Kadi Sarva Vishwavidyalaya Gandhinagar {Established Under The State Act of Gujarat, No-21, May 2007}



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SOCIAL SCIENCE (PS1/PS2)


1 IDENTIFYING THE AIMS & OBJECTIVES OF SOCIAL SCIENCE

Tasks:

      1. Organize a discussion and indentify the need of social science

      2. Listing out the aims of social science

      3. Visit an Old Age Home and interact with old age peoples

      4. Visit any municipal council and interact with the officials

      5. Organize a quiz competition on current affairs

      6. Organize a mock parliament in the school

2 PREPARATION OF LEARNING RECOURSES

Tasks:

  1. Prepare charts based on protection child labor

  2. Prepare PPT of different types of governments and its functions

  3. Visit to library and collect the materials related to natural disaster

  4. Collect the 25 coins and display in the class

  5. Review biography of any 2 famous emperors and present in the class

3 USE OF BASIC RIGHTS & DUTIES IN DAY TO LIFE

Tasks:

  1. Use of dustbin in school, home and society for cleanliness

  2. Donate the blood

  3. Follow traffic rules while travelling

  4. Switch off the lights, fans, AC, when you come from class, home

  5. Arrange a mock election in the class



  1. हिन्दी (PS1/PS2)

  1. सूचनात्मक स्त्रोतों का उपयोग

कर्तव्य:

    1. कक्षाकक्ष चर्चा सहभागी बनोगे

    2. अध्ययन की आदत विकसित होगी

    3. चार्ट निर्माण कार्य कर सकेगे

    4. सूचनात्मक वातों का अवलोकन करेंगे

    5. उच्चारण व लेखन कोशल्यो में वृद्धी होगी

    6. कठिन बातो पर चिंतन एवं अवलोकन कर सकेगे



  1. छात्रकेंद्री पद्धतिओं का उपयोग

कर्तव्य:

    1. समूहचर्चा का आयोजन करेंगे

    2. कार्यसभा का आयोजन करेंगे

    3. खेलविधि का उपयोग करेंगे

    4. वादविवाद प्रणाली का संचालन करेंगे

    5. कहानी कथन प्रणाली का उपयोग करेंगे

    6. प्रत्यक्ष पद्धति का सकुशल प्रयोग करेंगे



  1. SANSKRIT (PS1/PS2)

  1. UTILIZES GRAMMAR RULES TO ARRANGE PROPER SENTENCE FORMATION

Tasks:

    1. Write a brief summary of various Sanskrit scriptures

    2. Arrange the flash cards (according to Vibhakti, Vachan and Purush)

    3. Convert the sentences

    4. Write the explanation of famous shlokas in all types of sanskrit sentences

  1. USES SANSKRIT AS MEDIUM OF INSTRUCTION AND CONVERSATION

Tasks:

    1. Plays the games

    2. Give your own introduction

    3. Thought exchange program

    4. Personality observation and its explanation

    5. Arrange competition of Sanskrit shlokas

  1. DELIVERS INSTRUCTION

Tasks:

    1. Analyze topics/units

    2. Plan lessons

    3. Motivate the Students

    4. Use presentation skill

    5. Illustrate examples

    6. Set up follow up activities



  1. GUJARATI (PS1/PS2)

  1. ગુજરાતી ભાષાનું સ્વરૂપ ,પરિબળો અને મહત્વ સમજી લેખન કરવાની ક્ષમતા કેળવે .

Tasks :

  1. વિવિધ પ્રકારની નોધ તૈયાર કરે .

  2. કથન –ચર્ચામાં ભાગ લેશે

  3. લેખન કાર્ય કરશે .

  4. વાચન કરવાની ટેવનો વિકાસ કરે.

  5. વિવિધ સ્વરૂપોનું સર્જન કરે

  1. વિષયવસ્તુના આધારે વિદ્યાર્થીઓંની ક્ષમતા કેળવે.

Tasks :

  1. મોડલ તૈયાર કરે .

  2. ચાર્ટ તૈયાર કરે.

  3. સ્વાધ્યાય કાર્ય કરે .

  4. શબ્દભંડોળ નો વ્યવહારમાં ઉપયોગ કરે .

  5. આદર્શ પ્રશ્ન પત્ર તૈયાર કરે .

  6. ભાષાસાહિત્ય મંડળની રચના કરે .

  1. TEACHING OF COMPUTER SCIENCE (PS1/PS2)


  1. Utilize Instructional Resources

Tasks :

  1. Procure Print and non -print resources

  2. Prepare Models

  3. Prepare script for audio/visual material

  4. Prepare Lab manuals / workbooks/worksheets

  5. Operate computer equipment

  1. Evaluate Students Performance :

Tasks:

  1. Design computerized internal assessment scheme.

  2. Prepare question paper or other tools in word

  3. Utilize different formulas in excel

  4. Prepare multimedia evaluation in power point

  5. Design individualized homework assignments

  1. Use learner centered delivery methods

Tasks :

  1. Conduct group discussion

  2. Guide project work

  3. Use team teaching technique

  4. Use problem solving technique in computer

  5. Design / prepare individualized learning packages


ENHANCING PROFESSIONAL CAPACITY(EPC)


  1. READING AND REFLECTING ON TEXTS (EPC1)




  1. REFLECT ON OWN READING PROCESS THROUGH WRITING

Tasks :

  1. Develop writing skill on deferent type of texts

  2. Develop active reading writing skill

  3. Evaluate and can do critical thinking

  4. Prepare notes

  5. Participate in discussion

  6. Develop the study habits/reading skill

  7. Encourage brainstorming

2 RESPOND TO VARIOUS FICTION AND NON-FICTION PIECES THROUGH WRITING

Tasks :

  1. Develop leadership qualities

  2. Encourage group discussion

  3. Use story telling techniques

  4. Develop communication skill

  5. Better understanding of own strengths and identities as confident readers

  6. Prepare case studies

  7. Summarize texts

  8. Use review

  9. Respond on translation

  1. BASICS OF COMPUTER (EPC1)



  1. Utilize Instructional Resources.

Tasks:

  1. Identify different hardware and software

  2. Operate computer equipments

  3. Utilize operating System

  4. Utilize different functions in Word Program

  5. Utilize different functions in PowerPoint Program

  1. Evaluate Students Performance.

Tasks:

  1. Design computerized timetable for a high school/college.

  2. Prepare application for the job of a teacher

  3. Preparation of C.V.

  4. Prepare presentation on any school subject


PRACTICAL
SEMESTER – 1
Semester Wise Competencies Developed Through This Course and the Tasks to Measure them

  1. Utilize Instructional Resources :

Tasks :

    1. Produce print and non – print resources

    2. Prepare models

    3. Prepare charts

    4. Prepare overhead transparencies, slides, script for audio or video programme

    5. Prepare handouts

    6. Evaluate and revise instructional material

    7. Operate audio visual equipments




  1. Deliver Instruction

Tasks :

    1. Prepare course plan

    2. Prepare lesson plan

    3. Analyse subject units

    4. Select appropriate instructional methods

    5. Develop appropriate communication skills

    6. Introduce lesson

    7. Ask various types of questions

    8. Reinforce the students and motivate them

    9. Give illustration and explanation

    10. Write proper Black Board summary

    11. Summaries the lesson

    12. Use appropriate presentation skills using various methods, techniques and instructional media

    13. Promote questions by the students and satisfy their queries

    14. Provide assignment to students and provide feedback on the assignment


INDEX

SEMESTER - II

SR.NO.

