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SATHYABAMA UNIVERSITY(Established under section 3 of UGC Act, 1956)

Jeppiaar Nagar, Rajiv Gandhi Salai, Chennai - 119.

SYLLABUS

BACHELOR OF EDUCATION (B.Ed)

ONE YEAR PROGRAMME

REGULATIONS - 2010

SATHYABAMA UNIVERSITYREGULATIONS – 2010

Effective from the academic year 2010-2011 and applicable to the students admitted to the Degree of Bachelorof Education. (One year)

1. Structure of Programme

1.1 Every Programme will have a curriculum with syllabi consisting of theory and practical such as:

(i) Core courses.

(iii) Elective course for specialization in related fields.

(iv) Computer Practice, Laboratory Work, Industrial Training, Seminar Presentation, Project Work,Educational Tours, Camps etc.

1.2 Each semester curriculum shall normally have a blend of lecture course not exceeding 7 and practicalcourse not exceeding 4.

1.3 The medium of instruction, examinations and project report will be English.

2. Duration of the Programme

A student is normally expected to complete the B.Ed.. Programme in 1 year but in any case not more than3 consecutive years from the time of commencement of the course. The Head of the Department shallensure that every teacher imparts instruction as per the number of hours specified in the syllabus and that theteacher teaches the full content of the specified syllabus for the course being taught.

3. Requirements for Completion of a Semester

A candidate who has fulfilled the following conditions shall be deemed to have satisfied the requirement forcompletion of a semester.

3.1 He/She secures not less than 90% of overall attendance in that semester.

3.2 Candidates who do not have the requisite attendance for the semester will not be permitted towrite the University Exams.

4. Examinations

The examinations shall normally be conducted between October and December during the odd semesters andbetween March and May in the even semesters. The maximum marks for each theory and practical courseshall be 100 with the following breakup.

(i) Theory Courses

Internal Assessment : 20 Marks

University Exams : 80 Marks

(ii) Practical courses

Internal Assessment : - -

University Exams : 100 Marks

SATHYABAMA UNIVERSITY FACULTY OF EDUCATION

BACHELOR OF EDUCATION (B.Ed.) i REGULATIONS 2010

5. Passing requirements

(i) A candidate who secures not less than 50% of total marks prescribed for the course (For all coursesincluding Theory, Practicals and Project work) with a minimum of 35 marks out of 80 in the UniversityTheory Examinations, shall be declared to have passed in the Examination.

(ii) If a candidate fails to secure a Pass in a particular course, it is mandatory that he/she shall reappearfor the examination in that course during the next semester when examination is conducted in thatcourse. However the Internal Assessment marks obtained by the candidate in the first attempt shallbe retained and considered valid for all subsequent attempts.

6. Eligibility for the Award of Degree

A student shall be declared to be eligible for the award of the B.Ed. degree provided the student has successfullycompleted the course requirements and has passed all the prescribed examinations within the maximum periodspecified in clause 2.

7. Award of Credits and Grades

All assessments of a course will be done on absolute marks basis. However, for the purpose of reporting theperformance of a candidate, Letter Grades will be awarded as per the range of total marks (out of 100) obtainedby the candidate as given below:

RANGE OF MARKS FOR GRADES

Range of Marks Grade Grade Points (GP)

90-100 A++ 10

80-89 A+ 9

70-79 B++ 8

60-69 B+ 7

50-59 C 6

00-49 F 0

ABSENT W 0

CUMULATIVE GRADE POINT AVERAGE CALCULATION

The CGPA calculation on a 10 scale basis is used to describe the overall performance of a student inall courses from first semester to the last semester. F and W grades will be excluded for calculating GPAand CGPA.

CGPA = Σi Ci GPi

Σi Ci

where Ci - Credits for the subject

GPi - Grade Point for the subject

Σi - Sum of all subjects successfully cleared during all the semesters


BACHELOR OF EDUCATION (B.Ed.) ii REGULATIONS 2010

8. Classification of the Degree Awarded

1 A candidate who qualifies for the award of the Degree having passed the examination in all thecourses of all the semesters in his/her first appearance within a maximum period of 1 year aftercommencement of study securing a CGPA not less than 9.0 shall be declared to have passedthe examination in First Class – Exemplary.

2. A candidate who qualifies for the award of the Degree having passed the examination in all thecourses of all the semesters in his/her first appearance within a maximum period of 1 year aftercommencement of study securing a CGPA not less than 7.5 shall be declared to have passedthe examination in First Class with Distinction.

3. A candidate who qualifies for the award of the Degree having passed the examination in all thecourses of all the semesters within a maximum period of 1 year after commencement of studysecuring a CGPA not less than 6.0 shall be declared to have passed the examination in FirstClass.

4 All other candidates who qualify for the award of the Degree having passed the examination in allthe courses of within a maximum period of 3 years after his/her commencement of study securinga CGPA not less than 5.0 shall be declared to have passed the examination in Second Class.

5 A candidate who is absent in semester examination in a course/project work after having registeredfor the same, shall be considered to have appeared in that examination for the purpose ofclassification of degree. For all the above mentioned classification of Degree, the break of studyduring the programme, will be counted for the purpose of classification of degree.

6 A candidate can apply for revaluation of his/her semester examination answer paper in a theorycourse, within 1 week from the declaration of results, on payment of a prescribed fee along withprescribed application to the Controller of Examinations through the Head of Department. TheController of Examination will arrange for the revaluation and the result will be intimated to thecandidate concerned through the Head of the Department. Revaluation is not permitted for practicalcourses and for project work.

Final Degree is awarded based on the following :

CGPA ≥ 9.0 - First Class - Exemplary

CGPA ≥ 7.50 < 9.0 - First Class with Distinction

CGPA ≥ 6.00 < 7.50 - First Class

CGPA ≥ 5.00 < 6.00 - Second Class

Minimum CGPA requirements for award of Degree is 5.0 CGPA.

9. Discipline

Every student is required to observe disciplined and decorous behaviour both inside and outside the Universityand not to indulge in any activity which will tend to bring down the prestige of the University. If a studentindulges in malpractice in any of the University theory / practical examination, he/she shall be liable for punitiveaction as prescribed by the University from time to time.

10. Revision of Regulations and Curriculum

The University may revise, amend or change the regulations, scheme of examinations and syllabi from time totime, if found necessary.


BACHELOR OF EDUCATION (B.Ed.) iii REGULATIONS 2010

BACHELOR OF EDUCATIONREGULATIONS 2010 - CURRICULUM

Group Sl.No. SUBJECT CODE SUBJECT TITLE L T P C Page No.

I Core papers

1. SEDX1001 Education in Emerging Indian Society 3 0 0 3 1

2. SEDX1002 Psychology of Teaching and Learning 3 0 0 3 2

3. SEDX1003 Educational Innovations and Technology 3 0 0 3 4

II Electives (Any one to be chosen)

1. SEDX1004 Guidance & Counselling 3 0 0 3 5

2. SEDX1005 Environmental Education 3 0 0 3 6

3. SEDX1006 Peace Education 3 0 0 3 7

IIIOptional Courses

Optional I (Any one to be chosen)

1. SEDX1007 Teaching of English II 3 0 0 3 8

2. SEDX1008 Teaching of Mathematics 3 0 0 3 9

3. SEDX1009 Teaching of Physical Science 3 0 0 3 10

4. SEDX1010 Teaching of Biological Science 3 0 0 3 11

5. SEDX1011 Teaching of Commerce 3 0 0 3 12

6. SEDX1012 Teaching of Economics 3 0 0 3 13

7. SEDX1013 Teaching of History 3 0 0 3 14

8. SEDX1014 Teaching of Geography 3 0 0 3 15

9. SEDX1015 Teaching of Tamil II 3 0 0 3 16

10. SEDX1016 Teaching of Home Science 3 0 0 3 17

11. SEDX1017 Teaching of Computer Education 3 0 0 3 18

12. SEDX1018 Teaching of Social Science 3 0 0 3 21

Optional II (Any one to be chosen)

1 SEDX1019 Teaching of English I 3 0 0 3 19

2 SEDX1020 Teaching of Tamil I 3 0 0 3 20

IV PRACTICAL SEDX4001 0 0 30 15 22

TOTAL CREDITS: 33

L – Lecture hours; T – Tutorial hours; P – Practical hours; C – Credits


BACHELOR OF EDUCATION (B.Ed.) iv REGULATIONS 2010

SEDX1001 EDUCATION IN THE EMERGING INDIAN SOCIETYL T P Credits Total Marks

3 0 0 3 100

UNIT I PHILOSOPHY AND EDUCATION IN INDIA 15 hrs.

The meaning of philosophy and its relation to Education- Indian schools of philosophy and Education: Vedanta, Buddhism,and Jainism. Western schools of Philosophy and Education: Idealism- Naturalism-Pragmatism - Realism and Eclecticism.

UNIT II CONTEMPORARY INDIAN SOCIETY, INFORMATION AND TELECOMMUNICATION- TRENDS AND IMPACT 15 hrs.

Aspects of contemporary Indian society: Social life, modern and post- modern period in Education. Effects of Liberalization- Globalization- Privatization in Education - Importance of education to individuals in the global village - Development of Technologyand the adaptive demands on society: role of internet and telematics-Changing Information and telecommunication technologies-impact on educational system and class room teacher.

UNIT III EDUCATION IN THE INDIAN CONSTITUTION 15 hrs.

Directive principles – Article 45, Universal compulsory Education – constitutional commitment – Education in concurrent list– Responsibilities of State Government and Central Government – Amendments related to Education – Kothari Educationcommission 1964- NPE 1986. Levels and aims of Education: Pre primary- Primary – Secondary- University. Statutory Bodies inthe Field Of Education Important functions and contributions of the following: MHRD, UGC, NIEPA, NCERT, NCTE, NAAC, andTANSCHE. Directorates of Education: Collegiate, Secondary, Elementary, DTERT, DIET and SSA.

