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



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SOCIAL SCIENCE (PS3/PS4)


Tasks:

      1. Organize a discussion on need of teaching social science

      2. Listing out the various challenges of teaching of social science

      3. Conduct a survey about the difficulties faced by the social science teachers in schools

      4. Critically evaluate social science text book and describe about good qualities of social science text book

      5. Elaborate the relevance of content & context of social science text book

  1. PRACTICE & EVALUATE THE EFFECTIVENESS OF PEDAGOGICAL APPROACH IN TEACHING SOCIAL SCIENCE

Tasks:

  1. Prepare and execute a plan of teaching social science in the class room

  2. Demonstrate methods of teaching of social science in the classroom

  3. Evaluate the learning acquisition of students in social science subject through a test

  4. Make a list of corrective measure to be taken to improve teaching in classroom

  5. Imbibe the corrective measures for better teaching of social science

3. APPLY THE KNOWLEDGE & THEORIES OF SOCIAL SCIENCE SUBJECT IN SOCIAL CONTEXT

Tasks:

  1. Organize a discussion on social political system, economical issues

  2. Highlight the outcomes of the discussion

  3. Initiate programs for general awareness

  4. Record the awareness levels of students

  5. Analyze and prepare a report of awareness level on social, political and economical issues




  1. हिन्दी (PS3/PS4)

  1. शिक्षाशाश्त्रीय समझ

Tasks:

    1. राष्ट्रभाषा शिक्षा का महत्व समझेंगे

    2. लिखित अभिव्यक्ति में बढ़ोतरी होगी

    3. साहित्यिक रचना कर सकेगे

    4. देवनागरिक लिपि की विशेषताऍ समझ सके

  1. विषयवस्तु के आधारभूत ज्ञान का उपयोग


Tasks:

    1. जूथ चर्चा का आयोजन करेंगे

    2. हिन्दी सामायिकों का अध्ययन का आयोजन करेंगे

    3. पत्र-लेखन एवं कहानी लेखन करेंगे

    4. हिन्दी प्रचार संस्थाओं की मुलाकात करेंगे

    5. कवियों व लेखकों से मुलाकात करेंगे




  1. SANSKRIT (PS3/PS4)

  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 of Krudantas

    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 (PS3/PS4)

  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. શ્રવણ 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. પત્ર લેખનનો વ્યવહારમાં ઉપયોગ કરે .

  5. આદર્શ પ્રશ્ન પત્ર તૈયાર કરે .

  6. ભાષાસાહિત્ય મંડળની રચના કરે .


  1. TEACHING OF COMPUTER SCIENCE (PS3/PS4)


        1. Utilize Instructional Resources

Tasks :

    1. Analyze the tools used in evaluating the Computer education.

    2. Prepare the blue print and ideal question paper.

    3. Browse the search engines and download the relevant materials /information

    4. Prepare the teaching materials in MS-Word

    5. List and search the educational websites.


2. Evaluate Students Performance:

Tasks:

    1. Prepare question paper or other tools in word

    2. Utilize different formulas in excel for result, payroll

    3. Prepare multimedia evaluation in power point

3. Use learner centered delivery methods

Tasks :

  1. Conduct group discussion

  2. Guide project work

  3. Design / prepare digital teaching aids

  4. Evolve the Computer club activities.

  5. Design / prepare individualized learning packages


ENHANCING PROFESSIONAL CAPACITY (EPC)

  1. DRAMA AND ART IN EDUCATION (EPC2-A)

  1. શિક્ષણમાં નાટક અને કલાનો પરિચય

Tasks:

  1. નાટકના વિવિધ સ્વરૂપોની જાણકારી મેળવી શકે.

  2. શિક્ષણમાં કલાઓના ઉપયોગી પ્રકારો વિષે સમજી શકે.

  3. ભારતના જાણીતા કલાકારોના જીવનચરિત્રો વિષે માહિતગાર બનશે.

  4. સંગીતનું જ્ઞાન જીવનમાં ઉપયોગી બની રહે.

  5. ચિત્રકલાની સમજ કેળવાય.

  1. સાંસ્કૃતિક ઉત્સવોનો પરિચય

Tasks:

      1. સામાજિક જાગૃતિ અર્થે શેરી નાટકોના આયોજન વિચારી શકે.

      2. શિક્ષણમાં ચલચિત્રોનું મહત્વ સમજે.

      3. સાંસ્કૃતિક તહેવારોનું મહત્વ સમજે.

      4. દૃષ્યકલાઓ અને હુન્નારકલાઓમાં જોડાતા થાય.

      5. શિક્ષણમાં કલાઓનું પ્રાયોગિક કાર્ય કરવા કલાસંસ્થાઓની મુલાકાત કરે.



  1. MULTIMEDIA AND COMMUNICATION TECHNOLOGY IN EDUCATION (EPC2-B)

  1. Utilize Instructional Resources.

Tasks:

  1. Identify different communication skills

  2. Operate different web browser

  3. Utilize World Wide Web and Internet

  4. Utilize different functions in Microsoft Excel and Microsoft Publisher

  5. Write a report on various educational websites that are useful for a teacher.




  1. Evaluate Students Performance.

Tasks:

  1. Design computerized attendance sheet of the high school students.

  2. Prepare a mark sheet with percentage result of the school students.

  3. Preparation of Pay Roll.

  4. Prepare a Invitation card/ Banner/ Boucher/ Certificate.


PRACTICAL

SEMESTER – 2

Semester Wise Competencies Developed Through This Course and the Tasks to Measure them

  1. To solve teaching-learning related problems

Tasks :

    1. Identify problems related to teaching – learning process

    2. Estimate possible reasons for that problem

    3. Construct various hypotheses (tentative solutions) for the problem

    4. Design various strategies / tools for collection data related to that problem

    5. Analyze the collected data and interpret that

    6. Derive findings on the basis of the data interpretation

    7. Construct and apply remedial programme

    8. Do follow up of the problem

  1. Evaluate Students Performance

Tasks :

