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Course Title: Teaching of English



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Course Title: Teaching of English
Course Code: 111 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

Objectives:

  1. To acquire information on current directions in English language teaching.

  2. To identify and be sensitive to the proficiency, interests and needs of learners.

  3. To practice learner centred methods and techniques in the classroom.

  4. To enable the students to use technology to enrich language teaching.

  5. To facilitate the effective use of learning resources.

  6. To encourage continuous professional development.

  7. To develop an appreciation of the role of English in both academics and life.

Course Content


Unit - I: Fundamentals of Language (12 hours)

  • Importance of English in a Multi-lingual Society

  • Factors Affecting Language Learning: Physical, Psychological and Social

  • Role of Language in Life: Intellectual, Emotional, Social and Cultural Development

  • Method and Approaches: Direct Method, Communicative Approach, and Constructivist Approach.

  • Intra - Inter correlation: Prose, Poetry, Grammar and Composition. History, Geography, Mathematics, Science, Economics and Commerce.

  • Principles and Maxims of Language teaching



Unit - II: Language Acquisition Inside /Outside the Classroom (20 hours)

    • Listening: Concept, Significance and activities to develop listening

    • Speaking: Concept, Significance and activities to develop speaking.

    • Reading: Concept, Methods (Phonic, Whole Word), Types (Loud, Silent, Intensive, Extensive and Supplementary), Techniques to Increase Speed of Reading (Phrasing, Skimming, Scanning, Columnar Reading, Key word Reading).

    • Writing: Types of Composition (Guided, Free and Creative), Evaluating Compositions, Letter Writing (Formal, Informal)

    • Supplementary Skills: Study Skills (Note Taking and Making), Reference Skills (Dictionary, Encyclopaedia, Thesaurus)


Unit - III: Aspects of Language Teaching and Learning Resources (20 hours)

  • Planning a Lesson, Instructional Objectives and Specifications for:

    • Prose: Techniques (Discussion, Narration, Questioning), Methods (Story Telling, Dramatization)

    • Poetry: Methods (Recitation, Song-action), Techniques of Appreciation

    • Grammar: Types (Functional, Formal), Methods (Inductive, Deductive)

  • Learning Resources: Computer Assisted Language Learning (CALL), Library, Language Laboratory.



Unit - IV: Professional Growth and Evaluation (12 hours)

    • Qualities of an English Teacher and his/her Professional Growth

    • Critical Appraisal of an English text book.

    • Types of Test Items and development of Achievement test in English.

    • Meaning and significance of Comprehensive and Continuous Evaluation in English.

    • Diagnostic and Remedial Teaching:

    • Identifying Learning Difficulties in Language

    • Dealing with Language Difficulties of the Learner

Suggested Readings:


    • Adams, M.J, (1990): Thinking and Learning about Print. Cambridge, Ma: MIT Press.

    • Amritavatli, R, (1999): Language as a Dynamic Text: Essays on Language, Cognition and Communication. CIEFL Akshara series. Hyderabad: AIllied Publishers

    • Assessment of English Language Teaching, Madan

    • Barauh, T.C.: The English Teacher’s Handbook

    • Bhatia K. K: New Techniques of Teaching English as a Foreign Language.

    • Bond, L G et at (1980): Reading Difficulties- Their Diagnosis and Correction, New York, Appleton - Century Crafts.

    • Bose Kshanika: Teaching of English Modern Approach

    • Byrne, D (1975): Teaching Writing, London, Longman.

    • Choudhary, N.R, (2002) :English Language Teaching, Himalaya Publish House, Mumbai

    • Dave, Pratima S, (2002): Communicative Approach to the Teaching of English as A Second Language, Himalaya Publish House, Mumbai

    • David, E (1977): Classroom Techniques- Foreign Languages and English as a Second Language, New York, Harcourt Brace.

    • Davis, Paul and Mario Rinvolucri, (1988): Dictation: New Methods, New Possibilities. Cambridge Handbook for Language Teachers

    • English Language Teaching: Professional Journals for English Language Teaching

    • Grillett, M (1983): Developing Reading Comprehension, London, CUP.




    • Halbe Malati, (2005) :Methodology of English Teaching , Himalaya Publish House,

    • Jain, R.K.: Essentials English Teaching.

    • Johnson, K (1983): Communicative Syllabus Design and Methodology, Oxford, Pergamon Press.

