B.Ed PROGRAMME - University of Kashmir

SYLLABUS

FOR

ONE YEAR

B.Ed PROGRAMME

(For Academic Sessions 2012-13 & on wards)

FACULTY OF EDI.JCATIONUniversity of Kashmir

(NAAC Accredited 'A' Grade University)Hazratbal, Srinagar (Jammu & Kashmir)-190006

I

AII

Scherne of Courses.

Core Paners: (Papers I to lV) EXT/INT Mqrks

Paper I

Paper II

Paper III

eapeflv

B. Specializatioh Papers (Paper V)

Theory & Principles of Education

Psychology of Leaming & development

Development of Education System in India.

Essentials of Instructional Teohnology

(80+20)

(s0+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

100

100

I00

100

EXT/INT Marl{s

a)

b)

c)

d)

e)

f)

s)h)

i)

i)k)

l)

m)

n)

o)

p)

- * a . ' . ' t' [n; : t'

.i:

! !.:

Alternative Education

Creativity and Education

Distance Education

Elementary Computer Eduoation

Educational Technology

Environmental Education

Educational Measurement & Evaluation

Guidance & Counseling

Home Science

Linguistics & Education

Physical & Health Education

Population Education

Special Education

School Management

Value Education

Project Work

Languages 0aper VI)

Teaching of English

Teaching of Urdu

Teaching of Kashmiri

Teaching of Hindi

Teaching ofPunjabi

EXT/INT Marla

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(80+20)

(s0+s0)

100

x00100

100

100

100

1100

100

r00100

100

li00

ll00

100

100

100

Note: A Student shall have to opt for one?aper From the above mentionedSpecialization Papers (Paper V).

C. Methodoloey of Teachine (Paper VI-VIl)

Group A:

i ) 1

i i )

i i i)

iv)

v)

100

100

1,00

lr00

100

EXT/INT Marlcs

(80+20)

(80+20)

100

100

EXT/INT Marl<s

(80+20) 100

(80+20) 100

(80+20) 100

EXT/INT Marks

(30+20) s0

(30+20) s0

Note:

I .Acand ida tesha l l have to fassa l l . t he , f ou rcomponen ts . sepa ra te l - v .Ho rveve r the r r ra rks fo rcomponents A,,;;;;r i l ; ad ed roite"p"ip"r. "rdeciding'division

in theorv and the

division in co*p-on.nt D shall be notified separatel,v,

I l . A c a n d i d a t e s h a l l h a v e t o . s e c u r e a " m l n i m u m 4 0 % o f n a r k s i n T h e o r y , 4 0 % i n l n t e r n a lassessment A s01zi *u'n' in Practice 9f teaching to qualify the examination'

(Prof. Nighat Basu)Dean, FicultY of Education'

GrouP B:

D

ii)

GrouP C:

Student shall have to opt one paper from Group A & one paper either from

Group B or GrouP C'

Social Sciences (.PaPer VII A\

Teaching of History & Civics

Teaching of GeograPhY

Science (Papor VII B)

r) Teaching of Bio-Science

ii) Teaching of FhYsical Science

iii) Teaching of Mathematics

Core PaPers

Speci alization Papers/ Project work

MethodologY PaPers

IntemshiP & Fractice of Teaching

Note: B

D.

i)

ii)

iii)

iv)

A.

B.

C.

D.

lntemshiP

Preparation of Teaching aids

Mastery of Teaching Skills through Micro

Teaching & Simulateo teaching (60+40) 100

Practice of teaching in actual classroom situation'(60+40) 100

No. of PaPers Weiehtase

400

100

200

300

Total 1000 marks

04

0 l

02

Paper I ) Theory & Principles of Educntion M.Marks 80,,/

Unit I Eclucat ion &Phi losophY

i) Nature & Meaning of Education

ii) Airns of Education - individual and social.

ii i) Nature and Meaning of Philosophy

iv) Relation between Philosophy & Education

Y) Sigrrificance of Philosophy of Education

Unit l l Maior Phi losophies of Edueat ion

, i) Naturatisrir ii) ldealism.j

i i i) Pragtnatisr. iv) Existentialistn

These Educalional Philosophies shall be discussed with special reference to ,Aims, Curriculum, Role of Teaclrer & Concept of Discipline'

Unit III Educational Thinkers & their {ontribution in dwolonine Principles of Educatidn.; i . . !' ' ' * . . *v' i) M. K. Gandhi : Basic Education

''i i i) Tagore : ShantiNiketan

. ii i) Swani Vivekananda : Man making Education

iv) John DbweY : Learning bY doing

v) Froebel : The PIaY waY method

vi) Montessori : The didactic Appamtus

Unit tV Education & the Social Frame of referpnce:

i) . Education & Democracy --- . Basic Principles of l)enrocracy

- Education for Democracy

ii) Education & Socialisnr Meaning, lmportance & Role ofEdr,rcation in achieving the goals ofSocial ism.

iii) Education & Secularism--- . Meaning of Secularism

. Signif icance of Secular isrn in a mult ireligious society

. Role of Education in rnulti religioussociety like lndia.

iu) Education for National & Emotional Integration.

/

)

Unit V Culturq & Social :Qhangg

i) Concept & Dimensions of Culture

ii) Characteristics of Culfure

iii) Relationship between Culture & Education rvith special ref'erence tor conservative and creativity roles

iv) Concept of social change

v) Factors oflsocial change

vi) Roles of Education Vis-d-vis social change.

Note for Paqpr $etter:

The paper Sett€rs shall set Ten very short answer tJlpe questiotts-

carrying I r/2 marks each.for section A, selecting two fiom each unit, Flve

short answef We questions carrying 7 marks each for Section B,

selecting one question from each unit and Five Long unswer typequestiotts, carryin:g l5 marks each-fut-Sq-Alion-e, selecting one fronr eachunit. The candidates shall have to attempt all the questionE fi'om SectionA & Section B and only two questions from Section C.

t

Paper II Psychology of Learning & Development. M.Marks 80

Unit I Psycholoev & Educational Fsvchologv

i) Nature & Meaning of PsYohologY.

ii) Methods & ScoPe PsYchologY.

iii) Nature & Meaning of Educational Psychology.

iV) FunctionsEducationalPsychology.

Unit II Understandins Learner

Stages of Human develortmont

i) Physical, Social, Emotional & Cognitive development patterns.

ii) Stug. - specific Characteristics of Infancy & Childhood and theirdevelopmental tasks

iii) Characteristics & Problems of Adolescents.

iv) Needs, aspiration, attitudes & Self-concept of Adolescents.

v) Guidance & Counselling for adolescents.

Unit III Learnine & Motivation

i) Concept of leaming & its nature

ii) Factors of influencing learning - Personal & Environmental

iii) Motivation - Nature, TYPes:- Techniques of enhancing leamer's motivation

iv) S-R Theory of Learning (Thorndike)

v) Operant Conditioning theory of learning (Skinner)

vi) Gestalt theory of Learning(Kohler et al).

Unit lV Intelligence

i) Nature & Meaning

ii) Measurement of Intelligence - Concept of LQ, Verbal, Non-verbal &. Performance tests.

(One test from each category to be discussed)

iii) Two-factor Theory (SPearman)

iv) Multifactor Theory (Thurstone)

v) Structure o{ intellect (Cuilford)

i l : l ' t'lil."'

Unit V Personalitv

i) Meaning &nature

iD Developmelrt of Personality - biological & socio-culture deteminants,

iii) Integration of PersonalitY '

iv) Trait-theory of Personality (Allport)

v) Factor.theory of Personality (Cattell)

vi) Psycho anatrytical theory of Personality (Freud)

Educational Implications of the above mentioned theories'

Note fbf Pipor Setter:

The paper setters shall set Ten very short answer type questions

cauying lr//marks eachfut.:ec1pnA selecting two from each unit, Ftive

short answef type questions carrying 7 marks each fuZ--SgSlionLselecting one question from each unit and Five Long answef type

questiois, carrying l5 marks each for Section C. selecting one from eacll

unit. ttre candidatis shall have to attempt all the questions from Section

A & Section B and only fwo questions from Section C'

(

Paper III Development of Education System in India M. Marks 80

Unit I Education in Ancient & Medieval India

i) Vedic Education

ii) Brahmanic Education

iii) Buddhist Education

Detailed description of Salient features, Objectives, Curriculum, Methods of?eaching, Role of Teacher of these systems of Education

iv) Muslim Education its Salient t-eatures, Objectives &Curiculum. Method of teaching &role ofteacher.

