shelar, s. (2008). still life. new delhi: - rayat bahra...

UNIVERSITY SCHOOL OF EDUCATION

Study Scheme and Syllabus

BACHELOR OF EDUCATION (B.ED) DEGREE COURSE

(2 YEAR PROGRAMME)

FOR 2015 - 2017 EXAMINATIONS

RAYAT – BAHRA UNIVERSITY, MOHALI

1

Summary of Credits

Sr. No. Semester Lecture Tutorial Practical

Library/Laboratory

Time (Hours)

Contact Hours/ Week

Credits

1 I 16 5 6 7 34 242 II 13 4 18 0 35 263 III 0 0 40 0 40 204 IV 13 3 12 6 34 22

Total 42 12 76 13 143 92

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STUDY SCHEME OF B.ED PROGRAMSESSION: 2015-17

Semester 1 Sr.No CODE Name of the Course L T P Credits

1. ED1101 Understanding the Learner 3 0 2 42. ED1102 Theoretical Basis of Education 3 1 0 43. ED1103 Learning & Teaching 3 1 0 44. ED1104 School Organization & Management 3 1 0 45. ED1105 Methodology of Facilitating Learning 3 1 0 46. ED1106 Strengthening Language Proficiency 1 1 0 27. ED1107 Understanding the Self 0 0 4 2

Total Credits: 24 Credits

Semester 2

Sr. No

CODE Name of the Course L T P Credits

1. ED1201 Contemporary Indian Society & Education 3 1 0 42. ED1202 Evaluation in Education 3 1 0 43. ED1203 – ED1218

(Any Two)Pedagogy of School Subject -1 2 0 4 4

4. Pedagogy of School Subject-2 2 0 4 4ED1203 Pedagogy of Science ED1204 Pedagogy of Life ScienceED1205 Pedagogy of Home ScienceED1206 Pedagogy of Computer ScienceED1207 Pedagogy of MathematicsED1208 Pedagogy of CommerceED1209 Pedagogy of EconomicsED1210 Pedagogy of Social StudiesED1211 Pedagogy of HistoryED1212 Pedagogy of Political ScienceED1213 Pedagogy of Fine ArtsED1214 Pedagogy of Music ED1215 Pedagogy of Physical EducationED1216 Pedagogy of EnglishED1217 Pedagogy of PunjabiED1218 Pedagogy of Hindi

5. ED1219 Foundation of Curriculum Development 2 0 0 26. ED1220 Exploring library as a learning resource 1 0 2 2 7. ED1221 Designing for learning 0 0 4 2 8. ED1222 Language across the curriculum 0 2 0 29. ED1223 Pre Internship 0 0 4 2


Semester 3

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Sr.No CODE Name of the Course L T P Credits1. ED2301 Learning to Function as a Teacher 0 0 4 22. ED2302 School Internship 0 0 32 163. ED2303 Service Learning 0 0 4 2


Semester 4

Sr.No CODE Name of the Course L T P Credits1. ED2401 Issues and Concerns of Education 3 1 0 42. ED2402 Inclusive School Practices 3 1 0 4 3. ED2403 Transforming Education through Emerging

Technologies2 0 4 4

4. ED2404 Health and Well being 1 1 0 25. ED2405 Gender, School & Society 2 0 0 2 6. ED2406 –

ED2408Optional Courses (Any One) 2 0 0 2

ED2406 Entrepreneurship in EducationED2407 Human Resource Management in EducationED2408 Guidance & Counseling the Learner

10. ED2409 Preparing for World of Work 0 0 4 211. ED2410 Critical Reasoning Skills 0 0 4 2


Total Credits: 92+ one semester of school Internship

L = Lecture, T = Tutorial, P = Practical, C = Credit

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Examination/Evaluation Scheme and Question Paper Pattern for B.ED University School of Education

I. Evaluation Scheme for B.Ed1. Theory Subjects

Exam

Mark Distribution

Mid Term Test – I

Mid Term Test –II

Assignment/Quizzes/Extempore/Seminar

End Term Exam

Total Marks

Theory – 4 credit course 35 35 15+15+15+15=60 70 200

Theory – 2 credit course 20 20 5+5+5+5=20 40 100

*Note: Syllabus for Mid Term Test will be as covered in the class up to Mid Term Test-I, Syllabus for Mid Term Test –II will be covered between I & II Mid Term Test and Syllabus foe End Term Exam will be full syllabus i.e. 100%

2. Practical Subjects

Exam

Mark Distribution

Type of EvaluationContinuous Evaluation

SystemEnd Term Test

PracticalPractical Performance 25 25Practical File 25 --Viva-Voce -- 25

Total Marks 50 50Course Code: ED1106, ED1107, ED 1221, ED 1222, ED1223

Attendance 10 10

Presentation 40 40

Total Marks 50 50

II. Question Paper Pattern for B.Ed1. Mid Term Tests

For 4 Credit CourseQuestion Paper will be divided into three parts: (Total Marks=35 & Maximum Time Duration 1.5 hrs)

Section Question Type Total No. of Questions*

No. of questions to be

attempted

Each question

carry marks

Total Marks

Part –I Objective Type 4 All 2 8Part-II Short Answer Type 3 All 5 15Part-III Comprehensive

Answer Type1 All 12 12

Total Max. Marks 35

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For 2 Credit CourseQuestion Paper will be divided into three parts: (Total Marks=20 and Maximum Time Duration 45 minutes)


No. of questions to be attempted

Each question

carry marks

Total Marks

Part –I Objective Type 2 All 1 2Part-II Short Answer Type 2 All 4 8Part-III Comprehensive

Answer Type1 All 10 10

Total Max. Marks 20

2. Question Paper Pattern for End Term Test For 4 Credit CourseQuestion Paper will be divided into three parts: (Total Marks=70 and Maximum Time Duration 3 hrs)


No. of questions to be

attempted

Each question

carry marks

Total Marks

Part -I Objective Type 8 All 2 16Part-II Short Answer Type 6 All 5 30Part-III Comprehensive

Answer Type4 2 12 24

Total Max. Marks 70 For 2 Credit CourseQuestion Paper will be divided into three parts: (Total Marks=40 and Maximum Time Duration 1.5 hrs)


No. of questions to be attempted

Each question

carry marks

Total Marks

Part -I Objective Type 4 All 1 4Part-II Short Answer Type 4 All 4 16Part-III Comprehensive

Answer Type3 2 10 20

Total Max. Marks 40

*Note: Keeping in view the nature of programme in which the focus is to move from foundation courses to domain specific courses to elective courses to projects and industrial training, the focus of evaluation shall change accordingly. The weightage of various components shall remain same and details to be put up by faculty member in the Teaching Learning Evaluation Plan depending upon the course/subject.

3. Continuous Evaluation Scheme:a. Assignment : 8-10 assignments/subject/student.b. Quizzes : Two to four quizzes/subject/student.c. Extempore : One chance/subject/student/d. Seminar : One seminar/syndicate/subject.

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Semester – I

ED1101 - Understanding the Learner

Max Marks: 200Continuous Evaluation System: 130

End Term: 70L T P C3 0 2 4

(A) Objectives: To enable the prospective teachers to – Understand the different aspects of the learner. Understand the learner on the basis of developmental characteristics of

childhood to post adolescent age. Gain an understanding of different theoretical perspectives of learning,

Intelligence and other attributes. Appreciate the role of individual differences and its implications in understanding

the learner.(B) Course Content

Unit - I Growth & Development of the Learner: Developmental Influences: Development as a

resultant of interactions between individual potential (innate, acquired) and external environment (physical, socio-cultural, ecological, economic and technological). Unit - II

Theories of Development- Piaget’s theory (Intellectual development), Erickson’s theory (Psycho-Social Development) and Kohlberg’s Theory (Moral Development) in socio-cultural context, Role of teacher to understand the learner; Methods to study human behaviour: a) Introspection b) Observation c) Experimental d) Case study.

Unit – III Individual Differences among Learners: Dimensions of differences in psychological

attributes— Creativity, Personality, Adjustment. Motivation as an energizer. Unit - IV

Understanding Learners from Multiple Intelligences perspective with a focus on Gardner's theory of Multiple Intelligence, Implications for teaching-learning in the light of changing concept of intelligence including emotional intelligence.

Practical Work Observation in Individual/ Group/Peer Setting Case Study Personality Assessment Test – High School Personality Questionnaire (HSPQ) - by

R.B. Cattell & H. Beloff. Intelligence Test – Standard Progressive Matrices by Raven

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Suggested Books

1. Chauhan, S.S. (2006). Advanced Educational Psychology. New Delhi: Vikas Publishing House.

2. Dandapani, S. (2000). A Textbook of Advanced Educational Psychology. New Delhi: Anmol Publications.

3. Dash, M. (2000). Education of Exceptional Children. New Delhi: Atlantic Publishers and Distributors.

4. Kakkar, S.B. (2001). Educational Psychology. New Delhi: Prentice Hall of India.5. Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi: Prentice Hall of

India.6. Panda, K.C. (2001). Education of Exceptional Children. New Delhi: Vikas Publishing

House Pvt. Ltd.7. Sahu, B. Kumar (2002). Education of Exceptional Children. Ludhiana: Kalyani

Publishers.8. Singh, D. (2006). Emotional Intelligence at Work: A Professional Guide. New Delhi:

Response Books.9. Wheldall, K. (2006). Developments in Educational Psychology. New York: Routledge.10. Woolfork, A. (2004). Educational Psychology: Reason Education (Singapore). New

Delhi: Indian Branch.

ED1102 - Theoretical Bases of Education

Max Marks: 200Continuous Evaluation System: 130


(A) Objectives: To enable the prospective teachers to– Understand and explore the concept of education. Develop an understanding of Philosophical dimensions of education Understand the contribution of various thinkers in education. Understand the divergent educational thoughts, perspectives and practices.

(B) Course ContentUnit - I

Education: Meaning of acquaintance, manifestation and transaction; Nature and Purpose of Education; Subject, Child and Life Centered Education, Types of Education -Formal, Informal, and Non-Formal education.

Education in socio-cultural context of contemporary India: Aims & Determinants. Unit - II

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Functions of Education in present context: Individual and National-Economic, Social, Political and Cultural.

Knowledge and Knowing: Relationship of Education and Philosophy with special reference to Epistemology and Axiology.

Unit - III School of Thoughts - Idealism, Naturalism, Pragmatism and Realism.

Unit - IV Bases of modern education with special reference to-

Mahatma Gandhi- Basic education. Swami Vivekananda- Man making education. John Dewey – Learning from real life experience. J. Krishnamurti - Child as a resource.

Suggested Books1. Nandra, I.S. (2010). Philosophical, Sociological and Economic Bases of Education.

Patiala: Twenty First Century Publications. 2. Pathak, R. P. (2007). Philosophical and Sociological Perspectives of Education.

New Delhi: Atlantic Publishers. 3. Rajput, J.S. (2006). Human Values and Education. New Delhi: Pragun Publications.4. Sachdeva, M.S. (2013). Philosophical, Sociological and Economic Bases of

Education. Patiala: Twenty First Century Publications. 5. Sachdeva, Singh, S. (2014). Philosophical and Sociological Foundations of

Education (Pbi.). Patiala: Twenty First Century Publications. 6. Sharma, P. (2006). Philosophy of Education. New Delhi: APH Publishing

Corporation.7. Sharma, R.C. (2003). Morals and Value Education. Jaipur: Book Enclave.

ED1103 - Learning & TeachingMax. Marks: 200

Continuous Evaluation System: 130 End Term: 70

L T P C3 1 0 4

(A) Objectives: To enable the prospective teachers to – Understand the process of learning and teaching. Develop an understanding about the impact of socio-cultural context on

individual’s learning. Gain an understanding of different theoretical perspectives of learning with a focus

on cognitive views of learning. Acquire knowledge about various techniques of behaviour modification.

