Guru gobind singh indraprastha university


Unit-2   Planning, Designing and translation of instruction.   (25 periods)



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Unit-2   Planning, Designing and translation of instruction.   (25 periods)


    1. Development of unit plan, Lesson plan, using variety of approaches.




    1. Teaching learning process with a focus on:

      • Inquiry Approach

      • Problem Solving Approach

      • Project Method

      • Constructivist Approach

    2. Instructional Aids: Preparation, Improvisation and Effective use.




    1. Science laboratory: Organization & Management

    2. Planning and execution of Extended Experiences-

      • Science exhibition

      • Science fair

      • Science Quizzes

      • SUPW

      • Science Club

 

 Unit-3 Evaluation in Integrated Science       (12 periods) 



  1. Evaluation: Concept &importance.

  2. Techniques of evaluation for theory & practicals

  3. Continues evaluation: Monitoring learner’s progress

  4. Diagnostics test and remedial measures



Unit-4 Professional development of integrated science teacher  

(10 periods) 

  1. Need for professional development

  2. Individual level, organizational level Government level. 

  3. Professional Ethics of Science Teacher

 

References: 



  1. Mangal. S.K (1995). Teaching of physical and life science, AVG Book Depot, Karol Bagh.

  2. Siddiqui N.N and Siddiqui M.N (1994). Teaching of science today tomorrow, Doaba House, Nai Sarak, Delhi.

  3. Das. R.C (1985), Science Teaching in school, Sterling Publishers Pvt. Ltd., New Delhi.

  4. Gupta, S.K (1983), Technology of Science Education Vikas Publishing House Pvt. Ltd., New Delhi.

  5. Sood J.K (1987), Teaching of life Science, Kohli Publishers Chandigarh.

  6. Vaidya N (1997), The impact of Science Teaching Oxford & IBH Publication co, New Delhi.

  7. Aggarwal J.C (1990), Curriculum Reforms in India, Daoba House Delhi.

  8. Sharma R.A (1991), Technology of Teaching R. Lall Book Depot, Meerut.

  9. Jangira. N.K & Ajit Singh (1982), Core Teaching Skills, The Micro- teaching Approach, New Delhi: NCERT.

  10. Chauhan .S.S (1985), Innovation in teaching – Learning Process, Delhi. Vikas Publishing House.

  11. Dass R.C, Parsi.B.K & Sing.L.C. (1975), Effective of Microteaching in Training of Teachers, NCERT, Delhi.

  12. Radha Mohan (2004), Innovative Science Teaching for Physical Science - Prentice Hall of India Pvt. Ltd., New Delhi

   

Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

TEACHING OF PHYSICS
Course Code: B. Ed. 111  Credits-4
Course Content

  

Unit-I            (15 periods)  



A. Nature of Physics and Significance of Teaching it

(i)      Nature and scope of Physics

(ii)     Significance of teaching physics in secondary and senior secondary schools.

 

B.      Aims and Objectives of Teaching Physics

(i)        Meaning and need of objective based teaching

(ii)       General aims of teaching physics at senior secondary level

(iii)      Classification of educational objectives with reference to Bloom’s Taxonomy

(iv)       Writing specific objectives in behavioural form in Physics 


C.      Pedagogical Analysis of Content

(i)      Meaning and need of pedagogical analysis of content

(ii)     Identification of concepts


        1. Developing learning experiences/activities.

 Unit-II           (18 periods) 

 

A.      Planning a Lesson

  (i)     Importance of planning

(ii)     Basic steps in lesson planning

(iii)    Planning a lesson for unit, a day, and individual experiment, with special emphasis on general objectives. 


B.      Approaches and Methods of Teaching Physics

(i)       Concept approach – meaning of concept, concept formation with reference to J. Bruner and Hilda Taba

(ii)     Process approach – teaching science as a process, scientific method, problem solving method.

(iii)    Cooperative learning approach

(iv)    Activity based approach – investigatory approach, project method, laboratory method

(v)      Individualised instruction – computer-assisted-instruction

(vi)     Demonstration-cum-discussion method

(vii)    Constructivist approach

 

  Unit-III            (11 periods ) 



A.      Physics Curriculum

 

(i)       Principles of curriculum construction



(ii)      Characteristics of a good curriculum

(iii)     A critical study of present Physics curriculum at secondary/senior secondary school

(iv)     Textbook in Physics – its need and use, evaluation of a textbook

 

B.      Teaching Aids in Physics

 

(i)        Importance of teaching aids



(ii)       Use of audio-visual aids in teaching of Physics with special reference to new technologies like interactive TV, computer aided instruction

(iii)       Use of community resources

(iv)       Preparing low cost aids 
 

Unit-IV           (21 periods)

 

A.      Activities in Physics

 

(i)         Importance of co-curricular activities



(ii)        Science club, science quiz, bulletin board, excursion, science fair/exhibition

 

B.      Integration of Physics with other School subjects and School activities

 

C.  Evaluation of Learners’ Progress

 

(i)         Evaluation and measurement



(ii)        Comprehensive and continuous evaluation, need and importance of class tests

(iii)       Different type of tests-essay, short answer, objective types

(iv)       Achievement test – its construction, administration and item analysis

(v)         Reliability and validity of a test

(vi)        Remedial Teaching

 

Suggested Readings

 

      Anderson R.D. (1970), Developing Children’s Thinking Through Science, New Delhi: Prentice Hall.



      Barbe, R.H. (1995), Science in the Multicultural Class room, Boston: Allyn and Bacon.

      Chauhan, S.S. (2000), Innovation in Teaching Learning Process, New Delhi: Vikas Publishing House Pvt. Ltd.

      Edigar M. and Rao D.B. (1996), Science Curriculum, New Delhi: Discovery Publishing House.

      Gupta N.K. (1997), Research in Teaching of Science, New Delhi: APH Publishing Corporation.

      Kochar, S.K. (1997), Methods and Techniques of Teaching, New Delhi: Sterling Publishers Pvt. Ltd.

      Maitre, K. (1991), Teaching of Physics, New Delhi: Discovery Publishing House.

      Mukalel, J.C. (1998), Creative Approaches to Classroom Teaching,  New  Delhi:  Discovery Publishing House.

      Prakash, R. and Rath, T.N. (1996), Emerging Trends in Teaching of Physics, New Delhi: Kanisha Publishers.

      Rao, D.B. (1997), Reflections on Scientific Attitudes, New Delhi: Discovery Publishing Hosue.

      Romey, W.D. (1968), Inquiry Technique for Teaching of Science, New Jersey: Prentice Hall.

      Sharma, R.C. (1981), Modern Science Teaching, Delhi: Dhanpat Rai and Sons.

      Thurber, W.A. and Collette, A.T. (1970), Teaching Science in Today’s  Secondary Schools, Boston: Allyn & Bacon Inc.

      Vanaja, M. (1999), Inquiry Training Model, New Delhi: Discovery Publishing   House.

      Venkataiah, N. (1993), Curricular Innovations for 2000 AD, New Delhi: Ashish Publishing House.

 

 

 



Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)
TEACHING OF CHEMISTRY
Course Code: B. Ed. 112   Credits-4
 

Objectives

 

1.       To acquire the understanding of the various concepts, facts, terms and developments in the field of science education.



2.       To critically analyse the curriculum/evaluation process/methodology of teaching in school to bring about changes in future.

