B.Ed. Integrated Programme -Course Outline-2011 … · B.Ed. Integrated Programme -Course Outline-2011-2012 Onwards ... Social Science Education I ... Classroom Teaching Methods and

B.Ed. Integrated Programme -Course Outline-2011-2012 Onwards Course Code Paper(s) CFA Max.

External Total marks

No. of Credit

Pre-B.Ed courses Psycho Social Bases of Education

50

50

100

4

Essentials of Teaching and Learning 50 50 100 4 (8)

UBE0101 UBE0102 UBE0103 UBE0103A UBE0103B UBE0103C UBE0103D UBE0103E

B.Ed. I Semester Educational system in Emerging India Psychology of Education Elective (Any one) Health and Physical Education Pre-Primary Education Measurement and Evaluation Vocational Education and Training Extension Education and Rural Development

50 50

50

50 50

50

100 100

100

4 4

4

UBE0104 UBE0104A UBE0104B UBE0104C UBE0104D UBE0104E UBE0104F UBE0104G UBE0104H UBE0104I UBE0104J UBE0104K UBE0104L UBE0104M

Optional Subject (Any two) Language Education Tamil I Language Education English I Language Education Hindi I Mathematics Education I Physical Science Education I Biological Science Education I Home Science Education I Tamil Education I English Education I Hindi Education-I Economics Education I Social Science Education I Computer Education I

50 50

50 50

100 100

4 4

UBE0105 Teaching competency (Practice Teaching I) 50 50 100 4 UBE0106 Practical-I 50 50 100 4 UBE0107 VSR 100 4 (32)

UBE0201 UBE0202

B.Ed. II Semester Curriculum Development and Evaluation Educational Technology and Innovations

50 50

50 50

100 100

4 4

UBE0203 UBE0203A UBE0203B UBE0203C UBE0203D UBE0203E

Elective (Any one) Institution planning and Administration Environmental Education Aesthetic and creative Education Peace Education Guidance and Counselling

50

50

100

4

UBE0204 UBE0204A UBE0204B UBE0204C UBE0204D UBE0204E UBE0204F UBE0204G UBE0204H UBE0204I UBE0204J UBE0204K UBE0204L UBE0204M

Optional Subject (any two) Language Education Tamil II Language Education English II Language Education Hindi II Mathematics Education II Physical Science Education II Biological Science Education II Home Science Education II Tamil Education II English Education II Hindi Education II Economics Education II Social Science Education II Computer Education II

50 50

50 50

100 100

4 4

UBE0205 UBE0206

Teaching Competency-II Practicals-II

50 50

50 50

100 100

4 4

UBE0207 Project Work 50 25+25 100 4 (32) Total 850 850 1800 72

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PSYCHO–SOCIAL BASES OF EDUCATION Credit – 4 Max. Marks: 100 Hours – 64

Course Objectives

� To know the basics of education

� To understand education from a psychological perspective

� To understand the sociological basis of education

� To know the psycho-social determinants of education

� To familiarize the pedagogical concepts and its application in teacher

education

Unit I Basics of Education

Education - concept, meaning, objectives and scope. Education as science,

Education as a Social Process, Education for Human Resources Development -

Individual, Social and Cultural aims of education, cultural heritage and

education.Functions of Education – individual and social functions of education.

Unit II Psychological Basis

Biological and psychological bases of behavior: concept of growth, development

and maturation. Dimensions of Development – physical, cognitive, emotional, social

and moral.

Principles and process of learning - factors influencing learning-motivation -

rewards and punishment – remembering and forgetting, Individual Difference -Transfer

of learning - Development of personality, Intelligence and Creativity.

Unit III Sociological Basis

School as a social subsystem - school and society - school & community

relationship, community schools and colleges - Agencies of Education – formal,

informal and non-formal.

Education for socialization - social change-social mobility - social stratification -

Education for social justice, democracy and citizenship.

Unit IV Psycho–Social Determinants of Education

Habits and habit formation, Concept and concept formation - Group dynamics,

Defense mechanism - Mental Health and Hygiene.

Gandhian concept of education for integrated development of human being.

Unit V Pedagogical Basis

Taxonomy of educational objectives – Benjamin Bloom’s classification

cognitive, affective and psychomotor domains.

Teacher and classroom behavior – characteristics of a good teacher behaviour -

Flanders Interaction Analysis. Role and functions of teachers - as a planner, facilitator,

counselor and researcher.

References

1. Bhattacharya S., Foundation of Education, Delhi: Atlantic Publishers, 1996.

2. Banerjee A.C., & Sharma S.R., Sociological and Philosophical Issues in

Education, Jaipur: Book Enclave, 1999.

3. Chandra, S.S & Sharma R.K Sociology of Education, New Delhi, Atlantic

Publisher, 2002

4. Curren Reandall (Edited) A companion to philosophy of Education, New

York Black Well Publishing 2003.

5. Dash.B.N, Teacher and Education in the emerging Indian society, New

Delhi: Neelkamal Publications, 2000.

6. Gupta.N, Human Values in Education, New Delhi: Concept publications,

2000.

7. Hemlata, T. Sociological Foundation of Education, New Delhi, Kanishka

Publisher, 2002.

8. Heyting, prieda (Edited) Methods in philosophy of Education. London.

Routledge,2001

9. Jayaram N, Sociology of Education in India, Jaipur: Rawat Publication, 1990

10. Mangal S. K, Advanced Educational Psychology, New Delhi: Prentice Hall, 1993.

ESSENTIALS OF TEACHING AND LEARNING

Credit – 4 Max. Marks: 100 Hours – 64

Course Objectives

� To acquaint students with the concept of teaching and its components.

� To develop an understanding about general principles of teaching.

� To know the role of teachers in teaching in teaching and learning.

� To understand the professional ethics and qualities of a good teacher.

� To familiarize with the importance of teacher-student relationship.

UNIT I Introduction Teaching: Concept, Nature and Characteristics of teaching - Phases and

Operations of Teaching - Variables of teaching.

Learning: Concept, Nature and Characteristics of learning - Effective learning -

Factors influencing learning.

UNIT II Teaching and Learning Teaching and Learning: Relationship between Teaching and Learning -

Principles of Teaching and Learning. Levels of Teaching and Learning: memory level,

understanding and reflective level - Significance of Teaching and Learning.

UNIT III Teaching Profession & Teacher Efficiency Teaching as Profession: Characteristics of a profession - characteristics of

teaching profession - Committed teacher - Professional traits of a teacher.

Qualities of a good teacher - Qualifications-Duties and Responsibilities -

Training of teachers - Pre-service and In-service. Professional ethics of teacher -

Teacher accountability.

UNIT IV Innovative Teaching Practices & ET Micro Teaching - Simulated Teaching - Tean Teaching-Maxims of Teaching -

Instructional Strategies.

ET: Concept - Meaning - Definition - Scope and Limitation - Components of

Education Technology - Audio visuval aids- Improvised aids. IT: Concept – Meaning –

Definition - Scope and Limitation. ICT: Concept – Meaning – Definition - Scope and

Limitation - CAI, CAL, CALL, CLM.

UNIT V Monitoring and Evaluation of Teaching

Evaluation: Concept – Meaning – Definition – Aims – Methods – Normative –

Summative - Norm Referenced and Criterion Referenced Tests.

Need for teacher evaluation - Need for student’s evaluation - Tools for teacher

evaluation - problems of student’s evaluation - Self and Peer evaluation - Priciples of

Teacher evaluation. Teaching competency - Teacher efficiency - Teacher effectiveness

- CBTE.

References

1. Aggarwal.J.C, Principles, Methods & Techniques of Teaching II edition

2. Khanna.S.D, Saxena.V.K, Lampa.L.P and Murthi.V, Technology of teaching and

essentials of teaching learning, Delhi: 2002.

3. Mangal.S.K, Essentials of Teaching-Learning and Information Technology.

Ludhiana: Tandon Pub, 2002.

4. Mahesh kumar, Modern teaching of Information Technology, Anmol Publication

Pvt.Ltd, New Delhi: 2004.

5. Nayak.A.K and Rao.V.K, Classroom Teaching Methods and Practices, APH

Publishing Corporation NewDelhi: 2004.

6. Percy Nunn, Principles of Education, Discovery Publishing House, New Delhi:

1999.

7. Premkumar Jha, Teacher Education: Global context and framework, Delhi:

VISTA International Pub, 2005Tamilnadu Open University B.Ed Study material,

Chennai: 2004.

8. Rao.V.K,Teacher Education, APH Publishing Corporation New Delhi: 2004

9. Status of teachers in India, NCERT Publications New Delhi: 1993.

10. Walia.K (Ed.), Teacher Commitment, NCERT Publications New Delhi: 2003.

UBE0101 EDUCATIONAL SYSTEM IN EMERGING INDIA Credit – 4 Max Marks: 100 Hours – 64 Course Objectives

� To understand the role of education and role of teacher in society

� To analyze the various challenges, solutions and reforms in education.

� To create involvement in students of society and development.

� To familiarize the concepts of Value and Human rights education.

Unit I Our Educational Heritage

Foundations of Education - Philosophical, Sociological & Pedagogical aspects –

Influence of Hinduism – Buddhism – Jainism – Islam & Christianity. Education in the

pre-independent and post - independent India - Policies, Reports and commissions.

Unit II Educational Thought

Educational Ideas, thoughts and contributions of Indian philosophers: M.K.

Gandhi – Swami Vivekananda – Sri.Aurobindo – Rabindranath Tagore – J.Krishna

moorthy – A.P.J.AbdulKalam. Western philosophers: Plato – Rousseau – Dewey –

Froebel – Montessori – Ivan Illich.

Unit III Educational Development

Constitutional provisions in education – Secularism and education -Equalization

of educational opportunities, achieving equity – Barriers and solutions –weaker sections

– Education of girls–Disabled and culturally deprived. Democracy -National and

International understanding – socio-emotional integration –– Economic development –

Liberalization, Privatization, Globalization and Industrialization -Education for Rural

Development.

Unit IV Challenges in Education

Pre-primary – infrastructure – enrolment & quality, Primary Education –

problems and solutions. Secondary and Higher secondary Education – various systems

of education – State board – Matriculation – CBSE, ICSE and NCERT. Tertiary

Education - Role of colleges and universities – Quality concerns in education –

Employability – Distance education and Open learning systems.

Unit V Value Education

Values: meaning, definition, concept, important and types. Components of

value-value inculcation, National goals and value education, value of democracy,

socialism, freedom, discipline, rights and duties of Indian citizens – Human rights

education with reference to child rights –– Education for peace and harmony.

References

1. Anand C.L and (et al) The teacher and education in the Emerging Indian

Society, New Delhi: NCERT, 1992.

2. Dash.B.N – Teacher and Education in the emerging Indian society – New Delhi:

Neelkamal Publications, 2000.

3. Durkheim E, Education and Sociology, New York: The Free Press, 1966.

4. Gupta.N, Human values in Education, New Delhi: Concept Publishing

Company, 2000.

5. Mohanty J, Education in the Emerging Indian Society, New Delhi: Sterling

Publishers, 1982.

6. Mukherjee R.R, Ancient Indian Education, New Delhi: Motilal Banarasidas,

1974.

7. Seetharamu R.S, Philosophies of Indian Education, New Delhi: Ashish

publications, 1978.

8. Shukla S, and Kumar K., Sociological Perspectives in Education, New Delhi:

Chanakya Publication, 1985.

9. Sukumaran Nair.V., Emerging facts of Education, Kerela: Literacy forum, 2003

10. Tilak Raj Bhardwaj, Education of Human values, New Delhi: Mittal

Publications, 1999.

11. UNESCO: Inequalities in Educational Development, ANIIEP Seminar, Paris:

UNESCO, 1982.

12. Venkataiah.N, Value Education, New Delhi: APH Publishing Corporation, 1998.

UBE0102 PSYCHOLOGY OF EDUCATION

Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives

� To understand the basic concepts of education and psychology

� To appraise the concept of growth and development

� To acquaint with nature of attention, perception and concept formation.

� To acquire the nature of attitude, aptitude and motivation.

� To understand the nature of learning and intelligence

� To facilitate the development of personality, guidance and counseling.

Unit I Nature of Educational Psychology

Meaning of Psychology, Educational psychology definition, nature, scope -Methods

of Educational Psychology - Significance of Educational Psychology to teacher.

Unit II Concept of Growth and Development

Concepts, Principles, stages and charactertics of growth and development -

Attention, Perception, Concept formation - Piaget’s, Bruner’s stage of cognitive

development.

Unit III Attitude, Aptitude and Motivation

Attitude - Measurement of Attitude – Aptitude - Measurement of Aptitude – Interest

- Interest Schedule-Motivation – Types – Motivation cycle, Maslow’s hierarchy,

Achievement, Motivation - Role of reward and Punishment – Goal as a motivational

factor - Implications for the teacher.

Unit IV Nature of Learning and Intelligence

Meaning, Definition, Characteristics, Process of Learning, Learning curve -Learning

theories - Trial and Error, conditioning, classical operant, insight factors affecting

learning – Intelligence - Nature, theories, assessment, significance.

Unit V Development of Personality, Guidance and Counselling

Meaning, Definition, Characteristics of Personality - Theories of Personality,

assessment of Personality, Integrated Personality - Guidance and counseling -Meaning,

Need, Types - Organization of guidance. Programme in a school, counseling.

References

1. Alport G.W., Personality and Psychological Interpretation, London: 1927.

2. Hurlock and Elizabeth B., Development Psychology, New Delhi: Mcgraw Hill

Publishing Company, 1977.

3. Kuppuswamy B., Advanced Educational Psychology, New Delhi: Sterling

Publishers Pvt. Ltd.1967.

4. Kupuswamy B., Text Book of Child Behavior and Development, 2nd Ed., New

Delhi: Vikas Publishing House, 1989.

5. Mangal S. K, Advanced Educational Psychology, New York: Harper and

Brother, 1967.

6. Meenakshisundaram A., Foundations of Educational Psychology, Dindigul:

Kavyamala Publications, 2005.

