FIRST SEM SYLLABUS
TWO YEARS B.ED IT DEVIDED INTO FOUR SEM
FIRST SEM 4PAPER THEORY
4 PRACTICALS
FIRST SEM
PAPER 1
CHILDHOOD AND ADOLESCENCE
Contact Hours: 60 Marks: 100
Objectives 4 Credits
After studying this course the student- teachers will be able to
1. Explain the process of development with special focus on infancy, childhood and adolescence.
2. Critically analyze developmental variations among children.
3. Comprehend adolescence as a period of transition and threshold of adulthood.
4. Analyze different factors influencing child development.
Unit 1: Approaches to Human Development
1.1 Human development as a discipline from infancy to adulthood
1.2 Concepts and Principles of development
1.3 Developing Human- Stages (Prenatal development, Infancy, Childhood, Adolescence, Adulthood)
1.4 Nature v/s Nurture
1.5 Domains (Physical, Sensory- perceptual, Cognitive, Socio-emotional, Language & communication, Social relationship)
Unit 2: Theoretical Approaches to Development
2.1 Cognitive & Social- cognitive theories (Piaget, Vygotsky, Bruner, Bandura)
2.2 Psychosocial Theory (Erikson)
2.3 Psychoanalytic Theory (Freud)
2.4 Ecological Theory (Bronfrenbrenner)
2.5 Holistic Theory of Development (Steiner)
Unit 3: Childhood
3.1 Early childhood- developmental tasks, physical, cognitive, social and emotional development.
3.2 Later childhood- developmental tasks, physical, cognitive, social and emotional development.
3.3 Milestones and variations in childhood development
3.4 Environmental factors influencing childhood development
3.5 Role of play in enhancing development
Unit 4: Adolescence
4.1 Emerging capabilities across domains of physical and social emotional cognition – meta cognition, creativity, ethics.
4.2 Issues related to puberty, Gender and development, Influence of the environment (social, cultural, political) on the growing child
4.3 Transitions into Adulthood- Psychological well-being Formation of identity and self-concept
4.4 Emerging roles and responsibilities- Personal social and emotional
4.5 Life Skills and independent living,
Engagement with the field as part of course as indicated below Hands on Experience
• Observe children in various settings and identify milestones achieved.
• Seminar on human development
• Writing Journal for reflection and case study
Suggested Readings
1. Berk, L. E. (2000). Human Development. Tata Mc. Graw Hill Company, New York.
2. Brisbane, E. H. (2004). The developing child. Mc.Graw Hill, USA.
3. Cobb, N. J. (2001). The child infants, children and adolescents. Mayfield Publishing Company, California.
4. Hurlocl, E. B. (2005). Child growth and development. Tata Mc.Graw Hill Publishing Company, New York.
5. Hurlocl, E. B. (2006). Developmental Psychology- A life span approach. Tata Mc.Graw Hill Publishing Company, New Delhi.
6. Meece, J. S., & Eccles J. L (Eds) (2010). Handbook of Research on Schools, Schooling and Human Development. New York: Routledge.
7. Mittal, S. (2006). Child development- Experimental Psychology. Isha Books, Delhi.
8. Nisha, M. (2006). Introduction to child development, Isha Books, Delhi.
9. Papalia, D. E., & Olds, S. W. (2005). Human development. Tata Mc.Graw Hill
Publishing Company, New York.
10. Santrock, J. W. (2006). Child Development., Tata Mc.Graw Hill Publishing Company, New York.
11. Vamadevappa H.V psychology of learning and instruction, Shreyas publications Davangere (2015)
Philosophical and Sociological Bases of Education
Contact Hours: 60 Marks: 100
Objectives 4 Credits
1. To develop understanding of the interrelationship between philosophy and education
2. To develop the appreciation of the basic tends and principles and development of the major western schools and philosophy
Philosophical bases of Education 12hrs
1.1Meaning and Scope of Philosophy
1.2Need of Philosophy In Life and for Teaching Practical
1.3Meaningand various Definitions of Education
1.4InterrelationshipbetweenPhilosophyandEducation
2 Schools of Philosophy 22 hrs
1.1 Idealism, Naturalism, Pragramatisim
1.2 Education Implications of these Schools Aims and objective and Curriculum Methodology Teachers Pupil Relationship and Discipline
1.3 Contribution of selected philosophers;-Rabindranath Tagore. Mahatma Gandhi, Arvinda Ghosh. Roseau, Johndewey, Plato.
1.4 Values And Education:- Meaning and importance of Values Types of Values Spiritual, Moral, Social, Authentic Human Values
1.5 National Values as Mentioned In the Indian Constitution
3 Sociological bases of Education 12hrs
3.1 The concept, scope and functions of educational sociology and sociology of education
3.2 Relationship of sociology and education
3.3 Educations as a social subsystem-
3.4 specific characteristics which make for social harmony.
3.5 contributions of sociologists to the field of education. August comte and Emilee Durkhe
4 State and Education: 14 hrs
4.1EducationForandthe State Provisions in Indian Constitution
4.2EducationsandDemocracy, National Integration Through Education
4.3 Education for International Understanding.
4. 4 Education and Culture; Meaning and characteristic Cultural change; meaning and factors in cultural change. Role of education in promoting culture and values
4.5 Social change; meaning and factors. Education and its responsibilities for social change
4.6 Social stratification; Meaning and factors .Role of education in
promoting social stratification
Suggestive practicum’s:-
1. A study of function of the institution which is functioning on the Tagore/Gandhiji, J Krishnamurthy/ Western philosophy.