3.       To apply the understanding in a teaching learning process in schools.

4.       To develop teaching skills for conducting theory and practical lessons.

5.       To enable the students to use audio-visual aids and information technology for effective teaching.

6.       To develop the abilities for planning and organising a chemistry laboratory.

 

Course Content

                                                       

Unit I             (18 periods)

A. Nature and Significance of teaching chemistry

       Meaning nature and scope of chemistry

       Significance of chemistry in daily life
 

B. Aims and objectives of teaching chemistry

       Meaning and need of objective based teaching

       General aims of teaching chemistry at senior secondary level

       Classification of educational objectives with reference to Bloom’s taxonomy

       Writing specific objectives in behavioral form in chemistry

 

Unit II             (22 periods)



A. Planning a lesson

       Unit Planning

       Lesson Planning

       Theory Lesson plan

       Practical Lesson plan

 

B.  Instructional Strategies

 


  • Lecture – Demonstration Method

  • Demonstration Method

  • Lecture Method

  • Scientific Method

  • Laboratory Method

  • Heuristic Method

  • Problem Solving Method

  • Project Method

  • Individualized Instruction Method

  Unit III           (13 periods)
A.   Role of Information Technology and Audio Visual Aids

       Use of Audio Visual aids with emphasis on demonstrations in Chemistry.

       Computer assisted learning in Chemistry.

 

B.   Curriculum

       Place of Chemistry in School Curriculum

       Chemistry as a component of Integrated Science at Secondary Level

       Principle of constructing a chemistry curriculum

       Textbooks in chemistry, its need and use, evaluation of textbooks in chemistry

 

Unit IV           (12 periods) 

A.  Evaluation

       Concept of evaluation

       Preparation and administration of an achievement test in Chemistry.

       Criteria of a good achievement test.

       Study of examination system in chemistry.

 

B.  The Professional Growth of a Chemistry Teacher

       Competencies associated with laboratory techniques

       Organisation of science clubs, fairs and excursions.

 

 References


1.       Newbury, N. F. (1965), The Teaching of Chemistry,  3rd Edition, London: Heinemann Education Books Ltd..

2.       Jerry Wellington (1996), Secondary Science Contemporary Issues and Practical Approaches, Routledge London and New York.

3.       Waddington, D. J. (1984), Teaching of School Chemistry, UNESCO.

4.       Sonders, H. N. (1971), Science Teaching in Senior Secondary Schools, Oxford & IBH Publishing Company.

5.       T. N. Ratho & Ravi Prakash (1996), Emerging Trends in Teaching of Chemistry, Kanishka Publishers.

6.   Dr. S K Mangal (1997), Teaching of Science, Arya Book Depot

7.  Dr. R C Sharma (2002), Science Teaching, Dhanpat Rai Publication  
 
 
 
 
 
 
 

 

Guru Gobind Singh Indraprastha University, Delhi


Bachelor of Education (B. Ed.)

TEACHING OF MATHEMATICS
Course Code: B. Ed. 113       Credits-4
Course overview

 

This course is designed for the prospective secondary school teachers. The course would include developing competencies in secondary level mathematics curriculum, their appropriate instructional strategies, using visual aids, etc.



 

Objectives:

 

The course will try to develop among the prospective secondary school teachers:



 

-          Understanding of nature of mathematics

-          Understanding of historical developments leading to concepts in modern mathematics.

-          Understanding of learning theories and their applications in mathematics education.

-          Improve their competencies in secondary level mathematics.

-          Understanding various instructional strategies and their appropriate use in teaching mathematics at the secondary level.

-          Understanding preparation and use of diagnostic test and organise remedial teaching.

-          Application of appropriate evaluation techniques in mathematics

 

Course Content      

 

Unit 1           (15 periods)

A.      Introduction to mathematics education

-          Nature of mathematics (axioms, postulates, patterns and language of Mathematics)

-          Values of teaching mathematics

-          Aims and objectives of teaching Mathematics

-          Integration of Mathematics with other subjects

 


B.      Historical developments in mathematics

-          Historical development of Notations and Number systems

-         Contributions of Indian Mathematicians (Ramanujan, Aryabhatta, Bhaskaracharya)

 

Unit 2 Place of mathematics in secondary school curriculum   



(08 periods)

 

-          Principles of curriculum construction



-         Critical evaluation of the curriculum in use in Mathematics at the secondary stage.

-         Qualities of a good Mathematics textbook and its evaluation. 


 

Unit 3             (32 periods)

A.      Instructional strategies in teaching mathematics

-          Inductive, deductive approach

-          Analytic and synthetic approach

-          Heuristic and project approach

-          Graded assignments in Mathematics

-          Problem solving

B.      Organization of teaching mathematics and their related problems

-          Developing objectives of teaching mathematics in behavioural terms (Bloom’s taxonomy)

-          Preparation of lesson plan

-         Selecting appropriate instructional strategies related to various topics included in secondary classes of the CBSE in the following areas:

-          Teaching of Arithmetic (Commercial Maths)

-         Teaching of Algebra (Polynomials, algebraic identities, Linear equations, Quadratic equations)

-          Teaching of Geometry (Congruent and Similar triangles)

-          Teaching of Trigonometry (t-ratios, Heights and Distances)

-           Teaching of Statistics (Measures of Central Tendency)

-          Teaching of Mensuration (Surface areas and volumes of solid figures)

-          Mathematics clubs.

 

Unit 4 Diagnostic test and remedial teaching in Mathematics    (10 periods)

-          Nature and constructions of diagnostic test

-          Different models of lesson planning

-          Annual, term, unit lesson planning

-          Criticism of lessons being observed 


References:-


        1. Ediger Marlow (2004); Teaching Math Successfully, Discovery Publication.

        2. Tyagi, S.K. (2004); Teaching of Arithmetic; Commonwealth Publications

        3. Davis David R., (1960); Teaching of Mathematics Addison Wesley Publications

        4. James Anice (2005); Teaching of Mathematics, Neelkamal Publication.

        5. Kapur S. K. (2005); Learn and Teach Vedic Mathematics; Lotus Publication

        6. Kulshreshtha; Teaching of Mathematics, R. Lal and Sons.

        7. Prabhakaran K.S.; Concept attainment model of Mathematics teaching; Discovery Publications.

        8. Schwartz James E. (1994); Essentials of classroom teaching elementary math; Allyn & Bacon Publication.

        9. Vigilante Nicholas (1969); Mathematics in elementary School; Macmillan Company

        10. Sumner W.L.; Teaching of arithmetic & elementary math; Oxford publications

        11. Sri Bharati Krishna Tirathji Maharaj; Vedic Mathematics; B.D. Moti Lal Publishers

        12. Johan R.E. et.al, (1961); Modern Algebra; First Course, Addison - Wesley Publishing Company INC. USA

        13. Gupta H.N. and Shankaran V (Ed.), 1984; Content cum Methodology of Teaching Mathematics, NCERT New Delhi

        14. Boyer, Carl B., (1969): A History of Mathematics; Wiley, New York.

        15. Hudgins, Bryce. B. (1966); Problem Solving in the classroom, MacMillan, New York

        16. Wilder, R. L.; Evolution of Mathematical concepts; Transworld Publishers Ltd.

        17. Content cum Methodology of Teaching Mathematics for B.Ed; NCERT New Delhi                                                                                                             

        18. Skempt, Richard R., The Psychology of Learning Mathematics, Penguin

        19. Mangal, A text book on Teaching of Mathematics, Prakash Bros., Ludhiana, India

        20. Kumar Sudhir; Teaching of Mathematics, Anmol Publications, New Delhi, India

 

Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

TEACHING OF LIFE SCIENCE
Course Code: B. Ed. 114  Credits-4

 Objectives: The main objectives of teaching of Life Sciences at ‘O’ level is to enable the student-teacher to:

 

         understand the nature of life science



         understand why and how life sciences are to be taught

         enrich some important themes related to secondary stage of school curriculum in the area of life sciences

         understand some basic principles and types of life-science curriculum

         understand basic approaches and methods of teaching of life-sciences at secondary level.

         understand techniques of evaluation for determining the students performance.

         Acquire the professional competencies essential for a life-science teacher.

 

Course Content

 

Unit I             (8 periods)  



A Nature and Significance of Teaching Life Science

        Meaning, nature and scope of life science

        Application and significance of life science

        Life science as an integrated area of study.

