Scheme of Teaching & Examination
and
Syllabi
of
Bachelor of Education (B. Ed.)
(2004-2005)
GURU GOBIND SINGH
INDRAPRASTHA UNIVERSITY
KASHMERE GATE, DELHI-110 006
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of Education (B. Ed.)
Course
Code |
Course
Name |
L |
T/P |
Credits |
GROUP A |
FOUNDATION COURSES |
|
|
|
B. Ed. 101 |
Education in Emerging Indian Society |
4 |
- |
4 |
B. Ed. 102 |
Psychology of Learner and Teaching
Learning Process |
4 |
- |
4 |
B. Ed. 103 |
System and Issues in Indian Education |
4 |
- |
4 |
B. Ed. 104 |
Curriculum and Instruction |
4 |
- |
4 |
B. Ed. 105 |
Computer in Education |
3 |
- |
3 |
GROUP B |
PADAGOGICAL COURSES |
|
|
|
Group
B (i) |
Subject specific
Methodology courses Any TWO from the following |
|
|
|
B. Ed. 106 |
Teaching of Hindi |
4 |
- |
4 |
B. Ed. 107 |
Teaching of English |
4 |
- |
4 |
B. Ed. 108 |
Teaching of Sanskrit |
4 |
- |
4 |
B. Ed. 109 |
Teaching of Social Sciences |
4 |
- |
4 |
B. Ed. 110 |
Teaching of Integrated Sciences |
4 |
- |
4 |
B. Ed. 111 |
Teaching of Physics |
4 |
- |
4 |
B. Ed. 112 |
Teaching of Chemistry |
4 |
- |
4 |
B. Ed. 113 |
Teaching of Mathematics |
4 |
- |
4 |
B. Ed. 114 |
Teaching of Life Science |
4 |
- |
4 |
B. Ed. 115 |
Teaching of History |
4 |
- |
4 |
B. Ed. 116 |
Teaching of Political Science |
4 |
- |
4 |
B. Ed. 117 |
Teaching of Economics |
4 |
- |
4 |
B. Ed. 118 |
Teaching of Geography |
4 |
- |
4 |
B. Ed. 119 |
Teaching of Business Studies |
4 |
- |
4 |
B. Ed. 120 |
Teaching of Accountancy |
4 |
- |
4 |
B. Ed. 121 |
Teaching of Home Science |
4 |
- |
4 |
Group B (ii) |
Advanced Level Content cum Methodology Courses* |
4 |
- |
4 |
GROUP C |
ELECTIVE COURSES (Any ONE of
the following) |
|
|
|
B. Ed. 135 |
Elementary Education |
3 |
- |
3 |
B. Ed. 136 |
Assessment, Evaluation and Remedial |
3 |
- |
3 |
B. Ed. 137 |
Educational guidance and Counseling |
3 |
- |
3 |
B. Ed. 138 |
Education of Children with Special needs |
3 |
- |
3 |
B. Ed. 139 |
Educational Technology |
3 |
- |
3 |
B. Ed. 140 |
Value Education and Education for Human
Rights |
3 |
- |
3 |
B. Ed. 141 |
Environmental Education |
3 |
- |
3 |
B. Ed. 142 |
Population Education |
3 |
- |
3 |
B. Ed. 143 |
Educational Administration &
Management |
3 |
- |
3 |
B. Ed. 144 |
Educational Entrepreneurship** |
3 |
- |
3 |
B. Ed. 145 |
School Education** |
3 |
- |
3 |
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor
of Education (B. Ed.)
Course
Code |
Course
Name |
L |
T/P |
Credits |
|
|
|
|
|
GROUP D |
PRACTICAL COURSES |
|
|
|
B. Ed. 151 |
Teaching Skill Development I |
- |
- |
4 |
B. Ed. 152 |
Teaching Skill Development II |
- |
- |
4 |
B. Ed. 153 |
Practicum related to Theory Courses |
- |
- |
8 |
B. Ed. 154 |
Sessional Works & Viva Voce |
- |
- |
6 |
B. Ed. 155 |
Work Experience |
- |
- |
2 |
B. Ed. 156 |
Co-curriculum Activities & Sports |
- |
- |
2 |
B. Ed. 157 |
Working with the Community |
- |
- |
2 |
|
Total
|
30 |
|
58 |
*Any one of the Advanced
Level Content cum- Methodology Course from Group B(ii) (See, please Annexe:
I) can also be opted by those who possess the Masters degree in lieu of
any One the subjects specified in Group B(i) provided there are at least 10
students in that subject and/or any Institute has the required facilities for
opting that particular course without disturbing the basis/bases on which
admissions have been finalized during the academic session 2001-02. The syllabi
of the subject/s that is actually opted in any Institute/College shall be made
available by the Dean Academic Affairs
on demand.
**The relevant syllabi shall
be made available by the Dean Academic Affairs on demand.
The time slots for these practical courses shall be provided in the Time Table for B. Ed. Programmes in such a manner so that the students stay at their respective campuses at least 7 hours on each working day.
Note:
1.
The total number of
the credits of the B. Ed. programme = 58.
2.
Each student shall be
required to appear for examinations in all courses. However, for the award of
the degree a student shall be required to earn the minimum of 54 Credits.
List of Advanced Level Content cum Methodology Courses
B. Ed. 122 - Hindi
B. Ed. 123 - English
B. Ed. 124 - Sanskrit
B. Ed. 125 - Physics
B. Ed. 126 - Chemistry
B. Ed. 127 - Life-Sciences
B. Ed. 128 - Mathematics
B. Ed. 129 - Political Science
B. Ed. 130 - Economics
B. Ed. 131 - History
B. Ed. 132 - Geography
B. Ed. 133 - Business Studies
B. Ed. 134 - Accountancy
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
EDUCATION IN EMERGING INDIAN SOCIETY
Course Code: B. Ed. 101 L-4 T/P-0 Credits-4
Course
Objectives
To enable the student-teachers understand:
·
the relationship between philosophy and education and the
implications of philosophy on education.
·
the importance and role of education in the progress of Indian
society
·
contribution of great educationists- both Indian and Western
to the process of education
·
the need and importance to study education is a sociological
perspective
·
the means and measures to the promotion of national
integration, international understanding and protection of human rights.
·
the kind of education required to build a new social order.
Course
Content
Unit 1 Philosophy
of Education
-
Meaning of Philosophical inquiry and need for Philosophy of
Education.
-
Meaning and nature, aims and purposes of education in
relation to time and place.
-
Educational implications of Schools of Philosophy
(naturalism, Idealism, Pragmatism and humanism) with reference to basic
postulates, aims, curriculum, methods and discipline.
-
Education according to Indian thinkers-Gandhi, Tagore,
Vivekananda, Aurobindo, J. Krishnamurthy and Gijju Bhai.
-
Education according to Western thinkers-Rousseau, Dewey,
Frobel, and Pestalozzi.
Unit 2 Sociology
and Education in the Indian Context
-
Sociological basis of education.
-
Aspiration of Indian Society
-
Role and functions of home, school community, religion,
media and state as agents of socialization.
-
Education as an agent of social change, social adjustment
and socio-economic development.
Unit 3 Education,
Culture and Human Values
-
Values in education
-
Meaning and classification of values. Nature of moral and
ethical values.
-
Value oriented Education.
-
Value crisis and role of education in resolving value crisis
(inculcating values-socio-cultural sensitivity.
-
Culture and Education
-
Meaning and characteristics of culture and its relationship
with education.
-
Indian cultural Heritage and education as an instrument for
conservation and development of culture.
-
Cultural pluralism, cultural lag, cultural conflict,
ambivalence and tolerance.
Unit 4 Democracy
and Education
-
Philosophical analysis of the concepts of equality, freedom,
democracy, authority and discipline.
-
Human rights education with reference to childs rights.
Unit 5 Education
and Integration
-
Role of teacher and Educational Institutions in securing
National Integration and promoting International peace and understanding.
Suggested
Readings
1.
Saiyidain, K. G. (1970), Facts of Indian Education, New
Delhi: NCERT.
2.
Ross, James (1962), Groundwork of Educational Theory, London:
George Harre and Sons.
3.
Nun, T. P. (1968), Education, its Data and First Principles, London:
Edward Arnold.
4.
Mohanti, J. (1987), Democracy and Education in India, New
Delhi: Deep and Deep Publishers.
5.
Tyagi, P. N. (1991), Education for All: A graphic Presentation, New
Delhi: NIEPA.
6.
Govt. of India (1993), Education for All: The Indian Scene, Widentry
Horizons, New Delhi: MHRD.
7.
Nayar, P. R., Dave, P.N., and Arora, K. (1982), Teacher and Education in
Emerging Indian Society, New Delhi.
8.
Ram Murti Acharya (1990), Towards an Enlightened and Humane Society A
Committee Report, New Delhi MHRD.
9.
Ruhela, S. P. (1969), Social Determinants of Educability in India, New
Delhi: Jain Publishers.
10.
Srimali, K. L. (1970), The Prospects for Democracy in India, Southern
Illinois: University Press.
11.
Bhatacharya and Sriniwas (1977), Society and Education, Calcutta
: Academic Publishers.
12.
Durkhiem, Emile (1956), Education and Sociology, New York:
Free Press.
13.
Dagar, B. S., Shiksha Tatha Manav Mulya (Hindi),
Chandigarh: Haryana Sahitya Academy.
14.
Dagar, B. S. and Dhull, Indira (1994), Perspective in Moral
Education, New Delhi: Uppal Publishing House.
15.
Delors, Jacques (1996), Learning: The Treasure Within, Paris:
UNESCO.
16.
Musgrave, P. W. (Ed.) (1970), Sociology, History and Education, Mathuen
& Co. Ltd. London.
17.
Butler, Donald, J., Four Philosophies and Their Practical in Education
and Religion.
18.
Udaishankar, Philosophy of Education for Modern India.
19.
Brubacker, John S. (1950), Modern Philosophies of Education, New York:
McGraw Hills.
20.
Dewey, John (1963), Democracy and Education, New York:
Mac Millan.
21.
Dewey, John (1973), The School and Society, Chicago,
University Press.
22.
Govt. of India (1986), National Policy on Education, New Delhi
(MHRD).
23.
Govt. of India (1966), Report of the Education Commission, Ministry
of Education, New Delhi.
24.
Mathur, D.S.A. (1966), Sociological approach to Indian Education, Agra:
Vinod Pustak Mandir.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
PSYCHOLOGY OF LEARNER & TEACHING LEARNING
PROCESS
Course Code: B. Ed. 102 L-4 T/P-0 Credits-4
Objectives-
This course
will help student-teachers:
·
Acquire
knowledge about psychological perspective on the teaching-learning process.
·
Understand
the learner, his needs and interests, development and his social background.
·
Develop
an understanding of theories of learning and intelligence
·
Develop
skills for using psychological tests especially intelligence tests.
·
Improve
their teaching-learning in classroom context.
Course
Contents
Unit
I - Psychology & the
Teaching-Learning Process.
Meaning
and scope of educational psychology.
Importance
of educational psychology for teachers.
Unit II General Principles of Growth & Development.
-
Concept
of growth & development.
-
Principles
of growth & development.
-
Various
stages of development from infancy to adolescence with special reference to
Piaget, Ericson and Kohlberg.
-
Characteristics
and problems of adolescents, aspects of adolescents development physical,
cognitive, emotional, social and moral etc.
Unit III Understanding the Learner.
-
Understanding
the learner in the light of interests, needs, individual differences and
personality development with a special reference of Freuds theory.
Unit
IV Intelligence and Motivation
-
Nature,
characteristics and types of motivation; techniques of increasing learner
motivation; Maslows hierarchy of needs.
-
Intelligence:
Meaning and nature; theories of intelligence (two-factor, group factor,
multi-factor).
-
Measurement
of intelligence; types of intelligence tests-verbal, non-verbal; performance
test etc.
Unit
V Learning and Teaching Learning Process
-
Concept
of learning and teaching-learning process.
-
Approaches
to learning:
a.
Behaviouristic
: (Pavlov, Thorndike, Skinner)
b.
Cognitive
: Gestalt
c.
Humanistic
: (Maslows, Roger,)
d.
Constructivism
-
Factors
influencing learning: Learner, Teacher, School & Home
Unit
VI Learners with special needs Role of Guidance & Counselling.
-
Identification of Gifted, Handicapped learners and
Role of the Teacher in helping them.
-
Meaning & nature of guidance & counseling
-
Types & techniques of guidance & counseling
educational, vocational & personal.
Unit
VII Evaluation
-
Concept of evaluation
-
Approaches to evaluation Formative, Summative,
Diagnostic, Norm referenced and criterion referenced
-
Tools of evaluation Observation, Interview, and
Self reporting techniques.
-
Construction of Achievement tests, blue print, types
of items, item analysis.
-
Elementary concept on normal distribution curve
& co-relation.
-
Statistical analysis Calculation of Mean, Median,
percentiles, standard deviations & uses of these measures.
-
Characteristics of a good tool Reliability,
Validity, Practicability
-
Teacher made and standardized tests
Suggested Readings:
1.
Bhatia, H. R. (1977), Textbook of Educational Psychology, The
McMillan Company of India Ltd., New Delhi.
2.
Aggarwal, J. C. (1995), Essential Educational Psychology, Vikas
Publishing House Pvt. Ltd., New Delhi.
3.
Chauhan, S. S. (1988), Advanced Educational Psychology, Vikas Publication, New Delhi.
4.
Sharma, K. N. (1990), Systems, Theories and Modern Trends in Psychology, HPB,
Agra.
5.
Rao s. Narayan (1990), Educational Psychology, Wiley
Eastern Ltd., New Delhi.
6.
