B.Ed.

(BachelorofEducation) Fortheexaminationof2008andafter
TheexaminationforthedegreeofB.Ed.shallconsistofthefollowing: PartI PartII Practical:ConsistingofPsychopractical,Practicalwork&vivavoce. (50marks) (200marks) A. B. Sixcompulsorytheorypapersof100markseach OneElectivepaper (600marks) (100marks)

PartIII PartIV I. II.

PracticeofTeaching.

Activities/WorkExperience Cocurricularactivity PresentationofAssignmentsfromtheorypapers.

Theseactivitieswillbeevaluatedthroughgradesystem. StructureofQuestionPaper: Thecontentofeachpaperwillbedividedintofourunits. Questionno.1iscompulsoryandwillbeintheformof10shortanswerquestionsbasedonwholecontent ofthesyllabus.Restofthequestionsshallbefromeachofthefourunitsandwillcompriseoftwooptionsoutof whichonewillhavetobeattempted.Thusinallthecandidatewillhavetoattempt5questions.

No. & Type of questions

Onequestioncomprisedof10shortanswertype(4markseach) Fourquestionlongtype(15markseach) GrandTotal = 100 40 60

Marks

CourseStructure

Part I

Theory

(A)

Six Compulsory Theory Papers

PaperI: PaperII: PaperIII: PaperIV: PaperV: PaperVI: EducationinEmergingIndianSociety PsychologyofLearnerandTeachingLearningProcess DevelopmentofIndianEducation SchoolOrganizationandHealthEducation TechnologyofTeaching MethodsofTeachingSchoolSubjects

(B)OneElectivePaperoutofthefollowingpapers

1 GuidanceandCounselling 2 MeasurementandEvaluation 3 SpecialEducation 4 PrePrimaryEducation 5 EnvironmentalEducation 6 ComputerAidedInstruction 7ValueEducation 8EducationforHumanRightsandWorldPeace

Part II

Practicals

A. B.

PsychologyPracticalTestsandExperiments PracticalWork (a)ActionResearchandSubmissionofReport (b) AnalysisoftheTextBookofeachteachingsubjectand submissionofreports.

C.

VivaVoceonthewholePracticalcourse.

Part III

Practice-in- teaching

10 Practice Lessons in simulated situations and Micro teaching + 40 Lessons + Preparation of Materialaidsforboththeteachingsubjects. Part IV Activities/Work Experience: Each to be evaluated separately in grades I. Cocurricularactivities IIPresentationofAssignmentsfromtheorypapers

Scheme of Examination Marks

PartI

(A) Compulsory theory Papers 6x100 = 600 (B)OneCompulsoryElective*1x100=100

* (Marks not to be counted towards Division. Minimum passing marks 40) PartIIB.Ed.PsychologyPractical: a. PerformanceofPsychologyPracticalandvivavoce 20marks b. StatisticalApplicationsinEducation(Writtentest) 15marks c. VivaVocebasedonActionResearchReport 15marks Total50Marks PartIIIPracticeinteaching
200marks

(150 External + 50 Internal: 10 for teaching Aids, 5 + 5 for two criticism lessons,
10 + 10 for Lesson Planning in each teaching subject, 10 for supervised lessons)
PartIV Activities:TobeevaluatedseparatelyinGrades I II CoCurricular PresentationofAssignmentsfromtheorypaper

Grades:A=Excellent B=VeryGood C=Good D=Satisfactory E=NotSatisfactory F=Nonparticipation

Part I : Theory
A.CompulsoryTheoryPapers Paper I

EducationinEmergingIndianSociety
Objectives: 1. 2. 3. 4. 5. Thepupilteacherwillbeableto:

Understandtheconceptofsociety,educationanditsinterrelationship. UnderstandandappreciatetheeducationalheritageofIndia. UnderstandthesocialrealitiesofIndiansocietyandtheirdemandsoneducation. Understandtheroleofeducationinthemodernizationprocessofthesociety. UnderstandtheissuesandproblemsofIndianEducationsystem. UnitI

Education:Meaning,conceptandnature,AimsandObjectives, AgenciesofEducation:RoleofHome,School,Community,Youthorganizations,Massmedia,StateitsProgrammes /SchemesNCC,NSS,ScoutandGuide. Education & Indian Society: their interrelationship, Knowledge about Indian constitution and its Directive Principles;ArticlesrelatedtoEducation,Humanrights,democracy&socialisticpatternofSociety. Emerging needs in Indian Society: Alternative modes of education Open, Distance & NonFormal education, Environmental Education, Population education, National Integration, International understanding, Value education,

Unit II
CultureandEducation:Meaning&interrelationship,culturalheritageofIndiaUnityinDiversity:Acculturation andCulturalCrises. Socialization and Education: Process of Socialization, factors influencing Socialization; Equality of opportunity in termsofCastes,Tribes,Minorities,Disabled,Gender&theDisadvantagedMeans,Measures&provisionsmade. SocialChangeandRoleofEducation:Concept,natureandfactorsinfluencingsocialchange,meaningofnewsocial order,UrbanizationandModernization,CulturalLag.

Unit III
Philosophy and Education: Significance of studying philosophy in understanding educational practice and problems.

MajorPhilosophicalSystems:Salientfeaturesandimpactoneducation
(a)RealismwithreferencetoAristotleandJainism. (b)NaturalismwithreferencetoRousseauandRabindraNathTagore. (c)IdealismwithreferencetoSocrates,Plato,andAdvaitPhilosophy(Shankaracharya.) (d)PragmatismwithreferencetoDewey. (e)HumanismScientificHumanismandBuddhism.

