BEd General

B.Ed.
,
(Bachelor of Education)
Programme
Project Report -
Detailed Syllabus
Non-Semester Pattern
(from 2021 Calendar year)
தமிழ்நாடு திறந்தநிலைப் பல்கலைக்கழகம்

Tamil Nadu Open University
[A State Open University established by Government of TamilNadu, Recognized by UGC-DEB,
Member in Asian Association of Open Universities and Association of Commonwealth Universities]
No-577, Anna Salai, Saidapet, Chennai - 600015, Tamil Nadu, India
1 B.Ed Syllabus – Distance Mode

B.Ed.,
(Bachelor of Education)
Programme
Project Report -
Detailed Syllabus
Non-Semester Pattern
(from 2021 Calendar year)
தமிழ்நாடு திறந்தநிலைப் பல்கலைக்கழகம்

[A State Open University established by Government of TamilNadu, Recognized by UGC-DEB,
Member in Asian Association of Open Universities and Association of Commonwealth Universities]
No-577, Anna Salai, Saidapet, Chennai - 600015, Tamil Nadu, India

© 2020
by Tamil Nadu Open University. Except where otherwise noted, B.Ed., detailed syllabus
is made available under a Creative Commons Attribution-ShareAlike 4.0 Licence (international):
http://creativecommons.org/licences/bysa/4.0.
SEPTEMBER 2020
V
School of Education
BOARD OF STUDIES
1) Director of the School
Sl.No. Name, Designation and

Address of the Chairman Nomination
1. Dr.M.Manivannan
Professor and Director
School of Education, Chairman
Tamil Nadu Open University,
Chennai-600 015.
2) Internal Faculty Members of School of Education
Sl.No. Name, Designation and Address of the Nomination

Nominee
1. Dr.K.S.Premila
Associate Professor Member
School of Education
2. Dr. T. Sampath Kumar
Assistant Professor Member
School of Education
3. Dr. D. Vinodh Kumar
School of Education
4. Dr.K.S.Ramakrishnan
School of Education
5. Dr. P. Rajasekaran
School of Education
6. Dr. D. Sumathi
School of Education
7. Dr. C. Barathi
School of Education
8. Dr. P. PandiaVadivu
School of Education
9. Dr.A.S.Arul Lawrence
School of Education
V
3) Outside Subject Experts
Name, Designation and Nomination

Sl.No.
Address of the Nominee
1 Dr. M. Govindan
Professor and Dean of Faculty
Tamil Nadu Teachers Education University Member
Gangaiamman Koil Street, Karapakkam,
Chennai – 600 097
2 Dr. P. Sivakumar
Professor of Education
Directorate of Distance Education Member
Alagappa University
Karaikudi – 630 004
4) Alumni
Name, Designation and Address of the Nomination

Sl.No.
Nominee
1. Ms. J. Jebamalar
Teacher
Member
Bentinck Hr. Sec. School for Girls
Vepery, Chennai – 600 007
5) Student on Roll
Name, Designation and Address of the Nomination

Sl.No.
Nominee
1. Ms. Selvarani, A
No. 1753 A/2, Lakshmi Nagar, 7th Street Member
Chennai – 600 091
VI
School of Education
Bachelor of Education
Programme Project Report

(From Calendar Year 2021 onwards)
1. Programme’s mission and Objectives: Bachelor of Education (B.Ed.) Programme through distance
education is designed to fulfill the higher education needs of all in-service teachers who possess D.T.Ed.
recognized by NCTE and are working in schools. The main objectives of the programme are: 1) To train
the in-service teachers through updated curriculum and integration of ICTs; 2) To provide practicum and
practical oriented training for developing their skills and competencies; and 3) To train them dealing with
different abilities of learners in classroom through psycho-social approach. It also aims at enhancing the
professional competencies and skills of the teachers who working in elementary, secondary and higher
secondary schools in Tamil Nadu.
2. Relevance of the Programme with HEI’s Mission and Vision: The Programme B.Ed. is offered to
meet up-to-date necessities of aspiring in-service teachers and also to build professional competencies
and skills required for the educational aspects of the society. This Programme aims to develop teacher
proficiency and competence among the prospective teachers that would enable and empower them to
meet the requirements of the profession and to face the challenges therein.
3. Nature of prospective target group of Learners: Bachelor of Education (B.Ed.) is meant for the in-service
teachers who possess D.T.Ed., recognised by the NCTE and UG/PG degrees, and are working in a
recognised Schools in Tamil Nadu.
4. Appropriateness of Programme to be conducted in ODL mode to acquire specific skills and competence:
Bachelor of Education Degree Programme is designed especially for the in-service teachers who are
working in nursery/primary/elementary schools, by the National Council for Teacher Education (NCTE)
for updating their knowledge and professional skills regarding recent developments in the pedagogical
techniques.
5. Instructional Design:
Level : Under Graduate Programme
Duration : 2 years
Medium : English and Tamil Medium
Faculty : 1. Dr. M. Manivannan, Professor & Head
2. Dr. K. S. Premila, Associate Professor
3. Dr. T. Sampath Kumar, Assistant Professor
4. Dr. D. Vinodh Kumar, Assistant Professor

5. Dr. K. S. Ramakrishnan, Assistant Professor
6. Dr. P. Rajasekaran, Assistant Professor
7. Dr. D. Sumathi, Assistant Professor
8. Dr. C. Barathi, Assistant Professor
9. Dr. P. Pandiavadivu, Assistant Professor
10. Dr. A. S. Arul Lawrence, Assistant Professor
Instructional delivery: The Programme is delivered through the Programme Study Centres (PSCs) i.e.,
Colleges of Education recognised by NCTE in the State of Tamil Nadu. The faculty members of the PSCs
are acting as Academic Counsellors of the Programme and handle the Counselling classes for the learners.
Media of Instruction: Print material in SLM
6. Procedure for admissions, curriculum transaction and evaluation:
Eligibility:
a. Trained in-service teachers in elementary education

b. Candidates who have completed a NCTE recognised teacher education programme
through face-to-face mode
Fee: Rs.50,000/- for two years (Collected in two instalments)
Financial Assistance: Since, the aspirants are working in the schools of Tamil Nadu there is no financial
assistance is being given.
Policy of Programme delivery: The Academic Calendar for the Programme will be available for the
learners to track down the chronological events/ happenings. The Counselling schedule will be intimated
to the students through SMS, over phone and also through a letter.
Evaluation System: Examination to B.Ed., Degree Programme is designed to maintain quality of standard.
Theory will be conducted by the University in the identified Examination Centres. For the Assignment
students may be permitted to write with the help of books/materials for each Course, which will be
evaluated by the Academic Counsellors of the respective PSC.
Assignment: Assignment are the integral and compulsory component of the instructional system. For each
course, there is one assignment. Therefore, for all 13 theory courses the students have to submit 13 theory
assignments for two years.
2 Tamil Nadu Open University, Chennai - 15

Theory Components:
TABLE: 1 Total Weight-age given for Theory Component
Maximum Marks
S.No. Course Code Name of the Course
I E Total
Core Courses - I Year
1 BED-01 Basics in Education 30 70 100
2 BED-02 Learner and Learning 30 70 100
3 BED-03 Schooling, Socialisation and Identity 30 70 100
4 BED-04A Social and Environmental Science – Part I 30 70 100
5 BED-05A Assessment for Learning - Part I 30 70 100
Pedagogy Courses – (Part I)
(BED-11A, BED-
6 13A, BED-15A to Optional I - Part I 30 70 100
BED-20A)
(BED -12A, BED-

7 Optional II - Part I 30 70 100
14A to BED-20A)
Core Courses – II year

1 BED-06 Curriculum and School 30 70 100
2 BED-07 Vision of Education in India : Concerns and Issues 30 70 100
3 BED-04B Social and Environmental Science – Part II 30 70 100
4 BED-05B Assessment for Learning - Part II 30 70 100
Pedagogy Courses – (Part II)
(BED-11B, BED-13B,
5 BED-15B to BED- Optional I - Part II 30 70 100
20B)
(BED-12B, BED-14B
6 Optional II - Part II 30 70 100
to BED-20B)
Total 390 910 1300

*I – Internal; E – External;

Practical Components:
TABLE : 2 Practical Components Description
Teaching
S.No Competency / Field Component I E Total
Assignment
I Year
Practice Teaching - I
1 Observation PT - 1 10 15 25
2 Micro-Teaching PT - 1 10 15 25
PT – 1 - Total 20 30 50
Experiences for Teacher Enrichment (ETE)
Strengthening
3 Language 20 30 50
Proficiency
Exploring Library
4 and Other Learning 20 30 50
Resources
5 Physical Education 10 15 25
ETE – 1 - Total 50 75 125
I Year (PT -1 & ETE – 1) - Total 70 105 175
II Year
Practice Teaching – II
6 Lesson Plan – 1 PT – 2 10 15 25
7 Lesson Plan – 2 PT – 2 10 15 25
Teaching-Learning
8 PT – 2 10 15 25
Materials
Test and
9 PT – 2 10 15 25
Measurement
10 Case Study PT – 2 10 15 25
11 Action Research PT – 2 10 15 25
Psychology
12 PT – 2 10 15 25
Experiment
13 Text Book Review PT – 2 10 15 25
PT - 2 - Total 80 120 200
Experiences for Teacher Enrichment (ETE)
Health and Yoga
14 10 15 25
Education
Enriching Learning
15 20 30 50
through ICT
16 Arts and Aesthetics 20 30 50
ETE - 2 Total 50 75 125
17 Report 20 30 50
II Year (PT -2 ,ETE – 2 & Report)-Total 150 225 375
Practical Examination (PE)
Teaching
18 100
Competency

Teaching
S.No Competency / Field Component I E Total
Assignment
19 Viva – Voce 50
PE Total 150 150
I & II year & PE - Total 220 480 700
SCHEME OF EVALUATION
The scheme of evaluation of the performance of student-teachers will consist of two main components:
• Continuous Internal Assessment (CIA)
• Term-End Examinations (TEE)
a. Evaluation system for Theory courses

The scheme of evaluation of CIA and TEE is as follows:
TABLE : 3 Scheme of Evaluation
For each Theory Course Maximum Minimum
Marks Marks
Continuous Internal Assessment 30 16 *
of Theory Assignments
Term-End Examinations 70 34
Total 100 50
* If minimum marks not achieved, the student may re-submit the assignment by paying assignment
re-submission fee prescribed by the University from time to time.

b. Evaluation system for Practical courses
For Practical Courses, the ratio of Marks between CIA and TEE will be 31:69 (220:480)
• The student has to secure minimum of 45% (216) out of 480 marks in the Term End Practical
Examination.
• However, the student has to secure 50% in aggregate (TEE+CIA) if he/she has to pass in the
Practical Courses (350 out of 700).
(i) Continuous Internal Assessment (CIA)
Each student-teacher will be evaluated by Mentors / Academic Counsellors / Teacher Educators /
Principal / Headmaster for 220 marks through CIA in Group C – Practical Component.

TABLE : 4 Continuous Internal Assessment
Maximum
Particulars Duration
Marks
I Year 20
Practice Teaching
II Year 80
I Year 50
Experiences for Teacher Enrichment
II Year 50
Report II Year 20
Total 220
(ii) Term-End Examinations (TEE)

For Practical Courses, TEE will be held in two parts:
• Assessment of Practical Activities such as reports / records / projects/instructional materials
/ assignments.
• Assessment of Teaching competency (in two-content methodology courses) Both Practical
activities and Teaching competency of each student-teacher will be assessed by External
Examiners appointed by the University as detailed below:
TABLE : 5 Practical : Term-End Examinations (TEE)
Particulars Maximum Marks

I Year 105
Registers and Records 330
II Year 225
Teaching Competency 100
Viva-Voce 50
Total 480
Each student-teacher will be evaluated for a maximum of 2,000 marks as follows:
TABLE : 6 Overall Evaluation
Course CIA TEE Total

Theory 13 x 30 = 390 13 x 70 = 910 1300
Practical (Internal) 220 (External) 480 700
Total 525 1455 2000

EXAMINATION PATTERN
Written Examination Pattern
Time: 3 Hours Maximum Marks: 70
PART – A (3x3=9 Marks)
Answer any three questions out of five questions in 100 words
All questions carry equal marks
Question Distribution Method:
1. From Unit – I
2. From Unit – II
3. From Unit – III
4. From Unit – IV
5. From Unit – V
PART – B (3X7=21 Marks)
Answer any three questions out of five questions in 200 words
6. From Unit – I
7. From Unit – II
9. From Unit – IV
10. From Unit – V

PART – C (4X10=40 Marks)
Answer any four questions out of seven questions in 500 words
11. From Unit – I
12. From Unit – II
14. From Unit – IV
15. From Unit – V
16. From any Unit.
17. From any Unit.

Passing Minimum
Candidates who have secured 50 per cent of the marks in each course (Both Continuous Internal Assessment
and Term End Examinations) shall be declared to have passed the examination in that course. All other
candidates shall be declared to have failed in that course.
COMPLETION OF THE COURSE

Both letter grade and numerical marks will be used for grading the performance of student-teachers in CIA
and TEE. A successful candidate of B.Ed Programme shall be placed in the class based on aggregate marks
obtained in all Theory and Practical Courses taken together.
The letter grades and their numerical equivalents are:
TABLE : 7 Grading System
Letter Grade Qualitative Level Percentage (%)

F Not Satisfactory Below 50% (0-49)
B Second Class 50-59
A First Class 60-74
D First Class with Distinction 75-89
E First Class with Exemplary 90 & above
The student will be declared successful in the B.Ed Programme if he/ she obtain at least B Grade in theory
and practical courses separately.
7. Requirement of laboratory and Library Resources:
The B.Ed (General) programme is offered through the B.Ed Programme Study Centres distributed across the
State of Tamilnadu, these Programme Study Centres are the Colleges of Education which are approved by the
NCTE and affiliated to Tamilnadu Teachers Education University (TNTEU). They have the required instructional
and infrastructural facilities to provide training to the in-service teachers.
A well-equipped Library is available in the University Head Quarters with about 24,000 books out of which
2,269 books are General Education related and 29 Journals. The Programme Study Centres are the Colleges
of Education providing the B.Ed and M.Ed in regular, hence they are equipped with adequate library facility
as per the norms of NCTE , this facility is utilised by the students of B.Ed. programme.
8. Cost estimate of the Programme and the provisions:
S.No Details Amount in Rs.

1. Programme Development and launching Cost (Total 1,33,38,800.00
cost of the Programme 25,38,800 +
PSC Share 1,08,00,000)

2. Programme Fee charged for 2 years 50,000.00
3. Examination Fee Charged for 2 years (Income) 3000.00 (appro.)
4. Examination expenses per students for 2 years 460.00 (appro.)
(Expenditure)

9. Back Flush Costing
Person
S.No. Task People Cost
days
Syllabus
creation Prof., (Salary) 1,50,000.00/30 x 15 = 75,000.00
(1 Programme Assoc. Prof. & 1,20,000/30 x 15 = 60,000.00 90,000/30

1 15 days
with 29 Asst. Prof. x 15 = 45,000.00
Courses)
1,80,000.00/29 = 6,207.00
2000 X 10 experts = 20,000.00

Board BOS incl. photocopying,
150 x 10 = 1500.00 (Meal)
2 approval 1 day papers, OA time, etc,
1000 x 5 = 5000.00 (TA) (Salary)
26,500/29 = 914.00
Course Writer (Salary)
JA - School/ Fin./
and Course
Admin./VC/ (Typing,
Translator 1000+5000+4000+3000 = 13,000.00 x 3
3 3 days Email, File Movement.,
identification, = 39,000.00
etc.) Prof./ Assoc. Prof.
communication,
& Asst. Prof.- Discussion 39,000/29 = 1,345.00
etc.
20,000 (Remuneration) +5,000 (Typing
charges) = 25,000.00 (EM)
20,000 (Remuneration) +6,250 (Typing

Course Writing charges) = 26,250.00 (TM)
4 and Course Experts
Translating 25,000.00 x 29 EM = 7,25,000.00
26,250.00 x 25 TM = 6,56,250.00
13,81,250.00/29 = 47,629.00.00
Prof./ Assoc. Prof. &
1,50,000.00+1,20,000+ 90,000+20,000 x
Asst. Prof./JA/OA -
5 Editing 60 days 2 = 7,60,000.00
Photocopy, papers, CD.,
7,60,000.00/29 = 26,207.00
etc.
Supdts/Assts./
CRC to MPDD
JAs./ & Officers of (Salary) 1,000 x 2 = 2,000.00
(Printer
6 2 days MPDD, Fin., Admn., &
identification, 2,000/29 = 69.00
VCO (Approval, file
etc.)
movement, etc.)
A4 (250 pages/1,000 copies)
13 course/student x 1000 copies x 75 =

7 Print
9,75,000.00
9,75,000/29 = 33,621.00

Person
S.No. Task People Cost
days
(Salary) 500 x 10 = 5,000.00
8 Distribution 10 days OA/Packer & Postage 200/student x 1000 = 2,00,000.00
2,05,000/29 = 7,069.00
Total cost of the
Total cost per course: 35,68,750.00/29 =
Programme =
1,23,060.00
35,68,750.00
As the Programme fee is Rs. 50,000/- (for 2 years), the University gets Rs. 39,200/- after payment of 60% in
the Tuition fees i.e. 10,800/student to the PSC. As per NCTE, the maximum intake eligible for B.Ed., is 1000/
year (39,200 x 1,000) = Rs. 3,92,00,000.00.
10. Quality Assurance Mechanism:

The Quality of the B.Ed., Programme is maintaining as per the norms of National Council for Teacher Education
(NCTE). As per the NCTE guidelines, the curriculum for B.Ed., programme - the Core Courses and Methodology
Courses are framed. The framed curricula are approved by the Board of Studies, Academic Council and the
Syndicate of the University, comprised by the subject experts for the field of Teacher Education. As the part of
quality assurance, the curricula is being updated as per the norms and standards of the NCTE.
Bachelor of Education
(Distance Mode – Non-Semester)
Programme Structure
TABLE : 8 B.Ed. Curriculum - I Year
Total
S.No. Course Code Name of the Course I E Credits
Marks
Group A - Core Courses
1. BED-01 Basics in Education 100 30 70 4

2. BED-02 Learner and Learning 100 30 70 4
Schooling, Socialisation and
3. BED-03 100 30 70 4
Identity
Social and Environmental
Science – Part I
A. Education for Peace
4. BED-04A 100 30 70 4
B. Issues of Conservation
and Environmental
Regeneration
Assessment for Learning - Part
5. BED-05A 100 30 70 4
I
Group B - Pedagogy Courses (Part –I)
Optional – I (Any One)

Total
S.No. Course Code Name of the Course I E Credits
Marks
BED-11A Teaching of Tamil - Part I
BED-13A Teaching of English - Part I
Teaching of Mathematics -
BED-15A
Part I
BED-16A Teaching of Science - Part I
Teaching of Social Sciences -
6. BED-17A
Part I
100 30 70 4
Teaching of Computer Science
BED-18A
- Part I
Teaching of Commerce &
BED-19A
Accountancy - Part I
BED-20A
Teaching of Economics - Part I
Optional – II (Any One)

(Major Subject)
Teaching of Special Tamil -
BED-12A
Part I
Teaching of Special English -
BED-14A
Part I
Teaching of Mathematics -
BED-15A
Part I
7.
BED-16A Teaching of Science - Part I
BED-17A 100 30 70 4
Part I
Teaching of Computer Science
BED-18A
- Part I
BED-19A
Accountancy - Part I
BED-20A Teaching of Economics - Part I
Group C - Developing Teacher Capabilities -
Practical
Strengthening Language
8. BED-21
Proficiency
50 20 30 2
Exploring Library and Other

9. BED-22 50 20 30 2
Learning Resources
10. BED-23 Physical Education 25 10 15 1
General Orientation of Student Teachers - 4
1
days
Learning to function as a
11. BED-31A
Teacher (PT - 1)
50 20 30 2
Total 875 280 595 36


TABLE: 9 B.Ed. Curriculum - II Year
Course Total
S.No. Name of the Course I E Credits
Code Marks
Group A - Core Courses
1. BED-06 Curriculum and School 100 30 70 4
Vision of Education in India :
2. BED-07 100 30 70 4
Concerns and Issues
Social and Environmental Science
- Part II
A. Gender Issues in
3. BED-04B 100 30 70 4
Education
B. Addressing Special Needs

in Classroom
4. BED-05B Assessment for Learning – Part II 100 30 70 4
Group B - Pedagogy Courses (Part II)
Optional – I (Any One)
BED-11B Teaching of Tamil - Part II
BED-13B Teaching of English - Part II
Teaching of Mathematics - Part
BED-15B
II
5.
BED-16B Teaching of Science - Part II
Teaching of Social Sciences - 100 30 70 4
BED-17B
Part II
Teaching of Computer Science -
BED-18B
Part II
BED-19B
Accountancy - Part II
BED-20B Teaching of Economics - Part II
Optional – II (Any One) (Major Subject)
Teaching of Special Tamil - Part
BED-12B
II
Teaching of Special English -
BED-14B
Part II
Teaching of Mathematics - Part
BED-15B
II
6. BED-16B Teaching of Science - Part II
100 30 70 4
BED-17B
Part II
Teaching of Computer Science -
BED-18B
Part II
BED-19B
Accountancy - Part II
BED-20B Teaching of Economics - Part II

Course Total
S.No. Name of the Course I E Credits
Code Marks
Group C -Developing Teacher Capabilities -
Practical
7. BED-24 Health and Yoga Education 25 10 15 1

8. BED-25 Enriching Learning through ICT 50 20 30 2
9. BED-26 Arts and Aesthetics 50 20 30 1
Learning to function as a Teacher
10. BED-31B 200 80 120 15
(PT - 2)
11. BED-32 Reporting 50 20 30 1
12. BED-33 Practical Exam 150 150

Total 1125 330 795 44
*I – Internal; E – External.

