Credit Based Curriculum wef 2015



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Assignments: ( 25 marks)

  1. Organizing a Science exhibition/ Science fair in group for School students/society and writing a report including following points: Planning and preparation of material for exhibition/fair. execution of exhibition/Science fair, feedback obtained and reflections on experiences (10 Marks)

  2. Writing a report based on visit to any one place such as Science museum, Aquarium, Planetarium, Botanical garden, Zoo, Water purifying Plant, Industry/Factory etc. (10 Marks)

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


References

  • Collette Alfred, Chiappetta Eugene (1984), Science Instruction in the Middle And Secondary schools; Times Mirror/Mosby College Publishing, Toronto.

  • Das R.C . (1985), Science Teaching in School; Sterling Publishers, New Delhi.

  • Nanda V. K. (1998), Teaching of General Science in Elementary School; Anmol Publication, New Delhi.

  • Sharma H.L (1989), School Science Education in India; Commonwealth Publishers, New Delhi.

  • Singh Uttamkumar(2005), Teaching of Science; New Delhi: Commonwealth Publishers

  • Uttam Kumar Singh, Nayak A.K.(1997), Science Education; Commonwealth Publishers, New Delhi.

  • Vaidya Narendra (1999), Science Teaching in Schools For the 21st Century; Deep and Deep Publishers, New Delhi.

  • Venkataiah S.( 2002), Science Education in 21st Century; New Delhi: Anmol Publications Pvt. Ltd.

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  • kdma caa. p.,baaoMdaDo- ko.ema.³1999´¸ Saas~ AaSayayau@t AQyaapna pQdtI; puNao: naUtna p`kaSana

  • baaoMdaDo- kOlaasa AaiNa [tr ³2006´Saas~ AQyaapna pd\QatI va AaSayayau@t AQyaapna ; puNao: naUtna p`kaSana

  • iva&ana iSaxaNa Baaga 1 to 4 ³2007´naaiSak: yaSavaMtrava cavhaNa maharaYT/ mau@t ivaVapIz,

  • hkIma p`Baakr ³1996´, iva&anaacao AQyaapna; puNao: naUtna p`kaSana,.



Enhancing Professional Capacities

Enhancing Professional Capacities

EPC 1: Skill Development Program

Micro teaching (Credit 1, Hours 30, Total 25 marks)

Orientation and demonstrations of the microteaching skills will be given by lecturers. Lesson planning and teach-re-teach cycles of five microteaching skills per subject should be conducted. Any five microteaching skills should be practiced such as Chalk board writing, questioning, explanation, reading, stimulus variation, demonstration, use of audiovisual aids, set induction, closure, conducting group work etc Each teach re- teach cycle carries ten marks. Total marks are to be converted out of 25 marks.



Integration lessons (Credit 1, Hours 30, Total 25 marks)

Purpose of these lessons is to give practice of using various skills of teaching in an integrated way. Student teachers will be given orientation of integrating various microteaching skills such as Chalk board writing, questioning, explanation, reading, stimulus variation, demonstration, use of audiovisual aids, set induction, closure, conducting group work etc. Demonstrations of integration of the skills by teacher educators will be followed by feedback discussion by student teachers. Then the student teachers are supposed to plan and conduct one lesson from each of subject education chosen.


EPC 2:Teaching-learning Competency
Total Credits: 2; Marks: 50; Hours: 60

I - Reading and Reflecting on Text (25 Marks)

This practical work will serve as a foundation to enable B.Ed. students to read and respond to a variety of texts in different ways and also learn to think together, depending on the text and the purposes of reading. Responses may be personal or creative or critical or all of these together. Students will develop awareness to become conscious of their own thinking processes as they grapple with diverse texts. In other words, this practical work will enable student-teachers to enhance their capacities as readers and writers by becoming participants in the process of reading.

This practical will be conducted through workshop mode after the first week of admission before workshop of preparatory lessons. Orientation and demonstration will be given by teacher educators for each. The teacher educators have to select/prepare/suggest appropriate text material. This practical work offers opportunities to read a wide variety of texts, including empirical, conceptual, and historical work, policy documents, studies about schools, teaching, learning, and about different people’s experiences of all of these. It will also include narrative texts, expository texts from diverse sources, including autobiographical narratives, field notes, ethnographies, etc. to address different types of reading skills and strategies. This material also could be in the form of pictures, charts, graphs, maps, specimens and models suitable to the purpose of the activity.

The student teacher has to practice following five activities in both subjects simultaneously. There is no specific time limit for completing each activity. Each activity carries 5 marks per subject, thus making total 50 marks for two subjects.



