department of education aligarh muslim university, … · 4. understand the importance of education...

Revised

DEPARTMENT OF EDUCATION ALIGARH MUSLIM UNIVERSITY, ALIGARH

SEMESTER: I (Compulsory-04 Credits) B.ED1001 Theory: 70

Sessional: 30 B.ED

Education and the National Context Objectives: After studying the course, the learner will be able to:

1. describe the aims, purposes and processes of education with reference to India 2. critically examine the role of various agencies in the development of child. 3. realise the interdependence of education and society and their relationship. 4. understand the importance of education in achieving goal of modernization. 5. recall various current issues prevalent in the Indian Society and role of education in

solving them. 6. discuss educational problems and issues related to educationally disadvantaged

groups of Indian society.

UNIT I: Meaning and Aims of Education

1. Meaning and functions of Education 2. Formal, Non Formal and Informal Modes of Education 3. Individual and Social Aims of Education and their Synthesis 4. Aims and objectives of modern Indian education. 5. Education to Focus on learning to know, learning to be, learning to do and learning to

live together.

UNIT II: Social Role of Education

1. Relation between Education and Society 2. Education and Culture 3. Education and Social Change 4. Education and Modernization 5. Nature of Modern Indian Society

CBCS/CFSD

UNIT III: Agencies of Education

1. The Family: meaning, characteristics and importance for education of child 2. The School: Meaning, importance and functions of school 3. The State: meaning, definitions and relationship with education 4. The Religion: meaning, definition and relationship with education 5. The Mass Media: meaning and role in education

UNIT IV: Issues and Concerns of Contemporary Indian Society

1. Peace and Education 2. Value Education 3. Human Right Education 4. Women Empowerment 5. Population Education

Recommended Books:

1. Gore. M.S. (1982). Education and Modernization in India, Jaipur: Rawat Publications.

2. Mookerji,R.K. (1947). Ancient Indian Education (Brahmanical and Buddhist), London: Mac Milan and co ltd.

3. Mercer & Carr (1958). Education and Social Order, New York: Rinehart and Company Inc

4. Mohanty, J. (1999). Indian Education in the Emerging Society, Sterling Publisher Private Limited.

5. Nunn, S.P. (1947). Education its data and first Principles, London: Edwar Arnold and Company

6. Ottaway, A.K.C. (1962) Education and Society, London: Routledge and Kegan Paul 7. Ross,J. (1962). Groundwork of Educational Theory, London: George and Harrap

Company Limited 8. Saiyidain, K.G (1958). Education, Culture and Social Order. New Delhi: Asia

Publishing House. 9. Salamatullah (1958). Can Education do it? Jalandhar: Punjabi Publication. 10. Saxena, N.R.S & Dutt, N.K (2008). Philosophical and Sociological Foundations of

Education, Meerut: Raj Printers 11. Taneja, V.R. (2007). Educational Thought & Practise. New Delhi: Sterling

Publishers. 12. Taneja, V.R. (1989). Socio and Philosophical approach to Education, New Delhi:

Atlantic Publishing House 13. Vargehse, A. (2000). Education for the Third millennium, Indore: Satprachar press.

Revised DEPARTMENT OF EDUCATION

ALIGARH MUSLIM UNIVERSITY, ALIGARH

SEMESTER - I (Compulsory-04 Credits)

BED -1002 Theory: 70 Sessional: 30

B.ED Developmental Psychology

Objectives: - After the completion of this course, the students will be able to Ø acquire knowledge of stages of human development up to adolescent period Ø identify individual variation among learners Ø describe different personality types Ø discuss the concept of intelligence and creativity

UNIT – I GROWTH AND DEVELOPMENT

1. Nature and scope of developmental psychology 2. Concept of growth and development 3. Principles of growth and development 4. Stages of physical and cognitive development with special reference to Piaget and

Vygotsky 5. Stages of social and emotional development with reference to Ericson and Kohlberg

UNIT – II INDIVIDUAL VARIATION

1. Concept of individual difference, factors contributing to individual difference 2. Role of heredity and environment in individual difference 3. Characteristics and education of Gifted children with special reference to Terman 4. Characteristics and education of slow learners and under achievers 5. Identification, characteristics and education of Children with specific learning

difficulties (Dyslexia)

UNIT – III PERSONALITY

1. Personality – meaning, nature and determinants 2. Type and trait theory of personality 3. Assessment of personality - sociometry, case study and inventories 4. Rating scales, questionnaires, interview and observation schedule 5. Projective techniques

CBCS/CFSD

UNIT – IV INTELLIGENCE AND CREATIVITY

1. Intelligence – meaning, definition and approaches ( general, emotional, social etc) 2. Theories of intelligence (Guilford’s model of intellect and Gardner’s theory of

intelligence) 3. Goalman’s theory of emotional intelligence 4. Creativity – concept, characteristics and identification of creative potential 5. Educational programmes for developing creativity

Books Recommended:

1- Bigge, M.L. & Hunt, M.P. (1968): Psychological foundations of education, Hraper and Row, New York.

2- Blair, G.M. Jones, R.S. and Simpson, R.H. (1963): Education psychology (2nd Ed.). The Macmillan Co. New York.

3- Crow, L.D. and Crow, A. (1979): Educational Psychology, European Publishing House, New Delhi.

4- Daniel, Harry and Edwards, Anne (2004): Psychology of Education, Routledge Falmer, London.

5- Gerrette, H.E. (1973): Statistics in psychology and education, David McKay Co. Inc. Indian Print.

6- Hensen, Kenneth T. & Eller, Ben F. (1999). Educational Psychology for effective teaching, Wodsworth Publishing Company, U.S.A.

7- Hurlock, E.R. (1998): Child Development, Mc Millan Co. New York. 8- Robert C. Craig, William, A. Mehrem, Harvey F. Clarizio (1975): Contemporary

Educational Psychology Concept/Issues/Applications, John Wiley and Sons Inc. 9- Skinner, Charles E. (2009): Educational Psychology, Prentice Hall of India. 10- Woolfolk, Anita (2004): Educational Psychology, Pearson Education, Singapore.



SEMESTER -1 (Compulsory -02 Credits)

B.ED-1003

Theory: 70 Sessional: 30

B.ED Interactive and Communicative Skills

Objectives Students will be able to

• understand the four major skills of communication (listening, speaking, reading and writing)

• Understand the importance of verbal, non verbal communication and body language. • Be Enrich with good vocabulary and diction • Enhance skill of comprehension • Remove stage fear • Develop skill in using computer software for language editing

UNIT 1: COMMUNICATION SKILLS

• Verbal communication and non verbal communication • Interpreting body language cues • Kinesis and Proxemics • Effective use of body language

UNIT II: ORAL COMMUNICATION SKILLS

• Group Discussion • Interview techniques • Debate • Public speaking skills

UNIT: III READING SKILLS FOR BETTER COMMUNICATION

• Mechanics of Reading. • Skimming and scanning skills • Intensive and extensive skills • Reading comprehension of technical material.

CBCS/CFSD

UNIT IV: WRITTEN COMMUNICATION

• Curriculum vitae and writing applications • Narration and paragraph development • Précis writing and report writing • Book review.

BOOKS RECOMMENDED:

• Raman, M and Sharma, S. Communication, principles and practice. Oxford University Press.

• Rizvi, M. A. Effective technical communication. Tata McGraw- Hill education. • Rutherford, A. J. Basic Communication Skills for technology. Pearson Education

Asia. • Murphy, R. Essential English grammar: A Self- Study Reference and Practice book

for elementary students of English with answers. Cambridge University Press.



Semester-I Compulsary-4 Credits B.ED-1004


B.ED BASICS OF PEDAGOGY

Objectives: The students will be able to – • Know the concept, characteristics and important teaching skills. • Understand the classification of Bloom’s Taxonomy of Educational Objectives. • Explain the merits and demerits of various approaches to teaching. • Apply various teaching methods in classroom teaching. • Describe specific characteristics of inclusive classroom. • Know innovative methods of teaching. • Describe use of ICT in teaching and learning. • Evaluate qualitative teaching through action research.

UNIT – I CONCEPTS AND OBJECTIVES OF TEACHING

1. Concept and characteristics of good teaching 2. Phases and Operations of Teaching Task 3. Important teaching skills – questioning skill, reinforcement skill, explanation

skill, stimulus variation and illustration with examples 4. Levels of Teaching Tasks: Knowledge, Understanding and Reflective Levels

of Teaching 5. Bloom’s taxonomy of educational objectives

UNIT – II APPROACHES TO TEACHING

1. Criteria of adopting a suitable method of teaching 2. Principles and Maxims of Teaching : Known to unknown, simple to complex,

easy to difficult, concrete to abstract, whole to part 3. Merits and demerits of various teaching methods: lecture method,

demonstration method, project method, problem-solving method and discussion method

4. Factors affecting teaching and learning 5. Application of System approach in Teaching.

UNIT – III QUALITY AND INNOVATIVE TEACHING

1. Use of ICT in teaching and learning: Merits and Demerits. 2. E-learning and changing nature of classroom. 3. Innovative methods of teaching: Concept mapping, Mastery learning and

Programmed learning. 4. Qualitative teaching through action research 5. Traditional versus virtual classroom

UNIT – IV EFFECTIVE CLASSROOM MANAGEMENT

1. The Concept and areas of Classroom Management 2. Cooperative learning in group 3. Strategies of motivating the students. 4. Teaching for serious and persistent misbehaviour of the students 5. Managing Inclusive classroom

GROUP ACTIVITY:

1. Paper presentation through oral mode 2. Group discussion 3. Slide presentation 4. Project work for action research

BOOKS RECOMMENDED:

1. Franks,S.& Johnson, J.(1997). Different drummers: How teachers of teachers view publc education. Public Agenda, New York. 2. Friedman, I. (2006). Classroom Management and teacher stress and burn out. In C.M.Evertson & C.S. Weinstien (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 925-944). Mahwah. Lawrence Erlbaum. 3. Glasser, W. (1965). Reality Therapy: A new approach to psychiatry. Harper & Row, New York. 4. Glasser, W. (1990). The quality school: Managing students without coercion. Harper & Row, New York. 5. Good, T. & Brophy, J. (2003). Looking in classrooms (9th Ed.). Allyn & Bacon, Boston. 6. Hoover, R.L. & Kindsvetter, R. (1997). Democratic discipline: Foundation and practice.Merrill, Columbus, OH. 7. Kouzes , J.L. & Posner , B.Z. (1987). The leadership challenge: How to get extraordinary things done in organizations. Jossey-Bass, San Francisco. 8. Sarason, S. (1999). Teaching as a performing art .Teachers College Press, New York.

CBCS/CFSD

Revised


SEMESTER- I (Optional- 04 Credits) B.ED-1011 Theory:70

Sessional: 30

B.ED EDUCATION FOR PEACE

Objectives: After completion of the course, the students will be able to:

• recognize the importance of peace education in national development. • comprehend the concept of peace education. • list the universal declaration of human rights. • understand the concept of human rights education. • paraphrase the importance of peace in sustainable development. • analyze conflict and formulate strategies to resolve conflict. • correlate the importance of gender and ethnic equity, economic justice, and the

understanding of ecology for peace. • integrate a sense of trust in association among humans, including self-introduction,

respect of others, ability to manage the environment, broad-mindedness, the possession of life vision, and love for justice in building the sense of togetherness.

• develop an autonomous behavior, be visionary and responsible citizen in creating peace and civilized society.

UNIT-I Introduction to Peace Education

1. Meaning and concept of peace education 2. Aims and objectives of peace education 3. Scope of peace education 4. National Integration, International Understanding and peace education

5. Sustainable development and peace

UNIT-II Understanding conflicts and strategies to resolve 1. Conflict: origin, response and outcomes. 2. Aggression and violence in school. 3. Role of a teacher in conflict management 4. Conflict Resolution: principles and foundation abilities

5. Different styles of conflict resolution.

UNIT-III Need and Pedagogy for Peace Education 1. Barriers to peace 2. Envisioning a peace classroom and possible interventions in school 3. Teaching peace through subjects

4. Teaching strategies for Peace 5. Improving classroom practices, home-school interface, involving community and the media

UNIT-IV Human Right Education 1. Introducing human rights education. 2. Human rights education and education for democratic citizenship. 3. The universal declaration of human rights. 4. Pedagogical techniques for human rights education.

5. Human rights education in an international context.

Activities: All students are required to perform the following activities in the classroom:

• Debate on any environmental issues. • Poster presentation.

BOOKS RECOMMENDED:

• Flower, N. (2007). Manual on Human right Education. COMPASITO. Published by the Directorate of Youth and Sport of the Council of Europe. ISBN: 978-92-871-6369-1

• Loknath, M. (2009). Peace Education Framework for Teachers. New Delhi: A.P.H Publishing Corporation.

• Naseema, C. (2002). Human rights Education. Kanishka Publications. New Delhi • NCERT. (2004). Peace Education: Self Instructional Package for Teacher Education.

NCERT, New Delhi. • NCERT. (2005). National Curriculum Framework, New Delhi. • NCERT. (2006). NCF 2005 Position Paper, National Focus Groups on Education for

Peace. New Delhi. • Pant, D and Gulati, S. (2010). Ways to Peace. A resource book for Teachers. NCERT,

New Delhi. Books are available online in pdf format, the links below will directly lead you to the books:

• www.ncert.nic.in/departments/nie/depfe/publications/WaystoPeace.pdf • www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf • www.arvindguptatoys.com/arvindgupta/ncert-peace-edu.pdf • epathshala.nic.in/wp-content/doc/NCF/Pdf/education_for_peace.pdf • philippines.forumzfd.org/.../130807_peace_education_teaching_guide_compressed.pd

f • www.creducation.org/resources/Peace_Education_Castro_Galace.pdf • www.unicef.org/education/files/PeaceEducation.pdf

http://www.ncert.nic.in/departments/nie/depfe/publications/WaystoPeace.pdf

http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf

http://www.arvindguptatoys.com/arvindgupta/ncert-peace-edu.pdf

http://www.creducation.org/resources/Peace_Education_Castro_Galace.pdf

http://www.unicef.org/education/files/PeaceEducation.pdf

Revised


Semester I (Optional/ 04Credits) B.ED-1012 Theory: 70

Sessional: 30

B.ED VALUE EDUCATION

OBJECTIVES: After completion of the course the learners will be able to: -understand the meaning, scope and importance of value education. -understand the moral development and role of teachers in moral education. -know about human rights and various agencies promoting human rights. -orient the students with therapeutic measures for value education.

Unit-I Concept of Values and Value Education

1. Meaning, aims, scope and importance of value education 2. Types of values, constitutional and national values, social, professional, religious,

moral and aesthetic values. 3. Components of value education. 4. Evaluation of value oriented education. 5. Recommendations of various committees/commissions:

a) Education Commission (1964-66) b) NPE (1986)

Unit-Il Moral Development

1. Character formation : concept, meaning, components and importance truthfulness , constructively sacrifice sincerity, self control, altruism, tolerance, scientific vision

2. Role of teachers in moral education. 3. Ethics in education 4. Adolescent emotions, arrogance, anger, sexual instability, selfishness, defiance. 5. Changing values in global world.

