You are on page 1of 36

,l-Ogh-,u-egkfo|

ky;
flajkstk lkxj e-iz-

ch-,M izFke o"kZ


f}rh; lsesLVj ikB~;dze

Ekgkfo|ky; laidZ
,l-Ogh-,u-egkfo|ky; flajkstk lkxj
e-iz-
9109010634, 9589423984
Ekgkjktk N=lky cqUnsy[kaM
foofo|ky; Nrjiqj e-iz-

B.Ed Course Scheme


Semester -II
Internal External
Tota
(Formativ (Formativ
l
Course Paper e) e)
mar
Ma Min
ks Min. Max.
x. .
CC 1 :Learning & Teaching 100 25 9 75 27

2. PC (1) Pedagogy of a school


subject (Physics, Chemistory)
100 25 9 75 27
Language Hindi, english, Urdu,
Sanskrit.

3. PC II Pedagogy of a school
subject (Part-II)
(Biology, Mathes,
100 25 9 75 27
SocialScience) (History, civics,
Geography, Economics)
Commerce.

4.Language across the


50 15 6 35 12
curriculum-Part-2
EPC 2: Drama & Art in
50 20 7 30 11
Education

Total 400 110 40 290 104

Note:EPC 2 : Drama & Art in education is a Practical Paper

CC 1: Learning & Teaching

UNIT 1: THEORETICAL PERSPECTIVES ON LEARNING


Implicit knowledge and beliefs about learning (demystifying misconceptions).
Perspectives on human learning: Behaviourist (conditioning paradigm in
brief),
Cognitivist, information-processing view, humanist, social-constructivist
(drawingSelectively on the ideas of Skinner, Piaget, Rogers, and Vygotsky).
Concepts and principles of each perspective and their applicability in
different.
Learning situations.
UNIT 2: ROLE OF LEARNER IN LEARNING
Role of learner in various learning situations, as seen in different theoretical
perspectives.
Role of teacher in teaching-learning situations: a) transmitter of knowledge,
b) model, c) facilitator, d) negotiator, e) co-learner. (The focus is on building
understanding of different psychological perspectives of learning and helping
student teachers to learn to apply them in different learning situations).
Distinctions between learning as 'construction of knowledge' and learning as
'Transmission and reception of knowledge'.
UNIT 3: LEARNING IN 'CONSTRUCTIVIST' PERSPECTIVE
Social-constructivist perspective (also Bruner and Ausubel's perspective) and
applications of Vygotky's ideas in teaching.
Understanding processes that facilitate 'construction of knowledge' :
(i) Experiential learning and reflection.
(ii) Social mediation
(iii) Cognitive negotiability
(IV) Situated learning and cognitive apprenticeship
(v) Meta-cognition.
Creating facilitative learning environments, teachers' attitudes, expectations

Enhancing motivation, positive emotions, self-efficacy, collaborative and
selregulated learning. (The focus is on learning as a constructive rather
than areproductive process. The learner- centered orientation has
implications forunderstanding learning as contextual and self-regulated
process and followingsuitable classroom practices).
UNIT 4: INDIVIDUAL DIFFERENCES AMONG LEARNERS
Dimensions of differences in psychological attributescognitive abilities,
interest, aptitude, creativity, personality, values.
Understanding learners from multiple intelligences perspective with a focus
on Gardner's theory of multiple intelligences. Implications for teaching-
learning in thelight of changing concept of intelligence, including emotional
intelligence.
Differences in learners based on predominant 'learning styles'.
Differences in learners based on socio-cultural contexts: Impact of home
languagesof learners' and language of instruction, impact of differential
'cultural capital' oflearners.
Understanding differences based on a range of cognitive abilities learning
Difficulties, slow learners and dyslexics, intellectual deficiency,
intellectualGiftedness. Implications for catering to individual variations in
view of differenceRather than deficit perspective.(The focus is on
understanding the differentialLearning needs of the learners with regard to
abilities, learning styles, language,socio-cultural differences/disadvantage,
learning difficulties, and their implicationsfor classroom practices and
teaching.

Semester II

vf/kxe ,oa fk{k.k


bdkbZ & 1 vf/kxe ds lSa}kfrd ifjizs{; %

vf/kxe ds fo"k; esa vUrfZfufgr Kku ,oa fookl LiLVhdj.k]xyr


vo/kkj.kk
ekuo vf/kxe ds ifjizs{; O;ogkjoknh laf{kIr vuqca/ku
izfrekuKkukRed lwpuk izlaLdj.k ekuorkokn lkekftd jpukRed
dqN izeq[k fopkjdksa fLdu fi;kts jkstlZ ,oa okbxksVzldh dh
:ijs[kk
fl}karksa ,oa vo/kkj.kkvksa ds ifjizs{; vkSj fofHkUu fk{k.k fLFkfr
esa mudh iz;ksT;krkA
bdkbZ & 2 vf/kxe ds vf/kxedrkZ dh Hkwfedk%
fofHkUu fk{k.k fLFkfr;ksa esa vf/kxedrkZ dh Hkwfedk fofHkUUk
lSa}kfrd ifjizs{; ds vuw:iA
fofHkUu fk{k.k vf/kxe ifjLFkfr;ksa esa fk{kd dh HkwfedkA
I. Kku dk gLrkarj.k
II. vknkZ izfreku
III. lqfo/kk iznkrk
IV. e/;LFk ,oa
V. lg vf/kxedrkZ lh[kus ds fofHkUu eukSoSKkfud n`f"Vdks.k
ij /;ku dsfUnzr djuk vkSj fofHkUu vf/kxe ifjfLFkfr;ksa esa
Nk=k/;kidksa dks iz;ksx djus esa ls lgk;rk iznku djukA
1) lh[kus ds e/; varj;Fkk Kku dk fuekZ.k vkSj vf/kxe Kku xzg.k vkSj
izs"kd ds :Ik esa A
bdkbZ 3 % lajpukoknh izfjizs{; esa vf/kxe%
2) lkekftd lajpukRed ifjizs{; cwzuj ,oa vkWlwosy ifjizs{; vkSj
fk{k.k esa ok;ksxkWVldh ds fopkjksa dk iz;ksxA
3) lajpukRed le> Kku esa le> izfdz;k dk lg;ksxA
I. vuqHkokRed vf/kxe vkSj izfrfcEc
II. lkekftd e/;LFkrk
III. laKkukRed ;ksX;rk
IV. LFkkfir vf/kxe ,oa laKkukRd izfk{kq
4) vf/kxe okrkoj.k dk fuekZ.k fk{kd O;ogkj vis{kk @mEehnsa&
vfHkizsj.kk o`f} ldkjkRed laosx vkRe izHkkoLokizHkkoksRikndrk
lg;skxkRed ,oa Lofu;fer izfdz;kvf/kxe dh mRiknd izfdz;k dh
vis{kk lajpukRed izfdz;k ij cy
5) izklafxd vf/kxe dh le{k ds fy, vf/kxedrkZ %& mUeq[khdj.k ,oa
fufgrkFkZ ,oa Lofu;fer izfdz;k vkSj mi;qDr d{kk d{k vH;klA
bdkbZ & 4 vf/kxedrkZ ds e/; oS;fDrd fHkUurk%
6) eukSoSKkfud xq.kksa dh vk;kfed fofHkUurk & laKkukRed ;ksX;rk
vfHk:fp vfHko`fRr l`tukRedrk O;fDRro ewY;A
7) xkMZuj ds cgqcqf} fl}kar ds lanHkZ es vf/kxedrkZ dh le> Acqf}
,oa HkkoukRed cqf} dh cnyrh vo/kkj.kkvksa ds izdkk esa fk{k.k
vf/kxe gsrq fufgrkFkZA
8) vf/kxedrkZ vk/kkfjr vf/kxe Skyh esa fofHkUurkA
9) lkekftd lkaLfrd laUnHkksZa ds vk/kkj ij fk{kkFkhZ esa
erHksnA&vf/kxedrkZ dh ekr`Hkk"kk dk izHkko funsZku dh Hkk"kk
vf/kxedrkZ dh vUrj laca/kh lkaLfrd iwWth ij izHkkoA
10) laKkukRed ;ksX;rkvksa ds foLrkj ij vk/kkfjr fofHkUurk dh le>&
vf/kxe dh dfBukb;ka /kheh xfr ls lh[kus okyk ,oa okd fodkj cksf}d
izfrHkkkkyh deh ds ctk; vUrj ds vk/kkj ij O;fDrxr fHkUurk dh
vko;drk dks iwjk djus dk fufgrkFkZA

