NationalCouncilforTeacherEducation

Syllabus

BachelorofEducation(B.Ed.)(1Year)
I.SchemeofStudy
AreaAFoundationsofEducation A1EducationandDevelopment A2Education:AnEvolutionaryPerspective A3ContemporaryIssues&ConcernsinSecondaryEducation Credits ContactHrs.Marks 3 4 100 3 4 100 3 4 100 4 4 4 4 3 3 6 6 4 6 2* 2* 58 100 100 100 100 75 75 100 100 100 200

AreaBPedagogicalKnowledge B1LearnerandLearning 3 B2Teacher asaFacilitatorofLearning 3 B3CurriculumandSchool 3 B4AssessmentforLearning 3 B5LearningResources 2 B6SchoolManagement 2 AreaC PedagogicalContentKnowledge C1schoolsubject1 C2schoolsubject2 AreaDSchoolBasedExperiences D1InitiatorySchoolExperiences D2InternshipinTeaching AreaE AddonCourses E1LanguageProficiency E2ICTIntegrationinPedagogy 4 4

3 4 1 1 42

Total

1400

*Note:thecoursesE1andE2willbeessentiallythroughpracticalactivitiesthroughworkshopmodeand performanceshallbegradedonafivepointscale. II.ModesofLearningEngagement Withaviewtomoveawayfromtheoreticaldiscoursesandlectures,thestudentteacherswillbe required to be engaged in various kinds of learning experiences. Every course in the teacher education programmeprovidesspecificengagementsthatarespeltoutundereachcourse.However,thenatureof engagementofthestudentteacherswillbeofthefollowingkinds.

LectureDiscussionSession:Theteachereducatorprovidesaplatformforreviewofexperiences,develop insightsintothedisciplinaryknowledgebaseandrelatethemtotheschoolrealities. FocusedReadingandReflection:Studentteacherswouldbeledintofocusedreadingsonvariousthemes withquestionsinvitingreflectionseitherindividuallyorinsmallgroups. ObservationDocumentationAnalysis: Simulated and real school/community experiences would be arrangedforthestudentteacherstoobserve,documentintheformofrecord/journal/diaryandanalyze withanintentiontorevisittheirownunderstandingsordevelopnewinsights. Seminar:Studentswillundertakethematic/topicalstudy,preparewriteupandmakeseminarpresentation followedbyopenhousediscussionwithaviewtoenhancetheirknowledgebaseandrepertoryofskillsin theareaofpresentation. CaseStudy:Anindepthandcomprehensivestudyofasingleorfewcaseswouldbetakenupasperthe guidelinesprovidedandsubmitastudyreport. SchoolBasedPractical:Observinganexperiencedpractitioner,planningimplementingreceivingfeedback from peers and supervisor and reflection on ones own performance would influence development of insights, beliefs and attitudes necessary for a teacher. Learning experiences would be provided through severalschoolbasedpracticumfordevelopmentofcertainprofessionalqualitiesandcompetencies.The conceptual and theoretical learning made under various courses would not transfer to the real classroom/schoolcontextunlessonemakesspecificattemptsatapplyingtheminrelevantcontexts.The school based practical would also include opportunities for planning and implementation of learning experiencesandstrategiesandreflectingontheirappropriatenessandeffectiveness. Workshop:Aseriesoflearningexperiencesinagivenperformanceareawouldbeprovidedintheformof workshop engaging them in modelingpracticefeedback sequence with a view to develop specified competenciesrequiredforateacher

III.ModesofAssessment
Preserviceteachereducationprogrammeprovidesinputsthataretobeinternalizedthroughan activeprocessofassimilationandaccommodation.Hence,assessmentneedstobeformativeand summative,quantitativeandqualitativebynature.Themodesofassessmentwouldconsistof Writtentestsandassignmentsforassessingconceptualunderstandingsandclarity Productsofplanningandpreparationactivitiessuchaslessonplan,unitplan,assessmenttools, andlearningresources. Observationofteachingperformanceusingschedulesandratingscales,bothinsimulatedandreal classroomcontexts,forassessingperformanceskillsandcompetencies Records/Reports/ReflectiveJournalsandDiariesmaintainedbythestudentteacheroftheir schoolbasedexperiencesandprojectworkrelatedtodifferentcourses Seminarpresentationsforassessingabilitytoreview,record,reorganizeandpresenttheirwork onthematic/topicalstudy Laboratoryjournals/Activityrecordsforassessingabilitytoplanandimplementlaboratory activitiesonsubjectspecificskillsundervariouspedagogicalcontentcourses Observationofthestudentteachersinvariouscontextsofteachereducationsuchastheir participationinseminar,professionalattitudesanddispositions