  1. Reading for comprehension and answering questions (5 Marks)

Objectives: The student teacher will be able-

  • to understand how to read for comprehension

  • to write answers correctly based on the text

  • to describe their own point of view.

Teacher educators have to provide one selected text for reading which could include article, biographical writing or extract from book/ journal that are drawn from the subject areas of the student teachers. The student teachers are supposed to read the text and write answers of the comprehension questions given below the text. They are also supposed to describe the main points of the text in their own words/from different points of view (taking turns in a smaller group)

  1. Watching media/ Observation of a web site and preparation of summary (5 Marks)

Objectives: The student teacher will be able-

  • to use media/internet.

  • to summarize respective content

  • to express the summary orally in the group.

Student teachers are supposed to watch a program on media or visit a site on internet and identify major concepts and ideas involved and make notes or one page summary and explain the gist of the text/topic to others in the subject group.

  1. Reading text and Participation in group discussions (5 marks)

Objectives: The student teacher will be able-

  • to comprehend the theme/issue

  • to express their own point of view in group

  • to summarize the discussion

Student teachers will be given reading material and they have to participate in the group discussion. The topics may be related to subject area, or current educational or social issue. The student teachers are supposed to conduct discussion taking turns, participate in various responsibilities such as note taking, time keeping, motivating to speak, leading the discussion, summarizing and write a brief report of the discussion.

  1. Searching material and Presentation before a group (5 marks)

Objectives: The student teacher will be able-

  • to search relevant material from various sources

  • to summarize respective content

  • to present the summary in the group.

For this the student teachers should work in groups divided according to their subjects. The student teachers would make a choice of a specific topic in their subject area which they could search from a set of available reference books/ journals/periodicals/websites/enrichment books. The focus of this activity is learning of effective processes of searching relevant material and its presentation. Student teachers are supposed to present in small group the summary of the topic searched by using Chalk board/charts/ over head projector/slides/demonstration.

  1. Reading and Reflecting (5 Marks)

Objectives: The student teacher will be able-

  • to summarize respective content

  • to give critical comments/reflective thoughts

  • to relate own experiences with the content

The student teacher has to read a book/ article or/essay or /Research paper. The length of reading material should be at least 2000 words. She has to give oral presentation including summary of content. She has to relate her experiences /thoughts/opinions to the content. She also has to give critical comments, reflective thoughts on the content.
II -Preparation for constructivist teaching-learning (25 Marks)

This practical will be conducted through workshop mode. Orientation and demonstration will be given by teacher educators for each skill. These skills are promoting interactions, conducting group discussion/group problem solving, providing scope for self expression and thinking, promoting self learning, facilitating understanding. The student teachers will plan preparatory lessons under guidance of teacher educators. The student teacher has to practice following five lessons of 15 to 20 minutes duration per skill per subject. Each lesson carries 10 marks. Total 100 marks of two subjects will be converted into marks out of 25.



  1. Promoting interactions: The student teacher has to plan and conduct a lesson using interactions between student-teacher, student-student and student-media/material on the topic relevant to the subject.

  • Introduction by teacher

  • Scope for teacher-student interaction using questions/demonstrations

  • Scope for student-student interactions using activity sheets/pair and share/games/simulations/ role play

  • Use of Media/material to promote interactions




  1. Conducting group discussion/group problem solving: The student teacher has to plan and conduct a discussion/problem solving on the topic relevant to the subject.

  • Introduction by teacher

  • Making groups and assigning topics for discussion/problem solving, assigning roles to the students

  • Supervision during discussion/problem solving

  • Presentations by students

  • Summarizing points discussed and Concluding remarks by teacher




  1. Providing scope for self expression and thinking: The student teacher has to select a suitable topic, plan and conduct lesson using higher order questioning/ use of concept attainment model/ Use of inductive thinking model/ inquiry training model /activity of categorizing, problem solving/ brain storming And/ or providing opportunity for preparing slogans/poems/posters/writing stories or narrations/ participating in role plays

  • Introduction by teacher

  • Assigning topics for brain storming/preparing slogans/poems/posters/writing stories or narrations/ participating in role plays OR providing examples for concept attainment/inductive thinking OR presenting discrepant event for inquiry

  • discussion/problem solving, assigning roles to the students

  • Presentations by students

  • Summarizing points discussed and Concluding remarks by teacher




  1. Promoting self learning: The student teacher has to prepare/select self learning material under the guidance of teacher educator. The student teacher has to promote self learning through use of printed self learning material/reading passages in textbook with set of questions/slide presentation/activity sheets/conducting experiments /completing worksheet with the help of observation of pictures, specimens, charts, maps etc

  • Brief introduction and assignment of activity and material required by student teacher

  • Self learning by students with the help of printed self learning material/ slide presentation/activity sheets/ conducting experiments /observation of pictures, specimens, charts, maps etc./reading passages in textbook with set of questions

  • Quick feedback about comprehension through quiz/questions/activity sheet/concept mapping by students




  1. Facilitating understanding: The student teacher has to make efforts to facilitate understanding of new/complex content through Explanation/Demonstration/ presenting audio-visual aids.

