Credit Based Curriculum wef 2015


With the use of online survey tool (Survey Monkey,Online Forms by Google,Kwik Surveys) collect information about an educational problem and write a report.(15 Marks)



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With the use of online survey tool (Survey Monkey,Online Forms by Google,Kwik Surveys) collect information about an educational problem and write a report.(15 Marks)


  • Visit Educational web sites, online videos and writing comment on usefulness related to a topic of interest and send comments by email to teacher educator and team leader student teacher. (10 Marks)

    References

    • Bettina S. T. Buchel; Palgrave (2001)Using Communication Technology: Creating Knowledge Organizations.

    • Curtin,Dennies and others (2000) Information Technology the Braking wave ,New Delhi:Tata Graw-Hill Publication co.Ltd.

    • Goel,Hemant Kumar (2010) ,Teaching of Computer.Merrut:Surya Publication

    • Hunt Roger and other(1984) Computer and Commonsense .New Delhi: Printice hall of India Private Limited

    • Jarice Hanson, Uma Narula;( 1990)New Communication Technologies in Developing Countries. Lawrence Erlbaum Associates. London And New York.

    • Mansfield Ron,(1994).Microsoft Office.New Delhi:BPB Publications

    • Masani (1992) Rapid Revision in Computer in Computer System .Bombay :Educational Publisher

    • Mayer Marlin Wertheimer,(1999), Computers in Future.New Delhi:Printice hall of India Private Limited

    • Parekh,Harsha .(1999). Internet in the Scholarly Communication Process. Mumbai: Knowledge ware Association

    • Sampat K. (1984).Introduction to Educational Technology.

    • Vincent & Vincent (1985). Information Technology Further Education.

    • William H. Dutton, Malcolm Peltu(1996.).Information and Communication Technologies: Visions and Realities Oxford University Press.


    Websites

                1. http://3eeducation.org/3e-framework/dated/23/07/2015

                2. https://en.wikipedia.org/wiki/ADDIE_Model

                3. http://www.instructionaldesign.org/models/addie.html

                4. https://en.wikipedia.org/wiki/Application_software#Educational_software

                5. https://en.wikipedia.org/wiki/Image_editing

                6. http://www.quora.com/What-are-some-free-online-education-resources

    Course 5 Learning and Teaching

    Marks: 100, Credits: 4, Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



    Note: Figures in the bracket show hours for curriculum transaction

    Module 1: Concept of learning and Teaching (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teacher will be able to -

    • explain concept of learning

    • explain types of knowledge and processes of knowing

    • elaborate stages of teaching

    • develop insight into various roles of a teacher

    Content:

    1. Concept of learning: Meaning and process of learning, Distinctions between learning as 'construction of knowledge' and learning as 'transmission and reception of knowledge'.(3)

    2. Types of knowledge: factual, conceptual, procedural, meta-cognitive (2)

    3. Processes of knowing: remembering, comprehending, analyzing, evaluating, creating(2)

    4. Process of creating knowledge representations as a means of communication, Ways/ modes of representing knowledge, concept mapping, designing diagrams such as: classification, hierarchy, structural charts, models, simulations.(3)

    5. Concept of teaching: Various definitions of teaching, teaching as complex activity , pre-active, interactive and post active stages of teaching (3)

    6. Role of teacher in teaching-learning situations: a) transmitter of knowledge, b) model, c) facilitator, d) negotiator, e) co-learner (2)


    Module 2:Various views on human learning (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teacher will be able to -

    • compare various views on human learning

    • consider various roles of learner and teacher for planning of various learning situations

    Content:

    1. Views on human learning with reference to (i) Concepts and principles of each view and their applicability in different learning situations (ii) Relevance and applicability of various theories of learning for different kinds of learning situations(iii) Role of learner and teacher in various learning situations (15)

    • Behaviourist (conditioning by Pavlov and Skinner in brief),

    • Cognitivist ( views of Bruner and Ausubel)

    • Information-processing view(Atkinson Shifrin)

    • Humanist( Carl Rogers)

    • Social-constructivist ( Views of Piaget and Lev Vygotski)


    Module 3: Various ways to facilitate learning (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teacher will be able to-

    • elaborate principles of constructivist and cooperative learning-teaching

    • assisting learners to think inductively

    • assisting learners to attainment concepts

    • assisting learners to organize/ structure information logically

    • assisting learners to empathize with others

    • use simulations and games

    • promote learning in groups

    Content:

    1. Meaning and principles of constructivist and cooperative learning-teaching(4)

    2. Assisting learners to think inductively based on Hilda Taba's approach to knowledge construction. (2)

    3. Assisting learners to attainment concepts based on Jerom Bruner's approach to knowledge construction(2)

    4. Assisting learners to organize/ structure information logically using principles given by David Ausubels approach to meaningful verbal learning and knowledge construction (2).

    5. Assisting learners to empathize with others using role play(1)

    6. Using simulations and games(1)

    7. Promoting learning in groups through cooperative learning strategies such as group discussions, pair and share, role play, games, group projects(3)


    Module 4: Designing teaching to develop higher mental processes (Credit 1, Hours 15, Marks 25)

    Objectives: The student teacher will be able to-

    • facilitate information processing.

    • organize learning experiences to develop reasoning and problem solving

    • develop self learning skills

    • plan for developing Creative thinking

    • apply psychological principles for obtaining positive transfer of learning

    Content:

    1. Viewing learning as an information processing model of memory with respect to deep and surface learning. (Atkinson-Shiffrin approach) Environmental stimulation, attention and focusing, registration, perception and STM, coding and encoding, LTM, retrieval and rehearsing and meta cognition. Role of teacher in facilitating memorizing (3)

    2. Developing logical thinking and Reasoning (2)

    3. Developing self learning skills (2)

    4. Developing Problem solving through Problem based/ project based/ case based/ learning (2)

    5. Developing Creative thinking: Meaning and nature of creativity; factors of creativity; Development of creativity through use of brain storming as given by Osborn, question checklist, Synectics technique by Gordon, Attribute listing, Lateral thinking and its development as given by De bono (5)

    6. Efforts to be done while teaching for minimizing negative transfer and maximizing positive Transfer of learning (1)

    Assignments : (25 marks)

    1. Planning and implementing a lesson for implementing cooperative learning techniques and writing a report based on the experiences obtained

    2. Planning and implementing a lesson to promote creative thinking and writing a report based on experiences obtained

    References

    • Aggarwal J.C.( 2004),” Educational Psychology”, Vikas Publishing House Pvt.

    Ltd., New Delhi

    • Biehler Robert and Snowman Jack( 1991),” psychology Applied to Teaching”;

    Houghton Mifflin company, Boston.

    • Dandapani S.( 2010), “Advanced Educational Psychology”; New Delhi:

    Anmol Publications

    • Henson Kenneth (1999), “Educational Psychology For Effective Teaching”;

    Wadsworth Publishing Co. Belmont, California

    • Higbee Kenneth (1988), “ Your Memory”; Judy Piatkus, London

    • Joyce Bruce ,Weil Marsha(1985), “Models of Teaching”; Prentice hall of

    India, New Delhi.

    • Malone S.A.( 2002), “ learning to Learn”; Viva books Private Ltd. New Delhi

    • Mangal S.K. (2009), “Advanced Educational Psychology”; New Delhi: Prentice Hall of India Pvt. Ltd.

    • Osborn Alex (1971),“Your Creative Power”; saint Paul Society, Allahabad, India.

    • Searleman Alan, Herman Douglas(1994), “Memory From a broader perspective”; Macgraw Hill, N. Y.

    • Sharma Ram and others (2003), “advanced Educational Psychology”; New

    Delhi: Atlantic Publications and Distributors.

    • Collay (2002), “Designing for Learning Six Elements in ConstructivistClassroom”

    • Goodman (2008), “ Educational Psychology, Studies in the post modern Etheory of Education” Germany: Perterland

    • Larochelle (2009), “Constructivism and Education”; UK :Cambridge

    • Marlowe(1997), “Creating and Sustaining the constructivist classroom”; USA:

    • Richardson (1997), “Constructivist Teacher education”; UK: Loutlege

    • Smilkstein (2011), “We’re Born to Learn”; USA: Corwin

    • AagaaSao lailata 2010sahkayaa-%mak AQyayana¸ ivaVaqaI- gaRh p`kaSana,Ê puNao

    • krMdIkr sauroSa 2001Ê “SaOxaiNak maanasaSaas” fDko p`kaSanaÊ kaolhapur.

    • kuMDlao ma.baa.1991Ê“saja-naSaIlata”Ê naUtna p`kaSanaÊ puNao.

    • kaozurkr vaa. kR. 1990“, tumacyaahI laxaat rahIla” &anap`baaoiQanaI, p`kaSana puNao

    • jagatap h.naa. 1992Ê AQyayana ]pp%tI va AQyaapna, naUtna p`kaSanaÊ puNao 30.

    • jagatap h.naa. saMpadk1996Ê SaOxaiNak maanasaSaasÊ Anamaaola p`kaSanaÊ puNao.