Unit IV
EducationalThinkersandtheircontributionindevelopmentofprinciplesofEducation M.K.Gandhi:SarvodayThought&BasicEducation SwamiVivekananda:ManmakingEducation SriAurobindo:IntegralEducation:itsbasicpremises,stagesofDevelopment Froebel:Kindergartensystem Montessori:TheDidacticApparatus

Paper II

EDUCATIONALPSYCHOLOGY
MM100 Courseobjectives:
Afterstudyingthispaper,thestudentwillbeable: 1. toappreciatetheroleofeducationalpsychologyinteachingandlearning. 2. tounderstandthesalientfeaturesandproblemsofgrowthanddevelopment,processoflearning,adjustmentprocess, personalityandeducationalneedsofstudents. 3. todeveloptheabilitytoapplytheknowledgeprovidedbyeducationalpsychologytoclassroomproblemsofvarious kinds.

Unit I: Educational Psychology Meaning, Nature, and Scope of Educational Psychology, Methods of Educational Psychology, Modern trends in EducationalPsychology. Development: its concept and stages. Growth and development. Role of heredity, environment, maturation & learning in development and in producing individual differences. Development of the concept of language, numbers,andspace.Developmentaltasks.Developmentofthinking&Problemsolving. Unit II: Psychology of learning and motivation
Learning:NatureandconceptofLearning,Factorsinfluencinglearning.Educationalimplicationsofthetheoriesof Thorndike,Pavlov,andSkinner,andtheGestaltapproachtolearning. Transferoftraining:Concept,theoriesandfactorsinfluencingtransferoflearning MemoryandForgetting:Concept,Factorsinfluencingretention.Strategiesofmemorization, Motivation:itsnature,andtypes.Itsroleinlearningandteaching.Techniquesofenhancinglearnersandteachers motivation.

Unit III: Intelligence and Personality Intelligence:Nature,definitionandgrowthtrendinintelligence.Twofactortheory,MultiFactorTheory,andGroup factor theory of Intelligence. Structure of Intellect Model (SOI) Model. Measurement of intelligence: Types of intelligencetests.ContributionsofBinet,WechslerandCattellinintelligencetesting Personality:NatureandDefinitionofPersonality.Assessmentofpersonality:HSPQ,MMPI,Rorschach,andTAT

Unit IV: Creativity, Exceptional children, and Mental Hygiene Creativity:ConceptandDimensionsofCreativity.Itsrelationshipwithintelligence.MeasurementofCreativity. NurturingCreativity:roleofhomeandschool. ExceptionalChildren: a. PsychologyofGiftedchildren:Techniqueforteachingthegiftedchildren b. Lowachieverchildren:Nature,diagnosisandroleofteacher c. Leaningdisabledchildren:Nature,diagnosisandroleofteacher Mentalhealthproblemsofschoolchildren.Principlesandpracticeofmentalhygiene. PaperIII

DevelopmentofIndianEducation
Objectives:

Thepupilteacherwillbeableto: 1. UnderstandthedevelopmentofIndianEducation. 2. IdentifyandanalysetheproblemsofmodernIndianEducation. 3. AppreciatetheeducationalsystemadaptedbyIndianEducationalInstitutions.

Unit I
EducationinancientIndia: Educationinmedievalperiod: uslimEducation M VedicEducation

BuddhistEducation

Unit II
Educationduringpreindependenceperiod:EarlyeffortsofEuropeansandmissionaries,EducationPolicyofEast India Company, Orientalistsoccidentalists controversy, Macaulays minutes and Benticks Resolution of 1835, WoodsDispatch1854,HunterCommission1882,CurzonsEducationalPolicy18991905,Nationalmovementand progress of education, Sadler Commission Report 1917, Hartog committee 1927, Wardha Scheme of Education 1937.

Unit III
Education during postindependence period: University Education Commission 1948, Secondary Education Commisssion1952,EducationCommission1964NationalPolicyonEducation,1986,AcharyaRamMurtiCommittee 1990,ProgrammeofAction1992,YashPalCommittee199293.

Unit IV
Problems of Indian Education: Primary, Secondary, University and Teacher Education, Women Education, Social EducationandTechnicalEducation DevelopmentofNationalInstitutions:JamiaMiliaIslamia,ShantiNiketan,VanasthaliVidyapeeth.

Paper IV

SchoolOrganizationandHealthEducation
Objectives:

Thepupilteacherwillbeableto: 1. Understandthenatureofschoolasanorganization,itscomponentsanddimensions. 2. Knowteachersrolesandresponsibilitieswithrespecttoacademicandcocurricularactivitiesand understandhisplaceandpositionintheschool. 3. Knowthecomponentsofclassroomclimateandtohelpthemtounderstandtheireffectonpupils development. 4. Developskillsforeffectiveclassroommanagement. 5. Understandtheimportanceofgoodhealthandpositiveattitudetowardsexerciseandhealth.

Unit I
School Management and Organization: Concept and Principles managing human and material resources implicationsforeducationalinitiations,recruitmentprocedure.Organizationalclimateandinterpersonalrelations School Building and Hostel: Study of some standard designs, furniture and fittings, responsibilities of Hostel Superintendent. SchoolOfficeandSchoolRecords:Functions,needandkindofschoolrecords. SchoolLibrary:RequisitesofanidealLibrary.