7. Morgan and King, Introduction to psychology, 5th ed. New Delhi: Tata Mcgraw

Hill Publishing Company, 1976.

8. Parry, John and Adiseshiah W.T.V, Experimental Psychology, Madras: Alied

Publishers Pvt. Ltd., 1977.

9. Robert R, Rielly and Ernest L Lewis, Educational Psychology, New York:

Mcmillan Publishing Company, 1983.

10. Santhanam S., Teacher and learners, Madras: Asian Book Company, 1985

UBE0103 A HEALTH AND PHYSICAL EDUCATION Credit-4 Max.Marks:100 Hours-64

Course Objectives

� To study the theoretical assumption behind the practice of modern Physical

Education

� To develop skills in organizing the physical education programmes in schools

� To study the principles of health education

� To understand the curriculum planning in health education

� To introduce the students to yoga and its practices

� To understand the effect of physical education and sports on health status.

Unit I Introduction to Physical Education Physical education: meaning, implications, aims and objectives. Foundations of

Physical Education, Concept of Physical Fitness - Recreation - Physiological effects

of exercise - Growth and development for the practice of physical education -

Interaction of Health, Physical Education and Physical fitness - concept of positive

health.

Unit II Physical Education Programmes in Schools Organization of physical education programme in secondary schools -

Competitions – their role, values and limitations - Team and house system -

Classification of pupils for instructional and other purposes - preparation of fixtures -

Organization of annual athletic meet including lay out of a standard track with

provision of staggers and field markings - Evaluation of student’s performances in

physical education programmes.

Unit III Principles of Health and Health Education Definition of health – Dimensions of health - Definition of health education and

- R-KAP - Principles of health education and its importance and need - Common

ailments of school children - Communicable diseases, infectious diseases and

deficiency diseases - Cleanliness and Personal Hygiene - Positive mental health –

counseling against alcohol, smoking and drug abuse - Food and nutrition – safety

education and first aid.

Unit IV Health Education–Planning and Practice

Curriculum planning for school health education – its need and importance -

Principles involved in planning implementation of School health education Programme

- School health programme - Health instruction – health appraisal - health service and

health counseling - healthful environment - Teachers role and responsibilities in school

health programme and health evaluation.

Unit V Yoga and Meditation Yoga: Definition, different schools of yoga - Jnana Yoga, Bhakti yoga, Karma

Yoga, Mantra Yoga, Yantra Yoga, Laya /Kundalini yoga, Thantra yoga, Hatha Yoga

and Raja Yoga - its need and importance – practice of yoga and physical exercise –

Meditation – meaning - types of meditation – Mantra meditation, Object meditation,

Breathing meditation, Walking meditation and Gandhian way of meditation/Silent

meditation - Therapeutical value of meditation – its need and importance.

References 1. Bucher Charles, Foundation of Physical Education, St. Louis, The C.V.

Hosby and Co.

2. Chandrasekaran, Sound Health through Yoga, Madurai :Prem Kalyan

Publications, Sedipatti, 1999.

3. First Aid Manual, St. John Ambulance Association and the British Red

Lajpat Rai et.al, Meditation Technique and their scientific evaluation,

Anubhav Rai, Publication, Gurgaon, Haryana, India, 1998.

4. NCERT, National Curriculum for Elementary and Secondary School A Frame

work, 1996.

5. Om Prakash Tiwari, Asana-Why and How, Lonavla :Kaivalyadhama, 2002.

6. Swami Satyananda Saraswathi, Asana Pranayama Mudra Bandha, Bihar: Toga,

1997.

7. Satya Pal, Yogasana and Sadhana,New Delhi: Pustak Mahal, Khari Baoli, 2003.

8. World Health Organization, Comprehensive School Health Curriculum,

Regional Office for South–East Asia, New Delhi.1991.

UBE0103B PRE-PRIMARY EDUCATION


� To understand the child and the role of teaching in fostering the Childs

overall developments.

� To gain the knowledge about the pre-school education based on the

principles of child development under Indian condition.

� To be aware of the recent in pre-school programmes and child

development.

� To develop skills related to programme planning in pre-schools and

� To develop the skills of organizing pre-schools. Unit I Introduction to Early Childhood Education

History of early child hood education and pre-school movement – contributions

of the following philosophers and educationists – Rousseau, Frobel and Montessori –

needs of children – importance of pre-school education principles involved in

programme planning – long term, short term, a full-day school programme. Programme

for different age groups.

Unit II Growth and Development during Early Childhood

Nature of birth – parental development – event of birth types of birth – prenatal

and postnatal care – All round development – physical, emotional, social, cognitive and

moral aspects – exceptional children – physically handicapped, mentally retarded

socially handicapped and emotionally deprived. Adjustment problems and behaviour

problem of children – parent education programmes.

Unit III Instructional Material

Preparation of Audio-visual aids – practice of teaching skills through micro

teaching – demonstration of activities such as story telling, music, creative activities,

readiness activities and some experiences – corner arrangements – furniture and

equipment for various activities – building and facilities.

Unit IV Curriculum Planning

Planning the curriculum for pre-school teachers, language teaching, number of

works etc. Analysis of curriculum for pre-school education of different types – pre-

school education in National education policy – private and voluntary agencies –

organization and programmes for child welfare in India. TINP, Noon meal programme,

ICDS, ICCR, ANP, NCERT, NIPCCD, CSWB, CASA CARE, UNESCO, UNICEF etc.

Unit V Evaluation in Pre-School Education

Records and registers to be maintained in the pre-school–child, study techniques

– importance-observing children’s various developments, cumulative record, case study

etc.– preparing and administering the test for measuring cognitive development and

concept formation. Administering and interpreting the test scores.

Practicals

1. Reporting of the visit of nursery schools

2. Arranging different corners in the pre-school doll corner, creative corner, music

corner, story corner, science corner etc.

3. Preparation of visual aids to teach various concepts – measurement, colour,

space, animals, birds, flowers, vehicles, national leaders, social workers, number,

festival celebration etc.

4. Audio recording for teaching a nursery rhyme, story telling and free

conversation.

5. Conducting and recording field visits, exhibition and parent education

programme.

6. Preparation and administration of an achievement test in Home Science.

References

1. Aggarwal J.C, Methods and Materials of Nursery Education, Delhi: Doaba

House, 1990.

2. Day Barbara, Early childhood education, organizing learning activities, New York:

Macmillan, 1983.

3. Elizabeth B.Hwlock, Child development, New Delhi: McGraw Hill Publishers,1987.

4. Grewal J.S, Early Childhood Education, Agra: National Psychological

Corporation, 1984.

5. Khurshrid-ul-islam and Rao.V.K, Early Childhood care and education, New

Delhi: Common wealth publishers, 1997.

6. Pankajam, Pre-School Education in India, Gandhigram: Gandhigram

Publication, 2000.

7. Pant.S.K, Gender bias in girl childhood education, New Delhi: Kanishka

Publishers Distributors, 2002.

8. Pathak,C.K, Early childhood Education, New Delhi: Rajwat Publication, 2003

9. Spoked B.L. (ed), Handbook of research in early childhood education, New

York: The Free Press, 1982.

10. SuriyaKandhi. A., Child Development, Gandhigram: Gandhigram Publication,

2000.

11. Travers J.E, The growing child, Introduction to child development, New York:

John Kluley, 1977.

UBE0103C MEASUREMENT AND EVALUATION


� To understand the basic concepts and practices in educational

measurement

� To develop skills and competencies for the use of testing techniques

� To understand about various educational and mental measurement tools.

� To enable the student teacher to interpret the test results.

Unit I Basic Principles of Evaluation and Measurement

Evalution: Concept, Meaning, Principles, importance, Purpose of measurement –

nominal, ordinal, interval & ratio - Concept of testing and measurement.

Unit II Methods of Evaluation

Formative and Summative evaluation - Subjective and objective tests, essay

type, short answer, objective types, merits & demerits - Trends in educational

evaluation, internal assessment - Grading, semester system, question bank - Computers

in evaluation.

Unit III Construction of Tests

Test construction: planning and design, preparation of blue print - Steps in the

construction of a test - General principles of test construction and its standardization -

Writing test items: objective type, essay type and interpretive type.

Unit IV Standardisation of Tests

Basic characteristics of good measuring instruments: validity, reliability,

objectivity, usability and norms - Item analysis - Norm referenced and criterion

referenced tests standard scores, T- scores, Steps involved in standardizing a test -

Achievement tests: construction of standardized achievement tests.

Unit V Types of Tests

Types of test items - Construction of attitude scales, types of scales, preparation

of test items - Measurement of intelligence: concept of I.Q. Individual and group tests

of intelligence - Aptitudes and personality tests: use of aptitude tests – overview - Use

of interest inventors - Assessment of personality: interview, self report inventories,

rating scale, projective techniques.

Practicals

1. Administration of a psychological test and interpretation of test results

2. Determination of reliability and validity of any self made test

3. Construction of a test battery with at least five types of test items

4. Preparation of statements for an attitude scale.

References

1. Anastasi, A, Psychological Testing, New York: Macmillan Co., 1961.

2. Cohen, Jay, Ronald et al., Psychological Testing and Assessment and

Introduction to Tests and Measurement, California: Mayfield publishing

Company, 1995.

3. Cronbach, L.J, Essentials of Psychological Testing, New York : Harper,1972

4. Edwards A.K, Techniques of Attitude Scale Construction, Bombay: Vakils

Feffor and Simons Pvt. Ltd., 1957.

5. Freeman, F.S, Theory and practice of Psychological Testing, New Delhi: Oxford

& IBH Publishing Co, 1963.

6. Ferguson, L.W, Personality Measurement, New York: McGraw Hill Book

Company, 1952.

7. Guilford, J.P, Psychometric methods, Bombay: McGraw Hill, 1978.

8. Garrett, H.E, Statistics in Psychology and Education, Bombay, Allied Pacific

Pvt. Ltd., 1958.

9. Kaul. P.N., Elements of Scientific Methods, New Delhi: Sulthan and Sons.

10. Mursell, James, L., Psychological Tests, New York :Longmans, 1975

11. Rawat, D.S, Measurement Evaluation and Statistics in Education, New Delhi:

New Raj Book Depot, 1982.

12. Rajamanickam, M, Modern psychophysical and scaling methods and

experimentation, New Delhi: Concept publishing company, 2002.

13. Ramamanickam, M, Statistical methods in psychological and Educational

Research, New Delhi: Concept publishing company, 2001.

UBE0103D VOCATIONAL EDUCATION AND TRAINING Credit – 4 Max. Marks: 100 Hours – 64

Course Objectives

� To acquire knowledge of the various aspects of vocational education.

� To study the role of vocational education in increasing productivity.

� To develop proper attitude towards vocational education.

� To study the salient features of organizations

� To give vocational training and entrepreneurship skills.

Unit I Vocational Education: Concept and Need

Concepts of vocational and technical education – Need and importance.

Vocational Education for Human resources development – Vocational education and

economic development - relation of general, technical and vocational education.

Unit II Vocational Education at Secondary Stage

Objectives, course of study-list of vocations – syllabus, scheme of examination –

qualification and training of teachers for vocational education. Major areas of

vocational education. Problems of vocational education - suggestions for improvement.

Unit III Vocational Education Programmes

Work experience – Concept – distinction between work experience and

vocational education.Basic education – concept – merits – criticism, need and

importance, Scheme of multipurpose schools. S.U.P.W. – Concept – Objectives –

selection of activities programme – types of activities and their advantages.

Unit IV Technical Institutions

ITI and Polytechnic – need and importance – classification, admission process –

course of study – organization and administration at state level, vocational guidance –

need and importance-vocational fitness and appraisal-recent trends in technical

education.

Unit V Occupational Training

Salient features and co-operation with industries and other organizations.

Vocational education and training, training for self employment and small scale village

industry. Vocational Trades and Training – Food processing-Bakery, Handmade paper

– Textiles, Khadi and Handloom, Cottage Industries – Diary – Agri – Handicrafts –

Herbal products – Painting – Construction – Leather Works.

References

1. Aggarwal J.C.Aggarwal S.P, Vocational Education, New Delhi: Doaba

House Publishers, 1987.

2. Corrazzini, A.J, The Decision to invert in vocation Education: An Analysis of

costs and benefits, New Delhi: Drivendra Publication, Administration of

vocational education concept, 2001.

3. Delors, Jacq1ues, Learning the treasure, Paris: UNESCO, 1986.

4. Dhirendra Verma, Administration of Vocational Education, New Delhi:

Concept Publication, 2001.

5. Griffiths et al, Organizing schools for effective Education, New York: The

interstate printers and publishers, 1992.

6. Kothari Commission report, New Delhi: Ministry of Education, (1964-66).

7. Luthans Fred, Organizational Behavior, New Delhi: Mc.Graw Hill, 1998.

8. Ministry of Human Resource Development, National Policy on Education,

New Delhi, Govt. of India, 1986.

9. Indian Education Commission (1952-53), New Delhi: Ministry of Education.

10. Vanaja Rao, Inquiry training model, New Delhi: DPH,1997.

11. Vasanth Desai, Small Scale Industries and Entrepreneurship, New Delhi:

HPH Publication, 2000.

UBE0103E EXTENSION EDUCATION AND RURAL DEVELOPMENT Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives

� To develop the knowledge about the significance of Rural Development and

various programmes of Rural Development

� To understand the approaches and strategies of Rural Development in solving

problems in rural areas

� To acquire skills in application of various techniques of Extension education to

promote rural development

� To develop skills in preparing aids to train the rural masses

� To develop attitude to work in rural areas and educate rural masses.

Unit I Extension Education–Basic Concepts Extension – concept, philosophy and principle – Extension education –

definition, objectives and scope, Role of extension in formal, non-formal and informal

education – relationship with other disciplines – extension education at various levels –

secondary, higher secondary, college level – steps in extension teaching.

