B Ed-CD PDF

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JANARDAN RAI NAGAR RAJASTHAN VIDYAPEETH

(DEEMED-TO-BE) UNIVERSITY UDAIPUR
(NAAC Accredited 'A' Grade University)
Lokmanya Tilak Teacher's Traning College (CTE)
Dabok, Udaipur - 313022

Tel. : 0294-2655327
Email : dabok2013@gmail.com
Faculty of Education
Bachelor of Education
(Child Development)
AA ljLorha nso;Urks goUrsAA
JANARDAN RAI NAGAR RAJASTHAN VIDYAPEETH

(DEEMED-TO-BE) UNIVERSITY UDAIPUR
(NAAC Accredited 'A' Grade University)
Curriculum for Two Year

Bachelor of Education
(Child - Development)
As per the Guidelines of NCTE Curriculum Framework - 2014
Lokmanya Tilak Teachers Training College (CTE)

Dabok, Udaipur - 313022 Tel. : (0294) 2655327
02 Syllabus B.Ed (Child Development) Syllabus B.Ed (Child Development) 03
CONTRIBUTORS
List of Contributors - Advisory Committee
1. Dr. Premlata Gandhi Assistant Professor
1. Dr. Harish Kumar Tyagi, Reader AIE, Amity University, Noida. 2. Dr. Balidan Jain Assistant Professor
Mail : tyagidr7002@gmail.com 3. Dr. Bhura Lal Shrimali Assistant Professor
4. Dr. Vrinda Sharma Instructor
2. Dr. G.N. Tiwari, Reader, AIE, Amity University, Noida. Mail :
gyantiwari2001@yahoo.com 5. Dr. Anita Kothari Assistant Professor
6. Dr. Shahid Hussain Qureshi Assistant Professor
3. Dr. Shruti Kant Pandey, Assistant Professor, Lal Bahadur
7. Mr. Amit Baheti Instructor
Shastri Sanskrit Vidya Peeth, New Delhi.
Mail : skpandey70@gmail.com 8. Dr. Sarita Menaria Assistant Professor
9. Dr. Aparna Shrivastav Assistant Professor
4. Dr. Arshad Ikram Ahmad, Associate Professor, Department of
10. Dr. Harish Menaria Assistant Professor
Foundations of Education, Jamia Milia Islamia, New Delhi. Phone :
098714 60566
11. Dr. Harish Chandra Choubisa Assistant Professor
12. Dr. Amit Kumar Dave Assistant Professor
13. Dr. Punit Pandya Assistant Professor
Core Contributors 14. Mr. Himmat Singh Chundawat Assistant Professor
15. Dr. Renu Hingar Assistant Professor
Name Designation Institution 16. Mr. Dipesh Bhatt Assistant Professor
17. Ms. Mamta Kumawat Assistant Professor
1. Dr. Shashi Chittora Principal L.M.T.T., Udaipur
18. Dr. Lalit Shrimali Assistant Professor
2. Prof. P.C. Doshi Professor L.M.T.T., Udaipur 19. Ms. Santosh Lamba Physical Instructor
3. Dr. Saroj Garg Associate Prof. L.M.T.T. , Udaipur 20. Mr. Rohit Kumawat Yoga Instructor
21. Mr. Mahendra Kumar Verma Music Instructor
4. Dr. Devendra Ameta Associate Prof. L.M.T.T., Udaipur 22. Mr. Tilkesh Ameta Lecturer
5. Dr. Rachna Rathore Assistant Prof. L.M.T.T. , Udaipur 23. Mr. Pallav Pandey Lecturer
24. Ms. Roma Bhansali Lecturer
6. Dr. Ami Rathore Assistant Prof. L.M.T.T. , Udaipur
25. Dr. Gunbala Ameta Assistant Professor
7. Dr. Sunita Murdia Assistant Prof. L.M.T.T. , Udaipur 26. Ms. Bhavya Hingar Assistant Professor
27. Mr. Minesh Bhatt Assistant Professor
28. Dr. Anjali Dashora Assistant Professor
29. Mr. Subhash Purohit Assistant Professor
30. Dr. Sudha Shrimali Assistant Professor
CONTRIBUTORS RULES AND GUIDELINES

B.Ed. (Child Development) Programme
31. Ms. Indubala Acharya Assistant Professor
32. Ms. Kiran Paliwal Assistant Professor
OBJECTIVES :
33. Dr. Mulchand Meena Assistant Professor
34. Dr. Laxman Lal Rebari Assistant Professor The main objective of this programme is to prepare teachers for Pre
+ +
35. Mr. Geesaram Lodha Assistant Professor Primary (3 to 5 ), Primary (Classes I -V), Upper Primary (Classes VI-
VIII), Secondary (Classes IX-X) & Senior Secondary (Classes XI-XII)
36. Mr. Sunil Kumar Jain Assistant Professor
schools.
37. Dr. Rajni Dhabai Assistant Professor
The B.Ed. (Child Development) programme enables student teacher to -
38. Smt. Hemlata Jain Assistant Professor
39. Smt. Rekha Dadheech Assistant Professor D
Acquire competence to teach subjects of his/her specialization on the
basis of accepted principles of learning and teaching in the context of
40. Smt Pramila Purbia Assistant Professor
NCF 2005 and NCFTE 2009.
41. Sh. Laxman Rebari Assistant Professor
D
Develop skills, understanding, interests and attitude which enable
42. Dr. Kapliesh Tiwari Assistant Professor
him/her to foster all-round growth and development of the children
43. Smt. Neeti Paliwal Assistant Professor
under his/her care.
44. Smt. Neelam Tiwari Assistant Professor
D
Develop skills in identifying, selecting, innovating and organizing
learning experiences for teaching the required subjects.
D
Develop understanding of psychological principles of 'growth and
development', 'individual differences and similarities' and 'cognitive
and affective learning'.
D
Develop skills in guiding and counselling the children in solving their
personal as well as academic problems.
D
Understand the role of the home, the peer group and the community in
shaping the personality of the child and help to develop an amicable
home-school relationship for mutual benefit.
D
Understand the role of school and community in changing society.
D
Contribute to fill up the gap between theory and practice by
dovetailing both appropriately.
D
Acquire interactive processes of group reflection, critical thinking
and concept formation.
D
Understand the nature, purpose, influencing factors and problems of
various levels of education in the context of diverse (b) Working Days : There shall be at least Two Hundred Working Days
socio-cultural-political & multilingual Indian society and resolve them. each year excluding of the period of examination. Institution shall
work for a minimum of Thirty six hours a week, during which
D
Plan and organize classroom instruction through learner centered
physical presence in the institution of all the teachers and student
techniques for inclusive education.
teachers is necessary to ensure their availability for advice, guidance,
D
Conduct pedagogical content analysis in subject areas and use it for dialogue and consultation as and when needed.
facilitating learning in the classroom.
EDU. R-3 : ATTENDANCE :
D
Effective utilization of Information Communication Technology
resources, online as well as offline for day-to-day classroom teaching, (a) The minimum attendance of student teachers shall have to be 80% for
remedial instruction and providing challenging learning to the gifted. all theory and supervised learning classes, and 90% for school
internship.
D
Develop critical understanding of ICT in Education.
(b) It is mandatory for every student to keep 80% of attendance in the
D
Develop professional commitment and work as responsible
college. Principal may condone the attendance of any student not
professional.
more than 10% of total attendance to be kept by the student for a
D
Cultivate reflective teaching practices and interface with societal genuine and valid reason. In case of serious illness or under
resources. extraordinary circumstances, on recommendation of the principal,
EDU. R-1 : ADMISSION the executive coiuncil shall decide to condone the required
attendance of any student. Further provided that, any student
(a) Eligibility : Candidates with at least 50% Marks either in Bachelor participating in sports/cultural activities to represent the college/the
Degree and/or in Master Degree in Science/Social university at university/district/state/national level the principal shall
Sciences/Humanities, or any other qualification equivalent thereto, condone these days as attendance for want of completion of the
are eligible for admission to the programme. required attendance by the institute.
(b) Eligibility criteria for admission to B.Ed. (Child Development)
EDU. R-4 : SCHOOL INTERNSHIP
programme in Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed)
University, Udaipur will be according to the qualifications and norms (a) The student teachers will be actually placed in a school for a duration
laid down by NCTE/UGC/ Government of Rajasthan from time to of four and sixteen weeks, in first and second year respectively.
time. (b) Student teachers will function in liaison with the regular teachers in
(c) Reservation : Reservation of seats for SC/ST/OBC and Handicapped the school in all day-to-day functioning along with teaching learning.
will be as per existing Rajasthan Govt. (c) In first YEAR Pre-internship will be held for two weeks in,
(d) Procedure : Admission shall be made on the basis of entrance orientation of subject specific skills, Pre-view of text-books and
examination (PBCDT). development of teaching learning material will be done.
(a) Duration : The B.Ed. (Child Development) Programme shall be of a (d) In Internship Programme will be held for four weeks . In whiich
duration of Two Academic Years, which can be completed in a lessons will be delivered at pre primary and primary level, through
maximum of Three Years from the date of the admission to the different teaching methods.
programme. (e) In second year students teacher will go for 'school placement' of
sixteen weeks. It is desirable that student teacher be provided B.Ed. Child Development 2 Years Course
internship in both upper-primary and secondary/higher secondary (Course Structure)
First Year
Co. Course Title Course Marks

No. Type
I. Childhood & Growing up CC 100
II. Contemporary India & Education CC 100
III. Language Across the Curriculum CC 100
IV. Understanding Disciplines & Subject CC 100
at Pre-Primary & Primary Level
V. Critical Understanding of ICT CC 100
VI. Reading & Reflecting on Text PRA 50
VII. Art & Drama PRA 50
VIII. Pedagogy of School Subject - I SEC 100
Teaching of Hindi, English, Sanskrit, General Science,
Mathematics, Commerce and Social Science
IX. Pre Internship CC 25
X. Internship at Pre-Primary Level CC 75
XI Internship at Primary Level CC 75
XII. Cultural & Literary PRA 25
XIII. Extension & Out Reach PRA 50
XIV. Meditation, Yoga and Sports PRA 25
XV. Working with Community PRA 25
TOTAL 1000
B.Ed. Child Development 2 Years Course B.Ed. Child Development 2 Years Course
(Course Structure) I Year Evaluation Scheme
Second Year Co. Course Evaluation
Course
No. Title Type
Co. Course Title Course Marks I Childhood & Growing up CC Total - 100 Marks
No. Type Extranal - 75 Internal - 25
Sessional Preuniversity test Attendance
1. Learning & Teaching CC 100 10 10 05
2. Gender, School & Society CC 100 II Contemporary India & CC Total - 100 Marks
Extranal - 75 Internal - 25
3. Knowledge & Curriculum CC 100 Education Sessional Preuniversity test Attendance
10 10 05
4. Assessment for Learning CC 100
III Language across the CC Total - 100 Marks
5. Creating an Inclusive School CC 100 Extranal - 75 Internal - 25
curriculum Sessional Preuniversity test Attendance
6. Understanding the Self PRA 50 10 10 05
7. Optional Course CC 100 IV Understanding disciplines & CC Total - 100 Marks

Subject at pre-primary &
i. Guidance and Counseling in School Sessional Preuniversity test Attendance
primary level 10 10 05
ii. Peace Education V Critical Understanding of CC Total - 100 Marks
iii. Health and Physical Education ICT Sessional Preuniversity test Attendance
iv. Environment Education 10 10 05
8. Pedagogy of School Subject II CC 100 VI Reading & Reflecting on PRA Total - 50 Marks
Teaching of English, Hindi, Sanskrit, Text Report Presentation Attendance
10 05 05
History, Civics, Geography, Economics VII Art And Drama PRA Total - 50 Marks
Physics, Biology, Chemistary, Report Presentation Attendance
Home Science, Book Keeping & Accounting 10 05 05
9. Internship II CC 250 VIII Pedagogy of School SEC Total - 100 Marks

Sub - I Sessional Preuniversity test Attendance
10 10 05
TOTAL 1000 IX Pre - Internship PRA Total - 25 Marks
Skill Development,
NCTE Practicums,
Review of Text Book
TLM Prepration
Co. Course Course Evaluation B.Ed. Child Development 2 Years Course
No. Title Type (Annual Wise Structure)
X Internship at Pre-Primary PRA Total - 75 Marks
II Year Evaluation Scheme
Extranal - 50 (Practical)
Level Internal - 25 (Practical) Co. Course Course Evaluation
Dairy Criticism No. Title Type
5 10 +10
I Learning & Teaching CC Total - 100 Marks
XI Internship at Primary Level PRA Total - 75 Marks Sessional Preuniversity test Attendance
Extranal - 50 (Practical)
(4 Weeks) Internal - 25 (Practical) 10 10 05
Dairy Certificate & Teaching Grade II Gender, School & Society CC Total - 100 Marks
15 10 Extranal - 75 Internal - 25
XII Cultural and literary PRA Total - 25 Marks 10 10 05
activities III Knowledge & Curriculum CC Total - 100 Marks

Leadership Participation Attendance
10 10 05 Sessional Preuniversity test Attendance
XIII Total - 50 Marks 10 10 05
Meditation, yoga and Sports PRA
Extranal - 30 (Practical) IV Assessment of Learning CC Total - 100 Marks
Internal - 20 (Practical) Extranal - 75 Internal - 25
Total - 25 Marks (Internal ) Sessional Preuniversity test Attendance
XIV Extension and out reach PRA
10 10 05
Report Participation Attendance
Programme Survey
Writing V Creating an Inclusive CC Total - 100 Marks
10 05 05 05 Extranal - 75 Internal - 25
School Sessional Preuniversity test Attendance
XV Working with Community PRA Total - 25 Marks (Internal ) 10 10 05
Report Writing Participation Attendance VI Understanding the Self PRA Total - 50 Marks
10 10 05
Report Writing Participation Attendance
05 10 05
VII Optional Course CC Total - 100 Marks

10 10 05
VIII Pedagogy of School SEC Total - 100 Marks

Subject II Sessional Preuniversity test Attendance
10 10 05
Total - 250 Marks Internal - 150
IX Internship - II CC Extranal - 100 (Practical Final Lesson)
Dairy Certificate & Other
(14 Weeks) DL, UP Teaching Gread Records
AT, OBS
60 30 60
COURSE - I 3.1 Dimensions of Differences in Psychological Attributes - Cognitive

CHILDHOOD AND GROWING UP abilities, Interest, Apptitute, Creativity, Personality and Values.
3.2 Role of Teacher in Creating Facilitative Learning Environment.
OBJECTIVES
UNIT-IV : SOCIAL & ECONOMICAL DIMENSIONS OF
1. To acquaint students with the concept and characteristics of child and CHILDHOOD AND GROWING-UP
adolescent.
4.1 Effect of Family, School, Neighbourhood and Community on Social
2. To understand the contribution of Indian and Western Philosophers. and Economical Dimensions of Children.
3. To acquaint the students with dimensions of differences in 4.2 Constitutional Provisions for Children and Growing-up.
Psychological attributes.
4.3 Role and Effect of Media on Development of Children.
4. To understand the role of teacher in creating learning environment.
UNIT-V : CULTURAL DIMENSIONS OF CHILDHOOD AND
5. To acquaint the students social and economic dimensions of GROWING-UP
childhood and adolescent.
5.1 Meaning and Importance of Multicultural Education.
6. To understand the role of Media.
5.2 Education as Instrument for Conservation and Development of
7. To understand various cultural dimensions of childhood and
Culture.
Growing-up.
5.3 Nurturing Values of Culture.
UNIT-I : INFANTS AND CHILDHOOD
5.4 Cultural crises in modern era and role of education.
1.1 Concept and characteristics - Infant, Childhood and Adolescent.
ASSIGNMENTS (ANY ONE) :
1.2 Principles and Stages of Development.
1. Prepare Power Point Presentation of biography of any two (Indian
1.3 Physical, Social, Emotional, Moral & Language Development and
and Western) Educationist.
their inter-relationship.
1.4 Factors affecting Development. 2. Case study of different socio-culture background children.
UNIT-II : PHILOSOPHICAL DIMENSIONS OF CHILDHOOD AND 3. Observation of behaviour of five children during play and prepare a
GROWING-UP report.
2.1 Contribution of Tagore, Gijubhai, Gandhiji, Montessori,(with 4. Suggest any two approaches of teaching special children and present
reference to childhood and adolescent). the report.
2.2 Concept, Nature and Types of Education - Philosophical aims of 5. Study of learners interpersonal relationship in inclusive classroom.
education in context of globalization. REFERENCE BOOKS :
UNIT-III : PSYCHOLOGICAL DIMENSIONS OF CHILDHOOD & 1. Mavis Hethering Ton E. (1986) : McGraw Hill Book Company,
GROWING-UP New York.
2. Hurlock Elizabeth B. (1978) : Child Psychology. McGraw Hill COURSE - II

International Editions. CONTEMPORARY INDIA & EDUCATION
3. Cole Luella & Hall Irma Nalson (1970) : Psychology of
Adolescence. Holt, Rinehart and Winston Inc., New York. OBJECTIVES
4. Bee-Helen (1989) : The Developing Child. Harper Collins 1. To understand the concept, need and importance of pre-primary and
Publishers. primary education.
5. Boring Edwin Garrigues, Langfeld, Weld Harry Porter (1963) : 2. To describe the various agencies of education.
Foundations of Psychology. Asia Publishing House, Bombay. 3. To explain the mutual relation and responsibilities of child and
6. Ambron Sueann Robinsoned. (1981) : Holt, Rinehart and Winston, society.
New York. 4. To understand the national policy and problems of pre-primary and
7. Mukalet Joseph C. (2003) : Gandhian Education. Discovery primary education.
Publishing House, New Delhi. 5. To know basic concepts of contemporary India and education.
6. To know the concept of social diversity and role of education.
7. To understand the constitutional, democratic and human values.
8. To acquaint pupil-teacher with various emerging trends in education
like RTI, RTE, UEE, USE etc.
9. To introduce pupil-teacher by different programmes for
universalization of education like NCF-2005.
10. To acquaint pupil-teacher about education for peace.
UNIT-I : CHILD, SOCIETY AND EDUCATION
1.1 Concept of Education - Indian and Western concept.
1.2 Concept and Aims of Pre-Primary and Primary Education.
1.3 Agencies of Child Education - Formal and Non-formal.
1.4 Place of Child in Society.
UNIT-II : DEVELOPMENT OF CHILD EDUCATION IN INDIA
2.1 Development of Pre-Primary and Primary Education in India.
2.2 Structure of Pre-Primary and Primary Education in India.
2.3 Kothari Commission - Aims, Pre-Primary and Primary Education
with reference to the National Education Policy and its 2. Group discussion and prepare a report on any sub unit of syllabus.
characteristics. 3. Seminar on contemporary issues in education and prepare report.
2.4 Main problems and solutions of Pre-Primary and Primary Education. 4. Listing the activities for inculcation of values at Pre-Primary and
2.5 Wastage and Stagnation in Education and Universalization of Primary level.
Education. 5. Study of Educational Problems of students studying in Pre-Primary
UNIT-III : CONSTITUTIONAL VALUES AND EDUCATION schools belonging to working parents.
3.1 Aims of Education in the light of constitutional values. REFERENCE BOOKS :
3.2 Role of Pre-Primary and Primary Education in the development of 1. Govt. of India : National Policy on Education 1986, Ministry of
democratic & human values. HRD, New Delhi, 1986.
3.3 Role of Education to equality of global society. 2. Gupta, N.L. : "Mulya Parak Shiksha", Ajmer Krishna Book
UNIT-IV : EMERGING TRENDS IN SOCIETY AND INCLUSIVE Department, 1987.
EDUCATION 3. Kothari, D.S. : The Report of the Indian Education Commission :
4.1 Concept of Universal Education (UEE & USE) : Obstacles and Ministry of Education (1964-66), New Delhi, 1968.
Solutions. 4. A.S. Balasooriya : Learning the way of Peace, United Nations
4.2 Right of Information 2005 and Role of Education in implementation Educational, Scientific and Cultural Organization, New Delhi.
of RTI. 5. Anord, C.L. et al. (1983) : Teacher Education in Emerging Indian
4.3 Right of Education 2009 and Role of Education in Implementation of Society, NCERT, New Delhi.
RTE-2009. 6- ih-Mh- ikBd % Hkkjrh; f'k{kk vkSj mldh leL;k,¡] fouksn iqLrd eafnj]
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5.2 Role of Education in Constitutional Provision of Freedom, Justice,
8. Khushwinder Kaur Dhillon, Kamlesh Sharma : Emerging Trends in
Equality and Fraternity.
Indian Education, Twenty First Century Publications, Patiala.
5.3 Education for Peace - Issues of National and International Conflicts,
Social Injustice, Communal Conflicts.
5.4 Role of Teachers in Peace Building Environment.
ASSIGNMENT (ANY ONE)
1. Prepare power point presentation on any sub-unit of syllabus.
COURSE - III 3.1 Classroom discourse
LANGUAGE ACROSS THE CURRICULUM 3.2 Oral language in classroom
OBJECTIVES : 3.3 Discussion as a tool for learning
1. To understand the concept of language and difference between 3.4 Questioning in classroom
language and communication. 3.5 Multi-lingualism as a resource of knowledge
2. To know the functions of language and language diversity. 3.6 Multi-cultural awareness
3. To understand home language and school language. 3.7 Role of teacher in resolution of speech defects (lipsing, stuttering,
4. To use language as a tool of learning. stammering).
5. To use oral language in the classroom. UNIT-IV : LANGUAGE AT RECEPTIVE LEVEL
6. To develop multi-cultural awareness and use multi-lingualism while 4.1 Listening comprehension.
teaching. 4.2 Phonetic elements involved at receptive level (vowels and
7. To develop language at receptive level and productive level. consonants).
UNIT-I : NATURE OF LANGUAGE AND ITS FUNCTIONS 4.3 Understanding intentional meaning through intonation patterns.
1.1 Concept of language 4.4 Listening strategies
1.2 Animal communication 4.5 Reading comprehension
1.3 Human language 4.6 Reading in content areas (social science, science and mathematics).
1.4 Language and communication 4.7 Reading strategies (note taking, summarizing, interpretation, central
idea).
1.5 Language functions
UNIT-V: LANGUAGE AT PRODUCTIVE LEVEL
1.6 Components of language - sound, vocabulary and sentence language
diversity with reference to dialects regional language. 5.1 Speaking : phonetic elements involved at productive level.
UNIT-II : LANGUAGE AND ITS SOCIAL IMPACT 5.2 Use of communication skills (gestures, emotions, facial expression,
expression, posture and movements).
2.1 Concept of mother tongue, first language, second language and third
language. 5.3 Writing : composing letters, essay, reports, notices, paragraphs.
2.2 Language acquistion vs language learning 5.4 Strategies to enhance writing skills.
2.3 Home language and school language ASSIGNMENT : (ANY ONE)
2.4 Language as a tool of learning 1. Compare the sounds (vowel and consonants) of different languages
and write a report based on it.
UNIT-III : DEVELOPMENT OF LANGUAGE IN THE
CLASSROOM 2. Prepare a ppt on any sub unit of the syllabus.
3. Prepare a write-up on multi-lingualism as a resource of teaching. COURSE - IV

4. Study mispronounced sounds of school students and prepare a UNDERSTANDING DISCIPLINES AND
report. SUBJECT AT PRE-PRIMARY & PRIMARY LEVEL
5. Write an article on the role of teacher in developing reading skills of
students. OBJECTIVES :
REFERENCE BOOKS 1. To acquaint student-teachers with the Principles of selection stories,
1. Anderson, r.c. (1984). Role of the reader's schema in comprehension, rhymes and dance for the development communication skill in
learning and memory. In r.c. Anderson, j. Osborn, & r.j. Tierney children.
(eds.), learning to read in american schools : basal readers and 2. To make them aware of the nature of the classroom environment.
contecnt texts. Psychology press. 3. To develop the skills to formulate curricular at Pre-Primary and
2. Eller, r.g. (1989). Johnny, can't talk either : the perpetuation of the primary Level.
deficit theory in classrooms. The reading teacher, 670-674. 4. To impart theoretical and practical knowledge of teaching method
3. Grellet, f. (1981). Developing reading skills : a practical guide to and strategies at Pre-Primary and Primary level.
reading comprehension exercieses. Cambridge university press. 5. To acquaint student teachers with the qualities and responsibilities of
4. Ncert. (2006d). Position paper-national focus group on teaching of teachers at Pre-Primary Level and Primary level.
indian language (ncf 2005). New delhi : ncert. 6. To familiarise them with the concept and various methods evaluation
and to develop skills of preparing cummulative records.
7. To acquaint students teachers with the primary school curriculum.
principles of framing it and to equip them with the competencies to
analysis it.
UNIT-I : PRINCIPLES OF TEACHING PROCESS AT PRE-
PRIMARY AND PRIMARY LEVEL :
1.1 Meaning and nature of pre-primary and primary education.
1.2 Principles of classroom teaching .
1.3 Principles of selecting infant and child related songs and dance.
1.4 Principles of selecting child story and story telling method.
1.5 Classroom environment.
1.6 Quality of teachers - Importance, responsibilities
UNIT-II : FRAMING OF CURRICULUM AT PRE PRIMARY AND
PRIMARY LEVEL :
2.1 Concept of curriculum and principles of framing curriculum. 1. Pre-Primary Level