Unit II
HeadoftheInstitution:Qualities,qualificationsandresponsibilities. The Teacher: a class leader, a manager, a supervisor, an initiator and a guide; qualifications, qualities and responsibilities TimeTable:Need,principles,Criteriafortimetableconstruction. Class Management and Discipline: Concept and Types, Authoritative and democratic methods of maintaining Discipline,RoleofRewardsandPunishment,CorporateLifeinSchool,PupilsSelfGovernment,andmanagementof cocurricularactivitiesineducationalinstitutions. SchoolandCommunity:ParentTeacherAssociation UnitIII EducationalAdministration:Concept,scopeandprinciples,authoritativeanddemocraticadministration, Educational Administration of Indian Secondary Schools: Constitutional provisions for education, roleplayed by centralgovernment,stategovernment,localBodiesandprivateAgencies.Statecontrolvs.privatization. Supervision:concept,scopeandprinciples;authoritativeanddemocraticsupervision.Financingofschools. UnitIV School Health Programme: meaning, objectives and types; medical inspection, immunization, pollution control, importanceofcorrectposturesandphysicalexercises,maintenanceofhealthrecords. Balanceddiet,nutritionandmiddaymeal. MentalHealth:concept,importance,factorsaffectingmentalhealthandimprovementmeasures. FirstAid:meaning,importanceanditsapplicationinschoolsituations.

PaperV

TechnologyofTeaching
Objectives: Thestudentteacherwillbeableto: 1. Understandandappreciatetheneedofspecifyingteachingobjectives. 2. Understandthevariousdevicesandmethodsofteachinganddevelopskillsandabilitiestoselectappropriate methodsandapplythemeffectively. 3. Selectanduseappropriatetoolsformeasuringoutcomesofteaching. 4. Developskillsforpreparinglessonplansforgivencontentinproperformat. 5. Knowaboutdifferentapproachestoinstruction. 6. Understandvariousmethods,mediaanduseoftechnologywithaviewtoenhancinginstruction. UnitI Teaching: Concept, maxims and principles, teaching training and instructions; relationship between teaching and learning. Technology: Concept, definition, educational technology, technology of teaching, hardware and software technologies,roleoftechnologyinmoderneducationalpractices. PlanningofLesson:typesoflessonplans,formsoflessonplanswithspecialreferencetoHerbartandBloom. UnitII PlansandmethodsofTeaching:DaltonPlan,UnitStudyPlan,ProjectMethod,ProblemSolvingMethod,Discussion andBrainStorming,Teamteaching DevicesinTeaching:Questioning,Illustration,Narration,Description,Audiovisualaids. Communication in Teaching: Concept, elements; types, precautions and barriers. Role of Teacher in effective communication. UnitIII Media in Teaching/ Instruction: Important accessories and their application OHP, Still and Movie projector, Audio, Video,Recordinginstruments,TVETV,CCTV,Computers,InteractiveTV/Video,Email,Internet,Teleconferencing Strategies in teaching: Programmed Instruction, Process of developing Programmed Instructional Material (Linear, BranchingPrograms),TeamTeaching,Personalizedsystemofinstruction,ComputerAssistedLearning.

UnitIV ModelsofTeaching:Concept,familiesofmodels.SelectedModelsJurisprudentialInquiry,AdvanceOrganizer,Non DirectiveandAssertiveTraining Modification of Teacher Behaviour: Concept of teaching skills, MicroTeaching, Simulated social skill training, Interactionanalysisofteaching. Evaluation:Concept,needandrelationshipbetweenmeasurementandevaluation,evaluationsystemsandtypesof educationaltests.

Paper VI

Methods of Teaching School Subjects

Objectives: Studentteacherwillbeableto: 1. 2. 3. 4. 5. 6. 7. 8. CourseOutline: The student will be required to study the methods of teaching of two High School subjects opted for practice teachingfromthefollowingsubjects: Hindi, English, Sanskrit, Mathematics, Science, Biology, History, Geography, Civics, Economics, Commerce, Home Science. Note:Methodstobeoptedonthebasisoffeasibilityandavailabilityofteacherconcernedintheinstitution. Understandgeneralandinstructionalobjectivesofteaching. Understandtheimportanceandplaceofteachingsubjectsinschools. Knowvariousapproachesandmethodsofteaching. Preparelessonplansproperly. Selectandorganizelearningexperiencesaccordingtocontentandlevelofstudents. Developandusevariousteachingaids. Evaluatethecontentoftextbooks. Developtheskillsofdiagnosticandremedialteaching.

TeachingofHindi UnitI o o o o o o o o ImportanceofHindiasMotherTongueandaNationalLanguage. AimsandobjectivesofHinditeaching,writingobjectivesinbehaviouralterms. PlaceofHindiinthecurriculum. PlaceoftextbooksandrapidreadersinthestudyofHindi. DevelopmentofLiteraryappreciation. QualitiesofagoodHinditeacher. EvaluationprocedureinHindi. OrganisationofLanguagelaboratory.

UnitII o o o o MethodsofHinditeaching(Prose,Poetry,Compositionandgrammar). UseofmediaandteachingaidsinHinditeaching. LessonPlanningprose,poetry,compositionandgrammar. Diagnosticandremedialteaching.