IV.SchemeofAssessment Inviewofthevariednatureofthedifferentcoursesofstudy,differentialproceduresfor assessmentneedtobevisualized.Thishasbeenshownintheweightageforformativeandsummative assessments. SessionalTerminal AreaA:A1,A2,A3 30 70 AreaB:B1,B2,B3,B4 30 70 B5 75 B6 25 50 B7 50 AreaCC1,C2 50 50 AreaDD1 100 D2 100 100*

V.SyllabusforvariousCourses Area A FOUNDATIONS OF EDUCATION CourseA1:EducationandDevelopment CourseObjectives:

1. TounderstandtherelationshipbetweenEducationandindividualandNationalDevelopment. 2. ToexaminetheinfluencesofpoliticalandpolicydecisionsonEducationanditsaims,contentand procedures. 3. To understand how Education derives its relevance from socio cultural contexts and critically reflectontheinfluenceofeducationonqualityoflife 4. Toanalyzethesocialcontextofeducationanditsbearinguponschoolsystem 5. To examine the changing emphases on Education in the context of Globalization, Liberalization andPrivatization

Unit1:EducationforNationalDevelopment Nationaldevelopmentmeaning,scopeanddifferentviewpoints

IndicatorsofnationaldevelopmentEducationCommission196466,PlanningCommission,World Bank,NPE1986 Educationasadevelopmentindicator,andenhancerofdevelopmentindicators Education for Sustainable Development (ESD): Components: Brundtland Commission 1987 & UNESCO,AimsofeducationforSD,AreasofSD(UnitedNationsDivisionforSD) Roleofeducationinensuringsustainabledevelopment, AreviewoftheinitiativesforeducationaldevelopmentinIndiaoverdecades TheperspectiveofeducationfornationaldevelopmentintheNCF2005 Unit2:EmergingInterfacebetweenPoliticalProcess&Education Educationasakeyareaofpublicpolicyrelevance,essentiality TheNationalandStateEducationPoliciesandtheirformulationpoliticaldecisionmakingprocess; relationshipbetweenconstitutionalprovisionsandeducationalpoliciesRighttoEducation Implementationofaneducationalpolicypoliticalwillandeffort,macrolevelrequirements;action plansandprogrammeguidelinesastoolsforimplementationandessentialityofpoliticalsupport; StateandCentrallySponsoredSchemesofEducation Researchandfeedbackforpolicyanalysisandplanning Financial supplementation: grantinaid and developmental grants for implementing educational policytheroleofplanningcommission Unit3:EducationandEconomicDevelopment Educationforeconomicdevelopmentitsmeaningandnature Educationasdevelopmentofhumanresource:EducationforEmployabilityacademicconcernsin education,Consumerdriveneducationalprogrammes Qualityoflifeasanoutcomeofeducation, Educationasaninvestment Privatization,privateinitiative,andliberalizationineducation Unit4:EducationandIndividualDevelopment Educationfordevelopmentofindividualcapabilities,enhancementofqualityoflife,andproactive participationinthesociopoliticaleconomicculturalcontext EducationandActualizationofindividualaspirations Educationfordevelopmentofresponsiblecitizens Educationanddevelopmentoflifeskills:preparationofindividualsforthe21stcentury Unit5:EducationandSocioculturalContext Education as an instrument of social change influence of education on society, family and their practices Socioculturalinfluencesontheaimsandorganizationofeducation Socialacceptabilityofeducationalpolicyandpractice Impingementofculturalhistoryoneducation Emerging trends in societies and their repercussions on education: globalization and internationalizationofeducation

