Guru Ram Dass College of Education Criterion II:

Teaching - Learning & Evaluation

Criterion II:
Teaching- Learning and Evaluation

2.1 Admission Process and Student Profile

2.1.1 Give details of the admission processes and admission policy

(criteria for admission, adherence to the decisions of the
regulatory bodies, equity, access, transparency, etc.) of the
Institution?
GGSIP University is the main parent body for the admission processes and
admission policy of B. Ed. Students. In its process and Policy, the University
fixes the criteria as per NCTE norms and takes care of the equity, access and
transparency during admissions. 90% of the seats are filled through direct
counseling while 10% are to be filled by the institution itself under the
Management Quota seats. Seats under management quota are filled as per the
guidelines issued by the University itself.

2.1.2 How are the programs advertised? What information is provided

to prospective students about the programs through the
advertisement and prospectus or other similar material of the
institution?
The University gives the advertisements in the prominent national newspapers
and also display/upload the related information on its website well in time
mentioning all the relevant information. Every affiliated institution has their
webpage and information about them in the University website and admission
brochure. Every Institution publishes their separate prospectus also, through
which all the relevant information is provided to the candidates. Guru Ram
Dass College also has its prospectus and its own website.

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Guru Ram Dass College of Education Criterion II:
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2.1.3 How does the institution monitor admission decisions to ensure

that the determined admission criteria are equitably applied to all
applicants?
GGSIPU is the main parent body for such issues.

2.1.4 Specify the strategies if any, adopted by the institution to retain

the diverse student population admitted to the institution. (e.g.
individuals of diverse economic, cultural, religious, gender,
linguistic, backgrounds and physically challenged)
It is the University, the parent body which takes care of all these issues while
admitting the students. While filling the seats under Management Quota, the
institution tries to follow the same. When admitted, the college tries to retain
learners from diverse population, by means of providing them conducive
environment and supportive, motivating faculty and other staff members.

2.1.5 Is there a provision for assessing student‟s knowledge/ needs and

skills before the commencement of teaching programs? If yes
give details on the same.
Common Entrance Test (CET) is organized by the University through which
students’ knowledge and skills are judged. No other method is adopted by the
college, while admitting the students. After admission one Psychological test -
“Attitude Scale Towards Teaching Profession” is conducted by the college, to
judge their attitude. On the basis of the findings, we further plan our academic
strategies.

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2.2 Catering to Diverse Needs

2.2.1 Describe how the institution works towards creating an over all
environment conducive to learning and development of the
students?
The institution prepares its academic calendar in the beginning of the session;
it organizes talks, workshops, seminars, tutorials for the learners as well as
faculty; give opportunity to students via morning assembly presentations to
build their personality and overcome hesitations (if any), to face the audience;
encourage and give freedom to the faculty to transact their day to day
activities (academic- non academic); give demonstrations for teaching skill
development e.g. Micro teaching skills; organize SUPW activities, etc.

2.2.2 How does the institution cater to the diverse learning needs of the
students?
Different teaching strategies are adopted by the faculty in the classroom to
cater the diverse needs of the learners. Tutorials are organized to solve their
curiosity and other problems. Medium of the learners is taken care of, by
providing reading material in different languages (Hindi, Punjabi and English)
in the library. Bilingual medium of instruction is adopted in the classroom. If
possible, separate sections are formed on the basis of medium. A culture of
cooperation is promoted, where peer tutoring is made use of, especially for the
visually and physically challenged learners admitted in the college.

2.2.3 What are the activities envisioned in the curriculum for student
teachers to understand the role of diversity and equity in teaching
learning process?
We have a heterogeneous group of students admitted through CET. These
students carry to the institution their diverse experiences, culture, socio

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economic traditions. Efforts are made by the institution to provide them

opportunities to learn from each other. Opening the session with three days
orientation program, the program provides every student opportunities to
understand the diversity, culture and ethos of the institution. Student body
Elections, House activities, celebration of festivals, local excursions are some
of the avenues provided to the students to understand and respect the role of
diversity and equity in the teaching – learning process.

2.2.4 How does the institution ensure that the teacher educators are
knowledgeable and sensitive to cater to the diverse student needs?
Teacher Educators are recruited on the basis of interview as per UGC,
GGSIPU, NCTE norms. They are given opportunities to update their existing
knowledge base through regular FDPs, seminars, workshops, and conferences.
Regular meetings are organized by the Principal with the faculty to discuss
and communicate the needs of the learners. Also, regular feedback on
faculty’s performance is collected from the students, helping the faculty tailor
different teaching strategies to meet diverse learning needs.