School of Education
Chennai – 15
B.Ed Syllabus – I year (Distance Mode)

COURSE TITLE : BASICS IN EDUCATION
COURSE CODE : BED-01
COURSE CREDIT : 3+1
OBJECTIVES
At the end of the course, the student - teacher will be able to:
• acquire knowledge of Education;

• understand the process, functions of education and knowledge;
• state the theory of knowledge and facets of knowledge;
• describe the concept of philosophy and education;
• understand the knowledge of Eastern and western schools of philosophy;
• identify the role of various statutory bodies of education;
• understand the constitutional provisions for education; and
• describe the concept and importance of teacher autonomy.
COURSE LEARNING OUTCOMES
After completing this course, the Student-Teacher will be able to:
• implement the nuances of various aspects of education in his/her classroom teaching;

• practice the various dimensions of knowledge and process of knowing;
• able to arrive appropriate strategies based upon eastern and western school of thoughts;
• utilize the various services of different educational organisations; and
• use the provisions of various Acts, polices, and principles on education to cater to the needs of
stakeholders.
UNIT 1 UNDERSTANDING EDUCATION AND ITS NATURE

Education: Meaning, Definition, Nature, Concept of Education - Aims of Education- Process and functions
of Education - Purpose of Education - Role and Importance of Education in Life - Characteristics of an
Educated Person. Aspects of Education: Liberal and Vocational Education, Human Rights Education,
Environmental Education, Inclusive Education. Social Aspects of Education: Women Education, Peace
Education, Moral Education, Education for Deprived People, Education for Minority, Education for
sustainable Development.
UNIT 2 KNOWLEDGE AND KNOWING
Knowledge: Meaning, Definition and Nature. Three Conceptions of Knowledge - Theory of Knowledge:
Ways of Knowing, Areas of Knowledge, Types of Knowledge, How to Acquire Knowledge. Facets
of Knowledge: Local and Universal Knowledge, Concrete and Abstract Knowledge, Theoretical and
Practical Knowledge. Forms of Knowledge - Knowledge Hierarchy (DIKW Pyramid) -Knowledge
Management.

UNIT 3 EASTERN AND WESTERN SCHOOLS OF PHILOSOPHY
Philosophy: Meaning, Definition, Branches - Relationship between Philosophy and Education - Eastern
Schools of Philosophy - Eastern Philosophical Thought: Swami Vivekananda, Mahatma Gandhi,
Rabindranath Tagore, Sri Aurobindo, J. Krishnamurthy. Western Schools of Philosophy: Idealism,
Naturalism, Realism, Pragmatism, Eclecticism, Constructivism - Educational Implications. Western
Philosophical Thought: Rousseau, Froebel, John Dewey, Montessori, Russell.
UNIT 4 EDUCATION SYSTEM AND AGENCIES
Education System: Formal, Informal and Non-formal - Distance Education and Open Education.
Innovative Education: e-Learning, Mobile Learning, Online Learning, U-Learning - Value Oriented
Education - Role of International Organizations on Education: UNESCO, OECD, The World Bank, ILO,
WHO. Role of National Organizations on Education: NCTE, NCERT, NAAC, DEB, UGC, CSIR. Role of
State Organizations on Education: DIET, SCERT.
UNIT 5 EDUCATION IN THE MODERN INDIAN SOCIETY
Education in Concurrent List - Directive Principle: Article 21A - Universalisation of Elementary

Examination - Wastage and Stagnation - Brain Drain - Brain Gain - Right to Education Act - Equitable
Education - University Education Commission (1948) - Secondary Education Commission (1952-53) -
Kothari Commission (1964-66) - National Policy on Education (1986) - Justice J.S.Verma Committee
(2012) - Characteristics of Modern Indian Society: Autonomy, Accountability - Comparison of
Autonomy and Accountability - Digital Divide - E-Governance in Education.
PRACTICUM
• Study the impact of Right to Education Act on schools
• Critical Analysis of Different Committees and Commissions on Education 3
• Study of Educational Process in Private Schools
• Planning and Implementation of Activities :
• Eco-Club
• instructional material to inculcate values,
• field visit to vocational institutes to make reports,
• awareness development about population explosion in rural / slum areas,
• creating awareness among SO/ST students about various schemes and scholarships available
to them, survey of schools to see the implementation of various incentives of government
to equalize
REFERENCES
• Abdul Kalam, A. P.J., with Rajan, Y.S. (2002). India 2020. A Vision for the New Millennium, Viking Penguin Books
(P) Ltd., New Delhi.
• Agarwal, J.C. (1999). Theory and Principles of Education. Vikas Publications House Pvt. Ltd., New Delhi.
• Bhahirathi Sahu (2007). The New Educational Philosophy. New Delhi: Sarup & Sons.
• Bhatnagar, R.P. and Vidya Arawal (1997) Educational Administration. R. Lall Book Depot, Meerut.
• Chandra, S. S. and Sharma, R. K. (1996) Principles of Education. Atlantic Publishers, New Delhi.
• Rather, A. R. (2007). Theory and Principles of Education. New Delhi: Discovery Publishing House.
• Sharma, A.P. (2010). Indian and Western Philosophy. New Delhi: Unicorn Books.

School of Education
Chennai – 15

COURSE TITLE : LEARNER AND LEARNING
COURSE CREDIT : 3+1
OBJECTIVES
• situate individual development in a socio-cultural context;
• develop an understanding about the impact/influence of socio-cultural context in shaping human
development, especially with respect to the Indian context;
• acquire theoretical perspectives and develop an understanding of dimensions and stages of human
development and developmental tasks;
• explore the possibilities of an understanding of processes in human cognition and meaning–making
them as basis for designing learning environments and experiences at school; and
• appreciate the critical role of learner’s based on differences and contexts in making meanings, and
hence draw out implications for schools and teachers.

• transact the curriculum based on psychological approaches and human development;
• apply various theories of learning and meta-cognitive strategies in teaching-learning process;
• assess and promote cognitive development of children;
• promote the efficiency of intelligence, creativity and mental health of the students; and
• manage the classroom according to the personality and individual differences.
UNIT 1 UNDERSTANDING THE DEVELOPMENT OF LEARNER
Psychology as Scientific Study Educational Psychology – Scope of Educational Psychology – Education

& Psychology: Definition, Relationship - Methods of Psychology – Major Schools of Psychology –
Contribution of the Psychology to Education - Nature of the Learner: Growth & Development - Stages
of development, factors influencing development - Developmental tasks and their implications in
adolescence - knowledge of growth and development. Theories of development – Piaget’s cognitive
development – Freud’s psycho sexual development – Erikson’s psycho – social development –
Kohlberg’s moral development.
UNIT 2 LEARNING IN LEARNER’S PERSPECTIVE
Learning- concept, principles and factors affecting learning - Nature and laws of learning – Transfer
of Learning, its types theories and methods - Theories of learning: Thorndike’s connectionism, Pavlov’s
classical and Skinners Operant Conditioning, Learning by Insight, Hull’s Reinforcement theory, Tolman’s
theory of Learning and Lewin’s Field theory of Learning, Gagne’s Hierarchy of learning – Meta-

cognition: Meaning and Definition – Elements of Meta-cognition – Skills of Meta-cognition – Meta-
cognitive Instructional strategies - Learning Styles.
UNIT 3 ATTENTION, MOTIVATION AND GROUP DYNAMICS
Attention: Meaning, nature, distraction, inattention, divided attention and span of attention –
determinants of attention – sensation and perception – laws of perception – concept formation:
types and theories - Memory: meaning, types, models - Forgetting: causes, theories and techniques
for promoting retention. Motivation : Types of motives - Level of Aspiration – Theories of motivation
& Maslow’s Theory, Werner’s theory and McClelland’s theory – Educational implications.
UNIT 4 INTELLIGENCE, CREATIVITY & MENTAL HEALTH
Intelligence: meaning, definitions, types – theories of intelligence: Spearman, Thurston, Thorndike,

Guilford, Gardner, Sternberg and Goleman – measurement of intelligence: verbal, non – verbal and
performance – Individual and group – Intelligence tests available in India Creativity: strategies for
fostering creativity – Problem solving. Meaning and process of adjustment - adjustment mechanisms,
adjustment problems of adolescents - Causes of maladjustment - Differences between adjusted and
maladjusted adolescents - criteria of good mental health - role of counseller in developing good
mental health - Techniques of stress management.
UNIT 5 PERSONALITY AND INDIVIDUAL DIFFERENCES
Meaning, definition and Components of Personality – Determinants of Personality – integrated

personality – Theories of personality: Psychoanalytic theory, socio psychological theory – measurement
of personality: tools and techniques – Individual Differences: Definition, types - Concept of individual
differences – role of Heredity and Environment in individual differences – Measurement of Individual
Differences -– Understanding differences among Learners: Dimensions of differences in individual
learners - Understanding learners with varying cognitive abilities especially with ‘learning difficulties’-
Slow learner and Dyslexia, Dyscalculia and Dysgraphia.
PRACTICUM
• List down different maladjusted behaviours of adolescents which you could identify from the classroom
and out-side classroom. Take interview of a few and try to understand the factors that may be
responsible for their behaviour.
• To provide authentic information or physical. Physiological and psychological changes and development
during adolescence and interpersonal relationship issues pertaining to adolescents.
• Find out the plug-in points from your school subjects and link it with the components of Adolescence
Education. Also plan out supplementary co-curricular activities for the same.
• Observe some successful individuals and list down the behavioural characteristics which impress you.

• Take interview of five low achievers and five high achievers and find out their ways of learning.
• List down few (classroom) learning situations in % of insightful learning.
REFERENCES
Baron, I.S.& Fennell, E.R. (2000) Neuro Psychological and intellectual assessment of Children.
Beiz, N.E., (2000) Contemporary issues in testing use, In E.C. Edward Watkins, Jt, E.Vickie, L,
Campbell, et al (Eds), Testing & Assessment in counseling practice (2nd Edn, pp 481-516) Mahwah, NJ: Erlbawn.
Crow and Crow Educational Psychology, New Delhi, Eurasian Publishing House, 1993.
Dececco, Joghn P. and Crawford, The Psychology of Learning and Instruction (2nd Edn)
New Delhi : Prentice Hall of India 1977.
Eysenck H.J., (1997) Dimensions of Personality, London: Kegan Paul.
Parry, John and Adiseshaiah, W.T.V Experimental Psychology, Madras: Allied Publishers 1997.
Santhanam, S, Educational Psychology, Chennai, Santha Publishers 1993.
Venugopala Rao,K.and D.Baskara Rao, Editor (2000) Teacher Morale in Secondary School.
New Delhi: Discovery Publishing House.

School of Education
Chennai – 15

COURSE TITLE : SCHOOLING, SOCIALISATION AND IDENTITY
COURSE CREDIT : 3+1
OBJECTIVES
• become aware of the processes of socialisation at home and school that act as shaping factors in
identity formation of the school-going child (in Indian contexts);
• reflect critically on factors that shape identity formation and influence sense of self of the growing
‘student’ as well as ‘teacher’ in school as well as in out of school situations;
• begin to understand the processes that have shaped/continue to shape one’s own sense of identity as
‘student’ and a ‘person’ located in multiple social contexts and roles;
• begin to become critically aware of ‘self’ and ‘identity’ and ‘free’ oneself through self-understanding,
from tendencies that lead to crystallising and limiting of one’s identity as a teacher and a human
being; and
• reflect on one’s aspirations and possibilities in order to develop a growing sense of agency as a
‘teacher’, a ‘professional’, as well as a ‘human being’.
• adopt the dimensions of socialization in bringing out social behaviour among children;
• promote self-concept and individual identity among children;
• develop identity formation among children in school system;
• apply educational strategies for social conflict management; and
• create himself/herself good teacher identity.
UNIT 1 SOCIALISATION AND DEVELOPMENT OF SELF
Socialisation – Meaning, Definition, Types, Stages Theories, Features, Factors that affect Socialisation
process and Agencies. Social Institution – Home: Family as a social institution, Parenting Style, Transmission
of Parental Expectations and values. School - Impact of Entry to School, School as a Social Institution,
Value-formation in the context of schooling. Socialisation and Community: Neighbourhood, Extended
Family, Religious Group. Self: Various dimensions of self, Impact of socialisation on development of
self. Understanding interface between home, community and school-inter-linkages within wider socio-
cultural contexts.
UNIT 2 EMERGENCE OF ‘PERSON’ AND ‘IDENTITY’
Level of Aspiration: Meaning, Definitions, Categories. Self-Concept: Definition, Characteristics,

Components, Major Qualities, Factors influencing Self-Concept, The Image of Self, Development of
Self-Concept, Importance of Self-Concept, Theoretical Views on Self-Concept. Identity: Self-Identity
and Social Identity, Dimensions of Identity, Stages and Statuses of Identity Development, Identity
Formation, Factors influencing Identity Formation, The Need for a Sense of Identity, Types of Identity,
Theories on Identity Formation, Identity Development Models.
UNIT 3 SCHOOLING AND IDENTITY FORMATION: A CRITICAL STUDY
Identity: Gender Identities, Racial and Ethnic Identities, Sexual Identities, Class Identities, Multiple
Identities. School: History of School in India, Determines of School Climate, Stages of Education in
India, Importance of School, Segmentation of Indian School Education System, Education Boards in
India, Apex Educational Organisations. Good Schooling - Importance of Good Schooling. Teacher-
Student Relationship: Significance of Teacher-Student Relationships in School, Factors Influencing
Teacher-Student Relationship, Effects of Teacher-Student Relationship on Student’s Personalities.
UNIT 4 COPING WITH SOCIAL COMPLEXITIES: ROLE OF EDUCATION
Social Complexity - Social Stratification: Meaning, Definition, Origin, Types, Characteristics, Features,
Categories, Causes - Social Stratification and Education- Stratification and Equality Educational
Opportunity - Social Stratification and Social Mobility - Types of Social Mobility. Social Change:
Meaning, Definition, Characteristics, Theories, Types - Factors Responsible for Social Change
- Relationship between Education and Social Change. Social Conflicts: Meaning, Definition,
Characteristics, Forms, Causes, Types, Nature, Functions. Conflict Management: Definition, Modes -
Factors Affecting Conflict Management-Criteria for Selecting Conflict Management Style - Information
to improve Conflict Management Skills.
UNIT 5 EVOLVING AN ‘IDENTITY’ AS A TEACHER
Teachers’ Self and Identity - Social Image of the Teacher in Present Context - Becoming a Better Teacher
- Role of Teacher in School. Definitions of Teacher - Teacher Work -The Paradoxical Commandments -
Essential Qualities of a Teacher. Professional Ethics of Teacher: Duties, School Activities, Important of
teachers for Society. Teacher Identity: Concept, Overview - Learning to Teach and Identity - Identity
and Second Language Teacher Education - Teacher Identity Construction – Key Concepts - Teacher
Identity as a Theoretical Construct.
PRACTICUM
• Visit schools and study the sexual harassment cases.

• Text book analysis for Identifying gender issues and gender biases.
• To understand the study of sex ratio and analysis of it State wise
• Creating awareness among SC/ST students about various schemes and scholarships available to them.
• Collection of data regarding children with special needs from municipal records.
• Visit to inclusive schools and to observe classroom transaction of any one of such school and make a
report of the same.

• The student will develop a seminar document, which will be submitted after the seminar. The seminar
document will be evaluated by teacher educators.
REFERENCES
• Bhatia, R.L.Gr.Ahiya, B.N.(2008). History of modern Indian Education; Surjeet Publications.

• Editor‐Kiran .B. Chokae Mamata Pandya Understanding Environment.
• Gaudotra,V.& Patel,S (2009). Women working condition and efficiency New Delhi: New
Century Publication.
• Kelu.P (2000) Environmental Education – A conceptual Analysis Calicut: Calicut University.
• Lakshmi, S.(1990). Challenges in Education. New Delhi: Streling Publication.
• Nanda V.K. Environmental Education, New Delhi: Anmol Publications PVT LTD.
• NCERT. (2005). National Curriculum framework. New Delhi: NCERT.
• Pathak, R.P.(2001). Philosophical and Sociological Perspectives of education. New Delhi:
Atlantic Publishers and Distributers.
• Santhanam,S. (2000). Philosophical and Sociological foundation of education.
Chennai: Vasantha Publication.
• Saxena.A.B. (1996) Education for the Environmental Concerns. New Delhi, Radha Publication.
• Shuki. A and Chandel (1998) Plant Ecology, New Delhi S. Chand and Company Pvt.Ltd.
• Trivedi. M. M. & Pathak, Y.P. (1990,) Manav ane Paryavaran: Bhaugolic Paripekshma,
Universitygranih Nirman Board Publication, Ahmedabad, Gujarat.

School of Education
Chennai – 15
COURSE TITLE : SOCIAL AND ENVIRONMENTAL SCIENCE-PART-I
COURSE CODE : BED-04A
COURSE CREDIT : 3+1
A. EDUCATION FOR PEACE
OBJECTIVES
• broaden notions of student-teachers about peace and peace education, their relevance and connection
to inner harmony;
• understand harmony in social relationships across individuals and groups, based on
constitutional values;
• strengthen self by continual reflection leading to reduction in stereotypes, and transcending barrier
of identity and socialization;
• orient curricular and educational processes, find creative alternatives which nurture and promote
peace-building capabilities among students; and
• counter negative influence of media and local community to weed out negative effects by influencing
parents, families, and local community.

• develop children having good democratic ideals and citizenship;
• apply the conflict management strategies in the classroom;

• enhance self-development of children;
• implement various peace building practices; and
• design peace building activities in curricular and co-curricular aspects.
UNIT 1 UNDERSTANDING PEACE AS A DYNAMIC SOCIAL REALITY
Peace : Awareness, characteristics, challenges, & crises - Conflict reconciliation - Needs and
concerns - Negative peace - Peace values, attitudes and beliefs - Constitutional values -
Ecological resources - Foundations of peace - Intercultural and cultural harmony - Responsible
citizenship - Respect for secular & democratic ideals - Harmony - Sustainable development
- Peace education - Various philosophies on peace - National and International initiatives.