CourseA2:Education:AnEvolutionaryPerspective

CourseObjectives:
Unit1:Educationasanevolvingconcept Meaningofeducation:ancienttopresenteducationasanorganized,institutionalized,formaland statesponsoredactivity Conceptsineducationandtheirchangingconnotations:school,curriculum,teacher,learner, teaching,learning,instruction,freedom,autonomyandcontrolinrelationtothechildandteacher Shiftsinprocessofeducation:Knowledgegiving,didacticandconstructivistinterpretations Expansioninmodesofeducation:facetoface(tutorial,smallgroup,largegroup)todistantmodes ofeducation:oral/auraltodigital;individualizedandgroupbased Unit2:Aimsofeducation Aimsofeducation:Historicityofaimsofeducation ChangingaimsofEducationinthecontextofglobalization SourcesofAimsofEducation:EducationalaimsasderivedfromtheConstitutionofIndia Influenceofaimsofeducationonthecurriculumandtransactionalstrategies IdeasofeducationalthinkerssuchasGandhi,Tagore,Aurobindo,Dewey,Krishnamurthy,Friere andIllich Unit3:EvolvingKnowledgebaseinEducation Natureofknowledgeineducation:concepts,statements,educationalviewpoints,metaphorsand theories.EmergingKbaseineducation Differencesbetweeninformation,knowledge,belief,andopinion Interfaceswithcognatedisciplinessuchasphysical,naturalandsocialsciences Unit4:LearningEnvironment:thechangingscenario Changes in Teacher roles, learner participation, knowledge emphasis, learning resources and physicalspace Shiftinpedagogy:Knowledgefocusedtoteacherfocusedtolearnerfocusedlearningenvironment Shift in learning environments: Unimodal to multimediated, school based to community linked, andrealtovirtuallearningenvironments.Theopendistancelearningenvironment Unit5:Systems&structuresinschooleducation Educationasasystem:meaningandnature Evolutionofeducationalnetworkoverthepasttwocenturies(1800sto21stcentury):abrief overviewofhistoricaldevelopmentoflearningsystemsthatresultedinthepresentnetworkof schools. Differentiationofeducationalstructures:stagewise;streamwise; Roleofstatecentre:needforanationalsystemofeducation Predominantconcernsoftheeducationsystemcoordination,qualityassuranceandfeasibility Systemicreformsineducation:meaningandneed.Demandsfromthesecondaryeducation systemuponachievinguniversalelementaryeducation SessionalWork 1) Studentteachers are requiredto read atleasttwobooks listedbelow anddiscuss in groupsthe aspects of education evolving as presented in them; critically examine the extent to which the process of differentiation and diversification in education have raised concerns about its quality

and relevance in the present changing times. After discussions, students document their understandinginlucidmannerasatermpaper. ListofReferences ColeLuella,AHistoryofEducation:SocratestoMontessori,Holt,Rinehart&Winston,NewYork,1950. Power,Edmund,J.,MainCurrentsintheHistoryofEducation,McGrawHillBookCo.Inc.,NewYork,1962. Lakshmi, T.K.S. and M.S.Yadav, Education: its Evolving Characteristics, in Nedw Frontiers in Education, Vol.XXII,No.4,OctDec.,1992

CourseA3:ContemporaryConcernsandIssuesinSecondaryEducation
Unit1:UniversalisationofSecondaryEducation Constitutionalprovisions Policiesandprogrammesforrealizingtheconstitutionalobligations Righttoeducationanditsimplicationsforuniversalisationofsecondaryeducation(USE) ImpactofrealizingtheUEEonsecondaryeducation:access,enrolment,participationand achievement;statusofUSE USE:issuesandconcerns LessonsfromimplementationofUEE Strategiesforrealizationoftargets Unit2:Equity&EqualityinEducation MeaningofEqualityofEducationalOpportunities,provisionandoutcomes;constitutional provisionsforensuringequity Natureandformsofinequalityincludingdominantandminorgroups,gender Inequalityinschooling:publicprivateschools;Ruralurbantribalschools,anddifferentialschool systemsschoolsforeducationofthechallenged Unit3:Qualityineducation Whatisqualityeducation? Indicatorsofquality:relatedtolearningenvironment,StudentOutcomes Outcomeimprovementthrough:Settingstandardsforperformance,Supportinginputsknownto improveachievement,Adoptingflexiblestrategiesfortheacquisitionanduseofinputs,and Monitoringperformance. Enhancementofqualityinsecondaryschools Unit4:PeaceEducation PeaceasadynamicSocialReality RelevanceofPeace:nationalandinternationalcontexts DangerstoSocialSecurity:terrorism,war,naturalcalamitiesandimpactonqualityoflife Peacecontext:conditionsforpromotionofpeace,UNESCOsconcernsonPeaceand Understanding Roleofeducationinpromotionofpeace:implicationsforpedagogy Teacherroleinpromotingpeace Unit5:EducationforConservationofEnvironment Conservationofenvironmentanimminentneed Needforsensitizinglearnerstowardsconcernsofenvironmentalconservation

