B Ed Syllabus

KANNUR.
g, n:tjl
UNIVERSITY
(Abstract)
Two year Bachelor of Education (B.Ed.) Degree hogrumme - Regulation, Scheme, Syllabus and Model
implemented in Kannur University with effect
euestion papers - in tune with NCTE regulation 2014 -
from 2015 admission - orders issued
ACADEMIC BRANCH
U.O. No. Acadl C4l 9685 1201 5 Civil Station (P.O),29 -07-2015
/Reg/ N &. 51201 4-15160555 Dated I 1 -02-2014
2.Minutes of the meeting of the Board of Studies in F.ducation (Cd) held on 20-02-2015
3. One day workshop for finalization of syllabus held on 14.05.2015
4. Minutes of the meeting of the Board of Studies in Education (Cd) held on 08-06-2015
5. Minutes of the meeting of the Faculty of Education held on 08-06-2015 ..
6. Letter dated23-07-15 from the Chairmaq Board of Studies in Education (9d)
o*r"l
1. The NCTE vide paper read (1) above has made new Norms & Regulation for Teacher Education
programmes in India and enhanced duration ofB.Ed. programme from one year to two years.
2. The Board of Studies in Education (Cd) held on20-02-2015 as per paper read (2) above, resolved
to revise the curriculum of B.Ed. in tune with the guidelines of NCTE regulation 2014 and a
subcommittee was constituted for framing structure, scheme, pattem and guidelines for two year
B.Ed. Programme.
3. A workshop as per paper read (3) above was conducted at the University Office, Thavakara on
14-05-2015 to finalize the syllabus for two year B.Ed. Programme.
4. The meeting of the Board of Studies in Education (Cd) held on 08-06-2015 vide reference (4)
above, approved the Regulation, Scheme, Syllabus and Model Question Papers of two year B.Ed.
Programme.
5. As per paper read (5) above, the meeting of the Faculty of Education held on 08-06-2015
approved the Regulatioru Scheme, Syllabus and Model Question Papers of two year B.Ed.
hogramme.
6. Vide paper read (6) above, the Chairman, Board of Studies in Education (Cd) has forwarded the
regulation, Scheme and Syllabus for two year B.Ed. Programme for implementation with effect
from 2015 admission
7. The Vice-Chancellor, after considering the matter in detail, and in exercise of the powers of the
Academic Council, conferred under Section 1l (l) of Kannur University Act, 1996 and all other
enabling provisions read together with, has accorded sanction to implement the RegulatiorL
Scheme, Syllabus and ]r4odel Question Papers for two year Bachelor of Education Programme
with effect from 2015 admission subject to report Academic Council.
P.T.O.
8. Orders are, therefore, issued accordingly.
g. The implemented Regulation, Scheme and Syllabus are appended.
sd/-
JOINT REGISTRAR (ACAI}EMIC)
FoT REGISTAR
To: :
The Principals of Colleges offering B.Ed. Programme.
Copy to:
1. The Examination Branch (through PA to CE)
2. The Chairman, BOS inEducation (Cd) rder
3. PS to VC/PA to PVC/PA to RegistrarlPA to
4. JR/AR-I (Academic)
5. Web Manager (for uploading in the Web si OFT'ICER
6. SFIDF/FC
t For more details log on to www. kannur university.ac.in

2
Bachelor of Education (B.Ed) Programme

Preface
The pre-service teacher education programme, the vital early phase in the development
of new teachers should equip the future teachers with a competency profile required to address
the issues in the modern schools and society. It must be relevant, coherent and of high quality.
To ensure the creation of quality teachers, the National Council for Teacher Education (NCTE)
has made some sweeping changes in the teacher education curriculum in 2014 laying emphasis
on competencies to enable teachers for handling a variety of tasks inside and outside the
classroom with more emphasis on the application of knowledge and principles in teaching and
learning rather than only on the theoretical understanding of the principles enunciated in a
particular course of study. In fact, research shows that an inspiring and informed teacher is the
most important school-related factor influencing student achievement. So it is critical to pay
close attention to how we train and support the prospective teachers.
It is in this context that Kannur University also revises its teacher education curriculum
in tune with the NCTE Two Year B.Ed. Programme Curriculum Framework for preparing
professionally competent teachers who are more reflective, versatile and effective, not simply
to teach successfully in relation to current external expectations, but who have the capacity to
engage fully with the complexities of education and to be key actors in shaping and leading
educational change.
The syllabus could not have been completed without the dedication of the drafting
committee members under the leadership and patronage of Dr. MK. Abdul Khader(Hon. Vice
Chancellor), Dr. Balachandran Keezhoth, (Registrar) Dr. S. Pradeepkumar (Controller of
Examinations) and Dr. P J Jacob (Dean, faculty of Education and syndicate member), Kannur
University. The contributions of the drafting committee, review committee, Heads and Principals
of Teacher Education Colleges, and University staff is duly acknowledged. The Board of Studies
hopes that this revised Teacher Education Curriculum has tremendous potential to prepare
reflective, accomplished and enquiring teachers for the new era.
Dr. Babu Kochamkunnel Ashraf TP

Chairman, BoS in Education Coordinator
08/06/2015
3
CONTENTS
SL.NO. ITEMS PAGE NO.

1. PREFACE 2
2. CURRICULUM DEVELOPMENT COMMITTEE 4
3. MAJOR OBJECTIVES OF THE PROGRAMME 7
4. ELIGIBILITY CRITERIA 9
5. SELECTION CRITERIA 12
6. LIST OF CORE COURSES 14
7. LIST OF PEDAGOGIC COURSES 15
8. LIST OF ELECTIVE COURSES 16
9. LIST OF EPC COURSES 17
10 SEMESTERWISE SCHEME OF EXAMINATION 18
11 PRACTICAL EXAMINATION 27
12 ORGANIZATION OF EPC COURSES 29
13 ASSESSMENT OF EPC COURSES 30
14 ORGANIZATION & ASSESSMENT OF PHYSICAL EDUCATION 31
15 PATTERN OF QUESTION PAPER 33
16 MONITORING COMMITTEE 35
17 GRIEVANCE REDRESSAL MECHANISM 35
18 CURRICULUM- SEMESTER I 36
19 CURRICULUM- SEMESTER II 97
20 CURRICULUM- SEMESTER III 200
21 CURRICULUM- SEMESTER IV 236
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CURRICULUM DEVELOPMENT COMMITTEE

General Convener
Dr. Babu Kochamkunnel, Chairman, BoS in Education
Coordinators
1. Ashraf TP, Coordinator, B.Ed. Curriculum Committee
2. Dr. K. Rajagopalan, Coordinator, M.Ed Curriculum Committee
Prospectus Committee
Dr. Helen Joy, Principal, Govt. Brennen College of Teacher Education, Thalasseri (Convener).
Dr. V N Ramani, Director, School of Pedagogical Sciences, Dharmasala (Member).
Various Subcommittees
Subcommittee 1: Papers Assigned
1. Psychology of Childhood and Growing up
2. Psychology of Learning and teaching.
3. EPC 2 Drama and Art in Education
4. EPC 4 Understanding the self
5. Guidance and Counseling
Members
Ashraf T.P., Principal, Keyi Sahib Training College, Taliparamba (convener)
Dr. Anil R., Associate Professor, PKM College of Education, Madampam.
Arunkumar P., Asst. Professor, GBCTE, Thalasseri
Praseeda K. , Course Director, Department of Teacher Education, Dharmasala.
Rajesh K R, Course Director, Department of Teacher Education Manantavady
Dr. Rijumol K C, Course Director, Department of Teacher Education Kasaragod.
Subcommittee II. Papers Assigned
1. Contemporary India and Education
2. Knowledge & Curriculum Part I & II
3. Gender School & Society.
4. Creating an inclusive School
5. Peace Education
Members
Dr. Santhosh Areekuzhiyil, Asst. Professor, GBCTE, Thalasseri
Maya J. Pillai, Associate Professor, P.K.M. College of Education, Madampam.
Dr. Ravi, Principal, Mahatma College of Teacher Education, Kanhangad.
Dr. Jayasree. C. V, Principal, SUM College of Teacher Education, Anjarakkandy.
Hathib K. K, Asst. Professor, Keyi Sahib Training College, Taliparamba.
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Subcommittee III Papers Assigned

1. Language Across the Curriculum
2. EPC 1 - Reading and Reflecting on Text
3. EPC 3- Critical Understanding of ICT
Ashraf T P, Principal, Keyi Sahib Training College, Karimbam (convener).
Hathib K K, Assistant Professor, Keyi Sahib Training College, Taliparamba
Faisal K V, Assistant Professor, Keyi Sahib Training College, Taliparamba
IV. Sub Committees for Optional Subjects:
1. Understanding Disciplines & Subjects
2. Pedagogy of School Subject Part I
3. Assessment for learning
4. Pedagogy of School Subject Part II
5. Optional Course – Additional Pedagogy
Arabic
Dr. Muhammed K.K. Associate Professor, Keyi Sahib Training College Karimbam (convener).
Dr. Abdul Kadar Prambat, Govt. Training College, Kozhikode.
English
Dr. Rakha K.R. Associate Professor, PKM College of Education, Madampam, (convener).
Faisal K. V., Asst. Professor, Keyi Sahib Training College, Taliparamba.
Hindi
Dr. Baby Pushpalatha A, Asst.Professor, Keyi Sahib Training College, Taliparamba (convener).
Ms. Baby Choran, Asst. Professor, GBCTE, Thalasseri
Malayalam
Dr. K.P. Anil Kumar, Associate Professor, NSS Training College, Ottappalam (convener).
Sr. Jessy N. C., Asst. Professor, PKM College of Education, Madampam.
Kannada
Vidya Lakshmi K. Asst. Professor of Kannada, DTE , Kasragod.
Physical Education
Dr. Anil R, Associate Professor, PKM College of Education, Madampam (convener).
Dr. Abdul Rahiman K, Associate Professor, Keyi Sahib Training College Karimbam
Jasmine Joseph, Assistant Professor, GBCTE, Thalasseri
Sanskrit
Dr. Harinarayanan Associate Professor, Govt. IASE, Thrissur (convener).
Dr. Unnikrishnan, Associate Professor, Govt. IASE, Thrissur
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Mathematics
Thanuja K., Associate Professor, Keyi Sahib Training College Karimbam (convener).
Dr. Sholy Joseph, Asst. Professor, PKM College of Education, Madampam
Natural Science
Dr. Stephen T.A. Principal, PKM College of Education, Madampam, (convener).
Dr. Joseph Kacharayil, Asst. Professor, GBCTE, Thalasseri
Indu K. Mathew, Principal, Malabar College of Teacher Education, Peravoor.
Physical Science
Mini C. Tharakan, Associate Professor, Keyi Sahib Training College, Karimbam (convener).
Dr. Prasanth Mathew, Asst. Professor, PKM College of Education, Madampam.
Social Science
Dr. Beena K. Asst. Professor, Keyi Sahib Training College, Karimbam (convener).
Dr. C K Babu, Asst. Professor, GBCTE, Thalasseri
Dr. Veena Appukkuttan, Asst. Professor, PKM College of Education, Madampam
Commerce Education
Dr. Santhosh Areekuzhiyil, Asst. Professor, GBCTE, Thalasseri(convener).
Mrs. Geetha C. Asst. Professor, Dept. of Commerce, MG College, Iritty.
(Former Asst. Professor of Commerce Education, UTEC, Kannur University)
Review Committee
Dr. Babu Kochamkunnel, Chairperson, BoS in Education
Ashraf TP, Principal, Keyi Sahib Training College, Karimbam
Dr. Anil R, Associate Professor, PKM College of Education, Madampam.
Hathib K K, Asst. Professor, Keyi Sahib Training College, Karimbam.
7
KANNUR UNIVERSITY
BACHELOR OF EDUCATION (B.Ed) DEGREE PROGRAMME
Regulations and Scheme of Examination
The Bachelor of Education (B.Ed.) Programme of Kannur University is a professional

programme that prepare teachers for upper primary or middle level, secondary level and senior
secondary level. Teacher education institutions shall make arrangements for effective
curriculum transaction through many innovative teaching-learning strategies like problem
solving, group discussion, panel discussion, seminar reading, brain storming, practical and
project work, discovery method, competency based teaching, contextual transaction of the
contents, demonstration-cum-discussion, participatory/activity based group work, case studies,
practical exercises, innovations, individual/ group assignment, face to face contact, tutorial /
library work, research approach etc.
Major Objectives of the Programme
To prepare professionally competent, reflective and versatile teachers
To develop social sensitivity and consciousness and finer human sensibilities among
prospective teachers through self reflection.
To acquires adequate knowledge of the content of the school subjects concerned, of
Upper primary, Secondary and Higher secondary classes.
To provide systematic hands-on activities including analysis of text books, curriculum
and syllabi, choosing and designing activities for classrooms
To educate prospective teachers to connect school knowledge with community
knowledge and life outside school.
To construct knowledge on the basis of their own observation, experiences, analysis and
reflection
To understand the psycho-social attributes and needs of learners, their special abilities
and characteristics
To create awareness about latest developments and thinking in the field of education.
To understand innovative child centred teaching learning strategies.
To imbibe knowledge and develop an understanding of the various methods and
approaches of organizing learning experiences.
To acquires skills in developing and using ICT integrated learning resources for
classroom learning.
To acquire knowledge and develop an understanding of the various procedures and
techniques of evaluation and their classroom applications to interpret the results.
To acquaint with professionalization of teacher education.
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1. TITLE: These regulations shall be called “Regulations and Guidelines for the Two Year B.Ed.
Programme of Kannur University”.
2. SCOPE: Applicable to Regular B.Ed Programme conducted by Kannur University with effect
from 2015-2016 Admissions. The provisions herein supersede all the existing regulations for the
regular B.Ed. programme to the extent herein prescribed.
3. DEFINITIONS
Programme: Programme means a patterned combination and sequences of courses in the

discipline of education spreading over four semesters, the successful completion of which
would lead to the award of a degree in education.
Semester System: An academic system with programme designed to be completed

progressively within a period covering multiples of half an academic year.
Course: Course is a complete integrated series of lessons / instructional content which are
identified by a common title.
Core course(C): Core course means a course that comes under the category of courses which is
compulsory for all students undergoing B. Ed. Programme.
Pedagogic Course (P): - Pedagogic Course means a course in the subject of specialization within
the B.Ed. Programme.
Elective Course (E): An elective course is one chosen by a student from a number of
optional courses in the curriculum.
EPC Course: EPC Course means a course which would enhance professional competency of
B.Ed students which is compulsory for all students undergoing B.Ed Programme.
4. DURATION OF THE PROGRAMME: The B.Ed Programme is of four semesters spread over two
year duration.
5. STRENGTH OF STUDENTS: There shall be a basic Unit of 50 students, with a maximum of 2

Units. There shall not be more than 25 students per teacher for a school subject for method
courses and other practical activities of the programme to facilitate participatory teaching and
learning.
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6. ELIGIBILITY FOR ADMISSION: Eligibility for Admission and norms for admission to B.Ed
Degree programme shall be according to the rules framed by the Government/ Kannur
University from time to time.
(i) General
(a) Candidates seeking admission to the B.Ed. course should have passed B.A./B.Sc/M.Com
Degree examination (under the 10+2+3 pattern) with one main/core subject and two
subsidiary/ complementary course from this University or any other University recognized by
this University as equivalent thereto.
(b) Candidates who have passed their qualifying Examination from Universities outside Kerala
should submit Eligibility/Equivalence Certificate stating that their qualifying Examination is
recognized by this University, for seeking admission to B.Ed Degree Course in a particular
optional subject in a stream as applicable, along with their application.
(c) Double or triple main candidates of other Universities will be considered for admission only
if they furnish the copies of the Equivalence/Eligibility certificate from Kannur University stating
that the qualifying examination is recognized for seeking admission to B.Ed Degree course in a
particular optional subject. Equal weightage is given to Single main, Double main and Triple
main Degree holders.
(d) The minimum requirement of marks for admission to B. Ed. Course is 50 % or equivalent
CGPA (No rounding off of the percentage of marks to the nearest whole number is permitted)
in Bachelor’s Degree [Science/Arts Subjects] for Part I + II+ III together (Common, Core,
Complementary and Open Courses) or Part III (Core and Complementary courses) alone with
50% or equivalent CGPA in MA/M.Sc/M Com with usual relaxation for the eligible categories as
per University/Government/NCTE Norms.
(e) Candidates belonging to SC/ST and natives of Lakshadweep, Aided or Government Teachers
with 3 years regular service need to secure a pass in the Degree Examination. The candidates
belonging to SEBC will be given a relaxation of 5% and the candidates belonging to OEC will be
given a relaxation of 5% from the prescribed minimum marks. Blind candidates who have more
than 40% disability will be given relaxation of 5% from the prescribed minimum marks.
Candidates should be physically fit and mentally sound. Deaf/Dumb candidates are not eligible.
However blind candidates are eligible for admission to courses other than Science optional.
(ii) For Language Optional

a) English: BA Degree with English Language and Literature/Functional English/ Communicative
English with 50% marks or equivalent CGPA/GPA in Part I + II+ III together (Common, Core,
Complementary and Open Courses) or Part III (Core and Complementary courses) alone or 50%
marks in MA English Language and Literature/Functional English/Communicative English or
BA/B.Sc with 50% of marks or equivalent CGPA/GPA for Part I English/Common Course - 1
(English).
b) Malayalam: BA Degree with Malayalam Language and Literature with 50% marks or
equivalent CGPA/GPA in Part I + II+ III together (Common, Core, Complementary and Open
Courses) or Part III (Core and Complementary courses) alone or 50% marks in MA Malayalam
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Language and Literature or BA/B.Sc with 50% of marks or equivalent CGPA/GPA for Part
II/Common Course - 2 (Malayalam) .
c) Hindi: B.A. Degree with Hindi Language and Literature/ Functional Hindi with 50% marks or
Courses) or Part III (Core and Complementary courses) alone or 50% marks in MA Hindi
Language and Literature or B.A/B.Sc with 50% of marks or equivalent CGPA/GPA for Part
II/Common Course – 2 (Hindi) .
d) Arabic: B.A. Degree with Arabic Language and Literature /Afzal-Ul-Ulama Degree with 50%
marks or equivalent CGPA/GPA in Part I + II+ III together (Common, Core, Complementary and
Open Courses) or Part III (Core and Complementary courses) alone or 50% marks in M.A. Arabic
Language and Literature or B.A/B.Sc with 50% of marks or equivalent CGPA/GPA for Part
II/Common Course – 2 (Arabic) .
e) Kannada: BA Degree with Kannada Language and Literature with 50% marks or equivalent
CGPA/GPA in Part I + II+ III together (Common, Core, Complementary and Open Courses) or
Part III (Core and Complementary courses) alone or 50% marks in MA Kannada Language and
Literature or BA/B.Sc with 50% of marks or equivalent CGPA/GPA for Part II/Common Course –
2 (Kannada).
f) Sanskrit: BA. Degree with Sanskrit Language and Literature with 50% marks or equivalent
Part III (Core and Complementary courses) alone or 50% marks in M.A. Sanskrit Language and
Literature or B.A/B.Sc with 50% of marks or equivalent CGPA/GPA for Part II/Common Course –
(Sanskrit) .
Note: Candidates applying for the course under the language stream with a Bachelor’s Degree
in the subject concerned will be ranked first in that particular stream. Candidates applying for
the course under any language stream based on Part I/Part II or common courses at under
graduate level and having PG Degree in the same subject as in Part I/Part II will be ranked only
after that.
iii) For Other Optional Subjects
(a) Mathematics: B.Sc Degree with Mathematics/Statistics/Applied Statistics as main, with 50%
marks or equivalent CGPA/GPA in Part I + II+ III together (Common, Core, Complementary and
Open Courses) or Part III (Core and Complementary courses) alone or 50% marks in M.Sc.
Mathematics/Statistics/Applied Statistics. Candidates with Statistics/Applied Statistics should
have studied Mathematics as one of the subjects.
(b) Physical Science: B.Sc Degree with Physics/ Chemistry/ Polymer Chemistry/ Geology/
Petrochemicals/Bio Chemistry/Industrial Chemistry main with 50% marks or equivalent
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Part III (Core and Complementary courses) alone or 50% marks in M.Sc
Physics/Chemistry/Polymer Chemistry/Geology/Petrochemicals/Bio chemistry/Industrial
Chemistry/Photonics(Integrated from CUSAT)
(c) Natural Sciences: B.Sc Degree with Botany/Zoology/Biochemistry/B.Sc Plant Science/Home

Science with Zoology or Botany as subsidiary/Aquaculture (with Biochemistry and Zoology as
Subsidiaries)/Forestry and Wood Technology/ Biotechnology/Microbiology with 50% marks or
Courses) or Part III (Core and Complementary courses) alone or 50% marks in M.Sc
Botany/Zoology/Biochemistry/Plant Science/Home Science. They should have studied
Zoology/Botany/Bio Chemistry as one of the subjects in Degree level.
(d) Social Science: B.A Degree with History/Arabic and Islamic History/Urudu and Islamic
History/Geography /Politics/ Economics/ Sociology/ Psychology/ Philosophy/ West Asian
Studies with 50% marks or equivalent CGPA/GPA in Part I + II+ III together (Common, Core,
Complementary and Open Courses) or Part III (Core and Complementary courses) alone or 50%
marks in M.A History/Arabic and Islamic History/Geography/ Politics/Economics / Sociology/
Psychology/ Philosophy/ West Asian Studies.
(e) Commerce: Candidates who have secured M.Com Degree with not less than 50% marks
alone are eligible for admission to the B.Ed Course in Commerce. Such candidates are not
eligible for admission to any other B.Ed Course.
Illustration
The procedure to calculate CGPA of core and complementary courses together on the basis of
Grade card issued by Kannur University from 2009 admission onwards illustrated through the
example below:
Course Credit CGPA CGP= Credit X CGPA

Core 54 3.52 190.08
Complimentary I 12 3.12 37.44
Complimentary II 12 2.68 32.16
Total 78 9.68 259.68
CGPA = 259.68/78 = 3.33

Hence percentage of marks = 3.33x 25 = 83.25
7. SELECTION CRITERIA:
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a) Selection is based on the marks/grade obtained by the applicant in the Degree Examination
for Part III / core and complementary courses or Part I /Part II common courses as the case may
be.
b) Special weightage will be given to post graduate, in the same subject concerned as shown
below:
MA/M.Sc First Class 5 points/marks

-do- Second Class 3 points/marks
-do- Third Class 2 points/marks
A weightage of 5 points/marks will be given to candidates who have taken Degree from
Kannur University.
A weightage of five index points will be given to the natives of Kannur University
jurisdiction (ie. Kannur, Kasaragod Revenue Districts and Mananthavady Taluk of Wayanad
Revenue District) for admission to B.Ed. programme in all institutions maintained by or
affiliated to the University on production of Nativity Certificate of 5 years issued by the
Competent Revenue Authority.
c) Weightage will be given to Teachers in Government/Aided School service. Total approved

service of applicants will be considered in ranking. (0.1 index point will be given for each
completed month of experience). Approved Service means full time teaching experience in
Government/Aided Schools duly certified in form IV of KER by the controlling officer, that is
Head of the School and countersigned by the concerned A.E.O/D.E.O.
d) 10% of seats are reserved for Teachers in service of Kerala (in Govt. College only). Teachers
having a minimum of 3 years experience with relaxation of 2 years to T.T.C holders, 1 year to
L.T.T.C/Diploma in Teaching and one year to Diploma in Pre-Primary Education as per rules as
on the date of notification alone are eligible to apply for selection under Teacher's quota. Those
who are eligible to get study leave for the duration of the entire course from the authority
concerned alone need apply and in case they are selected for the course, they should produce a
certificate from the Head of Schools concerned, that they have applied for eligible leave for the
duration of the course before being admitted.
e) Those who have undergone NCC Training with minimum 75% attendance as stipulated in GO
673/04/HEDN, dated 15-04-1994 will be given an additional 5 marks. This will be added to the
marks obtained by the candidate for Part III/Core and Complementary courses. Eligible
weightage will be given to NCC A,B,C certificate holders.
f) In the case of applicants with double main and triple main subjects, admission will be based
on the total of all main subjects, and weightage will be given only on the subject which the
applicant applies as optional.
g) Ezhava/Thiyya/Billava/Muslim/O.B.H/SIUC/LC applicants are eligible for consideration for
reservation of seats as per the Government rules in this regard.
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8. MEDIUM OF INSTRUCTION: The medium of instruction shall be English for all courses.
However, in case of languages, instruction may be given partly in the language concerned.
Medium of examination shall be English/Malayalam.
9. ATTENDANCE
a. One semester of B.Ed programme will normally consists of 100 working days of 6 hours
each. The candidate should earn minimum of 80% attendance of the total working days
in each semester.
b. Shortage of attendance (in each semester) up to 10% may also be condoned by the Vice-
Chancellor on the recommendation of the Principal of the college on genuine grounds.
c. The percentage of attendance of a candidate to be calculated based on the total
number of working days as stipulated by NCTE / University.
d. A candidate who does not complete the work in the practical (Internship) satisfactorily
(minimum 90% attendance) will not be permitted to take University examination in the
fourth semester until he/she completes the internship in the subsequent years.
Re – admission:
A student who did not have sufficient attendance and could not appear for the
examination may be re admitted in the subsequent year as term student, with a
permission of principal and concurrence of University, only of he/she had completed the
all internship activities successfully.
10. STRUCTURE OF THE PROGRAMME
Total Marks for the Programme : 1500
Duration of the Programme : Two Years Comprising 4 Semesters
Semesters Period No. of working days Remarks

I June to October 100
April/May Summer vacation

II November to March 100 School Acclimatization programme in
November.
III June to October 100 80 days/ 15 weeks in school
(internship)+ one week for
demonstration/criticism classes
IV November to March 100
11. PERIOD OF EXAMINATION (SUGGESTED)

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First semester external examinations shall be conducted in November, second semester in April,
Practical examination during November and examinations for the third semester pedagogy course and
fourth semester courses shall be held in April. The mark sheets of internal marks on the prescribed
processes of theory courses including EPCs shall be submitted to the University immediately after the
closure of each semester.
12. CURRICULUM CONTENT
The content of the Teacher Education Curriculum has been designed keeping in view the
envisioned profile of a teacher, who manages teaching learning resources, acts as a facilitator and
counselor for the students and mobilizes community resources for larger benefit of the society.
The Two Year B.Ed programme of NCTE Curriculum Framework comprises three broad curricular
areas stretching across four semesters – (i) Perspectives in Education, (ii) Curriculum and Pedagogic
Studies, and (iii) Engagement with the Field.
There are six courses under Perspectives in Education and five courses under Curriculum and
Pedagogic Studies and four courses for Enhancement of Professional Capacities (EPC) under Engagement
with the field. A couple of courses are stretched into Parts I and II in order to space out the learning load
and make for easier internalization. Part (iii) courses are essentially meant for sensitizing student
teachers to specific dimensions of their development as teachers.
The course contents require expertise of faculty in the institution as well as visiting faculty for
courses on drama, communication, ICT, understanding the self, etc. The colleges offering B Ed would
have to make necessary planning for identifying and incorporating faculty for transacting the same.
Most of the modules in the revised curriculum and syllabus require team effort from the faculty within
and outside the institution and may not be considered as water tight compartments confined to a single
teacher mode. Institutions would be advised to have the combined efforts of the entire faculty on the
basis of expertness and competence to provide valuable inputs and rich experience to the B Ed students.
13. LIST OF COURSES
A. CORE COURSES
Sl. No Courses No. Name of Course

1 BED C 101 Psychology of Childhood and Growing Up
2 BED C 102 Contemporary India and Education

3 BED C 103 Language Across the Curriculum
4 BED C 201 Psychology of Learning and Teaching
5 BED C 202 Knowledge and Curriculum-Part I
6 BED C 401 Gender, School and Society
7 BED C 402 Knowledge and Curriculum-Part II
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8 BED C 403 Creating an Inclusive School
B. PEDAGOGIC COURSES
BED P 101.1.Understanding the Discipline and Subject-Arabic
BED P 101.2. Understanding the Discipline and Subject-Commerce
BED P 101.3. Understanding the Discipline and Subject-English
BED P 101.4. Understanding the Discipline and Subject-Hindi
BED P 101.5. Understanding the Discipline and Subject-Kannada
BED P 101.6. Understanding the Discipline and Subject-Malayalam
BED P 101.7. Understanding the Discipline and Subject-Mathematics
BED P 101.8. Understanding the Discipline and Subject-Natural Science
BED P 101.9. Understanding the Discipline and Subject-Physical Science
BED P 101.10. Understanding the Discipline and Subject-Sanskrit
BED P 101.11. Understanding the Discipline and Subject-Social Science
BED P 201.1 Pedagogy of School subject – Part I: Arabic

BED P 201.2 Pedagogy of School subject – Part I: Commerce
BED P 201.3 Pedagogy of School subject – Part I: English
BED P 201.4 Pedagogy of School subject – Part I: Hindi
BED P 201.5 Pedagogy of School subject – Part I: Kannada
BED P 201.6 Pedagogy of School subject – Part I: Malayalam
BED P 201.7 Pedagogy of School subject – Part I: Mathematics
BED P 201.8 Pedagogy of School subject – Part I: Natural Science
BED P 201.9 Pedagogy of School subject – Part I: Physical Science
BED P 201.10 Pedagogy of School subject – Part I: Sanskrit
BED P 201.11 Pedagogy of School subject – Part I: Social Science
BED P 202.1 Assessment for Learning-Arabic

BED P 202.2 Assessment for Learning-Commerce
BED P 202.3 Assessment for Learning-English
BED P 202.4 Assessment for Learning-Hindi
BED P 202.5 Assessment for Learning-Kannada
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BED P 202.6 Assessment for Learning-Malayalam

BED P 202.7 Assessment for Learning-Mathematics
BED P 202.8 Assessment for Learning-Natural Science
BED P 202.9 Assessment for Learning-Physical Science
BED P 202.10 Assessment for Learning-Sanskrit
BED P 202.11 Assessment for Learning-Social Science
BED P 301.1. Pedagogy of School Subject – Part II: Arabic

BED P 301.2. Pedagogy of School Subject – Part II: Commerce
BED P 301.3. Pedagogy of School Subject – Part II: English
BED P 301.4. Pedagogy of School Subject – Part I: Hindi
BED P 301.5. Pedagogy of School Subject – Part II: Kannada
BED P 301.6. Pedagogy of School Subject – Part II: Malayalam
BED P 301.7. Pedagogy of School Subject – Part II: Mathematics
BED P 301.8. Pedagogy of School Subject – Part II: Natural Science
BED P 301.9. Pedagogy of School Subject – Part II: Physical Science
BED P 301.10. Pedagogy of School Subject – Part II: Sanskrit
BED P 301.11. Pedagogy of School Subject – Part II: Social Science
C. ELECTIVE COURSES: Institutions with 50 annual intakes should offer a minimum of two courses from
this ( from 401.1 to 401.5) and institutions with 100 annual intakes should offer at least four courses
from this category.
BED E 401.1. Guidance and Counseling
BED E 401.2. Health and Physical Education
BED E 401.3. Peace Education
BED E 401.4. Environmental Education
BED E 401.5.1. Additional Pedagogy- Arabic
BED E 401.5.2. Additional Pedagogy-Commerce
BED E 401.5.3. Additional Pedagogy- English
BED E 401.5.4. Additional Pedagogy-Hindi

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BED E 401.5.5. Additional Pedagogy-Kannada
BED E 401.5.6. Additional Pedagogy-Malayalam
BED E 401.5.7. Additional Pedagogy-Mathematics
BED E 401.5.8. Additional Pedagogy-Natural Science
BED E 401.5.9. Additional Pedagogy-Physical Science
BED E 401.5.10. Additional Pedagogy-Sanskrit
BED E 401.5.11. Additional Pedagogy-Social Science
D. COURSES ON ENHANCING PROFESSIONAL CAPACITIES (EPC)
EPC 01 : Reading and Reflecting on Texts

EPC 02 : Drama and Art in Education
EPC 03 : Critical Understanding of ICT
EPC 04 : Understanding the Self
14. COURSE STRUCTURE OF THE PROGRAMME
COURSES SEM 1 SEM II SEM III SEM IV
BED C 101 BED C 201 BED C 401
BED C 102 BED C 202 BED C 402
Core courses BED C 103 -------------- BED C 403
BED P 101* BED P 201*

Pedagogic courses BED P 202* BED P 301* ------------------
Elective Courses -------------- ------------------ ----------------- BED E 401*

EPC Courses EPC 01 EPC 02 --------------- EPC 03
(Internal EPC 04
Evaluation)
*Indicates branches
15. SCHEME OF EXAMINATION (SEMESTER WISE DETAILS)
The student teachers shall be required to study 4 courses each during the first, second and fourth
semesters, and one course during the third semester apart from physical education practical and EPC
courses. Each theory course has the component of internal and external assessment. The external
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assessment shall be based on the students’ achievement in the Term End examination in the theoretical
components and internal assessment shall be based on the student teachers performance in the
practicum components. The projects/assignments/tasks in the practicum component shall be assessed
internally. The weightage in terms of marks for different courses (theory internal) is given below.
SEMESTER I
Duration of the Semester: 100 days
Course Marks
Course Code
External Internal Total
BED C 101 Psychology of Childhood and Growing Up 80 20 100
BED C 102 Contemporary India and Education 80 20 100
BED C 103 Language Across the Curriculum 50 10 60
BED P 101.1. Understanding the Discipline and Subject-Arabic. 50 10 60
BED P 101.2. Understanding the Discipline and Subject-Commerce. 50 10 60
BED P 101.3 Understanding the Discipline and Subject- English 50 10 60
BED P 101.4 Understanding the Discipline and Subject –Hindi 50 10 60
BED P 101.5 Understanding the Discipline and Subject-Kannada 50 10 60
BED P 101.6 Understanding the Discipline and Subject-Malayalam 50 10 60
Understanding the Discipline and Subject-
BED P 101.7 50 10 60
Mathematics
Understanding the Discipline and Subject-Natural
BED P 101.8 50 10 60
Science
Understanding the Discipline and Subject-Physical
BED P 101.9 50 10 60
Science
BED P 101.10 Understanding the Discipline and Subject-Sanskrit 50 10 60
Understanding the Discipline and Subject-Social
BED P 101.11 50 10 60
Science
EPC 01 Reading and Reflecting on Text -- 50 50
Total for theory 260 110 370

BED C 104 *Physical Education Practical ------ 30 30
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Total 260 140 400
SEMESTER II
Duration of the semester: 100 days
Sl. No. Course Marks

BED C 201 Psychology of Learning and Teaching 80 20 100
BED C 202 Knowledge and Curriculum – Part I 50 10 60
BED P 201.1 Pedagogy of School subject – Part I: Arabic 50 10 60
BED P 201.2 Pedagogy of School subject –Part I: Commerce. 50 10 60
BED P 201.3 Pedagogy of School subject–Part I: English 50 10 60
BED P 201.4 Pedagogy of School subject – Part I: Hindi 50 10 60
BED P 201.5 Pedagogy of School subject–Part I: Kannada 50 10 60
BED P 201.6 Pedagogy of School subject –Part I: Malayalam 50 10 60
BED P 201.7 Pedagogy of School subject –Part I: Mathematics. 50 10 60
BED P 201.8 Pedagogy of School subject –Part I: Natural

Science. 50 10 60
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BED P 201.9 Pedagogy of School subject –Part I: Physical 50 10 60

Science
BED P 201.10 Pedagogy of School subject –Part I: Sanskrit 50 10 60
BED P 201.11 Pedagogy of School subject –Part I: Social Science 50 10 60
BED P 202.1 Assessment for Learning-Arabic 80 20 100

BED P 202.2 Assessment for Learning-Commerce 80 20 100
BED P 202.3 Assessment for Learning-English 80 20 100
BED P 202.4 Assessment for Learning-Hindi 80 20 100
BED P 202.5 Assessment for Learning-Kannada 80 20 100

BED P 202.6 Assessment for Learning-Malayalam 80 20 100
BED P 202.7 Assessment for Learning-Mathematics 80 20 100
BED P 202.8 Assessment for Learning-Natural Science 80 20 100
BED P 202.9 Assessment for Learning-Physical Science 80 20 100

BED P 202.10 Assessment for Learning-Sanskrit 80 20 100
BED P 202.11 Assessment for Learning-Social Science 80 20 100

EPC 02 Drama and Art in Education ---- 50 50
BED C 203 * Physical Education Practical 30 30
Total 260 140 400
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SEMESTER III
Duration of the semester 100 days
BED P 301.1. Pedagogy of School Subject – Part II: Arabic External Internal Total
BED P 301.2. Pedagogy of School Subject – Part II: 50 10 60

Commerce
BED P 301.3. Pedagogy of School Subject – Part II: English 50 10 60
BED P 301.4 Pedagogy of School Subject – Part II: Hindi 50 10 60
BED P 301.5. Pedagogy of School Subject – Part II: Kannada 50 10 60
BED P 301.6. Pedagogy of School Subject–Part II: 50 10 60

Malayalam
BED P 301.7. Pedagogy of School Subject – Part II: 50 10 60

Mathematics
BED P 301.8. Pedagogy of School Subject – Part II: Natural 50 10 60

Science
BED P 301.9 Pedagogy of School Subject – Part II: Physical 50 10 60

Science
BED P 301.10 Pedagogy of School Subject – Part II: Sanskrit 50 10 60
BED P 301.11 Pedagogy of School Subject – Part II: Social 50 10 60

Science
BED C 302 School Internship (15 weeks) --- 200 200
BED C 303 Practicum during internship 90* 90
Total 50 300 350

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Break up of 90* marks
Record of Practice Teaching 10 marks

Record of Demonstration/ Criticism 10 marks
Handling of Health & Phy. Edn. Class 20 marks
Learning Aids 10 marks
Observation Record of a Regular Classroom of a teacher 10marks
Case Study/Action Research 10 marks
Blue Print and Question Papers 10 marks
Working with School Programme 10 Marks
(Arts Festival/Red Cross/Sports & Games, etc.)
Total 90 marks
Total for the third semester: 350 Marks
Semester IV
Duration of the semester 100 days
BED C 401 Gender, School and Society 50 10 60
BED C 402 Knowledge and Curriculum – Part II 50 10 60
BED C 403 Creating an Inclusive School 50 10 60
BED E 401.1 Guidance and Counseling 50 10 60
50 10 60
BED E 401.2 Health and Physical Education
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Peace Education
BED E 401.3
50 10 60
BED E 401.4 Environmental Education 50 10 60
BED E 401.5.1. Additional Pedagogy-Arabic 50 10 60
BED E 401.5.2. Additional Pedagogy-Commerce 50 10 10
BED E 401.5.3. Additional Pedagogy-English 50 10 60
50 10 60
BED E 401.5.4. Additional Pedagogy-Hindi
BED E 401.5.5. Additional Pedagogy-Kannada 50 10 60
50 10 60
BED E 401.5.6. Additional Pedagogy-Malayalam
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BED E 401.5.7. Additional Pedagogy-Mathematics 50 10 60
BED E 401.5.8. Additional Pedagogy-Natural Science 50 10 60
BED E 401.5.9. Additional Pedagogy-Physical Science 50 10 60
BED E 401.5.10 Additional Pedagogy-Sanskrit 50 10 60
BED E 401.5.11. Additional Pedagogy-Social Science

50 10 60
EPC 03 Critical Understanding of ICT ---- 50 50
EPC 04 Understanding the Self ---- 50 50
BED C 404 *Physical Education Practical -- 10 10
Total 200 150 350
*Record of Physical and Health Education

16. CRITERIA FOR INTERNAL ASSESSMENT
Attendance 4 4
Test 2 6
Assignment 2 4
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Task 2 6
Total 10 20
17. CRITERIA FOR DISTRIBUTING MARKS FOR ATTENDANCE
Attendance Marks
Above 90% 4
85- 90% 3
80-85% 2
18. ENGAGEMENT WITH THE FIELD-- ORGANIZATION AND ASSESSMENT

Engagement with the Field is the curricular component that is meant to holistically link all the
courses across the programme, while it also includes special courses for Enhancing Professional
Capacities (EPC) of the student teachers. This curricular area has the following components:
(i) TASKS AND ASSIGNMENTS that run through all the courses as indicated in the year wise distribution
of the syllabus: Two weeks shall be utilized for collecting data for the given tasks and assignments.
(ii)School Acclimatization Programme
During the first year, preferably during the second semester, to support better understanding of
schools and in preparation of Internship, teacher education institutes shall make provisions for visits to
innovative centers of pedagogy and learning - innovative schools, educational resource centers, etc. one
week in school to acclimatize student teachers to the school and its environment, understanding of
children, teaching-learning process and school dynamics. During this period, prospective teachers shall
observe class room transactions but will not deliver any lessons. However, they may take up
assignments on records/projects as assigned by the teacher educators / school teachers or principals.
(iii) SCHOOL INTERNSHIP
Internship program in Teacher Education is of great significance because it ensures the
professional preparation of prospective teachers. It provides them a practical opportunity to develop
true understanding of the teaching profession and future prospects of working conditions in that
profession.
Objectives of Internship
• Learns the skills to transact the subject matter in accordance with the accepted principles of
learning and teaching and in tune with the needs and interest of the children.
• Develop required skills to teach in an inclusive classroom
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• Use different activity based and stage specific learning methods and strategies in the class
rooms.
• Incorporate the components of ICT in classroom transaction.
• Learn about school activities, scheme and programmes and their impact on children.
• Utilize the community resources for meaningful partnership between school and community.
During the Internship, a student-teacher shall work as a regular teacher and participate in all the
school activities, including planning, teaching and assessment, interacting with school teachers,
community members and children. For each student-teacher, internship should be conducted preferably
in one school for the entire 15 weeks. However, if the institute wants to provide an opportunity to
understand the context of teaching in a government and private school or the dynamics of teaching at
elementary and senior secondary levels, this period can be divided into two blocks. However, internship
period should not be reduced for the ‘delivery’ of a certain number of lesson plans, but should aim at
meaningful and holistic engagement with learners and the school.
School Internship should be designed for interns to teach for 5 days per week for a minimum
period of 16 weeks, including an initial phase of observing a regular classroom. The intern will
necessarily have supervisory support from the faculty in the form of subject supervision, who may also
be supported by general teachers. The intern will be required to develop unit plans for which she must
choose and design appropriate activities. The minimum number of lessons to be delivered is 60 at two
levels excluding Physical and Health Education classes. If a student practices teaching at different levels
(upper primary, middle level, secondary and senior secondary) during the internship period, the
minimum number of lessons to be delivered in a level should not be less than 15. A record of these plans
must be maintained. The intern is also expected to maintain a daily reflective journal *(Reflective Daily
Diary) in which the intern will reflect on his/her practice and also attempt to draw linkages between
pedagogy and the theory courses she/he has studied.
*Reflective Journal would include a brief description of how the class was conducted, how learners
responded, reflective statements about his preparedness for the class, responses to learners’ questions,
capacity to include learners sharing of their experiences, responses towards their errors, difficulties in
comprehending new ideas and concepts, issues of discipline, organization and management of group,
individual and group activities etc.
19. PRACTICAL EXAMINATION:
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Practical examination will be conducted by External Examination Boards constituted by the University.
The duration of examination in a college shall be three days for a unit of 50 students and four days for
two units of 100 students.
One examiner for optional course and one examiner for physical & health education will
conduct the practical examination. All the records/products of item 1 to 9 except 4 given below will be
verified by the optional examiner. No separate examiners for audio visual education and measurement
and evaluation. Examiner for Physical & health education will evaluate item no. 4. However the marks
awarded internally for teaching competency, handling of health & physical education classes, learning
aids and achievement tests and case study/action research only will be standardized by the board.
The Board shall observe and evaluate the teaching competency and other practical works of all
candidates. All candidates should appear for a viva voce for optional and physical & health education.
The chairperson of the Practical Examination board also will verify the records and conduct viva voce for
selected candidates (10 to 15%) of an institution.
Assessment of Internship Activities
1. Regular Class room teaching delivery of 60 lessons 200 marks
2. Record of Practice Teaching 10 marks
3, Record of 5 Demonstration classes/ 8 Criticism classes 10 marks
4. Handling of Health & Physical Education Class 20 marks
5. Learning Aids 10 marks
6. Observation of 5 lessons of a regular teacher 10 marks
7. *Case Study/ Action Research 10 marks
8. Blue Print and Question Papers 10 marks
9. Working with School Programme 10 marks
(Arts Festival/Red Cross/Sports & Games, etc.)
*Case Study/Action Research
All the student teachers must identify a topic during the second semester and make proposal for Action
Research/ Case Study to be completed during the internship programme. The report shall be submitted
for verification during the practical examination.
*Learning Resources
ICT integrated learning aids, models and still models used during the internship are to be submitted for
evaluation. Preparation and use of charts,
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glass slides, and transparency sheets, etc. shall be minimized. Only eco friendly materials are to be used
for making learning aids/resources.
20. ORGANIZATION OF EPC COURSES

All the EPC courses shall be organized as per the instructions/guidelines given in each syllabus. Some of
the contents in the EPC courses, though outlined in a semester in the two year programme, need not be
confined to that semester. Rich and varied experience across the semesters should be provided to
students with the necessary credit hours gained throughout the programme. A record of the activities
oriented towards the same may be beneficial in monitoring the EPC courses.
EPC 01: Reading and Reflecting on Texts: Forty contact hours shall be utilized for developing proficiency
in reading, writing, speaking, etc. The course shall be conducted as per the guidelines given in the
syllabus under the leadership of Language faculty members of the college. Students shall be directed to
submit reading reflections after completing each reading assignment. These reflections not only
encourage students to read more regularly, they also promote content mastery and foster student
development of monitoring, self-evaluation, and reflection skills. Though Teacher Education Institutions
have the freedom to select appropriate and relevant books for reading/writing/speaking activities, the
activities shall offer opportunities to read a wide variety of texts, including empirical, conceptual, and
historical work, policy documents, studies about schools, teaching, learning, and about different
people’s experiences of all of these. The course will also include narrative texts, expository texts from
diverse sources, including autobiographical narratives, field notes, ethnographies, etc. to address
different types of reading skills and strategies.
Criteria for awarding Marks
1. Test : 10 Marks
2. Tasks on Narrative Writing : 10 Marks
3. Tasks on Expository Writing : 10 Marks
4. Tasks on Journalistic Writing : 5 Marks
5. Tasks on Educational Writing : 5 Marks
6. Tasks on Subject-related Reference Books: 10 Marks
EPC 02: Drama and Art in Education: The course on Drama and Art in Education needs to be
conducted in the mode of workshops (minimum five days, preferably in two phases of 2 and 3 days) by
professionals trained in drama, theatre, folk arts, music, and fine arts and co-ordinated by faculty
members
1. Workshop involvement : 10 Marks
2. Skill in Dramatization/Role Play : 10 Marks
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3. Individual performance in arts (two items) : 10 Marks

4. Group performance in arts (two items) : 10 Marks
5. Documentation : 10 Marks
EPC 03: Critical Understanding of ICT: The course should enable prospective teachers to learn
integrating technology tools for teaching learning material development, developing collaborative
networks for sharing and learning. This course shall be integrated with every day teaching learning
process and special training can be given through well equipped ICT labs in teacher education colleges
under the guidance of faculty members. ICT learning materials are to be produced based on all courses.
1. Test : 10 marks
2. Preparation of Power Point documentary (Individual task) : 20 marks
3. Handling of Class (Optional/General) by using ICT resources –one : 10 Marks
4. Preparation of Educational Video of 5 minutes duration (Individual product) : 10 Marks
Course EPC 04: Understanding the Self: The course shall be conducted in workshop mode, preferably in
five phases giving weightage to each theme under the guidance of physical education director and other
faculty members. A Study tour also shall be organized by the institution at their convenience as a part of
the course, understanding the self.
1. Workshop Involvement : 05 Marks
2. Assignment based on any theme of the paper : 10 Marks
3. Record of Activities including case study, biographies, reflective journal : 10 Marks
4. Reflective skils : 10 Marks
5. Test : 10 Marks
6. Field Trip/Study Tour : 05 Marks
ASSESSMENT OF EPC COURSES

All the EPC courses shall be internally assessed as per the criteria given above. An institution
shall form an Internal Examination Cell under the chairmanship of the Principal to regulate the internal
assessment of EPC courses. All the faculty members and trained resource persons of the respective
workshops shall be the members of the Cell. Participation of every student teacher is mandatory in all
EPC courses. Individual record files be maintained as a record of activities by student teachers duly
signed by teacher educators. The following direction shall strictly be followed to prevent inflation of
marks in ECP courses. The marks to individual students shall be distributed in such a way that the total
marks for one EPC course shall not exceed 2000 for one unit of 50 students and 4000 for two units of
100 students.
The Principal should submit an undertaking to the controller of examination stating
that he/she has checked and verified the internal assessment of EPC courses and followed all the
30
instructions and guidelines given in the regulation and syllabi of respective courses in two year B.Ed
Programme.
21. ORGANIZATION AND ASSESSMENT OF PHYSICAL EDUCATION PRACTICAL: GUIDELINES
SEMESTER I: PHYSICAL EDUCATION PRACTICALS: 30 MARKS (INTERNAL)
Programme Objectives:
Grading students on their fitness component may be holding them accountable for accomplishments
beyond their control and is NOT recommended. The purpose of physical education practical component
is to create an understanding of fitness concepts and what the tests measures. The programme should
make student teachers aware of choices that impact their health. Students who understand and value
good nutrition and physical fitness will be more likely to make better choices and develop lifelong habits
that maximize health.
The student teachers have to get oriented with the procedure of fitness testing. The fitness testing can
be done as a group work and the students need to create a database of fitness testing scores to create
meaningful interpretation for the individual and group on the basis of created norms. A report with
interpretation of the fitness levels should be prepared by the student teachers.
Assessment: Among the 30 marks allotted to the component, 10 marks are to be allotted for their
understanding of fitness components and the testing procedures, 5 marks for their involvement and
conduct of fitness testing; 10 marks are allotted for the report on the fitness score and its interpretation,
and 5 marks are allotted for the fitness scores of the respective individuals.
Mode of Transaction
The programme delivery would involve lectures and demonstration on the fitness components, and
their testing, participation in conditioning activities, practice of fitness testing, scoring and interpretation
of the test scores. The interpretation of the fitness scores should create fitness awareness and lead the
student teachers towards individualized fitness programmes.
Test Components
All the students have to the acquainted with three physical fitness or health related fitness among the
following:
1. Coopers 12 minute run/walk test to assess the aerobic endurance or one mile run/walk test
2. Sit and Reach test to assess trunk flexibility or shoulder stretch to assess upper body flexibility
3. Pushups or modified pushups to assess muscular strength/endurance
4. Body Mass Index or percentage body fat using skin fold measurements
General Consideration on fitness testing and follow up:
• Student participation in conditioning activities.
• Instruction on test items.
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• Assessment of fitness levels.

