b.ed. syllabus final with semesterwise-2012 4 20 80 100 5. ed ... 1.2 education during british...

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Annexure-1 B.Ed. Course Scheme of Examination- Semester Scheme

Semester-I Sl. No.

Paper Paper Title Instruct- ional Hours

per week

I.A. Univer-sity

Exami-nation

Total

1. Ed1 S1 Educational Studies 4 20 80 100 2. Ed2 S1 Psychology of Learning and

Learner’s Development 4 20 80 100

3. Ed3 S1 Educational Technology 4 20 80 100 4. Ed4 S1 Skills and Strategies of

Teaching 4 20 80 100

5. Ed5 MOT-1 Methodology of Teaching - 1 3 25 50 75 6. Ed6 MOT-2 Methodology of Teaching - 2 3 25 50 75 7. Ed7 PT -1 Practice Teaching -1 25 25 8. Ed8 – PT2 Practice Teaching - 2 25 25 9. Ed9 – CE Computer Education 4 20 80 100 Total 26 200 500 700

Semester-II Sl. No.

Paper Paper Title Instructional Hours

per week

I.A. University

Examination

Total

1. Ed1 S2 Contemporary Education 4 20 80 100 2. Ed2 S2 Education and Social Concerns 4 20 80 100 3. Ed3 S2 Educational Management 4 20 80 100 4. Ed4 S2 Curriculum and Evaluation 4 20 80 100 5. Ed5 MOT-1 Methodology of Teaching – 1 3 25 50 75 6. Ed6 MOT-2 Methodology of Teaching – 2 3 25 50 75 7. Ed7 PT -1 Practice Teaching – 1 100 50 150 8. Ed8 – PT2 Practice Teaching – 2 100 50 150 9. Ed10 – OPT-

2 Any one of the subjects mentioned below: 1. Population Education

2. Guidance and Counseling in School

3. Health and Physical Education

4. Educational Planning and Finance

5. Environmental Education 6. Action Research

4 20 80 100

Total 26 350 600 950

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KARNATAK UNIVERSITY DHARWAD BACHELOR OF EDUCATION (B.Ed.) COURSE

Compulsory Paper

Semester-I

Ed1 S1: Educational Studies

Objectives: On completion of the course the student teacher will be able to;

1. know the concept of education and philosophy.

2. understand the contribution of educational thinkers to the

knowledge base in education.

3. acquaint with the concept and agencies of social change.

4. acquire the knowledge of school and learning environment.

Unit-I Introduction of Education

1.1 Education : The Concept of Education, Education as a process and product,

as growth and development, and as self realization

1.2 Agencies of Education: Formal, informal and non-formal (Home, community,

mass media, museum etc)

1.3 Philosophy and Education: Meaning of Education in the context of

philosophy.

1.4 Schools of Philosophy: Idealism, Programmatic, naturalism

8 hours

Unit-II Educational Thinkers and Knowledge base in education

2.1 Ideas of Educational thinkers in respect of their role in educational

reconstruction.

2.1.1 Swami-Vivekand-Man making in education

2.1.2 Mahatma Gandhi-Basic Education

2.1.3 Aurobindo-Integral education

2.1.4 Roussoeu’s views on naturalistic Education

4

2.2 Nature of knowledge in Education: Concepts, statements, Educational view

points and theories

2.3 Emerging knowledge base in Education

2.4 Difference between information, knowledge, belief and opinion.

14 hours

Unit-III School and Social Change

3.1 Concept of Social change and school as an agency of social change

3.2 Concept of cultural, school as place of conserving and perpetuating culture

among the learners.

3.3 School as an agency of cultural change

3.4 Education for peace and harmony, role of schools in maintaining peace and

harmony in the society.

8 hours Unit-IV School and Learning Environment

4.1 Self identify of the learners, interpersonal relation with-

Headmaster/Headmistress with teachers and learners, among the teachers,

teachers and learners, among the learners and school and

society/community

4.2 Shift of pedagogy to knowledge focused to teacher focused, teacher focused

to learners focused.

4.3 Shift of learning environment

4.3.1 Uni mediated to multimedia

4.3.2 School based to community linked

4.3.3 Real to virtual environment

4.3.4 The open distance learning environment 10 hours

Assignment:

Write any one of the following

I. Study of the biography of one of the eminent Educationist

1. Life Sketch

2. Contribution

3. Photography

Scheme of Assessment: 4+4+2=10 Marks

5

II. Visit to religions institutions which are active in academic endeavor and

studying its Educational activities and functions.

1. Various functions of religions institutions

2. Contributions to education

3. Photography of religions institutions and persons who worked and

for the institution


III. Preparation and Administration of tool to assess the inter personal

relationship in respect of school and personality development of secondary

school children.

1. Preparation of tool

2. Collection of data

3. Report writing


IV. Preparation and Administration of a tool to assess any one of mass media

on development of personality among secondary school children.

1. Preparation of tool

2. Collection of data

3. Report writing


References

1. Anand, C.L. et. al., (1993) Teacher and Education in the Emerging Indian

society, NCERT, New Delhi

2. Batia, B.D. (1990) The Theory and Principles of Education, Doba House,

Delhi

3. Bhatia, K.K. and Narag, C.L. (1990) Theory and Principles of Education,

Prakash Brothers, Jalandar

4. Bhushan, V.S. (1982) Introduction to Sociology, Allahabad, Kitabmahal

5. Brondy, S.H. (1962) Building a Philosophy of Education, New York,

Prentice Hall.

6

6. Brown, F.I (1947) Educational Sociology

7. Hireyanna, M. (2000) Outline of Indian Philosophy Motilal, Banaridas

Publishers Pvt Ltd, New Delhi

8. Kneller, G.F. (1971) Foundations of Education, New York, John Wiley

9. Maciver, R.N. and Page, C.H. (1959) Sociology: An introductory analysis,

London Macmillan and Company

10. Mathur, S.S. (1966) A Sociological Approach to Indian Education, Vinod

Pustak Maldig.

11. Merril, F.E. (1961) Society and Culture : An Introduction to Sociology,

New Jersey: Engelwood Clips

12. Moore, C.B. and Cole, E.W. Society in Education, Practice, New York:

Haughton Miffilin Company

13. Sodh, Sandu and Singh (1998) Philosophy of Education, Ambala

Continent, The Indian Publication

14. Swami Prabhunanand (1981) Spiritual Heritage of India. Sri

Ramkrishna, Madras, India

15. Theos, B (1995) Hindu Philosophy, Bangalore: Jaico Publishing House.

16. Web sources

7


Semester–II

Ed1 S2 : Contemporary Education 45 Hours

Objectives :Upon completion of this course the student-teacher will be able to:

1. Understand historical perspectives of education in India

2. Interpret the constitutional provision for education and their implication

for policy and Development

3. Appreciate the Contemporary Education and national development

4. Describe education and Socio- Economic development

Unit -1 Education in India

1.1 A review of heritage of education in India: Education in Ancient period

(Vedic and Buddhistic), Education in Medieval period, (Islamic) with

reference to aims curriculum, methods of teaching, student –teacher

relationship

1.2 Education during British period, a brief study of the following reports :

wood’s dispatch, Hunter commission, Hartog committee, Sargent committee

Unit -2 Constitutional Provision for Education in India

1.1 Right to equality : Articles 14,16,17,19,24,25,26,28,29,30

1.2 Directive principles: Article 45,48A,51

1.3 Right to Education Act, Human right Child rights (A brief study)

Unit -3 Reports of Commission on Indian Education

3.1 Secondary Education Commission 1952-54

3.2 Indian Education Commission 1964-66

3.3 NPE -1986(Reference to Primary, secondary, Higher Education & teacher

Education)

8

Unit -4 Reports of Commission on Indian Education

Unit 4 Education and National Socio- Economic Development

4.1 State and centrally sponsored Schemes of education political will and

support

4.2 Financial support by State and central Governments: Grant-in-aid,

Development grants.

4.3 Planning commission: it’s Role in educational development

4.4 Education as an investment

4.5 Education as an investment of Human Resource Development

4.6 Development of life skills, development of responsible citizens

Assignments (any one)

1. Survey on Implementation of Right to Equality in Education at secondary

school level

2. Review of heritage of education in India

3. Comparative study reports on education

Assessment scheme

1. Internal test -10 Marks

2. Assignment – 10 Marks

Total -20 Marks

References

• Mukherjee S. N. (1966) History of Education in India, Baroda, Acharya

Book Depot

• Naik J. P. (4975) Quality & Quantity: the Elusisue Tringle of India Education Bombay : Allied Publishers.

• Education in Emerging India B. N. Dash

• Education in Emerging India J.C. Aggrawal

• GzÀAiÉÆÃ£ÀÄäR ¨sÁgÀvÀzÀ°è ²PÀët (2010) qÁ|| J£ï. ©. PÉÆAUÀªÁqÀ

• GzÀAiÉÆÃ£ÀÄäR ¨sÁgÀvÀzÀ°è ²PÀët (2010) qÁ|| J¸ï. ©. AiÀiÁzÀªÁqÀ

• GzÀAiÉÆÃ£ÀÄäR ¨sÁgÀvÀzÀ°è ²PÀët (2010) ©. J¸ï. gÀÄzÉæÃ±À

9


Compulsory Paper

Semester-I

Ed2 S1 : Psychology of Learning & Learner’s Development

Objectives: Upon completion of the course, the student-teachers

will be able to:

i. Acquire the understanding of meaning and importance of Educational

Psychology and acquire an insight into its methods.

ii. Understand stages and aspects of developments, appreciate the role of

heredity and environment and become aware of the needs and problems

of adolescents.

iii. Acquaint with the view points, approaches and recent developments in

the field of motivation, and attention with their educational implications.

iv. Know the nature and process of learning and to acquire insight into

related factors that are influencing on learning.

v. Gain knowledge of theoretical foundations, recent developments and

practical educational bearing concerning, intelligence, creativity and

personality.

vi. Consider theoretical view points of intelligence and creativity with ability

to measure intelligence and creativity.

vii. Develop practical skills in administering, analyzing and reporting of

standardized tests on personality, intelligence, creativity, case - study

and stages of development.

Unit-1: Understanding Psychology & Education

1.1 Psychology –History and origin of science of Psychology Definition &

scope of Psychology.

45 Hours

10

1.2 Educational Psychology: meaning, nature, & scope; implications of

developmental psychology, social psychology, differential psychology to

education.

1.3 Psychological methods: introspection, observation, case

study, experimental method and psychoanalysis – meaning,

principles, procedures, usefulness to education.

1.4 Practicum: Carrying out a case study of two selected high school students.

Unit-2 : Understanding the learner’s development

2.1 Perspectives of Development: physical, emotional, intellectual, social

psychological & moral – meaning components and their implications to

education.

2.2 Adolescent psychology: significance and characteristics, common emotional,

social & moral problems, challenges & responsibility to education.

2.3 Stages of cognitive development: Piaget’s stages sensorimotor,

preoperational, concrete operational and formal, operational stage.

2.4 Practicum: Assessing cognitive abilities of two children in the age group

7-14 using Piagetian conservation tasks.

Unit-3: Understanding the learning process

3.1 Motivation: Meaning & types, devices of motivation, Maslow’s hierarchy

of needs.

3.2 Attention & interest – meaning, nature, types and conditions favourable

for attention.

3.3 Learning: meaning, characteristics, principles, process & factors

influencing learning.

3.4 Theories of Learning with their classroom implications

i. Pavlov’s - Classical conditioning theory of learning

ii. Skinner’s - Operant conditioning theory of learning

9 Hours

10 Hours

11

iii. Gagne’s Cumulative learning model

3.5 Transfer of Learning – concept, significance, types, theories and

implications.

3.6 Every student teacher has to conduct the following experiments and

maintain the records.

i. Division of Attention

ii. Distraction of Attention

iii. Learning Curve (letter digit substitution method)

iv. Transfer of training (Mirror drawing)

Unit 4 : Understanding learner’s Intelligence, Creativity and Personality

4.1 Intelligence: meaning, nature, concept of MA and IQ. Guilford’s SI model;

Measurement of intelligence.

i. Dr.J.C.Raven’s Standard Progress Matrices(RSPM)

ii. Dr.C.M.Bhatia’s Battery of Performance Tests of Intelligence (BBPTI).

iii. Arthur S. Otis’s Tests of Mental Ability &

Uses of Intelligence Tests.

4.2 Creativity: meaning, nature, factors, measurement & fastering creativity.

4.3 Personality – concept, nature, types & factors affecting personality

development.

4.4 Assessment of personality – projective technique, TAT, Interview, HSPQ.

4.5 Practicum: i) Administration, Scoring, Analysis & reporting

of a TAT/HSPQ to assess the personality of a high school

student.

ii) Measuring Intelligence of a high school student using any one of the

above studied intelligence tests.

Assignments: Anyone of the following.

1. Carrying out a case study of two selected high school students.

2. Assessing cognitive abilities of two children in the age group 7-14

using piagetian conservation tasks.

14 Hours

12 Hours

12

3. Assessing the personality of two high school students using

TAT/HSPQ/EPQ(Eysenck’s Personality Questionnaire).

4. Measuring Intelligence of two high school students using

i. Dr.J.C.Raven’s Standard Progressive Matrices OR

ii.Dr.C.M.Bhatia’s Battery of Performance Tests of Intelligence.

5. Measuring creativity of two students using a relevant creativity test.

References

1. Chauhan, S.S. (1996) Advanced Educational Psychology, Vikas Publishing

New Delhi,

2. DeCecco, John P., (1987) Psychology of learning and Instruction, Prentice

Hall, New Delhi,.

3. Eshwar, H.S. and Nataraj P., (1985) Shaikshanika Manovijnana: Bhaga I

and II, Institute of Kannada Studies, Union of Mysore, Mysore,.

4. Goleman, Daniel, (1995) Emotional Intelligence. New York: Bantam,.

5. Kar, Chintamani, (1992) Exceptional Children, Sterling Publishers, New

Delhi,.

6. Kasinath, H.M. (2000) Advanced Educational Psychology. Gadag:

Vidyanidhi Prakashan.

7. Kundu, C.L. and Tutoo, D.N. (1980) Educational Psychology, Sterling

Publishers, New Delhi.

8. Lakkundimatt, S.G. Desai. G.N. (1996) Shaikshanika Manovijnana, Gadag:

Vidyanidhi Prakashana,.

9. Lingren, H.C., (1980) Educational Psychology in the classroom, 6th Ed.,

Oxford University Press, New Delhi,.

10. Mathur, S.S., (1981) Educational Psychology, 9th Ed., Vinod Pustak

Mandir, Agra,.

11. Sharma, R.N. (1998) Educational Psychology and Guidance, Vikas

Publishers, New Delhi,.

12. Shivashankara H.V. and Basakumar P., (1977) Shaikshanika

Manovijnana, Hanji Prakashana Davangere,.

13

13. Skinner, (1996) C.E.(Ed) Educational Psychology, 4th Ed., Prentice Hall

of India Pvt., Ltd., New Delhi,.

14. Walia, J.S. (2001) Foundation of Educational Psychology, Paul

Publishers, Jalandhar.

15. Walia, J.S. (1999) Foundations of Educational Psychology, Paul

Publishers, Jalandhar, Punjab, 16. PÁ²£ÁxÀ JZï.JªÀiï. ªÀÄvÀÄÛ ¸ÀAUÀrUÀgÀÄ (2000) ¨ÉÆÃzsÀ£Á-PÀ°PÉ ¥ÀæQæAiÉÄAiÀÄ°è ªÀÄ£ÉÆÃ«eÁÕ£À,

«zÁå¤¢ü ¥ÀæPÁ±À£À, UÀzÀUÀ.

17. PÉÆAUÀªÁqÀ J£ï.©. (2008) ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆÃ«eÁÕ£À, «zÁå¤¢ü ¥ÀæPÁ±À£À, UÀzÀUÀ.

14


Compulsory Paper

Semester-II

40 Hrs

Ed2 S2: -Education and Social Concerns

Objectives: On completion of the course the student teacher will be able to;

1. Understand equality and equity.

2. Develop concern for quality in education.

3. Understand the concepts of environment.

4. Get an insight into the strategies of in calculation of values among

children.

5. Understand the concepts of health and physical education.

Unit-1 Educational opportunities 10 Hrs

1.1 Meaning of equality of educational opportunities, provisions and

outcomes.

1.2 Measures of ensuring equity

1.3 Bases of Inequality in educational provisions:

1.3.1 social status,

1.3.2 caste,

1.3.3 minority

1.3.4 rural-Urban,

1.3.5 tribal,

1.3.6 gender,

1.3.7 type of school: private, government, tribal schools, schools

for educationally challenged etc.

Unit-2: Quality Education: 8 Hrs

2.1 Meaning, need and importance.

2.2 Indicators of quality education in respect of

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2.2.1 learning environment,

2.2.2 student outcomes,

2.2.3 outcome improvement,

2.2.4 standards of performance,

2.3 Methods of improving students performance, measurers of

enhancing performance in schools.

Unit-3: Environmental Education: 10 Hrs

3.1 meaning of environment,

3.2 pollution- nature, types- degradable and non degradable

pollutants, air pollution, water pollution, noise pollution, land pollution.

3.3 integration of environmental concerns in curriculum,

3.4 role of teacher in promoting the concerns towards environmental

education,

Unit-4: Value Education, Health and Physical Education

12 Hrs 4.1 meaning and types of values,

4.2 classification of values-intrinsic values, instrumental(extrinsic)

values, moral values, aesthetic values, economic values and social

values.

4.3 contemporary values: scientific temper, intellectual honesty, social

service and protection of environment.

4.4 inculcating values through biographies of great men,

epics, stories, poems, clippings of newspapers, real life examples,

documents etc

4.5 meaning of physical education and health education

4.6 basic concepts of physical and health education.

Practicum: The student teacher should undertake anyone activity and to submit

the report as assignment.

1. Visit to religion institution which is involved in educational

endeavor

16

2. Collection of articles published in newspapers/periodicals

related to environment and writing comment on them (minimum five)

References

Gupta NL (1986) Value Education: Theory and Practice Krishna

brothers, Ajmeer.

Mukhyopadhyaya, M (2001) Total Quality management in education,

NIEPA, New Delhi

Rao V.K. (2003) Physical Education, APH publishing corporation, New

Delhi

Bihari, S. and Chowdhary, P. (2003) Health and Physical Education,

Kalyani publishers, Ludhiana.

Saxena, A. B(2006) Environmental Education, National Psychological

Corporation Agra,

Yadwad, S. B. (2008) Environmental Education, Vidyanidhi Prakashana,

Gadag,

17

KARNATAK UNIVERSITY, DHARWAD.