UNDERSTANDING CONFLICTS, UNDERLYING PERSONAL-SOCIAL PROCESSES AND
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UNIT 2
MEDIATION, AND TRANSFORMATION OF CONFLICT
Incompatibility of needs, aspirations, desires and resulting conflicts - Its levels - Reasons
that sustain conflict - Limited resources - Developing capabilities for mediation and conflict
transformation - Solutions to overcome / transform conflicts.
UNIT 3 EMPOWERMENT OF SELF THROUGH CRITICAL SELF REFLECTION

Self awareness - Its influences at various levels and places - Stress, anger aggression - Yoga,
meditation and stress management - Critical self reflection - Listening and sharing feelings -
Feedback, Empathy, Trust - Self management - Multicultural orientation - Ethical behaviour
- Daily journal on experiences.
UNIT 4 ORIENTING EDUCATION FOR PEACE BUILDING
Critical reflection on curricular processes - Opportunities inherent in curriculum for introducing

various disciplines and practices - Child rights - Issues and challenges at various levels -
Pedagogy of peace education - Skills and strategies - Becoming peace teacher – Acquisition
of relevant knowledge, attitudes, values and skills - Constitutional values - Mullti-culturalism
- Health, yoga, effective parenting, and communication skill building.
UNIT 5 EVALUATION OF THE PEACE-BUILDING PROCESSES
Assessment of peace building process - Objective indicators - Planning and recording change
- Understanding motivation - Feedback, and review of strategies - Visible and objection
indicators of peace process inherent in organizations - Work culture - Non-exclusion of caste,
gender, education, socio-economic-cultural background etc - Individual level indicators.
PRACTICUM
• Experiential learning sessions on yoga, meditation, communication skills, conflicts, their resolution,
media influence, cooperative competitive strategies, use of meditation, art, drama, nature to
experience harmony
• Reflective journal to record experiences of the day and reflections thereon during the training
programme, sharing and discussing self-expression of change during the training
• Visits to organisations connected with peace and intercultural harmony, and aesthetic appreciation to
experience peace as reality submission of reports on experiences
• Assignments on topics which require deep understanding and generating creative/alternative ideas
to deal with issues and challenges to peace, few suggested topics and sharing in groups :
• Approaches to peace education – case studies of local and International Role plays to enact situations
involving conflict, corporal punishment, discrimination, and domestic violence in day-to-day life
• Films clips displaying concerns of peace, good intercultural relationships, environmental presentation
and other key ideas and discussions thereon, like -Doha Debates, Sadako, etc.
• Visiting websites on peace education to become familiar with National and International initiatives,
approaches and strategies of peace, case studies of conflict in the region.

REFERENCES
• Barash, P. David, “Approaches to peace”, Oxford University Press, New York (2000).
• Bernard Jessie., “The Social Study of Conflict” International Sociological Association, The Nature of Conflict,
UNESCO Paris (1957).
• Galtung, Jogan., “The Struggle for Peace Gujarat”, Vidyapith, Ahmedabad, (1984)
• Galtung, J., “Searching for peace”, The Road to TRANSCEND, Sterling Virginia (2003).
• Gandhi, M.M., “Non-Violence in peace and War”, Navajivan Publishing House, Ahmedabad, (1944).

B. ISSUES OF CONSERVATION AND ENVIRONMENTAL REGENERATION
OBJECTIVES
• understand the importance of need and scope of environmental conservation and regeneration;
• brief the structure and functions of different ecosystems;
• understand India as a mega biodiversity Nation;
• enumerate the role of individual in conservation of natural resources;
• explain consumerism and waste generation and its management;
• describe environmental conservation in the globalised world;
• understand the impact of natural-disaster/man-made disaster on environment; and
• explore child mortality and maternal health.

• create environmental awareness among children;
• mobilise children for natural resource management in the community;
• involve student community for appropriate waste management practices;
• inculcate the importance of managing environmental disasters and environmental sustainability; and
• create awareness on maternal health issues.
UNIT 6 NATURE AND SCOPE OF ENVIRONMENTAL CONSERVATION

Importance, need and scope of environmental education - Structure and functions of different
ecosystems - India’s mega biodiversity - Role of individuals in conservation of natural
resources, and prevention of pollution- Equitable uses of resources for sustainable livelihoods
- Environmental legislation and enforcement - Role of ICT and media in environment and
human health.
UNIT 7 COMMUNITY PARTICIPATION IN NATURAL RESOURCE MANAGEMENT

Community participation in natural resource management – Deforestation in tribal area -
Sustainable land use - Traditional knowledge and biodiversity conservation - Developmental
projects and their impact on biodiversity conservation - Role of media and ecotourism in
environmental awareness - Role of local bodies in environmental management - Shifting
cultivation and its impact on environment - Change in forest cover over time.
UNIT 8 WASTE MANAGEMENT
Consumerism - Waste generation and its management - Genetically-modified crops - Water

consumption pattern in rural and urban settlement - Ethno-botany and its role in the present
day world - Environmental degradation and its impact on health - Economic growth and
sustainability - Organic farming - Agricultural waste management - Rain water harvesting -
Biomedical waste management - Changing patterns of energy and water consumption.

UNIT 9 ENVIRONMENTAL SUSTAINABILITY
Environmental conservation in the globalised world - Alternative sources of energy - Impact

of natural-disaster/man-made disaster on environment - Biological control for sustainable
agriculture - Heat production and green house effect - Impact of industry/mining/transport
on environment - Sustainable use of forest produces.
UNIT 10 CHILD MORTALITY, MATERNAL HEALTH AND DISEASES
Role of women in conservation - Female foeticide/infanticide and skewed sex ratio -

Development of slum area and their inhabitants - Child mortality and maternal health - HIV/
AIDS, malaria-status, measures undertaken for their control/ eradication.
PRACTICUM
• Submit a small assignment in the form of an activity as observation of important relevant days.
• Preparation of bulletin board materials, wall games, crossword puzzles, worksheets etc.
• Form an environment club and associate with some local specific issue pertaining to the place of
residence of the student.
• Develop a seminar document, which will be submitted after the seminar
REFERENCES
• Agarwal S.K. (1997). Environmental Issues themes New Delhi: APH publishing Corporation.
• C.E.E. (1994) Essential Learning in Environmental Education. Ahmadabad. C.E.E. Publication.
• Garg, B. & Tiwana.(1995) Environmental pollution and protection, Deep & Deep Publication, New Delhi.
• Nanda V.K. Environmental Education, New Delhi: Anmol Publications Pvt. Ltd.
• N.C.E.R.T. (1981) Environmental Education of the School level. A lead paper. New Delhi NCERT publication.

School of Education
Chennai – 15

COURSE TITLE : ASSESSMENT FOR LEARNING – PART-I
COURSE CREDIT : 3+1
OBJECTIVES
At the end of the course, the student - teacher will be able:
• gain a critical understanding of issues in assessment and evaluation;

• understand various levels of evaluation and distinguish their situations
• learn types of evaluation
• acquire knowledge about the characteristics of a good tool
• know about the major tools of evaluation and their usages
• become cognisant of teacher competencies in evolving appropriate assessment tools and
• evolve realistic, comprehensive and dynamic assessment procedures that are able to keep the whole
student in view.
• apply knowledge of assessment and evaluation in classroom;

• comprehend various levels of assessment;
• consolidate the outcomes of subject-based learning;
• interpret the performance of students learning through various tools of evaluation; and
• bring out standardised evaluation tools for assessing achievement of students.
UNIT 1 OVERVIEW OF ASSESSMENT AND EVALUATION
Distinction between ‘Assessment of Learning’ and ‘Assessment for Learning’ - Purposes of

assessment - Critical review of current evaluation practices and their assumptions about
learning and development - Clarifying the terms (i) assessment, evaluation, test, examination,
measurement (ii) formative and summative evaluation (iii) continuous and comprehensive
assessment (iv) grading.
UNIT 2 LEVELS OF ASSESSMENT
Dimensions and levels of learning – Educational objectives - Relationship between educational

objectives, learning experiences and evaluation - Problem-solving - Meaning-making
propensity; Abstraction of ideas from experiences - Seeing links and relationships; Inference;
Analysis; Reflection - Originality and initiative; Collaborative participation; Creativity;
Flexibility - Contexts of assessment: Subject-related ; Person-related.

UNIT 3 ASSESSMENT OF SUBJECT-BASED LEARNING
Subject-based Learning - Assessment tools - Kinds of tasks - Kinds of tests and their
constructions – Norm Referenced and Criterion Referenced Tests – Characteristics of
Instruments of evaluation - Observation of learning processes - Self-assessment and peer-
assessment - Constructing portfolios - Quantitative and qualitative aspects of assessment:
Appropriate tools for each.
UNIT 4 MAJOR TOOLS OF EVALUATION AND THEIR USES
Paper pencil test, Oral tests and Performance tests – Achievement tests : Standardized and
teacher made tests – Diagnostic tests – Intelligence tests and aptitude tests – Rating scales –
Check list – Anecdotal records – Socio-metric tests – Interview, Questionnaire, and Inventory.
UNIT 5 TEACHER COMPETENCIES IN EVOLVING APPROPRIATE ASSESSMENT TOOLS
Visualising appropriate assessment tools for specific contexts, content, and student – Teacher
made Achievement tests : Essay and Objective type tests – Preparation of a blue print –
Characteristics of a good test - Scope for original responses - Evolving suitable criteria
for assessment - Student portfolios and rubrics for portfolio assessment - Using assessment
feedback for furthering learning.
PRACTICUM
• Framing of various educational objectives

• Preparation of a blue print and a question paper
• Finding the reliability of a question paper using various methods
• Preparation of various tools of evaluation such as aptitude tests – Rating scales – Check list – Anecdotal
records – Socio-metric tests – Interview, Questionnaire, and Inventory
• Preparation of a Socio-metric tests and its interpretation
REFERENCES
• Ebel, R.L., and Freshie, D.A. (2009). Essentials of Educational Measurement, Prentice Hall of India, New Delhi.
• Ingram Cregg, F. (1993). Fundamentals of Educational Assessment. New York: D. Van Nostrand Company
• Kubiszyn,T.and Borich,G. (2003), Educational Testing an Measurement, John Wiley and Sons, Singapore
• Mehta, (2000), Educational Measurement and Evaluation, Tandoon Publishers, Ludhiana
• Raghu raj, (2006), Measurement and Evaluation in Education, Shree publishers, New Delhi
• Sharma, R.A. (2008) Essentials of Measurement, Lall Book Depot, Meerut
• Singh, A.P. and Koshla, M. (2005), Educational Measurement and Evaluation, Vinod Publications, Ludhiana
• Smith, (2006), Theory of Educational Measurement, Commonwealth publishers, New Delhi
***

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(2004).
• gp.,uj;jpdrghgjp> nrk;nkhopf; fy;tp (jkpo;)> rhe;jh gg;sp~H];> nrd;id (2007).
• NguhrpupaH fzgjp tp. & gpwH> jkpo; fw;gpj;jypy; GJikfs;> rhe;jh gg;sp~H];>
nrd;id (2007).
• lhf;lH K.tujuhrdhH - jkpo; ,yf;fpa tuyhW - irt rpj;jhe;j E}y; gjpg;gfk;> nrd;id.
• ,uj;jpd rghgjp gp. - fy;tpapy; NjHT - rhe;jh gg;sprh;];> nrd;id.
• NguhrpupaH: fzgjp tp. - ew;wkpo; fw;gpf;Fk; Kiwfs; - rhe;jh gg;sp~H];> nrd;id.
• thR mwptofd; jkpo; ,yf;fpaj;jpy; csg;gFg;gha;T jkpoff;fy;tp Muha;r;rp tsHr;rp
epWtdk;> nrd;id-24.
• M.RNyhr;rdh> muq;Nfwpa Ma;Tfs;> jkpoff;fy;tp Muha;r;rp tsHr;rp epWtdk;>
nrd;id-24.

jkpo;ehL jpwe;jepiyg; gy;fiyf; fofk;
fy;tpapay; gs;sp
nrd;id - 15
gp.vl;. ghlj;jpl;;lk; - Kjyhk; Mz;L (njhiyepiy)
ghlj;jiyg;G : rpwg;Gj; jkpo; fw;gpj;jy; - gFjp-I

ghlf; FwpaPL : BED-12A
jFjp msntz; : 3+1
Nehf;fq;fs;
ePq;fs; ,g;ghlj;ijg; gapd;wgpd;:

• jkpopd; rpwg;Gfis tpsf;FtPh;fs;;
• nkhopapay; Nfhl;ghLfs; mbg;gilapy; jkpiof; fw;gpg;gPh;fs;;
• nkhop fw;wy; nfhs;iffis mwpe;J mtw;iwgh; nghUj;jkhf fw;gpj;jypy;
gad;gLj;JtPh;fs;;
• khzthpd; NjHr;rpia kjpg;gpLtPh;fs;; ;
• fw;wy; fw;gpj;jy; jpl;lq;fis mwpe;J nfhs;tPh;fs.;;
ghltpisTfs;
,e;j ghlj;ij Kbj;jg;gpwF> khzt Mrphpauhy;:
• jkpo;nkhopapd; ,yf;fpa ,d;gk; czh;e;J Nghw;;w KbAk;.

• jkpo;nkhop fw;gpj;jypdhy; ,yf;fpa Mw;wy;fis tsh;j;J r%fg; gz;ghl;L
tsh;r;rpapidAk;> r%fj;jpw;Fk; jkpo;nkhopf;Fk; cs;s cwtpid mjpfg;gLj;j KbAk;.
• gy;NtW Ez;zpiyf; fw;gpj;jy; jpwd;fspy; gapw;rp ngWtJld; mtw;iwg; gad;gLj;jp
tFg;giwf; fw;gpj;jiy nrOikg;gLj;j KbAk;.
• jkpo;nkhopf; fw;wypy; ftdj;ij mjpfhpf;Fk; tifapy; ghlj;ijj; jpl;lkpLjy;
jkpo;nkhopf; fw;wypy; Mh;tj;ij J}z;Lk; tifapy; jFe;j Jizf; fUtpfisg;
gad;gLj;j KbAk;.
• fw;gpj;jy;-fw;wy; militr; Nrhjpf;Fk; tifapy; tpdhj;jhs; mikg;gjpy; gapw;rp
milaKbAk;.
gpupT 1 jha;nkhopapd; gzpfSk; Kf;fpaj;JtKk;

jha;nkhopf; fy;tpapd; jiyaha gzpfs; - caHepiy / Nkdpiyg;gs;sp - epiyapy; -
gy;NtW fhyfl;lq;fspy; ,yf;fpa tsHr;rp - fw;gpj;jypd; ,d;wpaikahik - rpwg;G
Nehf;fq;fs; - ntspapLk; fUtp gl;lwpit vLj;jpak;gy; - nrayhw;wy; - mwpTf;fsQ;rpa
thapy; - mbg;gilj; jpwd; tsHr;rp - ,yf;fpa ,d;gk; - gilg;ghw;wy; - fw;gidahw;wy; -
r%fg; gz;ghl;L tshr;rp - r%f kuGfisg; NgZjy; - tho;f;ifj; jpwd;fisg; ngWjy;
- tpOkg; gjpT.
gpupT 2 jkpo;f; fw;wypd; rpwg;G Nehf;fq;fs;

nkhopf; fy;tpapd; ,d;wpaikahik- nkhopAk; r%fKk;-nkhoptsHr;rpapy; #o;epiy
- cwT KiwAk; nkhopAk; - rKjha tof;Ffs; - nkhop fw;wYf;fhd cstpay;
nfhs;iffs;: ,af;ff; fy;tp> fUj;Jf; fy;tp-,f;nfhs;ifahsHfs; nkhop tsHr;rp
gw;wpf; nfhz;Ls;s fUj;Jf;fs; - mf;fUj;Jf;fspd; Vw;Gk; kWg;Gk;.

gpupT 3 Ez;zpiyf; fw;gpj;jy;
Ez;zpiy fw;gpg;Gg; gapw;rp – nghUs;tpsf;fk; - Njit – Njhw;wk; - Row;r;rp
Kiwapy; Ez;zpiyf; fw;gpj;jy; - gy;NtW jpwd;fs; - J}z;ly;fs; - nkhopf;fw;gjpy;
Ez;zpiyf; fw;gpj;jypd; gq;F – gy;tifj; J}z;ly; - fpsHtpdhf; Nfl;ly; - vLj;Jf;
fhl;Lj;jUjy; - Kbj;jy; ,tw;wpd; cl;$Wfs; gw;wpa tpsf;fk;.
gpupT 4 fw;wy; fw;gpj;jy; jpl;lk;
jha;nkhopf; fw;gpg;gjpy; : ghlk; fw;gpg;Gj; jpl;lk; - ghlk; fw;gpj;jy; jpl;lj; Njit -

MHt%l;ly; - kjpg;gPL - xg;gilg;G - fw;gpj;jy; jpl;lj;jpy; fhzg;glNtz;ba $Wfs;:
ghlj;jiyg;G - Kbj;jw;fhd fhy msT-Njitahd Jizf; fUtpfs; - fw;gpj;jy;
Nehf;fq;fs; (nkhopg;ghlj;jpy; nkhop> tpOkpak; rhHe;j Nehf;fq;fs;)-Njitahd Jizf;
fUtpfs;-fw;gpj;jy; mOj;jq;fs; (Teaching points)-fw;gpj;jy; Kiwfs; ghlq;fw;gpj;jy;
jpl;lg; gbtk; - nkhopg;ghlj;jpw;Nfw;wthW tbtikf;fg;gl;l tbtk; -nfHghHl; my;yJ
gpw Vw;Gila tbtq;fs;.
gpupT 5 jha; nkhop fw;gpj;jypd; kjpg;gPL
NjHT tpdhf;fs; - mftak;> Gwtak;> ,t;tpU tiffspy; mikg;Gf;fs; - xt;nthd;wpd;

NjHTg; gad;ghLfs; - ,tw;iwg; gw;wpa gpiogl;l fUj;Jf;fs; - ,tw;iw jahupf;Fk;
Kiwfs; - eilKiwapy; fhzg;gLk; tpdhg; gpwo;Tfs; : milTj; NjHT : NjHTj; jhs;
jahupj;jy; - tpdhj;jhs; jpl;l tiuT - tpilj;jhs; mstpLjy; - tpdhg; gFg;gha;T
- Kiwfs; - khztupd; tpilj; jhs;fSf;F kjpg;ngz; msit toq;fp mtHfspd;
Nju;r;rpj; jd;ikapid kjpg;gply; (Gs;spapy; msitfs; nfhz;L).
nray;ghLfs;
• fw;gpj;jy; gapw;rpf;fhf tiuaWf;fg;gl;l Ez;zpiyg; gapw;rpapid Nkw;nfhz;L mtw;iwg;

jahHnra;jy;.
• mbg;gilj; jpwd; tsHr;rpf;fhd goFnray;fs;> Jizf; fUtpfs; jahupj;jy;.
• ghlj; jpl;l mikg;Ggb ghl jpl;lk; xd;iwj; jahupj;jy;.
• jw;Nghija #oypy; jkpo;f; fy;tpapd; epiyapid kjpg;gPl;L mwpf;if jahupj;jy;.
• eilKiwapYs;s 6-10 my;yJ 9-12 Mk; tFg;Gj; jkpo; ghlq;fSf;fhd fw;wy; gapw;W
KiwfisAk; Jizf; fUtpfisAk; tifg;gLj;jp ml;ltiz jahupj;jy;.
• ghlg; gFjpfspy; cs;s nra;As;fspy; xyp eakpf;f ghly; xd;wpidAk;> nrhy; eakpf;f ghly;
xd;wpidAk; NjHe;njLj;J mtw;Ws; mike;Js;s eaq;fis ntspg;gLj;Jjy;.
ghHit E}y;fs;
,yf;fz E}y;fs;:
• ed;D}y;> ahg;ngUq;fyf; fhupif> jz;bayq;fhuk;> ek;gpafg; nghUs;> Gwg;nghUs; ntz;ghkhiy.
• gp.,uj;jpdrghgjp> kf;fs; njhlHGk; khz;GW fy;tpAk;> N[hjp Gj;jf epiyak;>
nrd;id (2004).
• KidtH rh gukrptk; - ew;wkpo; - ,yf;fzk; - gl;L gjpg;gfk;> nrd;id.
• rpq;fhuNtY KjypahH> mgpjhd rpe;jhkzp rhujh gjpg;gfk;> epfz;fLfs;> #lhkzp>
gpq;fyk;> jpthfuk;.
• thR mwptofd; jkpo; ,yf;fpaj;jpy; csg;gFg;gha;T jkpoff;fy;tp Muha;r;rp tsh;r;rp
epWtdk;> nrd;id-24

School of Education
Chennai – 15
B.Ed. Syllabus – I Year (Distance Mode)

COURSE TITLE : TEACHING OF ENGLISH – PART-I
COURSE CREDIT : 3+1
OBJECTIVES
• comprehend the contents and structures of English textbook at various levels ;
• see the role of English in India in the right perspective and the importance of learning English as a
second language;
• get familiarized with the various aspects of language skills;
• acquire knowledge of the current trends in the teaching of English;
• acquaint with techniques of oral preparation and practice of language items;
• get familiarized with the approaches and methods of English Language; and
• understand the evaluation techniques and assessment procedure.