• Planning individualized fitness programs and setting goals.
SEMESTER 2
PHYSICAL EDUCATION PRACTICALS: 30 MARKS (INTERNAL)
The programme is oriented towards involvement and participation of the student teachers in
wholesome physical activities and sports and games including intramural and extramural competitions.
The programme intents the students to active participation in at least one intramural/extramural
competition in games and sports and at least one athletic event in the sports meet.
Assessment: Among the 30 marks allotted to the component, 20 marks are allotted for involvement
and participation of the student teachers in intramural and extramural competitions; and 10 marks is
awarded towards performance in intramural or extramural competition as follows.
Participation in one intramural games competition : 5 marks

Participation in one athletic event : 5 marks
Involvement in coordinating intramural games/sports : 10 marks
Total : 20 marks
First/Second or third Position in Extramural (Intercollegiate) competitions : 10 marks

Participation in Extramural competition (intercollegiate) : 8 marks
First Position in intramural competition : 7 marks
Second Position in intramural competition : 5 marks
Third Position in intramural competition : 3 marks
(In case of performance, the highest achievement will be considered)
SEMESTER 3
SCHOOL INTERNSHIP
HEALTH & PHYSICAL EDUCATION CLASSES: 20 MARKS
The programme is intended in orienting student teachers towards handling of health and physical
education classes in the schools. Minimum number of lesson to be delivered is one each during the
internship period.
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Assessment: Among the 20 marks allotted to the component, 10 marks will be allotted for the
competency in handling physical education/health education class; and 10 marks will be allotted for viva
voce
SEMESTER IV: PHYSICAL EDUCATION PRACTICAL (10 marks Internal)
The student teacher has to either

(i) Undergo a project on physical education relevant to topics on health, fitness, lifestyle, nutrition,
common injuries, etc and prepare a report of the same.
(ii) Prepare a record of physical education/health education with emphasis of relevant topics
related to health and physical education in schools, nutrition, first aid, etc.
22. CLASSIFICATION OF SUCCESSFUL CANDIDATES

A candidate shall have to secure 40% marks in each theory examination and 50% marks in Practicals,
EPC courses and Internship programme to qualify. Separate minimum of 40% for theory external
examination is essential. No separate minimum for internal examination (theory). The classification of
results will be as follows.
(a) A candidate who qualifies for the B.Ed. degree, passing all the required courses of the four
semesters, in 2 academic years and secures not less than 80% marks in aggregate of all the semesters
shall be declared to have passed the B.Ed. degree examination in First Class with Distinction.
(b) A candidate who qualifies for the degree, passing all the courses of the four semesters within 2
academic years and secures not less than 60% marks in aggregate of all the semesters shall be declared
to have passed the B.Ed. degree examination in First Class.
(c) A candidate who qualifies for the degree, passing all the courses of the four semesters within 2
academic years and secures not less than 50% marks in aggregate of all the semesters shall be declared
to have passed the B.Ed. examination in second class.
If a candidate fails to secure minimum for pass, he/she shall be permitted to reappear for the course
examination. But there will be no supplementary examinations. For reappearance /Improvement,
the students can reappear along with the next batch.
23. PATTERN OF QUESTION PAPER:
1) For 80 Marks Papers
Time: 3 hours. Maximum Mark. 80
Part -1. Answer all questions. Each question carries two marks (10 X 2=20 Marks)
Part – II Answer any eight questions. Each question carries five marks (8 X 5 =40 marks)
(Choice 8 out of 10)

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Part – III Answer any two questions. Each question carries ten marks (2 X 10 = 20 marks)
(Choice 2 out of 3)
PART Type of Question Number of Questions Marks
Part I Short Answer Type 10 20
Part II Short Essay Type 8/10 40
Part III Essay Type 2/3 20
Total 20 80
2) For 50 marks
Time: 2 hours. Maximum Mark. 50
Part -I. Answer all questions. Each question carries one mark (6 X 1 =6 Marks)
Part -II. Answer all questions. Each question carries two marks (5 X 2=10 Marks)
Part –III Answer any six questions. Each question carries four marks (6 X 4 = 24 marks)
(Choice 5 out of 7)
Part –IV Answer any one question. Each question carries ten marks (1 X 10 = 10 marks)
(Choice 1 out of 2)
Part Type of Question Number of Marks

Questions
Part I Very Short Answer Type 6 6
Part II Short Answer Type 05 10
Part III Short Essay/Problem solving Type 6/8 24

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Part IV Essay type 1/2 10
Total 21 50
24. MONITORING COMMITTEE
The two year B Ed programme as envisaged by NCTE intends to offer theoretical components, practical
inputs and experiences to transform prospective teachers into reflective practitioners. With course
content being extended to two years across four semesters, it becomes necessity that institutions of
teacher education meet the physical infrastructure and human resource requirements to meet the
appropriate transaction of the curricular contents.
The institutions offering B Ed course should be keen in developing the necessary physical infrastructure
necessary for transacting the curricular contents according to the units of allotment. Adequate
classrooms for two batches, well equipped laboratories for optional subjects, psychology lab, technology
lab and ICT resources, counseling cell, adequate playgrounds and facilities for physical education are
essential requirements for effective curricular transaction. Therefore, a University Level Monitoring
Committee including university officials and experts from the field of education shall be constituted to
monitor the physical infrastructure and curricular transaction of the revised two year curriculum as part
of good practice of ensuring quality teacher education programme.
25. GRIEVANCE REDRESSAL MECHANISM
Internal assessment shall be made very transparent. A student has all the rights to
know how the teacher arrived at a grade. Students should be made aware of the modus
operandi of assessment process and the criteria by the teacher concerned well in advance. The
score indicating their level of performance in prescribed processes is to be published
periodically. In order to address the grievance of students, a three level Grievance Redressal
Mechanism is envisaged. A student can go to the upper level only if the grievance is not
addressed at the lower level.
Level 1 Teacher Level: the teacher concerned
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Level 2 Department/College level committee with the Director/Principal as Chairperson,

Convener of Internal examination cell and a teacher nominated by the Department/College
Council as member.
Level 3 University Level: Committee constituted by the Vice-Chancellor
TRANSITORY PROVISION
Notwithstanding anything contained in these regulations, the Vice-Chancellor shall, for a

period of one year from the date of coming into force of these regulations, have the power to
provide by order that these regulations shall be applied to any programme with such
modifications as may be necessary.
Dr. Babu K Ashraf TP
(Sd) (Sd)
Chairman BoS in Education Coordinator

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SEMESTER- I
BED C 101: PSYCHOLOGY OF CHILDHOOD AND GROWING UP

Hours of Instructions: 80 hours
Maximum Marks 100 (80 External+20 Internal)
Rationale:
The purpose of this course is to equip the student-teacher with the background knowledge that
one needs to develop an understanding of the school children and their socio-cultural contexts.
This background includes a critical engagement with theories, as well as psychological issues in
the world of children and adolescence. Building upon the above, the aim is to build sensitivity
towards children’s developmental needs and capabilities, within their socio-cultural context
Objectives
• To review general conceptions about childhood and adolescence (specifically with

reference to the Indian social context); develop a sensitive and critical understanding of
the different social/educational/cultural realities at the core of the exploration into
childhood and adolescence.
• To acquire theoretical perspectives and develop an understanding of dimensions and

stages of human development and developmental tasks.
• To enable student teachers to arrive at an understanding of how different socio-political

realities construct different childhoods, within children’s lived contexts; family, schools,
neighborhoods and community.
• To analyze the major theories of intelligence as applied to a variety of educational

settings.
37
• To develop an understanding of different theories of personality and to know the

impact/influence of socio-cultural context in shaping personality, especially with respect
to the Indian context.
• To provide hands-on experiences to interact with children, and training in methods to

understand aspects of the development of children.
Mode of Transaction
• Classroom discussions for developing conceptual understanding.

• Close reading of text material/research papers
• Individual and group presentations of issues and concerns raised in assignments
• Theoretical and practical activities/exercises/investigations; analysis and interpretation
of collated observations, systematic data.
• Watching movies/ videos and holding discussions
Unit: I- : Introduction to Perspectives on Development (8 Hours)
1.1 Concept and introduction to perspectives on development (Brief introduction) -

Behaviouristic, Psychoanalytic, Cognitive, Humanistic, Neuro- Biological and Eco
psychology.
1.2 Enduring themes in the study of development: development as multidimensional and

plural; development as continuing through the life span; socio-cultural contexts
influencing development.
1.3 Principles of Growth and Development; Stages of Development (Infancy, Childhood,

Adolescence).
1.4 Gathering data about children from different contexts: naturalistic observations;
interviews; reflective journals about children; anecdotal records and narratives; clinical
methods.
Unit- II: Physical, Social and Emotional Development (20 Hours)
2.1. Physical Development- Gross and fine motor development skills.
Role of parents and teachers in providing opportunities for physical-motor

38
development; developmental tasks.
2.2. Psycho-social Development (Erikson); influence of early childhood experiences on later

personality. Moral Development – perspective of Kohlberg: cultural variations in moral
reasoning.
2.3. Cognitive Development – (Piaget & Bruner); Language Development- Stages— Chomsky
and Vygotsky.
2.4 Childhood and adolescence in the context of poverty, globalization and adult culture;
Commonalities and diversities within the notion of childhood and adolescence and how
multiple childhoods and adolescence are constructed with particular reference to the
Indian context. Adolescence: Aspirations challenges and problems.
UNIT III: INDIVIDUAL DIFFERENCES AMONG LEARNERS (12 hours)
3.1. Dimensions of differences in psychological attributes—cognitive abilities,

interest, aptitude, creativity, personality, values.
3.2. Differences in learners based on predominant 'learning styles'.
3.3. Differences in learners based on socio-cultural contexts: Impact of home

languages of learners' and language of instruction, impact of differential
'cultural capital' of learners.
3.4. Implications for catering to individual variations in view of ‘difference’ rather

than ‘deficit’ perspective.
Unit- IV: Intelligence (20 hours)
4.1. Intelligence – Meaning and Definition
4.2. Theories of Intelligence: Spearman, Thurston and Guilford. Gardner’s theory of

Multiple Intelligence; how Multiple Intelligences theory defines and describes
intelligence; the ways in which Multiple Intelligences theory can support
teaching and learning practices
4.3. Concept of Emotional Intelligence and Sensory attractive natural eco-

intelligence.
4.4. Measurement of Intelligence- kinds of Intelligence tests.

39
4.5. Exceptional Child; Educational Planning for the Individual learners; Learning
Disabilities- Types, Planning and Remedial Measures.
Unit- V: Personality (20 hours)
5.1. Definition and basics of personality.
5.2. Major theories on personality development: Freud, Jung, Adler, Allport, Cattell,
Carl Rogers and Eric Berne.
5.3. Factors influencing development of Personality- Genetic and Environmental.
5.4. Adjustment and Mal-adjustment, defense mechanisms, mental health and mental
hygiene.
Suggested Tasks/Assignments
Task 1. Students collate about ten newspaper articles that involve issues of parenting and
childhood, analyze these and hold discussions.
Task 2. Case Study Approach may include observations and interview as tools to study
socio-cultural contexts, child-rearing practices, expectations from school, dreams and
fantasies of the child.
Task 3. Students watch a movie (for instance: Salaam Bombay) collectively and reflect on
the portrayal of children in the same. Discussion could be held around depiction of children
from varying backgrounds, construct of childhood etc.
References:
1. Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children. New York: Worth
Publishers. Chapter 1: The study of Human Development.
2. Newman, B. M. and Newman, P.H. (2007). Theories of Human Development. London:

Lawrence Erlbaum Associates, publishers. Chapter 1: Introduction.
3. Papalia, D. E. and Olds, S. W. (2003). Human Development. New York: McGraw Hill Higher
Education.
4. Saraswathi, T.S. (Ed.) (1999). Culture, Socialization and Human Development: Theory,
Research and Applications in India. Sage publications.
5. Vasanta, D. (2004). Childhood, Work and Schooling: Some Reflections. Contemporary

Education Dialogue, Vol. 2(1), 5-29.
40
6. Aggarwal. J.C (1995) Essential Educational Psychology, New Delhi : Vikas Publishing House Pvt.
Ltd.
7. Baron, Robert A (1999) Social Psychology, New Delhi : Prentice Hall of India
8. Berne, Eric (1964) Games People Play, USA : Penguin Books.
9. Berne Eric (19072) What do you say after you say Hello California : Corgi Books.
10. Bhatia, H.R (1977) Textbook of Educational Psychology, New Delhi: The McMillan company
of India Ltd.
11. Chauhan, S.S (1988) Advanced Educational Psychology, New Delhi, Vikas Publication.
12. Dandapani S. (2001) A Textbook of Educational Psychology, New Delhi: Anmol Publication
Online Resources
www.allpsychology.com
www.apa.org
www.psychology.org
www.psychcentral.com
www.psypress.com/developmentalpsychology
www.socialpsychology.org
www.study.com
www.teachpsychology.org
****************
41
SEMESTER I
BED C 102: CONTEMPORARY INDIA AND EDUCATION
Objectives of the course:
The course will enable the student teachers to study the unique and diversified
nature of Indian Society and Education.
To enable student-teachers to engage with studies on Indian society and education

To acquires conceptual tools of sociological analysis and hands on experience of
engaging with diverse communities, children and schools.
To develop insight among the student teachers by analyzing the diversity, inequality and
marginalization in the society and its implication for education.
To construct and develop a comprehensive and critical understanding among the
student teachers about the policy frame work for public education in India.
MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations, seminars, debates, assignments,
brain storming sessions, peer group discussion, interaction with community, case study, survey
and dialogue, ICT based teaching and learning
Unit-I: Social Diversity: Diversities in traditional society -Vedic and epic Period, Medieval
society -Muslim period and modern Society – Advent of the Europeans to the present society -
Different levels of diversities – Individual –Regional –Religious –caste and linguistic diversities -
Diverse Knowledge and experience base - diversified demands from education-Sensitizing India
as a land of diversity –Strategies to attain harmonious living in a diversified Society- Culturally
responsive pedagogy – Its significance and relevance in the present Indian context.
42
Unit II: Indian constitution and Education:- Preamble –Fundamental rights – Directive
Principles of State Policies- Their implications in the current context -Article 45 and 30 (1) –
Constitutional values and aims of the education.
Issues related to inequality, discrimination and marginalization- Its impact on the fulfillment of
the Constitutional promise of freedom, justice, equality and fraternity.
Unit III: Universalization of Education and Constitutional provisions- (Article 30(1)) ,Right to
Education India Act of 2010. Inequalities- caste-colour-backwardness –cultural, Social and
economic backwardness. Discrimination and marginalization- Its Impacts on achieving
constitutional values. Positive Discrimination- Constitutional amendments. Child right and Child
Labour -Recent amendments.
Unit IV : Policy frame work for public education in India- Comprehensive understanding of
different education commissions and reports in pre independent and post independent India –
Kothari Commission – Recommendation, National policy of education, NPE of 1986 and after-
Reports and policies. Significance of recommendations these reports in contest of
Liberalization, Privatization and globalization. Different schemes for Education in India-
Naithalim, Wardha Scheme, SSA, RMSA, RUSA, Knowledge Commission reports
Unit V: Educational Development in India- Planned educational Development in India -

Financing of Education in India- National level and state level financing- Pressure exerted by
different stake holders on education- Community, religion, political, governmental and non
governmental agencies.
Unit VI: Education of the marginalized:- Dalits, Women, Socially and culturally marginalized.
Alternative education movements in India, KANFED, Mahila Samakhya , De-Schooling
movements and literary movements in India and Kerala
Unit VII: Language Policy for education :- Basic education and mother tongue - the
constitutional provisions of Medium of Instruction- three language formula. Debates on colonial
language policies. Multi- lingual education.
Unit VIII : Modern Paradigms in Pedagogy and curriculum , Pedagogical shifts across the
world- constructivism and issue based Pedagogy- Four pillars of Education - issues in education
in the context of urbanization, plebinisation, Privatization and stratification of education in
India and World.
Unit IX: Education for Building a New Nation- Different program for eradicating inequalities-
gender, Caste and class. Mid day meal programme- Its social and ideological implications-
significance of the Supreme Court order, Right to food campaign. Education for Nation Building.
43
Group work : Prepare a short film/presentation of five minutes duration for combating
any of the social evils in our society
Conduct a study on issues of socially and culturally marginalized people of the locality.
References:
Apple, M.W., Au, W., & Gandin, L.A. (2011). The Routledge international handbook of critical
education. Taylor & Francis.
Carini, P.F. (2001). Valuing the immeasurable. In Starting strong: A different look at children,
schools, and standards (pp. 165–181). New York: Teachers College Press.
Carr, D. (2005). Making sense of education: An introduction to the philosophy and theory of
education and teaching. Routledge.
Castells, M. (2011). The rise of the network society: The information age: Economy,society, and
culture (Vol. I, II & III). John Wiley & Sons.
Dewey, J. (2004). Democracy and education. Courier Dover Publications.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman &
Littlefield.
Freire, P. (2000). Pedagogy of the oppressed.
Ghosh, S.C. (2007). History of education in India. Rawat Publications.
GOI. (1966). Report of the education commission: Education and national development. New
Delhi: Ministry of Education.
GOI. (1986). National policy of education. GOI.
GOI. (1992, 1998). National policy on education, 1986 (As modified in 1992).
GOI. (2009). The right of children to free and compulsory education act, 2009.
Govinda, R. (2011). Who goes to school?: Exploring exclusion in Indian education. Oxford
University Press.
Hall, C., & Hall, E. (2003). Human relations in education. Routledge.
Kumar, K. (2013). Politics of education in colonial India. India: Routledge.
Naik, J.P. (1982). The education commission and after. APH Publishing.
NCERT. (2005). National curriculum framework. NCERT.
NCERT. (2006a). Position paper-National focus group on education with special needs (NCF
2005). New Delhi: NCERT.
NCERT. (2006b). Position paper-National focus group on gender issues in the curriculum (NCF
2005). NCERT.
Parekh, B.C. (2000). Rethinking multiculturalism: Cultural diversity and political theory (pp.
213-230). Palgrave.
Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and consciousness.
Aakar Books.
The PROBE Team. (1999). Public report on basic education in India. Delhi: Oxford University
Press.
UNESCO;1989 UN convention on the rights of the child.
UNESCO 2006; UN convention on the rights of person with the disabilities.

44
UNESCO 2009; Policy guidelines on inclusion in Education.
Zastoupil, L., & Moir, M. (1999). The great Indian education debate: Documents relatingto the
Orientalist-Anglicist controversy, 1781-1843. Psychology Press.
SEMESTER- I
BED C 103: LANGUAGE ACROSS THE CURRICULUM

Hours of Instructions: 50 Hours
Rationale and Aim

Language is not only the means of communication, it is also a medium through which
most of the knowledge is acquired. It is a system that structures the reality around us and
represents it in our minds. Language and content are closely interrelated-content subjects
provide context for language learning while effective language development facilitates learning
of content subjects. Consequently, all teachers are encouraged to participate in developing
language skills and competences within their fields of responsibility and thus contribute to a
school learning policy as a whole. The primary objective of this paper is to make prospective
teachers aware of the dynamics language operationalizes, as it exists in the classroom, in
children’s homes and the larger society and nation and make them globally competent.
Objectives:
To help the students to:
Improve language proficiency and understanding of academic content.
Know the function of Language, the language background of children and how children
use language as a tool.
Understand the nature of different class room discourses
Understand the nature of reading comprehension in the content areas.
Develop strategies for using oral language in the class room
Understand how oral and written language can be used in the class room to ensure
optimal learning.
45
Mode of Transaction
• Classroom discussions for developing conceptual understanding.
• Close reading of text material/research papers/case studies
• Project Method
• Participatory transaction by building them around responses of students.
• Giving Students opportunities to go through experiential process for transacting some

topics such as process writing, reading, speaking, etc.
Units of Study
Unit 1: Language Across the Curriculum: A Conceptual Discussion 8 hrs
1.1. Language Across the Curriculum- meaning need and benefits
1.2. Principles and practices of LAC approach in class rooms
1.3. Language and Communication skill - language and thinking process-

Language as a tool for conceptualising/thinking
1.4. Role of content subject teachers and language Teachers in LAC
Unit 2: Language and Teacher 15 hrs
2.1. Importance of teacher language-criteria of good teacher language-elements
contributing to good teacher language ( speed, vocabulary, structure, content,
flexibility)
2.2. General Class room language of teacher- praising students, saying a student is
wrong, encouraging students after they have given answers, encouraging students to
speak, beginning and ending of lessons, marking stages of a lesson, class room
organization, eliciting answers/ explanations , clueing, giving instructions for pair/group
work, instructions for home assignments, checking understanding, instruction for tests
and examinations, etc.
Unit 3: Language and Children 05 hrs
3.1. Language acquisition and language learning- Myth and reality

46
3.2 Home language and school language; the power dynamics of the
‘standard’ language as the school language vs. home language or
‘dialects.
3.3. Listening-strategies to help students in listening; subject related
listening activities
3.4. Speaking-Strategies to help students in speaking; discussion as a
tool for learning;
3.5. Deficit Theory (Eller , 1989), Discontinuity theory
3.6. Importance of giving students a list of class room expressions-asking
for repetition, asking for clarification, making requests, asking for
feedback, asking for permission, apologizing, group work/pair work, etc.
Unit 4: Language Development and Reading 12 hrs
4.1 Reading as a Source for Language Development-Different Levels of Reading-Literal-

Interpretive-Critical-Creative
4.2. Different Types of Reading- Detailed- Skimming- Scanning- Reading strategies for
children- note making and summarizing
4.3. Strategies for improving reading- Making use of typographic
clues (italics, bold faced print)--Making use of patterns of knowledge
(description, sequence, comparison and contrast, cause and effect,
definition, classification, hypotheses, exemplification and evaluation)
Making use of graphics—tables, bar graphs, line graphs, pie charts, flow charts,
pictographs, maps, photographs, cartoons, time lines, etc--Making use of information
transfer activities
SQR3-Survey, Question, Read, Recite and Review: Use of SQR3 in different subjects.
Unit 5: Language and Writing 10 hrs

47
5.1. Difference between Spoken Language and Written Language
5.2. Types of Writing: Expository, Descriptive, Persuasive, Narrative-Fictional and

Nonfictional- Freelance Writing and its Areas
5.3. Analyzing children’s writings to understand their conceptions;
5.4. Projects for developing writing: Teacher’s involvement-sources of information-

forms of presenting information, Techniques for designing a questionnaire, techniques
for conducting interview- guidelines, report writing- techniques; oral presentation
techniques.
5.5. Useful websites for all subjects
Select two stories from children’s literature and identify teaching points from each story
to be used for developing for oral expression. Submit a detailed report.
Prepare plans of subject specific class room language Tasks/Assignments
Preparation of Brief Autobiography
Preparation and Presentation of Speeches
Reference
1. Agnihotri, R.K. (1995). Multilingualism as a Classroom Resource.

2. Anderson, R.C. (1984). Role of the Reader's Schema in Comprehension,
Learning and Memory. In R.C. Anderson, J. Osbon & R.J. Tierney (Eds.) Learning
to Read in American schools: Based Readers and content texts. Hillsdole, NJ:
Lawrance Erlbaum Associates.
3. Browne, A. (2007). Teaching and Learning Communication, Language and
Literacy. London, UK: Paul Chapman, 175-210.
4. Curtain, H. A. and Dahlberg, C. A. (2004). Languages and Children: Making
the Match. Boston: Pearson.
5. Kumar, K. (2007). The Child's Language and the Teacher. India: NBT.
6. Lightbown, P. M & Spada, N. (1999). How Languages are Learned Oxford:
Oxford University Press.
7. Morgan, J. & Rinvolucri, M. (1983). Once upon a time: Using stories in the
48
language classroom. Cambridge: Cambridge University Press.

8. Nancy Martin, "Language across the Curriculum: A Paradox and Its Potential
for Change," Educational Review, Vol 28, No. 3 (June 1976), pp. 206-219.
9. Pinnell, G.S. (1985). Ways to Look at the Functions of Children's Language. In A.
Jaggar, M. Trika and Smith-Burke (eds.) Observing the language learner.
Newark, DE: International Reading Association, 57-72.
Online Resources
1. www.clacconsortium.org/
2. www.languagesacrossthecurriculum.com/
3. www.onestopenglish.com
4. www.slideshare.net
5. www.thefacultylounge.org
49
SEMESTER I
BED P 101.1: UNDERSTANDING THE DISCIPLINE AND SUBJECT-ARABIC
Objectives:
After completion of course the student teacher will be able to:
• Acquaint with the meaning , nature and characteristics of language
• Familiarize with the nature, roles, and scope Arabic Language and its status in the
Present day world.
• Familiarize with Taxonomy of Educational Objectives
• Develop an insight into the symbiotic relationship between curriculum, syllabus and text
books.
• Develop the competencies and professional qualifications for teacher in the present
scenario.
• Identify methods, approaches, materials and new trends for teaching Arabic at various
levels
• Develop the ability to apply theories related to Language teaching
• Familiarize with the approaches , methods& techniques and develop the knowledge of
acquisition of basic language skills
• Update Knowledge of current approaches, methods and strategies
• Develop the ability to choose the most suitable approaches, methods& strategies for
classroom teaching
MODE OF TRANSACTION
Lecture, Group learning, Seminar, Discussions, Debate, Practice & observation, Workshop,
Practical sessions, CAI
UNIT 1: GENERAL INTRODUCTION TO ARABIC LANGUAGE EDUCATION 6 Hrs
• Language : Nature, meaning &definitions, characteristics and functions

Language and Culture, Role of family and community as a resource in language acquisition
• Basic Concepts: Morphology, Phonology, Syntax, semantics.
• First Language, Second Language & Foreign language
• Arabic as a Second language & foreign Language
• Nature and Scope of Arabic Language
50
• Need & Significance of Arabic Language teaching and learning

• Problems of learning Arabic as a second language
• Arabic Language in Kerala
UNIT 2: AIMS AND OBJECTIVES OF TEACHING ARABIC LANGUAGE 8 Hrs

• Aims and Objectives of Teaching and learning Languages
• Socio- cultural & utilitarian aims
• Principles of Language Learning
• Objective Based Instruction
• Bloom’s Taxonomy of Educational Objectives (original & revised)
• Objectives and Specifications
• Process Oriented Teaching and learning
• Outcome based Learning (OBL)
• Developing communicative competencies
• Addressing learner sensibilities and abilities
• Aims and Objectives of Teaching and learning Arabic Language
UNIT 3: CURRICULUM DESIGNING IN ARABIC LANGUAGE EDUATION (6 Hrs)
• Curriculum: Meaning, Definition and principles
• Approaches to curriculum construction
Curriculum and syllabus, Types of Curriculum, language curriculum
Criteria for selecting curriculum content
• Modern Trends in Curriculum Construction:
Life Centered- Learner centered, - Activity centered, Issue Based, problem pausing,
Process oriented
NCF (2005), KCF (2007)
A Critical review of Arabic Curriculum of state schools of Kerala
UNIT4: LANGUAGE ACQUISITION (6hrs)
• Language Skills: LSRW
Receptive skills & Productive skills
• Listening skill ; Significance of listening
• Speaking skill :Importance of speaking, Pronunciation
• Reading skill: Importance of reading skill
Loud Reading, Silent Reading
Intensive reading, Extensive reading
Skimming and scanning
• Writing Skill: Importance of writing skill
Types of writing, Characteristics of good handwriting
51
Creative writing
• Reference & Study Skills: Dictionaries & Encyclopedias, Online references
UNIT 5: THEORETICAL BASES OF TEACHING ARABIC LANGUAGE: (12hrs)

• Application of Psychological Theories & Principles :
Behaviourism, Cognitivism,Constructivism,Social constructivism,
Chomskyan Concept :( LAD &
Universal Grammar),
Krashen’s Hypothesis
• Models of Teaching: Basic Concepts, families and Properties:
Syntax, Social System, support system, principles of reaction ,Instructional & nurturant
effect
• Designs based on different Models of Teaching
• Concept Attainment Model, Advance Organizer Model , Synectic Model
UNIT 6: METHODS & STRATEGIES OF TEACHING ARABIC LANGUAGE ( 12 Hrs)
• Approaches, Methods, strategies and techniques of teaching
• Traditional and Modern Methods
Grammar Translation Method, Bilingual Approach, Direct Method, Structural approach,
Communicative Approach, Eclectic Approach, Play way Method, Project Method
Role play, Dramatization, Narrative strategies
Discourse based language learning, Learning by doing, Activity Based Teaching and
Learning
Approaches Methods of teaching Language elements:
Inductive and deductive methods, Functional and formal grammar
• Approaches, Methods& techniques and of teaching Language skills:
Listening Skill, Speaking skill
Developing speaking & Listening Skill,
Causes of bad pronunciation, Techniques for teaching good pronunciation
Methods and techniques of teaching Reading skill, Techniques of teaching reading
Methods and techniques of teaching Writing skill,
Techniques of teaching writing, Dictation, Creative writing, Editing Process
• Modern Strategies in language teaching & learning
Collaborative Learning & Co-operative Learning
Workshop, Seminar, Symposia, Debates
Video conferencing
E-learning, Blended Learning, Virtual Learning
E-tutoring, Discourse based teaching and learning
Addressing Individual differences in teaching and learning:
Multiple level learning, Learning disabilities.
SUGGESTED TASKS/ASSIGNMENTS
52
• Seminar on scope of Arabic language in the present-day world

• Assignment on problems of learning Arabic in multi lingual-plural society.
READING & RFERENCE LIST:

Arabic :
1. Abdullah al Amiri, Dr. Al Muallim al Najih:, Dar Usama li -nashir wa thouzeea’
2. Thatweeru Adai -al Muallim; kifayathu thaaleem wa thahleel al muthawasila :
Hashim Uwaidha, Dar al Ilm al Malayeen , Labanan
3. Thaaleemu al lugha al arabiyya baina nadriyya wa thathbeeq: Dr Hasan Al
Shahatha, Dar Misriyya wa llubnaniya
4. Mushkilathu thaaleemu llughal Arbiyya: Abbas Mahmood ; Dar alsaqafa, Qatar
5. Thareeqathu Thadreesi Wa strateejiyyathuhu: Dr Muhammed Mahmmod al Haila,
Dar Al Kitab Al Jamia, Al ain, UAE
6. Al Mawajjah Al Fanni LiMudarirsee al Lughal Al Arabiyya: Abdul Aleem Ibrahim;
Dar al maarif, Al qahira
7. Thaaleem al lugha al Arabiya lighairi al nathiqeena biha : Makthab al tharbiyya al
Arabi liduwal al Khaleej
8. Ilmu al lugha; Muqadhima llil qaria al Arabi: Dr. Mahmood Al Saaran, Dar al- N
ahda al Arabiyya
9. Thuruqu thadrees al lugha al Arabiyya lil madaris al muthawassitha wa thanaiyya :
Hasan Mulla Uthman ; Dar alam al Kuthub lithbaa wa nnashshr wa thouzeea,
Riyadh, KSA
10. Thaqnolojiya al Thaaleem; Al wasail al thaaleemiyya wa thaqniyyath al thaaluum:
Dr. Muhammed Assam Tharbay , Dar Hammurabi lilnashri wa thouzeea
11. Asaleeb Wa Thuruqu al-Thadrees al Hadeesa : Dr. Muhammed Assam Tharbaya;
Dar Hammurabi lilnashri wa thouzeea
12. Providing teachers effective strategies for using technology techtrends: Brown B&
Henscheid
13. The systematic Design for Instruction: Dick,W& L(1990)
14. Istheeratheejiyyath wa Maharah al Tharees :Kamal al Jundi; Dar al Jumhooriya
lilthibaa
15. Wasaail al Ithisal wa thaknologiya fithaaleem :Dr Abd al hafiz muhammed salama
,Dar al Fjkar
16. Al thadrees wa Iadad al Muallim: Dr.S Abdulrahman qindeel Dar al Nashr al
Duwali
17. Murshid al Muallim: Richard D. C ; Aalam al Kutub al Qahira
18. Al Thadrees Ahdafuhu wa usasuhu wa Asaleebuhu Thaqweemu Nathaijuhu wa
Thathbeeqathuhu: Dr Fikri Hasan Rayan, Aalm al kutub , al qahira
19. Madkhal Ila Tharbiya al muthamayyizeena wal Mauhoobeen, Dar al fikar lial
thibaa wa Nashr
20. Thaqniyyath al thaaleem( Mafhoomuha wa douruha fi thahseeni amaliyyath al
thaaleem wa thaallum: Badar Salih
21. Kuthub al Mudariseen lil madaris al thanawiyya: Majli al wilaya lilbuhuzu
thabaviyya wathadreeb
53
22. Al tharbiya wa thuruqu thadrees: Salih abdul Azeez& Abdul Azeez Abdul Majeed;
Dar al Maarif, Al Qahira
23. Kaifa Thulqi Darsak: Yabhasu fi usooli al tharbiyath wa thadrees, Dar al Ilm lil
Malayeen , Bairut.
24. Al Muwajjah al Amali li Mudarrisee al Lugha Al Arabiyya: Abid Thoufeeq al
Hashmi; Al Risala publishing House, Bairoot
English :
25. Bruce Joyce & Marsha weil, Models of Teaching:
26. Cox, Carole. (2002) Teaching Language Arts. Allyn & Bacon, Boston.
27. Doff, Adrian.(2008) Teach English : A Training Course for Teachers. Cambridge
University Press.
28. Hedge, Tricia. (2000). Teaching and Learning in the Language Classroom. Oxford
University Press.
29. Jack C. Richards, and Theodore S. Rodgers.(1986) Approaches and Methods in
Language Teaching. Cambridge University Press.
30. Jack C. Richards, and Anne Burns. (2009) The Cambridge Guide to Second
Language Teacher Education. Cambridge University Press.
31. Norton, Donna E (et al.) (1999). Language Arts Activities for Children. Prentice
Hall, New Jersey.
32. Reyes, Sharon Adelman. (et al.) Constructivist Strategies for Teaching English
Language Learners. Corwin Press.
33. Seeley, John (2003) the Oxford Guide to Writing and Speaking. Oxford University
Press.
34. Wallace, Michael J. (2006) Study Skills in English. Cambridge University Press.
Journals:
35. Current Perspectives in Teaching the Four Skills by ELI HINKEL Seattle
University Seattle, Washington,
36. United States TESOL QUARTERLY P 110-131
37. Majalla : Al waiyul Islami
38. Majalla : Al Baas al Islami
Online resources:
resources
39. Activities for developing skills
40. http://www.teachingexpertise.com/articles/activities-for-developing-skills-1106
41. Current trends in Teaching Listening and Speaking by Jack. C. Richards
42. www.oup.com/elt
43. http://www.asian-efl-journal.com/Sept_06_ro.php
44. BBC World Service: Learning English
http://www.bbc.co.uk/worldservice/learningenglish/index.shtml
45. FRET (Free Resources for English Teaching)
http://www.english-teaching.co.uk/
46. Learning Brain-based way
47. http://languagelab.com.sg/faq.php
48. The Essentials of Language Teaching
49. http://www.nclrc.org/essentials/index.htm
50. http://www.languageinindia.com/april2002/tesolbook.html
54
51. Task-Based Language Teaching and Learning: An Overview
SEMESTER I
BED P 101.2: UNDERSTANDING THE DISCIPLINE AND SUBJECT-COMMERCE
Suggested Mode of Instruction:

Participative Discussion, Seminar, Assignment, Brain Storming, Buzz Session, Projects and
Related reading.
INSTRUCTIONAL CONTENT SUGGESTED

OBJECTIVE TASKS
To develop insight on 1.1 Commerce as an Emerging Discipline Discussion on vision
the nature, scope and • Meaning, nature, scope, significance of teaching
values of commerce. and uniqueness of commerce commerce at higher
• Areas of commerce – Key concepts secondary level.
in Commerce
• Values of teaching commerce Reading of NCF and
• Commerce Education- nature and NCERT Inservice
scope – Significance of commerce teacher education
education in the context of changing manual for teachers
context- Evolution of Commerce and teacher educators
education in India in commerce.
To develop 1.2 Aims and Objectives of Teaching

understanding about commerce
the aims and
• General aims and objectives of teaching
objectives of teaching
commerce at higher secondary level.
commerce at higher
• Recommendation of Various
secondary level
Committees and Commissions on
Commerce Education Cite examples for
To get acquainted integration and
with the relationship correlation of
1.3 Commerce and other subjects
of commerce with commerce with other
Integration of other subjects with
other subjects. subjects.
commerce.
55
(6 Hrs)
To be competent in 2.1 Commerce Curriculum Critical analysis of
the various aspects of • Meaning and definition of curriculum higher secondary
curriculum • Types of curriculum commerce
construction and 2.2 Principles of curriculum construction curriculum.
evaluation 2.3 Approaches of organizing commerce (NCERT/CBSE/
Curriculum SCERT)
2.4. Curriculum Evaluation
2.4. Commerce curriculum in different
countries
(4 Hrs)
To identify relevant Learning Theories and the teaching of Role of teacher –

psychological theories commerce Mediation, modeling
and its application in 3.1 New perspective of teaching Subjects and coaching , to be
the teaching of Commerce - approaches and Strategies discussed in groups.
commerce based on NCF and KCF Identify contexts
3.2 Piaget, Burner, Dewey, Vygotsky, David where this is possible.
Ausubel, Howard Gardner – their
theories and its influence in curriculum
and learning process
3.3 Role of teacher & learners in different
Learning Approaches – Behaviorist &,
constructivist
(15 Hrs)
To achieve mastery Approaches, Techniques and Methods of
over instructional Teaching Commerce Discussion and
strategies, methods 4.1 Approaches presentation of
and techniques for • Didactic – teacher initiated -Lecture , detailed report of the
teaching commerce Descriptive, Demonstration and Guidelines,
expository methods Principles, merits and
• Socratic – interactive method- Question demerits of each
answer approach/ technique/
• Facilitative – Learner initiated – Co method.
operative & collaborative learning
• Investigative- experience based-
Guided discovery, Survey, Heuristic
4.2 Techniques
• Role play
• Dramatization
• Brainstorming
• Buzz Session
56
• Jigsaw
• Simulation
• Business Quiz
• Drill
4.3 Methods
• Lecture
• Discussion
• Case study/ Case Method
• Project
• Problem Solving
• Inductive- Deductive
• Socialised- Panel discussion,
Symposium, Workshop, Forum
• Seminar
4.4 Strategies specific to commerce teaching

• Oral – debate, extempore speech Discussion on
• Written- articles, poster commerce related
• Analysis and Interpretation of graphs, strategies and
reports, business news suggested approaches
• Assignment in teaching of
• Independent work- observation, small accountancy.
projects
• Business games- puzzles,
4.5. Approaches to Learning Accountancy
(15 Hrs)
To use different Resources for teaching/ learning commerce Discussion on ways
instructional materials 5.1 Reference Materials – of utilizing various
for commerce Business magazines, Newspapers, Reports, resources and their
teaching Articles,Periodicals advantages to
5.2 Text book and Hand book learning.
5.3 Open education resource-
use of internet, inflibnet .
5.4 Commerce Laboratory
5.5 Commerce library
5.6 Item bank/Question bank
5.7 Educational CDs
5.8 Commerce club/association
5.9 Community Resources –
Banks, insurance companies, cooperative
stores , industry/firm etc.
(6 Hrs)
To acquaint with the 6.1 Current affairs in commerce teaching Identification of and
various social issues debating on the
57
and challenges in the 6.2 Controversial issues in business field various issues and
society. • Impact of Policies/Tax/trade agreement s challenges in
• Amendments in Laws/Acts business field.
To develop an 6.3 Fostering national integration and

appreciation of the international understanding
role and significance
of commerce in (4 Hrs)
achieving national
integration and
fostering international
understanding.
References:
(Common)
Gronlund, N.E. (1985). Stating Objectives for Classroom Instruction (3rd ed.). New York:
Macmillan.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives (abridged). New
York: Longman.
Block, H. James. (1971). Mastery Learning: Theory and Practice. New York: Holt, Rinehart and
Winston, Inc.
Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New
York: Longman.
Boynton, Lewiv, D. (1970). Methods of Teaching Book Keeping and Accounting. Ohio: South
Western Publishing Company.
Carey, M. Lou. (1988). Measuring and Evaluating School Learning. Boston: Allyn and Bacon,
Inc.
Ebel,L& Frisbie, A. (1991) Essentials of Educational Measurement. New Jersey: Prentice Hall.
Hall, G.E & Jones, H.L. (1976). Competency Based Education: A Process for the Improvement
of Education. New Jersey: Prentice Hall.
58
Harrow, A. J. (1972). A Taxonomy of the Psychomotor Domain. N.Y: David McKay Company,
Inc.
Joyce, Bruce & Weil, Marsha. (1999). Models of Teaching. New Delhi: Prentice Hall of India
Pvt. Ltd.
Khan, M. S. (1982). Commerce Education. New Delhi: Sterling Publishers Private Limited.
Krathwohl, D.R., Bloom, B.S. and Masia, B.B. (1964). Taxonomy of Educational Objectives:
Handbook II. The Affective Domain. N.Y.: David McKay Company, Inc.
Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984.
Satlow, I.D. (1964). Teaching of Business Subjects Effectively, New York: Prentice- Hall Inc.
Tonne, H.A., Popham, E.L. & Freeman, M.H. (1965). Methods of Teaching Business Subjects,
New York: McGraw-Hill book Company
UGC. (1998). Report of the Curriculum Development Centre in Commerce. New Delhi: UGC.
Verman, M. M. (1979). Method of Teaching Accountancy. New York: McGraw Hill.
Boynlon. L.O. (1995). Methods of Teaching Book-Keeping, Cincinnatti : South Western Pub.
Company.
Green. H.L. Activities Hand Book for Business Teachers. Mc.Grow Hill Book Co.
Khan. M.S. The teaching of Commerce. New Delhi: Sterling Publishers.
Lynn Erikson. H. (1998). Concept based curriculum instruction. India: Sage Publications.
Nodan & Haydon. Principles and Problems of Business Education. Cincinnatti: South Western
Pub.
Sinj. M.N. & Maheswari. S.B. (1975). Methods and Techniques of Teaching Commerce
Subjects. Delhi:Young men & Co.,
Tonne. HA (1960). Principles of Business Education. New York: Me. Graw Hill Book Col.
Gregg Division Company.
59
SEMESTER I
BED P 101.3: UNDERSTANDING THE DISCIPLINE AND SUBJECT-ENGLISH
Objectives:
After completion of course the student teacher will be able to
acquaint with the meaning, nature and characteristics of language education
familiarize with the nature, roles, and scope English Language and its status in the
Present day world.
familiarizes with Taxonomy of Educational Objectives
develop an insight into the symbiotic relationship between curriculum, syllabus and
text books.
develop the competencies and professional qualifications for teacher in the present
scenario.
identify methods, approaches, materials and new trends for teaching English at
various levels
develop the ability to apply theories related to Language teaching
familiarize with the approaches, methods& techniques and develop the knowledge of
acquisition of basic language skills
update Knowledge of current approaches, methods and strategies
develop the ability to choose the most suitable approaches, methods& strategies for
classroom teaching
MODE OF TRANSACTION
Lecture, Group learning, Seminar, Discussions, Debate, Practice & Observation, Workshop,
Practical sessions, CAI, Assignment, Brain Storming, Buzz Session , Projects and Related
reading.
UNIT 1: GENERAL INTRODUCTION TO ENGLISH LANGUAGE EDUCATION