BACHELOR OF EDUCATION(B.ED) COURSE

Compulsory Paper

Semester I

Ed3 SI: Educational Technology

45 Hours

Objectives: Upon completion of the course the student teachers will be able to :

1. Aquire the knowledge of meaning, nature and scope of Educational

Technology.

2. Understand the taxonomy of instructional objectives, their behavioural

terms and frame instructional objectives in all the domains.

3. Write self instructional programme for pre determined terminal student

behaviours in a subject area of his choice.

4. Understand the concept of system and systems approach to education.

5. Learn to use specified media hardware and to produce and select

instructional software appropriate to particular occasions.

Unit I: Concept educational technology and taxonomy of educational

objectives

1.1 Concept of educational technology

1.1.1 Meaning and definitions of educational technology.

1.1.2 Nature and scope of educational technology.

1.1.3 Importance of educational technology in teaching learning

process.

1.2 Taxonomy of educational objectives:

1.2.1 Meaning of taxonomy of objectives.

1.2.2 Blooms cognitive domain – Knowledge, Comprehension,

Application, Analysis, Synthesis and Evaluation.

1.2.3 Krathwohl’s affective domain – Receiving, Responding, Valuing,

Organization and Characterization by a value.

1.2.4 Harrow’s psychomotor damain –

18

1.2.5 Mager’s specifications for statement of an objective

15 hours

Unit 2: Individualized instruction:

2.1: Individualized instruction:

2.1.1 Meaning of individualized instruction.

2.1.2 Types of individualized instruction.

2.1.3 Importance of individualized instruction.

2.2 Programmed learning:

2.2.1 Origin and Historical background.

2.2.2.Meaning and definitions of programmed learning.

2.2.3.Basic principles of programmed learning.

2.2.4 Importance of programmed learning.

2.3 Types of Programming:

2.3.1. Linear programming style – meaning, characteristics, merits

and demerits, writing frames and types of frames.

2.3.2 Branching programming style – meaning, characteristics,

merits and demerits, writing frames, and types of frames.

2.3.3 Evaluation of a programme – Individual, Small group, Field

testing of the programme.

12 hours

Unit 3:Systems Approach

3.1.1Meaning and definitions of system.

3.1.2 Types of system; open and closed

3.1.3 Parameters of a system.

3.1.4 Flow diagram for designing a system.

3.1.5 Sytems Approach; Meaning and Uses. 6 hours

Unit 4; Media Application in Education

4.1 Audio-Visual Aids.

4.1.1 Meaning and definitions of A.V Aids.

19

4.1.2 Edger Dale’s cone of experience.

4.1.3 Importance of A.V Aids.

4.1.4 Guiding Principles for use of A.V Aids.

4.2.1 Audio, visual and Audio- Visual Aids; Meaning. Examples and

differences

4.2.2 Soft ware and Hard ware; Meaning, Examples and differences.

4.3 Meaning of Mass Media and Importance of the following in teaching-

learning process.

4.3.1 Radio

4.3.2 Tape recorder

4.3.3 Public-Address system

4.3.4 Camera

4.3.5 O.H.P

4.3.6 L.C.D Projector

4.3.7 Television 12 hours

Assignments

At the end of the programme student teacher is required to submit the report

of any one of the following:

1, Development of programmed learning material(20 frames)

2. Preparation of transparencies five in each method.

20


Compulsory Paper

Semester-II

Ed3 S2 : Educational Management

45 Hours

Objectives : Upon the Completion of the course the student-teacher will be able

to:

1. Understand the concept and concerns of educational administration &

management.

2. Understand the concept of structural frame work of Educational

management.

3. Understand the educational administration and management of the

different levels and there functions.

4. Develop an understanding and management of the sources in the

education organizations.

5. Develop the mechanism of inspection and supervision in schools.

Unit-I Conceptual frame work of educational management: 10 Hours

1.1. Concept of Educational management, Definitions, Need and Importance

of Educational Management.

1.2. Meaning & Definition of Education Administration – Difference between

Administration & Management.

1.3. Nature of management, functions of management, management roles

and management skills.

1.4. Professionalization of educational management in India

Unit –II Structural frame work of Educational Management in India:

12 Hours

2.1. Objectives of Educational Management at the Central, state & school level.

2.2. Structure of Educational Management at the Central & State.

21

2.3. Advisory bodies to Central Govt. on Education UGC, NCERT, NCTE &

NAAC – Structure & Functions

2.4. Structure & Functions of DSERT and SDMC.

Unit –III Management of Resources 12 Hours 3.1. Human resource management, selection, recruitment, induction and

training.

3.2. Time management, principles of time management, time management

leading to teacher effectiveness and management effectiveness.

3.3. Office management – meetings, objectives of meetings, types of meetings,

planning for meeting, meeting agenda, minutes of meetings.

3.4 Management Information System (MIS) Computer and MIS.

Unit IV Supervision as a Monitoring mechanism: 11 Hours 4.1. Need for supervision, meaning, nature and scope

4.2. Supervision and inspection

4.3. Methods and techniques of supervision (individual and group).

4.4. Evaluation of the supervisory programme

Assignment / Practicum (any one)

Survey and write report on:

1. Development of induction programme for teachers.

2. Determining the training needs of teachers.

3. Conduct of staff meetings, agenda and minutes.

4. Evaluation of supervisory programme.

Scheme of Assessment

Sl.No. Items Internal

Marks External Marks

Total

1. Assignment/Practical 10 - 10

2. One Test 10 - 10

3. University Exam - 80 80 Total 20 80 100

22

Scheme of Assessment for Practical / Assignment

Sl.No. Items Marks

1. Objectives 2

2. Procedure 2

3. Tools for data collection 1

4. Analysis and Interpretation 2

5. Report Writing 3

Total 10

Note: Student-teacher should enclose the certificate issued by the Head Master

related to the data collection.

References

(1) Aggarwal J. C., (1987), The Progress of Education in Free India, Arya

Book Depot, New Delhi.

(2) Anthony. N. F. (1981), Management Competencies and in Competencies,

Canada: Addison Wesley Publishing Company. Inc.,

(3) Devegouda A. C. (1973), A Handbook of Administration of Education in

Mysore, Bangalore Book Bureau, Bangalore.

(4) Gibson Oliver. R. and Hunt Herold, C. (1965) The School Personally

Administrator, Houghton Mifflin Company, Bosten

(5) Government of Karnataka, Grants-in-aid for Secondary Schools in

Karnataka Department of Education.

(6) Government of India (1986) Programme of Action; Ministry of Human

Resource Development.

(7) Ganihar, N. N. (2012) Fundamentals of Educational Management. New

Delhi: Global Vision Publishing House.

(8) Greene Jay E. (1971) School Personnel Administration. Chilton book

company Philadelphia.

23

(9) Halpin Andrew W (1966) Theory and Research in Administration

Macmillan Company, New York

(10) Khanna S.D. and Others (1992) Educational Administration Planning

Supervision and Financing. Dcabe House, book. Delhi.

(11) Knezevich Stephan J. *1975). Administration of Public Education

Hamper and Row Publisher, New York.

(12) Kochar S.K. (1991) Secondary School Administration, Sterling

Puablishers, New Delhi.

(13) Mathur S.S. Dr. (1990) Educational Administration and Management.

The Indian Publishers: Ambala, Cantt.

(14) Mukhopadhyay Marmar (Editor) and Narula Manju (assosicate Editor)

2002 Secondary Education. The Challenges ahead, National Institute of

Educational planning and administration, New Delhi.

(15) Patted. L.B. (2000) Education System and School Management. Dharwad:

Akalwadi Book Depot.

(16) Sachadev M. S. Modern Approach to school organization and

Administration prakash Brothers, Ludhiana.

(17) Sharama, Motilala(1978) System Approach – Its Application in Education

shanti Prakasham, Sardar sahar.

(18) Tripathi P.C. and Reddy, P.N. (1991) Principals of Management New

Delhi Tata McGraw Hill.

24

KARNATAK UNIVERSITY, DHARWAD

Bachelor of Education (B.Ed.) Course

Semester-I

Ed9: Computer Education

40 Hours

Objectives: Upon the completion of the course the student-teachers will be able

to:

1. Explain meaning, characteristics, structure and functions of computer.

2. Describe the computer peripherals and organization in computer system.

3. Develop skills in handling computer operations and using word

documents, processing, editing and formatting etc.

4. Develop skills in computation, analysis and interpretation of data by

using Excel Spread Sheet.

5. Explain the educational implications of power point presentation and its

use in classroom context.

6. Explain the applications of information technology in the field of teacher

education programme and training.

Unit: I Basics of Computer 10 Hours

1.1 :Meaning, definition and characteristics of Computer

1.2 :Basic structure of Computer (Block Diagram)

1.3 :Input devices and functions: key board, mouse, touch screen, optical

mark recogniser, magnetic ink character recogniser, light pen, digital

camera, scanner, speech recogniser.

1.4 :Central processing unit: Arithmetic and logic unit, control unit and

memory units.

1.5 :Storage Devices: Primary storage devices: RAM, ROM, PROM etc.,

Secondary storage devices: CD-ROM, hard disk etc.,

25

1.6 :Computer software: types of software- systems software, application

software and operating software.

1.7 :Programming languages: Types of languages: low level language

(machine level language) and high level language.

1.8 :Output devices and functions: Visual display unit (VDU), printers,

plotter, speaker.

Unit: II Word Processing 10 Hours

2.1 :Introduction to MS-Office, MS-Word, MS-Power Point

2.2 :Inserting New Document, Opening, existing document, saving the

document.

2.3 :Formatting the document: Font, paragraph, page set up, line spacing,

numbering, bullets and alignment.

2.4 :Editing the document: Cut, copy, paste, find, replace, select all, undo

and redo.

2.5 :Inserting: Objects, pictures, header and footer, page numbers, date and

time.

2.6 :Working with tables: Insert table, merge cells, delete cells, cell height,

width, split cells.

2.7 : Working with drawing tools and mail merge.

2.8 :Working with worksheet, inserting and deleting rows and columns,

merging cells, format, sorting, inserting charts.

2.9 :Spread Sheets: Creating a new worksheet, opening an existing

worksheet, saving it.

2.10 :Page setting and printing documents.

26

Unit: III Multimedia and Power Point Presentation 13 Hours

3.1 : Multimedia: Meaning, components and uses of multimedia for teaching

3.2 :Power Point Presentation: Meaning and components of power point

presentation.

3.3 :Creating a new presentation, opening, existing presentation, saving

presentation.

3.4 :Presentation of slides, slide show, designing temptation, master slide,

colour box, animation effects etc.,

3.5 :Working with graphics, inserting clip arts, inserting pictures, sound and

video clips etc.,

3.6 :Educational based application:

Computer Assisted Instruction (CAI)

Computer Assisted Testing (CAT)

Computer Assisted Learning (CAL)

Unit: IV Application of Information Technology in Education

7 Hours

4.1 :Meaning of information and communication technology (ICT) and

implications in education.

4.2 :Meaning of WWW, internet, (HTML), webpage, website, browser.

4.3 :Working with Internet: Downloading, uploading.

4.4 :Communication tools: Chatting, video conferencing.

4.5 :Email: Creating email account and uses of email.

4.6 :Collaboration Tools: Wikis, blogs, twitters, social networking, listing

educational sites.

27

Assignments: (Any One)

1. Preparation of mark-list, result-sheet and rank list of students.

2. Preparation of school time-table- classwise, teacher time-table

3. Preparation of lesson plan or self learning material on a concept of your

own choice using power point.

Practicum:

Computer fundamentals

Exercise in Ms-Word

Exercise in MS- Excel

Exercise in MS- Power Point

Exercise in Information Technology.

Assessment

Item Internal Marks

Assignment (Hard

Copy and Soft

Copy)

Internal Test

10

10

Total 20

References

Balaguruswamy E. (2001), Programming in Basic, New Delhi: Tata

McGraw Hill Publishing Company Limited.

Casanova and Molina (1996), Multi –media: Production, Planning and

Delivery, New Delhi: Prentice-Hall of India Private Limited.

Gupta, Vikas (1997), Micro soft Windows, New Delhi: Pustak Mahal.

Harley, Hahn (1996), The Complete Internet Reference, New Delhi: Tata

McGraw Hill Publishing Company Limited.

28

Jain, V.K. (1997), Computer for Beginners, New Delhi: Pustak Mahal.

Leon, Alexis and Mathews (1998), E mail in a Nutshell, Chennai: Leon

Tech World.

Leon, Alexis and Mathews (1999), Fundamentals of Information

Technology, Chennia: Leon Tech World.

Milan, Milenkovic (1987), Operating System- Concept and Design, New

Delhi: Tata McGraw Hill Publishing Company Limited.

Rajaraman V.(1992), Fundamentals of Computer, New Delhi: Prentice Hall

of India Private Limited.

Ron, Mansfield (1994), The Compact Guide to Microsoft Office, New Delhi:

B.P.B. Publication.

Singh, Vishnu Priya and Singh, Meenakshi (1998), Multimedia Illustrate,

New Delhi: Prentice-Hall of India Private Limited.

Subramanian N. (1986). Introduction to Computer Fundamentals, New

Delhi: Tata Mc. Graw Hill Publishing Company Limited.

29


BACHELOR OF EDUCATION (B.ED.) COURSE

Semester – II

Ed – 4: CURRICULUM AND EVALUATION

40 Hours

Objectives: upon completion of this course the student teacher will be able to,

1. Define curriculum evaluation and other related concepts.

2. Distinguish between various technical terms related to curriculum and

evaluation.

3. Explain the various foundation of curriculum

4. Explain the roles of various curriculum agencies.

5. Analyse critically the present syllabus of secondary schools.

6. Develop the skills in computing the measures of central tendencies

variability, co-efficient of correlation and interpret the results.

7. Represent statistical data in the graphical form.

Unit 1: Curriculum: Foundation and design 10 Hours

1.1 Definitions of curriculum and syllabus.

1.1.1 Distinctions among curriculum and syllabus.

1.2 Foundations of curriculum: philosophical, historical, psychological and

social.

1.3 Curriculum designs:

1.3.1 Subject centred designs: subject, broad field and correlation

design.

1.3.2 Learner centred designs: child and experienced centred design.

30

1.3.3 Problem centred design: life situation and social problem

designs.

Unit 2: Curriculum Development 8 Hours

2.1 Meaning of curriculum development

2.2 The Tyler model of curriculum development

2.3 Role of agencies like NCERT, NCTE, DSERT and UNESCO in

curriculum development.

2.4 Organisation of content: psychological, logical, topical and spiral

arrangements.

Unit 3: Measurement and Evaluation 10 Hours

3.1 Concept, importance and differences of measurement and evaluation.

3.2 Types of evaluation – Formative and summative evaluation; Norm-

referenced and criterion referenced evaluation: concept and differences.

3.3 Tri-polar relationship among objectives, learning experiences and

evaluation.

3.4 Qualities of a good measuring instrument; validity, reliability and

objectivity and factors affecting on them.

Unit 4: Educational Statistics 12 Hours

4.1 Meaning and importance of educational statistics.

4.2 Frequency distribution table: steps followed in preparing frequency

distribution table.

4.3 Graphical representation data; frequency polygon and histogram

4.4 Measures of central tendency ; mean, median and mode– computation

for both grouped and ungrouped data interpretation and uses.

31

4.5 Measures of variability; range, quartile deviation and standard deviation

computation for grouped & ungrouped data, interpretation and uses.

4.6 Computation of co-efficient of correlation (Rank Difference method);

importance and uses.

4.7 Characteristics and uses of NPC.


1. Critical analysis of present Karnataka state syllabus in secondary school

from the perspective of curriculum designs of any one class.

2. Graphical representation of data of unit test

3. Construction of test items on formative and summative evaluation on the

topic of your choice.

Assignments - 10 marks

Test - 10 marks

-------------------------

TOTAL - 20 marks

References

1. Aggarwal J. C. (1997) Essentials of examination system – Evaluation,

tests and measurement. New-Delhi – Vikas publishing House pvt. Ltd.,

2. Bhatia K. K. (1995) measurement and evaluation Ludhian prakash Bros.

3. Dandekar W. N. (19620 measurement in education and psychology

kollapur: S&T Text books publishers.

4. Das R. C. Etal (1984) curriculum and evaluation New Delhi NCERT.

5. Ebel R. L. & Frisbie D. A. (1992) Essentials of Educational measurement

New Delhi prantice Hall.

6. Garratt H. E. & Woodworth R. S. (1969) statistics in psychology and

Education Bombay: Vikils, Fetter and sinoks pvt ltd.

7. ¥ÀoÀåPÀæªÀÄ ºÁUÀÆ ªÀiË®åªÀiÁ¥À£À: J¸ï. ©. AiÀiÁzÀªÁqÀ

8. ¥ÀoÀåPÀæªÀÄ ªÀÄvÀÄÛ ªÀiË®åªÀiÁ¥À£À: JZï. «. ªÁªÀÄzÉÃªÀ¥Àà

32

9. ¥ÀoÀåPÀæªÀÄ ªÀÄvÀÄÛ ªÀiË®åªÀiÁ¥À£À: J£ï. ©. PÉÆAUÀªÁqÀ

KARNATAKA UNIVERSITY, DHARWAD

BACHELOR OF EDUCATION (B.ED) COURSE

Compulsory Paper

Semester-I

Skills and Strategies of Teaching

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

1. Acquire competency in different teaching skills.

2. Understand the context of application of different strategies of teaching

and also implements them.

3. Understand and appreciate the role of communication in effective

teaching.

4. Understand the impact of teacher communication on student’s

personality development.

5. Understand the various features of models of teaching

6. Know and understand the correlates of teaching effectiveness.

7. Acquaint with classroom interaction analysis category system.

Unit 1: Micro-teaching.

1.1 Meaning, definitions and importance of micro-teaching

1.2 Micro-teaching cycle.

1.3 Elements of micro-teaching-modelling, setting ( simulation/real), feed-

back, integration.

1.4 Distinction between Micro teaching and Class Room teaching.

1.5 Teaching skills—

33

1.5.1 Introducing lesson

1.5.2 Explaining

1.5.3 Fluency in questioning

1.5.4 Illustrating with Example

1.5.5 Stimulus variation

1.5.6 Using black board

(The above skills will be discussed with reference to, meaning, components

and observation schedule)

Unit-2: Strategies of Teaching

2.1 Teacher centered methods.

2.1.1 Lecture method- meaning, context of use, features of lecture

method

2.1.2 Demonstration method – meaning, planning and uses

2.2 Learner Centered methods.

2.2.1 Discussion – meaning, planning, context, Choice of topic (issue

based). Teacher providing background information to students, discussion

In the class – Role of the teacher.