Unit ll Erlucation in British In4iA: Detailed study ofthe following landmarkdocuments: r

D MacaulaY's Minutes (1S35)

ii) Wood's DesPatch (18ts5)

iii) Indian Education Commission (1882)

iu) Indian Universities Commission (1902) & Act, (1904)

) Gokhlee's Bi l l (1910-12)

vi) Sadler Commission Report (1917)

vii) Govt. of India Act (1935)

viii) Sargent RePort (1944)

Unit t l l Educat ion in iost- indenendence Era: Detai led study of the fol lowinglandmark documents:

i) Bhagwan Sahai Committee Report (1972)

ii) Secondary Education Commission (1952-53)

iii) lndian Education Commission (1964-66)

iv) National Policy on Education (1986)

v) Revised National PolicY (1992)

vi) National Curriculum Framework (NCF-2005)

Unit IV Problems & Issues - I

i) Universalization of Elernentary Education

iD Wotnen's Education

'Ipi;', *

- )

iii) OPen & Distance Leaming (OPL)

iv) Value Edusation.

Unit V Problems & Iqpues- II

D Medium of Instruction

ij) Education of Weaker Sections

iiD Adult Education

iv) Quality Control in Higher Education'

Note for PaPer Setter:

Thd.paper setters shall set Ten very short unswer type questions

carrying lr/tmirks each fuI-lzgagnj- selecting two fiom each unit, Fiue

skort answer type questions carrying 7 marks each &t--Sp2lignAselecting one question from each unit and Five Long answer typequestiois, carrylng l5 marks eachfut_EgglioL-e selecting one from each

unit. The candidates shall have to attempt all the questions from Section

A & Section B and only two questions from Section C't

Paper IV

Unit I

Unit III

Essentials of Instructionalr Technology:

Teachins & its Models

i) Concept of teaching.

ii) Characteristics & Functions of teaching.

iii) Phases ofteaching (Jackson)

'y) Principles & Maxims of teaching

v) Concept Attainment Model (J.Bruner)

vi) Synectics Model (W.Gordon)

Each Model is to be discussed along the following:

)tp'

..

Syntax, Socipl system, Principles of Reaction, Support System, Instructionaleffect, Application.

Unit ll Audio-Visual Aids & Teachine Devices.

i) Meaning & Advantages of A-V-aids

i i ) Types of Audio-VisualAids

Audio aids.

c) Use of Radio, TV & Newspaper as teaching aids.

iii) Teaching Devices

a) Meaning & Importance

b) .HomeAssignment,rDiscussion,Dramatization.

c) Illustration, Lecturing, Nanation.

d) Observation, Source Method, Story Telling

e) Study habits & Supervised Study.

Techniq ues of Teacher-Preparation.

a) Projected :

b) Non-Projected :

Film, Fihn Straps, OverheadProjector, Slides.

Graphics, 3-D aids, Display boards,

Nature & Meaning, Main proposition, Phases,Steps, Merits & Limitations.

i) Microteching -

Nature,& Meaning, Mechanism,Role Play & T-grouP.Advantages & Limitations.

Meaning & Characteristics,Principles & Development of the Programmedinstructions.- Types.- Merits & Demerits.

iv) Team Teactring-Concept, Process Advantages and Limitations

UnitIV

B loom ? s Taxonomy of instructional obj ectives :

Coghitive, Affective & Psychomotor domains

Formulatiolr of Xnstructional Objectives (Mager's)

Meanihg & Significance of lesson planning

Approaches to I-esson Planning.

a) Thb Herbartian StePs.

b) Gloverian aPProach'

Skill lesson & Appreciation lesson'

UnitV

i) Problem Solving Method

ii) Dalton Plan

iiU The Project Method

iv) Heuristic Method'


The,paper setters shall set Ten very short unswer type questions

carrying ltiimarks eachfu-se.gg* ,4, selecting two from each unit, Five

short inswer type questions carrying 7 marks each hr 6e9!i9nxA

selecting one question from each unit and Five Long answer type

questiois, cenying 15 marks eachfuSecfig&, selecting one from each

unit. ihe canOiOaies shall have to attempt all the questions from Section

.A&Sect ion;Bandonlytwoquest ionsfromSect ionC'

i i )

i i i)

SimulatedI eacnlng

ProgrammedLearning

- a

ii)

iiD

iv)

v)

1/

\n:,,-:,*J 1X,!\. ]

i ;i^

):r.;

Paper V (a) AlLernative Education

Unit I Non-formal Education

i)

ii)

iii)

Unit II "

Unit III

Unit IV

Introduction to non-formal education (ltlFE) : conceptnature and scope of non-formal education (NFE).

Philosophical bases of NFE .

Aims and objectives of NFE.

Types & Approaches ofNFE

i) Types, agencies of NFE .

ii) Approaches and methods of NFE.

iii) Teachers of NFE.

iv) ,

Aids - audio and visual.

NFE in Indian ContextD

ii)

Adult Education

i)

ii)

Unit V Adult Education in India

D

u)

NFE in Indian context: Prospects of non-formal educatiort in

Indian context.

Need for monitoring, evaluation and research for effective

implementation of NFE programmes.

Introduction to adult education (AE) : Meaning , scope

objectives of Adult Education (AE).

Adult learning procedures - factors and conditions, effect$ of

age.

Tools of learning.

Teachers of AE * need for training.

Evaluation process in AE.

Contents of AE, functional leaming.

and

iii)

iv)

v)

vi)

AE in India Context: Adult education in India -an instrurnent

for social generation and cultural transformation .

Functional literacy programmes - Role of national literpcy

mission, Total literacy Campaign in achieving the social aim

of education for all.

l ) -

iiD Need for effective and constant

research in AE.

monitoring, evaluation and

iv) ' Role of governmental agencies in promoting AE'

dt' .. !' ' 1

The paper setters shall set Ten very short answer typl questions

"urrying ii'2'marks each furscgfionl selecting two from each unit' Fiue

;;;;;-;^'r*ui ,yp, qo6"*ryins 7 marks each .for section B.

,rt.rting one question from each unit and Five Long answef type

;;;;ir,;.,"urrying 15 marks each.for section c. selecting one from each


A & Sectioh B and only two questions from Section C'

/3

Paper V (b) Creativity & Education

Unit I Structure of Abi l i ty

i) Meaning and Concept of intelligence

ii) Major Theories of intelligence

iiU Some tests of intelligence (verbal, Non-verbal & Performance)

" Unit II Conceptual frame worlt of Cresfivitv Thinkine.

i) Nature and Meaning of Creativity

ii) Creitivity as a process.

iii) Theories of CreativitY

',. , ..,. iv) Relationship between creativity and ir-rtelligence.) / r

- c "

Unit lll Intellectual & Creativifv Dovelopment

i) Stage of intellectual Development

: ii) lmpact of heredity and environment

iiD Stage of Creative development during the Pre-school, elementary &secondary levels.

Unit IV ldentification of Creativitv Talent

i) Measurement of Creativity

ii) Personality Characteristics of a Creative child

iii) Personality Characteristics of a Creative person.

tq

Unit V Develonmqnt of Creativitv

D Creativity in Teaching and learning'

ii) Different methods to faster creative Thinking

a) Creative Problems - solving

" b) Brain storming

c) Synectics'

i.r'*':;:+ . , . ' *

The paper setters shall set Ten very short ans,wer typy questions

.u.rying itr"r;;il.^ch "for section A, selecting two from eâch unit, Five

shoft answer tJ,pe qu;ti^ *'ying 7 marks each for Section B'

,"r..ting one question from each unit and Five Long answef 4)pe

iiiirnit,"u.rying li marks eachfu1gpfipn-Q' selecting one from each

unit. The candidates shall have to a{tempt all the questions from Section

R & Section B and only two questions from Section C'

-

/,r

' : " , . - ' !s

Paper V (c) Distance Education

Unit I Philosophical & Historical Oersnective.

i) Philosophical foundations of distance education

ii) HistoricalPersPectives :

iii) Growth of Distance learnutg System

iv) Historical Development of Distance Education in J & K state.

Unit II Distance Education

i) Distance Education: Meaning and Significance

ii) GoaJs and Objectives of Distance Education

iii) Distance Edtrcation: An asademic discipline. Its need and importance

Unit III Self Learnine Material (sLM) in Distance Education

i) InstructionalmaterialtinDistanceEducation-SlMs,assignment,audio-visual aids, use of ICT.

ii) Self learning material: Meaning, Scope, Importance and Characteristics.

iii) Types of SLM in dishnce education (print and non print)'

Cturse design-need assesslnent, planning of SLM

,/ Setting objectives-global, behavioural, evolving and expressive.

/ Deciding learning exPeriences

,/ Criteria for content selection-selection ofsubject matter, Criteria for

sequencing, assessment and feedback, forms of assessment and

feedback.

./ Organizing the content-presentation style and fonnat, text and visuals,

attractiveness and accessibifi ty'

'/ Deciding evaluation scheme.