Dececco, J. P. (1977), The Psychology of Learning and Instruction, Prentice
Hall of India Pvt. Ltd., New Delhi.
7.
Kale, S. V. (1983), Child Psychology and Child Guidance, Himalaya
Publishing House, Giragoan, Bombay.
8.
Kakkar, S. B. (1989), Educational Psychology & Guidance, The Indian
Publication, Hill Road, Ambala, Cantt.
9.
Mangal, S. K., Educational Psychology.
10.
Sprinthal & Sprinthal, Educational Psychology Developmental
Approach.
11.
Bruce, Joyce & Weils & Howers, Models of Teaching.
12.
Garrett, H. E., Statistics in Psychology and Education.
13.
Mangal, S. K., Introduction to Statistics in Education.
14.
Boaz, G. D., Educational Psychology.
15.
Chauhan, S. S., Mental Hygiene.
16.
Hurlock Elizabeth, Developmental
Psychology
17.
Dandekar, W. N. , Psychological Foundations of Education
18.
Crow & Crow, Educational Psychology.
19.
Soch & Gupta, Educational Pyschology.
20.
Simpson, R. C., Fundamentals of Educational Psychology.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
SYSTEM AND ISSUES IN INDIAN EDUCATION
Course Code: B. Ed. 103 L-4 T/P-0 Credits-4
Objective:
-
To acquaint the prospective Teachers with the educational
policies and programme during the past Independent period.
-
Equip them to understand the forces affecting educational
system.
-
Enable them to understand the role of education in human
resource development.
-
Develop competencies to understand the various issues
related to education and remidation
measures.
-
Develop vision for futuristic programme in education.
Course content
Unit-I Education
status in India between 1813-1950
o
Indigenous Education
o
Charter 1813
o
Macaulays Minutes
o
Woods Despatch
o
Hunter Commission
o
Sadler Commission
o
Basic Education
o
Sergeant Plan
Unit-II Issues in Indian Education
o
Constitutional provisions of
education in India with special reference to article 45 (UEE)
o
Elementary Education (including
pre-primary)
i)
Development in Five Year Plans
ii)
Wastage and stagnation
iii)
Kothari Commission 1966
iv)
Yashpal Committee
v)
POA 1992
Unit-III Secondary Education
o
Vocationalisation of Secondary
Education
o
10+2+3 system
o
Common School System Multipurpose
School
o
Neighbourhood School
o
Three Language Formula
o
Navodaya Vidyalaya, Kendriya
Vidyalaya
o
POA 1992
o
Role of CBSE, SCERT, NCERT, DIET
Unit-IV Critical Concerns of Higher Education
o
Student Unrest
o
Examination Reforms
o
Role of NCTE & UGC
Unit-V Special
Concerns in Indian Education
o
Non-Formal Education
o
Women Education for Gender
Equality
Unit-VI School Organization and Management
o
School Plant
o
Preparation of Time Table
o
Organization of Co-curricular
Activities
o
Role of Principal, Teacher and
Community. (including PTA)
Suggested
Readings
1.
Nurulle S & Naik J. P. (1981), Students History of
Education in India, Bombay: Macmillan.
2.
Rawat ,P. H. (1989), History of Education in India, Agra: Ram
Prasad & Sons.
3.
Gandhi, M. K. (1951), Basic Education, Ahmedabad : Navjeevan Publishing
House.
4.
Naik J. P. (1976), Elementary Education in
India: A Promise to Keep, New Delhi: Allied Publishers.
5.
Dharampal (1983), The Beautiful Tree, New Delhi: Biblia Impex
Pvt. Ltd.
6.
Mohanty (1982), Indian Education in the Emerging Society, New
Delhi: Sterling Publications.
7.
Report of the Committee on Religious and Moral Education,
Ministry of Education, Govt. of India, 1960 (Sri Prakasa Committee)
8.
Report of the Secondary Education Commission 1952-1953,
Ministry of Education, Govt. of India, 1956.
9.
Report of the Education Commission, 1964-66, Education and
National Development, Ministry of Education, Govt. of India, 1966.
10.
Ministry of Education, Govt. of India (1985), Challenge of
Education A Policy Perspective, New Delhi.
11.
Deptt. of Education (1986), Programme of Action National
Policy on Education, New Delhi, Govt.
of India, MHRD.
12.
Noyle, M.C. (1966), Education & the Nation, Bombay :
Allied Publishers.
13.
Mitter, V.S. (1977), Education & the Future of India, Ambala Cant: The Indian Publications.
14.
Mohanty Jagannath , Indian Education in the Emerging Society 1982
Modern Trends in Indian Education 1988.
15.
Mudaliar A. L. (1960), Education in India, Bombay.
16.
Naik (1979), Equality, Quality & Quantity, Bombay:
Allied Publishers.
17.
Nanda S. K. (1982), Indian Education its Problems Tools.
18.
Safaya R.N. (1989), Current Problems in Indian Education,
Jallandhar: Dhanpat Rai & Sons.
19.
Lakshmi S. (1989), Challenge in Indian Education, New
Delhi: Sterling Publishers Private Ltd.
20.
NCERT (1986), School Education in India (Present
Status & Futures Needs), New Delhi.
21.
Aggarwal J. C., The Progress of Education in Free India.
22.
Bhagwan Dayal, The Development of Modern Indian Education, Bombay,
Orient Longmans.
23.
Harap Henry, Improvement of Curriculum in Indian Schools, New Delhi,
Ministry of Education, Government of India.
24.
Jayaramam, M., Stagnation and Wastage in Primary Schools, New Delhi,
NCERT, 1957.
25.
Mukherji, Dr. S. N., Education in India Today and Tomorrow, Baroda,
Acharya Book Depot.
26.
Ranganathan, S. R., School and College Libraries, Madras,
Madras Library Association.
27.
Report of the National Seminar on Wastage and Stagnation,
Held at NCERT in 1968.
28.
Education of Primary Teachers in India, Report of the First
National Seminar, New Delhi, Ministry of education, Government of India, 1960.
29.
Reports of the following Education Commissions:
(c)
University Education Commission, 1949.
(d)
Secondary Education Commission, 1953.
(e)
Indian Education Commission, 1968.
30.
Safaya, R. N. and Bhatia, B. D., School Organisation and
Administration, Delhi, Dhanpat Rai and Sons.
31.
Saidain, K. G., Problems of Educational Reconstruction, Bombay,
Asia Publishing House.
32.
Second Indian Year Book on Education Elementary Education,
New Delhi, NCERT, 1964.
33.
Subba Rao, Dr. C. S., Education in Practice, Secunderabad,
Ajanta Publications, 1960.
34.
Subba Rao, Dr. C. S. , Education in Practice, Secunderabad,
Ajanta Publications, 1960.
35.
Thirtha, Dr. N. V., Babel and the Language Dilemma in Indian Schools.
36.
Altekar, Education in ancient India.
37.
Naik, J. P., Elementary Education in India.
38.
Sharma, R. C. and Sapra, C. L., Wastage and Stagnation.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
CURRICULUM AND INSTRUCTION
Course Code: B. Ed. 104 L-4 T/P-0 Credits-4
Course
Objectives
Enable the student-teacher
-
To understand need and significance of curriculum in
education
-
To understand the process of designing curriculum for
secondary/senior secondary level.
-
To understand of various techniques for transaction of
curriculum.
-
To develop various tools and techniques for evaluation
-
To acquire and use the skills of teaching
Course
Content
Unit 1
Curriculum Development
-
Concept and nature of curriculum.
-
Process of curriculum development.
-
Curriculum planning
-
Factors influencing curriculum planning
-
Curriculum effectiveness and efficiency
Unit 2
Transaction
- Curriculum development versus curriculum transaction
-
Instruction and learning: basic concept
-
Instructional design
-
Instructional objectives: three domains-cognitive, affective
and psychomotor
-
Systems approach
Unit 3 Instructional Methods
·
TeacherControlled Instruction (TCI): meaning and nature,
various methods (lecture and demonstration), strengths and weaknesses of each
method, process/procedure for organising effective lecture and demonstration,
assessment of lectures and demonstrations, role of teachers in TCI.
·
LearnerControlled Instructions (LCI): meaning and nature,
self-learning, methods of self-learning (self-instructional print material,
Kellers plan, programmed instruction and computer assisted instruction),
organising LCI (demonstration and examples) assessment of LCI, teachers role
in LCI.
·
GroupControlled Instruction (GCI): meaning and nature,
various methods (small group interaction, co-operative learning approach, role
play, field trips, tutorial, project work), organisation of GCI, problems in
organising GCI, role of teachers in organising GCI.
Unit 4
Skills and Competencies: Concept and nature, various
skills/competencies required by a secondary school teacher, (core skills:
explaining, questions, reinforcement, stimulus variation, and special skills
(learner-related and subject related), development of skills and competencies,
micro-teaching (concept, organisation and evaluation).
Unit 5
Means of Instruction Delivery: Teaching aids, models, charts,
graphs, field strips, OHP, audio (telephone, ratio and cassettes), video
(television and cassettes), computer, skills related to use of electronic and
non-electronic media, development of courseware.
Suggested
Readings
1.
Bhat, B. D. (1995), Modern Methods of Teaching, Delhi :
Kanishka Publications.
2.
Joseph, C. Mukalel (1998), Creative Approaches to Class Room
Teaching New Delhi: Discovery Publishing House.
3.
Gronlund, N.E. (1976), Measurement and Evaluation in
Teaching, Macmillan Co.
4.
Chritian, Jyoti, A. (1991), Managing Class Rooms : An
Instructional Perspective, The Indian Publication.
5.
McNell, John D. & Wiles, John (1990), The Essentials of
Teaching: Decisions, Plans and Methods, New York: Macmillan.
6.
Romiszowaski, A. J. (1988), The Selection Guide and Use of
Instructional Media, London: Kogan Page.
Guru Gobind Singh Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
COMPUTER IN EDUCATION
Course Code: B. Ed. 105 L-3 T/P-0 Credits-3
Objectives
After undergoing this
course the students will be able to:
·
Work with computers to
enhance interactive teaching/learning skills
·
Work with various MS
Office Applications like Word, Excel and Power Point
·
Brows the internet and
conduct research for their lessons
·
Manage access to
digital resources in a computer enabled classroom
·
Evaluate digital lesson
plans, projects, presentations and research
·
Use computers in
educational planning and designing curriculum and units.
Recommended Contents
Unit I - Introduction to Computers hardware, software, types
of computes, basics of computer architecture, computer aided learning
Unit II- Various ways of using computers in education. Instruction Design and Technology
Working with computers to
enhance interactive teaching/learning skills:
·
Higher Order Thinking
Skills
·
Curriculum framing
questions
·
Problem Based Learning
·
Backward Design
Unit III-Using computer software MS Word for student learning
Unit IV- Using Computer software MS Excel for student learning
Unit V- Using computer software MS Power Point for student
learning
Unit VI
·
Using internet for
research
·
Using Internet
communication tools in classroom
·
Evaluating software and
web resources for effective teaching/learning
·
Ensuring safe use of
the Internet
·
Legal and copyright
issues regarding downloading material from the internet.
Unit VII- Management of access to computer/internet resources
in a computer enabled classroom
Unit VIII- Evaluation
of computer / internet based student projects, presentations and research work
Unit IX-Using computers in educational planning and
administration
Evaluation: The total marks allocated to this paper is 100. The students will be evaluated for Theory
Part through Final Examination of 75 marks and the Practical Part carrying 25
marks as Internal Assessment on the basis of a Unit Test on Word, Excel and
Power Point and a project on Internet Research.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF HINDI
Course Code: B. Ed. 106 L-4 T/P-0 Credits-4
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF ENGLISH
Course Code: B. Ed. 107 L-4 T/P-0 Credits-4
Objective:
Unit
I - The nature of the English Language
a)
Its
distinctive features
b)
Contrastive
analysis of English against Hindi
c) The scope of English in (i) India (ii) Globally
Unit II- The place of English in
the Indian school curriculum especially in the context of the three language
formula.
a)
The
principles of teaching English as a second language and their application in the
Indian context.
b)
The
priority to developing language skills, aural-oral approach, situational
teaching, structural grading, vocabulary control pattern practice, judicious
use of mother tongue in the initial years.
c)
The
objectives of teaching English in different school contexts at different stages
d)
Learner
centred approaches and methods of teaching.
i)
Difference
between an approach, a method and a technique.
ii)
The
grammar translation method and its replacement by direct method.
iii)
The
structural approach its merits and limitations
iv)
Latest
developments in the approaches to and methods of teaching especially the
communicative approach.
Unit III- The methods and materials for developing
the language skills.
(a)
Aural
Oral skills
(b)
Writing
skills
(c) Reading skills
Unit IV- Activities in Teaching of
English
(a)
Situationalization
(b)
Dramatizaiton
(c)
Projects
(d)
Language
games
(e)
Integration
of English with other subjects and school activities.
Unit V- Transactional strategies
(a)
Preparation
of lesson plans in English with special reference to general and specific
objectives in terms of childrens behaviour.
(b)
Maintaining
the interactive environment in the English classroom.
(c)
The
insightful application of teaching aids and their preparation.
(d)
Teaching
language through literature and inculcating the habit of reading in the
classroom
Unit VI- Remedial and enrichment
control
(a)
Meaning
of remedial teaching.
(b) Strategies for removal of errors in spelling, sentence and structure and pronunciation.
Unit VII- Evaluation:
(a)
Basic
principles of testing English language proficiency: The global and the
discrete point approach. The difference between measurement and evaluation
(b)
The
meaning and significance of comprehensive and continuous evaluation in English
(c)
Development
of good test items in English (objective type, short answer type, essay type)
(d)
Preparation
of an achievement test
(e)
Analysis
and interpretation of data obtained from achievement test
(f)
Curriculum
and Textbooks English in secondary School curriculum, review of English
readers in use, development of instructional material.