PARTICULARS

PAGE NO.




Perspectives in Education(Core Paper)




CC3

Learning and Teaching

114 to 118

CC4

Knowledge and Curriculum -1

119 to 122




Curriculum and Pedagogic Study




CP3

Teaching Techniques and Assessment for learning

123 to 125




Course-7 Pedagogy of School Subjectg




PS3

Pedagogy of School Subject – 1

126 to 165

PS4

Pedagogy of School Subject – 2




Enhancing Professional Capacity(EPC) (Any One)




EPC2-A

Drama and Art in Education

166 to 170

EPC2-B

Multimedia and Communication Technology In Education

171 to 174




Practical Work B.Ed.




P6

Block Teaching

175

P7

Blue Print

176

P8

Psychological Testing

177

P9

English Speaking and Personality Development -1

178

P10

Content Assignment – School Subject : 1

179

P11

Content Assignment – School Subject : 2

179




Competencies (Theory & Practical)

180 to 197

COURSE FOR SEMESTER –II

LEARNING AND TEACHING (CC3)
Credits – 4 Marks: 100

Learning Outcomes:

Teacher trainees will be able to:

  1. Define the concept of learning.

  2. Discuss the importance of motivation in learning.

  3. Identify the concept of teaching.

  4. Practice skills, models, approaches, methods/strategies, techniques and styles of teaching.

  5. Identify various styles of teaching and learning.

  6. Adopt role as a teacher and use the principles of teaching.

  7. Prepare self learning teaching material.

  8. Make teaching experiential.

  9. Analyze and interpret the class room interaction.

  10. Implement the new trends of teaching and learning

  11. Identify the activities of teaching learning and apply it in the class room.


SCHEME OF TEACHING AND ASSESSMENT:


Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit : 1 Learning

  1. Learning : Concept (in the social and cultural context), Factors affecting learning

  2. Nature of Learning Process, General Principles of Learning

  3. Theory of learning (Pavlov, Thorndike, Kohler and Skinner) and their educational implications

  4. Motivation in learning: Principles of Motivation in Learning, Abraham Maslow's Motivational Theory : Concept and educational implications.

4

4


4
4

16

25%

7%

6%


6%
6%

Discussion,

Dramatization

Simulation,
Demonstration

Lecture



Handouts,

LCD Projector,

Computer,
Scripts


Reference Book No. 2,8, 9, 25, 26, 27


2

Unit : 2 Teaching

  1. Teaching : Concept, Maxims of teaching, Models of Teaching (Concept of : Advanced Organizer, Inductive Thinking Model), and Skills of Teaching (Set – Induction, Questioning, Reinforcement, Stimulus – Variation, Explanation)

  2. Characteristics of Teaching, Factors affecting teaching process

  3. General and Psychological Principles of Teaching

  4. Analysis of Classroom Interaction: Concept and Components of Ned Flanders’ Classroom Interaction Analysis

4

4

4


4

16

25%

7%

8%



5%
5%

Group Discussion,

Assignment.

Book Reviews and Presentation, Demonstration,

Lecture cum Discussion



Handouts,

LCD Projector,

Computer,


Reference Book No. 28, 9,6,26,27

3

Units 3 New Trends of Teaching – Learning

  1. Use of ICT in teaching – learning, E- learning, Multi-Media Approach: Meaning and concept

  2. Experience Cone of Edger Dale, Programmed Learning Material : Concept and Types, Nature of Each Type and Advantages

  3. Computer Assisted Instruction, Computer Assisted Learning

  4. Online Learning, Talkative Books, Various types of Learning Gadgets

4

4


4
4

16

25%
6.25%

6.25%
6.25%


6.25%

Discussion,

Dramatization

Simulation,

Group Task,

Project, Peer Group Teaching, PresentationAssignment, Seminar


Handouts,

LCD Projector,

Computer,


Reference Book No. 25, 26, 27,8,9

4

Units 4 Methods / Strategies, Techniques, Approach, Styles / Types of Teaching - Learning (Nature - Importance -Limitations)

  1. Methods / Strategies of Teaching – Learning : Supervised Study, Team Teaching, Peer Group Teaching, Brain Storming, Seminar, Inductive – Deductive, Focused Group Discussion

  2. Techniques of Teaching – Learning : Drilling, Reviewing and Revision, Demonstration, Analysis – Synthesis

  3. Approaches of Teaching – Learning : Situational Approach, Structural Approach, Constructivist Approach

  4. Styles / Types of Teaching - In the context of : Objectives, Level of Teaching, Teaching Activities, Form of Teaching, Way of Teaching and in the context of Ruling System.

Styles of Learning - Auditory, Visual, Kinesthetic and Multi-Sensory Learning

4

4

4


4

16

25%

6%


6%

7%
6%



Discussion,

Dramatization,

Simulation,

Group Task,

Project, Presentation,

Peer Group Teaching



Handouts,

LCD Projector,



Computer,


Reference Book No. 27, 28, 29,8,9

TOTAL

64 HOURS

100%











OBJECTIVE WISE DISTRIBUTION OF WEIGHTAGE:

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100


Competencies Developed Through This Course :

Tasks :

  1. Apply the theories and principles of learning in to their practical teaching practice.

  2. Design and implement motivational strategies for their students.

  3. Prepare their lesson plans keeping in mind the skills and maxims of teaching.

  4. Manipulate the role of factor affecting the teaching process.

  5. Analyze any one teacher's classroom interaction.

  6. Develop various teaching strategies using various methods, techniques, approaches and styles of teaching for effective teaching.

