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SRM School of Teacher Education and Research, SRM University, Kattankulathur Kancheepuram District – 603203. Faculty of Science and Humanities B.Ed., (Regular stream – Non – Semester Pattern) Regulations and Syllabus From - 2013

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Page 1: Faculty of Science and Humanities B.Ed., (Regular stream ... · PDF fileFaculty of Science and Humanities . B.Ed., (Regular stream – Non – Semester Pattern) ... Candidates who

SRM School of Teacher Education and Research, SRM University, Kattankulathur

Kancheepuram District – 603203.

Faculty of Science and Humanities

B.Ed., (Regular stream – Non – Semester Pattern)

Regulations and Syllabus

From - 2013

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SRM School of Teacher Education and Research Degree of Bachelor of Education (B.Ed)

SRM UNIVERSITY REGULATIONS

( wef the Academic year 2013 ) I. Teacher Education Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, positive judgment and well- developed wisdom. Education has as one of its fundamental aspects the imparting of culture from generation to generation. Education means ‘to draw out’, facilitating realization of self-potential and latent talents of an individual. It is an application of pedagogy, a body of theoretical and applied research relating to teaching and learning. II. Eligibility for admission to the course:(B.Ed) A candidate shall be eligible for admission to the course leading to the Degree of Bachelor of Education (B.Ed) provided: Candidates who have under – gone 10+2+3 or 11+1+3 pattern of study at the school level and graduated from any recognized universities by the National and state level affiliating and approving bodies. Candidates who have studied in Open University without the above pattern of study are Not eligible. Candidates who have studied triple major system in U.G degree are eligible and can choose any one of the major subjects. (4)a) Candidates who have done their UG degree in Applied Mathematics can apply for Mathematics. Candidates who have done their UG degree in Applied Physics, Geo-Physics, Bio-Physics and Electronics can apply for Physical Science. Candidates who have done their UG degree in Biochemistry and Applied Chemistry Can apply for Physical Science. Candidates who have done their UG degree in Biotechnology, Plant Biology and Plant Biotechnology can apply for Biological Science. Candidates who have done their UG degree in Environmental Science and Micro-Biology can apply for Biological Science. Candidates who have done their UG degree in Applied Geography, History, Geography Public Administration, can apply for Social Science. Candidates who have done their UG degree in Computer Science, Information Technology and Computer Applications etc., can apply for Computer Science. (5) Candidates must have PG degree in the following subjects Economics, Commerce, Home Science, Political Science, Sociology, Psychology and Philosophy to be eligible for offering these subjects as an optional. (6)The minimum marks required for eligibility or admission in the course for the candidates belonging to the various communities will be as given below.

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Community/Category Minimum Marks OC 50% BC 45% MBC/DNC 43% SC/ST 40%

III Duration The course of study shall be for duration of One academic year. The total number of days of an academic year will be 180 working days inclusive of Practice Teaching, School/Community based activities and exclusive of Admission and Examination work. The course work will be 1080 hours.

IV . Programme Content

1. Theory Components

S.No Subjects Code No.

No.of Hours

Marks (100) Theory

External Internal Core Papers

1. Education in the Emerging Indian Society TE1301 120 70 30

2. Psychology of Learning and Teaching TE1302 120 70 30

3. Educational Innovations and Curriculum Development TE1303 120 70 30

Elective Papers 4. Environmental Education TE1304 120 70 30 5. Educational Technology TE1305 120 70 30 6. Guidance and Counselling TE1306 120 70 30 7. Peace and Value Education TE1307 120 70 30

Optional-I (any one of the following) 8. Special Tamil Education TE1308 120 70 30 9. Special English Education TE1309 120 70 30 10. Special Hindi Education TE1310 120 70 30 11. Special Sanskrit Education TE1311 120 70 30 12. Mathematics Education - I TE1312 120 70 30

13. Physical Science Education - I TE1313 120 70 30

14. Biological Science Education - I TE1314 120 70 30

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15. Social Science Education - I TE1315 120 70 30

16. Commerce & Accountancy Education - I TE1316 120 70 30

17. Computer Science Education - I TE1317 120 70 30 18. Home Science Education - I TE1318 120 70 30

Optional-II (any one of the following for U.G/P.G Language candidates) 1 General Tamil Education TE1319 120 70 30 2 General English Education TE1320 120 70 30 3 General Hindi Education TE1321 120 70 30 4 General Sanskrit Education TE1322 120 70 30

Optional-II (any one of the following for only P.G candidates) 1 Mathematics Education-II TE1323 120 70 30

2 Physical Science Education - II TE1324 120 70 30

3 Biological Science Education - II TE1325 120 70 30 4 Social Science Education -II TE1326 120 70 30

5 Commerce & Accountancy Education - II TE1327 120 70 30

6 Computer Science Education - II TE1328 120 70 30 7 Home Science Education -II TE1329 120 70 30

Optional Subjects Candidate with B.A English shall opt for Special English Education and General English as optional subjects Candidate with B.A Tamil shall opt for Special Tamil Education and General Tamil Education as optional subjects Candidate with B.A Hindi/Sanskrit shall opt for Special Hindi Education/Special Sanskrit Education and General Hindi Education/ General Sanskrit Education as optional subjects Candidates with other UG Degrees shall opt for Major paper as Optional I and General English /Tamil/ Hindi/Sanskrit paper as optional II. If they have not opt for English /Tamil/ Hindi/Sanskrit paper they can opt for related allied subjects as optional II paper Candidates with PG Degrees shall opt for Optional I and II of their Major Subjects

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2. Practicum Components Teaching Competency Code No Marks

Special Tamil Education TE1308P 100 Special English Education TE1309P 100 Special Hindi Education TE1310P 100 Special Sanskrit Education TE1311P 100 Mathematics Education - I TE1312P 100 Physical Science Education - I TE1313P 100 Biological Science Education - I TE1314P 100 Social Science Education - I TE1315P 100 Commerce & Accountancy Education - I TE1316P 100 Computer Science Education - I TE1317P 100 Home Science Education - I TE1318P 100 General Tamil Education TE1319P 100 General English Education TE1320P 100 General Hindi Education TE1321P 100 General Sanskrit Education TE1322P 100 Mathematics Education - II TE1323P 100 Physical Science Education - II TE1324P 100 Biological Science Education - II TE1325P 100 Social Science Education - II TE1326P 100 Commerce & Accountancy Education - II TE1327P 100 Computer Science Education - II TE1328P 100 Home Science Education - II TE1329P 100 Project and Records TE1330P 300 Teaching Practice Internship and Practice Teaching – The Practice Teaching will have to be undergone in a recognized high/higher Secondary/ Matriculation / Matriculation Hr. Secondary/ Sr. Secondary School. The duration of the Internship will for 40 (Forty) working days.

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Marks will be splitted as Sl.No Activities Marks

1 Teaching – Learning material 30 2 Teaching competency-School Based 30 3 Teaching competency-Staff Assessment 40

Total 100

Practicum: (Project and Records for 300 Marks) Submission of records and Marks allotment

Records Marks Micro Teaching 20 Observation Record - I 10 Observation Record – II 10 Lesson Plan Optional I 30 Lesson Plan Optional I I 30 Test & Measurement I 20 Test & Measurement II 20 Psychology Experiments 20 Case study Record 10 SUPW Record 10 Health Education Record 10 Physical Education Record 10 Citizenship Training Record 20 Computer Record 10 Power point presentation 10 Project 20 Text Book Review Record 10 Literacy Programme Record 10 Communication Skill 10 Yoga Record 10

Total 300 Internal Assessment for theory 30 marks will be splitted as

1. Attendance - 10 marks. 2. Test - 10 marks. 3. Seminar & Assignment - 10 marks.

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Attendance marks will be strictly provided as follows: Sl.No Percentage of Attendance Marks

1 Above 95 % 10 90 - 94.99% 9 2 85 – 89.99 % 8 3 80 – 84.99 % 7 4 75 – 79.99 % 6

5 Below 75 % Not be permitted for Examinations

V. Medium of Instruction

The Medium of Instruction either in English or Tamil VI Attendance:

Each candidate whose admission is approved by SRM STE & R should have 75% of attendance, failing which they will not be permitted to appear for the B.Ed Degree Examination. VII. Scheme of Examination

The Question Paper, in each paper shall have three sections Section-A, Section-B, and Section-C as given below.

Section Type Answers in No. of Questions to be attempted

Choice Pattern

Marks per Question

Total Marks

A Very Short Answer

50 Words 10 No Choice

02 20

B Short Answer 200 Words 6 Out of 8 05 30

C Essay Type 500 Words 2 Internal Choice

10 20

Total 70

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The Question paper shall cover all the Units in syllabus and cover the objectives for Knowledge, understanding, applications and analysis. Candidates must secure 50% in external (35/70) and 50% in internal (15/30) in each paper to pass B.Ed Degree Examination.

Marks Class 50% - 59.99% 60% - 84.99%

85% above

II Class I Class (only for Two Attempts)

Distinction (only for First Appearance) Question Papers Setting will be purely by External Examiners VIII. Reappearance and Re-totaling Practical Examination: Candidates must complete all practical works allotted within the academic year. Failed candidates shall be permitted to reappear for the practical examination within the next three consecutive academic years. Theory Examination: Candidates can be apply for re-valuation. Those who failed in theory examination, can appear for arrear Examinations. (once in 6 Months) from the date of joining the course the total period of the programme shall be reckoned from the commencement of the first year to which to candidate was admitted and shall not exceed maximum period of Three years. Examination fees will have to be paid for each appearance according to the university rules. IX. Dress code Uniform must be worn for Teaching Practice and on Monday & Friday for regular classes. Female candidates under Teacher Education Course must wear sarees or churidhar with shawl. Male candidates must wear formal pants and shirts only. ( T.shirts, Kurtas and jeans are not allowed). X. Discipline Candidates should not indulge in any activity which leads to decrease the prestige of the university / college both inside and outside the campus. Use of Cell – phones inside the class – room and during the examinations is prohibited. Attendance will not be given for late comers. Students must wear identity cards inside the campus. Students without ID cards will not be allowed to attend classes or Examinations.

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Education in the Emerging Indian Society - TE1301 Objectives: At the end of the course the student - teacher will be able: • to understand the relation between Philosophy and Education and different

Indian and western philosophies of Education • to acquaint with the principles of Education advocated by great thinkers • to know the reforms in Education • to acquire knowledge about statutory bodies in Education • to get exposed to Social and Educational problems and their solutions • to know about Indian constitution and Agencies of Education • to get exposed in special fields of Education

UNIT I - Education and Philosophy Education – Meaning ,Concept, Nature , Process and Objectives of Education – Importance of Education - Philosophy – Meaning and Definition of philosophy –Relationship between Education and Philosophy UNIT II - Indian and Western philosophies of Education Schools of Indian philosophy and their Educational implications: Vedanta, Buddhism, Jainism - Western Philosophy and their Educational implications: Idealism, Realism, Naturalism, Pragmatism and Existentialism. UNIT III - Contribution of great Educators and alternative Thoughts on

Education Indian Educators – Tagore, Gandhi, Vivekananda and Sri Aurobindo. Western Educators – Rousseau, John Dewey, Montessori, Froebel. Alternative Thoughts – A brief notes on Illich, Rishivally School, Folk School. UNIT IV - Education in pre and post Independence Pre Independence – Macaulay’s minute (1835), Wood’s dispatch (1854), Hunter commission (1882), Hartog, and Sargeant Committees. Post Independence - University Education commission (1948-49), Mudaliar Commission (1952-53), Kothari Education commission (1964 - 66), NPE (1986), National curricular frame work - 2005.

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UNIT V - Statutory Bodies in the Field Of Education Important functions and contributions of the following: UGC, NCERT, NCTE, NAAC, NUEPA, TANSCHE - Directorates of Education: Collegiate, secondary, Elementary, SCERT, DIET and SSA.

UNIT VI - Problems of Indian Society and Education Problems of Indian Society: Population explosion, Illiteracy, Child labour, Unemployment, Under Employment, Terrorism and Violence against women. Educational problems: Equalization of Educational opportunity, Wastage and Stagnation, Self Financing patterns in Education, Special Education for challenged and gifted. UNIT VII - Education in the Indian Constitution Equality of opportunities in Education: Article 28, 29,337,350,351. Education and Fundamental Rights and Duties: Article 14, 15, 16, 21(A), 30, 45, 46 and 51A. Right to Information (RTI). UNIT VIII - Agencies of Education Types of Education (Formal, Non- Formal, Informal). Agencies of Education - Educational functions of Home, Peer group, Community, Religion, School and Mass Media- Continuing Education and concept of Open University system- Distance education. UNIT IX - Education and Social Frame of Reference Education and Democracy, Socialism and Secularism – Education and Culture- characteristics of culture, Cultural lag, Acculturation– Education for National Integration and International Understanding. UNIT X - Special Fields of Education Concept, Need and Teaching through various school subjects (i) Health Education (ii) Education for Human Rights (iii) New trends in Education – Personality development and Disaster Management.

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REFERENCES

1. Chaube .S.P , “Problems of Indian education”, Vinod Pustak Mandir, Agra,

1990 2. Indra Sharma & Sharma .N.R , “History and problems of Indian Education”,

Vinod Pusthak Mandir , Agra, 1992 3. Krishnakumar .R, “Evolution of Educational thoughts in India”,

Priyadharshani Publications, Chidambaram, 2009. 4. Krishnakumar.R, “Education in Emerging Indian Society”, Priyadharshani

Publications, Chidambaram, 2007. 5. Mathus .V.S, “Crucial problems in Indian education”, Arya Book Depot, New

Delhi, 1988. 6. Rai.B.C , “History of Indian Education”, Prakashan Kendra, Lucknow, 2001 7. Rao .V.K & Reddy .R.S, “Readings in learning education”, Common wealth

Publishers (5 volumes), 1987. 8. Sharma .R. N, “Education in the Emerging Indian Society”, Delhi: Surjeet ,

2008. 9. Sharma.R.A, “Teacher education (Theory, Practice and Research)”

International publishing house, Meerut, 1983. 10. Suresh Bhatnagar, “Indian Education Today and Tomorrow”, International

Publishing House, Meerut, 1986. 11. Swapna Borah, “Distance education” , Delhi: Amar Prakashan, 1988.

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Psychology of Learning and Human Development - TE1302 Objectives After studying this paper the student-teachers will have the capabilities to • Application of methods of educational psychology to overcome the class room

problems • Application of knowledge about human growth and development for learning • Applies principles of development in dealing with behavior problems of the

students. • Assess the personality of human beings using selected psychological tools of

assessment. • Application of learning theories for teaching of different contents. • Analyses the factors influencing personality. • Understands and applies knowledge of Intelligence, creativity, motivation,

attention, perception, theories of memories, and tries to maximize learning in the classroom

• Identify the mental health problems of children in their practice teaching schools. • Apply the principles of guidance and counseling in helping their wards in school. UNIT I - Nature of Educational Psychology: Definition of Psychology-Methods of Psychology-Branches of Psychology. Educational Psychology –Definition – Nature and scope –Importance of Educational Psychology for the Teacher. UNIT II - Human Growth and Development: Meaning and characteristics of ‘Growth’ and ‘Development’.-Distinction between Growth and Development-Nature-Nurture controversy-Principles of Growth and Development –Developmental stages - Developmental tasks for the various stages of Development - Education and developmental tasks. UNIT III - Cognitive Development and Individual Differences: Jean Piaget’s Theory of cognitive Development- Educational implications of Piaget’s theory. Bruner’s theory. Different types of individual differences. Factors causing individual differences. Tackling individual differences in classroom. Identification of the Gifted, Education of the gifted children.

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UNIT IV - Theories of Learning and Transfer of Learning Meaning-Importance of learning in human life-Characteristics of learning –Factors in influencing learning- Individual differences in learning – Learning curves-Learning theories-Thorndike, Pavlov, Skinner, kohler. Different types of learning –Transfer of learning-Definition, Types, Theories, Factors affecting transfer of learning, Ways to improve transfer of learning. UNIT V - Intelligence and Creativity Theories of Intelligence-single, Two factor,-Gilford’s structure of intellect, Gardner theory of Multiple intelligence –Measurement of intelligence-Classroom Teacher assessing the intelligence of students, Distribution and classification of IQS. Emotional maturity and Characteristics of emotional matured persons. Meaning of creativity-stages in the creative process – convergent and Divergent thinking – Fostering creativity among children- UNIT VI - Attention and Perception Definition, Attention-Factors relating to Attention- kinds of attention -Span of Attention-Inattention and Distraction. Securing better attention. Sensation, Perception, Determinants of perception, Laws of perception, Errors in perception UNIT VII - Motivation Motivation and Learning – Kinds of Motives – Theories of Motivation- Hull’s drive Reduction theory, Maslow’s hierarchy of needs- Role of Rewards and Punishments- McClands theory Achievement Motivation: Techniques of Developing Achievement motivation– Motivational strategies in the classroom, Role of Competition and Co-operation. UNIT VIII - Personality and its Assessment Meaning and Definition of Personality – Factors influencing personality development –Theories of Personality,-Sheldon’s theory, Jung’s personality types, Eysenck’s theory. Integrated personality, Assessment of Personality-Methods of assessing personality-Projective techniques UNIT IX - Mental Health Mental Health- factors- Characteristics of a mentally healthy person, Teachers mental Health. Mental Illness. Juvenile Delinquency. Promotion of Mental health of students and teachers. UNIT X - Guidance and Counseling Meaning –Need- function, types of Guidance. Distinction between Guidance and Counselling, Organizing a School guidance centre-Meaning –Characteristics of

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counseling – Types of counseling. Individual and Group counseling. Qualities of a good counselor.

REFERENCES: 1. Adams .J. A, “Learning and memory” , An introduction. Illions, Dorsey Press,

1992. 2. Aggarwal .J.C, “Essentials of Educational Psychology”, Vikas publishing

Housing Pvt.Ltd, New Delhi, 1994. 3. Anastasi, Anne, “Psychology Testing”, Macmillan Publishing Company, NY,

1989. 4. Crow. & Crow, “Educational psychology”, Eurasia Publishing House, New Delhi,

1993. 5. Dandapani .S, “A text book of Advanced Educational Psychology”, Anmol

Publications, PVt..Ltd., New Delhi, 2001. 6. Mangal .S. K., “Advanced Educational Psychology”, PHI Learning Pvt Ltd, New

Delhi-1, 2010. 7. Mangal .S.K, “General Psychology”, Sterling Publishers Pvt.Ltd, New Delhi,

1998. 8. Nagarajan. K, Srinivasan .R, “Psychology of Learning and Human

Development”, (2009). 9. Pahuja .N.P, “Psychology of Learning and Development”, Anmol Publications,

PVt..Ltd., New Delhi, 2004. 10. Tara Chand: Educational Psychology”, Anmol Publications, Pvt. Ltd., New

Delhi, 1993.

