b ed - m ed integrated college 2020-2023.pdf - jiwaji

Jiwaii Universitv Gwalior- B. ED-M' ED' (Integrated) Curriculum-2020-2023

SYLLABUS

FOR

TT{REE YEAR INTEGRATED (SIX SEMESTER)

B ED -M ED COURSE

(AS PER NCTE REGULATTON 2014)

PrePared bY

Institute of Advance Studies in Education (IASE)

JTWAJI UNMRSITY, GWALIO&MADHYA PRADESH

SCSS:EON

2r2-.o -23

Approved by

Coordination Committee of Madhya Pradesh Universities

Department of Higher Education, M.P.

\-4-Dr. Vivek BaPat

Jiwaii University Cwalior-B. ED- M ED (lntegruted) Crrriculum

Dr. Yinod Singh BhadoriaPage I

Jiwaii Universitv Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-204

Course Structure and Scheme of lnstruction and Examination

First Year

Semester-I

---r,--**-**--rf\=

Course Code Course Name No. of Hours Marks CreditsLS PrS Total Total Ext. IntTheorv :-Sem-l

LearnerStudies

T-l Childhood &Growing up

r00 80 20 04

LearnerStudies

T-2 Philosophy olEducation

100 80 20 04

Pedagogy ofSubject*(Any Twoaccording tothe yoursteem)

Understanding Discip lines and School subjcctT-3A. Pedagogy ofTeaching Subject First

50 40 l0 02

T-3B. Pedagogy ofTeaching SubjectSecond

50 40 10 02

Total 300 240 60 t2Practicum :- Sem -l

TeachingEnrichment

P-1 Self Development 50 50 0l

P-2 Reading &Reflecting on Text

50 50 02

TeachingEnrichment

P-3 Micro Teaching 50 50 02

TeachingEnrichm€nt

P-4.1 Book Review 100 l0 03

P-4.2 Community Work l5

P-4.3 Participation inCo-Curricular Activity

15

P-4.4 Content Test 40

Total 250 50 200 08Grand Total 100 WorkinE Davs s50 290 260 20

Practical Exam of P-2 by external examiner appointed by university

Table T-3(a): Select Any one Subject in a Selected Group

Art Group & Others Science GroupsT-3.2Hindi T-3.7 MathamaticsT-3.1 English T-3.8 Life ScienceT-3.3 Sanskit T-3.9 General ScienceT-3.4 Urdu

Table T-3(b): Select Any one Subject in a Selected GroupArt Group Science GroupsT-3.l lCivics T-3.5 PhysicsT-3.10 History T-3.6 ChemistryT-3.13 EconomicsT-3.12 GeographyT-3.14 Social ScienceT-3.15 Commelce

Dr. Vivek BapatJiwaji University Gwalior-B- ED- M ED.(tnregmted) Cunicutum

Dr. Vinod Singh Bhadoria

Jiwaii Universitv Gwalior- B. ED-M. ED, (Intesrated) Curriculum-2020-2029

B. Ed.-M. Ed. I SemExamination December 2020 Scheme

ExternalMarks

InternalMarks Total

S. No. otc Paper Type Max. Min. Max. Min. Maxi. Min.10r C T-1 Childhood & Growing up TH 80 32 20 8 100 40

t02 C T-2 Philosophy of Education TH 80 12 20 8 100 40

103o

(AnyOne)

T-3A. Pedagogy of TeachingSubiect - I

TH 40 l6 l0 4 50 20

Hindi

English

Sanskrit

Urdu

Mathematics

Life Science

Ceneral Science

104o

(AnyOne)

T-3B. Pedagogy of TeachingSubiect - II

TH 40 t6 l0 4 50 20

Civics

History

Economics

Geography

Social Science

Commerce

Physics

Chemistry

105 C P-l SelfDevelopment PR 50 25 50 25r06 C P-3 Micro Teaching PR 50 25 50 25107 C P-4.1 Book Review PR 30 15 30 t5108 C P-4.2 Co[rn.nnity Work PR l5 8 l5 8

109 CP-4.3 Participation in Co-Curricular Activity PR l5 8 l5 8

110 C P-4.4 Content Test PR 40 20 ,10 20

llt CP-2 Reading & Reflecting onText PR -s0 25 50 25

Total 290 121 260 133 550 254

Jiwaji University cwalior-B. ED- M ED.(tntegrared) CuniculumDr. Vinod Singh Bhadoria

Jiwaii Universih Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202d

Course Structure and Scheme of Instruction and Examination

First Year

Semester-II

Course Code Course Name No. of Hours Marks CreditsLS PrS Total Total Ext. lntTheorv:-Sem-I

LearnerStudies

T-4 Sociology ofEducation

100 80 20 04

LearnerStudies

T-5 Assesment ofLeaming

100 80 20 o4

LearnerStudies

T-6 Futurology inEducation

100 80 20 04

Total 300 24t) 60 t2Practicum :- Sem-II

TeachingEnrichment

P-5 Art & Drama InEducation

50 50 02

TeachingEnrichment

P-6.1 Shadowing ofSubject TeacherTeacher and Observingminimum 10-10lessonsinPedagogyl&II

75 25 06

P-6.2 Observation ofSchool Actir.ity

25

P-6.3 Observation ofMicro Lesson minimurr5 given by peel group

25

TeachingEnrichm€nt

P-7.1 Participation inco-curicular Activity incollege

25 IO 02

P-7.2 Critical Alalysisof an Educational Film

l5

Total 150 50 100 l0Grand Total 100 Workine Days 450 290 t60 22

Practical Exam of P-S by External examiner appointed by University

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(lntegrared) Culriculunr


Jiwaii University Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202

B. Ed.-M. Ed. II Sem

Examination June 2021 Scheme

Passing Marks: Th 40% And Pr 50%C - Stand for Compulsory PaperO - Stand For Optional Paper Select as per Subject Guidline or Your Interest

ExternalMarks

InternalMarks Total

S.No. o/c Paper Type

Max.

Min. Max. Min. Max. Min.

201 c T-4 Sociology of Education TH 80 32 20 8 100 40

202 c T-5 Assesment of Leaming TH 80 32 2o 8 100 40

203 c T-6 Futurology in Education TH 80 32 20 8 100 40

204 c P-5 Art & Drama In Education PR 50 25 50 25

205 C

P-6.1 Shadowing of Subject TeacherTeacher and Observing minimum l0-l0lessons in Pedagogy I & II

PR 25 ri 25 t3

206 c P-6.2 Observation of School Activity PR 25 ll 25 t3

20'7 CP-6.3 Observation of Micro Lessonminimlun 5 given by peer group

PR 25 l3 25 13

208 c P-7. 1 Participation in co-cunicularActivity in college

PR l0 5 l0 5

209 cP-7.2 Critical Analysis ofanEducational Film PR l5 8 l5 8

Total 290 121 160 76 450 197

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(tniegraled) Curricutum


Jiwaii Universitv Gwalior- B. ED-M. ED, (Integrated) Curricutum-2020-202


Second Year

Semester-III

Practical Exam of P-8 & P-9 (lesson Plan) by External examiner appointed by University* Oprional paper (Select any one)

T- 9. I Comparativ e E duc ati on

T- 9. 2 Educ atio nal Tec hnology

T- 9. 3 E nv iro nment E d.uc ation

T-9.4 Guidance & Coun.reling

** SUGGESTED PSYCHOLOGY PRACTICUM AREAS

Glgup A -Tests,-G_ ro up B-Experiments

Interest .lntelligenceIlttelligence .. AspirationAdjustment,_,, CreativityAnxfety Transfer of LearningAchievement Motivation Trial and Error3e,!g!eli!v- Personality

--"-r'.*---q*!i:'

Course Code Course Name No. of Hours Marks CreditsLS PrS Total Total Ext. Int

Theorv :-Sem-ILearnerStudies

T-7 Teacher Education -l 100 80 20 04

LearnerStudies

T-8 lntriduction toResearch Methodology

t00 80 20 04

LearnerStudies

T-9 Specialisation course(any one)x

100 80 20 04

Total 300 240 60 t2Practicum :- Sem -III

TeachingEnrichment

P-8 PsychologyPracticum**(Extemal+lntemal)

50 50 02

TeachingEnrichment

P-9 School htemshipPrograurme (SIP)

Lesson Plans- 20 Weeks 260 160 100 30

Theme based Learning (2x 10 )

20 20

Co-teaching lesson withschool teachers (2 x l0 )

20 20

Reports on recordsmaintained in the school

15 15

Blue print &administration of test

20 20

Reflective journarls onintership activity

l5 t5

Total 400 210 190 1','

Grand Total 100 working days 700 450 250 44

Dr. Vivek BapatJiwaji University Cwalior,B. ED- M ED.(tnregrured) Curricutum



B. Ed.-M. Ed. III Sem

Examination December 2021 Scheme

Passing Marks: Th 40% And Pr 507oC - Stand for Compulsory PaperO - Stand For Optional Paper Select as per Subject Guidline or your Interest

--J,-_-* -J!s-'+f}i-

ExternalMarks

InternalMarks Total

S.

No.otc Paper Twe Max. Min. Max. Min. Max. Min.

301 c T-7 Teacher Education I TH 80 32 20 8 100 40

302 c T-8 lntriduction to ResearchMethodology TH 80 32 20 8 100 40

303o

( ANYoNE)

T-9. 1 Comparative Education

TH 80 32 20 8 100 4oT-9.2 Educational Technology

T-9.3 Environment F,ducation

T-9.4 Guidance & Counseling

304 cP-8 Psychology Placticum**(Extemal+Intemal) PR 50 25 50 25

P-9 School InternshipProgramme (SIP) PR

305 c Lesson Plans- 20 Weeks PR 160 80 100 50 260 t30306 c Theme based Leaming (2 x l0 ) PR 20 l0 20 t0

306 c Co-teaching lesson with schoolteachers (2 x 10 )

PR 20 l0 20 l0

307 c Reports on records maintaiued inthe school PR 15 8 l5 8

308 c Blue print & administration oftest PR 20 10 20 l0309 c Reflective journarls on intership

activity PR l5 8 l5 8

Total 450 201 250 120 700 321

Dr. Vivek BapatJiwaji University Cwalior-B. ED- M ED.(tntegEred) Curriculum

Dr. Vinod Singh BhadoriaPase 7

Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-208


Second Year

Semester-IV

Passing Marks: Th 407o And Pr 50%C - Stand for Coripulsory PaperO - Stand For Optional Paper Select as per Subject Guidline or your Interest

Course Code Course Name No. of Hours Marks CreditsLS PrS Total Total Ext. Int

Theorv:-Sem-lVLearnerStudies

T-10 Psychology olLeaming & Development

100 lr0 20 04

LearnerStudies

T-l lEducational Str"rdies 100 80 20 04

LearnerStudies

T- l2 Advance ResearchMethodology

r00 80 20 04

T-l 3 Teacher Educationa-II

t00 n0 10 04

Total ,t00 320 80 I6Practicum :- Sem -lV

TeachingEnrichment

P-10 Academic Wliting 50 50 o2P-l I DissertationPreposal

50 50 02

Total 100 50 50 04Grand Total 100 working days s00 370 130 20

Practical Exam of P-l1by External examiner appointed by Ilniversity

B. Ed.-M. Ed, IV Sem

Examination June 2022 SchemeExternalMarks

InternalMarks Total

S.

No.otc Paper Type Max. Min. Max. Min. Max. Min.

401, cT-10 Psychology ofLearning &Development TH 80 32 20 8 100 40

402 c T-l 1 Educational Studies TH 80 3? 20 8 100 40

403 c T-12 Advance ResearchMethodology TH 80 32 20 8 100 40

404 c T-l 3 Teacher Educationa-Il TH 80 32 20 8 100 40405 c P-10 Academic Writins PR 50 25 50 25406 c P-l I Dissertation Preposal PR 50 25 50 25

Grand Total 370 153 t30 57 500 2t0

Jiwaji University Gwalior-8. ED- M ED.(tnregrated) Curricutum


--*-"r"----s'+{}=

Jiwaii Universitv Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2o20-202

Course Structure and Scheme of Instruction and ExaminationThird Year

Semester-V

B. Ed.-M. Ed. V SemExamination December 2022 Scheme

Course Code Course Name No. of Hours Marks CreditsLS PrS Total Total Ext. IntTheorv :-Sem-V

Learner I T-14lssues and ConcemStudies I of Elementary Education

100 80 20 04

LearnerStudies

T- l5 SecondaryEducationa& TeacherFunction

100 80 20 04

Total 200 r60 40 08Practicum ;- Sem -V

TeachingEnrichment

P-12lCT lor Education 50 50 02P-l 3lntership related tofield work for Researchwork Dissertation(8 weeks)

50 50 24

Total 100 50 50 26Grand Total 100 working davs 300 210 90 34

Practical Exam ofP-l2by Erternal examiner appointed by Llniversity

ExternalMarks

InternalMarks Total

s.No. otc Paper Type Max. Min. Max, Min. Max. Min.

501 cT- 14 Issues and Concern ofElementary Education TH 80 32 20 8 100 40

502 cT-15 Secondary Educationa &Teacher Function TH 190 32 20 8 100 40

503 C P-12 ICT for Education PR 50 25 s0 25

504 C

P- l3 lntership relared ro field work forResearch work Dissertation (8 weeks)

PR 50 25 50 25

Crand Total 210 89 90 4l 300 r30

Passing Marks: Th 40% And pr 507o

C - Stand for Compulsory Paper

O - Stand For Optional Paper Select as per Subject Guidline orYour Interest

Jiwaji University Gwalior-8. ED- M ED.(tntegraied) Curricutum


Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-202,

Course Structure and Scheme of Instruction and ExaminationThird YearSemester-VI

Course Code Course Name No, of Hours Marks CreditsLS PrS Total Total Ext. Int

Theory :-Sem-VILearnerStudies

T-1 6Cu:riculunr Studies t{)0 80 20 04

LearnerStudies

T-l THistory andEconomics of Education

I00 80 20 04

LearnerStudies

T- 18 SpecializationCourse-2 (Any One)+

100 80 20 04

LearnerStudies

T-19 SpecializationCourse-3 (Any One)*

t00 80 20 04

Total 400 320 80 l6Practicum :- Sem -VI

Teaching I P- l4DissertationEnrichment I

200 150 50 24

Total 200 r50 50 24Grand Total 100 working days 600 470 r30 40

Practical Exau ofP-14by Externdl examiner appointed by [Jniversity* Student have to choose two subject for T-18 & T-19T- I 8. 1 /1 9. 1 Inclusive E ducatio n T- I 8, 2/ I 9. 2 Managem ent of EducationT-18.3/19.3 Assessment & Evaluation T-18.4/19.4 Women Educstion

JIWAJI UNIVERSITY,GWALIORB. Ed.-M. Ed. VI Sem

Examination June2023 Scheme

Passing Marks: Th 407o And pr 50%C - Stand for Compulsory Papero - stand For optionar Paper select as per subject Guidrine or your Int€rest

ExternalMarks

InternalMarks Total

S.

No.o/c Paper Type Max, Min. Max. Min. Max. Min.

601 c T-l 6 Cun'iculum Studies TH lr0 32 20 8 100 40602 C

T- l7 History and Economics ofEducation TH 80 32 20 8 100 40

603o

(ANY

oNE)

T- I 8. I htchrsive Education

TH 80 32 20 8 100 40T-l S.2Management of Education

T- l8.3Assessmenl & Eyaluatiott

T-I8.4Women Education

604o

(ANY

oNE)

T- I 9. I lnclusive Education

l-lY.! Mlnagenlent ol Lducation

f-t* At**."r, AE rh*rt",T- I9.4 Women Eduaation

TH 80 32 20 8 100 40

605 c P-14 Dissertation PR t50 75 50 25 200 100

Grand Total 470 203 130 57 600 260

Jiwaji University cwalior-8. ED- M ED.(tntegraied) CurriculumDr. Vinod Singh Bhadoria

Page 1 0

Semester External Marks Pratical Marks Total Marks CreaditI 290 260 550 20II 290 160 450 22III 450 250 700 44IV 370 130 500 20

210 90 300 34VI 470 t30 600 40

Total MarksCredit

2080 r 020 3r 00 t80

Course Sturcture and Scheme of ExaminationThree Year B.Ed.-M. Ed. programme

Final Marks and Credit Division of Six Semesters

Rules & Resulations1' There shall be a university examination at the end of each semestcr as per details of the scheme of

examination.

2. Candidates who represent their institute/university/state,hation in recognized spor.ts/games/cultural/literary activities will get credit to attendance for that pc od this will beillowecl on proa1,"iio,.,of a certificate fiom conceued organizing authority and on ihe basis of the recommendations of th"head olthe institute.

3' The rninimum pass marks in each year or semester examinatior shall be 40% for each theory paper andpranction and 50oZ semester intership in teaching separately.

4' A candidate who fails only in one sr"rbject in first year semester ofthe course wjll be eligible to take theexamination in rhat part of the subjcct (theory paper,/practicum

) as the case may be. i-n which he/shefails along with the next semester.

5' A candidate who fails only in onc subjec t in second year ofthen course will be allowed to appear as allex-student in that part ofthe subject in which he /she fails at the subsequent examitlation

6' In case a candidate lails in pfe-internship/Intemship in teaching. he/she will have to undergo the fullyear ofthe course ofstudy as a regular student in the slpseqr. ,.,i y.u..7' A cantlidate will be given a maximulr of two chanccs to pass- the examination in any year/semester of

:he:o:r.se: Ifhe/she does not pass the examination even altcr two chances helstre riiit ,", u" "figiui.for B.Ed. degree.

8' Changes in statutes/or inances/rules/regulatious/syllabi aud books may aom time to timc be n)ade bvarhendmenl or remaking and a candite shall, except in so far as ttie university aeter,"l""r

",rr".*r r,j.

comply with any change that applies to year he/she has not completed at the time ofchang". --'

o Teachihg subjects means a subject offered by a candidate at his Bachelor,s or Master,s degreeexamination either as a compulsory subject_or as an optional subject or

". " ,rUriJ"ry *U]."iprovided that the candidate sfudied it for at least two years and took univ.rrity .ru.inuii*

"'Jyear but shar not include such subject as were stud-ied by him only ror a part "a

B";;.1,Degree.

o only such candidate shall be allowed to ofler Social Studies lor B.Ed. examination as have takentheir Bachelor's Degree with any two subjects of history, poriticar science. p,bricAdministration, Economics. Geography, Sociology, psyhology and philosophy.

' A person having Bachelor's deeree in Agricultrue will be allowed to offer Ceneral science andBiology for B.Ed. Examination, Ceneral Science may be allorved fo be offered by r.;rli;;;possessing a degree ofB.Ed. (Home Science) or passing the B.Sc. Examinition *irr,iil Cfre-is

'-

. try and (ii) any one subject life Sciences i,e. Biology or Botany or.Zoology.o A candidate who has offered poriticar science or pubric Administration at his Bacherors orMasters Degree examination' shal be deemed eligibre to offer civics as a teaching subj."i, ;, ti"B.Ed. Examination.

Jiwaji University Cwatio,,B. ED- M ED.(tntegra!ed) CurricutumDr. Vinod Singh Bhadoria

Pase I I

(A)

Scheme of Theory

Courses canfng

Jiwaii Universitv Gwalior- B. ED-M. ED. (Intesrated) Curricutum-2020-2024

Evaluation of Examination:

. The Degree will be awarded to a student who completes a total of60 Credits in a minimum of two years takingfour courses per Semester.

To pass the degree course, a student shall have to get minimum agelegate 40% marks (E and above on gradepoinr ccale) in each course and 500 o in pracrNum.

Students who have failed semester-end exam may reappear lor the semester-end exanlinatiou orlly twice insubsequent period. The student will be fihally declared as failed if she/he does nor pass in all credits v,,ithin atotal period of thee years. After that such students will have to seek frcsh admission as per the admission rulesprevailing at that time.

While marks rvill be given for all examimtions, they will be converted into grades. The semester end grade sheers wil) haveonly $ades and final grade sheets and transcripts shall, have grade points avemge and total percentag; of marks (up to twodecimalpoints).

Choice Based Credit Syslem (CBCS) : The CBCS provides choice lor students ro select liom the prescribed coDrses

Paper/subjecrs: usually referred to. as'couNe'a componenr ofa programme. AII courses need nol carry the same weight.'fhe oourses should define learning objecrives a,d Ieaming outcomes. .A course may be designed to "onrpii".lectureVtutorials/laboratory workr field work/outreach activiries /protecr work/vocational rraining/viva/seirinars/term piper.s

/assignmenty presentation s/ self-study etc. or a conrbination ofsonie ofthese.

Credit Based Semester System (CBSS): Under the CBSS. the requirement for awarding a degree or diploma or cedificate isprescribed in terms ofnumber ofcredits ro bc completed by the students.

Credit Point: ll is the producr ofgrade poinl and number ofcledirs for',a course.

Credit: A unil by which the course work is measured. I1 dctermines lhe number of hours of ins!ructions required per $eek.'One credit is equivalent lo one hour ofteaching (lecture or tutonal) or two hours ol practical work/field rvork per u;eek.

100 malks 80 Extemal + 20 in(elnal

Internal

lnternal

Each 50 marks

l0 rnarks

20 marks

Extemal

l0 marks

20( l0+ l0) marks

20

Scheme of School Internship Programme

School intemship

Final Teaching

Scheme of Practicum

P-2, P-5, P-ll External Exam

Record

Viva Voce

Psychology Practicum (50 Marks)

Record File

Two Tests/Exteriments

Viva Voce

Scheme of Dissertation

Extemal (150 marks) Interal (50 nrarks)

Powel point presentation

Disserlatiotl

100 marks

100 marks

Total 200 Malks

50 marks

50 marks

Jiwaji University Cwalior-B_ ED- M ED.(tntegrared) CuricutumDr. Vinod Singh Bhadoria

Scheme of Examinations

Jiwaii Universiw Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202,

FIRST YEAR

SEMESTER.I

Course Code: T-l (Lcarner Studies)

Course Name - Childhood and Growing up

Max. Marks - 100

External Marks - 80

Internal Marks - 20

Course Objectives:

The learners will be able:

o To acquire knowledge and understanding of stages of human development and development anddevelopmental tasks with special reference to childhood and adolescence.

. To understand the theories and principles ofhuman development.

o To understand the physical, motor and physiological development at childhood and adolescentstages.

o To understand the cognitive, social emotional and rnoral development at chifulhood as well as atadolescent stage and the related theories.

. To understand the meaning of self in wider perspective and the related ideologies.

o To understand the concept of personality determinants of personality and theories of personalityand various methods of assessment of personality.

o To understand the concept of integrated personality.

o To understand and decide their role as a teacher to help the students at childhood and adolescentstages for the development of integrated personality.

Content:

Unit-l: Foundation of Human Development (Bharteey and Western Approach)l. Concept of Human GroMh and Development meaning and principles.

2. Difference between gro*,th and development

3. Stages ofDevelopment

4. StagesofDcvelopment

5. Dimensions ofphysical, Motor and physiologrcal Development

6. Idea of 'Lalyet Panchvarshani..., (oldid qqqsffu)

Unit-2: Cognitive Process and Development

(i) (a) Piaget's Theory (b) Vyogotsky,s Theory

(ii) Language Development:

a) PrelinguisticDevelopment

b) PhonologicalDevelopment

c) SemanticDevelopment

d) Grat.nmatical Development

Jiwaji University Gwalior-8. ED- M ED.(!nregrared) Curricutum


B.Ed.-M.Ed. INTEGRATED PROGRAMME

, r-,...... . s*-'+f*!:;-

Jiwaii Univ€rsity Gwalior- B, ED-M. ED. (Intesrated) Curriculum-2020-202

Unit-3: Socioemotional and Moral Development

1. Social Development-socialization and Theory ofPhysiological Development by Erikson

2. Emotions-Temperament and Regulating Emotions

3. Moral Development-Concept, Theory of Kohlberg for Moral Development. Values, Rehgion,Spirituality and their meaning in life.