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(B) Course Content Unit – I

Teaching as a Profession: Concept of Teaching, Characteristics of effective teaching, Importance of teaching for learner, Maxims, Variables, Principles and Phases of teaching; Creative Teaching - Meaning and requirements, Teaching as a profession and changing concept of teaching.

Cognitive Processes in Learning: Concept of Learning, Characteristics, Process, Levels and Principles of learning, Relationship of teaching and learning, Impact of different socio-cultural factors on child’s learning. Unit - II

Communication Networking: Meaning, characteristics, types, process, barriers in ways of effective communication; UGC-CEC, EDUSAT, GYAN DARSAN, INFLIB NET, Benefits of using different programmes for facing current educational challenges.

Action Research: Meaning, importance, characteristics, steps of action research with the help of example, Difference between Action Research and Fundamental Research, Merits & limitations. Unit – III

Development of Teaching Skills: Meaning, Characteristics, Components, Assumptions, Principles, Procedure, Merits and Demerits of Micro Teaching; Micro Teaching in present day scenario; Theoretical orientation to basic teaching skills - Meaning of teaching skills, skill of Writing Instructional objectives, Introducing a lesson, explanation, questioning, blackboard writing, stimulus variation, illustration with example, skill of engagement, skill of exploration.

Team Teaching: Concept, principles, types, procedure, merits and limitations of team teaching; Application of team teaching in wider socio-cultural context. Unit - IV

Simulated Teaching: Meaning, procedure, merits and limitations of simulated teaching; Impact of Simulated teaching on learner’s learning.

Models of Teaching: Concept, Fundamental elements, Glaser’s basic teaching model Bruner’s concept attainment model and Suchman’s Inquiry Training Model; Application of models of teaching in actual teaching.

Sessional Work Prepare a lesson plan based on any one model of teaching.

Suggested Books1. Aggarwal J.C. (2006). Essentials of Educational Technology-Teaching-Learning

innovations in Education. New Delhi: Vikas Publishing House.2. Bhushan, A & Ahuja, M. (2008). Educational Technology. Meerut: Vivek Publishers.3. Chaudhary, J. & Pathak, R.P. (2012). Educational Technology. New Delhi: Dorling

Kindersly (India) Pvt. Ltd.4. Chaudhary. K. M. (2013). Educational Technology. New Delhi: Asian Books Pvt. Ltd. 5. Joyce, B. & Weils, M. (2001). Models of Teaching. New Delhi: Prentice Hall of India.

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6. Mangal, S.K. (2002). Fundamental of Educational Technology Mangal. Ludhiana: Parkash Brothers.

7. Sharma, R.A. (2005). Educational Technology. Meerut: Modern Publishers.8. Singh, L.C. & Sharma, R.D. (2002). Micro-Teaching: Theory and Practice. Agra: H.P.

Bhargava Book House.9. Sutherland, R., Robertson, S. & Peter John. (2009). Improving Classroom Learning

with ICT. New Delhi: Routledge Publications.

ED1104 – School Organization and Management

Max. Marks: 200 Continuous Evaluation System: 130

End Term: 70

(A) Objectives: To enable the prospective teachers to – Understand the concept of organization, administration and management. Understand the different components of school plant. Understand the role and responsibilities of a Principal and Teacher in

management of education. Acquire knowledge regarding the concept and process of human resource

management in a School.(B) Course Content

Unit – I School Organization and Management: School Organization, Administration, and

Management - Meaning, Objectives, Levels, Functions, Principles of Management; Difference between School Organization, Management and Administration; Principles of democratic administration.

Institutional Planning: Meaning, Characteristics, Objectives, Need, Scope, and Steps, Advantages and Disadvantages; Role of the Teacher in institutional planning; School Plant - Meaning, Characteristics and maintenance of different components of school plant.

School Personnel: Role of Principal and Teacher with special reference to management of education; Relationship between - Principal and Teachers, Teacher and Teacher, Principal and Teacher with students and stakeholders.

Unit - II

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L T P C3 1 0 4

School Discipline: Concept of Discipline – Traditional & Modern and their Difference, Causes of indiscipline; Bullying and discrimination in present times and strategies to address all.

School Time Table: Meaning, Importance, Types, Principles for constructions of a good time table, Preparation of school time table at elementary and senior secondary school level; Designing of a school Academic Calendar.

Educational Records: Meaning of School Records, Essential Requisites for keeping School Records, Modes, Importance and Types of School Records - Teacher’s attendance register, Student’s attendance register, Stock register and Cash book.

Unit – III Classroom Management: Meaning, significance, principles, process and techniques;

Managing large, small, tutorial and practical classrooms. Understanding Work Teams: Meaning, concept and types of teams; Importance of

creating effective teams, Concept of interpersonal relations, Group decision making and Conflict Management.

World of Work: Meaning and Types of Attitude – Job Satisfaction, Job Involvement, Organizational Commitment.

Unit - IV Performance Appraisal: Meaning and importance, criteria of performance appraisal

of teachers as per norms prescribed by state government/UGC. Supervision: Meaning, scope, types, importance & functions, modern trends of

supervision. Leadership: Meaning, Styles, characteristics, major functions of leader, Need & Ways

to develop Leadership qualities among teachers and students, Role of leader in fostering democratic Institutional climate for effective performance and job satisfaction.

Project Work Preparation of various educational records (during tutorial) maintained in a

secondary school.Suggested Books1. Bhatia, K.K. and Singh. J. (2002). Principles & Practice of School Management,

Ludhiana: Tandon Publication. 2. Dash. B. N (2003). School Organization, Administration and Management. New Delhi:

Neelkamal Publications.3. Goel, O.P. (2005). School Organization. New Delhi: Isha Books.4. Mukhopadhya, S. (2005). Total quality Management in Education. New Delhi: Sage

Publishers. 5. Robbins, P. S. (2005). Organizational Behaviour. New Delhi: Prentice Hall of India.6. Sachdeva, M.S. (2001). School Management. Ludhiana: Bharat Book Centres.7. Sachdeva, M.S. (2015). School Management. Patiala: Twenty first Century

Publishers.

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8. Sarkaria, M.S., Singh, J. and Gera, M. (2008): Modern School Management. Ludhiana: Kalyani Publishers.

9. Sharma, T.S. (2005). School management and Administration. Patiala: Shaheed-E-Azam Printing Press.

10. Sodhi, T.S and Suri, A. (2002). Management of School Education. Patiala: Bawa Publications.

11. Tripathi, P. C. & Reddy, P. N. (2000). Principles of Management. New Delhi: Tata McGraw-Hill Publishing Company Ltd.

ED1105 - Methodology of Facilitating Learning



(A) Objectives: To enable the prospective teachers to – Understand the concept of facilitating learning. Understanding of various methods and techniques and teaching aids used in

teaching learning. Developing skills and competencies to handle classrooms of today.

(B) Course Content Unit - I

Facilitating Learning through Learner autonomy: Autonomy of Learner-Meaning, Difference between autonomy and freedom, Meaning of learning facilitation; Ways for facilitating learning in present times – Self learning, co-operative learning, collaborative learning, reflective learning, skill learning and meaningful learning.

Creating positive learning environment: Meaning, factors supporting conducive learning, advantages of a positive learning climate and creating ideal classroom atmosphere.

Unit - II Learning in Constructivist Perspective: Concept, distinctions between learning as

construction of knowledge, as transmission and reception of knowledge; Social-constructivist perspective (Bruner and Ausubel’s) and applications of Vygotky's ideas in teaching, understanding processes that facilitate 'construction of knowledge' :(i) Experiential learning and reflection(ii) Social mediation

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(iii) Cognitive negotiability(iv) Situated learning and cognitive apprenticeship

Unit - III

Teacher’s Professional Identity: Qualities of a teacher, changing role and responsibilities, professional growth and professional ethics of a teacher.

Effective use of Instructional Materials: Meaning, Need and importance, principles, criteria for selection, Types - Projected including Smart Board and Non-Projected, Edgar Dale’s Cone of experiences.

Unit - IV Methods and Techniques of Teaching: Meaning of method, types of methods -

Informative Methods & Techniques – Concept of lecture, lecture cum demonstration by teacher, case study, mentoring, storytelling and drill. Interactive Methods & Techniques – Concept of group discussion, presentations by student panels, debate and role play, assignment method. Reflective Methods & Techniques – Concept of Inductive-Deductive Method, Brainstorming, Project method, Heuristic method.

Suggested Books

1. Arora, A.C. (2002). Methodology of Teaching. Ludhiana: Tandon Publications.2. Jacobson, D. A., Eggen, P.D. & Kauchak, D.P. (2008). Methods for Teaching:

Promoting Student Learning in K–12 Classrooms (8th Edition). Boston: Allyn & Bacon, Incorporated.

3. Kochhar, S.K. (2008). Methods and Techniques of Teaching. New Delhi: Sterling Publications.

4. Mangal, S.K. (2001) Foundations of Educational Technology. Ludhiana: Tandon Publications.

5. Nanda, V.K. (2004). Teaching Methodology and Child Development. New Delhi: Anmol Publication Pvt. Ltd.

6. Rao, B. & Digmarti (2004). Methods and Techniques of Teaching. New Delhi: Sonali Publications.

7. Singh, L.C. & Sharma, R.D. (2002). Micro-Teaching Theory and Practice. Agra: H.P. Bhargava Book House.

8. Thomas, M. (2009). Effective Teaching: A Measure of Excellence. New Delhi: S. Chand & company Ltd.

ED1106 - Strengthening Language Proficiency

Continuous Evaluation System: 50

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L T P C1 1 0 2

(A) Objectives: To enable the prospective teachers to - Strengthen the proficiency of English and any one of either Hindi or Punjabi

language. Refresh their knowledge of grammatical, lexical and discourse systems in English and

Hindi or Punjabi.


Listening and Speaking Listening with comprehension to follow simple instructions, public announcements,

telephonic conversations, classroom discussions, radio, T.V news, sports commentary etc.

Stress – word stress and sentence stress in connected speech Using dictionary for correct pronunciation and stress Acquisition of Reading Skills Reading for global and local comprehension Inferences, analysis and extrapolation Using reading as a tool for reference skills i.e. use of dictionary, encyclopedia and

internet.Unit - II

Writing Writing a paragraph: identifying a topic sentence, arranging sentences in a logical

order and joining them with linking words and phrases Different forms of writing – letters (application, complaint, permission, invitation),

messages, notices and posters Experience the process of writing: brainstorming, drafting, editing, conferencing,

modifying, revising, publishing, blogging, social media etc.Grammar Parts of speech; Phrases; Verbs Kinds of sentences; Sentence completion, Subject-verb agreement; Tenses; Clauses

and Connectors Non-finites; Voices; Narration; synonyms & antonyms. Suggested Books1. Freedman, S.W. & Dyson, A.H. (2003). Handbook of Research on Teaching English

Language Arts. USA: Lawreuel Erlbaum Associates Enclave.2. Kumar, K. (2007). The child’s language and the Teacher. New Delhi: National Book.3. Sinha, S. (2009). Roseublatt’s Theory of Reading: Explaining Literature contemporary

education dialogue. 6 (2), PP223-237.4. Sullivan, M. (2008). Lessons for Guided Writing. Scholastic.

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ED1107 - Understanding the Self

Continuous Evaluation System: 50

L T P C0 0 4 2

This course is designed in the format of workshops spread over the whole semester. The workshops have small project/fieldwork components, which will be undertaken during the school internship programme to be followed by presentations. The main aim of this course is to facilitate the development of individuals who can take responsibility for their own learning and give a conscious direction to their lives. (A) Objectives: To enable the prospective teachers to -

Embark on a journey of exploring and developing through self reflection for a greater insight into their aims of life

Develop the capacity for sensitivity, effective communication skills and ways to establish peace and harmony within self and society.

