLrj ppkZ ?kMowu vk.kkoh- ljko ikBkaP;k ikB Vkp.kkaph rikl.kh] ekxZn”kZu] ljko ikBkps i;Zos{k.k] R;kaps xq.knku] izR;kHkj.k ;k ckch f”k{kd izf”k{kdkauhp djko;kP;k vkgsr- “kkGsrhy o brj ckgsjP;k yksdkadMwu gs d:u ?ksow u;s- (Got& Je mebmke=âle Ùee DeOÙeeheveheodOeleerbmee"er Skeâe ceneefJeoÙeeueÙeele efkeâceeve one efJeoÙeeLeer& Demeues heeefnpesle.lÙeebÛÙeeme"er leeefmekeâe lellJeeJej mebyebefOele efJe<eÙeemee"er hee$eleeOeejkeâ (Sce.S.mebmke=âle/Got&,Sce.S[d.) efJe<eÙeefMe#ekeâ vesceeJesle.lemesÛe mejeJe hee"emee"erner lÙeebÛesÛe ceeie&oMe&ve IÙeeJes. 2½ 2½ 2½ 2½ lw{e v/;kiu dkS”kY; & 6+lw{e v/;kiu dkS”kY; & 6+lw{e v/;kiu dkS”kY; & 6+lw{e v/;kiu dkS”kY; & 6+ $$$$ 6 ¾6 ¾6 ¾6 ¾ 12 12 12 12 ---- lw{eikBogh lw{eikBogh lw{eikBogh lw{eikBogh –––– SketâCe keÇsâef[šSketâCe keÇsâef[šSketâCe keÇsâef[šSketâCe keÇsâef[š ---- 6 mfn~n’Vs & mfn~n’Vs & mfn~n’Vs & mfn~n’Vs & Nk=k/;kidkl Nk=k/;kidkl Nk=k/;kidkl Nk=k/;kidkl &&&&

1- v/;kiu dkS”kY;krhy midkS”kY;kaph ¼lw{e v/;kiu dkS”kY;kaph½ Lora=i.ks ekfgrh ns.ks- 2- izR;sd lw{e v/;kiu dkS”kY; Lora=i.ks vkRelkr dj.;kph {kerk fuekZ.k dj.ks- 3- izR;sd lw{e v/;kiu dkS”kY;kpk ljko ns.ks-

lgk lw{e v/;kiu dkS”kY; iz”u dkS”kY;] Qyd dk;Z] izLrkouk]psrd cny] “kS{kf.kd lkfgR;kpk okij o Li’Vhdj.k ;kp dzzekus ?ks.ks visf{kr vkgs- izR;sd dkS”kY;kpk v i/nrhpk ,d o c i/nrhpk ,d ikB ?ks.ks vko”;d vkgs-izR;sd i/nrhP;k v/;kiu o iquvZ/;kiu feGwu ,d ikB xghr /kjyk tkbZy- lw{e v/;kiu izf”k{k.k dk;kZph :ijs’kk iw<hy izek.ks vlkohlw{e v/;kiu izf”k{k.k dk;kZph :ijs’kk iw<hy izek.ks vlkohlw{e v/;kiu izf”k{k.k dk;kZph :ijs’kk iw<hy izek.ks vlkohlw{e v/;kiu izf”k{k.k dk;kZph :ijs’kk iw<hy izek.ks vlkoh----

1) iqokZo”;d rkfRod Hkkxkph nksu fdaok rhu O;k[;kus lw{e v/;kiukpk vFkZ] Lo:i oSf”k’Vs bR;knh-

2) lw{e v/;kiukpk izR;sd ikB ikp fefuVkapk vlkok- izR;sd dkS”kY;kps rkfRod nksu fdaok rhu rkfldkae/;s ikB fnXn”kZu o ikB fujh{k.kklg mjysY;k v/;kZ fnolkr ikBkps fu;kstu d:u ?;kos- Vkp.k dk<wu ?;kos-

3) izR;sd dkS”kY;kps izR;sd v/;kiu i/nrhojhy ikBkps fu;kstu] v/;kiu] izR;kHkj.k] iquvZ/;kiu gs pdz iw.kZ dj.ks ¼nksUgh i/nrhps v/;kiu ,d fnol o nql-;k fno”kh iquvZ/;kiu½ efveÙeespeve / iqufuZ;kstu ?kjh dj.ks visf{kr-

4) izR;sd v/;kiukP;k ikBkuarj izR;sd izf”k{k.kkF;kZl R;kP;k v/;kiukrhy =qVh lkaxwu izR;kHkj.k n;kos R;kP;k ikBkps fujh{k.kkps okpu d:u ?;kos-

5) iqujk/;kiukuarj v/;kiukps fujh{k.k o iqujk/;kiukps iqufuZjh{k.k ;kaps rqyukRed okpu d:u ?ksowu v/;kiukrhy izxrh fun”kZukl vk.kwu n;koh- izR;sd izf”k{k.kkF;kZaus v/;kid] fujh{kd] le; fujh{kd ;kaph Hkwfedk dj.ks vfuok;Z-

3333---- lsrwikB & 2+$2$2 ¾ 6 & lw{eikB oghlsrwikB & 2+$2$2 ¾ 6 & lw{eikB oghlsrwikB & 2+$2$2 ¾ 6 & lw{eikB oghlsrwikB & 2+$2$2 ¾ 6 & lw{eikB ogh (DeYÙeemekeÇâceeÛÙee MesJešer heefjefMes<š-1 ceOÙes meJe& lekeälÙeebÛes vecegves efoues Deensle ) mfn~n’Vs & Nk=k/;kidke/;s &

1- ,dkis{kk tkLr lw{e v/;kiu dkS”kY;kps ,dkRehdj.k d:u ikB dk<.;kph {kerk fuekZ.k dj.ks- 2- ,dkis{kk tkLr dkS”kY;kaps ,dkRehdj.k d:u v/;kiu dj.;kpk ljko ns.ks- 3- loZ dkS”kY;kapk v/;kiukr ,dkfRed okij dj.;kps dkS”kY; ok<fo.ks-

lw{e v/;kiukph lgk dkS”kY;s izf”k{k.kkF;kZaus vkRelkr dsY;kuarj lsrwikBklkBh iq<hy izek.ks lw{e v/;kiukph lgk dkS”kY;s izf”k{k.kkF;kZaus vkRelkr dsY;kuarj lsrwikBklkBh iq<hy izek.ks lw{e v/;kiukph lgk dkS”kY;s izf”k{k.kkF;kZaus vkRelkr dsY;kuarj lsrwikBklkBh iq<hy izek.ks lw{e v/;kiukph lgk dkS”kY;s izf”k{k.kkF;kZaus vkRelkr dsY;kuarj lsrwikBklkBh iq<hy izek.ks dk;Zokgh djkohdk;Zokgh djkohdk;Zokgh djkohdk;Zokgh djkoh---- 1- izR;sd lsrwikB 10&15 fefuVkapk vlkok- 2- izzR;sd v/;kiu i/nrhpk lsrwikB v/;kiu o iqujkv/;kiukuarj ?;kok- 3- ifgY;k rhu dkS”kY;kaP;k ,dkRehdj.kkpk ¼iz”u dkS”kY;] Qyd dk;Z] izLrkouk½ izR;sd v/;kiu i/nrhpk ,d vls nksu lsrw ikB ?;kosr- 4- uarjP;k rhu dkS”kY;kaP;k ,dkRehdj.kkpk ¼psrd cny] “kS{kf.kd lkfgR;kpk okij o Li’Vhdj.k½ izR;sd v/;kiu i/nrhpk ,d vls nksu lsrwikB ?;kos- 5- loZ dkS”kY;kaP;k ,dkRehdj.kkps izR;sd v/;kiu i/nrhpk ,d vls nksu lsrw ikB ?kkosr- 4444---- ikB fujh{k.ks 10ikB fujh{k.ks 10ikB fujh{k.ks 10ikB fujh{k.ks 10 $$$$ 10101010 $$$$ 9999 $$$$ 12121212 $$$$ 6666 ¾¾¾¾ 44447777 mfn~n’Vs &Nk=k/;kidkae/;s & 1- ikB i/nrhuqlkj brjkaP;k ikBkps fujh{k.k dj.;kph {kerk ok<fo.ks- 2- fujh{k.kkP;k vk/kkjs y{kkr vkysY;k =qVh Lor%P;k v/;kiukr VkG.;kph {kerk ok<fo.ks- 3- fujh{k.kk vk/kkjs v/;kiukrhy ckjdkos mecepetve ?ks.;kph {kerk ok<fo.es. 4- brjkaP;k v/;kiukP;k ewY;ekiukph {kerk ok<fo.ks- izR;sd Nk=ka/;kidkauhizR;sd Nk=ka/;kidkauhizR;sd Nk=ka/;kidkauhizR;sd Nk=ka/;kidkauh iq<hy izek.ks fujh{k.ks dj.ks visf{kr vkgsiq<hy izek.ks fujh{k.ks dj.ks visf{kr vkgsiq<hy izek.ks fujh{k.ks dj.ks visf{kr vkgsiq<hy izek.ks fujh{k.ks dj.ks visf{kr vkgs---- 1- izR;sd v/;kiu i/nrhP;k ljko ikBkaph ngk ngk fujh{k.ks- 2- f”k{kd izf”k{kdkauh ?ksrysY;k Dee"@veT fnXn”kZu ikBkaps fujh{k.k- 3- izR;sd lw{e v/;kiu dkS”kY;kP;k v o c i?nrhP;k ikBkps ¼v/;kiu o

iqujkv/;kiukps½ fujh{k.k- 4- lgk lsrwikBkaps fujh{k.k ¼v/;kiu o iqujkv/;kiu½ lw{e v/;kiu dkS”kY;kaps o lsrw ikBkaps fujh{k.k djhr vlrkauk T;k izf”k{k.kkF;kZaP;k v/;kiukps fujh{k.k dsys vlsy R;kP;kp iqujk/;kiukps fujh{k.k ¼iqufuZjh{k.k½ djkos- dks.kR;kgh ikBkps fujh{k.k gs lq:okrhiklwu “ksoVi;Zar Ogkos- v/;kiudR;kZaph izR;sd ckc] izR;sd gkypky lw{ei.ks uksanokoh- vkiY;k

lwpuk uksanokO;kr- ljko ikBkaP;k fujh{k.kkae/;s eh R;k ikBkr ;kis{kk dk; osxGs dsys vlrs] rs uewn djkos- 5555---- Nk=lsokdky midze & 8 fnol & vgokyNk=lsokdky midze & 8 fnol & vgokyNk=lsokdky midze & 8 fnol & vgokyNk=lsokdky midze & 8 fnol & vgoky (DeYÙeemekeÇâceeÛÙee MesJešer heefjefMes<š-3 ceOÙes meJe& lekeälÙeebÛes vecegves efoues Deensle ) mfn~n’Vs & mfn~n’Vs & mfn~n’Vs & mfn~n’Vs & Nk=k/;kidkae/;s &Nk=k/;kidkae/;s &Nk=k/;kidkae/;s &Nk=k/;kidkae/;s & 1- f”k{kd izf”k{k.k vH;kldzekrhy rkfRod fo’k;kaps izR;sd “kkys; dkedktkr mi;kstu dj.;kph {kerk ok<fo.ks- 2- ek/;fed “kkGsrhy nIrj] iz”kklu] dk;Zi/nrh ;kaph vksG[k d:u vuqHko ns.ks- 3- “kkGsrhy fofo/k ?kVdka”kh lek;kstu lk/kU;kph {kerk fuekZ.k dj.ks- 4- “kkGsrhy vH;kliqjd] vH;klkarxZr] fofo/k midze jkcfo.;kph {kerk fuekZ.k dj.ks- 5- izR;{k “kkys; okrkoj.kkpk ifjp; d:u ns.ks- dky[kaM &dky[kaM &dky[kaM &dky[kaM & lk/kkj.ki.ks loZ ljko ikB laiY;kuarj Nk=lsokdky midzekpk vuqHko n;kok vlk ladsr vkgs- rjhgh izR;sd egkfo|ky; vkiY;k lksbZus f}rh; l=kr ;k midzekps vk;kstu d: “kdsy- R;klkBh iq<hy ckch y{kkr ?;kO;kr- 1- vkB fnolkaiSdh nksu fnol iwoZr;kjhlkBh egkfo|ky;kr okijkosr- fu;ksftr “kkGkae/kwu osGki=d

ekxowu R;kuqlkj izR;sd “kkGkae/;s fon;kFkhZla[;k usekoh- izR;sd xVkP;k eq[;k/;kid] i;Zos{kdkauh vkiY;k xVkP;k miyC/krsuqlkj “kkGsP;k osGki=dkr vko”;d rs Qsjcny d:u vkiys osGki=d r;kj djkos- xVkrhy brjkauk dkedkt okVwu n;kos- fo’k; o rkfldk lkaxkO;kr R;kaph r;kjh djowu ?;koh-

2- iw.kZ lgk fnol izkeq[;kus lkseokj rs “kfuokj “kkGse/;s gk midze jkcokok- ifgY;k fnolkP;k izkFkZusiklwu izR;sdkus “kkGsr iw.kZosG gtj vlkos- vk/khp fu;kstu >kysys vlY;kus BjfoysY;k osGki=dkuqlkj ifgY;k rkfldsiklwup lqfu;ksftri.ks] f”kLrhr “kkGsps dkedkt pkyokos-

3- “kkGsps dkedktkpk loZ vuqHko ?;kok- izR;sd Nk=/;kidkus vkiY;k fo’k;klanHkkZr] midzekalanHkkZr lwpuk dk<.ks] gtsjh ?ks.ks] v/;kiu dj.ks] >kysY;k ikB;ka”kkoj vk/kkfjr pkp.kh ?ks.ks- riklwu R;kps xq.knku dj.ks] izR;kHkj.k ns.ks gh loZ dkes izR;sd Nk=k/;kidkus djkohr-

4- izR;sd “kkGse/;s ,d eq[;k/;kid] ,d i;Zos{kd] ,d dzhMkf”k{kd] ,d fyihd] ,d lsod v”kk Hkwfedk nsowu moZfjr Nk=k/;kidkauk fo’k; f”k{kdkaP;k Hkwfedk n;kO;kr- R;kaP;k v/;kiu i/nrhuqlkj fo’k; f”kdok;yk n;kosr- vko”;d vlY;kl fo’k;kaph rMtksM djkoh-

5- izR;sd f”k{kdkdMs R;kpk gtsjhiV] ¼oxZfugk; gtsjh½] ikB Vkp.k ogh vlkoh- izR;sd fno”khP;k loZ rklkaps iqufuZ;kstu R;kr vlkos- R;kr iq<hy jdkus vlkosr-

oxZ %& rqdMh %& fnukad %& rkfldk %& fo’k; %& ikB;?kVd %&

ikBVkp.kikBVkp.kikBVkp.kikBVkp.k ikB;eqn~ns mfn~n’Vs@Li’Vhdj.ks v/;;u vuqHkwrh ewY;ekiu 6- izR;sd f”k{kdkP;k ikB Vkp.k oghoj eq[;k/;kidkauh jkstP;k jkst lgh djkoh- 7- izR;sd xVkyk [kpkZlkBh egkfo|ky;kdMwu ;ksX; jDde ns.;kr ;koh- ¼izR;sd “kkGsr tso<h fon;kFkhZ f”k{kdkaph la[;k vlsy R;kuqlkj izR;sdkdMwu ?ksrysyh Qh x`ghr /k:u jDde n;koh- mnk-izR;sd fon;kFkhZ f”k{kdkdMwu 100100100100 : ?ksrys vlrhy o ,dk xVkr 20202020 fon;kFkhZ vlrhy rj R;k xVkyk 2000200020002000 : ns.;kar ;kosr-½

8- izR;sd “kkGsrhy xVkus vko”;d izek.kkr dzhMk Li/kkZ] lg”kkys; midze o “ksoVP;k fno”kh lekjksi o lkaLd`frd dk;Zdzekaps FkksMD;kr vk;kstu djkos- 9- izR;sd f”k{kdkus vki.k f”kdfoysY;k loZ oxkZuk f”kdfoysY;k ikB;ka”kkoj 20 xq.kkaph pkp.kh ?;koh R;kP;k mRrjif=dkaP;k vk/kkjs xq.kif=dk fo’k; o oxZfugk; r;kj d:u vkiY;k vgokykr ykokO;kr- mRrjif=dk lkaHkkGwu BsokO;kr ¼ekfxrY;kl ijh{kdkauk nk[kokO;kr½ 10- midzekuarj izR;sd f”k{kdkaus vkiY;k dk;kZps ikB Vkp.k] gtsjh] pkp.kh xq.kif=dkalg vgoky ,dk QkbZye/;s ykowu vkiY;k fujh{kd izk/;kidkdMs rikl.khlkBh n;kok- vko”;d frFks Nk;kfp=s b- tksMkosr- vgoky riklwu ?ksowu vgoky vkiY;kdMs Bsokosr- ekSf[kd ijh{ksP;k osGh rs ijh{kdkaleksj lknj djkosr- 6 6 6 6 leqnk;kleosr dk;Z &leqnk;kleosr dk;Z &leqnk;kleosr dk;Z &leqnk;kleosr dk;Z & vgokyvgokyvgokyvgoky mfn~n’Vs & Nk=k/;kidke/;s & 1- lkekftd tk.kho fuekZ.k dj.ks- 2- Jeizfr’Bk gs ewY; tksikl.ks 3- lektkizrh vkLFkk fuekZ.k dj.ks 4- xVke/;s lek;kstu lk/k.;kph {kerk fuekZ.k dj.ks- 5- lgdk;Z] LoPNrk] tckcnkjh] lkStU;”khyrk] b- ewY;s fodflr dj.ks- leqnk;kleosr dk;kZarxZr iq<hy loZ midze ?;kosr&leqnk;kleosr dk;kZarxZr iq<hy loZ midze ?;kosr&leqnk;kleosr dk;kZarxZr iq<hy loZ midze ?;kosr&leqnk;kleosr dk;kZarxZr iq<hy loZ midze ?;kosr& 1- ifjlj LoPNrk] ckxdke] lq”kksHku b-e/;s lgHkkx- 2- lektkrhy brj ?kVdkaizrh fon;kF;kZaus dsysY;k oS;fDrd dk;kZph uksan- 4- jDrnku f”kfcjkps vk;kstu- ojhy loZ midzekarxZr dsysY;k dk;kZpk ojhy loZ midzekarxZr dsysY;k dk;kZpk ojhy loZ midzekarxZr dsysY;k dk;kZpk ojhy loZ midzekarxZr dsysY;k dk;kZpk vgoky Nk;kfp=kalg fon;kFkhZ f”k{kdkus Lor% fygkok vgoky Nk;kfp=kalg fon;kFkhZ f”k{kdkus Lor% fygkok vgoky Nk;kfp=kalg fon;kFkhZ f”k{kdkus Lor% fygkok vgoky Nk;kfp=kalg fon;kFkhZ f”k{kdkus Lor% fygkok o rks ekxZn”kZdkaP;k Lok{kjhus ijh{kdkaiq<s lknj djkoko rks ekxZn”kZdkaP;k Lok{kjhus ijh{kdkaiq<s lknj djkoko rks ekxZn”kZdkaP;k Lok{kjhus ijh{kdkaiq<s lknj djkoko rks ekxZn”kZdkaP;k Lok{kjhus ijh{kdkaiq<s lknj djkok----

foHkkx & foHkkx & foHkkx & foHkkx & IV vH;kliwjd midzevH;kliwjd midzevH;kliwjd midzevH;kliwjd midze

1½1½1½1½ lkaLd`frd midze&vgokylkaLd`frd midze&vgokylkaLd`frd midze&vgokylkaLd`frd midze&vgokyB & mfn~n’Vs& Nk=k/;kidke/;s & 1- fofo/k dykxq.kkapk fodkl ?kMowu vk.k.ks- 2- fofo/k eaMGkps dk;Z dj.;kph {kerk vk.k.ks- 3- Lusglaesyu] jk’Vªh; l.k] ;qod egksRlok vk/kkjs fofo/k xq.kkapk vkfo’dkj dj.;kph {kerk fuekZ.k dj.ks- lkaLd`frd midzekarxZr izR;sd Nk=k/;kidkus o’kZHkjke/;s T;k T;k ckchae/;s lgHkkx ?ksryk vlsy R;kpk lfoLrj vgoky rkjh[k fugk; Nk;kfp=kalg lknj djkok- fdeku one midzeke/;s fon;kFkhZ f”k{kdkpk lgHkkx vko”;d vkgs- 10 xq.kkaiSdh xq.knku djr vlrkuk izR;sd fon;kF;kZus dsysys dke y{kkr ?;kos o dkekuqlkj xq.k ns.ks visf{kr vkgs- 2½2½2½2½ ekul”kkL=h; iz;ksxekul”kkL=h; iz;ksxekul”kkL=h; iz;ksxekul”kkL=h; iz;ksx &&&& mfn~n’Vs&Nk=k/;kidke/;s &

1- ekul”kkL=h; fln~/kkUrkaps iz;ksxkrwu mi;kstu dj.;kph {kerk fuekZ.k dj.ks- 2- ekul”kkL=h; iz;ksxkaP;k fu’d’kkZapk okij nSuafnu v/;kiukr dj.;kph {kerk fuekZ.k dj.ks-

izR;sd egkfo|ky;kus vH;kldzekr fnysysp ekul”kkL=h; iz;ksx ?;kosr- izR;sd fon;kF;kZauk ekul”kkL=h; iz;ksx ogh nsowu R;krp iz;ksxkps rkfRod] iz;ksxkph dk;Zin~/krh] izR;{k iz;ksx fujh{k.k rDrk] vkRefujh{k.k] fu’d’kZ ;kaP;k vk/kkjs iz;ksx fyfg.;kl lkaxkok- loZ iz;ksx iw.kZ djowu ?;kosr izR;sd loZ iz;ksx iw.kZ djowu ?;kosr izR;sd loZ iz;ksx iw.kZ djowu ?;kosr izR;sd loZ iz;ksx iw.kZ djowu ?;kosr izR;sd iz;kstdkP;k Lok{kjhlg iz;ksxogh iw.kZ d:u lknj djkohiz;kstdkP;k Lok{kjhlg iz;ksxogh iw.kZ d:u lknj djkohiz;kstdkP;k Lok{kjhlg iz;ksxogh iw.kZ d:u lknj djkohiz;kstdkP;k Lok{kjhlg iz;ksxogh iw.kZ d:u lknj djkoh----

3333½½½½ ljko ijh{kk &ljko ijh{kk &ljko ijh{kk &ljko ijh{kk & ijh{ksps isilZijh{ksps isilZijh{ksps isilZijh{ksps isilZ mfn~n’Vs& Nk=k/;kidkl &

1- vafre okf’kZd ijh{kspk ljko ns.ks- 2- okf’kZd ijh{ksP;k iz”ui/nrh o okrkoj.kkpk ljko ns.ks- 3- R;kP;k v/;;ukph ikrGh y{kkr vk.kwu ns.ks- 4- vf/kd vH;klkl izo`Rr dj.ks- 5- ntkZ mapko.;klkBh izR;kHkj.k ns.ks-

QscqzokjhP;k “ksoVP;k fdaok ekpZP;k ifgY;k vkBoM;kr fon;kF;kZauk okf’kZd ijh{kspk ljko Ogkok Eg.kwu laiw.kZi.ks fon;kihBkP;k ijh{ksP;k /krhZoj ljko ijh{kk ?;koh- izR;sd isijph ijh{kk ?ksowu vkB fnolkaP;k vkr isilZ riklwu fon;kF;kZauk ijr n;kosr- R;koj R;kauk izR;kHkj.kgh n;kos mRrjkapk ntkZ] mRrjkrhy =qVh b-lokZaph ppkZ djkoh ntkZuqlkj xq.knku djkos ljko ijh{ksph Lora= QkbZy vgokyklg fon;kF;kZauh r;kj djkos- egkfon;ky;kP;k jsdkWMZoj ijh{ksps osGki=d fon;kFkhZ mifLFkrh ijh{ksP;k iz”uif=dk fo’k;fugk; xq.kif=dk gs jsdkWMZ vl.ks vko”;d vkgs- t:j iMY;kl egkfo|ky;kykgh rs lknj djkos ykxsy- uarj fon;kF;kZauk feGkysY;k 700 iSdh ,dw.k xq.kkaps :ikarj 20 xq.kkae/;s djkos- 4444½½½½ rkfRod vH;kldzekoj vk/kkfjr izkR;f{kd dk;Z&izkR;f{kdkP;k dk;Z iqfLrdkrkfRod vH;kldzekoj vk/kkfjr izkR;f{kd dk;Z&izkR;f{kdkP;k dk;Z iqfLrdkrkfRod vH;kldzekoj vk/kkfjr izkR;f{kd dk;Z&izkR;f{kdkP;k dk;Z iqfLrdkrkfRod vH;kldzekoj vk/kkfjr izkR;f{kd dk;Z&izkR;f{kdkP;k dk;Z iqfLrdk mfn~n’Vs& Nk=k/;kidke/;s &