  7. To do brain storming on any one problem.

  8. To apply achievement motivation test.

  9. To organize and implement Seminar on any one Subject.

  10. To develop and apply lesson plans on the basis of different model of teaching.

  11. To develop and use ICT based teaching-learning material.

  12. Identify the teaching styles of teachers whose lesson plans they observe.

  13. Identify the learning styles of the students.

  14. To collect the opinions of students regarding E-learning.

  15. To Visit different schools and prepare a report on teaching Procedures of Schools with Photographs.


REFERENCES


  1. Chauhan,S.S., (2007). “Advanced Educational Psychology”, Vikas publishing house

  2. Dandpani, S., (2007). Advanced Educational Psychology, Anmol Publications, New Delhi.

  3. Hendrie, W., (2006).”Emotional Intelligence at work”, Wiley India Private Limited, New Delhi.

  4. Joshi Devalben, (2006). “Adhyeta na vikas and Adhyayan Adhyapan prakriya”, Akshar Prakashan, Ahmedabad.

  5. Kaur,R., (2006). ”Adolescent Psychology, New Trends and Innovations”, Deep and Deep publications Private Limited, New Delhi.

  6. Kumar.S.,(2007). Principles of Developmental Psychology, Anmol Publication, New Delhi.

  7. Lester. D. Crow., (2007).” Educational Psychology”, Surjeet Publications, Delhi.

  8. Mangal.S.K,. (2007). “Advanced Educational Psychology”, Prentice Hall of India, Delhi.

  9. Mangal.S.K,. (2007). “Essentials of Educational Psychology”, Prentice Hall of India, Delhi.

  10. Mathur, S.S.,(2001). ” Educational Psychology”, Vinod Pustak Mandir, Agra.

  11. Patel Motibhai & others (2003). “Adhyeta swaroop ane vikas”, B. S. Shah prakashan, Ahmedabad.

  12. Patel Pallaviben and Others (2004), “Adhyeta no vikas ane Adhyayan Adhyapan prakriya”, Varishen Prakashan, Ahmedabad.

  1. Raval Chimanbhai, (2003). “Shaikshanik Manovigyan ane Adhyetano Vikas”, Anada Book Dipo, Ahmedabad.

  2. Raval Natubhai and others (2005). “Adhyeta no vikas ane adhyapan Adhyayan prakriya, Nirav Prakashan, Ahmedabad.

  3. Shah Gunvant, (1997). “Shaikshanik Manovigyanma Adhyayan Mimasa”, University Granth Nirman Board, Ahmedabad.

  4. Sharma Y., (2004), “A Textbook of Educational Psychology”, Kanishka Publishers, New Delhi.

  5. Singh Y. K. & Nath R., (2005). ” Psychology in Education” APH Publishing corporation, New Delhi.

  6. Skinner Charles E.. (1970). “Educational Psychology”, Prentice Hall of India Private Ltd., New Delhi.

  7. Weiten W. & Lloyd, (2007).”Psychology applied to Modern Life”, Thomson Delmar learning, Australia.

  8. Yadav Kusum & Singh Tomba, (2011).”Essentials of Educational Psychology”,Akshar publication,Ahmedabad

  9. Yadav N., (2005). “A handbook of Educational Psychology”, Anmol publications Pvt. Ltd.

  10. લીલાની, સુનીતા(૨૦૧૩). અધ્યેતા અને અધ્યયન અધ્યાપન પ્રક્રિયા, અક્ષર પબ્લીકેશન, અમદાવાદ.

  11. શાહ, ભાવિક(૨૦૧૧). અધ્યાપન અને અધ્યયનના સિદ્ધાંતો અને પ્રયુક્તિઓ, અક્ષર પબ્લીકેશન, અમદાવાદ.

  12. શુક્લા, સતીશપ્રકાશ(૨૦૧૩). અધ્યાપન અને અધ્યયન ના અધિનિયમો અને પ્રયુક્તિઓ, અગ્રવાલ પબ્લીકેશન, આગ્રા.

  13. Venkatlal, S (2002), “Teaching of Science”, Anmol publication, New Delhi

  14. Yadav M. S. “Teaching of science”, Anmol Publication, New Delhi.


COURSE FOR SEMESTER – II

KNOWLEDGE AND CURRICULUM -1 (CC: 4)

Credits – 2 Marks: 50

Learning Outcome:

Teacher trainees will be able to:

  1. Understand meaning of Epistemological terminologies and Understand their similarities and differences between them

  2. Developing understanding about Knowledge and Education

  3. Develop understanding about the Modes of Education

  4. Define the concept and types of curriculum

  5. Develop understanding of the principles and foundation of curriculum

  6. Develop understanding about the determinants and stages of curriculum

  7. Analyze and synthesize various aspects of National Curriculum Framework.



SCHEME OF TEACHING AND ASSESSMENT:


Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit 1: Epistemological Bases of Knowledge

1.1 Concept of Knowledge

1.2 Knowledge and Skill (Concept and Difference)

1.3 Knowledge Management, Process of Knowledge Management

1.4 Elements of Knowledge Management

2

2


2
2

8

25%


Lecture method,

Discussion,




Handouts,

PPTs,




Reference Book No.9

2

Unit 2: Knowledge and Education

2.1 Teaching and training (Concept and Difference)

2.2 Teaching in Multi cultural setting

2.3 Modes of Education: Face to face, Open and Distance (OD)


3
3


2

8

25%


Group Discussion,

Assignment,




Handouts,

PPTs,



Reference Book No.9

3

Unit 3 :Concept of Curriculum

3.1 Meaning and concept of curriculum

3.2 Meaning of Curriculum framework, syllabus, textbook

3.3 Types of curriculum: Horizontal, vertical, Core, Hidden curriculum

3.4 Need and Importance of Curriculum development


    1. Principles of curriculum development

    2. Foundations of curriculum - Indian Context

  • Philosophical foundations

  • Sociological foundations

  • Psychological foundations

1

1


2
2
1

1


8

25%


Discussion,

Project work,

Assignment


Handouts,

PPTs,




Reference Book No 17


4

Unit 4 : Dynamics of Curriculum Development

4.1 Determinants of curriculum development

4.2 Theories of curriculum development


    1. Stage Specific Curriculum: Pre-primary, Primary, Secondary, Higher Secondary

4.4 Curriculum reforms in India; National Curriculum Frameworks

2

2



2
2

8

25%



Discussion,

Project work,

Review of Documents

Assignment



Handouts,

PPTs,



Reference Book No 1, 31

TOTAL

32 HOURS

100%











OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

15

20

15

15

100


REFERENCES:

  1. Aggrawal, J. C., & Gupta, S. (2005). Curriculum Development. New Delhi: Shipra Publisher.

  2. Alaxander, W. M., & Saylor, J. G. (1966). Curriculum Planning for modern schools. New York: Holt, Rinhart and Winston Inc.