2. A survey of educational status of at least 25 women from urban and rural area.
3. A study on background of the celebration of National festivals.
4. Conducting and reporting any one activity which promote National integration.
5. Participating in Social activity-conducted by international organizations locally like UNICEF, WHO and so on and reporting
6. Visiting the cultural centers and reporting about it
7. Conducting the awareness programmes about the constitutional provisions regarding education and reporting
8. Other activity/ survey/ analytic study based assignments related to the syllabus should
be planned and implemented by the college
Suggestive Readings:-
1 Sociological Approach In Indian Education – Vinod Putak Mandira Agra By SS Mathur
2 The Philosophical And Sociological Foundations Of Education (Doaba House Book Sellers And Publication Delhi 11006) By Kamal Bhatia And Baldevbhatia
3 Ground Work Of Theory Of Education By Ross
4 Modern Philosophy Of Education – By Brabacher
5 Foundation Of Eduction – VP Bokil
6 Educational Sociology – Brown
7 The Schooling Society – Eran Illich
Educational Technology
Contact Hours: 60 Marks: 100
Objectives:
After the completion of course, student- teachers will be able to –
1. Understand the concept and scope of educational technology
2. Understand the concept of approaches of educational technology
3. Explain the meaning and use of cybernetics
4. Understand and use the different media in education
5. Understand the different learning experiences and use them in the teaching-learning process.
6. Acquaint with innovations in educational technology
7. Integrate ICT into Teaching Learning, administration and Evaluation.
8. Develop information Management, communication and collaborative skills.
9. Design and develop and use learning materials in teaching.
10. Practice safe, ethical ways of using ICT.
11. Use ICT for making classroom processes Inclusive
Course Content:
Unit- I Basics of Education Technology
1.1 Educational technology- Meaning, Nature, Scope, Objectives and Importance.
1.2 Instructional technology and teaching technology: Meaning, contents, Assumptions and characteristics.
1.3 Approaches of educational technology –Hardware, Software and Systems approach.
1.4 Cybernetics: Meaning and it’s use in the development of instructional designs.
Unit-II Media in Education
2.1 Print media- Books, Journals, Magazines and Newspapers- meaning and uses.
2.2 Digital Media- Documentaries, still pictures, websites, etc,- meaning and advantages.
2.3 A-V Aids: meaning, types and significance .Role of Radio, T.V. and Films in education.
2.4 Multi-media: Meaning, nature, classification and importance.
2.5 Multi sensory approach- Relationship of Learning and Experiences, Dales cone of experience and its educational implications
Unit- III Educational systems
3.1 Cooperative learning, mobile learning- concept, advantages and limitations.
3.2 Teleconferencing: Audio and Video, Interactive white board- uses & advantages
3.3 Modern technology in education e-learning ,e-library ,wiki, blog-Advantages and limitations.
3.4 Resource centers and services in educational technology: CIET (NCERT), SIET, EMMRC, UGC-CEC, TEINDIA, KOER, NROER, EDUSAT,NME-ICT,NPTEL,IT@SCHOOL, GYAN DARSAN, INFLIBNET.
Unit-IV Understanding of ICT in Education
4.1 Impact of ICT in education (impact of ICT in social, cultural, economical)
4.2 Role of teacher (administrator, facilitator, tutor, mentor, counselor, evaluator) in ICT enabled education.
4.3 Issues and concerns related to ICT
4.4 Computer Assisted Instruction (CAI), Computer Managed Instruction (CMI),Computer Mediated Communication (CMC),Computer simulation, Blended learning, Educational podcast, Web- based learning, Cloud computing- Concept, meaning and merits.
Learning Activities
Visit websites (Khans academy, E-Gyankosh, Shodhaganga, NCTE, NCERT, DSERT, UGC) Collecting Documents like Polices, plans, statistics, scholarships, issue and trends and writing reports.
2. Free website development and usage (Webs.com)
3. Recording- Audio/Video lectures discussions, and presentations etc, editing and writing report on procedures.
4. CAI- Development and reporting
5. Mobile learning- related activities lie use of blue tooth, SMS, MMS and other features.
6. Blog- development and related activities
7. Login in to You tube-download and upload.
8. Writing a report on TV Lessons and discussions
9. Writing a report on Radio lessons and discussion.
10. List out the content related different learning experiences
References
Apter, Michael, J. (1968). The New Technology of Education. London: MacMillan.
Bhatt, B.D. and Sharma, S.R. (2003). Educational Technology: Concept and Techniques.
New Delhi: Kanikshka Publishers Distributors.
Bhushan, Anand and Ahuja, M. (1992). Educational Technology. Patiala: Bawa
Publishers.
Dale Edgar. (1954). Audio-visual methods in Teaching. (2nd ed).New York: The Dryden Press
Dale, Edgar.(1946). Audio-visual methods in Teaching. New York: The Dryden Press.
Dale Edgar. (1969). Audio-visual methods in Teaching. (3rd ed).New York: The Dryden Press.
Dange. Jagannath, K.(2014). Learning and Experiences. Lap Lambert Publication. Germany.
Goel, D. R., and Joshi, P. (1999). A Manual for INTERNET Awareness. CASE: The M. S. University of Baroda Press.
Khirwadkar, A. (2005). Information & Communication Technology in Education. New Delhi: Sarup & Sons.
Khirwadkar, A. (2010). e-learning Methodology: Perspectives on the Instructional Design for Virtual Classrooms. New Delhi: Sarup Book Publication Ltd.
Kulkarni, S.S. (1986). Introduction to Education Technology. New Delhi: Oxford & IBH Publishing Co.
Kumar, K.L. (1996). Educational Technology and Communication Media. Cuttack:
Nalanda.
Mahapatra, B.C. (2006). Education in Cybernatic Age. New Delhi: Sarup Sons.
Mangal, S.K. and Mangal, U. (2009). Essentials of Educational Technology. New Delhi: PHI Learning Private Limited.
Richmond, W. R. (Ed.) (1900). The Concept of Education Technology: A Dialogue with Yourself. London: Weidenfield and Nicolson.
Understanding Discipline and pedagogy: Language
Contact Hours: 30 Marks: 50
2 Credits
Objectives:
On the completion of course the student teacher will,
Understand the fundamentals of fundamentals of language teaching.
Gain an understanding of the pedagogical bases of language learning.
Understand the psychology of language learning.
Study, analysis and apply different approaches, methods and techniques for differentiating between teaching language and teaching literature in the context of first and second language.
Understand various problems with respect to language learning.