Integrationofenvironmentalconcernsincurriculum Roleofteacherinpromotingconservation

Note:Thefollowingcoursesareyettobefinalized.Onlysuggestivecontenthavebeenlisted underunittitlesandthreecoursesareyettobewritten Area B PEDAGOGICAL KNOWLEDGE CourseB1UnderstandingtheLearnerandLearningProcess

Unit1NatureoftheLearner:ChildandAdolescent Learnerasadevelopingindividual;apsychosocialentity;stagesofdevelopment Developmentalcharacteristicsofachildandanadolescent:physical,cognitive,social,emotional, moralandlanguage;theirinterrelationships Developmentaltasksofchildhoodandadolescenceandtheirimplications Factorsinfluencingdevelopmentsuchasheredity,nutrition,childrearingpractices,siblingsand peers Unit2UnderstandingDifferencesbetweenLearners Dimensionsofdifferencesinindividuallearners Understandinglearnerswithvaryingcognitiveabilitiesespeciallywithlearningdifficultiesslow learnersanddyslexia MultipleIntelligences;implicationsforunderstandinglearnervariations Learnervariationsbasedonsocioculturalcontexts: Homelanguageandlanguageinstruction Culturecapitaloflearnersandschoolknowledge Learningneedsaccordingtolearnervariations Waysofdiscerning/estimatingthese Unit3TheoreticalPerspectivesonLearninganOverview EmergingParadigmsinlearningProcess Viewofalearner,teacherandteachinglearningprocessaccordingto Behaviourism,cognitivism,constructivism,humanism Relevanceandapplicabilityofvariouslearningtheoriesfordifferentkindsoflearningsituations Unit4LearninginConstructivistPerspective Learningasconstructionofknowledgeasdifferentfromlearningastransmissionandreception ofknowledge Processesfacilitatingconstructionofknowledge Experientiallearningandreflection Socialmediation Cognitivenegotiability Situatedlearningandcognitiveapprenticeship Metacognition

(Eachofthesetobedealtwithbydrawingonclassroomsituationsorcontent/themeoflearning) Unit5LearningStylesandLearning Conceptoflearningstylesaudio,visual,kinesthetic Learningstylesandtheirbearingondifferentkindsoflearning: Conceptlearning,learningofskills,creativeandcriticalthinking,modeling,constructingmeanings anddiscovery,verbal,numerical,nonverbal Teachersrole:Change,strengthensustainandlearningstyles

CourseB2TeacherasaFacilitatorofLearning
Unit1Developinglearningrelatedcompetencies subjectrelatedcompetencies expositorycompetenciesverbal,nonverbal,useofmaterial/gadgetarysupports organisationalcompetencies evolvingafeasibleandrelevantannualplanofactionforoneself sensitiveandproactiveinvolvementintheoverallinstitutionalfunctioning appropriatecoordinationofdemands/pressuresofonesallocatedresponsibilities preparationofannualschoolcalendar,timetable,relevantdocumentation,officialrequirements, recordingtheminuteso Unit2DevelopingIdentityasaTeacher Impactofonesownsocializationprocesses,awarenessofonesownshiftingidentitiesas student,adult,andstudentteacher,andinfluencesthathaveacted/continuetoactononeself Reflectionsononesownaspirationsandeffortsinbecomingateacher Evolvingidentityasateacher,whichisprogressiveandopentoreconstruction Teachersprofessionalidentitywhatdoesitentail? Unit3MeaningfulEngagementwithOtherStakeHolders institutionalauthorities parents community officestaff othereducationalinstitutions colleagues. Kindsofinteractionsandtheirpurposes Gainingtheirsupporttoschoolprocesses,includingasresourcesupports Unit4ProactivementoringofLearnerDevelopmentinSchoolPracticum Unit5.UnderstandingTeacherasaProfessional expectationsandresponsibilitiesonateacher anautonomousfunctionaryandamemberofacommunityofprofessionals developinganidentityasateacher balancingpersonalaspirationsandprofessionalpressures.