Unit II Methods and Strategies in Extension Education Individual – group and mass methods in Extension, Preparation of AV aids and

their application – Training and Instruction – Training model – types of training –

training for extension personnel – Information technology for extension education -

Intervention strategies and innovative practices.

Extension education communication – meaning, types, functions, models,

barriers – development communication – communication through satellite. Media

Education: Concept, need, knowledge connectivity - Types - Telephone, T.V, Internet,

Satellite, LMS (Learning Management System), e-governance.

Unit III Extension Education and the Exceptional Children Education of Children with special needs - types of exceptional children –

physically, challenged, mentally retarded and socially deprived children - their

educational needs – Learning disabilities - Dyslexia, Dysgraphia, Dyscalculia,

Dysnomia and Non-verbal Learning Disability (NLD) Integrated education

Mainstreaming Special education programme in India – Inclusive education Alternative

education programme-Referral services – Community intervention -Advocacy for

community awareness and public support – Education of the bright and gifted children

in rural India.

Unit IV Rural Development–Dimensions and Programmes Rural Development – Objectives, scope and strategies of Rural Development –

Rural Development Programmes in pre and post Independent India – New Panchayat

Raj system and educational Institutions – Education through participatory learning

techniques, PRA, people’s education programmes.

Unit V Rural Extension and Community Development

Principles and approaches of Rural Extension, Community Development

Programmes, Employment generation, rural entrepreneurship - Health education -

School Health programme - Health appraisal. Screening Tests, growth charts medical

examination and health records and community health practices, RCH, Role of NGOs

in community development.

References

1. Adiv Reddy, Extension Education, Bapatla: Sree Lakshmi Press, 1987

2. Dahama O.P. & Bhatnagar, Education and Communication for Development,

New Delhi: Oxford IBH publishers, 1990.

3. Eswaran.A, (Com.,) ABC of Extension Education, Gandhigram, GRI, 1987.

4. Mishra S.N–Society of Social economists Readings integrated Rural

Development Panchayat Raj Bureacracy and Rural Development.1984.

5. Pankajam G., Extension Education, New Delhi: 2000.

6. Park. K–Textbook of Preventive and social medicine, Jabalpur: M/S Banar Sida,

Bhanot Publishers.1988.

7. Samnta R.K–Management and Rural Development, New Delhi: McGrew hill

Publishers, 1995.

8. Sangh Mittra, Rural Education, New Delhi: Kalpaz Publications, 2002.

9. Sharma, S.R, New Perspectives on Extension Education, Jaipur: Jai Bhawan

Publishers, 2002.

10. Sita Ram Sharma, Extension Education, New Delhi: OMSONS Publication,

1998.

11. Venkata Reddy, Rural development in India, New Delhi: Himalaya publishers,

1995.

12. Waghnare S.K., Teaching of extension education, New Delhi: Metropolitan

books, 1992.

UBE0104A LANGUAGE EDUCATION–TAMIL I ��

Credit – 4 Max.Marks: 100 Hours – 64

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UBE0104B LANGUAGE EDUCATION ENGLISH-I

Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives

� To develop an understanding of the nature of language teaching

� To understand teaching learning process of languages

� To orient the innovations in language teaching

� To understand the strategies of language teaching and evaluation

� To develop proficiency in communicative skills.

Unit I Language Teaching-an Introduction

Nature, functions, principles and aims of language teaching - first language and

second language. Three–language formula – Psychology of language teaching and

learning - Language - the primary need of the child, Language and social life,

International traditions.

Unit II Teaching–Learning Strategies

Objectives of English teaching - Cognitive, affective and psychomotor levels -

Teaching methods: Grammar Translation, Direct, Dr.West’s, Substitution Assignment,

group and play - way method.Structural approach, situational approach, communicative

approach - Teaching prose, poetry, vocabulary, grammar, Non-detail and composition.

Unit III Innovations in English Language Teaching (ELT)

Innovative techniques of teaching and learning linguistics skills, Supplementary

skills, reference skills - Individualization of language learning -Pictures for language

learning – aims, challenges and opportunities, class organizations.

Language acquisition: factors affecting language learning and language

acquisition. Developing the language curriculum - concept and principles of

curriculum construction - Role of CIEFL (Central institute of English and Foreign

language), CIIL (Central Institute of Indian language), Kendriya Hindi Sansthan in

strengthening language education.

Unit IV Instructional Materials and Evaluation

Text books: Characteristics, Qualities, Reference and supplementary books.

Audio visual aids: objects and models, picture aids, projector, Linguaphone, radio, T.V,

Tape recorder, Gramophone, Language Lab, web-sites, Computer Assisted Language

Learning (CALL) Evaluation and Examination in English Teaching-Blue print, Item

Analysis, Characteristics of good test - Role of English Language in Globalization.

Unit V Skills in Instructional Context

Communication: Concept, Types, process, Model - linear, transactional

communication model – Dynamics of communication – Communication Skills.

Characteristics of competent communicators – Telephonic conversation - Barriers of

communication - Communication Technologies - English for Academic, Social,

occupational and creative purposes.

References

1. Adrian Doff., Teach English: Cambridge teacher training and development,

Cambridge: Cambridge University press, 2004.

2. Andrew Wright, Pictures for language learning, Cambridge: Cambridge

university press, 1974.

3. Billows F.L, Techniques of Language Teaching, London: Longmans, 1964.

4. Billows.F.L, The techniques of Language teaching, London: Longman, 2001.

5. Gokak.V.K English in India – Its present teaching, London: Asia Publishing

House, 1994.

6. Merris L, The teaching of English as a Second language, New Delhi: Macmillan,

1982.

7. Merton Babcock. C. The Harper handbook of Communication skills, 1982.

8. Morris.L, The Art of Teaching English as a living, London: Macmillan

Publishers, 2000

9. Palmer, H.R, Principles of language teaching, New Delhi: Longmans, 1972

10. Ryburn, W.M, Teaching of mother tongue, New Delhi: McGraw Hills, 1981.

11. Sarah Freedom, Written Communication in English, New Delhi: Orient Longmans,

1977.

UBE0104D MATHEMATICS EDUCATION – I

Credit – 4 Max. Marks: 100 Hours – 64

Course Objectives

� To enable the students acquire knowledge of the nature of mathematics and its

development.

� To know and understand long term and short term goals of teaching mathematics

� To develop effective instructional skills and competency in structuring lesson

plans.

� To apply the different methods and techniques of teaching mathematics.

� To understand the various psychological aspects involved in teaching

mathematics.

� To know the various evaluation procedure.

Unit I Nature and Scope of Mathematics

Meaning of mathematics - Characteristics of mathematics - Logical sequence,

structure, precision, abstractness, symbolism. History of mathematics - Mathematics

and its relationship with other disciplines.

Unit II Goals of Teaching Mathematics

Need and significance of teaching mathematics. Aims of Maths Teaching:

Practical, Social, Disciplinary and cultural. Instructional objectives - GIO’s and SLO’s

related to cognitive, affective and psychomotor domains.

Unit III Micro Teaching Skills and Instructional Methods

Micro teaching: Origin, Need, Procedure, cycle, Skills: Questioning, explaining,

using blackboard, stimulus variation and reinforcement. Methods of teaching –

Induction - Deduction, Analytic - Synthetic, problem solving, project, Heuristic and

laboratory method, ABL (Activity Based Learning), ALM (Activity Learning Method).

Importance of teaching aids - projected and non-projected aids - its specific uses in

teaching mathematics - lesson plan: need, components, uses of lesson plan, unit plan.

Unit IV Psychological Theories and Influencing Factors

The Learning of Mathematics, Individual differences, Psychology of learning

Mathematics - Gagne’s, Piaget and Bruner learning mathematics. Psychological

aspects: interest, attention and Formation of mathematical concepts. Factors influencing

the learning of Mathematics: motivation, maturation, perception, special abilities,

attitude and aptitude - Divergent thinking in Mathematics, creative thinking in

Mathematics. Causes for slow learning in mathematics and remedial measures for the

backward - Identification of the gifted and enrichment programmes for the gifted.

Unit V Evaluation and Statistics

Different types of tests in Mathematics, achievement, diagnostic, prognostic,

criterion and norm referenced evaluation - construction of achievement test. Statistical

measures: mean, median, mode, range, average deviation, quartile deviation, standard

deviation - rank correlation.

Analysis of content for IX to XII text books prescribed by Government of

Tamilnadu.

Practicals

1. Preparing Lesson plans

2. Preparing A.V aids for respective lesson plans

3. Developing micro teaching skills and practicing the skills in a class room situation

4. constructing achievement test for evaluation

5. Evaluating the tool for achievement test.

References

1. Aggarwal, J.C Teaching of Mathematics UP: Vikas Publishing House Pvt Ltd.

2008.

2. Kulshreshthe, A.K, Taching of Mathematics.Meerut:R.Lall Books Depot. 2008.

3. Paswan, N.K., Modern Methods of Teaching Mathematics, New Delhi: Cyber tec

Publication, 2006.

4. Pratap, N. Teaching of Mathematics. Meerut: R.Lall Books Depot.2008.

5. Servas, W., Varga, T., Teaching School Mathematics, UNESCO: 1995.

6. Sharma, R. A., Technological foundation of eduation. Meerut:R.Lall Books

Depot.2008

7. Singh, Chitragada and R.P. Rohatagi. K, Teaching of Modern Mathematics, New

Delhi: Dominant Publications and Distributors, 2005.

8. Sundararajan S, Theory & Principles and Methods of Teaching school

Mathematics, The teacher’s publishing house, 1960.

9. Washwa, S. Modern methods of teaching mathematics. New Delhi: Karan

Papers Backs. 2008.

UBE0104E PHYSICAL SCIENCE EDUCATION-I


� To learn the Nature and scope of Physical Science

� To understand the Aims and Objectives of teaching Physical Science

� To gain the skill of writing lesson plans and unit plans

� To practice various methods of teaching Physical Science

� To know the various evaluation procedure

Unit I Nature and Scope of Physical Science Nature of Science: Product and a body of knowledge - a way of investigation – a

way of thinking. Areas of knowledge related to Physics and Chemistry - Inter

disciplinary approach and impact of Physical Science on modern communities.-

Scientific Attitude, Scientific Method.

Unit II Objectives of Teaching Physical Science Aims and Objectives of Teaching Physical Science - Bloom’s Taxonomy of

Educational objectives - Aims and objectives of Teaching Physical Science at Primary,

Secondary and Higher Secondary levels. Instructional objectives and Behavioral

objectives of teaching Physical Science.

Unit III Lesson Planning Planning of teaching: Developing Year Plans, Unit plans, Lesson Plans.

Principles of Lesson Planning - Lesson Plans - their importance - Herbation steps -

Preparation and analysis of Lesson Plans.

Communication skills with reference to Micro-teaching. Verbal and non-verbal

communication. Principles and steps in Micro teaching - Skill of introduction - Skill of

explaining - Skill of stimulus variation skill of reinforcement - Skill of questioning-

Skill of using black board - Skill of achieving closure - Need for link lessons in Micro

Teaching Programme.

Unit IV Methods of Teaching Physical Science General methods of teaching Physical Science: Scientific method, Induction and

Deduction, Lecture method - Lecture cum demonstration method - Individual practical

work as a method - Analytic & Synthetic method. Heuristic approach – Project method

- Historical and Biographical approaches, Dalton Plan.

Modern methods of teaching Physical Science: Group discussion, Panel

discussion, Simulation, Seminar, Workshop, Symposium, Team teaching, supervised

study, Computer Aided Instruction, Programmed Instruction, PSI.

Unit V Evaluation

Evaluation: Need & importance. Tests and its types: Criterion and Norm

referenced tests - Evaluating outcomes of Science teaching - Principles of good test.

Construction of standarised test: Blue Print and question bank. Item Analysis -

Reliability, Validity - Standardizing a test. Construction, Administration and uses of

achievement tests - Interpretation of test results. Diagnostic testing and Remedial

teaching. Evaluation of scientific attitude and scientific temper.

Reference

1. Gupta S.K. Teaching of Physical Science in Secondary Schools, sterling

Publications, 2006.

2. Heiss. Oborun & Hoffman, Modern science in Secondary Schools, Sterling

Publications, 2002.

3. Nair, C.P.S, Teaching of Science in our Schools, Sulthan Chand & Co ltd 1971.

4. PannerSelvam, A., Rajendran.k Teaching of Physical Science, Shantha

Publishers. Chennai 2005.

5. Patton, M.Q., Qualities Evaluation Methods, Sage Publication, India.

6. Sharma, R.C, Modern Science Teching, Chanpat Rai and Sons 2003.

UBE0104F BIOLOGICAL SCIENCE EDUCATION-I


Course Objectives

� To make the student teacher to understand the importance of biological staff.

� To acquaint the student teacher with suitable methods for resulting purposeful

learning.

Unit I Nature and Structure of Biological Science

Biological Science: Concept, Meaning, Importance and aims of teaching -Nature

and Structure of Biological Science – history of biological Science education -need for

biological Science as a subject in Vocational and academic stream.

Unit II Biological Science Teaching Relevance to the Society

Values, Goals of Teaching Biological Science - Biological Science and its

relation with other subjects – Teaching Biological Science at Primary, Secondary,

Higher Secondary and at the college level.

Unit III Methods of Teaching Biological Science

Instructional Strategies in Biological Science - heuristic method, dalton plan,

individualized instruction, project method, assignment, problem solving, team teaching,

lecture, lecture demonstration, discussion, seminar, symposium, role play.

Unit IV Planning and Designing for Effective Instruction in Biological Science

Planning for instructional process: need, advantages and strategies. Lesson plan –

design, approaches and writing lesson plan. Audio-Visual aids in teaching of Biological

science - Need, Importance, Types.

Unit V Evaluation in Biological Science Evaluation: essay and objective type tests, advantages and limitations.

Characteristics of good test - written and oral tests - blue print - construction of

achievement test - administering and interpreting the test scores. Evaluation of

Laboratory work and Practicals.

References

1. Buffaloe, Neal and Throneberry, J.B, Principles of Biology, New Delhi:

Prentice Hall of India Ltd, 1972.