Study the recommendation of different education commissions on language education and policies
Critically analyses the language textbooks.
Understand the different models of language acquisition and its application in the language classroom.
9 Unit 1: Introduction to Language and Language Policies
10 Fundamentals of Language: Language- Meaning, definition, components- Phonemes, Morphemes, Lexemes, Syntax and Context; Functions- Expressive , informative and directive
11 Language verities: Dialect, Standard and Non-standard language; mother tongue, first language, and second language, bilingual and multilingual- concept, characteristics and critical analysis.
12 Language Policies and Politics: Power, identity, and policies of language; Language as a medium of instruction; English as a medium of instruction; recommendations of NCF-2005 on language education
Unit 2: Language Literacy and process in the Context of School and classroom
2.1 Language literacy: Literacy practices and its development- acquisition of language skills-listening, speaking, reading, writing, comprehension and its developments.
2.2 Language process: Oral language in the classrooms-Participation, independence and facilitating language interaction; Language Learner’s profile- language environment at home, bilingualism and multilingualism and notions about interference or bridge.
2.3 Language and curriculum: Meaning, Syllabus of different languages (Kannada/English) at Higher secondary and secondary level (VI-X/XI-XII), critical analysis of language textbooks
– use of literature, critical analysis of exercises, children’s’ literature for different age groups and moving beyond textbooks.
Unit 3: Language Acquisition Theories and Challenges in Language Learning
3.1 Language Acquisition: meaning, advantages, stages of language development; Language acquisition theories- cognitive constructivism and Language- Piaget and Vygotsky;
Chomsky’s language acquisition theory and their application in teaching and learning of language
3.2 First language and Second language acquisition: meaning and stages
3.3 Challenges in Language Learning: Issues of non-comprehension; lack of independence in language use; Examining the role of school context in creating difficulties for language learners ;Understanding language “disability” and the language teacher’s role in dealing with it.
References:
1. Agnihotri, R. K. (1996). KaunBhashaKaunBoli. Sandarbh 13, 37-43
2. Agnihotri, R. K. (2009). Language and dialect. Learning curve, 13.
3. Agnihotri, R.K., & Kumar, S. (2001). Bhasha, boli, laursamaj. Deshkal Publications.
4. Atwell, N. (1987). In the Middle: Writing, reading, and learning with the adolescents. Portsmouth:.Heineman.
5. Kunwar, N. (2015). 'Right writing' in Indian clasroom: learning tobe artificial. Language and language teaching.Vol 4, No. 1, Issue 7.
6. Rai, M. (2015). Writing in Indian schools: the product priority.Language and language learning.Vol 4, No 1, Issue 7, 32-36
7. Sinha, S. (2012). Reading without meaning: The dilemma of Indian classrooms. Language and
8. Language Teaching, 1:1. 22- 26.
9. Sinha, S. (2009), Rosenblatt’s theory of reading: Exploring literature, Contemporary
Education 1
Understanding Discipline and Pedagogy: Social Science
Contact Hours: 30 Max marks :50
Objectives of the Course
To develop a thorough understanding of nature, scope and values of social science
To develop an understanding about aims and objectives of teaching social science
To get acquainted with the relationship of social science with other subjects
To get an understanding of the principles of curriculum construction and also acquire a familiarity with different approaches of organizing social science curriculum
To develop positive attitudes and proper value system based on the cultural, moral social and political basis of Indian society.
6 Unit I Introduction to Social Science: 10hrs
1.1 Meaning, definition, scope and importance of social science
1.2 Meaning, definition, scope and importance of social studies
1.3 Similarities and differences of social science and social studies.
1.4 History and Geography- Temporal and Spatial Dimensions.
1.5 Political science and Economics–The Systems and Processes of Society.
Unit II Aims and objectives of Social Science 10hrs
2.1 Aims and objectives of Social science-Meaning and differences
2.2 General Objectives and Specific Objectives of teaching Social science.
2.3 Values of teaching social science
2.4 co-relation with different branches of social science -History, political
science,
Geography, political science, economics, sociology and psychology.
2.5 co-relation with other discipline- General science, Languages,
Mathematics,
ICT and Fine Arts
Unit III Pedagogical practices in Social Science Curriculum 10 hrs
3.1 Meaning, definitions of curriculum. And Principles of curriculum construction.
3.2 General Approaches in the construction of social science curriculum;
thematic organization, concentric approach, integrated approach, Unit Approach and co-relation approach.
3.3 Challenges in social science curriculum construction.
3.4 Review of different commissions/ committees report Specially 1964-66, 1977 and NCF 2005
3.5 critical reviews of social science text books from 6th to 10th.
Suggested practicum/content relevant seminar
1. Development of a project-local history
2. Development of a project-local geography
3. Development of a project-local government
4. Development of a project-local social institutions
5. Critical review of 6th to 10th social science text book
6. Project on mock assembly and parliament
7. Other activity related to syllabus
8. Survey based assignment related to the syllabus should be planned by the college
Suggested Readings
1. Arora &Awasthy (2003), Political theory, Haran and Publication Pvt. Ltd. New Delhi.
2. Arora, P (2014). Exploring the Science of Society. Journal of Indian Education.NCERT, New Delhi.
3. Arora, P (2014). A Democratic Classroom for Social Science, Project Report, University of Delhi, Delhi.
4. Batra, P. (Ed 2010). Social Science Learning in Schools: Perspective and Challenges. Sage Publications India Pvt. Ltd. New Delhi.
5. Bining, A.C. & Bining, D.H.( 1952), Teaching of social studies in secondary schools, Tata McGraw Hill Publishing Co. Ltd. Bombay.
6. Crotty, M., (1998), The foundations of social research: Meaning and perspective in the research process, London: Sage Publication.
7. Edgar, B.W. &Stanely (1958), Teaching social studies in high school, Heath and company, Boston D.C.
8. Gallanvan &Kottler, Ellen (2008), Secrets to success for social studies teachers, Crowin Press, Sage Publication, Thousand Oaks, CA 91320.