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Educational Innovations and Curriculum Development - TE1303 Objectives At the end of the course, the student-teacher will be able to • understand the concept of innovation. • understand the innovative experiments practiced in schools. • apply the innovations in teaching and learning process. • integrate the ICT in education. • develop the skills of innovative assessment. • understand the concepts of curriculum. • understand the types of curriculum. • know about the process of curriculum change and development. • develop the skills of various approaches to curriculum development. • learn the different methods of curriculum evaluation. A. Educational Innovations UNIT I - Innovation Meaning - Principles - Barriers to promotion of innovation - Suggestions for the promotion of innovation - Generation of innovations - Origin, Specification, Trial-Adaptation and consolidation -Conditions for the emergence of innovation : Institution - Society - Individual . UNIT II - Innovations and Experiments in Schools De-schooling - Community School - Alternative School - Non-Graded School – Navodaya School - Sainik School - SSA (Sarva Shiksha Abyan) - Virtual School - Mobile Schoool – Open School - Distance Learning - Floating University. UNIT III - Innovations in Teaching and Learning Process Basic concepts of Play - way Learning - Sensory Training - Joyful Learning - ABL-ALMMLL (Minimum Levels of Learning) - CLASS (Computer Literacy and Studies in Schools) - Programmed Learning - Teaching Machines - Cybernetics - Models of Teaching. UNIT IV - ICT in Education ICT in Education - Web based Education (Virtual) - e-learning - e-tutoring – Computer Assisted Instruction (CAI) - Tele/Video Conferencing - Interactive Video - Multi media – SITE (Satellite Instruction Television Programme) - ETV (Educational Television) - Edusat - Reach the Unreach - e book - Digital Library.

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UNIT V - Innovations in Evaluation Evaluation of Students: Continuous and Comprehensive Evaluation - self evaluation - question bank - open book examination – online examination - grading. Evaluation of Teachers: self evaluation-peer evaluation - student evaluation B. Curriculum Development UNIT VI - Concepts and Definitions Concepts of curriculum – Classification of Curriculum concepts, Definitions – Curriculum and syllabus: relationships and differences - Need for Curriculum Development – Curriculum Determinants: National aspirations and needs, Culture, Social change, Value System. UNIT VII - Types of Curriculum Curriculum Organisation – Educational Objectives and Curriculum Organization, Subject matter and Curriculum Organisation, ABC’s curriculum organization: Learning and curriculum Organisation – Types of Curricula – Subject - Centered, Co-related, Core, student-centered curriculum. UNIT VIII - Process of Curriculum Change and Development Establishing the philosophy – Assessing needs – formulating goals and objectives – selecting the content – organizing content – selection of curriculum experience – evaluation of the curriculum . Meanings of change and development – distinguishing between change and development – practical applications of change process in improving the curriculum – Media and other agencies for achieving change. UNIT IX - Approaches to Curriculum Development Major categories of curriculum approach – subject – centred approach, Broad fields approach, social problem approach, learner centred approach – issues related to curriculum approaches – Models of curriculum development – technical / scientific models , non – technical / non-scientific model – role of teachers in curriculum development UNIT X - Evaluation of Curriculum The curriculum cycle – evaluation as comparing objectives and outcomes – focus of curricular evaluation: subject content, organization and mode of transaction – outcome of curriculum evaluation: Change / refinement of content, organization and modes of transaction.

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REFERENCES 1. Aggarwal .J.C., “Essentials of educational technology”, Teaching and

learning. New Delhi: Vikas Publishing House Pvt Ltd, 2006. 2. Aggarwal .J.C, “Theory & Principles of Education”, UP Vikas Publishing

House Pvt Ltd, 2008. 3. Kumar .K.L, “Educational technology”, New Delhi, New Age International

Publishers, 1996. 4. Lakshmi .S, “Innovations in Education” , Sterling Publisher Private Limited,

New Delhi, 1993. 5. Meenakshisundaram .A, “Curriculum Development”, Transaction,

Management, Dindigul Kavyamala Publishers, 2007. 6. Meenakshisundaram .A, “Educational Innovations Management”,

Evaluation, Technology, Dindigul Kavyamala Publishers, 2007. 7. Mrunalini Talla, “Curriculum Development: perspectives”, principals and

issues, New Delhi, 2012. 8. Richards, “Curriculum development in language teaching”, London

Cambridge University Press, 2009. 9. Sambath .K & Panneerselvam, “A. Introducation to educational technology”,

New Delhi Sterling Publishers Private Limited, 2006. 10. Venkataiah .N, “Curriculum innovations for 2000 A.D”, New Delhi APH

Publishing corporation, 2008.

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Environmental Education - TE1304 Objectives • To create awareness among students regarding environment and its

Conservation. • Acquire skills for identifying environmental problems. • To acquire knowledge of Environmental Issues and policies in India. • To understand the relationship between environment and human life. • To Acquire knowledge about the International efforts for saving nature. • To expose the learners to curricular strategies for environmental Protection. UNIT I - Introduction to Environment Meaning, Definition of Environment – Components of Environment - biotic and abiotic -Lithosphere, Hydrosphere and Atmosphere- Ecosystem- concept of ecosystem- Function of ecosystem-Eco logical pyramids. Bio-Diversity Learning to live in harmony with nature – Difference between environmental education and educational environment. UNIT II - Environmental Education Meaning, Definition of Environmental Education - Importance, objectives, Scope of Environmental Education - Need for Environmental Education - Factors of degradation of Environment-adverse socio-economic impact of degradation of environment. Natural Resources: Energy – Non renewable and Renewable energy ( Solar Energy, Wind Energy, Tidal Energy, Geo-thermal energy)

UNIT III - Environmental Pollution Definition, causes, effects & control measures of Air Pollution, Water Pollution, Land Pollution, Noise Pollution and Thermal Pollution. Environmental Protection Act in India. Solid Waste Management: Solid waste – Management of waste- Landfill, Incineration and composting. UNIT IV - Global Climate change Earth’s Natural Green House effect - Global Warming- Cause and effect of Ozone layer depletion – Cause and effect of Acid rain.

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UNIT V - Natural Disaster Meaning of disaster – Types of disasters - Earth quake – Flood – Cyclone – Volcano –Landslide - Tsunami - Forest fire - Cause, Effect and Disaster management

UNIT VI - Achieving Sustainable development Sustainable development- conditions for achieving the goals of sustainable development. Conservation of forest and wild life - Conservation of water. Ex-situ conservation, In-situ conservation. Role of an individual in conservation of Natural resources.

UNIT VII - Movements and efforts For Environmental Protection Environmental movements in India - Chipko Movement, Narmada Bachao Andolon, Silent Valley movement. Stockholm Conference (1972) - Nairobi Conference (1982)- Brundtland Conference (1983) - Rio Summit (1992) - Rio Declaration at the earth charter - Kyoto Conference (2012) - United Nation Environmental Program (UNEP) – International Union for Conservation of Nature and Natural Resources (IUCN).

UNIT VIII - Mass Media and Environmental Education Impact of Science and technology on environment – Role of mass media in environmental Protection – Role of NGO in Environmental Protection.

UNIT IX - Human Health and Environment Population Explosion- Causes-effect - control Measures- Environment and human health-Human rights – Value education- Objectives, types. Women and child welfare

UNIT X - Environmental Education in School Curriculum in India Formal and Non Formal Environmental education. Need for Environmental Education in school curriculum- Materials and approaches for Environmental Education- Current status of Environmental Education in school curriculum. Role of school in Environmental Conservation.

References 1. Balu .V, “Environmental Studies”, Chennai Sri Venkateswara Publication, 2007. 2. Ravi Krishnan. A, “Environmental Science and Engineering”, Chennai Sri

Krishna Publication, 2007. 3. Reddy .P.K & Reddy .N.D, “Environmental education”, HyderabadNeelkamal

Publication, 2001. 4. Sharma .R.A, “Environmental Education”, Meerut R.Lall Books depot, 2008. 5. Singh .Y.K, “Teaching of Environmental Science”, New Delh APH Publishing

Corporation, 2009.

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Educational Technology - TE1305

Objectives • to understand the meaning, scope and concept of educational technology. • to understand the concepts of software and hardware approaches of educational

technology. • to develop necessary skills in using multimedia, internet and other web-based

applications in the teaching-learning process • to examine the computer based instructional materials • to explore avenues of computer-based technology for achieving effective

teaching – learning. UNIT I - Fundamentals of Educational Technology Definition of Educational Technology - Distinction between hardware and software technologies and their role in modern educational practices - Information processing cycle - Basics of Computers - modern input & output devices - Concept types of Operating Systems - Basics of MS-DOS & MS-Windows – Teaching applications

UNIT II - Hardware applications Hardware Technologies: Important accessories and their application -- OHP, Still and Movie Projectors, Audio-Video recording instruments, TV, Computers, New technologies like e-mail; internet; etc. Use of strategies viz. Teleconferencing, Programmed Instruction, CAI, Language Laboratory. UNIT III - Software applications Ms-Word Creating & Editing a document. Ms-Excel creating a grade sheet & grapy & statistical application percentage, mean,

Median & Mode. Ms- Access creating a file/data base, queries {Searching information) Ms-Power point - creating a PowerPoint /Technology integrated Ms- Publisher - creating a new a letter, brochure & webpage/site. UNIT IV - Teaching Principles Psychological uses of modern technologies. Cone of experience (Edger Dale), Multi-sensory Instruction and its advantages. Communication: Concept principles and models of communication - Stages of Teaching: Pre-active, interactive and post active stages of teaching along with operations involved in them.

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UNIT V - Internet applications Concept of www & Viruses - Creating E-Mail ID - Sending &' receiving mails Project based learning using internet and web applications – Apps and downloads – Introduction to Social networking sites – Limitations and Ethical use of internet and web applications.

UNIT VI - Teaching approaches and analysis Models of Teaching: Concept and elements of teaching model; Glaseisn Basic Teaching Model - Modification of Teaching Behaviour: Concept; Modification of teacher – behaviour through micro-teaching, simulation, Flanders’ interaction Analysis, RCS and Transactional Analysis – Technology based analysis of teaching and learning.

UNIT VII - Programmed Instruction Developing Programmed Instructional Material – Linear and Branching Programmes (tryouts and validation etc.) - Meaning, Features, Advantages and Limitations of following technologies of instruction -- Personalized System of Instruction, Audio-Tutorial Systems, Cooperative Learning, Simulation and Games, and Computer Assisted Instruction.

UNIT VIII - ICT-ET Information and communication technology in Education –Web based Education (Virtual) – e-learning - e –tutoring –Computer Assisted Instruction ( CAI ) - Computer Managed Learning (C M L ) - Tele/ Video Conferencing –Interactive Video -Multi media –Multi purpose Kits –SITE (Satellite Instruction Television Programme) –E T V (Educational Television) –EDUSAT –Reach the Unreach –UNESCO’s Learning Without Frontiers (LWF) - Virtual Classrooms Technology – e-technology (e-learning, e-tutoring etc.,) – Digital Library.

UNIT IX - Systems approach and ET Definition – Phases of Systems Approach – Analysis, Design and Management – Steps in System Analysis – Principles of System Design Application of Systems Approach to educational improvement and class room instruction.

UNIT X - Modern methods of T-L Designing Instructional System: Formulation of instructional objectives, Task analysis, Designing of Instructional strategies: Lecture, Team Teaching, Discussion, Seminars, Tutorials and Brainstorming sessions - Development of Evaluation Tools: Norm Referenced Tests and Criterion Referenced Tests - Application of Educational Technology in Distance Education: Concept of Distance Education; Distance and open Learning system; Student Support Services: Evaluation strategies in Education; Counseling in Technology based educational system.

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REFERENCES

1. Aggarwal .J. C, “Essentials of educational technology”, Teaching and learning, New Delhi Vikas Publishing House Pvt. Ltd, 2006.

2. Chauhan .S.S, “Innovations in Teaching Learning Process” , New Delhi:Vikas Publishing House, 1981.

3. Jagannath .M, “Educational administration, supervision and school management”, New Delhi Deep and Deep Publications, 1990.

4. Kumar .K.L, “Educational technology” , New Delhi New Age International Publishers, 1996.

5. Lakshmi .S, “Innovations in Education” , New Delhi Sterling Publishers Private Limited, 1993.

6. Panneerselvam .A, “Introduction to educational technology”, New Delhi Sterling Publishers Private Limited, 2006.

7. Robert .G. W & Robert .D, “Management: Comprehension, analysis, and application”, New York: Richard D .Irwin Inc. Publication, 1995.

8. Sharma .R.A, “Educational technology & management”, Meeru R.Lall Books Depot, 2008.

9. Vanaja .M, “Educational technology”, Hyderabad Neelkamal Publications Pvt. Ltd, 2006.

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Guidance and Counseling - TE1306 Objectives: At the end of the course, the student-teachers will be able • To understand the concepts of Guidance and counseling • To recall the principles underlying guidance • To recognize the need of guidance and counseling in schools • To describe the different services in the schools • To acquire the skills necessary to administer and interpret standardized tools • To know the qualities required for a good counselor Course contents UNIT I - Nature and Scope of Guidance Nature, Scope, Purpose, Need, relationship -Education, Vocation, profession, Occupation, Counseling and Guidance. School and Guidance Programme. Essential Features of educational Guidance. UNIT II - Nature and Scope of counseling. Nature, Scope, Purpose, Need, different approaches of counseling. UNIT III - The Services in Guidance Programme. Orientation, Information, Counseling, Appraisal, Follow up, Placement, Research and Evaluation. UNIT IV - Areas of Guidance Programme. Educational, Vocational, A-Vocational, Individual, Societal, Occupational, Aprofessional, Health, Environmental, Cultural, Socio cultural factors – Role of teacher’s in dealing with children’s problems. UNIT V - Types of Information. Types of Information - Directive, Non-Directive, Student Centered, Counselor centered. Physical, Social, Occupational, Educational. Emotional, Vocational updating disseminating.

UNIT VI - Methods and Techniques of Collecting Data Inventories, Scales, Records, Observations, Interviews, Questionnaires, Sociometry - with reference to Intelligence, Special Aptitudes, Interests, Attitudes, Personality, Skill Concept, Problem-solving. Collecting Data about Learners-Preliminary Data, Interpreting and classifying Data, Disseminating Data.

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UNIT VII - Roles and Perspectives Roles – Principal, Headmaster, In-charge, Counsellor, Class Teacher, Teachers In-charge, the consultant, the Counselled. Perspective – Guidance Movement in the word, Guidance Movement in India. UNIT VIII - Basic concepts in counseling Goals of counseling –counselling for adjustment-The elements in the counseling process –counsellor’s limitations in providing self-helf- Influence of psycho analysis on counseling-Client centered therapy –Clinical counseling Eclectic approach to counseling. UNIT IX - Theories of Counselling Person –centered theories, Rational-emotional behavior therapy-Reality theory. UNIT X - Guidance for special children Gifted child -backward child -The problem of juvenile delinquency- Guidance of deviant individuals - adolescents problems in schools- Adult counseling- Guidance in learning process- Learning and effective work habit- Functions of the vocational counselor- Techniques of placement – Career guidance. REFERENCES 1. Aggarwal .J. C, “Educational, vocational guidance and counseling”, New Delhi,

Doabai House, 1991. 2. Batnagar .A & Gupta .N, “Guidance and Counseling”, New Delhi , Vikas

Publishing House, 1999. 3. Bhatnagar .R. P & Seema .R, “Guidance and counselling in education and

psychology”, Meerut R.Lal Book Depot, 2003. 4. Chauhan .S. S, “Principles and techniques of guidance”, UP Vikas Publishing

House Pvt Ltd, 2008. 5. Chauhan .S.S, “Advanced Educational Psychology”, Vikas Publishing House

Pvt Ltd. Clifford, (988. 6. Kocher .S.K, “Educational and Vocational Guidance in Schools”, Sterling

Publishers Private Limited, New Delhi, 1996. 7. Kocher .S.K, “Educational and Vocational Guidance in Secondary Schools”,

2003. 8. Rajendran .E.K, “Guidance and Counselling”, 2008.

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Peace and Value Education - TE1307

Objectives At the end of the course, the student- teachers will be able to • understand about the meaning, nature of peace, value and different procedures

of solution about the conflict. • understand about the Concept of value and its status. • apply different teaching methods in the present curriculum • identify the role of different organizations in peace enrichment • use different techniques to enrich peace related value. • analyze different agencies for enrichment of peace related value UNIT I - Peace Education Peace – Meaning, nature and its relevancy relating to the present global scenario, Different sources of peace: philosophical, religious, social and psychological. Classification of peace- Positive and negative peace, characteristics, remedy to minimize the negative peace and assistance of Indian thought in this field concept of peace and well - being Physical, Mental – Emotional and Social well being. UNIT II - Integrating Peace Education in the Present Curriculum Six major Media of Integration: Subject context, subject perspectives, Teaching Methods, Co-curricular activities, Staff development, class-room management, School Management-Practical steps to build peace culture in schools Hurdles to implement peace education. UNIT III - Non – Violence for Peace and Conflict Resolution Relationship between peace and violence- Role of violence in our lives and lives of others- Exposure to violence through media-consequences-crises and their management- -factors that influence Non Violence Yoga and meditation – Importance in life situations – and in school Education. UNIT IV - Global Issues and Peace Movements Human rights, Preservation of Ecology, population control, Economic Exploration, Deprivation, Equitable Economic world order- Gandhiji’s contribution to peace Studies, Non-Aligned Movement, Campaign for Nuclear Disarmament, Role of different organizations like UNESO in peace enrichment Peace in our Global Neighbourhood.

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UNIT V - Educating for a Culture of Peace Ecological thinking and respects for life (age 8-12) -Tolerance and respect for human rights (age between 11-16) -Critical thinking and active non-violence (age 12+)-Social Justice and Civic responsibility (age 14+) -Leadership and global citizenship(age 16+) knowledge, attitude and skills to be learnt in each of them-class room activities. UNIT VI - Values Values – Concept – Meaning, nature and its relevance in present Global scenario. Classification of values. Role of community, school and family in the development of values. Importance of Values in school, Recommendations of Education commission on Value inculcation. UNIT VII - Value Education Value Crisis – Factors – Family, Pcer Group, Mass Media and Nature and educational approaches. UNIT VIII - Fostering values Teachers role in society – community welfare, rural reconstruction, elimination of group conflicts and tension – promoter of national Integration and International Understanding - Role of Teachers in promoting value education. UNIT IX - Value Conflict Meaning – Resolution of value conflict - Value conflict and Terrorism ; Social –Economic status and value. Attitude towards life and relationship between value and life. UNIT X - Approaches and Strategies Value inculcation Means and Approaches analysis and clarification Strategies - Direct- Curricular, Indirect Co-Curricular, personal activities and Extra Curricular Programmes. REFERENCES

1. Aggarwal .J. C, “Education for values, environment and human rights”, NewDelhi, Shipra publication, 2005.

2. Diwahar .R. R & Agarwal .M, “Peace education” , New Delhi , GandhiMarg, (Ed). 1984.

3. Jagannath .M, “Teaching of moral values development”, New Delhi, Deep and Deep publication, 2005.

4. Johan .G, “Peace by peaceful means” , New Delhi , Sage Publication, 1996. 5. Morrison .M. L, “Peace education”, Australia, McFarland, 2003.

