Guru gobind singh indraprastha university


Unit II : Teaching Technology        (18 periods)



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Unit II : Teaching Technology        (18 periods) 


  • Techniques for enhancing teaching effectiveness through Micro-teaching, Simulated teaching and Interaction Analysis (Flander’s Interaction Analysis)  

  • Communication and Barriers to communication.

Unit III : Audio-Visual aids in Teaching-Learning Process    (18 periods)


  • Significance of Audio-Visual Aids

  • Emerging Technologies –Teleconferencing, Internet, e-Learning, CCTV and    ECTV.

  • Development of Courseware and Design Consideration.

  • Selection and Integration of Media.

Unit IV             (17 periods) 


  • Programmed Learning-Linear and Branched Programming.  

  • Distance Education-Concept and Significance

 

SUGGESTED READINGS 

        1. Kulkarni, S. S. (1986), Introduction to Education Technology, New Delhi; Oxford – IBH Pub. Co.

        2. Mattoo, B. K., New Teaching Technology for Elementary School Teachers, New Delhi federation of Management of Educational Institutions.

        1. Mutunalini, T. (1997), Education and Electronic Media, New Delhi, ABH Publishing Corporation    

        1. Sharma, R. A. (2001), Technological Foundations of Education, Meerut: R. Lal Book Depot

        2. Sharma, R. A. (2000), Shaikshik Prodyogiki, Meerut: R. Lal Book Depot (Hindi)

        3. Walia, J. S. (2000), Educational Technology, Paul Publishers, Jalandhar.

 

 

Guru Gobind Singh Indraprastha University, Delhi


Bachelor of Education (B. Ed.)

VALUE EDUCATION AND EDUCATION FOR HUMAN RIGHTS
Course Code: B. Ed. 140   Credits-4

 

OBJECTIVES



  1. To enable students to understand the need and importance of value-education and education for Human Rights.

  2. To enable the students to understand the nature of values, moral values, moral education and to differentiate such values from religious education, moral training or moral indoctrination

  3. To orient the students with the basis of morality and with the place of reason and emotions in moral development of the child.

  4. To enable them to understand the process of moral development vis-à-vis their cognitive and social development

  5. To orient the students with various intervention strategies for moral education and conversion of moral learning to moral education.
Unit-I            (12 periods) 

 

Values : Concepts : Nature and scope of value education.

Perspectives : Philosophical, socio-cultural and psychological

Related items : Duty, virtue, Dharma, Ethics, Religion, Morality; levels of morality


Unit – II : Values in multi cultural contest       (15 periods) 

 Typologies: Intrinsic / extrinsic, Absolute / Relative, permanent / transient  

  1. Indian pluralism - the way of life of Islam, Buddhism, Christianity, Jainism, Sikhism and Hinduism.

  2. Greeco - Roman and Chinese cultural values.

  

Unit- III : Values: The ideal of Human Unity        (13 periods) 

  • Human rights - The rationale and its evolution, UDHR - Articles

  • National Human Rights Commission and its role

  • Indian Constitution
Unit – IV Education in values        (25 periods) 

  1. Value crises, Conflicts, Different strategies, models to develop values, approaches suggested by L. Kohlberg and A. Maslow.   Role of Education.  

  1. Professional Ethics

 

References : - 

        1. C, Sheshadri; The Source book of Value Education, NCERT

        2. McKenzie; Ethics

        3. S. Abid Hussain; The Indian Culture

        4. Source book of Human Rights - NCERT

        5. Justice Rama Jois; Human Rights - Human Values, NCTE

        6. Calcutta, The Buddhist way of life

        7. Dayalbagh, M. Shery; Bhartiya Sanskriti, Agra

        8. Sri Aurobindo; The foundations of Indian Culture; Pondicherry

        9. Sri Aurobindo Centre, India is one, Pondicherry

        10. Nirmal Kumar, The stream of Culture

 

 

Guru Gobind Singh Indraprastha University, Delhi


Bachelor of Education (B. Ed.)
ENVIRONMENTAL EDUCATION
Course Code: B. Ed. 141   Credits-4

Objectives


This Paper of Environmental Education would enable the Pupil teacher to-

  • Understand the meaning, scope and Nature of Environmental Education

  • Make deeper study of the various aspects related with Degradation of Environment

  • The relevance of Bio-diversity in relation to their understanding about the Ecosystem

  • The various measures taken at different levels to combat the impact of  Environmental Degradation

  • Appreciate the role of education as an effective tool of generating environmental awareness in the society.

 

UNIT I                                                                                        (10 periods) 

  • Environment: Meaning, scope and Nature of  Environmental Education

  • Salient Features of Environmental Awareness

  • Role of Environmental Education as the means of developing environmental sensitivity among children

 

UNIT II                                                                                   (18 periods)  

2.1 Ecosystem

  • Definition, Structure and function of Ecosystem

  • Energy flow in the Ecosystem

  • Food chain, Food webs and Ecological Pyramids

 

2.2 Biodiversity

  • Meaning, Nature and Significance

  • Hot spots of Biodiversity

  • Factors responsible for endangering Biodiversity

  • Conservation of Biodiversity

 
UNIT III                                                                                  (20 periods) 

3.1 Environmental Hazards



  • Meaning, Nature and types of environmental hazards : volcanic eruptions, floods, cyclones, droughts, earthquakes.