    • daMDokr vaa. naa. 2015,“SaOxaiNak va p`ayaaoigak maanasaSaas~”, naroMd` p`kaSana, puNao

    • panasao rmaoSa2007ipyaajao va %yaaMcao &anag`ahNa ivaYayak ivacaar”, baalaiSaxaNa saMSaaoQana ivakasa koMd`, puNao.

    • Paanasao rmaoSa 2009, “kta- krivata”DayamaMD piblakoSana¸puNao

    • paQyao sauYamaa 2003, “ vyaagaaoTskIcaa saamaaijak isad\QaaMt”, baalaiSaxaNa saMSaaoQana ivakasa koMd`, puNao.

    • parsanaIsa na.ra. 2009Ê p`gat SaOxaiNak maanasaSaasHaÊ naUtna p`kaSanaÊ puNao – 30.

    • fDko vaasaMtI1988, AQyaapnaacaI p`itmaanaonaUtna p`kaSana puNao 30.

    • ranaDo maRdulaa 2010 p`BaavaI AQyayana AQyaapna¸ ina%yanaUtna p`kaSana¸ puNao

    • ra}L sa%yavatI 1988 AQyayana ]pp

    Course 6: Assessment for Learning

    Marks: 100;Credits: 4; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments

    Note: Figures in the bracket show hours for curriculum transaction

    Module 1: Assessment and Evaluation (Credit 1, Hours 15, Marks 25)
    Objectives- After learning this module the student teachers will be able to-


    • use assessment in constructivist paradigm for various purposes

    • gain critical understanding of issues in evaluation practices

    • become aware of key concepts such as, measurement, evaluation, test, examination, formative and summative assessment

    • construct and use appropriate tools of evaluation

    Content:

    1. Assessment and evaluation of learning in a constructivist paradigm (1)

    2. Distinction between 'Assessment of Learning’ and 'Assessment for Learning’ (1)

    3. Purposes of assessment in a constructivist paradigm (2)

      • To engage the learners’ minds for further learning in various dimensions

      • To promote development in cognitive, social and emotional aspects

    1. Critical review of current evaluation practices and their assumptions about learning and development (1)

    2. Clarifying the terms (3)

      • Assessment, measurement, evaluation, test, examination

      • Formative and summative evaluation

      • Continuous and comprehensive assessment

      • Grading.

    1. Tools of Evaluation - Written, oral and practical examinations, anecdotal records, Projects, home work and Assignments, participation in activities, Work sheets, Practical work, group discussions, port folio, open book test, Rubric, computer based examination (7)


    Module 2: Examination Reform Efforts (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teachers will be able to-

    • critically analyze various examination reforms in India

    • give suggestions for improving quality of questions in exam papers

    • use ICT in examination

    1. Examination reform efforts in India: (Discussion should cover analysis of recommendations, implementations and the emerging concerns) (10)

    • Secondary Education Commission (1952-53)

    • Kothari Commission (1964-66)

    • National Policy on Education (1986) and Programme of Action (1992)

    • National Curriculum Framework (2005) developed for school education

    2. Introducing flexibility in examination-taking requirements (1)

    3. Improving quality and range of questions in exam papers (2)

    4. Examination management (1)

    5. Role of ICT in examination (1)


    Module 3: Data Analysis, Feedback and Reporting (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teachers will be able to-

    • analyze and interpret data for drawing inferences

    • use various types of feedback for improving learning

    • develop and maintain a comprehensive and consolidated learner profile

    Content:

    1. Statistical tools (10)

    • Percentage,Frequency distributionCentral tendency (concept and calculations)

    • Variation, Normal distribution, Percentile rank, Correlation (concept only)

    • Frequencypolygon, bar diagram, Interpretation of Analyzed data

    1. Feedback as an essential component of formative assessment (3)

    • Use of assessment for feedback and for taking pedagogic decisions

    • Types of teacher feedback (written and oral)

    • Peer feedback

    • Place of marks, grades and qualitative descriptions

    1. Developing and maintaining a comprehensive and consolidated learner profile (2)

    • Purposes of reporting: To communicate Progress and profile of learner

    • Basis for further pedagogic decisions


    Module 4: Examination System and School-based Assessment (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teachers will be able to-

    • Critically analyze impact of the prevailing examination system

    • Evaluate impact of examination-driven schooling

    • Evolve realistic, comprehensive and dynamic assessment procedures that are able to keep the whole student in view

    Content:

    1. Examination for gradation, social selection and placement (3)

    2. Impact of the prevailing examination system on student learning and stakeholders (3)

    3. Entrance tests and their influence on students and school system (2)

    4. Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing (4)

    5. De-linking school based assessment from examinations: Some possibilities and alternate Practices (1)

    6. Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related) (2)

    • Retention/recall of facts and concepts, Application of specific skills,

    Problem-solving, applying learning to diverse situations, Abstraction of ideas from experiences, Seeing links and relationships, Drawing Inferences, Analysis, Reflection

    • Initiative, Collaborative participation, Creativity, self-esteem, motivation

    Assignments : (25 marks)

          1. Prepare a frequency distribution table with raw score data and draw frequency polygon/ bar diagram (15 Marks)

          2. Developing an achievement test with its Blue Print, Answer Key and Marks Distribution. (10 Marks)


    References

    1. Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280–299.

    2. Delpit, L.D. (2012). Multiplication is for white people: Raising expectations for other people’s children. The New Press.

    3. Dweck (Eds.), Handbook of competence and motivation (pp. 15–30). Guilford Publications.

    4. Glaser, R., Chudowsky, N., & Pellegrino, J.W. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. National Academies Press.

    5. Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher, 4–14.

    6. Sternberg, R.J. (2013). Intelligence, competence, and expertise. In A. J. Elliot & C. S.

    7. Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 324–328.

    Course 8: Knowledge and Curriculum

    Marks: 100, Credits: 4, Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



    Note: Figures in the bracket show hours for curriculum transaction

    Objectives:

    • Describe epistemological bases of modern child centered education

    • Justify changes in education due to advancement in ICT and educational psychology.

    • Relate constitutional values with education.

    • Explain educational implications of nationalism, universalism, secularism, multiculturalism, multilingualism

    • Describe the role of NCERT, SCERT, SSC/ CBSC /ICSE Boards and Text book Bureau

    • Explain the determinants of curriculum development

    • Select and develop the proper learning resources.

    Module 1:Epistemological bases of education(Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teacher will be able to-

    • explain the Concept of Epistemology.

    • elaborate the types and process of generating knowledge.

    • differentiate ‘knowledge’ and ‘skill’, ‘teaching’ and ‘training’, ‘knowledge’ and ‘information’, and ‘reason’ and ‘belief’.

    • describe epistemological bases of modern child centered education

    • locate references regarding learner as a knowledge generator

    Content:

    1. Concept of Epistemology: meaning and definitions. (1)

    2. Meaning, and Types of knowledge: factual, conceptual, procedural, meta-cognitive (2)

    3. Sources of knowledge: Perception, inference and intuition(1)

    4. Process of generation of knowledge: Observation of Facts, establishing causal relationship, concept formation through inductive thinking, generating and verifying hypotheses, theory building(1)

    5. Difference between ‘knowledge’ and ‘skill’; ‘teaching’ and ‘training’; ‘knowledge’ and ‘information’; and ‘reason’ and ‘belief’. (2)

    6. Concept, need and significance of activity, discovery and dialogue in education. (2)

    7. Bases of modern child centered education with reference to activity, discovery and dialogue of Gandhi, Tagore, Dewey and Plato, Freire respectively. (5)

    8. Learner as creator of knowledge as given in NCF 2005(1)


    Module 2:Social bases of education(Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teacher will be able to-

    • explain the Concept, meaning and nature of knowledge centered society.

    • explain the Concept of culture and modernity.

    • relate constitutional values with education.

    • explain educational implications of nationalism, universalism, secularism, multiculturalism, multilingualism

    • justify changes in education due to advancement in ICT and educational psychology.

    Content:

    1. Concept, meaning and nature of knowledge centered society. (2)

    2. Concept of culture and modernity. (1)

    3. Values in Indian constitution and their educational implications (3): equity and equality,individual opportunity and Social justice and dignity, democracy

    4. Concept of nationalism, universalism, secularism, multiculturalism, multilingualism and their educational implications (5)

    5. Changes in education due to advancement in ICT and new trends in educational psychology such as constructivism, brain based learning: (4)

    • Changes in curriculum, daily routine of school, methods of teaching, evaluation procedure, role of teacher and learner

    • Emphasis on self learning, individual autonomy, choice based learning, distance learning, constructivist learning-teaching


    Module 3: Concept of curriculum(Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teacher will be able to-

    • explain the concept of curriculum.

    • distinguish hidden and enacted curriculum.

    • explain various dimension of curriculum.

    • compare between curriculum, syllabus and textbook.

    • use different approaches of curriculum development

    • elaborate process of curriculum development.

