Motivation: Nature, Characteristics and Types of Motivation; Techniques of Increasing Learner motivation.
Intelligence: Meaning and Nature; Theories of Intelligence (Two-Factor, Group Factor, Multi-Factor).
Instinct, Emotions: Concept and Differences.
Personality: Meaning and Nature
Unit - III: Learning (10 hours)
Concept of Learning and the Teaching-Learning process
Approaches to learning
Behaviorist: (Pavlov, Thorndike, Skinner)
Factors Influencing Learning: Learner, Teacher, School & Home
Unit - IV: Understanding Diversity in the Classroom (10 hours)
Learning in a Social Group: Characteristics and psychology of a social group. School as a social group, Class as a social group.
Group Dynamics: Group Dynamics in a classroom, Sociometry of a group.
Education for children with Special Needs: Philosophy behind recognition and Education for children with special needs. Recognizing special Educational needs of the Gifted, Slow Learners, Physically Handicapped and Socio - Emotionally Disadvantaged students.
Inclusive Education: Concept and need for Inclusive Education, Philosophy (Transition from Segregation to Integration), Practices, Strategies and Classroom management by the teacher in Inclusive Education.
Guidance and Counseling: Meaning, Need and Philosophy for offering Guidance and Counseling to students. Types of Guidance & Counseling [Educational, Vocational & Personal]. Techniques of Guidance & Counseling [Directive, Non-Directive and Eclectic Counseling].
Aggarwal, J. C. (1995), Essential Educational Psychology, Vikas Publishing House Pvt. Ltd., New Delhi.
B R Hergenhahn: An Introduction to Theories of Learning
Bartlett, L. D., Weisentein, G.R. (2003) Successful inclusion for educational leaders, Prentice Hall, New Jersey.
Beihemer,S. Psychology Applied to the Classroom
Best, J.W.: Research in Education. Prentice Hall of India, New Delhi, 1980.
Bhatia, H. R. (1977), Textbook of Educational Psychology, The McMillan Company of India Ltd., New Delhi.
Bruner, J.S. (1967) A Study of Thinking, New York: John Wiley
Chattejee Saroj: Advanced Educational psychology
Chauhan, S. S. (1988), Advanced Educational Psychology, Vikas Publication, N. Delhi.
Dandekar W N: Fundamentals of Experimental Psychology
Dandpani S: A text book of Advanced Educational Psychology
Dececco, J. P. (1977), The Psychology of Learning and Instruction, Prentice Hall of India Pvt. Ltd., New Delhi.
Dhondiyal, S. and Pathak, A.: Shikshak Anushahan Ka Vidhishastra. Rajasthan Hindi Granth Academy, Jaipur, 1972.
Edward E Smith: Cognitive Psychology
Garrett, H. E., Statistics in Psychology and Education.
Gulati, Sushma: Education for Creativity, NCERT, 1995.
Course Title: Curriculum, Instruction and Evaluation Course Code: 105 Credits - 3 Time Allotted: 48 Hours
MM: 100 (External 75, Internal 25)
After completing this course, the pupil-teachers will be able to:
Understand the need and significance of curriculum in education
Comprehend the various techniques and methods for transaction of curriculum.
Understand and analyse the Instructional Objectives
Understand the Instructional process.
Explore the basics of the Models of Teaching.
Realize the importance of various skills and role of media in Instruction.
Acquire and use various skills and competencies.
Systematically use the evaluation system in the educational process to bring improvement in the instructions
Unit - I: Curriculum and its transaction (12 hours)
Channels of Education: Formal, Informal and Non Formal
Formal Channel of Education: Concept, Philosophy and process of teaching learning in the formal school, Basic Infrastructure.
Curriculum: Concept, nature and process for development of Curriculum. Concepts of Curriculum Transaction, Instruction and Learning. Relationship between Curriculum, Curriculum Transaction, and Instruction. National Curriculum Framework 2005. Time Table, Curricular and Co-curricular Activities.
Professional Ethics and Code of Conduct for Teachers in formal school.
Systems approach to Instruction.
Instructional Objectives: Concept and need. Bloom’s Taxonomy (as revised by Anderson & Krathwohl), Behavioral Objectives (Mager’s Approach)
Instructional Planning:Concept, steps and issues related to Instructional Planning. Teacher as a Planner.
Models of Teaching: Advance Organizer Model and Concept Attainment Model
Unit - II: Instructional Strategies (12 hours)
Teacher Controlled Instruction (TCI): Meaning and nature, various methods (lecture, team-teaching, demonstration, teacher based activities), strengths and weaknesses of each method, process / procedure for organizing effective lecture and demonstration, assessment of lecture and demonstration, role of teacher’s in TCI.
Learner Controlled Instruction (LCI): Meaning and nature, self-learning, methods of self-learning (self-instructional print material, Keller’s Plan, Programmed Instruction and Computer Assisted Instruction), organization and assessment of LCI, teacher’s role in LCI.
Group Controlled Instruction (GCI): Meaning and nature, various methods (small group interaction, co-operative learning approach, role play, field trips, tutorial, project work), organization of GCI, problems in organizing GSI.
Unit - III: Communication in the Classroom (16 hours)
Skills and Competencies for Effective Instruction
Microteaching: Concept, process and evaluation.
Simulation in Teaching
Teaching Skills: Set Induction, Skill of Explaining, Structuring of Questions, Fluency of questions, Response Management, Stimulus-Variation, Reinforcement, Illustration with Examples, Blackboard Writing, Skill of Closure.
Managing Instruction:Classroom Management, Principles and Techniques.
Technology in the teaching - learning process: Concept, ideas and outline the steps to use the technology in the teaching - learning process, especially for: Educational Satellites, Educational Videos/audios, Computers, Internet and Mobile Technology, Interactive White boards and Tablets.
Instructional Media: Concept and need. Types of Basic Instructional Media: Textbooks, Reference books, Magazines, Journals, Newspapers etc.; their selection and skills related to use them.
Use of Charts, Models and Graphs in the teaching learning process and skills related to use them.
Unit - IV: Educational Evaluation (8 hours)
Concepts: Evaluation, Assessment, Measurement and Testing. Need and importance of Evaluation.
Approaches to Evaluation: Formative, Summative, Diagnostic, Norm Referenced and Criterion Referenced
Continuous and Comprehensive Evaluation: Concept and aims, Scholastic and Co-scholastic Assessment, Formative and Summative Assessment.
Tools of Evaluation: Observation, Interview, and Self Reporting Techniques
Characteristics of a Good Tool: Reliability, Validity, Practicability
Apple, Michael W. (1979). Ideology and Curriculum; Routledge and K. Paul.
Arends, Richard I.; Learning to Teach- Fifth Edition; McGraw Hill Higher Education; New York; 2000