The Learning Path: Five Points of Mastery Model

We Believe. . .

By: Dr. Deepak Sharma

Learning is a lifelong experience that begins at birth and never ends.

• There is a direct relationship between self image and learning.

• Environments affect learning. Learning is optimized in creative, trusting environments that provide experience, exploration, risk-taking, and mastery.

• Learning is an interdependent process involving cooperation and collaboration.

• Learning involves the engagement of body, mind and spirit.

• An individual's potential for learning is unknown; without high expectations this potential may never be realized. People excel when they experience high expectations and appropriate challenge.

• Peak performance is driven by vision and a hunger for a "preferred" state.

• Learning is a multi-modal, multi-sensory, multi-intelligences experience.

• Each individual is responsible for his/her learning and for contributing to the learning of others.

• Education is not the same thing as training. To educate means "to lead forward" and thus to guide an open-ended process, characterized by self-conscious and discretionary activity. To train means "to draw or drag behind" and refers to a closed process of making things habitual or automatic. Learning requires both education and training.

• Learning happens at different rates for each individual; it can be facilitated but not forced, as it occurs when the individual is ready.

• Learning is best achieved by defining the learning process as a system and continually taking action to optimize the performance of that system.

• By establishing a system which both exemplifies and expects responsibility from each individual, and which embeds life-long learning into every segment of society, full and healthy employment will result.

The Learning Path: Five Points of Mastery Model

 

Our human Learning Path begins at birth. From infancy, the learner embarks on a course that nourishes the innate love for exploration and discovery. A community expecting life-long learning and life-long contributions from its members acts to remove whatever blocks this natural process of growth.

Just as every individual is unique, every learner's learning path is unique. We visualize these through a five part life learning model we call the "Five Points of Mastery." Each individual, formally and informally, moves in and out of these roles throughout their life, gaining a level of mastery of each, as appropriate to his or her life stage.

These roles are: the Learner, the Facilitator-Guide, the Sponsor-Advocate-Advisor, the Steward, and the Expert.

These names were deliberately and carefully chosen to compel a re-examination of these roles, as they apply to each student, each teacher, and each member of the learning environment and community at large.

A vital task for the Facilitator-Guide is monitoring these roles, being aware when a learner moves from role to role, and guiding a learner to the role appropriate for their needs. Similarly the Facilitator-Guide is often placed in the position of Learner, Sponsor, Expert or Steward. Moving between roles, responses change, responsibilities change and opportunities for growth change. Educational plans are conceived, developed, planned and executed with these changing roles in mind.

Learner

An explorer, innovator, self-developer, model-builder and action-taker who is receptive to ideas and guidance, able to reflect and act creatively, learns how to access information and create value from it for self and others. A unique set of contacts--family, peers, facilitators, sponsors, experts, and community members--comprise the Learner's constantly evolving learning network.

Facilitator-Guide

One who helps others frame their experience, providing information, concepts and models, linking to new information and avenues of exploration, encouraging further exploration, guiding discussion among learners and removing blocks (both conceptual and material) to the creative process for an individual or team. The Facilitator crafts and delivers challenges that spark individual and team innovation and provokes Learners to break through imagined limits.

A Learner works with one or several facilitators; in each case, the learner and facilitator together create a learning contract and invent appropriate experiences and products. Learners engage in many projects simultaneously, incorporating strands from the core curriculum to weave the necessary framework of understanding and mastery. The Facilitator and the Learner, jointly responsible, manage both process and content.

Sponsor-Advocate-Advisor

The Sponsor provides the feedback and boundaries that ensure the learning path is effective and balanced, that options are clearly seen, that effort is required and rewarded, and that performance assessments--provided as feedback--are understood and interpreted correctly. The Sponsor's challenge is to optimize the performance of the individual Learner's network. The Sponsor and Learner together plan the Learner's next steps, taking into account the whole person, the individual's talents and interests, and the need to ensure breadth in the curriculum as well as depth in areas of special interest. The Sponsor provides continuity and perspective. Sponsors may change, depending upon the goals of the Learner.

Expert

The Expert develops specialized knowledge to a high degree in a given body of knowledge and is a resource to others. Everyone has expertise to share; everyone applies their expertise to create value for themselves and others, as participants in this learning environment.

Steward

The Steward applies talents and knowledge in service to others--in stewardship of the community and ultimately of the world. Stewardship means holding a vision for yourself, your community, and your world, and being committed to actualizing that vision. The only way to steward anything is to engage with what we are stewarding in a cybernetic, whole systems manner. By learning anticipatory design, we steward our future as well as our present.

Stewardship encompasses stewarding what we value, what we invent, our personal growth, the growth of others, the health of our communities and the natural environment. Stewardship arises from the philosophy that "all life is sacred" rather than "everything is a commodity."

Expansion,excellence and inclusion in Indian education system

Submitted by Prof. Deepak Sharma

Improving the Quality of Education

A quantitative expansion of the educational system will provide access to more young people, but it will not ensure that the education provided is of adequate quality to keep them enrolled or dramatically improve their capacity for social adaptation and achievement. Many of methods commonly adopted in the nation's schools are based on practices developed in the distant past that have outlived their value and utility. Simultaneous with the quantitative expansion of the educational system, there needs to be a concerted effort to experiment with new approaches to education that will increase the quality and speed of knowledge transmission. The qualitative change needed should include -

1) Shift from teaching to learning

The traditional emphasis on the teacher as the active source of knowledge and the student as the passive recipient who simply receives what is taught needs to be replaced by a pedagogical system in which the student is taught to actively seek knowledge through a variety of means from a variety of sources and the role of the teacher is as facilitator and guide for that process.

2) Shift from traditional academic to life-based curriculum

The current curriculum is a product of many different influences. Most of it was developed in countries with very different values and social conditions, some of it in earlier centuries when life was altogether different than it is today. The high drop out rates in India reflect that fact that the school curriculum is only distantly related to the knowledge and skills needed by most Indians for adaptation and achievement in life, especially in rural areas. The dawn of a new millennium is an appropriate time to begin formulation of an entirely new educational curriculum, one which will relate to the cultural, social, political and economic life of the country and the skills, attitudes and values needed for individual initiative, personal achievement and nation-building.

3) Computer education

Computer literacy is an increasingly important qualification for both for individual employment and growth of the national economy. It requires a minimum of 10 to 20 computers in order for the operation and maintenance of a computer laboratory to be economical. The consolidation of primary schools into clusters would facilitate investment in adequate centralized facilities to provide at least minimum access to computer training for all students. But teaching students how to operate computers represents only a tiny part of the benefits of computerization. The greater potential of computerization is as a medium and aid for teaching any subject. Experience shows that computer-based general education can be at least twice as fast and effective as normal classroom methods now employed in India.

4) Value-based education

The word ‘values' is normally employed with reference to ethical and moral concepts. But it can also be used in a much wider sense to connote principles that are essential for national development. Values are those attitudes which based on long experience society has come to recognize as most essential for individual and collective achievement. Values represent the quintessence of life wisdom about what is necessary for continued social progress. It is possible to identify a list of 20 or 30 work values that will be critical for the future growth and development of Indian society and its greater participation in the emerging global economy, values such as cleanliness, punctuality, self-reliance, self-respect, honesty in trade, entrepreneurship, systematic functioning, etc. As practical skills can be trained, values can be trained too. Rather than merely imitating the West, a study of India's most successful individuals, organizations and communities will reveal the core values that form the inner foundation for their outer accomplishments. Efforts should be initiated to identify those values that are most critical to India's future development and to evolve a curriculum to effectively impart them to students of all ages.

5) Model schools

Even while the effort is still underway to expand the school system to cover the entire population, a simultaneous effort is needed to introduce and experiment with new philosophies and methods of education more in tune with the needs and possibilities of the 21st Century. As a modest beginning, experimental schools can be established in every district to test and demonstrate new methods and serve as models for other schools to emulate.

6) Promoting indigenous knowledge

For learning to be relevant it must be tailored to local needs and encompass indigenous knowledge systems. Knowledge about indigenous techniques for water resource management, preparation of fertilizers, preservation of foods, utilization of herbal medicines for better health and nutrition, personal and community hygiene are essential elements of a complete education that should be incorporated in the school curriculum. The curriculum needs to be expanded to include traditional knowledge systems such as Ayurveda, Siddha and other forms of herbal medicine.

7) English language education

In this era of globalization, command over the English language is a precious asset. It significantly improves access to information and employment. There is enormous popular interest in learning English, but most existing teachers are not qualified to teach it and fear for their careers if it is given importance. As a consequence, the rich-poor divide only widens. Rich children learn English and monopolise high paid jobs and the poor are condemned to low paid ones. Without antagonising existing teachers, the government can encourage private initiative to provide supplementary courses in English and support it to the extent that it will be affordable by all families.