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6. Salomon .G & Nevo .B, “Peace Education, The concept, principles, andpractices around the world”, London, Lawrence Erlbaum Associates, 2002.

7. Shukla .R. P, “Value education and human rights”, New Delhi: Sarup and sons, 2004.

8. Singh .Y. K, “Value education”, New Delhi, APH Publishing Corporation, 2009.

9. Subramanian .K, “Value Education” , Madurai , Ravana Publication, 1990. 10. Venkataiah .N, “Value Education”, New Delhi , Aph Publishing Corporation,

1998. 11. Venkataiah, “Value education”, New Delhi , APH Publishing Corporation,

2009.

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rpwg;g[j; jkpH; fy;tpapay; - TE1308 nehf;f’;fs; bkhHpapd; njhw;wk;. tsh;r;rp gw;wp mwpjy; fy;tp Vw;ghl;oy; (fiyj;jpl;lk;) bkhHp bgWk; mtrpak; gw;wp mwpjy;/ jkpH; vGj;Jf;fspd; xyp mikg;g[ gw;wp mwpjy; njrpaf; fy;tpf;bfhs;ifapd; Fwpf;nfhs;fis mwpjy; ghh;it E}y;fs; kw;Wk; jkpH; mfuhjpfs; gad;ghl;il mwpjy; ciuahrphpah;fd; jkpGf;F Mw;wpa bjhz;Lfs; gw;wp mwpjy; jkpH; bkhHpapy; nkw;bfhs;Sk;Ma;t[f; bfhs;iffs; gw;wp mwpjy; jkpH;bkhHpapd; jdpj; jd;ik. jdpr;rpwg;g[ mtw;iwg; nghw;wp tsh;f;f ntz;oajd; mtrpaj;ijg; gw;wp mwpjy; / cah;epiyj; jpwd;fshd gilg;ghw;wiy tsh;g;;gjw;fhd bray;Kiwfis mwpjy;/ gy;ntW bkhHpeilapd; rpwg;g[fs; kw;Wk; TWfis mwpjy;/

myF 1 ? jkpH; bkhHpapd; rpwg;g[fs; jkpH;bkhHpapd; njhw;wk; - tsh;r;rp - bkhHp tuyhW – njhw;wf;bfhs;iffs;- jkpH; bkhHpapd; gz;g[fs; - jkpH; bkhHp - fpis bkhHpf; bfhs;iffs; -jkpH; bkhHpapd; jdpj;jd;ik ? brk;bkhHp jkpHpd; rpwg;g[fs; ? vGj;J rPu;jpUj;jk; ? jha;bkhHpf; fy;tpapd; ,d;wpaikahik- bkhHpa[k; rK:fKk; ,ize;J bray;gLjy;/

myF 2 ? jkpH; bkhHp xypapay; xyp bkhHpahjy; -jkpH; vGj;Jfspd; xypg;g[[- gpwg;g[- ngr;RWg;g[fspd;; bray;ghLfs; - jkpH; bkhHpapd; mikg;g[Kiw -milg;bghyp. Kf;bfhyp. cubrhyp. kU’;bfhyp. capbuhypfs; -xypadpay; -xypad;fis bjhy;fhg;gpak.;; - ed;D}y; fz;lwpa[k; bfhs;iffs; - bkhHp Ma;thshpd; fUj;Jfs;/ myF 3 ? jha;bkhHpa[k; fiyj;jpl;lKk; jha;bkhHp tiuaiw? fiyj;jpl;lk; tiuaiw ? fiyj;jpl;ljpy; jha;bkhHp bgWkplk; - njrpa ,yf;F? njrpaf; fy;tpf;bfhs;if? nehf;fk; ? ,uz;Lf;FKs;s bjhlh;g[-njrpaf; fy;tpf;bfhs;ifapid eilKiwgLj;Jtjpy; fiyj;jpl;lj;jpd; g’;F – mtw;iw cUthf;Ftjw;fhd rpy mog;gilf; nfhl;ghLfs;/

myF 4 ? rkaKk; jkpH;j; bjhz;Lk; irtKk; jkpGk; - itztKk; jkpGk; - rkzKk; jkpGk; - bgsj;jKk; jkpGk; - fpwp[j;jtKk; jkpGk; - ,RyhkpaKk; jkpGk; - Kjypa rkag; bghpanahh;fspd; E}y;fs; ? ciufs; czh;j;Jk; jkpHj;;bjhz;Lfs; gw;wpa ghh;it/

myF 5 ? bkhHpeil Mrphpah;fspd; jkpH;j; bjhz;L jkpH; ,yf;fpak; ? ciuahrphpah;fs; ? nguhrphpah; ? ,sk;g{uzh; ? er;rpdhh;f;fpdpah; ciueil Mrphpah;fs; ? kiwkiyaofshh; ? c /nt/ rhkpehja;ah; ? uh/gp nrJg;gps;is? jkpHz;zy; ? jpU/tp/fy;ahz

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Re;judhh; ?mwp”h;mz;zh? je;ij bghpahh; ? lhf;lh; K/tujuhrdhh; ? g[Jikgpj;jd;/

myF 6 ? ghlE}y; Ma;t[k; ghh;it E}y;fspd;; gad;ghLk; ghl E}y;tiuaiw ? ghh;it E}y;fs; tiuaiw? ghl E}y;fSk; fw;gpj;jYk; ? ghh;it E}y;fspd; tiffs; ? mtw;wpd; jd;ik ? jkpH;bkhHp mfuhjpfs; ? fiyf;fs”;rpak;? mgpjhd rpe;jhkzp?epfz;Lfs; ?jkpH; byf;rpfd; ?,yf;fpa ciu E}y;fs;? eilKiwapYs;s jkpH; ghlE}y; ? tFg;g[ MW Kjy; gj;jhk; tFg;g[ tiu cs;s bkhHp gapw;;rpfs; ? bkhHpj; jpwd;fs; ? gFjpfs; mjd; epiw Fiwfis kjpg;gpLjy;/

myF 7 ? Itif ,yf;fzk; jkpH; vGj;Jfs; ? vGj;Jfspd; tiffs; ? vGj;Jfspd; gpwg;g[? brhy; ?brhy;ypyf;fz tiffs; ? bghUs; ? bghUspyf;fz tiffs; ? ahg;g[? ahg;gpd; tiffs; ? mzp ,yf;fzk; ? tiffs; (gs;spg; ghlE}y;fspy; tUk; gFjpfs; kl;Lk;/) myF 8 ? ,yf;fpaj; jpwdha;t[ ,yf;fpaj; jpwdha;t[ tiuaiw?jpwdha;tpd; njhw;wk; ? jpwdha;tpd; ,d;iwa epiy?jpwdha;tpd; tiffs; ? gilg;g[tHpj; jpwdha;t[? kug[tHpj; jpwdha;t[? KUfpay;Kiwj; jpwdha;t[? tpsf;fKiwj; jpwdha;t[? kjpg;gPl;LKiwj; jpwdha;t[? tuyhw;WKiwk; jpwdha;t[? xg;gPl;LKiwj; jpwdha;t[? ghuhl;LKiwj; jpwdha;t[?jkpH; bkhHp Ma;t[ bewpKiwfs;/

myF 9 ? Kj;jkpH; tsh;r;rp ,aw;wkpH; ?,ir jkpH; ? ehlfj; jkpHpd; ?njhw;wk; ?tsh;r;rp? r’;f fhyk; Kjy; ,f;fhyk; tiu? gilg;ghw;wy; jpwd;fs; ? gilg;ghw;wy; tot’;fs; ? ftpij tsh;r;rpf;F ,irapd; g’;F? [ ehlfk; ? tiffs; ? mikg;g[? bra;a[is ciueilahf;fp? Ehlfkhf cUthf;fp fw;gpj;jy;/

myF 10 ? bre;jkpGk; gy;Y}lfKk; brk;bkhHpj; jkpH; ? fzpdpj; jkpH;;? mwptpay; jkpH; ? gy;Y}lfj; jkpH; ? bkhHp fw;gpj;jYk; ? bkhHp bgah;g;g[ ? tiffs; ? bkhHp tsh;r;rpapy; bkhHp bgah;g;gpd; g’;F ? jkpH; ,izak; ? jkpH; Ml;rp bkhHpahtjpy; Vw;gLk; rpf;fy;fs; ? mtw;iw ePf;Fk; tHpKiwfs;/

ghh;it E}y;fs; 1/ fzgjp/tp/(2007) ew;wkpH; fw;gpf;Fk; Kiwfs; gFjp 1 & 2 rhe;jh

gg;spc&h;!; brd;id 2/ “hd Kh;j;jp jh/V (2002) ,yf;fpaj; jpwdha;tpay; ahH; btspaPL 3/ ,sk;g{uzh; ciu (1969) er;rpdhh;f;fpdpah; ciu bjhy;fhg;gpak; brd;id

fHf btspaPL 4./ ,uj;jpd rghgjp/ gp (1997) juk; kpF jkpH;f; fy;tp mk;rh gjpg;gfk;

brd;id 5/ fiyr; bry;tp bt/ (2008) fy;tpapay; rpwg;g[j; jkpH.; r”;rPt; btspaPL

<nuhL

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6/ Kidth; ghf;fpankhp (2011) tifik nehf;fpy; jkpH; ,yf;fpa tuyhW. epa{ br”;rhp g[f; ~t[!; (gp) ypl;

7/ rp’;fhuntY Kjypahh; (2004). mgpjhd rpe;jhkzp jkpH; fiyf;fs”;rpak; brd;id/

8/ rf;jpnty;/R jkpH; bkhHp tuyhW kPdhl;rp g[j;jfhyak; brd;id 9/ Kidth; R/t$;untY (2009) mUe;jkpH; fw;gpf;Fk; Kiwfs; mk;rh

gjpg;gfk; brd;id/ 10/ ,uj;jpd rghgjp. gp (1997) brk;bkhHpf;fy;tp brd;id rhe;j gg;gpsp

&h;!;/ 11/ fzgjp tp/g{/ b$auhkd; (2005) ew;wkpH; fw;gpf;Fk; Kiwfs; brd;id

rhe;j gg;gpsp &h;!;/ 12/ f/rha;Fkhh; (2008) kjpg;g[zh;t[f; fy;tp brd;id rhe;j gg;gpsp &h;!;/

Special English Education - TE1309 Objectives: At the end of the B.Ed. course, the teacher trainees will be able to • Acquire knowledge of the language as a System of systems.

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• Familiarise with the Production, Pronunciation and Transcription of English Speech Sounds, Words and Sentences, and Graphical Representations of Tunes.

• Have good knowledge of the Syllabi related to High School and Higher Secondary courses.

• Loosen the grip of the Formal Grammar and evince verve in the teaching of Functional Grammar.

• Be competent in the Practice of Study Skills and Reference Skills in the context of English teaching.

• Describe the Sentence Connecting Devices for Cohesion and Coherence in expression.

• Take remedial measures to correct the errors committed in the Form, Content and Use of the language.

• Know the Semantic relationships of words, Grading and teaching of Lexical Items.

• Use the Conventional Formulae to express Communicative Functions and Produce more sentences from a chosen language code.

• Be a competent professional in the construction of a lively Curriculum for shaping the minds of the nation-builders of the future.

UNIT I - Phonetics of English Meaning of Linguistics, Phonetics, Phonology, Morphology, Lexis and Syntax. Major Language Components: Form-Content-Use: their sub-systems-Lexical expressions and Semantic Relationships of words. Systems of Organs of Speech-Production and Pronunciation of Vowels of Consonant Sounds-Diagram of Pure Vowels and Diphthongs-Classification of Consonants-Manner and Place of Articulation of Consonants. Primary and Secondary stress to syllables in words-Sentence Stress-Weak and Strong forms of Grammatical words-Pause-Sense and Tone Groups-Phonetic Transcription and Graphical Representation of tunes-Stress timed rhythm in English. Structure of Syllabus-Concept of phoneme and allophones of Plosive, Nasal and Lateral Consonants. Introduction- Four basic patterns of Intonation in English. UNIT II - Fluency Use of conventional formulae- greeting-apology-invitation-refusal-accepting-thanking.

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Describing and interpreting picture, tables, graphs, maps, etc. Various concepts and ways in which they are expressed-condition –suggestion-Prohibitionpermission-probability-likelihood-possibility-obligation-necessity-concession. Oral drills-Repetition drills-Mechanical drills-Substitution drills-one minute topics.

UNIT III - Advanced Grammar The phrase and the Clause-Structure and Functions of The Noun phrase-MHQ (Modifier Headword Qualifier) The Verb phrase-Tense forms-Functions of Primary Auxiliaries-Modal Auxiliaries-Lexical meaning of Sentences with Modals, Types of Sentence- Simple, Complex, Compound, Main, Subordinate and Co-ordinate clauses, Sentence patterns – Active and Passive voice, Direct and Indirect speech – Question forms – Construction of Tag questions, Sentence Analysis - Transformation of sentences, Analysis and Classification of grammatical errors and Remedial measures.

UNIT IV - Lexis Borrowing of Words-Word formation – Affixation – Conversion Compounding – Clipping – Port Manteau – Onomatopoeia – Loan words – other minor devices, Rules of English spelling – Patterns of Spelling ,Phrasal verbs and prepositional phrases, Sentence connectors – Devices for cohesion and coherence.

UNIT V - Teaching Grammar Prescriptive – Formal grammar of the outdated languages, Descriptive – Functional grammar - Grammar of Living Languages, Methods of teaching grammar – Deductive – inductive – Substitution – Eclectic, Grammar Activities – Five minute grammar activity, Testing grammar – steps and usage, Recent trends in ELT, Interactive approach, communicative language teaching, Suggestopaedia, Total physical response approach, The silent way, The Natural Approach, Co-operative learning team teaching. UNIT VI - Teaching Vocabulary Classification of Words – Different levels of word meaning – Semantic relationships of words, Types of vocabulary – Active vocabulary – Passive vocabulary, Techniques of Expansion of vocabulary, Selection and grading of vocabulary, Strategies to develop vocabulary – Presentation of new words. UNIT VII - Types of Courses English for Global Purpose , English for Specific Purpose – EAP-EST-EOP, Remedial English course – Phonological, Lexical and grammatical errors, The English Reader – Intensive, Extensive and Supplementary – Organising and guidance of Supplementary reading. UNIT VIII - Reference and Study Skills

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SQ3R method of reading – Skimming and Scanning , Study skills – note-taking, note-making, summarizing and paraphrasing, Reference skills – library – dictionaries – Thesaurus – encyclopedia – bibliography – Annotated Bibliography. UNIT IX - Composition Types of composition – Controlled – Guided – Free, Kinds of composition – Letter writing – Formal – Informal – Business letters, Paragraph writing – Essay writing – Précis writing – Expansion of proverb – Developing stories from outline, Summarizing – Abstracting – Translation – Comprehension, Oral composition – Pair work – Mixed ability grouping, Correction of Composition exercise – Correction Symbols. UNIT X - English Language Curriculum Transaction Principles of Curriculum construction, Limitation in the existing school English language curriculum, Qualities and criteria of a good English language text book. Professional competencies of an English teacher – Programmes for quality improvement – Seminars, Workshops, Panel discussions, Field trips, Projects etc., REFERENCES

1. Francis Soundararaj .N, “Teaching spoken English and Communication skills”, Chennai, 1995.

2. Kohli .A.L, “Techniques of Teaching English” , New Delhi , Dhanpat Rai pub.co, 2006.

3. Krishnaswamy .N, “Teaching EnglishGrammar”, Chennai, T.R.Publication, 1995. 4. Mangal .S.K & Mangal .S , “Essential ofEducational Technology and Managaemen”

, Meerut , Loyal book depot , 2005. 5. Ur.Penny, “A course in Language Teaching. Cambridge”, Cambridge University

Press, 1999. 6. Vallabi .J.E, “Teaching of English II (Special English)”, Principles and

Practices.Hyderabad, Neelkamal publications, 2012.

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Special Hindi Education - TE1310 Objectives: At the end of the course, the students will be able to: • Acquire the knowledge of the sound system of the Hindi and be familiarized with

appropriate terminology to describe the sound in Hindi. • Understand the connection of Hindi speech and to acquire good pronunciation

and fluency of speech. • Get familiarized with the syllabi related of high school and higher secondary

classes. • Acquire a working knowledge of the grammatical terminology and grammatical

system in Hindi. • Develop the ability to write in appropriate manner for a particular purpose with

the particular audience in mind. UNIT I - Phonetics of Hindi Elements of Hindi – Hindi Language and Syntax -The different speech organ and their role, The individual sounds – Vowels, Consonants and Semi vowels, Pure Vowels – the Cardinal vowel Scale, Classification of consonants according to manner of articulation – place of articulation, Word stress – Primary stress, secondary stress – sentence stress, Rhythm – intonation – Tone group, Phonetic Transcription. UNIT II - Fluency Use of conventional formulae – greeting – apology – invitations – refusal – accepting – thanking, Describing and interpreting picture, tables, graph, maps, etc.,Various conceptions and ways in which they are expressed – construction – suggestion – prohibition – permission – probability – likelihood – possibility- obligation – necessity – concession, Oral drills – Repetition drills – mechanical drills- substitution drills.

UNIT III - Advanced grammar The noun phrase – modifier – head word, qualifier, The verb phrase – tense forms – primary Auxiliaries – Modal Auxiliaries, Types of sentence – simple, complex, compound, Analysis and classification of grammatical errors.

UNIT IV - Teaching Grammar Prescriptive – Formal grammar, Descriptive – Functional grammar, Methods of teaching grammar – Deductive – inductive, Testing grammar – steps and usage. UNIT V - Teaching Vocabulary Nature of words, Types of vocabulary – Active vocabulary – passive vocabulary, Expansion of vocabulary, Selection and grading of vocabulary, Strategies to develop vocabulary.

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UNIT VI - Reference and Study skills SQR3 method of reading, Study skills – note – taking, note- making, summarizing and paraphrasing, Reference skills – library – dictionaries – thesaurus – encyclopedia – bibliography – annotated bibliography.

UNIT VII - Composition Types of composition – controlled – guided – free, Kinds of composition – letter writing – Formal - Informal – Business letters,Paragraph writing – Essay writing – Precise writing – Expansion of proverb – Developing stories from outline, Summarizing – Abstracting – Translation – Comprehension, Oral composition – Pair work – Mixed ability – Grouping, Correction of composition exercise – correction symbols.

UNIT VIII - Language Curriculum Principle of Curriculum construction, Qualities of a good Hindi language text book.