Unit III Human Rights

1. Human rights –meaning and nature 2. Indian constitution and human rights. 3. Agencies promoting human rights. 4. Issues and concern in human rights: world view. 5. Right to education: cornerstone of social justice.

Unit IV Therapeutic Measures for Value Education

1. Mind Development, functions and its control. 2. Physical Exercises, types, effects and importance. 3. Meditation: types and importance. 4. Yoga: types and Asans. 5. Religious Education and Its effects on mind, heart and soul.

CBCS/CFSD

Books Recommended

1. Borgohain Bani (1999) Human Right Social Justice and Political Challenge, New

Delhi, Kaniska Publishers and Distributers.

2. Chitkara, M.G (2007): Education and Human Values.

3. Dagar, B.S., & Dhull India (1994). Perspective in Moral Education, New Delhi:

Uppal Publishing House.

4. David N. Aspir and Gudith D. Champaran (Eds). Value education and lifelong

learning; Principles, Policies and Programme.

5. Dhankar, Neerja (2010).Value Education

6. Downey, J.B., & Kelly, A.B. (1982). Moral Education London, Hamper and Row.

7. Education for values in Schools – A framework by Prof. Sushma Gulati, Former

Head DEFFE Prof. Raya Pant Head, DEPEE.

8. Goel, Aruna, Goel, S.L. (2004). Human Values and education.

9. Gupta, N.L (2000): Human Value in Education

10. Kumar,Yogesh & Nath, Ruchika (ed) ( 2010). Value Education.

11. Leoria Rewan (2007). Teaching Values Primary Teaching English Association.

12. Piaget, Jean (1948). The Moral Development of Child (IInd Edition), Glencoe

Illinois; Free press.

13. Shukla, R.P. (2004). Value Education and Human Right, New Delhi, Sarup and

Sons.

14. Terry Lovat and Ran Toomay David Barlow (2007). Value education and Quality

Teaching: David Barlow Publishing.

15. Vankataiah, N. & Sandhya, N. (2002). Research in Value Education, Delhi, Jain

Book Agency.

Revised


SEMESTER – I (Complusory-04 Credits) B.ED-1013 Theory: 70

Sessional: 30

B.ED Education for Children with Special Needs

Objectives: After completing the course, the student teacher will be able to

understand about- 1. Special and Inclusive Education. 2. Visually Impaired children. 3. Hearing Impaired children. 4. Children with Learning disability.

UNIT-I Special Education 1. Definition and meaning of children with Special needs. 2. Concept of Special and Inclusive Education. 3. Development of Special Education with special reference to India. 4. Cascade of services. 5. Current Issues in Special Education.

UNIT-II Teaching Students with Vision Impairment 1. Basic concepts about Visual Impairment 2. Characteristics of Visually Impaired Students 3. Etiology of Vision Impairment 4. Inclusive Practices for Students with Vision Impairment 5. Classroom adaptations for Students with Vision Impairment

UNIT-III Teaching Students with Hearing Impairment

1. Basic concept about Hearing Impairment 2. Characteristics of Hearing Impaired children 3. Etiology of Hearing Impairment 4. Inclusive Practices for Students with Hearing Impairment 5. Educational adaptations for Students with Hearing Impairment

UNIT-IV Teaching Students with Learning Disability

1. Basic concept about Learning Disability. 2. Characteristics of Learning Disabled children. 3. Causes of Learning Disability. 4. Inclusive Practices for children with Learning Disability. 5. Educational adaptation for Learning Disabled Students.

Books Recommended 1. Barbe, W.B. (1965) Psychology and Education of the Gifted: Selected Readings. Appleton-

Century-Crofts, New York. 2. Blackhurst, A.E. and Berdine, W.H. (1981) An Introduction to Special Education. Little Brown

and Co., Toronto. 3. Cecil R. Reynolds and Elain Fletcher- Janzen. Encyclopaedia of Special Education (2nd Ed.) Vol.

1, 2 & 3, John Wiley & Sons, New York. 4. Disabilities and Impairments – An Interdisciplinary Research Journal, Akshat Publications, Delhi.

n 5. Gearheart, B.R. (1972) Education of Exceptional Child: History, Present, Practice and Trends.

International Text Book Co., New York. 6. Hallahan, Daniel P. and Kauffman, James M. (1991) Exceptional Children: Introduction to

Special Education.Allyn and Bacon, Boston, U.S.A. 7. Hewett, F.M. and Farness, S.R. (1984) Education of Exceptional Learners.Allyn and Bacon, Inc.

7. Wells Avenue, Newton, Massachusetts. 8. Kundan, C.L., (2000): Status of disability in India, New Delhi, R.C.I 9. Mangal, S.K., (2009): Educating Exceptional Children: An Introduction to Special Education,

New Delhi, Prentice Hall of India Pvt. Ltd. 10. Panda, K.C., (1997): Education of Exceptional children, New Delhi, Vikas Publishing House Pvt.

Ltd. 11. Punani, B. and Rawal N. (1993) Handbook Visual Handicap Ashish Publishing House, New

Delhi. 12. Sharma, Bharti (2011) Inclusive Education: Needs, Practices and Prospects. Kanishka Publishers,

Distributors, New Delhi 13. Smith, Deborach D. And Lu cKassan, Ruth (1992), Introduction to Special Education: Teaching

is an age of Challange.Printed in the United States of America. 14. Smith, R.M. & Neisworth, J.J. (1975): The Exceptional in School, London, Harper and Row. 15. Smith, Tom E.C. , Polloway, E.A. , Patton, James A. and Dowdy, Carol A. (2011) Teaching

Students with Special Needs in Inclusive settings, PHI Learning Private Limited, New Delhi 16. Taylor, Ronald L. and Sternberg, Les (1989) Exceptional Children: Integrating Research and

Teaching.Springer-Verlag, New York Inc. 17. Telford, C.W. and Sawrey, J.M. (1977): The Exceptional Individual, New Jersey, U.S.A. Prentice

Hall Inc., Englewood Cliffs. 18. Verman, P.E., Adamson, G. and Vernon, D.F. (1977) The Psychology and Education of Gifted

Children. Methuen & Co. Ltd. Great Britain. 19. Werts, Margaret G. , Culatta, Richard A. and Tompkins, James R. (2011) Fundamentals of

Special Education, PHI Learning Private Limited, New Delhi

DEPARTMENT OF EDUCATION Revised ALIGARH MUSLIM UNIVERSITY, ALIGARH

SEMESTER-1 (COMPULSORY -02 CREDITS)

Practical B.ED-10P1 MM-50

B.ED

Development of Communication Skills

Objectives:

Students will

• Understand the four major skills of communication (listening, speaking, reading and writing)

• Understand the importance of verbal, non-verbal communication and body language. • Be enriched with good vocabulary and diction • Enhance skill of comprehension • Be able to remove their stage fear

ACTIVITIES

1. Group Discussion 2. Debate 3. Public speaking 4. Skimming and scanning skills 5. Intensive skills. 6. Reading comprehension of technical material. 7. Preparing Curriculum vitae. 8. Paragraph development 9. Report writing 10. Book review.

CBCS/CFSD

BOOKS RECOMMENDED: • Raman, M and Sharma, S. Communication, principles and practice. Oxford

University Press. (2004). • Rizvi, M. A. Effective technical communication. Tata McGraw- Hill education.

(2005) • Rutherford, A. J. Basic Communication Skills for technology. Pearson Education

Asia. (2001) • Murphy, R. English Grammar in use. (4th Edtn). Cambridge University Press. (2012)

Revised

ALIGARH MUSLIM UNIVERSITY, ALIGARH DEPARTMENT OF EDUCATION

SEMESTER: II (Compulsory-04 Credits) BED-2001


B.ED Education and Emerging Trends in Society

Objectives: After studying the course, the learner will be able to:

1. Describe the role and importance of philosophy in human life 2. Evaluate various ideologies and their relative contributions to education 3. Enlist the contribution of various educationists and their experiments with education 4. Comprehend the values enshrined in the constitution and the role of education in

achieving them 5. Understand the fundamental rights and duties as enshrined in Indian constitution. 6. Comprehend the importance of Right to Education Bill to achieve universalization of

education.

UNIT I: Some Philosophical Approaches to Education 1. Meaning and functions of philosophy 2. Different branches of philosophy 3. Philosophy and its relationship with education. 4. Critical study of Idealism as an approach to education 5. Critical study of Pragmatism as an approach to education

UNIT II: Values Enshrined in Indian Constitution

1. Concept of democracy and its relationship with education 2. Secularism and its relevance to education 3. Education and socialism 4. Role of education for national integration and harmony 5. Education for social justice

UNIT III: Vision of Education: Modern Educational Thinkers

1. Maria Montessori 2. Friedrich Frobel 3. M.K.Gandhi 4. R.N.Tagore 5. Sir Syed Ahmad Khan

UNIT IV: Diversity, Inequality and Marginalization in Society and Implications for Education

1. Meaning of equality and constitutional provisions. 2. Prevailing nature and forms of inequality in Indian society. 3. Right to Education Bill and its provisions. 4. Education for fundamental rights & duties. 5. Liberalization, globalisation and privatisation in education.

Recommended Books:

1. Altekar,A.S. (1992). Education in Ancient India, Varanasi: Manohar Prakashan. 2. Agnihotri,R. (1994). Adhunik Bhartiya Shiksha Samasyaye aur Samadhan, Jaipur:

Rajasthan Hindi Granth Academy. 3. Brubacher,J.S.(1950). Modern Philosophies of Education, New York: Mc Graw Hill

Book Company Inc 4. Butler,T.D.(1968). Four Philosophies and Their Practise In Education, London:

Harper and Row 5. Dubey,S.C. (1994). Indian Society, New Delhi,NBT. 6. Kabir,H. (1982). Education in New India, London: George Allen an Unwin. 7. Kilpartic, W.H. (1951). Philosophy of Education, New York: MacMillan 8. Kneller, G.F. (1967). Foundations of Education, New York: John Wiley & Sons Inc 9. Mohanty, J. (1999). Indian Education in the Emerging Society, New Delhi:Sterling

Publisher Private Limited. 10. Naik,J.P., Nurullah, S. (1974). A Student’s History of Education in India, (1800-

1973), New Delhi: Orient Longman Ltd. 11. Rusk,R.R.(1956). The Philosophical Bases of Education, London: University of

London Press 12. Rusk,R.R.(1967). Doctrines of the Great Educators, Delhi, Dublin, New York: The

Mac Milan Press Ltd. 13. Taneja, V.R. (2007). Educational Thought & Practise. New Delhi: Sterling

Publishers. 14. Nayar, P.R. Dave,P.N. Arora, K. (1983). The Teacher and Education in Emerging

Indian Indian Society, New Delhi: Orient Longman Ltd. 15. Weber,C,O. (1960). Basic Philosophies of Education, New York

Revised


SEMESTER - II (Compulsory-04 Credits) BED- 2002


B.ED

Educational Psychology and Statistics

Objectives: - After the completion of this course, the students will be able to Ø discuss the role of psychology in education Ø analyse the learning theories for practical implementations Ø describe mental health and defence mechanisms Ø conduct the statistical analysis of data

UNIT – I Introduction to Educational Psychology

1. Meaning and definition of psychology and educational psychology 2. Nature and scope of educational psychology 3. Significance of educational psychology to classroom teacher 4. Methods of studying human behaviour – introspection, observation and

experimentation 5. Use of Action Research in studying learners behaviour and solving classroom

problems

UNIT – II Approaches to Learning

1. Concept and Factors affecting Learning and Forgetting 2. Theories of Learning - Behaviouristic theories of learning : Pavlov, Thorndike,

Skinner 3. Cognitive theory of learning : Insight theory 4. Social Cognitive theory of Bandura 5. Motivation – concept, types and techniques

UNIT – III Mental Health and Hygiene

1. Concept of mental health, mental hygiene and adjustment 2. Symptoms of adjusted and maladjusted child 3. Causes of maladjustment 4. Defence mechanism 5. Group dynamics and its educational implications

UNIT – IV: Elementary Statistics

1. Organisation of data and graphical representation (frequency polygon and histogram)

2. Measures of central tendency - Calculation and interpretation of mean, median and mode

3. Measures of dispersion - Calculation and interpretation of percentiles and standard deviation

4. Correlation and its uses 5. Rank difference correlation and product moment correlation

Books Recommended:

1. Bigge, M.L. & Hunt, M.P. (1968): Psychological foundations of education, Hraper and Row, New York.

2. Blair, G.M. Jones, R.S. and Simpson, R.H. (1963): Education psychology (2nd Ed.). The Macmillan Co. New York.

3. Crow, L.D. and Crow, A. (1979): Educational Psychology, European Publishing House, New Delhi.

4. Daniel, Harry and Edwards, Anne (2004): Psychology of Education, Routledge Falmer, London.

5. Gerrette, H.E. (1973): Statistics in psychology and education, David McKay Co. Inc. Indian Print.

6. Hensen, Kenneth T. & Eller, Ben F. (1999). Educational Psychology for effective teaching, Wodsworth Publishing Company, U.S.A.

7. Hurlock, E.R. (1998): Child Development, Mc Millan Co. New York. 8. Robert C. Craig, William, A. Mehrem, Harvey F. Clarizio (1975): Contemporary

Educational Psychology Concept/Issues/Applications, John Wiley and Sons Inc. 9. Skinner, Charles E. (2009): Educational Psychology, Prentice Hall of India. 10. Woolfolk, Anita (2004): Educational Psychology, Pearson Education, Singapore.

Revised


SEMESTER-II (Optional-04 Credits) BED- 2011


B.ED

Stress Management among Adolescents

Objectives: At the end of the lesson, the student teachers will be able to:

1. Get acquainted with the complexities of Adolescent stage. 2. Become aware of the sudden changes of Adolescent period and resultant hazards. 3. Become aware of the abuses during Adolescent Period. 4. Develop healthy habits among Adolescents. 5. Manage their stress.

UNIT-I: ADOLESCENCE

1. Adolescence: Meaning, Definition and Characteristics 2. Growth Pattern during Adolescence 3. Theories of Adolescence (Hall and Freud) 4. Changes during Adolescence: Physical, Cognitive, Social, Emotional and Moral.

UNIT-II: ADOLESCENCE AND ADJUSTMENT

1. Adjustment: Meaning, Definition and Characteristics of a well adjusted Adolescent. 2. Methods of Adjustment. 3. Mental Hygiene: Meaning, Goals and functions of Mental Hygiene. 4. Maladjustment: Meaning, Symptoms and Causes.

UNIT-III: STRESS DURING ADOLESCENCE

1. Stress: Concept. Definition, Symptoms, Causes and Coping with stress during Adolescence.

2. Problems of Adolescents. 3. Impact of Stress on Educational Achievement 4. Problem of Heightened Anxiety and its Relief through: Drug Addiction, Alcoholism,

Tobacco Chewing and Intoxication

UNIT- IV: MANAGING STRESS DURING ADOLESCENCE

1. Building a Positive Self Concept: Role of Family, Peer Group and Teachers 2. Group Dynamics: Meaning, Improving Interpersonal relations in the Class. 3. Adolescent Interests as a means to relieve stress: Personal, Social and Recreational. 4. Stress Management through: Meditation, Yoga and Physical Exercises.

