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