REFERENCES 1. Aggarwal .J.C, “Principles, Methods & Techniques of Teaching”, Vikas

publishing House Pvt Ltd., 2008. 2. Chau Han .S.S, “Innovations in Teaching learning process”, Vikas publishing

House Pvt Ltd., 2008. 3. Dhand .H, “Techniques of teaching”, APH publication Coorporation, New Delhi,

2009. 4. Pal .H.R and Pal .R, “Curriculum – yesterday, today and Tomorrow”, Kshipra,

New Delhi, 2006. 5. Passi .B.K, “Becoming a better teacher”, micro teaching approach, Sahitya

Mudranalaya, Ahmadabad, 1976. 6. Singh, Karan, “Hindi Shikshan”, Govind Prakashan, Lakhimpur Khiri, 2002.

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Special Sanskrit Education - TE1311

Objectives • To enable the teacher trainees to acquire knowledge of applied

linguistics/Grammar as the ground for Sanskrit language. • To enable the teacher trainees to Aware of methodological development in

Education and Sanskrit language. • To understand the connections of Sanskrit speech and to acquire good

pronunciation and fluency of speech • To enable to design short and long term courses in the use of Sanskrit. • To help the teacher trainees to understand the development of different types of

Sanskrit literature and their impact on Indian society. • To familiarise the teacher trainees with the different facts of professional

importance of Sanskrit in India. • To develop the ability in the teacher trainees to understand the simple and

holistic test of Sanskrit for different stages. UNIT I - Origin and development of Sanskrit Language Applied linguistics- Linguistics as a study of language- Phonology, Morphology ,Syntax and Semantic, Branches and principles of linguistics. Sanskrit as a foundation of linguistic studies, the different speech organs and their role UNIT II - Sanskrit Basic Grammar Alphabets & sentences overview, alphabets and their classification, elements of sentences-subject, object and verb. Words & Their Classification: Noun, Pronoun, Verb, Indeclinable, Adjective and Voices, Active voice (Kritrrvaachya); Verb forms (Tenses &Moods); Noun Forms (Cases) Indeclinable, Affixes, Adjectives, Passive voice, Impersonal voice, Shabad Roop, Dhatu Roop UNIT III - Advanced Grammar Euphonic combination, Compound words, Alankar, Chhand, Anvaya rachana UNIT IV - Teaching Vocabulary Nature of words, Types of vocabulary – Active vocabulary & Passive vocabulary, Expansion of vocabulary, Selection and grading of vocabulary, Strategies to develop vocabulary

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UNIT V - Language teaching Sanskrit language teaching methodology Vs. educational methodology Play reading, Dramatization-(Dialogue and Role play), Telling stories, Narrating incidents, Debates and Interviews UNIT VI - Fluency in Sanskrit Language Use of conventional formulae: greeting, apology, invitation, refusal, accepting, Thanking. Describing and interpreting picture, tables, graphs, maps, etc. Oral drills – Repetition drills – Mechanical drills – Substitution drills. UNIT VII - Curriculum-second language curriculum Approaches to syllabus construction- Notional, situational, structural, skill based and commutative; Language curriculum: Syllabus design- Language learning materials, Books, Hand books, Supplementary readers, Dictionary skill, Use of Library , Reference work and Bibliography UNIT VIII - Composition Types of composition – Controlled, Guided & Free; Kinds of composition; Letter writing- Formal & Informal Business letters; Paragraph writing – Essay writing & Précis writing; Expansion of proverb; Developing stories from outline; Summarizing, Abstracting, Translation & Comprehension; Oral composition – Pair work Mixed ability grouping; Correction of Composition exercise – correction symbols. UNIT IX - Communicative Sanskrit Sanskrit for social purposes, for academic purposes, occupational purposes and creative purpose; Critical evaluation of Sanskrit curriculum in school with special reference to Stds. XI and XII UNIT X - Language testing Language Measurement and Evaluation: Purposes and types; Measurement scales; Item analysis-Validity, Reliability; Achievement proficiency and competence testing. REFERENCES 1. Mangal .S. K & Mangal .S, “Essentials of educational technology and

management”, Meerut, loyal book depot, 2005. 2. Pal .H.R and Pal .R, “Curriculum-yesterday, today and tomorrow”, Shipra, New

Delhi, 2006. 3. Sansanwal .D.N & Singh, “Models of Teaching. Society for Educational

Research &Development”, Baroda, 1991. 4. Sharma, Sheshraj, “Annabhat Tark sangrha”, Subharti prakshan, Varansi, 1980. 5. Singh , Karan Sanskrit Shikshan,Govind Prakshan,Lakhimpur khiri

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6. Singh .S.D and Sharma, Shashikala, “Sanskrit Shikshan”, Radha prakashan Mandi, Agra, 1999.

7. Singh, Karan: Sanskrit Shikshan, Govind Prakshan,Lakhimpur khiri. 8. SRM University Chennai Regulation, 2008. 9. Teacher education University Tamilnadu Regulation, 2009. 10. Weil .M & Joyce .B , “Information Processing Models of Teaching”, Prentice Hall

Inc., New Jersey, 1979.

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Mathematics Education – I TE1312

Objectives • understand and appreciate the uses and significance of mathematics in daily life; • learn successfully various approaches of teaching mathematics and to use them

judiciously; • know the methods of planning instruction for the classroom. • prepare curricular activities and organize the library and book in it as per the • needs; • appreciate and organize activities to develop aesthetics of mathematics. • understand the aims, values and objectives of mathematics education. • identify the role of the branches of mathematics and their implications on the

society. • translate the objectives of teaching mathematics in terms of expected

behavioural outcomes in order to provide appropriate learning experiences. • understand and practice various methods and techniques of teaching

mathematics. • develop competency in teaching strategies, content and in the preparation of

suitable teaching-learning materials. • assimilate the strategies of evaluation and design the tools of evaluation. • understand the impact of technology and fuse it in the teaching of mathematics. • become sensitized to the needs and interests of the students in mathematics. UNIT I - Basics of Mathematics Education Definition – Meaning – Nature – Scope - Values of teaching Mathematics – Characteristics of Mathematics – Logical, Sequence, Structure, Precision, Abstractness, Symbolism - Role of Induction – Intuition and Logic of Mathematical thinking – Mathematics as a science of measurement and quantification – The nature of mathematical propositions - proof - structure and logic – axiomatic approach . UNIT II - Aims, Objectives & Significance of Teaching of Mathematics Need – Significance – scope of Teaching of mathematics – aims & objectives of teaching mathematics at the secondary level - Values – Practical – Social – Disciplinary – Practical and Logical applications – It’s basis for the study of other subjects and applications – GIO’s and SIO’s – EBO’s (Expected Behavioural Outcomes). – Bloom’s Taxonomy of Instructional objectives – action verbs – criteria for formation of objectives – Techniques & significance of mathematics teaching – oral and written – drill and assignment – means of securing speed and accuracy in mathematics learning.

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UNIT III - Concepts of Micro Teaching and Lesson plan Micro Teaching – Micro cycle – Skills and Components – Set Induction / Introducing a lesson – Explanation – Probing Questions – Reinforcement – Stimulus Variation – Black Board – Use of Instructional / AV Aids – Closure - Link Lesson. Preparations for Macro Teaching –Lesson Plan – Herbertarian steps – Motivation – Presentation / Development – Application – Recapitulation – Assignment / Follow-up – Lesson Plan preparation- Unit Plan. Teaching Aids – 2D & 3D (dimensional) Aids – Low cost improvised teaching aids – observation – Purpose and need for effective observation. UNIT IV - Methods of Teaching Mathematics Need – Significance of Teaching methods – Inductive – Deductive – Analytic – Synthetic – Heuristic / Discovery – Guided theory – Project – Problem solving – Laboratory Methods of teaching mathematics – Introductory concepts of Activity Based Learning (ABL) and Active Learning Methodology (ALM). Modern techniques of Mathematics teaching - Brainstorming, Quiz, Seminar, Discussion, Scenario building. Objectives of teaching mathematics in terms of instruction and behaviour - oral, written, drill, assignment and supervised study. Applications of Audio-Visual aids in Teaching of Mathematics Importance of teaching aids – projected and non-projected aids – improvised aids : Paper folding and paper cutting etc., - criteria for selection of appropriate teaching aids – use of massmedia in teaching mathematics – internet and web-applications in teacher preparation and teaching mathematics. UNIT V - Psychological bases of teaching of Mathematics Psychology of learning Mathematics - Gagne’s types of learning, the ideas of Piaget and Bruner – appropriateness of these types in learning mathematics. Psychological aspects – interest , attention – Formation of mathematical concepts. - Factors influencing the learning of Mathematics - motivation, maturation, perception, special abilities, attitude and aptitude-Divergent thinking in Mathematics – creative thinking in Mathematics - Education of Exceptional children in Mathematics: Backwardness in Mathematics – diagnosis and remedies. Enrichment programmes for the gifted children in Mathematics. UNIT VI - Individual differences, Mathematics Teacher and Activities Identification of Slow – Average – Gifted learners in mathematics – IQ levels of individuals – Causes of slow learning and remedial measures for the backward. Identification of the gifted – Enrichment programmes for the gifted – Catering the learning needs of low and under achievers – Measures to improve achievement and performance of low and under achievers - Issues related to Remedial programmes

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and Enrichment programmes– Nurturing mathematical utility – Creative mathematics – Activity – Project and Joyful learning of mathematics – Mathematics Teacher – Personality, Capacities, Characteristics – Maths Laboratory, Mathematics Club – Club activities - Mathematics Fair, Mathematics Library. UNIT VII - Contributions of Eminent Mathematicians & Instructional Techniques Meaning of Mathematics; History of Mathematics; contributions of Indian Mathematicians with reference to Bhaskaracharya, Aryabhatta, Ramanujam and contributions of Euler, Gauss, Euclid, Pythogorus, Rene-Descarte. Indivudialized Instructional Techniques and Applications Programmed Instruction – Linear – Branched – Skip – Mathetics - Branier – Computer Assisted Instruction (CAI) – Computer Managed Instruction (CMI) – Group Teaching Techiniques – Seminar – Symposium – Workshops – Team-teaching – Co-operative learning – Brainstorming – Individualized Instructional Techniques – Enhancing the learning abilities, Motivation and Interest in mathematics learning. UNIT VIII - Mathematics Curriculum Principles of Curriculum construction - rationale of curriculum development - approaches to Curriculum construction-Logical, psychological, Topical, concentric and spiral - Qualities of a good Mathematics text book; its functions and process – Critical study and review of Mathematics text book of existing syllabi of Mathematics at the secondary stage - State & CBSE boards . UNIT IX - Evaluation and Analysis of test scores Meaning – Definition – Test – Measurement – Evaluation and Assessment – Types of Tests – Process of Evaluation – achievement, diagnostic, prognostic –criterion and norm referenced evaluation - Steps in construction of an achievement test – Table of weightages – content – objectives – type of questions – Blue Print – Scoring key – Diagnostic Chart – Item analysis –– types of evaluation – formative, summative and concepts of Continuous and Comprehensive Evaluation (CCE). Statistical Analysis and interpretation of test scores - Central tendency measures - mean, median, mode – Dispersion measures - range, average deviation, quartile deviation, standard deviation –Association measures - rank correlation – Representational graphs – Histogram – Frequency curve – Frequency Polygon – Ogive. UNIT X - Teacher Essentials - Mathematics for Entrance and Competitive Examinations Numerical aptitude – Analytical skills – computational ability – logical perspective, insight and ability – objective type questions – closed and open ended forms – KUAS

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level items – IIT-JEE, EEE, Olympiads – KYPV (Kishore Vaigyanik Protsahan Yojana) – SAT & AP - SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Assessment Test) – NTSE (National Talent Search Exam) – NDA Entrance etc.,

REFERENCES 1. ICFAI, “Methodology of teaching mathematics”, Hyderabad, ICFAI University Press,

2004. 2. Joyce & Well, “Models of teaching”, U.K, Prentice hall of India, 2004. 3. Mangal .S. k & Mangal .S, “Essentials of educational technology and management”,

Meerut, loyal book depot, 2005. 4. Mangal .S.K, “Teaching of Mathematics”, Arya Book Depot, New Delhi, 1993. 5. Nalikar .J. V & Narlikar .M , “Fun and fundamentals of mathematics”, Hyderabad:

Universities Press, 2001. 6. Siddhu .K.S, “Teaching of Mathematics”, Sterling Publishers, New Delhi, 1993. 7. Siddizui .M.H, “Teaching of mathematics”, New Delhi: A.P.H. Publishing

Corporation, 2005. 8. Sidhu .K.S, “The teaching of mathematics”, New Delhi, Sterling Publishers private

ltd, 2006. 9. Singh .M, “Modern teaching of mathematics”, New Delhi: AnmolPublications Pvt.

Ltd, 2006.

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Physical Science Education – I TE1313 Objectives • Appreciate nature and importance of science and contribution of scientists in the development of science. • Equip him/herself with aims and objectives of teaching Physical Sciences. • Develops the skill of writing lesson plan for any given lesson at the secondary

level. • Develops microteaching skills in actual classroom teaching. • Develops an understanding of various approaches and methods of teaching

Physical Sciences. • Develops intellectual ability and skills. UNIT I - Nature and scope of science Nature and Scope of Science, Science as a product and a process- a body of knowledge – A way of investigation – A way of thinking ; Impact of science on modern Communities. Path tracking discoveries and land mark development in Science – Inter disciplinary approach. UNIT II - Aims and Objectives of Teaching Physical Science Aims and Objectives of teaching Physical Science- Bloom’s Taxonomy of Educational objective & (Cognitive, Affective and Psychomotor) – distinguish Aims and objectives - Aims and Objectives of Teaching Physical Science at different levels- Primary, Secondary, Higher Secondary – Recommendation of Taradevi, kothari, Eshwarbhai patel commission – NPE – NCF (2005) UNIT III - Methods of Teaching Physical Science Lecture Method - Lecture cum demonstration - Project Method, Heuristic Approach, Problem Solving, Individual practical method - Historical and Biographical Approaches. Analytic & Synthetic method Self learning packages: Programmed Instruction – types, structure, Application & Limitation. Models: Advanced Organizer model (Ausbel’s Model), Mastery learning model (Bloom’s model). UNIT IV - Support System for Teaching Physical Science. Need and importance of Textbook, journal, Handbook, Workbook. Features of Good textbook of science- Library and its Uses. Audio visual aids: Need and importance of teaching aid - Overhead Projector, LCD Projector, Radio, TV, VCR. CCTV. Charts, Objects, Specimens, transparencies.

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UNIT V - Micro Teaching Micro Teaching Cycle- Relevant Skills in Micro Teaching -Skill of Introduction, Skill of Explanation, Skill of Stimulus variation, Skill of Reinforcement, Skill of Questioning, Skill of using Black board, Skill of Demonstration, Skill of Achieving closure- Link Lesson - Need for link lesson in Microteaching. UNIT VI - Planning for Teaching Science Lesson plan Criteria of a good lesson plan – Steps in Lesson plan (Herbartian steps).Advantages of lesson Plan - Developing Unit plan- steps in Unit plan, Year Plan - Distinguish Lesson Plan and Unit Plan. Flander’s Interaction Analysis. UNIT VII - Science Curriculum Principle of Curriculum construction- Justification for including Science as subject of study (i.e) School Curriculum improvement projects in India. Curriculum Organization using procedures like concentric, topical integrated approaches UNIT VIII - Science laboratory Physical Science Laboratory - Structure and Design - Organization and Maintenance of Science Laboratory – Preparation of indents - Maintenance of Registers – Storage of apparatus and materials - organization of Practical work –Improvisation of Apparatus. Common accidents and First Aids. UNIT IX - Evaluation Test and its types: Achievement Test - Qualities of a good test - Evaluating outcomes of Science Teaching – Principle of test Construction - Blue print - Standardizing a test-Criterion Referenced test – Norm Referenced test Diagnostic Testing and remedial Teaching- Mean- Median – Mode – Correlation . UNIT X - Enhancing the knowledge of physical science Contents of Physics and chemistry – IX and X Std TamilNadu Textbook society. teaching physical science using appropriate method instructional aids. Preparing Lesson plan and Question Paper. References : 1. Mangel .S.K, “Teaching of Physical and Life Science”, New Delhi, AryaBook,

Depur, 1995. 2. Nayak,”Teaching of Physics”, APH publication New Delhi, 2003. 3. NCERT, “Teaching of Science”, New Delhi, NCERT Publication, 2002. 4. Pandey, “Major issues in Science Teaching”, Sumit publication, New Delhi,

2003.

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5. Panner Selvam .A, “Teaching of Physical Science (Tamil)”, Chennai, Government of Tamil Nadu, 1976.

6. Radha Mohan, “Innovative Science Teaching for Physical Science Teachers”, PHI Pvt., Ltd., New Delhi.

7. Radha Mohan, “Teaching of physical science”, New Delhi, Neelkamal Publishers, 2010.

8. Sharma .P.C, “Modern Science Teaching”, Dhanpat Rai Publication, New Delhi, 2006.

9. Yadav .M.S, “Teaching of Science”, Anmol Publications, 2003.

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Biological Science Education – I TE1314

Objectives • To understand the relationship of biology with science • To understand the Taxonomy of objectives • To understand the teaching of biology at different level of education • To prepare lesson plan and teaching aids and presenting the same • To understand and practice all microteaching skills • To understand different methods of teaching • To designing the biology laboratory • To preserve animals and plants • To develop curriculum in biology • To create a positive class room climate • To understand the techniques of evaluations and measuring the learning

outcome. UNIT I - Nature and Importance of Biology Nature of science - Biology as a science –Biology in school curriculum – Reasons, Relationship of Biology with other branches of science-Biology as the science for knowledge of life UNIT II - Goals and Objectives Specifications of different instructional objectives, Bloom’s Taxonomy of educational objectives – Cognitive, Affective & Psychomotor Domains, Objectives of Teaching Biology at different levels of Education – Primary, Secondary & Higher secondary. UNIT III - Lesson Planning and Unit Planning Components of a lesson plan -Characteristics and Advantages of lesson Criteria of a good lesson plan, Format of a lesson plan, model lesson plans. Steps in developing a unit plan – Advantages and disadvantages of unit plan, Sample Unit Plan. UNIT IV - Micro teaching Definition – Need – Steps – Micro teaching cycle – Difference between micro and macro teaching, Advantages. Skills and its components – Skill of introducing a lesson– Questioning - Explaining – Black board writing – Reinforcement – Stimulus variation – – achieving closure, Link lesson – need for link lesson in micro teaching.