BOOKS RECOMMENDED:

1. Chaube, S.P. (2002). Psychology of Adolescents in India. New Delhi, Concept Publishing Company.

2. Devdas, R.P. (1978). Methods of Teaching Home Science. New Delhi: NCERT. 3. Gordon, I. J. (1969). Human Development: A Transactional Perspective. New York:

Harper & Row Publishers. 4. Hatcher, H.M. (1945). The Teaching of Homemaking: with an emphasis on Teacher-

Pupil-Parent Planning. USA: The Ribersid Press. 5. Hurlock, E.B. (1973).Adolescent Development. US: Tata McGraw Hill. 6. Hurlock, E.B. (1972).Child Development. New York: Tata McGraw Hill. 7. Hurlock, E.B. (2008). Developmental Psychology: A Life-Span Approach. 5th

Edition. New York: Tata McGraw Hill. 8. Kalish, R.A. (1973). The Psychology of Human Behaviour. 3rd Edition. USA:

Wadsworth Publishing Company. 9. Kppuswamy, B. & Prabhu, P.H. (1907). A textbook of General Psychology. New

Delhi: Asia Publishing House. 10. Kuppuswamy, B. (1984). Advanced Educational Psychology. Delhi: Sterling

Publishers Pvt. Ltd. 11. Krech, D. et. al. (1969). Elements of Psychology. New York: Alfred A. Knopf. 12. Malik, V. (1931). Psychological Freedom in Education. New Delhi: Kalyani

Publishers. 13. Peterson, H.A. (1948). Educational Psychology. New York: The Mac Millan

Company.



SEMESTER- II (Optional- 04 Credits) BED -2012


B.ED

Health and Physical Education

Course Objectives: After completing the course, pupil teachers will be able to-

1. Develop right concepts about health and factors influencing health. 2. Understand about objectives of health education at various levels. 3. Acquire knowledge of working of different organs involved in digestion, respiration

and excretion. 4. Identify the role and responsibility in total school health programme. 5. Acquire knowledge of structure of eye, ear and tooth and problems associated with

them. 6. Help student teachers to realise the effects of drugs, tobacco, smoking and alcohol on

human body. 7. Acquire knowledge of various communicable diseases and be able to protect from

them. 8. Acquire knowledge of common accidents occurring in school, home and community

and first day- aid measures related to them. 9. Understand the concept of physical education, physical fitness and its aims and

objectives.

UNIT-I

1. Concept of Health, aims and objectives of health education. Role of educator in promoting health education in the school.

2. Food and Nutrition, Balanced Diet, Common deficiency, diseases. 3. Digestive system- structure of alimentary canal, process of digestion of carbohydrates,

proteins and fats. 4. Excretory system- structure and functions of organs involved in human excretion

process of urine formation. 5. Respiratory system- Structure and functions of organs involved in human respiration,

process of respiration.

UNIT- II

1. Structure of human eye and defects of vision. 2. Structure of human ear and hearing problems. 3. Structure of tooth, causes of tooth decay and cure. 4. Drug addiction, effects of drugs and control measures. 5. Effects of alcohol and control measures.

UNIT-III

1. Infection, carriers of infection, its prevention and control. 2. Disinfectants, classification of disinfectants. 3. Communicable diseases- measles, chicken pox, whooping cough, tuberculosis, their

symptoms, prevention and cure. 4. Accidents and first aid- cuts, burns, bites, sprain, fracture, drowning and poisoning.

UNIT-IV

1. Meaning, definition and scope of physical education. 2. Fitness: meaning, physical fitness and factors influencing physical fitness. 3. Physical education and its relationship to education. 4. Place of physical education in school programme. 5. Objectives of physical education at various levels.

BOOKS RECOMMENDED:

1. Bedi Yashpal (1967). Handbook of Hygiene and Public Health, Anand Publishing Comp: Amritsar.

2. Davis, M. B. (1996). Ninth Edition, Hygiene and Health Education, Longmans Green and Company Ltd: London.

3. Intel (2003). Intel Innovation in Education, Intel teach to the future – Students work book. 4. Thomas Elizabeth (2000). Handbook of Hygiene (for undergraduate students), Silver Shore

Publication, Janakpuri: New Delhi 5. Rastogi, B. B. (2004). 7th Ed Modern Biology, Vol.II Pitambar Publishing Comp: New Delhi. 6. Veenugopal, S. (1997). Together with Biology, Roe Lana Sagar Pvt. Ltd.: New Delhi. 7. Bansal and Gupta (2010). Biology, SBPD Publication: New Delhi. 8. Kumar Vinay and L. P. Bandana (2010). Target 2011 Biology, Tata McGraw Hill Education

Pvt. Ltd.: New Delhi

DEPARTMENT OF EDUCATION Revised ALIGARH MUSLIM UNIVERSITY, ALIGARH, ALIGARH

SEMESTER- II (Optional- 04 Credits) BED-2013 Theory: 70

Sessional: 30

B.ED Population Education

Objectives:

• To understand the concept of population education. • To sanitize the pupil teacher towards population explosion and its allied problems. • To acquire a set of values and feelings of concern for the problems due to over population in

the country. • To inculcating rational attitude and responsible behaviour towards population and

development issues. • To provide an opportunity to be actively involved at all levels in working towards resolution

of problems related to population explosion. • To acquire the skills for identifying and solving problems related to population explosion. • To comprehend population dynamics like crude death rate, crude birth rate, dependency ratio,

infant mortality rate, sex ratio etc.

UNIT-I INTRODUCTION TO POPULATION EDUCATION 1. Meaning and concept of population education 2. Importance of population education 3. Aims and objectives of population education 4. Characteristics of Indian population 5. Problems of developed and developing countries

UNIT-II HUMAN POPULATION GROWTH AND CONTROL IN INDIA 1. Structure and composition of population in India. 2. Population dynamics: determinants, birth rates and death rates and total fertility rates 3. Life expectancy and infant mortality 4. Annual population change rate, doubling time, migration patterns and age structure. 5. Population Control: emerging trends, prevalent methods and suggestive measures to have

planned population growth.

UNIT-III IMPACT OF POPULATION 1. Impact on society 2. Impact on economic growth 3. Impact on education.

4. Impact on environment. 5. Impact on quality of life.

UNIT-IV CURRICULUM AND METHODOLOGY 1. Population education curriculum at various stages of school education 2. Methods, strategies and techniques of imparting population education 3. Teaching aids and role of mass media.

4. Importance of sex education for pupil teacher. 5. Co-curricular activities and role of a teacher.

BOOKS RECOMMENDED:

• Jayasuriya, J.E. (1978) Curriculum innovation through population education. Colombo : Associated Educational Publishers.

• Kline, David and David Harman. (1976) ed. Issues in population education Lexington, Mass. : Lexington Books.

• Muley, DS, AIDS Education in School and Teacher Education Curriculums - A Synthesis Report, New Delhi, UNESCO, Feb 1997

• NCERT, (1998) Minimum essential contents of population Education, NPEP, DESSH, NCERT, New Delhi : (Mimeographed)

• National Council of Educational Research and Training. (1972) Population Education Cell, Population education: selected readings. New Delhi.

• National Council of Educational Research and Training. (1980) Population education Tasks and challenges, New Delhi.

• National Council of Educational Research and Training, Draft syllabus on population education, New Delhi : (Memographed)

• NCERT, Population Education - A National Source Book, New Delhi, NCERT, 1991 • Paris, UNESCO, Division of Science, Technical and Environmental Education, 1998 • UNESCO, Environmental Education: A Process for Pre-service Teacher Training Curricula

Development,

DEPARTMENT OF EDUCATION ALIGARH MUSILM UNIVERSITY, ALIGARH

SEMESTER II (Optional-04 Credits) ED-2021


B.Ed Pedagogy of English

Objectives • Students will understand the importance of teaching English as a foreign/Second language. • They will become aware of its origin, development and distinctive characteristics. • They will understand the aims and objectives of teaching English as a foreign/second language. • They will also be acquainted with different methods of teaching English and their advantages and

disadvantages. • They will know about the techniques of teaching oral skills, reading and writing skills and also about

techniques of teaching spelling. • They will learn how to prepare lesson plans for teaching English prose, poetry and grammar. • They will understand the importance and use of Audio-visual aids and language laboratory in teaching

English. UNIT-I

1. Importance of teaching English as a foreign language/Second language. 2. English language, its origin, development and distinctive characteristics. 3. General principles of language learning with special reference to study of English. 4. Aims and objectives of teaching English as a foreign language. 5. Learning and Acquisition Factors Influencing acquisition of English.

UNIT-II

1. Grammar Translation and direct method: Merits and Demerits 2. Inductive and deductive method: Merits and Demerits 3. Communicative and Structural Approach: Merits and Demerits 4. Suggestopaedia and silent way method in Humanstic Approach. 5. Total Physical response and Community Language Learning in Humanstic Approach.

UNIT-III

1. Phonemes and phonetic transcription. 2. Teaching of oral skills, specific techniques for oral expression. 3. Teaching of Reading Skills, intensive and extensive reading, Silent reading and reading a loud with

expression. 4. Teaching of writing skills, letters, summaries, essay writing. 5. Teaching of spellings and pronunciation.

CBCS/CFSD (03-03-16)

UNIT-IV

1. Views of Chomsky and Vygotsky in Learning Language. 2. Aims and objectives of teaching English prose, poetry and grammar 3. Lesson planning - Teaching of English prose, poetry and grammar. 4. Meaning and importance of teaching aids, Audio-Visual Aids and Language Laboratory. 5. The ideal English teacher-role and qualities

SUGGESTED READINGS:

1. Allen, H.B.: Teaching English as a Second language Mac Graw - Hill, N.Y., 1965. 2. Bansal, R.K. & Harrison, J.B. (1983): Spoken English for India New - Delhi, Orient -Longmai,

second edition, 1983. 3. Champion, H.: Lectures on the teaching of English, Oxford Univ. Press, Madras, 1954. 4. Fries, C.U.: Teaching and learning English as a foreign language, Univ. of edition, 1969. 5. Harbord. J.: The use of the mother tongue in the classroom, ELT, 46/4 Oct. 1992. 6. Kohli, A.L.: Techniques of teaching English, 1990.



SEMESTER - II (Optional-04 Credits) BED-2022 Theory: 70 Sessional: 30

B.ED

Pedagogy of Hindi

Course Objectives:

The pupil teacher will be able to understand about the:- 1. Language and principles of Teaching. 2. Devnagari script. 3. Development of Hindi language. 4. Structure of sentence.

UNIT I: LANGUAGE DEVELOPMENT AND PRINCIPLES 1. Meaning of language and importance of mother tongue. 2. Origin and development of Devnagari script. 3. Origin and development of Hindi language. 4. Teaching of language and principles of classroom teaching. 5. Structure of Hindi sentences. UNIT II: AIMS, METHODS AND TEACHING AIDS 1. Modern methods of Teaching. 2. Aims and objectives of Teaching Hindi language at primary and secondary level of

education. 3. Teaching aids in language teaching. 4. Co-curricular activities in language teaching. 5. Remedial Teaching. UNIT III: READING TYPES, TEXT BOOK AND TEACHER 1. Teaching of loud reading. 2. Teaching of silent reading. 3. Pronunciation and spelling. 4. Characteristics of a good Hindi text book. 5. Qualities of a good Hindi language Teacher.

UNIT IV: LESSON PLANNING 1. Lesson plan – need and format 2. Teaching of Prose – aims, methods and lesson planning. 3. Teaching of Poetry – aims, methods and lesson planning. 4. Teaching of Grammar – aims, methods and lesson planning. 5. Teaching of Composition – aims, methods and lesson planning.

BOOKS RECOMMENDED:

• Lal Raman Bihari (2003) Hindi Shikshan, Rastogi Publications Meerut. • Mangal, Uma (1991) Hindi Shikshan, Arya Book, New Delhi. • Pandey, Ram Shakal (2013) Hindi Shikshan, Sri Vinod Pustak Mandir, Agra. • Pathan, Naseema (1998) Hindi Vishay Gyan, Kasturbai College of Education,

Sholapur. • Yogendrajeet, Bhai (2013) Hindi Bhasha Shikshan, Shri Vinod Pustak Mandir, Agra. • Chaturvedi, Shikha (2001) Hindi Shikshan, R.Lal Book Depot, Meerut.


SEMESTER- II (Optional- 04 Credits)

BED - 2023 Theory: 70 Sessional: 30

B.ED Pedagogy of Sanskrit

Course Objectives:

After completing the course the students will be able to-

1. Understand about aims and objectives of teaching Sanskrit language. 2. Familiarize with various methods of teaching of poetry, prose, grammar and

composition. 3. Prepare lesson plan and unit plan. 4. Use various audio- visual aids. 5. Construct different types of test items in Sanskrit.

UNIT-I

1. Meaning and Importance of Sanskrit language. 2. Origin and development of Sanskrit language. 3. Teaching of Language and principles of classroom teaching. 4. Present status of teaching and learning of Sanskrit.

UNIT- II

1. Aims and objectives of teaching Sanskrit language at different levels. 2. General methods of teaching Sanskrit language. 3. Lesson Planning- Need and importance 4. Unit Planning- Need and importance.

UNIT-III

1. Teaching of Prose- Meaning, importance and lesson planning. 2. Teaching of Poetry- Meaning, importance and lesson planning. 3. Teaching of Drama- Meaning, importance and lesson planning. 4. Teaching of Grammar- Meaning, importance and lesson planning.

UNIT-IV

1. Teaching of Aids- Types and uses in language learning. 2. Characteristics of a good Sanskrit text book. 3. Qualities of a good teacher of Sanskrit language. 4. Evaluation in Sanskrit and contribution of different types of test items in Sanskrit.


BOOKS RECOMMENDED:

1. Gupta Prabha (2007). Sanskrit Shikshan, Sahiya Prakashan: Agra. 2. Pandey Ram Shakal (2007). Teaching of Sanskrit, Shri Vinod Pustak Mandir: Agra. 3. Sharma Rama and Mishra N. K. (2009). Arjun Publication, Daryaganj: New Delhi. 4. Vatsa, B.L. (2008).Sanskrit Shikshan, Agarwal Publications: Agra.


Semester-II (Optional-4 Credits) BED-2024 Theory: 70 Sessional: 30

B.ED Pedagogy of Urdu

OBJECTIVES: After completing the course the learners will be able to know: • To make the students aware of nature, function and scope of language. • To develop the understanding of different skills of language teaching among the

students. • To encourage the students to use the different Audio-Visual Aids as well as Computer

Assisted Instruction (CAI) during practise teaching. • To make them efficient to prepare lesson plan of Prose, Poetry and Grammar. • To explain the difference between Micro and Macro teaching.

Unit –I Content

(i) Language : Its meaning and functions (ii) Function and Purpose of language

1) Communication 2) Medium of thinking 3) Transmission of Culture (iii) The origin and development of Urdu language (iv) General principle of language learning with special reference to Urdu. (v) Contribution of Urdu as a language in national development.