Language: Nature, meaning &definitions, characteristics and functions
60
Language and Culture, Role of family and community as a resource in language acquisition
Basic Concepts: Morphology, Phonology, Syntax, semantics.
First Language, Second Language & Foreign language
English as a Second language & foreign Language
Nature and Scope of English Language
Need & Significance of English Language teaching and learning
Problems of learning English as a second language
English Language in Kerala
Difference between Oral and Written language
UNIT 2: AIMS AND OBJECTIVES OF TEACHING ENGLISH LANGUAGE
Aims and Objectives of Teaching and learning Languages
Socio- cultural & utilitarian aims
Principles of Language Learning
Objective Based Instruction
Bloom’s Taxonomy of Educational Objectives (original & revised)
Objectives and Specifications
Process Oriented Teaching and learning
Outcome based Learning (OBL)
Developing communicative competencies
Addressing learner sensibilities and abilities
Aims and Objectives of Teaching and learning English Language
UNIT 3: CURRICULUM DESIGNING IN ENGLISH LANGUAGE EDUATION
Curriculum: Meaning, Definition and principles
Approaches to curriculum construction
Curriculum and syllabus, Types of Curriculum, language curriculum
Criteria for selecting curriculum content
Modern Trends in Curriculum Construction:
Life Centered- Learner centered, - Activity centered, Issue Based, problem pausing,
Process oriented
NCF (2005), KCF (2007)
A Critical review of English Curriculum of state schools of Kerala
UNIT 4: LANGUAGE ACQUISITION
Acquisition v/s Learning
Language Skills: LSRW
Receptive skills & Productive skills
Listening skill; Significance of listening
Speaking skill: Importance of speaking, Pronunciation
61
Reading skill: Importance of reading skill

Loud Reading, Silent Reading
Intensive reading, Extensive reading
Skimming and scanning
Writing Skill: Importance of writing skill
Types of writing, Characteristics of good handwriting
Creative writing
Reference & Study Skills: Dictionaries & encyclopedias, online references
UNIT 5: THEORETICAL BASES OF TEACHING ENGLISH LANGUAGE:
Application of Psychological Theories & Principles:
Behaviourism, Cognitivism, Constructivism, Social constructivism,
Chomskyan Concept :( LAD & Universal Grammar),
Krashen’s Hypothesis
Models of Teaching: Basic Concepts, families and Properties:
Syntax, Social System, support system, principles of reaction, Instructional &
nurturant effect
Designs based on different Models of Teaching
Synetic Model
Approaches, Methods, strategies and techniques of teaching
Traditional and Modern Methods
Grammar Translation Method, Bilingual Approach, Direct Method, Structural
approach,
Communicative Approach, Eclectic Approach, Play way Method, Project Method
Role play, Dramatization, Narrative strategies
Discourse based language learning, learning by doing, Activity Based Teaching and
Learning
Approaches Methods of teaching Language elements:
Inductive and deductive methods
Approaches, Methods& techniques and of teaching Language skills:
Listening Skill, Speaking skill
Developing speaking & Listening Skill,
Causes of bad pronunciation, Techniques for teaching good pronunciation
Methods and techniques of teaching Reading skill, Techniques of teaching reading
Methods and techniques of teaching Writing skill,
Techniques of teaching writing, Dictation, Creative writing, Editing Process
Modern Strategies in language teaching & learning
Collaborative Learning & Co-operative Learning
62
Workshop, Seminar, Symposia, Debates

Video conferencing
E-learning, Blended Learning, Virtual Learning
E-tutoring, Discourse based teaching and learning
Addressing Individual differences in teaching and learning:
Multiple level learning, Learning disabilities
Seminar on scope of English language in the present-day world
Assignment on problems of learning English in multi lingual-plural society.
READING & RFERENCE LIST (common)
English:
Anandan K L. (2006). Tuition to Intuition – The Constructivist Perspective on Second
Language Pedagogy , TRANSCEND: Malappuram, Kerala
Bruce Joyce & Marsha wail, Models of Teaching:
Cox, Carole. (2002) Teaching Language Arts. Allyn & Bacon, Boston.
Doff, Adrian. (2008) Teach English: A Training Course for Teachers. Cambridge
University Press.
Hedge, Tricia. (2000). Teaching and Learning in the Language Classroom. Oxford
University Press.
Jack C. Richards, and Theodore S. Rodgers.(1986) Approaches and Methods in

Language Teaching. Cambridge University Press.
Jack C. Richards and Anne Burns. (2009) The Cambridge Guide to Second Language
Teacher Education. Cambridge University Press.
Norton, Donna E (et al.) (1999). Language Arts Activities for Children. Prentice Hall,
New Jersey.
Reyes, Sharon Adelman. (et al.) Constructivist Strategies for Teaching English
Language Learners. Corwin Press.
Seeley, John (2003) the Oxford Guide to Writing and Speaking. Oxford University
Press.
Wallace, Michael J. (2006) Study Skills in English. Cambridge University Press.
Online resources:
resources
Activities for developing skills
http://www.teachingexpertise.com/articles/activities-for-developing-skills-1106
63
Current trends in Teaching Listening and Speaking by Jack. C. Richards

www.oup.com/elt
http://www.asian-efl-journal.com/Sept_06_ro.php
BBC World Service: Learning English
FRET (Free Resources for English Teaching)
Learning Brain-based way
http://languagelab.com.sg/faq.php
The Essentials of Language Teaching
http://www.nclrc.org/essentials/index.htm
http://www.languageinindia.com/april2002/tesolbook.html Task-Based Language Teaching and
Learning: An Overview
64
SEMESTER I
BED P 101.4: UNDERSTANDING THE DISCIPLINE AND SUBJECT-HINDI
Objectives of the Course
After completion of course the student teacher will be able to:
• Understand the different roles, status and the nature of language
• Reflect on the cultural supremacy of language
• Understand the different roles of language
• Understand the science of language such as grammar, phonetics etc.
• Develop an understanding the nature of language system
• Understand the different constitutional provisions and policies of language especially

Hindi as a national language.
• Develop on insight into the symbiotic relationship between curriculum and syllabus.
• Identify methods, approaches, materials and new trends for teaching Hindi at various
levels especially in the Kerala context.
• Understand the competencies and professional qualifications for teacher in the current
scenario.
MODE OF TRANSACTION
Group learning, Seminar, Discussion, Lecture, Demonstration, Practice & observation,

Workshop, Practical sessions, CAI.
Unit I : GENERAL INTRODUCTION TO LANGUAGE LEARNING AND NATURE OF HINDI

LANGUAGE
65
• Language: Meaning and definition - Importance of language in social life – Language

a vehicle of cultural heritage - multi-culture awareness and language teaching.
• Nature and Structure of Hindi Language: Sentence, meaning – Basic concepts in

phonology, morphology, syntax and semantics.
UNIT II: LANGUAGE EDUCATION – CONSTITUTIONAL PROVISIONS, POLICIES,

RECOMMENDATIONS, POSITIONS AND ROLE OF HINDI LANGUAGE IN INDIA AND KERALA
CONTEXT
• Position of Languages in India; Articles 343 – 351 , 350 A; Kothari Commission (1964 -66);
NPE – 1986; POA – 1992 ; National Curriculum Framework – 2005 ) language education)
• Before Independence and After Independence, Hindi as a mother tough second language,
National Language, official language , Hindi as a Link Language, Position of Hindi in Kerala
– Three Language Formula. Challenges of teaching and learning Hindi.
UNIT III: CURRICULUM DESIGNING IN HINDI LANGUAGE EDUCATION
Understanding the concept of curriculum, basis, Principles of curriculum construction,

types of curriculum, scope and limitation of existing school Hindi language curriculum (with
reference to NCF 2005). Modern trends of curriculum construction.
UNIT - IV: TEACHER AS A REFLECTIVE PRACTITIONER:
• Teaching as a profession, teacher as a facilitator, scaffolder, mentor, reflective

practitioner.
• Pre – service, in-service training programs for quality improvement – Seminars

workshops, Panel discussions, Field trips, projects etc.
UNIT V: INNOVATIVE THEORIES AND APPROACHES FOR LANGUAGE EDUCATION (MT &SL)
• Philosophical, social and psychological bases of approaches to Language acquisition and

Language learning: principles and maxims, inductive and deductive approach; whole
language approach; constructive approach; multilingual approach to language teaching (
John Dewey, Bruner, J.Piaget, L.Vygotsky, Chomsky, Krashen), and Indian thought on
language teaching (Panini, Kamta Prasad, Kishori Das Vajpai etc.)
• A CRITICL ANALYSIS OF THE EVALUATION OF LANGUAGE TEACHING METHODOLOGIES:

Grammar translation method, Direct method, Structural – situational method, Audio –
lingual method, Natural method; Reciprocal teaching, project method-play way method,
66
co-operative learning – collaborative learning, Dr. West’s new method, Merits and
demerits.
Seminar on role of national language/ lingua franca in a multi-linguistic society, assignment on

three language formula.
REFERENCES:
1. Agnihotri, R.K. and Khanna, A.L. (2002). Second Language Acquisition. New Delhi: Sage
Publications.
2. Billows F L(1961): The techniques of language teaching. London: Longman group Limited
3. Chomsky, N. (1957). Syntactic Structure. The Hague: Mouton and Co.
4. Dale, E. (1967). Audiovisual Methods in Teaching. New York: The Drygen Press.
5. Dash, B.N. (2005). Psychology of Teaching Learning Process. New Delhi: Dominant Publishers
and Distributors.
6. Hooper, R. (Ed.). (1971). The Curriculum: Context, Design and Development. Edinburg: The Open
University.
7. Jeeth, Yogendra, B. (1986). SikshaMemAdhunikPravrithiyam. Agra: VinodPustakMahal.
8. Jeeth, Yogendra, B. (2005). Hindi Sikshan. Agra: VinodPustakMandir.
9. Kumar, VijendraVarisht. (2004). Shiksha Mano Vigyan. New Delhi: Arjun Publishing House.
10. Lee, W. R. (1976). Language Teaching, Games and Contexts. London: Oxford University Press.
11. Longman. Dakin, J. (1973). The Language Laboratory and Language Learning. London: Longman.
12. Macmillian. Mangal, S. k., & Mangal, S. (2005). Essentials of Educational Technology and
Management. Meerut: loyal book depot.
13. Mangal, Uma. (1991). Hindi Shikshan. New Delhi: Arya Book Depot.
14. Mathur, S.S. (2005). Sikshan Kala. Agra: VinodPustakMandir.
15. Narang, Bhatia. (1995). Adhunik Shikshan Vidhiyam.Ludhiyana: Prakash Brothers Publishing.
16. Pandey, S.K and Sharma, R.S. (2008). Encyclopaedia of Modern Techniques of Teaching. New
Delhi: Common Wealth Publishers.
17. Passi, B. K. (1976). Becoming a Better Teacher : Micro teaching approach. Ahmadabad: Sahitya
Mudranalaya.
18. Sharma, S. (2005). Advanced Educational Psychology. New Delhi: Anmol Publications.
67
19. TiwariBholanadh.(2006). RajbhashaHindi.NewDelhi: Prabhat Publication.
20. Ur, Penny. (1984). Teaching Listening Comprehension. Cambridge: Cambridge University Press.
21. Ur, Penny. (1999). A Course in Language Teaching. Cambridge: Cambridge University Press.
22. Widdowson HG(1982) ; Teaching language as communication. OUP, London

23. Wright, A. (1977). Visual Material for the Language Tteacher. London: Longman.
24. Acharya Sithram Chathurvedi. Bhasha Ki Siksha.
25. Dr. Sreedharanantha Mukherji. Rashtra Bhasha Ki Siksha.
26. P.G. Kamath, Anya Bhasha Sikshan Eak Bhasha Vajanik Drishty.
27. K.M. Siva Ram Sharma. Hindi Sikshan Kala.
28. Bhai Yogendra Jit. Hindi Bhasha Sikshan.
29. Shri Satyanarayan Thripadi. Hindi Bhasha Aur Lipi Ka Aithihasic Vikas.
30. Dr. Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan Aur Reehana.
31. Nanda Bulare Baj Peyi, Sahitya Sushama.

68
SEMESTER I
BED P 101.5: UNDERSTANDING THE DISCIPLINE AND SUBJECT-KANNADA
OBJECTIVES:
Understanding and criticizing the meaning and importance of mother tongue in
education.
Nature and importance of Kannada language.
Aims and objectives of Kannada teaching.
Methods and techniques of Kannada teaching.
To understand the approaches of Kannada teaching.
Unit 1: General Introduction to Kannada language
1.1 Meaning, definition, nature and importance of Kannada language.
1.2 Kannada language: as a first, second and third language in education.
1.3 Meaning and importance of mother tongue.
1.4 Three language formula and Gokakh varadi.
Unit 2: Aims and objectives of Kannada language
2.1 General objectives of Kannada teaching
2.2 Specific objectives of Kannada teaching; knowledge, understanding, expression and
emotion.
2.3 Curriculum: Nature, meaning and types; Importance in language;
2.4. Modern curriculum.
Unit 3: Methods and techniques of Kannada teaching
3.1 Meaning and importance of Kannada teaching.
3.2 Scope of Kannada B.Ed course.
3.3 Traditional and modern methods in Kannada teaching.
69
3.4 Question answer method, Story method, Discussion method direct method, supervised
method and play-way method; Meaning nature, merits and demerits.
Unit 4: Principles approaches of Kannada teaching
4.1 Blooms taxonomy of educational objectives with special reference to Kannada.
4.2 Structural approach and communicational approach.
4.3 Language psychological principles; Behaviouristic, cognitive and constructivist approaches.
4.3 Easy to difficult, simpler to complex, known to unknown.
SUGGESTED TASKS/ASSIGNMENTS:
1 Collect two language games each to practice vocabulary and grammar.
2 Project based on Kannada language
3 Conducting class room seminars
REFERENCES:
1. Kannada bhasha shastra- Daravadakar R. A
2. Bhashe mattu bhasha vijyana- Kempegaowda K
3. Bhasha vijyanada moolatatvagalu- Chidananda moorty M
4. Chandashastra- Karki D S
5. Chandassu- Venkatachala shastri T. V
6. Hosagannada bhasha bhodane- Anantarama R
7. Kannada bhasha tatwa mattu bhodana marga- Anasooya V
8. Bhashe mattu kannda bhasha bhobane- Obalesha gatty.
9. Kannada bhodane- KrishnappaS
10. Shalegallally Kannada bhodhane- Pandytha C Krishna
11. Kannada nudi bhodhane- Ramana B. V
12. Kannada bodhane kelavu vicharagalu- Mahabaleshvara Rao
13. Kannada kaipidi- T N shreekanttayyya
14. Bhashe- Vishwakosha mysoor
15. Prauda shalegallally Kannada bhodhane- Mahabaleshvara rao
16. Bhashe mattu Kannada bhsha bhodane- Kongavada
70
17. Vishyadaryta Kannada bhodana vidana- s Shivayya
SEMESTER I
BED P 101.6: UNDERSTANDING THE DISCIPLINE AND SUBJECT-MALAYALAM
OBJECTIVES:
To enable the learners understand the concept, and nature of Languages.
To acquaint the learners with the concept of Language Acquisition
To enable the learners to understand the communication process
To develop positive attitude towards mother tongue, the rich and vivid culture of Kerala
To familiarize the learners with Nature and Scope of Functional languages
To enable the learners understand the professional role of language teachers.
TRANSACTIONAL STRATEGIES:
Lecture, Group learning, Discussion, Seminar, Demonstration, Practice& observation
CONTENT:
UNIT I: i) Introduction to Languages and its relation to other disciplines. ii) Concept of Natural
Language. Design Features of Language. iii) Speech Vs. Writing. iv) Piaget, Bruner, Vygotsky
Chomsky, v) Chomsky’s competence and Performance
UNIT II: 1. Language Acquisition Vs. Language Learning. Universal Grammar (UG) and
Language Acquisition Device (LAD) ii) Stages of Language Acquisition. iii) Mother Tongue,
Second Language and Foreign Language, concept of three language formula, iv) Use of
Language in Society. Concept of Communicative Competence. role of media
UNIT III: i) Communication process in teaching- learning ii) Meaning and significance of
communication process iii) Inter-personal and Intrapersonal Communication iv) Factors
Affecting Communication v) vernal and non verbal communication
71
UNIT IV- 1. Importance of mother tongue- medium of thought and communication of ideas and
emotions- creativity and aesthetic sense- medium of instruction- cultural transformation
.Planning for Instruction - Designing year plan, unit plans and lesson plans
UNIT V: i) Nature and Scope of Functional Languages. ii) Language and Education iii)
Methods and Strategies in Language Teaching. iv) Lexicography, Translation and Stylistics.
dialects, folklore- an overview
Unit- VI: i) Teachers Role & professional Ethics ii) As a facilitator of learning ii) competencies
and qualities of language teacher in preparing students to encounter future challenges v) As a
link between school & community vi) As a mobiliser of community resources vii) Concept and
dimensions of professional ethics of teachers
SUGGESTED TASKS/ASSIGNMENTS:
Assignment on language
Project on language
Prepare a report of seminar/symposium/ discussion/ debate
REFERENCES:
1. Billows F L(1961): The techniques of language teaching. London: Longman group

Limited
4. Dash, B.N. (2005). Psychology of Teaching Learning Process. New Delhi: Dominant
Publishers and Distributors.
5. Hooper, R. (Ed.). (1971). The Curriculum: Context, Design and Development. Edinburg:
The Open University.
6. Lee, W. R. (1976). Language Teaching, Games and Contexts. London: Oxford University
Press.
7. Longman. Dakin, J. (1973). The Language Laboratory and Language Learning. London:
Longman.
8. Macmillian. Mangal, S. k., & Mangal, S. (2005). Essentials of Educational Technology
and Management. Meerut: loyal book depot.
72
9. Passi, B. K. (1976). Becoming a Better Teacher : Micro teaching approach. Ahmadabad:

Sahitya Mudranalaya.
11. Ur, Penny. (1984). Teaching Listening Comprehension. Cambridge: Cambridge
University Press.
12. Ur, Penny. (1999). A Course in Language Teaching. Cambridge: Cambridge University
Press.
14. Wright, A. (1977). Visual Material for the Language Teacher. London: Longman.
15. Padhana Projectukalkku oru Kaippustakam, Prof. MK Prasad, Kerala Shaasthrasaahitya
Parishad
16. Divaswapna, Gijubhai Bhadeka, National Book Trust
17. Engane Malayalattil Blogam, Baburaj PM, DC Books, Kottayam
18. Gadyarachana, Dr.CK Chandrasekharan Nair, Kerala Bhasha Institute
19. Gadyashilpam, CV Vasudeva Bhattathiri, Kerala Bhasha Institute
20. Kerala Panineeyam, AR Rajaraja Varma , DC Books, Kottayam
21. Kuttikale Padanathil Sahayikkam, PK Abdul Hammed Karassery, DC Books, Kottayam
22. Malayala Bhasha Bodhanam, CV Vasudeva Bhattathiri, Kerala Bhasha Institute
23. Malayala Kavithapadhanamgal, K Sachidanandan, Mathrubhoomi Books
24. Malayala Sahithya Charithram, Dr. Kalpatta Blakrishnan, Kerala Bhasha Institute
25. Malayala Sahithya Charithram, PK Parameswaran Nair, Sahithya Academy
26. Malayala Sahithya Niroopanam, Dr. Panmana Ramachandran Nair, Current Books,
Kottayam
27. Malayala Sahithya Vimarshanam, Dr. Sukumar Azheekkode, DC Books, Kottayam
28. Mumbilulla Jeevitham, J Krishnamoorthi, DC Books, Kottayam
29. Nalla Malayalam, CV Vasudeva Bhattathiri, DC Books, Kottayam
30. Nammude Bhasha, EMS Namboothiripad, Kerala Bhasha Institute
31. Parivarthanonmugha Vidhyabhyabyasam, Guru Nithyachaithanya Yathi, Narayana
Gurukulam, Varkala
32. Prayogika Vyakaranam, Irinjayam Ravi
73
33. Purogamana Vidyabhyaasa chinthakal, PV Purushothaman, Kerala Shaasthrasaahitya

Parishad
34. Thettillatta Malayalam, Prof. Panmana Ramachandran Nair, DC Books, Kottayam
35. Tirakkadha Rachana – Kalayum Sidhanthvum, Jose K Manuel, Current Books, Kottayam
36. Toto Chan, Tetsuko Koriyo Nagi, Kerala Shaasthrasaahitya Parishad
37. Tuition to Intuition, Dr. KN Anandan, Transcend, Malappuram
38. Ucharanam nannavan, Dr.VR Prabodhachandran, Kerala Bhasha Institute
39. Vidhyabhyasathil Viplavam, Osho, Silence, Kozhikkode
40. Vidyabhyaasa chinthakal, Asis Tharuvana, Olive, Kozhikkode
41. Vidyabhyasa Parivarthanattinoru Amugham, Kerala Shaasthrasaahitya Parishad
42. Vyakarana Mitham, Sheshsgiri Prabhu
43. Malayala Bhashadyapanam, Dr.K Sivarajan, Calicut University
44. Micro teaching, Allen,D & Ryan, K, Adison Wesley, London
45. Mathrubhashabhodhanam Pravanathakalum Reethikalum, Bindhu,C.M., Scorpio, Calicut
46. Bhasha padanavum bodhanashasthravum author : Dr:Sreevrinda nair N
47. Bhasha padanavum sidhanthangalum author : Dr:Sreevrinda nair N DC reference.
Online Resources
1. http://ml.wikipedia.org
2. https://www.facebook.com/groups/144983732246185
3. https://www.facebook.com/groups/paribhasha
4. http://www.keralasahityaakademi.org/
5. http://malayalambloghelp.blogspot.com/
6. http://www.topsite.com/best/malayalam
7. http://malayalam.kerala.gov.in/index.php
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SEMESTER I
BED P 101.7: UNDERSTANDING THE DISCIPLINE AND SUBJECT –MATHEMATICS

Course Objectives:
On completion of the course the student- teacher will be able to:
1. Understand and appreicate the characteristics and development of mathematics and its
role in the development of modern society.
2. To understand the development of mathematatics and contributions of mathematicians.
3. Understand the essential qualities of a mathematics teacher.
4. Understand and appreciate the professional growth and development of a teacher.
5. Understand the mathematical implications of various theories of learning
6. Gain competence in using modern psychological theories to device teaching learning
process
7. Compare and contrast the nature and functions of various instructional approaches and
techniques of teaching Mathematics.
8. Improve the understanding of the principles of curriculum construction and organization in
Mathematics
9. Understand the characteristic and development of Mathematics
Mode of Transaction
Lecture cum discussion, Individual and group assignments, guided small group discussion,
project work, seminars, activity methods, Brain storming and individual tasks
Course Outline:
Unit-I: Mathematics as a discipline and conceptual Background of Mathematics (10 Hours)

75
1.1 Mathematics- meaning and definition

1.2 Nature and scope of Mathematics: Pure and applied Mathematics, Role of axioms and
postulates, Mathematics as a Science, Mathematics as a game, Mathematics as a language,
History of mathematics with special emphasis on teaching of mathematics.
1.3 Contributions of the following Mathematicians to Mathematics:

(a) Pythagoras (b) Euclid (c) Rene Descartes (d) Aryabhatta (e) Bhaskara
Charya-II (f) Srinivasa Ramanujan (g) Shakunthala Devi
1.4 Correlation of Mathematics: (a) within the subject (b) with other subjects
(c) real life.
Unit-II: Values and Objectives of Teaching Mathematics (05 Hours)
2.1 Aims and Objectives of teaching Mathematics

2.2 Values of teaching mathematics- utilitarian, cultural, disciplinary, aesthetic and
recreational.
2.3 Taxonomy of Educational objectives: Cognitive, Affective and Psychomotor Domains
2.4 Relationship between, aims, objectives and specifications
2.5 Objective based instruction-Need and importance in Mathematics, Competency based
instruction
Unit III: Teacher and Psychological Bases of Teaching Mathematics (05 Hours)
3.1 Qualities and competencies of Good Mathematics teacher- General qualities, specific
qualities, Personal qualities.
3.2 Professional growth of Mathematics teacher. – Teaching, Research and Extension.
3.3 Role of SCERT and NCERT in the professional growth of a teacher.
3.4 Orientation to theories of Bruner, Piaget, Gagne, Vygotski, Chomsky and Gardner
3.5 Implications of theories of Bruner, Piaget, Gagne, Vygotski, Chomsky and Gardner in
teaching mathematics.
Unit IV: Instructional and Learning Strategies and Techniques (20 Hours)
4.1 Maxims of Teaching.

4.2 Approaches: Teacher centred, Learner centred and activity based
Behaviourist approach and constructivist approach
4.3 Methods for productive Learning- Teaching of mathematics
4.3.1 Teaching mathematical Concepts
-Lecture Discussion method and Heuristic Method
4.3.2 Teaching mathematical Generalisation
-Inductive- Deductive strategies
4.3.3 Teaching proof of theorems
- Analytic- Synthetic proofs
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4.3.4 Teaching problem solving

-Problem-solving method and Project method
4.4 Techniques of individualizing instruction-Homogeneous grouping, supervised study and self
study.
4.5 Oral work, Drill work, written work,

Homework, Review, Assignments
4.6 Small group techniques: Brainstorming, collaborative learning, co-operative learning
Unit V: Mathematics Curriculum (10 Hrs)
5.1 Curriculum- Meaning, new trends in curriculum construction their application in developing
mathematics curriculum.
5.2 Principles of content selection- Objectives based, child centred, correlated, cater to
individual differences fulfilling requirements of higher education, flexible and practicable.
5.3 Principles of content organization- organizing the syllabus both logically and psychologically,
topical, spiral and concentric approaches.
5.4 Reforms in Mathematics curriculum- National and state level reforms- NCERT Mathematics
curriculum.
5.5 Mathematics curriculum reforms - SMP, SMSG, NCERT, NCF, KCF, Nuffield
Suggested Tasks/Assignments:
Critically analyse the implications of SMP/SMSG/Nuffield in secondary school
mathematics curriculum in Kerala with the supporting evidences
(interview/questionnaire, content analysis etc)
Prepare a picture album of famous mathematicians (including western and
Indian) with descriptions of their biography and contributions. (Atleast 10
mathematicians)
References
1. Lglewiez, Boris and Stoyle, Judith (1973). An Introduction to Mathematical Reasoning,

New York; The Mac Millan Co.
2. Servas, Wand T. Varga. Teaching School Mathematics – UNESCO Service Book.
3. Sidhu, K.S. (1984). The Teaching of Mathematics, New Delhi : Sterling Publications Pvt.
Ltd.
4. Mangal, S.K. (1984). The teaching of Mathematics, Ludhiana : R.P.Fadon Prakash brothers.
5. Eves, Howard (1963). The History of Mathematics, New York: Holt Rineheart and Winston.
77
6. Soman, K (1988_. Ganitha Sasthra Bodhanam, Trivandrum : State Institute of Language

(Kerala).
7. NCERT. A Text Book of content – cum- methodology of Teaching Mathematics, New
Delhi: NCERT.
8. State text books in Mathematics of Kerala, class VII to XII.
9. Korner, S. The philosophy of Mathematics, New York; Herper Torch Books, the science
Library
10. Nanda, N.N and Gill, P.S. Teaching of Mathematics.
11. Aiyankar, Kuppuswami. The Teaching of Mathematics.
12. Felix, Lucien. Modern Mathematics and the Teacher.
13. Morgan, O.I. The Teaching of Mathematics in the Secondary Mode.
14. Bellard, P.B/ Teaching the Essentials of Arithmetic
15. Rai, B.C Methods of Teaching Mathematics.
16. Sharma. R.A. Teaching Learning Strategies and Mathematical Creativity.
17. Sundarajan.S. Theory and Practice of Teaching School Mathematics.
18. Summer, W.L. The Teaching of Arithmatic & Elementary Mathematics.
78
SEMESTER I
BED P 101.8: UNDERSTANDING THE DISCIPLINE AND SUBJECT-NATURAL SCIENCE
Objectives
• To acquaint with the nature of Science.

• To develop understanding of the place of science in National School Curriculum.
• To familiarize the evolution of Teaching of Science.
• To update the present practices of learning and instruction prevailing in the state schools
of Kerala.
• To understand Approaches, Methods & Techniques of Teaching Science.
• To understand the principles of organizing curriculum.
• To provide familiarization with resources for teaching/learning Science
• To be a Professional Science Teacher
UNIT I:
Nature and Scope of Natural Science/Biological Science (7 Hours)
Science-its meaning, definitions and nature of Science as a product and process- Science as an on-
going process of enquiry, scientific method. Importance of science as a school subject. Values of
teaching science with special reference to Biology.Scientific Attitude, Scientific sensitivity, scientific
creativity. Historical background of science Education- A brief sketch.
UNIT II
79
Science Curriculum and Resources in Teaching Biological Science Education (12 Hours)
Curriculum -A conceptual analysis, Curriculum and syllabus, Principles of curriculum

construction. Approaches to curriculum organization, Disciplinary and Inter disciplinary
approach. Concept of correlation-systematic and incidental correlation. Curriculum reforms
abroad (BSCS),Curriculum reforms in Kerala, Curriculum reforms as envisaged is NCF,KCF
UNIT III (15 Hours)
Approaches, and strategies of learning Biological Science
Teaching, Maxims of teaching. Inductive, Deductive, Discovery approaches of Teaching.

Methods of Instruction – Lecture, Lecture cum demonstration method, Project method,
Problem solving method. Questioning Technique, Brain storming, & Role Playing, seminar and
debate. Discussion method, programmed learning.
UNIT IV (8 Hours)
Learning Resources in Biological Science
Resource materials in teaching Natural Science-Syllabus, Textbooks, Work Book,

Teachers handbook, reference books, supplementary readers. Teaching aids. Biological
drawings, digital images, 3D Animations, micrographs, specimens, video, PowerPoint
presentation. WEB RESOURCES
UNIT V (8 Hours)
Professionalising Science teacher
Definition of profession, Teaching as a profession. Teacher Competencies listed by

NCTE. Soft Skills Role of SCERT and NCERT in the Professional growth of Science teacher.
Internet resources and websites for professional growth of science teachers like PUBMED,
ERIC,INFLIBNET etc.
Task : Environment related Project
REFERENCES
1. Anderson, J.B. (1980). Cognitive Psychology and its Implications.SanFrancisco: W. H. Freeman and
Company.
80
2. Anderson, C. and K. Roth. (1992). Teaching for Meaningful and Self Regulated Learning of Science.
Advances in Research of Teaching, VoI. 1, J. Brophy, ed. Greenwich, Conn : JAI.
3. Alsop, S. & Hicks, K. (2003)Teaching science. New Delhi: Kogan page India Private Ltd.
4. Arons, A.B. (1983). Achieving Wider Scientific Literacy.Daedalus Spring 91—122.
5. Aggarwal, D.D. (2001): Modern Methods of Teaching Biology.
Sarup Teaching Series.Sarup& Sons, New Delhi.
6. BhaskaraRao, D. (2000): Teaching of Biology. Nagarjuna Publishers, Guntur.
7. Bhatt, B. D., & Sharma, S.R. (1996). Methods of Teaching Science. Delhi: Kanishka Publishing
House.
8. Bloom, B.S. (Ed). (1956). Taxonomy of Educational Objectives : New York :David Mekay Company.
9. Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives, Handbook 1— Cognitive Domain,
Harcourt Brace & World Inc., New York.
10. Chikara, M. S. and S. Sarma (1985): Teaching of Biology, Prakash Brothers, Ludhiana.
11. Dale, E. (1967): Audiovisual Methods in Teaching.(2nd ed.). New York: The Drygen Press, Inc.
12. Das, R.C. (1985). Science Teaching in Schools. New Delhi: Sterling Publishers.
13. Elkind, D. (1977). Piaget and Science Education. In. N. Vaidya& J.S. Rajput (Eds.), Reshaping our
School Science Education. New Delhi: Oxford & I.B.H. Publishing Company.
Freire, P. (1970). Pedagogy of the Oppressed.Harmondsworth: Penguin.
14. Gagne, R.M., Briggs, L.J. & Wagner, W.W. (1986). Principles of Instructional Design (3rd ed.).
Chicago: Holt, Rinehart and Winston Inc
15. Gentn, D. & Stevens, A.L.(Eds.).(1983). Mental Models. Hillsdale, New Jersey: Larence Erlbaum
Associates, Publishers.
16.Gupta, S.K. (1985). Teaching of Physical Science in Secondary Schools. New Delhi : Sterling
Publications (Pvt.) Limited.
17. Hull, D. L., (1988). Science as a process. Chicago: The University of Chicago Press.
18.Harlen, W &Elstgeest (1992) UNESCO Source Book for Sciencein the Primary School New Delhi :
National Book Trust
19. Joyce, B. & Weil, M. (1986). Models of Teaching (3rd ed.) New Jersey: Prentice Hall Inc.
20. Kohli, V.K. (1986). How to teach Science.Ambala City, Haryana :Vivek Publishers.
81
21. Lowman, J. (1995). Mastering the Technique of Teaching. Second Edition, San Francisco.
22..Mangal,S.K.,Teaching of Science, New Delhi:Arya Book Depot.1997. Mohan, R (1995). Innovative

science teaching for physical science. New Delhi: Prentice Hall.
Methods of Instruction - Any appropriate text book. Problem Solving Cycle & types of Problems-
Sternberg,R.J.,(2006)Cognitive Psychology, Thomson Wadsworth
23. Mohan R (2011) Teacher Education, New Delhi Prentice Hall India Ltd
NarendraVaidya: Science Teaching in Schools for the 21st century, Deep and Deep Publications
Pvt.Ltd.,1999.
24. N.C.E.R.T. (1989). Instructional objectives of school subjects. New Delhi: N.C.E.R.T.
25. N.C.E.R.T. (1993). National curriculum for elementary and secondary education (rev. ed. ). New
Delhi: N. C. E. R.T.
26. NCERT. (2005)National Curriculum Frame Work New Delhi: NCERT
27. SCERT. (2007) Kerala Curriculum Frame Work Thiruvananthapuram: SCERT
28. S.Venkataih(Ed)..Science Education.Anmol publications Pvt Ltd.,2000
29. S.K.Kochhar..Methods and Techniques of Teaching, Sterling Publishers pvt ltd 2003
Sivarajan, K &Faziluddin, A. (2005) Science Education. Calicut University : Central Co-operative stores.
30. SharmaJagdish, Model of Science Teaching,Raj Publishing House, Jaipur.(2006)
31.Siddiqui,N.H.andSiddiqui.M.N., Teaching of Science Today and Tomorrow.Delhi:Doaba House.1983.
32. Sharma, R.C. (1985). Modern Science Teaching. New Delhi: DhanpatRai& Sons. UNESCO,New
33. UNESCO Source Book for Science, France UNESCO.
34. WashtonNathan,S, Teaching Science..In Elementary &Middle School.David ,Mc Kenny

Co.,N.York(1974).
35. Yadav.M.S Teaching of Science, Mangaldeep Publication, N.Delhi 1992.
36.SCERT,Kerala (2009). Teachers’ Hand Book, Standard VIII, Education Department, Government of
Kerala.Harlen, W &Elstgeest (1992) UNESCO Source Book for Sciencein the Primary School New Delhi
: National Book Trust
37.Passi,B.K (1976). Becoming better teacher: A micro teaching approach, Ahamadabad,

SahithyaMundranalya.
38.Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall
82
39.Mathew, T.K. &Mollykutty (2012) Science Education – Theoretical Bases ofTeaching& Pedagogic
Analysis, Chengannur: Rainbow Publications
40.Joseph T. T., (1991) Modern Trends in Science Education, Kottayam: St Joseph Training College
41.Rajan K. M. , (1999), Perspectives in Physical Science Teaching, Kottayam: Vidyarthimithram
42.Popper, (2002) The Logic of Scientific Discovery, Routledge Publishers
Web sites
3http://docs.moodle.or g
http://www.scientificlite racy.org
http://www.curriculumsupport.education.nsw.gov.au/investigate/i ndex.htm
http://nlist.inflibnet.ac.in
http://www.librariananur udh.com
http://www.youtube.com /watch?v=T7xLD4XfqA w http://teachingcenter.wus tl.edu/
http://www.freeinquiry.com/
http://www.ncbi.nlm.nih.gov/pmc/
http://www.ncbi.nlm.nih.gov/pubmed
83
SEMESTER I
BED P 101.9: UNDERSTANDING THE DISCIPLINE AND SUBJECT-PHYSICAL SCIENCE
Course Objectives:
On completion of the course the student teacher will be able to
Understand the nature significance and scope of physical science.

Understand science as both process and product.
Facilitate development of scientific attitude and scientific aptitude in learners.
Aware of the various instructional strategies and curricular approaches in teaching
physical science.
Understand scientific method of enquiry.
Achieve mastery over the methods techniques contents of physical science for
transacting.
Appreciate the fact that every child possesses curiosity about his/her natural
surroundings.
Unit – I Nature of Physical Science
1.1. Science – as a domain of enquiry- as a dynamic and expanding body of knowledge- as a

process of constructing knowledge-as interdisciplinary area of learning. Process skills in
science at secondary stage.
1.2. Facts, concepts, principles, theories and laws – their characteristics in context of
physical science.
1.3. Physical science for environment, health, peace, equity.
1.4. Contribution of eminent scientists.
1.5. Scientific Attitude, Scientific Aptitude, Scientific Creativity, Scientific sensitivity.
Unit – II. Curriculum in Physical Science.
2.1. Curriculum – principles of construction, factors affecting.
2.2. Approaches to curriculum organization – concentric plan, type study integrated,

disciplinary and inter disciplinary approaches.
2.3. Science curricular projects- Chemstudy, Nuffield project, PSSC.

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2.4. Science education as envisaged by NCF and KCF
Unit – III. Approaches and Strategies of Learning Physical Science.
3.1. Scientific Method-steps involved.
3.2. Science a Process Approach (SAPA)
3.3. Behaviorist approach Vs Constructivist approach; Critical Pedagogy.
3.4. Inductive and Deductive approach of teaching – Mill’s canons of induction
3.5. Communication in Science, Lecture cum demonstration, Problem solving, Project method,
Heuristic method, Historical method, Brain storming, Group discussion, Seminar.
3.6. Graphic Organizers, Concept mapping, Collaborative learning and experiential learning.
3.7. Facilitating Learners for self-study
3.8. Models of Teaching- Concept Attainment Model and Inquiry Training Model.
Unit IV- Exploring Learners
4.1. Learning as a generative process- Learner as Little Scientist.
4.2. Encouraging learners to raise questions; appreciating dialogue amongst peer group;
Ensuring equal partnership of learners with special needs.
4.3. Encouraging learners to collect materials from local resources and to develop/fabricate
suitable activities in science.
4.4. Stimulating creativity and inventiveness in science; Nurturing creative talent at local level
and exploring linkage with district/state/central agencies.
UNIT 5: Professional Development of Science Teachers

5.1. Professional development programmes for science teachers;
5.2. Participation in seminar, conferences, online sharing, membership of professional
organizations.
5.3. Teachers as a community of learners, collaboration of schools with universities.
5.4. Role of reflective practices in professional development of teachers.
5.5. Teacher as a researcher: Learning to understand how children learn science—action
research in physical science
Tasks:
Lesson plan based on concept attainment model and inquiry training model.
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References:
Integrated Science curriculum for Middle schools an introduction, NCERT, New Delhi,
1982.
Understanding why curriculum innovations succeed or fail, school science and

mathematics James R.K; 81 (6): 487, 1981.
Teaching Strategies : A Guide to better instruction – Orlich, D.C. et.al, Hearth & Co.,
Lexington, Mass, 1980.
Science Teaching for the 21st century: Narendra Vaidya. Deep and Deep Publications F-
159, Rajouri arden, New Delhi – 110027.
Innovative Science Teaching for physical science teachers – Radha Mohan,

Prentice Hall, New Delhi.
Science Teaching in schools – Das R. C., Sterling Publishers, New Delhi.
Modern Science Teaching – Sharma, R.C., Dharapat Rai and Sons, New Delhi.
Models of Teaching, 4th d. – Joyce B., and Weel, M; Prentice Hall Inc., Englewood Cliffs,
NJ, 1985.
From Behaviourist to constructivist teaching: - Scheurman, Geoffrey, Social Education,

62 (1), 69, Jan. 1998.
The practice of constructivism in Science Education – Tobin Kenneth, Lawrence Erlbaum

Associates Inc. Publishers, NJ, 1993.
Teacher’s Professional Responsibilities - Spackman, Francis, David Fulton Publishers,

London, 1991.
******************
86
SEMESTER I
BED P 101.10: UNDERSTANDING THE DISCIPLINE AND SUBJECT-SANSKRIT
Hours of Instructions: 50 Hours
Objectives:
After completion of course the student teacher will be able to
understand the historical development of Sanskrit
develop teaching learning skills
understand the methods for teaching Sanskrit
understand about the various co-curricular activities related to Sanskrit teaching
MODE OF TRANSACTION/ACTIVITIES
Lecture, Group learning, Seminar, Discussions, Debate, Practice & observation, Workshop,
Practical sessions, CAI.
MODULE 1- GENERAL INTRODUCTION TO SANSKRIT LANGUAGE EDUCATION 10 Hrs
History of Sanskrit- its influence in Indian languages, world language, classical language,
Sanskrit and various sciences, ancient Indian philosophy and Sanskrit development of Sanskrit
education in india- reports of first Sanskrit commission. Krishnawarrier committee, second
Sanskrit commission
MODULE-2 SKILLS OF LANGUAGE 10 Hrs
Skills of learning and teaching- basic language skills-L S R W
Skills of reception, expression appreciation, micro teaching skills
MODULE -3 METHODES OF TEACHING SANSKRIT 15 Hrs
Ancient- Gurukula. Direct
Medieval- bhandarkar- text book

87
Modern- behaviorist, constructivist social constructivist, critical pedagogy
Models of teaching- Concept attainment, Advance organizer- inductive deductive
MODULE -4 COCURRICULUAR ACTIVITIES IN SANSKRIT 15 Hrs
Samskrutholsava- day celebrations- manuscript magazines- assembly
1- Prepare a seminar paper and present it in the classroom based on any topic in the history of
Sanskrit language or education
2. Compare any two methods of teaching Sanskrit. Report be in ten pages
REFERENCE
1-TEACHING SANSKRIT- G. SAHADEVAN
2, TEACHING SANSKRIT WITH NEW TECHNIQEUS- DR. C.H.L.N. SARMA
3, KERALEEYA SAMSKRITHADHYAPANAM- DR.K.R.HARINARAYANAN
4, PRACTICAL SANSKRIT GRAMMER- P.R.D. SARMA
5, FIRST BOOK OF SANSKRIT . R.G. BHANDARKAR
6, SECOND BOOK OF SANSKRIT. R.G.BHANDAERKAR
7, MODELS OF TEACHING- BRUCEJOYCE -MERSHA WEIN
8, REFFLECTION S OF LANGUAGE. NOM CHOMSKY
9, THE TEACHING OF SANSKRIT. D.G.APTE
10. SAMSKRUTHA SHIKSHANA – RAMSAKAL PANDEY
11, REPORT OF FIRST SANSKRIT COMMISSION – GOVT OF INDIA
12, KRISHNAWARRIER COMMISSION REPORT- GOVT OF KERALA
13,SECOND SANSKRIT COMMISSIN REPORT – GOVT OF INDIA

88
AUDIO VIDEO MATIRIELS
1. A WORK BOOK FOR SANSKRIT LEARNER D.PI. KERALA.

2. ABHYASAMANJARI- D.P.I.KERALA
3. C.D OF RASTRIYA SANSKRIT SANSTHAN
4. PRAYOGA PARICHAYA C.D. BY D.P.I.
5. C.D. OF R.S.VIDYAPEETHA THIRUPATHI
Websites
www.navavani.org .in
www.nic.Sanskrit.in
89
SEMESTER I
BED P 101.11: UNDERSTANDING THE DISCIPLINE AND SUBJECT-SOCIAL SCIENCE
Objectives:
• To develop a thorough understanding of the Nature, scope and values of social science
teaching.
• To develop understanding about the aims and objectives of teaching social science at
secondary level.
• To get acquainted with the relationship of social science with other subjects.
• To identify relevant psychological theories and its application in the learning of social
science.
• To achieve mastery over instructional strategies, method and skills for teaching social
science.
• To get an understanding of the principles of curriculum construction and also acquire a
familiarity with different approaches of organizing social science curriculum.
• To develop an appreciation of the role and significance of social science in achieving
national integration and fostering international understanding.
• To acquaint with the various issues and challenges in the society.
• To get familiarity with the importance of instructional materials for social science
teaching.
Mode of Transaction:
Discussion, Project work, seminar, assignments, brain storming, group work, lecture
cum demonstration etc.
Unit I: Social Science as a core discipline (4 Hrs)

1.1 Structure of social science
• Meaning, nature and scope of social science
• Difference between Social Science and Social Studies
• Values of teaching Social Science
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• Social Science as a core subject
1.2 Aims of Teaching Social Science
• Need and importance of social Science in the present scenario

• General objectives of teaching Social Science
1.3 Relationship of Social Sciences and with other subjects.
• Fusion, integration and correlation within Social Sciences and with other subjects.
Unit 2: Social Science Curriculum (5 Hrs)
2.1 Meaning and definition of curriculum
2.2 Principles of curriculum construction
2.3 Organizing Social Science Curriculum – different approaches – relative merits and demerits
Unit 3: Learning Theories and the Teaching of Social Science (6 Hrs)
3.1. New perspective of Social Science teaching - approaches and Strategies based on NCF and
KCF
3.2. Piaget, Burner, Vygotsky, Ausubel, Gardner – their theories and its influence in
curriculum and learning process.
3.3. Role of teacher, learner, evaluation in Behaviourist and constructivist approaches.
U nit 4 Approaches, Techniques and Methods of Social Science Teaching (20 Hrs)
4.1 Approaches to Teaching Social Sciences
Didactic – Lecture and expository methods – teacher initiated
Socratic – Question answer – interactive method Facilitative – Learner initiated –
Co-operative learning.
4.2 Methods / Techniques of teaching
Lecture – Discussion – Problem Solving – Project method – Source method – Socialized

Recitation method – supervised study - Role Play and simulation -Dramatization- co-operative
and collaborative learning- Questioning – guided discovery
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4.3 Techniques for Higher learning
Brain Storming – Brain Trust- buzz session- Symposium –workshop etc.
Unit 5: Reference Materials for Social Science (10 Hrs)
5.1 Social Science Library
5.2 Social Science Text Book
5.3 Workbook, hand book, supplementary reading material etc.
5.4 Educational websites- Eric, endure, funderstanding,Edubundu etc.
5.5 Uses of Inflibnet, linux, ubundu.
5.6 Blog creation
Unit 6 Social Science and Changing Society (5 Hours)
6.1 Current affairs in Social Science
6.2 Teaching controversial issues
6.3 Utilizing Community resources
6.4 National Integration
6.5 International Understanding.
1. Assignment Submission (Soft and Hard Copy)
2. Project Preparation
3. Preparation of E-Learning Material.
4. Seminar Presentation and Documentation
5. Conduct Debate, Symposium etc.
6. Organize social awareness programmes for community empowerment.
7. Prepare E-Portfolios
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Reference Books :-
1. Aggarwal, J.C (2003). Teaching of Social Studies : A Practical Approach. Mumbai :

Vikas Publishing House
2. Kochaar, S.K.(2002).The Teaching of Social Studies. New Delhi: Sterling
3. Singh Sandhu, Research Methodology in Social Science
4. Nagaraja Rao and Sanjeeva Rao(1995). A Textbook of Social Science. Vikas Publishing
House Pvt Ltd.
5. Vashist,S.R.(2007). Practice of Social Studies. Anmol Publications Pvt Ltd.
6. Alex M. George, and Amman Madan.(2009). Teaching of Social Science in

Schools.SAGE Publications India Pvt Ltd
7. Vashist,S.R.(2006). Social Studies In Secondary Schools. Anmol Publications Pvt Ltd.
8. Mangal S.K.,and Uma Mangal (2013). Teaching of Social Studies.PHI Learning Pvt Ltd.
9. Murthy Radakrishnan, and Jecintha Mary.(2013).Methods of Teaching Social Studies.