Unit-4: Self-identity and Personality

(i) Understanding of 'Self-concept of 'self in Bharteey 'ideology' with reference to Geeta.

(ii) Personality-Concept-Meaning and definition

(iii) Deterrninants of Personality

(iv) Brief introduction of Type and Trait Theory of Personality and Big five factors. IntegratedPersonality

(v) Assessment of Personality

Unit-5: Teacher Functions and Role

o Role ofteacher in nulturing childhood learners with reference to their development characteristicsespecially in designing academic activities

o Role of teacher in nurtr:ring and guidance to adolescent learners with reference to developmentalcharacteristics especially in creating suitable academic, social and emotional environment.

Essential Readings:

r Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children. New york: WorthPublishers. Chapter I : The study of Human Development.

. Newman, B. M. and Newman, P.H.(2007). Theories of Human Development London: LawrenceErlbaum Associates, publishers. Chapter I : Introduction.

. Papalia, D. E. and Olds, S. W. (2003). Human Development. New york: McGraw Hill HigherEducation. Chaptel l: The study of Human Development. Chapter 2: Theor.y and Research,chapter 4: Physical Development During the First Three Years, Chapter 7: physical Developmentin Early Childliood, Chapter' 9: Physical Development in Middle Childhood.

o Saraswathi, T. S. (Ed.) (1999). Culture, Socialization and Human Development: Theory, Researchand Applications in India. Sage publication. Chaptel' 4: Theoretical Frameworks in Cross-culturalPsychology, Chapter 6: Individualism in a Collective Culture: A Case of Co-existence ofOpposites.

o vasanta, D. (2004). childhood, work and Schooling: Some Reflections. Contemporary EducationDialogue, Vol. (2), 5-29, 6. Mukunda, K. V. (2009). What Did you Ask in School Today? AHandbook on Child Learning. Noida: Harper Collins. Chapter 4: Child Development, jg_96.

o Readings for Discussion l. Aries, P. (1965), Centuries of Childhood-A social history ofthe familylife, Random House Inc. chapter 1: The Agcs of Life, chapter 2: The Discovery of chitdhood,and conclusion - The two concepts of childhood. 2. Harris, M. and Butterworth, G. (2002).Developmental Psychology: A student's handbook. Ncw york: Taylor & Fr.ancis. Chapter l:Brief History of Developmental Psychology.

Dr. Vivek BapatJiwaji University Gwalior,B. ED- M ED.(tnregrated) Curr;cutum

Dr. Vinod Singh BhadoriaPase I 4

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B.Ed.-M.Ed. INTEGRATED PROGRAMMEFIRST YEAR

SEMESTER-I

Course Code : T-2 (Learner Studies)

Course Name _ philosophy of Education

Max. Marks - 100

External Marks - 80

Intenral Marks - 20

Objectives:o To highlight the idea of interrelatedness of rhe disciprines of education a,d philosophy.o To enable the students to under.stand the branches ofphilosophy.o To develop among students the attitude and capacity of raising fundanrental questions conceming

theory and practice of educarion.

o To enable the students to analyze the discourse in education in order to discover the assertions,assumptions and kinds of meaning it might contain.

' To equip students with basic tems and concepts of the discipline with a view to facilitate theirunderstanding of the philosophical discourse relating to educaiion arid intelligent participation init.

o To fanuliarize students with some significant philosophical perspectives on education andimplications for education.

o To bring to the focus ofstudents certain issues vital to education and the attempts tlu.ough variousphilosophies to resolve them. .

' To acquaint students with the philosophical thoughts of some prominent lndian and Wesrerneducational thinkers.

o To help students to appreciate the. cxtent to which contemporary educational thought and practiceare influenced by values cherished by the nation.

Content:

Unit-I: Philosophy of Education

o Meaning, Functions, Scope and Rore of the philosophy of Education. Rerationship betweeneducation and philosophy

. Metaphysics, Axiology and Epistemology in philosophy. Components ol.IdentitvUnit-II: Theory Building

a) Concept, Process, characteristics, ry?es and importance ofDefinitionb) Concept, types and characteristics ofproposition and Assumptionc) Concept, Types and Structure of Inference

d) Process of Theory building

Unit-III: Schools of Indian philosophy

Study of traditional Indian schoors of phirosophy: Sanrkhya, Sankhya vendanta, Nyaya, vaiskashik,Mirnansa and Yoga with Special Reference to their Basic"Tenets a;d their eaucationat inrpri.u,ion.for Aims, Curriculum and Methodology of Education.

Jiwaji Universiry Gwatior-B_ ED- M ED.(tnregrared) CuricutLrmDr. Vinod Singh Bhadoria

Paee l5

r"***-.*e-+f1:j*Dr, Vivek Bapat

Jiwaii University Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-202,

Unit-IV: Schools of Western Philosophy

Study of Idealisnr. Naturalism, Realism, Pragmatism, Existentialism, Logical EmpiricismPhilosophies, with Special Reference to their Basic Tenets and Educational Implications for Aims.Cuniculum and Methodology of Education.

Unit-V: Educational Thoughts of Prominent Phillosophers

Indian Philosophers: Chanakya, Maitreyi, Adi Sankacharya, Bhartrhari, Nagarjuna, S S

Radhakishna, Tagore, and Aurobindo.

Western Philosophers: Aristotle. Plato. Socrates, Rousseau, Russell and Dewey.

Activities:

. Book Reviews of original readings of Rabindranath Tagore / Sri Aurobindo/ John Dewey/ J.Krishnamurthy/ Bertrand RusselV and presentation of their major philosophical ideas throughseminar. (Any One)

o Presentation on Fallacies of Inference:

o Reviews oftwo Doctoral Level Research Works of Standard

o Analysis ofEducation Policy / Major policy Documents for their philosophical underpinnings.

REFERENCES

o Agrawal, S.K.: Shiksha ke Dalshnic Evam Samaj Shastriya Siddant , Modern Publisher-s,Meerut, 1981. Belford. T.O.: Toward a Philosophy of Education, New York: Holt Rinehart,1969.

. Aurobindo Society: Teaching ofAurobindo. Aulobindo Society, Pondicherryl952

o Brubacher', L.S.: Modern Philosophies of Education McGraw Hill Co. New Yorkl962 Butler,L.D.: Four Philosophies, Harper, New York,195J.

o Butler, J.D. Four Philosophies and their practice in Education and Religion, Third Edition,New Yorh Harper and Row co., 1968 .

o Brubacher, J.S. Modern Philosophies of Education, New Delhi-Bombay. Tata McGraw-HillPublishing Co. P!'t. Ltd., 1950.

o Canker, W.: Hindu Personality of Education .Tagore, Gandhi, Aurbindo, Manohar BookService, New Delhi: 1976.

r Cohen, Brenda: Educational Thought: An lntroduction London: MacMillan Co.. London1969.

. Cohen, M.R. & Nagle, E.: Introduction to Logic and Scientrfic Method Dethi: AlliedPublishers, 1984.

o Connor, D.J.: Introduction to Philosophy of Education, London, Rutledge and Kegan paul.Copi, I.M.: Introduction to Logic London: Macmillan Co., 1968.

o Dutt, R.P.; India today and Tomorrow. People Publishing House, Delhi, 1955.

o Elmhrist, L.K.: Rabindra Nath Tagore, John Murrey, London ,1961.

. Gaind, D.N. arid Sharma, R.P.: Shiksha ke Siddhant, Universal Publishers, Agra, 1964.

. Gokhale, B.C.: Indian Thought Though the Ages, Asia Pub)ishing Hou se, Bombay, 1961 .

Dr. Yivek BapatJiwaji Univercity Gwalior-8. ED- M ED.(lntegmted) Curriculum

Dr. Vinod Singh BhadoriaPage l6

Jiwaii Universiw Gwalior- B. ED-M. ED. (Integrated) Curriculum-2020-204

FIRST YEAR

SEMESTER-I

Course Code : T-3. 1 (Pedagogy of Subject)

Course Name - Understating Discipline of English

Max. Marks - 50External Marks - 40Internal Marks - 10

Objectives:The teacher trainees will be able -. To understand the development of language.

e To realize the importance of philosophy of language.

. To master the different techniques and devices ofthe second language structure, sounds andvocabulary.

o To distinguish between different approaches and methods ofteaching English and their uses inclassroom.

o To acquire the basic skills oflanguage learning

o To plan and execute of different tlpes oflessions in literature. grammar and compositionaccording to classroom situations.

. To execute the principles ofcurriculum construction.

t To prepare and use appropriate tools of evaluation to measule the linguistic abilities of the pupils.

o To realize his/hel responsibilities as language teacher and pursue towards the aims ofprofessional$owth.

o To guide the students to use the language corr.ectly

. To feel enthusiastic about making use ofinnovative techniques.

o Prepare review oftext book (State Board and CBSE)

Unit-I: Historical and Philosophical lnvestigation of Language Developmenta. Meaning and definition oflanguage.

b. Process of language development

c. Theories of language development - Chemistry and vigatsky.

d. Philosopher's concern with language: Metaphysics and epistemology.

e. Importance of language in human life and society.

f. Language as discipline.

g. History ofEnglish language teaching.

Unit-II: Care Elements in Teaching Learning of English

a. Aims and objectives ofteaching and learning English at secondary level.

b. Importance of English as second language learning.

c. Place ofEnglish in the school curriculum.

d. Correlation ofEnglish with other subjects ofcurriculum.

e. Principles ofcurriculum construction in English subject.

Jiwa.ji Univercity Gwalior-8. ED- M ED.(tnregmted) Curricutum



Unit-III: Approaches, Methods and Techniques ofTeaching English

3.1 Approaches ofTeaching English - Structural and Conrn.runicative.

3.2 Methods of Teaching English - Gramrnar cum Translation. Direct and Bilingual.

3.3 Methods ofTeaching Basic Skills - Listening, Speaking Reading and writing.

3.4 Technique ofTeaching English (a) Pair work/Group work (b) Language/communication games

3.5 Special Methods of content teaching in English Teaching of Prose, Poetry, Grammar andComposition.

3.6 Models of Teaching - Concept attaintment, Spectics, Brainsrolning.

Unit-IV: Innovation in English Teaching and Role of English Teacher

a) Collaborative teaching and learning.

b) Activity oriented learning

c) Edutainment - Language Quiz, Puzzles, Riddles, Wele tools

d) Language Lab

e) Role of English teacher in English language teaching.

fl Qualities and Responsibilities of English teacher in Teaching English Language

g) Audio-Visual Aids-Importance, Types. Production and Usage.

Unit-V: Evaluation Procedure

a) Nah[e and Procedure of Evolution of auditory comprehension, speaking, reading, writing andcomposition.

b) Diagnostic testing and remedial teaching.

c) Continuous and comprehensive evaluation.

d) Formative and summative assessment.

e) Tool s for evaluation.

Activities for Internal Assessment'

. Prepare a listening audio especially meant for critical listening.

. Prepare task based activities to develop English speaking skills.

. Prepare literature to enhance and sharpen the reading skills.

. Prepare a critical analysis of English curriculum at secondary level.

References:

. Alston, william P. (2012) Philosophy of Language. New Delhi: pHI Learning private Limired.

. Brown, H.D. (1993). Principles of Language Leaming and Teaching. Englewood Cliffs, NewJersey: Prentice Hall.

. Brown, H.D. (1994). Teaching by Principles: An Interactive Approach ro Language pedagogy.Englewood cliffs, New Jersey: Printice Hall.

o Jain, R.K and Sharma, C.K. (201t). Essentials of English. Vinod pustak Mandir, Agra lJpo Klashen, Stephen D. (l 987). Principles and Practice in Second Language Acquisition. New york

: Prentice Hall International.. Mackay, W.F. (1967). Language teaching Analysis. Indiana. Indiana University press.o Mukabl, Joseph C. (1998). Approaches to English Language Teaching. New Delhi: Discovery

Publishing House.

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(tntegmted) Curriculum

Dr. Vinod Singh BhadoriaPage l8

Jiwaii University Gwalior- B. ED-M. ED. (Inteqrated) Curriculum-2020-204


SEMESTER-I

Course Code: T-3.2 (Pedagogy ofSubject)

Course Name - Understating discipline of IIindiMax. Marks - 50

External Marks - 40Internal Marks - l0

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Dr. Vinod Singh BhadoriaPage i9

Jiwaii University Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202e.

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Jiwaii University Gwalior- B. ED-M. ED. (Inteeratcd) Curriculum-2020_204


SEMESTER-I

Course Code : T-3.3 (Pedagogy ofSubject)

Course Name - Understating Discipline of Sanskrit


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Jiwaji University Cwalior-8. ED- M ED.(tntegrared) CunicutumDr. Vinod Singh Bhadoria

Page 2l

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Jiwaii Universiw Gwalior- B. ED-M. ED. (Integrated) Curriculum_2020_209

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----!. -'.e.+d\:3Dr. Vivek Bapat

Jirvaji University Gwalior-8. ED- M ED.(tntegmred) CurriculumDr. Vinod Singh Bhadoria

Jiwaii Universitv Gwalior- B. ED-M. ED. (Intcsrated) Curriculum-2020-204

FIRST YEAR

SEMESTER-I


Course Name - Understating Discipline of Urdu

Max. Marks - 50External Marks- 40Internal Marks - l0

Objectives:

a) Understand the importance and role of Urdu language in our country.

b) Understand the aims of teaching of Urdu at elementary arrd secondary level.

c) Be familiar with various methods of teaching Urdu.

d) Understand the concept of curriculum in teaching Urdu, qualities of good textbook andcocurricular activities in teaching Urdu.

e) Acquaint them with different teaching skills associated with teaching of Urdr"r.

Course Contents

Unit-l: Curriculum Aims and Objectives

Meaning, importance and principals of preparing good Urdu

Curriculum at secondary Ievel

Principles and rationale of curriculum development

Text book: Meaning and importance of Urdu text book, qualities of a good textbook in the subject ofUrdu .Qualities of language teacher

Co-curricular activities: Meaning, importance of co-curricular activities for teaching Urdu through:

a) Literary Club.

b) School Magazine.

c) Debates.

d) Quiz Programme.

e) Dramatics.

f) Mushiarah

Unit-2: Skills of Urdu Teaching

1. Development of the following linguistic skills:

a) Listening. b) Speaking. c) Reading. d) Writing.

Unit-3: Reading and Writing

Concept, meaning and importance of reading.

Tlpes of reading: silent/low, extensive and intensive.

Dr. Vivek BapatJiwaji University Cwalior-B. ED- M ED.(lntegrated) Curricutum

-"--:.,....-'*:"


Unit-IV: Methods of Teaching Urdu

o Aims ofteaching prose, poetry, drama and composition at various levels.

o Methods ofteaching prose, poetry, composition and grammar.

Unit-V: Audio Visual Aids

Importance, t)?es, production and usage

o Traditional Aids: Black Board, Text Books.

. Verbal Aids: Story Telling, Example

o Audio Aids: Radio, Tape recorder.

o Audio-Visual Aids: Film and Fihn Strips, T.V.

Activity:

l. Origin and development of Urdu lmla, Arrab and punctuation.

2. Defects in wliting skills and their improvement, elaboration and summarization, essay and letterwriting.

3. Critical study of any one Urdu text book prescribed for classes (1 to 8).

4. Preparation ofa lesson plan for teaching Urdu.

References:

. James Abidi-lbtidayee School main Taleen Ki Tariqey.

. Rafiqua Kareen-Urdu Zaban Ke Tarequ-e-Tadrees.

o Salamat Ulla-Buniyadi Ustad Ke Liye

o Salamat Ulla-Hum Kaise Parhayen.

. Saleem Abdullah-Urdu Kaise Parahayeen.

Dr. Vivek BapatJiwaji University Gwalior-B. ED- M ED.(lntegrated) Cuniculum


FIRST YEAR

SEMESTER-I


Course Name - Understating Discipline of Physics


Objectives:

Student will be able to:

. Develop an understanding of the nature and structure ofphysics and its interface with society.

o Acquire a conceptual understandi:1rn of the process of learning physics ar.rd assessment of thelearners.

Develop cometencies and skills to transact critically analyse and appraise the curriculum.

Develop the ability of constructing improvised apparatus and of repairing maintaining scientificequipments.

Apply appropriate evaluation techniques to assess the progress achievement ofpupils.

Develop the basic skills of demonstation experiments and of using different teaching aid.

Unit-I: Nature of Physics

o The nature ofPhysics; focus on the major turning points.

o Science technology society interface and the role of Physics.

o A historical perspective. The development ofphysics as a discipline.

o Development of scientific temper. Public understanding of physics in the context of developingcountry.

o Role of language its contribution towards expression afticulation and the understanding ofPhysics.

o Contribution oflndian scientists in the field ofPhysics.

Unit-II: Objectives of Teaching

o Aims of teaching physics at the upper primary and secondary level (and its linkage with theprimary level)

o Taxonomy ofeducational objectives, significance ofwriting behavioural objectives.

o Objectives of teaching physics with special reference to the developmcnt of curiosity criticalthinking and process skills (experimenting, obscrving, classifying, inferring. hypothesizing,predicting etc.)

o Interface ofPhysics with other subjects.

Dr. Vivek BapatJiwa.Ji Univercjty Gwalior-B. ED- M ED.(lntegrared) Cuniculum


Jiwaii Universitv Gwalior- B. ED-M, ED. (Integrated) Curriculum-2020-204

B.Ed.-M.Ed. TNTEGRATED PROGRAMME

Unit-III: The Curriculum

. Principles ofplanning physics curriculum at school level.

o Process ofphysics curriculurn conslruction.

. New trends in curriculum construction.

. Curiculum construction in physics by NCERT at secondary level.

Unit-lV: Classroom process in Physics

o Necessity ofplanning ofinstruction in teachirig physics. Unit plan, lesson plan.

o Visual and A.V. Aid. Educational Broad casts, Educational Television, Charts, Powerpoint.Presentation, Modds, Static and Working, Teleconfrencing low cost aid improvised appavafus.

o Methods and approaches of teaching physics: Lecture cum demonstration method, Discoverymethod, problem solving method, project method, discussion method, programlned instruction.

Unit-V: Organization of Physics Laboratory

. Layout and design ofthe physics laboratory.

o Maintenance of apparatus.

o Maintenance of laboratory records.

. Maintenance arrangement for the conduct ofexperiments.

Unit-VI: Evaluation

o Need and importance ofevaluation in physics teaching.

. Concept ofcontinuous comprehensive and cumulative evaluation process.

o Formative and sumrnative evaluation

. Using various tools and techniques for Assessing, Cognitive, Affective and psychomotoroutcomes.

. Diagnostic test and remedial teaching.

Activities:

. Laboratory work management of laboratory activities and project work.

o Review of physics surrilelum.

. Development of self instructional material on any one topic ofphysics at secondary

References:

l. Arons, Teaching of Physics.

2. D. Sang. Teaching Secondary Physics, ASE (John Murray)

3. Gupta, S.K. Teaching ofPhysical Science.

4. Nair CPS Teaching Science in our School.

5. Vidya N & Rajpoot J.S. Reshapping our schools, Sciences Education,

Jiwaji Univercity Gwalior"B. ED- M ED.(tnregrared) CurriculLrm

Dr. Vinod Singh BhadoriaP age 26

FIRST YEAR

SEMESTER-I

Course Codc : T-3.6 (Pedagogy olSubject)

Course Name - Understating Discipline of Chemistry

Max Marks - 50External Marks - 40Internal Marks - l0

Objectives:

The student will be able to:

o Develop a broad understanding ofthe principles and procedure used in teaching ofchemistry.

o Understand and adopt proper methods to teaching various topics of chemistry.

. Appreciate the usefulness of various co-curricular activities for fostering interest of pupils inChemistry.

. Prepare and use different types of instructional material for teaching chemistry.

o Understand the difficulties faced in teaching and learning chemistry and suggest remedialmeasules.

Unit-I: The Nature of Chemistrv

. Meaning and natule ol Chemisrry.

. Scientific method, scientific literacy with suitable examples ftom Chemistry.

o A historical perspective the development of chemistry as a discipline

o Developing remedial or enrichment programme.

o Preparing Blue Print for teacher made achievement test.

Unit-II: Aims and Objectives of Teaching Chemistry

. Aims and objectives of teaching Chemistry at the senior secondary level linkages with the upperprimary and secondary levels.

r Objectives of teaching chemistry with special reference to the development of inductive anddeductive thinking, process skill (experimenting, bserving classfuing, inferr.ing hypothesizingpredicting etc.)

o Interface of Chemistry with Biology, Physics and Earth Sciences.

o Forward linkages chemistry as a. pure and applied scienc e an expoure to possible course optionsafter school.


o Concept and principles in curriculum.

. Major developments and current trends in chemistry education - an international perspective.

o Critical review of chernistry cunicula / programn'tes - Nuffield chernistry programme

. Organiral ion ofco-curricular acrivilies

----r.-*--.'*.r"f.1:i

Jiwaji Universily Cwalior-B. ED- M ED.(lnregmred) Curriculunr


Jiwaii Univ€rsiw Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-2024

B.Ed..M.Ed. INTEGRATED PROGRAMME

Di. Vivek Bapat

Jiwaii University Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-2021

Unit-IV: Classroom Process

. A repertoire ofteaching leaming processes lecture cum demonstration, discussion, projects,problem solving, peer learning.

. Developing unit plans, lesson plans using combinations ofvarious processes.

. Instructional aids, computer aided instructions in chemistry. multimedia packages.

Unit-V: Organization of the Chemistry Laboratory

. Layout and design ofthe chernistry laboratory.

. Storage ofapparatus and chenrical.

. Maintenance of laboratory records.

Unit-Vl: Evaluation

. Meaning and significance of evaluation in chemistry continuous and comprehensive evaluation.

o Qualitative and quantitative techniques to assess the leamers understanding of Chemistry.

Activity:

o Criticals analysis of Chemistry Textbook.

. Students teachers observes Chemistry lab and discr.rss the challenges a teacher faces in developinga good Chemistry lab.

. Constructing and administering achievement tesls for Chemistry.

. Preparation oftwo lesson plan by using two different methods.

. Science technology society (STS) education; dealing with controversial issues in Chemistry;issues related to indusuia lization.

o Role of experiment in science with particular reference to Chenistry.

References:

1. Daviels D.J. New Movements in the Study and teaching of Chemistry.

2. Duggal, S.P. Methods of teaching Chemistry.

3. Klrerwadkar, Anjali (2003) Teaching of Chemistry by modern method sarup and sons, New Delhi.

4. Kolasani, Sunil Kumar Krishna K. Rama Vao digunarti bhaskava (2010) Methods of teachingChemistry Discovery Publishing House New Dclhi.

5. Mangal Menu Sharma Renu (2008) {{rrqq fuf,rr Rrelq orncn qtFlyn. G.qgq I

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7. Rathore Mudit (2005) oflgP{m wn+q f+sfr Prer"r, fuefl q?Ftrr;r, sqg{ I

8. Waddington D.J. (1996) Teaching School Chemistry, UNESCO.

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED-(lntegmled) Curriculunr


FIRST YEAR

SEMESTER-I


Course Name - Understating Discipline of Mathamatics


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

l. Develop insight into the meaning, nature, scope and objective of mathematic s education.2. Know the objectives of mathernatics, able to conshuct the objective before teaching in class room.3. Appreciate the importance of mathematics laboratory in learning in ICT & teaching.4. Develop competeueies in ICT & teaching learning mathematics through various measures.