Unit –II Urdu language as mother tongue

(i) History of Urdu language. (ii) The place of mother tongue in School curriculum. (iii) The role of mother tongue in the education of the child. (iv) Value outcome of teaching mother tongue at different level of education-Primary,

Secondary and Senior Secondary Levels. (v) Importance and need of co-curricular activities in Urdu, organising debates, poetic

Symposium, editing wall and magazines

Unit –III Methods of Teaching and Lesson Planning

(i) Methods of teaching Prose- Objective and methodology of teaching story and etc. (ii) Methods of teaching Poetry- Objective and methodology of teaching Poetry &

Ghazals etc. (iii) Methods of teaching Grammar- Objective and methodology of teaching noun,

pronoun, adjective etc. (iv) Lesson planning (Micro & Macro) meaning and format (v) Unit Planning in Urdu, meaning, format and practical exercise.


Unit –IV Teaching Aids

(i) Meaning and importance of different types of teaching aids. (ii) Audio, Visual and Audio Visual-Aid in language teaching (iii) Computer Assisted Instruction in language teaching (iv) Mechanics of Reading-(i) Silent Reading (ii) Loud Reading (iii) Self Reading (iv)

Intensive and Extensive Reading (v) Questioning (v) Salient features of a good text book in Urdu.

Books Recommended:

1. Agrawal, J.C. (2008) - Principles, Methods and Techniques of Teaching, Vikas Publishing House, Pvt.Ltd. U.P.

2. Ansari, Akhtar (1979) - Ghazal Aur Ghazal Ki Taleem, Taraqi-e-Urdu Board, New Delhi.

3. Dhand, H. (2009)-Technique of teaching, APH, New Delhi. 4. Hardard,J.(1992)- The use of Mother Tongue in the classroom,ELT. 5. Kohli,A.I.(1990) –Techniques of Teaching English, DhanpatRai& Sons, New

Delhi. 6. Moinuddin(1998)- Urdu Zaban Ki TadressiTaraqi Urdu Bureau, New Delhi. 7. Saiydain, K.G. (1971)-Zindagi, ZabanAurTaleemAnjuman Tariq-e-Urdu,Aligarh. 8. Siddiqui,M.H.(2009)-Techniques of Classroom Teaching, APH Publisher, New

Delhi. 9. Tomilson, B. (1986) - Using Poetry with Mixed Ability Language Class ELT.



SEMESTER- II (Optional -04 Credits) BED-2025 Theory: 70

Sessional: 30

B.ED Pedagogy of Persian

Objectives: By the end of the course the learners will be able to:

1. To develop the understanding of nature, function of language among children. 2. To make them efficient to prepare lesson plan of –Prose, poetry and grammar. 3. To explain the direct method of teaching Persian as a foreign language. 4. To encourage the students to use different teaching aids for better teaching.

UNIT-I: CONTENT

1. Language, its meaning and function. 2. Origin of Persian language and its development 3. Mechanics of teaching-

i. Translation method for teaching Persian as a foreign language. ii. Direct method of teaching Persian as a foreign language. iii. Communicative Approach to teaching Persian.

4. Language Laboratory and its importance in teaching Persian. 5. Contribution of Persian as a language in national development.

UNIT-II: METHODS OF TEACHING

1. Teaching of Prose-Objectives and methodology of teaching Persian 2. Teaching of Poetry-Objectives and methodology of teaching Persian 3. Teaching of Grammar-Objectives and methodology of teaching Persian 4. Place of Grammar and composition in teaching Persian 5. Inductive and Deductive approach, letter writing and essay writing of Persian

UNIT-III : LESSON PLANNING

1. Meaning and Aims of lesson planning 2. The general steps of the lesson plan 3. Importance of lesson planning in Persian 4. Lesson planning(Micro and Macro ) and Format 5. Unit planning in Persian, its meaning and Practical exercise.

UNIT-IV: TEACHING AIDS

1. Meaning and Aims of teaching aids 2. Types of teaching aids-Audio, Visual and Audio-Visual Aids 3. A critical appraisal of different types of teaching aids 4. General principles of word selection and characteristics feature of a good text book. 5. Mechanise of Reading

(i) Silent Reading (ii) Loud Reading (iii) Self Reading (iv) Questioning

BOOKS RECOMMENDED:

1. Andalib,A .:Farsi adab key Irtiqa ki Mukhtarsir Tarikh, Nami Press,Lucknow,1975. 2. Kirmani, H.A.:Farsi Adab ki Mukhtarsir Tarikh,Nizami Press,Lucknow,1975. 3. Dhand, H. (2009)-Techniques of teaching APH Publisher, New Delhi. 4. Siddiqui, M.H. (2009)-Techniques of classroom Teaching, APH Publisher, New

Delhi. 5. Knight,B.(1992)-A workshop for teacher development,ELT. 6. Agarwal,A.(2008)-Principles, Methods and techniques of Teaching Vikas Publishing

House,-Pvt.Ltd.U.P.



Semester-II (Optional-4 Credits)

BED-2026 Theory: 70 Sessional: 30

B.ED Pedagogy of Arabic

Objectives: After completing the course the learners will be able:

• To make the students aware of nature, function and scope of language. • To develop the understanding of different skills of language teaching among the

students. • To encourage the students to use the different Audio-Visual Aids as well as Computer

Assisted Instruction (CAI) during practise teaching. • To make them efficient to prepare lesson plan of Prose, Poetry and Grammar. • To explain the difference between Micro and Macro teaching.

UNIT –I: CONTENT

1. Language : Its meaning and functions 2. Function and Purpose of language 3. Communication 2) Medium of thinking 3) Transmission of Culture 4. Development of Arabic language 5. Special features of Arabic language and its Universal significance

UNIT –II : AIMS AND METHODS OF TEACHING

1. Aims and objective of teaching Arabic as a foreign language 2. Translation method for teaching Arabic as a foreign language 3. Direct method for teaching Arabic as a foreign language 4. Place of mother tongue in teaching Arabic; Direct method for teaching Arabic as a

foreign language 5. Inductive and deductive approaches, letter writing and essay writing

UNIT –III: LESSON PLANNING

1. Meaning and importance of lesson planning and the general steps of the lesson plan 2. Teaching of prose: Intensive and extensive reading, silent reading, reading aloud,

questioning, planning a prose lesson 3. Teaching Grammar-Place of grammar in teaching Arabic 4. Lesson planning (Micro & Macro) meaning and format 5. Teaching of Poetry: objective of poetry lesson, importance of recitation, reading

aloud, planning poetry.

UNIT –IV: TEACHING AIDS

1. Meaning and importance of different types of teaching aids. 2. Audio, Visual and Audio Visual-Aid in language teaching 3. Computer Assisted Instruction in language teaching 4. Mechanics of Reading-(i) Silent Reading (ii) Loud Reading (iii) Self Reading (iv)

Intensive and Extensive Reading (v) Questioning 5. Salient features of a good text book in Arabic.

BOOKS RECOMMENDED:

10. Agrawal, J.C. (2008) - Principles, Methods and Techniques of Teaching, Vikas

Publishing House, Pvt.Ltd. U.P. 11. Al-Naqa, Mahmum K: AsasiyatTalim al Lugha al Arabic Li Gharnal-Arab,

ALESCO International Institute of Arabic Language, Khartoum(Sudan), 1978 (In Arabic)

12. Samak, S.M.: Final TadrisbilLugha al Arabic,Al-Anglo-Misriya, Cairo, 1975.(In Arabic)

13. Nadvi, A.H. : Arabi Adabki Tarikh, Taraqqi-e-Urdu Buereau, New Delhi 1989, (in Urdu)

14. Kohli,A.I.(1990) –Techniques of Teaching English, Dhanpat Rai & Sons, New Delhi.

15. Rivers, W.H.Teaching Foreign Language skills, Chicago University Press, 1947. 16. Michel, J.: Foreign Language Teaching, Macmillan, New York, 1967. 17. Siddiqui, M.H. (2009)-Techniques of Classroom Teaching, APH Publisher, New

Delhi. 18. Tomilson, B. (1986) - Using Poetry with Mixed Ability Language Class ELT.


Semester-II (Optional – 04 credits)


B.ED

Pedagogy of History

Objectives:

At the end of the course the students will be able to:

1. Understand the meaning, definition, Nature and scope of history. 2. Understand the Aims, objectives and values of teaching history. 3. Understand the importance and Steps of lesson planning 4. Develop skill and competence to translate general objectives into performance. 5. Demonstrate the important methods of teaching History by selecting appropriate

learning contents. 6. Develop the characteristics of an Ideal History teacher. 7. Develop familiarity with history room, its equipments and understand the role of

textbooks in teaching history.

Unit-I History, Its Nature and Scope

1. Meaning and definition of history 2. Nature of history 3. Modern concept of history 4. Scope of history 5. Status of the history

Unit-II: Aims, objectives and values of teaching history and Lesson Planning

1. Aims of teaching of history. 2. Objectives of teaching of history. 3. Values of teaching of history. 4. Lesson Planning: Need and importance of lesson planning 5. Steps in lesson planning

Unit-III: Methods of Teaching History

1. Story telling method: merits and demerits 2. Discussion method: merits and demerits 3. Source method: merits and demerits 4. Unit method: merits and demerits 5. Teaching Aids: meaning, importance and types of teaching aids.

Unit-IV: History teacher, history room and textbooks

1. Characteristics of an ideal history teacher 2. Essential equipments for a history room 3. Place of textbooks in teaching of history 4. Characteristics of good textbook in history 5. Advantages of textbooks

BOOKS RECOMMENDED:

1. Aggarwal, J.C.: Teaching of History, Vikas Publishing House Pvt. Ltd., New Delhi.

2. Burton, W.H. (1972): Principles of History teaching, London, Methuen, London.

3. Chaudhary, K.P. (1975): The effective teaching of history in India, New Delhi, NCERT.

4. Dhanija Neelam (1993): Multimedia Approaches in Teaching Social Studies, New Delhi, Harmen Publishing House.

5. Gunning Dennis (1978): The teaching of history, Delhi, Sterling Publishers.

6. Khan, S.V. (1998): The teaching problems, prospective and prospects, New Delhi, Heera.

7. Kochhar, S.K. (2013): The teaching of history, Delhi, Sterling Publishers.

8. Wagdwa Shaline (2000): Modern methods of teaching history, New Delhi.

9. Yadav, N.N.: Teaching of history, Anmol Publications Pvt. Ltd., New Delhi.

Revised


Semester -II (Optional- 4 Credits)

BED- 2028 Theory: 70 Sessional: 30

B.ED

Pedagogy of Civics

OBJECTIVES:

After completion of the course the student teacher will be able to:

• Understand the aims and objectives of teaching civics. • Understand the importance of lesson planning and its steps. • Apply appropriate methods and techniques of teaching civics. • Analyze the organization of supplementary material for the teaching of civics. • Understand the criteria of an ideal text book.

UNIT—I INTRODUCTION OF CIVICS 1. Meaning, nature and scope of Civics. 2. Meaning of Political Science 3. Difference between Civics and Political Science 4. Correlation of Civics with other subjects. 5. Difference between social sciences and social studies.

UNIT—II AIMS , OBJECTIVES AND LESSON PLANNING OF TEACHING CIVICS 1. Aims of teaching civics in Indian School. 2. Educational objectives of teaching civics. 3. Distinction and relationship between educational aims and objectives. 4. Lesson planning — Need and importance of lesson planning. 5. Steps in lesson planning.

UNIT—III METHODS OF TEACHING 1. Problem solving method — merits, demerits and steps in problem solving methods. 2. Project method — Merits and demerits of Project method. 3. Lecture method — Merits and demerits of lecture method, suggestion to make your

lecture more effective. 4. Discussion method — steps of conducting discussion method and its merits and

demerits. 5. Inductive and deductive method.

UNIT—IV TEXT BOOK AND SUPPLEMENTARY MATERIAL.

1. Meaning of text book and supplementary reading material. 2. Criteria for selection of text book and supplementary material. 3. The use of current information to supplement the text book. 4. Usefulness of text books for students. 5. Development of civics text book. 6. Evaluation of a civics text book.

BOOKS RECOMMENDED:

1. Alstyne, R.W., (1937) Social Studies versus social science The Social Studies, Vol 28, pp. 77-80.

2. Bining, Arthur C and David H. Bining (1952) Teaching the social studies in secondary school, 3rded., New York McGraw — Hill Book Company.

3. Clark, Leonard H. (1973) Teaching Social Studies in Secondary Schools: A Hand Book New York Macmillan.

4. Hanna, L, Neva Hageman and Potter Gladay (1988) - Unit Teaching in elementary School, quoted by B.D. Shaida and A.K. Shaida, Teaching of Social Studies: Delhi: Arya Book Depot.

5. Hemming James — (1950):The teaching of Social Studies in Secondary School, 2 Edu, London:Longman.

6. Hemming, James (1950) The Teaching of Social Studies in Secondary Schools, 2nd Edn, London Longman.

7. Moffatt, Maurice P. (1950) Social Studies Instruction — Organization, Teaching and Supervisor the Social studies in Secondary in Secondary Schools, New York: Prentice Hall.

8. NCERT (1969) — Teaching Social Studies, New Delhi: Author. 9. Seligman, E.R.A; (1930): What are the Social Science? In The Encyclopedia of Social

Science, Vol 1, New York Macmillan. 10. Warwick, David (1971) Team Teaching, London: University of London Press. 11. Wesley, Edgar B. and Staney P. Wronski(1973) — Teaching Secondary Social

Studies in a society 6thedu. London D.C. Heath and Company. 12. Wesley, Edger B. and Teaching Social Studies in High School Wronsky Stanley P. 13. White, E.M. The Teaching of Modern Civics.


SEMESTER-II (Optional-04 Credits)


B.ED Pedagogy of Geography (Contact Hours Required: 48)

Objectives: After successful completion of the course the pupil teacher will be able to:

1. understand the place and importance of Geography as a constituent of social studies 2. understand the aims and objectives of teaching Geography at school level 3. plan lesson and use audio-visual aids 4. use different pedagogical practices for effective teaching of Geography 5. understand the importance and use of Internet and ICT in teaching learning process 6. evaluate geography curriculum and text-book 7. know and handle the sensitive issues like conservation of environment, disaster

management and sustainable development. UNIT-I Content of Geography

1. Geography- an important constituent of social studies, its need and importance. 2. Conservation of natural resources. 3. Poverty, population and pollution. 4. Pollution- a public health hazard. 5. Potable water- a crisis in making. 6. Sustainable development.

UNIT-II Aims and Methods of Teaching

1. Aims and objectives of teaching Geography at school level. 2. Writing the objectives in behavioural terms. 3. Detailed study of the following methods along with their merits, demerits and steps to

be followed: (i) Regional method (ii) Project method (iii) Laboratory method (iv) Lecture method (v) Excursion method


UNIT-III Lesson Planning and Use of ICT

1. Lesson plan of Geography: Steps – its need and importance 2. Unit planning – meaning, importance and steps 3. Teaching aids – need, importance, types and ICT 4. Simulated teaching. 5. Computer Assisted Instruction (CAI) and Computer Assisted Learning (CAL)

UNIT-IV Curriculum Construction of Geography

1. Principles of curriculum construction. 2. Critical analysis and evaluation of curriculum at secondary school level with special

reference to Geography. 3. Geography text-book and its evaluation. 4. Correlation of Geography with other school subjects. 5. Geography Laboratory: its need, importance and instruments.