UNIT IV SOCIOLOGY AND EDUCATION 15 hrs.

The meaning of sociology - its relation to education- Education for changing Indian society- concept of culture – salientfeatures of Indian culture – Education for preservation, transmission and development of culture. Education for social change:modernization and economic development- Globalization. Agencies of Education Structure and Educational functions of Home,Peer group, Community, Religion, School and Mass Media- Continuing Education and concept of Open University system- Distanceeducation- Floating university.

UNIT V PROBLEMS OF INDIAN SOCIETY AND EDUCATION 15 hrs.

Population explosion, Illiteracy, Gender bias, Child labor, Cultural lag, Unemployment and Under Employment, Brain drain,Communal violence, Ragging, Eve-teasing and Terrorism. a. Educational problems: Equalization of Educational opportunity, drop-outand Grade repetition, Self Financing patterns in Education, Population Education, Sex Education, Moral Education value, SpecialEducation for the Challenged and Gifted, Co-Education, Supervision and Inspection. b. Justice for Women: Violence against women– Human trafficking – Legal Protection -Indian Constitutional Provisions relating to women personal laws – Labour Laws –– FamilyCourts – Enforcement machinery – Police and Judiciary - Human Rights as Women’s Rights.

TEXT / REFERENCE BOOKS:1. Bhatia, R. L.& Ahuja, B. N., History of Modern Indian Education, Surjeet Publications, 20082. Lal, R. B., & Sinha, G. N.,Development of Indian education and its problem. R.Lall Books Depot, 20083. Sharma, R. N., Education in the Emerging Indian Society, Surjeet Publications , 20084. Dash, B. N., Teacher and education emerging Indian in the society,Neelkamal publications, 20005. Santhanam, S., Philosophical and sociological foundation of education ,Santha publication, 20006. Avinashilingam, T. S., Education speeches of Swami Vivekananda. Sri Ramakrishna Mutt, 1985

WEBSITES:www.infibeam.com/www.indiatogether.org/education/www.masternewmedia.org/www.trendcomms.com/

UNIVERSITY EXAM QUESTION PAPER PATTERNMax Marks: 80 Exam Duration : 3 hrs.

Part A: 10 Questions of 2 marks each – No choice 20 marks

Part B: 2 Questions from each unit of internal choice, each carrying 12 marks 60 marks


BACHELOR OF EDUCATION (B.Ed.) 1 REGULATIONS 2010

SEDX1002PSYCHOLOGY OF TEACHING AND LEARNING

PROCESSL T P Credits Total Marks

3 0 0 3 100

UNIT I NATURE OF EDUCATIONAL PSYCHOLOGY 20 hrs.

Definition of Psychology – Methods of Psychology - Branches of Psychology – Educational Psychology –Definition, Nature and Scope of Educational Psychology: The Learner, Learning Process and Learning situation, Teacherand teaching- Significance of Educational Psychology to the teacher.

UNIT II HUMAN GROWTH AND SOCIAL, EMOTIONAL AND MORAL DEVELOPMENT 20 hrs.

Interaction of Nurture and Nature -Concept, Distinction among Growth, Development and Maturation - GeneralPrinciples of Growth and Development – Characteristics, Dimensions of Development – Physical, Cognitive, Emotional,Social and Moral- Phases of Development and Developmental tasks – Infancy, Childhood and Adolescence. Socialdevelopment – Factors of Social development – Social Maturity – Erickson’s stages of Social development -Emotionaldevelopment – meaning – Positive and Negative emotions.

UNIT III COGNITIVE DEVELOPMENT 20 hrs.

Cognitive Process, Attention – Factors relating to attention, Kinds of attention – Inattention, distraction and divisionof attention – Span of Attention. Sensation and Perception – Factors relating to Perception, Perceptual errors- Conceptformation - Nature and Types of Concepts-Piaget’s stages of cognitive development – Bruner’s theory - Concept maps–Imagery –Language and Thinking- Reasoning and Problem Solving –Implications to the teacher. Intelligence andCreativity Nature of Intelligence - Distribution of Intelligence – Theories of Intelligence: Single, Two factor and Multifactortheories, Guilford’s structure of the Intellect - Constancy of IQ – Assessment of Intelligence- Uses of Intelligence tests- The Process of Creativity - Creativity and Intelligence – Identification and promotion of Creativity- Thinking: Convergentand Divergent thinking.

UNIT IV LEARNING AND MOTIVATION 20 hrs.

Nature and importance of learning – Individual differences in learning- Learning Curves-Factors influencing thelearning- theories of learning - Conditioning: Classical and Operant (Pavlov, Skinner), Trial and Error (Thorndike),Learning by Insight (Kohler)- Transfer of Learning- Learning by Imitation- Levels of Learning: Gagne- Rememberingand Forgetting: Curve of forgetting. Motivation and Learning – Kinds of Motives – Theories of Motivation: Maslow’shierarchy of needs- Role of Rewards and Punishments- Level of Aspiration- Achievement Motivation– Motivation inthe classroom context– Leadership Traits – Leadership Styles and Classroom Climate.

UNIT V PERSONALITY AND ASSESSMENT 20 hrs.

Meaning and Definitions of Personality – Major Determinants of Personality – Theories of Personality - Type,Trait, Psychoanalytic-Assessment of Personality: Projective and Non projective Techniques – Aptitude – concept, typesand measurement. Attitude and interest – concept and measurement - Integrated Personality Mental Health andHygiene- Concept- Conflict and Frustration – Defense Mechanisms – Mental Illness - Juvenile Delinquency - Promotionof Mental health of students and teachers- Guidance and Counselling- Nature, Types and Need.



PRACTICALS

Experiments and Tests related to the following topics to be conducted on children/ adolescents. Each studentteacher has to perform any 4 psychology experiments from Group A and 2 psychology experiments from Group B.

Group A(Related to Adolescence)

Group B(Related to Childhood)

1. Intelligence 1. Distraction of Attention

2. Learning 2. Division of Attention

3. Transfer of Training 3. Creativity

4. Aptitude 4. Piaget’s task

5. Adjustment 5. Non-Verbal Intelligence Test

6. Concept Formation 6. Sociometry

7. Level of Aspiration 7. Measure of Anger

8. Interest 8. Emotional Stability

9. Personality Types 9. Moral Values

10. Attention 10. Motivation

11. Creativity 11. Span of Attention

12. Achievement Motivation 12. Motor Skills

TEXT / REFERENCE BOOKS:1. Judith, I., Learners, learning and educational activity, Routledge, 2008.2. Graham, R., Psychology: The key concepts, Routledge.., 2008.3. Samuel, W. C., The intellectual and moral development of the present age, Kessinger Publication Company., 2008.4. John, W. S., Educational psychology: Classroom updates preparing for PRAXIS and the classroom, Mc Graw Hill Company, 2006.5. Ramesh Chadurvethi, R., Guidance and counselling techniques, SBA Book Publishers, 2006.6. Chobra, R. K., Elements of educational psychology, Arise Publishers, 2006.

WEBSITES:www.selfgrowth.com/human_development.htmlwww.learningandteaching.info/learning/motivation.htmwww.coun.uvic.ca/learning/motivationwww.answers.com/topic/intelligencewww.personality100.com

UNIVERSITY EXAM QUESTION PAPER PATTERN

Max Marks: 80 Exam Duration: 3 hrs.





SEDX1003 EDUCATIONAL INNOVATIONS AND TECHNOLOGYL T P Credits Total Marks

3 0 0 3 100

UNIT I INTRODUCTION – CONDITIONS FOR THE EMERGENCE OF INNOVATION 15 hrs.

Meaning - Principles - Barriers to Promotion of Innovation - Generation of Innovations: Origin, Specification,Trial, Adaptation and Consolidation - Conditions for the emergence of innovations: Individual conditions-Tolerance toambiguity, autonomy,-Initiating change –search-creativity - Institutional conditions-Open climate -Freedom –Democraticleadership style-Institutional heads as change agents - Societal conditions –Charismatic leadership.

UNIT II EDUCATIONAL EXPERIMENTS AND INNOVATIONS 15 hrs.

Indian and Western Philosophies of Education - Experiments in Education - Tagore – Mahatma Gandhi – SriAurobindo – J. Krishnamoorthi – Rousseau – Froebel – John Dewey – Montessori – Helen Park Hurst – Dalton Plan.

UNIT III EMERGING TRENDS IN INNOVATION 15 hrs.

Gurukula, Madarasa, Role of Missionaries in Education, British Influence on Indian Education, Education inIndependent India – Community Schools, Neighborhood Schools, School Complex - Distance Education and OpenLearning – Special Education – Navodaya Vidyalaya, Kendriya Vidyalaya, Saink Sschools – S S A (Sarva ShikshaAbyan) - A B L- A L M – M L L (Minimum Levels of Learning) –CLASS (Computer Literacy and Studies in Schools)– Defence Academy – De – Schooling, Floating University.

UNIT IV EDUCATIONAL TECHNOLOGY AND IMPORTANCE OF MASS MEDIA 15 hrs.

Concept – Meaning – Definition – Need and Scope – Limitations – Educational Technology as a comprehensiveand complex approach to teaching and learning – Educational Hardware and Software – teacher’s role in EducationalTechnology – e-learning –Tele/ Video Conferencing – Criteria for choice of suitable media – need and scope of Multi– Media approach in learning – Education through Mass Media.

UNIT V SYSTEMS APPROACH – MODERN METHODS AND APPROACHES 15 hrs.

Definition - Phases of Systems Approach - Analysis, Design and Management - Steps in System Analysis -Application of Systems Approach to educational improvement and Class room instruction – self Instructional methods:Personalized system of Instruction (P.S.I) Programmed learning – Objectives, principles, steps, impact – CAI - ComputerManaged Learning (C M L) Language lab – Description, equipment, use, advantage, scope, C.C.T.V, CDs.

