EDU.04.UNDERSTANDING DISCIPLINES AND SUBJECTS
BBVMaximum Marks: 50
(External: 40, Internal: 10)
COURSE OBJECTIVES
1. To enable student teachers to reflect on the role and significance of school of subjects
2. To acquaint with the history of teaching of different subjects in school.
3. To understand the nature and classifications of academic disciplines
4. To analyse socio political and cultural interventions upon disciplines and subjects.
5. To explore new emerging areas in academic disciplines and their causes.
COURSE CONTENT
Unit 1
Schoool subjects
Major school subjects – languages, social sciences, mathematics and sciences.
• Reasons for including different subjects – languages – Language related skills/communication skill.
• Social Sciences - Understanding Social environment, citizenship. Historical mindedness, economic efficiency etc.-
• Science – development scientific attitude and temper, critical thinking, technical skills.
• Mathematics – Problem solving, Reasoning abilities etc.
Unit 2
Academic disciplines
• • Meaning, definition and concept of academic discipline- Nature of discipline: discipline specific terminologies, method of inquiry, publications, experts and fraternity etc-
• • differences and relationship between school subjects and academic discipline
• • disciplines-classifications of disciplines (Biglan Model): soft Vs Hard, Pure lifeVs pure- Non-life, Applied life Vs Applied Non-life.
• • Disciplinarites- disciplinary Interdisciplinaryand multidisciplinary
Unit 3
Nature of different school subjects and their evolution
• • History and nature of Languages.
• • Subject nature and Subject history of Mathematics
• • Subject nature and Subject history of Sciences.
• • Subject nature and Subject history of Social Science
Unit 4
Emergence of new disciplines
• • Reasons for the establishment of new disciplines- changing social, political scenario, new researches and inventions- specialisations, interdisciplinary approach, inclusion of work related areas etc.
• • Emerging subjects (Disaster management, Nano technology, Gemmology, Bio informatics, Immunology etc.)
MODE OF TRANSACTION
Lecture, Discussion, Seminars, Assignments
TASKS AND ASSIGNMENTS
1. Select a topic from school subject and sketch the development the topic into an elaborated form in a discipline
2. Identify any 5 interdisciplinary subjects and list out their chief characteristics
EDU 05.13 THEORETICAL BASES OF TEACHING SOCIAL SCIENCES
Maximum Marks: 100 (External: 80, Internal: 20)
COURSE OBJECTIVES
1. To acquaint with the nature and evolution of social sciences and social studies
2. To understand Aims and Objectives of teaching social science
3. To develop proper teacher behavior among teachers
4. To understand the principles of organizing Curriculum
5. To familiarize with methods and Strategies of teaching social sciences
COURSE CONTENT
Unit.1
Introduction to teaching social sciences
• Meaning, definition, nature and scope of social science
• Evolution of social science as a subject
• Need and significance of teaching social science in the present context
• Social Studies as a core subject and its relation to other core subjects- language, General science and mathematics.
• Social studies Vs Social sciences
Unit II
Aims , objectives and values of teaching social sciences
• General aims of Teaching social Sciences
• Aims of Teaching Social Sciences at Secondary stage
• Objectives of Teaching History, Geography, Economics and Political Science.
• conceptual , Inquiry, Skill and Affective Objectives of Social science
• Bloom’s Taxonomy of Educational Objectives
• Revised Bloom’s Taxonomy by Anderson & Krathwohl
• Values of Teaching Social Sciences
Unit III
Teacher behaviour and micro teaching
• Teaching -Meaning, Definition, Principles and Functions
• Phases of Teaching
• Maxims of teaching
• Teacher behaviour
• Teaching skills
• Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice and preparation of micro teaching Lesson plan
Unit IV
Social science curriculum
• Meaning and Definition of Curriculum
• Curriculum , Syllabus and Text book
• Principles of Curriculum construction
• Fusion, Integration and Correlation in Social science Curriculum
• Organizing social science curriculum – Topical, Spiral and Unit Approach
• Approaches to Curriculum Construction
Grass root approach
Administration approach
Demonstrative approach
• Modern Trends in Social Science
• Evaluation of Social Studies Curriculum
Unit 5
Method and strategies of teaching social sciences
• Lecture method
• source method
• discussion method
• problem solving method
• Project Method
• Dialogical Method
• co-operative learning strategies
• • Reflective Learning Strategies
• Meta-cognitive learning Strategies
• Brain Based Learning
• Exploratory and investigatory learning
Discovery Learning &Concept Mapping
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.
TASKS AND ASSIGNMENTS (Any Two of the following)
1. Critically evaluate Social Science Textbooks at Secondary level based on Democratic and Secular values
2. A minor Project relevant to Social Science
SEMESTER I
B. Practical Courses
EDU 101 MICRO TEACHING (30 Hours- 30 Marks)
COUSE OBJECTIVES
1. To develop specific teaching skills
2. To build up confidence in teaching
3. To practice and refine teaching skills
4. To provide feedback for modification of teaching behavior
Student teachers shall practice and refine at least 5 teaching skills through micro practices and their Integration through Link practice. They have to prepare micro lessons, and receive feedback from peers and teacher educators. Keep a record of micro lessons, link practice lesson, and observation schedules on the skills practiced and improved upon.(Micro practice= 20 marks: Link practice=4 marks; Record=6 marks )
EDU 102 COURSE ON EPC 1: LANGUAGE ACROSS CURRICULUM – READING AND REFLECTING ON TEXTS
(50 Hours -50 Marks)
COURSE OBJECTIVES
Upon completion of this course, the student teacher will:
1. Develops ability to comprehend the language of texts, teacher and learner and various other instructional contexts
2. Improve his/her proficiency in ‘reading’, ‘writing’, ‘thinking’, and ‘communicating’ in the language of instruction
3. Develop an interest in reading
4. Improve his/her ability to understand instruction
This is a major practical course suggested by NCTE curriculum framework. The course enable the learner to analyse the language of teacher, learner and text books of different subjects and contexts. This course also serve as a foundation to enable B.Ed. students to read and respond to a variety of texts in different ways and also learn to think together, depending on the text and the purposes of reading. Responses may be personal or creative or critical or all of these together. Students will also develop metacognitive awareness to become conscious of their own thinking 97
processes as they grapple with diverse texts. In other words, this course will enable student-teachers to enhance their capacities as readers and writers by becoming participants in the process of reading. The aim is to engage with the readings interactively- individually and in small groups. This involves framing questions to think about, while preparing to read something, reading a text, and reflexively placing what one has read in the context of both the texts and one’s own experiences.