    1. Establish students performance criteria

    2. Design internal assessment scheme

    3. Utilize continuous assessment scheme

    4. Prepare question paper or other evaluation tools using Blue Print

    5. Provide continuous feedback to students

    6. Monitor progress of students

    7. Review methods of evaluation

  1. Use learner centered Delivery Methods

Tasks :

    1. Conduct group discussion

    2. Guide project work

    3. Use problem solving techniques

    4. Use various active learning strategies

    5. Adapt various innovative techniques to match classroom

    6. Create mentorship programmes

    7. Conduct tutorials

    8. Use team teaching techniques

    9. Adopt student tutor system

    10. Design individualized learning packages

    11. Design individualized homework assignment

  1. Develop functional competency in English language

Tasks :

    1. Frame sentences in English

    2. Listen, Read, comprehend and respond messages in English

    3. Use English language for speaking

    4. Use English language for writing

INDEX

SEMESTER – III

SR.NO.

PARTICULARS

PAGE NO.





Perspectives in Education(Core Paper)




CC5

Gender, School and Society

199 to 201

CC6

Knowledge and Curriculum – 2

2


202 to 205

CC7

Creating and Inclusive School

206 to 208




Skill Oriented Course (Compulsory Paper)




SOC1

Critical Understanding of ICT

209 to 211

SOC2

Yoga Education

212 to 214




Optional Course







Any one from the following




OC1A

Guidance and Counseling

215 to 217

OC1B

Vocation Education

218 to 220

OC1C

Value Education

221 to 223




Enhancing Professional Capacity (EPC)




EPC3

Developing Teaching Aptitude

224 to 227

EPC4

Understanding of Self

228 to 230




Practical Work B.Ed.




P12

Yoga

231 & 232

P13

Action Research

233

P14

Internship

234

P15

Seminar

235

P16

Education Forum

236

P17

Content Assignment – School Subject:1

237

P18

Content Assignment – School Subject:2

P19

Project Based Learning

238




Competencies (Theory & Practical)

239 to 250

COURSE FOR SEMESTER –III

GENDER, SCHOOL AND SOCIETY (CC5)
Credits – 2 Marks: 50

Learning Outcomes:

Teacher trainees will be able to:

  1. Understand gender related issues

  2. Understand equalization in reference to social and cultural context

  3. Get acquainted with the role of gender related to government, law, and self-unification.

  4. Get the information and become aware of gender related exploitation and safety at various level.

  5. Understand the role of education to remove the gender differences

  6. Understand the role of Education at Various levels.



SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

UNIT:1 Gender: Meaning, Concept, Identification

    1. Gender – Meaning and concept (in social and cultural context)

    2. Meaning of Gender-Equality(Cast, Class, Religion, Area)

    3. Scenario of Gender Equality with reference to Indian context

    4. Social reforms for Gender Equality

2
2
2


2

8

25%

Discussion,

Group -Discussion,

Handouts,

PPT,

Computer,



Reference Book No.4,8,9

2

UNIT: 2 Gender related status

2.1 During the freedom war in India (1855 to 1947)

2.2 After the freedom war in India (1847 to Present)


  • Gender related economical

  • Social

  • Family

  • Religion

  • Professional

  • Educational Status

2
6



8

25%

Group Discussion,

Assignment.

Source Method ,


Handouts,

PPT,

Computer,



Reference Books

Reference. Book No. 2,8,9

3

Unit : 3 Gender related provisions

    1. Gender related Governments policy provisions, Implementation

    2. The role of law provisions and self-unification’s to remove the gender related legal disparity

    3. Gender related exploitation, safety and

education

    1. Role of education to remove the differences related gender

2
2


2
2

8

25%


Discussion,

Dramatization,

Simulation,

Group Task,

Project, Book Reviews

Handouts,

PPT,

Computer,



Scripts,


Reference. Book No. – 4,8.9

4

UNIT-4 Gender Equality- Role of School and Society:

    1. Role of Teacher, School and various school programs.( Co-curricular activity)

    2. Role of Family and Society

    3. Role of NGO’s and Mass Media




3
3


2


8

25%


Book Reviews,

Discussion,

Problem Solving Method, Simulation,

Group Task,

Project


Handouts,

PPT,


Computer,

Text- Print material




.

Reference. Book No. 1,2






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.(2013), Philosophical and Sociological Perspectives in Education, Shipra Publications, New Delhi.

  2. Amodkumar Sing, 2011, Encyclopedia of Women and gender psychology, volume 1 &2. DPS publication house, New Delhi India.

  3. Eminent Indian Women from the Vaidik Age to Present, 2005, Advaita Ashram, Kolkatta.

  4. HarshidaRamuPandai (1997). Strimanasshastra University GrandthNirman Board, Ahmedabad -380006.

  5. Kalpna Shah (1989), “Stri no Darjjo and Bhumika”, University GrandthNirman Board, Ahmedabad -380006.

  6. Leonard Broom and Philip Selznick,1995, Principal of Sociology, Harper International Edition, Singapore. Page-50 to 110.

  7. Mafatlalpatel, Mahilasashaktikaran, Ranna de Prakhan, Ahmedabad -380001.

  8. Shankar Rao C,N(2014), Sociology Principles of Sociology with an introduction to social thought, S.Chand Publication, New Delhi.