2. Chauhan.S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas

Publishing Pvt. Ltd., 1979.

3. Heiss E.D, Obown, S. and Hoftman C.W, Modern science teaching, New

York: Macmillan company press, 1961.

4. John S, Richardson, Science Teaching in Secondary Schools, New Delhi:

Prentice Hall, 1962

5. Mangal, S.K, Teaching of Physical and life sciences, New Delhi: Arya book

Depot, 1990.

6. Miller and Blaydes, Methods and materials for teaching biological science,

New Delhi: McGraw Hill 1962.

7. Nair, C.P.S, Teaching of science in our schools, New Delhi: S.Chand and Co

Pvt. Ltd, 1971.

8. Paul B. Weis, Science of Biology, New York: McGraw Hill, 1969.

9. Sharma R.C, Modern Science Teaching, New Delhi: Dhanpati Rai, 1985.

10. Vaidya, N, Science teaching for the 21st century, New Delhi: Deep and Deep

Pub. 1999.

11. Rajagobal, Teaching Biology, Govt. of Tamilnadu, 1978

12. Sharma.R.C, Modern Teaching Science, 1975.

UBE0104G HOME SCIENCE EDUCATION-I Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives

� To help the teacher trainee to understand and appreciate home science as a

subject at the Secondary and Higher Secondary Levels.

� To help the teacher-trainee to develop the skills in planning the lesson.

� To familiarize the teacher-trainee with different methods of Teaching Home

Science

� To familiarize the teacher-trainee with micro-teaching skills and the

importance of lesson plan

� To help the teacher-trainee to understand the concept of evaluation in Home

Science.

Unit I Nature, Values and Principles of Teaching Home Science Meaning and Nature of Home Science - Philosophy of Home Science - Home

Science and National Development. Values: Psychological values - Economic values-

Cultural and aesthetic values in teaching home science - spiritual and ethical

values.Teaching principles: General principles and Psychological principles of

teaching.

Unit II Aims and Objectives of Home Science

Aims: Aims at the primary, secondary and Higher Secondary Levels. Objectives

of teaching Home Science: Classification of objectives in specific behavioural terms -

cognitive domain, knowledge, comprehension, application, analysis - affective domain,

adjustment, scientific attitudes, values, appreciation and interest.

Unit III Microteaching and Teacher’s Plan of Action.

Principles of microteaching - components - teaching relevant skills - skill of

explaining - skill of stimulus variation - skill of reinforcement - skill of questioning -

skill of blackboard writing - need for link practice in microteaching program.

Lesson planning - importance of lesson plan - writing instructional objectives -

planning for specific behavioral change - catering to differing abilities of pupils in a

class.

Unit IV Methods and Techniques of Teaching Home Science

Lecture method - lecture cum demonstration method - laboratory method -

problem-solving method, role playing, discussion, seminar, symposium and

dramatization – Importance of Home Science Laboratory.

Assignments, supervised study, team teaching, brainstorming, programmed

instruction-linear and branching type only.

Unit V Educational Technology in Home Science

Use and principles of hardware: T.V Film, slides, over-head projector, tape-

recorder, radio, chalkboard, bulletin board, chart, posters, flannel board, magnetic

board, models, LCD, CD players, Computer, Audio Cassettes and models.

Models of teaching, programmed learning, action analysis, PSI, CAI, CAL and

CML etc.,

References

1. Anupama & Eda et al, Fundamentals of Teaching Home Science, New Delhi:

Sterling Publishers private limited.1984.

2. Deedham, M.A and others, Better homes third edition, Bombay: Oxford

University press, 1969.

3. Elizabeth B.Hurlock, child development, New Delhi: McGraw Hill Publishing

Company, 1995.

4. Fahmeeda Begum, Modern Teaching of Home Science, New Delhi: Anmol

Publications Pvt.Ltd, 2004.

5. Kanan.S.D & Saxena.V.K etal., Technology of Teaching and essentials of

Teaching Learning,

6. Rajammal P. Devadas, Methods of teaching home science, Coimbatore:

Avinasilingam University, 1992.

7. Seema Yadav, Teaching of Home Science, New Delhi: Anmol publications,

1994.

8. Shaloo sharma, Modern Methods of Teaching Home Science, New Delhi: Sarup

& sons Publications, 2002.

UBE0104H SPECIAL TAMIL EDUCATION-I ��/�� /�� /�� /��

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UBE0104I ENGLISH EDUCATION-I Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives

� To enable the pupil to develop communication and language skills

� To familiarize the pupil with various aspects of English language

� To help the pupil to develop instructional and learning strategies

� To acquire a working knowledge of evaluation techniques

� To develop proficiency in pedagogical analysis of secondary school

English.

Unit I Introduction

Nature, objectives and values of learning and teaching English in India. English

as International Language – English as second language – English as a skill subject –

acquisition of skills at different levels. Listening: intensive and extensive listening,

phases of listening – Reading - types of reading – silent reading and loud reading –

Reading for comprehension – Skimming and Scanning – Vocabulary – selection of

vocabulary items, Vocabulary games, spelling errors, remedial measures, writing -

process - types of writing. Study skills - gathering skills, storage skills, retrieval skills -

Supplementary skills, Reference skills.

Unit II Instructional Strategies

Audio lingual method, Cognitive anti method, cognitive code method,

Naturalistic method - Communicative approach, Functional notional approach, context

based approach, Script based approach. Teaching of Prose, Poetry, Vocabulary.

Unit III Learning Strategies

Learning strategies in English language-teaching through micro teaching

practice - link practice - Unit plan, Lesson plan and plan of action - reciting Rhymes,

reading composition – Writing – Dialogue - Letter writing. Correction of the

composition, conversation, Debate, Radio lessons - TV lessons, Computer Assisted

instruction-Role play, Dramatization, language Games, précis writing - strategies for

overcoming the difficulties in learning English.

Unit IV Supportive Resources and Evaluation Techniques

Language Laboratory – Role of linguaphone, tape-recorder, films and slides,

audio cassettes, Video – TV, library, dictionaries, talking books, computer CD’s and

computer - Evaluation and measurement – Types of test: subjective and objective;

Norm - referenced and criterion - referenced, Oral tests – Reading comprehension tests

- Writing blue-print – construction of achievement test – continuous evaluation –

Diagnosis and remedial teaching.

Unit V Pedagogical Analysis of Secondary School English Phonetics, syllabification – Idiom and phrases, word clipping, word building,

kinds of passive voice, lexical and non-lexical filler, Acronym, cliché, Error spotting,

starters – simple, complex, compound, describing process, Eponymous, Euphemism,

grammatical functions.

Practicals

1. Awareness of different phonemic scripts.

2. Oral practices in sounds that cause difficulty.

3. Oral practices in word stress and sentence stress.

4. Practice in transcription from ordinary script into phonetic script and vice-

versa including the transcription of short dialogues.

5. Reviewing a book and an English film.

6. Editing a magazine (for school students)

7. Examinations of phonetic scripts used in various textbooks and dictionaries.

8. Preparations of aids to make the high school and higher secondary pupils to

understand certain grammatical concepts.

9. An oral test assessing the teacher trainees, knowledge and mastery of the

various areas in grammar.

10. Preparing language learning materials through computer.

References

1. Allen Campell, Teaching English Language, New Delhi: McGraw Hill

Publishers, 1972.

2. Balasubramanian.T.A, A Text-book of English Phonetics to Indian Studies, New

Delhi: Macmillan, 2000.


4. Frisby, A.W., Teaching of English, London: Longmans, 1970

5. Gokak. V.K., English in India – Its present teaching, London: Longman Future,

Asia Publishing House, 1994.

6. Jack C.Richards and Theodore S.Rodgers., Approaches and methods in

Language Teaching, II edition, Cambridge: Cambridge University Press, 2005.

7. Mark Lester, Introductory Transformation Grammar of English, New Delhi:

Macmillan, 1977

8. Morris.L, The Art of Teaching English as a living, New Delhi: Macmillan

Publishers, 2000.

9. Sarah Freeman, Written Communication in English, London: Orient Longmans,

1977.

10. Shaikh Mowla, Prabhakar Rao.M, Sarojini.B, Methods of teaching English, New

Delhi: Neelkamal Publication, 2004.

11. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s

University

12. Adrian Doff-Teach English A training course for teacher-Cambridge teacher

training and development.

13. Prem Shankar, Teaching of English, New Delhi: APH Publishing Corporation.

UBE0104J HINDI EDUCATION I Credit – 4 Max Marks: 100 Hours - 64 Course Objectives

� To develop trainees understanding of the nature of language learning

� To make them understand the aims of teaching a language

� To develop in them the essential skills of language teaching

� To train them to become efficient in the use of modern instructional methods and

class room techniques

� To develop interest in various activities which are useful in promoting the

teaching of Hindi

UNIT I THE PLACE OF LANGUAGE IN EDUCATION

Aims and objectives of teaching a language - Place of Hindi in Tamilnadu,

Importance of Hindi as the National and official language of India, The three language

formula - Acquisition of the four language skills – understanding, speaking, reading and

writing.

UNIT II GENERAL PRINCIPLES OF LANGUAGE LEARNING

The Psychology of language learning – Important principles – How a language is

learned – Learning theories with reference to language – The functions of a language.

UNIT III METHODS OF TEACHING HINDI

Oral approach, Direct method – Structural approach communicative approach –

Play way method – Dramatization – Role of play – Simulation – Projects – Assignment

method, etc.

UNIT IV TEACHING OF DETAILED PROSE

Aims, objectives and methods of teaching prose - Teaching of poetry-Definition

of poetry-Aims, objectives and methods of teaching poetry - Teaching of grammar-

Aims, objectives and methods of grammar - Teaching of drama-Aims, objectives and

methods of drama

UNIT V EDUCATIONAL TECHNOLOGY IN HINDI TEACHING

Black board, pictures, flash cards, radio, record player, video cassette player,

television, slide projector, overhead projector, video camera, computer language

laboratory etc. Teaching aids like flannel, graphs, charts, models, diagrams, newspapers

and magazines, posters, substitution tables, bulletin boards, objects and specimens.

References

1. Acharya Sithram Chathurvedi, Bhasha Ki Siksha.

2. Dr.Sreedharanantha Mukherji, Rashtra Bhasha Ki Siksha

3. P.G. Kamath, Anya Bhasha Sikshan Eak Bhasha vajanik Drishty

4. K.M. Siva Ram Sharma. Hindi Sikshan Kala.

5. Bhari Yogendra Jit. Hindi Bhasha Sikshan.

6. Shri Sathyanarayan Thripadi. Hindi Bhasha Aur Lipi Ka Aithihasic Vikas.

7. Dr.Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan

Aur Reehana.

8. Nanda Bulare Baj Peyi, Sahitya Sushama.

UBE0104K ECONOMICS EDUCATION-I Credit – 4 Max. Marks: 100 Hours–64 Course Objectives

� To acquire knowledge about the nature and functioning of the Economics

� To develop skills in using instructional strategies and methods of teaching

Economics.

� To analysis the various problems of economics education in India.

� To develop competency in curriculum preparation and evaluation.

Unit I Introduction

Meaning, scope and definitions of Economics – Economics in Education-fields

of Economics – Economics and other Social Science subjects - Aims and objectives of

Teaching Economics at different stages, Inculcation of values through study of

Economics, Taxonomical approach to the teaching of economics.

Unit II Curriculum in Economics

Curriculum in Economics - Modern concepts - defects in the present curriculum

- Principles, structure and Organization - Curriculum Designing – models - content,

analysis of secondary and Higher secondary textbooks - Instructions in Teaching

economics - Annual plan, unit plan and lesson plan – curricular reforms.

Unit III Instructional Materials

Use of Graphic Materials – Picture – Charts – Types – Tables, Diagrams,

Graphs, Posters, Display Boards, Instructional Sources – Textbook – Periodicals –

Journals – Reference Materials – Community Resource - Technical Documents –

Survey Reports – Current Economic review – Planning - Annual Reports/Documents.

Economics Teacher - Qualities of a good teacher - Responsibilities-pre-service-In-

service programmes - NCERT, SCERT, DIET - Professional Ethics.

Unit IV Methods and Evaluation

Methods of Teaching economics - Lecture method, demonstration method,

deductive and inductive method, problem solving method, project method, and case

study method, Modern Approaches-workshop, Independent study, assignment,

individualized instruction, teaching small groups, Team teaching, seminar, symposium,

panel discussion and conferences.

Importance of Evaluation in Economics teaching - Tools and techniques of

evaluation - objective and subjective type of tests - Teacher made standardized tests –

preparation - Interpretation of results - Blue print - Diagnostic and remedial measures -

Examination reforms - semester pattern - Internal and external - continuous evaluation

- CBCS-CFA.

Unit V Pedagogical Analysis of Secondary School Economics

Evolution of Economic Thought-meaning of Growth and Development –

characteristic of underdeveloped countries-Role of Government in development –

Rostow’s stages – Mathews – J.S.Will – Theories of population – poverty –

unemployment – planning – need – types, planning in India – First to Ten Five year

planning. Contribution of Manmohan Singh and Amarthya sen to Economics.

National theme – Basic concepts – Accounts – GNS–GDP–NDP–perceptive

income – Depreciation – Net indirect taxes – Industries - pattern of Industrial

development – problems – measures – Banking-Foreign Trade–Liberalization,

Privatization, Globalization (LPG), urbanization – HRD – meaning – need – Education

and training – Importance of quality Education.

Practicals

1. Budgeting economic expenses of your family/school

2. Write-up on current economic policies

3. Conducting economic surveys

4. Study of Micro enterprises

5. Writing a lesson plan.

References

1. Aggarwal, S.M. The Teaching of Economics, New Delhi, Prentice Hall, 1991.

2. Amita, Y., The Teaching of Economics, New Delhi: Deep and Deep

Publication, 2001.

3. Chanhan,S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas

Publications, 1979.

4. Dreze.J. and Seu.A., Economic Development and social opportunity, New

Delhi: oxford University press,1995.