    • describe the role of NCERT, SCERT, SSC/ CBSC /ICSE Boards and Text book Bureau

    • explain the determinants of curriculum development

    Content:

    1. Concept of curriculum: Meaning and nature (1)

    2. Meaning of hidden and enacted curriculum. (1)

    3. Dimensions of the curriculum and their relationship with the aims of education (2)

    4. Relationship among curriculum, syllabus and textbook. (2)

    5. Different approaches to curriculum development (4)

    • Subject centered

    • Environmentalist (incorporating local concerns)

    • Behaviorist

    • Competency based

    • Learner centered

    • Constructivist

    1. Role of NCERT, SCERT, SSC/ CBSC /ICSE Boards and Text book Bureau in curriculum development, text book preparation and research(1)

    2. Process of curriculum development (3)

    • Formulating aims and objectives.

    • Selecting content knowledge of different subjects.

    • Organizing fundamental concepts and themes vertical as well as across level and integrating themes within different subjects.

    • Selecting and organizing learning situations.

    1. Determinants of curriculum development: Political ideology, socio-economic changes, recommendations of various commissions, advancement in Science and Technology(1)


    Module 4: Curriculum implementation and renewal(Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module the student teacher will be able to-

    • explain teacher’s role in curriculum transaction.

    • select and develop the proper learning resources.

    • elaborate the process of curriculum evaluation and renewal.

    Content:

    1. Teacher’s role in curriculum transaction through: (4)

    • Interpretation of curricular aims.

    • Formulation of instructional objectives

    • Contextualization of learning.

    • Designing varied learning experiences.

    • Curricular adaptation for catering special needs of diverse learners

    1. Selection, development and implementation of learning resources (text books, teaching – learning material and resources outside the school, local environment, community etc.); learning resources required for catering special needs of learners (3)

    2. Evolving assessment modes for testing learning objectives. (2)

    3. Process of curriculum evaluation and renewal. (3)

    • Need for continuous evaluation of curriculum.

    • Feedback from learner, teacher, community and administrator.

    • Locating in-congruencies and correspondence between expectation and actual achievement

    • Restructuring curriculum

    1. Teacher’s role in curriculum development, transaction and evaluation of curriculum (2)

    2. Research on curriculum (1)


    Assignments :( 25 marks)

    1. Critically analyze existing curriculum of any one subject at secondary School level in relation to values in Indian constitution/ten core elements/ ten values/ life skills and writing a report (15 Marks)

    2. Designing a lesson plan on any school subject, for activity based learning based on principles advocated by Gandhi / Tagore / Plato /Dewey/ Paulo Friere . (10 Marks)

    References

    • Agarwal Amit, Agarwal Babita. (2010), Education and Society; Jaipur: ABD Publishers,.

    • Agarwal J. C. (2012), Philosophical and Sociological Perspective of Education,Shipra Publication, New Delhi.

    • National Curriculum Framework—2005 N.C.E.R.T. New Delhi.

    • dunaa#ao A.ra.³1998´‘p`gat SaOxaiNak t

    • Deng, Z. (2013). School subjects and academic disciplines. In A. Luke, A. Woods, & K.Weir (Eds.), Curriculum, syllabus design and equity: A primer and model. Routledge.

    • Dewey, J. (2004). Democracy and education. Courier Dover Publications.

    Course 9: Creating an Inclusive School

    Marks: 100, Credits: 4,Hours: 60for theory excluding hours to be spent by student teachers for completing assignments



    Note: Figures in the bracket show hours for curriculum transaction

    Objectives

    • Become aware of legal provisions and policies about inclusive education in India

    • Explain causes characteristics and special needs of children with physical, mental, economic, cultural diversity and learning disability

    • Orient parents and peer group for support

    • Use cooperative learning strategies in class

    • Collaborate with support teachers

    • Apply learner friendly evaluation process


    Module 1: Concept and policy perspectives of Inclusive education (Credit 1, Hours 15, Marks 25)

    Objectives: On completion ofthe module the student teachers will be able to –

    • explain the development of concept of inclusive education

    • compare the terms impairment, disability and Handicap

    • explain principles and scope of inclusive education

    • become aware of legal provisions and policies about inclusive education in India

    Content:

    1. Development of the concept of Inclusive Education: Special, Integrated and Inclusive Education; concept of Impairment, disability and Handicap (4)

    2. Principles and Scope of inclusive education; inclusion of physical, academic, socio-cultural and financially diverse Learners (2)

    3. Legal Policies and Perspectives(9)

    • Important International Declarations/Conventions/Proclamations – Biwako Millennium Framework (BMF, 1993-2012); Recommendations of the Salamanca Statement and Framework of Action, 1994; Educational Provisions in the UN Convention on the Rights of Persons with Disabilities (UNCRPD), 2006

    • National Policy of Education (1986) and Program of Action (1992); Persons with Disabilities Act (1995); National Policy of Disabilities (2006); National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Madhymic Shiksha Abhiyan

    • Special Role of Institutions for the Education of Children with Disabilities–Rehabilitation Council of India, National Institutes of Different Disabilities, Composite Regional Centres (CRCs), District Disability Rehabilitation Centres (DDRCs); Structures like BRCs, CRCs under SSA, National Trust and NGOs.


    Module 2: Understanding diversities and defining special needs(Credit 1, Hours 15, Marks 25)

    Objectives: On completion of the module the student teachers will be able to –

    • explain causes characteristics and special needs of children with physical diversity

    • explain causes characteristics and special needs of children with mental diversity

    • explain causes characteristics and special needs of children with learning disabilities

    • explain causes characteristics and special needs of children with Socio-economic-cultural and emotional diversity

    Content:

    1. Causes, characteristics and special needs of Children with physical diversities (Visually Impaired, Hearing Impaired, children with Loco-motor and Neuromuscular diversities, children with Multiple Disabilities) (4)

    2. Children with Intellectual diversities(Mentally challenged, gifted, creative children)(4)

    3. Children with Learning disabilities(Dyslexia, dyscalculia, dysgraphiya, Autism)(4)

    4. Socio-economic-culturally and emotionally diverse learners, children from deprived section(3)

    Module 3: Making school ready for inclusion(Credit 1, Hours 15, Marks 25)

    Objectives: On completion ofthe module the student teachers will be able to –

    • describe infrastructural changes required for inclusion of diverse students

    • explain support services for inclusive education

    • maintain records in inclusive set up

    • explain application of technology in inclusive education

    • involve community resources as a support

    • orient parents and peer group for support

    Content:

    1. School's readiness for inclusion: Support from school management, Infrastructure and accessibility for inclusion of various type of diverse learners (3)

    2. Supportive services required for meeting special needs in the classroom — special teacher, speech therapist, physiotherapist, occupational therapist, and counselor(3)

    3. Documentation, record keeping and maintenance(3)

    4. Technological advancement and its application – ICT, adaptive and assistive devices, equipments and other technologies for different disabilities(2)

    5. Involving community resources as source of support to teachers in the successful implementation of inclusive education(2)

    • Involving external agencies for networking – setting up appropriate forms of communication with professionals and Para-professionals

    • Seeking for reciprocal support of pre-school programs, prevocational training programs, social security, different provisions, concessions, etc.

    1. Orientation to be given to parents and peers and role of them in the successful implementation of inclusive education(2)


    Module 4: Inclusive practices in classrooms for all(Credit 1, Hours 15, Marks 25)

    Objectives: On completion ofthe module the student teachers will be able to –

    • explain the procedure of pre-assessment development

    • develop individual education plan to cater special needs of students

    • use cooperative learning strategies in class

    • collaborate with support teachers

    • apply learner friendly evaluation process


    Content:

    1. Assessment of children to know their profile(2)

    2. Classroom management and organization(2)

    3. Making learning more meaningful : Developing Individual Education Plan for responding to special needs by developing strategies for differentiating content, curricular adaptations, lesson planning, remedial teaching (3)

    4. Pedagogical strategies to respond to individual needs of students: Cooperative learning strategies in the classroom, peer tutoring, social learning, buddy system, reflective teaching, multisensory teaching, etc.(3)

    5. Developing partnerships in teaching: Teacher and special teacher; Teacher and co-teaching personnel; Parents as partners – developing positive relationships between school and home(2)

    6. Development and application of learner -friendly evaluation procedures: using various formative tools and adaptations in evaluation procedures, Different provisions and concessions for examination by the boards in respective States(3)


    Assignments : ( 25 marks)

    1. Survey of special educational needs of exceptional students and infrastructural provisions made; procedures used in curriculum transaction and evaluation by primary or secondary the school for exceptional students and preparing a report (15 Marks)

    2. Preparation of special learning material for a student with diversity, implementation of material, evaluating effectiveness and preparing a report. (10 Marks)


    References

    • Hallahan Danniel and Kauffman James(1988), “Exceptional Children”; New Jersey: Prentice Hall International

    • Kaur Rajinder(2013), “Special and Inclusive School Education, Developmentand Promotion”; New Delhi: Kanishka Publishers, Distributors

    • Porter Louise(2002) “Educating young children with special needs”;New Delhi: Sage Publication