Neelkamal Publications Pvt Ltd.
10. Kumar, S.P.K. and Noushad, P.P.(2009).Social Studies in the Classroom: Trends and
Methods. Calicut University Scorpio Publishers.
11. Sharma, M. (2013).Teaching Social Studies: Concepts and Applications. Kanishka

Publishers, New Delhi.
12. Ediger M and Bhaskara Rao.(2005). Teaching Social Studies Successfully .Discovery
Publishing House New Delhi.
13. Vashist,S.R.(2007). Social Studies and General Education. Anmol Publications Pvt Ltd.
14. Shamsi ,Nayyar .((2004). Modern Teaching Social Studies. Anmol Publications Pvt Ltd.
15. Ruhela,S.P.(2014). Teaching Social Sciences. Neelkamal Publications Pvt Ltd.
16. www.eric.ed.gov/
17. www.funderstanding.com/
18. www.eduref.org
93
19. www.inflibnet.ac.in/
20. www.edubundu.org/
21. Michaeis,J.U. (1976).Social Studies for children in a Democracy:Recent Trends and

Development(5th Edition)New Jersey:Prentice Hall.
22. http://camp.ihmc.us/
23. www.learningobjects.com/
24. www.cec-ugc.org/
25. Zais, R.M.(1977). Carriculum. NewYork:John Wiley.
26. Yajnik,K.S.(1966).Teaching of Social Studies In India. Bombay:Orient Longman.
27. Bining,A.C.and Bining,D.H.(1952) Teaching of Social Studies in Secondary

Schools.NewYork :McGraw Hill.
28. Joyce And Weil (2003).Models of Teaching(5th Edition) NewDelhi:Prentice Hall.
29. Clark, L. H. (1973) Teaching of Social Studies in Secondary Schools(2nd
Edition).NewYork :McMillan.
30. Mangal, S.K. (1997).Advanced Educational Psychology. NewDelhi:Prentice Hall.
31. www.ncte.org.in
32. NCERT(2005) National Curriculum Framework.NewDelhi:NCERT
33. SCERT(2007) Kerala Curriculum Framework.Trivandrum:SCERT
34. Sills,D.L. (1972) .International Encyclopedia of Social Sciences. NewYork :McMillan.

94
SEMESTER 1
Course EPC 01: READING AND REFLECTING ON TEXT
Total Marks: 50 Contact Hours
Internal assessment: 50 2 hours per week
Rationale and Aim
Language is the medium for comprehending ideas, for reflection and thinking, as well as for
expression and communication. Enhancing one's facility in the language of instruction is thus a vital
need of student teachers, irrespective of the subject areas that they are going to teach. This course is
visualized as a range of primarily text-based language activities, which will aid in strengthening the
ability to 'read', 'think', ‘discuss and communicate' as well as to 'write' in the language of instruction. It is
likely that student teachers will begin the programme with different levels of language ability; hence
group work that supports different levels of learning is envisaged as a central feature of this course.
They will also learn to engage with ideas and appreciate that different kinds of writing are used to
communicate these ideas in different contexts. Overall, areas of language proficiency which are
emphasized are those that will lay a foundation for their becoming self-learners, reflective and
expressive teachers, and collaborative professionals.
UNIT 1: ENGAGING WITH NARRATIVE WRITING
The selected texts could include stories or chapters from fiction, dramatic incidents, vivid descriptive
accounts, or even well-produced comic strip stories.
Reading for comprehending and visualizing the account (individual plus group reading and
discussion/explanation)
Re-telling the account – in one's own words/from different points of view (taking turns in a
smaller group)
Narrating/describing a related account from one's life experience (in front of a smaller group)
Discussion of characters and situations – sharing interpretations and points of view (in a smaller
group)
Writing based on the text, e.g. summary of a scene, extrapolation of story, converting a situation
into a dialogue, etc. (individual task).
UNIT 2: ENGAGING WITH POPULAR SUBJECT-BASED EXPOSITORY WRITING
The selected texts could include articles, biographical writing, or extracts from popular non-fiction
writing, with themes that are drawn from the subject areas of the student teachers (various sciences,
mathematics, history, geography, commerce, literature/language pieces). For this Unit, the student-
teachers should work in groups divided according to their subjects, within which different texts could be
95
read by different pairs of student-teachers. Reading to extract overall meaning, information, subject
knowledge (guided reading in pairs and simple note making)
Identifying major concepts and ideas involved and making notes on these in some schematic
form – flow diagram, tree diagram, mind map, etc. (guided working in pairs)
Explaining the gist of the text/topic to others (in the larger subject group)
Attending the writing style, subject-specific vocabulary and 'perspective' or 'reference frame' in
which different topics are presented—this will vary across subjects and texts, and requires some
interpretative skills for 'placing' the context of each text (group discussion and sharing)
Writing a review or a summary of the text, with comments and opinions (individual task)
UNIT 3: ENGAGING WITH JOURNALISTIC WRITING
Working out in journalistic writing-Assign to collect particular journalistic items- letter to the
Editor, General Article, thematic article, feature article, Students corner etc.
Find out the attributes of each item (Group work)
Skill acquisition in report writing- seeing all the details in an event- disseminating them- judging
them-relating them-and realizing their significance.
Publish a journal of their own with all the properties and varieties like-Unexpected events, like
fires, accidents, or crimes; Expected events, like meetings, plans, movements, or legislation;
Expressions of opinion by prominent men or women, as given in speeches or interviews.-
ingenious Reports on flood, draught, accident, strikes etc.
Each member of the group has to work to get published in any of the periodical
Prepare a collection of the printed items.
UNIT 4: ENGAGING WITH SUBJECT-RELATED REFERENCE BOOKS
For this Unit, the student-teachers should work in groups divided according to their subjects. Within
these groups, pairs of student-teachers would make a choice of a specific topic in their subject area
which they could research from a set of available reference books. The focus of this Unit is, as much the
learning of effective processes of reference research and its presentation, as the actual reading of the
reference books themselves.
Selecting the topic for research and articulating some guiding questions
Searching and locating relevant reference books (could be from a school library or the institute
library)
Scanning, skimming and extracting relevant information from the books by making notes
Collating notes and organizing information under various subheadings

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Planning a presentation – with display and oral components
Making presentations to whole subject group, fielding questions.
UNIT 5: ENGAGING WITH EDUCATIONAL WRITING
Selected texts could be drawn from the wide range of popular educational writing in the form of
well-written essays, extracts or chapters from authors who deal with themes from education, schooling,
teaching or learning. The writings selected should present a definite point of view or argument about
some aspects of the above themes. Student-teachers can be grouped randomly for this Unit.
Reading for discerning the theme(s) and argument of the essay (guided reading- individually or
in pairs)
Analyzing the structure of the argument—identifying main ideas, understanding topic sentences
of paragraphs, supporting ideas and examples, terms used as connectors and transitions (guided
small 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 (large group)
Reference
1. Baker, L., and Brown, A.L., 1984, Metacognitive skills and reading: in Pearson, P.D., Barr, R., Kamil, J.L.,
and Rosenthal, P. (editors), Handbook of Reading Research, Longman Press, NY.
2. Bransford, J.D., Brown, A.L., and Cocking, A.R. (editors), 2000, How People Learn: Brain, Mind,
Experience, and School: National Research Council, National Academy Press, Washington D.C., 346 p.
3. Gourgey, A.F., 1999, Teaching reading from a Metacognitive perspective: Theory and classroom
experiences: Journal of College Reading and Learning, v. 30, p. 85-93.
4. Zimmerman, B., 2002, Becoming a self-regulated learner: An Overview: Theory into Practice, v. 41, no.
2, p. 64-70.
***************
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SEMESTER II
BED C 201: PSYCHOLOGY OF LEARNING AND TEACHING

Hours of Instruction: 80 hours
Objectives:
* To understand the process of learning and the concept, nature and various factors influencing
learning.
*To develop an understanding of the cognitive process involved in different approaches to the
teaching learning process
*To gain an understanding of different theoretical perspectives on learning with a focus on

cognitive views of learning as well as social–constructivist theories
*To become aware of different contexts of learning and explore the possibilities of learning
*To familiarize different teaching learning strategies suitable to individual differences.
*To understand constructivist views and neo constructivist methods of learning
*To acquire different techniques of motivation for the effective class room transactions
*To understand the concept of mental health and mental hygiene.
*To acquaint the learner with the concept, process and importance of Group Dynamics.
*To apply the principles of group dynamics for effective class management.
Mode of Transaction:-
Lecture –cum- demonstrations, Seminars, Peer learning strategies, Community visits, Brain
storming sessions, Debates, Group discussions, Problem-solving sessions, Project reviews, Use
of video-clips and transcripts of classroom teaching, innovations and inquiry , Observation in
schools and other field sites, Recording of observations and experiences, Interviews with school
personnel, Individual projects, Journal writing, Using library and ICT resources, analysis of a
variety of records of learning and teaching, Constructivist Learning Strategies - Cooperative and
Collaborative Learning, Concept mapping - Brain based learning – Cognitive apprenticeship -
Engaged learning.
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Unit: 1 Understanding the learner and learning process – (10 hours)
1.1 Implicit knowledge and beliefs about learning
1.2 Characteristics of learning – Role of learner in various situations
1.3 Variables affecting learning process – different psychological perspectives of learning
1.4 Learners motivation- types of motivation and Achievement motivation (Mc Cleland)
1.5 Powerful learning and learner’s motivation. Learning curves: positive, negative and
combination type
1.6 Plateau’s in learning curves: causes and elimination of plateau’s
Unit II: Understanding learning: socio-cultural and cognitive processes- (30 hours)
2.1 Behaviorist Approach (In Brief)

- Ivan Petrovich Pavlov’s classical conditioning
- Edward Lee Thorndike’s trial and error learning
- Burrhus Frederik Skinner’s operant conditioning
2.2 Cognitive learning theories

- Gestalt theory of learning
- Kurt Lewin’s Field theory
2.3 Eclectic approach

- Robert M Gagne
2.4 Cognitive developmental approaches (In Detail)

- Genetic Epistemology- Jean Piaget
- Discovery learning- Gerome Seymour Bruner
- Reception learning- David Paul Ausubel
2.5 Social learning approaches

- Socio-cultural learning- Lev Vygotsky
- Vicarious learning theory- Albert Bandura
2.6 Beyond constructivism: “navigationism in the knowledge era”
2.7 Cognitive neuroscience- Brain scan to lesson plan: the role of cognition
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2.7 Transfer of learning/training – Types, theories and importance of transfer
2.8 Learning in and out of school
2.9 Concepts of synergy, scaffolding, psycho-osmosis
Unit III: Cognitive Functions in learning - (15 hours)
3.1 Sensation and Perception
3.2 Errors in perception- Illusions and Hallucinations – (physical illusions and perceptual
Illusions. Visual, auditory, taste, smell and cutaneous hallucinations)
3.3 Concept formation –abstraction and generalization
3.4 Cognitive functions -Thinking, Reasoning, decision making and problem solving
3.5 Gestalt laws of perceptual organization
3.6 Memory- Concept and types of memory
3.7 Forgetting- causes and theories of forgetting
3.8 Techniques for Effective Memorization- Association, Mnemonics, chunking etc
3.9 Pre cognition and Meta cognition
Unit IV: Mental Health and Mental Hygiene- (10 hours)
4.1 Mental Health and Mental hygiene- meaning and nature
4.2 Foundation of mental health – Heredity, Physical factors, Social factors such as the home,
the
school, the community, and the peer and satisfaction of basic needs.
4.3 Characteristics of mental health
4.3 Promotion of mental health in the learner and in teacher
4.4 Objectives of mental hygiene
4.5 Importance of mental hygiene in school -Values, personal relationships between teacher
and Learners.
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4.6 Relationships among the learners themselves, autonomy, self-esteem and freedom
experienced by learners
4.7 Eco-psychology – ‘Realizing the connection between humans and nature is healing for both’
Unit V: Learning in Groups - (15 hours)
5.1 Meaning and Characteristics of Psychological group
5.2 Factors facilitating group formation – for security, self-esteem, mutual interest, physical
proximity, social needs, social identity, overcome stress
5.3 Types of Groups – primary and secondary groups, formal and informal groups, inclusive and
exclusive groups, voluntary and involuntary groups, small and large groups.
5.4 Group Dynamics - Group behavior, process and its importance in learning
5.5 Concepts and importance of group morale, group conscience and group cohesiveness
5.6 Sociometry: - Use and importance
5.7 Styles of Leadership- qualities and aims
Suggested Tasks
Conduct any two experiments in psychology and prepare a report.
References:
Alex, K. (2003). Vygotsky’s Educational Theory in Cultural Context, Cambridge University

Press.
Asch, M. (2002). A Text Book of Cognitive Psychology, New Delhi:IV Y Publishing House.
Baron ,R. A. (2001). Psychology, 5th Edition, New Delhi: Prentice-Hall of India Private Ltd.
Chauhan, S.S. (1996). Advanced Educational Psychology, Vikas Publishing House Pvt.Ltd.
Coon, D. (2000). Essentials of Psychology- Exploration and Application, 8th Edition, USA:
Wadsworth.
Dandapani, S. (2001). A Text Book of Educational Psychology, New Delhi: Anmol Publication.
101
Feldman, R.S.(2000). Understanding Psychology, New Delhi: Tata McGraw- Hill

Publication.
Lefrangois, G. R. (2000). Theories of Human Learning- What the Old Man Said,
USA:Wadsworth.
Mangal, S.K.(2000). Advanced Educational Psychology, New Delhi:Prentice-Hall of India,

Pvt.Ltd.
Morgan, C.T., King.R.A., & Weisz’s. J.R.( 1993). Introduction to Psychology, New Delhi:
Tata McGraw- Hill Publication.
Sreejith.E., & Arun Kumar. P.(2013). Vidyabhyasa Manasasthram, DC Press (P) Ltd,
Kottayam, Kerala
102
SEMESTER- II
BED C 202: KNOWLEDGE AND CURRICULUM PART-1
Rationale:
The purpose of this course is to make the student-teacher familiar with the different
dimensions of Knowledge and Knowing. The course makes a comprehensive analysis of the
epistemological doctrines of knowledge and Knowing, different levels and ways of knowing,
variety of sources of knowledge etc. It proposes towards the student- teacher community the
importance of realizing the sources of knowledge and how students can be trained to make use
of such sources for independent study.
Objectives:
• To make the teacher-student realize concepts and misconceptions on Education and

make her a true practitioner of education.
• To make student teachers competent in different strategies of knowledge creation and

a good facilitator of construction of knowledge.
• To develop among the student teachers a culture of learning and become an active
participant in learning communities.
• To give insight to the student teacher on the epistemologies of different schools of

philosophy and different approaches to knowledge and knowing and their impact in
shaping and re-shaping educational system.
• To develop the competence of curriculum development and evaluation among student

teachers.
Mode of Transaction
• Lecture
• Dialogue
• Classroom Discussion
• Debate
• Dramatization
103
Unit: I- : Epistemological Basis of Education (10 Hours)
(i) Education: Concept, meaning, definitions and approaches

(ii) Aims of Education – traditional and Modern
(ii) Factors Determining Educational System: Philosophical, Political, Socio-Cultural, Economic,
Geographical, technological etc.
(iv) Education as a System, as a Process and as a product.
(v) Purpose and Roles of education
Unit- II: Knowledge and Knowing (15 Hours)
(i) Knowledge- Theories of knowledge, classification of knowledge and different approaches to
knowledge.
(ii) Difference between information, knowledge, skill- belief, truth and reason – teaching and
training - learning and acquisition.
(III) Knowledge and Schooling
(IV) Major Sources of Knowledge
(V) Different Ways of Knowing
UNIT III: Different Perspectives on Knowledge and Knowing (15 hours)
(i) A detailed study of the epistemologies of the different Schools of Philosophy with special
reference to the concept of Knowledge and Knowing, Organization of Educational System, and
Transaction of Knowledge : (i) Idealism (ii) Naturalism (iii) Pragmatism (iv) Humanism, (v)
Existentialism, (vi) Futurism
(ii) Bases of Modern Child Centred Education- Activity, discovery and dialogue as exemplified in
the educational thoughts of Gandhi, Tagore, Dewey, Plato, Buber and Freire
Unit- IV Curriculum: (10 hours)
Curriculum- various dimensions of curriculum and their relationship with the aims of education-
Curriculum as enacted, curriculum as process and practice - curriculum development - The
relationship between power, ideology and the curriculum- Role of the state in curriculum- Role
of various social groups in curriculum making.
Different Types of Curriculum: Core Curriculum, Activity Oriented Curriculum, Content Oriented
Curriculum, Hidden Curriculum, Issue based Curriculum etc.
Innovations in Curriculum Construction
Curriculum framework, syllabus, text books and hand books.
Assignments
1. Evaluation of a Textbook
2. Preparation of a unit for a Textbook
3. Development of Hand book for teachers (One unit)

104
References :
American Psychological Association. (1992). Learner-Centered Psychological Principles:

Guidelines for School Redesign and Reform. Washington, D.C.: American Psychological
Association.
Entwistle, N.J. (1987). Understanding Classroom Learning. London: Hodder and Straughton.
Erickson, H. L. (2007) Concept-based curriculum and instruction for the thinking classroom.
Thousand Oaks, Corwin Press.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman &
Littlefield.
Freire, P. (2000). Pedagogy of the oppressed. Continuum.
Lave, J. and Wenger, E. (1991) Situated learning: legitimate peripheral participation. New York:
Cambridge University Press
Meno: Reason, persuasion and virtue. Pearson.
NCRT(2005). National Curriculum Frame Work. New Delhi: NCERT
Plato. (2009). Reason and persuasion: Three dialogues (Chapter 6). In J. Holbo (Ed.),
Sabyasachi, B. (1997). The Mahatma and the poet: Letters and debates between Gandhi and
Tagore. National Book Trust.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching.
105
SEMESTER II
BED P 201.1: PEDAGOGY OF SCHOOL SUBJECT-PART 1: ARABIC
Objectives:
• Familiarizes with the nature of text book and analyses pedagogically

• Understanding the pedagogical approaches and strategies for acquiring language skills
and different discourses of school curriculum.
• Develops an understanding of pedagogy and its principles
• Develops the ability and acquires the teaching skills by practicing complex skills of
classroom teaching
• Develops the ability to design lesson templates incorporating the relevant objectives and
activities
• Develops knowledge of the importance of planning in teaching
• Familiarizes with ways of employing teaching skills for effective teaching
• Acquire the ability to plan lessons and use in classroom teaching
• Acquire the ability to apply suitable Teaching and learning resources in classroom
teaching
Mode of Transaction
• Lecture, Group Learning, Seminar, Discussions, Debate, Demonstration- Practice &
Observation, Workshop, Practical sessions, CAI.
UNIT 1: INTRODUCTION TO PEDAGOGIC ANALYSIS – ARABIC : ( 10 Hrs)

• Pedagogic Science; Teacher as a pedagogue
• Principles of pedagogic Analysis
• Content Knowledge and Pedagogic Knowledge, Pedagogic Content Knowledge
• Pedagogic Content Knowledge analysis: scope, Principles and objectives
• Steps involved in pedagogic content knowledge analysis
• Pedagogic Analysis of Arabic Language Discourses :
Conversation, poem, rhyme, slogan, speech, notice, report, message, letter, poster,
advertisement,
Profile, biography, essay, story, Quran and Hadith and narration etc.
• Pedagogic Analysis of language elements: grammar, vocabulary, structures, rhetoric &
prosody etc.
• Pedagogic Analysis of Arabic Text Books prescribed for the State Schools of Kerala
From 6th std to 12th std.
106
UNIT 2: ESSENTIAL REQUIREMENTS FOR TEACHING ARABIC LANGUAGE (12Hrs)

• Perspectives in Language Learning & Teaching
• Teaching and Learning of language : its nature and significance
• Teaching and Learning of Arabic language
• Teaching is an art and science; Learner and Teacher
• Inter dependence of Teaching & Learning., Maxims of Teaching
• Arabic Language Teacher
• Changing concept of Teaching, learning , classroom environment;
CWW (classroom without walls), VLE (Virtual Learning Environment.)
• Competency Based Language Teaching (CBLT) Language teacher competencies
Teaching Skills: Pre teaching skills and post teaching skills
• Core skills in teaching : stimulus variation, introducing ,explaining, questioning, response
management,
Application of ICT skills, Black Board, White Board, & Interactive Board
• Practicing teaching skills :
• Micro Teaching: Principles and definitions ,Micro teaching cycles, Link practice
• Preparing of Micro Teaching Lesson Plans
• Planning in Teaching :Importance of planning in teaching
Objectives of Planning ,Different levels of Planning :
Year plan, Unit plan, lesson plan
• Planning and designing of lesson templates
Steps involved in preparing lesson template
• Designing lesson templates for different language discourses& language elements
UNIT 3: RESOURCES IN TEACHING AND LEARNING OF ARABIC LANGUAGE (8Hrs)
• Teaching Learning Materials : Psychological Bases
• Teaching aids: its design and development
Audio, video, audio-video, Graphic and improvised aids, Projected and non projected
aids, Animated and digital aids, Language Lab, Multi media aids
• Library : importance of library , types of library
• Activity Aids: Jamaiyathul Arabiyya al adabiyya, nadiyathu lluga, majallathul arabiyya wal
jidariyya wa nuskhiyya, idaathul arabIyya, ialanathul arabiyya, maharjan al adabil arabi, al
thaaleef wa thasdeer Wassahafa, al mushaira, al siyaha al dirasiyya, zawiyathul qiraa etc.
• Teaching learning resources: TB& HB, its characteristics and qualities
• Other resources: Supplementary Readers, Local Text, live Text, static text etc.
• Resource Mapping
107
• E- Learning and e teaching: Digital text books, Digital library & other online resources
• Designing of Digital text books , e-books and its application,
• Adopting down loaded resources for teaching Arabic
• M-learning: smart phones as learning devices and its scope
UNIT4: ASSESSMENT IN ARABIC LANGUAGE EDUCATION ( 12Hrs)

• Assessment for learning &teaching
• Assessment for learner achievements
Objectives of assessment, Tools& Types; formative and summative
Continuous Evaluation, comprehensives evaluation, Continuous and comprehensive
evaluation
Construction and administration of achievement tests
Diagnostic tests and Remedial teaching
Marking and Grading, Grading indicators
• Assessment using ICT
• Development of online tests
Preparation and use online tests and its application
Student evaluation: Self evaluation, Peer evaluation
Preparation of scoring indicators for CE and CCE
• Assessment Rubrics
UNIT 5. GLOBAL TRENDS IN ARABIC LANGUAGE EDUCATION (8hrs)
• Position of Arabic Language in the present day world
• Arabic as a foreign Language
• Arabic language education in India & Kerala
• Pedagogic practices of Arabic Language teaching & learning
• Critical evaluation of teaching and learning Arabic in Kerala
ASSIGNMENTS/PRACTICAL/ PROJECT etc.

• Practicing Micro Teaching and preparation of Micro Teaching LP& observation schedule
• Assignment on preparing/collecting online tests in Arabic.
Arabic :
52. Abdullah al Amiri, Dr. Al Muallim al Najih:, Dar Usama li -nashir wa thouzeea’
53. Thatweeru Adai -al Muallim; kifayathu thaaleem wa thahleel al muthawasila : Hashim
Uwaidha, Dar al Ilm al Malayeen , Labanan
54. Thaaleemu al lugha al arabiyya baina nadriyya wa thathbeeq: Dr Hasan Al Shahatha, Dar
Misriyya wa llubnaniya
108
56. Thareeqathu Thadreesi Wa strateejiyyathuhu: Dr Muhammed Mahmmod al Haila, Dar
Al Kitab Al Jamia, Al ain, UAE
57. Al Mawajjah Al Fanni LiMudarirsee al Lughal Al Arabiyya: Abdul Aleem Ibrahim; Dar al
maarif, Al qahira
58. Thaaleem al lugha al Arabiya lighairi al nathiqeena biha : Makthab al tharbiyya al Arabi
liduwal al Khaleej
59. Ilmu al lugha; Muqadhima llil qaria al Arabi: Dr. Mahmood Al Saaran, Dar al- N ahda al
Arabiyya
60. Thuruqu thadrees al lugha al Arabiyya lil madaris al muthawassitha wa thanaiyya : Hasan
Mulla Uthman ; Dar alam al Kuthub lithbaa wa nnashshr wa thouzeea, Riyadh, KSA
61. Thaqnolojiya al Thaaleem; Al wasail al thaaleemiyya wa thaqniyyath al thaaluum: Dr.
Muhammed Assam Tharbay , Dar Hammurabi lilnashri wa thouzeea
62. Asaleeb Wa Thuruqu al-Thadrees al Hadeesa : Dr. Muhammed Assam Tharbaya; Dar
Hammurabi lilnashri wa thouzeea
Henscheid
65. Istheeratheejiyyath wa Maharah al Tharees :Kamal al Jundi; Dar al Jumhooriya lilthibaa
66. Wasaail al Ithisal wa thaknologiya fithaaleem :Dr Abd al hafiz muhammed salama ,Dar al
Fjkar
67. Al thadrees wa Iadad al Muallim: Dr.S Abdulrahman qindeel Dar al Nashr al Duwali
70. Madkhal Ila Tharbiya al muthamayyizeena wal Mauhoobeen, Dar al fikar lial thibaa wa
Nashr
71. Thaqniyyath al thaaleem( Mafhoomuha wa douruha fi thahseeni amaliyyath al thaaleem
wa thaallum: Badar Salih
72. Kuthub al Mudariseen lil madaris al thanawiyya: Majli al wilaya lilbuhuzu thabaviyya
wathadreeb
73. Al tharbiya wa thuruqu thadrees: Salih abdul Azeez& Abdul Azeez Abdul Majeed; Dar al
Maarif, Al Qahira
74. Kaifa Thulqi Darsak: Yabhasu fi usooli al tharbiyath wa thadrees, Dar al Ilm lil Malayeen ,
Bairut.
English :
University Press.
109
University Press.
80. Jack C. Richards, and Theodore S. Rodgers.(1986) Approaches and Methods in Language
Teaching. Cambridge University Press.
81. Jack C. Richards, and Anne Burns. (2009) The Cambridge Guide to Second Language
82. Norton, Donna E (et al.) (1999). Language Arts Activities for Children. Prentice Hall, New
Jersey.
83. Reyes, Sharon Adelman. (et al.) Constructivist Strategies for Teaching English Language
Learners. Corwin Press.
84. Seeley, John (2003) the Oxford Guide to Writing and Speaking. Oxford University Press.
Journals:
86. Current Perspectives in Teaching the Four Skills by ELI HINKEL Seattle University Seattle,
Washington,
Online resources:
90. Activities for developing skills
93. www.oup.com/elt
110
SEMESTER II
BED P 201.2: PEDAGOGY OF SCHOOL SUBJECT-PART 1: COMMERCE
Mode of Instruction:
Participative discussion, Seminar, Assignment, Brain Storming, Buzz Session , Projects and
Related reading, Lecture cum Demonstration.
INSTRUCTIONAL CONTENT SUGGESTED TASKS

OBJECTIVE
To develop teaching Discussion on the use
skills and Teaching Skills and Micro Teaching and applicability of
Competencies skills to relevant
. 1.1 Maxims of Teaching topics .
1.2 Core Teaching Skills
1.3 Micro Teaching Procedure Practice of micro
1.4 Teacher Competence skills.(at least three )
1.5 Teacher as a Facilitator
. 1.6 Code of Professional Ethics
(10 Hrs)
To became expert in Pedagogic Analysis Identification of
pedagogic analysis 2.1. Pedagogic Content Knowledge – terms, facts,
of commerce Nature, Scope and Importance- PCK in concepts, process
Business subjects and principles to
2.2 Content analysis- topics in business
• Terms, Facts, Concepts, Process, studies and
Principles accountancy.
• Statement of objectives-
• Pre requisites Discussion on the
• Ways of introducing topics. applicability and
• Selection of appropriate learning advantages of
aids, experiences and tasks, and various learning tasks
evaluation procedure. and evaluation
procedure.
(5 Hrs)
111
To acquaint with the Planning of Instruction Preparation of year

preparation of plan and unit plan .
different types of 3.1 Need and importance of Planning
instructional plan 3.2 Level of Planning-
Year Plan, Unit Plan and Lesson Plan
(5 Hrs)
To gain an insight Shift in the Bases of Commerce Education Preparation of lesson

into the theoretical plans .
aspects of teaching
and learning. 4.1 Objective Based Instruction/
Behaviourist approach
o Interrelationship of objectives,
learning experiences and evaluation
o Blooms taxonomy
o Revised taxonomy.
4.2 Towards social construction of
knowledge
Social Constructivism
4.3 Constructivist Learning Design

To master the
preparation of • Co-operative Learning
lesson plan/ • Meta cognitive Strategies
teaching manual in • Reflective practices.
constructivist
learning design. (25 Hrs)
To gain practical • 5.1 IT inputs in commerce teaching Preparation of

experience in o Computer Assisted modules ,
handling software Instruction presentations etc
and hardware o Use of Presentation software
materials for like POWERPOINT, MS
teaching of ACCESS
commerce. o Module preparation for e-
content
o Educational CDs
o Online resources, e journals.
112
(5 Hrs)
References:
( common)
Macmillan.
York: Longman.
Winston, Inc.
York: Longman.
Carey, M. Lou. (1988). Measuring and Evaluating School Learning. Boston: Allyn and Bacon, Inc.
Hall, G.E & Jones, H.L. (1976). Competency Based Education: A Process for the Improvement of
Education. New Jersey: Prentice Hall.
Harrow, A. J. (1972). A Taxonomy of the Psychomotor Domain. N.Y: David McKay Company, Inc.
Joyce, Bruce & Weil, Marsha. (1999). Models of Teaching. New Delhi: Prentice Hall of India Pvt.
Ltd.
113
Company.
Pub.
Sinj. M.N. & Maheswari. S.B. (1975). Methods and Techniques of Teaching Commerce Subjects.
Delhi:Young men & Co.,
Tonne. HA (1960). Principles of Business Education. New York: Me. Graw Hill Book Col. Gregg
Division Company.
114
SEMESTER II
BED P 201.3: PEDAGOGY OF SCHOOL SUBJECT-PART 1: ENGLISH
Objectives:
After completion of Course the student-teacher will be able to
familiarize with the nature of text book and analyses pedagogically
understand the pedagogical approaches and strategies for acquiring language skills and
different discourses of school curriculum.
develop an understanding of pedagogy and its principles
develop the ability and acquires the teaching skills by practicing complex skills of
classroom teaching
develop the ability to design lesson templates incorporating the relevant objectives and
activities
develop knowledge of the importance of planning in teaching
familiarize with ways of employing teaching skills for effective teaching
acquire the ability to plan lessons and use in classroom teaching
acquire the ability to apply suitable Teaching and learning resources in classroom
teaching
MODE OF TRANSACTION
Lecture, Group Learning, Seminar, Discussions, Debate, Demonstration- Practice &

Observation, Workshop, Practical sessions, CAI.
UNIT 1: INTRODUCTION TO PEDAGOGIC ANALYSIS - ENGLISH : ( 10 Hrs)
Pedagogic Science; Teacher as a pedagogue
Principles of pedagogic Analysis
Content Knowledge and Pedagogic Knowledge, Pedagogic Content Knowledge
Pedagogic Content Knowledge analysis: scope, Principles and objectives

115
Steps involved in pedagogic content knowledge analysis
Pedagogic Analysis of English Language Discourses:
Conversation, poem, rhyme, slogan, speech, notice, report, message, letter, poster,
advertisement,
Profile, biography, essay, story, narration etc.
Pedagogic Analysis of language elements: grammar, vocabulary, structures, rhetoric & prosody
etc.
Pedagogic Analysis of English Text Books prescribed for the State Schools of Kerala
From 6th Std to 12th Std
UNIT 2: ESSENTIAL REQUIREMENTS FOR TEACHING ENGLISH LANGUAGE (15 Hrs)
Perspectives in Language Learning & Teaching
Teaching and Learning of language: its nature and significance
Teaching and Learning of English language
Teaching is an art and science; Learner and Teacher
Inter dependence of Teaching & Learning., Maxims of Teaching
English Language Teacher
Changing concept of Teaching, learning, classroom environment;
CWW (classroom without walls), VLE (Virtual Learning Environment.)
Competency Based Language Teaching (CBLT) Language teacher competencies
Teaching Skills: Pre teaching skills and post teaching skills
Core skills in teaching: stimulus variation, introducing, explaining, questioning, response

management,
Practicing teaching skills:
Micro Teaching: Principles and definitions, Micro teaching cycles, Link practice
Planning in Teaching: Importance of planning in teaching
Objectives of Planning, Different levels of Planning: Year plan, Unit plan, lesson plan
116
Planning and designing of lesson templates
Steps involved in preparing lesson template
Designing lesson templates for different language discourses& language elements
UNIT 3: RESOURCES IN TEACHING AND LEARNING OF ENGLISH LANGUAGE (10 Hrs)
Teaching Learning Materials: Psychological Bases
Teaching aids: its design and development
Audio, video, audio-video, Graphic and improvised aids, Projected and non projected aids,
Animated and digital aids, Language Lab, Multi media aids
Library: importance of library, types of library
Teaching learning resources: TB& HB, its characteristics and qualities
Other resources: Supplementary Readers, Local Text, live Text, static text etc.
Resource Mapping
E- Learning and e teaching: Digital text books, Digital library & other online resources
Designing of Digital text books, e-books and its application,
Adopting down loaded resources for teaching English
M-learning: smart phones as learning devices and its scope
UNIT 4: ASSESSMSNT IN ENGLISH LANGUAGE EDUCATION (10 Hrs)
Assessment for learning &teaching
Assessment for learner achievements
Continuous Evaluation, comprehensives evaluation, Continuous and comprehensive evaluation
Construction and administration of achievement tests
Assessment using ICT
Development of online tests

117
Preparation of scoring indicators for CE and CCE
Assessment Rubrics
UNIT 5. GLOBAL TRENDS IN ENGLISH LANGUAGE EDUCATION (5 Hrs)
Position of English Language in the present day world
English as a foreign Language
English language education in India & Kerala
Pedagogic practices of English Language teaching & learning
Critical evaluation of teaching and learning English in Kerala
SUGGESTED ASSIGNMENTS/PRACTICAL/ PROJECT
Preparing lesson templates and observation schedule
Assignment on preparing/collecting online tests in English.
English:
Anandan K N. (2006). Tuition to Intuition – The Constructivist Perspective on Second Language

Pedagogy , TRANSCEND: Malappuram, Kerala
Doff, Adrian. (2008) Teach English: A Training Course for Teachers. Cambridge University
Press.
Hedge, Tricia. (2000). Teaching and Learning in the Language Classroom. Oxford University
Press.
Jack C. Richards, and Theodore S. Rodgers.(1986) Approaches and Methods in Language

Jack C. Richards and Anne Burns. (2009) The Cambridge Guide to Second Language Teacher
Education. Cambridge University Press.
Norton, Donna E (et al.) (1999). Language Arts Activities for Children. Prentice Hall, New Jersey.
118
Reyes, Sharon Adelman. (et al.) Constructivist Strategies for Teaching English Language
Seeley, John (2003) the Oxford Guide to Writing and Speaking. Oxford University Press.
Online resources:
www.oup.com/elt


http://www.languageinindia.com/april2002/tesolbook.html
Task-Based Language Teaching and Learning: An Overview

119
SEMESTER II
BED P 201.4: PEDAGOGY OF SCHOOL SUBJECT-PART 1: HINDI
Aims of the Course
After completion of Course the student-teacher will be able to:

• Understand the aims and objectives of teaching Hindi
• Understand the practical knowledge of micro teaching concepts and different teaching
skills.
• Understand about the teaching of poetry, prose and drama.
• Understand how children in diverse social contexts construct knowledge of specific

subject concept areas.
• Understanding the pedagogical approaches and strategies for acquiring language skills
and different discourses of school curriculum.
Unit – I : MICRO TEACHING – Principles – Steps – Uses – Skills – Introducing a Lesson –

Explanation – Questioning – Using the black board – Reinforcement – Stimulus Variation – Link
Lesson
Unit II : AIMS AND OBJECTIVES OF TEACHING HINDI LANGUAGE
• Aims and Objectives of teaching and learning Hindi language - Socio-cultural utilitarian
aims - Principles of Language learning - Aims and Objectives of teaching and learning
Hindi language: Objective Based Instruction, Taxonomy of Educational Objectives
(Original & revised) , Objectives and Specifications - Process Oriented Teaching and
learning - Outcome Based Learning (OBL) - Life Oriented Teaching & Learning
• Teaching of Prose - Aims and procedure of teaching intensive reader and extensive
Reader - Teaching of Poetry- Method-Teaching of composition – strategies, Oral and
written – Difference between teaching prose and poetry – Teaching of Grammar-
Method-Theoretical and practical grammar .
120
Unit – III TRANSACTIONAL STRATEGIES: Lesson planning – concept, construction and

administration, year plan, unit plan, lesson plan based on different approaches.
Unit – IV: LANGUAGE MASTERY THROUGH SKILL ACQUISITION: Listening, speaking, reading
and writing.
Listening and Speaking: Sub skills of listening and speaking skills - Storytelling, dialogues,
situational conversations, role plays, simulations, speech, games and contexts, language
laboratories, pictures, authentic materials and multimedia resources - Reading: Sub skills of
reading: Study skills, including using thesauruses, dictionary, encyclopedia. etc. - Writing:
Stages of writing; Process of writing; Formal and Informal writing, such as poetry, short story,
letter, diary, notices, reports, dialogue, speech, advertisement, etc. Reference skills; Study skills;
Higher order skills.
UNIT – V: TEACHING TECHNIQUE – Observation – Demonstration- Discussion, Assignment,

Supervised Study- interview, Role playing, Team teaching, programmed learning. Questioning,
Narration, Dramatization, Explanation etc. 4. Syllabus - Kinds - Structural syllabus, Notional
syllabus, Situational syllabus, Communicative syllabus.
ACTIVITIES

ASSIGNMENTS/ PROJECT/ PRACTICAL

Preparation of Micro teaching lesson plans& observation schedule, Practice micro-
teaching
REFERENCES:
Publications.
121
9. Kumar, VijendraVarisht. (2004). Shiksha Mano Vigyan. New Delhi: Arjun Publishing
House.
Press.
Longman.
15. Narang, Bhatia. (1995). Adhunik Shikshan Vidhiyam.Ludhiyana: Prakash Brothers

Publishing.
16. Pandey, S.K and Sharma, R.S. (2008). Encyclopaedia of Modern Techniques of Teaching.
New Delhi: Common Wealth Publishers.
20. Ur, Penny. (1984). Teaching Listening Comprehension. Cambridge: Cambridge University
Press.
Press.
122
30. Dr. Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan Aur
Reehana.

123
SEMESTER II
BED P 201.5: PEDAGOGY OF SCHOOL SUBJECT-PART 1: KANNADA
OBJECTIVES
Acquire knowledge and ability to develop language skills in students.
Use audio-visual software to promote learning.
Develop the ability to select appropriate methods in teaching.
Studying in utility of E-learning in Kannada teaching.
Unit 1: Language Skills
1.1 Listening; Nature and kinds of listening; conditions for effective listening-Listening
activities and suggested programmes, developing listening skills.
1.2 Speaking; Importance of oral work- phonetics of Kannada difficulties of
pronunciation and remedial measures, special training through various activity, formal informal
conversation, story telling, dialogue, dramatics, narration, discussion and debates.
1.3 Reading; Meaning, significance, importance of reading- aloud and silent reading.
Methods of teaching reading, suggested programmes to developing reading skill.
1.4 Writing; Hand writing and spelling- Its importance, special feature of Kannada
alphabets, different methods in improving hand writing and spelling.
Unit 2: Skills for Effective Teaching
2.1 Concept of micro teaching; Micro teaching cycle, types and lesson plans
2.2 Lesson planning; Needs for planning- stages of planning, year plan, unit plan, lesson
plan-meaning, steps, significance and preparation.
2.3 Resource unit; meaning, steps, significance and preparation.
Unit 3: Teaching and Learning Resources
3.1 Importance and utility of audio visual materials in developing language skills. Kinds
of materials
3.2 E-learning; Importance and application of E- learning for effective communication in
Kannada teaching.
124
3.3 Text books; Importance and principles of Kannada text books. Characteristics of a
good text book, critical study of the present text books.
3.4 Language laboratory and work book- meaning, nature and importance
Unit 4: Improving skills of a teacher

4.1 Teacher as a facilitator in developing the language ability in children
4.2 Essential qualities of a Kannada teacher
4.3 Academic and professional quality- pre-service and in-service courses
PRACTICAL ACTIVITIES:
1. Collect two language games each to practice vocabulary and grammar.
2. Preparation of various lesson plans.
3. Critical study of Kannada text book of standard VIII IX, X.
4. Preparation of work book.
5. Preparation any two improvised aids.
6. Preparation of year plan and unit plan.
REFERENCES:
1. Matrubhashe, Kannada bhodana marga,- AnassooyaVParagy

2. Bharatada bhasha samasye- HSK
3. Kannada kaipidy- Kuvempu
4. Kannada bhodane, Kannada adyana samasye,- Kongawada S
5. Kannada vyakarana darshana- Krishnayya and venkobarao M
6. Bhashe mattu bhasha vijyana- Kempegauda
7. Praudashala Kannada kaipidy- Gopala krishnayya
8. Nadu nudi- Pateela puttapppa
9. Manukulada matugara- Chamsya nom
10. Bhasha vijnyanada moola tatvagalu- Chidananda moorty M
11. Kannada sahytya charytre- R M Mugali
12. Praudashalegallally Kannada bhasha bhodane- Mahabaleshwara rao
13. Kuvempu avara shikshana tatwa vichara- D Javare gaowda
14. Dviteeya bhasha bhodane- Veerabadrappa B a
15. Kavyarta Chintana- G S Shivarudrappa
16. Hosagannadada sahytya- SL Sheshagiry Rao
17. Shikshanada bhashe mattu buddivantike- Shreenatha shastry and others
18. Kannada chintane- D Javaregauda
125
SEMESTER II
BED P 201.6: PEDAGOGY OF SCHOOL SUBJECT-PART 1: MALAYALAM
OBJECTIVES:
To understand the status, role and the nature of Malayalam language
To analyze the nature of Malayalam language in the school curriculum including its
relation to other disciplines and its social and cultural history as a subject in the school
curriculum.
To appreciate the importance of teaching Malayalam at various levels and the aims and
objectives of teaching it.
To understand and execute the teaching skills.
To develop an understanding of the aims and pedagogical approaches for teaching

Malayalam at different stages of school
To acquire the theoretical knowledge of different methods and approaches of teaching

Malayalam and apply them in classroom teaching
To know the different methods of teaching different types of lesson in Malayalam

teaching.
To develop a deeper theoretical understanding of how children in diverse social

contexts construct knowledge of specific subject concept areas.
To acquire the knowledge of the kinds of Curriculum and syllabus.
To understand planning and organization of teaching Malayalam.
To acquire the knowledge of the different resources for teaching Malayalam
To appreciate the importance of suitable teaching materials in language teaching and

prepare/ select them for the use in class room teaching effectively.
Group learning, Seminar, Discussion, Lecture

126
CONTENT:
UNIT I: 1. Introduction to language – Nature, Need, aims and Objectives of Teaching

Malayalam- Meaning, definition, functions.
2. The status of Malayalam - need and importance of Mother tongue - official language- Three
Language formula.
3. Objectives of teaching Malayalam at Primary, Secondary and Higher Secondary level- Cultural
background . Problems of Multi Lingualism and mother tongue as medium of instruction
4. Teaching language as a skill rather than a knowledge subject. Teaching the communication
skills - Listening - Speaking – Reading – Writing.
UNIT II: 1.General Principles and Maxim of language teaching 2. Bloom's Taxonomy of
Educational Objectives - Cognitive - Affective - Psychomotor domains - General and Specific
Instructional Objectives- process skills, issue based approach, critical pedagogy- curricular
statements. 3. Micro teaching, various teaching skills 4. Teaching of Prose - Aims and procedure
of teaching intensive reader and extensive Reader -Teaching of Poetry - Method - Differences
between teaching Prose and Poetry- Teaching of Grammar - Method – theoretical and practical
grammar- Teaching of various discourses.
UNIT III: 1. Methods of Teaching Malayalam- merits and limitations- direct, indirect method-
structural method - project method-play way method, constructivist method-cooperative
learning-collaborative learning- Lecture method, inductive, Deductive methods - Merits and
Demerits- Integration of content and methods.
- Communicative approach. Eclectic approach. Constructivism (NCF 2005)- synetic model of

teaching- Recent trends in the teaching of Malayalam 3. Technique – Observation –
Demonstration- Discussion, Assignment, Supervised Study- interview, Role playing, Team
teaching, programmed learning. Questioning, Narration, Dramatization, Explanation, Brain
storming, simulation, peer tutoring, reflective learning, experiential learning strategies, etc. 4.
127
Syllabus - Kinds - Structural syllabus, Notional syllabus, Situational syllabus, Communicative

syllabus
UNIT IV- 1. Language curriculum, meaning and principles (with reference to NCF2005) and
teaching language through literature and discourses. 2.Curriculam and Syllabus – Meaning and
definition- Principles of curriculum construction- different approaches of organizing curriculum-
Modern trends in curriculum. Structural syllabus, Notional syllabus, Situational syllabus,
Communicative syllabus- local text. 3. Planning for Instruction - Designing year plan, unit plans
and lesson plans- an overview.
UNIT V: Resources in Teaching Malayalam and cocurricular Activities. 1. Linked in teaching,

Need, Importance, types- Audio, Visual and Audio Visual Aids. 2. Teacher made aids - Flash
cards, Pictures, Charts, Models. 3. Mechanical aids - recorder, Radio, Television.4.Programmed
learning- Language laboratory. 5. Computer assisted language learning - Power point
presentation 6. Multi-media and Internet- e learning, social media, blogs - identifying websites.
6. Different cocurricular activities which promote learning language.
SUGGESTED ASSIGNMENTS/ PROJECT :
Survey on the status of implementing three language formula in schools
Listing out different types of literary items included in secondary school text book
Identifying suitable approaches, methods and strategies for transacting secondary school text
book
Conducting a study on various curricular reformation movements.
Preparation of suitable learning aids for transacting curriculum
Preparation of self learning material
Preparing CAI material for transacting secondary school curriculum

128
References
(common)
5. Hooper, R. (Ed.). (1971). The Curriculum: Context, Design and Development. Edinburg: The
Open University.
Press.
Longman.
Press.
12. Ur, Penny. (1999). A Course in Language Teaching. Cambridge: Cambridge University Press.
Parishad
129

Kottayam
Gurukulam, Varkala
Parishad
130
45. Mathrubhashabhodhanam Pravanathakalum Reethikalum, Bindhu,C.M., Scorpio, Calicut

Online Resources
131
SEMESTER II
BED P 201.7: PEDAGOGY OF SCHOOL SUBJECT-PART 1: MATHEMATICS
Course Objectives:

1. To develop understanding about the major skills for effective teaching of Mathematics
2. To understand the pedagogic analysis of Mathematics and develop competency in
analysing various topics in mathematics pedagogically.
3. To develop understanding about planning of instruction
4. To be proficient in planning lessons based on the select micro teaching skills.
5. To familiarise with various resources for teaching/ learning mathematics
6. To apply the evaluation techniques and tools for assessing the learner comprehensively.
7. To be proficient in planning lessons based on the select topics
8. To develop competency in developing Achievement tests in mathematics.
9. To be proficient in interpreting test results and remediation.
10. To do Continuous and Comprehensive Evaluation.
Modes of Transaction
project work, seminars, activity methods, Brain storming and individual tasks.
Course Content:
Unit I: Pedagogical Analysis of Mathematics (10 Hrs)
1.1 Pedagogical Anaiysis- A conceptual overview

1.2 Objectives of Pedagogic Analysis
1.3 Scope of Pedagogic Analysis
1.4 Steps in Pedagogical Analysis
132
Unit II: Planning for Instruction in Mathematics (10 Hrs)
2.1 Need and ImPortance of Planning

2.2 Year planning
2.3 Unit planning
2.4 Lesson Planning
Unit III: Teaching Skills in Mathematics (10 Hrs)
3.1Micro teaching- meaning, steps, cycle

3.2 Certain important components of teaching skills
-Skill of introduction-Skill of stimulus variation- Skill of explaining,
- illustrating with examples - Skill of using black board,
- skill or fluency in questing, skill of probing questions
-skill for reinforcement.
3.3 Link Practice (Integration of Teaching Skills) in Micro teaching

3.4 Simulation- meaning, steps and characteristics
Unit-IV: Resources for Strengthening Mathematics Education (10 Hrs)
4.1 Textbooks- Nature, functions and characteristics of textbooks -critical analysis of the
existing mathematics textbooks in the secondary schools of Kerala.
4.2 Teachers handbook - Importance and characteristics
4.3 Workbook - use and characteristics
4.4 Mathematics Library - Importance and use
4.5 Mathematics Laboratory - Importance and use for the development of student's thinking
and general knowledge'
4.6 Reference books, Periodicals, Journals, Resource CD’s, e-materials, Supplementary
readers- Need and importance of each
Unit – V : Formal and Informal Ways of Evaluation in Mathematics (10 Hrs)
5.1 Concept of Test, Examination, Measurement, Assessment and Evaluation

5.2 Evaluation – Meaning, Process, Types and Tools
5.3 Qualities of a good test and Types of Tests
5.4 Preparation of Scholastic Achievement Test (SAT) with weightage tables and
Blue Print
5.5 Analysis and Interpretation of Test scores
5.6 Continuous and Comprehensive Evaluation in mathematics learning.