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UNIT V - Methods of Teaching Biology Criteria of choosing the method of Teaching – Level of the class – Size of the class – Availability of time – Availability of materials and facilities – Nature of the topic to be Taught. A. Teacher-centered methods Lecture method – Merits & Demerits, Lecture cum Demonstration method – Merits & Demerits, Team Teaching – Meaning – Definition – Purpose – Advantages & Disadvantages, Biographical method & Historical method – supervised study- How to improve the quality of different teaching methods. B. Student-centered methods Laboratory method, , Heuristic method, Project method, Assignment method, Seminar, Symposium, Workshop, Panel Discussion, Inquiry training model. C. Instructional Technology and its application to the teaching of Biology. Instructional Technology and its Significance, Programmed Instruction, Teaching Machines, Personalized System of Instruction ( PSI ), Computer Assisted Instruction ( CAI ), Role of Radio and Television in teaching, Multimedia computers, Power point, CCTV, Electronic learning, Information and communication technology ( ICT). UNIT VI - Biology Laboratory Structure and Design of a Biology Laboratory, Procedure for the purchase of equipments, Laboratory Registers, Safety measures, Guidelines for the Teacher to follow in the Laboratory, Rules to be followed by the students, Accidents and First Aid in Laboratory -Improvisation of Apparatus. Preservation of Insects – other animals – skeleton & skull – birds, Maintenance and uses of museum, Field trips, organizing a Science Club, Live specimens – school garden – aquarium – green house – terrarium – Vivarium. UNIT VII - Text Books Qualities of a good Text Book – Author, Organization of a text book, subject matter, Language style and vocabulary, illustrations, Teaching aids, Binding and appearance. Evaluating and Choosing a Text book, Biology library, Divisions of library, Uses of library. UNIT VIII - Curriculum in Biology Defects in the present curriculum, Principles of curriculum construction, Selection and Organization of subject matter, NCERT Curriculum, Biological Science Curriculum Study ( BSCS ), Nuffield Science Teaching Project – Curriculum improvement projects in India-NCF2005

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UNIT IX - Class room Climate and Biology Teacher. Qualifications of a Biology Teacher, In service training, Assessing the Class room Climate, Importance of class room climate, Promoting a positive class room climate, Role of the school psychologists, Flander’s Interaction Analysis Categories ( FIAC ). UNIT X - Evaluation Qualities of a good test, Diagnostic test, Achievement of Remedial teaching tests, Principles of test construction, Various types of test items, Blue Print and question paper preparation. Mean, Median, Mode, Correlation coefficient, Rank order correlations. REFERENCES

1. Aggarwal .D.D, “Modern Method of Teaching Biology”, Karanpaper backs, New Delhi, 2008.

2. Carin & Robert .S,”Teaching modern science (5th edition)”, U.S.A: Merill Publishing, 1989.

3. Chauhan .S.S, “Innovations in teaching learning process”, Vikas publishing House, New Delhi, 1985.

4. Hemalatha Kalaimathi .D. & Asir Julius .R, “Teaching of Biology”, Hydrabad Neelkamal publications, 2010.

5. Sharma .P.C, “Modern science teaching”, New Delhi, Dhanpat Rai Publications, 2006.

6. Venugopal .G & Nithyasri,”(Teaching of Biology)”, Ram Publishers, Chennai, 2003.

7. Yadav .M. S, “Teaching of science”, New Delhi, Anmol Publications, 2003.

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Social Science Education – I TE1315

Objectives • understand and appreciate the nature, meaning, definition and concept of social

science education • appreciate the need for learning History, Geography, Civics, Sociology and

Economics either as separate disciplines or as any integrated discipline. • understand the scope of social science education and professional significance

of teaching social science education. • acquaint with social aspects of education and human values lying with the social

science education. • analyze the course content of social science, acquire the skills of micro teaching. • develop the skills of writing of lesson plan, adopt suitable methods of teaching

social science & develop and use teaching-learning materials. • know about need and methods of evaluation, understand the current trends and

issues in teaching social science. • experience social studies subject through field and site visits, ethnographic

observation and culture, social structure, geographical & natural diversity and resource & heritage comprehension.

UNIT I - Concept, Meaning, Disciplines,Dimensions of Social Science Education The need for teaching the subjects under Social science/social studies (History, Geography, Civics and Sociology) in schools - Concept of social studies and how it differs from other social sciences - Present perception about social studies/social sciences - Rationale for including these areas in school curriculum - Objectives of teaching social studies. Objectives of teaching the subject at different levels - Discipline-oriented teaching of social studies and social reconstruction approach. UNIT II - Aims, Nature, Significance and Values of Teaching of Social Sciences Need – Significance – scope of Teaching social sciences – aims & values of teaching social sciences at the secondary level - Values :– Practical – Social – Disciplinary –and Logical applications – It’s basis for the study of other subjects and applications – Techniques & significance of social sciences teaching – oral and written – explanatory and exploratory – chronological and incidental – Historical and Demographical – means of comprehending social sciences and appreciate the nuances of social studies learning and teaching – developing sense of inquiry, understanding, reasoning, sensibility and elaborateness through social science teaching.

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UNIT III – Preparations for Teaching Social Sciences Education-Micro Teaching: Understanding Micro-teaching – Definition – Purpose and Objectives of Micro teaching – Micro-cycle - Phases of micro teaching – Skills and Components : Subjective skills: a) Set Induction / Introducing a lesson b) Explanation c) Probing questions d) Skill of achieving closure. Objective skills: a) Skill of Reinforcement b) Black Board c) skill of using Instructional Aids d) Skill of using Black Board e) Skill of Narration f) Skill of demonstration – Concept of Link Lesson – Triode – Diode. Development of Skills: Motivation Explanation, Probing questions, Stimulus variation – Episode writing. Teaching Aids – 2D & 3D (dimensional) Aids – Low cost improvised teaching aids – observation – Purpose and need for effective observation. UNIT IV -Preparations for Teaching Social Sciences Education-Macro Teaching: Bloom’s Taxonomy of Educational Objectives – Cognitive, Affective and Psycho-motor domains – Expected Learning / Behavioural Objectives (EBO’s) – General Instructional Objectives – Specific Instructional objectives – Action verbs and its place in writing objectives - Teaching learning – Process, Experience, Outcomes – Significance of Herbert’s approach/steps in writing a lesson plan – a) Motivation b) Presentation / Development c) Application d) Recapitulation e) Assignment/Homework/Follow-up. – Unit plan – Week – Month – Year Plan. UNIT V - Strategies of Transacting Social Science Disciplines Spectrum of teaching methods in teaching social science disciplines - Effective teaching – it’s need and purpose for quality classroom transaction. Generalized Methods of teaching social sciences - Strategies for teaching social studies in terms of specific methods viz. - Story telling - Discussion – Observation – Discovery / Heuristic - Problem-solving - Project Method – Laboratory – Source Method –lecture, socialized recitation and supervised study. Teacher centered methods: Inductive, Deductive methods - Lecture method, Demonstration and Team teaching. Learner centered methods: Assignment, Project, Problem – solving, Seminar, Discussion, group activity, participation method – individualized project and group project method, Symposiums – Conferences – Debate. UNIT VI - Applications of Audio-Visual aids, Media and Internet in Teaching of Social Sciences Importance of teaching aids – 2D & 3D (dimensional) Aids – projected and non-projected aids – Low cost improvised teaching aids: Paper folding and paper cutting, Utility of Maps, Encyclopedias, 360 degree viewers, satellite pictures, GPS enabled software applications, TV- Nat Geo, Discovery, Fox History, History channels, National Geographic and other relevant channels - etc., - hardware demonstration –

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online clippings as aids – use of web-based audio and video - criteria for selection of appropriate teaching aids – use of massmedia in teaching social sciences – internet and web-applications in teacher preparation and teaching social science. UNIT VII - Assessment and Evaluation in social sciences education Meaning – Definition – Test – Measurement – Evaluation and Assessment – Formative and Summative evaluations - Types of Tests – Process of Evaluation – achievement, diagnostic, prognostic –criterion and norm referenced evaluation. Steps in construction of an achievement test – Table of weightages – content – objectives – type of questions – Blue Print – Scoring key – Diagnostic Chart – Determining discrimination Index & difficulty of an Item – Item analysis –– Types of evaluation – formative, summative and concepts of Continuous and Comprehensive Evaluation (CCE). Assessing Question proportion and objectivity in essay type examinations related to social studies subject - Examination reforms in Social Science education - Concepts of norm-referenced and criterion-referenced tests – Grading and Credit system. Statistical Analysis and interpretation of test scores - Central tendency measures - mean, median, mode – Dispersion measures - range, average deviation, quartile deviation, standard deviation –Association measures - rank correlation – Representational graphs – Histogram – Frequency curve – Frequency Polygon – Ogive. UNIT VIII - Laboratory, Text-Book, Library, Club and other significant activities in teaching of social sciences Need, Importance and Significance of Social Science Laboratory - Establishment of Social Science Lab – Range of materials to be kept in Social Science Lab: Conventional: Maps, Atlas, Globes, Film strips of various kinds of types, Technology based laboratory activities – Technology based: GPS, iMaps, Google Maps, Satellite maps, virtual classrooms, virtual labs and Pictures, Global Weather Reporting Techniques – Social Sciences Club – Activities – Organization of club activities – Social Sciences Fair- Social sciences Library - Text-book, Museum, Field trips, Mass Media and its relative merits and demerits - Current trends and Issues in Social Science Education – Social Sciences Teacher – Qualities, Duties, Responsibilities and Characteristics of a Good Social Sciences Teacher. UNIT IX - Social Sciences / Studies Curriculum - Approaches and Instructional strategies Principles of designing a social studies curriculum with weightages to be given for each component subject areas - rationale of curriculum development - Approaches to organizing social studies curriculum in terms of correlation, integration, concentric, spiral, unit and chronological approaches - Essentials of a good social sciences

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curriculum; its functions and process – Critical study and review of a social sciences / studies text book of existing syllabi of social studies subject at the secondary stage – State, CBSE, Anglo-Indian Boards. UNIT X - Instructional Programmes and Programmed Instruction A systematic plan for developing CAI programmes, Computer Managed Instruction (CMI) for social science topics – Programmed Instruction (PI) - Designing a CAI lesson; specification of objectives – front-end analysis- outcome specification of lesson design - Lesson development- lesson validation. Common CAI frames: Introduction- menu page- teaching frames- criterion test frame – feedback (remedial) frames- reinforcement frames- graphics frames – Linear Programming – Branching programmes – Mathetics – Skip programming – Brainier style of programmed instruction – PLAN (Program for learning in accordance with need) – Strategies for ICT based learning social science education. REFERENCES 1. Aggarwal .J.C, “Teaching of Social Studies”, A Practical Approach, Second

Revised Edition. New Delhi, Vikas Publishing House Private Ltd, 1993. 2. Broadman David, “New Directions in Geography Education”, Fehur Press,

London. Philadiphla, 1985. 3. Delors, Jacques, “Learning the Treasure Within, Report to UNESCO of the

International Commission on Education for Twenty first Century”, UNESCO, 1996.

4. Dhamija Neelam, “Multimedia Approaches in Teaching Social Studies”, Human Publishing House, New Delhi, 1993.

5. Rajesh Basrur .M, “Challenges to democracy in India”, @ Oxford University press. New Delhi, 2009.

6. Ramesh Umarani, “A-Z Ecology”, Centrum press, New Delhi, 2009. 7. Verma .O.P, “Geography Teaching”, Sterling Publication Ltd., New Delhi, 1984.

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Commerce and Accountancy Education –I TE1316

Objectives At the end of the course the student - teacher will be able: • Acquire knowledge of the terms and concepts used in the pedagogical analysis

of Commerce and Accountancy. • Develop skills in preparing curriculum, and using the suitable techniques in test

construction. • Prepare the lesson plan with necessary requirements based on the instructional

objectives and construction of the objectives according to the Taxonomy of Educational Objectives.

• Develop skills in the preparation of lesson plan and construction of evaluation tools using the suitable techniques.

• Explain various methods and techniques of teaching Commerce and its implications.

• Develop a desirable positive attitude towards the teaching of Commerce and Accountancy

UNIT I - Commerce Education Commerce Education – Meaning and Importance, Nature and Scope of Commerce Education, Historical background of Commerce Education, Its present status at school level, Need and Significance of teaching Commerce and Accountancy at Higher Secondary level, Aims of teaching Commerce-Disciplinary, Cultural, Practical and Social aims.

UNIT II - Instructional Objectives of Teaching Commerce Objectives – Definition, Need for stating objectives and Criteria for the selection of Objectives; Objective based instruction - Relationship between objectives, learning experiences and evaluation; General Instructional Objectives (GIOs) and Specific Instructional Objectives (SIOs); Bloom’s Taxonomy of Objectives. UNIT III - Micro Teaching Micro teaching – Definition, Importance and Principles of Micro teaching, Steps and procedure, Micro teaching cycle; Skills – Set Induction, Explanation, Reinforcement, Probing questions, Stimulus Variation, Black board writing; Link lesson. Unit IV - Preparation of Pre-instructional Plans Year plan – Need and advantages; Unit plan – Principles, Steps and Advantages; Lesson plan – Need of lesson plan, Principles of lesson planning, Features of a good lesson plan, Various approaches involved (any one approach in detail); Format of a typical lesson plan in Commerce and Accountancy.

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UNIT V - Planning for Assignments, Drill & Review Assignment – Types of assignments –Uses of class assignments, Criteria of a good assignment- Guidelines for preparing good assignments in Commerce and Accountancy - Home assignment – Purposes of homework – Merits of Homework – Guidelines for giving effective homework – Correction of Homework. Drill – Meaning, Uses and Principles of Drill; Review - Meaning, Advantages, Differences between Drill and Review. UNIT VI - Commerce Curriculum Curriculum – Meaning & Definition, Syllabus and Curriculum, Criteria for the selection of content for Commerce curriculum, Principles of curriculum construction, Approaches to curriculum organization – Unitary, Spiral and Integrated approaches. UNIT VII - Methods of Teaching Commerce Criteria for selection of a method – Level of the class, size of the class, available time and subject matter; Approaches – Analytic and Synthetic, Inductive and Deductive; Methods – Heuristic, Lecture, Lecture cum demonstration, Project, Problem solving, Assignment, Case study, Market study, Survey. UNIT VIII - Assessment & Evaluation Evaluation – Meaning, Purpose of evaluation, Steps in evaluation, Types of evaluation – Placement, Formative, Summative, Continuous and Comprehensive evaluation; Criterion and Norm Referenced tests, Diagnostic and Prognostic tests; Objective based evaluation. UNIT IX - Achievement Test Achievement test – Definition, Functions and Types, Characteristics- objectivity, reliability, validity and practicability, Types of test items – multiple choice type – short answer type and essay type – Construction of achievement test – Steps – Examining the test results against objectives – Item analysis. UNIT X - Statistical Interpretation of Test scores Classification of data – Frequency table; Measures of central tendency – Mean, Median, Mode; Graphical representation of data – Histogram, Frequency Polygon, Frequency Curve, Ogive; Measures of Dispersion – Range, Quartile Deviation, Average Deviation, Standard Deviation; Correlation – Meaning, Definition, Rank correlation,Product Moment Correlation.

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REFERENCES 1. Aggarwal, “Teaching of Commerce, A Practical Approach.(2nd ed)”, UP Vikas

Publishing House Pvt Ltd, 2008. 2. Chauhan .S. S, “Innovations in Teaching Learning Process”, UP, Vikas

Publishing House Pvt Ltd, 2008. 3. Gupta .U. C, “Teaching of Commerce”, New Delhi, Khel sahitya Kendra, 2007. 4. Khan .M.S Commerce Education. New Delhi , Sterling Publishers, 1982. 5. Nagarajan .K. L, Vinayagam .N & Radhasamy .M, “Principles of commerce

and commercial knowledge”, New Delhi, S.Chand & Company Ltd, 1977. 6. Rao, Seema, “Teaching of Commerce”, NewDelhi, Anmol Publication, 2007. 7. Sharma .R.N, “Principles and Techniques of Education”, Delhi, Surjeet

Publications, 2008. 8. Singh .Y.K, “Teaching of Commerce”, New Delhi, APH Publishing Corporation,

2009. 9. Sivarajan .K and Lal .E.K, “Commerce Education, Methodology of Teaching

and Pedagogic Analysis”, Calicut, Calicut University, 2002.

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Computer Science Education – I TE1317 Objectives • appreciate teaching of computer science as a separate discipline • acquire knowledge on developments of computer, its hardware, software

technologies • acquaint with aims and objectives of teaching computer science • acquire skills relating to microteaching effectively • understand the need of lesson plan and unit plan • familiarize with the various methods employed for the teaching of computer

science. • identify, design and apply the various audio-visual and mass media aids in

teaching of computer science • analyse secondary and higher secondary school computer science curriculum

and help them to plan learning activities • identify the importance of textbook, laboratory , assignment , review and library • develope skills in evaluation and in constructing tests in computer science

education

UNIT I - Computer Fundamentals Introduction to Computers: Meaning-Brief History of Computers-Types of Computers Hardware: Input Devices – Keyboard, Mouse, Scanner, Touch Sensitive Screen, Digital Camera, Magnetic Reader Output Devices – Monitor, Printer, Speaker and Plotter Storage Devices - Hard Disk, CD, DVD and Pendrive Softwares: System Software, Application Software, Word Processor, Spreadsheet, Database Management System Use of Computers in Schools. UNIT II - Objectives of Teaching Computer Science Aims and Objectives of Teaching Computer Science, Bloom’s Taxonomy of Educational Objectives – Cognitive Domain – Affective Domain – Psychomotor Domain, Writing Instructional Objectives – Behavioural Objectives – Non Behavioural Objectives, Teaching of Computer Science at Different Levels in Primary Level – Secondary Level – Higher Secondary Level. UNIT III - Micro Teaching Micro Teaching – Micro cycle – Communication Skills in teaching of Computer Science – Verbal Communication – Non-Verbal Communication - Skills and Components in teaching of computer science – Set Induction / Introducing a lesson –

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Explanation – Demonstration - Probing Questions – Reinforcement – Stimulus Variation – Black Board Writing– Closure - Link Lesson. UNIT IV - Lesson Plan and Unit Plan Meaning – Importance of Lesson Plan –Steps – Introduction / Motivation – Presentation – Association - Generalization –Application - Recapitulation-Assignment / follow-up – Lesson Plan Preparation, Characteristics of a good Lesson Plan Unit Plan- Meaning - Steps – Objectives – Content Analysis- Learning Activities – Evaluation , Use of Unit Plan

UNIT V - Methods of Teaching Computer Science Need – Significance of Teaching Methods - Lecture - Demonstration – Project – Problem Solving – Scientific Method – Inductive & Deductive – Analytic & Synthetic Method- Team Teaching , Individualized Instruction, Programmed Instruction – Principles – Components of Frame – Characteristics of a good frame – Types of Programmed Instruction – Linear – Branch – Mathetics, Computer Assisted Instruction – Common CAI frames: Introductory Frames – Teaching Frames – Criterion Frames – Feedback Frames – Reinforcement Frames – Graphical Frames , CAI modes : Drill and Practice – Simulation – Tutorial – Discovery - Gaming, Role of Teacher in CAI, Computer Managed Instruction, Innovations in Teaching the subject through Online Conferencing, Role of EDUSAT

UNIT VI - Audio-Visual Aids in Teaching of Computer Science Meaning, Importance of Teaching Aids – Edgar Dale Cone Experience – 2D & 3D (Dimentional)Aids , Non Projected Aids – Chalkboard – Bulletin Board – Magnetic Board – Flanner Board – Chart – Flash Cards – Graph – Poster – Models - Diorama, Projected Aids – Hardware Demonstration - Filmstrip – slide – OHP sheet –, Computer – online clippings as aids, TV. Criteria for selection of appropriate teaching aids, use of Mass Media in Teaching Computer Science UNIT VII- Curriculum Aspects in Teaching of Computer Science Meaning – Principles of Computer Science Curriculum – Approaches to Curriculum Construction – Horizontal – Vertical – Spiral – Concentric – Topical – Unitary – Whole-to-part – Part-to-Whole - Chronological, Criteria of Selection of Content – Critical study and review of Computer Science Text Book of Existing Syllabi at the Secondary Stage – State Board & CBSE Boards. A Comparative Evaluation of any two Websites bearing on the same unit in the School Curriculum

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UNIT VIII - Computer Science Textbook Qualities of a good Textbook in Computer Science, Functions of a Textbook, Use of Textbook inside and outside the Classroom , Criteria for Evaluation of Computer Science Textbook – Selection of Content – Organization – Presentation – Verbal Communication –Visual Communication – Exercises – Physical Structure, Value of Computer Science Library – Digital Library – meaning, Function of Digital Library and its uses Unit IX - Assignment, Review and Computer Science Laboratory Assignment – Meaning - need – principles of Assignment, Types – Mastery – Drill – Research – Project – Experimental – Evaluative, Characteristics of a good Assignment - Correction – uses Review – Need and Importance of Reviewing Computer Science Lesson , Characteristics of a good Review - Different techniques of Reviewing a Lesson Computer Science Laboratory – Special Features of Computer Lab – Essential Infrastructure – Laboratory Management – Organization of Practical– Maintenance of Records – Discipline of the Laboratory

UNIT X - Evaluation Meaning – Types of Evaluation – Formative – Summative , Process of Evaluation – Achievement Test – Written test & Oral Test – Diagnostic & Prognostic tests – Criterion & Norm Referenced tests – Teacher made and standardized tests , Construction of different types of test – Essay – Short Answer – Objective, Steps in construction of an Achievement test – Table of Weightage – Objectives – Content – type of questions – difficulty level , Blue Print , Characteristics of a good test – Item Analysis – Computer Aided Evaluation – Cumulative Record – Concepts of Continuous and Comprehensive Evaluation (CCE). Statistical Analysis : Central Tendency - Mean –Median – Mode, Measure of Variability – Range – Quartile Deviation – Standard Deviation – Variance – Average Deviation , Rank Correlation. REFERENCES 1. Apter, Michael .J , “The New Technology of Education”, MacMillan, London,

1968. 2. Biswajit Ray, “ Modern Methods of Teaching” ,APH Publishing , New Delhi,

2008 3. Bloom.B.S. “ Taxonomy of Educational Objectives. Cognitive Domain.”