    • Khan, Nasiruddin. (2005): Introduction of English as a subject at the primary level. Ms., NFG-English

    • Kohali, A.L.: Techniques of Teaching English in the New Millennium

    • M.L.Tikoo: Teaching of English

    • Modern English Language Teaching – Journal Geeta Nagaraj

    • Morgan & Rinvoluri (1991): New Ways of Dictation, London, Longman.

    • Mukalel , J C. (1998): Approaches to English Language Teaching, Sterling Publishing House, New Delhi.

    • Palmer, H E: The Principles of Language Study.

    • Parrot, M (1993): Tasks for the Classroom Teacher, London, Pergamon.

    • Paul Verghese – Teaching English as a second Language

    • Prabhu, N.S. (1987): Second Language Pedagogy. Oxford University Press, NY.

    • Richards Jack C. & Rodgers & Theotore S.: Approaches & Methods in Language Teaching

    • Sachdeva, M.L: A New Approach to Teaching of English in India

    • Sahni Geeta: Suggested Methodology of Teaching English

    • Salim B.: Companion to teaching of English

    • Sharma, K L.: Methods of Teaching English in India.

    • Shatmi Kadmbri & Tujs Tripat – Principles & Practices of Language Teaching

    • Singh, M.K.: Teaching of English

    • Spratt Mary: English for the Teacher

    • Sunwani, V.K, (2005): The English Language and Indian Culture

    • Thomson & Wyatt HG: Teaching of English in India, University of London.

    • Tudor, Ian: Learner - Centeredness in Language Education, Cambridge University Press.

    • Valdmen., (1987) Trends in Language Teaching, New York, London Mac Graw Hill.

    • Varghese, Paul: Teaching of English as Second Language.

    • Venkateshwaran, S: Principles of Teaching English

    • Widdowson, HG (1979): Teaching language as Communication, London, OUP.

    • Yoakum LA. & Simpson R.G: Modern Methods and Techniques of Teaching.



Course Title: Teaching of Punjabi
Course Code: 113 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

Objectives:

  1. To develop interest for Teaching Learning Punjabi.

  2. To develop strategies in order to meet the learning difficulties in teaching Punjabi as a mother tongue/first/second language at school.

  3. To think strategies to direct the creative abilities of the students at the school level.

  4. To identify and be sensitive to the proficiency, interests and needs of learners.

  5. To practice learner centred methods and techniques in the classroom.

  6. To facilitate the effective use of learning resources.

  7. To encourage continuous professional development.

  8. To develop skills for research and diagnostic testing.



Course Content

Unit - I: Fundamentals of Language (12 hours)

  • Language: Nature, origin and development of language.

  • Mother Tongue: Importance, objectives and Principles for teaching Mother Tongue.

  • Punjabi: Origin and development of Punjabi Language.

  • Script: Origin and development of Gurmukhi as a script.

  • Punjabi as Mother Tongue: Contribution and role of Mother Tongue on life and education of a child.

  • Punjabi as a first/second language: Rationale and objectives.

  • Present position of Punjabi in the school curriculum.



Unit - II: Language Acquisition (20 hours)

    • Listening: Concept, Significance and activities to develop listening skills in Punjabi.

    • Speaking: Concept, Significance and activities to develop speaking skills in Punjabi. Correct pronunciation and correction for appropriate pronunciation.

    • Reading: Concept, Methods (Phonic, Whole Word), Types (Loud, Silent, Intensive, Extensive and Supplementary), Techniques to Increase Speed of Reading (Phrasing, Skimming, Scanning, Columnar Reading, Key word Reading).

    • Writing: Types of Composition (Guided, Free and Creative), Evaluating Compositions, Letter Writing (Formal, Informal)

    • Supplementary Skills: Study Skills (Note Taking and Making), Reference Skills (Dictionary, Encyclopaedia, Thesaurus)

Unit - III: Aspects of Language Teaching and Learning Resources (20 hours)

  • Planning a Lesson, Instructional Objectives, Specifications and Teaching aids for:

    • Prose: Techniques (Discussion, Narration, Questioning), Methods (Story Telling, Dramatization)

    • Poetry: Methods (Recitation, Song-action), Techniques of Appreciation

    • Grammar: Types (Functional, Formal), Methods (Inductive, Deductive)

  • Learning Resources: Computer Assisted Language Learning (CALL), Library, Language Laboratory.