(g)
Instructional
Planning.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF SANSKRIT
Course Code: B. Ed. 108 L-4 T/P-0 Credits-4
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF SOCIAL SCIENCES
Course Code: B. Ed. 109 L-4 T/P-0 Credits-4
Objective: Enable the student-teacher to:
- understand the nature of social
science
- understand the need for teaching
social science as an integrated discipline
- develop certain professional
skill useful for class room teaching
- understand learner centered
approach in teaching of social science
Course Content
1. STRUCTURE AND DISCIPLINE OF SOCIAL SCIENCE
a. Meaning and Nature of Social Science
b. Development and scope of Social
Science
c. Approaches to the study of
Social Science
2. OBJECTIVE BASED TEACHING
(i) Aims
and objectives of teaching Social Science
(ii) Types
of objectives
(iii)
Writing specific objectives of teaching social science in behavioural terms
3. LEARNER CENTERED AND ACTIVITY BASED APPROACH
(i) Conceptual learning in social science-perception and
social science larnings.
(ii)
Approaches in social science teaching, expository approach story telling,
problem solving approach, discovery
approach, project method
(iii) Individualised instruction
4.
PADAGOGICAL ANALYSIS OF SOCIAL SCIENCE
(i)
Pedagogical analysis of a unit from enrichment content
(ii)
Identification and classification of the concept from one of the above
mentioned units.
5. CURRICULUM PLANNING IN SOCIAL SCIENCE
(i)
Guideline for course construction
(ii)
Correlation and integration among different social sciences
(iii)
Analysis of social science curriculum
(iv)
Social science text book and its evaluation
6. TRANSACTIONAL STRATEGIES
(i)
Preparation of lesson plans
(ii)
Preparation of unit plans
(iii)
Individual differences-group and individual learning
7. TEACHING AIDS
Teaching board, models, maps,
scrap books, mass media
8. CO-CURRICULAR ACTIVITIES IN SOCIAL SCIENCE
Excursion, bulletin board, social
science exhibition, uses of community resources.
9. EVALUATION
(i)
Comprehensive and continuous evaluation
(ii)
Development of test items, essay, short answers and objective type & achievement test.
(iii)
Diagnostic testing and remedial measures
SUGGESTED READINGS
1.
Bining, A.C. and Bining, D.H. (1952), Teaching the Social Studies
in Secondary School, N.Y.: McGraw Hill
Book Company
2.
Choudhary, K. P. (1975), The effective Teaching of History in India, New
Delhi: NCERT.
3.
Dhanija Neelam (1993), Multimedia Approaches in Teaching Social Studies, New
Delhi: Harmen Publishing House.
4.
Dixit and Bughela, H. (1972), Itihas Shikshan, Jaipur:
Hindi Granth Academy.
5.
Fenton, Edwin (1967), The New Social Studies, New York:
Ho Rinehart, Winston, Inc.
6.
NCERT, (1988), Guidelines and Syllabi for Secondary Stage (Class
IX, X), New Delhi: NCERT.
7.
Kochar, S. K. (1963), The Teaching of Social Studies, Delhi:
University Publishers.
8.
Mofatt, M.R. (1955), Social Studies Instruction, New York:
Prentice Hall.
9.
Mouley, D.S. Rajput Sarla & Verma, P.S. (1990) NCERT
(1968), Nagrik
Shastra Shikshan, National Curriculum for Primary & Secondary Education: A Frame
Work, Revised Version, New Delhi: NCERT.
10.
Quillen, I.J. & Hanna, L. A. (1943), Education for Social
Competence, Curriculum Sc Instruction in Secondary School Social Study. Chicago:
Scott, Foreman & Co.
11.
Ruhela, S. P. & Khan, R.S., Samajik Vigyan Shikshan, Kota Open
University, BE-5.
12.
UNESCO (1981), Handbook for Teaching of Social Studies, Paris:
UNESCO.
13.
Slev, E.B. (1950), Teaching Social Studies in High School, Boston:
DC., Heath & Co.
FURTHER READINGS
1.
Bossing, N.L. (1970), Teaching in Secondary School, New
Delhi: Amerinal Publishing Co. Pvt.
2.
Branard, M. C. (1953), Principles and Practice of Geography Teaching, London:
University Tutorial Press.
3.
Burton, W. H. (1953), Principles and Practice of Geography Teaching, London:
University Totorial Press.
4.
Burton, W.H. (1972), Principles of History Teaching, London:
Methuen.
5.
Buch, M.B. (1969), Improving Instruction in Civics, New
Delhi: NCERT.
6.
Callahan, J.I. Dark, L.H. (1982), Teaching in the Middle
Secondary Schools Planning for Competence, New York.
7.
Clark, L.H. Stare, I.S. (1967), Secondary School Teaching
Methods, London: University Tutorial Press.
8.
Khan, R. S. and Ahmad, I. (Eds) (1995), Lesson Planning, New
Delhi: IASE, JMI.
9.
Lee, N. (Ed.) (1975), Teaching Economics, London: Heinenmann
Educational Books.
10.
Lewis, E.M. (1960), Teaching History in Secondary School, Delhi:
Sterling Publishers.
11.
Verma, O.P. (1981), Geography Teaching, New Delhi.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF INTEGRATED SCIENCES
Course Code: B. Ed. 110 L-4 T/P-0 Credits-4
This course deals with the entire
range of activities associated with the teaching of sciences at the secondary
level. The emphasis has been on knowledge, understanding and application of the
various approaches/methods strategies and skill components associated with
science teaching. The teaching-learning process has not to be dealt with in
isolation but to be illustrated by integrating with subject content selected
from important topics/concepts from science curriculum at secondary level. This
helps in better understanding and application of instructional strategies in
teaching learning process. The specific instructional objectives and unit-wise
content are given as under:
The student-teacher will be able to
-
familiarize themselves with nature of science and objectives
of teaching of science at School level.
-
understand the importance of science in school curriculum
-
plan instructions effectively for teaching of science
-
know and apply various techniques/approaches of teaching
the content of science.
-
evaluate students performance effectively with
reliability and validity.
a.
Nature of Science
b.
Objectives of teaching of science
c.
Science curriculum its significance at secondary level
d.
Science education in India
e.
Curriculum and Textbooks Meaning, nature, principles.
Defects in the existing school science curriculum. Good Science Textbooks
qualities.
a.
Enquiry and problem solving approach
b.
Lecture-cum demonstration method
c.
Laboratory method
d.
Project method
Unit 3
Planning and Designing for Effective Instructions in Science
a.
Planning for instructional process need, advantages and
strategies
b.
Lesson planning design, approaches & writing the
lesson plan
c.
Preparation and use of teaching aids and computer assisted
learning.
d.
Use and management of science laboratory
Unit 4
Activities in Integrated Science
Integration
of Integrated Science with other subjects and School activities.
Unit 5
Illustrations of Teaching-learning process in science.
a.
Teaching of Physics
b.
Teaching of Chemistry
c.
Teaching of Biology
Unit 6
Evaluation in Science
a.
Evaluation and assessment-concept and importance in science
b.
Techniques of assessment for theory and practicals
c.
Construction and administration of theory and practical
tests
d.
Monitoring of learners progress
e.
Diagnostic tests and remedial measures in science.
f.
Unit test preparation
Unit 6
Practical Oriented Assignments (Any One)
a.
Planning and organization of science laboratory
b.
Planning, construction, and execution of test for theory and
practicals
c.
Live demonstration of an experiment in the class-room
d.
Co-curricular activities and their role in teaching of
science.
Bibliography
1.
Das, R. C. (1985), Science Teaching in Schools, New
Delhi: Sterling Publishers Pvt. Ltd.
2.
Thurber & Cullette, Teaching Science in Todays School
3.
Sharma, R. C. (1990), Modern Science Teaching, New Delhi: Dhanpat Rai & Sons.
4.
Thurber, W. A. & Collette, A. T. (1967), Teaching Science in Todays
Secondary Schools, New Delhi: Prentice Hall of India Pvt. Ltd.
5.
Mangal, S. K. (1995), Teaching of Physical and Life Science, New
Delhi: Avg Book Depot, Karol Bagh.
6.
Sharma, R.C. (1995), Modern Science Teaching, Delhi: Dhanpat Rai & Sons.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF PHYSICS
Course Code: B. Ed. 111 L-4 T/P-0 Credits-4
Course
Content
1. Nature of Physics and Significance of Teaching it
(i)
Nature and scope of Physics
(ii)
Significance of teaching physics in secondary and senior
secondary schools.
2. Aims and Objectives of Teaching Physics
(i)
Meaning and need of objective based teaching
(ii)
General aims of teaching physics at senior secondary level
(iii)
Classification of educational objectives with reference to
Blooms Taxonomy
(iv)
Writing specific objectives in behavioural form in Physics
3. Approaches and Methods of Teaching Physics
(i)
Concept approach meaning of concept, concept formation
with reference to J. Bruner and Hilda Taba
(ii)
Process approach teaching science as a process, scientific
method, problem solving method.
(iii)
Cooperative learning approach
(iv)
Activity based approach investigatory approach, project
method, laboratory method
(v)
Individualised instruction computer-assisted-instruction
(vi)
Demonstration-cum-discussion method
(vii)
Constructivist approach
4. Pedagogical Analysis of Content
(i)
Meaning and need of pedagogical analysis of content
(ii)
Identification of concepts
(iii)
Developing learning experiences/activities
5. Planning a Lesson
(i)
Importance of planning
(ii)
Basic steps in lesson planning
(iii)
Planning a lesson for unit, a day, and individual
experiment, with special emphasis on general objectives.
6. Physics Curriculum
(i)
Principles of curriculum construction
(ii)
Characteristics of a good curriculum
(iii)
A critical study of present Physics curriculum at
secondary/senior secondary school
(iv)
Textbook in Physics its need and use, evaluation of a
textbook
7. Teaching Aids in Physics
(i)
Importance of teaching aids
(ii)
Use of audio-visual aids in teaching of Physics with special
reference to new technologies like interactive TV, computer aided instruction
(iii)
Use of community resources
(iv)
Preparing low cost aids
8. Activities in Physics
(i)
Importance of co-curricular activities
(ii)
Science club, science quiz, bulletin board, excursion,
science fair/exhibition
9. Integration of Physics with other School subjects and
School activities
10. Evaluation of Learners Progress
(i)
Evaluation and measurement
(ii)
Comprehensive and continuous evaluation, need and importance
of class tests
(iii)
Different type of tests-essay, short answer, objective types
(iv)
Achievement test its construction, administration and item
analysis
(v)
Reliability and validity of a test
(vi)
Remedial Teaching
Suggested
Readings
Ψ Anderson
R.D. (1970), Developing
Childrens Thinking Through Science, New Delhi: Prentice Hall.
Ψ Barbe,
R.H. (1995), Science
in the Multicultural Class room, Boston: Allyn and Bacon.
Ψ Chauhan,
S.S. (2000), Innovation
in Teaching Learning Process, New Delhi: Vikas Publishing House Pvt. Ltd.
Ψ Edigar M.
and Rao D.B. (1996), Science Curriculum, New Delhi: Discovery Publishing House.
Ψ Gupta N.K.
(1997), Research
in Teaching of Science, New Delhi: APH Publishing Corporation.
Ψ Kochar,
S.K. (1997), Methods
and Techniques of Teaching, New Delhi: Sterling Publishers Pvt. Ltd.
Ψ Maitre, K.
(1991), Teaching
of Physics, New Delhi: Discovery Publishing House.
Ψ Mukalel,
J.C. (1998), Creative
Approaches to Classroom Teaching,
New Delhi: Discovery Publishing House.
Ψ Prakash,
R. and Rath, T.N. (1996), Emerging Trends in Teaching of Physics, New Delhi: Kanisha Publishers.
Ψ Rao, D.B.
(1997), Reflections
on Scientific Attitudes, New Delhi: Discovery Publishing Hosue.
Ψ Romey,
W.D. (1968), Inquiry
Technique for Teaching of Science, New Jersey: Prentice Hall.
Ψ Sharma,
R.C. (1981), Modern
Science Teaching, Delhi: Dhanpat Rai and Sons.
Ψ Thurber,
W.A. and Collette, A.T. (1970), Teaching Science in Todays Secondary Schools, Boston:
Allyn & Bacon Inc.
Ψ Vanaja, M.
(1999), Inquiry
Training Model, New Delhi: Discovery Publishing House.
Ψ Venkataiah,
N. (1993), Curricular
Innovations for 2000 AD, New Delhi: Ashish Publishing House.
Guru Gobind Singh Indraprastha
University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF CHEMISTRY
Course Code: B. Ed. 112 L-4 T/P-0 Credits-4
Overview
The
teaching of chemistry in the B. Ed. Programme, for the prospective secondary
school science teachers must have an integration between theory and practical
work. The curriculum should provide them with meaningful and purposeful
training and experiences so that they develop a scientific attitude needed in a
science teacher. Since the nature of science is not only content but process,
so the student science teachers must acquire competency in skills like
observation, classifying, communicating, predicting, inferring, measuring,
experimenting, before transacting the same to their students. The curriculum
needs to be progressive and forward looking so the prospective teachers must be
trained how to use Information and Educational Technology effectively.
Intensive teacher training is required with a wider vision to develop the
teaching skills, understanding the nature of the discipline and to make the
teachers resourceful in approach.
Objectives
1. To acquire the understanding of the various concepts,
facts, terms and developments in the field of science education.
2. To critically analyse the curriculum/evaluation
process/methodology of teaching in school to bring about changes in future.