    • Puri Madhumita and Abraham George(2004), “Handbook of Inclusiveeducation”; New Delhi: Sage Publication

    • Ramaswamy B. (2013), “Planning and management of special and inclusive Education”; New Delhi:Kanishka Publishers Disrtibutors

    • Reddy G., Ramar R. and Kusuma A.( 2000),” Education of Children with special needs”; New Delhi: Discovery Publishing House

    • Singh Mubarak( 2010),” Education of Children with special needs”; new Delhi: Kanishka Publishers

    • Singh Uttam Kumar(1997) “Special Education” New Delhi: Commonwealth Publishers

    • naagapuro va. vaa.saMpadk ³1990´“ApMga eka%ma iSaxaNa yaaojanaa¸ iSaxakaMsaazI hstpuistka” puNao:

    maharaYT/ rajya SaOxaiNak saMSaaoQana va p`iSaxaNa pirYad
    Course 10: Language across Curriculum

    Marks: 100; Credit: 4; Hours: 60 (Excluding hours to be spent by student teachers for completing assignments)



    Note: Figures in the bracket show hours for curriculum transaction

    Module 1: The Nature and Characteristics of Language (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module student teacher will be able to-

    • Discuss basic nature and characteristics of language

    • Explain importance of phonetics of language

    • Elaborate relationship of language with society, culture, literature

    • Explain the significance of basic principle of linguistics

    Content:

    1. Language as basic means of communication (1)

    2. Specific human behavior, system of symbols, oral and written forms (2)

    3. Innate capacity, habit formation (1)

    4. Voice production mechanism (1)

    5. Phonetics, phonology, vowel Sounds, Consonants sounds, diphthongs , stress intonation (5)

    6. Brief introduction to linguistics as a separate discipline (1)

    7. Pragmatics, inter language, multilingualism (1)

    8. Language and society ( gender, power, identity, class); Language and Culture; Language and literature (1)

    9. Standard form of language and dialects (1)

    10. Language and Process of thinking (1)

    Module 2: Acquisition of Language (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module student teacher will be able to-

    • Explain the process of acquisition of language and stages of acquisition of knowledge

    • Apply the theoretical principles of Dewey, Piaget, Vygotsky, Chomskey in teaching-learning transaction

    • Explain functions of brain in language acquisition

    • Discuss place and importance of mother tongue, verbal intelligence

    • Explain the place of language in personality development

    • Discuss the impact of ICT on language and English on mother tongue

    Content:

    1. The process of acquisition of language; Different stages in the acquisition of language (2)

    2. Contribution of John Dewey, Jean Piaget, Vygotsky, Noam Chomskey (4)

    3. Functions of brain in language acquisition (1)

    4. Role of language in socialization (1)

    5. Place and importance of mother tongue in individual’s life (1)

    6. Development of verbal intelligence and related activities (3)

    7. Place of language in personality development (1)

    8. Impact of ICT on language (1)

    9. Impact of English on mother tongue (1)

    Module 3: Place and Importance of Language in School Curriculum (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module student teacher will be able to-

    • explain the place of language and centrality of language in school curriculum

    • discuss the Constitutional provisions and policies

    • describe importance of language in every subject education

    • explain the correlation of language with other subjects

    • discuss the Issue of medium of instruction and Semi English medium for Science

    Content:

    1. Place of language in school curriculum; centrality of language in learning (2)

    2. Constitutional provisions and policies (Art 343 to 351)

    Provisions in Kothari Commission, National Policy of Education (1986); Recommendations regarding language education in NCF 2005 (3)

    1. Objectives of teaching language in general, their specifications (2)

    2. First language, Second language, Third language, Three language formula (1)

    3. Importance of language in every subject education-Science/mathematics/social sciences (2)

    4. Study of classical languages with special reference to Sanskrit(1)

    5. Study of mother tongue, languages from other states, foreign languages (1)

    6. Correlation of language with other subjects (1)

    7. Issue of medium of instruction, Semi English medium for Science (1)

    8. Issues of multilingual class (1)

    Module 4: Enriching Language Proficiency (Credit 1, Hours 15, Marks 25)

    Objectives: After learning this module student teacher will be able to-

    • apply various methods of teaching in transaction of content

    • explain the importance of four basic skills

    • apply different techniques to enhance teaching learning transaction of language

    • discuss various ways of enriching vocabulary

    • explain functional purposes of learning language

    • explain the characteristics of language teacher

    • appreciate the language


    Content:

    1. Pedagogy of language; various methods of teaching language : aural-oral method, structural method, grammar translation method, direct method, grammar translation method, direct method, Interactive teaching and Cooperative learning (4)

    2. Teaching of four basic skills : listening, speaking, reading, writing; Different ways and activities to develop these skills; Interrelationship of these skills; Constructivism in language teaching (3)

    3. Different techniques to enhance teaching learning transaction of language : debate, elocution, role play, mock conversation, dramatization, quiz, cross word puzzles, riddles, language games (3)

    4. Enrichment of vocabulary, active and passive vocabulary, synonyms, antonyms, Conversion of word forms( noun to adjective, verb to noun, adjective to noun, noun to verb etc), one word substitution, idioms, phrases, proverbs, figures of speech (1)

    5. Developing verbal/ linguistic creativity (1)

    6. Developing art of translation, appreciation of literature and Encouraging creative writing (1)

    7. Learning language for specific functional purposes: Conversation, to make introduction, vote of thanks, compeering, announcements, interview ( taking and giving), short speech, debate (1)

    8. Characteristics needed for language teacher (1)


    Assignments : ( 25 marks)

    1. To prepare learning material in the form of written script based on different techniques to enhance teaching learning transaction of language: debate, elocution, role play, mock conversation, dramatization, quiz, cross word puzzles, riddles. (15)

    2. Discuss the issue of multiculturalism and multilingualism in classroom with teachers and prepare a written report on it. (10)

    References

    • Chandra Subhash (2012), ‘Literature and Education’, Jnanada Prakashan, New Delhi.

    • Kennedy Chris (Ed.) (1984), ‘Language Planning and Language Education’, George Allen and Unwin, London.

    • Kubota Ryuko, Lin Angel (Ed.) (2009), ‘Race, Culture, Identities in second Language Education’, Routledge, New York.

    • Singh V.D. (2008), ‘Language Learning, Teaching and Testing’, Cambridge University, Press India, New Delhi.

    • Valdman A (1966), ‘Trends in Language Teaching’, McGraw Hill Book Company, New York.

    • Wilkinson Andrew (1971), ‘The Foundation of Language’, Oxford University Press, Oxford.



    Core Course 11: Gender, School and Society

    Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for completing assignments

    Note: Figures in the bracket show hours for curriculum transaction

    Course Objectives:


    • Describe issues concerned with women

    • Suggest remedial measures to overcome constraints to education of women

    • Understand various social reform movements in India with respect to women

    • Design learning experiences for gender sensitization and women empowerment

    • Organize training and counselling for various personnel regarding gender equality and women empowerment


    Module 1: Concept of Gender, Gender Issues and Concerned Recommendations

    (Credit: 1, hours: 15, Marks: 25)



    Objectives: After learning this module the student teacher will be able to-

    • explain concepts of gender, sex, feminism and gender bias

    • describe issues concerned with women

    • explain recommendations of various commissions and Abhiyan regarding women education

    Content:

    1. Concepts: Gender, sex, sexuality, patriarchy, masculinity and feminism, Gender bias, gender stereotyping (2)

    2. Equity and equality in relation with caste, class, religion, ethnicity, disability and region (2)

    3. Issues concerned with women: Foeticide, infanticide, early marriages, dowry, desertion, widow, violence against women, illiteracy, intoxication, sexual harassment, health problems, malnutrition, prostitution(4)

    4. Gender inequality due to biased socialisation practices in family, schools and other formal and informal organisations (2)

    5. Recommendations regarding Women’s Education and Empowerment: Kothari Commission(1964-66), National Policy of Education (1986), Sarva Shiksha Abhiyan (2000), Right to Education Act(2009), Madhyamic Shiksha Abhiyan(2010), Woman Centred family as suggested by Raghunath Mashelkar in New Panchsheel of Education (5)


    Module 2: Constraints in Women Education and Empowerment (Credit: 1, Hours: 15, Marks: 25)
    Objectives: After learning this module the student teacher will be able to-

    • explain constraints in the socio-political system regarding women empowerment

    • explain constraints to education of Women in India

    • suggest remedial measures to overcome constraints

    Content:

    1. Constraints in the socio-political system regarding women empowerment:(7)

    • Family /Parents /Patriarchy

    • Caste system

    • Orthodoxy in the matter of religion and culture,

    • Economic causes

    • Social attitude towards women

    • Elected representatives at all levels, leaders, politicians etc.