 

B Objectives of Teaching of Life Science

Aims of teaching life science at secondary stage –  instructional objectives of teaching life science – objectives at cognitive, affective and psychomotor tools – formulation of specific objectives in behavioural terms.

 

 Unit II           (12periods)


 

A. Life Science Curriculum at Secondary Stage

        Principles and approaches of curriculum construction at secondary level.

        Evaluation of a life science curriculum at senior secondary stage.

 

B. Textbooks of Biological Science.

        Textbooks, laboratory manual and reference material in Biology and their use

        Study of nationalized textbooks

        Importance of curriculum guides

  
  



Unit III            (30 periods )

A. Instructional Planning in Life Science

        Course planning – preparation of an annual plan with time utilization

        Unit planning

        Lesson planning

 

B. Methods and Media Approaches

Lecture method Lecture-cum-demonstration, laboratory method, problem solving/investigatory method, guided inquiry, project methods, self-learning methods, electronic media such as AV programmes, etc.

 

C. Professional Competencies of Life Science Teacher

Competencies associated with laboratory techniques.  Organising life science clubs, fairs and excursions. 


Unit IV            (15 periods)

A. Activities

Techniques and skills in collection, preservation, display and maintenance of the following – Herbarium, Aquarium, Terrarium, Vivarium, Dried specimens, Dry and wet specimens, Student Laboratory Squad or kit improvisation.

 

B. Evaluation

        Preparation and administration of an achievement test in Life Science

        Evaluation of laboratory work, observation schedules, rating scales and check lists.

        Remedial Teaching.

 

 Suggested Readings



 

1.       Bremmer, Jean (1967), Teaching Biology, London: Macmillan.

2.       Heller, R. (1967), New Trends in Biology Teaching, Peris: UNESCO

3.       NCERT (1969), Improving Instructions in Biology, New Delhi.

4.       Novak, J.D. (1970), The Improvement of Biology Teaching Modern Science Teaching, Delhi: Dhanpat Rai & Sons.

5.       Sharma, R. C. (1975), Modern Science Teaching, Delhi: Dhanpat Rai & Sons.

6.       Waston, N. S.  (1967), Teaching Science Creativity in Secondary School, London: U.B. Saunders Company.

 
Further Readings

 

1.       Green, T. C. (1967), The Teaching and Learning Biology, London, Allman & Sons.



2.       Miller, David, F. (1963), Methods and Materials for Teaching the Biological Sciences, New York: McGraw Hill.

3.       Nunn, Gordon (1951), Handbook for science Teachers in secondary Modern Schools, London: John Murry.

4.       Thurber, Walter (1964), Teaching of Science in Toda’s Secondary Schools, New Delhi: Prentice Hall.

5.       Vaidya, N. (1971), The Impact of Science Teaching, New Delhi: Oxford and IBH Publication Co.

6.       Voss, Burton F. A. and Bren, S. B., Biology as Inquiry: A Book of Teaching Methods.

 

 



 

Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

TEACHING OF HISTORY
Course Code: B. Ed. 115    Credits-4

 

Course Content 


Unit-I : MEANING, NATURE AND SIGNIFICANCE OF HISTORY  

(9 periods)

(i)                  Meaning and nature of History



    1. The place of history in secondary school curriculum

    2. Curriculum development in History

    3. Integration of History with other subjects

 

 Unit-II :            (13 periods)



A.  OBJECTIVE BASED TEACHING OF HISTORY

(i)                  Aims and objectives of teaching with particular reference to Indian History.

(ii)                Types of objectives

(iii)               Statement of objectives in behavioural terms.

 

B.      PEDAGOGICAL ANALYSIS OF THE SUBJECT

(i)                  Identification of concepts from a unit/chapter

(ii)                Pedagogical analysis of a unit/chapter

(iii)               Listing behavioural outcomes 



Practical: Evaluation of History Curriculum 
Unit-III            (30 periods)

A.      LEARNER CENTRED AND ACTIVITY BASED APPROACH

(i)                  Teaching of history through monuments

(ii)                Discussion method

(iii)               Question answer method

(iv)              Source method

(v)                Symposium

(vi)              Role play

 

B.      TEACHING AIDS AND CO-CURRICULAR ACTIVITIES/ACTIVITIES IN HISTORY

(i)                  Text Book

(ii)                Low cost teaching aids

(iii)               Maps

(iv)              Site visits

(v)                Radio, films and television 

 

  



Unit-IV : EVALUATION IN HISTORY       (13 periods )

(i)                  Comprehensive and continuous evaluation

(ii)                Evaluation devices: written, open book examination, oral, observation, record.

(III)              Remedial Teaching 

 

 

SUGGESTED READINGS 



1.       Chaudhary, K. P. (1975), The Effective Teaching of History in India, New Delhi: NCERT.

2.       Dhanija Neelam (1993), Multimedia Approaches in Teaching Social Studies, New Delhi, Harman Publishing Hosue.

3.       Dixit , U. and Bughela (1972), Itihas shikshan, Jaipur: Hindi Ganth Academy.

4.       Ghate, V. D. (1956), Teaching of History (English & Hindi), Bombay: Oxford University Press.

5.       Khan S.U. (1998), History Teaching-Problems, Prospective and Prospect, New Delhi: Heera.

 

Further Readings 

1.       Burton, W.H. (1972), Principles of History Teaching, London: Methuen.

2.       Gunning, Dennis (1978), The Teaching of History, London: Goom Helm Ltd.

3.       Jarvis, C. H., Teaching of History.

4.       Kochar, S. K. (1972), The Teaching of History, Delhi: Sterling Publishers.

5.       Lewis, E.M. (1960), Teaching History in Secondary Schools, Delhi: Sterling Publishers.

6.       Mujeeb, M. (1960), World History: Our Heritage, Bombay: Asia Publishers

7.       Shaida, B. D. and Singh, S. (1973), Teaching of History, Jullendur: Dhanpat Rai & Sons.

8.       Tara Chand, A History of Indian People, Aligarh: P.C. Dwadesh & Co.

9.       Weech, S.K.I. (1951), History of the World London: Odhas Press Ltd.

 

 



Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)
TEACHING OF POLITICAL SCIENCE
Course Code: B. Ed. 116  Credits-4

 

Unit-I            (8 periods)

 

A.       Nature of political science, its needs & significance.

 

B.       OBJECTIVE BASED TEACHING

Its concept. Objectives of teaching political science, product-process objectives, Long term – short term objectives. Knowledge, skills and value based objectives. Identifying and stating objectives in terms of content and behaviour outcomes in learning.

 

Unit-II            (18 periods) 



A.       LEARNER CENTRED AND ACTIVITY BASED TEACHING

Development of thinking and concept formation, analysis of political proceses and events, Mass media and scrapbook approaches to teaching especially current events, investigations and projects in political science. 


B.       TEACHING AIDS AND CO-CURRICULAR ACTIVITIES IN POLITICAL SCIENCE

(i)                   Text book

(ii)                 Low cost improvised teaching aids

(iii)                Bulletin board

(iv)                Radio, films and television

(v)                  Visits and field studies 



C.       TRANSACTIONAL STRATEGIES

(i)                   Preparation of lesson Plan.

(ii)                 Unit plan on a topic from above given areas of enrichment content by stating objectives, developing concepts and contents involved and planning classroom interaction activities of the teacher and the pupils

(iii)                Maintaining the ecology of the classroom. 


Unit-III             (24 periods)

A.       PEDAGOGICAL ANALYSIS OF POLITICAL SCIENCE

Classroom interactions, heuristic, discussion, problem solving, role playing, lecture and question-answer, curriculum development and text book evaluation as used in schools.

Curriculum evaluation and evaluation of text book.