TEXT / REFERENCE BOOKS:1. Aggarwal, J. C., Development and planning of modern education., Vikas Publishing House Private Limited, 2008.2. Aggarwal, J. C., Theory & Principles of Education., Vikas Publishing House Private Limited, 2008.3. Chaupe, S. P., Foundations of education, Vikas Publishing House Private Limited, 2008.4. Chaube, S. P., & Chaube, A. , School organization, Vikas Publishing House,2008.5. Lal, R. B., & Palod, S., Educational Thought and Practice, R.Lall Books Depot. , 2008.6. Saxena, & Mishra, Teacher Education, R.Lall Books Depot. 2008.

WEBSITES:www.distanceeducation.co.inwww.navodaya.gov.inwww.ncrel.org/sdrs/areas/te0cont.htmwww.indiatogether.org/education/

UNIVERSITY EXAM QUESTION PAPER PATTERNMax Marks: 80 Exam Duration: 3 hrs.





SEDX1004 GUIDANCE AND COUNSELLINGL T P Credits Total Marks

3 0 0 3 100

UNIT I INTRODUCTION 15 hrs.Guidance and counselling: concept, definition and principles, Background, Status- Nature of guidance – basic concepts –

Guidance and integral part of education – Need for guidance - Goals of guidance – Principles of guidance.

UNIT II CONTEXT OF GUIDANCE / COUNSELLING 15 hrs.Guidance: Overview of the guidance movement in India – The place of educational, vocational and personal guidance in

schools – Guidance services in schools–Orientation services–Dissemination of information to Pupils: Information – Educational andoccupational information services – Collection of information from various sources-Different roles of teachers in counselling situations- Teacher and the Counsellor - Teacher and the Counselee.

UNIT III TOOLS AND TECHNIQUES OF PUPIL APPRAISAL 15 hrs.Observation – Cumulative Record – Anecdotal Record – Autobiography – Scociogram – Interview – Questionnaire and

Rating Scale – characteristics of a good test – Ability to interpret test – how to administer and score tests – brief introductionto other tests-General aspects of testing : testing programme in the school, test of intelligence, academic achievement, aptitude,interest, attitude and vocational performance - Personality assessment : Projective Techniques.

UNIT IV PERSONALITY - GROUP BEHAVIOUR - MENTAL HEALTH AND HYGIENE 15 hrs.Personality – Meaning-Definition- Type pf personality- Factors influencing Personality-Assessments of Personality - Integrated

Personality – conflicts in group situation-concept of Mental Health and Hygiene-Adjustment mechanisms in the class room –Mental Health in the Indian schools-Mental Health problems of adolescents in India.

UNIT V ACTION CLINICAL RESEARCH 15 hrs.Definition-Need and significance of action research-steps involved - ability to identify a problem- choosing the appropriate

method(s)- Appraising pupils through the test programme - The student’s individual record - Techniques for gathering data :interview, questionnaires, health records, observation and report, rating scales, autobiography, sociometry, role-playing, cumulativerecord and case study.

PRACTICALS

• Assessment of pupil’s knowledge regarding occupation-Report.• Administration and scoring of group tests-Report.• Group discussions, panel discussions-Report• Details of Employment Exchanges-Report.• Drafting letters to different agencies for collecting information-Report.• Under supervision, individual counselling should be given to 2 students in• Classes VIII to X and record to be maintained.

TEXT / REFERENCE BOOKS:1. Chauhan.S.S., Principles and techniques of guidance, Vikas Publishing House Private Limited, 2008.2. Sharma, R. N., Vocational guidance & counseling., Surjeet Publications, 2008.3. Jones, A. J., Principles of guidance, 5th edition, Surjeet Publications, 2008.4. Crow, L. D., & Crow, A, An introduction to guidance, Surjeet Publications, 2008.5. Sharma, R. A., Career information in career guidance, R.Lall Books Depot, 2008.6. Meenakshisundaram, A Experimental psychology, Kavyamala Publication, 2006.

WEBSITES:mentalhealth.about.com/psychology.about.com/.../overviewofpersonality/.../persondef.htmwww.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm






SEDX1005 ENVIRONMENTAL EDUCATIONL T P Credits Total Marks

3 0 0 3 100

UNIT I BASIC CONCEPTS AND ENVIRONMENTAL HAZARDS 15 hrs.Concept of Environment and Environmental Science- Ecology and Economic Development –Socio-Economic

impacts of Degradation of Environment and importance of Environmental Education- Nature and Scope of EnvironmentalEducation- Guiding Principles of Environmental Education and Major constraints for its implementation at school level– Environmental Hazards and Pollution : Types of Environmental hazards and disaster – Physical and chemical :Land, Air, Water, Noise, Radiation-Extinction of Flora and Fauna, Deforestation, Soil Erosion, Green house effect,Ozone layer depletion.

UNIT II ENVIRONMENTAL MANAGEMENT AND SUSTAINABLE DEVELOPMENT 15 hrs.Environmental management -Need for management of the Environment, Protection of the Environmental

Heritage-Ways of Protecting, Preserving and Restoring the Environment - Sustainable Development: Definition andDimensions-Depletion of Natural Resources- Symptoms of Non-sustainability -Conditions for achieving the Goals ofSD.

UNIT III INDIA ENVIRONMENT ISSUES AND POLICIES 15 hrs.Environment problems of India – Environment Protection and Policies in India – Environment Movements in

India: Chipko Movement, Narmada BachaoAndolon, Silent Valley movement.

UNIT IV ENVIRONMENTAL EDUCATION IN THE SCHOOL CURRICULUM IN INDIA AND TEACHING METHODS IN ENVIRONMENTAL EDUCATION 15 hrs.

Need for- Current Status: Preschool, Elementary, Secondary and Higher Secondary- CBSE syllabus–StateSyllabus(Tamil Nadu)-Dimensions of Curriculum in Environmental Education – Natural Resources(Forest development,Wild-life, Fisheries, Biodiversity) – Human Ecology: Human beings as part of Environment, Human Adaptations toEnvironment–Population and its effect on Environment–Science and Technology: Industrial growth and Technology,Inventions and their impact on the Environment – Degradation of Resources. Teaching Methods–Discussion, Seminar,Workshop, Dialogues, Problem solving, Field surveys, Projects, Exhibitions, Role of Media – Print, films, T.V.

UNIT V INTERNATIONAL EFFORTS FOR ENVIRONMENTAL PROTECTION AND EVALUATIONS IN ENVIRONMENTAL EDUCATION 15 hrs.

The Stockholm conference 1972 – Brundtland commission 1983–Nairobi conference 1982 – The Rio Summit1992 – Rio Declaration at the earth charter – Major achievements of the Rio Summit – Main features of the RioDeclaration – Kyoto conference and its impact on Global Warming 1997. Outcomes in Environmental Education –Estimating Awareness, Understanding and Application of Knowledge for Protection of Environment - Tools andTechniques –Achievement and Performance Test, Attitude and Value Scales, their uses and limitations.

TEXT / REFERENCE BOOKS:1. Kumar, A., A text book of environmental science, APH Publication Corporation, 2009.2. Singh, Y. K., Teaching of environmental science, APH Publication Corporation, 2009.3. Sharma, R. A.., Environmental Education, R.Lall Books Depot. , 2008.4. Sharma, B. L., & Maheswari, B. K., Education for Environmental and Human value, R.Lall Books Depot., 2008.5. Sharma, V. S., Environmental education, Anmol Publication., 2005.

WEBSITES:www.unece.org/trans/danger/publi/ghs/ghs_rev01/.../04e_part4.pdfwww.indiatogether.org/environment/hazards.htmwww.ibef.org/india/sustainabledevelopment.aspx

UNIVERSITY EXAM QUESTION PAPER PATTERNMax Marks: 80 Exam Duration:3 hrs.Part A: 10 Questions of 2 marks each – No choice 20 marksPart B: 2 Questions from each unit of internal choice, each carrying 12 marks 60 marks



SEDX1006 PEACE EDUCATIONL T P Credits Total Marks

3 0 0 3 100

UNIT I PEACE EDUCATION 15 hrs.

Meaning, Nature and concepts of Peace Education – Aims and objectives of Peace Education-Status of peaceeducation in the curriculum - Organisation work for global peace.

UNIT II INTEGRATING PEACE EDUCATION IN THE PRESENT CURRICULUM 15 hrs.

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.

UNIT III NON – VIOLENCE FOR PEACE AND CONFLICT RESOLUTION IN EDUCATIONAL SETTING 15 hrs.

Relationship between peace and violence- Role of violence in our lives and lives of others- Exposure to violencethrough media-consequences-crises and their management-How peace education can help to deal with violence andbring about Nonviolence- factors that influence Non Violence. Bases of conflicts-positive and negative aspects ofconflicts- Types of conflict- conflict management, conflict resolution-Role of peace Education in resolving conflict-Reducing conflicts among students.

UNIT IV PEACE IN INDIAN CONTEXT 15 hrs.

Peace in ancient Indian literature: Thirukkural, Buddhism, Gandhian philosophy of peace and Non-violence- Policyof Panchsheel and Non-Alignment in resistance of peace.

UNIT V EDUCATING FOR A CULTURE OF PEACE 15 hrs.

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 andglobal citizenship (age 16+) knowledge, attitude and skills to be learnt in each of them-class room activities.

PRACTICAL

• Identify the peace concept in Thirukkural (any ten)TEXT / REFERENCE BOOKS:1. Chadha, S. C., Education value & value education, R.Lall Books Depot, 2008.2. Sharma, R. A., Human value of education, R.Lall Books Depot, 2008.3. Aggarwal, J. C., Education for values, environment and human rights,Shipra Publications,2005.4. Jagannath, M., Teaching of moral values development, Deep and Deep publications, 2005.5. Salomon, G., & Nevo, B., Peace Education: The concept, principles, and practices around the world, Lawrence Erlbaum Associates, 2002.