3. To apply the understanding in a teaching learning
process in schools.
4. To develop teaching skills for conducting theory and
practical lessons.
5. To enable the students to use audio-visual aids and
information technology for effective teaching.
6. To develop the abilities for planning and organising
a chemistry laboratory.
Course
Content
Unit
I Nature of significance of teaching
chemistry
Ψ
Meaning nature and
scope of chemistry
Ψ
Significance of chemistry
in daily life
Unit
II Aims and objectives of teaching
chemistry
Ψ
Meaning and need of
objective based teaching
Ψ
General aims of
teaching chemistry at senior secondary level
Ψ
Classification of
educational objectives with reference to Blooms taxonomy
Ψ
Writing specific
objectives in behavioral form in chemistry
Unit
III Planning a lesson
Ψ
Unit Planning
Ψ
Lesson Planning
Ψ
Theory Lesson plan
Ψ
Practical Lesson plan
Unit IV
Instructional Strategies
-
Lecture Demonstration
Method
-
Demonstration Method
-
Lecture Method
-
Laboratory Method
-
Heuristic Method
-
Problem Solving Method
-
Project Method
-
Scientific Method
-
Individualized
Instruction Method
Unit
V Role of Information Technology and
Audio Visual Aids
Ψ
Use of Audio Visual
aids with emphasis on demonstrations in Chemistry.
Ψ
Computer assisted
learning in Chemistry.
Unit
VI Curriculum
Ψ
Place of Chemistry in
School Curriculum
Ψ
Chemistry as a
component of Integrated Science at Secondary Level
Ψ
Principle of
constructing a chemistry curriculum
Ψ
Textbooks in chemistry,
its need and use, evaluation of textbooks in chemistry
Unit
VII Evaluation
Ψ
Concept of evaluation
Ψ
Preparation and
administration of an achievement test in Chemistry.
Ψ
Criteria of a good
achievement test.
Ψ
Study of examination
system in chemistry.
Unit
VIII The Professional Growth of a
Chemistry Teacher
Ψ
Competencies associated
with laboratory techniques
Ψ
Organisation of science
clubs, fairs and excursions.
Practical
Work:
1.
Conducting a practical class with preparation of a practical
lesson plan.
2.
Organising and conducting demonstrations in the classrooms.
3.
Organising a chemistry laboratory.
4.
Construction of a linear/branched programme for a particular
standard.
5.
Preparation of a unit plan.
6.
Organising a field trip related to co-curricular activities
in chemistry.
References
1. Newbury, N. F. (1965), The Teaching of
Chemistry,
3rd Edition, London: Heinemann Education Books Ltd..
2. Jerry Wellington (1996), Secondary Science
Contemporary Issues and Practical Approaches,
Routledge London and New York.
3. Waddington, D. J. (1984), Teaching of School
Chemistry, UNESCO.
4. Sonders, H. N. (1971), Science Teaching in
Senior Secondary Schools, Oxford & IBH
Publishing Company.
5. T. N. Ratho & Ravi Prakash (1996), Emerging
Trends in Teaching of Chemistry, Kanishka
Publishers.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF MATHEMATICS
Course Code: B. Ed. 113 L-4 T/P-0 Credits-4
Course
overview
This course is designed for the
prospective secondary school teachers. The course would include developing
competencies in secondary level mathematics curriculum, their appropriate
instructional strategies, using visual aids, etc.
Objectives:
The course will try to develop among the prospective
secondary school teachers:
-
Understanding of nature of mathematics
-
Understanding of historical developments leading to concepts
in modern mathematics.
-
Understanding of learning theories and their applications in
mathematics education.
-
Improve their competencies in secondary level mathematics.
-
Understanding various instructional strategies and their
appropriate use in teaching mathematics at the secondary level.
-
Understanding preparation and use of diagnostic test and
organise remedial teaching.
-
Application of appropriate evaluation techniques in
mathematics
Course
Content
1.
Introduction to mathematics education
-
Nature of mathematics (axioms, postulates, patterns and
language of Mathematics)
-
Values of teaching mathematics
-
Aims and objectives of teaching Mathematics
-
Integration of Mathematics with other subjects
2.
Historical developments in mathematics
-
Historical development of Notations and Number systems
-
Contributions of Indian Mathematicians (Ramanujan,
Aryabhatta, Bhaskaracharya)
3.
Place of mathematics in secondary school curriculum
-
Principles of curriculum construction
-
Critical evaluation of the curriculum in use in Mathematics
at the secondary stage.
-
Qualities of a good Mathematics textbook and its evaluation.
4.
Instructional strategies in teaching mathematics
-
Inductive, deductive approach
-
Analytic and synthetic approach
-
Heuristic and project approach
-
Graded assignments in Mathematics
-
Problem solving
5.
Organization of teaching mathematics and their
related problems
-
Developing objectives of teaching mathematics in behavioural
terms (Blooms taxonomy)
-
Preparation of lesson plan
-
Selecting appropriate instructional strategies related to
various topics included in secondary classes of the CBSE in the following
areas:
-
Teaching of Arithmetic (Commercial Maths)
-
Teaching of Algebra (sets, relation, functions and algebraic
identities)
-
Teaching of Geometry (Congruent and Similar triangles)
-
Teaching of Trigonometry (t-ratios, Heights and Distances)
-
Teaching of Statistics (Measures of Central Tendency)
-
Teaching of Mensuration (Surface areas and volumes of solid
figures)
-
Mathematics clubs.
6.
Diagnostic test and remedial teaching in Mathematics
-
Nature and constructions of diagnostic test
-
Error analysis
-
Different models of lesson planning
-
Annual, term, unit lesson planning
-
Criticism of lessons being observed
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF LIFE SCIENCE
Course Code: B. Ed. 114 L-4 T/P-0 Credits-4
Objectives: The main
objectives of teaching of Life Sciences at O level is to enable the
student-teacher to:
·
understand the nature of life science
·
understand why and how life sciences are to be taught
·
enrich some important themes related to secondary stage of
school curriculum in the area of life sciences
·
understand some basic principles and types of life-science curriculum
·
understand basic approaches and methods of teaching of
life-sciences at secondary level.
·
understand techniques of evaluation for determining the
students performance.
·
Acquire the professional competencies essential for a
life-science teacher.
Course
Content
Unit I
- Nature and Significance of Teaching
Life Science
·
Meaning, nature and scope of life
science
·
Application and significance of life science
·
Life science as an integrated area of study.
Unit II
- Objectives of Teaching of Life Science
Aims of
teaching life science at secondary stage
instructional objectives of teaching life science objectives at
cognitive, affective and psychomotor tools formulation of specific objectives
in behavioural terms.
Unit III
- Life Science Curriculum at Secondary
Stage
·
Principles and approaches of curriculum construction at
secondary level.
·
Evaluation of a life science curriculum at senior secondary
stage.
Unit IV -
Textbooks of Biological Science.
·
Textbooks, laboratory manual and reference material in
Biology and their use
·
Study of nationalized textbooks
·
Importance of curriculum guides
Unit V
- Instructional Planning in Life
Science
·
Course planning preparation of an annual plan with time
utilization
·
Unit planning
·
Lesson planning
Unit VI -
Methods and Media Approaches
Lecture
method Lecture-cum-demonstration, laboratory method, problem
solving/investigatory method, guided inquiry, project methods, self-learning
methods, electronic media such as AV programmes, etc.
Unit VII -
Activities
Techniques
and skills in collection, preservation, display and maintenance of the
following Herbarium, Aquarium, Terrarium, Vivarium, Dried specimens, Dry and
wet specimens, Student Laboratory Squad or kit improvisation.
Unit VIII
Evaluation
·
Preparation and administration of an achievement test in
Life Science
·
Evaluation of laboratory work, observation schedules, rating
scales and check lists.
·
Remedial Teaching.
Unit IX -
Professional Competencies of Life Science Teacher
Competencies associated with
laboratory techniques. Organising life
science clubs, fairs and excursions.
Suggested
Readings
1. Bremmer, Jean (1967), Teaching Biology, London: Macmillan.
2. Heller, R. (1967), New Trends in Biology
Teaching, Peris: UNESCO
3. NCERT (1969), Improving Instructions in
Biology, New Delhi.
4. Novak, J.D. (1970), The Improvement of Biology
Teaching Modern Science Teaching, Delhi:
Dhanpat Rai & Sons.
5. Sharma, R. C. (1975), Modern Science Teaching, Delhi: Dhanpat Rai & Sons.
6. Waston, N. S.
(1967), Teaching Science Creativity in Secondary School, London: U.B. Saunders Company.
Further
Readings
1. Green, T. C. (1967), The Teaching and Learning
Biology, London, Allman & Sons.
2. Miller, David, F. (1963), Methods and
Materials for Teaching the Biological Sciences,
New York: McGraw Hill.
3. Nunn, Gordon (1951), Handbook for science
Teachers in secondary Modern Schools, London:
John Murry.
4. Thurber, Walter (1964), Teaching of Science in
Todas Secondary Schools, New Delhi: Prentice
Hall.
5. Vaidya, N. (1971), The Impact of Science
Teaching, New Delhi: Oxford and IBH Publication
Co.
6. Voss, Burton F. A. and Bren, S. B., Biology as
Inquiry: A Book of Teaching Methods.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF HISTORY
Course Code:
B. Ed. 115 L-4 T/P-0 Credits-4
Course
Content
1. MEANING, NATURE AND SIGNIFICANCE OF HISTORY
(i)
Meaning and nature of History
(ii)
The place of history in secondary school curriculum
(iii)
Curriculum development in History
2. OBJECTIVE BASED TEACHING OF HISTORY
(i)
Aims and objectives of teaching with particular reference to
Indian History.
(ii)
Types of objectives
(iii)
Statement of objectives in behavioural terms.
3. LEARNER CENTRED AND ACTIVITY BASED APPROACH
(i)
Teaching of history through monuments
(ii)
Discussion method
(iii)
Question answer method
(iv)
Source method
(v)
Symposium
(vi)
Role play
4. PEDAGOGICAL ANALYSIS OF THE SUBJECT
(i)
Identification of concepts from a unit/chapter
(ii)
Pedagogical analysis of a unit/chapter
(iii)
Listing behavioural outcomes
5. TRANSACTIONAL STRATEGIES
(i)
Preparation of a lesson plan
(ii)
Preparation of theme based plan
6. TEACHING AIDS AND CO-CURRICULAR ACTIVITIES/ACTIVITIES
IN HISTORY
(i)
Text Book
(ii)
Low cost teaching aids
(iii)
Maps
(iv)
Site visits
(v)
Radio, films and television
7. INTEGRATION OF HISTORY WITH OTHER SUBJECTS
8. EVALUATION IN HISTORY
(i)
Comprehensive and continuous evaluation
(ii)
Evaluation devices: written, open book examination, oral,
observation, record.
(iii)
Preparation of achievement test.
(iv)
Remedial Teaching
SUGGESTED READINGS
1. Chaudhary, K. P. (1975), The Effective
Teaching of History in India, New Delhi: NCERT.
2. Dhanija Neelam (1993), Multimedia Approaches
in Teaching Social Studies, New Delhi, Harman
Publishing Hosue.
3. Dixit , U. and Bughela (1972), Itihas
shikshan, Jaipur: Hindi Ganth Academy.
4. Ghate, V. D. (1956), Teaching of History
(English & Hindi), Bombay: Oxford
University Press.
5. Khan S.U. (1998), History Teaching-Problems,
Prospective and Prospect, New Delhi: Heera.
Further
Readings
1. Burton, W.H. (1972), Principles of History
Teaching, London: Methuen.
2. Gunning, Dennis (1978), The Teaching of
History, London: Goom Helm Ltd.
3. Jarvis, C. H., Teaching of History.
4. Kochar, S. K. (1972), The Teaching of History, Delhi: Sterling Publishers.
5. Lewis, E.M. (1960), Teaching History in
Secondary Schools, Delhi: Sterling Publishers.
6. Mujeeb, M. (1960), World History: Our Heritage, Bombay: Asia Publishers
7. Shaida, B. D. and Singh, S. (1973), Teaching
of History, Jullendur: Dhanpat Rai & Sons.
8. Tara Chand, A History of Indian People, Aligarh: P.C. Dwadesh & Co.
9. Weech, S.K.I. (1951), History of the World
London: Odhas Press Ltd.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF POLITICAL SCIENCE
Course Code:
B. Ed. 116 L-4 T/P-0 Credits-4
1.
Nature of political
science, its needs & significance.
2.
OBJECTIVE BASED TEACHING
Its
concept. Objectives of teaching political science, product-process objectives,
Long term short term objectives. Knowledge, skills and value based
objectives. Identifying and stating objectives in terms of content and
behaviour outcomes in learning.
3.
LEARNER CENTRED AND ACTIVITY BASED TEACHING
Development of thinking and concept formation,
analysis of political proceses and events, Mass-media and scrap book approaches
to teaching specially current events, investigations and projects in political
science.
4.
CURRICULUM AND TEXTBOOKS
5.
PEDAGOGICAL ANALYSIS OF POLITICAL SCIENCE
Classroom interactions, heuristic, discussion,
problem solving, role playing, lecture and question-answer, curriculum
development and text book evaluation as used in schools.
6.
TRANSACTIONAL STRATEGIES
(i)
Preparation of lesson
Plan.
(ii)
Unit plan on a topic
from above given areas of enrichment content by stating objectives, developing
concepts and contents involved and planning classroom interaction activities of
the teacher and the pupils
(iii)
Maintaining the ecology
of the classroom.
7.