9. George, A., M. & Madan, A. (2009). Teaching Social Science in Schools.
Sage Publications India Pvt. Ltd. New Delhi.
10. Hamm, B. (1992).Europe – A Challenge to the Social Sciences. International Social Science Journal (vol. 44).
11. Haralambos, M. (1980). Sociology Themes and Perspectives. New York. O.U.P.
12. Haydn Terry,Arthur James and Hunt Martin. (2002),Learning to Teach History in the secondary school : A companion to school experience, Routledge, Falmer, (Taylor and Francis group), London, New York.
13. Kumar, Sandeep (2013).Teaching of Social Science, Project Report, University of Delhi, Delhi.
14. Kirkpatrick, Ecron, (1997). Foundation of Political Science: Research, Methods and Scope, New York, The free press.
15. Mayor, F. (1992). The role of the Social Sciences in a changing Europe. International Social Science Journal (vol. 44).
16. Misra, Salil and Ranjan, Ashish (2012)Teaching of Social Sciences :History, Context and Challenges in Vandana Saxena (ed.),Nurturing the Expert Within, Pearson, New Delhi
17. Popper, Karl. (1971). The Open Society and its Enemies. Princeton University Press.
18. Prigogine, I., & Stengers I. (1984). Order Out of Chaos: Man’s New
Dialouge with Nature. Batnam Books. 19. UNESCO-World Social Science Report (2013)
20. Wagner, P. (1999). The Twentieth Century – the Century of the Social Sciences? World Social Science Report.
21. Wallerstein, I, et al., (1996). Open The Social Sciences: Report of the Gulbenkian commission on the Restructuring of the Social Sciences. Vistaar Publications, New Delhi.
22. Webb,Keith (1995). An Introduction to problems in the philosophy of social sciences, Pinter, London, New York.
23. Winch,Peter (1958).The idea of a Social Science and its relation to Philosophy Routledge and Kegan Paul, London, New York: Humanities Press.
Course for lab work: ICT-BASIC
Contact Hours: 60 Total Marks: 50
(Internal Assessment) Credits: 4
Aims of the Course
This set of experiences is visualized with an assumption that student teachers should have a basic familiarity with computers, and to have much hands-on-experience.
Course Contents
Unit I. ICT basics: Operating system and application software
1. ICT: Meaning, importance and tools of ICT
2. Computer Hardware: Input-Output Devices
3. Introduction to Operating System
a. Features of different operating system(Ex: Obantu, etc)
b. Files and directory operations
c. Windows Explorer and desktop
4. Introduction to Application Software
a. Word Processor
b. Spreadsheets
c. Presentations
d. Database Management System
Unit II Computer Applications and Internet=
1. Applications of computers in various fields of education: Evaluation, planning, Administration and management, and Library management, etc.,
2. Characteristics of a good computerized lesson plan
3. Application of computer in specific context: Teaching Learning Process, Attendance, Evaluation, e- Content, daily planner etc.
4. Internet: Introduction, advantages and disadvantages
Activities :
5. Prepare the printed teaching materials using the MS-Word (In any subject - Any unit to be selected, in any language).Use of self-learning materials for the anyone unit by using ICT.
6. Prepare the result sheet in MS-Excel showing the subject wise marks, total marks, percentage Rank, pass or fail, Graphical presentation
7. Preparation of PPT slides (at least 10) for classroom usage.
8. Create an e-mail-id and Google account and exchange learning related information.
9. Preparation of a blog in Individual / Group.
10. Browse the search engines and download the relevant materials /information.
11. Prepare a list of Educational websites, Reference Books, Research papers etc that are useful in Education.
12. Prepare the submission of core papers with the help of ICT. (Anyone Topic from Anyone Subject)
13. Survey of educational sites based in India
14. Use of available software or CDs with LCD projection for subject learning interactions
15. Generating subject-related demonstrations using computer software
16. Enabling students to plan and execute projects (using computer based research)
17. Engaging in professional self-development
18. Interactive use of ICT: Participation in Yahoo groups, creation of 'blogs', etc
19. Collection of e-resources and Reporting. (Text-Books, Articles, Reports, Theses; Audio and Video Files related to educational technology)
20. Critical review of UNESCO ICT Competency standards for Teachers-2008
21. Write a report on INSAT programs.
22. Developing Educational blog in www.blogger.com , www.wordpress.com
23. Develop the news groups and report.
20.Creating an Account in Teacher tube/slide share and sharing your video/PowerPoint.
21. Downloading Anti-virus software through internet and installing to the system.
Assessment : Sl.N Items Intern Extern o. al al Marks Marks
1 Assignment / Lab Records 15
--
2 One Test 10
3 Practical Exam 25
4 Total 50 00
Working hours per week:
Suggestive Readings
Goel A. (2010). Computer Fundamentals. Dorling Kindersley, South Asia
Intel (2003). Intel innovation in Education Intel, Teach to Future-Students Work Book Kuar Heman, Meerut: R. Lal Publisher.
Kumar, Khushvinder and Kumar, Sunil (2004). Computer Education. Gurusar Sadhar: GBD Publications.
Kumar, Khushvinder and Kumar, Sunil (2004). ICT Skill Development. Gurusar Sadhar: GBD Publications.
Mansfield, R. (1993). The Compact Guide to Windows.World and Excel. New Delhi: BPB Publishing.
Rajaraman, V. (2004). Fundamental of Computers. New Delhi: Prentice Hall of India Pvt. Ltd.
Sharma, Lalit (2006). Computer Education. Ferozpur Cantt: Wintech Publications.
Singh, Tarsem (2009). Basic Computer Education. Ludhiana: Tandon Brothers.
Singh, Tarsem (2009).ICT Skill Development. Ludhiana: Tandon Brothers. Sinha, P.K. (1992). Computer Fundamentals. New Delhi: BPB Publications. Strawbridge S., Natiquette (2006). Internet - etiquette in the age of Blog. Software Reference Limited, UK
Tanenbaum, A. S. (1996). Computer Networks. New Delhi: Pretince Hall of India.