This course offers opportunities to confront with use of language in different curricular contexts including textbooks, classrooms and other formal and informal learning contexts.
The learner also gets opportunity to read a wide variety of texts, including empirical, conceptual, and historical work, policy documents, studies about schools, teaching, learning, and about different people’s experiences of all of these. The course will also include narrative texts, expository texts from diverse sources, including autobiographical narratives, field notes, ethnographies, etc. to address different types of reading skills and strategies.
For expository texts, they will learn to make predictions, check their predictions, answer questions and then summarize or retell what they’ve read .Students will analyze various text structures to see how these contribute to the comprehension of a text. These readings will also provide the context for writing. Combining reading and writing leads to the development of critical skills. Student-teachers will get opportunities to write with a sense of purpose and audience, through tasks such as, responding to a text with one’s own opinions or writing within the context of others’ ideas.
Tasks = 50 marks
1. Identify and analyse the specific languages used in different curricular contexts – Language of textbooks of different subjects, Language of Examinations, Language of articles seminars/debates/workshops etc and language usage in other Formal and informal instructional contexts. Prepare a report (10 Marks) a. Activities i. Prepare a list of terminologies in English and local language of a subject text book at primary/secondary/higher secondary level
ii. Analyse a question paper of an examination and prepare a list of usages for different types and levels of test items
iii. Make a comparative analysis of structure of presentation and Specific language used in an article/ seminar/ debate/ workshop etc and prepare a report (Utilise one sample article/ programme details of a seminar/workshop/debate)
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2. Observe two subject classes of secondary schools and record the discipline based language, teacher language and student language while discourse. Make a comparative analysis (10 Marks) a. Activities i. Visit a school and interact with subject teachers on discipline specific language
ii. Observe two subject classes of two different teachers
iii. Identify and list the use of discipline specific language, teacher language and student language simultaneously
3. Engaging with narrative and descriptive accounts ( 6 marks ) a. Activities i. Select a text (A short story/ chapter of a fiction/ dramatic incident/ part of a travelogue/ comic etc.)
ii. Preliminary reading (individually)
iii. Secondary reading (in small groups)
iv. Share a related life experience with small group
v. Reflect upon language, characters, situations in small groups and present the same for whole group
vi. Prepare and submit a summary of the text in one’s own language
4. Engaging with popular subject-based expository writing (6 marks ) a. Activities i. Select articles, biographical writing, or extracts from popular nonfiction writing, with themes that are drawn from the subject areas of the student teachers (various sciences, mathematics, history, geography, literature/language pieces etc.)
ii. Preliminary reading (Individually)
iii. Secondary Reading (in small groups formed based on subject interest)
iv. Identify major concepts and subordinate ideas and prepare notes using diagrams, concept maps, graphs etc (In small groups)
v. Prepare a separate note on writing style, view point of the author, subject specific vocabulary and references used (in small groups)
vi. Prepare and submit a review/ summary of the text incorporating conceptual as well as style element (Individual)
5. Engaging with journalistic writing (6 marks) a. Activities i. Select an article from newspaper or magazine of contemporary interest
ii. Initial reading - Practice skimming and scanning for extracting information (Individually)
iii. Analyse structure of the article (in Small groups)
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iv. Identify subheadings, key words, sequence, illustrations, statistical data in tables/graphs etc (In small groups)
v. Critical reading to identify view points, subjectivity or personal bias, journalistic and metaphoric language etc. (in groups)
vi. Writing a popular article on a topic of contemporary interest (Individually)
a. Activities i. Form small groups based on their subject
ii. Select a topic in their subject area by each group
iii. Identify reference books available in the library for the topic
iv. Scanning and skimming relevant information from reference books
v. Making and collating notes
vi. Organize the information under various headings
vii. Plan a presentation of concepts to whole group
viii. Presentation to whole group
ix. Conduct a question answer session
a. Activities i. Select an essay, chapter or extract from popular educational writings deal with issues and topics related with education, schooling, teaching learning process
ii. Random grouping
iii. Reading and discussion on main ideas, arguments, terminologies and examples used
iv. Writing a review paper
v. Present the review to whole group
6. Engaging with subject-related reference books (6 marks)
7. Engaging with educational writing (6 marks)
EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
COURSE OBJECTIVES
6. To have a hands on competency in preparing pedagogic analysis of social science
7. To acquaint with Planning of instruction
8. To provide familiarization with resources for teaching and learning social science
9. To develop ability to prepare lesson transcripts based on models of Teaching
10. To understand the Evaluation techniques and prepare Achievement Test as per the existing state syllabus pattern in Social science • Meaning and Definition
• Need and objectives of pedagogic analysis
• Stages and steps of pedagogic analysis
• Analysis of learning objectives/learning out comes
• Content analysis- Meaning ,Importance, Elements and Methods of Content analysis
• Constructivist Learning Design
• Critical pedagogy and social science Classroom
• Selecting and Sequencing learning activities
• Inclusion of diverse needs of the learner
• Recent changes in social science Teaching in the state of Kerala
• Needs and importance of planning
• Levels of planning – year plan, unit plan and lesson plan
• Lesson plan/ Teaching manual– meaning, need and characteristics
• Steps of lesson planning
• Constructivist Lesson Planning
COURSECONTENT
Unit 1
Pedagogic analysis
(25 Hours)
Unit II
Planning of Instruction
(20 Hours) 147
• Social science Text book
• Work book and hand book/Teacher text
• Reference materials and supplementary readings
• Audio visual technology and mass media
• Community resources and ways of utilizing community resources
• Social science laboratory , Museum and Library
• Social science club
• Maps , Globes and Time line
• Meaning and definition of Models of Teaching
• Families of Models of Teaching
• Basic Elements to describe a Model
• Concpet Attainment Model
• Jurisprudential Inquiry Model
• Construction of Achievement test – Preparing dezign, Blueprint, item writing and editing etc.