TEACHING AIDS AND CO-CURRICULAR ACTIVITIES IN
POLITICAL SCIENCE
(i)
Text book
(ii)
Low cost improvised
teaching aids
(iii)
Bulletin board
(iv)
Radio, films and
television
(v)
Visits and field
studies
8.
EVALUATION IN POLITICAL SCIENCE
(i)
Comprehensive and continuous
evaluation
(ii)
Norm reference and
criterion reference tests
(iii)
Evaluation devices
written, open book examination, oral, observation, record.
(iv)
Preparation of a unit
tests
(v)
Preparation of an
achievement test
(vi)
Remedial Teachings
SUGGESTED READINGS
1. Aggarwal, N. N., et. al. (1978), Principles of
Political Science, 6th Edition. New Delhi: Ram Chand & Co.
2. Ambrose, A. and Mial, A. (1968), Childrens
Social Learning, New York: Association for
supervision and Curriculum Development.
3. Apter, David, E. (1978), Introduction to Political Analysis, New Delhi: Prentice Hall of India.
4. Bining, A.C. (1952), Teaching of Social
Studies in Sec. School, New York: McGraw Hill.
5. Burner, Jerome, S. (1971), Towards a Theory of
Instruction, Cambridge: Harvard University
Press.
6. Dhanija Neelam (1993), Multimedia Approaches
in Teaching Social Studies, New Delhi: Harmen
Publishing House.
7. Kochhar, S. K. (1963), The Teaching of Social
Studies, Delhi: University Publishers.
8. Wesley, F. B. (1950), Teaching social Studies
in High School, Boston: D.C., Health & Co.
FURTHER READINGS
1. Buch, M. B. (1969), Improving Instruction in
Civics, New Delhi: NCERT.
2. Fenton, Edwin (1967), The New Social Studies, New York: Hlot Rinehart & Winston, Inc.
3. Finer, (1953), Teaching Techniques in Social
Studies, New York: Bank Street Publication.
4. Gleeson Denis & Whitty Geoff (1976), Developments
in Social Studies Teaching, London: Open Book.
5. Nicholson & Write, Social Studies for
Future Citizen, Geoirge Harrap.
6. Verma, S. P. (1975), Modern Political Theory, New Delhi: Vikas Publishing House.
7. White, F.M. ,Teaching of Modern Civics, Delhi: Vikas Publishing House.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF ECONOMICS
Course Code:
B. Ed. 117 L-4 T/P-0 Credits-4
Course
Objectives
·
To acquire competence in the content prescribed by CBSE for
Senior Secondary level.
·
To acquire competence in various strategies, methods,
techniques and skills of teaching Economics at the senior secondary level.
·
To acquire competence in relating of appropriate strategy to
the content to be taught.
·
To inculcate spirit of experimentation for finding out
effectiveness of alternative strategies of teaching.
·
To promote reflection on issues pertaining to teaching of
Economics.
·
To develop competence in designing effective instructional
strategies to teach Economics.
·
To develop ability to design, develop and use various tools
& techniques of evaluation.
Course
Content
I.
Aims and objectives of teaching Economics at
secondary level. Specification of content for realisation of objectives. Integration of Economics with other
School subjects.
II.
Teaching
of Concepts in Economics
Concept: meaning, characteristic
and classification analysis of the concept, essential attributes of a
strategy of teaching to teach concepts.
III.
Methods of
Teaching
Expository Based : Lecture,
debate, discussion, story telling method
Discovery Based :
Experimental/inquiry/problem
solving
Activity
Based : Simulation/gaming,
survey method, source method, case
study, project method.
Individualized
Instructive
Based : Computer assisted instruction, modular, mastery
learning,
Dalton plan
Group
Dynamics Based : Seminars,
conference, panel discussion, symposium.
Others : Unit method.
Assignments : Principles of giving assignments, types of assignments,
techniques of framing assignments.
IV.
Teaching
Aids
Importance of teaching aids,
different types of teaching aids and their effective use in teaching of
Economics.
V.
Co-Curricular
activities
-
Role of co-curricular
activities.
-
The development of
scholistic & non-scholastic activities
VI.
Evaluation
Nature of
educational evaluation, its need, role in educational process. Evaluation
procedure for appraising learners performance, uses of evaluation. Behavioural
approach to testing instructional objectives in Economics. Planning &
preparation of unit test and achievement test. Openbook examination, evaluating
project work, question bank. Remedial Teaching.
Suggested
Readings
a)
Related to Teaching of Economics
-
Arora, P. N. (1985),
Evaluation in Economics, New Delhi: NCERT,.
-
Arora, P.N. and Shorie,
J.P. (1986), Open Book Examination Question in Economics, New Delhi: NCERT.
-
Assistant Masters
Association (1974), The Teaching of Secondary School Economics, London:
Cambridge University Press.
-
Chakravorty, S. (1987),
Teaching of Economics in India, Bombay: Himalya Publishing.
-
Hicks, J.R. (1960), The
Social Framework An Introduction to Economics, London: Oxford University
Press.
-
Hodkinson, Steve
,Whitehead, and David J. (ed) (1986), Economics Education: Research and
Development Issues, London, New York: Longman.
-
Kanwar, B. S. (1973),
Teaching of Economics, Ludhiana: Prakash Brothers.
-
Khan, R. S., Teaching Economics (In Hindi), Kota Open University,
BE-13.
-
Lee, N. (ed) (1975),
Teaching Economics, London: Heinemann Educational Books, Prentice Hall.
-
NCERT (1974), Teaching
Units in Economics for High and Higher Secondary Stage, New Delhi.
-
Oliver, J. M. (1977),
The Principles of Teaching Economics within the Curriculum, London: Routledge
& Kegan Paul.
-
Sachs, I. (ed.) (1971),
Main trends in Economics, Projects and Role Playing in Economics, London:
MacMillan.
-
Siddiqi, M.H. (1993),
Teaching of Economics, New Delhi: Ashish Publishing House.
-
Srivastava, H. S.
(1976), Unit Tests in Economics, New Delhi: NCERT.
-
Tyagi, S. D. (1973),
Teaching of Economics (In Hindi), Agra: Vinod Pustak Bhandar.
-
Whitehead, D. J. (ed.)
(1974), Curriculum Development in Economics, London: Heinemann Education Books.
-
Whitehead, D. J. (ed.)
(1979), Handbook for Economics Teachers, London: Heinemann Education Books.
b)
Related to General Methods of Teaching
-
Bining A. C. and
Bining, D. H. (1952). Teaching the Social Studies in Secondary Schools, New
York: McGraw Hill Book Company.
-
Bloom, B.S., et. al.
(ed) (1956), Taxonomy of Educational Objectives Pt. I-Cognitive Domain, Pt. II
Affective Domain, New York: David McKay.
-
Bossing, N.L. (1970),
Teaching in Secondary School. New Delhi: Amerind Publishing Co.
-
Callahan, J. F. and
Clark, L.H. (1982),Teaching in the Middle and Secondary Schools, New York:
MacMillan Publishing Co.
-
Directorate of
Extension Programme for Secondary Education (1960), The Concept of Evaluation
in Education.
-
Jain A. C. (1973),
Teaching Social Studies (In Hindi), Jaipur: Rajasthan Hindi Granth Academy.
-
UNESCO (1981), Handbook
for Teaching Social Studies, Paris: UNESCO.
-
Wesley, E. B. (1950),
Teaching Social Studies in High School, Boston: D. C. Heath & Co..
Reports/Documents
-
The Curriculum for the
Ten Year School A Framework, NCERT, New Delhi, 1975.
-
Guidelines and Syllabus
for Secondary Stage (Class IX & X), NCERT, New Delhi, 1988.
-
Learning to Do: Report
of the National Review Committee on Higher Secondary Education with Special
Reference to Vocationalization, Ministry of Education and Social Welfare, New
Delhi, 1978.
-
National Policy on
Education 1986, MHRD, New Delhi, 1986.
-
Programme of Action
1992, MHRD, New Delhi, 1992.
-
Report of an Adhoc
Committee of the Economics Association: The Contribution of Economics to
General Education. London, 1977.
-
Report of the Review
Committee on the Curriculum for the Ten Year School, Ministry of Education
& Social Welfare, New Delhi, 1977.
-
Report of the Seminar
on Teaching of Economics, RBS College of Education, Agra, 1973.
Newspapers/TV
-
Business Bulletin, DD
Metro, 7.45 a.m. (Daily)
-
Business Times in The
Times of India (Daily)
-
Economy and Business in
The Hindustan Times (Daily).
-
The Economic Times
(Daily)
-
The Financial Express
(Daily)
Journals/Magazines
-
Economic and Political Weekly
-
YOJANA, Government of
India, Publications Division.
-
The Business
-
India, Government of
India, Publications Division.
Others
(i)
Bawa, M. S. (ed.)
(1995), Tendering of Economics: Contemporary Methods and Strategies for
Secondary and Senior Secondary levels, IASE, Deptt. of Education, Delhi
University.
(ii)
Bawa, M. S. (ed.)
(1996), Evaluation in Economics, IASE, Deptt. of Education, Delhi University.
(iii)
Bawa M. S. (ed.)
(1998), Source Book on Strategies of Teaching Social Sciences, IASE, Deptt. of
Education, Delhi University.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF GEOGRAPHY
Course Code:
B. Ed. 118 L-4 T/P-0 Credits-4
1. NATURE AND
SCOPE OF MODERN GEOGRAPHY
(i)
Geography as a study of
spatial differentiation
(ii)
Geography as a study of
spatial relationship
(iii)
Geography as a study of
spatial organisation
2. AIMS AND
OBJECTIVES OF TEACHING GEOGRAPHY IN SCHOOLS
(i)
Type of objectives
(ii)
Writing specific
objectives of geography teaching in behavioural terms.
3. LEARNER
CENTRED AND ACTIVITY BASED APPROACH
(i)
Conceptual learning in
Geography
-
Spatial
conceptualisation use of cognitive/mental maps
-
Perception and
geography learning
(ii)
Approaches in Geography
teaching
Expository approach,
Story telling and regional method
Discovery approach
Problem solving
approach
Project method
(iii)
Individualised
instruction
4. PEDAGOGICAL
ANALYSIS OF GEOGRAPHY
(i)
Pedagogical analysis of
a few units from enrichment content
(ii)
Identification and
classification of concepts from the above mentioned unit
(iii)
Development of map
reading skills
5. CURRICULUM
PLANNING IN GEOGRAPHY
(i)
Criteria used in the
formulation of geography curriculum
(ii)
Guidelines for course
construction
(iii)
Geography text book and
its evaluation
6. TRANSACTIONAL
STRATEGIES
(i)
Preparation of lesson
plans
(ii)
Preparation of unit plans
(iii)
Maintaining harmony of
the classroom, individual difference, group and individual learning.
(iv)
Teaching aids and
designing a geography laboratory
7. CO-CURRICULAR
ACTIVITIES IN GEOGRAPHY
(i)
Excursion
(ii)
Bulletin board
(iii)
Geography club
(iv)
Geography exhibition
(v)
Use of community
resources
8. EVALUATION
(i)
Comprehensive and
continuous evaluation
(ii)
Developments of test
items, essay, short answers objective types.
(iii)
Diagnostic testing and
remedial measurement
(iv)
Preparation of one
diagnostic test.
(v)
Preparation of
achievement test and analysis and interpretation of test data.
(vi)
Remedial Teaching.
SUGGESTED READINGS
1. Arrora K. K. (1976), The Teaching of Geography,
Jalandhar: Prakash Brothers.
2. Broadman, David (1985), New Directions in Geography
Education, London: philadelphia, Fehur Press.
3. Chorely R. J. (1970), Frontiers in Geography
Teaching, London: Mathews and Co. Ltd.
4. Dhanija Neelam (1993), Multimedia Approaches in
Teaching Social Studies, New Delhi: Harmen Publishing House.
5. Graves N. G. (1982), New Source Book for Geography
Teaching, London: Longman the UNESCO press.
6. Hall David (1976), Geography and Geography Teacher,
London: Unwin Eduation Books.
7. Huckle J. (1983), Geographicla Education Reflection
and Acion, London: Oxford University Press.
8. Leong, Goh Chey (1976), Certificate of Human and
Physical Geography, Singapur: Oxford
University Press.
9. Morrey D.C. (1972), Basic Geography, London: Hien
Manns Education Book Ltd.
10. Mohd. Z.U. Alvi (1984), Tadrees Jugrafia, Taraqqui
Urdu Board
11. UNESCO, New Source Book for Teaching of Geography.
12. Verma J.P. (1960), Bhugol Adhyhan, Agra: Vinod Pustak
Mandir.
13. Verma O. P. (1984), Geography Teaching, New Delhi:
Sterling Publication Pub. Ltd.
14. Walford Rex (1981), Signposts for Geography Teaching,
London: Longman.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF BUSINESS STUDIES
Course Code:
B. Ed. 119 L-4 T/P-0 Credits-4
This course has been
developed to familiarise the student-teachers of B. Ed. with the pedagogy of
teaching Business Studies being taught at +2 level.
The
Expected outcomes
After completing this
course, student-teachers will be able to:
·
develop an awareness
why business studies is taught at +2 level.
·
familiarise the
student-teachers with the technique of developing curriculum for the +2 students
of Business Studies
·
develop an analytical
ability to appraise the existing curriculum of commerce meant for +2 students.
·
familiarise the
student-teachers with the nature of business studies being taught at the school
level.
·
enable them to be
conversant with the different methods of teaching meant for teaching +2
students.
·
enable them to identify
and use content-based methods of teaching.
·
develop positive
outlook and skill for the use of modern teaching-aids.
·
instill the competence
of organising co-curricular activities for enriching the subject matter of
business studies.
·
develop the ability of
exploring good books and other study-material in business studies.