133
Task and assignments:
Prepare a year plan for teaching Mathematics based on 8th / 9th standard text
book in Kerala.
Prepare a work book on any unit in Mathematics of 9th standard
References
1. Butler and Wren (1965). The teaching of Secondary School Mathematics, London.
2. Cooney, T.J. and Other (1975). Dynamics of Teaching Secondary School Mathematics,
3. Sidhu, K.S. (1984). The Teaching of Mathematics, New Delhi : Sterling Publications Pvt. Ltd.
4. Mangal, S.K. (1984). The teaching of Mathematics, Ludhiana : R.P.Fadon Prakash brothers.
5. Eves, Howard (1963). The History of Mathematics, New York: Holt Rineheart and Winston.
6. Soman, K (1988_. Ganitha Sasthra Bodhanam, Trivandrum : State Institute of Language
(Kerala).
7. Lglewiez, Boris and Stoyle, Judith (1973). An Introduction to Mathematical Reasoning, New
York; The Mac Millan Co.
9. NCERT. A Text Book of content – cum- methodology of Teaching Mathematics, New Delhi:
NCERT.
Library
134
SEMESTER II
BED P 201.8: PEDAGOGY OF SCHOOL SUBJECT-PART 1: NATURAL SCIENCE
Objectives
• To understand the significance of planning and different types of planning in Teaching

Learning Process.
• To develop skills for effective teaching to understand the meaning, scope and
importance of models of teaching.
• To understand and practice the pedagogic analysis of 8th, 9th and 11th Biology.
• To acquaint with the co-curricular activities in Science.
• To have a hands-on approach in organizing and maintaining library and laboratory in
science.
• To familiarize the I.T related professional inputs of teaching
Unit I (15Hours)
Planning for Teaching Learning of Biological Science
Objective Based Instruction-interdependence of objectives, learning experience, and evaluation
Planning of Instruction-Year Plan, Unit Plan, Resource Unit. Lesson Plan (Herbartian steps,
Behaviourist (Outcome based) format, Constructivist format).
Unit II (15Hours)
Micro Teaching and Models of teaching
Micro teaching-Teaching skills for class room instruction, Essential skills for Science teaching,
Micro teaching - a skill based practice. Models of teaching-Common features of models,key
135
concepts for describing models, some typical models, viz CAM, Inquiry training model, Advance
organizer model.
Unit III (12Hours)
Co-curricular Activities in Biological Science
Co-curricular activities - organization of field trips and study tours, their importance. Science
Club - its pattern, organization and activities such as science fairs, science exhibition, science
debates, Seminars, nature calendar. Educational implication of science library and science
laboratory.
UNIT IV (8 Hours)
Science and Technology
Complementarities between Science and Technology - use of ICT in science education

Computer Assisted Instruction, Digital imaging system associated with Microscope, Course
ware, Free Software in Science. Learning Management Systems, MOODLE, EDUBUNTU.
Task: Field trip and report
REFERENCES (Common)
1. Anderson, J.B. (1980). Cognitive Psychology and its Implications. SanFrancisco: W. H.

Freeman and Company.
2. Anderson, C. and K. Roth. (1992). Teaching for Meaningful and Self Regulated Learning of
Science. Advances in Research of Teaching, VoI. 1, J. Brophy, ed. Greenwich, Conn : JAI.

136
House.
8. Bloom, B.S. (Ed). (1956). Taxonomy of Educational Objectives : New York :David Mekay
Company.
9. Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives, Handbook 1— Cognitive

Domain, Harcourt Brace & World Inc., New York.
11. Dale, E. (1967): Audiovisual Methods in Teaching.(2nd ed.). New York: The Drygen Press,
Inc.
13. Elkind, D. (1977). Piaget and Science Education. In. N. Vaidya& J.S. Rajput (Eds.), Reshaping
our School Science Education. New Delhi: Oxford & I.B.H. Publishing Company.
15. Gentn, D. & Stevens, A.L.(Eds.).(1983). Mental Models. Hillsdale, New Jersey: Larence
Erlbaum Associates, Publishers.
18.Harlen, W &Elstgeest (1992) UNESCO Source Book for Sciencein the Primary School New
Delhi : National Book Trust
22..Mangal,S.K.,Teaching of Science, New Delhi:Arya Book Depot.1997. Mohan, R (1995).

Innovative science teaching for physical science. New Delhi: Prentice Hall.
137
Methods of Instruction - Any appropriate text book. Problem Solving Cycle & types of
Problems- Sternberg,R.J.,(2006)Cognitive Psychology, Thomson Wadsworth
23. Mohan R (2011) Teacher Education, New Delhi Prentice Hall India Ltd NarendraVaidya:
Science Teaching in Schools for the 21st century, Deep and Deep Publications Pvt.Ltd.,1999.
25. N.C.E.R.T. (1993). National curriculum for elementary and secondary education (rev. ed. ).
New Delhi: N. C. E. R.T.
Sivarajan, K &Faziluddin, A. (2005) Science Education. Calicut University : Central Co-operative

stores.
31.Siddiqui,N.H.andSiddiqui.M.N., Teaching of Science Today and Tomorrow.Delhi:Doaba

House.1983.
32. Sharma, R.C. (1985). Modern Science Teaching. New Delhi: DhanpatRai& Sons.
UNESCO,New

Co.,N.York(1974).
36.SCERT,Kerala (2009). Teachers’ Hand Book, Standard VIII, Education Department,

Government of Kerala.Harlen, W &Elstgeest (1992) UNESCO Source Book for Sciencein the
Primary School New Delhi : National Book Trust

138
39.Mathew, T.K. &Mollykutty (2012) Science Education – Theoretical Bases ofTeaching&

Pedagogic Analysis, Chengannur: Rainbow Publications
40.Joseph T. T., (1991) Modern Trends in Science Education, Kottayam: St Joseph Training
College
42. Popper, (2002) The Logic of Scientific Discovery, Routledge Publishers
Web sites
139
SEMESTER II
BED P 201.9: PEDAGOGY OF SCHOOL SUBJECT-PART 1: PHYSICAL SCIENCE
Course Objectives:
On completion of the course the student-teacher will be able to
Analyse the text book prescribed for secondary level classes.

Analyse the context of physical science as a pedagogue.
Acquaint with the planning of instruction according to the objectives.
Develop unit plan and innovative lesson plans.
Develop Micro Lesson in core teaching skills.
Unit – I Pedagogic Content Knowledge Analysis
1.1. Meaning and steps of Pedagogic Analysis.

1.2. Pedagogic Analysis of the Physics and Chemistry content portions of Secondary school
textbooks of Kerala State-curricular objectives- terms, facts, concepts - process skills-
learning outcomes - classroom learning activities and supplementary aids- resources-
evaluation activities.
Unit-II Planning for Teaching –Learning of Physical Science
2.1. Planning of instruction - year plan, unit plan, and resource unit.
2.2. Lesson plan – significance - Herbartian steps – Constructivist format- Outcome Based
Format.
Unit – III Development of Teaching Skills
3.1. Core Teaching skills, Essential skills for science teaching

Micro Teaching: Phases – cycle – link practice.
3.2. Development of teaching skills: Set Induction, explaining, questioning, Stimulus
variation, demonstration
Tasks:
1. Pedagogic Analysis of the Physics and Chemistry content portions of Secondary school
textbooks of Kerala State
2. Preparation of year, Unit and Lesson plan
140
3. Develop Micro – Lesson plans in at least three skills and practice.
References:
Taxonomy of Educational objectives Handbook 1: cognitive Domain – Bloom, Benjamin

S. et al; David McKay Company Inc;, Neco Yark, 1956.
National Policy on Education - 1986, Ministry of Human Resource Development,

Government of India, New Delhi, 1986.
The curriculum for the Ten year school: A frame work, NCERT, New Delhi, 1975.
UNESCO hand book for science teachers, UNESCO, Paris, 1980.
Microteaching – Allen, D.W. and Ryan, K.A., Addison Wesley, Reading, Mass; 1969.
Microteaching in India – Singh, L.C. and Joshi A. N., Microteaching in India, NCERT, 1990.
The Science Teacher’s Hand book – Byers, Andy, Childs Ann and Chris Lane, Heinemana
Educational Publishers, Oxford, 1994.
New UNESCO Source book for Science Teaching, Universities Press (India) Ltd.,
Hyderabad, 1999.
Science Instruction in the Middle and Secondary School – Collette, Alfred T. and
Chiappetta, Eugeneh; Times Micror/Mosby College Publishing, 1984.
Science Club and Science Club Activities Manud – Mathur, Lalit Mohan, International
Education Research Center, Delhi 1990.
The Interactive Learning Revolution – Basker J. and Tucker R.N., Page, London, 1990.
141
SEMESTER II
BED P 201.10: PEDAGOGY OF SCHOOL SUBJECT-PART 1: SANSKRIT
OBJECTIVES
To understand about the pedagogic and content analysis
to understand about the different teaching learning processes in Sanskrit
to understand about preparing various types of lesson plans
to understand about the recourses in Sanskrit
Mode of Transaction
lecture, text book analysis, assignment/seminar)
Unit 1. 10 hrs
Pedagogic analysis- scope, principles , objectives, definition of content analysis
Unit- 2 10 hrs
Bloom’s taxonomy,-(old &revised)objective based learning, issue based le arning,
Activity based learning , process oriented learning, outcome oriented learning
Unit-3 15hrs
Planning- year plan, unit plan, modular plan various types of lesson transcripts
Unit -4 15 hrs
Resources of sanskrit- kavya, katha, drama, subhashitha etc
Suggested Task
Prepare a report about any resources of a high school unit

142
REFERENCE
Common for all papers
6, SECOND BOOK OF SANSKRIT. R.G.BHANDAERKAR
8, REFFLECTION S OF LANGUAGE. NOM CHOMSKY
9, THE TEACHING OF SANSKRIT. D.G.APTE
11, REPORT OF FIRST SANSKRIT COMMISSION – GOVT OF INDIA
12, KRISHNAWARRIER COMMISSION REPORT- GOVT OF KERALA
13,SECOND SANSKRIT COMMISSIN REPORT – GOVT OF INDIA
AUDIO VIDEO MATIRIELS
1, A WORK BOOK FOR SANSKRIT LEARNER D.PI. KERALA.

2, ABHYASAMANJARI- D.P.I.KERALA
3, C.D OF RASTRIYA SANSKRIT SANSTHAN
4, PRAYOGA PARICHAYA C.D. BY D.P.I.
5, C.D. OF R.S.VIDYAPEETHA THIRUPATHI
websites
navavani . org .in
nic.sanskrit.in
143
SEMESTER II
BED P 201.11: PEDAGOGY OF SCHOOL SUBJECT-PART 1: SOCIAL SCIENCE
Objectives:
• To acquaint with the core teaching skills and to practice micro teaching class for
mastering teaching skills.
• To apply the principles of teaching in preparing different types of instructional plan.
• To undertake pedagogic analysis of social Sciences text book for secondary and Higher
secondary classes
• To develop ability to apply constructivist learning design in the modern classroom.
• To gain practical experience in handling software and hardware materials related to the
teaching of social science.
Lecture cum discussion, project work, seminars, assignments, group work, demonstration etc.
Unit 1 (8 Hrs )
Teaching Skills and Micro Teaching
1.7 Maxims of Teaching

1.8 Core Teaching Skills
1.9 Micro Teaching Procedure
Unit 2 (12 Hrs)
Pedagogic Analysis
2.1 Content analysis- Statement of objectives- deciding pre requisites- determining

inputs- assignment- activities and e valuation procedures.
2.2 Analysis of relevant content of social science text book of secondary and higher
secondary classes.
144
Unit 3 (12 Hrs)
Planning of Instruction
3.1 Need and importance of Planning
3.2 Level of Planning- Year Plan, Unit Plan and Lesson Plan
Unit 4 (6 Hrs)
Shift from Behaviorism to constructivism
4,1 Towards social construction of knowledge
• Cognitive revolution
• Social Constructivism
4.2 Constructionist Learning Design
• Co-operative Learning
• Meta cognitive Strategies
• Concept Mapping
4.3 Objective Based Instruction
First Paradigm- Interrelationship of objectives, learning experiences and evaluation

Unit 5 (12 Hours)
IT inputs in social science teaching
5.1 Computer aided teaching

5.2 Using Presentation software’s
5.3 Module preparation for e- content
5.4 Video conferencing
5.5 Free software’s
Task and assignments
2. Content Analysis of Social Science Text Book at secondary Level.

145
3. Preparation of Instructional Plans at different levels
4. Conduct Debate, Symposium etc..
5. Module Preparation for E-Content
6. Prepare E-Portfolios
References
1. Aggarwal, J.C (2003). Teaching of Social Studies : A Practical Approach. Mumbai : Vikas
Publishing House
House Pvt Ltd.
6. Alex M. George, and Amman Madan.(2009). Teaching of Social Science in Schools.SAGE

Publications India Pvt Ltd


146
18. www.eduref.org


31. www.ncte.org.in

147
SEMESTER- II
BED P 202.1: ASSESSMENT FOR LEARNING-ARABIC
Course Objectives:
The student teacher will be able to:
Understand aims and objectives of Assessment for teaching & learning
Familiarize with trends & issues in assessment and evaluation (from a constructivist
paradigm)
Comprehend key concepts, such as formative and summative assessment, evaluation

and measurement, test, examination and assessment rubrics
Exposed to new trends, different kinds and forms of assessment for student learning.
Application of basic statistics in Arabic Language education.
Unit – 1: Assessment & Evaluation in Arabic Language Education
1.1 Concept, Nature and Types of Evaluation& measurement
1.2 Types of Evaluation : CE, CCE, Formative, Summative ,Diagnostic
1.3 Tools of Evaluation ; Characteristics of good tool
1.4 Taxonomy of Educational Objectives : Blooms taxonomy
1.5 Evaluating/Assessing Educational Objectives, Definition, role and function of objectives-

specific objectives. General Objectives – learning experience – evaluation, objective
based instruction & evaluation, and outcome based Evaluation.
Unit - 2: Perspectives of Assessment and Evaluation
2.1. Perspective of assessment and evaluation of learning in a constructivist paradigm
2.2. 'Assessment of Learning' and 'Assessment for Learning'
2.3. Purposes of assessment in a 'constructivist' approach

148
2.4. Critical review of current assessment & evaluation practices and their impact in learning
and development
2.5. CE, CCE for evaluation of ongoing teaching-learning process and through overall
performance of child.
Unit- 3. Trends & Developments in Evaluation
3.1. Qualitative & Quantitative Assessment and Evaluation: types & techniques
assessment, evaluation: Written/oral test& examination
internal and external evaluation and Assessment
formative and summative evaluation
criterion referenced and norm referenced evaluation
continuous and comprehensive evaluation/ assessment
Grading in assessment
3.2. Projects, assignments, performances in assessment
3.3. Tests and their constructions for assessment
3.4. Observation for evaluation of learning processes ,
Self Evaluation, Peer Evaluation, Teacher Evaluation,
Self-assessment, peer assessment; constructing portfolios
3.5. Open book examination, Question Banks
3.6 Choice based credit and semester system
Unit- 4: Techniques & tools of Assessment for Learning Arabic Language
4.1. Performance-based assessment, developing indicators for performance based

assessment in Arabic language, observation of learners’ records, Notes & diaries, Oral
presentation of learner’s works, Portfolios.
4.2. Internal Assessment- Assessment of assignments and seminars in Arabic
4.3. Assessment of project works in Arabic

149
4.4. Assessment of participation in collaboration
4.5. Assessment of experimental and Innovative works in Arabic Language learning
4.6. Construction of test items in Arabic language and its administration: Different types of
tests
Achievement tests, Diagnostic tests, Blue Print
Evaluation of non- scholastic aspects like creativity, skills, attitude in Arabic learning contexts
Unit-5: ICT in assessment
5.1. Technology in Assessment:
Computer Assisted Assessment, online assessment, e-portfolio-
Downloading online tools and rubrics for e-materials and activities.
Unit 6: Statistics in Educational Evaluation
6.1. Need and importance statistics in Education & evaluation
Statistical tools, frequency distribution, Tabulation of data, graphical representation,

Measures of central tendency, Measures of variability, (meaning, calculation and application)
6.2. Statistical interpretation: interpreting test scores and norms, methods: Grade,
percentile rank, standard scores, And profiles: Reporting- Scores, grades and qualitative
descriptions-Developing maintaining a comprehensive learner profile- Purposes of reporting-
Reporting a consolidated learner profile.
PRACTICAL Activities:
1. Developing Achievement / Diagnostic Test
2. Analysis of Data / Reporting
3. Preparing learner profile
Reference List:
1. Statistics in Psychology & Education ; Garret E Henry & Woodworth
2. Essentials of Educational Measurement ; Robert L , Ebel & David A
3. Educational Evaluation; Srinivastava HS

150
4. Statistics in Psychology & Evaluation; SK Mangal
5. “Constructing Scientific knowledge in the classroom” – Driver, R., Asoko, H., Leach, J.,
Mortimer, t. and Scott, P., Educational Researches, 23(7): 5-12, October, 1994.
3 “From Behaviourist to constructivist teaching: - Scheurman, Geoffrey, Social Education,

62 (1), 69, Jan. 1998.
4 Information Technology Revolution – Forster, T. [Ed], Blackwell, Oxford, 1985.
5 Taxonomy of Educational objectives Handbook 1: cognitive Demain – Bloom, Benjamin

6 Teaching Strategies: A Guide to Better Instruction – Otrlich, D.C. et.al; Health & Co.,
Lerington, Mass; 1980.
7 The practice of constructivism in Science Education – Tobin Kenneth, Lawrence Erlbaum

8 Measurement & Evaluation ; Dr. K Soman
9 Measurement & Evaluation ; Dr A Sukumaran Nair
10 Understanding why curriculum innovations succeed or fail, school science and

151
SEMESTER- II
BED P 202.2: ASSESSMENT FOR LEARNING-COMMERCE
Instructional objectives:
1. To acquaint with the concepts of evaluation.

2. To familiarize the theoretical and procedural aspects underpinning evaluation.
3. To master the use of various assessment tools and techniques in the constructivist
paradigm.
4. To equip with the procedure of construction of Achievement test and Diagnostic test
and its statistical interpretation.
Mode of Instruction:
Lecture cum demonstration, Assignment, Seminar, Suggested readings.
Units of Study:
Unit 1 Preliminary considerations (10 Hrs)
1.1 Basic concepts- Measurement, Evaluation, Assessment

1.2 Aims/ Purpose of evaluation
1.3 Characteristics of a good evaluation tool- validity, reliability, objectivity,
discriminating power, comparability, utility, adequacy
1.4 Types of evaluation- Formative and Summative
1.5 Tools of evaluation
1.6 Techniques of evaluation
1.7 Types of tests- (i) Achievement, Diagnostic and Prognostic
(ii) Norm referenced and Criterion referenced
(iii) Standardised test- characteristics and steps
1.8. Performance Based Evaluation
Unit 2 Taxonomy of educational objectives (15 Hrs)
2.1 Objective based Evaluation
2.2 Instructional objectives and Specifications of Behavioral Outcomes
2.3 Bloom’s Taxonomy of Educational objectives

152
2.4 Revised Bloom’s Taxonomy
Unit 3 Construction of Achievement Test (20 Hrs)
3.1 Basic concepts- Blue print, Item writing, Marking scheme, Question wise analysis
3.2 Types if test items- objective, short , essay
3.3 Steps involved in the construction of Achievement Test
3.4 Construction of Diagnostic test
Unit 4 Statistical Analysis of test results (25 Hrs)
4.1Classification of test scores

4.2Graphical representation – Histogram, Frequency polygon, Ogive, Pie graph
4.3Measures of Central Tendency- Mean, Median, Mode- Uses, Merits and Demerits
4.4Measures of Dispersion- Range, Quartile deviation, Mean deviation, Standard
deviation
4.5 Correlation- Types, Uses
Unit 5 Trends in Evaluation (10 Hrs)
5.1 Continuous and Comprehensive Evaluation (CCE)- Nature and scope
5.2. Assessment of Co-scholastic Aspects and other Aspects- tools and techniques
5.3 Components of CCE- Terminal evaluation, Continuous evaluation, Practical

evaluation
5.4 Grading system- types of grading, advantages over marking system
5.5. Portfolio Assessment – Reporting Proceedure
5.6. Rubrics for Assessment
REFERENCES
1) Aggarwal. J .C(2005) , Essentials of examination system , New Delhi : Vikas publishing

house pvt.Ltd
2) Anastasi .A (1988). Psychological testing (6th Ed). New York: Macmillan.
3) Applebee, A.N., Langer.J and Mullis, I.V.S. (1994). NAEP 1992 Writing report card
.National center for education statistics Washington, D.C. GPO.
4) Best John W and Khan James V, Research in education prentice Hall India Pvt .ltd,
New Delhi 1992.
5) Block ,J.H.C(1983).Learning rates and mastery learning
153
6) Bloom, B.S.(1984) stability and change in human characteristics .New York : John
Wiley and sons.
7) Bloom, B.S, Hastings, J.T and Madaus, G.(1971).Hand book on formative and
summative evaluations of student learning .New York :McGraw-Hill.
8) Bloom , B.S,etal .(Eds)(1956) Taxonomy of educational objectives : Handbook
,cognitive domain .New York : D.Mckay
9) Bloom, B.S, etal. (Eds)(1956) Taxonomy of educational objectives: Handbook 2,
Affective domain .New York: D.Mckay.
10) Cronbach ,L.J.(1990) Essentials of psychological testing (5thed). New York: Harper
and Row.
11) Ebel,R.L.Frisbie ,D.A.(1991) essentials of educational measurement
(5thed) Englewood cliffs, NJ : Prentice hall.
12) Gardner John (2006) Assessment and learning sage publications India Pvt ltd.
13) Garret ,H.E and woodworm , R.S.(1966) statistics in psychology and education (11TH
Ed)New York : David Mekay Company
14) Grounlund .N.E (2003) Assessment of student achievement (7TH Ed) Boston: Allyn
and Bacon.
15) Kaul Lokseh, Methodology of educational Research, Vikas publishing House
Pvt.Ltd.1984.
16) Kerlinger, F.N (1995). foundation of the behavioral Research ,Bangalore : Prism
Book private limited
17) Kubiszyn, T and Borich (2003) Educational Testing and measurement (7th Ed).John
Wiley and sons, inc.760 third avenue, New York, NY10158-0012,(212)850-6011.
18) Linn R.L and Miller .M.D(2005)Measurement and assessment in teaching (9th
Ed).Dorling Kindersley (India) Pvt .Ltd.-
19) Linn R.L and Gronlound, N.E (2000).Measurement and assessment in teaching (8th
Ed) upper saddle River, NY: Prentice Hall.
20) Macmillan, J.H (2004) Classroom assessment: Principles and practice for effective
instruction (3rd Ed).
21) MHRD (1986) National policy on education department of education .New Delhi:
NCERT.
22) MHRD (2009) right to education act department of school education literacy.
23) Mangal, S.K (1992), statistics in psychology and education (2nd Ed). Tata Megraw Hill
publishing Company Limited, New Delhi.
24) NCERT (2005). National Curriculum Framework 2007,SECRT ,Thiruvanathurparam
25) NCERT (2006) Position Paper on examination reforms, New Delhi: NCERT.
154
26) Popham, W.J (1999). Classroom assessment what teachers need to know?, Boston :
Allyn and Bacon
27) Reynolds, C.R, Livingston, R.B and Wilson, V (2009).Measurement and assessment
(2nd Ed).PHI Learning Pvt.Ltd.India.
28) SCERT (2007).Kerala curriculum framework, 2007, SCERT,Thiruvanathpuram.
29) Thorondilce, R.M.Christ, T.T (2010) Measurement and evaluation in psychology and
education (8th Ed) PHI Learning Pvt.Ltd.India.
30) Thorondilce, R.M. (1996).measurement and evaluation in psychology and education
(6th Ed). New York: Macmillan.
155
SEMESTER- II
BED P 202.3: ASSESSMENT FOR LEARNING-ENGLISH
Course Objectives:
Acquire conceptual understanding about assessment

Get introduced different measures of assessment
Gain a critical understanding of issues in assessment and evaluation
Grasp basics of assessment, such as formative and summative assessment,
evaluation and measurement, test, examination
becomes proficient in evaluation , assessment , measurement and tests
become exposed to different kinds of tasks ,tools and techniques and forms of
assessment that aid student learning
Become proficient in administrating, scoring and interpreting professionally
developed and teachers made assessment procedures.
Understand the assessment of students with disabilities.
Get trained in IT- based modes of assessment
COURSE OUTLINE
Unit 1: CONCEPTUAL BACKGROUND OF ASSESSMENT
1. Definition and rationale of assessment-older methods of assessment- short comings

of traditional external examination.-attempts of reforms with special reference to
Radhakrishnan commission (1948-49),Secondary education commission(1952-
53),Kothari commission(1964-66),National Policy Education (1986) and programme of
action in (1992), National curriculum frame work(2005), National Focus Group position
156
paper on examination reforms, The right of children to free and compulsory education
act RTE act(2009),Kerala curriculum frame work (2007)
2.1. Perspective on assessment and evaluation of learning in a constructivist paradigm
2.2. Distinction between 'Assessment of Learning' and 'Assessment for Learning'
2.3. Purposes of assessment in a 'constructivist' paradigm
2.4. Critical review of current evaluation practices and their assumptions about learning and
development
2.5. Evaluation as ongoing teaching-learning process and through overall performance of child.
Unit- 3. Overview of Assessment and Evaluation
3.1. Clarifying the terms
Assessment, evaluation, test, examination, measurement
Internal and external evaluation
Formative and summative evaluation
Criterion referenced and norm referenced evaluation
Continuous and comprehensive assessment
Grading.
3.2. Kinds of tasks: projects, assignments, performances

3.3. Kinds of tests and their constructions
3.4. Observation of learning processes by self, by peers, by teacher; Self-assessment and
peer –assessment; constructing portfolios
3.5. Quantitative and qualitative aspects of assessment.
157
Unit- 4: Tools and Techniques of Assessment for Learning English

assessment in English, learners' records of observations, field diary; Oral presentation of
learners work, Portfolio.
4.2. Assessment of assignment and seminars in English
4.3. Assessment of project work in English
4.4. Assessment of participation in collaborative learning
4.5. Assessment of experimental work in English
4.6. Construction of test items in English and administration of tests:
Different types of test items-merits and demerits; Construction and administration
of Achievement tests and Diagnostic tests; Blue print. Assessment of learners’
creative talents.
Unit-5. Technology in assessment

5.1. Technology in Assessment: Computer Assisted Assessment, online assessment, e-
portfolio-downloading online tools and rubrics for e-materials and activities –
online language tests- grammar online assessment –web based creativity tests.
Unit 6: Data Analysis, Feedback and Reporting
6.1. Statistical tools—Percentage, graphical representation, frequency distribution, central
tendency, variation, normal distribution, percentile rank, correlation and their
interpretation
6.2. Feedback as an essential component of formative assessment, Use of assessment for
feedback, For taking pedagogic decisions, Types of teacher feedback (written
comments, oral), Peer feedback
6.3. Reporting- Place of marks, grades and qualitative descriptions-Developing and
maintaining a comprehensive learner profile- Purposes of reporting-Reporting a
consolidated learner profile.
158
REFERENCES
1) Aggarwal. J .C(2005) , Essentials of examination system , New Delhi : Vikas publishing house
pvt.Ltd
3) Applebee, A.N., Langer.J and Mullis, I.V.S. (1994). NAEP 1992 Writing report card .National
center for education statistics Washington, D.C. GPO.
4) Best John W and Khan James V, Research in education prentice Hall India Pvt .ltd, New Delhi
1992.
6) Bloom, B.S.(1984) stability and change in human characteristics .New York : John Wiley and
sons.
7) Bloom, B.S, Hastings, J.T and Madaus, G.(1971).Hand book on formative and summative
evaluations of student learning .New York :McGraw-Hill.
8) Bloom , B.S,etal .(Eds)(1956) Taxonomy of educational objectives : Handbook ,cognitive
domain .New York : D.Mckay
9) Bloom, B.S, etal. (Eds)(1956) Taxonomy of educational objectives: Handbook 2, Affective
domain .New York: D.Mckay.
10) Cronbach ,L.J.(1990) Essentials of psychological testing (5thed). New York: Harper and Row.
13) Garret ,H.E and woodworm , R.S.(1966) statistics in psychology and education (11TH Ed)New
York : David Mekay Company
14) Grounlund .N.E (2003) Assessment of student achievement (7TH Ed) Boston: Allyn and Bacon.
15) Kaul Lokseh, Methodology of educational Research, Vikas publishing House Pvt.Ltd.1984.
16) Kerlinger, F.N (1995). foundation of the behavioral Research ,Bangalore : Prism Book private
limited
17) Kubiszyn, T and Borich (2003) Educational Testing and measurement (7th Ed).John Wiley and
sons, inc.760 third avenue, New York, NY10158-0012,(212)850-6011.
18) Linn R.L and Miller .M.D(2005)Measurement and assessment in teaching (9th Ed).Dorling
Kindersley (India) Pvt .Ltd.-
19) Linn R.L and Gronlound, N.E (2000).Measurement and assessment in teaching (8th Ed) upper
saddle River, NY: Prentice Hall.
20) Macmillan, J.H (2004) Classroom assessment: Principles and practice for effective instruction
(3rd Ed).
21) MHRD (1986) National policy on education department of education .New Delhi: NCERT.
159
26) Popham, W.J (1999). Classroom assessment what teachers need to know?, Boston : Allyn
and Bacon
27) Reynolds, C.R, Livingston, R.B and Wilson, V (2009).Measurement and assessment (2nd
Ed).PHI Learning Pvt.Ltd.India.
30) Thorondilce, R.M. (1996).measurement and evaluation in psychology and education (6th Ed).
New York: Macmillan.
160
SEMESTER- II
BED P 202.4: ASSESSMENT FOR LEARNING-HINDI
Course Objectives:
Acquire conceptual understanding about assessment in Language Education

Get introduced different measures of assessment
Gain a critical understanding of issues in assessment and evaluation in Hindi
language
Grasp basics of assessment, such as formative and summative assessment,
become exposed to different kinds of tasks ,tools and techniques and forms of
assessment that aid student learning especially in Hindi language
Become proficient in administrating, scoring and interpreting professionally
developed and teachers made assessment procedures.
Understand the assessment of students with disabilities.
Get trained in IT- based modes of assessment
COURSE OUTLINE
Unit 1: ONCEPTUAL BACKGROUND OF ASSESSMENT
1. Definition and rationale of assessment-older methods of assessment- short

comings of traditional external examination.-attempts of reforms with special
reference to Radhakrishnan commission (1948-49),Secondary education
commission(1952-53),Kothari commission(1964-66),National Policy Education
(1986) and programme of action in (1992), National curriculum frame
work(2005), National Focus Group position paper on examination reforms, The
161
right of children to free and compulsory education act RTE act(2009),Kerala

curriculum frame work (2007)
Unit - 2: Perspectives of Assessment and Evaluation in Hindi Language
2.4. Critical review of current evaluation practices and their assumptions about learning
and development
2.5. Evaluation as ongoing teaching-learning process and through overall performance of
child.
Assessment, evaluation, test, examination, measurement
Internal and external evaluation in Hindi
Formative and summative evaluation in Hindi
Criterion referenced and norm referenced evaluation
Continuous and comprehensive assessment
Grading.
3.2. Kinds of tasks: projects, assignments, performances in Hindi language testing

3.4. Observation of learning processes by self, by peers, by teacher; Self-
assessment and peer –assessment; constructing portfolios
3.5. Quantitative and qualitative aspects of assessment in language Hindi
162
Unit- 4: Tools and Techniques of Assessment for Learning Hindi

assessment in Hindi , learners' records of observations, field diary; Oral
presentation of learners work, Portfolio.
4.2. Assessment of assignment and seminars in Hindi
4.3. Assessment of project work in Hindi
4.5. Construction of test items in Hindi and administration of tests:
Different types of test items(oral and written)-merits and demerits; Construction
and administration of Achievement tests and Diagnostic tests; Blue print.
Assessment of learners’ creative talents.

5.1. Technology in Assessment: Computer Assisted Assessment, online assessment, e-
portfolio-downloading online tools and rubrics for e-materials and activities –
online language tests- grammar online assessment –web based creativity tests.
interpretation
6.3. Reporting- Place of marks, grades and qualitative descriptions-Developing and
maintaining a comprehensive learner profile- Purposes of reporting-Reporting a
consolidated learner profile.
163
Rererence
1 Anastasi Anne and Urbina Susan: Psychological Test. Perason Education

2 Robert L Ebel and David A Frisbie: Essentials of Educational Measurement.
Prentice Hall : New Delhi
3 Srivastava H.S : Educational Evaluation.Neelkamal Hyderabad
4 Garret E Henry and Woodworth : Statistics in Psychology and Education
5 Mangal S K :Statistics in Psychology and Education.Prentice Hall New Delhi
164
SEMESTER- II
BED P 202.5: ASSESSMENT FOR LEARNING-KANNADA
Maximum Marks 100 (80 External+20 Interna)

OBJECTIVES:
The concept, nature and types of measurement and evaluation.

Taxonomy of educational objectives.
The preparation and construction of a test.
New trends of evaluation in education.
Application of basic statistics in education.
Unit 1: Concept, nature and types of evaluation
1.1 Concept and meaning of measurement, assessment and evaluation in education.
1.2 Types of evaluation; Continuous and comprehensive.
1.3 Formative, summative and diagnostic evaluation; grading system.
1.4 Tools of evaluation; Objectivity, reliability, validity and flexibility.
Unit 2: Taxonomy of educational objectives
2.1 Blooms taxonomy of educational objectives
2.2 Different types of tests; achievement test, aptitude test and diagnostics test.
2.3 Types of achievement test; oral test, written test, teacher made test and standardize
test.
2.4 Preparation of blue print; scoring scheme, marking scheme.
2.5 Planning and preparation teacher made test.
Unit 3: New trends of evaluation in education
3.1 Quantitative evaluation; Types and techniques (written and oral).
3.2 Qualitative evaluation; Types and techniques (Observation, check list and rating
scale).
3.3 Internal assessment; Cumulative records and grading system.
3.4 Open Book Examination system.
3.5 Question Banks.
3.6 Choice based credit system and semester system.
3.7 Evaluation of non-scholastic aspects of pupil’s growth.
3.8 Computerized adaptive testing (CAT) and others technological advance

165
Unit 4: Trends in the assessment of students with disabilities. (2Hours)
4.1 Typical response tests to assess construct such as personality attitudes and interest.
4.2 Projective techniques- Definition, types of projection and different types of tests- their use
and interpretation
4.3 Case study- definition, development and interpretation.
4.4 observations.
4.5Teachers role in assessing students with disabilities
Unit 5: Statistics in education

4.1 Meaning need and application of statistics.
4.2 Frequency distribution: Meaning grouping and tabulation of data.
4.3 Graphical representation; Frequency polygon, Histogram bar diagram.
4.4 Measures of central tendency; mean median mode (meaning and its
calculation)
4.5 Measures of variability; Range deviation, standard deviation and quarter
Deviation (meaning, calculation and its application).
Unit VI: Interpreting Test Scores and Norms. (2Hours)
6.1 Methods of interpreting scores.
6.2 Grade norms.
6.3 Percentile rank
6.4 Standard scores
6.5 Profiles
6.6 Cautions in interpreting test scores.
PRACTICAL ACTIVITIES:
1 Development of achievement test.
2 Statistical analyses of data.
3 Graphical representations of data.
166
REFERENCES:
1. Essential of Educational Measurement- Robert L, Ebel and David A
2. Educational Evaluation- Srinivastava H S
3. Statistics in Psychology and Education- Garret E Henry and Woodworth
4. Measurement and Evaluation- Dr. A Sukumaran naiar
5. Measurement and Evaluation- Dr K Soman
6. Statistics in Psychology and Education- S K Mangal
167
SEMESTER- II
BED P 202.6: ASSESSMENT FOR LEARNING-MALAYALAM
Maximum Marks 100 (80 External+ 20 Internal)
OBJECTIVES:
To enable the learners understand the concept, nature and types of measurement
and evaluation.
To develop a critical understanding of issues in assessment and evaluation
To understand Taxonomy of educational objectives.
To explore realistic, comprehensive and dynamic assessment processes for use in

the classroom.
To enable the learners to construct an achievement test
To understand new trends of evaluation in education
To critically look at the prevalent practices of assessment and evaluation
To develop diagnostic test and suggest remedial measures
To enable the learners to apply basic statistics in education
CONTENT:
UNIT I: Concept of Measurement, Assessment and Evaluation in Education. 1. Meaning of

measurement, assessment and evaluation. 2. Nature of measurement, assessment and evaluation.
3. Types of evaluation, continuous and comprehensive evaluation – Formative, Summative and
Diagnostic evaluation, Grading pattern. 4. Tools of Evaluation. 5. Characteristics of a good test -
Objectivity - Reliability - Validity - Feasibility.
168
UNIT II: 1. Taxonomy of Educational Objectives- Revised edition of Bloom’s Taxonomy of

educational objectives 2. Test construction – its steps, types and criteria of a good test. 3.
Different types of tests - Achievement tests - Aptitude tests - Proficiency tests - Diagnostic tests.
4. Types of achievement tests - oral test - written test - teacher made test - standardized test. 5.
Objective tests - One word answer - Fill in the blanks - Matching - Multiple choices - Error
recognition. 6. Written test- Short answer type - Paragraph type - Essay type. 6. Construction of
a good test - Preparation of blue print - Scoring key - Marking scheme. Item analysis - Item
difficulty - Discriminative index. 7. Planning and preparation of teacher made test
UNIT III: New Trends in Evaluation. 1. Quantitative Evaluation- Types and techniques (written
and oral). 2. Qualitative Evaluation – Types and techniques (Observation, Check list, Rating
scale and Anecdotal records). 3. Internal Assessment – Cumulative records, anecdotal, portfolio
etc. 4. Credit system and Grading system. 5. Continuous Comprehensive Evaluation – concept,
tools and techniques
UNIT IV: Diagnostic test and Remedial Teaching. 1. Concept, meaning and nature. 2.
Preparation of diagnostic test, diagnostic chart, item analysis. 3. Remedial teaching- reason for
under scoring and suggesting remedies
UNIT V: Statistics in Education 1. Statistics-meaning, need, and application 2. Frequency

distribution-meaning, grouping and tabulation of data 3. Graphical representation-Frequency
polygon, - Cumulative frequency curve – OGIVE, Histogram and Bar diagram, Pie- diagram. 4.
Measures of Central tendency, Variation and Correlation 5. Mean, Median and Mode – their
meaning, calculation & application 6. Measures of variability – Range, Average Deviation ,
Standard Deviation & Quartile Deviation – their meaning, calculation & application 7.
Correlation – meaning
Lecture, Discussion, Group learning

169
TASKS/ASSIGNMENTS:
Development and standardization of an achievement test
Project on language
Prepare a report of seminar/symposium/ discussion/ debate
Statistical analysis of data
Graphical representation of data
REFERENCES:
(1) Anastasi Anne & Urbina Susana : Psychological Testing, Pearson Education
(2) Robert L. Ebel & David A. Frisbie : Essentials of Educational Measurement, Prentice Hall of
India, New Delhi
(3) Srivastava, H.S. : Educational Evaluation , Neelkamal Publications, Hyderabad
(4) Garret E Henry & Woodworth : Statistics in Psychology and Education,
(5) Saha, Kaberi : Statistics in Education and Psychology , Asian Books Pvt. Ltd. New Delhi -
110002
(6) Mangal, S.K. : Statistics in Psychology and Education, Prentice Hall of India, New Delhi
170
SEMESTER- II
BED P 202.7: ASSESSMENT FOR LEARNING-MATHEMATICS

Course objectives
The course will enable student teachers to:
• Gain awareness about recommendations made by various education commissions

regarding educational evaluation.
• Understand concept of evaluation based on learning theories.
• gain critical awareness of issues in assessment and evaluation

• becomes proficient in evaluation , assessment , measurement and tests
• become exposed to different kinds of tasks ,tools and techniques and forms of
• become proficient in developing assessment tools and techniques for classroom
assessment
• become proficient in administrating, scoring and interpreting professionally developed
and teachers made assessment procedures.
• become proficient in grading procedures , preparing report card and communicating
assessment results
• gain awareness in the assessment of students with disabilities.
• become proficient in computerized adaptive testing
MODE OF TRANSACTION
Lecture cum discussion, individual and group assignment, projects, seminars and practical
works.
COURSE OUTLINE
Unit 1: Examination Reform Efforts

(2Hours)
1.Examination reform efforts in India based on:

1.1. Radhakrishnan commission (1948-49)
1.2. Secondary education commission(1952-53)
171
1.3. Kothari commission(1964-66)

1.4. National Policy Education (1986) and programme of action in (1992)
1.5. National curriculum frame work(2005)
1.6. National Focus Group position paper on examination reforms.
1.7. The right of children to free and compulsory education act RTE act(2009)
1.8. Kerala curriculum frame work (2007)
(Discussion should focus only on recommendations about educational evaluation)
Unit 2: Theoretical foundations of learning and assessment

(4Hours)
2.1 Behaviorist theories of learning.
2.2 Cognitive constructivist theories of learning.
2.3 Socio-cultural constructivist theories of learning.
2.4 Multiple intelligence theory.
2.5 Theories related to motivation.
2.6 Taxonomy of educational objectives and assessing learning outcomes
2.7 Concept of Evaluation.
(Discussion should focus on process and product assessment and styles of learning)
Unit 3: Educational Evaluation

(4Hours)
3.1 Meaning, definition, purpose, functions and principles of evaluation
3.2 steps involved in evaluation
3.3 Meaning, definition of assessment.
3.4 Assessment paradigm: Assessment for learning, assessment as learning and assessment
of learning
3.5 Assumptions of educational assessment.
3.6 Meaning definition and scales of measurement
3.7 Distinction between Evaluation, Assessment and Measurement.

172
Unit 4: Continuous and comprehensive evaluation

(5Hours)
4.1 Meaning and definition of continuous and comprehensive evaluation.
4.2 Features of continuous and comprehensive evaluation
4.3 Functions of continuous and comprehensive evaluation.
4.4 The objectives of the continuous and comprehensive evaluation.
4.5 characteristics of school based evaluation, its merits and demerits.
4.6 short comings of traditional external examination.
4.7 Importance of continuous and comprehensive evaluation.
4.8Meaning ,Definition ,Purpose and use of Formative and Summative evaluation

4.9 Importance of feedback, diagnosis, remediation and styles of learning
Unit 5 : Criterion of good test

(8Hours)
5.1 Objectivity – meaning, purpose –how to maintain objectivity.
5.2 Validity – meaning and definition
5 .21–types of validity – content validity, predictive validity, con-current validity, construct

validity and face validity.
5.3Reliability: meaning and definition.
5.31 Methods of Estimating Reliability
5.4 Practicability – meaning and definition
5.5 objective basedness – meaning and definition
5.6 Discrimination – Meaning and definition.
5.7 Comprehensiveness – Meaning and definition.
5.8 How to maintain objective basedness , discrimination and comprehensiveness of a test.
Unit 6 : Tools and techniques for evaluation

173
(8Hours)
6.1 Interview: structured, unstructured, guidelines to develop good interviewing techniques
6.2 self reporting
6.3 questionnaires: closed form, open form, guidelines to develop questionnaire.
6.4 schedule: meaning, definition, development of a schedule.
6.5 Observation: meaning and definition, types of observation, guidelines t o develop good
observations.
6.6 Open-ended group discussions, Focus group discussions
6.7 Check lists- Definition, the development and use of check lists.
6.8 Rating scale –Definition , types of rating scales , development and use of rating scales.
6.9 Anecdotal records – definition , development and use of anecdotal records.
6.10 Sociometric techniques – definition, development and use of sociogram
Unit7 Types of tests

(8hours)
7.1 Development and use of selected- response items: true – false items, multiple-choice items
and match the following types
7.2 development and use of constructed – response items: Completion type items , short –
answer type and essay type.
7.3 Development and use of teacher made and standardized tests
7.4 Development and use of norm – referenced test and criterion – referenced test.
Unit 8 Performance Assessments

(8hours)
8.1 Definition of performance assessment.
8.2 Process and product assessment of non-cognitive behaviors.
8.3 Types of performance assessment.

174
8.4 Guidelines for developing effective performance assessments.
8.4.1 Selecting appropriate performance tasks.
8.4.2 Developing instructions and criteria for assessing non scholastic aspects of pupils growth
8.4.3 Developing procedures for evaluating responses.
8.5 Reliability issues in performances assessments
8.6 Strengths and weaknesses of performance assessment
Unit 9 Portfolios
(3Hours)
9.1 Definition and purpose of portfolios
9.2 Guidelines for developing portfolio assessment
9.3 Strength and weaknesses of portfolio assessments.
9.4 Guidelines and students role in selection of portfolio entries and self evaluation.
9.5 Scoring Rubrics: Holistic scoring rubrics and analytic scoring rubrics.
Unit 10 Assigning Grades on the basis of classroom assessments and reporting.