1- izR;sd vH;kldzekP;k rkfRod Hkkxkoj vk/kkfjr izkR;f{kd dk;Z dj.;kph {kerk ok<fo.ks- 2- rkfRod vk”k;kpk O;ogkjkr “kks/k ?ks.;kph o`Rrh tksikl.ks-

izR;sd vH;kldzekP;k “ksoVh R;kP;kojhy izR;kf{kd dk;kZph ;knh fnysyh vkgs- R;krhy dehr deh ,d fdaaok f”k{kd izf”k{kdkP;k bPNsuqlkj izkR;f{kd dk;Z djowu ?;kos- fo”ks’kr% gs izkR;f{kd dk;Z fon;kFkhZ f”k{kdkus fnokGhP;k lqVhr djkos- Eg.kts lqVhrhy fjdkek osGgh vH;klklkBh [kpZ gksbZy- izR;sd egkfo|ky;kus fon;kF;kZauk izkR;f{kd dk;ZiqfLrdk iqjokO;kr o fon;kF;kZauh R;kojp fnysys dk;Z d:u vk.kkos lkr fo’k;kaP;k lkr dk;ZiqfLrdk djkO;kr- lacaf/krkaP;k Lok{k-;kalg R;k uarj lknj djkO;kr- izR;sd izkR;f{kdklkBh 10 xq.k n;kosr- v o c foHkkxkps nksu osxGs izkR;f{kd fdaok ,dk isijps ,d izkR;f{kd vls ftrds izkR;f{kd vlrhy R;kps ,dw.k xqq.k dk<wu R;kaps :ikarj 20 xq.kkae/;s djkos- 5555½½½½ “kkys; fo’k;Kku pkp.kh“kkys; fo’k;Kku pkp.kh“kkys; fo’k;Kku pkp.kh“kkys; fo’k;Kku pkp.kh &&&& pkp.khP;k mRrjif=dk pkp.khP;k mRrjif=dk pkp.khP;k mRrjif=dk pkp.khP;k mRrjif=dk mfn~n’Vs& Nk=k/;kidkuk &

1- “kkys; vH;kldzekph vksG[k djowu ns.ks- 2- “kkys; vH;kldzekrhy fo’k;Kku vn;;kor dj.ks- 3- “kkys; fon;kF;kZapk oxZfugk; iwoZKku y{kkr vk.kwu ns.ks-

ikBfu;kstu d`frl= >kY;kuarj ljko ikBkaP;k vk/kh fon;kFkhZ f”k{kdkauk “kkys; vH;kldze ekghr gks.;klkBh o ikB T;k oxkZoj ykxyk vlsy R;kvk/khps fon;kF;kZaps iwoZKku ekghr gks.;klkBh fo’k;Kku pkp.kh ?;koh ikBk uarj ?ksrysY;k fo’k;Kku pkp.khpk gsrw iw.kZ gksr ukgh Eg.kwu ikBkiwohZ fo’k;Kku pkp.kh ?;koh- izR;sd v/;kiu i/nrhoj ek/;fed Lrjkojhy iqLrdkoj vk/kkfjr ,d 50 xq.kkaph iz”uif=dk dk<koh R;kvk/khP;k oxkZaph ikB;iqLrdsgh fon;kF;kZauh okpkohr- fdaok 5 oh rs 9 i;ZarP;k ikB;iqLrdkaoj vk/kkfjr pkp.kh ?;koh- fon;kF;kZauh mRrjif=dk tiwu BsokO;kr- egkfo|ky;kauh ljko ijh{ksizek.ksp loZ jsdkWMZ Bsokos- ,dw.k xq.kkaps :ikarj 20 xq.kkae/;s djkos- 6666½½½½ lax.kdkP;k okijkps rhu fnolh; d`frl= &lax.kdkP;k okijkps rhu fnolh; d`frl= &lax.kdkP;k okijkps rhu fnolh; d`frl= &lax.kdkP;k okijkps rhu fnolh; d`frl= & vgokyvgokyvgokyvgoky mfn~n’Vs& Nk=k/;kidke/;s &

1- v/;kiukr lax.kdkpk okij dj.;kph {kerk ok<fo.ks- 2- lax.kdkP;k okijkus vkiys Kku vn;;kor Bso.;kph lo; fuekZ.k dj.ks- 3- “kkys; fon;kF;kZauk le`n~/k vuqHko ns.;kph {kerk fodflr dj.ks-

lw{e v/;kiukuarj lax.kdkpk v/;kiukr dlk okij djrk ;sbZy ;koj rhu fnolkaps ,d d`frl= vk;ksftr djkos- fon;kihBkdMwu izf”k{k.k ?ksowu vkysY;k f”k{kd izf”k{kdkauh egkfon;ky;krhy brj f”k{kd izf”k{kdkauk o fon;kF;kZauk gs izf”k{k.k ns.ks visf{kr vkgs- ;kpk okij d:u “kkys; fon;kF;kZaph v/;;u&v/;kiu izfdz;srhy vukLFkk nwj djrk ;s.ks “kD; gksbZy- vf/kd le`/n vuqHko ns.;kP;k n`’Vhus lax.kdkpk okij dlk djrk ;sbZy ;kpk fopkj izR;sd f”k{kdkus djk;pk vkgs R;kn`’Vhus ikWoj ikWbaVP;k okijkus dkgh “kS{kf.kd lkfgR; r;kj djkos- d`frl=krhy dk;kZpk vgoky lfoLrj iqjkO;klg lknj djkok- cufoysY;k cufoysY;k cufoysY;k cufoysY;k PPPt Ûeer efheÇbš Ûeer efheÇbš Ûeer efheÇbš Ûeer efheÇbš DeeTšDeeTšDeeTšDeeTš vgokykr ykokO;krvgokykr ykokO;krvgokykr ykokO;krvgokykr ykokO;kr---- megjâJeeleerÛÙee lekeälÙeele megjâJeeleerÛÙee lekeälÙeele megjâJeeleerÛÙee lekeälÙeele megjâJeeleerÛÙee lekeälÙeele efouÙeevegmeejefouÙeevegmeejefouÙeevegmeejefouÙeevegmeej vvvv oooo cccc DeOÙeeheveheOoleerÛeDeOÙeeheveheOoleerÛeDeOÙeeheveheOoleerÛeDeOÙeeheveheOoleerÛeerererer meJe& Heâesu[me& yeveJeeJeerle.meJe& Heâesu[me& yeveJeeJeerle.meJe& Heâesu[me& yeveJeeJeerle.meJe& Heâesu[me& yeveJeeJeerle. 7777½½½½ “kkjhfjd f”k{k.k“kkjhfjd f”k{k.k“kkjhfjd f”k{k.k“kkjhfjd f”k{k.k keâeÙe&MeeUekeâeÙe&MeeUekeâeÙe&MeeUekeâeÙe&MeeUe & dk;ZiqfLrdk fdaok vgoky& dk;ZiqfLrdk fdaok vgoky& dk;ZiqfLrdk fdaok vgoky& dk;ZiqfLrdk fdaok vgoky mfn~n’Vs& Nk=k/;kidke/;s &

1- ln`< o fujksxh “kjhj;’Vh fuekZ.k dj.ks- 2- f[kykMwo`Rrh tksikl.ks 3- fujksxh ekufldrk fuekZ.k dj.ks-

“kkjhfjd f”k{k.kkps vuU;lk/kkj.k egRo y{kr ?ksowu T;k egkfo|ky;kae/;s “kkjhfjd f”k{kdkph iksLV ulsy R;kauh v/kZosG rkfldk rRokoj “kkjhfjd f”k{kd usekosr- “kkjhfjd f”k{kdkauh fdeku 10 rkfRod rkfldk ?;kO;kr- dkgh [ksGkaph rkfRod ekfgrh o fu;e lkaxkosr- osGki=dkr fu;feri.ks [ksGkph rkfldk Bsokoh- izR;sd Nk=k/;kidkus fdeku ikp [ksGkae/;s lgHkkx uksanfoyk ikfgts- T;k [ksGkae/;s rs lgHkkxh gksrhy] R;kps fu;e] eSnku] iks’kk[k b- ph ekfgrh vkd`R;kalg R;kauh dk;ZiqfLrdsr fygkoh- “kkjhfjd f”k{kdkP;k Lok{kjhlg dk;ZiqfLrdk lknj djkoh- egkfo|ky;kauh iq<hy [ksG miyC/k d:u n;kosr-

vvvvººººdº [ksG dehr deh izkIr {kerk 1-

/kko.ks iq:’k 100 eh /kko.ks efgyk 50 eh-

17 lsdan 10 lsdan

2-

map mMh iq:’k map mMh efgyk

5-5 QwV 4-5 QwV

3-

ykac mMh iq:’k ykac mMh efgyk

10 QwV 06 QwV

4-

Hkkyk Qsd iq:’k Hkkyk Qsd efgyk

20 QwV 10 QwV

5-

FkkGh Qsd iq:’k FkkGh Qsd efgyk

40 QwV 25 QwV

6-

xksGk Qsd iq:’k xksGk Qsd efgyk

15 QwV 07 QwV

7- nksjhojP;k mM;k efgyk 1 feuhV 75 ;kO;frfjDr OgkWyhckWy] dcM~Mh] [kks&[kks] fdzdsV b- lkaf?kd [ksGkrhy lgHkkxgh uksanokok- ,[kkn;k vkarjegkfon;ky;hu o vkarj fon;kihBh; Li/ksZr lgHkkx uksanfoY;kl R;kP;k izek.ki=klg vgokykr uksanh vlkO;kr- v”kk fon;kF;kZauk brjkais{kk vf/kd xq.k n;kosr-

8)))) keâeÙe&MeeUe DenJeeue keâeÙe&MeeUe DenJeeue keâeÙe&MeeUe DenJeeue keâeÙe&MeeUe DenJeeue –––– Je<e&Yejele SkeâtCe HeeÛe keâeÙe&MeeUe IÙeeJÙeele –

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mejeJe hee"eÛÙee meboYee&le efouesueer Deens.

2) cetuÙeceeheve keâeÙe&MeeUe cetuÙeceeheve keâeÙe&MeeUe cetuÙeceeheve keâeÙe&MeeUe cetuÙeceeheve keâeÙe&MeeUe –––– ke=âeflehegefmlekeâeke=âeflehegefmlekeâeke=âeflehegefmlekeâeke=âeflehegefmlekeâe cetuÙeceeheveeMeer mebyebefOele Ieškeâ ÛeeÛeCeer leÙeej keâjCÙeeÛÙee meboYee&le keâeÙe&MeeUe IÙeeJeer.Ùeele Ieškeâ ÛeeÛeCeerÛÙee heeÙeNÙee,mebefJeOeeve leDre,heÇMveheef$ekeâe,GllejmetÛeer Je iegCeoeve Ùeespevee,Ùee yeeyeer oesvner DeOÙeeheveheodOeleerMeer mebyebefOele IÙeeJÙeele. ner keâeÙe&MeeUe heshej V Debleie&le IÙeeJeer. 3) dk;kZuqHkodk;kZuqHkodk;kZuqHkodk;kZuqHko keâeÙe&MeeUekeâeÙe&MeeUekeâeÙe&MeeUekeâeÙe&MeeUe %& dk;ZiqfLrdk%& dk;ZiqfLrdk%& dk;ZiqfLrdk%& dk;ZiqfLrdk

v½ lektksi;ksxh mRiknd dk;Zv½ lektksi;ksxh mRiknd dk;Zv½ lektksi;ksxh mRiknd dk;Zv½ lektksi;ksxh mRiknd dk;Z---- mfn~n’Vs& Nk=k/;kidkl &

1 dk;Zf”k{k.kkrwu dk;kZpk izR;{k vuqHko ns.ks- 2 lektksi;ksxh mRiknd dk;kZrwu lektkph lsok ?kMfo.ks- 3 lqIr mRiknd {kerkauk oko feGowu ns.ks- 4 Jeizfr’Bk ok<fo.ks-

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Paper I

EDUCATION IN EMERGING INDIAN SOCIETY

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives :

To enable the student-teacher to understand :

1. About the relationship between Philosophy &Education & implications of Philosophy

on education.

2. The importance & role of education in the progress of Indian Society.

3. The contribution of great educators to the field of education.

4. The need to study education in Sociological perspective. The process of social change

and socialization to promote the development of a sense of commitment to the teaching

profession and social welfare.

5. Their role in the creation of new social order in the country and learn about various social

welfare opportunities in which they can participate helpfully.

6. The means and measures toward the promotion of National integration and protection of

human rights.

Unit 1. Concept of Education. 15 Marks

a) Education-Meaning, Nature and scope

b) Interrelation between philosophy and education

c) Objectives of education : Pre independence era and Post independence era

d) Indian concept of education :

1 Dr. Babasaheb Ambedkar.

2 Mahatma Phule.

3 Western concept of education

4 Pestallozzi

5 John Dewey

Unit 2. Major philosophical systems and their impact on education. 15 Marks

a) Idealism – with reference to Plato, Socrates and Advaita philosophy

b) Naturalism – with reference to the view of Rousseau and Rabindranath Tagore

c) Realism – with reference to Aristotle and Jainism

Unit 3. Educational thinkers and their contribution in developing principles of education

10 Marks

a) Gijju bhai – The world of the child

b) Swami Vivekananda and Mahatma Gandhi – Man-making education

c) Shri Aurbindo – Integral education its basic premises, stages of development

d) Froebel – The play-way method

e) Montessori- The didactic apparatus

Unit 4. Sociological bases of Education : 15 Marks

a) Concept, nature and scope of educational sociology

b) Relationship between Individual and society

c) Education as a tool of economic development

d) Education as an agent of social change

e) Education and Human resource development - concept and objectives

Unit 5. Democracy as an ideology 15 Marks

a) Constitutional articles related to education

b) Secularism and education

c) Socialistic pattern of society and education

d) Education and Modernization

e) Education for National Integration

Unit 6. New Social Order and International understanding 10 Marks

a) Achieving a learning society : distance education, continuing education

b) Education for deprived classes namely, SC, ST women, physically handicapped

c) Globalization : concept need and significance

d) International understanding : concept, need and role of education in promoting

international understanding

Practicum : (Any One)

1. Collect information about various modes of distance education.

2. Give details about Govt.policies with reference to deprived classes.

3. Project on Women’s issues.

4. Visit to places of Rural schools and Report.

5. Visit to any Voluntary Organization and Report. Etc.

References -

● The teacher and Education in Emerging Society – N.C.E.R.T. Publication No.01 to 06

● Philosophy of Education-Bhatia & Bhatia

● Philosophy of Education Saffaya and Shaeda

● Sociological approach – Mathur S.S.

● Foundation of Education –Bokil V.P.

● Philosophical and Sociological bases of Education – Ahuja R.L.

● Selected questions on Education – Aggrawal J.C.

● Indian Emerging society – Mohite

● Groundwork of Educational philosophy – Ross

● Four Philosophies and their practice in Education and religion – Batler and Donald J.

● Seven great Western thinkers –

● Education in social context – N.C.E.R.T.

● Theory and principles of education – Bhatia

● Philosophy of Education – Ramakant Shukla

● Some great Western Educators – S.B. Choube (Ram Prasad & sons Bhopal)

● Learning to be – Deolor’s committee report

● YeejleeÛes mebefJeOeeve – Yeejle mejkeâej, efJeOeer Je vÙeeÙe ceb$eeueÙe 1996 ● efMe#eCeeÛes meceepeMeem$e Skeâ ®hejs<ee – [[email protected] ogveeKes ● YeejleerÙe Oece& Je lelJe%eeve – ßeer.Yee.JeCes&keâj ● GoÙeesvcegKe YeejleerÙe meceepeeleerue efMe#eCe – heÇe.vee.ie.heJeej ● ieÇeceerCe efMe#eCe DeeefCe ieÇeceerCe efJekeâeme – heÇe.ce.heb.megjJemes, vegleve heÇkeâeMeve hegCes 1989 ● GoÙeesvcegKe YeejleerÙe meceepeeleerue efMe#eCe Je efMe#ekeâ – [[email protected] Deensj ● efMe#eCe DeeefCe YeejleerÙe meceepe – megjsMe keâjboerkeâj

● Mew#eefCekeâ lelJe%eeve Mew#eefCekeâ meceepeMeem$e – ce.yee.keâgb[ues ● efMe#eCe Je efMe#ekeâ – heÇe.heÇ.keâ=.Jeerjkeâj Je heÇe.[[email protected]Çeflecee Jeerjkeâj ● Mew#eefCekeâ meceepeMeem$eeÛeer ®hejsKee – ie.efJe.Dekeâesuekeâj ● Mew#eefCekeâ meceepeMeem$e – heÇe.he.ye.Yeb[ejer ● mJeeleb$Ùeeslòej YeejleerÙe efMe#eCe – [[email protected] ● heÇiele Mew#eefCekeâ lelJe%eeve, [[email protected] DejefJebo, vegleve heÇkeâeMeve, hegCes. ● Yeejleeleerue Mew#eefCekeâ efveÙeespeve, [[email protected] ve.je.vegleve hekeâeMeve, hegCes ● je<š^erÙe heÇew{ efMe#eCe heÇeÛeeÙe& [ebies ÛeboÇkeâgceej, vetleve heÇkeâeMeve hegCes. ● DeveewheÛeeefjkeâ efMe#eCe, heÇe.keâguekeâCeer& heÇe.heâsie[s, vegleve heÇkeâeMeve, hegCes. ● heÇew{ efMe#eCe DeveewheÛeejerkeâ efMe#eCe Je efvejblej efMe#eCe – heÇe.Jee.je.yeesues ● meceevelesmee"er efMe#eCe – ceneje<š^ jepÙe Mew#eefCekeâ mebMeesOeve Je heÇefMe#eCe heefj<eo hegCes 30 ● YeejleerÙe mebmkeâ=leer keâes<e – Keb[ -1-10 heb.cenosJeMeem$eer peesMeer ● Ûeej efMe#eCe le%e heÇe.Me.ßeer.JeeMeerkeâj, vegleve heÇkeâeMeve hegCes. ● YeejleerÙe meceepeeleerue efMe#eCe Je efMe#ekeâ –Jeešhe heÇ.ie. ● efMe#eCeeÛes lelJe%eeve – yeeskeâerue efJe.hee. ● efMe#eCeeÛes efMeuhekeâej – yeeskeâerue, Je yeeheš ● efMe#eCeeÛes DeefOe<"eve leeeflJekeâ, meeceeefpekeâ, meebmkeâ=eflekeâ, Ùe.Ûe.ce.ceg.efJe.veeMeerkeâ Yeeie 1 Je 2 ● efoJeemJehve,efiepetYeeF& yeOeskeâe ● efMe#eCeeÛes DeefOe<"eve heÇe.ieepejs Je [[email protected]šerue, heÇe.efÛešefCeme, vegleve heÇkeâeMeve hegCes. ● GoÙeesvcegKe YeejleerÙe meceepeeÛes efMe#eCe (leelJeerkeâ DeefOe<"eve) heÇe.Meeefueveer keâguekeâCeer&, vegleve heÇkeâeMeve hegCes. ● GoÙeesvcegKe YeejleerÙe meceepeeleerue efMe#eCe le%e, heÇe.vee.ie.heJeej, vegleve heÇkeâeMeve hegCes. ● efMe#eCe #es$eeleerue efJeÛeejJeble – heÇe.vee.ie.heJeej, vegleve heÇkeâeMeve hegCes. ● YeejleerÙe efMe#eCeeÛee Fefleneme – heÇe.osMeheeb[s Je heÇe.ceeUer, vegleve heÇkeâeMeve hegCes.

------------------------------------

Paper No. II

DEVELOPMENT OF LEARNER AND TEACHING LEARNING PROCESS Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives : 1. To enable the student teachers to know various concepts and principles of Educational

psychology.

2. To understand the significance of psychology in teaching learning process.

3. To understand the psychology of learners.

4. To apply knowledge of psychology to make classroom teaching effective.

5. To develop health attitude towards education.

6. To appreciate the role of psychology in education.

7. To know the process of motivation and methods to produce motivation in them.

Unit : 1 Educational Psychology. 15 Marks

a) Its meaning, scope and limitations

b) Methods of studying psychology.-- i. Introspection ii. Observation iii. Experimental

iv. Case Study.

c) Human growth and development stages of development - infancy, childhood and

adolescence- physical, mental, social and emotional development in these stages with

special reference to the adolescence stage.

Unit : 2 Motivation 15 Marks

Motivation- Its types, Methods of producing motivation, Maslows hierarchy of needs.

Unit : 3. Personality 10 Marks

a) Definition, meaning and nature

b) Traits theory of personality –

i. Allport traits theory ii. Cattells 16 PF theory

iii. Eysencks traits theory iv. Dr. Sigmund Freude theory

c) Self-concept : Meaning and nature

Unit : 4 Mental Health 15 Marks

a) Concept of mental health

b) Causes of mal adjustment

c) Stress Management: concept and nature.

Unit : 5. Learning and Higher Mental Processes 15 Marks

a) Learning : The process of learning, Thorndike’s law of learning, learning by trial and

error method, conditioning - i. Classical ii. Operant & iii. insight.

b) Thinking : concept, types of thinking : i. Reasoning, ii. Problem solving & iii. Creativity.

Unit : 6. Individual Differences and Intelligence 10 Marks

a) Individual difference : Nature and causes of Individual Difference.

b) Intelligence : Meaning and Nature, Theories of Intelligence : i. One factor theory

ii. Two factors theory iii. Multi factory theory (P.M.A.) iv. Guilfords structure (SI)

PRACTICUM : (Any One)

1. Case study of a adolescent.

2. Perform any one activity using sociometry in a class and record the results to prepare a

sociogram/social distance scale.

3. Prepare a programme for constructivist Learning.

4. Prepare a Case study of a Mal-adjust student.

5. Find IQ of students of any class.

Recommended Books

• Advanced Educational psychology- N.L.Dosujh.

• Educational Psychology- Dr.G.L.Kandu& Dr.D.N.Tutoo sterling publishers (P)Ltd. New

Delhi- 1988

• Advanced Educational Psychology- Chauhan S.S., Vikas Publishing House Pvt.Ltd.,

New Delhi, 1987.

• Child Development Hurlok (1978) Mc- Grow Hills Book Co. New York.

• Child Psychology and chilld Guidance, Kale S.V. (1983) Himalaya publishing House,

Girgaon, Bombay.

• The psychology of Human Growth and Development, Baller W.B. & chales D.C. (1961)

New York. Ltd. Rinchart&Winsten.

• Personality strategies and Issues Spingler D. Michael and Lieber, M.Robert (1989) –

Books/Cole publishing company pacific Grow, California.

• Psychological foundations of Education Dandekar W.N. (1981) (2ns Ed) Macmillan India

Ltd.

• Modern Educational psychology- E.S.Avans London-

Rout ledge and Kegan paual New York, Humanities Press.

• Psychology and Exceptional Children- Cruisk-shank W.M.Prentice Hall 1975.

• Theories of Personality (3rd

Edn)- 1978 Hall and Lindzwey wiley Eastern Ltd. New

Delhi.

• Educational psychology- Das.

• Learning and Instruction – John Decco.

• Education psychology- J.S.Walia.

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Paper No. III

HISTORY OF EDUCATION IN INDIA

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives :-

To enable student teacher to :

1. Understand that development of Education is influenced by socio-political forces of

the time.

2. Acquire knowledge of Characteristic features of ancient, medieval and British system of

education in India and of their strengths and limitations.

3. Understand the contribution of various major committees and commissions on education

set up from time to time.