2.2 Objectives, curriculum and teaching process of health education. - Objectives framing and its Behavioral Terminology in subjects
Role of teachers in relation to Health Education. - Language (Hindi, English).
2.3 Language Teaching - Objectives, Teaching Process, Steps and Role - Maths
of teacher in development of four language skills.
- G.K. & Arts
2.4 Objectives, Curriculum, Teaching Process and Steps of Maths
- Play
teaching.
2. Primary Level
2.5 Objectives, Curriculum, Teaching Process and Steps of Science and
Social Science Teaching. - Objectives framing and its Behavioral Terminology in subjects
2.6 Objectives, Curriculum, Teaching Process and Art Education - Language Teaching.
Colouring, Paper Cutting, Pasting, Paper Folding, Making Toys, - Environmental studies (Science)
Music and Dance.
- Mathematics Teaching.
UNIT-III : METHODS OF TEACHING AT PRE-PRIMARY AND
- Social Science Teaching.
PRIMARY LEVEL
UNIT-V : PLANNING AND EVALUTION AT PRE PRIMARY AND
(A) Pre-Primary Level
PRIMARY LEVEL
1. Montessory Method 2. Kinder Garten Method
1. Unit Plan and daily lesson paln in all subjects.
3. Puppetry Method 4. Play Way Method
2. Evaluation - Concept, Methods, types and its importance.
5. Role Play Method
3- Meaning, Concept and Construction of Achievement test and blue
(B) Primary Level print.
1. Project Method 2. Problem Solving Method ASSIGNMENTS : (ANY ONE)
3. Inductive Deductive Method 4. Analysis-Synthesis 1. Study about human and physical resources of private Pre-Primary
5. Prose, Poetry and Story Schools and prepare a report.
UNIT-IV : INSTRUCTIONAL MATERIAL AND OBJECTIVES 2. Write concept, principles and prepare a lesson plan on any one of the
FRAMMING following.
(A) Instructional Material (a) Montessory Method (b) Kinder Garten Method
1. Meaning of instructional material characteristics and importance. (c) Puppetry Method (d) Role Play Method
2. Type of instructional material. (e) Play-way and Play Method and Play
3. Preparation for using Instructional Sources and Equipments. 3. Two charts, one model, one selfmade instrument related to on subject
(B) Objectives Framing and reporting.
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5. Prepare a term paper related to any sub-unit of this paper.
14. Sood J.K. : (1987) Teaching life science, kohli publishing,
6. Collection of 10 poems published in different Magazines
chandigarh.
Newspaper, suited to Primary School Level and writing a report of
use. 15. Yadav M.S. (2006) Modern methods of teaching science, anmol
publishers, Delhi.
Reference Books :
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vxzoky] vkxjkA
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O;ogkj½] jktLFkku lkfgR; izdk'ku cuhikdZ] t;iqjA
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vkxjk ¼18 uoEcj] 1960½
10. Yojnik K.S. : Teaching of Social Studies in India (Orient Logns
Limited Mumbai, Kolkata, Chennai, New Delhi)
11. Taneja, V.R. : Teaching of social Studies (Mahindra Capital
Publishers Sector-22 ( Chandigarh Punjab)
COURSE - V 4.2 Historical development of computer, hardware & software, CUI &
CRITICAL UNDERSTANDING OF ICT GUI.
4.3 Operating system, Introduction to windows, desktop, creation of
OBJECTIVES icon & folder.
1. To acquaint pupil teachers with the concept area and main 4.4 Introduction to word : detail about word.
approaches of educational technology.
4.5 Introduction to excel : detail about excel.
2. To acquaint pupil teachers with the process of teaching learning
UNIT-V : COMPUTER APPLICATION IN TEACHING &
and role of education technology.
LEARNING
3. To develop ability of using information and communication
5.1 Power Point : Detail of power point (in this they can create any two
techniques in teaching and vocational training.
complete lessons).
4. Work with various office applications.
5.2 Network, internet and search engine.
5. To become familiar with meaning, concept, type and scope of ICT.
5.3 Eduset, multimedia, encyclopedia.
UNIT-I : CONCEPT OF EDUCATIONAL TECHNOLOGY
5.4 Managing computer files like copy between different devices,
1.1 Concept, nature of educational technology.
virus etc.
1.2 Area, scope and need of educational technology.
5.5 Virtual classroom, web based teaching materials, use of visualizer,
1.3 Major approaches of educational technology, hardware, software. interactive board.
UNIT-II : VARIOUS FORMS OF EDUCATIONAL TECHNOLOGY ASSIGNMENT (ANY ONE)
2.1 Teaching technology - concept, assumption and main features. 1. Prepare own documents.
2.2 Instructional technology - concept and main features.
2. Prepare class mark list and also create individual mark sheet.
2.3 Behavioral technology - concept, assumption and main features.
3. Prepare school time table
UNIT-III : TEACHING LEARNING PROCESS. MASS MEDIA
4. Prepare own presentation slides related to any sub unit of syllabus.
AND COMMUNICATION SKILL
5. Prepare effective lessons through multimedia.
3.1 Concept of teaching learning process.
REFERENCE BOOKS:
3.2 Levels of teaching learning process.
3.3 Role of education technology in teaching learning process. 1. Ahuja, M. (2007) : Mastery learning a practical approach, Vivek
Publishers, Meerut.
3.4 Concept of communication, types and characteristics.
2. Bhushan, A. & Ahuja, M. (2003) : Education technology, Bawa
U N I T- I V : C O M P U T E R B A S I C S A N D C O M P U T E R
Publishers, Patiala.
ORGANIZATION
3. Bloom, B.S. (1972) : Taxonomy of education objectives. A
4.1 Basics of computers, Block diagram of computer, characteristics
handbook-i (Cognitive domain), New York : David Mokeay
of computer.
Campo. COURSE - VI
4. Chauhan, S.S. (1978) : A textbook of programmed instruction, READING AND REFLECTING ON TEXTS
New Delhi, Sterling Publishers.
5. Das, R.C. (1993) : Educational Technology : A Basic Text, New OBJECTIVES
Delhi, Sterling Publishers. After the class the student teacher will be able to :
6. Dececco, J.P. & Cramford, W.R. (1970) : Psychology of learning 1. Develop a taste for reading.
and instructions, Prentice Hall of India Pvt. Ltd. 2. Deduce meaning of different kinds of texts.
7. Flanders, Ned A. (1978) : Analyzing teaching behavior, London, 3. Learn to engage with ideas.
Addison Wesley Publishing Co.
4. Appreciate different kinds of writings used to communicate ideas in
8. Gage, N.I. (1978) : The scientific basis of the art of teaching, different context.
London, Teacher's College Press.
5. Develop overall language proficiency.
9. Joyce, B. Weil, M. & Showers, B. (1985) : Models of teaching,
6. Express and reflect given ideas as well as their own ideas.
Prentice Hall of India Pvt. Ltd.
UNIT-I : ENGAGING WITH NARRATIVE AND DESCRIPTIVE
10. Mehra, V. (2010) : A textbook of educational technology, New
TEXT
Delhi : Sanjay Prakashan.
.1 Selection of the text from fiction, drama, stories, descriptive account
11. P.K. Sinha : Computer fundamentals.
or comic scripts.
12. http://www.office.com
1.2 Reading of the text for comprehension and visualization (individual
13. www.gclflearnfree.org reading, group, discussion/explanation).
14. www.openoffice.org 1.3 Relating the text with one's life experience and presenting/
narrating/describing it in front of smaller group.
1.4 Sharing interpretation and points of view.
1.5 Writing based on the text (summary of the scene, extrapolation of
story, converting a situation into a dialogue etc.)
UNIT-II : ENGAGING WITH EXPOSITORY WRITING
2.1 Selection of the text from articles, biographical writings, extracts
from popular non-fiction writing with the themes that are drawn
from subject areas of the student teachers (Science, Mathematics,
History, Political Science, Geography, Literature pieces).
2.2 Reading of the text for extracting overall meaning, information and
subject knowledge (guided reading in pairs). Identifying major
concepts and ideas involved. 5.2 Reading for discerning the theme (guided reading individually or in
2.3 Making notes from the text in the form of flow diagram, tree diagram pairs).
and mind maps etc. (pair / group work) 5.3 Discussion of the theme, sharing response and points of view.
2.4 Explaining the hist of the topic to others (in subject group). 5.4 Writing a response paper. (Individually or in pair
2.5 Writing a review or the summary of the text individually. REFERENCE BOOKS
UNIT-III : ENGAGING WITH JOURNALISTIC WRITING 1. Reflecting on Literacy in Education. Peter Hannon. Routledge
3.1 Selection of the text from newspaper or magazine articles on topics Publication
of contemporary interest. 2. Reflective Practice : Writing and Professional Development. Gillie
3.2 Individual task for skimming, scanning and for extracting Bolton. Sage Publication.
information. 3. Write to be Read Teacher's Manual : Reading, Reflection, and
3.3 Analysis of structure of article, identifying sub-headings, key words, Writing. William R. Smalzer. Cambridge University Press.
sequencing of ideas, use of concrete details. 4. Literacy and Learining : Reflections on Writing, Reading, and
3.4 Illustrations and / or statistical representation (guided work in pairs). Society, Deborah Brandt. Wiley Publishers
3.5 Writing articles on topics of local interest (produce a magazine with 5. Fostering Reflection and Providing Feedback : Helping Others
topics of local interest). Learn from. By Jane Westberg PhD. Hilliard Jason MD, EdD.
Springer Publication
UNIT-IV : ENGAGING WITH SUBJECT RELATED REFERENCE
BOOKS 6. Research and Reflection : Teachers Take Action for Literacy
Development. Andrea lzzo. Information age Publication
4.1 Selection of topic for research.
7. Reading to learn in the Content Areas. Judy Richardson, Raymond
4.2 Framing guiding questions.
Morgan, Charlene
4.3 Searching and locating reference books.
4.4 Extracting relevant information from the books by making notes.
4.5 Organizing information under various sub-headings.
4.6 Planning a presentation using ICT.
4.7 Presentation before whole subject group.
UNIT-V : ENGAGING WITH EDUCATIONAL WRITING
5.1 Selection of the text from the popular educational writing in the form
of well written essays, extracts on schooling, teaching and learning
(should present a point of view or argument about some aspects of
given themes).
COURSE - VII UNIT-3 : PERFORMING ARTS : DANCE, MUSIC, THEATER AND
DRAMA AND ART IN EDUCATION PUPPETRY
3.1 Listening/viewing and exploring regional art forms of music, dance,
OBJECTIVES theatre and puppetry.
1. Gain insight into the concept of Drama and Art in Education. 3.2 Listening/viewing to live and recorded performances of classical
and regional art forms.
2. Trace the development of Drama and Art in India.
3.3 Planning a stage setting for a performance by the student teacher.
3. Understand basics of different art forms
Assignements :-
4. Enhance artistic and aesthetic sensibility among learners to enable
lHkh dk;Z izR;sd ifj"kn~ dks djus vfuok;Z gSa&
them to respond to the beauty of different Art forms through genuine
exploration experience and free expression. 1- 'kSf{kd ,oa lkekftd eqn~ns ls lacfU/kr ukVd dk ys[ku] vk;kstu ,oa
5. Enhance skills for integrating different Art forms across school izfrosnu
curriculum at secondary level.
2- lewg u`R; vFkok lewg xhr] {ks= fo'ks"k dks n'kkZrk yksd u`R; vFkok yksd xhr
6. Enhance awareness of the rich cultural heritage, artists and artisans.
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UNIT-1 : APPRECIATION OF ARTS
ek.Muk] esgUnh
1.1 Meaning and concepts of Arts and aesthetics and its significance at
Reference Books :
secondary level of school education.
1. Jefferson, B. (1559) : "Teaching Art to Children" Allyan & Bacon
1.2 The difference between Education in Arts and Arts in Education.
Inc. Boston.
1.3 Identification of different, performing Art forms and artists; dance, 2. Jeswani, K.K. : "Teaching and Appreciation of Art" Atma Ram &
music and musical instrument, theatre, puppetry, etc. Sons.
1.4 Knowledge of Indian Contemporary Arts and Artists; Visual Arts. 3. Read, Herbert (1929) : "An Introducation to Art Education D.
1.5 Indian festivals and its artistic significance. Appleton & Co.
UNIT-2 : VISUAL ARTS AND CRAFTS (PRACTICAL) 4. Lowen Feld, V (1957) : Creative and mental Growth The
Macmillam Comp. New York
2.1 Experimentation with different materials of Visual Arts, such as
pastel, poster, pen and ink, rangoli materials, clay, etc. 5. Mc Donald, R. : Art as Education, Henry Holt & Company, New
York
2.2 Exploration and experimentation with different methods of Visual
Arts like Painting, Block printing, Collage, Clay modelling, Paper
6- t;nso vk;Z % dyk v/;kiu] y{ehukjk;.k vxzoky] vkxjk&3
cutting and folding etc. 7- MkW- ekrk izlkn 'kekZ] MkW- Vh- ds- 'kekZ % dyk f'k{kk] Jh dfork izdk'ku]
2.3 Paper framing and display of Art works. t;iqj
8- fot; vkpk;Z] f'kokuUn 'kekZ % dyk f'k{kk f'k{k.k] ';ke izdk'ku] t;iqj
9- T;ksfr xkSre % dyk f'k{kk n{krk,¡] fo"k;oLrq ,oa f'k{k.k fof/k;k¡] lhek
ifCyds'ku] t;iqj
10- vkseizdk'k xxZ % dyk f'k{kk f'k{k.k xks;y ifCyds'kUl] t;iqj
11- dksbZuk iky % f'k{k.k dyk] fot; izdk'ku efUnj] okjk.klh 221001
12- MkW- fp=ys[kk flag % vk/kqfud fp=dyk dk bfrgkl
13- MkW- izHkk 'kekZ % dyk f'k{kk f'k{k.k Jqfr ifCyds'ku t;iqj & 6
14- MkW- jktdqekjh HkkxZo] MkW- euh"kk pkSchlk % dyk f'k{kk f'k{k.k] ân;
laLFkku] mn;iqj
15- Jherh ;'koUrh xkSM % Art Education Teaching, vfjgUr f'k{kk
izdk'ku] t;iqj
16- Jherh vkj- ds- 'kekZ] MkW- vkj-th- 'kekZ] Jh ujsUnz dqekj 'kekZ] Jherh uhrq
PEDAGOGY OF SCHOOL
'kekZ] Jh lR;izdk'k i % dyk f'k{kk f'k{k.k] jk/kk izdk'ku efUnj] SUBJECT - I
vkxjk&282002
17- T;ksfr xkSre % dyk f'k{kk n{krk,¡] fo"k;oLrq ,oa f'k{k.k fof/k;k¡] lhek Teaching of English,
ifCyds'ku] t;iqj Teaching of Hindi,
18- MkW- fo".kqizdk'k ekyh] MkW- j?kqukFk 'kekZ] MkW- D;wevyh cksgjk] MkW- euh"kk Teaching of Sanskrit,
pkSchlk] Jherh galk xksLokeh] Jh txnh'k dqekor] Jh eqds'k oS".ko] Jh Teaching of Social Science,
jktkjke O;kl % dyk f'k{kk % l`tu jktLFkku jkT; ikB~;iqLrd e.My]
Teaching of Mathematics,
t;iqj
Teaching of General Science,
Teaching of Commerce
COURSE - VIII (Monothongs, Diphthongs, Consonants, Pause, Juncture, Stress,

TEACHING OF ENGLISH Accent, Beat, Intonation, Rhythm).
2.1.3 Listening skills and their sub-skills.
OBJECTIVES
2.1.4 Authentic listening vs Graded listening.
To enable the student teachers to :
2.1.5 Techniques of teaching listening.
* Develop a good understanding of the basic concepts in second
2.1.6 Role of teaching aids in teaching listening skills.
language teaching.
2.1.7 Difference between - listening and listening comprehension.
* Teach basic language skills as listening, speaking, reading and writing
and integrate them for communicative purpose. 2.1.8 Note-taking.
* Critically review and use appropriately different approaches and 2.2 Speaking
methods of teaching English as a second language. 2.2.1 Concept of speaking in second language.
* Prepare lesson plans on different and prescribed aspects of English as a 2.2.2 The phonetic elements involved in speaking at the Productive
second language. level. (Monothongs, Diphthongs, Consonlants, Pause, Juncture,
* Choose, prepare and use appropriate audio-visual aids for affective Stress, Accent, Beat, Intonation, Rhythm).
teaching of English. 2.2.3 The stress system - weak forms and scheme.
* Use various techniques of testing English as a second language and 2.2.4 Use of Pronouncing dictionary.
develop remedial teaching. 2.2.5 Phonetic transcription.
UNIT-I : BASIC CONCEPT AND OBJECTIVES OF ENGLISH 2.2.6 Technique of teaching speaking skills and pronounciation practice
LANGUAGE TEACHING and drills - Ear Training, Repetition, Dialogues and Conversation.
1.1 Concept and Nature of Language. 2.2.7 Role of A.V. aids in teaching speaking skills.
1.2 Mother tongue, Second language, English as Second Language UNIT-III : TEACHING OF READING AND WRITING SKILLS
(ESL), English as a Foreign Language (EFL), English for Specific
3.1 Reading Skills
Purpose (ESP).
3.1.1 Concept of reading in second language.
1.3 Principles of Second Language Teaching.
3.1.2 Mechanics of reading (Eye span, pause, Fixations, Regression).
1.4 The Objectives of teaching English as a Second Language at
Secondary Level of School Education. 3.1.3 Types of reading : Skimming, Scanning, Silent reading, Reading
aloud, Intensive reading, Extensive reading.
UNIT-II : TEACHING OF LISTENING AND SPEAKING
3.1.4 Teaching silent reading, intensive reading, extensive reading.
2.1 Listening
3.1.5 Role of text-book and dictionary in teaching reading skills.
2.1.1 Concept of listening in Second Language, Elements of Listening.
3.2 Writing Skills
2.1.2 The phonetic elements involved in listening at the receptive level
3.2.1 Concept of writing in first language and the second language. - Concept, aims and objectives of teaching poetry in second
3.2.2 Types of Composition - oral, written, controlled, guided language.
composition. - Steps of preparing a lesson plan on poetry.
3.2.3 Teaching the following items - Letters (Formal and informal), UNIT-V : RESOURCES AND ASSESSMENT OF ENGLISH
Essays, Report, Email, Notices, Precis, Paragraph, Developing LEARNING
stories. 5.1 Resources in English
UNIT-IV : METHODOLOGY OF ENGLISH LANGUAGE 5.1.1 Concept and use of resources in second language teaching.
TEACHING
5.1.2 Text book, work book, teacher's book, chart, picture, flash cards,
4.1 Approaches, Methods and Techniques flannel board, tape-recorder, radio, OHP, substitution, tables,
4.1.1 Difference between an approach, method and a technique. computer, newspapers, magazines, redia, The blackboard and the
4.1.2 Whole language approach, communicative approach, task based white board, Songs, Newspapers, Magazines and Brochures,
approach is eclectic approach. Stories and Anecdotes, Planning and organizing lab activities,
Language games.
4.1.3 Direct method, Bilingual method, ESA model, Audio-lingual
method.. 5.2 Assessment of Second Language
4.2 Planning for English Language teaching 5.2.1 Concept of assessment and testing in English as a second
language.
4.2.1 Prose Lesson
5.2.2 Concept, need and techniques of Continuous and Comprehensive
- Content analysis - Planning a unit, based on a lesson in the text-
Evaluation (CCE) in English.
book.
5.2.3 Type of test (Achievement test, Proficiency test, Diagnostic test,
- Planning for teaching the content and skills in the following order :
Prognostic test, Formative and Summative tests).
- New lexical items (vocabulary - active and passive,
5.2.4 Testing language skills, lexical and structural items, poetry and
techniques of teaching vocabulary).
grammar.
- New structural items
Assignments (Any One)
- Reading comprehension
1. Planning of vocabulary building exercises and techniques to teach
- Textual exercises the students in the classroom.
- Writing / Composition 2. Identification of learning difficulties experienced by student-
- Unit test. teachers during teaching practice and implementation of remedial
4.2.2 Teaching of Poetry instructional strategies in English.
- Components of poetry 3. Review of two research articles related to teaching and learning of
English from educational journals, magazines or newspapers.
- The place of poetry teaching in school curriculum.
4. Critical analysis of the method used in a lesson taught by a regular 5 Brumfit, C.J. (1984) : Communicative methodology in language
teacher. teaching. Cambridge : C.P.U.
5. Preparation an action plan for improving any of the following 6 Collins Cobuild English Grammar (2000) : Harper Collins
skills : reading skill, speaking skill, listening skill or creative Publisher, India.
writing.
6. Preparation of five (5) word cards,five (5) picture cards and five
(5) cross word puzzles.
7. Preparation of twenty (20) test items in listening/speaking/
reading/writing skills.
8. Preparation of CALL material [five (5) pages].
10. Construction of a unit test or a diagnostic test or an achievement
test for any class of your choice in English.
11. Preparing a Power Point Presentation (PPP) for teaching a topic of
your choice. Prepare a CD and submit it along with its hard copy
(print out).
12. Review of an English text-book prescribed at the secondary stage.
13. Content analysis of a unit or a chapter of English textbook in terms
of the lexical and structural items, language skills and given
exercises.
Reference Books
1 Bansal, R.K. and Harrison, J.B. (1972) : Spoken English for India.
Madras : Orient Longman Ltd.
2 Baruah, T.C. (1985) : The English Teacher's Handbook. New Delhi
: Sterling Publishing Pvt. Ltd.
3 Bright and McGregor : Teaching English as Second Language,
Longman.
4 Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.),
Practical English Language Teaching (pp. 199-224). New Work :
McGraw Hill.
COURSE - VIII 2- fgUnh dk mn~Hko ,oa fodklA

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nsukA 1- lquuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa lquuk dkS'ky fodkl gsrq
ikB~;Øe dh lekfIr ij Hkkoh v/;kid Hkk"kk] Hkk"kk dk vFkZ] ifjHkk"kk ,oa iz;klA
egÙo] Hkkjr dh Hkkf"kd leL;k] Hkk"kk ds lEcU/k esa laoS/kkfud izko/kkuksa dh 2- cksyuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa cksyuk dkS'ky fodkl gsrq
tkudkjh ls ;qDr gks ldsaxsA lkFk gh Hkk"kk ds oSKkfud Lo:i dk o.kZ] 'kCn ,oa iz;klA
fopkj ds ek/;e ls tkudkjh izkIr dj ldsaxsA
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4- iz'u&i= fuekZ.k ,oa uhyi=A
l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ &
1- lafo/kku esa Hkkjrh; Hkk"kkvksa laca/kh vuq'kalk,¡ rFkk fofo/k flQkfj'kksa ij ,d
fjiksVZ rS;kj djukA
2- vklikl ds ik¡p fo|ky;ksa dk nkSjk dj f=Hkk"kk lw= dh fLFkfr ds lEcU/k esa ,d
fjiksVZ rS;kj djukA
3- Hkk"kk;h dkS'kyksa ds fodkl gsrq xfrfof/k;k¡ rS;kj djukA
4- ekSfyd dfork,¡ ,oa ukVd ys[ku dk;ZA
5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir djukA
6- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.kA
7- iz'u i= dh fdlh ,d bdkbZ ij izfrosnu ¼VeZ isij½ rS;kj djukA
8- uokpkj vk/kkfjr nks ikB ;kstuk,¡ fufeZr djukA
lanHkZ xazFk lwph % &
1- MkW- Jqfrdkar ik.Ms;] fgUnh Hkk"kk vkSj bldk f'k{k.k] ih,p-vkbZ] ubZ fnYyh]
2014
2- MkW- mek eaxy] fgUnh f'k{k.k] vk;Z cqd fMiks] djksy ckx] ubZ fnYyh] 2005
COURSE - VIII ;wfuV izFke & laLÑr Hkk"kk dk Lo:i ,oa egRo
laLÑr Hkk"kk dk f'k{k.k 1- Hkk"kk dk Lo:i ,oa egRo
ikB~;Øe ds mís'; % 2- laLÑr Hkk"kk dk egRo
bl ikB~;Øe dk mís'; laLÑr Hkk"kk ds n{k ,oa dq'ky f'k{kd rS;kj 3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh
djuk gSA bl ikB~;Øe ds v/;srk og Nk=k/;kid gksaxs] ftUgksaus Lukrd fLFkfr
Lrj ij laLÑr dk ,d oSdfYid fo"k; ds :i esa v/;;u fd;k gSA bl 4- jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 esa laLÑr Hkk"kk dh fLFkfr
ikB~;Øe dh fo"k;&oLrq ds v/;kiu ds QyLo:i lEcfU/kr
5- Hkkjrh; fo|ky;h ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfr
izf'k{k.kkFkhZ mPp izkFkfed Lrj ,oa ek/;fed Lrj ij v/;kiu esa l{ke
gks ldsaxsA ;wfuV f}rh; & laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky
bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid % 1- izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';
1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA 2- laLÑr Hkk"kk f'k{k.k ds lw=
2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA 3- laLÑr Hkk"kk f'k{k.k ds fl)kUr
3- laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'kyksa dks le> ldsaxsA 4- laLÑr Hkk"kk f'k{k.k ds dkS'ky
4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa fl)kUrksa dks tku ldsaxsA v- vFkZxzg.kkRed dkS'ky
5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA c- vfHkO;DR;kRed dkS'ky
6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA ;wfuV r`rh; & laLÑr f'k{k.k esa fo|kxr ikB fu;kstu ,oa f'k{k.k
7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk 1- laLÑr ikB fu;kstu dh vko';drk ,oa egRo
lh[k ldsaxsA 2- fufeZroknh mikxe vk/kkfjr ikB fu;kstu ,oa f'k{k.k fof/k;k¡
8- laLÑr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;ksa ,oa mikxeksa dks tku v- x| f'k{k.k
ldsaxsA c- i| f'k{k.k
9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu dk mís'; ,oa egRo le> ldsaxsA l- O;kdj.k f'k{k.k
10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA n- ukVd f'k{k.k
3- laLÑr Hkk"kk f'k{k.k esa n`';&JO;] n`';&JO; ,oa oS|qnf.od l=h; dk;Z % izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k;
¼bysDVªksfud½ lk/kuksa dk egRo izk/;kid ds ekxZn'kZu esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &
4- laLÑr Hkk"kk f'k{k.k esa n`';] n`';&JO; lk/kuksa dk p;u] fLFkfr ,oa 1- ikB~;Øe dh fdlh ,d mi bdkbZ ij i= izLrqfr ,oa izfrosnuA
mudk mi;ksx 2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa
;wfuV prqFkZ & laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ ,oa mikxe dk v/;;u ,oa izfrosnuA
1- laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ 3- mPp izkFkfed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh leh{kkA
v- ikB'kkyk fof/k 4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA
c- O;kdj.kkuqokn fof/k 5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa
l- ikB~;iqLrd fof/k mipkjkRed f'k{k.kA
n-izR;{k fof/k 6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z
dh lwph cukuk ,oa ml ij fØ;kRed vH;klA
2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe
7- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa vk, laLÑr 'kCnksa dh
v- laxzUFku mikxe
cgqHkkf"kdrk dk v/;;u djukA
c- lEizs"k.k mikxe
8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij
l- iznÙk dk;Z ¼Task½ vk/kkfjr mikxe vk/kkfjr 20 iz'uksa dh lajpuk djukA
n-lexz mikxe lUnHkZ xzUFk lwph
;wfuV iape & laLÑr Hkk"kk f'k{k.k esa ewY;kadu 1- feÙky] lUrks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj- yky cqd fMiksA
1- ewY;kadu dk lEizR;;] mís'; ,oa egRo 2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk
2- laLÑr Hkk"kk esa dkS'ky vk/kkfjr ewY;kadu lkfgR; vdknehA
3- laLÑr Hkk"kk esa uhy i= vk/kkfjr iz'u&i= lajpuk 3- ukjax] oSJk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh %
4- funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dk lEizR;;] mís'; ,oa izdk'ku laLFkkuA
egRoA 4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk]
5- laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kaduA ubZ fnYyh % jktdey izdk'kuA
5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ COURSE - VIII
fnYyhA TEACHING OF SOCIAL SCIENCE
6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k %

OBJECTIVES
,d uokpkj] t;iqj % dYiuk izdk'kuA
- To enable the student trainees to understand the nature and
7. Paliwal, A.K. (2002 : Communicative Language Teaching, Jaipur : structure of social studies.
Surbhi Publication.
- To enable the student trainees to know the importance of teaching
8. Richard J.C. & Rodgers, T.C. (1986) : Approaches and Methods in social studies at the primary and secondary level.
Language Teaching, Cambridge University Press, C.U.P..
- To enable the student trainees to know the method and approaches for
9. Widdawson, H.G. (1978) : Teaching Language as Communication, organizing social curriculum.
Oxford University Press.
- Development of understanding and skills using different strategies for
10. Freeman, D.L. (20000 : Techniques and Principles in Language. teaching social studies at school stage.
Oxford University Press.
- Develop of understanding of the concept and practice of different
approaches of the evaluation and to develop skills in preparing and
using different evaluation tools in teaching social studies.
- Develop the skills of using local environment community resources
and other instructional inputs in the teaching of social studies.
UNIT 1 : FOUNDATIONS OF SOCIAL STUDIES TEACHING
1.1 Concept and importance of social study.
1.2 Nature and Scope of social study.
1.3 Aims & Objectives of social study at elementary and secondary level.
1.4 Correlation of social studies with other school subject.
1.5 Study of human life in time and space dimension.
UNIT 2 : CURRICULUM AND PLANNING
2.1 Concept and objectives of curriculum.
2.2 Characteristics of good social studies curriculum.
2.3 General approaches and underlying principles of curriculum
construction.
2.4 Study of recent curriculum development of social studies.
2.5 Critical appraisal of social study curriculum and social study text- c. Preparation of Question Paper.
books presentation of the subject matter of social study at elementary
ASSIGNMENTS (ANYONE)
and secondary level.
* Analysis of the syllabus.
2.6 Qualities, role and professional growth of a teacher of social studies.
UNIT 3 : METHODS AND APPROACHES OF TEACHING * Development of self-instructional material on any one topic of
SOCIAL STUDIES social science.
3.1 Meaning and concept of method and approaches. * Collection of newspaper cutting related to any social issues.
3.2 Various methods of teaching social studies at elementary and * Prepare transparencies/PPT of any one subject unit related to
secondary level-role playing, story telling, brain storming, subject.
demonstration, lecture, problem solving, project, field trip,
* Organized a seminar on current social issue and prepare report.
observation, discussion methods.
* Construction of different types of test items.
3.3 Common and subject specific skills for teaching social studies.
3.4 Planning of unit plan and daily lesson plan. REFERENCE BOOKS
UNIT 4 : TEACHING LEARNING RESOURCES IN SOCIAL * Sharma M.B. : Methods of social study teaching.
STUDIES * Singh Rampal : Social studies teaching.
4.1 Meaning, Need and Importance of teaching learning resources in * James Hamming : The teaching of social studies in Secondary
social studies, types of primary and secondary sources, data from field, School.
Textual materials, journals, magazines, newspapers, books.
* Horn EE : Methods of instruction in the social studies.
4.2 Teaching aid in social studies : maps, graphs, models, charts, slides,
museums, TV, radio, transparencies. * Gallanvan Kohler, Ellen : Secrets to success for social studies
4.3 Use of local resources in teaching social studies. teachers.
4.4 Use of mass-media and computer in social study teaching. * Kochhar, S.K. : The teaching of social studies.
4.5 Planning of social study lab and its use. * Taneja,VR : Teaching of social studies.
UNIT 5 : C.C.E. IN SOCIAL STUDY * Tyagi, Gurusharan Das : Teaching of social studies.
5.1 Concept and objectives of evaluation.
5.2 Tools and techniques of evaluation in social study teaching.
5.3 Preparation of achievement test :
a. Different types of question
b. Blue Print
COURSE - VIII UNIT-2 : MATHEMATICS AS A SCHOOL SUBJECT
TEACHING OF MATHEMATICS 1. Importance of mathematics in school curriculum.
2. Aims and objectives of teaching mathematics at secondary level.
OBJECTIVES
Writing objectives in behavioral terms. Bloom's taxonomy
After completion of course the students will be able to : (Revised).
1. Gain insight into the meaning, nature, scope and objectives of 3. Correlation of mathematics with other school subjects.
mathematics education.
4. Changing trends and goals of teaching mathematics with
2. Appreciate mathematics as a tool to engage the mind of every reference to NCF 2005.
student.
UNIT-3 : METHODOLOGY OF TEACHING AND LEARNING OF
3. Understand the process of developing the concepts related to MATHEMATICS
Mathematics. 1. Nature of concept, concept formation.
4. Appreciate the role of mathematics in day to day life. 2. Methods of teaching mathematics at secondary level.
5. Construct appropriate assessment tools for evaluating mathematics a. Lecture-cum-Demonstration
learning. b. Inductive-Deductive
6. Understand methods and techniques of teaching mathematics. c. Problem Solving
7. Perform pedagogical analysis of various topics in mathematics d. Project
at secondary level. e. Heuristic
8. Understand and use I.C.T. in teaching of mathematics. f. Analytic & Synthetic
UNIT-1 : NATURE OF MATHEMATICS AS A DISCIPLINE 3. Techniques of teaching mathematics
1. Nature of Mathematics : Concept, need, objectives, variables, a. Oral work
etc. b. Written work
2. Important processes of mathematics : Estimation, approximation, c. Drill work
understanding or visualizing pattern, representation. d. Home assignment
3. Historical development of mathematics as a discipline UNIT-4 : PEDAGOGICAL ANALYSIS AND MODE OF LEARNING
Contribution of Indian Mathematicians like Ramanujan, ENGAGEMENT
Aryabhatt, Bhaskaracharya, Brahmgupta. 1. Pedagogical analysis of the units with reference to concepts, learning
4. Constructivist and concept mapping approach in learning outcomes, activities and learning experiences and evaluation
techniques of following content at secondary level.
mathematics.
a. Number system 3. Conduct at least one Experiment on any topic of mathematics.

b. Measures of central tendency 4. Prepare Instructional Material for teaching one topic in mathematics.
c. Congruency and Smilarity 5. A term paper on a brief history of one mathematician.
d. Trigonometrically ratios and identities 6. Preparing a working model.
e. Area and Volume 7. A project report on any project related to mathematics.
f. Profit, Loss and Partnership REFERENCE BOOKS
g. Graphical representation of data 1- Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd gkml]
2. Modes of learning engagement in Mathematics t;iqj
a. Providing opportunities for group activities 2- eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh
b. Group / Individual Presentation
3- lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
c. Providing opportunities for sharing ideas
4- gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj
d. Designing different Working Models for concept formation
e. Teaching aids and activities in laboratory work. 5- ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk
UNIT-5 : ASSESSMENT & EVALUATION OF MATHEMATICS 6- fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB
LEARNING
7- ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
1. Assessment of critical thinking, logical reasoning and to discourage
mechanical manipulation and rote learning - 8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics, Dhanpat
Rai and Sons, Delhi.
a. Planning of evaluation in mathematics
9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-matics in
b. Formative, Summative and Predictive evaluation in
the new education, Universal Publication.
mathematics
10. Butler and Wren (2000), The teaching of Secondary Mathematics,
c. Continuous and Compressive Evaluation (CCE) in mathematics McGraw Hill Book Co.
at secondary level
11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching
d. Diagnostic Testing, Remedial Teaching and Enrichment Secondary School Mathematics, Boston : Honghton Mifflin.
programme.
12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-matics
2. Construction of achievement test / question paper in mathematics. Teaching and Learning.
ASSIGNMENTS (ANYONE) 13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe-
1. Preparing a Diagnostic or Achievement Test matics, Moti Lal Banarasi Das Publisher, Delhi.
2. Preparing one innovative lesson plan 14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya Book
Depot, New Delhi. Blackwell Publishers Ltd.