·
enable them to develop
the tools and techniques of evaluation for appraising and enhancing students
knowledge in business studies.
Course
Contents
Unit I Nature and Need of Business
Studies
Nature
of business studies, its scope, its delimitation at the school level,
justification of its introduction at school level, its place in the school curriculum.
Unit II Curriculum of Business Studies
Concepts
of curriculum and syllabus, developing curriculum of business studies at +2
level, a critical appraisal of present syllabi developed by CBSE.
Unit III Objectives
of Teaching Business Studies
Nature
of general and specific objectives, behavioural objectives, technique of
writing objectives instructional and behavioural using Magers approach.
Unit IV Teaching
Aids
Importance
of teaching aids, types of teaching-aids, scope of using teaching-aids for the
teaching of business studies.
Unit V Methods
and Techniques of Teaching Business Studies
(a)
Lecture method
(b)
Question-answers
technique
(c)
Discussion method
(d)
Project method
(e)
Problem-solving method
(f)
Teaching through games
Unit VI Co-curricular activities
Business
studies based co-curricular activities and their utility, linkage of school and
outside organisations for strengthening business studies knowledge.
Unit VII Integration of Business Studies with
other subjects
Accountancy, Political Science, Geography, Psychology,
Philosophy, Statistics, Ethics and Sociology.
Unit VII Text books and Other Instructional
Material in Business Studies
Selection of text-books, reference books and
journals
Unit VIII Evaluation
Concepts of evaluation, measurement and tests, types
of tests, developing different types of tests in business studies. Remedial
Teaching. Preparing an Achievement Test, Types of test items.
Suggested
Readings
1. Bhatia, S. K. (1979), Teaching of Principles
of Commerce and Accountancy, SIE Publication,
Delhi.
2. Calfrey C. Alhonn, (1988), Managing the
Learning Process in Business Education,
Colonial Press, USA
3. Musselman, Vernon, A., and Musselman, Donald Lee,
(1975), Methods in Teaching Basic Business Subjects, 3rd ed. Danniel, III. The Interstate
Printers and Publishers.
4. Nolan, C. A. (1968), Principles and Problems
of Business Education, Cincinnati, South
Western Publishing Company.
5. Schrag & Poland (1987), A System for
Teaching Business Education, McGraw Hill Book
Company, New York.
6. Siddique, M. Akhtar and R. S. Khan, (1995), Handbook
for Business Studies Teachers, Jamia Millia
Islamia, New Delhi.
7. Tonne, Herbhert and Lovis C. Nancy, (1995), Principles
of Business Education, McGraw Hill, New York.
8. Megary, J., (1989), Simulation and Gaming, The International Encyclopedia of Educational Technology, Oxford Pergamon Press.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF ACCOUNTANCY
Course Code:
B. Ed. 120 L-4 T/P-0 Credits-4
This course has been
developed to familiarize the student-teachers of B. Ed. with the pedagogy of
teaching accountancy being taught at +2 level.
The
Expected Outcomes
After completing this
course, student-teachers will be able to:
i)
acquaint themselves
with the nature of accountancy being taught at +2 level
ii)
justify the rationale of including this course in the
school curriculum
iii)
rationalise the
introduction of this course at +2 level
iv)
enumerate the general
and specific objectives of teaching accountancy at +2 level
v)
develop the technique
of writing instructional objectives of teaching various topics of accounting
vi)
familiarise themselves
with the technique of developing accounting curriculum for the +2 students
vii)
appraise the +2
accounting curriculum developed by CBSE
viii)
have an insight into
the details of the various approaches and methods of teaching accountancy
ix)
utilise the different
teaching aids for effective transaction of the contents of accounting
x)
rationalise the
organisation of co-curricular activities for strengthening the knowledge of
accounting
xi)
make use of work-books
and practice sets for gaining practical knowledge of the world of accounting
xii)
equip themselves with
the essential qualities of an ideal accounting teacher, and
xiii)
familarise themselves
with the techniques of evaluation in accounting.
Course
Contents
Unit I : Nature and Need of Accounting
Nature
of accounting, rationale of its inclusion in the school curriculum
justification of its introduction at 10+2 stage.
Unit II: Development
of Accounting Curriculum
Technique
of developing accounting curriculum, a critical appraisal of the CBSE
accounting syllabus.
Unit III: Objectives
of Teaching Accounting
General
and specific objectives of teaching accounting, domains of writing specific
objectives, techniques of writing objectives (Magers approach)
Unit IV: Teaching
Aids
Use
of softwares and hardwares for the teaching of accountancy, including the use
of computers.
Unit V: Methods
and Techniques of Teaching Accounting
(a)
Lecture method
(b)
Question-answer technique
(c)
Problem solving method
(d)
Games method
(e)
Project method
Unit VI: Co-Curricular
Activities
Different
types of co-curricular activities for strengthening the learning of accounting.
Unit VII: Integration
of Accountancy with other subjects
Business studies,
Mathematics, Statistics, Ethics, Philosophy and History.
Unit VIII: Approaches
to Teaching Accounting Cycle
Concept
of accounting cycle, completing accounting cycle through the following
approaches:
(a)
Journal approach
(b)
Equation approach
(c)
Voucher approach
Comparative
study of these approaches.
Unit IX: Practical
Accounting Knowledge
Workbooks, practice sets
Unit X: Accounting
Teacher
Qualities
of an ideal accounting teacher, avenues available for professional growth.
Unit XI: Evaluation
in Accounting
Techniques
of correcting students written work, assignments and giving feedback types of
tests in accounting. Remedial Teaching.
Suggested
Reading
1. Bhatia, S. K., (1996), Methods of Teaching
Accountancy, Publication No. 16, CIE, Delhi.
2. Binnion, John E., (1956), When you use a Book-Keeping
Practice Set, Journal of Business Education. Vol. 32 Oct., pp. 30-33.
3. Boynton, Laewis, D. (1955), Methods of Teaching
Book-Keeping, Cincinnati: South Western Publishing Co.
4. Forkher Handen L., R. M. Swanson and R. J. Thompson,
(1960), The Teaching of Book-Keeping, South Western Publishing Co.
5. Johnson, H. Whittam, A. A Practical Foundation in
Accounting, U.K., George Allen & Urwin (Publishers) Ltd. 1984.
6. Maheshwari, S. B. (1969), Teachers Guide in
Book-Keeping & Accountancy, Monograph 6, NCERT, Regional College of
Education, Ajmer.
7. Musselman, Vernon A and J. M. Hanna (1960), Teaching
Book-Keeping and Accounting, New York McGraw Hill Book Co.
8. Sapre, P.M. (1968), Trends in Teaching Book-Keeping
and Accounting, Regional College of Education, Mysore.
9. Van Ments, M. (1990), Simulations, Games and Role
Play, Handbook of Educational Ideas and practices, London: Routledge.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING OF HOME SCIENCE
Course Code:
B. Ed. 121 L-4 T/P-0 Credits-4
This
course is to deal with the entire range of activities associated with the
teaching of Home Science at the Higher Secondary level. The emphasis has been
on the knowledge, understanding and application of various
approaches/methods/strategies associated with teaching of Home Science
effectively in the School. The specific course objectives and unit-wise content
are given as under:
Course
Content
The student
teacher will be able to:
-
Familiarize themselves
with the meaning and scope of Home Science and Objectives of Teaching Home
Science at Higher Secondary Level.
-
Understand the
importance of Teaching Home Science in School.
-
Know and apply
various techniques and approaches of Teaching Home Science at Higher Secondary
level.
-
Plan instructions
effectively for Teaching of Home Science.
-
Evaluate student
performance effectively with reliability and validity.
Unit
1 Meaning and Scope of Home Science
a.
The modern meaning
of Home Science and its place in Secondary School
b.
Objectives of
Teaching Home Science at Senior Secondary Level.
c.
Status of Home
Science
d.
Scope of Home
Science in School Curriculum
Unit
2 Approaches and Methods of Teaching Home Science
a.
Discussion
method
b.
Demonstration
method
c.
Laboratory
work
d.
Project
method
e.
Problem
solving method
f.
Field
trips
g.
Micro
teaching
h.
Computer
as tool for instruction
i.
Market
survey
j.
Assignment
method
k.
Use
of community resources
l.
Exhibition
and displays
Unit
3 Planning and Designing for Effective Instruction in Home Science
a.
Planning
for instructional process need, advantages and strategies
b.
Lesson
planning design, approaches & writing lesson plan
c.
Audio
visual aids in teaching of Home Science
d.
Principles
of curriculum planning and development of Home Science Syllabus
e.
Characteristics
of a good a Home Science
f.
Use
and Management of Home Science Laboratory
Unit
4 Correlation of Home Science with other subjects
a.
Correlation
of Home Science with other subjects and School activities
b.
SUPW
related to Home Science
Unit
5 Illustrations of Teaching Learning Process in Home Science
a.
Teaching
of Human Development
b.
Teaching
of Foods and Nutrition
c.
Teaching
of Textiles and Clothing
d.
Teaching
Community Resource Management and Extension
Unit
6 Evaluation in Home Science
a.
Evaluation
and assessment
b.
Techniques
for assessment in theory and practicals
c.
Monitoring
learners progress
d.
Diagnostic
and remedial measures in Home Science
e.
Unit
test preparation
Unit
7 Practical Oriented Assignments
a.
Planning
and Organization of Science Laboratory
b.
Development
of TV and Radio Lesson
c.
Development
of Computer assisted lesson in Home Science
d.
Co-curricular
activities in Home Science
Suggested
Readings
1.
Bloom,
Benjamin, (Ed.) and others (1965) Taxonomy
of Educational Objectives: The Classification of Educational Goals, Handbook
1: Cognitive Domain, New York, David McKay Company Inc.
2.
Broudy,
Harry S. and Palmer, John R. (1966) Examples
of Teaching Method, Chicago, Second Printing, Chicago, Rand McNally &
Co.
3.
Chandra
Arvinda (1995) Fundamentals of Teaching
Home Science, New Delhi Sterling publishers.
4.
Dale
Edgar (1962), Audio Visual Methods in
Teaching, revised edition, Hold, Rivehart and Winston, New York.
5.
Das,
R. R. and Ray Binita (1989) Teaching of
Home Science, New Delhi Sterling Publishers.
6.
Devdas
R. P. (1976), Teaching Home Science, All India Council for Teaching Science.
7.
Hall
and Paolucci (1968), Teaching Home
Economics, New York Wiley Easten Private Ltd.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
ELEMENTARY EDUCATION
Course Code: B. Ed. 135 L-3 T/P-0 Credits-3
The Indian
Constitution under Article 45 categorically made provision of free and
compulsory education to all the children upto the age of 14 years which has not
been achieved even after more than 50 years. National Policy on Education
(1986) too envisaged certain thrust areas for achieving the goal of UEE,
putting special reference to ECCE, Education of the weaker section,
disadvantaged group and especially of the girl child. Many initiative in this
direction have been taken such as BPEP, UP Primary Education Project, DPEP,
NEEM, Lok Jumpish etc. But still there is much need to be done both at the
level of planning and its implementation through making Elementary Education as
an emerging need.
Objectives
to develop, understanding about the need of elementary education:
-
To enable the prospective teachers to
identify the problems and issues associated with the Elementary Education;
-
Enable the prospective teachers to
develop the appropriate strategies for universal retention, access and quality
at Elementary Education level;
-
To develop among them the capacity to
find out solution to the problems associated with the Elementary Education;
-
Enable the prospective teachers to
mobilize and utilize community resources as educational inputs;
-
To establish mutually supported
linkage amongst the different level at Community Block District.
Unit I
-
Elementary Education in India Scope,
Coverage, Issues and its present status
-
Constitutional Provisions for
Universalisation of Elementary Education Panchayati Raj.
-
Expansion of Elementary Education
under various Five Year Plans.
-
National Policy on Education 1986.
-
ECCE its need and significance
Primary Education, Education of Girl Child and deprived group.
Unit II
-
Micro Planning in Education
-
Institutional Planning.
-
Educational Planning at the District
Level.
-
Curriculum at Elementary Level its
transaction.
Unit III
-
Meaning and significance of Minimum
Level of Learning (MLL).
-
Child Centered Teaching Learning
Process.
-
Multi Grade and Multi Level Teaching
Learning Process.
-
Programme of Mass Orientation of
School Teachers (PMOST).
-
Operation Black Board (OB).
-
Special Orientation Programme of
School Teachers (SOPT).
-
District Primary Education Programme
(DPEP) concept.
-
Strategies for Universal Access,
Universal Relation and Universal Quality of Elementary Education.
-
Education for All (EFA).
-
Role of Non-governmental organisations
towards Universalisation of Elementary Education.
-
Alternative Schooling.
Unit IV
-
District Institute of Education and
Training concept, functions and role as a pace-setter for UEE.
-
Pre-Service Teacher Education in DIET
for adult and non-formal education.
-
Role of SCERTs in promotion of UEE.
References:
1.
Syed Nurullah & J. P. Naik, History of Education in India During
British Period, Bombay, McMillan & Co. Ltd., 1943.
2.
J. C. Aggarwal & S. P. Aggarwal, Educational Planning in India, Vol. I, New Delhi, Concept Publishing Co.,
1992.
3.
Sadler J. E. Concept in Primary Education, New York, Oxford University Press,
1985.
4.
Education for All, The Indian Scene,
New Delhi, Deptt. Of Education, Ministry of Human Resources Development, Govt.
of India, 1993.
5.
Lockheed, M. (ed.) A. M. verspeer
& Associates, Iimproving Primary Education in Developing Countries, A World
Bank Publication, Oxford University Press, 1991.
6.