5. Stimulate curiosity creativity and inventiveness in mathematics.

Unit- I: Nature and History of Mathematics

o History of mathematics in lndian context Life Sketch of lndian Mathematicians. Concept ofVedicMathematics.

. culture of mathemtics class room. (Socio-mathematical norms, communication and use oflanguage, Nature of tasks and choice of examples)

. The natule of mathematical-prepositions, truth-values, compound preposition, truth tables, opensentences, truth sets, Venn diagram, Iogical valid conclusion & use ofquantifiers.

Unit-II: Objectives of School Mathematics

o Need for establishment of general objectives of teaching mathematics. Bloom's classification ofeducational objectives.

. writing specific and general objectives and teaching points of various content areas inmathematics like, algebra, geometry, trigonometry, etc.

' Objectives of Mathematics education-lnductive-Deductive Approach, Analytical Synthetic,Construction of Knowledge & Experimental Co-relation.

Unit-III: Curriculum & Mathematics

o Modern trends in Mathematics, principles & objectives of Mathematics curriculum.o Mathematics Text Book characteristics of ideal rext book. Review of text book of 9,h & l0,h

standard.

o Math lab importance, Actives and limitations.

Unit- IV: ICT & Materials in Teaching Mathematics

o Planning, Preparation & Presentation ofhrstructional materials.o Use ofICT in Maths Teaching-Video ctips, power point presentation, fihrs etc.. Type ofteaching leanting materia) s & use ofTLM upto l0rr,standard.o Micro teaching & Lesson plan of different methodology of Maths.

Jiwaji University Cwalior-B. ED- M ED.(tnteArated) Cuniculunr


Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteqrated) Curriculum-2020-202|L

Unit-V: Assessment and Evaluation

o Meaning, concept & Construction ofachievement test, diagnostic test, remedial test.

o Blue Print-Meaning, Concept, need and construction.

. Construction ofan ideal question paper-Steps & importance.

. Characteristics ofan ideal teacher ofmathematics.

Activities:

. Prepare a life sketch ofany one r.nathematician.

. Prepare a list ofgeneral and Specific objectives ofany one chapter ofclass 9d'& 10'1'standard.

o Review a text book of Mathematics of 9'h & I 0'h standard.

o Prepare power point presentation on prepared lesson plan of matheffratics.

. Construct achievement, or diagnostic or remedial test.

Reference:

. trlf,s, w$Tc frnfr. ftrer (zooe) "qFro llre"r ii'E{tr" cTE-.qr.TR si,sr rrrrn. .rqgr

. qrrd, \$.d. (zoos) "qp16 firervr" erd {o M. 'r$ Rd

. crqt. gE.Tti. (2005) "rrFld fuer"r" wn ronpq qk{. 3lrrRt

. i,ft, d.v*L (2007) "irFrd firer"r' ffirs gr=ro ukr, ernnr

o ffi,q)fu erR (2010) ".rFro trreror 3ngfrir r€fdd" q fr Tq qffiirr ofurftrc , T{ ffi'-ozo q-c+ie, 3rt;q qqx (2013) "rrFrd Rre+or" orx.ora.gtn M. tra'-oot

o Sarna, C.S gupta,R.G gary P.K (2003) "Textbook of Mathematics alya book depot, New Delhi

. Siddiqui,musibul haseen (2009) "Teaching of mathematics" A.P.H. publishing coryoration NewDelhi

. Dapur, J.N. (1998), "Suggested Experimenls in Arya book depot New Delhi-S

Dr. Vivek BapatJiwaji University GwalioFB. ED- M ED.(lntegmted) Currjculum


FIRST YEAR

SEMESTER-I


Course Name - Understanding Discipline of Life Science

Max. Marks - 50External Marks - 40Internal Marks - l0

Objectives:

To student teacher will be able to

o Understand the nature, scope and importance of biological sciences and get acquainted withancient as well as modem developments in the field of life science.

o Understand the Airns, objectives of teaching life science and will be able to state the objectives inbehavioural terms.

. Acquaint with the resources for teaching life science and their effective utilisation.

o Plan and execute various curricular and co-curricular activities related to teaching of life science.

. Acquire the ability to and transact the biology curriculum tkough a rvide repertoire of teachinglearning approaches.

o Organize and conduct laboratory work and to devise innovative experiments and projects.

o Realize the importance ofvarious tools ofevaluation in life science.

Unit-I: Nature and Significance of Life Science

o Meaning of science, Nature of life science

. Lmportance and scope of life science.

. A historical perspective ofthe evolution of life science.

o Understanding contemporary issues in relation to life science (e.g. Environment, gender etc.) in a

development context.

r Corelation oflife science with other subiects.

o Duties and Responcebilities of Life Science teacher.

Unit-II: Aims and objectiyes of Teaching Biology

o General aims ofteaching Biology at upper primary aild secondary leve l.

. Need of aims and objectives of life science teaching.

. Taxonomy of educational objecti ves cognitive, affective and psychomotor domain.

Unit- III: The Curriculum

o Meaning, importance and principles or designing a good curricu lum for biology.

o The basis of cuniculum construction. Integrated approach to science (e.g. the role olBiology inteaching of integrated science. EVS Health Education etc.)

. A critical analysis ofthe existing biology curriculum at primary and secondary level.

Dr. Vivek BapatJiwaii University Gwalior,B. ED- M ED.(lntesraledl Curriculum

Dr. Vinod Singh BhadoriaPalre I I

Jiwaii Universi8 Gwalior- B. ED-M. ED. (Integrated) Curriculum-2020-2021



Unit-IV: Classroom Process

o Teac hing leaming processes such as lecture cum demonstration method observation method,laboratory method, heuristic method, programme learning , team teaching, concept altainmentmodal. Inquiry Training Modal.

o Necessity ofPlanning of instruction in lesson plan for teaching biology.

. Use of resources for teaching biology itrcluding teaching aid, improvisation and multimediaresources.

o Organi zation ofBiology, activities, experiments and laboratory.

o Leaming beyond the class room science club science fairs, excursions, herbarium, field trip,appreciation of community resources etc,

Unit-V: Evaluation

o Difference in measurement assessment and evaluation characteristics ofgood test.

. Diagnostic test and remedial teaclring.

o Criterion reberenced test and norm referenced test.

. Different types of items, Multiple Discrimsnation t)?e items. Development and standardization ofachievement test in Biology standardization of achievement test in Biology

Activities:

. Strident teachers document obseruations related Jo local flora and fauna including local uses andany stories the community may have about them.

o Practicing at least ten expedments to be demonstrated / conducted in secondary classes.

. Using keys for identification of various plants and animals.

. Preparationoff{erbarium.

. Development of self instructional material on any one topic ofBiology.

. Preparing Blue point for teacher madeAchei vement test.

References:

l. Bhushan B. (1980) Teaching ofBiology Agra Vinod Pustak Mandir.

2. Eklavya Balvigyank Class 6,7,8 Madhya Pradesh Pathya Pustak Nigam

3. Green, T.L. (1963) The teaching ofBiology in tropical secondary schools London OxfordUniversity.

4. Kulshrestha, S.P. (1977) Teaching ofBiology (Hindi) Meerut Loyal Book Depo.

5. Pahuja Sudha (2007) Teaching of Biological Science R & all book depot.

6. Shawab L.M. (1982)Teaching ofScience and Life Science Dhanpat Rai and Sons. Delhi.

7. Sood J.K. (2012) dfu6 fr-dF{ Rrer"r ({fiq ri{filT) rrq{{Tri qq Grfl(ff, qqw l

8. Teaching ofLife Science (1998) : Delhi C.M. Publication.

Dr. Vivek BapatJiwaji Univercity Gwalior-8. ED- M ED.(lnlegmted) Cuniculum


FIRST YEAR

SEMESTER-I


Course Name - Understanding Discipline of General Science

Max. Marks - 50External Marks - 40lnternal Marks - l0

Objectives:

o Understand science its nature its process and epistemic criteria.

. Understand the aims and objectives ofteaching science at various school levels.

o Develop the ability to design, manage and assess appropriate teaching leaming experiences in thecontext of school science.

. To create an understanding of difficulties faced in teaching and learning of science and suggestremedial mea sure.

. Prepare a sketch to present the contribution of Indian scientists in the development ofscience.

o To design different t)?es oftests to evaluate understanding ofstudents in science.

Unit-l: Nature of Science and its Knowledge

. Concept ofscience. Need and place of general science in school curriculum.

o Nature of Science.

o Paradigmatic changes in scientific knowledge. Patli breaking discoveries and land markdevelopment in science. Eminent world scientists and Emiment lndian Scientists.

. Ethics and Science - values associated with science current debates on the ethics of scientificendeavouris globlisation and science.

Unit-Il: Aims and Objectives of Science

. General aims of teaching of science at upper primary and secondarv stagcs.

. Taxonomy of educational objectives organizing learning experiences of achieving specifiedlearning out comes.

o Development of scientific temper.


. Curriculum meaning, importance and principles of designing a_ good curriculum for generalscience. Adapting the curriculum to local needs and requirements and the availability of localresources.

. Exploring different ways of creating different learning situations for different content areas (e.g.lecture cum demonstration method, project method, problem solving rnethod. investigation,discovery method, team teaching method and inquiry training model).

Dr, Vivek BapatJiwaji University Cwalior-8. ED- M ED-(lntegercd) Curriculum


Jiwaii Universitv Gwalior- B. ED-M. ED. flntegrated) Curriculum-2020-204


Unit- IV: Classroom Planning and Management

o Concept-importance and process ofplanning.

o Planning for teaching (yearly plan, unit plan) planning a single lesson, documenting objectives,developing rapport, absesing previous klowledge, transaction of content, assessment of reflectingon hansaction.

o Develop ing resource materials tor teachmg science - Leamer knowledge, real objects, models,charts, local materials, case studies, journals, hand outs, science, rnagazine, hand books etc.science laboratory, science fair, science exhibition excursion science nruseurs, science clubsaquarium.

Unit-V: Evaluation in Science

o Meaning and importance of evaluation in science.

o Continuous and comprehensive evaluation.

o Evaluation according to areas cognitive, affective, psychomoter.

o Use oftools and techniques of evaluation

- Achievement test - Diagnostic test

- A remedial teaching - On line evaluation

o Blue Print

- Check list

Activities:

l. Student teachers develop an interview schedule to interact with family and fliends to ger anunderstanding of how they view science and its relevance to their lives; they analyse the data andpresent it in the form ofa report along with their own views.-

2. Prepamtion oftwo lesson plans for different standard to teach the same unit.

3. Preparation of a detailed assessment report of learners continuous and periodic assessment.

4. Critical analysis of existing science syllabus and text books.

5. Student teachers develop resource material related to local context.

6. Action research / research project for solving problems in science teaching.

References:l. Bhat, B.D. and Sharma S.R. Methods of Science Teaching - New Delhi - Kanishka publishing

House 1993.

2. Bhatnagar A B. Bhatnagar S.S. (2005) Teaching of Science, Meerut R. Lali Book Depot.3. Gupta S.K. Teaching ofScience Education New Delhi, Vikas Publishers 1983.

4. Rawat D.S. Teaching of Science Vinod Pustak Mandir 198 1 .

5. K C. (1985) Science Teaching in Schools New Delhi Sterling Publishers p\,r. Lrcl.

6. Sharma H.L. (1989) School Science Education in India. common wealth publisher New Delhi.7. Yidya Narendra (1999) Science Teaching in School for the 2lst Century Deep and Deep

Publishers New Delhi.

8. Science and Human Life (1933) Harper arid Broters Ayer Co. Reprint (J.B.S. Haldon)9. Teaching of Science, Malhotra Bros. Jam:nu

10. How to torch Science, Vivek Publishers Ambalacity.I l. Teaching of Science, Wilson Publication New Delhi.

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(tntegmted) Cumiculum


Jiwaii Uniyersitv Gwalior- B. ED-M. ED. (Inteqrated) Curriculum-2020-208


SEMESTER-I

Course Code : T-3. l0 (Pedagogy of Subject)

Course Name - Understanding Disciptine of History

,.#tI Mflll. i3Internal Marks - 10

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Jiwaii Universitv Gwalior- B. ED-M. ED. (Intesrated) Curricutum_2020_2021

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Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(tnregrared) Curricutum


Jiwaii Universitv Gwalior- B, ED-M. ED. (Intesrated) Curriculum-2020-209

FIRST YEAR

SEMESTER-I

Course Code : T-3.1 I (Pedagogy ofSubject)

Course Name - Understanding Discipline of Civics


Objectives: To enable the pupil teachers to:

o Develop a critical understanding about the nature ofcivics and its interface with society.

. Develop the ability to organize curricular activities and community resources for promoting civicslearning and better understanding of society.

. Understand the nature ofcivics curriculum and its pedagogical issues.

. Appreciate the need for teaching learning civics at the secondary school level.

o Understand and adopt proper rnethods arid techniques ofteaching various topics ofcivics.

. Analyse and evaluate civics syllabus.

o Become a reflective practitioner capable of translating theoretical perspectives into pedagoginalpractices though processes of innovative action.

Unit-I: Nature, Objectives and Scope of Civics. Nature scope and purpose of teaching civics at the Higher Secondary level. Aims and objectives

ofteaching civics and its place in the school curriculum

o Correlation ofcivics with other social sciences.

o Philosophical, Theoletical and psychological basis ofcivics.

Unit-Il: Content Organization in Civics

. Content structure at secondary level.

o Content analysis ofcivics syllabus at middle and secondary level.

Unit- III: Curriculum: Principles and Practices

o General principles ofcurriculum framing principles ofselection and organization ofcontent.

. Presentation ofthe subject matter ofcivics at secondary level.

o Importance and need oftext book, review of one text book prescribed at different stages.

Unit- IV: Methods and Techniques

o Methods - Lecturer method, story telling method, probler4 solving method; discussion method,project method, community survey, exculsion, value inculcation.

o Techniques - (Questioning Drili Drarnat

o Teaching Aids - Black Board, Story, Example, Real objects, Models, Pictures, Radio, TapeRecorder, Film and Film strips T.V.

. The Civic Teacher - Knowledge outlook, Personality.

\a.P-Dr. Vivek Bapat

Jiwaji University Gwalior-8. ED- M ED.(lntegmted) Cuniculum


Unit-V: Lesson Planning Evaluation in Civics

o Lesson Planning - Fulfilling the requirements of different rnethods, steps for preparing lessonplans ALM based lesson plans microteaching based plans. Evaluation - Importance and purposcof evaluation- selecting appropriare.

o Evaluation procedure: Oral and Written tests Evaluation Techniques, colttilluous evaluation andfeedback.

. Setting queslion paper: BIue print

Internal Assessment:

. Attendance - 05 marks

o Review ofone civics school text - Book 05 marks.

. Preparation and administration ofachievement test - 05 marks

. One test - 05 marks

Book Recommended:

1. Agrawal, (1993), Teaching of political science - A practical approach, Vikas Publishing house,New Delhi.

2. Asiryatharn, Political Theory, Upper lndian Publishing House Ltd., Lucknow.

3. Arora & Awasthy (2003), Political theory; Haranand Publication Pvt. Ltd. New Delhi.

4. Balkishna, Principles of civics, Kitab Mahal, Allahabad.

5. Bining, A.C. & Bining, D.H. (1952), Teaching of Political Science in Secondary Schools, TataMcGraw Hill Publishing Co. Ltd., Bombay.

6. Kochhar, S.K. (1985), Methods and Techniques for Teaching, Sterling pubtishers pvt. Ltd., NewDelhi.

7. Verma, L.S. (1988), Research Methodology in Political Sciencc, Rajasthan Growth Academy,Jaipur

Dr. Vivek BapatJiwaji tJniversity Gwalior,B. ED- M ED.(lntegrated) Curricutum


:

FIRST YEAR

SEMESTER-I

Course Code : T-3. 12 (Pedagogy of Subject)

Course Name - Understanding Discipline of Geography

Objectives:

1 . To understand the techniques of teaching Geograplry.

2. To develop the skills ofusing various rnethods ofteaching Geograpt.ry.

3. To evaluate Geography Textbooks of Higher Secondary level.

4. To develop skills ofusing instructional materials.

5. To develop teaching skills in teaching ofGeography.

Unit-I: Nature, Scope, Aims and Objectives ofTeaching Geography

Nature and Scope ofGeography subject

Concepts of Geography

Objectives of teaching Geography

Place of Geography in school curriculum.

Correlation within the subject and with other subjects.

UNIT-II: Context Analysis arid Core Values

o Need and Importance ofcontext analysis

. Analysis of Geography curriculum (Std. 6th ro l2th)o Characteristics ofgood Geography textbook. core values.

. National Integrity

. Equality of gender

o Observance ofsrnall family nonls

UNIT-III: Methods / Techniques ofTeaching Geography

l. General Principal and Maxim ofTeaching Geography.2. Methods and Techniques of teaching Geography

3. Lechrre Methods.

4. Discussion Methods.

5. Problem solving Methods.

6. Active Learning Method.

7. Inductive and Deductive Techniques

8. Simulationtechnique

9. Proiect methods

10. Serninar methods.


Dr. Yivek Bapatliwaji University Cwalior-B. ED- M ED.(tntegmted) Cuniculum


Jiwaii Universitv Gwalior- B. ED-M. ED. (Integrated) Curriculum-2020-208



Unit-IV: Planning in Teaching of Geography

. Needs and Importance Lesson Plan: Steps- exponents ofLesson Plan

o Principals of lesson planning

o Characteristics ol lesson planning

. Unit plan and unit test

o Resource Ilnit

o Prepare lesson planAccording to active leaming strategies.

Unit-V: Importance and Need ofTeaching Aids for Geography

o Teaching aids lor Geography

. Traditional Aids: Black Board, Textbooks

o Verbal Aids: Story Telling. example.

o Visual Aids: Real Objects, Models. Pictures.

. Audio Aids : Radio, Tape Recorder

. Audio-Visual Aids: Film and Film Strips, T.V., excursion and field works.

Activity / Assignments:

. Critical study of any one Economics Book Prescribed lbr classes lX and XI, XII

. Preparation of Teaching aids

References:

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grdrqr {{R€irF-dr d-a, sqg{ sozoo+

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. s.qf d. q.rfrn r{IrE (zooa-os), '"p)-e eltamr', 3nrqrd cfudcri$. 2s/ 11s, wrid d-6, riqq dT{3{ITT{I _2

. RjE. g. Eicrd (2008) 'q.fo Rrew d a+rqrq', {Etr ffitgFr qk{, +{fird wTsqrqg{q, t{qrc ffiq6t{Ftr{, TrrFrT trfior, qsgqrqcft, g'FRr

. qt(q, fr fr-irirrd (zooo) 'rdrfl.rro 1l.lta d emm' Irsn qfu''dyr*. 4378 / 4i ffi r\s , ERqrrrq.Ti tud

o rfr{.i, Tq (2007), 'rBira frrem', fuqq rorcm qf<< fid 1bli 53 gf}qr, snr"r$. Shaida, B.D. (2009), "Teaching of Geography" Dhanpat Rai Publishing Company (P) Ltd.

4779123, Arsari Road Dariya Ganj. New Delhi.

. Sharma , Dr. Mata Prasad, "Geography Teaching" Slti Kavita Prakashan, Shop-7 Sgm House,Nataniyon Ka Rasty, Chowra Rasta, Jaipur

. rta rtcl ftr$r q'sm frqra cRr rorRrii T.ltd gwd oen g fr rz ro S fird t

-_-..*..-,. - 1&.+f.!j=

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(lntegrated) Curriculum


Jiwaii University Gwalior- B. ED-M. ED. (Inteqrated) Curriculum-2020-2023

FIRST YEAR

SEMESTER.I


Course Name - Understanding Discipline of Economics


Objectives:

L To understand the techniques ofteaching economics.

2. To develop the skilts of using various methods ofteaching Economics.

3. To e valuate Economics Textbooks of Higher Secondary level.

4. To develop skills ofusing instructional materials.

5. To develop teaching skills in teaching ofEconomics.

Unit-1: Nature, Scope, Aims and Objectives ofTeaching Economicso Nature and Scope ofEconomics subject

. Concepts of Economics

. Objectives of teaching Economics

o Place ofEconomics in school curriculum.

o Corelation within the subject and with other subjects

Unit-2: Context Analysis and Core Valueso Need and hnporlance ofcontext analysis

o Analysis ofEconomics curriculum (Std. 6'h to l2'h;

. Characteristics fgood Economics textbook, core values.

o National Integrity

. Equality of gender

o Observance ofsmall family norrns

Unit-3: Methods/Techniques of Teaching Economics

l. General Principal and Maxim of Teaching Economics.

2. Methods and Techniques ofteaching Economics.

3. Lecture Methods.

4. Discussion Methods.

5. Problem solving Methods.

6. Active Learning Method.

7. Inductive and Deductive Techniques-

8. Simulationtechnique

9. Project n.rethods

10. Seminar nrethods.

Dr. YiY€k BapatJiwaji University Gwalior-8. ED- M ED.(lntegmled) Curriculum

Dr. Vinod Singh BhadoriaPage 4l

-,---...,**-d^!*

Unit-4: Planning in Teaching of Economics

o Needs and lmportance: Lesson Plan: Steps, exponents ofLesson Plan

o Principals of Iesson pianning

. Characterisl ics oflesson planning

. Unit plan and unit test

. Resource Unit

. Prepare lesson plan According to active learning shategies

Unit-5: Importance and Need ofTeaching Aids for Economics

o Teaching aids lor Economics

o Traditional Aids : Black Board, Textbooks

o Verbal Aids - Story Telling, example.

o Visual Aids: Real Obiects, Models, Picrures.

o Audio Aids : Radio, Tape Recorder

o Audio-Visual Aids:-Film and Film Strips, T.V., excursion and field works.

Activity /Assignments:

o Critical study of any one Economics Book Prescribed for classes IX and Xl, XIl.

. Preparation ofTeaching aids.

. erfft-o 3$r<r orfuqcTi di t s.d{ {rrr d e'r{rfa-f, faroi or fufiq Vq M d Usa tn r

o Development ol self-instnrctional material on any one topic of Economics.

References:

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o ftla. frisr ecg (2006) 3r?-tyrg, ftre{or {.ff.rs qffin sftdrt{r sfuq .{ ffio ftie trqqrd (rsgg) 3rrfcrna Prelq err.ma.go fuT i-ra

o qfiIft Xi-r{{Tilt{ (zorr) orelwrra ftre+q errqra qfu-g{J 3lrq{r

r q6fr1 \sd. Tfi-{fi €rqxq orriyrtrd Rra"r d eftni {Ln qihr{f{ {fur srFrl

. sI. qqfl i< (zoro) GTstcns frrerq c.fi.cs. cmii ondrts]r <Rflrrq T$ ffio riis olrq-ff tqn (2006) srQiyrr, Rreror dr+d go ffi n-{d

. {EI fr oficr kooz). oldrlrg frteilr {TEn uiFIyl=I qkq G1lrl{t

o Gupta, Rainu, saxsana, R.G. (2003) Teaching of Economics Jagdamba Book Centra. New Delhi

. Aggarwal J.C. (2007) Teaching of Economics; A Practical Approach, Vinod Pustak Mandir,Agra.