  • Brief introduction

  • Explanation through examples/Conducting demonstration/explanation through audio-visual aids

  • Quick checking of understanding through activity sheet/quiz/questions/concept maps

EPC 3: Learning to use Computer in Education (Computer Project)

(Credits: 2, hours: 60, marks: 50)



Internal Marks: 50

Practical No 1: Review of an Educational Website (Marks 15)

Objectives: After completing this practical the student teacher will be able to-

  • explore educational web resources

  • decide authenticity of the information given on website

  • analyze various categories and section given on website

  • present analytical view points with regards to information provided on websites

Nature of the Practical

This is an age of information and information is available on one click. But all the information available on the websites is not authentic so while taking the information one must be very cautious. This particular practical will give an opportunity to teacher trainees to explore educational websites and analyze its content. Students are expected to review the information provided on website, also they are expected to present their analytical view points.

For the analysis of a website students should consider following aspects.


  1. Catalogue organization and page layout.

  2. Is the site’s design aesthetically appealing?

  3. Are the colors used harmonious and logically related?

  4. Are the color choices visually accessible? (For example high enough in contrast to assist the color-blind and visually impaired in reading the site appropriately)

  5. Is the design audience appropriate?

  6. Is the website copy succinct but informative?

  7. Does the copywriting style suit the website’s purpose and ‘speak’ to its target audience?

  8. Is the contrast between text and its background colors sufficient to make reading easy on the eyes?

  9. Is text broken into small, readable chunks and highlighted using headings, sub-headings, and emphasis features where appropriate to assist in skimming?

  10. Within articles, are there links to more detailed explanations of subjects, or definitions of jargon terms?

  11. Frequency of updation of the website.

  12. Usability, relevance and authenticity of the information provided on the website.

  13. Quality of Images and videos provided on the website.

  14. Opinion of the student on the basis of overall impact of the website.

  15. Use of website for the visitors.


Practical No 2: Preparation of Multimedia Presentation (Marks 20)

Objectives: After completing this practical the student teacher will be able to-

  • prepare multimedia presentation.

  • organize and analyze information for multimedia presentation.

  • select appropriate Media for effective transaction of information.

  • prepare multimedia presentation by considering learning styles of learners.

Nature of the Practical

In this practical student-teachers are expected to prepare multimedia presentation on any topic from their optional subjects.

1) Title slide including Name of the topic, name of student-teacher/s, and target group.

2) After title slide, one slide should contain the learning objectives of the topic

3) The topic selected should be presented through a series of at least 15 slides. The multimedia presentation should contain at least one of the following elements:


  • Images/photographs/graphs/ maps/ as per requirement of the topic

  • Video or movie clip

  • Animation

  • Sound (this could be a voice-over, background music or sound clips)

4) Content presentation slides should be followed by quiz/ questions for quick check of comprehension of target group

5) Last slide should contain references in the form of books/sites etc.


Practical No 3: Reflection on OER (Marks 15)

Objectives: After completing this practical the student teacher will be able to-

  • search different Open Educational Resources (OER).

  • categories various Open Educational Resources.

  • access openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes.

  • reflect on any one OER

Nature of the Practical

This practical will help student-teachers to search different Open Educational Resources (OER). Through this practical it is expected that student-teachers should understand various categories of Open Educational Resources. This will help the student-teachers to access openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is also expected that student-teachers should choose any one OER related to their school subjects and reflect on it. Each student-teacher should submit a report.

The report should contain following points.


  • Type of OER (Document/Presentation/Videos etc.)

  • Relevance with school subject

  • What new things I learnt from this OER?

  • Effectiveness and usability of OER.

  • How this OER will help me in teaching-learning process?

  • What would I like to add in the OER.

  • Critical analysis of OER


EPC 4 : Research Project

(Credits 2, Total Hours 60, Marks 50)

Research Project aims to develop a research attitude among the students. By adopting scientific procedure students will be able to find out solution to the various educational problems. Moreover it will provide a background for the further in-depth.