Longman, London, 1974 4. Dececo, John .P, “Educational Technology Readings in Programmed

Instructions”, Holt Rinehart and Winston, 1964.

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5. Merrill .P.P, “Computers in Education”, Second Edition, Allyn and Bacon, New York, 1985.

6. Peter, “Norton's Introduction to Computers”, Tata McGraw-Hill Publications, New Delhi, 2000.

7. Richmond, Kenneth .W, “The Teaching Revolution”, Methuen & Co, London, 1969.

8. Schwatz & Schitz, “Office 2000”, BPB Publications, New Delhi, 2000. 9. Sharma .R.A, “Shikshan Taknik”, Modern Publishers, Meerut, 1977.

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Home Science Education – I TE1318

Objectives • Gain insight that home, school and community are joint laboratories to develop

one as a worthy citizen in the contemporary life. • Acquaint the competent characteristics of a Home Science teacher & the

interdisciplinary approach of Home Science Teaching in schools. • Illustrate the aims & objectives of teaching Home Science through effective

lesson planning for achieving specific behavioral outcomes. • Acquire the skills of classifying & distinguishing different instructional methods &

models for Home Science Teaching. • Employ the various techniques in the classroom teaching. • Scheme out a Home Science Laboratory with appropriate curricular accessories

& support material for Home Science Teaching • Develop a practical understanding of the technology of teaching Home Science

and practice the use of various aids relating to the technology of teaching. • Get an insight into the organization of co-curricular activities like Home Science

clubs and home science exhibition. UNIT I - Nature and Scope of Home Science Meaning and scope of Home Science, philosophical basis of Home Science, Home Science in relation to an individual, society & education system. UNIT II - Importance and values of Home Science Education Values: psychological values, economic values, social values, cultural, aesthetic, spiritual and ethical values. Conservation of values through Home Science teaching. UNIT III - Aims and objectives of Home Science Aims and objectives of teaching Home Science: Bloom’s Taxonomy of Educational Objectives. Classification of Specific Behavioural outcomes based on Cognitive, Affective, Psychomotor Domains. UNIT IV - Methods of teaching Home Science Criteria for selection of a method: Based on level and size of the class, available time and subject matter. Approaches of teaching: Inductive, Deductive, Analytic, Synthetic, Heuristic, Dalton Plan. Specific Methods: Lecture method, lecture cum demonstration method, laboratory method, problem-solving method, discussion, seminar, symposium,workshop.

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UNIT V - Models of Teaching Home Science Introduction- Definition – Characteristics –Functions- sources- elements of a model, Types: Inquiry Training Model, Concept Attainment Model, Bloom’s Mastery Learning Model UNIT VI - Microteaching Microteaching: Definition, Microteaching Cycle, Types of Skills: Set Induction, Explanation, Stimulus Variation, Questioning, Blackboard Usage, Demonstration, Reinforcement, Closure & Linkage – Limitations. UNIT VII - Teacher’s plan of action Lesson planning- importance of lesson plan- writing instructional objectives, planning for specific behavioral change catering to differing abilities of pupils in a class-unit planning- preparation and use of unit plan. UNIT VIII - Modern techniques in teaching Home Science Assignments- supervised study- team teaching, brain storming, role-playing, individualized instruction and dramatization. Programmed Instruction: linear and branching type. UNIT IX - Hardware and Software educational technologies Hardware Technologies: Principles and uses of hardware-T.V, Film, Television, Film Projector, Slide Projector, over-head projector, tape recorder, radio. Software technologies: Principles and uses of software - chalkboard, bulletin board, chart, posters, flannel board, magnetic board, and models (Static and working), flash cards, slides, pictures, graph, maps etc., UNIT X - Co curricular activities in Home science Approaches for Strengthening Home Science Education: Conservation and use of Community Resource, Kitchen Gardening, Excursions, Home Science Clubs, Nature calendar, Exhibitions, Fairs & Field trips. REFERENCES 1. Aggarwal .J.C, “Essentials of Educational Technology”, Teaching Learning &

Innovations in Education, New Delhi, Vikas Publishing House Pvt. Ltd, 2004. 2. Das .R.R. and Ray .B, “Teaching of Home Science”, New Delhi:

SterlinPublishers Pvt. Ltd, 1983. 3. Devadas .R.P, “Methods of Teaching Home Science”, NCERT, 1978. 4. Jha .J.K, “Encyclopaedia of teaching of home science.(Vol I&II)”, New Delhi:

Anmol Publications Private Limited, 2001. 5. Joyce .B & Weil .M, “Models of Teaching”, Prentice Hall Inc., New Jersey, 1979.

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6. Lakshmi .K, “Technology of teaching of home science”, New Delhi, Sonali Publishers, 2006.

7. Nibedita .D, “Teaching of Home Science”, New Delhi, Dominant Publishers and Distributers, 2004.

8. Sankhala .D. P, “Educational Technology”, New Delhi, Adhyayan Publishers & distributors, 2006.

9. Seshaih .P.R, “Methods of teaching home science”, Chennai, Manohar Publishers & Distributors, 2004.

10. Shalool .S Modern, “methods of teaching of home science.” (I Edition), New Delhi, Sarup&Sons, 2002.

11. Yadav .S, “Teaching of home science”, New Delhi, Anmol Publishers, 1997. 12. Yadav .S, “Text book of nutrition and health”, New Delhi, Anmol Publishers,

1997.

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brd;id – rPijgjpg;gfk; 10. jpU/ e/ Rg;g[bul;oahh ;(1980)jkpH; gapw;Wk; Kiw. khzpf;fthrfh;

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gjpg;gfk; brd;id/ 12. ntZnfhghy;/ , gh/ , nf/ rhe;jFkhhp (2008 )bghJj;jkpH; fw;gpj;jy; 13. Dalki.J, “The language Laboratory and language learning”, Longmans, New

delhi, 1997.

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GENERAL ENGLISH EDUCATION - TE1320

Objectives • The importance of English to-day • Contributions of Indians to English Language.

R.K. Narayanan – Gandhiji – Nehru – Dr. S. Radhakrishnan – Sri Aurobindo • Aims and objectives of Teaching English • Knowledge of Spoken English and Written English • Elements of Spoken English • Understanding of Syllabus, Curriculum, approach method and technique of

Teaching English • Micro teaching and Macro teaching • The four language skills namely L,S,R,W. • Test Examination – Evaluation • Statistical methods in the interpretation of data. • The role of ELT, DIET, RIE and CIEFL in the teaching of English UNIT I - Need and Objectives of Teaching English as a Global Language Aims of Teaching English as the primary, Secondary and Higher Secondary level Objectives of Teaching English as a Second language, Contribution of literature, linguistics and psychology to the teaching of English, Teaching English as a skill rather than knowledge subject, Mother tongue Interference to English Review of Units – Need and importance of reviewing – Characteristics, Elements of English Language and Scope UNIT II - Approaches and Methods of Teaching English Advanced methods and techniques of teaching English – Internet and its application – e –learning world wide web – Teleconferencing – Satellite – EDUSAT. Different Syllabi of Teaching English , Structural Syllabus, Functional – National Syllabus, Situations – Syllabus ,Communicative – Syllabus ,Different Methods and Approaches , Researches in Teaching English – improving the professional efficiency of English Language Teaching ( ELT ) Role of Central institute of English and foreign language ( CIEFL ) Regional institute of English ( RIE, Bangalore ) and the British council, Use of conventional formula – greeting – apology – invitation – refusal – accepting – thanking – Advanced Grammar – Analysis and Classification of grammatical errors – testing grammar – steps and usage – phonetic transcription.

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UNIT III - Teaching Skills Micro teaching – Principles – Uses – Skills – using black board – Reinforcement – Stimulus Variation – Link Lesson , Observation – DL – Teacher Education – Guide teacher – Discussion of teaching the lesson, Macro teaching :-Teaching of prose –Intensive Reader – extensive Reader. Teaching of Poems - Various steps – drawing attention to rhymes – making them to appreciate the poem – no need to each word explanation, Teaching of grammar :- Parts speech – Tenses Degrees of Comparison Transformation of sentence , Teaching of composition :-Oral and Written

UNIT IV - Teaching aids in Teaching English Flash cards, Charts, Picture, 3-D model, working model, OHP, Tape recorder, Radio, TV, Language laboratory, CALL – power point presentation,Web sites for information Multimedia – Internet UNIT V - Listening Skill Listening – importance, Sub skills of listening – perception and comprehension, Listening for General understanding and specific information – uses of tape recorder Listening activities:-Dictation, Listening telephone calls, ”to commentaries, to instructions, Testing the Listening Skill UNIT VI - Speaking Skill Difference between Conversation, Orator and Debater, Brain storm, Role – play Dramatization, Story – telling, Interview – extempore speech, Barriers for effective communication, Testing speaking UNIT VII - Reading Skill Aims of teaching reading, Factors involved in reading, Process of Reading – Symbol, Sound and sense , Types of reading : Loud reading – silent reading – skimming – scanning – intensive reading – extensive reading, Sense group in reading, English reader – Criteria , Strategies to develop reading , Reading schools in America UNIT VIII - Writing Skill Mechanics of Writing, Importance of writing, Grammatical skills – Judgement skills Characteristics of Good Handwriting, Eligibility – Uniformity – Spacing - Capitalization – Punctuation – Speed, Writing skills – testing UNIT IX - Evaluation tools Measurement and Evaluation – difference – Evaluation – Formative and summative – Taxonomical approach – objective based test for measuring achievement of language skills, test design and Blue print preparation and administration procedures question Bank – Standardized Tests – Characteristics – TOFEL - Statistical tools Mean – Median – Mode – Range – Standard Deviation – Graphical representation – pie diagram – Histogram – frequency polygon

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UNIT X - Play way Method of Teaching English and English Institutions Palindromes, Anagrams, Polarisation, Head stand , Permutation and combination of letters in a word, Finding the hidden animals and birds from a sentence, The longest word in English, Role of ELT centres in spreading teaching of English, ELT centres merging with DIET , The role of DIET in teaching English, The role of RIE Bangalore in teaching English, The role of CIEFL Hyderabad in educating the teachers of English REFERENCES 1. Aggarwal .J.C, “Essentials of Educational Technology”, UP: VikasPublishing

House Pvt. Ltd, 2008. 2. Aggarwal .J.C, “Principle, Methods & Techniques of Teaching”, UP Vikas

Publishing House Pvt. Ltd, 2008. 3. Baruah .T.C, “The English teachers handbook”, New Delhi, Sterling Publishers,

1993. 4. Joyce & Well, “Models of teaching”, V.K. Prentice hall of India, 2004. 5. Krishnaswamy .N, “Teaching English Grammar”, Chennai T.R.Publications,

1995. 6. Mangal .S.K. R & Mangal .S, “Essentials of Educational technology and

Management”, Meerut, loyal book depot, 2005. 7. Palmer .H.E, “Oral Method of Teaching Language”, Delhi, Surjeet Publications,

Mowla, 2008. 8. Sharma .R.A, “Technological foundation of education”, Meerut, R. Lall Books

Depot, 2008. 9. Sharma .R.N, “Principles and Techniques of Education”, Delhi, Surjeet

Publications, 2008. 10. Siddiqui .M.H, “Techniques of Classroom Teaching”, New Delhi, APH Publishing

Corporation, 2009. 11. Vallabi .J.E, “Teaching of English, Principles and Practices”, Hyderabad.

Neelkamal Publications, 2011.

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General Hindi Education - TE1321

Objectives: At the end of the course, the students will be able to: • Understand the importance of mother tongue as against of the regional and

foreign languages. • Get familiarized with the various aspects of the B.Ed. programme with special

reference to the nature of the language skills to be developed and evaluated. • Acquire knowledge of the current trends in the teaching of Hindi. • Get familiarized with techniques of oral preparation and practice of language

items.

UNIT I - Preliminary Statement Meaning, definition and importance of Mother tongue in education. Teaching of Mother Tongue as against of the regional and foreign languages. Objectives of teaching Hindi at the primary level, secondary level and Higher Secondary level. Analysis factors in language learning: Language as a skill – Listening – Speaking - Reading - Writing. Teaching of Hindi as a skill rather than a knowledge subject. The scope of the Hindi in B.Ed. course. UNIT II - Teaching Skills Bloom’s Taxonomy of Educational Objectives - Cognitive – Affective -Psychomotor domains- General and Specific instructional Objectives. Micro teaching- Principles- Skills- Introducing the lesson- Explanation- Stimulus Variation- Questioning-Reinforcement- Using the Blackboard-link lesson. Observation- Demonstration lesson- Teacher educator – guide teacher – peer group – Feedback. Macro teaching – lesson plan format – Teaching Prose – Poetry – Grammar – Composition – Teaching aids. Difference between prose and poetry teaching. UNIT III - Resource in Teaching Hindi Teacher made aids – Flash card, Pictures, Charts, Models, Blackboard sketches. Mechanical aids – Overhead projector, Tape recorder, Lingua phone records, Radio, Television. Programmed learning – Language laboratory. Computer assisted language learning – Power point presentation – Identifying websites.

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UNIT IV - Approaches and Method of Teaching Hindi Method – Approach – technique – Design, Method of Hindi teaching – Story telling method – Textbook method – Explanation method – Herbertian’s method – Language lab , Approaches – Structural approach – Types of structure – Principle of selection of structure, Advantages of structural approach, Communicative approach, Recent trend in the teaching of Hindi.

UNIT V - Tools of Evaluation Measurement and evaluation- meaning and difference between them, Characteristic of a good Hindi test- Objectivity- Reliability- Validity- Feasibility, Application of evaluation approach in teaching of Hindi., Concept of Evaluation- Types of Evaluation- Formative and summative, Different types of tests- Achievement tests, Aptitude tests, Proficiency tests, Diagnostic tests, Types of Achievement tests- Oral test- Written test- teacher made test- standardized test, Objective test-One word answer- Fill in the blanks – Matching – Multiple Choice – Error recognition, Written tests - Short answer type – Paragraph type – Essay type, Construction of a good test – Preparation of blue print – Scoring key – Marking scheme, Item analysis – Item difficulty – Discriminative index. UNIT VI - Listening Comprehension Sub skills of listening in Hindi language – Concept of listening skill, The three phases of listening, Listening material – listening to specific information, for general understanding, to deduce meaning, to infer opinion and attitude by using a tape recorder, Development of listening skill in different activities – dictation, following a route, listening to instructions, Jigsaw listening.

UNIT VII - Speaking Skills Techniques in teaching speaking – the conversation class, the topic based discussion class – task centered fluency practice, Tasks for developing speaking skills – Individual, pair and group work, Improving oral fluency – parallel sentences – conversation – Dialogue – Role play, Dramatization – Play reading – Group discussion, Story telling – Narration – Description, Communication game – Debate – Interview – Extempore speech, Barriers for effective communication, Testing speaking. UNIT VIII - Reading skills Meaning – definition and types of reading skills, Process involved in reading – Symbol, sound, sense, Types of reading – reading aloud – silent reading – skimming – scanning – intensive reading – extensive reading, Method of teaching to beginners – alphabet method – phonetics method – word method – phrase method – sentence

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method, Reading for perception – reading for comprehension, Studies to develop reading, Testing reading. UNIT IX - Writing Skills Concept of writing skills, Sub skills in writing – visual perception – syntax – organization – grammar – content purpose – relevance, Writing skills – mechanical skills – grammatical skills – judgment skills – discourse skills, Characteristics of good hand writing – distinctiveness – legibility – simplicity- uniformity – spacing – capitalization – punctuation – speed, Developing good handwriting. REFERENCES

1. Aggarwal .J.C, “Principles, Methods & Techniques of Teaching”, UP, Vikas

publishing House Pvt Ltd, 2008. 2. Chau han .S.S, “innovations in Teaching learning process”, UP , Vikas

publishing House Pvt Ltd, 2008. 3. Dhand .H, “Techniques of teaching”, New Delhi, APH publication Coorporation,

2009. 4. Pal .H.R. and Pal .R, “Curriculum – yesterday, Today and Tomorrow”, Kshipra,

New Delhi, 2006. 5. Singh, Karan, “Hindi Shikshan, Govind Prakashan”, Lakhimpur Khiri, 2002.