  9. Thakur & Thakur(2013), Teacher in Emerging Indian Society, Agrawal Publications, Agra.



COURSE FOR SEMESTER – III

KNOWLEDGE AND CURRICULUM - 2 (CC6)

Credits – 2 Marks: 50

Learning Outcomes:

Teacher Trainees will be able to:

  1. To enable the students to learn about the knowledge & skill literacy

  2. To acquaint the students with the curriculum reform in knowledge & society

  3. To understand the changes in education in the context of society, culture and modernization

  4. To enable the students to understand the concepts and approaches of curriculum development.

  5. Develop the skill of curriculum evaluation.


SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weight age (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit 1 : Knowledge & Skills

    1. Reading Literacy

1.2 Mathematical Literacy

    1. Scientific Literacy

    2. Contribution of Mahatma Gandhiji & John Dewey in following:

  • Knowledge

  • Curriculum

  • Methods for Acquiring Knowledge

2

2



2

2


8


25%


Lecture
Group

Discussion


Project Work

Handouts
PowerPoint presentation

Transparencies



Reference Book No.15, 13, 17


2

Unit : 2 Knowledge & Society

    1. Meaning of society, culture and modernity

    2. Changes in Education: Industrialization and democracy, leading individual autonomy

    3. Understanding of Education:

  • Equity

  • Equality,

  • Individual opportunity

  • Social Justice and dignity

(Based on Dr. Ambedakar)

    1. Understanding the concept of:

-Nationalism,

-Universalism,

-Secularism

(Based on Tagore and Shri Krishnamurti)


2
2
2

2


8

25%

Lecture
Group

Discussion




PowerPoint presentation

Transparencies



Reference Book No 14,16



3


Unit 3 : Understanding curriculum & Development

    1. Meaning & Steps of curriculum designs

    2. Criteria for selecting curriculum design

    3. Stage of curriculum construction.

    4. Issues in school curriculum

2

2



2

2


8

25%

Lecture
Group

Discussion




PowerPoint presentation


Reference Book No. 1

,14


4

Unit 4 : Evaluation of Curriculum

    1. Various co-curricular activities and its impact on reconstruction of society.

    2. Relationship between ideology and curriculum.

    3. Process/Steps of critical analyses of textbook

    4. Evaluation of curriculum.

2
2
2


2

8

25%


Lecture
Group

Discussion




Transparencies
PowerPoint presentation


Reference Book No. – 2,11

TOTAL

32 HOURS

100%











OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

10

20

25

15

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

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

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

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

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

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

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

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

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

  13. Modi Hitesh V. and others (2009), “ KadaavaniketatvaikaneSamajshastriyaAdharo” AksharPrakashan, Ahemdabad

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

  15. RavalNatubhaiAne Anya. (2006), “VikasmanBhartiyaSamajmaShikshak”, NiravPrakashan, Ahmedabad

  16. Sharma, R., (2011). Philosophical and Sociological foundation of Education, Akshar Publication, Ahamedabad.

  17. Measuring Student Knowledge and Skills: A New Framework for Assessment (1999) OECD Publications Service, Paris, France.( E- Book)


COURSE FOR SEMESTER – III

CREATING AN INCLUSIVE SCHOOL (CC-7)

Credits – 2 Marks: 50

Learning Outcome:

Teacher trainees will be able to:

  1. Develop understanding about culture, policy and way of functioning of an inclusive school.

  2. Examine the definitions of ‘deficiency’ and ‘Inclusion’ in the Psychosocial contexts of equal education.

  3. Analyze the policies & initiate programs related to inclusion.

  4. Identify the obstacles related to the policies and methods regarding ‘Learning and Participation’ in the inclusive school.

  5. Identify and implement actions areas to make schools and classrooms more diversity friendly.


SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1.

Unit I. Introduction of Special Children

    1. Special child : Concept and Types (Gifted, Slow Learner, Deaf & Dumb and Blind)

    2. Special Education: Concept, Need

    3. Role of teacher for developing confidence of special children

3

3


2

8

25%

Lecture cum Discussion, Assignment
Group Discussion


Handout
PPT
OHP

Reference Book No.3

2.

Unit- 2 Policy Perspectives

2.1 National Education Policy regarding Inclusive school, UNESCO

2.2 R.T.E.Act (2009), SarvaShikshaAbhiyan

2.3 Recommendations of UGC and its Implication



2
4


2


8

25%

Lecture cum Discussion, Assignment
Group Discussion
Field Work


Chart
PPT
Handout, OHP


Reference Book No.3,9


3.

Unit – 3 Inclusive Schools

3.1 Inclusive Education: Concept & Need

3.2 Inclusive Schools : Concept, Characteristics

3.3 Evaluation Method for Special Children in Inclusive School



3

3


2

8

25%


Lecture cum Discussion, Assignment
Group Discussion
Seminar
Activity Based


Handout, PPT

PPT
PPT, OHP


Videos, Charts

Reference Book No 2


4.

Unit – 4 Nurturing Inclusion Classroom

4.1 Classroom & Curricular Activities for inclusive Classroom

4.2 Special skills regarding Communication with reference to Special Children

4.3 Involving external agencies for networking including NGOs


3
3


2

8

25%

Lecture cum Discussion, Assignment

Group Discussion

Seminar


PPT, OHP

Handout
Chart, PPT



Reference Book No. – 6




TOTAL

32 Hours

100%










OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

10

20

25

15

15

15

100

REFERENCES

  1. Curriculum Framework two year B.Ed. programme (2014), National Council for Teacher Education, New Delhi.

  2. Deshprabhu, Suchitra, Inclusive Education in India, New Delhi :Kaniksha Publishers.

  3. F.R. Santoki, Development of Learner and Teaching learning process, Varishan Publication.

  4. Nanubhai Donga, “ShikshannuManovighan” Nirav Publication, Ahmedabad

  5. RCI (2013) Status of disability in India 2012, New Delhi : RCI publication Ranganathan, Snehlata. (2004) Guidelines for children with special educational needs. New Delhi :Kaniksha Publishers.

