Guru gobind singh indraprastha

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Course Content

Unit - I: Educational Psychology and Development of the Learner  (12 Hours) 

    • Educational Psychology: Meaning, Scope and Importance of Educational Psychology for Teachers

    • Growth & Development: Concept and Principles

    • Theories of Development: Piaget’s theory of Intellectual Development, Erickson’s Theory of Psycho-Social development and Kohlberg’s theory of Moral Development.

    • Adolescents: Characteristics, Problems of Adolescents, Aspects of Adolescents’ Development – Physical, Cognitive, Emotional, Social and Moral etc.

Unit - II: Understanding the Learners            (16 Hours) 

  • Understanding the Individual Differences among Learners in the light of:

    • Interests: Meaning, definition, factors effecting interests

    • Needs: Maslow’s Hierarchy of Needs

    • 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)

    • Cognitive: (Gestalt)

    • Humanistic: (Roger)

    • Constructivism

  • 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].

Suggested Readings:

  • 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.

  • Hegarthy, S. & Alur, M. (2002) Education of children with special needs: From segregation to inclusion, Corwin press, Sage Publications

  • Hurlock Elizabeth, Developmental  Psychology

  • Hurlock, E. B.: Adolescent Development, McGraw H ill, New York, 1990.

  • Janda L H & Kllenke H K E: Psychology its study and Uses

  • Kundu, C.L. and Tutoo, D.N.: Educational Psychology. New Delhi: Sterling Publishers Pvt. Ltd., 2000.

  • Lefrancois Guy R: Psychology for teaching

  • Lefrancois Guy R: Theories of Human Learning

  • Lindzey,G.,Hall, L& Thompson R.F.,(1978) Psychology, (2nd ed.), Worth Publishers

  • Mangal S K: Advanced Educational Psychology

  • Maslow, A.H. (1970) Motivation and Personality( 2nd ed.), New York; Harper & Row

  • Mathur S S: Educational Psychology

  • Morgan,C.T., King, R.A., Weisz,J.R. & Schopler,J.(2001) Introduction to Psychology, (15th ed.), TataMcGrawHill Publishing Ltd.

  • Pal, H.R.: Educational Research. Bhopal, M.P.Granth Academy, 2004.

  • Raison Kenneth; Eller Ben F: Educational Psychology for effective teaching

  • Walia J S: Foundations of Educational Psychology

  • Woodworth, R.S. & Schloberg: Experimental Psychology. ND: Oxford & IBH Publishers, 1971.

  • Woolfolk, A.E. Education Psychology

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:

  1. Understand the need and significance of curriculum in education

  2. Comprehend the various techniques and methods for transaction of curriculum.

  3. Understand and analyse the Instructional Objectives

  4. Understand the Instructional process.

  5. Explore the basics of the Models of Teaching.

  6. Realize the importance of various skills and role of media in Instruction.

  7. Acquire and use various skills and competencies. 

  8. Systematically use the evaluation system in the educational process to bring improvement in the instructions

Course Content:

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

Suggested Readings:

  • 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

  • Bawa, M.S. & Nagpal, B.M. (Editors); Developing Teaching Competencies; Viva Books; 2010

  • Cohen, Louis; Manion, Lawrence and Morrison, Keith; A Guide to Teaching Practice- Fifth Edition; Routledge Falmer-Taylor and Francis Group; London; 2004

  • Connelly, F. Michael (Editor); The Sage Handbook of Curriculum and Instruction; Sage Publications India Pvt. Ltd.; New Delhi; 2008

  • D. J. O’Connor - Introduction to the Philosophy of Education

  • Dale, Edgar; Audio-Visual Methods in Teaching; The Dyden Press; Holt Rinehart and Winston Inc.; New York.

  • Dhand, Harry; Techniques of Teaching; Ashish Publishing House; New Delhi.

  • Ebel Robert L., (1991). Essentials of Educational Measurement, Prentice Hall of India.

  • Faunce, Ronald C. and Bossing, Nelson L.; Developing the Core Curriculum; Prentice Hall; USA.

  • Gagne, Robert and Briggs, Leslie; Principles of Instructional Design; Holt, Rinehart and Winston; USA.

  • Garette: Educational Statistics

  • Gay, L.R.; Educational Evaluation & Measurement

  • Gunter, Mary Alice; Instruction: A Model’s Approach- Fifth Edition; Pearson Education Inc.; Boston; 2007

  • Gwynn, J.Minor; Curriculum Principles and Social Trends; Macmillan Co. New York.

  • Instructional Technology: A Systematic Approach to Education, Frederick G. Knirk, Kent L. Gustafson, Holt, Rinehart and Winston, Inc, 1986

  • Instructional Technology: Foundations, Robert Mills Gagne, Lawrence Erlbaum Associates, 1987

  • Kelly, A.V.; The Curriculum: Theory and Practice- Fifth Edition; Sage Publications; London; 2006

  • Krug, Edward A.; Curriculum Planning; Harper and Brothers; New York.

  • Kubiszyn Tom. (2003). Educational Testing and Measurement, John Wiley.

  • Kumar, K.L.(1996). Educational Technology; New Age International Limited Publishers, New Delhi.

  • Leonard, J.Paul; Developing the Secondary School Curriculum; Holt, Rinehart and Winston; New York.

  • Lewey A. (Ed.). The International Encyclopedia of Curriculum. Oxford: Pergomon Press.

  • Linn, Robert L. and Gronlund, Norman E. (2000). Measurement and Assessment in Teaching; Pearson Education Inc.

  • McNeil, John D.; Curriculum: The Teacher’s Initiative; Third Edition; Merril Prentice Hall; Ohio; 2003

  • Moore, Kenneth D.; Effective Instructional Strategies: From Theory to Practice; Sage Publications India Pvt. Ltd.; New Delhi; 2005

  • Muijs, Daniel and Reynolds, David; Effective Teaching: Evidence and practice- Second Edition; Sage Publication; London; 2005

  • Mukalel, Joseph C.; Creative Approaches to Classroom Teaching; Discovery Publishing House; New Delhi.

  • Mukunda, Kamala V.; What Did You Ask At School Today: A Handbook of Child Learning; Harper Collins Publishers; NOIDA; 2009

  • National Curriculum Framework for School Education; NCERT; New Delhi; 2005

  • Ornstein, Allan C. and Hunkins, Francis P. (1993). Curriculum: Foundations, Principles and Issues; Allan and Bacon; Boston.

  • Passi. B.K.; Becoming Better Teachers: Microteaching Approach; Developed at the center of Advanced Study in Education, Baroda; Published by Sahitya Mudranalaya; Ahemdabad.

  • Philosophical Foundation of Education – Ozmon & Craver R.N. Safaya and B.D.

  • Secondary Education: The Challenges Ahead; NIEPA.

  • Sharma, R.A.; Advanced Educational Technology: Loyal Book Depot; Meerut.

  • Singh, L.C. (Editor); Educational Technology; Vasundandi Publications; Merrut ; 2010

  • Singh, L.C. and Sharma, R.D.; Micro-teaching: Theory and Practice; H.P.Bhargava Book House; Agra.

  • Wiles, Jon W. and Bondi, Joseph C.; Curriculum Development: A Guide to Practice- Eight Edition; Pearson Boston; 2007

  • Zias, Robert S. (1976). Curriculum: Principles and Foundations; Thomas Y. Crowell Company; New York.

Semester I

(Pedagogical Courses)

Course Title: Teaching of Hindi
Course Code: 107 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

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