8) Community colleges

Education begins with literacy but should not end there. Adult literacy programmes should be augmented by post-literacy and vocational programmes to transmit knowledge related to the individual's the social and cultural environment. Drawing lessons from the phenomenal success of community college systems in Australia, Canada and USA in providing wider access to higher education to both students and adults, India should develop its own system adapted to the specialized needs of the country. India's model should include courses designed to meet vocational, professional and personal interest needs including subjects such as music, media, computer, agriculture, horticulture, banking, hotel management.

9) Social Systems for Knowledge Dissemination

In addition to the educational system, India can adapt from other countries and originally innovate a wide variety of other organizations to facilitate the generation and dissemination of Knowledge to the population.

10) Build a National Rural Information Delivery System

Knowledge is a catalyst for the development process. The gaps in practical knowledge that retard development can be identified and filled by creating new systems and institutions to transmit information that is not being adequately conveyed by traditional means. Several efforts are already underway in the country to utilize the Internet as a medium for delivering practically useful information to the rural population. Within five years, every revenue village in the country should be equipped with a web-based computer system providing timely information, including prices for agricultural commodities in local and regional markets, technical advice on issues such as pest alerts for local crops, advice on health and nutrition, announcements of government programs, credit schemes, school and college scholarship applications, and self-employment opportunities. Such a system can form the backbone of a national development information system that caters to a wide range of practical needs.

11) Compile an Internet-based Development Encyclopaedia

Over the past five decades, the pace of development has accelerated around the world. Changes that used to occur over centuries or decades are now occurring within a few years. Humanity's knowledge of development is accumulating so rapidly that it is difficult to keep track of all that has been learned or to access information on relevant experiences in specific fields.

The advent of the World Wide Web now makes it possible to create a compendium of development knowledge, information and experience, a well documented and continuously updated source of knowledge and practical experience on all fields of national development. This Development Encyclopedia could view every subject from the perspective of social development. It could catalog proven technologies, successful strategies and best practices in different fields, so that the information is readily accessible to people all over the country.

Compilation of the encyclopedia would need to be managed by a central editorial team, but the actual generation of material could be contributed by thousands of experts located around the country. All contributions could be screened and edited, placed in a central repository on the web and updated regularly for a fraction of the cost of printed sources of information. Since publication of new material would be progressive and continuous, the Encyclopedia could be launched and operative very quickly and continue to grow in value as additional material was added.

The Encyclopedia could contain both theoretical knowledge and practical information. On the theoretical side, it could examine topics such as the role of agriculture as an engine for employment and industrialization, the global growth of the service sector as the major source of new jobs, the impact of information technology on productivity and economic growth, the role of social and cultural values in development, the relationship between peace and development, the impact of rising levels of education on democracy and economic development, the relationship between education, prosperity and corruption, and the relationship between inflation and development. It could contain articles examining the factors responsible for the development achievements of different countries. It could formulate a series of scales and indices to compare the effectiveness of social organizations in different countries.

On the practical side, the Encyclopedia could document both in text and multimedia format methods to improve agricultural productivity, preserve foodgrains, conserve water, recharge aquifers, improve nutrition and health care, create low-cost housing, introduce complementary local currencies, stimulate entrepreneurship and job creation. It could catalog and evaluate alternative technologies for power generation, agriculture and aquaculture, various industries and environmental protection. It could compare the effectiveness of public policies and administrative systems in different countries and regions.

The Encyclopedia could also become a virtual forum for national and international debate on policies, priorities and strategies for national and international development.

12) Expanding the nation’s corps of school teachers

A tremendous expansion in the number of teachers will be required to support a quantitative and qualitative improvement in the country's school system. Eliminating primary school drop outs and reducing the teacher pupil ratio from the present high level of 1:42 down to around 1:20 will together require an additional three million primary school teachers, tripling of the number currently employed. Similar increases will be required at upper primary and secondary school levels. The training of such large numbers will require the establishment of additional teachers training colleges and much larger budget allocations for teachers' salaries.

13) Expansion of schools and classrooms

A tremendous expansion in the number of schools and classrooms will be required to support a quantitative and qualitative improvement in the country's school system. In order to achieve the best case scenario depicted in Table 8, total school enrolment would have to increase by 75 million students or 44%. That would require a proportion expansion in the number of classrooms. In addition, efforts to improve the quality of education by reducing class size would require further 20% increase in the number of classrooms. Together, this would require increasing the total number of classrooms by 65% within 20 years.

Current TPR is 1:42 for primary, 1:37 for upper primary and 1:31 for secondary level. An additional 9 lakh primary teachers will be required to support 100% net primary enrolment in 2016 (an increase from 79 million to 116 million students). To reduce TPR from 1:42 to 1:30, an additional 11 lakh teachers will be required, bringing the total to 39 lakh teachers, which is double the present number. An additional 5 lakh upper primary teachers will be required to support 100% net upper primary enrolment in 2016 (a net increase from 46 million to 66 million students). To reduce TPR from 1:37 to 1:30, an additional 4.5 lakh teachers will be required, bringing the total to 22 lakh teachers, compared to the present level of 12.5 lakh. Higher enrollment and lower drop out levels in secondary school could require a doubling of the high school teaching corps which presently consists of 15 lakh teachers.

 Computerizing general education & vocational education

Mere quantitative expansion in classrooms and teaching staff is an efficient way of tackling the nation's educational deficit in the age of computer. Recent experience has proven that computerizing education, i.e. utilizing computer and computerized teaching materials as instruments for general education, can dramatically increase the quality of education and the speed of knowledge acquisition, while dramatically decreasing dependence the knowledge and skill of teaching staff.

A fundamental policy decision should be made to fully utilize the capacities of computer for general education, not just for computer training, and to launch a major initiative to convert the entire school curriculum to computer-based, CD-Rom teaching materials.

The effort at computerization can be extended to include not only general school curriculum but vocational training on a very wide range of occupational skills, which can then be made accessible through private and public vocational training outlets throughout the country.

At the same time, a national campaign should be launched to develop low-cost teaching computers that can introduced into existing schools on a very large scale. A tie-up may be possible with major international computer manufacturers to provide long term credit for this investment as it will serve as model for other countries and expand the entire world market for educational computers.

Education Leadership

What Do Teachers Bring to Leadership?

Teacher leaders do not necessarily fit the leader-as-hero stereotype. Instead, they offer unique assets that come from the power of relationships.

Teacher leadership means different things to different people. Team leaders, department chairs, and respected teachers live it every day: They experience the pushes and pulls of their complex roles, located somewhere between administrative leadership and almost invisible leadership. Yet many administrators, school board members, citizens, and even teachers don't recognize or understand teacher leadership (Ackerman & Mackenzie, 2006). And this lack of understanding adds to the obstacles many teacher leaders face.

At issue is our understanding of leadership itself. Most of us hold the deep-seated assumption that leaders must have appointments and titles that formalize their leadership and officially confirm their knowledge, traits, and competencies. Our analogy of leader as hero tends to package superior judgment and knowledge with superior authority and power.

Many teacher leaders, however, cannot find a comfortable niche in this analogy. Although schools may be formally structured to support hierarchical leadership, the culture within the education profession supports a rich egalitarian ethic. Within this culture, relationships determine who communicates with whom, who shares professional wisdom with whom, and who ultimately influences the quality of teaching and learning (Darling-Hammond, 2001).

Relational Leadership

An alternative to the hierarchical model of school leadership is the relational model, which views leadership as residing not in individuals, but in the spaces among individuals. This model starts by recognizing that relationships already exist among teachers, principals, specialists, counselors, and support staff. The question to ask is, How do these relationships influence the adults in this school to do good things for students? Leadership is a particular type of relationship—one that mobilizes other people to improve practice.

Relational leadership runs through the daily life of every school as educators attend to the quality of relationships, insist on commitment to the school's purposes and goals, and examine and improve instruction (Donaldson, 2006). Leadership is about how individuals together influence these three streams of school life to make learning better for all students. Although school administrators play a vital role in these efforts, teachers are uniquely positioned to contribute special assets to the school leadership mix in each of the three areas.

Teacher Asset: Building Relationships

Sylvia, an elementary school teacher, recruited colleagues from each grade level to pilot alternative assessments in math. She began by inviting colleagues with whom she had worked closely and then asking each of them to reach out to others in their working networks. Sylvia's strong relational skills pulled colleagues together, a marked contrast to her principal's style of pushing teachers to collaborate. Sylvia's reputation as an excellent teacher attracted others, and her inclusive style sent the message that every team member's opinions counted. Because of her knowledge of her colleagues' working styles, she was also wise enough to let the group's energy and time govern the speed and course of the initiative.