Equip themselves with positive attitude and skills that help in personal growth.(B) Course ContentWorkshop Themes: Exploring the Aim of Life:

My life: Hopes, aspiration and purpose. Giving direction to self Understanding and accepting different dimensions of self and ways in which it

influences the dynamics of identity formation, values and direction of life. Workshop Themes: Unfolding one’s Potential:

Understanding the strengths and weaknesses through introspection. Taking responsibility for one’s own actions. Developing positivity, self-esteem and emotional integration. Exploring fear and trust; competition and cooperation. Developing skills of inner self organization and self reflection. Writing a self-reflective journal.

Workshop Themes: Developing Sensitivity: Understanding and challenging the creation of ‘Other’ and determinants of

identity(gender, caste, class, race, region, disability etc.) and critically examine the sources of formation of stereotype attitudes & prejudices

Defining consciously one’s own values towards self and society and develop a capacity to understand and appreciate divergent points of view

Developing the capacity for unconditional positive regard and empathic listening skills

Revisiting one’s childhood experiences– influences, limitations and potentials Workshop Themes: Being a Light unto Yourself:

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Becoming a self-reflective practitioner: becoming conscious of one’s own attitudes and communication pattern while teaching.

Observing children: appreciating social, economic, cultural and individual differences in children and relating with them.

Exploring and practicing ways to facilitate personal growth and develop social skills in students while teaching.

Semester – IIED1201 - Contemporary Indian Society and Education


End Term: 70

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L T P C3 1 0 4

(A) Objectives: To enable the prospective teachers to – Understand the sociological functions of education. Synthesize the role of education in promoting democracy, socialism, national

integration and peaceful coexistence. Synthesize the role of teachers as a change agent and nation builder. Respect and understand the societal diversity.


Sociology: Concept, nature and relationship between education and sociology; Education as a social sub system, Sociology of education: concept nature and scope.

Diversity as a resource in education: Characteristics of Indian Society – Class, religion, ethnicity and language. Unit - II

Constitutional values- The preamble, fundamental rights, duties and directive principles of state policies; constitutional provisions of education with special reference to scheduled caste, scheduled tribes, ‘Women and Rural population.

Role of ideology in marginalization with special reference to B. R. Ambedkar.

Unit - III Culture: concept and dimensions of culture, relationship between education and

culture with special reference to conservative and creativity roles. Social change: Role of education in bringing about social change. Socialization: Concept, importance and role of education; agencies of education. Home: Effects of parenting and transmission of values.

Unit - IV Community: Neighborhood, religious groups, orphanage their functions and

socialization. School: School as a social institution, value formation and schooling. Education & Secularism: Meaning & significance of Secularism in a multi religious

society, role of education in contemporary Indian society Education for democracy, socialism and national Integration.

Suggested Books

1. Bhatia, K.K. (2005). Education in Emerging Indian Society. Ludhiana: Kalyani Publishers.

2. Ghanta. R. & Dash. B.N. (Ed.2007). Foundations of Education. Hyderabad: Neelkamal Publications.

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3. Kaur, K. & Singh, L. (2011). Philosophical and Sociological Foundations of Education (Punjabi). Faridkot: Jashan Publications.

4. Kumar, V. (2003). Sociological Foundations of Education. New Delhi: Sanjay Prakashan.

5. Murty, S.K (2008). Philosophical and Sociological Foundations of Education. Ludhiana: Vinod Publication.

6. Nandra, I.S. (2010). Philosophical, Sociological and Economic Bases of Education. Patiala: Twenty First Century Publications.

7. Panday, K.P. (2010). Perspectives in Social Foundations of Education. New Delhi: Shipra Publication.

8. R. P. P. (2012). Philosophical and Sociological Principles of Education. New Delhi: Pearson Publication.

9. Sachdeva, Singh, S. (2014). Philosophical and Sociological Foundations of Education (Pbi.). Patiala: Twenty First Century Publications.

10. Shamsi, N. (2005). Social Foundations of Education. New Delhi: Anmol Publications.

ED1202 – Evaluation in Education Max. Marks: 200


(A) Objectives: To enable the prospective teachers to – Understand the concept and different types of evaluation in education. Understand the nature and use of different tools and techniques of evaluation in

education. Develop the skill in constructing tests and techniques of evaluation in education Understand the recent trends in evaluation.

(B) Course Content Unit – I

Educational Evaluation: Meaning, concept, purpose, need and importance, principles; Types of evaluation: Formative and Summative, Diagnostic, Norm Referenced and Criterion Referenced and their difference; Assessment, measurement, test and examination – Meaning and their difference; Teachers role in evaluation.

Unit - II Tools and Techniques in Evaluation: Quantitative and Qualitative tools and

techniques of evaluation- Meaning, Characteristic, types, construction, advantages

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L T P C3 1 0 4

and disadvantages of different types of tests, Characteristics of a good evaluation tool. Unit – III

Continuous and Comprehensive Evaluation (CCE): Concept and Importance; Techniques (Observation, assignment and project), Impact of CCE on learners performance.

Examination Reforms: Grading System – Concept, application, advantages and disadvantages, difference between grading and marking System, Critical analysis of grading and marking System, UGC- CBCS.

Unit - IV Assessment Techniques: Concept - Open book examination, online examination,

portfolio and their advantages & disadvantages; Evaluation and Rubrics.Suggested Books1. Ansari, M.S. (2007). Essential of Measurement and Evaluation, International

Publishing House, Meerut.2. Gardner, John (2012). Assessment and Learning (2nd Edition). New Delhi: SAGE

Publications India Pvt. Ltd.3. Jefferied, J. & Diamond, I. (2013). Beginning Statistics: An Introduction for Social

Scientists. New Delhi: Sage Publications Pvt. Ltd.4. Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4), 12-15. 5. Lal & Joshi. (2007). Educational Measurement Evaluation and Statistics. Meerut:

Vinay Rakheja. 6. Mehta, D.D. (2007). Educational Measurement and Evaluation. Ludhiana: Tandon

Publications.7. Nicols, A. D., Cox, Mims, J.S. & Johnson, R. (2012). Developing Portfolios in

Education: A guide to Reflection, Inquiry & Assessment. New Delhi: Sage Publications Pvt. Ltd.

8. Pathak, R.P. (2012). Measurement and Evaluation in Education. New Delhi: Pearson Education.

9. Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30, 175-194.

10. Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34, 159-179.

11. Sharma, R.A. (2007). Essentials of Measurement in Education and Psychology. Meerut: Vinay Rakheja.

12. Sharma, R.A. (2007). Measurement Evaluation and Statistics. Meerut: International publishing House.

13. Sharma, T.R. (2007). Measurement & Evaluation. Patiala: Twenty First Century Publications.

14. Singh, A. & Khosla, M. (2008). Educational Measurement & Evaluation. Ludhiana: Vinod Publication.

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15. Singh, B. (2007). Modern Educational Measurement and Evaluation System. New Delhi: Anmol Publications Pvt. Ltd.

16. Smith, Claire Wyatt & Klenowski & Valentina (2013). Assessment for Education- Standards, Judgement & Moderation. New Delhi: Sage Publications Pvt. Ltd.

17. Wright, R. J. (2008). Educational Assessment: Tests and Measurements in the Age of Accountability. New Delhi: Sage Publications Pvt. Ltd.

18. Wright, Robert J. (2008). Educational Assessment, Tests & Measurements in the Age of Accountability. New Delhi: Sage Publications Pvt. Ltd.

Web Sites www.air.org/focus-area/educational-assessment/ www.bapta.com/educational.htm www.differencebetween.com/difference-between-assessment-and-vs-evaluation/ www.springer.com/education+%26+language/journal/11092 www.adprima.com/measurement.htm www.uvic.ca

ED1203 – ED1218 – Pedagogy of School SubjectED1203 - Pedagogy of Science



(A) Objectives: To enable the prospective teachers to - Develop an understanding of the nature, scope and development of Science. Develop understanding about the aims and objectives of teaching Science at

secondary level Develop an understanding of the importance and use of learning resources in

Science.(B) Course Content

Unit - I Understanding Science: Subject matter in science-development, Nature, and scope,

Values of teaching Science, Scientific attitude: Concept, Science teacher and his/her professional growth.

Exploring Science: Learning beyond Classroom-Use of community resources-museum, botanical gardens, planetarium, zoological parks, Tickle the brain a little -how toilet water is purified to make it fit for human consumption, how volcanoes form, evolution of man, How do plants and animals utilize their food etc (the topics are just a suggestion, any one topic may be taken).

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Aims & Objectives of Teaching of Science: Aims & Objectives of Teaching of Science with special reference to the Tara Devi seminar, Kothari Commission, Bloom’s taxonomy of educational objectives.

Correlation of Science with other Subjects: Mathematics, Fine Arts, English, Social Studies etc.

Unit - II School Curriculum & Text Book: Meaning, need, importance, principles and criteria

for the selection and evaluation of text book of Science, Review curriculum of Science text book of any class from (VI to X) prescribed by CBSE/PSEB/ICSE board

Teaching Strategies in Science: Lecture cum Demonstration, Project, scientific, Heuristic Method, Inductive-Deductive Approach, Self-learning methods, Presentation of Science using different methods.

Instructional Resources in Learning Science: Use of Slides, Film Strips, OHP, T.V, Brochures, Models, Pictures, Press Clippings, Charts, Blackboard, Smart-board chalk board, computers& Internet, Flash Cards, Collage & Montage, Reference Books, Encyclopedias, Magazines etc.

Unit - III Learning Facilitation in Science: Meaning, Types, Principles, Need and importance of

lesson planning, (one plan according to any one method), Herbartian approach in lesson planning Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the

lesson, Explaining, Questioning, Blackboard Writing, Illustration with example and Stimulus Variation, Preparation of two lesson plans of each skill.

Preparation of five Lesson Plans using different techniques.

Planning and Material Development: Need and Organization of Practical work in science, Lecture cum Laboratory plan for a high school, selection, purchase and maintenance of laboratory apparatus, Improvisation of science apparatus.

Unit - IV Planning & Organization of Science Laboratory and Extended Experiences: Science

Exhibition, Science Fair, Science Excursion, Science Club, Importance of Mobile Laboratories, Organization of a Science Quiz Competition.

Learning Evaluation in Science:(a) Preparation of Objective based achievement test.(b) Review of a question paper of School end term examination.

Field Based Project Work: Organizing Events – National Science Day, Prepare a handbook of science club

activities held throughout the session, Preparation of a Science scrap file (e. g - Project on life history of any scientist), Preparation of Science teaching aids.

Visit to a Place of Scientific Importance and submit a report. Conduct an Action Research related to Practical Work of Science.

Suggested Books

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1. Alsop & Hicks. (2007). Teaching Science. New Delhi: Kogan Page India, Pvt. Ltd.2. Bhatnagar, A.D. (2004). Teaching of Science. Meerut: Surya publications.3. Mohan, R. (2007). Innovative Science Teaching. New Delhi: Prentice Hall. 4. Sharma, R.C. (2003). Modern Science teaching. New Delhi: Dhanpat Rai Publishing

Company. 5. Venkataih, S. (Ed. 2000). Science Education in 21st century. New Delhi: Anmol

publications Pvt. Ltd.6. Zaidi, S.M. (2004). Modern Teaching of science. New Delhi: Anmol Publications Pvt.