Teaching of English

Unit I
o o o o o o TestingandevaluationinEnglishLanguageTeaching;importanceandtypes. Importance of textbooks and supplementary readers in the study of English, criteria evaluation of a textbook. RoleofEnglishTeacher AimsandobjectivesofTeaching,English. Place of English Language in Indian school curriculum, views and recommendations of different committees,commissionandpoliciesofeducation. Importance of English Language: As international language, as first language, second language, third language,languageforoccupationalpurposesandcommunication.

Unit II
o o Methods and Approaches of teaching English; direct method, translation cum grammar method induction deduction method, Dr Michael wests new method, structural situational approach communicativeapproachandeclecticapproach. Meaning importance and development of four major language skills viz. listening, speaking, reading and writing.

o o o Action research in English: Meaning, definition, significance and advantages, various steps. Aims in the executionofanactionresearch. Importance,preparationanduseofdifferentaudiovisualteachingaids.Useofmassmedia,dictionaries, languagegamesandactivities,languagelaboratory. Lesson Planning; role of planning yearly, unit wise, daily lessons, lesson planning for teaching of prose, poetry,grammar,composition.

Teaching of Sanskrit

Unit I
o o o o o o o o ImportanceofSanskritinIndia. PlaceofSanskritinthecurriculumthreelanguageformulaandSanskrit.Criticalappraisalofcurrent position,suggestionsofnationalpolicyofEducationinthisregard. AimsofteachingSanskritatvariouslevels,writingobjectivesinbehaviouralterms. TeachingofProse,Poetry,grammar,translation,pronunciationandcomposition(oralandwritten) differencebetweenproseandpoetryteaching. OralworkinSanskrit. Criteriaofagoodtextbook. OrganisationofLanguagelaboratory. Evaluationpurpose,typesoftestsessaytypeandobjective,suggestionsforimprovement.

Unit II o o o o Methods of teaching Sanskrit (with special reference to direct method, its utility and limitations). Lesson Planning need and importance, various forms of lesson plans (Herbart and Bloom). Teaching aids and media in Sanskrit teaching. Diagnostic and remedial teaching.

o o o o

o o

Teaching of Mathematics Unit I Place of Mathematics in school curriculum. Aims and objectives of teaching mathematics, writing objectives in behavioural terms. Concept of modern mathematics. Approaches in mathematics teaching. Deductive and inductive. Analysis and synthesis. Text Books of Mathematics. Evaluation in Mathematics Achievement Test Diagnostic test Qualities of a good mathematics teacher. Unit II Methods of teaching mathematics. Use of teaching aids and media in teaching of mathematics. Lesson Planning need and importance, various forms of Lesson plans (Herbart and Bloom). Remedial and Diagnostic teaching.
TeachingofScience UnitI

o o o o

o o o o o o

Conceptofscienceteaching,justificationforincludingscienceasasubjectofstudyinschoolcurriculum. Aimsofscienceteaching,writingobjectivesinbehavioralterms. DifferentapproachesinscienceteachingIntegratedInductive,Deductive,Systemapproach TextBooksofScience. QualitiesofaScienceTeacher. EvaluationPurposeandtypesoftests. UnitII MethodsofTeachingSciences PlanningofUnitandlessonplans,varioustypesoflesson. Resourcesforteachingscience Laboratory Media TeachingAids

o o o

o Importanceofscienceactivities. Planningoffieldwork o Remedialanddiagnosticteaching. Projectwork Quiz ScienceExhibition

TeachingofBiology UnitI o o o MeaningandscopeofBiologicalsciences. ImportanceofBiologyinschoolcurriculum. AimsandobjectivesofteachingBiology,writingobjectivesinbehavioralterms.

o LaboratoryFeaturesofagoodBiologyLaboratory,planning,organisationsandmaintenanceof BiologyLaboratory.
o o o TextbooksofBiology. QualitiesofBiologyTeacher. Evaluationtechniques. UnitII o o o o o MethodsofteachingBiology. PlanningofBiologyteachingcontentorganisation,planningunitplanandlessonplans. Organisationofworkindoorandoutdoor,ZoologicalandBotanicalexcursions. AudiovisualaidsinBiologyTeaching. CurriculumModerntrendsinBiologycurriculum. TeachingofHistory UnitI o o o o o o AimsandobjectivesofHistoryteaching,writingobjectivesinbehaviouralterms. Placeofhistoryincurriculumanditscorrelationwithothersubjects. TextBookofHistoryCriteriaofagoodtextbook. HistoryTeacherqualities,roleoftheteacherinthesociety. HistoryRoomOrganisationaandmaintenanceofHistoryroom. EvaluationinHistorydifferenttechniquespaperpenciltest,quiz,debate,discussionetc. UnitII MethodsandapproachesofteachingHistory. DevicesandtechniquesofteachingHistory. TeachingaidsandmediainteachingofHistory. LessonPlanningimportanceandvarioustypesoflessonplans(HerbartandBloom). RemedialandDiagnosticteaching. TeachingofGeography UnitI o o o o o o Natureandconceptofteachinggeography. PlaceofGeographyincurriculum,learningoutcomes. ApproachestoorganizingGeographycurriculumandroleofteacher. AimsandobjectivesofGeographyteaching,changingobjectives,writingobjectivesinbehaviouralterms. Qualities of a Geography teacher Why Geography needs a different dynamic teacher? Changing role of Geographyteacher. EvaluationinGeographyteaching. Aspectsofevaluationcontinuousvs.comprehensive,process,formativevs.summative,cognitivevs. noncognitive,toolsofevaluation.