15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on 31. Mathematics for Class VIII, 2008, NCERT, New Delhi.
Mathematics Teaching and Learning, Charlotte, NC : NCTM & 32. Mathematics for Class VII, 2007, NCERT, New Delhi.
Information Age Publishing.
33. Mathematics for Class VI, 2006, NCERT, New Delhi.
16. Mager, Robert (1962), Preparing Instructional Objectives, Palo Alto,
34. National Curriculum Framework - 2006, NCERT.
CA : Fearon.
35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.
17. Marshall, S.P. (1995) : Schemes in Problem solving. NY : Cambridge
University Press. 36. Position Paper of NCFon Habitat and Learning - 2005, NCERT.
18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in 37. Position Paper of NCF on Examination Reforms - 2005, NCERT.
Secondary School. London : Routedge. 38. Position Paper of NCF on Aims of Education - 2005, NCERT.
19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash Brothers, 39. Position Paper of NCF on Gender Issues in Education - 2005, NCERT.
Ludhiana. 40. Position Paper of NCF on Education and Peacs - 2005, NCERT.
20. Nickson, Marilum (2000) : Teaching and Learning Mathematics : A Journals :
Guide to Recent Research and its Applications. NY : Continuum.
1. Teaching Children Mathematics (TCM), NCTM, USA.
21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics : An
2. Mathematics Teaching in the Middle School (MTMS), NCTM, USA.
International Perspective. Psychology Press.
3. Journal of Mathematics Teacher Education, Springer Netherlands.
22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton
University Press. Web Links :
23. Sudhir Kumar (2006) : Teaching of Mathematics. 1. Mathematics Thinking and Learning, Philadelphia, USA
24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides. 2. http://www.mathforum.org/dr.math
25. UNESCO : Trends in Mathematics Teaching. 3. http://www.sakshat.ac.in
26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary 4. http://web.utk.edu
Mathematics. New York : McGraw Hill Book Comp. 5. http://www.confluence.org
27. Carey L.M. (1975) : Measuring and Evaluating School Learning. 6. http://www.natinalmathtrail.org
Boston : Allyn and Bacon.
7. http://www.qsh.org/lists/hilites.html
28. Copeland, R.W. (1979) : How Children Learn Mathematics ? New
8. http://www.kn.pacbell.com/wired/bluewebn
York : McMillan Pub. Comp.
9. http://www.qsh.org/pr
29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of
Maths in Secondary Schools, A Research Monograph. Delhi : NCERT. 10. http://www.education-world.com
30. Davind Wood (1988) : How Children Think and Learn ? Oxford U.K. : 11. http://www.nctm.org
COURSE - VIII Inductive and Deductive method.

TEACHING OF GENERAL SCIENCE 3.3 Inquiry approaches, Programme Instruction, Team teaching,
Workshop and Seminar.
OBJECTIVES Unit - 4 : Instructional Support System :
After completion of the course student-teachers will be able to : 4.1 Multi Sensory Aids - charts, models, bulletin board, flannel board,
1. Understand the nature, scope, values and objectives of teaching transparencies, Overhead projector, radio, T.V., computer.
science at secondary level. 4.2 Organisation of co-curricular activities - Science club, Science fair,
2. Appreciate that science is a dynamic and expanding body of Field trips.
knowledge. 4.3 Use of community resources.
3. Understand various approaches of teaching - learning of science. 4.4 Concept, preparation and use of improvised apparatus.
4. Utilize the instructional material effectively in the teaching of science. Unit - 5 : Assessment and Evaluation :
5. Diagnose the gaps and misconception in learning science and evolve 5.1 Meaning and concept of assessment and evaluation.
remedial measures.
5.2 Meaning, concept and construction of achievement test.
UNIT - 1 : NATURE, SCOPE AND OBJECTIVES
5.3 Meaning, concept and construction of blue print.
1.1 Concept, nature and scope of science.
5.4 Continuous and comprehensive evaluation in science.
1.2 Place of science in school curriculum.
5.5 Tyes of test items - Essay type, Short-answer type and Objective type.
1.3 Values of teaching science at school level.
Assignments : (Anyone)
1.4 Objectives of teaching science at secondary level.
1. Conduct at least one experiment from the science syllabus.
UNIT - 2 : CURRICULUM AND PLANNING
2. Construction, administration and interpretation of an achievement
2.1 Principles of developing science curriculum at secondary level. test.
2.2 Analysis of science syllabi and textbooks of NCERT and Rajasthan 3. Mark the student with less than 60% in science, diagnose the
Board at Upper Primary and Secondary level. difficulties and give appropriate remedial measures too.
2.3 Unit Plan and lesson plan. 4. Prepare any one improvised apparatus.
2.4 Qualities and responsibilities of science teacher. 5. Prepare a power point presentation on any sub unit of syllabus.
UNIT - 3 : METHODS & APPROACHES OF LEARNING SCIENCE References :
3.1 Pedagogical shift from science as fixed body of knowledge to 1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,
constructing knowledge. Chandigarh.
3.2 Learner centered methods - Demonstration method, Laboratory 2. Yadav, K. (1993) : Teaching of Life Science. Anmol Pubishers,
method, Problem solving method, Heuristic method, Project method, Daryaganj, Delhi.
3. Yadav, M.S. (2000) : Modern methods of Teaching Sciences. Anmol COURSE - VIII
Publishers, Delhi. TEACHING OF COMMERCE
4. Mangal, S.K. (1996) : Teaching of Science. Arya Book Depot, New
Delhi. OBJECTIVES
5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli By the end of the semester the teacher trainees are able to refresh the
Publishers, Chandigarh. knowledge about the basic concepts of commerce and their wide
applicability.
6. Venkataih, S. (2001) : Science Education in 21st Century. Anmol
Publishers, Delhi. * Understand the importance of teaching of commerce, its scope and
relationship with other school subjects.
7. Das, R.C. (1985) : Science Teaching in Schools. Sterling Publishers
Pvt. Ltd., New Delhi. * Knowledge about aims, objective and values of teaching commerce in
Sr. Secondary School.
8. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai
Publishing Co. * Acquaintance with the commerce curriculum at Sr. Secondary Level.
9. Kochhar, S.K. (2003) : Methods and Techniques of Teaching. Sterling * Knowledge of wider range of teaching methods and techniques in
Publishers Pvt. Ltd., New Delhi. order to enable them to plan their lesson in teaching of commerce.
10. Vinayak, Malhotra : Encyclopedia of Modern Methods of Teaching * Acquaintance with the role of teaching aids and various learning
Science. New Delhi : Crescent Publishing Corporation. resources in commerce, opportunity to rejuvenate their content
knowledge concerning commerce.
* Develop professional efficiency among student.
UNIT-1 : FOUNDATION OF COMMERCE TEACHING CONTEXT
AND CONCERNS
* Meaning, Nature and Scope of commerce
* Importance of Commerce in Sr. Secondary Curriculum.
* Aims and Objectives of teaching commerce at Sr. Secondary Level
with special reference to Bloom's taxonomy.
* Co-relation of commerce subject with other school subjects.
UNIT-2 : CURRICULUM AND PLANNING
* Curriculum-concept, objective and principles of curriculum
construction in teaching of commerce.
* Critical appraisal of existing commerce curriculum at Sr. Secondary
Level.
* Commerce Textbook - Need and importance Criteria for the evaluation summative evaluation, tools and techniques of evaluation
of commerce textbooks. (Quantitative and Qualitative).
* Role of Library and Reference Books in teaching of commerce. * Achievement test in commerce purpose uses and construction of
UNIT-3 : LESSON PLANNING, METHODS AND APPROACHES achievement test.
OF TEACHING COMMERCE * Diagnostic test & remedial teaching.
* Meaning, Need, Importance and Preparation of Unit Plan and Lesson * Unit tests in commerce - construction of a unit test and preparation of
Plan. blue Print.
* Instructional strategies and methods of teaching commerce and its * Rubrics in commerce teaching.
importance. ASSIGNMENTS (ANYONE)
* Difference between instructional strategy and method. (a) Construction of objective type test items and preparation of question
* Methods in teaching of commerce - Discussion method, project papers.
method, problem solving method, lecture method and lecture cum (b) Content analysis and preparation of instructional at material related to
discussion method. any unit of subject related to commerce.
* Innovative practice in commerce teaching, assignment techniques, brain (c) Preparation of lesson plan based on any innovative method.
storming, workshop, seminar. (d) Prepare PPT related to commerce teaching content of Senior
* Approaches of teaching commerce. Secondary Level.
UNIT-4 : TEACHING LEARNING MATERIAL IN COMMERCE (e) Visit and observe any commercial bank and prepare report.
* Instruction material in commerce, need and importance, classification REFERENCE
of instructional material projected & non-projected. 1. Rao, Seema : Teaching of commerce, Anmol Publication Pvt. Ltd.,
* Use of various instructional material in Teaching & Learning of 1995.
Commerce (films, television, computers, chart, graph, model, tables, 2. Jain, KCS : Vanyijaya Shikshan (Hindi), General Academy, Jaipur,
slides, original material, internet). 1986.
* Commerce teacher - qualities, role & professional development. 3. Khan, M.S. : The teaching of commerce, Sterling Publishers (P) Ltd.,
* Objectives, need and importance of co-curricular activities, Jallandhar-3.
organization of debates, field trips/excurion in teaching of 4. Bharali Devas : Commerce Education in India, D.K. Publishers
commerce. Distributors (P) Ltd., New Delhi, 1988.
* Pedagogical Analysis - Aspect and Utility of Pedagogical Analysis for 5. Rai, B.C. : Methods of Teaching Commerce, Prakashan Kendra,
commerce teachers. Lucknow, 1986.
UNIT-5 : CONTINUES AND COMPREHENSIVE EVALUATION 6. Neeb, W.B. : Modern Business Practice, The Ryerson Press, Toronto,
IN COMMERCE 1965.
* Evaluation in Commerce - Purpose of evaluation, formative and 7. Singh, I.B.: Vanijaya ka Adhyayan, Laxmi Narain Agarwal, Agra,
COURSE - IX COURSE - XII

PRE-INTERNSHIP CULTURAL AND LITERARY DEVELOPMENT
1. Review of Text- books (3 days) OF LEARNERS
2. Orientation of Subject sepecific and general skills (5 days)
OBJECTIVES
3. Development of Teaching learning material (2 days)
- To search the hidden talents of pupil teachers.
4. Development of Unit Plan, Lesson Plan and achievement test at Pre
- To develop their self confidence and creativity.
Primary and primary Level. (3 Days)
- To acquaint them with indian cultural.
Note : Mandatory, without participation in the activity further work will
not be allowed. - To create social cohesion among pupil teachers.
- To organize activities at school and colleges.
ACTIVITIES
1. Talent Search 2. Get Together
COURSE - X & XI
3. Solo Song 4. Duet Song
INTERNSHIP AT
PRE- PRIMARY AND PRIMARY LEVEL 5. Solo Dance 6. Pair Dance
7. Nail Art 8. Mehandi
1. Internship at pre primary Level 9. Rangoli 10. Debate
2. Internships at Primary Level
] - (4 weeks) 11. Poster Making 12. Essay Writing
13. Extemporary 14. Fancy Dress
15. Without Gas Cooking 16. Annual Function
COURSE XIII COURSE - XIV

EXTENSION AND OUTREACH MEDITATION, YOGA AND SPORTS
PROGRAMME (VAC)
OBJECTIVES OBJECTIVES
* To develop feeling of self discipline and responsibility among To enable the Student teachers to -
student teachers. 1. Know the Meaning of various Yoga, Asnas and to apply in their life.
* To develop leadership qualities and imitativeness among student 2. Understand the importance of good posture and postural deformities.
teachers.
3. To create interest for the practice of yogasanas and Meditation.
* To develop management and organization skills among student
UNIT - I ASANS
teachers.
* To acquaint them with the cultural heritage of india. 1. Asana - (Definition & Classification) Different types of Asna
(practical work). padmasana, Vajarasana, Tadasana, Naukasana,
* To sensitize them for social problems. Bhujangasana, Salabhasana, Sarvangasnana, Savasana, Makasasna, Pavan
* To develop spiritual feelings and aesthetic sense among students. Mukthasana mandukasana mayurasana, vakasna
* To develop scientific attitude among them through survey and UNIT - II
exhibition.
Pranayam :- Defination, Different types of pranayam.
ACTIVITIES OF EXTENSION AND OUTREACH PROGRAMME
A. Anulom-Vilom B. Bramari C. Bhastrika
- All activities will Be organized through associations.
UNIT - III - MEDITATION
- Morning Assembly.
UNIT - IV - BANDHAS
- Yoga And Meditation.
A. Jalandhar B. Uddiyan C. Mool Bandha
- Spiritual Talks
UNIT - V - ATHLETICS - All Athlltics Activities
- Social Survey
REFERENC BOOKS
- Rallies
1. J.C. Aggarwal :Healthand physics Education, Shipra Public casions
- Nukkar Natak (street Play)
2. Anjana Daul ( 2014) : Yoga Edcuation, New Delhi APH publishin
- Maun Vela Corporation.
- Camp Fire 3. R.C. Sharma & Daur. M : An Introducation to Health and physical
- Cultural Night Education, Tandon public cations.
- Visit To Nearby Places 4. Arun Dumar (2011 ) : Yoga Education (Hindi) Patiyla : Twenty First
- Exhibition Based On Social Survey Country publications.
5- lquhy dqekj O;kl % ;ksx f'k{kk] fnYyh] [ksy lkfgR; dsUnz COURSE - XV
Working with Community (NTCC)
6- m"kk Hkksiky % ;ksx f'k{kk Kku dks"k] fnYyh LiksVZ ifCyds'kuA
OBJECTIVES
7- vkpk;Z Hknzlsu % ;ksx vkSj LokLF;] fot; dqekj xksfoUn jke gLruUn
To acquaint student-teachers with their local surroundings through
8- MkW- pUnzHkku 'kekZ % ;ksx ,oa fulxksZipkj] pkS[kkEck vkSfV;UVkfu;k] okjk.klh Historical, Geographical, Educational, Cultural, Literary, Environmental,
Industrial, Political and Agricultural Study.
ACTIVITIES
The student teacher will opt any area of study according to his
interest.
AREAS OF INTEREST
- Historical - Geographical
- Agricultural - Educational
- Cultural - Literary
- Environmental - Industrial
- Political
74 Syllabus B.Ed (Child Development) 75
COURSE - I
LEARNING AND TEACHING
OBJECTIVES :
1 To develop an understanding of the concepts, methods and
principals of educational psychology.
2 To develop and understanding of the nature and process of
learning in the context of various learning theories and factors.
3 To understand the nature of intelligence, creativity, personality
and its assessment.
4 To understand the psychology of learning with special needs
and teach them accordingly.
5 To make the students familiar with administration and
interpretation of psychological tests.
Second Year UNIT-1 : LEARNING AND MOTIVATION

1.1 Concept of Learning : Learning as a process and as an outcome.
1.2 Factors affecting learning.
1.3 Theories of learning & its educational implications :
Trial and error - Thorndike
Classical conditioning - Pavlov
Operant conditioning - Skinner
1.4 Transfer of Learning.
1.5 Motivation : Concept, Types and Techniques for enhancing
motivation.
UNIT-2 : PERSONALITY AND INDIVIDUAL DIFFERENCES
2.1 Personality - Concept and Determinants.
2.2 Assessment of Personality (Qualitative and Qualitive method)
2.3 Individual Difference : Concept, Areas and Educational
implications.
UNIT-3 : INTELLIGENCE AND CREATIVITY his/her characteristics and problems.

3.1 Concept and theories of intelligence (Spearman and Gardener ) 4 Paper presentation on any sub unit of syllabus.
3.2 Measurement of Intelligence : (Verbal, Non-verbal, Performance REFERENCE BOOKS :
Test) Uses and Limitations of intelligence tests. 1. Holt, J. (1964). How children fail (Rev. ed.) Penguin.
3.3 Emotional Intelligence : Concept, Dimensions of emotional 2. Mukunda, K.V. (2009). What did you ask at school today? A
intelligence. handbook of child learning. Harper Collins.
3.4 Role of teacher in promoting emotional intelligence. 3. NCERT. (2005). National curriculum framework. NCERT.
UNIT-4 : TEACHING PROCESS AND MODELS OF TEACHING 4. Piaget, J, (1997). Development and learning. In M. Gauvain & M.
4.1 Concept and nature of Teaching. Cole (Eds.), Readings on the development of children. New youk:
4.2 Relationship between Teaching and Learning. WH Freeman & Company.
4.3 Principles and phases of teaching. 5. Rampal, A. (2003). Counting on everyday mathematics. In T.S.
Saraswathi (Ed.) Crosscultural perspectives in human
4.4 Components of Teaching : Teacher, Student, Teaching - Learning
development : Theory, research and applications (pp. 326-353).
Material and Classroom Climate.
Sage.
4.5 Interrelatedness of objectives, teaching learning experiences and
6. Rao. V.K. Reddy, R.S. 1992, Learning and teaching
evaluations.
commonwealth publisher, New Delhi.
4.6 Concepts of models of Teaching
4.7 Types of Models of Teaching - Richard Suchman's inquiry training
model, Glaser's Basic teahing model, information processing
model and concept attainment.
UNIT-5 : TEACHING APPROCHES AND TRANSACTION MODE
5.1 Content analysis and Task analysis
5.2 Constructivism
5.3 Transition Mode : Lecture clum discussion. seminar, workshop,
cooperative learning, Experimental Learning
5.4 Teaching as a profession : Why and How
ASSIGMENTS (ANY ONE) :
1 Administration of one (Psychological) test
2 Case study of special child.
3 Observing the behaviour of an adolescent boy/girl and listing
COURSE - II 3.1.1 Socialization theory

GENDER, SCHOOL AND SOCIETY 3.1.2 Gender difference
3.1.3 Structural theory
OBJECTIVES 3.1.4 Deconstructive theory
1. To develop understanding of some key concepts - gender, gender UNIT-IV : GENDER ISSUES / BIASES
bias, gender stereo-type, equity, equality and patriarchy.
4.1 in the family
2. Become aware of the processes of socialization at home school and
4.2 in the school
society.
4.3 in the society
3. To understand the theories on gender and education and their
application in the Indian context. UNIT-V : STRATEGIES FOR CHANGE
4. Understand the gender issues in family, school and society. 5.1. Policy and Management in the school
5.2. Mass Media
5. To understand the role of mass media, gender sensitivity and the
policies as strategies for change. 5.3. Gender sensitivity
UNIT-I : KEY CONCEPTS IN GENDER ASSIGNMENTS (ANY ONE)
1.1 Concept and difference between Gender and Sex 1. Field visit to schools, to observe the schooling process from
gender perspective.
1.2 Gender Stereotyping
2. A comparative study of daily routine of the girl and a boy from the
1.3 Patriachy, Gender bias
same family.
1.4 Equity and Equality
3. Content analysis of two text books of school with respect to
1.5 Difference between reproductive rights and sexual rights gender.
UNIT-II : NATURE AND PROCESS OF SOCIALIZATION 4. Development of a project on the organizational climate of two
2.1 At home - family as a social institution, parenting style and their schools single sex and co-education school.
impact; Transmission of parental values. 5. Debates and discussion on violation of rights of girls and women.
2.2 Society - Neighborhood, family and their socialization functions. REFERENCE BOOKS
2.3 At school - Relation between school and society. 1. Geetha, V. (2007) : Gender, Stree : Calcutta.
2.3.1 Role of school in developing values 2. Pandey, K.P. (1983) : Perspectives in Social Foundation of
2.3.2 Social Differentiation in educational context (caste, religion and Education, Ghaziabad : Amitabh Prakashan.
region etc). 3. Bussalo (2009) : Gender Aspects of the Trade and Poverty Nexus :
UNIT-III : GENDER STUDIES A Macro-Micro Approach (English): Palgraus MacMillan, U.K.
3.1 Theories on Gender and Education and the application in the Indian 4. Mathur, A. (2007) : Gender and Development in India 01, Gyan
context - Book Pvt. Ltd.
COURSE - III according to Indian and Western Philosophy.
KNOWLEDGE AND CURRICULUM 1.4. Construction of knowledge, The role of knower and Known in
construction and transmission of knowledge.
OBJECTIVES UNIT-II : PAEDOCENTRIC EDUCATION
1. To develop understanding of epistemology and knowledge. 2.1. Concept of Paedocentric education.
2. To develop understanding of subject-object relationship. 2.2. Basic Education - Gandhiji.
3. To develop understanding of activities related to paedocentric 2.3. Child Centered Education - Giju Bhai.
education with reference to Gandhi, Gijubhai, John Dewey and 2.4. Activity centered education - J.M. Dewey.
Plato. 2.5. Discovery Learning - Plato.
4. To understand concept, need and types of curriculum. UNIT-III : PRINCIPLES OF CURRICULUM
5. To understand the principles of curriculum construction. 3.1. Meaning Need and principles of Curriculum.
6. To develop understanding of philosophical, psychological and 3.2. philosophical, psychological and sociological foundation of
sociological foundation of education. curriculum.
7. To develop understanding of national and International priorities 3.3. Types of Curriculum - Subject centered, Experience centered,
in curriculum development. Activity centered, Child centered etc.
8. To develop understanding of critical issues of foundation of U N I T- I V : A G E N C I E S A N D C R I T I C A L I S S U E S O F
curriculum. CURRICULUM
9. To develop understanding of critical issues of curriculum 4.1. Role of external agencies in providing curriculum.
development.
4.2. Role of Teachers and learner in transacting curriculum in the light
10. To develop understanding the role of external agencies in of NCF-2005.
providing curriculum.
4.3. National priorities and International contexts.
11. To develop understanding the role of teacher and learner in
4.4. Critical Issues - Environmental concerns, Gender differences,
transacting curriculum.
Values and Social sensitivity.
12. To develop understanding in the innovation and evaluation of the
UNIT-V : Innovation and Evaluation of Curriculum
curriculum.
5.1. Organisation of curriculum
UNIT-I : CONCEPT OF EPISTEMOLOGY AND KNOWLEDGE
5.2. Curriculum Chang
1.1. Concept and nature of knowledge.
5.3. Innovation in the curriculum.
1.2. Kinds and Sources of knowledge.
5.4. Evaluation of curriculum.
1.3. Epistemology : Meaning, Philosophical basis of knowledge,
ASSIGNMENTS (ANY ONE) 10. Balsara, M. (1999) : Principles of Curriculum Reconstruction, New
1. Critical Analysis of a Textbook of Secondary level. (Any subject) Delhi, Kanishka Publication.
2. Write a term paper on any sub unit of the syllabus. 11. Prasad, Janardan and Kumar, Vijay (1997) : Advanced Curriculum
Construction, New Delhi, Kanishka Publication.
3. Write a term paper on any two philosopher related to their
curriculum ideas. 12. Soti and Sharma, A. (2014) Enrichment Educational Thinkers of
India, Agra, R.S.A. International Publisher, Agra.
4. Conduct a survey on feedback of curriculum from learners /
teachers / community and prepare a report. 13. Aggrawal, J.C. (1998) : Theory and Principles of Education,
Philosophical and Sociological bases of education, New Delhi :
REFERENCE BOOKS Vikas Publishing House.
1- lsB] ';ke fd'kksj ,oa feJ] uhfyek ¼2000½ % Kku n'kZu] bykgkckn] 14. Chaube, S.P. (1998) : Indian and Western Educational
yksd Hkkjrh izdk'kuA Philosophies, Agra : Vinod Pustak Mandir.
2- ;kno] fl;kjke ¼1999½ % ikB~;Øe fodkl] vkxjk] fouksn iqLrd

eafnjA
3. Ediger, Marlow & Rao, Digumarti Bhaskara (2003) : Philosophy
and Curriculum, New Delhi, Discovery Publishing House.
4. Verghese, B.V. (2002) : Primary School Curriculum, New Delhi,
Anmol Publications Pvt. Ltd.
5- vksM] y{ehyky] ds- ¼2008½ % f'k{kk dh nk'kZfud i`"BHkwfe] t;iqj]
fgUnh xzaFk vdknehA
6- ekFkqj] ,l-,l- ¼2005½ % f'k{kk ds nk'kZfud rFkk lkekftd vk/kkj]
vkxjk] fouksn iqLrd eafnjA
7. Schilvert, W.H. (2012) : Curriculum : Perspective Paradigm and
Possability. M.C. Millan Publication.
8. Hirst, Paul, H. (2006) : Knowledge and the curriculum. Routledge
Publication,
9. Pathak, A. (2013) : Social Implications and Schooling :
Knowledge Pedagogy and Conciousness, New Delhi, Akbar Book
Publications.
COURSE - IV UNIT- 3 : DATA ANALYSIS AND FEEDBACK

ASSESSMENT FOR LEARNING 3.1 Concept of statistics and use of statistics.
3.2 Concept, types and importance of graphical representation.
OBJECTIVES 3.3 Frequency distribution.
The course will enable student teachers to : 3.4 Measurement of mean, mode, median, standard deviation,
* Gain a critical understanding of issues in assessment and evaluation. correlation, coefficients (Rank Method) and their interpretation.
* Understand Key concepts, such as formative and summative 3.5 Feedback as an essential component of formative assessment.
assessment and evaluation. 3.6 Types of teacher feedback (written comments, oral), Peer Feedback.
* Expose to different kinds and forms of assessment that aid student UNIT-4 : SCHOOL-BASED ASSESSMENT AND EVALUATION
learning.
4.1 New trends in evaluation -
* Use of a wide range of assessment tools and learn to select and
1. Semester System
construct these appropriately.
2. Grading System
* Evolve realistic, comprehensive and dynamic assessment procedures.
3. Question Bank
UNIT-1 : ASSESSMENT AND EVALUTION
4. Continuous Internal Evaluation
1.1 Concept of assessment and evaluation.
4.2 Diagnostic test & Remedial test
1.2 Difference between assessment and evaluation.
4.3 Impact of examination - Driven Schooling
1.3 Distinction between 'Assessment of Learning' and 'Assessment for
Learning'. UNIT- 5 : DIRECTIONS FOR EXAMINATION REFORM
1.4 Purposes of assessment 5.1 Flexibility in examination ( Open book and on line examination)
1.5 Formative and Summative Evaluation 5.2 Improving quality and range of questions in exam papers.
UNIT-2 : ASSESSMENT FOR LEARNING 5.3 Including school-based credits
2.1 Kinds of tasks : projects, assignments, performances 5.4 Examination management
2.2 Kinds of test and their construction 5.5 Role of ICT in examination
2.3 Observation of learning processes by self, by peers, by teachers ASSIGNEMENTS (ANYONE)
2.4 Self-assessment and peer-assessment. 1. Write a report on current practices of assessment and evaluation at
the upper primary, secondary / sr. secondary stage.
2.5 Quantitative and Qualitative aspects of assessment : Appropriate
tools for each. 2. Analyse the question papers of any subject in the light of
knowledge, understanding and application. Describing educational Data.