BOOKS RECOMMENDED:

1. Baker, E.J. (1960): The junior Geography Lesson. Oxford University Press, London. 2. Chorley, R.J. & Haggett, P.: Frontiers in Geography Teaching, Methuen & Co.,

London. 3. Cons, G.J. (1995): Handbook for Geography Teachers, Methuen & Co., London. 4. Gopsil, G.H. (1966): The Teaching of Geography, St. Martin’s Press, New York 5. Hallm D. (1978): Geography and Geography Teacher, George Allen & Unwin,

London. 6. Jay, L.J. (1981): Geography Teaching with a Little Latitude, George Allen & Unwin,

London. 7. Lambart & Baldstone (2000): Learning to teach Geography in secondary schools,

Rontledge, London. 8. Long, M. (Ed) (1954): Handbook for Geography Teachers, Methuen Educational Ltd.,

London 9. National Curriculum Framework (2005). 10. NCERT (2005): National Curriculum Framework-2005, New Delhi 11. Rao, M.S. (2009): Teaching of Geography, Anmot Publication, Pvt. Ltd., New Delhi 12. Sons, G.J.: Handbook for Geography, UNESCO, Paris 13. UNESCO (1973): Sourcebook for Geography Teaching Orient Longman,Ltd., New

Delhi 14. Verma, O.P. (1984): Geography Teaching, Sterling Publication, Pvt. Ltd. New Delhi 15. Agarwal, J.C. (2010): Principles, methods and techniques of teaching, Vikas

Publishing House Pvt. Ltd., Mumbai 16. Quina. J (1989): Effective secondary Teaching, Harper & Row Publishers, New York 17. Joyce, B. etal (2009): Models of Teaching, PHI Learning Pvt. Ltd., New Delhi 18. Kochar, S.K. (1991): Teaching of Social Studies, Sterling Publications Pvt. Ltd., New

Delhi.


SEMESTER: II (Optional -04 Credits)


B.ED

Pedagogy of Economics OBJECTIVES: The learners will be able:

1. To Make The Students Aware of Basic Concepts of Economics Covering Features of Indian Economic Planning.

2. To Develop Understanding of Aims, Objectives and Methodology of Teaching Economics.

3. To Develop An Application Power How to Use Various Methods of Teaching Economics.

4. To Make Them Realize The Significance of Teaching of Economics At Secondary School Level.

5. To Develop Understanding About The Importance And Criteria of An Ideal Text Book of Economics.

6. To Develop Teaching Competencies in Teaching Leaching Learning Process. 7. To use Mass Media in Teaching Learning Process. 8. To Make Classroom Management for Teaching of Economics. 9. To Develop Thinking Power about Economics Studies and Society. 10. To Develop Good Attitude towards Indian Economy and its Developments.

UNIT –I CONTENT – CONCEPTUAL ASPECTS OF ECONOMICS

1. Meaning, Definitions and scope of economics 2. Importance of Economics 3. Growth and development 4. Agriculture Economics 5. Features of Developed and Developing Countries

UNIT-II AIMS AND OBJECTIVES OF TEACHING ECONOMICS

1. Aims and Objectives of Teaching Economics. 2. Distinction and Relationship between Educational Aims and Objectives. 3. Criteria for the Selection of Learning Material in Economics. 4. Meaning and Importance of Text Book for Economics. 5. Criteria for Selection of Text Book.


UNIT –III LESSON PLANNING

1. Lesson Planning: Meaning, Importance & Steps. 2. Unit Planning: Meaning, Importance & Format. 3. Classroom Infrastructure. 4. Multi-media Teaching Aids. 5. Simulated Teaching.

UNIT –IV METHODS OF TEACHING

1. Problem Solving Method-Merits, Demerits and Steps in Problem Solving Method. 2. Project Method-Merits and Demerits of Project Method. 3. Lecture Method-Merits and Demerits of Lecturer Method, Suggestions for Making

Lecture More Effective. 4. Discussion method – steps of conducting discussion method and its merits and

demerits. 5. Micro – Macro Teaching Skills

BOOKS RECOMMENDED:

1. Ahuja H.L. (2003): Advanced Economic Theory: Micro Economic Analysis, S. Chand, New Delhi.

2. Binning A.C. & Binning D.H. (1952): Teaching of the Social Studies in Secondary Schools, McGraw Hill.

3. Bossing, N.L. (1952): Teaching in Secondary Schools, Arvind Publishing House, New Delhi.

4. Chakravarty, S. (1987): Teaching of Economics in India, Himalaya Publishing House. 5. Dutt. R. (2000): Indian Economy, S. Chand, New Delhi. 6. Guarati, D.N. (2012): Basic Economics, New Delhi, Tata McGraw Hill. 7. Hunt (2011): History of Economic thought. 8. Kanwar, B.S. (1970)” Teaching of Economics Prakash Brothers Educational

Publishers. 9. Lipsey, Richard (2012)” Economic 12th Ed. Oxford, Oxford University Press. 10. Misra, S.K. and Puri (2001): Economics of Development of Planning: Theory and

Practice Mumbai Himalaya Publishing House. 11. Mustafa M. (2005): Teaching of Economics: New Trends and Challenges, Deep

Publication, New Delhi. 12. Siddiqui, M.H. (2006): Teaching of Economics, Ashish Publishing House, New Delhi. 13. Siddiqui, M.H. Ed. (2004): Encyclopedia of Educational Technology, Vol. I-IV, Ashish

Publishing House, New Delhi ISBN-81-7648-571-3. 14. Siddiqui, M.H. Ed. (2005): Techniques7 of Teaching, Ashish Publishing House, New

Delhi ISBN-81-7648-869-0. 15. Siddiqui, M.H.Ed. (2005): Techniques of classroom Teaching, Ashish Publishing

House, New Delhi ISBN, 81-7648-871-2. 16. Startz, Richard (2012): Micro Economics, New Delhi. 17. Yadav, Amita (1999): Teaching of Economics, Anmol Publications, Pvt. Ltd. New

Delhi.


ALIGARH MUSLIM UNIVERSITY, ALIGARH Semester- II (Optional-04 Credits) BED-2031

B.ED Pedagogy of Commerce


Objectives: After completion of the course the learners will be able to: -to know the meaning, scope and importance of commerce -to know the aims and objectives of teaching of commerce -to develop understanding of various methods of teaching of commerce -to acquaint them with the lesson planning in commerce -to know the use of various teaching aids in teaching of commerce

Unit-I Introduction to Commerce 1. Meaning, definition and scope of Commerce. 2. Importance of commerce. 3. Relationship of Commerce with other subjects. 4. Accounting: Meaning, Advantages and Limitations. 5. Basic accounting assumptions and principles.

Unit-II Aims and Methods of Teaching 1. Aims and objectives of teaching Commerce at school level. 2. Lecture Method: Advantages and Limitations. Suggestions for making lecture method

more effective. 3. Project Method: Advantages and Limitations. 4. Problem Solving Method: Advantages and Limitations. Steps in problem solving

method. 5. Discussion Method. 6. Characteristics of a good teaching.

Unit-III Lesson Planning 1. Meaning, concept and advantages of lesson planning. 2. Essentials of a good lesson plan. 3. General steps in the preparation of lesson plan in Commerce. 4. Preparation of lesson plan on any topic of XI and XII standard. 5. Simulated Teaching. 6. Unit Planning: Meaning and Importance.

Unit IV Aids to Teaching 1. Teaching Aids: Meaning, importance and types. 2. Text Book: Features of a good text book in commerce. 3. Co-curricular Activities: Objectives and various types. 4. Commerce Room: Importance and equipments and materials. 5. Commerce Teacher: Essential qualities and responsibilities.

Books Recommended

-Aggarwal, J.C. (2010). Teaching of Commerce- A practical approach, New Delhi, Vikas

Publication.

-Khan, M.S. (1982). Commerce Education, New Delhi, Sterling Publishers Pvt Limited.

-Kapoor, N.D. (1990). Principles and Practice of Accountancy, New Delhi, Patamber

Publishing Company.

-Kochhar, S.K. (2013). Teaching of Social Studies, New Delhi, Sterling Publishers.

-Maheshwary, S.N., &Maheshwary, S.K. (1989). Elements of Business Studies, New Delhi,

Asha PrakaGreh.

-Musselman & Hanna (1960). Teaching Book keeping and Accountancy, New York,

McGraw Hill Book Company.

-Sivayya, K.V., Rao, M.G., & Balamohandas, V. (1990). Commerce and Management

Education in India, New Delhi, Ashish Publishing House.

Tunne, Popham & Gruman (1965). Methods of Teaching Business Subjects, New York,

McGraw Hill Book Company.


SEMESTER-II (Optional -04 Credits) BED-2032 Theory: 70

Sessional: 30

B.Ed. PEDAGOGY OF ISLAMIC STUDIES

Objectives: The learners will be able:

1. To Spread the Awareness of Basic Aspects of Islamic Studies. 2. To Develop Understanding of Aims, objectives and Methodology of Teaching Islamic

Studies. 3. To Develop an Application Power how to use different Methods of Teaching Islamic Studies. 4. To Develop Communication skills among the B.Ed. Students of Islamic Studies. 5. To make the Students Realize the Importance of ICT in Enhancing the Quality of Teaching. 6. To Familiarize Various Concepts of Islamic Studies. 7. To Develop Teaching Competencies in Teaching Leaching Learning Process. 8. To Use Mass Media in Teaching Learning Process. 9. To make Classroom Management for Teaching Islamic Studies. 10. To Develop Thinking Power about Islamic Studies and Society.

UNIT-I

1. Meaning, Definition Scope of Islamic Studies. 2. Importance of Islamic Studies 3. Objectives of Islamic Studies. 4. Five Pillars of Islam 5. Islam and Society

UNIT-II

1. Aims and objectives of teaching Islamic Studies at School Level. 2. Writing the Objectives in Behavioral Terms. 3. Criteria of Selection of Learning Material of Islamic Studies. 4. Islamic Studies text book and its evaluation.

Unit-III

1. Discussion method: Steps of conducting discussion method and its merits and demerits. 2. Lecture method-Merits and demerits of lecture method, suggestions to enhance the

effectiveness of Lecture Method. 3. Project method-meaning and it merits of demerits. 4. Problem solving method –Merits, demerits and steps in problem solving method.


Unit – IV : Lesson Planning

1. Lesson Planning : Meaning, Importance and Format. 2. Unit Planning : Meaning, Importance and Format 3. Teaching Aids : Need, Importance and Types 4. Simulated Teaching : Need, Importance and Types 5. Power Point Presentation : Preparation and use for effective teaching.

Books Recommended: 1. Ajijola, A.D. (1999): The concept of Family in Islam, Adam Publication, Delhi. 2. Akhtarul Wasey, (Ed.) 2008: Education, Literature and Islam, Shilpa Publication, Delhi. 3. Ansari Amir (2011): Handbook Islamic Architecture, Cyber tech. Publication, New Delhi. 4. Brown, Jonathan A.C. (2009): Hadith: Mohammad’s Legacy in the Medieval and Modern

World, Oxford One World Publication. 5. C.I.E., (Council of Islamic Education) : Teaching about Islam and Muslims in the Public

School, Classroom, Third Edition. 6. Calvert John (2008): Islamism: A Documentary and Reference Guide – West Port Greewood. 7. Companini, Masimo (2011): The Quran: Modern Muslim Interpretation translated by

Caroline Higgett, Routledge Taylor & Francis Group, London. 8. Companini, Massino (2008): An Introduction to Islamic Philosophy, translated by Caroline

Higgett Edinburgh University Press. 9. Engineer Asghar Ali (2006): The State in Islam: Nature and Scope, Gurgaon, Hope India. 10. Esposito, John L. Ed, (2009): Oxford Encyclopedia of the Islamic World; Oxford University

Press, Vol.I-VI, New York. 11. Haq, Mahar Abdul (2008): Educational Philosophy of the Holy Quran, Adam Publication,

New Delhi. 12. Lindquist, E.F. Ed.(1961): Measurement, American Council on Education, Washington, USA. 13. Siddiqui, M.H.(2006): Teaching of Economics, Ashish Publishing House, New Delhi. 14. Siddiqui, M.H. (1998): Islamic Education: An Objective Approach, Aligarh Muslim

University Press. 15. Siddiqui, Mujibul Hasan (1999): Teaching of Islamic Education, Ashish Publishing House,

New Delhi. 16. Siddiqui, Mujibul Hasaon (2005): Techniques of classroom Teaching. Ashish Publishing

House, New Delhi. 17. Siddiqui, Mujibul Hasan (2005): Techniques of teaching. 18. Singh, Arun Kumar (1986): Test, Measurement and Research Methods in Behavioural

Sciences, Tata McGraw Hill, New Delhi.


SEMESTER: II (Optional -04 Credits) BED-2033 Theory: 70 Sessional: 30

B.ED

Pedagogy of Muslim Theology

OBJECTIVES: 1. To Develop Understanding of Aims, Objectives and Methods of Formulation of Educational

Objectives. 2. To Develop Application Power how to use different methods of Teaching Muslim Theology. 3. To make them aware about the importance and process of Lesson Planning and Unit

Planning. 4. To make students realize the significance of the Teaching Muslim Theology. 5. To make them understand the use of ICT in Teaching Learning Process. 6. To familiarise various concepts of Muslim Theology. 7. To Develop Teaching Competencies in Teaching Learning Process 8. To use Mass Media in Teaching Learning Process 9. To make Classroom Management for Teaching Muslim Theology. 10. To Develop Thinking Power about Muslim Theology and Society. Unit-I: Conceptual Aspects of Muslim Theology 1. Meaning Definition, Scope of Muslim Theology. 2. Importance of Muslim Theology 3. Five Pillars of Islam. 4. Muslim Theology and Society.

Unit-II: Aim sand Objectives of Muslim theology 1. Aims and objectives of Teaching Muslim Theology. 2. Writing the educational objectives in behavioural terms. 3. Criteria of selection of learning material of Muslim Theology. 4. Selection of Muslim Theology text book and its evaluation. Unit-III: Lesson Planning

1. Unit Planning: Meaning Importance and Format. 2. Lesson Planning: Meaning, importance and steps. 3. Teaching Aids: Need, importance and types. 4. Simulated Teaching: Need, importance and process. 5. Power Point Presentation: Preparation and use for effective teaching.


Unit-IV: Methods of Teaching

5. Lecture Method: Merits, demerits and suggestive measures for making it more effective. 6. Project Method – Merits and demerits of Project method. 7. Text Book method – Merits and demerits of Textbook method. 8. Discussion method: Steps of conducting discussion method and its merits and demerits. 9. Memorization Method – Merits and Demerits of memorization method.