Teacher leaders like Sylvia have earned the trust and respect of other teachers (Bryk & Schneider, 2002). They are in the trenches with colleagues. They struggle with the same instructional issues, and they have demonstrated their success in the eyes of their peers. They are motivated by a desire to help students and support their fellow teachers, not to enforce a new policy or to evaluate others' competencies. Other teachers can go to teacher leaders without fear of judgment or dismissal. Their conversations can be frank, authentic, and caring.

Teacher leaders also have the benefit of working with others in small, intimate, adaptable groups or in one-on-one relationships. They aren't burdened, as administrators are, with setting policy for the whole school. Some of these small units are formal work groups, such as grade-level teams or departments. But many are naturally occurring and informal—clusters of teachers who get into the habit of dropping by one another's rooms, sharing materials, ideas, and challenges or generating a proposal to the principal for a new science initiative. In these less formal clusters, it's often difficult to say who's leading whom. But few would say that leadership doesn't exist among these energetic and closely connected professionals.

Teacher culture based on relationships is hugely influential in schools, often trumping administrative and legislative influence (Spillane, 2006). Although some administrators and policymakers might see this as a problem, strong relationships are teachers' most powerful leadership asset (Goleman, Boyatzis, & McKee, 2002).

Teacher Asset: Maintaining a Sense of Purpose

Patrick, a high school English teacher, became a champion of detracking. His reputation for integrity and commitment among his colleagues enabled him to voice deep—and at first unpopular—concerns that the school was failing its non-college-bound students. His willingness to examine his own teaching and to continue speaking up in conversations and meetings eventually persuaded other teachers to explore ability grouping practices in their own classrooms and to implement more equitable grouping practices schoolwide. His belief in the school's goal of equity drew others, including school administrators, into the effort.

To build on their sense of purpose, teacher leaders like Patrick need to listen astutely to their colleagues and help them sort through many issues, keeping basic goals as the top priority. They need to know how to facilitate professional dialogue, learning, and group process—the keys to mobilizing others to action.

These teacher leaders use their relational base to help their colleagues keep their eyes on the prize. Because they are teaching every day, facing the same challenges and reaping the same rewards as their peers, their singular focus on their own instructional work and their commitment to reaching every student act as beacons to those around them. When the going gets tough and colleagues lose sight of their purpose or begin to question their commitment, teacher leaders' clarity, optimism, and dedication are a powerful antidote.

Teacher Asset: Improving Instructional Practice

Clarissa, a middle school teacher, has always pushed herself to improve. She has also freely shared her struggles with colleagues, often discussing them in weekly team meetings. Her influence has been different from Patrick's; instead of seeking a broad program change, Clarissa informally shares ideas, techniques, and problems from her classroom that cover the spectrum of daily teacher practice—for example, goal setting, assessment, instructional delivery, student management, and use of technology. Over time, she has helped cultivate in her teaching team a spirit of openness and a focus on developing more effective instructional practices.

Clarissa has influenced her colleagues to improve their practice in part through her instructional expertise: her capacity to understand students and their learning needs, to analyze her own instructional choices, and to continually monitor effectiveness. But her leadership assets also grow from her capacity to share professional inquiry with colleagues. She is comfortable revealing her failures and worries, soliciting these in others, and facilitating professional sharing and learning. It takes both a strong cognitive foundation and skilled interpersonal capacities to exercise leadership in improving practice.

Traditionally, we have viewed school improvement and reform as a matter of wholesale replacement of dysfunctional practices with new, “proven” practices. The current reform era, however, has taught us that permanent improvements happen in a much more piecemeal manner (Darling-Hammond, 2001; Elmore, 2004). Teachers have an extraordinary opportunity to exercise leadership because they are the most powerful influence, next to students, on other teachers' practice (Darling-Hammond, 2003). Whereas principals can shape teachers' beliefs, attitudes, and behaviors, other teachers do shape them. Teacher leaders understand this and are deliberate about shaping their environment in a positive, responsible way. They draw on their relationships and their strong sense of purpose to help colleagues explore, share, and improve the practices they use daily with students.

Teacher leaders like Clarissa both model and cultivate professional improvement. They take pains to share what they do with others and to be accessible to colleagues concerning their own issues of improved practice. The power of their leadership stems from the fact that colleagues find these teacher leaders helpful. They are leaders because their own capacity to teach and to improve is infectious and helps others learn more effective ways of working with their own students.

A Complementary Mix of Leaders

The relational model of leadership obligates us to look first at leadership relationships and second at the individuals who are leaders. The leadership litmus test is, Are the relationships in this school mobilizing people to improve the learning of all students? If that test comes up positive, then we can ask, Who's contributing to that leadership—to strong working relationships, to a robust commitment to good purposes, and to relentless improvement of practice?

We must start by disposing of our old assumptions about leadership and about who can lead. We have placed too much responsibility and too much power with the few individuals whom we label “leaders” in our school systems. Superintendents, curriculum directors, and principals cannot on their own generate leadership that improves education.

Principals need teacher leaders of all kinds. Although principals are better positioned than teacher leaders are to influence the goal-directed areas of school life, they often have more difficulty leading through positive relationships. Their position and authority give them a platform for promoting vision and mission and focusing on improvement. But their power over reappointments, assignments, resources, and policies can undercut their working relationships; and their management responsibilities, can distance them from teaching and learning. In this respect, the assets that teacher leaders bring to schools are an essential complement to principal leadership.

We can strengthen school leadership and performance by acknowledging and supporting the vital roles of teacher leaders. Administrators, school boards, and state and federal policymakers should

• Identify and support those clusters of teachers in which professional relationships and commitments are fostering instructional innovation.

• Respect the judgment of these professional clusters and be willing to adjust their own strategies and initiatives to complement such teacher-led innovations.

• Put resources behind the efforts of teacher leaders by supporting shared practice, planning, and professional learning focused on their purposeful improvement of practice.

• Acknowledge that their own goals and initiatives can best be addressed by treating teacher leaders as vital and powerful partners.

Great schools grow when educators understand that the power of their leadership lies in the strength of their relationships. Strong leadership in schools results from the participation of many people, each leading in his or her own way. Whether we call it distributed leadership, collaborative leadership, or shared leadership, the ideal arrangement encourages every adult in the school to be a leader. Administrators, formal teacher leaders, and informal teacher leaders all contribute to the leadership mix. They hold the power to improve student learning in the hands they extend to one another.

References

Ackerman, R., & Mackenzie, S. (Eds.). (2006). Uncovering teacher leadership: Essays and voices from the field. Thousand Oaks, CA: Corwin Press.

Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.

Darling-Hammond, L. (2001). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.

Darling-Hammond, L. (2003). Enhancing teaching. In W. Owens & L. S. Kaplan (Eds.), Best practices, best thinking, and emerging issues in leadership (pp. 75–87). Thousand Oaks, CA: Corwin Press.

Donaldson, G. (2006). Cultivating leadership in schools: Connecting people, purpose, and practice (2nd ed.). New York: Teachers College Press.

Elmore, R. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge MA: Harvard Education Press.

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Cambridge MA: Harvard Business School Press.

Spillane, J. (2006). Distributed leadership. San Francisco: Jossey-Bass.

________________________________________

Gordon A. Donaldson Jr. is Professor of Education, University of Maine; 207-581-2450; gordon.donaldson@umit.maine.edu.

What Makes an Outstanding Teacher

Walk into any school and ask the students, "Who are the best teachers in this school?" Then ask the teachers, the administrators, and the parents the same question. Chances are the same names will appear on many lists. As more local districts, states, and the nation have recognized "outstanding teachers," research studies have sought to understand the characteristics that these teachers have in common.

It’s important to note that these teachers are not selected because they are “easy” or “popular.” Many exemplary teachers have a reputation for being very tough—for having extremely high expectations and demanding that students live up to those expectations. Educators underestimate students when they believe students only want “easy” teachers. What they do want is teachers who listen to their ideas and their questions, treat them with respect, and demonstrate honest caring. For such teachers, students will work to the limits of their ability.

There is little or no mention in these studies of the amount of knowledge that these teachers cram into their students and/or the subsequent test scores. How likely is it, however, that peers, students, administration, and parents would praise a teacher whose students weren’t exhibiting a high level of learning? At some fundamental level, it appears both educators and the public recognize what is important in teaching. Yet both continue to cave in to claims that increasing the number of standards for which students are accountable and demanding that students “keep up” will ensure learning, as well as increase the expectations of teachers. These claims are questionable at best. (For a discussion of the relationship between standards and teacher expectations.)