2.2.2 Types of small group discussion. Brain Storming, Buzz, Panel

discussion.

Unit 3: Models of Teaching

3.1 Meaning distinction between methods and models

3.2 General features in terms of objectives ,syntax, social system, principles

of reaction, support system and effects.

3.3 Families of Models Of Teaching, significance of Family.

Unit 4: Teaching Effectiveness

4.1 Meaning and definition of Teaching Effectiveness and Teaching

competency

34

4.2 Relationship between Teaching Effectiveness and Teaching competency.

4.3 Correlates of teaching effectiveness.

[i] Clarity [ii] Variability [iii] Enthusiasm [iv] Criticism [v] Teacher

indirectness [vi] Student opportunity to learn criterion material [vii] Use of

structuring comments [viii] Multiple levels of cognitive discourse.

ASSIGMENTS:- (Any One) 1. Conducting small group discussions on suitable topic ( Within Sylabus of

high school)

2. 2. Concept attainment model. suitable topic ( Within Sylabus of high school)

3. Arrangement of role playing model suitable topic ( Within Sylabus of high school)

4. Observation of lesson through FIACS

Assessment of Assignments: SL. No Items Marks 1 Objectives 2 2 Procedure 2 3 Tools foe data collections 1 4 Analysis and Interpretations 2 5 Report writing 3 Total 10

References

Aggarwal, J,C, Essentials of educational Psychology. New Delhi: Vkas

Publishing House Pvt Ltd.1995

Allen, D.W. and Ryan, K.A. Microteaching. Massachusetts: Addison

Wesly, 1969.

Anderson, L. w. (1984) An Introduction to Time and School learning.

Great Britain, room Helm Ltd.

35

Flander, N. A. (1970) Analyzing Teaching Behavior Reading

Massachusetts. Addison-Wesley

Gage, N.L. and Berliner, D. C. Educational Psychology, Chicago: Rand

McNally college Publishing Company,1975

Hurt H.T. Acoot M.D. and McCroskey J.C. Communication in the

Classroom. California: Addison Weslely publishing company,1977

Singh L.C. Microteaching-An Innovation in Teacher Education, Area

National Psychological Corporation, 1979.

Travers. R.M.W. Second Handbook of Research on Teaching. Chicago:

Rand Mcnally college publishing Company, 1973.

36

KARNATAK UNIVERSITY, DHARWAD BACHELOR OF EDUCATION (B.ED) COURSE

PÀ£ÀßqÀ ¨ÉÆÃzsÀ£Á ¥ÀzÀÞwUÀ¼ÀÄ

(Methods of Teaching: Kannada) Semester-I

UÀÄjUÀ¼ÀÄ : F vÀgÀ¨ÉÃw ºÉÆA¢zÀ £ÀAvÀgÀ ²PÀëPÀ «zÁåyðUÀ¼ÀÄ, 1) ªÀiÁvÀÈ¨sÁµÁ (¥ÀæxÀªÀÄ ¨sÁµÁ) ¨ÉÆÃzsÀ£ÉAiÀÄ ªÀÄºÀvÀé CjAiÀÄÄªÀgÀÄ ªÀÄvÀÄÛ CzÀgÀ ¨ÉÆÃzsÀ£ÉAiÀÄ UÀÄj ªÀÄvÀÄÛ GzÉÝÃ±ÀUÀ¼À£ÀÄß ¤gÀÆ¦¸ÀÄªÀgÀÄ. 2) ¨sÁµÁ PË±À®åUÀ¼À£ÀÄß CjvÀÄ «zÁåyðUÀ¼À°è CªÀÅUÀ¼À£ÀÄß ¨É¼É¸ÀÄªÀ «zsÁ£ÀUÀ¼À£ÀÄß CjAiÀÄÄªÀgÀÄ. 3) ¸Á»vÀåzÀ ««zsÀ ¥ÀæPÁgÀUÀ¼À£ÀÄß ¨ÉÆÃ¢ü¸ÀÄªÀ ¥ÀzÀÞwUÀ¼À£ÀÄß CjvÀÄ vÀ£Àß gÀÆrü ¥ÁoÀUÀ¼À°è CzÀ£ÀÄß C£ÀÄµÁ×£ÀPÉÌ vÀgÀÄªÀgÀÄ. 4) UÀÄj¤µÀ× ¥ÁoÀ AiÉÆÃd£É vÀAiÀiÁj¹ ¤ÃqÀÄªÀgÀÄ. 5) ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ°è ¸ÀÆPÀÛ ¨ÉÆÃzsÀ£Á ¸ÁªÀiÁVæUÀ¼À ªÀÄºÀvÀé CjvÀÄ vÀAiÀiÁj¹ DAiÉÄÌ ªÀiÁr G¥ÀAiÉÆÃV¸ÀÄªÀgÀÄ. 6) QæAiÀiÁ ¸ÀA±ÉÆÃzsÀ£É, WÀlPÀ AiÉÆÃd£É, ¸ÀA¥À£ÀÆä® WÀlPÀ, CtÄ¨ÉÆÃzsÀ£É ªÀÄÄAvÁzÀªÀÅUÀ¼À eÁÕ£À ¥ÀqÉzÀÄ CªÀÅUÀ¼À£ÀÄß vÀ£Àß ¨ÉÆÃzsÀ£ÉAiÀÄ°è C¼ÀªÀr¹PÉÆ¼ÀÄîªÀgÀÄ. 7) ¥ÀoÀå ¥ÀÅ¸ÀÛPÀ gÀZÀ£ÉAiÀÄ vÀvÀéUÀ¼À£ÀÄß ºÁUÀÆ ªÀÄÄRå ®PÀëtUÀ¼À£ÀÄß CjAiÀÄÄªÀgÀÄ 8) «zÁåyðUÀ¼À PÀ°PÉAiÀÄ ¸ÁzsÀ£ÉUÀ¼À£ÀÄß C¼ÉAiÀÄÄªÀ ««zsÀ ªÀiË®åªÀiÁ¥À£À ¸ÁzsÀ£ÉUÀ¼À£ÀÄß gÀa¹ G¥À¬ÄÃV¹ªÀgÀÄ. 9) ¥ÀæZÀ°vÀ 6 jAzÀ 11 £ÉAiÀÄ PÀ£ÀßqÀ ¥ÀoÀåPÀæªÀÄzÀ ¸ÀA¥ÀÇtð eÁÕ£À ºÉÆAzÀÄªÀgÀÄ. 10) PÀ£ÀßqÀ ¨sÁµÁ ²PÀëPÀ£À «±ÉÃµÀ CºÀðvÉUÀ¼À£ÀÄß ªÉÄÊUÀÆr¹PÉÆ¼ÀÄîªÀ°è ¥ÀæAiÀÄwß¸ÀÄªÀgÀÄ. WÀlPÀ: 1 ¨sÁµÉ (C) ¨sÁµÉAiÀÄ CxÀð/¥ÀjPÀ®à£É ªÀÄvÀÄÛ GUÀªÀÄ 1.1 ¨sÁµÉAiÀÄ ¥ÀjPÀ®à£É: ªÁåSÉåUÀ¼ÀÄ 1.2 ¨sÁµÉAiÀÄ GUÀªÀÄzÀ ¹zÁÞAvÀUÀ¼ÀÄ: zÉÊªÀ ¤«ÄðvÀ ¹zÁÞAvÀUÀ¼ÀÄ ªÀÄvÀÄÛ ªÀiÁ£ÀªÀ ¤«ÄðvÀ ¹zÁÞAvÀUÀ¼ÀÄ (§) ªÀiÁvÀÈ¨sÁµÉ

37

1.3 PÀ£ÀßqÀ ¨sÁµÉAiÀÄ ªÉÊ²µÀÖ÷åUÀ¼ÀÄ 1.4 ²PÀëtzÀ°è ¥ÀæxÀªÀÄ ¨sÁµÉAiÀiÁV, ²PÀët ªÀiÁzsÀåªÀÄªÁV ªÀÄvÀÄÛ ªÀåªÀºÁjPÀ ¨sÁµÉAiÀiÁV PÀ£ÀßqÀzÀ ªÀÄºÀvÀé 1.5 PÀ£ÁðlPÀ gÁdåzÀ°è DqÀ½vÀ ¨sÁµÉAiÀiÁV PÀ£ÀßqÀ ªÀÄvÀÄÛ ¥Àæ¸ÀÄÛvÀ ¸ÀAzÀ¨sÀðzÀ°è PÀ£ÀßqÀzÀ ¹ÜwUÀw

7 vÁ¸ÀÄUÀ¼ÀÄ WÀlPÀ: 2 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ UÀÄjUÀ¼ÀÄ ªÀÄvÀÄÛ ¥ÁoÀAiÉÆÃd£ÉUÀ¼ÀÄ 2.1 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ UÀÄjUÀ¼ÀÄ : ±ÉÊPÀëtÂPÀ UÀÄjUÀ¼ÀÄ, ªÀåªÀºÁjPÀ UÀÄjUÀ¼ÀÄ ªÀÄvÀÄÛ ¸ÁA¸ÀÌöÈwPÀ UÀÄjUÀ¼ÀÄ 2.2 PÀ£ÀßqÀ UÀzÀå, ¥ÀzÀå ªÀÄvÀÄÛ ªÁåPÀgÀ£À ¥ÁoÀAiÉÆÃd£ÉUÀ¼À gÀÆ¥ÀÅgÉÃµÀ 2.2.1 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ ¸ÁªÀiÁ£Àå GzÉÝÃ±ÀUÀ¼ÀÄ: UÀæ»PÉ, C©üªÀåQÛ ªÀÄvÀÄÛ ¥Àæ±ÀA¸É 2.2.2 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ ¤¢ðµÀ× GzÉÝÃ±ÀUÀ¼ÀÄ 2.3 CtÄ¥ÁoÀ AiÉÆÃd£ÉAiÀÄ gÀÆ¥ÀÅgÉÃµÉ ªÀÄvÀÄÛ ªÀÄºÀvÀé 2.4 WÀlPÀ AiÉÆÃd£ÉAiÀÄ gÀÆ¥ÀÅgÉÃµÉ ªÀÄvÀÄÛ ªÀÄºÀvÀé 2.5 ¸ÀA¥À£ÀÆä® WÀlPÀ AiÉÆÃd£ÉAiÀÄ gÀZÀ£É ªÀÄvÀÄÛ ªÀÄºÀvÀé

15 vÁ¸ÀÄUÀ¼ÀÄ WÀlPÀ: 3 ¨sÁµÁ ¨ÉÆÃzsÀ£Á ¥ÀzÀÞwUÀ¼ÀÄ 3.1 PÀ£ÀßqÀ UÀzÀå ¨ÉÆÃzsÀ£Á ¥ÀzÀÞwUÀ¼ÀÄ 3.1.1 ¸ÁA¥ÀæzÁ¬ÄPÀ ¨ÉÆÃzsÀ£Á «zsÁ£ÀUÀ¼ÀÄ: G¥À£Áå¸À ¥ÀzÀÞw, ¥Àæ±ÉÆßÃvÀÛgÀ ¥ÀzÀÞw ªÀÄvÀÄÛ ¥ÀoÀå ¥ÀÅ¸ÀÛPÀ ¥ÀzÀÞw 3.1.2 £À«Ã£À ¨ÉÆÃzsÀ£Á ¥ÀzÀÞwUÀ¼ÀÄ: AiÉÆÃd£Á ¥ÀzÀÞw, QæÃqÁ ¥ÀzÀÞw ªÀÄvÀÄÛ ªÉÄÃ°éZÁgÀuÁ CzsÀåAiÀÄ£À/¤AiÀÄAwævÁzsÀåAiÀÄ£À 3.2 PÀ£ÀßqÀ ¥ÀzÀå ¨ÉÆÃzsÀ£Á ¥ÀzÀÞwUÀ¼ÀÄ 3.2.1 RAqÀ ¥ÀzÀÞw, CRAqÀ ¥ÀzÀÞw ªÀÄvÀÄÛ ¸ÀªÀÄ£ÀéAiÀÄ ¥ÀzÀÞw 3.2.2 ¥ÀzÀå ¨ÉÆÃzsÀ£ÉAiÀÄ°è PÀAoÀ¥ÁoÀzÀ ªÀÄºÀvÀé 3.2.3 ¥ÀzÀå ¨ÉÆÃzsÀ£ÉAiÀÄ°è ¨sÁªÁ£ÀÄªÁzÀzÀ ªÀÄºÀvÀé 3.3 ªÁåPÀgÀt ¨ÉÆÃzsÀ£Á ¥ÀzÀÞwUÀ¼ÀÄ 3.3.1 ªÁåPÀgÀt ¥ÀæPÁgÀUÀ¼ÀÄ: ¸ÁA¥ÀæzÁAiÀÄPÀ ªÁåPÀgÀt (Traditional Grammar) ªÀÄvÀÄÛ ¥ÁæAiÉÆÃVPÀ ªÁåPÀgÀt (Functional Grammar) 3.3.2 ¸ÁA¥ÀæzÁAiÀÄPÀ ªÁåPÀgÀt ¨ÉÆÃzsÀ£Á ¥ÀzÀÞw: ¤UÀªÀÄzÀ ¥ÀzÀÞw 3.3.3 ¥ÁæAiÉÆÃVPÀ ªÁåPÀgÀt ¨ÉÆÃzsÀ£Á ¥ÀzÀÞw: C£ÀÄUÀªÀÄ£À ¥ÀzÀÞw 3.3.4 ¸ÀA¥ÀÇtð/¸ÀªÀÄ£ÀéAiÀÄ ¥ÀzÀÞw

12 vÁ¸ÀÄUÀ¼ÀÄ WÀlPÀ: 4 ¥ÀoÀå¥ÀÅ¸ÀÛPÀ

38

4.1 ¥ÀoÀå¥ÀÅ¸ÀÛPÀ ¥ÀjPÀ®à£É, ¸ÀégÀÆ¥À ªÀÄvÀÄÛ ªÀÄºÀvÀé 4.2 ¥ÀoÀå¥ÀÅ¸ÀÛPÀ gÀZÀ£Á vÀvÀéUÀ¼ÀÄ ºÁUÀÆ GvÀÛªÀÄ PÀ£ÀßqÀ ¥ÀoÀå¥ÀÅ¸ÀÛPÀzÀ UÀÄt®PÀëtUÀ¼ÀÄ 4.3 ¥Àæ¸ÀÄÛvÀ 8 ªÀÄvÀÄÛ 9£É vÀgÀUÀwUÀ¼À ¥ÀoÀå¥ÀÅ¸ÀÛPÀUÀ¼À «ªÀÄ±Éð (¥ÀoÀå¥ÀÅ¸ÀÛPÀ gÀZÀ£Á vÀvÀéUÀ¼ÀÄ ªÀÄvÀÄÛ ¥ÀoÀå¥ÀÅ¸ÀÛPÀzÀ UÀÄt®PÀëtUÀ¼ÀÄ »£Éß¯ÉAiÀÄ°è) 4.4 ¨sÁµÁ ¥ÀæAiÉÆÃUÁ®AiÀÄ

6 vÁ¸ÀÄUÀ¼ÀÄ

Semester-II

WÀlPÀ -1 ¨sÁµÁ PË±À®åUÀ¼À C©üªÀÈ¢Þ 1.1 (C) D°¸ÀÄ«PÉ 1.1.1 D°¸ÀÄ«PÉAiÀÄ ¥ÀjPÀ®à£É ªÀÄvÀÄÛ ªÀÄºÀvÀé 1.1.2 «zÁåyðUÀ¼À D°¸ÀÄ«PÉAiÀÄ°è PÀAqÀÄ §gÀÄªÀ zÉÆÃµÀUÀ¼ÀÄ ªÀÄvÀÄÛ ¤ªÁgÀuÉÆÃ¥ÁAiÀÄUÀ¼ÀÄ 1.1.3 «zÁåyðUÀ¼À°è D°¸ÀÄ«PÉ PË±À®åzÀ C©üªÀÈ¢ÞUÁV ±Á¯ÉAiÀÄ°è dgÀÄV¸ÀÄªÀ ZÀlÄªÀnPÉUÀ¼ÀÄ 1.2 (§) ªÀiÁvÀÄUÁjPÉ 1.2.1 ªÀÄUÀÄ«£À ªÀåQÛvÀé ¨É¼ÀªÀuÉUÉAiÀÄ°è ªÀiÁvÀÄUÁjPÉ PË±À®åzÀ ªÀÄºÀvÀé 1.2.2 «zÁåyðUÀ¼À ªÀiÁvÀÄUÁjPÉAiÀÄ°è PÀAqÀÄ§gÀÄªÀ zÉÆÃµÀUÀ¼ÀÄ ªÀÄvÀÄÛ ¤ªÁgÀuÉÆÃ¥ÁAiÀÄUÀ¼ÀÄ 1.2.3 «zÁåyðUÀ¼À ªÀiÁvÀÄUÁjPÉ PË±À®åzÀ C©üªÀÈ¢ÞUÁV ±Á¯ÉAiÀÄ°è dgÀÄV¸ÀÄªÀ ZÀlÄªÀnPÉUÀ¼ÀÄ 1.3 (PÀ) NzÀÄUÁjPÉ 1.3.1 NzÀÄUÁjPÉAiÀÄ ¥ÀjPÀ®à£É ªÀÄvÀÄÛ ªÀÄºÀvÀé 1.3.2 NzÀÄUÁjPÉ PË±À®åzÀ C©üªÀÈ¢ÞUÁV ¹zÀÞvÉ 1.3.3 N¢£À ¥ÀæPÁgÀUÀ¼ÀÄ: ¨ÁAiÉÄÝgÉ NzÀÄ, ªÀiË£ÀNzÀÄ, UÁqsÀNzÀÄ ªÀÄvÀÄÛ ±ÉÃµÀ¥ÀÇgÀPÀ NzÀÄ- ¥ÀjPÀ®à£É, ªÀÄºÀvÀé ªÀÄvÀÄÛ ªÀåvÁå¸À 1.4 (qÀ) §gÀªÀtÂUÉ 1.4.1 §gÀªÀtÂUÉAiÀÄ ¥ÀjPÀ®à£É, ªÀÄUÀÄ«£À ªÀåQÛvÀé ¨É¼ÀªÀtÂUÉAiÀÄ°è ¸ÀÄAzÀgÀ ªÀÄvÀÄÛ ±ÀÄzÀÞ PÉÊ§gÉºÀzÀ ªÀÄºÀvÀé, GvÀÛªÀÄ PÉÊ§gÉºÀzÀ ®PÀëtUÀ¼ÀÄ ªÀÄvÀÄÛ §gÉºÀ PÀ°¸ÀÄªÀ «zsÁ£ÀUÀ¼ÀÄ: PÉÃ½ §gÉºÀ, £ÉÆÃq §gÉºÀ ªÀÄvÀÄÛ wÃr §gÉºÀ 1.4.3 ¥Àæ§AzsÀ §gÀªÀtÂUÉ: ¥ÀjPÀ®à£É, GzÉÝÃ±ÀUÀ¼ÀÄ ªÀÄvÀÄÛ ªÀÄºÀvÀé, ¥Àæ§AzsÀzÀ ¥ÀæPÁgÀUÀ¼ÀÄ, ¥Àæ§AzsÀ ¥ÁoÀzï ºÉeÉÓUÀ¼ÀÄ/ ºÀAvÀUÀ¼ÀÄ ªÀÄvÀÄÛ ¥Àæ§AzsÀ wzÀÄÝªÀ PÀæªÀÄ