Unit IV Evaluation Procedure il Distanqe Education

i) Meaning, Concept, and Need of evaluation in DE'

ii) Difference between evaluation in traditional learning and distanceIeaming.

iii) Comprehensive and continuous evalttation in DE'

iv) Formative evaluation in DE'

/6

v)

vi)

vii)

Role of tutor comments in motivation of distance learners'

Summative evaluation

Techniques of evaluation in Distance Education'

;;;t# in distarrce teaming and factors carrying distance learning'

Unit V

i) trssues in Distanoe Education-quantity, quality' relevance and

effectiveness'

ii) Fresent status of distance Education system in India with special

reference to role of IGNOU

Role of fotlgwing lnstitutions in Distance Education

iii) lnternational council of correspondence Education, International

Council of Distance Education, Common Wealth of Learning, Distance

Education Council of India'

iilu.. i,Y . ;

Note fpr Pauer Setter:

The paper setters shall set Ten very short ans,wer typ? questiotrs

,urrying ii"*u rks each for secrion A, selecting two from each unit' Five

short answer type quGtto^ "*rying

7 marks each fu--\gsljpnA


qirrtoilr,.*rylng l5 marks edch for Section C, selecting one frorn each


A & Section B and only two questions from Section C'

/ 7

ln,

Paper V (d) Blementary Computer Education

Unit I Comnuter Fundamentals

i) Introduction to ComPuters

ii) Parts of Computers (Hardware/Software, Input output devices)

iiD Computer Generations, Classification of Computer

tl) APPlications of CornPuters

Unit ll Co4puter Programlning. Basic gonstructs.

i) Compr.tter Languages

ii) Steps in Programming

iii) Algorithms & Flow Charts

Unit ll l Operatins Svstem

A. i) Types of Operating System - Dos, LJNIX, WINDOWS.

ii) Brief introduction of Window

iii) Utility & application of software.

Unit tV lntroduct ion to Computer Annl icat ions

i) Word Processing

ii) Spread Sheets

iii) Presentation Software

Unit V lntroduct ion to Computer Networking

. i) Applications and Features of Internet

ii) How does intemet work, getting connected to Internet

iii) Introduction to e-comlnerce

. Note for Paper Sgllgli

The,^paper setters shall set Ten very sltort answer type questions

carrying I '" marks eachfuI ;gcljgn .4, selecting fwo from each unit, Fiveshort answer type questions carrying 7 marks each "for Section B.selecting one question from each unit and Five Long unswer typequestions, carrying l5 marks each.fuLSepfi1n-Q, selecting one from eachunit. The candidates shall have to attempt all the questions from SectionA & Section B and only two questions from Section C.

1Q

Paper V

Unit I

Unit Il

Unit III

Unit IV

Unit V

(e) EducationalTechnologY

Educational TechnologY:

i) Meaning, Ob.iectives & Scope' - - . -,-- ̂ ,î i )Hardwaie&bof twareaspectso fEducat iona lTechno logyiii) Evolution of Educational Technology

' a) Audio -visual Phase

b) CYbemetic Phasec) PsYchologY based Phasedj Cornputer & Telecommunication Phase'

Taxonomy & Teaching Learning Aids'

i )TaxonomyofEducat iona lob jec t ives_Cogn i t i ve ,A f fec t i ve&psycho,o6to, domains. Transiation of objectives in behavioural terms'

iD Teaching Learning aids: - '

a) Meaning & Significancebi Types - Projected & Non-Projected''

naAio & TV - Educational use'

Innovations in Teachingi) Prograrnmed,Learningii) Micro - TeachingiiD Simulated Teaching'iuj Flander:s Interaction Model'

Communicationi) ConcePt & Functionsii) Process of Communicationiiil Types of Communication:

uj -

Interpersonal Communication b)

iv) Uses of Communicationa) Reading b) Teaching

Concept of SYstems APBroach

Mass Communication

D Sub- SYstem ComPonentsii) Closed & OPen SYstemiii) Micro & Macro Education Systemiuj Advantages of Systems approachv) Effective Planning

Increased control-& co-ordination of optimum utilization of Resources'

Note tor PanPr Setter:

The paper setters shall set Ten very slrort answer typl questions

.arryinj it,2'marks each fuI ;gc!pn-4, selecting two from e-ach unit, Five

ti'i'r, Ent*er type qurtdo^ carrying 7 marks each ht--Sgpton-3-

selecting one, question from each unit and Five Long unswer 4)pe

questiois, rurrying l5 rnarks each for Section C, selecting one from each

ini,. ifrr candiOafis shall have to attempt all the questions from Section

A & Section B and only two questio-hs frorn Section C'

t 7

Paper V (f) Environmental Education

Unit I Environmental Education

i) Meaning' scope and impotance of environmental education'

ii) Objectives of Environmental Education

iii) Approaches of Environmental Education'-

gnvironmental and Natural resources in

develoPment.

Environmental Hazards

Role ofsustainable

Un i t t li )

i i )i i i )

causes and effects of'envirorunental hazard, global and local:

environmental pollution and its remedies

Green house effect - an impending catastrophe'

Ozone layer depletion - environmental threat' acid rain' pillar

rnelting , rise of sea level and their implications'

Unit I I I Environmental Awareness

i)

i i )

Salient features of environmental awareness through education:

programmes of environtnental education for secondary school

children.Programmes of environmental education for attitude cl,anges

among the children'

Unit IV Man and Environment

i)

I l.l

Unit V

Man as a creator and destroyer, effect of human activities on

environment, valttes and ethics related to environment'

Biodiversity: Conservation of genetic diversity' An impofiant

environmental priority: learning to live in harmony with nature'

Sustainable DeveloPment

i) Sustainable development, Environmental Education for

development conservation of soil' water' forests' wild life'

movementlosaveenvironment,eco-friendlyteclrnology'

ii) National Parks, sanctuaries and Zoos' plan and proiects of

Environmental protection like Save Dal' Save Hangul' Save

Tiger Project and Chipko moverrent'



.urrying ;t';;;il.:"iint"et7-A' selecting two from eachttn\t' Five

sltort attswer tJ)pe -i;;A"t

"Âng 7 marks each 'for Section B'

r"i."f"J one question from each unit and Five Long answer type

iirrii"irr, "u.rying ii nlu'ttt each for Section C' selecting one from each


I-g Sr.tion B and only two questions from Section C'

>6

>/

i r ' - i l fii,pi:, *r .r,^.

Paper V (g) Educational Measurement & Evaluation

Unit I Evaliration in Teaching Learning Process

i) Teaching - Learning

ii) Concept: Needs & Importance of Evaluation.

iii) Distinction between Evaluation, Assessment & Measurement;

Examination.

, ,u, Purpose of Evaluation - Diagnostic, Prognostic & placemeilt.

Unit II Approaches to Evaluation

i) Formative Evaluation

ii) Summative evaluation

iii) Distinction between Formative & Summative

iv) External & Internal Evaluation

v) Nom-reference & Criterion * Referenced Evaluation l

Unit I I I Instruct ionalObject ives

i) Educational & Instructional objectives; Relationship between

these two.

ii) Classification of Educational objectives; Bloorn's Taxonomy-

cognitive, Affective & Psychornotor Domains.

iii) Recent Trends in Instructional objectives; the NCERT & the

RCEM approach.

iv) Gagne's views on Learning

Unit IV Techniques of Evaluation

i) Testing - concept &purpose

iD self Reporting Techniques & Peer rating Techniques

iii) Observation Techrtiques

iv) Projective Techniques

UnitV "EvaluationTools

. i) Essay Types & Objectives Type Tests

ii) Criteria of an Effeotive Tool:

a) Validif - Types & Factors affecting the validity

b)

c)

Reliability - Mbthods of Estimation & Factors

affecting reliabilitY'

Obj ectivitY & Usabi litY

fi;:i, ;t

Ngtg for PaPer Setter:- ' rhe paper setters shall set ler'

::,y^:'::':,::i:i:tvpe questions

carryingr"',"uJt-,;lli$-i4,;3*tilil:"J:fl X:!;i:t;:";short inswer type questions carrylng

selecting on. outrti'1i"il; t*\ "lt

and Five Long answer t)tpe

questions,carrying i;';;;il ""

ch 'for Section C' selecting one from eaclr

unit. the candidates shall have to utt.mpiTll th'e questions from Section

A & Section B and;;iy;; questions from Section C'

>3

d'

Paper V (h) Educational Guidance and Counselling

Unit I Guidance:

i) Concept, Type - Educational, Vocational, personal.

. i i) Aims and Basic PrinciPles

iii) History of Guidance Movement in India & U. K.

Unit l l ,Foundat ion of Gui4ance

i) Phi losophicalandSocio-oulturalFoundat ions

ii) Psychological Foundation

iii) lrnportance of Intelli-eence, Personalitv & other PsychologicalTests

Unit I I I Guidance Service

i) lnformation Service - Educational, Occupational, Personal.

ii) Appraised Service - Interview, Case study, commutative Record cald,

observation.

iii) Placement Service - Educational, vocational.

Unit IV Organization of Guidance Service

i) Purpose of Organization' ii) Principles of Organization

iii) Guidance services at Elementary level.

iv) Guidance service at Secondary level.

Unit V Counsel l ingi

i) Meaning, Purpose and Steps.

ii) Steps involved in counselling

iii) Directive and non-directive theories of counselling.

iv) Qualities of a Counsellor.