Although their personalities vary widely, one study of exemplary teachers revealed typical beliefs that these teachers hold. These include the beliefs that:

“1. all children can learn and that it is the responsibility of the teacher to try various techniques and approaches to find out what will work for each child;

2. children do not all learn in the same ways since each is a unique individual;

3. a holistic approach to teaching improves learning;

4. knowledge is constructed, so care is taken in uncovering prior knowledge and building on it;

5. children, as learners, are teachers; teachers must also be learners;

6. teachers need to know each child very well in order to assist their intellectual, social, and emotional development;…

7. genuine understanding … or generative knowledge… is a high priority, so continuity and connections in learning are emphasized;

8. teaching is guided by the child's strengths and interests;

9. learning is a continuous process, a "continuum of growth";

10. self-reliance and independence of students is the ultimate goal;

11. time must be spent teaching children how to learn (learning about learning);

12. involvement of parents as teachers is crucial to learning;

13. learning requires risk taking and mistakes”

How does one integrate such beliefs with the demands for more and more externally selected standards and standardized testing?

Some reformers have observed exemplary teachers and attempted to create "checklists" of behaviors that other teachers can emulate. What they fail to recognize is that the beliefs that motivate those behaviors are the key to the teacher's effectiveness. Unless other teachers share those beliefs, they will not get the same results—even if they emulate the behaviors, which is unlikely.

Attempting to force teachers to adopt such beliefs through the imposition of tougher standards on students may appear less challenging, but it is doomed to failure. Working with teachers directly to encourage reflection and an updating of outdated "conventional wisdom" offers the promise of producing real change where it counts—in the relationship between teachers and their students.

PAPER-I: EDUCATION : PHILOSOPHICAL AND SOCIOLOGICAL BASES



Time: 3 Hours Max. Marks: 100



NOTE FOR PAPER SETTER

i) Paper setter will set 9 questions in all, out of which students will be required to attempt

5 questions.

ii) Q. No. 1 will be compulsory and carries 20 marks. There will be 4 short-answer type

questions of 5 marks each to be selected from the entire syllabus.

iii) Two long answer type questions will be set from each of the four units, out of which

the students will be required to attempt one question from each unit. Long-answer type

questions will carry 20 marks each.

iv) All questions will carry equal marks.



COURSE CONTENTS



UNIT-I

1) Education: An Introduction

• Meaning of Education

• Agencies of Education (Family, peer groups, mass media, school, and state)

• Types of Education (Formal, Non-Formal, Informal)

• Role of Education in Democracy, Secularism, Socialism, Environmental

Protection and Conservation

2) Education and Philosophy

• Concept of Philosophy

• Relationship between Education and Philosophy.

• Difference between Philosophy of Education and Educational Philosophy

3) A) Education to focus on-

• Learning to know

• Learning to do

• Learning to be

• Learning to live together.

• Knowledge: Concept, Types, Sources and Methods of acquiring it.

B) Philosophical analysis of Education, Teaching, Training and

Indoctrination



UNIT-II



4) A) Educational implications of Western Schools of Philosophy of-

• Idealism

• Naturalism

• Pragmatism

• Existentialism

B) Educational implications of Indian Schools of Philosophy of-

• Sankhya

• Purva- Mimansa,

• Vedanta

• Buddhism

• Jainism



UNIT-III



5) Educational Goals in Indian Society

• Ancient Indian Goals: Purusharthas

• Indian Constitution and the Status of Education with reference to the following:

o Universalization of Primary Education, Directive principles, Article 41, 45, and 46.

o Equality of opportunities in education: Article-28,29,350,and 351

o Education and Fundamental Rights and Duties: Article- 14,15,16,30,

and 51 A (a to h), and Right to Information (RTI)

6) Education, Society and Social Justice

• Relationship between Education and Society

• Social equity and education

o Within Country: Between region, social class, caste, gender and religious groups

o Among the Nations: Rich, Poor, Developed and Developing.

• Equality of Educational Opportunity and National Integration

• U.N. Declaration of Human Rights and Right to Education

• Role of Education in Empowerment of Women and Weaker Sections

including SC, ST, OBC and Minorities.







UNIT IV



7) Education for Economic Development

• Vocationalization of Education and Training for tomorrow

• Integration between Education & New Technology

• Education for Empowerment

• Role of Education in Technological Empowerment, Empowerment of Socioeconomic

Weaker Sections, Empowerment for Social and Economic Changes

8) National Knowledge Economy

• National Knowledge Commission (NKC)

• Indian Knowledge System: Elementary, Secondary & Higher Education

• NKC on Management of Education

9) Globalization and Modernization

• Concept

• Advantages and disadvantages

• Competition, Collaboration and Partnership





PAPER II: LEARNER, LEARNING AND COGNITION



Time: 3 Hours Max. Marks: 100



(Theory: 80, Practical: 20)



NOTE FOR PAPER SETTER

i) Paper setters will set 9 questions in all, out of which students will be required to

attempt 5 questions.

ii) Q. No. 1 will be compulsory and carries 16 marks. There will be 4 short-answer type

questions of 4 marks each to be selected from the entire syllabus.

iii) Two long answer type questions will be set from each of the four units, out of which

the students will be required to attempt one question from each unit. Long-answer type

questions will carry 16 marks each.

iv) All questions will carry equal marks.









COURSE CONTENTS



UNIT-I



1) Educational Psychology and the Teaching-Learning Process

• Educational Psychology: Concept and scope

• Concept of teaching and learning

• Variables in the teaching process. The learning task (Instructional objective), Learner Behaviour (Entry Behaviour), and Teacher Behaviour (Competence, Expectation, Personality, and Teaching Style etc.)

• Role of Educational Psychology in the Teaching-learning process.



2) Growth and Developmental Pattern of Learners

• Concept of Growth and Development

• General principles of Growth and Development

• Factors influencing development

• General and Environmental aspects of development, Physical and Motor,

Cognitive (Piaget, Bruner etc.), Social and Emotional (Ericson), Moral

(Piaget, Kohlberg)

• Problems and dilemmas of adolescence (with particular reference to the

Indian context)

• Guidance and Counselling



UNIT-II



3) Heredity and Environment

• Concept

• Relative importance of heredity and environment in learner’s development.

• Stages and aspects of development with special reference to needs and

problems of adolescents in the Indian context.

4) Approaches to Learning

• Introduction to learning – Concept and importance

• Behavioral- Trial and Error, Conditioning (Classical & Operant) and Social learning.

• Cognitive (Insightful learning, and Information Processing Model)

• Constructivism

O Concept

o Planning & Development of learning experience.



UNIT-III

5) Nature of the Learner

• Intelligence: Meaning, nature and theories of intelligence (two factor theory and Thurston’s group factor theory), Measurement of intelligence

and application of intelligence tests.

• Creativity: Concept; relationship with intelligence; techniques for fostering creativity.

• Interest and aptitude and their assessment.

• Personality: meaning, nature and assessment.

6) Factors affecting Learning

• Maturation – Concept & Educational Implications.

• Attention – Concept, Types & Educational Implications.

• Fatigue – Concept, Types & Educational Implications.

• Motivation – Concept and Theories (Maslow’s Theory of Self- Actualization

& Achievement Motivation by David McClelland.)



UNIT-IV



7) Mental Processes of Learning

• Thinking Process - Concept & Tools

• Types of Thinking - Divergent, Convergent, Critical, Reflective & Lateral

Thinking.

• Mental Processes:

o Memory – Concept, Types & Strategies to develop Memory.

o Forgetting – Nature, Causes, Factors & Strategies to minimize

Forgetting.

o Imagination – Meaning, Types and Educational Implications.

8) Group Dynamics/Group Learning Strategies

• Meaning & Characteristics of a Social Group.

• Group Dynamics – Process and its Importance in Learning.

• Importance of developing Group Mind (Group Cohesiveness)

• Sociometry - Uses and Importance.

• Co-operative Learning and Constructivist Learning.





Practicum/ Sessionals (to be evaluated by the external examiner) Max. Marks: 20

1) Administration and interpretation of any one of the following :

a. Intelligence Test

b. Interest Inventory

c. Aptitude Test

d. Personality Test

2) Prepare a Case Study of two students one general and one problem student

3) Plan a Motivational Schedule for enhancing learning







Paper-III (A): SECONDARY EDUCATION IN INDIA

Time: 1.30 Hours Max. Marks: 50



NOTE FOR PAPER SETTER

i) Paper setters will set 5 questions in all, out of which students will be required to

attempt 3 questions.

ii) Q. No. 1 will be compulsory and carries 10 marks only. There will be 2 Short-answer

type questions of 5 marks each to be selected from the entire syllabus.

iii) Two long answer type questions will be set from each of the two units, out of which

the students will be required to attempt one question from each unit. Long answer type

questions will carry 20 marks each.