  6. Sharma, Yogendra K., Inclusive Education, New Delhi :Kaniksha Publishers.

  7. The Report of R.T.E. (2009),Government of India, Minister of Education.

  8. Umadevi, M.R. (2010), Special Education, Hydrabad :Neelkamal Publishers.

  9. Vinita Advani&VibhaDwivedi, Development of Education System in Indian and School Management, Akshar Publisher.

COURSE FOR SEMESTER – III

CRITICAL UNDERSTANDING OF ICT (SOC1)
Credit: 2 Marks: 50
Learning Outcomes:

Teacher Trainees will be able to:

  1. Integrate ICT into Teaching Learning.

  2. Get inducted towards E-learning.

  3. Use internet and internet related services.

  4. Use different E-application for self-study and quality Teaching.

  5. Develop and design and use digital materials in teaching.

  6. Use ICT for making classroom processes Inclusive

  7. Put into practice their knowledge of file utilities to improve the performance of the computer.

  8. Understand the challenges of integration of ICT in schools


SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weight age (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit 1 :Understanding of ICT in Education

    1. Concept of ICT, Role of Teacher in ICT

1.2 Uses of ICT in teaching Learning process,

Communication, Administration, Research



    1. Impact of ICT in Education in present situation

    2. Role of ICT in process of Globalization

    3. Issues and concerns related to ICT

      • Challenges in integration of ICT in schools

      • Issues in use of ICT – Hacking, Violation of copyright, drawback of social networking sites

2

3


1
1

1


8


25%


Lecture
Discussion


Handouts

PowerPoint presentation


Computers
LCD

Projector



Reference Book No.4 ,7


2

Unit : 2Application of ICT in Education

    1. Use of internet in Education

    2. Computer Aided Learning ,Computer Aided Instruction

    3. Educational Software : Meaning, Types, uses

    4. Smart classroom / digital classroom

    5. Mobile teaching / Mobile Learning (Use of Mobile in education), Use of Television in Education

1

2


1
2

2



8

25%


Lecture
Discussion


PowerPoint presentation
Computers
LCD

Projector



Reference Book No.7


3

Unit 3 : Services and Media in ICT

    1. Video Conferencing, Audio Conferencing

    2. Social Networking, Email, Blogs, Newsgroups

    3. Virtual Classroom : Meaning, Advantages, Limitations

    4. On line education, E-Learning

    5. Media : Meaning, Types : Personalized and Mass Media

2

2


2
1
1

8

25%


Lecture
Discussion


Computers
LCD Projector


Reference Book No.9

4

Practical Activity:

  1. Prepare the teaching materials in MS-Word (In any subject - Any unit to be selected)

  2. Prepare the mark sheet in MS-Excel showing the subject wise marks, total marks, percentage Rank, pass or fail, Graphical presentation.

  3. Preparation of PPT slides for classroom usage on any subject.

  4. Browse the search engines and download the relevant materials /information

2

2


2
2


8

25%


Demonstration
Project

Computers
LCD Projector


Reference Book No.2,9


TOTAL

32 HOURS

100%











OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

10

20

25

15

15

15

100


REFERENCES:

  1. Bartee Thomas C. (1983), “Digital Computer Fundaments”, Ms.Graw-Hill international book.

  2. Dave Saket. (2003), “Shikshanma Information Technology”, Anada Book Dipo, Ahmedabad.

  3. Denis Kim, Sen and Morin (2000), “Information Technology – The breaking waves”, Tata MsGraw Hill Publishing Company Limited, New Delhi.

  4. Jimoyiannis A. Research on E-learning and ICT in Education (2012), Springer, Publication New York, London.

  5. Madaan, Gupta and Arya, “The Illustrated Computer Dictionary”, Dreamland Publication, New Delhi.

  6. N.Sareen, “Information and Communication Technology”, Anmol Publication.

  7. Patel Ashok. (2004), “Information Technology in Education”, NiravPrakashan, Ahmedabad.

  8. Rajaraman, “Fundamentals of Computer”, Prantice-Hall of India Pvt. Ltd, New Delhi.

  9. Shukla Satishprakash. (2006), “Information Technology in Education”, VarishenPrakashan, Ahmedabad.

  10. Spenser, Donald D. (1993), “The Illustrated Computer Dictionary”, Universal Book Stall, New Delhi.

  11. Tenenbaum, Andrew S. (1995), “Computer Networks”, Prantice-Hall of India Pvt. Ltd, New Delhi.


COURSE FOR SEMESTER – III

YOGA EDUCATION (SOC 2)

Credits – 2 Marks: 50

Learning Outcomes:

Teacher Trainees will be able to:

1. Write Objectives and benefits of Yoga.

2. Apply Applied yoga, Aasana

3. Identify Panchkosha into practices

4. Apply the theories of yoga into practices.

5. Apply the Yogic counselling into Lifestyle corrections.



SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching/Learning Resources (Aids)

References

Sub Units

Total Hours

1

Unit I Yoga and yogic practices:

1.1 Yoga: Meaning and Definition

1.2 Objectives and Misconception about yoga.

1.3 Basis of yoga

1.4 History of yoga



2
2
2

2

8

25%

10%

5%
5%

5%


Lecture, Group –Discussion

assignment

Handouts,

PPT,

Computer with net facility, Charts

-Reference-8


2

Unit II Introduction to Yogic texts:

2.1 Classification of Yoga: Yogasutra and

Hath yoga

2.2 Role of mind in positive health.

2.3 Concept of Panchkosha and health.

2.4 All round personality development: at Physical, Mental, Emotional, intellectual and Spiritual levels



2

2

2
2

8

25%
5%

5%

5%
10%


Group Discussion,

Assignment,

project


Handouts, PPT ,

Reference Books

-Reference-1,2


3

Unit III Raja yoga (Path of will power)

3.1 Methods: Bahirang yoga (indirect way)

and Antaranga yog (Direct way)



4

4

8

25%

15%

10%

Discussion,

Group Task,

Project, Book, Reviews, Assignment


Handouts,

PPT,

Computer,

Scripts

-Reference-2


4

Unit IV Stress management

4.1 Stress and Yoga

4.2 How stress is alleviated through Yoga

4.3 Rationale of Yogic diet



4

2

2

8

25%

15%

5%

5%


Discussion,

Problem Solving Method, Group Task,

Project, Field Visit

Handouts,

PPT,

Computer,

Text- Print material

-Reference 5




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. Iyengar, B. K. S. (2002), Light on the Yoga Sutras of Patanjali, HarperCollins UK