 

Unit-IV :    EVALUATION IN POLITICAL SCIENCE      (15 periods)

(i)         Comprehensive and continuous evaluation

(ii)        Norm reference and criterion reference tests

(iii)       Evaluation devices – written, open book examination, oral, observation, record.

(iv)       Preparation of a unit tests

(v)        Preparation of an achievement test

(vi)       Remedial Teachings

 

SUGGESTED READINGS

1.       Aggarwal, N. N., et. al. (1978), Principles of Political Science, 6th  Edition. New Delhi: Ram Chand & Co.

2.       Ambrose, A. and Mial, A. (1968), Children’s Social Learning, New York: Association for supervision and Curriculum Development.

3.       Apter, David, E. (1978),  Introduction to Political Analysis, New Delhi: Prentice Hall of India.

4.       Bining, A.C. (1952), Teaching of Social Studies in Sec. School, New York: McGraw Hill.

5.       Burner, Jerome, S. (1971), Towards a Theory of Instruction, Cambridge: Harvard University Press.

6.       Dhanija Neelam (1993), Multimedia Approaches in Teaching Social Studies, New Delhi: Harmen Publishing House.

7.       Kochhar, S. K. (1963), The Teaching of Social Studies, Delhi: University Publishers.

8.       Wesley, F. B. (1950), Teaching social Studies in High School, Boston: D.C., Health & Co.

 

FURTHER READINGS

1.      Buch, M. B. (1969), Improving Instruction in Civics, New Delhi: NCERT.

2.      Fenton, Edwin (1967), The New Social Studies, New York: Hlot Rinehart & Winston, Inc.

3.      Finer, (1953), Teaching Techniques in Social Studies, New York: Bank Street Publication.

4.      Gleeson Denis & Whitty Geoff (1976), Developments in Social Studies Teaching, London: Open Book.

5.      Nicholson & Write, Social Studies for Future Citizen, Geoirge Harrap.

6.      Verma, S. P. (1975), Modern Political Theory, New Delhi: Vikas Publishing House.

7.      White, F.M., Teaching of Modern Civics, Delhi: Vikas Publishing House.

 

 



 

 

 



 Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

TEACHING OF ECONOMICS
Course Code: B. Ed. 117  Credits-4

Course Objectives

 

         To acquire competence in the content prescribed by CBSE for Senior Secondary level.



        To acquire competence in various strategies, methods, techniques and skills of teaching Economics at the senior secondary level.

        To acquire competence in relating of appropriate strategy to the content to be taught.

        To inculcate spirit of experimentation for finding out effectiveness of alternative strategies of teaching.

        To promote reflection on issues pertaining to teaching of Economics.

        To develop competence in designing effective instructional strategies to teach Economics.

        To develop ability to design, develop and use various tools & techniques of evaluation.

 

Course Content

 

Unit-I            (12 periods) 



A.         Aims and objectives of teaching Economics at secondary level. Specification of content for realization of objectives. Integration of Economics with other School subjects.
B.           Teaching of Concepts in Economics

Concept: meaning, characteristic and classification – analysis of the concept, essential attributes of a strategy of teaching to teach concepts.

 
Unit-II :     Methods of Teaching        (28 periods)

 

Expository Based:   Lecture, debate, discussion, story telling method


Discovery Based:   Experimental/inquiry/problem solving

Activity Based:   Simulation/gaming, survey method, source method, case study, and project method.


Individualized Instructive Based: Computer assisted instruction, modular, mastery   learning, Dalton plan


Group Dynamics Based : Seminars, conference, panel discussion, symposium.
Others   : Unit method.
Assignments  : Principles of giving assignments, types of assignments,

techniques of framing assignments. 


Unit-III:     Teaching Aids and Co-Curricular activities    (10 periods

  • Importance of teaching aids, different types of teaching aids and their effective use in teaching of Economics.

  • Role of co-curricular activities.

  • The development of scholistic & non-scholastic activities

 

 Unit - IV : Evaluation         (15 periods )


Nature of educational evaluation, its need, role in educational process. Evaluation procedure for appraising learners performance, uses of evaluation. Behavioural approach to testing instructional objectives in Economics. Planning & preparation of unit test and achievement test. Open book examination, evaluating project work, question bank. Remedial Teaching.

 

 Suggested Readings


a)      Related to Teaching of Economics

-        Arora, P. N. (1985), Evaluation in Economics, New Delhi: NCERT,.

-         Arora, P.N. and Shorie, J.P. (1986), Open Book Examination Question in Economics, New Delhi: NCERT.

-        Assistant Masters Association (1974), The Teaching of Secondary School Economics, London: Cambridge University Press.

-         Chakravorty, S. (1987), Teaching of Economics in India, Bombay: Himalya Publishing.

-         Hicks, J.R. (1960), The Social Framework – An Introduction to Economics, London: Oxford University Press.

-         Hodkinson, Steve ,Whitehead, and David J. (ed) (1986), Economics Education: Research and Development Issues, London, New York: Longman.

-         Kanwar, B. S. (1973), Teaching of Economics, Ludhiana: Prakash Brothers.

-         Khan, R. S.,  Teaching Economics (In Hindi), Kota Open University, BE-13.

-         Lee, N. (ed) (1975), Teaching Economics, London: Heinemann Educational Books, Prentice Hall.

-         NCERT (1974), Teaching Units in Economics for High and Higher Secondary Stage, New Delhi.

-         Oliver, J. M. (1977), The Principles of Teaching Economics within the Curriculum, London: Routledge & Kegan Paul.

-         Sachs, I. (ed.) (1971), Main trends in Economics, Projects and Role Playing in Economics, London: MacMillan.

-         Siddiqi, M.H. (1993), Teaching of Economics, New Delhi: Ashish Publishing House.

-         Srivastava, H. S. (1976), Unit Tests in Economics, New Delhi: NCERT.

-         Tyagi, S. D. (1973), Teaching of Economics (In Hindi), Agra: Vinod Pustak Bhandar.

-         Whitehead, D. J. (ed.) (1974), Curriculum Development in Economics, London: Heinemann Education Books.

-         Whitehead, D. J. (ed.) (1979), Handbook for Economics Teachers, London: Heinemann Education Books.

 

 b)      Related to General Methods of Teaching



 

-         Bining A. C. and Bining, D. H. (1952). Teaching the Social Studies in Secondary Schools, New York: McGraw Hill Book Company.

-         Bloom, B.S., et. al. (ed) (1956), Taxonomy of Educational Objectives Pt. I-Cognitive Domain, Pt. II Affective Domain, New York: David McKay.

-         Bossing, N.L. (1970), Teaching in Secondary School. New Delhi: Amerind Publishing Co.

-         Callahan, J. F. and Clark, L.H. (1982),Teaching in the Middle and Secondary Schools, New York: MacMillan Publishing Co.

-         Directorate of Extension Programme for Secondary Education (1960), The Concept of Evaluation in Education.

-         Jain A. C. (1973), Teaching Social Studies (In Hindi), Jaipur: Rajasthan Hindi Granth Academy.

-         UNESCO (1981), Handbook for Teaching Social Studies, Paris: UNESCO.

-         Wesley, E. B. (1950), Teaching Social Studies in High School, Boston: D. C. Heath & Co..

 

Reports/Documents

-        The Curriculum for the Ten Year School – A Framework, NCERT, New Delhi, 1975.

-        Guidelines and Syllabus for Secondary Stage (Class IX & X), NCERT, New Delhi, 1988.

-        Learning to Do: Report of the National Review Committee on Higher Secondary Education with Special Reference to Vocationalization, Ministry of Education and Social Welfare, New Delhi, 1978.

-         National Policy on Education – 1986, MHRD, New Delhi, 1986.

-         Programme of Action – 1992, MHRD, New Delhi, 1992.

-         Report of an Adhoc Committee of the Economics Association: The Contribution of Economics to General Education. London, 1977.