(5Hours)
10.1 Grading: Meaning and definition, letter grades, numerical grades, verbal descriptors, pass-
fail grades.
10.2 Frame of reference: Norm – referenced grading ,criterion – referenced grading, combining
grades into a composite.
10.3 Record keeping and grading software.
10.4 Informing students of the grading system and grades received through report cards
10.5 Development and use of report cards.
10.6 Parent conferences and reporting results to parents.

175
Unit 11: New trends in evaluation

(4Hours)
11.2 Question Banks.
(discussion should focus on theory and practice)
Unit 12: Trends in the assessment of students with disabilities.

(5Hours)
and interpretation
12.4 observations.
Unit 13: Data analysis

(16Hours)
13.1 Statistics: meaning, definition, need and importance.
13.2 Graphical representation of data.
13.3 Measures of central tendency
13.4 measures of variability
.3.5Correlation: Types of Correlation coefficients
13.6 Interpreting test scores and Norm s
13.7 Profiles

176
TASKS AND ASSIGNMENTS
• Write a project report on current formative assessment practices at the secondary

school level.
• Develop a module based on a lesson of your choice by incorporating multiple tasks and
strategies based on continuous and comprehensive evaluation.
• Develop techniques and tools for assessing co-scholastic aspects of pupil’s in your class.
• Prepare a check list and rating scale for self assessment and peer assessment of
individual and group work in your mathematics class.
REFERENCES

house pvt.Ltd
New Delhi 1992.
Wiley and sons.
and Row.
and Bacon.
177

Pvt.Ltd.1984.
NCERT.
Allyn and Bacon
178
SEMESTER- II
BED P 202.8: ASSESSMENT FOR LEARNING-NATURAL SCIENCE

Objectives:-
To understand the Aims and objectives of Teaching Science

To develop a critical understanding about assessment and evaluation
To exposed to different kinds and forms of assessment tools.
To develop skill in construction and administration of achievement and diagnostic tests.
To develop skills in using different statistical treatment for data analysis.
Unit – I: (8 hrs): Aims and objectives of Teaching Biological/Natural Sciences
General aims of teaching Natural Science. Broad National Goals. Taxonomy of

educational objectives –Revised Bloom's Taxonomy, Mc Cormack & Yager Taxonomy.
Process skills in Science at secondary stage, developing process skills in students.
Unit- II : (25 hrs): Overview of Assessment and Evaluation

Need and significance of evaluation.
Distinction between ‘Assessment of Learning’ and ‘Assessment for learning’.
Calcifying the terms.
a. Assessment, evaluation, test, examination, measurement
b. Formative and summative evaluation
c. NRT & CRT
d. CCE
e. Grading
Unit – III- (12 hrs): Assessment of subject based learning
Enlarging notions of ‘Subject based learning in a constructivist

perspective.
Assessment tools
Kinds of task: project, assignments, seminars, performances
179
Unit – IV (15 hrs): Kinds of tests and their constructions
Construction and standardisation of Achievement test, Diagnostic test and its

significance.
Quantitative and qualitative aspects of assessment Appropriate tools for each.
Suitable criteria for evaluation
Unit V – (20 hrs) : Data analysis using different statistical treatment
Statistical tools – Percentage, graphical presentation, frequency

distribution, central tendency, variation, normal distribution, percentile rank,
correlation, and their interpretation. EXCEL
Task : Project report on current formative assessment practices in biological science at
the secondary school level.
REFERENCES

house pvt.Ltd
New Delhi 1992.
Wiley and sons.
and Row.
180
and Bacon.
Pvt.Ltd.1984.
NCERT.
Allyn and Bacon
181
SEMESTER- II
BED 202.9: ASSESSMENT FOR LEARNING-PHYSICAL SCIENCE
Course Objectives:
Understand aims and objectives of teaching physical science in Secondary Schools.

Gain a critical understanding of issues in assessment and evaluation (from a
constructivist paradigm)
Become cognizant of key concepts, such as formative and summative assessment,
Be exposed to different kinds and forms of assessment that aid student learning.
Become the user of a wide range of assessment tools, and learn to select and construct
these appropriately and
Evolve realistic, comprehensive and dynamic assessment procedures that are able to
keep the whole student in view.
Unit – I Aims and objectives of Teaching Physical Science.
1.1 Aims and objectives of teaching physical science. Definition, role and function of
objectives- specific objectives. Objectives – learning experience – evaluation, objective
based instruction, objective based evaluation.
1.2 Taxonomy of educational objectives – Bloom’s Taxonomy- Revised Bloom’s Taxonomy,

Objectives of physical science suggested by NCERT, Taxonomy of Science teaching (Mc
Cormack & Yager). Overview of different taxonomies of science education.

2.4. Critical review of current evaluation practices and their assumptions about learning and
development
2.5. Evaluation as ongoing teaching-learning process and through overall performance of child.

assessment, evaluation, test, examination, measurement
internal and external evaluation
formative and summative evaluation
criterion referenced and norm referenced evaluation
182
continuous and comprehensive assessment

grading.
3.2. Kinds of tasks: projects, assignments, performances
3.4. Observation of learning processes by self, by peers, by teacher; Self-assessment and peer –
assessment; constructing portfolios
3.5. Quantitative and qualitative aspects of assessment.
Unit- 4: Tools and Techniques of Assessment for Learning Physical Science
4.1. Performance-based assessment, developing indicators for performance based assessment

in physical science, learners' records of observations, field diary; Oral presentation of
learners work, Portfolio.
4.2. Assessment of assignment and seminars in physical science
4.3. Assessment of project work in physical science
4.5. Assessment of experimental work in Physical science
4.6. Construction of test items in Physical Science and administration of tests:Different types of
test items-merits and demerits; Consrtuction and administration of Achievement tests
and Diagnostic tests; Blue print( Mc Comark& Yager Taxonomy Using Learning outcomes
and/or process).Qualities of a good test
4.7. Exploring content areas in physical science not assessed in formal examination system and
their evaluation through various curricular channels. Evaluation of non-cognitive areas
like creativity, skill, attitude in science learning contexts

5.1. Technology in Assessment: Computer Assisted Assessment, online assessment, e-portfolio-
downloading online tools and rubrics for e-materials and activities.

interpretation
6.3. Reporting- Place of marks, grades and qualitative descriptions-Developing and maintaining
a comprehensive learner profile- Purposes of reporting-Reporting a consolidated learner
profile.
Tasks
1. Construction of achievement test
2. Construction of diagnostic test comprising minimum ten test items
183
References:
7. “The constructivist Learning Mode: Towards Real reform in Science Education” – Yager,
Roberto. The Science Teacher, 58 (6), 53-57, 1991.
From Behaviourist to constructivist teaching: - Scheurman, Geoffrey, Social Education,
62 (1), 69, Jan. 1998.
8. Information Technology Revolution – Forster, T. [Ed], Blackwell, Oxford, 1985.
9. Innovative Science Teaching for Physical Science Teachers – Radha Mohan; Practice Hall,
New Delhi, 2002.
1982.
National Policy on Education - 1986, Ministry of Human Resource Development,
Government of India, New Delhi, 1986.
New UNESCO Source book for Science Teaching, Universities Press (India) Ltd.,
Hyderabad, 1999.
10. Science as a process – Hall, D.L., University of Chicago Press Chicago.
Science Instruction in the Middle and Secondary School – Collette, Alfred T. and
Chiappetta, Eugeneh; Times Micror/Mosby College Publishing, 1984.
11. Science Teaching for the 21st Century – Narendra Vaidya, Deep and Deep Publications F
– 159, Rajouri arden, New Delhi.
Taxonomy of Educational objectives Handbook 1: cognitive Demain – Bloom, Benjamin
12. Teaching science by inquiry in secondary school – send, R.B. and Trawbridge LW,
Charles and Merill, Ohico
13. Teaching Strategies: A Guide to Better Instruction – Otrlich, D.C. et.al; Health & Co.,
The curriculum for the Ten year school: A frame work, NCERT, New Delhi, 1975.
The practice of constructivism in Science Education – Tobin Kenneth, Lawrence Erlbaum
The Science Teacher’s Hand book – Byers, Andy, Childs Ann and Chris Lane, Heinemana
Educational Publishers, Oxford, 1994.
Understanding why curriculum innovations succeed or fail, school science and
UNESCO hand book for science teachers, UNESCO, Paris, 1980.
184
SEMESTER- II
BED P 202.10: ASSESSMENT FOR LEARNING-SANSKRIT
Course objectives
The course will enable student teachers to:
• gain awareness about recommendations made by various education commissions

regarding educational evaluation.
• understand concept of evaluation based on learning theories.
• gain critical awareness of issues in assessment and evaluation

• becomes proficient in evaluation , assessment , measurement and tests
• become exposed to different kinds of tasks ,tools and techniques and forms of
• become proficient in developing assessment tools and techniques for classroom
assessment
• become proficient in administrating, scoring and interpreting professionally developed
and teachers made assessment procedures.
• become proficient in grading procedures , preparing report card and communicating
assessment results
• gain awareness in the assessment of students with disabilities.
• become proficient in computerized adaptive testing
MODE OF TRANSACTION
Lecture cum discussion, individual and group assignment, projects, seminars and practical
works.
COURSE OUTLINE
Unit 1: Educational Evaluation

185
1.4 Assessment paradigm: Assessment for learning, assessment as learning and assessment
of learning
1.5 Assumptions of educational assessment.
1.7 Distinction between Evaluation, Assessment and Measurement.
Unit 2: Continuous and comprehensive evaluation

2.8 Meaning ,Definition ,Purpose and use of Formative and Summative evaluation
2.9 Importance of feedback, diagnosis, remediation and styles of learning
Unit 3: Criterion of good test
3.1 Objectivity – meaning, purpose –how to maintain objectivity.
3.2 Validity – meaning and definition.
3.3 Reliability: meaning and definition.
3.4 Practicability – meaning and definition
3.5 Objective basedness – meaning and definition
3.6 Discrimination – Meaning and definition.
3.7 Comprehensiveness – Meaning and definition.
Unit 4: Tools and techniques for evaluation
4.1 Interview: structured, unstructured, guidelines to develop good interviewing techniques

186
4.2 self reporting
4.3 questionnaires: closed form, open form, guidelines to develop questionnaire.
4.4 schedule: meaning, definition, development of a schedule.
4.5 Observation: meaning and definition, types of observation, guidelines t o develop good
observations.
4.6 Open-ended group discussions, Focus group discussions
4.7 Check lists- Definition, the development and use of check lists.
4.8 Rating scale –Definition , types of rating scales , development and use of rating scales.
4.9 Anecdotal records – definition , development and use of anecdotal records.
4.10 Sociometry techniques – definition, development and use of sociogram
Unit 5: Types of tests
5.1 Development and use of selected- response items: true – false items, multiple-choice items
and match the following types
5.2 development and use of constructed – response items: Completion type items , short –
answer type and essay type.
5.3 Development and use of teacher made and standardized tests
5.4 Development and use of norm – referenced test and criterion – referenced test.
Unit 6: Performance Assessments
6.4 Guidelines for developing effective performance assessments.
6.4.2 Developing instructions and criteria for assessing non scholastic aspects of pupils growth
6.4.3 Developing procedures for evaluating responses.

187
6.6 Strengths and weaknesses of performance assessment
Unit 7: Portfolios
7.3 Strength and weaknesses of portfolio assessments.
Unit 8: Assigning Grades on the basis of classroom assessments and reporting.
8.1 Grading: Meaning and definition, letter grades, numerical grades, verbal descriptors, pass-
fail grades.
8.2 Record keeping and grading software.
8.3 Informing students of the grading system and grades received through report cards
8.4 Development and use of report cards.
8.5 Parent conferences and reporting results to parents.
9.2 Question Banks.
and interpretation
188
10.4 Observations.
11.4 measures of variability
11.5 Interpreting test scores and Norms
11.6 Profiles
TASKS AND ASSIGNMENTS
• Develop techniques and tools for assessing co-scholastic aspects of pupil’s in your class.
• Prepare a check list and rating scale for self assessment and peer assessment of
individual and group work in your Sanskrit class.
REFERENCES

house pvt.Ltd
New Delhi 1992.
Wiley and sons.
189

and Row.
and Bacon.
Pvt.Ltd.1984.
NCERT.
Allyn and Bacon
190
191
SEMESTER- II
BED P 202.11: ASSESSMENT FOR LEARNING-SOCIAL SCIENCE
Maximum Marks 100 (80 External+20 Internal
Objectives
• To develop ability to design evaluation procedures and tools for measuring attainment of
objectives of teaching
• To develop skills to undertake the evaluation procedure objectively as well as effectively
• To develop understanding about the importance of evaluation in the teaching learning
process.
• To develop the ability to apply different approaches of evaluation in the teaching learning
process.
• To develop ability to use instructional objectives in framing question for evaluating Students.
• To State the importance of guidance to overcome the educational and adjustment problems of
the learner.
• To develop ability to interpret the test scores graphically.
• To develop the ability to apply the statistical techniques to interpret the data.
• To gain awareness in the assessment of students with disabilities.
• To develop proficiency in computerized adaptive testing and statistical analysis by using
SPSS and R Modes of transaction
Mode of Transaction
Lecture cum demonstration, assignments, group work,etc.
COURSE OUTLINE
Unit 1: Instructional Objectives
1.1 : Educational Objectives

1.2 : Evaluation and I instructional objectives
1.3 : Classification of Educational objectives – Bloom’s Taxonomy
* Cognitive Objectives
* Affective Objectives
* Psychomotor Objectives
1.4: Usefulness of the Taxonomical Classification

192
1.5: Principles for the statements of Instructional Objectives.
1.6: Revised Bloom’s Taxonomy
1.7: General Learning outcome, specific learning outcome and process skills
1.8: Input – Output model of Instruction
Unit 2: Examination Reform Efforts
• 1.Examination reform efforts in India based on:

2.1 Radhakrishnan commission (1948-49)
2.2 Secondary education commission(1952-53)
2.3Kothari commission(1964-66)
2.4National Policy Education (1986) and programme of action in (1992)
2.5National curriculum frame work(2005)
2.6 National Focus Group position paper on examination reforms.

2.7 The right of children to free and compulsory education act RTE act(2009)
2.8 Kerala curriculum frame work (2007)
Unit 3: Educational evaluation

3.1 concept of evaluation.

3.5 Assessment paradigm: Assessment for learning, assessment as learning and assessment of
learning
3.6Assumptions of educational assessment.
3.8 Distinction between Evaluation, Assessment and Measurement
Unit4: Continuous and comprehensive evaluation


193
4.8 Meaning, Definition ,Purpose and use of Formative and Summative evaluation
4.9 Importance of feedback, diagnosis,feedback ,remediation and styles of learning
Unit 5: Performance Assessments
5.3.1 Guidelines for developing effective performance assessments.
5.3.3 Developing instructions
5.4.Developing procedures for evaluating responses.
5.6 Strengths of performance assessments.
5.7 Weaknesses of performance assessments.
Unit 6: Portfolios
6.3 Strength of portfolio assessments.
6.4 Weaknesses of portfolio assessments.
7.2 Question Banks.
7.4 Evaluation of non-scholastic aspects of pupil’s growth.

194
(discussion should focus on theory and practice)
8.2 Projective techniques- Definition, types of projection and different types of tests- their use and
interpretation
8.4 Observations.
Unit 9: Tools and Techniques of Evaluation
9:1: Process evaluation and product evaluation
9.2: Evaluation Tools
9.3: Evaluation Techniques
9.4: Qualities of evaluation tools
9.5: Construction of Achievement Test
9.6: Types of Test items
9.7: Construction of Diagnostic Test
9.8: Remedial Instruction
9.9: Development and use of Teacher made and Standardised Tests
9.9: Development and use of Norm-Referenced and Criterion-Referenced Test
10.4 Measures of variability.
10.5 Correlation: Types of Correlation coefficients.

195
REFERENCES

house pvt.Ltd
New Delhi 1992.
Wiley and sons.
and Row.
and Bacon.
Pvt.Ltd.1984.
196
NCERT.
Allyn and Bacon
197
SEMESTER II
EPC 02: DRAMA AND ART IN EDUCATION
Total Marks: 50 Hours of instruction
Internal assessment: 50 5 Days (Workshop based)
Rationale and Aim
This course includes two critical areas of focus: drama and art in education. Drama
draws our physical, emotional, intellectual and other faculties together in a moment to
create worthwhile, far reaching, holistic learning. Art education aims to help connect
with the inner aspects of one’s being and to appreciate and create beauty and harmony
within and outside. It operates from a paradigm that the aesthetic needs are
fundamental to all human beings and by creating opportunities to work on these, hone
them, cultivate them; we can hope to create harmonious individuals and a harmonious
world. The aim is to train, enhance some theatre and art skills that will later help
prospective teachers be creative and enlightened teachers.
Objectives
To Identify and develop one’s own creative potential.
To draw out and work with different faculties simultaneously i.e. physical, intuitive,
emotional, sensual and mental through practical exercises.
To explore the role of the teacher as creative guide in learning that is drama driven
To recognize the role of “drama as education” in the secondary school.
To learn the use of art in teaching learning process.
To develop an appreciation for diverse art forms and the role of art in human culture.
To evolve collective art projects incorporating different art media – into a public
festival/ event.
To develop deep understanding, appreciation and skills in one chosen medium through
self work and evaluate self as an artist and art educator.
Mode of Transaction
This course needs to be conducted in the mode of workshops (minimum five days)
by professionals trained in drama, theatre, folk arts, music, and fine arts and co-
ordinated by faculty members.
Workshop Session Focus Areas

1. Drama:
Session I- INTRODUCTION TO ACTING
Performance skills (basic), physical preparation, etc.
198
Planned and structured drama exploration exercises designed to first experience

and then, deepen social awareness of students.
Participative learning using role play, hot seating, building stories/songs, making
and analyzing a “character’s” diary, personal belongings (objects) of characters.
Session II-MOVEMENT$ IMPROVISATION
Students learn how to use their body, and imagination and taping emotional resources -
They learn how to be aware of the body and concentrate on its rhythm, enter space
and loosen their limbs-
Students acquire acting skills through understanding of the Self. Improvisation, silent
and word-oriented, students learn to see, hear, believe, react, observe and
concentrate.
Help build a set of skills so the class can organize role plays as well as larger school
play that are built on student’s creativity rather than following a given script.
Learning to continuously reflect on and analyze classroom exploration and their
connection with events and situations in world outside.
Presentation of local arts forms
Making short plays that can be performed by student-teachers with aim to study
school Student’s responses during school contact programmes.
Evaluating one’s own and group’s progress in class.
2. Arts
Session 1. Introduction to Art, Art appreciation and Art education: orientation to the
basic concepts of art and appreciation
Session 2. Visual Art: Opportunities to experiment and create pieces of art using
different medium. Focus on colours, textures, composition and thematic content. Free
drawing, developing narratives in visuals, composition of an imagined situation, telling a
story through comic strips, creating a collage using images, bits cut out from old
magazines, news paper etc.
Session 3. Music: Orientation to different forms of music with either a film screening or
lecture demonstration by an artist to show a wide range of musical forms.
Voice training: opening the voice, music and rhythm exercises: singing, creating music
with different objects, practicing basic notes and tones; experimenting with one new
form: folk of any one region; collating music/songs from a community/within the family
for special occasions or themes. Design and run sessions on music with children
Session 4. Cinema and Electronic Media: Provide exposure to alternative cinema,
develop appreciation for cinema as an art and understand the impact of the electronic
199
media, it’s impact on our psyche and aesthetics; orientation with an expert on films
providing a background followed by screening of known films; projects/discussion on
television and our mindscape: storylines, the corruption of aesthetics, intervention in
familial spaces, increasing legitimization of violence and sex; age appropriate viewing
and selection of films.
Session 5. Literary Arts: Appreciation of poetry as performance art, play reading and
reading literature as an art, selection of poetic pieces and developing performances
around it; exposure to readings in different language traditions: Hindi, English other
regional languages and dialectics drawing upon local traditions.
Assessment
Continuous assessment of Individual and group performance.
Individual and group products at the end of each workshop and documentation.
Essential Readings/Reference
1. Dodd, Nigel and Winifred Hickson (1971/1980). Drama and Theatre in Education.
London: Heinemann. .
2. McCaslin, Nellie (1987). Creative Drama in Intermediate Grades, Vol II, New
York/London: Longman.
3. NCERT, (2006). Position Paper National Focus Group on Arts, Music, Dance and Theatre,
New Delhi: NCERT.
4. Prasad, Devi (1998). Art as the Basis of Education, NBT, New Del
200
SEMESTER III
BED P 301.1: PEDAGOGY OF SCHOOL SUBJECT-PART II: ARABIC
Objectives of the Course:
• Understand the concept and importance of techno pedagogical analysis.
• Develop an insight of teacher as a Techno pedagogue.
• Familiarizing with the basics of teaching and teaching profession
• Familiarize with the ways of professionalizing language education in a technological

scenario
• Familiarizes with the ways of integrating ICT resources in teaching and evaluation
• Acquaints with professional traits and competencies
• Enables to promote student effort in learning
• Equips to manage diverse learner needs in language classes
• Develops interest in innovative practices in the field of Arabic Language Teaching and
learning
• Develops the ability to apply the ICT based resources for enhancing teacher effectiveness
• Develops the professional competencies and personal qualities
UNIT 1: TECHNO PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS (15 Hrs)
• TPCK- Inter relationship of Content Knowledge, Pedagogical Knowledge ,Technological

Knowledge
• Scope and challenges of TPCK in Arabic language Teaching
• Teacher as a techno pedagogue

201
• Knowledge generation/ production
• Knowledge generation
• Use of web based resources of TPCK
• TPCK based content Analysis of selected units of TB of Secondary schools
• Programmed instruction and self instructional modules
• Critical Analysis of Arabic H B& TB for VIIIth to Xth std of the state schools
UNIT 2: E-RESOURCES IN TEACHING & LEARNING OF ARABIC LANGUAGE
(10 Hrs)
• E- learning and e-teaching :
• Digital text books, Digital library & other online resources
• Designing of Digital text books , e-books and its application
• Adopting down loaded resources for teaching Arabic
• M-learning: smart phones as learning devices and its scope
UNIT3: COMMUNITY BASED TEACHING & LEARNING ( 08 Hrs)
• Teaching and learning resources: Formal & Informal learning contexts
• Role of University Departments, Arabic Colleges, Dars system, Deeni Madaris on Arabic
language learning
• Society as Language Lab
• Role of films and Theatres,
• Mass Medias- News papers, magazines& electronic Medias etc.
• Language forums, Interview & Talks by Experts,
• Exposure to events of National Importance; Celebration of International Arabic Day

202
UNIT 4.TEACHER AS A REFLECTIVE PRACTITIONER (07Hrs)
• Teacher ; Teaching Profession
• Professional Traits and competencies
• Professional Ethics
• Arabic Language Teacher: his Varying Roles
• Qualities and qualifications
• Humanistic TEACHER attributes :
Temperance, Empathy, Academic Aristocracy, Commitment, Humour, Ethics, Reflection
Know ledge worker, Facilitator, Mentor, Social Engineer, Helper, guide
• Reflective Practitioner
• Teacher Development, Professional Development
• Continuing professional Development(CPD)
• Teacher Accountability
• Rubrics for self assessment
UNIT 5: RESEARCH INPUTS IN ARABIC LANGUAGE LEARNING (10 Hrs )
• Continuing Professional Competencies
• Researches in Arabic Language Education and Second Language Pedagogy
• Identifying and locating significant concerns related to Arabic language learning
• Action Research –Investigating learner issues
• Review of Recent Research Studies in Arabic Language Education
• Place of Arabic language as a source of knowledge
• Networking in professional & Personal growth
• Professional communities : E-twinning for institutional & professional growth

203
Forming forum of online learning and teaching
• Use of E-mails, blogs, teacher tube etc. for promoting teaching and learning of Arabic
ACTIVITIES/MODE OF TRANSACTION
• Lecture, Group Learning, Seminar, Discussions, Demonstration- Practice & Observation,

• Down loading & Preparing e- learning materials for Arabic Language classes
• Critical study of Arabic TB& HB for secondary& HS. Schools.

204
SEMESTER III
BED P 301.2: PEDAGOGY OF SCHOOL SUBJECT-PART II: COMMERCE

OBJECTIVE
To acquaint with the 1.2 Innovative Practices in Discussion on the use of innovative practices
innovative practices Teaching of Business and identifies the relevant topics/areas for
in commerce Subjects (10 Hrs) which each innovative practice can be
teaching. applied.
• Multi methodology
Approach
• ICT enabled learning
• Competency based
instruction
To develop ability to
apply innovative • Blended Learning
practices in the
modern classroom. • Problem based
learning
• Experiential
Learning .
• Modular Approach
• Contract Learning
• Team Teaching
1.2 Models of Teaching (Joyce

& Weil)
(20 Hrs)
To prepare lesson • General introduction-

Families, Instructional
205
plan on models of and Nurturant Effects

teaching.
• Concept Attainment Preparation of lesson plan.
Model
• Advance Organizer
Model
• Jurisprudential Model
• Inquiry Training Model
To develop different Catering to Diverse Needs

strategies to cater
(9 Hrs)
individual
differences in 2.1 Fostering Giftedness and Discuss various strategies to foster
learning. creativity creativity.
• Critical thinking Identify various learning experiences to

gifted children and slow learners.
• Problem solving
• Logical thinking
2.2 Dealing Children with

Special Needs (CWSN)
Read evaluation guidelines for

CWSN(ssa.nic.in/inclusive
education/guidelines/...pdf)
• Inclusive Education of and
Children with
Disabilities(IECD) Inclusive education for CWSN RMSA
(www.rmsaindia.org/images/IEDSS_Guidelin
es.pdf)
206
To familiarize co- Co- Curricular Activities in Discuss the role of teacher in organizing and
curricular activities Commerce (5 Hrs) implementing co-curricular activities.
for higher secondary
3.1 Importance
classes.
3.2 Co-curricular activities
• Commerce club
• Field Trips/ Industry

visits
• Bulletin board
• Interaction with ex-

students, or people in
the industry
• Commerce magazine
To acquaint with Professionalizing Commerce Discussion on professional ethics

ways and means of recommended by NCTE.
Education (6 Hrs)
improving
professionalism in 4.1 Qualities of a Commerce
commerce teaching. teacher
• Personal qualities
• Professional
qualities
4.2 Duties and

Responsibilities
4.3 Pre service and in-service

training
207
Suggested Mode of Instruction: Participative Discussion, Seminar, Assignment, Brain Storming,

Buzz Session, Projects and Related reading, Lecture cum Demonstration
References (common):
Macmillan.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives (abridged). New York:
Longman.
Winston, Inc.
York: Longman.
Ltd.
208
Company.
Pub.
Division Company.
209
SEMESTER III
BED P 301.3: PEDAGOGY OF SCHOOL SUBJECT-PART II: ENGLISH
Objectives of the Course:
After completion of Course the student-teacher will be able to
understand the concept and importance of techno pedagogical analysis.
develop an insight of teacher as a Techno pedagogue.
familiarize with the basics of teaching and teaching profession
familiarize with the ways of professionalizing language education in a technological

scenario
familiarizes with the ways of integrating ICT resources in teaching and evaluation
acquaints with professional traits and competencies
promote student effort in learning
equip to manage diverse learner needs in language classes
develop interest in innovative practices in the field of English Language Teaching and
learning
develop the ability to apply the ICT based resources for enhancing teacher
effectiveness
develop the professional competencies and personal qualities
MODE OF TRANSACTION
Lecture, Group Learning, Seminar, Discussions, Demonstration- Practice & Observation,

210
UNIT 1: TECHNO PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS
TPCK- Inter relationship of Content Knowledge, Pedagogical Knowledge ,Technological

Knowledge
Scope and challenges of TPCK in English language Teaching
Teacher as a techno pedagogue
Knowledge generation/ production
Use of web based resources of TPCK
TPCK based content Analysis of selected units of TB of Secondary schools
Programmed instruction and self instructional modules
Critical Analysis of English H B& Text Books-Course Book/Practice Book/Work

Book/Supplementary Reader/Literature Reader for VIII to X std of the state schools
UNIT 2: E-RESOURCES IN TEACHING & LEARNING OF ENGLISH LANGUAGE
E- Learning and e teaching:
Digital text books, Digital library & other online resources
Designing of Digital text books, e-books and its application
Adopting down loaded resources for teaching English
M-learning: smart phones as learning devices and its scope
UNIT3: COMMUNITY BASED TEACHING & LEARNING
Teaching and learning resources: Formal & Informal learning contexts
Role of Language Institutes /Universities in English language learning
Society as Language Lab
Role of films and Theatres,
Mass Medias- News papers, magazines& electronic Medias etc.
Literary Clubs and Language forums, Interview & Talks by Experts,

211
Exposure to events of National Importance; Celebration of Language specific days.
UNIT 4.TEACHER AS A REFLECTIVE PRACTITIONER
Teacher; Teaching Profession
Professional Traits and competencies
Professional Ethics
English Language Teacher: his Varying Roles
Qualities and qualifications
Humanistic TEACHER attributes:
Empathy, Academic Aristocracy, Commitment, Humour, Ethics, Reflection
Know ledge worker, Facilitator, Mentor, Social Engineer, Helper, guide
Reflective Practitioner
Teacher Development, Professional Development
Continuing professional Development (CPD)
Teacher Accountability
Rubrics for self assessment
UNIT 5: RESEARCH INPUTS IN ENGLISH LANGUAGE LEARNING
Continuing Professional Competencies
Researches in English Language Education and Second Language Pedagogy
Identifying and locating significant concerns related to English language learning
Action Research –Investigating learner issues
Review of Recent Research Studies in English Language Education
Place of English language as a source of knowledge
Networking in professional & Personal growth
Professional communities: E-twinning for institutional & professional growth

212
Forming forum of online learning and teaching
Use of E-mails, blogs, teacher tube etc. For promoting teaching and learning of English
Down loading & preparing e- learning materials for English Language classes, preparing tools for
self assessment
Critical study of English Textbooks& Handbooks for secondary& Higher Secondary schools
213
SEMESTER III
BED P 301.4: PEDAGOGY OF SCHOOL SUBJECT-PART II: HINDI
Aims of the Course
• Understand the concept and importance of pedagogical analysis.
• Understand the concept of models of teaching and its application
• Understand e-resources for teaching Hindi and co-curricular activities.
Unit – I PEDAGOGIC ANALYSIS– Scope - Principles and objectives, Steps in pedagogic analysis,
content analysis, language learning experiences, evaluation, diagnostic test – achievement test.
• Qualities of a good Hindi text book, work book, hand book
• Critical Analysis of Hindi text book – V to X Kerala Syllabus
UNIT II : Models of Teaching : Dimension of a model, syntax, social system, Principles of

reaction, Support system, Instructional and Nurturant effect. Any two models relevant for
language acquisition.
Unit – III : RESOURCES IN TEACHING HINDI AND CO-CURRICULAR ACTIVITIES
Teaching Learning Materials (TLM) : Psychological Bases of its application – Teaching and
learning aids – Audio, video, audio-video, Graphic and improvised aids – Projected and non
projected aids, Animated and digital aids - Working models, Language Lab, Reading corner,
Multi Media Aids – Classroom Activities – Computer assisted language learning – power point
presentation – identifying websites – Multi-media and Internet.
• Different co-curricular activities which promote learning language.

214
MODE OF TRANSACTION

ASSIGNMENTS/ PROJECT/ PRACTICAL
Conducting a radio lesson, Preparation of material for teaching picture composition,

Development of VAI/ CAI programme for a teaching item, Planning and execution of language
games, PPT in teaching structure and vocabulary, prepare any two models relevant for language
acquisition.
215
SEMESTER III
BED P 301.5: PEDAGOGY OF SCHOOL SUBJECT-PART II: KANNADA
OBJECTIVES:
1. Developing the Kannada teaching by studying basic skills.
2. Understand nature band purpose of language teaching.
3. Enjoy learning and teaching Kannada by conducting different activities.
Unit1: Aims and objectives in Kannada teaching
1.1 Prose teaching- meaning, aims, nature, steps, types and methods.
1.2 Poetry teaching- meaning, aims, nature, steps types and methods.
1.3 Grammar teaching- meaning, aims, nature and methods (inductive, deductive and complete
methods).
1.4 Composition teaching- aims, oral and written composition, guided and free compositions
and creative writings.
1.5 Drama teaching- meaning, aims, nature, steps and methods.
Unit 2: Activities related to Kannada teaching
2.1 General activities- Tour, seminar, debate quiz and other competitions.
2.2 Approaching Kannada poets- interview and discussion.
2.3 Students activates- literacy association (Kannada sahythya sabhe), school magazine and
wall papers.
Practical activities:
1. Participation in literacy activity.
2. Making report of conducted activities.

216
3. Documentation language and literature events.
4. Conducting Kannada club activities.
5. Preparation of picture album of persons and places.
6. Preparation of class magazines.

217
SEMESTER III
BED P 301.6: PEDAGOGY OF SCHOOL SUBJECT-PART II: MALAYALAM
OBJECTIVES:
To analyze curriculum, syllabus, text book and content of the subject of

Malayalam.
To acquaint with professional teacher preparation programmes.
To understand reference and study skills and using it for lesson transaction
To understand the need and importance of discourses in language teaching
To acquire reference skills and study skills and using it for lesson transaction
To practice evaluation tools and techniques in learning process.
To acquire the knowledge of remedial instruction
CONTENT:
UNIT I- 1. Syllabus 2.Text Book - Critical study & analysis of Malayalam text book for secondary
school in Kerala. 3:- Content analysis. The syllabus for VIII- XII of Malayalam text books
prescribed by the Text book committee of the Government of Kerala- time to time. 4.
Malayalam Language Curriculum Transaction- Scope& Limitations in the existing school
Malayalam language curriculum- Qualities of a good Malayalam language text book
UNIT II : Professional Competencies of a Malayalam teacher - pre Service, in service training-

Programmes for quality improvement- Seminars, Workshops, Panel discussions, Field trips,
Projects etc and Techno pedagogy.
UNIT III: Reference and Study Skills : 1. Study skills – note – taking, note – making, summarizing
and paraphrasing.
2. Reference skills – library – dictionaries-internet – thesaurus – encyclopedia – bibliography-
annotated Bibliography.
218
UNIT IV: 1. Various discourses- 2. Reflecting texts- Summarizing – Abstracting – Translation –

Comprehension. 3. Editing and publishing.
UNIT V: Transactional Strategies. 1. Lesson planning: - Concept, construction and

administration. 2. Unit plan & Unit test – construction & administration. 3. Resource Materials.
UNIT VI- Evaluation 1. Aims& objectives of Evaluation. 2. Importance of Evaluation in

Malayalam, concept, nature of evaluation. 3. Tools of evaluation- Quantitative, Qualitative,
Various types of Questions. 4. Diagnostic Test – pupil’s linguistic ability. 5. Remedial Teaching-
indentifying the reason for under achieving- suitable remedial measures for different types of
problems.
TRANSACTIONAL STRATEGIES
Group learning, Discussion, Debate, Seminar, Workshops, Panel discussion, Field trip, etc.
ASSIGNMENTS/PROJECT/ PRACTICAL:
Analyzing existing secondary school Malayalam text book
Making notes on different literary items
Preparing classroom dictionary
Writing composition on various school subjects
Preparing year plan, unit plan and lesson plan.
Construction of model unit.
Preparing formal/ informal letters
Developing standardized achievement test.
Developing diagnostic test and conducting remedial teaching.
REFERENCES:
219
Press.
Longman.

Press.
Press.

Parishad

220
Kottayam

Gurukulam, Varkala

Parishad

221
45. Mathrubhashabhodhanam Pravanathakalum Reethikalum, Bindhu,C.M., Scorpio,

Calicut
Online Resources
222
SEMESTER III
BED P 301.7: PEDAGOGY OF SCHOOL SUBJECT-PART II: MATHEMATICS
Course Objectives:
1. To develop competency in analysing and teaching various topics in mathematics

pedagogically.
3. To be proficient in planning lessons based on the select models of teaching.
4. To develop competency in the preparation of programmed learning materials.
5. To practice various recreational techniques of teaching mathematics.
6. Sensitize the needs and requirements of slow and gifted learners in mathematics.
7. Develop competency in teaching exceptional children and in the preparation of suitable

teaching materials for them.
8. Acquire basic skills needed for effective teaching through ICT
9. Acquire mastery in cooperative learning techniques.
10. Apply multiple intelligence theory in practical situations.
project work, seminars, activity methods, Brain storming and individual tasks.
UNIT I: Planning For Teaching-Learning Mathematics
1.1Selecting the content for instruction;
1.2 Identifying concepts to be transacted at various level with special emphasis on content
(Algebra, Geometry, Trigonometry, Coordinate Geometry, Statistics and Probability, etc.);
223
1.3 Organization of concepts for teaching-learning of mathematics.
1.4 Stating instructional objectives
1.5 Identifying learning experiences
1.6 Selecting appropriate strategies
1.7 Teaching aids (Using low-cost materials – preparation of various activities, such as
verification of algebraic identities, surface areas and volumes of cube, cylinder etc.)
1.8 Analysis of current VIII, IX, X, XI and XII standard state syllabus text books and comparison of
secondary school syllabi under different streams.
UNIT II: Strategies for Instruction
2.1 Models of teaching- concept attainment model, advance organizer model and guided
discovery model.
2.2 Programmed Learning - Meaning and characteristics Linear- Branching- Mathematics
UNIT III Mathematics for All
3.1Identifying learners’ strength and weaknesses;
3.2 Activities enriching mathematics learning
3.3 Recreational activities in mathematics learning
-use puzzles to maintain interest and to create positive attitude in the classroom
-games, riddles, quiz, puzzles, Sudoku etc
3.4 Cooperative Learning ensuring equal partnership of learners with special needs.
3.5 Mathematics Clubs-- Importance, organization, functioning and execution of various

activities
3.6 Mathematics Fairs / Exhibition; Mathematics Olympiad
3.7 Mathematics talent search examination

224
UNIT IV Exceptional Children in Mathematics
4.1 Exceptional children in mathematics- Mathematically gifted , slow learners, under

achiever-their characteristics; special programmes for each
4.2 Learning difficulty in mathematics (dyscalculia)- Symptoms, Identification and Strategies to

overcome dyscalculia
4.3 Mathematical creativity- characteristics, stimulating creativity and inventiveness in

mathematics.
4.4 Concept of Multiple Intelligence
4.5 Governmental and non-governmental initiatives in improving mathematics learning; Fields

medal, Mathematics Olympiad, NUMATS, NTSE, MTSE, etc
UNIT V ICT in Improving Teaching Performance
5.1 Technology integration strategies for Mathematics education –web based lessons-
webquest, cyber guides, multimedia presentation, tele-computing projects etc.
5.2 Familiarizing program for teaching mathematics in Edubuntu (Practical oriented)
5.3 E-content development- concepts, formats, steps for preparation, module preparation for
e-content
5.4 Using internet for accessing information, Websites for authoritative information like ERIC,
INFLIBNET etc
5.5 Technology for teaching individual, small group and large group (Computerized instruction,
personalized instruction, educational television, closed circuit television, Video-Tape
Interaction, Radio/Tape lessons etc)
5.6 Audio- visual aids, Improvised aids- Meaning and importance
Task and assignment: (select any two)
Critical study of the mathematics textbook of standard VIII, IX, X,XI or XII.
Preparation of lesson plans based on different models of teaching.
Preparation of programmed learning materials.
Preparation of enriched material of a unit for gifted pupils

225
References
1. Lglewiez, Boris and Stoyle, Judith (1973). An Introduction to Mathematical Reasoning, New
3. NCERT. A Text Book of content – cum- methodology of Teaching Mathematics, New Delhi:
NCERT.
Library
10. Bellard, P.B/ Teaching the Essentials of Arithmetic

226
SEMESTER III
BED P 301.8: PEDAGOGY OF SCHOOL SUBJECT-PART II: NATURAL SCIENCE
Objectives
• To understand and apply skills in Pedagogic transaction.
• To understand and find inter relationship of different areas of TPACK.
• To develop skill in technological pedagogical analysis of content knowledge (TPACK).
• To understand the scope of networking in science teaching.
• To develop skill in networking through different ways.
• To understand the use of video conferencing and smart class rooms.
• To understand various strategies to address the learners with special needs.
UNIT I (18Hours)
Pedagogic Analysis
Pedagogic Analysis – A conceptual overview, steps, Pedagogic Analysis of the Biology

content portions of 8th and 9th and 11th standard textbooks of Kerala state. Stating general
instructional objectives and specific instructional objectives in terms of behavioral outcomes
and curricular objectives.
UNIT II (12Hours)
Techno Pedagogic Analysis of Content Knowledge (TPACK)
Technological Pedagogical Analysis of content Knowledge (TPACK).Technological Pedagogical

content Knowledge
Analysis of any one topic of sec. school Biology. Relevance of Online Publishing using blogs,
forums, wikis, online journals etc.
227
UNIT III (10Hours)
Learning through Networking
Networking its meaning and scope in science learning, how social networking sites can be used
for educational purpose. Hands on experience of using smart classes for teaching natural
science.
UNIT IV(10Hours)
Biological Science – Life long Learning
Facilitating learning progress of learners with various needs in biology; Ensuring equal
partnership of learners with special needs; Stimulating creativity and inventiveness in biology;
Nurturing creative talent at local level and exploring linkage with district/state/central agencies.
Enrichment and Remedial programmes National Talent search scheme.
Task: Resource unit with soft & hard copy (with PPT)
228
SEMESTER III
BED P 301.9: PEDAGOGY OF SCHOOL SUBJECT-PART II: PHYSICAL SCIENCE
Course Objectives:
• Acquaint with the digital and non digital learning resources
• Develop awareness in designing science laboratory and precautions and first aid.
• Develop skills in organizing science library and its classroom utilization.
• Explore various co-curricular activities in science and their significance in developing

skills and attitude.
• Apply techno pedagogic skills in teaching –learning process in science.
Unit –I Learning Resources in Physical Science
1.1 Resource materials.
Text book, workbook, supplementary reader, hand book, reference book
1.2. Digital resources – CD ROM such as Encyclopaedia – Britannica, Microsoft Encarta,

Edubuntu of it@ school, Kerala
DVD, Websites, open sources – e-books and e-journals.
Unit – II Library and Laboratory as resources
2.1 Science library – organization and its utilization. ERIC, INFLIBNET, DELNET, Digital
Library, Library Networks.
2.2 Co-curricular Activities – Science club – pattern, organization and activities. science fairs,
science exhibitions, science dramas, poster making, observance of days of scientific importance.
Field trip, Science park, Museums.
229
2.3 Science Laboratory – Designing, Selection and purchase and maintenance of chemicals,
apparatus and equipments. Accidents in the lab. Precaution and first aid.
Improvised aids.
Unit – III Techno Pedagogic Content Analysis
TPCKA- Science Teacher as techno pedagogue- techno pedagogic skills and

competencies- pedagogical designs using ICT in physical science- Digital Lesson Plans- use of
interactive white boards- relevance of online publishing-using blog, forum, wikis-online
journals.
Tasks:
Prepare a report on field trip that is organized and executed.
TPCKA of any topic at secondary level
References:
1. Teaching science by inquiry in secondary school – send, R.B. and Trawbridge LW,
Charles and Merill, Ohico
2. Science Teaching for the 21st Century – Narendra Vaidya, Deep and Deep Publications F
– 159, Rajouri arden, New Delhi.
3. Innovative Science Teaching for Physical Science Teachers – Radha Mohan; Practice Hall,
New Delhi, 2002.
4. Information Technology Revolution – Forster, T. [Ed], Blackwell, Oxford, 1985.
5. Teaching Strategies: A Guide to Better Instruction – Otrlich, D.C. et.al; Health & Co.,
6. Methods for Science Teaching : A skills Appraoach, 3rd ed. Jacobson, David A., Charles t.
Merill Publishing Co, Clumbia 1989.
230
7. “The constructivist Learning Mode: Towards Real reform in Science Education” – Yager,
Roberto. The Science Teacher, 58 (6), 53-57, 1991.
9. Science as a process – Hall, D.L., University of Chicago Press Chicago.
10. Modern Science Teaching – Sharma R. C., Dhanapat Rai and Sons, New Delhi.
231
SEMESTER III
BED P 301.10: PEDAGOGY OF SCHOOL SUBJECT-PART II: SANSKRIT
Objectives
to understand the principles of curriculum construction
to familiarize and experience with curriculum design
to understand about the content of Sanskrit text books in Kerala
Mode of Transaction
Lecture, practical work, assignment
Unit-1- 25 hrs
Principles of curriculum construction and organization, types of curriculum
General principles of curriculum construction
Unit-2. 25 hrs.
Text book analysis of Sanskrit text books from eight to twelve
Tasks
1. Prepare note about curriculum construction
2. Write an analysis of any school text
REFERENCE
(Common )

232
6. SECOND BOOK OF SANSKRIT. R.G.BHANDAERKAR
8. REFFLECTION S OF LANGUAGE. NOM CHOMSKY
9. THE TEACHING OF SANSKRIT. D.G.APTE
11. REPORT OF FIRST SANSKRIT COMMISSION – GOVT OF INDIA
12. KRISHNAWARRIER COMMISSION REPORT- GOVT OF KERALA
13. SECOND SANSKRIT COMMISSIN REPORT – GOVT OF INDIA
AUDIO VIDEO MATERIALS
1. A WORK BOOK FOR SANSKRIT LEARNER D.PI. KERALA.

2. ABHYASAMANJARI- D.P.I.KERALA
3. C.D OF RASTRIYA SANSKRIT SANSTHAN
4. PRAYOGA PARICHAYA C.D. BY D.P.I.
5. C.D. OF R.S.VIDYAPEETHA THIRUPATHI
websites
navavani . org .in
nic.sanskrit.in
233
SEMESTER III
BED P 301.11: PEDAGOGY OF SCHOOL SUBJECT-PART II: SOCIAL SCIENCE
Objectives:
• To acquaint with the innovative practices in Social Science teaching and to develop the
ability to apply such practices in the modern classroom.
• To develop different strategies to cater individual differences in learning
• To acquire knowledge and understanding in the preparation and management of

teaching aids and equipment for teaching Social Science.
• To develop ability to becoming a professional Social Science teacher
• To get familiarity with the importance of instructional materials for Social Science
teaching .
Mode of transaction:
Group project, role play, discussion, seminar workshop, assignments etc.
Course content
Unit I Innovative Practices in Social Science Teaching
1.1 Critical pedagogy and Social Sciences – Problem posing education
1.2 Issue Based learning
1.3 ICT Enabled learning
1.4 Models of Teaching
o Concept Attainment
o Juris prudential Enquiry
o Inquiry Training model
1.5 Jigsaw technique for learning

234
1.6 MI based leaning
Unit 2 Fostering Giftedness and creativity in Social Sciences
2.1 Higher order thinking skills
• Critical thinking
• Problem Solving
• Logical thinking etc.
2.2 Characteristics of gifted and creative children
2.3 Strategies to foster creativity and giftedness.
Unit 3 Resources for teaching Social Sciences
3.1 Software and hardware
3.2 Social Science Laboratory
3.3 Social Science museum
3.4 Maps and Globes
3.5 Timelines
3.6 Social Media
Unit 4 Becoming a professional Social Science Teacher
4.1 Teaching as a Profession
4.2 Professional Ethics
4.3 Personal and Professional qualities of a Social Science teacher
4.4 Ways and Means of improving professionalism.
Unit 5 Co-Curricular Activities in Social Science
5.1 Club Activities
5.2 Exhibitions
235
5.3 Field Trips
5.4 Quiz Competition
Suggested Tasks and assignments
1. Prepare Computer Based Learning Package.
2. Prepare Lesson transcripts for each Models of Teaching
3. Field Trip Report.
4. Prepare Picture Album, Map Album etc.
5. Prepare Models
6. Prepare E-Portfolios.
*************
236
SEMESTER- IV
BED C 401: GENDER, SCHOOL AND SOCIETY
Objectives of the course
1. Developing a critical aware of the processes of socialization at home and school and their
roles in shaping the identity
2. Reflects critically on the roles of teacher and Pedagogy on instilling the concepts of gender,
shaping gender identity.
3. Develop a growing sense of agency as a 'teacher', a 'professional', as well as a 'human being'.