Note for Paner Setter:

Tlre paper setters shall set Ten very short snswer type questionscarrying lr/2 marks each.fut;gsljeaA selecting two from each unit, Fivesltort answer type questions carrying 7 marks each for Section, B,selecting one question from each unit and Five Long answer typequestiotts, carrying l5 marks each.for Section C. selecting one from ehchunit. The candidates shall have to attempt all the questions from SectionA & Section B and only two questions frorn Section C.

,q

Paper V (i) Home Science

Unit I i) History and development of Home Science in forrnal/ Non formal and

extension education

ii) Theories and practices of programme/ curriculunr planning and

development . -rr -^* {-^'mal rn. extensioniiil Management and administration of formal/ non tbrmal and exter

ifi:lJ;:tl-, supervision and evaluation of formal' non formal and

extension education'

Unit II

UNi t I I I :

'Un i t - lV :

Unit - V:

D Child development ---- stages and principles

b Pringiples and theories of human development

iiD Early childhooJ tu'" and developrnent ---- emerging trends

iv) Developmen,

-p.jrr*, and disabilities during childhood and

adolescence'

i) Fundamentals of Nutrition i^r+o

ii) Food Groups, Macro and Micro Nutrients

iii) Humannutritionalrequirements

iv) Food preservation' food preparation' food processtng

i) Concept of Home Management' System approach to family'

ii) Famity resources --- management of "'ott'""'

like time' energy and

money. eoti; tt'u'ucteriiics of resources' etTicient utilization of

iii) [llilil';r communication in process and its importance in familv'

barriers in communication process' resoLlrces for effective

communication'.iv) Consumer Education --- laws protecting consLlmer'

i) Principles of clothing' -Socio-Psychological aspects of clotlting'

select ionoffabr ics'c lothingandfamilyclothing.

ii) Clothing C""'*tii"" --- basic principles of drafting' flat pattern and

draPing methods'

iii) Textile Dt';;;"--- principles and concepts' Fashion designing ---

fashion cYcle and business'

iv) Care and tlaintenance of textile material and garments'

The paper setters shall set Ten ve.ty short answer typ: questiorrs

carrying 1r/2 marks "îitt*ttitta.s-electing

trvo from each unit' Five

short unswer type questiolls cafrylng. 7 mirks each for Section B'

selecting one question from each unit and Five Long answer tJ)pe

questions'carrying ri ma'fs eadt for Sectiolt C' t"l"t^t"il:i:. from each

un i t ' Thecand ida tess l ra l l have toa t tempGl theques t i ons f romSec t ionA & Section B and oniy t*o questions from Section C'

>s--

Paper V O Linguistics & Education

Unit I i) Introduction to Linguistics and its relation to other ciiscipiines like

Education Psychology and Literature.

ii) Concept of Human Natural Language. Design Features of Language.

iiD Speech Vs. Writing.

iv) Human Vs. Animal Communication,

v) Saussurian Dichotornies. Chomsky's competence and Performance,

Unit II i) Scope and Branches of Phonetics.

ii) Consonants, Vowels and their Classification.

iii) Concept of Phonology, Phoneme, Phone and Allophone.

iv) Concept of Morphology, Morphme, Morplr and Allornorph.

vi) Prefixes, Sutfixes and Infixes. Inflection Vs. Derivation

Unit III: i) Basic Concept of Syntax, Pans of Speech, Concept of Plrrases.

ii) An Introduction to Phrase Structure Grammer (PSG) andTransformational Cenerative Crammer (TGG)

- (r' i i i) Modem Notions of Semantics. Concept of Meaning,

iv) Sense and Reference.

v) Synonymy, Antonymy, Hyponymy and polysemy.

'Unit - IV: i) Language Acquistion Vs. LangLrage Learning. Universal Gramrner

ii) Stages of Language Acquisition.

iii) Mother Tongue, Second Language and Foreign Language.

iv) Use of Language in Society. Concept of Communicative Competence,

Unit - V: i) Nature and Scope of Applied Linguistics.

_ ii) Language and Education

iii) Methods and Strategies in Language Teaching.

iv) Lexicography,TranslationandStylistics.

vi) Computational, Forensic and Clinical Linguistics.

Note for Paper Setter:

The,^paper setters shall set Ten very short answer tlpe questionscarrying I "' rnarks each.for section A. selecting two from each unit, Fiveshort unswer type cluestiorrs carrying 7 marks each for Section B,selecting one question from each unit and Five Long onswer typequestiotrs, carrying l5 rnarks each "for Section C. selecting one from eachtunit. The candidates shall have to attempt all the questions from sectionA & Section B and.only two questions from section C.

Paper V

Unit I

(k) PhYsical and Health Education

PhYsical Education

i ) A b r i e f l r i s t o r i c a l s u r v e y o f p h y s i c a l e d u c a t i o n i n l n d i a d u r i n g A r y a n s ,Epic, Buddhist' Muslirn and British period'

ii) Vtuning, ults & Objectives of Physical education'

i:i Foundation of Physical education'

iv) ConcePt of PhYsical fitness'

Health Education

i) Meaning and Definition

ii) Aims & Objectives

iiD School Health Programmes

iv) Healih Hazards - D'ug'' Alcohol and smoking'

PsYchological Basis'

Unit ll

Unit l l l

Unit IV

Unit V

t )

i i )i i i)iv)

Psycho - PhYsical unitY of man

Impulses, drives and urges

Play-its meaning and definitions

Role of PlaY in Education

Recreatio n/Physical deformities:

i) Recreational activities for various age groups in schools

ii) Recreational t"a nt role in developing National in International

understanding

iiD Physieal defonnities their prevention and treatment

;i Posturaldefects-remedialexercise'

Games and their organisation

Working rules and laws on the following Games:

a) Football b) HockeY c)

d) VolleY Ball e) Badminton 0

g) Table Tennis ht Basket ball l)

j) GYmnastics k) CYcling l)

Organizing different kinds of tournaments & fixtures

Cricket

Kabaddi

Athletics

Kho-Kho

lu


The paper setters shall set Ten ve.r1t short answer tlp? questiorts

carrying lr/2 marks ";Z;fut;;;-"4selecting

two frorn each unit' Five

short unswer type questions carrylng. i ttti''tts eacb 'for Section B'

selecting one questiln f'o* each unit and Five Long answer type

questiotts,carrving i;';;;k; t" ch for Sectiotn C' tt]:t'-t'l*-l?l' from eaclt


X'i d."r"t e bno oniv *uo que;tions frorn Section C'

>7

Paper

Unit I

v 0 ) Population Education

Population Education

D Concept & Meaningii) Ned and Importanceiii) Objectives of Population Education

Population Dynamics

i) Distribution & densityii) Population composition - Age, Sex, Rural/Urban.iii) Factors affecting Population gowth - fertility, mortality & migration

(mobility)

Population & Quality of Life

i) Population in relation tO Soclo-economic Development, Health status,Nutrition & Education.

ii) Effect of Unchecked growth of Population on national resources &environment. l

iii) Concept of small families norms &,its Merits.

Unit Il

Unit I I I

r i r Unit IV Population Education in Schools

i) Scope of population education in schoolii) Methods & apptoaches: Inquiry approaches, observation, self ltudy,

discussions assignments.iii) Use of Mass Mridia-Newspapers, Radio, TV, & A-V aids.

Unit V Malthusian Theory

i) Salient features of the theoryii) Critical analysis of the theoryiii) World population ttends & its'economic, social & political &

Educational implications.


The.paper setters shall set Ten very short answer type questionscarrying l "'marks each lbr section A. selecting two from each unit, Fiveshort answer type questions carrying 7 marks each fur \eelLon B,selecting one qnestion frorn each unit and Five Long answer: typequestions, carrying 15 marks each for Section C. selecting one from: eachunit. The candidates shal! have to atternpt all the questions from sectionA & Section B and only two questions from Section C.