Dr. Vivek BapatJiwaii University Gwalior-8. ED- M ED.{lntesrated) Cuniculum

Dr. Yinod Singh BhadoriaPaoe.4)

FIRST YEAR

SEMESTER-I

Course Code : T-3. 14 (Pedagogy oi Subject)

Course Name - Understanding Discipline of Social Science


Objectives: To enable the student teachers to:

o Understand the need for learning History, Geography, civics and Economics either as separatedisciplines or as an integrated discipline.

. Develop understanding ofthe nature, structure and scope of Social Sciences.

o Develop knowledge about the basic principles governing Social Science.

o Develop the teaching skill needed for teaching of Social Science.

. Acquire competency to prepare lesson plan for teaching Social Science.

. Equip the student trainees with the skills for teaching gifted and under average students.

o Know the methods and approaches for organizing Social Sciences curriculurn.

o Critically examine the Social Sciences syllabr"rs and develop skrlls to periodically modify andupdate the texlbooks.

Course: Contents \Unit-I: Social as an Area of Study

o Meaning, scope and irnportance ofsocial science in secondarv schools.

o Concept of social science and social studies.

o Philosophical, Theoretical and Psychological Basis ofsocial Science.

. Integration of Different Subjects of Social Sciences - History Civics, Economics, ceography andSociology.

o Objectives and values ofteaching social science in sccondary schools.

o Behavioural objectives: Meaning and importancc of behavioural objectives, stcps for prepa'ngbehavioural objectives for teaching of social science.

Unit-II: Content organization in Social Science

. Content analysis ofclass VI to X So. Science Books.

. Conlent Strucrure - Dilferent views.

Unit-III: Co-curricular Activities and Text bookso curriculum: Meaning importance and principres of designing a good curricurum for social

science.o Co-curricular activities: Meaning, importance of co-curricular activities, role and organization of

the following in teaching of social science.o Text-Books: Meaning and importance of rext-Books in teaching of Social Scie,ce. Role of

Iibrary and reference books in teaching ofsocial science.

Dr. Viyek BapatJiwaji University Cwalior-B. ED- M ED.(tnlegrated) Curiculum


Jiwaii Univ€rsiw Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-20?


Unit-IV: Methods and Techniques

. Methods: Lecture method Lecture cum discussion method discussion method, problerr solvingmethod, project method, source method, field method, value inculcation method.

. Techniques: Skills ofquestioning, Dramatisation role playing story telling.

. Aids-Audio-Visual aids and Electronic media rn teaching social science. Preparation of Low CostTeaching Aids.

Unit-V: Microteaching, Lesson planning and Evauatlon

o Microteaching: Concept, components and preparation of any nricroteaching lesson plans fordeveloping the skills.

. Lesson Planning: Meaning and importance of lesson plan, steps for preparing )esson plans forteaching social science using.

o Evaluation: Meaning need and objectives of evaluation in social science formative and summativeeva luation. evalua tion techniques.

Internal Assessment:

a) Attendance - 05 marks

b) Two Tests - l0 marks

c) One Assignment - 05 marks

Every student will be required to write one assignment on any one ofthe following topic or any otherrelated topic not included in the concerned paper to be prepared within ten pages:

. Factors affecting lndian Society

. History of freedom movement.

o Major issues facing lndian today.

References:

l. Agrawal, J.C. Teaching of Social Studies, New Delhi : Vikas Publishing House

2. Bhattacharya, S., and Darji, D.R. (1966) Teaching of Social Studies in Indian Schools, Baroda:Acharya Book Depot.

3.

5.

6.

George, A.M. and Madan, A., Teaching Social Sciencc in School NCERT's new text bookinitiative, New Delhi : Sage Publications India Pvt. Ltd.

Greene, H.A., Joygessen, A.N., and Garberi, J.R: (1959). Measurement and Evaluation in thesecondary school. New York: Mongmams, Creen and Co.

Bining A.C. and Bining, D.H. (1952): Teaching the social studies in secondary school, McGrawHill Book Company New York.

Dhamija, Neelam (1993): Multimedia Approaches in Teaching Social Studies, Harmen publishingHouse. New Delhi.

NCERT (1988) : Guidelines and syllabi for secondary stage (class lX, X), NCERT. New Delhi.

Rubela, S.P. & Khan, R.S. Samajik Vigyan Shikshan, Lata Open University, BE-5.

Clar( L.H, Stare, I.S. (1982): Secondary School Teaching Methods, University Tutorial press.

London.

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Dr, Vivek BapatJiwaji University Gwalior,B. ED- M ED.(lntegmted) CulTiculum


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Jiwaii Universitv Gwalior- B. ED-M. ED. flntcqrated) Curriculum-2020-2031

FIRST YEAR

SEMESTER I

Course Code : T-3.15 (Pedagogy of Subject)

Course Name - Understanding Discipline of Commerce

Max. Marks - 50Extemal Marks - 40Internal Marks - 10

Objectives:

l. To introduce student teachers with the methodology of teaching used in teaching of Commerce inschools.

2. To make student teachers aware of the values of Commerce and the relatior.rship of Commercewith other subjects.

To encourage student teachers to use a wider range of teaching techniques in order to enable themto plan their lesions in teaching of Commerce.

To acquaint student teachers with the role of teaching aids, textbook, homework, libraries incommerce.

To equip student teachers with the curriculutn.

Course Content:

Unit-I:

l. Meaning nature, scope and concept of Commerce.

2. Place ofCommerce in secondary school curriculum and its critical appraisal.

3. Commerce and its relationship with other Social Sciences.

Unit-II:

1. Different methods of teaching Commerce, uses and critical analysis.

(a) Lecturc Method

(b) Discussion Method

(c) Problem-Solving Method

(d) Project Method

(e) Survey Method

(11 Demonstration Method

2. Commerce Text-book and Supplementary Materials.

Techniques of teaching Commerce subject: Questioning - Answering, Assignment, Observation,Explanation and Illustration.

^f\\U->-Dr. Vivek Bapat

Jiwaji University Gwalior-8. ED- M ED.(lntegrated) C!rriculun


Unit-III:

l. Analysis and Discussion on Skills ofteaching Commerce (practice for developing at least 5 micro

3.

skills).

(a) Skill of introducing the lcsson

(b) Skill of questioning

(c) Skill of explanation

(d) Skill of stirnulus variation

(e) Skill ofblack board writing

Lesson planning in comrnerce, Meaning, Need and Importance construction ofcomposite LessonPlan. Lesson Plan according to Active Leaming Strategies.

Development and utilization of teaching aids (Projects, Non-projected and performing arts)required for Commerce programme.

Unit - IV1. Qualification, Qualities and Professional growth ofCommerce Teacher.

2. Role of Co-curricular activities in Commerce.

3. Types and Techniques ofEvaluation.

Practicals:

l. Evaluation ofCornrnelce text-book at Secondary level.

2 Writing objectives and specifications on any one topic fiom Commerce and Discussions amongstthe group regarding decision making while selecting objectives and difficulties faced.

a

Reference:

. Agarwal J.C (2004) Teaching of Commerce;House.

A Practical approach New Delhi, Vikas Public

Natraj S. (2006) Learning of teach, V.V. Nagar.C\/Ir4

Tewari S.A. (2005) commerce Education in the Global era Delhi, Dclhi Adhyan publication.

Tomar S. (2005) Teaching of Commerce Agra, Vinod pustak Mandir.

venkat E.T. (2004) Method of reaching of Commerce, New-Delhi, Discovery public House.

Jiwaji University Gwalior-8. ED- M ED.(tntegrared) Curicutum

Dr, Vinod Singh BhadoriaPase 46

FIRST YEAR

SEMESTER-TI

Course Code : T-4 (Leamer Studies)

Course Name - Sociology of Education


Objectives:

. To enable the students to understand the sociological perspective in educatjon.

. To equip sfudents with the basic terms and concepts of the subject of sociology of education.

o To make students aware about the relationship of society, economy! polity/politics , religion andculture and education.

. To help students appreciate the role of agencies like family, community, politics and economy ineducation/schools in India.

o To make sensitive the students about the ramifications of the constitutional ideal of protectivediscrimination and social justice for education.

o To enable the students to understand the impact of education on social change and mobility.

Content:

Unit-I: lntroduction

o Definition and scope of Sociology ofEducation

o Interrelationship between sociology and education

. Conceptualizing Education: Society, Culture, Socialization and Education

o Education as a Social Institutioq its Historical Evolution and Contemporary Foms.

Unit-ll: Sociological Perspectives in f, ducation :

o Meaning, Nature, scope and Approaches to Sociology as well as its Relationship with Education

o Theoretical perspectives on education as a social system: Structural-Functional School, ConflictSchool, Symbolic lnteractionism (special reference to Emile Durkhiem, John Dewey K.Mannheim, Karl Marx and T. Parsons)

o Status and Development ofsociology ofEducation in the West and rn India.

o Researches in Sociology of education in India.

Unit-III: Agencies of Education in India

o Education and the Family, Education and the community, concept ofthe community schools.

o Politics and Education; Economy and Education.

Dr. Yivek BapatJiwaji University cwalior-8. FtD- M ED.(tnregBred) Cunicutum




Unit-IV: Education and Social Processes

o Education and Social Stratification

o Moderrrization and Social Processes

o Education and Social Change

. Education and Social Mobilitv

Unit-V: Protective Discrimination and Education

. Constitutional ideals- Social equity and equality of educational opportunities - Addressingeducation deprivation of SC/ST/OBC/women/ Rural po p ulat ion.

Ac tivities:

o Review ofany original work ofa sociologist.

o Survey of educational status in a particular community or village.

. Identifying trends in research in sociology ofeducation.

References:

l. Anderson, w.A. and Parker, F.B.: society-lts organisation and operation. Ne w Delhi: AffiliatedEast West Press Prt. Ltd.0: 1966

2. Bell Roberl R. (Ed.): The Sociologv ofEducation; A Source Book. Dossey press, Haramood,Illinois, 1962.

3. Bernbanum, Gerald: Know ledge and ldeology in Soc iology of Education. London: McMillanPress, I977.

4. Blackledge, David and Hunt Barry: Sociological Interpretations ofEducation. London: CroomHelnr, 1985

5. Brown, F.J.: Educational Sociology New york: premice Hall Inc. 1961.

6. Bruner, J.S.: The Process ofEducation. Delhi: Atmaram and Sons, 1964.

7. cook, L. A. and cool,.E.E.A.: sociologicar Approach to Education. New york: McGraw H r.1960.

8. Gore, Desai and chitnis (Eds.): papers in the sociology of Education in Inclia . New Delhi:NCERT, I967.

9. Mannheim, K. and Steward, w.A.C.: Ar Introduction to Sociology of Education London:Routledge and Kegam Paul, 1962

10. Ottaway, K.C.: Education and Socrety london: Routled ge and Kegam pau l, t955

ll. Parsons, T.: The Social System. New york: Free press, 1951.

12. Ruhela, S.P. (Ed.): Social Development ofEducability in India. Delhi: Jarn Brothers. 1969

13. Burgess: Sociology, Education and Schools: An Introduction to the Sociology of Education.London B.T. Bastford Ltd., 1986 .

14. Shukla, S. and Kumar, K. (Eds.): Sociologrcal prspectives in Educ:ition: A Reader Derh:Chanakya Publications, I 985

15. Singh Yogendra : Social Stratification and Change in India New

Jiwaii UniversilvCwaliorB FD- M FD lrnrco,Dr. Vinod Singh Bhadoria

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FIRST YEAR

SEMESTER.II


Course Name - Assesment of Learning


0bjectives:

. Toacquaint students about various concerns and rnethods ofpsychology

. To develop insight into various theories of learning.

. To acquaint studen ts with the theories ofpersonality.

o To familiarize students with adjustment and rlental health.

o To develop an understanding to theories of personality and its Assessment.

Content;Unit-I: Psychological Orientation to Education. Concerns ofEduca tion Psychology.

o The methods used in educational psychology

Unit-Il: Human Development and Its Theories. Concept and aspects ofHuman development, lmplications for teaching learning process.

. Stages of Human development.

o Development task theory

o Cognitive development theory

o Moral development theory

o Language development theories- Behaviouristic, Nativist and Interaction ist

Unit-III: Theoretical Approaches to Learning

o Bandura's Social Learning, Cognitive and Social cognitive Theories

o Constructivist Theories ofBruner and Vygotsky

. Experienrial learning of Kolb

o Information processing ofNorman. Hull 's reinforcement theory, Toiman's theory of learning andLevin's field theory.

Unit-IV: P€rsonality Theories

o Concept, natpre, dynamics and structure ofpersonality.o Theories of personality- Psychoanalytical (Classical and Neo-Freudian), Humanistic (Roger and

Maslow), Biological and Genetic (Eysenck) Trair Theory (Allport), Big Five Factor Theory.Personality Traits by Carl Jung. Type Theories: Galen Kretchmer, Sheldon, Spranger TraitTheories Allport, Cattell, Eysenck and Educational Implcations of these Theories.

Dr. Vivek BapatJiwaji Univercity Gwalior-B- ED- M ED.(lnregrated) Cun.icutum


. Assessment of Personality: Different methods of assessment, difficulties in asscssment. Traitapproach, Holistic approach and projective techniques. Rorschach Inkblot Test, ThematicApperception Test (TAT), Picture Completion Tests, Different standardized tests and inventories

Unit-V: Mental Health and Hygiene

o Concept of Adjustrrent and Mental Health, characteristics ofa mentally healthy person, schooland classroom practices for enhancing adjustment and mental health arnong the students.

o Mechanisms of adjustment, its positive and negative effects, t)?es ofadjustrnent problems amongstudents.

. Frustration, Conflict, and anxiety- meaning and management.

Activities:

The Students would perform Experiments and Tests Related to:

I . Adjustment

2. Personality

3. CognitiveDevelopment

4. Transfer of Learning

5. Creativity

References:

l. Allport, G. W.: Personality. New York: Half, Rinehart and Winston, t937.

2 Arkoff, Abe: Adjustment and Mental Health New York: McGraw Hill book Company, 196g.

3. Asubel, D.P: Educational Psycholy, A Cognitive View New york: Holt, Rinehart and Winston,1968.

4. Boring, E. G.: A History of Experimental Psychology Bombay: The Times of India press,l969.

5. Brown, C. W-and Ghise lli , E.E.: Scientific Method in psychology. N.y.: McGraw Holt Co,Inc,195l.

6. Cattell, R.B .: Description and Measurement of Pcsonality yonkers: Word Book Company, 1946 .

7. chauhan, S.S.: Advanced Educational Psychology. New Delhi: Vikas publishing House pvt. Ltd.,1998.

8. Dandpani, S.: A Textbook of Advanced Educational Psychology, New Delhi: Anmol pvt. Ltd..2000

Dash, M .: Educational Psychology New Delhi, l99l Flaherty, Charles, E. et al.: Lcaming andMemory, Chicago: Rand, McNally College Publishing Conpany, 1977

Frestner, C. B. & Skinner, B.F.: Schedules of Reinforcement New york: AppletonCentury-Crofts,l957

11. Game, R.M.: The conditions of Leaning. New York : Holt Rine hart and Winston, 1965

12. Guilford, J. P. and Hoepfner, R: The Analysis of Intelligence. New Delhi: McGraw Hill Book Co,l97 t

13. Guilford, J. P.: The Nature of Human Intelligence. New York: McGraw hill Book Co,l937

14. Guthrie, E. R.:The Psychology of Leaming. New York: Harper. 1935

15. Hilgard E. R. and Marquis, D. G.: Conditioning and Learning. New york: Appleton Cenfury,l940

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(tntegraled) Curriculum

9.

10.



FIRST YEAR

SEMESTER-II


Course Name - Futurology of Education

Max. Marks - 100

External Marks - 80Internal Marks - 20

Objectives:

. To acquaint students with the significance ofthe study ofFutures in general and Futurology in parlicular.

o To develop the knowlcdge and skills of students for Forecasting Futues of Education through methods andtechniques.

. To develop critical thinkiug of students about the problem and prospects ofschool education in future.

Content:

Unit-I: Concept of future and Fuhre studies; Needs, Scope and Signihcance ofFutures Studies in General.

Unit-ll: Concepts of Futurology in Education and Futuristic Education. Needs and relevance of study offuturology in Education at Teacher Education stage and School stage.

Unit-III: Parameters of Forecasting Educational Futures. Different methods of Futures Studies: simplc TrendExtrapolation, Brain Storming. Delphi, Future Wheel, Role Playing, and Scenario Wliting.

UnihIV: Futures of Educational S)stem: Library, Classroom, Methods, Media and Teaching Aids, Textbooks.Examination System, Futures School Teachers and Students.

Unit-V: Futures of Primary and Secondary Education in the Context ofSocial and Technological Change.

Activity:. Group Activity (ONE): Development ofScenario on any one area ofEducation as specified in Units 4 and 5

using the activities specified in unit 3.

. Individual Activity (ONE):

l. Designing futuristic course content of own subject at school level on the basis ofstudy ofLiterature.

2. Writing Scenario of Future of Students/ Teachers/School/ Environment/ Library/ Teaching Aids/Textbooks; etc. using Future Wheel Exercise.

3. Using Future Wheel Exercise.

References:

l. Ekisirh Sade ke Liya Shiksha. Palash, Madhya Pradesh Shishak Prashikshan Manda!, Bhopal. Jan., 1990.

2. NIEPA Report: Education in the 2001 New Delhi, 1986.

3. Passi, B.K. and Sahoo, P.K.: Future Studies National Psychological Corporation, Agra, l99l .

4. Reddy, N.: Problems ofFuturology Sterling Publishing Co., New Delhi, 1985.

5. Sapra, C.L., and Dadauz, S.S.: Education ofthe Fuhrre Management Challenges National Book, New Delhi,1986.

6. Seth, S.C.: lndia- The Next 7000 days Wiley Eastem Ltd.; NewDelhi, 1986

7, Seth, S.C.: Futwe Scan and anticipatory Management Centre for Anticipatory Management, New Delhi

Dr. Vivek BapatJiwaji University Gwalior-B. ED- M ED.(lntegrated) Curr'culum


B.Ed.-M.Ed. INTEGRATED PROGRAMMESECOND YEAR

SEMESTER-III


Course Name - Teacher Education - IMax. Marks - 100


Objectives:

. To acquaint students with the pre-service and in-service Teacher Education in India.

o To familiarize students with the evolution ofTeacher Education in India.

o To make students understand the nature and perspectives ofthe Teacher Education.

o To develop an understanding ofneeds and problems ofTeacher Education .

o To develop an understanding of different modalities oftransacting Teacher Education curricuium.

Contents:

Unit-l: Genesis of Teacher Education

Evolution and development of reacher Education in India, before and after. independenoe,Recommendations ofvarious commissions established after independence for Teacher Educition.

Unit-Il: Pre-Service Teacher Education

Teacher Education: Concept & objectives of Teacher Education at secondar.y level. Curriculum ofTeacher Education at different levels.

Different phases of reacher Education: Pre-Sewice Teacher Education- concept, objectives,Different agencies of pre-service education, Induction-concept, objectives and chir.acter.istics ofeffective induction programs

Unit-III: In-Service Teacher Education

ln-Service Teacher Education- concept objectives different agencies of in-service education, Differenttechniques for providing in-service education such as seminars, symposium, panel discussion, groupdiscussion, quiz etc.

Different models of in-service education, winter schools, summer school, short term programs.

Unit-IV: Perspectives on Teacher Education

(a) Nature of teacher education as a profession, as a supervision, as administration, as counseling, ascurriculum development, as science, as clinical interaction and as teacher development.

(b) Competency based teacher education,

(c) Accountability in leacher education

Jiwaji University Cwalior-B. ED- M ED.(tntegrared) Cuniculum


Unit-V: Problems Of Teacher Education

Changing needs and problems of teacher education- teacher education and practicing schools,

freparing teachers for special schools, Isolation of teacher education institutions fiom schools and

tfi is working at different levels, commercialization of teacher education- low social esteem ofteaching profession, Role of professional associations.

Activity (Any Two)

o To develop check list ofcompeteucy based teacher-education.

. To prepare a list for accountability ofteachers.

o To evaluate/survey the curriculum ofteachers h'aining program.

o To evaluate/survey the innovative programs ofteacher education.

References:

. Ali, L.: Teacher Education. New Delhi: APH Publishing Corporation, 2012

. chatterii and Desuja, A.: Training for Teacher in India and England New Delhi: orient Longman,

1959

o Chaurasia, G.: New Era in Teacher-Education New Delhi: Sterling Publishers Pfi. Ltd., 1967'

o Dunkin, M. J. (Ed.): The lnterna tional Encyc 1o pedia of Te ac hing and Teacher Education

Oxford: Pergamon, I 985.

o Gage, N. L (Ed.): Handbook of Research on Teaching. Chicago: Rand McNally and Co., 1967

. Gupta , A.K.: Teacher Education: Curiculum and plospects. New Dethi : Sterling Publishing

Private Ltd., 1984

. Mc Nergney, R. F. and carrier. c.A.: Teacher Development, New York; McMillan Publishing

Co.. l98lo Miman, J. (Ed.): Handbook of Teacher Evaluatinn. London: Sage Publications, 1981

. Mohan, R.:Teacher Education. New Delhi: PHI Learning Private Limited, 20llo Mukerjee, S. N. (Ed.): Education of Teachers in India (Vol. I & II) . Delhi: S. Chand and Co,

1968

o NCERT: Nationat-C uriculum Framework New Delhi: NCERT, 2005. C

o NCTE: Curriculum Framework for Teacher Education New Delhi: NCTE, 1998

o NCTE; Policy Perspectives in Teacher Education. New Delhi ; NCTE, J998

o Nikose; R. L: Teacher Education -lssues & Challenges New Delhi: APH Publishing Corporation,

2012o Pal. H. R. & Passi, B. K.: Ctas s room Interaction. Agra: Har Prasad Bhargava Publication

. Shukla, R. S.: Emerging Trends in Teacher Education. New Delhi: Sterling, 1984

. Pal, H. R.:Curriculum- Yesterday, Today & Tomorow Shipra Publisher, New, Delhi, 2006.

o Pal, H. R.: Methodologies of Teaching & Training in Higher Education(Hind i) Delhi: Hindi

Madhyam Karyanvay Nideshalaya. Delhi University, 2004

. Panda, B. N. and Tiwari, A. D.: Teacher Education New Delhi: APH Publishing Corporation,

1997

. Singh,L.C.: Experimentation and Innovation in Schools: A Hand book. New Delhi: NCERT, 1979

. S ingh, L. C.: Teacher Education in India- A Resource Book. New Delhi: NCERT' 1990

. Smith, B. 0 .: Research in Teacher Education : Symposium. New Jersey: Prentice Hall Inc.. 1971

. Rusk, R.R. The Philosophical Bases ofEducation, Lor.rdon, University of London Press Ltd, 1928

. Rusk, R.R. and Scot, The Macmillaness Ltd. 1979

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Dr. ViYek BapatJiwaji University Cwalior-B. ED- M ED.(lntegEted) Cuniculum


SECOND YEAR

SEMESTER-III


Course Name - Introduction to Research Methodology

Max. Marks - 100


Objectives:

o To make students aware of importance and need ofresearch in education.

o To make them Familiar with the nature ofresearch in education.

o To impart them concepts of Scientific Method, Scientific Inquiry , Paradigrn, Theory and theirimplications for educational research.

o To help students to understand the characteristics of positivist and non-positivist researchparadigms as they apply to educational research.

o To make students learn the reasoning and its use in educational research.

. To train students in selecting the suitable problem.