3. Develop question paper to assess all the aspects of teaching. 11. Oosterhof, A. (1994). Classroom Applications of Educational
4. Analyse answers given by the learner for one particular question.
REFERENCE BOOKS
1. Care, Esther, Mc Gaw, Barry & Griffin, Patrick (2012). Assessment
and teaching of 21st century skills. New York : Springers.
2. Gardner, John(2012). Assessment and learning -2nd edition. New
Delhi : SAGE Publication India Pvt. Ltd.
3. Glaser, R. Cowdewsky N. & Pellegrino J.W. (Eds) (2010)
knowledge what students know the science and design of
educational assessment National Academy press.
4. Glathorn, A.A. (1998). Performance Assessment and Standard-
based curricual : the Achievement Cycle. Larchmont, NY : Eye no
Education
5. Gredler, M.E. (1999). Classroom Assessment and Leaning. USA :
Longman
6. Hanna, G.S., & Dettmer, P.A. (2004). Assessment for effective
teaching : Using context-adaptive planning. Boston, MA : Pearson
A & B.
7. http://www.differencebetween.com/difference-between
assessment-and-vs-evaluation/
8. Likert, R,. (1932). A technique for the measurment of Attitude.
Archives psychology. 40
9. Linn, Robert and Norman E. Gronland (2000); Measurment and
Assessment in teaching 8th edition, by prentice Hall, Inc, Pearson
Education, Pearson Education, Printed in USA
10. Mehrens, W.A. & Lehman, I.J. (1991). Measurement and
Evaluation in Education and psycholgy (8th ed.) : chapter 10:
Course - V UNIT-IV : SPECIAL NEED

CREATING AN INCLUSIVE SCHOOL 4.1 Identification of Learners Need.
4.2 Classification of Special Need Learners.
OBJECTIVES 4.3 Motivational techniques for special Need-Learners.
1. To sensatized the student-teachers about learners of special need. UNIT-V : FACILITATES FOR SPECIAL NEED LEARNERS
2. To understand student-teachers about role and responsibilities 5.1 Governmental level.
towards special need learners. 5.2 NGO's.
3. To acquaint student-teachers about constitutional provisions for 5.3 Family and Community.
special need children.
4. To sensatize the student-teacher about the problems of learners.
1. Visit to a inclusive school and prepare a report.
5. To develop competencies and commitment among student-
2. A study of inclusive school plan and compare with high excellent
teachers.
school.
6. To inculcate values among student-teachers.
3. Design and evaluate an inclusive education programme
UNIT-I : PERSPECTIVES OF INCLUSIVE EDUCATION
4. A study of any one N.G.O. promoting inclusive education
1.1 Historical background of Inclusive Education.
5. A study of any special teacher training college or institution and
1.2 Concept and Meaning of Inclusive Education. prepare a report.
1.3 Need of Inclusive Education. REFERENCE BOOKS
1.4 Characteristics and scope of Inclusive Education. 1- fof'k"V f'k{kk dk izk:i % 'kekZ] MkW- vkj-,-( lw;kZ izdk'ku esjB&2014
UNIT-II : CONSTITUTIONAL PROVISIONS & EDUCATIONAL
2- fof'k"V vko';drk okys ckydksa dh f'k{kk rFkk funsZ'ku ,oa ijke'kZ % MkW-
POLICIES FOR SPECIAL LEARNER
fxjh'k ipkSjh] lw;kZ izdk'kuA
2.1 Constitutional provisions for special Learner.
2.2 Education Policy. 3. Corinne Roth : Learning Disobjectics, Allyan & Bacon, USA
Smith.
2.3 Right to Education - 2009.
4. Walson Robert : Psychology of the Child, John Willey & Sons,
UNIT-III : INCLUSIVE SCHOOL AND TEACHER New Delhi
3.1 Role of Teachers in Inclusive School. 5. Bigge, M.L. (7982) : Learning theories for Teacher, New York,
3.2 Challenges for Teachers in Inclusive Education. Harper & Row.
3.3 Competencies and Commitment among teachers in the light of 6. Corbett Jenny - Supporting inclusive education, Routledge
Inclusive Education. Falmer, 2001.
COURSE - VI which he/she may write :
UNDERSTANDING THE SELF 3.1 Short reflective accounts of significant life experiences.
3.2 Observations of life situations that evoke questions and responses.
OBJECTIVE 3.3 Questions on education, learning and teaching that he/she is
After completion of the course, student-teachers will be able to : facing.
1. Identify their own potential. - The journal should be periodically presented before a faculty
member, who will offer brief comments, suggestions or further
2. Give conscious direction to their lives to take responsibility for
questions for the student-teacher to reflect on.
their actions.
UNIT-IV : WRITING TASKS
3. Develop a holistic and integrated understanding of the human self.
4.1 Writing an Educational Autobiography with respect to their
4. Develop the capacity for self-reflection and personal integration.
experience as a learner till now.
5. Develop the capacity of SWOC analysis.
4.2 Writing a reflective statement of aspirations and expectations, based
6. Develop the capacity to establish peace within oneself. on one's learning so far in the course.
7. Develop the capacity to establish harmony within a group and UNIT-V : VIEWING AND ANALYZING FILM(S)
methods of conflict resolution.
5.1 Suggested workshop themes :
UNIT-I : KNOWING ONE'S TRUE POTENTIAL
5.1.1 Purposive film viewing
1.1 Concept of Self and Self Identity, Self-Esteem, Aspects of
5.1.2 Ways of analyzing themes
Development of the Inner Self, Self-Development Strategies.
5.1.3 Detailed observation of a key scene and discussion
1.2 Forms of self-expression : Personal constructs, Social constructs.
5.1.4 Ways of seeing situations in the film
1.3 Communication Skills, Soft Skills.
5.1.5 Writing a film review.
1.4 SWOC Analysis.
REFERENCE BOOKS
UNIT-II : PEACE, PROGRESS AND HARMONY
1 Dalal, A.S. (Ed.) (2001) : A greater psychology : An introduction to
2.1 Concept of peace and its need.
the psychological thoughts of Sri Aurobindo. Punducherry : Sri
2.2 Locus of control. Aurobindo Ashram Pub.
2.3 Stress Management and Techniques of Relaxation. 2 Delors, Jaquis et.al. (1996) : Learning the treasure within - Twney
2.4 Social Interaction and Group Influence (Social Bonds, Group first century education : Report of UNESCO Education
Formation, Cooperation and Competition). Commission, Paris : UNESCO.
2.5 Methods of Conflict Resolutions and Group & Social Harmony. 3 Krishnamurti, J. (2000) : Education and Significance of Life.
UNIT-III : JOURNAL WRITING Chennai, Krishnamurti Foundation India.
Each student-teacher will be asked to maintain a regular journal, in 4 Krishnamurti, J. (1998) : On self-knowledge. Chennai,
Krishnamurti Foundation India. Goel, B.S. (1988) : Psycho-

Analysis and Meditation, Third Eye Foundation of India, Sonepat,
Haryana.
5 Snyder, C.R. (2011) : Positive Psychology : The Scientific and
Practial Explorations of Human Strengths, Sage Publishers.
6 Topichik, G.S. (2008) : Managing Workplace Negativity, PHI,
Delhi.
7 Hadfield, J.A. (1983) : Psychology and Morals, Methuen & Co.,
London.
8 Charles, K. and Arul, V. (2015) : Peace and Value Education, Selvi
Publishers.
9 Feldonan, R.S. (2009) : Essentials of Understanding Psychology.
Seventh Edition, Tata McGraw Hill, New Delhi.
10 Kubalker, R. (2015) : Know your Stress - Manage Your Stress.
Neelkamal Publishers.
11 Sheorron, B. (2008) : The presentation skills workshop, Prentice OPTIONAL COURSE
Hall of India, New Delhi.
12 Steve, D. (2012) : The Basics of Communication : A relational
perspective. Sage Publishers, Title : Understanding the Self Credits
VII (ANY ONE)
: 2.
13 UNICEF (2006) : Life skills modules - Adolescence education Guidance and Counseling in Schools
program. New Delhi : UNICEF House. Peace Education
14 Venkateshamurthy, C.G. & Govinda Rao, A.V. (2005) : Life skills
education training package. Mysore : Regional Institute of
Health & Physical Education
Education. Environmental Education
OPTIONAL COURSE - VII 3.3 Types of counselling : directive, non-directive and elective.
GUIDANCE AND COUNSELLING IN SCHOOLS 3.4 Role and qualities of counsellor.
UNIT-IV : GUIDANCE PROGRAMME AND SERVICES
OBJECTIVES 4.1 Characteristics of good guidance programme.
1. To acquaint students with the concept and nature of guidance and 4.2 Outline of guidance programme at secondary level.
counselling. 4.3 Guidance services - concept importance and type.
2. To acquaint them with different types of guidance - Educational, 4.4 Information services and placement services.
Vocational and Personal Guidance.
UNIT-V : GUIDANCE FOR SPECIAL CHILDREN
3. To know the qualities required for a good counsellor and guidance
5.1 Concept and meaning of special children.
worker.
5.2 Types of special children and need of guidance for special
4. To describe the different services in the school guidance children.
programme.
5.3 Guidance methods of special children - case study, remedial and
5. To make them understand the guidance for special children. experimental.
UNIT-I : INTRODUCTION OF GUIDANCE 5.4 Role of Teachers in Guidance of special children.
1.1 Concept and Nature of guidance. ASSIGNMENTS (ANY ONE)
1.2 Aims and Objectives of guidance. 1. Write an article on the guidance or counselling.
1.3 Basic Principles of guidance. 2. Study of the guidance programme in any secondary level.
1.4 Difference between guidance, direction, counselling and advise. 3. Prepare a PPT on any sub unit of the syllabus.
UNIT-II : TYPES OF GUIDANCE 4. Case study of special child.
2.1 Educational Guidance - Nature, Scope and Objectives. 5. Role of the teachers for good guidance or counseling programme.
2.2 Need of Educational Guidance at Secondary, Senior Secondary REFERENCE BOOKS
level.
1- bUnq nos ,oa vjfoUn QkVd % funsZ'ku ds ewy rÙo] jktLFkku fganh xzaFk
2.3 Vocational Guidance - Concept, Need and Objectives.
vdkneh] t;iqj] 1982
2.4 Personal Guidance : Concept and Need, Nature of the problems at
different levels, childhood adolescent and youth with social and 2- 'kf'k fpÙkkSM+k % funsZ'ku ,oa ijke'kZ] vxzoky ifCyds'ku] vkxjkA
cultural references. 3- vfurk dksBkjh % fo'ks"k f'k{kk] eksuksxzkQ] fgeka'kq ifCyds'ku] mn;iqj]
UNIT-III : INTRODUCTION AND TYPES OF COUNSELLING 2015
3.1 Concept, nature and need of counselling
4. Prem Pasaricha : Guidance and Counselling in Indian Education,
3.2 Principles of counselling NCERT, New Delhi, 1976.
5. Indu Dave : The Basic Essentials of Counselling, Sterline OPTIONAL COURSE VII
Publishers Pvt. Ltd., New Delhi, 1982. PEACE EDUCATION
6. S.S. Chauhan : Principles and Techniques of Guidance, Vikas OBJECTIVES :
Publishing House Pvt. Ltd., U.P., 2008. - To explain and know about peace education
- To study about Human Rights and Peace Education
- To Understand and resolve conflicts within in staff and in society
- To study the usages of integration peace into the curriculum
- To study and understand the various of different Philosophies about
peace
- To use skills and strategies in school for promoting peace.
UNIT - I : UNDERSTANDING PEACE : AS A DYNAMIC SOCIAL
REALITY
a. Concept need and importance of peace education
b. Human Right and peace education
c. Nature and causes of conflicts
d. Conflicts of different levels in society with himself, interpersonal ,
organizational himself, interpersonal, interpersonal, organizational
interstate and global
e. Peace education and conflict resolution in school
UNIT - II : ORIENTING EDUCATION FOR PEACE BUILDING
a. Education for peace – values and skills
b. Designing programmes – ways of integrating peace into the
curriculum, practice that make school a place of peace, Teacher as a
peace builders pedagogical skill and strategies, integrating peace
concerns in classroom transaction
UNIT - III : ROLE OF VARIOUS THINKERS AND AGENCIES IN
PROMOTING PEACE
a. Concept of peace according to the following thinkers & Gandhi,
Arbindo, Vivekanand, Tagor, Gijubhai , Mother Teresa initiatives at
national and International Levels
b. Agencies contributing to peace UNESCO, Gandhi peace foundation Delhi : Gandhi Peace Foundation.
etc 7 Education for Human Values (2003) : Sathya Sai Instructional Centre
UNIT - IV : EMPOWERMENT OF SELF FOR PEACE for Human Values, New Delhi.
a. Understanding adequate self as a product at positive agencies of caring 8 Jagannath, M. (2005) : Teaching of moral values development, New
weather and appreciation in the family, School, neighborhood etc Delhi : Deep and Deep Publication.
which promote healthy discipline shunning violence
9 Johan, G. (1996) : Peace for peaceful means. New Delhi : Sage
b. Negative experiences generate stress, anger, aggressor Publication.
c. Yoga meditation, anger/stress management as practices that restore 10 Khan, Wahiduddin (2003) : Ideology of Peace, Goodword, New Delhi.
position physical healthy and attitudes
11 Kumar, M. (Ed.) (1994) : Non-violence, Contemporary Issues and
UNIT - V : ACTIVITIES IN SCHOOL FOR PROMOTING PEACE Challenges. New Delhi : Gandhi Peace Foundation.
a. Celebration of festivals of different religious important days 12 Morrison, M.L. (2003) : Peace Education, Australia : McFarland.
b. Exposure to personalities working of fastering peace in society
13 Passi, B.K. & Singh, P. (1999) : Value Education. Agra : Psychological
c. Peace Rallies Corporation.
SESSIONAL WORK : ASSIGNMENT 14 Ruhela, S.P. (1986) : Human Values and Education, New Delhi :
1 Analysis of morning assembly programme of a school from the point of Sterling Publishing.
peace 15 Salomon, G. & Nevo, B. (2002) : Peace Education : The concept,
2 Preparation of a report on school programmes for promoting to peace principles and practices around the world. London : Lawrence
3 Developing on action plan for peace in the school and local community Erlbaum Associates.
4 Case study of a child suffering from stress and tension or bad habits. 16 Singh, Y.K. (2009) : Value Education. New Delhi : APH Publishing
REFERENCE BOOKS Corporation.
1 Adans, D. (Ed.) (1997) : UNESCO and a Culture of Peace, promoting a 17 Singh,Y.K. & Natha, R. (2008) : Value Education. New Delhi : APH
global movement. Publishing Corporation.
2 Aggarwal, J.C. (2005) : Education for values, environment and human 17 Subramanian, K. (1990) : Value Education. Madurai : Ravana
rights. New Delhi : Shipra Publication. Publication.
3 Chadha, S.C. (2008) : Education Value & Value Education. Meerut : R. 18 UNESCO. Learning the Way of Peace : Teacher's Guide.
Lall Books Depot. 19 UNICEF. The State of the World's Children (Reports of the last five
4 Chand, J. (2007) : Value Education, Delhi : Anshah Publishing House. years).
5 Civilization. London : SAGE Publications, 1996. 20 Venkataiah, (2009) : Value Education. New Delhi : APB Publishing
6 Diwaar, R.R. & Agarwal, M. (Ed.) (1984) : Peace Education, New Corporation.
ONLINE RESOURCES OPTIONAL COURSE - VII

1 Peace in Minds of Men. HEALTH AND PHYSICAL EDUCATION
http://www.learndev.org/dl/WarPeaceMinds.PDF OBJECTIVES
2 History of Culture of Peace. 1. To introduce the student-teacher with the concept of wholistic
health.
http://www3.unesco.org/lycp/kits/uk_concept.pdf
2. To enable them to understand the various dimensions and
3 UNESCO Culture of Peace. determinants of health.
http.://www.pathwaystopeace.org/documents/idp_essaycontest.pdf 3. To acquaint them to school health programme and its importance.
4 Conflict Management Techniques : 4. To enable them to understand the need & importance of physical
http://www.imd.org/research/publications/upload/PFM149_LR_Kohl education.
reiser.pdf 5. To acquaint them to allied areas in physical education.
5 Non-violence in Education: 6. To sensitize the student teacher towards physical fitness and its
http://portal.unesco.org/education/en/file_download.php/fa99ea234f importance.
4accb0ad4340eld60809cmuller_en.pdf 7. To make them aware of the benefits of physical fitness and
activities for its development.
6 Peacemaking in Schools :
8. To help them acquire the skills for assessment of physical fitness.
http://www.learningpeace.com/pages/LSP_PSchool.htm
9. To motivate them to resort to physical activity for the fitness
7 Peace Education Resource : www.cpsglobal.org development.
UNIT-I : HEALTH AND HEALTH PROGRAMME
1.1 Concept and meaning of health.
1.2 Dimensions & determinants of health.
1.3 Health care need for children & adolescents.
1.4 Importance of Balanced Diet.
1.5 School health programme and role of teacher in development of
health.
UNIT-II : PHYSICAL EDUCATION
2.1 Meaning, Concept & importance of Physical education.
2.2 Role of science to strengthen physical education.
2.3 Need and Importance of Physical Education in different levels of
school.
UNIT-III : PERSONAL CARE, SAFETY & SECURITY OPTIONAL COURSE- VII

3.1 The way of prevention & treatment - Dog bite, Snake bite, Animal ENVIRONMENTAL EDUCATION
attack. OBJECTIVES
3.2 Physical Fitness - Exercise, P.T., Gymnastic, Role & Impact. * To understand and reflect on the concept and characteristics of
Factors affecting Physical Fitness. environmental education from various aspects.
3.3 Meaning, need and activities of self defense. * To develop awareness understanding and concern about
UNIT-IV : GAMES & SPORTS environment and associated problems and to develop knowledge,
4.1 Need & Importance of Games in daily life. skills, attitudes, motivation and commitment to work individually
and collectively towards their solutions and prevention of new
4.2 Effect of Games on Health.
ones.
4.3 Encouraging Sports - Sports, Ethics, Value, Award, Scholarship.
* To do teaching learning about the environment, through the
4.4 Types of Games at different school level - Indoor / Outdoor. environment and for the environment.
UNIT-V : PHYSICAL SYSTEMS * To develop special skill needed to link theoretical understanding
5.1 Blood Circulatory System with practical / applied aspects.
5.2 Digestive System UNIT-1 : NATURE AND SCOPE OF ENVIRONMENTAL
5.3 Muscular System EDUCATION
5.4 Respiratory System 1.1 Nature, need and scope of environmental education and its
ASSIGNMENTS (ANY ONE) conservation.
1. Prepare teaching aids on any two from the following : 1.2 Environmental education : a way of implementing the goals of
environmental protection.
(a) Chart (b) Diagram (c) Model
1.3 Present status of environmental education at various levels.
2. Report on Physical Education Programmes of a Sec./Sr. Sec.
School. 1.4 India as a mega bio-diversity Nation, Different ecosystems at
3. Term Paper on any one sub unit of the syllabus. National and Global level.
UNIT-2 : CONSERVATION OF NATURAL RESOURCES
2.1 Role of individual in conservation of natural resources : water,
energy and food.
2.2 Role of individual in prevention of pollution : air and water.
2.3 Equitable uses of resources for sustainable livelihoods.
2.4 Role of information technology and media in environment
awareness/consciousness.
UNIT-3 : COMMUNITY PARTICIPATION AND ENVIRONMENT REFERENCE BOOKS

3.1 Sustainable land use management. 1. Falmer Press CEE (1987) : Joy of Learning : Handbook of
Environmental Education Activities : CEE Bhrucha E. (2004).
3.2 Role of media and ecotourism in creating environmental
Textbook For
awareness.
2. NCERT (2005). National Curriculum Framework. New Delhi.
3.3 Role of local bodies in environmental management.
NCERT.
3.4 Shifting cultivation and its impact on environment. 3. NCERT (2005) : Syllabus for Elementary Classes, Volume 1, New
UNIT-4 : ENVIRONMENTAL ISSUES AND CONCERNS Delhi : NCERT.
4.1 Environmental degradation and its impact on the health of people. 4. NCERT (2007/2013) : Looking Around Us. EVS Textbooks (305),
New Delhi : NCERT.
4.2 Agricultural Waste : Their impact and management.
5. NCERT (2008) : Source Book on Assessment for Classes I-V,
4.3 Rain water harvesting and water resource management.
Environmental Studies, New Delhi : NCERT.
4.4 Biomedical waste management. 6. Sarabhai V.K. et al. (2007) : Tbilisi to Ahmedabad - The Journey of
4.5 Changing patterns of energy and water consumption. Environemntal Education - A Source Book, Centre for
UNIT-5 : INITIATIVES BY VARIOUS AGENCIES FOR Environment Education, Ahmedabad.
ENVIRONMENT EDUCATION 7. SCERT (2011). Prayavaran abhyayan aur vigyan shikshan.
D.E1.Ed.-ODL Course : Chhattisgarh.
5.1 Alternative sources of energy
8. SCERT (2012/2013). We-Our Environment, EVS Textbook (305)
5.2 Impact of natural-disaster/man-made disaster on environment.
: Andhra Pradesh. Seminar Proceedings (1995-96). Seminar on
5.3 Heat production and green house gas emission. EVS, organized by Vidya Bhawan, Udaipur.
5.4 Governmental and non-governmental initiatives. 9. Springer (2006). Science Literacy in Primary Schools and Pre-
ASSIGNMENTS (ANY ONE) Schools.
1. Study of major initiatives taken by NCERT regarding environment 10. The Green Teacher (1997). Ideas, Experiences and Learning in
education. Educating for the environment : Centre for Environment
Education.
2. Study of Development of slum area and their inhabitants in a
11. UNESCO (1988). Games and Toys in Teaching of Science and
nearby area/institute.
Technology : UNESCO.
3. A critical study of school habitat in the context of drinking water, 12. UNESCO (1990) : An Environmental Education Approach to the
sanitation paper, energy, garbage management etc. Training of Middle Level Teachers : A Prototype Program.
4. Develop a road map for implementation of Environmental UNESCO, UNEP International EE Program.
Education as suggested by NCF 2005. 13. UNICEF (2008) : Best Practice Guidelines for teaching
5. Write a term paper on any environmental issue. Environmental Studies in Maldivian Primary Schools: UNICEF.
ORDINARY LEVEL
COURSE - VIII
TEACHING OF ENGLISH
OBJECTIVES
PEDAOGOGY OF To enable the student teachers to :
1 Develop a good understanding of the basic concepts in second
SCHOOL SUBJECT - II language teaching.
2 Teach basic language skills as listening, speaking, reading and writing
Ordinary Level and integrate them for communicative purpose.
3 Critically review and use appropriately different approaches and
Teaching of English, methods of teaching English as a second language.
Teaching of Hindi, 4 Prepare lesson plans on different and prescribed aspects of English as a
second language.
Teaching of Sanskrit,
5 Choose, prepare and use appropriate audio-visual aids for affective
Teaching of History, teaching of English.
Teaching of Civics, 6 Use various techniques of testing English as a second language and
develop remedial teaching.
Teaching of Geography,
UNIT-I : BASIC CONCEPT AND OBJECTIVES OF ENGLISH
Teaching of Economics LANGUAGE TEACHING
Teaching of Physics 1.1 Concept and Nature of Language.
Teaching of Biology 1.2 Mother tongue, Second language, English as Second Language
(ESL), English as a Foreign Language (EFL), English for Specific
Teaching of Home Science Purpose (ESP).
Teaching of Book Keeping & Accountancy 1.3 Principles of Second Language Teaching.
Teaching of Mathematics 1.4 The Objectives of teaching English as a Second Language at
Secondary Level of School Education.
Teaching of Chemistry
2.1 Listening
2.1.2 The phonetic elements involved in listening at the receptive level 4.1.2 Whole language approach, communicative approach, electic
(Monothongs, Diphthongs, Consonants, Pause, Juncture, Stress, approach.
Accent, Beat, Intonation, Rhythm). 4.1.3 Direct method, Bilingual method.
2.1.3 Listening skills and their sub-skills. 4.2 Planning for English Language teaching
2.1.4 Authentic listening vs Graded listening. 4.2.1 Prose Lesson
2.1.5 Techniques of teaching listening. - Content analysis - Planning a unit, based on a lesson in the text-
2.2 Speaking book.
2.2.1 Concept of speaking in second language. - Planning for teaching the content and skills in the following order :
2.2.2 The phonetic elements involved in speaking at the productive - New lexical items
level. (Monothongs, Diphthongs, Consonlants, Pause, Juncture, - New structural items
Stress, Accent, Beat, Intonation, Rhythm).
2.2.3 Use of Pronouncing dictionary.
- Textual exercises
UNIT-III : TEACHING READING AND WRITING SKILLS
- Writing / Composition
3.1 Reading Skills
- Unit test.
4.2.2 Poetry Lesson
3.1.2 Types of reading : Skimming, Scanning, Silent reading, Reading
- Concept, aims and objectives of teaching poetry in second
language.
- Steps of preparing a lesson plan on poetry.
UNIT-V : RESOURCES AND ASSESSMENT OF ENGLISH
3.2 Writing Skills LEARNING
3.2.1 Concept of writing in first language and the second language. 5.1 Resources in English
3.2.2 Types of Composition - oral, written, controlled, guided 5.1.1 Concept and use of resources in second language teaching.
composition.
3.2.3 Teaching the following items - Letters, Essays, Paragraph, flannel board, tape-recorder, radio, OHP, substitution, tables,
Developing stories. computer, newspapers, magazines, the blackboard and the white
UNIT-IV : METHODOLOGY OF ENGLISH LANGUAGE board, Songs, Newspapers, Magazines and Brochures, Stories and
TEACHING Anecdotes, Language games.
4.1 Approaches, Methods and Techniques 5.2 Assessment of Second Language
4.1.1 Difference between an approach, method and a technique. 5.2.1 Concept of assessment and testing in English as a second
language. 5 Brumfit, C.J. (1984) : Communicative methodology in language