WEBSITES:www.isaschools.org/index.php?option=com...task...www.expressindia.com/fullstory.php?newsid=66640 – Yemenwww.mkgandhi.org/nonviolence/index.htm

UNIVERSITY EXAM QUESTION PAPER PATTERN

Max Marks: 80 Exam Duration: 3 hrs.





SEDX1007 TEACHING OF ENGLISH – II L T P Credits Total Marks

3 0 0 3 100

(SPECIAL ENGLISH)

UNIT I TEACHING SKILLS 20 hrs.Bloom’s Taxonomy of Educational Objectives -Micro teaching -Observation - Macro teaching - Aims and procedure for

teaching Intensive reader and Extensive reader - Criteria for Selection of Reader- Differences between teaching Prose and Poetry.

UNIT II PHONETICS OF ENGLISH 20 hrs.Elements of English language – Phonology, morphology, lexis, grammar, The different speech organs and their role - The

individual sounds- Vowels, Consonants, Semi vowels, Pure vowels – The Cardinal Vowel Scale -Classification of Consonantsaccording to Manner of articulation – Place of articulation - Diphthongs – Closing Diphthongs – Centring Diphthongs - The conceptof the Phoneme and the Allophone -Strong and weak forms- Word Stress – Primary stress, Secondary stress – Sentence stress-Rhythm – Intonation -Tone group - Phonetic Transcription.

UNIT III FLUENCY, READERS AND READING 20 hrs.Use of conventional formulae – greeting – apology – invitation – refusal – accepting –thanking- Describing and interpreting

picture, tables, graphs, maps, etc.- Various concepts and ways in which they are expressed - Oral drills – Repetition drills –Mechanical drills – Substitution drills, Evaluation of readers- types, criteria for selection of reader and materials for teaching inthe classroom.

UNIT IV LEXIS 20 hrs.Word formation – Affixation – Conversion – Compounding – Clipping – Portmanteau – Onomatopoeia – Loan words- other

minor devices -Patterns of spelling -Phrasal verbs and prepositional phrases -English for Specific Purpose- EAP-EST-EOP -Remedial English course.

UNIT V EVALUATION AND STATISTICS 20 hrs.Characteristics of a good English test -Concept of Evaluation – Types of evaluation – form -Different types of tests –

Achievement tests – Aptitude tests – Proficiency tests –Diagnostic tests -Types of achievement tests -Construction of a good test-Item analysis, Item difficulty – Discrimination Index. -Testing of oral skills – grammar and usage – reading comprehension –vocabulary - writing skills- frequency distribution – Measures of Central tendency- Measures of Variability – Rank difference method– Graphical representations.

PRACTICALS• Preparation of labeled diagrams of speech organs.• Preparation of vowel and consonant charts.• Practice in transcribing passages and dialogues in English into phonetic script.• Exercises and tests assessing the teacher trainees’ knowledge and mastery of the Various areas in Grammar.• Note- making and summary writing exercise, Comprehension exercises.• Reviews to be written for three books.

TEXT / REFERENCE BOOKS:1. Evangeline Arul Selvi., Teaching of English, Gowra Publication, 2009.2. Subhalakshmi.K., Teaching of English-Optional paper-II, NCBH, 20083. Kohli, A. L., Techniques of teaching English, Dhanpat Rai publication company ,2006.4. Joyce., & Well., Models of teaching, Prentice hall of India, 2004.5. Sachdeva, M. S., A new approach to teaching of English in India, Tandon Publications, 2003.

WEBSITES:www.creativeteachingsite.com/www.docstoc.com/docs/24471096/Micro-Teaching-Skillswww.languageinindia.com

UNIVERSITY EXAM QUESTION PAPER PATTERNMax Marks: 80 Exam Duration:3 hrs.Part A: 10 Questions of 2 marks each – No choice 20 marksPart B: 2 Questions from each unit of internal choice, each carrying 12 marks 60 marks



SEDX1008 TEACHING OF MATHEMATICSL T P Credits Total Marks

3 0 0 3 100

UNIT I MATHEMATICS – AIMS AND ITS DEVELOPMENT 20 hrs.Mathematics-Meaning and Definition-Nature of Mathematics-Importance of Mathematics in School Curriculum-Aims-Practical,

Disciplinary, Social, Cultural – Objectives of Teaching Mathematics-Contribution of Eminent Mathematicians to the development ofMathematics-Aryabhatta-Brahmaguta-Bhaskra-Ramanujam–Pythagorus-Values of Teaching Mathematics.

UNIT II METHODS OF TEACHING MATHEMATICS 20 hrs.Inductive Method-Deductive Method-Difference between Inductive and Deductive Method-Analytic Method-Synthetic

Method-Difference between Analytic and Synthetic Method-Heuristic Method-Project Method-Problem Solving Method-LaboratoryMethod-Demonstration Method-Difference between Laboratory and Demonstration Method- ABL method – Factors Affecting Methodof Teaching-Merits and Demerits of all methods.

UNIT III MATHEMATICS CURRICULUM 20 hrs.Concept and Meaning of Curriculum – Organisation of the Curriculum-Approaches to Curriculum Organisation-Current trends

in Mathematics Curriculum-Various Types of Curriculum in Mathematics-Place of Problems in Teaching of Mathematics-Suggestionsfor Improving in existing Mathematics Curriculum-Content course of Mathematics of classes IX, X, XI and XII.

UNIT IV EVALUATION AND MICRO TEACHING IN MATHEMATICS 20 hrs.Evaluation-Meaning-Characteristics of a good Evaluation-Process of Evaluation-Examination-Types of Examination-Difference

between Evaluation and Examination-Formative and Summative Evaluation-Micro-Teaching-Characteristics of Micro-Teaching-VariousMicro – Teaching Skills – Skill of explaining, Demonstration, Black-board writing, Stimulus variation, Reinforcement, Questioning,Illustration, Introduction, Achieving Closure Lesson Plan in Teaching of Mathematics.

UNIT V COMPUTER IN MATHEMATICS EDUCATION 20 hrs.Definition of Computer-Difference between Hardware and Software of Computer-Element of a Computer Organisation or

Architecture-Classification of Computer-General areas of Computer Application-Applications and recent development of Computerin Mathematics Education – Programmed Learning Material.

PRACTICALS

• Practicing Three Micro Teaching lessons with different skills.• Construction and Administration of an Achievement Test in Mathematics Unit of Standard IX, X, XI and XII.• Preparation Teaching Models• Preparation Transparent Sheets• Preparation of Slides• Preparation of Mathematics Album• Preparation of Charts.

TEXT/REFERENCE BOOKS:1. Aggarwal, J. C., Teaching of mathematics, Vikas Publishing House Private Limited, 2008.2. Kulsheshtha, A. K., Teaching of Mathematics, R.Lall Books Depot, 2008.3. Pratap, N., Teaching of Mathematics, R.Lall Books Depot ,2008.4. Sharma, R. A.,Technological foundation of Education, R.Lall Books Depot. 2008.5. Wadhwa, S., Modern methods of teaching mathematics, Karan Papers Backs, 2008.

WEBSITES:www.nwlink.com/~donclark/hrd/bloom.htmlwww.docstoc.com/docs/24471096/Micro-Teaching Skillswww.adprima.com/teachmeth.htm






SEDX1009 TEACHING OF PHYSICAL SCIENCEL T P Credits Total Marks

3 0 0 3 100

UNIT I NATURE, SCOPE, AIMS AND OBJECTIVES 20 hrs.Nature and Scope of Science-Science as a product and a process- a body of knowledge related to Physics and Chemistry

(Empirical knowledge, Theoretical knowledge- facts, Concepts, Hypotheses, theory, principle, law)-a way investigation-InterdisciplinaryApproach-Taxonomy of Objectives-Aims and Objectives at different levels-Organizing learning experiences.

UNIT II CURRICULUM CONSTRUCTION, MICRO TEACHING AND LESSON PLANNING 20 hrs.Principle-Criteria for selection and organization of content matter-Curricular projects in India and Abroad-

Microteaching-Scope- Relevant skills in Micro teaching-Skill of Introduction, Skill of Explaining, Skill of Stimulus Variation, Skill ofReinforcement, Skill of Questioning, Skill of using Blackboard, Skill of Demonstration, Skill of Achieving Closure-Need for linklessons in Microteaching-Unit Plan-Lesson plan-Steps and preparation of Lesson plan.

UNIT III METHODS OF TEACHING PHYSICAL SCIENCE 20 hrs.Criteria for selecting a method of teaching Physical Science: Level of the class, size of the class, time availability and

subject matter-Methods of Teaching Physical Science. General Methods: Lecture, Lecture cum Demonstration, Individual Practicalwork, Heuristic, Project, Historical and Biographical, Scientific method. Modern Methods: Discussion, Seminar, Symposium, Teamteaching, supervised study, Computer Aided Instruction, Programmed Instruction- e-learning.

UNIT IV PHYSICAL SCIENCE LABORATORY AND EDUCATIONAL TECHNOLOGY 20 hrs.Physical Science Laboratory: Structure and Design-Organization and Maintenance of Science Laboratory-Maintenance of

Registers-Storage of Chemicals-Organization of Practical works-Improvisation of Apparatus-Accidents and First Aid. Classificationof Audio Visual Aids (Projected and Non-projected)-their importance- Principles and use of Hardware: Film strip cum Slide Projector,Overhead Projector, Motion Picture Projector, Radio, TV, CCTV, Tape Recorder, principles and use of Software: Objects,Specimens, Slides, Transparencies, CD, Audio and Video Tapes-Educational Broadcasts: Radio and T.V. lessons- Power Point-useof Internet in teaching Physical Science.

UNIT V SCIENCE TEACHER AND EVALUATION 20 hrs.Science Teacher: Academic and Professional qualifications-Special qualities -In-service Training .Evaluation –

Characteristics-Process in Evaluation-Tools of Evaluation- Tests and its types-Construction of tests- Blue print and questionpaper-Qualities of a good test- Achievement tests- Diagnostic testing and Remedial teaching- Statistical tools-Measures of CentralTendency- Mean, Median and Mode-Measures of variability- Mean, Standard and Quartile Deviation, Correlation co-efficient-graphical representation of data.