o o o o o

Preparationofquestionpaperscontentanalysis,writingobjectivesinbehaviouralterms,preparinga blueprint,developingalistofitemsforcognitivevs.noncognitiveoutcomes,settingagoodquestion paper. TextbookofGeography. UnitII

o InstructionalinputsinGeographyteaching: Teacherdirected,learnerdirectedandgroupdirectedinstructionalinput. Toolsofteachinggeographymap,scale,model,symbols,globe,excursion,localresources. UseofmediainGeographyteaching. Television,interactivetelevision,computerInternet,multimediaetc. Scriptwriting:audioandvideoandpreparationofsoftware. Instructionalprocessofteachinggeography: Lessonplanningbasedondifferentmethods(Project,problemsolving,brainstormingetc.). Remedialanddiagnosticteaching. TeachingofCivics

o o

Unit I
o o o o o o o o o o o o Methodsandtechniquesofteachingcivicsatjuniorandhighschoollevel. Teachingaidsandmediaincivicsteaching. LessonPlanningImportanceandvariousformsofLessonplans(HerbartandBloom). Teachingofcivicsbyselfexperiencesinschoolsituation,pupilsselfGovernment. RemedialandDiagnosticteaching. ImportanceofteachingCivicspropagationofsocialideals. Formulationofaimsandobjectivesofteachingcivicsatjunior&highschoollevel,writingobjectivesin behaviouralterms. Principlesinvolvedintheconstructionofsyllabusforcivics. Civicsanditscorrelationwithothersubjects. QualitiesofCivicsteacher. TextBookofCivics:Criteriaofgoodtextbooksandcriticalevaluation. Evaluationtechniques.

Unit II

TeachingofEconomics UnitI o o o o o o ImportanceofEconomicsasadisciplineatsecondarylevelanditscorrelationwithothersubjects. AimsandobjectivesofteachingEconomics,Writingobjectivesinbehaviouralterms. QualitiesofEconomicsteacher,roleoftheteacherinthecontentsociety. TextbookofEconomicsCriteriaofagoodtextbook. Evaluationtechniquesandconstructionofmodelquestionpaper. OrganisationofEconomicsroom.

Unit II
o o o o o TeachingofCommerce UnitI o o o o o o ImportanceofCommerceasadisciplineanditsrelationwithotherdisciplines. Aimsandobjectivesofteachingcommerceathighersecondarystagewritingobjectivesinbehavioural terms. Contentofthecourse,itsdivisionandcoordinationbetweendivisions. Acriticalreviewofsyllabusandtextbooksofcommerceforhighersecondaryclass. Professionaltraitsofacommerceteacher. Evaluationincommerceteaching,Preparationofamodelquestionpaperalongwithitsblueprintfrom textbookofcommerce. Methodsandapproachesofteachingeconomics:Teamteaching,Discussion,Problemsolving,Inductive deductiveapproachetc. Devices/techniquesofteachingeconomics. Teachingaidsandmediainteachingofeconomics:charts,diagrams,models,T.V.,radio,excursion, newspaperandmagazineetc. LessonPlanning:need,importanceandvariousformsoflessonplans(HerbartandBloom). Diagnosticandremedialteaching.

Unit II
o o Teachingmethodsandapproachesofcommerceteaching;teamteaching,projectmethod,seminar, discussion,visitsetc. Equipmentsforeffectiveinstructionandclassroomarrangements. Audiovisualaids. Media. Practicalworkinconnectionwiththecourse. Useofcommunityresources(Visitstofactories&Offices). Conductingcommercialactivitiesinschools. LessonPlanningneedandimportance,variousformsoflessonplanning(HerbartandBloom). Diagnosticandremedialteaching.

o o

TeachingofHomeScience UnitI o o o o o o Concept,meaningandcomponentsofHomeScience. ScopeandplaceofHomeScienceinschoolcurriculum,itsutilityforgirlsanditscorrelationwithother schoolsubjects. AimsandobjectivesofHomeScienceteaching,writingobjectivesinbehaviouralterms. DevelopmentofsyllabusandevaluationdevicesforHomeScience. OrganisationofaHomeScienceDepartment,useofspaceandequipments. QualitiesofasuccessfulteacherofHomeScience.

Unit II
o o o o o MethodsandapproachesofteachingHomeScience,Discussion,Demonstration,Laboratory,Project,Field tripetc. VarioustechniquesanddevicesinHomeScienceteaching. TeachingaidsandmediainHomeScienceteaching:Audiovisualaids,media. LessonPlanning:need,importanceandvariousformsoflessonplanning(HerbartandBloom). Diagnosticandremedialteaching.

Practical Work

Practiceworkineachofthetwoteachingsubjectsselectedbystudentswillcompriseofthefollowing. o o o o

Developinglessonplans. Developingdifferenttypesofteachingaids. Developingdifferenttypesofevaluationtests. Visitsorfieldtripsorsurveyorcasestudyoranyotheractivityandreportwriting.