. To make students familiarize with the steps of research proposal and train thern in formulatingresearch proposal.

Content

UNIT-I: Scientific Method - Educational Research

a) Definition, Characteristics, Steps, Types: Basic/ Fundamental Research, Applied Research &Action Research.

Meaning and Definition of Qualitative and Quaititative Research.

Variable - Definition, Types: Independent and Dependent, Continuous and Discontinuous,Intervening and Concomitant.

Unit-Il: Formulation of Research Problem

a) Criteria and sources for identifying the research problem.

b) Characteristics ofa good research problem.

c) Reviewing Literature and Writing the rationale for any research problem based on review.

d) Selling objectives ofthe study: primary, secondary and concomitant

Unit-III: Hypothesis

a) Definition, Characteristics, Statement of the H)?othesis.

b) Types: Research Hypothesis, Statistical Hlpothesis Q.Jull and Directional) and OperationalHypothesis.

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c)

Dr. Vivek BapatJiwaji UrliveNity Cwalior-8. ED- M ED.(lntegralcd) Cuniculrrm


Jiwaii Univ€rsitv Gwauor- B. ED-M. ED. (Intesrated) Curriculum-2020-203


Unit-IV: Population, Sample and Research Design

Definition of Population and Sample Importance of Sampling

a) Sampling Techniqucs: Purposive Sarnpling, Systematic Sampling, Random Sampling, ShatifiedSampling, Cluster Sampling and Multi-Stage, Sampling:

b) Size of Sample, Sample Error and Avoidance of Sampling Bias.

c) Research Design: Concept ofExperimental Dsign

Unit-V: Research Proposal Writing

a) Formats, style and essential elernents ofresearch -proposal.

b) Writing References in research Proposal

Activities: Writing abstracts of Any Two Dissertations

o Evaluation oftwo dissertations on the basis of Title, objectives, hlpothests, Design and Samplingtechniques.

o Review ofa qualitative/ quantitative research study.

o Solutio n of UGC-NET question papers on prescribed contents.

References:

o Ary, D., Jacobs, L.C. and Razanch, Asghan, Introduction to Research in Education. New york:Holt Rinehart, 1972. .

. Best, J.W.: Research in Education. New Delhi: Prentice Hall of India P\4. Ltd.

o Buch, M.B. (Ed.): A Survey of Research in Education in lndia. Baroda: Centre of Advance Studyin Education, M. S. University ofBaroda, 1974.

Buch, M.B. (Ed.): Second Survey of Research in Education (1912 -19't8) Baroda: Society forEducational Research and Devlopment, 1979.

Buch, M.B. (Ed.): Third Survey of Research in Education (1978- 1983) New Delhi: NCERT,1986.

o Ebel, R. L.: A Guide to Educational Research Boston: Allyan and Bacer lnc., 1965.

. Fox, D.J.:The Research Process in Education. New York: Holi Rinchart and Winston Inc.. 1969

o Furlong, Nancy E. and Others: Research Methods and Statistics an Integrated Approach. FortWorth: Harcourt College Publishers, 2000.

. Gay, L.R.: Educational Research - Competencies for Analysis and Application. New Jerscy:Prentice - Hall, Inc., 1996.

o Gage, N.L.: Handbook ofRescarch on Teaching Chicago: Rand McNelly and Co., 1963.

. Ghosh, B. B.: Scientific Method and Social Research. New Dclhi: Sterling Publishers Pvt. Ltd.,1982.

. Good; C.V,: Essentia I of Educational : Methodology and Design New york: Appleton CenturyCrofts. I 941.

--;r---*J!!i|,.rd**=Dr. Vivek Bapat

Jiwaii University Gwalior-8. ED- M ED.(lntegmred) Cunicutum


SECOND YEAR

SEMESTER-III

Course Code : T-9. I (Leamer Studies)(Specialization Course)

Course Name - Comparative Education


Unit-I: Understanding Cornparative Education

o Meaning, Origin and Scope ofComparative Education

o Comparative Education and Intemational Studies

. Factors Affecting National Systems of Education

. Approaches to compare

o ative Education

Unit-Il: Educational Scenario: Indian Context. Overview ofthe Major Educational Development in lndia

o Sffucture and Organization in Education in lndia

o Educational Policy-Oriented Organization in India.

o Future Development o lndian Education

Unit-III: Education in Selected Countries

o Overview ofSchool Education, Higher Education and Teacher Training System in UK. Overview of School Education, Higher Education and Teacher Training System in USA

. Overview of School Education and Technology Education in Japan

o Overview of School Education and Teacher Education in China

. Implications for Education in India

Unit-IV: International Agencies and Organizations: Roles and Functions

o Polity-OrientedlnternationalAgenciesofEducationo Country Specific International Agencies

o Internationa I Academic Organizarions

o Role oflnternational Organizations in Educational Solutions ofProblern

Unit-V: Methods in Comparative Education(a) Description (b) Interpretation (c) Juxtaposition (d) Comparison

Suggested Readings;A textbook of Comparative Education: Philosophy, pattems and problems of national systems: (UK. USA,USSR, INDIA), T.S Sodhi, ISBN-13: 978-0706922257.

Aggarwal and Biswas: Comparative Education Arya Book Depot, Delhi. Altbach, P.G.Trends in ComparativeEducation. ln: Comparative Education. Review, 35(3)

Bereday, George Z. F. Comparative method in education. New York. Holt, 1964. Reinhart & Winston, 1964.

r-*.-*-**.r-f}.:*Dr. Vivek Bapat

Jiwaj i University CwalioFB. FID- M ED.(lnleCrated) Curiculunr


Jiwaii Universitv Gwalior- B. ED-M.ED. (tnteerate


SECOND YEAR

SEMESTER-III

Course Code : T-9.2 (Leamer Studies) (Specialization Course)

Course Name - Educational Technology

Max. Marks - 100

Extemal arks - 80lnternal Marks - 20

Unit-I: Introduction of Educational Technologyo Concept and Scope ofEducational Technologyo ET: Historical Developmenr

o ET for Teaching leaming and Evaluation

o Training Technology

Unit-Il: lnstructional Designo Models ofteaching-Io Models of teaching-ll

. Instructional Design Process

. Instructional Design lor Training

Unit-III: Applications of Educational Technologyo Formal Systern

. Open Leaning system

o Teacher Empowerment

Unit-IV: Development of Teaching Learning Materialso Self-Learning Materials and their Use

o Audio and Video Materials and their Use

. Interactive Multimedia Materials and their Use

Unit-V: Agencies, Policies and the Future ofEducational Technologyo National Policies and Agencies

o Networking

r International Trends

o Future'ofET in lndia

Reference:

o Allen Dwight and Kevin, Ryan (1969) Micro Teaching, Addison Wesley Pub Co. Londono Austin, F.M. (1961) Art of Questioning in the Classroom, University of London Press Ltd.

London

Barle Davide (1960) The Process of Comrnunication, Holt, New Yor.k.

Bhatta B.D. and Sharma, S.R. (1992) Educational Technology - concept and techniques,Kanishka Pub House, New Delhi.

- ----,*- -**-'+f^!:1*Dr. Vivek Bapat

Jiwaji UniveNity Cwalior-8. ED- M ED.(lntegrated) CLrlTicutum


Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-202J


SECOND YEAR

SEMESTER-TII

Course Code : T-9.3 (Learner Studies) (Specialization Course)

Course Name - Environmental Education

Max. Marks - 100

Extelnal Marks - 80Internal Marks - 20

Objectives: At the end of the course the shldenr teachers will be able

o To understand the causes for environmental hazards and pollution.

o To make student teachers understand about the concept importance, scope and airrs ofenvironmental education.

. To acquaint the students will be possible environmental hazards enabling them to combat with thenegative effects of the prograrnmes of environmental erosion and pollution at various stages ofeducation.

. To orient student teachers with various compentes of environmental for preparing a curriculumfor environmental education.

o To enable the students teacher to develop various strategies for realizing the objectives ofenvironmental education.

o To understand the need for remedial ways protect the environmental in daily life and itsapplications.

To acquire knowledge of environmental issues and polices in lndia.

To acquire knowledge ofthe tools and techniques for environmental education.

Unit-I: Objective, Scope and Nature ofEnvironmental Education

. Meaning, definition and characteristics of environmental education content.

o lmportance, objectives, scope and guiding principles ofenvironmental education

. Factors of degradation of cnvironment adverse socio-economics impacts of degradation ofenvironment.

Unit-Il: Environmental Flazards

o Environmental pollution, physical air, water. noise, chemical.

o Extinction offlora and fauna, deforestation, soil erosion.

o Need for conservation, preservation and protection of rich envirnnmental heritage:

. Programme ofenvironmental education for primary, secondary and higher education institutions.

Unit-III: Features of Curriculum for Environmental Education

. Special nature ofcumiculum on environmental education.

o Concept of environmental and ecosystem.

. Nahrral system earth and biosphere abiotic and biotic con.lponents.

o Human systems, Human beings as a part of environment, human adaptations to environment,population and its eflect on environment resources:

r-.,-**t*.+{kpDr. Vivek Bapat

Jiwaji University Cwalior-8. ED- M ED.(lnteera!ed) Curriculum

Dr. Vinod Singh BhadoriaPase 5R

Jiwaii Universitv Gwalior- B. ED-M. ED. (Int€sratedt Curriculum-2020-203


Unit-IV: Environmental Education & Educational Technology

. Impact ofscience and technology on environment degradation oftesource.

o Role ofindividual in conservation ofnatural resource

o Role of Infomation technology in environmental and human health.

Unit-V: Methods and Approaches of Environmental Education:

o Strategies and approaches, treating environment education as a seprate subject, topical, units,integration and interdisciplinary approaches.

o Methods: Discussion, seminar, workshop, dialogue, problem, solving, field surveys, project and

exhibitions.

. Role of Media, print films and T.V.

Unit-Vl: International Efforts for Environmental Prot€ction

o The stockhalm conference 1972

. Brundtland.Commission 1983

o Nairobi conference 1982

o The Rio Swnmit-1992 the Rio Declaration at the earth character - Major achievements ofthe RioSummit

o Main features of the Rio Declaration Kyoto conference and part on Global Wanning 1997.

Activity:

l. Global and Environmental lssues Discussion class.

2. Study, any one ofthe environmental awareness programme conducted by state or NGO.

3. Survey the solid waste management techniques adopted by municipal corporation ofyoul localityconvering the aspects like solid wastes generation and characteristic, storage and collection andtreatment, processing and disposal.

4. Visit places of ecological importance (Botanical, Zoological, Safariparks or Jakes) of yourlocality.

5. Review ofslides or films related to environment.

Suggested Reference Books:

l. Sharma, R.A. (2008) Environmental education, Meerut : R. Lall Book Depot.

2. Reddy, P.K., & Reddy, N.D. (2001) Environmental Education Hyderabad Neelkamal Publication.

3. Bo'ard of Education Foundation (1999) Peace Education IINICEF NY LTNICEF.

4. Sharma, R.C. Environmental Education, Metropolitan Book Pvt. Ltd.

5. Sharma, P.D., Ecology and Environmental, Meerut; Rastogi Publication.

6. Sharma, R.C. & others, Sources book in Environmental Education for secondary school teachers.LINESCO Principal Regional Office for Asia and the Pacific Bangkok.

7. Desai, H.G., Effective methods ofTeaching as University Level, Rajkal, Sauroshtra University.

\@ , r ....-*-**-'tf-!:=

Dr. Vivek BapatJiwaji University Grvalior-8. ED- M ED.(lntegrated) Cu,riculum


SECOND YEAR

SEMESTER-III

Course Code : T-9.4 (Leamer StudiesxSpecialization course)

Course Name - Guidance & Counselling

Max. Marks - 100External Marks - 80Intemal Marks - 20

Objectives: To enable to teacher trainee

. To understand the concept of guidance and counselling.

o To access the strength and learning difficulties ofstudents.

o To sensitize student teacher to the problems faced by students in the conemporary world.

o To create an awareness of the working ofguidance centers.

o To provide guidance and counselling for school level students.

. To understand and apply the techniques ofguidance and counselling.

Unit-I: Introduction to Guidance and Counselling

. Meaning, nature, concept, fttnctions and principles ofguidance.

. Meaning, natllre, concept, function and theoties ofcounselling.

(a) Theory ofself(Rogers) (b) Theory ofRational Emotive Behavioural (Alber EIIis)

Need of guidance and counselling for str.tdents.

Unit-Il: Types ofGuidance and Counselling

. Types ofGuidance: (a) Educational (b) Vocational (c) personal

Meaning and need at secondary and higher secondary level.

. T)?es ofCounselling: (a) Directive (b) Non directive (c) Elective

Meaning and need for students.

o Guidance and counselling for CWSN (Children and with special need), Children with disobilities,disadvantage group children.

Unit-III: Tools & Techniques in Guidance & Counselling

. Techniques ofguidance and counselling.

. Test-Aptitude, Attitude, Interest, Achievement, personality, Ie, Ee, Mentalabiiity.

. Techliques: Questionnaire, Interview, Schedule, Case Study, Daily Diary and Autobiography,Career talk, pupil appraisal.

Unit-IV: Vocational Deyelopm€nt

Dr. Vivek BapatJiwaji Univercity Gwatior,B. ED- M ED.(lnregrated) a.u cutum


Jiwaii University Gwalior- B. ED-M. ED. (Intesrated) Curriculu m-2020-208

o Skill in counselling (Listening, Questioning, Responding, Communicating etc.).

o Career counselling, Dissemination of occupational information.

o Career Awareness skills career decision skill - selection ofschool subject. futwe training courses

and career, career pattems

Unit-V: Contemporary Issues

. Role ofteacher as counseller with professional ethics.

. Dealing with depression and academic stress ofstudent.

o Guidance implication in current lndian context Education and guidance individual difference andguidance parents guidance and counselling guidance cell in school.

ActiYity:

o Development ofany one test or technique itern.

o Collection of newspaper cutting of news related to student who achieved better in difficultconditions.

- . Make a repoft on academic stress ofstudent.

o Organize a guidance workshop for 10th class student on selection of school subject for futurecareer or any related theme and make a reporl. (Student teacher prepare any one fol their internalexam)

Suggested Activlties:

. Plojects on Women's Issues.

. Visits to places ofsignificance Rural schools, Voluntary and Govemment Organization ect.

References:

. Aggarwal, J y: Philosophical and Sociological Bases of Education.

. Aggarwal . C.: Theory and Principles ofEducation.

. Anan, C. L.: The Teacher and Education Emerging Indian_Society.

o Batia & Narang: Philosophical and Sociological Bases ofEducation.

. Gupta, S.: Education in Emering India.

. Mufty, S .K.: Philosophic and Sociological Base of Education.

o Dutta, S.: Teacher Education in the Emerging Indian Society.

o Mathur, S .: A Sociological Appach to Indian Education.

o Ram Ahuja: Social Problem an India.

o Singh, Y. M.: Sociological Foundations ofEducation.

\b+2Dr. Vivek Bapat

Jiwaji University Cwalior-8. ED- M ED.(lntegmled) Cuniculum


Jiwaii Uniyersity Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202,

SECOND YEAR

SEMESTER.IV

Course Code : T- 10 (Learner Studies)

Course Name - Psychology of Learning & Development


Objectives:

o To develop an understanding ofthe nature, concept and factors affecting Learning

o To develop an understanding of the processes of Learning tll'ough various theoreticalperspectives..

. To acquaint the learners with the concept and process ofGroup

o To evolve effective strategies for creating a conducive socio-emotional climate in the classroom.

o To gain an insight into the mental processes though Psychological Experimentation.

Unit-I: Learning

(a) (i) Concept of Ltaming: Meaning, Definition & characteristics

(ii) Process / Steps oflearning.

(iii) Typical Leaming Curve with EducationaI Implications.

(b) Factors affecting Learning:

(i) Maturation: Concept & Educational Implications.

(ii) Attention: Concept Types & Educational Implications.

(iii) Motivation: Concept and Theories (Maslow's Theory of Sclf- Actualization)

Unit-II: Theories of Learning

(a) Concept & Educational Implications ofBtbaviorist Theories .with reference to Pavlov & Skinner.

(b) Cognitive Theory: Ausubells Theory of Meaningful Verbal Iearning.

(c) Social Learning Theory: Vygotsky's Social Development Theory.

Unit-III: Mental Processes of Learning (8 Lectures)

(a) Thinking Process: Concept & Tools.

(b) Types ofThinking: Divergent, Convergent, Reflective thinking

(c) Mental Processes:

(i) Memory: Concept; Tlpes & Strategies to llevdop Memory.

(ii) Forgetting: Narure, Causes.

(iii) hnagination: Meaning, Types and Educational Implications.

\k--s-Dr. Vivek Bapat

Jiwaji University Gwalior-B. ED- M ED.(lntegrated) Curiculunr



Unit-IV: Group Dynamics / Group Learning Strategies

(a) Meaning & Characteristics of a Social Group.

(b) Group Dynamics: Process and its Impoftance in Learning.

(c) Importance of developing Group Mind (Group Cohesiveness).

(d) Sociometry: Use and Importance.

(e) Psychological Perspectives: Constructivist Learning.

Unit-V: Experiments: With reference to Concept, Process/ Laws/ Types etc.

(a) Fatigue (b) Perception (c) Concept Formation (d) Association (e) Transfer of Learning

(e) Suggestion (Questions to be asked on Educational hnplications only)

Suggested Activities:

In addition to the above, students should cany out any two of the following activities and record theirobservations and findings in their Psychology Journal. A rublic may be attached to assist therecording of experiences.

o Prerform any one activity using Sociometry in a class and record the results to prepare a

Sociogram / Social. Distance Scale.

. Prepare a Lesson Plan based on Constructivist Leaming.

References:

1. Agarwal. J.C- Essentials of Edr.rcational Psychology, Vikas Publishing House Prd Ltd,l995

2. Bhatnagar Stiresh & Sanna Anamika - Advanced Educational Psychology, R Lall Book DepotMeerut, 2007.

3. Ehatoagar , R P.- Educational Psychology, Meenakshi Publictions Kanpur

4. Cascio, Wayne F. & Aguinis Hennao - Applied Psychology in Human Resourcc Management -Prentice-Hall of India, New Delhi.

5. Charles Skinner - Educational Psychology.

6. Chauhan,S. S-Advanced Educational Psychology, Vikas Publication House, N.D.1990

7. Crow L.D and Crow A "Educational Psychology"

8. Dash, RN & Dash,N- A Textbook of Educational Psycltology.

9. Dr. Tiwari,G J; Dr.Roma Pal - Experimental Psychology- A Dynamic Approach, Vinod PuslakMandir

10. E.G. Parameswaran & K. Ravichandra- Experimental Psychology. G

11. Guy Lefrancois - Psychology for Teaching.

12. Hergenhaha, B. R. & Olson, Matthew H. - Ar Introduction to Theories of Learning Prentice-Hallof India, New Delhi.

13. J. S. Walia - Foundations ofEducational Psychology.

14. Kenneth T. Henson, Ben F. Ella - Educational Psychology for Effective Teaching.

I 5. Lahey, Benjamin- Psychology- An Introduction (Sixth Edition), Tam McGraw Hill Publ.

Dr. Vivek BapatJiwaji University Cwalior-B. ED- M ED.(lntegmted) CulYiculum


SECOND YEAR

SEMESTER-IV

Course Code : T-l I (Learner Studies)

Course Name - Educational Studies

Max. Marks - 100Extemal Marks - 80

Internal Marks- 20

Objectives:

This course will explore philosophical and sociological views on education, in order to enablestudent-teachers to develop their own perspective on nature of education and its role in social change.It will try to equip them with some conceptual and methodological tools to critically. p"amine tf,"i.own beliefs and those proposed by different thinkers or policy makers. Student-ieachers will beinvited to critically reflect on their belieis regarding education. and examine the role of historical andsocial factors, ideas and ideologies in shaping the aims and contours ofschool education.

Sociological perspectives helpus to understand how education facilitates these macro social processesand is.in turn impacted by them and also how people strive to use education to impact the diiection ofthese larger processes.

Objectives of the Course

o Reflecting on the meaning and purpose ofeducation tbr one selfand the society.o Understanding the diversity in aims of education and the framework to negotiate this diversityo Developing a framework to understand the work of educational thinkers and policy documentso Understanding the economic and political context ofthe emergence of modern education. Reflecting on the cr.itique of modern school education.

Unit-I: Determining Aims of Education

(a) Meaning of Education: Student teachers will be enabied to reflect on their own notions andexperiences of education and schooring to understand what it rneant to them. They *iii g", ."opporhrnity to discuss issues like the relation between Education and schooring, gar."lii, r".society (nation) and individual development; Education for skill buikling"anJ Jr".ipirgunderstanding and dispositions.

They will also reflect on social purpose attributed to education - who is considered educated, whydo parents want their children to be educated, what an educated person hopes to do, etc.

(b) Why do we need aims?

What sort offunctions do aims pelform in thinking about education? Articulating aims helps us todesign education in accordance with it and to frame curriculum and a scheme for assossment andever)'thing in between. But can 'aims' be articulated and fixed at the beginning unJ ,"n-,r;nconstant till-the end of the process of education or do airns also change and lvolve-ong with theexecution of the educational process?

(c) Negotiating multiple aims of education: Student teachers will be exposed ro the fact that therec-an be a great diversity in conceplion. of educarior_and rhe purpose of educarion. ernerging fronrdiverse_social and ideologicar srandpoinrs. They wirr reflect upon the methods or

"rurruinftt,"^,reconciling them, etc. In the process they wiI also discuss who shourd be .,r.,po*.reJ to'a."ia"

Jiwaji University cwalior-B. ED- M ED_(tntegrated) CurricutumDr. Vinod Singh Bhadoria

Pase 64


Jiwaii Universiw Gwalior- B, ED-M. ED. (Intcsrated) Curriculum-2020-204

aims of education, children, parents, community, body of teachers, professional educators,govemment, rnarket... or the process by which shared goals of education are formulated in a

democratic society. Some broad norms for education in a democratic and secular society whichstrives for equity andjustice will be worked out.

Unit-II: Understanding Educational Thinkers

A framework for studying the viewsof educational thinkers will be developed and applied to some ofthe important thinkers. This will be in the form of situating them in their socio- historical context andtheir larger philosophical perspective.

(a) Their critique ofcontemporary society (b) Their conception ofhuman nature and potential

(c) Their conception of individual and society (d) The role of education in realising these ideals

(e) Specific pedagogies for educating (f) Role of teacher

o Special focus will be on the following thinkers:

(a) MK Gandhi (b) Rabindranath Tagore,

(c) J Krishnamurti,

(e) John Dewey

(g) Giju Bhai Badheka,

(d) Aurobindo Ghosh

(f) Swami Vivekananda,

(h) Plato

Unit-III: Fundamental Processes Shaping Social Context ofEducation

a) Industrialisation and society: meaning of industrialisation and a brief account of changes inindustrial organisation (factory system, Fordism & Taylorisrn and curLent systems).Industrialisation and emergence of modem school education: historical linkages (case studies oflndia) Parallels between industrial organisation and school system.

b) Democratic processes and schooling: Concepts lelating to democracy, public participation indecision making; rights and role of citizens; answerability, etc: Role of school in promotingdemocratic pafi icipation.

c) Globalisation and education: Concepts relating to globalisation, casualization and informallsationof labour, knowledge societies, and their implication for nation states and education. Internationalcomparisons and standardised student achievement test compatisons.

d) Educational and National Integration, education and lnternational understanding.