Students will be given detailed orientation about the purpose, meaning and procedure of research project. Research project can be survey or an experiment or document analysis. At this level research will be on small scale. The students have to submit handwritten report of about 8 to 10 pages including title, objectives, need of research, tools, program developed, data analysis, conclusions and educational implications.

Some Topics Suggested as examples


  • Handwriting problem

  • Home work

  • Attendance

  • Reading and writing

  • Communication problem

  • Disciplinary problem

  • Problem to draw diagrams, graph etc.

  • Hyper activeness

  • Disinterest

  • Highly reserved attitude

  • Lack of confidence

EPC 5: Understanding the Self (Credit: 2, hours: 60, marks: 50)

This practical would be transacted through a workshop mode by more than one resource persons.

The practical will address aspects of development of the inner self and the professional identity of a teacher. As an individual in society one has different identities – gender, relational, cultural – and it is important to address one’s implicit beliefs, stereotypes and prejudices resulting from these identities. It is important for the student-teachers to be aware of their identities and the political, historical, and social forces that shape them.

The practical shall also focus on revisiting one’s childhood experiences – influences, limitations and potentials – while empathizing with other childhoods, and also the childhood experiences of one's peers.



Objectives: Oncompletion on this practical student teacher will be able to-

  • develop sensibilities, dispositions, and skills that will later help them in facilitating the personal growth of their own students while they teach.

  • develop social relational sensitivity and effective communication skills, including the ability to listen and observe.

  • develop a holistic and integrated understanding of the human self and personality.

  • build resilience within to deal with conflicts at different levels and learn to create teams to draw upon collective strengths.

  • explore one’s dreams, aspirations, concerns, through varied forms of self-expression, including poetry and humour, creative movement, aesthetic representations, etc.

  • enhance abilities of body and mind, and promote sensibilities that help to live in peace and harmony with one’s surroundings.

  • appreciate the philosophy of yoga and its role in well-being.

  • practice of yoga in different contexts.

Methodologies for the transaction of the practical:

The following methodologies for the transaction of the course could be used in interactive sessions:



  • Sharing case studies/biographies/stories of different children who are raised in different circumstances and how this affected their sense of self and identity formation.

  • Watching a movie/documentary where the protagonist undergoes trials and finally discovers her/his potential despite odds.

  • Issues of contemporary adolescence/youth need to be taken up as student-teachers first need to understand themselves; and themselves in relation to their students and classroom situations.

  • Different modes of expression can be used in each of the sessions (so that each of the students get a chance to express herself through any of the modes that they are comfortable in) and at the end of the year, the resource person and the coordinating faculty can reflect back on whether all modes of expression were included through the sessions of not.

  • The exercise of developing reflective journals and providing regular feedback on those journals can also be used here.

Suggested activities:

Sr. No.

Title of the activity

Learning outcomes

Kind of activities

Resources needed

1

Exploring the self- Values &self- image

-To be aware of one’s potentials,

-Able to identify one’s strength and weakness

-Know what one can do and can’t do,

-Able to evolve as person and able to develop the skills of self-awareness.



-Workshop on self-awareness, self-concept, self- image: Self- disclosure through Games, Story making, Dance, Art, Postures, Theatre etc.

- Meditation workshop,

- Yoga sessions,

- Self-awareness diagnosis.

-Transactional analysis on activities,

- Reflections



- five different images or Objects for story making,
- Johari window- Self-awareness diagnostic test.

2

Individual & collective self

-Team building,

-Respecting others,

-Group Task,

-Sharing responsibility,

-Addressing conflicts


Nature walk/ field visit,

Simulation Exercise,

Adventure,

Collective art.






3

Self identity and formation of one’s self

-To examine what has affected,

- Own sense of self and identity formation



Workshop on self identity:

- reading sharing and discussion books,

- writing life stories,

- sharing life turning points / incidents & using nonverbal expressions to can note deeper feelings

- role play

- SWOC analysis



- Case studies,

- Biographies, stories

- Film/drama/ documentary, on Human victories & defied, Social and educational issues.


4

Teacher as a reflective practitioner

-To identify a characteristics of a reflective practitioner

-To examine ones effectiveness of a reflective practitioner to access one’s reflective teaching.



-Workshop on reflective practices,

(reflection in action on action & for action)

-Introspection exercise to know one’s self as reflective practitioner creatively reflect one’s teaching-activity.





5

Reflection on one’s development as a teacher.

-To develop holistic and integrated understanding of self as ateacher

-Write a reflective diary on their one’s development as a teacher & get feedback regularly from in charge teacher

Printed reflective diary.