• Writing different types of test items- Objective, Short answer and Essay
• Writing higher order test items
• Construction and administration of Diagnostic Test
Unit III
Resources of teaching and learning social sciences
(25 Hours)
Unit IV
Models of Teaching in Social Sciences
(15 hours)
Unit V
Evaluation in Social Science
(15 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc. 148
TASKS AND ASSIGNMENTS
4. Pedagogic Analysis of unit of X std.Geography
5. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Social Science Text book
6. Preapre a lesson transcript based on any one model of teaching
SEMESTER II
B. .Practical Courses
EDU201.1 PEER DISCUSSION LESSONS (20 Hours- 20 Marks)
COURSE OBJECTIVES
1. To understand the concept and importance of Lesson Planning in classroom teaching
2. To strengthen the conceptions of lesson planning
3. To provide guidelines to you during teaching practice
4. To maintain the sequence of content presentation
5. To provide you a forum to discuss various facts of Lesson Planning
6. To develop attitude towards teaching
7. To prepare lesson plans on the basis of various approaches/methods of teaching
8. To discuss lesson plans with peers and teacher educators
9. To improve the competency of lesson planning 1. To observe teaching skills, and the participation of students in the lessons
2. To observe teacher/teaching behaviour in various teaching learning situations a. Video lesson.
b. Student-teachers should observe Four Demonstration lessons in constructivist format by teacher educators and school mentors. Observe demonstration classes only with observation schedules. Keep a report of the observations made during demonstration lessons. (8 marks)
Student teachers shall prepare at least 8 discussion lesson plans in constructivist format (Vlll, lX & X)/XI &XII for trainees with PG) in groups and keep a record of them (Contribution of ideas and participation in discussion=10 marks; Record of lessons=10 marks)
EDU201.2 OBSERVATION LESSONS& FACULTY DEMONSTRATION LESSONS (10 Hours- 10 Marks)
COURSE OBJECTIVES
One Video Lesson of teacher educators/experts have to be observed by student-teachers individually or in groups and observation notes has to be prepared. (2 marks) 150
EDU 201.3 CRITICISM LESSONS (30 Hours- 30 Marks)
COURSE OBJECTIVES
1. To provide opportunity for a macro lesson in practice
2. To develop the skill of structured observation of classroom teaching
3. To get experience of preparing lesson plans for classroom teaching
4. To provide opportunity for debating on teaching performance.
5. To pool feedback of all observers of a specific lessons. i) Student teachers shall have dual role in this activity.
ii) As performers they have to conduct a macro lesson for duration of 40 minutes in VIII or IX (X1 for commerce and Computer Science).
iii) As observers they need to observe the Criticism Lessons taken by their peers.
iv) A student teacher should observe and record criticisms of at least eight lessons (8) of his/her peers in the subject. For this purpose schedule of criticism classes and topics selected for them shall be published well in advance.
v) Each student teacher shall prepare eight (8) lesson plans of the schedule and attend those criticism classes.
vi) Observers will be permitted for criticism sessions only with self-prepared lesson plans.
Criticism classes should be arranged optional wise.
If the number of student teachers in any optional falls below nine (9), repeat lessons should be conducted so as to enable all of them observe, record and debate eight criticisms lessons. (Sharing of valid feedback and participation in the debate=15 marks; Teaching performance =5marks; Record of lessons and criticisms=10marks)
EDU 201.4 PREPARATION OF TEACHING –LEARNING MATERIALS (WORKSHOP) (20 Hours- 20 Marks)
COURSE OBJECTIVES
1. To nurture ideas of preparing relevant teaching aids for identified content areas
2. To develop creative instincts
3. To give chance for expression of ideas
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4. To develop feeling of conservation of thrown out materials
i (i) Improvisation/ Preparation of handmade teaching aids/ learning aids from locally available resources. Student teachers shall visualize relevant aids in their subject areas and bring necessary materials to the college and prepare two models/teaching aids in a workshop conducted for the purpose (10 marks)
ii (ii) Charts and other graphic aids: - Student teachers shall prepare charts, sketches, Symbols etc. in another workshop conducted for the purpose. 5 Charts- (Tabular Charts, Flow/Process charts. Tree charts. Flipcharts etc.( 10 marks)
EDU 201.5 INITIATORY SCHOOL EXPERIENCES (30 Hours- 20 Marks)
COURSE OBJECTIVES
1. To provide the student-teacher an opportunity to have primary experiences with the functioning of the school.
2. To develop conceptual understandings about teaching and learning in school environment
3. To validate the theoretical understandings developed through various foundation and pedagogy courses
4. To understand and develop meaningful learning sequences appropriate to the specificity of different levels of learning
5. To mobilize appropriate resources for them.
This school attachment programme is for a period of five continuous working days, giving them an opportunity to acquaint with the school environment and the day-to- day functioning.