CourseB3CurriculumandSchool

Unit1ConceptofCurriculum
Meaning Differentiatingcurriculumframework,syllabus,textbooks;theirsignificanceinschool education corecurriculum;localcontextspecificcurriculum;significanceofboth Visualizationofcurriculumatdifferentlevels:nationallevel;statelevel;schoollevel;class level,andrelatedissues;thelowerlevelonessubsumethehigherlevelobjes.

Unit2ProcessofCurriculumDevelopment Formulatingobjectivesandlearningstandards Criteriaforselectingknowledgeandrepresentingknowledgeintheformofthematic questionsindifferentsubjects Organizingfundamentalconceptsandthemesverticallyacrosslevelsandintegrating themeswithinandacrossdifferentsubjects Selectionandorganizationoflearningsituationsandlearningresources. Unit3CurriculumEngagementinSchool Roleofschoolphilosophy,administrationincreatingacontextforcurriculumengagement Infrastructurefacilities,curricularsitesandresources(library,laboratory,schoolplay ground,neighbourhoodandcommunityresources(outsourcingthesetosupplement schoolresources) Developmentofcurriculumvisavisteachersroleandsupportintransactingcurriculum, andevaluatingcurriculum; Roleofschoolinbridginggapbetweenintended,implementedandattainedcurriculum Unit4RoleofSchoolinOperationalisingtheCurriculum Schoolhastoprovideforscopetodiscussamongteachers: impliedpedagogy,howtotranslatethemintosubjectspecificobjectives; needforactiveengagementofteachersandschoolauthoritiesinreflectingontheways toeffectivelymobilizethecommunityresources,schoolresources,textbookmaterial, curricularobjectivestobeactualised Teachermustknowwhycomponentsareincluded; textbooksaremeretoolsgivingsubstantiveoutlines; Objectivesofthecurriculum;theirrelevanceandhowthesecanberealized; eachteacherhastorecognizeonesroleinrealizingthese; Unit5CurriculumDevelopmentatvariouslevels CurriculumFrameworkasadirectiongivingdocument; Formulatedatnational/statelevelsindicatingthestagerelevantthrustsanticipated Emphasisonthecomponentsvisuallisedforthestatedstagerelevantobjectives;as contributingtotheoverallaimsforthestage Agenciesengagedinthisprocess:NCERT;SCERTs SchoolcurriculumasafunctionalrenderingofthenationalCF.

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CourseB4AssessmentforLearning Unit1AssessmentandEvaluation Clarifyingterms:assessment,evaluation,test,examination,measurement,and theirinterralationships :formativeandsummative :continuousandcomprehensivecriterionbased Assessmentforlearning:periodic,integraltolearningprocess,continuous assessmentandfeedbackmeasuresforlearningimprovements; Identifying learninggaps;distinguishingitfromassessmentoflearning ConstructivistPerspectiveonassessmentandevaluationoflearningPurposeof assessmentinaconstructivistparadigm Unit2WhatistobeAssessed? Dimensionsandlevelsoflearning Retention/recalloffactsandconcepts;applicationofspecificskills Manipulatingtoolsandsymbols;problemsolving;applyinglearningto diversesituations Meaningmakingpropensity;abstractionofideasfromexperiences;seeing linksandrelationships;inference;analysis;reflection Originalityandinitiative;collaborativeparticipation;creativity;flexibility ContextsofAssessment Subjectrelated;personrelated Unit3AssessmentofSubjectbasedLearning Enlargingnotionsofsubjectbasedlearninginaconstructivistprspective Assessmenttools:kindsoftasksprojects,assignments,performance Kindsoftests:writtenandoral;response,observation,self reporting Selfassessment,peerassessment Maintainingportfolios,usingrubricassessmentprocedures Processingtestperformance:resultsheetpreparation,calculationofpercentages, centraltendencymeasures,graphicalrepresentations,andinterpreting performance Feedbackandreporting:useofassessmentfeedbackforfurtherpedagogic decisions;typesofteacherfeedback;peerfeedback;reportingintermsofmarks andgrades; Gradingconcept;features,indicatorsforgrading;CBSEandstateevolved indicators Unit4TeacherCompetenciesinEvolvingAppropriateAssessmentTools Visualizingassessmenttoolsappropriatetocontext,studentandcontent Designingtasksandquestionstoassessprocessofthinking(understanding, application,analytical,critical,creativeandmetacognitive) Planningforandpreparingstudentportfoliosusingrubricassessment Meaningfulinterpretationandreportingofstudentperformance