 

3.2 Pollution



  • Meaning of Pollution

  • Types of Pollution-Noise Pollution, Air Pollution, Water Pollution, Solid waste disposal, steps taken to control them

 

3.3 Global Problems



  • Green House Effect, Ozone Layer Depletion, Global Warming, acid Rain, Pillar Melting

 
 UNIT IV                                                                                   (17 periods)  

  • Sustainable Development- Meaning, Nature and Features

  • Various Environmental Movements in India

  • Government’s Policies and Acts

  • Global and Local Efforts to reduce environmental problems- Prominent summits and Conferences held between 1985-2004, Ganga Action Plan/ Yamuna Action Plan

  • Role of School/teacher as an agent of  generating Environmental sensitivity among children

 

References :  

  1. UNESCO/UNEP(1985)- Living in the Environment: a sourecbook for Environmental Education

  2. Dr. Gupta R.D and Dr. SinghK.V.- Environmental Studies(2004)

  3. Dr. Singh Savindra – Environmental Geography (2001)

  4. Prof. Reddy K. Purushotam and Reddy D. Narsimha, Neelkamal Publication (2002) – Environmental Education

  5. Saxena H.M. (2003) – Environmental Geography

 

Secondary  Sources : 

  • Down to Earth, Newspapers, Science Reporter, Geography and You

  • Annals of Association of Ameraican Geographers (NCERT Library)

  
 

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

POPULATION EDUCATION
Course Code: B. Ed. 142        Credits-4

OBJECTIVES 

  • To acquaint the student teachers an understanding of the definition, concept, need and importance of  Population Education;

  • Developing in them an understanding of the criticality of essential conditions of population stabilization for better quality of life of present and future generations.

  • Inculcating in them rational attitude and responsible behaviour towards Population & Development issues.

  • To help student teacher to appreciate the role of population education as an educational intervention for upgrading the quality of social functioning.

UNIT I : INTRODUCTION                                                   (14 periods)      


  • Definition of Population Education, Nature & Scope of Population Education. Concept, Needs and objectives.

  • Integration of Population Education with the general school curriculum. 

  • Role of Teacher in creating awareness and use of mass media: newspaper, radio, T.V etc.

UNIT II : POPULATION DYNAMICS                                    (17 periods) 


  • Growth and distribution, Density: all over India

  • Population structure and characteristics: Age and Sex; Rural, Urban, Literacy and Educational Attainment.

  • Factors affecting Population Growth: Mortality, Fertility and Migration:  Internal, Rural-Urban

UNIT III : POPULATION THEORIES  AND METHODS      (17 periods) 


  • Malthus Theory, Optimum Population Theory

  • Methods and Approaches : Inquiry Approach, Observation, Self Study, Discussion

UNIT IV: POPULATION GROWTH & SOCIO-ECONOMIC DEVELOPMENT             (17 periods) 


 

  • Health & Nutrition, family size and family welfare, Population change and Resource Development.

  • Community based area study on different parameters of population

  

References:

      BOOKS :  


    • Asha A. Bhende and Tara Kanitkar

Principles of Population Studies, Himalayan Pub. House, Bombay, 1988

    • Aggarwal, S.N., India’s Population Problems, Tata Mc Graw Hill Pub. Co. Ltd., III Edition, 1977

    • J.C. Aggarwal, Population Education, 2003.

    • Natarajan Chitra; Population Problem, 1997

    • Cruz L de La: Population Education: Its nature and role, UNESCO(ROEAP), Bankok, 1980

    • Jacobson Wellard JU,(1979) Population Education;  A knowledge base, NY, Teachers College Columbia University.

    • Sharma R.C. (1988) Population Resources, environment and quality of life, Delhi. Dhanpat Rai & Sons.

    • Sheshadri, C & J.L. Pandey (1991) Population Education: A national Source Book, ND, NCERT

    • Chandana, R.C, Geography of Population Education, Kalyani Publishers, New Delhi, 1994

    • Ghosh, B.N (1978) : Population Theories and Demographic analysis, Meenakshi Prakashan, New Delhi

 

     JOURNALS / PERIDOICALS:



    • Population Studies

    • Population Research and Policy Review

    • NCERT (1969) National Seminar on Population Education, ND, NCERT

    • UNESCO (1978) Population Education; A Contemporary concern, ISCOMPE education studies Documents

    • UNFPA (1996) Programme of Action, adopted at the International Conference on Population and Development Cairo, 5-13 September, 1994 NEW YORK, UNFPA.

    • Government Of India; National Policy On Education, New Delhi, MHRD, Deptt. Of Education

    • NCERT(Ed)  Source Book On Population Education, NCERT, New Delhi, 1991

 

GROUP D


PRACTICAL COURSES
 

Guru Gobind Singh Indraprastha University, Delhi

Bachelor of Education (B. Ed.) 