>8

l";; *

Paper V (m) SPecinl Education

Unit I

Unit ll

Unit III

Unit lV

ExceptionaliW

i) Meanlng.

b Society response'exclusion of integration'

iii) Levels of intervention (preventive' remedial' compensating)

iv) Special education lmtunlng' significance and scope)

M-eslsl.gp :i) Definitioniil Levels of severitY

iill Causbs of'mental retardation'

i;; " Treatrnent and services lor mlntatllretarded'

v) Mandgement and education of mentally retarded'

Qslinqqencv:i) Definition'i; Behavioural characteristics'

iii) iCauses of delinquencY'

iui ldentification and assessment

v) Educational stratergles

DefinitionCharacteristics

!:ffit"", treatment and management of severely and multiply

handicaPPed.

i)il)

iii)iv)

-

Unit V Visual imniairment:-

i) -Definition

of visual impainnent

ii) Causes of visual irnPairment

iii) Education of visually imparied children

iv) Definition Hearing imPairment

v) Types and rneasurement ofhearing cases'

uil Causes Hearing imPairment'

vii) Education approacn'

The paper serters shall set Ten ve-ry short answer typ! questiotts

carrying I r/2 marks ";:; tuU;;;[';t;"::"il"j:fl i:y ;Htfficarrying l"'marrs eaell'tut ''vvb'v,t" "--7 *irt, each .for Section B,

,troit intwer tlpe questions carrylnq^


questiorts,carrying l5 marks 'u"\.fu:&iiol9 selecting one' from each

unit. The candidates shall have to'attempi;ll fre questions from Sectiorr

A & Section B and oniy'*o questions from Section C'

>7

Paper V (n) School Management

Unit I Educational Management at'the School level

i) Concept of Function of Educational Managernent: Basis ofmanagement planning, organizing, control direction andfinancing.

ii) Centralisation v/s Decentralisation in Educational Planningdistrict level planning and its extension to school level planningfunctional, financial as well as administrative decentralisation- Concept of Democratic Decenlralisation with

Monitoring- School as a unit ofdecentralisation planning

iii) Monitoring and Evaluation in terrns of Modern ManagementTechniques -case study, Man power surveys

iv) Educational Management information system (EMIS)

Unit I I Miero Planning for School Management

i) Micro and Macro level planning --concept onlyii) Institutional Planning - Principles, planning execution: school

clusters.iii) Block Resource centres and cluster Resource centre -scope to

be extended to secondary education. Their use for resourcegeneration.

iv) SchoolMapping-Need, Factors and Scopev) Community participation, Mobilising the community resources

community for the school and school for the community.Organization of village Education Cotnmunittees (VECs)

Unit I I I Management of Time and Resources

i) Time Management - Time schedules for various activities ofschool-weekly, monthly and yearly calendar of activities.

ii) Preparation of daily, weekly, monthly and yearly plans for theindividual and the school.

iii) Management of Material Resourcesiv) School building, library, laboratory, hostels, playground etc.v) Procurement an optimum use of equipment. furniture, books,

physical facilities etc.vi) Management of Human Resources-analysing inter-ersonal and

inter-group relation, teacher taught relations, teacher-teacherrelations, head teacher relation. Relationship with managementand administration, group dynarnic.

vii) Management of Financial Resources - Developing andmorritoring budgets at school level.

Unit IV Managing the School activities

i) Role of a teacher in administration work admission,classification, maintenance of office and school records.

ii) Organization and Management of various co-curricularactivities in school

3 o

Unit V

iii) Managemenr of school associations.

ilj rti*"Ei"gtheexamination/Evaluationv) orgahisation t;H;{t! ;hsryT^ ,:ealth

Instructions''

Healthnrl living;d Healtliservices in schools

School Administration and Supervision

i) School administration' managelnent and supervision'

monfltoring.etc. ging directionsii) nt.ut of tiftool Organization - Chanl

iifi ij..itr"" Making --Preparing for leadership

il( f,esponsiUirity fJr effective school functioning

;Y it.i*iqutt of school supervision

uii Educational ei*initttution - Structure at different levels

NCERT, NIEil; N^cG' l^cERI/sIE/sIs E' IASE' D irectorates

' "i"#""iti"nbi*p,

sBE (State Board of SE) etc'

ThepapersettersshallsetTenve.ryshortanswertyp!questionscarrying 1r/2 marks ,i"ii6iol-selJcting two from each unit' Five

short answer type quistions carrying 7 mirks each "for Section B'

selecting one questiln- fr;; eachunit and Five Long answer ape

questions,carrying ri''n*ft' eachfor Sectio'\ Q' selectingône from each

unit. The candidates 'huil huut to uttttpGffie questions from Section

n'li da"f"n,B adO o"it t*o questions from Section C.

,l.r:, '\'P':u: "

' ' :

v

s/

('tv

Paper V (o)

Unit I

Unit I I

Unit I I I

Unit lV

Unit V

Vatue Educat ion

Nature & Determinantsi) Nature und 'ouitt' of values' biological' Psychological' social and

ecological

iD Determinants of values'

degrees'

Classification

their bearing on education in varying

i) Classification of values into variotts types' material' social' moral and

spiritual values; status of values'

ii) Role of education in realising these values'

Disvalues

i ) E v i l s o r d i s - v a l u e s - m a t e r i a l ' s o c i a l ' e c o n o t n i c ' m o r a l a n d r e l i g i o u s

evils leading to faitl-rlessness and irreverence;

ii) Role of education in overcoming these negative values'

DevetoPment of Valuesi tLeve lso fva luerea l i za t ion 'howtoreso lve theconf l i c tsamongva lues '" i;;;;;"'k i;;;;'i"i'e'"ti"" of values that are embedded in

i) ;|XT|;i."t of values as a personal and life-tong process teaching of

values as an integral part ofeducation'

Value - Orientationi) A critical analysis of teachers' school personal' students and parents

& curriculum in terms of value orientation'

ii) Value of self-sacrifice vs value of self-centeredness'

iii) Value of excellence vs value of ego'centricism'

iv) Value of work vs value of selfishness'



.urrying Ti"'t";lt;:"iitt;tnwe selecting two from eachun\t' Five

slrort sttswn,' ryp;-;;;ti't; "u"ying z mart<; eaSh {pr Section B'

selecting on. qu.,tion from each unit and Five Long unswer q)pe

questtons,.urrving ii;;lkt eachfur-Sc2fignQ' selecting one from each

Lrnit. Tlie candidates shall have to utt",flLlthe questions from Section

n'A S"ction B and only two questions from Section C'

3>-

33

Paper V (p) (Optional) Group Project Work(GPW) Marks : 100

Froject ll/ork, It shnll be carried out ort the following tltemes:

I . Critical appraisal of any three text books.

2. Review of two books written on any theme in Education other than texts.

3. Review of l0 arlicles written in Education & Published in any StateNature

newspaper.

4. Preparation of Instructionai material for any subject at any grade level.

5. Preparation of Curnulative Record for any l0 school students.

6. Identifying learning difficulties & Suggesting rernedial themes.

1, Administration of any one standardized test of Intelligence, Aptitr-rde. Creativity,

Adjustment, Personality, Values , Attitude, Scholastic achievement & interpret

data.

B. Constructiotr & Standardization of an Achievernent test in any school subject.

9. Surveying a nearby Cornmunity and assessing their Educational & Social needs.

10. Conducting awareness Prograrlmes in the Comrnunity like Environment &

Conservation, tree plantation, Watershed management, Health programmes

(lrnmunization)

I i. Conducting literacy programmes in the commLurity.

12. Remedial teaching for poor & needy students.

13. Identifying & helping the children rvith special needs.

14. Making an organizational plan for proper rnanagement of infrastructural

resources in a sclrool building.

I 5. Conducting medical examination including vision test, with the help of a doctor

recording of height, weight, chest, physicaldefects of any.

16. Critical review of at least 3 TV/Radio prograrnme highlighting their Educational

significance.

l'7. Case studies of 5 children with specialneeds in a school situation.

18. Preparing a small dictionary of the difficult words used in upper primary &

Secondary language text books.

19. Study of lrurnan rights violation based on newspaper reports/news magazines.

24. A case study of two local industries, their raw materials, products & pollutants.

21. Population studies of plant & animals species in different eco-system like

ponds, grass land, forests, & gardens.

22. Case study of there exceptional children, sLrggesting measllres to aruange for

their specific Educational needs.

3?

2 3 . R e c o r d i n g i n t e r v i e w s o f s i x a d o l e s c e n t , b o y s & g i r l s ( 3 e a c h ) w i t h s p e c i a l

emphasisontheirproblems'Theyarefacinginhome'health 'socialoemotional

& educational areas'

24. Implementation of Operation Blackboard scheme in a particular

25.

26.

27.

28.

29.

localitY/education zone'

Imflementation of Nutrition Programmes

locality/education zono'

Role of the Pollution Control boards'

for Pre-scholars in a Particular

Role of Voluntary organizations in con:rolling pollution'

Surveyingthenon-formaVadulteducationcentresinlocality/educationzone

tn addition to the above themes, project work can be carried out as a theoretical

critical study or an ernpirical study on any theme covered in any of the eight

theory papers (Paper l to Paper Vlll)'

i *att 'ri:);tii'... a' l l

I all be undertaken on individual basis' The candidates shall'Se

required to submit fwo copies one each to Dean, Faculty of Education & the

Controller of Examination within fwo weeks time after the completion of theory

examinat ion.Theevaluat ionoftheprojectshal lbedonejoint lybytheexternal

& internal exarniners'

3-r-

Paper VI Teachine of Enslish

Unit I Position of Enelish Teachine

ii) The Position & role of English in India.

., iii) The Objectives of teaching English as a 2"d language at SecondaryIevel.

,iv) Problems in effective teaching of English as a 2no language.

r , \

_ v )

i:ffi:ffJteaching English - Psychological , linguistic &

i) Gralnmar - translation method.

ii) Structural - Situational mEthod.

iii) Communicative method.1 !

F"':. "' iu) Direct method.

i) Meaning and Importance of Reading

l' ii) Loud/Silent; intensive/extensive reading.

iii) Skimming/Scanning; Reading defects aad their cure.

iV) Qualities of good handwiting;

v) Defects in writing skills and their improvement

vi) Describing persons, places, ob.lects and events.

, vii) Summarizing and elaborating.