-         Report of the Review Committee on the Curriculum for the Ten Year School, Ministry of Education & Social Welfare, New Delhi, 1977.

-        Report of the Seminar on Teaching of Economics, RBS College of Education, Agra, 1973.

 

Newspapers/TV

-          Business Bulletin, DD Metro, 7.45 a.m. (Daily)

-          Business Times in The Times of India (Daily)

-          Economy and Business in The Hindustan Times (Daily).

-          The Economic Times (Daily)

-          The Financial Express (Daily)

 

Journals/Magazines

 

-          Economic and Political Weekly



-          YOJANA, Government of India, Publications Division.

-          The Business

-          India, Government of India, Publications Division. 

Others
(i)      Bawa, M. S. (ed.) (1995), Tendering of Economics: Contemporary Methods and Strategies for Secondary and Senior Secondary levels, IASE, Deptt. of Education, Delhi University.

(ii)    Bawa, M. S. (ed.) (1996), Evaluation in Economics, IASE, Deptt. of Education, Delhi University.

(iii)   Bawa M. S. (ed.) (1998), Source Book on Strategies of Teaching Social Sciences, IASE, Deptt. of Education, Delhi University.

 

Guru Gobind Singh Indraprastha University, Delhi


Bachelor of Education (B. Ed.)
TEACHING OF GEOGRAPHY
Course Code: B. Ed. 118  Credits-4

 

Unit-I            (9 periods)



A.      NATURE AND SCOPE OF MODERN GEOGRAPHY

(i)           Geography as a study of spatial differentiation

(ii)          Geography as a study of spatial relationship

(iii)         Geography as a study of spatial organisation

 

 

B.      AIMS AND OBJECTIVES OF TEACHING GEOGRAPHY IN SCHOOLS



(i)           Type of objectives

(ii)          Writing specific objectives of geography teaching in behavioural terms.

 

Unit-II            (24 periods)

A.      LEARNER CENTRED AND ACTIVITY BASED APPROACH

(i)          Conceptual learning in Geography

-          Spatial conceptualisation – use of cognitive/mental maps

-          Perception and geography learning

 

(ii)         Approaches in Geography teaching



–         Expository approach, Story telling and regional method

–         Discovery approach

–         Problem solving approach

–         Project method

(iii)        Individualised instruction

 

B.      TRANSACTIONAL STRATEGIES

(i)          Preparation of lesson plans

(ii)         Preparation of unit plans

(iii)        Maintaining harmony of the classroom, individual difference, group and individual learning.

(iv)       Teaching aids and designing a geography laboratory

 

C.      CO-CURRICULAR ACTIVITIES IN GEOGRAPHY

(i)         Excursion

(ii)        Bulletin board

(iii)       Geography club

(iv)       Geography exhibition

(v)        Use of community resources

 Unit-III            (19 periods) 

A.      PEDAGOGICAL ANALYSIS OF GEOGRAPHY

(i)      Pedagogical analysis of a few units from enrichment content

(ii)        Identification and classification of concepts from the above mentioned unit

(iii)       Development of map reading skills

  
 B.      CURRICULUM PLANNING IN GEOGRAPHY

(i)          Criteria used in the formulation of geography curriculum

(ii)        Guidelines for course construction

(iii)        Geography text book and its evaluation

  
Unit - IV: EVALUATION         (13 periods) 

(i)         Comprehensive and continuous evaluation

(ii)        Developments of test items, essay, short answers objective types.

(iii)       Diagnostic testing and remedial measurement

(iv)       Preparation of one diagnostic test.

(v)        Preparation of achievement test and analysis and interpretation of test data.

(vi)       Remedial Teaching.

 
 


SUGGESTED READINGS

 

1.       Arrora K. K. (1976), The Teaching of Geography, Jalandhar: Prakash Brothers.



2.       Broadman, David (1985), New Directions in Geography Education, London: philadelphia, Fehur Press.

3.       Chorely R. J. (1970), Frontiers in Geography Teaching, London: Mathews and Co. Ltd.

4.       Dhanija Neelam (1993), Multimedia Approaches in Teaching Social Studies, New Delhi: Harmen Publishing House.

5.       Graves N. G. (1982), New Source Book for Geography Teaching, London: Longman the UNESCO press.

6.       Hall David (1976), Geography and Geography Teacher, London: Unwin Eduation Books.

7.       Huckle J. (1983), Geographicla Education Reflection and Acion, London: Oxford University Press.

8.       Leong, Goh Chey (1976), Certificate of Human and Physical Geography,  Singapur: Oxford University Press.

9.       Morrey D.C. (1972), Basic Geography, London: Hien Manns Education Book Ltd.

10.   Mohd. Z.U. Alvi (1984), Tadrees Jugrafia, Taraqqui Urdu Board

11.   UNESCO, New Source Book for Teaching of Geography.

12.   Verma J.P. (1960), Bhugol Adhyhan, Agra: Vinod Pustak Mandir.

13.   Verma O. P. (1984), Geography Teaching, New Delhi: Sterling Publication Pub. Ltd.

14.   Walford Rex (1981), Signposts for Geography Teaching, London: Longman.

 

 



Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

TEACHING OF HOME SCIENCE
Course Code: B. Ed. 119   Credits-4

  

Course Content 



The student teacher will be able to:

 

-          Familiarize themselves with the meaning and scope of Home Science and Objectives of Teaching Home Science at Higher Secondary Level.



-          Understand the importance of Teaching Home Science in School.

-          Know and apply various techniques and approaches of Teaching Home Science at Higher Secondary level.

-          Plan instructions effectively for Teaching of Home Science.

-          Evaluate student performance effectively with reliability and validity.

 

Unit 1            (18 periods)

A. Meaning and Scope of Home Science

 

a.       The modern meaning of Home Science and its place in Secondary School



b.       Objectives of Teaching Home Science at Senior Secondary Level.

c.       Status of Home Science

d.       Scope of Home Science in School Curriculum

 

B.  Approaches and Methods of Teaching Home Science

 

a.      Discussion method



b.      Demonstration method

c.      Laboratory work

d.      Project method

e.      Problem solving method

f.        Field trips

g.      Micro teaching

h.      Computer as tool for instruction

i.       Market survey

j.       Assignment method

k.      Use of community resources

l.        Exhibition and displays

 

Unit II: Planning and Designing for Effective Instruction in Home Science     (11 periods) 

a.      Planning for instructional process – need, advantages and strategies

b.      Lesson planning – design, approaches & writing lesson plan

c.      Audio visual aids in teaching of Home Science

d.      Principles of curriculum planning and development of Home Science Syllabus

e.      Characteristics of a good a Home Science

f.        Use and Management of Home Science Laboratory

  

Unit - III:          (18 periods) 

A. Correlation of Home Science with other subjects

 

a.      Correlation of Home Science with other subjects and School activities



b.       SUPW related to Home Science

 

B. Illustrations of Teaching Learning Process in Home Science

 

a.      Teaching of Human Development



b.      Teaching of Foods and Nutrition

c.      Teaching of Textiles and Clothing

d.      Teaching Community Resource Management and Extension

 

Unit - IV:             (18 periods) 


A. Evaluation in Home Science

 

a.      Evaluation and assessment



b.      Techniques for assessment in theory and practicals

c.      Monitoring learner’s progress

d.      Diagnostic and remedial measures in Home Science

e.      Unit test preparation

 

B.  Practical Oriented Assignments

 

a.      Planning and Organization of Science Laboratory



b.      Development of TV and Radio Lesson

c.      Development of Computer assisted lesson in Home Science

d.      Co-curricular activities in Home Science

 

Suggested Readings

 

1.      Bloom, Benjamin, (Ed.) and others (1965) Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook 1: Cognitive Domain, New York, David McKay Company Inc.