    • Police Personnel and Gender Sensitization

    • Administration/Employment Sector

    • Media and Technology

    • Law and judiciary

    • Agencies perpetuating violence: Family, school, work place and media

    (Print and electronic)

    • NGO’s and Civil Society

    1. Constraints to education of Women in India: (8)

    • Access and retention in education due to remote locations, inadequate infrastructure and poor facilities in schools

    • Traditional Patriarchal Mindset and discrimination

    • Underestimation of women capabilities and intelligence

    • Undervaluation of Female Labor

    • Sexual harassment and violence in school setting

    • Reinforcement of Gender Roles in educational and career opportunities

    • Reinforcement of Gender discrimination and Stereotyping in the present education system through hidden curriculum, textbook, teacher’s attitude


    Module 3: Dimensions and Movements for Women Empowerment (Credit: 1, hours: 15, Marks:25)
    Objectives: After learning this module the student teacher will be able to-

    • explain concept and dimensions of women empowerment

    • become aware about various social reform movements in India with respect to women

    • explain relevance of provisions in constitution for gender equality


    Content:

    1. Concept, Importance and Dimensions of women empowerment: Individual empowerment, Social empowerment, Economic empowerment, Physical empowerment, Psychological empowerment, Political empowerment(4)

    2. Some landmarks from social reform movements with focus on women's education and social status: Raja Rammohan Roy, Tarabai Shinde, Maharshi Dhondo Keshav Karve, Savitribai and Mahatma Phule (3)

    3. Various reform movements before independence: Act of Sati (abolish) 1829, Hindu Widow Remarriage Act’ 1856, the Child Restriction Act, 1929, Women Property Right Act, 1937 etc.(2)

    4. Reform movements after independence: (3)

    • The Hindu Marriage Act, 1955 (regarding the age for marriage, monogamy and guardianship of the mother )

    • Hindu Adoptions and Maintenance Act, 1956(adoption by unmarried women, widow or divorcee of sound mind )

    • Dowry Prohibition Act of 1961

    1. Provisions in the Constitution of India: (3)

    Article 14, Article 15, Article 15 (3) about special provision enabling the state to make affirmative discriminations in favour of women; Article 42 directs the state to make provision for ensuring just and human conditions of work and maternity relief. Articles 15 (A), (E) to renounce the practices derogatory to the dignity of women
    Module 4: Education for Gender Equality and Women Empowerment (Credit: 1, hours: 15, Marks: 25)
    Objectives: After learning this module the student teacher will be able to-

    • explain role of school in gender equality and women empowerment

    • analyze and develop school curriculum with gender equality perspective

    • design learning experiences for gender sensitization and women empowerment

    • organize training and counselling for various personnel regarding gender equality and women empowerment

    • develop oneself to become change agent

    Content:

    1. Role of school : Provision of secure and encouraging environment, Sufficient Light, Internal Security, Separate washrooms, cleanliness, Identity cards for entry in the institute, display of telephone help lines for women, Hostel facilities, transport facility, regular medical checkup, proper implementation of government welfare schemes for girls, regular parent-teacher meetings, women grievance cell, redressing sexual harassment cases (3)

    2. Curriculum development: Messages of gender equality, dimensions of women empowerment and awareness of laws relating to the protection of women/human rights through different school subjects, contribution of women in various fields of life(3)

    3. Textbooks and learning material : Attention to gender/human rights issues especially violence against women through textbook(1)

    4. Teacher’s Role as an agent of change :Deliberate efforts about gender sensitization and women empowerment through curriculum transaction, Encouraging participation of girls in curricular and co-curricular activities, preventive supervision against teasing and sexual harassment, establishing rapport with girl students, research on gender issues and remedies, inculcating gender equality through group discussions, organizing guest lecturers, projects, visits, films life sketches, news etc. (5)

    5. Training about Gender/human rights, gender awareness and empowerment to teachers, concerned officials, staff, students and parents(1)

    6. Special training to girl students: Adolescence education, life skills education, self defense (1)

    7. Counseling centre for adolescents for pre-marital counseling and health problems, career counseling (1)


    Assignments: ( 25 marks)

    1. Visit to any government/non-government organization working for women empowerment/issues related to women and writing a report(15 Marks)

    2. Reading a book related to gender issues/ girl’s education/ women empowerment/biography or autobiography of a successful woman and give seminar on the same, submit the paper/ article.(10 Marks)


    References

    • Das Sukanya (2013), Inclusive Empowerment of Indian Women; New Delhi: Regal Publications

    • DPEP. 1998. Gender Audit Strategy for DPEP. New Delhi: GOI and Gender Unit

    Of Ed.CIL

    • Krishnaraj Maithreyi (Ed.)(1998), New Delhi: Oxford University Press

    • Krolokke Charlotte and Sorensen Anne(2006),Gender Communication Theories and Anaylses; New Delhi: Sage Publication

    • Ravikumar S.K. (2006), Indian Women: Status, Role and Empowerment; Jaipur: Mangaldeep Publications

    • Ramachandran, Vimala. 2004. Gender and Social Equity in Education: Hierarchies

    of Access. NewDelhi: Sage.

    • Rao, Anupama (ed.). 2003. Gender and Caste. New Delhi: Kali for Women. Sandhan Shodh Kendra

    • Singh Trilok (2012), Women and Gender Discrimination; New Delhi: Cyber Tech Publications

    • Walikhanna Charu(2012), A Report of Expert Committee on Gender and Education; New Delhi: National Commission for Women

    • Zha Anilkumar(2012), Gender Inequality and Women Empowerment; New Delhi:Axis Books Pvt. Ltd.

    • kvao- svaatI,,,,,,,,,,,,, 2003 ´saMpaidt´s~I ivakasaacyaa pa}laKuNaa ; puNao: p`itmaa p`kaSana

    • Baagavat ivaVut 2009´Anauvaaidt´, maanavaSaas~atIla ilaMgaBaavaacaI SaaoQamaaohIma¸ puNao:DayamaMD piblakoSana

    Useful Sites:

    http://www.nesse.fr/nesse/activities/reports/gender-report-pdf

    https://en.wikipedia.org/wiki/Gender_discrimination_in_India


    Optional course 12: Peace Education

    Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for completing assignments

    Note: Figures in the bracket show hours for curriculum transaction

    Course Objectives: the student teachers will be able to-


    • discuss the philosophical, sociological basis of peace education

    • explain the need for peace education

    • discuss the role of family, community, media and school in peace education

    • describe qualities of peace educator

    • acquire essential qualities as a peace educator


    Module 1: Understanding peace and peace education (Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of the module the student teachers will be able to-

    • Elaborate concept of peace and peace education

    • Discuss the philosophical, sociological basis of peace education

    • Elaborate constitutional values and provisions promoting peace

    • Explain historical background of peace education

    • Discuss recommendations of peace education in NCF 2005

    Content:

    1. Concept and meaning of peace and peace education(2)

    2. Aims and principles of Peace Education (2)

    3. Views regarding peace in Vedic :Upanishadic , Buddhist, Jain, Islamic, Christian and Zen philosophy (4)

    4. Thoughts on peace of Mahatma Gandhi, Ravindranath Tagore, Nelson Mandela, Martin Luther King, Dalai lama, and J.Krishanamurti ( 3 )

    5. Constitutional values promoting peace : Justice, equality, freedom, secularism, respect for differences and ecological resources that ensure peace in society ( 3 )

    6. Recommendations regarding peace education in National Curriculum Framework 2005 (1)


    Module 2: Need for Peace Education (Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of the module the student teachers will be able to-

    • elaborate the nature and types of conflicts in the world and in India

    • explain the consequences of conflicts

    • explain the need for peace education

    Content:

    1. Nature and types of conflicts in world : Racial conflicts, religious conflicts, conflicts

    Over natural resources, Conflicts over human rights, Terrorism, Imperialism (5)

    1. Nature and types of conflicts in India : Religion , regionalism, language,

    Multiculturalism, border issues, caste-ism, gender disparities, economic disparities

    Rural-urban disparities, power politics, corruption (4)



    1. Nature and reasons of violence (2)

    2. Consequences of conflicts: Loss of life, Loss of resources, physical injuries, mental stress, feeling of insecurity, threats to national integration, unity, solidarity and international understanding. (2)

    3. Need for peace education (2)


    Module 3: Organizational Efforts for Peace Education (Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of the module the student teachers will be able to-

    • elaborate efforts of International and National Organizations in establishing peace

    • explain role of non-aligned movement and campaign for nuclear disarmament in establishing peace

    • explain role of family, community, media and school in peace education

    • describe qualities of peace educator

    Content:

    1. Organizational efforts for establishing peace: WHO, UNESCO,UNO, UNICEF,WPHO

    International Institute of Peace Education, International Human Rights Commission, Human Rights Commission in India (6)

    1. Objectives, principles and achievements of Non-aligned movement; Campaign for nuclear disarmament (2)

    2. Role of family, community, media and school in establishing peace and inculcating value of peace in children (5)

    3. Role and qualities of teacher as a peace educator: Knowledge of Major thoughts of all religion regarding peace, unbiased attitude, skills to provide equal opportunities to all students, initiatives regarding establishment peace (2)


    Module 4: Inculcating Peace through Education (Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of the module the student teachers will be able to-

    • Organize activities for developing understanding of peace education in schoolStudents

    • Develop self-awareness of students

    • Get acquainted with techniques of making connections

    • Provide opportunity to students to apply knowledge

    • Inculcate core elements given by NPE (1986) Develop learning experience for promoting peace

    • Acquire essential qualities as a peace educator


    Content:

    1. Aspects of peace education curriculum:(2)

    • Knowledge: conflict, peace, war, nuclear issues, justice, power, gender, race, environment, futures.