4. Appreciate the Developments in Indian education in the post- Independence era.

Unit –I 20 Marks

Education in India during (a) Vedic period, (b) Buddhist period, (c) Medieval period,

with reference to – objectives, characteristics, methods of teaching, literature, subjects taught,

centers, merits and limitations.

Unit- II 20 Marks

a) Anglicist and orientalist controversy on education in India.

b) Macaulay’s minutes.

c) Bentincks Resolution of 1835

d) Adam’s report,

e) Wood’s dispatch 1854,

f) Lord Curzon’s National policy.

g) Indian Education commission 1882- recommendation about Primary and Secondary

Education.

Unit – III 10 Marks

a) National Education Movement – Objectives, Curriculum, Methods of teaching, centres.

b) Sadler Commission report – 1917-1919 recommendations about Culcutta University.

c) Wardha Scheme of education 1937- objectives, Curriculum, characteristics, merits and

limitations.

Unit – IV 20 Marks

a) Dr.Radhakrishna Commission 1948. recommendations about Professional and Higher

Education,

b) Secondary Education Commission 1952.Objectives, recommendations about Secondary

Education,

c) Indian Education Commission 1964.(Kothari Commission)- National Objectives, its

recommendations about Teacher Education,

d) National Policy of Education – 1986 and Programme of Action of NPE 1992.

Unit – V 10 Marks

a) National Knowledge Commission – 2005, Main recommendations about constructive

approach in Education.

b) National Curriculum Framework – 2009, Objectives & Main Features.

c) Right To Education (RTE) – 2010, Need and Features.

PRACTICUM – (Any one)

1. Collection of Statements showing importance of “Guru” in different

languages.

2. Visit to “Ashrams”, “Madarsa” and “Monc” and give report of their work.

3. Interview of “Guru”, “ Maulawi”,or “Bhikkhu” and report.

4. Any other practical related to syllabus.

Recommended Books

● Educational documents in India

By B.D.Bhatt & J.C. Agrawal –Arya book depot, karol bagh, New Delhi 5

● History of Indian Education – Chaube S.P.Vinod pustak Mandir, Agra 2

● History of Indian Education – By B.C.Ray, Prakash Kendra, Lucknow 7

● History of Indian Education – Rawat D.I.Ramprasad & Sons, Agra 3

● University Education Commission – (1948-49)

● Secondary Education Committee Report (1952-53)

● Education and National Development – Indian Education Commission (1964-66)

● National policy of Education (1986)

● Revised National policy of Education (1992)

● Yeejleeleerue Mew#eefCekeâ DeeÙeesie Je meefcelÙee – efceveue vejJeCes, vegleve heÇkeâeMeve hegCes 30

● YeejleerÙe efMe#ee keâe mebef#ehle Fefleneme –yeMeer&&&&Oej efmebn, YetosJeMeem$eer ieÙeeheÇmeeo De@v[ mevme, DeeieÇe

● efMe#eCeeÛee Fefleneme – Yeeie I Je II heÇe.meew.ieerlee ieoÇs, ue.je.ieoÇs, vegleve heÇkeâeMeve hegCes 30

● YeejleerÙe efMe#eCeeÛes yengpeveerkeâjCe [[email protected]âj Dee, vegleve heÇkeâeMeve hegCes 30

● YeejleerÙe efMe#ee keâe Fefleneme – heer.Sue.jeJele

● YeejleerÙe efMe#ee keâe Fefleneme – peewnjer yeer.heer.hee"keâ heer.[er.efJeveeso hegmlekeâ cebefoj DeeieÇe

● YeejleerÙe efMe#eCe JÙeJemLesÛee efJekeâeme heÇeÛeeÙe& ÛeewOejer De.Dee.efMeJevesjer Debye[ jes[ peeuevee

● YeejleerÙe efMe#eCeeÛee Fefleneme 2002 [[email protected]škeâj ieCesMe, [[email protected]âj Meejoe, [[email protected] MeesYevee,

ce=CceÙeer heÇkeâeMeve Deewjbieeyeeo

● mJeeleb$Ùeesllej YeejleerÙe efMe#eCe [[email protected] ve.je.vegleve heÇkeâeMeve, hegCes

● YeejleerÙe efMe#eCeeÛee efJekeâeme heÇe.[[email protected] peeOeJe, heÇe.Deejleer Yeesmeues, heÇeÛeeÙe& mejheesleoej heâ[keâs

heÇkeâeMeve keâesunehetj.

---------------------------------------

Paper – IV

EDUCATIONAL TECHNOLOGY & SCHOOL MANAGEMENT

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper - 3 Hours Total - 100

Objectives:

To enable student teacher to,

1. Understand the meaning, scope and development of Education al technology.

2. Understand concept of information technology.

3. Use information technology in education.

4. Understand the communication process, system, approach to instruction and the modes of

instruction.

5. Explain the meaning, scope, need and purposes of school management.

6. Identify and relate administrative steps and financing for secondary education at

central, state and local level.

7. Conduct a school survey regarding the details of the school plant and administrative

aspect of the school.

8. Understand the concept of school and classroom management.

9. Understand human relationship, problems of secondary schools.

10. Understand types of teacher traning & teachers evaluation.

UNIT - I Educational Technology 15 marks

a) Meaning, concept, nature, scope of Educational Technology.

b) Need of Educational Technology in India – role of CIET, SIET, Balchitravani.

c) Role of television with respect to Educational Technology in India - SITE, INSAT

programmes, Countrywide classroom, Gyandarshan, Edusat, etc.

d) Distinction between hardware and software technologies, their role in modern

educational practice.

e) Hardware technologies – Projective equipments – OHP, slide projector, film projector,

LCD projector, Television, Radio, etc.

UNIT – II New Technologies: Concept and application in education 15 marks

a) Programmed Learning and its types – linear, branch, mathetics, CAL.

b) Language laboratory, teleconferencing (audio, video, computer).

c) Computer – meaning, characteristics, types.

d) Application of computer in various fields, educational use of computer.

e) Internet technology – historical development, its application, email.

UNIT- III Communication & ICT in Education 10 marks

a) Communication – Meaning, principles, process, modes and barriers.

b) Concept ,meaning, definitions & characteristics of ICT in education.

c) Advantages and limitation of ICT.

d) Developing the unit plans, creating multimedia presentation, support material for teachers

and students.

UNIT - IV Management in Education 15 marks

a) Meaning, need, importance and objectives of Educational management.

b) Concept and nature of school management.

c) Management of human and physical resources

d) Management of curricular and co-curricular activities.

e) Institutional planning, definition, needs, objectives and performance profile of Institution.

UNIT – V Management of Resources 15 marks

a) Qualities of Head Master/Principal and Supervisor.

b) Skills: Interpersonal relations, stress management and conflict management.

c) Performance appraisal: Meaning and importance, criteria of performance appraisal of

teachers.

d) Parent Teacher Association (PTA) – Importance and its activities.

e) Importance of essential records (General Register, Attendance Register for staff &

students, Log Book for Teacher, Service Book and Cumulative Record Card).

UNIT –VI Discipline and Accountability in school. 10 marks

a) School discipline, reward and punishment.

b) Ways of ensuring effective institutional discipline.

c) Accountability in school education.

d) Methods used for assessment of accountability of Teaching & Non-Teaching Staff.

e) Secondary School Code - need and salient features, Role and Functions of School

tribunal, types of leave, types of grant-in-aid.

PRACTICUM: (Any one)

1. Report of visit to a language laboratory.

2. Preparation of PPt CD.

3. Developing of softwares - transparency, slides.

Recommended Books:

• Educational Technology and Management – Dr. R.A. Sharma, R. Lall Book Depot, Meerut.

• Educational Technology and Management – J.C. Aggarwa Vinod Pustak Mandir, Agra.

• Educational Technology- A. R. Sharma, Vinod Pustak Mandir, Agra.

• Essentials of Educational Technology - S.K. Mangal & Uma Mangal

PHI Learning Pvt. Ltd. New Delhi.

• Educational Technology - Jagannath Mohanty, Deep & Deep Publications, New Delhi.

• Educational Technology - Usha Rao, Himalaya Publishing House,Mumbai

• A Text Book of Educational Technology – B.C. Dash, Wisdom Press, N. Delhi.

• School Organization & Administration – Raghunath Safaya & Shaida.

• Educational Technology - Dr. Shaikh Imran, Sufa Publications, Aurangabad.

• IT Tools and Applications - Sanjay Saxena & Prabhpreet Chopra,Vikas Publishing House,

New Delhi.

• Computer Science- Dr. S.A. Mannan & Dr. M. Razaullah Khan,Renuka Prakashan,

Aurangabad.

● heÇiele Mew#eefCekeâ leb$e%eeve [[email protected] vegleve heÇkeâeMeve hegCes. ● keâÇcevJeerle DeOÙeÙeve – ßeer Yeesmeues Je ßeer.Mesb[s ● DeOÙeeheveeÛeer heÇefleceeves – ßeerceleer Jeemebleer heâ[keâs ● heÇiele Mew#eefCekeâ leb$e%eeve – megceve Deeskeâ ● mebieCekeâ efMe#eCe Je efMe#ekeâ – [[email protected]#eer Jejyes vegleve heÇkeâeMeve hegCes. ● Mew.leb$eefJe%eeve – [[email protected]Ç keâ[t, [e@.ÚeÙee ceneues efhebheUehegjs De@C[ keâb.heefyueMeme&, veeiehetj. ● Mew.leb$eefJe%eeve Je JÙeJemLeeheve – [[email protected]Ûe&vee DeueesCeer De@C[ keâb.heefyueMeme&, veeiehetj. ● Mew#eefCekeâ leb$eefJe%eeve – jeJe G<ee, ceneje<š^ jepÙe efJeÅeeheer" iebÇLe efveceer&leer ceb[U veeiehetj. ● efMe#eCeeleerue DeeOegefvekeâ efJeÛeej heÇJeen – peieleehe n.vee.vegleve heÇkeâeMeve hegCes 30 ● MeeuesÙe mebIešve –meiej, Keb[ieeJes ● cetuÙeceeheve Je ceÒuÙeefveOee&jCe – Ùe.Ûe.ce.cegkeäle efJe.veeMeerkeâ. ● MeeuesÙe heÇMeemeve- megjsMe keâjboerkeâj ● Mew#eefCekeâ leb$eefJe%eeve, [[email protected] n.vee.vegleve heÇkeâeMeve hegCes. ● Mew#eefCekeâ Je JÙeeJemeeefÙekeâ ceeie&oMe&ve DeeefCe mecegheosMeve, [[email protected] DejefJebo, vegleve heÇkeâeMeve hegCes. ● Mew#eefCekeâ heÇMeemeve Je efveÙeespeve Yeeie 2 heÇe.leecneCekeâj ßeer.oe. ● efMe#eCeeleerue hejer#eCe DeeefCe ceeheve heÇe.meew.heâeškeâ ceeefCekeâ ● keâÇceeefvJele DeOÙeÙeve ce.je.Mew#eefCekeâ mebMeesOeve heefj<eo hegCes. ● Mew#eefCekeâ ceÒuÙeceeheve Ûee.he.keâoce vegleve heÇkeâeMeve hegCes. ● ceeefnleer leb$e%eeve – [[email protected] peesMeer, meew.cesIevee efMeje{esCekeâj, ce=CceÙeer heÇkeâeMeve, Deewjbieeyeeo. ● Mew#eefCekeâ leb$e%eeve DeeefCe JÙeJemLeeheve [[email protected] MesJeleskeâj (ye[Jes) heÇ%ee heÇkeâeMeve hegCes. ● YeejleerÙe efMe#eCeeleerue DeeOegefvekeâ efJeÛeej heÇJeen – heÇe.vee.ie.heJeej vegleve heÇkeâeMeve, hegCes. ● efMe#eCeeleerue veJeheÇJeen Je veJeheÇJe&leves, n.vee.peieleehe vegleve heÇkeâeMeve, hegCes. ● DeOÙeeheveeÛeer heÇefleceeves – [[email protected]Ûe$ee meesnveer vegleve heÇkeâeMeve, hegCes. ● ceneje<š^ meg#ce DeOÙeeheve keâewMeuÙes meppelee heÇJele&ve [[email protected] me.Je.ce.ceg.efJe.veeMeerkeâ.

----------------------------------------------------

Paper No. V

EDUCATIONAL EVALUATION AND ACTION RESEARCH

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

OBJECTIVES:- To enable the student-teacher -

1. To acquire basic scientific concepts and practices in educational Evaluation.

2. To tabulate and find out some standard meaning from the raw scores by using

statistical procedures.

3. To develop skills and competencies in the student teacher for the use of the

techniques in the field.

4. To enable the student teacher to interpret the result of educational measurement.

5. To enable the student understand about various educational and mental

measurement tools.

Unit – I 10 Marks

a) Measurement and evaluation-meaning and concept

b) Difference between measurement and evaluation.

c) The Modern concept of evaluation – objectives, learning Experiences and Tools of

evaluation

d) Continuous and Comprehencive Evaluation.

e) Formative and summative evaluation.

f) Taxonomy of educational objectives (According to three domains), Instructional

objectives, their specifications. Evaluation of Instructional objectives.

g) Learning experiences – types and sources.

Unit – II 15 Marks

a) Characteristics of a good test – validity, reliability, adequacy, objectivity, usability and

discrimination power.

b) Quantitative tools of evaluation – written examination, types of items used in written

examination (Long answer questions, short answer questions and objective type

questions.), oral examination, practical examination, their merits and limitations.

c) Malpractices in Examination and remedies.

d) Qualitative tools of evaluation – Observation Technique, Self Report Technique,

Projective Technique and Sociometric Technique.

Unit – III 15 Marks

a) Planning and preparing –

i) year - plan, ii) unit -plan, iii) lesson -plan,

steps of lesson plan :-

i)Introduction/set induction, ii) statement of aim,

iii)Presentation, iv)Recapitulation,

v)Application, (measurement of applicable objectives-application, skill and attitude)

vi)Evaluation- (Measurement of knowledge and understanding) vii) Home work

b) Preparing and designing of a standardized test-blue print, question forming, editing the

test, marking scheme and scoring key, item analysis.

Unit – IV 15 Marks

a) Educational statistics – Collection and Tabulation of data, Graphical Representation,

Measures of Central Tendency – mean, median, mode their merits and limitations.

b) Measures of variability–range, quartile deviation, standard deviation–their merits and

limitations.

Unit – V 15 Marks

a) Interpreting test scores – standard scores, normal probability curve, percentile and

percentile rank.

b) Co-efficient of correlation by using spearman’s rank difference method, interpreting co-

efficient of correlation.

Unit – VI 10 Marks

Action Research

a) Meaning of action research.

b) Need and importance of action research.

c) Steps and design of an action research project.

d) Reporting action Research.

PRACTICUM :- (Any one)

1. Preparation of a Unit Test.

2. Preparation of a Year Plan.

3. Preparation of a Unit Plan.

4. Preparation of action research proposal.

5. Find out mean from scores of any class.

6. Find out Standard deviation from scores of any class.

Reference Books (Paper V)

● Constructing Evaluation instrument-Longmans, Grees of Co.Inc. NY-18

● Statistics in psychology and Education, Henry Garret.

● Fundaments of statistics – Thurston M.C. Grow Hill Book Company, London.

● Measurement and Statistics in Education – Rawat D.S. Ramprasad & Sons Agra.

● Evaluation in schools-Dandekar W.N.,Vidya prakashan Pune 30

● Evaluational Measurement – Lindguise, America council of Education-Washington.

● Eductional Evaluation and Statistics(Urdu Edition)Dr.Shaheen Parveen & Dr.Shaikh

Imran,Sufa Publications,Aurangabad.

● Mew#eefCekeâ cetuÙeceeheve DeeefCe mebKÙeeMeem$e – Jee.vee.oeb[skeâj ßeer efJeÅee heÇkeâeMeve hegCes 30

● efMe#eCeeleerue heefj#eCe DeeefCe ceeheve – heÇe.meew.hee"keâ vegleve heÇkeâeMeve hegCes.

● Mew#eefCekeâ cetuÙeceeheve Ûee.he.keâoce, ÛeewOejer, vegleve heÇkeâeMeve, hegCes.

● Mew#eefCekeâ cetuÙeceeheveemee"er megyeesOe mebKÙeeMeem$e vee.keâs.Gheemeveer keâs.Jner.keâguekeâCeer&& efJeÅee heÇkeâeMeve hegCes.

● cetuÙeceeheve leb$e DeeefCe ceb$e- [[email protected] peesMeer JePes ve.j.ceneje<š^ hegCes.

● Hee"efveÙeespeve - [[email protected]škeâj, [e@.ßeerceleer peesMeer - ce=CceÙeer heÇkeâeMeve, Deewjbieeyeeo le=lòeerÙe DeeJe=lòeer 2005

● Mew#eefCekeâ mebKÙeeMeem$e – cemkeâs šer.S.heÇ%ee heÇkeâeMeve mebiecevesj.

● Mew#eefCekeâ mebKÙeeMeem$e – [[email protected]âs.Sce.Yeebb[ejkeâj, vegleve heÇkeâeMeve hegCes.

● efMe#eCeeleerue heefj#eCe Je ceeheve – heÇe.ceeefCekeâ heâeškeâ vegleve heÇkeâeMeve hegCes.

● Mew#eefCekeâ Je ceeveefmekeâ ceeheve- [[email protected]škeâj, [[email protected] peesMeer-–ce=CceÙeer heÇkeâeMeve, Deewjbieeyeeo.

● Mew#eefCekeâ cetuÙeceeheve DeeefCe keâ=eflemebMeesOeve – [[email protected]škeâj, [e@.ßeerceleer peesMeer - ce=CceÙeer heÇkeâeMeve, Deewjbieeyeeo 2007

● mebieCekeâ meneefÙÙele DevegosMeve Je DeOÙeÙeve – [[email protected] peesMeer,meew.cesIevee efMeje{esCekeâj,ce=CceÙeer heÇkeâeMeve,Deewjbieeyeeo.2007.

-----------------------------

Paper No. VI

TEACHING METHODOLOGY

ceje"er DeOÙeeheve heodOeleerceje"er DeOÙeeheve heodOeleerceje"er DeOÙeeheve heodOeleerceje"er DeOÙeeheve heodOeleer

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

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mJeeOÙeeÙe, YetefcekeâeefYeveÙe.

ye. ye. ye. ye. DeOÙeeheveeÛes DeOÙeeheveeÛes DeOÙeeheveeÛes DeOÙeeheveeÛes heÇefleceeve heÇefleceeve heÇefleceeve heÇefleceeve –––– meeceeefpekeâ DeefYejâhelee heÇefleceevemeeceeefpekeâ DeefYejâhelee heÇefleceevemeeceeefpekeâ DeefYejâhelee heÇefleceevemeeceeefpekeâ DeefYejâhelee heÇefleceeve

keâkeâkeâkeâ. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer - heâuekeâ, efÛe$es, lekeäles, jsef[Dees, OÙeefvecegefoÇle, efJnef[Dees, OJeefveefheâleer, efÛe$eerefheâleer,

MeyohešdšÙee, keâe$eCes, Yee<eemebieCekeâ, Fbšjvesš, mebieCekeâ meneefÙÙele DevegosMeve Je DeOÙeÙeve – hee@Jej hee@FbšÛÙee meenÙeeves

meeojerkeâjCe leÙeej keâjCes, heÇlÙe#e meeojerkeâjCe.

[[[[. DeYÙeemekeâÇcee. DeYÙeemekeâÇcee. DeYÙeemekeâÇcee. DeYÙeemekeâÇceebb bb bleie&le Je DeYÙeemehetjkeâ GhekeâÇcebleie&le Je DeYÙeemehetjkeâ GhekeâÇcebleie&le Je DeYÙeemehetjkeâ GhekeâÇcebleie&le Je DeYÙeemehetjkeâ GhekeâÇce – Jee[dŠceÙe ceb[U, nmlee#ej mheOee&, ieeÙeve mheOee&, JeeÛeve mheOee&, uesKeve mheOee&,

Jekeäle=lJe mheOee&, Yeeef<ekeâ KesU, Meyokeâes[s, hegmlekeâ hejer#eCe, megefJeÛeej uesKeve, efoveefJeMes<e uesKeve, efÛebleefvekeâe mheOee&, keâesMe Je

meboYe&ieÇLeebÛee Jeehej, hee"eblej.

?kVd 5. 5. 5. 5. ceje"erleerue meeefnlÙe heÇkeâej Je ceje"erÛee efMe#ekeâ ceje"erleerue meeefnlÙe heÇkeâej Je ceje"erÛee efMe#ekeâ ceje"erleerue meeefnlÙe heÇkeâej Je ceje"erÛee efMe#ekeâ ceje"erleerue meeefnlÙe heÇkeâej Je ceje"erÛee efMe#ekeâ (iegCe (iegCe (iegCe (iegCe 05050505)))) ceje"erleerue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ceje"erleerue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ceje"erleerue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ceje"erleerue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ––––

De. ieoÙe- keâeobyejer, keâLee, ueIegkeâLee, efveyebOe, DeelceÛeefj$e, oefuele meeefnlÙe, ieÇeceerCe meeefnlÙe, veeškeâ.

ye. heoÙe- meblekeâeJÙe, heblekeâeJÙe, DeesJeer, DeYebie, heesJee[e, ueeJeCeer, YeeJeieerle, DeeOegefvekeâ keâefJelee, veJekeâeJÙe.

ceje"erÛee efMe#ekeâ ceje"erÛee efMe#ekeâ ceje"erÛee efMe#ekeâ ceje"erÛee efMe#ekeâ ---- ÛeebieuÙee ceje"erÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.ÛeebieuÙee ceje"erÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.ÛeebieuÙee ceje"erÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.ÛeebieuÙee ceje"erÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.

ceje"er eceje"er eceje"er eceje"er efMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=OofMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=OofMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=OofMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=Ooer (er (er (er ( hee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %eeveeÛes mebheeovehee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %eeveeÛes mebheeovehee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %eeveeÛes mebheeovehee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %eeveeÛes mebheeove))))

heÇelÙeef#ekeâ keâeÙe& heÇelÙeef#ekeâ keâeÙe& heÇelÙeef#ekeâ keâeÙe& heÇelÙeef#ekeâ keâeÙe& ----

1.Ieškeâ ÛeeÛeCeer leÙeej keâjCes.

2.Skeâe Jeiee&Ûes Jeeef<e&keâ Je Ieškeâ efveÙeesspeve leÙeej keâjCes.

3.mebieCekeâeÛÙee JeehejeÛee Skeâ hee" leÙeej keâjCes.

4.Skeâe hee"ÙeIeškeâele mebieCekeâeÛÙee DeeOeejs Mew#eefCekeâ meeefnlÙe JeehejCes.

5.Skeâ Mew#eefCekeâ meeefnlÙe leÙeej keâjCes.

6.ceeOÙeefcekeâ mlejeJejerue Skeâe hee"ÙehegmlekeâeÛes hejer#eCe keâjCes.

7.Skeâe MeeuesÙe hee"ÙeIeškeâemee"er hee@Jejhee@FbšÛes meeojerkeâjCe leÙeej keâjCes.

meboYe& ieÇbLe meboYe& ieÇbLe meboYe& ieÇbLe meboYe& ieÇbLe –––– ● ceje"erÛes DeOÙeeheve – Dekeâesuekeâj, heešCekeâj

● ceje"erÛes DeOÙeeheve – ce.yee.keâtb[ues

● ceele=Yee<esÛes DeOÙeeheve – ÛeboÇkeâgceej [ebies

● ceje"er Yee<esÛes DeOÙeeheve Je cetuÙeceeheve – ueeruee heešerue

● ceje"er Yee<ee keâMeer efMekeâJeeJeer – osJeOej, osMeheeb[s

● ceje"er Yee<esÛes DeOÙeeheve – ce.efJe.heâeškeâ

● ceje"erÛes DeOÙeeheve – o.$Ùeb.mee"s

● ceje"erÛes DeOÙeeheve – [[email protected] peesMeer –ce=CceÙeer heÇkeâeMeve -2007

● Jeiee&OÙeeheveeÛÙee Gefoddo<šebÛes cetuÙeceeheve - ce=CceÙeer heÇkeâeMeve -2006

● Hee"efveÙeespeve [[email protected]škeâj, [e@.ßeerceleer peesMeer – ce=CceÙeer heÇkeâeMeve, Deewjbieeyeeo le=leerÙe DeeJe=lòeer 2005

● ceele=Yee<ee ceje"erÛes DeeMeÙeÙegkeäle DeOÙeeheve – heÇe.vee.ie.heJeej vegleve heÇkeâeMeve hegCes.