Unit - IV: Professional Growth and Evaluation (12 hours)

    • Qualities of a Punjabi Teacher and his/her Professional Growth

    • Critical Appraisal of a Punjabi text book.

    • Types of Test Items and development of Achievement test in Punjabi.

    • Meaning and significance of Comprehensive and Continuous Evaluation in Punjabi.

    • Diagnostic and Remedial Teaching:

    • Identifying Learning Difficulties in Language

    • Dealing with Language Difficulties of the Learner

Suggested Readings:

      • Ahuja, R.L. – Maatra Bhasha Di Shiksha

      • Baraar, H.S. – Maatra Bhasha Di Samrakha

      • Billows, F.L. – The techniques of Language Teaching

      • Dhiman, H.S. (2009). Punjabi Boli, Bhasha Atte Gurbani. Patiala: Gagan Prakashan

      • Gurrey, P. – Teaching of Mother Tongue in secondary schools

      • Jass, J.S. and Kaur, J. (2010). Maatra Bhasha Di Shikiya Vidhi. Jalandhar: New Book Company.

      • Joshi, S.S. - Punjabi Bhasha Atte Viyakaran.

      • Kang, A.S. (1999). Aatharvi Sadi Da Chornva Punjabi Sahitya. New Delhi: National Book Trust.

      • Kaur, Dhanwant – Punjabi Bhasha Da Adhyapan. Patiala: Punjabi University.

      • Kocchar, S.K. and Bhatia, S.S. - Maatra Bhasha Di Shiksha

      • Nandra, I.S. and Ssafaya, R.K. (2010). Aadhunik Punjabi Adhyapan. Ludhian: Vinod Publications

      • Ryburn, W.M. – Teaching of Mother Tongue

      • Sharma, T.R. - Maatra Bhasha Di Shiksha

      • Singh, Harkirat. – Punjabi Sabad Roop Aur Sabad Jorh Kosh

      • Singh, Mahinder – Punjabi Kive Paraiiee Jave

      • Singh, P.P. (1996). Punjabi Bhasha Da Sarotra Te Bantar. Patiala: Punjabi University.

      • UNESCO – Teaching of Mother Tongue.


Course Title: Teaching of Urdu



Course Code: 115 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

Course Content:

Unit I: (15 hours)

        • Nature and Development of Language.

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

        • 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.

    • Objective Based Teaching

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

  2. Statement of objectives in behavioral terms.



Unit II: (25 hours)

    • Approaches and Methods of Teaching Urdu

  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.

    • 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: (14 hours)

    • Materials for Teaching Urdu

  1. Urdu Text book and its evaluation.

  2. Supplementary Readers.

  3. A.V Aid in teaching of Urdu.




    • 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: (10 hours)

    • Evaluation

  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.


Course Title: Teaching of Mathematics
Course Code: 117 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)
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:



  1. Understanding of nature of mathematics.

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

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

  4. Improve their competencies in secondary level mathematics.

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

  6. Understanding preparation and use of diagnostics test and organize remedial teaching.

  7. Application of appropriate evaluation techniques in mathematics.



Course Content:

Unit-I (12 hours)

  • Introduction to mathematics education

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

          • Developing objectives of teaching mathematics in behavioral terms

          • Integration of Mathematics with other subjects.

  • Historical developments in mathematics

          • Historical development of Notations and Number systems

          • Contributions of Indian Mathematicians (Ramanujan, Aryabhatta, Bhaskaracharya).



Unit-II

  • Place of mathematics in secondary school curriculum (08 hours)

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

    • Qualities of a good Mathematics textbook and its evaluation.


Unit-III (32 hours)

      • Instructional strategies in teaching mathematics

        • Inductive, deductive approach.

        • Analytic and synthetic approach.

        • Heuristic and project approach.

        • Problem solving

        • Activity method

          • Organization of teaching strategies in mathematics

            • Different models of lesson planning.

            • Annual, term, unit lesson planning

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

i) Teaching of Arithmetic (Commercial Maths)

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



iii) Teaching of Geometry (Congruent and Similar triangles)

  1. Teaching of Mensuration (Surface areas and volumes of solid figures)

    • Mathematics clubs.


Unit-IV: Technology Integration and Evaluation (12 hours)

    • Technology Integration: Planning with the iNtegrating Technology for inquiry (NTeQ) model for Mathematics at secondary school level.