5.2.2 Concept, need and techniques of Continuous and Comprehensive teaching. Cambridge : C.P.U.
Evaluation (CCE) in English. 6 Collins Cobuild English Grammar (2000) : Harper Collins
5.2.3 Types of test (Achievement test, Proficiency test, Diagnostic test, Publisher, India.
Prognostic test, Formative and Summative tests). 7 Elizabeth, M.E.S. (2010) : Methods of Teaching English,
ASSIGNMENTS (ANY ONE) Discovery Publishing House.
1. Planning of vocabulary building exercises and techniques to teach 8 Hornby, A.S. (1998) : Guide to Patterns and Usage in English
the students in the classroom. O.U.P.
2. Preparation of five (5) word cards, five (5) picture cards and five 9 Leech, Geoffrey and Svartvik, Jan (2000) : Communicative
(5) cross word puzzles. Grammar of English Cambridge, C.P.U.
3. Preparation of twenty (20) test items in listening / speaking / 10 Paliwal, A.K. (2011) : A Handbook for Teachers of English.
reading / writing skills. Kalpana Publications, Jaipur.
4. Preparation of CALT material [five (5) pages]. 11 Paliwal, A.K. (2011) : Methodology of Teaching English as a
Second Language. Kalpana Publications, Jaipur.
12 Palmer, H.L. (1964-65) : The Principles of Language Study.
London : O.U.P.
test for any class of your choice in English.
13 Quirk, Randolph and Greenbaum (1973) : A University Grammar
7. Preparing a Power Point Presentation (PPP) for teaching a topic of
of English, London.
(print out). 14 Richards, J.C. and Rodgers, T.S. : Approaches and methods in
Language Teaching. Cambridge, C.P.U.
15 Roach, Pater (1991) : English Phonetics and Phonology.
BIBLIOGRAPHY
Cambridge, C.P.U.
16 Thomson, A.J. and Martinet (1998) : A Practical English
Madras : Orient Longman Ltd.
Grammar, ELBS, O.U.P.
2 Baruah, T.C. (1985) : The English Teacher's Handbook. New Delhi
17 Gimson, A.C. (1980) : An introduction to the pronunciation of
English. London : Edward Arnold.
Longman.
4 Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.),
McGraw Hill.
COURSE - VIII 1-2- fgUnh dk mn~Hko ,oa fodklA

fgUnh Hkk"kk vkSj bldk f'k{k.k 1-3- ekr`Hkk"kk ifjHkk"kk ,oa egRoA
mís'; %
1-4- Hkkjr dh Hkkf"kd leL;kA
1- Hkk"kk dk lkekU; ifjp; iznku djukA
1-5- Hkk"kk ds lEcU/k esa laoS/kkfud izko/kku & /kkjk 343] 344] 350] 351] dksBkjh
2- fgUnh Hkk"kk vkSj Hkkjr dh Hkkf"kd leL;k dh tkudkjh nsukA deh'ku] jk"Vªh; f'k{kk uhfr&1986] ih-vks-,- 1992] ,u-lh-,Q- 2005
3- Hkk"kk ds oSKkfud Lo:i dk Kku] o.kZ] 'kCn ,oa okD; dh n`f"V ls djkukA ;wfuV nks % Hkk"kk dk oSKkfud Lo:i
4- Hkk"kk;h dkS'ky & lquuk] cksyuk] i<+uk ,oa fy[kuk dh lkekU; tkudkjh 2-1 Hkk"kk dk oSKkfud Lo:i ¼o.kZ] 'kCn ,oa okD; fopkj dh n`f"V ls½ &
nsukA
2-1-1 o.kZ & ifjHkk"kk] izdkj] Lojekyk] O;atuekyk] ckjg[kM+h] mPpkj.k vo;o]
5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrksa ls voxr djkukA lkekU; mPpkj.k v'kqf);ka ,oa mudk la'kks/kuA
6- fgUnh Hkk"kk dh fofHkUu fo/kkvksa ,oa muds f'k{k.k dh tkudkjh nsukA 2-1-2 'kCn & ifjHkk"kk ,oa izdkj ¼mRifÙk ds vk/kkj ij] jpuk ds vk/kkj ij] iz;ksx
7- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkkfork gsrq n`';&JO; lkexzh dh ds vk/kkj ij] vFkZ ds vk/kkj ij½A
mikns;rk crkukA 2-1-3 okD; & ifjHkk"kk] vax] HksnA
8- fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu ls lEcfU/kr fcUnqvksa dh tkudkjh ;wfuV rhu % Hkk"kk;h dkS'ky ,oa fgUnh Hkk"kk f'k{k.k
nsukA
3-1- lquuk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa lquuk dkS'ky fodkl gsrq
ikB~;Øe dh lekfIr ij Hkkoh v/;kid Hkk"kk] Hkk"kk dk vFkZ] ifjHkk"kk ,oa iz;klA
egRo] Hkkjr dh Hkkf"kd leL;k] Hkk"kk ds lEcU(/k esa laoS/kkfud izko/kkuksa dh
3-2- cksyuk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa cksyuk dkS'ky fodkl gsrq
tkudkjh ls ;qDr gks ldsaxsA
iz;klA
Hkkoh v/;kid Hkk"kk;h dkS'ky ¼lquuk] cksyuk] i<+uk] fy[kuk½ ds lkekU;
3-3- i<+uk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa i<+uk dkS'ky fodkl gsrq
ifjp;] mís';] egÙo ,oa dkS'ky fodkl gsrq fd, tk ldus okys iz;klksa dh
iz;klA
tkudkjh izkIr dj ldsaxsA fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrksa ls voxr gks
3-4- fy[kuk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa fy[kuk dkS'ky fodkl
ldsaxsA Hkkoh v/;kid fgUnh Hkk"kk dh fofHkUu fo/kkvksa ,oa muds f'k{k.k ds lkFk
gsrq iz;klA
lgk;d lkexzh] fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu ls voxr Hkh gks ldsaxsA
3-5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrA
fo"k; oLrq
;wfuV pkj % fgUnh Hkk"kk dh fofHkUu fo/kk,a] mudk f'k{k.k ,oa lgk;d lkexzh
;wfuV ,d % Hkk"kk ifjp;] fgUnh vkSj bldk LFkku
4-1- x| f'k{k.k & mís';] fof/k;ka ¼xgu ikB ,oa æwr ikB :i esa½A
1-1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egRoA
4-2- i| f'k{k.k & ¼jl] ikB ,oa cks/k ikB ds :i esa½A
4-3- ukVd ,oa ,dkadh f'k{k.k & ¼vfHku; ,oa eaph; :i esa½A 2- MkW- mek eaxy] fgUnh f'k{k.k] vk;Z cqd fMiks] djksy ckx] ubZ fnYyh] 2005
4-4- O;kdj.k ,oa jpuk f'k{k.kA 3- MkW- jke'kDy ik.Ms;] fgUnh f'k{k.k] Jh fouksn iqLrd Hk.Mkj] vkxjk&2]
4-5- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkko'khyrk gsrq n`';&JO; lkexzh
¼midj.k½A
;wfuV ikap % fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu
5-1- fgUnh Hkk"kk f'k{k.k esa uokpkj
5-2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa bdkbZ
ikB ;kstukA
5-3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,a ,oa izdkj½A
5-4- iz'u&i= fuekZ.k ,oa uhyi=A
l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ %
1- lafo/kku esa Hkkjrh; Hkk"kkvksa laca/kh vuq'kalk,a rFkk fofo/k flQkfj'kksa ij ,d
fjiksVZ rS;kj djukA
2- vklikl ds ikap fo|ky;ksa dk nkSjk dj f=Hkk"kk lw= dh fLFkfr ds lEcU/k esa
,d fjiksVZ rS;kj djukA
3- Hkk"kk;h dkS'kyksa ds fodkl gsrq xfrfof/k;ka rS;kj djukA
4- ekSfyd dfork,a ,oa ukVd ys[ku dk;ZA
5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir djukA
6- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.kA
8- uokpkj/kkfjr nks ikB ;kstuk,a fufeZr djukA
lanHkZ xazFk lwph % &
1- MkW- Jqfrdkar ik.Ms;] fgUnh Hkk"kk vkSj bldk f'k{k.k] ih,p-vkbZ] ubZ fnYyh]
2014
COURSE - VIII 1-4- Hkk"kk f'k{kk laca/kh laoS/kkfud izko/kku ¼/kkjk 343&353] 350v½
laLÑr Hkk"kk dk f'k{k.k 1-4-1 laLd`r vk;ksx ¼1956&57½
mís'; %
1-4-2 dksBkjh vk;ksx ¼1964&66½
bl ikB~;Øe dk mís'; laLÑr Hkk"kk ,oa lkfgR; ds n{k ,oa dq'ky f'k{kd
1-4-3 jk"Vªh; f'k{kk uhfr&1986 ,oa fØ;kUo;u dk;ZØe&1992
rS;kj djuk gSA bl ikB~;Øe dh fo"k;&oLrq ds v/;kiu ds QyLo:i lacaf/kr
izf'k{k.kkFkhZ Nk=k/;kid mPp ek/;fed ¼X;kjgoha ,oa ckjgoha½ d{kkvksa esa 1-4-4 jk"Vªh; ikB~;ppkZ dh :ijs[kk&2005 ¼Hkk"kk f'k{kk½ & laLÑr dh fLFkfrA
v/;kiu esa l{ke gks ldsaxsA ;wfuV nks % laLÑr Hkk"kk f'k{k.k ds lw=] fl)kUr] mís'; ,oa dkS'ky
bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid & 2-1- laLÑr Hkk"kk f'k{k.k ds lw=
1- Hkk"kk ds Lo:i ,oa egRo dks tku ldsaxsA 2-2- laLÑr Hkk"kk f'k{k.k ds fl)kUr
2- oSfnd ,oa ykSfdd Hkk"kk dh fLFkfr dks le> ldsaxsA 2-2-1-euksoSKkfud fl)kUr
3- fofHkUu vk;ksxksa esa laLÑr Hkk"kk laca/kh dh xbZ vuq'kalkvksa dks tku ldsaxsA 2-2-2-Hkk"kk;h fl)kUr
4- Hkk"kk f'k{k.k ds fofHkUu f'k{k.k lw=ksa] fl)kUrksa] mís';ksa ,oa dkS'kyksa dks tku 2-2-3-f'k{k.k foKku laca/kh fl)kUr
ldsaxsA 2-3 laLÑr Hkk"kk f'k{k.k ds mís';
5- laLÑr esa ikB ;kstuk ,oa bdkbZ ;kstuk dh vko';drk] egRo ,oa budh 2-3-1 lkekU; ,oa fof'k"V mís';
fuekZ.k izfØ;k tku ldsaxsA 2-3-2 izkjfEHkd] ek/;fed ,oa mPp Lrj ij laLÑr Hkk"kk f'k{k.k ds mís';
6- fofHkUu fo/kkvksa dh ikB ;kstuk ds fuekZ.k esa l{ke gks ldsaxsA 2-3-3 fof'k"V mís'; dk O;ogkjxr 'kCnkoyh ls fu/kkZj.kA
7- f'k{k.k esa fofo/k izdkj dh f'k{k.k lkexzh dk mi;ksx djuk lh[k ldsaxsA 2-4 laLÑr Hkk"kk f'k{k.k ds dkS'ky ,oa mudk fodkl
8- laLÑr Hkk"kk f'k{k.k dh fofHkUu fof/k;ksa ,oa mikxeksa ls ifjfpr gks ldsaxsA 2-4-1 vFkZxzg.kkRed dkS'ky
9- ewY;kadu ds lEizR;; ,oa blds egRo dks le> ldsaxsA 2-4-2 Jo.k dkS'ky
10- funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks tku ldsaxsA 2-4-3 iBu dkS'ky
fo"k; oLrq 2- vfHkO;DR;kRed dkS'ky
;wfuV ,d % laLÑr Hkk"kk dh izÑfr] fLFkfr ,oa egÙo ¼v½ Hkk"k.k dkS'ky
1-1- Hkk"kk dk Lo:i ,oa laLÑr Hkk"kk dk egRo ¼c½ ys[ku dkS'ky
1-2- oSfnd ,oa ykSfdd laLÑr Hkk"kk dh fLFkfr 3- Hkk"kk f'k{k.k ds dkS'kyksa dk egRo ,oa mudk vUrlZEcU/k
1-3- Hkk"kk % lekt] igpku ,oa 'kfDr 4- Jo.k ,oa Hkk"k.k dkS'kyksa dk fodkl & iznÙk dk;Z] Jo.k ,oa Hkk"k.k
dkS'kyksa ds fodkl ds fy, fo"k;] lkexzh ,oa lzksr] dFkk dFku] ?kVuk dFku] 3-2-1- laLÑr Hkk"kk f'k{k.k esa n`';&JO; lk/kuksa dk egRoA
lafLFkfrtU; okrkZyki] vUR;k{kjh] iz'uksÙkjh] laLÑr 'yksd ikB] laLÑr 3-2-2-laLÑr Hkk"kk f'k{k.k esa n`';&JO; lk/kuksa dk p;u] fuekZ.k ,oa mudk
xhr izLrqfr] O;k[;ku] Hkk"kk iz;ksx'kkyk] fo"k;oLrq ij lewg ppkZ] [ksy mi;ksxA
bR;kfn ds ek/;e ls fodklA ;wfuV pkj % Hkkjr esa laLÑr Hkk"kk f'k{k.k dh fof/k;ka ,oa uokpkj vk/kkfjr mikxe
5- iBu ,oa ys[ku dkS'kyksa dk fodkl 4-1 Hkk"kk f'k{k.k dh fof/k;k¡
¼v½ iBu dkS'ky ds midkS'ky & vkn'kZ okpu] vuqdj.k okpu] ekSu 4-1-1 ikB'kkyk fof/k
okpu] xgu ikB] æqr ikB] okpu djrs gq, iznÙk dk;Z] v/;;u] dkS'ky]
4-1-2 O;kdj.kkuqokn fof/k
fo"k; oLrq esa ls iz'uksa dh lajpuk] mÙkj [kkstuk] 'kCndks'k dk mi;ksx djuk
bR;kfnA 4-1-3 ikB~;iqLrd fof/k
¼c½ ys[ku dkS'ky ds midkS'ky & vuqPNsn ys[ku] dFkk ys[ku] ?kVuk ys[ku] 4-1-4 izR;{k i)fr
i= ys[ku] dFkk] if=dk] fHkfÙk if=dk] l`tukRed ys[ku] izfrosnu ys[ku] 4-2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe
lwpuk izlkj.k bR;kfnA 4-2-1 laxzaFku mikxe
;wfuV rhu % laLÑr f'k{k.k esa fo/kkxr ikB fu;kstu ,oa f'k{k.k lgk;d lkexzh 4-2-2 lEizs"k.k mikxe
3-1- fo/kkxr f'k{k.k ;kstuk 4-2-3 iznÙk dk;Z vk/kkfjr mikxe
3-1-1-laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo 4-2-4-lexz mikxe
3-1-2-bdkbZ ;kstuk ,oa nSfud ikB ;kstuk dh fuekZ.k izfØ;k ,oa varj ;wfuV ikap % laLÑr Hkk"kk f'k{k.k esa ewY;kadu
3-1-3 fufeZroknh mikxe vk/kkfjr ikB ;kstuk fu;kstu ,oa fofHkUu f'k{k.k fof/k;ka 5-1 ewY;kadu ,oa Hkk"kk f'k{k.k
¼v½ x| f'k{k.k 5-1-1 laLÑr Hkk"kk f'k{k.k esa ewY;kadu & ewY;kadu dk lEizR;;] mís'; ,oa egRoA
¼c½ i| ;kstuk 5-1-2 laLÑr Hkk"kk esa dkS'ky dsfUær ewY;kaduA
¼l½ O;kdj.k f'k{k.k 5-1-3 uhyi= vk/kkfjr iz'u i= dh lajpukA
¼n½ dFkk f'k{k.k 5-1-4 laLÑr Hkk"kk esa iz'uksa dk fuekZ.k & oLrqfu"B] y?kqÙkjkRed ,oa fucU/kkRed
¼;½ jpuk f'k{k.k iz'uA
3-1-4-mi;qZDr fo/kkxr f'k{k.k ds ek/;e ls fo|kfFkZ;ksa esa lEizs"k.k dkS'ky ¼i= 5-2- laLÑr Hkk"kk esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k
ys[ku] laokn ys[ku] ifjPNsn ys[ku] thouo`Ùk ys[ku bR;kfn½] o`r fodklA 5-2-1 funkukRed ijh{k.k dk lEizR;;] mís';] egRo ,oa izfØ;k
3-2 laLÑr f'k{k.k esa n`';&JO; lk/ku 5-2-2 mipkjkRed f'k{k.k dk lEizR;;] mís'; ,oa egRoA
5-3 laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kadu 5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ
5-3-1 lrr~ ,oa O;kid ewY;kadu dk lEizR;; fnYyhA
5-3-2 laLÑr Hkk"kk f'k{k.k esa lrr~ ,oa ewY;kadu izfØ;k dk egRo ,oa mís';A 6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d
5-3-3 lrr~ ,oa O;kid ewY;kadu dh okf"kZd dk;Z ;kstukA uokpkj] t;iqj % dYiuk izdk'kuA
l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ % 7- ,u-lh-Vh-bZ-vkj-Vh- ¼2005½ % jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005] ubZ
fnYyh % ,ulhVhbZvkjVh] ubZ fnYyhA
izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k; izk/;kid ds ekxZn'kZu
esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &
1- ikB~;Øe dh fdlh ,d mibdkbZ ij i= izLrqfr ,oa izfrosnuA
2- ikB~;Øe dh fdlh ,d mibdkbZ ij dk;Z'kkyk dk vk;kstu ,oa izfrosnuA
3- ek/;fed Lrj dh fdlh ,d ikB~;iqLrd dh leh{kkA
4- fofHkUu dkS'kyksa ij vk/kkfjr 20 iz'uksa dk fuekZ.kA
5- uhyi= vk/kkfjr iz'u&i= dh lajpuk ,oa izfrosnuA
6- jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005 esa Hkk"kk f'k{k.k O;wg jpuk dk v/;;u
,oa izfrosnuA
7- laLÑr esa funkukRed ijh{k.k dk fuekZ.k] vk;kstu ,oa izfrosnuA
8- fo|ky;ksa esa laLÑr Hkk"kk f'k{k.k esa cgqHkkf"kd f'k{k.k dh fLFkfr dk
v/;;uA
lanHkZ xzaFk lwph
1- feÙky] larks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj-yky cqd fMiksA
2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR;
vdknehA
3- ukjax] oS'uk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku
laLFkkuA
4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ
fnYyh % jktdey izdk'kuA
COURSE - VIII 3.2 Fundamental principles of formatting curriculum in History and
TEACHING OF HISTORY critical appraisals of the syllabus of state and CBSE board at different
stages.
OBJECTIVES 3.3 Qualities and professional growth of history teacher, and his role in
After the class the Pupil-Teachers able to : future prospective.
1. Understand the nature of History. 3.4 Challenge faced by History teacher (Challenges passed by
tecyhnology, pedagogy and globalization).
2. Understand the aims & objective of History Teaching.
UNIT-IV TEACHING PLANNING, METHODS AND TEACHING
3. Apply appropriate methods and techniques of teaching of various
SKILLS
topics of History at different level.
4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and
4. Prepare achievement test and diagnostic and administration of the test.
Importance.
5. Prepare and utilize different teaching aids.
4.2 Methods of teaching history - Story telling Method, Demonstration,
6. Understand the changing concept of History. Biographical, Problem solving and role play method.
7. Introduce student-teachers to matters of both content and pedagogy in UNIT-V C.C.E. IN HISTORY SUBJECT
the teaching of History.
5.1 Concept and purpose of evaluation.
UNIT-I NATURE AND SCOPE OF HISTORY
5.2 Objective based evaluation.
1.1 Meaning, nature and scope of History.
5.3 Various types of question, blue print, content analysis.
1.2 Importance of teaching history.
1.3 Importance of studying local history, national history and world
1. Content analysis and preparation of instructional material related to
history in the context of National Integration and International
any unit of history.
brotherhood and global citizenship.
2. Visit to any historical place and preparation of report.
1.4 Co-relation of History with Social Science, Civics, Political Science,
Economics and Geography. 3. Collection of newspaper cutting related to history's issues.
UNIT-II TEACHING LEARNING RESOURCE IN HISTORY 4. Develop a lesson plan based on new methods / technique in history.
2.1 People as resource the significance of oral data. 5. Study of analysis aspect of Historical issue and preparation of report.
2.2 Types and importance of Primary and Secondary sources in history 6. Interview two history teachers and find the challenges faced by them
teaching. and submit the report in about 500 words.
UNIT-III HISTORY CURRICULUM FOR SCHOOL REFERENCE BOOKS
3.1 Concept of curriculum. 1. NCERT - Handbook of History teachers.

2. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami, COURSE - VIII
Jaipur. TEACHING OF CIVICS
3. Choudhary, K.P. : Effective teaching of history in India, NCERT. OBJECTIVES
4. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami. To enable the pupil outcomes :
5. Hill, C.P. : Suggestions on the teaching of History. 1. Develop a critical understanding about the nature of developing a
6. Nayak, A.K. (2004: Classroom teaching methods and practice. APH critical and its interface with society.
Publishing Corporation, New Delhi. 2. Refresh the knowledge of the meaning and importance of civics.
7. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons. 3. Develop skill and abilities for organizing school activities related to
8. Varjeshwary, R.: Handbook for History teacher inIndia. the subject.
RELEVANT WEBSITES 4. To understand and adopt proper methods and techniques of teaching
various topics of civics to develop understanding of the concept and
1. www.ncert.nic.in
practices different approaches of evaluation and to develop skill
2. www.historical thinking. preparing and using diferent evaluation tools of teaching civics.
5. The civics teacher knowledge outlook and teaching skill.
6. Develop understanding of various strategies and need to involve
student in various group activities to promote co-operative leaning.
7. Introduce students to the centrally of power sharing in democracies.
UNIT-I FOUNDATIONS OF CIVICS EDUCATION CONTEXT
AND CONCERNS
1.1 Meaning, nature and scope of civics.
1.2 Need and importance of civics.
1.3 Develop a historical sense of the choice and nature of democracy in
India.
1.4 Understand rules in human right, child right, women right.
1.5 Importance of civics in school curriculum.
1.6 Correlation of civics with other subjects.
1.7 Aims and objectives of teaching civics at elementary/secondary level.
UNIT-II : CURRICULUM AND PLANNING
2.1 Concept and objectives of curriculum.
2.2 Fundamental principles of construction curriculum of civics. 5.4.1 Different types of question.
2.3 Principles of selection and organization of content. 5.4.2 Blue print.
2.4 Critical appraisal of civics curriculum and text-book. 5.4.3 Preparation of question paper.
2.5 Presentation of the subject matter of civic at elementary secondary ASSIGNMENTS (ANY ONE)
level. 1. Critical study of any one civics books prescribed of secondary class.
2.6 Curriculum development and book review. 2. Preparation of unit plan, lesson plan for civics book.
UNIT-III : METHODS AND APPROACHES OF TEACHING 3. Collection of newspaper cutting related to civics issues.
CIVICS
4. Prepare transparencies / PPT related to subject.
3.1 Meaning and concept of method.
5. Organize a seminar on current political issues and prepare report.
3.2 Various method of civics teaching at elementary secondary level-1
6. Field work based on object of keeping our nation clean and green.
inductive/deductive discussion, project, problem solving, role-play,
story telling, method, brain-storming, field, puzzle solving. 7. Visit any local bodies as Panchayat, Municipality, Municipal
Corporation and Nagar Nigam and prepare report about function of
3.3 Use of local resources in teaching civics, importance of teaching skill.
local bodies.
3.4 Planning of daily lesson plan and unit plan.
8. Construction of different types of test items.
3.5 Use of mass media and computer in civics teaching.
REFERENCE BOOKS
UNIT-IV : TEACHING LEARNING RESOURCES IN CIVICS
1. Agarwal, 1993 : Teaching of Political Science : A practical approach.
4.1 Concept need and importance of teaching learning resources in civics. Vikas Publishing House, New Delhi.
4.2 Type of elementary/secondary sources - text-book materials, journals, 2. Arora and Awasthy (2003) : Political theory. Haranand Publication
magazines, news channel, electronic media. Pvt. Ltd., New Delhi.
4.3 Teaching aids in civics, models, chart, audio-visual aids, flannel board, 3. Bining AC and Bining DH (1952) : Teaching of political science in
blackboard, smart class, white board. secondary schools. Tata McGraw Hill Publishing Co. Ltd. Bombay.
4.4 Planning of civics lab and its use. 4. Ellis AK (1995) : Teaching and Learning elementary social studies.
4.5 Role of teacher in using modern tool. Boston Allyn and Bacon.
UNIT-V : EVALUATION IN CIVICS TEACHING 5. Kirt Patrick Ecron (1997) : Foundation of political science research
5.1 Concept and objective of evaluation. methods and scope. New York, The Free Press.
5.2 Tools and techniques of evaluation in civics teaching. 6. Kocher, S.K. (1985) : Methods and techniques for teaching. Sterling
Publishers Pvt. Ltd., New Delhi.
5.3 CCE in civics teaching
7. Verma, LS (1988) : Research methodology in political science.
5.4 Preparation of achievement test.
Rajasthan Granth Akadami, Jaipur.
8. Savaga Tom V and Armstrong David G. (1992) : Effective teaching in COURSE - VIII
elementary social studies. Macmillan Publishing Co., New York. TEACHING OF GEOGRAPHY
9. Harlikar : Teaching of Civics in India. Bombay Padma Publication OBJECTIVES
Ltd.
After the class the Pupil-Teachers able to :
10. Cray Ryland W.: Education for Democratics Citizenship.
1. Understand the modern concept of Geography.
11. Machaelies : Social Studies for children in democracy, New York,
2. Understand the aim & objective of Geography Teaching.
Prentice Hall, 1956.
3. Apply appropriate methods and techniques of teaching of various
topics of Geography at different level.
4. Arrange field trips survey.
5. Prepare achievement test and diagnostic and administration of the
test.
6. Understand use of Geography Lab know about necessary
equipments for Geography lab.
UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE
1.1 Concept of Geography Teaching.
1.2 Aims, Objective of Geography Teaching (Different level).
1-3 Nature and Scope of Geography Teaching.
1-4 Co-relation with Geography or Social Science, Civics, Nature
Science, Economics, History.
UNIT-II : TEACHING LEARNING RESOURCE IN GEOGRAPHY
2.1 People as resource the significance of oral data.
2.2 Types of primary and secondary sources data from field, textual
materials, journals, magazines, newspaper etc.
2.3 Various Teaching-aids : Using atlas as a resources for Geography,
Maps, Globe, Chart models, Graphs visuals, teaching learning
material.
2.4 Geography Room & Laboratory, Museums, Co-curricular activities.
UNIT-III : TEACHING LEARNING OF GEOGRAPHY
3.1 Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning, Need and
Importance. 3- Hkwxksy f'k{k.k & ,u-vkj- oekZ

3.2 Geographical Methods : Regional Method, Demonstration,
Inductive-Deductive, Project, Comparative and Lab method. 4- dEI;wVj lgk; vf/kxe & MkW- ,p- esukfj;k
UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER
5- HkkSfrd Hkwxksy & MkW- lfoUæflag
4.1 Curriculum Development Process : National and State levels.
4.2 Study of Geography syllabus - Secondary level. 6- Hkwxksy izk;ksfxd & MkW- ts-ih- 'kekZ
4.3 Quality and professional growth of Geography teacher.
4.4 Geography text-book.
4.5 Geography teaching in CAI.
UNIT-V : ASSESSMENT AND EVALUATION
5.1 Characteristics of assessment - types of question best suited for
examining. Questions for testing quantitative skills, questions for
testing qualitative analysis, Open-ended questions.
5.2 Meaning, concept, process, construction of achievement test, Blue
print diagnostic.
5.3 Open book tests : Strengths and Limitations.
5.4 Continuous and Comprehensive Evaluation (CCE) in Geography.
ASSIGNMENTS (ANY ONE)
ANY TWO OF FOLLOWING : (10 MARKS)
1. Preparation of Maps, Charts and Models for Physical Geography.
2. Develop two lesson plan based on new methods and approaches.
(PPT)
3. Collection of newspaper cuttings related to Geographical issues.
4. Preparation of report of visit some place of Geographical interest.
REFERENCE BOOKS
1- Hkwxksy f'k{k.k & MkW- ts-ih- oekZ