Ltd.Web Sites

www.newscientist.com, www.nature.com www.pbs.org/wgbh/aso/databank/bioindex.html, www.pbs.org/teachersource/ www.nationalgeographic.com

ED1204 - Pedagogy of Life ScienceMax. Marks: 200


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(A) Objectives: To enable the prospective teachers to - Develop a thorough understanding of the Nature, Scope and development of Life

Science. Develop understanding about the aims and objectives of teaching life Science at

secondary level. Develop an understanding of the importance and use of learning resources in life

Science.(B) Course Content

Unit - I Understanding Life Science: Subject matter in life science-development, nature

and scope, values of teaching life Science. Aims & Objectives of Teaching of Life Science: Designing Instructional Objectives

in teaching of Life Science based on revised Bloom’s taxonomy. Unit - II

School Curriculum & Text Book: Meaning, Need, Importance, Principles and Criteria for the selection and evaluation of text book of Life Science, Review curriculum of Life Science topics of any class from (VI to XII) prescribed by CBSE/PSEB/ICSE board

Teaching Strategies in Life Science: Lecture cum Demonstration, Project, scientific, Heuristic method, Inductive-Deductive Approach, Project method,

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Scientific Method and Concept Mapping, Presentation of life science content using different methods.

Instructional Resources in Learning Life Science: Use of community resources-museum, botanical gardens, zoological parks, Setting up an aquarium, Reference Books, Encyclopedias, Magazines and Internet, Use of chalk board, charts, models, OHP, computers, Films, Flash Cards, Collage & Montage.

Unit - III Learning Facilitation in Life Science: Meaning, Principles, Need and importance

of lesson planning, Herbartian approach in lesson planning. Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing

the lesson, Explaining, Questioning, Blackboard Writing, Illustration with example and Stimulus Variation, Preparation of two lesson plans of each skill.

Preparation of five Lesson Plans using different techniques. Planning & Organization of Life Science laboratory: Need and Organization of

Practical work in Life science, Life Science Laboratory plan for a high school, Material Selection, purchase and maintenance of laboratory apparatus, Improvisation of life science apparatus.

Unit - IV Learning Evaluation in Life Science:

(a) Preparation of Objective based achievement test.(b) Review of a question paper of School end term examination.

Field Based Project Work: Organizing events-national science day, Preparation of Biological science

wall magazine, Preparation of a Life Science scrap file (e. g - Project on life history of any scientist), Preparation of teaching aids.

Visits to an agriculture/horticulture centre/any other and write a report. A survey of laboratory facilities available to teach biological science in a

secondary school.Suggested Books1. Ameetha, P. (2004). Methods of teaching Biological Science. New Delhi:

Neelkamal Publications.2. Kohli, V.K. (2006). How to Teach Science. Ambala: Vivek Publishers.3. Mangal, S.K. & Mangal, S. (2006). Teaching of Biological Sciences. Meerut:

International Publishing House.4. Soni, A. (2002). Teaching of Biology/Life Science. Ludhiana: Tandon Publications.5. Yadav, K. (2002). Teaching of life science. New Delhi: Anmol Publications.Web Sites: www.newscientist.com www.nature.com www.pbs.org/wgbh/aso/databank/bioindex.html www.pbs.org/teachersource/

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www.nationalgeographic.com, www.discovery.com

ED1205 - Pedagogy of Home ScienceMax. Marks: 200


(A) Objectives: To enable the prospective teachers to – Understand the importance of Teaching Home Science in School curriculum. Familiarize themselves with the meaning and objectives of Home Science. Know and apply various methods and skills of Teaching Home Science in

School. Plan instructions effectively for Teaching of Home Science.

(B) Course ContentUnit – I

Revisiting fundamentals of Home Science concepts: Investigating different themes and concepts using following questions:

Why food and nutrition is important for an individual? What are the developmental tasks of different stages of human? How fibers are converted in to fabrics? What are different types of fabrics? How balanced diet is helpful in growth and development of an individual? How therapeutic diets help in speedy recovery?For doing the above, students will study available literature, conduct simple activities and discussion with peer group to arrive at solutions.

Meaning and Place of Home Science:The meaning of Home Science and its place in Socio- cultural context and changing scenario of Home Science

Aims and Objectives of Teaching Home Science: Designing Instructional Objectives in teaching of Home Science based on revised Bloom’s taxonomy.

Correlation of Home Science with other subjects: Correlation of Home Science with other subjects and School activities, SUPW related to Home Science. Unit - II

School Curriculum & Text book: Meaning, Characteristics, Principles, Importance and Criteria for selection and evaluation of good text book – Critical review of Home science text books used in Higher Secondary schools, Critical Analysis of Home Science curriculum.

Teaching Strategies in Home Science: Lecture cum Demonstration Method, Field Trip, Market survey, Assignment method, Use of community resources, Exhibition and displays, Presentations of Home Science content using different methods-

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Teaching of Human Development, Teaching of Foods and Nutrition, Teaching of Textiles and Clothing, Teaching Community Resource Management and Extension (using any one method).

Instructional Resources in Learning Home Science: Reference Books, Encyclopedias, Magazines and Internet, Use of chalk board, charts, models, OHP, computers, Films, Flash Cards, Collage & Montage.

Unit – III Learning Facilitation: Concept, types, principles, need and importance, approaches

of preparing lesson plan, criteria of a good lesson plan. Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the

lesson, Explaining, Questioning, Blackboard Writing, and Stimulus Variation, Preparation of two lesson plans of each skill

Preparation of five lesson plans using different techniques. Planning & Organization Home Science Resource Centre:

Planning of space, latest equipment’s and their maintenance for Home Science resource centre, Use and Management of Home Science resource center.

Organization of Home Science Club – Meaning, Need & Importance; Activities of the Club – Organization of a Home Science Quiz Competition, Fortnightly Home Science articles for wall magazine.

Unit - IV Learning Evaluation:


Field Based Project Work: Preparation of a Home Science scrap file on methods of cooking and house hold

tips, Prepare a handbook of Home Science club activities to be held during the session, Preparation of Home Science teaching aids.

Critical Analysis of Home Science Laboratories of Schools. Learning Journey to Home Science specific area.

Suggested Books1. Chas, M. & Percival, G. (2001). Diet, Health and Exercise. New Delhi: Khel Sahitya

Kendra. 2. Jha, J.K. (2001). Encyclopaedia of teaching of home science (Vol I&II). New Delhi:

Anmol Publications Private Limited.3. Lakshmi, K. (2006). Technology of teaching of home science. New Delhi: Sonali

Publishers.4. Nibedita, D. (2004). Teaching of Home Science. New Delhi: Dominant Publishers

and Distributers. 5. Seshaih, P.R. (2004). Methods of teaching home science. Chennai: Manohar

Publishers & Distributors.

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6. Shalool, S. (2002). Modern methods of teaching of home science (1st Edition). New Delhi: Sarup & Sons.

7. Sharma, S. & Sundararaj, P. (2000). Food and Nutrition update Challenges Ahead. New Delhi: Phoenix Publishing House Pvt. Ltd.

ED1206 - Pedagogy of Computer ScienceMax Marks: 200


(A) Objectives: To enable the prospective teachers to – Define the aims and objectives of Teaching Computer Science Acquire skills of teaching and evaluation as applied to computer science at the

higher secondary level. Familiarize with the various methods that can be employed for the teaching of

computer science. Acquire skills relating to planning lessons and presenting them effectively.


Computer Science: Concept, need and importance, applications of computers with special reference to education and society, Place of computer Science in school Curriculum and correlation of computer with other school subjects.

Aims and Objectives of Teaching of Computer Science: Designing Instructional Objectives in teaching of Computer Science based on revised Bloom’s taxonomy.

Unit - II School Curriculum & Text Book: Criteria for selection and evaluation of computer

text books and Review of any one computer text book (6-10 class), Need of curriculum development cell for computer science.

Teaching Strategies in Computer Science: Laboratory method, CAI, CML and Web based instructions with examples, Lecture cum Demonstration Method, Inductive – Deductive Method, Analytic Method, Synthetic Method, Problem Solving Method, Project method, Laboratory Method and Comparative study of various teaching methodology of teaching computers.

Instructional Resources in Learning Computers: Multimedia, internet as a resource of learning and recent trends in computers, Practical skills on computer: usage of windows, word processor, presentation, HTML etc.

Unit - III Learning Facilitation: Meaning, need, importance, Principles, types and steps of

lesson plan

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Teaching skills (Plan) – Skill of Writing Instructional Objectives, Introducing the lesson, Explaining, Questioning, Blackboard Writing, Illustration with example, Stimulus Variation etc, Preparation of two lesson plans of each skill.

Preparation of five Lesson plans using different techniques. Planning & Organization of Computer Laboratory:

Need, essential requisites, organization, security and precautions of computer lab.



Field Based Project Work: Visit to a Smart School. Preparation of lab manuals, Preparation of a scrap file and teaching aids. Survey on the use of computers by school teachers. Students are required to visit

the related place, observe its actual organization & functioning and submit a written report.

Suggested Books1. Garg, J. & Dutt, B. (2014). Teaching of Computer science. New York: Harper and Bros.2. Kumar, K. & Kumar, S. (2004). ICT Skill Development. Gurusar Sadhar: GBD

Publications.3. Kumar, K. & Kumar, S. (2004).Computer Education. Gurusar Sadhar: GBD

Publications.4. Rajaraman, V. (2010). Fundamental of Computers. New Delhi: Prentice Hall of India

Pvt. Ltd.5. Saxena, S. (2003). A first Course in Computer. New Delhi: Vikas Publications.6. Sharma, L. (2007). Computer Education. Ferozpur Cantt: Wintech Publications.7. Singh, T. (2009). Basic Computer Education. Ludhiana: Tandon Brothers. 8. Sinha, P.K. (2013).Computer Fundamentals. New Delhi: BPB Publications.9. Tanenbaum, A.S. (2003). Computer Networks. New Delhi: Prentice-Hall of India.

ED1207 - Pedagogy of Mathematics

Max Marks: 200 Continuous Evaluation System: 130

End Term: 70

(A) Objectives: To enable the prospective teachers to - Understand the nature, aims and objectives, importance and development of

Mathematics.

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Formulate the instructional objectives and Apply methods of teaching of Mathematics in teaching.

Develop an ability to analyze the content of Mathematics as school subject.(B) Course Content

Unit - I Introduction and Development of Mathematics as a school subject: Meaning,

characteristics and definition of Mathematics - Logical Sequence, structure, precision, abstractness, symbolism, origin and development of Mathematics, contribution of eminent Mathematicians to the development of mathematics; Introduction to Vedic mathematics.

Aims, Objectives, Need and Significance of Teaching Mathematics: Designing Instructional Objectives in teaching of Mathematics based on revised Bloom’s taxonomy.

Relationship of Mathematics with other school disciplines: Mathematics with Economics, Psychology, History, Geography, Architecture, Music, English, Science etc.

Unit - II School Curriculum & Text Book: Criteria for selection and evaluation of Mathematics

text book, Review the syllabus of Mathematics text books prescribed by PSEB/CBSE/ICSE Board (for VI to X Class), Organize the syllabi both logically and psychologically according to the age groups of children (VI to X Class).

Teaching Strategies, Techniques and teaching aids in Mathematics: Inductive, deductive, analytic, synthetic, heuristic, project, problem solving and laboratory methods - Activity Based Learning (ABL) & Active Learning Method (ALM), Survey Method, Group Work and Presentations, Techniques in Mathematics: Field trip, Gaming, Improvised Teaching aids in Mathematics: Paper folding and paper cutting etc.

Instructional Resources in Learning Mathematics: Computer assisted instruction, E-learning, M-learning.

Unit - III Learning Facilitation: Meaning, Types, Components, Principles, Importance and

Steps of lesson planning. Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the


Preparation of five Lesson Plans using different techniques. Planning & Organization of Mathematics Laboratory: Setting up of a mathematics

laboratory, Strategies to enhance mental abilities (puzzles, riddles, magic squares etc.).


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(a) Preparation of Objective based achievement test. (b) Review of a question paper of School end term examination.

Field Based Project Work: (a) Planning activities and methods of developing the substitutes/alternative material as per the prescription for completing the syllabi of Mathematics as school subject (VI to X class). (b) Visit to a mathematics laboratory. (c) Preparation of Mathematics scrap file, Improvisation of Mathematics teaching aids.