Unit-IY: Critical Perspectives on Modern Education

(a) The promise of modern education: To what extent has modem education Jived up to its promiseof fostering autonomy ofthe individual, equity and democracy shall be reviewed with the hetp ofsome co[temporary commentators on education. The experience of schooling by marginalisedcomrrnmities and their attempt at developing alternative conceptions of education.

(b) Classroom processes: Classroom processes will be studied to understand how teach ers andstudents relate to each other- howtheir mutual expectations from each other influence the teachinglearning outcomes in the classroom. Students will be introduced to 'symbolic interactionism'concept to understand this process.

(c) New sociological perspectives on education of the poor marginalized new sociologicalperspectives on education and inequalities will be explored. Education's function of reproducinginequalities and its potentials for Co ntesting inequalities will be discussed.

Dr. ViYek BapatJiwaji University Gwalior-8. ED- M ED.(lnregmted) Curricutunr



Unit-V: Aims of Education in Key Policy and Curriculum Documents

The perspectives developed in the earlier sections will be used to analyse the aims of education asoutlined in some ofthe important policy and curriculum documents ofpost- independence period.

(a) Mudaliar Commission Report

(c) National Education Policy 1986,

(e) RTE-2010

(b) Kothari Commission Report,

(d) Cun'iculum Framework 2000 and 2005.

Practicum:

l. Interviewing a cross section of parents regarding why they want to education their boys/girls andwhat in their view is to be an educated person.

2. Visiting any school which claims to be based on a particular educational philosophy (Gandhian,Tagorean, Montessori etc)

3. Visit a factory to see its production system and the condition ofthose working in it.

4. Interviewing women workers in the household sector (either producing sonre thing or selling or.repairing something) to understand their conditions and what kind of education can be of help tothem

5. Discus the role of education and schooling on individual development. Is education effective indeveloping skills for generating employment?

Essential Readings:

I . Positon Paper on Aims of Educaiton , NCERT 2005

2. Christopher Winch and John Gingell, Philosop hy and Educational Policy (Rout ledg e, 2004)chapter L

3. Palmer Joy, Fifty major Thinker s on Educ ation from Confucius to Dewey, Rout ledg e 2001.

4. Secondary Education Commission, (section on aims of education)

5. Kothari Commi ssion Repoft (section on aims ofeducation)

6. Curriculum for the Ten Yeal School NCERT, 1975

7. National Policy on Education 1986

8. National Curriculum Framework 1988

9. National Curr iculum Framework 2000

10. National Curr iculum Framework 2005

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(lDleguted) Curriculum


Jiwaii Universitv Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202,

SECOND YEAR

SEMESTER-IV

Course Code : T- l2 (Lcarner Studies)

Course Name - Advance Research Methodology

Max. Marks - 100External Marks - 80

Internal Marks- 20

Objectives:

o To help students to discriminate between different Methods of Research.

o To enable students to select the most appropriate Experimental Design.

o To help student s to distinguish between Internal Validity and Extemal Validity.o To enable students to discriminate between Parametric and Non Parametric Statistical

Techniques.

o To develop among shtdents the skill of selecting appropriate method of computing Correlationand interpret the Coefficient of Correlation.

. To empower students to wdte the Thesis/Dissertation in a sysrematic way.

o To develop among students understanding ofqualitative research and its t1pes.

o To help students get acquainted with different tools and techniques ofdata collection

o To enable students to learn the process of standardization oftools

Unit-I: Quantitative Research: Meaning, Characteristics and Types

o Descriptive research

. Ex -post facto lesearch.

o Historical research.

Unit-II: Qualitative Research

. Case studies

o Phenomenologicalresearch

o Meta cognition and Policy research

. Survey Research

o Experimental Research

Etlnographic studies.

Naturalistic Inquiry

Unit-III: Tools and Techniques ofData Collection

o Characteristics ofa good research tool.

. Types ofresearch tools: their development and uses.

o Questionnaires, Inter-views and observation as tools ofresearch.

o Tests and scales such as: Projective and non- projective tests, Rating scales and Attitude scales.

. Socio -metric techniques.

o Standardization ofthe Tool: Itern analysis, Reliability and validity oftools.

---.-!*""* :lffi:*3Dr. Yivek Bapat

Jiwaji University Gwalior-8. ED- M ED.(tntegrated) Culricutum


Jiwaii University Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202,

Unit-IV: Research Design

o Concept of design ofstudy

o Types: Single variable and Factorial Designs

r Factors affecting validity of experimental design

Unit-V: Research Paper Writing and Research Report Writing

. Writing research report: forrnat, language and style of leport, chapterization pagination,

bibliography and references

. Writing research paper: Choice of the Journal, Selection of objectives, choosing title , wrrtingrationale, developing the paper

Activities:

o Conducting a Case Study . Writing a Research Paper . Writing a background article

References:

1. Af, D., Jacobs, L.C. and Razanch, Asghan, lntroduction to Research in Education. New York.:Holt Rinehart, 1972.

2. Best, J.W.: Research in Education. New Delhi: Prentice Hall of lndia P\t.Ltd .

3. Buch, M.B. (Ed.): A Survey of Research in Education in lndia Baroda: Centre of Advance Study

4. Buch, M.B. (Ed.): Second Survey of Research in Education (1972-1978\ Baroda: Society forEducational Researcha nd Development, 1979.

5. Buch, M.B. (Ed.): Third Survey ofResearch in Education (1978-1983) New Delhi: NCERT, 1986.

6. Ebel, R.L.: A Guide to Educational Research Boston: Allyan and Bacer Inc., 1965.

7. Fox, O.J.: The Research Process in Education. New York : Holt Rinehart and Winston Inc., 1969.

8. Furlong, Nancy E. and Others: Research Methods and Statistics An Integrated Approach. FortWorth: Harcourt College Publishers. 2000.

9. Gay, L.R.: Educational Research - Competencies for Analysis and Application. New Jersey:Prentice - Hall, Inc.,l 996 .

10. Gage, N.L. :Handbook ofResearch on Teaching. Chicago: Rand McNelly and Co., 1963.

I l. Ghosh,B. B.: Scientific Method and Social Research New Delhi: Sterling Publishers Pvt. Ltd.,1982.

12. Good, C.V.: Essential of Educational: Methodology and Design. NewCrofts, l94l

York: Appleton Century

\lL4-Dr. ViYek Bapat

Jiwa.ii University Cwalior-8. ED- M ED.(lntegrated) Curriculum


---.:---*-l!*-*{at*


SECOND YEAR

SEMESTER-IV

Course Code: T-13 (Learner Studies)

Course Name - Teacher Education-II

Max. Marks - 100External Marks- 80Intenial Marks - 20

Objectives:o To update the students with the recent researches in teacher education and teacher effectiveness.

o To help students in developing a comparative pichrre of teacher education in The U.S.A. the U.K.and the U.S.S.R.

. To make students aware with the area, problems & emerging trends of research in TeacherEducation.

o To familiarize students with the emerging trends in Teacher Education.

Contents:Unit-I: Agencies for Professional DevelopmentAgencies of Teacher Education and their roles in professional development of Teacher Educators,National level agenc ies :NCTE, NCERT, UGC- ASC., NUEPA, ICSSR, RIEs. State level agencies:SBTE, DIET, IASEs, UTDs, CTEs, BJTEs

Unit-ll: Researches in Teacher EducationReseanch in Teacher Education : Concept Alea/Scope & Problems ofResearch in Teacher Education,Trends of lesearch in Teacher Education, Different areas of research in Teacher Education (TeacherEffectiveness, Teacher Competency, School Effectiveness, Teacher Behavior etc), Emerging trends,areas and variables of research in Teacher Education .

Unit-III: Comparative Teacher EducationComparative teacher education: comparative study of teacher education in USA , USSR, LIK andIndia in special reference to their foundational historical background, levels & structure of teachertraining and their courses of the study, curriculum, rnethods of teaching, methods of evaluation,standards ofteacher education, administration & financc, contemporary problems & emerging trends.

Unit-IV: New Paradigms in Teacher EducationNew trends in teacher education: paradigm shift in teaching learning process (teacher centered,teacherlearner interaction, learn-centered, learner-centered interaction) e- learning & m- learn ing inteacher education; constructivism in teacher education. Interdisciplinary approach, Distanceeducation, correspondence & Non-formal education in teacher education. Flanders interaction analvsis category system.

UNIT V: QUALITY OF TEACHER EDUCATION

Quality Assurance: NAAC & the ir criteria for quality assessment of HEls, Criteria of qualityassurance in context of IQAC, Performance Based Appraisal System- Academic PerformanceIndicator (PBAS- API), TQM.

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(lntegrared) Curicutum


Jiwaii Unive rsity Gwalior- B. ED-M. ED. (Inteerated) Curricutum-2020-202i1


o SWOT Analysis of any teacher education Institute

o Repolt ofa teacher education institute on the basis of quality criteria determined by the NAAC

o Abstract of Ph.D. thesis in the area ofTeacher Education

References:

l. Gage, N. L. (Ed.): Handbook of Research on Teaching. Chicago: Rand McNally and Co.,1967.

2. Gtryta, A.K.: Teacher Education: Cun'iculum and prospects. New Delhi: Sterling PublishingPrivate Ltd., 1984.

3. Heruy; N. B. (Ed): In-service Education of Teachers, Supervisors, Administrators. Chicago:University of Chicago Press, I 967.

4. Mc Nergney, R. F. and Canier, C. A.: Teacher Development, New York ; McMillanPublishing Co., 1981.

5. Miman, J. (Ed.): Handbook ofTeacher Evaluation. London: Sage Publications. 198t.

6. Mohan, R.:Teacher Education. New Delhi: PHI Learning Private Limited, 201t.

7. Mukerjee, S. N. (Ed.): Education of Teachers in India (Vol. I & ll). Delhi: S. Chand and Co.,1968.

8. NCERT: National Cuniculum Framework. New Delhi: NCERT, 2005.

9. NCTE: Cuniculum Framework for Teachel Education. New Delhi: NCTE. 1998.

10. NCTE: Policy Perspectives in Teachel Education. New Delhi: NCTE, lq9U.

11. Nikose, R. L.: Teacher Education- lssues & Challenges. New Delhi: APH PublishingCorporation, 2012.

12. Shukla, R. S.: Emerging Trends in Teacher Education. New Delhi: Sterling, 1984.

13. Pal, H. R.: Methodologies of Teaching & Training in Higher Education (Hindi) Delhi: HindiMadhyam Karyanvay Nideshalaya, Delhi University, 2004.

14. Panda, B. N. and Tiwari, A. D.: Teacher Education. New Delhi: APH Publishing Corporation,1997.

15. Singh; L. C.: Experimentation and Innovation in Schools: A Handbook. New Delhi: NCERT.1919.

16. Singh, L. C.: Teacher Education in India- A Resource Book. New Delhi: NCERT, 1990 .

----"r.-- - - -*"{-f*}:="Dr, Vivek Bapat

Jiwaji University GwalioFB. ED- M ED.(lntegrared) Curriculum

Dr. Yinod Singh Bhadoria

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Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-202d

THIRD YEAR

SEMESTER-V

Course Code : T- [4 (Learner Studies)

Course Name - Issues and Concern of Elementry Education

Max. Marks - 100Extemal Marks - 80Internal Marks - 20

Unit-I: Elementary Education: Its Context and Linkages

o Concept, Ojectives Principles Problems of Elementary Education

o Philosophical,Psychological and Sociological Perspective in Elementary, Education

o Growth and Developmentof Elementary Education in India

o Economic Bases ofElementarv Education.

Unit-Il: Constitution and Status of Elementary Education. Constitutional Provisions in Elementary Education and their Implications

o Five Year Plans and Elementary Education

o National and State Policies of Elernentary Education

o Universalization of Elementary Education

Unit-III: Pre-service and ln-service Elementary Teacher Education. Role ofthe Teacher in the Process ofEducation

. OrganizationProblems

o Role, Functlons and Networking of Diffelent Organization of Elementaly Teacher

o Centrally Sponsored Schemes for In-service Education of Elementary Teacher

Unit-IV: Curriculum and Research in Elementary Education & Elementary Teacher Education. Curricular Ariasat the Elementary Level

o Innovative Practice in Transacting Curriculuat the Elementary Level

. Trends in Evaluation Practice at the Elementary Level

o Priority Arias of Research in Elementary Education and Teacher Education Innovation inElementary Education

References:

. Nanda, S. K., "Indian Education and Its Problems Today", Kalyani Publishers, Ludhiana, (2003).

o Rao, V. K., "Principles of Cuniculum". A. P. H. Publishing Corporation, Ncw Dclhi (2005).

o Sharma, R. N., "Education in Emelging lndran Society", Surjeet Publications, (2002).

. Sivarajan, K., "Education in the Emerging Indian Society", Calicut University,Calicut, (2006).

o Suresh Bhatnagar, Anamika Saxerla, Sanjay Kumar, "Development ofEducational System inIndia", R. Lall Book Depot, Meerut, (2005).

Dr. Vivek BapatJiwaji University Gwalior-B. ED- M ED.(lntegmted) Cuniculum


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Jiwaii University Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-2021

THIRD YEAR

SEMESTER-V

Course Code : T- I 5 (Leamer Studies)

Course Name - Secondary Education & Teacher's Function

Objectives:

o To develop an understanding of the brief historical background of Indianreference to secondary education.

o To develop understanding ofthe objectives and scope ofsecondary education.

o To understand about co-curricular activities during the schooling for the universal development ofstudent.

To know as out the various resources which are useful for development ofeducation

To developed an awareness ofthe professional ethics.

To know about different educational agencies.

To unable thue nderstand the importance of evaluation in education.

Unit-I: Secondary Eduction

o General aims and objctive's ofsecondary education.

. Significant developments in secondary education duling post independence peliod and concernwith different commissions.

o Problems of secondary.

o Main features of secondary school curriculum and process of curriculum development insecondary education.

Unit-II: Co-Curricular Activities

. Meaning and concept ofco-cun'icular activities. place ofco-curricular activities in school.

. Object ives ofco-curricular activities.

. Principle's underlying the organisation of co-curricular activities.

o Types ofco-curricular activities (Field trips, excursion, Group discussion etc.)

o Management of Co-curricular acrivities.

Unit-III: Management of Resource

o Concept and scope ofschool management.

. Tlpes ofvarious resources and their nranagement.

. Classroommanagement.

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education with special

Dr, Vivek BapatJiwaji University Gwalior-8. ED- M ED (lntegMled) Curriculum

Dr. Vinod Singh BhadoriaPage72

Jiwaii University Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-202,

Recent trends in educational managernent in India.

Theories of managernent and their implications for education.

Total quality managernent in education: concept and approaches.

Unit-IV: Professional Ethics

. Teacher's role and national system of education.

r Teacher role as facilitor of leaming, vis a vis Traction of curriculam, Non formal and adulteducation, teacher link between the school and community.

o Work ethics Responsibilities and dueties of curriculam, Non .formal and adult education, teacherlink between the school and community.

o Work ethics- Responsibilities and duties.

. Educational Agencies and evaluation system.

o Educational Agencies and their functions at secondary level. (as NCERT, NCTE, NEUPA, CBSE,SCERT, State board of Secondary Education.)

. Concept scope and significance of evaluation in educational process.

. Modem concept of evalation.

. Need for continuous and comprehensive evaluation.

o Blue print.

References:

. Aggarwal, D. D., "History and Development of Secondary Education (3 Vols.)", Sarup & Sons,New Delhi, (2003).

o Bharti Sharma, "History of Indian Education", Volua Publishels & Distributors, New Delhi,(2004).

. Chandra, S. S., Rawat, V. S., and Singh, R. P., "Indian Education Development, Problems, Issues& Trends", R. Lall Book Depot, Meerut, (2005).

o Dash, B. N., "theories of education & education in emerging Indian society", DominantPublishers & Distributors, New Delhi, (2007).

o Kochhar. S. K., "Secondary School Adrninistration". Sterling Publishers Private Limited, NewDelhi, (2002)

. Lokanadha Reddy, G., Ramar, R., Kusuma, A., "Education of children with special needs",Discovery Publishing House, New Delhi, (2006).

. Nancla, S. K., "Indian Education and Its Problems Today", Kalyani Publishcrs, Ludhiana, (2003).

o Rao, V. K., "Principles of Curiculum", A. P. H. Publishing Corporation, New Delhi (2005).

o Sharma, R. N., "Education in Emerging Indian Society", Surjeet Publications, (2002).

o Sivarajan, K., "Education in the Emerging lndian Society", Calicut University,Calicut, (2006).

. Suresh Bhatnagar, Anamika Saxena, Sanjay Kumar, "Development of Educational System inIndia", R. Lall Book Depot, Meen-rt. (2005).

Dr. Vivek BapatJiwaji University Cwalior-B. ED- M ED.(lntegrated) Curriculunr


Jiwaii Universi8 Gwalior- B.ED-M. ED. (Inteerated) Curriculum-2020-2021

THIRD YEAR

SEMESTER-VI

:::::'Ji:.::l:i:illT:;:',]Max. Marks - 100

External Maks - 80Liternal Marks - 20

Objectives:

o To understand the nature and t)?es of curriculum and its preparation.

o To familiarize student with designing of curriculum.

o To know the relationsliip between curriculu:r framework and syllabus.

o To identity various dimension of the curriculum and their relationship with the aims of education.

o To understand the nature of knowledge, moral values and skills.

o To understand education in relation to modem values equity, individual of formtty, dignity than

socialjustice.

Unit-I: Concept of Curriculum

o Meaning, Definition and Characteristics of curriculum.

o Nature and scope ofcurriculum of secondary level.

. Types of curriculum. (Core, Activity, Hidden, lnter Disciplinary)

o Difference between curriculum and Syllabus

. Issues and problems of existing curriculum of secondaty level.

Unit-II: Curriculum Construction, Organization

. Principal and Detelminants of cumiculum-Desigl.

. Motives of Curriculum Development.

o Steps ofDesigning different curriculum.

o Developments and implementation of curriculum.

Unit-III: Modern Concept of Curriculum. Modem Theories ofCurriculurr development.

o Models of curriculum development.

o Modem aspects of curiculum ofsecondary Level.

o Critical study ofcurriculum framework 2005 and 2009..

. Role of various Agencies in Curricul um Development (State, NCTE, NCERT, SCERT, Board ofSecondary Education and Comrnunity).

. Nuffield, BACS, PSCS, NSES with respect to their priorities concetns mailgoals towards school

education.

Dr. Vivek BapatJiwaji Universi!y Cwalior-B. ED- M ED.(lnlegrated) CulTiculum


Jiwaii Uniyersity Cwalior- B. ED-M, ED. (Intesrated) Curriculum-2020-2021

Unit-IV: Concept of Knowledge

o Knowledge as human enaeavor: Curiosity. Practice and dialogrre.

o The nature ofhuman curiosity its limits, the complex interaction between krowledge a d socialpractice.

o Sociology of Knowledge: Privileging of certain kinds of knowledge through curriculum and irsimpact upon opportunities.

Moral Values:

o Meaning and nature ofvalues.

. Objectives of moral education.

o Nature of morality

o Morality in a multi-cultural, multi-religious and democratic society.

References:

o Ambasht, N.K. (2009).Why we are teaching what we are teaching: IASE(Deemed University,Sardar Shehar, Rajasthan.

o Erickson, H.L. (2002). Concept-based Curriculum and Instruction. Crown Press, Inc: California.

o J.J. Wallin (201l). What is Curriculum Theorizing: for a People Yet to Come. Stud Philos Educ.

o W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang publishing, Inc.

o Smith, M. K. (1996, 2000) 'Curriculun'r theory and practice' the encyclopaedia of informaleducation, wwu,. infed.orglrbiblio,/b-cunic. htm.

o McGee Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component ofmulticultural education.

o Gay, G. (2002). Preparing for culturally responsive teaching. Journal of TeacherEducationWashington DC.

. Jabbar, A., & Haldaker, G. (2013). The role of culturally responsive teaching for supportingethnic diversity in British University Business Schools. Teaching in Higher Education.

o Freire, P. (2000). Pedagogy ofthe oppressed. Bloomsbury Publishing.

. Banks, J. A. (1995). Multicultural education and curriculum transformation. The Journal ofNegroEducation, 64(4), 390400

Dr. Vivek BapatJiwaji Unive,'sity Cwalior,B. ED- M ED.(tntegraled) Curriculum


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Jiwaii Universitv Gwalior- B. ED-M. ED. (Integrated) Curriculum-2020-202,


THIR.D YEAR

SEMESTER-VI

c n,.." Nul,o"T;::H ;:l'.Ttr;:Tff :". *, ".Max. Marks - 100

External Marks - 80Interrral Marks - 20

Objectives:

o The Perspective teacher will be able to understand Development ofEducation system in India.

Understanding Education in India during different period.

Understand Recommendations of Education Commission in Different periods.

Understand economic theory with respect to education.

Understand economic importance in education.

Unit-I: Education in lndia during

(a) Vedic (b) Buddhist (c) Medival Periods (d) Modern Period

Unit-Il: Education in East lndia and British Period

a) Macaulay's minutes and Bentinck's resolution of 1885, Adams report and its recommendations-

1835- 1838

b) Wood's Dispatch-1854

c) Lord Curzon Education Policy- 1904

d; Development of National Consciousness

unit-III: Recommendation of Education commission constitute Pre and Post Independence

a) Recommendations oflndian Education Commission- 1882, its influence on subsequent

development of education

b) University Educalion Commission (1948-49)

c) Secondary Education Commission (1952-53)

d) Indian Education Commission ( 1964-66)

e) National Policy ofEducation (1986)

f) Revised National Education Policy 1986 with modification made in 1992:

g) New Education Policy 2020

Unit-IV: Teacher Education

a) Development of Teacher education

b) Obiecl ives ofTeacher Education

c.; Problems of Teacher Education

d) Reforms in Teacher Education

e) Role of NCTE

-.-*r-.- -,***.arf-LpDr. Vivek Bapat

Jiwaji University CrvalioFB. ED- M ED.(lntegrated) Curiculum

Dr. Vinod Singh BhadoriaPage 16

Jiwaii University Cwalior- B. ED-M. ED. (Integrated) Curriculum-2020-2021

Unit-V: Economics and Education

a) Nature of Economics

b) Concept and scope ofEconomics Education

c) The need of Economics in Education

d) Reasons for inclusion ofEconomics in the School Curriculum

References:

o Becker, G.w. ( 1 964). Human Capital. Princeton: Princeton University Press

. Blaug Mark (1970) Economics of Education. London: Penguin

. Bowman, M.J. et al. (Eds.) (1968). Readings in the Economic Of Education. Paris: UNESCO

. Cohn, E (1972). Economics of Education. Lexinglon Mass D.C. Health Company

o Harbison, F.H. and Myers, C.A. (1964). Education, Manpower and Economic Growth.Maidenhead: McGraw-Hall

o Hedge, O. Economics of Education (1998). New Delhi: Himalaya Publishers Panchamukhi.Research in Economics of Education, Fifth Survey of Educational Research 1988-92; Trendrepofis Vol. I. New Delhi, NCERT

. Pandit H.N. (Ed.) . (1969). Measurement of Cost Productivity and Efficiency ofo Education. NewDelhi: NCERT

. Pames, H.S. (1962) Forecasting Educational Needs for Economic and Social. Development.Paris: OECD

o Perlman, Richard (1973). The Econornics of Education: Conceptual Problems and. Policy Issues.