2- Hkwxksy f'k{k.k & MkW- ,p-,u- flag
COURSE - VIII 2.2 Fundamental principles of constructing curriculum of Economics.
TEACHING OF ECONOMICS 2.3 Critical analysis of Economics syllabus at Secondary level.
OBJECTIVES 2.4 Text-book - Importance and Qualities of a good text-book of
1. To familiarize the student-teacher with various strategies, methods, Economics.
techniques and skills of teaching Economics at Senior Secondary 2.5 Critical appraisal of Economics Text-book.
level.
UNIT-III : LESSON PLANNING, METHOD AND APPROACHES
2. To develop competence in use of appropriate strategy in relation to the
IN TEACHING OF ECONOMICS
content to be taught.
3.1 Meaning, Need, Importance and Preparation of Unit Plan, Lesson
3. To inculcate spirit of experimentation for finding out effectiveness of
Plan.
alternative strategies of teaching.
3.2 Framing of Instruction of Objectives.
4. To promote reflection on issues pertaining of teaching of Economics.
5. To develop competence in designing effective instructional strategies 3.3 Various methods of Teaching of Economics at Secondary Level,
to teach Economics. Problem solving Project method, Team teaching, Inductive-deductive
method, Lecture method.
6. To develop ability to design, develop and use various tools &
techniques of evaluation. 3.4 Innovative Practices in teaching of Economics - Symposia, debate,
7. To develop awareness about syllabus prescribed by different State assignment, brain-storming, workshop, seminar.
Board. 3.5 Use of ICT in Economics.
8. To develop awareness about recent advancements in teaching of UNIT-IV : TEACHING LEARNING RESOURCES IN
Economics. ECONOMICS
UNIT-I FOUNDATIONS OF ECONOMICS IN EDUCATION 4.1 Meaning, need and importance of Teaching Learning Resources in
CONTEXT AND CONCERN Economics.
1.1 Meaning, nature and scope of Economics. 4.2 Types of Primary and Secondary Sources - Data from field, Textual
1.2 History of Indian Economics. material, Journals, Magazines, Newspapers, Books.
1.3 Contribution of eminent Indian Economics. Chanakya, Amartya Sen. 4.3 Teaching Aids in Economics - Maps, Graph, Model, Chart, Slides,
1.4 Correlation of Economics with school subjects. T.V., Museum, Computer, Smart Board, Teaching Learning material,
1.5 Aims and Objectives of Teaching Economics at Senior Secondary Internal.
level. 4.4 Co-curricular Activities - Types, Role and Significance of co-
UNIT-II : CURRICULUM AND PLANNING curricular Activities in teaching Economics.
2.1 Concept and objectives of curriculum. 4.5 Economics teacher and his qualities.
UNIT-V : EVALUATION AND ASSESSMENT IN ECONOMICS 5- vFkZ'kkL= foHkkx % MkW- dkeuk izlkn ik.Ms
TEACHING
6- vFkZ'kkL= foHkkx % xqjlj.knku R;kxh] fouksn iqLrd eafnj] vkxjk
5.1 Purpose and concept of Evaluation.
5.2 Types of Evaluation (Formative, Sumative and Diagnostic).
5.3 Continuous and Comprehensive Evaluation.
5.4 Preparation of Achievement Test, Blue Print.
5.5 Rubrics in teaching of Economics.
1. Content analysis and preparation of Instructional Material related to
any unit of subject related to Economics.
2. Construction of Objective types test items and Preparation of question
papers.
3. Critical appraisal of Economic, Syllabus at Senior Secondary Level.
4. Visit of Wholesale market and Retail market and Prepare report.
5. Develop a multi-media lesson using appropriate ICT resources and
transacting the same before peers in simulated teaching exercise.
6. Prepare a lesson plan on Innovative Method. (Any two)
7. Review of current budget.
8. Prepare E-learning material related to subject.
REFERENCE BOOKS
1. Teaching of Social Studies in Secondary School : Bining and Bining.
2. Teaching of Economics : M.H. Siddiqui, New Delhi, Ashish
Publishing House.
3. The Principles of Teaching Economics within the curriculum : Oliver,
J.M.
4. Evaluation in Economics : Bawa, M.S. IASE Deptt. of Education,
Delhi University.
COURSE - VIII 2.3 A critical study of present Physics text-book at Secondary / Senior
TEACHING OF PHYSICS Secondary school.
2.4 Unit Plan and Lesson Plan.
OBJECTIVES
2.5 Qualities of Physics teacher.
On completion of the course the student-teacher will be able to :
UNIT-III : METHOD AND APPROACHES OF Physics
1. To explain the nature and structure of Physics.
3.1 Approaches and Methods of Physics:
2. Understand the aims and objectives of teaching Physics.
(a) Process Approach - Scientific method, Problem solving method.
3. Apply various approaches and methods of teaching Physics.
(b) Activity based Approach- Project method, Laboratory method.
4. Organize various co-curricular activities.
5. Develop Low Cost experiments. (c) Co-operative learning approach.
6. To acquire and learn specific laboratory skills to conduct practical 3.2 Physics Laboratory - Need, Importance, Design, Maintenance of
work in Physics. Apparatus, Equipment and Safety measures.
7. Develop and use the techniques for evaluation of students' UNIT-IV : TEACHING-LEARNING RESOURCES IN Physics
performance. 4.1 Audio-Visual aids - Chart, Models, Transparencies, OHP, T.V.,
8. Develop a blue print. Computer.
9. Plan lesson in Physics. 4.2 Use of Community (Local) resources and Preparing low cost teaching
10. Critically evaluate the existing Physics. aids.
UNIT-I : NATURE AND STRUCTURE OF THE DISCIPLINE 4.3 Planning and Organization of Co-curricular activities : Science Fair,
1.1 Nature and scope of Physics in daily life. Excusrions, Science Club.
1.2 Contribution of Physicists in the development of Physics. UNIT-V : EVALUATION AND ASSESSMENT IN Physics
1.3 Major land works and contribution in the field of Physics. 5.1 Evaluation : Need, Concept and Importance of Evaluation in Physics.
1.4 Aims and Objective of Teaching of Physics : General and Specific. 5.2 Tool and Techniques of Evaluation.
1.5 Relation between Physics and other branches of Science and Social 5.3 Continuous and Comprehensive Evaluation in Physics.
Science. 5.4 Preparation of Blue Print in light of NCF 2005.
1.6 Scientific Attitude : Concept, characteristics and role of teacher in their
5.5 Physics Teacher as a researcher - Action research and case studies in
development.
Physics.
UNIT-II : PLANNING AND CURRICULUM
2.1 Principles of developing Physics curriculum at Secondary Level.
1. Life History of any three Nobel Prize winner in Physics.
2.2 Characteristics of an ideal text-book.
2. Write a Critical Report After reading of textbook. COURSE - VIII

3. Prepare a improvised apparatus for secondary level students. TEACHING OF BIOLOGY
REFERENCE BOOKS OBJECTIVES
1. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai 1. To understand the nature and scope of biology.
Publishing Co. 2. To understand the importance and objectives of biology as a school
2. Kochhar, S.K. (2003) : Methods and Techniques of Teaching. Sterling subject and its place in the school curriculum.
Publishers Pvt. Ltd., New Delhi. 3. To appreciate various approaches of learning biology.
3. Vinayak, Malhotra : Encyclopedia of Modern Methods of Teaching 4. To understand meaning, concept and various types of assessment.
Science. New Delhi : Crescent Publishing Corporation.
5. To utilize the teaching learning material effectively in teaching
biology
6. To understand the importance of biology curriculum.
UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES
OF BIOLOGY
1.1 Historical development of biology.
1.2 Origin of life and evolution, biodiversity, eco-system, food chain
and food web, photosynthesis, factors affecting the process of
photosynthesis, concept and types of cell division.
1.3 Nature, Scope and Objectives of teaching of Biology, Taxonomy
of educational objectives, writing objectives in behavioural terms.
1.4 Place of Biology in school curriculum and its relationship with
other subjects.
UNIT-II : INNOVATIVE METHODS OF LEARNING
2.1 Activity based learning, collaborative learning, experintial
learning, cooperative learning, concept mapping, peer learning,
facilitating learner for self-study.
2.2 Role of learners in negotiating and mediating learning in Biology.
2.3 Equal partnership of learners with special needs.
UNIT-III : NEW TRENDS IN BIOLOGY CURRICULUM difficulties and give appropriate remedy.
3.1 Principles of biological curriculum. 4. Establish biology science club in school and conduct at least five
3.2 Analysis of text-books and Biology syllabi of NCERT at activities related to Biology.
Secondary and Higher Secondary stages. REFERENCE BOOKS
3.3 Analysis of other print and non-print materials in the area of 1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,
Biology. Chandigarh.
3.4 New trends in Biology curriculum - BSCS, Nuffield Biology - O 2. Yadav, K. (1993) : Teaching of Life Science. Anmol
and A level. Publishers, Daryaganj, Delhi.
3.5 Basic criteria of validity of Biology curriculum in the light of 3. Yadav, M.S. (2000) : Modern methods of Teaching Science.
NCF-2005. Anmol Publishers, Delhi.
UNIT-IV : PEDAGOGICALASPECTS AND LEARNING RESOURCES 4. Mangal, S.K. (1996) : Teaching of Science. Arya Book
IN BIOLOGY Depot, New Delhi.
4.1 Need and importance of unit plan and lesson plan. 5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli
4.2 Identification and use of learning resources in Biology, exploring Publishers, Chandigarh.
alternative sources.
4.3 Use of audio-visual materials and ICT experiences in learning
Biology.
4.4 Need, importance and planning for biology laboratory.
UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT
5.1 Meaning, concept, need and construction of achievement test and
blue-print.
5.2 Continuous and comprehensive evaluation in Biology.
5.3 Tools and Techniques for testing qualitatively and quantitatively.
5.4 Open Book Examination, Strengths and Limitations.
ASSIGNMENTS ( ANY ONE)
1. Prepare a lesson plan by using fusion method of teaching.
2. Write a critical report after reading of school text-book.
3. Mark the student with less than 60% in biology diagnose the
COURSE - VIII 3.2 Inquiry Approach, Programme Instruction, Team Teaching,

TEACHING OF HOME SCIENCE Workshop, Seminar.
UNIT-IV : INSTRUCTIONAL SUPPORT SYSTEM
OBJECTIVES
4.1 Multi-sensory Aids : Charts, Models, Bulletin-Board, Flannel Board,
After completion of the course student-teachers will be able to : Transparencies, Overhead Projector, Radio, T.V., Computer.
1. Understand the nature, scope and objectives of teaching Home Science 4.2 Organization of Co-curricular Activities - Home Science Club, Field
at Senior Secondary level. Trips.
2. Understand the importance of teaching Home Science in school. 4.3 Use of Community Resources.
3. Understand various approaches of teaching learning of Home Science. 4.4 Home Science Laboratory - Planning and Equipping Home Science
4. Utilize the instructional material effectively in the teaching of Home Laboratory Care and Maintenance of Equipment, Safety Precaution
Science. for work in Home Science Laboratory.
5. Evaluate student performances effectively with reliability and validity. UNIT-V : ASSESSMENT AND EVALUATION
UNIT-I : NATURE, SCOPE AND OBJECTIVES 5.1 Meaning and Concept of Assessment and Evaluation.
1.1 Concept, Nature and Scope of Home Science. 5.2 Preparation of Blue Print and Construction of Achievement Test.
1.2 Place of Home Science in School curriculum. 5.3 Types of Test Items - Essay Type, Short Answer Type and Objective
1.3 Objectives of Teaching Home Science at Senior Secondary Level. Type.
1.4 Correlation of Home Science with other subjects and school activities. 5.4 Planning Objective based test items of different types.
UNIT-II : CURRICULUM AND PLANNING ASSIGNMENTS (ANY ONE)
2.1 Principles of Developing Home Science curriculum at Senior 1. Planning and Organization of Home Science Laboratory.
Secondary level. 2. Any handmade preparation of Stiching Printing, Tie and Die
2.2 Factors affecting the selection and organization of Home Science (Minimum for samples).
curriculum. 3. Development of self-instructional material on any one topic of Home
2.3 Analysis of Rajasthan State curriculum for Home Science. Science.
2.4 Unit Plan and Lesson Plan. 4. Development of computer assisted lesson in Home Science.
2.5 Qualities and Responsibilities of Home Science teacher. 5. Use of current events in Home Science teaching.
UNIT-III : METHODS AND APPROACHES OF TEACHING 6. To prepare design on the cloth by typing it with beads, marble, glass,
HOME SCIENCE bangles, bittle caps etc. and make the following items :
3.1 Demonstration Method, Discussion Method, Project Method, (a) Cushion cover - 2
Problem Solving Method. (b) Pillow cover - 2
(c) Table cloth COURSE - VIII
(d) Tray cover. TEACHING OF BOOK KEEPING & ACCOUNTING
REFERENCE BOOKS
OBJECTIVES :
1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi : Sterling
Publisher Pvt. Ltd. (1987). After completion of the course the student will be able to
2. Chandra, Arvada Shah, Anupama Joshi, Uma (1995) : Fundamentals - Understand the importance of teaching of Book keeping &
of teaching Home Science, New Delhi : Sterling Publishers. Accounting, Its scope and relationship with other school objects
3. Seshaih P.R. (2004) : Methods of Teaching Home Science, Chennai - - Undertake critical appraisal of existing Book keeping &
Manohar Publishers and Distributors. accounting curriculum at Sr. Sec. stage
4. Lakshmi, K. (2006) : Technology of Teaching Home Science, New - Know the qualities of text book of book keeping & Accounting
Delhi : Sonali Publishers
- Develop the ethics & Professional efficiency among students
5. Yoday, S. (1997) : Teaching of Home Science. New Delhi : Anmol
Publishers. - Develop an understanding use learning resources in book keeping
& Accounting
6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of teaching
(8th Ed.), New Delhi : PHI Learning Private Limited. - Develop necessary skills to prepare and use various instructional /
learning ,methods
UNIT - I : NATURE OF BOOK KEEPING AND ACCOUNTING AS
DISCIPLINE
1.1 Concept Nature and Scope of book keeping & Accounting
1.2 Importance of studying book keeping & Accounting as a subject in
the context of charging global scenario.
1.3 Aims and objectives of Accounting at Sr. Sec. Level
1.4 Correlation of Book keeping & Accounting subject with other
school subjects via Business studies, Banking, Economics
Mathematics and statics
UNIT : V II - CURRICULUM AND TEXT BOOK IN BOOK
KEEPING & ACCOUNTING
2.1 Concept, Objectives and principles of developing curriculum in
Book Keeping and Accounting
2.2 Critical Appraisal/Evaluation of present syllabus curriculum at Sr. 4.1 Use Of Audio-visual Aid, ICT Including multimedia, OHP,
Sec. Level. Copmuter in teraction bord, LCD projector, Internet E-Learnin,
2.3 Characteristics and selection criteria of a text book of Book Social media, networking etc in Book & Accounting teaching.
Keeping & Accounting .4.2 Recreational Activities through commerce club related to book
2.4 A Critical review of a text Book of fincnancial Accoutning keeping & Accounting reaching
prescribed by RBSE/CBSE for Sr. Sec. Classes a) Commerce Exhibition
UNIT -III : APPROACHES ABD METHODOLOGY OF b) Commerce Fair
TEACHING BOOK KEEPING & ACCOUNTING c) Financial Model
3.1 Various approaches of teaching book keeping & accounting d) Games
equation approach, Journal Approach, Ledger Approach,, Cash
e) Field Trip
Book approach
4.3 Qualities role & professional development of a teacher of book
3.2 Method in teaching of book keeping & Accounting
keeping & accounting
3.2.1 Lecture cum Demostration Method
UNIT -V : EVALUATION & ASSESSMENT IN BOOK KEEPING
3.2.2 Discussion Method & ACCOUNTING
3.2.3 Problem Solving Method 5.1 Importance and concept of evaluation
3.2.4 Project Method 5.2 Various devices of testing and their need
3.2.5 Modern Method of Teaching (ICT) 5.3 Preparation of achievement test along with blue print
3.3 Techniques of teaching Book Keeping & Accounting 5.4 Qualities of good test
3.3.1 Questioning 5.4 Diagnostic test and remedial teaching
3.3.2 Drill ASSIGNMENTS (ANY ONE)
3.3.3 Illustration a) Preparation of Unit test along with blue print
3.3.4 Role Playing b) Preparing scrap book related to business activities
3.3.5 Assignment c) Report of a visit to a business organization with a view to study its
3.4 Meaning , Need , Importance & preparation of unit plan & lesson financial system
plan d) Preparation of lesson plan based on any innovation methods
UNIT - IV : LEARNING RESOURCES IN BOOK KEEPING & e) Reports on any financial topic or any correct issue related to
ACCOUNTING business
REFERENCES : COURSE - VIII

TEACHING OF MATHEMATICS
1. Agarwal J C (2003) Teaching of Commerce : Vikas Publication,
New Dehli OBJECTIVES :
2. Sharma B L (2007) Vaniyayashikshan, R L Book Depot, Meerut After completion of course the students will be able to :
3. Parson Ashish Ashok (2007) Vanijayaskishan Radha Prakashan 1. Gain insight into the meaning, nature, scope and objectives of
Agra mathematics education.
2. Appreciate mathematics as a tool to engage the mind of every
student.
3. Understand the process of developing the concepts related to
Mathematics.
4. Appreciate the role of mathematics in day to day life.
5. Construct appropriate assessment tools for evaluating mathematics
learning.
6. Understand methods and techniques of teaching mathematics.
7. Perform pedagogical analysis of various topics in mathematics at
secondary level.
8. Understand and use I.C.T. in teaching of mathematics.
UNIT-1 : NATURE OF MATHEMATICS AS A DISCIPLINE
1. Nature of Mathematics : Concept, need, objectives, variables, etc.
2. Important processes of mathematics : Estimation, approximation,
understanding or visualizing pattern, representation.
3. Historical development of mathematics as a discipline contribution
of Indian Mathematicians like Ramanujan, Aryabhatt,
Bhaskaracharya, Brahmgupta.
4. Constructivist and concept mapping approach in learning
mathematics.
UNIT-2 : MATHEMATICS AS A SCHOOL SUBJECT
1. Importance of mathematics in school curriculum.
2. Aims and objectives of teaching mathematics at secondary level.
Writing objectives in behavioral terms. Bloom's taxonomy d. Trigonometrically ratios and identities
(Revised).
e. Area and Volume
3. Correlation of mathematics with other school subjects.
f. Profit, Loss and Partnership
4. Changing trends and goals of teaching mathematics with reference
g. Graphical representation of data
to NCF 2005.
2. Modes of learning engagement in Mathematics
MATHEMATICS a. Providing opportunities for group activities
1. Nature of concept, concept formation. b. Group / Individual Presentation
2. Methods of teaching mathematics at secondary level. c. Providing opportunities for sharing ideas
a. Lecture-cum-Demonstration d. Designing different Working Models for concept formation
b. Inductive-Deductive e. Teaching aids and activities in laboratory work.
c. Problem Solving UNIT-5 : ASSESSMENT & EVALUATION OF MATHEMATICS

LEARNING
d. Project
e. Heuristic
mechanical manipulation and rote learning -
f. Analytic & Synthetic
a. Planning of evaluation in mathematics
3. Techniques of teaching mathematics
b. Formative, Summative and Predictive evaluation in
a. Oral work mathematics
b. Written work c. Continuous and Compressive Evaluation (CCE) in mathe-
c. Drill work matics at secondary level
d. Home assignment d. Diagnostic Testing, Remedial Teaching and Enrichment
UNIT-4 : PEDAGOGICAL ANALYSIS AND MODE OF LEARNING programme.
ENGAGEMENT 2. Construction of achievement test / question paper in mathematics.
1. Pedagogical analysis of the units with reference to concepts, ASSIGNMENTS (ANYONE)
learning outcomes, activities and learning experiences and 1. Preparing a Diagnostic or Achievement Test
evaluation techniques of following content at secondary level.
2. Preparing one innovative lesson plan
a. Number system
3. Conduct at least one Experiment on any topic of mathematics.
b. Measures of central tendency
4. Prepare Instructional Material for teaching one topic in
c. Ongruency and Smilarity mathematics.
5. A term paper on a brief history of one mathematician. 15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on
6. Preparing a working model. Mathematics Teaching and Learning, Charlotte, NC : NCTM &
7. A project report on any project related to mathematics.
REFERENCE BOOKS :
CA : Fearon.
1- Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd gkml]
17. Marshall, S.P. (1995) : Schemes in Problem solving. NY :
t;iqj Cambridge University Press.
2- eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh 18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in
Secondary School. London : Routedge.
3- lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash Brothers,
4- gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj Ludhiana.
5- ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk 20. Nickson, Marilum (2000) : Teaching and Learning Mathematics : A
6- fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB Guide to Recent Research and its Applications. NY : Continuum.
21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics : An
7- ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
International Perspective. Psychology Press.
8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics, Dhanpat 22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton
Rai and Sons, Delhi. University Press.
9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-matics
23. Sudhir Kumar (2006) : Teaching of Mathematics.
in the new education, Universal Publication.
24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides.
10. Butler and Wren (2000), The teaching of Secondary Mathematics,
McGraw Hill Book Co. 25. UNESCO : Trends in Mathematics Teaching.
11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching 26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary
Secondary School Mathematics, Boston : Honghton Mifflin. Mathematics. New York : McGraw Hill Book Comp.
12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe- 27. Carey L.M. (1975) : Measuring and Evaluating School Learning.
matics Teaching and Learning. Boston : Allyn and Bacon.
13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe- 28. Copeland, R.W. (1979) : How Children Learn Mathematics ? New
matics, Moti Lal Banarasi Das Publisher, Delhi. York : McMillan Pub. Comp.
14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya Book 29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of
Depot, New Delhi. Maths in Secondary Schools, A Research Monograph. Delhi :
NCERT.
30. Davind Wood (1988) : How Children Think and Learn ? Oxford 8. http://www.kn.pacbell.com/wired/bluewebn
U.K. : Blackwell Publishers Ltd. 9. http://www.qsh.org/pr
31. Mathematics for Class VIII, 2008, NCERT, New Delhi.
32. Mathematics for Class VII, 2007, NCERT, New Delhi.
35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.
36. Position Paper of NCFon Habitat and Learning - 2005, NCERT.
37. Position Paper of NCF on Examination Reforms - 2005, NCERT.
38. Position Paper of NCF on Aims of Education - 2005, NCERT.
39. Position Paper of NCF on Gender Issues in Education - 2005,
NCERT.
40. Position Paper of NCF on Education and Peace - 2005, NCERT.
JOURNALS :
1. Teaching Children Mathematics (TCM), NCTM, USA.
2. Mathematics Teaching in the Middle School (MTMS), NCTM,
USA.
3. Journal of Mathematics Teacher Education, Springer Netherlands.
Web links :
1. Mathematics Thinking and Learning, Philadelphia, USA
2. http://www.mathforum.org/dr.math
3. http://www.sakshat.ac.in
4. http://web.utk.edu
5. http://www.confluence.org
6. http://www.natinalmathtrail.org
7. http://www.qsh.org/lists/hilites.html
COURSE - VIII 3.2 Learning Resources : Identification and Use of learning
TEACHING OF CHEMISTRY resources in Chemistry. Improvisation of apperatus, Audio-visual
materials, Multimedia, selection and designing, Use of ICT in
Objectives
learning chemistry.
1. To understand the nature and scope of Chemistry.
UNIT-IV : EXPLORING LEARNING OF CHEMISTRY
2. To understand the importance and objectives of Chemistry as a
4.1 Exploring learning of Chemistry topics such as Chemical
school subject and its place in the school curriculum.
reactions, types of chemical reaction - combination,
3. To understand the importance of Chemistry curriculum. decomposition, displacement reactions, Endotheramic and
4. To understand various approaches of teaching - learning of Exothermic reactions, Concept of oxidation reducation, redox
Chemistry. reactions, rate of reactions, factors affecting the rate like
concentration, temperature, pressure and catalyst.
5. Utilize the instructional material effectively in the teaching of
Chemistry. UNIT-V : TOOLS AND TECHNIQUES OF ASSESSMENT
UNIT-I : CURRICULUM DEVELOPMENT AND CHEMISTRY 5.1 Tools and Techniques of Assessment, Development of learning
CURRICULUM indicators, Performance based assessment, Learner's record of
observations, Assessment of Project Work. Construction of Test
1.1 Curriculum Development : Need and salient features of
items and administration of tests. Continuous and comprehensive
curriculum, Strategy and Principles of curriculum development,
for overall development of child.
Development of Curriculum for the Secondary level. Salient
features of NCF-2005. ASSIGNMENTS (ANY ONE)
1.2 Chemistry Curriculum : Common characteristics of chemistry Activities based on syllabus of Chemistry at Secondary level.
curriculum. Basic criteria of validity of chemistry curriculum in 1. Preparation of one working model.
the light of NCF-2005. A critical study of IX and X classes. 2. Preparation of Model Lesson Plan followed by Seminar /
UNIT-II : MODES OF LEARNING ENGAGEMENT Presentation.
2.1 Constructivist Approach : Activity based learning, 3. Preparation of a Kit for teaching learning of a topic along with
Experimentation interactive learning, Group work, Peer learning, write-up (name of unit, home / topic / material used / procedure /
Project work, assignments followed by presentation, discussion, learning outcomes).
inquiry approach, concept mapping etc. 4. Construction of an Achievement Test, Administration and
UNIT-III : PLANNING AND PEDAGOGIC ASPECTS FOR Analysis of Result.
TEACHING-LEARNING OF CHEMISTRY Reference Books :
3.1 Lesson Planning : Pedagogical shift from science as fixed body of 1. Kherwadkal, Anjali, Teaching of Chemistry by Modern Method,
knowledge to process of constructing knowledge. Sarup & Sons, Newdelhi, Year 2003
2. Negi D.S.& Negi Rajita, Teaching Of Chemistry, year 2001

3. Das, R.C, Science Teaching in Schools, Sterling Publishers, Pvt. Ltd.
New Delhi, Year 1985
4. Rao, D.B. World Conference on science Education, Discovery
Publishing House, New Delhi, Year 2001
5. Venkataih, S., Science Education in 21st Centuary, Anmol Publishers,
New Delhi, Year 2001
ADVANCE LEVEL
TEACHING OF ENGLISH
TEACHING OF HINDI
TEACHING OF SANSKRIT
TEACHING OF MATHEMATICS
TEACHING OF HISTORY
TEACHING OF POLITICAL SCIENCE
TEACHING OF GEOGRAPHY
TEACHING OF ECONOMICS
TEACHING OF BIOLOGICAL SCIENCE
TEACHING OF HOME SCIENCES
TEACHING OF COMMERCE
TEACHING OF CHEMISTRY
TEACHING OF BOOK KEEPING & ACCOUNTING
ADVANCE LEVEL (Monothongs, Diphthongs, Consonants, Pause, Juncture, Stress,