Suggested Books

1. Aggarwal, J. C. (2008). Teaching of mathematics. UP: Vikas Publishing House Pvt. Ltd.2. Ann, C. (2001). The Trachtenberg speed system of basic mathematics. New Delhi:

Rupa Co.3. Bagyanathan, D. (2007). Teaching of mathematics. Chennai: Tamil Nadu Text Book

Society.4. Bhatia, K. K. (2001). Foundations of teaching learning process. Ludhiana: Tandon

Publications.5. Bolt, B. (2003). Mathematical Pandora’s Box. New Delhi: Cambridge University Press.6. Bolt, B., & Hobbs, D. (2005). 101 Mathematical projects. New Delhi: Cambridge

University Press.7. Ediger, M., & Bhaskara Rao, D. B. (2004).Teaching mathematics successfully. New

Delhi: Discovery Publishing House.8. Ediger, M., &Rao, D.B. (2000).Teaching mathematics successfully. New Delhi:

Discovery Publishing House. 9. Goel, A. (2006). Learn and Teach Mathematics. New Delhi: Authors Press.10. ICFAI. (2004). Methodology of teaching mathematics. Hyderabad: ICFAI University

Press.11. Joyce, B. & Weils, M. (2004). Models of teaching. U.K: Prentice Hall of India.12. Kapoor, S. K. (2006). The teaching of Vedic mathematics. New Delhi: Lotus Press.13. Kapur, J. N. (2002). Suggested experiments in school mathematics. New Delhi: Arya

Book Depot. 14. Kulshreshtha, A. K. (2008). Teaching of Mathematics. Meerut: R.Lall Books Depot

Publications Pvt. Ltd.

ED1208 - Pedagogy of CommerceMax. Marks: 200


L T P C2 0 4 4

(A) Objectives: To enable the prospective teachers to – Understand the nature and scope and importance of Commerce at the school stage.

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Understand the aims and objectives of teaching Commerce at school stage. Learn facilitation using various methods and skills.

(B) Course Content

Unit - I Introduction to Commerce and Commerce Education: Meaning of Commerce &

Commerce education, nature, scope, importance & historical development of Commerce education.

Aims and objectives of teaching commerce: Designing Instructional Objectives in teaching of Commerce based on revised Bloom’s taxonomy.

Correlation of Commerce with other school subjects: Meaning, types of correlation, Correlation of Commerce with Economics, Geography, Mathematics, Sociology, Psychology and Political Science.

Unit - II School Curriculum & Text Book: Criteria for the selection and evaluation of text

book of Commerce, Review curriculum of any commerce text book of +1 or +2 class prescribed by CBSE/PSEB/ICSE board.

Teaching Strategies: Lecture cum Demonstration Method, Question-Answer, Problem Solving, Project Method, Discussion Method and Source Method with example. Presentation of commerce content (XI or XII Class) following different methods.

Instructional Resources in Learning Commerce: Slides, Film Strips, OHP, T.V, Brouchers, Models, Pictures, Press Clippings, Charts, Blackboard, Smart-board, Collage & Montage, E-Resources, Reference Books, Journals, Newspapers, Commerce Magazines and Field Visits.

Unit - III Learning Facilitation: Meaning, types, components, principles, importance and steps

of lesson planning. Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the


Preparation of five Lesson Plans using different techniques. Planning & Organization of Commerce Room:

Organization of Commerce Room – Meaning, Need & Importance and Equipments required in commerce room, Formation of a commerce club.

Activities of the Club – Organization of a Commerce Quiz Competition, Fortnightly commerce article for wall magazine.


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a) Preparation of Objective based achievement test. b) Review of a question paper of School end term examination.

Field Based Project Work: Analysis of organization and participation level of commerce students in various

school activities. Learning Journey – Visit to an Industry/Bank/Insurance Sector/Any other.

Students are required to visit any subject related place, observe its actual organization & functioning and submit a written report.

Preparation of a commerce scrap file on commercial issues, Preparation of commerce magazine, Prepare a handbook of commerce club activities held during the session, Preparation of commerce teaching aids.

Suggested Books1. Chugh, S. & Kapoor, L. (2008). Teaching of Commerce. Ludhiana: Kalyani Publishers.2. Kumar, M. (2004). Modern Teaching of Commerce. New Delhi: Anmol Publications

Ltd.3. Monga, V. (2014). Teaching of Commerce (2nd Edition). Patiala: 21st Century

Publishers.4. Rao, S. (2005). Teaching of Commerce. New Delhi: Anmol Publications Ltd.5. Singh, Y.K. (2009). Teaching of Commerce. New Delhi: A.P.H Publishing Corporation.6. Singh, V.K (2006). Teaching of Commerce. New Delhi: A .P.H. Publishing

Corporations.7. Tomar, S. (2005).Teaching of Commerce. Agra: Vinod Pustak Mandir. 8. Chopra, H.K. and Sharma, H. (2007). Teaching of Commerce. Ludhiana: Kalyani

Publisher.9. Douglas, P. & Anderson (2000). Teaching Business Subjects. New York: Prentice Hall.10. Gupta, R. (2014). Teaching of Commerce (2nd Edition). New Delhi: Shipra

Publications.11. Sharma, A. (2009). Contemporary Teaching of Commerce. New Delhi: Surjeet

Publications.

ED1209 - Pedagogy of EconomicsMax. Marks: 200


(A) Objectives: To enable the prospective teachers to – Understand the nature, scope and importance of Economics at the school stage. Learn facilitation using various methods and skills. Develop a skill of analyzing the content.

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Develop the ability to doing innovative projects.(B) Course Content

Unit - I Introduction to teaching of Economics: Meaning, Nature, Scope, Importance and

Development of economics as a Subject in Curriculum. Aims & Objectives of Teaching of Economics: Designing Instructional Objectives in

teaching of Economics based on revised Bloom’s taxonomy. Correlation of Economics with other school subjects.

Unit - II School Curriculum & Text Book: Text Book-Meaning, Importance, Characteristics of

a good textbook, Criteria for selection and evaluation of textbook, review the syllabus of economics text book (PSEB/CBSE /ICSE / Any other) of IX to XII class.

Teaching Strategies in Economics: Demonstration of the Content adopting different Teaching Strategies – Collaborative learning, Discussions, brainstorming, Gaming, Interactive teaching, Lecture cum discussion, Multimedia Instructions, Problem Solving, Simulation, Student Presentation, Web based instructions, team teaching etc.

Instructional Resources in Learning Economics: Slides, Film Strips, OHP, T.V, Brouchers, Models, Pictures, Press Clippings, Charts, Blackboard, Smart-board, Collage & Montage, E - learning, Library resources, Books and Encyclopedias.

Unit - III Learning Facilitation: Meaning, types, principles, steps, components and importance

of lesson Planning. Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the

lesson, Explaining, Questioning, Blackboard Writing, Illustration with example and Stimulus Variation etc, Preparation of two lesson plans of each skill.

Preparation of five Lesson Plans using different techniques. Planning & Organization of Economics Room: Meaning and Importance of Economic

room. Organization of Activities of Economics club - Competitions (Quiz, Games,

Debates). Writing an article on role of economics teacher in inculcation of values of

Economics (i.e. Consumer Awareness – rights & duties, Class-room values).Unit - IV

Learning Evaluation:a) Preparation of Objective based achievement test. b) Review of a question paper of School end term examination.

Field Based Project Work: Visit to a Stock Exchange/Banks/Small Scale Industries/Consumer Cells/Any

other. Students are required to visit any subject related place, observe its actual organization & functioning and submit a written report.

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Preparation of Scrap File on current economic issues, Preparation of teaching aids of economics.

Suggested Books

1. Aggarwal, J.C. (2005). Teaching of Economics. Agra: Vinod Pustak Mandir.2. Dhillon, S. & Chopra, K. (2002). Teaching of Economics. Ludhiana: Kalyani

Publications.3. Mittal, R.L. (2014). Arthshastar da Adhiapan. Patiala: Punjabi University Press.4. Mustafa, M. (2005). Teaching of Economics: New Trends and Challenges. New Delhi:

Deep & Deep Publications Pvt. Ltd.5. Saxena, N.R., Mishra, B.K., Mohanty, R.K. (2004). Teaching of Economics. Meerut: R.

Lall Book Depot.6. Sharma, S. (2004). Modern teaching Economics. New Delhi: Anmol Publications Pvt.

Ltd.7. Siddiqui, M.H. (2005).Teaching of Economics. New Delhi: Ashish Publishing House.8. Sidhu, H.S. (2005).Teaching of Economics. Ludhiana: Tandon Publications.9. Singh, Y. (2005). Aratha Shaster Sikshan. New Delhi: Ashish Publication.10. Yadav, A. (2005). Teaching of Economics. New Delhi: Anmol Publications.

ED1210 - Pedagogy of Social StudiesMax Marks: 200

Continuous Evaluation System: 130End Term: 70

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(A) Objectives: To enable the prospective teachers to – Understand the need for teaching Social Science as an integrated discipline. Develop the ability to justify the relevance of Social Sciences in terms of

contemporary events. Develop certain professional skills useful for classroom teaching. Acquaint the pupil-teachers with current events and Community Resources.(B) Course Content

Unit - I

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Meaning and Place of Social Studies: Meaning, nature, scope and importance of social studies; dealing controversial issues in social studies.

Aims and objectives of Teaching of Social Studies: Designing Instructional Objectives in teaching of Social Studies based on revised Bloom’s taxonomy.

Fusion & Relationship of Social Studies with other subjects: Maths, Commerce, Science, Arts and Languages, Economics etc.

Unit - II School Curriculum & Text Book: Meaning, need, importance, principles and criteria

for the selection and evaluation of text book of social studies, Review syllabus of any social studies text book of VI to X class prescribed by CBSE/PSEB/ICSE Board.

Teaching Strategies in Social Studies: Role playing, Lecture cum Discussion Method, Cooperative learning with “learning together model”- syntax, Story Telling, Lecture, Discussion, Source, Project and Problem Solving Method and Presentation of social science content by different methods.

Instructional Resources in learning Social Studies: E-learning resource –internet, library resources, News paper, reference books, journals and magazines.



lesson, Explaining, Questioning, Illustration with example and Stimulus Variation, Preparation of two lesson plans of each skill.

Preparation of five Lesson Plans using different techniques. Planning & Organization of Social Studies Resource Room:

Organization of Social Studies Resource Room – Meaning, need & importance and equipments required in social studies club; Form social studies club.

Activities of the Club – Organization of a quiz competition, Fortnightly Social Studies article for wall magazine.


a) Preparation of Objective based achievement test. b) Review of a question paper of School end term examination.

Field Based Project Work: Preparation of a social studies scrap file on current social issues, Preparation of

Social Studies teaching aids, Prepare a handbook of club activities to be held during the session.

Learning Journey – Visit to art gallery/museum. Students are required to visit any subject related place, observe its actual organization & functioning and submit a written report.

Suggested Books1. Dash, B.N. (2006). Content-cum-Method of Teaching of Social Studies. New Delhi:

Kalyani Publication.

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2. Kochhar, S.K. (2001). Teaching of Social Studies. New Delhi: Sterling Publications.3. Sahu, B.K. (2007). Teaching of Social Studies. New Delhi: Kalyani Publishers.4. Singh, G. & Kaur, J. (2007). Teaching of Social Studies. Ludhiana: Kalyani Publishers.5. Singh, G. (2008). Samajik Adhain da Adhiapan. Ludhiana: Chetna Parkashan.6. Singh, G. (2009). Teaching of Social Studies. Ludhiana: Chetna Parkashan.