Books Recommended:

19. Ajijola, A.D. (1999): The concept of Family in Islam, Adam Publication, Delhi. 20. Akhtarul Wasey, (Ed.) 2008: Education, Literature and Islam, Shilpa Publication, Delhi. 21. Ansari Amir (2011): Handbook Islamic Architecture, Cyber tech. Publication, New Delhi. 22. Brown, Jonathan A.C. (2009): Hadith: Mohammad’s Legacy in the Medieval and Modern

World, Exford One World Publication. 23. C.I.E., (Council of Islamic Education): Teaching about Islam and Muslims in the Public

School, Classroom, Third Edition. 24. Calvert John (2008): Islamism: A Documentary and Reference Guide – West Port Greewood. 25. Companini, Masimo (2011): The Quran: Modern Muslim Interprefation translated by

Caroline Higgett, Routledge Taylor & Francis Group, London. 26. Companini, Massino (2008): An Introduction to Islamic Philosophy, translated by Caroline

Higgett Edinburgh University Press. 27. Engineer Asghar Ali (2006): The State in Islam: Nature and Scope, Gurgaon, Hope India. 28. Esposito, John L. Ed, (2009): Oxford Encyclopedia of the Islamic World; Oxford University

Press, Vol. I-VI, New York. 29. Haq, Mahar Abdul (2008): Educational Philosophy of the Holy Quran, Adam Publication,

New Delhi. 30. Lindquist, E.F. Ed.(1961): Measurement, American Council on Education, Washington, USA. 31. Siddiqui, M.H.(2006): Teaching of Economics, Ashish Publishing House, New Delhi. 32. Siddiqui, M.H. (1998): Islamic Education: An Objective Approach, Aligarh Muslim

University Press. 33. Siddiqui, Mujibul Hasan (1999): Teaching of Islamic Education, Ashish Publishing House,

New Delhi. 34. Siddiqui, Mujibul Hasaon (2005): Techniques of classroom Teaching. Ashish Publishing

House, New Delhi. 35. Siddiqui, Mujibul Hasan (2005): Techniques of teaching. 36. Singh, Arun Kumar (1986): Test, Measurement and Research Methods in Behavioural

Sciences, Tata McGraw Hill, New Delhi.



SEMESTER: II (Optional -04 Credits)


B.ED Pedagogy of Fine Arts

Objectives: After completing the course the students will be able to: • express the importance arts in life • describe the relationship between art and education. • explain various principles and elements of art. • understand various steps of a lesson plan required to prepare a lesson plan of fine arts. • comprehend the role of art teacher and use of ICT in teaching of fine arts. • differentiate and sketch still and landscape painting • appreciate the work and style of contemporary artists in India.

Unit - I Introduction to Art

1. Art: concept and its role in life and education 2. Art and Nature 3. Principles of composition with examples from work of art :( Rhythm, Harmony, Balance,

Dominance, Unity) 4. Elements of Art- (Line, Colour, Form, Tone, Texture) 5. Perspective drawing- one point perspective.

Unit - II Methods and Techniques

1. Discussion Method 2. Demonstration Method 3. Project Method 4. Different Techniques of Drawing and Painting. 5. Still life and landscape painting

Unit - III Pedagogical and Instructional Strategies

1. Aims and objectives of teaching fine arts 2. Preparation of a Lesson-Plan 3. Teaching arts to differently abled children 4. Role of an art teacher. 5. ICT and art education

UNIT- IV Emerging concepts in art education

1. Craft: concept and types 2. Commercial Art: concept and types 3. Art Museum: objectives and organization 4. Art Club and Field Trip: objectives and organization 5. The work and style of contemporary Indian artist: (M.F.Hussain, Satish Gujral, Raza, Raja

Ravi Verma)

References

• Britannica Junior (1956) prepared under the supervision of the Editors of the Encyclopedia Britannica, Volume VI F-G, William Benton, Encyclopedia Britannica, Inc. Chicago, London, 1956.

• Encyclopaedia Britannica (1970), Inc. William Benton, Volume 9 Publisher Chicago, 1970. Fine Motor Projects, Grades Pk - 2 by Sherril B Flora

• Gibos, Evelyn (1948): the Teaching of Art in Schools, Ernest Ben Limited: London, 1948. • Mcleish, M. and Moody, Ella (1953) : Beginnings : Teaching Art to children, the studio • Publications, London, 1953. • Mock, Ruth (1959 : Principles of Art Teaching, A Hand Book for Teachers in Primary and

Secondary Schools University of London Press Ltd., 1959. • Morris, I. H (2009): Teaching of Drawing, Longmans, Green and Co., London, 1914.

Publisher: • Jyotsana Prakashan (2010). Education through Art, Faber and Faber, London, 1958.

Sketching and Drawing 1SI Edition • The Educator's Encyclopaedia (1961), Prentice Hall, Inc. Englewood. Cliffs, N.J. 1961. Ø http://www.knc.edu.in/wp-content/uploads/2016/07/Philosophy-of-the-Arts-Gordon-

Graham.pdf Ø http://www.visual-arts-cork.com/art-definition.htm Ø https://study.com/academy/topic/art-lesson-plans.html

revised


SEMESTER – II (Optional-04 Credits)

BED -2035 Theory: 70 Sessional: 30

B.ED Pedagogy of Biological Sciences

Objectives: After completing the course the pupil teachers will be able to ---

- Develop a broad understanding of principles and methods used in teaching of Biological Sciences

- Acquire and practice essential skills needed for teaching biological science at secondary school level

- Develop an understanding of modern techniques and approaches for teaching biological science

- Prepare unit plan, lesson plan and unit test in biological science - To acquire necessary skills and training for school based activities such as science

clubs, science fairs, organisation of lab etc.

UNIT – I CONTENT 1. Eco-system, components of ecosystems --- biotic and abiotic 2. Food chain and food web --- various examples from land, fresh water and marine 3. Environmental pollution --- air and water pollution - their sources and effects 4. Environment protection and conservation --- various acts of the Government related

to environment protection and conservation 5. Sustainable Development --- meaning, need and importance. Biodiversity --- its

concept and importance

UNIT – II AIMS AND OBJECTIVES OF TEACHING BIOLOGICAL SCIENCE

1. Aims and objectives of teaching Biological Science at the Secondary School Level in terms of their learning outcome

2. Unit Planning --- meaning, importance and preparation 3. Lesson Planning --- need, importance and preparation of lesson plans 4. Different types of teaching aids --- Audio, Visual and Audio-Visual aids: their uses and limitations

UNIT – III METHODS OF TEACHING BIOLOGICAL SCIENCE

1. Lecture method --- guidelines for effective lecture. Merits & demerits of lecture method

2. Lecture-cum-demonstration method --- merits and limitations, preparation for effective demonstration

3. Heuristic method --- meaning and use of heuristic method in teaching biology. Merits and limitations of heuristic method

4. Project method --- meaning of a project. Main features of a project. Advantages and disadvantages of project method

UNIT – IV EVALUATION AND ACTIVITIES

1. Preparation of lesson plans by using ICT 2. Construction of different types of test items in biological sciences 3. Science clubs --- objectives, organisation and activities 4. Science fairs --- objectives, organisation and activities 5. Biological science Laboratory --- its equipments and maintenance


SEMESTER-II (Optional-04 Credits)


B.ED Pedagogy of Physical Sciences

Objectives:

1. To discuss taxonomy of objectives of teaching physical science with special reference to behavioural changes in school students.

2. To elaborate basis for behavioural objectives in performance terms. 3. To help the pupil – teacher in development of lesson planning. 4. To introduce the pupil – teacher with different innovative methods of teaching

physical science. 5. To develop organizational skills in pupil – teacher for setting the laboratories in

schools. 6. To introduce pupil – teacher with the concept of evaluation, evaluation techniques and

evaluation process in teaching of physical science.

UNIT-I : LESSON PLANNING AND UNIT PLANNING

1. Bloom`s taxonomy of educational objectives. 2. Principles for framing behavioural objectives and their characteristics. 3. Lesson Plan – its need and importance. 4. Steps of preparing Lesson – Plan. 5. Concept of Unit Planning.

UNIT-II: METHODS OF TEACHING PHYSICAL SCIENCE

1. Lecture Method. 2. Lecture – Demonstration method. 3. Project method. 4. Laboratory method. 5. Group Discussion method.

UNIT-III: LABORATORY AND TEACHING AIDS

1. Importance of Laboratory work. 2. Setting of Laboratory in schools. 3. Salient features of science labs. 4. Teaching aids and their importance for teaching physical science. 5. Importance of values in school science curriculum.

UNIT-IV: EVALUATION IN SCIENCE TEACHING

1. Concept of evaluation in teaching of science. 2. Types of achievement tests. 3. Essay type test items – merits and demerits. 4. Objective type test items – merits and demerits. 5. Continuous and comprehensive evaluation (CCE).

BOOKS RECOMENDED:

1. Gupta, V.K. (1995): Teaching and Learning of Science and Technology, Delhi, Vikas Publishing House.

2. Kalra, R.M. (2010): Science Education for Teacher Trainees, New Delhi, PHI Learning.

3. Woolfolk, Anita (2004): Educational Psychology, Ohio, Pearson Education. 4. S.M.Zaidy (2004): Modern Teaching of Science, New Delhi, Anmol Publications. 5. Ramabhai. N. Patel (1999): Educational Evaluation, New Delhi, Himalaya Publishing

House. 6. Shalini Wadhva (2001): Modern methods of teaching physics, New Delhi, Saroop and

Sons.


SEMESTER- II (Optional-04 Credits) BED-2037 Theory: 70

Sessional: 30 B.ED

Pedagogy of Home Science

OBJECTIVES:

At the end of the lesson, the student teachers will be able to:

1. Build up broad understanding of Principles and Knowledge used in Home Science Teaching.

2. Explain the Scope and Importance of Home Science as a School Subject. 3. Acquaint with the Aims and Objectives of Teaching Home Science at Secondary

stage. 4. Develop the Understanding of Ideal Curriculum in Home Science. 5. Know various Approaches, Methods and Teaching Aids in Home Science Teaching. 6. Prepare Effective Unit Plan and Lesson Plan in Home Science. 7. Explain various tools used in Evaluation in Home Science. 8. Understand the facilities needed for Home Science Teaching.

UNIT I-HOME SCIENCE AS SCHOOL SUBJECT

5. Fundamentals of Nutrition, Different Food Groups and Human Nutritional requirements

6. Child Care: Health and Hygiene 7. Concept of Home Management: Management of Human and Non-Human Resources 8. Fiber Science and Fiber construction 9. Interior Decoration: Principles and Elements of Art and Design

UNIT-II AIMS AND OBJECTIVES OF TEACHING HOME SCIENCE

1. Meaning and Importance of Home Science at Secondary School curriculum 2. Aims and Objectives of teaching Home Science 3. Classifications of objectives in behavioural terms 4. Unit Planning, steps involved in development of teaching units 5. Lesson Planning- Herbartian five steps approach

UNIT-III METHODS AND TECHNIQUES OF TEACHING HOME SCIENCE

5. Lecture method: Merits, Demerits and Application 6. Lecture cum demonstration method: Merits, Demerits and Application 7. Laboratory method: Merits, Demerits and Application 8. Project method: Merits, Demerits and Application 9. Computer Assisted Instruction as a method of teaching

UNIT- IV FACILITIES NEEDED FOR HOME SCIENCE TEACHING AND EVALUATION

5. Home science lab, its Equipment and maintenance 6. Audio-Visual aids in teaching Home Science at secondary level

a. Blackboard, Flannel board and Bulletin board b. Radio, Film, T.V. & Computer c. Exclusions & Visits

7. Home Science text books- functions and characteristics 8. Home Science library- its different sections and types of books 9. Characteristics of good Test, Types of test and Item construction in Home Science

BOOKS RECOMMENDED: 1. Anandalakshmy, S. (1990). A Textbook of Home Science. New Delhi: Orient

Longman. 2. Bhargav, P. (2004). Teaching of Home Science. Delhi: Common Wealth Publishers. 3. Bloom, B. (1965) Taxonomy of Educational Objectives: The Classification of

Educational Goals, Handbook 1: Cognitive Domain, New York: David McKay Company Inc.

4. Chandra, A. (1995). Fundamentals of Teaching House Science. New Delhi: Sterling Publishers.

5. Coon, B.I. (1964). Home Economics: Instruction in the Secondary schools. Washington D. C.

6. Dale, E. (1962). Audio Visual Methods in Teaching. New York: Riverhart and Winston.

7. Das, R. R. & Ray, B. (1979). Teaching of Home Science. New Delhi: Sterling Publishers Pvt. Ltd.

8. Devdas, R.P. (1978). Methods of Teaching Home Science. New Delhi: NCERT. 9. Devasar, R. (1982). About the House: A Course in Home Science. Calcutta: Oxford

University Press. 10. Hatcher, H.M. (1945). The Teaching of Homemaking: with an emphasis on Teacher-

Pupil-Parent Planning. USA: The Ribersid Press. 11. Moon, M. (1981). Teaching Home Economics. London: Batsford Academic and

Educational Ltd. 12. Shah, A. et al. (1990). Fundamentals of teaching Home Science. New Delhi: Sterling

Publishers Pvt. Ltd. 13. Teachers, Lady Irwin College (2012). A Textbook of Home Science.New Delhi: Orient

Blackswan Private Ltd.


Semester: II (Optional -04 Credits) BED-2038 Theory: 70 Sessional: 30 B.ED

Pedagogy of Mathematics

Objectives: After studying this course the teacher trainees will be able to: a) Understand the language and symbolism of mathematics as a discipline. b) Appreciate the significance of Postulates and Axioms in teaching of Mathematics. c) Understand and applying different methods of teaching mathematics in the classroom. d) Select and organise the content, plan instruction and ensure effective delivery.

UNIT-1 Need, objectives and Significance of Mathematics.

1. Need and significance of teaching mathematics and its place in School Curriculum. 2. Importance and scope of learning Mathematics in day today life. 3. Objectives of teaching mathematics at secondary level in schools. 4. Educational values of mathematics learning. 5. Mathematics Club and recreational activities.

Unit-2 Methods of Teaching Mathematics

1. Inductive and deductive Method 2. Analysis and synthesis method. 3. Problem solving method 4. Project method 5. Heuristic method

Unit-3 Lesson Planning / Content Planning

1. Selection and organisation of content 2. Planning instructions in mathematics 3. Stating instructional and behavioural objectives 4. Preparation and use of teaching aids in mathematics 5. Lesson planning/ unit planning

Unit-4 Techniques of Teaching Mathematics

1. Brain storming 2. Drill and practice 3. Laboratory 4. Group discussion 5. Play-way technique

Books Recommended:

Chauhan, C. P. S. (1985). Achievement in Algebra and Structure of Intellect. Varanasi: Vishwavidyalaya Prakashan.

Ratnalikar, S. K. (2003). Teaching of Mathematics. New Delhi: Anmol Publishers Pvt Ltd. Russel, J. (2004). Teaching of Mathematics. New Delhi: Campus Book International. S.J. Welder, P. J. (2005). Learning to teach Mathematics in the Secondary Schools. USA:

Routledge Falmer Publishers. S.K.Arora. (1988). How to teach Mathematics. Bhiwani: Shanta Publishers. Sidhu, K. S. (1982). Teaching of Mathematics. New Delhi: Sterling Publishers. Wilson, G. (1951). Teaching the New Arithmetic . New Delhi: McGraw Hill Book Company.

DEPARTMENT OF EDUCATION


Semester-II (Optional-04Credits) ED-2039 Theory: 70 Sessional: 30 B.ED

Pedagogy of Bengali

OBJECTIVES:

• After studying this course, the students will be able to know the students aware of nature, function and scope of language.