Hindi
Unit I General Introduction to Teaching Hindi
Objectives of Teaching Hindi at Secondary Level Evolution and Development of Hindi; Dialects of Hindi
and Standard Hindi; Role of Hindi in India as Mother Tongue, National Language and Contact Language;
Objectives of teaching Hindi as First Language and Second Language at the Secondary Level.
Unit II Methods and Models of Teaching Hindi
A-Methods and Approaches Natural and Spiritual Powers in Learning a Language; Importance of Exercise
and Drills; Qualities and Role of the Hindi Teacher; Relative Co-ordination among various Components of
Language; Use of Various Teaching Maxims
B-Concept Attainment Model Methods of Teaching Prose, Poetry, Grammar, Composition and othertype of
Prose as story, drama and letter writing. Meaning Tools and its use in Teaching Hindi, Concept Attainment
Model for Teaching Hindi Concepts.
Unit III Skills of Teaching and Learning in Hindi
Development of Skills Listening Comprehension; Type and Modes of Spoken Hindi; Implications of Stress
and Intonation; Making Notes While Listening; Reading Comprehension Communication: Use of Spoken
form in dialogue Stories, Reading aloud, Dramatization and Poetry reading; Correct Use of Stress and
Intonation and Division of Utterance into Meaningful World-Groups Good Reading Habits: Reading with
Appropriate Speed for Various Purposes Such as studying, Looking for Information, Scanning etc.; Reading
for Overall Comprehension; Reading for Evaluation; Reading for Appreciation of Form, Style and Author's
Personality; Reading for Facts, Reasoning, Logical Relationship, Definitions, Generalization,
Understanding Diagrams; Reading Manuals, Charts, Schedule and Rule Books. Good Writing Habits:
Advanced Mechanics of Writing i.e. spelling, punctuation, indenting, title and subtitle of section.
Underlining quotation, Use of parentheses, Use of abbreviation. Capital Letters and Correct Forms of
Address in Letters, Applications etc.; Organisation of Subject Matter and Paragraph in an Essay or any
writing.
Unit IV Lesson Planning in Teaching Hindi
Lesson Planning Format of Lesson Planning for Prose, Poetry, Grammar, and Composition
Audio Visual Aids: Meaning, Classification, Importance and uses in Teaching Hindi.

Unit V Evaluation in Teaching Hindi


Evaluation Difference between Measurement, Assessment and Evaluation, Characteristics of good
Measurement, Diagnostic Test and Remedial Teaching, Criterion Referenced Testing and Norm Referenced
Testing, Different types of items, Multiple Discriminant Type Item, Standardizing an Achievement Test,
Developing different types of questions in Hindi.
Assignments: (Any two of the following)
1. Dividing Syllabus into units and arranging them in proper sequence.
2. Critical study of any one Hindi textbook prescribed for Classes IX, X, XI or XII.
3. Preparation of a language kit for teaching Hindi.
4. Preparation of a lesson plan for All India Radio Broadcast.
5. Preparation of question papers.
6. Developing two games for teaching any Hindi Topic.
fgUnh fk{k.k
bdkbZ & 1 fgUnh Hkk"kk ds ifjIzsk{; ,oa fgUnh
fk{k.k ds m}s;%&
1)Hkk"kk dk vFkZ ,oa vo/kkj.kk A
2)Hkk"kk dh izfr ,oa egRo
3)f=Hkk"kk lw= ,oa fgUnh
4)e/;iznsk ds ek/;fed Ldwy dh ikB~;ppkZ esa fgUnh dk
LFkkuA
5)fgUnh dh orZeku fLFkfr& 1 lafo/kku esa 2
Hkkjrh; yksxksa ds thou esa A
6)f}rh; @r`rh; Hkk"kk ds :Ik esa fgUnh fk{k.k ds m}s;
A
7)funsZkkREkd m}s; O;kokgkfjd izfdz;kRed i`"BHkwfe
ds lkFk fgUnh fk{k.k ds funsZkkRed m}s;ksa dk
ys[kuA
8)O;kokgkfjd ifjorZu gsrq m}s;ksa dk lakks/kuA
bdkbZ & 2 ikB ;kstuk,sa bdkbZ ;kstuk ,oa lalk/ku
bdkb;ka&
1)Xk| ]i| vkSj O;kdj.k dh ikB ;kstuk,saA
2)ikB uksV dh izfdz;k ,oa lw{e ikB ;kstuk,sA
3)bdkbZ ;kstuk dk vFkZ egRo ,oa izkkluA
4)lalk/ku bdkbZ mi;ksx ,oa fufgrkFkZA
5)fk{k.k vH;kl esa ikB ;kstuk ,oa izfdz;kA
bdkbZ & 3 Hkk"kk;h dkSky&
1)Hkk"kk dkSkyksa dk fodkl & Jo.k ds m}s; ,oa egRo
blesa fodkl dh fdz;k,saA
2)Okkpu m}s; mlds fodkl gsrq fdz;k,sa vf/kxe dh
Hkwfedk vUr%dj.k }kjk ukVd] vkkw ,oa
iwoZfu/kkZfjr Hkk"k.k]okn fookn] Hkk"kk ds [ksy
kq} mPpkj.k dss fy, izfrLFkkiu rkfydk dh vko;drk
mipkjkRed mik;A
3)iBu &m}s; iBu ds izdkj ekSu ,oa lLoj xgu iBu
fk{k.k dh fof/k;kWaA
4)ys[ku &m}s; gLrys[k dh foks"krk,sa]Jqrys[kA
5)jpuk m}s; izdkj ekSf[kd fyf[kr vkSj fp= jpuk] Lora=
,oa funsZfkr jpuk vuqokn m}s;]egRo]vPNs vuqokn
dh foks"krk,saA
bdkbZ & 4 ikBz;p;kZ izk:i&
1)fgUnh ikBz;p;kZ fuekZ.k ds fl}karA
2)fgUnh esa ikBz;p;kZ dk izk:Ik & fo"k; & dsfUnzr]
vf/kxedrkZ&dsfUnzr leL;k&dsfUnzr A
3)ikBz;p;kZ @ikBz; lgxkeh fdz;k,sa fk{k.k ,oa vf/kxe ls
lacaf/kr fdz;k,saA
4)x|]i| ,oa jpuk dh ikBz;p;kZ @x?k izkphu @e/;dkyhu
@vk/kqfud x?k izlaLdj.k @i?k HkfDr dky] jhfr dky]
vk/kqfud dky] jpuk,sa&vH;kl iznRr dk;Z ,oa
mipkjkRed fk{k.k fdz;k,sa ,oa O;kDj.k vuqoknA
5)ikBz;p;kZ fodkl ,oa ewY;kaduA

English (c)

Unit 1: Nature of English Language

Language its nature and structure Meaning of language, function of


language informative expressive and directive linguistic principles.
Structure of English language Phonological morphological syntactic,
sematic and graphic (A brief explanation of the concepts.
Unit 2: Aims and objectives of teaching English.
Aims and objectives of teaching English at the secondary school level as
first and second language.
English as a library language .link language and international language.
Position of English in India before ad after independence the three language
formula its meaning and scope.
Unit 3: Instructional Design of teaching English language.
Teaching of prose detailed and non detailed objectives methods and
approchaces
Steps in lesson planning.
Teaching of poetry objectives methods and approchaces steps in lesson
planning.
Teaching of grammar objectives formal and functional methods of
teaching grammar.
Use of mother tongue in teaching of English, different occasions for its
Effective use.
1) Preparation of unit plan, Resource unit.
Unit 4: Methods, approaches to develop English language
skills.
2) Psychological principles of learning English as a foreign language.
3) Methods and appropriates of teaching English.
A) Grammar translation methods.
B) Direct method
C) Bilingual approach Dr. West method.
D) Structural approach.
E) Communicative approach.
4) Development of languages skills Listening objectives and importance
Activities for its development.
5) Speaking objectives activities for its development role of learning by heart role
play extempore and prepared speeches debates language games substitution
table need for correct pronunciation defects in pronunciation remedial
measures.
6) Reading objectives characteristics of handwriting dictation composition
objective types (ooral, written, and picture composition) free and guided
composition translation objective importance characteristics- of good
translation.