  2. Vivekananda, Swami (1980). Raja Yoga. Ramakrishna-Vivekananda Center. ISBN 0-911206-23-X.

  3. Yoga for common ailments, Swami Vivekananda Yoga Prakashana, Bangalore, 2002

  4. Human anatomy and physiology prepared by LYU.

  5. Stress management by Dr.Nagratna.

  6. Nagendra H. R. (2014) Yoga Instructor’s Course Self Learning Material , 1 Theory, SVYP Bengalure

  7. Nagendra H. R. (2014) Yoga Instructor’s Course Self Learning Material , 2 Practical, SVYP Bengalure

  8. Bhogal R.S.(2015) Yoga Education Bachelor of Education Programme, NCERT.New Delhi.

  9. www.svyasa.edu.in



COURSE FOR SEMESTER – III

GUIDANCE AND COUNSELING (OC1A)

Credits – 2 Marks: 50

Learning Outcome:

Teacher trainees will be able to:

1. Understand the basic concept, nature and objectives of guidance

2. Understand the concept, nature and objectives of guidance

3. Know about the need of guidance & counseling

4. Get an idea about the guidance personnel

5. Understand the concept and objective of group guidance

6. Develop understanding about the various types of guidance

7. Understand the various types of counseling

8. Get an idea about the essential guidance services at school level

9. know about the tools and techniques of guidance



SCHEME OF TEACHING AND ASSESMENT:

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1.

Unit I.- Introduction to Guidance

    1. Concept, aims, objective, characteristics, principles, importance, function of Guidance

    2. Concept, aims, objective, characteristics, principles, importance, function of counseling

4

4



8

25%

Lecture cum Discussion, Assignment
Group Discussion

Handout
PPT
OHP

Reference Book No.1

2.

Unit- 2 - Group Guidance

2.1 Group Guidance

- Concept of Group Guidance

- Objectives of Group Guidance

- Techniques of Group Guidance

- Difficulties in planning of group guidance

2.2 Role of a Teacher in Guidance

2.3 The School Guidance Services


4
2


2

8

25%

Lecture cum Discussion, Assignment


Group Discussion
Field Work

Chart
PPT


Handout, OHP



Reference Book No.4

3.

Unit – 3 - Types of Guidance

3.1 Guidance Personnel

Principal, Teacher, Librarian, Medical Staff, Office Staff

3.2 Useful Tools and Techniques for Guidance (Tool : Formative Evaluation, Rating Scale, Psychological Test, Interest Inventory)


4

4




8

25%


Lecture cum Discussion, Assignment

Group Discussion

Seminar

Activity Based



Handout, PPT

PPT
PPT, OHP


Handout

Reference Book No.5,6,9

4.

Unit – 4 - Counseling approach and occupational information

4.1 Counseling approach, concept & techniques.

- Directive Approach

- Non Directive Approach

- Elective Approach

4.2 Occupational Information

- Collection and classification of occupational information

- Techniques of disseminating occupational information



4

4




8

25%


Lecture cum Discussion, Assignment
Group Discussion

Seminar


PPT, OHP

Handout
Chart, PPT



Reference Book No.5,6

TOTAL

32 Hours

100%










Practical Work:(Any one) (5 Marks Internal)

1 Identify any one low achiever student from secondary school and provide him personal guidance and prepare a report

2 Interview of School Counselor

3 Identify various areas of Guidance and write the role of guidance in these areas



OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

10

20

25

15

15

15

100



REFERENCES:

  1. Bhatt G.P. and S.J. Bhavsar. “ShaikshanikAneVaigyanikMargdarshan”, GangajalPrakashan, Aliyabad, Jamnagar.

  2. Chaturvedi Ramesh (2007), Guidance and Counseling skills, Cresent Publishing Corporation, New Delhi.

  3. Kochher S.K., Educational and Vocational Guidance in Secondary Schools, Sterling Publisher Pvt. Ltd.New Delhi.

  4. Mohini Acharya, “Margdharan and Salah”, Akhar Publication, Ahmedabad.

  5. Mulshankar Joshi, Guidance &Counselling,Varishan Publication, Ahmedabad.

  6. Mulshankar L. Joshi, Guidance and Counseling, Nirav Publication, Ahmedabad

  7. Presricha, Guidance and Counselling in Indian Education, New Delhi, NCERT, 1976.

  8. QurashiHasnain (2004), Educational Guidance, Anmol Publication Pvt. Ltd. New Delhi.

  9. Shri Natubhai V. Raval, Career Information in Career Guidance, Nirav Publication, Ahmedabad.

  10. Shrivastava K.K. (2007), Principles of Guidance and Counseling, Kanishka publishers, New Delhi.


COURSE FOR SEMESTER – III

VOCATIONAL EDUCATION (OC1B)

Credits -2 Marks -50

Learning Outcomes:

Teacher Trainees will be able to:

  1. Know the meaning and concept of vocation education

  2. Know the objectives and goal of vocational education

  3. Understand the professional Approach

  4. Understand the personality measuring implement

  5. Know the program and institution of vocation education

  6. Set up vocational services for the school

  7. Administer, score and interpret test


SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weightage

(100%)