● ceje"erÛes DeeMeÙeÙegkeäle DeOÙeeheve – [[email protected] ogveeKes vegleve heÇkeâeMeve hegCes.

● DeeMeÙeÙegkeäle DeOÙeeheve – heÇe.ceefKepee vegleve heÇÇkeâeMeve hegCes.

● DeeMeÙeÙegkeäle DeOÙeeheve heOoleer – [[email protected][s&& keâwueeme, [[email protected] Je [[email protected][s vegleve heÇkeâeMeve hegCes.

● ceje"erÛes DeOÙeeheve – [[email protected] keâjboerkeâj

● mebieCekeâ meneefÙÙele DevegosMeve Je DeOÙeÙeve – [[email protected] peesMeer,meew.cesIevee efMeje{esCekeâj,ce=CceÙeer heÇkeâeMeve,Deewjbieeyeeo.2007.

--------------------------

Paper No. VI

TEACHING METHODOLOGY

×Æü−¤üß †¬µÖÖ¯Ö−Ö ¯Ö¤ü¬ÖןÖ

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

ˆ¤ü¤êü¿µÖ : 1. ²ÖÖ»Ö�ú �êú ÃÖ¾ÖÖÕ÷Öß�Ö ×¾Ö�úÖÃÖ ´Öë ×Æü−¤üß ³ÖÖÂÖÖ �úÖê ÃÖ´Ö—Ö−ÖÖ | 2. ×Æü−¤üß ³ÖÖÂÖÖ �êú ¾µÖÖ¯Ö�ú ˆ¤ü¤êü¿µÖÖë �úÖê ÃÖ´Ö—Ö−ÖÖ |

3. ¿ÖÖ»ÖêµÖ ¯ÖÖšüµÖ�Îú´Ö ´Öë ¤æüÃÖ¸üß ³ÖÖÂÖÖ �êú ºþ¯Ö ´Öë ×Æü−¤üß ÃÖß�ÖÖ−Öê �êú ˆ¤ü¤êü¿µÖ �úÖê ÃÖ´Ö—Ö »Öê−Öê ´Öë ´Ö¤ü¤ü �ú¸ü−ÖÖ |

4. ³ÖÖÂÖÖ �úÖî¿Ö»Ö †Öî¸ü ×Æü−¤üß †¬µÖÖ¯Ö−Ö �úß ¯ÖÏ#ÖÖ×»ÖµÖÖÑ ÃÖ´Ö—Ö »Öê−Öê ´ÖÓê ´Ö¤ü¤ü �ú¸ü−ÖÖ |

5. ×Æü−¤üß ³ÖÖÂÖÖ �úß ×¾Ö×¾Ö¬Ö ×¾Ö¬ÖÖ†Öë, ˆ¤ü¤êü¿µÖÖë ‹¾ÖÓ ×¾Ö׬ֵÖÖë �úß •ÖÖ−Ö�úÖ¸üß ¯ÖÏÖ¯ŸÖ �ú¸ü−ÖÖ |

6. ×Æü−¤üß ³ÖÖÂÖÖ ×¿Ö�Ö�ú �êú ÷Öã#ÖÖë �úÖê ÃÖ´Ö—Ö »Öê−Öê ´Öë †Öî¸ü ÷Öã#ÖÖë �úÖê ¯ÖÏÖ¯ŸÖ �ú¸ü−Öê ´Öë ´Ö¤ü¤ü �ú ü−ÖÖ |

7. ×Æü−¤üß ³ÖÖÂÖÖ †¬µÖÖ¯Ö−Ö ´Öë ×¾Ö×³Ö®Ö ¿Öî�Ö×#Ö�ú ÃÖÖ¬Ö−ÖÖë �úÖ ˆ¯ÖµÖÖê÷Ö �ú ü−ÖÖ |

8. ¯ÖÖšüµÖ¯ÖãßÖ�ú �úß ×¾Ö¿ÖêÂÖŸÖÖ‹Ñ ŸÖ£ÖÖ ˆ−Ö�úÖ †Ö»ÖÖê“Ö−ÖÖŸ´Ö�ú †¬µÖµÖ−Ö �ú¸ü−Öê �úß �Ö´ÖŸÖÖ ¯ÖÏÖ¯ŸÖ �ú ü−ÖÖ |

‘Ö™ü�ú 1 : ×Æü−¤üß ³ÖÖÂÖÖ ×¿Ö�ÖÖ †Öî ü ³ÖÖÂÖÖ �úÖî¿Ö»Ö �úÖ ´ÖÆü¢¾Ö Xkq.k 10

†. ²ÖÖ»Ö�ú �úÖ ÃÖ¾ÖÖÕ÷Öß&Ö ×¾Ö�úÖÃÖ ´ÖÖ−Ö×ÃÖ�ú ×¾Ö�úÖÃÖ ÃÖÖ´ÖÖוÖ�ú ×¾Ö�úÖÃÖ ²Ö. ×Æü−¤üß ³ÖÖÂÖÖ �êú ¾µÖÖ¯Ö�ú ˆ¤ü¤êü¿µÖ - ¸üÖ™üÒßµÖ, ÃÖÖ×ÆüÛŸµÖ�ú, ÃÖÖÓÃ�éúןÖ�ú, ¾µÖÖ¾ÖÆüÖ× ü� �ú. ×¾Ö¤üµÖÖ»ÖµÖß−Ö ¯ÖÖšüµÖ�Îú´Ö ´Öë ×Æü−¤üß ³ÖÖÂÖÖ �úÖ Ã£ÖÖ−Ö ¾Ö ´ÖÆü¢¾Ö ›ü. ³ÖÖÂÖÖ �úÖî¿Ö»Ö -

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1. þÖÖ³ÖÖ×¾Ö�ú ¯ÖÏ�ÖÖ»Öß 2. ¾µÖÖ�ú ü�Ö †−Öã¾ÖÖ¤ü ¯ÖÏ�ÖÖ»Öß 3. ÷Öšü−Ö ¯ÖÏ�ÖÖ»Öß 4. ›WüÖ. ¾ÖêÙü ¯ÖÏ�ÖÖ»Öß 5. ÃÖ´Ö−¾ÖµÖÖŸ´Ö�ú ¯ÖÏ�ÖÖ»Öß

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¯ÖÏÖŸµÖ×�Ö�ú �úÖµÖÔ : (�úÖê‡Ô ‹�ú )

• ÃÖÓ÷Ö�Ö�ú �úß ÃÖÆüÖµÖŸÖÖ ÃÖê ¯ÖÖšü »Öê−ÖÖ |

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• ×Æü−¤üß ×¿Ö�Ö�Ö - »ÖÖ»Ö ü´Ö�Ö ×²ÖÆüÖ ü, ÃÖ¸üŸÖÖÓ»Öß ¯ÖÏ�úÖ¿Ö−Ö, −Öê üôû.

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• ×Æü−¤üß �îúÃÖê ¯ÖœüÖ‹Ñ - ¸üÖ.ŸÖã.³Ö÷ÖŸÖ, ‡Ó×›üµÖ−Ö ‡Û−Ùü™üµÖæ™ü †Öò±ú ‹•µÖã�êú¿Ö−Ö, ¯Öã�Öê.

• ¸üÖ™üÒ³ÖÖÂÖÖ �úÖ ÃÖ¸ü»Ö ¾µÖÖ�ú ü�Ö - ›üÖ. ³ÖÖê»ÖÖ−ÖÖ£Ö ×ŸÖ¾ÖÖ üß, üÖ•Ö�ú´Ö»Ö ¯ÖÏ�úÖ¿Ö−Ö, פü»»Öß.

• ×Æü−¤üß †¬µÖÖ¯Ö−Ö ¯Ö¤ü¬ÖŸÖ - ¯ÖÏÖ.²ÖÖ.ÃÖÓ.²ÖÖê²Öê, −ÖãŸÖ−Ö ¯ÖÏ�úÖ¿Ö−Ö, ¯Öã�Öê.

• ¤ü×¾ÖŸÖßµÖ ³ÖÖÂÖÖ ×Æü−¤üß, ×¾ÖÂÖµÖ –ÖÖ−Ö ‹¾ÖÓ †¬µÖÖ¯Ö−Ö ¯Ö¤ü¬Ö×ŸÖ - ›üÖ.† üؾ֤ü ¤ãü−ÖÖ�Öê, ›üÖ.†Ó¿Öã´ÖŸÖß ¤ãü−ÖÖ�Öê, −ÖãŸÖ−Ö ¯ÖÏ�úÖ¿Ö−Ö, ¯Öã�Öê. • mebieCekeâ meneefÙÙele DevegosMeve Je DeOÙeÙeve – [[email protected] peesMeer,meew.cesIevee efMeje{esCekeâj,ce=CceÙeer

heÇkeâeMeve,Deewjbieeyeeo.2007. ● Jeiee&OÙeeheveeÛÙee Gefoddo<šebÛes cetuÙeceeheve - ce=CceÙeer heÇkeâeMeve -2006

-------------------------------------------------

Paper No. VI

TEACHING METHODOLOGY

METHODOLOGY OF TEACHING ENGLISH

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

OBJECTIVES :

1. To enable the student-teacher to acquire knowledge of :-

i) The present status of English in India.

ii)The present position of English in the school curriculum in Maharashtra.

iii) the general aims and objectives of teaching English

iv) the instructional objectives and speciation.

v) the current methods of and approaches to the teaching of English

2. To enable the student- teacher to develop –

i) The skills necessary to plan and use a verity of learning experiences and instructional

materials in the teaching of English.

ii) The skills necessary to teach English effectively in the secondary class-room.

iii) A favorable attitude towards English as subject.

3. To enable the student teacher to acquire –

i) Knowledge of the evaluation procedure used in evaluating the language learning of

his/her pupils in the class-room.

ii) The skills necessary to evaluate the language learning of his/her pupils in the class-

room.

4.. To enable the student teacher to acquire –

i) A thorough knowledge of the English school syllabus so that they will be aware of the

linguistic skill and knowledge required of school-pupils at the various levels.

ii) A familiarity with the text-books currently used in schools.

iii)The necessary skills to use these text-books efficiently in the class-room so as to bring

about the learning objectives of the pupils.

Unit – I Fundamental of Language -10 Marks

a) Need,importance,language awareness in a multilingual society in the era of

globalization.

b) Factors affecting language learning physical, pshycologycal and social.

c) Principle and maxims of language teaching..

Unit – II Curriculum, Syllabus and Text-book of English, Methods and

approaches. -10 Marks

a. Principles of a good curriculum.

b. Present curriculum and syllabus of Secondary and Higher Secondary level in

Maharashtra.

c. Characteristics of text book of English and manual/handbook of English.

d. General and instructional objectives of teaching English with their specification

and evaluation

d) Methods and approaches – Direct Method, Communicative Approach,

constructive approach.

e) computer assisted instruction and learning – creating a power point presentation

for a teaching unit.

Unit – III Aspects of language teaching and lesson planning -10 Marks

a) Prose :- Techniques – (Discussion, Narration, Questioning) methods – story telling,

dramatization

b) Poetry :- Methods (Recitation, Song Action) Techinqus of appreciation

c) Grammer :- Typs – (Functional, Formal)

d) Methods – (Inductive, Deductive)

e) Model - Social Simulation Model

f) Language Acquistion inside / ourside classroom

i) Listening – Concept Significance, Activities to develop listening

ii) Speaching – Concept Significance, Activities to develop speaking

iii) Reading – Concept, methods (phonic, whole world) Types – (Loud,

Silent, Intensive, Extensive and Supplementray)

iv) Writing – Types of composition (Guided, free and creative)

Unit – IV English Teacher and Learning Resources 10 Marks

a. i) Qualities of an English Teacher.

ii) Professional growth of English Teacher.

b. Learning Resources :-

i) Support material – picture, slides, OHP, tape recorder, video, T.V., radio etc.

ii) Support System – excursion, quiz, puzzle, riddle etc.

c. Content Knowledge Enrichment.(Detail study of the Teaching Unit)

PRACTICUM – (Any One)

1. Preparation of Unit Plan with the help of Computer [Digital Unit Plan].

2. Critisize any Secondary School English Text book.

3. Prepare a Year Plan and Unit Plan.

4. Prepare student support material with the help of Computer.

Recommended Books (English)

● Randolph Quirk – The Use of English (Longmans).

● Teaching English in India Today (Parimal Prakashan).Yardi V.V.

● Teaching English as a second Language (Mc Graw Hill) Narold B.Allen .

● The Teaching of English in India (Oxford).Thompson & Wyatt .

● Teaching English in India (Shree Vidya prakashan). Saraf R.S.

● Essentials of English Teaching (Vinod pustak Mandir). Jain R.K.

● Methods of Teaching English in India (Laxmi Narayan).Sharma K.L.

● Language Teaching (Tata Me Graw Hill). Robert Lado

● Simple Audio-Visual Aids to foreign Language Teaching (Oxford). Lee W.L. and Heien

Coppen

● Better English Pronunciation (ELBS and Cambridge). J.O.O.Connor .

● An Introductison to the pronunciation of English (ELBS). Gimson A.C.

● An Outline of general phonetics(Oxford). Bansal R.K.

● Teaching and Testing English (Hunter resonation London Press) Ballard P.B.-

● Testing English as a Second Language (Mc Graw Hill). David P.Harris

● Teaching English –A Training Course for Teachers (OUP). Duff A. (1988)

● Class room testing (Longman).Heaton J.B. (19990).

● Language Teaching Methodology (Printice Hall) Nunan D. (19991)

● Lesson Plan Dr.Shetkar G.V., Dr.Smt.Joshi S.V. Mrunmai Prakashan A’bad 2005

● Teaching Foreign Language skills (University of Chicago Press). Rivers W.M. (1981)

● English for the Teacher (OUP).Sprat M. (1994)

● Fundamental Concept of Language teaching (OUP) Stern (1993)

● Teaching Aspect of English Language (Nutan Praksan, Pune.) Gurav H.K. (1990)

● Communicative Language – teaching in English- B.B.Pandit, Pro.Suryanshi, Pro. Kute.

● heÖšü×−ÖµÖÖê•Ö−Ö - ›üÖ.÷Ö�Öê¿Ö ¿Öê™ü�ú¸ü, ›üÖ.¿ÖÖê³Ö−ÖÖ •ÖÖê¿Öß - ´Öé�´ÖµÖß ¯ÖÏ�úÖ¿Ö−Ö, †Öî Óü÷ÖÖ²ÖÖ¤ü ŸÖéŸÖßµÖ †Ö¾Öé¢Öß 2005.

● mebieCekeâ meneefÙÙele DevegosMeve Je DeOÙeÙeve – [[email protected] peesMeer,meew.cesIevee efMeje{esCekeâj,ce=CceÙeer heÇkeâeMeve,Deewjbieeyeeo.2007.

● Jeiee&OÙeeheveeÛÙee Gefoddo<šebÛes cetuÙeceeheve - ce=CceÙeer heÇkeâeMeve -2006

---------------------------------------

Paper No. VI

TEACHING METHODOLOGY

mebmke=âle DeOÙeeheve heodOeleermebmke=âle DeOÙeeheve heodOeleermebmke=âle DeOÙeeheve heodOeleermebmke=âle DeOÙeeheve heodOeleer

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

Gefoddo<šs Gefoddo<šs Gefoddo<šs Gefoddo<šs ––––

1. mebmke=âleÛÙee DeOÙeehekeâebvee DeOÙeeheveeÛÙee DeeOegefvekeâ Je Meem$eerÙe heOoleerÛee heefjÛeÙe keâ®ve osCes.

2. DelÙeeOegefvekeâ heOoleerÛee Jeiee&OÙeeheveele heÇlÙe#e keâmee GheÙeesie keâjlee ÙesF&ue Je efJeÅeeLÙee&ceOÙes Yeeef<ekeâ keâewMeuÙeeÛeer

efveefce&leer keâMeer keâjlee ÙesF&ue Ùeeyeeyele GoddyeesOeve keâjCes.

3. efJeÅeeLÙee&ceOÙes Jee[ŠceÙeerve DeefYe®Ûeer efvecee&Ce keâ®ve efJeÅeeLÙee&vee me=peveMeerueleskeâ[s DeeCeCÙeeÛee o=ef<škeâesve YeeJeer

DeOÙeehekeâele efvecee&Ce keâjCes.

4. mebmke=âle DeOÙeehekeâele heÇeÛeerve Yee<ee cnCetve Je cetU Yee<ee cnCetve mebmke=âleÛes heÇsce Je meeLe& DeefYeceeve efvecee&Ce keâjCes.

‘Ö™ü�ú 1. mebmke=âle Yee<esÛes DeYÙeemekeâÇceeleerue mLeeve Je cenlJe mebmke=âle Yee<esÛes DeYÙeemekeâÇceeleerue mLeeve Je cenlJe mebmke=âle Yee<esÛes DeYÙeemekeâÇceeleerue mLeeve Je cenlJe mebmke=âle Yee<esÛes DeYÙeemekeâÇceeleerue mLeeve Je cenlJe (iegCe 5(iegCe 5(iegCe 5(iegCe 5 ))))

mebmke=âle Yee<esÛes DeYÙeemekeâÇceeleerue mLeeve Je cenlJe,

mebmke=âle Yee<esÛee Flej MeeuesÙe efJe<eÙeebMeer meceJeeÙe.

‘Ö™ü�ú 2. DeYÙeemekeâÇce, hee"ÙekeâÇce Je hee"DeYÙeemekeâÇce, hee"ÙekeâÇce Je hee"DeYÙeemekeâÇce, hee"ÙekeâÇce Je hee"DeYÙeemekeâÇce, hee"ÙekeâÇce Je hee"ÙeÙeÙeÙehegmlekeâ hegmlekeâ hegmlekeâ hegmlekeâ (iegCe 10)(iegCe 10)(iegCe 10)(iegCe 10)

De. ÛeebieuÙee DeYÙeemekeâÇceeÛeer lelJes

ye. mebmke=âleÛÙee ceeOÙeefcekeâ Je GÛÛe ceeOÙeefcekeâ mlejeJejerue DeYÙeemekeâÇceeÛeer Gefodo<šs Je

lÙeebÛee je<š^erÙe Gefoddo<šebMeer meceJeeÙe,

keâ. mebmke=âleÛee ceeOÙeefcekeâ Je GÛÛe ceeOÙeefcekeâ mlejeJejerue hee"ÙekeâÇce,

[. ÛeebieuÙee hee"ÙehegmlekeâeÛes efvekeâ<e

F. mebmke=âleÛÙee hee"ÙehegmlekeâeÛes DeYÙeemekeâÇce, hee"ÙekeâÇce Je hee"Ùe hegmlekeâeÛÙee DeeOeejs hejer#eCe.

‘Ö™ü�ú 3. mebmke=âlemebmke=âlemebmke=âlemebmke=âle DeOÙeeheveeÛeer Gefodo<šs Je #ecelee DeOÙeeheveeÛeer Gefodo<šs Je #ecelee DeOÙeeheveeÛeer Gefodo<šs Je #ecelee DeOÙeeheveeÛeer Gefodo<šs Je #ecelee ---- (iegCe 10)(iegCe 10)(iegCe 10)(iegCe 10)

De. mebmke=âle Yee<esÛeer Yeeef<ekeâ Gefoddo<šÙes (ßeJeCe, Yee<eCe, JeeÛeve Je uesKeve)

ye. Flej #es$es (Deekeâueve, Yee<esÛee JÙeJenejele GheÙeesie, keâeÙee&lcekeâ JÙeekeâjCe,

mJeÙebDeOÙeÙeve, MeyomebhelòeerJej heÇYeglJe) Gefodo<š Je #eceleebÛÙee efJekeâemeeÛeer Gefoddo<šs,

DeOÙeÙeve DevegYeJe DeeefCe cetuÙeceeheve.

keâ. mebmke=âleÛÙee Jeiee&OÙeeheveeÛeer Gefoddo<šÙes Je lÙeebÛes cetuÙeceeheve

‘Ö™ü�ú 4. mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleer Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleer Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleer Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleer Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer (iegCe 10)(iegCe 10)(iegCe 10)(iegCe 10)

De. mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleerDe. mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleerDe. mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleerDe. mebmke=âleÛÙee efJeefJeOe DeOÙeeheve heOoleer – Swefleneefmekeâ – 1.iegjâkegâue heOoleer 2.hee"Meeuee heOoleer, 3 [e@. Yeeb[ejkeâj

heOoleer Flej - JÙeeKÙeeve, keâLeekeâLeve, keâLeve, veešÙeerkeâjCe, ÛeÛee&, Goddieeceer- DeJeieeceer, heÇkeâuhe, mJeeOÙeeÙe,

YetefcekeâeefYeveÙe.

ye. DeOÙeeheveeÛes heÇefleceeve ye. DeOÙeeheveeÛes heÇefleceeve ye. DeOÙeeheveeÛes heÇefleceeve ye. DeOÙeeheveeÛes heÇefleceeve –––– meeceeefpekeâ DeefYejâhelee heÇefleceevemeeceeefpekeâ DeefYejâhelee heÇefleceevemeeceeefpekeâ DeefYejâhelee heÇefleceevemeeceeefpekeâ DeefYejâhelee heÇefleceeve

keâ. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇerkeâ. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇerkeâ. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇerkeâ. Mew#eefCekeâ meeOeves Je DeOÙeeheve meecegieÇer - heâuekeâ, efÛe$es, lekeäles, jsef[Dees, OÙeefvecegefoÇle, efJnef[Dees, OJeefveefheâleer,

efÛe$eerefheâleer, MeyohešdšÙee, keâe$eCes, Yee<eemebieCekeâ, Fbšjvesš, mebieCekeâ meneefÙÙele DevegosMeve Je DeOÙeÙeve – hee@Jej

hee@FbšÛÙee meenÙeeves meeojerkeâjCe leÙeej keâjCes, heÇlÙe#e meeojerkeâjCe.

[. DeYÙeemekeâÇceebbleie&le Je DeYÙeemehetjkeâ GhekeâÇce[. DeYÙeemekeâÇceebbleie&le Je DeYÙeemehetjkeâ GhekeâÇce[. DeYÙeemekeâÇceebbleie&le Je DeYÙeemehetjkeâ GhekeâÇce[. DeYÙeemekeâÇceebbleie&le Je DeYÙeemehetjkeâ GhekeâÇce – Jee[dŠceÙe ceb[U, nmlee#ej mheOee&, ieeÙeve mheOee&, JeeÛeve mheOee&,

uesKeve mheOee&, Jekeäle=lJe mheOee&, Yeeef<ekeâ KesU, Meyokeâes[s, hegmlekeâ hejer#eCe, megefJeÛeej uesKeve, efoveefJeMes<e uesKeve,

efÛebleefvekeâe mheOee&, keâesMe Je meboYe&ieÇLeebÛee Jeehej, hee"eblej.