COURSE CONTENTS

UNIT-1

1) Education in the Constitution of India

• Important provisions Article 29, 30, 45 & their implications, 42nd, 72nd &73rd

amendments, and Right to education

2) Problems and issues in Elementary Education

• Universalization of Elementary Education (UEE), Education for All (EFA),

• District Primary Education Program (DPEP),

• Important interventions for UEE

• National Policies on Education

o NPE-1968

o NPE- 1986

o Programme of Action (1992)





o Sarva Shiksha Abhiyan (SSA-2000) (Features, aims and Objectives)

o National Curricular Framework -2005 (Needs and Objectives)

3) Problems and Issues in Secondary Education

• Evolution of 10+2+3 pattern as a National System of Education. General

Aims of Secondary Education, Main Features of secondary and senior

secondary curriculum.

• The study of the languages and three language formula

• Quality of Education- Concept, Parameters, Status and Prospects with focus

on Objective outlined in Delor’s Commission Report

• Vocationalization of secondary education



UNIT-II



4) Teacher Education at Secondary Level and Elementary level

• Objectives of Teacher Education at secondary level

• Pre-service and In-service teacher education at Secondary and Elementary level

5) Important Agencies- their roles and functions: University Grants Commission

(UGC), National Council of Educational Research and Training (NCERT), National

Council for Teacher Education (NCTE), National Assessment and Accreditation

Council (NAAC), State Council of Education Research and Training (SCERT) &

District Institute of Education and Training (DIETs)

6) Examination reforms

• Concept and importance

• Implementation of Continuous and Comprehensive evaluation (Programme of

Action 1992)

• Credit based system- concept, merits and limitations



























Paper-III B Opt. (vi): EDUCATIONAL MEASUREMENT AND EVALUATION

Time: 1.30 Hours Max. Marks: 50



COURSE CONTENTS

UNIT-I



1) Evaluation, assessment and Measurement

• Fundamental assumptions underlying the concepts of evaluation, assessment

and measurement: Similarities and differences

• Types of scales: Nominal, Ordinal, Interval and Ratio scales

• Characteristics of a measuring instrument, concept of reliability and validity

and their procedures of estimation

2) Measurement procedures in respect of cognitive and non-cognitive tests

• Ability testing procedures

• Disability testing procedures

• Uses of cognitive and non-cognitive tests

3) Norm-Referenced and Criterion-Referenced Testing (NRT & CRT))

• Concept of NRT and CRT and difference between NRT and CRT

• Developing tests under NRT and CRT approaches

• Assessing the difficulty and discrimination indices of test items; estimation of

reliability and validity for NRT and CRT approaches



UNIT-II



4) Evaluation- Concept and Approaches

• Definition, need, and importance

• Characteristics of evaluation

• Formative and Summative evaluation

• External and Internal evaluation, advantages and disadvantages

• Norm referenced and criterion referenced evaluation concepts

5) Techniques and tools of evaluation

• Testing- concept and purposes

• Observational techniques

• Projective techniques

• Types of evaluation tools

• Rating scales, Intelligence Tests, Aptitude tests, Inventories, the Anecdotal

records

6) Continuous and Comprehensive Evaluation and Credit Based Evaluation

• Continuous evaluation

• Comprehensive evaluation

• Credit based evaluation

• Functions, strength, and limitation





Paper-III (B) Opt (i): YOGA EDUCATION



Time: 1.30 Hours Max. Marks: 50

(Theory: 40, Internal: 10)



COURSE CONTENTS



UNIT-1



1) Philosophy, Psychology and Kinds of Yoga

• Philosophy of Yoga, goals of life and yoga, fundamental concepts common

to all schools of Indian Philosophy; the Trignna, the concept of Prakrit,

Purusha-Vishesha (Ishwar) and their relation with each other; its meaning

and kinds of smadhi.

• Psychology of yoga: Chitta (mind) and the methods of Chitta control; Vritti,

Pratyahara, Dharna and Dhyana.

2) Physiology of Socio-moral bases Kinds of Dhyana: Sthuula, Jyotiry and

sukshama, niraml Chitta and the final Goal.



UNIT-II



3) Socio-moral base of yoga: The five YAMAS and the five NIYAMAS, the

universal code of socio-moral restraints and personal observances leading to ideal

adjustments in social and personal life.

4) Classification of Yoga: Raja Yoga (Ashtang Yoga), Hatha-Yoga, Sankhya-Yoga,

Bhakti-Yoga and Matra-Yoga.

5) Yogic diet & its application in modern context.







Practicum/Sessionals: (to be evaluated by the Internal Examiner)

Max. Marks: 10

1. Participating in any five asanas of the following: Shavasana, Sarvangasana,

Halasana, Paschimottanasana, Bhujangasana, Shalabhasana, Dhanurashna,

Chakrasana, Vajrashna, Gomukhasana, Matsyanana, Janu- shirasana,

Ardhmatsyendrasana, Padmasana and Shirasasana.

2. Participation in Neti, Kapalbhati and Tratak.

3. Participation in Anulom- Vilom, Bhramari, Shitali, Ujjai Pranayamas.

4. Preparing a workbook (project reports of the selected five asanas, their

physiological, psychological and anatomical effects on human body, mind,

senses and intellect.)



Paper-IV (A): CURRICULUM AND SCHOOL MANAGEMENT



Time: 1.30 Hours Max. Marks: 50



COURSE CONTENTS

UNIT-1

1) Curriculum

• Meaning

• Importance

• Bases of Curriculum

2) Curriculum Development

• Concept, Need and importance of curriculum development.

• Principles of curriculum development.

• Factors affecting curriculum development: Philosophical, Social and

Psychological.

3) Steps of curriculum development and evaluation of curriculum.



UNIT-II



4) School Management

• School Management: Concept, Need, nature, scope and functions.

• Management of human and material resources: components of human and

material resources, responsibilities and qualities of a headmaster and a

teacher; relationship of a headmaster and a teacher, characteristics and

maintenance of a school plant.



5) Classroom Management: Concept, principles, problems and solutions, factors and

role of a teacher.

• Maintenance of School-Records: need and importance, advantages,

requisites and types of school-records.

• Time-Table: concept, need, importance, types and Principles of

construction of school time table.

• Co-curricular Activities: meaning, importance, types and principles of

organizing co-curricular activities, organization of morning assembly,

field trips, school publication, NCC, Dramatics, debates and discussions,

declamations and symposia.





PAPER-IV (B): INCLUSIVE EDUCATION



Time: 1.30 Hours Max. Marks: 50





COURSE CONTENTS



UNIT-I

1) Introduction to Inclusive Education

• Concept, Meaning and Need

• Transition from segregation to inclusion

• Principles

• Models

• National Policy for Person with Disabilities 2006 with reference to inclusive

education.

• Sarva Shiksha Abhiyaan-2002 with reference to inclusive education.

2) Special Educational Needs (SEN) of learners in inclusive school

• Identification of diverse needs of SEN learners and Referrals

• Disabilities in Children and their SEN: Hearing Impairment, Visual

Impairment, Low Vision, Orthopedic Impairment, Intellectual Impairment,

Cerebral Palsy, Learning Disabilities and Multiple Disabilities

• Types and Use of Assistive Devices for Learners with SEN

• Barriers in Inclusive Education: Attitudinal, Social and Educational

• Educational Concessions and Facilities.







UNIT-II

3) Planning and managing inclusive curriculum in schools

• School Readiness and School transition

• Individualized Educational Plan (IEP): Development & Implementation.

• Practices and Classroom Management in Inclusive Education: Seating

Arrangement, Whole class Teaching, Collaborative Teaching, Activity-Based

Learning, Peer-Tutoring and Co-operative learning.

• Curricular and Instructional acommodations

4) Facilitators for inclusive education

• Need for Multidisciplinary Approach

• Role and Responsibilities: General, Special and Resource Teachers

• Role and Responsibilities: Family and Community

• Parent- Professional Partnership:Need and Relevance



PAPER -V: INFORMATION, COMMUNICATION AND EDUCATIONAL

TECHNOLOGY



Time: 3 Hours Max. Marks: 100





COURSE CONTENTS

UNIT-1



1) Information and Communication Technology

• Meaning and Concept

• Models of Communication, Classroom Communication

• Concept of Tele-communication and Satellite-communication-

Teleconferencing, Video Conferencing

2) Introduction to computers

• Input and Output devices

• MS Office-2003 onwards (Word, Excel, MS Access, PowerPoint, Paint)

• Computer care- Viruses, Security and maintenance

• Uses and Applications of computer.

3) Networking

• Internet and its Working-WWW, Educational website, E-mail

• E-learning and Virtual Classrooms

• Multimedia-Meaning, Concept, Required Software, and use in education



UNIT-II



4. Educational Technology

• Meaning and Concept

• Scope & Significance

5. Training Strategies

• Demonstration, Programmed Learning, Interaction Analysis, Simulation and

Micro Teaching.