PRACTICALS• Construction and use of achievement test, analysis and interpretation of test scores.• Making 10 charts and 3 improvised apparatus.• Practicing 4 micro lessons with 4 different skills.• Preparation of laboratory instructional cards and Science album• Making 3 slides and one filmstrip.• Preparation of a programme of 20 frames on any topic in Physics or Chemistry.• Preparing a Practice of minimum of 5 experiments in school syllabus.

TEXT / REFERENCE BOOKS:1. Sharma, P.C., Modern Science Teaching, Dhanpat Rai Publications, 2006.2. Pandey, Major Issues in Science Teaching, Sumit Publications, 2003.3. Yadav, M.S., Teaching of Science, Amol Publications, 2003.4. Nayak, Teaching of Physics, APH Publications, 2003.5. Jenkins, E.W., Innovations in Science and Technology Education, Vol. VI,UNESCO, 1997.

WEBSITES:www.ncert.nic.in/html/pdf/schoolcurriculum/www.cmu.edu/teaching/technology/index.htmlwww.waymadedu.org/StudentSupport/Effectiveteaching.pdf

UNIVERSITY EXAM QUESTION PAPER PATTERNMax Marks: 80 Exam Duration: 3 hrs.Part A: 10 Questions of 2 marks each – No choice 20 marksPart B: 2 Questions from each unit of internal choice, each carrying 12 marks 60 marks



SEDX1010 TEACHING OF BIOLOGICAL SCIENCEL T P Credits Total Marks

3 0 0 3 100

UNIT I PLACE OF BIOLOGY - GOALS AND OBJECTIVES - BIOLOGY TEXT BOOK 20 hrs.Biology in the School Curriculum - Its claims for inclusion- Relation of Biology with other subjects - Goals and objectives

of teaching Biology with reference to Bloom’s taxonomy - Cognitive, Affective and Psychomotor Domains - Aims of teachingBiology at different levels- Primary, Secondary and Higher Secondary - Qualities of a good Biology text book - Values of a schoolBiology library - Divisions of Library.

UNIT II LESSON AND UNIT PLANNING – MICROTEACHING 20 hrs.Lesson planning - Importance of lesson plans-Writing Instructional Objectives- Preparation and use of unit plan -

Communication skills with reference to Microteaching - Skill of explaining, Demonstration, Black-board writing, Stimulus variation,Reinforcement, Questioning, Illustration, Introduction, Achieving Closure - Cycle of operation, Need for a Link Lesson .

UNIT III INSTRUCTIONAL METHODS AND TECHNOLOGY IN BIOLOGY 20 hrs.Instructional technology and its application to the teaching of Biology – Programmed Instruction, PSI, CAI, Teaching Machines

- Special methods - Lecture, Lecture demonstration, Laboratory, Project, Scientific Methods, Seminar, Symposium, Workshop,Panel Discussion, Team teaching and Assignment method – Projected Aids - CDs, OHP and transparencies - Slide and FilmProjectors, CCTV, Radio and TV (Broad Cast and Telecast), Multimedia Computers, Power Point, Internet, e-learning etc. NonProjected aids - Charts - Models - (Static and working), Flash Cards, Pictures, Chalk, Flannel, Magnetic, and Bulletin Boards -Exhibits, Audio Players.

UNIT IV BIOLOGY LABORATORY - SCIENCE TEACHER 20 hrs.Importance of practical work-Organizing the work of the practical class - School Biology Records - written notes and

drawings - Museum - Importance of museum- Preparation of museum materials – Field trip. Laboratory Accidents and First Aid– safety Measures - Maintenance of Aquarium, Vivarium & Terrarium - Academic qualifications - Professional training specialqualities required of a science teacher - In-service training.

UNIT V CURRICULUM AND EVALUATION IN BIOLOGY 20 hrs.Principles of curriculum development - Selection of content and organization of Subject matter - NCERT Curriculum - BSCS

and Nuffield Science Project - Process of evaluation - construction of tests - Tools of evaluation - Various types of test items –criteria of a good test - Steps in test construction - Interpretation and follow up.

PRACTICALS• Making charts, improvised apparatus and models.• Practice of a minimum of 4 skills under microteaching• Preparation of observation and unit plan file.• Preparation of programmed instruction file a) linear programming b) Branched programming• Construction and use of achievement test. Analysis and interpretation of test scores.• Collection of pictures for album related to Biological science concepts.• Preparation of workshop files a) Question Bank b) Instructional media• Preparation of instructional material file• Multimedia preparation (25 slides)

TEXT / REFERENCE BOOKS:1. Aggarwal .D.D., Modern Method of Teaching Biology, Karanpaper backs, 2008.2. Sharma, P.C., Modern science teaching, Dhanpat Rai Publications, 2006.3. Pandey, Major issues in science teaching, Sumit Publications, 2003.4. Yadav, M. S., Teaching of science, Anmol Publications, 2003.5. Jenkins, E. W., Innovations in science and technology education, (Vol.VI), Paris:UNESCO, 1997.WEBSITES:www.nwlink.com/~donclark/hrd/bloom.htmlwww.docstoc.com/docs/24471096/Micro-Teaching-Skillswww.adprima.com/teachmeth.htm




SEDX1011 TEACHING OF COMMERCEL T P Credits Total Marks

3 0 0 3 100

UNIT I INTRODUCTION, AIMS OF TEACHING AND CURRICULUM OF COMMERCE 20 hrs.Historical background of Commerce and Accountancy – present status in secondary and higher education – teaching basic

skills – general commerce education – integration of Commerce with other subjects – Consumer Education. Teaching and Learning–Aims, Objectives and Values of learning Commerce and Accountancy – Objective based instruction (OBI)-Bloom’s Taxonomy-Specification – meaning – principles –Importance Lesson plan – Curriculum – principles– XI and XII standard Commerce andAccountancy syllabus – academic and vocational curriculum.

UNIT II INSTRUCTIONAL METHODS 20 hrs.Lecture method – Descriptive method – Objective based method – Demonstration method – Lecture cum demonstration

method-problem method-project method-Inductive method – Deductive method-case study – Surveys and market studies, Socializedrecitation methods Tutorial method-Assignment method-students motivated technique – analytical method – brainstorming-heuristicmethod-simulation and role playing – team teaching-micro teaching – individualized instructional methods.

UNIT III EDUCATIONAL TECHNOLOGY AND MANAGEMENT 20 hrs.Educational technology in learning Commerce and Accountancy – programmed learning – linear and branching –

Personalized System of Instruction (PSI) – Computer Assisted Instruction (CAI) Computer Managed Learning (CML), multi mediain learning Commerce – modules – Educational broadcasting and telecasting – interactive video, tele lecture-video conferencing- tutoring- Software in Commerce and Accountancy - Classroom management – factors influencing classroom management -system approach - input process - class room interaction analysis – class room climate - types of teachers.

UNIT IV INSTRUCTIONAL MATERIALS, COMMUNITY RESOURCE & COMMERCE TEACHER 20 hrs.Textbook - reference books- periodicals-business journals, technical documents, survey reports business documents-news

papers-research journals and reports - e-resources-importance of collateral readings. Community resources – meaning – types –their uses – field trip - work experience – guest speakers-developing commercial interest and attitude - Commerce club. Qualitiesrequired for a good teacher Commerce teacher- problems faced by the commerce teachers.

UNIT V COMMERCIAL ISSUES AND EVALUATION 20 hrs.Book keeping – Accountancy concepts – Electronic accounting, VAT (Value Added Tax) calculation Commerce – meaning

– definition – classification – trade, transport, warehouse, banking, insurance and advertisement – e-commerce. WTO-FEMA -privatization - security scam - hawala - inflation, deflation, and disinvestment - Consumer protections. Evaluation - Characteristics-process in evaluation - Tests and its types-Principles in Construction, administration and uses of Achievement tests - Diagnostictesting and Remedial teaching - Statistical tools-measures of central tendency - measures of variability - Correlation co-efficient- graphical representation of data.

PRACTICALS• Collection of e-learning resources in Education, Accountancy and Commerce• Undertaking a project on the success story of a business establishment and commerce club.• Constructing Commerce curriculum to enrich the present higher secondary education.• Preparation of lesson plans and Unit plan in Accountancy.• Observing and analysis of Classroom management in schools.

TEXT / REFERENCE BOOKS:1. Dhand, H., Techniques of Teaching, APH Publishing Corporation, 2009.2. Siddiqui, M.H., Techniques of Classroom Teaching, APH Publishing Corporation, 2009.3. Singh, Y. K., Teaching of Commerce, APH Publishing Corporation, 2009.4. Aggarwal, Teaching of Commerce: A Practical Approach (2nd ed), Vikas Publishing private limited, 2008.5. Sharma, R. N., Principles and Techniques of Education, Surjeet Publications (2008).

WEBSITES:www.ncert.nic.in/html/pdf/schoolcurriculum/www.cmu.edu/teaching/technology/index.htmlwww.infibeam.com/.../methods-teaching-commerce




SEDX1012 TEACHING OF ECONOMICSL T P Credits Total Marks

3 0 0 3 100

UNIT I GOALS AND OBJECTIVES 20 hrs.Nature and scope of economics-Aims and values of teaching economics-Objectives of teaching economics based on Bloom’s

taxonomy-Recent trends in economics aspects globalization, liberalization and privatization to economics. Changes needed inEconomics teaching. The relative values of teaching Economics.