• enrich his/her knowledge on role and significance of English;
• use measurable verbs for writing educational objectives in English;
• apply skills of micro-teaching in regular classroom teaching;
• teach effectively as per the instructional plans; and
• evaluate the students’ performance adopting the tools of evaluation.
UNIT 1 NATURE AND SCOPE OF ENGLISH
Meaning-Definition-Scope of English-Importance of learning English -Difference between language

as a school subject and language as a means of learning and communication- English Teacher with
Various Skills - Constitutional provisions and policies of language education in India- English as a
link language ain global context.
UNIT 2 AIMS AND OBJECTIVES OF TEACHING ENGLISH
Aims of teaching English at the Primary level, Secondary level and Higher Secondary level - General
Instructional Objectives- Objectives of teaching English as a second language- Behavioural or
Specific Learning Outcomes- relating to Cognitive, Affective and Psychomotor domains based on
Blooms Taxonomy Educational Objectives – The four skills of English language.

UNIT 3 MICROTEACHING
Microteaching- Definition-Origin- need and procedure - Microteaching cycle - Skills of Microteaching

- Skill of reinforcement - Skill of Introducing, Skill of Explaining, Skill of Stimulus Variation, Skill of
Probing Questioning, Illustration with examples and closure- Link practice- Need for Link practice.
UNIT 4 PLANNING FOR TEACHING-LEARNING ENGLISH
Macro teaching - Importance of lesson plans- Format of a typical Lesson Plan- Instructional
objectives both general and specific- Teaching aids- Motivation- Presentation- Application-
Recapitulation- Evaluation and Assignment- unit plan-year plan – Study Skills –
Teaching Grammar.
UNIT 5 EVALUATION IN ENGLISH
Introduction- Objectives and Need of Evaluation- Characteristics of good test-type of test-

Achievement test in English- Subjective and Objective tests- Blue print- preparing model
question paper for English subject based on Blueprint.
PRACTICUM
• Prepare a simple linear programme for a unit in grammar.

• Prepare a project proposal to find out the recent trends in teaching of English.
• Prepare exercises for LSRW skills acquisition.
REFERENCES
• Abha Ram Bisht (2005) Teaching English in India. Agra : Vined Pustak Mandircon Desktop Publishers.
• Aggarwal, J. C. 2002 Principles, Methods & Techniques of Teaching. UP : Vikas Publishing House Pvt Ltd. Aggarwal,
J. C. Essentials of Educational Technology. UP : Vikas Publishing House Pvt Ltd.
• Kohli, A.L. (2002) Techniques of English Methodology and content. Tandon Publications.
• Marlow Ediger, B.S. Venkata Dutt, D. Bhaskara Rao (2003) Teaching English Successfully. Discovery publishing house.
• Paul Verghese, C. (2003) Teaching English as a Second Language, Sterling Publishers.
• Sharma. S.R. (2003) Modern Methods of Teaching English. Book Enclave Publishers.
• Dr. Sachdeva. M.S. (2001) A New Approach to Teaching of English in India Tandon Publication.
• Sareswathi. V. (2004) English Language Teaching Orient Longman Publishers.
• Tamil Nadu Text Book Corporation (2002) English Language Education.
• Vaidyyanathan, P.K. (2003) Methods of Teaching English Shantha Publishers, Chennai-8.
• Venkateswaran. S. (1995) Principles of Teaching English, New Delhi : Vikas Publishing House.
• Verma, S.K. (1994) Teaching English as a Second language, India.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF SPECIAL ENGLISH – PART-I
COURSE CREDIT : 3+1
OBJECTIVES
At the end of the course, the student teacher will be able to:
• develop competencies and skills in the student-teacher;
• refresh and enrich their knowledge of English grammar and vocabulary;
• realize the value of English after completion of the course;
• comprehend and adopt various methods and approaches in learning English;
• prepare and use different kinds of instructional materials for teaching English;
• understand and identify the difficulties faced by the students in learning a foreign language and
suggest remedial measures; and
• formulate instructional objectives in terms of observable terminal behaviors of learners.

• enrich his/her knowledge on role and significance of special English;
• use measurable verbs for writing educational objectives in English;
UNIT 1 NATURE AND SCOPE OF TEACHING ENGLISH
Scope of teaching English at the secondary level – Role of English in India - The functions of a
Second Language in a multilingual society – History of Linguistics – Meaning and scope of linguistics.
UNIT 2 AIMS, OBJECTIVES AND ADVANCED GRAMMAR
Aims of teaching English - Objectives of learning English as second language at higher secondary
level- Blooms Taxonomy of Educational Objectives. Advanced grammar - The Noun phrase - The
Verb phrase, type of sentences - sentence patterns - Direct and Indirect speech - question forms
- Tag questions – Analysis and classification of grammatical errors- transformation of sentences.
UNIT 3 MICRO- TEACHING
Micro-teaching - Procedure - Microteaching cycle-Skills of Microteaching- Skills of reinforcement-

Skill of Introducing, Skill of Explaining- Skill of Stimulus variation-Skill of probing Questioning-
Illustration with examples and Closure- Link practice- Need for link practice. – Role of Micro
teaching in teaching learning of English language.

UNIT 4 PLANING LESSON IN TEACHING- LEARNING ENGLISH
Importance of Lesson Plan - Format of typical Lesson plan to teach English- Teaching aids-
Motivation-Presentation- Application- Recapitulation- Evaluation and Assignment- Unit plan
and Year plan. Qualities of an English Teacher.
UNIT 5 EVALUATION IN TEACHING ENGLISH
Introduction- Objectives and Need of Evaluation- Characteristics of good test-type of test-

Achievement test in English- Subjective and Objective tests- Blue print- preparing model
question paper for English subject based on Blueprint. Statistics.
PRACTICUM
• Prepare to make use of different teaching material in the English classroom.
• Prepare three activities to develop a good classroom climate.
• Practice any 5 skills in Microteaching.
REFERENCES
• Ahuja G.C.K. Pramila (1994). How to increase reading speed Sterling Publishers.
• Brown K. (Editor) (2005) Encyclopaedia of Language cup.
• Doughty Peter (1994) Language English and the curriculum Schools Counselling Programme in Linguistic and
English Teaching.
• Gimson. A.C. (1989) An Introduction to the Pronunciation of English chapter 4, 4th revised Ediation, London
Edward Arnold.
• Kudchedkar (2002) English Language Teaching in India, Chennai : Orient Longman.
• Ladousse. G.P. (2004) Role play; Oxford : Oxford University Press.
• The Internet Test Journal Vol VIII, No.7, July 2002 Retrieved Sep 1, 2007 from http://iteslji.org/Kodot chigora -
Roleplay.html.
• Yule G. (1996). The study of Language Cambridge.

School of Education
Chennai – 15
COURSE TITLE : TEACHING OF MATHEMATICS – Part-I
COURSE CREDIT : 3+1
OBJECTIVES
At the end of the course, the student-teacher will be able to:
• develop an insight into the meaning, nature and scope of mathematics;

• understand the aims and objectives of teaching mathematics;
• identify the educational objectives in teaching and learning of mathematics;
• acquire competence in teaching mathematics and structuring lesson plans;
• appreciate the importance of microteaching; and
• acquire various Evaluation Techniques in mathematics education.;
• After completing this course, the Student-Teacher will be able to:

• enrich his/her knowledge on role and significance of Mathematics;
• use measurable verbs for writing educational objectives in Mathematics;
UNIT 1 NATURE AND SCOPE OF MATHEMATICS
Meaning – Definition - Scope of Mathematics – Importance of learning Mathematics –

Structure, Abstractness, Symbolism, Precision – Mathematics as a Science of measurement and
quantification - Aesthetic sense in Mathematics - Mathematics and its relationship with other
disciplines – History of Mathematics – Indian Mathematicians – Western Mathematicians.
UNIT 2 AIMS AND OBJECTIVES OF TEACHING MATHEMATICS
Aims: Practical – Social – Disciplinary and Cultural – Instructional Objectives: General

Instructional Objectives (G.I.O’s) and behavioural or Specific Learning Outcomes (S.L.O’s) –
relating to Cognitive, Affective and Psychomotor domains – based on – Bloom’s Taxonomy
Educational Objectives.

UNIT 3 MICRO -TEACHING
Microteaching – Definition - Origin, Need, and Procedure - Microteaching Cycle – Skills of

Microteaching - Skill of Set Induction, Skill of Explanation, Skill of Probing Questioning, Skill
of Stimulus Variation, Skill of Reinforcement, Skill of Blackboard Writing and Skill of Closure
- Link Practice - Need for Link practice.
UNIT 4 PLANNING FOR TEACHING - LEARNING OF MATHEMATICS
Macro teaching - Year plan - Unit plan - Lesson planning - Importance of lesson plans -
Herbartian Steps – Format of a typical Lesson Plan – G.I.O’s & S.I.O’s – Teaching aids –
Motivation, Presentation, Application, Recapitulation, Evaluation and Assignment.
UNIT 5 EVALUATION IN MATHEMATICS
Introduction – Objectives and Need of Evaluation – Characteristics of good test – Types

of tests – Achievement test in Mathematics – Subjective and Objective tests - Blue Print –
Preparing model question paper based on Blueprint.
PRACCTICUM
• Prepare any four instructional aids to teach Mathematics.

• Practice any five micro skills in Mathematics Education.
• Prepare a minimum of 20 Lesson Plans in Mathematics
• Prepare Unit Plan and Year Plan for Mathematics.
• Construct an achievement test question paper with clear blue print.
• Review any one of the Tamil Nadu State Board text books in Mathematics
REFERENCES
• Anice James (2005).Teaching of Mathematics . Hyderabad: Neelkamal Publications.

• Bill Handley (2012). Speed Mathematics; Wiley-Blackwell; 3rd Edition
• Mangal.S.K.(2007). Teaching of Mathematics. Tandon Publications, Ludhiana
• Marilyn Burns (2007). About Teaching Mathematics: A K-8 Resource, Math Solutions; 3rd edition
• NCERT (2015). Mathematics Text Book for class for class 6 to 10; NCERT Publication, New Delhi
• Rajesh Kumar Thakur (2009). Vedic Mathematics; Unicorn Books
• Raju B.S.P & Upadhyaya.B.S. et,al (2011). Pedagogy of Mathematics two year B.Ed Course, NCERT;
First Edition
• Steven G. Krantz (1999). How to Teach Mathematics; American Mathematical Society; 2nd edition
• Steven G. Krantz (2003). A Mathematician’s Survival Guide: Graduate School and Early Career
Development; American Mathematical Society
• Mathematics School Text book of Government of Tamilnadu.
• www.eltguide.wordpress.com

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF SCIENCE – PART-I
COURSE CREDIT : 3+1
OBJECTIVES
• develop insight into the meaning, nature, scope, aim and objectives of science education;
• appreciate science as a tool to engage the mind of every student;
• identify the educational objectives in teaching and learning of science;
• appreciate the process of developing a concept;
• acquire various teaching skills;
• channelise, evaluate, explain and reconstruct their thinking;
• acquire competence in teaching science and structuring lesson plans; and
• develop competencies for teaching-learning science through various measures.
• enrich his/her knowledge on role and significance of Science;

• use measurable verbs for writing educational objectives in Science;
UNIT 1 NATURE AND SCOPE OF SCIENCE

Science: Meaning, Definition, Scope, Characteristics - The Utility of the Subject - The Cultural
Values of the Subject - Importance of Teaching Science based on the Nature of Science -
Impact of Science and Technology on Modern Living - Inter Disciplinary Approach - Science
and its relationship with other disciplines – History of Science – Indian scientists – Western
scientists.
UNIT 2 AIMS AND OBJECTIVES OF TEACHING SCIENCE

Taxonomy of Educational Objectives - Classification of Educational Objectives - Bloom’s
Taxonomy - Categories in Cognitive Domain, Affective Domain and Psycho-motor Domain
- Writing objectives in behavioural terms - Objectives of Science Education at Various
Levels - Aims of Teaching Science at different levels: Primary, Secondary and Higher
Secondary Levels.

UNIT 3 MICRO -TEACHING
Microteaching: Meaning, Definition, Origin, Need and Procedure - Microteaching Cycle –

Skills of Microteaching: Skill of Reinforcement, Skill of Introducing a Lesson, Skill of Explaining,
Skill of Stimulus Variation, Skill of Probing Questioning, Skill of Illustrating with examples and
Closure - Link Practice - Need for Link practice.
UNIT 4 PLANNING FOR TEACHING - LEARNING OF SCIENCE
Macro teaching - Lesson planning - Importance of lesson plans - Herbartian Steps– Lesson
Plan: Characteristics of a good Lesson Plan - Format of a typical Lesson Plan: Criteria for
Writing G.I.Os & S.L.Os, Teaching aids, Motivation, Presentation, Application, Recapitulation,
Evaluation and Assignment – Unit Plan– Year Plan.
UNIT 5 EVALUATION IN SCIENCE
Introduction – Objectives and Need of Evaluation – Characteristics of good test – Types of

tests – Achievement test in science – Subjective and Objective tests - Blue Print – Preparing
model question paper based on Blueprint.
PRACTICUM
• Prepare any two improvised apparatus in science.

• Practice of a minimum five skills in microteaching.
• Prepare a minimum of 20 Lesson Plans in science.
• Prepare a Unit Plan and Year Plan.
• Construct an achievement test question paper with clear blue print.
• Review any one of the Tamil Nadu State Board text books in science
• Prepare any two working models in your own.
REFERENCES
• Aggarwal, D.D. (2008). Modern Method of Teaching Biology, Karan Paper Backs.
Ahmadabad: Shitya Mudranalaya.
• Carin & Robert, S. (1989). Teaching Modern Science (5th edition), USA: Merill Publishing.
• Dhananjay Joshi, (2012). Methodology of Teaching Science, New Delhi: Dorling Kindersley
(India) Pvt. Ltd.
• Joseph, (1966). The Teaching of Science, Harvard University Press.
• Pandey, (2003). Major Issues in Science Teaching, New Delhi: Sumit Publications,
• Radha Mohan. (2010). Teaching of Physical Science. New Delhi: Neelkamal Publishers
• Sharma, R.C. (2006). Modern Science Teaching, Dhanpat Rai Publications, New Delhi.
• Sharma, R.C. (2006). Modern Science Teaching. New Delhi: Dhanpat Rai Publications
• Siddiqi, (1985). Teaching of Science Today and Tomorrow, Doals House.
• Sonika Rajan (2012). Methodology of Teaching Science, New Delhi: Dorling Kindersley
(India) Pvt. Ltd.,
• UNESCO. (1979). The UNESCO Source Book for Science Teaching. UNESCO, Paris.
• Yadav, M.S. (2003). Teaching of Science, New Delhi: Anmol Publications.

School of Education
Chennai – 15
COURSE TITLE : TEACHING OF SOCIAL SCIENCES – PART-I

COURSE CREDIT : 3+1
OBJECTIVES
• develop insight into the meaning, nature , scope, aims and objectives of social
science education;
• identify the educational objectives in teaching learning of social science;
• acquire various teaching skills; and
• acquire competency in teaching social science and structuring lesson plans, and
• understand the various micro-teaching skills.
• enrich his/her knowledge on role and significance of Social Sciences;

• use measurable verbs for writing educational objectives in Social Sciences;
UNIT 1 NATURE AND SCOPE OF SOCIAL SCIENCES
Social Sciences: Meaning, definitions, nature & scope – importance of learning social science –
approaches to education – correlation of social science with other subject – values of teaching
social science in school.
UNIT 2 AIMS AND OBJECTIVES OF TEACHING SOCIAL SCIENCES

Aims and objectives of Teaching Social Sciences in schools – Instructional Objectives - General
instructional objectives (GIOs) and Behavioural or General Instructional objectives (SIOs) - relating
to Cognitive, Affective and Psychomotor domains – based on Bloom’s Taxonomy Educational
objectives.
Microteaching – meaning – definitions – origin , need and procedures – micro teaching
cycle – skills of micro teaching – introducing - reinforcement - stimulus variation – probing
questioning - explaining – using black board - link practice – need for link practice.

UNIT 4 PLANNING FOR TEACHING LEARNING OF SOCIAL SCIENCES
Macro teaching :- Lesson planning – importance of lesson plan – Herbartian steps – format
of a typical lesson plan – (GIO’S) & (SIO’s) – Teaching aids – motivation , presentation –
application – recapitulation , evaluation and assignment - unit plan - year plan
UNIT 5 EVALUATION IN SOCIAL SCIENCES

Meaning – Objectives, Concept, Aspects. Tools of Evaluation – Recent Trends in Evaluation –
Blue print - preparing model question paper Based on Blue print.
PRACTICUM
• Preparation of Instructional materials in social science

• Practice of a minimum five skills in micro teaching
• Preparation of at least 20 lesson plans
• Preparation of unit plan and year plan
• Tools constructions – objective type , achievement test
• Preparation of a Blue print and question paper
REFERENCES
• Bining. A. C. & Binny D.H. (1952). Teaching Social science in Secondary schools, Third Edition: Tata Mc Graw Hill
Publishing Co. Ltd., Bombay.
• Battachary & Srinivas and Daiji D.R (1966). Teaching Social Science in Indian Schools, McGraw Hill, New York.
• Edgar, B.W & Stanley, P.W (1958). Teaching social science in high schools, fourth Edition,: Health and company,
Boston D.C.
• Mehalinger, M.D. (1981). UNESCO Hand Book for the Teaching of Social Science.
• NCERT (1969). Teaching in Social science, Dept. Of Field Services, NCERT, New Delhi.
• NCERT (2015). Content cum methodology of teaching social science. New Delhi: NCERT
• NCERT (2015). Social science Text books for X Std. NCERT, New Delhi.
• Survey R.E. (1981). Elementary Social science: A skill emphasis, Allyn and Bacon-Inc.
• Vashist S. R. (2004). Theory of Social Science, Anmol Publications PVT Ltd., New Delhi
• Yajnik, K.S. (1966). Teaching Social science in India, Orient Longmans Ltd., Bombay.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF COMPUTER SCIENCE – PART-I
COURSE CREDITS : 3+1
OBJECTIVES
• obtain in-depth knowledge about key concepts of computer science;
• comprehend the concepts of growth and development of computers;
• learn various microteaching techniques;
• acquire knowledge about various types of planning; and
• gain knowledge about evaluation in Computer Science.
•
• enrich his/her knowledge on role and significance of Computer Science;

• use measurable verbs for writing educational objectives in Computer Science;
UNIT 1 NATURE AND SCOPE OF COMPUTER SCIENCE
Meaning and introduction of computer –- Importance of Computer Science –Computer

curriculum – Its place and relationship with other subjects - Interdisciplinary approaches in
school curriculum – Various branches of computer science–Computer generations - types
of computers - Significant discoveries – Hardware - Software - Programming languages–
Computer Network - Computer virusand protection –Use of computers in education.
UNIT 2 AIMS AND OBJECTIVES OF TEACHING COMPUTER SCIENCE
Aims and objectives of teaching computer science – Bloom’s Taxonomy: Cognitive, Affective
and Psychomotor domains - Computer science teaching at different levels: Primary, Secondary
and Higher Secondary – Attainment of the objectives of computer science teaching.
Microteaching – Definition, origin, need, and procedure - Microteaching Cycle – Communication

skills: verbal and non verbal communication - Types of Skills - Skill of Introducing, Explaining,
Stimulus variation, Questioning, Demonstration, Reinforcement, verbal and non-verbal cues,
Illustration with examples, and Closure - Link Practice - Need for Link practice.