5. Haijela, P.D, Goswari, M.P, Economic Performs and Employment, New Delhi:

Deep and Deep publications, 2000.

6. Johnston, J.N, Indicators of Education, London: Kogan page, 1981.

7. Keits G. Lumsden, New Development in the Teaching of Economics, New

Jersey: Prentice Hall, 1967.

8. Knopt. Keynon. A. The teaching of Elementary Economics, New York:

James & Stauss, Holt Rinehart and Winston, 1960.

9. Mohanty,I, Educational Technology and Communication Media, Calicut:

Valavde,1980

10. Sharma.R.C., Modern Economics Teaching., New Delhi: Dhanpati Rai and

Sons, 1985

11. Vakil, Teaching of Economics, New Delhi: Prentice Hall, 1989.

UBE0104L SOCIAL SCIENCES EDUCATION-I Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives

� To appreciate the need for learning History , Geography, Sociology, and

Economics either as a separate discipline or as an integrated discipline

� To develop knowledge about the basic principles and steps of test

construction in social science

� To develop the classroom skills needed for teaching of Social Science

� To organize co-curricular activities and mobilize community resources

� To acquire the ability to develop instructional support materials.

Unit I Introduction

Meaning, scope, importance and definition of Social Sciences – Integration of

Subjects - Economics, History, Geography, Civics, Sociology, Cooperation, Rural

Industries and Management, Political Science, Gandhian Thought and Peace Science –

Aims, Objectives of teaching Social Science - Values in Social Science: Practical

values, Cultural values, Social values, Intellectual and disciplinary values.

Unit II Social Science Curriculum

Science Curriculum: Modern concept - Principles, structure and organization -

Defects in the present Curriculum – Curriculum designing, models, Content Analysis

of primary, secondary and higher secondary Text books. Instructions to Teach Social

Science, annual plan, unit plan and lesson plan, curricular reforms.

Unit III Instructional Materials Instructional materials: Textbooks, Periodicals and Journals - Government

documents and reports – Newspapers - Publication data-community resources -

Graphical materials - charts, pictures, Graphs, tables, Boards - Bulletin, Clip Board,

PLM, CAI, Radio, TV, Slides preparation – Preparation of teaching aids- Album-

working models.

Social Science Teacher: Qualities of a good teacher - professional ethics –

Responsibilities – Pre-service-In service programmes - Summer Institutes-NCERT,

SCERT, DIET.

Unit IV Methods and Evaluation

Methods of teaching Social Science subjects - Lecture method, inductive and

deductive approach, case study, student motivated approach, Activity centered

approach, source method - modern approaches - Seminar, symposium, panel discussion,

group teaching, individualized instruction, independent study, workshop and

conferences.

Importance of Evaluation in Social Science teaching - Tools and techniques of

Evaluation in Social Science – objective and subjective type of tests - Teacher made

standard tests – Contruction - Interpretation of results – Blue print-diagnostic and

remedial measures - examination reforms - semester pattern - internal, external,

continuous evaluation - CBCS-CFA.

Unit V Pedagogical Analysis of Content in Social Science at Secondary

School Level

Indus Valley Civilization, Ashoka and Buddism, Akbar’s religious policy –

socio–religious reform movements – freedom movement, population explosion,

unemployment problems – Indian Foreign Policy – Unity in Diversity, Composite

Culture – Parliamentary vs Presidential types of Government – Conservation of natural

resources.

Fundamental concepts in Geomorphology – Latitudes and longitudes, origin of

earth – earth’s movements, topography – Human settlement – urban and rural-

Environmental Geography – concept and its types, man in environment, ecology and

ecosystem-regional geography.

Practicals

1. Writing lesson plan.

2. Preparation of instructional material for a unit for providing maximum possible

sensory experiences,

3. Doing a project and recording observations.

4. Conducting field survey reporting.

5. Primary and Secondary data

6. Preparation of case studies for an area development.

7. Map drawing.

References

1. Bhattacharya Srinivas and Daiji D.R., Teaching Social Studies in Indian

Schools, Baroda: Acharya Book Depot, 1992.

2. Bining C. Arthur and Bining, Teaching the Social Studies In Secondary

Schools, New York: McGraw Hill Book Company, 1952.

3. Chauhan S.S: Innovations in Teaching – Learning Process, New Delhi: Prentice

Hall India ltd, 1981.

4. Edgar Blue Wesley, Teaching Social Studies in High Schools, Boston: D.C

Heath& Co, 1950.

5. Kabir Kumayun and Mathai, The Teaching of Social Science in India, New

Delhi: A Universal Publication, 1968.

6. Memming James, The Teaching Social Studies in secondary school, London:

Longman Green &Co, 1950.

7. NCERT: Measurement and Evaluation.New Delhi, 2003.

8. Taneja Vidya Ratha, Teaching of Social Studies, Chandigar: Mohendia Capital

Publishers, 1958.

9. Rambai and Patel: Educational theory and practice, New Delhi: Sterling

Publications, 1982.

10. Sampath, K., et al – Introduction to Educational Technology, New Delhi:

Sterling Publishers, 1992.

11. Willey E.B. Teaching Social Studies in High School, Boston: Heeth & Co.,

1995.

UBE0104M COMPUTER EDUCATION-I


� To acquire the knowledge of the nature of computers and its development.

� To understand long term and short term goals of teaching computer science.

� To develop effective instructional skills and competency in structuring lesson

plans.

� To understand and practice the different methods and techniques of teaching and

develop competency in teaching.

Unit I Nature, Scope and Development of Computers

Meaning and Definition of Computers - Characteristics of computers - History

and Development of computers - correlation of computer science with other subjects.

Unit II Aims and Goals of Teaching Computers

Need and Significance of computer education – aims - practical, social and

cultural. Instructional objectives - GIO’s and SLO’s related to cognitive, affective and

psychomotor domains.

Unit III Micro Teaching Skills and Instructional Methods

Micro Teaching - origin, need and procedure cycle. Skills: Questioning,

explaining, using blackboard, stimulus variation and reinforcement.

Methods of teaching - Lecture, Induction-Deduction, Analytic - Synthetic,

problem solving, project, Heuristic and laboratory method. Importance of teaching aids

– projected - Non-projected - Specific uses of aids. Lesson plan: Need, components,

uses of lesson plan, unit plan.

Unit IV Special Instructional Approaches

CAI and programmed learning - Recreational activities in teaching computers

(Games, puzzles, Quiz etc) Instructional methods-Seminar, group discussion and team

teaching, drill, supervised study.

Unit V Testing and Evaluation

Computer based evaluation - Types of test-prognostic, diagnostic and

achievement tests-characteristics of a good test - construction of tests - Blue print

Interpretation of scores.

References

1. Adam, D.M, Computers and Teacher Training: A Practical guide, New York:

Haworth Prentice, 1985.

2. Behera, S.C, Educational Television Programmes, New Delhi: Deep and Deep

Publications, 1991.

3. Coburn, P and et al, Practical Guide to computers in Education, Addison:

Wesley Publications, 1985.

4. Desmonde, W.H, Computers and uses, New Delhi: Prentice Hall, 1985.

5. Graeme, K, Blackboard to Computers: A Guide to Educational Aids, London:

Ward Lock, 1969.

6. Harley, Hahn, The Internet completereference, New Delhi: McGraw Hill, 1996.

7. Leon Alexis and Leon Mathews, Fundamentals of Information Technology,

Chennai: Leon Press, 1999.

8. Rebecca J.Fiala, Jeff Grisenthwaite, Marin reid, Karl Schwartz, Cathy vescky,

Microsoft office 2000, PB Publications, New Delhi, 2003.

9. Saxena, Sanjay, A First course in Computers, New Delhi: Vikas Pub., 2004.

10. Tauber, B, Mastering Front 2000, New Delhi: PB Publications, 2004.

Warner, Scoot, Teach Yourself Visual Basic 6, New Delhi: McGraw Hill.

UBE0201 CURRICULUM DEVELOPMENT AND EVALUATION


� To understand the principles in curriculum development

� To analyze the foundation of curriculum development

� To develop skills in preparing curriculum design for secondary education

� To evolve strategies for curriculum transaction and evaluation

� To study the innovation in curriculum

Unit I Curriculum Development

Meaning, nature and purpose of curriculum - Principles of curriculum

development - Concept of curriculum development - Identification of learning activities

and experiences - curriculum transaction and evaluation - Criteria of curriculum

development – articulation, continuity, balance - Approaches to curriculum

organization.

Unit II Foundation of Curriculum Development

Philosophical foundation - Socio-cultural foundation - Psycho-linguistic

foundation - Economic – institutional foundation - National curriculum: concept and

importance, core components of curriculum.

Unit III Curriculum Designs

Types of curriculum designs: subject centered – Activity - cum-experience

centered - Undifferentiated and differentiated - Core curriculum, Hidden curriculum.

Unit IV Curriculum Transaction and Evaluation

Analysis of curricular content - Designing units – suitable presentation modes -

Teacher as curriculum practitioner - Instructional planning for effective teaching-

Models of curriculum Development - Need for curriculum evaluation - Aspects of

curriculum evaluation - Internal and external criteria of evaluation.

Unit V Innovation in Curriculum

Concept of innovation and change - Factors influencing curriculum reform -

Elements of change process - Preparation and uses of resources units - Participation of

pupils, teachers, administrators and education leaders – Barriers to change - New

experiments in the realm of curriculum: E curriculum – E-learning, On Line Courses –

E-books – Internet – Internet Pedagogy – e-content development - Information

technology and curriculum change.

References

1. Allen C. Ornsteing and Franchie P.Hunkins, Curriculum Foundation, Principles

and lessons, London: Prentice Hall International (U.K) limited, 1988.

2. Burz , Performance based Curriculum for science, New Delhi: Sage

Publication, 1997

3. Dankin.M. – The international Encyclopedia of Teaching and Teacher

Education, Oxford: Pergman, 1987.

4. Erickson, H, Concept-based curriculum and Instruction, New Delhi: Sage

publication, 1998.

5. Pilliai.G.S- Readings in Education Technology, Madurai: Nirmal & Co, 1981.

6. Reddy Malla Mamidi and S.Ravishankar, Curriculum Development and

Educational Technology, New Delhi: Sterling Publishers, 1984.

7. Saylor Galen, J. and William Alanda, Planning Curriculum School, New York:

Holt Rinchart and Winston Inc, 1965.

8. Scherry Allan.A.C, Education Technology, U.K: John Wiley, 1976.

9. Tammer, Dainal and Lanel N.Tarner, Curriculum Development Theory into

practice, New York: Macmillan Publishing house, 1975.

10. UNESCO, Learning the Treasure, UNESCO: UNESCO Publications, 1996.

11. Vaidya, N. R.C., Science Teaching for 21st Century, New Delhi: Deep and Deep

Publication, 1998.

UBE0202 EDUCATIONAL TECHNOLOGY AND INNOVATIONS Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives

� To understand educational technology and its applications in teaching – learning

Process.

� To expose the modern methods and approaches in teaching - learning Process.

� To understand and apply the systems approach in teaching - learning Process.

� To know the computer applications in learning - learning Process.

� To acquaint with the innovations in Educational Technology.

Unit I ET-Introduction

Educational Technology: concept - meaning - definition - scope and limitations.

Forms of Educational technology. Educational technology in teaching: learning -

Components of Educational Technology – ET and Audiovisual aids – ET as a system -

usage of educational technology.

Unit II Class Room Interaction and Self Instructional Methods

Class room interaction: Need and importance - Class room interaction analysis

techniques - Self-instructional methods: Auto learning and self-study. Personalized

System of Instruction (PSI), programmed learning – Objectives, Principles and steps

involved in preparing programmed material. Instructional applications of computers:

hardware and software, Computer Aided teaching techniques: CAI-Advantages, Role of

Teacher.CAL, CALL, CML.

Unit III Systems Approach and Communication

Phases of System Approach: Analysis, Design and Management Principles of

System Design, Application of systems approach to classroom Instruction.

Communication: Meaning - elements of Communication, models of

Communication, Barriers of Communication-Factors affecting Communication-

Computer Mediated Communication (CMC).

Unit IV Mass Media Approach to Instructions

Media and methods: Need and Scope - Selection of Media for teaching –

learning, Multi-Media Approach in Learning. Brain storming – Mastery learning –

Discovery learning. C.C.T.V., VCD player, Educational Television-Educational

Satellite – Tele and video conferencing.

Unit V Innovations in Instruction

Instructional Designs, Guidelines for Instructional Designing – steps for design

of instruction - E-learning – E-teaching and E-content development - E-library.

Models of Teaching – concept, essential elements – teaching models – social

interaction, information processing, personal models and behavioral systems. Virtual

Classroom teaching – Digital classroom-Countrywide Classroom.

References

1. Alexis Leon & Mathews Leon, Fundamental of Information Technology, New

Delhi: LeonTECHWorld, 1999.

2. Arun Baveja, Introduction to Information Technology, New Delhi: Kalpaz

Publication, 2000.

3. AIDI, S.M Modern Teaching of Educational Technology. New Delhi: Ammol

Publications (P) Ltd., 2004.

4. Bhatt & Sharma S.R., Educational Technology, New Delhi: Kanishka Publishers,

1992.

5. David Layton (Ed), Innovations in Science and Technology, New Delhi: Stanley

Publishers, 2000.

6. Joyce M & Weil J., Models of teaching, New Delhi: Prentice Hall, 1992.

7. Kumar K.L, Educational Technology, New Delhi: New Age Publishers, 1996.

8. Ramesh Verma & Suresh Sharma, Modern Trends in Teaching Technology,

New Delhi: Ammol Publications Pvt.Ltd, 2003, 2005.

9. Sampath K. et al – Introduction to Educational Technology, New Delhi:

Sterling publishers Pvt. Ltd., 1992.

10. Sharma R.A, Technology of Teaching, Meerut: International Publishers, 1991.

11. Tarachan, Pahuja, N.P Essentioals of Instructional Technology. New Delhi.

Anmol Publication (P) Ltd., 2004.