2.2.5 What are the various practices that help student teachers develop
knowledge and skills related to diversity and inclusion; and apply
them effectively in classroom situations?
Student teachers start the day with presentations in the morning assembly,
where every student is given a chance to express themselves and their ideas.
Also through assignments, role plays, micro teaching, simulation and a first
hand experience during teaching practice helps student teachers acquire
knowledge and skills related to diversity and inclusion in the classroom. A
culture of cooperation is promoted, where peer tutoring is made use of,
especially for visually and physically challenged learners, admitted in the
college.

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2.3 Teaching-learning Process

2.3.1 How does the institution engage students in “active learning”?

(Use of learning resources such as library, web site, focus group,
individual projects, simulation, peer teaching, role-playing,
internships, practicum, etc.)
Library based assignments are given; learners are asked to search websites
(sometimes particular) of their interest; teachers have made e-groups of the
learners, they are given assignments and projects (individual as well group) of
which they have presentations; for their teaching skill development program
(practice teaching) activities of micro teaching skills, simulation, role plays are
being done individually as well as in groups (demonstration lessons are given
by teacher educators); during teaching practice programme they got an
opportunity to teach in real classroom situation, observe their peers and give
feedback to them. Each and every learner gets written and verbal feedback
from their teachers also.

2.3.2 How „learning‟ is made student-centered? Give a list of the

participatory learning activities adopted by the Institution and
those, which contributed to self-management of knowledge, and
skill development by the students?
All the teacher educators follow student centered approach, while imparting
content in the classroom where they act as facilitators and guides, and
encourage students to contribute to the body of knowledge. Students are also
provided with teaching learning support in the form of handouts, reading
material etc. Furthermore, participatory learning activities are adopted by the
faculty contributing to self management of the knowledge by the students viz.
discussion methods, heuristic method, problem solving, brain storming,
assignments with their presentations, role plays, etc. Learners are also
encouraged and given opportunity to search the library and the websites for
self learning purpose.

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2.3.3 What are the instructional approaches (various models of

teachings used) and experiences provided for ensuring effective
learning? Detail any innovative approach/method developed
and/used.
Various approaches are adopted by teacher educators in the class e.g.
Inductive- deductive approach, heuristic approach, discussion method, project
and problem solving methods, concept mapping and constructivist approach
etc. apart from traditional methods and approaches. Computer technology is
also used to impart education to its learners (ppt presentations, e-group).

2.3.4 Does the institution have a provision for additional training in

models of teaching? If yes, provide details on the models of
teaching and number of lessons given by each student.
Yes, before learners go to real classroom situation they are given
demonstrations in various micro-teaching skills. Later on they are asked to
prepare their micro lesson plans on these skills and present them in simulation
(at least two each).

2.3.5 Does the student teachers use micro-teaching technique for

developing teaching skills? If yes, list the skills practiced and
number of lessons given by each student per skill.
Yes, all the micro teaching skills are practiced such as skill of set induction,
questioning, stimulus variation, reinforcement, blackboard writing, classroom
management, explaining, illustrating with example, closure etc. Students are
required to prepare at least two micro lesson plans focusing on any two micro
teaching skills.

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2.3.6 Detail the process of practice teaching in schools. (Lessons a

student gives per day, lessons observed by the teacher educators,
peers/school teachers, feedback mechanism, monitoring
mechanisms of lesson plans, etc.)
System of practice teaching in schools is followed as per norms laid down by
NCTE & GGSIPU. Institution has its long time collaboration with some of the
schools where practice teaching is carried out every year. For fulfilling the
requirement of Hindi medium students, request to the Directorate of
Education, Delhi is made. They allot schools as per their policy. This year we
conducted practice teaching in 12 schools- six govt. and six private. Learners
have to do minimum of 20 days teaching. Every day they have to transact
minimum two periods of their main teaching subjects (one each). At least fifty
percent of the lessons delivered have to be observed and supervised by their
supervisors. Feedback in written and oral form is given by them so that further
improvement can be made among the learners. Learners also observe each
other for further improvements. They are also guided for self-appraisal so that
they can overcome their weaknesses in future.

2.3.7 Describe the process of Block Teaching / Internship of students

in vogue.
At present, GGSIPU does not have the provision for block teaching and
internship.

2.3.8 Are the practice teaching sessions/plans developed in

partnership, cooperatively involving the school staff and mentor
teachers? If yes give details on the same.
Yes, sometimes as per the suitability of the schools. Some schools willingly
and happily involve and engage their teaching staff in this process while some
avoid it and do not let their staff to mix with student teachers and college staff.

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2.3.9 How do you prepare the student teachers for managing the
diverse learning needs of students in schools?
The students are trained to apply theoretical principles from core papers in the
real classroom situations through assignments, internal examinations, role
plays, micro teaching, simulation and a first hand experience during teaching
practice, enabling student teachers to learn the various means to manage the
diverse learning needs of school students. In addition to this, individual /group
presentations, demonstrations, workshops, seminars and lectures by experts are
also organized.