Sl.No Work Periods
1 Laboratory 4
Total 4
TWO YEARS B.ED IT DEVIDED INTO FOUR SEM
FIRST SEM 4PAPER THEORY
4 PRACTICALS
FIRST SEM
PAPER 1
CHILDHOOD AND ADOLESCENCE
Contact Hours: 60 Marks: 100
Objectives 4 Credits
After studying this course the student- teachers will be able to
1. Explain the process of development with special focus on infancy, childhood and adolescence.
2. Critically analyze developmental variations among children.
3. Comprehend adolescence as a period of transition and threshold of adulthood.
4. Analyze different factors influencing child development.
Unit 1: Approaches to Human Development
1.1 Human development as a discipline from infancy to adulthood
1.2 Concepts and Principles of development
1.3 Developing Human- Stages (Prenatal development, Infancy, Childhood, Adolescence, Adulthood)
1.4 Nature v/s Nurture
1.5 Domains (Physical, Sensory- perceptual, Cognitive, Socio-emotional, Language & communication, Social relationship)
Unit 2: Theoretical Approaches to Development
2.1 Cognitive & Social- cognitive theories (Piaget, Vygotsky, Bruner, Bandura)
2.2 Psychosocial Theory (Erikson)
2.3 Psychoanalytic Theory (Freud)
2.4 Ecological Theory (Bronfrenbrenner)
2.5 Holistic Theory of Development (Steiner)
Unit 3: Childhood
3.1 Early childhood- developmental tasks, physical, cognitive, social and emotional development.
3.2 Later childhood- developmental tasks, physical, cognitive, social and emotional development.
3.3 Milestones and variations in childhood development
3.4 Environmental factors influencing childhood development
3.5 Role of play in enhancing development
Unit 4: Adolescence
4.1 Emerging capabilities across domains of physical and social emotional cognition – meta cognition, creativity, ethics.
4.2 Issues related to puberty, Gender and development, Influence of the environment (social, cultural, political) on the growing child
4.3 Transitions into Adulthood- Psychological well-being Formation of identity and self-concept
4.4 Emerging roles and responsibilities- Personal social and emotional
4.5 Life Skills and independent living,
Engagement with the field as part of course as indicated below Hands on Experience
• Observe children in various settings and identify milestones achieved.
• Seminar on human development
• Writing Journal for reflection and case study
Suggested Readings
1. Berk, L. E. (2000). Human Development. Tata Mc. Graw Hill Company, New York.
2. Brisbane, E. H. (2004). The developing child. Mc.Graw Hill, USA.
3. Cobb, N. J. (2001). The child infants, children and adolescents. Mayfield Publishing Company, California.
4. Hurlocl, E. B. (2005). Child growth and development. Tata Mc.Graw Hill Publishing Company, New York.
5. Hurlocl, E. B. (2006). Developmental Psychology- A life span approach. Tata Mc.Graw Hill Publishing Company, New Delhi.
6. Meece, J. S., & Eccles J. L (Eds) (2010). Handbook of Research on Schools, Schooling and Human Development. New York: Routledge.
7. Mittal, S. (2006). Child development- Experimental Psychology. Isha Books, Delhi.
8. Nisha, M. (2006). Introduction to child development, Isha Books, Delhi.
9. Papalia, D. E., & Olds, S. W. (2005). Human development. Tata Mc.Graw Hill
Publishing Company, New York.
10. Santrock, J. W. (2006). Child Development., Tata Mc.Graw Hill Publishing Company, New York.
11. Vamadevappa H.V psychology of learning and instruction, Shreyas publications Davangere (2015)
Philosophical and Sociological Bases of Education
Contact Hours: 60 Marks: 100
Objectives 4 Credits
1. To develop understanding of the interrelationship between philosophy and education
2. To develop the appreciation of the basic tends and principles and development of the major western schools and philosophy
Philosophical bases of Education 12hrs
1.1Meaning and Scope of Philosophy
1.2Need of Philosophy In Life and for Teaching Practical
1.3Meaningand various Definitions of Education
1.4InterrelationshipbetweenPhilosophyandEducation
2 Schools of Philosophy 22 hrs
1.1 Idealism, Naturalism, Pragramatisim
1.2 Education Implications of these Schools Aims and objective and Curriculum Methodology Teachers Pupil Relationship and Discipline
1.3 Contribution of selected philosophers;-Rabindranath Tagore. Mahatma Gandhi, Arvinda Ghosh. Roseau, Johndewey, Plato.
1.4 Values And Education:- Meaning and importance of Values Types of Values Spiritual, Moral, Social, Authentic Human Values
1.5 National Values as Mentioned In the Indian Constitution
3 Sociological bases of Education 12hrs
3.1 The concept, scope and functions of educational sociology and sociology of education
3.2 Relationship of sociology and education
3.3 Educations as a social subsystem-
3.4 specific characteristics which make for social harmony.
3.5 contributions of sociologists to the field of education. August comte and Emilee Durkhe
4 State and Education: 14 hrs
4.1EducationForandthe State Provisions in Indian Constitution
4.2EducationsandDemocracy, National Integration Through Education
4.3 Education for International Understanding.
4. 4 Education and Culture; Meaning and characteristic Cultural change; meaning and factors in cultural change. Role of education in promoting culture and values
4.5 Social change; meaning and factors. Education and its responsibilities for social change
4.6 Social stratification; Meaning and factors .Role of education in
promoting social stratification
Suggestive practicum’s:-
1. A study of function of the institution which is functioning on the Tagore/Gandhiji, J Krishnamurthy/ Western philosophy.