COURSE - VIII Accent, Beat, Intonation, Rhythm).
TEACHING OF ENGLISH 2.1.3 Listening skills and their sub-skills.
OBJECTIVES 2.1.4 Authentic listening vs Graded listening.
To enable the student teachers to : 2.1.5 Techniques of teaching listening.
* Develop a good understanding of the basic concepts in second 2.1.6 Role of teaching aids in teaching listening skills.
language teaching.
2.1.7 Difference between - listening and listening comprehension.
* Teach basic language skills as listening, speaking, reading and writing
2.1.8 Note-taking.
and integrate them for communicative purpose.
2.2 Speaking
* Critically review and use appropriately different approaches and
methods of teaching English as a second language. 2.2.1 Concept of speaking in second language.
* Prepare lesson plans on different and prescribed aspects of English as a 2.2.2 The phonetic elements involved in speaking at the Productive
second language. level. (Monothongs, Diphthongs, Consonlants, Pause, Juncture,
Stress, Accent, Beat, Intonation, Rhythm).
* Choose, prepare and use appropriate audio-visual aids for affective
teaching of English. 2.2.3 The stress system - weak forms and scheme.
* Use various techniques of testing English as a second language and 2.2.4 Use of Pronouncing dictionary.
develop remedial teaching. 2.2.5 Phonetic transcription.
UNIT-I : BASIC CONCEPT AND OBJECTIVES OF ENGLISH 2.2.6 Technique of teaching speaking skills and pronounciation practice
LANGUAGE TEACHING and drills - Ear Training, Repetition, Dialogues and Conversation.
1.1 Concept and Nature of Language. 2.2.7 Role of A.V. aids in teaching speaking skills.
1.2 Mother tongue, Second language, English as Second Language UNIT-III : TEACHING OF READING AND WRITING SKILLS
(ESL), English as a Foreign Language (EFL), English for Specific 3.1 Reading Skills
Purpose (ESP).
1.3 Principles of Second Language Teaching.
3.1.2 Mechanics of reading (Eye span, pause, Fixations, Regression).
1.4 The Objectives of teaching English as a Second Language at
3.1.3 Types of reading : Skimming, Scanning, Silent reading, Reading
Secondary Level of School Education.
2.1 Listening
3.2 Writing Skills
2.1.2 The phonetic elements involved in listening at the receptive level
3.2.1 Concept of writing in first language and the second language. - Concept, aims and objectives of teaching poetry in second
3.2.2 Types of Composition - oral, written, controlled, guided language.
composition. - Steps of preparing a lesson plan on poetry.
3.2.3 Teaching the following items - Letters (Formal and informal), UNIT-V : RESOURCES AND ASSESSMENT OF ENGLISH
Essays, Report, Email, Notices, Precis, Paragraph, Developing LEARNING
stories. 5.1 Resources in English
UNIT-IV : METHODOLOGY OF ENGLISH LANGUAGE 5.1.1 Concept and use of resources in second language teaching.
TEACHING
4.1 Approaches, Methods and Techniques flannel board, tape-recorder, radio, OHP, substitution, tables,
4.1.1 Difference between an approach, method and a technique. computer, newspapers, magazines, redia, The blackboard and the
4.1.2 Whole language approach, communicative approach, task based white board, Songs, Newspapers, Magazines and Brochures,
approach is eclectic approach. Stories and Anecdotes, Planning and organizing lab activities,
Language games.
4.1.3 Direct method, Bilingual method, ESA model, Audio-lingual
method.. 5.2 Assessment of Second Language
4.2 Planning for English Language teaching 5.2.1 Concept of assessment and testing in English as a second
language.
4.2.1 Prose Lesson
5.2.2 Concept, need and techniques of Continuous and Comprehensive
- Content analysis - Planning a unit, based on a lesson in the text-
Evaluation (CCE) in English.
book.
5.2.3 Type of test (Achievement test, Proficiency test, Diagnostic test,
- Planning for teaching the content and skills in the following order :
Prognostic test, Formative and Summative tests).
- New lexical items (vocabulary - active and passive,
5.2.4 Testing language skills, lexical and structural items, poetry and
techniques of teaching vocabulary).
grammar.
- New structural items
1. Planning of vocabulary building exercises and techniques to teach
- Textual exercises the students in the classroom.
- Writing / Composition 2. Identification of learning difficulties experienced by student-
- Unit test. teachers during teaching practice and implementation of remedial
4.2.2 Teaching of Poetry instructional strategies in English.
- Components of poetry 3. Review of two research articles related to teaching and learning of
English from educational journals, magazines or newspapers.
- The place of poetry teaching in school curriculum.
4. Critical analysis of the method used in a lesson taught by a regular COURSE - VIII
teacher. fgUnh Hkk"kk vkSj bldk f'k{k.k
5. Preparation an action plan for improving any of the following
skills : reading skill, speaking skill, listening skill or creative mís'; %
writing.
1- Hkk"kk lajpuk esa fgUnh Hkk"kk rRoksa dk Kku nsukA
6. Preparation of five (5) word cards,five (5) picture cards and five
(5) cross word puzzles. 2- orZeku le; esa Hkkjr dh Hkk"kk;h leL;k dh tkudkjh nsukA
7. Preparation of twenty (20) test items in listening/speaking/ 3- Hkk"kk ds oSKkfud Lo:i dk Kku o.kZ] 'kCn] okD; dh n`f"V ls djukA
reading/writing skills. 4- ,d vkn'kZ fgUnh f'k{kd ds xq.kksa ls voxr djkukA
5- Hkk"kk;h dkS'ky] Jo.k] mPpkj.k] okpu] vfHkO;fDr dh lkekU; tkudkjh
nsukA
test for any class of your choice in English. 6- Hkk"kk f'k{k.k ds mís';ksa ,oa fl)kUrksa ls voxr djkukA
11. Preparing a Power Point Presentation (PPP) for teaching a topic of 7- fgUnh Hkk"kk dh fofHkUu fo/kkvksa ,oa muds f'k{k.k dh tkudkjh nsukA
8- fgUnh Hkk"kk f'k{k.k gsrq n`';&JO; lkexzh dh mikns;rk crkukA
(print out).
9- fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu dh mikns;rk crkukA
13. Content analysis of a unit or a chapter of English textbook in terms 10- fgUnh Hkk"kk f'k{k.k esa ikB ;kstuk ds fuekZ.k ,oa fofHkUu izdkjksa rFkk uhyi=
of the lexical and structural items, language skills and given fuekZ.k dh tkudkjh nsukA
exercises.
;wfuV ,d % Hkk"kk dk ifjp;] fgUnh vkSj bldk LFkku
REFERENCE BOOKS
1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egÙoA
Madras : Orient Longman Ltd. 2- fgUnh dk mn~Hko] izÑfr ,oa fo'ks"krk,¡A
2 Baruah, T.C. (1985) : The English Teacher's Handbook. New Delhi 3- ekr`Hkk"kk ifjHkk"kk ,oa egRoA
4- ekr`Hkk"kk f'k{k.k ds mís';] fl)kUrA
Longman. 5- Hkkjr esa Hkk"kk;h leL;k ,oa lek/kkuA
4 Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.), ;wfuV nks % Hkk"kk dk oSKkfud Lo:i
1- Hkk"kk dk oSKkfud Lo:i ¼o.kZ] 'kCn ,oa okD; fopkj dh n`f"V ls½ &
McGraw Hill.
¼v½ o.kZ & vFkZ] ifjHkk"kk] izdkj] Lojekyk] O;atuekyk] ckjg[kM+h] mPpkj.k]
lkekU; mPpkj.k v'kqf);ka ,oa mudk la'kks/kuA 2- fgUnh f'k{k.k esa n`';&JO; midj.kka dk egRo ,oa mi;ksxA
¼c½ 'kCn] vFkZ] ifjHkk"kk ,oa izdkj 3- fgUnh Hkk"kk f'k{k.k esa ikB~;iqLrd dk egRo ,oa fo'ks"krk,aA
& mRifÙk ds vk/kkj ij] ;wfuV ikap % fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu
& jpuk ds vk/kkj ij] 1- fgUnh Hkk"kk f'k{k.k esa uokpkj
& iz;ksx ds vk/kkj ij] 2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa bdkbZ
& vFkZ ds vk/kkj ijA ikB ;kstukA]
¼l½ okD; & ifjHkk"kk] vax] Hksn] izdkjA 3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,a ,oa izdkj½A
2- fgUnh f'k{k.k ds xq.kA 4- iz'u&i= fuekZ.k ,oa uhyi=A
;wfuV rhu % Hkk"kk;h dkS'ky ,oa fgUnh Hkk"kk f'k{k.k l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ %
1- Hkk"kk;h dkS'kyksa ds fodkl gsrq fuEukafdr i{kksa ds Lo:i dk f'k{k.k & 1- Hkk"kk ds mn~Hko ,oa fo'ks"krkvksa ij ,d fjiksVZ rS;kj djukA
lkekU; ifjp;] mís'; ,oa egÙo rFkk dkS'ky fodkl gsrq iz;kl ds lanHkZ esa & 2- fofHkUu i=&if=dkvksa ls dgkuh ladyu ,oa dgkuh ds mís';iw.kZ f'k{kk
ewY;ksa ij fjiksVZ rS;kj djukA
v- Jo.k
3- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.k djukA
c- mPpkj.k
l- okpu ¼lLoj ,oa ekSu okpu½
5- ekSfyd dfork,a ,oa ukVd ys[ku dk;ZA
n- vfHkO;fDr ¼ekSf[kd ,oa fyf[kr½
6- fofHkUu fgUnh dfo;ksa ij ck;ksxzkQh thouh dh :ijs[kk rS;kj djukA
2- Hkk"kk f'k{k.k ds mís';
7- vklikl ds ikap fo|ky;ksa dk nkSjk dj fgUnh dh fLFkfr ds lEcU/k esa fjiksVZ
3- Hkk"kk f'k{k.k ds fl)kUr
rS;kj djukA
4- iqLrdky; ,oa okpuky; dk fgUnh Hkk"kk;h fodkl esa mi;ksxA
8- ek/;fed Lrj dh fgUnh ikB~;iqLrd dh leh{kk djukA
;wfuV pkj % fgUnh Hkk"kk dh fofHkUu fo/kk,a] mudk f'k{k.k ,oa lgk;d lkexzh
lanHkZ xzaFk lwph %
1-v- x| f'k{k.k & mís';] fof/k;ka ¼xgu ikB ,oa æwr ikB :i esa½A
1- MkW- Jqfrdkar ik.Ms; % fgUnh Hkk"kk vkSj bldk f'k{k.kA ih,p vkbZ] ubZ fnYyh]
c- i| f'k{k.k & ¼jl] ikB ,oa cks/k ikB ds :i esa½A 2014
l- ukVd ,oa ,dkadh f'k{k.k & ¼vfHku; ,oa eaph; :i esa½A 2- MkW- mek eaxy % fgUnh f'k{k.kA vk;Z cqd fMiks] djksy ckx] ubZ fnYyh] 2005
n- dgkuh f'k{k.k & ¼vkSipkfjd ,oa O;kogkfjd f'k{k.k ds :i esa½ 3- MkW- jke'kqDy ik.Ms; % fgUnh f'k{k.kA Jh fouksn iqLrd Hk.Mkj] vkxjk&2]
;- O;kdj.k ,oa jpuk f'k{k.k 2009
4- MkW- HkksykukFk frokjh % Hkk"kk foKkuA fdrkc egy] bykgkckn] 2005

COURSE - VIII
5- MkW- jkepUæ 'kqDy % fgUnh lkfgR; bfrgklA jktdey izdk'ku] ubZ fnYyh]
laLÑr Hkk"kk dk f'k{k.k
2006
mís'; %
6- MkW- lkfo=h flag % fgUnh f'k{k.kA baVjus'kuy ifCyf'kax gkml] esjB] 2004
bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid &
7- HkkbZ ;ksxsUæthr % fgUnh Hkk"kk f'k{k.kA fouksn iqLrd eafnj] vkxjk] 2008
1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA
2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA
3- laLÑr Hkk"kk f'k{k.k ds mís';ksa ,oa dkS'kyksa dks le> ldsaxsA
4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa f'k{k.k fl)kUrksa dks tku ldsaxsA
5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA
6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA
7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk lh[k
ldsaxsA
8- laLÑr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;ksa ,oa mikxeksa dks tku ldsaxsA
9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu ds mís'; ,oa egRo dks le> ldsaxsA
10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA
Course Contents :
;wfuV ,d % laLÑr Hkk"kk dk Lo:i ,oa egÙo
1- Hkk"kk dk Lo:i ,oa egRo
2- laLÑr Hkk"kk dk egRo
3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh fLFkfr
4- jk"Vªh; ikB~;ppkZ dh :ijs[kk&2005 esa laLÑr Hkk"kk f'k{k.k dh fLFkfr
5- Hkkjrh; fo|ky; ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfrA
;wfuV nks % laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky
1- izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';
2- laLÑr Hkk"kk f'k{k.k ds lw= 3- iznÙk dk;Z vk/kkfjr mikxe

3- laLÑr Hkk"kk f'k{k.k ds fl)kUr 4- lexz mikxe
4- laLÑr Hkk"kk f'k{k.k ds dkS'ky ;wfuV ikap % laLÑr Hkk"kk f'k{k.k esa ewY;kadu
v- vFkZxzg.kkRed dkS'ky 1- ewY;kadu dk lEizR;;] mís'; ,oa egRoA
c- vfHkO;DR;kRed dkS'ky 2- laLÑr Hkk"kk esa dkS'ky dsfUær ewY;kaduA
;wfuV rhu % laLÑr f'k{k.k esa fo/kkxr ikB fu;kstu ,oa f'k{k.k lgk;d lkexzh 3- laLÑr Hkk"kk esa uhyi= vk/kkfjr iz'u i= lajpukA
1- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo 4- funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k lEizR;;] mís'; ,oa egRoA
2- fufeZroknh mikxe vk/kkfjr ikB ;kstuk fu;kstu ,oa f'k{k.k fof/k;ka & 5- laLÑr Hkk"kk vf/kxe esa lrr~ ,oa O;kid ewY;kadu
¼v½ x| f'k{k.k l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ %
¼c½ i| f'k{k.k izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k; izk/;kid ds ekxZn'kZu
¼l½O;kdj.k f'k{k.k esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &
¼n½ ukVd f'k{k.k 1- ikB~;Øe dh fdlh ,d mibdkbZ ij i= izLrqfr ,oa izfrosnuA
3- laLÑr Hkk"kk f'k{k.k esa n`';] ,oa n`';&JO; rFkk oS|qnf.od ¼bysDVªksfud½ 2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa dk
lk/kuksa dk egRo v/;;u ,oa izfrosnuA
4- laLÑr Hkk"kk f'k{k.k esa n`';] JO; lk/kuksa dk p;u ,oa mudk mi;ksx 3- mPp izkFkfed@ek/;fed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh
leh{kkA
;wfuV pkj % laLÑr Hkk"kk f'k{k.k dh fof/k;ka ,oa mikxe
4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA
¼v½ laLÑr Hkk"kk f'k{k.k dh fof/k;ka
5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa
1- ikB'kkyk fof/k
mipkjkRed f'k{k.kA
2- O;kdj.kkuqokn fof/k
6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z dh
3- ikB~;iqLrd fof/k lwph cukuk ,oa mu ij fØ;kRed vH;kl ,oa izfrosnuA
4- izR;{k i)fr 7- mPp izkFkfed@ek/;fed Lrj dh ikB~piqLrd esa vk, laLÑr 'kCnksa dh
¼c½ laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe cgqHkkf"kdrk dk v/;;u ,oa izfrosnuA
1- laxzaFku mikxe 8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij
2- lEizs"k.k mikxe vk/kkfjr 20 iz'uksa dh lajpuk djukA
lanHkZ xzaFk lwph 14. Numan, David (1993) : Designing Task for Communicative
Classroom : Cambridge : Cambridge University Press.
1- feÙky] larks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj-yky cqd fMiksA
2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR;
vdknehA
3- ukjax] oS'uk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku
laLFkkuA
4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ
fnYyh % jktdey izdk'kuA
5- frokjh] Hkky
s kukFk ¼1982½ % Hkk"kk foKku] u'skuy ifCyf'kxa gkml] ubZ fnYyhA
6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d
uokpkj] t;iqj % dYiuk izdk'kuA
7- ,u-lh-Vh-bZ-vkj-Vh- ¼2005½ % jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005] ubZ
fnYyh % ,ulhVhbZvkjVh] ubZ fnYyhA
8- xqIrk] ,l-ih- ¼2006½ % vk/kqfud ekiu ,oa ewY;kadu] bykgkckn % 'kkjnk
iqLrd HkouA
9- frokjh] HkksykukFk ¼1994½ % Hkk"kk foKku] bykgkckn % fdrkc egy
izdk'kuA
10- ik.Ms;] pUæ'ks[kj ¼1998½ % laLÑr lkfgR; dh :ijs[kk] dkuiqj % lkfgR;
fudsruA
11- feJ] izHkk'kadj ¼1998½ % laLÑr f'k{k.k p.Mhx<+ % gfj;k.kk lkfgR;
vdknehA
12- lkroysdj] Jhikn nkeksnj ¼2006½ % laLÑr Lo;a f'k{kd] fnYyh %
jktiky ,.M lal daiuhA
13- flag] yky lkgc ¼1994½ % ekiu ewY;kadu ,oa lkaf[;dh] vkxjk % lkfgR;
izdk'kuA
COURSE - VIII 3. Correlation of mathematics and other school subjects.

TEACHING OF MATHEMATICS 4. Changing trends and goals of teaching mathematics with reference to
NCF 2005.
OBJECTIVES
After completion of course the students will be able to : MATHEMATICS
1. Gain insight into the meaning, nature, scope and objectives of 1. Nature of concept, concept formation.
mathematics education.
2. Methods of teaching mathematics at secondary level.
2. Appreciate mathematics as a tool to engage the mind of every student.
a. Lecture-cum-Demonstration
3. Understand the process of developing the concepts related to
Mathematics. b. Inductive-Deductive
4. Appreciate the role of mathematics in day to day life. c. Problem Solving

5. Construct appropriate assessment tools for evaluating mathematics d. Project
learning. e. Heuristic
6. Understand methods and techniques of teaching mathematics. f. Analytic & Synthetic
7. Perform pedagogical analysis of various topics in mathematics at 3. Techniques of teaching mathematics
secondary level.
a. Oral work
8. Understand and use I.C.T. in teaching of mathematics.
b. Written work
UNIT-1 : NATURE OF MATHEMATICS AS A DISCIPLINE
c. Drill work
1. Nature of Mathematics : Concept, need, objectives, variables, etc.
d. Home assignment
2. Important processes of mathematics : Estimation, approximation,
UNIT-4 : PEDAGOGICAL ANALYSIS AND MODE OF LEARNING
understanding or visualizing pattern, representation.
ENGAGEMENT
3. Historical development of mathematics as a discipline contribution of
1. Pedagogical analysis of the units with reference to concepts, learning
Indian Mathematicians like Ramanujan, Aryabhatt, Bhaskaracharya,
outcomes, activities and learning experiences and evaluation
Brahmgupta.
techniques of following content at secondary level.
4. Constructivist and concept mapping approach in learning
mathematics. a. Number system
UNIT-2 : MATHEMATICS AS A SCHOOL SUBJECT b. Measures of central tendency
1. Importance of mathematics in school curriculum. c. Congruency and Smilarity
2. Aims and objectives of teaching mathematics at secondary level. d. Trigonometrically ratios and identities
Writing objectives in behavioral terms. Bloom's taxonomy (Revised). e. Area and Volume
f. Profit, Loss and Partnership REFERENCE BOOKS

g. Graphical representation of data 1- Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd gkml]
2. Modes of learning engagement in Mathematics t;iqj
a. Providing opportunities for group activities 2- eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh
b. Group / Individual Presentation 3- lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
c. Providing opportunities for sharing ideas
4- gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj
d. Designing different Working Models for concept formation
5- ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk
e. Teaching aids and activities in laboratory work.
UNIT-5 : ASSESSMENT & EVALUATION OF MATHEMATICS 6- fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB
LEARNING 7- ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
8. Agarwal, S.M. (2005), Teaching of Modern Mathematics, Dhanpat
mechanical manipulation and rote learning -
Rai and Sons, Delhi.
a. Planning of evaluation in mathematics 9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-matics in
b. Formative, Summative and Predictive evaluation in mathematics the new education, Universal Publication.
c. Continuous and Compressive Evaluation (CCE) in mathematics 10. Butler and Wren (2000), The teaching of Secondary Mathematics,
at secondary level McGraw Hill Book Co.
d. Diagnostic Testing, Remedial Teaching and Enrichment 11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching
programme. Secondary School Mathematics, Boston : Honghton Mifflin.
2. Construction of achievement test / question paper in mathematics. 12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-matics
Teaching and Learning.
13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe-
1. Preparing a Diagnostic or Achievement Test
matics, Moti Lal Banarasi Das Publisher, Delhi.
2. Preparing one innovative lesson plan
14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya Book
3. Conduct at least one Experiment on any topic of mathematics. Depot, New Delhi.
4. Prepare Instructional Material for teaching one topic in mathematics. 15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on
5. A term paper on a brief history of one mathematician. Mathematics Teaching and Learning, Charlotte, NC : NCTM &
6. Preparing a working model.
7. A project report on any project related to mathematics. CA : Fearon.
17. Marshall, S.P. (1995) : Schemes in Problem solving. NY : Cambridge 35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.
University Press. 36. Position Paper of NCFon Habitat and Learning - 2005, NCERT.
18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in 37. Position Paper of NCF on Examination Reforms - 2005, NCERT.
Secondary School. London : Routedge.
38. Position Paper of NCF on Aims of Education - 2005, NCERT.
19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash Brothers,
39. Position Paper of NCF on Gender Issues in Education - 2005, NCERT.
Ludhiana.
40. Position Paper of NCF on Education and Peacs - 2005, NCERT.
20. Nickson, Marilum (2000) : Teaching and Learning Mathematics : A
Guide to Recent Research and its Applications. NY : Continuum. JOURNALS
21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics : An 1. Teaching Children Mathematics (TCM), NCTM, USA.
International Perspective. Psychology Press. 2. Mathematics Teaching in the Middle School (MTMS), NCTM, USA.
22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton 3. Journal of Mathematics Teacher Education, Springer Netherlands.
University Press.
WEB LINKS
23. Sudhir Kumar (2006) : Teaching of Mathematics.
1. Mathematics Thinking and Learning, Philadelphia, USA
24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides.
2. http://www.mathforum.org/dr.math
25. UNESCO : Trends in Mathematics Teaching.
3. http://www.sakshat.ac.in
26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary
4. http://web.utk.edu
Mathematics. New York : McGraw Hill Book Comp.
5. http://www.confluence.org
27. Carey L.M. (1975) : Measuring and Evaluating School Learning.
Boston : Allyn and Bacon. 6. http://www.natinalmathtrail.org
28. Copeland, R.W. (1979) : How Children Learn Mathematics ? New 7. http://www.qsh.org/lists/hilites.html
York : McMillan Pub. Comp. 8. http://www.kn.pacbell.com/wired/bluewebn
29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of 9. http://www.qsh.org/pr
Maths in Secondary Schools, A Research Monograph. Delhi : NCERT.
10. http://www.education-world.com
30. Davind Wood (1988) : How Children Think and Learn ? Oxford U.K. :
11. http://www.nctm.org
Blackwell Publishers Ltd.
31. Mathematics for Class VIII, 2008, NCERT, New Delhi.
32. Mathematics for Class VII, 2007, NCERT, New Delhi.
COURSE - VIII 3.4 Qualities and professional growth of history teacher, and his role in
TEACHING OF HISTORY future prospective.
OBJECTIVES UNIT-IV : TEACHING PLANNING, METHODS AND TEACHING
SKILLS
After the class the Pupil-Teachers able to :
4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and
1. Understand the nature of History.
Importance.
2. Understand the aims & objective of History Teaching.
4.2 Methods of teaching history - Story telling Method, Demonstration,
3. Apply appropriate methods and techniques of teaching of various Biographical, Problem solving and role play method.
topics of History at different level.
UNIT-V : C.C.E. IN HISTORY
4. Prepare achievement test and diagnostic and administration of the test.
5.1 Concept and purpose of evaluation.
5. Prepare and utilize different teaching aids.
5.2 Objective based evaluation.
6. Understand the changing concept of History.
5.3 Various types of question, blue print, content analysis.
7. Introduce student-teachers to matters of both content and pedagogy in
the teaching of History.
1. Content analysis and preparation of instructional material related to
UNIT-I : SOURCES OF KNOWING OF ANCIENT INDIAN
any unit of history.
HISTORY
2. Visit to any historical place and preparation of report.
1.1 Arahaelogical Sources
3. Collection of newspaper cutting related to history's issues.
1.2 Literacy Sources
4. Develop a lesson plan based on new methods / technique in history.
1.3 Foreign Accounts.
REFERENCE BOOKS
UNIT-II : LEARNING RESOURCES
1. Nayak, A.K. (2004: Classroom teaching methods and practice. APH
2.1 Audio-Visual Resources : T.V., Films, Documentary, Visual Maps,
Publishing Corporation, New Delhi.
Models, Time-line, Artifacts.
2. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons.
2.2 Print Media - Magazine, Newspaper, Archieves.
3. NCERT - Handbook of History teachers.
2.3 Online Resources - Websites, Virtual tour.
4. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,
UNIT-III : HISTORY CURRICULUM FOR SCHOOL
Jaipur.
3.1 Concept of curriculum.
5. Choudhary, K.P. : Effective teaching of history in India, NCERT.
3.2 Fundamental principles of formatting curriculum in history.
6. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.
3.3 Critical appraisals of the sylalbus of State and CBSE Board at different
7. Hill, C.P. : Suggestions on the teaching of History.
stages.
8. Varjeshwary, R.: Handbook for History teacher inIndia. COURSE - VIII

RELEVANT WEBSITES POLITICAL SCIENCE
1. www.ncert.nic.in
OBJECTIVES
2. www.historical thinking.
1. Acquire the knowledge of the meaning and nature of Political Science,
3. w w w. e d u c a t i o n a l . a l b e r l a . c a / m e d i a / 1 2 3 4 0 4 5 / m a k i n g Modern Concepts and Contemporary concepts of Political Science.
difference_2010pdf.
2. Develop understanding of objectives of teaching Political Science in
democratic country.
3. To understand and adopt proper methods and techniques of teaching
various topic of Political Science.
4. To develop the understanding of inter-relationship between different
subjects of social sciences.
5. To develop understanding of the concepts and practices of different
approaches of the evaluation and to develop skills in preparing and
using different evaluation tools in teaching of Political Science.
6. To develop understanding of political science curriculum and to enable
them to give suggestion for its improvement.
7. To develop understanding of issues in Political Science.
UNIT-I : FOUNDATIONS OF POLITICAL SCIENCE
1.1 Meaning, nature and scope of Political Science.
1.2 Concepts - Liberty, Equality, power, authority and legitimacy, political
system, soverignty and pluralism.
1.3 Democracy and Dictatorship, Political parties and Pressure groups.
1.4 Contemporary concepts - Political Modernization, Political Culture,
Political Socialization.
UNIT-II : OBJECTIVES, METHODS AND TECHNIQUES
2.1 Objectives of teaching Political Science in a democratic country.
2.2 Modern Methods of teaching Political Science
2.2.1 Inductive - Deductive Method
2.2.2 Heuristic Method
2.2.3 Laboratory Method 5.1 Evaluation of the Political Science curriculum up to contemporary
2.2.4 Observation Method times in the Indian Context.
2.2.5 Lecture Method 5.2 Construction of knowledge and process of knowledge generation in
Political Science.
2.2.6 Seminar Method
5.3 Different perspectives and Issues in Political Science.
2.3 Modern Techniques
2.3.1 Illustration
1. Peer interaction (Peer Educators) and group work on selected areas
2.3.2 Questioning
taken from school syllabus and write a report.
2.3.3 Observation
2. Analysis of curriculum Policies / Documents and existing school
2.3.4 Analytical curriculum and write a report.
2.3.5 Concept Attainment Model 3. Group presentation for critical appraisal of existing Politcal Science
2.3.6 Jerk Technology curriculum and Text Books and write a report.
UNIT-III : CHALLENGES AND RESOURCES OF POLITICAL 4. Preparation of five Transparencies / CD related to civics teaching.
SCIENCE 5. Prepare a Scrap Book related to National Political Issues.
3.1 Teaching Political Science to the learners with special needs REFERENCE BOOKS
(challenged and gifted).
1. B.L. Fadia : 'Rajnity Vigyan ke mool sidhant.
3.2 Correlation of Political Science with other Social Sciences.
2. Pukhraj Jain : Rajnity Vigyan ke mool sidhant.
3.3 Political Science room.
3. Vishnu Bhagwan, Vidhya Bhushan, G.P. Mehrotra : Rajniti vigyan sa
3.4 Professional competence and personality of civics teacher. sidhant.
UNIT-IV : EVALUATION IN CIVICS 4. Dr. Veerkeshwar Pratap Singh : Rajnity Shastra ke Sidhant.
4.1 Difference between Measurement, Assessment and Evaluations. 5. Vikas Shukla : Nagrik Shastra Shikshan, Vijay Prakashan Mandir,
4.2 Characteristics of good measurement, Diagnostic test and remedial Varanasi.
teaching, criterion referred testing and Norm referred testing, 6. Ramchandra Agrawal : Rajnity Shastra ke Sidhant.
4.3 Different types of items, Multiple Discriminant Type Item, 7. Kochhar, S.K. : Teaching of Political Science, New Delhi : Sterling
Development and Standardization of Achievement Test in Political Publishers, 1970.
Science,
8. Aggarwal, J.C. : Teaching of Social Studies, New Delhi : Vikas
4.4 CCE wtih reference to Political Science. Publishing House Pvt. Ltd., 1982.
UNIT-V : EVALUATION AND DEVELOPMENT OF POLITICAL 9. Desia, D.M. and Mehta, T.S. : Evaluation in Social Studies - Ministry
SCIENCE of Education, Govt. of India.
COURSE - VIII Maps, Globe, Chart models, Graphs visuals, teaching learning
TEACHING OF GEOGRAPHY material.
4. Geography Room & Laboratory, Museums, Co-curricular activities.
OBJECTIVES UNIT-III : TEACHING LEARNING OF GEOGRAPHY
1. Understand the modern concept of Geography. 1. Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning, Need and
2. Understand the aim & objective of Geography Teaching. Importance.
3. Apply appropriate methods and techniques of teaching of various 2. Geographical Methods : Regional Method, Demonstration, Inductive-
topics of Geography at different level. Deductive, Project, Comparative and Lab method.
4. Arrange field trips survey. UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER
5. Prepare achievement test and diagnostic and administration of the test. 1. Curriculum Development Process : National and State levels.
6. Understand the use of Geography Lab know about necessary 2. Study of Geography syllabus - Secondary level.
equipments for Geography lab. 3. Quality and professional growth of Geography teacher.
UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE 4. Geography text-book.
1. Concept of Geography Teaching. 5. Geography teaching in CAI.
2. Aims, Objective of Geography Teaching (Different level). UNIT-V : ASSESSMENT AND EVALUATION
3. Nature and Scope of Geography Teaching. 1. Characteristics of assessment - types of question best suited for
4. Co-relation with Geography or Social Science, Civics, Nature examining. Questions for testing quantitative skills, questions for
Science, Economics, History. testing qualitative analysis, Open-ended questions.
5. Solar System 2. Meaning, concept, process, construction of achievement test, Blue

print diagnostic.
6. Physical Feature of India
3. Open book tests : Strengths and Limitations.
7. Climate
4. Continuous and Comprehensive Evaluation (CCE) in Geography.
8. Indian Mansoon
U N I T- I I : T E A C H I N G L E A R N I N G R E S O U R C E S I N
GEOGRAPHY 1. Preparation of Maps, Charts and Models for Physical Geography.
1. People as resource the significance of oral data. 2. Develop two lesson plan based on new methods and approaches.
(PPT)
2. Types of primary and secondary sources data from field, textual
materials, journals, magazines, newspaper etc. 3. Collection of newspaper cuttings related to Geographical issues.
3. Various Teaching-aids : Using atlas as a resources for Geography, 4. Preparation of report of visit some place of Geographical interest.
REFERENCE BOOKS COURSE - VIII