New York: McGraw Hill Book Company

. Reddy Shiva B (2000) Education and Rural Development in lndia. Patis:o UNESCO; Inter-National Institute of Educational Planning

Dr. Vivek BapatJiwaji University Cwalior-B. ED- M ED.(lntcgrated) CulTiculum


Jiwaii Universitv Gwalior- B. ED-M. ED. (Integratcd) Curriculum-2020-204

THIRD YEAR

SEMESTER-VI

Course Code : T- 18.1/19. I (Leamer Studies)

Course Name - Inclusive Education


0bjectives:

o To develop an understanding of the concept and philosophy of inclusive education in the contextof education for all.

o To identify and address diverse needs ofall learners

o To familiarize with the trends and issues in inclusive Educationo To develop an attitude to foster inclusive education

o To develop an understanding of the role offacilitators in inclusive education

Unit-I: Introduction to Inclusive Educationa) Concept Need and Meaning

b) Philosophy: Transition from segregation to inclusionc) Plinciples

d) Models

Unit-Il: Special Educational Needs (SEN) ofLearners in lnclusive Schoola) Identification of diverse needs of SEN leamers and Referrals

b) Disabilities in children and their SEN: Hearing Impairment, visual Impairmcnt, Low vision,Orthopedic, Intellectual lmpairment, Cerebral Palsy, Leaming Disabilities and MultipleDisabilities.

c) Types and Use Assistive Devices for learners with SEN

d) Adaptations & Accommodations: Physicat & Curricular

Unit-III: Planning and Managing Inclusive Curriculum in Schools

a) Individualized Educational Plan ( IEP): Development & Implementationb) Practices and Classroom Management in Inclusive Education: Seating Arrangement, Whole Class

Teacher

c) Activity Based Learning, Peet, Tutoring and Cooperative/Collaborative Learningd) Barriers and Facilitators in Inclusive Education attitude, Social and Educational

Unit-IV: Legislation, Emerging Issues and Curricular Concerns

Legislations for Inclusive Education: National Policy of Disabilities (2006).

Sarva Shiksha Abhiyan (SSA) (2002.)

Continual Education Programmes.

a)

b)

c)

Dr, Vivek BapatJiwaji University Cwalior-8. ED- M ED.(lnrcgrated) Curricutunr


Jiwaii Uniyersity Gwalior- B. ED-M. ED. (Int€qrated) Curriculum-2020-2021

Unit-V: Facilitators for Inclusive Education

a) Need for Multidisciplinary Approach

b) Role Responsibilities: General, Special and Resource

c) Teachers, Family, Community

d) Parent - Professional Partnership: Need and Relevance


a) Plan two activities for cooperative learning in inclusive classroon:s

b) Planning of two lessons and teaching in inclusive schools

References:

l. Baquer, A. & Sharma, A. (1997) Disability: Challenges Vs. responses, Can Pub.

2. Bartlett, L. D.,Weisentein, G.R.(2003) Successffil inclusion for educational leaders, Prentice Hall,New jersey.

3. Chaote Joyce,S. (1991) Successful mainstreaming, Alllm & Bacon

4. Daniels, Hany ( 1999) Inclusive Education, London - Kogan.

5. Deiner, P. L.(2000) Resource for Teaching children with diverse abilities, Harcoul't Brace &Company, Florida

6. Dessent, T. (1987) Making ordinary school special. Jessica Kingsley Pub.

7. Gargiulo, R. M. (1997) Special education in contemporary society: an introduction toexcepticrnality, Wadsworth, Belmont

8. Gartner, A. & Lipsky, D. D. (1997) lnclusion and school reform transferring America'sclassrooms, P. H. Brookes Pub. Baltimore.

9. Gathoo, V. (2004). Curriculum strategies and adaptations for children with hearingimpairment.RCI, Kanishka Pub.New Delhi

10. Giuliani, G. A. & Pierangclo, R. (2007) Understanding, developing and wliting JEPs Corwinpress, sage Pub

ll. Hegarthy,S. & Alur, M. (2002) Education of children with special needs: From segregation toinclusion, Corwin press, sage Pub

12. Hollahan & kauffman (1978). Exccptional Children: An introduction to special education,Prentice Hall

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(lntegraled) Curriculum


Jiwaii UniversiW Gwalior- B, ED-M, ED. (Inteerated) Curriculum-2020-2021

THIRD YEAR

SEMESTER-VI

Course Code : T-18.2119.2 (Lear:ler Studies)

Course Name - Management of Education

Max. Marks - 100

Extenial Marks - 80Internal Marks - 20

Objectives:

l. To develop an understanding ofthe concept of educational Management

2. To develop an understanding ofthe various functions of an Educational Institution.

3. To develop au understanding of the role and functions ofan Educational manager.

4. To develop au understanding ofessential conlponents of democratic classroonr management

5. To develop au awareness ofvarious structules/levels of Educational management.

6. To develop an awareness ofthe Characturisties of qualify instlrutions.

7. To sensitize student Towards effective management ofhuman and material resources

8. To develop appreciation of role of various administrative authorities in maintaining quality ofEducational Institutions.

Unit-I: Concept of Educational Management

A. Meaning, Need, Impoftance Objectives of Educational Management

B. Function ofEducational Management Planning, Olganizing, Directing, Controlling, Evaluating.

C. Systems Approach to Educational Management.

Unit-II: Organizational Managementa) Organizational Climax:

(i) Concept and dimension (ii) Characteristics of democratic institutional climateb) Role ofthe leadel in fostering democratic Institutional climate for effective performance andjob

saticstion.

c) Effective Classroorn Management.

d) Discipline: Ways ofensuring effective institutional discipline.

Unit-III: Institutional Management

a) Institutional Planning: Meaning and Importance

b) Staff Meeting: Types and principles of effective staff meeting

c) Timetable: Principles of timetable construction for curricular and co-curricular activities.

d) Event Management: Principles and Steps of organizing curricular and co-curricular events.

e) Maintaining institutional quality: Importance and criteria of assessing quality of educationalinstitutions.

0 InstitutionalNetwork.

Dr, Vivek BapatJiwaj; University Gwalior-B. ED- M ED.(lntegmted) Curriculurr



Unit-IV: Resource Management: Human & Materials

a) Qualities of Headmaster /Principal

b) Skills: Interpersonal relations, Stress management and Conflict management.

c) Performance Appraisal: meaning and importance, criteria of performance appraisal ofTeachers.

d) PTA: Tmportance and activities.

e) Ifirportance of essentia] records (General Register, Attendance Register for Staff & students, LogBook for Teacher, Service Boo and Curnulative Record Card).

(Maintenance of the above mentioned records to be observed during internship of schools and noquestions to be asked in the exam)

Unit-V: Administration Authorities (9 Lectures)

a) Functions of NCERT and SCERT.

b) Secondary School Code: need and salient feature s: School Tribunal, TJpes of Leave, Code ofConduct, Types of Grant-in-Aid

c) Characteristics ofNational (CBSE, ICSE) and International ( IB, GCSE) Systems ofEducation inIndia

References

l. Aggarwal J C: Educational administration management and supervision

2. Aggarwal JC: Landmark in the history of modem education

3. Bhatnagar S S. Gupta: PK Educatj oal Management

4. Kochhar S K: Secondary School Administration

5. S R Pandya: Administration and Managemeot of Education

6. Sacbdeva MS: A Ne Approach to School Organization

7. Sacbdeva MS: School Organization, Administratioo and Management

8. Safza RN & Shaida: BD School Administlation And Organization

9. Sidhu Kulbir Singh: School Organization And Administration

Dr. Vivek BapatJiwaji Univercity Gwalior-B. ED- M ED.(lntegmted) Cuniculun



THIRD YEAR

SEMESTER.VI

Course Code : T-18.3/19.3 (Learner Studies)

Course Name - Assessment and Evalution


Obj ectives:

o Understand the importance of evaluation in education.

. Appreciate the need for continues and comprehensive evaluation.

. Write educational objectives in behavioural terms,

. Constnrct achievement test and

. Use elmentary statistical techniques and interpret them

Unit-I: Modern Concept of Evaluation

. Definitione and Meaning of Evaluation

o Difference between Measurement and Evaluation

? Importance of Evaluation

. Need for Continuous and Comprehensive Evaluation

o Education as a Tripular Process

Unit-II: Educational Objectives

o Meaning and Definitions ofEducational behaviour

. Difference between Educational and Teaching

. Objectives

. Texonomy of Educational Objectives

o Writing Objectives in Behavioural Terms

Unit-III: Tehniciues of Evaluation

o Questionnaire, Schedule, Rating Scale Obaservation, Interview, Test

o Criteria of a Good Test

. Step in Constructing Teacher-Made Test-Design,

o Blue Print; Construction ofltems, Scoring Key

o Raw Scores, Weighting of Scores, Derived and Standard Scores, Notms, Record Cards, Sheets

and profiles Question Bank.

\u-^z- --.-.r.***-*-^+{1*:-Dr, Vivek Bapat

Jiwaji University Glvalior-8. ED- M ED.(lnleelrated) Cuniculum


Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteqrated) Curriculum-2020-202,

Unit-IV: Elementary Statistics

o Clasification and Tabulition ofData

. Grapnical Representation of Data

o Measures of Central Tendencies- Mean, Median and Mode

Unit-V: Statistics

. Normal Distribution and Normal Probabil ity Curve

. Measures of V ariability: Mean Deviation, Quartile

o Deviation and Standard Deviation

o Correlation: Meaning and Importance; Coefficient of Correlation: Product Monient and Rank

Difference Method

Assignment

1. Prepmticin of a Chart depicting the nonnal probability curve

2. Writing an essay of about 300 words on your views regarding change to be introduced in the

prevalent Techniques in evaluation

3. Conatructlon of 5 objective tlpe items each {iom the loowledge, understanding and application

aspect under the cognitive domain

References:

l. Asthana, Bipin & Agarwal, R. N.Mapan ewam Moolyanka n, Vinod Pustak-Mandir, Agra

2. Asthana, Bipen and Agarwal, R, N.,- Measurement and Evalitation in Psychology and Education ,

Vinod Pustak Mandir Agra

Bhagwan, Mahesh- Shiksha main Mapan ewam Moolylin Vinod Pustak Mandir , Agra

Lindeman, R- H. nnd Merenda, P. F.- Educatoinal Measurement, Scott Foreman & Company,

London

Rawat, D. L.- Shuikshik Mapan ki Naveen Roopekha, Gaya Prasad and sons, Agra

Sharma, R. A.- Measurement and Evaluation in Education and Psychology; Lyall Book Depot.

Meerut

7. Sharma, R. A. -shiksha Tatha Manovigya n Main Mapan Ewar Moolyankan, Lya 11 Book Depot

8. Verma R.S.- Shaijkshik Mandir, Moolylin Vinod Pustak Mandir , Agra

Dr. Vivek BapatJiwaji Uoivercity Gwalior'8. ED- M ED.(lnlegrated) Cuniculum

4.

5.

6.


Jirryaii Universitv Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-20?,

THIRD YEAR

SEMESTER-VI

Course Code :T-18.4119.4 (Learner Studies)

Course Name - Woomen,s Education


Objectives: To enable the teacher trainees:

l. To create awareness about womens education

2. To be acquainted with barriers which are respcipsible for the low status ofwomen

3. To develop the kills required in action based programrnes related with different problems ofwomen

4. To be aware about various programmes ofwomen education

Syllabus:

Unit-I: Women's Education in lndia

Meaning, Importance and Objectives of Women's Education

Constrains and Remedies

Unit-II: Status of Women in India

Reasons oftheir Backwardnen: Social, Cultural and Economic

Role of Media in improving status of Women

Unit-III: Women Education vis-a- vis Other Typis of Education

Women Education vis-a- vis Other Typis of Education Health Education, Population Education andEnvironment Education Education with Special Reference to Role of Women

Unit-IVl Programmes of Women's Education

Different Programmes for Women's Education

Special Facilities for Girl Child Education

Vocational Institutes for Women

Integrated Child Development Schemc

Reading Materials for women

Unit-V: Agencies of Women Education

National and intemational volunteer agencies

Govemmental organisations

Dr. Vivek BapatJiwaji Universiry Gwalior'8. ED- M ED.{lrtegrated) Cumicutunr


Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteqratedl Curriculum-2020-2021

Assignment:

l. Literacy programs for women

2. Vocational training for women

3. Development ofreading for women

4. Awareness programme for women

5. Admimsion of girls in school

6. Any other which facilitates women education

7. Girls Dropouts

References

l. Agarwal J.C. - Indian Women- Education and Statud : Arya Book Depot ;

2. Chaube S.P. - Tulnamak Shiksha , Vinod Pustak Mandir, Agra

3. Dale, R R Maxed or Single Sex School, Vol. III Roultedge and Keegan Paul, Humannities PressNew Yeark

4. Desai. Chitra, -Girls education and Social Change: A. R. Sheth and Co. Educational PublishersBombay

5. Devendra Kiran Status and Position of Women in India, Vikas Publishing House New Delhi

6. Material Perspective Plan for women-Ministry of Human Resourse, development Go\,1. of India

7. Mehia, Vimla..:..Attitude of women Towards social Issues :National Publishing House Delhi.

8. Nayar, Usha- Education or Women in South Asia Publised in Triune Patriot India, News.Chronicle Hitvada.

Dr. Vivek BapatJiwaji University Gwalior-B. ED- M ED.(lnlegrated) Curriculum


Jiwaii Universitv Gwalior- B. ED-M, ED. (Integrated) Curriculum-2020-202?

B.Ed..M.Ed. INTEGRATED PROGRAMMEFIRST YEAR

SEMESTER-I

Course Code : P-l (Teacher Enrichment)

Course Name - Self Development

Objectives: Student - Teachers will be able.......l. To develop the understanding about themselves..2. To develop sensibility.3. To develop a holistic understanding of ltuman beings.4. To develop various values througli understanding the self.5. To inspire otliers to live a life based on values.6. To develop the skill to create understanding the selfamong the students.

Unit-I: Concept of Self and Self Development1. Concept, Meaning, Definition of self and self Devlopment.2. Theories of Self Development3. Principles of self Devlopment

Unit-Il: Understanding the Self in context to lndian ThinkingSankhya Darshan - Nyaya DarshanYog Darshan - Vaisheshik DarshanPoorva Mimansa - Uttar Mimansa

Unit-III: Understanding the self in context to Various ReligionsHinduism - Buddhism Jainism -sikhism (Belongto Sanatan)Christianity -Islam

Unit-IV: Understanding the self in context to psychologyRole ofa teacher for creating the understanding ofthe selfRole ofa school for creating the understanding ofthe selfPositive and Negative factors affecting the understanding of the selfImportance of understanding the self in the context of education

List of Suggested Activities for Understanding the Self1. Book / film / magazine Revicw on understanding the self.2. Planning and implementation ofworkshp on understanding the self.3. collectionof information from the books/lectures ofSri Aurobindo, vivekananda. osho etc. on

understanding the self.4. Monoacting and skit on understanding the self.5. A critical study of understanding the sclfderived from the itleology given by patanjati.6. Interview the great or unique persons who have understood their self and report it.

-

7. Self evaluation by Autobiography.8. Used the Techniques for self Evaluation (Daily-Dairy, Autobiography, Essay).9. A study ofspiritual centres giving understanding,of the self.

References:l. Radhakishnan, Religion in changing wordl, george AI)en & unwin london2. Armie besent (1990), seven $eat Religious, T he Thesophical publishing. house, Adyar Madras,

6000203. Richard steveus (ed), understand ing t he selfthe open university, Amazon

Dr. Vivek BapatJiwaji University Cwnlior-B. ED- M ED.(tntegmted) Cturriculunr

Max. Marks - 50Intemal Marks - 50



FIRST YEAR

SEMESTER-I

Course Code : P-2 (Teacher Enrichment)

Course Name - Reading and Reflecting on Texts


Objectives:

I . To enable the students to read and response to a Varity of text in different ways

2. To develop Meta cognitive awareness

3. To enhance the capacities as readers and writreading.

ers by becoming participants in the process of

4. To enable the student teachers to work on the field and make predictions and check theirpredictions and then to summarize.

Unit-I: Reading Skills

l. Creating environment for reading- reading clubs, class libraries

2. Reading aloud and silent reading

3. Scaffolding: concept and activities

4. Reading different texts types like stories, poems, riddles, jokes and instmctions for games

Unit-Il: Reading with Comprehension

l. Reading for global and local comprehension

2. Inferences, analyssis and extrapolation

3. Reading strategies including word-attack stlategies

4. Discourse analysis

5. Usingreading as a tool for reference skills i.e. use ofdictionary, encyclopaedia and intemet

6. Usingideas ofcritical literacy to analyse chapters from textbooks

7. Acquisition of Reading Skills

Unit-III: Types of Text

l. Narrative text

2. Expository

3. AutobioglaphicalNarratives

4. Field Notes

5. Ethnographies

6. Addressing different Tlpes ofSkills and Strategies

Dr. Vivek BapatJiwaii University Gwalior-B. ED- M ED.(lntegmred) Curliculum


Jirvaii Universitv Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-202tr

Mode of Transaction

o Participating in tasks and activities to imprye proficiency in the receptive and productive skills ofEnglish.

Text analysis of school textbooks to improve skills in critical literacy.

Reflecting on ones own learning to make connectior.rs with pedagogy.

Essential Readings

l. Lightbown, P. M & Spada, N. (1999). How Languages are Learned Oxford: OxfordUniversity'Press

2. Maley, A. & Duff, A. (1991). Drama techniques in language learrung: A resource book ofcommunication activities for language teachers (2nd ed.). Cambridge: Cambridge UniversityPress,

3. Morgan, J. & Rinvolucri, M. (1983). Once upon a time: Using stories in the language classroom.Cambridge:. Cambridge University Press.

Wright, A. (1989). Pictures for Language Leaming. Cambridge: Cacnbridge Univer sity Press.

Advanced Readings

l. Paffot M. ( 1993). Tasks for language teachers Cambridge: Cambridge University i'n::ss

2. Richards, J. & Lockhart, C. (1994). Reflective Teaching in Secofld Language Classrooms.Cambridge: Cambridge University Press

3. Slatterly, M. & Willis, J. (200I). Englis h for primary teachers: A handbook of activities &classroom language. Oxford: Oxford University Press

4.

Dr. Vivek BapatJiwaj i UniveNity Gwalior -B. ED- M ED.llntegrated) Cumiculum


Jiwaii University Gwalior- B. ED-M, ED. (Integrated) Curriculum-2020-202:l

FIRST YEAR

SEMESTER-I

Course Code : T-3 (Teacher Enrichrnent)

Course Name - Micro-Teaching

Max. Marks - 50Intemal Marks - 50

Objectives:

o To devlop competency among students in teaching skills, integration of teachingenable studentsto responds to a variety of maxims of teaching

o To develop the teaching skills of Students.

o To sharpen classroom colnmunication skills ofB.Ed. sn.rdents.

o To enable them to use the modem technology in teaching.

. To enable them understand the process ofclassroom teaching.

Course Content:

Unit-I: Micro-teaching

o Introduction, Meaning, Definition, Concept & Principles ofMicro Teaching.

r Micro-teaching Cycle, Process of Micro+eaching.

o Advantages, limitations and uses of Micro-teaching.

Unit-II: Teaching SkillsMeaning, Concept & Objective ofTeaching Skillsl) Explaining Skill3) Skill of Probing Question5) Stimulus Variation Skill7) Skill of Writting Objectives9) Lecturing SkillI l) Effective Communication Behaviours13) Classroom Management

Unit-IU: Practicalsl. Minimum 5 Skills Should be taught during Course.2. Practices of20 lessons from 5 teaching skills of2 pedagogy subject is compulsory in peer group.3. Record of Micro Teaching: 20 lessions plan from 5 teaching skills of 2 pedagogy subject is

compulsory.

References:l. Passi, B.K. : Becoming Batter Teacher , A Microteaching Approach Sahitya Musranalaya,

Almadabad I 975

2. Passi, B.K. and Singh P.: Value Education National Psychological Corporation Agra, 1991

3. Singh, T and Sing P. : Shikshan Abhyas ke Sopan, Bharat Bharti Prakashan, Jaunpur 19844. Singh L.C. and Sharma R.D.: Microteaching - Teaching and Practice, National psychological

Corporation, Agra, 1991

2) Skill of Illustration with Example4) Reinforcement Skill6) Introduction Skill8) Teacher's Silences and Non Verbal CuesI0) Black Board Writting SkillI 2) Recogoizing and Attendingl4) Planned Repection

Dr. Vivek BapatJiwaji University Cwalior-8. ED- M ED.(lnregrated) Curricutum


---.".,1- -*' *"*..-*{-\r=

Jilyaii Uniyersity Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-202-8


FIRST YEAR

SEMESTER-II

Course Code : T-3 (Teacher Enrichment)

Course Name - Drama and Art in Education


Introduction: The need to integrate arts education in the formal schooling of our students is toretain our unique cultural identity in all its diversity and richness and encourage young students andcreative minds to do the arts. An understanding ofthe arts wrll give our youth the ability to appreciarethe richness and variety of artistic traditions as well as make them liberai, creative thinkers and goodcitizens of the Nation Keeping in view some of these subject (up to Class X) anci facilitie s for thesame may be providcd in every school. Keeping this in view, it is all the more important that artseducation is integrated in the school curriculum to provide an aesthetically viable atmosphere inschools encouraging creativity. For this not only Art teachers but every teacher in the school systemshould be sensitized to understand and experience the use of Arts for holistic development of thelearner, as a teacher as well as an individual.

Objectives:

o Understandi g basics of different Art forrns - impact of Art forms on.the human mind

o Enhance artistic and aesthetic se nsibilit y among learners to enable them to respond to the beautyin diffelent Art fonrx, through genuin e exploration, experience and free expression

. Enhance skills for integrating different At forms across school curriculurn at secondary level

. Enhance awareness ofthe rich cultural heritage, artists and artisans.

Couse Content

Unit-I: Visual Arts and Crafts (Practical)

o Experimentation with differend materials of Visual Arts, such as pastal,rangoli rnaterials etc.

poster, pen and ink,

o Exploration and experimentation with different methods of Visual Arts like Painting, blackPrinting, college clay modeling, paper cutting and folding etc.

. Paper fiarning and display ofArt work

Unit-Il: Performing Arts: Dance, Music Theatre and puppetry (practical)

o Listening/viewing and exploring Regional Art forms of music, dance, theatre and puppetry_.

o viewing/listening to live and recorded performances of classical and Regional Art forms

. Particjpation and perfonnance in any one of the Regional forms keeping in mind the integratedapproach

o Planning a stage-setting for a performance/presentation by the student-teacher.

Dr, Vivek BapatJiwaji Univercity Gwalior-B. ED- M ED.(tntegmted) Curriculum


Jiwaii University Gwalior- B. ED-M. ED. (Inteerated) Curriculum-2020-202!