CC 2. Pedagogy of a School Subject Part 1


Physical Science (Physics and Chemistry)

Unit 1: Meaning, Nature and Impact of Physical Science

Concept of science - Science as process and science as a product;


Nature and Scope of Physical Science
Impact of Science and Technology on modern living.
Scientific Attitude - Meaning definition and importance.
Qualities of a person who possesses scientific attitude.
Scientific Method-Meaning, importance and steps involved (with an
illustration).
Unit 2: Aims and Objectives of Teaching Physical Science

Aims of teaching Physical science in Secondary school:


1 Personal development aim,

2 Learners academic and process skills development aim,


3 Disciplinary aim and

4 Cultural aims.

Objectives of teaching physical science:


1 Bases for formulation of objectives

2. Objectives of teaching Physical science at Secondary level; (To


beDiscussed keeping in view of the objectives of teaching Physical
scienceenunciated in the physical science syllabi of secondary school of
M.P.);Instructional objectives of teaching physical science and stating them
inobservable behavioral changes ; i) Knowledge ii) Understanding, iii)

Application, IV) Skill, v) Attitude, VI) Interest, vii) Appreciation.

Unit 3: Approaches and Methods of Teaching Physical Science

Enquiry Approach-Meaning, Uses with Illustrations, Advantages and


disadvantages.
Inductive Approach-Meaning, Uses with Illustrations, Advantages and
disadvantages.
Deductive Approach-Meaning, Uses with Illustrations, Advantages and
disadvantages.
Problem Solving Approach- Meaning, Uses with Illustrations, Steps,
Advantages anddisadvantages.
Demonstration Method- Meaning, uses, Advantages and
disadvantages.Lectures-Cum-Demonstration Method- Meaning, uses with
Illustration, Advantages anddisadvantages.
Laboratory Method- Meaning, uses with Illustration, Advantages and
disadvantages.
Guided Discovery Method - Meaning, uses with Illustration, Advantages
anddisadvantages.
Biographical Method-Meaning, uses with Illustration, Advantages and
disadvantages.
Individual Instruction Techniques and Active Learning Strategies.
Concept Mapping: Its use for summarizing a unit and evaluating students
understanding
Unit 4: Instructional Design, Resources and Teaching Aid for teaching
PhysicalScience:

Lesson Planning-Meaning, Steps, Importance and Format of Lesson


Planaccording to active learning strategies.
Unit Plan-Meaning, Steps, Importance and Format of Lesson Plan
Resource Unit-Meaning, Steps, Importance and Format of Lesson Plan
Audio-Visual Aids (Preparation and Use)
I Charts;

II Models;

III OHP transparencies;

IV Filmstrips;
V slides;

VI Video tapes

VII Films;

(VIII) Educational C.D.

Mass Media
I Television (T.V.);

II Radio - Meaning and importance.

Community Resources and Self learning materials


III Meaning and importance.

Physical Science Library;


Importance & organizing of physical science library;
Sections of science library;
Choice of book for science library.

HkkSfrd foKku
bdkbZ 1 HkkSfrd foKku dk vFkZ ]izfr ,oa izHkko-
1) foKku dh vo/kkj.kk &foKku ,d izfdz;k ds :Ik esa ,oa foKku ,d
mRikn ds :Ik esa A
2) HkkSfrd foKku dh izfr ,oa {ks=A
3) vk/kqfud thou ij foKku ,oa rduhfd dk izHkkoA
4) oSKkfud eukso`fRr vFkZ ifjHkk"kk ,oa egRoA
5) oSKkfud eukso`fRr ;qDr ,d O;fDr ds xq.kA
6) oSKkfud fof/k vFkZ egRo ,oa blesa lfEefyr in ,d mnkgj.k lfgr
bdkbZ 2 HkkSfrd foKku fk{k.k ds y{; ,oa m}s;&
1) ek/;fed Ldwy esa HkkSfrd foKku fk{k.k ds y{;&
I. O;fDrxr fodkl y{;A
II. fo|kFkhZ ds kSf{kd ,oa izfdz;k dkSky ds fodkl dk y{;A
III. vuqkklukRed y{; ,oa A
IV. lkaLfrd m}s;
2) HkkSfrd foKku fk{k.k ds m}s;&
3) m}s;ksa dks rS;kj djus ds vk/kkjA
4) Ek/;fed Lrj ij HkkSfrd foKku fk{k.k ds m}s; e/; iznsk ds
ek/;fed Lrj esa HkkSfrd foKku ds ikBz;dze esa izfrikfnr
HkkSfrd foKku ds ikBz;dze esa izfrikfnr HkkSfrd foKku ds
m}s;ksa dks n`f"Vxr j[krs gq,A HkkSfrd foKku fk{k.k ds
vuqnskkRed m}s; ,oa izR;{k O;kogkfjd ifjorZuksa esa
mUgsa izdV djukA& vaKku cle>l vuqiz;ksx
ndkSky b:fp ,oa bzZvoewY;u
bdkbZ 3% HkkSfrd foKku fk{k.k ds mikxe ,oa fof/k;kWa-&
1) tkWap mikxe & vFkZ mnkgj.k ds lkFk iz;ksx in ykHk ,oa gkfuA
2) vkxeu mikxe & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
3) fuxeu mikxe & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
4) leL;k lek/kku mikxe & vFkZ ,nkgj.k lfgr iz;kx ykHk ,oa gkfuA
5) iznkZu fof/k& vFkZ iz;ksx ykHk ,oa gkfuA
6) O;k[;ku lg & iznkZu fof/k vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa
gkfuA
7) funsZfkr [kkst fof/k & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
8) thou xkFkk fof/k & vFkZ mnkgj.k lfgr iz;ksx ykHk ,oa gkfuA
9) O;fDrxr vuqnsku izfof/k;kW ,oa lfdz; vf/kxe vkO;wgA
10) vo/kkj.kk eku fp=.k & bdkbZ lkjkak ,oa Nk=ksa dh le> dk
ewY;kadu gsrq bldk mi;ksxA

bdkbZ 4% HkkSfrd foKku fk{k.k ds fy, kSf{kd jpuk lk/ku


,oa fk{k.k lkexzhA
1) ikB ;kstuk vFkZ] in] egRo ,oa lfdz; vf/kxe vkO;wg ds vuqlkj
ikB ;kstuk dk izk:iA
2) bdkbZ ;kstuk & vFkZ] in egRo ,oa ikB ;kstuk dk izk:iA
3) lk/ku bdkbZ & vFkZ in egRo ,oa ikB ;kstuk dk izk:iA
4) n`; & JO; lkexzh rS;kjh ,oa iz;ksx
I. pkVZ
II. ekWMy
III. vks ,p ih VzkUlisjsUlh ]
IV. fQYe LVhZIl
V. lykbM
VI. ohfM;ks Vsi
VII. fQYe ,oa
VIII. 'kSf{kd lh Mh
5) Tku lapkj i) VSyhfotu
6) Lkkeqnkf;d lk/ku ,oa Lovf/kxe lkexzh& vFkZ ,oa egRoA
7) HkkSfrd foKku iqLrdky; A
8) HkkSfrd foKku iqLrdky; dk laxBu ,oa egRoA
9) foKku iqLrdky; ds vuqHkkxA
10) foKku iqLrdky; ds fy, iqLrdksa dk p;uA
CC 2. Pedagogy of a School Subject
Part 2
History/Civics
Unit 1: Nature and Scope of History and Civics