Unit IV Teaching of Prose & Poetrv:& Eyaluation

i) Teaching Prose & Lesson planning

ii) Teaching Poetry & lesson planning

iii) Concept & Meaning of Evaluation

3 6

Unit V

v) Error analysis & remedial teaching

vi) TYPe of language tests'

Content

D Determiners, auxiliaries & Models'

iif Phrasal Verbs, Adverbs' Prepositions & Connectors

iii) Tenses & Clauses'

iv) Active & Passive Voice

v) Direct - indirect sPeech

vi) Punctuation

vii) RYhme & Rhythm

viii) Simile & MetaPhar

ix) Alliteration:& Pun

l,Ft , "

Note for PaPer Sette{:

The paper setters shall set Ten ve.ry short answer typ? questions

carrying 1r/2 marks "'"Zidiffi4selJcting two from each unit' Five

short answef rype quntion' carrying 7 mirks each fut\ecrtpnA

selecting on. q.,"'ti:i;t* tutrt- un-it and Five Long answer type

questions,carrying i; *;;kt eacn"fu sceil+ t:lttt''*:i: from each


A & Section B and onty t*u questions from Section C' -

s 7

l

I ii' ''\:i!p" "'

tl

M. Marks 80Paper VI Teaching of Urdu

Unit I : Posit ion of Urdu Teaching

i) Origin and development of Urdu langtrage.

ii) Objectives of teaching Urdu at elementary & secondary levels.

iii) The quality of a good Urdu ieacher.

lu) Problems of Urdu teaching.

Unit II: Methods

i) Translation method

ii) Direct method

iii) Play way method

iv) Structural aPProach

) Comrnunicdtion aPProach

vi) Bi l ingualmethod'

Unit I l l : Reading & Writ ing

" i) Importance, concept & meaning

ii) Types of reading silenVloud, extensive & intensive, Reddingcomprehensive readihg defects and their cure.

iii) Elementary knowledge of Urdu scripts- khat-e-Naskh, Khat-e-Nastaliq, Khat-e-Shikast.

iv) Teaching of alphabets borrower from Arabic/Persian & F{indi itheir shapes & no new clutive.

v) Quality of good handwriting.

vi) Defects in writing skills and their improvement.

vii) Essay writing

Unit IV Teaching of Prose and Poetry

i) Teaching of Prose and Lesson planning

ii) Teaching of poetry and lesson planning

iii) concept and meaning of evaluation

iv) Criteria of a good language test

v) Enor analysis and remedial teaching

3 p

UnitV:

vi) TYPe of language Tests'

Content

I of literature Aligarh movement' programe movement'i) A brief histotl

ii) Main school-Dabistans of Lucknow' Delhi'

iiii Various forms of Urdu literature' (Prose; Dastan' Novel' Afsana'

Drama,Inshia)'

nds of Urdu' Vowels' consonan"' lii::::"-shamsi &

iv) Standard soun{s,"] l^l1l-"tilil.]"-"."t-i"-o.o"unciation.Qamari, ,ttt" I initrmation' improvement in pronunctattot

-Thepaperse t te rss l ra l l se tTenve . r ysho r runswe f t ypeques t i ons

carrying 1r/2marks "iZii&t*oa t"t""ting two from each unit' Five

short answ er tvp e q nestia ns tul'vln-q. i^ -TI*:,,t îi

##;if#"short answer tvve Hl;;; .*fr" *it and Five Long answer tJ)pe

selecting one question trom ti"i :'::'-,::;;"i;i;;one from each

ouestions,carrying 1;'t;il each for Section C' selecting one

unit. The candidates shall have to attemp;ll tf,e questions from Section

l'[ ir*r"J ;;d ";il;;

questions from section c'

' *:t+':al17,p' "

3 7

Paper VI Teaching of Kashmiri

Unit I:

M. Marks 80

l|rr',_ *, ,jl

Unit II:

Unit I I I :

Unit IV

Unit V

i) Origin and development of Kashmiri language'ii) Objettives of teachlng of Kashmiri at elementary & secondary levels.iii) The quality of a good Kashmiri teacher.iv) Problems of Kashmiri teaching.

'i) KashmiriPhonology;Vowelsandconsonants.ii) Kashmiri Script; Spelling and Diacritical Marks.iii) Conection of rniss-spelt words.iv) Correction of wrong sentences.

i) Esqay Writingii) Letter Writing

Poetry: The following poets onlY:

Lal Dyad, Shekhul Alam, Ivlahmood Gami, Rasool Mir, Swachhi Kral, ShamsFaqir, Maqbool Shah Kralawri, Mehjoor, Azad & Nadim.

Text Prescribed: Nev Shaari Sombran (Published by the Departmerlt ofKashmiri)

Prose: The following authors onlY:

Akhter Mohi-ud, Mohi-ud-Din Hajni, Rahman Rahi, Amin Kamil, HariKrishanKoul, Ratan Lal Shant, Shafi Shauq.

Text Prescribed : Nasrich Kitab (Published by the Department of Kashmlri)


The paper setters shall set Ten very shott answer type questionscarrying 1r/2 marks each for section A. selecting two from each unit, Fiveslrort answer type questions carrying 7 marks each futSe.etrip&--B-selecting one question from each unit and Five Long answer typequestions, carrying 15 rnarks each-fuLEeg$7n-e, selecting one from eachunit. jfhe candidates shall havp to attempt all the questions from SeqtionA & Section B and only fwo questions from Section C.

/o

ttt

Paper VI Teaching of llindi M. Marks 80

Unit l: Position of Hindi Teaching

i) Origin and development of Hindi language.

ii) Objectives of teaching Hindi at elementary & secondary levels.

ii i) Role of Hindi as a link language in India.

iv) Problems of Hindi Teaching.t

Unit I I : Methods


t

ii) Play way method

iii) Dirept method\

iv) Structural approach

Unit III Reading & Writing) .' l l a : ' a !,,f\ * i) Concept, Meaning and Importance of Reading

j ii) Types of reading silenVloucl, extensive & intensive,

iii) Reading defects and their cure.

u.. iv) Quality of good handwriting.

v) Defects in writiirg sl{ills and their improvement.

vi) Summarizing and elaborating

i) Essay writinglLetter writing

Unit IV Teaching of Prose and Poetry

ii) Teaching of Prose and Lesson planning ProseJ

iiD Teaching of Poetry and lesson planning Poetry

iv) concept and meaning of evaluation

) Criteria of a good language test

vi) Enor analysis and remedial teaching

,,

Uni tV: Content

i) Standard sounds of Hindi' Vowels' consonants correct pronunciation in

Hindi'

ii) Definition & Kinds of Nouns & Adjectives'

i i i ) ,Adetai leddescript ionofthel i fe&workscontr ibut ionofKabir&Tulsi

iv) StudY of the following:

a) Kabir's Dohe (?u' & 9tr' Grade Texts)

b) Mekadevi's Murjaya Phool (7'r' Grade Text)

c) \ Giloo (Story) - (8'h Grade Textbook)

d) Nilakant-(10s Grade Text)

ri;;. '.] '

Note fof PaPer Setter:

The paper setters shall set fn:::r'y sltort answer tJrp: questions

carryinglr/2rnarks":"'iWiu:sA-.,:t*'il:ril'::#i:!;:i?"::';'Y*$ :#..i{i'h 1r$. : ::t':w;' ; ;';;' ! - r o'ouestions, carrylnguni t 'Thecandidates,hul lhuu. toat tempT; l f ihequest ionsf romsect ionA & Section B and iiifi*-" o"estions from Section C'

/s

Paper VI Teaching of Punjabi M. Marks B0

Unit l: Position of Punjabi Teaching

i) Origin and development of Funjabi- its dialects.

ii) Importance of Punjabi as a regional language

,iiD Objectives of teaching Hindi at Elementary & secondary levels.

iv) Present position of tpaching of Punjabi in Punjab and J & K.

Unit II: Methods,


ii) Play way rnethod

iii) Direct method

iv) Structural approach) . . ' l e

l " i " ,: " i Unit I I I Reading & Writ ing

';) D Concept, Meaning and Importance of Reading

ii) Types of reading silent/loud, intensive & extensive,

-' iii) Reading defects and their cure,

iv) Quality of good handwriting.

v) Defects in writing skills and their improvement.

vi) Essay writinglLetter writing

vii) Lesson Planning.

Unit IV Teaching of Prose and Poetry & Evaluation

i) Teaching Prose & Lesson planning

ii) Teaching Poetry and'lesson planning

iii) Concept and Mezuring of Evaluation

iv) . Criteria of a good language test

v) Error analysis and remedial teaching

vi) Types oflanguage tests.

EI

Unit V: Content

1) Detailed description of life and works of Baba Fareed

Preemm'

iD ' Flok songs and its imPortance

iii) Nouns & its Kinds

iv) Acljective & its Kinds

v) Phase & idioms'

and Amrita

f;'| r

Note for PaPer setwr-:

The paper setters shall set fT::"y short answer tll|questiorts

carryinglr'zmarksJZii&'-4,."^.'filiil":::f i:f ;i';'i|::;.