UNIT II TEACHER PREPARATION LESSON AND UNIT PLANNING 20 hrs.The Teacher of Economics - academic, professional qualification and professional growth-special quality - Salient features

intrinsic to the teaching of economics-the characteristic and qualities looked for in a teacher of economics. Microteaching-development of relevant teaching skills. Enumeration and derivation of instructional objectives- lesson plan –planning for teaching– developing lesson plans, unit plans-principles of lesson planning-art of lesson plan-procedure and preparation. Curriculum-meaning- Aim and Objectives- principles of curriculum construction as applicable to economics- content and its organization.

UNIT III METHODS OF TEACHING ECONOMICS 20 hrs.Method of organizing experiences in teaching: Lecture method, Analytic and Synthetic method, Project and Problem solving

method - Symposia - Discussion - Workshop - Brain storming method - Panel discussion - Simulation workshop - Seminar -Importance to individuals catering to individualized instruction – identification and care of the talented – helping the slow learnersin Economics - Team teaching - Computer Assisted Instruction - Programmed instruction - Instructional model multimedia-selflearning packages.

UNIT IV INSTRUCTIONAL AIDS AND RESOURCE FOR TEACHING ECONOMICS 20 hrs.The importance of instructional media in relation to teaching economics-Criteria for the selection of instructional media,

future trends - emerging technologies in education- tele text-video text- audio conferencing – tele conferencing - computerconferencing - V-SAT (very small aperture terminals) - Internet and intranet-on line teaching - Hardware and software in teachingEconomics. Resources - organization of Co curricular activities.

UNIT V EVALUATION AND STATISTICS 20 hrs.Evaluation - Characteristics - process in evaluation - Tests and its types- Evaluating outcomes of economics teaching -

Principles in Construction, administration and uses of Achievement tests, Blue Print and question bank, Item Analysis, Reliability,Validity- standardizing a test. Interpretation of test results - Diagnostic testing - remedial teaching. Statistical tools - measures ofcentral tendency - measures of variability - Correlation co-efficient - graphical representation of data - normal probability curve,kurtosis, skew ness.

PRACTICALS• Preparation of observation and demonstration file and unit plan.• Preparation of programmed instruction file a) Linear programming b) Branched programming• Construction and use of achievement test. Analysis and interpretation of test scores.• Collection of year books, Newspaper, Magazines and articles clippings related to Economics.• Preparation of instructional material file and workshop files.• Conducting economic survey in a locality with references to Population, Savings• Multimedia preparation (25 slides)

TEXT / REFERENCE BOOKS:1. Dhand, H.,Techniques of Teaching, APH Publishing Corporation, 2009.2. Singh,Y. K., Teaching Practice, APH Publishing Corporation, 2009.3. Chauhan, S.S, Innovations in Teaching Learning Process, Vikas Publishing HousePrivate limited. 2008.4. Sharma, R. N., Principles and Techniques of Education, Surjeet Publications, 2008.5. Sharma, R. A., Technological foundation of education , R.Lall Books Depot, 2008.

WEBSITES:www.atstudio.co.uk/objectives.htmlwww.lessonplans4teachers.com/www.mightystudents.com/.../Evaluation




SEDX1013 TEACHING OF HISTORYL T P Credits Total Marks

3 0 0 3 100

UNIT I NATURE, DEVELOPMENTAL FEATURES AND DIMENSIONS OF HISTORY 20 hrs.Meaning and Definitions of history- Nature and Scope of history-Structure and form of history- The different conceptions

of history – Biographical Evolutionary, Cyclic, Theistic and Modern Concept- History of history. Dimensions of history: time, place,continuity and development. Classification of history - Geographical foundations of history - Relationship between history and othersocial sciences - Importance, Dimensions of Chronology - History Teaching and National Integration- Developing InternationalUnderstanding.

UNIT II GOALS OF TEACHING HISTORY AND TEACHING SKILLS 20 hrs.General Aims and objectives of teaching history-Specific Aims of teaching history at Elementary, High and Higher Secondary

stage - Values of teaching history - teaching Skills - Microteaching - principles and skills- Need for a link lesson. Unit plan:planning, preparation and uses. Models of Teaching and Its Applications in Teaching of History: Concepts Attainment Model-Advance Organizer Model- Jurisprudence Inquiry Model.

UNIT III TEACHER PREPARATION AND CURRICULUM 20 hrs.Lesson Plan: Steps in Writing Instructional Objectives. Bloom’s taxonomy - Herbartian Steps - Planning - Selection and

organization of concepts, Teaching Aids, Learning Experiences , Evaluation, Recapitulation and Assignment - Curriculum constructionand organization Contents, Principles of Selection : Individual, Social and National Needs Logical and Psychological .

UNIT IV TEACHING METHODS AND RESOURCES 20 hrs.Different Techniques in teaching: Lecture, Story Telling, Dramatization Review, Drill, and supervised study -Approaches -

Dalton Plan, Inductive, Deductive Unit Method, Discussion, Team Teaching and Multimedia approaches. Activity based method:Field trip, Excursion, project method. Educational Technology Importance of Audio Visual Aids - Principles in preparation and useof audio visual aids - Programmed Instructional Materials- Advanced books on History - instructional materials for teachers - TheHistory Teacher - The History Class Room- Library and Museum- History Club and its activities.

UNIT V EVALUATION IN HISTORY 20 hrs.Concept of evaluation - Objectives - Characteristics of an achievement test – Blue Print - Construction and administration

of an achievement test in History - Collection of Data - Interpretation of test scores - Measures of Central Tendency - Measuresof dispersion Co-efficient of correlation. Graphical Representation: Bar and Pie Diagram – Histogram - Frequency Polygon -Cumulative frequency polygon and ogive - Individual differences in learning history - Remedial Measures for the backward.Enrichment programme for the gifted students.

PRACTICALS• Preparing maps, charts, pictures, models, picture Album / Scrap book and Improvised Teaching Aids.• Quiz Programme, Dramatization / Writing Historical Stories.• Preparing a lesson in Power Point.• Learning from Cyber Resources• Practicing micro lessons.• Preparing Programmed learning Materials, of 20 frames in History.• Preparing Biography.

TEXT / REFERENCE BOOKS:1. Dhand, H, Techniques of teaching, APH Publishing Corporation, 2009.2. Singh,Y. K., Teaching practice, APH Publishing Corporation, 2009.3. Chauhan, S. S., Innovations in teaching learning process, Vikas Publishing House Private Limited,2008.4. Geoff, T., Teaching and learning history,SAGE Publications,2008.5. Sharma, R. A., Technological foundation of education, R.Lall Book Depot, 2008.

WEBSITES:www.focaldimensions.com/company-history.htmlwww.creativeteachingsite.com/www.historyteacher.net/




SEDX1014 TEACHING OF GEOGRAPHYL T P Credits Total Marks

3 0 0 3 100

UNIT I INTRODUCTION, AIMS AND OBJECTIVES OF TEACHING GEOGRAPHY 20 hrs.Introduction- Goals and Objectives- Meaning and definitions- Nature and scope - Different branches - Geography as a tool

to develop National integration and International understanding - Correlation of the subject with other school subjects - Creatingawareness of Environmental hygiene-Appreciation of clean, pure Environment-Purpose of teaching in Primary, Secondary andHigher Secondary.

UNIT II MICRO TEACHING, PLANNING FOR INSTRUCTION AND INSTRUCTIONAL METHODS 20 hrs.Communication skills with special reference to Microteaching - Principles of Lesson Planning - Importance of Lesson Plan

- outcomes - Salient features - format of a typical lesson plan - planning for Assignments and Homework - Class room interaction,Participation, Interaction analysis. Instructional approaches - Story telling - Descriptive, lecture, Discussion, Seminar, Symposium,Team teaching Supervised study, Problem solving, Comparative study, Project, Individual, Group and Enquiry method - Currentevents, observation – Regional.

UNIT III SCOPE AND EDUCATIONAL TECHNOLOGY 20 hrs.Mathematical Geography, Geomorphology, Climatology, Oceanography, Economic Geography - Hardware Materials - Films,

Film strips, Over head projector, Radio, Tape Recorder, Video player, Television. Software materials – Black board, Maps, charts,Display boards, Flash cards, Globe, Models, Audio tapes, Video cassettes & CDS.

UNIT IV CURRICULUM ORGANIZATION 20 hrs.Principles of Curriculum Construction - Criteria for Selection - Organization of the Subject content - Geography syllabus -

critical evaluation -Text books, reading materials - Programmed learning - CAI – Geography Library, Museum and Pupil’s records-Academic and Professional Qualities of Geography teacher - Professional growth – In-service training.

UNIT V EVALUATION AND STATISTICS 20 hrs.Principles of test construction - Blue Print - Question bank - Construction and administration of a test - standardizing a

test - statistics - Measures of Central Tendency: mean, median, mode - SD & Co-efficient of correlation - Graphs-Histogram,Frequency Polygon, Cumulative frequency polygon, Ogive - Remedial for slow learners, Enhancement for gifted students.

PRACTICALS

• Construction and administration of an achievement test in Geography.• Practising 4 micro lessons with 4 different skills.• Preparation of a branched programme material.• Evaluating reports of 2 Websites in Geography.• Collection of specimens in Geography.• Preparation of specimens in Geography.• Maintaining Weather report - Interpretation of Climatic data.• Preparing a lesson in Power Point.• Construction of Achievement Test.

TEXT / REFERENCE BOOKS:1. Duplass, J. A., Teaching elementary social studies, Atlantic Publishers, 2009.2. Aggarwal., Teaching of history, 4th Edition, Vikas Publishing House Private Limited, 2008.3. Aggarwal.,Teaching of social studies: A practical approach, 4th Edition, Vikas Publishing House Private Limited, 2008.4. .Sharma, R.N., Principles and techniques of education, Surjeet Publications , 2008.5. Vrema O.P & Vedanayagam, Teaching of Geography, Sterling Publishers, New Delhi, 1987.