‘Ö™ü�ú 5. mebmke=âlemebmke=âlemebmke=âlemebmke=âleceOeerceOeerceOeerceOeerue meeefnlÙe heÇkeâej Je ue meeefnlÙe heÇkeâej Je ue meeefnlÙe heÇkeâej Je ue meeefnlÙe heÇkeâej Je mebmke=âleÛeeÛeeÛeeÛee efMe#ekeâ.efMe#ekeâ.efMe#ekeâ.efMe#ekeâ. (iegCe 05)(iegCe 05)(iegCe 05)(iegCe 05)

mebmke=âleceOeermebmke=âleceOeermebmke=âleceOeermebmke=âleceOeerue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ue heÇcegKe meeefnlÙe heÇkeâejebÛes mJe®he Je JewefMe<šÙes ––––

De.De.De.De. Jewefokeâ meeefnlÙeJewefokeâ meeefnlÙeJewefokeâ meeefnlÙeJewefokeâ meeefnlÙe....

ye. ueewefkeâkeâ ye. ueewefkeâkeâ ye. ueewefkeâkeâ ye. ueewefkeâkeâ meeefnlÙe meeefnlÙe meeefnlÙe meeefnlÙe –––– Dee<e& cenekeâeJÙe,efJeoiOe cenekeâeJÙes,veešÙe meeefnlÙe, ieoÙekeâeJÙe, ÛechetkeâeJÙe,

Keb[keâeJÙe, MelekeâkeâeJÙe, MeeŒeJee[dceÙe, mebkeâerCe& Je mHegâškeâeJÙe.

mebmke=âleÛeemebmke=âleÛeemebmke=âleÛeemebmke=âleÛee efMe#ekeâ efMe#ekeâ efMe#ekeâ efMe#ekeâ ---- ÛeebieuÙee ÛeebieuÙee ÛeebieuÙee ÛeebieuÙee mebmke=âlemebmke=âlemebmke=âlemebmke=âleÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.ÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.ÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.ÛÙee efMe#ekeâeleerue iegCe JewefMe<šÙes.

mebmke=âlemebmke=âlemebmke=âlemebmke=âle efMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=OoefMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=OoefMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=OoefMe#ekeâeÛeer DeeMeÙe %eeve DeefYeJe=Ooer (er (er (er (hee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %ehee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %ehee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %ehee"Ùe IeškeâemeboYee&le DeeJeMÙekeâ DeeMeÙe %eeveeÛes mebheeoveeveeÛes mebheeoveeveeÛes mebheeoveeveeÛes mebheeove))))

heÇelÙeef#ekeâ keâeÙe& heÇelÙeef#ekeâ keâeÙe& heÇelÙeef#ekeâ keâeÙe& heÇelÙeef#ekeâ keâeÙe& ---- keâesCelesner SkeâkeâesCelesner SkeâkeâesCelesner SkeâkeâesCelesner Skeâ

1. Ieškeâ ÛeeÛeCeer leÙeej keâjCes.

2. Skeâe Jeiee&Ûes Jeeef<e&keâ Je Ieškeâ efveÙeesspeve leÙeej keâjCes.

3. mebieCekeâeÛÙee JeehejeÛee Skeâ hee" leÙeej keâjCes.

4. Skeâe hee"ÙeIeškeâele mebieCekeâeÛÙee DeeOeejs Mew#eefCekeâ meeefnlÙe JeehejCes.

5. Skeâ Mew#eefCekeâ meeefnlÙe leÙeej keâjCes.

6. ceeOÙeefcekeâ mlejeJejerue Skeâe hee"ÙehegmlekeâeÛes hejer#eCe keâjCes.

7. Skeâe MeeuesÙe hee"ÙeIeškeâemee"er hee@Jejhee@FbšÛes meeojerkeâjCe leÙeej keâjCes.

meboYe&ieÇbLemeboYe&ieÇbLemeboYe&ieÇbLemeboYe&ieÇbLe ––––

• Jewefokeâ meeefnlÙe SJeb mebmke=âleer – [[email protected]Ûemheleer iewjesuee,ÛeewKecyee heÇkeâeMeve,JeejeCemeer.

• Jewefokeâ meeefnlÙe keâe Fefleneme – [[email protected]& Mecee&,F&mšve& yegkeâ efuebkeâme&,efouueer.

• mebmke=âle meeefnlÙeeÛee meesheheefllekeâ Fefleneme-[[email protected]âjbyesUkeâj,efJeMJeYeejleer heÇkeâeMeve,veeiehetj.

• meb]mke=âle MeeŒeeskeâe Fefleneme – [e@. yeueosJe GheeOÙeeÙe,ÛeewKecyee heÇkeâeMeve JeejeCemeer.

• megYeef<eleMelekeâ – [[email protected]âuekeâCeer&,efJeoÙeeYeejleer heÇkeâeMeve,ueeletj.

• mebmke=âle DeOÙeeheveheodOeleer -

• mebmke=âle DeOÙeeheveheodOeleer –

• mebmke=âle DeOÙeeheveheodOeleer –

• mebmke=âle DeOÙeeheveheodOeleer

------------------------------------------------

Paper No. VI

TEACHING METHODOLOGY

METHODOLOGY OF TEACHING URDU

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

OBJECTIVES :

1. To enable the pupil-teacher to understand the role of Urdu as Mother tongue while

educating the child.

2. To help the pupil-teacher to systematize, synthesize and give a proper directives in

utilizing the knowledge.

3. To enable the pupil-teacher to develop the power of expression and habit of acquiring

higher references.

4. To help the pupil-teacher to envisage the methods of teaching and techniques of

envaluation to correlate with classroom teaching of Urdu.

5. To identify the difficult areas ofURDU Language to suggest remedial programme and

enhance appreciation of URDU Literature.

Unit – I Need and Importance of Urdu 10 Marks

a) Place & importance of URDU as Mother tongue in Secondary Schools in Maharashtra.

b) Co-relation of Urdu with other subjects in the curriculum of Secondary Schools.

c) Role of Urdu in promoting national integration.

Unit – II Curriculum, Syllabus and Text-book of Urdu. 10 Marks

a) Principles of Curriculum Construction.

b) Present curriculum of the Secondary and Higher Secondary level in Maharashtra.

c) Critical Study of the Syllabus of the Secondary and Higher Secondary Classes.

d) Characteristics of a good text- book of Urdu.

e) A Critical study of any text book at the Secondary level with reference to its curriculum,

syllabus and characteristics of the text book.

f) General and Instructional objectives of teaching Urdu, their specifications and evaluation.

Unit – III Methods, Approaches, support material for teaching Urdu. 10 Marks

a) Methods - lecture, discussion, Inductive-deductive, Project, and their application in

teaching.

b) Approaches – Comunicative approach.

c) Model – Social Simulation Model.

d) Support Material – Pictures, Slides, Strips, OHP, Tape recorder, Video, Television,

Radio, CD etc.

e) Support system - excursion, quiz, puzzle, riddle etc.

f) Computer Assisted Instruction and learning – Preparation and presentation of lesson plan

with the help of the power point presentation.

Unit – IV Urdu Teacher 10 Marks

a) Characteristics of a good Urdu teacher.

b) Content Knowledge enrichment (deep study of the teaching unit).

c) Professional Growth of Urdu teacher and Urdu teacher Organization.

PRACTICUM:- (Any One)

1. Preparation of Unit Plan with the help of Computer [Digital Unit Plan].

2. Critisize any Secondary School English Text book.

3. Prepare a Unit Test

4. Prepare a Unit Plan

5. Prepare teacher support material with the help of ICT.

Recommended Books (Urdu)

● Urdu Kaise Padhaen – Moulvi Saleem, Chaman Book Depot, Delhi.

● Ham Kaise Padhaen – Salamatuallah.

● Mashqui Tadvees Kyon Our Kaise – Dr.Mohd.Lkram Khan, Maktabe Jamia Malia,

Delhi.

● Taleem Deneka Fun O Manohar Sahaje.

● Tadreese Urdu – Ahmand Hussain.

● Urdu Adab Ki Tareekh – Dr.Jameel.

● Urdu Sikhaneka Jamia Tareqa-Abdul Gaffar madholi.

● Fune Taleem – Ahsam Siddiqui.

● Hum Urdu aise Padhaen-Moinuddin, Makataba Jamia, Delhi.

● Tadrees-E-Urdu-Moinuddin, (For B.Ed.)

● Padhane Ka Maza – Muriel Wasi N.C.E.R.T., New Delhi.

● Path Niyojan – Dr.Shetkar, Dr.Joshi, Mrunmayee, Prakashan, Aurangabad – 2000.

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● Jeiee&OÙeeheveeÛÙee Gefoddo<šebÛes cetuÙeceeheve - ce=CceÙeer heÇkeâeMeve -2006 ---------------------------------------------------

Paper No. VI

TEACHING METHODOLOGY

METHODOLOGY OF TEACHING SCIENCE

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

OBJECTIVES : Student teacher to have the ability to :

1. Develop a broad understanding of the principles of procedures used in modern

science education.

2. Development their essential skills for practicing modern Science Education.

3. Develop their skills necessary for preparing international accessories.

4. Prepare acceptance lesson models which lay down this procedures to be adopted for

preparing designs of lessons.

5. Manage introduction activity in such a way that the vast majority of the learners

attain most of the objectives.

Unit – I Nature and Scope of Teaching of Science. 10 Marks

a) Nature of modern Science

b) Justification for including Science as a subject of study

c) Impact of Science on modern Communities, globalization and Science eminent world

Scientists – Galilio, Einstein, Luise pasture

d) Eminent Indian Scientists – C.V.Raman, Dr.Homi Bhabha, Dr.A.P.J.Abdul Kalam,Vijay

Bhatkar.

e) Professions in area of Science.

f) Correlation with other school subjects.

Unit – II Curriculum, Syllabus and Text book of Science:- 10 Marks

a) Curriculum and resource Utilisation

b) Approaches to Curriculum orgarization using Procedure like concentric approach,

topical, process, Integrated approaches.

c) Curriculum of Secondary and higher Secondary level.

d) Syllabus of Secondary and higher Secondary classes.

e) Characteristics as a good text book as Science.

f) A critical study of a text book with reference to Curriculum, syllabus and Characteristics

of text book.

g) Instructional objectives of teaching Science their specification, evaluation of Instructional

objective.

Unit – III Methods, support material and Co-curricular activities. 10 Marks

a) Methods of teaching Science – Project, Demonstration, Experimental, Heuristic, lecture.

b) Models for teaching science – Concept attainment model, Enquiry training model,

Cognitive growth model, Advanced organized model.

c) Support material – Science laboratory, Text books, Journals Hand books, Student work

books, display slides, laboratory materials, audio-video support materials

d) Computer assited instruction & learning - creating Computer based support material with

the help of power point presentation.

e) Co-Curricular activities – field trips, school gardening, Science club, visit to Science

museum, Science fairs and exhibitions, Scientific hobbies, maintenance of aquarium,

herbarium and vivarium.

Unit – IV Science Teacher 10 Marks

a) Qualities of a good Science teacher.

b) Professional growth of Science teacher.

c) Content knowledge enrichment for the Science teacher. (deep study of teaching unit)

Practicum – (Any One)

1. Prepare a Unit test.

2. Prepare a teaching aid

3. Prepare some material for an experiment.

4. Prepare a plan for computer assisted instruction.

5. Criticize a text book with reference to curriculum syllabus and characteristics of the text

book.

6. prepare year plan & Unit plan of a class.

7. Paper a Power point presentation.

Recommended Books :

● Teaching science in today’s secondary schools – Walter A- Thuber, prentice Hall of India

(Pvt.Ltd.) New Delhi

● The Teaching of science in secondary schools science master’s Association.

● The Teaching of physics and chemistry in India – Ghanshamadas.

● Source book of science – UNESCO

● Teaching of science – T.S.Nagpal

● Teaching of science – Sharma & Sharma

● Teaching of general science in Topical secondary school – H.N. Sunders. UNESCO

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● Jeiee&OÙeeheveeÛÙee Gefoddo<šebÛes cetuÙeceeheve - ce=CceÙeer heÇkeâeMeve -2006 ---------------------------------------------------

Paper No. VI

TEACHING METHODOLOGY

METHODOLOGY OF TEACHING HISTORY

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

Objectives : To enable student teacher to,

1. understand the significance, place and importance of History in school curriculum

and human life.

2. Be acquainted with the structure of History subject.

3. Be acquainted with the aims and objectives of teaching History in secondary schools.

4. Understand methods, devices and techniques of teaching History.

5. Use variety of learning experience and instructional materials teaching aid while

teaching History.

6. Understand planning and organization of teaching History.

7. Be acquainted with evaluation procedure and to help them in acquiring the same.

8. Be acquainted with the qualities and professional growth of History knowledge of the

student.

Unit I. Nature, Importance and Place of History 05 Marks

a) Meaning and scope, Nature of History as a subject, changing concept of History,

Importance of History in daily life.

b) Correlation of History with other school subjects – Literature, Geography, Science,

Maths.

Unit II. Aims, objectives and values of teaching History 10 Marks

a) Objectives and specification of teaching History.

b) Various methods of organizing the History syllabus

i) Chronological method

ii) Periodic method

iii) Concentric method

iv) The place of local, national and world History in the syllabus.

Unit III. Teaching Methods, Models, Instructional Material and support

system of teaching History 15 Marks

a) Teaching Methods Story telling ii) Source method iii) Project method iv) Dramatization

and role play method v) Lecture method vi) Discussion method vii) Narration method.

b) Model- Enquiry training model.

c) Teaching Materials- print materials, text book, supplementary reading materials, work

books, general reference material, advance books on History teachers hand book and

manuals pictures, maps, charts time line and time charts, slides, filmstrips, models, green

board, radio, tape recorder, projectors, T.V., video motion pictures etc.

d) computer assisted instruction and learning – creating a power point presentation for

a teaching unit.

e) History room : Need and importance, equipment, nature, maintenance and role of

teacher.

f) Support system – Importance and organization of relevant curricular and co-curricular

activities such as debates, collections, excursion, dramatization, role playing, History

club, exhibitions, museum, essay competitions

Unit IV. History Teacher. 10 Marks

a. Qualities of a good History teacher.

b. Professional growth of History teacher.

c. Content knowledge enrichment for the History teacher. (deep study of teaching unit)

Practicum : (Any One)

1. Preparation of unit test.

2. Preparation of one teaching aid.

3. Visit to historical place and report it.

4. Prepare a power point presentation for any school level teaching unit in History.

Recommended Books :

1. Teaching of History Ghate V.D.– Oxford University press, Bombay.

2. The teaching of History Johnson. – McMillan and comp. Bombay.

3. Creative Teaching of History Ghosh K.D. - Oxford University press, Bombay.

4. Teaching of History Kocherar S.K. - Starting Publisher.

5. The teaching of History.V.P. Chate .

6. Teaching of History,Nirmal Yadav.

7. Teaching of History.B.D. Shaida and Saheb Singh.

8. Hand book for History teachers, R. Vajreshwari. Allied Publishers, Bombay.

9. Mufasil Tadris-E-Tarique,Dr.Moin Fatema – Zaheer publication. Aurangabad(2011).

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-----------------------------------------------------------

Paper No. VI

TEACHING METHODOLOGY

METHODOLOGY OF TEACHING GEOGRAPHY

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hrs Total - 50

Unit-I Nature, importance and place of geography in school curriculum

10 marks

1. Meaning, nature and scope with special reference to modern concept of Geography.

2. Place and importance of geography in secondary school curriculum and in human

life.

3. Correlation of Geography with other school subjects.

4. Hierarchy and structure of geography.

5. Grammer of Geography.

Unit –II Curriculum, syllabus, textbooks 10 marks

a) Principles of a good curriculum. Objectives of teaching geography at secondary and

higher secondary school level.

b) Methods of curriculum construction of geography – concentric, unit.

c) A critical analysis of a secondary level text book with reference to curriculum,

syllabus and characteristics of text book.

d) Instructional objectives of teaching geography and their specifications.

Unit- III Methods, models and Instructional materials in teaching of

geography 15 marks

a) Geography methods – Project, excursion, journey, regional, observation,

b) laboratory, correlation, descriptive, discussion, etc.

c) Models of teaching: Concept attainment, Enquiry training model.

d) Computer assisted instruction and learning – preparation of a power point

presentation for teaching units.

e) Geography club, geography exhibition, geography museum, geography room -

importance and utilization.

f) Importance of maps in teaching of Geography, types of maps, when and how to use

political map, physical map and other maps.

g) Use of atlas, globes, charts, models, specimens, pictures in teaching of geography.

h) Importance of internet in Geography – Google Earth, Wikipedia.

i) GPS navigation system, importance of GPS in a mobile phone.

UNIT – IV Geography teacher. 05 Marks

a) Qualities of a good geography teacher.

b) Professional growth of Geography teacher.

c) Content knowledge enrichment for the Geography teacher. (deep study of teaching

unit)

PRACTICUM: (Any One)

1. Preparataion of year plan and unit plan.

2. Critical analysis of any one geography text book.

3. Excursion and its report.

4. Prepare a power point presentation on any one topic in geography subject.

Recommended books:

• Teaching of Geography – Shaida B.D., Sharma J.C., Dhanpat Rai & Sons, Delhi.

• Geography and Education – Mukherji S.P., Jiwan Jyoti Prakashan, Darjeeling.

• Teaching of Geography – Arora K.L., Prakash Brothers, Ludhiana.

• Principles and practice for Geography Teaching – Barnard University tutorials Press,

London.

• Models of Teaching – Bruce Joyce & Marsha Weil.

• Teaching of Geography, Shaida B.D., Sharma J.C. Dhanpat Rai & Sons, Delhi.

• Geography and Education – Mukherji S.P., Jiwan Jyoti Prakashan. Darajeeling.

• Geography Teaching – Varma O.P. & Vedanayagan E.G., sterling publishers, Jullunder.

• Teaching Geography-Arora K.L., Prakash Brothers, Ludhiyana.

• Principles and practice for Geography Teaching – Barnard, University tutorials press,

London.

• Becoming Better Teacher – Mirco Teaching Approach, Pary H.K., Sahitya Mudranalaya,

Ahmadabad.

• Models of Teaching – Brucs & Joyce & Marsha will.

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● Jeiee&OÙeeheveeÛÙee Gefoddo<šebÛes cetuÙeceeheve - ce=CceÙeer heÇkeâeMeve -2006 --------------------------

Paper No. VI

TEACHING METHODOLOGY

METHODOLOGY OF TEACHING MATHEMATICS

Credits – 2 Internal - 10

Hours - 30 External - 40

Theory Paper -1.30 Hours Total - 50

OBJECTIVES : To enable the pupil teacher to:

1. Understand and appreciate the uses and significance of Mathematics in daily life.

2. Learn successfully various approaches of teaching Mathematics and to use them

Judiciously.

3. To appreciate the contribution of various mathematicians.

4. To know the methods of planning instruction for the classroom.

5. Prepare Co-curricular activities and organize the library and book as per the needs.

6. Appreciate and organize activities to develop aesthetics of Mathematics.

7. Obtain feedback both about teaching as well as student’s learning.

Unit – I Place and importance of Mathematics in the school curriculum.

10 Marks

a) Meaning, nature and scope of Mathematics.

b) Values and importance of Mathematics.

c) Place of Mathematics in school curriculum

d) Branches of Mathematics (pure & applied), language of maths, logic, induction &

deduction.

e) Correlation of Mathematics with other school subjects.

f) Contributions of eminent mathematicians with reference to Aryabhatta,

Bhaskaracharya, Ramanujan, Euclid, Pythagoras and Rene-Descartes.

. Unit – II Curriculum, Syllabus and Text-book of Mathematics. 10 Mark

a) Principles a good Curriculum, Topical and concentric approach of Curriculum.

b) Present Curriculum at Secondary and higher Secondary level.

c) Syllabus of secondary and higher secondary classes.

d) Characteristics of a good text-book.

e) A critical study of a text book with reference to Curriculum, syllabus and

Characteristics of text book.

f) General objectives of teaching Mathematics.

g) Instructional objectives of teaching Mathematics, their specifications, Evaluation of

instructional objectives.

Unit – III Method, Techniques and Support system 15 Marks

a) Maxims of teaching Mathematics

b) Methods of teaching Mathematics (i) Inductive – Deductive (ii) Analytical-Synthetic

(iii)Heuristice (iv) Laboratory (v) Project (vi) Experimantal (vii) Lecture cum

Demostration (viii) Problem Solving

c) Techniques of teaching Mathematics (i) Assignment (ii) Co-operative learning (iii)

Drill work – oral & written (iv) Technology based technique

d) Models of teaching (i) Concept attainment model (ii) Advanced organizer model

e) Support technology (i) 2D: Chart,Boards (all type) cutouts,pictures ,graphs (ii) 3D :

Model ,objects,abacus ,(iii) T.V., Slides, VCD,DVD, LCD Projector, Use of Internet.

f) Computer assisted instruction and learning – preparation of a power point

presentation for teaching units.

g) Co-Curricular Activities – Games, quiz, puzzles, visits, talks, Mathematics club,

Riddles, Magic squares etc.

h) Vedic Mathematics – learning about short cuts in Vedic Mathematics.i. Diagnostic

testing & remedial teaching

Unit – IV The teacher of Mathematics 05 Marks

a) Qualities of a good Mathematics teacher.

b) Content knowledge enrichment for the Mathematics teacher.

c) Different approaches for the professional growth

PRACTICUM – (Any One )

1. Preparing Year plan and Unit plan.

2. Preparing Mathematical Tools.

3. Collection of information of Mathematicians.

Recommended Books (Mathematics):

● The Teaching of secondary Mathematics- Butler and Wren.

● The Teaching of Mathematics in new education – Aiyengar.

● The Teaching of modern Mathematics – Fleteher.

● Teaching of Mathematics – Sindhu.

● Teaching of Mathematics – Dharmveer and Agrawal

● Teaching of Arithmetic’s, Algebra & Geometry in school-Math’s Association.

● Teaching of Mathematics,Dr.Khan Ahmed Suhail,Khan Educational Publications,

Aurangabad.

● Tadris – E – Riazi, Dr.Khan Ahmed Suhail,Educational Publishers and Distributers,

Aurangabad.

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---------------------------------------------------------------

Paper No.VII

ELECTIVE SUBJECT

A). ALTERNATIVE EDUCATION

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives :- 1. To develop in the student teacher an understanding of the need, working, concepts,

objectives and scope of non-formal and adult education.

2. To help student teacher to appreciate the impotence of providing life-long education to

learners of all age group at all levels according to their needs. Aptitudes and

convenience. To developin the student teacher an awareness of the significance of

freedom, flexibility and openness in learning system.

3. To enable the student teacher to understand the need for offering parallel, alternative

and less costly mode of education for removal of illiteracy; the need of

democratization and universalization of education in India.

4. To acquaint the student teacher with the use of multidimensional and multisource

ducation for schooled, semi schooled and unschooled learners.

5. To promote the new cult of ‘learning society’ believing in self-development, self

enrichment and advancement in the ‘Art of Living’ through imparting adult education.

Unit –I 15 Marks a) Introduction to non-formal education (NFE) : concept, nature and scope of non-formal

education (NFE)

b) Philosophical bases of NFE.

c) Aims and objectives of NFE.

Unit – II 15 Marks a) Types, agencies and approaches of NFE : type and agencies of NFE.

b) Approaches and methods of NFE.

c) Teachers of NFE.

d) Adis-Audio & Visual.

Unit – III 10 Marks a) NFE in Indian context: Prospects of non-formal education in Indian context.

b) Need for monitoring, evaluation and research for effective implementation of NFE

programmes.

Unit – IV 15 Marks a) Introduction to Adult Education (AE): Meaning, scope and objective of Adult Education

(AE):

b) Adult learning procedures-factors and conditions, effects of age.

c) Tools of learning.

Unit – V 10 Marks a) Teachers of AE-need for training.

b) Evaluation process in AE.

c) Contents of AE: Contents of AE; functional learning.

Unit – VI 15 Marks a) AE in Indian context : Adult education in India-an instrument for social regeneration and

cultural transformation.

b) Functional literacy programmes-Role of National literacy mission. Total literacy

campaign in achieving the social aim of education for all.

c) Need for effective and constant monitoring, Evaluation and research in A.E.

d) Role of governmental agencies in promoting A.E.

PRACTICUM-(Any One) 1. To prepare A Project on two new literate Adults.

2. To conduct a survey of the non-formal/adult education centers in the locality. The written

report should be around 700 words.

3. Report of visit to as Adult Education Centre.

4. Preparation of instructional material for adult learner.

5. Report of visit to Non-formal Education Centre.

Reference books –

● ieÇeefceCe efMe#eCe DeeefCe ieÇeefceCe efJekeâeme megjJemes ce.heb. 1989 vegleve heÇkeâeMeve hegCes.

● DeveewheÛeeefjkeâ efMe#eCe – heÇe.[[email protected]âguekeâCeer& heÇe.heâsie[s vegleve heÇkeâeMeve hegCes.

● je<šerÙe heÇew{ efMe#eCe – heÇeÛeeÙe& ÛeboÇkeâgceej [ebies vegleve heÇkeâeMeve hegCes.

● DeveewheÛeeefjkeâ efMe#eCe – heÇe.yee.me.yeesbyes

● DeveewheÛeeefjkeâ efMe#eCe – Ùe.Ûe.ce.cegkeäle efJeÅeeheer" veeMeerkeâ. -------------------------------------------------------

Paper No.VII

ELECTIVE SUBJECT

B). CAREER INFORMATION AND CAREER GUIDANCE

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives

1. To develop and understanding of the need and important of career information for the

pupils.