12. Usha Rao, Educational Technology, Bombay: Himalaya Publishing House, 1991.

UBE0203A INSTITUTIONAL PLANNING AND ADMINISTRATION


� To enable the students to familiarize with educational planning

� To acquaint with the objectives principles of Institutional planning

� To acquire the students with proper understanding of the functions of

educational administration at various levels.

� To understand the need and mode on educational supervision and its role.

� To recognize the basic qualities required for leadership and educational

administration.

Unit I Educational Planning Educational planning – Meaning and Nature - place of education in the five year

plans – Different levels of educational planning – Long term, short term and annual

plans - Approaches to educational planning - perspective planning.

Unit II Institutional Planning Institutional planning – Meaning, concept - Need and objectives -

Identification and qualification of need – Role of pupils, teachers and principals -

involvement of public and co-operation of the community.

Emphasis in institutional planning on voluntary human effort and local

resources - place of administratives personnel of the government in helping.

Unit III Educational Administration

Need for educational administration at various levels, varying objectives -

Important functions - Nature of administration - Elastic, purposeful and dynamic.

Hierarchy in educational administration - Centre and State - Their role in policy

making – NCERT and its impact on administrative practices. Education in the state list

and its implications - The role of the Ministers and elected representatives in shaping

educational policies - The work education secretariat - Machinery for implementation -

Director of education-its branches-its executive - Their role and functions.

Unit IV Educational Supervision

Meaning and nature – Supervision as service activity - Supervision as a process -

Supervision as functions - Supervision as educational leadership - Modern Supervision

- Functions of supervision - Planning the supervisory programme - Organising

supervisory programme - Implementing supervisory programme.

Unit V Leadership and Educational Administration

Meaning and nature of leadership - Theories of leadership - Styles of leadership -

qualities of a good leader - Measurement of leadership.

Secondary school under different management - center, state and private

agencies public schools, sainik schools, oriental school etc. - Study of differences in

administration staff pattern syllabus.

References

1. Ministry of Education:An organizational History by National Institute of Educational Planning and administration.

2. Problems and strategies of Educational planning UNESCO (IIEP)

3. Fundamentals of Educational PlanningUNESCO.

4. Digumarti Baskara Rao, National policy on education, New Delhi: Mittal

Publications, 2001.

5. Report of the education commission (1964-66).

6. Educational planning by Laxmi Devi, New Delhi: Anmol Publication pvt.ltd.

1998.

7. Managal.S, Advanced Educational Psychology,New Delhi, Anmol Publicaiton

Pvt.Ltd, 1998

8. Tanner, Daniel and Laural, Supervision in Education; Problems and Practices

Newyork: Macmillan Publishing Caompany, 1987.

9. Jamnalal Bayti, Student leadership, Mittal Publications, New Delhi, 1989.

UBE0203B ENVIRONMENTAL EDUCATION


� To make the students aware of environment and its problems.

� To familiarize with the concept and principles of environmental education

� To inculcate the skills in organizing learning experiences and evaluation

� To develop a sense of responsibility towards conservation of environment.

Unit I Introduction to Environmental Education

Meaning, nature and scope of environmental education - Guiding principles of

environmental education - Aims and objectives of environmental education-Role of

school in environmental conservation and sustainable development.

Unit II Understanding the Environment and Its Problems

Concept of environment, biodiversity, eco system, man and environment

relationship – impact of environment on human development. Environmental

degradation causes and effects – global and local perspectives.Environmental protection

and conservation – restoration of man-nature balance; conservation of soil, water,

wildlife and forests. Environmental awareness – Role of Government, NGOs, and

international agencies.Programmes of attitudinal change for safe environment, eco

feminization.

Unit III Environment and Quality of Life

Population growth, poverty, nutrition, health and sanitation.School programme,

Curricular and Co-curricular activities. SSA on Environmental education and Education

for sustainable development. Gandhian strategies for Environmental conservation.

Achieving Sustainable Develop through Education policy changes –National - State

Activities - Technology and Information - Global, multicultural perspectives.

Unit IV Changes in Environmental Education

Role of Teachers, individuals, youth, community, NGO’s and Government in

Environmental Education. Changes in educational systems. Need for reforms -

Enhancing the quality in Environmental education-Teacher education environmental

education.

Unit V Innovation in Environmental Education

Need for Innovative strategies in Environmental Education- Effective

communication media in environment education - Reorienting environmental education

- Reforms in environmental education - Integrating environmental issus and knowledge

into regular education.

Practicals

1. Conducting exhibitions and environmental fairs/festivals, field surveys,

participation with the community, awareness programmes, camping /

excursions, preparation of soft ware on environment

2. Setting up of Eco-clubs. References

1. Agarwal S.K, Environmental issues and themes, New Delhi: ABH Pub., 1992

2. Bakish, Trilochan. S & Navehm Zev (Ed), Environmental education, New York:

Methods Application, 1986.

3. Bennet, Dean. B, Evaluating environmental education programmes, New York:

1992.

4. Ghauta, Ramesh (ed.) Environmental Education, New Delhi: Concept

Publications, 1999.

5. Kumar S.B, Environmental problems and Gandhian solutions, New Delhi: Deep

& Deep publication, 2002.

6. Pankaj Srivastava and SingD.P, Environmental Education, New Delhi: Anmol

Publication, 2002.

7. Prabakar.V.K, Environmental Awearness Training and Education, New Delhi:

Anmol Publication, 2001.

8. Sharma.R.C, Environmental Education, New Delhi: Metropolitan Book Pvt.

Ltd., 1986.

9. Trivedi P.R, Environmental Education, New Delhi: A.P.H.Corporation, 2004.

10. Singh and Sandhir SharmaP.P, Teaching of Environment New Trends and

innovation, New Delhi: Deep&Deep Publications Pvt.ltd.

11. Purushotham Reddy.K, and Narashimha Reddy.D, Environmental Education,

New Delhi: Neelkamal Publications Pvt.ltd.2002.

UBE0203C AESTHETIC AND CREATIVE EDUCATION

Credit - 4 Max. Marks: 100 Hours - 64 Course objectives

� To understand the traditional Indian music and performing arts.

� To acquire knowledge about the classification of Indian music and performing

arts.

� To develop the basic skills for teaching music and performing arts.

� To prepare educational strategies for aesthetic and creative education

� To evaluate the performance of students.

Unit I

Concept meaning and importance of Aesthetic education - Indian music and

performing arts - musical traditions in Tamil Nadu (Karnatic, Folk and Tamilisai) -

Tradition of performing arts (Bharathanatiyam and Folk dances) – Contributions of

music and dance artists to our cultural heritage.

Unit II

Educational techniques in Music and performing arts – Enriching voice-culture,

Raga, Tala, Instruments-technical terms in Karnatic music for teaching - facial

expression, foot-steps, mudras, postures in Bharathanatiyam for teaching performing

arts like story - telling, demonstration, dramatics (Social oriented, History oriented

etc.,), Play way method.

Unit III

Developing composing skill of a music teacher – techniques for composing –

poems, rhymes, hymns etc.,-Aids for developing choreographic method of teaching -

identification and nurturing of different talents among the students.

Unit IV

Creative teaching through music and performing arts – music in different grades

– aims and objective of teaching music and performing arts – Building musical

experience – Role of a music teacher in school activities – use of musical instruments,

types of instruments and developing skills - Aids for teaching music and performing

arts.

Unit V

Arts and Aesthetic Education – Needs and importance of art and as\esthetic

education - Approach to art and aesthetic education - care elements of the art

curriculum - Art curriculum at different stages as suggested by massive teacher

orientation programme organized by NCERT.

Practicals

1. Basic lessons for singing favorable and easiest tunes

2. Simple rages for improvisation singing method for the following i) Rhymes

ii) Poems iii) hymns iv) awareness songs

3. foot movement for teaching performing Arts

4. Importance and utilization of Gestures, postures and Rasa.

5. Creative skill in making, musical–choir, music club, cultural group activities

and writing criticism for a song or a dance performance.

6. Clay- modeling, paper–sculpture, book-binding, Art from waste (10 items),

Needle-work in towel, hand-karchiefs, painting (pottery, glass).

References

1. Bhawna Misra, Art,Craft and Physical Education, New Delhi: Mohit

publications, 2002.

2. Chakrabarti, S., Impact of music and sports on primary school children: An

exploratory study. Journal of Extension Research, Vol.12, 1988.

3. Chelladurai,P.N Thinnaga Isayeyal, Dindigul :Vaikarai Pathipagam , 1998.

4. Dasgupta,R.S. and Deborah.D., Education at the dawn of new million, The

effects of a mastery learning setting on developmental maths, at the junior

college, Disseration Abstracts international, Vol.52, 1991.

5. Dash B.N, Teacher and Education in the Emerging India Society (Vol. I & II)

New Delhi: Neelkamal publications, 2002.

6. Eyle.M.J. Research for excellence: An effective schools source book,

Washington: D.C: U.S., Govt. printing press, 1985.

7. Gowri Kuppusamy, Teaching of Music, New Delhi: Sterling publishers, 1980.

8. James, H.B., Mastery learning theory and practice, U.S.A.: Holt, Renchart and

Winson INC, 1970.

9. Kalaimani Saraswathi, Bharata Natyakalai, Madras: Thirumagal Nilayam, 1994.

10. Rupali Tripathi, Teaching of music, New Delhi: Mohit Publication, 2004.

UBE0203D PEACE EDUCATION Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives

� To understand the concept of peace education

� To understand the dynamics of transformation of violence into peace

� To study the nature of conflicts and their resolution

� To imbibe the knowledge, attitudes values and skills needed to achieve and

sustain a global culture of peace

� To study the adapt peace education in the curriculum.

Unit I Peace Education

Meaning and concept of peace – Need, aims and objectives of peace education –

Status of Peace Education. In the curriculum – National Curriculum Framwork Review-

2005 - Gandhian philosophy of peace and non-violence - Peace Education in Gandhian

Perspective.

Unit II Violence in Social and Educational Setting

Violence - nature and types - Culture of war and violence - Factors contributing

to violence in schools - Violence and aggression - rejection and withdrawal – violence

in media-effects of violence on students - measures to control violence in school.

Unit III Peace and Value Education

Essential Peace Values to enhance the quality of life - Truth, nonviolence, love

and Mercy, Fearlessness, Freedom, Justice, Equality and Equity, Rights and Duties,

Means and Ends, Righteousness, Punctuality, Responsibility and Accountability,

Forgiveness and Reconciliation, Mutual help, Co-operation, Non-possession and

Voluntary poverty and simple living and High thinking.

Unit IV Conflict and Conflict Resolution

Conflict – Positive and negative aspects – Difference between Conflicts

Management and conflict – tools - techniques to manage emotional tensions -reducting

conflicts among students.

Unit V Educating for Culture of Peace

Tolerance and respect for human rights – Critical thinking and active non-

violence – classroom activities – social justice and civic responsibility – The role of

peace education in developed and developing countries – Adaptation of peace education

in the curriculum.

References

1. Adams, D (Ed) UNESCO and a Culture of Peace: Promoting a Global

Movement, Paris: UNESCO, 1997.

2. Andrews.M.L, Educating for Peacemaking abilities, Cambridge: Harvard

University.1985.

3. Fountain S, Peace Education in UNICEF, New York: UNICEF, 1999.

4. Handa, M.L, Manifesto for a Peaceful world order: A Gandhian Perspectives,

Delhi: Gandhi Bhawan Unit of Delhi, 1983.

5. Muzumdar, H.T, Mahatma Gandhi Peaceful Revlution, New York: Charles

Scribher’s Sons, 1952.

6. Patel R.S, Educational Philosophy of Mahatma Gandhi, Ahemedabad, 1956.

7. Patric, Meyer, Brrish, Culture of peace: A Challenges for schools, Paris:

UNESCO Publishing, 1995.

8. Readon, Betty.A, Tolerance – the threshold of peace, the Teacher’s library,

Paris: UNESCO Publishing House, Paris, 1997.

9. Saroj Pandey, Peace Education, New Delhi: NCERT, 2004.

10. The role of education in developed and developing countries for international

understanding and peace: Conference Proceedings, Seoul: 1982.

11. UNESCO, Learning to live together in peace and harmony, A UNESCO

APNIEVE source books for teacher education and tertiary level education ,

Bangkok : UNESCO principal regional office for Asia and the Pacific, , 1998.

12. WHO, WHO information series on school health, document three. Violence

prevention: an important Element of a health promoting school, Geneva:

UNESCO, 1999.

UBE0203E GUIDANCE AND COUNSELLING


� To appraise the students the concept and principles of guidance and counseling

� To prepare them for organizing, guidance and counselling in a schools

� To develop skills in offering guidance and counselling to students

� To study the recent trends in guidance and counselling programme

� To acquaint with the guidance and counselling programmes for special groups.

Unit I Introduction to Guidance

Nature, principles, purpose of guidance - Guidance an integral part of education

- Historical development of guidance and counseling movement - Types of guidance –

scope and functions of educational, vocational, personal, and social guidance. Need and

scope of group guidance, activities for organizing group guidance services in

educational institutions.

Unit II Principles and Practice of Counselling

Nature and principles of counseling-Approaches to counseling – directive, non-

directive, eclectic - Characteristics, role and functions of counsellor: counsellor as

carrier master, professional preparation of counselor, teacher as a counsellor.

Unit III Techniques of Collecting Information for Guidance

Testing techniques – types of tests used in guidance - Tests of intelligence,

aptitude, interest, achievement and personality – Strengths and limitations of testing

techniques in guidance - Non-testing techniques – observation, questionnaire, rating

scale, interview, anecdotal record, cumulative record, case study.

Unit IV Guidance Services

Organization of guidance services, types of organization: centralized form,

decentralized form, mixed form - Functions of school guidance services - Individual

information service – types of data about the individual/student sources of information -

Occupational information service – sources of information, methods of classifying and

disseminating occupational information - Placement service -educational and vocational

placement - Remedial services and follow up service -Evaluation of guidance

programme.