WEBSITES:www.ncert.nic.in/html/pdf/schoolcurriculum/www.cmu.edu/teaching/technology/index.htmlwww.creativeteachingsite.com/






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SEDX1016 TEACHING OF HOME SCIENCEL T P Credits Total Marks

3 0 0 3 100

UNIT I NATURE AND SCOPE OF HOME SCIENCE 20 hrs.Nature and Scope of Home Science in the world setting, family setting and educational setting - Aims and objectives of

teaching Home Science in relation to the needs of the pupils, society and to the general scheme of education - Objectives ofteaching home science in the vocational stream: Classification of objectives in specific behavioural terms - cognitive domain -Affective domain - Psychomotor Domain.

UNIT II MICRO TEACHING - LESSON PLANNING - METHODS OF INSTRUCTION 20 hrs.Principles of Microteaching - Skill of Motivation, Explaining, Questioning, Black Board Writing, and Stimulus Variation - cycle

of operations - Need for a link lesson - Lesson Plan-Need, Preparation and Format - Individual methods of instruction - Assignment,Supervised study, Individual Project and Home project, Programmed Instruction and CAI. Group techniques - Lecture - Project -Discussion - Seminar - Dramatization - Experimental Method - Field trips and excursion - Exhibition - Educational games andpuzzles- Team teaching.

UNIT III HOME SCIENCE LABORATORY - EDUCATIONAL TECHNOLOGY 20 hrs.Organization and Maintenance of Home Science Laboratory - Planning an all- purpose room-management of the department

- records and registers - Principles and use of hardware and software technological aids - TV, Films, Film Strips, Slides, OverheadProjector, Opaque projector, LCD projector, Audio Cassettes and Video Cassettes, Radio and Recordings.

UNIT IV HOME SCIENCE TEXT BOOKS - HOME SCIENCE TEACHER 20 hrs.Criteria of a good textbook - Critical review of home science textbooks used in Secondary and Higher Secondary Schools.

Home Science Library - Magazines, bulletins, reference books, use and storage. The Home Science Teacher - Qualification -Duties and responsibilities to school and community, and professional growth - Problems faced by the Home Science teacher –Lack of Text books, job opportunities.

UNIT V CURRICULUM – EVALUATION 20 hrs.Principles of curriculum development - selection and organization of subject matter - a critical study of the home science

syllabus in secondary and higher secondary schools - home science in the vocational stream. Evaluation in Home Science -concepts, various types of test items, essay, short answer, completion, matching, two choices, multiple choice, and constructionof an achievement test.

PRACTICALS• Preparation of observation and demonstration file.• Preparation of unit plans in Home Science.• Preparation of programmed instruction file a) linear programming b) Branched programming• Construction and use of achievement test.• Collection of year books, Newspaper, Magazines and articles clippings related to Home Science.• Collection of pictures for album related to Home Science concepts.• Preparation of workshop files a) Question Bank b) Instructional media• Preparation of instructional material file• Multimedia preparation (25 slides)

TEXT / REFERENCE BOOKS:1. Lakshmi, K., Technology of teaching of home science, Sonali Publications, 2006.2. Seshaih, P.R., Methods of teaching home science, Manohar Publications & Dist, 2004.3. Nibedita, D., Teaching of Home Science, Dominant Publications and Distributors, 2004.4. Shalool, S., Encyclopaedia of teaching of home science.(Vol I&II), Anmol Publications Private Limited, 2001.5. Yadav, S., Teaching of home science, Anmol Publishers, 1997.WEBSITES:www.nwlink.com/~donclark/hrd/bloom.htmlwww.docstoc.com/docs/24471096/Micro-Teaching-Skillswww.adprima.com/teachmeth.htm




SEDX1017 TEACHING OF COMPUTER EDUCATIONL T P Credits Total Marks

3 0 0 3 100

UNIT I INTRODUCTION – AIMS AND OBJECTIVES OF TEACHING OF COMPUTER SCIENCE 20 hrs.Main units of a computer - Brief history of development of computers -Use of computers in school - Blooms Taxonomy

of Educational objectives - Computer science teaching at different levels - primary, secondary, and higher secondary levels.

UNIT II MICROTEACHING-LESSON AND UNIT PLANNING – CURRICULUM 20 hrs.Microteaching cycle - Teaching components planning a micro lesson - Teaching of relevant skills: Skill of Explaining, Stimulus

Variation, Reinforcement, Questioning, Blackboard writing - Importance of lesson plans, writing instructional objectives and planningfor specific behavioral changes - Preparation and use of unit plan - Principles of curriculum development - Criteria of selectionof content and principles of organizing the selected content.

UNIT III COMPUTER SCIENCE TEACHER – COMPUTER LABORATORY – EVALUATION 20 hrs.Academic and professional qualification - Special qualities required for a computer Science teacher - In-service training-

Need for planning the computer laboratory - Special features of computer lab - Essential infrastructure - Laboratory Management- Organization of practical for pupils - Maintenance of records - Discipline in the laboratory - The concept of evaluation - Evaluationfor achievement, diagnosis and prediction - Various kinds of test - Principles of construction and administration of an achievementtest- Characteristic of a good test - Blue print - On-line examination.

UNIT IV INSTRUCTIONAL METHODS - WRITING (CAI) INSTRUCTIONAL PROGRAMMES 20 hrs.Self learning - PSI - programmed learning - CAI - Lecture - Demonstration - Problem solving - Project method - Scientific

method - Analytic and synthetic methods- Inductive - Deductive approaches of teaching computer science - Modern Techniques- Seminar - Symposium - Group Discussion - Panel Discussion - Workshop Techniques - A systematic plan for developing CAIprogrammes - Designing a CAI lesson - Common CAI frames.

UNIT V LATEST TRENDS IN TECHNOLOGY - FUNDAMENTALS OF C 20 hrs.Multimedia - Desk Top Publishing - Internet and its uses - E-commerce and Electronic Data Interchange (EC & EDI) -

Elements of C Language: Character Set - C Constant - C variables, operators control structures - loop structures - arrays andstructures - functions - library functions - Developing simple C programs.

PRACTICALS• Preparation of observation and demonstration file.• Preparation of unit plans in Computer Science.• Preparation of programmed instruction file a) linear programming b) Branched programming• Construction and use of achievement test.• Collection of year books, Newspaper, Magazines and articles clippings related to Computer Science• Collection of pictures for album related to Computer Science concepts.• Preparation of workshop files a) Question Bank b) Instructional media• Preparation of instructional material file• Preparation of display materials and maintaining bulletin board.• Multimedia preparation (25 slides)

TEXT / REFERENCE BOOKS:1. Sharma, R. N., Principles and Techniques of Education, Surjeet Publications, 2008.2. Sharma, R. A., Technological foundation of education, R.Lall Books. Depot, 2008.3. Agarwal J. C., Essential of educational technology.Teaching and learning, Vikas Publication, 2006.4. Mohanty, L., ICT strategies for schools, Sage Publication, 2006.5. Sambath, K., Paneerselvam, A., & Santhanam, S., Introduction of educational technology, Sterling Publishers Private Limited, 2006.

WEBSITES:www.nwlink.com/~donclark/hrd/bloom.htmlwww.docstoc.com/docs/24471096/Micro-Teaching-Skillswww.adprima.com/teachmeth.htm




SEDX1019 TEACHING OF ENGLISH – IL T P Credits Total Marks

3 0 0 3 100

(GENERAL ENGLISH)

UNIT I PRELIMINARY STATEMENT, METHODS AND APPROACHES 20 hrs.The role of English in India today – The rationale for learning English - Aims and Objectives of teaching English as a

second language - Contribution of Linguistics and Psychology to the teaching of English - Teaching English as a skill rather thana knowledge subject. - Learning the mother tongue and Learning a Second language - Methods and Approaches of teaching.

UNIT II ADVANCED GRAMMAR 20 hrs.The Noun phrase – Modifier – Head word, Qualifier - The Verb phrase – Tense forms – Primary Auxiliaries – Modal

Auxiliaries - Types of Sentence - Subordinate and Co-ordinate clauses - Sentence pattern – Active and Passive voice. Directand Indirect speech – Question forms – Tag questions.

UNIT III EDUCATIONAL TECHNOLOGY 20 hrs.Teacher made aids – Flash cards, Pictures, Charts, Models, Blackboard sketches - Mechanical aids - Programmed learning,

Language laboratory - Computer assisted language learning – Power point presentation – Identifying websites.

UNIT IV FOUR SKILLS 20 hrs.Listening - Sub skills of listening -The three phases of listening - Listening materials.-Listening activities. Speaking

-Techniques in teaching speaking -Tasks for developing spoken - Improving oral fluency – Parallel Sentences – Conversation –Dialogue – Role play - Dramatization – Play Reading – Group Discussion - Story telling – Narration – Description –CommunicationGame – Debate – Interview – Extempore Speech - Barriers for Effective Communication. Reading - Aims of teaching reading-Types of reading - Methods of teaching reading to beginners – Alphabet method – Phonetic method – Word method – Phrasemethod – Sentence method - Reading for perception - Strategies to develop reading - Writing - Mechanics of Writing - Sub skillsin writing – visual perception – syntax – organization – grammar –content purpose – relevance - Writing skills - Characteristicsof good Handwriting - Developing good handwriting.

UNIT V REFERENCE AND STUDY SKILLS, COMPOSITION 20 hrs.SQR3 methods of reading - paragraph writing – précis writing - Essay – Expansion of proverb – developing stories from

outline - Study skills – note-taking, note-making, summarizing and paraphrasing - Reference skills – library – dictionaries – thesaurus– encyclopedia – bibliography - Annotated Bibliography. Composition - Types of composition - Kinds of composition - Summarizing– Abstracting – Translation – Comprehension.

PRACTICALS• Practice in quick black board sketches for the purpose of introducing new items.• Note-making exercise.• Preparation of different types of vocabulary exercise and note-making exercise.• An album of black board sketches and collected pictures.• Picture set and Composite scene

TEXT / REFERENCE BOOKS:1. Dhand, H., Techniques of Teaching, APH Publishing Corporation, 2009.2. Aggarwal. J. C., Principles, Methods & Techniques of Teaching, Vikas Publishing House Private Limited, 2008.3. Dr. Mowla, Shaik, Techniques of Teaching English, Neelkamal Publications, 2008.4. Sharma, R. N., Contemporary Teaching of English. Surjeet Publications, 20085. Palmer, H. E., Oral Method of Teaching Language, Surjeet Publications, 2008.