18 vÁ¸ÀÄUÀ¼ÀÄ WÀlPÀ: 2 PÀ£ÀßqÀ ¨sÁµÁ ªÀiË®åªÀiÁ¥À£À 2.1 ªÀiË®åªÀiÁ¥À£ÀzÀ ¥ÀjPÀ®à£É, ªÀÄºÀvÀé ªÀÄvÀÄÛ UÀÄjUÀ¼ÀÄ 2.2 ¨sÁµÁ PË±À®åUÀ¼À ªÀiË®åªÀiÁ¥À£À 2.3 ¤gÀAvÀgÀ ªÀÄvÀÄÛ ªÁå¥ÀPÀ ªÀiË®åªÀiÁ¥À£ÀzÀ ¥ÀjPÀ®à£É ªÀÄvÀÄÛ ªÀÄºÀvÀé

39

2.4 ¨sÁµÁ ¥ÀjÃPÉëAiÀÄ gÀZÀ£ÉAiÀÄ ¸ÁªÀiÁ£Àå vÀvÀéUÀ¼ÀÄ ªÀÄvÀÄÛ ¨sÁµÁ ¥ÀjÃPÉëUÀ¼ÀÄ 2.5 ¨sÁµÁ ªÀiË®åªÀiÁ¥À£ÀzÀ°è ¥Àæ§AzsÀ ªÀiÁzÀj, ¸ÀAQëÃ¥ÀÛ ªÀiÁzÀj ªÀÄvÀÄÛ ªÀ¸ÀÄÛ¤µÀ× ¥ÀgjPÉëAiÀÄ ªÀÄºÀvÀé

8 vÁ¸ÀÄUÀ¼ÀÄ WÀlPÀ: 3 ¨sÁµÁ ¥ÀoÀå¥ÀÅgÀPÀ ZÀlÄªÀnPÉUÀ¼ÀÄ ªÀÄvÀÄÛ PÀ£ÀßqÀ ¸Á»vÀå «±ÉèÃµÀuÉ 3.1 PÀ« dAiÀÄAw DZÀgÀuÉ ªÀÄvÀÄÛ CzÀgÀ GzÉÝÃ±ÀUÀ¼ÀÄ 3.2 PÀ«UÉÆÃ¶×UÀ¼ÀÄ, ¸Á»vÀå ¸ÀAWÀUÀ¼ÀÄ ªÀÄvÀÄÛ ¸Á»vÀå §¼ÀUÀUÀ¼ÀÄ 3.3 ZÀZÁð¸ÀàzsÉð, ªÁZÀ£À¸ÀàzsÉð, D±ÀÄ¨sÁµÀt, PÀAoÀ¥ÁoÀ ¸ÀàzsÉð ªÀÄvÀÄÛ ºÁqÀÄªÀ ¸ÀàzsÉð ªÀÄÄAvÁzÀªÀÅUÀ¼À£ÀÄß ¸ÀAWÀn¹ dgÀÄV¸ÀÄªÀzÀÄ 3.4 C©üªÀåQÛAiÀÄ°è ¨sÁªÁ©ü£ÀAiÀÄ ªÀÄvÀÄÛ ªÀÄÄPÁ©ü£ÀAiÀÄUÀ¼À ªÀÄºÀvÀé 3.5 ¸Á»vÀå PÀÈwUÀ¼À «±ÉèÃµÀuÉ: ¥ÀjPÀ®à£É ªÀÄvÀÄÛ ªÀÄºÀvÀé

6 vÁ¸ÀÄUÀ¼ÀÄ WÀlPÀ: 4 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀPÀ 4.1 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀPÀ£À ±ÉÊPÀëtÂPÀ ªÀÄvÀÄÛ ªÀÈwÛ CºÀðvÉUÀ¼ÀÄ 4.2 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀPÀ£À°ègÀ¨ÉÃPÁzÀ UÀÄt«±ÉÃµÀUÀ¼ÀÄ ªÀÄvÀÄÛ EvÀgÀ «µÀAiÀÄUÀ¼À ²PÀëPÀgÉÆA¢UÉ DvÀ£À ¸ÀA§AzsÀ 4.3 C£Àå¨sÁµÉUÀ¼À ¥ÀjZÀAiÀÄ 4.4 PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀPÀ£À ¸ÉÃªÁ¤gÀvÀ vÀgÀ¨ÉÃw 4.5 ¸ÀÈd£ÁvÀäPÀ ªÀÄvÀÄÛ ¸ÀA±ÉÆÃzsÀ£ÁvÀäPÀ PÁAiÀÄðUÀ¼À°è «±ÉÃµÀ D¸ÀQÛ

8 vÁ¸ÀÄUÀ¼ÀÄ

zÀvÀÛ PÁAiÀÄðUÀ¼ÀÄ: (Assingnments) Sem – I(Any one) • 8£ÉÃ ªÀÄvÀÄÛ 9£ÉÃ vÀgÀUÀwUÀ¼À ¥ÀæxÀªÀÄ ¨sÁµÁ ¥ÀoÀå ¥ÀÅ¸ÀÛPÀzÀ ªÁåPÀgÀtUÀ¼À «±ÉèÃµÀuÉ / ¥ÀoÀå¥ÀÅ¸ÀÛPÀ

«ªÀÄ±Éð. • UÁzÉªÀiÁvÀÄUÀ¼À ¸ÀAUÀæºÀuÉ (CxÀð «±ÉèÃµÀuÉ).

Sem-II (Any one) • PÁAiÀÄðZÀlÄªÀnPÉ ¥ÀÅ¸ÀÛPÀ (Work book) FV£À 8 CxÀªÁ 9£ÉÃ vÀgÀUÀwAiÀÄ ¥ÁoÀUÀ¼À

C¨sÁå¸À ZÀlÄªÀnPÉUÀ½UÉ ¸ÀA§A¢ü¹ PÁAiÀÄðZÀlÄªÀnPÉ ¥ÀÅ¸ÀÛPÀ vÀAiÀiÁj. • ¤ªÀÄä DAiÉÄÌAiÀÄ PÀ£ÀßqÀ eÁÕ£À¦ÃoÀ ¥Àæ±À¹Û «eÉÃvÀgÀ fÃªÀ£À ªÀÄvÀÄÛ ¸ÁzsÀ£É PÀÄjvÀ «ªÉÃZÀ£É.

¥ÁæAiÉÆÃVPÀ PÁAiÀÄð:

Sem – I(Any one) • UÁæªÀÄå ªÀÄvÀÄÛ UÁæAyPÀ ¥ÀzÀPÉÆÃ±À vÀAiÀiÁjPÉ (200 jAzÀ 300 ¥ÀzÀUÀ¼ÀªÀgÉUÉ)

40

• gÉÃrAiÉÆ CxÀªÁ n.«AiÀÄ ¨sÁµÁ PÁAiÀÄðPÀæªÀÄ «ÃQë¹ ªÀgÀ¢ vÀAiÀiÁjPÉ / ¸ÁA¸ÀÌöÈwPÀ ZÀlÄªÀnPÉUÀ¼À ªÀgÀ¢ vÀAiÀiÁjPÉ.

Sem-II (Any one) • ±ÉÊPÀëtÂPÀ ªÀÄvÀÄÛ ¨sÁµÁ ªÀiÁ¹PÀ ¸ÀAaPÉUÀ¼À CzsÀåAiÀÄ£À ªÀÄvÀÄÛ ¨sÁµÉUÉ ¸ÀA§A¢ü¹zÀAvÉ

ªÀgÀ¢.

• ¸ÀavÀæ ¨ÉÆÃzsÀ£Á ¸ÁªÀiÁVæUÀ¼À vÀAiÀiÁjPÉ.(JgÀqÀÄ vÀÆUÀÄ¥ÀlUÀ¼ÀÄ E®èªÉÃ EvÀgÀ ¨ÉÆÃzsÀ£Á ¸ÁªÀiÁVæUÀ¼ÀÄ)

Assessment: Sl.No Items Internal

Marks External Marks

1 One Assignment 10 -- 2 One Test 10 -- 3 Practical Work 5 -- 4 External exam 50 Total 25 50

DzsÁgÀ UÀæAxÀUÀ¼ÀÄ:

• gÀªÀÄt ©.«.(1988) PÀ£ÀßqÀ £ÀÄr ¨ÉÆÃzsÀ£É ¸ÀªÉÇðÃzÀAiÀi §ÄPï r¥ÉÇ «gÁd¥ÉÃmÉ

• qÁ. ¥ÀmÉÖÃzÀ J¯ï.©. (2007) ¹jUÀ£ÀßqÀ £ÀÄr¨ÉÆÃzsÀ£É «zÁå¤¢ü ¥ÀæPÁ±À£À UÀzÀUÀ.

• ¸ÀaÑzÁ£ÀAzÀAiÀÄå PÉ. (1990) PÀ£ÀÄßrAiÀÄ PÀ°PÉ ¸ÀvÀå²æÃ ¥ÀæPÁ±À£À ªÉÄÊ¸ÀÆgÀÄ.

• qÁ. PÉÆAUÀªÁqÀ J£ï.©. (1998) ¨sÁµÉ ªÀÄvÀÄÛ PÀ£ÀßqÀ ¨ÉÆÃzsÀ£É (1999) «zÁå¤¢ü ¥ÀæPÁ±À£À UÀzÀUÀ

• ¥ÀgÀV C£À¸ÀÆAiÀÄ «. (2000) ªÀiÁvÀÈ¨sÁµÉ PÀ£ÀßqÀ vÀvÀé ªÀÄvÀÄÛ ¨ÉÆÃzsÀ£Á ªÀiÁUÀð C£À¸ÀÆAiÀÄ ¥ÀæPÁ±À£À aPÀÌ§¼Áî¥ÀÅgÀ.

• qÁ. PÀgÀZÀV ©. r, qÁ. dAvÀ° gÁªÀÄZÀAzÀæ vÀ. (1998) ¹¨ÉÆÃzsÀ PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£É ¨sÁgÀvÀ

¥ÀæPÁ±À£À zsÁgÀªÁqÀ

• qÁ. ªÀÄºÁ§¯ÉÃ±ÀégÀgÁªÀ (1990) PÀ£ÀßqÀ ¨ÉÆÃzsÀ£É PÉ®ªÀÅ «ZÁgÀUÀ¼ÀÄ ºÀ¼É «zÁåyð ¸ÀAWÀ

• qÁ. n.JªÀiï.J.¥ÉÊ ²PÀët ªÀÄºÁ«zÁå®AiÀÄ GqÀÄ¦.

41

• qÁ. N§¼ÉÃ±À WÀnÖ (1996) ¨sÁµÉ ªÀÄvÀÄÛ PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£É «zÁå¤¢ü ¥ÀæPÁ±À£À UÀzÀUÀ.

• ¥ÉÇ¼ÀUÀÄA¢ ©.©. (2004) PÀ£ÀßqÀ ¨ÉÆÃzsÀ£Á AiÉÆÃd£ÉUÀ¼ÀÄ. UÀzÀUÀ «zÁå¤¢ü ¥ÀæPÁ±À£À.

• zsÁgÀªÁqÀPÀgÀ gÁ. ªÀÄ. (1951) PÀ£ÀßqÀ ¨sÁµÁ ±Á¸ÀÛç, ªÉÄÊ¸ÀÆgÀÄ: VÃvÁ§ÄPï ºË¸ï ¥ÀæPÁ±ÀPÀgÀÄ (570001)

• C£ÀAvÀgÁªÀÄÄ. gÁ. (1983) PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£É. ªÉÄÊ¸ÀÆgÀÄ. ¨sÁgÀwÃ¥ÀæPÁ±À£À, ¸ÀgÀ¸Àéw¥ÀÅgÀA 570009

• ¥ÀArvÀ ¹. PÀÈµÀÚ (1990) ±Á¯ÉUÀ¼À°è PÀ£ÀßqÀ ¨ÉÆÃzsÀ£É, ªÉÄÊ¸ÀÆgÀÄ, VÃvÁ§ÄPï ºË¸ï ¥ÀæPÁ±ÀPÀgÀÄ

• PÀÈµÀÚ¥Àà J¸ï.(1983) PÀ£ÀßqÀ ¨ÉÆÃzsÀ£É, PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ, ªÉÄÊ¸ÀÆgÀ «±Àé«zÁå®AiÀÄ.

• qÁ. azÁ£ÀAzÀªÀÄÆwð JA. (1986) ¨sÁµÁ«eÁÕ£ÀzÀ ªÀÄÆ®vÀvÀéUÀ¼ÀÄ, r.«.PÉ. ªÀÄÆwð, PÀÈµÀÚªÀÄÆwð¥ÀÅgÀA, ªÉÄÊ¸ÀÆgÀÄ-570004

• ¥ÀlÖt±ÉnÖ JA.JA. qÁ. (7007) ±Á¯Á PÁ¯ÉÃdÄUÀ¼À°è ¥ÀjuÁªÀÄPÁjAiÀiÁzÀ ¨ÉÆÃzsÀ£ÉUÉ CtÄ ¨ÉÆÃzsÀ£É. AiÀÄÄ ¤ÃqÀ ¥À©èPÉÃ±À£Àì, 1660/24, 11£ÉÃ wgÀÄªÀÅ, vÀgÀ¼ÀÄ¨Á¼ÀÄ §qÁªÀuÉ, zÁªÀtUÉgÉ-577005.

• «. ¹ÃvÁgÁªÀÄAiÀÄå. ¸Á»vÀå «ªÀÄ±ÉðUÀ¼À°è CxÀð ªÀÄvÀÄÛ ªÀiË®å. ªÉÄÊ¸ÀÆgÀÄ «±Àé«zÁå®AiÀÄ, 1961.

• QjAiÀÄgÀ «±ÀéPÉÆÃ±À, eÕÁ£ÀUÀAUÉÆÃwæ, PÀ¯É, ¸Á»vÀå, ¸ÀA¥ÀÄl 5, PÀ£ÁðlPÀ ¸ÀºÀPÁjÃ ¥ÀæPÁ±À£À ªÀÄA¢gÀ, ¨ÉAUÀ¼ÀÆgÀÄ, 1973.

• gÀºÀªÀÄvï vÀjÃPÉgÉ (¸ÀA¥ÁzÀPÀ) PÀ£ÀßqÀ ¸Á»vÀå «ÄÃªÀiÁA¸É, ¸ÀA¥ÀÄl 1, ¥Àæ¸ÁgÁAUÀ PÀ£ÀßqÀ «±Àé«zÁå®AiÀÄ, ºÀA¦, 2001.

• ¨sÀUÀªÁ£ï (¸ÀA¥ÁzÀPÀ) ¸Á»vÀå«ªÀÄ±Éð-1985 PÀ£ÁðlPÀ ¸Á»vÀå CPÁqÉ«Ä, ¨ÉAUÀ¼ÀÆgÀÄ 1986.

• Billows,F.L. (1967) The Techniques of Language Teaching. Longmans, Green and Co.,Ltd., 48 Grosvenar Street, London.

• Passi,B.K. (1976) Becoming Better Teacher, Salitya Mudranalaya, City Mill Compound, Kanakeri Road, Ahamadabad.- 380022

• Jahangira, N.K. and Singh Ajit,(1982) Core Teaching Skills: Micro Teaching Approach, Published by NCERT.

• David Daicher. Critical Approaches to Literature Orient Longman Ltd Culcatta 1989.

• Robert. M. Liebert Et Etal. Developmental psychology. Prentice Hall of India. Private Ltd, New Delhi-1979.

42



Semester-I

Methods of Teaching Sanskrit

40 hours

Objectives – Upon completion of the course the student-teacher will be able to :

1. Understand the importance of Sanskrit language and its contribution to

Indian culture and emotional integration.

2. Understand the aims and objectives of teaching Sanskrit and state them in

the Form of specific behavioural changes.

3. Prepare objectives based lesson plans and implement them.

4. Prepare report of action research and implement it.

5. Understand the basic skills of language learning.

6. Analyse literacy text and understand how to teach them.

7. Understand the principles of curriculum construction of Sanskrit.

8. Understand the different methods of teaching Sanskrit and use them in his

Practice teaching lessons.

9. Understand the importance of appropriate instructional materials and use

them in his practice teaching lessons.

10. Understand the importance of Language Laboratory.

11. Understand the importance of Evaluation, prepare and use different tools of

43

evaluation in language learning.

12. Understand the importance of co-curricular activities in language learning.

13. Imbibe the special qualities of Sanskrit teacher.

Unit-1 Sanskrit language – Nature & Importance

1.1 Historical Background of Sanskrit Language

1.2 Contribution of Sanskrit to other Indian Languages,

Cultural Heritage of India, National Integration of India.

8 hours

Unit-2 Place of Sanskrit in the Secondary School Curriculum

2.1 Three language formula – meaning and scope.

2.2 Place of Sanskrit in the secondary school curriculum with

reference to Three language formula.

2.3 Importance of Sanskrit as first language in the secondary school

curriculum in the Karnataka State. 8 hours

Unit-3 Methods of Teaching Sanskrit

3.1 Teaching of prose – pathashala Method, textbook method, direct

Method and translation method.

3.2 Teaching of poetry- analytic method, synthetic method and

integrated

method. Importance of memorization in Sanskrit poetry.

3.3 Teaching of Drama- Adarshanatyanidhi and Abhinayavidhi.

10 hours

Unit-4 Sanskrit text book & Lesson Plan

4.1 Principles of text book construction of Sanskrit.

4.2 Characteristics of good Sanskrit text book.

4.3 Planning lesson plans in Prose, Poetry and Grammar.

4.3.1 Aims and objectives of Sanskrit teaching –

4.3.2 General objectives and Instructional objectives.

4.4 Micro lesson plan – Importance & format.

44

4.5 Unit plan – Importance in format.

4.6 Resource unit – Importance & format

4.7 Importance of Co-curricular activities in Sanskrit teaching and

language laboratory.