B.OneElectivePaperoutofthefollowingpapers 1. 2. 3. 4. 4 5 6 7 GuidanceandCounselling MeasurementandEvaluation SpecialEducation PrePrimaryEducation EnvironmentalEducation ComputerAidedInstruction Valueeducation HumanRightsandWorldPeace

1. GuidanceandCounselling Objectives: Thestudentteacherwillableto: 1. Understandtheneedofguidanceandcounsellinganditsrelationtoeducation. 2. Getanideaofpsychologicalmeasurementinguidanceandcounsellinganditsutility. UnitI o o GuidanceNature,meaning,scope,needandorganisationofguidanceserviceinschools. Majorareasofguidance: Educational: Purpose,functionsandprogrammes. Vocational:Purpose,vocational,guidanceindifferentstages. Personal: Needandimportance. UnitII o o EssentialGuidanceservices:orientationservice,informationservice,counsellingservice,placementservice, remedialservice,followupservice. NeedofguidanceintheschoolProgrammeinModernIndia,EssentialProgramme. UnitIII Counselling:Concept,meaning,purposeandscopeofcounselling.Principlesofcounselling,classification ofcounselling. Techniquesofcounselling. Interview:Natureandtypespreparationforinterview:Testsuseofdifferenttypetestsand interpretationoftestdatabythecounselor.

o o o

Unit IV
o o Counselor:Role,responsibilitiesandqualitiesofagoodcounselor. Relationshipbetweencounselorandcounselee.

2.MeasurementandEvaluation Objectives: 1. Togetbasicknowledgeofpurposeandneedformeasurementandevaluation. 2. Toknowdifferenttechniquesandtoolsofevaluationandtheiruses. 3. Tocalculateandusestatisticalmeasuresinmeasurementandevaluation. UnitI o o o PrinciplesofMeasurementandEvaluation. Conceptandneedformeasurementandevaluation. Purposeofevaluationdiagnosis,prognosis,survey,guidance,testingetc.

Unit II
o o EvaluationtechniquesTechniquesoftestingWritten,oral,practical,observation,sociometricand projective. ToolsoftestingTest,inventories,checklist,ratingscales.

Unit III
o o Characteristicsofgoodtestobjectivity,practicability,reliability,validity,standardizationoftests,item analysis. ExaminationsystemsinIndiaatelementary,secondaryanduniversitylevels.

UnitIV o o o o o Statistics:Statisticaltreatmentofdata. NormalProbabilityCurve&itsapplications. Correlation:Concept&typessimple&multiple,methodsproductmoment&rankdifference. Formative&SummativeEvaluation,CriterionReferencedtest,NormReferenceTest, Grading&Scaling,MeasurementScales,TestformeasuringIntelligence,Creativity&Personality,Attitude, Aptitude,Values,Interest(Studyofatleastonetooleach).

4. Special Education
Objectives: 1. StudentwillbefamiliarwiththeconceptofspecialeducationwithspecificreferencetoIndianContext. 2. Studentswillunderstandthenatureandneedsofdifferentcategoriesofspecialchildren. 3. Studentswillbeabletocomprehendandapplythespecialtechniquesofteachingandevaluating.

UnitI o o SpecialEducationConcept,scope,objectivesandbasicprinciplesofspecialeducationinemergingIndian society. NationalPolicywithreferencetodisabled.

Unit II
o Classificationofspecialchildren Physicallyhandicappedandimpaired Emotionallyexceptionaldrugaddicts,truantsanddelinquents. MentallyexceptionalGifted,Creative,mentallyretarded. EducationallyExceptionalEducationallyBackward,slowlearner,underachiever SociallyExceptionalsociallydeprived. Meaning,identification,needsandproblemsoftheseexceptionchildren.

Unit III
o o Differenttechniquesofteachingandevaluatingchildrenwithspecialneeds. UseofcommunityresourcesforEducationofspecialchildren.

Unit IV
o o Agenciesofspecialeducationcentralandstategovernment,voluntaryagencies. Someissueinspecialeducation. Parentalattitude. Communityawareness Specialschoolsvs.integratedschool

4. Pre-Primary Education
Objectives: Studentswillbeableto o o Understandtheneedandimportanceofpreprimaryeducation. Getknowledgeaboutcurriculum,activitiesandmethodsofteachingatpreprimarylevel.

Unit I
o o Aimsandimportanceofpreprimaryeducation. Characteristicsofpreprimarychild,sensory,motor,emotional,social,mentalandlanguagedevelopment ofinfants,measuringchildrensabilities.

Unit II
o o Specialproblemsofthepreprimaryageandtheirremedies. NurserySchoolprogramme,characteristicsofNurseryschoolsDailyprogrammes,environmentand equipment.

Unit III
o o Curriculum,Activities,Plays. MethodsofteachingPlaywaymethod,Montessorimethod,Kindergartenmethod.

Unit IV
o DevelopmentofPreprimaryeducationwithspecialreferencetoIndia,problemsofpreprimaryeducation, Recommendationsofdifferentcommitteeandcommissions.Parenteducation.

4.EnvironmentalEducation
Objectives: Thepupilteacherwillbeableto: 1. Acquirebasicknowledgeaboutvariousaspectsofenvironmentandenvironmentaleducation. 2. Becomeawareandsensitivetowardsenvironmentanditsalliedproblems. 3. Becomeconcernedabouturgentactionforenvironmentalprotectionandconservation. 4. Getorientedwiththeconcept,methodsandactivitiesregardingenvironmentaleducation.

UnitI
o o Environment:meaning,definition,differentaspectsofenvironment,conceptofecosystemswithspecial referencetotherelationshipoftheorganismswiththeirenvironment. Manmadechangestotheenvironmentandresultingproblemsatlocal,nationalandinternationallevels: pollution,deforestation,naturalcalamities,biodiversityextinction,globalwarmingandenergycrisis.