Student teachers recognize
(i)School as an ‘organized’ Endeavour Functioning within a ‘structure’ with defined roles and responsibilities Internal arrangements for coordinated functioning-time table, work allocation, differential responsibilities, planning and coordination procedures External liaison – with parents, community, authorities.
(ii) School as an ‘Enabling Learning Environment’- What ‘enables’ learning in schools? Nature of school environment; Learner perceptions; teacher perceptions; parental/community perceptions Nature of inter relationships between and among learners-teachers; teachers; teacher principal; parents-school; office-teachers-learners Nature of ‘impact’ generated in school
(iii) Classroom as a Learning Site - modalities, learning resources used, student reactions and any relevant related points 152
Observation of lessons of senior teachers individually or in small groups, meeting the students informally to learn their background and their interest in learning, seeing the learning facilities in the school, observing the social climate in the school etc., are some of the activities to be undertaken during this period. Each student-teacher has to engage 3 lessons individually or as shared practice. In shared practice, student-teachers will be in small groups of three members. The lessons will be divided into three parts and each student teacher will practice one of the parts by rotation in the natural classroom situation. Lesson plans need not be written with the rigidity as employed for Practice Teaching lesson. The student-teachers have to maintain a detailed diary as a record of the visit.
After the initiatory school experiences, a reflection session should be organized in the college. Institutions can depute the Optional teacher for organizing and assessment of initiatory school experiences. 100% attendance is compulsory
ASSESSMENT INDICATORS OF INITIATORY SCHOOL EXPERIENCE Components Marks
1 Teaching performance as Shared Practice 4
2 Teaching performance through individual effort 4
3 Observation of5 lessons of senior teachers +Observation report 4
4 Observing the social climate and learning facilities in the school 4
4 Maintenance of diary 4
TOTAL 20
GUIDELINES FOR SCHOOL INTERNSHIP
1. The internship is to be organized as a single block program for a continuous period of 16 weeks -80 days in selected schools.
2. For each student-teacher, internship should be conducted preferably in one school for the entire 16 weeks -80 days
3. Students should be assigned classes in any two different standards that too in two different levels viz. elementary, secondary or senior secondary
4. For student-teachers, classes spread over VI to X.
5. For post graduate student-teachers, classes spread over VI to XII. (Only those students having Post Graduate degree in the concerned Optional Subject are permitted to teach at Higher Secondary School level.)
6. For student-teachers of Commerce and Computer Science, classes spread over XI to XII.
7. The continuous internship period of 16 weeks -80 days is of two parts of 39 days and 40 days with an interim one day Mid Internship Reflection Session conducted in the Teacher Education Institutions.
8. Each student-teacher has to teach and record a minimum of 60 lessons in the concerned Optional Subject- not less than 30 lessons in the first part (during the first 39 days) and not less than 30 lessons in the second part (during the next 40 days).Out of the 60 lessons each student-teacher has to include a minimum of 3 ICT enabled lessons.
9. Lesson plans/Records have to be maintained by all student-teachers
10. During the school-internship the student teacher has to observe classroom teaching of mentors/ peers, and to record observations of not less than 10 lessons
11. The activities undertaken during the internship period should be presented in Portfolios
The activities to be undertaken during the internship period are listed below
• • Classroom teaching
• • Observing classroom teaching of mentors/ peers,
• • Lessons for Health & Physical Education-
• • Preparation and administration of Diagnostic tests and identifying of learning difficulties (Appropriate remedial measures have to be adopted on the basis of the analysis of the Diagnostic test.)
• • Preparation and administration of Achievement tests with quantitative and qualitative analysis of results
• • Conducting a Case study/Action research
• • Maintain a daily reflective journal
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• • Administration of any of the psychological tools like inventories, scales, projective techniques, Sociogram etc.
• • Organizing Participating in the Co curricular activities of the school ( like organizing / helping in sports, youth festival, blood donation camps, society beneficial programmes, PTA meetings etc.)
• • Innovative work during Internship (undertaking conscientization programmes, Minor Project, etc.)
• • Participation in organizing ‘Beyond the class Activities’ in the school (lab cleaning, club activities, participation in organizing programmes like quiz, seminar etc.)
EDU 13.13 PROFESSIONALISING SOCIAL SCIENCE EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)
COURSE OBJECTIVES
10. To be a professional social science teacher
11. To be well acquitted with uses of IT inputs in social science class room learning practices
12. To develop Skills in Techno pedagogy
13. To deveop awareness about emerging areas of social science education • Teaching as a profession
• Teacher as a Mentor and Mentoring Skills
• Professional Ethics
• Qualities of a social science teacher
• Ways and means of improving professionalism
• Social science teacher and teacher accountability
• Techno pedagogy – meaning, need and scope
• Technological Pedagogical Content Knowledge (TPACK)
• Techno-Pedagogical Skills of social science teacher
• Analysis of school text book units using ICT Tools
• Using presentation software
• E- content
COURSE CONTENT
Unit.1
Professionalizing social science teacher
(10 Hours)
Unit II
Techno pedagogy in social science Teaching
( 15 Hours)
Unit III
ICT inputs in social science learning 203
• Learning objects
• Tele conferencing and video conferencing
• Scope of blogs, wiki and Google map
• Use of INFLIBNET
• Edubundu
• Free soft wares in social science –IHMC concept map tools
• M-learning
• Social Medias as learning inputs – face book, whatsapp , Twitter, etc.
• Teaching of current affairs
• Controversial issues
• Consumer education
• Law focused education
• Human rights education
( 15 Hours )
UNIT IV
Emerging areas in Social Science education
(10 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.