;i!r?;:;-i'{f[gfr JiJ[l'xf"'uiitF"r"6-'^**a'nauestiotts, caITYlng

unit. The runaiout"s ''h;ll'il;""'":n:Tiffie questions frorn Section

A & Section B and r"iv l*. q"estions from Section c'

/r-

Puo"

'i"ir

Paper VII Teaching of History & Civics

Unit I Nature and Scope ofSocial Sciences

i) Social Science and Social Studies: Core subjects of social sciences-History, Civics, Geography, Economics Inter relationship betweenthem.

ii) Structure and scope of History & Civics, History/Civics as a basic' discipline, its importance in day to day Iife and its role in international

understanding.

iii) Study of Regional History and place of Regional History in teaching.

iv) Instructional objectives of teaching History at secondary level.

Curriculury in History andrCivics

D Place of History and Civics in secondary school curriculum

ii) Approaches to curriculum organization: chronological concentric,topical conelational, curriculum design.

iii) Teacher and curriculum planning, hidden curriculum Evaluation ofcurriculum Analysis of Text books, Cender bias in secondary socialscience curriculum.

Methodology & Teaching Aids

i) Source method

ii) Project method

iii) Dalton plan

iu) Narration method (Stqry - telling)

v) Role - play method

vi) Selecting and using teaching aids : Chalkboard, objects and specirnens,Histrionics, models, graphs, charts, maps, pictures, slides, fllms,filmstrips, audio visual aids, projected aids : slide projectors, filmprojector, overhead projector, epidiascope.

Towards a new world order: (Content I)

i) The First World War : Causes and Consequences

ii) The world between two Wars : Fascism in Italy and German y

iii) Emergence of USA, Soviet Union and Japan

!u) Nationalist Movemeilt in Asia and Africa

Unit lI

Unit I I I

Unit lV

, (

Paper VII Teaching of History & Civics

Unit I Nature and Scope of Social Sciences

i) Social Science and Social Studies: Core subjects of social sciences-History, Civics, Geography, Economics Inter relationship between

- them.

ii) Structure and scope of History & Civics. History/Civics as a basic' discipline, its importance in day to day life and its role in international

understanding.

Unit II Curriculup in History and Civics

i) Place of History and Civics in secondary school curriculum

ii) Approaches to curriculum organization: chronological concelttric,, ! - ^ l ^ ^ , , ^ - l - r : ^ - ^ l ^ , , - - ! ^ - - l - - - l ^ ^ : ^ - -

:j;r+::.-v topical conelational, curriculum design.. ( ! '

; iii) Teacher and curriculum planning, hidden curriculum Evaluation ofr r t o - ' - , 7 ' t r ! ! r., curriculum Analysis of Text books, Gender bias in secondary sbcial

science curriculum.

' Unit III Methodology & Teaching Aids

i) Source method

ii) Project method

iii) Dalton plan

iv) Narration method (Stqry - telling)

. v) Role - play method

vi) Selecting and using teachifig aids : Chalkboard, objects and specimens,Histrionics, models, g$phs, charts, maps, pictures, slides, films,filurstrips, audio vi$ual aids, projected aids : slide projectors, filmprojector, overhead projector, epidiascope.

Unit IV Towards a new world order: (Content I)

i) The First World War: Causes and Consequences

ii) The world between two Wars : Fascism in Italy and Gerrnany

iii) Emergence of USA, Soviet Union and Japan

iv) Nationalist Movement in Asia and Africa

, (

UnitV (A)

v \ T h e S e c o n d W o r l d W a r a n d i t s ; c o n s e q u e n c e s : s e t t i n g u p o f U ' N ' O ' '\ ) g*itglntt oflndependent nations'

vi) The Cold War and Military Blocks' Chinese Revolution' Non

AlignmenJ movement'

v i i ) Ind ia ,ss t rugg le fo r independence:Fromtherevo l to f l85TtoPar t i t ion ."'/ Postindependencedevelopments'

Heritage of India

i) The land and people' Art and Architecture

ii) Indian Constitution : Fundamental Rights and Duties

iii) Govsrnment at the State and Central level'

Regional History

i) Awanti Verman & Lalita DatiYa

ii) Sultan Zain-ul-Abideen Budshah & Youssuf Shahi-Chak

iii) Haba Khatoon & Lala Ded'

(B)

,',r:1',';'*.i:ii a

Note for PaPqr Setteri

The paper setters shall set Ten very short unswer Utpl questions

carrying 112 nrarks Jiiifi*n4ul '"lecting two from each un\t' Five

short answel tlpe questions carrying 7 mirks each for Section B'

selecting one questi'ln- fro* eachunit and Five Long answer tJ'pe

questions,carrving ii'*u'ftt each fur Scetie:+ ttl:-tt',1i:?: from each

un i t .Thecand ida tessha l lhavetoa t te rnp ta l l thequest ions f romSect ioni^[ d..ltn g anO only two questions from Section C'

rv

Paper VII Teaching of Geography M. Marks 80

Unit I Nature and Scope of Social Sciences

i) Social Science and Social Studies: Core subjects of social sciences-History, Civics, Geography & Economic, lnter relationship betweenthem.

ii) Strucrure and scope of Geography, Geography as a basic discipline, itsimporlance in day to day life and its role in international understanding.

iii) Study of home region and place of local Geography in teaching.

iv) Instructional objectives of teaching Geography at secondary level.

Unit I I Instruct ional Planning

i) Methods : Lecture, Project, Discussion, Assignment, Problerns solving,Demonstration, Induotive and Deductive, Regional, Case study methodsField trip, observation, Illustration, questioning techniques,

ii) Content Analysis, Writing objectives in behavioral tenns.

iii) Prepat'ation of unit plan and lesson plan.

Unit I I I Evaluat ion

i) Objectives of evaluation in Geography, developing a Blue Print *

objective, content, types of item in it.

ii) Essay type, short answer type and objective type questions in Socialsciences, their advantages and lirnitations, Framing different types ofquest ior ls.

iii) Construction of achievement test items,

iv) Continuous evaluation using feedback for improvement of teaching andlearning.

Unit IV General Geography of Wortd (Content I)

i) Natural environment: The atmosphere - factors determining weatherand climate. The Lithosphere * tlie changing face of earth, external andinternal processes. The Hydrosphere - relief of the ocean floor. The

Biosphere inter relationship between man with atmosphere,lithosphere and hydrosphere.

ii) Major natural regions of the world.

iii) Resources and their classification : renewable and non renewable,potenlial and developed resources. Distribution and utilization of

iesources - land, soil, forest, fisheries, power resources and theirconservation

tp

UnitV Population & OccuPation

i) Population -'Oi't'iUution' growth and density of population'

ii) occupation :-PrimarvooT{:i--i"fli,A,Jl$]T;,iil$"1}ff:tTl'1' / and mining,lsecondary occupauon -

' trade' transport' cotnmunication and servlces'

iii) Man's,inter'ventlon: needs and efforts to improve the quality of

environment'

t " . ' '

Jtuerp$per setters shall set ":':'! :,!'::.,::i:::tvpe

questions

carryingtr/'ma1l<1-e;;;tuUb"A.-:"*til:,X":::f i:f ;::ti|';stroit inswer type .queslions

tuflv:1q.

sel'ecting on. quu"'olr from each unit and Five Long answer rype

euestions,carrving I ;'t;;l; t" "n 'rqr su"iiii c ' ttlttt''ig-:?-"- from each


A & Section B and oniy:t*o questions from Section C'

?r

Paper VIII

Unit I

ITeaching l4l Bio-science

i) History & nature of Science

ii) Role & importance in daily life

iii) Path tracking discoveries & land mark developments in science

iv) Eminent world scientists, eminent Indian scientists (special referenceto Natural Scientists)

v) Importance & place of Bio-Science in school curriculum

vi) objectives, of teaching Bio-Science with special reference to the TaraDavi seminar, Kothari commission & Ishwar Bhai committee.

Unit II Planning for teaching Bio-Science

li' , D Developing year plans, unit plans, lesson plans.

ii) Preparation of lesson plans on the basis of standard principles.

iii) Preparation & development of improvised apparatus.

iv) Preparation, selection & use ofteaching aids.

v) Importance of field trips, science clubs, science fairs, science museumsas non-formal approaches of science teaching.

vi) Maintance of Aequarium.