  3. Balrara, M. (1999). Principles of Curriculum Renewal. New Delhi: Kanishka Publishers.

  4. Bhat, B.D. (2007). Curriculum Reform-Change and Continuty. Kanishka Publication. New Delhi.

  5. Bhallalla, N.,(2007). Curriculum Development. Authors Press Publication of Scholarly Books. New Delhi.

  6. Candra, A. (1977). Curriculum Development and Evaluation in education. New Delhi: Sterling Publishers.

  7. Darji, D. R., & Lulla, B. P. (1967). Curriculum development in secondary schools of Baroda. Baroda: Sadhana Press.

  8. Erickson, H.L.(2007) concept based curriculum and instruction for the thinking classroom California; corwin press

  9. Filemon A.U Ariate(2008) Introduction to Knowledge Management, National Academy of Japan.

  10. Hassrin, M. (2004). Curriculum Planning for elementary education. New Delhi: Anmol Publishers.

  11. Herbert, J. W. & Geneva, D. H. (1990). International Encyclopedia of Education Evaluation. New York: Pergamon Press Oxford House.

  12. Jenkins, D., & Shifrnan, D. M. (1976). Curriculum an introduction. London: Pitman Publishing House.

  13. Jhompson, K., and White, J. C. (1975). Curriculum development. London: Pitman Publishing

  14. Khan.M.I. and Nigam,B.K.(2007).Curriculum reform change and continuity. New Delhi; kanishka publication

  15. Kumari, S., and Srivastava, D. S. (2005). Curriculum and Instruction. New Delhi: Shipra Publishers.

  16. Macdonald, B., & Walker, R. (1976). Changing the Curriculum. Britain: Pitman Press.

  17. Musgrave, P. W. (1974). Contemporary studies in the Curriculum. Australia: Angus and Roberston Publishers.

  18. M.S.Khan, (2004). School Curriculum, Ashish Publication House, New Delhi.

  19. Nigam, B. K., & Khan, I. M. (1993). Evaluation and research in Curriculum Construction. New Delhi: Kaniska Publishers.

  20. Ornsttein, A. C. & Hunkins, F.P. (1988). Curriculum foundations, Principles and issues New jersey prentice hall

  21. Panday, M. (2007). Principles of Curriculum Development. New Delhi; Rajat publications

  22. Rao., V.K. (2005). Principles of Curriculum, A.H.H. Publish Corporation. New Delhi

  23. Rajput, J. S. (2004). Encyclopedia of Indian Education. New Delhi: NCERT.

  24. Satyanarayan, P.V. (2004). Curriculum development and management. New Delhi: DPH.

  25. Sharma, R. (2002). Modern methods of Curriculum Organisation. Jaipur: Book Enclave.

  26. Sharma, S. R. (1999). Issues in Curriculum Administration. New Delhi: Pearl Publishing House.

  27. Sockett, H. (1976). Designing the Curriculum. Britain: Pitman Press.

  28. S.R.Vashist. (2004). The Theory of Curriculum, Almol Pblication Pvt. Ltd. New Delhi.

  29. Srivastava, H. S. (2006). Curriculum and methods of teaching. New Delhi: Shipra Publishers.

  30. Tata, H. (1962). Curriculum development theory & practice. New York: Harcourt, Brace & World Inc.

  31. Yadav, Y.P. (2006). Fundamentals of Curriculum design. New Delhi; Shri Sai Printographers

  32. http://www.project2061.org/publications/designs/online/pdfs/reprints/2_macdld.pdf


COURSE FOR SEMESTER – II

TEACHING TECHNIQUES AND ASSESSMENT FOR LEARNING (CP3)
Credits – 4 Marks : 100

Learning Outcomes:

Teacher Trainees will be able to :

  1. Apply various teaching techniques in practice.

  2. Apply the concept of Measurement, Assessment and Evaluation.

  3. Apply the formative and summative Assessment.

  4. Identify various tools of assessment

  5. Differentiate between teacher made test and standardized test

  6. Understand and apply the various tools and techniques of Assessment for Learning.

  7. Understand the use of computer in evaluation.

  8. Analyze innovative trends in Assessment.


SCHEME OF TEACHING AND ASSESSMENT :

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit – 1 Teaching Techniques

    1. Brainstorming

    2. Problem Solving

    3. Peer group teaching

    4. Socratic questioning

    5. Heuristics (Discovery)

    6. Simulation

1.5


1.5

1

1.5



1.5

1


8

25%


Lecture Cum Discussion,

Assignment,

Group

Discussion,



Presentations

Handouts,

Chart


LCD, Projector,

Reference Book No. 6,8,9

2

Unit – 2 Introduction of Assessment

2.1 Measurement, & Evaluation : Meaning, Concept, Objectives, Difference between measurement and evaluation

2.2 Types of Evaluation : Formative and summative Evaluation, concept, importance and examples

2.3 Continuous comprehensive Evaluation for Learning


3


3

2


8

25%



Group Discussion,
Assignment.
Presentation,

Field Visit



Handouts,
LCD
Projector,
Charts, Field Visit


Reference Book No. 1,8,9

3

Unit -3 Tools and Techniques of Assessment for Learning

3.1 Tools & Techniques for Assessment : portfolio, ,Questionnaire, Rating Scales, Checklist

3.2 Types of Tests: Teacher made test and Standardized test, Types of questions: Essay type, Short answer and Objective type of questions

3.3 Use of Computer in Evaluation



3

3


2


8

25%



Lecture Cum Discussion,
Group Discussion
Assignment

Handouts,
LCD Presentation

Projector,


Charts

Reference Book No. 4,8,9

4

Unit -4 Innovative Trends in Assessment for Learning

4.1 Online exam and open book exams: Meaning, objectives, advantages, limitations. On Demand Exams

4.2 Commercialization of Assessment : challenges and Threats

4.3 Relevance of provisions of RTE Act (2009) with reference to Assessment

for learning


2.5


2.5
3

8

25%



Lecture Cum Discussion,
Group Discussion,
Assignment
Project work

Handouts,
LCD
Projector,
Charts


Reference Book No. 3, 10



TOTAL

32 HOURS

100%











OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100


REFERENCES :

  1. Asthana B(2000) Measurement and Evaluation in Psychology and Education, Vinod Publications

  2. Curriculum framework, Two year B.Ed. programme National Council for Teacher Education

  3. Shepard L.A. (2000) The role of assessment in a learning culture educational Research, 4-14

  4. Sternberg R. J. (2013) Intelligence competence and expertise. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation

(PP-15-30) Guilford publications.

  1. Stiggins R. (2005) from formative assessment to assessment for learning: A path to success in standards - based schools - phi. Delta Kappan,

325 328.