6. Thinking Skills

• Concept, Types, Various strategies for developing Thinking



UNIT-III



7. Innovations in Teaching-Learning

• System Approach

• Personalized Instructional System

• Co-operative learning

• Language Laboratory

8. Models of Teaching

• Concept

• Fundamental Elements of Models of teaching

• Types of Teaching Model

9. Glaser’s basic Teaching Model, Inquiry Training Model, Mastery Learning

Model, Concept Attainment Model



UNIT-IV



10. Action Research

• Concept, Need and Importance of Action Research

• Procedure of Action Research

• Developing a few action Research Projects in School context.

11. Educational statistics

• Meaning and Importance

• Statistical data and its Organization

• Graphical representation of data: Histogram, Bar Diagram, Frequency

Polygon, Ogive



12. Descriptive Statistics: Concept and computation

• Measures of Central Tendency- Mean, Median and Mode

• Measures of Dispersion- Quartile deviation and Standard Deviation

• Correlation- Rank Difference and Product Moment method



Paper-VI & VII (Group A) Opt (i): TEACHING OF HINDI



Time: 3 Hours Max. Marks: 100





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Paper-VI & VII (Group A) Opt. (ii): TEACHING OF ENGLISH



Time: 3 Hours Max. Marks: 100



COURSE CONTENTS



UNIT-I



1) Language and distinctive features of English

• Meaning, importance and functions of language

• Linguistic characteristics of English

• Linguistic Principles, and Aims and objectives of teaching English.

2) Pedagogical analysis- Objectives and Lesson Planning (Unit analysis)

• Teaching of prose

• Teaching of poetry

• Teaching of composition and

• Teaching of grammar (Micro and Mega Lesson)



UNIT-II



3) Learner centered approaches and Methods of Teaching

• Difference between ‘Approach’ and ‘Method’.

• Direct Method, Bi-lingual method, Communicative Approach and Constructive

Approach(co-operative Learning)

• Teaching of prose, poetry and grammar- objectives and methodology

4) Instructional Material:

• Importance and their effective use.

• Tape Recorders, Television

• Films, Filmstrips, OHP

• Language Laboratory: An important Instructional aid

• Concept

• Components

UNIT-III



5) Developing Language Skills- Listening and Speaking

• Features of English Pronunciation, elementary knowledge of English sounds.

• Stress, Rhythm, Juncture, intonation, patterns and their implications.

.

6) Developing Language Skills – Reading and Writing

• Teaching mechanism of Reading.

• Teaching reading to beginners

• Teaching reading with comprehension.



UNIT-IV



7) Co-curricular activities related to English

• Usefulness of language games, quiz, debates, group-discussions and other co - curricular activities in the teaching and learning of English.

8) Remedial and Enrichment content

• Meaning and significance of remedial teaching

• Common errors in English and their removal through remedial teaching

9) Evaluation Procedure

• Evaluation- Comprehensive and continuous, and Objective-type and Essay-Type

questions.

• Digital Portfolio: Use of ICT in learning exercise for Language Competency.











Paper-VI & VII (Group A) Opt (iv): TEACHING OF SANSKRIT



Time: 3 Hours Max. Marks: 100







COURSE CONTENTS



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PAPER-VI & VII (Group-B) Opt. (iii): TEACHING OF COMMERCE



Time: 3 Hours Max. Marks: 100



COURSE CONTENTS



UNIT-I



1) Nature and Concept of Accountancy and Business studies

• Meaning, nature and scope of Accountancy and Business studies

• Values in Commerce education.

• Aims, and objectives and importance of teaching Accountancy and

Business Studies.

• Stating objectives in behavioural terms (Bloom’s taxonomy of objectives.)



2) Content and their Pedagogical Analysis

• Double entry System

• Final Accounts

• MNCs

• Organisational Management



UNIT-II



3) Following points should be followed for pedagogical analysis along with a project

report after visiting an industry or Bank:

• Identification of concept

• Listing behavioral outcomes

• Listing activities and experiments.

• Listing evaluation techniques.

4) Development of Instructional Material.

• Development and designing of Curriculum

• Analysis of prescribed text book.

• Development of self-instructional material modules.

• Development/Utilization of Teaching aids.- Modals, Graphs, Charts,

Computers with LCD, Internet.

• Development of lesson plan.



UNIT-III



5) Methods of Teaching

o Lecture Method

o Discussion Methods

o Problem-Solving method

o Project Method

o Role Playing with its application in class room situation.

6) Skills of Teaching

• Skill of Introducing lesson

• Skill of Stimulus Variation

• Skill of Explaining

• Skill of Probing Questions

• Illustration with Example



UNIT-IV



7) Evaluation

• Meaning and Importance

• Types of Evaluation

• Achievement test- Meaning, uses, and Preparation of Achievement test

• Item analysis













PAPER-VI & VII (Group C) Option-(iii) TEACHING OF ECONOMICS

Time: 3.00 Hours Max. Marks: 100



COURSE CONTENTS



Unit-I



Meaning, Nature and Concept of Economics

• Meaning, Nature and Scope of Economics

• Place of Economics in secondary schools curriculum.

• Aims, objectives and values of teaching Economics.

• Bloom's taxonomy of objectives.

• Statement of objectives in behavioural terms.



Unit-II



Contents and their Pedagogical Analysis

I. Content

• Wants and their classification

• Laws of return

• Population-its growth pattern, problems of over population, density of population.

• National income-meaning, methods of measurement.

• Teacher will demonstrate pedagogical analysis of any of the above topics. The

students are expected to do pedagogical analysis of all the above topics. The examiner therefore can ask for pedagogical analysis of any one of the given topics.



II. Following points should be followed for pedagogical analysis :

o Identification of concepts.

o Listing behavioural outcomes.

o Listing activities and experiments.

o Listing evaluation techniques.



Unit-III



Development of Instructional Material

• Development and designing of curriculum

• Development of text-books.

• Development of self-instructional material-modules.

• Development/utilization of instructional aids-Charts, Maps, Graphs, Tables,

Models, film Strips, T.V. Computer.



Unit-IV



Methods of Teaching & Skills of Teaching

1. Methods

• Discussion method

• Problem solving method

• Project Method

2. Skills of Teaching Economics

• Skill of narration

• Skill of probing questions

• Skills of stimulus variation

3. Evaluation

• Meaning & Importance of evaluation

• Evaluation devices-written, oral, observation, records.

• Preparation of unit test.







Paper-VI & VII (Group C) Opt (v): TEACHING OF COMPUTER SCIENCE



Time: 3 Hours Max. Marks: 100





COURSE CONTENTS



UNIT-I



1) Importance, Aims and Objectives

• Importance of Computer Science in School Curriculum.

• General aims and objectives of Teaching Computer Science

• Bloom’s Taxonomy of Educational objectives

• Formulation of Specific objectives in Behaviour terms





2) Contents & Pedagogical Analysis

• Computer System

• Operating System

• Net-Working

• M.S. Windows

• MS Office

• Information Technology & Computers.

• Pedagogical Analysis

Following points should be followed for pedagogical analysis:-

o Identification of concept

o Enlisting behavioural outcomes.

o Enlisting activities and experiments

o Enlisting evaluation techniques

Teachers will demonstrate pedagogical analysis of any one of the topics mentioned under contents above. The examiner, therefore, can ask the pedagogical analysis of any of the given topics.



UNIT-II



3) Instructional Planning

• Unit Planning

• Lesson Planning

4) Development and utilization of Instructional Material

• Development of Text Books

• Development of Self Instructional Material

• Development of Computer assisted instructional material

• Utilization of TV(Video), Films, OHP, Computer.



UNIT-III



5) Designing and Managing Computer Laboratory

• Importance of Computer Laboratory and its importance

• Physical conditions and layout of Computer Laboratory

• Managing a Computer Laboratory

6) Methods of Teaching

• Lecture -Demonstrative Method

• Inductive-Deductive Method

• Problem-Solving Method

• Project Method



UNIT-IV



7) Micro-Teaching Skills

• Skill of Introducing the lesson

• Skill of Questioning

• Skill of Illustration with examples

• Skill of Explaining

• Skill of Stimulus Variations

8) Evaluation

• Concept, need and importance types of evaluation

• Formative Evaluation

• Summative Evaluation

• Attributes of Good Achievement Test

• Types of Tests used in Computer Science









PAPER-VI & VII (Group B) Opt. (ii): TEACHING OF HOME SCIENCE



Time: 3 Hours Max. Marks: 100

(Theory: 80, Internal: 20)





COURSE CONTENTS



UNIT-I

1) Home Science

• The Concept, meaning and components

• Place of Home Science in Secondary Education.

• Aims and Objectives of teaching of Home Science.

2) Writing objectives in behavioural terms

• Correlation of Home Science with other school subjects.