Unit III Methods of Teaching

i) Lecture Method

ii) Demonstration method

iii) Demonstration-cum-Discussion method

iv) Heurestic method

v) Inductive deductive method

vi) Project method

&

Unit Iv Content (BofanY)

i )

i i )

Uni t V

Life Processes in Plants

Nutri t iort: T1 pe of nutri t ion: ALrtotrophic: Heterotrophic'

i i i ) Photosynthesis: Process and mechanisrn' Transport of material

. Diffusion, o;;ti;and Plasm-olysis' Absorption of water' process

of Traspirati"; ' M;;;" ism of siomatal opening and closing'

iv) Reproduction: Asexual & Sexual Reprodtrction' Growth and

development in Plants

v) Grorvth regulators: Auxins' Gibberel ines' abscisic acid'

vi) Biosphere: Meanirrg ancl definit ion' col 'nponents of Biosphere'

vi i) Ecosystem: Bio/geo chenrical cycles'

vi i i ) Natural resotlrces' renewable and non renervable resollrces'

Contcnt (ZoologY)

i) Life Process in animals

i i) Ntrtr i t ion: Feeding mechanism' Digestion and absorption of food

i i i ) Respi rat ion in animals and Iuat t

i v ) B l o o d c i r c u l a t i o n : B l o o d S t r u c t u r e a r r d f r r n c t i o n l H e a r t s t r t | c t t l r eand function' col lrse of circulation'

v) Excretion; Structure and functions of kidney' Urine formation'

V i ) N e r v o u s S y s t e l n : S t r u c t u r e o f B r a i n l S t r t l c t L l r e a n d f i r n c t i o n o fEndocrine sYStem'

v i i ) C e l l s t r u c t u r e ' c e l l o r g a n e l l e s . c e l l d i v i s i o n ( M i t o s i s & M e i o s i s ) :EcosYstem and Bio-SPhere'

Note for PaDer Setter:

The,^paper setters shall set Ten very sltort answer t'ype queslilns

carrying 1"'marks !:^"1'p;ttynoZ selecting nvo from each unit' Five

slrort urtswer type questions carrylng Z 1ir!1 each for Section B'

selecting on. qu.'tion from each unit and Five Lortg ottswer rype

questiorrs,rurryi,,iii'*o'rt tutrt ry+t""g selecting one from each

un i t 'T l recand ida t -essha l l l r ave toa t te rnp ta l l t heques t i ons f romSec t ion";^; d.. ir". e ;d only two questionsaom Section c'

{/

-\-

Paper VIII Teaching of Physical Science

Uni t I

i) History & nature of Science" " ' " ' J

ii) Role & importance in daily life

, lii) Path tracking discoveries & land mark developments in science

.iv) 3?.'ffi::T;i$,Tfi!i:ls' erninent Indian scientists (speciar

v) lmportance & place of Physical Science in school curriculum

' vi) Objectives, of teaching:Physical Science with special reference tothe Tara Davi semi,nar, Kothari Commission & Ishwar BhaiCommittee.

Unit Il Planning for teaching Physical Science

i) Developing year plans, unit plans, lesson plans.t .

i--, ,i"''' ,,, ii) Preparation of lesson plans on the basis of standard Principlesr

- iii) Preparation & development of improvised appoints.

. iv) Preparation, selection & use of teaching aids.

' v) Importance of field trips, science clubs, science fairs, sciencemuseums as non-formal approaches of science teaching.

Unit III Methods of Teaching

i) Lecture Method

ii) Demonstration method

iii) Demonstration.cunt-Discussionmethod

iv) Heurestic method

v) Inductive deductive rnethod

vi) Project rnethod

Unit IV Content @hysics)

i) Motion, force, work & energy, displacement motion and its typesspeed velocity and acce'leration, force-magnitude and direitioni

ii) Heat as energy, temperature, transfer of heat thermal expansiort &change ofstate.

I

Unit V

iii) Newton's Law, qualitative concept of relativity' universal law of

sravitation, KePler's'

iv') Si*pft pendulum' restoring fo1c1' SHM' displacement'

am p lituot, titiut;;il*;;triod' expression for time' period'

* a v e m ot i o " ; il; ;; ; ;; *y: tiil;x {;: l*:?::i'# : I l,transverse waves length' relatton t

' wave rtngtr'"i'unsfeiof energy and momentum in wave

propagation, ;;;iltt motion' -sound

wave s and their nature'

v) Light, image formation by spherical mirrors and lenses' telescope'

microscope, itf;;i"iti"" and correction perception

perception "il;ffi'

;olour blindn""' to"]po'ition of white light'

wavtiength and colour of light'

Content (ChemistrY)

i) Introduction to chemical reactions' tvpes of chemical reaction

combinationdecomposit iondispltementreactionsbyperformingactual tru"'olt uciivitits relatid to these reactions (wherever

Possible)

ii) lntroduction to the electronic concept of oxidation-reduction'

oxidation number and redox reaction by demonstrating different

redox reactii"'i"iftt "f"ss and discussing their chemical

equations'

iii) Endothermic and exothermic reactions by performing the

activit ies"i; ; ; ; i ; t"nofany.NH4Clinwater,evaporationofwater,'pi'it i'"io;;;;;b ""0-119'19

yuot''T :::': "tt'oirrorutionf!"Nl6n in *ur.r, H2SO4 in water and neutralization

reaction (exothennic) of aq-' nuOft UV uq'I9!'^C*cept of rate of

reaction,factorsaffectingtftttut"-tft"ciof(a)Concentration(b)t.*pt'ut"t (c) Pressure and (d) Catalyst'

iv) Elementary idea of Electro chemical celland dry cell

v )Rus t i ngo . f i r on&preven t i ve lneasu re tno leconcep tandso lv ingor nuttt't iioUfttt related to the mole concept'

The paper setters shall set Ten ve.ry short ans'wer typl quest'otls

carrying r t/2 marks JZi ffi";'^:;ti;:"il""1;il i::^ #ffi:i,';i:r,:,:;;^,;;:^;:'ffiffiT#:r,"e 7 *I'rs each for section B

selecting one questiln fronr each unit and Five Long answer U)pe

questiorrs,carrying i;';;;k; t' "r''

fo' s"tion c' selecting one from each

uni t .Theqandidatesshal lhavetoat temp; ; l i f ,equest ionsf romSect ionA & Section B and oîy i*o questions from Section C'

-f3

,

Paper VIII Teaching of Mathematics M. Marks 80

Mathematics - I{istorical Background

i) Meaning of mathematics

,ii) HistorY of Mathematics

iii) Contributions of Indian Mathematicians with reference to

B haskaracharya,,Aryabh atta, Lee labathi, Ramanuj an'

iv) Contribution of Euiclid, Pythogorus, Rene-descarte.

MethodologY

i) Induotive & Deduotivs

ii) Analytical & SYnthetic

iii) Heuristic, project and laboratory

iv) Various techniques for teaching mathematics viz, oral, written,drill, assignment; supervised study and programmed learnin$'

Instruction in Mathematics

i) Meaning and importance of a lesson plan

ii) Performa of a lesson plan and its rationatity

iii) Meaning and purpose of a unit-and-unit plan and an yearly plan

.iv) Developing low cost improvised teaching aids relevant to loqal

ethos

v) Maintaining and using blackboard, models, chart.s, TV, films and

video taPes and VCR'

Content - I

Unit I

Unit tl

Unit III

Unit IV

Mensutation: Volume and surface Area of Cube, cone, cylindrer

and sphere

Linear Equation of one and two variables

Rational Expression & Quadratic equation

Ratio & Proportion and Factors

,f/

Unit V Content - II

i) Circle & Geometrical Constructions

-l

i i )Stat is t ics :Moan,Median 'Morta l i ty tab le 'costof l iv ing indexand' Price index'

iii) Sets & surds,

I


The paper setters shall set Ten ve.ry short answer typl questions

"u.rying pt"d;lt ;:;;;&;b4selecting two from each unit' Five

sho.rt unsvter type qu6-tiun' carrying 7 mirks each fuLSesliqrt-A

,if""f"g"l", ,i,i.rril"-;; eachunit and Five Long answer type

questions,carrying i;';;;k; t" ch for Section C' selecting one from each

unit. The candidates shall have to utt.rnprffie questions from Section

X'oi d""r"" e'u;Jlonry two questions from Section C'

K

(Paper IX) Internship & Practice Teaching

D lnternship

Marks :300

(50 marks)

- Mastery of basic skills required for maintenance ofschool records (Admission, Attendance, Examination)

- Attending & organized Morning assembly.- Attending staff meetings & preparing school time table- Observing 3 lessons delivered by any teacher on the

staff as per the school time table & preparing a reporton that.

- The duration of internship shall be six working dals.- The evaluation of this component shallbe done jointly

by the Head of the Institute & the Supervisor.

P :,:,

iD Preparation of Teaching aitls (50 marks)

'; - Teaching aids to be prepared for two content-cum'Methodology,papers separately. These aids are to beprepared for all the fifteen lessons to be delivered ineach subiect,

iiD Mastery of Teaching Skills (100 marks)

Mioro teaching/ Simulated teaching sessions shall heconducted by the college prior to the practice ofteaohing emphasis shall be laid on the development ofsome basic major skills of teaciring.

iv) Practice Teaching (100 marks)

The praotice teaching shall be conducted for fifteenworking days. Each day a student teacher shall dellvertwo lessons in each subject. All these lessons shalllbesupervised by the Head of the Institution & theconcemed Supervisor. The two criticism lessons slnallbe delivered in presence of other teachers on the staff'

$

Documents

B.Ed PROGRAMME - University of Kashmir