o Meaning, Nature, and scope of history


o History - an art or Science
o Modern Concept of History, exploration, criticism synthesis and
exposition.
o Different levels of History - World History, National, Regional and Local
History
o Meaning and scope of civics
o Man as a social animal and as a citizen
Unit 2: Aims and Objectives of Teaching History and Civics

o Meaning and Importance of teaching History and civics in Secondary


Schools
o Aims of teaching History and Civics
o Political conciseness, understanding of current events,
democraticcitizenship, understanding of Union and the State Govt.
o Functional awareness of Rights and Duties of citizens.
o Instructional objectives and values of Teaching History and civics
o Knowledge, understanding, critical thinking, skills, Attitude, Interests,
Application - Analysis of these objectives in terms of specific
behavioursof learners.
o Spelling out Instructional objectives and learning outcomes
o History and civics based hobby clubs, societies
o Correlation of History and Civics with other School Subject
o Meaning and Importance of correlation
o Types of correlation.
o Correlation of History with Geography, Economics, Literature
o Co curricular /Activities in History and Civics
o Importance of organization of field trips, visits.
Unit 3: Instructional design in Teaching History and Civics

o Format of lesson plan: Its stages, Selection of relevant content,


selectionof appropriate teaching devices and assignments, and plan
according toactive learning strategies.
o Resource Unit
o Unit Plan
Unit 4: Methods, Techniques, and Instructional Materials of teaching
Historyand civics

o Meaning and need of methods


o Methods and techniques of teaching History discussion, project,
problemsolving, source, dramatization and biographical, Active
Learning Strategies.
o Methods of teaching Civics - Survey observation, comparative and
demonstration, Active Learning Strategies. Instructional Materials in
History and civics :
o Collateral Reading Importance, Reading materials, Historical Novels
o Auto biographic, Magazines, News papers Drams, Journals Audio-Aids-
Radio, Taperecorder, Visual-Aids-Maps- Importance,
o Types, procedure of using maps, pictures, charts, models, film
strips,diagrams ,
o Audio-Visual Aids-Films, TV
a. History Room-Meaning and Importance, planning equipping.

b. Computers, multimedia packages and Internet as an Instructional


aid.

bfrgkl / ukxfjdkkL=
bdkbZ 1 bfrgkl ,oa ukxfjd kkL= dh izfr ,oa {ks=%&
1) bfrgkl dk vFkZ]izfr ,oa {ks=A
2) bfrgkl & ,d dyk ;k foKkuA
3) bfrgkl dk vk/kqfud izR;; vUos"k.k]vkykspuk lays"k.k ,oa
iznkZuhA
4) vfrgkl ds fofo/k Lrj foo bfrgkl jk"Vzh; {ks=kh; ,oa LFkkuh;
bfrgklA
5) ukxfjd kkL= dk vFkZ ]izfr ,oa {ks= &euq"; ,d lkekftd izk.kh
ds :Ik esa ,oa ,d ukxfjd ds :Ik esa A
bdkbZ 2 bfrgkl ,oa ukxfjd kkL= fk{k.k ds y{; ,oa egRoA
1) ek/;fed fo|ky;ksa esa bfrgkl ,oa ukxfjd kkL= fk{k.k dk vFkZ ,oa
egRoA
2) bfrgkl ,oa ukxfjd kkL= fk{k.k ds y{;A
I. jktuSfrd psruk]orZekku ?kVuk dh le> yksdrkaf=d ukxfjdrk
la?k ,oa jkT; ljdkj dh le>A
II. ukxfjdksa ds vf/kdkj ,oa drZO;ksa ds fy, fdz;kRed tkx:drkA
3) bfrgkl ,oa ukxfjdkkL= fk{k.k ds vuqnskkRed m}s;A
I. Kku le> vkykspukRed fpUru dkSky vfHko`fRr
:fp]vuqiz;ksx fk{kfFkZ;ksa ds fofk"V O;ogkj ds
lanHkZ esa bu m}s;ksa dk foys"k.kA
II. vuqnskkRed m}s;ksa dks O;kogkfjd :Ik esa
fy[kukA
III. bfrgkl ,oa ukxfjd kkL= vk/kkfjr :fp Dyc lektA
4) bfrgkl ,oa ukxfjdkkL= dk vU; fo|ky;h fo"k;ksa ls lg& laca/kA
I. lg laca/k dk vFkZ ,oa ifjHkk"kkA
II. lg laca/k ds izdkj A
III. bfrgkl dk Hkwxksy vFkZkkL= ,oa lkfgR; ls lg laca/kA
IV. bfrgkl ,oa ukxfjdkkL= esa ikB; lgxkeh fdz;k,saA
V. {ks= Hkze.k nkSjs ds laxBu dk egRoA
bdkbZ 3%& bfrgkl ,oa ukxfjd kkL= esa vunskkRed jpukA
1. ikB ;kstuk dk izk:i&blds in izklafxd lkexzh dk pquko]mi;qDr
fk{k.k midj.kksa ,oa inRr dk;ksZ dk pquko ,oa lfdz; vf/kxe
vkO;wg ds vuqlkj ;kstukA
2. lk/ku bdkbZA
3. bdkbZ ;kstukA
bdkbZ 4%& bfrgkl ,oa ukxfjd kkL= fk{k.k dh
fof/k;kWa]izfof/k;kWa ,oa vuqnskRed joS;kA
1. fof/k;ksa dk vFkZ ,oa vko;drkA
2. bfrgkl fk{k.k dh fof/k;kWa ,oa izfof/k;kWa ifjppkZ]izkstsDV
leL;k lek/kku L=kksr ukVdh;dj.k ,oa thou xkFkk lfdz; vf/kxe
vkO;wgA
3. ukxfjd kkL= fk{k.k dh fof/k;kWa losZ{k.k fujh{k.k
rqyukRed ,oa iznkZu lfdz; vf/kxe vkO;wgA
4. bfrgkl ,oa ukxfjdkkL= esa vuqnskkRed lkexzhA
I. vuqizkalafxd iBu &egRo iBu lkexzh ,sfrgkfld miU;klA
II. vkRedFkk izf=dk,sa ]lekpkj i= ]kks/k i=] n`; JO;
lkexzh ]jsfM;ks] VsifjdkMZj n`; lkexzh ]uDkk egRoA
III. uDks dk izdkj uDksa ds iz;ksx dh izfdz;k pkVZ
ekWMy fQYel LVzhi Mk;xzke A
IV. n`; JO; lkexzh fQYe Vh-oh-A
bfrgkl d{k] vFkZ ,oa egRo midj.kksa dk j[k
j[kkoA
,d vuqnskkRed lkexzh ds :Ik esa dEI;wVj
eYVhehfM;k ,oa b.VjusV A
Pedagogy of Economics/ Geography
Unit I Meaning nature and scope of Geography and Economics.

Meaning nature scope and importance of geography.


Branches of geography and their importance of economics.
International relations and study of geography and economics.

Unit II Aims and objectivesof teaching geography and economics.


Aims /and objectives of teaching Geography and economics.
I) Intellectual aims.
II) Cultural aims.
III) Enviourmental aims
IV) Utilitarian aims
V) Aesthetic aims.

Texonomy and objectives of teaching geography and economics.


I. Knowledge
II. Understanding
III. Application
IV. Attitude and interest
V. National integration international understanding.

Co relation of geography and economics with history science, mathamatics and language.
Trends in Geography education.
Importance and organization of field trips visits.
Geography based hobby clubs societies (national geography specials.)

Unit III Instructiona design in geography and economics.


Meaning importance and format of lesson plan.
Principles of lesson planning.
Charecteristics of a lesson plan.
Prepare lesson plan according to active learning visits.
Unit plan.
Resource unit.
.
Unit IV Methods of teaching geography and economics.
Meaning and importance of methods of teaching geography and economics
Different methods of teaching geography and economics.
I. Lecture method
II. Laboratory method.
III. Observation method
IV. Excurtion method.
V. Project method.
VI. Discussion method.
VII. Active learmning strategies.