Unit V Guidance for Special Groups

Special emphasis on guidance for gifted children – slow learners – disabled

children – mentally retarded, orthopedically handicapped, visually disabled, deaf and

dump, maladjusted – juvenile delinquents. Guidence and Counseling Agencies - Career

talks - Career guidance bureau and carrier corners. Recent trends of research in

guidance and counseling in India.

References

1. Anastasi A, Differential Psychology, New York: Macmillan Co, 1982.

2. Arbuckle Dugland, Guidance Counselling in the class room, Allyn & Bacon

Inco, 1985.

3. Crow & Crow, An introduction to Guidance, Eurasia Publishing House, New

Delhi: 1992.

4. Freeman E.S, Theory and Practice of Psychological Testing, New Delhi: Henry

Holt, 1995.

5. Indu Devae, Guidance and Counselling in Indian Education, New Delhi:

NCERT, 1978.

6. Jones. A.J., Principles of Guidance, New Delhi: Mc Grew Hills Publishers,

1970.

7. Kochar, S.K., Educational and Vocational Guidance in Secondary Schools, New

Delhi: Sterling Publishers, Pvt. Ltd. 1990.

8. Mathur, S.S., Educational Psychology, Agra: Vinod Pustak Mandor, 1981

9. Pressey S.L, Psychology in Education, New York: Harper & Brother, 1967.

10. Rogers Car.L, Client centred therapy Houghton, Boston: Hiffin, 1951.

11. Super D.R, The psychology of Careers, New York: Harrer, 1960.

UBE0204A LANGUAGE EDUCATION – TAMIL II


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UBE0204B LANGUAGE TEACHING ENGLISH II


� To familiaries with foreign language teaching

� To acquaint with innovative approach in language teaching

� To acquire the recent trends in language teaching.

� To know various theories of L1 and L2 language acquisition

� To understand language variations.

Unit I

Foreign language teaching - Effective language teaching - In-service training for

language teachers - Goals of foreign language teaching/learning.

Unit II

Communicative language teaching - Teaching listening skills - Teaching

speaking skills - Teaching Reading skills - Teaching writing skills

Unit III

Communication Language Learning (CLL) - Total Physical Response (TPR) -

Task Based Language Teaching (TBLT) - English for Specific Purpose (ESP) - Skill

based or Competency Based Teaching (CBT) – Communicative Competence.

Unit IV

Language Learning - Language acquisition and learning - Theories of L1-

Cognitivism - at Naturalism - Theories of L2 learning – Discourse theory -

Neurofunctional theory.

Unit V

Language variation - Early studies - Dialectologists - Anthropological linguistics

– Structuralisms - Causes of variability - region, social class, caste, community,

ethnicity.

References


University.



3. Adrian Doff., Teach English: Cambridge teacher training and development,

Cambridge: Cambridge University press, 2004.

4. Andrew Wright, Pictures for language learning, Cambridge: Cambridge

University press, 1974.

5. Billows F.L, Techniques of Language Teaching, London: Longmans, 1964.


7. Gokak.V.K English in India – Its present teaching, London: Asia Publishing

House, 1994.

8. Merris L, The teaching of English as a Second language, New Delhi:

Macmillan, 1982.

9. Merton Babcock. C. The Harper handbook of Communication skills, 1982.

10. Morris.L, The Art of Teaching English as a living, London: Macmillan

Publishers, 2000.

11. Prem Shankar, Teaching of English, New Delhi: APH Publishing Corporation

UBE0204D MATHEMATICS EDUCATION II


� To understand the principles of curriculum construction with emphasis on

content and organization

� To acquint with equipments and Instructional Resources for Teaching

Mathematics.

� To know the impotance of computers in teaching and learning of

mathematics.

� To understand the impotance of learning theories and strategies in

mathematics.

� To acquint the skills of innovative models of mathematics teaching.

Unit I Principles of Curriculum Development in Mathematics

Curriculum development in mathematics - Need and Importance - Types of

curriculum development and strategies to be employed - stages of curriculum

development in mathematics - Different approaches followed in curriculum

development in mathematics.

Unit II Equipments and Resources for Mathematics Teaching

Text books: Importance, qualities, reference books, work book - Mathematics

Library - mathematics club and its activities. Mathematics teacher: Qualification,

Special qualities of mathematics teacher.

Unit III Computers in Mathematics Education

The role of computers in teaching and learning of mathematics - The uses of

application software packages - MS office-Word, Excel, Power Point presentation. The

uses of multimedia and internet and their applications to learning mathematics.

Unit IV Models of Teaching Mathematics and Class-room Interaction

Formation and application of mathematical concepts - Concept attainment

model, advanced organizer model, Jurisprudential Inquiry model.

Classroom interaction analysis (Flanders Interaction Analysis Category System)

and it implications in learning mathematics.

Unit V Learning Theories and Strategies

Individualised learning techniques - Concept mapping, Keller plan and learning

packages-Dalton plan-benefits, criticisms - supervised study - Programmed learning -

Computer Assisted Instruction.

Group learning techniques - Cooperative learning, Buzz sessions, Group

discussions - mathematical games – Fuzzy concepts in Mathematics.

Practicals

1. Preparation of model practical lab for maths

2. Developing the skills to participate in a mathematical club.

3. Organising mathematical clubs and the corresponding activities

4. Programmes in MS office

5. Analyzing the curriculum for Mathematics.

References

1. Mangal, S.K., & Mangal, S. Essentials of educationaltechnology and management Meerut: loyal book depot.2005.

2. Muthaiah.N. Romping of Numbers. Hyderabad: Neelkamal Publications.2009. 3. Kapoor, S.K The teaching of vedic mathematics. New Delhi: Lotus Press.2006. 4. Kulshreshtha, A.K, Teaching of Mathematics. Meeut: R.Lall Books Depot.2008. 5. Paswan, N.K., Modern Methods of Teaching Mathematics, New Delhi: Cyber tec

Publication, 2006. 6. Schwartz, S.L. Teaching young children mathematics. London: Atlantic Publishers &

Distributors (P) Ltd.2007 7. Sidhu, K.S The teaching of mathematics. New Delhi: Sterling Publisher Private

Ltd.2006. 8. Singh, Chitragada and R.P. Rohatagi. K, Teaching of Modern Mathematics, New Delhi:

Dominant Publications and Distributors, 2005. 9. Sundararajan S, Theory & Principles and Methods of Teaching school Mathematics,

The teacher’s publishing house, 1960. Servas, W., Varga, T., Teaching School Mathematics, UNESCO: 1995.

UBE0204E PHYSICAL SCIENCE EDUCATION II


Course Objectives

� To know the importance of Education Technology in teaching Physical

Science

� To understand well about curriculum construction

� To verify the qualities of a good science text book

� To gain the knowledge of constructing a good physical science laboratory

� Tog understand the qualities and qualifications of a good science teacher

Unit I Education Technology

Edgar Dale’s cone of Experience-Projected aids and Non-Projected aids - Audio

Visual Aids in Physical Science teaching - their importance. Uses of Educational

Broadcasts: Radio and TV Lessons. Teleconferencing or Interactive Television, Vedio

Conferencing, Edusat. Use of Internet in teaching Physical Science. E-learning -

Teaching machines, Virtual Universities.

Audio - Video Players - Tapes and CDs - OHP and transperancies, Slide and

Film projectors, Multimedia, Computers, Charts, models (Static and working) Flash

Cards, Pictures, Black board and Chalk, Flannel, Magnetic and Bulletin boards.

Unit II Curriculum Construction in Physical Science

Curriculum: Principles of Curriculum construction - Criteria of selection of

content matter - Organization of content, Critical evaluation of Tamilnadu Secondary

School Science curriculum.

Curriculum improvement projects in India (NCERT) and Abroad (CBA,

Nuffield Project), Chemstudy, PSSC.

Unit III Science Text Book

Qualities of a good science text book. Use of text books inside and outside class

room- Criteria for evaluation of Science text book - Science Libraries: values of

Science Library. A knowledge of all the concepts in Physics and Chemistry up to X/XI

standard, text books.

Unit IV Physical Science Laboratory

Physical Science laboratory: Selection of Physical facilities and Planning and

equipping - Organization and maintenance of laboratory - Storage of chemicals -

Records and Registers to be maintained –Improvisation of apparatus - Accidents and

first aid.

Co-curricular Activities - organization of science clubs - science exhibition and

fairs, fieldtrips and excursions.

Unit V Good Science Teacher

Qualities and Competencies of a science teacher: Inservice training of science

teacher - Improvement of professional competencies of science teacher. Management of

science class.

Attention to individual differences - Giving importance to problems raised by

students. Teacher Evaluation: Self - evaluation of teaching -Evaluation of teachers, by

pupils, by informal talk and administering questionnaire - Maintenance of records.

References

1. Aggarwal J.C.Essentials of Educational Technology. Innovations in

Teaching-Learning. Vikas Publications House. Delhi 2007.

2. Edger Dale, Audio-Visual Methods in Teaching, Revised Edition, Dryden

Press, New York.

3. Garrett, Statistics in Psychology and Education, Vakils, Feffer and Simons

Ltd, Bombay, 1979.

4. Guptha, S.K.Teaching of Physical Science in Secondary Schools, Sterling

Publications, 1985.

5. Sivarajan K. Trends and developments in Modern Educational Practices

Calicut University 2006.

6. Sivarajan.k, Faziluddin.A, Science Education, Methodology of Teaching and

Pedagogic Analysis. Calicut University.2000

UBE0204F BIOLOGICAL SCIENCE EDUCATION II


� To enable the student teacher understand the principles of curriculum

� To help them organize biology laboratory

� To acquaint them with the management aspects of laboratory

� To help them understand the co-curriculum activities in biology

� To provide techniques of guidance and counseling for biology students.

Unit I Planning the Curriculum

Defining the term “Curriculum” and Principles of curriculum construction in

biology. Selection and arrangement of topics at various level. B.S.C.S and Nuffield

secondary science projects, NCERT curriculum. Plan of arrangement according to age

of pupils - analysis of the biology syllabus for standards IX, X, XI and XII. Biological

science learning – Primary, Secondary levels.

Unit II Biology Laboratory Organization

Defining the term ‘laboratory’ - need for planning the biology laboratory-

Advantages of laboratory in Biology teaching. Laboratory assistant and duties-

maintance of registers and records. Selection of apparatus and chemicals and purchase

of the apparatus for biology laboratory. Care and maintance of apparatus

Unit III Planning and Management

Special features of the Biology laboratory – Planning - Higher Secondary lab.

High School lab, all purpose lab. Organizing and conducting Biology practical works -

Laboratory accident - prevention and first aids.

Unit IV Co-Curricular Activities

Need and importance - different varieties of co-curriculur in Biology - Hobbies

in Biology - Biology club: Aims, Organization- Activities of Horticulture, Apiculture

and Sericulture. Role of the teacher, student and public in stimulating cocurriculur

programmes. Biology fairs and Biology exhibition: organization, values and its

importance in teaching Biology. Biological Science talent research.

Unit V Guidance and Counselling of Biology

Diagnosing the difficulties in learning biology - Suitable remedial measures -

The role of biology teacher, Headmaster and Public in providing guidance and

counseling biology activities. Characteristics of slow and gifted learners - Teaching of

biology to cater to the needs of different individual – home assignments and individual

practical as a measure of catering to varying needs of the pupils of Biology.Vocational

guidance and its importance in Biological science.

Practicals

1. Design and carry out simple investigatory projects in Biology

2. Preparation of improvise Biology Model

3. Preparation of Charts, Micro slides, Herbarium, stuffed animal-invertebrate,

vertebrate.

4. Preparation of food items (any three): preparation of Janatha fridge.

References

1. Chand and Tare, Educational Technology, Allahabad: Horizon Publishers, 1992.

2. Das.R.C, Seience Teaching in School, New Delhi: Sterling Publications Pvt. ltd.,

1992.

3. Jaganath Methanthi, Educational Technology, New Delhi: Deep and Deep

Publications, 1992.

4. Kochhaar.S.K, Guidance and Counselling in Colleges and Universities, New

Delhi: Sterling Publishers Pvt. ltd., 1992.

5. Koli.V.K, Teaching of Science, M/S. Krishna Bros Amristar: Hall Bazar, 1969.

6. Rai.B.C, Method of Teaching Science, Lucknow: Prakashan Kendra, Sitapura

Road, 1983.

7. Rajagopal.K, Teaching Biology, Govt. of Tamil Nadu, 1978.

8. Ratho.T.N and Ravi Prakash, Emerging Trends in Teaching Biology, Allahabad:

Horizon Publishers, 1996.

9. Sampath.K, Introduction to Educational Technology, New Delhi: sterling

Publishers Pvt. Ltd, 1992.

10. Sharma. R.C, Modern Teaching Science, Delhi Jullunder: J.C.Kanpur for

Dhanpet Rai and Sons, 1975.

11. Vedanayagam, E.G, Taching for College Teachers. New Delhi: Sterling

publishers Pvt. Ltd.1994.

UBE0204G HOME SCIENCE EDUCATION II


� To familiarize the teacher-trainees with different tools for teaching Home

Science

� To familiarize the teacher-trainees with instructional aids in Home Science

� To help the teacher trainee to understand trends in Home Science

� To promote the study of Home Science as an academic and Vocational Course

� To help the teacher trainee to develop skills in organizing home science

laboratory.

Unit I Home Science Curriculum and Correlation in Home Science

Home Science Curriculum Development: Meaning - Concept - Principles of

Curriculum construction - Curriculum development - Organization of curriculum and

syllabus.

Correlation – Need - Types of correlation - correlation with other subjects,

Present syllabus - Defects in the Existing curriculum.

Unit II Area, Scope and Co-curricular Activities

Nature and Scope of Teaching: Food and Nutrition, Cookery, Household

management, Textiles, clothing and laundry, child development and mother craft,

Human relationship and health, First Aid and Home Nursing.

Co-curricular Activities: Importance of field trip - Organizing Exibition –

Organizing Home Science Club.