Unit II

o
o

Environmental Education: concept, objectives and need.

Methodsofteachinginenvironmentaleducation.

Unit III
o o UseofMediaandTechnologyinenvironmentaleducation. Integrationofenvironmentalcomponentinvariousschoolsubjectsatsecondary

Unit IV
o ConservationofEnvironment:meaning,need,appropriatemethods,roleoftheteachersandthestudents.

o ActionResearchProject:planning,processandevaluation.

5.ComputerAidedInstruction
Objectives:

1. Toacquaintstudentswithbasicelementsofcomputersanditsuseineducation. 2. Toacquaintthemwithvarioustypesofeducationalsoftwarepackages. 3. Topreparestudentsforusingthecomputersforeducationalpurposes. 4. ToacquaintthemwithinformationtechnologyandInternet.

UnitI
o o o o Computer:Meaning,CharacteristicsandApplication. DevelopmentofComputers:Generations. TypesofComputers HardwareandSoftware,CPU,ALU,CONTROLUNIT,MEMORY. TypesofMemory o Peripheralsofcomputer(Inputdevices/Outputdevices)

Unit II
o o o o TypesofcomputeroperatingSystem ConceptofdiskOperatingSystem ConceptofWindowBasedOperatingSystem ApplicationSoftware(e.g.WordProcessor,SpreadSheet,PresentationApplication,ElectronicMail, Internetbrowsers,searchengines,eservices) o ElectronicNetworking(Computernetwork,Localareanetwork,wideareanetwork,worldwideweb)

Unit III
o o MeaningofcomputerassistedEducation Application of Computer in Teaching (Preparation of lesson plans, notes, Managing subject related content,Questionpapers,PreparationofResultsandreportetc.) o ApplicationofComputersinLearning(SearchingDirectoryandsearchengine,Usingencyclopedia,Useofe books,Useofcomputersindoinghomeassignmentandprojectwork,writingofnotes,presentingreports, writingapplicationsandletters,making/greetingcardsandinvitationsetc.) o UsesofComputerinEducationalAdministrative. UnitIV o o o o PRACTICAL CreatingFolders&Shortcuts CustomizingDesktopEnvironments WorkingwithwindowsExplorer WorkingwithControlPanel Writingnotesandletterswiththehelpofawordprocessor. Makingspreadsheet Preparingalessonplanbyusingthefollowing: ConceptofInformationTechnology, ModerninformationtechnologysysteminEducation. UseofComputersinEducation AdvantagesandDisadvantagesofComputersinEducation.

Text,images,sound,video,graphs,drawing,tables,clipartandeffects. Openinginternetaccount. Accessingdesiredwebsites. Downloadingfromnet. Sendingandreceivingelectronicmessages. Collectionofrequiredinformationfromnet.

SESSIONALWORK 1. Writingessay/notesincomp/studentsprofile 2. Preparingreportcardincomp. 3. Preparingalessonplanincomp. 4. Collectingandpresentingspecificinformationfrominternet. 5. Sendingandreceivingassignmentthroughhis/heremailaccount. Note:40Theory,60Practicals+SessionalWork

6. Value Education
Objectives: 1. 2. 3. 4. Tounderstandthenatureandsourcesofvalues. Tounderstandtheclassificationofvalues. Tounderstandtheimportanceofvaluesinhumanlife. Toexaminetheroleofvaluesineducation.

Unit I
o o Needandimportanceofvalueeducation. Conceptofvaluesinbehavioralsciences,natureandsourcesofvalues,Determinantsofvalues(Biological, Social,Psychological,Ecological)=theirbearingoneducationinvaryingdegrees,Indiancultureandvalues.

Unit II
o Classificationofvalues,Material,Social,MoralandSpiritualvaluesinculcationofvaluesthrougheducation. Theoriesofvaluepositiveandnegativevalues.Roleofeducationtoovercomenegativevalues.

Unit III
o Levelsofvaluesrealizationvalueconflicts,andtheirresolutiondevelopmentofvaluesasapersonalandlife longprocess.Teachingofvaluesasanintegralpartofeducation.

Unit IV
o Evaluatingthatteachersandotherschoolpersonnelarevalueladden,studentsandparentsarevalue ladden,curriculumisvalueladden. Valuesofselfsacrificevs.valueofselfcenteredness Valuesofexcellencevs.valueofegocentralism Valuesofworkvs.valuesofselfishness

o o o

7.EducationforHumanRightsandWorldPeace
Objectives: StudentTeacherwillbeableto: 1. 2. 3. 4. Understandhumanrightsanditsimportance. Understandtheareasofdenialofhumanrightstoweakersectionsofthesociety. Spreadtheawarenessofhumanrights. Becomemoresensitivetowardssocialissuesrelatedtohumanrights.