    • Attitude: self-respect, respect for others, ecological concern, open mindedness, vision, commitment to justice

    • Values: human rights and democracy, cooperation and solidarity, preservation of cultures,

    • Self and others internationalism, protection of the environment,

    • Skills: critical thinking, information handling, creative thinking, reflection, cooperation, empathy, assertiveness, conflict resolution.

    1. Connecting subject content with peace values: Language (effective communication, peacemaking vocabulary, negotiations, reflective conversation); Science (objectivity, flexibility, protecting environment, alternative forms of energy ); Social Science (democratic ethos, Constitutional values, and multi-cultural-ism, conflicts, violence and war-links with challenges to regional and local conflicts); Mathematics (precision, problem solving, critical thinking); Art and design( Symbols of peace and violence) (5)

    2. Using textbook contents for highlighting core elements, values of peace, particularly anti- peace messages indirect or hidden (2)

    3. Teaching students to make connections through techniques like discussion, dramatization, Cooperative learning, simulation and games for peace education (3)

    5. Co-curricular activities for inculcating peace: cultural program, cultural exchange program, training for disaster management; coping with emotions and stress, yoga, meditation and vipashana for peaceful life (2)

    6. Humanistic approach to evaluation (1)



    Assignments :( 25 marks)

    1. Organization of an exhibition for awareness and ways of establishing peace for school students and writing a brief report based on experiences and responses of audience in group. (Marks 15)

    2. Preparing, presenting role play and writing a brief report on the themes related to causes of conflict, consequences and ways to establish peace. (Marks 10)

    References

    • Aggarwal.J.C,(2005).Education ForEnvironment And Human Rights. Delhi; Shipra publication.

    • Brady, L. (2006) Collaborative Learning in Action. A Feminist Perspective, New York: pergamon Press.

    • Charles, lan Harris (2010), Teaching peace since the dawn of Republic, books not bombs University of Wisconsin

    • Gavrial, Salomon, Bruch nevo (2002),” Peace education; the concept, principles and practice around the world. Psychology press USA

    • Gracious Thomas (2005) Life skills Education and curriculum, shakarpur. Shipra publication

    • Harris,I .and Mary Lee (2003) Peace Education,2nd ed .Jefferson ,N.C.Mcfarland

    • James Page, ( 2008 ) Peace Education ;Exploring Ethical and Philosophical Foundation. University of Wisconsin – Milwaukee

    • Laura finely (2011), Building a peaceful society, creative integration of peace education. Barry University.

    • Maria, D (2003):ValueEducation For Peace The CTE Journal,2(3):25.

    • NCERT.(2010-2011) “Adolescence Education Program Training andResource materials” , New Delhi-16,NCERT

    • Pal, Y. (2005). “National Curriculum Framework”. New Delhi: NCERT

    • Rao Usha (2012): Education For Peace, Himalaya Publishing House Mumbai 400004.

    • Rebecca L (2011), Understanding Peace Cultures. Oxford, Alabama A&MUniversity

    • Saxena,N.R and Chaturvedi Sikha (2003)Education in Emerging Indian Society, Meerut:R.L.Lall Book Depot. Thousand Oaks(Ca) Saee Publications.

    • Selvi V.A & Charles K,(2012) “Peace and Value Education” New Delhi,Neel Kamal Publications PVT Limited

    • UNESCO, (1996), “Learning the treasure within report to UNESCO of the International Commission on Education for the Twenty First Century”; Paris UNESCO.


    Optional course 12: Guidance and Counseling

    Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for completing assignments



    Note: Figures in the bracket show hours for curriculum transaction

    Course Objectives: the student teachers will be able to-

    • discuss the tools for information collection for guidance

    • describe role of a school and teacher in guidance

    • describe types and process of counseling

    • locate issues of adolescents requiring counseling


    Module 1: Concept, Meaning and Process of Guidance (Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • elaborate the concept, need & Scope of Guidance

    • explain the basic principles and process of guidance

    • discuss the foundations of guidance, type of Guidance

    • discuss the tools for information collection for guidance

    • describe role of a school and teacher in guidance

    • discuss qualities ,skills and ethics of counselor

    Content:

    1. Concept, meaning, Nature, Need, scope and functions of Guidance, limitations of guidance services. (3)

    2. Basic principles and process of guidance(1)

    3. Foundations of guidance: Philosophical, psychological and socio-cultural(1)

    4. Type of Guidance: Educational , Vocational and Personal Guidance with special reference to secondary and higher secondary level (2)

    5. Tools for information collection for Guidance: Quantitative tools- Intelligence, Aptitude, Interest, Attitude inventory and Personality; Qualitative tools-Anecdotal Records, questionnaire, socio-metric technique, check list, rating scale, Interview, Case study, Diary (6)

    6. Role of a school and teacher in guidance (2)


    Module 2: Concept, Meaning and Process of Counseling(Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • discuss the concept, need, importance, functions & Scope of counseling

    • differentiate between guidance and counseling

    • describe types and process of counseling

    • locate issues of adolescents requiring counseling


    Content:

    • Concept, meaning, Nature, Need and functions of Counselling, limitations of counselling (3)

    • Relationship and difference between guidance and counselling(1)

    • Basic principles of counselling(1)

    • Types of counselling: Directive, Non-directive and Eclectic (2)

    • Process of Counselling: Relationship building, problem assessment, goal setting, counselling intervention, evaluation (2)

    • Counselling Approaches: Behaviourist, Cognitive and Humanistic Approach (3)

    • Counselling for Adolescence Issues: Bullying, Relationship with Peer and Parents, Handling puberty issues, Addiction [substance abuse, technology induced social networking], Suicide, Academic Stress (3)


    Module 3: Role of Counselor in school setting (Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • discuss qualities ,skills and ethics of counselor

    • explain the role of counselor & importance of career counseling

    • consider various factors in counseling

    Content:

    1. Qualities of a teacher as a counselor (2)

    2. Skills and ethics of counseling (1)

    3. Counselling of students with special needs (2)

    4. Role of counsellor in developing self-concept. (1)

    5. Career counselling in the present context. (2)

    6. Factors to be considered in counseling (7)

    • Background Factors: Family, Health, Socio-Economic Status.

    • Psychological factors: Personality, Intelligence, special aptitudes, interests, values and goals.

    • Educational factors: Academic achievement and non-scholastic achievement


    Module 4: Guidance for Career information (Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • elaborate the meaning, need, importance and sources of career information

    • discuss the date gathering techniques for career

    • describe the concept of occupational information

    Content:

    1. Career information: Meaning, Need, importance of career information. (2)

    2. Sources of career information (3)

    3. Data gathering techniques: Job analysis, Survey method (2)

    4. Occupational information: meaning and importance, information about education and job opportunities and personal and social information. (4)

    5. Disseminations of information through: Career talks, Exhibition, Class talks by subject teacher, bulletin boards, visits, on line search (4)

    Assignments :(25 marks)

    1. Organizing an exhibition on career information and writing a report(15 Marks)

    2. Interviewing a school counselor/ personal counselor and writing a report(10 marks)

    References

    • Bengalee, M (1984) Guidance & Counseling; Mumbai: Seth publishers Ltd.

    • Chauhan, S.S. (2006) Principal and Technique of Guidance. New Delhi: Vikas Publications.

    • Dunakhe,A(2011)Shaikshnik v Vyavsayik Margdarshn & SamupdehanPune:Nityanuan prakashan.

    • Gupta, S. (2006) Career and Counseling Education Delhi: kalpaz.

    • Kochhar, S.K. (2006) Education and Vocational Guidance in Secondary Schools.New Delhi: sterling. Publisher’s private limited

    • Madhunkar Indira, (2005), Guidance and Counseling,Authorpress,New Delhi.

    • Naik,D (2007) Fundamentals of Guidance and Counseling. New Delhi:Adhyanan, publishers and distributors.