• The students will be able to develop the understanding of different skills of language teaching.

• The students will be able to know the different Audio-Visual Aids as well as Computer Assisted Instruction (CAI) during practise teaching.

• The students will be able to prepare lesson plan of Prose, Poetry and Grammar. • The students will be able to explain the difference between Micro and Macro

teaching.

Unit –I Content and Elements

(vi) Language : Its meaning and functions (vii) Functions and Purpose of language

2) Communication 2) Medium of thinking 3) Transmission of Culture (viii) Development of Bengali language (ix) Elements of Bengali Language –

SwarabarnerBargikaron,BanjobarnerBargikaran,Sandhi,Karak,SabdarthoTatta (x) Place of mother tongue in teaching Bengali; Direct method for teaching Bengali as

an Indian language.

Unit –II Aims and Methods of Teaching

(vi) Aims and objectives of teaching Bengali as anIndian language (vii) Translation and Drafting method for teaching Bengali as anIndian language (viii) Modern and Contemporary Bengali Novels (ix) Literary essay and General composition of Bengali Language (x) Drama Allegory and Symbolic Drama of Bengali languages


Unit –III Lesson Planning

(vi) Meaning and importance of lesson planning and the general steps of the lesson plan

(vii) Teaching of prose: Intensive and extensive reading, reading aloud, questioning, planning a prose lesson

(viii) Teaching Grammar-Place of grammar in teaching Bengali (ix) Lesson planning (Micro & Macro), meaning and format (x) Teaching of Bengali Poetry: Ancient (Charjapadabali) and Medieval

(ShrikrishnaKirtan,VaisnavaPadabali and MangalKavya)

Unit –IV Teaching Aids

(vi) Meaning and importance of different types of teaching aids. (vii) Audio, Visual and Audio Visual-Aid in language teaching (viii) Computer Assisted Instruction in language teaching (ix) Salient features of a good text book in Bengali. (x) Qualities of an ideal Bengali Teachers

Books Recommended

19. Agrawal, J.C. (2008)- Principles, Methods and Techniques of Teaching, Vikas Publishing House , Pvt.Ltd., U.P.

20. Kohli,A.I.(1990) –Techniques of Teaching English, Dhanpat Rai& Sons, New Delhi.

21. T.B.Chakraborty,Comparative Literature and Translation 22. Mukhapadhaya,Arun.Kumar. KalerProtima. 23. Bangla SahitterItibritto (7) AsitBandapadhaya 24. DeshBibhag:BanglaNatok-MijanurRahaman 25. Ahsan,Syed.Ali.BanglaSahitterModhya Yug. 26. Roy,D.L.MewarPatan 27. Bhattaccharjee ,Austosh.BanglaNatyaSahitterItihas 28. Chandidas,Baru.Shri Krishna Kirtan(RadhaBiraha)


SEMESTER-II (Optional/04Credits)

ED-2040 Theory: 70 Sessional: 30

B.ED

Pedagogy of Malayalam Objectives The student will be able to understand

• The evolution and relevance of Malayalam language • Elements of Malayalam language • Aims and objectives of teaching Malayalam as an Indian language • Methods of teaching Malayalam as an Indian language • The importance and types of technological aids for teaching Malayalam language • The lesson planning of Malayalam prose, poetry and grammar

UNIT 1- Content and Elements

1. Evolution of Malayalam language over the ages 2. Relevance of mother tongue in a democratic society 3. Changes occurred in Malayalam language and culture through its contact with

Sanskrit, Arabic and English 4. Elements of Malayalam language: swarangal and vyanjanangal, aksharamala, padam-

sandhi, sadbavacharidam, namam, kriya, bhedakam 5. Mother tongue as a medium of instruction

UNIT II- Aims and Methods of Teaching

1. Aims and Objectives of teaching Malayalam as an Indian language 2. Lecture cum demonstration method, inductive and deductive methods of teaching

Malayalam 3. Dalton plan project method and problem solving method for teaching of Malayalam 4. Upanyasam, prabandham, reporting, article, feature, editorial, letters 5. Realistic, romantic and modern novels of Malayalam language.

UNIT III - Lesson Planning

1. Meaning and importance of lesson planning and general steps of lesson plan 2. Teaching of Malayalam prose: romantic and realistic stories, modern short stories,

planning a prose lesson 3. Mechanics of reading: intensive and extensive reading, silent reading, loud reading,

questioning 4. Teaching of Malayalam poetry: neo classicism and earlier romantic poetry, romantic

poetry, modern and contemporary poetry, planning a poetry lesson 5. Teaching of grammar: place of grammar in teaching Malayalam, planning a grammar

lesson.


UNIT IV- TEACHING AIDS

1. Meaning, importance of teaching aids in Teaching Malayalam as an Indian Language 2. Different types of audio, visual and audio visual aids in language teaching 3. Computer assisted instruction in language teaching 4. Salient features of a good text book in Malayalam 5. Qualities of an ideal Malayalam teacher

BOOKS RECOMMENDED

• Harbard, J. (1992). The use of mother tongue in the classroom, ELT 46/4 • Agarwal, J.C. (2008). The Principles, methods and techniques of teaching, Vikas

Publishing House pvt, Ltd., UP • Kairaliyude kadha- N Krishna Pilla • Varna Raji- M Leelavathi • Kavitha Sahitya Charitham-M Leelavathi • M.P Paul-Novel Sahityam • K.M. Tharakan-Novel Sahitya Charitham • M.P Paul- Cherukatha Prasthanam



Semester -III (Compulsory- 4 Credits) BED-3001 Theory: 70

Sessional: 30 B.ED

EDUCATIONAL ADMINISTRATION OBJECTIVES: After completion of the course the student teacher will be able to:

• Understand the Concept of Educational Administration. • Acquaint with the Principles of Democratic Administration. • Understand the Duties and Qualities of an Ideal principal. • Understand the Role and Duties of School principal. • Develop skills for Optimum Uti1ization of Resources Conducive in the Effective

Supervision.

UNIT—I CONCEPT OF EDUCATIONAL ADMINISTRATION

1. Meaning, Scope and Process of Educational Administration. 2. Types of Educational Administration. 3. Principles of Democratic Administration. 4. Role and Duties of School Principal. 5. Qualities Needed in a School Principal. 6. Duties of an Ideal Principal. 7. Principal’s relationship with Staff, Students and Parents.

UNIT—II TEACHING STAFF AND TIME TABLE

1. Role and Duties of Teaching Staff. 2. Qualities needed in a School Teacher. 3. Teacher’s Relation with Staff, Students and Parents 4. Meaning and Need of School Time Table. 5. Types of Time Table. 6. Criteria of an Ideal Time Table

UNIT— III DISCIPLINE AND EDUCATIONAL SUPERVISION

1. Meaning, Definition and Changing Concept of Discipline. 2. Principles of Discipline. 3. Causes of Indiscipline among Students. 4. Meaning of Educational Supervision. 5. Responsibilities of a Supervisor. 6. Qualities of a Good Supervisor. 7. Functions of a Supervisor.

UNIT— IV TIME MANAGEMENT

1. Concept of Time Management. 2. Significance of Time Management. 3. Causes of Time Wastage. 4. How to Make Effective Use of Time. 5. Pruning Time Waster.

Books Recommended:

1. Awasthi, A; (1974) Public Administration, Laxmi Narayan Agarwal, Agra. 2. Bagley, W.C.: (1998) Classroom management (The Mac Millan Co.). 3. Blumberg, A, and Greenfield W. (1986) (The effective Principal, Allyn and Bacon,

London. 4. Boardman, C.W.: (1998) Democratic supervision in secondary school (Houghton

Mifflin). 5. Coowbs P.H; (1970): What is Educational Planning? IIEP (UNESCO) Paris. 6. George H.L. and Robert, A. (1976) Motivation and Organizational Climate, Harward

University, Boston. 7. Gupta C.B. (2006) Management theory and practice, Sultan Chand and Sons

Educational Publishers New Delhi. 8. Kabir Humayu (1997) Student Indiscipline, Ministry of Education (Govt. of India). 9. Mukherjl S.N.: (1999).Secondary School and Administration Acharya Book Depot. 10. Parvez M.: (2010).School Administration Three way printers Aligarh. 11. VS Jha: (1991) Discipline among Pupils (Govt. Press Nagpur).

revised DEPARTMENT OF EDUCATION


Semester- III (Compulsory--04 Credits) BED- 3002 Theory : 70 Sessional : 30

B.ED Contemporary Issues and Policies in Education

Objectives: The students will be able to –

• Know the concept of Universalization of elementary education • Understand the provisions and challenges of Right to education • Explain different types of challenges to secondary education in India • Describe government schemes for improvement of secondary education in

India • Know about Rashtriya Madhyamik Shiksha Abhiyan • Evaluate the growth and importance of higher education of India. • Describe different emerging trends in education.

Unit- I- CONTEMPORAY ISSUES AND POLICIES IN ELEMENTARY EDUCATION

1. Issues (socio- cultural and economic issues- Child- labour, migration, inequality, discrimination, marginalisation) in elementary education

2. Meaning of Wastage and Stagnation 3. Concept of Universalization of Elementary Education 4. Right to education – Provisions and challenges in implementation 5. Government schemes launched for improvement of elementary education in

India (SSA, Mid- day meal, DPEP, NPEGEL, KGBVS, Janshala, SKP, SPQEM, EGS)

Unit – II - CONTEMPORAY ISSUES AND POLICIES IN SECONDARY EDUCATION

1. Challenges of secondary education in India 2. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) 3. Vocationalization of secondary education in India 4. Government schemes for improvement of secondary education in India-

IEDSS, KVs, NVs, Model Schools Scheme, Girls Hostel Scheme, ICT at Schools

5. Various scholarships for secondary education (National Merit-cum-means, Incentives to girls at secondary stage)

Unit – III - CONTEMPORAY ISSUES AND POLICIES OF HIGHER EDUCATION

1. Issues of Higher education in India (Educated unemployment, Autonomy and accountability of higher education in India)

2. Privatisation of higher education 3. Concept of Rashtriya Uchchatar Shiksha Abhiyan (RUSA) 4. Agencies of Higher education in India (UGC, NCTE, Department of Higher

Education in India, AIU) 5. Distance education at university level: Role of IGNOU, DEC,

Unit – IV – EMERGING TRENDS IN INDIAN EDUCATION

1. Inclusive education 2. Environmental education 3. Use of internet in education 4. Examination reforms 5. Interdisciplinary Education

Books Recommended: • Association of Indian Universities. Privatization of Higher Education. 2003.

• Association of Indian Universities: Accountability and Autonomy in Higher

Education. 1998

• Chauhan, C.P.S. (2004). Modern Indian Education: Policies, Progress and Problems. Kanishka publishers.

• Kothari education commission report. Govt. of India

• National policy of education-1986. Govt. of India

• Pathak , R.P. (2012). Development and Problems of Indian Education. Pearson, New

Delhi

• Rao, V.K. (2008). Secondary Education. Ashish publishing house, New Delhi

• Rao, V.V. (2004). Education in India. Discovery publishing house, New Delhi

• Secondary education commission report. Govt. of India

• Sharma, R.N. & Sharma, R.K.(2004). History of Education in India. Atlantic publishers, New Delhi

• Sharma, R.N. & Sharma, R.K.(2004).Problems of Education in India. Atlantic

publishers, New Delhi


ALIGARH MUSLIM UNIVERSITY, ALIGARH SEMESTER- IV (02 Credits) BED- 4001 Theory: 40

Sessional: 10 B.ED

GENDER, SCHOOL AND SOCIETY Objectives:

• To comprehend the gendered realities in the SC/ST and minorities group. • To analyze the construct of their own personal identity in relation to the society. • To understand the positive and negative role played by the media in gender related issues. • To recognize the importance of gender equity in national development. • To comprehend the role of teacher as an agent of social change.

UNIT-I EDUCATION OF WOMEN AND GIRLS

1. Introduction to concepts of gender. 2. Nationalising Women’s Education: Education Commission Report (1964-66), The

National Policy on Education, NPE (1986), The National Curriculum Framework–1975, 2000 and 2005.

3. Innovative programmes for women and girls -Mahila Samakhya, District Primary Education Programme, Adult Education, Shiksha Karmi, National Literacy Mission.

4. Role of women in National Development. UNIT-II GENDER REALITIES AND DOMAINS

1. Critical Definitions of Gender and Masculinity, Equality, Empowerment. 2. Gendered play in school. 3. Gender and Media. 4. Gender issues in health care system.

UNIT-III GENDER CHALLENGES IN EDUCATION AND TEACHERS AS AGENTS OF

CHANGE 1. Education as a means of socialization and social change. 2. Role of teacher as an agent of social change. 3. Gender Inequality in the management of the school. 4. Gender Inequality in the development of curriculum and textbooks.

Activities: All students are required to perform any one of the following activities in the

classroom: • Debate on any gender issues. • Poster presentation. • Assignment presentation

BOOKS RECOMMENDED:

• Clark, A. and Millard, E. (eds) (1998) Gender in the secondary curriculum: Balancing the books. London, Routledge: In this book, a team of authors address the gender issues in the different subjects in the UK science curriculum.

• Government of India. (1986). National Policy on Education. New Delhi: Ministry of Human Resource Development.

• Government of India. (1998). National Sample Survey Organisation, Attending an Educational Institution in India: Its Level, Nature and Cost 1995-96. NSS 52nd Round (1996-97), Report No 439. New Delhi: Department of Statistics.

• Government of India. (2000). Annual Report of Ministry of Human Resource Development, 1999-2000, New Delhi: Ministry of Human Resource Development.

• Government of India. (2001). Select Educational Statistics, Department of Secondary and Higher Education. New Delhi: Human Resource Development.

• Government of India. (2002). National Human Development Report 2001.New Delhi: Planning Commission.

• Kalyani Menon-Sen and Shiva Kumar A.K. (2001) Women in India: How Free? How Equal?’ by UNDP: Delhi.

• NCERT (2006). Gender issues in education. Published at the Publication Department by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016.

• Paechter, C. (2006) Gender, power and curriculum: an inevitable interconnection, in: A. Moore (Ed) Schooling, Society and Curriculum. London, Routledge.

• Ramachandran, Vimala. (2004). Gender and Social Equity in Education: Hierarchies of Access. New Delhi: Sage.

• UNESCO. (2009). Promoting Gender Equality in Education. Gender in Education Network in Asia-Pacific (GENIA) Toolkit: Bangkok: UNESCO Bangkok, 2009.

http://www.amazon.co.uk/Gender-Secondary-Curriculum-Balancing-Books/dp/0415167027/ref=sr_1_3?s=books&ie=UTF8&qid=1312395367&sr=1-3

http://www.amazon.co.uk/Gender-Secondary-Curriculum-Balancing-Books/dp/0415167027/ref=sr_1_3?s=books&ie=UTF8&qid=1312395367&sr=1-3

DEPARTMENT OF EDUCATION revised


SEMESTER-IV (Optional-04 Credits)

BED-4002


B.ED GUIDANCE AND COUNSELLING

Course Objectives

After studying the course, the learner will be able:

1. To acquaint the student with the concept of guidance and counselling and its need at school level.

2. To help the students understand the functions of guidance at secondary school stage. 3. To provide the knowledge of different kinds of guidance and counselling and their

importance. 4. To help the students to know the standardized and non- standardized techniques used

in pupil’s appraisal. 5. To make the students understand about different guidance services for helping them to

achieve their life goals.