2. A survey of educational status of at least 25 women from urban and rural area.
3. A study on background of the celebration of National festivals.
4. Conducting and reporting any one activity which promote National integration.
5. Participating in Social activity-conducted by international organizations locally like UNICEF, WHO and so on and reporting
6. Visiting the cultural centers and reporting about it
7. Conducting the awareness programmes about the constitutional provisions regarding education and reporting
8. Other activity/ survey/ analytic study based assignments related to the syllabus should
be planned and implemented by the college
Suggestive Readings:-
1 Sociological Approach In Indian Education – Vinod Putak Mandira Agra By SS Mathur
2 The Philosophical And Sociological Foundations Of Education (Doaba House Book Sellers And Publication Delhi 11006) By Kamal Bhatia And Baldevbhatia
3 Ground Work Of Theory Of Education By Ross
4 Modern Philosophy Of Education – By Brabacher
5 Foundation Of Eduction – VP Bokil
6 Educational Sociology – Brown
7 The Schooling Society – Eran Illich
Educational Technology
Contact Hours: 60 Marks: 100
Objectives:
After the completion of course, student- teachers will be able to –
1. Understand the concept and scope of educational technology
2. Understand the concept of approaches of educational technology
3. Explain the meaning and use of cybernetics
4. Understand and use the different media in education
5. Understand the different learning experiences and use them in the teaching-learning process.
6. Acquaint with innovations in educational technology
7. Integrate ICT into Teaching Learning, administration and Evaluation.
8. Develop information Management, communication and collaborative skills.
9. Design and develop and use learning materials in teaching.
10. Practice safe, ethical ways of using ICT.
11. Use ICT for making classroom processes Inclusive
Course Content:
Unit- I Basics of Education Technology
1.1 Educational technology- Meaning, Nature, Scope, Objectives and Importance.
1.2 Instructional technology and teaching technology: Meaning, contents, Assumptions and characteristics.
1.3 Approaches of educational technology –Hardware, Software and Systems approach.
1.4 Cybernetics: Meaning and it’s use in the development of instructional designs.
Unit-II Media in Education
2.1 Print media- Books, Journals, Magazines and Newspapers- meaning and uses.
2.2 Digital Media- Documentaries, still pictures, websites, etc,- meaning and advantages.
2.3 A-V Aids: meaning, types and significance .Role of Radio, T.V. and Films in education.
2.4 Multi-media: Meaning, nature, classification and importance.
2.5 Multi sensory approach- Relationship of Learning and Experiences, Dales cone of experience and its educational implications
Unit- III Educational systems
3.1 Cooperative learning, mobile learning- concept, advantages and limitations.
3.2 Teleconferencing: Audio and Video, Interactive white board- uses & advantages
3.3 Modern technology in education e-learning ,e-library ,wiki, blog-Advantages and limitations.
3.4 Resource centers and services in educational technology: CIET (NCERT), SIET, EMMRC, UGC-CEC, TEINDIA, KOER, NROER, EDUSAT,NME-ICT,NPTEL,IT@SCHOOL, GYAN DARSAN, INFLIBNET.
Unit-IV Understanding of ICT in Education
4.1 Impact of ICT in education (impact of ICT in social, cultural, economical)
4.2 Role of teacher (administrator, facilitator, tutor, mentor, counselor, evaluator) in ICT enabled education.
4.3 Issues and concerns related to ICT
4.4 Computer Assisted Instruction (CAI), Computer Managed Instruction (CMI),Computer Mediated Communication (CMC),Computer simulation, Blended learning, Educational podcast, Web- based learning, Cloud computing- Concept, meaning and merits.
Learning Activities
Visit websites (Khans academy, E-Gyankosh, Shodhaganga, NCTE, NCERT, DSERT, UGC) Collecting Documents like Polices, plans, statistics, scholarships, issue and trends and writing reports.
2. Free website development and usage (Webs.com)
3. Recording- Audio/Video lectures discussions, and presentations etc, editing and writing report on procedures.
4. CAI- Development and reporting
5. Mobile learning- related activities lie use of blue tooth, SMS, MMS and other features.
6. Blog- development and related activities
7. Login in to You tube-download and upload.
8. Writing a report on TV Lessons and discussions
9. Writing a report on Radio lessons and discussion.
10. List out the content related different learning experiences
References
Apter, Michael, J. (1968). The New Technology of Education. London: MacMillan.
Bhatt, B.D. and Sharma, S.R. (2003). Educational Technology: Concept and Techniques.
New Delhi: Kanikshka Publishers Distributors.
Bhushan, Anand and Ahuja, M. (1992). Educational Technology. Patiala: Bawa
Publishers.
Dale Edgar. (1954). Audio-visual methods in Teaching. (2nd ed).New York: The Dryden Press
Dale, Edgar.(1946). Audio-visual methods in Teaching. New York: The Dryden Press.
Dale Edgar. (1969). Audio-visual methods in Teaching. (3rd ed).New York: The Dryden Press.
Dange. Jagannath, K.(2014). Learning and Experiences. Lap Lambert Publication. Germany.
Goel, D. R., and Joshi, P. (1999). A Manual for INTERNET Awareness. CASE: The M. S. University of Baroda Press.
Khirwadkar, A. (2005). Information & Communication Technology in Education. New Delhi: Sarup & Sons.
Khirwadkar, A. (2010). e-learning Methodology: Perspectives on the Instructional Design for Virtual Classrooms. New Delhi: Sarup Book Publication Ltd.
Kulkarni, S.S. (1986). Introduction to Education Technology. New Delhi: Oxford & IBH Publishing Co.
Kumar, K.L. (1996). Educational Technology and Communication Media. Cuttack:
Nalanda.
Mahapatra, B.C. (2006). Education in Cybernatic Age. New Delhi: Sarup Sons.
Mangal, S.K. and Mangal, U. (2009). Essentials of Educational Technology. New Delhi: PHI Learning Private Limited.
Richmond, W. R. (Ed.) (1900). The Concept of Education Technology: A Dialogue with Yourself. London: Weidenfield and Nicolson.
Understanding Discipline and pedagogy: Language
Contact Hours: 30 Marks: 50
2 Credits
Objectives:
On the completion of course the student teacher will,
Understand the fundamentals of fundamentals of language teaching.
Gain an understanding of the pedagogical bases of language learning.
Understand the psychology of language learning.
Study, analysis and apply different approaches, methods and techniques for differentiating between teaching language and teaching literature in the context of first and second language.
Understand various problems with respect to language learning.