Unit-III: Appreciation of Arts

o Meaning and concepts of Arts and aesthetics and its significance at secondary level of schooleducation

e What is the difference between Education in Arts and Afis in Education

o Identification of different performing Art foms and artists; dance, music and musical instrument,theahe, puppetry, etc (based on a set ofslides, selected for the purpose)

o Knowledge of Indian Craft Traditions and its relevance in education (based on a set of slides,selected for the purpose)

o Knowledge of Indian contemporary Arts and Artists; visual Arts (based on a set of slides,selected for the purpose)

o Indian festivals and its afiistic significance

Project Work (Units I and II)Theme-based projects from any one of the curricular areas covering its social, economic, cultural andscientific aspects integrating various Arts and Craft forms; Textbook analysis to find scope tointegrate Art forms either in the text or activities or exercises; Documentation of the processes of anyone Art or craft form with the pedagogical basis such as weaving or printing of textiles, makrng ofmusical instruments, folk performances in the community, etc. how the art is t design their products,manage their resources, including raw materials, its marketing, problems they face, to make the maware of these aspects of historical, social, economic, scientific and environmental concerns. Student-teacher should prepare at least ten lesson plans in their respective streams of subjects(Science/Mathsi Social Sciences/Languages etc.) while integrating differ.ent art forms

Workshop

Two workshops of half a day each, of one week duration for working with artists/artisans to leambasics of Arts and Crafts and unders ta nd its pedagogical significance. The Arts fonns learnt duringthe course should be relevant to the student- teachers in theil profession. Activities, such as drawing,and painting, rangoli, clay modelling, pottery, nlxed collage, woodcraft, toy making, theatre,puppetry, dance, music, etc. region specific should be given more importance for making arts leamer-centred. The focus of the workshops should be on how art forms can be used as toovmethod ofteaching-learning of Languages, Social Sciences, Mathematics and Sciences.

Practical Part

l. Body Movement: Different theatre games, Exercises, Martial Arts, Folk Dances.2. Meditation: Focus, Concentration.

3. Script Writing: Characterization, dialogue, time and space, beginning, middle, end.4. Poetry Recitation: Rigved Mantras, Vaachik Abhinay.5. Selection ofPlay For Children6. Casting

7. Building of a Character

8. Parts of Speech: volumc, Pitch, Speed clariry, Audibility, Diction, intonation feel and tomeQuality projection.

9. Design of a production.

10. Production: Poster Making, Audience, Execution of Different Aspects of production, Analysis ofIncrease in Understanding of Children through Dranra.

Dr. Vivek BapatJiwaji Universiry cwalior-B. ED- M ED.(tnregrated) Curricutum


Jiwaii Universitv Gwatior- B. ED-M. ED. (Intesrated) Curriculum-2020-208

Suggested Approach for Teaching- learning Process

EYery student-teacher must participate and practice different Art forms. They need to be encouragedto visit places of arts/see perfomances/ exhibitions/art and craft fairs/local craft bazaars. eic. Aristsmid artisans may oe invited for demonstrations and interactions from the community. Student-teachers should be encouraged to maintain their diary on aft interactions to enhance their knowledgeand awareness in this area student-teachers can also be motivated to imterpret artworks/commercials/events etc. to enhance their aesthetics sensibility.

A Resource Centre for Arts and Crafts should be a paft of all the RIEs, where materials, includingbooks, cDs; audio and video cassettes, films, software, props, art works of Regional and Nationallevel, books and journals inust be displayed for the purpose ofreference and continuous motivation.

Application s of Arts and Aesthetics in day-to-day life. in the institute and in the comrnunity are someof the practical aspects, which needs to be taken care too. Student- teachers must organise andparticipate in the celebrations of festivals, functions, special days, etc.

Modes of Assessment

The complete course is of 50 marks. lt is recommended that evaluation of this course should be doneat both the levelst (i) Internal as well as (ii) External. Practrcal Activities (Units I and 2 of30 marks)in nature are more on the process than the product, hence need continuous and comprehensiveevaluation (ccE). Therefore, recommended to be evaluated by the internals. The theory ind projectpart (Unit 3 and Project work of 20 marks) can be in viva-voce and in presentation m-ode thereforerecommended to be evaluated by the extemals. The engagement of student-teacher in the above set ofexperiences should be evaluated on continuous and comprehensive lnanner, based on (a) submissionof work/project; (b) participation in the activities; (c) creative potential displayed; (d) application ofaesthetic sensibility in campus events and in other course

Dr. Vivek BapatJiwaji University Cwalior-8. ED- M ED.(tnregrared) Curricutum


Jiwaii Universitv Gwalior- B, ED-M. ED. (Intesrated) Curriculum-2020-2021

B.Ed.-M.Ed. TNTEGRATED PROGRAMMESECOND YEAR

SEMESTER-III


Course Name - Psychology Practicum

Max. Marks - 50External Marks -50

Objectives:

o To develop ability in pupil teachers to asses students.

o To enhance pupil teachers capacity ofconducting psychological tools,

o To train pupil teacher understanding ofpsychologic al tools and their implications.

. Pupil teacher will learn further use ofsuc h tools in research.-

Selection of Psychological Tools:

There are two groups based on tests and experiments.

Pupil teacher must leam to conduct 5 tests from group- A and 5 periments from group B.

Group A -Tests Group B-ExperimentsInterest lntelligenceIntelligence, AspirationAdjustment CreativitvAnxiety Transfer of LearningAchievement Motivation Trial and ErrorPersonality Personalitv

Dr. Vivek BapatJiwaji University Gwalior-8. ED- M ED.(tntegrated) Cuniculum




THIRD YEAR

SEMESTER-V


Course Name - Understanding of ICT

Max. Marks - 50Extemal Marks -50

Objectives: Upon the completion of the course the student-teachers will able to:

. Develop skill in handling computer'-and using word documents.

o Develop skill in cornputation, analysis and interpretation ofdata by using Excel Spread sheets.

o Understand the Educational implications of Power Point Presentation and its use in classroomcontext.

o Understand the applications of lnfomration Technology in the field of teacher educationprogramme and training. .

Practicum:

1. ComputerFundamental

. Instructions on operating the Computer

. Connecting ofall peripherals io CPU for a system

o Switchingon/offlrestart

o Inserting/removinga floppy ffom the floppy drive

. Rururing a file fi'om a floppy using floppy drive

. Copying a file frorn bard disk to floppy disk

o Insertindremoving a CD from the CD-ROM drive

. Rurming a file flom a CD-ROM using CD-ROM drive

. Copying files from one drive to another

o Creating a new folder

o Running a file from hard disk

o Connecting the printer and print out hard copies

2. Exercise in Ms-Word

o Creating a new document

o Formatting and editing ofa document

o Inserting pictures, objects, frames and tables

o Practicing Mail-Merge facility

o Working with the drawing tools

\t:- -----!---*-r..:*1{\:::'Dr. ViYek Bapat

Jiwaji Univercity Cwalior,B. ED- M ED.(lDtegrated) Curriculunr

Dr, Vinod Singh Bhadoria

3,

4

5.

Exercise in Ms-Excel

Creating a new worksheet

Inserting and deleting rows/columns in worksheet

Formatting and editing of a document - sorting

Preparation of statement of marks and using of Descriptive Statistics

Preparation of School Time Table

Preparationof Tables

Exercise in Ms-Power Point

Preparation_of MS-PowerPoint presentatlcin-using text, picture, sound, word an, cripart, and theother available tools with animation.

Exercise in Information and Communication Technology

Browsing the Internet and down loading-search word using search engine

Workign with Multimedia

Receiving/Sending of Email and attachment

Jiwaji University Cwalior-8. ED- M ED.(tntegrated) CulTicutunr


B.ED.-M.ED. PROGRAMME 20I6The Integrated B.Ed.-M.Ed. Programme is a three - ycar full time professional programme inEducation, without any option of intermidiate exit before completing lhe 3 years study.- It aims atpreparing teacher educators and other professional in education. Including iurriculum developers,educational policy analysts, eductional planners and administrators, school Piincipals, supervisors andresearchers in the field of education. The completion of the programme shall lead to integrated B.Ed. -M.Ed. degree with specialization in either elementary (upto class wII) or secondary and seniorsecondary education (Vl to XII)

Eligibility:

candidates seeking admission to the Integrated B.Ed.-M.Ed. programme should havethe following qualifications: A Post graduate degree in Sciences/Social Sciences/Humanities from arecognized institution with a nrinimunr 55% marks or equivalent grade.

Ralaxation of 5% marks for candidates from the reserved category will be as per the state Governmentand University rules.

Jiwaii University Gwalior- B. ED-M. ED, (Inteerated) Curriculum-2020-202?

be taken by Theory and Dissertation and will

Ed examination shall undergoCouncil of Teacher Education

Duation: The duration of the lntegated B.Ed.- M. Ed cours shall be of three years, comprising of 6semester. The course can be completed in a maximum period of four years from the date oi'admissionto theprogramme.

Admission Procedure:

R............... Admission shall be made on merit in the basis of n'nrks obtained in the qualifyingexmination and in the entrance examination as per the state government and university rules.

Fees:

The institution shall charge only such fees as prescribed by the affiliating body the State Government(AFRC) concerned in accordance with provisions ofNational council for Teacher E6ucation (NCTE).

For the completion ofthe 3 Year Integrated B,Ed,-M.Ed. program the candidate must:(a) Attend six semesters of the fuIl time Three year B.Ed.-M.Ed. prograrnme spread over a period of

three years from the date of admission in a recognized University Depariment or a College ofEducation.

(b) The minimum attendance of the candidates shall be 80% for all course work and practicum, and90 %o for internship/attachment.

(c) Complete the practicum and internal assessment assignments for each course in each semester ascertified by the Principal of the Institution in which the candidate is studying.

R. .......... Curriculum, Programme lmplementation and Assessment

Dr. Yivek BapatJiwaji Univelrsity Gwalior-B. ED, M ED.(tntegrared) Curricutum


Jiwaii Universitv Gwalior- B. ED-M. ED. (Inteqrated) Curriculum-2020-2024

Curriculum:

The curriculum of the Integrated B.Ed.- M. Ed programme is designed to provide opportunities forstudents to extend as well as deepen their knowledgc and undertanding of Education, specialize inselect areas and also develop research capacities, leading to specialization in eitherd enentary,secondary or higher education. The curriculum of 3 years Integrated B.Ed.-M.Ed. programme shallcomprise of the following components:

l. A Common Core that includes 4 cornponents i) Perspective Courses; ii) Research, Tool and SelfDevelopment component including Disserratioll. Taught courses and workshops; iii) Schoolrelated fieid experiencesand; iv) Teacher Education Component including taught courses andinternship/attachment with teacher educatiorl institutions;

2. Specialization Component will have 2 levels where students choose to specialize in:

o One ofthe school levels/areas (element ary or secondary including higher secondary) and content-cum-pedagogy in school subject areas, which will comprise the core within the specialization and

o Within school level chosen, the students select one domain./theme based area for specializationsuch as:

a) ComparativeEducationb) EducationalTechnologyc) Environmental Educationd) Guidance and Counselinge) Inclusive EducationD Management oF fducat iong) Pedagogy, Andragogy and Assessmenth) Women's Education

(A) Theory (Core and Speciauzatjon) Courses

Core Courses:

. Perspective Courses: Persepctive comses shall bc in areas of : philosophy of Education;Sociology - Historical - Politicat and Economical aspects ofEducation, Psychology ofEducation,Education studies and Curriculum studies. The courses across the progamme shall enable theprospective professionals to work towards inclusive classroom env onments and education.

o Research, Tools and SelfDevelopment Component shall comprise ofworkshops and courses inbasic and advance level education researchmethods, research project leading to a dissertation,academic/professional wliting, communication skills, observing childlen, langpage and teaching -Iearning, theatre in education, educational technology (includrng ICT) and the like. Ther.e shall beprovisions for Self Development of students (for example through workshops with focus onphysical and mental well being through modalities such as meditation, Yoga) and for criticalengagement with gender and education, inclusive education and on areas of similar significance.Skills pertaining to ICT and educational technology shall be integrated in various couises in theprogramme.

o Teacher Education Courses linked to internship/attachment, pedagogic courses which arealso linked with the internship/attachment in senior secondary schools, tcacher educationinstitution(s) etc. These shall include courses in content - cum - pedagogy of school subjects.Other courses within school stage specialization shall cover selected thematic areas pertinent tothat stage

o The Specialization component shall offer a possibility to specialize in one of the school stages(elementary, secondary including senior/higher secondary). Apalt from this the students will alsochoose three courses from a basket of elective courses enabling specializations in selected themesor donrains.

"L****.*(!:3Dr. Vivek Bapat

Jiwaji University Gwalior-8. ED, M ED.(lnregrated) Curricutunr


Jiwaii Universitv Gwalior- B. ED-M. ED. (Integrated) Curriculum_2020-2021

Perspective Courses:

l. Childlhood and Growing up

2. Philosophy of Education

3. Sociology of Education

4. History and Economics ofEducation5. Psychology ofLeanring and Development

6. Educational Studies

7. Curriculurr Studies

8. Assessment for Learning

9. Quality in Education

Research, Tools and Self Development Courses:l. Introduction to Research Methods

2. Advanced Research Methods

3. Communication and Expository Writing4. Self Development

5. Academic Writing

6. Dissertation

Teacher Education Courses:1. Teacher Education I2. Teacher Education Il3. Understanding Disciplines and School subjects

4. Pedagogy of School subjects

Specialization Courses

o Any one ofthe following in Semester II from Group A electives

. Any Two of the following in Semester Vl from Group B electives

Specialization courses in one ofthe-schoor stages (Elementary or Sccoldarv including Highersecondary (Select any two from the following specialization bianches)

Semester-V:

l. System and Structure of Elementary Education

2. Content-cum-Pedagogy ofElementary School Subjects .

3. Issues and Concems ofElementary Education

4. Curriculum Design and Development of Elementary Education

Dr. Vivek BapatJiwaji Universiry Gwalior-8. ED- M ED.(tnlegrated) Curricutum

Group A Electives

Comparative EducationEducational TechnologyEnvironmental EducationGuidance and Counseli

Group B Electives

Inclusive EducationManagement of EducationPedagogy, Andragogy and AssessmentWomen's Education


OR

1. System and Structurc of Secondary and Senior / Higher Secondary Education

2. Content-cum-Pedagogy ofSecondary and Senior Secondary School Subjects

3. Issues and Concerns of Secondary and Senior/Higher Secondary Education

4. curiculum Design and Development ofsecondary and Senior Higher Secondary Education

(B) Practicum

Practicum will comprise of book review, community work, participation in co-curricular activities.content tests, shadowing of subject teacher and observing and giving lessons as well as schoolactivities, co-teaching lessons with school teachers, critical analysis of educational films, preparingreport on records maintained in the school, blue print and administration of test.

It will also include the completion of tasks/assignmerits/sessional work related to the course.

(C) Internship and Attachment

The internshrp for the three year integrated B.Ed.-M.Ed. programme will be for l9 weeks.

(i) School based Internship (ll weeks): lntemship in organizations and institutions working in thefield of education at elementary: secondary levels , as well as in teacher education instiiutionswill be organized during the programme according to their specialization chosen under closementorship by faculty.

Internship attachment will be for a period of eleven weeks. After the internship the students will beexpected to submit a reflective report of their experiences.

(i) School Internship of 2 weeks in Semester II:o Critical analysis oflesson observations

' Shadowing of subject teacher in the school subject opted for (Min. 5 lessons) to be observedand recorded in the opted pedagogy.

o observation oflesson ofpeers (Min. 5 lessons) to be observed and recorded in any pedagogy

o Observing school activities over a period ofone week

(ii) School Internshipof I0 rveeks in Semester III:Dur-ing Intemship teachig not less then 26 lessons in the opted subject Padegogy distributecl overdiffferent standards from V to XJI of recognized secondary and higheis, ...ondiy7 Coll"ges selectedby the Principal as practicing School/College.

In addition the candidate will have carry out:

- 2 theme based lessons in the above schooV college.

- 4 co{each ing lesso ns wirh school teachers

- Maintail Reflective Joumal with reference to internship program.

- Report on R cords maintained in the school.

- Prepare a Blue print and administrate a test in the school pedagogy opted for.

Field based internship in semester v (8 weeks): The field based practical work (internship) ismandatory for the completion ofthe three year integrated B.Ed.-M. Ed. programrne lnternship can bein the following rype of suggested sites/fields/institutions.

Dr. Vivek BapatJiwaji University Cwalior-8. ED- M ED.(tnregmred) Curricutum


. Professional pre-service teacher education institution

' An organization engaged in the development ofinnovative curriculum and perJagogic practices.

o LntemationalnationaVstate institution involved in currieulum design; textbook development,education policy planning, formation and implementation; educaiional administration andmanagement.

.In service training institutions for teachers.

The field based internship prograrnmein Semester V will be of total 8 credits (4 credits in teachereducation institution and 4 credits in the area of specialization. This will comprise of 8 weeks out ofwhich 4 weeks would be working in an in-service teacher education context as per school leve)specialization and in a pre- service teacher preparation context as per school - level specialization, and4 weeks working in a field situation related to the the)natic or focus area of specialization. Theseexperiences shall be supplemented with opportunities for reflection, action researci and writing.The completed field work is to be certified by the principal/Head ofthe Institutior.Internship in an underprivileged centrein semester vI (2 weeks): This is will comprise of 2weeksin community involvement in an underprivileged section of society. Some of the activitieswhich could be conducted are - workshops, street plays, theatre . physical pr.r"n"" in the communitycentre for 6 days a week is necessary. A reflective j ournal nust be maintained.

(D) Dissertation

educational topic having 8 credits and 200 Marks

Programme Structure of 3 Year Integrated B.Ed.-M.Ed. programme:

Year 1: 16-18 Weeks * 2 Semesters (200 Working Days)

Year 2: 16-18 Weeks* 2 Semesters (200 Working Days)

Year 3: 16-18 weeks* 2 semesters (200 working Days)" 22 weels of Internship /Field immersion

200 working days are exclusive of admission and examination period

Total Credits: 160; Marks 3100

I Credit = 12 Hours

Internal Assessment (40 Marks)

S.No. Particulars Marks MarksI Subject specific term work moduVussess@

sessional work - at least two- as decided by the department/college in thesemester (like extension/field/experimental work, Short quiz, Objective tast,lab practical, open book test etc and written assignment, iur. rtudy,Projects, Posters and exhibits etc and which the assignment is to be based onclass presentations wherever applicable) to be selflessly assessed by theteachers concerned

20 Marks

l0 MarksActive participant in routine class lnstructional de.liverieqand in practicalwork, tutorial, field work etc as the case may be)

l0 Marks

Overall conduct as a responsible leamer nrannerism and articulation .and

exhibit ofleadership qualities in organizing related academic activiries10 Marks

Dr. Vivek BapatJiwaji Univercity Gwalior-8. ED- M ED.dnreqrated) Curricutum


-**r--*-,*"..+{\**

7o of marks obtained by theStudent

Grade points Letter grade

70-100 7 o60-69.99 6

55-59.99 5 B50-54.99 4 C4s-49.99 3 D40 -44.99 2 E0-39.99 I F (Fail)

Jiwaii Univ€rsiw Gwalior- B. ED-M. ED. (Intesrated) Curriculum-2020-2021

Grading System: Conversion ofpercentage of marks to grade Points:

The rnarks obtained by a student in a course shall be indicated by a grade point and a letter grade as

follows:

The F grade once awarded to a student stays in lhe grade card of the student and is not deleted evenwhen he/she completes the course successfully later. The grade acquired later by the student shall beindicated in the grade sheet of the final year in which the candidate has appeared and fulfilled thecredit criteria-:

The grade card issued at the end of the semester to each student shall contain the following:

a) The credits earned for each course registered that year

b) The performance in each course indicated by the letter grade

c) The Grade Point Average (GPA), ofall the courses registered for the semester

d) The Cumutative Grade Point Average (CGPA)

e) Overall Weighted Percentage of Marks (OWPM), and cumulative grade point average aftercompleting the programme will appear only on the grade card for the final year.

R................ A candidate who passes in the intemal examination but fails in the semester end theoryexamination shall reappear for the said paper/papers only, However his/her marks of the internalexaminations shall be carried over and he/she shall be entitled for grade obtained by him/her onpassing.

R................ A candidate who passes in the semester end examination but fails in the internalAssessment of the course shall reappear for the in ternal examination of that course. However his/hermark ofthe semester end examination shall be over the he/she shall be entited for grade obtained byhim/her on passing.

Allowed To Keep Terms (ATKT):

A. candidate shall be allowed to keep terms for subsequent semestets irrespective of number of headsof failure in the semester. Student shall be permiteded to complete the programme requirements ofthethree year integated programme with in a maximum period of four years flom the date of admissionto the programme.

Dissertation:

-R............. Title ofthe dissertation should be submitted to the University for approval at the end Offirst semester of the course.

R..............The dissertation shall be on an educational topic approved by the scrutiny committeeconsisting of members of the Board of Studies in Education as well as four additional membersincluding two recognized post graduate teachers having guided at least five dissertations at the M.Ed.level and two recognized Ph.D. guides of University having successfully guided at least two Ph.D.theses/ M.Phil. Dissertatiom. If a topic suggested by any student is

--t.-''- =s1r''+{}i

Dr. Vivek BapatJiwaji University Gwalio.-8. ED- M ED.(lntegEied) Curriculum

Dr, Vinod Singh BhadoriaPage l0l

not approved he/ she will be at liberty to. suggest another provided that in alt such casss the topic isgot approved by the committee. Each student shalr work under guidancc or u ,""ognir.a fo,ri guaur,"teacher for his/ her dissertation.

R.... .......... Dissertation submission should be on or before r5,r, March to the Departmentlnstitution. If 15'h March is a horiday then the dissertatio, .oura be submitted on tt. n"*i"*ort ngday. Last Date for sending the disserration to the examination sectiolr ,;11 6" 22ia ,ul.n ^'- " "

R" " ........ The dissertation shall be of08 credits and shall carry 200 marks. The dissertation whensubmitted shall be accompa,ied by a certificate signed by the guiding teacher referred to in.

I stating that the same is the candidate's own work and is worthy of exaniination. Eachdissertation shall be exarnined by an externar referee appointed specificalry i". ,n. pr.p"r"-, iy ,r,"Board of Examinations on the recommendations ofthe Board ofstudies in Education.R" .... viva-voce examination on the dissertation will be held jointly by the external andinternal examiners and the marks for the dissertation wilr be awarded iointty uy the exter;;r andinternal examiners on the basis ofthe dissertation and viva_voce perfonnance.

R" " " " ' Each student shall work under the guidance ofa recognized post-graduate teachermost have a doctoral degree or experience ofteachinfat l5 years in postlgr.aaruie ctis"sl . "' ," Two copies ofthe dissertation shall be submitted by the studenr to the head ofthEinstutional where he/she is registered.

R............. .... . Standard For passingg The Examination

To pass the examination the candidate must obtain:a) 80 % attendance for theory courses and practicum and 90% fbr tield attachment.b) For the theory courses (Core and Elective) in all the semesters, minimum 40olo of mark in eachcourse.

In disseltaion minimum 40% marks.

With respect - to the total marks obtained by the candidate in core and elective courses of theexamination- (out of total 2500), and in Dissirtation (out of totar 200) class *ill b" ;;;;;;;;j;awarded to the candidates.

Efnibifi,, No.-, to Aoo.u.,fo. Addi ionul glrs T"r, o. Ar.i"n-"n, o. p.oi.., fo.Learners Remained Absent

A. The candidate must apply to the Head ofthe Institution giving the reason (s) for absence within gdays ofthe conduct ofthe examination arong with th" nelessary docu-ents and testimoniars.'

B lf the candidate is absent for participation in practical activities (practie ) authenticated by thehead ofthe institution, head oithe instinufon jall generaily g.rn; p.;;;;rio;;"'iir" ."rla";" .complete the activities.

c' The Head of the lnstitution, on scrutiny of the docnment and testimoniars, may grant thepermission to the candidate to appear for the additional examination or the activities. ' -D. A learners who is absent for the class tests/assignments, as the case may be, the learner will beallowed to appear for the same in the next ,.rn".f,r.R................ ... The following are the syllabi for the various papers.

c)

d)


.liwaji Universiry GwatioFB. ED- M ED.(tnreemred) (.ulficulunl

Dr. Vivek Bapat

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