TASKS AND ASSIGNMENTS
Prepare a Techno pedagogic Content Analysis of a Unit from Secondary School level Text Book
BBVMaximum Marks: 50
(External: 40, Internal: 10)
COURSE OBJECTIVES
1. To enable student teachers to reflect on the role and significance of school of subjects
2. To acquaint with the history of teaching of different subjects in school.
3. To understand the nature and classifications of academic disciplines
4. To analyse socio political and cultural interventions upon disciplines and subjects.
5. To explore new emerging areas in academic disciplines and their causes.
COURSE CONTENT
Unit 1
Schoool subjects
Major school subjects – languages, social sciences, mathematics and sciences.
• Reasons for including different subjects – languages – Language related skills/communication skill.
• Social Sciences - Understanding Social environment, citizenship. Historical mindedness, economic efficiency etc.-
• Science – development scientific attitude and temper, critical thinking, technical skills.
• Mathematics – Problem solving, Reasoning abilities etc.
Unit 2
Academic disciplines
• • Meaning, definition and concept of academic discipline- Nature of discipline: discipline specific terminologies, method of inquiry, publications, experts and fraternity etc-
• • differences and relationship between school subjects and academic discipline
• • disciplines-classifications of disciplines (Biglan Model): soft Vs Hard, Pure lifeVs pure- Non-life, Applied life Vs Applied Non-life.
• • Disciplinarites- disciplinary Interdisciplinaryand multidisciplinary
Unit 3
Nature of different school subjects and their evolution
• • History and nature of Languages.
• • Subject nature and Subject history of Mathematics
• • Subject nature and Subject history of Sciences.
• • Subject nature and Subject history of Social Science
Unit 4
Emergence of new disciplines
• • Reasons for the establishment of new disciplines- changing social, political scenario, new researches and inventions- specialisations, interdisciplinary approach, inclusion of work related areas etc.
• • Emerging subjects (Disaster management, Nano technology, Gemmology, Bio informatics, Immunology etc.)
MODE OF TRANSACTION
Lecture, Discussion, Seminars, Assignments
TASKS AND ASSIGNMENTS
1. Select a topic from school subject and sketch the development the topic into an elaborated form in a discipline
2. Identify any 5 interdisciplinary subjects and list out their chief characteristics
EDU 05.13 THEORETICAL BASES OF TEACHING SOCIAL SCIENCES
Maximum Marks: 100 (External: 80, Internal: 20)
COURSE OBJECTIVES
1. To acquaint with the nature and evolution of social sciences and social studies
2. To understand Aims and Objectives of teaching social science
3. To develop proper teacher behavior among teachers
4. To understand the principles of organizing Curriculum
5. To familiarize with methods and Strategies of teaching social sciences
COURSE CONTENT
Unit.1
Introduction to teaching social sciences
• Meaning, definition, nature and scope of social science
• Evolution of social science as a subject
• Need and significance of teaching social science in the present context
• Social Studies as a core subject and its relation to other core subjects- language, General science and mathematics.
• Social studies Vs Social sciences
Unit II
Aims , objectives and values of teaching social sciences
• General aims of Teaching social Sciences
• Aims of Teaching Social Sciences at Secondary stage
• Objectives of Teaching History, Geography, Economics and Political Science.
• conceptual , Inquiry, Skill and Affective Objectives of Social science
• Bloom’s Taxonomy of Educational Objectives
• Revised Bloom’s Taxonomy by Anderson & Krathwohl
• Values of Teaching Social Sciences
Unit III
Teacher behaviour and micro teaching
• Teaching -Meaning, Definition, Principles and Functions
• Phases of Teaching
• Maxims of teaching
• Teacher behaviour
• Teaching skills
• Micro teaching – Meaning, Definition, Phases ,Micro Teaching Cycle , Link practice and preparation of micro teaching Lesson plan
Unit IV
Social science curriculum
• Meaning and Definition of Curriculum
• Curriculum , Syllabus and Text book
• Principles of Curriculum construction
• Fusion, Integration and Correlation in Social science Curriculum
• Organizing social science curriculum – Topical, Spiral and Unit Approach
• Approaches to Curriculum Construction
Grass root approach
Administration approach
Demonstrative approach
• Modern Trends in Social Science
• Evaluation of Social Studies Curriculum
Unit 5
Method and strategies of teaching social sciences
• Lecture method
• source method
• discussion method
• problem solving method
• Project Method
• Dialogical Method
• co-operative learning strategies
• • Reflective Learning Strategies
• Meta-cognitive learning Strategies
• Brain Based Learning
• Exploratory and investigatory learning
Discovery Learning &Concept Mapping
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.
TASKS AND ASSIGNMENTS (Any Two of the following)
1. Critically evaluate Social Science Textbooks at Secondary level based on Democratic and Secular values
2. A minor Project relevant to Social Science
SEMESTER I
B. Practical Courses
EDU 101 MICRO TEACHING (30 Hours- 30 Marks)
COUSE OBJECTIVES
1. To develop specific teaching skills
2. To build up confidence in teaching
3. To practice and refine teaching skills
4. To provide feedback for modification of teaching behavior
Student teachers shall practice and refine at least 5 teaching skills through micro practices and their Integration through Link practice. They have to prepare micro lessons, and receive feedback from peers and teacher educators. Keep a record of micro lessons, link practice lesson, and observation schedules on the skills practiced and improved upon.(Micro practice= 20 marks: Link practice=4 marks; Record=6 marks )
EDU 102 COURSE ON EPC 1: LANGUAGE ACROSS CURRICULUM – READING AND REFLECTING ON TEXTS
(50 Hours -50 Marks)
COURSE OBJECTIVES
Upon completion of this course, the student teacher will:
1. Develops ability to comprehend the language of texts, teacher and learner and various other instructional contexts
2. Improve his/her proficiency in ‘reading’, ‘writing’, ‘thinking’, and ‘communicating’ in the language of instruction
3. Develop an interest in reading
4. Improve his/her ability to understand instruction
This is a major practical course suggested by NCTE curriculum framework. The course enable the learner to analyse the language of teacher, learner and text books of different subjects and contexts. This course also serve as a foundation to enable B.Ed. students to read and respond to a variety of texts in different ways and also learn to think together, depending on the text and the purposes of reading. Responses may be personal or creative or critical or all of these together. Students will also develop metacognitive awareness to become conscious of their own thinking 97
processes as they grapple with diverse texts. In other words, this course will enable student-teachers to enhance their capacities as readers and writers by becoming participants in the process of reading. The aim is to engage with the readings interactively- individually and in small groups. This involves framing questions to think about, while preparing to read something, reading a text, and reflexively placing what one has read in the context of both the texts and one’s own experiences.