  1. Thomas A.(2006) Multiple Intelligence in the Classroom , www.ascd.org/memberbooks

  2. Thwaite, A. & RIvalland, J (2009) How can analysis of classroom talk help teachers reflect on their practices

  3. શૈક્ષણિક સંશોધન લેખક: ડો દીપિકા શાહ

  4. શૈક્ષણિક માપન લેખક: ડો કૃષ્ણકાંત ગોપાલજી દેસાઈ

  1. RTE: 2009


COURSE FOR SEMESTER – II
PEDAGOGY OF SCHOOL SUBJECT: ACCOUNTANCY (PS3/PS4)

Credits – 2 Marks: 50

Learning Outcomes:

Teacher trainees will be able to:

  1. Acquire the knowledge of current higher secondary school syllabus of elements of accountancy call xii.

  2. Understand the concept and use of evaluation process, diagnostic test and concept of remedial measures in elements of accountancy.

  3. Understand the importance and the place of elements of accountancy in higher secondary school syllabus.

  4. Develop attitude to be a committed and competent accountancy teacher.

  5. Correlate the concept of accountancy with practical life.


SCHEME OF TEACHING AND ASSESSMENT:


Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching –Learning resources

References

Sub Units

Total Hours

1

Unit 1 Accountancy Text Book and Accountancy Club

    1. Accountancy Text Book :

  • Needs of Text Book

  • Advantages and Limitations of Text Book

  • Characteristics of Ideal Text Book

  • Critical Analysis of Current Text Book

    1. Accountancy Club :

  • Concept and Objectives

  • Activities

  • Role of Teacher



5.0


3.0

8.0

25%
13%


12%

Lecture Cum Discussion,
Assignment,
Group

Discussion,

Presentations

Handouts,

PPP
Transperencies


Reference No.5


2

Unit 2 Reference Material And Correlation in Accountancy Teaching

2.1 Reference Material :

  • Reference Book

  • News Papers

  • Magazines

  • Teacher Manual

2.2 Correlation :

  • Concept of Correlation

  • Importance of Correlation

  • Types of Correlation

  • Internal Correlation with Other Subjects like Economics, Commerce, Statistics, Geography,Science

  • Correlation with Daily Life



4.0

4.0



8.0

25%
12%

13%


Group Discussion,
Assignment.
Presentation,

Seminar

Handouts,
PPP
Transperencies

Charts


Reference No.13, 3



3

Unit 3 Evaluation in Accountancy Teaching

3.1 Concept of Evaluation

3.2 Techniques and Tools of Evaluation

3.3 Written Test (Essay Type ,Short and Objective Questions )

3.4 Characteristics of Ideal Question Paper


2.0

2.0

2.0
2.0

8.0

25%

6%

7%

6%
6%

Lecture Cum Discussion,

Group Discussion
Assignment

Handouts,

PPP

Transperencies,
Charts

Reference No.6

4

Unit-4 Diagnostics test and Remedial work

4.1 Meaning of Diagnostic test

4.2 Characteristics of Diagnostic test

4.3 Uses and limitation of Diagnostic test

4.4 Construction of Diagnostic test in Accountancy

4.4 Concept of Remedial work

4.5 How to use Remedial work in Accountancy


1.0

1.0

1.0

2.0



1.0

2.0

8.0

25%

3%

3%

4%

6%
3%

6%

Lecture Cum Discussion,

Group Discussion,

Assignment

Project work

Handouts,

PPP
Transparencies,

Charts

Reference No.1

TOTAL

32 HOURS

100%












OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100


REFERENCES:

  1. Aggrawal J.C.(2007) Teaching of Commerce- Practical Approach, New Delhi

  2. Chhabra S. (2005), An Introduction to business Organization and Management, Anmol Publication Pvt. Ltd, Allahabad.

  3. Dr. Bhagvanbhai S. Patel Teaching of Accountancy – B.S.Shah Publication – Ahmedabad

  4. Joshi Rajendra R. (1981), “Vanijya Shikshan Paddhati”, Gujarat University, Ahmedabad.

  5. Gupta S. and Benerjee S. (2011) Educational Technology and Evaluation Akshar Publication. Ahmedabad

  6. Lulla B.P.(1960), Teaching of Commerce in Secondary Schools: M.S.U. Baroda.

  7. Mistry Milanbhai T. (2006), “Vanijya Adhyapan Paddhati”, Anada Book Dipo, Ahmedabad.

  8. M. (2007) Teaching of Elements of Accountancy, Nirav Prakashan, Ahmedabad.

  9. Mistry M. Teaching of Elements of Book keeping and Acounatancy- Nirav Publication- Ahmedabad.

  10. Rana T. J. Elements of Book Keeping and Accountancy

  11. Rao Subha et al. Teaching Commerce in multipurpose Secondary Schools.

  12. Rao, Seema,(2003) Teaching of Commerce, Anmol Publication Pvt. Ltd. New Delhi

  13. Sharma N.K. Accountancy Theory and Practice.

  14. Gupta C. B. (1998) Business Studies for Class XI, Tata McGrow, Hills Publishing Company Pvt. Ltd.New Delhi.

  15. Shah Bhavik Ane Anya. (2007), “Vanijya Vyavastha Vishay Paddhati”, Akshar Prakashan, Ahmedabad.

  16. Shah Bhavik (2008), “Vanijyanu Adhyapan”, Akshar Prakashan, Ahmedabad.

  17. Wadhava R.K.(2006) Management Policy and new Technology Kanishaka

COURSE FOR SEMESTER – II
PEDAGOGY OF SCHOOL SUBJECT: COMMERCE (PS3/PS4)
Credits – 2 Marks: 50
Learning Outcomes:
Teacher trainees will be able to:

  1. Review the text of commerce and present critical analysis

  2. Perform different activities under the commerce club

  3. Develop competent and committed attitude as commerce teacher

  4. Apply the various elements contributing to effective use of commerce

  5. Understand the quality of commerce teacher

  6. Understand appropriate evaluation techniques to assess the progress and achievement of pupils


SCHEME OF TEACHING AND ASSESSMENT:


Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit 1 Commerce Text Book and Commerce Club

    1. Commerce Text Book :

  • Needs of Text Book

  • Advantages and Limitations of Text Book

  • Characteristics of Ideal Text Book of Commerce

  • Critical Analysis of Current Text Book of Standard 1th and 12th Published by GSSTB