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Communicatingresultstoparentsandenlistingtheirproactivesupport Usingassessmentoutcomesforfurtherenrichmentoflearningdesigns Unit5SchoolBasedAssessmentProgramme Visualizinganannualassessmentschemethroughteameffortofteachers, administrators: comprehensiveofallaspectsofstudentdecvelopmentscholastic, coscholastic;personalandsocialqualities Ofallkindsoflearningexperiencesunandoutside classroom;subjectrelated,otheractivities Decidingupontheperiodicityofvariousassessmenttasksincludingtests,andtheir recordingandreportingprocedures. Flexibilityinrolespecificationsoffacultyincludingprincipal,kindsassessment tasks Coordinatingandmonitoringeffectiveimplementation Delinkingschoolbasedassessmentfromexamination CourseB5LearningResources

CourseB6UnderstandingSchoolContext
CourseObjectives

Toenablestudentstounderstand Schoolasaconducivelearningenvironmentwhichevolvesthroughthevarious activitiesandprocessescarriedon Theroleofteachersandtheprincipalinensuringavibrantschoolclimate

Unit1SchoolmorethanamerePhysicalSpace,anEnvironment Componentfeatures:principal,teachers,officestaff,physicalsetup,curricularinputs:all areinteractiveandinterdependent Schoolclimatecanbeconducivelearnerfriendly,belongingness,vibrant,whenall componentfeaturessharesuchfeelings Unit2ProvidingandUsingPhysicalFacilities Facilitiesrequiredphysicalspace(building)withadequateclassroomspace,adequate furniture,learningresourcessuchasthelabs,library,sportsfield,gadgets(board,OHP, ICT,etc.),andstaffrooms,restrooms,etc. Cleanliness,appropriateuseofeachwithanintentorschedule Streamlinewaysofusingthefacilities:coordination,sharing Unit3SchoolEnvironmentTeacherRole Visualizetherequirementsprocure,maintainandreplenishwithsupportofauthorities

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Designvariousactivitieswhichgeneratepositiveimpactandbuildgoodwill,acceptance, belongingness,openness,orderliness,andaccess,bothamongteachesandbetween teachersandstudents Participativeproactiverole Teamwork,transparencyinfunctioning

Unit4PrincipaltheLeadershipRole Authoritywithoutbeingrestrictive Perceptiveofothersneeds,strictinmaintenanceandreplenishment,easytoaccess, patientandkindindealingwithoutbeinglax, Encouragedivergentthinkingandsupportforit Systematicinworking,regardforregularity,orderliness,punctuality,sharing. Effectiveliaisonwithhigherauthorities,community,othereducationalinstitutionsaswell asinhousemembersteaches,officeandstudents Unit5Mechanismsforcoordinatedfunctioninginschool Planning:longtermwiththeauthoritiesandteachers Annualwiththeteachers;annualschoolcalendar Daytodayscheduleswiththeteachers;timetable,notifications,announcements :involvementofteachers;allocationofresponsibilities, :ascertainallprocessesareconsistentwiththeschoolphilosophy ContinuousMonitoring:ascertainsmoothexecutionofplannedactivitieswithout pressurizing StaffMeetings:forumforsharingbeforeandafteranyimportantevent,forreviewand furtherplanning Regular,documentationofhappenings Practicum
ThroughsmallgroupworkfindoutthevariousschoolsystemsinIndiaandtheirrelevanceofthe variedschoolsystems Interlinksamonganduniquenessofthevariousschoolsystems RoleofCOBSE Persisting concerns of achieving goal of constitutional commitments, quality assurance andparityacrossschoolsystems Expansionanddifferentiationwithineachstage AcademicandAdministrativeAuthorities StateBoards,CBSE,ICSE. NIOS,PSCI,ISO,IBS.