This course offers opportunities to confront with use of language in different curricular contexts including textbooks, classrooms and other formal and informal learning contexts.
The learner also gets opportunity to read a wide variety of texts, including empirical, conceptual, and historical work, policy documents, studies about schools, teaching, learning, and about different people’s experiences of all of these. The course will also include narrative texts, expository texts from diverse sources, including autobiographical narratives, field notes, ethnographies, etc. to address different types of reading skills and strategies.
For expository texts, they will learn to make predictions, check their predictions, answer questions and then summarize or retell what they’ve read .Students will analyze various text structures to see how these contribute to the comprehension of a text. These readings will also provide the context for writing. Combining reading and writing leads to the development of critical skills. Student-teachers will get opportunities to write with a sense of purpose and audience, through tasks such as, responding to a text with one’s own opinions or writing within the context of others’ ideas.
Tasks = 50 marks
1. Identify and analyse the specific languages used in different curricular contexts – Language of textbooks of different subjects, Language of Examinations, Language of articles seminars/debates/workshops etc and language usage in other Formal and informal instructional contexts. Prepare a report (10 Marks) a. Activities i. Prepare a list of terminologies in English and local language of a subject text book at primary/secondary/higher secondary level
ii. Analyse a question paper of an examination and prepare a list of usages for different types and levels of test items
iii. Make a comparative analysis of structure of presentation and Specific language used in an article/ seminar/ debate/ workshop etc and prepare a report (Utilise one sample article/ programme details of a seminar/workshop/debate)
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2. Observe two subject classes of secondary schools and record the discipline based language, teacher language and student language while discourse. Make a comparative analysis (10 Marks) a. Activities i. Visit a school and interact with subject teachers on discipline specific language
ii. Observe two subject classes of two different teachers
iii. Identify and list the use of discipline specific language, teacher language and student language simultaneously
3. Engaging with narrative and descriptive accounts ( 6 marks ) a. Activities i. Select a text (A short story/ chapter of a fiction/ dramatic incident/ part of a travelogue/ comic etc.)
ii. Preliminary reading (individually)
iii. Secondary reading (in small groups)
iv. Share a related life experience with small group
v. Reflect upon language, characters, situations in small groups and present the same for whole group
vi. Prepare and submit a summary of the text in one’s own language
4. Engaging with popular subject-based expository writing (6 marks ) a. Activities i. Select articles, biographical writing, or extracts from popular nonfiction writing, with themes that are drawn from the subject areas of the student teachers (various sciences, mathematics, history, geography, literature/language pieces etc.)
ii. Preliminary reading (Individually)
iii. Secondary Reading (in small groups formed based on subject interest)
iv. Identify major concepts and subordinate ideas and prepare notes using diagrams, concept maps, graphs etc (In small groups)
v. Prepare a separate note on writing style, view point of the author, subject specific vocabulary and references used (in small groups)
vi. Prepare and submit a review/ summary of the text incorporating conceptual as well as style element (Individual)
5. Engaging with journalistic writing (6 marks) a. Activities i. Select an article from newspaper or magazine of contemporary interest
ii. Initial reading - Practice skimming and scanning for extracting information (Individually)
iii. Analyse structure of the article (in Small groups)
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iv. Identify subheadings, key words, sequence, illustrations, statistical data in tables/graphs etc (In small groups)
v. Critical reading to identify view points, subjectivity or personal bias, journalistic and metaphoric language etc. (in groups)
vi. Writing a popular article on a topic of contemporary interest (Individually)
a. Activities i. Form small groups based on their subject
ii. Select a topic in their subject area by each group
iii. Identify reference books available in the library for the topic
iv. Scanning and skimming relevant information from reference books
v. Making and collating notes
vi. Organize the information under various headings
vii. Plan a presentation of concepts to whole group
viii. Presentation to whole group
ix. Conduct a question answer session
a. Activities i. Select an essay, chapter or extract from popular educational writings deal with issues and topics related with education, schooling, teaching learning process
ii. Random grouping
iii. Reading and discussion on main ideas, arguments, terminologies and examples used
iv. Writing a review paper
v. Present the review to whole group
6. Engaging with subject-related reference books (6 marks)
7. Engaging with educational writing (6 marks)
EDU 09.13 PEDAGOGIC PRACTICES IN SOCIAL SCIENCE
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
COURSE OBJECTIVES
6. To have a hands on competency in preparing pedagogic analysis of social science
7. To acquaint with Planning of instruction
8. To provide familiarization with resources for teaching and learning social science
9. To develop ability to prepare lesson transcripts based on models of Teaching
10. To understand the Evaluation techniques and prepare Achievement Test as per the existing state syllabus pattern in Social science • Meaning and Definition
• Need and objectives of pedagogic analysis
• Stages and steps of pedagogic analysis
• Analysis of learning objectives/learning out comes
• Content analysis- Meaning ,Importance, Elements and Methods of Content analysis
• Constructivist Learning Design
• Critical pedagogy and social science Classroom
• Selecting and Sequencing learning activities
• Inclusion of diverse needs of the learner
• Recent changes in social science Teaching in the state of Kerala
• Needs and importance of planning
• Levels of planning – year plan, unit plan and lesson plan
• Lesson plan/ Teaching manual– meaning, need and characteristics
• Steps of lesson planning
• Constructivist Lesson Planning
COURSECONTENT
Unit 1
Pedagogic analysis
(25 Hours)
Unit II
Planning of Instruction
(20 Hours) 147
• Social science Text book
• Work book and hand book/Teacher text
• Reference materials and supplementary readings
• Audio visual technology and mass media
• Community resources and ways of utilizing community resources
• Social science laboratory , Museum and Library
• Social science club
• Maps , Globes and Time line
• Meaning and definition of Models of Teaching
• Families of Models of Teaching
• Basic Elements to describe a Model
• Concpet Attainment Model
• Jurisprudential Inquiry Model
• Construction of Achievement test – Preparing dezign, Blueprint, item writing and editing etc.