UNIT 4 PLANNING FOR TEACHING - LEARNING OF COMPUTER SCIENCE
Lesson planning – Importance of lesson plans - Writing Instructional Objectives – Planning

for specific behavioural changes - Preparation and use of Unit Plan – Teaching and Teaching
aids - Evaluation, Recapitulation and Assignments.
UNIT 5 EVALUATION IN COMPUTER SCIENCE
Difference between Measurement, Assessment and Evaluation - Characteristics of good

Measurement - Diagnostic Test and Remedial Teaching - Criterion Referenced Testing and
Norm Referenced Testing - Different types of items - Multiple Discriminant Type Item –
Development and Standardization of Achievement Test in Computer Science.
PRACTICUM
• Practice of a minimum five skills in Micro teaching.

• Preparation of at least 20 Lesson Plans.
• Preparation of Unit Plan and Year Plan.
• Test construction – Objective type and Achievement Test in Computer Science
• Preparation of a blue print and a question paper in Computer Science
REFERENCES
• Bloom, B.S. (1956).Taxonomy of Educational Objectives, Cognitive Domain Book. New York: Moleay
• Craig Zacker. (2001).Networking: The Complete Reference. Tata McGraw- Hill Publishing
• Goel, H.K (2007).Teaching of computer science. New Delhi:R.Lall Books
• Harley, H.K. (2007). The internet: complete reference. New Delhi: Tata McGraw Hill Publishing Company Limited.
• Krishna Sagar, (2005).ICTs and teacher training, Delhi: Tarun offset.
• Krishnan, N. (2001). Computer Fundamentals and Windows with Internet Technology . SciTech Publications Pvt. Ltd
• NCERT (2015).Computer Science Text book for class XI. New Delhi: NCERT Publication.
• NCERT (2015).Computer Science Text book for class XII. New Delhi: NCERT Publication.
• NCERT (2015).Content-Cum-Methodology of Teaching Computer Science. New Delhi: NCERT.
• The Current Text book in Tamilnadu for Computer Science.

School of Education
Chennai – 15
COURSE TITLE : TEACHING OF COMMERCE AND ACCOUNTANCY – PART-I

COURSE CREDIT : 3+1
OBJECTIVES

• develop insight into the meaning, nature, scope, aim and objectives of Commerce and Accountancy
education;
• appreciate Commerce and Accountancy as a tool to engage the mind of every student and is
application in daily life;
• identify the educational objectives in teaching and learning of Commerce and Accountancy; and
• acquire competence in teaching Commerce & Accountancy and structuring lesson plans.
• enrich his/her knowledge on role and significance of Commerce & Accountancy;

• use measurable verbs for writing educational objectives in Commerce & Accountancy;
• evaluate the student’s performance adopting the tools of evaluation.
UNIT 1 NATURE AND SCOPE OF COMMERCE AND ACCOUNTANCY
Meaning – Definition - Nature Scope of Commerce and Accountancy – need -Importance

of learning Commerce and Accountancy –– Commerce Education – History of Commerce
Education – Introduction – meaning – relationship of commerce with other subjects –
International business.
UNIT 2 AIMS AND OBJECTIVES OF TEACHING COMMERCE AND ACCOUNTANCY
Aims: Teaching and learning – educational goal – Aims of Teaching Commerce – Values of
Commerce and Accountancy - Practical – Social – Disciplinary and Cultural – Instructional
Objectives: General Instructional Objectives (G.I.O’s) and behavioral or Specific Learning
Outcomes (S.L.O’s) – relating to Cognitive, Affective and Psychomotor domains – based on –
Bloom’s Taxonomy Educational Objectives.

Microteaching – Definition - origin, need, and procedure - Microteaching Cycle – Steps -

Skills of Microteaching - Skill of Introducing -, , Skill of Explaining, Skill of Stimulus Variation,
Skill of Probing Questioning - Skill of Reinforcement Skills of black board usage and Closure
–link practice - need for link practice.
UNIT 4 PLANNING FOR TEACHING-LEARNING OF COMMERCE AND ACCOUNTANCY
Unit plan – Year plan - Macro teaching - Lesson planning - Importance of lesson plans –
Difference between unit planning and lesson planning–various approaches in the preparation
of daily lesson plan Format of a typical Lesson Plan – G.I.O’s & S.I.O’s – Teaching aids –
Motivation, Presentation, Application, Recapitulation, Evaluation and Assignment.
UNIT 5 EVALUATION IN COMMERCE AND ACCOUNTANCY

tests – Achievement test in Commerce and Accountancy – Subjective and Objective tests -
Blue Print – Preparing model question paper based on Blueprint – Item Analysis.
PRATICUM
• Practice of a minimum four skills in Micro teaching.

• Test construction – Objective type and Achievement Test.
• Preparation of a blue print and a question paper
• Preparation of instructional materials in Commerce and Accountancy
• Collection of business documents, newspapers, magazine and articles (cuttings)
REFERENCES
• Aggarwal (2008). Teaching of Commerce: A practical Approach (2nd ed). UP: Vikas publishing house pvt ltd.
• Bloom, B.S. (1956). Taxonomy of Educational Objectives, Cognitive Domain Book. New York: Moleay.
• Brintha, S. (2015). Teaching of Commerce & Accountancy. New Delhi: APH Publication Corporation.
• Ghosh, A.B. (1969). Commerce Education. New Delhi: Sultan Chand and Company.
• Gupta, U.C. (2007). Teaching of Commerce. New Delhi Khel Sathiya Kendra.
• Khan, M.S. (n.d). Commerce Education Sterling bublisher pvt ltd.
• NCERT (2015). Commerce and Accountancy Text book for Class XI & XII. New Delhi: NCERT Publication.
• NCERT (2015). Content-Cum-Methodology of Teaching Commerce and Accountancy. New Delhi: NCERT.
• Singh Y.K. (2009). Teaching of Commerce. New Delhi. APH Publishing Corporation.
• The Current Text book in Tamilnadu for Commerce and Accountancy.

School of Education
Chennai – 15
COURSE TITLE : TEACHING OF ECONOMICS – PART-I

COURSE CREDIT : 3+1
OBJECTIVES

• develop insight into the meaning, nature, scope, aim and objectives of economics education;
• appreciate economics as a tool to engage the mind of every student;
• identify the educational objectives in teaching and learning of economics;
• acquire various teaching skills;
• acquire competence in teaching economics and structuring lesson plans;
• develop competencies for teaching-learning economics through various measures; and
• examine the language of economics, engaging with research on children’s learning in specific areas.
• enrich his/her knowledge on role and significance of Economics;

• use measurable verbs for writing educational objectives in Economics;
• evaluate the student’s performance adopting the tools of evaluation.
UNIT 1 NEED AND NATURE OF TEACHING ECONOMICS
Meaning – Definitions - Scope and nature of economics – Importance of economics education - The
nature of subject materials and learning experiences included in the study of teaching economics.
Need for economics in the school curriculum.
UNIT 2 AIMS AND OBJECTIVES OF TEACHING ECONOMICS
Distinction and relationship among educational aims, objectives and goals of teaching- – aims
of teaching economics - objectives and goals of teaching Economics at higher secondary level -
attainment of objectives through economics. Teaching.
Origin, need, procedure – micro teaching cycle – uses of microteaching – stages in microteaching
– principle and steps in microteaching skills – meaning, definition components – Skill of introducing
lesson, skill of explaining, skill of illustrating with examples, skill of blackboard writing, skill of
reinforcement, skill of stimulus variation – skill of probing question – skill of questioning – skill
of closure.

UNIT 4 PLANNING FOR TEACHING – LEARNING OF ECONOMICS
Lesson Planning – Meaning – difference between lesson and unit plan –

importance of lesson plan – various approaches in planning lesson – Herbartian
approach in planning lesson. stages in lesson plan. Unit planning – measuring,
difference between lesson plan and unit plan - characteristics of good unit –
steps in preparation of unit – advantages and disadvantages.
UNIT 5 EVALUATION IN ECONOMICS

tests – Achievement test in Economics – Subjective and Objective tests - Blue Print – Preparing
model question paper based on Blueprint.
PRACTICUM
Preparation of instructional materials in Economics.

• Practice of a minimum five skills in Micro teaching.
• Test construction – Objective type and Achievement Test.
• Preparation of a blue print and a question paper.
REFERENCES
• Arthur, C. Bining and David, H. Bining (1952). Teaching the Social Studies in Secondary Schools. London: McGraw Hill
Book Company.
• Avtar Singh (2004). Instructional Objectives of School Subjects. New Delhi: National Council of Educational Research
and Training.
• Harikrishnan, M. (2006). Methods of Teaching Economics, Chidambaram: Thirumalvalavan Publications.
• Higher Secondary Economics Text Books – Both first year and Second year of Tamil Nadu.
• Santhosh Sharma (2006). Constructivist Approaches to Teaching and Learning. New Delhi. National Council of
Educational Research and Training.
• Swarupa Rani, T.et.al. (2004). Educational Measurement and Evaluation. New Delhi, Discovery Publishing House.
• Vernon, S. Gerlach Donald, P. Ely. (1980). Teaching and Media – a Systematic Approach. New Jersey: Prentice-Hall,
Inc. Englewood Cliffs.

School of Education
Chennai – 15
B.Ed Syllabus – II year (Distance Mode)

COURSE TITLE : CURRICULUM AND SCHOOL
COURSE CREDIT : 3+1
OBJECTIVES
• learn Bases of Knowledge;

• understand about Knowledge and Education;
• understand the concepts of curriculum;
• understand the types of curriculum;
• know about the basic task of curriculum development and design;
• develop the skills of various approaches to curriculum development; and
• gain insight curriculum transaction.
• apply various curricular aspects in classroom teaching;

• synthesize the determinants of curriculum;
• design the curriculum at school level;
• practice the curricular aspects at school; and
• implement updated curriculum and work for the consistent renewal.
UNIT 1 CONCEPT OF CURRICULUM
Understanding the meaning and nature of curriculum: Need for curriculum in schools Differentiating
curriculum framework, curriculum and syllabus; their significance in school education - Notion of
the textbook - Facets of curriculum: Core curriculum—significance in Indian context - Meaning and
concerns of ‘hidden’ curriculum - Curriculum visualised at different levels: National-level; state-level;
school-level; class-level and related issues of curriculum – Meaning, Definition, Characteristics and
Types. Curriculum as a process – Curriculum and Syllabus - Curriculum and instruction. Need for
curriculum development - Principles of curriculum construction – Curriculum determinants. Subject–
Centered curriculum, integrated curriculum, Core curriculum, Student – centered curriculum, Co-
related curriculum, Life – centered curriculum.
UNIT 2 CURRICULUM DETERMINANTS AND CONSIDERATIONS
Broad determinants of curriculum making:(At the nation or state-wide level) (i) social-political-
cultural-geographical-economic diversity; (ii)socio-political aspirations, including ideologies and
educational vision;(iii)economic necessities;(iv) technological possibilities;(v) cultural orientations;(vi)

national priorities;(vii)system of governance and power relations; and(viii)International contexts.•
Considerations in curriculum development:(At the level of the school)(i) Forms of knowledge and its
characterisation in different school subjects(ii)Relevance and specificity of educational objectives
for concerned level (iii) Socio-cultural context of students – multi-cultural, multilingual aspects (iv)
Learner characteristics (v) Teachers’ experiences and concerns (vi) Critical issues: Environmental
concerns, gender differences, inclusiveness, value concerns and issues, social sensitivity.
UNIT 3 CURRICULUM DEVELOPMENT (AT SCHOOL LEVEL)
Curriculum designing – Understanding different approaches to curriculum development: Subject-

centred; environmentalist; behaviourist; competency-based - learner-centred teacher – centred
and constructivist - Process of curriculum making - Formulating aims and objectives curricular
aims and syllabus - Selection and organisation of learning situations. Basic tasks for curriculum
development – Formulating goals and objectives, Guidelines in the formulation of educational
objectives. Selection and organization of content – Selection of learning experience - Evaluation
of curriculum. Major categories of curriculum development – Subject – centered approaches,
Social – problem approaches, Learner – centered approaches. Models of curriculum development.
Role of individuals in organization in curriculum development.
UNIT 4 SCHOOL: THE SITE OF CURRICULUM ENGAGEMENT
Role of school philosophy, administration in creating a context for development of curriculum -

Available infrastructure, curricular sites and resources - school culture, climate and environment
as the context for teachers’ work Construction of curriculum vis-a-vis teachers’ role and support
in ‘transacting curriculum’; ‘developing curriculum’; ‘researching - curriculum’ - Space for teacher
as a critical pedagogue - Role of external agencies - supports to teachers within schools –
local, regional, national. Improving quality of Curriculum Transaction – Strategies – Strategies
for curriculum transaction – Organization of instruction. Models of Teaching - Team teaching -
Emerging trends in curriculum development.
UNIT 5 CURRICULUM IMPLEMENTATION AND RENEWAL
Operationalising curriculum into learning situations - Teachers’ role in generating dynamic

curricular experiences through - flexible interpretation of curricular aims; and -contextualisation
of learning;(iii)varied learning experiences - Selection and development of learning resources
- Evolving assessment modes - Appropriate reviewing and renewal of aims and processes
- Process of curriculum evaluation and revision - Need for a model of continual evaluation -
Feedback from learners, teachers, community, and administrators - Observable in congruence’s
and correspondence between expectations and actual achievements.
PRACTICUM
• Assignment for developing writing skills on summary, letter, paragraph, essay speech.
• Assignments on developing speaking skills – oral presentation, debates elocution, discussion, brain
storming.
• Preparation of lesson/unit plan by following different methods of teaching based on present curriculum
• Preparation of materials & programmes to inculcate cognitive approach of new syllabus

• Script writing, using and evaluating for Radio/TV/Video on different subject(Optional)
• Analysis of text book(8th to 10th STD)
• Evolving suitable technique(s) to evaluate new syllabus
REFERENCES
• Akmajain,A.et.al. (2010). An introduction to Language and Linguistics. (6th ed) .Cambridge. MITPress..
• Audi, Robert., (1993) “ The Structure of Justification”, Cambridge University Press, Cambridge,.
• Fasold,R.& Connor- Linton, J.(2013). An introduction to language and linguistics.(6th ed). Cambridge.
Cambridge University press. First and second language acquisition- a Brief comparison. Retrieved from
https://www. Uni-dueELE/FlA-SLA brief copmarision.pdf.
• Floyd,K.(2009). Interpersonal communication. New York.McGraw Hill Companies Inc.
• Fronklin,V. Rodman,R.& Hyms, (2011) Introduction to language (9th ed).Canada. Cenganga Learning.
• Pearson,J.C.et.al.(2011). Human communication (4th ed). New York.McGraw Hill Companies Inc.

School of Education
Chennai – 15
VISION OF EDUCATION IN INDIA :

COURSE TITLE :
CONCERNS AND ISSUES
COURSE CREDIT : 3+1
OBJECTIVES
• explain the nature and structure of the Vision of Education in India;
• employ meaning of system approach and its implication in teaching issues of Indian
education;
• describe the recent developments of Normative Orientation of Indian education;
• discuss the modern methods of teaching Contemporary Indian Schooling;
• explain Education for National Development; and
• define normative vision of Indian Education.
• provide knowledge on constitutional proclamation about education to the students;

• inculcate various educational thoughts of Indian philosophers;
• create conducive environment for all children irrespective of challenges in school education;
• follow the recommendations made by various commissions on education; and
• promote best practices in school environment by adopting global trends.
UNIT 1 NORMATIVE VISION OF INDIAN EDUCATION
Normative orientation of Indian Education – A historical enquiry - constitutional provisions on

education that reflect national ideals – Democracy, equality, liberty, secularism, and social justice
– India as an evolving Nation, state – Implications for educational system – Aims and purposes of
Education drawn from the normative vision.
UNIT 2 VISION OF EDUCATION: FOUR INDIAN THINKERS
Salient features of the philosophy and practice of Education – Rabindranath Tagor: Liberationist
pedagogy – M.K.Gandhi’s Basic Education for self sufficiency – Aurobindo Ghosh’s Integral
education – J.Krishnamurthi ‘s Education for Individual and social transformation.
UNIT 3 CONTEMPORARY INDIAN SCHOOLING: CONCERNS AND ISSUES
Universalisation of school Education – Right to Education and Universal Access - Issues of Universal
enrolment – Universal retention – Universal success – Issues of quality and equity – Physical,
economic, social and cultural access to girl child, weaker sections and differently abled children -

Equality of educational Opportunity and constitutional provisions – prevailing nature and forms of
inequality – Inequality in schooling systems – public and private schools – rural and urban schools
– single teachers and other forms of inequalities in school systems.
UNIT 4 EDUCATION AND DEVELOPMENT: AN INTERFACE
Education for National development - Education commission 1964-66 – Emerging trends in

the interface between political process and education, economic developments and education,
social-cultural changes and education.
UNIT 5 EMERGING GLOBAL CONCERNS AND EDUCATION
Education for peace - Issues of national and international conflicts, social injustice, communal
conflicts and individual alienation – pro-active role of individuals in making peace – Education for
Environmental conservation – Global environmental crises and local environmental issues – urgency
of action for environmental conservation and regeneration.
PRACTICUM
• The students on completion of each topic of the units will submit a small assignment in the form of
an essay.
• The students may develop a seminar document on the units which will be evaluated by
teacher educators.
REFERENCES
• Adult Education and Development 73-2009.

• Agarwal J.C., Agarwal S.P. (1992). Role of UNESCO in Educational, vikas publishing, Delhi.
• Learning without Burden, Report of the National Advisory Committee Education Act. Ministry of HRD, Department
of Education, October-2004.
• Ministry of Human Resources Development (2010). Annual Report 2008-09 MHRD, Government of India,
New Delhi.
• Seventh All India School Education Survey, NCERT, New Delhi – 2002
• UGC (2012) Annual Report 2011-12, Government of India, New Delhi.
• UNESCO (2004) Education for all: The quality Imperative EFA Global Monitoring Report Paris.

School of Education
Chennai – 15

COURSE TITLE : SOCIAL AND ENVIRONMENTAL SCIENCE -PART-II
COURSE CODE : BED-04B
COURSE CREDIT : 3+1
A. GENDER ISSUES IN EDUCATION
OBJECTIVES
• develop basic understanding and familiarity with key concepts–gender, gender bias, gender
stereotype, empowerment, gender parity, equity and equality, patriarchy and feminism;
• understand the gradual paradigm shift from women’s studies to gender studies;
• learn about gender issues in school, curriculum, textual materials across disciplines, pedagogical
processes and its intersection with class, caste, religion and region; and
• understand how gender, power and sexuality relate to education (in terms of access, curriculum
and pedagogy).

• manage the classroom without any social and gender discrimination;
• design curricular activities based upon social reforms to avoid discrimination;
• apply the outcomes of various theories on gender issues;
• maintain the curriculum transaction free from gender issues; and
• take active steps to curb gender menace and sexual harassment.
UNIT 1 GENDER ISSUES: KEY CONCEPTS
An understanding of some key concepts and terms and relate them with their context in
understanding the power relations - Gender, sex, sexuality, patriarchy, masculinity and
feminism - Gender bias, gender stereotyping, and empowerment - Equity and equality in
relation with caste, class, religion, ethnicity, disability and region.
UNIT 2 GENDER STUDIES: PARADIGM SHIFTS
An understanding of the paradigm shift from women studies to gender studies, based on
the historical backdrop - Construction of the impact of policies, programmes and scheme
for promotion of gender equality and empowerment - Paradigm shift from women’s studies
to gender studies - Historical backdrop: Some landmarks from social reform movements of
the nineteenth and twentieth centuries with focus on women’s experiences of education -
Contemporary period: Recommendations of policy initiatives commissions and committees,
schemes, programmes and plans.