ModesofLearningEngagement ModesofAssessment ListofReferences

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Area C PEDAGOGICAL CONTENT KNOWLEDGE

CourseC1

CourseC2 KindsofcontentandtheirpedagogicrenderingforsubjectC1&C2 Differentlevelsoflearningcontentanddiagnosisofdifficulties Pedagogicalanalysis Curricularinnovationsinrespectivesubjectareas Unit1RevisitingKnowledgeintheSubjectAreabringingout NatureoftheSubject Thesignificanceofthevariousbranchesinthearea Interdisciplinaryelements Objectivesofteachingthesubjectareawithspecificreferencetosecondarylevel howtheyreflecttheobjectivesofteachingthespecificbranches Understandinglinkageswithdifferentsubjectareas Recentadvancementsinthesubjectarea Unit2KindsofContentandtheirPedagogicRenderinginconsiderationto thevaryinglearnerneeds assessmentforlearninginthesubject Unit3PedagogicAnalysisofKeyContentAreasintheSubject Contentanalysis;identificationofvariouscontentcategoriesandskills Taskanalysiswithreferencetolearningobjectives,studentcapabilities,learning approaches,learningresources,possibleassessmentmodes Visualizinglearningsituations Organizinglearningsequences Contextualizinglearning Unit4AppraisalofCurriculumandTeachingMaterial ComparativeanalysisofprescribedsyllabusandtextbooksofdifferentBoards Curricularinnovationsinrespectivesubjectareas Unit5PreparationofLearningDesignsinthelightoftheabove Atleastoneineachschoolsubject Creatingdifferentsituationsoflearningengagement: Grouplearning,individuallearning,smallgroup,peercoaching,cooperativelearning, collaborativelearning,situated/contextuallearning TeacherFacilitationindifferentLearningSituations Waysofscaffolding,modeling,demonstration,confidencebuilding,supportingstudent tasks,helpclarifyfallaciesandmisconceptions,difficulties,helpinreconstructing meanings,motivatingforoptimallearning(ZPD)

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Dealingwithsensitiveissuesinlearnergroups

AreaD SchoolBasedExperiences
D1InitiatorySchoolExperiences CourseObjective Thiscourseaimsatpreparingteachersforunderstandinganddevelopingmeaningfullearningsequences appropriate to the specificity of different levels of learning and also mobilise appropriate resources for them. TaskSet1InitiatoryExperiences ReflectionsononesownSchoolExperiences IdentifyingNurturantsandDeterrents CreatingaBigPicture TaskSet2RecogniseSchoolasanorganisedEndeavour

Functioningwithinastructurewithdefinedrolesandresponsibilities Internalarrangementsforcoordinatedfunctioning time table, work allocation, differential responsibilities, planning and coordinationprocedures Externalliaisonwithparents,community,authorities. TaskSet3SchoolasanEnablingLearningEnvironment Whatenableslearninginschools? Natureofschoolenvironment; learnerperceptions;teacherperceptions;parental/communityperceptions Natureofinterrelationshipsbetweenandamonglearners teachers;teachers;teacherprincipal;parentsschool;office teacherslearners Natureofimpactgeneratedinschool TaskSet4howdoschoolteachersevolve/designlearningsequences? Kinds,modalities,learningresourcesused,studentreactionsandanyrelevantrelated points TaskSet5DesignLearningSequencesineachofthe2schoolsubjectswithallthedetailsrequired;draw uponfromtheotherearliercoursesofstudy

D2FunctioningasaTeacher CourseObjectives Courseoutline

Preferablyintwotimeslots: i. Of810daysmainfocusonteaching ii. Of1520daysanexposuretoafulltimeroleofteacherinschoolcontext

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Eachstudentteacherwilldesignlearningsituationsfornotmorethan4unitsineach subjectofspecialization Emphasiswillbeontryoutofdifferentapproaches/divergentwaysofteaching,with appropriateintegrationoftechnology Duringii,studentteacherswillworkwithamentorteacherinschoolandparticipateinall processesofschool.

Area E Add-on Courses Course E1 Course E2 Language Proficiency ICT Integration in Pedagogy