EPC 6: Drama and Art in Education

Total Credits: 2; Marks: 50; Hours: 60


This practical work is to be completed in a workshop mode. According to NCF 2005 curricular activities are not to be separated from curricular and extracurricular activities. This has significant implications for the role of art, music and drama in education, to nurture students’ creativity aesthetic sensibilities. Student teachers will participate in following four activities for fulfilling this purpose.

Objectives:On completion of the course the student teachers will be able to-

  • prepare script for dramatization and present involving school students

  • watch and appreciate movie/video program/drama

  • participate in a street play/ skit/drama/musical program/ dance to create awareness of social/ educational problems and remedies

  • organize an exhibition on a theme

Activities:

  1. Creating a script for dramatization for content at school level and present it involving school students during internship program(10)

An orientation about script writing will be given to the student teachers. Each student teacher will select content from her subject and prepare a script for teaching the content -through dramatization. The student teacher will orient and guide the school students about presentation of dramatization. She will submit the script as well as a brief report based on experiences, reflections and feedback.

  1. Watch a video film/ Movie/Drama and write a report including appreciation( 10)

The student teacher has to select and watch a videofilm/ Movie/Drama on any theme related to educational/social/cultural problems/innovations. The student teacher has to write a report based on the theme, justification of selecting the videofilm/ Movie/Drama, appreciation and reflections

  1. Organizing an exhibition on a theme in collaboration with peers. (20).

The activity will be conducted in a group. Student teachers will select a theme such presenting characteristics of any State in India or any nation or any specific culture. They will prepare/collect material such as specimen, models, charts, posters, graphs, maps, artifacts, pictures, photographs, videos, songs and organize an exhibition for school students/ peers and write a report including efforts done in preparation, organization of exhibition, experiences and feedback obtained.

  1. Prepare and participate in a street play/skit/musical program/dance/ puppet show (10)

The student teachers will complete this activity in a group. The student teachers will sit together, discuss and select a social/ educational problem/ life sketch of any great personality who has given significant contribution in development /educational or social reform. They will prepare a script for presentation through street play/ skit/ musical program/ dance/ puppet show. The group will perform it before class/school students/a group in society and write a report including efforts done in preparation, organization of exhibition, experiences and feedback obtained.
EPC 7: Preparation and submission of a port folio

(credit: 2, hours: 60, marks: 50)



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

  • organize ideas, thoughts and evidences systematically

  • express ideas and thoughts about various aspects of education

  • reflect on experiences obtained during the B.Ed. program

The student teachers will prepare a port folio and submit at the end of fourth semester two weeks before the final examination. Even though the port folio is to be submitted in fourth semester, the student teacher has to start collecting information right from Semester I and include write ups, documents and photographs, evidences of work, major achievements and reflections of all four semesters in the port folio. Reflection provides the analysis and insight about student teacher’s process of discovery and teaching improvement. Information about this process, in the form of reflective statements, is the core of the portfolio.

The port folio will contain a file including write ups, a file containing evidences and a CD.



Port folio

  1. Write ups:

  1. Thoughts and ideas in the beginning: In the beginning of Semester I the student teacher has to write about following points putting dates on each write up:

  • Reasons for joining B. Ed. Program, expectations about curriculum, curriculum transaction in the college.

  • Own philosophy statement/ about teaching; learning; role of a teacher; role of a learner; duties and responsibilities of teachers.

  • Some good and bad experiences about School education worth mentioning; interactions with teachers and peer group; Consequences of the experiences on behavior and life in general

  • Ideas about discipline, rules, regulations of school about admissions, evaluation, discipline etc.

B. Thoughts and Ideas at the end: Throughout the four semesters the student teacher has to add her observations and reflections about her own thoughts and experiences obtained in school during internship and practice teaching about following points putting dates on each write up:

  • Memorable experiences during B.Ed. curriculum transaction

  • Do’s and Don’ts about teaching- learning process

  • Discipline

  • Evaluation

  • Student motivation

  • Development of students’ thinking and creativity

  • Teacher student interactions

  • Teacher personality

  • Infrastructure and programs in school and college

  1. File containing Documents / evidences:

  • Sample lesson plans using constructivist approach

  • Copies of selected feedback by teacher educators, peers and feedback from school teachers on practice lessons and activities in internship

  • Record/evidences of participation in activities/group work/group discussions in the college

  • Details of participation in co-curricular activities throughout the B.Ed. program, participation in activities in the schools during internship program

  • All assignments of theory courses and reflections on them

  • All reports of practical work and reflections on them




  1. CD: A CD containing following things:

  • Computer project

  • Assignment related to course “ Critical Understanding of ICT

  • Power point presentations including details and photographs of participation in various curricular and co-curricular activities in the college and schools, educational visits, internship activities throughout four semesters


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