2. To identify their role and function in locating, collecting evaluating and disseminating

career information for the use of pupils.

3. To develop and understanding of how ones ability, interests and aptitudes are related to

world of work.

4. To know about the importance of developing the right attitudes and values at every stage

of education.

5. To develop an understanding of the concepts of guidance.

6. To acquaint the students with the testing devices and techniques of guidance.

7. To create an awareness of the working of guidance centers.

Unit I. Concept of Career Guidance. 10 Marks

a) Meaning, Nature and functions of career guidance

b) Principles of career guidance.

c) Need of career guidance at various stages of life

Unit II. Career and career information 15 Marks

a) Meaning of career and career information.

b) Information about education and opportunity; personal social information.

c) Aims to study career information at different school levels

Unit III. Education and training opportunities 15 Marks

a) Training opportunities of primary, elementary and secondary levels of school.

b) Career information sources, Methods of collection.

c) Classification and filling up of information and evaluation of the information.

Unit IV. Social information and career Resource 10 Marks

a) Personal-social information at every school level.

b) Setting up of a career resource center, its major importance.

Unit V. Testing and non-testing devices for the study of an Individual 15 Marks

a) Tests : Aptitude, Attitude, Interest, Achievement and Personality.

b) Techniques used in guidance : Questionnaire, Interview schedule, case study, diary and

autobiography.

Unit VI. Job analysis and occupational information 15 Marks

a) Job analysis : concept and need

b) Job satisfaction : concept and factors affecting job satisfaction.

c) Relation between job analysis and job satisfaction.

d) Career counseling and dissemination of occupational information.

e) Dealing with depression and academic stress (with regard to their identification and

intervention)

Practicum : (Any One)

1. Visit to career resource centre and reporting about its organization and functioning.

2. Assessing the interest if an individual with interest inventory.

3. To prepare a career talk.

4. Make a study of the guidance services available in any one school prepare a report.

Reference books:

1. Principles of guidance and pu;il personnel Jone A.J. : McGraw Hill New York.

2. Fundamentals of Guidance Houghton Mifflin co,Shertzer B. and Stone S>C. : Boston

1976.

3. Education, vocational guidance and counseling.Aggarwal J.C.

4. Guidance and counseling.Bengalee M.D.

5. Child Guidance.Bengalee Mehrro D.

6. Principles of Guidance and Counseling.Bhatia K.K.

7. Guidance and Counseling in education.Bhatnagar R.P., Rani Seema .

8. Principles and Techniques of Guidance.Chauhan S.S.

-----------------------------

Paper No.VII

ELECTIVE SUBJECT

C). –COMPUTER IN EDUCATION

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives : 1. To understand the importance of computers in the modern and changing society.

2. To understand the role of computers in the field of education.

3. To understand the various components of hardware and their functions.

4. To understand the skillful use of hardware through software.

5. To understand the need for an operating system software.

6. To understand the use of word processing software using MS word.

7. To develop logic and skill to write and structure simple programs to manipulate data

using basic programming.

8. To understand the learn to use the data base management and spreadsheet through

MS-Office program Excel.

9. To create an awareness on multi-tasking and graphics using paintbrush of windows

program and MS-Office-Power Point.

10. To learn the use of internet, its basics-browser, search engine and e-mail.

11. To create use of computers in networking.

Unit I - Introduction and fundamentals of computers 15 marks a) Development of computers, and its type.

b) Block diagram of computer, use of computers in various field, with special reference to

personal, mainframe and, supercomputer.

c) Computer peripherals –

i. Input devices - Keyboard, mouse, etc.

ii. Output devices – All types of Monitors, Printers and other devices.

d) Storage devices – Hard disk, CD (all types), pen drive, memory cards, external hard disk,

etc.

Unit II- System Unit and softwares 15 marks

a) CPU, RAM, ROM, Motherboard, and other parts of system unit.

b) System software and application software.

c) Basic file handling –

I. Concept of file, folder.

II. Creating, saving, retrieving, storing, deleting a file.

III. Saving files on external storage devices like CDs, DVDs, Pen drives.

a) Features of Windows operating system – desktop, taskbar, menu bar, toolbar, file

manager, print manager, etc.

Unit III - Application of computers in Education 10 Marks

a. Educational significance of MS word, excel, power point.

b. Concept of Smart class, hardware required for smart class, advantages of smart class over

conventional classroom.

c. Use of computer in – teaching, learning, evaluation & testing, administration, research,

etc.

d. Importance of software packages and websites in education, like Encarta, National

Geographic, Wikipedia, Wikimapia, GoogleEarth, etc.

Unit IV- MS-Excel, Database & Spreadsheet Software 15 Marks

a. Introduction, exploring features of spread sheets and work book.

b. Entering data, adjusting column width, loading and saving files or data base, moving data

in worksheet. Creating, saving and printing graphs with option.

c. Work sheet functions and formulae – DATE, SUM, AVERAGE, ROUND

ROUNDDOWN, ROUNDUP, REPEAT, VALUE, INT, COUNT, COUNTIF, MIN,

MAX, MEDIAN, CORREL, PEARSON, STDEV for preparing results sheets, LOOKUP

& IF to convert marks into grades.

d. Preparation of mark list using Excel.

Unit V- MS-Word (Word processing software) 15 Marks a. Introduction – menus.

b. Open and save a new or existing document.

c. Create a document and editing a document – moving the text, using drag and drop text,

copying between documents, using auto correct and thesaurus, margin setting, changing

line setting, justifying commands, insert pictures or clipart, print document and

enhancements.

d. Mail merge document and examples.

Unit VI - MS-Powerpoint & Internet 10 Marks a. Introduction to making presentations – preparation of slides and creating and editing a

presentation.

b. Exploring the powerpoint menus and tool bar features, slide shows and slide animation,

multimedia features, slide transition during slide show.

c. Genesis of internet, internet providers, sources of internet, search engines,

d. Application of internet – Web, email, streaming media, voice telephony. Educational use

of social networking sites.

PRACTICUM: (Any One)

1. Preparation of Educational document with the help of readymade package.

2. Preparation and presentation of Educational slides with the help of MS Power Point.

3. Preparation and use of any computer graphics in Education.

4. Preparation of report applying statistical analysis by using MS-Excel.

Reference Books:

• Fundamentals of Computers – Raja Raman

• Computers in Education – Paul F. Merill, Hammons, Tolman,

• Teaching of Computers – Dr. Y.K. Singh, APH Publishing Corporation, New Delhi.

• Computer Education – V.K. Singh & K.N. Sudarshan, Discovery Publishing House, New

Delhi.

• Fundamentals of Information Technology – Chetan Srivastava, Kalyani Publishers, New

Delhi.

• IT Tools & Applications – Sanjay Saxena & Prabhpreet Chopra, Vikas Publishing House,

New Delhi.

• Computer Science – Dr. S.A. Mannan & Dr. M. Razaullah Khan, Renuka Prakashan

● efMe#eCeeleerue ceeefnleer leb$e%eeve – DeeuueceheÇYet mee.jefJeefkeâleer& - meeiej SpÙegkeâsMeveue SšbjheÇeF&pesme, ßeerjecehetj.

● ceeefnleer leb$e%eeve – [[email protected] peesMeer, meew.cesIevee efMeje{esCekeâj, ce=CceÙeer heÇkeâeMeve, Deewjbieeyeeo.

--------------------------

Paper No.VII

ELECTIVE SUBJECT

D). ELEMENTRY EDUCATION

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives :- 1. To develop in the student teacher understanding of the role and development of

Elementary Education in India.

2. To develop in the student teacher proper understanding of various components of the

NPE 1986 and review of NPE 1992 relating to Elementary Education.

3. To acquaint the student teacher with the recent changes in curriculum structuring and

the modes of curriculum transactions.

4. To help to develop an appropriate teacher competencies on the part of the student

teachers.

5. To acquaint the student teacher with emerging trends and practices in Elementary

Education.

Unit –I 15 Marks a) Introduction to Elementary Education : the genesis of Elementary Education.

b) A brief history Elementary Education (EE) with special reference to the area of its

operation. Constitutional provisions, Elementary Education act of the area.

c) Related concepts and target groups of Elementary Education (EE)

d) The learning needs of pupils.

Unit -II 15 Marks

a) National policy on education 1986 and the revised policy of 1992 with reference to

elementary education.

b) Role of panchayats and local bodies in EE

c) Role of the state government in EE

d) Role of non-government organizations, in EE

e) Trend of commercialization of EE, remedies.

Unit –III 15 Marks

a) Curriculum : Structure of the curriculum at EE level.

b) Curriculum transaction : Activity based, experience centered, learner centered play-way

joyful learning.

c) Curriculum adjustment and adaptation to special need of :

i) Visually, auditory and orthopedically handicapped.

ii) First generation learners and culturally deprived learners and remote rural areas and

slum areas; and Girls.

d) Education for all and required variation in the curriculum.

Unit – IV 15 Marks

a) Acquisition of basic skills required for teaching at elementary stage.

b) Special qualities of an elementary school teacher (EST)

c) Need for orientation and refresher course of EST

d) Developing competencies related to working with parents and community

e) Role of basic training centers, normal schools and DIETs in providing training to EST

f) Preparation of teachers for implementing ‘Education for all’.

Unit – V 10 Marks

a) Minimum level of learning (MILL)

b) School Readiness.

c) Early childhood Care and Education (ECCE)

d) Continuous Comprehensive Evaluation at Elementary level.

Unit – VI 10 Marks a) District Primary Education Programmes (DPEP)

b) Multi grade teaching in Elementary schools.

c) Teacher’s Commitment.

d) Use of modern technologies and media.

PRACTICUM -(Any One)

a) Conducting original studies of the effectiveness of the implementation of Operation

Blackboard scheme/Nutrition programme in a locality.

b) Study of any problem connected with the introduction of English at the Elementary level

of Education.

c) A survey of the availability of text books in Elementary Schools in a locality.

d) Study of any other problem relating to Elementary Education with the approval of the

teacher educator.

e) Analysis of text books.

Recommended Books: ● heÇeLeefcekeâ efMe#eCeeÛÙee mecemÙee – JeemegosJe keâejefvekeâ Je ceOegmeove ieesKeues

● Mew#eefCekeâ heÇMve DeeefCe ceneje<š^eleerue efMe#eCe Je efJekeâeme – Yee.iees.yeeheš

● Mew#eefCekeâ mecemÙeebÛee Fefleneme – pee@ve Sme.yegyeÇÇskeâj

● DeOegefvekeâ efMe#eCeeÛÙee mecemÙee GheeÙe DeeefCe efveÙeespeve – cee.iees.ceeUer

● Mew#eefCekeâ heÇMve, hegve&jÛevee DeeefCe je<š^efJekeâeme – Sce.peer.ceeUer

● DeepeÛes efMe#eCe, DeepeÛÙee mecemÙee – heešerue Je keâguekeâCeer&

● je<š^erÙe Mew#eefCekeâ OeesjCe 1986

● YeejleerÙe efMe#eCeeleerue efJeÛeej heÇJeen – vee.ie.heJeej

● ieÇeefceCe efMe#eCe DeeefCe ieÇeceerCe efJekeâeme – megjJemes ce.he.vegleve heÇkeâeMeve 1989 hegCes 30

● DeepeÛes DeOÙeeheve – ueeruee heešerue --------------------------------------------------------

Paper No.VII

ELECTIVE SUBJECT

E)- ENVIRONMENTAL EDUCATION

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives :-

1. To understand the nature and scope of Environmental Educaiton.

2. To develop a sense of awareners about the environmental in the student teacher.

3. To develop a sense of responsibility towards conservation of environment.

4. To enable the students to understand about the various measures available to conserre the

environment for sustaining the development.

5. Acquire the ability to develop instructional support materials the student teacher.

Unit I :- Nature of Environmental Education 15 Marks a) Environment :- Meaning, Biotic and Abiotic Factors

b) Definition, scope and importance of Environmental Education

c) Objectives of Environmental Education

d) Factors of Environment :- Atmosphere, Lithosphere, Hydrosphere, Biosphere

Unit II: - Pollution and Global atmospheric change 15 Marks

a) Air Pollution :- Types 1) Gaseous Air Pollution, 2) Particulate Air Pollution, Sources of

Air Pollution effects of air pollution, controlling air pollution

b) Water Pollution: - The importance of watr resources problems water pollution, water

management.

c) Soil Pollution :- Couses of soil pollution, effect of soil pollution, controlling soil

pollution

d) Noise Pollution :- Couses of noise pollution, effect of noise pollution, controlling noise

pollution

e) Global atmospheric change :- Global warming, Ozone depletion, Acid rain, Green House

Effect.

Unit III :- Environmental Hazords 10 Marks a) Natural Hazards :- Earthquake, Famine, Floods

b) Man- made Hazards :- Soil Erosion, Deforestuling,Pollution of the Ocean,

c) Programmes on Environmental disaster Management :- Primary and Secondary

Education Institutions.

d) Impact of Environmental Hazards on human life – Physical,Psychological,Social and

economic.

Unit IV :- Ecosystem 15 Marks a) Meaning, Defination and its characteristics

b) Structure and its Functions

c) Biodiversity :- Meaning and its types

d) Programmes on conservation of Biodiversity.

Unit V :-Education for Sustainable Development 10 Marks

a) Sustainable Development – meaning,need and Sustainable practices.

b) Sustainable environmental management

i) Rain-water harvesting – meaning,significance.

ii) Solid waste management – meaning, significance.

iii) Mangroves management – meaning,significance.

Unit VI :- Role of School,Teacher and Law in Environmental 15 Marks

Eduation

Co-relation of Emvironmental education with school subjects. a) Role of teachers in Environmental education.

b) Integrating Environmental education through Co-Curricular activities.

c) Movements – Chipko and Ralegan siddhi (Anna Hajare )

d) Projects – Tiger Project and Ganga action plan

e) Laws of conservation and protection : Environment Protection Act,Wild life Protection

Act and Noise Pollution Act.

PRACTICUM –(Any One) To submit a report after survey /project:-

1. Air Pollution.

2. Water Pollution.

3. Soil Pollution.

4. Noise Pollution.

5. Role of the Pollution control boards.

6. Composting.

7. Greening Institution.

8. Paper recycling.

9. Conservation of water.

10. Conservation of energy.

11. Market survey.

Reference Books – 1. heÙee&JejCe efMe#eCe – [[email protected]âs.Sce.Yeeb[ejkeâj vegleve heÇkeâeMeve hegCes.

2. heÙee&JejCe Meem$e heefjÛeÙe – [[email protected]Ùekeâgceej ceiej efJeÅeeheÇkeâeMeve veeiehetj.

3. heÙee&JejCe Yetieesue- [[email protected]<eÛeboÇ meejbie efJeÅeeheÇkeâeMeve veeiehetj.

4. heÙee&JejCe efMe#eCe – heÇe.iepeeveve heešerue, efvejeueer heÇkeâeMeve hegCes.

5. heÙee&JejCe efMe#eCe – [[email protected] MesJeleskeâj

6. heÙee&JejCe efMe#eCe – [[email protected] Je [[email protected]âj vegleve heÇkeâeMeve hegCes.

7. heÙee&JejCe efMe#eCe – [[email protected]Ç peesMeer, [[email protected] keâs.meoeJeles&, DeeefolÙe heyueerkeâsMevme veebos[.

-----------------------------------------------------------

Paper No.VII

ELECTIVE SUBJECT

F). POPULATION EDUCATION

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives :-

1. To develop in student teacher an understanding of the concept, need and importance

of Population Education.

2. To enable the students to understand various terminology connected with Population

studies and factors responsible for Population growth.

3. To develop and awareness in the student teacher of the implications of Populations

growth on various aspects of social functioning.

4. To help student teacher to understand the effect of unchecked growth of Population

on the depletion of natural resources from the environment.

5. To help student teacher to appreciate the role of Population Education as an

educational intervention for upgrading the quality of social functioning.

Unit – I 15 Marks .

Introduction : Nature & Scope of population education : meaning, Concept, need,

Scope, Importance, Objectives.

Unit – II 10 Marks

a) Population dynamics : Distribution & density, population composition : Age, Sex, Rural,

Urban, Literacy-all India.

b) Factors affecting population growth :Fertility, Mortality and Migration (Mobility)

Unit – III 15 Marks

a) Population & quality of life : Population in relating to :Socio-economic development,

health status, natrition, health services & education.

b) Effect of unchecked growth of population on natural resources & environment

c) Population & literacy campaigns in India

Unit – IV 10 Marks

a) Population education in schools: Scope of population education in schools.

b) Integration of Population education with the general school curriculum.

Unit – V 15 Marks

a) Methods & approaches, Inquiry approach, Observation, Self-study, Discussions,

Assignments.

b) Use of mass-media : Newspapers, Radio, Television, A/V Aids

Unit – VI 15 Marks

a) Role of teachers : Teacher role of creating awareness of the consequences of population

problems, inculcating new values and attitude leading to modification of student

behavior.

b) Working with community to build awareness

PRACTICUM - (Any One)

1. Content analysis of existing secondary level text book to identify the components of

Population education included in it.

2. Survey of population situation of any locality inhabited by disadvantaged section of

society.

3. Survey of Population situation in a select locality to understand its Population dynamics

with comments on what is observed.

4. Survey of the Population of student’s families (of any class of a school) and analysis of

the results.

5. Drawing out a plan for creating community awareness about social evils such as

6. superstitions, early marriage etc. (any one evil)

7. Critical reporting of community work in select localities in selected sectors like

8. mother Care, child care, health and cleanliness etc.

9. Collection and analysis of data from available sources, problems of accommodation in

10. Schools/hospitals/transport in select locality.

Reference books (Population Education)

● Population Education – Kuppuswamy and others.

● Population Education – Selected Readings Mehta and Ramesh Chandra.

● Population Education – Yadav & Saroj.

● Population Education – Sing & Sudarshan

● Population Education – Rio, D.Gopal.

● Population Education – Thompson & Lewis.

● Population Education – SNDT University.

● Population Education for teachers-Manta and Prakash.

● Population Education – Stella sounders Raj, S.G.Wasani, for Macmillan India Ltd.& printed ●

by T.K.Sengpth at Macmillan India press Madrass-41.

● ieÇeceerCe efMe#eCe DeeefCe ieÇeefceCe efJekeâeme megjJemes ce.he. 1989 – vegleve heÇkeâeMeve hegCes 30

● ueeskeâmebKÙee Meem$e Je ueeskeâmebKÙee efMe#eCe – [[email protected]âguekeâCeer& [[email protected] ßeerJeemleJe efJeÅeeheÇkeâeMeve veeiehetj.

● ueeskeâmebKÙee efMe#eCe – Deeefnjs, yeesoe[s& keâwueeme, meesueehetj

● ueeskeâmebKÙee efMe#eCe – pe.hes.veeiehetjs

● ueeskeâmebKÙee efMe#eCe – heÇe.[[email protected] yegšs

● ueeskeâmebKÙee efMe#eCe – Ùe.Ûe.ce.ceg.efJeÅeeheer" veeMeerkeâ

● ueeskeâmebKÙee efMe#eCe – heÇe.cee®leer ieeÙekeâJee[

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Paper No.VII

ELECTIVE SUBJECT

G). PHYSICAL EDUCATION

0Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hours Total - 100

Objectives

To develop in student teacher :

1. The theoretical assumption behind the practice of modern physical education.

2. The states for organizing the practice of physical education.

3. Activities required for evaluating attainments of physical education.

4. Activities required for organizing physical education meets and events.

Unit – I 10 Marks

Physical education – It’s Meaning and implication aims and objectives,

foundation of physical education social, biological and psychological, concepts

ofphysical fitness, recreation, sports and recreation, physical education and recreation,

importance of physical education.

Unit – II 10 Marks

Psychological effect of exercise, biophysical differences in boys and girls and

their implication in physical education, postural defects including remedial exercise

including asanas, meaning of Asan and pranayam importance of Asanas, pranayam and

Dhyana, difference bet yogasan and exercise.

Unit – III 10 Marks

Meaning of growth ad development and their difference, three stages of growth

infancy stage, child hood stage, adolesoence stage and physical education.

Unit – IV 10 Marks

Meaning of health, Mental health, importance of health education, effect of

physical education programme on physical fitness and efficiency concept of positive

health.

Unit – V 05 Marks

Types of food and their relative efficacy, roleof balanced diet, dangers of the use

of alcohol, nicotine, narcotine and drugs.

Unit – VI 15 Marks

Organization of physical education programme in secondary schools and it’s

principles, competitions their role values and limitations intramular and extramular

competitioners classification of students by three factor age, height and weight

preparation f fixtures by knock-out method chain method and tabular method their merits

and demerits.

Unit – VII 10 Marks

Organization of annual athlete meet, prework of the marking ground, marking of

400 m and 200 m track Marking of staggers,sport meet work.

Unit – VIII 10 Marks

Essential facilities of physical education for Indian School, problems of Indian

school and Remedies, National and State Level awards in sports. Examination of physical

education, criteria of physical education test.

PRACTICUM

1. To conduct local tournaments.

2. To mark the track & the area of the throwing events.

3. Participation and report of a public health programme.

4. Participution and reporting of a school Health programme.

5. Visit & report on gymmasium activities.

Reference books:

● Physical Education and sports in the changing society. By William H.Freeman. Surjeet

publications, Post box no 2157, 7-K, Kolhapur road Kamala nagar Delhi -11007 India.

● Meejerefjkeâ efMe#eCe – DeeMeÙeÙegkeäle DeOÙeeheve-[[email protected] vegleve heÇkeâeMeve hegCes.

● Meejerefjkeâ efMe#eCe DeeefCe DeejesiÙe – heÇe. Deej.Sme.ueesUies, heÇefleYee heÇkeâeMeve, Deewjbieeyeeo 2005.

● MejerjMeem$e jÛevee Je keâeÙe& - [[email protected]âeJeUs Jner.Sue.

● Meejerefjkeâ efMe#eCe DeOÙeeheve heOoleer – heÇe.S.keâs.efMebbos

● Meejerefjkeâ efMe#eCe lelJes Je mJe®he, ÛeboÇÙee heÇkeâeMeve, keâesunehetj – heÇe.ßeerheeue peos& Je heÇe.meew.megefvelee peoss&

● cenepeveer mvesne, DeenejMeem$eeÛeer cetuelelJes, ßeer cebiesMe heÇkeâeMeve, veeiehetj.

● DeeheCe Je Deeheues DeejesiÙe- YeeJes Je osJeOej , Oees. Je jeCeer heÇkeâeMeve hegCes – 30

● DeenejMeem$e –"keäkeâj efJeceue ceerje cesef[keâue heÇkeâeMeve, cegbbyeF&.

● DeejesiÙe Je Meejerefjkeâ efMe#eCe nmlehegefmlekeâe, ceneje<š^ jepÙe hee"Ùehegmlekeâ efveefce&&leer ceb[U, yeeueYeejleer hegCes.

----------------------------------------------

Paper No.VII

ELECTIVE SUBJECT

H).VALUE EDUCATION

Credits – 4 Internal - 20

Hours - 60 External - 80

Theory Paper -3 Hrs Total - 100

Objectives:-

1. To understand the nature and sources of values, and disvalues.

2. To understand the classification of values under different types.

3. To appreciate educational values like democratic, secular and socialist.

4. To anable to evaluate student, teacher, school personnel, curriculum as value laden.

Unit – I The need, meaning, nature and sources of Value Education 15 Marks

a) The meaning of value education.

b) The need of value education in the present social context.

c) The nature of value education and its importance.

d) Sources of values.

Unit – II The classification and Types of Values. 10 Marks

a) The classification of values into various types material, social, moral and spiritual

values.

b) The ten values referred to by the Government of Maharashtra in the school

curriculum.

Unit – III The Development of Values 5 Marks

a) The Development of values as a personal and lifelong process.

b) Role of Teacher in Value education

c) The teaching of values as an integral part of Education – The concept of value

oriented education (value oriented text books, value oriented teaching and value

oriented behaviour of teachers and learners).

Unit – IV The concept and Types of Dis-values 15 Marks

a) The concept of dis-values or negative values

b) Types of dis-values materials, social, economic, moral and religious evils.

c) Value conflict – The concept of value conflict,

(conflict between values v/s disvalues)

i. The value of self sacrifice v/s the value of self centredness

ii. The value of excellence v/s the value of amateurishness.

iii. The value of work v/s the values of idleness

iv. The value of selflessness v/s the value of selfishness

v. The value of honesty v/s the value of dishonesty.

vi. The value of truth v/s the value of untruth

d. The role of education in value conflict- How can education

overcome these negative values?