UNIT-II



3) Content and Pedagogical Analysis

• Foods, Nutrition & Health

• Child Care

• Fiber and Fabric

4) Home management

• Importance of planning

• Principles of budget making

• Hygiene and sanitation



UNIT-III



5) Methods of Teaching and Micro-teaching Skills

• General principles and methods of teaching-Project method, Discussion

method, Demonstration, Practical and Individual work

• Micro-teaching skill-Explaining, Questioning, Illustration and Stimulus

Variation.

6) Home Science Laboratory

• Concept and importance

• Planning of space and equipment for Home Science Laboratory



UNIT-IV



7) Curriculum, Teaching Aids, Lesson Plan, Textbook and Home Science Laboratory

• Development and designing of curriculum

• Teaching aids-classification and importance

• Concept of lesson plan, preparation of lesson plan

• Development of text-books

8) Evaluation

• Evaluation in Home Science-Meaning and importance of evaluation

• Comprehensive and continuous evaluation

• Evaluation devices-written, oral, observation, practical work, assignment











Practicum /Sessionals (To be evaluated by the Internal Examiner)

Max. Marks: 20

Submit Report on any one of the following activities:

1. A course of ten practical by the Pupil-teacher in the following:

• Cooking - Its types

• Stitching/Embroidery/knitting

• Home Management

2. Writing of project report in extension education.

3. Preparation of test items (50) - Objective type, short-answer type, and essay-type.







PAPER-VI & VII (Group C) Option-(i): TEACHING OF LIFE SCIENCES



Time: 3.00 Hours Max. Marks: 100





COURSE CONTENTS



Unit-I



I. Importance, Aims and Objectives

• Importance of Life Science in School Curriculum.

• General Aims and Objectives of teaching Life Science.

• Bloom's taxonomy of Educational Objectives.

• Formulation of specific objectives of Life Science in Behavioural terms.

II. Contents and Pedagogical Analysis

1. Contents

• Photosynthesis

• Human systems- Digestive, Respiratory, Excretory, Circulatory systems.

• Cell structure.

• Micro-organism.

• Food Chain

• Ecological balance.









Pedagogical analysis

Following points should be followed for pedagogical analysis.

• Identification of concepts.

• Listing behavioural outcomes

• Listing activities and experiments.

• Listing evaluation techniques.

Teacher will demonstrate pedagogical analysis of any one of the topics mentioned under

contents above-II (i) The examiner therefore can ask of pedagogical analysis of any of the

given topics.



Unit-II



1. Development of Instructional Material

• Transaction of contents

• Unit Planning

• Lesson Planning

• Preparation of teaching aids.

• Development of aquarium, vivarium etc.

• Development of self-instructional material (Linear programme)



Unit-III



Methods of Teaching and Skills (Practical and Micro-teaching)

1. Methods of teaching

• Lecture-demonstration method

• Project method

• Problem-solving method

2. Practical skills

• Preparation of temporary and permanent mounts

• Collection and preservation of specimen

3. Micro-teaching skills

• Skill of Introducing the lesson (set induction)

• Skill of Questioning

• Skill of Illustration

• Skill of Explaining

• Skill of Stimulus variation





Unit-IV

Evaluation

􀁸 Concept of measurement and evaluation

􀁸 Formative evaluation

􀁸 Summative evaluation

􀁸 Different types of grading

􀁸 Attributes of a good achievement test

􀁸 Preparation of an objective type achievement test







PAPER-VI & VII (Group B) Opt. (i): TEACHING OF MATHEMATICS



Time: 3 Hours Max. Marks: 100





COURSE CONTENTS



UNIT-I



1) Concept and aims of Mathematics

• Meaning, Nature and Historical Development of Mathematics.

• Assumption, postulates, axiom of Mathematics, and Fundamentals of logic

namely: use of if and then, and If and only If.

• Values to be taught through teaching of Mathematics.

• Aims and Objectives of Teaching Mathematics at Secondary stage.

• Writing objectives in terms of behavioural outcomes of students.

2) Diagnostic Testing and Remedial Teaching for

• Gifted Learners

• Slow Learners

• Learners with Dyscalculia

• Difficulties Faced by the Teacher in Teaching of Mathematics and

Suggestive Measures to overcome them.









UNIT-II



3) Methods of Teaching Mathematics

• Lecture-cum-Demonstration

• Inductive-Deductive

• Analytic-Synthetic

• Problem Solving

• Laboratory

• Project

4) Techniques of Teaching Mathematics

• Oral work

• Written Work

• Drill-work

• Brain-storming

• Home Assignment

• Self-study

• Supervised Study



UNIT-III



5) Learning Resource

• Importance and Organization of Mathematics Club

• Recreational Activities of Mathematics Club:

o Mathematics Fairs

o Games

o Quiz

o Puzzles

o Visits

o Talks

• Visits, Excursions, Math Exhibitions and Mathematics Fairs.

• Importance and Setting up of Math Laboratories.

• Importance of Support Material:

Reference Material – Encyclopedia, News Letters and Magazines.

On-line and off-line Resources.

6) Instructional Planning & Material Development.

• Preparation of Micro Lesson Plan

• Preparation of Simulated Lesson Plan.

• Preparation of Classroom Lesson Plan.

• Preparation and use of Audio-Visual Material and equipments.

• Application of I.C.T in Teaching of Mathematics.



UNIT-IV



7) Unit Analysis

• Objectives Formulation.

• Learning Experience.

• Choosing Method and Material.

• Evaluation.

8) Pedagogical Analysis of any one of the following-

• Central tendencies Mean, Median, Mode.

• Congruency

• Trigonometry

• Area

• Volume

• Linear and Quadratic Equations

• Ratio and Proportion

Following points should be followed:

• Identification of concepts.

• Listing behavioural Outcomes.

• Listing Activities and experiences

• Listing Evaluation Techniques.

9) Evaluation.

• Continuous and Comprehensive Evaluation

• Development of Test Items

o Short-Answer Type

o Objective-Type

• Diagnostic Testing and Remedial Teaching

• Preparation of an Achievement Test.

• Criterion and Norm Referenced Test.











PAPER-VI & VII Group D (Option-i) TEACHING OF PHYSICAL SCIENCES



Time: 3 Hrs M. Marks: 100





COURSE CONTENTS



UNIT-I



I. Concept

1. Importance of Physical Science in School curriculum.

2. General aims and objectives of teaching Physical Sciences at Secondary School

Stage.

3. Bloom's Taxonomy of educational objectives.

4. Formulation of specific objectives in behavioural terms.

II. Contents and Pedagogical analysis.

1. Contents

1. Energy-types

2. Transmission of heat

3. Atomic Structure

4. Magnetism

5. Friction

6. Water as universal solvent

2. Pedagogical analysis of any one of the above topics

Following points should be followed for pedagogical analysis:

1. Identification of minor and major concepts

2. Listing behavioural outcomes.

3. Listing activities and experiments.

4. Listing evaluation procedure.

UNIT-II



III. Transaction of contents and Development of Instructional Material.

1. Transaction of contents

1. Unit planning and lesson planning

2. Preparation of teaching aids

3. Development of demonstration experiments.

4. Co-curricular activities.

2. Development of self-learning material (Linear programme)

UNIT-III



IV. Methods of Teaching and Skills involved in teaching

1. Methods of teaching

1. Lec-Demonstration method

2. Project Method

3. Problem-solving method

4. Inductive and Deductive Method

5. Heuristic Method

2. Skills

1. Practical demonstration-using Laboratory

2. Improvisation of apparatus

3. Skill of introducing the lesson (set induction)

4. Questioning

5. Skill of illustration with examples (visual)

6. Skill of explaining

7. Skill of using Black Board

8. Skill of stimulus variation



UNIT-IV



V. Evaluation

1. Concept-Measurement and evaluation and grading

2. Formative evaluation

3. Summative evaluation

4. Diagnostic evaluation

5. Characteristics of a good test

6. Preparation of achievement test-objective tests.

7. Types of Examination





















Paper-VI & VII (Group D) Opt. (iv): TEACHING OF SOCIAL STUDIES



Time: 3 Hours Max. Marks: 100





COURSE CONTENTS



UNIT-1



1) Concept, objectives and values:

• Meaning, Scope, Importance and values of Teaching Social Studies.

• Aims and objectives of Teaching of Social Studies with special reference to

present Indian School.

• Bloom’s Taxonomy of objectives

• Writing objectives in behavioural terms with particular reference to

teaching of history/geography/civics.

2) Content & their Pedagogical analysis (From elementary to Secondary Level)

• History of Freedom Movement.

• Globe: General Information about Globe.

• Indian Constitution.

• Major issues facing Indian economy, today.



UNIT-II



3) A) Methods and Skills of Teaching Social Studies(History/Geography/Civics):

• Project Method

• Inductive and Deductive Method.