    • Diagnostics test and remedial teaching in Mathematics

      • Comprehensive and continuous evaluation, need of and importance class tests.

      • Nature and constructions of diagnostics test.

      • Remedial teaching.


Suggested Readings:

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

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

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

  • Ediger Mariow(2004); Teaching Math Successfully, Discovery Publication.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  • Vigilante Nicholas (1969); Mathematics in elementary math; Oxford Publications.

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


Course Title: Teaching of Social Sciences
Course Code: 119 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

Course Objectives: 

The Teaching of Social science would enable the Pupil Teacher to - 



  1. Develop understanding about the basic differences between Social Studies and Social Science.

  2. Understand the need for teaching Social Science as an integrated discipline

  3. Develop the ability to justify the Relevance of social Sciences in terms of Contemporary events.

  4. Gain knowledge about the different approaches associated with the discipline

  5. Develop certain professional skills useful for classroom teaching.

 
Course Content:

Unit - I: Learning and Teaching Social Studies      (08 hours)

  • Nature and Scope of Social Science

  • Difference between Social Science and Social Studies

  • Aims and objectives of teaching Social Sciences

  • Social Science curriculum at School level - correlation with other subjects.

  • Prevalent text books in Social Sciences. Critical appraisal of a Social Science Text book

 

Unit - II: Methods and Strategies   (30 hours)



  • Approaches / Methods of Teaching Social Sciences 

    1. Difference between Approaches, strategies and methods

    2. Types of Approaches – Inductive, deductive

    3. Methods –

      1. Story telling

      2. Problem Solving

      3. Project Method

      4. Observational Method

      5. Assignment Method

        1. Grouping students for learning

  1. Cooperative learning

  2. Using structured questions to aid learning

  3. Role playing and simulation

    1. Qualities of an exemplary social science teacher

 



      • Transactional Strategies  

  1. Preparation of Unit Plan, Lesson Plan using various approaches.

  2. Instructional Aids: - Preparation, improvisation and effective use - Chart, Models, Scrap Books, Media (Print Non-print and Electronic Media), Maps, Globe.

  3. Social Science Laboratory - organization and management

  4. Organization and planning of Co-curricular Activities in Social Science – Field Trip / Excursion / Bulletin Board in Social Studies

  5. Dealing with Controversial  Issues in Social Studies

  
Unit - III: Concepts and Technology Integration (18 hours)


  • Developing Concept and Generalizations

  • Concept formation and classification

  • Concept Mapping in Social Science

  • Instructional strategies for concept learning

  • Technology Integration: Planning with the iNtegrating Technology for inquiry (NTeQ) model for Social Sciences at secondary school level.



UNIT - IV: Evaluating and assessing student learning     (08 hours)

  • Evaluation: Concept, importance and Types of Evaluation. Concept of Comprehensive and Continuous Evaluation

  • Type of Test items and development of achievement test in social sciences.

  • Diagnostic testing and remedial measures.


Suggested Readings: - 

    • Aggarwal, J.C., Teaching of Social Studies, New Delhi: Vikas Pub. 1982.

    • Bining, Arthur C., Teaching of Social Studies in Secondary School, McGraw Hill, Book Co.

    • Dash, B.N., Content-cum-Method of Teaching of Social Studies, New Delhi : Kalyani Pub.

    • Gupta Renu – The methods of teaching Social Studies

    • Kochhar, S.K., Teaching of Social Studies, New Delhi: Sterling Publications, 1983.

    • Kohli, A.S., Teaching of Social Studies, New Delhi: Anmol Pub., 1996.

    • Martorella H. Peter (1994) Social Studies for elementary School Children (Developing Young Citizens)

    • Mehta, D.D., Teaching of Social Studies, Ludhiana: Tandon Pub., 2004

    • Michaels U. John – Social Studies for Children (1992)

    • Mittal, H.C., Teaching of Social Studies, New Delhi: Dhanpat Rai & Chandna R.N. Sons.

    • Mottart, Maurice P., Elementary Social Studies Instructions, New York: Longman, Green and Co.

    • NCERT (1988), Guidelines and syllabi for secondary stage (Class IX, X) N. D., NCERT

    • Preston, Ralph C., Handbook of Social Studies, Rhinehart and Company, 1955.

    • Ruhela, S. P. and Khan R.S. – Samajik Vigyan shiksham, kota open University, BE – S

    • Sandhu, Paramjit Kaur, Teaching of Social Studies, Patiala.