14 hours



Semester-II

Methods of Teaching Sanskrit

Unit- 1 Development of language skills

(A) Listening

1.1 Meaning & importance

1.2 Defects in pupil’s listening skills and the remedies

1.3 Factors to be kept in mind while developing listening skill in the

class room teaching.

(B) Speaking

1.4 Importance of speaking skill in the development of personality of

the child.

1.5 Defects in pupil’s speaking skills and their remedies.

1.6 Activities to develop Speaking skill among the pupil’s in class

room.

(C ) Reading

1.7 meaning and importance

1.8 Preparation for development of reading skill

1.9 Types of reading - loud reading & silent reading

45

Their meaning & importance.

(D) Writing

1.10 Importance of legible and beautiful handwriting in the

development of Pupil’s personality

1.11 Characteristics of good handwriting.

1.12 Methods of teaching in skill of writing.

1.13 Composition – its importance and types - oral composition &

written Composition. 16 hours

Unit-2 Analysis of literacy text

2.1 Applied criticism- meaning, importance and characteristics,

illustrate applied criticism with VIII & IX textbooks (any two lessons)

2.2 Social criticism- meaning, importance and characteristics,

Illustrate Social criticism with VIII & IX text books (any two)

2.3 Psycho analysis criticism- meaning, importance and

characteristics, illustrate psychoanalysis criticism with VIII & IX text books (any

two)

8 hours Unit-3 Evaluation in Language

3.1 Continuous Evaluation and comprehensive Evaluation – Concept,

Characteristics of good Evaluation.

3.2 Evaluation of language skills.

3.3 Importance of essay type questions in the Evaluation of Sanskrit

Language.

3.4 Importance of Unit test. 10 hours

Unit-4 Sanskrit Teacher

4.1 Special competencies of Sanskrit Teacher

4.2 Good characteristics of Sanskrit teacher.

4.3 Need for in-service training programme. 6 hours

46

Practicum

Sem – I

1. Analysis of grammar from Viii and IX Sanskrit text books.

Sem- II

1. Presentation of Sanskrit composition and Assignment preparation.

Assignments : (Any one)

Sem - I

1. Work book in Sanskrit.

2. Collection of Sanskrit Subhashitas.

Sem- II

1. Preparations of Dictionaries: Synonyms and Antonyms

2. Collection of Sanskrit Shlokas

Assessment:

Sl.No Items Internal Marks

External Marks


References

1. Apte D.G. (2000) Teaching of Sanskrit. Bombay : Padma Publications.

2. Shanbhag D.N. (2000) Subhoda Sanskrit Vyakarana. Dharwad: Bharat Book

Depot & Publications.

3. Hulkerikar. G.S. (1998) The problems of Sanskrit Teaching. Kolhapur:

Bharat Book Depot.

4. Narasimharao. K.V.V.L. (1997) Evaluation in Language Education, Mysore:

CIIL publications.

5. Patnayak.P.(1997) Language Curriculum, Mysore: CIIL Publications.

47

6. Ramashakal Pandeya, (2000) Sanskrit Shikshan, Agra: Pustaka Mandir.

7. Ramavarmaraja, K. (2000) The Teaching of Sanskrit, Madras: Sanskrit

Education Society.

• David Daicher. Critical Approaches to Literature Orient Longman Ltd

Culcatta 1989.

• Robert. M. Liebert Et Etal. Developmental psychology. Prentice Hall of India.

Private Ltd, New Delhi-1979.

48



METHODS OF TEACHING (MOT)

Semester – I

English 40 Hours

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

1. to understand the nature and structure of English language.

2. to master the different techniques of teaching of structure, sounds and

vocabulary of English language.

3. to understand aims and objectives and the status of English language.

4. to distinguish between different approaches and methods of teaching

English and their uses in the classroom.

5. to acquire the basic skills of language learning.

6. to plan and execute the different types of lessons in prose, poetry

according to classroom situations.

7. to appreciate the importance and use of suitable audio-visual aids in

classroom situations.

8. to know the principles of curriculum construction.

9. to prepare and use appropriate tools of evaluation to measure the

linguistic abilities of the pupils.

10. to realize his/her responsibilities as language teacher and pursue the

aims of professional growth.

11. to understand the problems and solutions of teaching of English in

Indian schools.

Unit 1: Nature of English Language

1.1 Language – meaning and nature. Functions of language – Informative,

expressive and Directive Linguistic Principles.

1.2 Structure of English Language – phonological, morphological, syntactic,

semantic and graphic (a brief explanation of the concepts)

6 hours

49

Unit 2: Aims and Objectives of Teaching English

2.1 Aims and objectives of teaching English at the secondary school level as

first and second language.

2.2 English as a library language, link language and international language.

2.3 Position of English in India before and after Independence – The three

language formula - its meaning and scope.

6 hours Unit 3: Methods and Approaches of Teaching English

3.1 Psychological principles of learning English as a second language.

3.2 Methods and approaches of Teaching English

A. Grammar - Translation Method

B. Direct Method

C. Bilingual Method

D. Structural Approach

E. Communication Approach 8 hours

Unit 4: Development of Language Skills

4.1 Development of language skills – listening: objectives and importance –

activities for its development.

4.2 Speaking: objectives, activities for its development: role of learning by

heart, role-play, extempore and prepared speeches, debates, language

games, substitution table need for correct pronunciation, defects in

pronunciation – Remedial Measures.

4.3 Reading: objectives, types of reading: silent and loud, extensive and

intensive – methods of teaching reading.

4.4 Writing: objective, characteristics of handwriting – dictation.

4.5 Composition: objectives, types (oral, written and picture composition)

Free and guided composition.

4.6 Translation. Objectives – Importance – Characteristics of good

translation.

12 hours

50

Unit 5: Teaching of English Language

5.1 Teaching of Prose – detailed and non-detailed Objectives – Methods and

Approaches and Steps in lesson planning.

5.2 Teaching of poetry – Objectives – Methods and Approaches and Steps in

lesson planning.

5.3 Teaching of Grammar – Objectives: Formal and Functional – Methods of

teaching Grammar.

5.4 Use of mother tongue in teaching of English in different occasions for its

effectives use.

5.5 Preparation of Unit plan and Resource Unit.

8 hours

Semester II

Unit 1: Principles of Curriculum Construction in English

1.1 Objectives and principles of selection and gradation of content.

1.2 Correlation of Different Aspects of language teaching – prose, poetry,

grammar, composition.

1.3 Characteristics of A good Text book in English

1.4 Criteria for Evaluating English text book

1.5 Critical Evaluation of VIII and IX standard English Text books

9 hours Unit 2: Audio – visual Aids

2.1 Learning aids – Importance – different types of Audio Visual aids and

occasion for their use – Language Laboratory.

2.2 Language club – Need – meaning – activities for its use for development of

linguistic abilities

2.3 Co-curricular activities which promote learning of language. 8 hours

Unit 3: Evaluation in English Language

3.1 Evaluation – Purpose and principles of Evaluation in English

3.2 Types of Evaluation

3.3 Construction of Objectives based tests for Evaluation of different

linguistic skills, unit test and diagnostic test.

9 hours

51

Unit 4: The English Teacher

4.1 Academic and professional competencies of English Teacher.

4.2 Professional organization.

4.3 Need for Action Research. 6 hours

Unit 5: Problem of Teaching English in Indian Schools

5.1 Standard of English: Lack of purpose, Incompetent teachers, Faculty

Examination system, Lack of facilities.

5.2 Suggestions for improvement: Orientation for Teachers, Bridge Course,

Improvement of facilities.

8 hours

References

N. Krishna Swamy and Lalitha Krishna Swamy (2003) Teaching English –

Approaches, methods and Techniques – Macmillan India Limited

Geeta Nagaraj (1996) English Language Teaching - Approaches, Methods,

Techniques – Orient Language

Ahuja R. L. (2000) Teaching of English as a Foreign Language – Indian

Press Publications Allahabad.

Allan C. R. (1971) Teaching English as a Second Language. New Delhi.

McGrawhill.

Allen H. B. and Compell P. N. (1979) Readings in Teaching English as a

Second Language.

Baruah T. C. (1984) The English Teachers Handbook. Sterling Publisher.

Billows: F. L. (1961) The Techniques of Language Teaching: London,

Longman.

Bright J. A. and McGregor C. P. (1970) Teaching English as Second

Language. London, Eases.

Gordon B. S. (1960): The Teaching of English in Free India, Madras:

Christian Literature Society.

Hornby A. S. The Advance Learner’s Dictionary of Current English

Language.

52

Hudeson, N. and McAdem, B. (2000) English without Errors, London.

Kohli A. L. (1984) Techniques of Teaching English, 9th Edition: Delhi,

Dhanpal Rail and Sons, Pvt. Ltd.,

Menon and Patel (1957) Teaching English as a Foreign Language, Baroda

Acharya Book Depot.

Sachdeva M. S. (1976): A New Approach to Teaching English in Free

India. Ludiana Publications.

53




Semester-I

HINDI

32 Hours

Objectives : Upon completion of the course, the student-teachers will be able to

:

1. Appreciate the importance of teaching Hindi as a second / third

Language.

2. Help the Students to understand the aims and objectives of teaching

Hindi.

3. Help pupils to acquire basic skills of language teaching, Aims/Objectives.

4. Know the different methods of teaching.

5. Prepare a lesson notes and teach accordingly.

6. Appreciate and use of modern educational media.

Unit 1 : Nature Aims and Objectives of Hindi Language.

1.1 Meaning , Nature and Importance of Hindi Language.

1.2 Three Language formula and Hindi

1.3 Place of Hindi in the Secondary School curriculum of Karnataka State.

1.4 Present position of Hindi in the constitution and in the life of Indian People.

1.5 Aims and objectives of Teaching Hindi as a Second/third Language.

1.6 Instructional Objectives of teaching Hindi in terms of behavioural changes.

8 hours

Unit 2 : Teaching of Hindi Language.

2.1 Development of Teaching Skills through Micro Teaching (Introducing,

Explaining, illustration with

Example, fluency in questioning, black board skill, Stimulus Variation).

2.2 Teaching of prose – Importance, Objectives, Method lesson planning.

54

2.3 Teaching of poetry- Importance, Objectives, Methods lesson Planning.

2.4 Teaching of Grammar – Importance, objectives formal and functional

Grammar, Methods

2.5 Preparation of Unit Plan and Resource Unit.

8 hours Unit 3 : Development of Language Skills

3.1 Development of language skills – listening objectives, and important

activities for its development.

3.2 Speaking – Objectives importance activities for the development role of

learning by heart, role Play, Extempore and prepared speeches, debates,

language games, defects in correct pronunciation- Remedial measures .

3.3 Reading – Objectives, types, silent and loud, methods of Teaching Reading.

3.4 Writing- Objectives, Types, methods, Characteristics of good handwriting.

3.5 Composition- Objectives, Types, oral, written and picture Composition-free

and guided Composition Translation – Objectives and Characteristics of good

translation.

8 hour Unit 4 : Curriculum Development

4.1 Meaning of the term curriculum

4.2 Principles of curriculum Construction of Hindi

4.3 Curriculum Development in Hindi – Subject centered, learner centered –

problem centered

4.4 Co-curricular and Extra curricular activities pertaining to teaching and

learning

8 hours Seminar Topic ( Any one)

a) Developing linguistic skills.

b) Importance of teaching materials for effective teaching.

Practicum

a) Review of Books –8, 9 standard school text books,

b) A Study of an Author/ Poet.

c) Developing Linguistics Skills.

55


1. Solving grammar exercise of Secondary School Text books (second

language Hindi/Third Language Hindi).

2. Construction of Substitution – tables on the concerned texts.

3. Reports on constitutional provisions –provided to Hindi and the

implication.

4. Conducting Debates/Elocution Competitions or dramatics in a practicing

school and Maintaining a record.

Assignment 10 Marks

One Test internal 10 Marks

Participation in Group 05 Marks

Activities

External Examination 50 Marks

Total 75 Marks

Semester – II

32 Hours

Objectives : Upon Completion of the course, the students-teachers will be able

to :

1. Understand the common grammatical points in comparison with other

relative language.

2. Know the technique of critical revision of Text-Book of Hindi.

3. Comprehend the process of Translation from Hindi to Mother tongue

other languages and vice-versa.

4. Study the effective means of Evaluation/ Assessment work pertaining to

Hindi at varied stages.

5. Make them a realization of their responsibilities as a language Teacher

and to pursue towards professional growth.

6. Develop insight for love for Hindi Teaching and energizing aesthetic sense

of Hindi.

56

Unit 1 : Methods and approaches of Teaching Hindi

1.1 Meaning and importance of different methods of teaching Hindi.

1.2 Brief introduction to

a) Grammar Translation methods

b) Direct Method

c) Bilingual method

d) Structural approach

e) Dr. West method

f) Substitution method

1.3 Programmed – Instruction, application of these in teaching Hindi 8 hours Unit 2 : Instructional Materials

2.1 Meaning, Importance, types of teaching aids and their effective uses.

2.2 Text book – Importance, Types Characteristics and Critical evaluation of

existing Text books.

8 hours

Unit 3 : Evaluation

3.1 Meaning, Objectives, Importance and Types of Evaluation (Formative,

Summative )

3.2 Types of Test —Essay type short answer and Objective type tests.

3.3 Construction of Unit test, item analysis application, collection of data and

analysis.

3.4 Diagnostic Test and Remedial Teaching 8 hours Unit 4 : The Hindi Teacher and Co-Curricular activities

4.1 Qualities, Qualification, Competencies i.e. academic and Professional.

4.2 Role in Organizaing Curricular, Co-Curricular and Extra Curricular

activities.

4.3 Problems of Hindi Teacher and Suggestion for Improvement

(Programmers for enhancing professional efficiency of Hindi Teacher)

4.4 Language club—antaksharies, debates, group discussion, creative writings.

8 hours

57

Seminars Topics

a) Place of Hindi in Non- Hindi Speaking area.

b) Value of books in daily life

c) Present evaluation System of Hindi.

Assignments / Practicum (any one)

01. Influence of mother tongue in Hindi Expression

02. Organization of action research in Hindi.

03. Diagnostic Test, Construction and administration

04. Preparation of Manuscript magazine in schools.

Assignments ( any one)

1. Special abilities needed for Hindi teacher of Non- Hindi Speaking areas.

2. Revolutionary impact of Mass- Media on the teaching and learning Hindi

3. Practicing new method or correlative study of two methods of teaching

Hindi.

Assignment 10 Marks

One Test internal 10 Marks

Participation in Group 05 Marks

Activities

External Examination 50 Marks

Total 75 Marks

References

• Bhai. Y (1978) Hindi Bhasashikshan, Vinod Pustak Mandir Agra.

• Bhasa Vishesshank Patrick (1980) Department of Education,

Rajasthan, Bikaner

• Chaturvedi, V.S (1999) Adhapan Kala, Varanasi : Ggopinath

Bhargav Nand Kishor and Sons

• Jha, L. (1940) Bhasha Shikshan Paddhbati, Allahabad :

N.G.Saigal. U.P. Press.

• John, D. (1953) The Study of Language, Harward University Press.

58

• Keshav Prasad (1984) Hindi Shikshan, Delhi : Dhanapatrai and

Sons

• Kothari Commission Report (1968) Govt. of India, New Delhi

• Narang and Bhatia (1987) _ Hindi- Shikshan Vidhi. Ludhiana :

Prakash Brothers.

• Nirajkumar Sinha (1990) Madhyamik – Vidyalayome Hindi

Shiksha, Jaipur : Hindi Grantha Academy.

• Roberk. L. (1964) Language Teaching : A Teacher`s Book. New

York : Megrewttill.

• Ryburu, W.M.(1950) The Teaching of the Mother Tongue. Madras:

OxfordUniversity Press.

• Sattigeri, K.I (1997) Nutan Hindi Shikshan Belgaum: Vijaya

Sattigeri.

• Srivastava, B.D. (1968) The structural Approach to the Teaching of

English. Agsa: Ram Prasad and Sons.

• Sugandhi, Deepak (2004) Hindi Shikha Pranali. Illkal : Neha

Prakshan. Karnataka

• Sugandhi, V. (2003) Hindi Adhayapan, Kolhapur, Creative

Publishers.

• Syandhya Mukarji (1989) Hindi Bhasha Shikshan, Lucknow:

Prakshan Kendra, Uttar Pradesh.

59

KARNATAKA UNIVERSITY, DHARWAD.

BACHELOR OF EDUCATION (B.Ed) COURSE


SEMESTER-I

METHODS OF TEACHING URDU

40 Hours

Objectives : Upon Completion of the course the student-teacher will be able to :

1. To Know the importance of teaching the mother-tongue (the first

language)

2. Acquire the basic skills of Language learning

3. To use defects methods of teaching, literature

4. To prepare objective based plans and lessons and teach accordingly.

5. To appreciate the importance of suitable teaching in methods, Language

teaching,

6. To Know the principles of textbook construction

7. To prepare and use appropriate tools of evaluation to measure the

linguistic abilities of his pupils

8. To know the entire syllabus prescribed for standard V to X in Urdu.

9. To develop in him/her the special qualities aptitudes and interest in

Urdu teacher.

Unit 1 : Nature and Significance of Language Urdu

1.1 Language _ Its meaning, Origin, Development and Uses

1.2 Special feature of Urdu Language

1.3 Urdu as the Mother Tongue

1.4 Urdu as a First Language, Medium of Instruction, and Link Language.

6 hours Unit 2 : Aims and Objectives of Teaching Urdu

2.1 Aims and Objectives

2.2 Practical – Details

60

2.3 Cultural

2.4 Literacy

8 hours Unit 3 : Preparing Lesson Plan in Urdu

3.1 Preparation of Model Lesson Plans for Prose and Poetry, Grammar and

Composition

3.2 Stating objectives in terms of behavioural changes, micro teaching, brief

and detailed Lesson Plan, Evaluation, Unit Plan and Resource Unit.

8 hours

Unit 4 : Development of Language Skills.

4.1 Listening – Importance – activities for its development

4.2 Speaking – Importance- activities for the development of flowness, clear

and coherent, speaking Ability, need for the correct pronunciation, the role of

learning by heart, dialogues, role play Extempore and prepared, speeches,

debates and Language – Games- defects in pronunciation And Remedial

measure vocabulary.

4.3 Reading – Mechanic of Reading

4.3.1 Objectives, different kinds of Reading

4.3.2 Silent and aloud, intensive and Extensive Reading, theory uses,

Methods of teaching Reading, Alphabetic, Words, sentences look and

say and Story Methods.

4.4 Writing

4.4.1 Handwriting, importance of good handwriting and its qualities.

Specialties of the Urdu Script, Letter, Shapes, How to write them,

spelling, copy writing Transcription and Dictation.