ED1211 - Pedagogy of HistoryMax Marks: 200


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(A) Objectives: To enable the prospective teachers to – Understand the importance of teaching History. Understand the use of various approaches for teaching and learning. Evaluate trends and patterns in local, national and international historical and

contemporary events.(B) Course Content

Unit - I Introduction to History: Meaning, nature, scope and importance of history as a

subject in school curriculum. Aims & Objectives of Teaching History: Designing Instructional Objectives in

teaching of History based on revised Bloom’s taxonomy. Relationship of History with other subjects – Science, Arts and Languages and

Geography. Unit - II

School Curriculum & Text Book: Meaning, need, importance, principles and criteria for the selection and evaluation of text book of History, Review syllabus of text book of History (VI to X) class.

Teaching Strategies in History: Story Telling method, Lecture Method, Discussion Method, Source method, Project Method, Teaching of history through monuments, Question answer method, Symposium, Role play method and Presentation of History content using different methods.

Instructional Resources in Learning History: Models, Charts, Maps, OHP, Blackboard, Educational Films and E-learning resource –Internet, Library resources, News paper, reference books, journals and magazines.

Unit - III Learning Facilitation: Meaning, types, principles, importance and steps of lesson

planning

36

Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the lesson, Explaining, Questioning, Blackboard Writing, Illustration with example and Stimulus Variation, Preparation of two lesson plans of each skill.

Preparation of five Lesson Plans using different techniques. Planning & Organization of History Resource Room:

History Resource Room – Meaning, Organization of History Resource Room. Activities for the enrichment of professional competencies among history

teacher - Organizing a Workshops/Quiz Competition, Conduct a program regarding Indian Cultural Heritage.

Unit - IV Learning Evaluation in Teaching of History: (a) Preparation of Objective based

achievement test. (b) Review of a question paper of School end term examination. Field Based Project Work:

Students are required to visit any subject related (historical) place and submit a written report.

Conduct an Action Research on the methodologies adopted in school to create interest in the subject.

Preparation of Teaching Aids - Historical Maps, Models and Time-Line chart.Suggested Books1. Dash, B.N. (2006). Teaching of History. Hyderabad: Neel Kamal Publishing Pvt. Ltd.2. Dobbsen, D.P. (2012). A Handbook for History Teacher. USA: University Press of

America. 3. Singh Y.K. (2009). Teaching of History. Meerut: Surya Publication.4. Singh, R.P. (2001). Teaching of History. Meerut: Surya Publication.5. Tyagi, G. (2008). Teaching of History. Agra: Vinod Pustak Mandir

ED1212 - Pedagogy of Political ScienceMax Marks: 200


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(A) Objectives: To enable the prospective teachers to – Develop an understanding of aims and objectives of teaching of Political Science. Understand the role of current events in teaching of Political Science Develop skills necessary for assessing student learning outcomes


Introduction to Political Science: Meaning, nature, scope and importance of Political Science as a subject in school curriculum.

Aims & Objectives of Teaching Political Science: Designing Instructional Objectives in teaching of Political Science based on revised Bloom’s taxonomy.

37

Relation of Political Science with other subjects Unit - II

School Curriculum & Text Book: Meaning, need, importance, principles and criteria for the selection and evaluation of text book of Political Science, Review syllabus of text book of Political Science (VI to X) class.

Teaching Strategies in Political Science: Role Play, Group Discussion and Source Method, Traditional and New Approach, types of methods: Lecture, Project, Socialized recitation Method, Seminar, Debate, Panel Discussion, Workshop, Symposium, Dramatization and Mock Unite Nation Parliament and Presentation of Political Science content using different methods.

Instructional Resources in Learning Political Science: Models, Charts, OHP, Blackboard, Educational Films, E-learning resource –internet, library resources-News paper, reference books, journals and magazines.

Unit – III Learning Facilitation: Meaning, types, principles, importance and steps of lesson

planning Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the


Preparation of five Lesson Plans using different techniques. Planning & Organization of Political Science Resource Room: Political Science

Resource Room – Meaning, Organization of Political Science Resource Room, Activities of Political Science Resource Room - Debate on topics-Government/Political Parties/Human Rights/Social Institutions, Poster Making competition,

Unit - IV Learning Evaluation in Political Science: (a) Preparation of Objective based

achievement test. (b) Review of a question paper of School end term examination. Field Based Project Work:

Visit to an NGO/Any other. Students are required to visit any subject related place and submit a written report.

Declamation/Speech/Essay Writing competition on political issues (VI to X class) with school students during internship.

Preparation of Teaching Aids, Models, Preparation of scrap book on political issues.

Suggested Books1. Chopra, J.K. (2005). Teaching of Political Science. New Delhi: Commonwealth

Publishers.2. Fadia, B.L. (2015). Indian Government and Politics. New Delhi: Jain Book Depot.3. Sahu, B.K. (2007). Teaching of Social Studies. New Delhi: Kalyani Publishers.4. Sharma, P.L. (2002). Modern methods of teaching political science. New Delhi: Sarup

& Sons Pvt. Ltd.

38

5. Syed, M.H. (2004). Modern Teaching of Civics/Political Science. New Delhi: Anmol Publications Pvt. Ltd.

ED1213 - Pedagogy of Fine ArtsMax. Marks: 200


L T P C2 0 4 4

(A) Objectives: To enable the prospective teachers to – Develop imagination and sense of appreciation of art and interest in teaching of art. Develop understanding of art as a discipline. Develop professional skills for teaching art at School level.


Introduction to Art: Meaning, Definition, Concept-Indian & Western and Scope of Art, Origin and Development of Art, Principles of Art, Elements of Art, Art & society, Stages of Development in Child Art, Six limbs of Indian Art.

Aims & Objectives and Importance of teaching Art: Designing Instructional Objectives in teaching of Art based on revised Bloom’s taxonomy.

Correlation of Art with other school Subjects

Unit - II

School Curriculum & Text Book: Meaning, Need, Importance, Principles and Criteria for the selection and evaluation of text book of fine arts, Review syllabus of any fine arts text book of VI to XII class prescribed by CBSE/PSEB board.

Teaching Strategies: Lecture cum Demonstration Method, Direct Observation, Method of Imagination and Free Expressions with examples, Presentation of Fine Art content following different methods.

Instructional Resources in learning Fine Art: E-Resources, Books, Newspapers, Magazines, Field work, Workshops, Exhibitions and Competitions.

Unit - III Learning Facilitation: Meaning, Need & Importance and Steps of lesson planning.

Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the lesson, Explaining, Questioning, Blackboard, Illustration with example and Demonstration. Preparation of Five lesson plans of each skill.

Preparation of five Lesson Plans using different techniques. Planning & Organization of Fine Art Room: Importance of Art Room and

requirements for its organization. Unit - IV

39

Learning Evaluation: (a) Preparation of Objective based achievement test. (b) Review of a question paper of School end term examination.

Field Based Project Work: Organization of Fine Arts Workshop, Preparations of Fine Arts scrap file on

Artists, Preparation of Fine Arts magazine, Fortnightly Fine Arts article/works for wall magazine, Preparation and use of Fine Arts teaching aids.

Learning Journey – Visit to a Museum/Heritage Fair/ Any other. Students are required to visit any subject related place, observe its actual organization & functioning and submit a written report.

Survey of school students’ interest in Fine Arts. Students are required to collect data from school students (VI to XII class) regarding their interest in Fine Arts and submit a report.

Suggested Books

1. Deshpande, R. & Nandurkar, G. (2012). Pencil Techniques, Graphite. New Delhi: Jyotsana Prakashan.

2. Mulick, M. (2004). Watercolour. New Delhi: Jyotsana Prakashan.

3. Shelar, S. (2008). Still Life. New Delhi: Jyotsna Prakashan. 4. Harriet, G. (2007). Art in Everyday Life. New York: Read Books.5. William, S.R. (2006). Methods of Teaching the Fine Arts. Carolina: The University of

North Carolina Press.

ED1214 - Pedagogy of MusicMax Marks: 200


L T P C2 0 4 4

(A) Objectives: To enable the prospective teachers to: Understand the importance of aims and objectives of teaching of Music. Understand the essentials of Music. Organize competitions and other cultural activities. Develop certain professional skills useful for teaching of Music. Develop an ability to prepare different materials in Music.


Introduction and Development of Music: Brief history of Music, nature, scope, importance and Status of classical music in today’s era.

Essentials for Exploring Music: Voice culture and its importance with special reference to different Gharanas, Notation system of Pandit Vishnu Narayan

40

Bhatkhande, Description of different taals - dadra, kehrwa, ektaal, teen taal, jhaptaal, Raag - bhairav, yaman, bhopali, maalkons, bhim palasi, Folk music and its relation with classical music.

Aims & Objectives and Importance of teaching Music: Designing Instructional Objectives in teaching of Music based on revised Bloom’s taxonomy.

Relationship of Music with other subjects: Religion, Languages, culture and other Fine Arts.

Music Constructor: Guru –Shishya Parmpara- concept and relevance; Qualities of Gayak, Vadak and composer.

Unit - II School Curriculum & Text Book: Meaning, Characteristics, Principles, Criteria for

selection and evaluation of text book, Review the curriculum of Music text book of VI to XII class prescribed by CBSE/PSEB/ICSE board.

Teaching strategies in Music: Observation and demonstration method, free expression and imagination method to teach music. Presentation of Music Content using different methods.

Instructional Resources in learning Music: E-learning resource – internet, library resources - News paper, Books encyclopedia, reference books, journals and magazines, cassettes and CD’s; Use of different teaching aids in music.

Unit - III Learning facilitation: Concept, Need, Importance, Principles and steps and criteria of

a good lesson plan. Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the


Preparation of five Lesson Plans using different techniques. Planning & Organization of Music Room: Essentials Equipment’s and Organization of

Music Room, Organization of a Music Library, Activities – Quiz Competition on Music, Presentation through different Instruments, Singing Competition.

Unit - IV Learning Evaluation in Music: (a) Preparation of Objective based achievement test.

(b) Review of a question paper of School end term examination. (C) Tunning of different Instruments. (d) Bandish Dhrut Khayal (vocal/instrument).

Field Based Project Work: Study effect of music on activity, fatigue and behaviour of school students. Preparation of teaching aids of music. Visit to a Radio Station/Studio/Sangeet Samelan/University Music

Department/Any other. Students are required to visit any subject related place, observe its actual organization & functioning and submit a written report.

Suggested Books1. Bhatkhande, V.N. Hindustani Sangeet Paddhati (Vols. 1-1V). Hathras (U.P): Sangeet

Karyala.

41

2. Bhatkhande, V.N. Hindustani Sangeet Paddhati ka Tulnatmak Adhyayan. Hathras (U.P): Sangeet Karyala.

3. Khanna J. (2012). Sangeet Adhyapan. Ludhiana: Tandon Publications.

ED1215 - Pedagogy of Physical Education



(A) Objectives: To enable the prospective teachers to: Understanding of aims, objectives and importance of Teaching Physical Education. Develop professional skills for teaching of Physical Education. Develop different types of instructional materials in teaching of physical

education. (B) Course Content

Unit - I Introduction to Physical Education: Meaning, scope and objectives of teaching

Physical Education in school curriculum. Aims & Objectives in Physical Education: Designing Instructional Objectives in

teaching of Physical Education based on revised Bloom’s taxonomy Relationship of Physical Education with other Subjects.

Unit - II School Curriculum & Text Book: Criteria for selection and evaluation of physical

education text book of V to X class; Critical review of physical education text book of V to X class prescribed by PSEB/CBSE board.

Teaching Strategies in Physical Education: Lecture, Demonstration, Project, Discussion, Part-whole method, Whole-part whole method, Story Telling, Command Method, Presentation of Physical Education Content using different methods.

Instructional Resources in Learning Physical Education: E-Resources, Library Resources-Newspaper, Magazines, Reference Books, Observation of tournaments, camps, Uses of Chart, Blackboard, OHP, Model, Flash cards and Films strips.




Preparation of five lesson Plans using different techniques.

42

Planning & Organization of Physical Education/Sports Room: Sports Room and its Equipment’s, Organization of Sports Room.