Unit V - The Evaluation of the personnel regarding values. 15 Marks

a) Evaluating teachers as value laden

b) Evaluating other school personnel as value laden

c) Evaluating students and parents as value laden

d) Evaluating the curriculum as value laden

e) Tools for evaluating values-observational and self reporting techniques for the

evaluation of values.

Unit VI- 10 Marks

a) Kohlberg’s moral developmental theory.

b) Models of teaching Human values.

PRACTICUM :- (Any One)

1. Prepare a value education programme for schools,

2. Critisize ‘Paripath’ of any School / College Programme

3. Prepare a report of value based activities done by pupil teachers.

4. Prepare a programme for value oriented teaching.

Reference books -

● Value Education theory and practice,Gupta N.L. Krishna Brothers.

● Clarifying Values through subject matter Minrea poles,Harmin M.H. Wiston press.

● Value and Education in Independent India Kaul N.K.– Associated publishers.

● Indian philosophy of Education Humeyan Kabir -jayasingh Asia publishing House

Bombay 1961.

● Moral Education in Schools Radhashyam Sarangi -Deep and Deep publications.

● Trends in Education : B.R.Satija-Anmol publication.

● Moral Education for All : S.N.Sharma, Arya Book Depot.

● Man in the New world : K.H.Sayigidan Asia publishing House.

● Contemporary problems & Modern trends in Indian Educations – Dr.S.Krishna Murty

Allied Book Center

● efMe#ee leLee ceeveJe cetuÙe, [[email protected].[eiej, nefjÙeevee meeefnlÙe Dekeâeoceer Ûeboerie{.

● cetuÙeefMe#eCe, [[email protected] keâjboerkeâj, heâ[keâs heÇkeâeMeve, keâesunehetj.

● veweflekeâ cetuÙeeÛes efMe#eCe Sme.Sme.ceeves, efÛe$eYeejleer heÇkeâeMeve, ieerleebpeueer ceekeâs&š cesve jes[ ueeletj.

● veweflekeâ Je meeceeefpekeâ lelJe%eeve, meg.mee.yejJeues, efJeÅee heÇkeâeMeve, hegCes.

● cetuÙeefMe#eCe – ßeer Je meew."esyejs vegleve heÇkeâeMeve, hegCes.

● cetuÙeefOeef<"le efMe#eCe – heÇefkeâÙee DeeefCe GheÛeej – heÇe.[[email protected]âveeLe ieeJeb[s heÇe.meew.Je<ee& Mejo Deesbyee[s

● efveeflecetuÙe Je efMe#eCe – [[email protected]Åee "esbyejs vegleve heÇkeâeMeve hegCes.

● cetuÙeefMe#eCe – ieghlee veLLegueeue – peÙekeâ<Ce DeieÇJeeue, ke=â<Ce yeÇÇome&, cenelcee ieebOeer ceeie&, Depecesj, heÇLece mebmkeâjCe

1987

● veweflekeâ efMe#eCe heÇkeâuhe – Sve.meer.F.Deej.šer. , cetuÙeceeheve DenJeeue ceneje<š^ jepÙe Mew#eefCekeâ mebMeesOeve heÇkeâeMeve

heefj<eo hegCes.

● YeejleerÙe veweflekeâ Je DeeOÙeeeflcekeâ efMe#eCe DeeJeMÙekeâlee DeeefCe efoMee, peesMeer DejefJebo meoeefMeJe, ÛewlevÙe heÇkeâeMeve cesnkeâj

1973

● cetuÙeefMe#eCe efJeMes<eebkeâ , heešerue ueeruee, keâesunehetj 1984

● meeceeefpekeâ mecemÙee – heÇe.je.pe.ueesns 1989

● meeceeefpekeâ vÙeeÙe – De#esoÇveeLe meejmJele , ceeveJeeefOekeâej Deewj hegefueme.

● cetueYetle ceeveJeerÙe DeefOekeâej – ßeer.jpeveerMe YeieJeeve

● ceeveJeer nkeäkeâ ßeer.Ie.meesnveer, heÇ.ie.keâe@uespe,veeefMekeâ 1968

● ceeveJe DeefOekeâej DeeefCe lÙeebÛes GoosMe – De@[.n<e&JeOe&ve efveceKes[keâj.

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heefjefMe<šs - 1111 met#ceeOÙeeheve šeÛeCemet#ceeOÙeeheve šeÛeCemet#ceeOÙeeheve šeÛeCemet#ceeOÙeeheve šeÛeCe (1-11) 1) 1) 1) 1) 1. 1. 1. 1. DevegkeÇâceefCekeâeDevegkeÇâceefCekeâeDevegkeÇâceefCekeâeDevegkeÇâceefCekeâe

Hee" keÇâceebkeâHee" keÇâceebkeâHee" keÇâceebkeâHee" keÇâceebkeâ keâewMeuÙekeâewMeuÙekeâewMeuÙekeâewMeuÙe DeOÙeeheve/hegvejeOÙeeheveDeOÙeeheve/hegvejeOÙeeheveDeOÙeeheve/hegvejeOÙeeheveDeOÙeeheve/hegvejeOÙeeheve FÙelleeFÙelleeFÙelleeFÙellee efoveebkeâefoveebkeâefoveebkeâefoveebkeâ heÙe&Jes#ekeâeÛeer mJee#ejerheÙe&Jes#ekeâeÛeer mJee#ejerheÙe&Jes#ekeâeÛeer mJee#ejerheÙe&Jes#ekeâeÛeer mJee#ejer 1111 heÇMve heÇMve heÇMve heÇMve keâewMeuÙekeâewMeuÙekeâewMeuÙekeâewMeuÙe met#ceeOÙeeheve

met#cehegvejeOÙeeheve 2222 HeâuekeâuesKeveHeâuekeâuesKeveHeâuekeâuesKeveHeâuekeâuesKeve met#ceeOÙeeheve

met#cehegvejeOÙeeheve 3333 meppelee heÇJele&vemeppelee heÇJele&vemeppelee heÇJele&vemeppelee heÇJele&ve met#ceeOÙeeheve

met#cehegvejeOÙeeheve 4444 Ûeslekeâ yeoueÛeslekeâ yeoueÛeslekeâ yeoueÛeslekeâ yeoue met#ceeOÙeeheve

met#cehegvejeOÙeeheve 5555 mhe<šerkeâjCemhe<šerkeâjCemhe<šerkeâjCemhe<šerkeâjCe met#ceeOÙeeheve

met#cehegvejeOÙeeheve 6666 Mew#eefCekeâ meeefnlÙeeÛee Mew#eefCekeâ meeefnlÙeeÛee Mew#eefCekeâ meeefnlÙeeÛee Mew#eefCekeâ meeefnlÙeeÛee

GheÙeesieGheÙeesieGheÙeesieGheÙeesie met#ceeOÙeeheve met#cehegvejeOÙeeheve

7777

meslethee" 1meslethee" 1meslethee" 1meslethee" 1 met#ceeOÙeeheve met#cehegvejeOÙeeheve

8888

meslethee" 2meslethee" 2meslethee" 2meslethee" 2 met#ceeOÙeeheve met#cehegvejeOÙeeheve

9999

meslethee" 3meslethee" 3meslethee" 3meslethee" 3 met#ceeOÙeeheve met#cehegvejeOÙeeheve

heÇceeCehe$eheÇceeCehe$eheÇceeCehe$eheÇceeCehe$e heÇceeefCele keâjCÙeele Ùesles keâer, ßeer/ßeerceleer ................................................................ npesjer keÇbâ. ( ) Ùeebveer De/ye DeOÙeeheve heOoleerÛÙee met#ceDeOÙeeheveeÛÙee mene keâewMeuÙehee"ebhewkeâer (DeOÙeeheve/hegvejeOÙeeheve) ....................... keâewMeuÙe hee" Je leerve meslethee"ebhewkeâer (DeOÙeeheve/hegvejeOÙeeheve) ...................... meslethee"ebÛes met#ceDeOÙeeheve kesâues Deens. lemesÛe mene keâewMeuÙehee"ebhewkeâer (DeOÙeeheve/hegvejeOÙeeheve).............................. keâewMeuÙe hee"ebÛeer Je leerve mewlethee"ebhewkeâer (DeOÙeeheve/hegvejeOÙeeheve)................................. meslethee"ebÛeer efvejer#eCes kesâuesueer Deensle. iešceeie&MekeâeÛes veeJe Je mJee#ejer heÇeÛeeÙee&bÛeer mJee#ejer Debleie&le hejer#ekeâeÛes veeJe Je mJee#ejer yeefnmLe hejer#ekeâeÛes veeJe Je mJee#ejer

heÇelÙeef#ekeâ hejer#ee DeOÙe#eeÛes veeJe Je mJee#ejer

1) 1) 1) 1) 2. 2. 2. 2. met#cehee" šeÛeCemet#cehee" šeÛeCemet#cehee" šeÛeCemet#cehee" šeÛeCe keâewMeuÙe :keâewMeuÙe :keâewMeuÙe :keâewMeuÙe : Jeie& :Jeie& :Jeie& :Jeie& : efoveebkeâ :efoveebkeâ :efoveebkeâ :efoveebkeâ : hee"Ùe Ieškeâ : hee"Ùe Ieškeâ : hee"Ùe Ieškeâ : hee"Ùe Ieškeâ : JesU :JesU :JesU :JesU : DeOÙeeheve/hegvejeOÙeeheveDeOÙeeheve/hegvejeOÙeeheveDeOÙeeheve/hegvejeOÙeeheveDeOÙeeheve/hegvejeOÙeeheve efMe#ekeâ DeeefCe efJeoÙeeLeer& ke=âleerefMe#ekeâ DeeefCe efJeoÙeeLeer& ke=âleerefMe#ekeâ DeeefCe efJeoÙeeLeer& ke=âleerefMe#ekeâ DeeefCe efJeoÙeeLeer& ke=âleer keâewMeuÙe keâewMeuÙe keâewMeuÙe keâewMeuÙe GheIeškeâGheIeškeâGheIeškeâGheIeškeâ

ieš-ceeie&oMe&keâeÛeer mJee#ejer

met#cehee" efvejemet#cehee" efvejemet#cehee" efvejemet#cehee" efvejer#ekeâ veesbolekeäler#ekeâ veesbolekeäler#ekeâ veesbolekeäler#ekeâ veesbolekeäle 1) 1) 1) 1) 3.3.3.3. keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ –––– 1 1 1 1 –––– heÇMve keâewMeuÙe ( heÇMve keâewMeuÙe ( heÇMve keâewMeuÙe ( heÇMve keâewMeuÙe ( Questioning skill ) ) ) ) Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ :efoveebkeâ :efoveebkeâ :efoveebkeâ : / // // // / Hee"Ùe Ieškeâ :Hee"Ùe Ieškeâ :Hee"Ùe Ieškeâ :Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( )veebJe : ....................................................)veebJe : ....................................................)veebJe : ....................................................)veebJe : ....................................................

heÇMveeÛee mlejheÇMveeÛee mlejheÇMveeÛee mlejheÇMveeÛee mlej heÇMve keÇâceebkeâheÇMve keÇâceebkeâheÇMve keÇâceebkeâheÇMve keÇâceebkeâ heÇMvemebKÙeeheÇMvemebKÙeeheÇMvemebKÙeeheÇMvemebKÙee Meskeâ[e heÇceeCeMeskeâ[e heÇceeCeMeskeâ[e heÇceeCeMeskeâ[e heÇceeCe GÛÛemlejerÙe efvecvemlejerÙe

keâewMeuÙe GheIeškeâ keâewMeuÙe GheIeškeâ keâewMeuÙe GheIeškeâ keâewMeuÙe GheIeškeâ heoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeer heÇMve meeoj keâjCÙeeÛes keâewMeuÙeheÇMve meeoj keâjCÙeeÛes keâewMeuÙeheÇMve meeoj keâjCÙeeÛes keâewMeuÙeheÇMve meeoj keâjCÙeeÛes keâewMeuÙe ( ( ( ( Process ))))

1) ÙeesiÙe ieleer 1 2 3 4 5 2) ÙeesiÙe DeeJeepe 1 2 3 4 5 3) yeesueCÙeeleerue DemKeefueleheCee 1 2 3 4 5 4) efJeoÙeeLÙee&bvee meceeve mebOeer 1 2 3 4 5 5) heÇMveeJej efJeÛeej keâjCÙeeme mebOeer 1 2 3 4 5 6) heÇMveebÛeer DeeJeMÙekeâ hegvejeJe=lleer 1 2 3 4 5 7) GllejebÛeer DeeJeMÙekeâ hegvejeJe=lleer 1 2 3 4 5 heÇMveheodOeleer DeÛetkeâ jÛevee 1) Hee"ÙeJemletme hees<ekeâ 1 2 3 4 5

2) JÙeekeâjCeo=<šÙee efveoes&<e 1 2 3 4 5

3) ceespekeäÙee Meyoeble heÇMvejÛevee 1 2 3 4 5

4) efve:mebefoiOe heÇMvejÛevee 1 2 3 4 5

lÙeepÙeJele&velÙeepÙeJele&velÙeepÙeJele&velÙeepÙeJele&ve 1) heÇMveebÛeer DeveeJeMÙekeâ hegvejeJe=lleer Peeueer / Peeueer veener 2) GllejeÛeer DeveeJeMÙekeâ hegvejeJe=lleer Peeueer / Peeueer veener Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer

mJee#ejer mJee#ejer mJee#ejer

1) 1) 1) 1) 4. 4. 4. 4. met#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeälee keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ –––– 2 2 2 2 –––– Heâuekeâ uesKeve ( Heâuekeâ uesKeve ( Heâuekeâ uesKeve ( Heâuekeâ uesKeve ( B.B.Work )))) Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs Hee" IesCeejs Hee" IesCeejs Hee" IesCeejs efJeoÙeeLeer& efJeoÙeeLeer& efJeoÙeeLeer& efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................

keâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâ 1) De#ejebÛee "UkeâheCee 1 2 3 4 5 2) De#ejebleerue Deblej 1 2 3 4 5 3) Meyoebleerue Deblej 1 2 3 4 5 4) DeesUerÛee mejUheCee 1 2 3 4 5 5) DeesUerleerue Deblej 1 2 3 4 5 6) jbieerle Ke[tÛee Jeehej 1 2 3 4 5 7) DeOeesjsKeve 1 2 3 4 5 8) HeâUe ÙeesiÙe JesUer hegmeCes 1 2 3 4 5 9) HeâUe ÙeesiÙe heÇkeâejs

hegmeCes 1 2 3 4 5

10) efÛe$es Je Deeke=âleerbÛeer megyekeâlee ( DeeJeMÙekeâlee DemeuÙeeme )

1 2 3 4 5

11) uesKeveeÛeer megJeeÛÙelee 1 2 3 4 5 12) uesKeveeÛee Jesie 1 2 3 4 5 13) uesKeveeÛeer MegOolee 1 2 3 4 5 14) uesKeveeÛeer megmebieleer 1 2 3 4 5 15) ceeb[Ceerleerue

JÙeJeefmLeleheCee 1 2 3 4 5

Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

1) 1) 1) 1) 5. 5. 5. 5. met#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeälee keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ –––– 3 3 3 3 –––– meppelee heÇJele&ve / heÇmleeJevee ( meppelee heÇJele&ve / heÇmleeJevee ( meppelee heÇJele&ve / heÇmleeJevee ( meppelee heÇJele&ve / heÇmleeJevee ( Set Induction / Introduction )))) Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................

keâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâ heoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeer 1) hetJe&%eeve peeie=leer 1 2 3 4 5 2) efpe%eemee peeie=leer 1 2 3 4 5 3) heÇsjCe heÇJele&veemee"er

Meeefyokeâ keâLeve / heÇMve 1 2 3 4 5

4) heÇsjCe heÇJele&veemee"er meeOeveeÛee Jeehej / ke=âleer

1 2 3 4 5

5) ceeb[Ceerle meelelÙe Je megmet$elee

1 2 3 4 5

6) nslegkeâLeve 1 2 3 4 5 7) HeâuekeâeJej hee"Meer<e&keâ

uesKeve 1 2 3 4 5

Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

1) 1) 1) 1) 6666. . . . met#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeälee keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ –––– 4 4 4 4 –––– Ûeslekeâ yeoue ( Ûeslekeâ yeoue ( Ûeslekeâ yeoue ( Ûeslekeâ yeoue ( Stimulus Variation ))))

Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ................................................... keâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâ keâeueKeb[keâeueKeb[keâeueKeb[keâeueKeb[ SkeâtCeSkeâtCeSkeâtCeSkeâtCe 1 2 3 4 5 6 7 8 9 10 1 efMe#ekeâeÛeer neueÛeeue 2 efMe#ekeâeÛes neJeYeeJe 3 yeesueCÙeeÛÙee heOoleerle yeoue 4 mebJesove ue#eeleerue yeoue 5 kesbâoÇmLeeveerkeâjCe 6 efJeoÙeeLÙee&bÛee Meeefyokeâ menYeeie 7 efJeoÙeeLÙee&bÛee ke=âefleÙegkeäle menYeeie Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

1) 1) 1) 1) 7777..... . . . met#cehee" efvejer#eCe veesbolekeälee met#cehee" efvejer#eCe veesbolekeälee met#cehee" efvejer#eCe veesbolekeälee met#cehee" efvejer#eCe veesbolekeälee

keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ –––– 5 5 5 5 –––– mhe<šerkeâjCe ( mhe<šerkeâjCe ( mhe<šerkeâjCe ( mhe<šerkeâjCe ( Explanation )))) Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................

keâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâkeâewMeuÙe GheIeškeâ mhe<šerkeâjCe (GoenjCe mhe<šerkeâjCe (GoenjCe mhe<šerkeâjCe (GoenjCe mhe<šerkeâjCe (GoenjCe –––– efveÙeceefveÙeceefveÙeceefveÙece )))) heoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeer 1) GoenjCeeJejâve efveÙece 1 2 3 4 5 2) efveÙeceeJejâve GoenjCe 1 2 3 4 5 3) mhe<šerkeâjCe ogJes 1 2 3 4 5 4) ÙeespeveehetJe&keâ hegvejeJe=lleer 1 2 3 4 5 5) Mes#eefCekeâ meeOeveebÛee Jeehej 1 2 3 4 5 6) Debeflece efJeOeeve 1 2 3 4 5 mhe<šerkeâjCe ( keÇâceyeOo ) 1) heÇejbefYekeâ efJeOeeve 1 2 3 4 5 2) DeesIeJeles keâLeve 1 2 3 4 5 3) keÇâceyeOolee 1 2 3 4 5 4) megmet$elee 1 2 3 4 5 5) efve:mebefoiOelee 1 2 3 4 5 6) Mew#eefCekeâ meeOeveebÛee Jeehej 1 2 3 4 5 7) heÇMveÙeespevee 1 2 3 4 5 8) Debeflece efJeOeeve 1 2 3 4 5 Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

1) 1) 1) 1) 8888. . . . met#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeäleemet#cehee" efvejer#eCe veesbolekeälee

keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ keâewMeuÙe keÇâceebkeâ –––– 6 6 6 6 –––– Mew#eefCekeâ meeefnlÙeeÛee GheÙeesieMew#eefCekeâ meeefnlÙeeÛee GheÙeesieMew#eefCekeâ meeefnlÙeeÛee GheÙeesieMew#eefCekeâ meeefnlÙeeÛee GheÙeesie Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................

keâewMeuÙe GheIekeâkeâewMeuÙe GheIekeâkeâewMeuÙe GheIekeâkeâewMeuÙe GheIekeâ heoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeer 1) meeefnlÙeeÛÙee meeojerkeâjCeeÛeer JÙeJemLee 1 2 3 4 5 2) Hee"ÛÙee Gefod<šebvee hees<ekeâ 1 2 3 4 5 3) efJeoÙeeLeer& iešeme Devegjâhe 1 2 3 4 5 4) efJeoÙeeLÙee&bÛee Meeefyokeâ / ke=âefleÙegkeäle menYeeie 1 2 3 4 5 5) meeefnlÙeeÛee DeeJeMÙekeâlesvegmeej Jeehej 1 2 3 4 5 6) meeefnlÙe neleeUCÙeeleerue keâewMeuÙe 1 2 3 4 5 7) Jeehejeleerue JesUsÛes efveÙeespeve 1 2 3 4 5 8) SkeâeÛe DeeMeÙeemee"er JewefJeOÙehetCe& meeOeveebÛee yengceeOÙeceebÛee

Jeehej 1 2 3 4 5

Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5

metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

1) 1) 1) 1) 9999. . . . met#cehee" efvejer#eCe veesbolekeälee met#cehee" efvejer#eCe veesbolekeälee met#cehee" efvejer#eCe veesbolekeälee met#cehee" efvejer#eCe veesbolekeälee meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ –––– 1 1 1 1 –––– ( ( ( ( Bridge Lesson )))) Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes –––– heÇMve keâewMeuÙe, Heâuekeâ uesKeve Je heÇejbYe heÇJele&ve heÇMve keâewMeuÙe, Heâuekeâ uesKeve Je heÇejbYe heÇJele&ve heÇMve keâewMeuÙe, Heâuekeâ uesKeve Je heÇejbYe heÇJele&ve heÇMve keâewMeuÙe, Heâuekeâ uesKeve Je heÇejbYe heÇJele&ve Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eefvejer#eefvejer#eefvejer#eCe/hegveefve&jer#eCe :Ce/hegveefve&jer#eCe :Ce/hegveefve&jer#eCe :Ce/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................

meslethee" GheIeškeâmeslethee" GheIeškeâmeslethee" GheIeškeâmeslethee" GheIeškeâ heoefveMÛeÙe ßesCeerheoefveMÛeÙe ßesCeerheoefveMÛeÙe ßesCeerheoefveMÛeÙe ßesCeer

1) keâewMeuÙeebÛeer mhe<šlee 1 2 3 4 5 2) keâewMeuÙeebÛes SkeâelceerkeâjCe 1 2 3 4 5 3) keâewMeuÙeeleerue GheIeškeâebÛes meeojerkeâjCe 1 2 3 4 5 4) meeojerkeâjCe 1 2 3 4 5 Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

1) 1) 1) 1) 10. 10. 10. 10. meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ –––– 2 2 2 2 –––– ((((Bridge Lesson) Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes –––– Ûeslekeâ yeoue, mhe<šerkeâjCe, Mew#eefCekeâ meeefnlÙeeÛee GheÙeesieÛeslekeâ yeoue, mhe<šerkeâjCe, Mew#eefCekeâ meeefnlÙeeÛee GheÙeesieÛeslekeâ yeoue, mhe<šerkeâjCe, Mew#eefCekeâ meeefnlÙeeÛee GheÙeesieÛeslekeâ yeoue, mhe<šerkeâjCe, Mew#eefCekeâ meeefnlÙeeÛee GheÙeesie Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer kefMe#ekeâ npesjer kefMe#ekeâ npesjer kefMe#ekeâ npesjer keÇâceebkeâ (eÇâceebkeâ (eÇâceebkeâ (eÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................

meslethee" GheIeškeâmeslethee" GheIeškeâmeslethee" GheIeškeâmeslethee" GheIeškeâ heoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeer 1) keâewMeuÙeebÛeer mhe<šlee 1 2 3 4 5 2) keâewMeuÙeebÛes SkeâelceerkeâjCe 1 2 3 4 5 3) keâewMeuÙeeleerue GheIeškeâebÛes meeojerkeâjCe 1 2 3 4 5 4) meeojerkeâjCe 1 2 3 4 5 Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

1) 11. 1) 11. 1) 11. 1) 11. meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ meslet hee" keÇâceebkeâ –––– 3 3 3 3 –––– ((((Bridge Lesson)

Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes Skeâef$ele keâewMeuÙes –––– meJe& keâewMeuÙesmeJe& keâewMeuÙesmeJe& keâewMeuÙesmeJe& keâewMeuÙes Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& :Dehesef#ele Jeie& : efoveebkeâ : efoveebkeâ : efoveebkeâ : efoveebkeâ : //// //// Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : Hee"Ùe Ieškeâ : efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe :efvejer#eCe/hegveefve&jer#eCe : Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& Hee" IesCeejs efJeoÙeeLeer& ---- efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ (efMe#ekeâ npesjer keÇâceebkeâ ( ) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................) veebJe : ...................................................