4. Develop critical insight on the transformations around the world with respect to gender and
gender roles.
5. Perceive and realize the roles pedagogy and teachers in developing a gender faire society
Discussion, Debates, Seminars, Case studies and Field visit.
UNIT 1: ISSUES AND CONCEPTS OF GENDER
Gender and gender identity, sex, patriarchy - masculinity and feminine - Gender bias, gender
stereotyping, trans gender and empowerment, Gender Roles – Influence of institutions such as
the family, caste, religion, culture, the media and popular culture - Equity and equality in
relation with caste, class, religion, ethnicity.
UNIT 2: GENDER EQUALITY AND EMPOWERMENT
Historical backdrop – Power and authority structure in Indian Society- Significance of gender-
just education- Role of social reform movements on women's education and empowerment.
Shift from women studies to gender studies - impact of policies, programme and scheme for
promotion of gender equality and opportunity for education Contemporary period:
Recommendations of policy initiatives, commissions and committees, schemes, programme
and plans.
UNIT 3: THEORIES OF GENDER AND EDUCATION
Understanding the different theories and their application in the Indian Context Theories on
Gender and Education: Socialization theory-• Gender difference - Structural theory-
Deconstructive theory
Gender Identities and Socialization Practices in Family, Schools, and Other formal and informal
organizations
Schooling of Girls- Inequalities and resistances - issues of access, retention and exclusion-
237
UNIT 4: GENDER ISSUES AND CURRICULUM

Role of schools, peers, teachers, curriculum, Pedagogy and textbooks in challenging gender
inequalities or reinforcing gender parity – Gender biases in the distribution of roles and
responsibilities in schools and classrooms, rituals and school routines- processes of disciplining
distinctly as for girls and boys- gender and classroom interaction -
Curriculum and gender - hidden curriculum - Gender in text and context- Teacher as an agent of
change – Significance of life skill education- Gender fair pedagogy.
UNIT 5: GENDER, SEXALITY, SEXUAL HARASSMENT AND ABUSE

Gender and Oppression- Sexual Harassment and Child Sexual Abuse -
Linkages and differences between reproductive rights and sexual rights
Development of sexuality and its influences in the lives of children (such as gender, body
image, role models)
Sites of conflict- Social and emotional - addressing sexual harassment in family, neighbourhood
and other formal and informal institutions - Agencies perpetuating violence: Family, school,
work place and medi.
Institutions for redressing sexual harassment and abuse – Policies and enactments.
1. Preparation of project on key concepts and relating it with the social context of the pupil
teacher
2. Organizing debates on equity and equality cutting across gender, class, caste, religion,
ethnicity disability, and region.
3. Discussion on theories of gender and education with its application in the Indian context
4. Project on analyzing the institution of the family
(i) Marriage, reproduction
(ii) Sexual division of labour and resources.
5. Debates and discussions on violation of rights of girls and women
6. Analysis of video clipping on portrayal of women
7. Collection of folklores reflecting socialisation processes. Discussion on theories of gender and
education with its application in the Indian context.
8. Preparation of indicators on participation of boys and girls in heterogeneous schools
9. Field visits to schools, to observe the schooling processes from a gender perspective
10.Preparing analytical report on portrayal of women in print and electronic media.
References
1. Bank, B.J. (2007): Gender and Education: An Encyclopedia. Praeger, Westport, London.
2. Bhatnagar Asha & Gulat Sushma (1998) Career Development of Creative Girls
3. Bhatt, B.D. & Sharma, S.R.(1992): Women’s’ education and social Development. Delhi:
Kanishka.
4. Bradley, Harriet (1994) Gendered Jobs and Social Inequality In The Polity Reader in
5. Bullock, Susan (1994) Women and Work, London: Zed Books.
238
6. Caplow, Theodore (1954) The Sociology of Work, New York: McGraw Hill.
7. Gender Studies, Cambridge: Polity Press.
8.  Mehrotra, S. (2006): Child Malnutrition and Gender Discrimination in South Asia.
Economics and Political Weekly.
9. Mechanism. Case study: India,Bangkok. UNESCO.
10. Mehrotra.S.C [2006] Child Malnutrition and Gender Discrimination of Women
Education.
11. Mishra.A [2007]Everyday life in a slum in Delhi . In D.K .Behra [EDUCATION], childhood
in South Asia .New Delhi: Pearson education India
12. Nambissan.G.B [2009].Exclusion and discrimination in schools :Experiences of Dalit
children. Indian Institute of Dalit studies and UNICEF.
13. NCERT [2006].National Focus group Report on Education of SCs and STs, New Delhi.
14. NCERT [2006a]Position paper National focus group on Gender issues in the
Curriculum[NCF2005], NCERT.
15. NCERT[2006a]Position paper-national focus group on education with special needs{NCF
2005}.New Delhi .NCERT.
16. Ramachandran.V.[1998] GIRLS AND WOMEN Education: POLICIES and I
MPLIMENTATION
17. Rangari.A.D : Indian Caste system and Education
18. Sharma Usha and Sharma.B.M[1995]Girl education.
19. Sharma.M .C and Sharma.A .K[2003]:Discrimination based on sex ,caste ,religion and
disability :addressing through educational interventions :a hand book for sensitizing
teachers and teacher educators. NCTE and NHRC.
20. Singh.U.K and Nayak.A.K [1977]Women education.
21. Subramanyan.R[2003]:Gender equality in education: Definitions an measurements
,International Journal of Educational Development. July.
22. Vishwanathan Maithi[1994]development orientation of women education.
23. Webster Alee and Ellwood John :The hearing impaired child in ordinary school –{red-
black line}
239
SEMESTER- 1V
BED C 402: KNOWLEDGE AND CURRICULUM PART-II
Rationale:
The purpose of this course is to make the student-teacher familiar with the social bases of
education. The paper would help the student-teachers to realize the influence of socio cultural
factors on educational system. It would assist the student-teachers to analyze the changes
occurred in the field of knowledge and knowing on account of different historical movements.
It also covers some advanced level discussion on curriculum construction.
Objectives:
• To give insight to the student teacher on role of different social institutions in the
process of education.
• To make the student teacher understand the role of education in social development.
• To familiarize the teacher students with the concept of culture and the relationship
between culture and education.
• To sensitize the student teachers on importance of value education in the present social
scenario.
Mode of Transaction
• Lecture
• Dialogue
• Classroom Discussion
• Debate
• Dramatization
Unit I Social Context of education
Society, culture, modernity and education- their inter relationship
Social Institutions and education- Family, school, and media- their role in knowledge
creation and knowing- Role of Social Groups like Local Peer Group, Campus Peer Group,
Local Community, Social
240
Media Community and Professional Linked Online Groups in the individual, Social and
Scholastic Development of an Individual
Unit II: Education and Social Movements
(i) Changes in the nature, structure and purpose of education with reference to:
Industrialization, democracy, individual autonomy and reason, Globalization and
privatization.
(ii) The process of education in different social structure and culture
(iii) Perception on education in different socio economic contexts-– The marginalized, the
disadvantaged and the neo liberal societies.
UNIT III: Education and Social Development (15 hours)
(i) Education as an Instrument for social Development - Social Mobility, Social Reforms and
social transformation
(ii) Education and Economic Development - Education as an Investment – Education for
nation Building
(iii) Education as an agent of social change and development
Unit IV: Education as a Social Tool
(i) Education as an Instrument for developing Value- Nationalism, universalism and
secularism- their interrelationship with education- the ideology of Tagore and
Krishnamurthy on value education.
(ii) Education as a cultural Process- Interaction between Culture and education – Different
roles of Culture and education - Their role in meaning making, freedom and
development.
(iii) Education and Different Cultural Issues: Pluralism, critical multiculturalism, Cultural Lag,
Cultural Conflict etc.
Assignment on a topic from the syllabus
References :
Apple, M.W. (2008). Can schooling contribute to a more just society? Education,
Citizenship and Social Justice.
Castells, M. (2011). The rise of the network society: The information age: Economy, society, and
culture (Vol. I, II & III). John Wiley & Sons
Deng, Z. (2013). School subjects and academic disciplines. In A. Luke, A. Woods, & K.
241
Weir (Eds.), Curriculum, syllabus design and equity: A primer and model. Routledge.
Dewey, J. (2004). Democracy and education. Courier Dover Publications.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman
& Littlefield..
Krishnamurti, J. (1992). Education and world peace. In Social responsibility. Krishnamurti

Foundation
Parekh, B.C. (2000). Rethinking multiculturalism: Cultural diversity and political theory
Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and consciousness.

Aakar Books.
Tagore, R. (2003). Civilization and progress. In Crisis in civilization and other essays ,New Delhi:
Rupa & co.
Valerian Rodrigues. (2002). Democracy. In The essential writings of B. R. Ambedkar . New Delhi:
Oxford University Press.
242
SEMESTER IV
BED C 403: CREATING AN INCLUSIVE SCHOOL
The teacher student will be able to:
• Understand the concept, meaning and significance of inclusive education.

• Analyze special education, integrated education, mainstream and inclusive education
practices.
• Develop critical understanding of the recommendations of various commission and

committees towards teacher preparation for inclusive education.
• Understand the nature of difficulties encountered by children with disability.
• Identify need based programme for all children with varied abilities.
• Understand the policy perspective status related to inclusive education.
• Reformulate attitudes towards children with special needs

• Appreciate the need for promoting inclusive practice and the roles and responsibilities of
the teachers
Unit I EDUCATION AND CHILDREN WITH SPECIAL NEEDS
Definition, concept and importance of inclusive education.

Difference between special education, integrated education and inclusive education.
Psychosocial construct of disability and identity
Barriers to learning and participation – Social- psychological, economic and Physical
Concept of neighborhood school.
Inclusive education in the context of ‘education for all’ and ‘right to education’.
Approaches of viewing disabilities: The Charity Model, the Bio-Centric Model, the Functional
Model and the Human Right Model.
UNIT 2: LEGAL AND POLICY PERSPECTIVES

Important International Declarations/Conventions/Proclamations :
Biwako Millennium Framework (BMF, 1993-2012); Recommendations of the
Salamanca Statement and Framework of Action, 1994;
Educational Provisions in the UN Convention on the Rights of Persons with Disabilities
(UNCRPD), 2006;-
Constitutional Provisions; The Persons with Disabilities (Equal Opportunities, Protection of
Rights and Full Participation) Act, 1995 (PWD Act); The Rehabilitation Council of India Act,
1992 (RCI Act); and The National Trust for Welfare of Persons with Autism, Cerebral Palsy,
243
Mental Retardation and Multiple Disabilities Act, 1999; RTE Act, 2009. Recommendations of the
Indian Education Commission (1964-66).
Scheme of Integrated Education for Disabled Children
National Policy – Education of Students with Disabilities in the National Policy on Education,
1968, 1986, POA(1992); DPEP, SSA.
Education in the National Policy on Disability, 2006.
Programme and Schemes of Education of Children with Disabilities:
Centrally- Sponsored Scheme for Integrated Education for the Disabled Children (IEDC), 1974;
PIED (1986) and District Primary Education Programme (DPEP); Scheme for Inclusive
Education for the Disabled Children (IEDC, 2000), Education of Special Focus Groups under the
Sarva Shiksha Abhiyan (SSA, 2000); Goals and Strategies in the Comprehensive Action Plan for
Including Children and Youth with Disabilities in Education, MHRD, 2005, Scheme of Inclusive
Education for the Disabled at Secondary School (IEDSS, 2009).
Special Role of Institutions for the Education of Children with Disabilities–Rehabilitation
Council of India, National Institutes of Different Disabilities, Composite Regional Centres
(CRCs), District Disability Rehabilitation Centres (DDRCs); Structures like BRCs, CRCs under
SSA, National Trust and NGOs.
Unit 3-Curriculum adaptations and evaluation for children with diverse needs
Concept, meaning and need for curriculum adaptations for children with sensory (hearing, visual
and physically challenged) intellectual (gifted, talented and children mentally challenged
children), developmental disabilities (autism, cerebral palsy, locomotor, neuromuscular
Disorders, Mental- retradation, leprosy cured persons mental illness learning disabilities
,multiple disorders), social and emotional problems , scholastic backwardness, underachievement
, slow learners, children with special health problems, environmental/ecological difficulties and
children belonging to other marginal group: Trans-genders and HIV affected people. Adoption
for special need in the curriculum to meet different differential abilities and their learning styles.
Concept of an inclusive school- infra structure accessibility, human- resources, attitudes to

disability, whole school approach and Community based education
UNIT 4: Current Issues in Inclusive Education.
Meaning of differentially abled and Marginalized sections in India- Issues of SC/ ST,
Educationally backward minorities, girls children from rural and slums.
Inclusion of all children with diverse needs in existing schools.
Early identifications and placement in inclusion,
Development of plus curriculum- Coordination and utility of resources.
Role of culture , family, peer group, teachers, administrators and policymakers in inclusive
education, .Multicultural education and multi -grade teaching in rural context.
244
Unit V. Classroom for All and support network
Making schools inclusive - Make the students aware about the self-Technological awareness and
its application for the different disabilities- Classroom management and organization- strategies
for inclusion. Additional support from special teachers- speech therapy , psycho therapy,
occupational therapy etc- learner friendly evaluation. Parents as partners for developing positive
relationships between school and home.- Use of community resources as a support to teachers.
Practicum: The students may undertake the following activities:

1. Preparation of status report on education (elementary/secondary) of disabled groups in a
district/state region.
2. Evaluation of text books designed for special children
3. Critical analysis of NCF, 2005 (Focus group report).
5. Project report on the topic in the area of education of socially disadvantage sections.
6. Documentation/preparation of report on institutions/school practicing innovations.
8. Evaluation/Analysis of school textbooks from inclusive perspective.
References
1.Ainscow. M. Booth. T (2003): The Index for Inclusion: Developing Learning and Participation
in Schools
2.Bristol: Center for Studies in Inclusive Education Jha. M.( 2002) Inclusive Education for All:
Schools Without Walls, Heinemann Educational publishers, Multivista Global Ltd, Chennai,
600042, I
3.Booth,T.Anisow M Black – Hawkins K ,Vaughan.M and Shaw.L.{200}Index for inclusion
:developing learning and participation in schools –Center for studies on inclusive education.
4.Chaterjee S K (2000): Educational Development of Scheduled Castes
5.Cowles Milly (1969): Perspective in the Education of Disadvantaged Children
6.Edwards John R: Language and Disadvantage
7.Government of India (1986). National Policy on Education, Department of Education, New
Delhi.
8.Government of India (1992). Programme of Action, MHRD, Department of Education, New
Delhi.
9.Hegarty and Alur Mithu (2002): Education and Children with Special Needs
10.Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore
11.Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E
R T Publication.
12.Sharma,P.L (1988)Teacher Handbook –Helping children with special needs, Unicef assisted
publication, N.C.E.R.T New Delhi.
13.NCERT (2006). National Focus Group Report on Education of SCs and Sts, New Delhi.
14.NCERT [2006c] Position paper national focus group on problems of SC –ST children
[NCF2005 New Delhi,NCERT].
15.Raina ,V[2010]FAQs on the right to free and compulsory education act 2009,Bharat Gyan
Vigyan Samiti UNICEF
16.Rangari A D :Indian Caste System and Education
245
17.Scot Danforth & Terry Jo Smith (2005) Engaging Troubling Students – A Constructivistic
Approach
18.Sharma Usha & Sharma B M (1995) Girls Education
19.Sharma, M.C. & Sharma, A.K. (2003): Discrimination based on Sex, caste, religion and
disability: Addressing through educational interventions; A handbook for Sensitizing Teacher
and Teacher educators. NCTE & NHRC.
20.Sheh Vimal P (1982) The Educational Problems of Scheduled Caste and Scheduled Tribe
School and College Students in India
21.Webster Alec & Ellwood John: The Hearing-Impaired Child in the Ordinary School – (Red-
black line)
22.Yadav S K (1986): Educational Schemes for Scheduled Castes107
246
SEMESTER IV
BED E 401.1: GUIDANCE AND COUNSELING

Hours of instructions: 50 hours
Maximum Marks 60 (External: 50: Internal 10)
Objectives
To enable the student teacher to:
• Understand the nature, purpose and need for guidance and counseling.
• Understand the various areas, tools and techniques in guidance
• Understanding the principles and approaches of counseling.
• Understand the responsibilities, qualities and role and of a counselor
• Understand the concept, importance and theories of career development.
• Understand the tools and techniques in counseling.
• Realize the need of counseling for children with special needs.
Mode of Transaction & Suggested tasks
The curriculum transition is conducted by lectures, utilizing face to face interactions
with the faculty; project work, assignments, supervised practical activities in real life
situations, visits to counseling centers as well as under simulated conditions using
available electronic media and other field study, including educational tours.
Unit-I: Understanding Guidance (10 hours)
• Guidance: Concept, aims, objectives, functions and principles.

• Need & Procedure for (Educational, Psychological and Social) guidance
• Group Guidance: Concept, Need, Significance and Principles, Organization of Guidance
programs in schools.
Unit-II: Tools and Techniques of Guidance (10 hours)
• Tools for guidance:- Blanks / Records of students

• Cumulative Records, Rating Scale, Psychological tests, Questionnaires and inventories.
• Techniques in Guidance: Observation, Interview and Sociometry
247
Unit – III: Understanding Counseling (10 hours)
• Counseling: Meaning, Principles and approaches of counseling, Individual and Group

Counseling.
• Process of counseling (Initial disclosure, In-depth Exploration & Commitment to Action)
• Qualities (including Skills for Listening, Questioning, Responding, Communicating) &
Qualifications of a good / effective Counselor
• Role of teacher as a Counselor, Professional Ethics and Code of Conduct
Unit – IV: Tools and Techniques in Counseling (10 hours)
• Individual counseling and Group counseling

• Lectures , discussions and Dramatics as techniques in
• Importance of follow-up in counseling
• Counseling for the children with special needs
• Counseling for parents
Unit-V: Occupational Information and Guiding Students with Special Needs

(10 hours)
• Meaning, collection, types, classification and dissemination of occupational
information, Career development: Teacher’s role in career planning
• Behavior problems of students with special needs, viz. socio-emotional problems of
handicapped and deprived groups such as SC, ST and girls, provision of facilities at
governmental and non-governmental level.
PRACTICAL WORK (ANY ONE)

• Interview of a school counselor.
• Visit to a guidance or counseling centre and write a report.
• Administration of an individual test and preparing a report
• Conduct a mock counseling and prepare a report
• Identify children with special needs in a school and prepare a report.
References
- Aggarwal, J. C., (2000). Educational & Vocational Guidance and Counseling, Jalandhar :
Doaba House.
- Asch, M. (2000). Principles of Guidance and Counseling, New Delhi: Sarup and Sons.
- Barki B.G Mukhopadhyay (2000); Guidance and counseling - A manual
- Bhatia, K. K., (2002). Principles of Guidance and Counseling, Ludhiana: Vinod
Publications.
248
- Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counseling in Education and

Psychology.
- Chauhan S S: Principles and Techniques of Guidance
- Joneja G. K. (1997); Occupational information in Guidance, NCERT publication
- Kochhar S.K.: Educational and Vocational guidance in Secondary Schools
- Kochhar S.K. (1999) Guidance and counseling in colleges and universities
- Nambiyar K: Strategies Guidance Based Education
- Nanda S.K.; Chadha P.C.: Educational and vocational guidance
- Nayak A.K. (2004); Guidance and Counseling
- Oberoi S.C (2000); Educational, Vocational Guidance and Counseling
- Patterson L E; Welfel E R. The counseling Process
- Rao S. N. (1991) Counseling and Guidance.
- Safaya, B.N., (2002). Guidance & Counseling, Chandigarh: Abhishek Publications.
- Sharma R A Fundamentals of Guidance and Counseling
- Sharma, R. N. (2004); Guidance and Counseling
- Sharma, Tara Chand, (2002). Modern Methods of Guidance and Counseling, New Delhi:
Sarup and Sons.
- Shertzer, Bruce and Stone, Shelly C., (1974). Fundamentals of Counseling, London:
Houghton Missli.
- Shirley, A. Harmin and Guilford, E., (1987). Guidance in the Secondary Schools, New
Delhi: NCERT.
- Sidhu, H. S., Guidance and Counseling, (2005), Twenty First Century, Patiala.
- Sodhi, T.S. & Suri, S. P., (1999). Guidance and Counseling, Patiala: Bawa Publication.
249
SEMESTER IV
BED E 401.2: HEALTH AND PHYSICAL EDUCATION

Objectives:
1. To introduce the student teacher with the concept of holistic health.

2. To enable them to understand the various dimensions & determinants of health.
3. To acquaint them to school health program and its importance.
4. To create awareness regarding the areas and concerns for health and hygiene
5. To enable them to understand the need & importance of Physical Education.
6. To introduce them to the benefits of practice of Yoga.
7. To enable the students to be equipped with the knowledge and practice of first aid and
emergency care
8. To motivate them to resort to physical activity for the fitness development.
Unit-I: Health and Hygiene (10 hours)

• Health: Concept, definition, dimensions and determinants.
• Health Education: Definition, aims and objectives.
• School Health Program: Health Services, Health Supervisions and Health Instructions.
• Hygiene Education: Definition, aims and objectives.
• Role of teacher in development of health and good hygienic habits.
Unit-II: Areas of Concern for Health and Hygiene (12 hours)

• Communicable Diseases: Mode of Transmission, Methods of Prevention and Control.
• Nutrition: Elements of Balanced Diet, Food habits, Functions of Food and Malnutrition.
• Modern lifestyle and hypo kinetic diseases: prevention and management
• Postures: Importance of Good Posture, Common Postural Defects and Remedial
Exercises.
Unit III: Physical Education (10 hours)
• Physical Education: concept and understanding.
• Need, scope and Importance of Physical Education
• Principles of training, Benefits of physical activity, Aerobic and anaerobic activities
• Concept of Yoga and its practice. Benefits of yoga, meditation and relaxation.
Unit-IV: Physical Fitness (10 hours)
• Components of Physical Fitness, Factors affecting physical fitness.
• Type of Fitness - Health Related Physical Fitness; Performance Related Physical Fitness
• Activities for developing Physical fitness,
• Energy systems and Physiological Effects of exercise.
Unit – V: First aid and Emergency care (8 hours)
• Meaning , Importance, Aims and Principles of first aid
250
• Health and safety in daily life

• Types of injuries, First aid for common injuries and their management, administration of
CPR
Suggested Readings:
− Atwal & Kansal. (2003). A Textbook of Health, Physical Education and Sports, Jalandhar,
A. P. Publisher,
− Bucher, C.A. (1979). Foundations of Physical Education and Sports, St. Louis: C.V. Mosby
& Co.
− Kamlesh, M.L. & Sangral, M.S. (1986). Methods in Physical Education, Ludhiana: Prakash
Brothers.
− Sharma, Anil P. & Pandey, Pradeep K. (2010). Psychology in Yoga. New Delhi: Personal
Graphics & Advertiser Pvt. Ltd.
− Singh, Ajmer & Gill, Jagtar Singh & Brar, Racchpal Singh & Bains, Jagdish & Rathee,
Nirmaljit Kaur. (2003). Essentials of Physical Education, Ludhiana: Kalyani Publishers.
− Singh, Ajmer. (2003). Essentials of Physical Education. Ludhiana: Kalyani publishers.
− Sonia Kanwar, Manmeet Kaur Gill, R.S. Brar, Teaching Methodology and Educational
Technology in Physical Education, Kalyani Publishers, Ludhiana.
− Syedentop, Daryl (1994). Introduction to physical education, fitness and sports (2nd
ed.). London: Mayfield publishing company.
− Uppal, A.K. & Gautam, G. P. (2004). Physical Education and Health. Delhi: Friends
publisher.
251
SEMESTER IV
BED E 401.3: PEACE EDUCATION


i. To broaden insight of student teachers about peace and peace education.
ii. To make student teachers aware of the scale and variety of conflicts affecting contemporary
life;
iii. To give insight to the student teachers into the complex role that institutionalized education
plays in the context of different types of conflicts;
iv. To enable the student teachers to develop personal initiative and resources for the
pursuit and promotion of peace.
v. To aware the student teachers about the dynamics of transformation of violence into peace.
vi. To enable the student teachers to develop attitudes and skills for resolving conflicts in
creative manner in schools and society.
Course Outline
UNIT 1: UNDERSTANDING PEACE AS A SOCIAL REALITY
Meaning , Nature concept and Definition of peace education. Aim and objective of peace
education
Peace education –assumption , Process and imperatives.
Relevance of Peace education in the present Indian Context- Challenges of Peace education—
stress , conflict ,terrorism ,violence and war - Negative Peace—How to affect individual and
society
Peace and constitutional values of justice, equality, freedom, respect for differences and
ecological resources that ensure peace in society
Foundations of Peace --- Pre requisite to Peace- , compassion, ethical decision making , inter
cultural and cultural harmony. Responsible citizenship, respect for secular and democratic
ideals based on non-violence, respect for differences- Cultural, socio economic, linguistic and
gender.
Developing life style for sustainable development.
252
Approach to Peace education—High lights of various philosophy of peace— Gandhiji,

Vivekananda, Tagore, Aurobindo, Krishna Moorthi, Dalailama ,Narayana Guru.
Initiatives at National and International levels- Role of National and International Organisations-
UN, UNICEF, Red cross, etc
UNIT II: Conflicts, Mediation and Transformation.
Nature of conflict: inter personal and intra personal, Organizational, Interstate and
International.
Antecedents of Conflicts- limited resources, poverty, political, economic, socio-cultural and

ecological conditions, environmental resources viz., water, forests, energy, etc.
Type of conflict—Positive and negative aspect of conflict
Nature of violence- Organised Violence and crime- Challenges and sufferings raised by conflict
and violence to the humanity.
Study of successful struggle and Movements for peace and ongoing conflicts in the political,
economic socio cultural and ecological sphere.
Conflict Management and conflict resolution- Developing capabilities for mediation and conflict
transformation
(i) Skills and strategies needed for conflict resolution

(ii) Listening to the conflicting parties
(iii) Awareness of own identity, cultural underpinning, and communication skills
(iv) Awareness of context of the conflict
(v) Commitment to mediate
(vi) Looking for alternative strategies and creative solutions to overcome/transform conflicts.
Role of peace education in resolving and reducing conflict among students.
UNIT III: EMPOWERMENT OF SELF

Role of the family, school and neighbourhood in developing healthy discipline.- Role of peer
group and effective parenting in developing self and self esteem.
Role of negative experience - generate stress, anger, and aggression.
Stress Coping Strategies- Yoga, meditation, stress management techniques, Counseling and
Psychotherapies- Critical Self Reflection- building multicultural orientation – Ethics. Significance
of shared understanding, open communication, non-judgmental attitude for peaceful living.
253
UNIT IV: Education for Peace

Education as an instrument for peace- opportunities inherent in curriculum for inculcating
peace- Healthy discipline practices in and outside school.
Experiences of different cultural identities, issues and challenges.
Critical pedagogy of peace education— Problem Pausing Education- Traditional method of
learning to constructivist approach in learning. Understanding social justice in local context
and its implication for beliefs, attitudes, and values and school/social practices and conflict
resolution at different levels
Pedagogical skills and strategies for removing tension, fear, corporal punishment, violence and
conflicts- knowledge, attitudes, values and skills for a good peace teacher
Development of listening skill for dialogue- Critical listening, Skills of questioning, paraphrasing
and providing feedback.
Pedagogic Skill for Peace Orientation- Awareness of epistemic connection of subject content
with peace values:
UNIT V: Humanistic Approach to Evaluation

Adopt broad-based assessment taking in multiple talents, emphasise success rather than
failure, enable every pupil to experience success in some areas.
Strategies for making assessment visible through objective indicators, planning and recording
change in cultural ethos and individuals.
• Developing commitment and willingness for receiving feedback, and review of strategies
• Significance of developing individual level indicator for evaluation- includes behavior,
expressing inner peace and positive relationship,
1. Experiential learning sessions on yoga, meditation, communication Skills, Art etc.
2. Undergoing/ Organizing Counseling and Psychotherapy Session for Empowerment and
Development/ Conflict Resolution
3. Visits to organizations connected with peace and intercultural harmony, and aesthetic
appreciation to experience peace as reality
4 Case study of conflict and conflict resolution
5. Critical analysis of any Art work, Literary work , films etc which are based on conflict/ conflict
resolution/ peace
6. Critical analysis of the functioning of regional or national and International agencies for
peace
254
Mode of Transaction: Discussion, case studies, Debates, Field visits, Experiential Learning
sessions, Seminars, symposia,
References
Bondurant, J. 1958: Conquest of Violence: The Gandhian Philosophy of Conflict. : Princeton
University Press.
Burton, J. 1984: Global Conflict: The Domestic Sources of International Crisis. Wheatsheaf.
Burton, J. 1990: Conflict: Resolution and Provention (vol. 1 of the Conflict Series). Macmillan.
Burton, J. and Dukes, F. (eds) 1990: Conflict: Readings in Management and Resolution (vol. 3 of
the Conflict Series). Macmillan.
Burton, John. (ed.) 1990: Conflict: Human Needs Theory (vol. 2 of the Conflict Series).
Macmillan.
Curle, A. 1971: Making Peace. Tavistock.
Deutsch, Morton. 1973: The Resolution of Conflict: Constructive and Destructive Processes. Yale
University Press.
Education for peace - issues principles and practice in the classroom. ed David Hicks. Routledge.
Galtung, J. 1989: Solving Conflicts: A Peace Research Perspective.University of Hawaii Press.
Galtung, J. 1996: Peace by Peaceful Means: Peace and Conflict, Development and Civilization.
Sage.
Kumar,G.1996:Non violence contemporary issues and challenges, New Delhi ,Gandhi Peace
Foundation.
Mitchell, Christopher. 1981: The Structure of International Conflict. London: Macmillan.
Raimo Vayrynen , (ed.) New Directions in Conflict Theory: Conflict Resolution and Conflict
Transformation. Sage.
UNESCO.Learning the way of peace: teacher’s guide.
Wehr, Paul. 1979: Conflict Regulation. Westview Press.

255
SEMESTER IV
BED E 401.4: ENVIRONMENTAL EDUCATION

Objectives
To understand the concept of environment and ecology
To understand environmental education and its importance
To understand the causes for environmental hazards and pollution
To understand the causes for environmental degradation
To understand the need for remedial ways to protect the environment in daily life and
its application
To acquire knowledge of environmental issues and policies in India
To acquire knowledge about the international efforts for environmental protection
To understand the status of environmental education in school curriculum To
understand the curriculum and methods in environmental education
To acquire knowledge about the different methods of teaching in environmental
education
To acquire knowledge of the tools and techniques for the evaluation of environmental
education
UNIT I. Introduction to Environmental Education
Meaning, definition and characteristics of environmental education – content.

Importance, objectives, scope and guiding principles of environmental education.
Factors of degradation of environment – adverse socio – economic impacts of degradation of
environment
Environmental hazards and pollution – Types of environmental hazards and disaster –
Types of pollution: Land, Air, Water, Noise, and Radiation- Green house effect- Ozone layer
depletion.
UNIT II. Environmental Management and Protection

Need for environmental management – function and characteristics of environmental
management – dimensions of environmental management.
Factors responsible for flora and fauna extinction – Measures to conserve flora and fauna-
causes for forest fire- measures of prevention
256
UNIT III. India and Environmental Issues Policies and Movements

Major environmental problems in India – Environmental protection and polices in
India – Need and objectives of conservation – Environmental conservation measures taken in
India – Constitutional amendments made and Environmental laws
Environmental movements in India: Silent Valley movement, Chipko movement, Narmada
Bachao, Andolon, National Test Range at Baliupal, Orissa – Conditions for achieving the goals of
sustainable development – Strategies for sustainable development in India.
UNIT IV Environmental Education in the School Curriculum

Environmental education at Primary, Secondary and Higher Education level –
Major constraints for its implementation at these level - Teacher’s role – national resource
center for environmental education.
Impact of Science and technology on environment – degradation of resources –
Role of individual in conservation of natural resources- Role of information technology in
environmental and human health.
UNIT V Methods of Teaching in Environmental Education

Characteristics of good teaching method.
Seminar, Workshop, Problem – solving, Field trips and Surveys, Projects, Exhibition and other
methods.
Relative efficiency of teaching methods.
Suggested Task/Assignment
Environment related project
Reference
Agarwal, S.P. and Aggarwal, J.C. (1996) Environmental Protection, Education and
Development. New Delhi: New Concepts.
Bondurant, J. V. (1996). Teaching tolerance: Raising open minded Emphatic Children. New
York: Doubleday.
Ingelstam, M. (1996). Empowered for peace service: A curriculum for education and
training in violence prevention, non-violence conflict transformation and peace building.
Stockholm: Christian Council of Sweden.
Board of Education Fountain. (1999). Peace Education UNICEF. NY: UNICEF.
Eisler, J. (1994). Comprehensive conflict result program (1993-94). New York: N. Y. City.
Joy, P., & Neal, P. (1994). The handbook of environmental education: London,
New Fetter Lane.
257
Sharma, R. G. (1986). Environmental Education. New Delhi : Metropolitan Book Co., Pvt.
Ltd.,
Sharma, R. A. (2008). Environmental Education. Meerut: R.Lall Books Depot.
Sharma, B. L., & Maheswari, B. K. (2008). Education for Environmental and Human value.
Meerut: R.Lall Books Depot.
Kumar, A. (2009). A text book of environmental science. New Delhi: APH Publishing
Corporation.
Singh,Y. K. (2009). Teaching of environmental science. New Delhi: APH Publishing
Corporation.
Sharma, V. S. (2005). Environmental education. New Delhi: Anmol publication.
Reddy, P. K., & Reddy, N. D. (2001). Environmental Education. Hyerabad: Neelkamal
publications.
Kelu, P. (2000). Environmental education: A conceptual analysis. Calicut, Calicut University.
258
SEMESTER IV
BED E 401.5.1: ADDITIONAL PEDAGOGY-ARABIC

Objectives:
The student teacher will be able to:
* Understand the nature of Arabic Language and its cultural background.
* Understand the role and importance of Arabic language learning.
* Understand the objectives of teaching and Learning Arabic in schools
* Develop and understanding and executing the skills in Arabic language teaching.
* Acquaint with the knowledge of the different resources to teach and learn Arabic language.
* Familiarize with the principles of organizing curriculum and syllabus.
* Acquire the skill of planning for classroom teaching & Leaning
* Apply the tools &techniques of assessment & evaluation in the process of Arabic language
teaching learning
UNIT 1: INTRODUCTION TO ARABIC LANGUAGE TEACHING & LEARNING:
* Definition of Language & function - importance - language and culture- Language in
Education-
* Nature and Scope of Language learning- significance of language learning-
* Language and other subjects-
* Acquisition of mother tongue, Second Language – Foreign language.
* Arabic as a foreign language –
* Position of Arabic Language in the present day world,
Problems of Arabic Language Learning & Teaching
* Global Trends in Arabic Language Education
UNIT 2: ACQUISITION OF LANGUAGE SKILLS:
* Language skills: LSRW:

* Listening skill; Significance of listening
• Speaking skill :Importance of speaking& Pronunciation
• Receptive skills & Productive skills
259
• Methods& techniques and of teaching Language skills in Arabic :

• Methods of Teaching Arabic Language: Approach, Method, Technique of teaching.
• Traditional & Modern Methods: Grammar Translation Method, Bilingual Approach, Direct
Method, Structural approach,
• Communicative Approach, Eclectic Approach, Play way Method, Project Method
• Role play, Dramatization, Narrative strategies
• Discourse based language learning, Learning by doing, Activity Based Teaching and Learning
• Approaches Methods of teaching Language elements:
• Inductive and deductive methods, Functional and formal grammar
• Developing speaking & Listening Skill in Arabic : Need & Importance
UNIT 3: AIMS AND OBJECTIVES OF TEACHING ARABIC LANGUAGE
• Cognitive - Affective - Psychomotor domains - General and Specific Instructional Objectives
• Process Oriented Teaching and learning- Outcome based Learning (OBL)
• Aims and Objectives of Teaching and learning Arabic Language
* Objectives of teaching & learning Arabic at schools.
UNIT 4: REQUIREMENTS FOR TEACHING ARABIC LANGUAGE

• Teaching and Learning of Arabic language
• Arabic Language Teacher
Teaching Skills: Pre teaching skills and post teaching skills -Core skills in teaching :
• Planning and designing of lesson templates for teaching ; Steps involved in preparing lesson
templates
260
UNIT 5: RESOURCES IN TEACHING & LEARNING ARABIC LANGUAGE:

Teaching & learning Aids: AV Aids- Teacher made learning aids– aids: its design and
development, Audio, video, audio-video, Graphic, and improvised aids, Projected and non
projected aids, Animated and digital aids, Mass Medias in Teaching & Learning
Language Lab, Multi media aids Activity Aids.
* Techno pedagogy: Need and Importance of technology in teaching & Learning Arabic –
* Programmed learning- Language laboratory- CAI - PPT presentation-
* Multi-media and Internet-
* E learning & e-teaching - e-resources. Language related Websites-
* Virtual Learning – V Classrooms- E-Library- E-Resources for different kinds of discourses.
UNIT 6. ASSESSMSNT IN ARABIC LANGUAGE EDUCATION
* Assessment for learning &teaching
• Assessment for learner achievements in Arabic
New trends in evaluation
evaluation, Construction and administration of achievement tests
Criteria for evaluating various discourses& language elements
• Assessment using ICT, Development of online tests
Preparation of scoring indicators for CE and CCE in Arabic.
REFERENCE LIST:
1. Billows F L (1961): The techniques of language teaching. London: Longman group
Limited
4. Thaaleemu al lugha al arabiyya baina nadriyya wa thathbeeq: Dr Hasan Al Shahatha, Dar
Misriyya wa llubnaniya
6. Thareeqathu Thadreesi Wa strateejiyyathuhu: Dr Muhammed Mahmmod al Haila, Dar
Al Kitab Al Jamia, Al ain, UAE
261
7. Al Mawajjah Al Fanni LiMudarirsee al Lughal Al Arabiyya: Abdul Aleem Ibrahim; Dar al

maarif, Al qahira
8. Thaaleem al lugha al Arabiya lighairi al nathiqeena biha : Makthab al tharbiyya al Arabi
liduwal al Khaleej
9. Ilmu al lugha; Muqadhima llil qaria al Arabi: Dr. Mahmood Al Saaran, Dar al- N ahda al
Arabiyya
10. Thuruqu thadrees al lugha al Arabiyya lil madaris al muthawassitha wa thanaiyya : Hasan
Mulla Uthman ; Dar alam al Kuthub lithbaa wa nnashshr wa thouzeea, Riyadh, KSA
11. Thaqnolojiya al Thaaleem; Al wasail al thaaleemiyya wa thaqniyyath al thaaluum: Dr.
Muhammed Assam Tharbay , Dar Hammurabi lilnashri wa thouzeea
12. Asaleeb Wa Thuruqu al-Thadrees al Hadeesa : Dr. Muhammed Assam Tharbaya; Dar
Hammurabi lilnashri wa thouzeea
Press.
Longman.
17. Passi, B. K. (1976). Becoming a Better Teacher: Micro teaching approach. Ahmadabad:
19. Ur, Penny. (1984).Teaching Listening Comprehension.Cambridge: Cambridge University
Press.
Press.
Henscheid
28. Istheeratheejiyyath wa Maharah al Tharees :Kamal al Jundi; Dar al Jumhooriya lilthibaa
29. Wasaail al Ithisal wa thaknologiya fithaaleem :Dr Abd al hafiz muhammed salama ,Dar al
Fjkar
30. Al thadrees wa Iadad al Muallim: Dr.S Abdulrahman qindeel Dar al Nashr al Duwali
262

33. Madkhal Ila Tharbiya al muthamayyizeena wal Mauhoobeen, Dar al fikar lial thibaa wa
Nashr
34. Thaqniyyath al thaaleem( Mafhoomuha wa douruha fi thahseeni amaliyyath al thaaleem
wa thaallum: Badar Salih
35. Kuthub al Mudariseen lil madaris al thanawiyya: Majli al wilaya lilbuhuzu thabaviyya
wathadreeb
36. Al tharbiya wa thuruqu thadrees: Salih abdul Azeez& Abdul Azeez Abdul Majeed; Dar al
Maarif, Al Qahira
37. Kaifa Thulqi Darsak: Yabhasu fi usooli al tharbiyath wa thadrees, Dar al Ilm lil Malayeen ,
Bairut.
University Press.
University Press.
43. Jack C. Richards, and Theodore S. Rodgers.(1986) Approaches and Methods in Language
44. Jack C. Richards, and Anne Burns. (2009) The Cambridge Guide to Second Language
45. Norton, Donna E (et al.) (1999). Language Arts Activities for Children. Prentice Hall, New
Jersey.
46. Reyes, Sharon Adelman. (et al.) Constructivist Strategies for Teaching English Language
47. Seeley, John (2003) the Oxford Guide to Writing and Speaking. Oxford University Press.
Journals:
49. Current Perspectives in Teaching the Four Skills by ELI HINKEL Seattle University Seattle,
Washington,
Online resources:
263
55. www.oup.com/elt
264
SEMESTER IV
BED E 401.5.2: ADDITIONAL PEDAGOGY-COMMERCE


OBJECTIVE
To develop a 1.3 Commerce as Core Discipline Discussion to provide basic
thorough • Meaning, nature and scope of understanding of the various
understanding of commerce principles, procedures and
the nature, scope • Areas of commerce practices related to business and
and values of • Values of teaching commerce how the background knowledge
commerce. of commerce affects the life of the
community.
1.2 Aims of Teaching commerce
To develop
understanding • General aims and objectives of
about the aims and teaching commerce at higher
objectives of secondary level.
teaching commerce • Scope of commerce education
at higher secondary
level
1.4 Commerce and other subjects Identify and list examples for
To get acquainted correlation of commerce with
with the relationship Interrelationship of commerce with other subjects.
of commerce with other subjects .
other subjects.
. (8 Hrs)
To achieve mastery Approaches, Techniques and Methods

over instructional of Commerce Teaching
strategies, methods 2.1 Approaches
and tecnniques for • Didactic – teacher initiated -
teaching commerce Lecture , Descriptive,
. Demonstration and expository
methods
• Socratic – interactive method-
Question answer
265
• Facilitative – Learner initiated –

Co operative & collaborative
learning
• Investigative- experience based-
Guided discovery, Survey, Discussion and presentation of
Heuristic detailed report of the Principles,
2.2 Techniques merits and demerits of each
• Role play approach/ technique/ method.
• Dramatisation
• Brainstorming
• Buzz Session
• Jigsaw
• Simulation
• Business Quiz
• Drill
2.3 Methods
• Lecture
• Discussion
• Case study/ Case Method
• Project
• Problem Solving
• Inductive- Deductive
• Socialised- Panel discussion,
Symposium, Workshop, Forum
2.4 Strategies specific to commerce
teaching
• Oral – debate, extempore speech
• Written- articles, poster
• Analysis and Interpretation of
graphs, reports, business news
• Assignment
• Independent work- observation,
small projects
• Business games- puzzles,
Quiz,crosswords.
• Seminar
(15 Hrs)
To familiarize with Resources for teaching/ learning Discussion on ways of utilizing

the instructional commerce various resources and their
materials for 3.1 Reference Materials – advantages to learning.
266
commerce teaching Business magazines, Newspapers,

Reports, Articles, Periodicals
3.2 Text book and Hand book
3.3 Open education resource-
use of internet, inflibnet .
3.4 Commerce Laboratory
3.5 Commerce library
3.6 Item bank/Question bank
3.7 Educational CDs
3.8 Commerce club/association
3.9 Community Resources –
Banks, insurance companies,
cooperative stores , industry/firm.
(10 Hrs)
To acquaint with the Innovative Practices in Commerce Discussion on the merits of use of
innovative practices Teaching innovative practices.
in commerce • Multi methodology
teaching. Approach
• ICT enabled learning
• Competency based instruction
To develop ability • Blended Learning
to apply innovative • Problem based learning
practices in the • Experiential Learning
modern classroom. • Modular Approach
• Contract Learning
• Team Teaching
(10 Hrs)
To familiarize co- Co- Curricular Activities in Commerce Discuss the role of teacher in
curricular activities 5.1 Importance organizing and implementing co-
for higher secondary 5.2 Co-curricular activities curricular activities.
classes • Commerce club
• Field Trips/ Industry visits
• Bulletin board
• Interaction with ex-students, or
people in the industry
• Commerce magazine
(7 Hrs)
267
Suggested Mode of Instruction: Participative Discussion, Seminar, Assignment, Brain

Storming, Buzz Session, Projects and Related reading, Lecture cum Demonstration.
References:
( common)
Macmillan.
York: Longman.
Winston, Inc.
York: Longman.
Ltd.
268
Company.
Pub.
Division Company.
269
SEMESTER IV
BED E 401.5.3: ADDITIONAL PEDAGOGY-ENGLISH

Objectives
• Acquire an overview of English language pedagogy
• Understand the nature of English Language
• Understand the aims and objectives of teaching English
• Get introduced to different methods and techniques of teaching English
• Identify the importance of English language at modern times
• Acquire an overview of pedagogical analysis of English course books

UNIT-I
NATURE AND IMPORTANCE OF ENGLISH LANGUAGE
What is language-Definitions of language- Characteristics of language-Language families-

History of English language -English as a global language- lingua franca-privileges of
English language
BASICS OF ENGLISH LANGUAGE: Language and Grammar- Types of English Grammar –

Evolution and revolution in English Grammar- phonology –morphology-semantics –
linguistics –aesthetics- Language and Gender-Language and power –IT in English Language
Teaching.
CONSTITUTIONAL PROVISIONS AND POLICIES OF LANGUAGE EDUCATION: Position of

Languages in India; Articles 343 – 351 , 350 A; Kothari Commission (1964 -66); NPE –
1986; POA – 1992 ; National Curriculum Framework – 2005 ) language education)
ROLE OF ENGLISH IN INDIAN CONTEXT : Before Independence and After Independence,

English as a mother tough second language, National Language, official language , Position
270
of English in Kerala – Three Language Formula. Challenges of teaching and learning

English.
UNIT II – AN OVERVIEW OF LANGUAGE TEACHING
DIFFERENT APPOACHES/THEORIES TO LANGUAGE LEARNING AND TEACHING (MT &SL):

Philosophical, social and psychological bases of approaches to Language acquisition and
Language learning: principles and maxims, inductive and deductive approach; whole
language approach; constructive approach; multilingual approach to language teaching (
John Dewey, Bruner,J.Piaget, L.Vygotsky, Chomsky, krashen
AN OVERVEIW OF LANGUAGE TEACHING METHODOLOGIES: Grammar translation

method, Direct method, Structural – situational method, Audio – lingual method, Natural
method; Reciprocal teaching, project method-play way method, co-operative learning –
collaborative learning, Dr. West’s new method, Merits and demerits.
MODELS OF TEACHING,: Dimension of a model, syntax, social system, Principles of

reaction, Support system, Instructional and Nurturant effect. Concept attainment Model,
advance organizer model –Synetics model
Unit –III PEDAGOGIC ANALYSIS– Scope - Principles and objectives, Steps in pedagogic analysis,
• Qualities of a good English text book, work book, hand book
• Critical Analysis of English text book – V to X Kerala Syllabus
Unit IV : AIMS AND OBJECTIVES OF TEACHING ENGLISH LANGUAGE
• Aims and Objectives of teaching and learning English language - Socio-cultural

utilitarian aims - Principles of Language learning - Aims and Objectives of teaching and
learning English language: Objective Based Instruction, Taxonomy of Educational
Objectives (Original & revised) , Objectives and Specifications - Process Oriented
Teaching and learning - Outcome Based Learning (OBL) - Life Oriented Teaching &
Learning
271
Unit – V. PLANNING TRANSACTIONAL PLANS
Lesson planning – concept, Construction and administration, year plan, unit plan, lesson plan
based on different approaches.
LANGUAGE MASTERY THROUGH SKILL ACQUISITION: Listening, speaking, reading and writing.
situational conversations, role plays. Simulations, speech, games and contexts, language
reading: Study skills, including using thesauruses, dictionary, and encyclopedia. etc. - Writing:
higher order skills.
ENHANCING LINGUISTIC CREATIVITY
Story writing, story twisting, poem writing, narration of events, describing scenarios-
introducing figures of speech- description of essential literary terms- introducing journalistic
language
READING & RFERENCE LIST (common)
English:
Anandan K L. (2006). Tuition to Intuition – The Constructivist Perspective on Second Language

Pedagogy , TRANSCEND: Malappuram, Kerala
Doff, Adrian. (2008) Teach English: A Training Course for Teachers. Cambridge University
Press.
Hedge, Tricia. (2000). Teaching and Learning in the Language Classroom. Oxford University
Press.
Jack C. Richards, and Theodore S. Rodgers.(1986) Approaches and Methods in Language

Jack C. Richards and Anne Burns. (2009) The Cambridge Guide to Second Language Teacher
Education. Cambridge University Press.
272
Norton, Donna E (et al.) (1999). Language Arts Activities for Children. Prentice Hall, New Jersey.
Reyes, Sharon Adelman. (et al.) Constructivist Strategies for Teaching English Language
Seeley, John (2003) the Oxford Guide to Writing and Speaking. Oxford University Press.
Online resources:
www.oup.com/elt


http://www.languageinindia.com/april2002/tesolbook.html
Task-Based Language Teaching and Learning: An Overview

273
SEMESTER IV
BED E 401.5.4: ADDITIONAL PEDAGOGY-HINDI

Aims and Objectives
• Understand the aims and objectives of teaching Hindi

• Understand how children in diverse social contexts construct knowledge of specific
subject concept areas.
• Understand the concept and importance of pedagogical analysis.