4.5 Composition – Its importance, objectives types and written picture,

composition, written Composition types, Dialogue, Paragraphs, writing,

Story, letters, application, report and Precise- writing expansion of ideas.

61

4.5.1 Punctuation, importance, uses, correction of composition.

4.5.2 Need- modes of Correction, Translation, need and importance-

objective, characteristics of Good translation

10 hours Unit 5 : Teaching Aids and Co-curricular activities

5.1 Linked in teaching, need, audio Visual and Audio-visual (Aids, different

occasions for their uses, Preparing, Improving/selecting)

5.2 Teaching aids for effective language laboratory

5.3 Different co-curricular activities which promote learning language.

8 hours Seminar Topic (any one)

a) A Study of an author/poet.

b) Developing Linguistics Skills

c) Importance of teaching Materials for effective teaching.

Practicum

a) Review of Books- 8,9 Standard Text books of Urdu Language.

b) Resource Unit uses.

c) Unit plan processing.

d) A Study of an author/poet.

e) Developing linguistics Skills


1. Solving Grammar Exercise of 8th and 9th Standard Text books of Urdu

Language.

2. Construction of Substitution- tables on the concerned texts.

Scheme of Assessment.

01. For Test Oriented Studies

Preparation of test --------------------4 Marks

Presentation of Test ------------------2 Marks

62

Analysis of data ------------------------2 Marks

Drawing conclusions-------------------2 Marks

02. Report Writing

Introduction of the topic 2 Marks

Hypothetical study 4 Marks

Analysis and Interpretation conclusion 4 Marks

References

(Note: Record should be maintained).

63




SEMESTER-I

METHODS OF TEACHING GEOGRAPHY AND ECONOMICS

OBJECTIVES: Upon completion of the course the student-teacher will be able

to:

1. Acquire knowledge about basic facts, concepts, laws, principles, and

trends in Geography and Economics.

2. Acquire knowledge and understanding of the aims and objectives of

Geography and Economics.

3. Realize the values of learning Geography and Economics.

4. Make use of Audio-Visual aids about Geography and Economics.

5. Develop skills in organizing planning learning experiments and in writing

and organizing the lesson plan.

6. Know and understand importance of methods of teaching Geography and

Economics.

7. Acquire knowledge about the content of text-book of Geography and

Economics.

UNIT-1. Meaning, Nature and Scope of Geography and Economics.

1.1. Meaning, Definitions, Nature, Scope and importance of Geography.

1.2. Physical and Economical Geography and their importance.

1.3. Meaning, Definitions, Nature, Scope and importance of Economics.

1.4. Study of Geography and Economics for National Integration and

International Understanding.

64

UNIT-2. Aims and Objectives of teaching Geography and Economics

2.1. Aims /Values of teaching Geography and Economics.

2.1.1.Intellectual aims.

2.1.2.Cultural aims.

2.1.3.Environmental aims.

2.1.4.Utilitarian aims.

2.1.5.Aesthetic aims.

2.2. Taxonomy and Objectives of teaching Geography and Economics.

2.2.1.Knowledge.

2.2.2.Understanding

2.2.3.Application.

2.2.4.Skills.

2.2.5.Attitude and Interest.

UNIT-3. Lesson Planning and Instructional Material in teaching of

Geography and Economics

3.1. Meaning, Definitions, Importance and format of lesson plan.

3.2. Steps involves in Lesson Planning.

3.3. Characteristics of Lesson Plan.

3.4. Unit Plan- Meaning, Definitions, Importance, Format, Characteristics and

. difference between Unit Plan and Lesson Plan .

3.5. Resources Unit – Meaning , Importance, and format.

3.6. Need and Characteristics of Text – Book in teaching of Geography and

Economics.

3.7. Audio-Visual Aids- Software- Charts, Maps, Globe, Pictures and Models.

UNIT-4. Methods of Teaching Geography and Economics

4.1. Meaning and importance of methods of teaching Geography and

Economics.

4.2. Different methods of teaching Geography and Economics.

Teacher centered Methods.

4.2.1.Lecture Method Meaning , Steps , Merits and

4.2.2.Laboratoray Method Demerits.

Child centered Methods

65

4.2.3. Observation Method Meaning , Steps , Merits and

4.2.4. Excursion Method Demerits.

4.2.5. Project Method

4.2.6. Discussion Method

PRACTICUM:

1. Preparation of Charts , Globe, and Models of Geography.

2. Preparation of Resource Unit in Geography.

3. Preparation of transparencies about section of Volcanoes, Seabed, Plains

etc.

4. Drawing of Geographical Maps.

ASSIGNMENTS:

1. Collection of Specimens.

2. Preparation of a Project Report based on local geographical survey

3. Visit to Geography Museum.

SCHEME OF ASSESSMENT

Item Marks

a. Writing a report 5 to 6 pages 5

b. Collection and preservation of Specimen’s 5

---------- 10

NOTE:

1. Submission of report after doing any one of the practical work.

2. Each practical work carries 10 marks.

3. One internal test carries 10 marks. 20 marks.

66

SEMESTER-II

Objectives:

1. Acquire the knowledge of Geography curriculum.

2. Acquire the knowledge of Geography Grammar.

3. Develop skills in equipping the geography (1) Museum (2) Room.

4. Acquire the qualities of good Geography teacher.

5. Know about content of Secondary School Geography and its critical study of

text-book.

UNIT-1. Curriculum in Geography

1.1. Principles of Curriculum construction.

1.2. Organization of content of the curriculum-Psychological, Logical, and

Spiral.

1.3. Defects of present Geography curriculum.

1.4. Co-relation of Geography and History, Science, Mathematics and

Languages.

UNIT-2. Geography Teacher

2.1. Qualification and qualities of Geography Teacher- His Training and

Practical experience.

2.2. Programmes for Professional growth of a Geography Teacher.

2.3. Geographical Grammar.

2.4. Problems of Geography Teacher.

UNIT-3. Co-curricular activities in teaching Geography and Economics

3.1. Geography Museum: Meaning, need and its importance, Equipments

and arrangements.

3.2. Geography Room: Importance, Planning, Equipments and

arrangements.

3.3. Geography based hobbies.

67

UNIT -4. Evaluation in teaching Geography and Economics

4.1. Meaning and importance of Evaluation.

4.2. Types of Evaluation-Essay types. Short answer type and Objective

types.

4.3. Preparation of Unit test- Construction of test items, Diagnostics test

and remedial teaching.

4.4. Critical study of Geography text book of 8th to 10th standard in

Karnataka State.

PRACTICUM

1. Preparation of unit test along with scheme of evaluation

2. Preparation of album of different countries-flags, stamps, currency, and

human race.

3. A critical study of present evaluation system in teaching.

ASSIGNMENT (ONE)

1.Collection of natural specimens alike rocks , minerals, soils, wood and

crops.

2. Collection of news paper based information about geography etc.

SCHEME OF ASSESSMENT

Item Marks

1. Writing a report 5 to 6 pages. 5

2. Visit to special institutions Agricultural

Market /Mela , Industries, Mines etc. 5 10

NOTE:

1. Each practical work carries 10 marks.

2. Each internal test carries 10 marks. 20

68

References

• Bliar, Thomas A.,(1951), Climatology: General and Regional , New York, Prentice-Hall Inc.

• Brianlt, E.W. and D.W.Shave, (1965), Geography in and out of School, London, Harrap and Co.

• Brock., Jan O.M.(1965),Geography. Its Scope and Spirit, Ohio, Charles E. Merrill

• Charley. R.J. and P. Hagget (Eds) (1967), Frontiers in Geographical Teaching, Methuen Educational Ltd.

• Cons, G.J.(1957) Hand book for Geography Teacher, London, Methuen Educational Ltd.

• Gabler, Robert, et al , (1945), Introduction to Physical Geography. San Francisco , Holt, Rinehart and Winston.

• Garnet Ohio, (1965) Fundamental in School Geography, London, Harrap and Co.

• Gospil, G.H. (1965) The teaching of Geography, London, Macmillan and Co.

• Gravees, N.J. ((1971) Geography in Secondary Education, London, Geography Association.

• Graves, N.J. (1972) , New Movement in the Study and Teaching of Geography , Australia, F.W.Cheshire Publishing Printing Ltd.

• Haggettt, P., (1972) Geography : A Modern Syntheses, New York, Harper and Row.

• Indian National Committee for Geography, (1968) Indian Regional Studies, Calcuta, 21st IGU Publication.

• Indian National Committee for Geography, (1968), Developing Countries of the World Calcutta, 21st IGU Publication.

• Indian National Committee for Geography , (1968) Mountains and Rivers of India, Calcutta, 21st IGU Publication.

• Kendeaw, W.G.(1938) Climatology, London, Oxford University Press.

• Lake Philip. (1974), Physical Geography, Madras, Macmillan Co. of India Ltd.

• Leong, Goh, Cheug, (1971) Certification Physical and Human Geography, Singapore, Oxford University Press’

69

• Long and Robertson, (1968) , Teaching of Geography, London, Heinemannn Educational Books Ltd.

• Long M.L. (Ed) (1974), Handbook for Geography Teachers, London Methuen Educational Ltd.

• Macnee E.A., (1953) Teaching of Geography, London, Oxford University Press.

• Robinson, Arthur H. (1960) Elements of Cartography, New York, John Wiley and Sons Inc.

• Seninthirajah, N. and J. Weira, (1971) Evaluation in Geography, Ontario, Ontario Institute of Education

• Standing Sub-committee in Geography, (194), Handbook for Geography Teacher, London, Methuen Educational Ltd.

• Treqartha, Gelnn T., (1954) An Introduction to climate, New York, McGraw Hill Book Company Inc.

• UNESCO (1965) Source Book for Geography Teaching. London, Longman, Longman Co.

• Wheeler, Jr. J. Renton Kostabade and Richard S. Thoman (1969), Regional Geography of the World, New York: Holt, Rinehart and Winston, Inc.

• Woolridge, S.W. and W.G.East, (1951) The Spirit and Purpose of Geography, New York, Hutchinson.

70




SEMESTER-I

Methodology of Teaching History

Objectives: Upon completion of the course

• To enable student teachers to understand the importance of history

• To enable student teachers to develop an understanding of aims and

objectives of teaching history.

• To provide knowledge of different methods of teaching history to student

teachers.

• To acquaint student teachers with different audio-visual aids and latest

information technology.

• To make the student teachers aware about the role of history in

developing national integration and international understanding.

• To acquaint student teachers with different techniques of evaluation.

Section -1

Unit 1: Meaning, Nature and scope of History

1.1. Meaning, nature and scope of History.

1.2 Importance of History

1.3. Modern concept of History

1.4. History is an art or science.

1.5. Different levels of History - local Regional, National

world History .

1.6. Meaning and scope of political science.

Unit 2 : Aims and Objectives of teaching History

2.1. Meaning and importance of teaching History.

2.2. Aims of teaching History.

2.3. Aims of political science.

71

2.4. Political consciousness, understanding of the current events.

Democratic citizenship,

2.5. Understanding of union and state government functions.

2.6. Awareness of rights and duties of citizens

2.7. Objectives of teaching history - knowledge understanding

application critical thinking , skill, attitude interest analysis of

these objectives in terms of specific behaviors of learners.

2.8. Values of teaching History.

Unit : 3 . Planning of lessons in History

3.1. Meaning and characteristic of lesson planning.

3.2 Format of lesson plan, stages, selection of relevant, content

selection of teaching devices and assignments.

3.3. Unit plan meaning importance and steps.

3.4. Resource unit meaning importance and steps.

Unit: 4. Methods, Techniques of Teaching History

1.1. Meaning and importance of methods.

1.2. Methods of Teaching History-project, problem solving

dramatization, discussion and Biographical.

1.3. Methods of teaching political science- survey, observation and

demonstration.

ASSIGNMENT (any one)

1. Dramatization (based on 8th 9th and 10th STD related

contents)

2. Conducting of model (mock) parliament and submission of

report.

Group Activity any one (report with photo)

1. Preparation of Album related historical importance.

2. Collection of coins and stamps.

72

Semester -2

Unit: 1. Curriculum and Resources of teaching history.

1.1. Meaning of curriculum.

1.2. Principles of selection of content.

1.3 History text books and its characteristics

1.4. Collateral reading importance, reading materials, historical

novels and periodicals.

1.5 Audio aids-Radio, tap recorder,

1.6. Visual aids, Maps, importance, Types, procedure of using maps

pictures, charts, models etc.

1.7. Audio visual aids- Film, T.V. Multimedia.

1.8. History room- importance equipments and maintenance

1.9., History museum.

Unit : 2. Concept of correlation.

2.1. Meaning and importance of correlation.

2.2. Types of correlation.

2.3. Correlation of history with Geography, Economics, and

Literature.

Unit. 3 : History Teacher.

3.1. Qualification, Qualities and competencies of History Teacher.

3.2. Professional growth - seminars, workshops ,orientation,

refresher course, in service training ,talent search ,

membership of history clubs and research mindedness.

3.3. Relationship of History teacher with student and co-workers,

Head master and community.

Unit : 4. Co-curricular activities and Evaluation in History.

4.1. Meaning and importance of evaluation.

4.2. Unit test- meaning, importance, 3d chart, Blueprint etc.

4.3. Importance of organizing Field trip, visits, excursions.

4.4. History based hobby clubs.

73

ASSIGNMENT (any one)

1. Organizing fields trips of historical places.

2. Survey of the locality and collection of information about

interest in historical places.

Group activities (any one with photo)

1. Quiz competition on current events.

2. Collection of News paper based information historically

important.

Scheme of Assessments

Sl. Items Internal Marks

External Marks

Total

1 One Assignments

10 --- ---

2 One periodic test

10 --- ---

3 Participation In group activities

5 50 0

Total 25 50 75

References

1. Roddannavar J.G. (2009) Method of Teaching history and civics. 2. Kongawad N.B. (2011) Itihas mattu Pouraneeiti Boodhane 3. Habib S.B. (2006) Itihas mattu Pouraneeiti Boodhane 4. Rudresh B.S. (2010) Itihas mattu Pouraneeiti Bodhane 5. B.D. Shaida and shaib sing - Teaching of Civis. 6. S.K. Kochhar - Teaching of History. 7. S.K. Kochhar - Teaching of social studies sterling publisher

New Delhi. 8. K. Thimmareddy - Teaching of History and civics. 9. Arora R.L. (1990) Teaching of History , Prakash Brother ltd. 10. N.C.E.R.T. (1970) effective teaching of History in India A Hand

Book for History Teaching.

74



Methods of Teaching (MOT)

Physical Science

Objectives;

On Completion of the course the student teacher will be able to;

1. Express the nature of Physical Science & its aims.

2. State the specific behavioral changes under each objectives.

3. Prepare objective based lesson plans & use them in their practice

teaching.

4. Use different methods of teaching Physical Science while teaching.

5. Define Curriculum & its principles.

6. Evaluate a physical Science text book.

7. Construct an achievement on Physical Science topic.

8. Inculcate few values of an Ideal Physical Science teacher.

Semester-1

40 Hours Unit 1: Meaning, Nature & Impact of physical science 7 Hrs

1.1 Meaning of Physical Science

1.2 Nature of physical science

1.3 Impact of Physical Science on Modern living

1.4 Scientific method- Meaning, Steps, Importance

1.5 Scientific attitude- Meaning & Importance

1.6 Qualities of a person who possesses Scientific Attitude.

Unit 2: Aims & Objectives of teaching physical science 8 Hrs

2.1 Aims

2.1.1 Utilitarian aim

2.1.2 Cultural aim

2.1.3 Disciplinary aim

75

2.2 Objectives

2.2.1 Instructional objectives of teaching physical science – Knowledge,

Understanding, Application & Skills

2.2.2 Stating the specific behavioral changes under each objectives.

Unit 3 Lesson plans in teaching Physical Science 10 Hrs

3.1 Lesson plan

3.1.1 Meaning & definitions of lesson plan

3.1.2 Importance of lesson plan

3.1.3 Characteristics of a good lesson plan

3.1.4 Format of a lesson plan

3.2 Unit planning

3.2.1 Meaning & importance of a unit plan

3.2.2 Format of a unit plan

3.2.3 Differences between unit plan & lesson plan

3.3 Resource Unit

3.3.1 Meaning & Characteristics

3.3.2 Importance

Unit 4 Methods, Models & Approaches of teaching Physical Science

15 Hrs

4.1 Inductive methods

4.2 Deductive method

4.3 Demonstration method

4.4 Problem Solving method Meaning, Steps,

4.5 Project method Advantages &

4.6 Laboratory method Disadvantages

4.7 Biographical method

4.1.1 Models of Teaching - 1. Concept Attainment model Meaning

2. Scientific Inquiry Training Model & uses

76

Assignments (any one):

1. An essay on contributions of Indian Scientists in the field of Science.

2. An essay on the Impact of Science & Technology on Human beings.

Practicum (any one):

1. Preparation of a model of teaching ( on any one model)

2. Preparation of programmed learning material on any unit (20 frames).

Scheme of Assessments :

Sl.No Items Internal

Marks

External Marks

1 One Assignment 10 --

2 One Test 10 --

3 Practical Work 5 --

4 External exam 50

Total 25 50

Semester 2

40 Hrs

Unit 1 Physical Science Curriculum & Co-curricular activities in Physical

Science

15 Hrs

1.1 Meaning & definitions of Curriculum

1.2 Principles of Physical Science Curriculum construction

1.3 Organization of subject matter

1.3.1 Psychological

1.3.2 Logical Meaning & Importance

1.3.3 Topical

1.4 Defects of the present Physical Science Curriculum & solutions to over

come them.