    1. Commerce Club :

  • Concept and Objectives

  • Importance

  • Activities

  • Role of Teacher

1.3 Commerce Room: Importance, Layout



4


3

1

8.0

25%
13%

9%
3%

Lecture Cum Discussion,
Assignment,
Group

Discussion,

Presentations

Handouts,

LCD,



Projector,


Reference Book No 5 &11

2

Unit 2 Reference Material And Correlation in Commerce Teaching

2.1 Reference Material :

  • Reference Book

  • News Papers

  • Magazines

  • Teacher Manual

2.2 Correlation :

  • Importance of Correlation

  • Types of Correlation

  • Objectives of Establishing Correlation

  • Internal Correlation with Other Subjects like Economics, Accountancy, Social Science, Statistics

  • Correlation with Daily Life



4.0

4.0




8.0

25%
13%

13%




Group Discussion,

Assignment.
Presentation,

Seminar

Handouts,
PPP
Transperencies

Charts


Reference Book No 5,11&12

3

Unit-3 Evaluation in Commerce Teaching

3.1 Concept of Evaluation

3.2 Importance of Evaluation

3.3 Objective of Evaluation

3.4 Tools of Evaluation

3.5 Blue Print and Construction of Question Paper.

3.6 Characteristics of Ideal question paper


1.0

1.0

1.0

2.0

2.0
1.0

8.0

25%

3%

3%

3%

6%

6%
3%

Lecture Cum Discussion,
Group Discussion
Assignment

Handouts,
LCD Presentation




Projector,

Charts

Reference Book No 5,11&12

4

Unit-4 Diagnostics test and Remedial work

4.1 Meaning of Diagnostic test

4.2 Characteristics of Diagnostic test

4.3 Uses and limitation of Diagnostic test

4.4 Construction of Diagnostic test in Commerce

4.4 Concept of Remedial work

4.5 How to use Remedial work in commerce


1.0

1.0

1.0

2.0



1.0

2.0

8.0

25%

3%

3%

4%

6%
3%

6%

Lecture Cum Discussion,
Group Discussion,
Assignment

Project work

Handouts,
LCD
Projector,
Charts


Reference Book No 1,5&11

TOTAL

32 HOURS

100%












OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100



REFERENCES:

  1. Aggrawal J.C.(2007) Teaching of Commerce- Practical Approach, New Delhi

  2. Chhabra S. (2005), An Introduction to business Organization and Management, Anmol Publication Pvt. Ltd, Allahabad.

  3. Commerce Education, Volume VIII No. 16 1972 Department of Education , Regional College of Education, Ajmer.

  4. Geroge D. Trends in measurement and evaluation technique

  5. Gupta C.. B. (1998) Business Studies for Class XI, Tata McGrow, Hills Publishing Company Pvt. Ltd.New Delhi.

  6. Joshi Rajendra R. (1981), “Vanijya Shikshan Paddhati”, Gujarat University, Ahmedabad.

  7. Lulla B.P.(1960), Teaching of Commerce in Secondary Schools: M.S.U. Baroda.

  8. Mistry Milanbhai T. (2006), “Vanijya Adhyapan Paddhati”, Anada Book Dipo, Ahmedabad.

  9. Rana T. J. Elements of Book Keeping and Accountancy

  10. Rao Subha et al. Teaching Commerce in multipurpose Secondary Schools.

  11. Rao, Seema,(2003) Teaching of Commerce, Anmol Publication Pvt. Ltd. New Delhi

  12. Sharma N.K. Accountancy Theory and Practice.

  13. Shah Bhavik Ane Anya. (2007), “Vanijya Vyavastha Vishay Paddhati”, Akshar Prakashan, Ahmedabad.

  14. Shah Bhavik (2008), “Vanijyanu Adhyapan”, Akshar Prakashan, Ahmedabad.

  15. Wadhava R.K.(2006) Management Policy and new Technology Kanishaka


COURSE FOR SEMESTER-II

PEDAGOGY OF SCHOOL SUBJECT: SCIENCE AND TECHNOLOGY (PS3/PS4)

Credits – 2 Marks: 50

Learning Outcomes:

Teacher trainees will be able to:

  1. Correlate the concepts of Science with practical life

  2. Evaluate the textbook of Science

  3. Prepare teaching aids in subject of Science

  4. Learn the planning of Science Laboratory

  5. Use reference material in teaching of Science

  6. Organize various co curricular activities of Science in school teaching

  7. Implement the tools and techniques of Evaluation in Science teaching


SCHEME OF TEACHING AND ASSESSMENT:


Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Curriculum in Science Teaching and Science Textbook

    1. Curriculum and Syllabus

  • Principles of Curriculum Construction

  • Approaches of Curriculum formation

  1. Historical

  2. Logical

  3. Concentric

    1. Science Textbook and its Evaluation

  • Need of Textbook

  • Advantages and Limitations of Textbook

  • External Characteristics

  • Internal Characteristics


1

1

2


2
2

8

25%


Lecture Cum Discussion,

Assignment,

Group

Discussion,

Presentations

Handouts,

Chart

LCD, Projector,

Reference Book No. 16 ,6,18,5

2

Science Laboratory and Reference material in Science

    1. Science Laboratory

  • Planning of Science Laboratory

  • Precautions to be taken to avoid accidents in laboratory

    1. Reference material in Science

  • Magazines and Journals

  • Newspapers

  • Websites



4


4

8

25%



Group Discussion,
Assignment.
Presentation,

Field Visit

Handouts,

LCD

Projector,

Charts, Field Visit


Reference Book No. 1, 2, 16,6,18,5

3

Evaluation in Science

  • Concept of Evaluation

  • Techniques and tools of evaluation

  • Oral, Written and Practical tests.

  • Written Test (Essay type, short and very short answer type questions)

  • Diagnostic and Remedial work

Need and Importance


5

3

8

25%


Lecture Cum Discussion,
Group Discussion
Assignment

Handouts,
LCD Presentation

Projector,

Charts


Reference Book No. 7, 13

4

Co-curricular Activities and Correlation in Science Teaching

    1. Co-curricular activities :

  • Science club, Science fair, Science exhibition, Botanical garden,

  • Excursion, Sky Observation, Concept of Olympiads

4.2 Correlation in Science teaching

  • Correlation with daily life.