UNIT 1: BASIC CONCEPT OF GUIDANCE & COUNSELLING

6. Meaning and definition of guidance and counselling 7. Need and scope for guidance services in schools 8. Functions of Guidance at Elementary stage 9. Functions of Guidance at secondary school stage 10. Functions of Guidance at University Stage

UNIT 2: TYPES OF GUIDANCE & COUNSELLING

1. Educational Guidance : Meaning , Objectives and Importance 2. Vocational Guidance: Meaning , Objectives and Importance 3. Social Guidance: Meaning , Objectives and Importance 4. Purposes and Scope of Counselling 5. Directive, Non Directive and Eclectic Counselling

UNIT 3: TECHNIQUES OF GUIDANCE

6. Cumulative record -meaning, contents and advantages 7. Anecdotal record- meaning, contents and advantages 8. Socio-metric Techniques: purposes and interpretation 9. Psychological Tests: Kinds and Importance for Guidance programme 10. Limitations of Psychological Tests

UNIT 4: ORGANIZATION AND EVALUATION OF GUIDANCE PROGRAMME

1. Principles related to Organization of Guidance 2. Content of Good Guidance Programme 3. The role of administrator/Principal in Guidance Programme 4. Duties and responsibilities of the counsellor 5. The Role of teacher as Guidance Counsellor

Books Recommended

1. Mehdi, B. (1999).Guidance and Counselling, Vikas Publishing House Art Ltd, 2. Mehdi, B. (1966). Guidance in School, NCERT, 1966. 3. Gibson,R.L.& Mitchell, M.H.(2008). Introduction to counselling and Guidance,

Seventh Edition. Pearson Education, Inc Publication 4. Gladding,S.T. (1992). Counselling: A Comprehensive Profession, Macmillan, New

York 5. Johnson, Walber, F, Steffire and Eddfelt, Roy,A. (1961). Pupil Personal and

Guidance Services. Mc Graw Hilll Book Company. 6. Jones, A.J. (1960). Principles of Guidance, N.Y. McGraw Hill Book Co. 7. Lewis, E. C. (1970). The Psychology of Counselling Holt, Renchart and Winston, 8. Miller, F. W. (1961). Guidance, Principles and Service, Charles E Merril Book Inc. 9. Moser, L. E. (1963). Counselling and Guidance: An Exploration, Moser, Ruth small.

Prentice Hall Inc. 10. Patterson, C. H (1967). The Counsellor in School. McGraw Hill . 11. Peters, H. J. And Shetzer, B. (1969). Guidance Program development and

Management, Second Edition.



SEMESTER: IV (Compulsory-04 Credits)

BED-4003 Theory :70

Sessional :30 B.ED

ICT for Effective Teaching Learning OBJECTIVES:

The learner will be able:

1. To know historical development of computers 2. To understand the fundamentals of computer and their applications in education 3. To analyse the concept of information technology. 4. To understand the importance of information technology for effective teaching learning 5. To describe communication process in education 6. To explain effective communication in classroom teaching learning 7. To analyse use of the various ICT resources for teachers and students 8. To know virtual classrooms, online learning, blended learning 9. To understand applications of ICT in educational administration 10. To make use of various tools of MS Office in teaching- learning process

UNIT –I : COMPUTER IN EDUCATION.

1. Basics of computer (Historical development & Components) and its use in effective teaching

2. Hardware fundamentals of computer- Input and output devices, storage devices 3. Software fundamentals of computer- System software & Application software 4. Computer network- LAN, WAN 5. Working with MS Office in teaching learning process

UNIT-II : INFORMATION TECHNOLOGY.

1. Meaning, Definition of Information technology. 2. Historical Development of Information Technology 3. Meaning and ways of Information Retrieval 4. Role of Information Technology for Effective Teaching Learning 5. Educational Media: Meaning and importance

UNIT-III : COMMUNICATION TECHNOLOGY IN TEACHING LEARNING PROCESS.

1. Meaning definition of communication. 2. Elements of Communication process. 3. Types of communication in teaching learning process. 4. Tools of communication and use in teaching learning process 5. Barriers to effective classroom communication

UNIT-IV : ICT IN CLASSROOM TEACHING- LEARNING

1. Role of ICT resources for effective classroom teaching learning 2. Virtual classrooms: Meaning and Role 3. Computer based learning: Meaning and Role 4. Online Learning, Blended learning 5. ICT for educational administration

Practical: Use of teaching packages and practice of graphic package in education: Power Point,

MS Word, MS excel.

˗ Preparation and presentation of studies for teaching any topic at secondary school level. Books Recommended:

1. Ahmad, J., Ahmad, M.S. and Khan, A. (2012), Computer Applications in Education, Neelkamal Publication, Hyderabad, PP-288, ISBN: 978-81-8316-293-7.

2. Bharihok, D. (2000). Fundamentals of Information Technology. Pentagon Press: New Delhi.

3. Gupta, V.K. & Sachdeva, M.S. (2003): Essentials of Instructional Technology, Vinod Publication, Ludhiana.

4. Nasrin (2007): Educational Technology, Ashish Publishing House, New Delhi. 5. Robin Mansell, Chrisanthi A, Daney Quash etc. (2009): “The Challenge of ICTs” The

Oxford Handbook of Information and Communication technology, Oxford. 6. Sampath K; Pannirselvam, A, Santhanam, S. (1984): Introduction to Education

Technology, Sterling Publication, Delhi. 7. Sharma, R.A. (1990): Technology of Teaching, Loyal Book Depot, Meerut. 8. Siddiqui, M.H. (2004): Encyclopedia of Educational technology , Ashish Publishi, Delhi 9. Siddiqui, M.H. (2004): Encylopedia of Educational technology, Volume 4, Ashish

Publishing House, New Delhi. 10. Siddiqui, M.H. (2005); Encylopedia of Educational Technology, Volume 5, Ashish

Publishing House, New Delhi. 11. Siddiqui, M.H.(2005): Teaching of Science, Ashish Publishing House, New Delhi. 12. Siddiqui, M.H.(2010): Research Methodology.

DEPARTMENT OF EDUCATION revised ALIGARH MUSLIM UNIVERSITY, ALIGARH

SEMESTER-IV COMPULSORY (4 Credits)

BED-4004 Theory: 70

Sessional: 30 B. ED

Assessment for Learning

Objectives: After completing the course, the students will be able to: a) Acquaint the students with the basic concepts of evaluation and related terms. b) Develop an understanding of different approaches to evaluation among students. c) Acquaint the students with the taxonomy of educational objectives and develop skills

and competencies to write instructional objectives. d) Help the students understand the basic tools of measurement and techniques of

evaluation. e) Acquaint the students with the general steps of test construction. f) Develop the competency in different steps of achievement and diagnostic test

construction. g) Define evaluation and different terms related to evaluation such as measurement,

assessment, appraisal and examination. h) Differentiate between the different terms related to evaluation such as measurement,

assessment, appraisal and examination.

UNIT-1: CONCEPT OF MEASUREMENT AND EVALUATION 1. Meaning, definitions, types and level of Measurement 2. Meaning, definitions, types of Evaluation (Placement, Formative, Diagnostic and

Summative) 3. Significance of evaluation 4. Relationship between measurement and evaluation 5. Purposes of measurement and evaluation

UNIT-2: TOOLS OF MEASUREMENT

1. Tools for cognitive assessment: Essay type tests, Short answer type tests and objective type tests, their strengths and limitations

2. Writing different types of objective test items. 3. Speed test, Power tests 4. Steps in the construction of Achievement tests: Identifying objectives, designing

the test, preparing the Blueprint, Writing items, Item analysis 5. Qualities of good measurement tools

UNIT-3: MODERN TRENDS AND APPROACHES TO EVALUATION 1. Norm referenced and criterion referenced approach to evaluation 2. Continuous and comprehensive evaluation, applications and limitations of CCE 3. Rating scales, Thurston scale and Likert Scale 4. Significant trends in evaluation at school level: Grading system, Credit system. 5. Computers in evaluation

UNIT-4: STATISTICS 1. Graphical representation of statistical data: Graphs, Histograms and frequency

polygons 2. Measure of central tendency(Mean, Median and Mode) 3. Measures of variability and their computation-Range, Quartile deviation and

standard deviation 4. Properties and uses of Normal Probability Curves 5. Rank Correlation, Product Moment Correlation

Books Recommended:

1. Anastasi, A. (1968) : Psychological Testing, London, Mc. Millan & Co. 2. Bloom, B.S. and Krath Wohl: Taxonomy of educational objectives. Handbook-I

New York 3. Cronbach, L.J. (1970) : Essentials of Psychological Testing. New York. Harper

and Row 4. Cecil R. Reynolds, Ronald B. Livington, Victor Wilson(2009) : Measurement

and Assessment, PHI Publications, New Delhi 5. Edwards, A.L. (1957) : Techniques of Attitude Scale Construction 6. Gronlund, N.E. : Readings in Measurement and Evaluation. Mc Millan &

Co. 7. Popham : Educational Evaluation, Prentice Hall. 8. Sax, Gilbert (1974) : Principles of educational measurement & Evaluation:

California Wadsworth 9. Singh, A.K. (1986) : Tests measurement and Methods in Behavioural

Sciences. TMH, New Delhi


ALIGARH MUSLIM UNIVERSITY, ALIGARH SEMESTER- IV (Compulsory- 02 Credits)

BED-4005 Theory: 70

sessional:30

B.ED

ENVIRONMENTAL EDUCATION

Objectives:

1. To comprehend the concept of environment education. 2. To identify the causes of environment pollution. 3. To enlist the types of environment pollution. 4. To develop awareness about rules, regulations and legal provisions for protection,

preservation and conservation of the environment. 5. To understand the concept of disaster and disaster management. 6. To understand the role that behavior as it impinges upon the environment. 7. To understand the role of individuals, society, the government, ICT and media in protection,

preservation and conservation of environment. UNIT-I: INTRODUCTION TO ENVIRONMENTAL EDUCATION 1. Concept and Importance of Environmental Education 2. Aims and objectives of Environmental Education 3. The teacher as an agent of environment.

4. India as a mega biodiversity Nation- threats and its solution. 5. Environmental Problems- climate change, global warming, acid rain and ozone layer depletion.

UNIT-II: ENVIRONMENTAL POLLUTION AND DISASTER MANAGEMENT 1. Causes, types and effects of environmental pollution (air, water, land, noise) 2. Human population growth: impact on society, environment and education 3. Disaster management – concept and steps 4. Role of a teacher in disaster management. 5. Role of an individual in conservation of environment.

UNIT-III INDIVIDUAL, SOCIETY, ICT AND MEDIA IN ENVIRONMENTAL EDUCATION

1. From unsustainable to sustainable development. 2. Environmental Movements: Chipko Movement, Narmada Bachao Andolan (NBA),

Save Ganga, Appiko Movement. 3. Environmental Ethics: Issues and possible solution.

4. Role of ICT and Media in creating environmental awareness. 5. Ecotourism: concept and importance

BOOKS RECOMMENDED:

1. Chandna, R.C. (1998). Environmental Awareness. Kalyani Publishers, New Delhi. 2. Dhar N.D., Kumar, S. & Vaish, T. (2009). Environmental and Ecology. Vayu Education of

India, New Delhi. 3. Gaur, S., & Chandashekhar, T. (2006). Global Environmental Crisis. Book Enclave, Jaipur. 4. Gautam, A. (2007). Environmental Geography. Sharda Pustk Bhavan, New Delhi. 5. Gupta, A. (2007). Environmental Issues for the 21st Century. Mittal Publications, New Delhi. 6. Nasrin (2008). Education, Environment and Society. APH Publishing Corporation, New

Delhi. 7. Park, C.C. (1980). Ecology and Environmental Management. Butterworths, London. 8. Radha, S., & Sankhyan, A.S., (Eds.) (2004). Environmental Challenges of the 21st Century.

Deep Publications, New Delhi. 9. Rangarajan, M. (2009). Environmental Issues in India. Pearson Publication, India. 10. Rasure, K.A. (2007). Environment and Sustainable Development. Serials Publications, New

Delhi. 11. Roszak, T., Gomes, M., & Kanner, A. D. (Eds.) (1995). Ecopsychology: Restoring the earth,

healing the mind. San Francisco: Sierra Club. 12. Saxena, H.M. (2006) Environmental Studies. Rawat Publications, Jaipur. 13. Singh, S. (2008). Environmental Geography. Prayag Pustak Bhawan, Allahabad. 14. Sundar,L. (2010). Teaching and learning Methods in Environmental Education. Sarup Book

Publishers. New Delhi. 15. The Hindu. (22 Apr, 2015). Articles: making eco friendly toilets and Climate change is the

most important story of our lives. 16. Winter, D., & Koger, S. M. (2004). The psychology of environmental problems. Mahwah, NJ:

Lawrence Erlbaum.

http://www.google.co.in/search?tbo=p&tbm=bks&q=inauthor:%22Mahesh+Rangarajan%22

revised


Semester: IV (Compulsory -02 Credits)


B.ED Work Experience

Objectives: After studying the course, the learner will be able to: § describe work experience § enlist objectives of work experience at school level § identify the areas of work experience § design activities for different areas of work experience § learn how to plan and implement the programme of work experience § learn how to evaluate the programme of work experience

PART A: THEORY:

UNIT I: INTRODUCTION TO WORK EXPERIENCE

1. Historical Background of Work Experience 2. Concept of Work Experience 3. Objectives of Work Experience in Cognitive, Psychomotor and Affective Domains 4. Need and importance of Work Experience 5. Role of teachers and community in Work Experience

UNIT II: AREAS OF WORK EXPERIENCE

1. Concept and types of Areas of Work Experience 2. Criteria for selection of activities in different Areas of Work Experience 3. Core areas of Work Experience: Sub-elements and suggestive activities 4. Elective areas of Work Experience Class-wise: Suggestive activities 5. Tool kits used for Work Experience

UNIT III: WORK EXPERIENCE PROGRAMME IN SCHOOLS

1. Planning of Work Experience Programme 2. Methodology of teaching Work Experience 3. Implementation of Work Experience Programme 4. Management of Work Experience Programme 5. Evaluation of Work Experience Programme

PART B: PRACTICAL:

- Preparation of two Teaching Aids (Models) in consultation with teachers. - PowerPoint Presentation on Concept and Areas of Work Experience - Planning and demonstration of any two activities from core and elective areas

BOOKS RECOMMENDED:

• Balasubramanian, G. (2004). Work education in schools. New Delhi: CBSE. • Sehgal, G. S., & Singh, L. P. (2008). Work Experience. New Delhi: Ashish Publishing

House. • Ruhela, S. P. (2010). Work Experience Education. New Delhi: Diamond Pocket

Books Pvt. Ltd. • National Policy of Education, 1986 and 1992 • Report of Education Commission (1964-66)

.

department of education aligarh muslim university, … · 4. understand the importance of education...

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