Corner in School; Resource fulness, Professional Competence and Personality of Economics Teachers.

Unit V Evaluation in Economics


Evaluation in Economics Difference between Measurement, Assessment and Evaluation,
Characteristics of good Measurement, Diagnostic Test and Remedial Teaching, Criterion
Referenced Testing and Norm Referenced Testing, Different types of items, Multiple Discriminant
Type Item, Development and Standardization of Achievement Test in Economics.

Assignments: (Any two of the following.)


Dividing syllabus into Units and arranging them in proper sequence.
Critical study of any one Economics Book prescribed for classes IX and
Preparation of unit plan for teaching Economics.
Preparation of teaching aids.
Preparation of question papers and text item for classes IX, X and XI.
Preparation of lesson plan in Economics.
Home work and assessing the scripts.
Preparation of charts related to the given topics.
Writing term papers.
Development of self-instructional material on any one topic of Economics.
Hkwxksy@vFkZkkL=
bdkbZ 1 &Hkwxksy ,oa vFkZkkL= dk vFkZ izfr ,oa {ks=%&
1) Hkwxksy dk vFkZ]izfr ,oa {ks= ,oa egRoA
2) Hkwxksy dh kk[kk,sa ,oa mudk egRo&HkkSfrd vkfZFkd
ekufodh ,oa jktuSfrdA
3) vFkZkkL= dh izfr {ks= ,oa egRoA
4) Hkwxksy ,oa vFkZkkL= dk v/;;u ,oa vUrjkZ"Vzh; laca/kA

bdkbZ 2 &Hkwxksy ,oa vFkZkkL= fk{k.k ds y{; ,oa m}s;%&


1) Hkwxksy ,oa vFkZkkL= fk{k.k ds y{; / ewY;
I. ckSf}d m}s;]
II. lkaLfrd m}s;]
III. Ik;kZoj.kh; m}s;]
IV. mi;ksfxrkoknh m}s;]
V. lkSUn;Z m}s;]
2) Hkwxksy ,oa vFkZkkL= fk{k.k ds m}s;ksa dk oxhZdj.kA
(i) Kku ii) le> iii) vuqiz;ksx iv) vfHko`fRr ,oa :fp v)
jk"Vzh; ,drk / vUrZjk"Vzh; ln~Hkkouk
3) Hkwxksy ,oa vFkZkkL= dk bfrgkl foKku xf.kr ,oa Hkk"kk ds lkFk
lg laca/kA
4) Hkwxksy fk{kk esa izo`fRr;kWa A
5) kSf{kd Hkze.k dk laxBu ,oa egRoA
6) Hkwxksy vk/kkfjr :fp Dyc / lekt uskuy T;ksxzkfQd foks"k
bdkbZ 3 &Hkwxksy ,oa vFkZkkL= fk{k.k esa vuqnskkRed
jpuk
1. vFkZ ]egRo ,oa ikB ;kstuk dk izk:Ik A
2. ikB ;kstuk dh fl}kar A
3. ikB ;kstuk dh fok"krk,saA
4. ldhz; vf/kxe vkO;wg ds vuqlkj ikB~; ;kstuk rS;kj djukA
5. bdkbZ ;kstukA
6. lk/ku bdkbZA
bdkbZ 4 &Hkwxksy ,oa vFkZkkL= fk{k.k dh fof/k;kWaA
1. Hkwxksy ,oa vFkZkkL= fk{k.k dh fof/k;ksa dk vFkZ ,oa egRoA
2. Hkwxksy ,oa vFkZkkL= fk{k.k dh fofo/k fof/k;kWaA
(I) O;k[;k fof/k ii) iz;ksxkkyk fof/k iii) fujh{k.k fof/k iv)
Ik;ZVu fof/k v) izktsDV fof/k vi) ifjppkZ fof/k ,oa vii) lfdz;
vf/kxe vkO;wgA

CC 2. Pedagogy of a School Subject Part 2

Commerce
UNIT-1

1. Meaning, nature, scope and concept of Commerce.

2. Place of commerce in secondary school curriculum and its critical appraisal.

3. Commerce and its relationship with other Social Sciences.

UNIT II1. Different methods of teaching commerce, uses and critical analysis.

a. Lecture Method

b. Discussion Method

c. Problem-Solving Method

d. Project Method
e. Survey Method

f. Demonstration Method

2. Commerce Text-books and Supplementary Materials.Techniques of teaching


commerce subject: Questioning Answering, Assignment, Observation,
Explanation and Illustration.

UNIT III

1. Analysis and Discussion on skills of teaching Commerce (practice for


developingatleast 5 microskills).

a. Skill of introducing the lesson

b. Skill of questioning

c. Skill of explanation

d. Skill of stimulus variation

e. Skill of black board writing

2. Lesson planning in commerce, Meaning, need and importance,


construction ofComposite lesson plan Lesson Plan according to Active
Learning Strategies.

3. Development and utilization of teaching aids (projects, Non-projected


andperforming arts) required for commerce programme.

UNIT IV

1. Qualification, Qualities and Professional growth of Commerce Teacher.

2. Role of Co-curricular activities in commerce.

3. Types and Techniques of evaluation.

okf.kT;
bdkbZ 1%&

okf.kT; dk vFkZ izfr {ks= ,oa vo/kkj.kkA


ek/;fed fo|ky;h ikBz;p;kZ esa okf.kT; dk LFkku vkSj bldk
lekykspukRed ewY;kWadu A
okf.kT; vkSj bldk vU; lkekftd foKku fo"k;ksa ds lkFk laca/kA
bdkbZ 2%&
okf.kT; fk{k.k dh fofHkUu fof/k;ka iz;ksx ,oa lw{ere foys"k.kA
I. O;k[;ku fof/k ii) ifjppkZ fof/k iii) leL;k lek/kku fof/k iv)
izkstsDV fof/k v) losZ{k.k fof/k vi) iznkZu fof/k
II. Okf.kT; ikB~; iqLrd ,oa iwjd lkexzh;ka % okf.kT; fo"k; fk{k.k dh
izfof/k;kW & izu mRrj izfof/k x`g dk;Z izfof/k I;Zos{k.k izfof/k
Li"Vhdj.k izfof/k ,oa mnkgj.k n`"Vkarizfof/kA
bdkbZ 3%&
okf.kT; fk{k.k dkSky ij foys"k.k ,oa ppkZ vH;kl gsrq de ls de
ikap lw{e dkSkyksa dk fodkl
ikBz; izLrkouk dkSky (i) izuksRrj dkSky (ii) LiLVhdj.k dkSky
(iii) m}hiu ifjorZu dkSky
(IV) ;keiV ys[ku dkSky
Okf.kT; fk{k.k esa ikB ;kstuk vko;drk ,oa egRo ]lexz ikB ;kstuk
dk fuekZ.k A ldhz; vf/kxe vkO;wg ds vuqlkj ikB~; ;kstuk A
fk{k.k lgk;d lkexzh dk fodkl ,oa iz;ksx iz{ksih]viz{ksih ,oa
dykRed iznkZuokf.kT; dk;Zdzeksa ds fy, vko;drkA
bdkbZ 4% okf.kT; fk{kd dh kSf{kd vgZrk xq.k ,oa O;kolkf;d fodklA
okf.kT; esa ikBz; lgxkeh fdz;kvksa dh HkwfedkA
ewY;kadu ds izdkj ,oa izfof/k;kaA

CC 2. Pedagogy of a School Subject Part 1

Mathematics
Unit 1: Meaning, Nature and Scope of Mathematics

Meaning of Mathematics
As a Science of Number
As a Science of Quantity
As a Science of Measurement
As a Science of Logical reasoning
Nature of Mathematics
Scope of Mathemat
Place of Mathematics in day today life activities
Mathematics use in day to day life activities.
Relation with School subjects.
Relation with other Disciplines Engineering, Agriculture, Medicine.
Unit 2: Aims and Objectives of Teaching Mathematics