Study the recommendation of different education commissions on language education and policies
Critically analyses the language textbooks.
Understand the different models of language acquisition and its application in the language classroom.
9 Unit 1: Introduction to Language and Language Policies
10 Fundamentals of Language: Language- Meaning, definition, components- Phonemes, Morphemes, Lexemes, Syntax and Context; Functions- Expressive , informative and directive
11 Language verities: Dialect, Standard and Non-standard language; mother tongue, first language, and second language, bilingual and multilingual- concept, characteristics and critical analysis.
12 Language Policies and Politics: Power, identity, and policies of language; Language as a medium of instruction; English as a medium of instruction; recommendations of NCF-2005 on language education
Unit 2: Language Literacy and process in the Context of School and classroom
2.1 Language literacy: Literacy practices and its development- acquisition of language skills-listening, speaking, reading, writing, comprehension and its developments.
2.2 Language process: Oral language in the classrooms-Participation, independence and facilitating language interaction; Language Learner’s profile- language environment at home, bilingualism and multilingualism and notions about interference or bridge.
2.3 Language and curriculum: Meaning, Syllabus of different languages (Kannada/English) at Higher secondary and secondary level (VI-X/XI-XII), critical analysis of language textbooks
– use of literature, critical analysis of exercises, children’s’ literature for different age groups and moving beyond textbooks.
Unit 3: Language Acquisition Theories and Challenges in Language Learning
3.1 Language Acquisition: meaning, advantages, stages of language development; Language acquisition theories- cognitive constructivism and Language- Piaget and Vygotsky;
Chomsky’s language acquisition theory and their application in teaching and learning of language
3.2 First language and Second language acquisition: meaning and stages
3.3 Challenges in Language Learning: Issues of non-comprehension; lack of independence in language use; Examining the role of school context in creating difficulties for language learners ;Understanding language “disability” and the language teacher’s role in dealing with it.
References:
1. Agnihotri, R. K. (1996). KaunBhashaKaunBoli. Sandarbh 13, 37-43
2. Agnihotri, R. K. (2009). Language and dialect. Learning curve, 13.
3. Agnihotri, R.K., & Kumar, S. (2001). Bhasha, boli, laursamaj. Deshkal Publications.
4. Atwell, N. (1987). In the Middle: Writing, reading, and learning with the adolescents. Portsmouth:.Heineman.
5. Kunwar, N. (2015). 'Right writing' in Indian clasroom: learning tobe artificial. Language and language teaching.Vol 4, No. 1, Issue 7.
6. Rai, M. (2015). Writing in Indian schools: the product priority.Language and language learning.Vol 4, No 1, Issue 7, 32-36
7. Sinha, S. (2012). Reading without meaning: The dilemma of Indian classrooms. Language and
8. Language Teaching, 1:1. 22- 26.
9. Sinha, S. (2009), Rosenblatt’s theory of reading: Exploring literature, Contemporary
Education 1
Understanding Discipline and Pedagogy: Social Science
Contact Hours: 30 Max marks :50
Objectives of the Course
To develop a thorough understanding of nature, scope and values of social science
To develop an understanding about aims and objectives of teaching social science
To get acquainted with the relationship of social science with other subjects
To get an understanding of the principles of curriculum construction and also acquire a familiarity with different approaches of organizing social science curriculum
To develop positive attitudes and proper value system based on the cultural, moral social and political basis of Indian society.
6 Unit I Introduction to Social Science: 10hrs
1.1 Meaning, definition, scope and importance of social science
1.2 Meaning, definition, scope and importance of social studies
1.3 Similarities and differences of social science and social studies.
1.4 History and Geography- Temporal and Spatial Dimensions.
1.5 Political science and Economics–The Systems and Processes of Society.
Unit II Aims and objectives of Social Science 10hrs
2.1 Aims and objectives of Social science-Meaning and differences
2.2 General Objectives and Specific Objectives of teaching Social science.
2.3 Values of teaching social science
2.4 co-relation with different branches of social science -History, political
science,
Geography, political science, economics, sociology and psychology.
2.5 co-relation with other discipline- General science, Languages,
Mathematics,
ICT and Fine Arts
Unit III Pedagogical practices in Social Science Curriculum 10 hrs
3.1 Meaning, definitions of curriculum. And Principles of curriculum construction.
3.2 General Approaches in the construction of social science curriculum;
thematic organization, concentric approach, integrated approach, Unit Approach and co-relation approach.
3.3 Challenges in social science curriculum construction.
3.4 Review of different commissions/ committees report Specially 1964-66, 1977 and NCF 2005
3.5 critical reviews of social science text books from 6th to 10th.
Suggested practicum/content relevant seminar
1. Development of a project-local history
2. Development of a project-local geography
3. Development of a project-local government
4. Development of a project-local social institutions
5. Critical review of 6th to 10th social science text book
6. Project on mock assembly and parliament
7. Other activity related to syllabus
8. Survey based assignment related to the syllabus should be planned by the college
Suggested Readings
1. Arora &Awasthy (2003), Political theory, Haran and Publication Pvt. Ltd. New Delhi.
2. Arora, P (2014). Exploring the Science of Society. Journal of Indian Education.NCERT, New Delhi.
3. Arora, P (2014). A Democratic Classroom for Social Science, Project Report, University of Delhi, Delhi.
4. Batra, P. (Ed 2010). Social Science Learning in Schools: Perspective and Challenges. Sage Publications India Pvt. Ltd. New Delhi.
5. Bining, A.C. & Bining, D.H.( 1952), Teaching of social studies in secondary schools, Tata McGraw Hill Publishing Co. Ltd. Bombay.
6. Crotty, M., (1998), The foundations of social research: Meaning and perspective in the research process, London: Sage Publication.
7. Edgar, B.W. &Stanely (1958), Teaching social studies in high school, Heath and company, Boston D.C.
8. Gallanvan &Kottler, Ellen (2008), Secrets to success for social studies teachers, Crowin Press, Sage Publication, Thousand Oaks, CA 91320.