Unit - IV Learning Evaluation: (a) Preparation of Objective based achievement test. (b)

Review of a question paper of School end term examination. Field Based Project Work:

Organise Competitions: Poster Making, Quiz, Intra-mural and Inter-Section Sports competition.

Organization of sports related activities and laying out the track during internship. Visit to sports facilities/Centres. Students are required to visit the related place,

observe its actual organization & functioning and submit a written report. Preparation of teaching aids, Preparation of Physical Education Scrap File.

Suggested Books1. Brar, R., Singh, R., et.al. (2004). Creative Teaching of Physical Education. Ludhiana:

Kalyani Publishers.2. Brar, T.S. (2002). Officiating Techniques in Track and Field. Gwalior: Bhargava Press.3. Kaur, K. (2000). Teaching of Physical Education. Ludhiana: Tandon Publication. 4. Kaur, M. & Sharma, R. C. (2001). An Introduction to Health and Physical Education.

Ludhiana: Tandon Publishers.5. Malik, N. & Malik, R. (2005). Health and Physical Education. Gurusar Sadhar: Gurusar

Book Depot Publications.6. Sandhu, S. S. (2009). Teaching of Physical Education. Ludhiana: Chetna Parkashan.7. Singh, A. & Others (2003). Essentials of Physical Education. Ludhiana: Kalyani

Publishers.8. Singh, A. & Others. (2004). Essentials of Physical Education. Ludhiana: Kalyani

Publishers.9. Singh, A., Gill, J., et.al (2004). Essentials of Physical Education. Ludhiana: Kalyani

Publishers.10. Thomas, J.P. (2004). Organizations of Physical Education. Madras: Gnanodaya Press.

ED1216 - Pedagogy of English



(A) Objectives: To enable the prospective teachers to - Acquire an understanding of the status, role and the nature of English language.

43

Develop an understanding of the objectives of teaching English. Acquire knowledge of various methods and approaches of teaching English. Acquire the teaching skills and techniques in teaching the four language skills


Nature, Need and History of Teaching English-Origin and development and status of English in India today, Current social, political and cultural position of English as a global language, Rationale for learning English, Importance; Language Acquisition Steps- Listening - Speaking - Reading – Writing, Teaching English as a skill rather than a knowledge subject.

Aims &Objectives in Teaching of English: Designing Instructional Objectives in teaching of English based on revised Bloom’s taxonomy.

Correlation of English with other subjects. Unit - II

School Curriculum & Text Book: Meaning, principles, quality, importance. The syllabus for VI to X of English textbooks prescribed by the Government of Punjab - time to time (review of book).

Teaching Strategies & Approaches of English- Grammar Translation Method, Bilingual Method and Direct Method, Approaches-Structural, Situational &Oral, Communicative and Eclectic approach.

Instructional Resources in Learning English: Uses of Teacher made aids (Flash cards, Pictures, Charts, Models, Blackboard sketches, Multimedia aids), Mechanical aids (Overhead projector, Tape recorder, Lingua phone records, Radio, Television), Programmed learning (Language laboratory, Preparation of Language lab manual), Computer assisted instruction (Multimedia, computer based and online materials) and E-learning.

Unit - III Learning facilitation– Meaning, Types, Components, Principles, Importance and

Steps of lesson planning. Teaching Skills (Plan) – Skill of Writing Instructional Objectives, Introducing the

lesson, Explaining, Questioning, Blackboard, Illustration with example and Stimulus Variation, Preparation of two lesson plans of each skill.

Preparation of five Lesson Plans using different techniques. Planning & Organization of Language Laboratory: Importance of language

laboratory, Equipment’s required in language laboratory. Developing a language laboratory. Activities - Organizing quiz programme, various activities and strategies to

enhance LSRW. Unit - IV

Learning Evaluation: (a) Preparation of Objective based achievement test. (b) Review of a question paper of School end term examination.

44

Field Based Project Work: Learning Journey to Library/Institute of Teaching English as Second

Langauge/Literature Festival. Facilitating Story telling session/Wall Magazine/Literary competitions/Plays and

Dramas etc. during internship. Preparations of Scrap file of eminent English playwrights. Preparation of teaching aids.

Suggested Books

1. Aggarwal. J. C. (2008). Principles, Methods & Techniques of Teaching. UP: Vikas Publishing House Pvt. Ltd.

2. Freeman, D.L. & Anderson, M. (2011). Techniques and Principles in Language Teaching. UK: Oxford Publications.

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

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

ED1217 - gzikph BwSw dk nfXnkgB

e[Zb nzeL 200fBozso w[bKeDL 130

nzfsw gqhyDL 70

(T) gzikph nfXnkgB d/ T[d/S LftfdnkoEhnK B{z fJ; :'r pDkT[Dk fe T[jF gzikph BwSw B{z SZX p'b ns/ fby ;eD. ;ob ns/ ;gZôN BwSw ftZu nkgD/ GktK s/ ftukoK B{z gqrN eo ;eD. T[fuZs jktFGkt T[skoFuVQkn Bkb tkuB ebk ftZu fBg[zB j' ;eD. ;kfjs f;oiBk eoB ftZu nkgDk :'rdkB gk ;eD. ;wki fjZsekoh nkuoB eoB dh gqftosh dk ftek; eo ;eD.

(n) gkmeqwL :{fBN F gfjbk

gzikph BwSw dh ikD gSkD BwSw dh gqfeqsh wks GkSk f;Zfynk dk wjZst, T[d/S ns/ f;Zfynk

ftZu :'rdkB wks BwSw f;Zfynk d/ f;XKs r[ow[yh fbgh dk fBek; s/ ftek;

BwSw f;ZyD d/ gVkn wks BwSw f;Zfynk ftZu ;[DB e"SbL wjZssk, b'VhAdhnK SosK ns/

nfGnk; p'bukb dh f;ZfynkL wjZst, ASuX T[ukoB d/ ekoB ns/ ;[Xko, w"fye

feqnktK

45

b N g e2 0 4 4

tkuB dh f;ZfynkL gqw[Zy ftXhnK, tkuB dhnK fe;wKF;{yw gVQkJh ns/ ;E{b gVQkJh, tkuB d/ Yzr T[Zuh gkm ns/ w"B gkm

fbyD dh f;ZfynkL fbys ouBk dk wjZst, ftXhnK ns/ nfGnk;, fbysh ezwK dh ;[XkJh ns/ ;[b/y f;Zfynk.

wks GkSw dk ihtB ns/ f;Zfynk Bkb ;zpzX

gkm g[;seL wjZst, ftSySqwtK ns/ nb'uBk, S/thA s'A d;thA dh fe;/ fJZe gzikph gkm g[;se d/ gkmeqw dk nfXn?B.

:{fBN F d{ikgzikph gVQkT[D dhnK ftXhnK

eftsk dh f;ZfynkL wB[Zyh ihtB ftZu ;EkB, ftXhnK, o[ektNK ns/ b'e rhsK dh ftZfdne wjZssk.

ftnkeoB dh f;ZfynkL wjZst, T[d/S ns/ ftXhnK tkose dh f;ZfynkL noE, T[d/S ns/ ftXhnK

nfXnkgB e"Sb bJh gko :'iBk dhox gkm :'iBk. ;{yw gkm :'iBk (pb?e p'ov e"Sb, gkm gq;sktBk, e"Sb, gqSB

g[ZSD e"Sb, nB[d/Skswe e"Sb, T[dhgB gfotosB e"Sb ns/ fdqSNKs e"Sb) jo e"Sb dhnK d' :'iBktK pDkJhnK ikDrhnK.

gzikph GkSk dk w[bKeDL noE, doS ns/ ;[Xko bJh T[gkn. gzikph dk gqSB gZso fsnko eoBk.

GkSk gq:'rSkbk noE, wjZst, GkSk gq:'rSkbk d/ T[geoB ns/ T[BQK dk gq:'r. GkSk gq:'rSkbk ftZu gzikph GkSk Bkb ;pzfXs ;jkfJe ;wZroh B{z

fsnko eoBk.

GkSk gq:'rSkbk ftZu eftsk T[ukoB w[ekpb/, GkSD w[ekpb/, tkd fttkd ns/ e[fJz nkfd rshftXhnK dk nk:'iB eoBk.

gq'i?eN; gzikph ;fGnkuko Bkb ;pzfXs f;Zfyne ;?o ;gkNk ns/ fog'oN. ;e{bh ;ot/yD ;w/A gzikph GkSk Bkb ;pzfXs rshftXhnK ns/ T[jBK

dh fog'oN.

gzikph GkSk Bkb ;pzfXs e'Jh th ;ot/yD.

;jkfJe g[;se ;{uh1H vkH i;tzs f;zx i'; L wks GkSk dh f;Zfynk ftXh.2H vkH fJzdo d/t f;zx Bzdok L gzikph GkSk dk nfXnkgB.3H vkH NhHnkoH Sowk L gfjbh iwks ftZu gzikph fet/A

gVQkJh ikt/. 4H vkH g/qw gqekS f;zx L gzikph GkSk dk ;o's ns/

pDso.5H vkH ;H;H i'Sh L gzikph GkSk ns/ ftnkeoD.6H vkH XBtzs e"o L gzikph GkSk dk nfXnkgB.

46

7H vkH ihHphH f;zx L r[ow[yh fbgh dk iBw ns/ ftek;.8H gq'H Bfozdo f;zx d[Zrb L gzikph ftnkeoB s/ fbys ouBk.

g'qH i;pho e"o

ED1218 - fgUnh Hkk"kk f'k{k.k

dqy vad&200 fujUrj

ewY;kadu&130vafre ijh{k.k&70

y V i d2 0 4 4

(d) fgUnh f'k{k.k ds m|s';& Hkkoh f'k{kdksa esa fgUnh f'k{k.k ds fy, Hkk"kk lEcU/h

vk/kjHkwr ;ksX;rkvksa dk fodkl djukA Hkkoh f'k{kdksa esa fofHkUu f'k{k.k&dkS'kyksa dk fodkl

djukA Hkkoh f'k{kdksa esa vk/qfud f'k{k.k&fof/;ksa o rduhdksa

dks fgUnh f'k{k.k esa mfpr :i ls iz;ksx djus dh ;ksX;rk iSnk djukA

Hkkoh f'k{kdks esa f'k{k.k lgk;d lkexzh ds fuekZ.k ,oa iz;ksx djus dh ;ksX;rk iSnk djukA

([k) ikB~;Øe f'k{k.k ?k.Vs 40

izFke bdkbZ1) fgUnh Hkk"kk ifjp;&

fgUnh Hkk"kk dh izd`fr vkSj fgUnh f'k{k.k dk egRo ekr`Hkk"kk ,oa jk"Vªh; Hkk"kk ds :i esaA

fofHkUu f'k{k.k Lrjksa ij fgUnh Hkk"kk f'k{k.k ds m|s';A Hkk"kk f'k{k.k ds lkekU; fl/kUr ,oa lw=kA nsoukxjh fyfi dk mn~Hko ,oa fodklA fgUnh f'k{k.k esa vU; fo"k;ksa&Hkwxksy] bfrgkl] foKku]

dyk ,oa xf.kr vkfn dk lg&lEcU/A2) Hkk"kk dkS'kyksa dk f'k{k.k&

Jo.k dkS'ky% egRo] Jo.k nks"k ds dkj.k ,oa f'k{k.k izfof/;kA

47

y& ySDpj i&izSfDVdyV&fV~Vksfj;y d&

cksypky dkS'ky% egRo] m|s';] lk/u ,oa fof/;kA okpu dkS'ky% egRo] m|s';] Hksn] okpu eUnrk ds dkj.k ,oa

okpu eUnrk dks nwj djus ds mik;A ys[ku dkS'ky% egRo] lk/u ,oa fof/;k] ys[ku nks"kksa dks

nwj djus ds mik;A3) fgUnh ikB~;&iqLrd vkSj leh{kk

ikB~;&iqLrd egRo vkUrfjd rFkk okÞ; fo'ks"krk, o leh{kkANBh d{kk ls nloha d{kk rd dh iatkc cksMZ vkSj lh-ch-,l-bZ- cksMZ fgUnh dh ikB~;&iqLrdksa esa ls fdlh Hkh d{kk dh ikB~;&iqLrd dh leh{kkA

f}rh; bdkbZ1) fgUnh Hkk"kk f'k{k.k&fof/;k&

x| f'k{k.k% m|s';] lksiku ,o fof/;kA i| f'k{k.k% m|s';]lksiku ,oa fof/;kA O;kdj.k f'k{k.k% egRo] m|s'; ,o fof/;kA jpuk f'k{k.k% egRo] m|s'; ,oa fof/;kA