Aims/Values of Teaching Mathematics


Meaning of Aim/Values
Utilitarian Aim/Values
Disciplinary Aim/Values
Cultural Aim/Values
Intellectual Aim/Values
Aesthetic and Recreational Aim/Values
Instructional objectives of Teaching Mathematics
Meaning of Instructional Objectives
Instructional Objectives and there specifications of teaching mathematics
Knowledge
Understanding
Application
Skill
Attitude
Appreciation
Interest
Formulation and Statement of objectives in behavioural terms
Unit 3: Instructional Design in Mathematics and C0-curricular Activities in
Mathematics:

Lesson Planning: Meaning ,Steps , Importance and Format of Lesson Plan


Unit Plan-Meaning ,Steps , Importance and Format of Lesson Plan
Resource Unit-Meaning, Steps, Importance and Format of Lesson Plan
Yearly Planning-Meaning, Principles and Format
Mathematics Club : Objectives of Maths club, organisation and activities
Mathematics Olympiads : objectives and importance
Mathematics Quiz : Organisation and importance
Mathematics Museum : Organisation and importance
Mathematics Fair : Organisation and importance
Mathematics Laboratory : Objective, importance and
Recreational activities in mathematics : Games, Puzzles, Riddles, etc.,
Ethno Mathematics
Unit 4: Approaches, Methods and Techniques of Teaching Mathematics.

Learner Centered Approach


Inductive method and Deductive method
Analytical method and Synthetic method
Activity Centered Approach
Guided discovery method and Problem Solving Method
Project Method and Discovery Learning Method
Active Learning Strategies
CAI in Teaching Mathematics
o Concept Mapping-Meaning, Advantages and Disadvantages
Techniques of teaching Mathematics
Supervised study
Oral work and written work
Drill and Review
Assignment in Maths
Home work

xf.kr
bdkbZ 1%& xf.kr dk vFkZ izfr vkSj {ks=
v %& xf.kr dk vFkZ
1 la[;k foKku ds :Ik esa 2 ek=k foKku ds :Ik esa 3ekiu foKku ds
:Ik esa A 4 rkfdZd foKku ds :Ik esa A
Ck %& xf.kr dh ifr l%& xf.kr ds {ks=
1 nSfud thou esa xf.kr dk LFkku 2 izfrfnu dh fdz;kvksa esa xf.kr
dk iz;skx
3 Ldwy fo"k;ksa ds lkFk laca/k 4vU; fo"k;ksa ds lkFk laca/k &
bathfu;fjax]f"k]vkS"kf/k&kkL=A
bdkbZ 2%& xf.kr fk{k.k ds y{; ,oa m}s;%&
1 xf.kr fk{k.k dk y{;@ewY;&
i) y{; @ ewY; dk vFkZ ii) y{;@ewY;ksa dk mi;ksxA
iii) vuqkklukRed y{;@ewY; iv) lkaLfrd y{; @ewY;A v)
cksf}d y{;@ewY;
vi) lkSUn;Z ,oa euksjatu y{; @ewY;
2 xf.kr fk{k.k dk vuqnskkRed m}s; dk vFkZ A
I vuqnskkRed m}s; dk vFkZ A ii xf.kr fk{k.k ds vuqnskkRed
,oa mlds vius fofunsZkA
a. Kku b. Lke> c. vuqiz;ksx d. dkSky e. n`f"Vdks.k f. ljkguk g. :fp
h. O;ogkjkRed :Ik esa m}s;ksa dk fuekZ.k ,oa fooj.kA
bdkbZ 3%& xf.kr esa vuqnskkRed lajpuk ,oa xf.kr esa ikBz;
lgxkeh fdz;k,sa
1) ikB ;kstuk &vFkZ] in] egRo ,oa ikB ;kstuk dk izk:Ik A
2) bdkbZ ;kstuk & vFkZ in egRo ,oa ikB ;kstuk dk izk:Ik A
3) Lkalk/ku bdkbZ&vFkZ in egRo ,oa ikB ;kstuk dk izk:Ik A
4) okfZ"kZd ;kstuk& vFkZ ]fl}kar ,oa izk:iA
5) xf.kr Dyc& xf.kr Dyc ds m}s;]laxBu vkSj fdz;k,saA
6) xf.kr vksyfEi;kM & m}s; ,oa egRo A
7) xf.kr izuksRrjh & laxBu ,oa egRoA
8) xf.kr laxzgky; & laxBu ,oa egRoA
9) xf.kr esyk &laxBu ,oa egRoA
10) xf.kr iz;ksxkkyk & m}s; egRo ,oaa iz;ksxA
11) xf.kr dh euksjatd xfrfof/k;ka & [ksy] igsfy;ka bR;kfn
12) ,Fkuks xf.krA
bdkbZ 4%& xf.kr fk{k.k ds mikxe fof/k;kWa ,oa izfof/k;kWa
%&
1 vf/kxedrkZ dsfUnzr mikxe &
(I) vkxeu fof/k ,oa fuxeu fof/k
(ii) foys"k.kkRed fof/k ,oa lays"k.kkRed fof/kA
2 xfrfof/k dsfUnzr mikxe &
I funZsfkr [kkst fof/k ,oa leL;k fof/kA
ii izkstsDV fof/k ,oa [kkst vf/kxe fof/kA
iii lfdz; vf/kxe vkO;wgA
iv xf.kr fk{k.k esa dEI;wVj lg vuqnskuA
3 vo/kkj.kk ekufp= & vFkZ]ykHk ,oa gkfuA
4 xf.kr fk{k.k dh izfof/k;ka A ( I) Ik;Zosf{kr v/;;u (ii) ekSf[kd
dk;Z ,oa fyf[kr dk;ZA(iii) vH;kl ,oa leh{kk (iv) xf.kr esa nRr dk;Z A
(v) x`g dk;Z

CC 2. Pedagogy of a School Subject Part 1

Biological Science
Unit 1:1.1 Introduction to Teaching Biological Science

Biological Science: Meaning, Nature and Scope.


Relationship between Biology & human welfare.
Latest developments in the field of Biology.
1.2 Co-curricular Activities and Resources in Teaching Biological Science

Bio Science laboratory - Need and importance, equipping, Bio-lab,


Organizingthe practical Work.
Project Activities: Aquarium, Viverium, Terrariums, Museum, School garden,
Preservation of specimen through plastination-Meaning, Importance and
Steps.
Meaning, importance and Organization of Co-Curricular Activities
Bio-Science Club organisation & its activities
Bio Science Exhibition.
Field trips.
Bio-Science Quiz.
Nature Study.
Bird watching.
Collection & Preservation of Specimens-Plants and Animals.
Unit 2: Aims and Objectives

Utilitarian, Cultural and Disciplinary Aims.


Scientific Attitude and Training in Scientific Method.
Instructional Objectives:
Bio - Science in Secondary schools:
As per NCERT Curriculum Framework-2000
As per NCTE Curriculum Framework
As per National Curriculum Framework-2009
Behavior Specifications of Instructional Objectives:
Knowledge
Understanding
Application
Skill
Unit 3: Approaches, Methods and Models of Teaching Biology

Approaches:
Structure and function Approach
Types specimen Approach
Inductive and Deductive Approach
Methods of Teaching
Guided Discovery Method
Models of Teaching:
Biological Science Enquiry Model (Joseph Schwab)
Memory Model (J. Lucas)
Unit 4: Instruction Design in Teaching Biological Science.