National Policy of Education 1968,
1978, 1986 including programme of Action 1993 for revised National Policy on
Education 1992.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
ASSESSMENT, EVALUATION AND REMEDIAL
Course Code: B. Ed. 136 L-3 T/P-0 Credits-3
Course
Description: This is a course in
measurement and evaluation in the field of education for prospective teachers,
counsellers, instructional designers, administrator who are going to be engaged
in the development and use of educational measures and are preparing for the
first degree programme in education.
Objectives: The
course aimed at:
-
An understanding of
measurement and evaluation
-
An understanding of
behaivoural objectives and its role in teaching-learning process.
-
An understanding of
current issues and trends in educational measurement.
-
An understanding of
different abilities and their measurement.
-
Ability to develop
achievement tests and diagnostic tests.
-
An understanding of
various types of tests, their characteristics and uses
-
An understanding of
various methods of grading and reporting
-
An understanding of
national testing services
-
An understanding of
role of computers in evaluation.
Course Content
Unit I Assessment
and Evaluation
-
Meaning of assessment
& evaluation
-
Difference among
examination, testing, measurement and evaluation
-
Functions and types of
evaluation
-
Role of evaluation in
teaching-learning process
-
Evaluation and guidance
programme
Unit II Educational
Objectives
-
Educational objectives
in cognitive, affective and psycho-motor domains with special reference to
Blooms Taxonomy.
-
Mastery learning
-
Methods of stating
objectives (Mergers approach)
-
Application of
instructional objectives
Unit III Tests
& Their Construction
-
Achievement test,
criterion test, diagnostic test
-
Norm referenced and
criteria referenced test
-
Advantages and
limitations of essay test, objective test, short answer test.
-
Types of test items
-
Steps in the construction
of an achievement test
-
Planning, writing,
editing and validity
-
Steps in the
construction of diagnostic test
Unit IV Grading
and Reporting Achievement, Remediation
-
Methods of interpreting
test results
-
Grade norms, percentile
norms, standard scores, profiles, skill analysis, credit point.
-
Use of computers in
testing and reporting.
-
National testing
services nature, role in assessing individuals.
-
Remediation and
reinforcement mechanism.
Suggested
Readings:
1. Anastasi, A. (1988), Psychological Testing, 6th
ed. ,New York, MacMillan Inc.
2. Baker, F. A. (1989), Computer Technology in
Test Construction and Processing, in R. L.
Linn, (edited book on Educational Measurement.
3. Bloom, B. S. (1968) and others (1956), Taxonomy
of Educational Objectives, New York, David
McKay Co. (also Boo II, Book III).
4. Conoley, J. C. (ed.) (1990), Tenth Mental
Measurement Year Book, Lincoln N. F. Buros
Institute of Mental Measurements.
5. Cronbacth, L. J. (1984), Essentials of
Psychological Testing, 4th ed. New
York: Harper & Row.
6. Ebel, R. L. and Frisbie, David A. (1991), Essentials
of Educational Measurement, New York: Harper
& Row.
7. Ebel, R. L. and Frisbei, David A. (1991), Essentials
of Educational Measurement, New Delhi: Pentice
Hall of India Pvt. Ltd.
8. Freeman, F. S. (1965), Theory and Practice of
Psychological Testing, New Delhi: Oxford and
IBH Publishing Co.
9. Gronlund, N. E. and Linn, R. L. (1990), Measurement
and Evaluation Teaching, 6th ed.
,New York: MacMillan Publishing Co.
10. Hopkins, K. D., and Stanley, J. C. (1981), Educational
and Psychological Measurement and Evaluation,
Englewood Cliffs, N. J.: Prentice Hall.
11. Linn, R. L. (1989) (ed.), Educational
Measurement, New York: MacMillan.
12. Mager, R. F. (1962), Preparing Instructional
Objectives, Palo Alto, CA: Fearon Publishers, Inc.
13. Mehrens, W.A. and Lehmann, I. J. 1984), Measurement
and Evaluation in Education and Psychology, 3rd
ed., New York: Holt, Rinehart and Winston.
14. Messick, S., et. al. (1983), National
Assessment of Educational Progress Reconsidered : A New Design for a New Era, (NAEP Report 83-1).
15. Popham, W. J. (1975), Educational Evaluation, New Jersey: Prentice Hall.
16. Sax, Gilbert (1974), Principles of Educational
Measurement and Evaluation, California:
Wadsworth Publishing Company.
17. Thorndike, E. L. and Hagen, E. P. (1969), Measurement
and Evaluation in Psychology and Education, New
York: John Wiley and Sons Inc.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
EDUCATIONAL GUIDANCE AND COUNSELLING
Course Code: B. Ed. 137 L-3 T/P-0 Credits-3
Objectives: to enable
the student-teacher to:
·
Understand the nature,
purpose and need for guidance and counselling
·
Understand the role of
counsellors, career masters and teachers in organising guidance programmes
·
Understand different
technique of guidance
·
Know about the sources
of occupational information, their types and modes of dissemination of such
information
·
Understand the
behaviour problems of students especially of the deprived and the handicapped.
·
Guide students with
special needs & extend vocational/occupational guidance.
Course
Content
Unit I
Understanding Guidance and
Counselling
Nature, purpose and need for guidance and counselling principles and
types of guidance and counselling characteristics of an effective counsellor. Group Guidance - Concept, need,
significance and principles. Organisation of group-guidance activities.
Unit II
Techniques and Procedures of
Guidance
Standardized
and non-standardized techniques and their relative use in collecting
information, organization of guidance programmes in schools.
Unit III
Occupational Information
Collection,
types, classification and dissemination of information
Unit IV
Career Development
Concept,
importance and process of career development various theories related to career
development; career patterns; career maturity, and vocational career.
Unit VI
Guiding Students With Special Needs
Behaviour
problems of students with special needs, viz. socio-emotional problems of
handicapped and deprived groups such as SC, ST and girls. Provision of
facilities at governmental and non-governmental level.
Suggested Readings
1. Bengalee, M. (1984), Guidance and Counselling, Bombay: Seth Publishers.
2. Crow and Crow (1968), Introduction to
Guidance, 2nd Ed., New Delhi:
Earasia Publishing Co.
3. Jayaswal, Monica (1968), Guidance and
Counselling, Lucknow: Prakashan Kendra.
4. Dave Indn. (1984), The Basic Essential of
Counselling, New Delhi: Sterling Publishers.
5. Nugent, Frank A. (1990), An Introduction to
Profession of Counselling, Columbus: Merril
Publishing Co.
6. Rao, S. N. (1992), Counselling and Guidance, New Delhi: Tata McGraw Hill.
7. Mehdi, B. C. (1978), Guidance in Schools, 3rd Ed. New Delhi: NCERT.
8. Bennet, M. E. (1963), Guidance and Counselling
in Groups, New York: McGraw Hill.
9. Mehta, P.H. and Wadia, K. A. (1972), Handbook
for Counsellors, New Delhi: NCERT.
10. Stefflire, B. (1972), Theories of Counselling, (Ed), New York, McGraw Hill.
11. Stone, C. H. (1966), Principles of Guidance, New York: Harper and Row.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
EDUCATION OF CHILDREN WITH SPECIAL NEEDS
Course Code: B. Ed. 138 L-3 T/P-0 Credits-3
Objectives
-
To understand the
concept, meaning and significance of special education.
-
To develop awareness
about different types of disabilities/handicaps in children.
-
To acquire knowledge
and understanding of class-room management for educating children with special
problems/disabilities.
-
To develop awareness
about different organizations dealing with special education both
governmental and non-governmental.
-
To know about the
initiatives and constitutional provisions envisaged to deal with children with
special needs for their education and their rehabilitation.
Concept
and meaning of special education its aims, aims of Special Education -
Educational provisions, recommendations of Education NPE with regard to special
education special schools, integrated education for disabled children.
Definition of
blindness and low vision. Identification and assessment. Curriculum and
teaching adaptation. Adaptive devices. Adaptation evaluation procedures. Tools
and techniques. Class room management, vocational preparation ,and employment
opportunities.
Unit 3 Education of Children with Hearing
Impairment/Disabilities
Definition of
deafness and partial hearing. Identification and assessment. Curriculum and
teaching adaptation. Adaptive devices. Adaptation evaluation procedures. Tools
and techniques, class room management, vocational preparation ,and employment
opportunities.
Unit 4 Education of Children with Mental
Retardation/Learning Disabilities.
Definition of mental retardation. Identification and
assessment. Curriculum and teaching adaptation. Adaptation evaluation
procedures. Tools and techniques. Class room management, vocational
preparation, and employment opportunities.
Unit 5 Education of Children with Orthopaedic
Handicap/Disabilities.
Definition of orthopaedic handicap. Identification and assessment.
Curriculum and teaching adaptation. Adaptive devices, adaptive evaluation
procedures, tools and techniques. Classroom management, vocational preparation
and employment opportunities.
Unit 6 Administration and Organization of Special Education
in India
Role of
Rehabilitation Council of India and NGOs.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
EDUCATIONAL TECHNOLOGY
Course Code: B. Ed. 139 L-3 T/P-0 Credits-3
Course Objectives: To enable the student teacher to:
-
understand the concept,
role, and features of educational technology
-
to understand various
information and communication technologies: strengths and weaknesses of
individual technologies
-
to understand how to
select and integrate media for effective teaching and learning
-
to understand the basic
principles of designing, developing, and utilization of educational technology
inputs.
-
to highlight the
significance and methodology of evaluation of educational technology
Course content
Unit 1
-
Educational technology
: the concept difference between technology of education and educational
technology
-
An overview of
educational technology: nature and role
-
Educational technology
and systems approach
-
Educational technology
and learning, including skill development and behaviour modification
-
Communication Effective
Communication 0 barriers in Communicative
Unit 2
-
Information and
communication technologies
-
Print media: print and
human learning, charts, posters, pictures, play-cards
-
Audio and video media
-
Informatics: computer,
graphics, internet
-
Three dimensional
models, specimens
-
Selection and
integration of media
-
Interactive
communication technology
-
Strengths and weakness
of individual media
-
Learning from different
media
Unit 3
-
Development of media inputs/courseware
-
Design considerations
-
Courseware development
process: print and non-print
-
Preparation of graphs,
charts, OHP transparencies
Unit 4
-
Programmed Introduction
its meaning, concept & implication
Suggested
Readings
1. Kulkarni, S. S. (1986), Introduction to
Educational Technology, New Delhi: Oxford-IBH
Pub. Co.
2. Mattoo, B. K., New Teaching Technology for
Elementary School Teachers, New Delhi:
Federation of Management of Educational Institutions.
3. Murunalini, T. (1997), Education and
Electronic Media, New Delhi: ABH Publishing
Corporation.
4. Sharma, R. A. (2001), Technological
Foundations of Education, Meerut: R. Lal Book
Depot.
5. Sharma, R. A. (2000), Shaikshik Prodyogiki, Meerut: R. Lal Book Depot (Hindi).
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
VALUE EDUCATION AND EDUCATION FOR HUMAN RIGHTS
Course Code: B. Ed. 140 L-3 T/P-0 Credits-3
Objectives:
1)
To enable students to
understand the need and importance of value-education and education for Human
Rights.
2)
To enable them to
understand the nature of values, moral values, moral education and to
differentiate such values from religious education, moral training or moral
indoctrination
3)
To orient the students
with the basis of morality and with the place of reason and emotions in moral
development of the child
4)
To enable them to
understand the process of moral development vis-ΰ-vis their cognitive and
social development
5)
To orient the students
with various intervention strategies for moral education and conversion of
moral learning to moral education.
Course Content
Unit 1 The
Socio-Moral and Cultural Context
-
Need and importance of
value education in the existing social scenario.
-
Valuation of culture:
Indian culture and human values spiritual values.
-
Universal Charter of
Human Rights National Human Rights Commission
Unit 2
Nature and Concept of Morality and Moral Education
-
Moral education
vis-ΰ-vis religious education, moral instructions, moral training and moral
indoctrination
-
Justice and care the
two dimensions/perspective in morality: dichotomy between reason and passion
-
Moral judgement and
moral action
Unit 3
Moral Learning to Moral Education
-
Moral learning outside
the school child rearing practices and moral learning, moral learning via
imitation. Nature of society and moral learning. Media and moral learning
-
Moral learning inside the school: providing form
and content to moral education.
-
Moral education and the
curriculum: can moral education be imparted taking it as a subject of
curriculum
Unit 4 Transactional Strategies for Moral Education
and Assessment of Moral Maturity
-
Models of moral
education a) Rationale building model, b) The consideration model, c) Value
classification model, d) Social action model; assessment of moral values.
Bibliography
1. Dagar, B. S. (1992), Shiksha Tata Manav Mulya
(Hindi), Chandigarh: Haryana Sahitya Academy.
2. Dagar, B. S. and Dhull Indira (1994), Perspective
in Moral Education, New Delhi: Uppal Publishing
House.
3. Mittal, K. K. (ed.) (1976), Quest for Truth, Delhi: Delhi University.
4. Hirst, P.H. (1974), Moral Education in a
Secular Society, London: Hodder and Stroutlon
5. Piaget, Jean (1948), The Moral Development of
Child, 2nd ed., Glencoe Illinois:
Free Press.
6. Scarf Peter (ed.) (1978), Readings in Moral
Education, Minnipolis Press Inc.
7. Newman, Fred (1975), Education for Citizen
Action: Challenge for Secondary School Curriculum,
Berkeley, Calif: Mc Cutchen.
8. Peters R. S. (1966), Ethics and Education, London: Allen and Unwin
9. Downey, J. B. and Kelly, A. B. (1982), Moral
Education, London: Harper and Row
10. Scarf, Peter (1978), Readings in Moral
Education, Minnipolis: Winston Press Inc.