Suggested methodology

Teaching aids

References

Sub Units

Total Hours

1

Unit – 1 Role of Vocational Education

1.1 Meaning , concepts

1.2 Aims and objectives

1.3 Need and Principles

1.4 Professional Approach

1.5 Current trends and problems

1.6 Job satisfaction

1

1



2

1

1



2

8

25%


Discussion

Simulation

Group task


Handouts,

LCD Projector,

Computer

Reference. Book No. 7




2

Unit-2 Personality measuring implement

    1. Sociogram

    2. Work Experience

    3. Career week

    4. Career conference

    5. Questionnaire

    6. Observation

    7. Rating scale

1

1



1

1

1



1

1


8

25%


Assignment,

Discussion,

Group task


PPts,

Hand outs,

Computer


Reference. Book No. – 4

3

Unit – 3 Role of various persons

3.1 Introduction

3.2 Role of teacher

3.3 Role of Principal

3.4 Role of Institutional management

3.5 Role of advisor


1

2



2

2

1



8


25%


Discussion,

Simulation,

Presentation


Handouts,

PPts,


Computer

Reference. Book No. – 14

4

Unit – 4 Vocational service in schools

4.1 Role of School

4.2 Primary level

4.3 Secondary level

4.4 high secondary level

4.5 Problems in organization of vocational guidance program


1

1



2

2

2



8

25%


Project work,

Group discussion,

Presentation


Transperencies

Handouts ,



PPts

Group discussion



Reference Book No.11




TOTAL

32 HOURS

100%










Practical work:(Any one) (5 Marks Internal)

  1. Interview of school counselor

  2. Organization workshop for trainees

  3. Vocation intuitions visit

OBJECTIVE-WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

15

20

20

15

15

15

100



REFERENCES :

  1. Bhatt G.P. and S.J. Bhavsar. “ShaikshanikAneVaigyanikMargdarshan”, GangajalPrakashan, Aliyabad, Jamnagar.

  2. Chaturvedi Ramesh (2007), Guidance and Counseling skills, Cresent Publishing Corporation, New Delhi.

  3. Kochher S.K., Educational and Vocational Guidance in Secondary Schools, Sterling Publisher Pvt. Ltd.New Delhi.

  4. Mohini Acharya, “Margdharan and Salah”, Akhar Publication, Ahmedabad.

  5. Mulshankar Joshi, Guidance &Counselling,Varishan Publication, Ahmedabad.

  6. Mulshankar L. Joshi, Guidance and Counseling, Nirav Publication, Ahmedabad

  7. Oosterhof,A.(1994). Classroom Application of Educational management(second Edition New York : Marcmillan college publishing company lnc

  8. Payne, D.A.(2003). Applied Educational assement. Australia: Wadsworth: Thomson Learning

  9. Presricha, Guidance and Counselling in Indian Education, New Delhi, NCERT, 1976.

  10. QurashiHasnain (2004), Educational Guidance, Anmol Publication Pvt. Ltd. New Delhi.

  11. Shri Natubhai V. Raval, Career Information in Career Guidance, Nirav Publication, Ahmedabad.

  12. Shefered(2000) The role of assessment in learning culture: educational researcher

  13. Shrivastava K.K. (2007), Principles of Guidance and Counseling, Kanishka publishers, New Delhi.

  14. Vedprakash, et.al.(2000) : Garding in school, NCERT, Published at the publication Division by the secretary,NCERT, sri AurbindoMarg,New Delhi


COURSE FOR SEMESTER – III

VALUE EDUCATION (OC1C)
Credits – 2 Marks: 50

Learning Outcomes:

Teacher Trainees will be able to:

  1. Explain the concept and nature of values

  2. Critically evaluate classification of values

  3. Describe meaning and importance of value education

  4. Analyze the role of school in value development

  5. Distinguish human values from 13th and 16th cantos of Bhagvad Gita

  6. Describe Gandhian guidelines

  7. Discuss valuation of Indian culture

  8. Analyze the inculcation of human values in the school system


SCHEME OF TEACHING AND ASSESSMENT:

Unit

Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit:1 Concept and classification

    1. Concept, Meaning and Nature of Value

    2. Classification of Value

  • Material

  • Social

  • Moral

  • Spiritual

    1. Importance of Value

2

4



2

8

25%


Discussion,

Group -Discussion,



Handouts,

PPT,


Computer,

Reference Book No.8


2

Unit: 2 Value Education

2.1 Meaning and Importance of Value Education

2.2 Objectives of Value Education

2.3 Role of school in Value Development

2.4 Gandhian guidelines

2
2


2

2


8

25%

Group Discussion,

Assignment.

Source Method ,


Handouts,

PPT,


Computer,

Reference Books



Reference Book No.4

3

Unit : 3 Moral and Spiritual Education

3.1 Meaning of Morality and Spirituality



    1. Development of morality and Spirituality

    2. Need and Importance of Morality and Spirituality

    3. Valuation of Indian culture

2

2



2
2

8

25%


Discussion,

Dramatization,

Simulation,

Group Task,

Project, Book Reviews


Handouts,

PPT,


Computer,

Scripts,



Reference Book No.10


4

UNIT : 4 : Theories of value development

4.1. Theories of value development

- Social development theory

- Psychoanalytic theories

- Cognitive development theory

- Value laden evaluation of teachers

- Evaluation of other school personnel

8


8

25%

Book Reviews,

Discussion,

Problem Solving Method, Simulation,

Group Task,

Project


Handouts,

PPT,


Computer,

Text- Print material




Reference Book No.8

TOTAL

32 HOURS

100%











Practical work :(Any one) (5 Marks Internal)

  1. Organize and Participate in value based skit, drama etc. activities and value based prayer assembly

  2. Visit a NGO and organize various value based activities

  3. Arrange a talk on importance of value education in School.


OBJECTIVE – WISE DISTRIBUTION OF WEIGHTAGE

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Total

10

20

20

20

15

15

100


REFERENCES:

  1. Chitakara M. G. (2007), “Education & Human Values”, APH Publication, New Delhi.

  2. Frankel,J.R (1977), How to Teach Values An Analytical Approach , Prentice Hall New Jersey,

  3. Hersh, R.H. Miller J/P (1988), Longman Inc. Fielding G.D. Models of Moral Education: An Appraisal, New York,

  4. Joshi Daksha. (2004), “MulyonuShikshan”, ManoramaPrakashan.

  5. Modi Iswar (2000), “Human Values and Social Change”, Rawal Publication, New Delhi

  6. Pandey v. C. (2007), “Education Culture and Human Values”, Isha Books Publication, Delhi.

  7. Passi B.K. and Singh P (1991), “Value Education”, National Psychological Corporation Agra.

  8. Patel Haribhai. (1997), “MulyaShikshan”, GurjarPrakashan, Ahmedabad.

  9. Raths, L.E. Merrill Harmins and Sidney, S (1978), “Values and Teaching”, Merrill.

  10. Rokeach, M. (1973), “The Nature of Human Values”, Collier MacMillan Publishers.

  11. Ruhela S P (1996), “The Emerging Concept of Education in Human Values”, Regency Publications, New Delhi,

  12. Sharma Shashiprabha (2006), “Education and Human Development”, Kanishka publication, New Delhi.

  13. Shreemad Bhagavad Geeta

COURSE FOR SEMESTER – III

DEVELOPING TEACHING APTITUDE (EPC3)
Credit: 2 Marks: 50

Learning Outcome:

Teacher trainees will be able to:


  1. To enable the students to be familiar with the contribution of school of psychology to education.

  2. To enable them to understand the theoretical contribution and conceptual background of theories of learning.

  3. To Assist them in developing insight in to educational implications of these concepts and principles

  4. Understand the basic concept of education & philosophy.

  5. The importance & role of education in the progress of teacher and Indian society.

  6. The contribution of the great educators to the field of education.

  7. Develop understanding about the various as peck of multimedia and its usage in education.

  8. Develop Knowledge Understanding skills &Uses of knowledge of General knowledge.


SCHEME OF TEACHING AND ASSESSMENT

Unit

Content

Instruction Hours

Weight age (100%)

Suggested Methodology

Teaching Aids

References


Sub

Units

Total Hours

1

Unit -1 Educational Psychology

    1. Dimensions of Development:

  • Psychosocial Development

  • Emotional Development

  • Moral Development

1.2 Maxim & Principle of teaching learning:

      • Maxim of teaching

    • Principle of learning.

  • Pavlov’s theory

  • B.F Skinner’s theory

1.3 Correlates of learning.

  • Motivation: Meaning, Effecting factors of motivation, types of motivation

  • Interest, Aptitude, Meaning Concept

03


03

02


08

25%


Lecture

Discussion



PowerPoint

Presentation,

Handouts


  • Reference Book No. 1,6,7



2

Unit-2 Philosophy of Education:

    1. Philosophy of education: Meaning & Objective.

    2. Types of Education.

  • Formal Education

  • Informal Education

  • Non-Formal Education

    1. Theories of philosophy with reference to concept , objective, curriculum, methods

  • Idealism

  • Naturalism

    1. Indian Philosophers

  • Mahatma Gandhi

  • GijubhaiBadheka

  • Montessori

01
01


03


03


08

25%


Lecture

Discussion

Role Play


LCD

Projector



  • Reference Book No 3, 4, 6, 9.



3

Unit-3 Educational Technology

3.1 Educational Technology: Meaning , nature Hardware & Software technology

3.2 Teaching Learning Technology


  • E- Learning

  • Tele- Conferencing

  • Multi Media Package

3.3 Evaluation & Measurement:

  • Meaning of evaluation & measurement

  • Tools of Evaluation:

  • Meaning of Teacher made test & Standardized test:

3.4 Examination Techniques:

  • Types of examination.

  • Drawbacks of present

  • Innovation in examination system.

3.5 Action research: Meaning & steps.

01
02


02

02



01

08

25%


Lecture

Discussion

Role Play

Activities



PowerPoint

Presentation,

Handouts


-Reference Book No.8,9,10

4

Unit- 4 General Knowledge

4.1 General Knowledge



  • Constitutional Fundamental Duties

  • Gujarati Literature

  • Political Policy & Administration trand and Structure

  • Science & Technology

  • Sports & Games

  • Great Personalities

  • Music &Arts

  • Indian history

  • Indian Geography

4.2 Reasoning Ability

4.3 Logical Ability


04

02



02

08

25%

Lecture

Discussion

Activities

Demonstration



PowerPoint

Presentation,

Handouts,

LCD


Projector

Reference Book No.8,9


TOTAL

32 HOURS

100 %












OBJECTIVE-WISE DISTRIBUTION OF WEIGHTAGE


Knowledge

comprehension

Application

Analysis

synthesis

Evaluation

Total

15

20

15

15

15

20

100



REFERENCES:


  1. Agarwal ,J.C. Basic ideas in educational psychology.

  2. Broudy, Harry S. Building a philosiphy of Education , New Delhi. Prentice Hall,1961

  3. Broudy, Harry S. Building a philosiphy of Education , New Delhi. Prentice Hall,1961

  4. Chaube S.P. (1993) Education Philosophies in India, Vikas publishing Houesr Pvt. Ltd, Mumbai.

  5. Chaube S.P. (1993) Education Philosophies in India, Vikas publishing Houesr Pvt. Ltd, Mumbai.

  6. Chauhan. S.S., “Advanced Educational psychology.

  7. Cronbach L.J.Educational psychology, New York, Hercourt(2nd ed.)

  8. -Lal.J.P.(2007), Educational Measurement & Evaluation, Anmol publication, Pvt. Ltd. New Delhi.

  9. Numnally, J.C., Educational Measurement and Evaluation. New York: McGraw- Hill book co. 1964

  10. Target TAT – Dr. D.M. Bhadresariya.

  11. Teacher Eligibility test: liberty book.

COURSE FOR SEMESTER- III

UNDERSTANDING OF SELF (EPC4)

Credits – 2 Marks: 50

Learning Outcomes:

Teacher Trainees will be able to:

  1. Understanding self-development.

  2. Understanding the identification of Teachers occupation.

  3. Apply the different forms of explanation of self.

  4. Understanding the identity of social factors of self.

  5. Understanding self-relation between self and yoga.

  6. Develop the concept about the experiences of their child head on self.

  7. Do the interaction with self by different Medias.



SCHEME OF TEACHING AND ASSESSMENT:

Unit


Content

Instructional Hours

Weightage (100%)

Suggested Methodology

Teaching Aids

References

Sub Units

Total Hours

1

Unit:1 Self development

    1. Nature of self

    2. Develop of self-develop

    3. Identification of Teachers occupation

    4. Concept of SWAT analysis

2
2
2

2


8

25%


Lecture

Group-Discussion



PowerPoint

Presentation,

Handouts,



Reference Book No.1,3.