meslethee" GheIeškeâmeslethee" GheIeškeâmeslethee" GheIeškeâmeslethee" GheIeškeâ heoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeerheoefveMÛeÙeve ßesCeer 1) keâewMeuÙeebÛeer mhe<šlee 1 2 3 4 5 2) keâewMeuÙeebÛes SkeâelceerkeâjCe 1 2 3 4 5 3) keâewMeuÙeeleerue GheIeškeâebÛes meeojerkeâjCe 1 2 3 4 5 4) meeojerkeâjCe 1 2 3 4 5 Hee"eÛeer ßesCeer : DemeceeOeevekeâejkeâ yeje Ûeebieuee Gllece Glke=â<š 1 2 3 4 5 metÛevee : hee" IesCeeNÙee efJeoÙeeLeer&-efMe#ekeâeÛeer efvejer#ekeâ efJeoÙeeLeer&-efMe#ekeâeÛeer ieš ceeie&oMe&keâeÛeer mJee#ejer mJee#ejer mJee#ejer

heefjefMe<šheefjefMe<šheefjefMe<šheefjefMe<šssss---- 2 2 2 2 mejeJehee" mejeJehee" mejeJehee" mejeJehee" šeÛeCešeÛeCešeÛeCešeÛeCe ooooÖãè 2222....1.1.1.1. DevegkeÇâceeefCekeâeDevegkeÇâceeefCekeâeDevegkeÇâceeefCekeâeDevegkeÇâceeefCekeâe De.keÇâ.De.keÇâ.De.keÇâ.De.keÇâ. efoveebkeâefoveebkeâefoveebkeâefoveebkeâ Hee" IeškeâHee" IeškeâHee" IeškeâHee" Ieškeâ Hee"eÛeer Hee"eÛeer Hee"eÛeer Hee"eÛeer MeeUeMeeUeMeeUeMeeUe Jeie& Je Jeie& Je Jeie& Je Jeie& Je

legkeâ[erlegkeâ[erlegkeâ[erlegkeâ[er heÙe&Jes#ekeâeÛeer heÙe&Jes#ekeâeÛeer heÙe&Jes#ekeâeÛeer heÙe&Jes#ekeâeÛeer mJee#ejermJee#ejermJee#ejermJee#ejer

1 2 3 4 5 6 7 8 9 10 heÇceeCehe$eheÇceeCehe$eheÇceeCehe$eheÇceeCehe$e heÇceeefCele keâjCÙeele Ùesles keâer, ßeer/ßeerceleer ................................................................ npesjer keÇbâ. ( ) Ùeebveer De/ye DeOÙeeheve heOoleerÛÙee one mejeJehee"ebhewkeâer ...................... mejeJehee"ebÛes DeOÙeeheve kesâues Deens. lemesÛe meele/Dee"/veT efoioMe&ve hee" Je one mejeJe hee"ebÛÙee efvejer#eCeebhewkeâer .............................. efoioMe&ve hee"eÛes Je ................................. mejeJe hee"ebÛeer efvejer#eCes kesâuesueer Deensle. DeOÙeeheve heOoleer efMe#ekeâeÛes veeJe Je mJee#ejer heÇeÛeeÙee&bÛeer mJee#ejer Debleie&le hejer#ekeâeÛes veeJe Je mJee#ejer yeefnmLe hejer#ekeâeÛes veeJe Je mJee#ejer

heÇelÙeef#ekeâ hejer#ee DeOÙe#eeÛes veeJe Je mJee#ejer

2222.... 2222....hee" šeÛeCe hee" šeÛeCe hee" šeÛeCe hee" šeÛeCe (pees[ heeve(pees[ heeve(pees[ heeve(pees[ heeve)))) he=<he=<he=<he=<" keÇâ.1 " keÇâ.1 " keÇâ.1 " keÇâ.1 mejeJe hee" šeÛeCeeÛee DeejeKe[e

hee"eÛeer MeeUe :hee"eÛeer MeeUe :hee"eÛeer MeeUe :hee"eÛeer MeeUe : legkeâ[er :legkeâ[er :legkeâ[er :legkeâ[er : Ieškeâ :Ieškeâ :Ieškeâ :Ieškeâ : Dehesef#ele hetJe&%eeve :Dehesef#ele hetJe&%eeve :Dehesef#ele hetJe&%eeve :Dehesef#ele hetJe&%eeve : Jeie& Jeie& Jeie& Jeie& :::: JesU :JesU :JesU :JesU : GheIeškeâ :GheIeškeâ :GheIeškeâ :GheIeškeâ : efoveebkeâ :efoveebkeâ :efoveebkeâ :efoveebkeâ : hee"ÙeIeškeâ :hee"ÙeIeškeâ :hee"ÙeIeškeâ :hee"ÙeIeškeâ : efveÙeesefpele Mew#eefCekeâ meeefnlÙe :efveÙeesefpele Mew#eefCekeâ meeefnlÙe :efveÙeesefpele Mew#eefCekeâ meeefnlÙe :efveÙeesefpele Mew#eefCekeâ meeefnlÙe :

veesš veesš veesš veesš –––– jkeâevee keÇâceebkeâ 1 les jkeâevee keÇâceebkeâ 1 les jkeâevee keÇâceebkeâ 1 les jkeâevee keÇâceebkeâ 1 les 8888 ÛÙee Keeueer jkeâevÙeeleerue ÛÙee Keeueer jkeâevÙeeleerue ÛÙee Keeueer jkeâevÙeeleerue ÛÙee Keeueer jkeâevÙeeleerue cepekegâjcepekegâjcepekegâjcepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet veÙes.vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet veÙes.vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet veÙes.vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet veÙes.

Hee"eÛÙee heeÙeNÙeeHee"eÛÙee heeÙeNÙeeHee"eÛÙee heeÙeNÙeeHee"eÛÙee heeÙeNÙee hee"Ùecegodoshee"Ùecegodoshee"Ùecegodoshee"Ùecegodos efJeefMe<š Gefodo<šs efJeefMe<š Gefodo<šs efJeefMe<š Gefodo<šs efJeefMe<š Gefodo<šs Je mhe<šerkeâjCesJe mhe<šerkeâjCesJe mhe<šerkeâjCesJe mhe<šerkeâjCes

DeOÙeÙeve DeOÙeÙeve DeOÙeÙeve DeOÙeÙeve DevegYetleerDevegYetleerDevegYetleerDevegYetleer efMe#ekeâefMe#ekeâefMe#ekeâefMe#ekeâ ke=âleerke=âleerke=âleerke=âleer efJeoÙeeLeer& ke=âleerefJeoÙeeLeer& ke=âleerefJeoÙeeLeer& ke=âleerefJeoÙeeLeer& ke=âleer Mew#eefCekeâ Mew#eefCekeâ Mew#eefCekeâ Mew#eefCekeâ

meeefnlÙe/Heâuekeâ meeefnlÙe/Heâuekeâ meeefnlÙe/Heâuekeâ meeefnlÙe/Heâuekeâ keâeÙe&keâeÙe&keâeÙe&keâeÙe&

cetuÙeceehevecetuÙeceehevecetuÙeceehevecetuÙeceeheve ( Gefodo<šebÛes ( Gefodo<šebÛes ( Gefodo<šebÛes ( Gefodo<šebÛes ceeheve )ceeheve )ceeheve )ceeheve )

1 2 3 4 5 6 7 8 meppelee heÇJele&vemeppelee heÇJele&vemeppelee heÇJele&vemeppelee heÇJele&ve ------------ hetJe&%eeve peeie=leer –

hetJe&%eeveeJej DeeOeeefjle Gllejs

oslees

-----

nslegkeâLevenslegkeâLevenslegkeâLevenslegkeâLeve ------------ nslegefveefMÛeleer - hee"eÛee nslet/veebJe

meebielees

-----

efJe<eÙe heÇefleheeoveefJe<eÙe heÇefleheeoveefJe<eÙe heÇefleheeoveefJe<eÙe heÇefleheeove Hee"ÙeebMe – 1 %eeve Deekeâueve GheÙeespeve keâewMeuÙe ceveesJe=lleer

Gefodo<šefveneÙe

ceeheve

2222.... 3.3.3.3.hee" šeÛeCe hee" šeÛeCe hee" šeÛeCe hee" šeÛeCe (pees[ heeve(pees[ heeve(pees[ heeve(pees[ heeve)))) he=<" keÇâ.2 he=<" keÇâ.2 he=<" keÇâ.2 he=<" keÇâ.2 veesš veesš veesš veesš –––– jkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet vjkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet vjkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet vjkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet veÙes.eÙes.eÙes.eÙes. Hee"eÛÙee heeÙeNÙee Hee"Ùecegodos efJeefMe<š Gefodo<šs

Je mhe<šerkeâjCes DeOÙeÙeve DevegYetleer

efMe#ekeâ ke=âleer efJeoÙeeLeer& ke=âleer Mew#eefCekeâ meeefnlÙe/Heâuekeâ

keâeÙe&

cetuÙeceeheve ( Gefodo<šebÛes ceeheve )

1 2 3 4 5 6 7 efJe <e Ùe heÇ efle hee o ve

cegKÙe cegodos – DeeMeÙe Lees[keäÙeele

( heÇlÙeskeâ Gefodo<šeÛes efJeefMe<š Gefodo<š Je mhe<šerkeâjCe efueneJes.) %eeve- Deekeâueve- GheÙeespeve- ceveesJe=lleer-

keâewMeuÙe-

uesKeer- Jemlegefve<" heÇMveheÇkeâej leebs[er – GheÙeespeveelcekeâ heÇMve leesb[er – ceveesJe=lleerJej DeeOeejerle heÇMve heÇelÙeef#ekeâ-ke=âleerJej DeeOeejerle ceeheve.

veesš veesš veesš veesš –––– jkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet vjkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet vjkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet vjkeâevee keÇâceebkeâ 1 les 7 ÛÙee Keeueerue jkeâevÙeeleerue cepekegâj vecegvÙeeoeKeue efouee Deens lees ÚheeF&mee"er IesJet veÙes.eÙes.eÙes.eÙes.

2222.... 4444.hee" šeÛeCe .hee" šeÛeCe .hee" šeÛeCe .hee" šeÛeCe (pees[ heeve(pees[ heeve(pees[ heeve(pees[ heeve)))) he=<" keÇâ.3 he=<" keÇâ.3 he=<" keÇâ.3 he=<" keÇâ.3 Hee"eÛÙee heeÙeNÙee Hee"Ùecegodos efJeefMe<š Gefodo<šs

Je mhe<šerkeâjCes DeOÙeÙeve DevegYetleer

efMe#ekeâ ke=âleer efJeoÙeeLeer& ke=âleer Mew#eefCekeâ meeefnlÙe/Heâuekeâ

keâeÙe&

cetuÙeceeheve ( Gefodo<šebÛes ceeheve )

1 2 3 4 5 6 7 efJe <e Ùe heÇ efle hee o ve

Ôebkeâueve

o={erkeâjCe – heÇehle %eeveeJej DeeOeeefjle Gllejs oslees

--------------

2.2.2.2. 5.5.5.5.hee" šeÛeCe hee" šeÛeCe hee" šeÛeCe hee" šeÛeCe (pees[ heeve(pees[ heeve(pees[ heeve(pees[ heeve)))) he=<he=<he=<he=<" keÇâ.4 " keÇâ.4 " keÇâ.4 " keÇâ.4 Hee"eÛÙee heeÙeNÙee ceeheveeÛes Gefodo<š efMe#ekeâ ke=âleer Heâuekeâ keâeÙe& / Mew#eefCekeâ meeefnlÙe

1 2 3 4 GheÙeespeve GheÙeespeve/keâewMeuÙe/ceveesJe=lleer cetuÙeceeheve %eeve/Deekeâueve ie=nhee" mJeÙebDeOÙeÙeve

efvejer#eCe lekeälee

1 Hee"eÛes efveÙeespeve DeefleGllece Gllece meceeOeevekeâejkeâ ºãje DemeceeOeevekeâejkeâ Hee"keÇâceebkeâ : efoveebkeâ :Hee"keÇâceebkeâ : efoveebkeâ :Hee"keÇâceebkeâ : efoveebkeâ :Hee"keÇâceebkeâ : efoveebkeâ : / /20/ /20/ /20/ /20 metÛevee Je DeefYeheÇeÙe : metÛevee Je DeefYeheÇeÙe : metÛevee Je DeefYeheÇeÙe : metÛevee Je DeefYeheÇeÙe :

MeeUsleerue efJe<eÙe MeeUsleerue efJe<eÙe MeeUsleerue efJe<eÙe MeeUsleerue efJe<eÙe efMe#ekeâeÛes veeJe Je mJee#ejer ceeie&oMe&keâeÛes veeJe Je mJee#ejerefMe#ekeâeÛes veeJe Je mJee#ejer ceeie&oMe&keâeÛes veeJe Je mJee#ejerefMe#ekeâeÛes veeJe Je mJee#ejer ceeie&oMe&keâeÛes veeJe Je mJee#ejerefMe#ekeâeÛes veeJe Je mJee#ejer ceeie&oMe&keâeÛes veeJe Je mJee#ejer

1) Hee"šeÛeCe 2) Gefodos<š Je mhe<šerkeâjCes 3) Hee"eÛÙee heeÙeNÙee 2 DeeMeÙeeÛeer leÙeejer 1) DeeMeÙe%eeve 2) mebkeâuhevesleerue megmhe<šlee 3) efJe<eÙeeÛes meeojerkeâjCe 4) heÇMve heOole 5) Yee<ee MegOolee, GÛÛeej mhe<šlee 3 Jeie& JÙeJemLeeve 1) Jeie& efveÙeb$eCe 2) efJeoÙeeLeer& menYeeie 3) Mebkeâe meceeOeeve 4) Jeiee&Ûes ÛewlevÙe 4 Mew#eefCekeâ meeefnlÙe/Heâuekeâ keâeÙe& 1) meeefnlÙeeÛee Jeehej 2) meeefnlÙeeÛeer Deekeâ<e&keâlee 3) Heâuekeâ uesKeve 4) Mew#eefCekeâ meeefnlÙeeÛeer

neleeUCeer

5) meeefnlÙe JeehejeÛes efveÙeespeve

2.62.62.62.6.... Hee" efvejer#eCe keÇâceebkeâHee" efvejer#eCe keÇâceebkeâHee" efvejer#eCe keÇâceebkeâHee" efvejer#eCe keÇâceebkeâ ( )( )( )( ) efoveebkeâ : / / Jeie& : legkeâ[er : efJe<eÙe : .............................................. hee"ÙeIeškeâ.................................. hee" IesCeejs efJeoÙeeLeer& efMe#ekeâ : npesjer keÇâceebkeâ ( ) veebJe : ...................................... DeOÙeeheveeÛes efveÙeespeve ( hee" šeÛeCe )DeOÙeeheveeÛes efveÙeespeve ( hee" šeÛeCe )DeOÙeeheveeÛes efveÙeespeve ( hee" šeÛeCe )DeOÙeeheveeÛes efveÙeespeve ( hee" šeÛeCe ) šeÛeCeeleerue meJe& jkeâeves ÙeesiÙe jerleerves Yejuesues / DehetCe& Hee"eÛeer Gefodo<šs leervener #es$eeleerue / oesve #es$eeleerue / Skeâe #es$eeleerue mhe<šerkeâjCeeÛes efJeOeeve ÙeesiÙe / DeÙeesiÙe Gefodo<š efveneÙe DevegYetleerÛes efveÙeespeve Gllece / Ûeebieues / "erkeâ / yejs / DemeceeOeevekeâejkeâ Gefodo<šefveneÙe ceeheve meJe& Gefodo<šebÛes / keâener Gefodo<šebÛes heÇlÙe#e DeOÙeeheve :heÇlÙe#e DeOÙeeheve :heÇlÙe#e DeOÙeeheve :heÇlÙe#e DeOÙeeheve : heÇmleeJevee Je nslegkeâLeve veeefJevÙehetCe& / meeOeveebÛÙee DeeOeejs / heÇMveeves / keâLeveeves efJeefJeefJeefJe<eÙe heÇefleheeove :<eÙe heÇefleheeove :<eÙe heÇefleheeove :<eÙe heÇefleheeove : 1 heÇMve Je keâLeveeÛeer meebie[ peemle heÇMve / peemle keâLeve / oesvner DeeJeMÙekeâlesvegmeej 2 heÇMveeÛes mJejâhe keâLeeveeJej DeeOeeefjle heÇMve / efJeÛeej heÇJele&keâ heÇMve 3 meoes<e Jee mebefoiOe heÇMve ( DemeuÙeeme heÇMve efuene ) 4 efJeoÙeeLÙee&bMeer Jele&Cetkeâ heÇsceU / jeieerš / legme[er / Ghes#esÛeer 5 efJeoÙeeLÙee&bÛes MebkeâemeceeOeeve kesâues / šeUues / Ghes#ee kesâueer 6 HeâuekeâeÛee Jeehej ÙeesiÙe / DeÙeesiÙe 7 Heâuekeâ uesKeve De#ej megJeeÛÛe / meeOeejCe / DeÙeesiÙe 8 uesKeve MegOolee Ûeebieueer / "erkeâ / DemeceeOeevekeâejkeâ 9 Deeke=âleer / efÛe$eebÛes jsKeešve Ûeebieues / "erkeâ / DemeceeOeevekeâejkeâ 10 uesKeve Je Deeke=âleerÛes efveÙeespeve Ûeebieues / "erkeâ / DemeceeOeevekeâejkeâ 11 DeeMeÙeeÛes mhe<šerkeâjCe Ûeebieues / "erkeâ / DemeceeOeevekeâejkeâ 12 mhe<šerkeâjCeele Mew. meeOeveebÛee Jeehej efveÙeespeveeheÇceeCes / efveÙeespeveehes#ee JesieUs / Peeuee veener 13 Mew#eefCekeâ meeOeveebÛes mJejâhe JewefJeOÙehetCe& / "jeefJekeâ 14 Jeehejuesues Mew#eefCekeâ meeefnlÙe

1 2 3 4

mebkeâueve heÇMve efJeÛeejâve / keâLeve keâjâve mebkeâueveeÛee meejebMe efueefnuee / efueefnuee veener GheÙeespeveeleerue Gefodo<šebÛes ceeheve GheÙeespeve / keâewMeuÙe / ceveesJe=lleer / ( √ KetCe keâje ) cetuÙeceeheve ( DeeMeÙeeJej DeeOeeefjle ) %eeve / Deekeâueve keâesCelÙee Gefodo<šeÛes ceeheve jeefnues ie=nhee" efouee / efouee veener DeOÙeeheveeMesJešer Heâuekeâ mJeÛÚ kesâuee / kesâuee veener Ùeehes#ee DeefOekeâ keâeÙe keâjlee Deeues Demeles? efJeoÙeeLeer& -efMe#ekeâeÛeer mJee#ejer ceeie&oMe&keâ heÇeOÙeehekeâeÛeer mJee#ejer

2.72.72.72.7.... Úe$emesJeekeâeue efMeyeerj Úe$emesJeekeâeue efMeyeerj Úe$emesJeekeâeue efMeyeerj Úe$emesJeekeâeue efMeyeerj –––– šeÛeCe JeneršeÛeCe JeneršeÛeCe JeneršeÛeCe Jener he=<"he=<"he=<"he=<" 1.1.1.1. heÇLece he=<"heÇLece he=<"heÇLece he=<"heÇLece he=<" efJeoÙeeheer"eÛes efJeoÙeeheer"eÛes efJeoÙeeheer"eÛes efJeoÙeeheer"eÛes veeJeveeJeveeJeveeJe ceneefJeoÙeeueÙeeÛes veebJe :ceneefJeoÙeeueÙeeÛes veebJe :ceneefJeoÙeeueÙeeÛes veebJe :ceneefJeoÙeeueÙeeÛes veebJe : Name of the pupil teacher : ……………………………………………….................

efJeoÙeeLeer& efMe#ekeâeÛes veebJe : ..........................................................................

Roll No. : npesjer keÇâ. : ...........................................................................

Name of the School : MeeUsÛes veebJe : .................................................................... ...............................................................................................................

Duration of Internship programme :

Úe$emesJeekeâeue efMeyeerjeÛee keâeueeJeOeer : ...................................... les .................................

heÇceeCehe$eheÇceeCehe$eheÇceeCehe$eheÇceeCehe$e

heÇceeefCele keâjCÙeele Ùesles keâer, ßeer/ßeerceleer ................................................................ npesjer keÇbâ. ( ) Ùeebveer Úe$emesJeekeâeueeleerue meJe& GhekeÇâce hetCe& kesâuesues Deensle. ieš ceeie&oMe&keâeÛes veeJe Je mJee#ejer heÇeÛeeÙee&Ûeer mJee#ejer

2.8. Úe$emesJeekeâeue efMeyeerj – šeÛeCe Jener he=<" 2. Hee" šeÛeCe keÇâHee" šeÛeCe keÇâHee" šeÛeCe keÇâHee" šeÛeCe keÇâ ( )( )( )( )

Class:Jeie&:.... … Division:legkeâ[er. … Period : leeefmekeâe : ........................... Subject:efJe<eÙe…………….TeachingUnit:hee"ÙeIeškeâ…………………………………….

Hee"Ùecegodos Teaching Point

( Gefodo<šs / mhe<šerkeâjCes ) Objectives/

Specifacation

DeOÙeÙeve DevegYetleer Learning

Experiances

cetuÙeceeheve ( Gefodo<šebÛes ceeheve) Evaluation

efJeoÙeeLeer&-efMe#ekeâ cegKÙeeOÙeehekeâ ieš-ceeie&oMe&keâ heÇeOÙeehekeâ mJee#ejer mJee#ejer

2.2.2.2.9999 Úe$emesJeekeâeue efMeyeerj Úe$emesJeekeâeue efMeyeerj Úe$emesJeekeâeue efMeyeerj Úe$emesJeekeâeue efMeyeerj –––– šeÛeCe Jener he=<"šeÛeCe Jener he=<"šeÛeCe Jener he=<"šeÛeCe Jener he=<" 3.3.3.3.

Flej GhekeÇâce ( 2 les 3 hespesme )Flej GhekeÇâce ( 2 les 3 hespesme )Flej GhekeÇâce ( 2 les 3 hespesme )Flej GhekeÇâce ( 2 les 3 hespesme ) De.keÇâ.

Sr.No.

efoveebkeâ Je JesU Date and

Time

GhekeÇâce Activity

GhekeÇâce jeyeefJeCÙeeÛes mJejâhe Details of the activity

efJeoÙeeLeer&-efMe#ekeâeÛeer efJeoÙeeLeer&-efMe#ekeâ cegKÙeeOÙeehekeâeÛeer ieš-ceeie&oMe&keâ heÇeOÙeehekeâeÛeer mJee#ejer mJee#ejer mJee#ejer

21

2.2.2.2.10101010 ( 2 les 3 he=<"s )( 2 les 3 he=<"s )( 2 les 3 he=<"s )( 2 les 3 he=<"s ) heÇMveheef$ekesâÛee vecegvee

heÇlÙeskeâ efJeoÙeeLeer& - efMe#ekeâeves lÙeeves Úe$emesJeekeâeueeceOÙes efMekeâefJeuesuÙee Jeiee&bvee pees efJe<eÙe Je pesJn{e Yeeie efMekeâefJeuesuee Demesue,lÙeeJej DeeOeejerle 10/20 iegCeebÛeer ÛeeÛeCeer IÙeeJeer.lÙee heÇMveheef$ekeâebÛee vecegvee ÙesLes pees[eJee.

2.112.112.112.11 iegCehe$ekeâiegCehe$ekeâiegCehe$ekeâiegCehe$ekeâ iegCehe$ekeâ Jeie& : efJe<eÙe : Ö.keÇâ. efJeoÙeeLÙee&bÛes veebJe ÛeeÛeCeerleerue iegCe

efJeoÙeeLeer&-efMe#ekeâeÛeer mJee#ejer MeeUsleerue mebyebefOele efJe<eÙeefMe#ekeâeÛeer mJee#ejer ceeie&oMe&keâ heÇeOÙeehekeâeÛeer mJee#ejer

-----------------------------------------------The End----------------------------------------------

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Creation Date: 05/06/2012 4:32:00 AM

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