TEACHING SKILL DEVELOPMENT – I
Course Code: B. Ed. 151      Credits – 6
 

All the students will undergo full time intensive School experience programme for thirty working days during first phase as per the convenience of respective Practice Schools.  



  • Students are required to prepare twenty lesson plans for each pedagogical course.

  • Minimum of 50% of the Lessons delivered by the students will be observed and evaluated by the teacher supervisor from the respective faculty from the Teacher Education Institute/College.

  • Practice teaching will be conducted in nearby Schools so that the students could come back from the School to the college for discussion of the Lesson Plan and so on as and when required as per college schedule.

  • External evaluation will be done by a Board of Examiners comprising of an Internal and an External examiner appointed by the University. The basis will be observation of teaching in the classroom and relevant records such as Lesson Plans, Teaching Aids, school profile and any other records generated during the practice teaching etc.

 
 
 
 

 

Guru Gobind Singh Indraprastha University, Delhi



Bachelor of Education (B. Ed.) 

TEACHING SKILL DEVELOPMENT – II
Course Code: B. Ed. 152      Credits – 6

All the students will undergo full time intensive School experience programme for thirty working days as per the convenience of respective Practice Schools.




  • Students are required to prepare twenty lessons plans for each pedagogical course.

  • Minimum of 50% of the lessons delivered by the students will be observed and evaluated by the teacher supervisor from the respective faculty from the Teacher Education Institute/ College.

  • Practice teaching will be conducted in nearby Schools so that the students could come back from the School to the college for discussion of the Lesson plan and so on as and when required as per college schedule.

  • External evaluation will be done by a Board of Examiners comprising an Internal and an External examiner appointed by the University. The basis will be observation of teaching in the classroom and relevant records such as Lesson Plans, Teaching Aids, school profile and any other records generated during the practice teaching etc.

 
 

 Guru Gobind Singh Indraprastha University, Delhi

Bachelor of Education (B. Ed.) 

PSYCHOLOGY PRACTICAL
Course Code: B. Ed. 153      Credits – 2

Psychology Practical Work




  • One – in – depth Study.

  • One Standardized Test.

  • One self-made test.

This practical will be jointly evaluated by an internal examiner and an external examiner appointed by the University. The basis will be viva – voce and the records submitted.



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

 
COMPUTER PRACTICAL


Course Code: B. Ed. 154     Credits – 2

The students will be able to crate a digital portfolio and transact technology supported lessons.


Contents :

Create a digital portfolio that showcases technology supported project based learning. The contents of the digital portfolio are the following:



  • Lesson Plan – (supported with a multimedia presentation)

  • Evaluation Rubric for evaluation of a presentation/ Project/ Educational Software.

  • A computer based question bank.


Implementation:

Transacting at least one technology – supported lessons during practice teaching (either in their respective schools or in the college where the faculty exists) is compulsory for all student teachers.
Evaluation:

The students will be evaluated on the basis of the digital portfolio they create and evaluated by an internal and the external examiner appointed by the University.


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

ATR, CRITICAL APPRAISAL OF TEXT BOOK & SCHOOL PROFILE
Course Code: B. Ed. 155      Credits – 2


    1. Achievement Test Record – ATR to be constructed administered and evaluated in any one subject.

    2. Critical appraisal of Text Book in both subjects.

    3. School profile (profile of practice teaching school).

This practical will be jointly evaluated by an internal examiner and an external examiner appointed by the University. The basis will be viva – voce and the records submitted.


 
Guru Gobind Singh Indraprastha University, Delhi



Bachelor of Education (B. Ed.) 

SUPW, VISUAL EDUCATION
Course Code: B. Ed. 156      Credits – 1



    1. Experience in a school based activity, which the student teacher could handle as a SUPW activity for students.




      1. Printing and Designing.

      2. Clay Modeling.

      3. Art and Craft Work

      4. Electrical Gadget.

      5. Gardening.

      6. Nutritious Meal Planning.

      7. Embroidery and Stitching.

      8. Low cost teaching aid.


Note: Any one of the above activities to be offered by each student.


    1. Visual Education – One chart and one model / subject game in each subject.


The basis of evaluation will be continuous assessment by internal examiner and on records generated therein.

NUES**
** There will be no external examination
Guru Gobind Singh Indraprastha University, Delhi

Bachelor of Education (B. Ed.) 

TUTORIAL, CO-CURRICULAR ACTIVITIES & SPORTS
Course Code: B. Ed. 157      Credits – 1

A. TUTORIAL
Tutorial are organized structured interactive sessions group discussions, presentations leading to ONE study based report/assignment to be submitted by the students and ONE book review related to education.
B. CO-CURRICULAR ACTIVITIES & SPORTS
The following activities be undertaken under co-curricular activities and sports:

    1. During Non-Sep days two periods per week to be included in the timetable.

    2. Field Trip /subject excursion to be undertaken.

    3. Educational Excursion to be conducted.

    4. Participation in various inter-college and University activities.

    5. Report of two sports events to be made.



The basis of evaluation will be continuous assessment by internal examiner and on records generated therein.

NUES**
**There will be no external examination

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