UNIT 3 GENDER, POWER AND EDUCATION
An understanding of different theories on gender and education and relate it to power
relations - Analysis of the institutions involved in socialisation processes and their impact on
power relations and identity formation - Theories on Gender and Education: Application in the
Indian Context - Socialisation theory - Gender difference - Structural theory - Deconstructive
theory - Gender Identities and Socialisation Practices in: Family, Schools, Other formal and
informal organisation - Schooling of Girls: Inequalities and resistances (issues of access,
retention and exclusion).
UNIT 4 GENDER ISSUES IN CURRICULUM
Relationship between gender and schooling - School as an institution addresses gender

concerns in curriculum, textual materials and pedagogy - Linkages between life skills and
sexuality - Gender, culture and institution: Intersection of class, caste, religion and region -
Curriculum and the gender question - Construction of gender in curriculum framework since
Independence: An analysis - Gender and the hidden curriculum - Gender in text and context
(textbooks’ inter-sectionality with other disciplines, classroom processes, including pedagogy)
- Teacher as an agent of change - Life skills and sexuality.
UNIT 5 GENDER, SEXUALITY, SEXUAL HARASSMENT AND ABUSE
Application of the conceptual tools learnt regarding gender and sexuality to understand
issues related to Sexual Harassment at the workplace and Child Sexual Abuse - Linkages
and differences between reproductive rights and sexual rights - Development of sexuality,
including primary influences in the lives of children (such as gender, body image, role models)
- Sites of conflict: Social and emotional - Understanding the importance of addressing
sexual harassment in family, neighbourhood and other formal and informal institutions -
Agencies perpetuating violence: Family, school, work place and media (print and electronic)
- Institutions redressing sexual harassment and abuse.
PRACTICUM
• Organising debates on equity and equality cutting across gender, class, caste, religion, ethnicity
disability, and region.
• Project on women role models in various fields with emphasis on women in unconventional roles.
• Discussion on theories of gender and education with its application in the Indian context
• Project on analysing the institution of the family
• Marriage, reproduction
• Sexual division of labour and resources
• Collection of folklores reflecting socialisation processes.
• Preparation of tools to analyse reflection of gender in curriculum
• Field visits to schools, to observe the schooling processes from a gender perspective.
• Debate on how they perceive role models in their own lives
• Preparing analytical report on portrayal of women in print and electronic media.
REFERENCES
• NCERT Sex education manual, 2012.
• UNICEF, sex education for school children 2012.
• UNESCO International Technical Guidance on sexuality Education 2009.
• United Nations Population Division, world population prospectus: The 2010 Revision.
• H.Salem (2010), cancelation of sex education in schools, Al-young El-Sabeie press.
• www.Prb.org/pdf 12/working manual 2012.

B. ADDRESSING SPECIAL NEEDS IN CLASSROOM
OBJECTIVES
• to demonstrate knowledge of different perspectives in the area of education of children
with disabilities;
• to reformulate attitudes towards children with special needs;
• to identify needs of children with diversities;
• to contribute to the formulation of policy; and
• to implement laws pertaining to education of children with special needs.

• apply the strategies for inclusive education based upon historical perspectives special education;
• provide justice for special children based on legislative and policy perspectives;
• set atmosphere in regular classroom for all kinds children with disabilities;
• handle various kinds of children with disabilities in inclusive classroom; and
• arrange various networks to support for the education of children with special needs.
UNIT 6 PARADIGMS IN EDUCATION OF CHILDREN WITH SPECIAL NEEDS
Historical perspectives and contemporary trends - Approaches of viewing disabilities: The charity
model, the bio centric model, the functional model and the human rights model - Concept of special
education, integrated education and inclusive education; Philosophy of inclusive education.
UNIT 7 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 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, Mental Retardation and Multiple Disabilities Act, 1999; RTE Act, 2009.
National Policy – Education in the National Policy on Disability, 2006. Programmes and Schemes
of Education of Children with Disabilities: Special Role of Institutions for the Education of Children
with Disabilities.
UNIT 8 DEFINING SPECIAL NEEDS
Understanding diversities–concepts, characteristics, classification of children with diversities (Visual

Impairment, Hearing Impairment, Specific Learning Difficulties, Locomotor and Neuromuscular
Disorders, Mental Retardation, Autism, Leprosy Cured Persons, Mental Illness and Multiple Disabilities)
- Special needs in terms of the curriculum in the context of different disabilities and their learning
styles - Concept of an inclusive school – infrastructure and accessibility, human resources, attitudes
to disability, whole school approach - Community-based education.

UNIT 9 INCLUSIVE PRACTICES IN CLASSROOMS FOR ALL
School’s readiness for addressing learning difficulties - Assessment of children to know their profile
- Technological advancement and its application – Classroom management and organisation -
Making learning more meaningful - Responding to special needs by developing strategies for
differentiating content, curricular adaptations, lesson planning and TLM - Pedagogical strategies to
respond to individual needs of students: Supportive services required for meeting special needs in
the classroom - Development and application of learner -friendly evaluation - procedures; Different
provisions for examination by CBSE and the - board in their State - Documentation, record keeping
and maintenance.
UNIT 10 DEVELOPING SUPPORT NETWORKS
Addressing social climate of the classroom - Child-to-child programme - Developing partnerships

in teaching: Teacher and special teacher; Teacher and co-teaching personnel; Parents as partners
– developing positive relationships between school and home - Involving community resources as
source of support to teachers - Involving external agencies for networking – setting up appropriate
forms of communication with professionals and para professionals - Liaising for reciprocal support
of pre-school programmes, prevocational training programmes, social security, different provisions,
concessions, etc.
PRACTICUM
• Visit schools and study the sexual abuse and sexual harassment cases.
• Text book analysis for identifying gender issues, gender biases
• To understand study of sex ratio and analysis of it state wise
• Develop an awareness programme for female infanticide and foeticide, child marriages,
dowry, sexual abuse, work place harassment in terms of drama, street play, poster,
documentary, Power point and Presentations.
• Preparation of teaching aids, toys, charts, flash cards for children having any one type of
disability. (Visit to Resource Room
• Preparation of Lesson Plan, instruction material for teaching students with disability in
inclusive school.
REFERENCES
• Bhatnagar, Asha and Gupta., Nirmala, (1999) Guidance and Counselling Vol I and Vol II., Vikas Publishing
House Pvt. Ltd., New Delhi
• Brown D. & Brooks L. (eds) (1984, 1990) Career Choice and Development, Jossey-Bass, San Francisco.
• Dhoundiyal V.R., Dhoundiyal N.C., and Shukla A. (eds) (1994) The Indian Girls, Shri Almora Book Depot,
Almora (U.P.)
• Joneja G.K. (1994) Occupational Information in Guidance, NCERT, New Delhi.
• Kulshrashta, Indira (1992) Indian Women – Images and Replicas, Blaza Publishers, New Delhi.
• Myrick R.D. (1993) Developmental Guidance and Counselling: A Practical Approach. (second edition)
Mineapolis, M.N. Educational Media Corp.
• Rao D.B. and Rao K.R.S.S. (eds.) (1996) Current Trends In Indian Education, Discovery Publishing House,
New Delhi.
• Samuel H. Osipoco (1983) Theories of Career Development, The Ohio State University, Prenitce Hall Inc.,
Englewood Cliffs, New Jersey.

School of Education
Chennai – 15

COURSE TITLE : ASSESSMENT OF LEARNING – PART-II
COURSE CREDIT : 3+1
OBJECTIVES
• gain a critical understanding of nature and meaning of data;

• learn various statistical measures and their characteristics
• critically analyse various examination patterns and their social backgrounds
• acquire a critical understanding of various school based assessments and evaluation methods
• understand recent examination reforms
• exposed to the directions for examination reforms

• interpret the results of statistical analysis of students’ data;
• involve in fair conduct of examinations;
• adopt the examination policies and practices in school;
• put in practice the suitable examination reforms in school; and
• offer ideas and suggestions for future examination systems.
UNIT 1 DATA ANALYSIS, FEEDBACK AND REPORTING
Objectives, meaning and Nature of Data – Measurement Scales - Graphical representation

- Frequency distribution - Central tendency : Mean, Median and Mode - Dispersion: Range,
Quartile Deviation, Mean Deviation, Standard Deviation - Normal distribution and its
applications - Divergence - Percentile rank - Correlation - Feedback and its types - Marks,
grades and qualitative descriptions - Comprehensive learner profile - Reporting a consolidated
learner profile.
UNIT 2 EXAMINATION SYSTEM: A SOCIOLOGICAL AND PSYCHOLOGICAL ANALYSIS OF THE

RELATED ISSUES
Examination for gradation - Examination for social selection and placement - Impact of the
prevailing examination system on student learning and stakeholders - Entrance tests and their
influence on students and school system.
UNIT 3 SCHOOL-BASED ASSESSMENT AND EVALUATION: POLICIES, PRACTICES AND

POSSIBILITIES
Impact of examination-driven schooling - On pedagogy: Content-confined, information focused

testing; Memory-centric teaching and testing - On school culture - De-linking school-based
assessment from examinations: Some possibilities and alternate practices.

UNIT 4 EXAMINATION REFORM EFFORTS
Examination reform efforts in India based on: Secondary Education Commission (1952-53)
- Kothari Commission (1964-66) - National Policy on Education (1986) and Programme of
Action (1992) - National Curriculum Framework (2005) developed for school education -
National Focus Group Position Paper on Examination Reform
UNIT 5 DIRECTIONS FOR EXAMINATION REFORM
Introducing flexibility in examination-taking requirements - Improving quality and range of

questions in exam papers - Including school-based credits - Alternative modes of certification
- Examination management - Role of ICT in examination
PRACTICUM
• Use of statistical tools for analysis of the test result and preparation of graphs
• Fitting a Normal Distribution Curve and its analysis
• Writing a report on various examination reforms
• Preparation of an online examination using any free testing software.
REFERENCES
• Ebel, R.L., and Freshie, D.A. (2009). Essentials of Educational Measurement, Prentice Hall of India, New Delhi.
• Ingram Cregg, F. (1993). Fundamentals of Educational Assessment. New York: D. Van Nostrand Company
• T.and Borich,G. (2003), Educational Testing an Measurement, John Wiley and Sons, Singapore
• Mehta, (2000), Educational Measurement and Evaluation, Tandoon Publishers, Ludhiana
• Raghu raj, (2006), Measurement. Evaluation in Education, Shree publishers, New Delhi
• Sharma, R.A. (2008) Essentials of Measurement, Lall Book Depot, Meerut
• Singh, A.P. and Koshla, M. (2005), Educational Measurement and Evaluation, Vinod Publications, Ludhiana
• Smith, (2006), Theory of Educational Measurement, Commonwealth publishers, New Delhi

jkpo;ehL jpwe;jepiyg; gy;fiyf;fofk;
fy;tpapay; gs;sp
nrd;id - 15
gp.vl;. ghlj;jpl;;lk; - ,uz;lhk; Mz;L (njhiyepiy)
ghlj;jiyg;G : jkpo; fw;gpj;jy; - gFjp-II

ghlf; FwpaPL : BED-11B
jFjp msntz; : 3+1
Nehf;fq;fs;
ePq;fs; ,g;ghlg;gphptpid gapd;w gpd;dh;
• jkpo; fw;gpf;Fk; Kiwfis mwptPh;fs;;

• ghlEhy;fspd; tiffis mwpe;J nfhs;tPh;fs;;
• fw;gpj;jypy; GJikg; Nghf;Ffs; gw;wp mwpe;J nfhs;tPh;fs;;
• fw;gpj;jy; gpupTfspd;; mikg;Gfis tpsf;FtPh;fs;;
• fw;wy; fw;gpj;jy; tsq;fis njhpe;J nfhs;tPh;fs;.
ghltpisTfs;
,e;jghlj;ij Kbj;jg;gpwF> khzt Mrphpauhy;:

• mtuJtFg;giwapy; jkpo;nkhopfw;gpg;gjw;fhdgy;NtWfw;gpj;jy; Kiwfisg;
gad;gLj;jKbAk;.
• nghUj;jkhdfw;gpj;jy; El;gq;fs; %yk; jkpo;nkhopg; ghlf;fUj;Jfisfw;gpf;fKbAk;.
• jkpo;nkhopfw;gpf;fgy;NtWfw;wy; tsq;fisg; gad;gLj;jKbAk;.
• fiyj;jpl;ltsh;r;rpf; nfhs;iffspd; mbg;gilapy;
jkpo;nkhopghlf;fiyj;jpl;lj;ijnrk;ikg;gLj;jKbAk;.
• jkpo;nkhopapd; etPdg; Nghf;FfistFg;giwf; fw;gpj;jypy; gad;gLj;jKbAk;.
gpupT 1 jkpo; fw;gpf;Fk; Kiwfs;

Fwpf;Nfhs;fs; - nrhw;nghopT Kiw> tpdh tpil> nel;LU> jiltpil> jw;fhy Kiwfs;
- gq;;Nfw;G Kiwfs;> tpisahl;L> jdpebg;G> jdpg;gapw;rp> Nkw;ghHit> xg;gilg;G> jhNd
fw;wy;> fUj;jhf;fk;.
gpupT 2 ghlg;nghUs; gFg;gha;T

6 Kjy; 10 / 9 Kjy; 12 tFg;G jkpo; ghlE}y;fspd; ghlg;nghUs; tiff;F Vw;g
gFj;jha;jy;. xt;nthU ghlj;jpYk; mike;Js;s nghJ Nehf;fq;fs; kw;Wk; rpwg;G
Nehf;fq;fis tiuAiuj;jy;. Itifg;ghlq;fs; : (nra;As;> ciueil> Jizg;ghlk;>
fl;Liu> ,yf;fzk); - ghlq;fs; gFg;gha;T - ehd;F tif jpwd;fs; : (ghHj;jy;> gbj;jy;>
Nfl;ly;> vOJjy;) - gFg;gha;T.

gpupT 3 fw;wy;> fw;gpj;jy; tsq;fs;
jfty; njhopw;El;gk; - Jizf;fUtpfs; gad;gLj;Jjy; - fhl;rpf;Nfs;tp fUtpfs;
- Jizf;fUtpj; jahupj;jy;-fw;gpj;jy; njhlHghd Gwr;nray;ghLfs; - kd;wq;fs; -
Rw;Wyhf;fs; Kjypad.
gpupT 4 gs;spf; fy;tpapy;; jkpo;f; fy;tp Vw;ghL

fy;tp Vw;ghL - fy;tp Vw;ghL cUthff;Fjypy; rpy mbg;gilf; nfhs;iffs; - Njrpa
fy;tpf; nfhs;if - 1986 Kjy; ,d;Wtiu - ,d;iwa fy;tpapy; Vw;gLk; rpf;fy;fs; -
gs;spf; fy;tp Vw;ghL - jkpo; nkhopapd; ,lk; - jkpo; fw;gpj;jypd; Nehf;fq;fs; - nkhopg;
ghlj;jpd; rpwg;Gf; $Wfs; - Njrpa fy;tpf; Fwpf;NfhSk; gs;spf; fy;tp Vw;ghl;bw;Fk;
cs;s njhlHG - topfhl;Lk; nfhs;iffs; - #oy; tpopg;GzHT - fy;tp chpikfs; -
fy;tpiag; gutyhf;f murpd; nray; jpl;lq;fs; - kjpg;Gf; fy;tp.
gpupT 5 jkpo;fw;gpj;jypy; md;ikf;fhy tsHr;rp;

nkhopf;fy;tpapy; fzpdp jkpo;,izak; - tpz;zuq;fk; - kpd;fw;wy; - cUtkhjpupfs; -
nraw;iff;Nfhs; - jfty;njhopw;El;gKk; nkhopf;fw;gpj;jYk; - kpd;dDg;ghlk; jahupj;jy;
- cstpay; mbg;gilapy; jha;nkhop - jkpo;fy;tp nkhop Ma;Tf$lk; - Kjd;ikg; E}y; -
xyp E}y;.
nray;ghLfs;
• eilKiwapYs;s 6-10 my;yJ 9-12 Mk; tFg;Gj; jkpo; ghlq;fSf;fhd fw;wy; gapw;W
KiwfisAk; Jizf; fUtpfisAk; tifg;gLj;jp ml;ltiz jahupj;jy;.
• fw;gpj;jy; gapw;rpf;fhf tiuaWf;fg;gl;l cw;WNehf;fy;. ghlk; fw;gpg;Gj; jpl;lg; gjpNtLfis
epiwTnra;jy;.
• ghlj; jpl;l mikg;Ggb ghl jpl;lk; xd;iwj; jahupf;fTk;.
• khztHfspilNa tpisahl;L Kiw fw;gpj;jYf;F Vw;w ghlg;gFjpia fw;gpj;jYf;fhf
jahH nra;jy;.
ghHit E}y;fs;
• ed;D}y;> ahg;gUq;fyf;fhupif> jz;bayq;fhuk;> ek;gpafg;nghUs;> Gwg;nghUs;
ntz;ghkhiy.
• gp.,uj;jpdrghgjp> kf;fs; njhlHGk; khz;GW fy;tpAk;> N[hjp Gj;jf epiyak;>
nrd;id (2004).
• NguhrpupaH fzgjp tp. & gpwH> jkpo; fw;gpj;jypy; GJikfs;> rhe;jh gg;sp~H];>
nrd;id (2007).