2.      Broudy, Harry S. and Palmer, John R. (1966) Examples of Teaching Method, Chicago, Second Printing, Chicago, Rand McNally & Co.

3.      Chandra Arvinda (1995) Fundamentals of Teaching Home Science, New Delhi Sterling publishers.

4.      Dale Edgar (1962), Audio Visual Methods in Teaching, revised edition, Hold, Rivehart and Winston, New York.

5.      Das, R. R. and Ray Binita (1989) Teaching of Home Science, New Delhi Sterling Publishers.

6.     Devdas R. P. (1976), Teaching Home Science, All India Council for Teaching Science.

7.     Hall and Paolucci (1968), Teaching Home Economics, New York Wiley Easten Private Ltd.

 

 
 


Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

Teaching of Business Studies
Course Code: B. Ed. 120 Credits – 4
This course has been developed to familiarise the student-teachers of B. Ed. with the pedagogy of teaching Business Studies being taught at +2 level.

 

The Expected outcomes

After completing this course, student-teachers will be able to:

 

         develop an awareness why business studies is taught at +2 level.



         familiarise the student-teachers with the technique of developing curriculum for the +2 students of Business Studies

         develop an analytical ability to appraise the existing curriculum of commerce meant for +2 students.

         familiarise the student-teachers with the nature of business studies being taught at the school level.

         enable them to be conversant with the different methods of teaching meant for teaching +2 students.

         enable them to identify and use content-based methods of teaching.

         develop positive outlook and skill for the use of modern teaching-aids.

         instill the competence of organising co-curricular activities for enriching the subject matter of business studies.

         develop the ability of exploring good books and other study-material in business studies.

         enable them to develop the tools and techniques of evaluation for appraising and enhancing students’ knowledge in business studies.

 

Course Contents

 

Unit I             (14 periods) 

A. Nature and Need of Business Studies       

Nature of business studies, its scope, its delimitation at the school level, justification of its introduction at school level, its place in the school curriculum.

 

B. Curriculum of Business Studies

Concepts of curriculum and syllabus, developing curriculum of business studies at +2 level, a critical appraisal of present syllabi developed by CBSE.

 

Unit II             (14 periods) 
A. Objectives of Teaching Business Studies

 

Nature of general and specific objectives, behavioural objectives, technique of writing objectives.



 

B. Teaching Aids

 

Importance of teaching aids, types of teaching-aids, scope of using teaching-aids for the teaching of business studies.



 

Unit III            (16 periods) 
A. Methods and Techniques of Teaching Business Studies 

(a)     Lecture method

(b)     Question-answers technique

(c)     Discussion method

(d)     Project method

(e)     Problem-solving method

(f)       Teaching through games

 

B. Co-curricular activities

Business studies based co-curricular activities and their utility, linkage of school and outside organizations for strengthening business studies knowledge.

 

Unit IV             (21 periods) 


A. Integration of Business Studies with other subjects

Accountancy, Economics.

 

B. Text books and Other Instructional Material in Business Studies

Selection of text-books, reference books and journals

 

C. Evaluation

Concepts of evaluation, measurement and tests, types of tests, developing different types of tests in business studies. Remedial Teaching. Preparing an Achievement Test, Types of test items.


     


Suggested Readings

 

1.      Bhatia, S. K. (1979), Teaching of Principles of Commerce and Accountancy, SIE Publication, Delhi.



2.      Calfrey C. Alhonn, (1988), Managing the Learning Process in Business Education, Colonial Press, USA

3.       Musselman, Vernon, A., and Musselman, Donald Lee, (1975), Methods in Teaching Basic Business Subjects, 3rd ed. Danniel, III. The Interstate Printers and Publishers.

4.       Nolan, C. A. (1968), Principles and Problems of Business Education, Cincinnati, South Western Publishing Company.

5.       Schrag & Poland (1987), A System for Teaching Business Education, McGraw Hill Book Company, New York.

6.       Siddique, M. Akhtar and R. S. Khan, (1995), Handbook for Business Studies Teachers, Jamia Millia Islamia, New Delhi.

7.       Tonne, Herbhert and Lovis C. Nancy, (1995), Principles of Business Education, McGraw Hill, New York.



8.      Megary, J., (1989), Simulation and Gaming, The International Encyclopedia of Educational Technology, Oxford Pergamon Press.

 

 



Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)
Teaching of Accountancy
Course Code: B. Ed. 121  Credits – 4

 

 This course has been developed to familiarize the student-teachers of B. Ed. with the pedagogy of teaching accountancy being taught at +2 level.



 

The Expected Outcomes

After completing this course, student-teachers will be able to:

 

i)                     acquaint themselves with the nature of accountancy being taught at +2 level



ii)                   justify the  rationale of including this course in the school curriculum

iii)                  rationalise the introduction of this course at +2 level

iv)                  enumerate the general and specific objectives of teaching accountancy at +2 level

v)                    develop the technique of writing instructional objectives of teaching various topics of accounting

vi)                  familiarise themselves with the technique of developing accounting curriculum for the +2 students

vii)                 appraise the +2 accounting curriculum developed by CBSE

viii)               have an insight into the details of the various approaches and methods of teaching accountancy

ix)                 utilise the different teaching aids for effective transaction of the contents of accounting

x)                   rationalise the organisation of co-curricular activities for strengthening the knowledge of accounting

xi)                 make use of work-books and practice sets for gaining practical knowledge of the world of accounting

xii)                equip themselves with the essential qualities of an ideal accounting teacher, and

xiii)              familarise themselves with the techniques of evaluation in accounting.

 

Course Contents

 

Unit I :             (19 periods) 



A.  Nature and Need of Accounting

Nature of accounting, rationale of its inclusion in the school curriculum justification of its introduction at 10+2 stage.

 

B.  Development of Accounting Curriculum

Technique of developing accounting curriculum, a critical appraisal of the CBSE accounting syllabus.

 

C.  Objectives of Teaching Accounting

General and specific objectives of teaching accounting, domains of writing specific objectives, techniques of writing objectives.

 
Unit II:            (19 periods) 
A.  Teaching Aids

Use of softwares and hardwares for the teaching of accountancy, including the use of computers.

 

B.  Methods and Techniques of Teaching Accounting

(a)     Lecture method

(b)     Question-answer technique

(c)     Problem solving method

(d)     Games method

(e)     Project method

    C.  Co-Curricular Activities

       Different types of co-curricular activities for strengthening the learning of accounting.

 

Unit III:            (21 periods) 
A. Integration of Accountancy with Business studies and Mathematics.

 

B.  Approaches to Teaching Accounting Cycle

Concept of accounting cycle, completing accounting cycle through the following approaches:

 

(a)     Journal approach



(b)     Equation approach

(c)     Voucher approach

 

Comparative study of these approaches.



 

C.  Practical Accounting Knowledge

             Workbooks, practice sets

 

Unit IV:            (6 periods) 

A.  Accounting Teacher

Qualities of an ideal accounting teacher, avenues available for professional growth.

 

B.  Evaluation in Accounting

Techniques of correcting students’ written work, assignments and giving feedback types of tests in accounting. Remedial Teaching.

 

 Suggested Reading



 

1.       Bhatia, S. K., (1996), Methods of Teaching Accountancy, Publication No. 16, CIE, Delhi.

2.       Binnion, John E., (1956), When you use a Book-Keeping Practice Set, Journal of Business Education. Vol. 32 Oct.,  pp. 30-33.

3.       Boynton, Laewis, D. (1955), Methods of Teaching Book-Keeping, Cincinnati: South Western Publishing Co.

4.       Forkher Handen L., R. M. Swanson and R. J. Thompson, (1960), The Teaching of Book-Keeping, South Western Publishing Co.

5.       Johnson, H. Whittam, A. “A Practical Foundation in Accounting”, U.K., George Allen & Urwin (Publishers) Ltd. 1984.