2.3.10 What are the major initiatives for encouraging student teachers to
use / adopt technology in practice teaching?
The learners are encouraged to adopt information technology to transact in the
classrooms e.g. power point presentations.

2.4 Teacher Quality

2.4.1 Are the practice teaching plans developed in partnership,

cooperatively involving the school staff and mentor teachers? If
yes give details.
Yes, most of the time as per the suitability of the schools. All the schools
willingly and happily involve, and engage their teaching staff in this process.

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2.4.2 What is the ratio of student teachers to identified practice

teaching schools? Give the details on what basis the decision has
been taken?
Ratio varies from school to school due to various reasons. As per Directorate
of Education, Delhi Policy, not more than six student teachers are allowed to
do their practice teaching in one govt. school. In other schools (private/public)

it depends on the suitability of the school but normally 12 student teachers are
allotted to one school. GGSIPU norms also favor 1:12 policy.

2.4.3 Describe the mechanism of giving feedback to the students and

how it is used for performance improvement.
Normally one regular supervisor is designated to one school who observes the
student teachers in real classroom situation and gives feedback in the form of
written remarks in their lesson plan files. Student teachers are free to ask for
the explanations of remarks given, if they are unable to grasp the meaning of
that. Most of the time remarks are suggestive in nature for further
improvement. Oral suggestions are also given by the supervisor. Other
supervisors are also deputed on rotation basis and they also follow the same
process. Sometimes rating scales are used to evaluate the student teachers’
performance on various parameters prepared by eminent educationists.
Student teachers following those suggestive remarks try to bring
improvements in their teaching. Observation and feedback by peers (fellow
students) also help them to improve. They themselves are also asked to rate
their performance either on rating scale or using written statements.

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2.4.4 How does the institution ensure that the student teachers are
updated on the policy directions and educational needs of the
schools?
Student teachers are acquainted with the latest information through morning
assembly, notice boards, sharing new information from lectures by eminent
educationists and web-links of University, Directorate of education,
Government notifications, and publications from NCERT, NCTE etc.,
newspapers, magazines, journals and internet.

2.4.5 How do the students and faculty keep pace with the recent
developments in the school subjects and teaching methodologies?
Through media news, articles and reports published in the newspapers and
journals, from circulars received time to time from the University and by
updating on the important websites e.g. CBSE, Directorate of Education, etc.

2.4.6 What are the major initiatives of the institution for ensuring
personal and professional/career development of the teaching
staff of the institution (training, organizing and sponsoring
professional development activities, promotional policies, etc.)
Teacher educators are encouraged and given opportunity to participate and
attend different workshops, seminars, conferences or FDPs for their personal
and professional growth. They are also promoted at the university level by the
principal as per their interest and caliber. Institution also organizes workshops
and seminars for the same. They are encouraged to write papers and present
them in seminars etc. or publish them in reputed journals.

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2.4.7 Does the institution have any mechanism to reward and motivate
staff members for good performance? If yes, give details.
Staff members are appreciated orally and in writing through appreciation letter
or certificate of excellence by the principal and often by the management also.

2.5 Evaluation Process and Reforms

2.5.1 How are the barriers to student learning identified,

communicated and addressed? (Conducive environment,
infrastructure, access to technology, teacher quality, etc.)
There is a grievance cell to look after the problems and requirements of the
learners. To identify gaps in their learning, internal examinations, assignments
are given to them. They are revalidated through oral as well as written
feedback by the faculty. Learners are given opportunity to make presentations
in the morning assembly and reflection is shared by the principal and the
faculty for further improvement.

2.5.2 Provide details of various assessment /evaluation processes

(internal assessment, mid term assessment, term end evaluations,
external evaluation) used for assessing student learning?
Formative and summative evaluation is being done via Class tests, internal
examinations (bi-annually), and assignments, project works which are given to
the learners as per schedule and university calendar apart from end term
examination.

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Guru Ram Dass College of Education Criterion II:
Teaching - Learning & Evaluation

2.5.3 How are the assessment/evaluation outcomes communicated and

used in improving the performance of the students and
curriculum transaction?
Student teachers are evaluated in terms of their performance in the
examinations. They are also given feedback for their assignments, written
remarks and oral suggestions are also shared with them during School
Experience Program.

2.5.4 How is ICT used in assessment and evaluation processes?

ICT based assignments, projects are given to students. Sometimes excel
software is used to record the data.

2.6 Best Practices in Teaching-Learning and Evaluation Process

2.6.1 Detail on any significant innovations in teaching / learning /

evaluation introduced by the institution?
Constructivist approach and concept mapping is the innovative strategy
adopted by the institution while imparting instruction. (See Annexure)

2.6.2 How does the institution reflect on the best practice in the
delivery of instruction, including use of technology?
Diverse teaching strategies are used by teacher educators while delivery
instruction in the classroom. They use computer-based instructional materials
and audio-visual devices.

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