    • Shaida, B.D., Teaching of Social Studies, Jalandhar: Panjab Kitab Ghar, 1962.

    • Sidhu, H.S., Teaching of Social Studies, Tondon Publishers, Ludhiana.

    • Singh, Gurmit and Kaur, Jasvir, Teaching of Social Studies, Ludhiana: Kalyani Publishers, 2007.

    • Taneja, V.K., Teaching of Social Studies, Ludhiana: Vinod Pub., 1992.

    • Teaching Social Studies in High School, Wesley Edgar Bruce

    • UNESCO (1981), Handbook for teaching of Social Studies.

    • Wesley, Edgar Bruce, Teaching of Social Studies, Boston: D.C. Herth and Co.

    • Zevin Jack (2000) – Social Studies for the Twenty first Century


Course Title: Teaching of Integrated Sciences
Course Code: 121 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

Course Objectives:

The Student teacher will be able to-



  1. Develop an understanding of the nature of integrated science and its interface with society.

  2. Acquire a conceptual understanding of the objectives of teaching integrated science.

  3. Appreciate the significance of integrated science at various levels of school curriculum.

  4. Acquire the understanding of techniques/approaches and skills of teaching integrated science.

  5. Develop and use the techniques for evaluation of student's performance.



Course Content:

Unit-I: Science in School Curriculum (15 hours)

  • Nature and scope of integrated science.

  • Development of science in India: Landmarks.

  • Correlation of Integrated Science with other Subject.

  • Aims & Objective of Teaching of Science with special reference to integrated

Science.

  • Science Curriculum at Secondary Level.

  • Integrated Science Books: Qualities of good science books, its effective use; Criteria for evaluation of integrated science textbook.



Unit-II: Planning, Designing and Translation of Instruction. (25 hours)

  • Development of unit plan, Lesson Plan, using variety of approaches.

  • Teaching Learning process with a focus on:

  • Inquiry Approach

  • Problem Solving Approach

  • Project Method

  • Constructivist Approach

        • Science Laboratory: Organization & Management.

        • Instructional Aids: Preparation, Improvisation and Effective use.

        • Planning and execution on Extended Experiences:-

  • Science Exhibition

  • Science Fair

  • Science Quizzes

  • Science Club

Unit-III: Evaluation in Integrated Science (14 hours)

    • Evaluation: Concept & importance.

    • Techniques of evaluation for theory & practical.

    • Comprehensive and continuous evaluation, need and importance of class tests.

    • Diagnostics test and remedial measures & Monitoring learner's progress.

    • Achievement test-its construction & administration.



Unit-IV: Professional Development of integrated Science Teacher (10 hours)

      • Need for professional development at individual level, organizational level and Government level.

      • Technology Integration: Planning with the iNtegrating Technology for inquiry (NTeQ) model for Integrated Sciences at secondary school level.



Suggested Readings:

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

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

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

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

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

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

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

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

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

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

  • Sood J.K (1987), Teaching of life science, Kohli Publishers Chandigarh.

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


Course Title: Teaching of Home Science
Course Code: 123 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

Course Objectives 

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.

 


Course Content

Unit - I            (22 hours)

  • 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

 


  • 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    (12 hours) 

  • Planning for instructional process – need, advantages and strategies

  • Lesson planning – design, approaches & writing lesson plan

  • Audio visual aids in teaching of Home Science

  • Principles of curriculum planning and development of Home Science Syllabus

  • Characteristics of a good Home Science text book.

  • Use and Management of Home Science Laboratory

  

Unit - III:          (15 hours) 

  • Correlation of Home Science with other subjects

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

b.       SUPW related to 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:        (15 hours) 


  • Evaluation in Home Science

  a.      Evaluation and assessment

b.      Techniques for assessment in theory and practical

c.      Monitoring learner’s progress

d.      Diagnostic and remedial measures in Home Science

e.      Unit test preparation 


  • 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:


  • 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.

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

  • Chandra A. (1995) Fundamentals of Teaching Home Science, ND: Sterling publishers.

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

  • Das,R.R. & Ray B. (1989) Teaching of Home Science, ND: Sterling Publishers.

  • Devdas R.P.(1976). Teaching Home Science, AI Council for Teaching Science.

  • Hall & Paolucci (1968), Teaching Home Economics, NY: Wiley Eastern P. Ltd.



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