6.       Maheshwari, S. B. (1969), Teachers’ Guide in Book-Keeping & Accountancy, Monograph 6, NCERT, Regional College of Education, Ajmer.

7.       Musselman, Vernon A and J. M. Hanna (1960), Teaching Book-Keeping and Accounting, New York McGraw Hill Book Co.

8.       Sapre, P.M. (1968), Trends in Teaching Book-Keeping and Accounting”, Regional College of Education, Mysore.

9.       Van Ments, M. (1990), Simulations, Games and Role Play, Handbook of Educational Ideas and practices, London: Routledge.

 
 
 

Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B.Ed)

Teaching of Urdu
Course Code-B.Ed 122 Credits -4

Unit I: A. Nature and Development of Language. (15 Periods)

Nature, development forms, functions and significant movements in modern Urdu Literature


B: Remedial and enrichment Content

  1. Elements of Urdu Language –its phonetic structure, morphological structure and syntactic structure.

  2. Spelling Errors, their causes and corrections.

  3. Children Literature.


C: Objective Based Teaching

  1. Objectives of teaching Urdu at Secondary and Senior Secondary levels.

  2. Statement of objectives in behavioral terms.


Unit II:

A. Approaches and Methods of Teaching Urdu (25 Periods)

  1. Oral expression.

  2. Reading: Reading Process, oral and silent reading, intensive and extensive reading, reading interests and reading habits.

  3. Writing composition, objectives and methodology and correction of composition.

  4. Poetry: Objectives and Methodology, lesson planning.

  5. Prose: Objectives and Methodology, lesson planning.

  6. Grammar: Objectives and approaches, lesson planning.


B. Pedagogical Analysis

  1. Pedagogical analysis of two lessons in Urdu.

  2. Identification of linguistic and Ideational content of the lessons.

  3. Listing behavioral objectives.


Unit III:

A. Materials for Teaching Urdu (15 Periods)

  1. Urdu Text book and its evaluation.

  2. Supplementary Readers.

  3. A.V Aid in teaching of Urdu.


B. Co-Curricular Activities Related to Urdu

  1. Activities for developing listening and speaking competencies.

  2. Activities for developing reading competency.

  3. Activities for developing writing competency.


Unit IV: Evaluation (10 Periods)

  1. Evaluation and continuous evaluation in Urdu.

  2. Development of test items: Essay, short answer and objective types.

  3. Diagnostic testing and remedial measures.

  4. Preparation of achievement test.


Suggested Practical Work:


  1. Pedagogical analysis of two lessons(Prose and Poetry)

  2. Preparation of transparencies for two lessons.

  3. Development of test items –essay, short answer and objective type question in Urdu.

  4. Preparation of Diagnostic test and remedial Program in Urdu.

  5. Organizing a co-curricular activity related to Urdu in School/IASE.

  6. Planning an outline for action research in Urdu.


Suggested Readings:
Ansari Akhtar(1970) Ghazal Aur Ghazal ki Taleem, New Delhi. Taraqqi-e-Urdu Board.

Ansari Akhtar Ghazal Aur Dars-Ghazal. Aligarh, Anjuman Taraqqi-e-Urdu.

Ansari Akhtar(1950) Studies in Language and Language Teaching, Aligarh, Friends Book House.

Faramo. Saleem(1953) Urdu Zaban Aur Uski Taleem, Lahore, Pakistan Book Store.

Gray, C.W(1965) Teaching of Reading & Writing, Paris, UNESCO Teaching the mother Tongue in Secondary School, London, Longmans.

Husain, Aijaz(1975) Mukhtasar Tareekh-e-Urdu, Urdu Kitab Ghar.

Husain, Sajid(1993) Urdu Aur Uske Tadreesi Tariqe, Karachi, Rabbar Publishers.

Khan, R.H(1974) Urdu Imla, Delhi National Academy, Taraqqi-e-Urdu Board.

Ryburn, W.M(1950) Suggestions for the Teaching of Mother Tongue in India, London, Oxford University Press.

Saiyidain, K.G(1921) Usool-e-Allahabad, Hindustan Academy

Srivastava, R.P(1979) Teaching of Reading , Delhi Bahari Publishers.

Fatehpuri, Farman(1985) Tadrees-e-Urdu, Karachi, Maktaba Jamia

Moinuddin(1988) Urdu Zaban Ki Tadres, New Delhi Taraqqi Urdu Bureau.


GROUP C

ELECTIVE COURSES

Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)
ELEMENTARY EDUCATION
Course Code: B. Ed. 135   Credits-4
Objectives : 


  1. To enable  the prospective teachers to identify the problems and issues associated with the Elementary Education

  2. To acquaint the prospective teachers with the government  policies and Programmes for  the development of Elementary Education

  3. Enable them to mobilize and utilize community resources as educational inputs

  4. To develop among them the capacity to find out solution to the problems associated with the Elementary Education

 

Unit -1 : Elementary Education: Conceptual Framework  (13 periods) 
- Elementary Education in India-Scope, Issues and its present status

- Constitutional provisions for Universalisation of  Elementary Education

- Expansion of Elementary Education under various Five Year Plans

- National Policy on Education-1986,1992 



Unit-2 : Organization &Management of Elementary Education  (20 periods) 
-Education Planning at District level and Panchayati Raj

-Micro Planning

-Curriculum at Elementary level-its transaction
 

Unit -3 : Programmes for achieving Universalisation of  Elementary Education   (20 periods) 
- Meaning and significance of Minimum Level of learning

- Multi Grade and Multi Level Teaching Learning Process

- Operation Black Board

- District Primary Education Programme

- Education For All

- Sarva Shiksha Abhiyan

- Alternative Schooling

- Role of NGOs towards Universalisation of  Elementary Education

- Strategies for Universal Access, Retention and Quality of Elementary Education 

Unit-4 Role of SCERT in promotion of UEE  (12 periods) 
- District Institute of Education and Training –concept, functions and role as a pace setter for UEE

- Pre –Service Teacher Education in DIET for adult and non- formal education 


 
 REFERENCES: 

  • Aggarawal,J.C & Aggarawal, S.P, Educational Planning in India, Vol.I, New Delhi; Concept Publishing Co. 1992.

 

  • National Policy of Education, 1968,1978,1992,including POA-1992,MHRD.

 

  • Mohanty, Jagannath, Primary and Elementary Education, Deep &Deep Publication Pvt.Ltd,N.Delhi-2002.

 

  • Mohanty,Jagannath,Indian Education in Emerging Society, Sterling Publishers, N.delhi,1984.

 

  • Syed, Nurullah & Naik, J. P. History of education in India-During British Period; McMillian &Co.Ltd,Bombay,1943.

 

  • Sadler,J.E Concept in Primary Education,Oxford Universuty Press;New York,1985.

 
 
 
 
 
 
 
 
 
 
 
Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)
MEASUREMENT AND EVALUATION
Course Code: B. Ed. 136   Credits-4

 

Course Description: 



Unit I: Measurement & Evaluation        (17 periods) 

 


  • Meaning of assessment, Evaluation & measurement

  • Difference among examination, testing, measurement & evaluation

  • Role of evaluation in teaching- learning process

  • Functions of evaluation

  • Types of Evaluation ( Formative, Summative, Norm-referenced, criteria referenced, diagnostic)

  • Continuous & comprehensive evaluation

 

Unit II: Educational Objectives        (15 periods) 



  • Meaning & difference between educational and institutional objectives

  • Need of writing institutional objectives

  • Writing institutional objectives in cognitive, affective, psychomotor domain w.r.t. Bloom’s Taxonomy

 

Unit III            (17 periods) 

(A)  Achievement – Test 


  • Meaning & purpose of Achievement test

  • Steps in construction of Achievement test

  • Characteristics of good Achievement test (Reliability, Validity, Objectivity, Usability)

  • Relationship between reliability and validity

 

(B) Test Items 



  • Basic characteristics of objective and essay type test items

  • Advantages, limitations and construction of essay type & objective type test items.