    • Pawar B.S.,Dr. Chaudhari G.B.,(2012) Samupdeshan Manasshastra, Prashant Publication Jalgaon


    Optional course 12: Sustainable Development

    Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for completing assignments



    Note: Figures in the bracket show hours for curriculum transaction

    Course Objectives: the student teachers will be able to-

    • relate human development with nature

    • narrates programs for sustainable development by Government and NGOs

    • relate energy crisis with depletion of natural resources

    • suggest various ways and means for sustainable development

    • implement various curricular and co-curricular activities for sustainable development


    Module 1: Concept of Sustainable Development(Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • explain the concept of Sustainable Development

    • elaborate the concepts of ecosystem and ecological balance

    • explain origin of the concept of sustainable development

    • compare the concepts of sustainability in various fields

    • relate human development with nature

    • narrates programs for sustainable development by Government and NGOs


    Content:

    1. Human Development: Concept of human development; relationship among human development, nature and peace; the concept of human centred development as given in Dr. Mashelkar’s Panchasheel (3)

    2. Concept of eco-system and ecological balance (3)

    3. Origin and Development of the Concept of Sustainable development: UNO’s Stockholm conference on Human environment(1972); UNESCO-UNEP International Environmental Education program(1975); Brundland Commission(1985); Rio Summit/Earth Summit(1992);World Summit(2002) (2)

    4. Concept and Dimensions of Sustainable development: Sustainable development, environmental sustainability, economic sustainability, , agricultural sustainable development and sustainable fishery, energy sustainability, sustainable transport, sustainable architect, environmental politics, social and cultural sustainability (5)

    5. Efforts for Sustainable Development by Government and NGOs (1)

    6. International Institute of Sustainable Development (IISD) (1)

    Module 2: Need of Sustainable Development(Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • explain types of natural resources and their relationship with human development

    • relate energy crisis with depletion of natural resources

    • describe types, causes and impact of pollution

    • explain the need of Sustainable Development

    • realize the importance of conservation of ecosystem

    Content:

    1. Natural resources and their relationship with human development: Sun, soil, water, forests, fuel, minerals(2)

    2. Depletion of natural resources and consequences: Soil, Water, Energy resources, Minerals, Plants and Animal Species (3)

    3. Types, causes and impact of pollution: Air, Water, land, Sound(3)

    4. Degradation of eco-system and loss of Habitat (3)

    5. Energy crisis as a major threat to development (2)

    6. Need of Sustainable Development (2)


    Module 3: Achieving Sustainable Development(Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • explain the principles of sustainable development

    • describe the indicators of sustainable development

    • suggest various ways and means for sustainable development

    • show positive attitude towards energy conservation

    • get acquainted with the concepts like Intelligent urbanism, Eco friendly architecture

    Content:

    1. Guiding principles of sustainable development: Prevention is better than cure; nothing stands alone; careful waste reduction; use of renewable resources and recyclable materials; minimise disturbances to other communities, species and natural systems; universal economic development; encourage diversity, equity and individual opportunity; community involvement in planning and development(3)

    2. Sustainable development indicators: Combating poverty, sustainable human settlement development, Demographic dynamics and sustainability, Protecting and promoting human health, Promoting education, public awareness and training(2)

    3. Curative and preventive measures: Reduce consumption, Reuse, Recycle, Replace, Reject use of environmentally harmful substances , Regulate various constitutional provisions and Acts, Regenerate plants and animals (2)

    4. Saving energy, water, Fuel, Rain water Harvesting(1)

    5. Alternative energy sources: Solar energy, Wind energy, hydroelectricity, nuclear energy, alternative fuels such as-Biodiesel, Biogas, Gobar gas (2)

    6. Organic Agriculture, Agro forestry, Mixed farming, Multiple cropping, Crop rotation (2)

    7. The concepts of Intelligent urbanism, Eco friendly architecture (1)

    8. Efforts for social equity and self- reliance (2)


    Module 4: Education for Sustainable Development(Credit: 1, hours: 15, Marks: 25)
    Objectives: On completion of this module the student teachers will be able to-

    • explain the views regarding sustainable development in NCF 2005

    • discuss the need of citizenship for sustainable development

    • implement various curricular and co-curricular activities for sustainable development

    Content:

    1. Views regarding Sustainable Development in NCF 2005 (1)

    2. The need of developing citizenship for Sustainable Development (2)

    3. Brief introduction to efforts in India: Chipko movement, Narmada Bhachav movement, Silent valley movement in Kerala, Jungle Bachao Andolan; Tiger project, Environment protection act 1986(3)

    4. Integration of environment education with other school subjects (2)

    5. Implementing various methods and techniques to create awareness regarding Sustainable Development: Field visits, team teaching, discussion, demonstration, observation, simulations and games, projects (3)

    6. Role of value education and co-curricular activities in developing awareness about sustainable development (3)

    7. Involvement of community and media in sustainable development(1)


    Assignments : (25 marks)

    1. Celebrate the World Environment Day/ World Population Day and Write a brief report of it. (10 Marks)

    2. Conduct a survey in your local area regarding awareness among people about renewable sources of Energy. (15 Marks)


    References

    • Anasteaija Taisha, Farid (2010) Education for Sustainable Development, New Delhi: Sage Publications,

    • Nayak, Goswami and Chatterjee(2007), Economic reforms, Human welfare and sustainable development in India; New Delhi: New Century Publications

    • Parasnis, Bahulikar(2005), Environment Education-A Mission; Pune: Vidyanand Prakashan

    • Ravindranath, Rao Usha, Natrajan Bahskar(2000), Renewable Energy and Environment; New Delhi:Tata MacGraw Hill Publishing Co. Ltd

    • Sen R., Roy Chandra(1996), Sustainable Economic Development and Environment; New Delhi: Atlantic Publishers

    • Shrivastav, Singh, (2002), Environmental Education, New Delhi:Anmol Publications,.

    • Sundar I. (2006), Environment and Sustainable Development ; New Delhi: A P H Publishing Corporation

    • Kumar Vijendra(2000), Modern methods of Teaching Environmental Education; New Delhi: Sanap and Sons

    • kuMBaaro A$Na (2000)¸‘pyaa-varNa Saas~’¸ puNao: payala piblakoSansa

    • GaaTo inarMjana(2001)¸‘vaoQa pyaa-varNaacaa’¸ puNao: maohta piblaiSaMga ha}sa

    • jaaohrapUrkr¸ caaOQarI(1999)´¸‘pyaa-varNa jaaNaIva jaagaRtI’¸ DaoMibavalaI: saumao$ p`kaSana

    • PaarsanaIsa , bahulaIkr , (2005),, pyaa-varNaSaas”a iSaxaNa ', puNao: ina%yanaUtna p`kaSana

    • BaaMDarkr ko.ma. ,(2006) pyaa-varNaSaas”a iSaxaNa’ puNao: ina%yanaUtna p`kaSana

    • saaLI , tapkIr , cavhaNa ,(2008) pyaa-varNa iSaxaNa ' inaTyanaUtna p`kaSana puNao

    • https://en.wikipedia.org/wiki/Sustainable_development


    Optional course 12: Human Rights Education

    Marks: 100, Credits: 4, Hours: 60for theory excluding hours to be spent by student teachers for completing assignments



    Note: Figures in the bracket show hours for curriculum transaction

    Course Objectives: The student teachers will be able to-

    • elaborate the Universal declaration of human rights

    • develop various teaching strategies for human rights education.

    • evaluate the role of educational institutions and NGO’S in human right education

    • explain the issues and challenges of RTE.


    Module 1: Understanding Human Rights (Credit: 1, hours: 15, Marks: 25)
    Objectives: After learning this module the student teachers will the able to-

    • explain origins of Human rights

    • elaborate the Historical context of Human Rights

    • explain the Concept of Human Rights

    • explain the Need and Importance of human right in Contemporary context

    • compare various types of human rights

    • elaborate the Universal declaration of human rights

    • bring out issues and challenges towards human rights

    Content:

    1. Origin and History of Human Rights (2)

    2. Concept of Human Rights : Meaning, definitions, nature (2)

    3. Need and importance of human rights in contemporary context (socio, Political, Economics and cultural ) (3)

    4. Types of rights : Universal Human Right, Constitutional fundamental rights, General civil rights (its nature features ) (2)

    5. Universal declaration of Human Rights and Indian constitutional fundamental rights (3)

    6. Issues and Challenges in Human Rights (Caste-ism, Child marriages, gender discriminations, terrorism, Fundamentalism (3)

    Module: 2Understanding Human Rights education(Credit: 1, hours: 15, Marks: 25)
    Objectives: After learning this module the student teacher will be able to-

    • explain the concept of Human rights education.

    • elaborate the aims and objectives of human rights education

    • evaluate the human rights education at secondary and higher secondary levels

    • use Constructivist and Interdisciplinary approach

    • develop various teaching strategies for human rights education.

    • to evaluate the role of educational institutions and NGO’S in human right education


    Content:

    1. Concept of human rights education :Meaning ,definitions , nature.(2)

    2. Need and importance of human rights education.(1)

    3. Aims and objectives of Human rights education.(1)

    4. Human rights education at various levels(secondary and higher secondary).(2)

    5. Pedagogical strategies for human rights education.(6)

    1. Approaches: Constructivist approach, Interdisciplinary approach

    2. Methods: Role play, project, dramatization, brain storming

    3. Techniques: Questioning, group discussion, seminar, panel discussion, Field visit

    4. Resources : e-resources, organizations, commissions,

    1. Role of educational institutions (teacher, management, student councils), NGO’s ,(3)


    Module: 3 Understanding Right to Education(Credit: 1, hours: 15, Marks: 25)
    Objectives: After learning this module the student teacher will be able to-

    • explain the nature of RTE.