11.
Ode L. K. (1976), Shiksha
ki Darshanik Prasthabhoomi, Jaipur: Rajasthan
Granth Academy.
12. Wilson, J., Williams, N. and Sugarman, B. (1967), Introduction
to Moral Education, Penguin Books.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
ENVIRONMENTAL EDUCATION
Course Code: B. Ed. 141 L-3 T/P-0 Credits-3
Objectives:
1.
To enable
the student teacher understand about the concept of environmental education.
2.
To develop
in the student teacher a sense of awareness about the environmental pollution,
and possible hazards and its causes and remedies.
3.
To develop a
sense of responsibility towards conservation of environment, bio-diversity and
sustainable development.
4.
To develop
reasonable understanding about the role of school and education in fostering
the idea of learning to live in harmony with nature.
5.
To enable
the students to understand about the various measures available to conserve the
environment for sustaining the development.
Course Contents
UNIT I
·
Environment
: meaning, scope and nature of environmental education.
·
Types of
environmental pollution
UNIT II
·
Causes and
effects of environmental hazard, global and local: environmental pollution and
its remedies.
·
Green house
effect an impending catastrophe.
·
Ozone layer
depletion environmental threat, acid rain, pillar melting, rise of sea level
and their implications.
UNIT III
·
Salient
features of environmental awareness through education: programmes of
environmental education for secondary school children.
·
Programmes
of environmental education for attitude changes among the children.
UNIT IV
·
Biodiversity:
Conservation of genetic diversity. An important environment priority: learning
to live in harmony with nature.
UNIT V
·
Role of
School in environmental conservation and sustainable development.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
POPULATION EDUCATION
Course Code: B. Ed. 142 L-3 T/P-0 Credits-3
Objectives:
2.
To develop
in the student teacher an understanding of the concept, need and importance of population education.
3.
To enable
the students to understand various terminology connected with population
studies and factors responsible for population growth.
4.
To develop
an awareness in the student teacher of the implications of population growth on
various aspects of social functioning.
5.
To help
student teacher to understand the effect of unchecked growth of population on
the depletion of natural resources from the environment.
6.
To help
student teacher to appreciate the role of population education as an
educational intervention for upgrading the quality of social functioning.
Course Contents
UNIT I
·
Introduction:
Nature and scope of population education: meaning, concept need, scope,
importance and objectives.
UNIT II
·
Population
dynamics: distribution and density, population composition: Age, sex, rural,
urban, literacy all India.
·
Factors
affecting population growth: fertility, mortality and migration (mobility).
UNIT III
·
Population
and quality of life: Population in relation to: socio-economic development,
health status, nutrition health services and education.
·
Effect of
unchecked growth of population on natural resources and environment.
·
Population
and literacy campaigns in India.
UNIT IV
·
Population
education in Schools: Scope of population education in schools.
·
Integration
of population education with the general school curriculum.
UNIT V
·
Methods and
approaches: Inquiry approach, observation, self-study, discussions,
assignments.
·
Use of
mass-media: Newspapers, Radio, Television, A.V. Aids.
UNIT VI
·
Role of
teachers: Teacher role in creating awareness of the consequences of population
problems, inculcating new values and attitudes leading to modification of
student behaviour.
·
Working with
community of build awareness.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
EDUCATIONAL ADMINISTRATION & MANAGEMENT
Course
Code: B. Ed. 143 L-3 T/P-0 Credits-3
Objectives:
1.
To acquaint
the student teachers with the concept and concerns of educational
administration.
2.
To develop
an understanding of the role of the headmaster and the teacher in school management.
3.
To enable
the students to understand to concept at importance of communication and its
possible barriers in educational administration.
4.
To enable
the student teacher to critically analyse the administrative scenario in
relation to the functioning of the other secondary schools of the area.
5.
To acquaint
the student teacher with the scientific practices of educational management and
keep him to apply it in work situation.
Course contents
UNIT I
·
Conceptual
framework : Concept of educational administration.
·
Concept of
educational management human beings as inputs, process and products inputs.
·
Nature,
objectives and scope of educational administration.
UNIT II
·
Role and
functions of headmaster/teacher: Basic functions of administration planning, organizing
directing and controlling.
·
Maintenance
of discipline, control management.
·
Co-ordination
and growth development.
·
Supervision
and inspection, defects in the present supervision and inspection.
·
Scope of
educational supervision.
·
Types of
supervision.
·
Providing
guidance; leadership function.
·
Crisis in
management
·
Decision
making
UNIT III
·
Communication
in Educational Administration: Role of communication in effective management
and administration.
·
Methods of
communication.
·
Barriers of
communication in educational administration.
·
Overcoming
barriers to communication and effective communication in educational
administration.
UNIV IV
·
Management
of Schools: Role of headmaster in planning of school activities, approaches to
management manpower approach, cost benefit approach, social demand approach,
social justice approach.
·
Involvement
of other functionaries and agencies in the preparation of a plan.
·
Delegation
of authority and accountability.
·
Role of the
headmaster in monitoring, supervision and evaluation.
·
Role of the
headmaster in motivating the staff, in resolution of interpersonal conflicts.
·
Role of the
headmaster in creating resources and managing financial matters.
·
Optimum use
of available resources for growth and development of the school.
·
Staff development
programmes.
·
Role of
teachers in school management and administration.
UNIT V
·
Educational
administration in the state: The administrative structure in the field of
education in the state.
·
Control of
school education in the state a critical analysis.
·
Functions of
the state government in relation to secondary and higher secondary schools.
·
Functions of
the board of secondary education in controlling secondary schools.
·
Problems of
secondary school administration in government schools.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
EDUCATIONAL ENTREPRENEURSHIP
Course Code: B. Ed. 144 L-3 T/P-0 Credits-3
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
SCHOOL EDUCATION
Course Code: B. Ed. 145 L-3 T/P-0 Credits-3
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING SKILL DEVELOPMENT - I
Course Code: B. Ed. 151 L-0 T/P-0 Credits
4
All
the students will undergo full time intensive School experience programme for
thirty working days between November and January as per the convenience of
respective Practice Schools.
-
Students are required to prepare twenty lesson plans for
each pedagogical course.
-
Minimum of 50% of the Lessons delivered by the students will
be observed and evaluated by the teacher supervisor from the respective faculty
from the Teacher Education Institute/College.
-
External examination for this course shall be conducted by
the University simultaneously. External evaluation will be done by a Board of
Examiners comprising of an Internal and an External examiner appointed by the
University on the basis of relevant records such as lesson plans, teaching
aids, used during the practice teaching, observation record, school profile
etc.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
TEACHING SKILL DEVELOPMENT - II
Course Code: B. Ed. 152 L-0 T/P-0 Credits
4
All
the students will undergo full time intensive School experience programme for
thirty working days between November and January as per the convenience of
respective Practice Schools.
-
Students are required to prepare twenty lesson plans for
each pedagogical course.
-
Minimum of 50% of the Lessons delivered by the students will
be observed and evaluated by the teacher supervisor from the respective faculty
from the Teacher Education Institute/College.
-
External examination for this course shall be conducted by
the University simultaneously. External evaluation will be done by a Board of
Examiners comprising of an Internal and an External examiner appointed by the
University on the basis of relevant records such as lesson plans, teaching
aids, used during the practice teaching, observation record, school profile
etc.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
PRACTICUM RELATED TO THEORY COURSES
Course Code: B. Ed. 153 L-0 T/P-0 Credits
8
TUTORIAL
I.
Tutorials are organised structured interactive sessions
group discussions, presentations leading to two assignments per
subject/project. In case of assignments one shall be related to theory and
record shall relate to the field investigation.
II.
School Study Report
·
Study report an any one dimension of School Management
Systems to be prepared during internship period.
·
Topic related to any aspect of School functioning to be
decided in consultation with the teacher in change tutorial.
III.
Psychology Practical Work
·
One case Study report to be prepared
·
Three psychology practicals records to be submitted as per
the defined syllabus.
IV. Practicum for Computers : Create a
digital Unit Plan portfolio with the following elements:
·
Unit Plan
·
Teacher Multi media presentation
·
Student sample of multi media presentation
·
Support material for teacher and students
·
Evaluation rubrics for the student samples
Note:
1.
Component I shall be evaluated by the Internal Faculty.
2.
Component II and III
shall be evaluated jointly by the Internal & External Examiner appointed by
the University.
3.
The students will be evaluated for component IV on the basis
of the digital portfolio they create.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
SESSIONAL WORKS & VIVA VOCE
Course Code: B. Ed. 154 L-0 T/P-0 Credits
6
Each record shall carry equal marks:
I.
Achievement Test Record on the two School subjects taught
by the student Construction, administration & evaluation upto correlation
(Rank Method).
II.
Critical appraisal of Text Book/Book Review.
III.
Visual Education Charts, Three dimensional model, college
magazine or scrap book.
IV.
The Viva Voce will conducted on the basis of records
generated under the above heads of activities and all the five activities.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
WORK EXPERIENCE
Course Code: B. Ed. 155 L-0 T/P-0 Credits
2
I.
Experience in a School based activity which the
student-teacher could handle as a SUPW activity for students.
End
product to be submitted for evaluation by external examiners.
II.
Printing and Designing
III.
Clay Modelling
IV.
Art & Craft Work
V.
Electrical Gadget
VI.
Gardening
VII.
Cost effective teaching aids
VIII.
Setting up mathematics laboratory
Note: At least any two of the above activities to be offered by each student
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
CO-CURRICULUM ACTIVITIES & SPORTS
Course Code: B. Ed. 156 L-0 T/P-0 Credits
2
1. Participation
in college, University activities.
2. Conceptualizing,
conducting and reporting of two different kinds of events organised for School
students during internship period.
3. Project
Report will be evaluated by in Board of examiners comprising of internal &
external examiners appointed by the University.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
WORKING WITH THE COMMUNITYk
Course Code: B. Ed. 157 L-0 T/P-0 Credits
2
·
Field work in any one community based programme of student
teachers choice subject to administrative feasibility of the institution record
to be maintained.
·
To be undertaken in consultation with and under the guidance
of teacher incharge.
·
Some of the areas could be Universalisation of primary
education, womens empowerment, adult education environment education,
population education, health awareness, community mobilization, PLA exercise,
social mapping and socio-economic crimes among the urban slums, working with
disadvantaged child population. Attachment with NGOs or social agency
preparation of report.
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
Hindi
Course Code: B. Ed. 122 L-4 T/P-0 Credits
4
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
English
Course Code: B. Ed. 123 L-4 T/P-0 Credits
4
(a)
Theory
1. The
importance of providing special language course at the higher secondary level;
language courses for science, medicine, engineering, journalism, law and
literature, etc. specialised vocabulary and structure, different from literary
texts.
2. Place and
objective of literature in a school course in English with special reference to
the higher secondary level.
3. Methods
and materials for developing study skill in English literary-forms: essay,
short one act-play and diary, letter, novel, long play and biography. Use of
cultural context and dictionary and other relevant sources for better
comprehensions; discussion and self study.
4. Development
of appreciation, skills of comprehension in relation to art of interpretation
and the ways of developing the latter; development of judgement and evaluation
of literary writing; relative importance of classics and popular literature in
English.
5. Developing
wider reading interests. Procuring and using suitable library materials.
Arranging displays of new books, book lists, book reviews and journals suitable
for the pupils, organising other literary activities like discussion on various
books read.
6. Developing
writing skills, exercise in current writing-grammar exercises, synthesis and
transformation of sentences, paragraph writing, precis writing, note taking and
reporting adapting and reviewing. Exercises in creative writing, free
composition writing, letter writing, essay and dialogue writing, dramatic
writing; diary entries and poems.
7. Developing
advanced oral skills. Exercises in reading with expression, literary texts of
suitable poems, plays and stories. Speech training : elocution exercises;
public speaking recitations, dramatic dialogue. Use of suitable
audio-materials, recorded reading of literary text of various types, broadcasts
and T.V. programmes on the above literary texts and authors. Use of language
laboratories.
8. Planning
lessons in Prose, Poetry, Drama, Novel, etc., at various levels. Different
techniques for detailed and not-detailed study, preparatory work, actual study
and following up in various useful ways. Poetry and Drama presented orally;
place and use of discussion and interpretation methods, rather than
explanation; focussing on(a) Emotion and imagery in poetry lessons; (b)
Character and incident in Drama and Novels (c) Idea and argument in essays.
9. Evaluating
achievements in English at the advanced level, using objective, short answer
type and essay tests judiciously criteria for marking creative writings,
methods of evaluating interest and extent in wider reading.
10. Planning
teachings of English at the Higher Secondary level; Allocation of adequate
total time, proper provisioning in the time-table for various skills.
Procurement of suitable books and other material for the School and Class
Libraries and facility for pupils to use Audio-Visual Aids (T.V., Radio,
Gramophone and Tape Recorder, etc.) on their own. Planning session, annual and
occasional tests and their weightage in the final assessment. Professional
growth and leadership in the field.
Guru Gobind Singh Indraprastha
University, Delhi
Bachelor of
Education (B. Ed.)
Sanskrit
Course Code: B. Ed. 124 L-4 T/P-0 Credits
4
Guru Gobind Singh
Indraprastha University, Delhi
Bachelor of
Education (B. Ed.)
Physics
Course Code: B. Ed. 125 L-4 T/P-0 Credits
4
Course Content
1.
Nature of Physics and Significance of Teaching it
(i)
Nature and scope of
Physics
(ii)
Significance of
teaching physics in secondary and senior secondary schools.
2.
Objectives of Teaching Physics
(i)
Meaning and need of
objective based teaching
(ii) General aims of teaching physics at senior secondar