  • Correlation with other subjects



2.5
2.5
3

8

25%



Lecture Cum Discussion,
Group Discussion,
Assignment
Project work

Handouts,
LCD
Projector,
Charts


Reference Book No 4, 9, 10,5,4

TOTAL




100%












OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE


Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100


REFERENCES:

  1. Bhatnagar A. V (2003), “Teaching of Science”, R.lal publication, New Delhi

  2. Bhatnagar S. S (2003) “Teaching of Science”, Surya Publication

  3. Bhavsar, Lavingiya, Trivadi: “Vigyan Shikshan Paddhati”, Anada Prakashan, A’bad.

  4. Dave and Mehta. (1962), “Vigyan shikshan ni purak pravrutio” A. R. Shath ni Co.

  5. Joshi Hariprasad. (2005), “Vigyan Adhyapannu Parishilan”, B. S. Shah Prakashan, Ahmedabad.

  6. Mangal S.K(2002) “Teaching of Science”,Arya Book, Agra.New Delhi.

  7. NCERT Text Books of standard 9th and 10th

  8. Parikh, Raval. (1983), “Shikshan Pravidhio”, Navdeep Prakashan group, A’bad.

  9. Patel and Patel. (1964), “Vigyan ane abhinav adhyapan”, A. R. Shath ni Co.

  10. Patel Pallaviben. (2005), “Vigyannu Aadarsh Adhyapan”, Varishen Prakashan, Ahmedabad.

  11. Raval D. S. (1981), “Vigyan Shikshan”, Vinod Pustak Mandir, Agra.

  12. Sharma B. M. (2002), “Teaching of Science”, Abhishek publication , New Delhi.

  13. Sharma R. C. (2006), “Modern Science Teaching”, Danphat Rai Publishing Company,

  14. Textbooks of Science- Standard 9, 10th

  15. Vachcharajani Bhadrayu. (1997), “Vigyan Adhyapan Paddhati”, Anada Book Dipo, Ahmedabad.

  16. Vachcharajani Bhadrayu. (2005), “Vigyan Ane Technology Adhyapan Paddhati”, Anada Book Dipo, Ahmedabad.

  17. Venkatlal, S (2002), “Teaching of Science”, Anmol publication, New Delhi

  18. Yadav M. S. “Teaching of science”, Anmol Publication, New Delhi.

COURSE FOR SEMESTER - II

PEDAGOGY OF SCHOOL SUBJECT: MATHEMATICS (PS3/PS4)

Credits – 2 Marks : 50

Learning Outcomes:



Teacher trainees will be able to:

  1. Acquire the knowledge and competencies of mathematics concepts

  2. Understand the values of mathematics; differentiate between different mathematical values of teaching mathematics in terms of learning outcomes.

  3. Identify & nurture the creativity of learners in teaching of mathematics

  4. Apply the various concept of mathematics in day to day life.

  5. Understand the various tools and techniques of evaluation in mathematics



SCHEME OF TEACHING AND ASSESSMENT:


Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit:1 Mathematics Textbooks and its Evaluation

    1. Need ,Advantages & Limitations of Textbook

    2. Characteristics of Textbook : External & Internal

    3. Mathematics teacher Handbook

    4. Reference material in Mathematics

  • Importance

  • Magazines in Mathematics



2
2
2

2



8

25%
7%
6%
6%

s6%

Lecture Cum Discussion,

Assignment,

Group

Discussion,

Presentations

Handouts,

Chart

LCD,

Projector,

Reference Book No. 7,9,6,8

2

Unit:2 Evaluation in Mathematics

2.1. Concept of Evaluation

2.2. Tools and Techniques of Evaluation

2.3. Written test ( Essay type, Short and Objective type questions)

2.4. Diagnostic and Remedial Work in mathematics

  • Concept

  • Importance

  • Preparation of diagnostic test

  • Error analysis of diagnostic test result





1

2

3
2

8

25%

4%

6%

9%
6%

Group Discussion,
Assignment.
Presentation,

Handouts,
Projector,
Charts


Reference Book No. 3, 4,6,8



3

Unit:3 Content Review and Correlation in mathematics teaching

3.1 Review Varieties of textbooks from std 6th to 10th of different Board ( GSEB,CBSE and ICSE )

3.2. Correlation in mathematics teaching

  • Concept

  • Importance

  • Correlation with other school subject

3.3. Innovative evaluation practices

  • OBEX: concept, planning and significance

  • Online test to know basic knowledge in mathematics

3.4. Co-curricular activities in mathematics

( concept, planning and importance)

  • Quiz competition

  • Problem solving competition



2

2


2


2



8.

25%
6%

7%


6%


6%

Lecture Cum Discussion,

Group Discussion

Assignment

Handouts,

LCD Presentation

Projector,

Charts

Reference Book No 3, 11

4

Unit:4 Personal and professional competencies of maths teacher

2.1. Maths teacher: General qualities, professional qualities, specific qualities

2.2. Challenges of learners and teachers while studying maths

2.3. Mathematic club: Concept, formation ,need, importance , activities and learning values

2.4. Significance of extension activities for maths teachers



2
2
2

2

8

25%
6%
6%
7%

6%

Lecture Cum Discussion,

Group Discussion,

Assignment

Project work

Handouts,
LCD
Projector,
Charts


Reference Book No 3, 11,6,8

TOTAL

32 HOURS

100%












OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE


Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100

REFERENCES:

  1. Bhatt, Shukla Ane Parekh. (2003), “Nutan Ganitnu Adhyapan’, C. Jamanadas Co., Ahmedabad.

  2. Lucein Blue Kinney, (1954), “Teaching Mathematics in Secondary School”, Rinehart & co., New York.

  3. Mangal S. K. (1987), “Teaching of Mathematics”, Prakash Brothers Education Publishers, Jalandhar.

  4. Mangal, S.K. (1981). Teaching of mathematics: Prakash Brothers Publishers, Ludhiana,.

  5. Nanda N. N. (1972), “Teaching of Mathematics”, Sharda Brothers, Ludhiana.

  6. Patel R. S. (2003), “Ganitnu Adhyapan: Vishayvastu tatha Paddhati”, Nirav Prakashan, Ahmedabad.

  7. Rai B. C. (1978), “Teaching of Mathematics”, Prakashan Kendra, Lucknow.

  8. Shah B. S. (1987), “Ganitna Adhyapannu Parishilan”, B. S. Shah Prakashan, Ahmedabad.

  9. Siddhu,K.S. (2011), “ Teaching of Mathematics”, Sterling Publication, New Delhi.

  10. Glenda Anthony and margeret walshaw (2008),“ Effective Pedagogy in Mathematics”, International academy of education, UNESCO

Websites:

http://www.mathguru.com

http://www.sakshat.com

http://www.educationinindia.net



COURSE FOR SEMESTER - II

PEDAGOGY OF SCHOOL SUBJECT: ECONOMICS (PS3/PS4)

Credits – 2 Marks: 50

Learning Outcomes:

Teacher Trainees will be able to:

  1. Comprehend historical development of Economics.

  2. Explain the Scope of Economics.

  3. Organize various co curricular activities of Economics in school teaching

  4. Implement the tools and techniques of Evaluation in Economics teaching

  5. Critically evaluate the textbook of Economics.

  6. Apply the Subject in day today life


SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit 1 Development of Economics

1.1 Development of social, intellectual, cultural and Economical values of teaching of Economics from the historical perspective.