    • elaborate the objectives and features of RTE.

    • elaborate the provisions of RTE.

    • create teaching and evaluation strategies for RTE

    • explain duties and responsibilities of school and teachers

    • evaluate the role of stakeholder, parents, media and government organization in implementation of RTE.

    Content:

    1. Nature, need and importance of RTE in India.(2)

    2. History of RTE: Directive principles of state policy, laws and commission regarding Indian education, UNO declaration about child’s Rights, RTE ACT 2009.(3)

    3. Objectives and Features of RTE Act2009.(2)

    4. Provisions of RTE Act 2009(3)

    5. Teaching learning and evaluation strategies in RTE (2)

    6. Duties and responsibilities of school and teachers(2)

    7. Role of stakeholder, parents, media (1)


    Module: 4 Organizational efforts towards RTE (Credit: 1, hours: 15, Marks: 25)
    Objectives: After learning this module the student teacher will be able to-

    • evaluate the efforts of various organization

    • elaborate the role of management committee and supervisory authorities.

    • explain the issues and challenges of RTE.

    Content:

    1. Organizational effort to implement RTE:(5)

    • Central organization MHRD,NCTE , NCERT,KVS

    • State organization: Education Ministry of state, SCERT, Balbharti.

    • Local organization: Z.P., Municipal corporation, corporation

    1. Special Schemes to implement RTE:SSA, midday meal,(2)

    2. Various Types of schools and its function: Sakhar shala, kuran shala , Tambu shala, vasti shala . (3)

    3. The role of school management committee and local supervisory authorities.(2)

    4. Issues and challenges of RTE in India: Poverty, illiteracy, gender discrimination, unemployment, Corruption.(3)

    Assignments : (25 marks)

    1. To celebrate international human rights day and write a brief report on it. (5 Marks)

    2. Content analysis of any text book of secondary level in perspectives of human rights. (10 Marks).

    3. Case study of any one school regarding RTE implementation. (10 Marks)


    References

    • Agrawal J.C.(2010)Right to Education and revitalizing education: Shipra publication, Merrat

    • Bajpeyi asha(2006).Child Rights in India: law ,policy and practices. Oxford university press ,New Delhi

    • Convention on education as a fundamental right –background material department of education university of Delhi 1997

    • Jack Dollelly.(2014) Universal human rights in Theorty and practice, Third edition :Rawat publicatioon

    • Lata kaushal (2009).child labour and human Rights M.D. publications PVT LTD new Delhi

    • RTE Act 2009 Government of India Gazette

    • Sachar R. (2004).Human Rights Perspectives and challenges, New Delhi

    • Singh.P.(2011).Human Rights education inm21st century Delhi: Discovery publishing house PVT LTD

    Pedagogic Studies

    Every student teacher can to opt for any one course from the following Subject Education Courses



    List of Subject Education Courses:

    Course Code

    Course 3

    Subject Education I

    Course Code

    Course 7

    Subject Education II

    1101

    English Language Education

    2101

    Book Keeping and Accountancy Education

    1102

    Gujarati Language Education

    2102

    Economics Education

    1103

    Hindi Language Education

    2103

    Geography Education

    1104

    Marathi Language Education

    2104

    History Education

    1105

    Sanskrit Language Education

    2105

    Social Science Education

    1106

    Urdu Language Education

    2106

    Science and Technology Education

    1107

    Mathematics Education

    1108

    Commerce Education

    The students have choice of only one Method from each group.

    Course 3 : Subject Education I: English Language Education

    Total Credits: 4, Marks: 100, Hours: 60 (excluding hours to be spent by student teachers for completing assignments)



    Note: Figures in the bracket show hours.

    Module 1: Understanding Curriculum and Aims of teaching English Language
    Objectives: After learning this module the student teacher will be able to -----

    • explain the nature and structure of English Language

    • express the importance of English Language as a means of communication.

    • develop insight into major concepts, principles, perceptives and features of English Language at school level

    • analyze features and principles of curriculum development of English Language


    Content:

    1. Nature of English Language: (4)

    English as: a global language, language of knowledge, language of literature, language of science and technology, link language at national level, language of software in computers, language with enriched vocabulary, major language of news and information, official language of many international organizations, most commonly taught foreign language, library language for higher education

    1. Structure of English Language (4)

    Phonetics of English Language, Stress and Intonation, Parts of Speech, Tense, Voice, Direct- Indirect speech, Punctuation, Word Formation, Figures of Speech, Characteristics of prose, poetry and drama

    1. Basic Skills ofEnglish Language (5)

    Characteristics of and relationship among four Basic Skills ofEnglish Language namely Listening, Speaking, Reading, Writing

    1. Principles of Curriculum Development of English Language (2)

    Nature and concept of curriculum, Characteristics of Curriculum (Comprehensive, Balanced, Graded, Relevant, Progressive),
    Module 2: Planning of teaching English Language
    Objectives: After learning this module the student teacher will be able to ---

    • understand the aims of English Language Education at school level

    • plan for developing four Basic Skills ofEnglish Language through English teaching

    • write instructional objectives of teaching of a topic

    • establish correlation of English with other school subjects and life situations

    • design learning experiences for achieving various objectives of English learning


    Content:

    1. Objectives of Teaching English at upper primary and secondary school level as given by State Curriculum (3)

    2. Importance and characteristics of good planning(2)

    3. Identifying and designing teaching-learning experiences; Organizing activities, making groups, planning ICT applications in learning English (4)

    4. Planning for organizing various curricular activities, such as debate, discussion, role play, elocution, quiz, language games, mock interviews, cross word puzzles, drama, poster making on issues related to English language (3)

    5. Planning for organizing events such as poetry recitation, literary meet, English cultural program, Teachers’ Day English exhibitionetc. (3)


    Module 3: Facilitating learning of English Language
    Objectives: After learning this module the student teacher will be able to ---

    • understand pedagogical shift in teaching of English Language

    • use various methods and models of teaching in teaching of English Language

    • facilitate self learning of English

    • promote cooperative learning in learning of English


    Content:

    1. Pedagogical shift from memorizing content to acquiring skills, from structural approach to communicative approach, from formal acquisition of language to functional application of language and from deductive thinking to inductive thinking (3)

    2. Using narration/explanation and demonstrations for better comprehension (2)

    3. Facilitating learners for self-study through use of dictionaries, thesaurus, encyclopedias computers, online learning (3)

    4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz, Mock Conversations (6)


    Module 4: Evaluating student-learning and Professional Growth of teachers
    Objectives: After learning this module the student teacher will be able to ---

    • explain concept of continuous and comprehensive evaluation

    • develop indicators for performance assessment in English Language Education

    • construct various tools for formative and summative evaluation in English Language Education

    • understand importance of and ways to develop professionally as a good English teacher

    • plan for an action research related to English Language Education


    Content:

    1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist perspective (2)

    2. Developing framework and indicators for performance assessment in English: Scores of written and oral tests, oral presentations, written assignments, observations during group discussions/ role play/ interviews, scores of quiz, project reports, port folios, performance rubrics (2)

    3. Construction of test items (open-ended and structured) in English and administration of tests (2)

    4. Exploring aims and objectives in English not assessed in formal examination system and their evaluation through various curricular and co-curricular activities (2)

    5. Professional development for English teachers through --- (3)

      • Participation in seminar, conferences on English Language Education

      • Books, journals and periodicals regarding English Language Education

      • Computer and online resources regarding English Language Education

      • Collaboration of school with colleges, universities and other institutions

      • Reflective practices regarding one’s own teaching performance

      • Use of Feedback from learners, colleagues and self

    6. Teacher as a researcher: Role of research in generation of knowledge, Research for problem solving in teaching of English, Doing action research in English Language Education, Review of research English Language Education (2)

    7. Participating in social activities such as book exhibitions, English lectures/drama /movies, Popularizing English Language Education (2)


    Assignments : ( 25 marks )


      1. Preparing learning material/games/script for dramatization for facilitating English Language Education (10 marks)

      2. Write a report regarding problems of English teaching based on an interview with an English teacher of a secondary school. (10 marks)

      3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)


    References

    • Banerjee Ranjana, (2007) ‘Teaching of English’, Rajat Publication New Delhi.

    • Bhanot Suman (2013), ‘English Language Teaching’, Kanishka Publishers, New Delhi.

    • Chaudhary menu (2012) ‘Methodology of Teaching’, Pearson, New Delhi.

    • David A, (2005), ‘Teaching of English for Creative Activity’ ,Commonwealth Publishers New Delhi

    • Dey Sadhan Kumar (2013) ‘Teaching of English’, Pearson, New Delhi.

    • Kumar Ashok (Ed.) (2010) ‘Swiftly Shifting Paradigms of English Language Teaching in India’, Author Press, New Delhi

    • Sharma, S.P. (2013), ‘Teaching English, Kanishka Publisher, New Delhi.

    • Verghese (1998), ‘Creativity in English Language Teaching’, Anmol Publications, New Delhi.

    Course 3 : Subject Education I: 2.Gujrati Bhasha Shikshan




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