Pedagogical Analysis: Analysis of 8th, 9th and 10th Standard Biology Text book
of Karnataka State
Lesson Planning- Meaning, Importance and format according to active learning
strategies.
Unit Plan - Meaning, importance and steps
Resource Unit - Meaning, importance and components.
Assignments (any one)

Preparing power point slides for any selected unit in VIII or IX class Biology.
Preparing a set of (OHP) transparencies
Slides for a selected Unit in 10th Std. Biology.
Practicum:

Writing of Instructional objectives & behavioral specifications on a selected


Unit.
Preparing improvised apparatus in Biology
Preparing a lesson Plan on any topic in Biology using any innovative Method /
Model of Teaching
Developing an Achievement test / Diagnostic test

tSfod foKku
bdkbZ 1 tSfod foKku fk{k.k dh izLrkouk
1 tSfod foKku & vFkZ] izfr ,oa {ks=A
tho foKku rFkk ekuo dY;k.k esa laca/kA
tho foKku ds {ks= esa uohure fodklA
2 tSfod foKku fk{k.k es ikBz; lgxkeh fdz;k,sa rFkk lalk/kuA
tSo foKku iz;ksxkkyk & vko;drk ,oa egRo midj.kksa dk
j[kj[kko izkstsDV dk;Z & ,Dosfj;e] okbosfj;e] Vsjsfj;e] E;wft;e
fo|ky;h cxhpk A
IykfLVusku ds ek/;e ls uewuksa dk laj{k.k & vFkZ egRo ,oa
pj.kA
tSo foKku Dyc laxBu ,oa bldh fdz;k,saA
tSo foKku iznkZuh A
{ks= Hkze.kA
tSo foKku iznkZuhA
izfr v/;;u A
i{kh fujh{k.kA
uewuksa dk laxzg ,oa laj{k.k ikS/ks vkSj Ikq A
bdkbZ 2 y{; ,oa m}s;&
1) mi;ksfxrkoknh]lkaLfrd ,oa vuqkklukRed m}s;A
2) oSKkfud fof/k esa izfk{k.k rFkk oSKkfud eukso`fRrA
3) vuqnskkRed m}s;A
4) ek/;fed Ldwyksa esa tSo foKku jk"Vzh; ikBz;p;kZ :ijs[kk 2000
ds ,ulhbZvkjVh ds vuq:iA
5) ikB;p;kZ :ijs[kk ,u lh Vh bZ ds vuq:iA
6) jk"Vzh; ikBz;p;kZ :ijs[kk 2009 ds vuq:iA
7) vuqnskkRed m}s;ksa dk O;kogkfjd fofkLVhdj.k A
I) Kku ii) le> iii) vuqiz;ksx iv) dkSky

bdkbZ 3 tho foKku ds mikxe fof/k;ka rFkk izfreku%&


1) mikxe] lajpuk rFkk fdz;kRed mikxe izdkj uewuk mikxe vkxeu
rFkk fuxeu mikxeA
2) fk{k.k fof/k;ka funsZfkr [kkst fof/k-
3) fk{k.k izfreku tSfod foKku tkap izfreku tkslsQ LokcLe`fr
izfreku

bdkbZ 4 tho foKku ds mikxe fof/k;ka rFkk izfreku%&


1) kS{kf.kd foys"k.kA
2) dukZVd jkT; dh 8oh] 9oh rFkk 10oh Lrj dh tSfod foKku ikBz;
iqLrd dk foys"k.kA
3) ikB ;kstuk vFkZ egRo ,oa lfdz; vf/kxe vkO;gw ds vuqlkj izk:Ik A
4) bdkbZ ;kstuk & vFkZ egRo ,oa in A
5) lalk/ku bdkbZ & vFkZ egRo rFkk vaxA
CC 4. Language across the curriculum Part
2

UNIT 1: ENGAGING WITH SUBJECT-RELATED REFERENCE BOOKS

For this Unit, the student-teachers should work in groups dividedaccording to their
subjects. Within these groups, pairs of studentteacherswould make a choice of a
specific topic in their subject areawhich they could research from a set of available
reference books. Thefocus of this Unit is, as much the learning of effective processes
ofreference research and its presentation, as the actual reading of thereference books
themselves.Sequence of Activities.

Selecting the topic for research and articulating some guidingquestions

Searching and locating relevant reference books (could be from aschool library or
the institute library)

Scanning, skimming and extracting relevant information from thebooks by making


notes.

Collating notes and organising information under various subheadings.

Planning a presentation with display and oral components.

Making presentations to whole subject group, fielding questions.

UNIT 2: ENGAGING WITH EDUCATIONAL WRITING


Selected texts could be drawn from the wide range of populareducational writing
in the form of well-written essays, extracts orchapters from authors who deal with
themes from education, schooling, teaching or learning. The writings selected should
present a definitepoint of view or argument about some aspects of the above
themes.Student-teachers can be grouped randomly for this Unit.

Suggested Activities

Reading for discerning the theme(s) and argument of the essay(guided reading-
individually or in pairs)
Analysing the structure of the argumentidentifying main ideas,understanding
topic sentences of paragraphs, supporting ideasand examples, terms used as
connectors and transitions (guidedsmall group discussion)
Discussion of the theme, sharing responses and point(s) of view(small group
discussion)
Writing a response paper (individually or in pairs)Presentations of selected
papers, questions and answers (largegroup)

ikBz;dzeZ eas Hkk"kk Hkkx


&2

bdkbZ &1
1) Hkk"kk & vFkZ izfr ifjHkk"kk egRoAikBz;dze dk vFkZ
ifjHkk"kk ,oa egRoA
2) Hkk"kk ds izdkj ,oa Hkk"kk uhfrA ikBz;dze es mi;ksfxrkA
3) dky ds vuqlkj Hkk"kk o ikBz;dze oSfnd dky] eqxy dky]
ckS}dky] fczfVk dky] Lora=rk ds iwoZ]Lora=rk ds Ikpkr~] vfr
vk/kqfud dkyA
4) Hkk"kk;h fofo/krk ,oa cgqHkk"kk dk ikBz;dze esa LFkkuA
5) Hkk"kk dk fodkl]Hkk"kk ds fl}kar ,oa Hkk"kk fk{k.k ds m}s;A
6) Hkk"kk vf/kxe&Hkk"kk iz;ksxkkyk vf/kxe ds fl}kar ,oa
Hkk"kk fk{k.k ds fl}karA
7) fk{kk esa Hkk"kk;h lkfgR;&lkfgR; dh Hkwfedk Hkk"kk ,oa
lkfgR; dk ijLij laca/k] lkfgR; ds fl}kar ,oa mi;ksfxrkA
8) Hkk"kk;h laosnuk & Hkk"kk kCnkoyh ,oa kCn fuekZ.kA
9) n`; J`O; lkexzh dh Hkk"kk v/;kiu esa mikns;rk&n`; JO;
lkexzh dk vFkZ] ykHk] iz;ksx ,oa ikBz;dze esa mi;ksfxrkA
10) /ofu foKku @/ofu kkL= o.kZ dk vFkZ] o.kZ KkuA
11) Hkk"kk iqLrdkas dh mi;ksfxrk dk ikBz;dze esa ykHk o
mi;ksxA
bdkbZ &2
1) Lwk{e fk{k.k &vFkZ]ifjHkk"kk,sa]fofHkUu fk{k.k
dkSky]fk{k.k dkSky dh foks"krk,sa dkSkyksa dh leh{kk
lhek,sa o foks"krk,salq>ko]ikBz;dze esa mi;ksfxrkA
2) fdz;kRed kks/k & vFkZ]mIk;ksfxrk]{ks=]kks/k i= dk
izk:i]y?kqkks/k i=@kks/k ys[k uewukFkZA
3) Hkk"kk;h dkSky& fk{k.k dkSky ys[ku dkSky Jo.k
dkSky ,oa okpu dkSky AikBz;dze esa dkSkyksa dk egRoA
4) Hkk"kk ds fodkl esa fk{kd ,oa fk{kd ,oa kSf{kd
laLFkkuksa dh Hkwfedk &lsfeukj]odZkki]lkewfgd ppkZ
vkfn dk ek/;fed ,oa ,oa mPp Lrj ij vk;kstuA
5) ikBz;dze esa Hkk"kk;h ewY;kadu ,oa uokpkjA
6) orZuh lacaf/kr lq/kkjkRed mipkj ds mik;AikBz;dze fodkl esa
lgk;d rRoA
xfrfof/k;kWa l= ds nkSjku izeq[k xfrfof/k;ksa gsrq lq>ko
1. dk;Zkkyk ifjlaokn ]fopkjxks"Bh]lEesyu
2. i= ys[ku izkFkZuki= O;fDrxr i=A
3. lanHkZ iqLrdas ,oa mudk p;uA
4. ys[ku ifjp; fdlh ,d ys[kd @dfo dk thou ifjp;@vkRedFkk]fuca/k
5. kks/k i= @kks/k ys[kA
6. Ukxj fuxe Hkze.k ]nkZuh; LFky Hkze.k ,oa fjiksVZ fy[kukA
7. Laikndh; dh lekpkj i=ksa ,oa if=dkvksa esa vko;drk ij ys[k
fy[kukA
EPC 2: DRAMA AND ART IN EDUCATION