1.2 Place of Economics in schools as a subject

1.3 Scope of Economics and its importance in day to day life.


4

2

2

8

25%

15%

5%

5%


Lecture, Group –Discussion

assignment


Handouts,

PPT,

Computer with net facility, Charts

Reference No . 1

2

Unit II Economics text book and class room of Economics:

    1. Concept

    2. Importance of textbook from teachers and students point of view

    3. Criteria of a good textbook

    4. Critical evaluation of Economics textbook of class 12th of GSEB



1

2
2

3

8

25%
5%

5%
5%

10%


Group Discussion,

Assignment,

project


Handouts, PPT ,

Reference Books

Reference No . 7

3

Unit III Evaluation in Economics

  • Concept of Evaluation

  • Techniques of evaluation

  • Tools of evaluation

  • Oral test

  • Written Test (Essay type, short and very short answer type questions)

  • Diagnostic test, need and its importance

  • Remedial work need and its importance


1

1

2

1

2

1


8

25%
5%

5%

5%

10%

Discussion,

Group Task,

Project, Book, Reviews, Assignment

Handouts,

PPT,

Computer,

Scripts

Reference No . 1,11

4

Unit IV Correlation in Economics Teaching and Co-curricular Activities

4.1 Correlation in Economics teaching

  • Correlation with daily life.

  • Correlation with Commerce, Accountancy and Science

    1. Co-curricular activities :

  • Economics club, Economics room

    1. Conduct a Survey of any one of the Economical problems and prepare a report and present.

    2. Ethics in economics



3


1
2

2

8

25%
10%


5%
5%

5%

Discussion,

Problem Solving Method, Group Task,

Project, Field Visit

Handouts,

PPT,

Computer,

Text- Print material

Reference No . 1,5

TOTAL

32 HOURS

100%












OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

10

20

20

20

15

15

100


REFERENCES:

  1. Agrawal J.C. “Teaching of Economics A Practical Approach”, New Delhi. Vikas Publishing House Pvt Ltd

  2. Chakravarty, Sukhamong (1987). Teaching of Economics in India: Himalaya Publishers. Bombay.

  3. Das, R.C. (1984). Curriculum and Evaluation: NCERT. New Delhi.

  4. Jhingan M.C. (2004). Micro Economics Theory: Vrinda Publications (P) Ltd, New Delhi.

  5. Lumbsend K.G. (1970). New developments in teaching of Economics: Prentice hall, New Jersy.

  6. Mustafa, M.(2005). Teaching of Economics New Trends and innovations: Deep and Deep Publications(P) Ltd.

  7. Patel Motibhai M. and Others (2007), “Arthashashtra na Adhyapan nu Parishilan”, B. S. Shah Prakashan, Ahmedabad.

  8. Rudramamba B. Methods of Teaching Economics New Delhi 2004

  9. Saxena N.R. etal “Teaching of Economics”, R.Lall Book Depot Meerut.

  10. Sharma, A. (2005). Teaching of Economics: Surjeet Publications, New Delhi.

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

  12. Yadav, A (1995). Teaching of Economics: Anmol Publications Pvt. Ltd., New Delhi

COURSE FOR SEMESTER – II

PEDAGOGY OF SCHOOL SUBJECTS: ENGLISH (PS3/PS4)

Credits – 2 Marks: 50

Learning Outcomes:

Teacher Trainees will be able to…

  1. Justify and elaborate the Position of English in India and Gujarat.

  2. Analyze the Aspects of Linguistic Behaviour and Linguistic System.

  3. Explain and apply different Pedagogies of teaching English Language.

  4. Formulate the aims of teaching English Literature.

  5. Describe the Basic Concepts of English Language.

  6. Analyze, synthesize and practically apply the theories of Language Learning in social context.


SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit-1 Background of the Subject

    1. Position of English in India and Gujarat

    2. Nature of Language

  • Psychology of Foreign Language Learning

  • Speech and Speech Mechanism


4

4

8

25%

12.5%

12.5%

Discussion,

Group Discussion,

Presentation

PPT,
Computer

Hand-outs

Reference Book No. 1, 8 & 9

2

Unit-2 Understanding of Pedagogy

  1. Situational Approach

  2. Reading Method

  3. Structural Approach

  4. Substitution Method





2

2

2

2


8

25%

5%

7%

6%

7%



Role play,

Collaborative Learning,

Self-study,

Presentation,

Discussion,

Brain storming


Books

CDs

Language games

Reference Book No. 7, 8 & 9

3

Unit-3 Aims of Teaching English Literature

  1. Aims and Lesson Planning for Teaching English Literature : Poetry, Essays and Drama

  2. Aims and Lesson Planning for Teaching of Letter writing, Report writing and Composition


4
4

8

25%

12.5%
12.5%

Discussion,

Simulation,

Project work,

Self-Study

Books

CDs

Language games

Reference Book No. 5, 8 & 9

4

Unit-4 English Teacher, Text Book and Construction of Test Paper

  1. Qualities of an Ideal English Teacher

  2. Critical Study of English Text Book

  3. Tools for evaluation and construction of question paper






2

2

4


8

25%



Presentation,

Discussion,

Project work,

Review method,

Play/Script writing

Books

PPT,

Computer

and Hand-outs,

Available Scripts

Reference Book No. 6, 8 & 9

TOTAL

32 HOURS

100%











OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100



REFERENCES:

  1. Bansal, R.K. and Harrison, J.B. (1972), “Spoken English for India”, Orient Longman Ltd., Madras.

  2. Doff, A. (1988), “Teach English-Training Course for Teachers”, Cambridge University Press, Cambridge.

  3. Hornby, A.S. (1968), “A Guide to Patterns and Usage in English”, OUP, Oxford.

  4. Hubbard, P. and Hywel, J. et al. (1983), “A Training Course for TEFL”, Oxford University Press.

  5. Joseph, K.S. (1991), “Self Instruction in English Grammar”, Anmol Publications, New Delhi.

  6. Leech Geoffrey and Svartvik (2000), “Communicative Grammar of English”, C.U.P., Cambridge.

  7. Mukalel, J.C.(1998), “Approaches to English Language Teaching”, Discovery Publishing House, New Delhi.

  8. Mukalel, J.C.( 1998), “Psychology of Language Teaching”, Discovery Publishing House, New Delhi.

  9. Nagaraj, Geetha. (2005) English Language teaching; Approaches, Methods, and Techniques, Orient Longman Pvt. Ltd., Hyderabad.

  10. Pathak, Kalpesh H.(2005), “Teaching English”, Varishen Publication, Ahmedabad.


COURSE FOR SEMESTER – II

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