1.5 Correlation of physical science with other subjects

1.51 Meaning & Importance of correlation

77

1.5.2 Types of correlation

1.5.3 Correlation of Physical Science with other school subjects

1.5.4 Trends in curriculum design – PSSC, CHEM, NUFFIELD,

NCERT- 2005

1.6 Co-Curricular Activities in Physical Science

1.6.1 Physical Science club- Objectives, Importance, activities &

Organization

1.6.2 Field trips – Meaning, advantages & disadvantages

1.6.3 Science exhibition- Meaning, Organization & Importance

1.6.4 Physical science Museum- Meaning, Organization & importance

Unit 2 Teaching & Learning Resources of Physical Science 10 Hrs 2.1 Physical Science Laboratory

2.1.1 Importance of laboratory

2.1.2 Characteristics of an Ideal Physical science laboratory

2.1.3 Storage of chemicals & equipments

2.1.4 Precautions to be taken in laboratory

2.1.5 Laboratory records – Meaning, types & Maintenance

2.2 Science text books – Meaning, Functions, Characteristics

2.3 Science kits- Meaning, Characteristics & Importance

2.4 Work books- Meaning, Types & Importance

2.5 Audio- Visual aids

2.5.1 Charts

2.5.2 Models

2.5.3 OHP transparencies Meaning,

2.5.4 CD’s Advantages & Disadvantages

Unit 3 Evaluation in Physical Science

9 Hrs

3.1 Meaning & Importance

3.2 Achievement Test - Meaning, Preparation & uses

78

3.3 Remedial planning & teaching- Meaning, Organization & uses

3.4 Evaluation of practical work

3.5 Critical Analysis of present day evaluation system along with

Suggestions for improvement

3.6 Action Research in Physical Science - Meaning, Steps, Features of

Problem & Report Writing

Unit 4 Physical Science Teacher

6 Hrs

4.1 Characteristics of an ideal physical science teacher

4.2 Avenues for Professional growth of physical science teacher

4.3 Role of physical science teacher

4.3.1 Inspection & supervision

4.3.2 Quiz master

4.3.3 NTSS trainer

4.4 General problems of physical science teacher in Karnataka State &

solutions to overcome them.


1. Critical study, analysis and evaluation of existing secondary school

science curriculum in Karnataka.

2. Recommendations of NPE 1986 regarding science curriculum at

secondary stage.


1. Organizing Science club & conducting few activities & reporting.

2. Organizing small Science Quiz during Block teaching - Reporting

3. Scheme Of Assessments :

Sl.No Items Internal Marks

External Marks


79

References

Bhandula & Chand (1986) Teaching of Science, Ludhina: Prakash Brothers.

Cleaveland J.M. (1964) Physical Science. Ohio: C.E. Merrill Publishing Co.,.

Das R.C. (1985) Science Teaching in Schools, New Delhi: Sterling

Publishers, Pvt. Ltd.

Gupta S.K. (1985), Physical Science Teaching in Secondary Schools, New

Delhi: Sterling Publishers, Pvt. Ltd.

Kohli V.K (2003) How to teach science (A Treatise on Methodology of

Teaching Physics and Chemistry), Ambala: Viveka Publishers.

UNESCO (1985) Teaching School chemistry, New Delhi: Sterling Publishers

Pvt. Ltd.

UNESCO, (1978) New UNESCO Source book’s for Science Teaching, New

Delhi: Oxford & IBH Publishing Co.,

Waiter A Thurkar & Alferd T. Collette(1964) Teaching science in Todays

Secondary Schools, New Delhi, Prentice Hall.

80



Methods of Teaching (MOT)

Biological Science

Objectives;

On Completion of the course the student teacher will be able to;

1. Understand the nature, scope & importance of Biological Science and

get acquainted with ancient as well as modern developments in the

field of Bio-sciences.

2. Understand the aims & objectives of teaching Bio-science & will be

able to state the objectives in behavioral terms..

3. Acquaint with the Resources for teaching Biology & their effective

Utilization.

4. Get exposed to Micro teaching & preparing Resource Unit, Unit Plan

& Lesson plans.

5. Understand the concept of curriculum, principles of curriculum

construction & trends curriculum revision.

6. Be introduced to various methods, approaches & models of teaching

Biological science & implement them in their teaching practice.

7. Understand & prepare the different types of test items for the

evaluation of student’s performance in Biology.

8. Appreciate & inculcate the competencies & commitments needed for a

biological science teacher.

9. Plan & execute various curricular & co-curricular activities related to

teaching of Bio- Science.

81

Semester-1

40 Hours

Unit 1: Introduction to Biological Science 8 Hrs

1.7 Biological Science: Meaning & Scope.

1.8 Relationship between Biology & Human welfare

1.9 Latest Development in the Field Of Biology – Genetic Engineering,

Agriculture, Biotechnology, Microbiology, Food Technology,

Environmental Biology, Medicine

Unit 2: Aims & Objectives

9 Hrs

2.1 Aims;

2.1.1 Utilitarian Aim

2.1.2 Disciplinarian Aim

2.1.3 Scientific Attitude

2.1.4 Training in Scientific Method; Meaning, Steps, Signification

2.2 Instructional Objectives;

Bio-Science in Secondary Schools:

2.2.1 As per NCERT Curriculum Framework - 2005

2.2.2 As per NCTE Curriculum Framework

2.3 Behavior Specifications of Instructional Objectives with respect to

2.3.1 Knowledge

2.3.2 Understanding

2.3.3 Application

2.3.4 Skill

Unit 3 Approaches, Methods, Models & Techniques of Teaching Biology.

13 Hrs

3.1 Approaches;

3.1.1 Structural and Functional Approach

3.1.2 Type Specimen Approach

82

3.1.3 Inductive and Deductive Approach

3.1.4 Constructivistic Approach

3.2 Methods Of Teaching;

3.2.1 Laboratory Method

3.2.2 Lecture-Cum-Demonstration Method

3.2.3 Guided Discovery Method

3.3 Models of Teaching:

3.3.1 Biological Science Enquiry Model (Joseph Schwab)

3.3.2 Memory Model (J. Lucas)

Unit 4 Preparation for Teaching

10 Hrs

4.1 Pedagogical Analysis: Analysis of 6th or 7th or 8th or 9th or 10th Standards

Biology Text books of Karnataka State.

4.2 Lesson Planning – Meaning, Importance, Format

4.3 Unit Plan – Meaning, Importance, Steps, Format

4.4 Resource Unit – Meaning, Importance and Components

4.5 Concept mapping – Meaning and Examples.


1. Programme instruction – Preparation of frames on 6th or 7th or 8th

Biology topic.

2. Preparation of Work book on any one unit ( for 9th and 10th standard

Biology text book)


3. Writing of Instructional objectives & behavioral specification on a

selected Unit.

4. Collection Of Specimens, Preservation of Specimens, Medicinal

Plants, Herbarium and their maintenance.

83

Scheme Of Assessments :


Marks

External Marks


2 One Test 10 --


4 External exam 50

Total 25 50

Semester 2

40 Hrs

Unit 1 Curriculum

10 Hrs

1.1 Types of Organization of Content;

1.1.1 Psychological

1.1.2 Spiral

1.2 Trends in Biology Curriculum Construction

1.2.1 B.S.C.S

1.2.2 Nuffield

1.2.3 NCERT Curriculum Framework - 2005

1.3 Integration of Biology concepts with other school subjects

Unit 2 Activities in Teaching Biology 8 Hrs

2.1 Curricular activities -

2.1.1 Organization and maintenance of Bio-Science Lab

2.1.2 Preservation of specimen through Plastination

2.2 Project Activities –

2.2.1 Improvisation of Biology apparatus

2.2.2 Aquarium, Vivevarium, Terrarium, Bio museum and School

garden.

2.3 Co curricular Activities –

2.3.1 Bio-Science Club – Organization & its activities

84

2.3.2 Development of scientific attitude through - Nature Study, Bird

Watching, Collection and Preservation of Specimens; Bonsai –

Meaning and Preparation.

Unit 3 Evaluation 12 Hrs 3.1 Continuous and comprehensive evaluation in Biology; Meaning,

Components and procedures.

3.2 Types of Tests : Essay Type, Short answer and Objective Type – Meaning

& Merits,

3.3 Achievement Test – Meaning Preparation and Analysis

3.4 Construction of Unit Test – Preparation of Blue Print

3.5 Diagnostic testing and remedial measures

3.6 Talent Search Programme in Biology

3.6.1 Notational Means Merit Scheme (NMMS) 8th Std

3.6.2 National Talent Search Exam (NTSE) 10th Std

3.7 Action Research in Bio-Science ; Meaning, Steps, Feature of Problem

& Report Writing

Unit 4 Biology Teacher

10 Hrs

4.1 Professional competencies

4.2 Academic problems

4.3 Opportunities for professional growth – Seminars, Conferences,

Workshop, Refreshes and Orientation Courses

4.4 Commitments – Learner, Professional excellence (Membership for

various Science bodies), Community

4.5 E-Resource in Bio-Science for Secondary School level.


1. Organize Bio-Science Club and prepare a report of the activities

undertaken.

85

2. Preparing a set of (OHP) transparencies / PPT Slides for a selected unit in

6th or 7th or 8th or 9th or 10th Std Biology.

3. E-Recourses for teaching Bio-Science at Secondary school level (List out

20 websites and collecting details on any one unit of 6th or 7th or 8th std in

Bio-science)


4. Preparing Improvised Apparatus in Biology

5. Setting up Aquarium / Biology Museum

6. Kitchen gardening by using natural fertilizer

7. Scheme Of Assessments :


Marks

External Marks


2 One Test 10 --


4 External exam 50

Total 25 50

References:

Ahmad. J (2009) – Teaching Of Biological Sciences. New Delhi: PHI Learning

Private Limited.

Chikkara & Sharma (1989) – Teaching Of Biology, Ludhiyana: Prakash Bros.

Guddalli N M (1993) – Jeeva Vijnyana Bodhane. Gadag: Vidyanidhi

Prakashana.

K.Yadav (1995) – Teaching Of Life Sciences, New Delhi: Anmol Pub.

Mangal S.K., (1997) - Teaching Of Physical & Lie Sciences, New Delhi: Avg.

Book Depot.

Miller & Blaydes (1962) - Methods & Materials for teaching Of Biological

Science, New Delhi: Tata Mc. Grahill Pub. Co.

NCERT (1982) – Teaching Of Science in Secondary Schools, New Delhi.

86

Rabanal Nelakanth (2002) – Jeeva Vijnyana Bodhane. Gadag: Vidyanidhi

Prakashana.

T.L.Green (1965) – Teaching Of Biology in Tropical Secondary Schools.

London: Oxford University Press.

UNESCO (1978) – New Source Book Of Science Teaching, New Delhi: Oxford

& BH Pub. Ltd.

87

KARNATAK UNIVERSITY, DHARWAD.


Methods of Teaching Mathematics

Objectives:

Upon completion of this course student teachers will be able to –

1. Recall the meaning , nature and scope of mathematics and recognize the

work done by eminent mathematicians.

2. Acquaint aims and objectives of teaching mathematics in secondary

school level.

3. Plan teaching in mathematics at micro and macro level.

4. Prepare unit plan, resource unit and organize lesson to meet at different

class room situations.

5. Analyse and evaluate the curriculum of mathematics at secondary school

level.

6. Apply different approaches and methods of teaching mathematics in

class room situations.

7. Prepare and use instructional materials in teaching mathematics.

8. Prepare different kinds of test and understand the comprehensive

evaluation.

9. Participate and organize the different co curricular activities in

mathematics.

10. Understand the professional competencies, commitments and

expectations of mathematics teacher.

11. To communicate mathematics effectively.

12. To promote equity in the mathematics class room.

88

Semester I

40 Hours

Unit 1: Meaning, nature and scope of mathematics:

1.1 Meaning and definitions of mathematics.

1.2 Nature of mathematics as:

1.2.1 A science of number, quantity and measurement.

1.2.2 A tool of science.

1.2.3 A science of logical reasoning.

1.2.4 An interpreter of physical phenomena.

1.3 A salient features of mathematics – Language and Symbolism,

Structure and Pattern.

1.4 Scope of mathematics - In daily life and other school subjects.

8 hours

Unit 2: Aims/Values and Objectives of teaching mathematics:

2.1 Meaning and definitions of aims and objectives.

2.2 Differences between aim and objectives.

2.3 Utilitarian aim/value

2.4 Disciplinary aim/value

2.5 Intectual, aesthetic and recreational aim/value.

2.6 Instructional objectives: meaning and different instructional

objectives – knowledge, understanding, application, skill

, attitude appreciation and interest.

2.7 Stating objectives in terms of specific behavioural changes or

specifications.

12 hours

Unit 3: Instructional planning and material development.

3.1 Lesson planning: meaning, importance, steps and format.

3.2 Unit plan: mening, importance, steps and format

3.3 Resource unit: meaning, importance, steps and format.

3.4 Text book: meaning, characteristics and importance.

89

3.5 Work book: meaning, importance and guidelines for preparing

work book.

3.6 Geometrical instruments – importance and different

instruments.

10 hours

Unit 4: Methods, techniques and models of teaching:

4.1 Inductive and Deductive method.

4.2 Analytic and Synthetic method.

4.3 Project method.

4.4 Concept mapping.

4.5 Concept attainment model.

4.6 Inquiry training model.

10 hours Assignment: (any one) 1. Developing a lesson plan integrating at least two methods of

teaching.

2. Preparation of work book on any topic.

3. Developing a plan using any one teaching model.

Group activity:

1. Contributions of mathematicians to secondary school mathematics

curriculum.

2. Preparation of a resource unit.

Scheme of Assessments:

Sl. No Items Internal Marks External Marks

1 One Assignment 10.-

2 One test 10 -

3 Group activity 05 -

4 External Exam - 50

5 Total 25 50

90

Second Semester

Unit – I Curriculum

1.1 Meaning and importance of curriculum

1.2 Principals of mathematics curriculum construction.

1.3 Oganisation of content.

13.1 Psychological and logical

1.3.2 Spiral and Topical

1.4 Modern trends in curriculum constreuction –NCERT

Curriculum frame work -2005 with reference to

Mathematics.

1.4 Correlation of mathematics .

1.5.1 Meaning and importance

1.5.2 Correlation of mathematics with life

1.5.3. Correlation of mathematics with other subjects

12 hours

Unit -2 Co-curricular Activities.

2.1 Mathematics Club- Organization , Importance &

Activities.

2.2 Mathematic Quiz - Organization & Importance

2.3 Mathematics Laboratory – Importance & Different

teaching aids & Materials

2.4 Recreational Activities in mathematics—Games, Puzzles

,Riddles and Different Examples

8 hours

Unit -3 Evaluation

3.1 Evaluation – Meaning ,Importance & Types.

3.2 Qualities of good measuring instruments

3.3 Types of test items – Essay type test , Short answer test

& Objective type test

3.4 Unittest/Achievement test: Meaning, steps, construction

with blue print and design, administration and analysis.

91

3.5 Dignostic test and remedial teaching.

12 hours

Unit -4 Mathematics teacher:

4.1 Professional competencies and responsibilities.

4.2 Challenges of mathematics teacher

4.3 Techniques of professional growth: In service training,

Seminars, Workshops, Conferences.

4.4 Fostering and maintaining interest in mathematics.

8 hours

Assignments:

1. Preparation of Question bank on a topic

2. Preparation of diagnostic test

3.

Group Work:

1. Conducting activities and submitting report under mathematics club.

2. Conducting mathematics Quiz and prepare a

report.

Scheme of Assessments:

Sl. No Items Internal Marks External Marks

1 One Assignment 10.-

2 One test 10 -

3 Group activity 05 -

4 External Exam - 50

5 Total 25 50

92

References:

1. Butler and Wren(1990)- The Teaching of Secondary

Mathematics, Tokyo: McGraw Hill Book Company.

2. Henderson,K.et al.,(1975) – Dynamics of teaching secondary

mathematics, London: Houghton Miffin.

3. Howard Eves – An introduction to the History of mathematics

4. Kuppuswamy Ayyangar,N.(1988) – The Teaching of Mathematics in

New education, Bangalore.

5. R.T Jantli (2000)- Subodha Ganitha Bodhane, Gadag: Vidhyanidi

Prakashan.

6. S.B.Yadawad And R.T. Rabanal (2000)- Vishayadarit Ganit

Bodhane, Gadag: Vidyanidhi Prakashan.

7. S.K.Mangal (1989) – Teaching of mathematics ,Ludhiyan: Prakash

brothers Publishers.

8. S.S.Desai (2000)- Ganitha Bodhane , Gadag: Vidyanidi Prakashan.

9. Siddu K.S-Teaching of mathematics, Bangalore: Sterling Publishers.

10. Wren(1973) – Basic Mathematical concepts, New York, McGraw Hill.

93

KARNATAKA UNIVERSITY,DHARWAD


Optional Subject

Semester-II

Ed10 : Population Education

45 Hours

Objectives: Upon completion of the course, the student-teacher will be

able to

1. Develop awareness about the basic concept of demography.

2. Understand the concept, significance, scope and aims of population

education.

3. Understand the theories of population.

4. Think and evolve indicators of quality of life.

5. Understand the impact of population growth on different aspects of life.

6. Know the national programs for improving the quality of life in rural and

urban India.

7. Understand the relationship between population growth and sustainable

development.

8. Develop awareness about different governmental and non governmental

agencies working in the sphere of population education act inter and

international levels

Unit 1 Introduction to Population Education

12 Hours

1,1 Population Education-Concept. Scope Aims and need and Important.

1.2 Basic Concepts in demography.

1.2.1 Crude Birth Rate(C.B.R.)

1.2.2 Crude Death Rate(C.D.R)

1.2.3 Fartility Mortality and Morbidity.

1.2.4 Census Population Density Sex Ratio

1.2.5 Family Welfare Birth Control

94

1.3 Theories of Population

1.3.1 Robert Thomas Malthus theory of population.

1.3.2 Tromsition theory of population.

1.3.3 National population policy in India.

Unit 2 Population Growth and Quality of Life 15 Hours

2.1 Indicators of quality of Life

2.1.1.Standard of living

2.1.2 Physical Quality of life Index (PQLI)

2.1.3 Human Development Index(HDI)

2.1.4 Gender Development Index(GDI)

2.2. Impact of population on Socio-Economic Development.

2.2.1 Education, Health, Food and Nutrition, Housing, Employment Family

Life.

2.2.2. Concept of sustainable Development.

2.2.3 Impact of Population on Sustainable Development.

2.3 National program for Improving Quality of Life.

2.3.1 Reproductive and Child Health Program

2.3.2 Maternal Health Program

2.3.3. Immunization Programs.

2.3.4. Basic Needs Programs(B.N.P)

Unit 3 Agencies of population Education 8 Hours

3.1. World Health organization (WHO)

3.2 Union Ministry of Health and Family Welfare

3.3 State Ministry of Health and Family Welfare.

3.4 Family Planning Association of India.

3.5 Mass Media- Print and Electronics.

(The above programmes are to be taught with respect to objectives and

functions)

95

Unit 4 Approaches and Evaluation in population Education.

10 Hours

4.1 Role of Teachers in imparting population education.

4.2 Integrated Approach.

4.3 Direct (specialized, Curricular)Approach.

4.4 Co Curricular and Extra-Curricular Activities

4.4.1 World Population Week

4.4.2 Organisation of Debates Elocution and Quizzes.

4.4.3 Preparation of posters charts Models.

4.4.4 Fieldworks Extension / Outreach Programs

4.5 Evaluation Techniques

4.5.1 Formative Evaluation.

4.5.2 Summative Evaluation

Seminar

1. Population in India: Boon or Bane?

2. Population In India :Quality of Life.

3. Efficiency and Productivity of Indian Population.

Assignment (any one)

1 Census of Population of small Village/Locality and development of

demographic profile.