Unit III Home Science Teacher

Home Science Teacher: Competencies - Maintaining optimum physical and

mental health - Acquiring knowledge - Teaching efficiency - Professional ethics and

growth - Personality traits - Duties and Responsibilities - Teacher’s contribution to the

school and community.

Unit IV Home Science Laboratory, Library and Time Table

Home Science Laboratory - Organization of the laboratory - Laboratory

equipments and their maintenance. Library: Aim, need and organization. Time Table:

Need of the school time-table, various types.

Unit V Text Book of Home Science, Examination and Evaluation

Text books - Criteria of good text books - Critical review of Home science text

books used in Higher Secondary schools.

Achievement tests - Essay and objective types - Construction and uses of tests -

Diagnostic testing and remedial teaching.

References

1. Bloom and Benjamin (Ed.,) and others, Taxonomy of Educational Objectives:

The Classification of Educational Goals, Handbook1: Cognitive Domain,

New York: David McKAY Company, 1965.

2. Broudy, Harry S and Palmer and John R, Examples of Teaching Method,

Chicago: Second Printing, Rand Mcnally & Co., 1966.

3. Chandra Arvinda, Fundamentals of Teaching Home Science, New Delhi:

Sterling publishers.

4. Dale Edgar, Audio Visual Methods in Teaching, revised edition, New York:

Rivehart and Winston, 1962.

5. Das, R.R and Ray Binita, Teaching of Home Science, New Delhi: Sterling

Publishers, 1989.

6. Devadas R.P, Teaching Home Science, All India Council for Teaching Science,

1976.

UBE0204H SPECIAL TAMIL EDUCATION-II

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UBE0204I ENGLISH EDUCATION-II

Credit – 4 Max.Marks: 100 Hours – 64 Course Objective

� To acquaint with concept of in learning English

� To understand the innovative methodology of Teaching English.

� To evaluate qualities of an effective teacher.

� To familiarize with English curriculum

� To acquire the skills of doing content analysis in English text book.

Unit I

Approach method strategy and technique-Research findings on the effectiveness of

various methods and approaches - Quality in learning English - The Internet Power

Point Presentation – Merits - Language Lab – system – Types - Broadcast type library

type, computerized.

Unit II

Methodology of teaching English in the new millennium - Content basis - Silent

way – Suggestopedia - Strategopedia

Unit III

Evaluation – Testing - Approaches to testing - An efficient English teacher -The

living corpses - The competent - Multiple intelligence - Collaborative learning -

Pragmatic

Unit IV

Curriculum Designing - Content selection skill based, structure based, situation–

based, logical and psychological. Continuity and sequence curriculum revision

improvement NCERT English curriculum. Assessment of different school curriculum.

Unit V

An analysis of the Teaching items - Prescribed in standard VII to X in

Tamilnadu School Textbook committee.

References

1. Allen Campell, Teaching English Language, New Delhi: McGraw Hill

Publishers, 1972.


University

3. Balasubramanian.T.A, A Text-book of English Phonetics to Indian Studies,

New Delhi: Macmillan, 2000.


5. Frisby, A.W., Teaching of English, London: Longmans, 1970

6. Gokak. V.K., English in India – Its present teaching, London: Longman

Future, Asia Publishing House, 1994.

7. Jack C.Richards and Theodore S.Rodgers., Approaches and methods in

Language Teaching, II edition, Cambridge: Cambridge University Press, 2005.

8. Jesa.M, Efficient English Teaching, New Delhi:APH Publishing

corporation,2005.

9. Mark Lester, Introductory Transformation Grammar of English, New Delhi:

Macmillan, 1977

10. Morris.L, The Art of Teaching English as a living, New Delhi: Macmillan

Publishers, 2000.

11. Sarah Freeman, Written Communication in English, London: Orient

Longmans, 1977.

12. Shaikh Mowla, Prabhakar Rao.M, Sarojini.B, Methods of teaching English,

New Delhi: Neelkamal Publication, 2004.


University



UBE0204J HINDI EDUCATION II Credit – 4 Max Marks: 100 Hours - 64 Course Objectives

� To make student-teachers conversant with modern trends and methods of

teaching Hindi

� To help teacher trainees in developing the four fold language skills in students

� To make student – teachers capable of developing communicative skills in Hindi

� To develop the skill of preparing teaching aids in Hindi

� To make student-teachers aware of different types of evaluation techniques in

Hindi

UNIT I MODERN TRENDS AND METHODS OF TEACHING

Models of teaching – programmed learning – instructional module – panel

discussions - seminars – simulated teaching - computer assisted instruction – their

importance in relation to the teaching of Hindi as second language.

UNIT II LANGUAGE SKILLS

Comprehension skills – Listening and reporting taped stories, speeches and

reports, commentaries etc on radio and Television - Oral work: Conversation,

discussion, Importance of good pronunciation – causes of wrong pronunciation –

Remedial measures - Objectives of teaching reading – Different types of reading –

Methods of teaching reading - Writing skills: The mechanics of writing – Different

Methods of teaching writing - Techniques to develop speaking skills – questioning and

answering in Hindi

UNIT III PREPARATIOIN OF LEARNING AIDS

To develop skill in preparing teaching aids – models, charts, pictures, posters,

cartoons, advertisement, magazine and newspaper articles, manuscript magazine, audio

cassettes, CD’s.

UNIT IV COMMUNICATIVE HINDI

Techniques to develop students’ skill in communicative Hindi, procedures for

the development of communicative skills of students in different situations – In

business, in conferences, in reporting, in daily life etc.

UNIT V EVALUATION

Importance, different methods, qualities of achievement tests, construction of

objective based test items, different types of questions – short answer type and essay

type – their relative importance in evaluation – construction of achievement tests,

diagnostic test and its uses.

References

1. Acharya Sithram Chathurvedi, Bhasha Ki Siksha.

2. Dr.Sreedharanantha Mukherji, Rashtra Bhasha Ki Siksha

3. P.G. Kamath, Anya Bhasha Sikshan Eak Bhasha vajanik Drishty

4. K.M. Siva Ram Sharma. Hindi Sikshan Kala.

5. Bhari Yogendra Jit. Hindi Bhasha Sikshan.

6. Shri Sathyanarayan Thripadi. Hindi Bhasha Aur Lipi Ka Aithihasic Vikas.

7. Dr.Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan

Aur Reehana.

8. Nanda Bulare Baj Peyi, Sahitya Sushama.

UBE0204K ECONOMICS EDUCATION II


� To understand the importance of economics as a subject in the development of

the sustainable socio-economic development

� To help the pupils to develop instructional and learning strategies

� To enable the learners to develop proficiency in pedagogical aspect of

economics at higher secondary level

� To acquaint the pupils with the context domains of economics teaching at plus

one and plus two levels

Unit I Introduction

Importance of teaching economics as a subject at higher secondary level –

Current trends and challenges – Problems and prospects in economics teaching.

Unit II The Basic Divisions in Economics

The basic economic problems: Economic systems – traditional economy –

market economy – command economy – mixed economy

Unit III Equipment and Resources

Text books – Library – Computer lab – Audio Visual aids – Pupils Record –

Field Trips – Community resources – Evaluation – Economics Teacher

Unit IV Applications of Educational Technology in Economics

Programmed learning: Linear, Branching and methetic programmes; systems

approach and cooperative teaching methods applied in economics

Unit V Context in Economics Teaching at Higher Secondary Level

Text books on Indian Economics higher secondary first year, Tamil Nadu Text

book Corporation

Text book on Economic theory higher secondary second year, Tamil Nadu text

Book corporation.

References

1. Aggarwal, S.M. The Teaching of Economics, New Delhi, Prentice Hall, 1991.

2. Amita, Y., The Teaching of Economics, New Delhi: Deep and Deep Publication,

2001.

3. Chanhan, S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas

Publications, 1979.

4. Dhinra Ishwar, C. The Indian Economy Environment and Policy, New Delhi,

Sultan Chand and Sons, 2001

5. Dreze.J. and Seu. A., Economic Development and social opportunity, New

Delhi: oxford University press, 1995.

6. Ganguli, Studies in Indian Economic problems, Chennai, Allied Publishers, 1978

7. Haijela, P.D, Goswari, M.P, Economic Performs and Employment, New Delhi:

Deep and Deep publications, 2000.

8. Johnston, J.N, Indicators of Education, London: Kogan page, 1981.

9. Karthick G.S., Teaching of Economics, New Delhi, Sumit Enterprises, 2005

10. Keits G. Lumsden, New Development in the Teaching of Economics, New

Jersey: Prentice Hall, 1967.

11. Knopt. Keynon. A. The teaching of Elementary Economics, New York:

James & Stauss, Holt Rinehart and Winston, 1960.

12. Kochhar S.K., Methods and Techniques of Teaching, New Delhi, Sterling

publishers, 1985

UBE0204L SOCIAL SCIENCE EDUCATION– II


� To help the learners to understand the interdisciplinary topics in the secondary

school Social science subjects.

� To enable the learners to develop skills in the use of appropriate use of aids in

Social Science teaching.

� To help the pupils to develop interdisciplinary instructional and learning

strategies.

� To acquaint the learners with the content domains of social science teaching at

Secondary level.

� To develop skills among learners in o rganizing co-curricular activities based on

social Science learning.

UNIT I Correlation of Social Science in the Secondary Syllabus

Meaning, concept and dimensions of History, Geography, Civics and Economics

- Interlinkages.

UNIT II Content Domains in Social Sciences

Critical study of the Social Sciences syllabi of standards VI to X.

UNIT III Innovative Methods of Teaching Social Science Subjects

Problem solving method – textbook recitation – Project and Laboratory method

– Activity Based Learning Inputs – Dramatization – Role play – Innovative Teaching

Strategies.

UNIT IV Teaching Aids in Social Science Subjects

Application of time-line charts, maps, symbols and map-reading. Graphic Aids;

Radio, Television, Educational films, videos and Educational Technology aids. Field

trips and Exhibitions, Blackboards, textbooks, workbooks and community resources.

UNIT V

The Social Science Teacher - Pre-service and in-service training - continuous

and consistent learning of new inputs in social science domains

Practicals

1. Preparation of maps and charts

2. Picture Album

3. Field observations and reporting

4. Community based development initiatives

References 1. Bhattacharya Srinivas and Daiji D.R., Teaching Social Studies in Indian

Schools, Baroda: Acharya Book Depot, 1992.

2. Bining C. Arthur and Bining, Teaching the Social Studies In Secondary

Schools, New York: McGraw Hill Book Company, 1952.

3. Chauhan S.S: Innovations in Teaching – Learning Process, New Delhi: Prentice

Hall India ltd, 1981.

4. Copsill, G.H, The Teaching of Geography.NCERT, Practical Geography: A text

book for Secondary schools

5. Edgar Blue Wesley, Teaching Social Studies in High Schools, Boston: D.C

Heath& Co, 1950.

6. Kabir Kumayun and Mathai, The Teaching of Social Science in India, New

Delhi: A Universal Publication, 1968.

7. Memming James, The Teaching Social Studies in secondary school, London:

Longman Green &Co, 1950.

8. NCERT: Measurement and Evaluation. New Delhi,2003.

9. Pickles, T. Elementary Map – reading, Unesco Better History Text books.

10. Rambai and Patel : Educational theory and practice, New Delhi: Sterling

Publications,1982

11. Sampath, K., et al – Introduction to Educational Technology, New Delhi:

Sterling Publishers, 1992.

12. Taneja Vidya Ratha, Teaching of Social Studies, Chandigar: Mohendia Capital

Publishers, 1958.

13. Teaching of Social studies in Secondary school.Chaterjee National Atlas of

India, Survey of India, DehraDun.

14. Willey E.B. Teaching Social Studies in High School, Boston: Heeth & Co.,

1995.

UBE0204M COMPUTER EDUCATION II


� To develop the ability to prepare and use the audio-visual aids and mass media

effectively.

� To develop the competency to construct and administer diagnostic and

achievement tests and to develop competence in evaluation techniques applied to

computer science.

� To understand the principles of curriculum construction with emphasis on

content and organization.

Unit I Curriculum Designing in Computer Education

Curriculum – Content – Principles - Selection of content - content organization -

logical and psychological, spiral and topical.

Unit II Equipments and Resources for Computers

Text books - Importance, qualities, Library - Importance and need. Computer

teacher - Qualification, special qualities of computer teacher.

Unit II Computer Education

Programming - Flow chart – MS office tools: MS Word, MS PowerPoint, MS

Excel, MS Front page, Web designing.

Unit IV Analysis of Content

Analysis of content prescribed for computer textbook XI and XII of Tamilnadu text

book committee.

Unit V Recent Trends in Computer Education

Recent trends in computer education - need for research in computer education -

online learning, e-learning, virtual learning.

References

1. Adam, D.M, Computers and Teacher Training: A Practical guide, New York:

Haworth Prentice, 1985.

2. Behera, S.C, Educational Television Programmes, New Delhi: Deep and Deep

Publications, 1991.

3. Coburn, P and et al, Practical Guide to computers in Education, Addison:

Wesley Publications, 1985.

4. Desmonde, W.H, Computers and uses, New Delhi: Prentice Hall, 1985.

5. Graeme, K, Blackboard to Computers: A Guide to Educational Aids, London:

Ward Lock, 1969.

6. Harley, Hahn, The Internet complete reference, New Delhi: McGraw Hill, 1996.

7. Leon Alexis and Leon Mathews, Fundamentals of Information Technology,

Chennai: Leon Press, 1999.

8. Rebecca J.Fiala, Jeff Grisenthwaite, Marin reid, Karl Schwartz, Cathy vescky,

Microsoft office 2000, PB Publications, New Delhi,2003.

9. Saxena, Sanjay, A First course in Computers, New Delhi: Vikas Pub., 2004.

10. Tauber, B, Mastering Front 2000, New Delhi: PB Publications, 2004.

11. Warner, Scoot, Teach Yourself Visual Basic 6, New Delhi: McGraw Hill

Publishing company, 2005.