• ,uj;jpd rghgjp gp. - fy;tpapy; NjHT - rhe;jh gg;sprh;];> nrd;id.
• NguhrpupaH: fzgjp tp. - ew;wkpo; fw;gpf;Fk; Kiwfs; - rhe;jh gg;sp~H];> nrd;id.
epWtdk;> nrd;id-24.
nrd;id-24.

jkpo;ehL jpwe;jepiyg; gy;fiyf;fofk;
fy;tpapay; gs;sp
nrd;id - 15
gp.vl;. ghlj;jpl;;lk; - ,uz;lhk; Mz;L (njhiyepiy)
ghlj;jiyg;G : rpwg;Gj; jkpo; fw;gpj;jy; - gFjp-II

ghlf; FwpaPL : BED-12B
jFjp msntz; : 3+1
Nehf;fq;fs;
ePq;fs; ,g;ghlj;ij gapd;wgpd;dh;
• Kj;jkpo; tsHr;rp epiyfis vLj;Jf;fhl;Lfs; je;J tpsf;FtPh;fs;;

• ,yf;fpaq;fis mtw;wpd; tiff;Nfw;g jpwdha;T nra;Ak; Kiwfis khzth;
Nkw;nfhs;s nra;tPh;fs;;
• khztHfs; nkhopahf;fj; jpwd;ngw topfhl;LtPh;fs;;
• ,yf;fpaf;fy;tp thapyhf khzth;fspilNa tpOkq;fis gjpg;gPh;fs;;
• khztHfspil gilg;ghw;wy; jpwid tsHf;Fk; Kiwfis Nkw;;nfhs;tPh;fs;;
ghltpisTfs;
,e;jghlj;ijKbj;jg;gpwF>khztMrphpauhy;:
• mtuJtFg;giwapy; jkpo;nkhopfw;gpg;gjw;fhdgy;NtWfw;gpj;jy; Kiwfisg;

gad;gLj;jKbAk;.
• nghUj;jkhdfw;gpj;jy; El;gq;fs; %yk; jkpo;nkhopg; ghlf;fUj;Jfisfw;gpf;fKbAk;.
• jkpo;nkhopfw;gpf;fgy;NtWfw;wy; tsq;fisg; gad;gLj;jKbAk;.
• fiyj;jpl;ltsh;r;rpf; nfhs;iffspd; mbg;gilapy;
jkpo;nkhopghlf;fiyj;jpl;lj;ijnrk;ikg;gLj;jKbAk;.
• jkpo;nkhopapd; etPdg; Nghf;FfistFg;giwf; fw;gpj;jypy; gad;gLj;jKbAk;.
gpupT 1 Kj;jkpopd; tsHr;rp epiy

,yf;fpa tif : ftpij ahg;gpay; E}w;fs; - xt;bthd;iwg; gw;wpAk; rpW Fwpg;gGfs; -
jw;fhy kuGf; ftpijr; rhd;NwhHfs; - ghujpahH> ghujp jhrd;> R.Rujh> ehkf;fy; ftpQH>
ftpkzp> Re;jhde;j ghujp> fz;zjhrd;> GJf;ftpij: tiuaiwfs; - GJf;ftpijf;
fhyk;: kzpf;nfhb. thdk;ghbf; fhyq;fs;> GJf;ftpij Gide;NjhH : F.gpr;r%Hj;jp>
GJikg; gpj;jd;> ituKj;J mg;Jy; uFkhd;> ma;f;$ ftpijj; Njhw;wk; tsHr;rp.
gpupT 2 ,yf;fpaj; jpwdha;T

jpwdha;tpd; Njhw;wk; - ,d;iwa jpwdha;T epyT - jpwdha;T tiffs; - Nfhl;ghLfs; -
,yf;fpa Ma;T newpKiwfs; - ,yf;fpa tiffSf;Nfw;g Ma;T newpKiwfs;: Gjpdk;>
rpWfij> rpWtH ,yf;fpak;> ehlfk;> ehl;Lg; Gw ,yf;fpak;> gaz ,yf;fpak; Kjypad.

gpupT 3 jkpo;f; fy;tpapd; gilg;ghw;wy; jpwd; tsHj;jy;
tFg;giwapy; nraY}f;fk; - gilg;ghw;wy; : gFj;jy; - njhFj;jy; - eilKiwg;

gad;ghl;lhf;fk; - gilg;ghw;wy; jd;ikfs; - gilg;ghw;wiy tsHf;Fk; #oy;fs; : jfty;
jpul;ly; - Nkk;gLj;jy; - jOty; - <Lfl;ly; - kpFj;Jk; Fiwj;Jk; fhzy; - kPs itj;jy; -
,izj;jy; - gilg;ghw;wy; tbtq;fs; - gilg;ghw;wy; tsHf;Fk; nray;ghLfs; : jspHepiy
- tsHepiy.
gpupT 4 nkhopapd; gzpfSk; nkhopahf;fKk;

nkhopapd; gzpfs; : Rl;ly; (Referential), fpsHj;jy; (Expressive), J}z;ly; (Conative),
nrwpt+l;ly; (Progress), vjpuhly; (Phatic), nkhopapay; Linguistic). nkhopahf;f topKiwfs;
: nkhopngah;g;Gk; nkhopahf;fKk; - xypngaHg;G> nkhop ngaHg;G> fUj;Jg; ngaHg;G>
GJg;nrhw; gilg;G> nkhopahf;fg; gz;Gfs; : msT> ,dpik> rPik> nkhopahf;f Kidg;Gfs;
- fUjj;jf;fd.
gpupT 5 jkpo;nkhopAk; tpOkg; gjpTk;

tpOk tiffs; - xOf;fk; rhHe;j tpOkq;fs; : ek;gpf;ifAilkO gzpT-nghWg;G - NeHik
- gpwiuf; fUJjy; - Fbik -gUg;nghUs; tpOkq;fs; : KUfpay; : KUfpay; tpOkq;fSk;
fy;tpAk;> mwpthHe;j tpOkq;fs;: khe;jNeak;> jpwdha;Tr; rpe;jid - gbg;ghHe;j kjpg;Gfs;
(Academic values) - mwptpay; tpOkq;fs; - cs;spay;G (Internsic) tpOkq;fs; - GwTe;jy;
(Extrinsic) tpOkq;fs; - Ftya czHT (International Understanding) tpOkq;fs;
- FOrhHH (rKjha tpOkq;fs;) - tpOktiffspd; ,ay;G - ,yf;fpaq;fspy; tpOkq;fs; :
rq;f ,yf;fpaq;fspd; Kjy; jw;fhyk; ,yf;fpaq;fs; tiu. tpOkr; rPuoptpidr; rPHnra;a
,yf;fpaq;fs;.
nray;ghLfs;
• eilKiwYs;s 6-10 my;yJ 9-12 Mk; tFg;Gj; jkpo; ghlq;fSf;fhd fw;wy; - fw;gpj;jy;
Nehf;fq;fis tiuaWj;jy;.
• mbg;gilj; jpwd; tsHr;rpf;fhd goFnray;fs;> Jizf; fUtpfs; jahupj;jy;.
• fw;gpj;jy; gapw;rpf;fhf tiuaWf;fg;gl;l Ez;zpiyg; gapw;rpapid Nkw;nfhz;L mtw;iwg;
gjpTnra;jy;.
• fw;gpj;jy; gapw;rpf;fhf tiuaWf;fg;gl;l cw;WNehf;fy;. ghlk; fw;gpg;Gj; jpl;lg; gjpNtLfis
epiwTnra;jy;.
• ghlj; jpl;l mikg;Ggb ghl jpl;lk; xd;iwj; jahupf;fTk;.
• khztHfspilNa tpisahl;L Kiw fw;gpj;jYf;F Vw;w ghlg;gFjpia fw;gpj;jYf;fhf jahH
nra;jy;.
• ghlg; gFjpfspy; cs;s nra;As;fspy; xyp eakpf;f ghly; xd;wpidAk;> nrhy; eakpf;f ghly;
xd;wpidAk; NjHe;njLj;J mtw;Ws; mike;Js;s eaq;fis ntspg;gLj;Jjy;.

ghHit E}y;fs;
,yf;fz E}y;fs;:
• t[;uNtY> R. kw;Wk; tp[ah> F.fy;tpapd; GJikg; Nghf;Ffs;> nrd;id: N[hjp Gj;jf
epiyak;> 9A. Nkf;kpy;yd; njU.
• ed;D}y;> ahg;gUq;f;yf; fhupif> jz;bayq;fhuk;> ek;gpafg; nghUs;> Gwg;nghUs;
ntz;ghkhiy.
• NguhrpupaH fzgjp tp. & gpwH> jkpo; fw;gpj;jypy; GJikfs;> rhe;jh gf;sp~H];>
nrd;id (2007).
• NguhrpupaH: fzgjp tp. - ew;wkpo; fw;gpf;Fk; Kiwfs; - rhe;jh gg;s~H];> nrd;id.
epWtdk;> nrd;id-24.
nrd;id-24.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF ENGLISH - PART-II
COURSE CREDIT : 3+1
OBJECTIVES
• formulate instructional objectives in terms of observable terminal behaviors of learners.

• enumerate the various instructional methods of teaching English;
• content analysis English subject at Secondary and Hr.Secondary level;
• understand the learning resources available for English;
• describe the principles of curriculum construction and curriculum development; and
• know about recent trends in teaching English.

• apply various methods of teaching English in his/her classroom;
• transact the contents of English through appropriate teaching techniques;
• utilise various learning resources for Teaching English;
• refine English curriculum based on the principles of curriculum development; and
• adopt various approaches of English Teaching.
(apply latest trends of Science/Social Science, etc. in the classroom teaching)
UNIT 1 INSTRUCTIONAL METHODS OF TEACHING ENGLISH
Story telling – dialogues - situational conversations - role plays – simulations – speech - games
and contexts - language laboratories – pictures - authentic materials and multimedia resources
- Reading aloud and silent reading - Extensive and intensive reading - Study skills - using
thesauruses, dictionary, encyclopaedia, etc. - Formal and Informal writing such as poetry, short
story, letter, diary, notices, articles, reports, dialogue, speech, advertisement, etc. - Methods -
Grammar translation method - Direct method - Dr.West’s New Method – Audio - lingual method
- Natural method.
UNIT 2 CONTENT ANALYSIS AT SECONDARY AND HR. SECONDARY LEVEL
Teaching Prose – Poetry – Grammar – Composition – Teaching aids- Aims and procedure for
teaching Intensive reader and Extensive reader -Teaching the communication skills – Listening
– Speaking – Reading – Writing - Teaching English as a skill rather than a knowledge subject -
challenges of teaching and learning English – Teaching grammar.

UNIT 3 LEARNING RESOURSES
Flash cards, Pictures, Charts, Models, Blackboard sketches- Mechanical aids – Overhead projector,
Tape recorder, Lingua phone records, Radio and Television -Programmed learning – Language
laboratory – Its advantages and utilization - Computer assisted language learning – Power
point presentation – Identifying websites - Multimedia- Teamwork – Debate – Extempore – Brain
Storming - Equitable participation and Simultaneous interaction.
UNIT 4 SCHOOL ENGLISH CURRICULUM DEVELOPMENT
Principles of Curriculum Construction - Limitations in the existing school English language curriculum
– Skill of Fluency – Elements of English phonetics – The listening process – The oral skills – Skill of
reading – Vocabulary – Skill of writing Qualities of a good English text book-Text book review.
UNIT 5 APPROACHES IN TEACHING ENGLISH
The impetus for the development of communicative language Teaching(CLT)- English for
Occupational purpose(EOP)-Priorities to promote the climate in classrooms – Study skills and
Teaching grammar – Teaching Literature – Teaching Aids. Communicative approach – Eclectic
approach to language teaching and learning.
PRACTICUM
• Prepare a lesson plan for teaching prose, structural items, vocabulary items, Comprehension passages,
poetry and composition.
• Prepare a blue print to set questions for a unit test.
• Collect ten examples of Grammar in context from English Text books of classes VI to VIII and have a
group discussion.
REFERENCES
• Abha Ram Bisht (2005) Teaching English in India. Agra : Vined Pustak Mandircon Desktop Publishers.
• Aggarwal, J. C. 2002 Principles, Methods & Techniques of Teaching. UP : Vikas Publishing House Pvt Ltd.
Aggarwal, J. C. Essentials of Educational Technology. UP : Vikas Publishing House Pvt Ltd.
• Kohli, A.L. (2002) Techniques of English Methodology and content. Tandon Publications.
• Marlow Ediger, B.S. Venkata Dutt, D. Bhaskara Rao (2003) Teaching English Successfully.
Discovery publishing house.
• Paul Verghese, C. (2003) Teaching English as a Second Language, Sterling Publishers.
• Sareswathi. V. (2004) English Language Teaching Orient Longman Publishers.
• Sharma. S.R. (2003) Modern Methods of Teaching English. Book Enclave Publishers.
• Tamil Nadu Text Book Corporation (2002) English Language Education.
• Venkateswaran. S. (1995) Principles of Teaching English, New Delhi : Vikas Publishing House.
• Verma, S.K. (1994) Teaching English as a Second language, India.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF SPECIAL ENGLISH - PART-II
COURSE CREDIT : 3+1
OBJECTIVES
• enumerate the various advanced instructional methods of teaching English;

• content analysis school text book from VI to XII std.;
• understand English as a Foreign Language;
• explain Phonetics and Spoken English;
• describe ELT through drama, newspaper, songs and Multimedia; and
• learn Communicative Language Teaching (CLT) and English for Occupational Purpose (EOP).

• teach effectively with help of language laboratory;
• design English curriculum based on the principles of curriculum development;
• make English classroom lively to learn as second language;
• teach phonetics and production of speech mechanism; and
• adopt recent development in English in his/her career
UNIT 1 ENGLISH LANGUAGE LABORATORY
Instructional objectives (General, specific) Learning at Language laboratory - Impact of

language laboratory on English language learning- - Role of Language Lab in developing
spoken skills - modern language teaching - Audio Resources- Linguaphone, Audio cassettes,
CD’s, recorder, dictionaries , Radio Broadcast, educational films, Computer Assisted
Instruction-Concept.
UNIT 2 ENGLISH CURRICULUM AT SECONDARY AND HIGHER SECONDARY LEVEL
Analyse school English text book from VI to Xll std. Planning co-curricular activities like dialogues,
group discussion, debates, extempore, dramatics, Interviews, workshops, quiz, puzzle , short speech,
choral recitation of rhymes, pair work, group work , eliciting and seminar etc. The curriculum of
English in the secondary school.
UNIT 3 ENGLISH CLASSROOM CLIMATE
English as a Second language, English as a Foreign Language ESL/EFL - Communicative Language

Teaching (CLT): - Design and complete a plan to measure the school climate and identify resources
to improve the climate in English classrooms - how Students learn in a mixed environment of the

intellectual, social, emotional and physical environments in English classroom. develop and use of
different teaching material in the English classroom - Traditional learning resources - Technology
based learning resources.
UNIT 4 PHONETICS AND SPOKEN ENGLISH
Phonetics and phonology-Production of speech Mechanism – Phonetic symbols – consonants. Word

stress-Sentence-Stress. Intonation and Rhythm – Wovels and Diphthongs.
UNIT 5 RECENT DEVELOPMENT IN TEACHING OF ENGLISH
ELT Through Drama, Newspaper songs and multimedia – Varieties of Language – Immediate
constituent Analysis - Ways to develop creative writing among school children. Note taking and
Note making Teamwork – Debate – Extempore – Brain Storming - Communicative language
Teaching(CLT)- English for Occupational purpose(EOP) – Use of Reference material.
PRACTICUM
• Write a report of your observation on a prose teaching of your English teacher.

• Use your class Teamwork to acquire English language learning.
• Write a lesson plan to teach the grammar Tens and its four kinds.
• Prepare different types of vocabulary exercises.
REFERENCES
• Ahuja G.C.K. Pramila (1994). How to increase reading speed Sterling Publishers.
• Brown K. (Editor) (2005) Encyclopaedia of Language cup.
• Doughty Peter (1994) Language English and the curriculum Schools Counselling Programme in Linguistic and
English Teaching.
• Ediation, London Edward Arnold.
• Gimson. A.C. (1989) An Introduction to the Pronunciation of English chapter 4, 4th revised
• Kudchedkar (2002) English Language Teaching in India, Chennai : Orient Longman.
• Ladousse. G.P. (2004) Role play; Oxford : Oxford University Press.
• The Internet Test Journal Vol VIII, No.7, July 2002 Retrieved Sep 1, 2007 from
http://iteslji.org/Kodot chigora - Roleplay.html.
• Yule G. (1996). The study of Language Cambridge.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF MATHEMATICS – PART-II
COURSE CREDIT : 3+1
OBJECTIVES
• learn important mathematics: mathematics is more than formulas and mechanical procedures;
• channelize, evaluate, explain and reconstruct their thinking;
• acquire competence in teaching mathematics and structuring lesson plans;
• develop competencies for teaching-learning mathematics through various measures;
• examine the language of mathematics, engaging with research on children’s learning in specific
areas; and
• understand the recent trends in mathematics.

• apply various methods of teaching Mathematics in his/her classroom;
• transact the contents of Mathematics through appropriate teaching techniques;
• utilise various learning resources for Teaching Mathematics;
• refine Mathematics curriculum based on the principles of curriculum development; and
• apply latest trends of Mathematics in the classroom teaching.
UNIT 1 INSTRUCTIONAL METHODS

Different Approaches of Teaching Mathematics - Inductive and Deductive methods – Analytical
and Synthetic – Lecture - Lecture cum demonstration method - Heuristic/Discovery Methods
- Project method – Problem Solving Method - Techniques – Individualized Instruction –
Programmed Instruction – CAI :Steps for developing, advantages and disadvantages, CAL,
CMI – Play-way Technique.
UNIT 2 CONTENT ANALYSIS – SECONDARY AND HIGHER SECONDARY LEVEL
Selecting the content for instruction - Identifying concepts to be transacted at various level
with special emphasis on content (Algebra, Geometry, Trigonometry, Coordinate Geometry
and Statistics etc.); Organisation of concepts for teaching-learning of mathematics. Stating
instructional objectives, identifying learning experiences, appropriate strategies, teaching aids
(Using low-cost material – preparation of various activities, such as verification of algebraic
identities, surface areas and volumes of cube, cuboids, cylinder, cone, sphere, conic sections,
etc.); ICT and its applications – catering to different learning needs of learners.

UNIT 3 LEARNING RESOURCES
Mathematics for all – Identifying learners strength and weaknesses - Activities enriching
mathematics learning –supplementary text material, summer programmes, correspondence
course, mathematics club, contests and fairs, designing mathematics laboratory and its effective
use, recreational activities and Textbooks - Using community resources for mathematics learning
- pooling of learning resources in school complex/block/district level, handling hurdles in
utilising resources.
UNIT 4 SCHOOL MATHEMATICS CURRICULUM
Curriculum – Meaning, Definition, Types of Mathematics Curriculum - Principles, Approaches

and Models of curriculum development in mathematics - designing curriculum at different
stages of schooling - Some highlights of curriculum like vision of school mathematics - Main goal
of mathematics education - Pedagogical analysis and Planning.
UNIT 5 RECENT TRENDS IN MATHEMATICS

Multimedia - Internet and its uses - E-Learning : definition, meaning, modes, and characteristics -
E-Learning tools - Benefits - Web Based learning - Maths website – Math Journal – Mathematics
as Resource – Mathematics in Astronomy - Mathematics in Engineering – Mathematics in Bio
Informatics, Mathematics in Scientific Computing.
PRACTICUM
• Multimedia Presentation (Minimum 20 slides).

• Linear Programming (Minimum 20 frames).
• Identification and cataloguing of 3 websites related to the prescribed school curriculum.
• Evaluating reports of three web sites in Mathematics.
• Critical analysis of content – Syllabus of Standard VI – XII.
REFERENCES
• Agarwal, S.M. (1994). Teaching of Modern Mathematics. New Delhi: Dhanpat Rai & Sons.
• Bloom, B.S. (1956). Taxonomy of Educational Objectives, Cognitive Domain Book. New York: Moleay
• Carey, L.M. (1988). Measuring and Evaluating School Learning.Boston: Allyn and bacon.
• Dutton, Wilbur. H & Adam, L.J. (1962). Arithmetic for Teachers.Englewood Eliffs: Prentice Hall Inc. Backhouse. (1967).
Statistics.London: Longman.
• NCERT. (2015). Content-Cum-Methodology of Teaching Mathematics. New Delhi: NCERT.
• NCERT. (2015). Mathematics Text book for class X. New Delhi: NCERT Publication.
• Servais, Wand Varga, T. (1971). Teaching School Mathematics.UNESCO: A UNESCO Source Book,
Penguin Books.
• Singh, U.N & Others. (1992). Mathematics - A Text Book for Class VIII Part I. New Delhi: NCERT.46
• Singhal, P.K. (1996). Planned Mathematics for class X and IX. New Delhi: National Council of Educational Research
and Training.
• The Current Text book in Tamilnadu for Mathematics.
• Venir, M. (1987). Programming in BASIC Problem Solving with Structure and Style. Jico Publishing House.
• Wickelgren, Wayne, A. (1974). How to Solve Problems. W.H.Freeman, San Fransisco.
Content-Cum-Methodology of Teaching Mathematics. New Delhi: NCERT.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF SCIENCE-PART-II
COURSE CREDIT : 3+1
OBJECTIVES
• stimulate curiosity, inventiveness and creativity in science;

• acquire competence in teaching Science and structuring lesson plans;
• develop competencies for teaching-learning Science through various measures;
• interpret Science text book from VI to XII std.; and
• understand the recent trends like multimedia, Web based Learning, Scientific computing related
to Science

• apply various methods of teaching Science in his/her classroom;
• transact the contents of Science through appropriate teaching techniques;
• utilise various learning resources for Teaching Science;
• refine Science curriculum based on the principles of curriculum development; and
General Methods of Teaching Science – Teacher – centred Methods: Lecturer method, Lecture cum
demonstration method – Pupil-centred Methods: Laboratory method, Assignment method, Discussion
method, Heuristic method, Project method, Problem solving method, Scientific method – Techniques
of Teaching Science: Panel Discussion, Seminar, Symposium, Workshop, Team teaching, Personalised
System of Instruction, Computer Assisted Instruction, Modular approach, Active learning method,
Activity based learning – Merits and Limitations.
UNIT 2 CONTENTS ANALYSIS OF SOCIAL SCIENCE TEXT BOOKS
Content Analysis: Meaning, Definition, Need – Framework for Pedagogical Content Knowledge
in Science Teaching - Selecting the Content for Instruction Identification of Concepts - Developing
learning experiences/activities - Identifying concepts to be transacted at various level - Organisation
of concepts for teaching-learning of science: Stating Instructional Objectives, Identifying Learning
Experiences, Appropriate Strategies, Teaching Aids (Using low-cost material & preparation of
various activities) - ICT applications: Evaluation tools and learners participation in developing
instructional materials, etc.