WEBSITES:www.grammarbook.com/www.palgrave.com/products/title.aspx?is=1403911355www.englishraven.com/methodology.html




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7. www.freedownloadscenter.com/live/...tamil-grammar.../exercises.htmlw.emagister.in/teaching_skills_courses_tamil_nadu-kwprov-4284- 1121_9.htm8. ccat.sas.upenn.edu/plc/tamilweb/ -

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SEDX1018 TEACHING OF SOCIAL SCIENCEL T P Credits Total Marks

3 0 0 3 100

UNIT I PLACE OF PSYCHOLOGY AND PHILOSOPHY IN SCHOOL CURRICULUM 20 hrs.Psychology in the school curriculum - Teaching learning process – Relation between Psychology and other subjects-

Fundamental psychological principles – application of Psychology in teaching – goals and objectives of teaching psychology withreference Bloom’s taxonomy: cognitive, Affective and psychomotor levels. Philosophy in the school curriculum – Aims of teachingphilosophy at higher secondary school level – goals and objectives of teaching philosophy with reference to Bloom’s taxonomy.

UNIT II INDIAN CULTURE, POLITICAL SCIENCE IN SOCIOLOGY IN SCHOOL CURRICULUM 20 hrs.Indian culture in the school curriculum – Teaching learning process- Relation between Culture and other subjects –

Fundamental values – application of Indian culture in teaching – Goals and objectives of teaching Indian culture with referenceto Bloom’s taxonomy: Cognitive, Affective and Psychomotor levels. Sociology in the school curriculum – The concept of socializationat the school level – Peer group teaching – Relation between sociology and other subjects – Fundamental values- rules andregulations of the society – application of sociology in classroom situation – goals and objectives of sociology with reference toBloom’s taxonomy. Political science in the school curriculum – Aims of teaching political science at higher Secondary school level–goals and objectives of teaching political science with reference Bloom’s taxonomy.

UNIT III MICRO TEACHING, LESSON AND UNIT PLANNING OF SOCIAL SCIENCES 20 hrs.Microteaching – Importance – cycle of operation –Skill of black board writing – Skill of stimulus variation – Skill of

reinforcement – Skill of questioning – Skill of demonstration – Use of charts, models in teaching social sciences. Lesson plan –importance – Essential aspects of a lesson plan. –Preparation and uses of unit plan.

UNIT IV INSTRUCTIONAL STRATEGIES - APPROACHES AND MEDIA IN TEACHING SOCIAL SCIENCE 20 hrs.Teaching methods – criteria for selection of a method – Teacher centered and student Centered methods – Lecture method

– Lecture cum demonstration method – Biographical Method – Team Teaching – Group discussion – Panel discussion – Seminar– Symposium – Workshop – Assignment method – Programmed instruction – Computer assisted instruction - Nature of instructionalmedia – Classification of instructional media – Use of mass media in classroom instruction – Teaching aids – multimediapresentation – internet uses of internet in teaching – integration of media.

UNIT V TEST CONSTRUCTION AND EVALUATION 20 hrs.Test and its types – Diagnostic, Prognostic and Achievement tests, Criterion and Norm Referenced tests – Principles of

test construction, blue print and question bank- Various types of test items essays, Steps in test construction, table of specifications– scoring, interpretation and follow-up Evaluation – formative and summative evaluation – blue print- achievement tests – diagnosticand remedial teaching.

PRACTICALS• Preparation of observation and demonstration file and unit plans• Preparation of programmed instruction file a) Linear programming b) Branched programming• Construction and use of achievement test. Analysis and interpretation of test scores.• Collection of year books, Newspaper, Magazines and articles clippings and album related to Social Science• Preparation of instructional material file and workshop files• Multimedia preparation (25 slides)

TEXT / REFERENCE BOOKS:1. Dhand, H., Techniques of Teaching, APH Publishing Corporation, 2009.2. Duplass, J. A., Teaching elementary social studies, Atlantic Publishers, 2009.3. Aggarwal, Teaching of social studies: A practical Approach, (4th ed), Vikas Publication Private Limited, 2008.4. Aggarwal. J. C., Principles, methods & techniques of teaching, Vikas Publication Private Limited, 2008.5. Chauhan, S. S., Innovations in teaching learning process, Vikas Publication Private Limited, 2008.

WEBSITES:www.ifih.org/findingsonindianculture.htmwww.edpsycinteractive.org/materials/internet.htmlwww.microteaching.org/www.frankwbaker.com/social_studies_resources.htm




SEDX4001 PRACTICALL T P Credits Total Marks

0 0 30 15 600

PRACTICUM COMPONENTInternship and Teaching Practice – The Practice teaching will have to be undergone in a recognized High /

Higher Secondary / Matriculation / Matriculation Higher Secondary or senior secondary school. The duration of theInternship will be 40 working days.

GROUP A: Teaching Practice and practice Based Records

Sl.No.

RecordsNo. of

hrsOptionalI marks

Optional II marks

Totalmarks

1. TeachingCompetency

200hrs foreach

Optional

150 150 300

2. Lesson Plan 10 10 203. Micro

Teaching10 10 20

4. Test &Measurement

10 10 20

5. TextbookReview/QuestionBank

10 10 20

6. Observation 5 5 107. Teaching

Aids30 30 60

Total 400 hrs 450

GROUP B: School Based and Community Based Activities

Sl.No.

RecordsNo. of.

hrsMarks

1. Educational Technology (PowerPoint, web site Comparison)

13 60

2. Psychology Experiments 25 30

3. Case Study – Individual &Institution

13 10

4. Action Research 12 15

5. Community Service 8 5

6. Camp 25 10

7. Physical Education 13 10

8. Audio Visual 8 5

9. Health Education 8 5

Total 125 150

I. TEXT BOOK REVIEW1. Author (Qualification, experience etc.) 2. Publication3. Mechanical features 4. Subject matter (suitability, presentation etc.,) (paper quality, size, print, illustration & binding)

II. ACTION RESEARCH1. Identification of the problem 2. Statement of objectives3. Hypothesis 4. Data collection and analysis5. Verification 6. Findings7. Suggestions for corrective action 8. Follow upIII. CASE STUDY1. Identification2. Collection of data (a) Personal data – Name, Age, Sex, Class, Division, Address etc.,

(b) Other date – Family, Health, Academic, Achievement, etc

3. Analysis of the problem 4. Suggested Remedial Action 5. Follow upIV. PHYSICAL EDUCATION 1. Aims and Objectives 2. Modern Trends 3. Teaching/ Coaching / Exercising (Jogging, Walking, Yoga, Meditation etc.) 4. Preparing for Competitions 5. Organizing Sports Meet / Games / Tournaments 6. Intra mural Competitions 7. Fixtures – Organizing – Conducing events 8. Rules and Regulations (Major / Minor Games / Sports events)

9. Evaluation 10. Report Writing



V. HEALTH EDUCATION

1. Aims and objectives2. Survey of school class Room / Laboratory / Toilets / Tea Rooms / Surroundings / Home / street etc., for neatness, cleanliness, ventilation, seating arrangements etc.,3. Personal Hygiene 4. Communicable Diseases5. Awareness of AIDS 6. Preventive Measures7. First Aid and simple Medical Remedies 8. Report WritingVI. CAMP ACTIVITIES

1. Aims and Objectives 2. Identification of Camp Site 3. Planning of Activities 4. Duties and Responsibilities of various Groups &Leaders 5. Service Activities 6. Cultural Activities 7. Guest Lectures 8. Other Instructional Programmes 9. Camp Fire 10. Valedictory Function11. Evaluation of all Camp activities. 12. Suggestions for ImprovementVII. COMMUNITY SERVICES

1. Services – Garbage removal, cleaning Vegetation, Digging drains, Rain Water Harvesting in School premises,college premises, Streets, Slums etc.,

2. Decoration for Functions

3. Tree Plantation / Gardening

4. Social service activities such as Adult Literacy Programmes, Teaching Hygiene, Sanitation and Health Educationto Slum Dwellers etc.,

VIII. PSYCHOLOGICAL EXPERIMENTS

Experiments and Tests related to the following topics to be conducted on children/ adolescents. Each studentteacher has to perform any 4 psychology experiments from Group A and 2 psychology experiments from Group B.

Group A(Related to Adolescence)

Group B(Related to Childhood)

1. Intelligence 2. Learning 1. Distraction of Attention 2. Division of Attention 3. Transfer of Training 4. Aptitude 3. Creativity 4. Piaget’s task 5. Adjustment 6. Concept Formation 5. Non-Verbal Intelligence Test 6. Sociometry 7. Level of Aspiration 8. Interest 7. Measure of Anger 8. Emotional Stability 9. Personality Types 10. Attention 9. Moral Values 10. Motivation11. Creativity 12. Achievement Motivation 11. Span of Attention 12. Motor Skills

PRACTICAL EXAMINATION BY BOARD OF SUPERVISING EXAMINERS

The Board will examine the teaching competence of selected candidates. The Board shall report to the Universitythe marks awarded to each student in the 2 divisions. (Group A & B) in the practical examination viz., Evaluation ofTeaching Competence / Practical records / Work Book and Evaluation of School and Community Based Field Activities.

Students should maintain work book / record notebook and reports of the activities related to all practicumcomponents under groups A and B. Records of the lessons taught and assessment of teaching competence and skillsshall be made available by the respective faculty members to the Controller of Examinations for scrutiny. The finalreports/records/workbooks shall be made available to the Board of Supervising Examiners appointed by the Universitywhose decision on the marks to be awarded shall be final.



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