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General Sanskrit Education - TE 1322

Objectives • To explain the nature, need & principles of Sanskrit language. • To acquire knowledge of Literacy, cultural and linguistic value. • To critically explain the various methods for successful language teaching. • To bring to their knowledge different approaches for teaching different aspect of

language. • To develop the language skills and their features among the pupils teachers. • To develop the skill of preparing and using effectively the instructional materials

for the teaching of Sanskrit. • To explain and organise different type of co-curricular activities related to

Sanskrit. • To develop diagnostic and remedial skill in Sanskrit teaching. • To get an insight of the text books and materials used. • To understand the technique of obtaining feedback for evaluation. UNIT I - Role and distinctive features of Sanskrit Meaning, Nature and principles of Sanskrit, Role of Sanskrit in Indian Society and Abroad, Place of Sanskrit in curriculum of primary, junior, High school and secondary level, Three- language formula and Sanskrit, The literary, Cultural and linguistic value of Sanskrit and its relation with modern languages, Aims and objectives of teaching of Sanskrit. UNIT II - Curriculum development Need basis and principles of curriculum construction, Precautions in developing curriculum of Sanskrit, Evaluation of present curriculum UNIT III - Learner-centered approaches and methods Methods: Pathshala method, Bhadrakar method, Direct method, Text book method and Elective method. Approaches: Structural approach, Constructive approach, Communicative approach Difference between ‘Approach, and ‘Method. UNIT IV - Pedagogical analysis Objectives and lesson planning - Teaching of prose, Teaching of poetry, Teaching of Grammar and teaching of composition, Translation, Drama, Rapid reading and spelling in Sanskrit.

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UNIT V - Language skill Listening and speaking skill- Features of Sanskrit pronunciation, Basic knowledge of Sanskrit- sound, Stress, Rhythm, Juncture, Intonation, Patterns and their implications. Reading and Writing skill- Teaching mechanism of Reading, Teaching reading to beginners, Teaching reading with comprehension. UNIT VI - Instructional Material Concept, components, Importance and their effective use: Television, Tape recorders Film strips, Films, OHP; Language Laboratory-An important instructional aid. UNIT VII - Co-curricular activities related to Sanskrit Usefulness of language game, Shloka Recitation, Lecture, Dramatization and other creative competitions and other co-curricular activities in the teaching and learning of Sanskrit UNIT VIII - Remedial and enrichment content Meaning and significance of remedial teaching, Common errors in Sanskrit and their removal through remedial teaching UNIT IX - Text book of Sanskrit- Characteristic and evaluation procedure of textbooks, a critical appraisal of the present text book in Sanskrit, Suggestion for improvement and qualities of a good teacher UNIT X - Evaluation procedure- Evaluation in Sanskrit teaching, Difference between Measurement, Assessment and Evaluation, Construction of a good test keeping in view of the objectives, content and form of questions, Development and standardization of achievement Test in Sanskrit preparation of a blue print. REFERENCES 1. C.S. J. M University, Regulation Devi Ahilya Vishvidyalaya University Indore,

Regulation, 2012. 2. Models of Teaching. Society for Educational Research &Development, Baroda,

1991. 3. Ordinances, regulations & curriculum faculty of Education, CCS University

Meerut, 2003-2004. 4. Pal .H.R and Pal .R, “Curriculum-yesterday, today and tomorrow”, Shipra, New

Delhi,. 5. Panday, Ramshackle: Sanskrit Shikshan, Agarwal Publication, and Agra.

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6. Safaya .R.N, “Sanskrit Shikshan Vidhi”, Haryana Sahitya Academy, Chandigarh.

7. Sansanwal .D.N & Singh, “Singh, Karan, Sanskrit Shikshan”, Govind Prakshan, Lakhimpur khiri.

8. Singh .S.D and Sharma, Shashikala, “Sanskrit Shikshan”, Radha prakashan Mandi, Agra, 1999.

9. Tamilnadu teachers Education University Regulation, 2009. 10. Weil .M & Joyce .B, “Information Processing Models of Teaching”. Prentice Hall

Inc., New Jersey, 1979.

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Mathematics Education – II TE1323

Objectives At the end of the course the student teacher will be able : • To understand the curriculum development in mathematics. • To Understand the models of teaching mathematics. • To know the importance of learning theories and strategies in mathematics. • To Explore the various resources in learning mathematics. • To acquire the skill of organizing mathematics laboratory. • To know the importance of Technology in teaching mathematics.

UNIT I - Mathematics Curriculum Definition need and Major Objectives of mathematics curriculum. Curriculum Development – organization of the curriculum – Approaches to curriculum organization – Characteristics of modern Mathematics curriculum.

UNIT II - Psychological Theories Influencing Learning of Mathematics. Psychology of learning Mathematics – Gagne’s types of learning the ideas of piaget and Bruner – Appropriateness of these types in learning mathematics. Factors influencing the learning of mathematics – Motivation, maturation, perception, attitude and aptitude – Divergent thinking in Mathematics. UNIT III - Class Room interaction Analysis Nature of class room interaction, teacher behaviors - students behavior, classroom interaction – Interaction Analysis Technique – observation schedule and record – Flanders Interaction analysis Technique, Reciprocal category System (RCS) and Equivalent Talk Category System (ECTS) UNIT IV - Mathematics Teaching Team teaching, play way technique – Group discussions – panel discussion – Buzz Sessions, mathematical games. Concept mapping – Keller Plan – Dalton plan – Supervised study – Cooperative learning. Concept of models of teaching – Characteristics – Families of Models – Concept attainment model – advance organiser model – Inquiry Training model. UNIT V - Learning Resources for Mathematics Mathematics Library – Mathematics Text book – Mathematics lab – Workbooks in mathematics – Mathematics club – field trips and field work.

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UNIT VI - Problem Solving skill and Strategies Short cut methods – rapid calculation, mental work, Simple multiplication – tests of divisibility – methods to develop speed and accuracy. UNIT VII - Recreational Mathematics Recreational Mathematics – riddles, puzzles, paradoxes, beautiful number patterns, magic squares , paper play. UNIT VIII - Integrating Computer in Teaching Mathematics The influence of computers in teaching and learning mathematics – the application of MS -Office ,Word, Excel, Power Point Presentation . Unit IX - Content Analysis Analysis of content available in mathematics textbook of XI and XII standards prescribed by government of Tamilnadu, Critical analysis of Present Teacher Education Programme. UNIT X - Statistics in Evaluation Statistical measures – Percentile, Percentile rank, Coefficient of Variational Regression. Distributions – Normal Probability curve ( Characteristics and its uses ), Skewness and Kurtosis. REFERENCES 1. Aggarwal .J.C, “Teaching of mathematics”, UP, Vikas Publishing House Pvt Ltd,

2008. 2. Bagyanathan .D, “Teaching of mathematics”, Chennai, Tamil Nadu Text Book

Society, 2007. 3. James Anice “Teaching of Mathematics”, Hyderabad: Neelkamal Publications

Pvt., Ltd. 4. Mangal .S, K & Mangal .S, “Essentials of educational technology and

management”, Meerut, loyal book depot, 2005. 5. Nagarajan .K, Srinivasan .R, “Elementary Statistics”, Chennai, Ram Publishers,

2005. 6. Nagarajan .K, Srinivasan .R, “Inferential Statistics”, Chennai, Ram Publishers,

2005. 7. Parthasarathy .N, “Kanitham karpithal”, Chennai, The South India Saiva

Siddhanta Works, 1961. 8. Sharma .R.A, “Technological foundation of education”, Meerut, R.Lall Books

Depot, 2008. 9. vd;. jkae;jp ghf;fpaehjd;. fzpjk; fw;gpj;jy;. rhe;jh gg;sprh;;

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Physical Science Education -II TE1324

Objectives • Enhancing the knowledge of science • Equip him/herself with models of teaching Physical Science. • To acquire skill in handling classes • To utilize the library resource effectively • Catering to the needs of individual difference • To Understand the psychological basis and techniques available in teaching

physical science UNIT I - Basic knowledge of Physics/Chemistry Contents of XI and XII Std (Physics /Chemistry) Prescribed by Tamil Nadu Textbook Society. Writing Instructional Objectives. Writing lesson plan for the contents in XI & XII UNIT II - Psychological basis in physical science teaching Models: Definition, Types of teaching model – Contribution of Piaget, Vigotsky theory of learning – Gagne’s model of learning - Bruner model of concept learning – Suchman’s inquiry training model. UNIT III - Modern methods of Physical science teaching Criteria for the selection of methods Modern methods of Teaching Physical science: Seminar – Symposium Workshop, Group Discussion, Debate, Panel Discussion, Team Teaching - Internet and Intranet in Class room instruction, Supervised study. UNIT IV - Teaching of Physical Science – Activity based Organization of Science Club – Values of a Science Club – Organization of science fair- Steps for the organization of a Science fair - Science Museum, Science Exhibition – Field trip – Excursion – School Gardening – Aquarium, Vivarium, Terarium – Nature walk UNIT V - Individualized Instruction Catering to the needs of the Individual difference – National Talent search Examination – Identification and Characteristics of Slow and Gifted learners – Programme for the Slow and Gifted learner UNIT VI - Class room climate Class room Climate – Autocratic , Democratic, Laissez fair - Teacher behavior – Student behavior-Class room interaction analysis – Flander’s interaction Analysis –

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Observation or Recording of Classroom event - Construction of Interaction Matrix , Sample Interaction Matrix, Interpretation of Interaction analysis, Limitation.

UNIT VII - The Science Teacher Qualification of Good Science teacher , Pre – service Training Professional Development – Need for In – Service Training - Current state of Affairs in India – Mass Orientation of School Teacher (MOST) – Special Orientation Programme – Self evaluation.

UNIT VIII - Environmental science and Human health Creating awareness among people about the Environmental Issues – Pollution – population exploitation – Malnutrition - Superstitious beliefs – Sociodrama - Psychodrama – Global warning – Communicable diseases.

UNIT IX - Assessment Techniques Statistical methods and Techniques –– Measures of Central tendency – Measures of Variability – Correlation co- efficient, Rank Order and Product Moment Correlation – Graphical representation of Data – Bar diagram, Pie diagrams – Histogram, Frequency polygon – Cumulative Frequency Curve, Ogive Curve.

UNIT X - Physical Science and Technology Web based instruction: ‘e’ learning, Virtual Classroom, Simulation, Power point presentation. Video Conferencing – Meaning, Utilization for teaching, advantages – Smart class room – Virtual University – Multimedia approach – Online teaching & examination.

REFERENCES 1. Mangal .S.K, “Foundations of Educational Technology”, Ludhiana, Tandon

Publications, 2001. 2. Nair .C.P.S, “Teaching of Science in our Schools”, Sulthan Chand & Co. (Pvt.)

Limited, 1971. 3. Nayak, “Teaching of Physics”, New Delhi, APH Publications, 2003. 4. Pandey, “Major Issues in Science Teaching”, New Delhi, Sumit Publications,

2003. 5. PannerSelvam .A, “Teaching of Physical Science (Tamil)” Chennai:

Government of Tamil Nadu, 1976. 6. Radha Mohan, “Teaching of physical science”, New Delhi, Neelkamal

Publishers, 2010.

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Biological Science Education - II TE1325

Objectives • To Know the contents of XI & XII biology books • To understand the new developments in biology • To understand the uses of computers for teaching • To analyze the class room interaction and Interpretation • To apply the knowledge of various teaching models for teaching of Botany and

Zoology • To analyze and utilizes the library resources • To develop skill for preparing video conferencing for teaching develops biological

science • To find out hidden potentialities of students • To organize programs for creating awareness among people. • To execute projects for their future students • To implement different assessment techniques to evaluate their students UNIT I - Knowledge of content in Biological Science Theoretical and practical Content of Botany and zoology related to XI and XII standard specified by Tamilnadu government. UNIT II - New Developments in Biology Bio –Technology, Bio – Chemistry, Bio – Physics, Micro- Biology Developmental Biology, Behavioral science, Neuro physiology, population genetics, Genetic Engineering, Rain water harvesting, Forest Conservation, Bio-medicine and Radio isotopes. UNIT III - Computers in Biological Science Teaching Multimedia computers, advantages of computers - Computers and teaching- Programmed instruction, Development and use of Multimedia in the Teaching of Biological Science. UNIT IV - Class Room Interaction Analysis Nature of class room interaction, Teacher Behaviors – Students behavior, Class room interaction - Interaction Analysis Technique -Observation schedule and record - Flanders Interaction Analysis Technique – categories - observation and recording - Interpretation - Advantages.

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UNIT V - Models of Teaching Biological Science Introduction, Definition, Types of teaching model – Contribution of Piaget, Vigotsky theory of learning - Gagne’s model of sequential learning – Bruner’s model of concept learning - Implication of teaching and learning science. UNIT VI - Instructional technology in teaching Biological Science Group discussion - Team teaching- Supervised study – Biographical method – Internet and Intranet in class room instruction. Video conferencing- Meaning, utilization for teaching, Advantages. UNIT VII - Library and Electronic resources in biology teaching Importance of Library, Text Book - Reference Books - Periodicals - Journals and Magazines in Science -Values of Science libraries - e resources - e books and - e library UNIT VIII - Talent search programs related to science-Activity aids Organization of Science club, Science exhibitions, Science Excursion, Science Fairs, Field trips, Presentation about programs conducted and steps and procedure for Execution of projects at school. UNIT IX - Environmental awareness through Science Teaching Creating awareness among people about the consequences of pollution - Global warming - Over population –Malnutrition - Superstitious beliefs- Health awareness programs – Vaccination and its importance. UNIT X - Assessment Techniques Titles for Individual and group projects-Importance of projects in learning Biology-Listing out possible Working and static models-Importance of models in learning biology-Assignment - Meaning - Importance of assignment in learning Biology - Characteristics of good assignment. REFERENCES 1. Arulselvi .E, “Teaching of science”, Chennai, Saradha Publications, 2007. 2. Chauhan .S.S, “Innovations in Teaching Learning Process”, Vikas Publishing

House, New Delhi, 1985. 3. Garrett .H, “EStatistics in Psychology and Education .Bombay”, Vakisls, Feffer

and Simons Ltd, 1979. 4. Gupta .S.K, “Teaching of Physical Science in Secondary Schools”, New Delhi,

Sterling Publishing (Pvt.Ltd), 1985. 5. Heiss, Obourn & Hoffman, “Modern Science in Secondary Schools”, New Delhi,

Sterling Publishing Private Ltd, 1985.

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6. Pandey, “Major Issues in Science Teaching”, New Delhi, Sumit Publications, 2003.

7. Sharma .P.C, “Modern Science Teaching”, New Delhi: Dhanpat Rai Publications, 2006.

8. Venugopal .G & Nithyasri, “(Teaching of Biology)”, Ram Publishers, Chennai, 2003.

9. Yadav .M.S, “Teaching of Science”, New Delhi, Anmol Publications, 2003.

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Social Science Education – II TE1326

Objectives • develop knowledge about the basic principles governing the construction of a

social science curriculum • develop the classroom skills needed for teaching of social science/social studies

either as a separate or as an integrated discipline using modern methodology • develop the ability to organize co-curricular activities and community resources

for promoting social science/social studies learning. • acquire the ability to develop instructional support materials, understand the

importance of Instructional Planning • understand the methods of teaching controversial issues in Social Science,

develop interest on contemporary affairs in the Indian scenario • understand the importance of Agriculture, Economy, Industrial growth,

technology and communication development, media and transport etc. • develop a keen interest on the different phases of Indian Freedom Struggle and

the contribution of various education committees • understand the importance of Indian Constitution, appreciate the composite

culture of Indian society • develop an in depth knowledge on regional differences and socio-economic

inequalities understand importance of classroom management, comprehend the approaches to classroom management

• understand ways of managing a classroom, physical resources of a classroom • understand and appreciate social sciences education and its teaching-learning

aspects as a whole UNIT I - Perspectives of Social Sciences Education Social Science Education – Definition – Need and Importance – Scope - Dimensions of Social Science - Concept of Social Science – Difference between Social Science and Social Studies – Relationship between Social Science and other Subjects – Present status and significance of Social Science education - Individual, Social and National needs of the Social Science Curriculum - Content, Principles and Selection of Social Science Curriculum – Analysis of Social Science course content: Primary, Secondary, High School, Higher Secondary and College level – Neglect of social sciences in the technological era – Strengths and Inevitability of Social Sciences in the school and college curriculum – Oath of social science teachers to improve the standards and spread awareness & essentiality of social science subjects.

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UNIT II - The History and Development of Social Sciences / Studies Education History and Development of Social Studies as school subject – Post-Modern and Contemporary status of social studies education in India - Citizenship education - Fundamental Duties, Fundamental Rights, Directive Principles of State Policy - National institutes- NIRD, NGRI, NRSA, ICSSR, ICAI (Indian council for adult education), UGC, NCF 2005, NCF for Teacher Education – 2010 - Understanding social studies in relation to History, Geography, Civics and Economics, Sociology. UNIT III - Teaching social studies – Tenets, Commissions, Policies, Statutory bodies and Agencies Importance of teaching social sciences education - Broader objectives of Teaching and Learning Social sciences education - Important Commission of Pre & Post Independence India: Woods dispatch, Macaulay’s Minutes, Macaulay’s down filtration theory, Indian Education Commission (1882 and 1964), Hartog Commission – Wardha system of Education, CABE, NEP – 1968, 1986 - Recommendations of Kothari Commission, Recommendations of New National Policy on Education (1986) - NPE 1986, NCF 2005, NKC 2007 - Instructional objectives and specifications of teaching Social Sciences, UGC, NCERT, CASE, RIE’s, IASE’s, DIETs. UNIT IV - Modalities of teaching social sciences Classroom Interaction Analysis – Flander’s - Vogal’s check list of critical analysis of a text book –Edgar Dale's cone of Learning Experience – Multimedia, Internet, World Wide Web, Online applications in Social sciences teaching-learning – Integrated technology based approaches in teaching-learning of social sciences – Systems approach – Synergic approaches in teaching social sciences - Teaching of controversial issues in Social Science – Need and limitations to discuss controversial issues related to politics (corruption, policies etc.), cultural (superstitions, myths, belief systems etc.,) – The Social Sciences teacher and their elaborate characteristics and contributions. UNIT V - Models of teaching social sciences education Inquiry-training model, Advanced-organizers model, Behaviouristic Model, Personalized model, Social-training model, Concept-attainment model, Glaser’s basic Teaching Model, Mastery Learning Mode, Minimum levels of Learning, Activity Based Learning, Active learning Methodology, Reflective Teaching, UNIT VI - Contemporary India Issues and challenges – National integration and secularism, social justice and economic justice – Women empowerment through education – Education and health for all – India and world peace – National Integration – International Understanding – Teacher’s Role in developing these – Human Rights - Human rights in modern

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context – National Human Rights Commission - Remedies of human rights violation – RTI Act – Anti-corruption policies – Policies and Amendments – Rights of the needy, socially and financially deprived – State & Central Welfare commissions – Minorities welfare – Tribal welfare – Education for all – Free and Compulsory Education – Financial Assistance Schemes for Education at different levels – Mass literacy – Culture – transmission and transformation – Achieving awareness, equality in social structure through education. UNIT VII - Education and Social Sciences Education as an instrument of social change- influence of education on society, family and their practices Socio-cultural influences on the aims and organization of education Social acceptability of educational policy and practice Impingement of cultural history on education Emerging trends in societies and their repercussions on education: globalization and internationalization of education - Indian Agriculture – Contribution of agriculture to national income – Food security – Impact of globalization, consumerism, liberalization – Indian Industry – Public sector – rural industries – Private enterprise – Transport and communication – Impact of Globalization – Development of communication and transportation. UNIT VIII - Technology-enhanced Learning Resources ICT and Multimedia as technology-enhanced communication devices in teaching-learning: a comparative review of various learning resources Interactive white board – its features and advantages Computer as a learning resource for presentation, documentation, word processing, evaluation. Animation and other visual presentation options on a computer Internet as an Information Resource. Evaluating information resources on the Internet Emerging Internet trends and technologies for facilitating learning Designing and Developing Technology- Enhanced Learning Material Changing roles and competencies of a teacher in technology enhanced learning UNIT IX - Classroom Management Classroom management in social science teaching – concept, need and approaches - Roles of students in a classroom – leader, follower and non-participant - Role of a social science teacher in classroom management – relationship between leadership styles of a teacher and classroom discipline - Managing behavior problems in a social science classroom – Preventative, Supportive and Corrective - Common mistakes in classroom behavior management. Establishment of routines, rules and procedures Punishment and its legal implications – the rights of a child Time management in a classroom – allocated time versus engaged time – Types of Teachers (Authoritative, Democratic, Laissez Fairer) – Achieving teaching effectiveness in a social sciences classroom – Need for elaborate, creative, comprehensive, pervasive social science teachers.