TEACHING OF ECONOMICS
1- Hkwxksy f'k{k.k & MkW- ts-ih- oekZ
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1. To enables to teacher trainees.
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2. To develop interest in Economics subject among the pupil.
4- dEI;wVj lgk; vf/kxe & MkW- ,p- esukfj;k 3. To help the students to acquire the basic understanding in the field of
5- HkkSfrd Hkwxksy & MkW- lfoUæflag Economics.
4. To enable the student teachers to understand the objectives of teaching
6- Hkwxksy izk;ksfxd & MkW- ts-ih- 'kekZ
Economics at the school stage.
5. To enable the student to acquire necessary skills use and preparations
of teaching aid and instructional material in Economics.
6. To acquaint the students teacher with different Audio-Visual aids and
develop in them the skill of for the proper use and maintenance of
teaching aid.
7. Understands and use of appropriate devices of evaluation in
Economics.
UNIT-I : CONCEPTUALIZATION OF ECONOMICS TEACHING
1.0 Economics Reforms
1.1 Liberalization
1.2 Privatisation
1.3 Globalisation and Budget.
2. Existing approaches of teaching learning of Economics (Constructive
approach, cbhild centered and participatory approach).
3. Various educational policy documents and National Curriculum
Framework concerning teaching learning of Economics (NPE 1986,
NCF 2005).
4. Place of economics in school curriculum, aims and objectives of
teaching Economics at Senior Secondary level.
5. Research Prospective in Pedagogy of Economics education.
UNIT-II : ECONOMIC CURRICULUM UNIT-V : LESSON PLANNING AND EVALUATION

2.1 Approaches to organization of economics curriculum, economics 5.1 Preparation of lesson plan based on different approaches (constructive
curriculum at various stages of school education. approach, child centered and participatory approach).
2.2 Methodology of development of curricular materials viz. text-book, 5.2 Open Book examination, Evaluating Project Work, Question Bank,
workbooks, teacher handbooks, teacher's education manuals, other Remedial teaching.
content enrichment materials - their conceptualization and process.
5.3 Recent trends in evaluation - Grading system continuous and
UNIT-III : APPROACHES TO PEDAGOGY OF ECONOMICS Comprehensive evaluation (CCE).
3.1 Utilization of various methods in economics at Senior Secondary ASSIGNMENTS (ANY ONE)
level.
1. Preparation of a scrapbook related to any current issue of Economics.
3.1.1 Brain storming.
2. A Power Point Presentation related to any one topic of Economics.
3.1.2 Analysis and synthesis.
3. Preparing a Radio or T.V. script related to a current Economic issue.
3.1.3 Survey method
4. Prepare a list of audio-visual aids related to teaching of Economics.
3.1.4 Supervised Study
5. Prepare a lesson plan on Innovation method (Any two).
3.1.5 Concept mapping.
REFERENCE BOOKS
3.2 Selection fo skill and techniques to teach economics.
3.2.1 Teacher pupil participation 1- Vkd] izks- lqyseku] djhe vCnqy ¼2005½] vFkZ'kkL= f'k{kd] tSu izdk'ku
3.2.2 Use of ICT
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3.2.3 Assignment techniques 2- R;kxh xqjlj.knkl ¼2011½] vFkZ'kkL= f'k{k.k] vkj-yky cqd fMiks] esjB
3.2.4 Workshop 3- flag] ;ksxs'k dqekj ¼2008½] vFkZ'kkL= f'k{k.k] ,-ih-,p- ifCyf'kax
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3.2.6 Debate
4- >k Ñ".kk usUM ¼2010½] vFkZ'kkL= f'k{k.k] ,-ih-,p- ifCyf'kax dkWjiksjs'ku]
UNIT-IV : MEDIA MATERIALS AND RESOURCES FOR
nfj;kxat] ubZ fnYyh
TEACHING-LEARNING OF ECONOMICS
4.1 Effective use of Print and Audio-Visual Materials for economics. 5- xkSM+ vf'ouh dqekj ¼2006½] vFkZ'kkL= f'k{k.k] jkW;y cqd fMiks] esjB
4.2 Meaning, Need and Importance of learning Resources in Economics. 6. Gupta, Rainu, Saxena, R.G. (2003) : Teaching of Economics,
4.3 Use of Community Resources in Economics Teaching (Post Office, Jagdamba Book Centre, New Delhi.
Bank, Cottage industries). 7. Aggarwal, J.C. (2007) : Teaching of Economics : A Practical
4.4 Teacher of Economics : Qualities and Role. Approach, Vinod Pustak Mandir, Agra-1.
COURSE - VIII 2.5 Preparation of Unit Plan and Lesson Plan at Higher Secondary School
TEACHING OF PHYSICS level.
OBJECTIVES 2.6 Professional Development of a Physics Teacher :
On completion of the course the student-teacher will be able to : - Need for professional development at individual level, organizational
1. Familarize with Nature of Physics. level and Government level.
2. Understand the aims and objectives of teaching Physics Teaching. - Need and Relevance of participation in Seminars, Workshops,
3. Apply various approaches and methods of teaching Physics. Conferences, Symposia etc. as well as Membership of Professional
Organizations in professional development of teachers.
4. Develop low cost material.
5. Explain the concept of Evaluation. UNIT-III : APPROACHES AND METHODS OF TEACHING
PHYSICS
6. Critically analysis the existing Physics textbook.
3.1 Approaches and Methods of Physics:
7. Develop a blue print.
Problem solving approach, Inductive and deductive approach,
8. Acquaint with laboratory plan, equipments and materials.
Laboratory method, Project method.
UNIT-I : STRUCTURE AND CONTENT ENRICHMENT OF THE
DISCIPLINE 3.2 Physics Science Laboratory : Importance, Design, Maintenance of
Equipment and Safety measures.
1.1 Concept and Nature of Physics.
UNIT-IV : EDUCATIONAL TECHNOLOGY IN PHYSICS
1.2 Contribution of Eminent Indian and Foreign Physicists in
EDUCATION
Development of Physics (Albert Einstein, Gallileo, SIr Isaac Newton,
Marie Curie, Homi Jahangir Bhabha, Sir Chandrashekhar Venkar 4.1 Audio-Visual aids - OHP, Epidaiscope, Projector.
Raman). 4.2 Computer Aided Instructions.
1.3 Aims and Objective of Teaching of Physics : General and Specific. 4.3 Preparation of Teaching Aids with emphasis on Improvisation Low
1.4 Relation between Physics and other school subjects. Cost Materials.
1.5 Content Enrichment : Motion, force, Newton's law's, Reflection and 4.4 Use of Community resources.
Refraction of light, Atomic structure model- Rutherford, Bohr's
UNIT-V : EVALUATION IN PHYSICS TEACHING
model.
5.1 Meaning and Concept of Evaluation in Physics.
UNIT-II : PHYSICS CURRICULUM
5.2 Tool and Techniques of Evaluation.
2.1 Principle of Curriculum formation of Physics.
2.2 New trends of curriculum development in Physics Teaching. 5.3 Preparation of Blue-print based Question Paper.
2.3 Characteristics of an ideal higher secondary school physics text-book. 5.4 Continuous and Comprehensive Evaluation in Physics.
2.4 Critical Analysis of XI Class text-book. 5.5 Importance and Evaluation of Practical work.
ASSIGNMENTS (ANY ONE) COURSE - VIII

TEACHING OF BIOLOGICAL SCIENCE
1. Preparation a Power Point Presentation on any sub-unit of syllabus.
2. Analysis of Physics Text Book.
OBJECTIVES
3. Survey of Physics Laboratory in the schools.
1. To understand the nature and scope of biological Science.
4. Collection of Newspaper cuttings / clippings, journal, Articles related
2. To understand the importance and objectives of biological Science
to Physics.
as a school subject and its place in the school curriculum.
5. Preparing one innovative lesson plan.
3. Appreciate various approaches of learning biological Science.
6. Prepare instructional material for teaching one topic in Physics.
4. To understand meaning, concept and various types of assessment.
7. Preparing a working model.
5. To utilize the teaching learning material effectively in teaching
8. Life History of any three Nobel Prize winners in Physics. biology.
9. Identifying and conducting at least 2 experiment / demonstrations 6. To understand the importance of biological Science curriculum.
from the Physics syllabus individually or in small groups.
7. To plan and organize biological science practical work in
REFERENCE BOOKS laboratory
1. Maitre, K. (1991) : Teaching of Physics, New Delhi : Discovery UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES
Publishing House. OF BIOLOGICAL SCIENCE
2. Sharma, R.C. (1981) : Modern Science Teaching, Delhi : Dhanpat Rai 1.1 Historical development of biological Science.
and Sons. 1.2 Origin of life and evolution, biodiversity, eco-system, food chain
3. Mangal, S.K. (1997) : Teaching of Science, Arya Book Depot. and food web, photosynthesis, factors affecting the process of
4. Gupta, S.K. (1991) : Teaching Physical Science in Secondary Schools, photosynthesis, concept and types of cell division.
New Delhi : Sterling Publishers. 1.3 Nature, Scope and Objectives of teaching of Biological Science,
5. Mangal, S.K. and Mangal, Shubra (2007) : Teaching of Physical Taxonomy of educational objectives, writing objectives in
Science. Meerut : International Publishing House, NCERT, Science behavioral terms.
Textbooks for classes VII-X (2003). 1.4 Place of Biology in school curriculum and its relationship with
6. Sharma, R.C. (2002) : Science Teaching, Dhanpat Rai Publication. other subjects.
UNIT-II : INNOVATIVE METHODS OF LEARNING
2.2 Role of learners in negotiating and mediating learning in
biological science
2.3 Equal partnership of learners with special needs.
UNIT-III : NEW TRENDS IN BIOLOGICAL SCIENCE ASSIGNMENT (ANY ONE)

CURRICULUM
1. Prepare a lesson plan by using fusion method of teaching.
3.1 Principles of biological Science curriculum.
2. Write a critical report after reading of school text-book.
3.2 Analysis of text-books and biological Science syllabi of NCERT at
3. Mark the student with less than 60% in biology diagnose the
Secondary and Higher Secondary stages.
difficulties and give appropriate remedy.
3.3 Analysis of other print and non-print materials in the area of
4. Establish science club in school and conduct at least five activities
biological Science.
related to biological science.
3.4 New trends in biology curriculum - BSCS, Nuffield biological
5. Prepare of improvised apparatus for Secondary/ Sr. Secondary
Science O and A level.
level students.
3.5 Basic criteria of validity of biological Science curriculum in the
light of NCF-2005.
UNIT-IV : PEDAGOGIC ASPECTS AND LEARNING
RESOURCES IN BIOLOGICAL SCIENCE
4.1 Need and importance of unit plan and lesson plan.
4.2 Identification and use of learning resources in biological Science,
exploring alternative sources.
4.3 Use of audio-visual materials and ICT experiences in learning
biology.
4.4 Need, importance and planning for biology laboratory.
4.5 Characteristics of a good text book and evaluation of a text book
UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT
5.1 Meaning, concept, need and construction of achievement test and
blue-print.
5.2 Continuous and comprehensive evaluation in biological Science.
5.3 Tools and Techniques for testing qualitative and quantitatively.
5.4 Open Book Examination, Strengths and Limitations.
5.5 Evaluation of Practical work in biological science.
COURSE - VIII 2.3 Aims and objectives of teaching Home Science at Senior Secondary
PEDAGOGY OF HOME SCIENCE Level, Scope of Home Science in School curriculum.
OBJECTIVES 2.4 Correlation of Home Science with other subjects.
After completion of the course student-teachers will be able to : UNIT-III : FACILITATING LEARNING HOME SCIENCE
1. Understand the concept of Home Science. 3.1 Methods and approaches of teaching Home Science lecture cum
demonstration method, laboratory method, project method, Inductive-
2. Acquire the knowledge of nature and scope of Home Science.
Deductive approach, Problem Solving approach.
3. Acquire the knowledge of aims and objectives of teaching Home
3.2 Techniques of teaching and learning Home Science - Multimedia and
Science.
inter-disciplinary, seminars, group discussions, penal discussion,
4. Understand the approaches and techniques of teaching Home Science. group work, field trips.
5. Develop skill in planning lessons by using various approaches. 3.3 Planning for teaching home science - Unit plan and Planning for
6. Develop skill in constructing acheivement and diagnostic test in Home lessons episodes based on five E-Model.
Science. UNIT-IV : RESOURCES AND CURRICULUM FOR HOME
UNIT-I : CONTENT OF HOME SCIENCE SCIENCE
1.1 Food : its constituents functions, basics of nutrition, macro and micro 4.1 Home Science Laboratory planning and equipping Home Science
nutrient selection of food, principles and methods of food preparation. Laboratory guidelines for organising practical work care and
1.2 Fundamental of interior decoration, elements of arts and colors. maintenance of equipment safety precaution for work in Home
Science Lab.
1.3 Consumer education - problems of consumer rights and
responsibilities. 4.2 Multi-sensory aids charts, models, Bulletin Board, posters, computer
web resources.
1.4 Infancy - neonate - care of a neonate, touch therapy, importance of
breastfeeding, immunization schedule, complementary feeding. 4.3 Principles of developing Home Science curriculum at Senior
Secondary Level :
1.5 Savings - importance and types of savings.
- Factors affecting the selection and organization of Home Science
1.6 Community health and Nutrition : Malnutrition, Vitamin 'A'
curriculum.
deficiency, iron deficiency, iodine deficiency.
- Professional qualities and competencies of a Home Science teacher,
UNIT-II : NATURE OF HOME SCIENCE AND OBJECTIVES OF
duties and responsibilities of a Home Science teacher.
TEACHING HOME SCIENCE :
UNIT-V : CCE IN HOME SCIENCE TEACHING
2.1 Meaning, Nature and Scope of Home Science.
5.1 Evaluation - concept, types and purposes.
2.2 Philosophy of Home Science : Sociological, Psychological and
Economic perspectives of Home Science, Home Science - a science as 5.2 Concept of Continuous and comprehensive evaluation.
well as an art in subject. 5.3 Formative and summative evaluation.
5.4 Types of text items - objective type, short answer & essay type. COURSE - VIII
5.5 Planning Objective based test items of different types. TEACHING OF COMMERCE
5.6 Construction and use of achievement test. OBJECTIVES
ASSIGNMENTS (ANY ONE) The objectives of this course is to give teacher trainers - Orientation the
1. Collect food sources for various nutrients. pre-service teacher training programme for teaching commerce.
2. Role of extension education in Home Science for national The student teacher will be able to :
development. 1. Acquire knowledge about aims and objectives of teaching commerce.
3. Detection of food adulterants commonly used in food. 2. Understand methods of teaching commerce.
4. Collection and recording of different textiles and their uses. 3. Understand with the role of teaching aids and various learning
5. Prepare & present PPT on any one sub-unit related to subject. resources in commerce.
6. Any handmade preparation of stitching painting tie and die (minimum 4. Students aware to basics of Book-keeping, management, marketing &
four samples). Business Administration.
7. Seminar presentation on current issue of health & nutrition which is a 5. To develop commerce efficiency among students.
global problem. 6. To develop professional efficiency among students.
8. Scrap Book. UNIT-I : CONTENT OF COMMERCE
REFERENCE BOOKS 1. Meaning and Principles of Book-keeping.
1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi : Sterling 2. Concept of Management, nature and its significance of functions.
Publisher Pvt. Ltd. (1987). 3. Meaning and functions of Marketing and its role.
2. Chandra, Arvada Shah, Anupama Joshi, Uma (1995) : Fundamentals 4. Business Administration - concept, forms of business, organisation.
of teaching Home Science, New Delhi : Sterling Publishers. UNIT-II : CONCEPT AND TEXONOMY OF COMMERCE
3. Seshaih P.R. (2004) : Methods of Teaching Home Science, Chennai - 1. Meaning and Nature of Commerce.
Manohar Publishers and Distributors.
2. Need and Scope of Teaching Commerce.
4. Lakshmi, K. (2006) : Technology of Teaching Home Science, New
3. Aims and Objectives of Teaching Commerce.
Delhi : Sonali Publishers
4. Co-relations of Commerce with other school subjects.
5. Yoday, S. (1997) : Teaching of Home Science. New Delhi : Anmol
Publishers. UNIT-III : CURRICULUM AND PLANNING
6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of teaching 1. Curriculum - Concept, Objectives and Principles of Commerce.
(8th Ed.), New Delhi : PHI Learning Private Limited. 2. Critical Appraisal of existing commerce curriculum at Sr. Secondary
level.
3. Commerce text-book, need and importance criteria for the evaluation 3. Prof. Dariyav Singh Chundawat, B.L. Porwal, Dr. Pradeep Khocha :
of Commerce text-book. Principles of Marketing.
UNIT-IV : LESSON PLANNING & METHODS OF TEACHING 4. J.S. Sudha : Sales Organisation.
COMMERCE 5. J.S. Sudha : Sales and Distribution Management.
1. Meaning and Importance and Preparation of Unit Plan. 6. Pankaj Madan, Amit Mittal, Hemraj : Marketing Management.
2. Different methods of Teaching Commerce at Sr. Secondary level. -
Discussion, Project, Problem solving and Lecture method.
3. Innovative Practice in Commerce Teaching - assignment techniques,
brain storming, workshop, seminar.
4. Approaches of Teaching Commerce.
UNIT-V : TEACHING LERNING MATERIAL
1. Importance of equipment and teaching material of commerce.
2. Criteria for selections of instructional material and equipment.
3. Different Audio-visual equipment and material used in commerce
education.
4. Qualities of Commerce teacher, role and its professional growth.
5. Evaluation in Commerce - Importance Types of Test-Essay, Short
answer and Objective type.
1. Prepare a Lesson Plan based on any innovative method.
2. Prepare PPT related to Commerce teaching content.
3. Visit and observe any Bank / Departmental Store / Post Office / Factory
/ Film and Prepare Report.
4. Prepare instructional material related to any unit of subject related to
commerce.
5. Construct of objective type test item and prepare a question paper.
REFERENCE BOOKS
1. SNS Head : Financial Accounting, Alka Pubications, Ajmer.
2. Dr. R.L. Nolakha : Prabandh ke Sidhant, Ramesh Book Depot, Jaipur.
COURSE - VIII resources in Chemistry. Improvisation of apperatus, Audio-visual

TEACHING OF CHEMISTRY materials, Multimedia, selection and designing, Use of ICT in
learning chemistry.
OBJECTIVES UNIT-IV : EXPLORING LEARNING OF CHEMISTRY
1. To understand the nature and scope of Chemistry.
4.1 Exploring learning of Chemistry topics such as Chemical
2. To understand the importance and objectives of Chemistry as a reactions, types of chemical reaction - combination,
school subject and its place in the school curriculum. decomposition, displacement reactions, Endotheramic and
3. To understand the importance of Chemistry curriculum. Exothermic reactions, Concept of oxidation reducation, redox
4. To understand various approaches of teaching - learning of reactions, rate of reactions, factors affecting the rate like
Chemistry. concentration, temperature, pressure and catalyst.
5. Utilize the instructional material effectively in the teaching of UNIT-V : TOOLS AND TECHNIQUES OF ASSESSMENT
Chemistry. 5.1 Tools and Techniques of Assessment, Development of learning
UNIT-I : CURRICULUM DEVELOPMENT AND CHEMISTRY indicators, Performance based assessment, Learner's record of
CURRICULUM observations, Assessment of Project Work. Construction of Test
items and administration of tests. Continuous and comprehensive
1.1 Curriculum Development : Need and salient features of
for overall development of child.
curriculum, Strategy and Principles of curriculum development,
Development of Curriculum for the Secondary level. Salient Assignments (Any One)
features of NCF-2005. Activities based on syllabus of Chemistry at Secondary level.
1.2 Chemistry Curriculum : Common characteristics of chemistry 1. Preparation of one working model.
curriculum. Basic criteria of validity of chemistry curriculum in
2. Preparation of Model Lesson Plan followed by Seminar /
the light of NCF-2005. A critical study of IX and X classes.
Presentation.
UNIT-II : MODES OF LEARNING ENGAGEMENT
3. Preparation of a Kit for teaching learning of a topic along with
2.1 Constructivist Approach : Activity based learning, write-up (name of unit, home / topic / material used / procedure /
Experimentation interactive learning, Group work, Peer learning, learning outcomes).
Project work, assignments followed by presentation, discussion,
inquiry approach, concept mapping etc. 4. Construction of an Achievement Test, Administration and
Analysis of Result.
UNIT-III : PLANNING AND PEDAGOGIC ASPECTS FOR
TEACHING-LEARNING OF CHEMISTRY Reference Books :
3.1 Lesson Planning : Pedagogical shift from science as fixed body of 1. Kherwadkal, Anjali, Teaching of Chemistry by Modern Method,
knowledge to process of constructing knowledge. Sarup & Sons, Newdelhi, Year 2003
3.2 Learning Resources : Identification and Use of learning 2. Negi D.S.& Negi Rajita, Teaching Of Chemistry, year 2001
3. Das, R.C, Science Teaching in Schools, Sterling Publishers, Pvt. Ltd. COURSE - VIII
New Delhi, Year 1985 TEACHING OF BOOK KEEPING & ACCOUNTANCY
4. Rao, D.B. World Conference on science Education, Discovery OBJECTIVES :
Publishing House, New Delhi, Year 2001
After completion of the course the student will be able to
5. Venkataih, S., Science Education in 21st Centuary, Anmol Publishers,
New Delhi, Year 2001 - Understand the importance of teaching of Book keeping &
Accounting, Its scope and relationship with other school objects
- Undertake critical appraisal of existing Book keeping &
accounting curriculum at Sr. Sec. stage
- Know the qualities of text book of book keeping & Accounting
- h Develop the ethics & Professional efficiency among students
- Develop an understanding use learning resources in book keeping
& Accounting
- Develop necessary skills to prepare and use various instructional /
learning ,methods
UNIT - I : NATURE OF BOOK KEEPING AND ACCOUNTING AS
DISCIPLINE
1.1 Concept Nature and Scope of book keeping & Accounting
1.2 Importance of studying book keeping & Accounting as a subject in
the context of charging global scenario.
1.3 Development of financial Accounting education in India with
reference to Sr. Sec Level
1.4 Aims and objectives of Accounting at Sr. Sec. Level
1.5 Correlation of Book keeping & Accounting subject with other
school subjects via Business studies, Banking, Economics
Mathematics and statics
UNIT : V II - CURRICULUM AND TEXT BOOK IN BOOK
KEEPING & ACCOUNTING
2.1 Concept, Objectives and principles of developing curriculum in
Book Keeping and Accounting UNIT - IV : LEARNING RESOURCES IN BOOK KEEPING &
2.2 Critical Appraisal/Evaluation of present syllabus curriculum at Sr. ACCOUNTING
Sec. Level. 4.1 Meaning of audio visual aids , needs and types.
2.3 Characteristics and selection criteria of a text book of Book 4.2 Recreational Activities through commerce club related to book
Keeping & Accounting keeping & Accounting reaching
2.4 A Critical review of a text Book of fincnancial Accoutning a) Commerce Exhibition

prescribed by RBSE/CBSE for Sr. Sec. Classes b) Commerce Fair
2.5 Role of library and Reference book in teaching of Books & c) Financial Model
Accounting d) Games
UNIT -III : APPROACHES ABD METHODOLOGY OF e) Field Trip
TEACHING BOOK KEEPING & ACCOUNTING 4.3 Qualities role & professional development of a teacher of book
keeping & accounting
3.1 Various approaches of teaching book keeping & accounting
equation approach, Journal Approach, Ledger Approach,, Cash UNIT -V : EVALUATION & ASSESSMENT IN BOOK KEEPING
Book approach & ACCOUNTING
5.1 Importance and concept of evaluation
3.2 Method in teaching of book keeping & Accounting
5.2 Various devices of testing and their need
3.2.1 Lecture cum Demostration Method
5.3 Preparation of achievement test along with blue print
3.2.2 Problem Solving Method
5.4 Diagnostic test and remedial teaching
3.2.3 Project Method
3.2.4 Modern Method of Teaching (ICT) a) Preparation of Unit test along with blue print
3.3 Techniques of teaching Book Keeping & Accounting b) Preparing scrap book related to business activities
3.3.1 Questioning c) Report of a visit to a business organization with a view to study its
3.3.2 Drill financial system
d) Preparation of lesson plan based on any innovation methods
3.3.3 Illustration
e) Reports on any financial topic or any correct issue related to
3.3.4 Role Playing
business
3.3.5 Assignment REFERENCES :
3.4 Meaning , Need , Importance & preparation of unit plan & lesson 1. Agarwal J C (2003) Teaching of Commerce : Vikas Publication,
plan
New Dehli COURSE - IX

2. Sharma B L (2007) Vaniyayashikshan, R L Book Depot, Meerut INTERNSHIP AT
SECONDARY SCHOOL LEVEL
3. Parson Ashish Ashok (2007) Vanijayaskishan Radha Prakashan
Agra
1. Internship at Secondary / Middle School Level - (14 weeks)

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AA ljLorha nso;Urks goUrsAA

JANARDAN RAI NAGAR RAJASTHAN VIDYAPEETH

Dabok, Udaipur - 313022

JANARDAN RAI NAGAR RAJASTHAN VIDYAPEETH

Curriculum for Two Year

Lokmanya Tilak Teachers Training College (CTE)

CONTRIBUTORS RULES AND GUIDELINES

Co. Course Title Course Marks

7. Optional Course CC 100 IV Understanding disciplines & CC Total - 100 Marks

9. Internship II CC 250 VIII Pedagogy of School SEC Total - 100 Marks

activities III Knowledge & Curriculum CC Total - 100 Marks

VII Optional Course CC Total - 100 Marks

VIII Pedagogy of School SEC Total - 100 Marks

COURSE - I 3.1 Dimensions of Differences in Psychological Attributes - Cognitive

2. Hurlock Elizabeth B. (1978) : Child Psychology. McGraw Hill COURSE - II

OBJECTIVES : 3.3 Discussion as a tool for learning

5. To use oral language in the classroom. UNIT-IV : LANGUAGE AT RECEPTIVE LEVEL

1.1 Concept of language 4.4 Listening strategies

1.2 Animal communication 4.5 Reading comprehension

2.3 Home language and school language ASSIGNMENT : (ANY ONE)

3. Prepare a write-up on multi-lingualism as a resource of teaching. COURSE - IV

2.1 Concept of curriculum and principles of framing curriculum. 1. Pre-Primary Level

COURSE - VIII (Monothongs, Diphthongs, Consonants, Pause, Juncture, Stress,

COURSE - VIII 2- fgUnh dk mn~Hko ,oa fodklA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k %

a. Number system 3. Conduct at least one Experiment on any topic of mathematics.

Depot, New Delhi. Blackwell Publishers Ltd.

COURSE - VIII Inductive and Deductive method.

COURSE - IX COURSE - XII

COURSE XIII COURSE - XIV

Second Year UNIT-1 : LEARNING AND MOTIVATION

UNIT-3 : INTELLIGENCE AND CREATIVITY his/her characteristics and problems.

COURSE - II 3.1.1 Socialization theory

2- ;kno] fl;kjke ¼1999½ % ikB~;Øe fodkl] vkxjk] fouksn iqLrd

COURSE - IV UNIT- 3 : DATA ANALYSIS AND FEEDBACK

UNIT-2 : ASSESSMENT FOR LEARNING 5.3 Including school-based credits

2.1 Kinds of tasks : projects, assignments, performances 5.4 Examination management

2.3 Observation of learning processes by self, by peers, by teachers ASSIGNEMENTS (ANYONE)

knowledge, understanding and application. Describing educational Data.

Course - V UNIT-IV : SPECIAL NEED

Krishnamurti Foundation India. Goel, B.S. (1988) : Psycho-

ONLINE RESOURCES OPTIONAL COURSE - VII

UNIT-III : PERSONAL CARE, SAFETY & SECURITY OPTIONAL COURSE- VII

UNIT-3 : COMMUNITY PARTICIPATION AND ENVIRONMENT REFERENCE BOOKS

language. 5 Brumfit, C.J. (1984) : Communicative methodology in language

COURSE - VIII 1-2- fgUnh dk mn~Hko ,oa fodklA

UNIT-III HISTORY CURRICULUM FOR SCHOOL REFERENCE BOOKS

3.1 Concept of curriculum. 1. NCERT - Handbook of History teachers.

Importance. 3- Hkwxksy f'k{k.k & ,u-vkj- oekZ

1- Hkwxksy f'k{k.k & MkW- ts-ih- oekZ

2. Write a Critical Report After reading of textbook. COURSE - VIII

COURSE - VIII 3.2 Inquiry Approach, Programme Instruction, Team Teaching,

REFERENCES : COURSE - VIII

1. Nature of concept, concept formation. b. Group / Individual Presentation

a. Lecture-cum-Demonstration d. Designing different Working Models for concept formation

b. Inductive-Deductive e. Teaching aids and activities in laboratory work.

c. Problem Solving UNIT-5 : ASSESSMENT & EVALUATION OF MATHEMATICS

2. Negi D.S.& Negi Rajita, Teaching Of Chemistry, year 2001

ADVANCE LEVEL (Monothongs, Diphthongs, Consonants, Pause, Juncture, Stress,

2- fgUnh f'k{k.k ds xq.kA 4- iz'u&i= fuekZ.k ,oa uhyi=A

4- MkW- HkksykukFk frokjh % Hkk"kk foKkuA fdrkc egy] bykgkckn] 2005

2- laLÑr Hkk"kk f'k{k.k ds lw= 3- iznÙk dk;Z vk/kkfjr mikxe

¼n½ ukVd f'k{k.k 1- ikB~;Øe dh fdlh ,d mibdkbZ ij i= izLrqfr ,oa izfrosnuA