9. George, A., M. & Madan, A. (2009). Teaching Social Science in Schools.
Sage Publications India Pvt. Ltd. New Delhi.
10. Hamm, B. (1992).Europe – A Challenge to the Social Sciences. International Social Science Journal (vol. 44).
11. Haralambos, M. (1980). Sociology Themes and Perspectives. New York. O.U.P.
12. Haydn Terry,Arthur James and Hunt Martin. (2002),Learning to Teach History in the secondary school : A companion to school experience, Routledge, Falmer, (Taylor and Francis group), London, New York.
13. Kumar, Sandeep (2013).Teaching of Social Science, Project Report, University of Delhi, Delhi.
14. Kirkpatrick, Ecron, (1997). Foundation of Political Science: Research, Methods and Scope, New York, The free press.
15. Mayor, F. (1992). The role of the Social Sciences in a changing Europe. International Social Science Journal (vol. 44).
16. Misra, Salil and Ranjan, Ashish (2012)Teaching of Social Sciences :History, Context and Challenges in Vandana Saxena (ed.),Nurturing the Expert Within, Pearson, New Delhi
17. Popper, Karl. (1971). The Open Society and its Enemies. Princeton University Press.
18. Prigogine, I., & Stengers I. (1984). Order Out of Chaos: Man’s New
Dialouge with Nature. Batnam Books. 19. UNESCO-World Social Science Report (2013)
20. Wagner, P. (1999). The Twentieth Century – the Century of the Social Sciences? World Social Science Report.
21. Wallerstein, I, et al., (1996). Open The Social Sciences: Report of the Gulbenkian commission on the Restructuring of the Social Sciences. Vistaar Publications, New Delhi.
22. Webb,Keith (1995). An Introduction to problems in the philosophy of social sciences, Pinter, London, New York.
23. Winch,Peter (1958).The idea of a Social Science and its relation to Philosophy Routledge and Kegan Paul, London, New York: Humanities Press.
Course for lab work: ICT-BASIC
Contact Hours: 60 Total Marks: 50
(Internal Assessment) Credits: 4
Aims of the Course
This set of experiences is visualized with an assumption that student teachers should have a basic familiarity with computers, and to have much hands-on-experience.
Course Contents
Unit I. ICT basics: Operating system and application software
1. ICT: Meaning, importance and tools of ICT
2. Computer Hardware: Input-Output Devices
3. Introduction to Operating System
a. Features of different operating system(Ex: Obantu, etc)
b. Files and directory operations
c. Windows Explorer and desktop
4. Introduction to Application Software
a. Word Processor
b. Spreadsheets
c. Presentations
d. Database Management System
Unit II Computer Applications and Internet=
1. Applications of computers in various fields of education: Evaluation, planning, Administration and management, and Library management, etc.,
2. Characteristics of a good computerized lesson plan
3. Application of computer in specific context: Teaching Learning Process, Attendance, Evaluation, e- Content, daily planner etc.
4. Internet: Introduction, advantages and disadvantages
Activities :
5. Prepare the printed teaching materials using the MS-Word (In any subject - Any unit to be selected, in any language).Use of self-learning materials for the anyone unit by using ICT.
6. Prepare the result sheet in MS-Excel showing the subject wise marks, total marks, percentage Rank, pass or fail, Graphical presentation
7. Preparation of PPT slides (at least 10) for classroom usage.
8. Create an e-mail-id and Google account and exchange learning related information.
9. Preparation of a blog in Individual / Group.
10. Browse the search engines and download the relevant materials /information.
11. Prepare a list of Educational websites, Reference Books, Research papers etc that are useful in Education.
12. Prepare the submission of core papers with the help of ICT. (Anyone Topic from Anyone Subject)
13. Survey of educational sites based in India
14. Use of available software or CDs with LCD projection for subject learning interactions
15. Generating subject-related demonstrations using computer software
16. Enabling students to plan and execute projects (using computer based research)
17. Engaging in professional self-development
18. Interactive use of ICT: Participation in Yahoo groups, creation of 'blogs', etc
19. Collection of e-resources and Reporting. (Text-Books, Articles, Reports, Theses; Audio and Video Files related to educational technology)
20. Critical review of UNESCO ICT Competency standards for Teachers-2008
21. Write a report on INSAT programs.
22. Developing Educational blog in www.blogger.com , www.wordpress.com
23. Develop the news groups and report.
20.Creating an Account in Teacher tube/slide share and sharing your video/PowerPoint.
21. Downloading Anti-virus software through internet and installing to the system.
Assessment : Sl.N Items Intern Extern o. al al Marks Marks
1 Assignment / Lab Records 15
--
2 One Test 10
3 Practical Exam 25
4 Total 50 00
Working hours per week:
Suggestive Readings
Goel A. (2010). Computer Fundamentals. Dorling Kindersley, South Asia
Intel (2003). Intel innovation in Education Intel, Teach to Future-Students Work Book Kuar Heman, Meerut: R. Lal Publisher.
Kumar, Khushvinder and Kumar, Sunil (2004). Computer Education. Gurusar Sadhar: GBD Publications.
Kumar, Khushvinder and Kumar, Sunil (2004). ICT Skill Development. Gurusar Sadhar: GBD Publications.
Mansfield, R. (1993). The Compact Guide to Windows.World and Excel. New Delhi: BPB Publishing.
Rajaraman, V. (2004). Fundamental of Computers. New Delhi: Prentice Hall of India Pvt. Ltd.
Sharma, Lalit (2006). Computer Education. Ferozpur Cantt: Wintech Publications.
Singh, Tarsem (2009). Basic Computer Education. Ludhiana: Tandon Brothers.
Singh, Tarsem (2009).ICT Skill Development. Ludhiana: Tandon Brothers. Sinha, P.K. (1992). Computer Fundamentals. New Delhi: BPB Publications. Strawbridge S., Natiquette (2006). Internet - etiquette in the age of Blog. Software Reference Limited, UK
Tanenbaum, A. S. (1996). Computer Networks. New Delhi: Pretince Hall of India.
Sl.No Work Periods
1 Laboratory 4
Total 4
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