UNIT 1: VISUAL ARTS AND CRAFTS (PRACTICAL)

Experimentation with different materials of Visual Art, such as pastel, poster,


pen and ink, rangoli materials, clay, etc.
Exploration and experimentation with different methods of Visual Arts
likePainting, block printing, collage, clay modelling, paper cutting and folding,
etc.
Paper framing and display of Art works.
UNIT 2: PERFORMING ARTS: DANCE, MUSIC, THEATRE ANDPUPPETRY
(PRACTICAL)

Listening/viewing and exploring Regional Art forms of music, dance, theatre


and puppetry.
Viewing/listening to live and recorded performances of Classical andRegional
Art forms
Participation and performance in any one of the Regional Arts forms
keepingin mind the integrated approach.
Planning a stage-setting for a performance/presentation by the student-
teacher.
UNIT 3: APPRECIATION OF ARTS

Meaning and concepts of Arts and aesthetics and its significance at


secondarylevel of school education.
What is the difference between Education in Arts and Arts in Education.
Identification of different performing Art forms and artists ; dance, music
andmusical instrument, theatre, puppetry, etc. (based on a set of slides,
selected for The purpose)
Knowledge of Indian Craft Traditions and its relevance in education (based
ona set of slides, selected for the purpose)
Knowledge of Indian Contemporary Arts and Artists; Visual Arts (based ona
set of slides, selected for the purpose)
Indian festivals and its artistic significance.
Project Work (Units 1 and 2)

Theme-based projects from any one of the curricular areas covering its social,
economic,cultural and scientific aspects integrating various Arts and Craft forms;
Textbook analysis tofind scope to integrate Art forms either in the text or activities
or exercises; Documentationof the processes of any one Art orCraftform with the
pedagogical basis such as weaving orprinting of textiles, making of musical
instruments, folkperformances in the community,etc.how the artist design their
products, manage their resources, including raw materials, itsmarketing, problems
they face, to make them aware of these aspects ofhistorical, social,economic,
scientific and environmental concerns. Student-teacher should prepare at least
tenlesson plans in their respective streams of subjects (Science/Maths/Social
Sciences/Languages etc.) while integrating different art forms.

Workshop

Two workshops of half a day each, of one week duration for working with
artists/artisans tolearn basics of Arts and Crafts and understand its pedagogical
significance. The Arts formslearnt during the course should be relevant to the
student-teachers in their profession.Activities, such as drawing, and painting,
rangoli, clay modelling, pottery, mixed collage,woodcraft, toy making, theatre,
puppetry, dance, music, etc. region specific should be givenmore importance for
making arts learner-centred. The focus of the workshops should be onhow art forms
can be used as tool/ method of teaching-learning of Languages, Social Sciences,
Mathematics and Sciences.

PRACTICAL PART

1. BODY MOVEMENT-Different theatre games, Exercises, Martial Arts, and Folk


Dances.
2. MEDITATION- Focus, Concentration.

3. SCRIPT WRITING-characterization, dialogue, time and space, beginning,


middle, end

4. POETRY RECITATION- Rigved Mantras, Vaachik Abhinay.

5. SELECTION OF PLAY FOR CHILDREN.

6. CASTING.

7. BUILDING OF A CHARACTER.

8. PARTS OF SPEECH- Volume, Pitch, Speed, clarity, Audibility, Diction, Intonation,


Feel and Toner Quality, Projection.

9. DESIGN OF A PRODUCTION.

10. PRODUCTION- Poster Making, Audience, Execution of Different Aspects


ofProduction, Analysis of Increase in Understanding of Children through Drama.

Suggested Approach for Teachinglearning Process

Every student-teacher must participate and practice different Art forms. They need
to beencouraged to visit places of arts/see performances/ exhibitions/art and craft
fairs/local craftbazaars, etc. Artists and artisans may be invited for demonstrations
and interactions from thecommunity. Student-teachers should be encouraged to
maintain their diary on artinteractions to enhance their knowledge and awareness
in this area. Student-teachers canalso be motivated to interpret art works/
commercials commercials/events etc. to enhance their aestheticssensibility.A
Resource Centre for Arts and Crafts should be a part of all the RIEs, where
materials,including books, CDs, audio and video cassettes, films, software, props,
art works of Regional and National level, books and journals must be displayed for
the purpose ofreference and continuous motivation.Applications of Arts and
Aesthetics in day-to-day life, in the institute and in the communityare some of the
practical aspects, which needs to be taken care too. Student-teachers must
Organise and participate in the celebrations of festivals, functions, special days,
etc.

Modes of Assessment

The complete course is of 50 marks. It is recommended that evaluation of this


course shouldbe done at both the levels; (i) Internal as well as (ii) External. Practical
Activities (Units 1and 2 of 30 marks) in nature aremore on the process than the
product, hence needcontinuous and comprehensive evaluation (CCE).Therefore,
recommended to be evaluatedby the internals. The theory and project part (Unit 3
and Project work of 20 marks) can bein viva-voce and in presentation mode
therefore recommended to be evaluated by theexternals. The engagement of
student-teacher in the above set of experiences should beevaluated on continuous
and comprehensive manner, based on (a) submission ofwork/project; (b)
participation in the activities; (c) creative potential displayed; (d) application of
aesthetic sensibility in campus events and in other course activities

fk{kk esa ukVd ,oa dyk


bdkbZ 1 n`; dyk ,oa fkYi iz;ksxkRed
n`;dyk dh fofHkUu lkefxz;ksa ds lkFk iz;ksx]tSls
iksLVj]isfUly]jaxhu isfUly jaxksyh lkexzh ,oa feV~Vh
vkfnA
n`; dyk dh fofHkUUk fof/k;ksa ds }kjk vUos"k.k ,oa
iz;ksx tsls fp=dyk Cykd isfUVax dksykWt feVzVh ds
izfr:Ik cukuk dkxt dkVuk ,oa eksMuk vkfnA
dkxt rS;kj djuk ,oa dykfr;ksa dk iznkZuA
bdkbZ 2 vfHku; dyk& u`R;] laxhr] jaxeap ,oa
dBiqryh iz;ksxkRed
laxhr] u`R;] jaxeap ,oa dBiqryh ds {ks=h; :iksa dks
ns[kuk] lquuk ,oa [kkst djukA
dyk ds kkL=h; ,oa {ks=h; :iksa ds thoUr ,oa fjdkMzZ
iznkZu dks ns[kuk rFkk lquukA
efLr"d esa ,dhr n`f"Vdks.k dks j[krs gq, fdlh ,d
{ks=h; dyk :Ik esa Hkkx ysuk ,oa vfHku; djukA
Nk=k/;kid }kjk vfHku; ,oa izLrqfr gsrq ,d eap dh
LFkkiuk dh ;kstuk cukukA
bdkbZ 3%& dykvksa dk voewY;u%&
dyk ,oa lkSUn;ZkkL= dk izR;; ,oa vFkZ rFkk fo|ky;h
fk{kk ds ek/;fed LRkj ij bldk egRoA fk{kk esa dyk ,oa
dyk esa fk{kk ds e/; varjA
fofHkUu JO; dyk :iksa ,oaa dykdkjksa dh igpku &
u`R;]laxhr ,oa ok| ;U= jaxeap dBiqryh vkfnA
Hkkjrh; fkYi dyk dk Kku ,oa fk{kk esa bldh
izklafxdrkA
Hkkjrh; ledkyhu dyk ,oa dykdkjksa ,oa n`; dykvksa dk
Kku A
Hkkjrh; R;kSgkj ,oa bldk dykRed egRoA