Unit –IV     Diagnostic test Testing, Reporting       (16 periods) 

 


  • Steps in construction of Diagnostic test

  • Difference between diagnostic and achievement test

  • Diagnostic test & remedial teaching

  • Methods of Interpreting test results (Basic concept of Grade norms, percentile norms, standard scores, credit point, profiles, skill analysis)

  • Use of computers in testing & reporting

 
 
 

Suggested Readings: 

1.  Aggarwal, J.C., Essentials of Examination System; Vikas Publications, 1997.

2.  Ebel Robert L., Essentials of Educational Measurement, Prentice Hall of India, 1991.

3. Gronlund N.A., Measurement and Evaluation; Pearron Edu. Inc.

4.  Handbook of Examination, Evaluation, Measurement, Tests & Statistical Techniques; Doaba Book House, 2000.

5.  Srivastava D.S., Kumari Sarita, Education Assessment, Evaluation and Remedial; Isha Books, 2005.

6.  Kubiszyn Tom; Educational Testing and Measurement, John Wiley, 2003. 
 
 
 
 
 
 
 
 
 
 
 
 

 
Guru Gobind Singh Indraprastha University, Delhi


Bachelor of Education (B. Ed.)

EDUCATIONAL GUIDANCE AND COUNSELLING
Course Code: B. Ed. 137  Credits-4
Objectives: 

To Enable Student Teacher To 



  • Understand the nature, purpose and need for guidance and counselling

  • Understand the responsibilities and moral obligation of a counselor

  • Understand the techniques and procedures of guidance

  • Know about the sources of occupational information, their types and modes of dissemination

  • Understand the concept, importance and theories of career development

  • Know career pattern, career maturity, vocational career

  • Understand and Guide students with special needs

 

Course Content 

Unit 1 :  Understanding Guidance And Counselling      (22 periods) 

  • Guidance : Nature, Principles, Purpose and need for guidance, types of guidance, organization of guidance programmes in schools

  • Group Guidance : Concept, Need, Significance and Principles, Organisation of group guidance services

  • Qualities & Qualifications of a good / effective Counsellor

  • Counselling : Meaning, Principles and approaches of counseling, Individual counseling (coping with stress and competition), Group Counselling

      (Provide some case studies) 

Unit 2 :  Techniques And Procedures Of Guidance     (18 periods) 

  • Standardized and non-standardized techniques: meaning, purpose, need and   uses of various standardized ( viz Aptitude, attitude and Interest inventory ) and non-standardized tests ( viz the questionnaire, observation, sociometry, rating scale, anecdotal record, case study, cumulative record and interviews )

  • Responsibilities of the users of standardized tests

 
 

Unit : 3  Occupational Information        (10 periods) 

  • Meaning, collection, types, classification and dissemination of occupational information, Career development: teacher’s role in career planning

 
 

Unit : 4  Guiding Students With Special Needs      (15 periods)
Behaviour problems of students with special needs, viz. socio-emotional problems of handicapped and deprived groups such as SC, ST and girls, provision of facilities at governmental and non-governmental level. 

Ethical Principles of Psychologists and code of conduct, specially the protection of the rights privacy of parents & students. 



Suggested Readings 

  1. Barki B.G Mukhopadhyay (2000); Guidance and counseling - A manual

  2. Oberoi S.C (2000); Educational, Vocational Guidance and Counselling

  3. Aggarwal J.C (200); Educational, vocational guidance and counseling

  4. Kochhar SK (1999) Guidance and counseling in colleges and universities

  5. Sharma, R. N. (2004); Guidance and Counselling

  6. Nayak A.K. (2004); Guidance and Counselling

  7. Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counselling in Education and Psychology.

  8. Joneja G. K. (1997); Occupational information in Guidance, NCERT publication

  9. Rao S. N. (1991) Counselling and Guidance.

 
 
 
 

 
Guru Gobind Singh Indraprastha University, Delhi



Bachelor of Education (B. Ed.)
EDUCATION OF CHILDREN WITH SPECIAL NEEDS
Course Code: B. Ed. 138   Credits-4
Objectives:

 


  • To understand the meaning, nature, significance of inclusive special education.

  • To develop awareness related to various issues in special education.

  • To recognise the early signs of varied special educational needs.

  • To acquire an understanding of classroom management for educating children with special problems and disabilities.

  • To recognise the initiatives and educational provisions envisaged to deal with children of special needs in general classrooms.

  • To give an understanding related to vocational preparation and employment opportunities for the exceptional children.

  • To develop awareness related to different organizations dealing with exceptional children.

 

Unit 1  :  Conceptual Framework  (13 periods)

  • Exceptional Children :  Meaning, categories, identification characteristics

  • Special Education:  Meaning, Nature, Issues (mainstreaming, integrated education), Continuum of Special education services.

  • Inclusive Education: Meaning, Nature, Aims, Educational considerations, educational difficulties in inclusive education.


Unit 2 : Education of children with impairment/disabilities  (20 periods)
Visually impaired, hearing impaired, orthopedic handicap, learning disabled, mentally retarded: Meaning, identification characteristics, causes, classification, and classroom management - Role of Teacher. Management strategies to be used by the teacher, teaching – learning material, assessment procedures adopted by the Teacher, tools and techniques used by the teacher for assessing learner’s progress, learning outcomes with respect to the children with special needs.
Unit – 3 : Education of children with disabilities ( 20 Periods)

Learning disabled, mentally retarded, Meaning, identification characteristics, causes, classification, classroom management – Role of Teacher. Management strategies to be used by the teacher, teaching – learning material, assessment procedures adopted by the Teacher, tools and techniques used by the teacher for assessing learner’s progress, learning outcomes with respect to the children with special needs.

 

Unit – 4 : Emerging Trends in Special Education   (12 periods)


  • Role of Government, non Governmental & Volunteer organisations

  • The Disability Act (PWD), 1995

  • Integrated Education for the disabled child (IEDC), 1992

  •  Rehabilitation Council of India (RCI)

Suggested Readings 

  • Panda, K. C. (1997), Education of Exceptional Children, Vikas Pub. Pvt. Ltd.

  • Bhargava, M. (1994), Introduction to exceptional Children, Sterling Publishers.

  • Reddy, Rumar, Kusuma (2000), Education of Children with Special Needs, Discovery Pub. House.

  • Sharma, R. A. (2003), Fundamentals of Special Education, R. Lall Book Depot

  • Smith, Robert (1983), Exceptional Child : A Functional Approach

  • Hallahan & Kauffman (1978), Exceptional Children: Introduction to special Education Prentice Hall

  • Blackurst & Berdine (1981), Introduction to Special Education

  • Samuel Kirk (1997), Educating Exceptional Children

  • National Policy on Education (1986, 1992), MHRD, GOI, Delhi

  • Scheme of Integrated Education for the Disabled (1992), MHRD

  • United Nations Standard Rules on the Equalization of opportunities for persons with disabilities, XI world Congress on Mental Retardation, 1994

  • Educational Policies in India

  • Analysis & Review of Promise and Performance,  K. Sudha Rao, NIEPA, 2002


Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

EDUCATIONAL TECHNOLOGY
Course Code: B. Ed. 139  Credits-4
Objectives :  

To enable the student – teacher to  



  • Understand the concept, features and significance of ET.  

  • Understand the significance of ET in making Teaching-Learning process effective.  

  • Explain the use of various technological aids in making Teaching-Learning process effective  

  • Understand the process of development, selection and integration of media.

 

Unit I: Conceptual Framework of Educational Technology    (12 periods)

  • Concept, Features and Significance of Educational Technology  

  • Approaches of Educational Technology (Hardware, Software and Systems Approach)


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