2

Unit:2 Self and yoga

2.1 yoga and meditation for the enhancement of physical and mental strength.

2.2 Yoga for adjustment

2.3 Yoga activities in the schools for self development

2.4 Importance of meditation for self development


2
2
2


2


8


25%



Lecture


Group-Discussion

Assignment.



PowerPoint

Presentation,

Handouts,

Computer,

Reference Books



Reference Book No.2,4


3

Unit:3 Attitude of Self

3.1 Meaning and concept of attitude

3.2 Characteristics of attitude

3.3 Determinants of attitude

3.4 Dimensions of Attitude measurement

2
2
2


2



8

25%


Group-Discussion

Assignment
Simulation,
Group Task,


PowerPoint

Presentation,

Handouts, Reference Books



Reference Book No.2,4


4

Unit:4activities of self-development

4.1 Review of documentary films

4.2 Planning of workshop and seminar of stress

4.3 Right the life-sketch and their works.

Which touch and effect of your life.

4.4 Right the Report with the reference of self Abilities and inabilities


2

2


2
26+

8

25%


Discussion

Activities

Demonstration

Problem Solving Method, Simulation, Group Task



PowerPoint

Presentation,

Handouts,

PPT-Computer



Use of Internet




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. Hall, C & Hall E (2003) Homan Relations in educations Rout ledge.

  2. Kusum Bhatt, ‘Vyaktitvna Sidhanto” Gujarat Granth Nirman Board, Ahmedabad.

  3. Shah Sanjiv ‘Mahan Hradyona Sa Re G Ma P Dh Ni’ Osis Publication, Vadodara

  4. Shukal, Satish Prakash (2011) Saikshanik Manovighnan (Agra) Agraval Prakashan

  5. U.D. Arospeski, Chotho Marg, Navbharat Sahitya Mandir, Gandhi Road, Ahmedabad.

  6. Dr. V. V. Baraiya & Aararti S. Patel, “Understanding the self” (સ્વસમજ), 2016, Pratik Publication, A-1, Umiya, Nishthapark soc. Pramukh marg, Opp. Gopi cinema, Anand, Dist. Anand


YOGA (P12)

Credit-1 Marks-25

S.No

Criteria for Assessment

Marks






Various postures of standing Asanas

05



Various postures of sitting Asanas

05



Breathing exercise (Pranayam)

05



Oral questions

10




Total

25










Guidelines for YOGA EDUCATION (PRACTICAL)


Learning Outcomes:

Teacher Trainees will be able to:

  1. Loosening himself correctly

  2. Perform various prone and supine Asanas

  3. Performing each posture with synchronizing breathing in i.

  4. Perform Pranayam correctly

Trainees will be asked to perform following items perfectly.

  1. Loosening practices.

  2. Various postures of Standing Asanas.

  3. Various postures of Sitting Asanas.

  4. Perform Pranayam correctly

        • Omkar

        • Shitalishikari

        • Bhramari

        • Kapalabhati

        • Bhastrika

        • Lom avilom

  1. Suryanamaskar: twelve postures

  2. Cyclic Meditation


ACTION-RESEARCH (P13)

Credit-1 Marks-25

Sr.

No

Criteria for Assessment

Marks




Selection and validity of problem

5



Application of experiment (As per steps)

5



Analysis, interpretation of findings and suggestions

5



Report writing

10




Total

25

INTERNASHIP (P14)

Credit-2 Marks-50

Sr. No.

Criteria for Assessment

Marks

(out of 50 Marks)



Internship Report

25



Presentation on Internship

25




Total

50


SEMINAR (P15)

Credit-1 Marks-25

Sr. No.

Criteria for Assessment

Marks



Appropriateness of the Theme/Subtheme of the Paper

  • How useful and relevant is the knowledge provided through the paper?

05



Presentation of the Paper

  • Communication Skill

  • Use of Varied Examples

  • Use of appropriate methods and techniques for explanation

05



Time Management

  • How well could the presenter use the time allotted to introduce, discuss and conclude the subject

05



Knowledge of the Subject reflected in Question-Answer session

  • How effectively the presenter could satisfy the queries and doubts raised

05



Overall Impression of the Presenter

  • Everything about the Presenter from one’s attire, etiquette, soft skills, emotional quotient, method of presentation and overall personality

05




Total

25


EDUCATION FORUM (P16)

Credit-1 Marks-25

S.No.

Criteria for assessment

Marks



Preparation for the presentation

05



Presentation of the topic

15



Interaction (Discussion)

05




Total

25


SCHOOL SUBJECT- CONTENT ASSIGNMENT (P17 & P18)

Credit-2 (1 credit for Each School Subject) Total Marks-50

Each content assignment will carry 25 marks (1 credit each)

Assignment should be based on the content of std-9 and 10

For Accountancy, Commerce and Economics, standard-12 will be considered


ASSESSMENT SCHEME FOR ASSIGNMENT


No

Criteria for Assessment

Marks



Clarity

5



Content

10



Presentation

5



Viva voce

5




Total

25

PROJECT BASED LEARNING (P19)

Credit-1 Marks-25



S.No

Criteria for assessment

Marks



Content Selection of the Subject matter

05



Detailed explanation of the project

05



Organization and presentation of the content matter

05



Special effects, video and sound effects of power Point Presentations

05



Time Allotment

05




Total

25

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