UNIT-I
LANGUAGE AND SOCIETY: Language and Gender; Language and Identity; Language and power;
Language and Class (Society).
LANGUAGE IN SCHOOL: Home language and school language; Medium of understanding (child’s
own language); Centrality of language in learning; Language across the curriculum; Language
and construction of knowledge; Difference between language as a school – Subject and language
as a means of learning and communication; Critical review of Medium of instruction; Different
school subjects as registers; Multilingual classrooms; Multicultural awareness and language
teaching.
CONSTITUTIONAL PROVISIONS AND POLICIES OF LANGUAGE EDUCATION: Position of

Languages in India; Articles 343 – 351 , 350 A; Kothari Commission (1964 -66); NPE – 1986; POA –
1992 ; National Curriculum Framework – 2005 ) language education)
ROLE OF HINDI IN INDIAN CONTEXT : Before Independence and After Independence, Hindi as a
mother tough second language, National Language, official language , Hindi as a Link Language,
Position of Hindi in Kerala – Three Language Formula. Challenges of teaching and learning Hindi.
UNIT II – AN OVERVIEW OF LANGUAGE TEACHING
DIFFERENT APPOACHES/THEORIES TO LANGUAGE LEARNING AND TEACHING (MT &SL):

Philosophical, social and psychological bases of approaches to Language acquisition and Language
learning: principles and maxims, inductive and deductive approach; whole language approach;
constructive approach; multilingual approach to language teaching ( John Dewey, Bruner,
274
J.Piaget, L.Vygotsky, Chomsky, krashen), and Indian thought on language teaching (Panini, Kamta
Prasad, Kishori Das Vajpai etc.)
A CRITICL ANALYSIS OF THE EVALUATION OF LANGUAGE TEACHING METHODOLOGIES:

Grammar translation method, Direct method, Structural – situational method, Audio – lingual
method, Natural method; Reciprocal teaching, project method-play way method, co-operative
learning – collaborative learning, Dr. West’s new method, Merits and demerits.
Models of Teaching, Dimension of a model, syntax, social system, Principles of reaction, Support
system, Instructional and Nurturant effect. Any two models relevant for language acquisition.
Unit –III PEDAGOGIC ANALYSIS– Scope - Principles and objectives, Steps in pedagogic analysis,
• Qualities of a good Hindi text book, work book, hand book
• Critical Analysis of Hindi text book – V to X Kerala Syllabus
Unit IV : AIMS AND OBJECTIVES OF TEACHING HINDI LANGUAGE

• Aims and Objectives of teaching and learning Hindi language - Socio-cultural utilitarian
aims - Principles of Language learning - Aims and Objectives of teaching and learning
Hindi language: Objective Based Instruction, Taxonomy of Educational Objectives
(Original & revised) , Objectives and Specifications - Process Oriented Teaching and
learning - Outcome Based Learning (OBL) - Life Oriented Teaching & Learning
Unit – V
TRANSACTIONAL STRATEGIES: Lesson planning – concept,
construction and administration, year plan, unit plan, lesson plan based on different
approaches.
LANGUAGE MASTERY THROUGH SKILL ACQUISITION: Listening, speaking, reading and writing.
situational conversations, role plays. simulations, speech, games and contexts, language
reading: Study skills, including using thesauruses, dictionary, encyclopedia. etc. - Writing:
275
Higher order skills.
REFERENCES:
Publications.
9. Kumar, VijendraVarisht. (2004). Shiksha Mano Vigyan. New Delhi: Arjun Publishing
House.
Press.
Longman.
15. Narang, Bhatia. (1995). Adhunik Shikshan Vidhiyam.Ludhiyana: Prakash Brothers

Publishing.
16. Pandey, S.K and Sharma, R.S. (2008). Encyclopaedia of Modern Techniques of Teaching.
New Delhi: Common Wealth Publishers.
276
Press.
Press.

30. Dr. Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan Aur
Reehana.

277
SEMESTER IV
BED E 401.5.5: ADDITIONAL PEDAGOGY-KANNADA
Hours of instruction: 50 hours
OBJECTIVES:
1. To understand the origin of Kannada language.
2. Relationship between Kannada and other language.
3. Role of language in art.
Unit 1: Nature and scope of Kannada language
1.1 Origin of language- mother tongue as medium of thought.
1.2 Correlation of the study- Sanskrit, Urdu, Maraty English and Hindi.
1.3 Classification of Kannada language- Rachanica, vaamshika and Dravidian languages.
Unit 2: Kannada literature and art
2.1: Dasa sahythya- meaning, importance and significance.
2.2 Vachana sahythya- meaning, importance and significance.
2.3 Kannada language and nruthya shilpa.
2.4 Teachers as a facilitator in developing the language abilities in children-Academic and
professional qualities required.
Unit 3: Communication skill development
3.1 Importance of communication skills in Kannada.
3.2 Methods/routes to improve communication skills.
3.3 Witting skills, reading skills (report reading), conversation skills and speaking skills.
3.4 Creativity skills- drama, skit, story writing, dialogue writing and versification.
Unit 4 Methods & techniques of teaching Language skills in Kannada :
4.1. Methods of Teaching Kannada Language: Approach, Method, Technique of teaching.
4.2 Traditional & Modern Methods: Grammar Translation Method, Bilingual Approach, Direct
4.3. Communicative Approach, Eclectic Approach, Play way Method, Project Method
4.4 Role play, Dramatization, Narrative strategies
4.5. Discourse based language learning, Learning by doing, Activity Based Teaching and Learning
4.6. Approaches and Methods of teaching Language elements: Inductive and deductive
methods,
278
Functional and formal grammar
Unit V: Planning for Instruction in Kannada
5.1 Need and Importance of Planning

5.2 Year planning
5.3 Unit planning
5.4 Lesson Planning
Practical activities:
1 Preparation of lesson plans
2 Translations of languages.
3 Activity related to creativity skills like performing drama, skit and others.
REFERENCES:
1. Kannada sahythya charytre; Dr. T Shamaraya
2. Kannda sahythya charyte: R. Shree Mugali
3. Kannda bhasha shastra: R A Davadkar
4. Sahytya shakthi- D V G
5. Sanksiptha Kannada sahythya charitre- M Mariappa Bhat
279
SEMESTER IV
BED E 401.5.6: ADDITIONAL PEDAGOGY-MALAYALAM

Objectives:
- To develop an understanding of the nature of language and its cultural background.
- To develop an understanding of the role and importance of language learning.
- To develop an understanding of the objectives of teaching Malayalam at different levels
- To understand and execute the skills in language teaching.
- To acquire knowledge of the different resources to learn languages.
- To understand the principles of organizing curriculum and syllabus.
- To acquire the skill of planning for classroom teaching
- To practice the evaluation tools and techniques in language learning process.
UNIT I: Language- importance of language - language and culture. Language and Education-
Nature and Scope of Language learning- significance of language learning- Language and other
subjects- Official language, mother tongue, Regional language and official language.
UNIT II: Language skills- listening, speaking, reading, writing- Objectives of teaching Malayalam
at primary, secondary and higher secondary level. Bloom's Taxonomy of Educational Objectives
- Cognitive - Affective - Psychomotor domains - General and Specific Instructional Objectives
and curricular statements.
UNIT III: Micro teaching - Principles - Steps - Uses - Teaching skills and various discourses-
process skills- Introducing a Lesson - Explanation - Questioning - use of blackboard -
280
Reinforcement - Stimulus Variation - Link practice. Methods of teaching – merits and demerits-
constructivist approach- new trends- reflective learning, self regulatory learning, critical
pedagogy and issue based learning
UNIT IV: Techno pedagogy- Linked in teaching, Need and Importance- Audio, Visual and Audio
Visual Aids- Teacher made learning aids - Mechanical aids - Tape recorder, Radio, Television-
.Programmed learning- Language laboratory- Computer assisted language learning - Power
point presentation- Multi-media and Internet-Identification of e-resources. E-Learning-
Language related Websites- virtual Classrooms- E-Library- E-Resources for different kinds of
discourses.
UNIT V: Curriculum, syllabus, local texts, community resources- Principles of Curriculum

construction and organization-NCF2005,2009, KCF- critical pedagogy, issue based –curriculum-
social constructivism-Outcome based curriculum-Need based curriculum and Syllabus -
Curriculum-Types -Importance of Curriculum-Present position of language curriculum in school-
Curriculum time allotted to various stages -General principles of curriculum construction-
approaches-Psychological and logical approaches-Modern trends in Curriculum. Critical study of
language syllabus.
UNIT VI: Year plan, unit plan and lesson plan- Concept, construction and administration.
UNIT VII: Evaluation- new aims and objectives of Evaluation- Importance of Evaluation in
language learning- concept and nature of evaluation- Tools of evaluation- Quantitative,
Qualitative, Various types of Questions- current trends in evaluation-continuous and
comprehensive evaluation- grading systems. Criteria for evaluating various discourses.
REFERENCES:
281
Press.
Longman.
Press.
Press.
Parishad
282
Kottayam
Gurukulam, Varkala
Parishad
45. Mathrubhashabhodhanam Pravanathakalum Reethikalum, Bindhu,C.M., Scorpio,
Calicut
283
Online Resources
284
SEMESTER IV
BED E 401.5.7: ADDITIONAL PEDAGOGY-MATHEMATICS
Course Objectives:
1. Understand and appreciate the characteristics and development of mathematics and its
role in the development of modern Mathematics.
2. Understand aims and objectives of teaching Mathematics
3. Compare and contrast the nature and functions of various instructional approaches,
methods and techniques of teaching Mathematics
4. To understand the pedagogic analysis of Mathematics and develop competency in analyzing
various topics in mathematics pedagogically.
project work, seminars, Activity methods, Brain storming and individual tasks.
Unit-I: Mathematics as a discipline and conceptual Background of Mathematics (5 Hours)

1.1 Mathematics- meaning and definition
1.2 Nature and scope of Mathematics: Pure and applied Mathematics, Role of axioms
and postulates, Mathematics as a Science, Mathematics as a game, Mathematics as a
language, History of mathematics with special emphasis on teaching of mathematic:
.
Unit-II: Aims and Objectives of Teaching Mathematics (5 Hours)
2.1 Aims and Objectives of teaching Mathematics
2.2 Values of teaching mathematics- utilitarian, cultural, disciplinary, aesthetic and
recreational.
285
2.3 Bloom's Taxonomy of Educational objectives: Cognitive, Affective and Psychomotor

Domains
2.4 Relationship between, aims, objectives and specifications
2.5 Objective based instruction-Need and importance in Mathematics, Competency based
instruction
Unit III: Instructional and Learning Strategies (10 Hours)

3.1 Maxims of Teaching.
3.2 Approaches: Teacher centred, Learner centred and activity based
Behaviourist approach and constructivist approach
3.3 Methods for productive Learning- Teaching of mathematics
3.3.1 Teaching mathematical Concepts

-Lecture Discussion method and Heuristic Method
3.3.2 Teaching mathematical Generalisation
-Inductive- Deductive strategies
3.3.3 Teaching proof of theorems
- Analytic- Synthetic proofs
3.3.4 Teaching problem solving
-Problem-solving method and Project method
Unit IV: Techniques of teaching mathematics (5 Hours)

4.1 Techniques of individualizing instruction-Homogeneous grouping, supervised study and self
study.
4.2 Oral work, Drill work, written work, Homework, Review, Assignments
4.3 Questioning: Purpose, characteristics and art of questioning
4.4 Small group techniques: Brainstorming, collaborative learning, cooperative learning
4.5 Team teaching
286
Unit V: Pedagogical Analysis of Mathematics (15 Hrs)

5.1 Pedagogical Anaiysis- A conceptual overview
5.2 Objectives of Pedagogic Analysis
5.3 Scope of Pedagogic Analysis
5.4 Steps in Pedagogical Analysis
5.5 Analysis of current state syllabus text books of VIII, IX, X, XI AND XII standards.
Unit VI: Planning for Instruction in Mathematics (10 Hrs)

6.1 Need and Importance of Planning
6.2 Year planning
6.3 Unit planning
6.4 Lesson Planning
SUGGGESTED TASKS AND ASSIGNMENTS

• Prepare a Year plan and Unit plan for teaching Mathematics based on VIII, IX or X
standard.
• Pedagogically analyze the text books of X, XI , and XII.
References
Lglewiez, Boris and Stoyle, Judith (1973). An Introduction to Mathematical Reasoning, New
Servas, Wand T. Varga. Teaching School Mathematics – UNESCO Service Book.
Sidhu, K.S. (1984). The Teaching of Mathematics, New Delhi : Sterling Publications Pvt. Ltd.
Mangal, S.K. (1984). The teaching of Mathematics, Ludhiana : R.P.Fadon Prakash brothers.
Eves, Howard (1963). The History of Mathematics, New York: Holt Rineheart and Winston.
Soman, K (1988_. Ganitha Sasthra Bodhanam, Trivandrum : State Institute of Language (Kerala).
NCERT. A Text Book of content – cum- methodology of Teaching Mathematics, New Delhi:
NCERT.
State text books in Mathematics of Kerala, class VII to XII.
Korner, S. The philosophy of Mathematics, New York; Herper Torch Books, the science Library
287
Nanda, N.N and Gill, P.S. Teaching of Mathematics.

Aiyankar, Kuppuswami. The Teaching of Mathematics.
Felix, Lucien. Modern Mathematics and the Teacher.
Morgan, O.I. The Teaching of Mathematics in the Secondary Mode.
Bellard, P.B/ Teaching the Essentials of Arithmetic
Rai, B.C Methods of Teaching Mathematics.
Sharma. R.A. Teaching Learning Strategies and Mathematical Creativity.
Sundarajan.S. Theory and Practice of Teaching School Mathematics.
Summer, W.L. The Teaching of Arithmatic & Elementary Mathematics.
288
SEMESTER IV
BED 401.5.8: ADDITIONAL PEDAGOGY-NATURAL SCIENCE

Objectives
To acquaint with the nature of Science.
To familiarize the evolution of Teaching of Science.
To update the present practices of learning and instruction prevailing in the state
schools of Kerala.
To understand Approaches, Methods & Techniques of Teaching Science.
To provide familiarization with resources for teaching/learning Science.
To understand and apply skills in Pedagogic transaction.
UNIT I (10 Hours)
Nature and Scope of Biological/Natural Science
Science-its meaning, definitions and nature of Science as a product and process- Science
as an on-going process of enquiry, scientific method. Importance of science as a school subject.
Values of teaching science with special reference to Biology. Scientific Attitude, Scientific
sensitivity, scientific creativity. Historical background of science Education- A brief sketch.
UNIT II (12 Hours)
Approaches, and strategies of learning Biological Science
Teaching, Maxims of teaching. Inductive, Deductive, Discovery approaches of

Teaching. Methods of Instruction – Lecture, Lecture cum demonstration method, Project
method, Problem solving method. Questioning Technique, Brain storming, & Role Playing,
seminar and debate. Discussion method, programmed learning.
Unit III (12Hours)
Planning for Teaching Learning of Biological Science

289
Outcome based format
-interdependence of objectives, learning experience, and evaluation
Planning of Instruction-Year Plan, Unit Plan, Resource Unit . Lesson Plan (Herbartiansteps,
Behaviourist format (Outcome based format), Constructivist format).
Pedagigic Analysis-Meaning, Significance, Scope and Objectives Of Pedagogical Analysis
Scheme and procedure of pedagogic analysis
UNIT IV (8 Hours)
Learning Resources in Biological Science
Resource materials in teaching Natural Science-Syllabus, Textbooks, Work Book,

Teachers handbook, reference books, supplementary readers. Teaching aids. Biological
drawings, digital images, 3 D Animations, micrographs, specimens, video, PowerPoint
presentation. WEB RESOURCES
UNIT V (8Hours)
Biological Science – Lifelong Learning
Facilitating learning progress of learners with various needs in biology; Ensuring equal
partnership of learners with special needs; Stimulating creativity and inventiveness in biology;
Nurturing creative talent at local level and exploring linkage with district/state/central agencies.
Enrichment and Remedial programmes National Talent search scheme.
Reference (common)
1. Anderson, J.B. (1980). Cognitive Psychology and its Implications.SanFrancisco: W. H. Freeman

and Company.
2. Anderson, C. and K. Roth. (1992). Teaching for Meaningful and Self Regulated Learning of
Science. Advances in Research of Teaching, VoI. 1, J. Brophy, ed. Greenwich, Conn : JAI.

290
House.
8. Bloom, B.S. (Ed). (1956). Taxonomy of Educational Objectives : New York :David Mekay
Company.
9. Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives, Handbook 1— Cognitive

Domain, Harcourt Brace & World Inc., New York.
11. Dale, E. (1967): Audiovisual Methods in Teaching.(2nd ed.). New York: The Drygen Press,
Inc.
13. Elkind, D. (1977). Piaget and Science Education. In. N. Vaidya& J.S. Rajput (Eds.), Reshaping
our School Science Education. New Delhi: Oxford & I.B.H. Publishing Company.
15. Gentn, D. & Stevens, A.L.(Eds.).(1983). Mental Models. Hillsdale, New Jersey: Larence
Erlbaum Associates, Publishers.
18.Harlen, W &Elstgeest (1992) UNESCO Source Book for Sciencein the Primary School New
Delhi : National Book Trust
291
22..Mangal,S.K.,Teaching of Science, New Delhi:Arya Book Depot.1997. Mohan, R (1995).

Innovative science teaching for physical science. New Delhi: Prentice Hall.
Methods of Instruction - Any appropriate text book. Problem Solving Cycle & types of
Problems- Sternberg,R.J.,(2006)Cognitive Psychology, Thomson Wadsworth
23. Mohan R (2011) Teacher Education, New Delhi Prentice Hall India Ltd
NarendraVaidya: Science Teaching in Schools for the 21st century, Deep and Deep Publications
Pvt.Ltd.,1999.
25. N.C.E.R.T. (1993). National curriculum for elementary and secondary education (rev. ed. ).
New Delhi: N. C. E. R.T.
Sivarajan, K &Faziluddin, A. (2005) Science Education. Calicut University : Central Co-operative

stores.
31.Siddiqui,N.H.andSiddiqui.M.N., Teaching of Science Today and Tomorrow.Delhi:Doaba

House.1983.
32. Sharma, R.C. (1985). Modern Science Teaching. New Delhi: DhanpatRai& Sons.
UNESCO,New

Co.,N.York(1974).

292
36.SCERT,Kerala (2009). Teachers’ Hand Book, Standard VIII, Education Department,

Government of Kerala.Harlen, W &Elstgeest (1992) UNESCO Source Book for Sciencein the
Primary School New Delhi : National Book Trust

39.Mathew, T.K. &Mollykutty (2012) Science Education – Theoretical Bases ofTeaching&

Pedagogic Analysis, Chengannur: Rainbow Publications
40.Joseph T. T., (1991) Modern Trends in Science Education, Kottayam: St Joseph Training
College
42. Popper, (2002) The Logic of Scientific Discovery, Routledge Publishers
Web sites
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SEMESTER IV
BED 401.5.9: ADDITIONAL PEDAGOGY-PHYSCIAL SCIENCE
Course Objectives:
Understand the nature significance and scope of physical science.

Understand science as both process and product.
Facilitate development of scientific attitude and scientific aptitude in learners.
Aware of the various instructional strategies and curricular approaches in teaching
physical science.
Understand scientific method of enquiry.
Acquaint with the planning of instruction according to the objectives.
Develop unit plan and innovative lesson plans.
• Acquaint with the digital and non digital learning resources
• Develop awareness in designing science laboratory and precautions and first aid.
• Develop skills in organizing science library and its classroom utilization.
• Explore various co-curricular activities in science and their significance in developing
skills and attitude.
Unit – I Nature of Physical Science
1.1. Science – as a domain of enquiry- as a dynamic and expanding body of knowledge- as a

process of constructing knowledge-as interdisciplinary area of learning. Process skills in
science at secondary stage.
1.2. Facts, concepts, principles, theories and laws – their characteristics in context of
physical science.
1.3. Physical science for environment, health, peace, equity.
1.4. Contribution of eminent scientists.
1.5. Scientific Attitude, Scientific Aptitude, Scientific Creativity, Scientific sensitivity.
Unit – II. Approaches and Strategies of Learning Physical Science.
2.1. Scientific Method-steps involved.
2.2. Science a Process Approach (SAPA)

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2.3. Communication in Science, Problem solving, Project method, Heuristic method, Historical
method,
2.4. Learner as Little Scientist.
Unit-III Planning for Teaching –Learning of Physical Science
3.1. Aims and objectives of teaching physical science.
3.2. Taxonomy of Science teaching (Mc Cormack & Yager).
3.3. Pedagogic Analysis of the Physics and Chemistry content portions of Secondary school
textbooks of Kerala State-curricular objectives- terms, facts, concepts
3.4. Planning of instruction - year plan, unit plan, lesson plan and resource unit.
Unit – IV Learning Resources in Physical Science
4.1. Digital and non digital resources in science learning
4.2 Science library – organization and its utilization.
4.3 Science club – pattern, organization and activities.
4.4. Field Trip, Science fairs, Science park, Museums.
4.5. Science Laboratory – Designing, Selection and purchase and maintenance of chemicals,
apparatus and equipments. Accidents in the lab. Precaution and first aid.
References:
1982.
Teaching Strategies : A Guide to better instruction – Orlich, D.C. et.al, Hearth & Co.,
Lexington, Mass, 1980.
Science Teaching for the 21st century: Narendra Vaidya. Deep and Deep Publications F-
159, Rajouriarden, New Delhi – 110027.
Innovative Science Teaching for physical science teachers – Radha Mohan,

Prentice Hall, New Delhi.
295
SEMESTER IV
BED 401.5.10: ADDITIONAL PEDAGOGY-SANSKRIT

Maximum marks 60 (External: 50: Internal 10)
OBJECTIVES
To understand about an additional language
To understand about the skills in Sanskrit language teaching
To acquire knowledge about the different resources of Sanskrit
UNIT 1: INTRODUCTION TO SANSKRIT LANGUAGE TEACHING & LEARNING:

* Definition of Language & function - importance - language and culture- Language in
Education-
* Nature and Scope of Language learning- significance of language learning-
* Language and other subjects-
* Acquisition of mother tongue, Second Language – Foreign language.
* Sanskrit as a foreign language –
* Position of Sanskrit Language in the present day world,
* Problems of Sanskrit Language Learning & Teaching
* Global Trends in Sanskrit Language Education
UNIT 2: ACQUISITION OF LANGUAGE SKILLS:
* Language skills: LSRW:
* Listening skill; Significance of listening
• Speaking skill :Importance of speaking& Pronunciation
• Receptive skills & Productive skills
Methods& techniques and of teaching Language skills in Sanskrit:
• Methods of Teaching Sanskrit Language: Approach, Method, Technique of teaching.
• Traditional & Modern Methods: Grammar Translation Method, Bilingual Approach, Direct
• Communicative Approach, Eclectic Approach, Play way Method, Project Method
• Role play, Dramatization, Narrative strategies
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• Discourse based language learning, Learning by doing, Activity Based Teaching and
Learning
• Approaches Methods of teaching Language elements:
• Inductive and deductive methods, Functional and formal grammar
• Developing speaking & Listening Skill in Sanskrit : Need & Importance
UNIT 3: AIMS AND OBJECTIVES OF TEACHING SANSKRIT LANGUAGE

• Cognitive - Affective - Psychomotor domains - General and Specific Instructional Objectives
• Process Oriented Teaching and learning- Outcome based Learning (OBL)
• Aims and Objectives of Teaching and learning Sanskrit Language
* Objectives of teaching & learning Sanskrit at schools.
UNIT 4: REQUIREMENTS FOR TEACHING SANSKRIT LANGUAGE

• Teaching and Learning of Sanskrit language
• Sanskrit Language Teacher
Teaching Skills: Pre teaching skills and post teaching skills -Core skills in teaching :
• Planning and designing of lesson templates for teaching ; Steps involved in preparing lesson
templates
UNIT 5: RESOURCES IN TEACHING & LEARNING SANSKRIT LANGUAGE:

Teaching & learning Aids: AV Aids- Teacher made learning aids– aids: its design and
development, Audio, video, audio-video, Graphic, and improvised aids, Projected and non
projected aids, Animated and digital aids, Mass Medias in Teaching & Learning
Language Lab, Multi media aids Activity Aids.
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* Techno pedagogy: Need and Importance of technology in teaching & Learning Sanskrit –
* Programmed learning- Language laboratory- CAI - PPT presentation-
* Multi-media and Internet-
* E learning & e-teaching - e-resources. Language related Websites-
* Virtual Learning – V Classrooms- E-Library- E-Resources for different kinds of discourses.
UNIT 6. ASSESSMENT IN SANSKRIT LANGUAGE EDUCATION

* Assessment for learning &teaching
• Assessment for learner achievements in Sanskrit
New trends in evaluation
evaluation, Construction and administration of achievement tests
Criteria for evaluating various discourses& language elements
• Assessment using ICT, Development of online tests
Preparation of scoring indicators for CE and CCE in Sanskrit.
REFERENCE
1- Teaching Sanskrit- g. sahadevan
2, Teaching Sanskrit with new techniqeus- dr. c.h.l.n. sarma
3, Keraleeya samskrithadhyapanam- dr.k.r.harinarayanan
4, Practical Sanskrit grammer- p.r.d. sarma
5, First book of Sanskrit . r.g. bhandarkar
6, Second book of Sanskrit. r.g.bhandaerkar
7, Models of teaching- brucejoyce -mersha wein
8, Refflection s of language. nom chomsky
9, The teaching of Sanskrit. d.g.apte
10. Samskrutha shikshana – ramsakal pandey

298
11, Report of first Sanskrit commission – govt of india
12, Krishnawarrier commission report- govt of kerala
13. Second Sanskrit commission report – Govt. of India
AUDIO VIDEO MATIRIALS
1. Work book for Sanskrit learner d.pi. kerala.

2. Abhyasamanjari- d.p.i.kerala
3. C.D of rastriya Sanskrit sansthan
4, Prayoga parichaya c.d. by d.p.i.
5, c.d. of r.s.vidyapeetha thirupathi
WEBSITES
navavani . org .in
nic.Sanskrit.in
299
SEMESTER IV
BED 401.5.11: ADDITIONAL PEDAGOGY SOCIAL SCIENCE

Objectives:
• To develop a thorough understanding of the Nature, scope and values of social science
teaching.
• To develop understanding about the aims and objectives of teaching social science at
secondary level.
• To get acquainted with the relationship of social science with other subjects.
• To understand and conceptualize the strategy of Paulo Fiere. .
• To achieve mastery over instructional strategies, method and skills for teaching social
science.
• To get familiarity with the importance of instructional materials for Social Science
teaching .
Mode of transaction:
Discussion, Project work, seminar, assignments, brain storming, group work,
lecture cum demonstration etc..
Unit I (4 Hrs) : Social Science as a core discipline
1.1. Structure of social science
• Meaning, nature and scope of social science

• Difference between Social Science and Social Studies
• Values of teaching Social Science
• Social Science as a core subject
1.2 Aims of Teaching Social Science
• Need and importance of social Science in the present scenario

• General objectives of teaching Social Science
300
1.3. Relationship of Social Sciences and with other subjects.
• Fusion, integration and correlation within Social Sciences and with other subjects.
Unit 2 (10 Hrs ): Pedagogic Analysis
2.1 Content analysis- Statement of objectives- deciding pre requisites- determining

inputs- assignment- activities and evaluation procedures.
2.2 Analysis of relevant content of social science text book of secondary and higher
secondary classes.
2.3 New perspective of Social Science teaching - Paulo Fiere Model
Unit 3 (6 Hrs) : Resources for teaching Social Sciences
3.1 Software and hardware New perspective of Social Science teaching - Paulo Fiere Model
3.2 Social Science Laboratory
3.3 Social Science museum
3.4 Maps and Globes
3.5 Timelines
3.6 Social Media
U nit 4 (20 Hrs): Approaches, Techniques and Methods of Social Science Teaching
4.1 Approaches to Teaching Social Sciences
Didactic – Lecture and expository methods – teacher initiated
Socratic – Question answer – interactive method Facilitative – Learner initiated – Co-

operative learning .
4.2 Methods / Techniques of teaching
Lecture – Discussion – Problem Solving – Project method – Source method – Socialized

Recitation method – supervised study - Role Play and simulation -Dramatization- co-operative
and collaborative learning- Questioning – guided discovery
301
4.3 Techniques for Higher learning
Brain Storming – Brain Trust- buzz session- Symposium –workshop etc.
Unit 5 (10 Hrs): Reference Materials for Social Science
5.1 Social Science Library
5.2 Social Science Text Book
5.3 Workbook, hand book, supplementary reading material etc.
5.4 Educational websites- Eric, endure, funderstanding, Edubundu etc.
5.5 Uses of Inflibnet, linux, ubundu.
5.6 Blog creation .
Task and assignments
2. Project Preparation
3. Preparation of E-Learning Material.
4. Seminar Presentation and Documentation
5. Conduct Debate, Symposium etc..
Reference Books :-
1. Aggarwal, J.C (2003). Teaching of Social Studies : A Practical Approach. Mumbai : Vikas
Publishing House
House Pvt Ltd.

302
6. Alex M. George, and Amman Madan.(2009). Teaching of Social Science in Schools.SAGE

Publications India Pvt Ltd


18. www.eduref.org


303

31. www.ncte.org.in

304
SEMESTER IV
Course EPC 03: CRITICAL UNDERSTANDING OF ICT
Rationale and Aim
The use of information and communication technology (ICT) such as Internet applications, CD-ROMs,
video technology and various computer attachments and software programs is an integral part of
education. But majority of the teachers use ICT to support existing ‘traditional’ pedagogical practices
(teacher-centric, lecture-based, rote learning). It must be used as well as to enable more learner-centric,
‘constructivist’ learning models. The use of ICT in appropriate contexts in education can add value in
teaching and learning, by enhancing the effectiveness of learning, or by adding a dimension to learning
that was not previously available. ICT can also be a significant motivational factor in students’ learning,
and can support students’ engagement with collaborative learning. - This course is intended to enable
student-teachers to recognize, understand and appreciate ICT as an effective learning tool
UNIT 1: Perspectives on ICT.
1.1. The Comprehensive Nature of the Term ICT
1.2. Difference between ICT Learning and ICT in Learning
1.3. ICT and Teacher: Misconceptions and the Reality
1.4. Significance of ICT in Schooling with Reference to New Generation Routines
1.5. Factors to be considered when Using ICT in School
UNIT 2: ICT in Classroom (Practical Sessions only)
2.1. Major Software to be Made Use of in Daily Classroom Teaching and Related Guidelines
2.2. PPT Presentations: Creation of Standard and Attractive PPT Presentations- Image, Audio & Video
Inserting in PPT
2.3. You Tube Videos: Downloading, Editing and Effective Using of You Tube Videos.
2.4. E- Collage Preparation : Training in Collage Preparation by Making Use of Latest Softwares,
Available
2.5. Projector Handling: Training in LCD Projector Handling- Possible Technical Failures- Cell Phone
Projectors and other Devices that can overcome power failures.
2.6. Image Downloading, Editing and Simple Designing for Classroom Use
2.7. Handling of CDs, DVDs and USBs: CD and DVD Writing, and Possible Errors- Storing in and Using
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USB Drives
2.8. Familiarizing Animation Software: Providing Information on Animation Software like Flash by
Showing Animated Videos and encouraging them Attend Courses on Such Softwares (Optional)
2.9. Assessment, Using ICT : E-Quiz Programmes-Development of online tests-Preparation and use
online tests and its application- Students Self evaluation, Peer evaluation-Preparation of scoring
indicators for CE and CCE
2.10. Interactive Discussion Outdoor- 7 X 24 Hours Contact with Students through e-mailing, SMSing,
FB Posting, Personal blogs and websites.
UNIT 3: ICT for Self Development and Updating (Purely Practical Sessions)
3.1. Online Searching: Effective Keyword Using- Downloading Word and PDF Documents, Editing and
Saving Necessary Parts- Note Making-Summarizing-Rewriting
3.2. Inflibnet Searching: Searching for Synopsis and Full Research Papers
3.3. Online Purchasing of Books and Learning Materials:
3.4. Publishing PPT Presentations on Slideshare
3.5. Online Chatting with Educational Experts- Downloading and Using Skype and Such Video Chatting
Soft wares
3.6. Attending Webinars and Presenting Papers (Optional)
3.7. Information on Online Courses provided by Sites like Lynda.com
3.8. Information on Linkedin.com and Such Career Development Sites
UNIT 4: Ethics in using ICT
4.1. Concept of Plagiarism and its Bad Effects
4.2. Dangers of Pornography, Immoral Online Chatting etc
4.3. Consequences of Excessive Use of ICT- Mental Dryness, Autism, Indifference, Degeneration of
Teaching Skills etc.
Suggested Tasks
1. Creation of Power point Narratives
2. Collection of You Tube Videos and Editing
3. Handling of Classes by using ICT( minimum one)
4. Indulging in Chatting with at least one Educational Expert and Submitting its E-Report
5. Publishing at least One PPT Presentation on Slideshare

306
Reference
Campbell, Katy (2004). Effective Writing for E-Learning Environments. U.S.A.: Information
Science Publishing (an imprint of Idea Group Inc.).
Holmes, Bryn and Garderner, John (2006). E-Learning Concepts and Practices. London: SAGE
Publications Ltd. Pawlowski,
Jan Martin (2006). Handbook on Quality and Standardization in E-Learning .New York: Springer
Heidelberg.
Glister, R : PC Hardware A Beginers , Tata McGraw Hills
Mohanty, Laxman & Vohra Niharika : ICT Strategies for Schools, SAGE
Rajasekar, S : Computer Education and Educational Computing , Neelkamal Publications,

Hyderabad
Sudhaka, V , Varanasi & Mrunalini : Computer Education, Neelkamal Publications, Hyderabad
Kumar, Gaurav (2014) ICT Skill Development, Patiala: 21st Century Publication.
Kumar, Khushvinder and Kumar, Sunil (2004). Computer Education. Gurusar Sadhar: GBD
307
SEMESTER IV
Course EPC 04: UNDERSTANDING THE SELF
Rationale and Aim

The main aim of this course is to facilitate the development of individuals who can
take responsibility for their own learning and give a conscious direction to their lives.
Students are encouraged to explore and develop through self-reflection a greater
insight into their aims of life, strengths and weaknesses and dynamics of formation of
identity and a true individuality. Students also develop a capacity for social-relational
sensitivity, effective communication skills and ways to create harmony within one’s
own self and society. The workshops are also aimed at equipping the students with
positive attitudes, attributes and skills that help in facilitating the personal growth of
their own students while teaching.
Objectives
• To help student teachers discover and develop open-mindedness, the attitude
of a self-motivated learner, having self-knowledge and self-restraint.
• To help student teachers develop the capacity for sensitivity, sound
communication skills and ways to establish peace and harmony.
• To develop the capacity to facilitate personal growth and social skills in their
own students
Mode of Transaction
• The professional experts are expected to engage with the students
with specially designed activities.
• The facilitator’s personal integration and unique individual and
group characteristics are rooted within the context of student’s lives
and contemporary realities.
• The students are to explore and articulate their own sense of life
308
and its issues.

• The students are encouraged to think a fresh on issues that most
closely concern them and use creativity and imagination to develop
a perspective on them.
• The resource materials are an aid in this process.
• The resource materials include newspaper/web articles on
contemporary concerns and movies/documentaries and other
audio-visual materials.
• The list of resource materials should be contextualised and updated
periodically.
Units of Study
Unit 1: Exploring the Aim of Life & Discovering Ones True Potential (10 hours)
Objectives
• To enable students to develop a vision and conscious direction of their life and to take
responsibility for their actions.
• To facilitate the personal growth of the students by helping them to identify
their own potential
• To develop the power of positive attitude and to encourage students to
develop the capacity for self-reflection and personal integration.
Workshop Themes
• Vision as a person: Aspiration and purpose of life.
• Understanding different dimensions of self and personality and way in
which they influence the dynamics of identity formation, values and
direction of life.
• Understanding one’s strengths and weaknesses through self observation exercises.
• Developing positivity, self esteem and emotional integration.
• Developing skills of inner self organization and self reflection
• Writing a self-reflective journal
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Unit 2: Developing Sensitivity (8 hours)

Objectives
• To enable students to examine and challenge the stereotypical attitudes and
prejudices that influence identity formation and the process of individuation.
• To encourage students to develop the capacity for perspective taking and
appreciating different points of view.
• To develop sensitivity towards needs of children by connecting with one’s own
childhood experiences
Workshop Themes
• Understand and challenge the unconscious, conditioned attitudes that are
stereotyped and prejudiced (gender, caste, class, race, region, disability etc.)
and critically examine the sources of stereotyped messages (e.g., media).
• Defining consciously one’s own values towards self and society and develop a
capacity to understand and appreciate divergent points of view. Widening their
realm of consciousness.
• Developing the capacity for empathic listening and communication skills.
• Understanding one’s own childhood and adult-child gaps in society.
Unit 3: Peace, Progress and Harmony (10 hours)

Objectives
• To develop the capacity to establish peace within oneself
• To develop the capacity to establish harmony within a group and methods of
conflict resolution
• To understand the meaning of leadership and develop attitudes and skills of a catalyst
• To understand the basis of social disharmony, the factors those contribute
to it and ways to facilitate change
Workshop Themes
• Establishing peace within oneself: exercises of concentration and meditation
310
• Understanding group dynamics and communication

• Creating group harmony: exploring methods of creating a collective
aspiration for progress and conflict resolution
• Exploring the bases of social disharmony: becoming the agents and
catalysts of change and exploring methods of facilitating change
Unit 4: Integrating the self: Connectivity of mind- body and spirit (10 hours)
Objectives
• To understand the holistic integration of mind-body and spirit
• To develop essential knowledge, awareness and practices to maintain a healthy body-
mind connection
• To learn methods and strategies to release stress and learn practices to help you live a
mindful and satisfying life.
• To nurture practices that support happiness, harmony, and love for yourself and others
• To acquire knowledge, skills and understanding for daily living skills, personal-social and
occupational skills
Workshop Themes
• Understanding mind-body connection – understanding the value of body
fitness and appreciating the philosophy of yoga for well-being
• Basic Stress management Techniques – Exercise, Relaxation and Meditation
• Understanding Concept of Wellbeing, happiness, mindfulness and positivism
in life.
• Understanding and Practice of Process and methods of Enhancing Life Skills.
Unit 5: Facilitating Personal Growth: Applications in teaching (12 hours)
Objectives
• To explore attitudes and methods needed for facilitating personal growth in students
• To explore ways of integrating the facilitation of personal growth and social skills
within the formal curriculum
Workshop Themes
• Becoming a self-reflective practitioner: becoming conscious of one’s own
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attitudes and communication pattern while teaching.

• Observing children: appreciating social, economic, cultural and individual
differences in children and relating with them
• Exploring and practicing ways to facilitate personal growth and develop social
skills in students while teaching
Suggested Audio-Visual Resources

1. Aim of Life by Kireet Joshi (DVD) for DVD/facilitation
contact mothersinstitute@hotmail.com
2. Full of Life: A sensitive Japanese Teachers explores feelings, death with 10 year
olds. (http://www.arvindguptatoys.com/films.html)
3. Personality Development (Interactive CD, Computer Only) With Yoga and
Guided Meditation Modules, Indus Quality Foundation
4. The House on Gulmohar Avenue by Samina Mishra (www.cultureunplugged.com)
References
1. Antoine de Saint-Exupery. (1977). The Little Prince. London, UK:
Wordsworth Edition Translated by Irene Testot-ferry (available in
Hindi).
2. Bach, R. (1994). Jonathan Livingston Seagull, London, UK: Harper
Collins Publications.
3. Chatterjee, D. (1998). Leading Consciously, MA, USA: Butterworth-Heinemann.
4. Csikzentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third
5. Dalal, A.S. (1987). Living Within, Pondicherry, India: Sri Aurobindo Ashram Trust.
6. Dalal, A.S. (2001). A Greater Psychology. Pondicherry, India: Sri Aurobindo Ashram Trust.
7. Dalal, A.S. (2001). Our Many Selves. Pondicherry, India: Sri Aurobindo Ashram.
8. Erikson, E. (1964). Insight and Responsibility, New York, USA: Norton.
9. Frankl, V. (1946). Man’s Search for Meaning. New York: Pocket Books.
10. Gibran, K. (1996). The Prophet, Calcutta, India: Rupa & Co.
11. Gupta, L. (2008). Growing up Hindu or Muslim: How Early does it Happen.
312
12. Haldar, B. (2006). A Life Less Ordinary. New Delhi: Penguin Books. Translated by
13. Hall, E. and Hall, C. (1988). Human Relations in Education. London, UK: Routledge.
International Centre for Indic Research.
14. Joshi, K. (1996). Education for Character Development. Dharam Hinduja
15. Joshi, K. (ed) (2005). The Aim of Life. Auroville, India: Saiier.
16. Joshi, P. (2006). Negotiating Identity: Voices of Children with Disabilities in
Regular Schools. Contemporary Education Dialogue. 3(2), 1175-195.
17. Josselson, R. (1990). Finding Herself: Pathways to Identity Development in Women.
18. Krishnamurti, J. (1953). Education and the Significance of Life, Ojai,
California, USA: Krishnamurti Foundation Trust.
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USA: The Viking Press. Millennium. New York: Harper Collins.
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Department of Education and SCERT, Govt. of NCT of Delhi. Draft Vols. 1,
2, 3 & 4.
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What changes were made to the B.Ed program?

What changes were made to the B.Ed program?

What steps were taken to finalize the new B.Ed syllabus?

What steps were taken to finalize the new B.Ed syllabus?

KANNUR.

g. The implemented Regulation, Scheme and Syllabus are appended.

The Principals of Colleges offering B.Ed. Programme.

t For more details log on to www. kannur university.ac.in

Bachelor of Education (B.Ed) Programme

Dr. Babu Kochamkunnel Ashraf TP

SL.NO. ITEMS PAGE NO.

CURRICULUM DEVELOPMENT COMMITTEE

Subcommittee III Papers Assigned

The Bachelor of Education (B.Ed.) Programme of Kannur University is a professional

Programme: Programme means a patterned combination and sequences of courses in the

Semester System: An academic system with programme designed to be completed

5. STRENGTH OF STUDENTS: There shall be a basic Unit of 50 students, with a maximum of 2

(ii) For Language Optional

iii) For Other Optional Subjects

(c) Natural Sciences: B.Sc Degree with Botany/Zoology/Biochemistry/B.Sc Plant Science/Home

Course Credit CGPA CGP= Credit X CGPA

CGPA = 259.68/78 = 3.33

MA/M.Sc First Class 5 points/marks

c) Weightage will be given to Teachers in Government/Aided School service. Total approved

Semesters Period No. of working days Remarks

April/May Summer vacation

11. PERIOD OF EXAMINATION (SUGGESTED)

Sl. No Courses No. Name of Course

2 BED C 102 Contemporary India and Education

8 BED C 403 Creating an Inclusive School

BED P 201.1 Pedagogy of School subject – Part I: Arabic

BED P 202.1 Assessment for Learning-Arabic

BED P 202.6 Assessment for Learning-Malayalam

BED P 301.1. Pedagogy of School Subject – Part II: Arabic

BED E 401.1. Guidance and Counseling

BED E 401.2. Health and Physical Education

BED E 401.3. Peace Education

BED E 401.4. Environmental Education

BED E 401.5.1. Additional Pedagogy- Arabic

BED E 401.5.2. Additional Pedagogy-Commerce

BED E 401.5.3. Additional Pedagogy- English

BED E 401.5.4. Additional Pedagogy-Hindi

BED E 401.5.5. Additional Pedagogy-Kannada

BED E 401.5.6. Additional Pedagogy-Malayalam

BED E 401.5.7. Additional Pedagogy-Mathematics

BED E 401.5.8. Additional Pedagogy-Natural Science

BED E 401.5.9. Additional Pedagogy-Physical Science

BED E 401.5.10. Additional Pedagogy-Sanskrit

BED E 401.5.11. Additional Pedagogy-Social Science

D. COURSES ON ENHANCING PROFESSIONAL CAPACITIES (EPC)

EPC 01 : Reading and Reflecting on Texts

BED P 101* BED P 201*

Elective Courses -------------- ------------------ ----------------- BED E 401*

EPC 01 Reading and Reflecting on Text -- 50 50

Total for theory 260 110 370

Total 260 140 400

Duration of the semester: 100 days

Sl. No. Course Marks

BED P 201.2 Pedagogy of School subject –Part I: Commerce. 50 10 60