• Writing different types of test items- Objective, Short answer and Essay
• Writing higher order test items
• Construction and administration of Diagnostic Test
Unit III
Resources of teaching and learning social sciences
(25 Hours)
Unit IV
Models of Teaching in Social Sciences
(15 hours)
Unit V
Evaluation in Social Science
(15 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc. 148
TASKS AND ASSIGNMENTS
4. Pedagogic Analysis of unit of X std.Geography
5. Prepare a Year plan, Unit plan and a Lesson Plan for a Secondary level Social Science Text book
6. Preapre a lesson transcript based on any one model of teaching
SEMESTER II
B. .Practical Courses
EDU201.1 PEER DISCUSSION LESSONS (20 Hours- 20 Marks)
COURSE OBJECTIVES
1. To understand the concept and importance of Lesson Planning in classroom teaching
2. To strengthen the conceptions of lesson planning
3. To provide guidelines to you during teaching practice
4. To maintain the sequence of content presentation
5. To provide you a forum to discuss various facts of Lesson Planning
6. To develop attitude towards teaching
7. To prepare lesson plans on the basis of various approaches/methods of teaching
8. To discuss lesson plans with peers and teacher educators
9. To improve the competency of lesson planning 1. To observe teaching skills, and the participation of students in the lessons
2. To observe teacher/teaching behaviour in various teaching learning situations a. Video lesson.
b. Student-teachers should observe Four Demonstration lessons in constructivist format by teacher educators and school mentors. Observe demonstration classes only with observation schedules. Keep a report of the observations made during demonstration lessons. (8 marks)
Student teachers shall prepare at least 8 discussion lesson plans in constructivist format (Vlll, lX & X)/XI &XII for trainees with PG) in groups and keep a record of them (Contribution of ideas and participation in discussion=10 marks; Record of lessons=10 marks)
EDU201.2 OBSERVATION LESSONS& FACULTY DEMONSTRATION LESSONS (10 Hours- 10 Marks)
COURSE OBJECTIVES
One Video Lesson of teacher educators/experts have to be observed by student-teachers individually or in groups and observation notes has to be prepared. (2 marks) 150
EDU 201.3 CRITICISM LESSONS (30 Hours- 30 Marks)
COURSE OBJECTIVES
1. To provide opportunity for a macro lesson in practice
2. To develop the skill of structured observation of classroom teaching
3. To get experience of preparing lesson plans for classroom teaching
4. To provide opportunity for debating on teaching performance.
5. To pool feedback of all observers of a specific lessons. i) Student teachers shall have dual role in this activity.
ii) As performers they have to conduct a macro lesson for duration of 40 minutes in VIII or IX (X1 for commerce and Computer Science).
iii) As observers they need to observe the Criticism Lessons taken by their peers.
iv) A student teacher should observe and record criticisms of at least eight lessons (8) of his/her peers in the subject. For this purpose schedule of criticism classes and topics selected for them shall be published well in advance.
v) Each student teacher shall prepare eight (8) lesson plans of the schedule and attend those criticism classes.
vi) Observers will be permitted for criticism sessions only with self-prepared lesson plans.
Criticism classes should be arranged optional wise.
If the number of student teachers in any optional falls below nine (9), repeat lessons should be conducted so as to enable all of them observe, record and debate eight criticisms lessons. (Sharing of valid feedback and participation in the debate=15 marks; Teaching performance =5marks; Record of lessons and criticisms=10marks)
EDU 201.4 PREPARATION OF TEACHING –LEARNING MATERIALS (WORKSHOP) (20 Hours- 20 Marks)
COURSE OBJECTIVES
1. To nurture ideas of preparing relevant teaching aids for identified content areas
2. To develop creative instincts
3. To give chance for expression of ideas
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4. To develop feeling of conservation of thrown out materials
i (i) Improvisation/ Preparation of handmade teaching aids/ learning aids from locally available resources. Student teachers shall visualize relevant aids in their subject areas and bring necessary materials to the college and prepare two models/teaching aids in a workshop conducted for the purpose (10 marks)
ii (ii) Charts and other graphic aids: - Student teachers shall prepare charts, sketches, Symbols etc. in another workshop conducted for the purpose. 5 Charts- (Tabular Charts, Flow/Process charts. Tree charts. Flipcharts etc.( 10 marks)
EDU 201.5 INITIATORY SCHOOL EXPERIENCES (30 Hours- 20 Marks)
COURSE OBJECTIVES
1. To provide the student-teacher an opportunity to have primary experiences with the functioning of the school.
2. To develop conceptual understandings about teaching and learning in school environment
3. To validate the theoretical understandings developed through various foundation and pedagogy courses
4. To understand and develop meaningful learning sequences appropriate to the specificity of different levels of learning
5. To mobilize appropriate resources for them.
This school attachment programme is for a period of five continuous working days, giving them an opportunity to acquaint with the school environment and the day-to- day functioning.