Unit1 o HumanRightEducation:Concept,definition,need&somevitalissues. o HistoricalBackground:International:UNDeclaration1948. o National:DevelopmentofhumanRightEducationinIndiawithSpecialReferencetoPovertyandilliteracy,casteand genderdiscrimination. o Human right as incorporated in Indian constitution, fundamental Rights with special reference to socially disadvantagedgroupsvizminoritiesbackwardsandphysicallyandmentallychallenged. UnitII o UNESCORecommendation(1974)relatedtoeducationforinternationalunderstandingandWorldpeace.Education forHumanRightsandFundamentalfreedom.TheosophicalMovementandcommunalharmony. o HumanRightsEducationforcitizenship.Rightsandresponsibilityofacitizen,righttoeducation,righttovote(need toeducatethevoter)righttoinformation,consumer'sright(needforconsumereducation).Roleoftheconsumer courts. o TheViennaDeclarationandprogrammeofaction. UnitIII o WomensandChildrensrights,promisesandPerformances. Vision or Illusion, women education against gender discrimination & sexual exploitation, education for women empowerment,Abuseofchild'srightssexualexploitationandchildlabor. o CharacteristicsofDemocracyHumanRightsEducation:thelegalperspectives.SomeprominentJudgments. o AgenciesforHumanRightsEducation,family,School,stateandNGOs. UnitIV o Developmentofsensitivitytowardssociallydisadvantagedthroughseminars,conference.Sensitizationworkshops, groupdiscussiondebate,dramatization,roleplaying. o Field Surveys by visiting the slumps, villages, hospitals, orphanage, protective homes for children and protective housesforwomen,childreninhazardousoccupationthroughNSSprogrammes. o Meetingwiththeoutofschoolchildrentoeducationthemthroughnonformaleducationalsystem.Visitstoriothit area.

PartII B.Ed.PsychologyPractical

A. Courseofstudy:
1. B.Ed.PsychologyPracticalshallconsistofthreeparts. 2. PartI:ThecourseofstudyforB.Ed.PsychologyPractical:ThelistofPsychologyexperimentsand testsshallremainsameasinsyllabusexistingupto200708. 3. PartII:StatisticalApplicationsinEducation: FrequencyDistribution&Graphicalrepresentationofdata, MeasuresofCentraltendency(mean,median,mode), Measures of Variability (range, quartile, standard deviation, Measures of Relative positions (Percentile&Percentileranks) MeasuresofAssociation:Correlation(byrankdifferencemethod) NormaldistributionandcharacteristicsofNormalProbabilitycurve. 4. PartIII:Actionresearchonallottedtopicandreportwriting

B. SchemeofExamination
1. MarkingschemeoftheB.Ed.PsychologyPracticalshallbeasfollows: d. PerformanceofPsychologyPracticalandvivavoce :20marks e. StatisticalApplicationsinEducation(Writtentest) :15marks f. VivaVocebasedonActionResearchReport :15marks 2. Every effort shall be made that a person appointed as Psychology Practical Examiner possess a backgroundofEducationalPsychologyand/orEducationalPsychologyPractical.

PartIII Practice- in- Teaching

ForPracticeinTeaching,everystudentmusttake40supervisedlessons;atleast20lessons ineachofthetwosubjectsasprescribedinHighschoolsyllabusandoptedbythestudent, withtheirassignedgroups.

ObservationStudentswillberequiredtoobserveatleast15lessonsasarrangedbythesupervisor. CriticismLessonsStudentswillberequiredtotakeatleastonecriticismlessonineachsubject. PreparationofTeachingAidStudentswillberequiredtosubmit5Teachingaids.
TheevaluationofPracticeinTeachingwillcarry200marks(150Externaland50Internal). Thebreakupofthemarksisasfollows: ExternalAssessment = 150

Internal Assessment
Preparationofteachingaids TwoCriticismLessons =10 =5+5

LessonPlanningineachsubject =10+10 SupervisedLessons =10 = 200

Total

 PARTIV Activities/WorkExperiences

Objectives:
Thestudentteacherwillbeableto 1. Organizethecurricularactivities. 2. Understandthesignificanceoforganizingcocurricularactivitiesfortheteachersaswellasthestudents. 3. Findabaseforinnovativepractices/approachesregardingtheorganizationofcocurricularactivities. I. A. Cultural activity, Quiz, Debate, Sports, Creative writing, Cartooning, Painting, Educational games. Exhibitionetc. Art and Craft Preparation of ecofriendly items (using artistic and / or already used material) like greetingcards,paperbags,decorativecandles,Softtoys,puppets,slippads,notebooks,materialsusefulfor communityservice,itemsmadefromjuteetcand/orCraftsTieandDye,Batik,BlockPrinting,Fabric Painting, Sculpture, Photography, any other. (Depending upon availability of the experts). Any other activityaccordingtolocalneeds. C. Community Service Participation in Literacy Programmes, awareness programmes Environmental,HealthandHygiene,PopulationandFamilywelfareetc.,Gardeningbasedonhorticultural expertise,Organisationoftheexhibitionofthematerialspreparedbythestudents,preparationofcourts forsports. D. AcademicworkexperienceReportwritingaboutdifferentevents,,planningandpreparationof work plan books scrap books, newspaper clippings, herbariums, teachers diary (may be prepared in innovativeway),maintenanceofattendanceregister,Preparationsforthemagazine B. SociallyUsefulandProductivework(SUPW) Cocurricularactivities.

 Note: Studentsarerequiredtoorganiseandparticipateinatleastoneactivityofeachcategory.(A,B,C, D). Some of them may give Demonstration(s) then others may create thing(s) individually. Variety of theactivitiesineachcategorymaybeintroducedgraduallythroughsuccessivesessions.

II.PresentationofAssignmentfromtheorypapers. Note: (a)Comprehensivereportofstudentswillbemaintainedbyteacherincharge. (b)Theseactivitieswillbeevaluatedthroughgradesystem. ClassificationofGrades: Excellent VeryGood Good A B

C D E

Satisfactory Unsatisfactory