UNIT 4 SCHOOL SCIENCE CURRICULUM
Science Curriculum - Modern concept of curriculum - Defects in the present curriculum construction
- Principles of Curriculum construction - Factors that affect curriculum organization - Principles to
be observed in the selection and organization of science content - Organization of content - Cri-
teria for organization - Development of syllabus in relation to major concepts in science - Types
of content organization - Approaches to curriculum organization - A critical study of Tamil Nadu
Secondary Science Curriculum
UNIT 5 RECENT TRENDS IN SCIENCE
Multimedia - Internet and its uses - E-Learning: definition, meaning, modes, and characteristics
- E-Learning tools - Benefits - Web Based learning - Science Websites – Scientific Computing –
Science Journals – Science Lab – Science Resource Centre.
PRACTICUM

• Evaluating reports of three web sites in science.
• Critical analysis of content – Syllabus of Standard VI – XII.
REFERENCES
• Anderson, R.D et al. (1992). Issues of Curriculum Reform in Science, Mathematics and Higher
Order Thinking
• Across the Disciplines. The Curriculum Reform Project, University of Colorado, U.S.A.
• Carin & Robert Sund, (1989). Teaching Modern Science (Fifth Edition), Merill Publishing Co., U.S.A.
• Jenkins, E.W. (Ed.) (1997). Innovations in Science and Technology Education, Vol. VI, UNESCO, Paris.
• NCERT. (2015). Content-Cum-Methodology of Teaching Biology. New Delhi: NCERT.
• NCERT. (2015). Biology Text book for class X. New Delhi: NCERT Publication.
• Tamilnadu State Govt (2015) Samchir Kalvi Biology Text book.
• Zaida,S.M.(2004). Modern Teaching of Science.New Delhi:Anmol Publications Pvt.Ltd.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF SOCIAL SCIENCES–PART-II
COURSE CREDIT : 3+1
OBJECTIVES
• apply different teaching methods and techniques while teaching Social Science;
• understand the principles of curriculum constructional process;
• enumerate the principles of social science curriculum while analyzing the contents in
the text books prescribed by the Government of Tamil Nadu;
• content analysis Social Science text book from VI to XII std.; and
• demonstrate the recent trends in Social Science.

• apply various methods of teaching Social Science in his/her classroom;
• transact the contents of Social Science through appropriate teaching techniques;
• utilise various learning resources for Teaching Social Science;
• refine Social Science curriculum based on the principles of curriculum development; and
Teaching methods :- Lecture method, Text book method, Inductive and Dedective method, Problem
Solving method, Oral method, Review, Drill and practices, Drama or play method, Historical method,
Project method, Assignment writing method – Heuristic / Discovery method / laboratory method
or Dalton plan. Teaching Technique, Strategies: - Socialized Recitation Techniques, Team teaching,
Field trips, Survey and Source project, Seminar, Symposium, Panel discussion, Brain Storming,
Workshop and Debate – Individualised Instruction.
UNIT 2 CONTENTS ANALYSIS OF SOCIAL SCIENCE TEXT BOOKS
Subject content prescribed for classes VI, VII, VIII, IX, X by the Tamilnadu Text Book Society -
content selection on instruction - identifying concepts to be transacted at various level with special
emphases on content - organization of concepts for teaching learning of social science – stating
instructional objectives, identifying learning experience, appropriate strategies, teaching aids -
preparation of various activities using low cost materials – ICT applications, evaluation tools and
learners participation in developing instructional materials.

Identifying learners strength and weakness – activities enriching social science learning –
assisting learning, supplementary text materials - Need for selection of appropriate media
and resources in Learning: media and resources and its application in class room instruction
–Edgar Dales cone of experience, Audio visual Aids: Library and Laboratory – museum
- study circles – social studies clubs, instructional aids – preparation & improvisation and
effective using chart – models - scrap books - media (print, non print and electronic media)
maps, globe, bulletin board – display board smart – using community resources for learning
social science.
UNIT 4 SOCIAL SCIENCE IN THE SCHOOL CURRICULUM
Meaning - objectives of curriculum – importance and principles of Curriculum designing curriculum

– designing school curriculum at different stages of schooling – some highlights of curriculum -
vision of school social science – organization and planning of co–curricular activities in social
science : school magazine, exhibition. Visit to assembly and parliament, students council, youth
parliament, educational tours, album making, photography, projects on great historical figures –
Social Science in the School curriculum.
UNIT 5 RECENT TRENDS IN SOCIAL SCIENCES
Multi media – internet and its uses – E-Learning : Definition, meaning, models and characteristics ,
E. Learning tools – Benefits – web based learning – social science journal , social science resource
centre – current trends in teaching social sciences.
PRACTICUM
• Multimedia presentation minimum 20 slides

• Linear programming (minimum 20 frames)
• Identification and cataloguing of three websites related to the prescribed school curriculum
• Evaluating reports of three websites in social science
• Critical analysis of syllabus of standard VI – X
REFERENCES
• Blooms ,B.S. (1956) Taxonomy of Educational Objectives, Cognitive Domain Book, New York.
• Ediger Marlow (1998) Caring and the Elementary Curriculum ERIC – ED. 422168.
• Mehalinger, M.D. (1981) UNESCO Hand Book for the Teaching of Social Science.
• NCERT (2015) Content cum methodology of teaching social science NCERT ,New Delhi
• NCERT (2015) Social science text books for X Std NCERT New Delhi.
• Seema Sharma (2004) Theory of Social, Anmol Publications Pvt Ltd., New Delhi -2.
• Vashist S. R. (2004) Theory of Social Science, Anmol Publications PVT Ltd, New Delhi – 2.

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF COMPUTER SCIENCE-PART-II
COURSE CREDITS : 3+1
OBJECTIVES
• identify the educational objectives in teaching and learning of computer science;

• gain knowledge about various instructional methods;
• learn different types of teaching aids and understand their purpose;
• set up and maintain a computer laboratory; and
• Know about recent developments in teaching Computer Science.

• apply various methods of teaching Computer Science in his/her classroom;
• transact the contents of Computer Science through appropriate teaching techniques;
• utilise various learning resources for Teaching Computer Science;
• refine Computer Science curriculum based on the principles of curriculum development; and
• apply latest trends of Computer Science in the classroom teaching.
Approaches and Methods of Teaching Computer Science - Inquiry and Problem solving
approach - Inductive and Deductive approach - Lecture cum demonstration method -
Project method - Scientific Method and Concept Mapping – Individualized instruction –
Programmed instruction – CAI, CAL, CMI – CAI : steps for developing, modes, advantages
and disadvantages.
Selecting the content - Identifying concepts at various levels - with special emphasis
on content - Organization of concepts - Stating instructional objectives - Identifying
learning experiences - Appropriate strategies - Teaching aids – Activities (verification
of programmes, power point slides, developing application software, identification and
evaluation of websites, usage of Office 365, preparation of a network model, etc.) - ICT
applications - Evaluation tools.

Need and importance of Instructional Resources - Audio–Visual aidsand their classification -

Visual media - Projective aids - Improvised teaching aids -Interactive White Board - Power
Point presentation - Instructional Resource Centre – Planning - Preparation of Teaching
Aids. Computer Science Laboratory: Need, importance, setting, organization - Computer
practical - Laboratory Techniques – Registers.
UNIT 4 SCHOOL COMPUTER SCIENCE CURRICULUM
Curriculum in computer science - Principles of planning Computer Science - Curriculum

at Secondary/Higher secondary school level – Process of computer science Curriculum
Construction - Modern Trends in computer science Curriculum - Characteristics of Progressive
Curriculum- NCERT Curriculum – CBCS and Nuffield Secondary Science Project.
UNIT 5 LATEST TRENDS IN ICT
Multimedia - Internet and its uses - E-Learning : definition, meaning, modes, and characteristics
- E-Learning tools - Benefits - Virtual Learning - Web Based learning - Teleconferencing /
Videoconferencing - Desk top publishing - Online courses - Social Networks - Blogs - Cloud
computing - Android - Cyberspace - Threats and Solutions - Spyware protection - MS
Office 2013.
PRACTICUM
• Preparation of instructional materials in Computer Science

• Developing application software at least two in number in education.
• Multimedia Presentation (Minimum 20 slides)
• Linear Programming (Minimum 20 frames)
• Identification, cataloguing, evaluating and writing reports of 3 websites related to the prescribed
school curriculum
• Preparation of networking model
• Usage of Office 365
REFERENCES
• Craig Zacker. (2001). Networking: The Complete Reference. Tata McGraw- Hill Publishing
• Goel, H.K (2007). Teaching of computer science. New Delhi:R.Lall Books
• Harley, H.K. (2007). The internet: complete reference. New Delhi: Tata McGraw Hill
Publishing Company Limited.
• Krishnan, N. (2001). Computer Fundamentals and Windows with Internet Technology.
SciTech Publications Pvt. Ltd
• KrishnaSagar, (2005). ICTs and teacher training, Delhi: Tarun offset.
• NCERT. (2015). Content-Cum-Methodology of Teaching Computer Science. New Delhi: NCERT.
• NCERT. (2015). Computer Science Text book for class XI. New Delhi: NCERT Publication.
• NCERT. (2015). Computer Science Text book for class XII. New Delhi: NCERT Publication.
• The Current Text book in Tamilnadu for Computer Science.

School of Education
Chennai – 15
COURSE TITLE : TEACHING OF COMMERCE AND ACCOUNTANCY - PART-II

COURSE CREDIT : 3+1
OBJECTIVES
• learn the importance of Commerce and Accountancy in economic and business organization;
• channelize, evaluate, explain and reconstruct their thinking;
• acquire competence in teaching Commerce and Accountancy at Secondary and Higher
Secondary Level;
• develop competencies for teaching-learning Commerce and Accountancy through various
branches; and
• examine the trade of Commerce engaging with research on children’s learning in
future consumerism.

• apply various methods of teaching Commerce & Accountancy in his/her classroom;
• transact the contents of Commerce & Accountancy through appropriate teaching techniques;
• utilise various learning resources for Teaching Commerce & Accountancy;
• refine Commerce & Accountancy curriculum based on the principles of curriculum development; and
• apply latest trends of Commerce & Accountancy in the classroom teaching.
Different Approaches of Teaching Commerce and Accountancy – Lecture - Lecture cum

demonstration method - Inductive and Deductive methods – serve and market studies - project
method – Problem solving method - seminar – Symposium – workshop technique – panel
discussion - Role playing - Individualized Instruction – Programmed Instruction –PSI – CAI - CMI
- Video conferencing - types of CAI, advantages and disadvantages.
UNIT 2 CONTENT ANALYSIS – HIGHER SECONDARY LEVEL
Selection of content for instruction gradation of Materials for school and college level vocational
areas. Identified in the Tamil Nadu Higher Secondary stage under the heading “Business and
Commerce” organization of concepts for teaching learning of Commerce and Accountancy
knowledge about the subject- Identifying learning experiences – appropriate strategies –
teaching aids (using low-cost Material – Preparation of various activities such as verification of
branches of Commerce, Banking, Insurance, types of Transport, ware housing, advertisement,
online trading, e-commerce, etc ) ICT applications evaluation tools and learners participation in
developing instructional materials etc.

Human being day today activities is Commerce – Identifying learners – strength and weakness
- Activities enriching Commerce and Accountancy learning – assisting learning Using community
resources for commerce and establishing link between school and community – Field trip – work
experience, education programs involve teachers, counsellor, Students, Parents, and employers
– Guest – Speakers – Developing Commerce Interest and attitude activities – Commerce
Department – Commerce laboratory and its effective use – Commerce club and its association
activities – School Bank – School Co-operative Societies – Text books – business journals –
Importance of collateral readings.
UNIT 4 SCHOOL COMMERCE AND ACCOUNTANCY CURRICULUM
Curriculum – Definition – types of Curriculum - Principles for designing curriculum - designing

curriculum at different stages of schooling – XI & XII standard Commerce and Accountancy
Syllabus. Selection of materials – Gradation of material for school and College level –
comparison of CBSE, State board Commerce and Accountancy Syllabus – Defects of the
present Curriculum of Commerce and Accountancy Education. Suggestion of removing of
defects of Curriculum – latest trends Curriculum Construction in developed countries. Academic
and Vocational Curriculum – different approaches Commerce Curriculum – Curriculum
and Syllabus.
UNIT 5 RECENT TRENDS IN COMMERCE AND ACCOUNTANCY
- E-Learning tools - Benefits - Web Based learning – Commerce and Accountancy website –
module preparation of e-Content development – exploration of IT resources and Commerce
and Accountancy – Role of Computer in Teaching Commerce and Accountancy – World Trade
Organization (WTO) – Liberalization , Privatization and Globalization (LPG) – Value added
tax (VAT).
PRACTICUM
• Evaluating reports of three web sites in Commerce and Accountancy
• Critical analysis of content – Syllabus of Standard XI & XII
• Preparing Digital lesson plan any one of Commerce lesson in XI Standard.
REFERENCES
• Boynion L.O (1995) Methods of teaching book keeping Cincinatti. South Weston
Publication Company
• Brintha. S (2015) Teaching of Commerce APH Publication Corporation New Delhi.
• Brintha. S (2015) Teaching of Commerce & Accountancy APH Publication Corporation New Delhi.
• Carey, L.M. (1988). Measuring and Evaluating School Learning. Boston: Allyn and bacon.
• James M.L (1965) Principles and methods of secondary education New York. McCraw –
Hill publisher company ltd.
• James M.L (1965) principles and methods of secondary education New York. McCraw –
Hill publisher company ltd.
• NCERT. (2015). Content-Cum-Methodology of Teaching Commerce and Accountancy
New Delhi: NCERT.
• NCERT. (2015). Commerce and Accountancy Text book for class X. New Delhi: NCERT Publication.
• The Current Text book in Tamilnadu for Commerce and Accountancy XI & XII

School of Education
Chennai – 15

COURSE TITLE : TEACHING OF ECONOMICS –PART-II
COURSE CREDIT : 3+1
OBJECTIVES
• learn the different Instructional Methods of teaching Economics;

• understand the importance of Evaluation tools for Economics;
• describe the significance of instructional material available for teaching Economics;
• appreciate the objectives, principles and designing of school Economics curriculum; and
• examine the recent ICT available for teaching of Economics.

• apply various methods of teaching Economics in his/her classroom;
• transact the contents of Economics through appropriate teaching techniques;
• utilise various learning resources for Teaching Economics
• refine Economics curriculum based on the principles of curriculum
• development; and
• apply latest trends of Economics in the classroom teaching
Different Approaches of Teaching economics. Inductive and Deductive methods –panel discussion
method - Lecture cum demonstration method – Socialized recitation method- Project method –
Problem Solving Method - Techniques – Individualized Instruction – Programmed Instruction – CAI,
CAL, CMI, CAI : Steps for developing, advantages and disadvantages – Play-way Technique.
Selecting the content for instruction - Identifying concepts to be transacted at various

level with special emphasis on content (Interest, Attitude, motivation - Negotiating with
learner’s meaning). Organisation of concepts for teaching-learning of economics. Stating
instructional objectives, identifying learning experiences, appropriate strategies, teaching
aids ICT applications; Evaluation tools and learners participation in developing instructional
materials, etc.
Meaning of the term instructional materials – significance of instruction material in the teaching of
economics, Principles for the effective use of Instructional Materials Edgar Dale’s cone of experiences
- classification – Types of conventional and modern instructional aids in teaching of economics

UNIT 4 SCHOOL ECONOMICS CURRICULUM
Objectives of curriculum - Principles for designing curriculum - designing curriculum at different

stages of schooling - Some highlights of curriculum like vision of school economics - Main goal of
economics education - Core areas of concern in school economics - Curricular choices at different
stages of school economics education - Construction of syllabi in various disciplines of economic-
methods of organising content material-latest trends in curriculum construction in developed countries
and developing countries.
UNIT 5 RECENT TRENDS IN ECONOMICS
- E-Learning tools - Benefits - Web Based learning - Economic website – Security scam – FERA,
FEMA – Foreign investment and its impact – sustainable development – water economy – Waste
Management – Women self help groups – Hyper market – Balance of Global Economy – Pressure
on Commodities – Environmental Change – Rogue Economics – contribution of recent noble laureate
in economics.
PRACTICUM
• Evaluating reports of three web sites in Economics.
• Critical analysis of content – Syllabus of Standard XI & XII.
REFERENCES
• Arthur, C. Bining, David H. Bining, (1952). Teaching the Social Studies in Secondary Schools, London : McGraw Hill
Book Company.
• Arthur, C. Bining, David H. Bining, (1952). Teaching the Social Studies in Secondary Schools, New York : McGraw
Hill Book Company Inc.
• Avtar Singh. (2004). Instructional Objectives of School Subjects. New Delhi: National Council of Educational
Research and Training.
• Earl. S. Johnson, (1956). Theory and Practice of the Social Studies. New York : The Macmillan company.
• Georgia Sachs Adams. Measurement and Evaluation in Education, Psychology and Guidance. New York, Rinehart
and Winston.
• Harikrishnan, M. (2006). Methods of Teaching Economics, Chidambaram : Thirumalvalavan Publications.
• Hary, A. Greene, Albert, N. Jorgensen and Raymond Gerberich. J. Measurement and Evaluation in the Secondary
School, New York. Longmans, Green and Co.
• James Hemming (1950). The Teaching of Social Studies in Secondary Schools, London : Longmans.
• Vernon, S. Gerlach Donald, P. Ely. (1980). Teaching and Media – a Systematic Approach. New Jersey :
Prentice-Hall, Inc. Englewood Cliffs.


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தமிழ்நாடு திறந்தநிலைப் பல்கலைக்கழகம்

1 B.Ed Syllabus – Distance Mode

தமிழ்நாடு திறந்தநிலைப் பல்கலைக்கழகம்

Tamil Nadu Open University

3 B.Ed Syllabus – Distance Mode

1) Director of the School

Sl.No. Name, Designation and

2) Internal Faculty Members of School of Education

Sl.No. Name, Designation and Address of the Nomination

Name, Designation and Nomination

Name, Designation and Address of the Nomination

Name, Designation and Address of the Nomination

Programme Project Report

Level : Under Graduate Programme

Medium : English and Tamil Medium

Faculty : 1. Dr. M. Manivannan, Professor & Head

2. Dr. K. S. Premila, Associate Professor

3. Dr. T. Sampath Kumar, Assistant Professor

4. Dr. D. Vinodh Kumar, Assistant Professor

1 B.Ed Syllabus – Distance Mode

6. Dr. P. Rajasekaran, Assistant Professor

7. Dr. D. Sumathi, Assistant Professor

8. Dr. C. Barathi, Assistant Professor

9. Dr. P. Pandiavadivu, Assistant Professor

10. Dr. A. S. Arul Lawrence, Assistant Professor

Media of Instruction: Print material in SLM

6. Procedure for admissions, curriculum transaction and evaluation:

a. Trained in-service teachers in elementary education

2 Tamil Nadu Open University, Chennai - 15

TABLE: 1 Total Weight-age given for Theory Component

(BED -12A, BED-

Core Courses – II year

Total 390 910 1300

3 B.Ed Syllabus – Distance Mode

TABLE : 2 Practical Components Description

4 Tamil Nadu Open University, Chennai - 15

a. Evaluation system for Theory courses

re-submission fee prescribed by the University from time to time.

5 B.Ed Syllabus – Distance Mode

(ii) Term-End Examinations (TEE)

TABLE : 5 Practical : Term-End Examinations (TEE)

Particulars Maximum Marks

Each student-teacher will be evaluated for a maximum of 2,000 marks as follows:

TABLE : 6 Overall Evaluation

Course CIA TEE Total

6 Tamil Nadu Open University, Chennai - 15

PART – A (3x3=9 Marks)

Answer any three questions out of five questions in 100 words

All questions carry equal marks

Question Distribution Method:

3. From Unit – III

8. From Unit – III

10. From Unit – V

11. From Unit – I

12. From Unit – II

13. From Unit – III

14. From Unit – IV

15. From Unit – V