• Assignment Method

• Source Method

• Story Telling Method

• Lecture Cum Discussion Method

B) Skills

• Skill of Narration

• Skill of Probing Question

• Skill of Stimulus Variation





4) Development utilization of Instructional Material

• Presentation of Lesson Plan with the help of Power Point.

• Development of Self-Instructional Modules excluding Programme Learning.

• Development of Self-Instructional Material.

• Bulletin Board, Maps, Scrap Books, Computer.

• Use of Community Resources.

• Designing of Social Science Lab.



UNIT-III



5) Development/Utilization of instructional aids-

• Charts

• Maps

• Graphs

• Models

• Film strips

• T. V.

• Computers

6) Curriculum development and transaction

7) Development and utilization of instructional aids



UNIT-IV



8) Text Book: Importance and qualities of a good text book of Social Science i.e.

History/Geography and Civics

9) Audio visual aids in the teaching of Social Science i.e. History/Geography and

Civics

• Preparation

• Use

10) Evaluation

• Meaning, importance and Objective of Evaluation.

• Evaluation Devices

o Oral test

o Written Test

o Practical test

o Diagnostic testing and

o Remedial Measures

• Observation

• Rating Scale





PAPER-VIII A: ICT ENABLED PRACTICAL/PROJECTS

(To be evaluated by the External Examiner)



Examination would be conducted by an External Team consisting of one Coordinator

(Head Examiner) and three members (Sub-examiners)- PRACS TEAM as appointed by

the University for all Practical Paper VIII A, VIII B, IX and X (School Education

Programme -SEP).



Time: 1.30 Hours Max. Marks: 50*

* Distribution of 50 Marks will be

I. Sessional Work = 20 Marks

II. Practical Work at the time of exam = 20 Marks

III. Viva-voce = 10 Marks



COURSE CONTENTS



UNIT I

(ORIENTATION TO ICT)

1) MS WINDOWS

• Basic concept of an Operating System and its functions.

• Introduction of Windows: Using Mouse and moving icons on the screen,

My Computer, Recycle Bin, Task Bar, Start-menu and menu selection, running an application, Setting system date and time; Windows Explorer to view files, folders and directories, creating and renaming of files and folder, Opening and Closing of Windows, Minimise, Restore and Maximise forms of windows

• Basic components of a Window: Desktop, Frame, Title Bar, Menu Bar, Status Bar, Scroll Bars (Horizontal and Vertical), Using right button of the Mouse, Creation Shortcut, Basic Windows Accessories: Notepad, Paint, Calculator, WordPad, using Clipboard

2) MS OFFICE



• MS WORD

Introduction to a Word Processor: Creating, Saving, Editing and Formatting a

Document; Text Style (B, I.U.), Font Type Size, Changing color, Alignment of text;

Formatting paragraphs with line or paragraph spacing; Adding headers and footers

Numbering pages, using grammar and spell check utilities, using subscript and

superscript, inserting Symbols, Print Preview, Printing a document. Inserting Word Art, Clip Art and Pictures, Page Setting, Bullets and Numbering, Borders and Shading, Format Painter, Find and Replace, Inserting Tables.



• MS POWER POINT

Introduction to Presentation Graphics, Understanding the concept of Slide Shows,

Basic element of a slide, Different types of Slide Layouts, Creating and saving a

Presentation, Different views of a slide: Normal view, Slide Sorter view and Slide

Show, Editing and Formatting a Slide: Adding Titles, Subtitles, Text Background,

Watermark; Header and Footers, Numbering Slides; Inserting Pictures from files, Animating pictures and Text with Sound Effects, Timing Text box, Pictures and Slides, Rehearse Timings, ungrouping and Grouping pictures from Clipart.



• MS Excel

Introduction to Spreadsheets, Concept of Worksheets and workbooks, Creating and

Saving a worksheet, Working with a spreadsheet: entering numbers, text, date/time,

series using Auto fill, Editing and formatting a worksheet including changing colour,

size, font, alignment of text, Inserting of Deleting cells, rows and columns, Formula-

Entering a formula in a cell, using operators (+,-,*.) (In formulae, Relative referencing, Absolute referencing and mixed referencing, Printing a worksheet.

Use Simple Statistical functions: SUM ( ), AVERAGE (), MAX (), MIN (), IF (),

(without compound statements); inserting tables in worksheet, Embedding Charts of

various types: Line, Pie, Scatter, Bar and Area in a worksheet.



UNIT-II



(INTEGRATION OF ICT WITH SCHOOL TEACHING SUBJECTS)



3) MAKING SMALL PRESENTATIONS

• Basics of a presentation

o Difference between presentation and document

o Using Power Point

o Opening a Power Point Presentation

• Creation of Presentation

o Title

o Text Creation

o Fonts and Sizes

o Bullets and indenting

o Moving to Next Slide



• Preparation of Slides

o Selection of type of Slides

o Importing text from word documents

o Moving to Next Slide

o The slide Manger

• Providing Aesthetics

o Slide Designs

o Background and Text colors

o Marking your own slide format

o Footnotes and slide numbering

• Slide Manipulation and Slide Show Presentation of the Slides

o Using the Slide Show

o Printing the Slides and Handouts

o Slide Sorter

o Title Sorter



4) INTRODUCTION TO MULTIMEDIA AND ITS APPLICATIONS

• Multimedia

o The Concept and Objectives

o Hardware for Multimedia Computer

• Components of Multimedia

o Textual Information, Images and their types

o Animation, Digital Audio, Digital Video

• Software for Multimedia

o Introduction to MS-Publisher

o Introduction to Photo draw

o Introduction to Front Page

5) INTERNET

• Concept/Definition

• Relationship with and Distance computer

• The internet: the world-wide web, websites and its information super high

way

• Basic modes of use of the internet, e-mail, file exchange, discussion groups,

live-conferencing (chat) and knowledge navigation

• Classification of the modes: searching for information and exchanging

Information Ways of using the Internet in instruction: utilizing already available websites; creating and hosting websites to aid and supplement instruction.

Searching the Web-factors contributions to productive search – use of concept

maps, clues for productive search – URS Downloading of Search Services, Search

Engines, Subject Gate Ways and Web Directories.



UNIT III



6) HANDLING OF AVAILABLE EQUIPMENTS

Each Teacher Education Institution will make available the following equipments for use

of the Pupil-teachers-

Over-head Projector

Slide-Projector

Tape-Recorder

Epidiascope

T.V. and Video-Cassette-Recorder





PAPER VIII B- COMMUNITY BASED PROJECTS AND WORK EXPERIENCES



Max. Marks: 50

(Any two of the Following)



1) Out of School Children Enrolment Drive (At least 5 children enrolment to Support

Teaching)

2) Recycling of the Waste Paper

3) School/Classroom ambience: Interior decoration including drawing and painting

4) Polio Drive and First Aid (Preparing awareness material e,g. Posters/Hand bills etc)

5) Serva Shiksha Abhiyaan (SSA) Project

6) Alternate School Monitoring- Support teaching

7) Out Reach programme (Marginalized children i.e Special needs/Economically/SC/ST/

Girls)

8) Mid Day Meal- Preparation to Monitoring

9) Organising Parent Teacher Meeting







PAPER-IX & X : SCHOOL EXPERINCE PROGRAMME (SEP) –

TEACHING PRACTICE

(School Teaching Subject I & II)



This programme must help Pupil-teacher to learn to function as a Teacher)

One lesson in first school teaching subject be delivered by Pupil-teacher in REAL SCHOOL at the end of the Session to be evaluated by a Team of Experts consisting of One Coordinator (Head-Examiner) and three members (Sub-Examiners) - PRACS TEAM. CBW/Preparation of printed teaching/learning material (for blind students) will be evaluated at the time of skill in teaching examination which will carry 20 marks. No sessional work will be required.



DURING THE SESSION

I) SCHOOL TEACHING SUBJECT I & II

A. Any Five Micro-Teaching Skills with 1 lesson on each skill

Use of Chalk Board including Handwriting (Compulsory)

Use of Teaching Aids (Compulsory)

1) Questioning

2) Introducing the Lesson

3) Use of Reinforcement

4) Stimulus Variation

5) Illustration with Examples

B. Micro Lessons-5

C. Mega Lessons-5

D. Discussion Lessons-2

E. Real Teaching 20 Lessons

F. Final Discussion-1

(To be selected by the candidate out of two teaching subjects.)





















PAPER- XI: PARTICIPATION IN CO-CURRICULAR SCHOOL-BASED

ACTIVITIES



Grades from O, A, B, C, D would be awarded.

Portfolio would be maintained activity-wise for all including documentary proofs and would be submitted before the commencement of the exams. These would be evaluated by a team of Internal Experts.



Note: Select any Two of the Following.

A. Communication skills and Functional use of Language Lab

B. Bharat Scouts and Guides

C. Literary Activities

D. Cultural Activities

E. International and National Days Celebration

F. Sports Activities