2.Critical appraisal of working any one of government or non Governmental

agency in the filed of population education(Selecting a taluka or a district as its

jurisdiction)

3. Organizing any two co-curricular or extra-curricular activities and

development of a report.

4. Making surveys regarding progress in population Education awareness

programmes in rural and urban areas.

References

• Aggarwal S.N.(1985) India’s Population Problems, New Delhi: Tata Mc

Graw.

• Bhatia K(2004) Population Education, Ludhiana: Ankur population.

• Gupta V.K.(2004)Population Education, Ludhiana: Ankur publication.

96

• Khanna H.K.(2006)Population Education, Patiala: Soni publication.

• Kongawad N.B. (2010) Population Education, Gadag : Vidyanidhi

Prakashan.

• Ministry of Human Resource Development (1986-1992) National Policy

on Education, New Delhi: Government of India.

• Muley D.S. (1993) Population Research in India(1981-1990): Inventory

and Analysis, New Delhi: NCERT.

• NCERT and NACO (1994) AIDS Education in Schools: A Training

Package.

• NPEP (1996) Population Education, New Delhi: NCERT.

• Tiwari R.P. (1986) concept of population Education Urban population

Education Ludhiana: Prakash publishers.

• Walia G.S.(2001)Population Education, Ludhina: Vinod publication.

97



Optional Subject

Semester-II

Ed-10: Guidance and Counseling in School.

38 Hours

Unit -1: Introduction to Guidance

1.1 Meaning, nature and basic Principles of guidance, Special needs

for guidance and Proper utilization of leisure time.

1.2 Areas of Guidance

1.2.1 Educational Guidance: Meaning, Nature, Scope, Objectives and

Importance in Education.

1.2.2 Vocational Guidance: Meaning, Nature, Scope, Objectives and

Importance in Education.

1.3 Personal Guidance and their Educational Implications

10 Hrs

Unit-2 : School Guidance and Role of School Counsellors

2.1 Guidance services and its activities for secondary school students.

2.2 Tools and Techniques of Guidance

2.2.1 Intelligence Test and Personality Test

2.2.2 Self report, Autobiography, Diary, Case study and

Interview.

2.3 Benefits of Comprehensive developmental guidance and

counseling programme.

2.3.1 Students: Adjustment to home, school, nutrition and common

problems faced by the children.

2.3.2 Parent

2.3.3 Teacher

10 Hrs

98

Unit-3: Guidance and Counseling Services

3.1 Meaning and Importance of Counseling

3.2 Difference between Guidance and Counselling

3.3 Different approaches of counseling: Directive, Non-directive and

Eclectic

3.4 Meaning, definition and types of Exceptional children.

3.5 Problems related to academic achievement and gender related

issues.

3.6 Gifted, Creative children and slow learner.

3.7 Qualities and Qualification of Counselors.

10 Hrs

Unit-4 : Learning and Fatigue

4.1 The learning process and the nature of learning.

4.2 Types of learning.

4.3 Motivation in learning

4.4 Factors affecting on learning

4.4.1 Physiological, Psychological, Emotional and Educational Factors.

4.5 Fatigue : Meaning, Nature, Fatigue in school children and its

Remedy

4.6 Nature and theories of Learning

4.6.1 Behaviorist view of learning.

4.6.2 Cognitive view of learning.

8 Hrs.

Practicum / Assignment

Each student will conduct practical work on any one of the following activities

and submit report.

1. Conducting interview with at least three pupils and their parents and

reporting.

2. Origination of a career exhibition through the use of picture, charts

etc.,

3. Case study of Normal/Backward/Gifted/Problem child.

99

4. Organization of guidance sessions about service and facilities

available in a school or college.

5. Visit Counselling centre and Collect information

References

Adams, J.F. (1965) Counseling and Guidance : A Summary, New York :

The Mc Millan company Ltd.

Asha Bhatnagar (1999) Guidance and Counselling: Theoretical Perceptive

Vol-1, New Delhi: Vikas Publishing House.

Byrne, M. and Sheranian, C. (1977), Introduction to Communicative

Deriders, New York: Harper and Row.

Cattle, W.C. and Downnie N.M. (1970) Preparation for Counselling.

Eaglewood Cliffs. New Jersey: Prentice Hall.

Hammil, D D and Bartel N. R. (Eds) (1975) Teaching Children with

Learning and Behavioural Disorder, Boston: Allyn and Bacon.

Harr, E. L. and Cramer, S. H. (1972) Vocational Guidance and Career

Developments in the Schools: Towards a Systems Approach. Boston:

Houghton Mifflin.

Jones, A. J. (1963) Principles of Guidance. New York: McGraw Hill.

Learner, J. C. (1985) Learning Disabilities, Boston, Houghton Mifflin.

Lowning, L. N. (1968) Guidance and Counselling Services: Introduction,

Mc. Grow Hill Book Company.

Shertzer, B.E. and Peter H. J. (1965) Guidance: Techniques of Individual

Appraisal and Development. New York: Mc.Graw Hill.

Weomberg, C. (1966) Social Foundations of Guidance. New York: Free

Press.

100

KARNATAK UNIVERSITY DHARWAD


Optional Subject

Semester II

Ed 10 – Health and Physical Education

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

1. Understand the significance of Health Education for the all round

development.

2. Maintain and promote good health.

3. Develop the understanding of Physical Education and its related fields.

4. Know about the effective organization of physical education activities.

Unit I : Health and Health Education : 7 hours

1.1: Meaning of health.

1.2: Importance of health.

1.3: Meaning of health education.

1.4: Aims, objectives and scope of health education.

Unit 2 : Health Service and Supervision : 10 Hours

2.1: Personal care – skin, eyes and teeth.

2.2: Safety Education – Meaning and significance, safety measures in

Schools, Play-fields, Roads and Homes.

2.3: First Aid - Meaning, Significance, Principle of giving first aid.

2.4: Fatigue - Meaning, Causes and Remedies.

2.5: Balanced Diet – Meaning and Benefits.

Unit 3 : Physical Education and its Related Fields : 10 Hours

3.1: Meaning

3.2: Aims, Objectives and Scope.

3.3: Related fields – Health, Education.

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3.4: Recreation, Meaning & importance.

3.5: National integration – through sports and physical education.

3.6: Yoga - Meaning, Astanga yoga, significance in modern society.

Unit 4 : Leadership & Discipline: 13 Hours

4.1: Leadership

4.1.1: Meaning and qualities of good leader in physical education.

4.1.2: Teacher leadership.

4.1.3: Students leadership.

4.2: Discipline

4.2.1: Meaning

4.2.2: Common forms of indiscipline in schools.

4.2.3: Causes for indiscipline.

4.2.4: Steps to check indiscipline.

4.2.5: Rewards & discipline.

4.3: Internal and External Competition

4.3.1: Meaning

4.3.2: Organization

4.3.3: Benefits.

4.4: Tournaments :

4.4.1: Meaning

4.4.2: Types – single knock our and league

4.4.3: Benefits

4.5: Camps, Hike/Picnic

4.5.1: Meaning

4.5.2: Organization

4.5.3: Benefits

102

Practicum:

1. Participation in Athletics and in any one major game

(Indoor /Outdoor)

2. Ground marking for selected games and sports

3. Commands, line formation and ceremonial parade.

4. Participation in two National festival programmes for flag hoisting.

References: Kamalesh and Sangral, (2000), Principles and History of Physical Education, Ludhiyana : Tandon Publication. Nadgir, K.G. (1998), Sharir Shikshanad Vidhanagalu, Dharwad : Mallesajjan Vyayama Shale. Nadgir, K.G (1997), Arogya Mattu Arogya Shikshana, Dharwad : Mallasajjana Vyayama Shale. Prakash Brothers (2000), Organization, Administration and Recreation in Physical Education, Ludhiana : Prakash Brother Publication. Rao, V.K. (2003), Physical Education, New Delhi : A.P.H. publishing Corporation. Sarojkant Bihari and Prasanna Kumar Chowdhary (2003), Health and Physical Education, Ludhiana : Kalyeni Publishers. Vijendra Kumar (2000), Modern Methods of Teaching Physical Education, New Delhi : Sarup & Sons.

Note

1. One Assignment among the practical activities mentioned above, for ten

marks.

2. Internal test for ten marks.

Scheme of Evaluation

Item Marks

1. Active participation in the activities 5

2. Writing reports 5

103



Optional Subject

Semester – II

Ed10: Educational Planning and Finance

40 Hours Objectives: upon completion of the course, the student- teachers will

be able to:

1. Understanding the concept, characteristics, importance, principles and

process of educational planning.

2. Understand the structural frame of educational machinery in India.

3. Understand the importance, sources, principles & factors of educational

financing.

4. Understand the basic wisdom of educational economics & its application.

Unit 1: Introduction to Educational Planning 9Hrs

1.1 Meaning of planning

1.2 Meaning of educational planning

1.3 Nature, scope & characteristics of educational planning

1.4 Need & importance of educational planning

1.5 Principles of educational planning

1.6 Types of educational planning

1.7 Features of good educational plan

1.8 Process of Comprehensive educational planning

1.9 Institutional planning in educational system

1.10 Advantages & limitations of educational planning

Unit 2: Structural Frame of Educational Planning In India 9Hrs

2.1 Centre-State Relationship in educational planning

2.2 Union & State ministry of planning, programme

implementation & statistics

104

2.3 National Development Council (NDC)

2.4 National Planning Commission (NPC)

2.5 National Finance Commission (NFC)

2.6 Karnataka State Planning Board (KSPB)

2.7 District Planning Committees (DPC) in Karnataka State

(Note: objectives & functions of Commissions/ Ministry/

Board to be discussed)

Unit 3: Introduction to educational Financing

12Hrs 3.1 Meaning of Finance

3.2 Need and Importance of Financing Education

3.3 Principles of Financing Education

3.4 Sources of Educational Finance

3.5 Factors influencing Financing of Education

Unit 4: Economic Approach to Education 10Hrs

4.1 Meaning of Economics of Education

4.2 Basic Concepts of Economics of Education

4.2.1 Costs of education- Taxonomy

4.2.2 Education as Consumption

4.2.3 Education as Investment

4.2.4 Benefits of Education- Taxonomy

Assignments( Any one)

1. Visit to a District planning committee office and preparation of

report on its structure, functions and contributions.

2. A critical appraisal of perspective plan of educational

development of a district.

3. A critical appraisal of aims & achievements in the sector of

education during any one five-year plan period.(selecting the

National or state five-year plan).

105

4. Development of a perspective plan for development of Nursery,

Primary, Secondary, Higher, Professional education in a district.

References

• Aggarwal, J.C. (1972) Educational Administration, Inspection, Planning and

Finance in India, New Delhi, Arya Book Depot.

• Ganihar,N.N.&Belagali,H.V (2008) Educational planning and fince.global

vision New Delhi

• Govt. of India (1997) Ninth Five –Year plean, Planning commission, New

Delhi.

• Harbison, F. and Mayers, I.A.(1964) Education, Manpower and Economic

Development, New York, McGraw Hill.

• Mukherjee, K.C. (1967) Under- development, Educational Policy and

Planning, Bombay, Asia Publishing House.

• Mukherjee, S. N. (1970) Administration of Education Planning and Finance:

Theory and Practice, Baroda, Acharya Book Depot.

• Naik, J.P (1982) The Education Commission and After, New Delhi: Allied

Publishers.

• Naik, R.H and et al., (2011) Educational Planning and Finance, Gadag:

Vidyanidhi Prakashana.

• Padmanabhan, C.B. (1971) Economics of Educational Planning in India, New

Delhi: Agra Book Depot.

• Premi, M.S. (1972) Educational Planning in India, New Delhi: Sterling

Publisher.

• Rajaih, B. (1987) Economics of Education, New Delhi: Mittal Publications.

• Saxena Sateshwari (1979) Educational Planning in India, New Delhi: Sterling

Publishers.

• Sheehan, J. (1977) The Economics of Education, London: George Allen and

Union Ltd.

• Veena, D.R.(1987) Education and Economic Growth, New Delhi : Asian

Publishing House.

106



Optional: Environmental Education

Semester - II

Total: 40 Hours

Objectives: Upon on completion of the course, the student -teacher will be able

to:

1. Understand the concept, significance, Scope & terminologies, objectives

& programmes of environmental education.

2. Develop awareness about the various types of pollution, ecological

imbalances & life & contributions of environmental activists.

3. Interpret the environmental legislations in conservation & protection of

the environment.

4. Understand the role of Governmental & Non- governmental agencies in

environmental education.

5. Apply the methods of teaching & evaluation in environmental education.

Unit 1 Our Environment 12 Hours

1.1 Environment - Physical and Biological.

1.2 Ecology, Ecosystem, Bio-sphere, Bio-diversity.

1.3 Ecological Balance, causes of imbalance.

1.4 Food-chain and food-web.

1.5 Pollution and pollutants.

1.6 Bio-degradable and Non-degradable materials.

1.7 Natural Resources and their conservation.

Unit 2 Environmental Education 10 Hours

2.1 Meaning, importance and scope of Environmental Education.

2.2 Objectives and guiding principles of Environmental Education.

2.3 Approaches of Teaching EE-Direct, Integrated (Multi-disciplinary)

and Incidental.

2.4 Methods of teaching EE-Discussion, project and problem-solving.

107

2.5 Co-curricular activities in EE-Eco-club, Field trip, Exhibition and

Seminar.

Unit 3 Agencies of EE & Environmental Legislation 13 Hours

3.1 Union ministry of Environment and Forest.

3.2 Centre for Environment Education (CEE)

3.3 United Nations Environment program (UNEP)

3.4 International Union for Conservation of Nature and Natural

Resources

(IUCN)

3.5 National Aforestation and Eco-Development Board (NAEB)

3.6 Environment protection movements in India- Chipko, Appiko,

Western

Ghat protection

3.7 Wildlife (protection) Act - 1972

3.8 Forest (conservation) Act – 1980

3.9 The Environmental protection Act – 1986

3.10 National policy on Environment in India

3.11 Central pollution Control Board.

Unit 4 Evaluation in Environmental Education 5 Hours

4.1 Nature of Evaluation in EE

4.2 Types of Evaluation – Summative, formative

4.3 Use of proper tools and techniques in Evaluation – Tests,

Questionnaire,

Rating scales

4.4 Eco-friendly life styles

4.5 Education for sustainable development.

Practicum: The student - teacher should undertake any one activity

mentioned below and to submit the report as assignment.

108

1) Preparation of teaching - learning aids to teach environmental concepts (any

one) Chart, model, Album, transparency, improvised apparatus.

2) Organizing Environmental Education activity or competition for school

students

(any one) – Exhibition, Quiz, play, slogan development, skit, drama, essay,

drawing.

3) Preparation of a lesson plan integrating environmental concepts in their

respective methods of teaching and trying it in actual classroom situation.

4) Collection of articles published in newspapers/periodicals related to

environment and writing critical comment on them (Minimum Five).

References

1. Dash, M.C. (1993) Fundamentals of Ecology, Tata McGraw Hill.

2. Krishamacharyelu, V. & Reddy, G. S.(2000) Environmental Education,

Hyderabad: Neelkamal Publications Pvt. Ltd

3. Saxena, A. B. (1986) Environmental Education, Agra : National

Psychological Corporation.

4. Sharma, R.C. (1981) Environmental Education, New Delhi.

5. Sharma, B.K. and Kaur, H. (2000) An Introduction to Environmental

6. Pollution, Meerat : Goel Publishing House.

7. Sharma, B.K. and Kaur, H.(1994) Soil and Noise Pollution, Meerat: Goel

8. Publishing House.

9. UNESCO, Environmental Education – Principles of Teaching and

Learning, Paris.

109

Semester - II

Optional Subject - Action Research

Unit 1: Research and Educational Research

1.1 Research- meaning, definition and importance.

1.2 Educational Research-meaning, definition and importance.

1.3 Steps in Educational Research. i) Identification of the problem ii) Review

of prior related literature iii) Designing---Methodology; Objectives,

Hypotheses, Sampling (Meaning of these) iv) Collecting data Analysis v)

Conclusion or result.

1.4 Types of Research: Fundamental/Basic, Applied and Action Research-

meaning definition and importance.

12hours Unit 2: Action Research

2.1. Action problems in different areas in school-examples.

2.2 Importance of action research to classroom teachers, administrators and

guidance personnel .

2.3 Limitations of action research.

2.4 Steps in Action Research

2.4.1 Identifying the problem

2.4.2 Pinpointing the problem.

2.4.3 Problem analysis in terms of causes.

2.4.4 Identifying the objectives.

2.4.5 Formulating action hypotheses.

2.4.6 Designing action plan.

2.4.7 Execution of the plan.

2.4.8 Analyzing the data.& conclusion 15 hours

Unit 3: Tools of Data Collection 3.1 Achievement Test, Questionnaire, Interview, Checklist, Rating Scale -

meaning, , advantages, limitations.

3.2 Sociometric technique

3.3 Inventories,/Tests Attitude, Interest, Personality, Intelligence ,creativity

10 hours

110

Unit 4 : Data Analyses and Reporting 4.1.1. Analyses of the Data-frequency distribution, measures of central

tendency, variability, coefficient of correlation (Pearson`s rank

difference method)

4.1.2 Format of report in terms of steps of action research (as in 2.4 )

8 hours References • Aggarwal, J.C. (1975), Educational Research: An Introduction. New Delhi:

Arya Book Depot.

• Best, J. W. and Kahn, J. V. (2002), Research in Education, (7th Ed.) New

Delhi: Prentice Hall Pvt. Ltd.

• Corey, S. M. (1953), Action Research to Improve School Practices, New York:

Bureau of Publications, Columbia University.

• Fox, D. J. (1969), The Research Process in Education, New York: Holt,

Rinehart and Winston, Inc.

• Garrett, H. E. (1969) Statistics in Psychology and Education, Bombay: Vakils,

Feffer and Simons, Ltd.

• Koul, L. (1984), Methodology of Educational Research, New Delhi: Vikas

Publishing House Pvt. Ltd.

• McLean, J. E. (1995), Improving Education through Action Research,

California: Corwin Press, Inc.

• NCERT (1979), Research in Classroom, New Delhi: Vol. I to IV.

• Sharma, R. N. (1993), Methodology of Research in Education, New Delhi:

Surjeet Publications.

• Sidhu, K. S. (1984), Methodology of Research in Education, New Delhi:

Sterling Publishers Pvt. Ltd.

• Van Dalen, D. (1973), Understanding Educational Research: an Introduction,

New Delhi: McGraw Hill Book Co.

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