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UNIT X - Social sciences learning as a social cultural process Learning group as a resource for learning – understanding dynamics of a group, zone of proximal development Variety of ways of organizing learning in groups - Meaning, scope, advantages and guidelines Teacher’s role in building learning communities in a classroom through promotion of common goals, partnership, shared leadership, co-evolving and co-learning Cooperation and competition as processes in group learning: possibilities in organizing co- operative and collaborative learning, peer coaching Assessment of group learning – Remedial Teaching. REFERENCES 1. Anlet Sobithabai, “Contemporary History of India (1947 – 2009 A.D)”, Sharon

publications, Tamil nadu, 2009. 2. Asian development Bank, “Agriculture food security and rural development”,

Oxford University press. Delhi, 2010. 3. Dhamija, Neelam, “Multimedia Approaches in Teaching Social Studies”,

Harmen Publishing House, New Delhi, 1993. 4. Fenton, Edwin, “The New Social Studies”, Holt Rinehart, Winston, Inc., New

York, 1967. 5. NCERT, “Guidelines and Syllabi for Secondary Stage (Class IX, X)”, NCERT,

New Delhi, 1988. 6. Singh, Gurmit and Kaur, Jasvir, “Teaching of Social Studies”, Ludhiana: Kaliyani

Publishers, 2007. 7. Sudhir Naib, “The Right to information Act 2005”, A Hand book, Oxford

University press – India, 2011. 8. Taneja .V.K, “Teaching of Social Studies” , Ludhiana , Vizo’s Publications,

1992. 9. UNESCO, “Handbook for Teaching of Social Studies”, UNESCO, Paris, 1981. 10. Verma .O.P, “Geography Teaching”, New Delhi, 1981.

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Commerce and Accountancy Education – II TE1327

Objectives

At the end of the course the student - teacher will be able: • Enumerate the importance of Commerce education and the present status of

Commerce education in our country. • Apply the knowledge in analyzing higher secondary Commerce and

Accountancy contents in terms of the techniques. • Develop interest in learning recent developments in Commerce and

Accountancy • Understand Professional Development in teaching Commerce and Accountancy • Describe educational technology on teaching-learning of Commerce. • Computer/Web based teaching and learning materials for Commerce and

Accountancy. UNITI - Commercial Issues related to Indian Economy Commercial issues related to teaching of Commerce – World Trade organisation – GATT, GATS; Globalisation, Privatisation and Liberalisation (LPG), FEMA, Inflation, Consumer protection, e - commerce; e – banking, controversial issue – Economic crimes UNIT II - Curriculum in Commerce Current trends in curriculum changes in Commerce at Higher Secondary level; A critical analysis of existing Commerce curriculum of different boards; Content course of Commerce of classes XI and XII. UNIT III - Construction of Knowledge in Commerce classrooms Constructivist Perspectives – Individualism and Collectivism: Bruner, Piaget and Vygotsky’s Ideas; Social construction of Commerce knowledge; Constructivist classroom climate – Teaching and learning strategies UNIT IV - Individualization of Instruction Individualized Instruction – Meaning and Characteristics; Techniques of individualized instruction; Programmed Instruction – Definition – Theoretical bases, Principles; Types of programming – Linear, Branching; Teaching Machines; Preparation of programmed learning material, Advantages of PI, Teacher’s role in PI. Individual Differences in Learning Identification of gifted and slow learners in Accountancy, Enrichment programmes for gifted learners, Identification of learning difficulties, Causes and remedies for

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backwardness, Remedial teaching programs, Providing for individual differences in Accountancy UNIT V -I instructional Aids used in Teaching Commerce Instructional aids – Importance, Principles of preparation and use, Classification – two dimensional and three dimensional – aural, visual and activity aids – projected and non projected aids. UNIT VI - Learning Resources in Commerce & Accountancy Commerce text book – Need for a text book in Commerce and Accountancy, Qualities of a good text book in Commerce and Accountancy, Rating scale to evaluate a good text book in Commerce and Accountancy; Commerce Library – Need and importance of a Commerce library; Books, Magazines, Periodicals, CD’s and equipments to be kept in a Commerce library. UNIT VII - Commerce Department & Commerce Club Commerce Department: Records and registers to be maintained; Commerce Club – Organisation, structure and development of Commerce club; Activities of Commerce club to develop commercial interest and attitudes– Uses of community resources - Arranging Field trips, Guest lectures, Workshops, Seminars, Symposium and Panel Discussion. UNIT VIII - Commerce Teacher Commerce and Accountancy Teacher – Qualifications, Qualities, Regular duties and responsibilities of a Commerce teacher, Ethical and Social responsibilities of the Commerce teacher, Necessary registers and records to be maintained by the Commerce teacher, Challenges faced by the Commerce teacher; Professional Development – Need for in-service training; Limitations in current in-service programme. UNIT IX - Computer Aided Instruction Computers and Multi Media in learning Commerce; Computer Assisted Instruction (CAI) – Meaning, Modes of CAI, Benefits of CAI, Teacher’s role in CAI; Computer Managed Instruction.

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UNIT X - ICT Integrated Commerce Education ICT in teaching & learning – Components of ICT, Web Assisted Instruction – Identification of e-resources; Web Based Instruction ; E-learning – Concept, Characteristics, Advantages and disadvantages; Mass media in teaching of Commerce; Tele conferencing. REFERENCES 1. Aggarwal, “Teaching of Commerce”, A Practical Approach.(2nd ed). UP, Vikas

Publishing House Pvt Ltd, 2008. 2. Gupta .U. C, “Teaching of Commerce”, New Delhi: Khel sahitya Kendra, 2007. 3. Khan .M.S, “Commerce Education”, New Delhi, Sterling Publishers, 1982. 4. Nagarajan .K.L, Vinayagam .N & Radhasamy .M , “Principles of commerce and

commercial knowledge”, New Delhi , S.Chand & Company Ltd, 1977. 5. Rao, Seema, “Teaching of Commerce”, NewDelhi, Anmol Publication, 2007. 6. Sharma .R. N, “Principles and Techniques of Education”, Delhi, Surjeet

Publications, 2008. 7. Singh .Y. K, “Teaching of Commerce”, New Delhi, APH Publishing Corporation,

2009. 8. Sivarajan .K and Lal .E.K, “Commerce Education, Methodology of Teaching and

Pedagogic Analysis”, Calicut, Calicut University, 2002.

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Computer Science Education – II TE1328

Objectives • Explain the meaning scope and relevance of technology in computer science

education • Describe the need for ICT and ET mediated computer education • Identify the challenges in integrating ICT in school computer education • Develop instructional modules for online learning and text materials for

multimedia presentation • Identify , compare and evaluate web sites for any given topic • Consider ethical issues involved while using e-sources, develop question bank,

maintain students assessment records and analyze students • Performance using ICT, use e-sources for carrying out educational research • Analyze the scope and challenges of e-governance in educational planning and

administration • Assess the effectiveness of virtual education and virtual class room environment

in computer science teaching • Acquire knowledge on computer software and growing capability of computer

technology. • Acquire knowledge on latest trends in Information Technology and assessment

techniques..

UNIT I - Information & Communication Technology in Education Concept, Importance, Meaning & Nature of Information & Communication - Technology - Need of Information & Communication Technology in Computer Education - Scope of ICT in Computer Education - a) Teaching Learning Process b) Publication c) Evaluation d) Research e) Administration.

UNIT II - Trends in Computer Education Paradigm shift in Computer Education due to ICT content, with special reference to Curriculum, Role of Teacher, Methods of Teaching, Classroom Environment, Evaluation procedure, Educational management - Challenges in integrating Information & Communication - Technology in school education.

UNIT III - Instructional System The systems approach to education - System – Meaning and Characteristics - The systems approach - Concept and Principles - Distinction between education, instruction and Training Application of systems approach to education - Instructional System - Meaning and Nature of Instructional system - Components of Instructional -system - Analysis of Instructional system – Flanders’s Instructional analysis – Classroom effectiveness – Factors determining classroom climate.

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UNIT IV - Instructional strategies and Models. Instruction strategies - Self Instruction - Programmed instruction - Computer Assisted instruction -Models of Instructional system - Mastery Learning Model - Synectic Model - Modified system Model – Systems approach and other learning models – Concept attainment model – Inquiry training model – Socialized models – Behavioural model – Personalized model – Advanced organizers model.

UNIT V - Application and Technology for instructional system Need, importance and uses of Technology for teaching and instruction - Principles of selecting of Technology for instruction - Developing self instructional material – steps only - Developing computer Assisted instruction program - concept and steps - Preparation of instructional design for online learning.

UNIT VI - Evaluation of Instructional system Process of selection, development and validation of teaching and instructional material / Program - Individual testing - Group testing - Field testing - Master validation - Models of evaluation - Educational Decisions Model (CIPP Model) - Intrinsic evaluation – Extrinsic evaluation – Summative and Formative Continuous and comprehensive evaluation – Assessment of practical knowledge in computer education - Computerized Question Banking: Selection of items, specification of objectives, item analysis, feed back and remedial programmes, reporting examination results, progress report, recording continuous assessment, maintenance of cumulative record.

UNIT VII - Educational Technology and Computer Education Definition of Educational Technology; Distinction between modern hardware and software technologies and their role in modern educational practices – Significant Technologies: Important accessories and their application – 3D Projectors, Audio-Video recording instruments, Plasma, Touch-screen TVs, Computers, New technologies like e-mail; internet; etc. Use of strategies viz. Teleconferencing, Programmed Instruction, CAI, Language Laboratory, Drop-box technology, Cloud technology, Apps and Downloads, Innovative learning tools: ipod and ipad, e-books, e-libraries, social networking – content sharing etc.,

UNIT VIII - Curricular and Evaluation Tools Curricular Accessories and Support Material for teaching of computer science - textbooks Journals, Handbooks, Students’ work-books, Display-slides, Laboratory materials and Audio-video support material. Evaluating Outcomes of Computer Science Teaching: Construction of norm-referenced and criterion-referenced tests, preparing different types of items in accordance with the Bloom’s taxonomy of instructional objectives. Limitations and advantages of different types of items – e-assessments – online evaluation.

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UNIT IX - Instructional Programmes and Programmed Instruction A systematic plan for developing CAI programmes – Programmed Instruction (PI) - Designing a CAI lesson; specification of objectives – front-end analysis- outcome specification of lesson design - Lesson development- lesson validation. Common CAI frames; Introduction- menu page- teaching frames- criterion test frame – feed back (remedial) frames- reinforcement frames- graphics frames – Linear Programming – Branching programme – Mathetics – Skip programming – Branier style of programmed instruction – PLAN (Program for learning in accordance with need) – Strategies for laboratory based learning computer science education. UNIT X - Educational Planning and Administration Role of computers in educational planning and administration, scope and challenges of e-governance in education at various levels-centre, state, district, block, local bodies and institutions. Use of computers in manpower planning & human resource development. Concepts of knowledge economy and knowledge management-role. Concept of total quality management (TQM) - Virtual Classrooms –problems with conventional education, nature and concept of virtual education, effectiveness of virtual education, limitations and challenges of virtual environment-Teleconference – Videoconferencing. REFERENCES 1. Agarwal .J.C, “Essential of Educational Technology”, Teaching Learning

Innovations in Education. Delhi, Vikas Publishing House (P) Ltd, 1995. 2. Berge .Z, “Guiding principles in Web-based instructional design”, Education

Media International, 35(2), 72-76, 1998. 3. Chauhan .S. S, “Innovations in teaching learning process”, New delhi, Vikas

Publishing house Ltd. Stephen, M. A, 1985. 4. Goel .H. K , “Teaching of computer science”, New delhi: R.Lall Books, 2005. 5. Kochhar .S.K, “Methods and techniques of teaching”, New Delhi, Sterling

Publishers Pvt Ltd, 1992. 6. Krishnamurthy .R. C , “Educaitonal technology” , Expanding our vision, Delhi,

Authors Press, 2003. 7. Kuma .K.L, “Educational Technology”, New Delhi, New AgeInternational (P) Ltd,

1997. 8. Kumar .K.L, “Educational technology”, New Delhi, Angel International (P) Ltd,

1997. 9. Rinebert Winston, Skinner .B.T, “The Technology of Teaching” , New York,

Applenton, Century Crofts, 1968. 10. Sadagopan .S E, “Governance Today”, The Icfai University Press Hyderabad,

2008.

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11. Sambath .K, Paneerselvam .A & Santhanam .S , “Introduction of educationaltechnology”, New Delhi , Sterling Publishers Private Limited, 2006.

12. Sharma .R.A, “Technological Foundations of Education”, Meerut, R. Lal Book Depot, 2001.

13. Vanaja .M , “Educational technology”, Hyderabad , Neelkamal Publications Pvt. Ltd, 2006.

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Home Science Education - II TE1329 Objectives • Understand the principles of curriculum construction and critically examine the

Home Science syllabus. • Acquaint with the objectives of teaching Home Science in secondary and higher

secondary schools and help them to plan learning activities according to those objectives.

• Get familiarized with the problems of laboratory organization, maintenance and administration.

• Reflect to the issues in teaching Home Science and inculcate the competencies to devise & utilize innovative strategies for Home Science teaching.

• Develop an analytical and creative mind and become effective members of home, school community and profession.

• Comment & criticize the curriculum organization of Home Science syllabus at secondary and higher secondary school levels.

• Get familiarized with recent trends in evaluation as applied to Home Science. • Utilize recent trends in evaluation as applied to Home Science & to prepare

objective based test items to evaluate the achievement of pupil. UNIT I - Home Science as a Subject Health Science: Food & Malnutrition, Hygiene & Sanitation, Communicable diseases, Motherhood & Childcare. Home Management: Home-maker, Textiles & Clothing Care, Principles of budgeting. UNIT II - Curriculum in Home Science & Correlation in Home Science Curriculum Development: Meaning & Concept, principles of curriculum, Curriculum construction approaches and its types, organization of curriculum and syllabus. Correlation of Home Science with other school subjects- an interdisciplinary approach in school curriculum. UNIT III - Scope of Environmental Education in Home Science Teaching Home Science: A critical appraisal on Home Science as a Vocational Stream at various levels schools. EE: Meaning, Aims Need & Scope. Advantages of Environmental Education along with Home Science at various levels of education system: Elementary, Secondary, Higher secondary and University level.

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UNIT IV - Home Science Teacher Duties and Responsibilities of a Home science teacher, Qualities and Competencies associated with success in Home Science teaching, Maintaining optimum physical and mental health, Acquiring breadth and depth knowledge of Home Science, Accepting the professional ethics and individual differences in students. UNIT V - Relationship between the school and community Linkage between school and community: role of community in enhancing school education, Use of Community resources and conservation, School and Teacher’s contribution to the community. UNIT VI - Home Science Laboratory Bases of instruction: Home Science Laboratory designing, organization of the laboratory. Laboratory equipments and their maintenance UNIT VII - Planning, organization and maintenance of Practical work Practical work: Preparation of demonstration and students work table. Safety precautions and measures, Store room maintenance: Consumables, non-consumables, breakables, etc., Maintenance of records, registers stock, books and accounts books. UNIT VIII - Text book of Home Science Text Book: Qualities of a good text book, Criteria for evaluating a Home Science text book, Use of text books in teaching, Values of a school Biology library, Books for selection and purchase, classification and cataloging. Critical review of Home science text books used in Higher Secondary schools UNIT IX - Examination and Evaluation. Principles of test construction, Test types – Diagnostic, Prognostic and Achievement tests; Criterion and Norm referenced tests, Blue Print and Question bank Evaluation of student’s attainment in Biology- Tools of evaluation –written and practical. Various types of test items: essays, short answer, completion, matching two choices, multiple choices, Steps in test construction. Measures of central tendency, Measure of Variability, Correlation: co-efficient of correlation- rank difference method. Graphical Representation of Data and its types.

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UNIT X - Research in Home Science Education Research: meaning, characteristics & importance, Variables: Independent, Dependent, Intervening, Research types: Pure, Applied & Action research, Need and procedure to conduct action research. REFERENCES 1. Ksaushik .V.K, “Problems of Nutrition and Child care”, Pointer Publishers,

Jaipur. 2. Lakshmi .K, “Technology of teaching of home science”, New Delhi, Sonali

Publishers, 2006. 3. Nibedita .D, “Teaching of Home Science”, New Delhi, Dominant Publishers and

Distributers, 2004. 4. Seshaih .P.R, “Methods of teaching home science”, Chennai, Manohar

Publishers & Distributors, 2004. 5. Shah .A, et al, “Fundamentals of teaching home science”, New Delhi, Sterling

Publishers Private Limited, 1990. 6. Shalool .S, “Modern methods of teaching of home science”, (I Edition). New

Delhi, Sarup&Sons, 2002. 7. Sheri .G. P & Saran .D. P, “Teaching of Home Science”, Delhi, Vinod Pustak

Mandir, 2008. 8. Yadav .S, “Teaching of home science”, New Delhi, Anmol Publishers, 1997. 9. Yadav .S, “Text book of nutrition and health”, New Delhi, Anmol Publishers,

1997.