Student teachers recognize
(i)School as an ‘organized’ Endeavour Functioning within a ‘structure’ with defined roles and responsibilities Internal arrangements for coordinated functioning-time table, work allocation, differential responsibilities, planning and coordination procedures External liaison – with parents, community, authorities.
(ii) School as an ‘Enabling Learning Environment’- What ‘enables’ learning in schools? Nature of school environment; Learner perceptions; teacher perceptions; parental/community perceptions Nature of inter relationships between and among learners-teachers; teachers; teacher principal; parents-school; office-teachers-learners Nature of ‘impact’ generated in school
(iii) Classroom as a Learning Site - modalities, learning resources used, student reactions and any relevant related points 152
Observation of lessons of senior teachers individually or in small groups, meeting the students informally to learn their background and their interest in learning, seeing the learning facilities in the school, observing the social climate in the school etc., are some of the activities to be undertaken during this period. Each student-teacher has to engage 3 lessons individually or as shared practice. In shared practice, student-teachers will be in small groups of three members. The lessons will be divided into three parts and each student teacher will practice one of the parts by rotation in the natural classroom situation. Lesson plans need not be written with the rigidity as employed for Practice Teaching lesson. The student-teachers have to maintain a detailed diary as a record of the visit.
After the initiatory school experiences, a reflection session should be organized in the college. Institutions can depute the Optional teacher for organizing and assessment of initiatory school experiences. 100% attendance is compulsory
ASSESSMENT INDICATORS OF INITIATORY SCHOOL EXPERIENCE Components Marks
1 Teaching performance as Shared Practice 4
2 Teaching performance through individual effort 4
3 Observation of5 lessons of senior teachers +Observation report 4
4 Observing the social climate and learning facilities in the school 4
4 Maintenance of diary 4
TOTAL 20
GUIDELINES FOR SCHOOL INTERNSHIP
1. The internship is to be organized as a single block program for a continuous period of 16 weeks -80 days in selected schools.
2. For each student-teacher, internship should be conducted preferably in one school for the entire 16 weeks -80 days
3. Students should be assigned classes in any two different standards that too in two different levels viz. elementary, secondary or senior secondary
4. For student-teachers, classes spread over VI to X.
5. For post graduate student-teachers, classes spread over VI to XII. (Only those students having Post Graduate degree in the concerned Optional Subject are permitted to teach at Higher Secondary School level.)
6. For student-teachers of Commerce and Computer Science, classes spread over XI to XII.
7. The continuous internship period of 16 weeks -80 days is of two parts of 39 days and 40 days with an interim one day Mid Internship Reflection Session conducted in the Teacher Education Institutions.
8. Each student-teacher has to teach and record a minimum of 60 lessons in the concerned Optional Subject- not less than 30 lessons in the first part (during the first 39 days) and not less than 30 lessons in the second part (during the next 40 days).Out of the 60 lessons each student-teacher has to include a minimum of 3 ICT enabled lessons.
9. Lesson plans/Records have to be maintained by all student-teachers
10. During the school-internship the student teacher has to observe classroom teaching of mentors/ peers, and to record observations of not less than 10 lessons
11. The activities undertaken during the internship period should be presented in Portfolios
The activities to be undertaken during the internship period are listed below
• • Classroom teaching
• • Observing classroom teaching of mentors/ peers,
• • Lessons for Health & Physical Education-
• • Preparation and administration of Diagnostic tests and identifying of learning difficulties (Appropriate remedial measures have to be adopted on the basis of the analysis of the Diagnostic test.)
• • Preparation and administration of Achievement tests with quantitative and qualitative analysis of results
• • Conducting a Case study/Action research
• • Maintain a daily reflective journal
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• • Administration of any of the psychological tools like inventories, scales, projective techniques, Sociogram etc.
• • Organizing Participating in the Co curricular activities of the school ( like organizing / helping in sports, youth festival, blood donation camps, society beneficial programmes, PTA meetings etc.)
• • Innovative work during Internship (undertaking conscientization programmes, Minor Project, etc.)
• • Participation in organizing ‘Beyond the class Activities’ in the school (lab cleaning, club activities, participation in organizing programmes like quiz, seminar etc.)
EDU 13.13 PROFESSIONALISING SOCIAL SCIENCE EDUCATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)
COURSE OBJECTIVES
10. To be a professional social science teacher
11. To be well acquitted with uses of IT inputs in social science class room learning practices
12. To develop Skills in Techno pedagogy
13. To deveop awareness about emerging areas of social science education • Teaching as a profession
• Teacher as a Mentor and Mentoring Skills
• Professional Ethics
• Qualities of a social science teacher
• Ways and means of improving professionalism
• Social science teacher and teacher accountability
• Techno pedagogy – meaning, need and scope
• Technological Pedagogical Content Knowledge (TPACK)
• Techno-Pedagogical Skills of social science teacher
• Analysis of school text book units using ICT Tools
• Using presentation software
• E- content
COURSE CONTENT
Unit.1
Professionalizing social science teacher
(10 Hours)
Unit II
Techno pedagogy in social science Teaching
( 15 Hours)
Unit III
ICT inputs in social science learning 203
• Learning objects
• Tele conferencing and video conferencing
• Scope of blogs, wiki and Google map
• Use of INFLIBNET
• Edubundu
• Free soft wares in social science –IHMC concept map tools
• M-learning
• Social Medias as learning inputs – face book, whatsapp , Twitter, etc.
• Teaching of current affairs
• Controversial issues
• Consumer education
• Law focused education
• Human rights education
( 15 Hours )
UNIT IV
Emerging areas in Social Science education
(10 Hours)
MODE OF TRANSACTION
Lecture, discussion, demonstration, small group activities, seminars etc.
TASKS AND ASSIGNMENTS
Prepare a Techno pedagogic Content Analysis of a Unit from Secondary School level Text Book