2) ikB ;kstuk fuekZ.k ,oa izfØ;k fo/kuqlkj nh?kZ ikB ;kstuk dkS'kykuqlkj ikB ;kstuk& ikB izLrkouk dkS'ky] iz'u dkS'ky]

';keiV~V] dkS'ky] vuqns'kkRed dkS'ky] m|hiu ifjorZu dkS'ky] n`"Vkar dkS'kyA

uksV& izR;sd dkS'ky dh nks&nks ikB ;kstuk, cukbZ tk,xhA3) fgUnh f'k{k.k esa ewY;kadu

vFkZ] egRo ,oa fof/;kA iz'u i=k fuekZ.k ds fl/kar] vk/kj i=k ;k uhy i=k (Cyw fiazV)

dh rS;kjh ds lksikuA Cyw fiazV ij vk/kfjr fgUnh ds vkn'kZ iz'u i=k dk fuekZ.kA

4) Hkk"kk iz;ksx'kkyk vFkZ] egRo] Hkk"kk iz;ksx'kkyk ds midj.k rFkk mudk

iz;ksxA Hkk"kk iz;ksx'kkyk esa fgUnh Hkk"kk ls lEcfU/r f'k{k.k lgk;d

lkexzh dh rS;kj djuk] o n`';&JO; lgk;d lkexzh dk iz;ksx ,oa egRoA

Hkk"kk iz;ksx'kkyk esa dfork mPpkj.k] Hkk"k.k] okn&fookn rFkk dqbZt+ vkfn ikB~;Øe lgk;d xfrfof/;ksa dk vk;kstu djukA

5) izkstsDV&

48

Hkkjrh; dyk] lkfgR; rFkk laLd`fr ls lEcfU/r 'kSf{kd vf/xe ;k=kk rFkk ;k=kk&o`rkUr ys[kuA

^fgUnh fnol* ds volj ij ikB~;&lgk;d xfrfof/;kssa esa Hkkx ysdj vkSj mudk vk;sktu djds fjiksVZ rS;kj djukA

lgk;d iqLrdsa&1- d';Ii, vk'kk. (200). fgUnh Hkk"kk f'k{k.k, V~oUVh QWLV

lSUpqjh ifCyds'ku] ifV;kykA2- u:yk] e/q . (2013) . fgUnh f'k{k.k] V~oaVh QWLV lSUpqjh]

ifCyds'ku ifV;kykA3- cqjkM+] loZthr dkSj. (2013). fgUnh Hkk"kk f'k{k.k] dY;k.kh

ifCyds'ku] yqf/;kukA4 flag] lkfo=kh . (2005) . fgUnh f'k{k.k] b.VjuS'kuy ifCyf'kax

gkml] esjBA5 prqosZnh] f'k[kk . (2008). fgUnh f'k{k.k] Hkk"kk ,oa lkfgR;

f'k{k.k] vkj0 yky0 cqd fMiks] esjBA6 uk;d, , lqjs'k rFkk dqekj] d`".k . (2009) . fgUnh Hkk"kk f'k{k.k]

V~oaVh QWLV lSUpqjh] ifCyds'ku ifV;kykA7- dkfn;ku, flag lqjsUnz. , rFkk 'kekZ] Vh0 lh0. fgUnh f'k{k.k]

fouksn ifCyds'ku] yqf/;kukA8. tSu] ds0 lh0 rFkk tSu 'kSy. fgUnh f'k{k.k] V.Mu ifCyds'ku] yqf/;kukA9- lwn] fot; . fgUnh f'k{k.k fof/;k] V.Mu ifCyds'ku yqf/;kukA

ED1219 – Foundation of Curriculum Development



(A) Objectives: To enable the prospective teachers to– Understand the evolving meaning of Curriculum. Understand the psychological and social basis of curriculum development. Explore the role of teacher in developing curriculum.

(B) Course ContentUnit – I

49

Curriculum in Education Curriculum: Meaning and concept, nature, need and importance of curriculum in

socio-cultural context; Principles, difference between curriculum and syllabus; Basic Concepts: Curriculum development, hidden curriculum and integrated curriculum.

Types of Curriculum: Humanistic & Social Reconstructionist - Meaning, Characteristics, Purpose and their Psychological & Social basis.

Approaches: Behaviourist and Constructivist.Unit – II

Curriculum Planning and Development Philosophical, sociological and psychological perspectives in curriculum

development. Considerations in curriculum development at school level. Process of Curriculum Development. Teachers' role and support in developing curriculum. Suggested Books1. Gagne, R. & Briggs, L. (2004). Principles of Instructional Design. USA: Holt, Rinehart

and Winston.2. Krug, E. A. (2006). Curriculum Planning. New York: Harper and Brothers.3. National Curriculum Framework for School Education. (2000). New Delhi: NCERT.

ED1220 - Exploring Library as a Learning ResourceContinuous Evaluation System: 50

(A) Objectives: To enable the prospective teachers to: Understand the concept of how to manage and maintain a library. Understand the application of IT in Library & Information Science Know about various resources, services & facilities provided by libraries. Understanding the relationship between Libraries and the modern day education.


Introduction to Libraries: Meaning, objectives &importance of libraries Types of Libraries: an overview Laws of Library Science: the foundation of Library & Information Science Library Management & Services – Circulation, Reference Service, CAS, SDI,

Translation Service, indexing, abstracting & photocopy service etc.Unit- II

Role of Library as a source of learning and recreation. Library automation and various online databases.

50

L T P C1 0 2 2

Library resources- print and electronic. Library functions – Accessioning, classification, cataloguing, label pasting, stock

verification & weeding. Dimensions of setting up a School Library.Project Work: Presentation of Library as a resource with special reference to a teaching subject. Preparation a list of Journals, books, articles, online resources, websites etc. in both

the teaching subjects. A visit to school library.Suggested Books

1. Anne, L. & Edward, G. (2003). Role of Academic Librarian. Britain. 2. Krishan, G. (2000). Library online Cataloguing in Digital Way. Delhi: Author Press.3. Kumar, K. (2010). Library Administration and Management. New Delhi: Vikas

Publication. 4. Kumar, K. (2010). Library Manual. New Delhi: Vikas Publication. 5. Kumar, K. (2013). Library Classification and Cataloguing. New Delhi: Vikas

Publication. 6. Kumar, P. S. G. (2003). Foundations of Library and Information Science. 7. Navalani & Kishni (2006). Library Management in Changing Scenario: Concepts,

operations and Practices. Patiala: Madaan Publishing. 8. Rastogi, K. G. (2006). Reference Services in Library Science. New Delhi: Alfa

Publications. 9. Upneja, S. K. (2008). School Library Services. Ludhiana: Tandon Publication.

10. Upneja, Sunil K (2007). School Library Services. Ludhiana: Tandon publishers. 11. Wadhawan, Rajan (2009). School Library Services. Ludhiana: Tandon Publications

ED1221 - Designing for Learning

Continuous Evaluation System: 50 L T P C0 0 4 2

This practicum includes two critical areas of focus: fine arts and creative drama.(A) Objectives: To enable the prospective teachers -

Identify and develop one’s own creative potential. Create and present teaching aids: using visual arts and crafts. Recognize and examine the role of drama in education.


Fine Arts

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Visual Art for Teaching: Opportunities to experiment and create pieces of art using different mediums.

Focus on colours, textures, composition and thematic content. Black board writing & Sketch making (Square, rectangle, cube, book slate brick,

match box, round figure etc.), Stick figure and face expressions. Black board writing and script writing in English, Hindi, and Punjabi. Preparation of various components used in teaching aids.

Art, Art appreciation and Art education Visit to places like crafts museums, Balbhavan, Art Galleries.

Unit - IICreative Drama WorkshopsIn drama exploration, the overall context is to understand life and to learn from life. The mode is experiential. Exercises/workshops in observation, communication, associative thinking;

building situations with imaginary objects and people. Planned and structured drama exploration exercises designed to first experience and then, deepen social awareness of prospective teachers.

Participative learning using role play, hot seating, building stories/songs, puppets and short plays that can be performed by prospective teachers with aim to help build a set of skills so the class can organize role plays as well as larger school play built on student’s creativity rather than following a given script.

Suggested Books

1. Gupta, A. (2003). Kabad se Jugad: Little Science. Bhopal: Eklavya.2. NCERT, (2006). Position Paper National Focus Group on Arts, Music, Dance and

Theatre, New Delhi: NCERT.3. Sahi, J. & Sahi, R. (2009). Learning Through Art. Bhopal: Eklavya.

ED1222 - Language Across the Curriculum

Continuous Evaluation System: 50L T P C0 2 0 2

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(A) Objectives: To enable the prospective teachers to - Understand the nature, function of language and the process of language acquisition Develop sensitivity towards the language diversity that exists in the classrooms

based on theoretical understanding of multilingualism in the classroom Create experiential opportunities to develop strategies for using oral language in the

classroom, for reading comprehension in the content areas (informational reading) and writing.

Develop meta cognitive awareness of the prospective teachers to become conscious of their own thinking processes vis a vis diverse texts.


Nature of language & Language Acquisition• What is a language: first, second and foreign language? • Language as a means of communication and thinking • Nature of multilingualism: Differential status of Indian language classroom • Language Acquisition and Language Learning: at different stages of school

Unit - IIThe Classroom Practices Reading and reflecting on a wide variety of texts, including empirical, conceptual,

and historical work, policy documents, narrative texts, expository texts from diverse sources.

Writing for optimal learning: Writing as process, Controlled/guided writing (verbal and visual inputs), Free and creative writing.

Mode of Transaction Close and critical readings of selective texts in small/ tutorial groups Participatory learning build around responses of prospective teachers

Suggested Books

1. Alexander, R. J. (2004). Towards Dialogic Teaching: Rethinking Classroom talk, Cambridge: Dialogos.

2. Kumar, K. (2007). The Child's Language and the Teacher. India: NBT.

ED1223 - Pre Internship

Continuous Evaluation System: 50 L T P C0 0 4 2

Objectives: To enable the prospective teachers to- Prepare themselves for actual classroom teaching/handling.

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Explore the usage of ICT in teaching – learning process. Get an exposure of school curriculum. Pre internship will be for duration of 4 weeks. Following activities shall be carried out:1) Two demonstration lessons 2) Demonstration of six teaching skills by prospective teachers.3) (a) Power point presentation of curriculum of classes VI – X (for graduates).

(c) Power point presentation of curriculum of classes XI - XII (for postgraduates).4) Journey of learning to an educational institution/Visit to a School Evaluation: 1) Observation of demonstration lesson by prospective teachers. 2) Observation of teaching skills. 3) Objective type test from curriculum of class 6 to 10.4) Report to be submitted by prospective teaching.

Components MarksMicro Skills (Best 5 out of 6 to be evaluated) 5 (skills) x 4 (marks) = 20Use of ICT in Education (Power Point Presentation of Curriculum, use of Smart Board)

10

Objective Type Test for concerned Curriculum of Schools

10

Journey of learning to an educational institution/Visit to a school

10

Total 50

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shelar, s. (2008). still life. new delhi: - rayat bahra...

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